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Journal articles on the topic 'Academic performance'

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Author: Grafiati

Published: 4 June 2021

Last updated: 11 March 2023

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1

Ononye, Uzoma, Mercy Ogbeta, Francis Ndudi, Dudutari Bereprebofa, and Ikechuckwu Maduemezia. "Academic resilience, emotional intelligence, and academic performance among undergraduate students." Knowledge and Performance Management 6, no. 1 (March 10, 2022): 1–10. http://dx.doi.org/10.21511/kpm.06(1).2022.01.

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Academic resilience and emotional intelligence are considered important personal resources for furthering students’ academic performance. However, many educational organizations seem to trivialize the performance implications of these constructs in teachings and curriculum. Consequently, it can decrease not just their academic performance but also their employability, as they lack the generic competencies to adapt and survive in a stressful context. Even so, empirical evidence on integrating academic resilience, emotional intelligence, and academic performance remains unexplored in the Nigerian university context. Therefore, the study aimed to investigate the linkages between academic resilience, emotional intelligence, and academic performance in Nigeria. The partial least square (PLS) modeling method was utilized for testing the stated hypotheses with data collected from 179 final year undergraduate students in the regular B.Sc. Business Administration and B.Sc. Marketing program at Delta State University, Nigeria. From the PLS results, the study reported that academic resilience was positively related to emotional intelligence (β = 0.125, p = 0.007), academic resilience (β = 0.231, p = 0.000) and emotional intelligence (β = 0.260, p = 0.000) were positively related to academic performance, and emotional resilience mediated the positive relationship between academic resilience and academic performance (β = 0.057, p = 0.005). While academic resilience predicted academic performance, it also predicted emotional intelligence, which affected academic performance significantly and positively.

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2

Batool, Hijab, Asim Mumtaz, A. S. Chughtai, Ameelia Sadaqat, and Syed Imran Ali Shah. "ACADEMIC PERFORMANCE;." Professional Medical Journal 24, no. 11 (November 3, 2017): 1733–39. http://dx.doi.org/10.29309/tpmj/2017.24.11.656.

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Objectives: To explore the factors affecting academic performance ofundergraduate MBBS students in Central Park Medical College Lahore. Background: Inmedical education, academic achievement tends to be an important aspect of professionaldevelopment later in the life of medical graduates. In Pakistan, pre-admission grades are oneof the most important criteria for admission in medical colleges. Several other factors are alsobelieved to play an important role to predict performance of undergraduate students in medicalcolleges. A detailed study of these factors can help to improve the performance of studentsin medical colleges. Study Design: Cross-sectional analytical study. Setting: Central ParkMedical College, Lahore. Materials and methods:Two MBBS batches (n=200) of Central ParkMedical College. Student data regarding gender, parent occupation, being a boarder or dayscholar, marks scored in F.sc and MCAT along with the score obtained in all professionalexaminations was collected. The data was analyzed using SPSS 23.0. Results: Thisstudy revealed that there was a positive correlation between preadmission grades of studentsand their academic performance throughout the five year period of medical college. Therewas no significant difference (p-value >0.05) between the academic performances ofstudents from parents of medical background as compared to those from parents withoutany medical background. The performances of students living in hostels were almost same astheir counterparts who were day scholars (p-value>0.05). The overall performance of studentswas better in the final years of medical colleges as compared to the initial years with femalesperforming better than males. Conclusion: The findings of this study support the fact that preadmission grades may prove to be a predictor of performance later in professional college life.Factors like parent occupation and place of accommodation have little role in predicting theacademic achievement of medical students. Learning though interactive manner tend to helpin achieving better grades as compared to students who learn through less interactive/didacticlecture technique.

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3

Arshad, Muhammad, and Muhammad Aslam. "ACADEMIC PERFORMANCE;." Professional Medical Journal 24, no. 07 (July 3, 2017): 977–80. http://dx.doi.org/10.29309/tpmj/2017.24.07.1020.

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Objectives: examined the relationship between academic performance andbulling in an academic environment. Setting: 9th to 12 grades students male and female ofdifferent private school of Faisalabad city. Period: March 2015 to April 2016. Material andMethod: 200 students 13 to 18 years old were taken and apply the Bullying Scale (Espelage,200). Result: Pearson correlation revealed that academic achievement negatively correlatedwith bulling. This relationship was significant with bully(r = -.67, p< .001), In order to predictacademic achievement multiple regression was separately computed, which demonstratedbully, (F = 3.49, p< .01) and of academic achievement. Conclusion: The relationship betweenbullying and academic performance. It is concluded finally that academic achievementnegatively correlated with bulling.

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4

Johargy, Dr Ayman, Dr Pushpamala Ramaiah, and Dr Ibtesam Nomani Lamia Ahmed Elsayed Grace Lindsey. "Student Nurses Academic Performance- Multidimensional Constructs." International Journal of Trend in Scientific Research and Development Volume-3, Issue-3 (April 30, 2019): 818–22. http://dx.doi.org/10.31142/ijtsrd23144.

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5

Battersby∗, David. "The academic performance of older academics: A review." Journal of Tertiary Education Administration 15, no. 2 (October 1993): 181–88. http://dx.doi.org/10.1080/1036970930150204.

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6

Andrade, Maxie, Dr Shreemathi Mayya, and Dr Anice George. "Academic performance and nursing aptitude: A correlation." International Journal of Scientific Research 3, no. 5 (June 1, 2012): 1–3. http://dx.doi.org/10.15373/22778179/may2014/197.

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7

Oluwatumbi, Oso Senny. "Innovative Pedagogies: Panacea for Students Academic Performance." International Journal of Trend in Scientific Research and Development Volume-1, Issue-6 (October 31, 2017): 1013–19. http://dx.doi.org/10.31142/ijtsrd5759.

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8

GUR, Recep. "Development of the Academic Performance Perception Scale." Eurasian Journal of Educational Research 17, no. 69 (May 20, 2017): 177–97. http://dx.doi.org/10.14689/ejer.2017.69.10.

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9

Thirunavukkarasu, M., B. J. S. S. Sriram, and Javvaji Chandrasekhar Reddy. "ACADEMIC PERFORMANCE ANALYSIS." International Journal of Computer Science and Mobile Computing 10, no. 4 (April 30, 2021): 50–62. http://dx.doi.org/10.47760/ijcsmc.2021.v10i04.008.

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10

Mallett, John. "Academic Integration, Academic Performance, and Retrospective Evaluations of Own Performance." Irish Journal of Psychology 30, no. 3-4 (January 2009): 185–99. http://dx.doi.org/10.1080/03033910.2009.10446309.

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11

YOUSEFI, MIDYA, Rohini Devi, and Ahmad Shuib. "Organizational Stress Indicators and Influence on Academic Performance in Private Universities." Asia Proceedings of Social Sciences 5, no. 2 (December 30, 2019): 117–22. http://dx.doi.org/10.31580/apss.v5i2.1123.

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This study investigates to recognize and test the influence of organizational indicators of stress on the academic performance. The current research collected questionnaire via multi cluster sampling techniques from 32 Malaysian private universities academic staff. Also, 190 completed questionnaires were analyzed through SmartPLS software that has been delivered the results based on measurement and structural model. Then outcomes show that workload is the first stress organizational indictors that has adverse effect on academic staff work performance. Likewise, ambiguity and conflict in roles are the secondary and thirdly stress indictors that negatively influence the academics’ performance in private universities respectively. This study suggests remarkable implications both theoretically and practically to complement the available literature toward the organizational stress indicators in academia context that contribute to academic staff performance. In addition, it, enriches current administrators and policy makers of private universities in reducing the negative effects of stress predictors in organization and manage to increase academic staff performance.

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12

Weigall, Dick. "Enhancing academic performance in non‐academic ways." Australian Journal of Learning Disabilities 7, no. 1 (March 2002): 2. http://dx.doi.org/10.1080/19404150209546687.

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13

Clark, M. H., Steven C. Middleton, Daniel Nguyen, and Lauren K. Zwick. "Mediating relationships between academic motivation, academic integration and academic performance." Learning and Individual Differences 33 (July 2014): 30–38. http://dx.doi.org/10.1016/j.lindif.2014.04.007.

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14

Ramlal, Porika, Kappala Manjusha, and Sania Khan. "The nexus between emotional intelligence and academic performance." Knowledge and Performance Management 6, no. 1 (September 16, 2022): 38–48. http://dx.doi.org/10.21511/kpm.06(1).2022.04.

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This paper attempts to understand how emotional intelligence (EI) can affect students’ academic performance by investigating the relationship between EI and student performance. A structured questionnaire comprising 25 questions was developed on a five-point Likert scale employing the five components of EI stated by Daniel Goleman. The five elements are self-analysis, self-control, self-motivation, empathy, and social skills. 350 MBA students from premier institutes in Warangal, India, were taken as a sample through a convenience sampling technique. Correlation analysis was performed amongst students’ EI and their cumulative grade point average (CGPA). The coefficient value obtained showed a minimal linear relationship between EI and student performance. For further analysis, students were segregated gender-wise, male and female, and then a correlation was performed. In the case of female students, a negative relationship is exhibited between EI and performance. In contrast, in the case of male students, a positive relationship is exhibited that is higher than the overall coefficient. Moreover, correlation is applied to each component separately to identify which of the five components has higher linear relationship. The findings concluded that self-control and empathy followed by self-motivation had linear relationship, especially in the case of male students. Finally, it was difficult to correlate the EI of female students with their performance.

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15

Josely, Ms J., and Mrs Vandana Devi. "Relationship Between Teachers Motivation and Students Academic Performance." International Journal of Trend in Scientific Research and Development Volume-2, Issue-4 (June 30, 2018): 2223–31. http://dx.doi.org/10.31142/ijtsrd14422.

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16

Dr. Indu. H, Dr Indu H. "Academic Performance and Emotional Intelligence- Their Inter Relationship." International Journal of Scientific Research 2, no. 8 (June 1, 2012): 128–29. http://dx.doi.org/10.15373/22778179/aug2013/43.

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17

Roy, Dr Bharati. "Test Anxiety and Academic Performance of School Students." International Journal of Scientific Research 2, no. 1 (June 1, 2012): 211–13. http://dx.doi.org/10.15373/22778179/jan2013/75.

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18

YOSHIZAWA, Takashi, and Shigeko FUJISAWA. "Factors Influencing Academic Performance." Rigakuryoho Kagaku 23, no. 3 (2008): 459–62. http://dx.doi.org/10.1589/rika.23.459.

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19

Muyangwa, Moses Mubita. "Hysteria and Academic Performance." Perceptual and Motor Skills 86, no. 3_suppl (June 1998): 1162. http://dx.doi.org/10.2466/pms.1998.86.3c.1162.

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To assess the possible relationship between hysteria, as defined by Miller and Keane in 1972, and academic performance, for 27 secondary school pupils comprising 25 girls and 2 boys (ages 12 to 23 years, in Grades 8 to 12 of six different schools) and with known histories of hysterical attacks (locally known as Lihabiya) diagnosed by hospital authorities or traditional healers grades in English, Mathematics, and the local language siSwati were compared before and after hysterical episodes. Although all their marks before the attack were higher, differences were not statistically significant.

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20

Liem, Gregory Arief D. "Academic performance and assessment." Educational Psychology 39, no. 6 (June 17, 2019): 705–8. http://dx.doi.org/10.1080/01443410.2019.1625522.

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21

Karlsson, Jon L. "Psychosis and academic performance." British Journal of Psychiatry 184, no. 4 (April 2004): 327–29. http://dx.doi.org/10.1192/bjp.184.4.327.

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BackgroundIt has been suggested that psychosis genes might be associated with beneficial effects, explaining their high frequency in all human populations.AimsTo test the relationship between academic success and the incidence of psychotic disorders.MethodThe unusually complete demographic and scholastic records available in Iceland were used to locate academically accomplished individuals and assess the probability of previously identified patients with mental disorders and their relatives being among such groups.ResultsClose relatives of successful students showed increased risks of psychosis. Individuals who subsequently developed psychosis and relatives of people with psychosis excelled in school performance, particularly in mathematics.ConclusionsThe study supports the hypothesis that stimulation associated with psychotic tendencies enhances performance in academic settings.

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22

BERNARD, HINSDALE, JEROME D. THAYER, and EDWARD A. STREETER. "Diligence and Academic Performance." Journal of Research on Christian Education 2, no. 2 (September 1993): 213–34. http://dx.doi.org/10.1080/10656219309484785.

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23

Chan, Ho Fai, Bruno S. Frey, Jana Gallus, and Benno Torgler. "Academic honors and performance." Labour Economics 31 (December 2014): 188–204. http://dx.doi.org/10.1016/j.labeco.2014.05.005.

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24

Arnaud.Cabanac, Leonid Perlovsky, Marie-Claude Bonniot-Cabanac, and Michel Cabanac. "Music and academic performance." Behavioural Brain Research 256 (November 2013): 257–60. http://dx.doi.org/10.1016/j.bbr.2013.08.023.

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25

Heath, Nancy, Elizabeth Roberts, and Jessica R. Toste. "Perceptions of Academic Performance." Journal of Learning Disabilities 46, no. 5 (December 19, 2011): 402–12. http://dx.doi.org/10.1177/0022219411428807.

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26

Aslam, M. M. Haris, Ahmed F. Siddiqi, Khuram Shahzad, and Sami Ullah Bajwa. "Predicting Student Academic Performance." International Journal of Knowledge Management 10, no. 3 (July 2014): 18–35. http://dx.doi.org/10.4018/ijkm.2014070102.

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The biggest challenge in nurturing an academic community is encouraging knowledge sharing among its members. Literature on communities, however, has paid less attention on the role of outcome expectations in encouraging the knowledge sharing behaviors. This study examines the effects of Personal Outcome Expectations (POE) and Community-related Outcome Expectations (COE) on the knowledge sharing behaviors of students and its consequent impact on their academic performance. In order to study these relationships a survey of university students was conducted. Based on structural equation modeling approach, it was found that COE have significant impact on knowledge sharing among the students.

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27

McKendree, J. "Ethnicity and academic performance." BMJ 342, mar29 1 (March 29, 2011): d1943. http://dx.doi.org/10.1136/bmj.d1943.

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28

Maguin, Eugene, and Rolf Loeber. "Academic Performance and Delinquency." Crime and Justice 20 (January 1996): 145–264. http://dx.doi.org/10.1086/449243.

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29

Idrissi, Aicha Serghini, and Patricia Garcia-Prieto. "LEADING ACADEMIC PERFORMANCE (LAP): THE ROLE OF SOCIAL IDENTITY PERFORMANCE FOR FEMALE ACADEMICS." Academy of Management Proceedings 2011, no. 1 (January 2011): 1–6. http://dx.doi.org/10.5465/ambpp.2011.65869677.

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30

Barnett, Michael D., Patrick R. Melugin, and Joseph Hernandez. "Time Perspective, Intended Academic Engagement, and Academic Performance." Current Psychology 39, no. 2 (February 5, 2018): 761–67. http://dx.doi.org/10.1007/s12144-017-9771-9.

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31

Krishen, Anjala S., Michael T. Lee, and Robyn L. Raschke. "The Story Only Few Can Tell: Exploring the Disproportionately Gendered Professoriate in Business Schools." Journal of Marketing Education 42, no. 1 (October 4, 2019): 7–22. http://dx.doi.org/10.1177/0273475319879972.

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In American business schools, the higher the position, the lower the female representation, especially when including additional intersections of identity such as race, sexual orientation, and ethnicity. Our article aims to supplement existing research regarding gender bias and underrepresentation in academia, particularly in business schools. Such research can uncover faculty gender issues, work toward mitigating the existing biases related to diversity and inclusion, and bring a needed voice and discussion for the purpose of moving toward solutions. To build our hypotheses, we provide a literature review regarding academic satisfaction, perceived performance weight–teaching and perceived performance weight–service differences between genders, and gender issues with the academic pipeline to full professor. Next, we utilize data collected from a sample of n = 696 academics from American business schools and find that women faculty have significantly lower academic satisfaction throughout all ranks and institutions. Our results further indicate that there are differences in perceived performance weight–teaching and perceived performance weight–service between female and male academics at the ranks of assistant and full professors at various types of institutions. Last, we offer conclusions and implications, limitations, and future research suggestions that include studies regarding intersectional faculty, academic mobbing and bullying, incivility, and academic satisfaction.

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32

Narvacan, Niño Fredrico L., Atienza-Bulaquiña Evangeline, and Lucille D. Evangelista. "Effects of Visualization on Academic Performance of College Students." International Journal of Information and Education Technology 4, no. 2 (2014): 156–60. http://dx.doi.org/10.7763/ijiet.2014.v4.389.

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33

Kalaivani, S., B. Priyadharshini, and B. Selva Nalini. "Analyzing Student’s Academic Performance Based on Data Mining Approach." International Journal of Innovative Research in Computer Science & Technology 5, no. 1 (January 31, 2017): 194–97. http://dx.doi.org/10.21276/ijircst.2017.5.1.4.

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34

Monier, Yoan Pablo Rodriguez, Kenichi Gasbar Garcia Alvarez, Rodolfo Vila Feijoo, Silvia Mercy Velasco Pesantez, and ArisdorganDieguez Almaguer. "Academic performance on physics subject of high school students." International Journal of Psychosocial Rehabilitation 24, no. 04 (February 28, 2020): 361–69. http://dx.doi.org/10.37200/ijpr/v24i4/pr201015.

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35

Dr. K. C. Barmola, Dr K. C. Barmola. "Family Environment, Mental Health and Academic Performance of Adolescents." International Journal of Scientific Research 2, no. 12 (June 1, 2012): 531–33. http://dx.doi.org/10.15373/22778179/dec2013/169.

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36

ANGHEL, Ramona Elena. "Predictors of Academic Performance among At-Risk Romanian Youth." Revista Romaneasca pentru Educatie Multidimensionala 07, no. 01 (June 30, 2015): 181–92. http://dx.doi.org/10.18662/rrem/2015.0701.13.

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37

IQBAL, Asif, Fakhra AZIZ, Tahir Khan FAROOQI, and Shabbir ALI. "Relationship between Teachers’ Job Satisfaction and Students’ Academic Performance." Eurasian Journal of Educational Research 16, no. 64 (August 29, 2016): 1–35. http://dx.doi.org/10.14689/ejer.2016.64.19.

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38

IQBAL, Asif, Fakhra AZIZ, Tahir Khan FAROOQI, and Shabbir ALI. "Relationship between Teachers’ Job Satisfaction and Students’ Academic Performance." Eurasian Journal of Educational Research 16, no. 65 (October 17, 2016): 1–35. http://dx.doi.org/10.14689/ejer.2016.65.19.

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39

Triperina, Evangelia, Cleo Sgouropoulou, Ioannis Xydas, Olivier Terraz, and Georgios Miaoulis. "Creating the Context for Exploiting Linked Open Data in Multidimensional Academic Ranking." International Journal of Recent Contributions from Engineering, Science & IT (iJES) 3, no. 3 (October 19, 2015): 33. http://dx.doi.org/10.3991/ijes.v3i3.5023.

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Academia is a complex socio-technical system with multiple aspects and constituents that involve various stakeholders. In order to address stakeholders’ needs and to assist the institutional accountability, this complexity should be considered during the development of academic services. We have designed a dynamic multidimensional ranking approach, easily modifiable to address user requirements, so as to assess and compare the university performance with a clear view to the support of effective institutional strategic planning and policy making. Our approach comprises the following components: the AcademIS ontology to model the academic domain and its multiple dimensions, the AcademIS Information System to manage and display the academic information, published in Linked Open Data format and the visual-aided Multiple Criteria Decision Making component, to evaluate and rank the performance of the academic units. The data are aggregated from several sources, in different formats, LODified by our system, and presented to the user by the interface to ultimately assist the decision making process.

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40

Anuradha, Dr K., B. Subasri, and S. Vignesh. "A Study on the Academic Performance of College Teachers based on Key Performance Indicators." International Journal of Trend in Scientific Research and Development Volume-2, Issue-3 (April 30, 2018): 259–61. http://dx.doi.org/10.31142/ijtsrd10825.

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41

Rostaminezhad, Mohamamd Ali, Mohsen Ayati, and Mina Zamaniyan. "Can Informal Learning and Academic Engagement mediate the negative Impact of Social Networking on Academic Performance?" Malaysian Online Journal of Educational Technology 6, no. 4 (October 1, 2018): 18–28. http://dx.doi.org/10.17220/mojet.2018.04.002.

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42

Ahn, Doehee, Gwihwa Park, Kwang Jin Baek, and Sang-In Chung. "Academic Motivation, Academic Stress, and Perceptions of Academic Performance in Medical Students." Korean Journal of Medical Education 19, no. 1 (March 31, 2007): 59–71. http://dx.doi.org/10.3946/kjme.2007.19.1.59.

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43

Wong, Maria Mei-Ha. "The Relations among Causality Orientations, Academic Experience, Academic Performance, and Academic Commitment." Personality and Social Psychology Bulletin 26, no. 3 (March 2000): 315–26. http://dx.doi.org/10.1177/0146167200265005.

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44

Caz, Çağdaş, and Levent Tanyeri. "The Relationship between Life Satisfaction and Academic Performance: An Example of Sports Science." World Journal of Education 8, no. 5 (October 25, 2018): 192. http://dx.doi.org/10.5430/wje.v8n5p192.

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Everyday stress, happiness, health status and individual characteristics affect life satisfaction, which, in turn, affectsome other factors. Therefore, high life satisfaction in academics affects their academic performance positively. Theaim of this study is to examine the relationship between sports science academics’ life satisfaction and academicperformance. Study sample consisted of 188 male and 151 female sports science academics working in differentregions. Data were collected using the “Contentment with Life Assessment Scale” (CLAS) developed by Lavallee,Hatch, Michalos & McKinley (2007), and adapted to Turkish language by Akın and Yılmaz (2015), and the“Perceived Academic Performance Scale” developed by Gür (2017). Data were analyzed using descriptive statistics,t-test, one-way variance analysis (ANOVA), Tukey multiple comparison test and correlation test. Results show thatmale academics have better academic performance than female academics. Results show no statistically significantrelationship between life satisfaction and academic performance.

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45

Arsjad, Asmawarni, and Jakaria Dasan. "THE RELATIONSHIP OF LEADERSHIP STYLE, PSYCHOLOGICAL CAPITAL, AND STAFF PERFORMANCE AMONG ACADEMICS HOLDING ADMINISTRATIVE POST IN PUBLIC HIGHER EDUCATION INSTITUTION IN MALAYSIA: BRIEF REVIEW." Journal of BIMP-EAGA Regional Development 8, no. 1 (August 2, 2022): 28–35. http://dx.doi.org/10.51200/jbimpeagard.v8i1.3861.

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Staff leadership especially among academics holding administrative post has long been debated in relation to level of performance. Notably, past studied rarely talked about the relationship of leadership styles and psychological capital in boosting the performance in which this study investigated. Through literature review, the leadership style of academic leaders predicts the performance while their psychological capital determines the impact further. Some insights were excavated from articles in various journal related to variables of study particularly among academia which become the context of this study. Full-Range Leadership theory drove the study to further entice the relationship of the variables. In the end, the study manages to gauge explanation why academic leaders’ performance is differently affected by transformational leadership style as compared to transactional leadership style. The effect, however, can be regulated by the psychological capital of the academic leaders while performing their tasks.

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46

Hutaibat, Khaled, Zaidoon Alhatabat, Larissa von Alberti-Alhtaybat, and Khaldoon Al-Htaybat. "Performance habitus: performance management and measurement in UK higher education." Measuring Business Excellence 25, no. 2 (February 11, 2021): 171–88. http://dx.doi.org/10.1108/mbe-08-2019-0084.

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Purpose What academic and managerial elements are particularly influential regarding performance? This study aims to address these questions as part of a broader longitudinal study. The current paper focusses on the results relating to performance management and measurement, and how the sectorial developments impacted on individuals and institutions. Design/methodology/approach An interpretive research methodology was used, which illustrates the institutional performance management and measurement system. The first part of the interpretive study was a single case study, focussing on one “old” research-intensive university. The second part included five institutions, three UK top-tier universities, focussing on top-level research and education, and two “new” universities with a greater teaching than research portfolio. Findings The current paper focusses on the results relating to performance management and measurement, and how higher education (HE) developments impacted on individuals and institutions, reflected in the notion of performance habitus. The qualitative element of the study sought to gain insight into which factors influence performance management and measurement and what changing effect these have on academic members of staff. The findings illustrate how academic values and managerial control practices create an academia-specific performance management approach, measured by particular key performance indicators that are used for the institution as a whole and then applied to units and individuals within institutions. With regard to institutional performance, more established and institutionalised performance management and measurement practices are relied upon. Both elements are addressed in this study, and the authors conclude that the interplay of human capital and institutional structure creates the most successful performance-related outcome. Originality/value The current study adds additional insights on how the changing HE context affects academic members and how the future of the UK HE sector is perceived. Insights can be derived for other HE sectors, as the contextual factors of international competition, tightening of resources and nature of the academic sector transcend national borders. Thus, practices illustrated in the current study are useful for institutions and academic managers of other HE sectors as well.

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47

Khan, Mehjabeen. "Academic Self-Efficacy, Coping, and Academic Performance in College." International Journal of Undergraduate Research and Creative Activities 5 (October 8, 2013): 4. http://dx.doi.org/10.7710/2168-0620.1006.

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48

Borah, Prachurjya, Nandita Chitrakar, and Dimpal Khatiwora. "Influence of Academic Stress on University Students Academic Performance." Shanlax International Journal of Arts, Science and Humanities 10, no. 1 (July 1, 2022): 10–15. http://dx.doi.org/10.34293/sijash.v10i1.4664.

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The present study investigates the influence of academic stress on student’s academic performance among university students. The objectives of this study is to find out the influence of academic stress on academic performance of university level students and to compare the academic stress in terms of their gender and schools i.e. School of Engineering (SOE), School of Humanities and Social Sciences (HSS) and School of Sciences (SOS). A total of 120 University students were selected by random sampling technique from Tezpur University,India. Descriptive survey method was adopted in the study. The tool used in this study was Academic Stress Scale constructed by Rajendran & Kaliappan (1990). Academic performance t was measured using student’s semester exams results. To find out the correlation between academic stress and academic performance Pearson product-moment correlation method was used and the result shows positive correlation. Further, it was also found that stress and academic achievement has no significant gender difference. The result also shows that there is no significant difference in academic stress among university level students in respect to their school.

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Jeffres, Meghan N., Sean M. Barclay, and Scott K. Stolte. "Academic Entitlement and Academic Performance in Graduating Pharmacy Students." American Journal of Pharmaceutical Education 78, no. 6 (August 15, 2014): 116. http://dx.doi.org/10.5688/ajpe786116.

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Eng, Tang Howe, Imelia Laura Ak Daneil, Siti Faridah Bt Kamaruddin, and Jacqueline Susan Ak Rijeng. "High School Academic Performance and Academic Success in University." Advanced Science Letters 23, no. 8 (August 1, 2017): 7653–56. http://dx.doi.org/10.1166/asl.2017.9545.

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