Journal articles: 'Prediction of scholastic success'

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Shaughnessy, Michael F., Kris Spray, Jack Moore, and Carole Siegel. "Prediction of Success in College Calculus: Personality, Scholastic Aptitude Test, and Screening Scores." Psychological Reports 77, no. 3_suppl (December 1995): 1360–62. http://dx.doi.org/10.2466/pr0.1995.77.3f.1360.

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This study explored the relationship between Scholastic Aptitude Test scores, personality scores as measured by the 16 PF, Fifth Edition, and screening test scores of 87 students to predict success in college calculus. The results are discussed and implications reviewed.

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Meeker, Frank, Daniel Fox, and Bernard E. Whitley. "Predictors of Academic Success in the Undergraduate Psychology Major." Teaching of Psychology 21, no. 4 (December 1994): 238–41. http://dx.doi.org/10.1207/s15328023top2104_9.

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Transcript data were compiled on 288 recent college graduates majoring in psychology to determine the variables that correlated best with grade point average in psychology (PSYGPA). The graduates were a highly diverse group in terms of high school academic backgrounds, grades in high school, and Scholastic Aptitude Test scores. Factor analysis of 26 predictor variables revealed three clusters of variables: high school grades/verbal, general studies, and mathematics. Multiple regression analyses revealed PSYGPA to be predicted by the grade in Introductory Psychology, general studies coursework, and mathematics factors, which together accounted for 67% of the variance. The prediction equation differed somewhat from that obtained for students at another university; consequently, prediction equations used to screen majors should be based only on students at a particular institution.

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Umamaheswari, P., M. Vanitha, P. Vimala Devi, J. Glory Theporal, and Badal Rihan Basha. "Student success prediction using a novel machine learning approach based on modified SVM." Multidisciplinary Science Journal 6 (December 15, 2023): 2024ss0110. http://dx.doi.org/10.31893/multiscience.2024ss0103.

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Education holds an indispensable place in society. The 2020 coronavirus outbreak, which wrought havoc worldwide, imparted varying ramifications on the educational landscape. Numerous studies underscored a decline in student performance, thereby accentuating the urgency of addressing this concern proactively and discerning the contributory factors. As a cornerstone of societal progress, education is universally championed by governments and nations alike. Recognizing the vital need to monitor students to avert academic derailment, the capacity to predict student performance equips educators to vigilantly track outcomes and make informed decisions that bolster both learning and achievement. The model proposed in this study emerges as a superior classifier, offering enhanced accuracy while concurrently mitigating risks of overfitting and underfitting, courtesy of sophisticated machine learning algorithms. This investigation delineates the primary drivers influencing student success. It undertakes student data-based classification and juxtaposes various classifiers. The efficacy of the proposed methodology was corroborated using metrics like accuracy, recall, and the F1 score, registering commendable values of 84%, 95%, and 82% respectively, outpacing traditional models. This innovative approach promises to be instrumental in forecasting students' scholastic trajectories, thereby empowering stakeholders to execute timely interventions.

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Shochet, Ian M. "The Moderator Effect of Cognitive Modifiability on a Traditional Undergraduate Admissions Test for Disadvantaged Black Students in South Africa." South African Journal of Psychology 24, no. 4 (December 1994): 208–15. http://dx.doi.org/10.1177/008124639402400406.

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Universities in South Africa are faced with the problem of finding admissions criteria, other than high school grades, that are both fair and valid for black applicants severely disadvantaged by an inferior school education. The use of traditional intellectual assessments and aptitude tests (such as the Scholastic Aptitude Test) for disadvantaged and minority students remains controversial as a fair assessment, in that these tests do not take account of potential for change. In this study, therefore, a measure of students' cognitive modifiability, assessed by means of an Interactive Assessment model, was added as a moderator of the traditional intellectual assessment in predicting first-year university success. Cognitive modifiability significantly moderated the predictive validity of the traditional intellectual assessment for a sample of disadvantaged black students enrolled in the first year Bachelor of Arts degree at the University of the Witwatersrand. The higher the level of cognitive modifiability, the less effective were traditional methods for predicting academic success and vice versa. The implications of these findings are discussed.

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Crouse, James. "Does the SAT Help Colleges Make Better Selection Decisions?" Harvard Educational Review 55, no. 2 (July 1, 1985): 195–220. http://dx.doi.org/10.17763/haer.55.2.b3q411p04222l175.

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The College Entrance Examination Board and the Educational Testing Service claim that the Scholastic Aptitude Test (SAT) improves colleges' predictions of their applicants' success. James Crouse uses data from the National Longitudinal Study of high school students to calculate the actual improvement in freshman grade point averages, college completion,and total years of schooling resulting from colleges' use of the SAT. He then compares those predictions with predictions based on applicants' high school rank. Crouse argues that the College Board and the Educational Testing Service have yet to demonstrate that the high costs of the SAT are justified by its limited ability to predict student performance.

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Causarano, Pietro, and Chiara Martinelli. "Innovation, homologation, regimentation. The multiple perspectives of the Delegated decrees." Rivista di Storia dell’Educazione 11, no. 1 (June 23, 2024): 3–7. http://dx.doi.org/10.36253/rse-16201.

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In 1974, the so-called “Decreti Delegati” occurred after years of ministerial documents and experimentations whose success depended on headmasters’ and teachers’ leanings; they put into action parts of suggestions and predictions made during the first years of 1970s. Indeed, they modified the way scholastic organisation runs, they de-verticalized it to some extent and established connections among school, society and territory on an institutional basis. This constitutes a topic that has been highly debated in the domain of educational sciences, as are the frantic and complex social events occurred after 1968.

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García y García, Blanca Elba. "To What Factors do University Students Attribute Their Academic Success?" Journal on Efficiency and Responsibility in Education and Science 14, no. 1 (March 31, 2021): 1–8. http://dx.doi.org/10.7160/eriesj.2021.140101.

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This study explores the attributions to which undergraduate university students ascribe academic achievement. Attribution theory was used as a means to understand scholastic success-failure. The questions that guided the study were the following: What are the causal attributions that predominate in students' academic achievement? Is there a difference between male and female students? Is there a difference if average grades and the number of failed subjects, factored as benchmarks of academic achievement, are considered? Do the measured attributions have any weight when predicting students’ grades? A Likert scale measuring eight different attributions of academic achievement was applied to 165 students. The results showed that the most important attribution for academic achievement was intelligence. Sex-related differences were found in two attributes: calm and effort. In general, students with four failed subjects were those with the lowest averages measured in attributions. The variables that predicted good grades for male students were effort and good teachers, for female students, a liking for teachers, luck, and attention.

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Currie, Lacy K., Christopher T. Pisarik, Earl J. Ginter, Ann Shanks Glauser, Christopher Hayes, and Julian C. Smit. "Life-Skills as a Predictor of Academic Success: An Exploratory Study." Psychological Reports 111, no. 1 (August 2012): 157–64. http://dx.doi.org/10.2466/11.04.17.pr0.111.4.157-164.

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Traditional predictors of academic performance in college, such as measures of verbal and mathematical abilities [i.e., Scholastic Aptitude Test (SAT)] and academic achievement (i.e., high school GPA), often account for less than 25% of the variance in college performance, thus leaving a considerable amount of variance unexplained. The primary goal of this study was to examine developmental variables that may account for academic achievement beyond the traditional indices mentioned. Specifically, the relationships among four categories of life-skills and cumulative GPA were examined. A hierarchical multiple-regression analysis revealed that the four life-skills categories predicted an additional 9.4% of the variance in cumulative GPA beyond high school GPA and SAT scores. Of the four categories, physical fitness/health maintenance skills made a statistically significant, unique contribution to predicting cumulative GPA. Because of the exploratory nature of the current study, suggestions are made for conducting future research in light of the study's limitations.

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Lanham, B. Dean, Edward J. Schauer, and G. Solomon Osho. "A Comprehensive Analysis Of The Efficacy Of Non-Cognitive Measures: Predicting Academic Success In A Historically Black University In South Texas." Journal of College Teaching & Learning (TLC) 8, no. 4 (July 1, 2011): 43. http://dx.doi.org/10.19030/tlc.v8i4.4193.

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Universities have long used standardized American College Tests (ACT), Scholastic Aptitude Tests (SAT), and high school Grade Point Averages (HS GPA) for academic admission requirements. The current study of 127 minority college students in a Historically Black University in South Texas assesses an alternative measure, the Non-Cognitive Questionnaire developed by William Sedlacek. It is also important to test the validity of these standards for graduation success. As part of the process for residence hall placement at the Historically Black University, each participant completed a Non-Cognitive Questionnaire (NCQ) (Schauer, 2007). Preliminary indications provide neither a clear cut distinction nor a strong probability of success based on ACT or SAT scores among minority college students. High school GPA appears to be the best predictor of college graduation success among academic admission requirements in a Historically Black University. The NCQ appears to be a weak predictive tool in the success rates of minority students in the current study. Further study is required in the child developmental years of educational training.

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Varrasi, Simone, Francesco Maria Boccaccio, Claudia Savia Guerrera, Giuseppe Alessio Platania, Concetta Pirrone, and Sabrina Castellano. "Schooling and Occupational Outcomes in Adults with ADHD: Predictors of Success and Support Strategies for Effective Learning." Education Sciences 13, no. 1 (December 29, 2022): 37. http://dx.doi.org/10.3390/educsci13010037.

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Attention Deficit Hyperactivity Disorder (ADHD) is a neurobehavioral disorder that is usually diagnosed in childhood. It is characterized by attention deficits, hyperactivity, and impulsivity leading to significant impairment in academic, occupational, familiar, and social functioning. Most of the literature has been focusing on the impact of this condition on infancy and preadolescence, but little is known on its consequences in adulthood. This narrative review addresses this gap by focusing on the studies regarding the schooling outcomes of this population. After identifying the specific clinical and neuropsychological profile of ADHD in adults, this study analyzes their precise needs for effective learning and presents evidence on their academic and occupational achievements. Pharmacological, educational, and rehabilitative factors predicting a positive scholastic and career success are critically reviewed. Finally, this study focuses on the strategies that can improve the learning processes in adults with ADHD by expanding the analysis on executive functions, metacognition, and emotional dysregulation. Schooling outcomes in adults with ADHD, therefore, are conceptualized as a complex measure depending on several variables, like early pharmacological treatment, educational support, neuropsychological intervention, and targeted strategies for life-long learning.

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Kridiotis, Carol A., Johan Bezuidenhout, and Jacques Raubenheimer. "Selection criteria for a radiography programme in South Africa: Predictors for academic success in the first year of study." Health SA Gesondheid 21 (October 11, 2016): 206–13. http://dx.doi.org/10.4102/hsag.v21i0.955.

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Background: Selection criteria used to admit students to a radiography programme at the Central University of Technology (CUT) included academic criteria, as well as the General Scholastic Aptitude Test (GSAT) and Self-directed Search (SDS) Questionnaire.Aims and objectives: The aim of the study was to identify which selection criteria were predictors of academic success in the first year of study. As a four year Bachelor's degree in Radiography (480 credits) was to replace the three year National Diploma (NDip) in Radiography (360 credits), selection criteria would come under review.Design and method: Data from 130 students were gathered in a retrospective quantitative study. Data were edited, categorised and summarised. A statistical analysis was undertaken to identify which selection criteria predicted academic success in the first year of study.Results: Statistics showed that the matriculation Admission Points Score (National Senior Certificate/NCS APS) and core matriculation subject results in Mathematics, Physical Sciences and English were adequate predictors for first-year academic success, and the subjects Life Sciences for the NSC and Biology for the Senior Certificate (SC), showed strong predictive values for first-year academic success. According to the statistical analysis, the GSAT and SDS Questionnaire did not contribute any significant information which could predict academic success.Conclusion: Matriculation marks and NSC APS were adequate predictors for academic success, with a focus on Life Sciences or Biology marks as the strongest predictor. The usefulness of the GSAT and SDS Questionnaire could be questioned, and a recommendation was made to replace these tests with alternative student selection methods.

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Bansiong, Apler J., and Janet Lynn M. Balagtey. "Predicting success in teacher education: Revisiting the influence of high school GPA, admission, and standardized test scores on academic and licensure performance." Journal Of Research, Policy & Practice of Teachers & Teacher Education 10, no. 2 (November 9, 2020): 1–17. http://dx.doi.org/10.37134/jrpptte.vol10.2.1.2020.

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This predictive study explored the influence of three admission variables on the college grade point average (CGPA), and licensure examination ratings of the 2015 teacher education graduates in a state-run university in Northern Philippines. The admission variables were high school grade point average (HSGPA), admission test (IQ) scores, and standardized test (General Scholastic Aptitude - GSA) scores. The participants were from two degree programs – Bachelor in Elementary Education (BEE) and Bachelor in Secondary education (BSE). The results showed that the graduates’ overall HSGPA were in the proficient level, while their admission and standardized test scores were average. Meanwhile, their mean licensure examination ratings were satisfactory, with high (BEE – 80.29%) and very high (BSE – 93.33%) passing rates. In both degree programs, all entry variables were significantly correlated and linearly associated with the CGPAs and licensure examination ratings of the participants. These entry variables were also linearly associated with the specific area GPAs and licensure ratings, except in the specialization area (for BSE). Finally, in both degrees, CGPA and licensure examination ratings were best predicted by HSGPA and standardized test scores, respectively. The implications of these findings on admission policies are herein discussed.

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Tokish, John M., Charles A. Thigpen, Michael J. Kissenberth, Stefan John Tolan, Keith T. Lonergan, Richard J. Hawkins, Adam Kwapisz, and Ellen Shanley. "The Non-Operative Instability Severity Score: A Validated Scoring System to Predict Who Needs Operative Management in the Scholastic Athlete." Orthopaedic Journal of Sports Medicine 6, no. 3_suppl (March 1, 2018): 2325967118S0000. http://dx.doi.org/10.1177/2325967118s00005.

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Objectives: The management of the adolescent athlete who presents for initial treatment after shoulder instability remains controversial. Risk factors such as age, gender, athletic status, and patient goals have all been demonstrated to result in a higher risk of recurrence with nonoperative management, but little work has been done to determine a treatment algorithm that would combine these factors into a decision making algorithm. The purpose of this study, therefore, was to evaluate patients managed nonoperatively for shoulder instability, and to identify factors that led to failure, defined as an inability to return to sport with no subsequent missed time due to shoulder issues. We sought to integrate these factors into a scoring system that would predict the success or failure of nonoperative management in the treatment of shoulder instability in the adolescent athlete. Methods: A retrospective study was conducted of 57 patients who were first time presenters for anterior shoulder instability to a single orthopaedic practice. Inclusion criteria were that patients were managed nonoperatively, that they were involved in high school sports with at least one season of eligibility remaining, and that complete information was available on their ultimate return to their previous sport. Success was defined as those patients who returned to their sport at the same level, and who played at least one subsequent season without any time being missed due to the shoulder that had been unstable. Patient specific risk factors were individually evaluated, and those that were predictive of a higher risk of failure were incorporated into a 10-point Nonoperative Injury Severity Index (NISIS). This score was then retrospectively applied with regression analysis as well as a chi-square analysis to determine the overall score that predicted failure of nonoperative management. Results: Six factors were identified as risk factors and included in the NISIS. Age greater than 15, the presence of bone loss, type of instability (subluxation or dislocation), type of sport (collision vs. non-collision), female gender, and arm dominance, were assigned points based on individual risk. Overall, 79% of patients treated nonoperatively were able to achieve full return to sport without subsequent surgical intervention or missing any time as a result of their shoulder. Patients who had a preoperative NISIS score of >7 returned at over 90% to sport, compared to a success rate of 50% for those who scored <8, revealing an odds ratio of 9.3 times higher risk of failure for those in the high risk group (p=0.001). Conclusion: The non-operative instability severity index is simple and effective preoperative method to determine who is likely to be successful at returning to scholastic sports after presenting for anterior shoulder instability. Further study with a larger prospective cohort should be accomplished to independently validate this score, but this information may be useful for the treating physician to help guide decision making when presented with the unstable shoulder. [Figure: see text]

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Althewini, Abdulaziz. "The Predictive Validity of Standardized Tests and English Proficiency for Saudi Medical Students’ Performance in Biology." International Journal of Education and Literacy Studies 7, no. 4 (October 31, 2019): 158. http://dx.doi.org/10.7575/aiac.ijels.v.7n.4p.158.

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The study is designed to examine the predictive power of Saudi-admission criteria for student performance in an introductory biology course. It focuses on the second semester at King Saud bin Abdulaziz University for Health Sciences. The study addresses whether the General Aptitude test (GAT), the Scholastic Achievement Admission Test (SAAT), and the students’ English proficiency, taken together can accurately predict student performance in the biology course. Their English proficiency was measured by using the average grade in the intensive English courses taken in the first semester, in addition to the average grade in the reading and communication proficiency tests. The research involved the results of 250 male students in the admission criteria and biology-course grades. Simple linear and multivariate regression models are used to determine the predictive variance of each admission criterion for student success in the biology course. The results demonstrate that the admission criteria are significant predictors, but with a variance of 26.6%. The results also show that individually, GAT and SAAT are the poorest predictors, whereas the reading and communication proficiency tests were the best. The findings reveal that the predictive power of these admission criteria as a combined model is low. Additionally, more investigation is necessary to ascertain whether these criteria are also low predictors in other subjects and in overall college learning.

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Aquines Gutiérrez, Osvaldo, Diana Margarita Hernández Taylor, Ayax Santos-Guevara, Wendy Xiomara Chavarría-Garza, Humberto Martínez-Huerta, and Ross K. Galloway. "How the Entry Profiles and Early Study Habits Are Related to First-Year Academic Performance in Engineering Programs." Sustainability 14, no. 22 (November 19, 2022): 15400. http://dx.doi.org/10.3390/su142215400.

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This paper explores how the entry profiles of engineering students are related to their academic performance during the first year of university in a sample of 255 first-year engineering students (77 females and 178 males) at a university in Northeast Mexico. The predictors used were the high school grade point average (HSGPA), Scholastic Aptitude Test (SAT) results, the first admission test, and a Spanish adaptation of the Survey of Study Habits and Attitudes Test (SSHA) from Brown and Holtzman. The SSHA adaptation was tested for internal consistency reliabilities via Cronbach’s alpha globally (0.92) and for the following categories: delay avoidance (DA: 0.79), work methods (WM: 0.81), teacher approval (TA: 0.89), and educational acceptance (EA: 0.74). The results were compared with those of other studies to validate their consistency. To assess the different entry profiles between high- and low-achieving students, we performed a Kruskal–Wallis test and found significant differences (p < 0.001) between both profiles for all variables. We then measured the relationships between the variables and academic success by constructing a correlation table, where HSGPA, SAT, and DA showed the highest correlations: 0.61, 0.40, and 0.36, respectively. With these outcomes, a predictive model via a logistic regression (R2=0.52) was built to forecast first year academic performance in the specific context.

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Downey, Luke A., Justine Lomas, Clare Billings, Karen Hansen, and Con Stough. "Scholastic Success." Canadian Journal of School Psychology 29, no. 1 (November 6, 2013): 40–53. http://dx.doi.org/10.1177/0829573513505411.

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Kowaleski-Jones, Lori, Rachel Dunifon, and Geoffrey Ream. "Community contributions to scholastic success." Journal of Community Psychology 34, no. 3 (2006): 343–62. http://dx.doi.org/10.1002/jcop.20103.

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Negoiţă (Păcurariu), Gabriela. "The Adolescence: Scholastic Success and Failure." European Review Of Applied Sociology 9, no. 12 (June 1, 2016): 35–47. http://dx.doi.org/10.1515/eras-2016-0004.

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AbstractThe research described herein has taken into consideration the manner in which high school pupils conceive the scholastic success or the scholastic failure, in times of adolescence, taking acount of this moment of life. At the same time, this research intents to highlight the degree of motivation the pupils posess, taking into consideration the school requirements, as well as the role of the teacher-pupil relation in this context. The subjects of the sample have been selected from amongst XIth grade pupils of Colegiul Național Bănățean (high school – Ed.) in Timișoara. The tool that has been employed for data collection has been adapted to the pupils’ level of cognitive and emotional development, considering their age particularities.

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Robinson, Christina, and Nicole M. Coomer. "Children’s public health insurance and scholastic success." Applied Economics Letters 21, no. 7 (January 14, 2014): 459–62. http://dx.doi.org/10.1080/13504851.2013.866200.

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Abraham, Grace Sara, Lakshmy Rajasekharan, and Sabitha Anirudhan. "Investigation of Inferential Skills in School Going Preadolescents." International Journal of Health Sciences and Research 11, no. 7 (July 23, 2021): 272–80. http://dx.doi.org/10.52403/ijhsr.20210737.

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Inferential skill plays an important part in the comprehension of language and enhances educational performance of school-aged children. We examined the role of age, gender and scholastic performances in inferential skills of preadolescent students attending English medium school (age range 8 to 12 years). In order to compare the inferential skills across age, gender and scholastic performances, t-test was used. There was a steady increase in the inference skills of students with increasing age. The inferential skills of male students were found to be better than female students. Students with above average scholastic performance made more inferences than students with below average scholastic performance. The higher scores in inferential skills across these three domains could be due to better vocabulary, reading comprehension and world knowledge. This paper emphasizes on the importance of inferential skills in educational success. It identifies the key factors influencing the inferential skills and the need to work on them by the school-based speech language pathologists (SLP). Key words: Inferential skill, educational success, scholastic performance, preadolescent, inference.

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Downey, L., J. Lomas, and C. Stough. "Scholastic success: Fluid intelligence, personality, and emotional intelligence." Personality and Individual Differences 60 (April 2014): S21. http://dx.doi.org/10.1016/j.paid.2013.07.397.

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Stepaniuk, Jeffray Roy. "Nurturing Environmental Transformation and Scholastic Success in Northern Manitoba." Journal of Sustainable Development 14, no. 2 (March 11, 2021): 122. http://dx.doi.org/10.5539/jsd.v14n2p122.

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Effective non-traditional approaches to environmental lesson delivery and enrollee evaluation remain ephemeral in northern Manitoba as indicated by negative local attitudes towards imported and metropolitanized instruction (Martin, 2014; Mercredi, 2009). Current pandemic aside, and as increased attrition and abysmal failure rates have not changed in decades, there is relevance in exploring the experiential context and local implications of an inductive student model intended to improve remote environmental understanding and scholastic performance. To help prevent perpetuating a dis-order in which Indigenous expressions are neither recognized nor developed, learning experiences of University College of the North (UCN) students concerning regional freshwater availability and the calculation of stream flow were documented. Using componential analysis and participatory video as a mediating technology, allied empirical test scores and codified normative elements of self and environmental ‘awareness’ in traditional classrooms versus boreal settings were examined. Three exploratory factor axes explained more than 50% of the variance from an integrated but diverse set of 27 chosen variables. Titled axes declining in order of importance were Environmental Engagement, Scholastic Scoring and Non-Conventional Lesson Delivery. Seventy percent of unsolicited adult student responses suggest moralization and unique meta-ethical quale were undeniably and academically important. Empirical-‘ized’ findings advocate UCN must now ask which aspects of curriculum design, lesson delivery and enrollee assessment might result in greater scholastic success when nurturing personalized transformations in the milieu of ongoing threats to both freshwater sustainability and Cree safeguarding paradigms in northern Manitoba.

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Roby, F. B., A. C. DeVos, T. G. Lohmam, and C. M. Tipton. "PREDICTION OF MINIMAL WRESTLING WEIGHT FOR ARIZONA SCHOLASTIC WRESTLERS." Medicine and Science in Sports and Exercise 21, Supplement (April 1989): S72. http://dx.doi.org/10.1249/00005768-198904001-00428.

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KAWAGUCHI, Toshiaki, and Yusaku MAEBA. "Schools That Achieve Success in Reducing Differences in Scholastic Ability:." Journal of Educational Sociology 80 (May 31, 2007): 187–205. http://dx.doi.org/10.11151/eds.80.187.

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Szkolak-Stępień, Anna. "First-Day of School, First-Day Success." Pedagogika Przedszkolna i Wczesnoszkolna, no. 2 (16) (2020): 79–83. http://dx.doi.org/10.4467/20801335pbw.20.018.14113.

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Crossing the school threshold, meeting new obligations, requirements and situations is an important moment that changes the lives of children so far. Especially the youngest who, on the one hand, want to go to school very much and, on the other hand, are afraid of it — not knowing their friends, colleagues and teachers. The article First-Day of School, First-Day Success written on the basis of articles from the American magazine “Scholastic Instructor” presents, how to help you succeed in school.

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Wilderman, Melanie, Sohana Nasrin, and Jeremy Davis. "Budget Cuts in Scholastic Media: A Focus Group Study of Oklahoma Journalism Advisers’ Survival Skills." Journalism & Mass Communication Educator 74, no. 3 (July 4, 2018): 276–89. http://dx.doi.org/10.1177/1077695818787066.

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Scholastic journalism plays an important role in future professional journalism. Due to journalism’s place in a functioning democracy, journalism education is also tied to a democracy’s success. Many U.S. states have cut budgets severely for public education, which heavily affects subjects such as journalism. Researchers interviewed 14 scholastic journalism advisers in Oklahoma, concerning how student publications function amid financial cuts. Results indicate advisers engaging in innovative teaching and collaboration due to budget cuts, finding ways for publications to connect and be useful for schools and communities, and advisers’ fears and concerns due lack of support and ever-decreasing funding obstacles.

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Westfall, Daniel R., Sheeba A. Anteraper, Laura Chaddock-Heyman, Eric S. Drollette, Lauren B. Raine, Susan Whitfield-Gabrieli, Arthur F. Kramer, and Charles H. Hillman. "Resting-State Functional Connectivity and Scholastic Performance in Preadolescent Children: A Data-Driven Multivoxel Pattern Analysis (MVPA)." Journal of Clinical Medicine 9, no. 10 (October 2, 2020): 3198. http://dx.doi.org/10.3390/jcm9103198.

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Scholastic performance is the key metric by which schools measure student’s academic success, and it is important to understand the neural-correlates associated with greater scholastic performance. This study examines resting-state functional connectivity (RsFc) associated with scholastic performance (reading and mathematics) in preadolescent children (7–9 years) using an unbiased whole-brain connectome-wide multi-voxel pattern analysis (MVPA). MVPA revealed four clusters associated with reading composite score, these clusters were then used for whole-brain seed-based RsFc analysis. However, no such clusters were found for mathematics composite score. Post hoc analysis found robust associations between reading and RsFc dynamics with areas involved with the somatomotor, dorsal attention, ventral attention, limbic, frontoparietal, and default mode networks. These findings indicate that reading ability may be associated with a wide range of RsFc networks. Of particular interest, anticorrelations were observed between the default mode network and the somatomotor, dorsal attention, ventral attention, and frontoparietal networks. Previous research has demonstrated the importance of anticorrelations between the default mode network and frontoparietal network associated with cognition. These results extend the current literature exploring the role of network connectivity in scholastic performance of children.

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Magnano, Paola, Tiziana Ramaci, and Silvia Platania. "Self-efficacy in Learning and Scholastic Success: Implications for Vocational Guidance." Procedia - Social and Behavioral Sciences 116 (February 2014): 1232–36. http://dx.doi.org/10.1016/j.sbspro.2014.01.374.

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Nirmala, M. "Student Academic Performance Prediction under Various Machine Learning Classification Algorithms." International Journal for Research in Applied Science and Engineering Technology 9, no. 11 (November 30, 2021): 221–37. http://dx.doi.org/10.22214/ijraset.2021.38786.

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Abstract: Data Mining in Educational System has increased tremendously in the past and still increasing in present era. This study focusses on the academic stand point and the performance of the student is evaluated by various parameters such as Scholastic Features, Demographic Features and Emotional Features are carried out. Various Machine learning methodologies are adopted to extract the masked knowledge from the educational data set provided, which helps in identifying the features giving more impact to the student academic performance and there by knowing the impacting features, helps us to predict deeper insights about student performance in academics. Various Machine learning workflow starting from problem definition to Model Prediction has been carried out in this study. The supervised learning methodology has been adopted and various Feature engineering methods has been adopted to make the ML model appropriate for training and evaluation. It is a prediction problem and various Classification algorithms such as Logistic Regression, Random Forest, SVM, KNN, XGBOOST, Decision Tree modelling has been done to fit the student data appropriately. Keywords: Scholastic, Demographic, Emotional, Logistic Regression, Random Forest, SVM, KNN, XGBOOST, Decision Tree.

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Rose, Rebecca J., Cathy W. Hall, Larry M. Bolen, and Raymond E. Webster. "Locus of Control and College Students' Approaches to Learning." Psychological Reports 79, no. 1 (August 1996): 163–71. http://dx.doi.org/10.2466/pr0.1996.79.1.163.

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To predict over-all grade point average (GPA) the relationships among the students' approaches to learning as measured by the Study Process Questionnaire, Scholastic Aptitude Test, class attendance, and GPA were based on responses from 202 undergraduate students (72 men, 125 women, and 5 undefined) enrolled in an introductory psychology course. Analysis indicated that SAT scores correlated positively with over-all GPA. Scores on Achieving Approach to learning only were significantly but negatively correlated with GPA ( r = −.27). Higher scores on the external locus of control measure also correlated negatively but not significantly with GPA ( r = −.21). Regression analysis indicated Scholastic Aptitude Test scores were also the best predictors of overall GPA followed by class attendance. Only scores on Achieving Approach contributed to the prediction of GPA. No significant effect was noted when examining gender and Scholastic Aptitude Test scores with the Study Process Questionnaire.

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Das, J. P., Sasi Misra, and Rama K. Mishra. "Assessing Ability for Strategic Planning." Vikalpa: The Journal for Decision Makers 18, no. 3 (July 1993): 29–36. http://dx.doi.org/10.1177/0256090919930304.

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The ability to find parsimonious solutions to problems, make good judgements and decisions relates to the intelligent functioning of humans. These are particularly significant functions of managerial work. However, standard intelligence tests and aptitude tests of one sort or another predominantly measure the ability to code information, to store it and retrieve it when necessary. Whereas these abilities are necessary for academic and scholastic success, what counts outside the scholastic environment of classrooms is the former. This, in essence, is called "planning." The research reported here by J P Das, Sasi Misra and Rama K Mishra includes the development of a test of "planning" that is contextually relevant for management and examines its psychometric properties.

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P S, Ambili, and Biku Abraham. "A Predictive Model for Student Employability Using Deep Learning Techniques." ECS Transactions 107, no. 1 (April 24, 2022): 10149–58. http://dx.doi.org/10.1149/10701.10149ecst.

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Education in the present scenario is outcome based and focuses mainly on the skill sets a student acquires on completion of the studies. The society is increasingly concerned about the quality of programs, international rankings, and placement statistics of HEI (Higher Education Institutions). This study concentrates on how demographic data, scholastic and co-scholastic abilities of students, faculty characteristics, and teaching practices contribute to the student learning. Dataset pertaining to the study were collected from the same institution for which the placement prediction needs to be calculated. The study models the problem as a sequential event prediction problem and employs deep learning techniques. The proposed model extracts data from dataset with 18 attributes. This predictive approach evaluates the performance of lower level and higher order skills and provide the enhancement methods by which a student can be on the path to full-time employment before leaving the campus.

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Lopez, Francesca. "Identity and Motivation Among Hispanic ELLs." education policy analysis archives 18 (July 20, 2010): 16. http://dx.doi.org/10.14507/epaa.v18n16.2010.

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This study examined the degree to which student-level variables that have been established in the relevant literature as predicting academic achievement (perception of scholastic competence, perceptions of educational opportunities, motivation, and acculturative stress) accurately predicted student group membership in two districts with disparate language acquisition methods (Structured English Immersion and bilingual education) . The samples included Hispanic English Language Learners (ELLs) in middle elementary school, ages 9-11 (N= 295). Students' perceptions of scholastic competence, perceptions of educational opportunities, motivation, and acculturative stress contributed to the accurate prediction of 73.3% of the participants' group membership. Post-hoc analyses of group differences resulted in moderately higher scholastic competence and perceived educational opportunities for ELLs in the Texas district, whereas acculturative stress, perceived discrimination, and maladaptive motivation scores were moderately higher for ELLs in the Arizona district. ELLs in the SEI group, however, also had slightly higher scores on adaptive motivation. Competing hypotheses and policy implications are discussed in the context of prior research.

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Di Fabio, Annamaria, and Letizia Palazzeschi. "Beyond fluid intelligence and personality traits in scholastic success: Trait emotional intelligence." Learning and Individual Differences 40 (May 2015): 121–26. http://dx.doi.org/10.1016/j.lindif.2015.04.001.

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Abraham, Grace Sara, and T. A. Subba Rao. "Investigation of Language Skills in Adolescents with Poor Scholastic Performance." International Journal of Health Sciences and Research 14, no. 2 (February 17, 2024): 198–206. http://dx.doi.org/10.52403/ijhsr.20240227.

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Adolescent language development is subtle, but it is thought to be crucial because it lays the foundation for all aspects of learning, including interacting with peers and teachers in the classroom as well as throughout the rest of their lives as they grow into adults. The need for this study became evident at this point as there are only a few studies available that look at the language skills of the Indian adolescent population. The study aimed to analyze the language skills of school-going adolescents, aged 10 to 16 years. The primary objective was to investigate language performance in relation to scholastic performance using the test material, the Manipal Manual of Adolescent Language Assessment (MMALA) While evaluating the test results based on scholastic performance, greater Mean scores were obtained for above-average students in all the test domains when compared to below-average students. There was a highly significant difference between the groups which indicates that below-average students had significantly poorer language scores when compared to above-average students which indicate that language skills have a significant impact on a student's academic success. Key words: Adolescent language development, figurative language, scholastic performance

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Hagborg, Winston J. "Self-Concept and Middle School Students with Learning Disabilities: A Comparison of Scholastic Competence Subgroups." Learning Disability Quarterly 19, no. 2 (May 1996): 117–26. http://dx.doi.org/10.2307/1511252.

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Three subgroups of middle school-age students with learning disabilities were formed on the basis of their self-reported ratings on the Scholastic Competence subscale of Harter's Self-Perception Profile for Children. Findings indicated significant differences between the low and both the medium and the high subgroup on three measures: internal locus of control for positive events, school attitudes, and global self-worth. Notably, the subgroups did not differ in the areas of socioeconomic status, intelligence, achievement, grades, age at classification, and extent of participation in special education. Hence, the most commonly regarded markers of school success were not found to be associated with differing scholastic competence subgroups for students with learning disabilities. Findings are interpreted as supporting the compensatory hypothesis for positive self-concept development among students with learning disabilities.

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Midkiff, Robert M., Joy Patricia Burke, and Gerald C. Helmstadter. "A Causal Model of Mathematics Performance in Early Adolescence: The Role of Sex." Psychological Reports 64, no. 1 (February 1989): 167–76. http://dx.doi.org/10.2466/pr0.1989.64.1.167.

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Using path analysis, the present investigation was done to clarify possible causal linkages among general scholastic aptitude, academic achievement in mathematics, self-concept of ability, and performance on a mathematics examination. Subjects were 122 eighth-grade students who completed a mathematics examination as well as a measure of self-concept of ability. Aptitude and achievement measures were obtained from school records. Analysis showed sex differences in prediction of performance on the mathematics examination. For boys, this performance could be predicted from scholastic aptitude and previous achievement in mathematics. For girls, performance only could be predicted from previous achievement in mathematics. These results indicate that the direction, strength, and magnitude of relations among these variables differed for boys and girls, while mean levels of performance did not.

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Mailhot Vega, Raymond, Daniel J. Indelicato, Julie A. Bradley, Adeel M. Markatia, Erin M. Mobley, Eric S. Sandler, Philipp R. Aldana, et al. "Evaluating scholastic achievement in pediatric brain tumor survivors compared to healthy controls." Journal of Clinical Oncology 42, no. 16_suppl (June 1, 2024): 10065. http://dx.doi.org/10.1200/jco.2024.42.16_suppl.10065.

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10065 Background: Radiotherapy (RT) causes cognitive deficits in pediatric brain tumor survivors (PBTS). This has traditionally been measured using exams such as serial IQ tests administered after diagnosis. Scholastic data provides pre-diagnostic measurements and is practical for patients and families. In our state, testing in reading and mathematics is mandated annually for grades 3-11. We sought to evaluate scholastic achievement in PBTS pre- and post-RT treatment. Methods: With IRB approval, we retrospectively analyzed scholastic achievement in children (<21) with primary brain tumors treated with RT at our institution. Eligible children all resided within the state of the institution and were treated 2007-2020. The state’s Department of Education (DOE) provided test scores, school grades, and accommodations, which were matched to institutional clinical data. The other scholastic outcome of interest was Achievement Level (range 1-5 where 5 reflects highest achievement) from state-mandated standardized assessments in Mathematics and Reading, tested annually in grades 3-11. The DOE also provided scholastic data on healthy children matched 3:1 to treated patients by year, district, age, and whether the child was eligible for free or reduced lunch. A general linear mixed-effects model was performed with the above dependent variables and independent variables grade, time (a binary value being pre- or post-time of RT), and treatment (a child being treated or healthy). The interaction term of time*treatment was the outcome of interest, with α=0.1 for this pilot. Odds ratios (ORs) are reported. Results: A total of 200 students were available for analysis: 50 recruited patients and 150 matched controls identified by the DOE with median age 11.6 years at treatment and 7 years median follow-up. Fifty-two percent were eligible for free or reduced lunch. Fifty-six percent received craniospinal irradiation. Thirty-seven (60%) children had post-treatment scholastic data with 179 annual observations available. Of those, there were 10 (6%) physical education waivers, 32 (18%) testing accommodations, and 6 (3%) academic retentions. Compared to matched controls, treated patients were significantly more likely to receive accommodations (OR=31; p=0.001) and significantly less likely to receive a standard grade promotion (OR=0.57; p=0.005) or passing Mathematics scores (OR=0.47; p=0.05). Conclusions: We present the first reporting of scholastic data for United States PBTS. We demonstrate a novel method using existing state mandated school performance testing to evaluate academic performance in PBTS receiving RT. Compared to matched healthy children, we noted significantly increased needs and worse scholastic performance for PBTS. Evaluating scholastic success is an unmet need for PBTS, and we demonstrate the feasibility of using school performance as a novel patient-centered metric.

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Lyrén, Per‐Erik. "Prediction of Academic Performance by Means of the Swedish Scholastic Assessment Test." Scandinavian Journal of Educational Research 52, no. 6 (December 2008): 565–81. http://dx.doi.org/10.1080/00313830802497158.

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Kristo, Aleksandra S., Büşra Gültekin, Merve Öztağ, and Angelos K. Sikalidis. "The Effect of Eating Habits’ Quality on Scholastic Performance in Turkish Adolescents." Behavioral Sciences 10, no. 1 (January 10, 2020): 31. http://dx.doi.org/10.3390/bs10010031.

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Evidence associates scholastic performance to quality of eating habits. However, there is limited information on this topic in Turkey, an emerging economy with notable disparities. Our work aimed to evaluate the effect of eating habits quality of high-school students in Turkey, on the Scholastic Aptitude Standardized Examination (TEOG) scores. The study was conducted in 29 different cities in Turkey during the academic year 2016–2017, involving students of ages 14–17 years (up to senior-high school). A dietary habits survey developed and validated for this population was distributed over the internet in February 2017. Apart from students’ TEOG scores, Family Affluence Score (FAS) was used to categorize the students into low, medium, and high financial standing. Eating Habits Score (EHS) was calculated by using a validated scoring system. A working sample of 298 participants was used. Based on our results, we observed that there is a significant positive correlation between EHS, FAS and success rate of students as assessed by TEOG scores. Further research on this subject should be conducted in combination with intervention studies to reveal potential strategies and policies that would enhance positive behavior change as it relates to nutritional habits, aiming at improved scholastic performance and overall health throughout lifespan.

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Shete, Apoorva. "Restaurant Success Rate Prediction." International Journal for Research in Applied Science and Engineering Technology 9, no. VII (July 31, 2021): 3986–96. http://dx.doi.org/10.22214/ijraset.2021.37257.

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Online reviews are becoming more and more vital when it comes to decision making of the consumer. Every business wants to succeed in the present and the upcoming future, thus good online reviews help the business grow. Especially in a restaurant business, its rating holds an important indicator to whether the restaurant is any good or not. It not only helps us understand the quality and services but also attracts more customers. Ordinarily a new restaurant owner would have to invest time in building a menu, setting the correct price range and making something unique to scope out their competition as well as improve their ratings on online services such as Zomato. Thus, this paper attempts to ease the efforts of new restaurant owners by predicting the success rate of a restaurant on the Zomato app.

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Fischer, G., A. Neurauter, L. Wieser, H. U. Strohmenger, and C. N. Nowak. "Prediction of Countershock Success." Methods of Information in Medicine 48, no. 05 (2009): 486–92. http://dx.doi.org/10.3414/me0580.

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Summary Objectives: Spectral analysis of the ventricular fibrillation (VF) ECG has been used for predicting countershock success, where the Fast Fourier Transformation (FFT) is the standard spectral estimator. Autoregressive (AR) spectral estimation should compute the spectrum with less computation time. This study compares the predictive power and computational performance of features obtained by the FFT and AR methods. Methods: In an animal model of VF cardiac arrest, 41 shocks were delivered in 25 swine. For feature parameter analysis, 2.5 s signal intervals directly before the shock and directly before the hands-off interval were used, respectively. Invasive recordings of the arterial pressure were used for assessing the outcome of each shock. For a proof of concept, a micro-controller program was implemented. Results: Calculating the area under the receiver operating characteristic (ROC) curve (AUC), the results of the AR-based features called spectral pole power (SPP) and spectral pole power with dominant frequency (DF) weighing (SPPDF) yield better outcome prediction results (85 %; 89 %) than common parameters based on FFT calculation method (centroid frequency (CF), amplitude spectrum area (AMSA)) (72%; 78%) during hands-off interval. Moreover, the predictive power of the feature parameters during ongoing CPR was not invalidated by closed-chest compressions. The calculation time of the AR-based parameters was nearly 2.5 times faster than the FFT-based features. Conclusion: Summing up, AR spectral estimators are an attractive option compared to FFT due to the reduced computational speed and the better outcome prediction. This might be of benefit when implementing AR prediction features on the microprocessor of a semi-automatic defibrillator.

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Singh, Akanksha. "Mobile App Success Prediction." International Journal for Research in Applied Science and Engineering Technology 8, no. 6 (June 30, 2020): 1674–79. http://dx.doi.org/10.22214/ijraset.2020.6273.

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Dady, Nadege, Kelly Ann Mungroo, Ta’Loria Young, Jemima Akinsanya, and David Forstein. "Diversity in osteopathic medical school admissions and the COMPASS program." Journal of Osteopathic Medicine 121, no. 2 (January 1, 2021): 157–61. http://dx.doi.org/10.1515/jom-2019-0260.

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Abstract In the United States, the 37 colleges of osteopathic medicine and 154 schools of allopathic medicine face challenges in recruiting underrepresented minority (URM) applicants, and gaps in racial disparity appear to be widening. In this Special Communication, the authors describe a URM recruitment and support strategy undertaken in 2015 through a special interest group called Creating Osteopathic Minority Physicians who Achieve Scholastic Success (COMPASS) at the Touro College of Osteopathic Medicine—New York.

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Plassard, Jean-Michel, Aline Rosolen, and Anne Serrandon. "Évaluation d’actions d’accompagnement scolaire : un exemple en zone d’éducation prioritaire à Toulouse." L’Orientation scolaire et professionnelle 27, no. 4 (1998): 485–503. http://dx.doi.org/10.3406/binop.1998.1256.

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Scholastic tutoring is defined as a set of actions designed to foster a child’s success at school, implying efforts and resources, that are not found in the child’s family and social environment. Helping a child to do his homework and helping him or her to build a cultural background for knowledge is certainly at the center of such action. Our study was based on observations during a school year of the short term impact of extra-curricular activities, (one of the occurences of scholastic tutoring), in first-year and second-year primary school classes in a prioritary education zone in Toulouse. The study involved tests at the beginning and end of the school year, and teachers’ evaluations concerning his pupils’ evolution throughout the year. The use of a «logit» model emphasized the paramount importance of the tutoring staff (which ought to be carefully chosen ), for the efficiency of associations taking care of extra-curricular activities.

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McIntosh, James, and Martin D. Munk. "Scholastic ability vs family background in educational success: evidence from Danish sample survey data." Journal of Population Economics 20, no. 1 (April 12, 2006): 101–20. http://dx.doi.org/10.1007/s00148-006-0061-3.

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Di Fabio, Annamaria, and Letizia Palazzeschi. "An in-depth look at scholastic success: Fluid intelligence, personality traits or emotional intelligence?" Personality and Individual Differences 46, no. 5-6 (April 2009): 581–85. http://dx.doi.org/10.1016/j.paid.2008.12.012.

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Kim, Sung won, Hyunsun Cho, and Minji Song. "Revisiting the explanations for Asian American scholastic success: a meta-analytic and critical review." Educational Review 71, no. 6 (June 22, 2018): 691–711. http://dx.doi.org/10.1080/00131911.2018.1471664.

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Ladd, Gary W., Becky Kochenderfer-Ladd, Idean Ettekal, Khaerannisa Cortes, Casey M. Sechler, and Kari Jeanne Visconti. "The 4R-SUCCESS program: promoting children’s social and scholastic skills in dyadic classroom activities." Gruppendynamik und Organisationsberatung 45, no. 1 (January 3, 2014): 25–44. http://dx.doi.org/10.1007/s11612-013-0231-1.

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Nelson, Nancy G., Carol Dell'Oliver, Chris Koch, and Robert Buckler. "Stress, Coping, and Success among Graduate Students in Clinical Psychology." Psychological Reports 88, no. 3 (June 2001): 759–67. http://dx.doi.org/10.2466/pr0.2001.88.3.759.

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Research has indicated that coping styles and social support are moderating variables in the relationship between stress and distress. Few studies, however, have examined the relationship between these variables and the relative health and success of graduate students in clinical psychology. We administered measures of stress, psychological health, social support, and coping styles to 53 doctoral students in clinical psychology. Current grade point averages were used as a measure of academic success. We hypothesized that more successful students would likely be healthier and report less stress, more social support, and utilization of more positive and less negative coping styles. Results generally supported the hypothesis. Unexpected findings were that more successful students were likely to be women and to report increased use of focus on and venting of emotion as a coping style, increased utilization of medical care, and increased stress regarding scholastic coursework.

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Journal articles on the topic 'Prediction of scholastic success'

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