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Edwards, Jennifer Paige Buckhalt Joseph Archie. "Sleep habits and academic performance". Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SUMMER/Counselor_Education/Dissertation/Edwards_Jennifer_30.pdf.
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Makar, Kathryn. "Predictors of Students' Academic Performance". Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/216590.
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Educational PsychologyPh.D.
Research conclusions concerning predictors of academic success have been, at best, less than convincing. In fact, these conclusions are more conflicting or mixed when emotional constructs are used. As a result, modern curriculum developers as well as classroom instructors seem to deemphasize, if not ignore, the role of the affective domain in student learning. This is rather surprising considering that psychology continues to play such an important role in education. For decades, researchers have disagreed about the role played by three primary emotional concepts: self-esteem, parental involvement and student perception as predictors of students' academic success. This study attempts to determine which of these constructs, singly or in combination, can predict students' academic success and if the inclusion of any from among a selected group of demographic variables - socio-economic status, gender, ethnicity and student grade level- can alleviate or at least mitigate the discrepancies of prior research conclusions. A survey using a five point Likert scale was developed to collect data from 164 students in grades 3-7 in a select Philadelphia Charter School. The data were analyzed using Varimax Factor Rotation, Pearson Product-Moment Correlations and Multiple Regression to find answers to four research questions. The results of the analyses using only the emotional constructs were not significant; however, when the demographic constructs were included, specifically the students' grade levels, significant results were found. This study does not settle the controversy over whether or not the emotional constructs are authentic predictors of students' academic success. Nevertheless, the study does give insight into the significance of including the demographic factor of student grade level as a predictor of student academic success. Consequently, the results of this study suggest that any research using emotional constructs to predict the academic success of primary school students should include the various grade levels of the students.
Temple University--Theses
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Zilber, Suzanne Marks. "Attributions as mediators between academic performance and academic self-efficacy". The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1260284961.
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Roby, Simone D. "Classism, Academic Self-Concept, and African American College Students' Academic Performance". OpenSIUC, 2017. https://opensiuc.lib.siu.edu/theses/2138.
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The “Black-White” achievement gap, in which some African American students show lower academic achievement than their White American counterparts, has received increased empirical attention. Classism has rarely been explored in psychological research as a significant contextual factor for understanding African American college students’ academic performance. Previous research shows that academic self-concept (ASC) is an attitudinal construct which consistently predicts African American college students’ grade point averages (GPA). A wealth of previous research also suggests that college student’s social class background and experiences with classism significantly influence students’ academic attitudes and performance. With this empirical and theoretical backing, a hierarchal regression analysis was run to test experiences with classism (EWC) as a moderator of the effects of academic self-concept on GPA for a sample of 124 cisgender, heterosexual African American students at SIUC, a predominantly white institution (PWI). Thus, the present study was conducted to test the hypothesis that African American college students’ levels of experience with classism would significantly moderate the effects of students’ ASC on their GPA. Results of the regression analysis showed that EWC did not significantly moderate the effects of ASC on GPA. An alternative mediation model was also tested, and showed that EWC did not mediate the relationship between ASC and GPA. Potential explanations for the results are provided, as well as limitations, and implications. Although the findings were not significant, the results of the present study call for future research to explicitly explore the influence of social class on psychological experiences, especially as it intersects with marginalized identities in the U.S. Overall, as African Americans’ and college students’ academic experiences are both greatly influenced by social class and classism, the academic achievement of African American and White American students should be discussed in the context of systems of oppression in which their achievements occur.
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Holzer, Susanna. "University Choice, Equality, and Academic Performance". Doctoral thesis, Växjö universitet, Ekonomihögskolan, EHV, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-6181.
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This thesis consists of three essays that examine issues on university attendance behavior, factorsof university completion, and the labor market value of a university diploma in Sweden. Essay [I] analyzes how the rapid expansion of higher education that increased the geographicalaccessibility to higher education in the 1990s affected university enrollment decisions amongvarious socioeconomic groups of young adults in Sweden. The empirical findings show that theprobability of enrollment in university education increases with accessibility to universityeducation. The results also indicate that accessibility adds to the likelihood of attending auniversity within the region of residence. Access to higher education more locally seems to havedecreased the social distance to higher education, meaning that the option of attending highereducation, as compared to entering the local labor market after upper secondary school, hasbecome a more common and a more natural alternative for more socioeconomic groups insociety. Essay [II] compares the performance of students in universities built before and after the largedecentralization and expansion of the higher educational system in Sweden, starting in the late1970s. Two outcome measures are used: (i) whether or not the student has obtained a degreewithin seven years after she initiated her studies; and (ii) whether or not she obtained 120 creditpoints (the requirement for most undergraduate degrees) within seven years. Controlling forseveral background variables as well as GPA scores in a binomial probit model, we show thatstudents at old universities are about 5 percentage points more likely to get a degree and about 9percentage points more likely to obtain 120 credit points. However, in an extended bivariatemodel where we consider selection on unobservables into university type, we cannot reject thepossibility of no difference in performance between the two university types. Essay [III] analyzes the labor market value of a university diploma (sheepskin) in Sweden. Incontrast to previous studies, this study only focuses on Swedish university students who havethree years of full time university education or more − where some have obtained a universitydegree, others not. The results show that for male students, the wage premium of possessing adegree, i.e. the sheepskin effect, is roughly 5-8 percent. For women, it is about 6-7 percent forthose who have completed four years of fulltime or more. For students who attended a moreprestigious university in the metropolitan areas in Sweden and majored in the natural sciences, asheepskin effect of roughly 13 percent for men and 22 percent for women is traced. However,this result did not hold among students who attended. Keywords: Higher education, university enrollment; university choice; accessibility; universitycompletion; selection bias; propensity score matching, sheepskin, human capital.
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Tran, Mun H. V. "Perfectionism, motivational orientation and academic performance". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ60870.pdf.
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Volbrecht, Adam A. "Residence hall discipline and academic performance". Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1339139.
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The purpose of this study was to examine the grades and demographic characteristics of students involved with the residence hall disciplinary process during the 2005 fall semester at Ball State University. These characteristics were studied to determine if differences existed in the academic performance and demographic characteristics of disciplinary students and the general residence hall population. Differences between the disciplinary sample and residence hall population were found to exist. Freshmen and sophomores in the disciplinary sample achieved lower mean grade point averages. Freshmen and males were over-represented in the disciplinary sample.Department of Educational Studies
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Michael, Brian. "Effects of Visualization on Academic Performance". Wright State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=wright1345147538.
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Simoes, Anna-Lisa. "Internet Use and Academic Performance of Youth". UOIT, 2009. http://hdl.handle.net/10155/58.
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Zettler, Gregory M. "Naval Academy athletic programs as predictors of midshipmen academic and military performance". Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2002. http://library.nps.navy.mil/uhtbin/hyperion-image/02Jun%5FZettler.pdf.
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Thesis (M.S. in Leadership and Human Resoource Development)--Naval Postgraduate School, June 2002.Thesis advisor(s): Greg Hildebrandt, Roger D. Little. Includes bibliographical references (p. 67-68). Also available online.
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Pather, Subethra. "Pre-entry academic and non-academic factors influencing teacher education students’ first-year experience and academic performance". Thesis, Cape Peninsula University of Technology, 2015. http://hdl.handle.net/20.500.11838/1992.
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Thesis submitted in fulfilment of the requirements for the degree Doctor of Education
in the Faculty of Education at the Cape Peninsula University of TechnologyThe research question that guided this doctoral study is: How do pre-entry academic and non-academic factors influence teacher education students’ first-year experience and academic performance? The study was designed within the qualitative research paradigm and employed a case study strategy to collect both quantitative and qualitative data. The quantitative approach included a questionnaire that was completed by 195 respondents. The qualitative data was obtained from one-on-one and focus-group interviews with eight participants that were purposively selected. The conceptual framework developed for this enquiry took into consideration the significance of student diversity in understanding first-year experience and thus employed concepts from two sociological models, Tinto’s (1975; 1993) integration model (social and academic integration) and Bourdieu’s (1984; 1990) theoretical tools of capital, habitus and field. Six key themes emerged from the data: determination, self-reliance, fitting-in, out-of-habitus experience, positioning oneself to succeed and challenges. The unequal distribution of economic, social and cultural capital created disparities between students’ habitus and schooling experiences which influenced the way they integrated into their first year at university. The study revealed that more mature students than school-leavers and gap-students are entering higher education. Further, the majority of first-year students are unable to fund their studies and source external funding or engage in part-time employment. Students pursued financial aid before focusing on academic activities. Engagement in the social domain remained marginal. Students’ determination to change their economic circumstances was the primary factor that influenced their attitudes and actions at university. Higher education needs to consider student diversity, financial constraints of disadvantaged students, first-year curriculum planning and delivery, and the high cost of university studies. It needs to move away from viewing entering students from a deficit model, to capitalise on their qualities of determination, optimism, enthusiasm and openness to learning, thereby creating an inclusive first-year experience that could encourage retention and student success.
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Watanabe, Nanako. "The effect of deviance on academic performance". Thesis, Wichita State University, 2008. http://hdl.handle.net/10057/2055.
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This research examined the relationship between deviance and academic performance by combining three components 1) individual factors, 2) school environmental factors, and 3) family factors, and how these three factors affect students test scores. The data used for this study was from The Education Longitudinal Study (ELS) base year of 2002. Mean Comparison Tests, and Ordinary Least Squares Regression analysis were conducted, and the result supported most of hypotheses in this study.Thesis [M.A.] - Wichita State University, College of Liberal Arts and Science, Dept. of Sociology
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Steilberg, R. Chris. "Vocational preferences, self-monitoring, and academic performance". Thesis, Georgia Institute of Technology, 1991. http://hdl.handle.net/1853/29192.
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Richardson, Michelle. "Modelling the psychological antecedents of academic performance". Thesis, University of Sussex, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.494924.
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Research has shown that psychological characteristics may help to identify "at risk" students and facilitate the design of diagnostic inventories and student support interventions that promote successful academic outcomes. The research reported in this thesis tested the utility of general social cognitive models for integrating the diverse correlates of academic performance at university. The first empirical chapter tested an extended theory of planned behaviour (TPB; Ajzen, 1991) as a model of academic performance (reported in chapter 2). A meta-analysis of correlates of grade point average (GPA) is reported in chapter 3 and in chapters 4 and 5 social cognitive (Bandura, 1997) and goal theory (Locke & Latham, 1990) are drawn on to explore hierarchically organised models of academic performance.
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Sun, Hui, i 孫輝. "The built environment and children's academic performance". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B42841252.
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Lucas, Abigail Rose. "Childhood anxiety, working memory and academic performance". Thesis, University of Southampton, 2011. https://eprints.soton.ac.uk/197295/.
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The aim of this thesis is to explore the relationship between anxiety on Working Memory (WM) performance and academic achievement. Research has highlighted negative effects of anxiety on cognition showing effects on both WM performance (e.g. Shackman et al., 2006; Schoofs et al., 2008) and academic tasks (e.g. Gumora & Arsenio., 2005). Research has aimed to understand the conditions under which anxiety impacts on cognition through considering the role of different threat manipulations on the interrelationship between anxiety, WM and academic performance (e.g. Owens et al., 2008). This has led to further research examining the role of implementing universal anxiety based interventions and WM skills training within both clinical and non-clinical samples to counteract the negative impact of anxiety on school performance. Following previous research (e.g. Shackman et al), the current thesis highlighted that spatial WM was selectively impaired by a physical threat in those who experienced increased levels of physiological arousal (study 1), and levels of worry impaired verbal WM under the same threat (studies 1 and 2). In addition, verbal WM was selectively impaired when individuals with increased levels of worry experienced a social threat (study 3). Both CBT interventions and WM training was shown to improve WM and academic performance (study 4) and CBT treatments decreased the level of anxiety and worry experienced (study 4). With future research in mind, considering the benefits of implementing universal CBT and WM treatment programmes to reduce the detrimental effects of increased anxiety and poor working memory on academic performance is crucial for young people to achieve their best in an academic environment
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Nash, Julie Lynn. "Relationships Among Retention, Satisfaction, and Academic Performance". Diss., North Dakota State University, 2015. http://hdl.handle.net/10365/25292.
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The purpose of this quantitative research study was to examine survey and institutional
data of NDSU current and former undergraduate students to describe, measure, and explore
relationships among student retention, satisfaction, and academic performance. The study was
guided by three research questions that examined factors that may predict satisfaction or intent
on the part of students to re-enroll at an institution if given the hypothetical opportunity to do so.
It further examined those variables for indication as to whether students remain enrolled at the
institution because they are satisfied or if they elicit satisfaction within themselves during
enrollment as a result of choosing to remain enrolled at the institution. Student responses to the
National Survey of Student Engagement, Student Satisfaction Inventory and Sophomore
Experience Survey instruments, along with institutional data were used to create variables for
analysis. Potential predictive variables for this study were selected based on Rusbult?s (1980)
investment theory.
Linear regression was used to equate the responses for the focal variables related to
overall satisfaction and desire to choose the institution again, as the survey instruments used
different Likert scales for responses. The researcher used path analysis to develop a model of the
relationship and direction between relevant variables associated with satisfaction and retention.
The model shows that student commitment to enroll again at the institution is the only
predictor of the same over time. Student commitment to enrollment at the institution does have a
positive relationship with on overall satisfaction, faculty contact, and GPA, but their overall
satisfaction does not predict whether they would enroll again at the institution if they were able
to hypothetically choose to do so. The model also shows that relationships and interactions with
faculty and peers affects students? overall satisfaction but does not have an effect on their willingness to choose to enroll again. The model additionally indicates that students tend to
remain at the institution and are thus satisfied versus remaining at the institution because they are
satisfied. The results also indicate that student retention tends to model individual investment
models to a greater extent than individual consumer satisfaction models.
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Watanabe, Nanako Wright David W. "The effect of deviance on academic performance". A link to full text of this thesis in SOAR, 2008. http://hdl.handle.net/10057/2055.
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Sun, Hui. "The built environment and children's academic performance". Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B42841252.
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Birchwood, James. "ADHD symptons and academic performance in adolescents". Thesis, Bangor University, 2010. https://research.bangor.ac.uk/portal/en/theses/adhd-symptons-and-academic-performance-in-adolescents(8e62beb7-62c9-4f01-9f89-f1d4c728ad6b).html.
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Most research into attention deficit hyperactivity disorder (ADHD) is concentrated on childhood cases, with less of a focus on adolescents and adults (Willoughby, 2003). Individuals with ADHD are likely to experience academic impairment (Barbaresi, Katusic, Colligan, Weaver, & Jacobsen, 2007; Biederman et al., 1996; Loe & Feldman, 2007), however this has mostly been demonstrated in clinic-based childhood studies; non-clinical, adolescent-specific studies are few and far between (Loe & Feldman, 2007). This thesis examines community-based adolescent ADHD symptoms and their influence over academic attainment. The introduction to the thesis provides a background to ADHD and an overview of the literature on influences over academic performance. Chapter 2 consists of a review of the literature on the relationship between ADHD and academic performance, and explores the reasons why ADHD individuals are at an academic disadvantage. Chapter 3 outlines methodological process of the empirical studies of the thesis, which can be found in chapters 4,5, and 6. Chapter 4 is an investigation of the position of ADHD symptoms in the structure of adolescent mental health problems. In Chapter 5, the impact of ADHD symptoms over academic attainment is studied. Chapter 6 examines the role of underlying neuropsychological processes in the relationship between ADHD and academic attainment. Finally, the discussion summarises the findings of each paper and assesses the limitations and implications of the thesis. The core findings are as follows. In Chapter 4, exploratory factor analysis demonstrated that community-based adolescent ADHD symptoms form a valid dimension that is distinct from symptoms of comorbid syndromes. This provides support for the notion that the adolescent ADHD construct is a continuum-based psychopathology. In Chapter 5 regression analysis revealed that ADHD symptoms exerted almost as much influence over academic attainment as general cognitive ability and school-oriented motivation, and far more influence than other forms of psychopathology. Finally, in Chapter 6, it was found that delay aversion and deficient inhibitory control did not mediate the relationship between ADHD symptoms and academic performance. However it should be noted that in the final study, the sample was severely underpowered due to constraints placed on recruitment by the consent process. Overall the results suggest that ADHD symptoms pose a significant academic risk for adolescents, even at sub-clinical levels. Efforts should be made to increase awareness among teachers and carers of the potential plight of adolescents who express symptoms of ADHD.
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Cheung, Sau-wan Judith. "Parenting style, parental academic support, and academic performance of early adolescents in Hong Kong". Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B42577706.
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Hallett, Matthew Gabriel. "Peak performance training". Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4771.
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Peak performance is defined as an "episode of superior functioning" where an individual performs up to (and sometimes exceeds) their full potential (Privette, 1983, p. 1361). Most individuals do not consistently experience episodes of peak performance. After accounting for biological factors, motivation, and external constraints, the inability to achieve peak performance consistently is due to the challenge of successfully selecting and accessing knowledge and skills on demand while under pressure (Brown, 2009). This thesis describes the psychology of peak performance and skill training for peak performance. A peak performance training program is designed specifically for business professionals. The program was delivered to business professionals and a focus group was conducted to gather data on how to improve the training program. Grounded theory was used as the method of inquiry during data analysis. Results indicated that participants reacted favorably to the training content, training design, variety of training activities, and the training's applicability, but had unfavorable reactions to the training duration, comprehension of concepts, training materials, utility, and training conclusions.ID: 030646215; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.A.)--University of Central Florida, 2011.; Includes bibliographical references (p. 108-114).
M.A.
Masters
Teaching, Learning and Leadership
Education
Applied Learning/Instruction
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Bauchmoyer, Susan Marie. "Predicting Academic and National Board Dental Hygiene Examination Performance Based on Academic Factors". The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1418401625.
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Revill, Donald Herington. "Issues in contemporary academic library management". Thesis, Liverpool John Moores University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388521.
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Cheung, Sau-wan Judith, i 張秀雲. "Parenting style, parental academic support, and academic performance of early adolescents in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B42577706.
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Logie, Monica. "Learning potential and academic literacy tests as predictors of academic performance for engineering students". Diss., University of Pretoria, 2007. http://hdl.handle.net/2263/29280.
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The aim of this study was to evaluate a battery of tests to be used as part of the process of selecting bursary students for engineering at tertiary institutions. Due to the problems in the schooling system it is not conclusive that all students who have obtained their senior certificates are prepared and able to meet the demands and challenges of tertiary education. The purpose of this study was to determine the criterion related validity of a mathematic proficiency test, Learning Potential Computerised Adaptive Test (LPCAT) and English Literacy Skills Assessment (ELSA) as predictors of academic performance. A quantitative approach was used for the purpose of this study. More specifically the Ex post facto analyses/design is used in this study. The relationships between the dependent and independent variables were determined. Correlation analyses, Kruskal-Wallis test and regression analysis were used for the purpose of this study. The results indicated that the Mathematical proficiency test was the best predictor of academic success, followed by LPCAT and ELSA. The results of this study indicates that the use of academic literacy and learning potential contribute in selecting the best students. Companies and Universities have long been looking for a predictor or predictors of success for students as they enter tertiary studies. This information has the potential to save companies and universities millions of Rands annually by helping them make better investment decisions.Dissertation (MCom)--University of Pretoria, 2010.
Human Resource Management
Unrestricted
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Isa, Posiah Mohd. "A study of academic motivation, academic locus of control and academic performance of Malay and Chinese students in Malaysia". Thesis, Keele University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282631.
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Bagully, Michael. "The impact of childhood obesity on academic performance". CONNECT TO ELECTRONIC THESIS, 2006. http://hdl.handle.net/1961/3590.
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Vivekananda, Savithri, University of Western Sydney i College of Social and Health Sciences. "Long-term multiple stressors, coping and academic performance". THESIS_CSHS_XXX_Vivekananda_S.xml, 2001. http://handle.uws.edu.au:8081/1959.7/311.
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This research comprised of three studies designed to investigate the coping strategies utilised by high and low performing university students with non-academic stressors. Coping research has frequently focused on single stressors providing a distorted picture of coping. Utilising a combination of quantitative and qualitative methodologies, this research provides new insights into the dynamic and multi-dimensional nature of coping with long-term, multiple stressors. It extends our understanding of coping beyond traditionally individualistic conceptualisations where active coping is valued over prosocial relationship-focused coping. Conceptualisations of social support is broadened to view it in more complex interactional terms. In Study 1, 521 university students were surveyed using a standardised coping inventory, the Ways of Coping Checklist revised. Several demographic groups were identified as at academic risk. Having good health, along with the high use Social Support and Problem Solving and the low use of Self Blame strategies all predicted high GPA. Study 2 involved a content analysis of 179 Exclusion Appeal letters submitted by excluded students. When confronted with multiple stressors, poor performing students compartmentalised or amplified multiple stressors which resulted in patterns of reactive problem-focused or emotion-focused coping. Passive and uni-directional approaches to social support resulted in the depletion of such resources. Study 3 investigated adaptive coping patterns using an open-ended questionnaire and a semi-structured interview with twenty high performing students. High performers viewed multiple stressors as inter-related, which is termed cross situational appraisal and displayed a versatile coping pattern across stressors termed cross situational versatility. Proactive and prosocial coping are critical for the acquisition and maintenance of social support over a long-term period. Implications of these research findings for Student Services staff are discussed.Doctor of Philosophy (PhD)
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Vivekananda, Kitty. "Long-term multiple stressors, coping and academic performance /". View thesis View thesis, 2001. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030507.140731/index.html.
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Lee, Jung-Sook Bowen Natasha K. "School socialization style, student engagement, and academic performance". Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,1528.
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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2008.Title from electronic title page (viewed Sep. 16, 2008). "... in partial fulfillment of the requirement for a degree of Doctor of Philosophy in the School of Social Work." Discipline: Social Work; Department/School: Social Work.
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Parsons, Philip Graham. "Performance management and academic workload in higher education". Thesis, Cape Technikon, 2000. http://hdl.handle.net/20.500.11838/1740.
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Thesis (MTech(Human Resource Management))--Cape Technikon, Cape Town, 2000This research project investigated the need for a method of determining an equitable workload for academic staffing in higher education. With the possibility of the introduction of a performance management system at the Cape Technikon it became imperative that an agreed, objective and user-friendly method of determining the workload of each academic member of staff be established. The research project established the main parameters of the job of an academic staff member and their dimensions that would influence both the quantity and quality of work produced. They were established based on the views of a panel of educators drawn from a diverse range of disciplines. Using the identified dimensions an algorithm was developed and refined to reflect the consensus views regarding the contributory weightings of each of the parameters' dimensions. This algorithm was tested and refined using a base group of academic staff who were identified by their colleagues as those whose workload could be considered a benchmark for their discipline. The most significant result of the research programme is the agreed algorithm that can form the basis for a performance management system in higher education. The user interface that was developed at the same time reflects the transparency of the system and allows for it to be adapted to the needs of various groups of users or individuals within an organisation. On the basis of this research it has been established that a system for determining an equitable workload which encompasses an extensive range of parameters can be developed using a participatory approach. Using a significant sample of academic staff as a basis, it would appear that the system is valid, reliable, useful and acceptable to academic staff in the context of a performance management system.
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Capogrossi, Kristen Lynn. "Childhood Misnourishment, School Meal Programs and Academic Performance". Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/26622.
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Both types of childhood misnourishment, overweight/obesity and underweight, are accompanied by serious health consequences and a heavy economic burden. In 2008, 19.6% of US children aged 6 to 11 and 18.1% of adolescents aged 12 to 19 were obese equating to 13 million children. Furthermore, in 2006, 2.7% of US children aged 6 to 11 and 3.9% of adolescents aged 12 to 19 were underweight translating to 2.4 million children. This dissertation contains three essays on the relationship between child weight, school meal program participation and academic performance. Chapter II examines how childrensâ weight impacts their academic performance using a quantile analysis while controlling for potential simultaneity between weight and school outcomes. Results indicate that programs targeting child weight could potentially have positive spillover effects on academic performance leading to the question of what can be done to mitigate the problem. Since children consume one-third to one-half of their daily calories while in school each day, school level programs are natural policy instruments to tackle misnourishment. Specifically, the School Breakfast Program (SBP) and National School Lunch Program (NSLP) are two federally-funded programs providing meals to over 31.7 million children daily. Chapter III examines the impact that these programs have on child weight using a multiple simultaneous treatment analysis controlling for self-selection into the programs. Chapter IV then investigates whether these programs have spillover effects on academic performance through the mediator of child weight using structural equation modeling and multiple simultaneous equation methodologies. Each of these essays provides further insight to the relationship between child weight, school meal program participation and academic performance offering potential policy implications to tackle child misnourishment.Ph. D.
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Sowid, Sarah. "The Connection Between School Culture and Academic Performance". Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34566.
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This is a qualitative study of how school culture in relation to student identity affects students’ academic performance, especially in a low-income community. The study was conducted in southern Malmö at an elementary school where 9th graders were given the opportunity to participate. Nine students answered a survey anonymously which I then analyzed using identity theory. My conclusions indicate that school culture does play a part in affecting students’ performance. The findings suggest that high performing students more strongly identify academically than low performing students. Finally, this research indicates that more studies on the topic need to be done. I hope this study contributes to a broader interest in how schools can create a culture where students become more motivated and performs better academically. Possible areas to further investigate would be how low performing students are included by schools and what actions schools take, or could take, to create an academic culture for all students.
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Cox, Crystal Janell. "The Relationship Between Spirituality, Stress, and Academic Performance". Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1305258623.
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Wright, James Scott. "Academic Lineage and Student Performance in Medical School". Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2206/.
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This research investigated the association between academic lineage and student performance in medical school. The purposes of the study were to: (1) determine whether the Carnegie classifications of medical school applicants' institutions of origin are associated with academic performance in medical school; (2) consider the relationship between the admission selectivity of the schools of origin and the academic performance of medical school students; (3) compare the performance of medical students from institutions under public governing control with students from privately controlled institutions; and (4) establish a model by which the relative academic strengths of applicants from a variety of undergraduate institutions can be understood more clearly based on the previous performance of medical students from schools with similar institutional characteristics. A review of the literature on medical school admissions was completed and used to develop this research. Medical students from the University of Texas Southwestern Medical Center at Dallas who enrolled between the years 1990 and 1994 and graduated or were dismissed between the years 1994 and 1998 were selected as the sample for the study (n=933). The undergraduate institution of origin for each student was coded based on its Carnegie classification, admissions selectivity group, and whether its governing control was public or private. Because the sample was not randomly selected and the data likely would not meet the assumptions of equal means and variance with the population, nonparametric analyses of variance and multiple comparison tests were completed to compare the groups of the independent variables over each dependent variable. The analyses revealed that for the sample of medical students selected for this study there was an association between academic lineage and student performance in medical school. Differences were found among Carnegie classifications on the dependent variables of cumulative medical school grade point average, class rank, failure rate, and score on Step 1 of the United States Medical Licensure Examination. Further, it was found that admission selectivity was also associated with student performance in medical school for each dependent variable except failure rate. Finally, the study results indicated no association between public or private governing control and student performance in medical school.
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Stone, William Daryl. "Bullying prevention program possible impact on academic performance /". Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.
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Olmstead, Phyllis M. "Using electronic portflios to archive student performance". Doctoral diss., University of Central Florida, 1994. http://digital.library.ucf.edu/cdm/ref/collection/RTD/id/16462.
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University of Central Florida College of Education ThesisThis study regards the use of portfolios for evaluating and documenting student progress and performance. In consideration of the far reaching and global nature of education, the researcher included educators from both the United States and other countries. Based upon the great importance that many countries and states have placed upon servicing students by alternative means, the population sample examined included 500 teachers instructing by both conventional and distance education modalities. Many current educational reform measures and legislative issues concern the attainment of job skills; therefore, both vocational and non-vocational instructors were included in the study. Exmained in the study are the media utilized in retaining portfolios (paper, product samples, audio/video tape recordings, computer diskette files, electronic mail files) by both conventional and distance education instructors. Paper and product samples in portfolios are considered as non-electronic methods for archiving student work. Audio and video tape recording, computer files, and electronic mail files are considered electronic methods for portfolio archiving. Distance education and vocational educators, respectively, are examined for the use of electronic and non-electronic portfolios. A six question instrument was developed and a pilot study was conducted. The instrument included a question on whether or not the instructor used portfolios and a written description of the type of portfolio currently used. Those educators indicating the use of portfolios then classified, by type, the methods used in maintaining the portfolios. The respondents were further asked if they taught by distance education modalities. An additional questions ascertained the forms of distance education used to provide instruction. A final question asked the respondent to list the program or subject that she/he taught the majority of the time. Findings indicate that approximately 40% of the educators surveyed use portfolios, but several of the respondents indicated the implementation of portfolios in the near future. No difference was found to exist between the use of electronic and non-electronic portfolios among teachers using portfolios. The same was true for both distance educators and vocational instructors using portfolios.
Ed.D.
Instructional Programs
Education
Curriculum and Instruction
76 p.
xi, 76 leaves, bound : ill. ; 28 cm. + 1 computer disk (3 1/2 in.)
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Diehl, Megan L. "The Academic Performance of Division I Men's College Basketball: Views From Academic Advisors for Athletics". Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1237830156.
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Earl-Novell, Sarah. "Gender differentiation in first class academic achievement at university". Thesis, University of Sussex, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270508.
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It is claimed that, nationally, women undergraduates obtain proportionately fewer First Class degrees than their male counterparts. This thesis examines the extent to which gender differentiation in First Class achievement exists in Higher Education. Historically, various hypotheses have been presented within literature on Higher Education to account for this pattern and the thesis explores the extent to which these hypotheses continue to hold explanatory power using the University of Sussex as a case study. To ascertain the hypotheses' continued relevance and salience, a multi-faceted methodological approach was employed. The empirical programme comprised a national (N=657534) and a local statistical survey (N=8349) examining HESA defined subject groups, in addition to a local statistical survey (N=568) examining specific disciplines. The empirical programme also included detailed analyses of a student cohort of 'high achievers' (N=199) who were tracked throughout their degree. A range of information was collected on this cohort including cognitive ability and personality test scores, socio-demographic data, pre-university qualifications and measures of application. Some of the cohort (N=84) completed a questionnaire, and interviews were carried out with a smaller sub-section (N=23). Structured observations of seminars (N=24) were also conducted alongside interviews with members of faculty (N=21). Findings indicate that, nationally, gender inequity in First Class performance is prevalent in the Humanities, Social Sciences and Physical Sciences. In relation to local patterns of performance, evidence suggests that the University of Sussex may be spearheading incipient shifts in attainment with gender differentiation in existence only in the Humanities. Notwithstanding this moving and improving picture vis a vis the gender distribution of Firsts, the thesis concludes that many of the hypotheses remain pertinent.
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D'Anjou, Tamara A. "Validation of the Essay Coding System for Performance Goals and Learning Goals: Associations with Goal Orientation Inventory, Coping, Mood, and School Performance". Scholarly Repository, 2008. http://scholarlyrepository.miami.edu/oa_dissertations/166.
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The validity of a new essay coding system for rating performance goal orientation and learning goal orientation was tested using a sample of undergraduate students. The study was designed to remedy limitations in the design of the previous study using the essay coding system. The essay coding system was evaluated for its predictive power above and beyond the Goal Orientation Inventory, a self-report measure. Outcome measures included coping skills, depression, anxiety, well-being, and academic performance. It was predicted that performance goal orientation would be associated with unhealthy coping, more depression, more anxiety, less well-being, and lower GPA and learning goal orientation would be associated with healthy coping, less depression, less anxiety, more well-being, and higher GPA. Setback severity and setback frequency were predicted as moderators of the relationships between goal orientation and the outcome variables. Analysis of the Goal Orientation Inventory show that the subscales are associated with coping and mood as predicted. Using hierarchical linear regression, number of setbacks and severity of setbacks moderated the relationship between goal orientation and depression, wellbeing, and grades. High learning goals and high performance goals predicted more stable mood in the face of academic disappointments. High learning goals also predicted higher grades following a severe academic setback.
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Garrett, Krista L. "Social Cognitive Career Theory, Academic Choice Behavior, and Academic Performance in African American College Students". Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804833/.
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The current study examined the impact that components of Social Cognitive Career Theory (SCCT) have on choice behavior and academic performance in African American or Black, undergraduate students. SCCT is a highly valued and researched theory, but few studies examine the impact that SCCT components have on choice behavior and academic performance in Black college students. This study focused on evaluating SCCT components’ relevance to variables that have been shown to predict later objective career success. This is important because African Americans tend to have significantly lower paying and less prestigious jobs, as well as attain lower levels of education than most other racial populations in the United States. However, there is a paucity of current career development and attainment literature specific to the African American undergraduate population. In an effort to promote understanding of within group differences in SCCT variables that can contribute to educational and career success, 247 African American undergraduates were recruited to participate in this study. The participants completed online questionnaires regarding demographic information, self-efficacy, contextual barriers, contextual supports, choice goals, and choice behavior. Participants also gave permission for researchers to access grades. Findings indicate that academic coping self-efficacy, contextual barriers, and contextual supports may be particularly important to academic choice behavior in African American college students. Further, choice behavior appears to be important to grade point average. Implications, limitations, and recommendations for future research associated with this study’s findings are discussed.
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Diehl, Megan. "The academic performance of Division I men's college basketball views from academic advisors for athletics /". Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1237830156.
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Gomez, Jorge. "The Relationship of Instructor Technical Literacy to the Academic Performance of Students in Career Academies". FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/936.
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Career Academy instructors’ technical literacy is vital to the academic success of students. This nonexperimental ex post facto study examined the relationships between the level of technical literacy of instructors in career academies and student academic performance. It was also undertaken to explore the relationship between the pedagogical training of instructors and the academic performance of students.
Out of a heterogeneous population of 564 teachers in six targeted schools, 136 teachers (26.0 %) responded to an online survey. The survey was designed to gather demographic and teaching experience data. Each demographic item was linked by researchers to teachers’ technology use in the classroom. Student achievement was measured by student learning gains as assessed by the reading section of the FCAT from the previous to the present school year.
Linear and hierarchical regressions were conducted to examine the research questions. To clarify the possibility of teacher gender and teacher race/ethnic group differences by research variable, a series of one-way ANOVAs were conducted. As revealed by the ANOVA results, there were not statistically significant group differences in any of the research variables by teacher gender or teacher race/ethnicity. Greater student learning gains were associated with greater teacher technical expertise integrating computers and technology into the classroom, even after controlling for teacher attitude towards computers. Neither teacher attitude toward technology integration nor years of experience in integrating computers into the curriculum significantly predicted student learning gains in the regression models.
Implications for HRD theory, research, and practice suggest that identifying teacher levels of technical literacy may help improve student academic performance by facilitating professional development strategies and new parameters for defining highly qualified instructors with 21st century skills. District professional development programs can benefit by increasing their offerings to include more computer and information communication technology courses. Teacher preparation programs can benefit by including technical literacy as part of their curriculum. State certification requirements could be expanded to include formal surveys to assess teacher use of technology.
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Carter, Kirk. "An AI performance benchmark for the ncube 2". Honors in the Major Thesis, University of Central Florida, 1993. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/110.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Engineering
Electrical Engineering
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Erdner, Kevin. "THE EFFECTS OF A BRIEF MINDFULNESS INTERVENTION ON ACADEMIC PERFORMANCE". OpenSIUC, 2018. https://opensiuc.lib.siu.edu/theses/2282.
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An increasing number of publications from a variety of human service fields have sought to utilize mindfulness meditation as a means to reduce psychological distress and increase positive psychological outlooks. These studies typically involve mindfulness training and typically last anywhere from 4 hours to 8 weeks. To date, no published research has established the minimal amount of time for effective outcomes to benefit from mindfulness exposure. The purpose of this study is to evaluate whether brief exposure to mindfulness training before a discrete event can lead to positive outcomes in that event and increased mindfulness in a group of university students. A group of 26 undergraduate and graduate students in two different classes were exposed to either a control task (listening to music) or a mindfulness intervention just prior to taking a quiz. The session lasted no more than 30 minutes and the mindfulness intervention itself was timed to not exceed 15 minutes. Visual inspection of the data yielded some positive outcomes in terms of increased performing on a quiz in comparison to quiz grades the week before. Statistical analysis suggested that these outcomes were not statistically significant. This study adds to the research on mindfulness as an intervention for positive outcomes. Implications for future research on practical benefits of mindfulness were discussed.
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Fearing, Arleen D. Kennedy Larry DeWitt. "Predictors of academic performance for minority baccalaureate nursing students". Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9604369.
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Thesis (Ed. D.)--Illinois State University, 1995.Title from title page screen, viewed April 20, 2006. Dissertation Committee: Larry Kennedy (chair), John Goeldi, Franklin Lewis, William Tolone. Includes bibliographical references (leaves 105-110) and abstract. Also available in print.
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Swersky, Jessica. "Academic performance profile of adolescent students with hearing loss". Diss., Connect to online resource, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1433496.
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Sunderarajan, Jahnavi. "Determinants of satisfaction and academic performance among undergraduate students". Thesis, University of Bristol, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573157.
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The present research aimed at identifying the sources of influence on undergraduate students' satisfaction and academic performance at university. Preliminary findings showed that students' experiences at university were characterised by the quality of academic and pastoral support available, the extent to which their degree programme equipped them with the skills to succeed in life beyond university, their relationship with peers and the quality of their social life, their perception of the workload, anxiety while meeting academic challenges and motivation to succeed at university. Students' satisfaction was determined by the extent to which they felt that they received a good quality of teaching and support for personal problems, happiness with the degree programme, good relations with peers, an opportunity to think creatively and independently about the subject being studied, availability of study materials and the acquisition of skills that made them employable. Academic performance was predicted by the extent to which they were motivated to do well on their course, their organisational skills while meeting deadlines and not feeling overloaded by the academic demands on their course. An absence of distractions such as extracurricular activities and events in one's personal life, a positive perception of one's own academic ability in relation to peers, perfectionism, enhanced focussed when stressed, experience of multiple choice exams and having members of family who had attended university all correlated positively with performance while a positive perception of Blackboard and working only hard enough to obtain the sought degree class correlated negatively with performance. Higher A-level grades and attendance at a Comprehensive school were also associated with better academic performance.
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Coghill, Kenneth R. "A study of the factors affecting students' academic performance". Thesis, University of Newcastle Upon Tyne, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.315183.
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