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Journal articles on the topic 'Academic grades'

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Published: 4 June 2021

Last updated: 8 February 2022

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1

Oyoo, Syprine, Peter Mwaura, Theresia Kinai, and Josephine Mutua. "Academic Burnout and Academic Achievement among Secondary School Students in Kenya." Education Research International 2020 (May 27, 2020): 1–6. http://dx.doi.org/10.1155/2020/5347828.

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The study examined the relationship between academic burnout and academic achievement among secondary school students in the Kenyan context. Data were collected from 714 form 4 students (equivalent to 12th graders) drawn from 31 public secondary schools. The Maslach Burnout Inventory Student Survey was used. Academic achievement was measured using students’ grades in end of term examinations. The results of the Pearson product moment correlation of coefficient revealed a significant inverse relationship between academic burnout and academic achievement (r (712) = −0.24, p<0.01). Furthermore

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2

Michaels, James W., and Terance D. Miethe. "Academic Effort and College Grades." Social Forces 68, no. 1 (September 1989): 309. http://dx.doi.org/10.2307/2579230.

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3

Mann, W. C., and N. Banasiak. "Fieldwork Performance and Academic Grades." American Journal of Occupational Therapy 39, no. 2 (February 1, 1985): 92–95. http://dx.doi.org/10.5014/ajot.39.2.92.

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Michaels, J. W., and T. D. Miethe. "Academic Effort and College Grades." Social Forces 68, no. 1 (September 1, 1989): 309–19. http://dx.doi.org/10.1093/sf/68.1.309.

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5

Farrell, Lesley. "Making Grades." Australian Journal of Education 41, no. 2 (August 1997): 134–49. http://dx.doi.org/10.1177/000494419704100204.

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THE focus of this paper is on the role that culture plays in shaping the way examiners arrive at assessments of candidates' relative academic ability in tertiary entrance examinations. In attempting to understand this process, I call on notions of ‘Discourse’, especially of the kind developed by Gee (1991, 1992, 1994). When examiners ‘make grades’, they call on culturally specific understandings of what counts as a ‘literate essay’, a ‘relevant’ argument, and an appropriate relationship between candidate and examiner. I start with a discussion of tertiary entrance examinations, move to a discu

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

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Objectives: To explore the factors affecting academic performance ofundergraduate MBBS students in Central Park Medical College Lahore. Background: Inmedical education, academic achievement tends to be an important aspect of professionaldevelopment later in the life of medical graduates. In Pakistan, pre-admission grades are oneof the most important criteria for admission in medical colleges. Several other factors are alsobelieved to play an important role to predict performance of undergraduate students in medicalcolleges. A detailed study of these factors can help to improve the performance

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7

Love, David A., and Matthew J Kotchen. "Grades, Course Evaluations, and Academic Incentives." Eastern Economic Journal 36, no. 2 (March 2010): 151–63. http://dx.doi.org/10.1057/eej.2009.6.

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8

Bohannon, Richard W. "Consistency of Physical Therapy Students' Academic Performance." Perceptual and Motor Skills 84, no. 3 (June 1997): 1040–42. http://dx.doi.org/10.2466/pms.1997.84.3.1040.

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The consistency of physical therapy students' grades across courses was investigated. The grades of five entry classes were examined. Not surprisingly, students performed better in some courses than others. Nevertheless, considerable internal consistency of grades was evident within each class during the semester of interest. Grades in courses may reflect a common underlying construct, that is, academic performance of physical therapy students.

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Wu, Hsiang-Yi, Franki Y. H. Kung, Hsueh-Chih Chen, and Young-Hoon Kim. "Academic Success of “Tiger Cubs”." Social Psychological and Personality Science 8, no. 6 (November 2, 2016): 698–705. http://dx.doi.org/10.1177/1948550616675667.

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Studies in the United States have shown that self-control can predict academic performance beyond intelligence quotient (IQ), which also explains why girls (vs. boys) tend to have higher grades. However, empirical evidence is scarce; moreover, little is known about whether these effects generalize to other cultures. To address these limitations, we conducted a 2-year longitudinal study in Asia and examined the effects of self-control, IQ, and gender on students’ academic achievement over time. Specifically, we first measured 195 Taiwanese seventh grades’ self-control and IQ, and then traced th

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10

Stone, J. E. "Inflated Grades, Enrollments & Budgets." education policy analysis archives 3 (June 26, 1995): 11. http://dx.doi.org/10.14507/epaa.v3n11.1995.

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Reports of the past 13 years that call attention to deficient academic standards in American higher education are enumerated. Particular attention is given the Wingspread Group's recent An American Imperative: Higher Expectations for Higher Education. Low academic standards, grade inflation, and budgetary incentives for increased enrollment are analyzed and a call is made for research at the state level. Reported trends in achievement and GPAs are extrapolated to Tennessee and combined with local data to support the inference that 15% of the state's present day college graduates would not have

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11

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

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

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12

Vuc, Gheorghe, Dan Jigoria-Oprea, and Felicia Baloi. "Grades as valid evaluation tool of academic formation." International Journal of Learning and Teaching 10, no. 4 (October 30, 2018): 342–49. http://dx.doi.org/10.18844/ijlt.v10i4.1045.

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Before you see the faculty graduate formation, you can see its grades. Since grades are used for selection they are very important instruments and can have serious consequences for students. Consequently, the validity of grades is an important aspect to consider, and questions concerning the functions of grades can certainly be viewed from a validity perspective. Therefore arises as question of whether the grades indeed reflect graduated student training and especially its ability to succeed against technical problems that will be posed in front of by his professional life. To be useful they m

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13

Septiani, Eka. "PENGARUH METODE PEMBELAJARAN DAN SIKAP BELAJAR SISWA TERHADAP NILAI AKADEMIK PADA SISWA SLTP NEGERI DI JAKARTA SELATAN." Pujangga 2, no. 2 (April 3, 2018): 17. http://dx.doi.org/10.47313/pujangga.v2i2.393.

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<p align="center"><strong><em>ABSTRACT</em></strong></p><p><strong><em> </em></strong></p><p><em>The title of research is The Effect of Teaching Methods and Learning Attitude of Academic Grades in Junior High School Students in South Jakartat. The aims to determine (a) the effect of Indonesian method of learning the value of a student's academi. The aim of this research was to determine the effect of Indonesian learning method to academic grades of student (b) knowing the influence of learning attitude to acade

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14

Tukey, David D. "Computerized Grade Calculations for Academic Advisors." NACADA Journal 14, no. 2 (September 1, 1994): 138–40. http://dx.doi.org/10.12930/0271-9517-14.2.138.

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Advisees often want to know what their grade averages will be if they earn certain grades this term or what grades they need to reach a desired average. Computerized grade calculations can be used to answer these questions easily and accurately. Spreadsheet and HyperCard versions of grade calculation programs are described.

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15

Sulphey, M. M., Nasser Saad AlKahtani, and Abdul Malik Syed. "Relationship between admission grades and academic achievement." Entrepreneurship and Sustainability Issues 5, no. 3 (March 31, 2018): 648–58. http://dx.doi.org/10.9770/jesi.2018.5.3(17).

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16

Noemy, Martín Sanz, Rodrigo Inés G., Izquierdo García Cristina, and Ajenjo Pastrana Patricia. "Exploring Academic Performance: Looking beyond Numerical Grades." Universal Journal of Educational Research 5, no. 7 (July 2017): 1105–12. http://dx.doi.org/10.13189/ujer.2017.050703.

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17

Bacete, Francisco-Juan García, and Lidón Villanueva Badenes. "Family and Ability Correlates of Academic Grades." Psychological Reports 92, no. 3 (June 2003): 858–60. http://dx.doi.org/10.2466/pr0.2003.92.3.858.

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In a continuation of Marjoribanks' study (2001) of 150 seventh grade students, relationships among Family Social Status, Parent Involvement, Parent Cultural Level, Intellectual Ability, and Global Grades were examined. Analysis showed different predictive models for boys and girls. An important finding is that the predictor variables of grades are different from standardized academic achievement.

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Mclnerney, Dennis M., Martin Dowson, and Alexander Seeshing Yeung. "Impact of Support from Significant Others on Adolescents' Academic Performance, Self-esteem and Interest in Academic Work." Australian Educational and Developmental Psychologist 25, no. 1 (June 1, 2008): 48–69. http://dx.doi.org/10.1375/aedp.25.1.48.

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AbstractHigh school students in the U.S. (N=1,078; 47% boys) responded to survey items on their self-esteem and interest in schoolwork, their personal expectancy of high school completion, and their perceived support from parents, teachers and peers for their expectancy. Their GPA and days absent from school were collected from school records. Personal expectancy, parent, teacher, and peer support all had significant positive impacts on students' self-esteem, interest in schoolwork, and GPA. The pattern of effects was consistent across the subsamples of Grades 5 to 6 (n=264), Grades 7 and 8 (n

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19

Kim, Seyoung, and Naya Choi. "The Relationships between Children’s Ego Function and Fear of Negative Evaluation Affecting Academic Failure Tolerance in Early School Age: Analysis by Grade Level Considering Sustainability of Academic Motivation." Sustainability 12, no. 5 (March 2, 2020): 1888. http://dx.doi.org/10.3390/su12051888.

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This study identified the relational paths between children’s ego function and fear of negative evaluation affecting academic failure tolerance across three grades. The ego function consisted of four factors: competence, initiative, resilience, and sociality. In total, data of 872 elementary school students (Grade 1–3) in South Korea were collected through parent-reported questionnaires. Results reflected various paths between these variables. Firstly, in all three grades, greater initiative and resilience and less fear of negative evaluation resulted in higher tolerance for academic failure.

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20

Steinmayr, Ricarda, Felix C. Dinger, and Birgit Spinath. "Motivation as a Mediator of Social Disparities in Academic Achievement." European Journal of Personality 26, no. 3 (May 2012): 335–49. http://dx.doi.org/10.1002/per.842.

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The present study aimed at contributing to the understanding of social disparities in relation to students‘ academic achievement in the science, technology, engineering and mathematics domains. A sample of n = 321 German 11th graders completed measures of their family socio–economic status (SES), general intelligence, domain–specific ability self–concepts and subjective scholastic values in math, physics and chemistry. Students‘ grades in these subjects received four months after testing served as criteria. Significant mediation effects were found for all motivational variables between fathers

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21

Coker, David. "Noncognitive Factors Affecting Academic Achievement of Juvenile Delinquents." International Journal for Innovation Education and Research 9, no. 3 (March 1, 2021): 341–68. http://dx.doi.org/10.31686/ijier.vol9.iss3.3012.

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The present study provides a description and analysis of the plight of first-time detained juvenile delinquents in the United States and the impact of noncognitive attributes and academic achievement on grades. Juvenile delinquents have poor outcomes as adults in higher rates of drug abuse, poor high school graduation rates, and lowered employment well into adulthood. The research questions examined the correlation among the noncognitive attributes of grit, academic self-concept, mental health, and self-esteem, academic achievement, and English and Mathematics grades for first-time detained ju

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22

Lake, Warren, Hanabeth Luke, and Bill Boyd. "Mismatch between student and university expectations of academic achievement." Journal of Perspectives in Applied Academic Practice 8, no. 2 (December 21, 2020): 97–106. http://dx.doi.org/10.14297/jpaap.v8i2.434.

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Student perceptions of their studies and learning are important influencers of academic performance and outcome. Here we find that the grades students anticipate obtaining may differ significantly from grades awarded: students’ perceptions of their studies appear to be at odds with the university’s assessment of their academic worth. A previous study introduced students to the concept of self-efficacy and its effects on academic performance and outcome; we demonstrate that students’ self-efficacy can be raised. Importantly, the focus is not on the validity of the concept of self-efficacy as th

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23

Furnham, Adrian, and Jeremy Monsen. "Personality traits and intelligence predict academic school grades." Learning and Individual Differences 19, no. 1 (January 2009): 28–33. http://dx.doi.org/10.1016/j.lindif.2008.02.001.

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24

Cachia, Moira, Siobhan Lynam, and Rosemary Stock. "Academic success: Is it just about the grades?" Higher Education Pedagogies 3, no. 1 (January 2018): 434–39. http://dx.doi.org/10.1080/23752696.2018.1462096.

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25

Thomas, James. "The signal quality of grades across academic fields." Journal of Applied Econometrics 34, no. 4 (January 22, 2019): 566–87. http://dx.doi.org/10.1002/jae.2684.

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26

Paul, II, Chris W., and Joseph S. Ruhland. "A Note On Job Market Conditions And Students Academic Performance." Journal of Business & Economics Research (JBER) 11, no. 5 (April 27, 2013): 223. http://dx.doi.org/10.19030/jber.v11i5.7837.

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This paper presents a model of student effort and resulting grade performance under varying labor market conditions. Following previous studies that have found a negative relationship between the expected income and grades by discipline, we extend the analysis to the effect of changing labor market conditions on student effort and the resulting changes in the average grades. The empirical results support the theoretical models conclusion that reduced employment opportunities result in higher average grades by discipline.

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27

Schmidt, Julia, and Brian Lockwood. "Love and Other Grades." Journal of College Student Retention: Research, Theory & Practice 19, no. 1 (November 16, 2015): 81–97. http://dx.doi.org/10.1177/1521025115611614.

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Of the few studies that have examined the effects of romantic relationships on academic performance, most have been concerned with adolescent students. This study analyzes a data set of more than 300 students at a midsized, private University in the northeast United States to determine if participating in a romantic relationship predicts grade point average or course attendance. The results of multivariate analyses indicate that being in a romantic relationship while in college is significantly associated with class absences, but not with grade point average. Specifically, logistic regression

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Trickett, Penelope K., Catherine McBride-Chang, and Frank W. Putnam. "The classroom performance and behavior of sexually abused females." Development and Psychopathology 6, no. 1 (1994): 183–94. http://dx.doi.org/10.1017/s0954579400005940.

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AbstractThis study examines the relationship of child sexual abuse to classroom academic performance and behavior in a sample of 6–16-year-old girls. Half of the sample was sexually abused by a family member. The other half is a demographically similar nonabused comparison group. Measures of academic performance include school records, teacher's ratings of classroom behavior and performance, and parental reports of school performance. Possible mediators of the impact of sexual abuse on classroom performance and behavior – cognitive capability, perceived competence, and behavior problems–are al

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

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

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Baloǧlu, Mustafa, Amir Abbassi, and Vildan Çlevik. "The Predictors of Success in Computer Courses among High School Students." Psychological Reports 104, no. 3 (June 2009): 725–36. http://dx.doi.org/10.2466/pr0.104.3.725-736.

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High school students report high computer anxiety. The addition of three computer anxiety dimensions (i.e., Affective Anxiety, Damaging Anxiety, and Learning Anxiety) improved the prediction of computer course grades beyond that afforded by the differences in academic achievement. 700 Turkish high school students (386 boys, 314 girls) enrolled in high school computer courses participated. The Computer Anxiety Scale and a personal data sheet were used to collect the data in the study. Computer course grades were positively related to students' academic achievement but negatively related to the

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Wu, Jennifer, and Philipp Kraemer. "Student Success in Introductory Psychology." Teaching of Psychology 44, no. 4 (August 23, 2017): 342–48. http://dx.doi.org/10.1177/0098628317727910.

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This project describes the results from a large enrollment introductory psychology course specially designed to improve performance of first-year students. The main objective of the project was to identify early indicators of student success to inform future teaching and promote classroom engagement. Variables representing academic preparation, academic self-concept (e.g., growth mind-set), and behavioral indicators of academic engagement were analyzed with respect to course performance measures, including scores on the first test, midterm grades, and final grades. Academic preparation variabl

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Mullis, Ann K., Ronald L. Mullis, and John C. Brailsford. "Relationships between Academic Comfort and Career Interests among Rural High School Students." Psychological Reports 80, no. 2 (April 1997): 459–66. http://dx.doi.org/10.2466/pr0.1997.80.2.459.

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Relationships between Academic Comfort and General Occupational Themes of the 1985 Strong Campbell Interest Inventory were investigated for 1364 high school adolescents. Significant relationships between Academic Comfort and grade, sex, socioeconomic status, and career motivation were found. Academic Comfort scores of adolescents increased with higher grades and girls had higher Academic Comfort scores than the boys at ail grades. The results support Holland's theory of career development during the high school years in that certain career interests during this period of development are relate

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Schultz, Katie. "Do High School Athletes Get Better Grades During the Off-Season?" Journal of Sports Economics 18, no. 2 (August 3, 2016): 182–208. http://dx.doi.org/10.1177/1527002514566279.

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A great deal of recent research has employed instrumental variables to estimate the effect of participation in athletics on academic or labor market outcomes, finding evidence of small positive effects from participation. This research proposes several theories of how participation affects success but cannot distinguish between them. I ask a fundamentally different question, whether an athlete performs better or worse, academically, during the season in which they participate in sports, focusing on the time allocation theory of participation. Time spent on sports may substitute from time on ac

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Snelling, Anastasia, Sarah Irvine Belson, Jonathan Beard, and Kathleen Young. "Associations between grades and physical activity and food choices." Health Education 115, no. 2 (February 2, 2015): 141–51. http://dx.doi.org/10.1108/he-03-2014-0028.

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Purpose – The purpose of this paper is to explore the relationship between television viewing time, physical activity level, food consumption patterns, and academic performance of adolescents in a large urban school district in the USA where health disparities are prevalent, particularly among minority residents. Design/methodology/approach – The 2010 Youth Risk Behavior Survey was used to analyze the relationship between academic grades and physical activity patterns and food consumption in a large urban school district serving over 77,000 students. Findings – Results indicated that students

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Oyserman, Daphna, Kathy Harrison, and Deborah Bybee. "Can racial identity be promotive of academic efficacy?" International Journal of Behavioral Development 25, no. 4 (July 2001): 379–85. http://dx.doi.org/10.1080/01650250042000401.

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We hypothesised a gender specific relationship between efficacy and three components of racial identity, feeling that achievement is part of being black, feeling connected to the black community, and sensitivity to, awareness of outgroup barriers and racism. Because male gender socialisation downplays relationality, the “connectedness” component of racial identity was posited to be particularly helpful for boys. Because female gender socialisation downplays independent achievement and agency, the “achievement” component of racial identity was posited to be particularly helpful for girls in buf

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Hamdan, Azura, Rohany Nasir, Rozainee Khairudin, and Wan Shahrazad Wan Sulaiman. "Academic Achievement: It Is Not How Smart You Are, But How You Cope With Your Life And Manage Your Time." JOURNAL OF SOCIAL SCIENCE RESEARCH 8, no. 2 (June 25, 2015): 1535–47. http://dx.doi.org/10.24297/jssr.v8i2.6607.

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Previous research suggests that contributing factors such as previous academic result, coping and time management can predict student success at the universities. The purpose of this study was to investigate the relationship between previous academic grades, coping and time management practices on academic achievement among undergraduate students from four of Malaysia public institutions for higher education. 551 university students completed a Time Management Questionnaire (TMQ), COPE Inventory and provided their self-reported high school grades and current Grade Point Average (GPA). Analysis

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37

Johnson, Valen E. "Teacher Course Evaluations and Student Grades: An Academic Tango." CHANCE 15, no. 3 (June 2002): 9–16. http://dx.doi.org/10.1080/09332480.2002.10554805.

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Rovira, Sergi, Eloi Puertas, and Laura Igual. "Data-driven system to predict academic grades and dropout." PLOS ONE 12, no. 2 (February 14, 2017): e0171207. http://dx.doi.org/10.1371/journal.pone.0171207.

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Rather, Aftab. "Overuse of Facebook and Academic grades: an Inverse Correlation." IOSR Journal Of Humanities And Social Science 12, no. 6 (2013): 68–72. http://dx.doi.org/10.9790/0837-1266872.

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Clotfelter, Charles T., Helen F. Ladd, and Jacob L. Vigdor. "The Academic Achievement Gap in Grades 3 to 8." Review of Economics and Statistics 91, no. 2 (May 2009): 398–419. http://dx.doi.org/10.1162/rest.91.2.398.

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Senthil, V. "Does the more internet usage provide good academic grades?" Education and Information Technologies 23, no. 6 (June 6, 2018): 2901–10. http://dx.doi.org/10.1007/s10639-018-9749-8.

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Jabeen, Surriya, Aneesa Matloob, and Nighat Mirza. "ACADEMIC ACCOMPLISHMENT." Professional Medical Journal 22, no. 08 (August 10, 2015): 1087–90. http://dx.doi.org/10.29309/tpmj/2015.22.08.1162.

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Objective: To evaluate sleep hygiene and its relationship with academicperformance in adults. Study Design: Cross sectional. Place and duration of the study. Thestudy was conducted at Dow Medical College, Dow university of Health sciences Karachi fromDecember 2012 to November 2013. Material and methods: Subjects were students fromfirst year to final year. Instrument was an integrated questionnaire (Horne JA and Ostberg OMorningness- Eveningness questionnaire MEQ original 1976) designed to assess chronotypeof young adult population. Subjects (N = 690) completed a questionnaire packet and provid

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43

Spengler, Marion, Martin Brunner, Romain Martin, and Oliver Lüdtke. "The Role of Personality in Predicting (Change in) Students’ Academic Success Across Four Years of Secondary School." European Journal of Psychological Assessment 32, no. 1 (January 2016): 95–103. http://dx.doi.org/10.1027/1015-5759/a000330.

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Abstract. Little longitudinal research has addressed the question of whether the Big Five personality traits (i.e., O, C, E, A, N) predict educational outcomes and whether the Big Five provide incremental predictive validity for educational outcomes when prior achievement, intelligence, and academic self-concept are controlled for. Also, little is known about whether noncognitive factors are related to change in academic success, especially grades, after controlling for its stability. To address these research questions, we used data from the Luxembourg longitudinal extension of the 2009 cycle

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44

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’ gr

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Islam, Md Sariful, Sonia Afrin, Debasish Kumar Das, and Md Nasif Ahsan. "The strategic interplay in academia: administrators versus students." Journal of Modelling in Management 15, no. 3 (March 5, 2020): 1205–25. http://dx.doi.org/10.1108/jm2-05-2019-0113.

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Purpose This paper aims to study students' strategic behaviors for increasing their job prospect in response to university administrators' moves for lifting up institutional reputation in the academia. Design/methodology/approach A Stackelberg differential game is used to study this strategic interplay between administrators and students. In this game, an administrator maximizes institutional quality to build university reputation while student maximizes grades to increase their job prospects. Therefore, administrators being the leader move first while students set strategies for maximizing th

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Trapmann, Sabrina, Benedikt Hell, Jan-Oliver W. Hirn, and Heinz Schuler. "Meta-Analysis of the Relationship Between the Big Five and Academic Success at University." Zeitschrift für Psychologie / Journal of Psychology 215, no. 2 (January 2007): 132–51. http://dx.doi.org/10.1027/0044-3409.215.2.132.

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Abstract. Interest in the prediction of academic success in higher education has grown considerably in recent years in German-speaking countries. While the validity of school grades and admission tests has been investigated by meta-analyses and large-scale studies at least in the United States, less is known about noncognitive predictors of academic success. The present meta-analysis investigates the impact of the Big Five personality factors on academic success at university. A total of 258 correlation coefficients from 58 studies published since 1980 were included. Grades, retention, and sat

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Rosenstreich, Eyal, and Malka Margalit. "Loneliness, Mindfulness, and Academic Achievements: A Moderation Effect among First-Year College Students." Open Psychology Journal 8, no. 1 (May 15, 2015): 138–45. http://dx.doi.org/10.2174/1874350101508010138.

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The transition to college enhances feelings of loneliness, and lonely students typically underperform academically due to the depletion of cognitive resources. Mindfulness practice has been demonstrated to improve certain cognitive abilities. The current study examined whether mindfulness practice may moderate the relations between perceived loneliness and academic performance. In this study we combined data from two separate studies. In the first, loneliness, optimism, and academic self-efficacy were measured at the beginning of the academic year. In the second, mindfulness workshops were con

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Soffi Puteh, Mohd, Nurul Ezhawati Abdul Latif, Nooriha Mansor, Yusnaliza Hamid, Sunarti Halid, and Zulkifli Ghazali. "Learning Approaches and Academic Performance." Journal of Social Sciences Research, SPI6 (December 25, 2018): 746–52. http://dx.doi.org/10.32861/jssr.spi6.746.752.

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Since Graduate on Time (GOT) being introduced as one of their key performance indicators (KPIs), certain higher education institutions are facing with situation where students are unable to complete their studies within the specified time frame. Various learning approaches have been adopted by educators in their effort to enhance students’ examination results so as to assist them to graduate on time. Studies by Tan and Laswad (2015) and Davidson (2002) have proven that learning approaches do significantly give an impact to academic performances, while Djajadikerta et al. (2008) and Chan (2011)

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Paul, Ranjit, Silvia Gaftandzhieva, Samina Kausar, Sadiq Hussain, Rositsa Doneva, and A. K. Baruah. "Exploring Student Academic Performance Using Data Mining Tools." International Journal of Emerging Technologies in Learning (iJET) 15, no. 08 (April 24, 2020): 195. http://dx.doi.org/10.3991/ijet.v15i08.12557.

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Most of the educational institutes nowadays benefited from the hidden knowledge extracted from the datasets of their students, instructors and educational settings. The education system has gone through a paradigm shift from a traditional system to smart learning environments and from a teacher-centric system to context-aware any time anywhere student-centric approach. In this changing scenario, we have undertaken a study to investigate the results, grades and patterns of the students of North Lakhimpur College. The paper aims to evaluate the quality of learning on the basis of 19249 grades re

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Huang, Shih-Tseng Tina, Vinh-Long Tran-Chi, and Tung-En Hsiao. "AN EXPLORATION OF THE DEVELOPMENT OF VIETNAMESE CHILDREN’S SELF-CONTROL ABILITY." Problems of Education in the 21st Century 76, no. 3 (June 15, 2018): 309–17. http://dx.doi.org/10.33225/pec/18.76.309.

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The purpose of the present research is to explore the development of self-control ability during childhood. A group of 360 children (185 boys and 175 girls from grades 2, 4, and 6) participated in the survey. They completed the Children’s Perceived Self-Control Scale (CPSC) which included the interpersonal self-control (ISC), the personal self-control (PSC), and the self-evaluation (SE) subscales. Results showed significant differences in ISC, SE and total scores among the second, fourth and sixth graders. On the total scores, the fourth graders had higher scores than the second and the sixth

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