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Relevant bibliographies by topics / Academic success

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Academic literature on the topic 'Academic success'

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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Journal articles on the topic "Academic success"

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KEGEL-FLOM, PENELOPE. "Academic Dropout or Academic Success." Optometry and Vision Science 63, no. 9 (September 1986): 774–80. http://dx.doi.org/10.1097/00006324-198609000-00012.

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Jacobs, Barbara L., Susan Selby, and Mary K. Madsen. "Supporting Academic Success:." Occupational Therapy In Health Care 10, no. 2 (January 1996): 3–13. http://dx.doi.org/10.1080/j003v10n02_02.

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Jacobs, Barbara, Susan Selby, and Mary Madsen. "Supporting Academic Success:." Occupational Therapy In Health Care 10, no. 2 (November 13, 1996): 3–13. http://dx.doi.org/10.1300/j003v10n02_02.

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Fitzpatrick, S. M., and J. T. Bruer. "Redefining Academic Success." Science 321, no. 5897 (September 26, 2008): 1776b. http://dx.doi.org/10.1126/science.321.5897.1776b.

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Tee, Poh Kiong, Tat-Huei Cham, Mei Peng Low, and Teck-Chai Lau. "The role of perceived employability in the relationship between protean career attitude and career success." Australian Journal of Career Development 31, no. 1 (April 2022): 66–76. http://dx.doi.org/10.1177/10384162211021940.

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This research sought to investigate how academics with a protean career attitude perceived success in their academic career. The role of perceived employability was examined by distinguishing between external and internal employability perceptions. Data from 288 academics working in Malaysian universities were collected and analysed using structural equation modelling. The findings revealed that a protean career attitude had no significant direct relationship with career success; rather, it had an indirect effect on success via perceived employability. Both external and internal perceived employability fully mediated the relationship between protean career attitude and career success, with perceived external employability having a stronger direct and mediating effect on academic career success. This study suggests that academic staff depend upon external employment opportunities to pursue success in academia. The implications of study findings are discussed, along with limitations and future research directions.

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Mary.T, Amirtha, and Dr J. Florence Shalini. "Academic Enablers crucial to Academic Success of the students ..An empirical study." International Journal of Scientific Research 2, no. 9 (June 1, 2012): 408–10. http://dx.doi.org/10.15373/22778179/sep2013/142.

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Richard, James, Geoff Plimmer, Kim-Shyan Fam, and Charles Campbell. "Publishing success of marketing academics: antecedents and outcomes." European Journal of Marketing 49, no. 1/2 (February 9, 2015): 123–45. http://dx.doi.org/10.1108/ejm-06-2013-0311.

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Purpose – The purpose of this paper is to explore the relationship between positive incentives (perceived organisational support) and negative incentives (publish or perish), on both academic publication productivity and marketing academics’ quality of life. While publish-or-perish pressure is a common technique to improve academics’ performance, its punishment orientation may be poorly suited to the uncertain, creative work that research entails and be harmful to academics’ life satisfaction and other well-being variables. In particular, it may interfere with family commitments, and harm the careers of academic women. While perceived organisational support may be effective in encouraging research outputs and be positive for well-being, it may be insufficient as a motivator in the increasingly competitive and pressured world of academia. These issues are important for individual academics, for schools wishing to attract good staff, and the wider marketing discipline wanting to ensure high productivity and quality of life amongst its members. Design/methodology/approach – A conceptual model was developed and empirically tested using self-report survey data from 1,005 academics across five continents. AMOS structural equation modelling was used to analyse the data. Findings – The findings indicate that the most important determinants of publishing success and improved well-being of academics is organisational support rather than a “publish-or-perish” culture. Research limitations/implications – The use of a self-report survey may have an impact (and potential bias) on the perceived importance and career effect of a “publish-or-perish” culture. However, current levels of the publish-or-perish culture appear to have become harmful, even for top academic publishers. Additional longitudinal data collection is proposed. Practical implications – The challenge to develop tertiary systems that support and facilitate world-leading research environments may reside more in organisational support, both perceived and real, rather than a continuation (or adoption) of a publish-or-perish environment. There are personal costs, in the form of health concerns and work–family conflict, associated with academic success, more so for women than men. Originality/value – This study is the first to empirically demonstrate the influence and importance of “publish-or-perish” and“perceived organisational support” management approaches on marketing academic publishing performance and academic well-being.

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Jevtić, Bisera. "ACADEMIC ENVIRONMENT AND ACADEMIC SUCCESS (AND FAILURE)." FBIM Transactions 2, no. 2 (July 15, 2014): 166–73. http://dx.doi.org/10.12709/fbim.02.02.02.16.

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Hamilton, Jillian, Michelle Fox, and Mitchell McEwan. "Sessional Academic Success: A Distributed Framework for Academic Support and Development." Journal of University Teaching and Learning Practice 10, no. 3 (July 1, 2013): 146–62. http://dx.doi.org/10.53761/1.10.3.9.

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With approximately half of Australian university teaching now performed by Sessional Academics, there has been growing recognition of the contribution they make to student learning. At the same time, sectorwide research and institutional audits continue to raise concerns about academic development, quality assurance, recognition and belonging (Red Report, 2008; May, 2013). In response, universities have increasingly begun to offer academic development programs for Sessional Academics. However, such programs tend to be centrally delivered, generic in nature, and contained within the moment of delivery, while the Faculty contexts and cultures that Sessional Academics work within are diverse, and the need for support unfolds in ad-hoc and often unpredictable ways. In this paper we present the Sessional Academic Success (SAS) program – a new framework that complements and extends the central academic development program for Sessional Academics at Queensland University of Technology. This program recognizes that experienced Sessional Academics have much to contribute to the advancement of learning and teaching, and harnesses their expertise to provide school-based academic development opportunities, peer-to-peer support, and locally contextualized community building. We describe the program’s implementation and explain how Sessional Academic Success Advisors (SASAs) are employed, trained and supported to provide advice and mentorship and, through a co-design methodology, to develop local development opportunities and communities of teaching practice within their schools. Besides anticipated benefits to new Sessional Academics in terms of timely and contextual support and improved sense of belonging, we explain how SAS provides a pathway for building leadership capacity and academic advancement for experienced Sessional Academics. We take a collaborative, dialogic and reflective practice approach to this paper, interlacing insights from the Associate Director, Academic: Sessional Development who designed the program, and two Sessional Academic Success Advisors who have piloted it within their schools.

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Kluger, Avraham N., and Meni Koslowsky. "COMMITMENT AND ACADEMIC SUCCESS." Social Behavior and Personality: an international journal 16, no. 2 (January 1, 1988): 121–25. http://dx.doi.org/10.2224/sbp.1988.16.2.121.

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The predictors of academic success usually include aptitude and previous achievement measures. The present study used a modified version of Rusbult and Farrell's (1983) commitment questionnaire to predict final grades in a university setting. As part of a larger study on the relationship between attitudes and study behaviors, 39 students completed the five parts of the Rusbult and Farrell questionnaire. Responses were then correlated with three dependent measures: a final course grade in calculus, grade point average (GPA), and the grade in a humanities course. Results showed that adjusted R2 of .38 and .40 were obtained with the first two criteria. The implications of using affective variables for predicting academic achievement are discussed.

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Dissertations / Theses on the topic "Academic success"

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Venter, H. "Measuring academic success." Tshwane University of Technology, 2013. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001658.

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Merriman, Carolyn S., P. Ramsey, and S. Blowers. "Peer Mentoring: Promoting Nursing Students Academic Success." Digital Commons @ East Tennessee State University, 2000. https://dc.etsu.edu/etsu-works/8455.

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Zubenko, O. V., and О. В. Зубенко. "Academic Success in Mastering a Foreign Language." Thesis, ВНТУ, 2019. http://ir.lib.vntu.edu.ua//handle/123456789/24398.

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The importance of academic success in mastering a foreign language is considered in this paper, taking into account linguistic and non-linguistic factors of influence, the combination of which makes it possible to improve the efficiency of learning not only a foreign language but also stimulates and improves the success in other disciplines and fields of activity
В даній роботі розглядається важливість академічного успіху в опануванні іноземної мови із урахуванням лінгвістичних та нелінгвістичних факторів впливу, сукупність яких дає можливість підвищити ефективність засвоєння не тільки з іноземної мови, але й стимулює і покращує успішність з інших дисциплін та сфер діяльності.

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Turpin, Carrie. "Preservice Teachers' Cultural Models of Academic Success." University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1592134602496342.

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Somo, Charity Mokgaetji. "Success stories of students after academic probation." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/43249.

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This study focused on the success stories of students after academic probation in order to explore, understand and describe their personal perceptions, perspectives and the meanings they ascribed to academic probation. I also hoped to gain insight into the success factors that enabled the students success after academic probation. Through these insights I hoped to add to our understanding of supporting students on academic probation. The conceptual framework for my study was based on the strength-based approach and Bean and Eaton’s psychological model of college student retention. I also explored literature on the experiences of students who encountered academic failure as part of framing and understanding of the students’ experiences. For the purposes of the aforementioned objectives I followed a qualitative research approach, anchored in an interpretivist paradigm. I collected data through a focus group interview with three participants. The participants were purposively selected on the basis that they themselves were placed on academic probation. With the permission of the participants the interview was tape-recorded, the recording was supported by a research field journal. Three core themes in the data were identified namely Psychological Processes, Institutional Support Structures and Personal Support Systems. These core themes were integrated with literature and further linked to sub-themes and related themes. The results of my study found that students were enabled by four psychological processes namely attitudes and behaviours, coping behaviours, an internal locus of control and high self-efficacy beliefs to succeed. Institutional structures, including the policy on academic probation, played a crucial role in supporting the students to succeed, and it was because of personal support structures such as family and friends that students had the courage to return to their studies and make a good effort at succeeding. As a conclusion, this study suggested that it is possible for students to rise above academic probation and persist towards academic achievement and to have positive experiences which enable them to complete their studies.
Dissertation (MEd)--University of Pretoria, 2013.
lk2014
Educational Psychology
MEd
Unrestricted

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Humphreys, Jo Ann. "Academic and non-academic predictors of future success on the NCLEX-RN licensure examination for nurses." Click here for access, 2008. http://www.csm.edu/Academics/Library/Institutional_Repository/.

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Thesis (Ph. D.)--College of Saint Mary -- Omaha, 2008.
A dissertation submitted to the doctoral program of College of Saint Mary in partial fulfillment of the requirements for the degree of Doctorate in Education with an emphasis on Health Professions Education. Includes bibliographical references.

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Morgan, Troy P. "Academic assistance centers: focusing on psychosocial variables of academic success for multicultural and academic probation students." Kansas State University, 2011. http://hdl.handle.net/2097/10746.

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Master of Science
Department of Special Education, Counseling and Student Affairs
Brandonn S. Harris
Student affairs personnel in higher education have an extraordinary ability to affect positively the academic, personal, social, emotional, and vocational development of students, as well as to provide an understanding of the challenges that students experience. In addition, an increase in investigating student success, as well as how to quantify success has occurred. The purpose of this report is to reflect the areas of student development upon which student affairs personnel can have a profound impact—that being the psychosocial variables to student success. In combination with exploring how Academic Assistance Centers (AAC’s) focus on psychosocial factors that influence student success, this report looks at the similarities between theory and the pragmatic programming that one particular Midwestern university employs to help facilitate student awareness and practice of psychosocial factors. The overarching belief of the author is that students can and will find success through challenge and support. This report will demonstrate, through a brief history of the challenges that higher education has faced, how student affairs personnel are often times the first and last line of defense in student support. Moreover, student affairs personnel have been charged with the task of providing support to an ever growing diverse student body in addition to providing the proper support needed to enhance the academic and personal success of such a diverse student body. Through a review of the literature investigating student attrition as well as retention, two subgroups of undergraduates were specifically identified as to how academic assistance centers can facilitate their success and, ultimately, their retention. The two subgroups are students who identify as multicultural and students who are on academic probation. Lastly, the author offers suggestions on what student affairs personnel, as well as higher education, can do to facilitate holistic student development and promote the awareness of psychosocial variables that will aid students in their academic development and success.

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Wharton, Barbara Ingling. "First-year student financial behavior and academic success." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1174680607.

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Laib, Nicole A. "Promoting academic success for limited English proficient students." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Laib_N%20MITthesis%202007.pdf.

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Richardson, Jessica Jane. "Term-time Employment and Tertiary Students' Academic Success." Thesis, University of Canterbury. Psychology, 2011. http://hdl.handle.net/10092/5121.

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There is growing concern surrounding the detrimental effect of term-time employment on university students’ academic success. The narrow focus of previous studies has resulted in the literature being characterised by mixed results. This study sought to clarify the effects by comprehensively investigating and controlling for a large number of variables across a diverse range of university students (N = 1841). Students completed an online survey during the first semester of study (2010) and their responses were later matched to their academic records for that semester. The results show that the majority of working students reported working out of financial necessity. There was no difference in grades between employed and non-employed students; however, hours worked had a direct negative linear effect on the grades of employed students. Analysis indicated that employed students would have had significantly higher grades than the non-employed subsample, if they had not worked during term. The variable ‘reported negative effects of work on study’ partially mediated the effect of hours worked on grades. Studying engineering moderated the effect; when engineering students worked, the negative effect on grades was greater than for those studying other subjects. In addition, hours spent in employment partially mediated the effects of age, debt and financial pressure on GPA. Students also reported that work affected other areas of their life (time spent socialising/relaxing, in leisure/sport, sleeping and with family). Just over a fifth of the working students reported feeling that the university did not make it possible to combine work and study. These findings have implications for students, student supporters and academic institutions. Students should be aware of the negative effects of work on academic performance and seek to minimise the amount they work. Supporters may be able to relieve financial pressure on students, encourage realistic perceptions about students’ financial needs, and encourage students to limit the number of hours they work. Finally, academic institutions can also assist students in balancing work and study by providing a flexible learning environment.

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Books on the topic "Academic success"

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Success in academic surgery. London: Springer, 2012.

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Day, Trevor. Success in Academic Writing. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-352-00205-8.

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Day, Trevor. Success in Academic Writing. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-0-230-36969-6.

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Chen, Herbert, and Lillian S. Kao, eds. Success in Academic Surgery. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-43952-5.

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Chen, Herbert, and Lillian S. Kao, eds. Success in Academic Surgery. London: Springer London, 2012. http://dx.doi.org/10.1007/978-0-85729-313-8.

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Lynda, Miller, ed. Language intervention and academic success. Austin, Tex: PRO-ED, 1988.

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Jeynes, William. Religion, education, and academic success. Greenwich, CT: Information Age Pub., 2003.

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Lynda, Miller, ed. Language intervention and academic success. Boston: Little, Brown, 1988.

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Yopp, Hallie Kay. Vocabulary instruction for academic success. Huntington Beach, CA: Corinne Burton, 2009.

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Yopp, Hallie Kay. Vocabulary instruction for academic success. Huntington Beach, CA: Corinne Burton, 2009.

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Book chapters on the topic "Academic success"

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Tiedemann, Chris Wise. "Academic Success." In College Success for Students with Physical Disabilities, 83–104. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233756-5.

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Roth, Jodie L., and Jeanne Brooks-Gunn. "Academic Success, Adolescence." In Encyclopedia of Primary Prevention and Health Promotion, 140–46. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-1-4615-0195-4_18.

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Bundock, Kaitlin, Vicki Simonsmeier, Megan E. Golson, Benjamin Covington, and Maryellen Brunson McClain. "Promoting Academic Success." In Interprofessional Care Coordination for Pediatric Autism Spectrum Disorder, 117–35. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46295-6_9.

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Winkler, Carol. "Engendering Academic Success." In Using Debate in the Classroom, 71–82. New York: Routledge is an imprint of the Taylor & Francis Group, an Informa business, [2016]: Routledge, 2016. http://dx.doi.org/10.4324/9781315707808-7.

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Henry, Lisa. "Academic Success and Motivation." In Experiences of Hunger and Food Insecurity in College, 79–94. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-31818-5_5.

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Williams, James D. "Academic Writing for Success." In Language Acquisition and Academic Writing, 104–63. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003329138-4.

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López, Dante, Luis Villaseñor, Manuel Montes-y-Gómez, Eduardo Morales, and Hugo Jair Escalante. "Predicting Academic-Challenge Success." In Progress in Pattern Recognition, Image Analysis, Computer Vision, and Applications, 874–83. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13469-3_101.

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Roth, Jodie L., and Jeanne Brooks-Gunn. "Academic Success During Adolescence." In Encyclopedia of Primary Prevention and Health Promotion, 985–93. Boston, MA: Springer US, 2014. http://dx.doi.org/10.1007/978-1-4614-5999-6_224.

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Hogue, Michelle M. "Academic and STEM success." In Routledge Handbook of Critical Indigenous Studies, 566–77. Abingdon, Oxon; New York, NY: Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429440229-48.

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Day, Trevor. "Building on Success." In Success in Academic Writing, 203–14. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-352-00205-8_12.

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Conference papers on the topic "Academic success"

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Anghelache, Valerica. "Predictors of Students’ Academic Success." In Edu World 7th International Conference. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.05.02.134.

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Guerrero-Higueras, Ángel Manuel, Noemi DeCastro-García, Vicente Matellán, and Miguel Á. Conde. "Predictive models of academic success." In TEEM'18: Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3284179.3284235.

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Jääskeläinen, Atte, Elli Taimela, and Tomas Heiskanen. "Predicting the success of news." In AcademicMindtrek '20: Academic Mindtrek 2020. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3377290.3377299.

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DRANGA (MORARU), Anca, and Igor RACU. "Academic success and modern teaching methods." In Probleme ale ştiinţelor socioumanistice şi ale modernizării învăţământului. "Ion Creanga" State Pedagogical University, 2022. http://dx.doi.org/10.46728/c.v1.25-03-2022.p35-42.

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The present research aims to identify the relationship between academic success and modern teaching methods. This was done by comparing the academic success achieved by students in the first semester, when the aching method was a classic one, with the academic success obtained in the second semester, using modern methods. The goal is to evaluate the differences between the academic success achieved by students in the first semester and that obtained in the second semester, due to the change of the traditional teaching method, with modern teaching methods. After using modern methods we expect to achieve a greater academic success.

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Carl, Christopher B., Aleksey Levkovsky, Kevin Lopez, Océane E. Boulais, Caroline Navega Desouza, Reshma S. Thomas, Wayne E. Bernard, Daniel S. Lotarynski, and Maria M. Larrondo-Petrie. "Generating Academic Success through Social Networking." In The Fourteen LACCEI International Multi-Conference for Engineering, Education, and Technology: “Engineering Innovations for Global Sustainability”. Latin American and Caribbean Consortium of Engineering Institutions, 2016. http://dx.doi.org/10.18687/laccei2016.1.2.057.

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Carl, Christopher B., Océane E. Boulais, Caroline Navega Desouza, Aleksey Levkovsky, Reshma S. Thomas, Wayne E. Bernard, Kevin López, Daniel S. Lotarynski, and María M. Larrondo Petrie. "Generating Academic Success through Social Networking." In The Fourteen LACCEI International Multi-Conference for Engineering, Education, and Technology: “Engineering Innovations for Global Sustainability”. Latin American and Caribbean Consortium of Engineering Institutions, 2016. http://dx.doi.org/10.18687/laccei2016.1.s.057.

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Lăzărescu, Mihaela Păiși. "Self-Regulated Learning And Academic Success." In Edu World 7th International Conference. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.05.02.240.

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Yehuda, Margalit Ben, Dorel Ungureanu, and Cristian Stan. "The Success Connection: The Relationship Between Personal Coaching and Academic Success." In ERD 2016 - Education, Reflection, Development, Fourth Edition. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.12.41.

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Buluz, Basak, and Burcu Yilmaz. "Graph mining approach for modeling academic success." In 2017 25th Signal Processing and Communications Applications Conference (SIU). IEEE, 2017. http://dx.doi.org/10.1109/siu.2017.7960621.

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Al Mayahi, Khalfan, and Mahmood Al-Bahri. "Machine Learning Based Predicting Student Academic Success." In 2020 12th International Congress on Ultra Modern Telecommunications and Control Systems and Workshops (ICUMT). IEEE, 2020. http://dx.doi.org/10.1109/icumt51630.2020.9222435.

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Reports on the topic "Academic success"

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Holdsworth, Clark, and Avriel Licciardi. Essential Academic Documents to Ensure Career Success. Peeref, December 2020. http://dx.doi.org/10.54985/peeref.2012w3967189.

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Blankstein, Melissa, Christine Wolff-Eisenberg, and Dr Braddlee. Student Needs Are Academic Needs:Community College Libraries and Academic Support for Student Success. Ithaka S+R, September 2019. http://dx.doi.org/10.18665/sr.311913.

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Fackler, Rachel. Arts Integrated Elementary School Classrooms and Academic Success. Portland State University Library, January 2016. http://dx.doi.org/10.15760/honors.243.

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Bundy, Jennifer, and Jodi A. Sterle. Academic Advising Strategies to Support Undergraduate Student Success. Ames (Iowa): Iowa State University, January 2018. http://dx.doi.org/10.31274/ans_air-180814-361.

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Hewson, Jim H., Valerie J. Rice, and Petra Alfred. Personal Academic Strategies for Success (PASS) Tool Administrator's User Manual. Fort Belvoir, VA: Defense Technical Information Center, December 2013. http://dx.doi.org/10.21236/ada592918.

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Esparza, Schaylee. Mediating Academic Success: Race, Class, Gender and Community College Persistence. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2018.

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South, Coleman. Intensive ESL Course Performance as a Predictor of Academic Success. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6453.

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Mouganie, Pierre, Serena Canaan, Stefanie Fischer, and Geofrey C. Schnorr. College Academic Coaching Can Increase College Success and Later Earnings. W.E. Upjohn Institute, 2022. http://dx.doi.org/10.17848/pb2022-49.

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Greve, Jane, Marie Louise Schultz-Nielsen, and Erdal Tekin. Fetal Malnutrition And Academic Success: Evidence From Muslim Immigrants In Denmark. Cambridge, MA: National Bureau of Economic Research, September 2015. http://dx.doi.org/10.3386/w21545.

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McFarlane, Brett. Academic Advising Structures that Support First-year Student Success and Retention. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1044.

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