Journal articles: '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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Robothan, Kirsty. "Student + Academic Job = Success?" MSOR Connections 11, no. 1 (March 2011): 24. http://dx.doi.org/10.11120/msor.2011.11010024.

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Danbert, Samantha J., James M. Pivarnik, and Lanay M. Mudd. "College Student Academic Success." Medicine & Science in Sports & Exercise 46 (May 2014): 385. http://dx.doi.org/10.1249/01.mss.0000494330.97738.92.

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Parker, David. "Writing for academic success." Higher Education Research & Development 32, no. 4 (August 2013): 692–94. http://dx.doi.org/10.1080/07294360.2012.700438.

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Ada, Şükrü. "Competence of Low-High Academic Control Focus and Its Place in Academic Success." International Journal of Psychology and Educational Studies 7, no. 2 (May 2, 2020): 1–9. http://dx.doi.org/10.17220/ijpes.2020.02.001.

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Humphrey, Elaine. "Project Success: Helping Probationary Students Achieve Academic Success." Journal of College Student Retention: Research, Theory & Practice 7, no. 3 (November 2005): 147–63. http://dx.doi.org/10.2190/amq4-13ve-rbh7-6p1r.

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Project Success is designed to help students on academic probation improve their performance so that they can return to good academic standing at their university. This article describes the program so institutions can consider its use in their efforts to address retention issues on their campus. Research that studies the program's effectiveness is included.

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Cornelisz, Ilja, Rolf van der Velden, Inge de Wolf, and Chris van Klaveren. "The consequences of academic dismissal for academic success." Studies in Higher Education 45, no. 11 (March 30, 2019): 2175–89. http://dx.doi.org/10.1080/03075079.2019.1596076.

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Elangovan, A. R., and Andrew J. Hoffman. "The Pursuit of Success in Academia: Plato’s Ghost Asks “What then?”." Journal of Management Inquiry 30, no. 1 (March 15, 2019): 68–73. http://dx.doi.org/10.1177/1056492619836729.

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What do we pursue as we seek success in academia? For most, the path to academic success focuses narrowly on A-level journal publications, which has caused a stealthy but steady erosion in the very essence of academia. In this essay, we explore that erosion by drawing on the poem by William Butler Yeats titled “What then?” to highlight the questions, doubts, and perils that lie at each of the four stages of academic life: doctoral student, junior professor, senior professor, and professor emeritus. We then offer a new set of questions that academics may ask at each stage to remain true to their sense of scholarly identity and calling. Our hope is to shine a critical spotlight on the modal journey and inspire a confident and courageous few to deviate from that well-trodden path and chart a course that is truer to the essence, purpose, and potential of academia.

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Roache, Rebecca. "SUCCESS IN ACADEMIC PHILOSOPHY: WHAT FEMALE STUDENTS AND JUNIOR ACADEMICS NEED TO KNOW." Think 20, no. 59 (2021): 133–42. http://dx.doi.org/10.1017/s1477175621000257.

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Despite some important progress over the past decade, academic philosophy remains a male-dominated discipline. This raises questions about how established philosophers can best support and advise female students and junior academics in philosophy. We need to avoid encouraging them to adopt a fatalistic attitude to their success (‘Philosophy is sexist, I'll never make it’), while also avoiding encouraging them to believe that their success lies in their own hands and that therefore it must be their own fault if they don't succeed. I argue that we can do this by reflecting on what success in a misogynistic culture looks like, and by guiding young female philosophers to distinguish between the changes that it is possible for them, as individuals, to make, and those that require action by many individuals.

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Ge, Xun. "Emotion matters for academic success." Educational Technology Research and Development 69, no. 1 (January 11, 2021): 67–70. http://dx.doi.org/10.1007/s11423-020-09925-8.

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Hornbaker, Jennifer. "Language Proficiency and Academic Success." Issues in Language Instruction 2 (December 19, 2017): 17. http://dx.doi.org/10.17161/ili.v2i0.6932.

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In 1988, linguists James P. Lantolf and William Frawley stated that, in the quest to characterize just what exactly is meant by language proficiency, “we are no closer to understanding the concept today than we were 20 years ago” (Lantolf & Frawley, 1988, p. 185). Another quarter century has passed since Lantolf and Frawley’s disheartening declaration, yet the question remains: How do we untangle the construct of proficiency? Although theoretical and empirical efforts over the years have attempted to identify the components of proficiency, anything resembling a consensus has yet to be reached. With more than four decades devoted to delineating this seemingly simple idea, doubt emerges as to whether a single definition indeed exists that can satisfy the factions of professionals in the second language acquisition field. However, recent paths of thought have trod in a promising direction. Researchers are painting a more sophisticated picture of proficiency through the application of measurable linguistic features to traditionally subjective competency descriptions. As this linguistic quantification process continues, we can begin to examine how a deeper, more precise understanding of proficiency can inform the curriculum and assessments that determine student readiness to enter university study. Thus, this paper serves two purposes. First, it reviews historical and contemporary interpretations of proficiency and, in doing so, outlines the measurement strategies in use in the realm of English for academic purposes. Second, it crosses the bridge from English proficiency testing to university academia, analyzing the factors in play in student academic readiness and the role of language proficiency in student success.

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Hornbaker, Jennifer. "Language Proficiency and Academic Success." Issues in Language Instruction 2, no. 3 (December 19, 2017): 17–40. http://dx.doi.org/10.17161/ili.v2i3.6932.

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In 1988, linguists James P. Lantolf and William Frawley stated that, in the quest to characterize just what exactly is meant by language proficiency, “we are no closer to understanding the concept today than we were 20 years ago” (Lantolf & Frawley, 1988, p. 185). Another quarter century has passed since Lantolf and Frawley’s disheartening declaration, yet the question remains: How do we untangle the construct of proficiency? Although theoretical and empirical efforts over the years have attempted to identify the components of proficiency, anything resembling a consensus has yet to be reached. With more than four decades devoted to delineating this seemingly simple idea, doubt emerges as to whether a single definition indeed exists that can satisfy the factions of professionals in the second language acquisition field. However, recent paths of thought have trod in a promising direction. Researchers are painting a more sophisticated picture of proficiency through the application of measurable linguistic features to traditionally subjective competency descriptions. As this linguistic quantification process continues, we can begin to examine how a deeper, more precise understanding of proficiency can inform the curriculum and assessments that determine student readiness to enter university study. Thus, this paper serves two purposes. First, it reviews historical and contemporary interpretations of proficiency and, in doing so, outlines the measurement strategies in use in the realm of English for academic purposes. Second, it crosses the bridge from English proficiency testing to university academia, analyzing the factors in play in student academic readiness and the role of language proficiency in student success.

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Kelley, William N. "Faculty Tracks and Academic Success." Annals of Internal Medicine 116, no. 8 (April 15, 1992): 654. http://dx.doi.org/10.7326/0003-4819-116-8-654.

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Leahy, Marie A., and Nicole M. Fitzpatrick. "Early Readers and Academic Success." Journal of Educational and Developmental Psychology 7, no. 2 (August 22, 2017): 87. http://dx.doi.org/10.5539/jedp.v7n2p87.

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This study examined the degree to which the age that a child learns to read affects his or her future academic success. In recent years, society and school districts, as well as an increasing number of parents, have been urging children to read at earlier ages. Therefore, in order to investigate the research question, an extensive survey was developed and electronically dispersed to individuals eighteen years of age or older. The survey was completed by 220 respondents, collected, and evaluated. The survey results provided quantitative data on respondents’ demographic backgrounds as well as their childhood reading and academic histories. A significant number of respondents, 85%, said they regarded the age a child learns to read as important. Over 82% of early readers, ages three and four, described their overall academic success as either “Excellent” or “Very Good”, which was 12% higher than the respondents who did not learn to read until age six or older. The factors that were not impacted by the age the respondents learned to read was whether or not they went to college or earned advanced degrees. Therefore, while academic success is often perceived as getting good grades in school, is that really enough? The respondents who learned to read at an early age generally earned good grades in school, but that did not necessarily translate to being more likely to go to college or earn an advanced degree, which is a strong measure of overall academic success.

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Cartwright, Jon. "Secrets of academic success revealed." Physics World 27, no. 07 (July 2014): 9. http://dx.doi.org/10.1088/2058-7058/27/07/14.

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Flannery, Ann Marie. "Success, women, and academic surgery." Surgery 131, no. 6 (June 2002): 670–71. http://dx.doi.org/10.1067/msy.2002.125294.

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Fontana, David, Eira Williams, Allen Simon, and Lionel Ward. "STUDENTS’ ATTRIBUTIONS OF ACADEMIC SUCCESS." Assessment & Evaluation in Higher Education 11, no. 2 (June 1986): 105–16. http://dx.doi.org/10.1080/0260293860110202.

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RUSSELL, STEPHEN, and GLEN H. ELDER. "Academic Success in Rural America." Childhood 4, no. 2 (May 1997): 169–81. http://dx.doi.org/10.1177/0907568297004002003.

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Poston, Iona, Josie M. Bowman, and Jan O. Rouse. "Health Behaviors and Academic Success." Nurse Educator 19, no. 2 (March 1994): 24–27. http://dx.doi.org/10.1097/00006223-199403000-00008.

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Mihaela, Păişi Lăzărescu. "Psychological Factors of Academic Success." Procedia - Social and Behavioral Sciences 180 (May 2015): 1632–37. http://dx.doi.org/10.1016/j.sbspro.2015.02.318.

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Mahmud, Malissa Maria. "Communication Aptitude and Academic Success." Procedia - Social and Behavioral Sciences 134 (May 2014): 125–33. http://dx.doi.org/10.1016/j.sbspro.2014.04.230.

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31

Lunt, Barry M. "Predicting academic success in electronics." Journal of Science Education and Technology 5, no. 3 (September 1996): 235–40. http://dx.doi.org/10.1007/bf01575307.

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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 their overall grades over four school semesters. Latent growth curve model analyses suggest that IQ predicted students’ initial academic performance more strongly than self-control; however, self-control—but not IQ—predicted students’ academic growth across the four time points and explained girls’ higher grades. Overall, the findings support the argument that self-control has unique long-term benefits academically and provide initial evidence outside of the North American context.

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Lee, J. "No secrets to academic success." Personality and Individual Differences 60 (April 2014): S37. http://dx.doi.org/10.1016/j.paid.2013.07.089.

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Grant, Nicolle. "Motivational Media and Academic Success." Journal of Student Research 4, no. 1 (February 1, 2015): 160–63. http://dx.doi.org/10.47611/jsr.v4i1.220.

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Motivating students to do well in courses that fail to interest them can be challenging. The current study was designed to assess the potential impact of priming motivational media on academic performance. Students in six sections of introductory psychology courses (n = 128) completed a quiz after watching a 4 minute inspirational video (experimental group, n = 63), or without watching the video (control group, n = 65). The video selected showed scenes of individuals pushing their limits in all aspects of life and a commentary of a motivational commencement speech by Arnold Schwarzenegger given to college graduates. After completing the quiz participants were given a survey with questions pertaining to their motivation, positive and negative emotions, demographics, and their reactions to the video. Students who were primed by the video reported greater academic motivation and planned to study more for the next quiz than students who did not watch the video. Females reported lower GPA and lower positive emotions in the experimental condition. While there was not an overall effect of the video on quiz scores, male students who watched the video performed 10% better on the quiz than males in the control condition. Implications of these findings suggest that motivational information may be beneficial in inspiring academic performance in certain circumstances.

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Perrin, Karen M., and Karen A. Dorman. "Teen Parents and Academic Success." Journal of School Nursing 19, no. 5 (October 2003): 288–93. http://dx.doi.org/10.1177/10598405030190050701.

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The purpose of this study was to explore the personal life stories of women who became mothers while still in their teen years. The focus was on themes that evolved as important in the lives of these women, including family support, partner support, mentor support, economic opportunity, resiliency, optimism, and spirituality. Each of the 22 women in the study offered her formulas for success that are useful for consideration by school nurses. Factors the women perceived to contribute to their success in achieving a master’s or doctoral degree are explored. This study helps to identify the support and community efforts necessary to improve the outcome for teen mothers today. Their unique stories are exemplars of resiliency and achievement.

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Osborne, Jason W. "Identification with Academics and Academic Success among Community College Students." Community College Review 25, no. 1 (April 1997): 59–67. http://dx.doi.org/10.1177/009155219702500105.

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Poyrazli, Senel, and Jamiela Isaiah. "International students’ journeys from academic probation to academic success." International Perspectives in Psychology: Research, Practice, Consultation 7, no. 2 (April 2018): 62–75. http://dx.doi.org/10.1037/ipp0000083.

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

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Kirby, Lauren, and Patricia Amason. "Academic Success: Perceptions of Student-Athletes, Learning Specialists, and Academic Advisors." Journal of Higher Education Athletics & Innovation, no. 7 (May 4, 2021): 33–60. http://dx.doi.org/10.15763/issn.2376-5267.2020.1.7.33-60.

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The current study explores how academic success is defined and perceived by student-athletes and athletic academic support staff professionals, specifically learning specialists and academic advisors. Using qualitative methods, one-on-one interviews were conducted with participants from six “Power 5” programs to establish overarching themes. Academic advisors identified academic achievement and personal development as academic success. Learning specialists identified academic success as maximizing individual potential. Student-athletes identified meeting grade-based standards and work ethic resulting in reaching personal goals as academic success for themselves. Student-athletes also perceived that their advisor would identify eligibility and effort as academic success, and that their learning specialist would view academic success as building academic skills and work ethic.

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Cox, Sarah, and Ryan Naylor. "Intra-university partnerships improve student success in a first-year success and retention outreach initiative." Student Success 9, no. 3 (July 19, 2018): 51–64. http://dx.doi.org/10.5204/ssj.v9i3.467.

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La Trobe University faces multiple challenges in responding to attrition and providing a positive student experience among an increasingly diverse first-year cohort. As in many institutions, La Trobe has developed a transition and academic outreach program, Succeed at La Trobe, to support retention, academic preparation and sense of belonging, using an appreciative advising theoretical framework. Although similar programs exist at other universities, these initiatives are often dissociated from day-to-day academic activities and curricula, outsourced to third parties, or focused on specific subjects. Succeed at La Trobe, however, takes an integrated, partnership-based approach, and in 2017 adopted two models of practice which are contrasted here. The established model, of partnerships with individual discipline academics, successfully improved retention rates and student outcomes, with student weighted average marks increased by 3.8 points. In a fully engaged partnership model with first-year Health Science staff and other student-focused areas of the university, a whole-of-student-experience approach was possible, including a more holistic approach to the identification and contact of at-risk students. Deeper engagement and integration with academic business resulted in several benefits, including an increase in contacted students’ weighted average marks of 8.5 points. This paper outlines the collaborative approach taken to develop the intervention and the resulting benefits and implications for practitioners that may apply to other institutions.

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Menz, Mario. "Integrating academic skills and employability - final." Journal of Perspectives in Applied Academic Practice 8, no. 1 (September 1, 2020): 115–20. http://dx.doi.org/10.14297/jpaap.v8i1.393.

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Across the world, universities are more numerous today than at any other time in history, yet at the same time there is unparalleled confusion about their purpose and scepticism about their value. Based on an extensive literature review, a survey of the academic landscape and discussions with academics as well as employers, this reflective piece highlights the importance of academic skills development on student’s success at university and illustrates the link between academic skills, employability and professional success.The article was prompted by the current discussion around universities’ struggle to provide students with the necessary skills to succeed after graduation. The article argues that the differentiation between academic skills on the one hand and employability skills on the other is no longer relevant or appropriate in the 21stcentury knowledge economy and invites universities to enhance their curriculum with additional, mandatory skills development modules. It provides an innovative suggestion on how to link academic skills and employability in curriculum development based on the existing academic literature around the Scholarship of Teaching and Learning as well as research into employability skills.The importance of academic skills on students’ professional success can never be overstated. The article offers an innovative approach to linkingacademic skills, employability and professional success. It adds fuel to the discussion around employability from the perspective of industry practitioners.

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Iri, Ruchan, Serkan Ibis, and Zait Burak Aktug. "The Investigation of the Relation between Physical Activity and Academic Success." Journal of Education and Learning 6, no. 1 (November 10, 2016): 122. http://dx.doi.org/10.5539/jel.v6n1p122.

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The purpose of the study is to investigate the interaction among Physical Activity Levels (PAL), academic successes, perceived academic competency and Motor Skills (MS) of male and female students at the age of 14-17 in terms of gender variable. The PALs, perceived academic competency and academic successes were determined through International Physical Activity Questionnaire (IPAQ), Academic Competency Scale and General Academic Averages respectively. MS were tested by sit-and-reach flexibility, vertical jump, hand grip strenght and back and leg strength tests. After the data were entered into the SPSS 16,0 program, paired t-test was done in order to determine the difference between genders. Also, the interaction among PAL, academic success, academic competency and MS of male and female students were analysed through Pearson correlation analysis. As a result, it was found out that parameters related to the PAL and strength of male students are higher than those of female ones while female students’ academic success levels are better than those of male students. In addition, while no significant relation between academic success and PAL was found, a positive relation was determined the academic success and perceived academic competency of both genders.

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Mario, Menz. "Integrating Academic Skills and Employability - Revisiting the Learning Journal." Journal of Research in Higher Education 4, no. 2 (December 19, 2020): 5–17. http://dx.doi.org/10.24193/jrhe.2020.2.1.

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Across the world, universities are more numerous today than at any other time in history, yet at the same time there is unparalleled confusion about their purpose and skepticism about their value. Based on an extensive literature review, a survey of the academic landscape and discussions with academics as well as employers, this reflective piece highlights the importance of academic skills development with regard to students’ success at university, and illustrates the link between academic skills, employability and professional success. The article was prompted by the current discussion around universities’ struggle to provide students with the necessary skills to succeed after graduation. The article argues that the differentiation between academic skills on the one hand and employability skills on the other is no longer relevant or appropriate in the 21st century knowledge economy, and invites universities to enhance their curricula with additional, mandatory skills development modules. It provides an innovative suggestion on how to link academic skills and employability in curriculum development, based on the existing academic literature around the scholarship of teaching and learning, as well as research into employability skills. The importance of academic skills on students’ professional success can never be overstated. The article offers an innovative approach to linking academic skills, employability and professional success. It adds fuel to the discussion around employability from the perspective of industry practitioners. While this paper has been written specifically with undergraduate business degrees in mind, the principles and practices it outlines can also be applied to other academic disciplines.

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Telbis, Nicola Miky, Lars Helgeson, and Cheryl Kingsbury. "International Students’ Confidence and Academic Success." Journal of International Students 4, no. 4 (October 1, 2014): 330–41. http://dx.doi.org/10.32674/jis.v4i4.452.

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Research shows that the international student population is showing significant growth. This article deals with issues affecting a growing international student population. Studies show that foreign students are encountering difficulties in social adaptability, language barriers, academic ability, and financial need. There is evidence that a correlation exists among a sense of self-efficacy and each of these four issues. This study includes quantitative analysis of 137 students’ responses to a questionnaire addressing each of these issues that constitute their total resources. Data show that international students attending a mid-western university who scored high on confidence levels in completing their programs of study also scored high on the confidence of their resources. Analysis revealed that students who scored low in confidence for completing their programs of study also scored low on their confidence of these four aforementioned issues.

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Demir, Yasin, and Tuncay Yavuz Özdemir. "An Explanatory Model of Academic Success." Educational Policy Analysis and Strategic Research 15, no. 1 (March 24, 2020): 275–93. http://dx.doi.org/10.29329/epasr.2020.236.15.

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Davidovitch, Nitza, and Dan Soen. "Predicting Academic Success Using Admission Profiles." Journal of International Education Research (JIER) 11, no. 3 (July 30, 2015): 125–42. http://dx.doi.org/10.19030/jier.v11i3.9361.

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DOOLEY, MARTIN D., A. ABIGAIL PAYNE, and A. LESLIE ROBB. "Persistence and Academic Success in University." Canadian Public Policy 38, no. 3 (September 2012): 315–39. http://dx.doi.org/10.3138/cpp.38.3.315.

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BEMBENUTTY, HÉFER. "Academic Success, Self-Efficacy, and Homework:." Annual Report of Educational Psychology in Japan 57 (March 30, 2018): 232–39. http://dx.doi.org/10.5926/arepj.57.232.

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Norrell, J. Elizabeth, and Bron Ingoldsby. "Surviving Academic Isolation: Strategies for Success." Family Relations 40, no. 3 (July 1991): 345. http://dx.doi.org/10.2307/585022.

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Everett, Linda Q., Barbara Bowers, Judy A. Beal, Anna Alt-White, Judith Erickson, Sharon Gale, Susan Gergely, Irene Fleshner, Judith Karshmer, and Susan Swider. "Academic-Practice Partnerships Fuel Future Success." JONA: The Journal of Nursing Administration 42, no. 12 (December 2012): 554–56. http://dx.doi.org/10.1097/nna.0b013e318274b4eb.

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Journal articles on the topic 'Academic success'

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