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Littérature scientifique sur le sujet « Predicton of scholastic success »

Auteur : Grafiati

Publié le 4 juin 2021

Mis à jour le 1 février 2022

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Articles de revues sur le sujet "Predicton of scholastic success"

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

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

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

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

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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 (2021): 1–8. http://dx.doi.org/10.7160/eriesj.2021.140101.

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

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

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

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

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

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

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

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

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

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

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

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

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

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Tokish, John M., Charles A. Thigpen, Michael J. Kissenberth, et al. "The Non-Operative Instability Severity Score: A Validated Scoring System to Predict Who Needs Operative Management in the Scholastic Athlete." Orthopaedic Journal of Sports Medicine 6, no. 3_suppl (2018): 2325967118S0000. http://dx.doi.org/10.1177/2325967118s00005.

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

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Thèses sur le sujet "Predicton of scholastic success"

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Hutto, Rodney Dean. "Teacher evaluation and development and student performance." Thesis, Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008259.

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Williams, John David 1948. "A Comparison of Profiles of Success in Two Instructional Methods." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331178/.

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The problem of this study was to isolate predictors of academic success in both self-paced classes and lecture classes in Introductory Accounting. The purposes of the study were to determine if learning style, locus of control, reading ability, age, sex, accounting work experience, and prior accounting academic experience are predictors of success in Introductory Accounting classes taught using self-paced methods of instruction and lecture methods of instruction. Another purpose was to determine if there is a difference in the set of predictors of success in the two instructional methods and to provide some direction as to determinants of success which may be addressed by counselors in advising students. The data were collected from 463 students at a suburban community college in the Southwest. Each of the variables was analyzed by a stepwise multiple regression analysis and a backward elimination regression for students grouped according to instructional method. A two-way multivariate analysis of variance was used to examine whether the distribution of scores on the potential predictor variables were equivalent for students in the two teaching methods and for successful completers of the course and noncompleters. Consideration of the data findings of this study permitted the following conclusions: 1. Age and reading ability have a positive relationship to academic success in an Introductory Accounting course taught in a lecture format. 2. Concrete learning style, as measured by the Learning Style Inventory, age, reading ability, and accounting work experience have a positive relationship to success in an Introductory Accounting course taught in a self-paced format. 3. Age, reading ability, accounting work experience, and a concrete learning style have a positive relationship to academic success in Accounting courses taught using either method. 4. There is a difference in the set of predictors of success for Accounting classes taught using the two instructional methods. 5. There are differences between completers and noncompleters of courses regardless of instructional method.

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陳衍輝 and Hin-fai Gregory Chan. "Selection for admission to the undergraduate programmes of the University of Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B29910857.

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Hoveland, Carole Munson. "Relationships between learning and study strategies and academic achievement in associate degree nursing students." Laramie, Wyo. : University of Wyoming, 2006. http://proquest.umi.com/pqdweb?did=1136092611&sid=3&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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DeFelice, Carol Esselborn. "The relationship between self-efficacy and academic achievement in associate degree nursing programs /." Access Digital Full Text version, 1989. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10901449.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1989.<br>Typescript; issued also on microfilm. Sponsor: Elizabeth H. Tucker. Dissertation Committee: Elizabeth M. Maloney. Bibliography: leaves 75-78.

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Frisco, Michelle Lynn. "Adolescents' future opportunity : family, sexual decision-making, and academic achievement /." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3031598.

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Nicholson, Kathleen J. "Use of Cattell-Horn-Carroll specific cognitive abilities to enhance prediction of reading on the third grade Pennsylvania System of State Assessment." Open access to IUP's electronic theses and dissertations, 2009. http://hdl.handle.net/2069/152.

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Stuart, Gale Sherwood. "Making connections the role of the social networks of first-year students enrolled in learning communities in predicting success in college /." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1666398331&sid=5&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Thomas, Joan. "The effects of academic monitoring for students who have been academically dismissed and readmitted to the University of Wisconsin-Stout." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000thomasj.pdf.

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Crumrine, David A. "Effective graduation proficiency assessment parents' perception of high-stakes vs. multiple assessment as a predictor of future success /." Open access to IUP's electronic theses and dissertations, 2008. http://hdl.handle.net/2069/140.

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Livres sur le sujet "Predicton of scholastic success"

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Acevedo, Gladys Lopez. Professional development and incentives for teacher performance in schools in Mexico. World Bank, 2004.

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Die Validität von Schulabschlussnoten für die Prognose von Ausbildungs- und Studienerfolg: Eine Metaanalyse nach dem Prinzip der Validitätsgeneralisierung. P. Lang, 1989.

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Boeyens, J. C. A. Learning potential. Human Sciences Research Council, 1989.

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David, Owen. None of the above: Behind the myth of scholastic aptitude. Houghton Mifflin, 1985.

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Wenglinsky, Harold. When money matters: How educational expenditures improve student performance and how they don't. Policy Information Center, Educational Testing Service, 1997.

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Noble, Julie. Predicting college grades from ACT assessment scores and high school course work and grade information. American College Testing Program, 1991.

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Noble, Julie. Effects of differential prediction in college admissions for traditional- and nontraditional-aged students. ACT, Inc., 2000.

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Assessment of prior knowledge as a determinant for future learning: The use of prior knowledge state tests and knowledge profiles. Lemma B.V., 1992.

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Breland, Hunter M. The performance assessment study in writing: Analysis of the SAT II, writing subject test. College Entrance Examination Board, 1999.

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Kaestner, Robert. Are brothers really better?: Sibling sex composition and educational achievement revisited. National Bureau of Economic Research, 1996.

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Chapitres de livres sur le sujet "Predicton of scholastic success"

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Fresnoza-Flot, Asuncion. "Migration, Familial Challenges, and Scholastic Success: Mobilities Experiences of 1.5-Generation Filipinos in France." In Mobile Childhoods in Filipino Transnational Families. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137515148_4.

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Wood, James R. "Esports Program Development." In Advances in Game-Based Learning. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7069-2.ch015.

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This chapter is an overview of student interest in scholastic esports, as well as the ties between extracurricular participation and student success. The author provides resources for overcoming obstacles present in the implementation of a scholastic esports program. Student interest in esports is current and is only continuing to grow. By implementing an esports program, teachers and administrators can meet students where their own interests are and possibly create a program that rivals or surpasses interest in other activities at their schools. The author has assisted many schools in starting their own scholastic esports programs and addresses some common misconceptions, provides resources for further research, and outlines some concerns and obstacles that might be faced when starting a program.

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Chiazzese, Giuseppe, Antonella Chifari, Gianluca Merlo, Simona Ottaviano, and Luciano Seta. "Metacognition for Enhancing Online Learning." In Technology Enhanced Learning. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-600-6.ch006.

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The existing research in the field of traditional didactics shows that students who have good metacognitive skills often achieve better scholastic results. Therefore, it seems that students who are aware of their cognitive processes and are able to self-monitor their learning activities tackle didactic tasks with greater success. The chapter presents an analysis of studies regarding applications of metacognition within technological learning environments which have been implemented in the last few years, and this is followed by a description of the features of the Gym2learn system. This system aims to reveal self-regulating processes and guide the student in acquiring all the steps of the executive control of some important comprehension strategies for understanding hypertexts.

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Chiazzese, Giuseppe, Antonella Chifari, Gianluca Merlo, Simona Ottaviano, and Luciano Seta. "Metacognition for Enhancing Online Learning." In Web-Based Education. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-963-7.ch103.

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The existing research in the field of traditional didactics shows that students who have good metacognitive skills often achieve better scholastic results. Therefore, it seems that students who are aware of their cognitive processes and are able to self-monitor their learning activities tackle didactic tasks with greater success. The chapter presents an analysis of studies regarding applications ofmetacognition within technological learning environments which have been implemented in the last few years, and this is followed by a description of the features of the Gym2learn system. This system aims to reveal self-regulating processes and guide the student in acquiring all the steps of the executive control of some important comprehension strategies for understanding hypertexts.

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Velliaris, Donna M. "Potato, Pot-Ar-To. Tomato, Tom-Ar-To." In Handbook of Research on Teacher Education and Professional Development. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1067-3.ch018.

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Research on school effectiveness largely relates to ways of measuring the quality of a school, which is often quantified in terms of students' ‘academic' achievement. The impetus for this research was the recognition that as a pre-university pathway provider, the lecturers at the Eynesbury Institute of Business and Technology (EIBT) face increasingly complex and divergent academic challenges stemming from its 98-100% international student demographic. An anonymous survey comprising two open-ended questions was distributed to EIBT staff for reflection. Rich narrative data from 10 respondents elucidates varied understanding(s) of the difference(s) between ‘teacher' and ‘teaching' quality, as well as recommendations for their own Professional Development (PD). It is the author-practitioner's belief that institutional advancement requires greater attention to ‘teaching' rather than ‘teachers', and that PD is a collective effort that is fundamental to overall scholastic success.

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Kumar, Vinod, and Jivesh Bansal. "Open Access Movement." In Advances in Library and Information Science. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2119-8.ch004.

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Open access has now entered in every aspect of our life. OA movement has been passed through many phases and in a very short time and it has seen many drastic changes. Not very long time has passed when the concept was not noticed by much scholastic group. Since then, no one could imagine to take it in its present shape. The paper covers not only the international but national contributions also in making of the OA movement successful. It has been tried to elaborate all aspects of open access development and starts its journey from the birth of the concept. It focuses on free and voluntary contributions of such stuff which makes the human life easier. The paper explores into the journey of not only e-journal/ebooks but the IRs and open courseware also. The stakeholders which have made or are making this technological (or somewhat social?) movement a success have also been acknowledged by the authors. However, authors have focused upon the resources which are openly accessible.

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