Articles de revues : « 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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Tokish, John M., Charles A. Thigpen, Michael J. Kissenberth, et al. "The Nonoperative Instability Severity Index Score (NISIS): A Simple Tool to Guide Operative Versus Nonoperative Treatment of the Unstable Shoulder." Sports Health: A Multidisciplinary Approach 12, no. 6 (2020): 598–602. http://dx.doi.org/10.1177/1941738120925738.

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Background: The management of the adolescent athlete after initial shoulder instability remains controversial. Hypothesis: Individual risk factors in athletes with shoulder instability who are managed nonoperatively can be integrated into a scoring system that can predict successful return to sport. Study Design: Retrospective cohort study. Level of Evidence: Level 4. Methods: A total of 57 scholastic athletes with primary anterior shoulder instability who were managed nonoperatively were reviewed. Success was defined as a return to index sport at the same level and playing at least 1 subsequent season without missed time as a result of the shoulder. Patient-specific risk factors were individually evaluated, and odds ratios were calculated. A 10-point Nonoperative Injury Severity Index Score (NISIS) incorporated the risk factors for failure. This score was then retrospectively applied with regression analysis and a chi-square analysis to determine the overall optimal score that predicted failure of nonoperative management. Results: In total, 6 risk factors for failure were included in the NISIS: age (>15 years), bone loss, type of instability, type of sport (contact vs noncontact), male sex, and arm dominance. Overall, 79% of patients treated nonoperatively were able to successfully return to sport. Nearly all (97%) low-risk patients (NISIS <7) successfully returned to sport, while only 59% of high-risk patients returned to sport, a relative risk of 12.2 ( P = 0.001). High-risk patients with unipolar bone loss successfully returned (100%), but 67% of high-risk patients with bipolar bone loss failed. Conclusion: The NISIS is a simple and effective clinical tool to determine successful nonoperative management following anterior shoulder instability and may be helpful in guiding decision making when presented with the unstable shoulder in the scholastic athlete.

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Downey, Luke A., Justine Lomas, Clare Billings, Karen Hansen, and Con Stough. "Scholastic Success." Canadian Journal of School Psychology 29, no. 1 (2013): 40–53. http://dx.doi.org/10.1177/0829573513505411.

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Shaffer, Justin F., Julie Ferguson, and Kameryn Denaro. "Use of the Test of Scientific Literacy Skills Reveals That Fundamental Literacy Is an Important Contributor to Scientific Literacy." CBE—Life Sciences Education 18, no. 3 (2019): ar31. http://dx.doi.org/10.1187/cbe.18-12-0238.

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College science courses aim to teach students both disciplinary knowledge and scientific literacy skills. Several instruments have been developed to assess students’ scientific literacy skills, but few studies have reported how demographic differences may play a role. The goal of this study was to determine whether demographic factors differentially impact students’ scientific literacy skills. We assessed more than 700 students using the Test of Scientific Literacy Skills (TOSLS), a validated instrument developed to assess scientific literacy in college science courses. Interestingly, we found that Scholastic Aptitude Test (SAT) reading score was the strongest predictor of TOSLS performance, suggesting that fundamental literacy (reading comprehension) is a critical component of scientific literacy skills. Additionally, we found significant differences in raw scientific literacy skills on the basis of ethnicity (underrepresented minority [URM] vs. non-URM), major (science, technology, engineering, and mathematics [STEM] vs. non-STEM), year of college (e.g., senior vs. freshman), grade point average (GPA), and SAT math scores. However, when using multivariate regression models, we found no difference based on ethnicity. These data suggest that students’ aptitude and level of training (based on GPA, SAT scores, STEM or non–STEM major, and year of college) are significantly correlated with scientific literacy skills and thus could be used as predictors for student success in courses that assess scientific literacy skills.

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Kowaleski-Jones, Lori, Rachel Dunifon, and Geoffrey Ream. "Community contributions to scholastic success." Journal of Community Psychology 34, no. 3 (2006): 343–62. http://dx.doi.org/10.1002/jcop.20103.

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Negoiţă (Păcurariu), Gabriela. "The Adolescence: Scholastic Success and Failure." European Review Of Applied Sociology 9, no. 12 (2016): 35–47. http://dx.doi.org/10.1515/eras-2016-0004.

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AbstractThe research described herein has taken into consideration the manner in which high school pupils conceive the scholastic success or the scholastic failure, in times of adolescence, taking acount of this moment of life. At the same time, this research intents to highlight the degree of motivation the pupils posess, taking into consideration the school requirements, as well as the role of the teacher-pupil relation in this context. The subjects of the sample have been selected from amongst XIth grade pupils of Colegiul Național Bănățean (high school – Ed.) in Timișoara. The tool that has been employed for data collection has been adapted to the pupils’ level of cognitive and emotional development, considering their age particularities.

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Robinson, Christina, and Nicole M. Coomer. "Children’s public health insurance and scholastic success." Applied Economics Letters 21, no. 7 (2014): 459–62. http://dx.doi.org/10.1080/13504851.2013.866200.

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Downey, L., J. Lomas, and C. Stough. "Scholastic success: Fluid intelligence, personality, and emotional intelligence." Personality and Individual Differences 60 (April 2014): S21. http://dx.doi.org/10.1016/j.paid.2013.07.397.

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Abraham, Grace Sara, Lakshmy Rajasekharan, and Sabitha Anirudhan. "Investigation of Inferential Skills in School Going Preadolescents." International Journal of Health Sciences and Research 11, no. 7 (2021): 272–80. http://dx.doi.org/10.52403/ijhsr.20210737.

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Inferential skill plays an important part in the comprehension of language and enhances educational performance of school-aged children. We examined the role of age, gender and scholastic performances in inferential skills of preadolescent students attending English medium school (age range 8 to 12 years). In order to compare the inferential skills across age, gender and scholastic performances, t-test was used. There was a steady increase in the inference skills of students with increasing age. The inferential skills of male students were found to be better than female students. Students with above average scholastic performance made more inferences than students with below average scholastic performance. The higher scores in inferential skills across these three domains could be due to better vocabulary, reading comprehension and world knowledge. This paper emphasizes on the importance of inferential skills in educational success. It identifies the key factors influencing the inferential skills and the need to work on them by the school-based speech language pathologists (SLP). Key words: Inferential skill, educational success, scholastic performance, preadolescent, inference.

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Stepaniuk, Jeffray Roy. "Nurturing Environmental Transformation and Scholastic Success in Northern Manitoba." Journal of Sustainable Development 14, no. 2 (2021): 122. http://dx.doi.org/10.5539/jsd.v14n2p122.

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Effective non-traditional approaches to environmental lesson delivery and enrollee evaluation remain ephemeral in northern Manitoba as indicated by negative local attitudes towards imported and metropolitanized instruction (Martin, 2014; Mercredi, 2009). Current pandemic aside, and as increased attrition and abysmal failure rates have not changed in decades, there is relevance in exploring the experiential context and local implications of an inductive student model intended to improve remote environmental understanding and scholastic performance. To help prevent perpetuating a dis-order in which Indigenous expressions are neither recognized nor developed, learning experiences of University College of the North (UCN) students concerning regional freshwater availability and the calculation of stream flow were documented. Using componential analysis and participatory video as a mediating technology, allied empirical test scores and codified normative elements of self and environmental &lsquo;awareness&rsquo; in traditional classrooms versus boreal settings were examined. Three exploratory factor axes explained more than 50% of the variance from an integrated but diverse set of 27 chosen variables. Titled axes declining in order of importance were Environmental Engagement, Scholastic Scoring and Non-Conventional Lesson Delivery. Seventy percent of unsolicited adult student responses suggest moralization and unique meta-ethical quale were undeniably and academically important. Empirical-&lsquo;ized&rsquo; findings advocate UCN must now ask which aspects of curriculum design, lesson delivery and enrollee assessment might result in greater scholastic success when nurturing personalized transformations in the milieu of ongoing threats to both freshwater sustainability and Cree safeguarding paradigms in northern Manitoba.

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KAWAGUCHI, Toshiaki, and Yusaku MAEBA. "Schools That Achieve Success in Reducing Differences in Scholastic Ability:." Journal of Educational Sociology 80 (May 31, 2007): 187–205. http://dx.doi.org/10.11151/eds.80.187.

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Szkolak-Stępień, Anna. "First-Day of School, First-Day Success." Pedagogika Przedszkolna i Wczesnoszkolna, no. 2 (16) (2020): 79–83. http://dx.doi.org/10.4467/20801335pbw.20.018.14113.

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Crossing the school threshold, meeting new obligations, requirements and situations is an important moment that changes the lives of children so far. Especially the youngest who, on the one hand, want to go to school very much and, on the other hand, are afraid of it — not knowing their friends, colleagues and teachers. The article First-Day of School, First-Day Success written on the basis of articles from the American magazine “Scholastic Instructor” presents, how to help you succeed in school.

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Magnano, Paola, Tiziana Ramaci, and Silvia Platania. "Self-efficacy in Learning and Scholastic Success: Implications for Vocational Guidance." Procedia - Social and Behavioral Sciences 116 (February 2014): 1232–36. http://dx.doi.org/10.1016/j.sbspro.2014.01.374.

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Wilderman, Melanie, Sohana Nasrin, and Jeremy Davis. "Budget Cuts in Scholastic Media: A Focus Group Study of Oklahoma Journalism Advisers’ Survival Skills." Journalism & Mass Communication Educator 74, no. 3 (2018): 276–89. http://dx.doi.org/10.1177/1077695818787066.

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Scholastic journalism plays an important role in future professional journalism. Due to journalism’s place in a functioning democracy, journalism education is also tied to a democracy’s success. Many U.S. states have cut budgets severely for public education, which heavily affects subjects such as journalism. Researchers interviewed 14 scholastic journalism advisers in Oklahoma, concerning how student publications function amid financial cuts. Results indicate advisers engaging in innovative teaching and collaboration due to budget cuts, finding ways for publications to connect and be useful for schools and communities, and advisers’ fears and concerns due lack of support and ever-decreasing funding obstacles.

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Di Fabio, Annamaria, and Letizia Palazzeschi. "Beyond fluid intelligence and personality traits in scholastic success: Trait emotional intelligence." Learning and Individual Differences 40 (May 2015): 121–26. http://dx.doi.org/10.1016/j.lindif.2015.04.001.

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Westfall, Daniel R., Sheeba A. Anteraper, Laura Chaddock-Heyman, et al. "Resting-State Functional Connectivity and Scholastic Performance in Preadolescent Children: A Data-Driven Multivoxel Pattern Analysis (MVPA)." Journal of Clinical Medicine 9, no. 10 (2020): 3198. http://dx.doi.org/10.3390/jcm9103198.

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Scholastic performance is the key metric by which schools measure student’s academic success, and it is important to understand the neural-correlates associated with greater scholastic performance. This study examines resting-state functional connectivity (RsFc) associated with scholastic performance (reading and mathematics) in preadolescent children (7–9 years) using an unbiased whole-brain connectome-wide multi-voxel pattern analysis (MVPA). MVPA revealed four clusters associated with reading composite score, these clusters were then used for whole-brain seed-based RsFc analysis. However, no such clusters were found for mathematics composite score. Post hoc analysis found robust associations between reading and RsFc dynamics with areas involved with the somatomotor, dorsal attention, ventral attention, limbic, frontoparietal, and default mode networks. These findings indicate that reading ability may be associated with a wide range of RsFc networks. Of particular interest, anticorrelations were observed between the default mode network and the somatomotor, dorsal attention, ventral attention, and frontoparietal networks. Previous research has demonstrated the importance of anticorrelations between the default mode network and frontoparietal network associated with cognition. These results extend the current literature exploring the role of network connectivity in scholastic performance of children.

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Das, J. P., Sasi Misra, and Rama K. Mishra. "Assessing Ability for Strategic Planning." Vikalpa: The Journal for Decision Makers 18, no. 3 (1993): 29–36. http://dx.doi.org/10.1177/0256090919930304.

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The ability to find parsimonious solutions to problems, make good judgements and decisions relates to the intelligent functioning of humans. These are particularly significant functions of managerial work. However, standard intelligence tests and aptitude tests of one sort or another predominantly measure the ability to code information, to store it and retrieve it when necessary. Whereas these abilities are necessary for academic and scholastic success, what counts outside the scholastic environment of classrooms is the former. This, in essence, is called "planning." The research reported here by J P Das, Sasi Misra and Rama K Mishra includes the development of a test of "planning" that is contextually relevant for management and examines its psychometric properties.

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Hagborg, Winston J. "Self-Concept and Middle School Students with Learning Disabilities: A Comparison of Scholastic Competence Subgroups." Learning Disability Quarterly 19, no. 2 (1996): 117–26. http://dx.doi.org/10.2307/1511252.

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Three subgroups of middle school-age students with learning disabilities were formed on the basis of their self-reported ratings on the Scholastic Competence subscale of Harter's Self-Perception Profile for Children. Findings indicated significant differences between the low and both the medium and the high subgroup on three measures: internal locus of control for positive events, school attitudes, and global self-worth. Notably, the subgroups did not differ in the areas of socioeconomic status, intelligence, achievement, grades, age at classification, and extent of participation in special education. Hence, the most commonly regarded markers of school success were not found to be associated with differing scholastic competence subgroups for students with learning disabilities. Findings are interpreted as supporting the compensatory hypothesis for positive self-concept development among students with learning disabilities.

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Di Fabio, Annamaria, and Letizia Palazzeschi. "An in-depth look at scholastic success: Fluid intelligence, personality traits or emotional intelligence?" Personality and Individual Differences 46, no. 5-6 (2009): 581–85. http://dx.doi.org/10.1016/j.paid.2008.12.012.

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Kim, Sung won, Hyunsun Cho, and Minji Song. "Revisiting the explanations for Asian American scholastic success: a meta-analytic and critical review." Educational Review 71, no. 6 (2018): 691–711. http://dx.doi.org/10.1080/00131911.2018.1471664.

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McIntosh, James, and Martin D. Munk. "Scholastic ability vs family background in educational success: evidence from Danish sample survey data." Journal of Population Economics 20, no. 1 (2006): 101–20. http://dx.doi.org/10.1007/s00148-006-0061-3.

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Ladd, Gary W., Becky Kochenderfer-Ladd, Idean Ettekal, Khaerannisa Cortes, Casey M. Sechler, and Kari Jeanne Visconti. "The 4R-SUCCESS program: promoting children’s social and scholastic skills in dyadic classroom activities." Gruppendynamik und Organisationsberatung 45, no. 1 (2014): 25–44. http://dx.doi.org/10.1007/s11612-013-0231-1.

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Kristo, Aleksandra S., Büşra Gültekin, Merve Öztağ, and Angelos K. Sikalidis. "The Effect of Eating Habits’ Quality on Scholastic Performance in Turkish Adolescents." Behavioral Sciences 10, no. 1 (2020): 31. http://dx.doi.org/10.3390/bs10010031.

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Evidence associates scholastic performance to quality of eating habits. However, there is limited information on this topic in Turkey, an emerging economy with notable disparities. Our work aimed to evaluate the effect of eating habits quality of high-school students in Turkey, on the Scholastic Aptitude Standardized Examination (TEOG) scores. The study was conducted in 29 different cities in Turkey during the academic year 2016–2017, involving students of ages 14–17 years (up to senior-high school). A dietary habits survey developed and validated for this population was distributed over the internet in February 2017. Apart from students’ TEOG scores, Family Affluence Score (FAS) was used to categorize the students into low, medium, and high financial standing. Eating Habits Score (EHS) was calculated by using a validated scoring system. A working sample of 298 participants was used. Based on our results, we observed that there is a significant positive correlation between EHS, FAS and success rate of students as assessed by TEOG scores. Further research on this subject should be conducted in combination with intervention studies to reveal potential strategies and policies that would enhance positive behavior change as it relates to nutritional habits, aiming at improved scholastic performance and overall health throughout lifespan.

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Nelson, Nancy G., Carol Dell'Oliver, Chris Koch, and Robert Buckler. "Stress, Coping, and Success among Graduate Students in Clinical Psychology." Psychological Reports 88, no. 3 (2001): 759–67. http://dx.doi.org/10.2466/pr0.2001.88.3.759.

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Research has indicated that coping styles and social support are moderating variables in the relationship between stress and distress. Few studies, however, have examined the relationship between these variables and the relative health and success of graduate students in clinical psychology. We administered measures of stress, psychological health, social support, and coping styles to 53 doctoral students in clinical psychology. Current grade point averages were used as a measure of academic success. We hypothesized that more successful students would likely be healthier and report less stress, more social support, and utilization of more positive and less negative coping styles. Results generally supported the hypothesis. Unexpected findings were that more successful students were likely to be women and to report increased use of focus on and venting of emotion as a coping style, increased utilization of medical care, and increased stress regarding scholastic coursework.

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Dady, Nadege, Kelly Ann Mungroo, Ta’Loria Young, Jemima Akinsanya, and David Forstein. "Diversity in osteopathic medical school admissions and the COMPASS program." Journal of Osteopathic Medicine 121, no. 2 (2021): 157–61. http://dx.doi.org/10.1515/jom-2019-0260.

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Abstract In the United States, the 37 colleges of osteopathic medicine and 154 schools of allopathic medicine face challenges in recruiting underrepresented minority (URM) applicants, and gaps in racial disparity appear to be widening. In this Special Communication, the authors describe a URM recruitment and support strategy undertaken in 2015 through a special interest group called Creating Osteopathic Minority Physicians who Achieve Scholastic Success (COMPASS) at the Touro College of Osteopathic Medicine—New York.

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Steinmayr, Ricarda, and Ursula Kessels. "Good at school = successful on the job? Explaining gender differences in scholastic and vocational success." Personality and Individual Differences 105 (January 2017): 107–15. http://dx.doi.org/10.1016/j.paid.2016.09.032.

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Mugisha, Vincent M. "Betwixt and between Cultural Milieus: African Female Refugee Adolescents Striving for Scholastic Success in USA." Journal of Educational and Developmental Psychology 6, no. 1 (2015): 1. http://dx.doi.org/10.5539/jedp.v6n1p1.

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In this article I investigate how three ethnically diverse African refugee female adolescents navigated the intercultural complexity that contextualized their schooling in a small Northeast American city. Using ethnographically contextualized case study methodology, this article explores the participants’ perceptions of the African and American cultural milieus that they straddled as refugee adolescents. Additionally, the article examines the strategies these refugee youth had to develop in order to transcend intercultural complexity and remain academically engaged. The findings suggested that the refugee adolescents demonstrated agency and a considerable degree of intercultural competency, which I conceptually juxtaposed here as Agentic Intercultural Competency in Schooling (AGICS). The findings further suggested that the AGICS concept was critical for these socially disadvantaged female adolescents to maintain high levels of scholastic engagement in the face of intercultural complexity.

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Mudaim, Mudaim, and Agus Wibowo. "Identifikasi Kecenderungan Bakat dan Pengaruhnya Terhadap Hasil Belajar Mahasiswa Bimbingan dan Konseling." Indonesian Journal of Educational Counseling 2, no. 2 (2018): 173–78. http://dx.doi.org/10.30653/001.201822.20.

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TALENT TRENDS IDENTIFICATION AND THE EFFECT ON LEARNING OUTCOMES OF GUIDANCE AND COUNSELING STUDENTS. The success of the learning process undertaken by individuals is not only determined by a single factor. Learning is a mental process, therefore identification of the influence of mental state is something very important. The mental aspect that allegedly influences individual learning outcomes is potential; talent. The purpose of this research is to identify student talent so that lecturers can do the learning process by taking into account individual differences, potentials and talents. This research was conducted at Muhammadiyah University of Metro. The population is all students of Guidance and Counseling University of Muhammadiyah Metro and the sample is determined by stratified random sampling. The research instrument uses talent test and student learning outcomes in the form of KHS. Analysis of correlational data using product moment. The results showed scholastic talent and student learning outcomes Guidance and Counseling University Muhammadiyah Metro is in the medium category. The contribution of scholastic talent to learning result or achievement index is 55,5%. and the correlation is 0.747 with sig.0.00.

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Reppy, Dorothy, and Karen H. Larwin. "The Association Between Perception of Caring and Intrinsic Motivation: A Study of Urban Middle School Students." Journal of Education 200, no. 1 (2019): 48–61. http://dx.doi.org/10.1177/0022057419875123.

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Spanning the course of two decades, educational leaders have invested government finances into the social-emotional needs of adolescents. Government programs provide student questionnaires to survey the scholastic climate from students’ perceptions. Previous research discusses the correlation between students’ perception and their success in school due to fulfillment of their transescent needs. This research study ventured to distinguish a possible correlation between urban middle school students’ perceptions of feeling “cared-for” and their intrinsic motivation. Results suggest that today’s urban student benefits from feeling cared-for both personally and academically.

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Stoloff, Michael L., and Kellie J. Feeney. "The Major Field Test as an Assessment Tool for an Undergraduate Psychology Program." Teaching of Psychology 29, no. 2 (2002): 92–98. http://dx.doi.org/10.1207/s15328023top2902_01.

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Senior psychology majors completed the Major Field Test in Psychology (MFT) produced by the Educational Testing Service as a component of program assessment at James Madison University. We related MFT performance to student characteristics including academic success indicators and specific psychology courses completed. MFT performance strongly correlated with other measures of academic success such as Scholastic Assessment Test scores and grade point average. There was a weak but significant positive correlation between number of psychology courses completed and MFT score. Only 4 content courses appeared to improve MFT subtest scores: Abnormal Psychology, Social Psychology, Biopsychology, and Counseling Psychology. We discuss the use and interpretation of MFT scores for program assessment and the implications of these findings for curriculum design, academic advising, and preparation of students for the Graduate Record Examination Advanced Psychology Test.

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Di Fabio, Annamaria, and Lara Busoni. "Fluid intelligence, personality traits and scholastic success: Empirical evidence in a sample of Italian high school students." Personality and Individual Differences 43, no. 8 (2007): 2095–104. http://dx.doi.org/10.1016/j.paid.2007.06.025.

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Daut, Azizah, Sany Sanuri Mohd Mokhtar, and Faizuniah Pangil. "Attainment of Capital and Competency towards Intrinsic Career Success." Journal of Emerging Economies and Islamic Research 2, no. 1 (2014): 95. http://dx.doi.org/10.24191/jeeir.v2i1.9138.

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The main objective of Malaysia’s New Economic Model (NEM) outlines the need to produce quality human capital that commensurates with higher career success. As an ultimate reward, career success should be indicated by the tangible aspect as well as the personal conception of career success. This study specifically looks at the latter; on the link between capital and competencies gained during the attainment of MBA studies, to the intrinsic value of career satisfaction. As specified through educational attainment, human capital is defined by the scholastic, social, and cultural capitals whereas managerial competencies encompass the skills of knowledge, analytical, and general management. 151 MBA graduates participated in the self-administered online survey and linear regression analysis was employed to test the relationships. The result reveals that among the three dimensions of human capital, cultural capital has the most positive significant association with career satisfaction. On the association between managerial competencies and career satisfaction, the skill of analytical is found to be a significant estimation of the intrinsic career success. The findings of this study are intended to contribute to a better understanding of assessing the intrinsic value of career success. It presents a means for the higher-education providers and policy makers to devise a strategy that generates a balanced human capital in terms of their extrinsic and intrinsic career success.

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Nastasi, Bonnie K., and Douglas H. Clements. "Effectance Motivation, Perceived Scholastic Competence, and Higher-Order Thinking in Two Cooperative Computer Environments." Journal of Educational Computing Research 10, no. 3 (1994): 249–75. http://dx.doi.org/10.2190/9gh1-05gu-6ab2-jqpc.

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The purpose of the study was twofold. First, we examined social-contextual experiences hypothesized to contribute to the development of effectance motivation and perceived competence. We took observational measures at the initiation and termination of two educational computer interventions—Logo and curriculum-based instruction in writing (CBI-W) — as forty-eight third-grade students worked in pairs. Second, we examined the extent to which posttreatment group differences in teacher ratings of effectance motivation and self-ratings of perceived competence explained previously-documented posttreatment differences in cognitive performance [1]. Results suggested that evaluation of success was internally determined in the Logo environment, though students still sought external approval. Although students exhibited a higher frequency of difficult and failure experiences, Logo enhanced effectance motivation and higher-order thinking. Furthermore, Logo may foster cognitive growth in part by engendering effectance motivation.

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Kwapisz, Adam, Ellen Shanley, Amit M. Momaya, et al. "Does Functional Bracing of the Unstable Shoulder Improve Return to Play in Scholastic Athletes? Returning the Unstable Shoulder to Play." Sports Health: A Multidisciplinary Approach 13, no. 1 (2020): 45–48. http://dx.doi.org/10.1177/1941738120942239.

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Background: Functional bracing is often used as an adjunct to nonoperative treatment of anterior shoulder instability, but no study has evaluated the effectiveness of in-season bracing. The purpose of this study was to examine successful return to play in a nonoperative cohort of adolescent athletes with in-season shoulder instability and compare those athletes treated with bracing to those who were not. Hypothesis: The use of functional bracing will improve success rates in a cohort of athletes treated nonoperatively for in-season shoulder instability. Study Design: Cohort study. Level of Evidence: Level 3. Methods: A total of 97 athletes with anterior shoulder instability were followed for a minimum of 1 year. The mean age was 15.8 ± 1.4 years (range, 12.0-18.0 years). All athletes were treated with initial nonoperative management. Twenty athletes (21%) were also treated with bracing while 77 (79%) were not. The athlete completing the current season and 1 subsequent season without surgery or time lost from shoulder injury was defined as a successful outcome. Results: There was no statistical difference in nonoperative success rates between the braced and nonbraced athletes ( P = 0.33). Braced athletes (n = 20) returned to play 80% of the time, while nonbraced athletes (n = 77) returned at a rate of 88%. Of the braced athletes, 85% were football players (n = 17). A football-only comparison demonstrated no difference between braced failures (26%) and nonbraced failures (16%) ( P = 0.47). Conclusion: This is the first study to evaluate the utility of functional bracing in returning an athlete to sport and completing a full subsequent season without surgery or time loss due to injury of the shoulder. In adolescent athletes with shoulder instability treated nonoperatively, functional bracing did not result in increased success rates when compared with no bracing. Clinical Relevance: The data from this study indicate that functional bracing may not improve success rates for athletes with shoulder instability.

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Lea Locke, Michelle. "Wirrawi Bubuwul – Aboriginal Women Strong." Australian Journal of Education 62, no. 3 (2018): 299–310. http://dx.doi.org/10.1177/0004944118799483.

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The scholastic success of Bolongaia (Maria Lock), at the Parramatta Native Institution in 1819, arguably positions her as an academic giant. Bolongaia’s exam results challenged the opinions of the day when she ‘bore away the chief prize’. Bolongaia’s academic success was based purely on her acquisition of western based knowledges and values. In contrast, I was awarded a Masters of Indigenous Education in 2016. This academic achievement draws attention to a significant change in the positioning of Aboriginal Knowledges in the academy. This article is a letter to my ancestral grandmother, Bolongaia, to tell her about the Aboriginal women who have challenged the status quo of western based educational frameworks and research paradigms. This article honours the Aboriginal women who have paved a way for Aboriginal knowledges in mainstream educational institutions in ways that Bolongaia was unable to experience and perhaps even imagine in her lifetime.

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Karlsson, Jon L. "Psychosis and academic performance." British Journal of Psychiatry 184, no. 4 (2004): 327–29. http://dx.doi.org/10.1192/bjp.184.4.327.

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BackgroundIt has been suggested that psychosis genes might be associated with beneficial effects, explaining their high frequency in all human populations.AimsTo test the relationship between academic success and the incidence of psychotic disorders.MethodThe unusually complete demographic and scholastic records available in Iceland were used to locate academically accomplished individuals and assess the probability of previously identified patients with mental disorders and their relatives being among such groups.ResultsClose relatives of successful students showed increased risks of psychosis. Individuals who subsequently developed psychosis and relatives of people with psychosis excelled in school performance, particularly in mathematics.ConclusionsThe study supports the hypothesis that stimulation associated with psychotic tendencies enhances performance in academic settings.

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Rastegar, Mina, and Maliheh Karami. "On the Relationship between Foreign Language Classroom Anxiety, Willingness to Communicate and Scholastic Success among Iranian EFL Learners." Theory and Practice in Language Studies 5, no. 11 (2015): 2387. http://dx.doi.org/10.17507/tpls.0511.25.

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Strohm, Christoph. "Luthers Heidelberger Disputation am 26. April 1518." Evangelische Theologie 78, no. 6 (2018): 427–35. http://dx.doi.org/10.14315/evth-2018-780605.

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AbstractDifferently from the 95 Theses, Luther’s Heidelberg Disputation explores his central objective as a professor of theology a reformulation of university theology in view of scholastic aberrations. His new concept is inspired and informed by Paul, Augustine, and medieval mysticism. His success among students and magisters shows that with his criticism of the rather helpless attempts to base the Christian faith in philosophy, he had the finger on the pulse. To the young intellectuals whom Luther inspired about the issue of the reformation in Heidelberg, the old way of doing theology seemed no longer plausible. Luther by contrast offered a theology inspired by Paul and mysticism with new possibilities of expression that promised to be existentially relevant.

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Berhanu, Girma. "Parenting (Parental Attitude), Child Development, and Modalities of Parent-Child Interactions: Sayings, Proverbs, and Maxims of Ethiopian Jews in Israel." Journal of Cognitive Education and Psychology 5, no. 3 (2006): 266–87. http://dx.doi.org/10.1891/194589506787382422.

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The author presents and discusses typical (traditional) modalities of parent-child interaction based on proverbs, sayings and maxims, and on participant observation, informal talks, and personal experience working with Ethiopian Jews in Israel. Although the author’s assumptions are clear that there is no direct causal link between a single proverb/saying and the behavior associated with it, he also assumes that all the tens of sayings presented combined with the relevant ethnographic data may reveal some patterns of the psychological theories of the caretakers and something of their “native” theories of how children should be socialized in order to become ideal children. Some core values in child growth and development, learning, and parenting that may have great influence on children’s preparedness for formal schooling,, hence their success in scholastic achievement, are also suggested. The principal conclusion drawn from this study underscores the significance of cultural meaning systems and meta-communicative frameworks in which proverbs and sayings are embedded and highlights the largely unconscious effect they can have on socialization processes and various cognitive activities. This may also shed some light on problems related to group-based inequalities in scholastic achievement. Further, there is a need for heightened awareness of intercultural education in order to bridge the broad gap between the culture of the Ethiopian home and the Israeli school culture.

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McLauchlan, Debra. "Keeping the Kids in School: What the drama class tells us." Encounters in Theory and History of Education 11 (November 24, 2010): 135–54. http://dx.doi.org/10.24908/eoe-ese-rse.v11i0.2407.

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This study used questionnaires and interviews to discover senior secondary students’ perceptions of their drama class experiences in three different schools from an Ontario public board of education. Questionnaire results from entire classes supported interview results from four students in each class. No notable differences in student perceptions emerged, either between boys and girls, or among the three schools. Findings uncovered student attitudes about scholastic motivation, retention, and success that might be applicable across subject areas. For example, they enjoyed opportunities for physical mobility, peer interaction, and self-expression. They praised authentic, challenging, and relevant learning tasks that culminated in displays for audiences beyond their own classrooms. More than subject content, students valued drama class as a vehicle for enduring personal and social growth.

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Bart, William M., and Karen Evans-Stout. "An Investigation of Cultural Literacy among High School Students and Prospective High School Teachers." Psychological Reports 79, no. 3_suppl (1996): 1163–68. http://dx.doi.org/10.2466/pr0.1996.79.3f.1163.

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Given the large increase of knowledge as well as changing views of how it is acquired, the question of what to teach students is of pivotal importance. One controversial suggestion, that of cultural literacy in Hirsch's 1987 book, was considered here. An attempt was made to validate an objective test based on the terms in Hirsch's book and to measure the effect of schooling on the construct, cultural literacy. The test was reliable and valid; scores on cultural literacy increased with education. In addition, test scores correlated strongly with other measures of academic success, i.e., scores on the American Cultural Literacy Test, correlated .77 with scores on the verbal aptitude part of the Scholastic Aptitude Test and .63 with high school grade point average.

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