Alienation, Learning or Grade Orientation, and Achievement as Correlates of Attitudes toward Cheating

1994 ◽  
Vol 78 (3_suppl) ◽  
pp. 1096-1098 ◽  
Author(s):  
Miguel Roig ◽  
Mary Ann W. Neaman
Keyword(s):  
Grade Point Average ◽  
Undergraduate Students ◽  
Learning Orientation ◽  
Grade Point ◽  
Scale Scores ◽  
Orientation Scale ◽  
Attitudes Toward Cheating

154 undergraduate students were given Gardner and Melvin's Attitudes Toward Cheating Scale, Ray's General Alienation Scale, and Eison's Learning Orientation/Grade Orientation Scale. Scores indicating condemnatory (unfavorable) attitudes toward cheating were positively correlated with grade point average and negatively correlated with alienation. Our results are consistent with a previous study which showed an association between cheating and alienation.

scholarly journals Academic Achievement: It Is Not How Smart You Are, But How You Cope With Your Life And Manage Your Time

2015 ◽  
Vol 8 (2) ◽  
pp. 1535-1547
Author(s):  
Azura Hamdan ◽  
Rohany Nasir ◽  
Rozainee Khairudin ◽  
Wan Shahrazad Wan Sulaiman
Keyword(s):  
Academic Achievement ◽  
Grade Point Average ◽  
Undergraduate Students ◽  
Time Management ◽  
Management Practices ◽  
Contributing Factors ◽  
Grade Point ◽  
High School Grades ◽  
Academic Grades ◽  
The Relationship

Previous research suggests that contributing factors such as previous academic result, coping and time management can predict student success at the universities.  The purpose of this study was to investigate the relationship between previous academic grades, coping and time management practices on academic achievement among undergraduate students from four of Malaysia public institutions for higher education. 551 university students completed a Time Management Questionnaire (TMQ), COPE Inventory and provided their self-reported high school grades and current Grade Point Average (GPA).  Analysis of data from descriptive and inferential statistics was done.  Results showed that previous academic grades and the practice of time management (short range planning and attitude toward time) have no direct effect on academic achievement.  However, the use of coping strategies (problem focused and denial focused) and the practice of time management (long range planning) showed that there was a significant effect on Grade Point Average (GPA).

Self-Concept of Ability and College Students' Academic Achievement

1978 ◽  
Vol 43 (1) ◽  
pp. 37-38 ◽  
Author(s):  
Robert J. Griffore ◽  
Douglas D. Samuels
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Grade Point Average ◽  
Undergraduate Students ◽  
Self Concept ◽  
Final Examination ◽  
Grade Point ◽  
The Relationship

To determine the relationship between college students' academic self-concept and academic achievement, Brookover's Self-concept of Ability Scale was administered to 100 undergraduate students in psychology. High moderate correlations were obtained between academic self-concept and over-all grade-point average (.58), but the correlation between academic self-concept and a final examination, although significant, was relatively low (.26).

scholarly journals Social Intelligence as a Predictor of the Feeling of Happiness among Students of the Faculty of Educational Sciences and Arts/ UNRWA

2016 ◽  
Vol 10 (1) ◽  
pp. 201
Author(s):  
Nafez A. Bukaiei
Keyword(s):  
Grade Point Average ◽  
Undergraduate Students ◽  
Social Information Processing ◽  
Social Intelligence ◽  
Two Dimensions ◽  
Female Students ◽  
Intelligence Scale ◽  
Grade Point ◽  
The Social ◽  
Educational Sciences

The current study aimed to determine the level of social intelligence and feeling of happiness among students of the faculty of educational sciences and arts / UNRWA as a function of gender, students’ seniority and grade point average (GPA). The study also aimed to investigate students’ social intelligence as a predictor of feeling of happiness. The study sample consisted of 219 male and female students that were selected randomly. To achieve the objectives of the study, the researcher used two scales; the social intelligence scale designed by Silvera, Martinussen and Dahl (2001). The scale was translated by the researcher. The feeling of happiness scale which was developed by Abdulkhaliq et a]. (2003) was also used. The results showed that undergraduate students’ social intelligence and feeling of happiness were at the average. The results showed that there were no statistically significant differences in social intelligence and feeling of happiness among students attributable to their gender, seniority and GPA. Results also showed that social intelligence in the two dimensions (social information processing and social interpersonal skills) were predictive of the feeling of happiness among students of the faculty of the educational science and arts / UNRWA. 

Change in Attitude toward Religion in a Southern University

1966 ◽  
Vol 18 (1) ◽  
pp. 39-46 ◽  
Author(s):  
Robert K. Young ◽  
David S. Dustin ◽  
Wayne H. Holtzman
Keyword(s):  
Grade Point Average ◽  
Undergraduate Students ◽  
Church Attendance ◽  
Grade Point ◽  
Religious Preference ◽  
Academic Field ◽  
University Of Texas ◽  
Several Variables ◽  
The University ◽  
Southern University

This paper describes change in attitude toward organized religion as measured in three surveys taken over a period of 9 yr. The attitude of the respondents who in each survey were undergraduate students at the University of Texas became less favorable toward organized religion during that period. Several variables were found to be related to attitude toward organized religion. These include sex, grade point average, major academic field, religious preference, and frequency of church attendance.

scholarly journals Undergraduate Students’ Attitudes towards Studying English as a Specialization: The Case Study of Jordanian EFL Students

2019 ◽  
Vol 9 (6) ◽  
pp. 74
Author(s):  
Mohammed M. Obeidat
Keyword(s):  
Grade Point Average ◽  
Undergraduate Students ◽  
School Students ◽  
Grade Point ◽  
Gender Study ◽  
Efl Students ◽  
English Speaking ◽  
Students Attitudes ◽  
Interest And Motivation ◽  
Type Of School

This study aimed to investigate undergraduate students’ attitudes towards studying English as a specialization in terms of attitude toward English-speaking people, the emotional aspect of attitude, interest, and motivation. It also aimed to explore if there were any significant differences between students’ responses according to gender, study year, grade point average and the type of school they graduated from. To this end, a questionnaire survey was administered upon a total of 190 randomly selected students. Results showed that students’ motivation was the most and interest in English was the least influential aspects which caused them to study English as a specialization. They also revealed no significant differences according to gender, study year and grade point average. However, results showed significant differences due to the type of school students graduated from.

scholarly journals Creativity Quotient of Undergraduate Students in Higher Education Institutes within Thailand

2021 ◽  
Vol 29 ◽  
pp. 311-324
Author(s):  
Weeraphol Saengpanya ◽  
◽  
Ratchaneekorn Upasen ◽  
Somkiat Kaewkohsaba ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Grade Point Average ◽  
Undergraduate Students ◽  
Divergent Thinking ◽  
Primary Data ◽  
Grade Point ◽  
University Of Technology ◽  
Significant Difference ◽  
Creativity And Innovation ◽  
Total Average

The creativity quotient (CQ) is an essential competency strongly linked to the innovation of a person’s future development. Creativity quotient scores are calculated by ideational fluency scoring and are derived from the fluency and flexibility of the responses. A total of 1,200 undergraduate students from various types of universities (public and autonomous, Rajabhat University, Rajamangala University of Technology, and private) within Thailand were tested using a classical divergent thinking task to measure CQ. The purpose of this study was to evaluate and compare the demographic characteristics, and the CQ of undergraduate students in Thailand. The results revealed a statistically significant difference (p < 0.01) among the type of university, gender, field of study, year of study, and Grade Point Average (GPA). The highest CQ score among undergraduate students was 18, and the lowest score was 0. The total average CQ score was 5.74, and the standard deviation was 2.82. Moreover, the results indicated that students who studied in the Rajabhat University had the highest CQ scores. The study also showed that year 4 and above female students in Humanities and Social Sciences with GPAs between 3.51 and 4.00 had the highest CQ scores. These findings may be used as the primary data for educators and administrators in higher education to develop strategies to enhance students’ creativity and innovation.

scholarly journals Impact of Socio-economic Factors on Undergraduate Students’ Academic Performance in Bangladesh: A Case Study at Social Science Faculty, University of Dhaka

2021 ◽  
pp. 147-157
Keyword(s):  
Academic Performance ◽  
Social Science ◽  
Grade Point Average ◽  
Undergraduate Students ◽  
Economic Factors ◽  
Science Faculty ◽  
Grade Point ◽  
Class Attendance ◽  
Cumulative Grade Point Average ◽  
Socio Economic Factors

This study attempts to identify the potential impacts of socio-economic factors on undergraduate students’ academic performance in Bangladesh. In this study, cross-sectional primary data have been collected from 300 randomly selected undergraduate students of the Social Science faculty, University of Dhaka. Among them, 164 are male students and 136 are female students. Sample students have been selected randomly through a simple random sampling method and a structured questionnaire containing both closed and open-ended questions has been used to collect data. Analysis of Covariance (ANCOVA) model is used to find out the impacts of all these socio-economic variables on undergraduate students’ academic performance or CGPA (Cumulative grade point average). The OLS estimation technique is used for estimating slope coefficients of independent variables. The main findings of this study show that class attendance, study hour, previous academic results, university admission test scores, family income, father’s education, mother’s education, and group study have a positive and significant impact on under-graduate students’ CGPA (Cumulative grade point average). And the dummy variables of gender, participation of part time-job, and extra-curriculum activities have a negative impact on CGPA. By analyzing the findings of this paper, it can be concluded that the academic performance of undergraduate students can be improved by motivating students about their regular class attendance and per day study hours, providing strong educational basement at the school and college level, providing free adult education, giving financial support to the students of a poor family, ensuring ICT based education system and free internet access for both teachers and students.

The effect of academic breaks on undergraduate academic performance

2020 ◽  
pp. 002072092092251
Author(s):  
Artem Lenskiy ◽  
Raad Shariat ◽  
Soonuk Seol
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Grade Point Average ◽  
Undergraduate Students ◽  
Grade Point ◽  
Before And After ◽  
Academic Records ◽  
Final Grades ◽  
The University

Leaving school for a period of time can have significant effects on students’ academic success. In this article, we analyze how taking an academic break for a different number of semesters affects students’ academic performance in terms of their Grade Point Average. This study is conducted at a university in Korea by analysing academic records of 653 undergraduate students who entered the university from 1998 to 2013. In addition, 101 currently enrolled students were surveyed to collect students’ opinions on the effects of academic breaks. We investigate changes in grades before and after a school leave and compare the final grades of students who had academic breaks to students who continued their studies without having any breaks during their undergraduate education.Our results indicate that students’ grades improve after coming back to the university from a four or more consecutive semesters break, however their final GPAs did not statistically differ from their peers who studied continuously, this suggests that students should not be afraid of taking longer academic breaks.

Sex Differences in Prediction of Academic Performance by the Graduate Record Exam

1986 ◽  
Vol 59 (3) ◽  
pp. 1197-1198 ◽  
Author(s):  
Margaret Kaczmarek ◽  
Juan N. Franco
Keyword(s):  
Sex Differences ◽  
Academic Performance ◽  
Grade Point Average ◽  
Master's Program ◽  
Grade Point ◽  
Men And Women ◽  
Caucasian Men ◽  
Scale Scores ◽  
Graduate Record Exam ◽  
The Relationship

The relationship between Graduate Record Exam (GRE) scores and graduate grade-point average (GPA) for Caucasian men and women in a Master's program in counseling was investigated. Scores on neither the Quantitative nor the Verbal scales of the GRE were correlated with GPA for men, but Quantitative scale scores were significantly correlated with GPA for women.

scholarly journals PLUS – An Academic Mentorship Guide for Undergraduate Studies: A Preliminary Study

2021 ◽  
Vol 7 (2) ◽  
pp. 121-130
Author(s):  
Ping Ping Tan
Keyword(s):  
Academic Performance ◽  
Grade Point Average ◽  
Undergraduate Students ◽  
Grade Point ◽  
Face To Face ◽  
Digital Education ◽  
Cumulative Grade Point Average ◽  
Undergraduate Studies ◽  
Preliminary Study ◽  
Constant Improvement

This paper introduces an approach to academic mentorship, named PLUS, that specifically assist students in their academic performance through personalised guidance. Through the guidance of a mentor, PLUS lets mentees evaluate their strength and weakness before setting their target to achieve for each subject. Based on this preliminary study with 23 computer science undergraduate students by measuring their academic performance using the cumulative grade point average (CGPA), students that are not introduced to PLUS tend to perform inconsistently throughout their undergraduate studies compared to those introduced to PLUS. Weaker students (CPGA <2.8) with face-to-face guidance with a mentor using the PLUS approach displayed constant improvement compared to those who did not have any mentor. Regardless of what stage of their undergraduate studies the students are introduced to PLUS, all the students that applied PLUS showed consistent improvement and agreed that the method is valid. PLUS, personalised guidance helps the mentor connect with the mentee better, a good complement to the digital education lacking in human connection. It warrants further investigation beyond this preliminary study.

Sign in / Sign up

Export Citation Format

Share Document