Civic engagement and academic GPA

2021 ◽  
Author(s):  
Frederick L. Philippe
Keyword(s):  
Grade Point Average ◽  
School Success ◽  
Self Esteem ◽  
Organized Activities ◽  
Student Government ◽  
Cross Sectional ◽  
Grade Point ◽  
Parental Relationship ◽  
School Year ◽  
Almost All

Unlike organized activities such as sports and arts, civic activities in adolescence (e.g., volunteering, student government) have been less studied in relation to school success and almost all existing evidence consists of cross-sectional findings. In a longitudinal study, 1035 pupils (64% females, 20% non-white, Mage = 14.21 years) from high schools reported their engagement in organized non-civic and civic activities during the school year, dimensions of activity participation (e.g., intensity, duration, motives), and covariables (age, gender, ethnicity, SES, self-esteem, parental relationship, school motivation). Previous and end-of-year grade point average (GPA) were collected from school administrations. Results revealed that both civic and non-civic organized activities independently predicted increases in GPA over the school year, even after adjusting for all covariables.

scholarly journals Anxiety, Low Self-Esteem and a Low Happiness Index Are Associated with Poor School Performance in Chilean Adolescents: A Cross-Sectional Analysis

2021 ◽  
Vol 18 (21) ◽  
pp. 11685
Author(s):  
Rafael Zapata-Lamana ◽  
Cristian Sanhueza-Campos ◽  
Marcia Stuardo-Álvarez ◽  
Jessica Ibarra-Mora ◽  
Marcela Mardones-Contreras ◽  
...  
Keyword(s):  
Grade Point Average ◽  
School Performance ◽  
Self Esteem ◽  
Primary School Students ◽  
School Students ◽  
Cross Sectional ◽  
Grade Point ◽  
Anxiety Levels ◽  
Sectional Analysis ◽  
The Relationship

Objective: To analyze the relationship between anxiety, self-esteem, happiness index and primary school students’ academic performance in Chilean adolescents from the Biobío province. Methodology: 733 (46.1% girls; 12 (1.3 years)) public primary school students that completed the 2018 Health and School Performance Survey carried out in the Biobío province were included in this cross-sectional analysis. The BECK Anxiety Inventory (BAI) was used to measure anxiety while happiness index and self-esteem were measured using the subjective happiness scale and the Rosenberg self-esteem scale, respectively. School performance was measured by grade point average (GPA) of language, math, physical education and cumulative GPA, and behavior associated with cognition in the school context was also considered. The relationship between mental health indicators and school performance was investigated using a one-way ANOVA and Pearson correlation. Results: In comparison to students with low anxiety levels and high self-esteem and happiness levels, students with higher anxiety levels, lower self-esteem and happiness levels perceived themselves as having memory problems. They were also slower to solve math problems, had a shorter attention span in class and presented more difficulties in solving complex tasks, as well as being more nervous during testing. These students also got the lowest grade point average in math, language and physical education. Conclusion: High anxiety levels, low self-esteem and low happiness levels were associated with lower school performance and weaker behavior associated with cognition in Chilean adolescents. Implementing plans of emotional education and mental health could improve academic achievement.

scholarly journals Grit and chiropractic students' academic performance: a cross-sectional study

2020 ◽  
Author(s):  
Elina A. Pulkkinen ◽  
Pablo Perez de la Ossa
Keyword(s):  
Academic Performance ◽  
Grade Point Average ◽  
Cross Sectional Study ◽  
Dropping Out ◽  
Education Student ◽  
Students At Risk ◽  
Cross Sectional ◽  
Grade Point ◽  
Chiropractic Education ◽  
Chiropractic Students

Objective Previous investigations have studied the relationship between grit and academic performance, and it has been reported that grittier students perform better academically. The objectives of this study are to measure chiropractic students' grittiness and to explore the correlation between grit and academic performance. Methods We distributed the Short Grit Scale (Grit-S) questionnaire to chiropractic students in electronic form. We included questions about their previous grade point average and the number of times they had retaken examinations. We scored the overall Grit-S scale and the Consistency of Interest and Perseverance of Effort subscales. A 2-tailed t test and 1-way analysis of variance were used to determine differences between groups. Results The response rate was 87% (n = 110). The mean grit score (3.44 ± 0.60) was similar to the general population and slightly lower than other healthcare professionals. The students who had a grade point average between <80% but less than 90% obtained significantly higher grit scores compared to those who had a grade point average <60% but less than 70%. Similarly, students who had no examination retakes had higher grit scores compared to those who took 4 or more exam retakes. We observed these differences in the overall and subscales scores. No other group showed any difference. Conclusion The results of this research showed that the grittier students performed better academically than the less gritty students. Grit scores can potentially be used to identify the students at risk of failing or dropping out. The role and potential application of grit in chiropractic education, student support, and admission procedures should be further evaluated.

INTELLIGENCE, SELF-ESTEEM AND ACADEMIC ACHIEVEMENT IN KOSOVO YOUTH

2021 ◽  
Author(s):  
Naim Fanaj ◽  
Sevim Mustafa ◽  
Erika Melonashi
Keyword(s):  
Academic Achievement ◽  
Self Esteem ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Grade Point ◽  
Achievement Data ◽  
Explanatory Factors ◽  
High Intelligence ◽  
The Impact ◽  
The Relationship

Numerous studies have investigated the impact of self-esteem and intelligence on academic achievement. The findings are generally inconsistent. The aim of this study was to understand the relationship between intelligence, self-esteem and academic achievement among young people in Kosovo. It was a quantitative cross-sectional study. The sample consisted of 1856 participants, aged 10-18 years old (Mage = 15.29, SD = 1.76). Participants completed the Rosenberg Self-Esteem Scale and The Raven Standard Progressive Matrices. Grade Point Average (GPA) was used to measure academic achievement. Data processing was done with SPSS 21.0 and Microsoft Excel 2013. Participants according to self-reported academic achievement were classified as follows: fail (0.1%), sufficient (2%), good (15.6%), very good (26.7%) and excellent (55.7%). As regards self-esteem participants were classified as follows: low self-esteem (26.9%), and normal self-esteem (73.1%). A significant positive correlation was found between academic achievement and intelligence (r = .31; p = .00) but not between achievement and self-esteem. This significant correlation resulted for both genders separately. The Mann-Whitney test found significant differences in academic achievement between genders and between groups with high intelligence and those with normal intelligence. Intelligence, but not self-esteem revealed a significant relationship with academic achievement. Future studies on the topic might focus on explanatory factors or the possibility of interaction of other variables related to academic achievement.

scholarly journals Impact of paid work on the academic performance of nursing students

PeerJ ◽  
2016 ◽  
Vol 4 ◽  
pp. e1838 ◽  
Author(s):  
Mery Constanza García-Vargas ◽  
Mercedes Rizo-Baeza ◽  
Ernesto Cortés-Castell
Keyword(s):  
Academic Performance ◽  
Nursing Students ◽  
Grade Point Average ◽  
Negative Impact ◽  
Paid Work ◽  
Cross Sectional ◽  
Work Activity ◽  
Grade Point ◽  
Increased Risk ◽  
The Impact

Background.Little research exists on the impact of paid work on academic performance of students of health sciences. No research exists on this subject for students in Colombia.Objectives.This paper seeks to analyze the impact of paid work on academic performance among nursing students. Design, settings and participants: cross-sectional research, involving 430 of nursing students from the National University of Colombia (N= 566).Methods.Variables analyzed: sex, age, work activity, attendance, current semester, degree subjects studied and unavailable, lost credits, grades during the second semester of 2013, and delayed semesters. Subgroups analyzed: (i) according to labor activity: do not work, work up to 20 h and work more than 20 h per week; (ii) Grade point average: failing is considered as less than 3.0 and passing 3.0 or above out of 5.0. Percentage of delayed semesters were calculated. Qualitative and quantitative variables were analyzed for groups by work activity. The percentage and probability of students getting a grade point average less than 3.0 and delaying semesters were calculated by multivariate logistic regression.Results. A total of 219 of the students work (50.9%), the main reason is socioeconomic, of which 99 (45.2%) work more than 20 h per week and have an increased risk of failing, which is higher in the first semester. They also get lower grades, lose more credits and take longer to finish the degree. The logistic bivariate regressions of success (grade point average, credits gained, courses gained and not having delayed semesters) reduce with work, above all in those who work more than 20 h per week and increase as the number of semesters completed increases, independent of sex.Conclusion.A high percentage of nursing students work more than 20 h per week. The compatibility of paid work with studies in university nursing students has a negative impact on academic performance, more so when they work more than 20 h per week. This negative impact diminishes as the student completes semesters, irrespective of the sex of the students.

Working on Grade Point Average, test Accuracy, and Attendance of High School Students

1996 ◽  
Vol 78 (1) ◽  
pp. 41-42 ◽  
Author(s):  
Grant Lenarduzzi ◽  
T. F. McLaughlin
Keyword(s):  
High School ◽  
High School Students ◽  
Grade Point Average ◽  
Test Scores ◽  
Grade Point Averages ◽  
Test Accuracy ◽  
Lower Grade ◽  
School Students ◽  
Grade Point ◽  
School Year

The present analysis examined grade point averages (GPA), subject-matter test scores, and attendance for 274 students enrolled in a high school at the beginning of the 1992–1993 school year by the number of hours worked per week in the previous year (1991–92) and in the current school year (1992–1993). The over-all outcomes indicated that working fewer than 10 hours per week had small adverse effects on each measure. Students working from 10 to 20 hours per week had lower grade point averages and attendance. Students working over 20 hours per week had depressed test scores and grade point averages and more absences than other students who worked less or did not work.

scholarly journals Gambling involvement, type of gambling and grade point average among 18–29-year-old Finnish men and women

2019 ◽  
Vol 36 (2) ◽  
pp. 190-202 ◽  
Author(s):  
Tiina Latvala ◽  
Hannu Alho ◽  
Susanna Raisamo ◽  
Anne H Salonen
Keyword(s):  
Grade Point Average ◽  
School Achievement ◽  
Slot Machines ◽  
Online Gambling ◽  
Cross Sectional ◽  
Grade Point ◽  
Men And Women ◽  
Type Of Gambling ◽  
Online Poker ◽  
Gambling Involvement

Aims: This study explores the associations between gambling involvement, type of gambling, at-risk and problem gambling (ARPG) and register-based grade point average (GPA), among Finnish people aged 18–29 years ( N = 676). It is assumed that high gambling involvement and engaging in certain types of gambling are linked to ARPG, and that low school achievement is positively associated with these measures. Methods: A nationwide cross-sectional random sample was collected in 2015. The data were weighted based on gender, age and region. Analyses were carried out using logistic regression models. Results: Frequent gambling, playing several game types, online gambling and ARPG were more common among men than women. Those with low GPA played fast and low-paced daily lottery games and used online casinos significantly more often than men and women with average/high GPA. Men with a low GPA were also more likely to gamble on a weekly basis and played casino games and online poker more often. For women with a low GPA online gambling and playing slot machines were more common than for women with an average/high GPA. When controlling for sociodemographic variables and gambling involvement, men’s participation in daily lottery games and online poker was significantly associated with a low GPA, but among women none of the game types remained statistically significant. Among women, playing several different game types was linked with a low GPA. Conclusions: It seems that poorer school achievement is associated not only with frequent gambling, a large number of game types played and online gambling, but also, to some extent at least, with game type preferences.

Effects of Grit on the Academic Success of Adult Female Students at Korean Open University

2017 ◽  
Vol 121 (4) ◽  
pp. 705-725 ◽  
Author(s):  
Mae Hyang Hwang ◽  
Hyo Jin Lim ◽  
Hye Suk Ha
Keyword(s):  
Academic Success ◽  
Grade Point Average ◽  
Indirect Effects ◽  
School Success ◽  
Female Students ◽  
Self Control ◽  
Open University ◽  
Direct And Indirect Effects ◽  
Negative Effects ◽  
Grade Point

This study examined the structural relationship between age, grit (i.e., perseverance of effort and consistency of interest), conscientiousness, self-control, and school success of female students at an Open University in Korea. We analyzed 509 students’ responses, and it turned out that the level of perseverance of effort was negatively correlated with academic maladjustment. Also, perseverance of effort had a positive indirect effect on grade point average scores. Conscientiousness and self-control were found to be positively correlated with grit factors and they had negative effects on academic maladjustment through perseverance of effort. Age had both direct and indirect effects on grit and academic success of the students.

Including the Assessment of Nontraditional Factors in Pharmacy School Admissions

2005 ◽  
Vol 39 (4) ◽  
pp. 721-726 ◽  
Author(s):  
David A Latif
Keyword(s):  
Grade Point Average ◽  
College Admissions ◽  
Clinical Performance ◽  
Data Extraction ◽  
Relevant Literature ◽  
Predictive Ability ◽  
Cross Sectional ◽  
Grade Point ◽  
Higher Education Admissions ◽  
Admissions Test

OBJECTIVE: To review the relevant literature regarding the predictive ability of cognitive measures (ie, Pharmacy College Admissions Test [PCAT] scores and prepharmacy grade point average [GPA]) on both academic and clinical performance and discuss the inclusion of nontraditional assessment during the admissions process. DATA SOURCES: Articles were identified through searches of International Pharmaceutical Abstracts (1970–April 2004), MEDLINE (1966–January 2004), and ERIC (1966–April 2004) using the key words admissions variables, predictors of success, Pharmacy College Admissions Test, grade point average, cognitive variables, and noncognitive variables. STUDY SELECTION AND DATA EXTRACTION: Cross-sectional, longitudinal, and retrospective studies, as well as reviews, regarding pharmacy school and other higher education admissions' variables were included in this review. DATA SYNTHESIS: Many pharmacy school admissions committees give a majority weight to the traditional cognitive markers of prepharmacy GPA and PCAT scores when selecting viable applicants. Doing so may be problematic due to the magnitude of the relationship between traditional cognitive predictors and pharmacy school performance. CONCLUSIONS: Based on this review, a cogent argument is advanced for the need to examine, in addition to PCAT scores and GPAs, such nontraditional factors as empathy, citizenship, and ethical behavior. This may increase the predictive ability of preadmission factors on pharmacy school didactic and clinical performance. Schools of pharmacy can do this through questionnaires and interviews designed to assess nontraditional variables.

Self-Criticism, Dependency, Self-Esteem, and Grade Point Average Satisfaction Among Clusters of Perfectionists and Nonperfectionists.

2004 ◽  
Vol 51 (2) ◽  
pp. 192-200 ◽  
Author(s):  
Jennifer L. Grzegorek ◽  
Robert B. Slaney ◽  
Sarah Franze ◽  
Kenneth G. Rice
Keyword(s):  
Grade Point Average ◽  
Self Esteem ◽  
Grade Point

scholarly journals HUBUNGAN GAYA BELAJAR DENGAN INDEKS PRESTASI KUMULATIF PADA MAHASISWA FAKULTAS KEDOKTERAN UNIVERSITAS SYIAH KUALA YANG MENDERITA DISPEPSIA FUNGSIONAL

2018 ◽  
Vol 18 (1) ◽  
Author(s):  
Sakdiah Sakdiah ◽  
Taufik Suryadi ◽  
Ashila Rahmatika Putri
Keyword(s):  
Medical Students ◽  
Grade Point Average ◽  
Learning Style ◽  
Functional Dyspepsia ◽  
Random Sampling ◽  
Clinical Symptoms ◽  
Visual Learning ◽  
Stratified Random Sampling ◽  
Cross Sectional ◽  
Grade Point

Abstrak. Dispepsia fungsional merupakan kelainan fungsional yang terdiri dari gejala klinis seperti nyeri ulu hati, perut kembung, cepat kenyang, mual dan muntah. Hal ini berpengaruh terhadap Indeks Prestasi Kumulatif (IPK) mahasiswa melalui mekanisme fisiologis dan psikologis. IPK adalah cerminan hasil nilai pencapaian pembelajaran ditingkat perkuliahan. Hasil belajar dapat dipengaruhi oleh gaya belajar. Penelitian ini bertujuan untuk mengetahui hubungan gaya belajar dengan IPK pada mahasiswa Fakultas Kedokteran Universitas Syiah Kuala yang menderita dispepsia fungsional. Jenis penelitian ini adalah analitik observasional dengan rancangan cross sectional. Teknik pengambilan sampel menggunakan probability sampling dengan metode stratified random sampling. Responden penelitian berjumlah 98 orang yang menderita dispepsia fungsional pada angkatan 2014, 2015 dan 2016. Hasil penelitian menunjukkan mahasiswa paling banyak kategori IPK sangat memuaskan (42,9%) dengan auditori adalah gaya belajar yang paling banyak digunakan (59,2%) dan diikuti oleh gaya belajar kinestetik (16,3%). Sebanyak 11% responden dengan kategori IPK pujian dan 7% diantaranya memiliki gaya belajar visual. Berdasarkan hasil analisis uji Kruskal Wallis terdapat hubungan signifikan dengan intensitas lemah antara gaya belajar dan IPK pada mahasiswa Fakultas Kedokteran Universitas Syiah Kuala yang menderita dispepsia fungsional (a0,05; p=0,000; r=-0,349). Kesimpulan dari penelitian ini, terdapat hubungan antara gaya belajar dengan IPK pada mahasiswa Fakultas Kedokteran Universitas Syiah  Kuala yang menderita dispepsia fungsional.Kata kunci: Dispepsia Fungsional, Indeks Prestasi Kumulatif, Gaya BelajarAbstract. Functional dyspepsia is a functional abnormality consisting of clinical symptoms such as epigastrial pain, flatulence, early feeling of fullness (satiety), nausea and vomiting. It affects students' Grade Point Average (GPA) through physiological and psychological mechanisms. GPA reflects the learning outcomes at the end of study, which is influenced by learning style. This study aimed to determine the relationship between learning style with GPA of medical students of Syiah Kuala University with functional dyspepsia. This was an analytic observational study with cross-sectional design. The respondents included 98 students suffering from functional dyspepsia in the force of 2014,2015 and 2016 selected using stratified random sampling. The result of the study showed that most students in the IPK category were very satisfactory (42,9%) with auditory was the most used learning style (59,2%) and followed by kinesthetic learning style (16,3%). And as many as 11% of respondents with IPK praise category and 7% of whom have visual learning style. based on the crucial wallis test results there is a significant relationship with the weak intensity between learning styles and ipk at the medical faculty students of syiah kuala university who suffer from functional dyspepsia (a0,05; p=0,000; r=-0,349). This study concluded that learning style was associated with GPA of medical students of Syiah Kuala University with functional dyspepsia.Keyword: functional dyspepsia, Grade Point Average, learning style

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