On the dynamics of undergraduate performance and dropout.

The ability of ‘non-cognitive’ traits to predict undergraduate performance in medical schools: a national linkage study

BMC Medical Education ◽

10.1186/s12909-018-1201-7 ◽

2018 ◽

Vol 18 (1) ◽

Cited By ~ 2

Author(s):

Gabrielle M. Finn ◽

Lazaro Mwandigha ◽

Lewis W. Paton ◽

Paul A. Tiffin

Keyword(s):

Medical Schools ◽

Linkage Study ◽

Cognitive Traits ◽

Undergraduate Performance

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Status Frustration among College Students: The Relationship between Socioeconomic Status and Undergraduate Performance

Deviant Behavior ◽

10.1080/01639625.2017.1286197 ◽

2017 ◽

Vol 39 (6) ◽

pp. 679-693

Author(s):

Cullen T. O’Donnell ◽

Chastity Blankenship

Keyword(s):

College Students ◽

Socioeconomic Status ◽

The Relationship ◽

Undergraduate Performance

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Patterns of Undergraduate Performance Related to Success in College

American Educational Research Journal ◽

10.3102/00028312016002117 ◽

1979 ◽

Vol 16 (2) ◽

pp. 117-138 ◽

Cited By ~ 3

Author(s):

Judith Dozier Hackman ◽

Thomas D. Taber

Keyword(s):

College Student ◽

Student Performance ◽

Demographic Characteristics ◽

Discriminant Functions ◽

College Performance ◽

College Community ◽

Patterns Of Behavior ◽

College Plans ◽

Undergraduate Performance

From multivariate descriptions of undergraduates, seven success patterns and five nonsuccess patterns are identified as prevalent types of student performance in one college community. The discriminant functions underlying these two typologies partially substantiate the dimensions in Clark and Trow’s typology of college student subcultures. Students categorized into the twelve types show significant differences in demographic characteristics, admissions credentials, college performance, and post-college plans. Quantified admissions data favor some types of students over others. The results suggest that colleges present students with a complexity of subenvironments, each of which emphasizes and rewards different patterns of behavior.

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Accountancy undergraduate performance: a statistical model

Accounting Education ◽

10.1080/0963928032000049384 ◽

2003 ◽

Vol 12 (1) ◽

pp. 63-78 ◽

Cited By ~ 14

Author(s):

Elizabeth Gammie ◽

Peter Jones ◽

Christine Robertson-Millar

Keyword(s):

Statistical Model ◽

Undergraduate Performance

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Undergraduate students’ strategies for negotiating emerging performer and teacher identities

Psychology of Music ◽

10.1177/0305735617726594 ◽

2017 ◽

Vol 46 (6) ◽

pp. 813-830 ◽

Cited By ~ 1

Author(s):

Manuel Joaquín Fernández González

Keyword(s):

Undergraduate Students ◽

Bicultural Identity ◽

Professional Identities ◽

Identity Integration ◽

Bicultural Identity Integration ◽

Teacher Identities ◽

Professional Recognition ◽

Research Questions ◽

Sociological Studies ◽

Undergraduate Performance

Nowadays, instrumental undergraduate students must often negotiate their emerging performer and teacher identities, and the results of this process affect the way they later balance their professional and personal life and their ability to sustain lifelong involvement in music. Drawing from recent sociological studies on bicultural identity integration, this study addresses two research questions: What strategies do undergraduate students adopt for negotiating both professional identities? And what are the characteristics of each strategy? One hundred and twenty-one undergraduate performance students participated in this study. Using cluster analysis, a typology of eight strategies for negotiating performer and teacher identities was developed: moratorium, diffusion, dichotomy, involvement with narrow vision, performers who happen to teach, assimilation or unwilling teacher dominance, quasi-integration and integration. These categories are characterized by students’ level of personal commitment, involvement, perceived freedom, breadth and accuracy of the professional image, and personal and social professional recognition. The strategies unfolded and described in this study could be useful for students who want to reflect on new ways of negotiating multiple professional identities and for researchers involved in musicians’ identity-building research.

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