Academic Momentum at University/College: Exploring the Roles of Prior Learning, Life Experience, and Ongoing Performance in Academic Achievement across Time

2013 ◽  
Vol 84 (5) ◽  
pp. 640-674 ◽  
Author(s):  
Andrew J. Martin ◽  
Rachel Wilson ◽  
Gregory Arief D. Liem ◽  
Paul Ginns
Keyword(s):  
Academic Achievement ◽  
Life Experience ◽  
Prior Learning ◽  
University College ◽  
Academic Momentum

scholarly journals Interactions among students’ prior learning, aspiration, confidence and university entrance score as determinants of academic success

2017 ◽  
Vol 9 (1) ◽  
Author(s):  
Gerry Rayner ◽  
Theo Papakonstantinou
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Undergraduate Student ◽  
First Year ◽  
Prior Learning ◽  
Final Grade ◽  
Biology Students ◽  
Student Aspirations ◽  
Biology Learning

We studied the effect grade aspiration, confidence in achieving that grade, prior learning and university entrance ranking had on first year biology students’ final grade. We hypothesised that (1) students with higher aspiration will achieve higher grades than those with lower aspiration; (2) students with prior biology learning will have a higher grade aspiration and a higher confidence of achieving that aspiration than those without such learning; (3) university entrance rank will impact students’ final grade; and (4) students with prior biology learning will achieve a higher final grade than those without such study. We found that Hypotheses 3 and 4 were supported, Hypothesis 2 was partially supported, and that Hypothesis 1 was unsupported. If these results reflect broader patterns - that undergraduate student grade aspiration is not a predictor of their subsequent final grade - then targeted information and curricula scaffolding must be provided to better align student aspirations with their actual academic achievement.

scholarly journals Academic Achievement of College Students and Their Locus of Control

2014 ◽  
Vol 1 (3) ◽  
Author(s):  
Ruhanshi Mathur
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Locus Of Control ◽  
Sample Size ◽  
Life Experience ◽  
Questionnaire Response ◽  
Performance Grade ◽  
College Going ◽  
Overall Performance ◽  
The Way

The main aim of the study was to find out whether the locus of control of the individuals, of college going age, has any effect on their academic performances or not. The objective was to conduct a comparative study of the academic achievement and locus of control of college students. The researcher tried to gather a fair response from the total of 60 subjects between the age group of 18-21. The subjects were chosen randomly within the Pandit Deendayal Petroleum University. This study did not include effect of gender on the responses, as the locus of control is more of a cognitive drive which is independent from the gender specific ideology of the subjects. The research instruments used were Locus of control inventory (which reflects the way in which students feel about what happens in their academic institutions) and Life experience inventory (which reflects the experiences of life). The subjects were made to fill both the questionnaires and then the items were scored and results were analyzed. The scores were given to the subjects’ response based on the norms provided. Thereby each questionnaire response was scored and subjects were divided into two groups, namely, High on Internality (I) and Low on Internality (E). Further to this, the subjects were made to supply their overall academic performance grade, which was further analysed for each of the two groups. The two groups showed a clear indication that the group with high internality had a better Mean of their overall performance grade,7.40, whereas the latter showed a weak overall performance grade of 5.93. Also, the two groups showed a well correlation of the type of locus of control as per the locus of control inventory and life experience inventory (0.97), depicting a true locus of control that the subjects follow as per their experiences of life and the way they perceive about their academia in the college. The Mean and Standard deviation of the scores of the two groups were 30,19 and 5,6 respectively. Whereas the Life experience inventory showed a Mean of 17 and 10. Recommendations: Increase the sample size as that proved to be a limitation to this study. Further more tests could prove a better result for a larger sample size. A study across ages and socio-economic group is also possible and might give different results.

Assessment Plan for Student Academic Achievement

2012 ◽  
Vol 102 (6) ◽  
pp. 529-534
Author(s):  
Vincent J. Hetherington
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Student Achievement ◽  
General Public ◽  
Educational Services ◽  
Student Academic Achievement ◽  
Institutions Of Higher Education ◽  
State University ◽  
Kent State University ◽  
University College

The general public has become increasingly concerned about the accomplishments of education. Accrediting bodies are holding institutions of higher education accountable for educational services and are demanding a variety of assessment activities. This article presents the plan for assessment of student achievement at the Kent State University College of Podiatric Medicine. (J Am Podiatr Med Assoc 102(6): 529–534, 2012)

scholarly journals Who makes it in psychiatry: CV predictors of success in training grades

1993 ◽  
Vol 17 (1) ◽  
pp. 27-29 ◽  
Author(s):  
C. L. E. Katona ◽  
M. M. Robertson
Keyword(s):  
Academic Achievement ◽  
Medical School ◽  
Teaching Hospital ◽  
Demographic Data ◽  
Predictors Of Success ◽  
Senior Registrar ◽  
Academic Achievements ◽  
University College ◽  
Curriculum Vitae

A recent paper by Lewis (1991) found authorship of a publication to be the only variable that significantly predicted whether applicants for a senior registrar (SR) rotation in psychiatry at a London teaching hospital were shortlisted. We have re-examined curriculum vitae (CV) predictors of shortlisting at SR level within a comparable London teaching hospital rotation (University College and Middlesex Medical School, UCMSM), and extended the study to examine applicants for the corresponding SHO/registrar (REG) rotation. We have also compared the two groups in terms of demographic data and academic achievements. Our intention was to replicate Lewis' findings, and to examine in more detail the possible predictive effects of academic achievement and ethnicity.

scholarly journals Interactions among students’ prior learning, aspiration, confidence and university entrance score as determinants of academic success

2018 ◽  
Vol 9 (2) ◽  
pp. 1-12 ◽  
Author(s):  
Gerry Rayner ◽  
Theo Papakonstantinou
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Undergraduate Student ◽  
First Year ◽  
Prior Learning ◽  
Final Grade ◽  
Biology Students ◽  
Student Aspirations ◽  
Biology Learning

We studied the effect grade aspiration, confidence in achieving that grade, prior learning and university entrance ranking had on first year biology students’ final grade. We hypothesised that (1) students with higher aspiration will achieve higher grades than those with lower aspiration; (2) students with prior biology learning will have a higher grade aspiration and a higher confidence of achieving that aspiration than those without such learning; (3) university entrance rank will impact students’ final grade; and (4) students with prior biology learning will achieve a higher final grade than those without such study. We found that Hypotheses 3 and 4 were supported, Hypothesis 2 was partially supported, and that Hypothesis 1 was unsupported. If these results reflect broader patterns - that undergraduate student grade aspiration is not a predictor of their subsequent final grade - then targeted information and curricula scaffolding must be provided to better align student aspirations with their actual academic achievement.

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