The Relationship Among Undergraduate Students’ Career Anxiety, Choice Goals, and Academic Performance

2021 ◽  
pp. 1-16
Author(s):  
Soyoung Boo ◽  
Miyoung Kim ◽  
Soon-Ho Kim
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
Choice Goals ◽  
Career Anxiety ◽  
The Relationship

scholarly journals KNOWLEDGE OF CONSEQUENCES, ACADEMIC PERFORMANCE AND DRUG CONSUMPTION AMONG UNDERGRADUATE STUDENTS IN ONE UNIVERSITY IN JAMAICA

2019 ◽  
Vol 28 (spe) ◽  
Author(s):  
Fay Williams ◽  
Bruna Brands
Keyword(s):  
Academic Performance ◽  
Drug Use ◽  
Undergraduate Students ◽  
Research Question ◽  
Drug Consumption ◽  
Cluster Sampling ◽  
Cross Sectional ◽  
Significant Difference ◽  
Cross Sectional Design ◽  
The Relationship

ABSTRACT Objective: determine the prevalence of drug use and to investigate the relationship between knowledge of consequences and drug consumption as well as the relationship between academic performance and drug consumption among university undergraduate students in Jamaica. Method: the study uses a cross sectional design. A total of 250 undergraduate students were selected through a randomized cluster sampling process. A modified survey instrument consisting of over 70 items relating to socio-demographics, knowledge of consequences, drug consumption and academic performance measures was used to test the research question and hypothesis. Results: the findings revealed low levels of drug usage as well as problematic usage, however, there was a weak negative yet statistically significant correlation between the academic performance and alcohol use (r=-.139, p=.028) which suggested that an increase in alcohol usage is associated with reduction in academic performance. The independent T test also revealed a statistically significant difference between those who used alcohol and those who did not use alcohol in the past 12 months based on academic performance. Conclusion: the findings will inform policy decisions regarding drug use and the provision of intervention services. It is recommended that this research should be extended to other universities in Jamaica.

scholarly journals Exploring the Role of Malaysian Student’s Intrapreneurial Self-Capital in the Relationship between Satisfaction with Life, Academic Performance, and Flourishing

2020 ◽  
Vol 12 (2) ◽  
pp. 580
Author(s):  
Chua Bee Seok ◽  
Pan Lee Ching ◽  
Rosnah Ismail
Keyword(s):  
Academic Performance ◽  
Student Satisfaction ◽  
Undergraduate Students ◽  
Satisfaction With Life ◽  
Mediating Effect ◽  
Self Concept ◽  
Student Academic Performance ◽  
The Relationship ◽  
Significant Direct Effect

Intrapreneurial self-capital is the construct coined by Di Fabio as a core of individual resources used to cope with career and life construction challenges. In this study, we used the model of Individual Differences in Evaluating Life Satisfaction (IDELS) to examine the mediating role of intrapreneurial self-capital in the relationship between life satisfaction and flourishing among Malaysian undergraduate students. The Intrapreneurial Self-Capital Scale (ISCS), Satisfaction with Life Scale (SWLS), and Flourishing Scale were administered to 665 undergraduate students from one of the public universities in Kota Kinabalu, Sabah, Malaysia. The results reported a significant direct effect of student satisfaction with life to flourishing. A significant path coefficient was also found from satisfaction with life and student academic performance to intrapreneurial self-concept providing the support that student satisfaction with life and academic performance has a positive effect on their intrapreneurial self-concept. The coefficients from intrapreneurial self-concept to flourishing was also significant. This provides initial support that an intrapreneurial self-concept may have a positive mediating effect on the relationship between satisfaction with life, academic performance, and flourishing. We found that the indirect effects of satisfaction with life and academic performance on flourishing through intrapreneurial self-concept were significant. These results provided further support for the mediating effect of intrapreneurial self-concept. The analysis also that revealed satisfaction with life was significantly and positively related to flourishing. However, the finding showed no significant direct effect of student academic performance on flourishing.

scholarly journals A bolsa faz diferença? Uma análise do desempenho acadêmico de alunos bolsistas de cursos de graduação da área de negócios

2021 ◽  
Vol 29 ◽  
pp. 99
Author(s):  
Vitor Hideo Nasu ◽  
Maiara Sasso
Keyword(s):  
Academic Performance ◽  
Student Performance ◽  
Undergraduate Students ◽  
Regression Models ◽  
Budget Constraint ◽  
Scholarship Students ◽  
The Social ◽  
Business Area ◽  
Undergraduate Programs ◽  
The Relationship

This research sought to analyze the relationship between the scholarship modalities and the academic performance of undergraduate students in the business area. Based on the literature, two hypotheses were formulated: (i) students who receive academic scholarships have better academic performance in relation to those who do not receive them and (ii) the modalities of academic scholarships have a positive relationship with academic performance. Data from the 2018 National Student Performance Exam were used, resulting in a sample of 83,003 observations. The results of Welch’s t-tests indicated that scholarship students have better academic performance than non-scholarship students and the regression models pointed out that the scholarship modality is positively associated with student performance. Therefore, both hypotheses were supported. This evidence suggests that the educational policies related to the awarding of academic scholarships within the scope of undergraduate programs in the business area are relevant and that the entities can continuously improve these policies, especially when there are changes in the social and economic contexts. However, the values of the scholarships were not examined, but only their grant and modality, opening space for investigations, especially in times of budget constraint, as caused by the Covid-19 pandemic.

scholarly journals Investigating the Relationship between English Language Proficiency and Academic Performance of Engineering Students in Mehran University Jamshoro, Pakistan

2021 ◽  
Vol 9 (3) ◽  
Author(s):  
Bibi Sadia ◽  
Shumaila Memon ◽  
Habibullah Pathan
Keyword(s):  
Academic Performance ◽  
Pilot Study ◽  
Language Proficiency ◽  
Undergraduate Students ◽  
English Language ◽  
Engineering Students ◽  
Pearson Correlation ◽  
English Language Proficiency ◽  
Grade Point ◽  
The Relationship

The present study investigated the relationship between language proficiency and academic performance of students at Mehran university Jamshoro, Sindh. The study employed quantitative correlational research design to measure the variables. The researchers adapted English language test to measure the language proficiency of the learners. And CGPA (cumulative grade point average) to measure the academic performance of the research participants. The researchers collected data from 100 undergraduate students by doing simple random sampling. The data was collected in two phases: first pilot study and then main study. The pilot study was done before the actual research to measure validity and feasibility of the adopted English language proficiency test. The cronbach alpha was used to check reliability of the data. SPSS version 26 was used to perform the Pearson correlation analysis. The findings revealed that data was reliable with alpha value. 702 and the correlation was highly positive with a value of .826 at the significance value .000. The study confirms that the language has played a pivotal role to improve academic performance of the students studying in Mehran university of science and technology.

scholarly journals Academic resilience as mediator of multidimensional perfectionism and academic performance among gen-Z undergraduate students

2019 ◽  
Vol 8 (4) ◽  
pp. 637
Author(s):  
Owen Ze Hua Choo ◽  
Kususanto Ditto Prihadi
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
Protective Factor ◽  
Academic Resilience ◽  
First Year ◽  
Undergraduate Program ◽  
Age Range ◽  
Relationship Of ◽  
The Relationship

<span>This study focused on the relationship of </span><span lang="IN">two</span><span> dimensions of perfectionism (perfectionistic strivings, and perfectionistic concerns) and academic performance, with the role of academic resilience as mediator. Participants including 132 undergraduate students form age range 18 to 25, from first year to fifth year in their studies mainly from a Malaysian psychology undergraduate program were asked to fill questionnaires containing measures for perfectionism, academic resilience and academic performance. Although only partial mediations occurred, both hypotheses where academic resilience would mediate relationships between both dimensions of perfectionism and academic performance were supported. Findings suggested that other variables aside academic resilience could have played a role in predicting perfectionist’s academic performance. Findings also suggested interplay of academic performance acting as both protective factor and outcome of academic resilience.</span>

scholarly journals Stress e desempenho acadêmico na pós-graduação stricto sensu em ciências contábeis no Brasil

2017 ◽  
Vol 25 ◽  
pp. 96
Author(s):  
Marise Santana de Rezende ◽  
Gilberto José Miranda ◽  
Janser Moura Pereira ◽  
Edgard Bruno Cornacchione Júnior
Keyword(s):  
Regression Analysis ◽  
Academic Performance ◽  
Multiple Regression Analysis ◽  
Multiple Regression ◽  
Undergraduate Students ◽  
Stress Level ◽  
Academic Context ◽  
Student’S Performance ◽  
The Individual ◽  
The Relationship

Postgraduate admission is an important transition in the student’s life, since this period can be understood as a process that involves a series of changes, pressures and changes that require the individual to adapt to the academic context. With this perspective, this research had a general objective: to identify and analyze the relationship between stress and academic performance realized by undergraduate students stricto sensu in Accounting in Brazil. For the accomplishment of this research, a sample of 309 students (24.08% of the population) who studied postgraduate in Accounting Sciences were investigated. Through a two-step multiple regression analysis, this study found that the research line, the condition of a student with scholarship and the age of the program, as well as the concerns and difficulties inherent in the process, significantly influence the student's level of stress. It also showed that the student's previous academic performance and stress level are significant in explaining academic performance. These results highlight the importance of monitoring the above-identified items of stress for the maintenance of student’s performance, as well as avoiding other problems due to the drop in performance, such as avoidance and other major damages.

Anxiety and Mind Wandering as Independent Consequences of Stereotype Threat

2015 ◽  
Vol 43 (4) ◽  
pp. 537-558 ◽  
Author(s):  
Aitao Lu ◽  
Yi Feng ◽  
Zuwei Yu ◽  
Haiping Tian ◽  
Xiuxiu Hong ◽  
...  
Keyword(s):  
Academic Performance ◽  
Stereotype Threat ◽  
Undergraduate Students ◽  
Performance Testing ◽  
Mind Wandering ◽  
Future Research ◽  
Mediation Model ◽  
Multiple Mediation ◽  
Performance Suggestions ◽  
The Relationship

We investigated the mediating effects of anxiety and mind wandering in the relationship between stereotype threat and academic performance, testing our multiple mediation model with 5,000 bootstrap samples. The participants were 76 female undergraduate students at South China Normal University. Results showed that both anxiety and mind wandering independently mediated the relationship between stereotype threat and the women's mathematics performance. These findings underscore the importance of integrating anxiety and mind wandering to understand how stereotype threat impacts academic performance. Suggestions for future research are offered.

scholarly journals Moderating Roles of Hardiness and Self-Efficacy in the Relationship between Flow and Academic Procrastination on Academic Performance: A Structural Equation Model Approach

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
M. Vinothkumar ◽  
Kousalya ◽  
Vindya. V. Rai
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Structural Equation ◽  
Equation Model ◽  
Equation Modeling ◽  
Difficulty Level ◽  
Academic Procrastination ◽  
The Relationship ◽  
Moderating Role

Academic procrastination is common among students and is due to various reasons. One of the reasons can be difficulty level of the task. To involve in the task and experience a deep sense of enjoyment, there should be balance between students’ skills and task challenges which is a characteristic of flow. The present study aimed to find out the moderating role of Hardiness and Self-efficacy in the relationship between Flow and Academic Procrastination on Academic Performance. For that 170 undergraduate students were taken from different streams using stratified random sampling method. Procrastination Scale, Dispositional Flow Scale, Hardiness Scale and Self-efficacy scales were used to measure the proposed variable in the model. Results showed a significant negative relation between academic performance and procrastination and a positive relation between Academic Performance, flow, and Self-efficacy. However, there seems no significant relationship between academic performance and hardiness. Structural equation modeling results reveal that procrastination has a significant direct effect on performance and that self-efficacy plays a moderating role in the relationship between flow and procrastination on academic performance, whereas hardiness is non-significant. Hence, it can be concluded from the SEM analysis result that model can be partially accepted. The implications of the study suggest designing the syllabus to match the abilities of all the students, training to elude procrastination and to increase a student’s level of self-efficacy.

Commuters Versus Residents: The Effects of Living Arrangement and Student Engagement on Academic Performance

2017 ◽  
Vol 21 (3) ◽  
pp. 286-304 ◽  
Author(s):  
Denise Balfour Simpson ◽  
Dana Burnett
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Student Engagement ◽  
Undergraduate Students ◽  
Living Arrangement ◽  
Full Time ◽  
Residential Students ◽  
Grade Point ◽  
Academic Challenge ◽  
The Relationship

This study focused on the relationship between living arrangement (residential vs. commuter) and the academic performance (grade point average) of first-year, full time undergraduate students at one public, 4-year university in the Southeast. Additionally, we analyzed five educationally effective practices as described by the National Survey of Student Engagement (NSSE): level of academic challenge active and collaborative learning, student–faculty interaction, enriching educational experiences, and supportive campus environment, to identify possible mediators to the relationship between living arrangement and academic performance. We found commuter students earned higher grade point averages than residential students; however, students in both living environments benefited from participating in high levels of academic challenge. While the results of this study challenged the perception that commuters as a group achieve academically at lower levels than residential students, our findings supported prior literature. Our results suggest the amount of time and energy students invest in the college experience relates to students’ academic success, regardless of living arrangement.

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