The Relationship of BMI to Grade Point Average, Age and Multiple Fitness Tests

2011 ◽  
Vol 25 ◽  
pp. S121 ◽  
Author(s):  
A Brignac ◽  
D Bellar ◽  
L W Judge ◽  
J Smith ◽  
N Mazerat ◽  
...  
Keyword(s):  
Grade Point Average ◽  
Grade Point ◽  
Fitness Tests ◽  
Relationship Of ◽  
The Relationship

scholarly journals THE RELATIONSHIP OF DEMOGRAPHIC AND ADMISSION EXAM SCORES WITH FIRST SEMESTER GRADE POINT AVERAGE IN TWO COHORTS OF FIRST YEAR NURSING STUDENTS

2018 ◽  
Author(s):  
Christine Louise Sommers ◽  
Grace Wirawan
Keyword(s):  
High School ◽  
Nursing Students ◽  
Grade Point Average ◽  
Nursing Program ◽  
First Year ◽  
Grade Point ◽  
First Semester ◽  
Exam Scores ◽  
Relationship Of ◽  
The Relationship

Background: As nursing programs in Indonesia admit students, it is important that student factors are identified that provide information about necessary resources that are needed to support the student, both academically and psychosocially, to succeed in the nursing program. Obejctive: The purpose of this study was to use regression analysis to analyze admission and academic data of two cohorts of nursing students to know what relationship that information has with first semester grade point average (GPA).Methods: A descriptive correlation design was used. In a previous study with one cohort of nursing students, the researcher found that the variables accounted for only 28% of the variance. This research added the variable of age, increased the categories for region of origin from five to seven, increased the categories for type of high school from three to four, and analyzed the data from two cohorts. Data from 947 students were included for analysis.  Mulivariate linear regression was used to analyze the variables of city of origin, attendance at pre-nursing course, gender, age, type of high school, and admission exam scores to determine the relationship, if any, between the first semester GPA of nursing students in a large university in an urban area of Indonesia. Results: A significant relationship (p<.05) was found between experience factors, attribute factors, and academic metric factors and first semester GPA. For students admitted in 2016, the study variables accounted for 30% of the variance in GPA; for students admitted in 2017, the study variables accounted for 37% of the variance in GPA.Conclusion: It is important that student factors are identified that provide information about succeeding in the nursing program, both academically and psychosocially.  Additional research is needed to identify other admission factors and any factors in the first semester that may also have a relationship with GPA. 

scholarly journals Online Self-Regulatory Learning Behaviors as a Mediator in the Relationship between Online Course Perceptions with Achievement

2008 ◽  
Vol 9 (2) ◽  
Author(s):  
Lucy Barnard ◽  
Valerie Paton ◽  
William Lan
Keyword(s):  
Academic Achievement ◽  
Grade Point Average ◽  
Learning Outcomes ◽  
Student Perceptions ◽  
Positive Relationship ◽  
Online Course ◽  
Grade Point ◽  
Learning Behaviors ◽  
Self Regulatory Learning ◽  
The Relationship

Positive perceptions of online course communication and collaboration have been associated with better academic outcomes, while self-regulatory learning behaviors have also been linked to academic achievement and other positive learning outcomes. In the current study, we examined whether self-regulatory learning behaviors may be considered as mediating the relationship between student perceptions of online course communication and collaboration with academic achievement as measured by grade point average (GPA). Results indicate that online self-regulatory learning behaviors, though not strongly associated with academic achievement in and of themselves, do mediate the positive relationship between student perceptions of online course communication and collaboration with academic achievement.

Preliminary Report on the Validity of the Scholastic Aptitude Test in Iran

1978 ◽  
Vol 43 (1) ◽  
pp. 99-102
Author(s):  
A. A. Hosseini
Keyword(s):  
Grade Point Average ◽  
Test Scores ◽  
Scholastic Aptitude Test ◽  
Ministry Of Education ◽  
Aptitude Test ◽  
Grade Point ◽  
Scholastic Aptitude ◽  
National Examinations ◽  
Twelfth Grade ◽  
The Relationship

This study investigated the relationship between the Scholastic Aptitude Test scores of the National Organization for Education Evaluation of the Iranian Ministry of Sciences and Higher Education and the grade point average (GPA) of the twelfth grade National Examinations of the Iranian Ministry of Education. The test scores of 1170 freshmen correlated significantly with the GPA of the twelfth grade National Examinations. Some evidence for the construct validity of the test is cited.

Relationship of Rigidity to Academic Achievement and Occupational Choice of Accounting Students

1976 ◽  
Vol 38 (3) ◽  
pp. 711-721 ◽  
Author(s):  
Sara H. Dinius ◽  
Sherwood C. McIntyre
Keyword(s):  
Grade Point Average ◽  
Occupational Choice ◽  
Statistical Significance ◽  
Demographic Data ◽  
Accounting Students ◽  
School Grade ◽  
Grade Point ◽  
High School Grade ◽  
Average High School ◽  
Relationship Of

250 university students were administered the “Einstellung” Water Jug Test. College grade point average, high school grade point average and American College Testing Program scores were collected for 184 of the subjects. Six measurements from the Einstellung test were analyzed to determine their power to (1) discriminate accounting majors from non-accounting majors (majors) and (2) discriminate students who were successful in accounting from those who were not (success). Two measurements significantly discriminated subjects by major and four measurements discriminated subjects by success. Three measurements from the Einstellung test were intercorrelated with the demographic data; nine of the correlations showed statistical significance. A multiple correlation, in which success was the criterion and the eight measures the predictors, showed a multiple R = .640. It was concluded that the addition of the Einstellung test to a traditional testing battery will raise the level of the “predictive plateau.”

Relationship of Undergraduate Grade Point Average (GPA) and Graduate Record Examination Scores With Level II Fieldwork Performance

2015 ◽  
Vol 69 (Suppl. 1) ◽  
pp. 6911505120p1
Author(s):  
Alaena Haber ◽  
Allie Fen ◽  
Katherine Perrine ◽  
Jessica Jin ◽  
Molly Bathje ◽  
...  
Keyword(s):  
Grade Point Average ◽  
Graduate Record Examination ◽  
Grade Point ◽  
Level Ii ◽  
Relationship Of

A Study On Emotional Intelligence And Academic Achievement In Malaysia

2020 ◽  
Vol 7 (10) ◽  
pp. 109-115
Author(s):  
Cyndra Robert Budull ◽  
Nur Khairunisa Abu Talip ◽  
Noreriani Sabturani ◽  
Theresa Ahing ◽  
Muhamad Syukrie Abu Talip
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
University Students ◽  
Grade Point Average ◽  
Grade Point ◽  
Cumulative Grade Point Average ◽  
Undergraduate University Students ◽  
The University ◽  
The Relationship ◽  
Pearson Correlations

The study aimed to explore the relationship between emotional intelligence (EI) and academic achievement (AA) among undergraduate university students in Malaysia. Four hundred and sixty (n=460) undergraduate university students in Malaysia involved in the present study. The Assessing Emotional Scale (AES) questionnaire was used to measure EI, while the Cumulative Grade Point Average (CGPA) used to determine AA scores. Pearson correlations were utilized to examine the relationship between EI and AA. The findings showed positive and weak relationship between overall emotional intelligence (EI) and academic achievement (r=.090), perception of emotion (PE) and academic achievement (r=.016) and managing others’ emotion (MOTE) and academic achievement (r=.044). Perception of Emotion (PE) are found significantly and positively correlate with academic achievement (r=.101). A significant positive relationship also reported between Managing Own Emotion (MOE) and academic achievement (r=.123). This study helps in understanding and providing information on the university students’ emotional intelligence and academic achievement during undergraduate life.

scholarly journals The Relationship between Time to Complete a Test and Test Performance

2009 ◽  
Vol 8 (2) ◽  
pp. 53-56 ◽  
Author(s):  
R. Eric Landrum ◽  
Heather Carlson ◽  
Wendy Manwaring
Keyword(s):  
Grade Point Average ◽  
Test Performance ◽  
Completion Time ◽  
Demographic Variables ◽  
Open Book ◽  
Grade Point ◽  
Test Items ◽  
Statistics Course ◽  
The Relationship ◽  
Test Completion

One hundred eighty-three students enrolled in an undergraduate psychology statistics course completed three tests comprised of different amounts of closed book and open book test items. For these tests, students also recorded their test completion time, for extra credit. We then combined course-based student data with preexisting demographic variables. We found that test completion time was sometimes negatively correlated with test performance, but not consistently so. Student age was positively correlated with test completion time, and prior term grade point average (GPA) and prior cumulative GPA were both positively correlated with test performance. We discuss these results by exploring possible reasons for the inconsistent relationship between test completion time and test performance, and the advice we might give to students regarding these matters.

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