scholarly journals Intelligence and academic performance: Is it all in your head?

2021 ◽  
Author(s):  
Katherine L. Bottenhorn ◽  
Jessica E. Bartley ◽  
Michael C. Riedel ◽  
Taylor Salo ◽  
Elsa I. Bravo ◽  
...  
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Task Performance ◽  
Undergraduate Students ◽  
Classroom Environment ◽  
Intelligence Quotient ◽  
Brain Connectivity ◽  
Instructional Environment ◽  
Physics Course ◽  
Physics Knowledge

AbstractAcademic performance relies, in part, on intelligence; however, intelligence quotient (IQ) is limited in predicting academic success. Furthermore, while the search for the biological seat of intelligence predates neuroscience itself, its findings remain conflicting. Here, we assess the interplay between IQ, academic performance, and brain connectivity with behavioral and functional MRI data collected from undergraduate students as they completed an active learning or lecture-based semester-long university physics course. IQ (i.e., full-scale WAIS scores) increased significantly pre-to post-instruction, were associated with physics knowledge and reasoning measures, but were unrelated to overall course grade. IQ was related to brain connectivity during physics-related cognition, but connectivity did not mediate IQ’s association with task performance. These relations depended on students’ sex and instructional environment, providing evidence that physics classroom environment and pedagogy may have a gendered influence on students’ performance. Discussion focuses on opportunities to improve physics reasoning skills for all students.

scholarly journals Comprehensive Investigation of Factors Influencing University Students’ Academic Performance in Saudi Arabia

2021 ◽  
Vol 11 (8) ◽  
pp. 375
Author(s):  
Abdullah Alabdulkarem ◽  
Mohammad Alhojailan ◽  
Saad Alabdulkarim
Keyword(s):  
Saudi Arabia ◽  
Academic Performance ◽  
Academic Success ◽  
Undergraduate Students ◽  
Success Factors ◽  
Education Outcomes ◽  
Professional Careers ◽  
K 12 ◽  
Undergraduate Programs ◽  
Relationship Of

Academic success in undergraduate programs is indicative of potential achievements for graduates in their professional careers. The reasons for an outstanding performance are complex and influenced by several principles and factors. An example of this complexity is that success factors might change depending on the culture of students. The relationship of 32 factors with the reported academic performance (RAP) was investigated by using a survey distributed over four key universities in Saudi Arabia. A total of 3565 Saudi undergraduate students completed the survey. The examined factors included those related to upbringing, K-12 education, and structured and unstructured activities. Statistical results validate that many factors had a significant relationship with the RAP. Among those factors, paternal’s education level and work field, type of intermediate and high schools, and the attendance of prayers in mosques were significantly associated with the reported performance. This study provides important insights into the potential root causes of success so that they can be targeted by educators and policy makers in the effort to enhance education outcomes.

scholarly journals Growing a growth mindset: characterizing how and why undergraduate students’ mindsets change

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Lisa B. Limeri ◽  
Nathan T. Carter ◽  
Jun Choe ◽  
Hannah G. Harper ◽  
Hannah R. Martin ◽  
...  
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Student Success ◽  
Undergraduate Students ◽  
Growth Mindset ◽  
Academic Experiences ◽  
Five Factors ◽  
Stem Students ◽  
Upper Level ◽  
Survey Responses

Abstract Background The extent to which students view their intelligence as improvable (i.e., their “mindset”) influences students’ thoughts, behaviors, and ultimately their academic success. Thus, understanding the development of students’ mindsets is of great interest to education scholars working to understand and promote student success. Recent evidence suggests that students’ mindsets continue to develop and change during their first year of college. We built on this work by characterizing how mindsets change and identifying the factors that may be influencing this change among upper-level STEM students. We surveyed 875 students in an organic chemistry course at four points throughout the semester and interviewed a subset of students about their mindsets and academic experiences. Results Latent growth modeling revealed that students tended to shift towards viewing intelligence as a stable trait (i.e., shifted towards a stronger fixed mindset and a weaker growth mindset). This trend was particularly strong for students who persistently struggled in the course. From qualitative analysis of students’ written survey responses and interview transcripts, we determined that students attribute their beliefs about intelligence to five factors: academic experiences, observing peers, deducing logically, taking societal cues, and formal learning. Conclusions Extensive prior research has focused on the influence of mindset on academic performance. Our results corroborate this relationship and further suggest that academic performance influences students’ mindsets. Thus, our results imply that mindset and academic performance constitute a positive feedback loop. Additionally, we identified factors that influence undergraduates’ mindset beliefs, which could be leveraged by researchers and practitioners to design more persuasive and effective mindset interventions to promote student success.

Ubiquitous laptop use in higher education: Multitasking and students’ perception of distraction in a European setting

First Monday ◽  
2017 ◽  
Author(s):  
Manuel Goyanes ◽  
Daniel Catalán-Matamoros
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Graduate Students ◽  
Social Networking ◽  
Undergraduate Students ◽  
Public University ◽  
Complementary Information ◽  
Class Time ◽  
Use Behavior ◽  
Traditional Class

The present study was conducted in a European setting to examine what undergraduate students do on their laptops during a traditional class and to what extent laptop usage behaviors are associated with academic success, along with social networking use and laptop use as distractions. Based on a survey of 200 Spanish graduate students from a public university, the study led to four conclusions: 1) the most prevalent laptop use during class time was for academic purposes; 2) the perception of computer use during class time as a distraction was a significant and positive predictor of academic performance; 3) all predictor variables of laptop use behavior during class time were statistically significant and were positive predictors of social networking use except for searching for complementary information; and 4) in addition to academic performance, all laptop use behavior variables were statistically significant and positive predictors of laptop as a distraction tool, except for taking notes. Theoretical, academic and implications for practice are discussed.

scholarly journals Predicting the academic success of architecture students by pre-enrolment requirement: using machine-learning techniques

2016 ◽  
Vol 16 (4) ◽  
pp. 86-98 ◽  
Author(s):  
Ralph Olusola Aluko ◽  
Olumide Afolarin Adenuga ◽  
Patricia Omega Kukoyi ◽  
Aliu Adebayo Soyingbe ◽  
Joseph Oyewale Oyedeji
Keyword(s):  
Machine Learning ◽  
Academic Performance ◽  
Academic Success ◽  
Discriminant Analysis ◽  
Linear Discriminant Analysis ◽  
Undergraduate Students ◽  
Machine Learning Techniques ◽  
Nearest Neighbour ◽  
Analysis Model ◽  
Linear Discriminant

In recent years, there has been an increase in the number of applicants seeking admission into architecture programmes. As expected, prior academic performance (also referred to as pre-enrolment requirement) is a major factor considered during the process of selecting applicants. In the present study, machine learning models were used to predict academic success of architecture students based on information provided in prior academic performance. Two modeling techniques, namely K-nearest neighbour (k-NN) and linear discriminant analysis were applied in the study. It was found that K-nearest neighbour (k-NN) outperforms the linear discriminant analysis model in terms of accuracy. In addition, grades obtained in mathematics (at ordinary level examinations) had a significant impact on the academic success of undergraduate architecture students. This paper makes a modest contribution to the ongoing discussion on the relationship between prior academic performance and academic success of undergraduate students by evaluating this proposition. One of the issues that emerges from these findings is that prior academic performance can be used as a predictor of academic success in undergraduate architecture programmes. Overall, the developed k-NN model can serve as a valuable tool during the process of selecting new intakes into undergraduate architecture programmes in Nigeria.

scholarly journals Effect of digital media on academic performance in undergraduate students

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Sarita Modi ◽  
Manila Jain
Keyword(s):  
Academic Performance ◽  
Social Network ◽  
Academic Success ◽  
Social Networking ◽  
Digital Media ◽  
Undergraduate Students ◽  
Social Networking Sites ◽  
Social Network Sites ◽  
Site Use ◽  
Negative Effect

Background: No doubt, new communication technology has turned the whole world into a "Global Village". Technology, as it is, though, like two sides of a coin, carries both the negative and the positive sides of it. It allows people to be well educated, enlightened, and keep up with changes in the world. Technology is exposing society to a new way to do stuff. Objective of the study: Effect of digital media on academic performance in undergraduate students. Materials and Methods: The research population consisted of all students who from 2017-2020 academic years are studying at Malwanchal University willing to participate in the study and complete the questionnaires entirely. Stratified sampling at random was done. Variables of social media use were measured by the Merton (1968) social network site use scale and academic performance was evaluated according to the self-reported GPA. Results: The results showed that the mean percentage of users belonging to low social network sites among the sample categories, average users of social network sites and high users of social network sites varied significantly. Conclusion: The use of social networking sites on the Internet has a negative effect on academic success. The value of learning to balance the use of social networking sites for better purposes is found to aid in their academic standing. Keywords: Social Network Sites (SNSs), Academic performance

scholarly journals Сравнительный анализ влияния качества жизни, связанного со здоровьем, и объективного состояния здоровья на академическую успеваемость у студентов младших курсов медицинских и гуманитарных специальностей с учетом влияния средовых факторов. Влияние текущего состояния здоровья и качества жизни на успеваемость студентов младших курсов медицинских и гуманитарных специальностей

2019 ◽  
pp. 79-85
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Medical Students ◽  
Undergraduate Students ◽  
Family Income ◽  
Self Assessment ◽  
Comorbidity Index ◽  
High Level ◽  
Far Eastern

A comparative analysis of the correlation of academic success with the self-assessment of physical and mental status and objective state of health, taking into account the infl uence of the main demographic and socio-economic parameters of undergraduate students of medical and humanitarian specialties, was being conducted from 01.12. 2017 to 01.06.2018 at the Far Eastern Federal University and the Pacifi c State Medical University. According to the study design, 412 students (215 (52,1 %) female, 198 (47,9 %) male, average age 19,5 (1,6) years) were selected in the 1-3 years studying at humanitarian and medical faculties. Self-assessment of physical health by students of the humanities in general was higher than that of medical students (68,2/62,3), and was consistent with the range of normal values in both subgroups. The comorbidity index was found to be 1,6 (0,5) for medical students and 1,8 (0,3) for humanitarian students. When constructing a regression model of the infl uence of various factors on academic performance in the pooled sample, it was found out that the most strongly associated with performance are: the comorbidity index (r=11,48, p<0,05), HRQoL (r=9,23, p<0,01). Also, the average level of correlation with academic performance was revealed in family income indicators (r=3,34, p<0,05), learning and living conditions (r=3,42, p<0,05), learning quality (r=5,37, p<0,05). Thus, undergraduate students of medical and humanitarian specialties have a high level of chronic somatic morbidity and comorbidity index, while students also assess their quality of life associated with health within the normal range of values. There is a high level of correlation of the level of academic performance with indicators of the comorbidity index, HRQoL, the correlation of the average degree with indicators of family income, conditions of education and living, quality of education.

The effect of academic breaks on undergraduate academic performance

2020 ◽  
pp. 002072092092251
Author(s):  
Artem Lenskiy ◽  
Raad Shariat ◽  
Soonuk Seol
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Grade Point Average ◽  
Undergraduate Students ◽  
Grade Point ◽  
Before And After ◽  
Academic Records ◽  
Final Grades ◽  
The University

Leaving school for a period of time can have significant effects on students’ academic success. In this article, we analyze how taking an academic break for a different number of semesters affects students’ academic performance in terms of their Grade Point Average. This study is conducted at a university in Korea by analysing academic records of 653 undergraduate students who entered the university from 1998 to 2013. In addition, 101 currently enrolled students were surveyed to collect students’ opinions on the effects of academic breaks. We investigate changes in grades before and after a school leave and compare the final grades of students who had academic breaks to students who continued their studies without having any breaks during their undergraduate education.Our results indicate that students’ grades improve after coming back to the university from a four or more consecutive semesters break, however their final GPAs did not statistically differ from their peers who studied continuously, this suggests that students should not be afraid of taking longer academic breaks.

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.

scholarly journals Improving students’ performance with time management skills

2021 ◽  
Vol 18 (4) ◽  
pp. 230-250
Author(s):  
Robert Wilson ◽  
◽  
Keith Joiner ◽  
Alireza Abbasi ◽  
◽  
...  
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Undergraduate Students ◽  
Time Management ◽  
Female Students ◽  
Control Group ◽  
International Studies ◽  
Management Skills ◽  
Academic Settings ◽  
Academic Results

Research at the University of New South Wales with Defence Force Academy students found timemanagement skills significantly improve the academic results of male students but not female students when controlling for the usual effect of prior academic ability. While much previous research has revealed a positive link between time management and academic results within civilian environments, there is a lack of research on this link in dual-military or employment and academic settings. Our research also extends on many national and international studies’ by researching the efficacy of a direct training intervention in time-management skills. The study is unique in evaluating the size of the likely effect on academic results. This study used a mixed-methods evaluation design and a standardised questionnaire to compare two groups of 70 first-year undergraduate students. The experimental group were taught time-management skills in a workshop setting, while a control group did not attend time-management workshops. While the time-management workshop interventions did not improve the academic performance of female students, female students did benefit comparably to males in fewer subject failings and improved attitudes towards time-management attributes. The findings confirm an effect between time-management skills and academic success that offers substantial savings from fewer lost students. Recommendations are made to improve time-management skills and academic performance for all transitioning university students and examine if this significant effect translates to other initial training employment.

Read, Understand, Learn, & Excel: Development and Testing of an Automated Reading Strategy Detection Algorithm for Postsecondary Students

2019 ◽  
Vol 28 (3) ◽  
pp. 1257-1267 ◽  
Author(s):  
Priya Kucheria ◽  
McKay Moore Sohlberg ◽  
Jason Prideaux ◽  
Stephen Fickas
Keyword(s):  
Academic Success ◽  
Undergraduate Students ◽  
Expository Text ◽  
Reading Strategy ◽  
Detection Algorithm ◽  
Expository Texts ◽  
Human Observer ◽  
Behavioral Strategies ◽  
Periodic Review ◽  
Wide Range

PurposeAn important predictor of postsecondary academic success is an individual's reading comprehension skills. Postsecondary readers apply a wide range of behavioral strategies to process text for learning purposes. Currently, no tools exist to detect a reader's use of strategies. The primary aim of this study was to develop Read, Understand, Learn, & Excel, an automated tool designed to detect reading strategy use and explore its accuracy in detecting strategies when students read digital, expository text.MethodAn iterative design was used to develop the computer algorithm for detecting 9 reading strategies. Twelve undergraduate students read 2 expository texts that were equated for length and complexity. A human observer documented the strategies employed by each reader, whereas the computer used digital sequences to detect the same strategies. Data were then coded and analyzed to determine agreement between the 2 sources of strategy detection (i.e., the computer and the observer).ResultsAgreement between the computer- and human-coded strategies was 75% or higher for 6 out of the 9 strategies. Only 3 out of the 9 strategies–previewing content, evaluating amount of remaining text, and periodic review and/or iterative summarizing–had less than 60% agreement.ConclusionRead, Understand, Learn, & Excel provides proof of concept that a reader's approach to engaging with academic text can be objectively and automatically captured. Clinical implications and suggestions to improve the sensitivity of the code are discussed.Supplemental Materialhttps://doi.org/10.23641/asha.8204786

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