scholarly journals Study Habits, Skills, and Attitudes: The Third Pillar Supporting Collegiate Academic Performance

2008 ◽  
Vol 3 (6) ◽  
pp. 425-453 ◽  
Author(s):  
Marcus Credé ◽  
Nathan R. Kuncel
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Study Skills ◽  
Meta Analysis ◽  
Grade Point ◽  
Study Skill ◽  
The Third ◽  
High School Grades ◽  
Individual Difference Variable ◽  
Study Habit

Study habit, skill, and attitude inventories and constructs were found to rival standardized tests and previous grades as predictors of academic performance, yielding substantial incremental validity in predicting academic performance. This meta-analysis ( N = 72,431, k = 344) examines the construct validity and predictive validity of 10 study skill constructs for college students. We found that study skill inventories and constructs are largely independent of both high school grades and scores on standardized admissions tests but moderately related to various personality constructs; these results are inconsistent with previous theories. Study motivation and study skills exhibit the strongest relationships with both grade point average and grades in individual classes. Academic specific anxiety was found to be an important negative predictor of performance. In addition, significant variation in the validity of specific inventories is shown. Scores on traditional study habit and attitude inventories are the most predictive of performance, whereas scores on inventories based on the popular depth-of-processing perspective are shown to be least predictive of the examined criteria. Overall, study habit and skill measures improve prediction of academic performance more than any other noncognitive individual difference variable examined to date and should be regarded as the third pillar of academic success.

The Relationship between Religiosity and Academic Performance amongst Accounting Students

2016 ◽  
Vol 5 (2) ◽  
pp. 165
Author(s):  
Umaru Mustapha Zubairu ◽  
Olalekan Busra Sakariyau
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Statistical Analysis ◽  
Positive Association ◽  
Grade Point Averages ◽  
Accounting Students ◽  
Grade Point ◽  
Islamic Perspective ◽  
The Relationship

<p>In this paper, the association between religiosity and academic performance among accounting students enrolled at the International Islamic University Malaysia (IIUM) is explored, as recent research demonstrates a positive association between religiosity and academic success. Students' religiosity was measured using proxies from an Islamic perspective, whilst their academic performances were measured using their Cumulative Grade Point Averages (CGPA). The statistical analysis revealed no significant correlation between religiosity and academic performance among accounting students at IIUM. However, a closer examination of the results revealed that students at IIUM possessed high levels of religiosity as well as high levels of academic performances.</p>

Student Bedtimes, Academic Performance, and Health in a Residential High School

2016 ◽  
Vol 33 (4) ◽  
pp. 264-268 ◽  
Author(s):  
Maliah J. Wernette ◽  
Jan Emory
Keyword(s):  
High School ◽  
Academic Performance ◽  
Academic Success ◽  
School Nurse ◽  
The United States ◽  
Grade Point ◽  
Late Night ◽  
Linear Relationships ◽  
Residential High School ◽  
Level Of Significance

Inadequate sleep among adolescents is considered an epidemic in the United States. Late night bedtimes could be an important factor in academic performance and health with consequences continuing throughout adulthood. The purpose of this study was to explore the relationships between late night bedtimes, academic performance (grade point average [GPA]), and utilization of health care (school nurse visits) in a residential high school. The data were collected from archival records for one academic semester. The statistical analysis employed the nonparametric Pearson’s correlation coefficient ( r) with the standard level of significance (α = .05). Positive and inverse linear relationships were found between bedtime and school nurse visits ( p < .00001) and bedtime and GPA ( p = .007). The findings suggest students’ late night bedtimes may be related to increased school nurse visits and lower academic performance. Adolescent late night bedtimes may be an important consideration for academic success and maintaining health in residential high schools.

scholarly journals SUSTAINING ACADEMIC SUCCESS THROUGH EFFECTIVE CLASSROOM MANAGEMENT

2020 ◽  
Vol 8 (4) ◽  
pp. 213-221
Author(s):  
Bonimar T. Afalla ◽  
Fitzgerald L. Fabelico
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Academic Success ◽  
Classroom Management ◽  
Time Management ◽  
Management Practices ◽  
The Philippines ◽  
State University ◽  
Grade Point ◽  
Teaching Learning

Purpose of the study: This study ascertained the classroom management practices of teachers and their relationship to the academic performance of college students of a state university in the Philippines. Methodology: As a correlational study, 317 randomly selected senior college students served as respondents. A survey questionnaire was used to determine the level of teachers’ classroom management practices. The Grade Point Averages (GPAs) of the students constitute their academic performance. Frequency, percentage, mean, and Pearson r were used to analyse gathered data statistically. Main Findings: When the teachers give priority to the physical classroom condition, the students tend to feel relaxed and comfortable, thereby displaying a higher level of academic performance. Further, students performed better when the teachers positively reinforced their responses. Furthermore, the students’ better performance in their educational undertakings is linked with teachers’ adeptness in time management. Applications of this study: To further improve the academic performance of students, teachers may strengthen the teaching-learning process through the following provisions: inspiring classroom setups, classroom enhancement programs (peer teaching, remedial and tutorial programs), appropriate educative measures and proper allocation of time. Novelty/Originality of this study: This study provides verifications that some aspects of classroom management such as physical condition, discipline, and time management are significantly linked to students’ academic success.

scholarly journals Teacher-student interactions and academic performance of students

2021 ◽  
Vol 30 (1) ◽  
pp. 87-93
Author(s):  
Mst Maleka Pervin ◽  
Nafiza Ferdowsh ◽  
Israt Jahan Munni
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Sampling Technique ◽  
Student Interactions ◽  
Grade Point ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teacher Student Interactions ◽  
The Individual ◽  
Academic Resources

The main goal of this study was to investigate the influence of teacherstudent interaction on academic performance of the students. Hundred participants (50 teachers and 50 students) were selected through purposive sampling technique to conduct this research. Teacher and student feedback were measured by using the Questionnaire on Teacher Interaction (QTI) as well as students’ academic performance was calculated by using last year grade point average (GPA) of each student. Pearson product moment correlation was used which indicated a positive significant correlation (r = 0.70, p < 0.05) between teacher-student interaction and academic performance of the students. The findings indicated the importance of teacher-student relationships to attain academic success of the students. The results suggest providing appropriate academic resources and aids for the teachers to meet the individual needs of their students. Dhaka Univ. J. Biol. Sci. 30(1): 87-93, 2021 (January)

scholarly journals Does General and Specific Traits of Personality Predict Students’ Academic Performance?

2022 ◽  
Vol 2022 ◽  
pp. 1-8
Author(s):  
Mohamed Jaber ◽  
Basim Al-Samarrai ◽  
Afraa Al-Obaidee ◽  
Sudhir Rama Varma ◽  
Mohmed Isaqali Karobari ◽  
...  
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Clinical Success ◽  
Dental Students ◽  
Personality Factors ◽  
Personality Profiles ◽  
Grade Point ◽  
And Performance ◽  
A Prospective Study ◽  
Performance Results

Background and Objectives. This study examines whether personality profiles, personality factors, or clusters of personality factors are associated with academic success. Methods. The study includes all fifth-year dental students registered at the College of Dentistry, Ajman University, in 2019/2020. One hundred and seventy students were invited to complete personality and performance measures using the Big Five Inventory (BFI) scale; the weighted grade point average (GPA) was used to assess students’ academic performance. Results. Of the 170 participants, 60% were female and 40% were male. Participants ranged in age from twenty-four to twenty-seven years, with an average age of twenty-four years. There was a relationship between personality scores obtained for the students and their subsequent academic performance. The broad conscientiousness, competence, achievement, and dutifulness predicted academic and clinical success. The prediction accuracy of conscientiousness was improved by the inclusion of dutifulness, self-discipline, and deliberation. Conclusion. This study confirms that the students’ personality profile is a substantial predictor of academic performance and likely to help select future intakes of students, although a prospective study would be required for a definite answer to this question.

Self-Monitoring by College Students With ADHD: The Impact on Academic Performance

2014 ◽  
Vol 21 (12) ◽  
pp. 1030-1039 ◽  
Author(s):  
Mindy C. Scheithauer ◽  
Mary L. Kelley
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Goal Setting ◽  
Study Skills ◽  
Goal Attainment ◽  
Self Monitoring ◽  
Grade Point ◽  
Empirically Supported ◽  
Students With Adhd ◽  
The Impact

Objective: There is a lack of empirically supported treatments for college students with ADHD and academic deficits. The current study evaluated self-monitoring, an intervention that may improve academics in children with ADHD, with a college sample diagnosed with ADHD. Method: Fifty-three participants were recruited, 41 of which completed the study and are included in the analyses. Participants were randomly assigned to a group that received study skills instruction, goal setting, and self-monitoring instruction (SM+ group; n = 22) or a group that received only study skills and goal setting (SM− group; n = 19). Results: Participants in the SM+ group demonstrated significant improvement in their ADHD symptoms, academic behavior, grade point averages (GPAs), and goal attainment. These improvements were not significant for the SM− group. Conclusion: These findings suggest that self-monitoring might be used to improve academic performance in college students with ADHD.

Optimism about College Life and Academic Performance in College

1984 ◽  
Vol 55 (2) ◽  
pp. 347-350 ◽  
Author(s):  
Max Prola ◽  
Daniel Stern
Keyword(s):  
High School ◽  
Academic Performance ◽  
Grade Point Averages ◽  
College Performance ◽  
Grade Point ◽  
College Life ◽  
School Grades ◽  
High School Grades ◽  
Life Scale

The hypothesis that optimism about college is associated with academic performance was tested. The Optimism About College Life Scale was administered to 67 male and 36 female entering college freshmen, and scores correlated (.22) with grade-point averages two years later. College optimism also was significantly associated ( r = .22) with high-school grades, suggesting that the more able students are more optimistic about college and obtain higher grades in college. When the effect of high-school grades was held constant, however, the association between optimism and college academic performance diminished to a non-significant r of .17. Research on self-concept variables and college performance might also profit from a similar analysis of the role of previous academic performance.

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.

Long-Term Prospects and College Students’ Academic Performance

2018 ◽  
Vol 37 (3) ◽  
pp. 358-371 ◽  
Author(s):  
Yaoran Li ◽  
Kennon M. Sheldon ◽  
Jeffrey N. Rouder ◽  
David A. Bergin ◽  
David C. Geary
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Academic Success ◽  
School Achievement ◽  
Grade Point ◽  
High School Achievement ◽  
Low Achieving Students ◽  
Prior Achievement ◽  
Better Than

Self-referent performance beliefs can influence people’s decision making related to long-term goals. Current measures of such beliefs, however, do not explicitly focus on the long-term aspects of goal achievement. We introduce a new concept, Long-Term Prospects (LTP), which is defined as the self-perception that one can maintain the continuous effort needed to achieve long-term goals. We developed a measure of LTP and demonstrated across three studies ( n > 1,900) that college students’ LTP predicted their academic performance, as defined by self-reported grade point average (GPA) and official GPA. Moreover, LTP predicted GPA better than commonly used measures of grit, conscientiousness, and academic self-concept. Multiple regression and Bayesian results showed that LTP accounted for unique variance in the prediction of college GPA above and beyond intelligence, prior achievement, and demographics. Tests for moderation effects suggested that students who had low high school achievement or a low need for achievement especially benefited from having strong beliefs about their ability to maintain effort over the long term. These studies suggest that self-referent beliefs about one’s ability to maintain the effort needed to achieve long-term goals are important for academic success and that the LTP measure captures individual differences in these beliefs. The implication is that cultivating students’ belief that they can maintain long-term effort, especially in low-achieving students, may yield positive outcomes in their academic performance.

Predictors of Academic Success in the Undergraduate Psychology Major

1994 ◽  
Vol 21 (4) ◽  
pp. 238-241 ◽  
Author(s):  
Frank Meeker ◽  
Daniel Fox ◽  
Bernard E. Whitley
Keyword(s):  
High School ◽  
Academic Success ◽  
College Graduates ◽  
Prediction Equation ◽  
Grade Point ◽  
Scholastic Aptitude ◽  
High School Grades ◽  
And Mathematics ◽  
General Studies ◽  
Predictors Of Academic Success

Transcript data were compiled on 288 recent college graduates majoring in psychology to determine the variables that correlated best with grade point average in psychology (PSYGPA). The graduates were a highly diverse group in terms of high school academic backgrounds, grades in high school, and Scholastic Aptitude Test scores. Factor analysis of 26 predictor variables revealed three clusters of variables: high school grades/verbal, general studies, and mathematics. Multiple regression analyses revealed PSYGPA to be predicted by the grade in Introductory Psychology, general studies coursework, and mathematics factors, which together accounted for 67% of the variance. The prediction equation differed somewhat from that obtained for students at another university; consequently, prediction equations used to screen majors should be based only on students at a particular institution.

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