Exploring the Relationship between Recreational Sports Employment and Academic Success

2007 ◽  
Vol 31 (1) ◽  
pp. 69-74 ◽  
Author(s):  
Matthew W. Hackett
Keyword(s):  
Academic Success ◽  
Undergraduate Students ◽  
Grade Point Averages ◽  
Student Employment ◽  
Recreational Sports ◽  
Grade Point ◽  
Credit Hours ◽  
Student Employees ◽  
Part Time ◽  
The Relationship

This study examined the relationship between part-time student employment in a recreational sports department and academic success as measured by grade point averages (GPA) and number of credit hours enrolled. Three hundred and thirty undergraduate recreational sports student employees were compared to a random sample of 350 undergraduate students who were not employed by the department of recreational sports. A positive connection was identified between employment with the recreational sports department and academic success. Freshmen and junior recreational sports employees had statistically significant higher GPAs than the freshmen and juniors in the general student population. However, working with the recreational sports department did not have an effect on the number of credit hours enrolled.

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>

The Freshman Year Experience: Student Rotation and Student Success

NASPA Journal ◽  
1999 ◽  
Vol 36 (4) ◽  
Author(s):  
Meg Wright Sidle ◽  
Janet McReynolds
Keyword(s):  
Predominantly White ◽  
Grade Point Averages ◽  
Grade Point ◽  
Freshman Year ◽  
Credit Hours ◽  
Ex Post ◽  
Freshman Year Experience ◽  
Ex Post Facto ◽  
The Relationship ◽  
Academic Year

This ex post facto controlled investigation was conducted from 1993 to 1996 at a medium sized, regional, predominantly White, public, four-year university in the Midwest to determine the relationship between participation in the institution's freshman year experience course and student retention and success. Students who participated in the course were found to continue their enrollment to the fall term of their second year at a higher rate, complete more of the first academic year, earn higher cumulative grade point averages, and have higher ratios of earned credit hours in relation to the number of credit hours attempted.

scholarly journals How grit mediates the relations between personality and GPA in university students?

2019 ◽  
Vol 14 (2) ◽  
pp. 257-265
Author(s):  
Zeynep Aydın Sünbül
Keyword(s):  
Academic Success ◽  
University Students ◽  
Path Analysis ◽  
Undergraduate Students ◽  
Negative Relationship ◽  
Grade Point Averages ◽  
Grade Point ◽  
Mediating Role ◽  
Predicting Gpa

The study tested the relationships between personality, grit and grade point averages (GPAs) among university students. The sample was 406 undergraduate students (299 females and 107 males) from three universities in Istanbul. The instruments used in the study were Grit-S and the Big-Five Inventory. The data were analysed through a path analysis. The results of the path analysis for the first model exploring the relationship between personality and GPA through the mediating role of grit showed that the model did not seem sufficiently applicable for the data. In the second model, grit and neuroticism were determined as independent variables predicting GPA, whereby it seemed that conscientiousness mediated this relationship. The results for the second model showed that the neuroticism has significantly negative relationship with grit; grit has significantly positive relation to conscientiousness and conscientiousness has a significantly positive relationship with GPA. Keywords: GPA, academic success, grit, personality, university students.

scholarly journals The Impact of Learning Strategies and Future Orientation on Academic Success: The Moderating Role of Academic Self-Efficacy among Italian Undergraduate Students

2020 ◽  
Vol 10 (5) ◽  
pp. 134
Author(s):  
Greta Mazzetti ◽  
Alessio Paolucci ◽  
Dina Guglielmi ◽  
Ira Vannini
Keyword(s):  
Academic Success ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Future Orientation ◽  
Time Lag ◽  
Grade Point ◽  
The Impact ◽  
The Relationship ◽  
Academic Self Efficacy

Promoting academic success among undergraduate students is crucial for tackling the need to foster employability competencies. Low levels of academic attainment in higher education, along with the increasing number of persons participating in tertiary education, represent crucial trends, which need to be studied in order to develop efficient retention practices. The current study aimed to investigate the relationship between relevant factors that can foster academic success: learning strategies, future orientation, and academic self-efficacy. To this purpose, a longitudinal study was performed on a sample of N = 87 undergraduate students from one of the largest Italian universities (63.4% males, 74.2% enrolled in the first year). Participants filled in an online questionnaire at two different time points, with a time lag of 12 months. Results of a moderated mediation model indicated that the relationship between learning strategies at Time 1 (T1) and Grade Point Average (GPA) at Time 2 (T2) was mediated by students’ future orientation. Moreover, this association was moderated by T1 academic self-efficacy. These results suggest that learning strategies positively influence GPA through an enhanced future orientation, in particular when students report high or medium levels of self-efficacy. The current findings invite a thorough review of training interventions for improving academic achievement.

Student congruence with academic major: Do hours worked and attitude affect satisfaction and success?

2017 ◽  
Vol 26 (3) ◽  
pp. 142-152 ◽  
Author(s):  
Erica L Mathis ◽  
Emily Bullock-Yowell ◽  
Melanie E Leuty ◽  
Bonnie C Nicholson
Keyword(s):  
Academic Success ◽  
College Major ◽  
Negative Relationship ◽  
Student Employment ◽  
Academic Major ◽  
Grade Point ◽  
Major Satisfaction ◽  
Cognitive Influences ◽  
The Relationship ◽  
Significant Moderator

The current study sought to determine if student employment was a significant moderator of the relationship between congruence with college major, academic major satisfaction, and academic major success. Correlation results suggested that student employment has a negative relationship with academic success as measured by grade point average. No study hypotheses were supported but regression analyses showed significant impact of cognitive influences on academic major satisfaction and academic major success. Clinicians are encouraged to aid students in planning the relationship between required work and educational responsibilities, as well as consider implications of negative career thinking on academic satisfaction and success.

scholarly journals Academic Success and Initial Labor Market Outcomes for Pharmacy Graduates

2011 ◽  
Vol 2 (1) ◽  
Author(s):  
Sean Murphy ◽  
Cynthia Naughton ◽  
Dan Friesner
Keyword(s):  
Labor Market ◽  
Academic Success ◽  
Labor Market Outcomes ◽  
Grade Point Averages ◽  
Pharmacy Students ◽  
Original Research ◽  
Market Outcomes ◽  
Grade Point ◽  
Labor Market Outcome ◽  
The Relationship

Purpose: This study examines the relationship between academic success and labor market outcomes among graduating pharmacy students. Unlike previous studies, this paper characterizes labor market outcome not only as an individual's starting salary, but also whether or not the student had a position secured at the time of graduation, whether or not a signing bonus was received, and the setting in which (s)he will practice. Methods: A standard exit survey was administered to graduating Doctor of Pharmacy students at a Midwestern, public university within two weeks of graduation. The relationship between academic success and initial labor market outcome was assessed using cross-tabulations, chi-square and Fisher exact tests. Results: There were no significant relationships between grade point averages and signing bonuses, starting salaries or employment offers. Students with higher grade point averages were less likely to work in chain community pharmacies, and more likely to work in a hospital or other health-system setting. Conclusions: The relationships between academic and direct measures of labor market outcomes (salary and bonuses) were not necessarily positive, as standard economic theory predicts. Rather, the relationship is indirect, as it appears that students with greater academic success obtained employment in more clinical settings, which carry a different mix of pecuniary and non-pecuniary benefits. Type: Original Research

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 Major Re-selection Advising and Academic Performance

2017 ◽  
Vol 37 (1) ◽  
pp. 15-25 ◽  
Author(s):  
Deborah McKenzie ◽  
Tony Xing Tan ◽  
Edward C. Fletcher ◽  
Andrea Jackson-Williams
Keyword(s):  
Regression Analysis ◽  
Treatment Group ◽  
Undergraduate Students ◽  
Grade Point Averages ◽  
Control Group ◽  
Control Group Design ◽  
Grade Point ◽  
Group Design ◽  
Quasi Experimental ◽  
Positive Effect

We sought to determine whether receiving major re-selection (MRS) advising benefits undergraduate students' grade-point averages (GPAs). We used a quasi-experimental nonequivalent control group design to compare a treatment group (n = 219) of undergraduates who changed their majors after receiving MRS advising with a control group (n = 206) who changed majors without advising during the same semester as the treatment group. Findings showed that, on average, students who received MRS experienced no change in their program GPA but an increase in their semester GPA; however, the control group experienced a decrease in program and semester GPAs. Multiple regression analysis confirmed that MRS advising had a positive effect on posttest semester GPAs (β = .33, p &lt; .001) and program GPAs (β = .28, p &lt; .001). Implications for student advising are discussed.

Factors Influencing Job Satisfaction of Student Employees of a Recreational Sports Department at a Large, Four-Year Public Institution: A Case Study

2011 ◽  
Vol 35 (1) ◽  
pp. 35-44 ◽  
Author(s):  
Timothy B. Kellison ◽  
Jeffrey D. James
Keyword(s):  
Job Satisfaction ◽  
Organizational Behavior ◽  
Public Institution ◽  
Recreational Sports ◽  
Comprehensive Understanding ◽  
Student Employees ◽  
Part Time ◽  
Sport And Recreation ◽  
Recreation Organizations

Job satisfaction is among the most researched concepts in the study of organizational behavior, particularly because of managers' interests in the favorable consequences associated with high job satisfaction. Previous research, however, has largely overlooked part-time employees. This insufficiency is especially problematic for sport and recreation organizations, which often rely heavily on part-time employees to fill specialized roles. The present study was conducted to assess the determinants of job satisfaction among part-time student employees of a university recreational sports department. The results have significant implications for similar organizations. A comprehensive understanding of the factors contributing to job satisfaction provides recreational sports administrators with the necessary tools to enhance satisfaction in the student workplace, and ultimately overall productivity.

Career Development Courses and Educational Outcomes

2016 ◽  
Vol 44 (3) ◽  
pp. 209-223 ◽  
Author(s):  
Jamie M. Hansen ◽  
Aaron P. Jackson ◽  
Tyler R. Pedersen
Keyword(s):  
College Students ◽  
Career Development ◽  
Undergraduate Students ◽  
Educational Outcomes ◽  
Graduation Rate ◽  
Grade Point Averages ◽  
Grade Point ◽  
Career Course ◽  
The Impact ◽  
Development Course

Research suggests that career development courses have positive impacts on college students’ career development outputs. What is less established is the impact of these career courses on educational outcomes like retention, graduation rate, and academic performance. This study compared two groups of undergraduate students: one that successfully completed a career development course ( n = 3,546) and a matched group of students who did not take the career course ( n = 3,510). The groups were compared on graduation rate, time to graduation, course withdrawals, and cumulative grade point averages (GPAs). The career development course was not a significant predictor of graduation within 6 years, the number of semesters to graduate, or the number of withdrawals incurred. However, the career development course did significantly predict the total number of credits (participants graduated with about five more credits) and cumulative GPA at graduation (participants graduated with higher GPAs).

Sign in / Sign up

Export Citation Format

Share Document