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.

scholarly journals Behavioral and Emotional Factors Identifying Dental Students’ Academic Performance and Depression Tendency in Japan

2020 ◽  
Vol 2 (4) ◽  
pp. p33
Author(s):  
Jung-Hui Lee
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Correlation Analysis ◽  
Psychological Health ◽  
Dental Students ◽  
First Year ◽  
Japanese University ◽  
Emotional Factors ◽  
Performance Results ◽  
Academic Year

This study primarily aimed to identify the mechanism through which behavioral and emotional factors relate to Japanese dental students’ academic performance, and secondarily to explain which emotional and behavioral factors and academic performance are related to dental students’ depression. A questionnaire survey was administered to 92 first-year undergraduate dental students during the 2018 academic year at a Japanese university. Regarding the mechanism of students’ academic performance, results of path analysis revealed that procrastination behavior positively affected emotional irritation and emotional irritation negatively affected academic performance. Correlation analysis revealed that depression tendency was positively related to emotional irritation and procrastination behavior. This study shows that undergraduate dental students’ stable emotion (lack of irritation) is likely associated with their academic success and their psychological health. Hence, to aid in the reduction of dental students’ depression and to improve their academic performance, we propose that educators should display acceptance of students’ emotions as an alternative to suggesting solutions from their own viewpoint.

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>

scholarly journals Influence of Motivation on Academic Performance among Dental College Students

2019 ◽  
Vol 7 (8) ◽  
pp. 1374-1381 ◽  
Author(s):  
Sultan A. Almalki
Keyword(s):  
Academic Performance ◽  
Self Efficacy ◽  
Dental Students ◽  
Task Value ◽  
Self Report ◽  
Learning Performance ◽  
Learning Beliefs ◽  
Grade Point ◽  
Motivation For Learning ◽  
And Task

AIM: This study aimed to assess the influence of motivation on academic performance among dental undergraduate students. METHODS: A cross-sectional study was carried out among a sample of 187 undergraduate dental students from the main dental colleges in the Riyadh region of Saudi Arabia using an electronic questionnaire. Students’ academic performance was measured by their current grade point average (GPA). Motivation was assessed using the Motivated Strategies for Learning Questionnaire (MSLQ), which is a self-report instrument designed to assess students’ motivational orientations and learning strategies in college, including goals and value beliefs for the studied program (intrinsic, extrinsic goals orientation and task value), beliefs about their skills to succeed in their studies (control of learning beliefs, self-efficacy for learning and performance), and their anxiety about program tests. RESULTS: The results showed positive correlations between GPA and the motivation scale (r = 0.2296, p = 0.0019) and most of its subscales, including self-efficacy for learning performance (r = 0.2997, p = 0.0001), control of learning beliefs (r = 0.2305, p = 0.0021) and task value (r = 0. 2243, p = 0.0021). Test anxiety showed negative correlation with GPA (r = -0.1943, p = 0.0100). Compared to their counterparts, male students, students perceived to be from middle class families and students living with their families were consistently showing significant correlations between GPA and most of the motivation subscales. CONCLUSION: It can be concluded that motivation for learning can influence the academic performance of dental students. This influence can be affected by factors such as sex, socioeconomic factors and family support of the students.

scholarly journals Factors of academic stress: Do they impact English academic performance?

2021 ◽  
Vol 10 (4) ◽  
pp. 1446
Author(s):  
Erlinda D. Tibus ◽  
Sybill Krizzia G. Ledesma
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Correlation Analysis ◽  
Time Management ◽  
Academic Stress ◽  
Moderate Level ◽  
Exploratory Research ◽  
Personal Stress ◽  
And Performance ◽  
The Impact

<span>This study investigated the college students’ level of academic performance and determined the impact of academic stress on their English academic performance. This employed a descriptive-exploratory research design with Exploratory Factor Analysis (EFA) and correlation analysis (Pearson r) as main analyses using statistical software. The result suggested that the students (N=250) have a moderate level of stress. Likewise, seven factors were generated through EFA but were reduced to four factors using parallel analysis, the factors are perceived personal stress, classroom stress, performance stress, and time management stress. In the correlation analysis, it was found out that perceived personal stress, classroom stress, and performance stress are significantly correlated except for time management stress. Moreover, these factors were found to have no significant relationship with the English grades of the students. With this result, it is concluded that despite having a moderate level of academic stress, students were able to manage them by using a plethora of coping mechanisms available. The institutions should offer prevention and intervention services that directly address the academic stress of the students to ensure academic success.</span>

scholarly journals Addictive use of digital devices in young children: Associations with delay discounting, self-control and academic performance

PLoS ONE ◽  
2021 ◽  
Vol 16 (6) ◽  
pp. e0253058
Author(s):  
Tim Schulz van Endert
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Delay Discounting ◽  
Intertemporal Choice ◽  
Self Control ◽  
Personality Factors ◽  
Impulsive Behavior ◽  
Digital Devices ◽  
Adolescents And Adults ◽  
The Relationship

The use of smartphones, tablets and laptops/PCs has become ingrained in adults’ and increasingly in children’s lives, which has sparked a debate about the risk of addiction to digital devices. Previous research has linked specific use of digital devices (e.g. online gaming, smartphone screen time) with impulsive behavior in the context of intertemporal choice among adolescents and adults. However, not much is known about children’s addictive behavior towards digital devices and its relationship to personality factors and academic performance. This study investigated the associations between addictive use of digital devices, self-reported usage duration, delay discounting, self-control and academic success in children aged 10 to 13. Addictive use of digital devices was positively related to delay discounting, but self-control confounded the relationship between the two variables. Furthermore, self-control and self-reported usage duration but not the degree of addictive use predicted the most recent grade average. These findings indicate that children’s problematic behavior towards digital devices compares to other maladaptive behaviors (e.g. substance abuse, pathological gambling) in terms of impulsive choice and point towards the key role self-control seems to play in lowering a potential risk of digital addiction.

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)

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