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>

Elementary General Music Performances and Teachers’ Perceptions of Stress

2021 ◽  
pp. 875512332110104
Author(s):  
Jennifer Potter
Keyword(s):  
Time Management ◽  
Music Teachers ◽  
Management Control ◽  
Elementary Music ◽  
General Music ◽  
Teachers Perceptions ◽  
Time Control ◽  
Elementary General Music ◽  
And Performance ◽  
The Impact

The purpose of investigation was to examine the perceptions of elementary music teachers concerning the preparation of elementary music performances and the impact on their perceived stress. Participants were practicing elementary general music teachers ( N = 3) representing three different elementary schools from a metropolitan area in the Midwest. All participants were interviewed twice over a period of two months via Zoom. Data were analyzed through an open coding process (Gibbs, 2007), which yielded three themes: time management, control, and isolation. Facets of time management included strategic planning, organizational techniques, and instructional time; control concerned scheduling, repertoire selection, equipment, and performance venues; and isolation pertained to relationships with colleagues and administrators and an overwhelming amount of responsibility. These findings indicate the importance of acknowledging various stressors affecting music educators and how those might positively and negatively affect teachers and students.

scholarly journals The Role of Campus Data in Representing Depression Among College Students: Exploratory Research (Preprint)

2018 ◽  
Author(s):  
Guang Mei ◽  
Weisheng Xu ◽  
Li Li ◽  
Zhen Zhao ◽  
Hao Li ◽  
...  
Keyword(s):  
Academic Performance ◽  
Depressive Symptoms ◽  
Correlation Analysis ◽  
Personal Information ◽  
Influencing Factor ◽  
Depression Scale ◽  
Machine Learning Algorithms ◽  
Daily Routine ◽  
Exploratory Research ◽  
Online Questionnaire

BACKGROUND Depression is a predominant feature of many psychological problems leading to extreme behaviors and, in some cases, suicide. Campus information systems keep detailed and reliable student behavioral data; however, whether these data can reflect depression and we know the differences in behavior between depressive and nondepressive students are still research problems. OBJECTIVE The purpose of this paper is to investigate the behavioral patterns of depressed students by using multisource campus data and exploring the link between behavioral preferences and depressive symptoms. The campus data described in this paper include basic personal information, academic performance, poverty subsidy, consumption habit, daily routine, library behavior, and meal habit, totaling 121 features. METHODS To identify potentially depressive students, we developed an online questionnaire system based on a standard psychometric instrument, the Zung Self-Rating Depression Scale (SDS). To explore the differences in behavior of depressive and nondepressive students, the Mann-Whitney U test was applied. In order to investigate the behavioral features of different depressive symptoms, factor analysis was used to divide the questionnaire items into different symptom groups and then correlation analysis was employed to study the extrinsic characteristics of each depressive symptom. RESULTS The correlation between these factors and the features were computed. The results indicated that there were 25 features correlated with either 4 factors or SDS score. The statistical results indicated that depressive students were more likely to fail exams, have poor meal habits, have increased night activities and decreased morning activities, and engage less in social activities (eg, avoiding meal times with friends). Correlation analysis showed that the somatic factor 2 (F4) was negatively correlated with the number of library visits (<i>r</i>=–.179, <i>P</i>&lt;.001), and, compared with other factors, had the greatest impact on students’ daily schedule, eating and social habits. The biggest influencing factor to poor academic performance was cognitive factor F1, and its score was found to be significantly positively correlated with fail rate (<i>r</i>=.185, <i>P</i>=.02). CONCLUSIONS The results presented in this study indicate that campus data can reflect depression and its symptoms. By collecting a large amount of questionnaire data and combining machine learning algorithms, it is possible to realize an identification method of depression and depressive symptoms based on campus data.

scholarly journals RELACIÓN ENTRE MOTIVACIÓN, LOCUS DE CONTROL, HABITOS DE ESTUDIO Y RENDIMIENTO EN ESTUDIANTES UNIVERSITARIOS DE LA FACULTAD DE INGENIERÍA INDUSTRIAL Y DE SISTEMAS DE LA UNIVERSIDAD NACIONAL DE INGENIERIA

2016 ◽  
Vol 26 (1) ◽  
pp. 31
Author(s):  
Mario Heinrich Fisfalen Huerta
Keyword(s):  
Academic Performance ◽  
Locus Of Control ◽  
Correlation Analysis ◽  
Study Habits ◽  
Performance Study ◽  
Need For Affiliation ◽  
Need For Power ◽  
Number Of Factors ◽  
Study Results ◽  
The Impact

RESUMENEl rendimiento académico de los estudiantes depende de una serie de factores principalmente internos al estudiante; dentro de los cuales los hábitos de estudio juegan un rol muy importante, así como la motivación de los estudiantes y el locus de control. En el presente trabajo, se hace un estudio de la relación entre rendimiento académico, hábitos de estudio, motivación y locus de control; analizando la incidencia de las tres últimas variables sobre la primera. Para lo cual se aplica la técnica de la encuesta así como escalas de motivación, de hábitos de estudio y de locus de control; analizando los resultados con el empleo de técnicas estadísticas como el análisis de correlación, el análisis de varianza y el análisis de correlación. Los resultados del estudio muestran que los hábitos de estudio, así como la motivación hacia la afiliación y la motivación al logro inciden significativamente en el rendimiento académico de la muestra, conformada por estudiantes de la Facultad de Ingeniería Industrial y de Sistemas.Palabras clave.- Rendimiento académico, Hábitos de estudio, Necesidad de logro, Necesidad de filiación, Necesidad de poder, Locus-D control.ABSTRACTThe academic performance of students depends on a number of factors, mostly psycological; within which studying habits play an important role, as well as student motivation and locus of control. In this work, a study of the relationship between academic performance, study habits, motivation and locus of control is made; analyzing the impact of the last three variables over the first. For which the survey technique is applied and scales of motivation, study habits and locus of control; analyzing the results with the use of statistical techniques such as correlation analysis, analysis of variance and correlation analysis. The study results show that the study habits and motivation for affiliation and motivation to achieve significant impact on the academic performance of the sample, formed by students of the School of Industrial and Systems Engineering.Key words.- Academic performance, Study habits, Need for achievement, Need for affiliation, Need for power, Control-D locus.

scholarly journals The Role of Campus Data in Representing Depression Among College Students: Exploratory Research

10.2196/12503 ◽  
2020 ◽  
Vol 7 (1) ◽  
pp. e12503 ◽  
Author(s):  
Guang Mei ◽  
Weisheng Xu ◽  
Li Li ◽  
Zhen Zhao ◽  
Hao Li ◽  
...  
Keyword(s):  
Academic Performance ◽  
Depressive Symptoms ◽  
Correlation Analysis ◽  
Personal Information ◽  
Influencing Factor ◽  
Depression Scale ◽  
Machine Learning Algorithms ◽  
Daily Routine ◽  
Exploratory Research ◽  
Online Questionnaire

Background Depression is a predominant feature of many psychological problems leading to extreme behaviors and, in some cases, suicide. Campus information systems keep detailed and reliable student behavioral data; however, whether these data can reflect depression and we know the differences in behavior between depressive and nondepressive students are still research problems. Objective The purpose of this paper is to investigate the behavioral patterns of depressed students by using multisource campus data and exploring the link between behavioral preferences and depressive symptoms. The campus data described in this paper include basic personal information, academic performance, poverty subsidy, consumption habit, daily routine, library behavior, and meal habit, totaling 121 features. Methods To identify potentially depressive students, we developed an online questionnaire system based on a standard psychometric instrument, the Zung Self-Rating Depression Scale (SDS). To explore the differences in behavior of depressive and nondepressive students, the Mann-Whitney U test was applied. In order to investigate the behavioral features of different depressive symptoms, factor analysis was used to divide the questionnaire items into different symptom groups and then correlation analysis was employed to study the extrinsic characteristics of each depressive symptom. Results The correlation between these factors and the features were computed. The results indicated that there were 25 features correlated with either 4 factors or SDS score. The statistical results indicated that depressive students were more likely to fail exams, have poor meal habits, have increased night activities and decreased morning activities, and engage less in social activities (eg, avoiding meal times with friends). Correlation analysis showed that the somatic factor 2 (F4) was negatively correlated with the number of library visits (r=–.179, P<.001), and, compared with other factors, had the greatest impact on students’ daily schedule, eating and social habits. The biggest influencing factor to poor academic performance was cognitive factor F1, and its score was found to be significantly positively correlated with fail rate (r=.185, P=.02). Conclusions The results presented in this study indicate that campus data can reflect depression and its symptoms. By collecting a large amount of questionnaire data and combining machine learning algorithms, it is possible to realize an identification method of depression and depressive symptoms based on campus data.

scholarly journals Impact of Part Time Work on the Academic Performance of International Students

2017 ◽  
Vol 2 (1) ◽  
pp. 17
Author(s):  
Ershad Ali
Keyword(s):  
Academic Performance ◽  
International Students ◽  
Time Management ◽  
Policy Makers ◽  
Time Work ◽  
Part Time ◽  
Auckland Region ◽  
Negative Impacts ◽  
The Impact ◽  
Part Time Work

The study analyses the impact of part time work on academic performance of international students while they study. In doing so, the study has conducted a survey among international students who were studying at different tertiary institutes in Auckland region. The study found that there are positive as well as negative impacts on the students’ academic performance while they study as well as work. The study opines that whether the impact would be positive or negative depends on time management between work and study. Findings of the study may be of interest for policy makers, educationists, and researchers.

scholarly journals COGNITIVE AND NON-COGNITIVE CHARACTERISTICS PREDICTING ACADEMIC SUCCESS AMONG MEDICAL STUDENTS

2019 ◽  
Vol 27 (1) ◽  
Author(s):  
Swati Yadav ◽  
Noor us Saba ◽  
Mohd. Tariq Zaidi ◽  
Nafis Ahmad Faruqi ◽  
Mohd. Faheem
Keyword(s):  
Academic Success ◽  
Medical Students ◽  
Time Management ◽  
Medical Schools ◽  
Cognitive Factors ◽  
Group Iii ◽  
Group I ◽  
Short Period ◽  
Wide Range ◽  
The Impact

Introduction: Medical undergraduates need to possess the ability to acquire knowledge on a wide range of subjects over short period of time. Medical schools worldwide use different methodologies to select ideal candidates, which include cognitive factors and non-cognitive factors. A proper selection will minimize failures during the beginning semesters and will ensure student’s capacity to withstand the standard of training. Therefore, we have decided to study the impact of cognitive and non-cognitive factors in predicting the academic success among medical students. Material & Methods: The study was a survey of 150 first year medical students of Jawaharlal Nehru Medical College (JNMC), Aligarh Muslim University (AMU), Aligarh, admitted in 2018. A data was collected from the Department of Anatomy for initial three part completion tests performance and class attendance, which was tabulated along with the information received from the questionnaire i.e. age, gender, percent secured and language in school, National eligibility cum entrance test (NEET) attempt and marks, residence, category for premedical (PMT) selection (general/ non-resident Indians (NRIs)/ handicap), parents occupation, siblings, family (nuclear/joint/rural/urban), hobbies, time management during PC (part completion) tests, coaching before PMT) given to each student separately. Observation & Results: Students were observed to lie in three groups according to their performance in PC tests: group I (>60%), group II (50-59.9%), group III (<50%). All the cognitive and non-cognitive factors were compared. Conclusion: Both cognitive and non-cognitive factors play an important role in the outcome of a medical student. Factors positively influencing the performance of a selected candidate in medical schools cannot be simply based on previous academic performance.

scholarly journals The Impact of Study and Learning Strategies On Post-Secondary Student Academic Achievement: A Mixed-Methods Systematic Review

2021 ◽  
Author(s):  
Joy Xu ◽  
Jeffrey Ong ◽  
Tam Tran ◽  
Yasmine Kollar ◽  
Alyssa Wu ◽  
...  
Keyword(s):  
Systematic Review ◽  
Academic Performance ◽  
Mixed Methods ◽  
Learning Styles ◽  
Time Management ◽  
Concept Maps ◽  
Study Strategies ◽  
Self Testing ◽  
Motivation For Learning ◽  
The Impact

BACKGROUNDWithin academic development, it is important for students to use effective study strategies to facilitate learning. Techniques used for long-term information retention include note taking strategies, time management, methods of self-testing and active recall. These strategies are explored to help students learn more effectively to attain their academic goals.METHODA mixed-methods systematic review of peer-review articles and grey literature was conducted with a predetermined criteria for a convergent integrated synthesis approach. PsychInfo (Ovid), Web of Science, and ProQuest databases were searched with guidance of a PICO-P logic grid and search strategy using keywords of student, study strategies, and achievement alongside filters. Initial studies were screened and reconciled by two independent authors with the use of a piloted screening tool. Using the Mixed Methods Assessment Tool (MMAT), included studies were assessed for quality. Two authors independently performed data extraction. Heterogeneity in study designs, outcomes, and measurements precluded meta and statistical analyses; thus, a qualitative analysis of studies was provided.RESULTSFour major themes contributing to academic performance were identified among the appraised articles. These themes were self-testing, scheduling/time management, concept maps, and learning styles. Self-testing, scheduling, and concept maps were positively correlated with increased academic performance, while no correlation was found with learning styles and academic performance.CONCLUSIONIncluded studies provided evidence for significant differences in study strategies implemented by high and low achieving students, such as areas of motivation for learning, efficiency, active recall, retrieval practices, and concept maps. Understanding the effectiveness of certain study strategies is critical for students and educational facilitators to maximize learning.

scholarly journals Online engagement and performance on formative assessments mediate the relationship between attendance and course performance

2022 ◽  
Vol 19 (1) ◽  
Author(s):  
Chang Lu ◽  
Maria Cutumisu
Keyword(s):  
Online Learning ◽  
Academic Success ◽  
Formative Assessment ◽  
Academic Outcomes ◽  
Formative Assessments ◽  
Learning Engagement ◽  
Class Attendance ◽  
And Performance ◽  
The Impact ◽  
The Relationship

AbstractIn traditional school-based learning, attendance was regarded as a proxy for engagement and key indicator for performance. However, few studies have explored the effect of in-class attendance in technology-enhanced courses that are increasingly provided by secondary institutions. This study collected n = 367 undergraduate students’ log files from Moodle and applied learning analytics methods to measure their lecture attendance, online learning activities, and performance on online formative assessments. A baseline and an alternative structural equation models were used to investigate whether online learning engagement and formative assessment mediated the relationship between lecture attendance and course academic outcomes. Results show that lecture attendance does not have a direct effect on academic outcomes, but it promotes performance by leveraging online learning engagement and formative assessment performance. Findings contribute to understanding the impact of in-class attendance on course academic performance and the interplay of in-class and online-learning engagement factors in the context of technology-enhanced courses. This study recommends using a variety of educational technologies to pave multiple pathways to academic success.

scholarly journals The Impact of Cultural Diversity on the Academic Performance: A Study on Turkish Universities

2016 ◽  
Vol 9 (5) ◽  
pp. 135
Author(s):  
Ercan Turgut
Keyword(s):  
Academic Performance ◽  
Research Laboratory ◽  
University Ranking ◽  
Correlation And Regression Analysis ◽  
Educational Culture ◽  
Heterogeneous Structures ◽  
And Performance ◽  
The Impact ◽  
Performance Research ◽  
Science Production

<p>Universities as science production centers are institutions that bring diverse information together. It is noteworthy that no longer these institutions have more international and heterogeneous structures. Qualified foreign academicians with the educational culture of a different country get universities stronger with these differences and knowledge, and improve the universities’ academic performance. Considering this idea in this research the effect of the number of foreign academicians to the academic performance of universities is investigated. For this purpose, the effect and correlation between performance rates of 130 universities of Turkey and the number of the foreign academicians, which is evaluated by University Ranking by Academic Performance Research Laboratory (URAP), have been revealed with correlation and regression analysis. As a consequence, a positive and weak relationship was determined between the number of foreign academicians and performance. Also the number of the foreign instructors affects the performance of the universities positively.</p>

scholarly journals The impact of personality and self-efficacy on academic and military performance: The mediating role of self-efficacy

2015 ◽  
Vol 6 (1) ◽  
pp. 47-65 ◽  
Author(s):  
Thomas Hol Fosse ◽  
Robert Buch ◽  
Reidar Säfvenbom ◽  
Monica Martinussen
Keyword(s):  
Academic Performance ◽  
Cognitive Abilities ◽  
Self Efficacy ◽  
Big Five Personality ◽  
Military Performance ◽  
Efficacy Analysis ◽  
Mediating Role ◽  
And Performance ◽  
The Impact

Abstract In order to optimize recruitment and the overall outcome of educational programmes, it is crucial to understand personal determinants of achievement. While several cognitive abilities and skills individually predict performance in academic and professional settings, it is less clear how personality translates into performance. This study addresses the impact of the Big Five personality trait, conscientiousness, on academic performance and instructor performance ratings and examines the mediating role of self-efficacy. Analysis of longitudinal data (Time 1: n = 166 (conscientiousness); Time 2: n = 161 (self-efficacy); Time 3: n = 136 (military performance) and n = 156 (academic performance)) from three military academies in Norway showed that conscientiousness was related to both military and academic performance. Moreover, self-efficacy emerged as a partial mediator for the relationship between conscientiousness and performance.

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