Predicting Graduate Academic Success from Undergraduate Academic Performance: A Canonical Correlation Study

1991 ◽  
Vol 51 (1) ◽  
pp. 151-160 ◽  
Author(s):  
Jamal Abedi
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Canonical Correlation ◽  
Correlation Study

Learning Style Preferences of Undergraduate Nursing Students: A Systematic Review

2019 ◽  
Vol 21 (1) ◽  
Author(s):  
Tonderai Washington Shumba ◽  
Scholastika Ndatinda Iipinge
Keyword(s):  
Systematic Review ◽  
Academic Performance ◽  
Academic Success ◽  
Nursing Students ◽  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Nursing Students ◽  
Learning Style Preferences ◽  
Undergraduate Nursing ◽  
Style Preferences

This study sought to synthesise evidence from published literature on the various learning style preferences of undergraduate nursing students and to determine the extent they can play in promoting academic success in nursing education of Namibia. A comprehensive literature search was conducted on electronic databases as a part of the systematic review. Although, kinaesthetic, visual and auditory learning styles were found to be the most dominant learning style preferences, most studies (nine) indicated that undergraduate nursing students have varied learning styles. Studies investigating associations of certain demographic variables with the learning preferences indicated no significant association. On the other hand, three studies investigating association between learning styles and academic performance found a significant association. Three studies concluded that indeed learning styles change over time and with academic levels. The more nurse educators in Namibia are aware of their learning styles and those of their students, the greater the potential for increased academic performance.

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 A THEORETICAL ANALYSIS OF STUDENTS’ ACADEMIC ACHIEVEMENT AND ASSOCIATED FACTORS

2021 ◽  
Vol 9 (47) ◽  
pp. 11543-11551
Author(s):  
Uma Sharma ◽  
Suraksha Bansal
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Student Performance ◽  
School Environment ◽  
Economic Status ◽  
Educational Data Mining ◽  
Environment Pollution ◽  
Predicting Student Performance ◽  
Parental Family ◽  
And Behavior

The academic performance of student is influenced by several factors. Studies have been conducted in the field of educational data mining to find out what all the factors are that have an effect on a student's academic performance. There are many factors that can have an effect on a student's academic success, but our study aims to find the main factors that can have an effect on a student's academic performance. Predicting student performance becomes more difficult due to the large volume of information in academic databases. The responsibility of the teacher increases, she must be attentive to the activities and behavior of the student. To facilitate the work of a teacher, this study attempted to identify some factors that affect the academic performance of students. Our study could bring benefits and impacts to students, educators/teachers, and tutoring institutions. The factors investigated in this study are: student base knowledge, socio-economic status, college/school environment, environment pollution, teachers’ support, parental/family support, friend circle and health.

scholarly journals Factors of Academic Performance in the Perception of Participants in Education: Secondary Schools in the Republic of Mali

Inter ◽  
2020 ◽  
Vol 12 (4) ◽  
pp. 93-113
Author(s):  
Ichaka Camara ◽  
Ibrahima Traore
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Secondary School ◽  
Secondary School Teachers ◽  
School Class ◽  
School Directors ◽  
The Republic ◽  
Educational Staff ◽  
Type Of School

The aim of thy article is to share a part of the results of our research dealing with the analyzing of the factors of academic performance of pupils in two types of secondary school: public (Torokorobougou B, commune VI, Bamako) and communal (Katiorni of Kadiolo, Sikasso region). We have asked to ourselves the following questions: what are the factors of the academic performance of the pupils of this schools in the eyes of educational staff? In order to answer these questions we analyzed their attitudes towards the role of external and internal facts in academic pupil success. As a result we descripted the role of some objective (type of school, class and type of teacher) and subjective factors (pupil’s attitude to school and self-esteem) in academic success. Interviews were used in the study. The sample consists of 444 people, including 112 secondary school teachers, 56 administrators (school directors and education advisors) and 276 pupils.

scholarly journals Risk and protective factors for anxiety impacting academic performance in post-secondary students

2020 ◽  
Vol 50 (2) ◽  
pp. 71-88
Author(s):  
Konrad T. Lisnyj ◽  
Regan Russell ◽  
Andrew Papadopoulos
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Protective Factors ◽  
Secondary Students ◽  
Protective Factor ◽  
Risk And Protective Factors ◽  
Survey Study ◽  
Post Secondary ◽  
Post Secondary Institution ◽  
Significant Factors

This survey study measured the association between risk and protective factors of anxiety and its implications on the academic performance of 1,053 students at a four-year, public post-secondary institution in southwestern Ontario. Logistic regression analyses revealed 13 significant variables at the univariable level, while the multivariable model yielded seven significant factors. Students who felt hopeless significantly increased their odds of reporting anxiety adversely affecting their academic performance, while being able to manage daily responsibilities was the only protective factor against anxiety impacting students’ educational attainment. By planning, designing, and implementing proactive programs focusing on thesepredictor variables, such interventions can equip students against the debilitative influence of anxiety on their academic success.

scholarly journals A preliminary inquiry on the association between pre-admission assessments and academic performance of first year dental technology students’ within a South African university of technology

2021 ◽  
Vol 76 (04) ◽  
pp. 187-193
Author(s):  
Anisa Vahed ◽  
Subhadranalene Naidoo ◽  
Deepak Singh
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
South African ◽  
First Year ◽  
Technology Curriculum ◽  
Cross Sectional ◽  
Technology Students ◽  
Admission Tests ◽  
University Of Technology ◽  
Dental Technology

The use of selection, diagnostic, proficiency, placement, admission, manual dexterity and aptitude tests can reportedly predict students’ academic success. Predictive admission procedures help to reduce dropout rates, improve academic performance, increase success rates, and selectively exclude applicants who are unlikely to be successful in the course. There is an absence of research, however, in this area of work in Dental Technology. To examine the association between pre-admission assessments and Dental Technology students’ academic performance in a South African University of Technology. A quantitative and cross-sectional study design was used. The target populations were the 2018 and 2019 first-year Dental Technology students. Retrospective data extracted from academic records and programme files were statistically analysed to measure the correlations against students’academic performance. Despite there being no significant differences between pre-admission tests and students’ academic performance, there were significant positive correlations between first year university subjects. There are indications of horizontal coherence between the discipline-specific subjects in the first-year Dental Technology curriculum. Examining the association between pre-admission tests and students’ academic results through to graduation, together with the horizontal and vertical alignments of all subjects in the undergraduate Dental Technology curriculum, can facilitate the learning pathways for students to succeed academically at universities.

Spiritual and moral bases of psychological safety of mining-students

2020 ◽  
pp. 68-72
Author(s):  
A. V. Koteneva ◽  
◽  
P. V. Chelyshev ◽  
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Stress Resistance ◽  
Psychological Safety ◽  
Moral Choice ◽  
Russian Science ◽  
Coping With Stress ◽  
Resistance To Stress ◽  
Personal Qualities ◽  
The Individual

Psychological safety of a specialist’s personality in stressful situations is a condition of his successful professional work. The empirical study is devoted to the investigation of personal qualities (stress resistance, religiosity and moral stability) underlying the psychological safety of future miners. The research involved 52 students aged from 18 to 25 years (average age – 19.9 years), 30 males and 22 females. Research methods: “Diagnostics of personality’s psychological safety” by I. I. Prikhodko, “Questionnaire of religiosity” by I. S. Shemet, “Friend-adviser-1” (DS-1) by E. K. Veselova, “Questionnaire of psychological resistance to stress” by E. V. Raspopin, “Psychological stress scale PSM-25” by Lemur-Thesier-Fillion. Academic success was assessed on the basis of students’ academic performance. Methods of mathematical statistics were used for data processing – T-criterion for independent samples, correlation and multiple regression analysis. The results of the study show that young men are characterized by a higher level of overall safety index and its specific components-motivational, volitional and internal comfort, as well as a lower level of stress, moral stability than young women. Significant positive connections between psychological safety of the person, all its components and stress resistance among students are revealed. Religiosity is significantly associated with the motivational and volitional characteristics of students, and is also the main predictor of psychological safety of the individual in life situations that exceed their own resources of coping with stress. Moral stability provides spiritual safety of personality, allows to keep the deep personal beginning of man. However, in a situation of moral choice, it increases students’ mental tension which negatively affects academic performance, while the psychological safety of the person is a condition for successful completion of the session. This work was supported by Russian Science Foundation № 19-18-00058.

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.

scholarly journals Exploring Biology: A Vision and Change Disciplinary First-Year Seminar Improves Academic Performance in Introductory Biology

2018 ◽  
Vol 17 (2) ◽  
pp. ar22 ◽  
Author(s):  
Caroline J. Wienhold ◽  
Janet Branchaw
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Research University ◽  
Positive Impact ◽  
First Year ◽  
Academic Skill ◽  
Introductory Biology ◽  
Core Concepts ◽  
Introductory Biology Course ◽  
First Year Seminar

The transition to college is challenging for most students, especially those who aspire to major in the science, technology, engineering, or mathematics disciplines, in which introductory courses can be large and instruction less than optimal. This paper describes a novel, disciplinary first-year seminar (FYS) course, Exploring Biology, designed to address many of the challenges facing aspiring biology students beginning their academic careers at a large public research university. The course addresses typical FYS goals, such as community building, introduction to resources, and academic skill development, and introduces students to the core concepts of biology defined in the 2011 Vision and Change report. Relative to a matched comparison group of students, Exploring Biology alumni were retained at higher rates and had higher levels of academic performance in a subsequent introductory biology course, suggesting Exploring Biology has a positive impact on future academic performance in the discipline. Results from course evaluations and an alumni survey show that, overall, students valued both the FYS components and biology components of the course. These results provide evidence that the Exploring Biology disciplinary FYS model is an intervention that may increase academic success and retention in biology.

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>

Sign in / Sign up

Export Citation Format

Share Document