scholarly journals The longitudinal associations between perfectionism and academic achievement across adolescence

2021 ◽  
pp. 016502542110374
Author(s):  
Shari Endleman ◽  
Heather Brittain ◽  
Tracy Vaillancourt
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Grade Point Average ◽  
Short Term ◽  
Full Spectrum ◽  
Cross Sectional ◽  
Grade Point ◽  
Socially Prescribed Perfectionism ◽  
Term Data ◽  
Time Point

The directionality and longitudinal course between perfectionism and academic achievement throughout adolescence remains unclear as most studies rely on cross-sectional or short-term data and many examine these associations in university students who do not represent the full spectrum of learners. Moreover, most studies are hampered by their reliance on student-reported grades. We rectified these issues by examining the longitudinal relation between self-reported perfectionism and teacher-rated academic achievement (grade point average) in a sample of 604 Canadian adolescents followed prospectively from Grade 7 to Grade 12. Using path analysis, results demonstrated a positive relation between academic achievement and perfectionism. In particular, academic achievement positively predicted self-oriented perfectionism (SOP) at every time point. Academic achievement also positively predicted socially prescribed perfectionism across every time point. At no time point did either form of perfectionism predict academic achievement, highlighting that perfectionism is more likely an outcome of academic achievement, rather than an antecedent. Results also demonstrated that the cross-lagged effect from academic achievement to SOP was stronger at the transition from middle school to high school compared to pathways in all subsequent years. Overall, such findings imply that adolescents who experience academic success are more likely to experience increases in levels of perfectionism, which may increase their vulnerability to stress.

COMMITMENT AND ACADEMIC SUCCESS

1988 ◽  
Vol 16 (2) ◽  
pp. 121-125 ◽  
Author(s):  
Avraham N. Kluger ◽  
Meni Koslowsky
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Grade Point Average ◽  
Grade Point ◽  
Achievement Measures ◽  
Affective Variables ◽  
Study Behaviors ◽  
The Relationship ◽  
University Setting ◽  
Predictors Of Academic Success

The predictors of academic success usually include aptitude and previous achievement measures. The present study used a modified version of Rusbult and Farrell's (1983) commitment questionnaire to predict final grades in a university setting. As part of a larger study on the relationship between attitudes and study behaviors, 39 students completed the five parts of the Rusbult and Farrell questionnaire. Responses were then correlated with three dependent measures: a final course grade in calculus, grade point average (GPA), and the grade in a humanities course. Results showed that adjusted R2 of .38 and .40 were obtained with the first two criteria. The implications of using affective variables for predicting academic achievement are discussed.

scholarly journals Korelasi Indeks Prestasi Kumulatif dengan Nilai UKMPPD CBT Periode November 2018 – Agustus 2019 Fakultas Kedokteran Universitas Riau

2021 ◽  
Vol 14 (1) ◽  
pp. 39
Author(s):  
Rahmat Rezki ◽  
Firdaus Firdaus ◽  
Enikarmila Asni
Keyword(s):  
Academic Achievement ◽  
Grade Point Average ◽  
Clinical Examination ◽  
Cross Sectional Study ◽  
Objective Structured Clinical Examination ◽  
Sectional Study ◽  
Cross Sectional ◽  
Grade Point ◽  
Computer Based ◽  
Spearman Test

Academic achievement is an indication level of learning effort by someone. One of them is grade point average (GPA). Some researches showed correlation between GPA and medical competency test. This medical competency test consists of two parts: multiple choice question computer-based test (CBT) and an objective structured clinical examination (OSCE). This cross sectional study aimed to determine the correlation of GPA with CBT scores for the period of November 2018 - August 2019 on students of Medical Faculty Riau University. The number of samples in this study were 149 students. GPA assessment were obtained from preclinical and clinical data of GPA. The majority GPA results are included in the value of 2.75-3.49 and have a percentage of 94% (preclinical), 96% (clinical) and 98.7% (combined). CBT score <66 were obtained from 12.8% student while 87,2% students get score ≥ 66. Spearman test showed significant correlation between GPA and CBT scores of students.

scholarly journals ANEMIA DI KALANGAN MAHASISWI: PREVALENSI DAN KAITANNYA DENGAN PRESTASI AKADEMIK

2021 ◽  
Vol 5 (1) ◽  
pp. 8-18
Author(s):  
Anindya Mar'atus Sholikhah ◽  
Yetty Septiani Mustar ◽  
Agus Hariyanto
Keyword(s):  
Academic Achievement ◽  
Grade Point Average ◽  
Sampling Method ◽  
Female Students ◽  
Cross Sectional ◽  
Grade Point ◽  
Consecutive Sampling ◽  
Menstrual Patterns ◽  
Cross Sectional Design ◽  
Prevalence Of Anemia

Anemia is still considered as a serious health problem worldwide that requires large attention. Anemia does not only have an impact on health but also affect student achievement. This study aims to identify the prevalence of anemia among female university students in Surabaya and its relationship to academic achievement. This is an observational analytic study with cross-sectional design, involving 92 respondents who were selected using a consecutive sampling method. Data collected by using a questionnaire to obtain respondent characteristics, grade point average (GPA), and menstrual patterns. The measurement of hemoglobin levels carried out using the cyanmethemoglobin method. The results showed that the prevalence of anemia among female students was still quite high and there was a significant relationship between the incidence of anemia and students’ academic achievement measured by grade point average. Female students are one of the groups that are susceptible to anemia, so it is essential to make various efforts to improve Hb levels by increasing the intake of foods high in iron.

Prediction of Successful College Academic Performance from Measures of Body-Cathexis, Self-Cathexis, and Anxiety

1965 ◽  
Vol 20 (2) ◽  
pp. 431-432 ◽  
Author(s):  
William F. White ◽  
James A. Wash
Keyword(s):  
Academic Success ◽  
Grade Point Average ◽  
Predictive Validity ◽  
Educational Psychology ◽  
The Body ◽  
Grade Point ◽  
Highly Correlated ◽  
Body Cathexis ◽  
Senior Students ◽  
College Academic Success

Measures of body-cathexis, self-cathexis, and anxiety were administered to 74 junior and senior students in educational psychology The body and self tended to be cathected to the same degree, and anxiety was highly correlated with both cathexes. Correlations with grade-point average were nonsignificant. Thus, values placed on body and self tended to be commensurate but lack predictive validity for college academic success.

A longitudinal study at an English medium instruction university in Turkey: the interplay between English language improvement and academic success

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Doğan Yuksel ◽  
Adem Soruç ◽  
Mehmet Altay ◽  
Samantha Curle
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Grade Point ◽  
Content Learning ◽  
English Medium Instruction ◽  
Positive Effect ◽  
Academic Content

Abstract This article reports a quantitative empirical study that investigated whether English language proficiency increases over time when studying academic content through English Medium Instruction (EMI). It was also investigated whether an increase in proficiency predicts EMI academic achievement. Student English language test score data and Grade Point Average (GPA) data were collected from a public university in Turkey. Two academic subjects were compared: Business Administration (a Social Science subject, n = 81) and Mechatronics Engineering (a Mathematics, Physical and Life Sciences subject, n = 84). Results showed that in both subjects, English language proficiency statistically significantly improved over a four-year period of studying through English. Furthermore, this improvement predicted EMI academic achievement; meaning that the more proficient students became in English, the higher they achieved in their EMI academic studies. This provides evidence for policymakers, EMI practitioners, and language professionals around the world that English does improve when studying academic content through English, and that this improvement has a positive effect on content learning outcomes. Implications of these findings, and suggestions for further research are discussed.

scholarly journals Differential associations of neurobehavioral traits and cognitive ability to academic achievement in higher education

2019 ◽  
Author(s):  
Graham Pluck
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Psychological Distress ◽  
Grade Point Average ◽  
Engineering Students ◽  
Executive Dysfunction ◽  
Grade Point ◽  
Strong Correlate ◽  
University Level ◽  
Current Psychological

BackgroundPeople vary between each other on several neurobehavioral traits, which may have implications for understanding academic achievement.MethodsUniversity-level Psychology or Engineering students were assessed for neurobehavioral traits, intelligence, and current psychological distress. Scores were compared with their grade point average (GPA) data.ResultsFactors associated with higher GPA differed markedly between groups. For Engineers, intelligence, but not neurobehavioral traits or psychological distress, was a strong correlate of grades. For Psychologists, grades were not correlated with intelligence but they were with the neurobehavioral traits of executive dysfunction, disinhibition, apathy, and positive schizotypy. However, only the latter two were associated independently of psychological distress. Additionally, higher mixed-handedness was associated with higher GPA in the combined sample.ConclusionsNeurological factors (i.e., neurobehavioral traits and intelligence), are differentially associated with university-level grades, depending on the major studied. However, mixed-handedness may prove to be a better general predictor of academic performance across disciplines.

scholarly journals Grit and chiropractic students' academic performance: a cross-sectional study

2020 ◽  
Author(s):  
Elina A. Pulkkinen ◽  
Pablo Perez de la Ossa
Keyword(s):  
Academic Performance ◽  
Grade Point Average ◽  
Cross Sectional Study ◽  
Dropping Out ◽  
Education Student ◽  
Students At Risk ◽  
Cross Sectional ◽  
Grade Point ◽  
Chiropractic Education ◽  
Chiropractic Students

Objective Previous investigations have studied the relationship between grit and academic performance, and it has been reported that grittier students perform better academically. The objectives of this study are to measure chiropractic students' grittiness and to explore the correlation between grit and academic performance. Methods We distributed the Short Grit Scale (Grit-S) questionnaire to chiropractic students in electronic form. We included questions about their previous grade point average and the number of times they had retaken examinations. We scored the overall Grit-S scale and the Consistency of Interest and Perseverance of Effort subscales. A 2-tailed t test and 1-way analysis of variance were used to determine differences between groups. Results The response rate was 87% (n = 110). The mean grit score (3.44 ± 0.60) was similar to the general population and slightly lower than other healthcare professionals. The students who had a grade point average between &lt;80% but less than 90% obtained significantly higher grit scores compared to those who had a grade point average &lt;60% but less than 70%. Similarly, students who had no examination retakes had higher grit scores compared to those who took 4 or more exam retakes. We observed these differences in the overall and subscales scores. No other group showed any difference. Conclusion The results of this research showed that the grittier students performed better academically than the less gritty students. Grit scores can potentially be used to identify the students at risk of failing or dropping out. The role and potential application of grit in chiropractic education, student support, and admission procedures should be further evaluated.

How to Have Your Cake and Eat It Too: Strategic Indulgence in Big-Time Collegiate Sports Among Academically Successful Students

2018 ◽  
Vol 10 (6) ◽  
pp. 792-801 ◽  
Author(s):  
Lile Jia ◽  
Edward R. Hirt ◽  
Alethea H. Q. Koh
Keyword(s):  
Academic Success ◽  
Grade Point Average ◽  
Goal Pursuit ◽  
Past Research ◽  
Academically Successful ◽  
Low Grade ◽  
Collegiate Sports ◽  
Grade Point ◽  
Successful Students

Past research on academic success emphasizes the need to avoid pleasurable nonacademic activities. In the context of enjoying big-time collegiate sports, we examined the notion that students, especially academically successful ones, may strategically indulge in sports games to resolve the conflict with academic pursuit. After confirming that high- (vs. low-) grade point average (GPA) students indeed found game-related activities less disruptive ( Npilot = 325), we proceeded to study whether strategic indulgence or single-minded avoidance was their preferred means to resolve the game–study conflict. High- (vs. low-) GPA students exhibited three features of strategic indulgence. They were more sensitive to the goodness of the opportunity to partake in collegiate sports ( NStudy1 = 216), engaged in compensatory planning to study on nongame days ( NSudy2 = 409), and actively engaged and enjoyed the game-related activities ( Nstudy3 = 530). These results suggest that understanding strategic indulgence in tempting activities would enrich our knowledge of long-term goal pursuit.

INTELLIGENCE, SELF-ESTEEM AND ACADEMIC ACHIEVEMENT IN KOSOVO YOUTH

2021 ◽  
Author(s):  
Naim Fanaj ◽  
Sevim Mustafa ◽  
Erika Melonashi
Keyword(s):  
Academic Achievement ◽  
Self Esteem ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Grade Point ◽  
Achievement Data ◽  
Explanatory Factors ◽  
High Intelligence ◽  
The Impact ◽  
The Relationship

Numerous studies have investigated the impact of self-esteem and intelligence on academic achievement. The findings are generally inconsistent. The aim of this study was to understand the relationship between intelligence, self-esteem and academic achievement among young people in Kosovo. It was a quantitative cross-sectional study. The sample consisted of 1856 participants, aged 10-18 years old (Mage = 15.29, SD = 1.76). Participants completed the Rosenberg Self-Esteem Scale and The Raven Standard Progressive Matrices. Grade Point Average (GPA) was used to measure academic achievement. Data processing was done with SPSS 21.0 and Microsoft Excel 2013. Participants according to self-reported academic achievement were classified as follows: fail (0.1%), sufficient (2%), good (15.6%), very good (26.7%) and excellent (55.7%). As regards self-esteem participants were classified as follows: low self-esteem (26.9%), and normal self-esteem (73.1%). A significant positive correlation was found between academic achievement and intelligence (r = .31; p = .00) but not between achievement and self-esteem. This significant correlation resulted for both genders separately. The Mann-Whitney test found significant differences in academic achievement between genders and between groups with high intelligence and those with normal intelligence. Intelligence, but not self-esteem revealed a significant relationship with academic achievement. Future studies on the topic might focus on explanatory factors or the possibility of interaction of other variables related to academic achievement.

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