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 Undergraduates’ grade-point averages are dependent on their number of friends [Virginia Commonwealth University]

2019 ◽  
Author(s):  
Han G Tran
Keyword(s):  
Social Support ◽  
Academic Performance ◽  
Living Arrangement ◽  
Academic Excellence ◽  
Full Time ◽  
Skilled Workers ◽  
Grade Point ◽  
Governmental Institutions ◽  
And Performance ◽  
The Relationship

According to National Center for Education Statistics (2018), in 2016-17, the average tuition fees for first-time, full-time undergraduates is $8,800 at 4-year public institutions, $16,300 at private for-profit institutions, or $33,500 at private nonprofit ones. The expense is either paid by students and their families or by private and governmental institutions. Either way, it is of everyone’s interest to ensure that the money spent is due, in comparison with the outcomes (high salary, skilled workers, etc.). Hence, it is crucial and beneficial to investigate what factors influence academic performance variable, measured in grade-point average (GPA). This paper investigated the relationship between the number of friends full-time college students have and their academic performance, retention, and persistence since the rate of retention and persistence and academic excellence are intercorrelate and often coexist. The difference in degrees of impact between high school friends and new college friends on undergraduates was examined. The benefits of social support arose from friendship on undergraduates’ welfare, academic retention and performance were explored. Outside factors that could potentially affect the relationship between the number of friends and GPA, such as gender, living arrangement, satisfaction with college environment and overall life were also assessed. It was established that the more friends an undergraduate student has, the more social support they perceive, the happier and more satisfied with college life they are, and the higher GPA they obtain. However, when the size of undergraduate’s network becomes too big, the available time for intimate friends and for studying is compensated, thinning the positive effect of social support and inflicting undergraduates’ potential capability and performance. Since the conclusion was generated from previous researches and reports, it would be beneficial to have surveys or experiments conducted to either disprove or further support the conclusion.

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>

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.

scholarly journals Investigating the Relationship between English Language Proficiency and Academic Performance of Engineering Students in Mehran University Jamshoro, Pakistan

2021 ◽  
Vol 9 (3) ◽  
Author(s):  
Bibi Sadia ◽  
Shumaila Memon ◽  
Habibullah Pathan
Keyword(s):  
Academic Performance ◽  
Pilot Study ◽  
Language Proficiency ◽  
Undergraduate Students ◽  
English Language ◽  
Engineering Students ◽  
Pearson Correlation ◽  
English Language Proficiency ◽  
Grade Point ◽  
The Relationship

The present study investigated the relationship between language proficiency and academic performance of students at Mehran university Jamshoro, Sindh. The study employed quantitative correlational research design to measure the variables. The researchers adapted English language test to measure the language proficiency of the learners. And CGPA (cumulative grade point average) to measure the academic performance of the research participants. The researchers collected data from 100 undergraduate students by doing simple random sampling. The data was collected in two phases: first pilot study and then main study. The pilot study was done before the actual research to measure validity and feasibility of the adopted English language proficiency test. The cronbach alpha was used to check reliability of the data. SPSS version 26 was used to perform the Pearson correlation analysis. The findings revealed that data was reliable with alpha value. 702 and the correlation was highly positive with a value of .826 at the significance value .000. The study confirms that the language has played a pivotal role to improve academic performance of the students studying in Mehran university of science and technology.

The effect of academic breaks on undergraduate academic performance

2020 ◽  
pp. 002072092092251
Author(s):  
Artem Lenskiy ◽  
Raad Shariat ◽  
Soonuk Seol
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Grade Point Average ◽  
Undergraduate Students ◽  
Grade Point ◽  
Before And After ◽  
Academic Records ◽  
Final Grades ◽  
The University

Leaving school for a period of time can have significant effects on students’ academic success. In this article, we analyze how taking an academic break for a different number of semesters affects students’ academic performance in terms of their Grade Point Average. This study is conducted at a university in Korea by analysing academic records of 653 undergraduate students who entered the university from 1998 to 2013. In addition, 101 currently enrolled students were surveyed to collect students’ opinions on the effects of academic breaks. We investigate changes in grades before and after a school leave and compare the final grades of students who had academic breaks to students who continued their studies without having any breaks during their undergraduate education.Our results indicate that students’ grades improve after coming back to the university from a four or more consecutive semesters break, however their final GPAs did not statistically differ from their peers who studied continuously, this suggests that students should not be afraid of taking longer academic breaks.

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.

Prediction of Academic Performance for College Students by Sex and Race

1977 ◽  
Vol 41 (3_suppl) ◽  
pp. 1183-1186 ◽  
Author(s):  
Marc L. Zimmermann ◽  
John T. Goldston ◽  
Bernadette M. Gadzella
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Short Form ◽  
Data Bank ◽  
Study Habits ◽  
Grade Point ◽  
White Males ◽  
Mental Maturity ◽  
Relationship Of ◽  
The Relationship

Discriminant function analyses were computed from scores compiled in a comprehensive, 32-variable, data bank using grade-point average groups as criteria. Separate constellations of variables predicted academic performance for each group (divided by race and sex). Black males' ( n = 12) and females' ( n = 25) academic performance could not be predicted by standardized tests but was predicted by a study habits inventory. The study habits inventory and the California Short-form Test of Mental Maturity predicted academic success for white males and females ( ns = 62 and 113, respectively). However, for the females it was concluded that the relationship of the student with the teacher was the important determinant of academic success.

scholarly journals The Impact of Library Resource Utilization on Undergraduate Students’ Academic Performance: A Propensity Score Matching Design

2015 ◽  
Vol 76 (5) ◽  
pp. 566-586 ◽  
Author(s):  
Felly Chiteng Kot ◽  
Jennifer L. Jones
Keyword(s):  
Academic Performance ◽  
Propensity Score ◽  
Propensity Score Matching ◽  
Undergraduate Students ◽  
Research University ◽  
Full Time ◽  
Grade Point ◽  
Library Resource ◽  
Library Resources ◽  
The Impact

This study uses three cohorts of first-time, full-time undergraduate students (N=8,652) at a large, metropolitan, public research university to examine the impact of student use of three library resources (workstations, study rooms, and research clinics) on academic performance. To deal with self-selection bias and estimate this impact more accurately, we used propensity score matching. Using this unique approach allowed us to construct treatment and control groups with similar background characteristics. We found that using a given library resource was associated with a small, but also meaningful, gain in first-term grade point average, net of other factors.

scholarly journals Academic Press and Student Engagement: Can Academic Psychological Capital Intervene? Test of a Mediated Model on Business Graduates

2019 ◽  
Vol 8 (3) ◽  
pp. 134
Author(s):  
Meryem Fati ◽  
Umair Ahmed ◽  
Waheed Ali Umrani ◽  
Fazluz Zaman
Keyword(s):  
Student Engagement ◽  
Undergraduate Students ◽  
Structural Equation ◽  
Psychological Capital ◽  
Private University ◽  
Academic Press ◽  
Academic Efficacy ◽  
Business Graduates ◽  
Research Gap ◽  
The Relationship

Psychological wellbeing has gained much prominence over the recent years. Parallel to organizational domains, empirical attention is also being paid across the academics as well. The present study attempted to examine the much important role and relationship between academic press and student engagement and to what length academic psychological capital can potentially mediate in the relationship. A total of 371 undergraduate students were sampled for the present study from a private university in Bahrain. Through using structural equation modelling using Smart PLS 3 the results of the mediated model reported significant relationship between academic press and academic psychological capital (i-e academic efficacy and resilience). Though the study did not find any support for academic press and student engagement relationship, nonetheless, found a significant mediation of academic psychological capital in the relationship between academic press and student engagement. The findings have suggested that students’ perceptions about how much their teacher presses them to do thoughtful work, facilitation in explaining and motivating for full efforts can act as a key ingredient for nurturing students` connectivity with the studies in general and views about their own learning. Accordingly, the study has also underlined that students with positive academic press from their teachers tend to be higher in engagement due to enhanced efficacy and resilience. The present study has attempted to address a major research gap with acute empirical findings for academicians to enhance their students` wellbeing. 

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.

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