Do High School Athletes Get Better Grades During the Off-Season?

2016 ◽  
Vol 18 (2) ◽  
pp. 182-208 ◽  
Author(s):  
Katie Schultz
Keyword(s):  
Academic Performance ◽  
Grade Point Average ◽  
Time Allocation ◽  
Leisure Activities ◽  
High School Athletes ◽  
Market Outcomes ◽  
Grade Point ◽  
Science Courses ◽  
Positive Effects ◽  
Varsity Athletes

A great deal of recent research has employed instrumental variables to estimate the effect of participation in athletics on academic or labor market outcomes, finding evidence of small positive effects from participation. This research proposes several theories of how participation affects success but cannot distinguish between them. I ask a fundamentally different question, whether an athlete performs better or worse, academically, during the season in which they participate in sports, focusing on the time allocation theory of participation. Time spent on sports may substitute from time on academics or negative leisure activities, causing academic performance to improve or decline in-season, respectively. This paper finds a small negative and significant in-season effect on academic performance for varsity athletes and a small positive and significant in-season effect on academic performance for junior varsity (JV) athletes. Decreases in in-season grade point average (GPA) for varsity athletes occur through a decline in performance in English and history courses, while increases in in-season GPA for JV athletes operate through an improvement in math and science courses. Results are robust to controlling for various measures of course ease across semesters. The relatively small in-season effects suggest that estimates of the effects of participation in the rest of the literature operate primarily through mechanisms other than time allocation.

Influence of Future Possible Selves on Outcome Expectancies, Intended Behavior, and Academic Performance

2018 ◽  
Vol 122 (6) ◽  
pp. 2320-2330 ◽  
Author(s):  
Michael D. Barnett ◽  
Joseph Hernandez ◽  
Patrick R. Melugin
Keyword(s):  
Academic Performance ◽  
Grade Point Average ◽  
Learned Helplessness ◽  
Academic Engagement ◽  
Possible Selves ◽  
Outcome Expectancies ◽  
Control Group ◽  
Temporal Position ◽  
Grade Point ◽  
Good Grade

The purpose of this study was to investigate whether contact with future possible selves impacts individuals’ outcome expectancies, intended behaviors, and long-term outcomes with regard to academic performance. Specifically, we investigated whether having college students attempt to connect with an academically successful or unsuccessful future possible self through a message composition activity would impact their perceived likelihood of getting a good grade point average, intended academic engagement (i.e., intentions to attend class, study, etc.), and academic performance as measured by grade point average over two subsequent semesters. The study was novel in that we considered the role of temporal position—that is, the current self contacting a future possible self or a future possible self contacting the current self. Results found that students who composed a message from an academically unsuccessful future possible self to their current self had lower outcome expectancies—that is, they believed that they had less chance of obtaining a good grade point average—and lower intended academic engagement than a control group that composed a message to a friend; however, the groups did not vary in academic performance. It is possible that contact with a future possible self that was academically unsuccessful introduced a form of learned helplessness in those participants.

Noncognitive Long-Term Prediction of College Grades by the Academic Performance Scale

Assessment ◽  
1996 ◽  
Vol 3 (1) ◽  
pp. 91-98
Author(s):  
Norman S. Giddan ◽  
Stephen G. Jurs ◽  
Marcia Andberg ◽  
Paul Bunnell
Keyword(s):  
Academic Performance ◽  
Grade Point Average ◽  
Small Samples ◽  
Grade Point ◽  
Student Groups ◽  
Enrollment Status ◽  
Long Term Prediction ◽  
College Grades ◽  
Performance Scale

This paper reports on the validation of the Academic Performance (AP) Scale, a 40-item true-false, noncognitive questionnaire for each gender, designed to predict college grade point average. The AP Scale predicted college grades in small samples of undergraduates with correlations ranging from .35 to .63 and predicted long-term (at least 5 years) final college grades for men ( r = .37, n = 129) and women, ( r = .41, n = 120). The AP Scale also differentiated among student groups based upon both academic performance and enrollment status at the end of 2 years of college.

scholarly journals Evaluation of the scholastic performance of students in 12 programs from a private university in the south-west geopolitical zone in Nigeria

F1000Research ◽  
2019 ◽  
Vol 8 ◽  
pp. 154
Author(s):  
Roseline O. Ogundokun ◽  
Marion O. Adebiyi ◽  
Oluwakemi C. Abikoye ◽  
Tinuke O. Oladele ◽  
Adewale F. Lukman ◽  
...  
Keyword(s):  
Academic Performance ◽  
Grade Point Average ◽  
Private School ◽  
Private University ◽  
Study Data ◽  
The South ◽  
Grade Point ◽  
Cumulative Grade Point Average ◽  
South West ◽  
University Setting

Cumulative grade point average (CGPA) is a system for calculation of GPA scores and is one way to determine a student's academic performance in a university setting. In Nigeria, an employer evaluates a student's academic performance using their CGPA score. For this study, data were collected from a student database of a private school in the south-west geopolitical zone in Nigeria. Regression analysis, correlation analysis, and analysis of variance (F-test) were employed to determine the study year that students perform better based on CGPA. According to the results, it was observed that students perform much better in year three (300 Level) and year four (400 Level) compared to other levels. In conclusion, we strongly recommend the private university to introduce program that will improve the academic performance of students from year one (100 level).

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 <80% but less than 90% obtained significantly higher grit scores compared to those who had a grade point average <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.

scholarly journals No food for thought: Food insecurity is related to poor mental health and lower academic performance among students in California’s public university system

2018 ◽  
Vol 25 (12) ◽  
pp. 1930-1939 ◽  
Author(s):  
Suzanna M Martinez ◽  
Edward A Frongillo ◽  
Cindy Leung ◽  
Lorrene Ritchie
Keyword(s):  
Mental Health ◽  
Academic Performance ◽  
Food Insecurity ◽  
Grade Point Average ◽  
Structural Equation ◽  
Public University ◽  
Poor Mental Health ◽  
Equation Modeling ◽  
University System ◽  
Grade Point

This study examined the relationships between food insecurity, mental health, and academic performance among college students in a California public university system ( N = 8705). Structural equation modeling was performed to examine a direct path from food insecurity to student grade point average and an indirect path through mental health, controlling for demographic characteristics. Food insecurity was related to lower student grade point average directly and indirectly through poor mental health. These findings support the need for future interventions and policy on the importance of providing students with the basic needs to succeed both academically and in the future.

The Role of Admission Scores in Predicting Academic Performance in Medical Students

2021 ◽  
Author(s):  
Fazean Idris ◽  
Li Ling Chaw ◽  
Joe Knights ◽  
Ya Chee Lim
Keyword(s):  
Academic Performance ◽  
Linear Regression ◽  
Patient Care ◽  
Grade Point Average ◽  
Linear Regression Analysis ◽  
Performance Outcomes ◽  
Grade Point ◽  
Undergraduate Study ◽  
Brunei Darussalam ◽  
Unit Increase

Abstract BackgroundAdmission scores have been used to select highly capable students for an undergraduate medical programme. This study examines the relationship between three admission criteria: (i) multiple-mini-interview (MMI); (ii) pre-university final results (PUFR); (iii) entrance scores (combination of 50% MMI and 50% PUFR), with students’ academic performance in the medical programme at Universiti Brunei Darussalam (UBD).MethodsWe performed linear regression analysis on 125 students who completed the programme from 2013 to 2018 and compared their MMI, PUFR and entrance scores with their academic performance throughout their three years of undergraduate study. Academic performance outcomes were assessed from students’ Grade Point Average (GPA), cumulative Grade Point Average (cGPA) and marks in the modules ‘Health Sciences’ (HS), ‘Patient Care’ (PC), ‘Our Community and Personal Professional Development’ (OCPPD) and Special Study Modules, for overall (six-semesters average) and individual semesters.ResultsSimple linear regression results revealed that one unit increase in MMI score was associated with a significant increase in overall PC marks by 0.09. A 20-unit increase in PUFR was associated with a significant increase in students’ cGPA by 0.05; overall HS marks by 1.0; GPA in semesters 1,2,3,6; HS marks in semesters 1,2,3,6 and OCPPD marks in semesters 2,3. Meanwhile, one unit increase in entrance score was associated with a significant increase in cGPA by 0.01; overall HS by 0.2 marks and overall OCPPD by 0.11 marks. The effect of entrance score was also seen with increase in students’ GPA in semesters 1,2,3,4,6 by at least 0.01, as well as marks for HS in semesters 1,2,3,4,6 and OCPPD in semesters 2,3.ConclusionOur findings support that both PUFR and entrance scores as selection criteria for admission into a medical programme were associated with better academic performances, with PUFR showing a greater mark increase than entrance scores. Meanwhile, MMI showed better academic performance in the patient care module only, inferring that MMI grants a glimpse of candidates’ bedside attitude towards patients.

scholarly journals Impact of paid work on the academic performance of nursing students

PeerJ ◽  
2016 ◽  
Vol 4 ◽  
pp. e1838 ◽  
Author(s):  
Mery Constanza García-Vargas ◽  
Mercedes Rizo-Baeza ◽  
Ernesto Cortés-Castell
Keyword(s):  
Academic Performance ◽  
Nursing Students ◽  
Grade Point Average ◽  
Negative Impact ◽  
Paid Work ◽  
Cross Sectional ◽  
Work Activity ◽  
Grade Point ◽  
Increased Risk ◽  
The Impact

Background.Little research exists on the impact of paid work on academic performance of students of health sciences. No research exists on this subject for students in Colombia.Objectives.This paper seeks to analyze the impact of paid work on academic performance among nursing students. Design, settings and participants: cross-sectional research, involving 430 of nursing students from the National University of Colombia (N= 566).Methods.Variables analyzed: sex, age, work activity, attendance, current semester, degree subjects studied and unavailable, lost credits, grades during the second semester of 2013, and delayed semesters. Subgroups analyzed: (i) according to labor activity: do not work, work up to 20 h and work more than 20 h per week; (ii) Grade point average: failing is considered as less than 3.0 and passing 3.0 or above out of 5.0. Percentage of delayed semesters were calculated. Qualitative and quantitative variables were analyzed for groups by work activity. The percentage and probability of students getting a grade point average less than 3.0 and delaying semesters were calculated by multivariate logistic regression.Results. A total of 219 of the students work (50.9%), the main reason is socioeconomic, of which 99 (45.2%) work more than 20 h per week and have an increased risk of failing, which is higher in the first semester. They also get lower grades, lose more credits and take longer to finish the degree. The logistic bivariate regressions of success (grade point average, credits gained, courses gained and not having delayed semesters) reduce with work, above all in those who work more than 20 h per week and increase as the number of semesters completed increases, independent of sex.Conclusion.A high percentage of nursing students work more than 20 h per week. The compatibility of paid work with studies in university nursing students has a negative impact on academic performance, more so when they work more than 20 h per week. This negative impact diminishes as the student completes semesters, irrespective of the sex of the students.

scholarly journals United States and European Students' Social-Networking Site Activities and Academic Performance

2016 ◽  
Vol 6 (1) ◽  
pp. 1-26 ◽  
Author(s):  
Aryn C. Karpinski ◽  
Paul A. Kirschner ◽  
Anthony V. Shreffler ◽  
Patricia A. Albert ◽  
Carrie A. Tomko
Keyword(s):  
United States ◽  
Academic Performance ◽  
University Students ◽  
Social Networking ◽  
Grade Point Average ◽  
Social Networking Site ◽  
Grade Point ◽  
European Students ◽  
Different Cultures ◽  
Negative Relationships

Different cultures communicate differently. Research is beginning to examine the differences in culture related to social-networking site (SNS) use. Differences in specific SNS activities related to academic performance among United States (US; n = 446) and European (n = 394) university students were examined. Moderated Multiple Regressions indicated that using SNSs for “career” and “school” were positively predictive of Grade Point Average (GPA) for both US and European students. For US students, “staying in touch with online friends” was negatively predictive. Results highlight the positive and negative relationships between various SNS activities and GPA, but specifically the use of SNSs for academic versus socialization purposes cross-culturally.

Love and Other Grades

2015 ◽  
Vol 19 (1) ◽  
pp. 81-97 ◽  
Author(s):  
Julia Schmidt ◽  
Brian Lockwood
Keyword(s):  
Academic Performance ◽  
Romantic Relationships ◽  
Grade Point Average ◽  
Romantic Relationship ◽  
University Administrators ◽  
Student Body ◽  
Data Set ◽  
Grade Point ◽  
Logistic Regression Models ◽  
Adolescent Students

Of the few studies that have examined the effects of romantic relationships on academic performance, most have been concerned with adolescent students. This study analyzes a data set of more than 300 students at a midsized, private University in the northeast United States to determine if participating in a romantic relationship predicts grade point average or course attendance. The results of multivariate analyses indicate that being in a romantic relationship while in college is significantly associated with class absences, but not with grade point average. Specifically, logistic regression models show that participation in a romantic relationship more than doubles the odds of failing to attend three or more class meetings per course in a semester. Practical implications of these findings include the consideration of romantic relationships among the undergraduate student body by university administrators and faculty when attempting to address course attendance concerns. Additionally, this study suggests that future researchers examine the characteristics of romantic relationships and romantic partners in order to more fully understand how such relationships might affect the academic performance of university students.

scholarly journals ACCOUNTING STUDENTS’ ACADEMIC MISCONDUCT AS THE CORRUPTIVE BEHAVIOR: WHAT ACADEMIC FACTORS INFLUENCING?

2020 ◽  
Vol 3 (1) ◽  
pp. 33-55
Author(s):  
Suwaldiman Suwaldiman ◽  
Irlya Noerofi Tyas
Keyword(s):  
Academic Performance ◽  
Grade Point Average ◽  
Academic Misconduct ◽  
Financial Accounting ◽  
Accounting Students ◽  
Grade Point ◽  
Academic Factors ◽  
Factors Influencing ◽  
Economics Faculty ◽  
The Impact

This research was conducted because the consideration of the widespread of students’ corruptive behavior in term of academic misconducts. This research examines the impact of students’ academic performance on their corruptive behavior perception. The data samples are the accounting students of Economics Faculty of Universitas Islam Indonesia. The corruptive behavior is defined as the academic misconducts that are usually done by students. It is measured by their tolerance perception of the academic misconducts. The academic performance is defined and measured as the students’ achievements on the subjects undertaken. These are represented by grade point average (GPA), grade of financial accounting and auditing subjects. A regression analysis is employed to test whether those academic performance have significant impact to the corruptive behavior perception. Based on the analysis, it is found that the GPA and the grade of financial accounting subjects have a positive and significant impact on the corruptive behavior perception. It is suggested that the better performance achieved by students on GPA and these subjects, the better their perception of corruptive behavior. However, this research does not prove that the grades of auditing subjects have a significant impact on the corruptive behavior perceive.

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