Admission Groups and Academic Performance: A Study of Marginal Entrants in the Selection to Higher Education

2022 ◽  
Vol 0 (0) ◽  
Author(s):  
Linn Karlsson ◽  
Magnus Wikström
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Academic Performance ◽  
Regression Model ◽  
School Grades ◽  
Admission Policies ◽  
Group A ◽  
Admission Test ◽  
Admission Group ◽  
Better Than

Abstract The purpose of this paper is to study whether Swedish admission policies successful in selecting the best-performing students. The Swedish universities select students based on two different instruments, which each form a separate admission group. A regression model is recommended to estimate the achievement differences for the marginally accepted students between the admission groups and is applied to a sample of 9024 Swedish university entrants in four different fields of education. Marginally accepted students in the group selected by school grades on average perform better than students accepted by an admission test, suggesting that a small reallocation of study positions towards the grade admission group may increase overall academic achievement. However, the achievement difference appears to vary concerning university programme selectivity. We found that increasing selection by grades in less competitive programmes would improve overall achievement, while we do not find any effect for highly competitive programmes.

scholarly journals Regression Model on Self-Esteem, Self-Efficacy, Locus of Control as Predictors of Academic Performance of students in Higher Education

2020 ◽  
Vol 7 (2) ◽  
Author(s):  
Javeria Waseem ◽  
Asim Muhammad
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Locus Of Control ◽  
Regression Model ◽  
Self Efficacy ◽  
Latent Variables ◽  
Self Esteem ◽  
Equation Modeling ◽  
Depth Analysis ◽  
Predictors Of Academic Performance

This research computed the combined effects of self-esteem, self-efficacy, and locus of control as predictors of academic performance of students in different universities of Karachi by using the Regression model. Previous researches were correlational studies in nature and reported the moderate positive correlations between the variables self-esteem, self-efficacy, and locus of control and academic performance. A questionnaire with 40 items related to self-esteem, self-efficacy,locus of control, and academic performance was designed. The data was collected from the public and private universities of Karachi. Descriptive Statistics, t-test, Correlation, and Regression were calculated through SPSS. The regression model showed that self-esteem, self-efficacy, Locus of Control significantly predicted the academic performance of the graduate students. In Structural Equation Modeling self-efficacy contributed more to the academic performance of students. Thisresearch recommends more future researches for in-depth analysis of latent variables as the idea has not researched its maturity in the context of higher education in Pakistan.

scholarly journals Predicting Academic Procrastination and Academic Achievement in Private Higher Education With the HEXACO Model of Personality and Psychological Distress

2022 ◽  
Vol 6 (4) ◽  
pp. 29
Author(s):  
Katarina Sokic ◽  
Fayyaz Hussain Qureshi ◽  
Sarwar Khawaja
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Academic Performance ◽  
Psychological Distress ◽  
Personality Traits ◽  
Academic Outcomes ◽  
Private Higher Education ◽  
Academic Procrastination ◽  
Personal Factors ◽  
The Impact

Academic procrastination is one of the main problems in the private higher education sector associated with a high rate of abandonment of higher education and delays in fulfilling student obligations. In an effort to detect some of the personal predictors of this phenomenon, we examined associations between personality traits, psychological distress, academic procrastination, and academic achievement among students in private higher education. A sample of 369 participants (145 men, 224 women, 23 years on average) was taken. Participants self-reported their academic achievement and anonymously completed several questionnaires: The Studying Procrastination Scale, The Depression Anxiety Stress Scales – 21, the HEXACO Personality Inventory-Revised - 60. In line with prediction, the HEXACO dimensions explained an additional 24% of the variance in academic procrastination after controlling for psychological distress. In addition, Conscientiousness and psychological distress predicted academic procrastination, and Conscientiousness uniquely significantly predicted academic performance. Our results suggest that academic procrastination and academic performance are influenced by personality. Also, this study indicated that the impact of psychological distress on academic outcomes depends on the constellation of personality traits. Current findings could help to better understand personal factors associated with negative academic outcomes and prevent negative emotional states associated with student procrastination and poor academic performance.

PERSONALITY AND STUDENTS' ACADEMIC ACHIEVEMENT: INTERACTIVE EFFECTS OF CONSCIENTIOUSNESS AND AGREEABLENESS ON STUDENTS' PERFORMANCE IN PRINCIPLES OF ECONOMICS

2006 ◽  
Vol 34 (4) ◽  
pp. 381-388 ◽  
Author(s):  
Mohammed S. Chowdhury ◽  
Mohammed N. Amin
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Interactive Effects ◽  
Future Research ◽  
Psychological Types ◽  
Introductory Economics ◽  
Relationship Of ◽  
The Relationship ◽  
Better Than

The relationship of psychological types of agreeableness and conscientiousness and their interactive effects among students with their academic performance in the course were investigated. On the basis of data from 105 students in an introductory economics course, results indicated that conscientiousness (r = .413), agreeableness (r = .335), and interaction of agreeableness and conscientiousness (r =. 364) were all significantly related to students' performance in the course. Consistently with our expectations, students high in conscientiousness and agreeableness performed better than did those low in conscientiousness and agreeableness. Implications and directions for future research are noted.

Self-Concept and Academic Achievement in Botswana Primary School-Leaving Examinations

1987 ◽  
Vol 65 (1) ◽  
pp. 71-75 ◽  
Author(s):  
Tuntufye S. Mwamwenda ◽  
Bernadette B. Mwamwenda
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Social Studies ◽  
Primary School ◽  
Subject Matter ◽  
Self Concept ◽  
National Examinations ◽  
The Subject ◽  
The Relationship ◽  
Better Than

The objective of this study was to examine the relationship between pupils' self-concepts and their performance on the Botswana Primary School-leaving Examinations. Pupils with high self-concepts scored significantly better than pupils with low self-concepts in their over-all performance as well as in the subject matter examined, namely, Mathematics, English, Science, and Social Studies. The sample included 2559 (1517 girls and 1042 boys) pupils of standard seven drawn from a stratified random sample of 51 schools across Botswana. Their ages ranged from 12 to 14 yr., with a mean of 13.9 yr. Self-concept was measured by Self-appraisal Scale and their academic performance was based on the scores obtained in the final national examinations.

Validating the Resource-Management Inventory (ReMI)

2020 ◽  
Vol 36 (5) ◽  
pp. 777-786 ◽  
Author(s):  
Julia Waldeyer ◽  
Jens Fleischer ◽  
Joachim Wirth ◽  
Detlev Leutner
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Resource Management ◽  
Measurement Invariance ◽  
Factor Structure ◽  
Management Strategies ◽  
Group Analysis ◽  
Management Skills ◽  
First Year Students ◽  
Management Competency

Abstract. There is substantial evidence that students in higher education who have sophisticated resource-management skills are more successful in their studies. Nevertheless, research shows that students are often not adequately prepared to use resource-management strategies effectively. It is thus crucial to screen and identify students who are at risk of poor resource management (and consequently, reduced academic achievement) to provide them with appropriate support. For this purpose, we extend the validation of a situational-judgment-based instrument called Resource-Management Inventory (ReMI), which assesses resource-management competency (including knowledge of resource-management strategies and the self-reported ability to use this knowledge in learning situations). We evaluated the ReMI regarding factor structure, measurement invariance, and its impact on academic achievement in different study domains in a sample of German first-year students ( N = 380). The results confirm the five-factor structure that has been found in a previous study and indicate strong measurement invariance. Furthermore, taking cognitive covariates into account, the results confirm that the ReMI can predict students’ grades incrementally. Finally, a multi-group analysis shows that the findings can be generalized across different study domains. Overall, we provide evidence for a valid and efficient instrument for the assessment of resource-management competency in higher education.

Comparative Study Between Clean Intermittent Self-Catheterization (Cisc) and Continuous Indwelling Catheterization (Cidc) in Relieving Acute Refractory Retention of Urine Due to Benign Enlargement of Prostate (Bep)

2020 ◽  
Vol 21 (2) ◽  
pp. 105-110
Author(s):  
Md Shawkat Alam ◽  
Sudip Das Gupta ◽  
Hadi Zia Uddin Ahmed ◽  
Md Saruar Alam ◽  
Sharif Muhammod Wasimuddin
Keyword(s):  
Comparative Study ◽  
Acute Urinary Retention ◽  
Bladder Capacity ◽  
Inclusion Criteria ◽  
College Hospital ◽  
Medical College ◽  
High Incidence ◽  
Group A ◽  
Group B ◽  
Better Than

Objective: To compare the clean intermittent self-catheterization (CISC) with continuous indwelling catheterization (CIDC) in relieving acute urinary retention (AUR) due to benign enlargement of prostate (BEP). Materials and Methods :A total 60 patients attending in urology department of Dhaka Medical college hospital were included according to inclusion criteria ,Patients were randomized by lottery into two groups namely group –A and group –B for CISC and IDC drainage respectively . Thus total 60 patients 30 in each group completed study. Results : Most men can safely be managed as out-patients after AUR due to BPH. The degree of mucosal congestion and inflammation within the bladder was found to be lower in those using CISC and the bladder capacity in these patients was also found higher.Patients with an IDC had a high incidence of UTIs then that of patients with CISC. During the period of catheterization the incidence of UTI was 43.3% in group B in comparison to 40% in group A; before TURP 36% in group B in comparison to 10% incidence in group A.According to patient’s opinion CISC is better than IDC in the management of AUR. Experiencing bladder spasm, reporting blood in urine, management difficulties, incidence and severity of pain were less in CISC group, and the method of CISC was well accepted by patients as well as their family members. Conclusion: From the current study it may be suggested that CISC is better technique for management of AUR patient due to BPH than IDC. It can also be very helpful when surgery must be delayed or avoided due to any reasons in this group of patients. Bangladesh Journal of Urology, Vol. 21, No. 2, July 2018 p.105-110

EMOTIONAL INTELLIGENCE AND ACADEMIC ACHIEVEMENT OF ADOLESCENTS WITH REFERENCE TO GENDER

2017 ◽  
Vol 4 (24) ◽  
Author(s):  
Nisha Chandel ◽  
Seema Chopra
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Female Adolescents ◽  
Intelligence Scale ◽  
Male And Female ◽  
Male Adolescents ◽  
Significant Difference ◽  
Understanding Emotions ◽  
School Records ◽  
Better Than

The present study was undertaken to find out emotional intelligence and academic achievement of male and female adolescents. The sample consists of 82 students( 41 male and 41 female adolescents) from different schools in Hamirpur district of Himachal Pradesh. Emotional intelligence was assessed with the help of Emotional Intelligence Scale developed by Singh and Narain (2014) and academic achievement score were taken from the school records. The results revealed that there exists a significant difference in emotional intelligence of male and female adolescents. It was found that there existed significant difference in academic achievement of female adolescents and male adolescents. The mean emotional intelligence of female adolescents was better than of male adolescents. On the dimensions of emotional intelligence, it was found that there was no significant difference between male and female adolescents on understanding emotions, empathy and handling relations dimensions of emotional intelligence; while it was reported that there was significant difference between male and female adolescents on understanding motivation dimension of emotional intelligence On the other hand, it was found that there existed significant difference in academic achievement of female adolescents and male adolescents.

A Cohort study to compare Admission criteria and Academic performance among preclinical students at The Copperbelt University School of Medicine: complete enumeration (Preprint)

2019 ◽  
Author(s):  
Andrew Mwila
Keyword(s):  
Academic Performance ◽  
Cohort Study ◽  
Clinical Medicine ◽  
Average Score ◽  
First Year ◽  
Admission Criteria ◽  
Biomedical Sciences ◽  
Dental Surgery ◽  
School Of Medicine ◽  
Better Than

BACKGROUND The Copperbelt University is the second public University in Zambia. The School of Medicine has four major programs namely; Bachelor of Medicine and Surgery, Bachelor of Dental Surgery, Bachelor of Clinical Medicine and Bachelor of Biomedical sciences. The Copperbelt University School of Medicine runs a five-year training program for both the BDS and the MBCHB programs. Students are admitted into the Medical school after successfully completing their first year at the Main campus in the School of Natural Sciences with an average of 4 B grades or higher (B grade is a mark of 65 to 74%). OBJECTIVE The study was done to determine the association between admission criteria and academic performance among preclinical students. Hence, the study compares the academic performance among preclinical students admitted into the Bachelor of Dental Surgery and Bachelor of Medicine and Surgery at the Copperbelt University School of Medicine. METHODS This is a retrospective cohort study conducted at Michael Chilufya Sata School of medicine Campus. A pilot study was conducted with 30 BDS and 30 MBCHB students and the obtained information helped determine the sample size. SPSS was used to analyze the data. The study period lasted approximately 7 weeks at a cost of K1621. RESULTS In 2014, there was an improvement in average performance between 2nd and 3rd year for each program. An average score of 15.4 (SD 4.2) was obtained in 3rd year compared to 12.8 (SD 4.9) in 2nd year (p<0.001). Meanwhile, 3rd MB ChB mean score was 12.6 (SD 3.7) compared to 10.7 (SD 3.6) in 2nd years (p<0.05). However, in 2016, both programs, 3rd year mean scores were lower than 2nd year (MB ChB 2nd year mean score was 12.0 (SD 4.3) compared to 3rd year with a mean score of 9.5 (SD 4.5), p<0.001; BDS 2nd year mean score was 10.6 (SD 4.0) compared to 3rd year mean score of 8.2 (SD 3.4), p<0.01. On average MB ChB students performed better than BDS students in all the years (p<0.05), except in 2016 when the results were comparable. CONCLUSIONS Results from the study shows that entry criteria has a correlation to academic performance as students admitted with higher grades perform much better than those with lower grades.

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