scholarly journals Undergraduate Drinking and Academic Performance: A Prospective Investigation With Objective Measures

2009 ◽  
Vol 70 (5) ◽  
pp. 776-785 ◽  
Author(s):  
Dennis L. Thombs ◽  
R. Scott Olds ◽  
Susan J. Bondy ◽  
Janice Winchell ◽  
Dolly Baliunas ◽  
...  
Keyword(s):  
Academic Performance ◽  
Objective Measures ◽  
Undergraduate Drinking ◽  
Prospective Investigation

scholarly journals Sleep quality, duration, and consistency are associated with better academic performance in college students

2019 ◽  
Vol 4 (1) ◽  
Author(s):  
Kana Okano ◽  
Jakub R. Kaczmarzyk ◽  
Neha Dave ◽  
John D. E. Gabrieli ◽  
Jeffrey C. Grossman
Keyword(s):  
Academic Performance ◽  
Test Performance ◽  
Quantitative Data ◽  
Objective Measures ◽  
College Chemistry ◽  
Activity Trackers ◽  
Objective Evidence ◽  
Wearable Activity Trackers ◽  
Single Night ◽  
Introductory College

Abstract Although numerous survey studies have reported connections between sleep and cognitive function, there remains a lack of quantitative data using objective measures to directly assess the association between sleep and academic performance. In this study, wearable activity trackers were distributed to 100 students in an introductory college chemistry class (88 of whom completed the study), allowing for multiple sleep measures to be correlated with in-class performance on quizzes and midterm examinations. Overall, better quality, longer duration, and greater consistency of sleep correlated with better grades. However, there was no relation between sleep measures on the single night before a test and test performance; instead, sleep duration and quality for the month and the week before a test correlated with better grades. Sleep measures accounted for nearly 25% of the variance in academic performance. These findings provide quantitative, objective evidence that better quality, longer duration, and greater consistency of sleep are strongly associated with better academic performance in college. Gender differences are discussed.

scholarly journals Motor Skills and Exercise Capacity Are Associated with Objective Measures of Cognitive Functions and Academic Performance in Preadolescent Children

PLoS ONE ◽  
2016 ◽  
Vol 11 (8) ◽  
pp. e0161960 ◽  
Author(s):  
Svend Sparre Geertsen ◽  
Richard Thomas ◽  
Malte Nejst Larsen ◽  
Ida Marie Dahn ◽  
Josefine Needham Andersen ◽  
...  
Keyword(s):  
Academic Performance ◽  
Exercise Capacity ◽  
Motor Skills ◽  
Cognitive Functions ◽  
Objective Measures ◽  
Preadolescent Children

Role of an Academic Performance Committee

1969 ◽  
Vol 33 (1) ◽  
pp. 101-104
Author(s):  
JC Hickey ◽  
MT Romano ◽  
RK Jarecky
Keyword(s):  
Academic Performance

Relationships Between Subjective Ratings and Objective Measures of Performance in Speechreading Sentences

1997 ◽  
Vol 40 (4) ◽  
pp. 900-911 ◽  
Author(s):  
Marilyn E. Demorest ◽  
Lynne E. Bernstein
Keyword(s):  
Hearing Impairment ◽  
Performance Evaluations ◽  
Objective Measures ◽  
Large Individual ◽  
Subjective Ratings ◽  
Objective Performance ◽  
Phonetic Distance ◽  
Stimulus Length ◽  
Measures Of Performance ◽  
Confidence Scale

Ninety-six participants with normal hearing and 63 with severe-to-profound hearing impairment viewed 100 CID Sentences (Davis & Silverman, 1970) and 100 B-E Sentences (Bernstein & Eberhardt, 1986b). Objective measures included words correct, phonemes correct, and visual-phonetic distance between the stimulus and response. Subjective ratings were made on a 7-point confidence scale. Magnitude of validity coefficients ranged from .34 to .76 across materials, measures, and groups. Participants with hearing impairment had higher levels of objective performance, higher subjective ratings, and higher validity coefficients, although there were large individual differences. Regression analyses revealed that subjective ratings are predictable from stimulus length, response length, and objective performance. The ability of speechreaders to make valid performance evaluations was interpreted in terms of contemporary word recognition models.

Can the Academic Self-Concept be Positive and Realistic?

2005 ◽  
Vol 19 (3) ◽  
pp. 129-132 ◽  
Author(s):  
Reimer Kornmann
Keyword(s):  
Academic Performance ◽  
Opposite Effect ◽  
Self Esteem ◽  
Point Of View ◽  
The Other ◽  
Self Concept ◽  
High Ability ◽  
Self Image ◽  
Other Hand

Summary: My comment is basically restricted to the situation in which less-able students find themselves and refers only to literature in German. From this point of view I am basically able to confirm Marsh's results. It must, however, be said that with less-able pupils the opposite effect can be found: Levels of self-esteem in these pupils are raised, at least temporarily, by separate instruction, academic performance however drops; combined instruction, on the other hand, leads to improved academic performance, while levels of self-esteem drop. Apparently, the positive self-image of less-able pupils who receive separate instruction does not bring about the potential enhancement of academic performance one might expect from high-ability pupils receiving separate instruction. To resolve the dilemma, it is proposed that individual progress in learning be accentuated, and that comparisons with others be dispensed with. This fosters a self-image that can in equal measure be realistic and optimistic.

Sexual victimization history predicts academic performance in college women.

2016 ◽  
Vol 63 (6) ◽  
pp. 685-692 ◽  
Author(s):  
Majel R. Baker ◽  
Patricia A. Frazier ◽  
Christiaan Greer ◽  
Jacob A. Paulsen ◽  
Kelli Howard ◽  
...  
Keyword(s):  
Academic Performance ◽  
College Women ◽  
Sexual Victimization ◽  
Victimization History
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