scholarly journals Teaching Effect and Reform Strategies on Graduation Design for Undergraduates in Information Related Majors in Independent College Based on Psychological Identity

2021 ◽  
Vol 11 (1) ◽  
pp. 35-40
Author(s):  
Wei Nai ◽  
◽  
Lanfei Ma ◽  
Yidan Xing
Keyword(s):  
Point Of View ◽  
Grade Point Averages ◽  
Independent College ◽  
Grade Point ◽  
Reform Strategies ◽  
College Career ◽  
Information Engineering ◽  
Cultivation Process ◽  
Students Attitudes ◽  
Psychological Identity

The annual graduation design in universities is the final cultivation process of the comprehensive professional competencies for undergraduates before they end their college career, and is also an important component in the tasks of undergraduate education. Teaching effect of graduation design on one hand depends on the foundation and application ability of professional knowledge of each student, and also depends on the psychological identity on advisor and the topic chosen from the student point of view on the other hand. In this paper, undergraduates who have all finished their graduation design in Department of Electronic and Information Engineering in Independent College T from the year 2017 to 2019 have been set as study objects, by deeply investigating students’ attitudes toward advisors and topics chosen from questionnaire survey, and by analyzing the grade point averages (GPA) of students, the relationship between psychological identity on advisor as well as topic chosen and the teaching effect of graduation design for each student has been found out, and related reform strategies on teaching methods has been discussed.

Changes in Scores on California Psychological Inventory among Seminarians: What Happened to the Class of ′68?

1979 ◽  
Vol 45 (1) ◽  
pp. 129-130 ◽  
Author(s):  
William T. Query
Keyword(s):  
Grade Point Averages ◽  
California Psychological Inventory ◽  
Grade Point ◽  
Follow Up Study ◽  
Psychological Inventory

To test the hypothesis that ministers' family milieu fosters mixed masculine-feminine traits, a 10-yr. follow-up study was conducted where seminarians were retested with the California Psychological Inventory. Among the seminarians, 28 were ordained and 6 were not. Support was obtained for the hypothesis. Grade point averages were significantly higher among the ordained. This study is restricted to Catholic seminarians; making a good impression became important after ordination, not before; three scales which were significant among Protestant seminarians in previous research were not found in this study, suggesting dissimilarity among denominations.

Prediction of Grade Point Averages Using Cognitive and Noncognitive Predictor Variables

1973 ◽  
Vol 32 (1) ◽  
pp. 143-148 ◽  
Author(s):  
Cheryl L. Reed ◽  
John F. Feldhusen ◽  
Adrian P. Van Mondfrans
Keyword(s):  
Nursing Students ◽  
Associate Degree Nursing ◽  
Associate Degree ◽  
Practical Experience ◽  
Grade Point Averages ◽  
School Level ◽  
Validation Sample ◽  
Grade Point ◽  
First Semester ◽  
Noncognitive Variables

This study investigated the usefulness of a number of noncognitive variables in improving the prediction of students' first semester, second semester, and first-year grade point averages. Freshman nursing students entering five associate degree nursing schools between 1964 and 1967 ( N = 495) were used as the validation sample. The cross-validation sample included the 1968 ( N = 170) entrants. When added to a battery of established cognitive predictors, several noncognitive variables added a unique and significant increment to the prediction of grade point averages in associate degree nursing programs. These variables were: age in months of the student, year of entry into nursing school, level of previous education of the student, and the particular school attended. These results encourage future studies in search of new noncognitive variables to improve prediction. Measures of a student's past health and practical experience might be worthy of future study.

Observed Differences in Graduate Record Examination Scores and Mean Undergraduate Grade Point Averages by Gender and Race among Students Admitted to a Master's Degree Program in College Student Affairs

1995 ◽  
Vol 77 (3_suppl) ◽  
pp. 1315-1321 ◽  
Author(s):  
Aaron W. Hughey
Keyword(s):  
College Student ◽  
Student Affairs ◽  
Master's Degree ◽  
Degree Program ◽  
Grade Point Averages ◽  
Graduate Record Examination ◽  
Grade Point ◽  
Master's Degree Program ◽  
College Student Affairs ◽  
Significant Difference

Graduate Record Examination scores and undergraduate grade point averages (GPAs) were examined for 218 students admitted to a master's degree program in college student affairs from August 1985 through May 1995. Analysis of variance yielded no statistically significant differences between men and women on Graduate Record Examination scores, although a significant difference was observed when undergraduate GPAs were examined. There was also a statistically significant difference between African-American and Caucasian students for both Graduate Record Examination scores and undergraduate GPAs. Pearson product-moment correlations between scores on the Graduate Record Examination and undergraduate GPAs were consistently low. These findings support the notion that use of the Graduate Record Examination as an admissions criterion for college student affairs graduate programs warrants further scrutiny.

An Initial Test of a Theory of Individual Performance

1994 ◽  
Vol 74 (3) ◽  
pp. 963-973 ◽  
Author(s):  
Charles D. Pringle
Keyword(s):  
College Students ◽  
Individual Performance ◽  
Grade Point Averages ◽  
Accurate Prediction ◽  
Comprehensive Model ◽  
Initial Test ◽  
Actual Performance ◽  
Grade Point

This study provided an initial test of a comprehensive model of individual performance. The extent to which one's opportunity, capacity, and willingness to perform predict one's actual performance is examined. A questionnaire designed to measure opportunity, capacity, and willingness was administered to 213 college students, while performance was measured by the students' grade point averages Scores on Capacity and Willingness interacted to provide a reasonably accurate prediction of performance, but the effect of scores on Opportunity was nonsignificant.

scholarly journals Major Re-selection Advising and Academic Performance

2017 ◽  
Vol 37 (1) ◽  
pp. 15-25 ◽  
Author(s):  
Deborah McKenzie ◽  
Tony Xing Tan ◽  
Edward C. Fletcher ◽  
Andrea Jackson-Williams
Keyword(s):  
Regression Analysis ◽  
Treatment Group ◽  
Undergraduate Students ◽  
Grade Point Averages ◽  
Control Group ◽  
Control Group Design ◽  
Grade Point ◽  
Group Design ◽  
Quasi Experimental ◽  
Positive Effect

We sought to determine whether receiving major re-selection (MRS) advising benefits undergraduate students' grade-point averages (GPAs). We used a quasi-experimental nonequivalent control group design to compare a treatment group (n = 219) of undergraduates who changed their majors after receiving MRS advising with a control group (n = 206) who changed majors without advising during the same semester as the treatment group. Findings showed that, on average, students who received MRS experienced no change in their program GPA but an increase in their semester GPA; however, the control group experienced a decrease in program and semester GPAs. Multiple regression analysis confirmed that MRS advising had a positive effect on posttest semester GPAs (β = .33, p < .001) and program GPAs (β = .28, p < .001). Implications for student advising are discussed.

Explanatory Style and Academic Performance among College Students Beginning a Major Course of Study

2003 ◽  
Vol 92 (3) ◽  
pp. 861-865 ◽  
Author(s):  
Mary C. LaForge ◽  
Stephen Cantrell
Keyword(s):  
Depressive Symptoms ◽  
Attributional Style ◽  
Learned Helplessness ◽  
Explanatory Style ◽  
Grade Point Averages ◽  
Cognitive Variable ◽  
Grade Point ◽  
Attributional Style Questionnaire ◽  
Upper Level ◽  
Pessimistic Explanatory Style

Explanatory style, a cognitive variable, reflects how people typically explain the causes of bad events involving themselves. Explanatory style emerged from the attributional reformulation of the learned helplessness and depression model as a way of explaining individual differences in response to uncontrollability. A central prediction of the reformulation is that people with habitual explanatory tendencies differ, and individuals with a pessimistic explanatory style will be more likely to exhibit depressive symptoms following bad events than individuals with an optimistic explanatory style. 116 upper-level undergraduates beginning a degree program at this university completed the Attributional Style Questionnaire. Scores were correlated with students' cumulative grade point averages and their total points earned in Consumer Behavior, the first course required in the Marketing major. Students with pessimistic explanatory style scores outperformed colleagues with optimistic explanatory style scores. Implications of these findings and possible explanations for why explanatory style did not correlate in the theoretically predicted way with academic achievement are considered.

Grades: Communication Breakdown

2019 ◽  
pp. 109-133
Author(s):  
Jason Brennan ◽  
Phillip Magness
Keyword(s):  
Grade Point Averages ◽  
Grade Point ◽  
Final Grade ◽  
Communication Breakdown

This chapter assesses how professors grade students. It argues that the practice of grading is replete with problems. Grades are a kind of language. They are meant to be a form of communication. They are sometimes meant to communicate to students how well they’ve mastered a set of material. Most colleges calculate grade point averages (GPAs) and compare students to one another. Grades are also sometimes meant to communicate to outsiders something about how good a student is, and how he or she compares to other students from other universities. However, the grading and GPA systems are such a mess that they largely fail to accomplish these goals. In some cases, the mathematics used to calculate an average final grade in a class are incoherent. In nearly all cases, the mathematics used to calculate students’ GPAs are also incoherent.

Academic Achievement and Demographics of International Undergraduates

2016 ◽  
pp. 233-259
Author(s):  
Dulce Amor L. Dorado ◽  
Barry Fass-Holmes
Keyword(s):  
Academic Achievement ◽  
Community College ◽  
West Coast ◽  
Native Language ◽  
Public University ◽  
Grade Point Averages ◽  
First Year ◽  
Grade Point ◽  
Academic Standing ◽  
First Time

Are international undergraduates whose native language is not English less prepared to succeed academically at an American four-year institution after transferring from an American community college than ones who are first-time freshmen (NFRS) or exchange visitors (EAPR)? This question's answer was no at an American West Coast public university where five cohorts of international transfer undergraduates (TRAN) earned mean first-year grade point averages (GPA) between B- and B. Less than 12% of these students earned GPAs below C, and less than 15% were in bad academic standing (probation, subject to disqualification, or dismissed). In comparison, five parallel cohorts of NFRS and EAPR earned mean first-year GPAs averaging between B and B+ to A-. Less than 10% earned GPAs below C or were in bad academic standing. Thus, a minority of this university's international undergraduates struggled academically regardless of whether they were TRAN, NFRS, or EAPR.

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