scholarly journals Academic Library Use is Positively Related to a Variety of Educational Outcomes

2019 ◽  
Vol 14 (3) ◽  
pp. 144-146
Author(s):  
Rachel E. Scott
Keyword(s):  
Grade Point Average ◽  
Academic Outcomes ◽  
Academic Engagement ◽  
Research University ◽  
Academic Library ◽  
Academic Skills ◽  
Hierarchical Regression ◽  
Grade Point ◽  
Library Use ◽  
Dependent Variables

A Review of: Soria, K. M., Fransen, J., & Nackerud, S. (2017). Beyond books: The extended academic benefits of library use for first-year college students. College & Research Libraries, 78(1), 8-22. https://doi.org/10.5860/crl.78.1.8 Abstract Objectives – To consider the relationship between academic library use and four specific outcomes: academic engagement, engagement in scholarly activities, academic skills development, and grade point average. Design – Hierarchical regression analysis. Setting – A large, public research university in the Midwest US. Subjects – 1,068 non-transfer, first-year students who voluntarily completed the Student Experience in the Research University (SERU) survey. Methods – The SERU survey results were analyzed alongside student data derived from institutional records and 10 library usage variables generated from library systems. Velicer’s minimum average partial (MAP) method was employed to develop a factor analysis. Hierarchical regression analyses measured the relationships between independent variables (demographic characteristics, collegiate experiences, and libraries use) and dependent variables (students’ academic engagement, academic skills, engagement in scholarship, and fall semester grade point average). Main Results – Students’ use of academic libraries was reported to have a positive relationship with all four dependent variables, above and beyond those explained by pre-college and collegiate experiences: academic engagement (R2∆= .130, p < 0.001), academic skills development (R2∆= .025, p < 0.001), fall semester grade point average (R2∆= .018, p < 0.001), and engagement in scholarship (R2∆= .070, p < 0.001). Use of books and web-based library resources had the most positive relationships with academic outcomes; workshop attendance and use of reference services had limited positive relationships with academic outcomes; and use of library computer workstations had no significant effects on academic outcomes. Conclusion – Undergraduate student use of the academic library is positively associated with diverse academic outcomes. Although the explanatory power of library use was relatively low, ranging from 1.8 to 13.0 percent of final variance in the dependent variables, library use is nonetheless reported to contribute significantly to academic outcomes.

scholarly journals Beyond Books: The Extended Academic Benefits of Library Use for First-Year College Students

2017 ◽  
Vol 78 (1) ◽  
Author(s):  
Krista M. Soria ◽  
Jan Fransen ◽  
Shane Nackerud
Keyword(s):  
College Students ◽  
Academic Outcomes ◽  
Academic Engagement ◽  
Academic Skills ◽  
First Year ◽  
Grade Point ◽  
Reference Services ◽  
First Year College ◽  
Academic Benefits ◽  
First Year College Students

The purpose of this paper was to investigate whether there are relationships between first-year college students’ use of academic libraries and four academic outcomes: academic engagement, engagement in scholarly activities, academic skills development, and grade point average. The results of regression analyses suggest students’ use of books (collection loans, e-books, and interlibrary loans) and web-based services (database, journal, and library website logins) had the most positive and significant relationships with academic outcomes. Students’ use of reference services was positively associated with their academic engagement and academic skills, while enrollment in library courses was positively associated with grade point averages.

scholarly journals Performance on the ROCF at 8 Years Predicts Academic Achievement at 16 Years in Individuals with Dextro-Transposition of the Great Arteries

2021 ◽  
pp. 1-8
Author(s):  
Matthew E. Fasano-McCarron ◽  
Jane Holmes Bernstein ◽  
Deborah P. Waber ◽  
Jane W. Newburger ◽  
David R. DeMaso ◽  
...  
Keyword(s):  
Academic Performance ◽  
Academic Outcomes ◽  
Academic Skills ◽  
Spatial Problem ◽  
Complex Figure ◽  
Visual Spatial ◽  
Dependent Variables ◽  
Individual Achievement ◽  
And Mathematics ◽  
Problem Solving Task

Abstract Objective: This study examined longitudinal associations between performance on the Rey–Osterrieth Complex Figure–Developmental Scoring System (ROCF-DSS) at 8 years of age and academic outcomes at 16 years of age in 133 children with dextro-transposition of the great arteries (d-TGA). Method: The ROCF-DSS was administered at the age of 8 and the Wechsler Individual Achievement Test, First and Second Edition (WIAT/WIAT-II) at the ages of 8 and 16, respectively. ROCF-DSS protocols were classified by Organization (Organized/Disorganized) and Style (Part-oriented/Holistic). Two-way univariate (ROCF-DSS Organization × Style) ANCOVAs were computed with 16-year academic outcomes as the dependent variables and socioeconomic status (SES) as the covariate. Results: The Organization × Style interaction was not statistically significant. However, ROCF-DSS Organization at 8 years was significantly associated with Reading, Math, Associative, and Assembled academic skills at 16 years, with better organization predicting better academic performance. Conclusions: Performance on the ROCF-DSS, a complex visual-spatial problem-solving task, in children with d-TGA can forecast academic performance in both reading and mathematics nearly a decade later. These findings may have implications for identifying risk in children with other medical and neurodevelopmental disorders affecting brain development.

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.

Performance and Persistence Outcomes of GEAR UP Students: Leveling the Playing Field in Higher Education

2016 ◽  
Vol 20 (3) ◽  
pp. 328-349 ◽  
Author(s):  
Jafeth E. Sanchez ◽  
Jennifer L. Lowman ◽  
Kathleen A. Hill
Keyword(s):  
Higher Education ◽  
Grade Point Average ◽  
Test Scores ◽  
Research University ◽  
American College Test ◽  
Selective Medium ◽  
Retention Rates ◽  
Gear Up ◽  
Grade Point ◽  
Playing Field

Given the major investment in the Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) grant, rising postsecondary access, trends in poor persistence and retention rates, and the ongoing accountability measures in higher education, it is critical to examine factors related to postsecondary performance and persistence of GEAR UP students in comparison to their peers. College performance and persistence of 298 State GEAR UP students were compared with other first-time, first-year students (1,841) who entered a moderately selective, medium-sized public research university in Fall 2012. The GEAR UP students were more likely to be from disadvantaged, underrepresented backgrounds; despite less advantageous beginnings, they entered college with similar high school grade point average and Scholastic Assessment Test scores, though lower American College Test scores. Also, students’ first-term grade point average and credit loads served as predictors of persistence. Most importantly, GEAR UP students were just as likely to perform and persist as their peers.

scholarly journals An Investigation Of Element Achieve Intellectual Accomplishment Of Proposed Educator

2020 ◽  
Vol 2 (09) ◽  
pp. 208-210
Author(s):  
Dr. Afzal Nazimuddin ◽  
Ghulam Ali Khan
Keyword(s):  
Grade Point Average ◽  
Research University ◽  
Training Programs ◽  
Peer Pressure ◽  
Instructor Training ◽  
Grade Point ◽  
Financial Status ◽  
Quantitative Development ◽  
Institutional Viability

The paper attempted to explain elements impacting the scholarly accomplishment of planned educators concentrating on various instructor training programs. The administration has zeroed in on the improvement in the nature of training particularly after the quantitative development of enrolment rates at all degrees of instruction. As one of the models of the nature of training, imminent educators' scholarly accomplishment was researched in the paper, since scholastic accomplishment is frequently referred to as an institutional viability marker by administrators, instructors, understudies, and their folks. The investigation was completed on an example of 200 understudies of 9 branches of the Institute of Education and Research, University of the Punjab, Pakistan. The example was haphazardly chosen and 22 understudies of the fourth semester from every division were taken. A Combined Grade Point Average (CGPA) of understudies was additionally taken. Data was gathered through a survey. The consequence of the examination investigation demonstrated that parental inclusion, instructor showing style, financial status, peer pressure, and motivation were affecting under investigation's accomplishment.

scholarly journals Extracurricular Participation, Collective Self-Esteem, and Academic Outcomes Among College Students

2020 ◽  
Vol 25 (4) ◽  
pp. 318-326
Author(s):  
Casey A. Knifsend ◽  
Leigh A. Green ◽  
Kathryn L. Clifford
Keyword(s):  
Academic Success ◽  
Identity Development ◽  
Grade Point Average ◽  
Extracurricular Activities ◽  
Peer Relations ◽  
Academic Outcomes ◽  
Self Esteem ◽  
Grade Point ◽  
Collective Self ◽  
Collective Self Esteem

Participating in extracurricular activities during college has been linked with positive peer relations and academic success (e.g., Astin, 1984; Stuart et al., 2011). Yet, less research has focused on identity development and collective self-esteem within extracurricular activities, or whether such positive attitudes about one’s activity membership are associated with academic outcomes. In the current study, analyses focused primarily on those who were in at least one activity (n = 109), who reported on friendships within their activity, perceptions of interdependence among members, and collective self-esteem within their activity, as well as their feelings of belonging on campus and grade point average. Regression analyses suggested that having friends in one’s activity (β = .33, p = .001) and higher interdependence (β = .51, p < .001) predicted higher collective self-esteem, with a total adjusted R2 = .44. In turn, greater collective self-esteem was associated marginally with higher feelings of belonging (β = .20, p = .07, adjusted R2 = .07) and grade point average for those in fraternities or sororities (interaction β = .34, p = .006; adjusted R2 = .17; simple slope for Greek organizations: β = .42, p = .07). These findings underscore the importance of considering different dimensions of extracurricular involvement (i.e., both whether one is involved, as well as positive feelings about one’s activity), and provide recommendations to student affairs professionals as to how activities may be structured to promote optimal outcomes during college.

Recreation Center Utilization Affects Academic Outcomes

2017 ◽  
Vol 41 (1) ◽  
pp. 67-75
Author(s):  
LesleyAnne Roddy ◽  
Rachael J. Pohle-Krauza ◽  
Becky Geltz
Keyword(s):  
Academic Performance ◽  
Grade Point Average ◽  
Academic Outcomes ◽  
Undergraduate Student ◽  
Female Students ◽  
Student Records ◽  
Grade Point ◽  
Cumulative Grade Point Average ◽  
Very High

This study described the association between students' use of a university recreation center and concomitant achieved cumulative grade point average (GPA). Data were derived retrospectively from undergraduate student records from 12 consecutive months ( N = 6,098). Results showed that in general, use of the recreation center on campus was beneficial to a student's academic performance, where female students who visited the facility more often had higher GPAs on average. When GPAs were considered categorically for all students, however, those with the very lowest academic performance were characterized by a very high pattern of use, indicating that there may be a threshold benefit to center utilization.

Mining library and university data to understand library use patterns

2015 ◽  
Vol 33 (3) ◽  
pp. 355-372 ◽  
Author(s):  
John Renaud ◽  
Scott Britton ◽  
Dingding Wang ◽  
Mitsunori Ogihara
Keyword(s):  
Data Mining ◽  
Grade Point Average ◽  
Research Team ◽  
Data Sets ◽  
User Privacy ◽  
Grade Point ◽  
Content Type ◽  
Use Patterns ◽  
Library Use ◽  
Cross Education

Purpose – Library data are often hard to analyze because these data come from unconnected sources, and the data sets can be very large. Furthermore, the desire to protect user privacy has prevented the retention of data that could be used to correlate library data to non-library data. The research team used data mining to determine library use patterns and to determine whether library use correlated to students’ grade point average. Design/methodology/approach – A research team collected and analyzed data from the libraries, registrar and human resources. All data sets were uploaded into a single, secure data warehouse, allowing them to be analyzed and correlated. Findings – The analysis revealed patterns of library use by academic department, patterns of book use over 20 years and correlations between library use and grade point average. Research limitations/implications – Analysis of more narrowly defined user populations and collections will help develop targeted outreach efforts and manage the print collections. The data used are from one university; therefore, similar research is needed at other institutions to determine whether these findings are generalizable. Practical implications – The unexpected use of the central library by those affiliated with law resulted in cross-education of law and central library staff. Management of the print collections and user outreach efforts will reflect more nuanced selection of subject areas and departments. Originality/value – A model is suggested for campus partnerships that enables data mining of sensitive library and campus information.

Predictors of success on the American Board for Certification’s prosthetics certification examination

2016 ◽  
Vol 41 (1) ◽  
pp. 95-100 ◽  
Author(s):  
Rebecca Maria Miro ◽  
William Young ◽  
Robert Dedrick ◽  
M Jason Highsmith
Keyword(s):  
Grade Point Average ◽  
Patient Management ◽  
Predictors Of Success ◽  
Clinical Practices ◽  
Certification Examination ◽  
Grade Point ◽  
Clinical Patient ◽  
Dependent Variables ◽  
Written Simulation ◽  
First Time

Background:Many factors can potentially impact pass or fail performance of a certification examination. While studies regarding predictors of success have been conducted in other professions, no such studies have been conducted in prosthetics and orthotics.Objectives:Determine whether there are significant differences in prosthetics certification examination success or failure based on gender, Carnegie ranking of the institution from where the candidate received the degree, and whether the candidate is extending credential from orthotics to include prosthetics.Study design:Retrospective study.Methods:Data of candidates who completed prosthetics residency in 2011 and 2012 were evaluated for relationships with the dependent variables.Results:Only credential extension showed a statistically significant relationship with written multiple choice ( p = 0.000), written simulation ( p = 0.006), and clinical patient management examinations ( p = 0.005) as well as with success or failure in obtaining prosthetics certification ( p < 0.001).Conclusions:Currently available data for analysis regarding predictors of success are limited. Collection of additional variables (i.e. pre-requisite grade point average) in the future will permit analysis of more robust information. Presently available data reveal that candidates seeking to extend credential are more successful in obtaining certified prosthetist status compared with those testing for the first time.Clinical relevanceUnderstanding factors contributing to attaining licensure is important as the prosthetic/orthotic practitioner population ages. This is the first study to investigate this dimension of prosthetics and orthotics training, which upholds professional standards and protects patients. It helps the profession develop best educational and clinical practices in managing patients who utilize prosthetic technologies.

Sign in / Sign up

Export Citation Format

Share Document