scholarly journals Factors That Impact The Ethical Behavior Of College Students

2010 ◽  
Vol 3 (5) ◽  
pp. 27 ◽  
Author(s):  
Jacob Joseph ◽  
Kevin Berry ◽  
Satish P. Deshpande
Keyword(s):  
United States ◽  
College Students ◽  
Grade Point Average ◽  
Social Desirability ◽  
Ethical Behavior ◽  
Female Students ◽  
Social Desirability Bias ◽  
Grade Point ◽  
And Gender ◽  
Students Success

This study examines factors impacting ethical behavior of 182 college students in the midwestern and northwestern United States. Ethical behavior of peers had the most significant impact on ethical behavior of students. Success (in terms of grade point average) of students, and gender of the respondents, also significantly impacted ethical behavior.  Female students were significantly more ethical than their male counterparts.  Race of the respondent did not have an impact on their ethical behavior. Overclaiming scales indicated that social desirability bias did significantly impact the results of our study.  Implications of this study for researchers and practitioners are discussed.

Predictors of Academic Self-Concept for African American College Students

2016 ◽  
Vol 43 (6) ◽  
pp. 636-653
Author(s):  
Andrew S. Franklin ◽  
Scott M. Debb ◽  
Darlene G. Colson
Keyword(s):  
College Students ◽  
African American ◽  
Racial Identity ◽  
Grade Point Average ◽  
Self Concept ◽  
African American College Students ◽  
Online Questionnaire ◽  
Convenience Sample ◽  
Grade Point ◽  
Historically Black University

This study explored the roles of demographic variables, grade point average, centrality (an aspect of racial identity), and student-professor interactions in predicting academic self-concept. A convenience sample of 132 African American students (104 females and 28 males) ranging in age from 18 to 38 ( Mage = 26), attending a historically Black university completed an online questionnaire assessing demographic information, grade point average, an aspect of racial identity from the Multidimensional Inventory of Black Identity, student-professor interactions, and academic self-concept. Results showed that grade point average and student-professor interactions characterized by faculty’s level of care were significant factors in predicting academic self-concept. These relationships may be important for understanding salient factors that influence the academic self-concept in African American college students.

A Validity Study of the Neural Efficiency Analyzer in Relation to Selected Measures of Intelligence

1977 ◽  
Vol 45 (2) ◽  
pp. 475-478 ◽  
Author(s):  
Randy Sturgis ◽  
Elmer A. Lemke ◽  
James J. Johnson
Keyword(s):  
College Students ◽  
Grade Point Average ◽  
Intellectual Ability ◽  
Female College Students ◽  
Validity Study ◽  
Grade Point ◽  
Female College ◽  
Neural Efficiency ◽  
Paper And Pencil

This study attempted to determine the validity of the Ertl Neural Efficiency Analyzer as a measure of intellectual ability by using NEA-Alpha and Neural Efficiency scores to predict college grade point average (GPA) both alone and in combination with paper-and-pencil measures of intelligence for 22 male and 64 female college students. Results indicate that NEA-Alpha scores can predict GPA with moderate success and also that NEA-Alpha scores account for variability in grade point average not associated with paper-and-pencil tests.

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.

Effects of Grit on the Academic Success of Adult Female Students at Korean Open University

2017 ◽  
Vol 121 (4) ◽  
pp. 705-725 ◽  
Author(s):  
Mae Hyang Hwang ◽  
Hyo Jin Lim ◽  
Hye Suk Ha
Keyword(s):  
Academic Success ◽  
Grade Point Average ◽  
Indirect Effects ◽  
School Success ◽  
Female Students ◽  
Self Control ◽  
Open University ◽  
Direct And Indirect Effects ◽  
Negative Effects ◽  
Grade Point

This study examined the structural relationship between age, grit (i.e., perseverance of effort and consistency of interest), conscientiousness, self-control, and school success of female students at an Open University in Korea. We analyzed 509 students’ responses, and it turned out that the level of perseverance of effort was negatively correlated with academic maladjustment. Also, perseverance of effort had a positive indirect effect on grade point average scores. Conscientiousness and self-control were found to be positively correlated with grit factors and they had negative effects on academic maladjustment through perseverance of effort. Age had both direct and indirect effects on grit and academic success of the students.

Nontraditional and Traditional Student Persisters and Nonpersisters in the Community and Technical College

1984 ◽  
Vol 4 (1) ◽  
pp. 47-57 ◽  
Author(s):  
ALAN D. SMITH ◽  
MICHAEL N. SUGARMAN
Keyword(s):  
College Students ◽  
High School ◽  
Nontraditional Students ◽  
Grade Point Average ◽  
Technical College ◽  
School Grade ◽  
Grade Point ◽  
Community And Technical College ◽  
High School Grade ◽  
The University

A study was conducted with Community and Technical College students enrolled at the University of Akron, a major urban university, during the 1978–1979 academic year. Students were divided into traditional and nontraditional persisters and nonpersisters, and if they were placed on academic probation, they were removed from the study. These students were given modified National Center for Higher Education Management Systems (NCHEMS) questionnaires for program completers and noncompleters. The questions tested for varying degrees of satisfaction with the University and reasons for withdrawal concerning various academic, socioeconomic, and environmental press variables. In addition, selected demographic variables from the student masterfile were tested, along with the questionnaire responses in 99 research hypotheses using multiple linear regression and corrected for multiple comparisons. Results indicate that 13 hypotheses were found to significantly discriminate between traditional and nontraditional community college students. The persisting nontraditional students appeared to be more satisfied with the University concerning a few variables, greater proportion attended part-time, during the day, enrolled for less hours, and had a greater high school grade point average than their traditional counterparts. The nonpersisting, nontraditional students were similar to their persisting counterparts, except that traditional nonpersisting students had a higher high school grade point average, lived at greater distances from the school, and attended day time classes as compared to nontraditional students.

Learning Processes and Academic Achievement of United Arab Emirates College Students

1994 ◽  
Vol 74 (3) ◽  
pp. 739-746 ◽  
Author(s):  
Mohamed A. Albaili
Keyword(s):  
College Students ◽  
High School ◽  
Academic Achievement ◽  
Multivariate Analysis ◽  
Grade Point Average ◽  
United Arab Emirates ◽  
Learning Processes ◽  
Deep Processing ◽  
Grade Point ◽  
Elaborative Processing

The purpose of the present investigation was to examine the relationships between scores on the learning processes assessed by the Inventory of Learning Processes and academic achievement assessed by high school average (HSA) and grade point average (GPA) for 124 undergraduate college students. Multivariate analysis of variance indicated that students with high HSAs tended to score higher on Deep Processing and Fact Retention scales than students with low HSAs. Students with high GPAs appeared to score higher on both Deep Processing and Elaborative Processing scales than students with low GPAs. Subsequent path analysis suggested that both Deep Processing and Elaborative Processing scales have direct associations with GPA.

scholarly journals THE EFFECT OF SPEAKING SELF-EFFICACY AND GENDER IN SPEAKING ACTIVITIES

2014 ◽  
Vol 14 (2) ◽  
pp. 205 ◽  
Author(s):  
Hanna Sundari ◽  
Dasmo Dasmo
Keyword(s):  
College Students ◽  
Foreign Language ◽  
Self Efficacy ◽  
Female Students ◽  
T Test ◽  
Female College Students ◽  
Male And Female ◽  
Female College ◽  
And Gender

The present study tries to find out the effect of speaking self-efficacy and gender in speaking activities particularly in English as second/foreign language situation, using questionnaire from Bandura’s Guide for constructing self-efficacy scales. The Samples of this study were 23 male and 27 female college-students from speaking classes.  ANOVA and T-test helped by SPSS 15.0 for windows were employed to investigate speaking self-efficacy, gender and speaking activities. The result showed that the level of speaking self-efficacy both male and female students is moderate. They can moderately perform speaking activities but they think them quite though and difficult. Besides, Sig. for gender scores lower than .05 (.013 < .05), gender gave significant effect towards speaking activities. Yet, not only speaking self-efficacy partially (Sig .162 > .05) but also its simultaneous interaction with gender (Sig .0677 > .05) did not affect significantly towards speaking activities.

scholarly journals The Prevalence and Factors Associated with Mental Distress among College Students in Southern Ethiopia: A Cross-Sectional Study

1970 ◽  
Vol 29 (3) ◽  
Author(s):  
Tesfalem Teshome Tessema ◽  
Temesgen Abdi Gebremariam ◽  
Etaferahu Alemayehu Abebe ◽  
Etaferahu Alemayehu Abebe
Keyword(s):  
Mental Health ◽  
College Students ◽  
Grade Point Average ◽  
Ethnic Group ◽  
Mental Distress ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Cross Sectional ◽  
Grade Point ◽  
Factors Associated

BACKGROUND: Although mental health problems affect the general population, students are highly vulnerable to psychological disorders. Mental distress among students is a cause of concern as it may impair their behavior and diminish learning, which could negatively affect their academic performance. Therefore, the objective of this study was to assess the prevalence and the factors associated with mental distress among college students in Southern Ethiopia.METHODS: Institution based cross-sectional study was conducted among 280 regular students of Hawassa College of Health Sciences. Mental distress was measured using a Self-Reporting Questionnaire (SRQ-20). The data were entered into Epi-Info version 3.5.4 and analyzed using Statistical Package for Social Science (SPSS) version 20. Multivariable logistic analysis was performed following bivariate analysis to adjust for the effect of confounders.RESULT: The prevalence of mental distress among the study subjects was found to be 59 (22.30%). Female students were 2.08 times more likely to have mental distress as compared to male students (AOR =2.08 [95% CI: 1.14-3.82]). The odds of mental distress among third-year students was 60% lower compared to second-year students [AOR = 0.40; 95 % CI, (0.19, 0.87)]. Students who were from Amhara ethnic group were 3.37 times more likely to have mental distress as compared to students from Sidama ethnic group [AOR=3.37;95%CI (1.13-10.09)]. Moreover, students who had Grade Point Average of below 60% were 4.69 times more likely to be mentally distressed as compared to those students who scored Grade Point Average of greater or equal to 60% (AOR= 4.69; 95%CI,[ 2.46, 8.96).CONCLUSION: The finding suggests the importance of providing mental health counseling support for students as part of the teaching and learning process. More research to further explore the multiple factors influencing students’ mental health condition should also be conducted.

scholarly journals GMAT And Other Determinants Of GPA In An MBA Program

2010 ◽  
Vol 3 (12) ◽  
pp. 77-86
Author(s):  
Bharat Kolluri ◽  
Rao Singamsetti ◽  
Mahmoud Wahab
Keyword(s):  
Regression Model ◽  
Grade Point Average ◽  
Potential Influence ◽  
Chi Square ◽  
Grade Point ◽  
Independent Variables ◽  
Mba Students ◽  
Mba Program ◽  
Significant Difference ◽  
And Gender

This paper reports on the influence of waiving the GMAT requirement on academic performance as measured by grade-point-average at graduation for 833 University of Hartford MBA students who graduated between 2003 and 2009. In seeking to better understand what factors might be influencing graduation GPA, we examined a variety of traditional attributes. In addition, we examined the potential influence of GMAT Waivers on graduation GPA because there was some thought that students who waived this test might have lower graduation GPAs than those who took the examination. The results of this study indicated that the most important factor for determining MBA graduation GPA was an individual’s undergraduate GPA, with higher undergraduate GPAs being associated with higher MBA graduation GPAs. Marginally significant differences in graduation GPA were also found based on the number of credits waived at entry into the MBA program, with more credits being waived contributing to a higher graduation GPA. We also found that women graduated with higher GPAs than men. Of particular interest to us in this study, however, was whether or not our GMAT Waiver policy was influencing graduation GPAs. In this case, we found no significant difference in graduation GPA, regardless of whether or not the GMAT requirement was waived. These results were confirmed using chi-square tests and two-sample t-tests. To gain additional insights into these issues, we estimated a regression model to explain graduation GPA using several attributes as independent variables. The regression results indicate that undergraduate GPA and gender seemed to most reliably predict differences in graduation GPA.

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