scholarly journals Nighttime Sleep Awakening Frequency and Its Consistency Predict Future Academic Performance in College Students

2021 ◽  
Author(s):  
Ghee Wee Ho ◽  
Zhenzhi Yang ◽  
Linna Xing ◽  
Ken Kang-Too Tsang ◽  
Huada Daniel Ruan ◽  
...  
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Sleep Quality ◽  
Grade Point Average ◽  
Self Report ◽  
Grade Point ◽  
Future Studies ◽  
Nighttime Sleep ◽  
Tracking Period

Although the relations between sleep and academic performance have been extensively examined, how sleep predicts future academic performance (e.g., 2 -3 years) remains to be further investigated. Using wearable smartwatches and a self-report questionnaire, we tracked sleep activities of 45 college students over a period of approximate half a month to see whether their sleep activities predicted their academic performance, which was estimated by grade point average (GPA). Results showed that both nighttime sleep awakening frequency and its consistency in the tracking period were not significantly correlated with the GPA for the courses taken in the semester during sleep tracking (current GPA). However, both nighttime sleep awakening frequency and its consistency inversely predicted the GPA for the rest of the courses taken after that semester (future GPA). Moreover, students with more difficulty staying awake throughout the day obtained lower current and future GPAs, and students with lower inconsistency of sleep quality obtained lower future GPA. Together, these findings highlight the importance of nighttime sleep awakening frequency and consistency in predicting future academic performance and emphasize the necessity of assessing the consistency of sleep measures in future studies.

scholarly journals Insomnia among Medical and Paramedical Students in Jordan: Impact on Academic Performance

2019 ◽  
Vol 2019 ◽  
pp. 1-7 ◽  
Author(s):  
Mohammad Alqudah ◽  
Samar A. M. Balousha ◽  
Othman Al-Shboul ◽  
Ahmed Al-Dwairi ◽  
Mahmoud A. Alfaqih ◽  
...  
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Sleep Quality ◽  
Sleep Disturbances ◽  
Age Groups ◽  
Deep Understanding ◽  
Social Consequences ◽  
Future Research ◽  
Cross Sectional ◽  
Grade Point

Background. Insomnia is a problem that is common in all societies and age groups. However, its importance is increasing between students especially with the highly competitive and demanding environment surrounding them even after their graduation. In spite of the deep understanding of its health and social consequences, the frequency of insomnia among medical students in Jordan was not determined. Aim. To determine the prevalence of sleep disturbances among college students and to look for any association between sleep disturbances and students’ academic achievement. Methods. This is a cross-sectional self-administered questionnaire-based study. The participants were college students of the medical and paramedical specialties. Insomnia Severity Index (ISI) was used and the academic performance was assessed using students’ Cumulative Grade Point Average (CGPA). Results. There were 977 responses. Prevalence of clinical insomnia was 26.0%. Students who self-reported good sleep quality had significantly lower ISI scores compared with those who self-reported bad quality of sleep. Students who slept >7 hours had significantly less ISI scores than students who slept <6 hours. Students who had a CGPA more than or equal to 3 had significantly lower ISI scores compared with those who had a CGPA less than 2.5. Self-reported sleep quality was associated with the CGPA. Conclusion. A high prevalence of insomnia was found in this group of students. Academic performance was significantly associated with ISI scores and self-reported sleep quality. These results might be useful for future research into the development of interventional strategies to help students get enough sleep quality and quantity.

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.

Study Behaviors and Their Relationships to Test Anxiety and Academic Performance

1972 ◽  
Vol 30 (2) ◽  
pp. 407-410 ◽  
Author(s):  
George J. Allen ◽  
Wayne M. Lerner ◽  
James J. Hinrichsen
Keyword(s):  
Academic Performance ◽  
Test Anxiety ◽  
Multivariate Regression Analysis ◽  
Study Data ◽  
Self Report ◽  
Grade Point ◽  
Academic Aptitude ◽  
Relevant Variables ◽  
Study Behaviors ◽  
High School Rank

Multivariate regression analysis of academic aptitude, test anxiety, and self-report study data from 122 undergraduates indicated high school rank to be the best predictor of grade point average. The number of days Ss reported studying and one test anxiety scale also added significantly to the prediction. Analysis of the study-relevant variables across the semester indicated differential patterns of study existed for students with good, average, and poor grades. The relative independence of test anxiety and study behaviors suggested that the latter class of variables might profitably be used to increase prediction of academic performance.

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.

Noncognitive Long-Term Prediction of College Grades by the Academic Performance Scale

Assessment ◽  
1996 ◽  
Vol 3 (1) ◽  
pp. 91-98
Author(s):  
Norman S. Giddan ◽  
Stephen G. Jurs ◽  
Marcia Andberg ◽  
Paul Bunnell
Keyword(s):  
Academic Performance ◽  
Grade Point Average ◽  
Small Samples ◽  
Grade Point ◽  
Student Groups ◽  
Enrollment Status ◽  
Long Term Prediction ◽  
College Grades ◽  
Performance Scale

This paper reports on the validation of the Academic Performance (AP) Scale, a 40-item true-false, noncognitive questionnaire for each gender, designed to predict college grade point average. The AP Scale predicted college grades in small samples of undergraduates with correlations ranging from .35 to .63 and predicted long-term (at least 5 years) final college grades for men ( r = .37, n = 129) and women, ( r = .41, n = 120). The AP Scale also differentiated among student groups based upon both academic performance and enrollment status at the end of 2 years of college.

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 Evaluation of the scholastic performance of students in 12 programs from a private university in the south-west geopolitical zone in Nigeria

F1000Research ◽  
2019 ◽  
Vol 8 ◽  
pp. 154
Author(s):  
Roseline O. Ogundokun ◽  
Marion O. Adebiyi ◽  
Oluwakemi C. Abikoye ◽  
Tinuke O. Oladele ◽  
Adewale F. Lukman ◽  
...  
Keyword(s):  
Academic Performance ◽  
Grade Point Average ◽  
Private School ◽  
Private University ◽  
Study Data ◽  
The South ◽  
Grade Point ◽  
Cumulative Grade Point Average ◽  
South West ◽  
University Setting

Cumulative grade point average (CGPA) is a system for calculation of GPA scores and is one way to determine a student's academic performance in a university setting. In Nigeria, an employer evaluates a student's academic performance using their CGPA score. For this study, data were collected from a student database of a private school in the south-west geopolitical zone in Nigeria. Regression analysis, correlation analysis, and analysis of variance (F-test) were employed to determine the study year that students perform better based on CGPA. According to the results, it was observed that students perform much better in year three (300 Level) and year four (400 Level) compared to other levels. In conclusion, we strongly recommend the private university to introduce program that will improve the academic performance of students from year one (100 level).

scholarly journals Grit and chiropractic students' academic performance: a cross-sectional study

2020 ◽  
Author(s):  
Elina A. Pulkkinen ◽  
Pablo Perez de la Ossa
Keyword(s):  
Academic Performance ◽  
Grade Point Average ◽  
Cross Sectional Study ◽  
Dropping Out ◽  
Education Student ◽  
Students At Risk ◽  
Cross Sectional ◽  
Grade Point ◽  
Chiropractic Education ◽  
Chiropractic Students

Objective Previous investigations have studied the relationship between grit and academic performance, and it has been reported that grittier students perform better academically. The objectives of this study are to measure chiropractic students' grittiness and to explore the correlation between grit and academic performance. Methods We distributed the Short Grit Scale (Grit-S) questionnaire to chiropractic students in electronic form. We included questions about their previous grade point average and the number of times they had retaken examinations. We scored the overall Grit-S scale and the Consistency of Interest and Perseverance of Effort subscales. A 2-tailed t test and 1-way analysis of variance were used to determine differences between groups. Results The response rate was 87% (n = 110). The mean grit score (3.44 ± 0.60) was similar to the general population and slightly lower than other healthcare professionals. The students who had a grade point average between &lt;80% but less than 90% obtained significantly higher grit scores compared to those who had a grade point average &lt;60% but less than 70%. Similarly, students who had no examination retakes had higher grit scores compared to those who took 4 or more exam retakes. We observed these differences in the overall and subscales scores. No other group showed any difference. Conclusion The results of this research showed that the grittier students performed better academically than the less gritty students. Grit scores can potentially be used to identify the students at risk of failing or dropping out. The role and potential application of grit in chiropractic education, student support, and admission procedures should be further evaluated.

scholarly journals No food for thought: Food insecurity is related to poor mental health and lower academic performance among students in California’s public university system

2018 ◽  
Vol 25 (12) ◽  
pp. 1930-1939 ◽  
Author(s):  
Suzanna M Martinez ◽  
Edward A Frongillo ◽  
Cindy Leung ◽  
Lorrene Ritchie
Keyword(s):  
Mental Health ◽  
Academic Performance ◽  
Food Insecurity ◽  
Grade Point Average ◽  
Structural Equation ◽  
Public University ◽  
Poor Mental Health ◽  
Equation Modeling ◽  
University System ◽  
Grade Point

This study examined the relationships between food insecurity, mental health, and academic performance among college students in a California public university system ( N = 8705). Structural equation modeling was performed to examine a direct path from food insecurity to student grade point average and an indirect path through mental health, controlling for demographic characteristics. Food insecurity was related to lower student grade point average directly and indirectly through poor mental health. These findings support the need for future interventions and policy on the importance of providing students with the basic needs to succeed both academically and in the future.

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