Relationship Between Student Recreation Complex Use, Academic Performance, and Persistence of First-Time Freshmen

2001 ◽  
Vol 38 (2) ◽  
pp. 254-268 ◽  
Author(s):  
Holley A. Belch ◽  
Melinda Gebel ◽  
Gerald M. Maas
Keyword(s):  
Academic Performance ◽  
First Time

Non-native isiZulu Pre-service Teachers’ Views and Experiences on Learning isiZulu as a Second Language at a South African KwaZulu-Natal University

2019 ◽  
Vol 55 (1) ◽  
pp. 95-110
Author(s):  
Zinhle Primrose Nkosi
Keyword(s):  
Academic Performance ◽  
Second Language ◽  
Qualitative Study ◽  
South African ◽  
Mother Tongue ◽  
Student Attitude ◽  
Structured Interviews ◽  
Study Methods ◽  
Kwazulu Natal ◽  
First Time

This paper explores non-mother tongue isiZulu pre-service teachers’ views and experiences on learning isiZulu as a second language. The study uses qualitative study methods and it operates under the interpretivist paradigm. Semi-structured interviews are used with 20 students. Among findings are issues that relate to the usefulness of learning isiZulu as a compulsory module, good student attitude and academic performance. One of the recommendations is that there is a need to separate students studying isiZulu for the first time and those who are not studying it for the first time.

scholarly journals Quantifying the Impact of Student Enrollment Patterns on Academic Success Using a Hidden Markov Model

2021 ◽  
Vol 11 (14) ◽  
pp. 6453
Author(s):  
Shahab Boumi ◽  
Adan Ernesto Vela
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Academic Success ◽  
Transfer Students ◽  
Full Time ◽  
Enrollment Patterns ◽  
Part Time Students ◽  
Part Time ◽  
The Impact ◽  
First Time

Simplified classifications have often led to college students being labeled as full-time or part-time students. However, student enrollment patterns can be much more complicated at many universities, as it is common for students to switch between full-time and part-time enrollment each semester based on finances, scheduling, or family needs. While previous studies have identified part-time enrollment as a risk factor to students’ academic success, limited research has examined the impact of enrollment patterns or strategies on academic performance. Unlike traditional methods that use a single-period model to classify students into full-time and part-time categories, in this study, we apply an advanced multi-period dynamic approach using a Hidden Markov Model to distinguish and cluster students’ enrollment strategies into three categories: full-time, part-time, and mixed. We then investigate and compare the academic performance outcomes of each group based on their enrollment strategies while taking into account student type (i.e., first-time-in-college students and transfer students). Analysis of undergraduate student records data collected at the University of Central Florida from 2008 to 2017 shows that the academic performance of first-time-in-college students who apply a mixed enrollment strategy is closer to that of full-time students, as compared to part-time students. Moreover, during their part-time semesters, mixed-enrollment students significantly outperform part-time students. Similarly, analysis of transfer students shows that a mixed-enrollment strategy is correlated with similar graduation rates as the full-time enrollment strategy and more than double the graduation rate associated with part-time enrollment. This finding suggests that part-time students can achieve better overall outcomes by increased engagement through occasional full-time enrollments.

scholarly journals A New Pathway to University Retention? Identity Fusion With University Predicts Retention Independently of Grades

2020 ◽  
Vol 12 (1) ◽  
pp. 108-117 ◽  
Author(s):  
Sanaz Talaifar ◽  
Ashwini Ashokkumar ◽  
James W. Pennebaker ◽  
Fortunato N. Medrano ◽  
David S. Yeager ◽  
...  
Keyword(s):  
Academic Performance ◽  
University Retention ◽  
Identity Fusion ◽  
First Time ◽  
Practical Implications

Individuals who are “strongly fused” with a group view the group as self-defining. As such, they should be particularly reluctant to leave it. For the first time, we investigate the implications of identity fusion for university retention. We found that students who were strongly fused with their university (+1 SD) were 7–9% points more likely than weakly fused students (−1 SD) to remain in school up to a year later. Fusion with university predicted subsequent retention in four samples ( N = 3,193) and held while controlling for demographics, personality, prior academic performance, and belonging uncertainty. Interestingly, fusion with university was largely unrelated to grades, suggesting that identity fusion provides a novel pathway to retention independent of established pathways like academic performance. We discuss the theoretical and practical implications of these findings.

scholarly journals Smartphone use and academic performance: First evidence from longitudinal data

2021 ◽  
pp. 146144482110123
Author(s):  
Simon Amez ◽  
Sunčica Vujić ◽  
Lieven De Marez ◽  
Stijn Baert
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Panel Data ◽  
Longitudinal Data ◽  
Random Effects ◽  
Individual Characteristics ◽  
Percentage Points ◽  
Smartphone Use ◽  
Causal Impact ◽  
First Time

To study the causal impact of smartphone use on academic performance, we collected – for the first time worldwide – longitudinal data on students’ smartphone use and educational performance. For three consecutive years, we surveyed all students attending classes in 11 different study programmes at two Belgian universities on general smartphone use and other drivers of academic achievement. These survey data were merged with the exam scores of these students. We analysed the resulting data by means of panel data random-effects estimation controlling for unobserved individual characteristics. A 1 SD increase in overall smartphone use results in a decrease of 0.349 points (out of 20) and a decrease of 2.616 percentage points in the fraction of exams passed.

scholarly journals Academic Achievement and Retention at a Non-Traditional University

2019 ◽  
Vol 8 (2) ◽  
Author(s):  
Kang Bai
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Student Retention ◽  
First Year ◽  
Key Factors ◽  
Course Load ◽  
Traditional Institutions ◽  
First Time

This study was conducted to examine if academic commitment and achievement were significant in the retention of first-time freshmen at non-traditional institutions. Findings indicated that while taking about the same course load, students who continued to their sophomore year had significantly better academic performance than those who dropped out within the first year of enrollment, thus confirming that as in traditional institutions, academic commitment and achievement are key factors contributing to student retention.

Relationship Between Student Recreation Complex Use, Academic Performance, and Persistence of First-Time Freshmen

NASPA Journal ◽  
2001 ◽  
Vol 38 (2) ◽  
Author(s):  
Holley A. Belch ◽  
Melinda Gebel ◽  
Gerald M. Maas
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Persistence Rate ◽  
First Time

The authors examined the persistence rate and academic achievement of three cohorts of first-time freshmen that had used the recreation complex and those freshmen that had not used the facility.

scholarly journals Boredom Proneness and Self-Control as Unique Risk Factors in Achievement Settings

2020 ◽  
Vol 17 (23) ◽  
pp. 9116
Author(s):  
Jhotisha Mugon ◽  
James Boylan ◽  
James Danckert
Keyword(s):  
Academic Performance ◽  
Grade Point Average ◽  
Goal Pursuit ◽  
Self Esteem ◽  
Self Control ◽  
Unique Contribution ◽  
Educational Settings ◽  
Grade Point ◽  
Boredom Proneness ◽  
First Time

The state of boredom arises when we have the desire to be engaged in goal pursuit, but for whatever reason we cannot fulfil that desire. Boredom proneness is characterized by both frequent and intense feelings of boredom and is an enduring individual difference trait associated with a raft of negative outcomes. There has been some work in educational settings, but relatively little is known about the consequences of boredom proneness for learning. Here we explored the unique contributions of boredom proneness, self-control and self-esteem to undergraduate self-reported higher grade point average (GPA). Within educational settings, prior research has shown self-control and self-esteem to be associated with better academic performance. In contrast, boredom proneness is associated with lower levels of self-control and self-esteem. Our analyses replicate those previous findings showing that self-control acts as a positive predictor of GPA. Importantly, we further demonstrated, for the first time, that boredom proneness has a unique contribution to GPA over and above the contribution of self-control, such that as boredom proneness increases, GPA decreases. We discuss potential mechanisms through which boredom proneness may influence academic performance.

scholarly journals The Correlation between Talent and Academic Achievement of Universitas Advent Indonesia Students Batch 2016

2019 ◽  
Vol 6 (1) ◽  
pp. 273
Author(s):  
Albinur Limbong ◽  
Horasdia Saragih
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Correlation Coefficient ◽  
Study Program ◽  
Anova Test ◽  
Study Programs ◽  
New Students ◽  
First Time ◽  
Test Result ◽  
Significant Factors

The purpose of this study was to compare students’ academic performance between those justified as talented or not talented in the study program that they chose. Thepopulation of the study was the new students of batch 2016. However, not allstudents join the talent test, only 384. The talent test was conducted by aprofessional talent test institution, while the academic achievement was based onthe average GPA for the first and second semesters. The talent test result isclassified into three parts, namely recommended, doubted, and not recommended.Based on the talent test, there were 365 candidate students recommended to takethe study programs that they chose, 17 of those were doubted and only 2 of thosewere not recommended. Based on the talent test, the students were asked todetermine their choice before taking any courses. Most of the students chose theprogram for the first time, some students changed their mind and moved to anotherstudy program within UNAI, and only few students changed their mind and did notenroll in UNAI at all. The study showed that the correlation coefficient betweenthe talent test result and the academic result was low, with a correlation coefficient(r) of 0.125. Based on the ANOVA test, it was found that there is a difference inthe academic achievement between students who were recommended, doubted ornot recommended to take the courses that they chose. If the talent does notsignificantly correlate with the achievement, then it is interesting to study in futurewhat other significant factors, besides the talent, that influence the academicachievement.

Value-Added of HESI Exam as a Predictor of Timely First-Time RN Licensure

2011 ◽  
Vol 8 (1) ◽  
Author(s):  
Reynel Lavandera ◽  
Dara M. Whalen ◽  
Linda K. Perkel ◽  
Virginia Hackett ◽  
David Molnar ◽  
...  
Keyword(s):  
Academic Performance ◽  
Nurse Educators ◽  
Value Added ◽  
Cost Effective ◽  
Operational Definition ◽  
Nursing Curriculum ◽  
Effective Interventions ◽  
Nursing Courses ◽  
First Time ◽  
Hesi Exit Exam

The purpose of this research was to determine the extent to which HESI tests scores improve the prediction of timely first-time nursing licensure beyond prediction based only on academic performance in the nursing curriculum. Licensure in less than 140 days post-graduation was the dependent variable used as the operational definition for first-time NCLEX-RN success. Logistic regression was used to estimate the value-added of the HESI as a predictor after controlling for measures of academic performance in the nursing curriculum (GPA in nursing courses and the presence of D or F grades in nursing-relevant courses). HESI exit exam scores substantially improved the prediction of timely licensure. Nurse educators who seek cost-effective interventions for remediation benefit from using both HESI exit scores and data on academic performance in the nursing curriculum to better identify students who are a risk of failure to achieve timely first-time licensure.

Sign in / Sign up

Export Citation Format

Share Document