scholarly journals Behavioral and Emotional Factors Identifying Dental Students’ Academic Performance and Depression Tendency in Japan

2020 ◽  
Vol 2 (4) ◽  
pp. p33
Author(s):  
Jung-Hui Lee
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Correlation Analysis ◽  
Psychological Health ◽  
Dental Students ◽  
First Year ◽  
Japanese University ◽  
Emotional Factors ◽  
Performance Results ◽  
Academic Year

This study primarily aimed to identify the mechanism through which behavioral and emotional factors relate to Japanese dental students’ academic performance, and secondarily to explain which emotional and behavioral factors and academic performance are related to dental students’ depression. A questionnaire survey was administered to 92 first-year undergraduate dental students during the 2018 academic year at a Japanese university. Regarding the mechanism of students’ academic performance, results of path analysis revealed that procrastination behavior positively affected emotional irritation and emotional irritation negatively affected academic performance. Correlation analysis revealed that depression tendency was positively related to emotional irritation and procrastination behavior. This study shows that undergraduate dental students’ stable emotion (lack of irritation) is likely associated with their academic success and their psychological health. Hence, to aid in the reduction of dental students’ depression and to improve their academic performance, we propose that educators should display acceptance of students’ emotions as an alternative to suggesting solutions from their own viewpoint.

scholarly journals Does General and Specific Traits of Personality Predict Students’ Academic Performance?

2022 ◽  
Vol 2022 ◽  
pp. 1-8
Author(s):  
Mohamed Jaber ◽  
Basim Al-Samarrai ◽  
Afraa Al-Obaidee ◽  
Sudhir Rama Varma ◽  
Mohmed Isaqali Karobari ◽  
...  
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Clinical Success ◽  
Dental Students ◽  
Personality Factors ◽  
Personality Profiles ◽  
Grade Point ◽  
And Performance ◽  
A Prospective Study ◽  
Performance Results

Background and Objectives. This study examines whether personality profiles, personality factors, or clusters of personality factors are associated with academic success. Methods. The study includes all fifth-year dental students registered at the College of Dentistry, Ajman University, in 2019/2020. One hundred and seventy students were invited to complete personality and performance measures using the Big Five Inventory (BFI) scale; the weighted grade point average (GPA) was used to assess students’ academic performance. Results. Of the 170 participants, 60% were female and 40% were male. Participants ranged in age from twenty-four to twenty-seven years, with an average age of twenty-four years. There was a relationship between personality scores obtained for the students and their subsequent academic performance. The broad conscientiousness, competence, achievement, and dutifulness predicted academic and clinical success. The prediction accuracy of conscientiousness was improved by the inclusion of dutifulness, self-discipline, and deliberation. Conclusion. This study confirms that the students’ personality profile is a substantial predictor of academic performance and likely to help select future intakes of students, although a prospective study would be required for a definite answer to this question.

scholarly journals A preliminary inquiry on the association between pre-admission assessments and academic performance of first year dental technology students’ within a South African university of technology

2021 ◽  
Vol 76 (04) ◽  
pp. 187-193
Author(s):  
Anisa Vahed ◽  
Subhadranalene Naidoo ◽  
Deepak Singh
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
South African ◽  
First Year ◽  
Technology Curriculum ◽  
Cross Sectional ◽  
Technology Students ◽  
Admission Tests ◽  
University Of Technology ◽  
Dental Technology

The use of selection, diagnostic, proficiency, placement, admission, manual dexterity and aptitude tests can reportedly predict students’ academic success. Predictive admission procedures help to reduce dropout rates, improve academic performance, increase success rates, and selectively exclude applicants who are unlikely to be successful in the course. There is an absence of research, however, in this area of work in Dental Technology. To examine the association between pre-admission assessments and Dental Technology students’ academic performance in a South African University of Technology. A quantitative and cross-sectional study design was used. The target populations were the 2018 and 2019 first-year Dental Technology students. Retrospective data extracted from academic records and programme files were statistically analysed to measure the correlations against students’academic performance. Despite there being no significant differences between pre-admission tests and students’ academic performance, there were significant positive correlations between first year university subjects. There are indications of horizontal coherence between the discipline-specific subjects in the first-year Dental Technology curriculum. Examining the association between pre-admission tests and students’ academic results through to graduation, together with the horizontal and vertical alignments of all subjects in the undergraduate Dental Technology curriculum, can facilitate the learning pathways for students to succeed academically at universities.

scholarly journals Exploring Biology: A Vision and Change Disciplinary First-Year Seminar Improves Academic Performance in Introductory Biology

2018 ◽  
Vol 17 (2) ◽  
pp. ar22 ◽  
Author(s):  
Caroline J. Wienhold ◽  
Janet Branchaw
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Research University ◽  
Positive Impact ◽  
First Year ◽  
Academic Skill ◽  
Introductory Biology ◽  
Core Concepts ◽  
Introductory Biology Course ◽  
First Year Seminar

The transition to college is challenging for most students, especially those who aspire to major in the science, technology, engineering, or mathematics disciplines, in which introductory courses can be large and instruction less than optimal. This paper describes a novel, disciplinary first-year seminar (FYS) course, Exploring Biology, designed to address many of the challenges facing aspiring biology students beginning their academic careers at a large public research university. The course addresses typical FYS goals, such as community building, introduction to resources, and academic skill development, and introduces students to the core concepts of biology defined in the 2011 Vision and Change report. Relative to a matched comparison group of students, Exploring Biology alumni were retained at higher rates and had higher levels of academic performance in a subsequent introductory biology course, suggesting Exploring Biology has a positive impact on future academic performance in the discipline. Results from course evaluations and an alumni survey show that, overall, students valued both the FYS components and biology components of the course. These results provide evidence that the Exploring Biology disciplinary FYS model is an intervention that may increase academic success and retention in biology.

A Multivariable Approach toward Predicting Dental Motor Skill Performance

1988 ◽  
Vol 67 (1) ◽  
pp. 211-217
Author(s):  
Suzan G. Wilson ◽  
William S. Husak
Keyword(s):  
Motor Skill ◽  
Educational Background ◽  
Dental Students ◽  
First Year ◽  
Scaling And Root Planing ◽  
Motor Abilities ◽  
Root Planing ◽  
Skill Performance ◽  
Cognitive Knowledge ◽  
Performance Results

The purpose of the present study was to examine the potential of a multivariable approach in predicting dental motor skill performance. Variables measuring cognitive knowledge, motor abilities, educational background, and family demographics were examined. Data were obtained from 33 first-year dental students. Scaling and root planing tests were administered to each student at the beginning and end of a 14-week preclinical periodontal course. Correlations were low and no variable significantly predicted pre- or posttest scaling and root planing performance. Results are discussed in terms of the problems associated with predicting motor performance.

scholarly journals Improving Low Academic Performance: Opportunities and Deficits in Russian Schools

2021 ◽  
Vol 26 (6) ◽  
pp. 69-82
Author(s):  
S.G. Kosaretsky ◽  
T.A. Mertsalova ◽  
N.A. Senina
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Research University ◽  
Learning Difficulties ◽  
Quality Education ◽  
Psychological Climate ◽  
Behavioral Difficulties ◽  
Low Achieving Students ◽  
To Receive ◽  
Academic Year

The paper analyzes the notions of parents and teachers about the reasons behind low academic achievements of children as well as about the opportunities to overcome learning difficulties provided by modern Russian schools. The study uses data from surveys of parents, students and teachers of comprehensive schools conducted as part of the Monitoring of the Economics of Education (IEE) implemented by the National Research University Higher School of Economics (NRU HSE) in the academic year 2020-2021.It is shown that the parents of low-achieving students notice the lack of attention from schools to the problems of children with learning difficulties, the lack of additional classes and support from specialists to overcome these difficulties. This group of parents demonstrates a higher level of willingness to transfer their children to another school. As for the teachers working in schools with a large number of poorly performing students, they tend to have a lower sense of responsibility for the academic success of students and a higher level of dissatisfaction with the choice of profession. They are less likely to receive support from various specialists (psychologists, special needs teachers, etc.), and as they realize they lack the professional skills necessary for working with children with learning and behavioral difficulties, they tend to engage more in professional development activities. The paper concludes that the psychological climate existing in classes and schools with a high proportion of underachieving students is an impediment in overcoming low academic performance, and that the groups of parents and teachers experiencing the greatest difficulties in providing quality education also experience the greatest deficit of support.

scholarly journals Factors of academic stress: Do they impact English academic performance?

2021 ◽  
Vol 10 (4) ◽  
pp. 1446
Author(s):  
Erlinda D. Tibus ◽  
Sybill Krizzia G. Ledesma
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Correlation Analysis ◽  
Time Management ◽  
Academic Stress ◽  
Moderate Level ◽  
Exploratory Research ◽  
Personal Stress ◽  
And Performance ◽  
The Impact

<span>This study investigated the college students’ level of academic performance and determined the impact of academic stress on their English academic performance. This employed a descriptive-exploratory research design with Exploratory Factor Analysis (EFA) and correlation analysis (Pearson r) as main analyses using statistical software. The result suggested that the students (N=250) have a moderate level of stress. Likewise, seven factors were generated through EFA but were reduced to four factors using parallel analysis, the factors are perceived personal stress, classroom stress, performance stress, and time management stress. In the correlation analysis, it was found out that perceived personal stress, classroom stress, and performance stress are significantly correlated except for time management stress. Moreover, these factors were found to have no significant relationship with the English grades of the students. With this result, it is concluded that despite having a moderate level of academic stress, students were able to manage them by using a plethora of coping mechanisms available. The institutions should offer prevention and intervention services that directly address the academic stress of the students to ensure academic success.</span>

Predicting Academic Success for Business and Computing Students

2018 ◽  
pp. 1098-1109
Author(s):  
Kawtar Tani ◽  
Andrew Gilbey
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Academic Success ◽  
New Zealand ◽  
Success Rate ◽  
Tertiary Education ◽  
Educational Institutions ◽  
First Year ◽  
Education Students ◽  
Additional Support

Various means to predict the success rate of students have been introduced by a number of educational institutions worldwide. The aim of this research was to identify predictors of success for tertiary education students. Participants were 353 students enrolled on Business and Computing programmes between 2009 and 2014, at a tertiary education provider in New Zealand. Enrolment data were used to determine the relationships between completion of the programme and prior academic achievement, age, ethnicity, gender, type of enrolment, and programme of study. These variables, as well as the overall GPA of the programme, were used to examine their relationship with the first year GPA. Results showed that pre- and post-enrolment data can be used for prediction of academic performance in ICT programmes. Based on the significance of some variables, tertiary education institutions can identify students who are likely to fail, these students can therefore be considered for additional support in the early stages of their study, in order to increase their chances of succeeding academically.

scholarly journals Impact of mother tongue on construction of notes and first-year academic performance

2016 ◽  
Vol Volume 112 (Number 11/12) ◽  
Author(s):  
Shalini Dukhan ◽  
Ann Cameron ◽  
Elisabeth Brenner ◽  
◽  
◽  
...  
Keyword(s):  
Academic Performance ◽  
Second Language ◽  
Critical Thinking ◽  
Academic Success ◽  
Mother Tongue ◽  
First Language ◽  
First Year ◽  
Language Students ◽  
The University

Abstract The purpose of this study was to identify whether there are any differences in the quality of the notes constructed in English between students for whom English is a first language and those for whom it is a second language. Subsequently we assessed whether this difference, if any, affected their grades. Unsurprisingly, the first-language students produced better structured and more detailed notes; they also performed better academically than their second-language peers. However, when students were provided with training that focused on using writing as a means to promote critical thinking, there was an improvement in the personalisation of their notes. The improvement in grades was significant for second-language students. Thus the university has a pivotal role to play in preparing students for academic success by providing them with supportive measures to aid their transition into first year.

Demographic and Social Characteristics of University Students Attending a Psychiatrist

1980 ◽  
Vol 137 (6) ◽  
pp. 547-550 ◽  
Author(s):  
Paul O'Mahony ◽  
Sinead O'Brien
Keyword(s):  
University Students ◽  
Roman Catholic ◽  
Dental Students ◽  
Female Students ◽  
Social Characteristics ◽  
First Year ◽  
Student Health ◽  
Academic Year ◽  
Medical And Dental Students

SummaryA survey was made of demographic and social characteristics of patients referred to a Student Health psychiatrist over a two year period. These patients were compared with a group attending Student Health physicians. Significantly over-represented in the psychiatric group were: medical and dental students; students who had repeated an academic year; students over 30 years of age; Roman Catholic students; and students who were totally financially dependent on their parents. Findings by others suggesting that first-year and female students would be over-represented in the psychiatric group were not borne out.

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