scholarly journals The Relationship between Time to Complete a Test and Test Performance

2009 ◽  
Vol 8 (2) ◽  
pp. 53-56 ◽  
Author(s):  
R. Eric Landrum ◽  
Heather Carlson ◽  
Wendy Manwaring
Keyword(s):  
Grade Point Average ◽  
Test Performance ◽  
Completion Time ◽  
Demographic Variables ◽  
Open Book ◽  
Grade Point ◽  
Test Items ◽  
Statistics Course ◽  
The Relationship ◽  
Test Completion

One hundred eighty-three students enrolled in an undergraduate psychology statistics course completed three tests comprised of different amounts of closed book and open book test items. For these tests, students also recorded their test completion time, for extra credit. We then combined course-based student data with preexisting demographic variables. We found that test completion time was sometimes negatively correlated with test performance, but not consistently so. Student age was positively correlated with test completion time, and prior term grade point average (GPA) and prior cumulative GPA were both positively correlated with test performance. We discuss these results by exploring possible reasons for the inconsistent relationship between test completion time and test performance, and the advice we might give to students regarding these matters.

Relationship between academic achievement and social functioning among university students

2019 ◽  
Author(s):  
Canahmet Boz ◽  
Mehmet Akif Elen
Keyword(s):  
Academic Achievement ◽  
Data Analysis ◽  
University Students ◽  
Grade Point Average ◽  
Social Functioning ◽  
Demographic Variables ◽  
Social Activities ◽  
Grade Point ◽  
The Relationship

The purpose of this study was to investigate the relationship between academicachievement and social functionality among university students. Data regarding thesocio-demographic variables of 67 university students were analyzed. Based on thesocio-demographic variables and social functianalysis method was used. Data analysis suggests that among the participants, 59,7%(n = 40) were male whereas 40,3% (n = 27) were female; 65,7% (n = 44) were single;62,7% (n=42) were smoking; and mean grade point average was 2,67. Correlationsrevealed that higher grade point average is associated with higher levels of socialfunctioning; higher interpersonal functioning is associated with higher grade pointaverage; and higher independence is associated with higher grade point average. It issalient to involve in pro-social activities, to improve the quality of communicationbetween each other, and to acquire new hobbies and interests in order to succeed inacademic life. Consequently, the universities should organize more conferences andmeetings related with social functionality under the aim of enhancing academic skillsof their students.

scholarly journals Online Self-Regulatory Learning Behaviors as a Mediator in the Relationship between Online Course Perceptions with Achievement

2008 ◽  
Vol 9 (2) ◽  
Author(s):  
Lucy Barnard ◽  
Valerie Paton ◽  
William Lan
Keyword(s):  
Academic Achievement ◽  
Grade Point Average ◽  
Learning Outcomes ◽  
Student Perceptions ◽  
Positive Relationship ◽  
Online Course ◽  
Grade Point ◽  
Learning Behaviors ◽  
Self Regulatory Learning ◽  
The Relationship

Positive perceptions of online course communication and collaboration have been associated with better academic outcomes, while self-regulatory learning behaviors have also been linked to academic achievement and other positive learning outcomes. In the current study, we examined whether self-regulatory learning behaviors may be considered as mediating the relationship between student perceptions of online course communication and collaboration with academic achievement as measured by grade point average (GPA). Results indicate that online self-regulatory learning behaviors, though not strongly associated with academic achievement in and of themselves, do mediate the positive relationship between student perceptions of online course communication and collaboration with academic achievement.

Preliminary Report on the Validity of the Scholastic Aptitude Test in Iran

1978 ◽  
Vol 43 (1) ◽  
pp. 99-102
Author(s):  
A. A. Hosseini
Keyword(s):  
Grade Point Average ◽  
Test Scores ◽  
Scholastic Aptitude Test ◽  
Ministry Of Education ◽  
Aptitude Test ◽  
Grade Point ◽  
Scholastic Aptitude ◽  
National Examinations ◽  
Twelfth Grade ◽  
The Relationship

This study investigated the relationship between the Scholastic Aptitude Test scores of the National Organization for Education Evaluation of the Iranian Ministry of Sciences and Higher Education and the grade point average (GPA) of the twelfth grade National Examinations of the Iranian Ministry of Education. The test scores of 1170 freshmen correlated significantly with the GPA of the twelfth grade National Examinations. Some evidence for the construct validity of the test is cited.

A Study On Emotional Intelligence And Academic Achievement In Malaysia

2020 ◽  
Vol 7 (10) ◽  
pp. 109-115
Author(s):  
Cyndra Robert Budull ◽  
Nur Khairunisa Abu Talip ◽  
Noreriani Sabturani ◽  
Theresa Ahing ◽  
Muhamad Syukrie Abu Talip
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
University Students ◽  
Grade Point Average ◽  
Grade Point ◽  
Cumulative Grade Point Average ◽  
Undergraduate University Students ◽  
The University ◽  
The Relationship ◽  
Pearson Correlations

The study aimed to explore the relationship between emotional intelligence (EI) and academic achievement (AA) among undergraduate university students in Malaysia. Four hundred and sixty (n=460) undergraduate university students in Malaysia involved in the present study. The Assessing Emotional Scale (AES) questionnaire was used to measure EI, while the Cumulative Grade Point Average (CGPA) used to determine AA scores. Pearson correlations were utilized to examine the relationship between EI and AA. The findings showed positive and weak relationship between overall emotional intelligence (EI) and academic achievement (r=.090), perception of emotion (PE) and academic achievement (r=.016) and managing others’ emotion (MOTE) and academic achievement (r=.044). Perception of Emotion (PE) are found significantly and positively correlate with academic achievement (r=.101). A significant positive relationship also reported between Managing Own Emotion (MOE) and academic achievement (r=.123). This study helps in understanding and providing information on the university students’ emotional intelligence and academic achievement during undergraduate life.

Demographic Variables and Recreational Substance Use among College Students

1988 ◽  
Vol 18 (1) ◽  
pp. 71-79 ◽  
Author(s):  
B. Robert Carlson ◽  
Jaime L. Davis
Keyword(s):  
Substance Use ◽  
Demographic Variables ◽  
Political Orientation ◽  
Demographic Differences ◽  
Grade Point ◽  
Parental Income ◽  
College Population ◽  
Discriminant Analyses ◽  
And Gender ◽  
The Relationship

The purpose of this study was to examine the relationship between demographic variables and recreational substance use within the college population. Eight hundred thirty-two college-aged students were given the Wellness Activity Profile, a questionnaire that includes sections yielding demographic and recreational substance usage data. Discriminant analyses of the data indicated that persons using recreational substances differed significantly from non-users. Marijuana users differed from non-users on parental income, high school grade point average, gender, and political orientation, while no demographic differences were found between cocaine users and non-users. Composite substance users differed from non-users on political orientation, parental income, and gender.

scholarly journals Modeling Wording Effects Does Not Help in Recovering Uncontaminated Person Scores: A Systematic Evaluation With Random Intercept Item Factor Analysis

2021 ◽  
Vol 12 ◽  
Author(s):  
María Dolores Nieto ◽  
Luis Eduardo Garrido ◽  
Agustín Martínez-Molina ◽  
Francisco José Abad
Keyword(s):  
Factor Analysis ◽  
Grade Point Average ◽  
Learning Strategies ◽  
Model Fit ◽  
Systematic Evaluation ◽  
Grade Point ◽  
Independent Variables ◽  
Random Intercept ◽  
Item Factor Analysis ◽  
The Relationship

The item wording (or keying) effect consists of logically inconsistent answers to positively and negatively worded items that tap into similar (but polarly opposite) content. Previous research has shown that this effect can be successfully modeled through the random intercept item factor analysis (RIIFA) model, as evidenced by the improvements in the model fit in comparison to models that only contain substantive factors. However, little is known regarding the capability of this model in recovering the uncontaminated person scores. To address this issue, the study analyzes the performance of the RIIFA approach across three types of wording effects proposed in the literature: carelessness, item verification difficulty, and acquiescence. In the context of unidimensional substantive models, four independent variables were manipulated, using Monte Carlo methods: type of wording effect, amount of wording effect, sample size, and test length. The results corroborated previous findings by showing that the RIIFA models were consistently able to account for the variance in the data, attaining an excellent fit regardless of the amount of bias. Conversely, the models without the RIIFA factor produced increasingly a poorer fit with greater amounts of wording effects. Surprisingly, however, the RIIFA models were not able to better estimate the uncontaminated person scores for any type of wording effect in comparison to the substantive unidimensional models. The simulation results were then corroborated with an empirical dataset, examining the relationship between learning strategies and personality with grade point average in undergraduate studies. The apparently paradoxical findings regarding the model fit and the recovery of the person scores are explained, considering the properties of the factor models examined.

scholarly journals Academic Achievement: It Is Not How Smart You Are, But How You Cope With Your Life And Manage Your Time

2015 ◽  
Vol 8 (2) ◽  
pp. 1535-1547
Author(s):  
Azura Hamdan ◽  
Rohany Nasir ◽  
Rozainee Khairudin ◽  
Wan Shahrazad Wan Sulaiman
Keyword(s):  
Academic Achievement ◽  
Grade Point Average ◽  
Undergraduate Students ◽  
Time Management ◽  
Management Practices ◽  
Contributing Factors ◽  
Grade Point ◽  
High School Grades ◽  
Academic Grades ◽  
The Relationship

Previous research suggests that contributing factors such as previous academic result, coping and time management can predict student success at the universities.  The purpose of this study was to investigate the relationship between previous academic grades, coping and time management practices on academic achievement among undergraduate students from four of Malaysia public institutions for higher education. 551 university students completed a Time Management Questionnaire (TMQ), COPE Inventory and provided their self-reported high school grades and current Grade Point Average (GPA).  Analysis of data from descriptive and inferential statistics was done.  Results showed that previous academic grades and the practice of time management (short range planning and attitude toward time) have no direct effect on academic achievement.  However, the use of coping strategies (problem focused and denial focused) and the practice of time management (long range planning) showed that there was a significant effect on Grade Point Average (GPA).

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