Gender, Grade Point Average, and Test Anxiety

1983 ◽  
Vol 52 (3) ◽  
pp. 892-894 ◽  
Author(s):  
John B. Best ◽  
Cherie A. Stanford
Keyword(s):  
College Students ◽  
Grade Point Average ◽  
Test Anxiety ◽  
Analysis Of Covariance ◽  
Grade Point ◽  
Anxiety Questionnaire

The present study assessed the effect of gender on test anxiety and grade point average (GPA) among 40 college students. Subjects reported their GPAs and responded to a test-anxiety questionnaire. Analysis of covariance indicated that gender did not affect GPA after an adjustment was made for differences in test anxiety. However, gender produced a significant effect on test anxiety following an adjustment for GPA differences, with women reporting significantly more test anxiety than men. The results were discussed in terms of anxiety's motivating capabilities.

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.

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 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 Examination of Test Anxiety in Samples of Australian and U.S. Higher Education Students

2019 ◽  
Vol 9 (4) ◽  
pp. 33
Author(s):  
Patricia A. Lowe
Keyword(s):  
Higher Education ◽  
College Students ◽  
Test Anxiety ◽  
Factor Structure ◽  
Validity Evidence ◽  
Factor Analyses ◽  
Education Students ◽  
Invariance Testing ◽  
Males And Females ◽  
Anxiety Questionnaire

Invariance testing and correlational analyses were conducted on a new test anxiety questionnaire, the Test Anxiety Measure for College Students (TAM-C), with 1.050 Australian and U.S. higher education students. The samples were administered the TAM-C along with other questionnaires. Results from the aforementioned analyses supported a modified six-factor structure for Australian students, U.S. students, males, and females and strong invariance across countries and across genders. Latent mean factor analyses found differences across countries and across genders on the questionnaire and validity evidence for the TAM-C scores in the Australian and U.S. student samples were found. Implications of the findings for counselors and researchers who work with Australian and U.S. undergraduates are discussed.

Self-Concept of Ability and College Students' Academic Achievement

1978 ◽  
Vol 43 (1) ◽  
pp. 37-38 ◽  
Author(s):  
Robert J. Griffore ◽  
Douglas D. Samuels
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Grade Point Average ◽  
Undergraduate Students ◽  
Self Concept ◽  
Final Examination ◽  
Grade Point ◽  
The Relationship

To determine the relationship between college students' academic self-concept and academic achievement, Brookover's Self-concept of Ability Scale was administered to 100 undergraduate students in psychology. High moderate correlations were obtained between academic self-concept and over-all grade-point average (.58), but the correlation between academic self-concept and a final examination, although significant, was relatively low (.26).

School Related Daydreams and Test Anxiety

1983 ◽  
Vol 3 (2) ◽  
pp. 133-138 ◽  
Author(s):  
Steven R. Gold ◽  
Scott W. Minor
Keyword(s):  
Grade Point Average ◽  
Test Anxiety ◽  
Cognitive Activity ◽  
Grade Point Averages ◽  
Grade Point ◽  
Mediating Role ◽  
Negative Thoughts ◽  
Self Talk ◽  
The Relationship

Current models of test anxiety emphasize the mediating role of negative and disruptive internal cognitive activity. Highly test anxious students have been reported to engage in more negative thoughts and fewer positive thoughts during an actual exam. The present study examined the relationship between school related daydreams and level of test anxiety. It was hypothesized that daydream outcome and mood would be correlated with self reported test anxiety, grade point average and self reported arousal and self talk during an exam. Overall the grade point average was the measure most relevant to daydreams. Students with high grade point averages tended to have more happy and successful daydreams and fewer failure daydreams. Self talk during the exam was unrelated to daydream measures. Suggestions for further research were presented.

Academic Skills, Community Engaged, Leadership, and Global Themed First-Year Seminars: Comparisons in Student Success

2020 ◽  
pp. 152102512091269
Author(s):  
Lynn M. Boettler ◽  
Ruth A. Goldfine ◽  
Don W. Leech ◽  
Gerald R. (Jerry) Siegrist
Keyword(s):  
Academic Performance ◽  
Learning Community ◽  
Grade Point Average ◽  
Retention Rate ◽  
Analysis Of Covariance ◽  
First Year ◽  
Full Time ◽  
Grade Point ◽  
Part Time ◽  
First Year Seminars

In this study, retention and academic performance of students enrolled in four different versions of a first-year seminar at a large, public 4-year university were compared for a 2-year period. The first-year seminars examined were 3-credit courses with either traditional, global, community engagement, or leadership themes and were essentially required of all first-year, full-time students. Statistical analysis using logistic regression and analysis of covariance were employed to determine whether differences existed. In addition, the variables of gender, race, high school grade point average, American College Testing/Scholastic Aptitude Test scores, type of instructor (full time or part time), and enrollment in a learning community were considered covariates in data analysis. The study revealed no significant differences in first-year to second-year retention rate or in academic performance as measured by college grade point average for the four different versions of the seminar; however, enrollment in a learning community did have significant impact on retention, even after controlling for covariates known to strongly affect retention.

Sign in / Sign up

Export Citation Format

Share Document