Sex Differences in Prediction of Academic Performance by the Graduate Record Exam

1986 ◽  
Vol 59 (3) ◽  
pp. 1197-1198 ◽  
Author(s):  
Margaret Kaczmarek ◽  
Juan N. Franco
Keyword(s):  
Sex Differences ◽  
Academic Performance ◽  
Grade Point Average ◽  
Master's Program ◽  
Grade Point ◽  
Men And Women ◽  
Caucasian Men ◽  
Scale Scores ◽  
Graduate Record Exam ◽  
The Relationship

The relationship between Graduate Record Exam (GRE) scores and graduate grade-point average (GPA) for Caucasian men and women in a Master's program in counseling was investigated. Scores on neither the Quantitative nor the Verbal scales of the GRE were correlated with GPA for men, but Quantitative scale scores were significantly correlated with GPA for women.

scholarly journals Gratitude and Its Relationship to Resilience and Academic Performance among University Students

2021 ◽  
Vol 7 (2) ◽  
pp. 145-158
Author(s):  
Nailah Najwa Zainoodin ◽  
Ida Juliana Hutasuhut ◽  
Mohamad Azhari Abu Bakar ◽  
Nurul Wardhani
Keyword(s):  
Academic Performance ◽  
Grade Point Average ◽  
Positive Relationship ◽  
Public University ◽  
Psychological Resilience ◽  
Grade Point ◽  
Resilience Scale ◽  
Measurement Tools ◽  
Study Support ◽  
The Relationship

This study examines the relationship between gratitude, resilience, and academic performance among students of a public university in Malaysia. One hundred and forty-six samples were obtained through a simple random technique (N=235). The survey employed GQ6 (Gratitude Questionnaire), Brief Resilience Scale (BRS), and self-reported grade-point average (GPA) as its measurement tools. Correlation analysis shows that gratitude has a high positive relationship with resilience and academic performance. Findings from the study support those of previous studies about the importance of gratitude in improving student’s psychological resilience and academic performances. The study suggests that adopting a sense of gratefulness and appreciation helps students overcome challenges in their educational journey at university.

Additional Evidence for Validity of the Consideration of Future Consequences Scale in an Academic Setting

1999 ◽  
Vol 84 (3_suppl) ◽  
pp. 1171-1172 ◽  
Author(s):  
Jeffrey A. Joireman
Keyword(s):  
Academic Achievement ◽  
Grade Point Average ◽  
Goal Attainment ◽  
Academic Setting ◽  
Grade Point ◽  
Consideration Of Future Consequences ◽  
Two Samples ◽  
Scale Scores ◽  
Future Consequences ◽  
The Relationship

The present study examined the relationship between scores on the Consideration of Future Consequences scale and academic achievement within two samples of undergraduates ( ns = 36 and 24) enrolled in separate statistics courses. Scale scores were positively correlated with grade point average in both samples and predicted success and goal attainment within the second sample.

The Relationship of Compliance with Coping Strategies and Self-Esteem

2003 ◽  
Vol 19 (2) ◽  
pp. 117-123 ◽  
Author(s):  
Gisli H. Gudjonsson ◽  
Jon Fridrik Sigurdsson
Keyword(s):  
Sex Differences ◽  
Coping Strategies ◽  
Multiple Regression ◽  
Sex Difference ◽  
Test Scores ◽  
Self Esteem ◽  
Stressful Situation ◽  
Men And Women ◽  
Relationship Of ◽  
The Relationship

Summary: The Gudjonsson Compliance Scale (GCS), the COPE Scale, and the Rosenberg Self-Esteem Scale were administered to 212 men and 212 women. Multiple regression of the test scores showed that low self-esteem and denial coping were the best predictors of compliance in both men and women. Significant sex differences emerged on all three scales, with women having lower self-esteem than men, being more compliant, and using different coping strategies when confronted with a stressful situation. The sex difference in compliance was mediated by differences in self-esteem between men and women.

scholarly journals Elucidating the Relationship Between Insomnia, Sex, and Cardiovascular Disease

2020 ◽  
Vol 4 ◽  
pp. 247028972098001
Author(s):  
Rebecca Leeds ◽  
Ari Shechter ◽  
Carmela Alcantara ◽  
Brooke Aggarwal ◽  
John Usseglio ◽  
...  
Keyword(s):  
Cardiovascular Disease ◽  
Sex Differences ◽  
Cardiovascular Health ◽  
Future Research ◽  
Sex And Gender ◽  
Men And Women ◽  
Sex Research ◽  
And Gender ◽  
The Relationship ◽  
Cvd Mortality

Sex differences in cardiovascular disease (CVD) mortality have been attributed to differences in pathophysiology between men and women and to disparities in CVD management that disproportionately affect women compared to men. Similarly, there has been investigation of differences in the prevalence and presentation of insomnia attributable to sex. Few studies have examined how sex and insomnia interact to influence CVD outcomes, however. In this review, we summarize the literature on sex-specific differences in the prevalence and presentation of insomnia as well as existing research regarding the relationship between insomnia and CVD outcomes as it pertains to sex. Research to date indicate that women are more likely to have insomnia than men, and there appear to be differential associations in the relation between insomnia and CVD by sex. We posit potential mechanisms of the relationship between sex, insomnia and CVD, discuss gaps in the existing literature, and provide commentary on future research needed in this area. Unraveling the complex relations between sex, insomnia, and CVD may help to explain sex-specific differences in CVD, and identify sex-specific strategies for promotion of cardiovascular health. Throughout this review, terms “men” and “women” are used as they are in the source literature, which does not differentiate between sex and gender. The implications of this are also discussed.

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.

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 <80% but less than 90% obtained significantly higher grit scores compared to those who had a grade point average <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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