Individual Differences in the Consideration of Future Consequences Scale Correlate with Sleep Habits, Sleep Quality, and GPA in University Students

2005 ◽  
Vol 96 (3) ◽  
pp. 817-824 ◽  
Author(s):  
Brandon R. Peters ◽  
Jeff Joireman ◽  
Richard L. Ridgway
Keyword(s):  
Individual Differences ◽  
Sleep Quality ◽  
Grade Point Average ◽  
Grade Point Averages ◽  
Sleep Habits ◽  
Introductory Courses ◽  
Grade Point ◽  
Consideration Of Future Consequences ◽  
Scale Scores ◽  
Future Consequences

The present study examined relationships between individual differences in the consideration of future consequences, sleep habits and sleep quality, and academic achievement in a sample of 231 undergraduates, 156 women and 75 men, whose ages ranged from 18 to 41 years ( M = 19.0 yr., SD = 2.82). Individuals were recruited from two introductory courses and two upper-division courses, one each in the fields of biology and psychology. An 8-page questionnaire was administered to assess variables relating to personality, sleep habits and quality, and grade point average (GPA). Each volunteer was given extra credit in their respective courses for participation. Higher scores on the Consideration of Future Consequences scale were associated with self-reported measures of more regular sleep schedules, greater satisfaction with sleep, a reduced likelihood of oversleeping, and higher grade point averages. Moreover, oversleeping was significantly correlated with both scale scores and GPA.

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.

Working on Grade Point Average, test Accuracy, and Attendance of High School Students

1996 ◽  
Vol 78 (1) ◽  
pp. 41-42 ◽  
Author(s):  
Grant Lenarduzzi ◽  
T. F. McLaughlin
Keyword(s):  
High School ◽  
High School Students ◽  
Grade Point Average ◽  
Test Scores ◽  
Grade Point Averages ◽  
Test Accuracy ◽  
Lower Grade ◽  
School Students ◽  
Grade Point ◽  
School Year

The present analysis examined grade point averages (GPA), subject-matter test scores, and attendance for 274 students enrolled in a high school at the beginning of the 1992–1993 school year by the number of hours worked per week in the previous year (1991–92) and in the current school year (1992–1993). The over-all outcomes indicated that working fewer than 10 hours per week had small adverse effects on each measure. Students working from 10 to 20 hours per week had lower grade point averages and attendance. Students working over 20 hours per week had depressed test scores and grade point averages and more absences than other students who worked less or did not work.

Alienation, Learning or Grade Orientation, and Achievement as Correlates of Attitudes toward Cheating

1994 ◽  
Vol 78 (3_suppl) ◽  
pp. 1096-1098 ◽  
Author(s):  
Miguel Roig ◽  
Mary Ann W. Neaman
Keyword(s):  
Grade Point Average ◽  
Undergraduate Students ◽  
Learning Orientation ◽  
Grade Point ◽  
Scale Scores ◽  
Orientation Scale ◽  
Attitudes Toward Cheating

154 undergraduate students were given Gardner and Melvin's Attitudes Toward Cheating Scale, Ray's General Alienation Scale, and Eison's Learning Orientation/Grade Orientation Scale. Scores indicating condemnatory (unfavorable) attitudes toward cheating were positively correlated with grade point average and negatively correlated with alienation. Our results are consistent with a previous study which showed an association between cheating and alienation.

Variations in a University Subject Pool as a Function of Earlier or Later Participation and Self-Report: A Replication and Extension

2002 ◽  
Vol 91 (2) ◽  
pp. 553-570 ◽  
Author(s):  
Larry C. Bernard ◽  
R. Patricia Walsh
Keyword(s):  
Grade Point Average ◽  
Test Scores ◽  
Grade Point Averages ◽  
Self Report ◽  
Grade Point ◽  
Temporal Sampling ◽  
Subject Pool ◽  
Neo Personality Inventory Revised ◽  
Scholastic Assessment Test ◽  
Personality Patterns

The present study replicated and extended earlier research on temporal sampling effects in university subject pools. Data were obtained from 236 participants, 79 men and 157 women, in a university subject pool during a 15-wk. semester. Without knowing the purpose of the study, participants self-selected to participate earlier (Weeks 4 and 5; n = 105) or later (Weeks 14 and 15; n = 131). Three hypotheses were investigated: (1) that the personality patterns of earlier and later participants on the NEO Personality Inventory–Revised and the Personality Research Form differ significantly, with earlier participants scoring higher on the latter scales reflecting social responsibility and higher on former Conscientiousness and Neuroticism scales; (2) that there are similar significant differences between participants in the earlier and later groups compared to the male and female college normative samples for the two tests; and (3) that earlier participants will have higher actual Scholastic Assessment Test scores and Grade Point Averages. Also investigated was whether participants' foreknowledge that their actual Scholastic Assessment Test scores and Grade Point Averages would be obtained would affect their accuracy of self-report. In contrast to prior research, neither the first nor second hypothesis was supported by the current study; there do not appear to be consistent differences on personality variables. However, the third hypothesis was supported. Earlier participants had higher actual high school Grade Point Average, college Grade Point Average, and Scholastic Assessment Test Verbal scores. Foreknowledge that actual Scholastic Assessment Test scores and Grade Point Averages would be obtained did not affect the accuracy of self-report. In addition, later participants significantly over-reported their scores, and significantly more women than men and more first-year than senior-year subjects participated in the early group.

scholarly journals Grade Point Average Differences between Dual and Nondual Credit College Students

2013 ◽  
Vol 2013 ◽  
pp. 1-6 ◽  
Author(s):  
Robert D. Young ◽  
Sheila A. Joyner ◽  
John R. Slate
Keyword(s):  
Community College ◽  
Grade Point Average ◽  
Dual Enrollment ◽  
Dual Credit ◽  
Grade Point Averages ◽  
Effect Sizes ◽  
Asian Students ◽  
Future Research ◽  
Grade Point ◽  
Second Year

We examined the first and final term grade point averages (GPA) for a class of students at a Texas community college to determine how dual enrollment credit influenced GPA. Five statistically significant differences, albeit small effect sizes, were present by gender and by ethnic membership. Dual credit students had higher GPAs than did nondual credit students. Interestingly, dual enrollment did not have a statistically significant influence on GPAs for Asian students or for students after two years at this community college. As such, this study is the first research investigation of which we are aware in which student GPA in the first college semester and at the end of the second year was compared between dual credit and nondual credit students. Implications of our findings and suggestions for future research are provided.

Advising Students About Required Grade-Point Averages

2006 ◽  
Vol 26 (2) ◽  
pp. 39-47
Author(s):  
W. Kent Moore
Keyword(s):  
Grade Point Average ◽  
Quantitative Data ◽  
High Probability ◽  
Grade Point Averages ◽  
Practice Research ◽  
Grade Point ◽  
Probability Of Success ◽  
Clear Communication ◽  
Realistic Information ◽  
Time And Energy

Sophomores interested in professional colleges with grade-point average (GPA) standards for admission to upper division courses will need specific and realistic information concerning the requirements. Specifically, those who fall short of the standard must assess the likelihood of achieving the necessary GPA for professional program admission. The Excel spreadsheet described in this paper yields quantitative data that serve as a basis for clear communication and effective advising. For students who have a high probability of success, the information provides a target, and the accompanying advising can increase motivation to reach it. Conversely, students not likely to attain the necessary GPA can be more easily convinced to redirect their time and energy into another major in which they can be successful. Relative emphasis: practice, research, theory

Predictors of Success for Academically Dismissed Students Following Readmission

1994 ◽  
Vol 14 (1) ◽  
pp. 8-12 ◽  
Author(s):  
Kathleen M. Hall ◽  
Sandra Wiley Gahn
Keyword(s):  
Academic Success ◽  
Grade Point Average ◽  
Grade Point Averages ◽  
Predictor Variables ◽  
Predictors Of Success ◽  
Grade Point ◽  
Cumulative Grade Point Average ◽  
Academic Dismissal ◽  
Midwestern University ◽  
Act Score

Students who had been readmitted to a Midwestern university after academic dismissal were studied to discover whether any predictors of subsequent academic success could be identified. Logistic regression was employed to analyze six predictor variables: (a) cumulative grade point average at time of dismissal, (b) grade point average at another school during dismissal period, (c) composite ACT score, (d) number of semesters between dismissal and readmission, (e) number of credits earned at another school during dismissal period, and (f) level in school at time of dismissal. Only the two grade point averages were found to be significant predictors of success following readmission.

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.

scholarly journals Sleep Habit/Sleepiness Questionnaires: A Useful Tool to Identify Correlation Between Sleep, Academic Performance and Obesity Promotion in Improving Health

2020 ◽  
Vol 4 (Supplement_2) ◽  
pp. 1170-1170
Author(s):  
Pratibha Gupta ◽  
Matt Collins
Keyword(s):  
College Students ◽  
Sleep Quality ◽  
Quality Index ◽  
Sleep Disturbances ◽  
Pittsburgh Sleep Quality Index ◽  
Lower Grade ◽  
Sleep Habits ◽  
Short Sleep Duration ◽  
Grade Point ◽  
Sleep Habit

Abstract Objectives Identify, compare sleep habit questionnaires for use in a study of college student's body compositions, and academic performances. Methods Decades of research supports the importance of proper sleep habits for college students for optimum academic performances and maintaining a healthy lifestyle. Instrument that can identify students who experience sleep disturbances and who do not get enough sleep is important in preventing obesity in college students during their college experience and afterwords. Some surveys were created for the clinical setting to determine if further diagnostics testing is necessary, while others were designed for use in academic research to be used individually, combined into composite measure of sleep or as covariates. Available instruments measure many different variables from day time sleepiness to chronotype and jet-lag. No single survey stands out as an all -encompassing sleep different aspect of sleep. No cross comparison of instruments measuring the same variable is therefore possible. Sleep survey is considered ensuring that the chosen survey was designed to measure the variables of interest. Following scales were used in the study: Standford Sleepiness Scale, Epworth Sleepiness Scale, Pittsburgh Sleep Quality Index, Horne-Ostberg Moringness Eveningness Questionnaire, Munich Chronotype Questionnaire. Results Students not meeting public health recommendations for sleep quality and quantity were found to have a significantly lower grade point average and individuals with sleep disturbances and short sleep duration have a significantly higher incidence of obesity. Conclusions Each instrument was created to measure a specific but different aspect of sleep. When conducting research with these tools, another questionnaire may be necessary to provide data specifically about the the subject's sleep habits. The Pittsburgh Sleep quality index has seen through use both clinically and in research. However, it requires another questionnaires to provide data on other variables. Each questionnaire effectively measures the concept it was designed to measure. Therefore, the choice of appropriate instrument should be based on the question, “which survey measures the variable that I wish to measure?”, not which survey is the best? Funding Sources NIMHD BRIC Grant 2009–2013 Central State University.

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