scholarly journals Examining the Effects of Sustainable Organizational Culture on Academic Achievement

2019 ◽  
Vol 10 (1) ◽  
pp. 37-46
Author(s):  
Emrah Özsoy ◽  
Osman Uslu
Keyword(s):  
Academic Achievement ◽  
Organizational Culture ◽  
Future Research ◽  
Faculty Culture ◽  
Cultural Perceptions ◽  
Grade Point ◽  
Perceptions Of Students ◽  
Research Findings ◽  
Convenience Sampling ◽  
Senior Students

Abstract The purpose of this study is to investigate the effect of faculty culture perceptions of students on their academic achievement. Within the scope of the study, academic achievement was measured only with the Grade Point Average (GPA). Cultural perceptions were measured through organizational structure, commitment, symbols, power distance, and communication/relationship dimensions. The data was gathered from senior students in a business school operating in a public university in Turkey. Participants consist of the students who study in 2011–2012, 2012–2013 (questionnaires were completed before graduation), and 2018–2019 periods. A total of 359 valid questionnaire forms were obtained. 42 of the questionnaire forms were eliminated by the control questions included in the questionnaire. Within this scope, 111 questionnaire forms from 2011/2012, 163 from 2012/2013, and 85 from the 2018/2019 period were obtained as valid questionnaire forms. The data was collected by the random sampling method using convenience sampling. According to research findings, only the commitment dimension of the organizational culture positively predicted students’ academic achievement. Conversely, it was found that other dimensions of organizational culture didn’t predict students’ academic achievement. Findings were discussed and suggestions were presented for practitioners and future research.

Implications, Limitations, and Future Research

2019 ◽  
pp. 110-115
Keyword(s):  
Organizational Culture ◽  
The Body ◽  
Decision Makers ◽  
Future Research ◽  
Body Of Knowledge ◽  
Research Findings ◽  
Ict Tools ◽  
Overall Performance ◽  
The Right ◽  
Practical Implications

This chapter aims to explain the different implications of the research results, including theoretical implications, and how the findings contribute to the body of knowledge, and the practical implications for managers and decision makers in organizations. These include how they could use the research findings to achieve better results in customer, employee, society, and overall performance areas by developing the right types of organizational culture and using the right ICT tools. This chapter also sets out the research limitations and provides recommendations for future research based on the findings and experience from this study.

scholarly journals A quantitative analysis of high school sports participation intensity and breadth : relationships with academic achievement in a rural Missouri high school

2018 ◽  
Author(s):  
◽  
Chad M. Lang
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Sport Participation ◽  
Sport Activity ◽  
School Setting ◽  
Sports Participation ◽  
Practical Significance ◽  
Future Research ◽  
Grade Point ◽  
Achievement Data

The purpose of this study was to address the gap in research related to whether measures of participation (intensity and breadth) demonstrated a relationship with academic achievement for 11th grade student athletes (N=128) in a rural Missouri high school. Recent research found high school-aged students in interscholastic activities were less likely to be multisport athletes than in previous decades. This decrease in multisport participation has occurred within the context of United States participation trends which demonstrated overall participation increases from 1989 to 2017 (Bell et al.,2016; Howard, 2017; Jayanthi, Pinkham, Dugas, Patrick, and LaBella, 2013; Moore, Murphey, Bandy, and Cooper, 2014). Since increased connectivity to school viaextracurricular school activities (ESAs) enhances social bonds associated with positive academic and behavioral outcomes, a reduction in participation intensity and/or breadth may exhibit deleterious effects to the academic and social development students experience in the school setting (Crosnoe, 2002; Eccles and Gootman, 2002; Hirschi,1969). Anonymous athletic participation and achievement data from 2015-2017 was obtained from the school's archive and analyzed by correlation, hierarchical regression, and one-way ANOVA. Data derived from statistical analyses demonstrated two themes regarding sport participation, ACT, and grade-point average (GPA): a) Intensity demonstrated no statistical or practical significance to student achievement measured by ACT; however intensity of participation did share a statistically significant relationship to cumulative GPA (p less than .05) and b) an ANOVA analysis demonstrated statistically significant differences in breadth and GPA (p less than .01) between one sport athletes and three sport athletes. Three sport athletes had statistically significantly higher GPAs than one sport athletes and practically significant higher GPAs than two sport athletes. Utilizing these results suggested practical considerations for rural school administrators considering both the number of ESA sport offerings and the academic benefits ESAs multisport participation provide. Future research on ESA sport, activity, and non-activity participation related to academic outcomes is justified.

scholarly journals Organizational culture, strategic planning and performance: empirical evidence from organizations in Malaysia

2018 ◽  
Vol 7 (2.10) ◽  
pp. 62
Author(s):  
Sarminah Samad
Keyword(s):  
Organizational Culture ◽  
Strategic Planning ◽  
Organizational Performance ◽  
Future Research ◽  
Government Organizations ◽  
Positive Effects ◽  
Research Findings ◽  
Future Research Directions ◽  
And Performance ◽  
The Relationship

This study examined the influence of strategic planning on organizational performance of selected government organizations in Malaysia. Consequently, it determined the moderating effect of organizational culture on the relationship between strategic planning and organizational performance. A quantitative study was carried out on a sample of 291 officers in Malaysian government organizations. The obtained data based on self-administered questionnaires was analyzed using SmartPartial Least Squares (PLS). The study revealed that strategic planning dimensions have positive effects on performance of government organizations. The results found that organizational culture has significantly moderated the relationship between strategic planning and performance. The implications from the research findings, limitation of study and future research directions are discussed. 

scholarly journals Dispositional Factors Among Youth: An Examination of their Relationship to Academic Achievement in a Collectivistic Tight Culture

2021 ◽  
Vol 58 (2) ◽  
pp. 6383-6392
Author(s):  
Ramzi Nasser, Lakshmi Narayanan, Rim Chakraoui
Keyword(s):  
Academic Achievement ◽  
Cultural Context ◽  
Private University ◽  
Self Esteem ◽  
Cross Cultural ◽  
Future Research ◽  
Significant Finding ◽  
Grade Point ◽  
Cross Cultural Differences ◽  
Dispositional Factors

With globalization and increasing interdependence between countries, cross-cultural differences between collectivistic and individualistic cultures have become a topic of increasing interest. In this study we examine the predictive validity of dispositional factors in a cross-cultural context. Three dispositional factors: Emotional Intelligence, Locus of Control and Self-Esteem were examined in the collectivistic and socially oriented culture of Oman. This study statistically assessed the prediction power of the three dispositional factors on academic achievement. A sample of 545 university students from a private university in Oman were surveyed. The findings show a strong correlation between Self-Esteem variables and grade point average. A significant finding in our study was that Self-Esteem was negatively related to achievement. The interpretation of the negative relation suggests that in tight cultures, individuals may negatively self-rate their Self-Esteem to compensate for the high achievement in their collective social context.   This study has several important implications for future research in understanding the dynamics and predictability of personality and disposition in a collectivistic culture  

Factors Influencing the Academic Achievement of First-Generation College Students

NASPA Journal ◽  
2007 ◽  
Vol 43 (4) ◽  
Author(s):  
Terrell L. Strayhorn
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
First Generation ◽  
Significant Proportion ◽  
First Generation College Students ◽  
Future Research ◽  
Grade Point ◽  
Generation Status ◽  
Cumulative Grade Point Average ◽  
First Generation College

First-generation college students face a number of unique challenges in college. These obstacles may have a disparate effect on educational outcomes such as academic achievement. This study presents findings from an analysis of the Baccalaureate & Beyond Longitudinal Study using hierarchical multiple regression techniques to measure the influence of first-generation status on cumulative grade point average (GPA) in college, controlling for precollege and college variables. Findings suggest that firstgeneration status is a significant predictor of GPA controlling for an extensive array of background and intervening variables. Initially, background variables accounted for a small but significant proportion of college GPA variance. Final results suggest that first-generation status significantly explains differences in cumulative GPA, accounting for nearly 22% (p < .001) of GPA variance. Findings are congruent with college impact theory and support prior conclusions. Still, a number of important relationships and implications for future research are discussed.

Poverty, Academic Achievement, and Giftedness: A Literature Review

2017 ◽  
Vol 62 (1) ◽  
pp. 37-55 ◽  
Author(s):  
Paula Olszewski-Kubilius ◽  
Susan Corwith
Keyword(s):  
Academic Achievement ◽  
Literature Review ◽  
Low Income ◽  
Gifted Students ◽  
Talent Development ◽  
Future Research ◽  
Gifted Children ◽  
Research Findings ◽  
Students In Poverty ◽  
Identification Practices

In this article, we review research on poverty, both poverty rates and the effects of poverty on academic achievement more generally and on the identification and services for low-income gifted children specifically. This review sets the stage for further discussion of the research findings on identification practices including the efficacy of various approaches to increase the identification of gifted students in poverty. We then review research on the effectiveness of programs designed specifically to identify students with potential and support them through talent development services. Finally, we conclude the literature review with recommendations for future research.

scholarly journals Self-Esteem and Academic Achievement: The Relationship and Gender Differences of Malaysian University Undergraduates

2020 ◽  
Vol 6 (1) ◽  
pp. 43-54
Author(s):  
Frankie Subon ◽  
Norseha Unin ◽  
Nor Hafisah Binti Sulaiman
Keyword(s):  
Academic Achievement ◽  
Self Esteem ◽  
Female Students ◽  
Future Research ◽  
Chi Square ◽  
Grade Point ◽  
Male And Female ◽  
Significant Difference ◽  
The Relationship ◽  
Test Result

A positive correlation between self-esteem and academic achievement is often noted in the literature on educational psychology. As such, self-esteem and academic achievement are often inter-related. Additionally, gender is believed to have an impact on an individual’s self-esteem and varied disparities are found in self-esteem level between genders. The relationship between self-esteem and academic achievement among undergraduates in Malaysia, is still understudied and the lack of literature necessitates an empirical study. Hence, this study explored the relationship between self-esteem and academic achievement among undergraduates of a private university in Malaysia. Also, it investigated if there is any significant difference in self-esteem and academic achievement between genders. A convenience sampling method was employed on 60 male and 60 female undergraduates of TESL (Teaching English as a Second Language) program. The Rosenberg Self-Esteem Questionnaire was utilized to obtain the data on the participants’ self-esteem and their Grade Point Average (GPA). Data analysis using Spearman’s rho correlation revealed a significant relationship between self-esteem and academic achievement. Based on the Chi-square test result, a significant difference in academic achievement between male and female students was established. However, the independent t-test result revealed an absence of significant difference in self-esteem between male and female students. The findings demonstrate essential implications for students, counselors, and educators, and suggest relevant recommendations for future research. A larger sample size should be employed, and other important demographic variables should be explored to examine more in-depth into this interesting field of study.

scholarly journals The Effects of Birth Order and Family Size on Academic Achievement, Divergent Thinking, and Problem Finding Among Gifted Students

2020 ◽  
Author(s):  
Ahmed M. Abdulla Alabbasi
Keyword(s):  
Academic Achievement ◽  
Birth Order ◽  
Family Size ◽  
Divergent Thinking ◽  
Structural Characteristics ◽  
Gifted Students ◽  
Future Research ◽  
Grade Point ◽  
Problem Finding ◽  
Arab Students

Birth order, family size, and other familial structural characteristics are important variables to consider to understand the transformation from gifts to talents. The current study explored the influence of birth order and family size on academic achievement, divergent thinking (DT), and problem finding (PF) with a sample of 156 gifted male and female Arab students (M= 12.21 years, SD= 1.75). Regarding academic achievement, we hypothesized that first-borns will be overrepresented in our sample, which was true; i.e., nearly half the gifted students in this study were first-borns. Comparing ordinal position in academic achievement, first-borns possessed higher grade point averages (GPAs) than did other-born children. Family size was also related to academic achievement—participants from smaller-sized families had significantly higher GPAs compared with gifted students from middle- and large-sized families. As for the influence of birth order and family size on both DT and PF, our findings were partly supported. A multivariate analysis of variance showed significant differences for birth order and the interaction between birth order and family size in the originality dimension of PF. Non-significant differences were found concerning family size. The follow-up analyses of variance showed that later-born gifted students scored higher than first-, second-, third-, and fourth-born children in PF originality. Later-born gifted students who scored higher on originality were from smaller families. No significant influences for birth order and family size were found concerning fluency for both DT and PF as well as DT originality. This was the first study to examine the effect of family size and birth order on PF, and there is a need for future research to elucidate the influence of familial structural characteristics on PF.

Middle school peer reputation in high-achieving schools: Ramifications for maladjustment versus competence by age 18

2018 ◽  
Vol 31 (02) ◽  
pp. 683-697 ◽  
Author(s):  
Alexandria S. Curlee ◽  
Leona S. Aiken ◽  
Suniya S. Luthar
Keyword(s):  
Middle School ◽  
Academic Achievement ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Factor Model ◽  
Externalizing Symptoms ◽  
Future Research ◽  
Grade Point ◽  
Confirmatory Factor ◽  
High Achieving Schools

AbstractIn an upper-middle class setting, we explored associations between students’ peer reputation in Grades 6 and 7 with adjustment at Grade 12. With a sample of 209 students, a confirmatory factor analysis (CFA) of peer reputation dimensions supported a 4-factor model (i.e., popular, prosocial, aggressive, isolated). Structural equation models were used to examine prospective links between middle school peer reputation and diverse Grade 12 adjustment indices, including academic achievement (Scholastic Aptitude Test scores and grade point average), internalizing and externalizing symptoms, and use of cigarettes, alcohol, and marijuana. Prosocial reputation was connected to higher academic achievement levels and fewer externalizing symptoms. Both prosocial and isolated reputations were negatively associated with dimensions of substance use, whereas popularity was positively associated. Implications for future research and interventions are discussed.

Executive Functions and Clinical and Academic Outcomes in Speech-Language Pathology Graduate Students

2020 ◽  
Vol 5 (5) ◽  
pp. 1221-1230
Author(s):  
Jane Roitsch ◽  
Kimberly A. Murphy ◽  
Anastasia M. Raymer
Keyword(s):  
Executive Function ◽  
Academic Outcomes ◽  
Graduate Program ◽  
Performance Outcomes ◽  
Future Research ◽  
Speech Language Pathology ◽  
Grade Point ◽  
Praxis Ii ◽  
Language Pathology ◽  
Preliminary Study

Purpose The purpose of this study was to investigate executive function measures as they relate to clinical and academic performance outcomes of graduate speech-language pathology students. Method An observational design incorporating correlations and stepwise multiple regressions was used to determine the strength of the relationships between clinical outcomes that occurred at various time points throughout the graduate program (clinical coursework grades throughout the program and case study paper scores at the end of the program), academic outcomes (graduate grade point average and Praxis II exam in speech-language pathology scores), and executive function (EF) scores (EF assessment scores, self-reported EF scores). Participants were 37 students (36 women, M age = 24.1) in a master's degree program in speech-language pathology at a southeastern U.S. university during the 2017–2018 academic year. Results Findings of this preliminary study indicated that a limited number of objective EF scores and self-reported EF scores were related to clinical and academic outcomes of graduate speech-language pathology students. Conclusion As results of this preliminary study suggest that EF tests may be related to clinical and academic outcomes, future research can move to study the potential role of EF measures in the graduate admissions process in clinical graduate programs such as speech-language pathology.

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