scholarly journals Cross-validated Prediction of Academic Performance of First Year University Students

2017 ◽  
Author(s):  
Eline Meijer ◽  
Elise Dusseldorp ◽  
Marc P. H. D. Cleiren ◽  
Vincent J. C. Buurman ◽  
Roel M Hogervorst ◽  
...  
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Outcome Data ◽  
First Year ◽  
Student Selection ◽  
Students First ◽  
One Year ◽  
Additional Support ◽  
First Year University ◽  
Future Work

Background. Early prediction of academic performance is important for student selection and support. We explored, in a multivariate approach, whether pre-entry data (e.g., expectations, capabilities, motivation, attitude) could predict university students’ first year academic performance. Methods. Pre-registered applicants for a bachelor’s program filled out the Leiden Intake Questionnaire (LIQ) before study-entry (N=739). Outcome data (first-year GPA, course credits, attrition) were obtained one year later. Results. Students who performed better in preparatory education, and students who followed a conventional educational path before entering performed better during their first year at university. Non-Dutch students were less successful than Dutch students, and students who expected to spend more time on a study organization were more successful. Conclusions. The LIQ may be used for identifying upfront who may need additional support, but is not suitable for student selection. Future work on academic performance should include cross-validation to determine how well the findings may generalize.

scholarly journals Motor skills as a predictor of academic performance | La aptitud motriz como predictor del rendimiento académico

2021 ◽  
Vol 14 (28) ◽  
pp. 57-64
Author(s):  
José Eduardo Molina Arriola ◽  
Victor Osiris Rodriguez Cervantes ◽  
Julio Cesar Lozano Flores ◽  
Luis Quintana Rivera ◽  
José Moncada Jimenez ◽  
...  
Keyword(s):  
Academic Performance ◽  
Physical Education ◽  
University Students ◽  
Motor Skills ◽  
Weighted Average ◽  
First Year ◽  
Regression Analyses ◽  
First Year Students ◽  
First Year University ◽  
Estudiantes Universitarios

Este estudio tuvo como objetivo determinar la asociación entre la aptitud motriz de estudiantes universitarios de primer ingreso y su desempeño académico en los dos periodos lectivos de inicio de la carrera de Educación Física, Deporte y Recreación. Participaron 83 voluntarios (Hombres = 60, Mujeres = 23) de la Universidad Veracruzana, México. La aptitud motriz se evaluó con ocho pruebas y el rendimiento académico se midió con el promedio ponderado de dos periodos consecutivos. Los análisis de regresión múltiple mostraron que el salto sin carrera (modelo 1), y gimnasia y encestes de baloncesto (modelo 2) predicen el rendimiento académico. En conclusión, la aptitud motriz predice parcialmente el rendimiento académico en estudiantes de primer ingreso.AbstractThe purpose of this study was to determine the association between the motor skills of first-year university students and their academic performance in the two initial academic terms of the Physical Education, Sports and Recreation degree. Eighty-three volunteers participated (Men = 60, Women = 23) from the Universidad Veracruzana, Mexico. Motor skills were evaluated with eight tests and academic performance was measured with the weighted average of two consecutive terms. Multiple regression analyses showed that standing jumping (model 1), and gymnastics and effective basketball throws (model 2) predicted academic performance. In conclusion, motor skills partially predict academic performance in first-year students

scholarly journals Effect of Academic Background on Social Competence and its Relationship with Academic Motivation and Academic Performance of First Year University Students

2021 ◽  
Vol 1 (1) ◽  
pp. 16-28
Author(s):  
Ghania Yamin ◽  
Huma Khalid ◽  
Fizza Tahir ◽  
Erum Khatri ◽  
Sidra Shoaib
Keyword(s):  
Academic Performance ◽  
Social Competence ◽  
University Students ◽  
Significant Relationship ◽  
Academic Motivation ◽  
First Year ◽  
Academic Background ◽  
Weak Relationship ◽  
Significant Difference ◽  
First Year University

Certain differences have been observed in the students belonging to different academic backgrounds hence the purpose of the current research was to explore the effect of academic background (i.e., Cambridge & HSSC) on Social Competence and to see its relationship with Academic motivation and Academic performance among first year university students. The hypothesis states that there is a significant difference between Social Competence and Academic Motivation of Cambridge and Higher Secondary School Certificate (HSSC) students. There also exists a significant relationship between Social competence, Academic motivation and Academic performance of first year university students. Research design of the study was comparative co-relational survey design. Whereas sampling technique used was purposive convenient sampling. There were N=166 participants (Males n=53 & Females n=113; Cambridge n=90 & HSSC n=76) with the age range of 18-23 years (M=2.76, SD=1.28) from different private and government universities of Karachi. Academic Motivation Scale (Vallerrand, et al., 1992) and Social Competence Scale (Shujja, Malik, & Khan, 2015) for Adolescence were used for measuring academic motivation and social competence whereas for academic performance previous grades in last given exams were demanded. Statistical analysis including T-test was used for measuring relationship variables of Academic Motivation, Social Competence and Academic Performance among first year university students show no significant relationship. a positive but weak relationship was discovered between social competence and intrinsic motivation. Furthermore, a weak relationship was identified between social competence and gender. This study will help increase insight and improvise the education system and teaching methodologies of both educational systems. Implications for teachers to use innovative methodologies and strategies while teaching to enhance students’ social and academic skills to positively influence their performance.

Brief work-integrated learning opportunities and first-year university students’ perceptions of employability and academic performance

2017 ◽  
Vol 26 (1) ◽  
pp. 32-37 ◽  
Author(s):  
Brooke Harris-Reeves ◽  
John Mahoney
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Learning Experiences ◽  
First Year ◽  
Integrated Learning ◽  
Paired Samples ◽  
Employment Sector ◽  
Job Shadowing ◽  
Work Integrated Learning ◽  
First Year University

Universities are attempting to respond to recent changes in the employment sector in order to ensure graduates are job ready. One approach for preparing students for the evolving employment sector is to expose them to work-integrated learning experiences during their undergraduate degree. Traditionally, work-integrated learning experiences have been offered toward the end of students’ degrees, but there might be value in offering such opportunities as students’ transition into university. The aim of this study was to explore the outcomes of brief work-integrated learning experiences on first-year university students. A series of paired samples t-tests showed significant differences in students’ ( N = 28, Mage = 18.89 years) perceptions of employability and academic performance following exposure to 10-hours of job shadowing. The outcomes from the study suggest that students might benefit from work-integrated learning experiences in their foundation year of university. Implications for educators, universities, and the employment sector are highlighted.

Cross‐Validated Prediction of Academic Performance of First‐Year University Students: Identifying Risk Factors in a Nonselective Environment

2018 ◽  
Vol 38 (1) ◽  
pp. 36-47 ◽  
Author(s):  
Eline Meijer ◽  
Marc P. H. D. Cleiren ◽  
Elise Dusseldorp ◽  
Vincent J. C. Buurman ◽  
Roel M. Hogervorst ◽  
...  
Keyword(s):  
Risk Factors ◽  
Academic Performance ◽  
University Students ◽  
First Year ◽  
First Year University
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