scholarly journals Early and Dynamic Socio-Academic Variables Related to Dropout Intention: A Predictive Model Made during the Pandemic

2022 ◽  
Vol 14 (2) ◽  
pp. 831
Author(s):  
Jorge Maluenda-Albornoz ◽  
Valeria Infante-Villagrán ◽  
Celia Galve-González ◽  
Gabriela Flores-Oyarzo ◽  
José Berríos-Riquelme
Keyword(s):  
Academic Performance ◽  
Predictive Model ◽  
Academic Variables ◽  
Cross Sectional ◽  
Social And Academic Integration ◽  
Predictive Design ◽  
University Dropout ◽  
University Experience ◽  
The University ◽  
Perceived Social Isolation

Social and academic integration variables have been shown to be relevant for the understanding of university dropout. However, there is less evidence regarding the influence of these variables on dropout intention, as well as the predictive models that explain their relationships. Improvements in this topic become relevant considering that dropout intention stands as a useful measure to anticipate and intervene this phenomenon. The objective of the present study was to evaluate a predictive model for university dropout intention that considers the relationships between social and academic variables during the first university semester of 2020. The research was conducted using a cross-sectional associative-predictive design, with a convenience sampling (n = 711) due to the restrictions of the pandemic period. The results showed a good fit of the proposed hypothetical model that explained 38.7% of dropout intention. Both social support and perceived social isolation predicted the sense of belonging and, through it, engagement. Previous academic performance predicted early academic performance and, through it, engagement. The set of variables predicted the intention to quit through engagement. These results are a contribution both to the understanding of the phenomenon and to guide potential interventions in the early stages of the university experience.

scholarly journals Early and Dynamic Socio-Academic Variables Related to Dropout Intention: A Predictive Model Made During Pandemic

2021 ◽  
Author(s):  
Jorge Maluenda-Albornoz ◽  
Valeria Infante-Villagrán ◽  
Celia Galve-González ◽  
Gabriela Flores-Oyarzo ◽  
José Berríos-Riquelme
Keyword(s):  
Academic Performance ◽  
Predictive Model ◽  
Academic Variables ◽  
Cross Sectional ◽  
Social And Academic Integration ◽  
Predictive Design ◽  
University Dropout ◽  
University Experience ◽  
The University ◽  
Perceived Social Isolation

Social and academic integration variables have shown to be relevant for the understanding of university dropout. However, there is less evidence regarding the influence of these variables on dropout intention, as well as predictive models that explain their relationships. Improvements in this topic become relevant considering that dropout intention stands as a useful measure to anticipate and intervene on this phenomenon. The objective of the present study was to evaluate a predictive model for the university dropout intention that considers the relationships between social and academic variables, during the first university semester of 2020. The research was carried out using a cross-sectional associative-predictive design, with a convenience sampling (n=711) due the restrictions of pandemic period. The results showed a good fit of the proposed hypothetical model that explains 38.7% of dropout intention. Both social support and perceived social isolation predicted the sense of belonging, and through it, engagement. Previous academic performance predicted early academic performance, and through it, engagement. The set of variables predicted the intention to quit, through engagement. These results are a contribution both to the understanding of the phenomenon and to guide potential interventions in the early stages of the university experience.

scholarly journals The Impact of Social Networking Sites’ Usage on the Academic Performance of University Students of Lahore, Pakistan

2016 ◽  
Vol 3 (4) ◽  
pp. 267-276 ◽  
Author(s):  
Ali Waqas ◽  
Muhammad Afzal ◽  
Fakhar Zaman ◽  
Muhammad Sabir
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Social Networking ◽  
Social Networking Sites ◽  
Descriptive Analysis ◽  
Young Generation ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
The University ◽  
The Impact

Social networking sites are more common to the young generation worldwide. Pakistan’s major population is comprised of young generation. Thus, usage of social networking sites has become the trend among the youth of Pakistan which has strong effect on the student’s performance and habits. Thus, this study aims to examine the impact of social network usage on the university student’s academic performance of Lahore, Pakistan. Cross sectional survey technique has used in the current study. The self-administered questionnaire distributed to the 260 students of four universities of Lahore through convenient random sampling. Descriptive analysis was used to analyze the data while Chi-square (X2) analysis has performed to test the research hypotheses. The findings of the current study show that the university students of Lahore, Pakistan are using different social networking sites which has negative effect on the student’s academic performance and habits. Int. J. Soc. Sc. Manage. Vol. 3, Issue-4: 267-276

scholarly journals Representaciones de docentes universitarios sobre la deserción de los estudiantes de primer año en modalidad semipresencial pertenecientes a la Universidad UNIACC

2018 ◽  
Vol 1 (2) ◽  
pp. 105-121
Author(s):  
Cristian Ortega Bustos Ortega Bustos ◽  
Anais Aluicio González ◽  
Edith Jorquera Muñoz
Keyword(s):  
Grounded Theory ◽  
Cross Sectional Study ◽  
First Year ◽  
Sectional Study ◽  
Cross Sectional ◽  
University Professors ◽  
First Year Students ◽  
University Teachers ◽  
University Dropout ◽  
The University

La presente investigación tuvo por objetivo explorar las representaciones que tienen docentes universitarios de la universidad UNIACC respecto de la deserción de los estudiantes de primer año que cursan estudios en modalidad semipresencial. Se realizó un estudio cualitativo de corte transversal con alcance exploratorio a través de cuatro entrevistas. Para el análisis de los datos se utilizaron los procedimientos propuestos por la Grounded Theory. Los resultados muestran cuatro categorías descriptivas y dos categorías relaciones que permiten aproximarse a las representaciones que tienen los docentes universitarios respecto a la deserción universitaria. Se discute acerca de la desmotivación y la frustración que pueden llegar a experimentar los estudiantes como elementos comprensivos del fenómeno y se proponen reflexiones para abordarla. The aim of this research was to explore the representations of university professors from the UNIACC University regarding the phenomenon of the desertion of first-year students who study b-learning. A qualitative cross-sectional study with exploratory scope was conducted, with a total of four interviews. The analysis of the data was performed according to the procedures proposed by the Grounded Theory. The results show four descriptive categories and two categories that permit to approximate the representations that the university teachers have regarding the university dropout. There is a discussion about the demotivation and frustration that students can experience as comprehensive elements of the phenomenon, and reflections are proposed to address it.

Facebook and academic performance: Reconciling a media sensation with data

First Monday ◽  
2009 ◽  
Author(s):  
Josh Pasek ◽  
Eian More ◽  
Eszter Hargittai
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
Negative Relationship ◽  
Data Sets ◽  
Cross Sectional ◽  
The Press ◽  
Facebook Use ◽  
Correlational Data ◽  
Nationally Representative ◽  
The University

A recent draft manuscript suggested that Facebook use might be related to lower academic achievement in college and graduate school (Karpinski, 2009). The report quickly became a media sensation and was picked up by hundreds of news outlets in a matter of days. However, the results were based on correlational data in a draft manuscript that had not been published, or even considered for publication. This paper attempts to replicate the results reported in the press release using three data sets: one with a large sample of undergraduate students from the University of Illinois at Chicago, another with a nationally representative cross sectional sample of American 14- to 22-year-olds, as well as a longitudinal panel of American youth aged 14-23. In none of the samples do we find a robust negative relationship between Facebook use and grades. Indeed, if anything, Facebook use is more common among individuals with higher grades. We also examined how changes in academic performance in the nationally representative sample related to Facebook use and found that Facebook users were no different from non-users.

scholarly journals The Impression of Emotional Intelligence on University Students’ Academic Performance

2019 ◽  
Vol 8 (3) ◽  
pp. 2171-2178
Keyword(s):  
Factor Analysis ◽  
Emotional Intelligence ◽  
Academic Performance ◽  
University Students ◽  
Contemporary Society ◽  
Cross Sectional ◽  
Optimum Utilization ◽  
The University ◽  
Academic Scores

In the present contemporary society, the Emotional Intelligence is a nominal character that has become the part of the debate nowadays, and which acts as the source of most logistic litigation of the one’s character. Emotional Intelligence, though contemplates about one’s behaviouristic approach towards knowledge, skills, and attitude that epitomizes the worth efficiency of the students in the University and that can lead to the optimum utilization of the worth-full resources so that the aims and objectives can be fulfilled and that standard of thinking proceedings can be optimized to a great extent. The role of emotional intelligence in the process of elevating the academic performances of the students has been reviewed in many of the countries and through many of the authors. But, it has been found in this study that there is no to a very limited number of studies who all have investigated the role of emotions in the process of capturing better academic scores through education. The author thus, elucidated about the scenario which states the effect of Emotional Intelligence (EI) on the academic performance of the University Students. The study also assesses the prevailing scenario in-order to suggests some points that excavate the situation to the next level and is targeted at finding the correlation that exists between each of the factors of the Emotional Intelligence. The data that is collected through the well-structured and closed-ended questions that are found to be reliable enough as per statistics. The authors have done the analysis through various tests, i.e., Factor Analysis, Correlation, and MANOVA. After testing, positive and strong correlation is been found between each of the factors of Emotional Intelligence and it leads to the conclusion that the academic performance of the students is affected from Emotional Intelligence on. The resources used for data collection were limited as per the range of access of researcher’s leading to an analysis which can’t be to the complete world. Also, the cross-sectional data is been collected because of time constraint. The whole circumstances state that the different attributes of correlation are matched to the Emotional Intelligence of the University students and though it has been proved that Emotional appearance of the students is the key to understand the permutation and combination of the Intellectual complexities of the work over a period of the time.

scholarly journals Pruebas de ingreso como predictores del rendimiento académico en los aspirantes a soldados del Ejército

2020 ◽  
Vol 6 (2) ◽  
pp. 117-136
Author(s):  
Germán Geovanny Muñoz Gualán ◽  
Efrain Eduardo Zambrano Rosales
Keyword(s):  
Academic Performance ◽  
Military Training ◽  
Armed Forces ◽  
Training School ◽  
Cross Sectional ◽  
Military Career ◽  
Cross Sectional Design ◽  
The University ◽  
The Military ◽  
Physical Preparation

The academic performance of the aspiring soldier is the set of indicators of academic subjects, physical preparation and military attitude that he presents within the military training institute, since the product that is intended to be delivered to the Army and society is a disciplined and prepared individual academically, militarily and physically, according to the standards established in the Military Education Model of the Armed Forces and the career plan in military sciences of the University of the Armed Forces - ESPE. In addition, it is necessary to complement this training by instilling the conviction of pursuing a professional and ethical military career. Thus, the proposed objective was to establish the results of the entrance tests that predict the academic performance of aspiring second-year military soldiers, 2018-2020 class, of the Ecuadorian Army Soldiers Training School “Vencedores del Cenepa”. Therefore, this research presents a quantitative approach, with a non-experimental, cross-sectional design and a correlational scope. The averages of the entrance and academic performance tests were used for academic periods and annual cut-off of each aspiring soldier, from the file and database of the Soldiers Training School "Vencedores del Cenepa", for their tabulation in a matrix of Excel predesigned and the subsequent statistical analysis in the SPSS program. Thus, a moderate significant correlation is observed between academic and physical entrance tests with academic performance, a low correlation with the military attitude of would-be soldiers, and no correlation with student desertion. In addition, the entrance tests that moderately predict academic performance and poorly predict military attitudes of would-be soldiers are the academic and physical entrance tests.

scholarly journals Burnout y rendimiento académico: efecto de la combinación de la actividad laboral remunerada e iniciar los estudios de grado universitario (Burnout and academic performance: effect of the combination of remunerated jobs and starting university degree stu

Retos ◽  
2021 ◽  
Vol 41 ◽  
pp. 844-853
Author(s):  
Agustí Comella ◽  
Joan-Carles Casas-Baroy ◽  
Anna Comella-Company ◽  
Paola Galbany-Estragués ◽  
Ramon Pujol ◽  
...  
Keyword(s):  
Academic Performance ◽  
Maslach Burnout Inventory ◽  
Burnout Syndrome ◽  
Student Survey ◽  
Cross Sectional ◽  
Work Activity ◽  
Academic Burnout ◽  
University Studies ◽  
University Degree ◽  
The University

  Objetivo: El objetivo de nuestro estudio es analizar si el hecho de combinar los estudios universitarios y la Actividad Laboral Remunerada se asocia con el síndrome de burnout académico en los estudiantes de 1º curso de la Universidad de Vic-Universidad Central de Catalunya (UVic-UCC) y si existe una relación sobre el rendimiento académico. Metodología: Es un estudio observacional, transversal. La muestra comprende 301 estudiantes de 1º curso. Los instrumentos utilizados son una encuesta telemática y el Maslach Burnout Inventory-Student Survey. Resultados: El 16,9% de los estudiantes presentan Burnout Académico. No se observan diferencias significativas según el sexo. El 33% de los estudiantes combinan actividad laboral remunerada y estudios. De estos, el 14,1% presentan Burnout Académico. No se observan diferencias significativas en el rendimiento académico entre los estudiantes que trabajan y estudian y los que solo estudian. Conclusión: Los estudiantes presentan burnout tanto sí trabajan como no. Al inicio del primer curso del grado, un tercio de los estudiantes combinaban sus estudios con el trabajo y no se aprecia un incremento de burnout académico. El rendimiento académico no se ve afectado por el hecho de combinar el trabajo y los estudios universitarios. Abstract. Goal. The aim of our study is to analyze whether combining university studies and professional work activity is associated with academic burnout syndrome in 1st year students at the University of Vic-Central University of Catalonia (UVic-UCC) and the relationship on performance academic. Methodology. It is a non-experimental observational study of cross-sectional design. The sample consisted of 301 1st year undergraduate students in the UVic-UCC. The instruments used consist of a telematic structured survey and the Maslach Burnout Inventory-Student Survey questionnaire. Results. 16.9% of the students present academic burnout. No statistically significant differences were observed by sex. 33% of students have a remunerated job that they combine with their studies. Of these students, 14.1% have academic burnout. There are no significant differences in academic performance between students who work and study and those who only study. Conclusion: At the beginning of the first year of the university degree, a third of the students combined their studies with work. The fact of working and starting university studies does not produce an increase in academic burnout. Students show burnout whether they work or not. Academic performance is not affected by combining work and university studies.

scholarly journals ASSESSMENT OF MEDICAL STUDENTS’ METACOGNITIVE AWARENESS OF READING STRATEGIES AND ITS RELATION WITH ACADEMIC PERFORMANCE: A CROSS SECTIONAL STUDY AT AZIZ FATIMA MEDICAL AND DENTAL COLLEGE, FAISALABAD

2020 ◽  
Vol 11 (3) ◽  
pp. 1-8
Author(s):  
Subhan Ullah ◽  
Sami ullah ◽  
Khalid Parvez ◽  
Ghulam Abbas Sheikh
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Reading Strategies ◽  
Cross Sectional Study ◽  
Metacognitive Awareness ◽  
Strongly Correlated ◽  
Cross Sectional ◽  
Medical College ◽  
The University ◽  
Academic Scores

ABSTRACT  BACKGROUND & OBJECTIVE: Students reading strategies strongly influence their academic performance. Our study aimed to determine medical students' metacognitive awareness during reading strategies and its relation with their academic scores.  METHODOLOGY:  Study was done among third year MBBS students of Aziz Fatima Medical College Faisalabad. Students previous years academic achievement information was collected and they also filled questionnaire on metacognition regulation by the Metacognitive Awareness Reading Strategies Inventory. Convenient sampling was used for this study. The data were analyzed in SPSS 20. In our study the independent variable was metacognitive score while previous professional examination marks were taken as the dependent variable.Standard deviation and mean were used for the descriptive data. For categorical data, percentage and frequencies were used.  RESULTS: Different reading strategies employed by medical students in relation to metacognition were our main focus in the study. Metacognition was taken as score measured by a 30 item MARSI scale and their academic performance measured in terms of total marks obtained in the last professional examination held by the University. Total 101 out of 110 students from 3rd year MBBS class were enrolled in the study and the response rate was 92%. Forty one (41) respondents were females and sixty (60) respondents were male the mean± SD age of students was 21.05±0.74.  CONCLUSION: All dimensions of metacognition are positive and strongly correlated with each other’s. Higher the score in one dimension will cause positive change in other dimension score and vice versa.

The University Experience Course: A Longitudinal Study of Student Performance, Retention, and Graduation

2001 ◽  
Vol 2 (4) ◽  
pp. 327-340 ◽  
Author(s):  
A. Michael Williford ◽  
Laura Cross Chapman ◽  
Tammy Kahrig
Keyword(s):  
Academic Performance ◽  
Student Performance ◽  
Graduation Rates ◽  
Retention Rates ◽  
Orientation Course ◽  
Student Academic Performance ◽  
First Year Retention ◽  
Student Graduation ◽  
University Experience ◽  
The University

The purpose of this study is to investigate the relationship between participation in an extended orientation course and student academic performance, student retention, and student graduation. Ten years of participants in Ohio University's freshman “University Experience” course were compared with comparable nonparticipants. In the comparison of student academic performance, the effects of students' prior academic achievement and students' measured academic aptitude were controlled. First-year retention and four-, five-, and six-year graduation rates were compared. In most years of the study, participating students' year-end GPAs were higher than nonparticipants‘, retention rates were higher, and four-, five-, and six-year graduation rates were higher. The purpose of the course is to help students adjust to the demands of the university environment and develop long-term academic skills, which these results support. Student motivational effects are also discussed.

scholarly journals Correlation of Depressive Illness with Academic Performance Among Medical Students at the University of Port Harcourt

2020 ◽  
pp. 18-21
Author(s):  
Emen Asuquo ◽  
Nkporbu A Kennedy ◽  
Okechukwu Chibuike ◽  
Okafor Nneka T ◽  
Onoh Ifeanyinwa
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Age Groups ◽  
Depression Scale ◽  
Cross Sectional Study ◽  
Depressive Illness ◽  
Cross Sectional ◽  
Port Harcourt ◽  
Ethical Approval ◽  
The University

Background: The rising prevalence and burden of Depression among all age groups including medical students have continued to constitute enormous concern worldwide. Depression has been associated with cognitive impairment and may impair academic performance. Aim: To determine the relationship between depression and academic performance among medical students at the University of Port Harcourt. Methodology: This descriptive cross-sectional study gained ethical approval . Stratified random sampling method was used to select the subjects. A well-structured open ended self-administered socio-demographic questionnaire was administered to the students. The Zung Self Rated Depression Scale was used to assess the depression status of each respondent in conjunction with the Diagnostic Statistical Manual, Version Five (DSM V). The data were analysed using descriptive and analytical methods. Results: The prevalence of depression among the medical students was 5.3%. Fourteen students (4.6%) were mildly depressed while only two respondents had moderate depression. Academic performance was generally poor among the medical students with depressive illness compared to those without depression and was worse with increasing severity of depression(p=0.004). Conclusion: Depression does occur among medical students at the University of Port Harcourt and significantly affects academic performance.

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