scholarly journals School engagement and school climate of students with high and low grade point averages

2021 ◽  
Vol 48 (4) ◽  
pp. 427-439
Author(s):  
Sylwia Gwiazdowska-Stańczak
Keyword(s):  
School Climate ◽  
Secondary Schools ◽  
Grade Point Average ◽  
School Engagement ◽  
School Achievement ◽  
Grade Point Averages ◽  
Low Grade ◽  
School Life ◽  
Grade Point ◽  
School Learning

For adolescents, school life and learning is one of the most important domains of their lives. School achievement, depending on whether it is high or low, can motivate students to learn or make them reluctant to engage in school learning. Students' engagement in learning is closely related to their perceived school climate. The present study set out to investigate how these two variables distinguish between groups of students with high and low grade point averages. The participants in this study were students from secondary schools from among whom the students with the lowest and the highest grade point average were selected. It is found that students with higher grade point average are more engaged in learning and perceive their school climate as more positive than students with low grade point average.

School climate and culture : a case study on the impact of student perception

2018 ◽  
Author(s):  
◽  
Lindsay N. Kearns
Keyword(s):  
School Climate ◽  
Grade Point Average ◽  
Student Performance ◽  
Negative Impact ◽  
Student Perception ◽  
Low Grade ◽  
Chi Square ◽  
Grade Point ◽  
School Climate And Culture ◽  
The Impact

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This study takes a deeper look into the factors that create school climate and culture and how those factors are perceived by students. A quantitative study was conducted by administering a survey to 199 students at one rural Midwest high school. A chi-square test was performed to determine differences between two groups; high and low-grade point average and high and low attendance. Many statistically significant findings were found especially among the low-grade point average and low attendance groups. While students appeared to be overall pleased with some areas within the school such as safety, the biggest negative impact was seen in student stress levels and lack of connections with faculty members. The results suggest that a positive climate and culture can also influence student grade point average and attendance which can further impact student performance areas that toward which educators strive.

How to Have Your Cake and Eat It Too: Strategic Indulgence in Big-Time Collegiate Sports Among Academically Successful Students

2018 ◽  
Vol 10 (6) ◽  
pp. 792-801 ◽  
Author(s):  
Lile Jia ◽  
Edward R. Hirt ◽  
Alethea H. Q. Koh
Keyword(s):  
Academic Success ◽  
Grade Point Average ◽  
Goal Pursuit ◽  
Past Research ◽  
Academically Successful ◽  
Low Grade ◽  
Collegiate Sports ◽  
Grade Point ◽  
Successful Students

Past research on academic success emphasizes the need to avoid pleasurable nonacademic activities. In the context of enjoying big-time collegiate sports, we examined the notion that students, especially academically successful ones, may strategically indulge in sports games to resolve the conflict with academic pursuit. After confirming that high- (vs. low-) grade point average (GPA) students indeed found game-related activities less disruptive ( Npilot = 325), we proceeded to study whether strategic indulgence or single-minded avoidance was their preferred means to resolve the game–study conflict. High- (vs. low-) GPA students exhibited three features of strategic indulgence. They were more sensitive to the goodness of the opportunity to partake in collegiate sports ( NStudy1 = 216), engaged in compensatory planning to study on nongame days ( NSudy2 = 409), and actively engaged and enjoyed the game-related activities ( Nstudy3 = 530). These results suggest that understanding strategic indulgence in tempting activities would enrich our knowledge of long-term goal pursuit.

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.

scholarly journals Gambling involvement, type of gambling and grade point average among 18–29-year-old Finnish men and women

2019 ◽  
Vol 36 (2) ◽  
pp. 190-202 ◽  
Author(s):  
Tiina Latvala ◽  
Hannu Alho ◽  
Susanna Raisamo ◽  
Anne H Salonen
Keyword(s):  
Grade Point Average ◽  
School Achievement ◽  
Slot Machines ◽  
Online Gambling ◽  
Cross Sectional ◽  
Grade Point ◽  
Men And Women ◽  
Type Of Gambling ◽  
Online Poker ◽  
Gambling Involvement

Aims: This study explores the associations between gambling involvement, type of gambling, at-risk and problem gambling (ARPG) and register-based grade point average (GPA), among Finnish people aged 18–29 years ( N = 676). It is assumed that high gambling involvement and engaging in certain types of gambling are linked to ARPG, and that low school achievement is positively associated with these measures. Methods: A nationwide cross-sectional random sample was collected in 2015. The data were weighted based on gender, age and region. Analyses were carried out using logistic regression models. Results: Frequent gambling, playing several game types, online gambling and ARPG were more common among men than women. Those with low GPA played fast and low-paced daily lottery games and used online casinos significantly more often than men and women with average/high GPA. Men with a low GPA were also more likely to gamble on a weekly basis and played casino games and online poker more often. For women with a low GPA online gambling and playing slot machines were more common than for women with an average/high GPA. When controlling for sociodemographic variables and gambling involvement, men’s participation in daily lottery games and online poker was significantly associated with a low GPA, but among women none of the game types remained statistically significant. Among women, playing several different game types was linked with a low GPA. Conclusions: It seems that poorer school achievement is associated not only with frequent gambling, a large number of game types played and online gambling, but also, to some extent at least, with game type preferences.

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.

Being Well vs. Doing Well: Self-Esteem and School Performance among Immigrant and Nonimmigrant Racial and Ethnic Groups

2002 ◽  
Vol 36 (2) ◽  
pp. 389-415 ◽  
Author(s):  
Carl L. Bankston ◽  
Min Zhou
Keyword(s):  
Academic Achievement ◽  
Ethnic Groups ◽  
School Performance ◽  
Black Adolescents ◽  
Well Being ◽  
Self Esteem ◽  
Grade Point Averages ◽  
Low Grade ◽  
Apparent Paradox ◽  
Grade Point

It has frequently been suggested that the academic achievement of minority students may be hindered by low self-esteem in a white-dominated society. Some researchers and theorists, however, have questioned such assumptions. The self-esteem-academic achievement issue is further complicated by the relatively strong performance of children of immigrants in general, and of children of Asian immigrants in particular. A substantial literature suggests that these children face insecurities and difficulties that are inconsistent with high self-esteem. In examining data from the National Longitudinal Study of Adolescent Health, we find that Asians do show the lowest levels of reported self-esteem of the major racial/ethnic groups, but also the highest grade-point averages. Black adolescents, on the other hand, show the highest levels of reported self-esteem, but show relatively low grade-point averages. In further examination, we demonstrate that despite this apparent inconsistency between school performance and reported self-esteem, the two do have a positive relationship. Immigrant parental status, we suggest, has a complex relationship to school performance and psychological well-being that can help to explain the apparent paradox.

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