Hardiness and Anxiety as Predictors of Academic Success in First-Year, Full-Time and Part-Time RN Students

1999 ◽  
Vol 30 (4) ◽  
pp. 158-167
Author(s):  
Tracey J F Patton ◽  
Dolly Goldenberg
Keyword(s):  
Academic Success ◽  
First Year ◽  
Full Time ◽  
Part Time ◽  
Rn Students ◽  
Predictors Of Academic Success

Predictors of academic success in web-based courses: age, GPA, and instruction mode

2016 ◽  
Vol 24 (4) ◽  
pp. 586-600 ◽  
Author(s):  
Elizabeth J. Vella ◽  
Elizabeth F. Turesky ◽  
Jenni Hebert
Keyword(s):  
Academic Success ◽  
Online Courses ◽  
Full Time ◽  
College Courses ◽  
Older Students ◽  
Web Based ◽  
Content Type ◽  
Blended Courses ◽  
Part Time ◽  
Predictors Of Academic Success

Purpose The purpose of this paper is to use a heutagogical approach to determine whether students enrolled in blended courses achieve higher grades relative to those enrolled in completely online courses, in addition to identifying demographic predictors of academic success in college courses involving Web-based modes of instruction. Design/methodology/approach Mixed models regression evaluated predictors of grade in terms of age, gender, instruction mode, graduate vs undergraduate status and full-time vs part-time load across 2,174 students (M = 27.6, SD = 9.54 years) enrolled in Web-based courses for a single term at a mid-sized public university in the northeastern USA. Findings In accordance with expectations, a significant main effect indicated higher grades among students enrolled in blended relative to completely online courses. Other predictors of academic success in Web-based courses included older age, female gender, graduate student status and part-time academic load. An interaction between age and gender on grade indicated the difference in performance between men and women diminished among older compared to younger students. Another interaction between age and instruction mode on successful course completion indicated a higher probability of success in blended courses among older students relative to their younger counterparts. Research limitations/implications This study is limited by its cross-sectional design of large scope, which is incapable of addressing differences in online instructional styles and student motivation factors. Originality/value The current study offers newfound evidence that students enrolled in Web-based college courses may benefit from a blended instructional format, a finding that may be particularly evident among older students.

E-Learning at Politecnico di Torino

2013 ◽  
pp. 690-702
Author(s):  
Salvatore Barbagallo ◽  
Roberto Bertonasco ◽  
Fulvio Corno ◽  
Laura Farinetti ◽  
Marco Mezzalama ◽  
...  
Keyword(s):  
Distance Education ◽  
Large Scale ◽  
Sustainable Use ◽  
First Year ◽  
Preliminary Evaluation ◽  
Full Time ◽  
Large Scale System ◽  
Part Time ◽  
E Learning ◽  
Real Challenge

Politecnico di Torino has been actively experimenting distance education scenarios since 1992, through the development of innovative methodologies and tools. The real challenge today, however, is to move from small settings to a large-scale system able to suit the needs of a broad number of users belonging to different categories, from traditional students to part-time or full-time workers, from students living far from Torino to people with participation restriction due to disability. The emphasis then, is not only on the innovation of methodologies and technologies, but on their effective and economically sustainable use in a complex and multi-faceted setting. This chapter describes the services introduced in this direction and gives a preliminary evaluation after the first year of delivery.

Study of Discontinuing Students at Macquarie University

1976 ◽  
Vol 20 (1) ◽  
pp. 105-106 ◽  
Author(s):  
Neil Baumgart
Keyword(s):  
First Year ◽  
Full Time ◽  
Process Variables ◽  
Design Problems ◽  
First Year Students ◽  
Part Time Students ◽  
Part Time ◽  
Discriminant Analyses ◽  
Males And Females ◽  
Second Year

In a study of discontinuing students at Macquarie University major analyses were based on a sample of 444 students divided into four categories: students still persisting in Term 3 of second year, students who discontinued during first year, students who voluntarily discontinued after first year, and students excluded because of failure at the end of first year. Multiple discriminant analyses were used to relate potential predictors to category membership. Predictors included both entry and process variables. Results are reported separately for full-time and part-time students, and for males and females within these categories. The major findings carry implications for those who need to make management decisions in relation to higher education. Additionally, the paper attempts to highlight some of the design problems inherent in correlational studies and to present selected methodological strategies used in this study to minimize the effects of these problems.

Academic Skills, Community Engaged, Leadership, and Global Themed First-Year Seminars: Comparisons in Student Success

2020 ◽  
pp. 152102512091269
Author(s):  
Lynn M. Boettler ◽  
Ruth A. Goldfine ◽  
Don W. Leech ◽  
Gerald R. (Jerry) Siegrist
Keyword(s):  
Academic Performance ◽  
Learning Community ◽  
Grade Point Average ◽  
Retention Rate ◽  
Analysis Of Covariance ◽  
First Year ◽  
Full Time ◽  
Grade Point ◽  
Part Time ◽  
First Year Seminars

In this study, retention and academic performance of students enrolled in four different versions of a first-year seminar at a large, public 4-year university were compared for a 2-year period. The first-year seminars examined were 3-credit courses with either traditional, global, community engagement, or leadership themes and were essentially required of all first-year, full-time students. Statistical analysis using logistic regression and analysis of covariance were employed to determine whether differences existed. In addition, the variables of gender, race, high school grade point average, American College Testing/Scholastic Aptitude Test scores, type of instructor (full time or part time), and enrollment in a learning community were considered covariates in data analysis. The study revealed no significant differences in first-year to second-year retention rate or in academic performance as measured by college grade point average for the four different versions of the seminar; however, enrollment in a learning community did have significant impact on retention, even after controlling for covariates known to strongly affect retention.

scholarly journals Wages, Hours, and the School-to-Work Transition: The Consequences of Leaving School in a Recession for Less-Educated Men

2016 ◽  
Vol 16 (1) ◽  
pp. 97-124 ◽  
Author(s):  
Jamin D. Speer
Keyword(s):  
Labor Market ◽  
School To Work ◽  
Transition Time ◽  
First Year ◽  
Full Time ◽  
Market Outcomes ◽  
School To Work Transition ◽  
Published Evidence ◽  
Work Transition ◽  
Part Time

Abstract Using the NLSY’s weekly work history data to precisely measure labor market outcomes and the school-to-work transition, I document severe but short-lived effects of leaving school in a recession for men with 9–12 years of education. I find significant effects of entry labor market conditions on wages, job quality, and the transition time from school to work. In contrast to published evidence on more educated workers, I also find large effects on work hours on both the extensive and the intensive margins. When workers leave high school in a recession, they take substantially longer to find a job, earn lower wages, and work fewer full-time weeks and more part-time weeks. A 4-point rise in the initial unemployment rate leads to an increase in the school-to-work transition time of 9 weeks, a 16% decline in year-one average wage, a 28% fall in hours worked in the first year, and a 45% decline in first-year earnings. However, effects of entry conditions are not persistent and are largely gone after the first year.

scholarly journals Quantifying the Impact of Student Enrollment Patterns on Academic Success Using a Hidden Markov Model

2021 ◽  
Vol 11 (14) ◽  
pp. 6453
Author(s):  
Shahab Boumi ◽  
Adan Ernesto Vela
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Academic Success ◽  
Transfer Students ◽  
Full Time ◽  
Enrollment Patterns ◽  
Part Time Students ◽  
Part Time ◽  
The Impact ◽  
First Time

Simplified classifications have often led to college students being labeled as full-time or part-time students. However, student enrollment patterns can be much more complicated at many universities, as it is common for students to switch between full-time and part-time enrollment each semester based on finances, scheduling, or family needs. While previous studies have identified part-time enrollment as a risk factor to students’ academic success, limited research has examined the impact of enrollment patterns or strategies on academic performance. Unlike traditional methods that use a single-period model to classify students into full-time and part-time categories, in this study, we apply an advanced multi-period dynamic approach using a Hidden Markov Model to distinguish and cluster students’ enrollment strategies into three categories: full-time, part-time, and mixed. We then investigate and compare the academic performance outcomes of each group based on their enrollment strategies while taking into account student type (i.e., first-time-in-college students and transfer students). Analysis of undergraduate student records data collected at the University of Central Florida from 2008 to 2017 shows that the academic performance of first-time-in-college students who apply a mixed enrollment strategy is closer to that of full-time students, as compared to part-time students. Moreover, during their part-time semesters, mixed-enrollment students significantly outperform part-time students. Similarly, analysis of transfer students shows that a mixed-enrollment strategy is correlated with similar graduation rates as the full-time enrollment strategy and more than double the graduation rate associated with part-time enrollment. This finding suggests that part-time students can achieve better overall outcomes by increased engagement through occasional full-time enrollments.

INTERNAL AND EXTERNAL MOTIVATION OF PROFESSIONAL ACTIVITY AMONG PSYCHOLOGY STUDENTS

2021 ◽  
Author(s):  
Зульфия Мухтаровна Гиниятова ◽  
Галина Фанилевна Тулитбаева
Keyword(s):  
Standard Deviation ◽  
Psychology Students ◽  
Arithmetic Mean ◽  
Professional Activity ◽  
First Year ◽  
Full Time ◽  
State University ◽  
Mathematical Apparatus ◽  
Part Time ◽  
External Motivation

Представлены данные исследования внутренней и внешней мотивации профессиональной деятельности у студентов, будущих психологов. Всего в исследовании участвовали 101 студентов (очного - 41чел., заочного - 60 чел.) первого курса факультета психологии Башкирского государственного университета. Использован следующий математический аппарат: анализ среднего арифметического и стандартного отклонения, непараметрические критерии U-Манна-Уитни и Н-Крускалла-Уоллиса. The data of the study of internal and external motivation of professional activity among students, future psychologists are presented. In total, 101 students (full-time - 41 students, part-time - 60 people) of the first year of the Faculty of Psychology of Bashkir State University participated in the study. The following mathematical apparatus was used: analysis of the arithmetic mean and standard deviation, nonparametric criteria of U-Mann-Whitney and N-Kruskall-Wallis.

scholarly journals Internetalapú, országos betegségregiszter adatainak minőségbiztosítása

2021 ◽  
Vol 162 (2) ◽  
pp. 61-68
Author(s):  
Erika Sinka Lászlóné Adamik ◽  
Péter Hári ◽  
Anikó Póth ◽  
Ágnes Zorándi ◽  
Anna Bradák ◽  
...  
Keyword(s):  
Myocardial Infarction ◽  
Data Entry ◽  
Quality Parameters ◽  
Myocardial Infarctions ◽  
First Year ◽  
Full Time ◽  
Verification Algorithm ◽  
Verification Algorithms ◽  
Part Time

Összefoglaló. Bevezetés: A Nemzeti Szívinfarktus Regiszterben 111 788 beteg 122 351 infarktusos eseményéhez kapcsolódó 145 292 kezelés adatai szerepelnek. Módszer: A rögzített adatokat az üzemeltetők folyamatosan kontrollálják, bemutatják azokat a minőségbiztosítási módszereket, amelyekkel az adatbázis teljességét és megfelelőségét biztosítják. Az online informatikai rendszerben az adatbevitel során 119 automatikus ellenőrzési algoritmust működtetnek. Az automatikus ellenőrzési algoritmussal nem kezelhető adatok ellenőrzését 5 részállású, egészségügyi képzettségű kontroller és 2 főállású munkatárs végzi. A regiszter működése során folyamatosan fejlesztették az ellenőrzés módszereit, ennek során 2018-tól a kontrollerek által ellenőrzött adatlapok utóellenőrzésére is sor kerül. Az utóellenőrzés során a már ellenőrzött adatlapok 2,4%-ában további javításra volt szükség. Eredmények: Az utóellenőrzés eredménye, hogy a kontrolleri munkát hatékonyabbá sikerült tenni, mivel egyre kevesebb az utóellenőrzés során hibásnak talált adatlapok száma. Megvizsgálták, hogy az adatlap kérdéseire milyen arányban kaptak értékelhető választ. Az értékelhető válaszok aránya a legtöbb esetben meghaladta a 90%-ot, azonban a panaszok kezdetének ideje az adatlapok 39%-ában volt megadva, míg a dohányzási szokásokkal kapcsolatos válasz az esetek 59%-ában volt megfelelő. Megbeszélés: A szerzők rámutatnak arra, hogy a Nemzeti Egészségbiztosítási Alapkezelő és a Nemzeti Szívinfarktus Regiszter adatbázisának folyamatos egyeztetése hozzájárul a regisztráció teljességének biztosításához, lehetővé teszi a betegek állapotának hosszú távú követését. Miután a program kötelező jellegűvé vált 2014. 01. 01-jén, az első évben a szívinfarktus-diagnózissal finanszírozott betegek kétharmada (67%) szerepelt a regiszter adatbázisában; ez az arány a 2017–2019-es években meghaladta a 90%-ot (91,7–93,6–91,3%). Következtetés: Vizsgálatukból a szerzők azt a következtetést vonják le, hogy a betegségregiszter működése során szükséges az adatok teljességének és megfelelőségének folyamatos ellenőrzése. A regiszter adatbázisának 90% feletti teljessége az ellátórendszer minőségi paramétereinek folyamatos követését teszi lehetővé. Orv Hetil. 2021; 162(2): 61–68. Summary. Introduction: The Hungarian Myocardial Infarction Registry contains data on 145 592 treatments related to the 111 788 patients and the 122 351 myocardial infarctions. Method: The recorded information is continuously monitored, and the quality assurance methods used to ensure the completeness and adequacy of the database are presented. In the online IT system, 119 automatic verification algorithms are operated during data entry. Data that cannot be handled by the automated verification algorithm is checked by five part-time health-qualified controllers and two full-time employees. During the operation of the register, the control methods were continuously developed, during which the data sheets checked by the controllers will be post-checked from 2018 onwards. During the post-checked process, 2.4% of the datasheets required further correction. Results: The number of data sheets found to be incorrect during the post-audit was decreasing. The authors examined the proportion of evaluable answers to the questionnaire. The rate of evaluable responses was over 90% in most cases; however, the time of the onset of symptoms was given in 39% of the datasheets, while the answer to smoking habits was adequate in 59% of cases. Discussion: The authors point out that the continuous consultation of the database of the National Health Fund Management Centre and the Hungarian Myocardial Infarction Registry contributes to ensuring the completeness of registration, enabling long-term monitoring of the condition of patients. In the first year of the mandatory period of the program, two-thirds (67%) of patients treated with a diagnosis of myocardial infarction were included in the registry database, and this proportion exceeded 90% in the years 2017–2019 (91.7–93.6–91.3%). Conclusion: The study of the authors concludes that the completeness and adequacy of the data need to be constantly monitored during the operation of the patient registry. The integrity of the register database above 90% enables the continuous monitoring of the quality parameters of the system. Orv Hetil. 2021; 162(2): 61–68.

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