Conceptualization of Educational Persistence within Malaysian Higher Institution

2017 ◽  
Vol 8 (1) ◽  
pp. 46-57
Author(s):  
Monsurat Olusola Mosaku ◽  
Mohamed Najib Abdul Ghafar
Keyword(s):  
Academic Performance ◽  
Goal Orientation ◽  
Questionnaire Development ◽  
Theoretical Models ◽  
Developmental Model ◽  
Grade Point ◽  
Psychological Constructs ◽  
Educational Persistence ◽  
Higher Institution ◽  
Relationship Of

Psychological constructs have been empirically linked to academic performance (as measured by Grade Point Average) and its improvement. Focal amid these psychological constructs are Goal Orientation, Self-Regulated Strategies, Disposition to Persevere and Attention. However, researches have been dedicated on the relationship of a few of these variables to academic performance but have not been examined as a single framework incorporating the theoretical models of all these variables. This study thus investigates a composite integrated model of the above mentioned variables to assess the learning quality of students termed as Educational Persistence. Its attainment warrants the utilization of a questionnaire developmental model. This study conceptualizes Educational Persistence for Malaysian higher education based on Cohen and Swerdlik (2002) questionnaire development model.

The Relationship of University Students' Sleep Habits and Academic Motivation

NASPA Journal ◽  
2006 ◽  
Vol 43 (3) ◽  
Author(s):  
Kellah M. Edens
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Academic Motivation ◽  
College Health ◽  
Sleep Habits ◽  
Lack Of Sleep ◽  
Relationship Of ◽  
The Relationship

College students are sleeping less during the week than reported a few years ago. Lack of sleep among college students has been identified as one of the top three healthrelated impediments to academic performance by the American College Health Association’s National College Health Assessment survey; and it is associated with lower grades, incompletion of courses, as well as negative moods. This research examines the underlying dynamics of lack of sleep on academic motivation, a key predictor of academic performance. Specifically, the relationship of sleep habits with self-efficacy, performance versus mastery goal orientation, persistence, and tendency to procrastinate were investigated. Findings indicate that 42% of the participants (159 students out of a total of 377) experience excessive daytime sleepiness (EDS); and those identified with EDS tend: (1) to be motivated by performance goals rather than mastery goals; (2) to engage in procrastination (a self-handicapping strategy) to a greater extent than students who are rested; and (3) to have decreased self-efficacy, as compared to students not reporting EDS. Several recommendations for campus health professionals to consider for a Healthy Campus Initiative are made based on the findings.

The Relationship of Sex and Academic Performance to Quality of Recommendations for Graduate School

1981 ◽  
Vol 5 (4) ◽  
pp. 515-522 ◽  
Author(s):  
Jayne E. Stake ◽  
Elaine F. Walker ◽  
Mary V. Speno
Keyword(s):  
Academic Performance ◽  
Graduate School ◽  
Grade Point ◽  
Opposite Sex ◽  
Research Ability ◽  
Personal Qualities ◽  
Intellectual Potential ◽  
Relationship Of ◽  
The Relationship

To determine the relationship of sex and academic performance to recommendations to graduate school, 410 letters of recommendation were examined by two raters who were blind to the sex of the applicants and referees. Letters were rated for eleven personal qualities and for indications of weaknesses. Grade point average was found to be related to ratings of intellectual potential ( p < .001), academic performance ( p < .001), research ability ( p < .02), and motivation ( p < .01). The main effect of sex of applicant was not significant for any variable; however, referees tended to describe same-sex applicants as having more motivation and fewer weaknesses than opposite-sex applicants.

scholarly journals Differences in Learning and Study Strategies Inventory Scores Between Chiropractic Students With Lower and Higher Grade Point Averages*

2011 ◽  
Vol 25 (1) ◽  
pp. 5-10 ◽  
Author(s):  
Christine M. Schutz ◽  
Megan L. Gallagher ◽  
Rodger E. Tepe
Keyword(s):  
Academic Performance ◽  
Goal Orientation ◽  
Learning Strategies ◽  
Cognitive Strategies ◽  
Skills Training ◽  
Study Strategies ◽  
Strategic Learning ◽  
Grade Point ◽  
Chiropractic Students ◽  
Learning And Study Strategies

Purpose: This pilot study was designed to investigate the relationship between chiropractic students' learning and study strategies and academic performance. Differences in strategic learning between chiropractic students with higher grade points averages (GPAs) and those with lower GPAs have not been previously reported. Methods: Fifty-seven consenting first-trimester chiropractic students self-administered the Learning and Study Strategies Inventory (LASSI). Differences between high and low GPA groups were evaluated for 10 subtests and three factors using independent samples t -tests. Results: The high GPA group scored significantly higher (p &lt; .05) on LASSI subtests Anxiety, Attitude, Concentration, Motivation, Test Strategies, and Selecting Main Ideas, and on factors Effort-Related Activities and Goal Orientation. No differences between groups were found for subtests Information Processing, Self-Testing, Study Aids, and Time Management or for the Cognitive Activities factor. Conclusions: The results of this study show that differences in LASSI subtest and factor scores are associated with academic performance. For the participants studied, motivational and affective aspects of strategic learning contributed to higher academic performance, whereas cognitive strategies did not. Higher performing students utilized Effort-Related and Goal Orientation learning strategies at significantly higher levels than lower performing students. The LASSI may be useful in identifying students who could benefit from learning and study skills development. Longitudinal study is recommended to investigate the effects of students' learning and study strategies on different academic content domains as well as the effects of strategic study and learning skills training on academic performance.

Prediction of Academic Performance for College Students by Sex and Race

1977 ◽  
Vol 41 (3_suppl) ◽  
pp. 1183-1186 ◽  
Author(s):  
Marc L. Zimmermann ◽  
John T. Goldston ◽  
Bernadette M. Gadzella
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Short Form ◽  
Data Bank ◽  
Study Habits ◽  
Grade Point ◽  
White Males ◽  
Mental Maturity ◽  
Relationship Of ◽  
The Relationship

Discriminant function analyses were computed from scores compiled in a comprehensive, 32-variable, data bank using grade-point average groups as criteria. Separate constellations of variables predicted academic performance for each group (divided by race and sex). Black males' ( n = 12) and females' ( n = 25) academic performance could not be predicted by standardized tests but was predicted by a study habits inventory. The study habits inventory and the California Short-form Test of Mental Maturity predicted academic success for white males and females ( ns = 62 and 113, respectively). However, for the females it was concluded that the relationship of the student with the teacher was the important determinant of academic success.

scholarly journals Prevalence of dysmenorrhoea, associated risk factors and its relationship with academic performance among graduating female university students in Ethiopia: a cross-sectional study

BMJ Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. e043814
Author(s):  
Mesfin Tadese ◽  
Andargachew Kassa ◽  
Abebaw Abeje Muluneh ◽  
Girma Altaye
Keyword(s):  
Risk Factors ◽  
Academic Performance ◽  
University Students ◽  
Cross Sectional Study ◽  
Secondary Outcome ◽  
Sectional Study ◽  
Cross Sectional ◽  
Grade Point ◽  
Significant Difference ◽  
Associated Risk Factors

ObjectivesThe study aimed to provide an association between dysmenorrhoea and academic performance among university students in Ethiopia. Further, the study attempts to determine the prevalence and associated risk factors of dysmenorrhoea.Design and methodInstitution-based cross-sectional study was conducted from 1 April to 28 April 2019. A semistructured and pretested self-administered questionnaire was used to collect data. Binary logistic regression analysis and one-way analysis of variance were performed to model dysmenorrhoea and academic performance, respectively.Setting and participantsEthiopia (2019: n=647 female university students).OutcomesThe primary outcome is dysmenorrhoea, which has been defined as painful menses that prevents normal activity and requires medication. The self-reported cumulative grade point average of students was used as a proxy measure of academic performance, which is the secondary outcome.ResultsThe prevalence of dysmenorrhoea was 317 (51.5%). The educational status of father (adjusted OR (AOR) (95% CI) 2.64 (1.04 to 6.66)), chocolate consumption (AOR (95% CI) 3.39 (95% 1.28 to 8.93)), daily breakfast intake (<5 days/week) (AOR (95% CI) 0.63 (0.42 to 0.95)), irregular menstrual cycle AOR (95% CI) 2.34 (1.55 to 3.54)) and positive family history of dysmenorrhoea AOR (95% CI) 3.29 (2.25 to 4.81)) had statistically significant association with dysmenorrhoea. There was no statistically significant difference in academic performance among students with and without dysmenorrhoea (F (3611)=1.276, p=0.28)).ConclusionsDysmenorrhoea was a common health problem among graduating University students. However, it has no statistically significant impact on academic performance. Reproductive health officers should educate and undermine the negative academic consequences of dysmenorrhoea to reduce the physical and psychological stress that happens to females and their families.

scholarly journals Academic Performance and Physical Activities as Positive Factors for Life Satisfaction among University Students

2021 ◽  
Vol 13 (2) ◽  
pp. 497
Author(s):  
Teodora Slavinski ◽  
Dragan Bjelica ◽  
Dejana Pavlović ◽  
Valentina Vukmirović
Keyword(s):  
Physical Activity ◽  
Life Satisfaction ◽  
Academic Performance ◽  
University Students ◽  
Personal Growth ◽  
Optimum Level ◽  
Satisfaction Scale ◽  
Grade Point ◽  
Sports And Physical Activity ◽  
Life Satisfaction Scale

Life satisfaction influences sustainable personal growth among students by ensuring that they more firmly apply themselves in their education. Universities represent an environment where students may improve their life satisfaction through better academic performance and being engaged in extracurricular sport. This study evaluates life satisfaction (LS) among university students, 18 to 28 years of age to confirm whether academic performance, involvement in sports and physical activity are factors relating to higher levels of LS among university students. The study uses the Brief Multidimensional Life Satisfaction Scale. Over a three-year timeframe, a questionnaire was administered to a sample of 875 students across areas of study in institutions of higher education in Serbia. The data were analyzed using Mann–Whitney and Kruskal–Wallis tests. LS among students is found to be significantly improved under the following conditions: removing the burden to pay for one’s tuition, having a better Grade Point Average (GPA) as well as being involved in sport. Moreover, the optimum level of physical activity to positively affect LS is found to be four to five hours a week.

scholarly journals Comprehensive Investigation of Factors Influencing University Students’ Academic Performance in Saudi Arabia

2021 ◽  
Vol 11 (8) ◽  
pp. 375
Author(s):  
Abdullah Alabdulkarem ◽  
Mohammad Alhojailan ◽  
Saad Alabdulkarim
Keyword(s):  
Saudi Arabia ◽  
Academic Performance ◽  
Academic Success ◽  
Undergraduate Students ◽  
Success Factors ◽  
Education Outcomes ◽  
Professional Careers ◽  
K 12 ◽  
Undergraduate Programs ◽  
Relationship Of

Academic success in undergraduate programs is indicative of potential achievements for graduates in their professional careers. The reasons for an outstanding performance are complex and influenced by several principles and factors. An example of this complexity is that success factors might change depending on the culture of students. The relationship of 32 factors with the reported academic performance (RAP) was investigated by using a survey distributed over four key universities in Saudi Arabia. A total of 3565 Saudi undergraduate students completed the survey. The examined factors included those related to upbringing, K-12 education, and structured and unstructured activities. Statistical results validate that many factors had a significant relationship with the RAP. Among those factors, paternal’s education level and work field, type of intermediate and high schools, and the attendance of prayers in mosques were significantly associated with the reported performance. This study provides important insights into the potential root causes of success so that they can be targeted by educators and policy makers in the effort to enhance education outcomes.

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