scholarly journals The Effects of Social Psychological Variables and Gender on the Grade Point Averages and Educational Expectations of University Students: A Case Study

2017 ◽  
Vol 27 (2/3) ◽  
pp. 67-90
Author(s):  
Rodney A. Clifton
Keyword(s):  
Positive Affect ◽  
Grade Point Average ◽  
Educational Expectations ◽  
Grade Point Averages ◽  
Self Concept ◽  
Equation Modeling ◽  
Social Psychological ◽  
Psychological Variables ◽  
Grade Point ◽  
The Social

This paper uses a social psychological model to examine the educational attainment and expectations of 569 male and female Education students enrolled in a major university in Western Canada. Structural equation modeling was used to examine the effects of gender on six social psychological variables (positive affect, negative affect, interaction with students, interaction with professors, motivation, and self-concept of ability) and the effects of gender and the social psychological variables on the students' grade point averages and educational expectations. In comparison with males, females had higher positive affect and more positive motivation. Two of the social psychological variables, self-concept of ability and interaction with students, had strong effects on grade point average and slightly weaker effects on educational expectations. When the interaction effects of gender and the social psychological variables were added to the analyses, slight increases in the explained variance in grade point average and educational expectations were evident. Females had slightly higher grade point averages than males and males had slightly higher educational expectations than females.

Examining Psychosociocultural Influences as Predictors of Black College Students’ Academic Self-Concept and Achievement

2020 ◽  
pp. 009579842097979
Author(s):  
Samuel T. Beasley ◽  
Shannon McClain
Keyword(s):  
College Students ◽  
Academic Engagement ◽  
Structural Equation ◽  
Black College ◽  
Self Concept ◽  
Equation Modeling ◽  
Black College Students ◽  
Grade Point ◽  
Racial Centrality ◽  
Positive Direct

Using the psychosociocultural framework, this study concurrently examined the influence of psychological (academic self-concept and academic engagement attitudes), social (caring student-faculty relationships), and cultural variables (racial centrality and perceived university environment) on the academic achievement of Black college students. Participants were 247 Black collegians recruited from a large, Southwestern predominately White institution. Results of structural equation modeling largely supported hypothesized relationships between variables, accounting for 16% of the variance in grade point average (GPA), 75% of the variance in academic engagement, and 29% of the variance in academic self-concept. Results revealed two positive direct paths to GPA: (a) racial centrality and (b) academic self-concept; academic self-concept had a key role in facilitating indirect effects on academic engagement and GPA. Findings highlight multiple noncognitive predictors that can facilitate Black students’ academic functioning. Research and practice implications of these findings are outlined.

Predictors of Academic Self-Concept for African American College Students

2016 ◽  
Vol 43 (6) ◽  
pp. 636-653
Author(s):  
Andrew S. Franklin ◽  
Scott M. Debb ◽  
Darlene G. Colson
Keyword(s):  
College Students ◽  
African American ◽  
Racial Identity ◽  
Grade Point Average ◽  
Self Concept ◽  
African American College Students ◽  
Online Questionnaire ◽  
Convenience Sample ◽  
Grade Point ◽  
Historically Black University

This study explored the roles of demographic variables, grade point average, centrality (an aspect of racial identity), and student-professor interactions in predicting academic self-concept. A convenience sample of 132 African American students (104 females and 28 males) ranging in age from 18 to 38 ( Mage = 26), attending a historically Black university completed an online questionnaire assessing demographic information, grade point average, an aspect of racial identity from the Multidimensional Inventory of Black Identity, student-professor interactions, and academic self-concept. Results showed that grade point average and student-professor interactions characterized by faculty’s level of care were significant factors in predicting academic self-concept. These relationships may be important for understanding salient factors that influence the academic self-concept in African American college students.

scholarly journals No food for thought: Food insecurity is related to poor mental health and lower academic performance among students in California’s public university system

2018 ◽  
Vol 25 (12) ◽  
pp. 1930-1939 ◽  
Author(s):  
Suzanna M Martinez ◽  
Edward A Frongillo ◽  
Cindy Leung ◽  
Lorrene Ritchie
Keyword(s):  
Mental Health ◽  
Academic Performance ◽  
Food Insecurity ◽  
Grade Point Average ◽  
Structural Equation ◽  
Public University ◽  
Poor Mental Health ◽  
Equation Modeling ◽  
University System ◽  
Grade Point

This study examined the relationships between food insecurity, mental health, and academic performance among college students in a California public university system ( N = 8705). Structural equation modeling was performed to examine a direct path from food insecurity to student grade point average and an indirect path through mental health, controlling for demographic characteristics. Food insecurity was related to lower student grade point average directly and indirectly through poor mental health. These findings support the need for future interventions and policy on the importance of providing students with the basic needs to succeed both academically and in the future.

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.

Local Action on Behalf of Local Collectives in the U.S. and Israel: How Different Are Leaders from Members in Voluntary Associations?

1988 ◽  
Vol 17 (3-4) ◽  
pp. 36-54 ◽  
Author(s):  
Robert R. Friedmann ◽  
Paul Florin ◽  
Abraham Wandersman ◽  
Ron Meier
Keyword(s):  
Function Analysis ◽  
Cost Benefit ◽  
Voluntary Action ◽  
Voluntary Organizations ◽  
Significant Finding ◽  
Costs And Benefits ◽  
Social Psychological ◽  
Psychological Variables ◽  
The Social ◽  
The U.S

While leadership in voluntary organizations is important to the understanding of voluntary action, not enough is known about differences between leaders and members in voluntary organizations. This study explored the differences between leaders and members in local voluntary organizations in the U.S. and Israel. Using discriminant function analysis on demographic characteristics, social psychological variables, and cost-benefit relationships it was found that leaders differ significantly from members in several of these areas. Patterns of greatest similarity were found between the American and Israeli participants on the social psychological variables. Gender distinguished members from leaders in Israel; occupation and education did so in the U.S. A very significant finding in the area of costs and benefits was that leaders perceived their activism as more costly than did members; leaders viewed costs to their participation as being equal to benefits while members perceived more benefits than costs.

Desired Family-Size Correlates for Single Undergraduates

1977 ◽  
Vol 2 (1) ◽  
pp. 5-15 ◽  
Author(s):  
Samuel D. Haskell
Keyword(s):  
Family Size ◽  
Sex Role ◽  
Demographic Variables ◽  
Self Concept ◽  
Social Psychological ◽  
Male Role ◽  
Psychological Variables ◽  
Men And Women ◽  
Religious Preference ◽  
Desired Family Size

Some single Caucasian undergraduates of Protestant religious preference, 115 men and 105 women, were tested to find correlates of, and to compare social-psychological to demographic variables in predicting, subjects' desired family sizes. Men had a mean desired family size of 2.04 children and women, 1.91 children. Women seem more accepting of childless families than men, perhaps perceiving new attractiveness in careers. Men and women wanting small families are less religious and are from smaller families. These men are more anxious and lower in need achievement, and the women have a less traditional sex-role self-concept. Women may see larger families as confirming a traditional sex-role, while men may see them confirming an achievement-oriented, possibly traditional, male role. Demographic variables, which best predict desired family size, may represent the continued influence of subjects' family backgrounds. However, social-psychological variables may also become important desired family-size influences as women enter their early twenties.

Structural and Social-Psychological Factors associated with Job Functioning by Women Managers,2

1993 ◽  
Vol 73 (3_part_1) ◽  
pp. 979-986 ◽  
Author(s):  
Esther R. Greenglass
Keyword(s):  
Women Managers ◽  
Job Involvement ◽  
Mail Questionnaire ◽  
Social Psychological ◽  
Psychological Variables ◽  
Organizational Functioning ◽  
Factors Associated ◽  
The Social ◽  
Scale Scores ◽  
The Relationship

This study examined the relationship among psychological variables and organizational functioning in a sample of managers, 65 women and 65 men. Analysis of responses to a mail questionnaire showed women, compared to men, were higher on Type A behaviour, speed and impatience, and job involvement scale scores. Women were less likely to have families than men, and men appeared to benefit more from marriage. Men also reported higher salaries with greater family support. These results support the need for research to take into account the social context within which organizational and work behaviour takes place.

Study Skills, Self-Concept, and Academic Achievement

1984 ◽  
Vol 54 (3) ◽  
pp. 923-929 ◽  
Author(s):  
Bernadette M. Gadzella ◽  
James David Williamson
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Grade Point Average ◽  
Study Skills ◽  
Interpersonal Relations ◽  
The Self ◽  
Self Report ◽  
Self Concept ◽  
Grade Point ◽  
Two Measures

This study investigated the relationships between study skills, self-concept, and academic achievement and whether the self-report measures contributed to the prediction of grade-point average for 110 university students. Analysis showed that study skills, self-concepts, and academic achievement correlated significantly with each other; rs ranged from .03 to .52. In addition to the total study skills score, two measures of study skills (oral reporting and interpersonal relations) and one measure of self-concept (personal self) contributed to the prediction of grade-point average.

Local Action on Behalf of Local Collectives in the U.S. and Israel: How Different are Leaders from Members in Voluntary Associations?

1988 ◽  
Vol 17 (3-4) ◽  
pp. 36-54
Author(s):  
Robert R., Friedmann ◽  
Paul, Florin ◽  
Abraham, Wandersman ◽  
Ron, Meier
Keyword(s):  
Function Analysis ◽  
Cost Benefit ◽  
Voluntary Action ◽  
Voluntary Organizations ◽  
Significant Finding ◽  
Costs And Benefits ◽  
Social Psychological ◽  
Psychological Variables ◽  
The Social ◽  
The U.S

While leadership in voluntary organizations is important to the understanding of voluntary action, not enough is known about differences between leaders and members in voluntary organizations. This study explored the differences between leaders and members in local voluntary organizations in the U.S. and Israel. Using discriminant function analysis on demographic characteristics, social psychological variables, and cost-benefit relationships it was found that leaders differ significantly from members in several of these areas. Patterns of greatest similarity were found between the American and Israeli participants on the social psychological variables. Gender distinguished members from leaders in Israel; occupation and education did so in the U.S. A very significant finding in the area of costs and benefits was that leaders perceived their activism as more costly than did members; leaders viewed costs to their participation as being equal to benefits while members perceived more benefits than costs.

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