scholarly journals IMPACT OF CLINICAL DEPRESSION ON ACADEMIC PERFORMANCE OF STUDENTS AT UNIVERSITY OF KARACHI

2020 ◽  
Vol 3 (2) ◽  
Author(s):  
Rizwana Faseel Hussain, Baber Khan, Syed Ahsan Ali Shah
Keyword(s):  
Academic Performance ◽  
Time Management ◽  
Simple Random Sampling ◽  
Clinical Depression ◽  
Chronic Mental Illness ◽  
University Level ◽  
And Performance ◽  
Strongly Agree ◽  
Long Term Impact

The aim of this research study is to find out cause and effect of clinical depression on academic achievements and performance of students. The Main objective of this chronic mental illness is to find out the striking depth of stress and depression on learning outcomes of students. Factors that impact on academic performance caused by clinical depression were investigated. Literature review indicates that clinical depression negatively impact on academic performance of students in terms of lack of confidence, communication problem, time management and trust issues particularly at university level. Public sector university of Karachi was selected as the population of the study. This research is based on the quantitative method. Questionnaire has been set, as a tool for this research. The sample size included 100 students from twenty departments of eight faculties through simple random sampling. Data analysis has been done by descriptive statistical techniques using percentage method. Closed ended questionnaire tool were designed for the collection of data based on five liker scale. The collected was analyzed and results were at moderate level 33% respondents were strongly agree, 47% agree, 13% neutral while strongly disagree and disagree were7%.The findings of this research shows that clinical depression adversely impact on academic performance of the students at University of Karachi. It affects academic performance as well as it has long term impact on student’s mental performance. The hypothesis considered for this research is accepted.

scholarly journals Factors of academic stress: Do they impact English academic performance?

2021 ◽  
Vol 10 (4) ◽  
pp. 1446
Author(s):  
Erlinda D. Tibus ◽  
Sybill Krizzia G. Ledesma
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Correlation Analysis ◽  
Time Management ◽  
Academic Stress ◽  
Moderate Level ◽  
Exploratory Research ◽  
Personal Stress ◽  
And Performance ◽  
The Impact

<span>This study investigated the college students’ level of academic performance and determined the impact of academic stress on their English academic performance. This employed a descriptive-exploratory research design with Exploratory Factor Analysis (EFA) and correlation analysis (Pearson r) as main analyses using statistical software. The result suggested that the students (N=250) have a moderate level of stress. Likewise, seven factors were generated through EFA but were reduced to four factors using parallel analysis, the factors are perceived personal stress, classroom stress, performance stress, and time management stress. In the correlation analysis, it was found out that perceived personal stress, classroom stress, and performance stress are significantly correlated except for time management stress. Moreover, these factors were found to have no significant relationship with the English grades of the students. With this result, it is concluded that despite having a moderate level of academic stress, students were able to manage them by using a plethora of coping mechanisms available. The institutions should offer prevention and intervention services that directly address the academic stress of the students to ensure academic success.</span>

Long-Term Outcomes of ADHD: Academic Achievement and Performance

2015 ◽  
Vol 24 (1) ◽  
pp. 73-85 ◽  
Author(s):  
L. Eugene Arnold ◽  
Paul Hodgkins ◽  
Jennifer Kahle ◽  
Manisha Madhoo ◽  
Geoff Kewley
Keyword(s):  
Academic Performance ◽  
Academic Outcomes ◽  
School Environment ◽  
Performance Outcomes ◽  
Achievement Test ◽  
Published Data ◽  
Long Term Effects ◽  
And Performance ◽  
Test Outcomes

Objective: The aim of this study was to synthesize published data regarding long-term effects of ADHD on information learned (measured via achievement tests) and success within the school environment (academic performance). Method: A systematic search identified 176 studies (1980-2012) of long-term (≥2 years) academic outcomes with ADHD. Results: Achievement test outcomes (79%) and academic performance outcomes (75%) were worse in individuals with untreated ADHD compared with non-ADHD controls, also when IQ difference was controlled (72% and 81%, respectively). Improvement in both outcome groups was associated with treatment, more often for achievement test scores (79%) than academic performance (42%), also when IQ was controlled (100% and 57%, respectively). More achievement test and academic performance outcomes improved with multimodal (100% and 67%, respectively) than pharmacological (75% and 33%) or non-pharmacological (75% and 50%) treatment alone. Conclusion: ADHD adversely affects long-term academic outcomes. A greater proportion of achievement test outcomes improved with treatment compared with academic performance. Both improved most consistently with multimodal treatment.

scholarly journals Teaching and Learning of Visual Arts in Senior High Schools in Rural and Urban Settings in Ghana

2020 ◽  
Vol 1 (2) ◽  
pp. 67-75
Author(s):  
Abena Okyerewa ◽  
Siaw Samuel Nortey ◽  
Edwin K. Bodjawah
Keyword(s):  
Academic Performance ◽  
High Schools ◽  
Visual Arts ◽  
Quantitative Research ◽  
High Performance ◽  
Teaching And Learning ◽  
Simple Random Sampling ◽  
Quantitative Research Methods ◽  
Rural And Urban ◽  
And Performance

This study used qualitative and quantitative research methods in tandem to compare teaching and learning processes to illuminate differences in students' academic performance gap in the Visual Arts in urban, peri-urban and rural Senior High Schools in the Ashanti Region. With the use of purposive and simple random sampling techniques, a sample of six schools – two in each setting, comprising 120 students and 18 teachers were selected for in-depth study. The study found that urban schools perform better than rural schools because they have prestigious names and character, more qualified teachers, and they attract and admit high performance BECE applicants into the Visual Arts department. The study revealed that the geographical settings of the school and educational opportunities directly influence the academic performance and achievement of students. Environmental factors, lack of studio facilities, and differences in teaching methodologies in the different geographical settings seem to influence students' learning and performance. Keywords: Teachingandlearning;Visualarts;Ruralandurbaneducation;Academicperformance.

Exploring the Link between Teachers’ Complementary Teaching Attributes and Students’ Academic Performance

2015 ◽  
Vol 13 (1) ◽  
Author(s):  
Vicky P. Vital ◽  
Rose Lynn D. Villanueva ◽  
Ma. Carla M. Mañago ◽  
Robin B. Dimla
Keyword(s):  
Academic Performance ◽  
Teaching Styles ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Educational Process ◽  
Pedagogical Innovation ◽  
Grade Point ◽  
Formal Authority ◽  
And Performance ◽  
Keywords Education

Teachers’ pedagogical attributes have affected learning achievement and performance. This study examined the relationship between teachers’ complementary teaching attributes i.e. teaching styles and multiple bits of intelligence and the academic performance of the students leading to a basis for a purposive integration of pedagogical innovation in teacher education curriculum. The descriptive- correlational type of research was utilized in this study. The universal sampling technique was employed for the student- respondents while simple random sampling was used in the selection of the teacher-respondents. Data were gathered through the use of standardized questionnaires. The academic performance was determined by looking at the students’ term grade-point average. Based on the result, four (4) of the teaching styles significantly correlate with the academic performance of the students namely expert, formal authority, facilitator, and delegator. However, a negative correlation was noted between the academic performance and three of the teaching styles, i.e., expert, formal authority, and delegator. All of the multiple intelligence significantly correlates with students’ academic performance. Those above further suggest the appropriate inclusion of teaching styles in pedagogical platform integrating teachers multiple bits of intelligence to achieve an effective educational process.   Keywords - Education, teaching styles, multiple bits of intelligence, academic performance, descriptive – correlational research, Philippines

scholarly journals A Mediating Model of Emotional Balance and Procrastination on Academic Performance

2021 ◽  
Vol 12 ◽  
Author(s):  
Pierluigi Diotaiuti ◽  
Giuseppe Valente ◽  
Stefania Mancone ◽  
Fernando Bellizzi
Keyword(s):  
Academic Performance ◽  
Time Management ◽  
Emotional Regulation ◽  
Self Regulation ◽  
Emotional Awareness ◽  
Action Orientation ◽  
Self Monitoring ◽  
Major Predictor ◽  
And Performance ◽  
Emotional Balance

Deficit in the management of time continues to be an important difficulty students are faced with. The present work aimed to test the hypothesis that self-regulation is the major predictor of academic performance and that this effect can be mediated both by the student’s emotional regulation and his propensity for procrastination. Participants were 450 university students who were administered MPP and AIP. The procedures involved the administration of instruments and the collection of average exam grades as a measure of academic performance. The effect of a specific component of self-regulation on academic performance, namely action orientation, was significant, while procrastination showed a limiting effect on the performative quality of the student. The model confirmed the mediation role of emotional balance on the effect that action orientation exerts on procrastination, and the mediation of procrastination in the relationship between action orientation and Academic Performance. Results of the study suggest focusing on student support and on prevention of procrastinating behavior through programs that enhance first of all student’s proactive attitude, planning skills, self-monitoring and effective/efficient time management, and secondly, emotional awareness and regulation of emotional response in situations of stress and performance anxiety.

scholarly journals Role of Grit in Secondary School Students’ Academic Engagement and Performance: A Meta-Examination

2019 ◽  
Vol 8 (6S3) ◽  
pp. 445-451
Keyword(s):  
Academic Performance ◽  
Secondary School ◽  
School Environment ◽  
Academic Engagement ◽  
Secondary School Students ◽  
Meta Analysis ◽  
School Students ◽  
The Face ◽  
And Performance

Grit is described as an individual’s ability to persevere in the face of challenges while still being passionate towards achieving personal long-term goals. An individual with grit would have the determination and tenacity to ensure that the goals are attained. Certain corroboration suggested that grit is positively linked to a range of academic results, and yet others contended that grit is not significant in defining academic performance. Hence, through meta-analysis, this study aims to determine if grit plays a significant role in secondary school students’ academic engagement and performance and which grit-related traits give them passion and perseverance to perform academically well. The meta-analysis of previous researches established that there is a significant link between grit and students’ academic engagement and performance. They are: (i) individuals’ priorities are determined by types of grit; (ii) school environment that emphasizes value of learning for learning’s sake may encourage students to stay interested and focused on certain long term goals; (iii) grit (perseverance of effort) significant impact in predicting academic performance and (iv) grit positively influences individuals taking professional and psychological courses where high levels of grit were demonstrated as they stay in the same course without changing goals for long-term purposes.

Crisis Phones - Suicide Prevention Versus Suggestion/Contagion Effects

Crisis ◽  
2015 ◽  
Vol 36 (3) ◽  
pp. 220-224 ◽  
Author(s):  
Steven Stack
Keyword(s):  
Suicide Prevention ◽  
Contagion Effects ◽  
Long Term Impact

Abstract. Background: There has been no systematic work on the short- or long-term impact of the installation of crisis phones on suicides from bridges. The present study addresses this issue. Method: Data refer to 219 suicides from 1954 through 2013 on the Skyway Bridge in St. Petersburg, Florida. Six crisis phones with signs were installed in July 1999. Results: In the first decade after installation, the phones were used by 27 suicidal persons and credited with preventing 26 or 2.6 suicides a year. However, the net suicide count increased from 48 in the 13 years before installation of phones to 106 the following 13 years or by 4.5 additional suicides/year (t =3.512, p < .001). Conclusion: Although the phones prevented some suicides, there was a net increase after installation. The findings are interpreted with reference to suggestion/contagion effects including the emergence of a controversial bridge suicide blog.

Long-Term Impact of Participation in the Adolescent Diversion Project

2009 ◽  
Author(s):  
Jenna L. Claes ◽  
Sean S. Hankins ◽  
J. K. Ford
Keyword(s):  
Long Term Impact
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