Traits versus Grades—The Incremental Predictive Power of Positive Psychological Factors over Pre-Enrollment Achievement Measures on Academic Performance

Understanding what (and to what extent) psychological factors affect university performance has attracted a lot of research interest recently. In this paper, we use logistic regression models to study the incremental predictive power of positive psychological factors over pre-enrollment achievement measures on academic performance. The study is based on the data of 302 business and economics undergraduate students from the Budapest University of Technology and Economics. Coping proved to be the most important factor that sheds light on the importance of stress management for students. We also found that using properly chosen psychological factors measuring coping, personality traits, psychological immune system, emotional intelligence, and PERMA (P—positive emotion, E—engagement, R—relationships, M—meaning, A—accomplishments) factors, together with the university entrance score and academic performance can be predicted significantly better than solely relying on pre-enrollment achievement measures.

Abstract 285: Resuscitation Practices of Cardiac Arrest in Children with Cardiac Disease in Cardiac Intensive Care Units Compared to Pediatric Intensive Care Units

Introduction: Hospitalized children with critical cardiac disease experience cardiac arrest more than any other disease type. Varying models are devoted to caring for this population, including pediatric intensive care units (PICU) and dedicated cardiac intensive care units (CICU). The process of CPR delivery has not been evaluated in CICUs in comparison to PICUs. Hypothesis: There will be no difference in cardiac arrest resuscitation practices between unit types. Methods: We analyzed patients <18 years from the American Heart Association Get with the Guidelines-Resuscitation database (GWTG-R) with an illness category of medical or surgical cardiac disease who received CPR in a CICU or PICU from 2014 to 2018. Events were assessed for compliance with GWTG-R achievement measures of time to first chest compressions ≤ 1 minute, time to IV/IO epinephrine ≤ 5 minutes, time to first shock ≤ 2 minutes for VF/pulseless VT first documented rhythm, and confirmation of endotracheal tube (ETT) placement in trachea. Results: CPR practices were evaluated on 866 patients, 687 CICU and 179 PICU (55% male and 65% neonatal). Surgical cardiac disease was present in 56%. Cardiac malformations were present in 81% (45% cyanotic 29% acyanotic). Pulseless arrest was the initial event in 41% with a shockable rhythm in 14%. Return of spontaneous circulation occurred in 86% and survival to hospital discharge in 58%. Univariate analysis comparing resuscitation practice is shown in Table 1. ECPR use was the only variable noted to be significantly different between units (CICU 22% vs PICU 6%, P<0.01). On multivariate analysis, there were no differences in GWTG-R achievement measures between ICU types for ETT placement confirmation, time to IV/IO epinephrine dose, time to first chest compression to first shock (P>0.05). Conclusion: Despite differences in infrastructure, process, and provider expertise, there were no differences in cardiac arrest resuscitation practice between CICUs and PICUs.

Portfolio Based Language Assessment (PBLA) in Language Instruction for Newcomers to Canada (LINC) Programs: Taking Stock of Teachers' Experience

This study examined seven Language Instruction for Newcomers to Canada (LINC) teachers’ accounts of current Portfolio Based Language Assessment (PBLA) practices, elicited through semi-structured interviews, in order to explore washback - the effects of PBLA on teaching and learning. Portfolios are primarily useful as formative assessment tools (i.e., informing teaching and learning) (Fox, 2014; Little, 2007); conversely, when used solely as summative tools (i.e., achievement measures), they can result in portfolio prisons, which undermine teaching and learning (Hargreaves et al., 2002). To investigate the washback effect of PBLA, data were qualitatively analyzed, synthesized, and merged in development of recurring themes (Charmaz, 2006). Findings suggest that PBLA may have had washback on both teaching and learning. However, teachers’ individual classroom situations determined the direction and intensity of reported PBLA washback. The study highlights leverage points (Fox, 2004) where interventions (e.g., additional support, resources) might address negative washback.

When Academic Achievement (Also) Reflects Personality: Using the Personality-Achievement Saturation Hypothesis (PASH) to Explain Differential Associations Between Achievement Measures and Personality Traits

Students’ academic achievement is a key predictor of various life outcomes. The two most prominent measures of academic achievement are grades and standardized test scores. Both measures are commonly used during selection processes as well as for educational monitoring and accountability. Research has suggested that grades and test scores are strongly related to students’ characteristics (e.g., cognitive abilities) but might differentially reflect personality. In order to better explain differential personality-achievement associations, it is important to move beyond the dichotomy of grades versus test scores. To this end, we propose the personality-achievement saturation hypothesis (PASH), which suggests that associations between personality and achievement vary, depending on four main features of the achievement measure used: level of standardization, relevance for the student, curricular validity, and instructional sensitivity. The PASH suggests that conscientiousness should typically be more strongly associated with grade point average, followed by course grades and final examination grades, whereas openness should be more strongly associated with test scores. We used data from three large-scale studies (total N = 14,953) and aggregated our findings. In line with the PASH, conscientiousness was most strongly related to grades, which have lower standardization, moderate to high relevance, high curricular-validity, and high instructional sensitivity, whereas it had substantially weaker associations with more highly standardized, less curriculum-valid, and less instructionally sensitive measures. In addition, openness was most strongly related to highly standardized, less relevant, less curriculum-valid, and less instructionally sensitive measures in English. Implications for the ways in which achievement measures can be used are discussed.

A Report on Haui-Miner and Ehaupm Algorithms on Pattern Mining with Upper Limits

Utility-mining is the present developing discipline of information-mining. Utility-mining combines different structures such as High relevant item-set mining, Relevant successive item-set mining, Negative relevant item-set mining, Uncommon high relevant item-set mining and so forth. Each procedure of these item-sets mining doesn’t acknowledge length of item-sets. An ongoing improvement in the field of Utility-mining is high normal utility item-set mining. The normal Utility-mining deals with length of item- sets alongside the utility of item-sets. Here few calculations are introduced to recover high average relevant item-sets present in the database. Primary target of the present work was to look at the three High Normal Utility Models calculations:1)High Normal Utility Models (HAUP) calculation, 2)High Normal Utility Item-Set-Excavator (HAUI-Miner) Calculation and 3)Productive High Normal Utility Pattern-Mining (EHAUPM) calculation. The execution-time and memory-space are examined as achievement measures for correlation. The EHAUPM calculation is more efficient compared to other calculations; this is discovered from the performed analysis.