Factors affecting academic failure in medical students in Iran

Background: Students are considered part of the capital of each country. Several factors can affect their educational status and, as a result, contribute to their academic failure. The current study seeks to investigate the relationship between students’ academic failure and the affecting factors with the Iranian Educational Ranking of Universities. Methods: This is a descriptive cross-sectional study. The required sample size was calculated using Cochran’s formula. A researcher-made questionnaire with 5 parts was used to collect data. Kruskal Wallis and Spearman’s analysis of variance was used for analysis. The significance level was considered as 0.05. Results: A total of 1215 people participated; 13.7% of students had had an academic failure and 2.0% of them were on academic probation. There was a correlation between university RAD rank and academic failure (r = -0.098 and P = 0.0001) as well as student satisfaction (r = 0.264 – P = 0.0001). There was a significant difference between an academic drop and academic grade in three ranks of university (Pv= 0.0001), and, interestingly, having moved from Rank 1 to 3, having academic grade increases, and having academic failure decreases. Conclusion: According to the findings of this study, the higher ranked the college campus is on the RAD scale, the higher the academic failure rate. For annual assessment of universities, it is proposed that assessment of academic failure and grades be used as a benchmark.

Factors affecting academic failure in medical students in Iran

Background: Students are considered part of the capital of each country. Several factors can affect their educational status and, as a result, contribute to their academic failure. The current study seeks to investigate the relationship between students’ academic failure and the affecting factors with the Iranian Educational Ranking of Universities. Methods: This is a descriptive cross-sectional study. The required sample size was calculated using Cochran’s formula. A researcher-made questionnaire with 5 parts was used to collect data. Kruskal Wallis and Spearman’s analysis of variance was used for analysis. The significance level was considered as 0.05. Results: A total of 1215 people participated; 13.7% of students had had an academic failure and 2.0% of them were on academic probation. There was a correlation between university RAD rank and academic failure (r = -0.098 and P = 0.0001) as well as student satisfaction (r = 0.264 – P = 0.0001). There was a significant difference between an academic drop and academic grade in three ranks of university (Pv= 0.0001), and, interestingly, having moved from Rank 1 to 3, having academic grade increases, and having academic failure decreases. Conclusion: According to the findings of this study, the higher ranked the college campus is on the RAD scale, the higher the academic failure rate. For annual assessment of universities, it is proposed that assessment of academic failure and grades be used as a benchmark.

A Strength-based Inventory for Assessing the Needs for Academic Advising of University Students in Hong Kong

This study aims to develop and validate a strength-based instrument for assessing the academic advising needs of university students in Hong Kong using the Appreciative Advising Inventory (AAI) as a blueprint. We reviewed the content validity and cultural relevance of the AAI and developed a 37-item AAI Hong Kong Version (AAI-HK). We conducted Rasch analysis and principal component analysis. The AAI-HK has four stable and reliable factors (social competence and support; positive identity and participation; positive values; and commitment to learning and study), which represent key strengths of university students. Four AAI-HK subscales demonstrate good reliability. We found significant differences in AAI-HK scores between students who are under academic probation or not and between students who are local or nonlocal.

Identifying of Damages and Psychological Dysfunctions of the Students with Academic Failure: A Phenomenological Study

Introduction: Academic failure is one of the most common problems among university students, which accompanied by a range of interpersonal and psychological disorders and impairs a person's function in all aspects of the life. The purpose of the current study was to evaluate the quality of damages and psychological dysfunctions of the students with academic failure. Method: This study was administered by qualitative method and the descriptive phenomenological. The study population of this study consisted of all masters' degree students with academic failure in Allameh Tabatabayi University in the years of 2016-2018. In addition, the sampling method was purposeful sampling during which 16 students were selected to participate in the study and then they were interviewed. All interviews were recorded and then transcribed line by line and eventually were analyzed by using the Diekelmann et al. descriptive analysis method., Low self-esteem, communication fractures and discomforts) and 26 sub-themes in the field of injuries and psychological dysfunctions of students were conditioned. Results: Sixteen semi-structured interviews were conducted and the analysis of the data from the interviews led to identification and classifying of 6 main themes (psychological distress and discomfort, unpleasant perceptual emotions, cognitive-mental impairments, unresolved grief, low self-esteem, failures and relational Inconveniences) and 26 sun themes in the field of the psychological dysfunctions of students became. Conclusion: Based on the results of the present article, functional programs should be designed and implemented with the aim of correcting and improving the common psychological problems and dysfunctions among students on academic probation, thus their efficiency in handling their academic duties and responsibilities will increase.

Latinx Community College Students on Academic Probation: Struggles and Success

Latinx undergraduate students on academic probation after their first semester of community college risk further course failure and dropping out. As the largest minority on college campuses, it is important to understand Latinx college students' experiences with academic probation during freshman year to develop strategies that can support them in the community college context. Using Schlossberg's and Tinto's transition theories, we explored nine Latinx community college students' perceptions after being placed on academic probation during freshman year. Findings indicate that challenges managing employment, coursework, family obligations, and academic and social integration, as well as difficulties navigating the college system, contributed to academic probationary status. Furthermore, these participants developed significant emotional stress, transformational experiences, and new behaviors due to academic probation.