Attendance in a First-year Educational Support Program and Academic Performance Among Allied Health Students in Japan: A Retrospective Observational Study.

Prediction of students' performances on licensing examinations using age, race, sex, undergraduate GPAs, and MCAT scores.

To examine the relationship between children's overweight status and other cardiovascular risk fitness factors and academic performance among fifth-grade students. Using a sample of 968 fifth-grade students (50.7% boys; mean age = 10.6 years), children's cardiovascular risks (BMI, blood pressure, acanthosis nigricans) and fitness measures were compared with their mean group performance scores across four subscales (mathematics, reading/language arts, science, and social studies) of a statewide standardized academic performance test. Of this sample, 39% were either at risk for being overweight or were already overweight; slightly over one half were of normal weight. Initial findings revealed a significant relationship between children's weight category and their reading/language arts, mathematics, and science test scores even after controlling for a proxy of socioeconomic status. When additional cardiovascular risk and fitness measures were included in the model, however, children's BMI status had no association. Instead, a composite fitness index, children's blood pressure, sex, and proxy of socioeconomic status were significantly associated with children's academic test scores. This study expanded our understanding of the connection between children's overweight risks and academic performance by examining the impact of other cardiovascular risk factors such as high blood pressure and measures of fitness. These findings support the development and implementation of childhood cardiovascular risk surveillance programs that evaluate not only children's overweight risks but also their fitness, risk for type 2 diabetes, and/or high blood pressure by showing a relationship between some of these risks and children's academic test performance.

Longitudinal examination of perceived stress and academic performance of first-year student pharmacists

The objective of this study was to examine the relationships of undergraduate academic and admission test performance with graduate academic performance. Results could aid in selecting health service administration students in the future. The sample included 139 students (40 women and 99 men) entering seven health services administration programs during the fall of 1975 and graduating during the spring and summer of 1977. Participating programs were located in the Midwest, Northeast, South, and West Coast. Independent variables included undergraduate academic performance and admission test scores, while the dependent variable was graduate academic performance. Correlation analyses revealed that: (a) the verbal and quantitative subtest scores of the GRE were related to most aspects of graduate academic performance for men but only to selected aspects for women, (b) performance on the MAT was related to women's graduate academic performance in quantitative courses, and (c) men's and women's composite undergraduate grade point average was not related to composite graduate grade point average. These findings suggest that some of the standardized tests presently employed as admission screening devices should be used judiciously.

The few studies of children's academic performance in developing countries have largely focused on effects of early risks and cognitive ability and usually neglected other factors such as attention and anxiety. Previously, we reported that scores on the Learning Behaviour Scale (LBS) and the Revised Behaviour Problem Checklist (RBPC) were correlated with academic scores and achievement test scores for village children in St Vincent, the West Indies. We examined the stability of LBS and RBPC scores and their ability to predict academic and achievement scores in the same population. Vincentian village children, ages 6-12, participated in the study: 65 participated in the one-year sample and 68 participated in the two-year sample. Children completed a curriculum-based achievement test and the Raven Coloured Progressive Matrices. Teachers completed the LBS and an adjusted RBPC and reported children's academic scores in 1998 and 1999. LBS scores were stable over one year and RBPC scores were stable over two years. LBS, RBPC, and Raven scores predicted achievement and academic scores. For both academic scores and achievement test scores, the greatest improvement in prediction came when the RBPC's attention and anxiety subscales were added to regression models. Results provide additional support for the finding that Caribbean village children's academic performance is greatly influenced by attention and anxiety problems, not just their cognitive ability. Despite cultural differences, LBS and RBPC scores were as predictive of academic performance in this population as in American populations. The best way to improve academic performance for these children may be to reduce attention problems.

The COVID-19 pandemic shift to online learning has raised concerns regarding students’ mental health and academic performance, particularly for students with intellectual disabilities. Objective: This paper examines the effects of online learning on stress, anxiety, and social isolation and those factors on academic performance, Grade Point Average (GPA), and participation in online learning and engagement, particularly for students with intellectual disabilities (IDs). Methods: The current study employed a quasi-experimental research design and targeted 500 participants, comprising both undergraduate and postgraduate students. Of these, 50 participants were identified as having intellectual disabilities (IDs) through self-reporting and institutional records. The remaining 450 participants were typically developing students selected through stratified random sampling to ensure proportional representation across academic levels and disciplines. The Perceived Stress Scale (PSS), Generalized Anxiety Disorder-7 (GAD-7), and UCLA Loneliness Scale were adopted from validated and widely used psychometric tools in mental health research. These instruments have been previously validated for reliability and applicability across diverse populations. Multiple linear regression and Pearson correlation coefficients (PPMC), which help identify associations and control for confounding factors, were used to examine the relationships and potential predictive effects between mental health variables and learning outcomes. Pearson correlation coefficients were utilized to analyze the linear relationships between mental health variables (stress, anxiety, and social isolation) and academic performance (GPA). Additionally, multiple linear regression analysis was conducted to predict the impact of these mental health variables on academic performance while controlling for confounding factors such as age, gender, and degree level. Results: Participants with IDs reported significantly higher levels of stress (PSS, M = 25.8), anxiety (GAD-7, M = 12.5), and social isolation (UCLA, M = 48.6) compared to the control group. Mental health variables had a significant negative relationship with GPA, with stress having a correlation coefficient of -0.51 and anxiety having a correlation coefficient of -0.48. In regression analysis, stress was found to have the largest effect on the outcome of GPA, seconded by anxiety and then social isolation. Conclusion: A direct impact of mental health on learning is observed, particularly for students with IDs, implying the necessity of developing an individual mental health promotion program and ways of creating more effective online learning for students with IDs that help alleviate stress, anxiety, and isolation.

BackgroundThis study examines the multifaceted factors influencing academic performance among dental students in Saudi Arabia, exploring the complex relationships between demographic, educational, and psychological variables and students' Grade Point Averages (GPAs) to enhance global dental education admission strategies.MethodsData on demographics, academic performance indicators (including GPA, high school grades, test scores), accommodation type, parental education, suspension history, and English proficiency were collected through an English-language electronic questionnaire from 900 dental students across multiple institutions in Riyadh. The study employed Pearson’s correlation analysis to examine relationships between GPA and various academic and demographic factors. A detailed regression analysis, using a stepwise selection based on Akaike’s information criteria (AIC), identified significant GPA predictors and evaluated the average marginal effects of pre-admission variables on GPA, alongside rigorous diagnostic checks to validate the model’s robustness.ResultsThe study revealed a complex interplay of factors impacting GPA among dental students. High school grades, achievement, and aptitude test scores showed moderate positive correlations with GPA, while negative correlations were observed with age and number of times suspended. Regression analysis highlighted age, marital status, high school grades, and test scores as key predictors, with complex interaction effects demonstrating the layered influences of these factors. For instance, the negative impact of age on GPA was moderated by high school grade and aptitude test score. The analysis also highlighted the significant marginal effects of various pre-admission variables on GPA, such as the negative average impact of age and the positive impact of high school grades.ConclusionsThis study provides valuable insights into the multifaceted determinants of academic success in dental education. Our findings underscore the significant roles of high school grades, achievement, and aptitude test scores, as well as the nuanced influence of age and marital status on GPA. These results advocate for a holistic approach in evaluating candidates for dental programs and have broader implications for global dental education, emphasizing the need for comprehensive admission strategies.

BackgroundThe aim of this study was to investigate the amount and sources of stress in dental undergraduate students in Fujian, China, and the factors associated with stress.MethodsThis cross-sectional study was conducted during the second semester of the 2017–2018 academic year at the School of Stomatology, Fujian Medical University, China. A total of 396 students were surveyed with the Dental Environment Stress Questionnaire (DES) and the Perceived Stress Scale (PSS) using an online survey system. The participants’ demographic information, including sex, age, year of study, and grade point average (GPA) was also collected. One-way analysis of variance (ANOVA) was performed to compare the stress scores. Pearson correlation and multiple linear regression analyses were conducted to explore the associated factors of stress and academic performance. All statistical analyses were performed at a significance level of 5%.ResultsA total of 347 undergraduate students participated in the present study, for a response rate of 87.6%. There were no significant differences in the DES and PSS total scores among students of different grades and sexes. Significant differences were found in the DES “workload” and “self-efficacy beliefs” scores among students from different study years (all P < 0.05). The Multiple linear regression showed that DES and PSS scores were negatively correlated with GPA, while sex was positively correlated with GPA (all P < 0.05). Female students had significantly higher GPAs than male students.ConclusionsDental undergraduates in Fujian, China experienced moderate levels of stress. While the amount of stress did not differ by year of study, the sources of stress did differ. Stress scores and sex were negatively correlated with academic performance.

This study investigates the impact of technology-assisted learning on Self-Regulated Learning (SRL) and academic performance in Early Childhood Education and Care (ECEC) courses. Given the increasing emphasis on digital learning and sustainable education aligned with the United Nations Sustainable Development Goals (SDGs), this study examines how digital learning platforms can enhance students’ engagement, learning behaviors, and motivation. The research adopts an experimental design, involving 84 university students, and employs pre-tests and post-tests to assess their self-regulated learning competencies before and after the intervention. The study integrates various technology-assisted learning activities, including online instructional videos, course readings, digital discussions, and collaborative learning via Microsoft Teams. Students’ learning progress was evaluated through a combination of quantitative and qualitative methods, such as usage frequency tracking, task completion rates, assessments, and reflective journals. The results reveal a statistically significant improvement in self-regulated learning behaviors, digital learning engagement, and learning motivation. Post-test findings indicate increased student participation in digital learning environments (Mean Difference = +0.33, F = 15.67, p &lt; 0.001, d = 0.40) and self-regulated learning behaviors (Mean Difference = +0.33, F = 14.23, p &lt; 0.001, d = 0.36). Furthermore, students perceived digital learning platforms as more beneficial (F = 13.89, p &lt; 0.001, d = 0.39) and demonstrated greater self-regulated learning motivation (F = 12.34, p = 0.002, d = 0.30). A notable improvement was observed in self-regulated learning cognition (F = 16.78, p &lt; 0.001, d = 0.40), highlighting the effectiveness of technology-assisted learning in developing critical thinking and metacognitive skills. The most significant impact was found in academic achievement test scores, which increased by +5.17 points with a large effect size (F = 97.02, p &lt; 0.001, d = 1.05), confirming the effectiveness of digital learning strategies in improving overall academic performance. In conclusion, the study demonstrates that technology-assisted learning significantly enhances students’ self-regulated learning abilities, engagement, and academic performance. While digital learning platforms provide effective scaffolding for self-regulated learning, further research is recommended to explore long-term retention, strategies for sustaining learning motivation, and optimization of digital learning tools to maximize educational outcomes.

We thank Bayu Prasetio et al for their interest in our study and their comments.Overall, we fully agree with their consideration of our study, which will allow our study to be the beginning of a series of studies on academic satisfaction that will benefit policymakers, universities, educators, and students.Likewise, we have certain considerations in this study that we now share in response to the comments.Firstly, the technology universities in this study referred to full-time higher education institutions, including comprehensive polytechnics and specialty polytechnics, according to the catalogue of disciplines and specialties of higher education in China, which are graded according to the disciplines and have distinctive strengths in engineering or technology disciplines. 1 It does not need to address the role of technology since these universities are just common universities just features in engineering or technology disciplines.The use of technology, which may affect self-efficacy, performance, and satisfaction is not the main purpose of the recent study, but it makes good suggestions for our next, more in-depth research.Second, as we all know, the Grade Point Average (GPA) is a widely used metric in educational settings to quantify a student's academic performance 2 which has many advantages, especially when compared to other dimensions such as practical skills, class participation, or collaborative projects.The reasons are as follows, first, GPA provides a consistent standardized measure that is consistently understood and computed across multiple academic organizations. 3As a result, academic performance can be scored in equivalent or uniform terms, notwithstanding differences in teaching methods, course content, or institutional grading policies. 4,5Since the 22 technology universities in our research have been divided into three tiers according to their admission batch, GPA could offer a standard metric for measuring students from different universities.Second, GPA is primarily based on objective assessments like exams, and standardized assignments, which can minimize the subjectivity from other measurements, such as class participation or collaborative projects, which may be influenced by subjective judgments and varying evaluation criteria. 6,7The focus on objective assessments like standardized tests ensures that the academic performance measured through GPA is consistent and reduces variability caused by less objective measures such as peer evaluations or collaborative project assessments. 8,9 Third, GPA is an aggregation of multiple academic components, which provides a holistic view of a student's academic abilities and performance over a specific period (academic year), 10 especially when considering academic procrastination as a factor to influences students' performance and learning experience. 11Last but not least, researches 12,13 have shown that GPA is a strong predictor of various academic behaviors and outcomes, including academic self-efficacy, procrastination tendencies, and overall academic satisfaction.This ability to correlate with such aspects makes it a viable and valuable measurement in studies relating to the relationship between self-efficacy and academic behaviour. 14,15 Further, as a response to comment 3, we appreciate the insight that using a longitudinal research design will bring higher value to understanding the cause-and-effect relationships among academic self-efficacy, procrastination, performance, and

Anemia, particularly iron deficiency anemia, is a common health issue among nursing students that can significantly impact their academic performance. Purpose: This study aimed to investigate the prevalence of anemia and its effect on key academic indicators, including Intelligence Quotient (IQ), Academic Potential Test (APT) scores, study concentration, and cumulative Grade Point Average (GPA). This study employed a cross-sectional design. A total of 192 nursing students were selected as participants. Anemia status was assessed through blood tests, with participants classified as non-anemic, mildly anemic, or moderately anemic based on hemoglobin levels. Cognitive function was evaluated using standardized measures of IQ and APT scores. Study concentration was assessed through self-reported questionnaires, while academic performance was measured using the students' cumulative GPA. The chi-square test was used to examine the relationship between anemia status and various academic performance indicators. Students with anemia exhibited lower APT scores, reduced study concentration, and poorer GPA outcomes compared to their non-anemic peers (p&lt;0.001). However, the relationship between anemia and IQ was not statistically significant (p&lt;0.05).Conclusion: Anemia negatively impacts cognitive function and academic performance.

Examining the relationship between prerequisite grades and types of academic performance in pharmacy school

The rise in Doctor of Physical Therapy (DPT) programs has coincided with a decrease in applicants, creating challenges in maintaining admissions standards while ensuring student success. This study aimed to determine whether admissions variables predict academic difficulty and to assess their relationship with National Physical Therapy Examination (NPTE) outcomes. A literature review suggests that undergraduate grade point average (GPA), particularly prerequisite GPA, can predict DPT performance and NPTE success, although findings are inconsistent. This study extends the literature by examining additional predictors, such as demographic factors and course content-specific GPAs. Data were analyzed from 141 DPT students across 3 cohorts from 1 institution. Undergraduate academic performance (overall GPA, combined science-and-math GPA, prerequisite course GPA, and last-45-credit-hour GPA), demographic factors, and DPT program GPAs were analyzed. Academic difficulties were defined as receiving a B- or lower in any course. Regression and receiver operating characteristic analyses were conducted to evaluate academic and NPTE performance predictors. No admissions factors significantly predicted early academic difficulty. However, science and math GPA, as well as demographic variables, were associated with first-year DPT GPA. Clinical Management coursework GPA was the strongest predictor of NPTE success, with optimal GPA cut-offs of 3.52 for second-year coursework and 3.61 for Clinical Management coursework predicting first-attempt NPTE passing scores. Although admissions variables, such as science and math GPA, predicted early academic performance, they did not forecast academic difficulties. Clinical Management coursework GPA was the most significant predictor of NPTE success, highlighting the importance of course-specific performance in DPT programs. These findings suggest that beyond admissions criteria, targeted academic support may be necessary to address students at risk for academic difficulty, ultimately enhancing outcomes in physical therapy education.

Physical fitness has been positively related to academic performance in youth, yet this association has not been examined at a national level for cardiorespiratory fitness (CRF) and musculoskeletal fitness (MSF). PURPOSE: To examine the independent and combined associations of CRF and MSF with academic performance in Chilean 8th graders. METHODS: This cross-sectional study was based on a population-based, representative sample of 18,696 8th graders (median age=14 years) who were sampled in both the 2011 National Physical Education Survey and the 2011 National Academic Achievement Survey in Chile. Academic performance was assessed via four standardized tests: reading, math, natural science, and social sciences (max average score of all tests=404.0; min=132.8; mean=257.3). CRF was assessed with the 20-meter shuttle run test and MSF with standing broad jump. The independent associations of CRF and MSF with the mean of the four academic test scores were determined through multivariate linear regression. The combined influence of CRF and MSF on academic achievement was determined using ANCOVA with a three-level dependent variable: 1) unhealthy CRF and unhealthy MSF; 2) either unhealthy MSF or unhealthy CRF; 3) healthy MSF and healthy CRF. Both models controlled for body mass index, waist circumference, socioeconomic status, age, sex, and geographical location. Analyses were weighted and accounted for complex sampling design. RESULTS: MSF was positively associated with academic performance scores (beta=0.09, p<0.001), independent of CRF and other covariates, whereas CRF was not significantly associated with academic scores, after controlling for MSF and other covariates. Students with both unhealthy CRF and unhealthy MSF had poorer academic scores (adjusted mean score=253.2) than students with either unhealthy CRF or MSF (adjusted mean=256.9), who had yet poorer academic performance than students with healthy CRF and healthy MSF (adjusted mean=258.9; p for trend <0.001). CONCLUSIONS: Unhealthy MSF was associated with poorer academic scores in Chilean adolescents. When combined with unhealthy CRF, this effect intensified. Results are in line with previous studies finding a link between physical fitness and academic achievement in youth, this time at a nationally representative level. The findings may have implications for education policy in Chile.

Background: Better understanding of factors associated with medical school performance is necessary to improve admission processes and to help students succeed in their career. This study follows a group of Iranian med students during their first 2.5 years of medical education, to evaluate their academic success in accordance with their demographic, cognitive and non-cognitive characteristics.Methods: 143 of 200 matriculants of Iran University of Medical Sciences medical school in 2010, were followed for 5 consecutive semesters of the preclinical stage. Demographic and cognitive characteristics were collected using self-administered data collection forms. The NEO Five-Factor (personality) Inventory (NEO-FFI) was used to assess participants’ non-cognitive characteristics. The 5 semesters’ cumulative Grade Point Average (GPA) was the measure of academic performance. Pooled t-test, one-way ANOVA, multiple linear regression and logistic regression model, and Spearman coefficients of correlation were applied in data analysisResults: There was a significant difference in participants’ GPA regarding their gender (p=0.008), using privilege in National University Entrance Examination (NUEE)(p<0.0001), the number of times one has taken part in NUEE (p=0.034) and being occupied in paid jobs (p=0.01). There were no significant differences in participants’ GPA regarding NEO-FFI domains.Conclusions: Females and students with a better academic performance prior to their admission in medical school had better academic records. We found no association between academic performance and personality because participants were followed through a preclinical stage where non-cognitive characteristics plays a less important role in their performance and evaluations.