Undergraduate Academic Performance Research Articles

The influence of emotional intelligence, cognitive test anxiety, and coping strategies on undergraduate academic performance

This study explored factors with the potential to exert facilitative and debilitative influence on undergraduate students' academic performance. Participants responded to the Schutte Emotional Intelligence Scale, COPE inventory, and Cognitive Test Anxiety Scale-Revised and agreed to have their responses paired with institutional performance data. Analyses tested the iterative and collective influence of the identified variables on four-year GPA after controlling for previous academic performance (first-year GPA). The examination revealed cognitive test anxiety and use of emotion-focused coping strategies were significant predictors of students' long-term academic outcomes such that increased cognitive test anxiety and increased use of emotion-focused coping strategies were associated with decreases in four-year GPA. The results inform the nature of the influence these student factors have on long-term academic outcomes and highlight the importance of developing a multifaceted intervention model that supports emotion regulation and self-regulation skill development to buffer the impact of cognitive test anxiety on achievement.

Undergraduate medical academic performance is improved by scientific training.

The effect of scientific training on course learning in undergraduates is still controversial. In this study, we investigated the academic performance of undergraduate students with and without scientific training. The results show that scientific training improves students' test scores in general medical courses, such as biochemistry and molecular biology, cell biology, physiology, and even English. We classified scientific training into four levels. We found that literature reading could significantly improve students' test scores in general courses. Students who received scientific training carried out experiments more effectively and published articles performed better than their untrained counterparts in biochemistry and molecular biology examinations. The questionnaire survey demonstrated that the trained students were more confident of their course learning, and displayed more interest, motivation and capability in course learning. In summary, undergraduate academic performance is improved by scientific training. Our findings shed light on the novel strategies in the management of undergraduate education in the medical school. © 2017 by The International Union of Biochemistry and Molecular Biology, 45(5):379-384, 2017.

Emotional Intelligence and Academic Performance of Undergraduates: Correlations, Implications and Interventions

This research investigates the correlation between emotional intelligence and academic performance of undergraduates. The survey design was adopted to sample one hundred and fifty two (152) final year undergraduates of a university in South-West, Nigeria. The regression analytic tool was deployed to analyze data. The results show a correlation between emotional intelligence and academic performance; affirming that emotional intelligence predicts academic performance. The outcomes of the research suggest the need for stakeholders and policy-makers to make concerted efforts towards reappraising higher education in Nigeria, in order to meet the demands of industry and the corporate world. DOI: 10.5901/mjss.2016.v7n1p509

Ratings of Conscientiousness from Physical Appearance Predict Undergraduate Academic Performance

The present study examined whether the grade point averages (GPAs) of university students could be predicted from appearance-based ratings of their Conscientiousness. Undergraduate participants (N = 249) provided self-reports of their Big Five personality traits and copies of their student transcripts from which their GPAs were obtained. Photographs of these undergraduates were then taken from which their personality traits were judged by unacquainted perceivers. Both aggregated and single perceiver-ratings of Conscientiousness predicted GPA. Aggregated perceiver-ratings predicted GPA incrementally over self-ratings, suggesting that appearance-based judgements of Conscientiousness may contain trait-relevant information beyond the scope of self-reports. These results contribute to a growing literature documenting the validity of appearance-based judgements of personality traits.

Able, ready, and willing: Examining the additive and interactive effects of intelligence, conscientiousness, and autonomous motivation on undergraduate academic performance

Intelligence, conscientiousness, and autonomous motivation are well-established predictors of academic performance. However, research has yet to examine how these variables combine and interact in the prediction of academic success. We therefore examined intelligence, conscientiousness, and autonomous motivation in the concurrent prediction of students' grade point average (GPA) among university undergraduates. Conscientiousness was a stronger predictor of GPA at higher levels of intelligence, suggesting that an industrious disposition serves a catalytic function among those students who are the most intellectually able. Conscientiousness was a stronger predictor of GPA at lower levels of autonomous motivation, suggesting that an industrious disposition also serves a compensatory function among those students who are the least intrinsically interested. These findings call for further research on Intelligence×Conscientiousness and Conscientiousness×Autonomous Motivation interactions in the prediction of academic performance.

Predicting academic outcomes in an Australian graduate entry medical programme

BackgroundPredictive validity studies for selection criteria into graduate entry courses in Australia have been inconsistent in their outcomes. One of the reasons for this inconsistency may have been failure to have adequately considered background disciplines of the graduates as well as other potential confounding socio-demographic variables that may influence academic performance.MethodsGraduate entrants into the MBBS at The University of Western Australia between 2005 and 2012 were studied (N = 421). They undertook a 6-month bridging course, before joining the undergraduate-entry students for Years 3 through 6 of the medical course. Students were selected using their undergraduate Grade Point Average (GPA), Graduate Australian Medical School Admissions Test scores (GAMSAT) and a score from a standardised interview. Students could apply from any background discipline and could also be selected through an alternative rural entry pathway again utilising these 3 entry scores. Entry scores, together with age, gender, discipline background, rural entry status and a socioeconomic indicator were entered into linear regression models to determine the relative influence of each predictor on subsequent academic performance in the course.ResultsBackground discipline, age, gender and selection through the rural pathway were variously related to each of the 3 entry criteria. Their subsequent inclusion in linear regression models identified GPA at entry, being from a health/allied health background and total GAMSAT score as consistent independent predictors of stronger academic performance as measured by the weighted average mark for the core units completed throughout the course. The Interview score only weakly predicted performance later in the course and mainly in clinically-based units. The association of total GAMSAT score with academic performance was predominantly dictated by the score in GAMSAT Section 3 (Reasoning in the biological and physical sciences) with Section 1 (Reasoning in the humanities and social sciences) and Section 2 (Written communication) also contributing either later or early in the course respectively. Being from a more disadvantaged socioeconomic background predicted weaker academic performance early in the course. Being an older student at entry or from a humanities background also predicted weaker academic performance.ConclusionsThis study confirms that both GPA at entry and the GAMSAT score together predict outcomes not only in the early stages of a graduate-entry medical programme but throughout the course. It also indicates that a comprehensive evaluation of the predictive validity of GAMSAT scores, interview scores and undergraduate academic performance as valid selection processes for graduate entry into medical school needs to simultaneously consider the potential confounding influence of graduate discipline background and other socio-demographic factors on both the initial selection parameters themselves as well as subsequent academic performance.

Are all admission sub-tests created equal? — Evidence from a National Key University in China

In China, higher education admissions are rigorously based on the total scores of admission tests. Admission subject tests, however, each have different relationships with undergraduate academic performance. Undergraduate academic performance is an important reference variable in applying for graduate schools and finding employment. Admission measures considering the relative importance of subject tests could be employed to select academically more able applicants. Subjects comprise Chinese, mathematics, English, and a comprehensive subject. Data are collected from a national key university in China. The empirical results show that the correlation of subject tests with undergraduate academic performance always differs, and that the pattern varies according to admission track and academic discipline in the university. The conclusions are robust to different specifications and over time. Policy implications are also discussed.

The Role of Self-efficacy and Self-concept in Medical Undergraduate's Academic Performance

The Role of Self-efficacy and Self-concept in Medical Undergraduate's Academic Performance

Success of a Pre-medical Master's Degree Program in Preparing Students for Medical Careers

Abstract A substantial number of qualified college graduates in the United States and Canada fail to secure admission to medical school because their undergraduate academic performance is not deemed to be competitive by medical school admissions committees. The aim of this report is to describe the success of the Master of Arts in Medical Sciences (MAMS) program at Boston University School of Medicine (BUSM) in preparing students with non-competitive undergraduate credentials to gain admission into medical school. Several independent sources of information about student performance including MAMS application data, Boston University academic transcripts, and medical school acceptance information were assembled in a unified database for this longitudinal study. The privacy of individual students was maintained and no names or other data that are individually identifiable are presented in this communication. As indicated herein, admission to both U.S. and non-U.S. medical schools (allopathic and osteopathic) are included in these analyses. We also examined the residency placements of a cohort of MAMS graduates who matriculated at the BUSM MD program (MAMS/MD), since these are the only students for whom we know the placements that resulted from the National Resident Match Program (NRMP). The MAMS program has been in existence for more than 25 years and has educated more than 2500 students with approximately 70% of graduates admitted to medical school. The MAMS/MD students performed well in medical school and secured high quality residency positions. Graduate programs in medical sciences in a medical school environment are important vehicles for preparing and increasing the pool of academically qualified medical school applicants who will become successful medical school students in the near term and effective practitioners in the long term.

Values are not just goals: Online ACT-based values training adds to goal setting in improving undergraduate college student performance

Goal-setting programs sometimes are defined to include personal values exploration but to date, without specifically testing the impact of values training as an element of the overall package. The present study examined the impact of online goal-setting training with and without personal values exploration (drawn from Acceptance and Commitment Therapy) on a measure of undergraduate academic performance (GPA). Psychology majors in their second year or beyond were recruited and randomly assigned to one of three conditions: goal-setting training alone, values training plus goal-setting training, and a waitlist. The use of anonymous institutional data allowed non-respondent majors to be included as a non-randomized, non-responders control condition. Participants were exposed to web-based content delivered via media clips and text with questions covering the material presented. After one semester, waitlist participants also received the values training plus goal-setting training. Analyses showed that the combination of goal setting and values training significantly improved GPAs over the next semester. Goal setting alone had no effect as compared to either the wait list or non-randomized, non-responders control condition. Additional research will be needed to determine why values exploration is helpful in enhancing academic performance.

Marital status and gender as predictors of undergraduate academic performance: a United Arab Emirates context

The United Arab Emirates (UAE) is attempting to move towards a knowledge-based economy. A greater understanding of the determinants, predictors and barriers to academic success are vital to this goal. Previous research within the region has found female gender, and being married to be positive predictors of academic performance. This study explores the influence of gender and marital status on cumulative grade point averages (CGPA) across all undergraduate students presently attending a multi campus federal university within the UAE. Anonymous data were extracted from the institution’s information management systems. The data extract included all current students (N =3676), their gender, CGPA, age and marital status. Age was positively correlated with CGPA. Females had significantly higher cumulative CGPAs than males, even after controlling for age. This was true for all majors with the exception of Information Technology, where no significant difference was observed. Married students (males and females) had higher CGPAs than their unmarried counter-parts, however this difference was not statistically significant after controlling for age. Being married appears not to have any obvious detrimental effect on academic performance as indexed by CGPA. Mature students tend to perform slightly better, and females significantly outperform males.

Undergraduate GPAs, MCAT Scores, and Academic Performance the First 2 Years in Podiatric Medical School at Des Moines University

This study was performed to determine the relationship between undergraduate academic performance and total Medical College Admission Test score and academic performance in the podiatric medical program at Des Moines University. The allopathic and osteopathic medical professions have published educational research examining this relationship. To our knowledge, no such educational research has been published for podiatric medical education. The undergraduate cumulative and science grade point averages and total Medical College Admission Test scores of four podiatric medical classes (2007-2010, N = 169) were compared with their academic performance in the first 2 years of podiatric medical school using pairwise Pearson product moment correlations and multiple regression analysis. Significant low to moderate positive correlations were identified between undergraduate cumulative and science grade point averages and student academic performance in years 1 and 2 of podiatric medical school for each of the four classes (except one) and the pooled data. There was no significant correlation between Medical College Admission Test score and academic performance in years 1 and 2 (except one) and the pooled data. These results identify undergraduate cumulative grade point average as the strongest cognitive admissions variable in predicting academic performance in the podiatric medicine program at Des Moines University, followed by undergraduate science grade point average. These results also suggest limitations of the total Medical College Admission Test score in predicting academic performance. Information from this study can be used in the admissions process and to monitor student progress.

Term-Time Employment and the Academic Performance of Undergraduates

This article outlines a framework for evaluating the decision of undergraduate students to engage in term-time employment as a method of financing higher education. We then examine the impact of work on academic achievement and find that employment has modest negative effects on student grades, with a grade point average (GPA) falling by 0.007 points per work hour. We use a unique custom dataset based on students at a traditional regional state university that provides information on student motivations and allows us to directly address some of the endogeneity problems that affect existing literature. We find that students who work for primarily financial reasons earn lower grades than students who work for career-specific skills but higher grades than those students motivated by a desire for general work experience.

Undergraduate Drinking and Academic Performance: A Prospective Investigation With Objective Measures

Findings from previous prospective research suggest the association between alcohol use and undergraduate academic performance is negligible. This study was designed to address weaknesses of the past research by relying on objective measures of both drinking and academic performance. A prospective study was conducted with repeated measures of exposure to alcohol linked to institutional academic records. Alcohol data were collected in residence halls at a nonselective, midwestern, public university in the United States. A total of 659 first- and second-year undergraduate students were tracked over the course of 15-week semesters. A statistically significant negative association with semester academic performance was found for different alcohol indicators: frequency of breath alcohol concentration (BrAC) above .08, mean BrAC, standard deviation, and maximum BrAC recorded. These associations remained statistically significant when controlled for sociodemographic variables and individual level confounders, but the effect sizes were relatively small with a contribution to explained variance of less than 1%. When additionally adjusted for residence hall building, all alcohol indicators no longer reached statistical significance (p > or = .05). Consistent with past prospective research, the magnitude of the association between undergraduate alcohol use and academic performance is small when the effects of high school academic aptitude and performance are accounted for in multivariable analyses. This is the first study to find that living environment may have a robust effect on the academic achievement of undergraduates. Future research should examine more closely the relation between residence and academic performance and the role that alcohol use may play in creating residential environments.

Why do medical graduates choose rural careers?

This study is based on the metaphor of the 'rural pipeline' into medical practice. The four stages of the rural pipeline are: (1) contact between rural secondary schools and the medical profession; (2) selection of rural students into medical programs; (3) rural exposure during medical training; and (4) measures to address retention of the rural medical workforce. Using the rural pipeline template we conducted a literature review, analysed the selection methods of Australian graduate entry medical schools and interviewed 17 interns about their medical career aspirations. The literature was reviewed to assess the effectiveness of selection practices to predict successful gradation and the impact of rural pipeline components on eventual rural practice. Undergraduate academic performance is the strongest predictor of medical course academic performance. The predictive power of interviews is modest. There are limited data on the predictive power of other measures of non-cognitive performance or the content of the undergraduate degree. Prior rural residence is the strongest predictor of choice of a rural career but extended rural exposure during medical training also has a significant impact. The most significant influencing factors are: professional support at national, state and local levels; career pathway opportunities; contentedness of the practitioner's spouse in rural communities; preparedness to adopt a rural lifestyle; educational opportunities for children; and proximity to extended family and social circle. Analysis of selection methods: Staff involved in student selection into 9 Australian graduate entry medical schools were interviewed. Four themes were identified: (1) rurality as a factor in student selection; (2) rurality as a factor in student selection interviews; (3) rural representation on student selection interview panels; (4) rural experience during the medical course. Interns' career intentions: Three themes were identified: (1) the efficacy of the rural pipeline; (2) community connectedness through the rural pipeline; (3) impediments to the effect of the rural pipeline, the most significant being a partner who was not committed to rural life Based on the literature review and interviews, 11 strategies are suggested to increase the number of graduates choosing a career in rural medicine, and one strategy for maintaining practitioners in rural health settings after graduation.

Medical School Application Interview Score Has Limited Predictive Validity for Performance on a Fourth Year Clinical Practice Examination

: Data supporting the predictive validity of the medical school admission interview are mixed. This study tested the hypothesis that the admission interview is predictive of interpersonal interactions between medical students and standardized patients. : We determined correlations between admission interview scores and performance on a senior-year Clinical Practice Examination piloting US National Board of Medical Examiners stations. We also completed regression analyses controlling for undergraduate academic performance, gender and ethnicity. Outcome measures included an Interpersonal Skills score and a separate Overall Checklist performance score, completed by standardized patients. : The applicant interview had limited but statistically significant correlation with the Interpersonal Skills (r = 0.15; p < 0.05) score. The applicant interview had a correlation of 0.13 with the Overall Checklist score (p = .056). In linear regression models, the applicant interview had limited but statistically significant correlations with the Interpersonal Skills score and the Overall Checklist score. : As practiced at this medical school, the admission interview has limited predictive validity for future interactions with standardized patients. More comprehensive assessment of interpersonal skills during the medical school selection process will be needed in order to better select matriculants with desirable interpersonal skills.

Does Going Greek Impair Undergraduate Academic Performance?

Abstract. Controlling for SAT scores, college major, gender, and state of residence, university students were more likely to have joined a fraternity or sorority if they had come from in state and had higher verbal SAT scores, but lower math SAT scores, the opposite of what simple uncontrolled averages indicate. Controlling for the same variables, fraternity and sorority members suffered from 1 to 10 percent lower cumulative GPAs than non‐Greek students. This negative effect was most pronounced for small fraternities and weakest for sororities.

Placement and adding value to the academic performance of undergraduates: reconfiguring the architecture - an empirical investigation‘1’

There is broad consensus on the range of benefits accruing to the undergraduate from work placement, but to date there has been little published on its impact on academic achievement. This article describes changes that were introduced into the architecture of a placement programme for business undergraduates. A statistical investigation examines the academic performance of students under the different architectures. Prior to the reconfiguration of the placement, there was no significant difference in academic performance between students who had undertaken placement and their non-placement peers. Undergraduates who took placement under the new architecture performed significantly better than their non-placement peers. Under both architectures there were indications of self-selection. The results are discussed in the context of learning transfer, and policy implications are considered

Charles Davis Hollister, 1936-1999 A personal scientific appreciation of the father of 'contourites'

Abstract The untimely death of Charley Hollister in a climbing accident robbed the contourite community of the principal originator and proponent of the concept of deep-ocean current-controlled sedimentation. He possessed boundless enthusiasm, a strong belief that science should be and was fun, a wonderful ability to get disparate groups of people to work together and a fine capacity to see connections between varied strands of data. The latter ability in particular allowed him as a graduate student at Lamont Geological Observatory in the 1960s to put together physical oceanography from Georg Wust, early seismic profiler results from the Ewings, deep-sea photographs, stratigraphic and sedimentological data from cores with his supervisor Bruce Heezen, and develop the notion of sedimentation controlled by deep geostrophic flows. Charley was born into a landed Californian family whose fortunes were founded on cattle ranching. Eschewing the role of sedate conformity and leadership normally reserved for elder sons, his boyhood was, by his own account (thoroughly confirmed by his family), happily irresponsible. His schooling was chequered and his undergraduate academic performance at Oregon State University undistinguished. However, although his best developed abilities were as a marksman and mountaineer, late in the day the spark of what he really wanted to do struck. Doc Ewing, director of Lamont was persuaded that Charley's enthusiasm once channelled, could lead to a successful career as a marine geologist and admitted him to the graduate programme in 1960. In the late 1950s ideas about the deep circulation developed rapidly with Wust's (1955) recalculation

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

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