Academic Performance Scores Research Articles

Impact of Parental Involvement on Children’s Academic Performance of Secondary School Students in Katsina local Government, Katsina State

This study explores the impact of parental involvement on the academic achievement of secondary school students in Katsina Local Government and to determine whether the demographic variable of parents has an effect on their involvement in their children’s education. In addition, the study sought to examine what existing literature review found on the relation between parental involvement and children’s academic achievement. The present study is going to be carried out in Katsina. The responses of 40 parents, whose children are enrolled in secondary schools, were taken as samples for the current study. The Intensity Sampling Technique was used in this research. A questionnaire about the demographics of parents will be distributed and interviews will also be conducted to assess the level of parents’ involvement. To find out student achievement levels, the student’s results will be used. The qualitative method will be used to gauge the impact of parental involvement on students’ academic achievement. The results revealed that parental income level has no impact on the level of involvement in their children’s education. However, the educational level, age, employment and marital status of the parents had a greater impact on parental involvement. The main findings of this research indicated that students with highly involved parents had better academic performance and higher test scores in all the subjects compared to students whose parents were not involved in their education. The findings, suggested that parents should grow more awareness on the importance of visiting and supporting their children in school. It was also recommended that parents should take an active role in assisting their children’s education at school and at home since they are the first teachers of their children.

Effect of morningness-eveningness chronotype on academic performance of undergraduate students

BackgroundCircadian rhythms are crucial for physiological functioning, and they vary among people. There are three distinct chronotypes: morning, evening, and neither type. Morning types experience their highest level of activation during the early part of the day and tend to be more conscientious and focused on achieving their goals. Evening types, on the other hand, reach their peak performance during the latter portion of the day and exhibit a higher level of intelligence. University class schedules may occasionally clash with evening-type individuals’ circadian preferences, potentially impacting their academic performance in comparison to their morning-type peers. Therefore, this study was done to investigate if morningness-eveningness can affect college students’ academic performance as sleeping late or sleep deprivation can lead to disease in the young population.Materials and methodsA sample of 100 collegiate students aged 18–30 years were recruited via convenience sampling from Jamia Hamdard, Delhi, and informed consent was obtained from the subjects. The morningness-eveningness questionnaire (MEQ) was used to assess students’ chronotype, and the mean of the last three academic years percentage was used to assess the academic performance of the students.ResultsThe total academic performance score was better in the morning category (75.53 ± 7.28) as compared to the evening (66.42 ± 10.08) and intermediate (73.72 ± 6.46) categories. There was a low degree of positive correlation between total academic performance and TMEQ (total morning-evening questionnaire) score (ρ = 0.204).ConclusionThe academic performance of morning chronotype students was better than that of evening chronotype students.

Association of self-reported bruxism and academic performance in Jazan University dental students: A cross-sectional study

Aims: The purpose of this cross-sectional descriptive study was to investigate the association between self-reported bruxism and academic performance among dental students at Jazan University. Material and Methods: One hundred sixty-eight students (73 males and 95 females) were evaluated in this study, between the age groups of 18 years and above. Self-reported bruxism was measured by utilizing a customized questionnaire. Academic performance was analyzed using participants’ grade point average (GPA) for the year. Independent t-tests and one-way analysis of variance (ANOVA) were utilized to find the association between the self-reported bruxism and the covariate-adjusted analysis (CI 95%). The Spearmen correlation coefficient was utilized to find the correlation between the variables. Results: The reported prevalence of self-reported bruxism was 66.25% between both genders. Males (mean = 36.86) have lower bruxism scores compared to females (mean = 42.14), suggesting a potential gender-based difference in bruxism severity. A moderate positive correlation is observed between self-reported stress levels and bruxism scores (r = 0.268**, P < 0.01), indicating that as stress levels increase, there is a tendency for bruxism scores to also increase. A weak negative correlation is observed between academic performance and bruxism scores (r = -0.034, P > 0.05), suggesting a minimal association between academic performance and bruxism severity. However, bruxism score was higher among females with higher GPA. Conclusions: This study demonstrated a weak negative association between self-reported bruxism and academic performance. It was noteworthy that females with higher GPA and low socioeconomic status had higher bruxism scores compared to males.

How well does the academic performance of Ethiopian anaesthetists predict their National Licensing Examination scores: a cross-sectional study

ObjectivesThis study assessed the relationship between academic performance and National Licensing Examination (NLE) scores of Ethiopian anaesthetists and proposed academic performance thresholds that predict failing the NLE.DesignA retrospective cross-sectional study.SettingAcademic...

Is There Any Possibility of Improving Upper Basic Students’ Self-Confidence and Academic Performance in Social Studies Using PEDDA and IEPT Instructional Strategies? — A Field Report

This research investigated the possibility of improving upper basic students’ attention and academic performance in social studies in Benue State, Nigeria using Prior-Conception, Exploration, Discussion, Dissatisfaction and Application (PEDDA) and Invitation, Exploration, Proposing-Explanation and Taking action (IEPT). The study adopted a pretest, posttest, control group, quasi-experimental research design. The instruments used for data collection were Social Studies Self-Confidence Scale (SSSCS) and Social Studies Performance Test (SSPT). Cronbach Alpha was used to ascertain the reliability index of SSSCS which gave reliability values of 0.86. Kuder-Richardson (KR-21) formula was used to test internal consistency of SSPT which yielded a reliability value of 0.92. The population was 11,656 Upper Basic Two students offering social studies in Benue State, Nigeria. A sample of 288 students (Male=158 and female=130) drawn from 9 schools within the 9 Local Government Areas (LGA) out of 23 LGA in the Benue State, Nigeria was selected using multi-stage sampling techniques. Two research questions and two null hypotheses guided the study. The research questions were answered using Mean and Standard Deviation scores while the null hypotheses were tested at 0.05 level of significance using results from Analysis of Covariance (ANCOVA). The study revealed that there was significant difference in the mean self-confidence ratings of students taught social studies using PEDDA, IEPT strategy and discussion method [F2, 287=2146.076, P<0.05]. The study revealed that there was significant difference in the mean academic performance scores of students taught social studies using PEDDA strategy, IEPT strategy and discussion method [F2, 287=374.360, P<0.05]. It was recommended among others that to maximize self-confidence in social studies class, teachers’ trainee should be train on the application of PEDDA strategy and IEPT strategy and serving teachers should employ the use of PEDDA and IEPT strategies in teaching social studies. Social studies teachers are also encouraged to use PEDDA strategy in teaching to enhance students’ self-confidence and academic performance in social studies.

Mental Disorders, Social Media Addiction, and Academic Performance in Romanian Undergraduate Nursing Students.

Introduction: We aimed to evaluate social media addiction in Romanian undergraduate nursing students and its association with academic performance, depression, and anxiety. Methods: We used a cross-sectional online survey to collect data among nursing undergraduate students enrolled at the University of Medicine and Pharmacy "Iuliu Hatieganu", Cluj-Napoca, Romania. The Social Media Addiction Scale-Student Form (SMAS-SF), Beck Depression Inventory (BDI), and State-Trait Anxiety Inventory (STAI) were used to assess social media addiction, depression, and anxiety, respectively. Results: A total of 90 nursing students participated in the study, of which 82 (91.1%) were females and 81 (90%) were of Romanian ethnicity. The median age of participants was 21 years (18-40). Males showed higher BDI total scores, SMAS-SF total scores, and STAI scale A state anxiety compared to females, and females showed higher STAI scale A trait anxiety compared to males, although these results were not statistically significant. Also, we found no significant difference in these variables between participants from different study years. Participants with no or mild depression had a significantly higher academic performance (p-value = 0.001), lower SMAS-SF (p-value = 0.004), and lower STAI scores (p-value < 0.001) compared to participants with borderline, moderate, or severe depression after performing multivariate regression analysis. Conclusions: Our study demonstrated that depression was significantly associated with social media addiction, anxiety, and lower academic performance in Romanian undergraduate nursing students.

Investigating The Relationship Between Sleep Quality, Adherence to Proper Sleep Hygiene Practices, And Academic Performance Among Students.

In this correlational study, the relationship between sleep quality, sleep hygiene, and academic performance among individuals aged 17- 24 years was investigated (200) utilizing correlation. Descriptive statistics showed normal distributions for Academic Performance, Sleep Quality, and Sleep Hygiene scores. Spearman’s rho correlation analyses showed a weak negative correlation between Academic Performance and Sleep Quality (ρ = -0.184, p = 0.009), proposing that higher Sleep Quality is related to slightly lower Academic Performance. Contrarily, no significant correlation was discovered between Academic Performance and Sleep Hygiene (ρ = -0.060, p = 0.393), suggesting that sleep hygiene practices alone do not affect academic outcomes. A moderate positive correlation was seen between Sleep Quality and Sleep Hygiene (ρ = 0.484, p &lt; 0.001), underscoring that good sleep hygiene led to higher Sleep Quality. These results emphasize the complex nature of the relation between sleep-related factors and academic performance, proposing the influence of multifaceted variables beyond sleep on academic outcomes. The study suggests comprehensive approaches combine various factors to optimize both academic performance and overall well-being. Future research should explore additional variables and employ longitudinal designs to elucidate causality and refine interventions aimed at advancement of sleep and academic performance.

Vulnerability and academic burnout in the university context: Interaction events, social exchanges, and resilience behaviours

AbstractThis study focuses on how levels of burnout impact on the quality of sleep and academic performance of university students. Previous research has found limited evidence on the prevalence of burnout in university students, in addition to the relationship between exhaustion behaviours and sleep quality. The social exchange theory (SET) is important for understanding how the various actors in that context behave and with what effect on their social exchanges, here, specifically, verifying academic burnout and its perception by students and institutions themselves. Research has not sufficiently addressed the examination of burnout and forms of coping in that context. The data for this study were collected during the 2023 academic year, through an online survey, from 311 Portuguese university students from different undergraduate courses, without children and without student‐worker status, aged between 18 and 38 (M = 21.58 and DP = 3.20). The results showed a high‐negative correlation between burnout and sleep quality in university students with a direct impact on academic performance (burnout rates and poor sleep quality are associated with low academic performance scores, regardless of the course attended). This research and its results make a contribution that directs the management of university and specifically of courses towards a greater awareness of the existence of burnout and well‐complied sleep schedules by students. Given the evidence that there is a deficit in sleep quality caused by burnout in university students, resilience in this context is one of the aspects that deserve further research, in order to prevent burnout, poor sleep quality, and consequently, control of academic grades.

English Network Teaching Model and Design of Evaluation System Based on Association Rule Algorithm

This study innovates English network teaching by applying a refined Association Rule Mining (ARM) algorithm. It integrates an “interest” parameter into ARM, dynamically adapting content to individual learners' profiles, improving engagement and outcomes. Controlled experiments, spanning diverse online platforms, validate the ARM model's efficacy by correlating learning content with academic performance, specifically CET-4 and CET-6 scores. Comprehensive preprocessing ensures data quality and privacy, employing techniques like de-identification, data perturbation, and aggregation. Advanced data analysis, including cross-validation and multivariate techniques, bolsters findings' reliability. Results highlight the ARM model's capacity to generate personalized learning paths, transcending conventional methods, and its potential as a cornerstone for data-driven education reforms. Future research will explore machine learning refinements and cultural adaptability to broaden its impact, fostering equitable, high-quality digital English education worldwide.

Effect of Internet Addiction on Sleep Quality and Academic Performance in Undergraduate Dental Students

Abstract Aim This study aimed to evaluate the prevalence of Internet addiction and its effect on sleep patterns and university academic performance among dental undergraduates. Methodology A total of 400 dental undergraduates were targeted in a cross-sectional setting. The students were invited to fill out a pretested questionnaire consisting of the Pittsburgh Sleep Quality Index (PSQI) and the Internet Addiction Test. Data was analyzed using the Statistical Package for Social Science (SPSS) software (version 20.0). Frequencies and percentages along with mean and standard deviation were calculated. Results A total of 274 study subjects participated in the study out of which the majority of respondents were females (N = 230; 83.9%). Seventy-six percent of the population was using the Internet for 0 to 6 hours. Excellent academic performance scores have not been reported in any of the years except the second year. The mean global PSQI score and Internet addiction score both are seen to be reducing as the year of study increases. Internet addiction is positively associated with poor PSQI scores. Conclusion The authors concluded that adequate sleep is undoubtedly the most important factor. Internet usage is a dynamic issue; the students need to manage it in a strict schedule to manage a decent total sleeping time.

EFFECTIVENESS OF CAREGIVER MEDIATED PSYCHOSOCIAL INTERVENTIONS ON BEHAVIOUR, ACADEMIC PERFORMANCE OF CHILDREN WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER AT SELECTED SETTINGS

Background: The children with ADHD struggle to acquire extended behavioural sequences, especially when it comes to response location. Aim and objective: To assess the effectiveness of the caregiver mediated psychosocial intervention on behaviour and academic performance of the caregivers of children with ADHD. Materials and Methods: A quantitative approach with a quasi-experimental non-equivalent control group design was chosen for the study involving 30 caregivers who were selected using a non-probability purposive sampling technique. The paediatric symptom checklist and Du Pauls academic performance rating scale was used as the data collection tool. Results: It was revealed that in the experimental group 100% had maladaptive behaviour score in pretest and in post-test it was 66.67% had adaptive behaviour score. However, in control group 100.00% had maladaptive behaviourscore both in pretest and post-test. In experimental group 46.67% had poor academic performance score in pretest and in post-test 86.67% had good academic performance score. However, in control group 53.33% had poor academic performance score in pretest and in post-test 54.33% had poor academic performancescore. Conclusion: The study concluded that the caregiver mediated psychosocial intervention was effective in enhancing behaviour and increasing the academic performance of children with ADHD.

The impact of honors education on students’ academic and innovative achievements: a longitudinal study in China (2011–2021)

Honors education has ascended as an integral element within the sphere of global higher education, concentrating on fostering individuals who exhibit creativity and a history of innovative achievements. Despite its widespread adoption, there remains a scarcity of exhaustive longitudinal studies investigating its effects and associated variables. To address this shortcoming, this study deploys rigorous structural equation modeling (SEM) and linear regression analyses to meticulously examine a dataset comprising 319 students, who enrolled over a decade (2011–2021) in a prestigious honors college at a preeminent university in China. The primary objective is to discern the predictive efficacy of Chinese honors education selection criteria on students’ creative and academic accomplishments. This endeavor strives to clarify the complex interplay among students’ creative personalities, academic performance, creative achievements, and standardized college entrance exam scores. The findings emphasize that individuals who exhibit enhanced creative personality traits are predisposed to elevated levels of both innovation and academic attainment (β = 0.170, p = 0.017). Additionally, a significant inverse relationship is observed between general learning aptitude and subsequent academic performance (β = −0.008, p = 0.023), while students pursuing science disciplines demonstrate superior innovation outcomes compared to their liberal arts counterparts (β = 0.125, p = 0.048). Interestingly, neither gender nor general academic prowess exerts significant predictive power over collegiate innovation (β = −0.002, p = 0.134). These empirical insights equip policymakers and scholars with nuanced perspectives on the determinants shaping students’ refined educational experiences, thereby inciting critical discourse concerning the refinement of selection criteria and the imperative of nurturing students’ creative proclivities.

Possibility of Enhancing Students’ Academic Performance in Electrolysis Using Collaborative-Predict-Observe-Explain-Write (CPOEW) and 3E’s Learning Models

This research investigated the possibility of enhancing senior secondary school students’ academic performance in electrolysis using Collaborative-Predict-Observe-Explain-Write (CPOEW) and Exploration, Explanation and Evaluation (3E’s) learning models. The study adopted a quasi-experimental research design. Electrolysis Performance Test (EPT) was the instrument used for data collection. Kuder-Richardson (KR-21) formula was used to test the internal consistency of EPT which yielded a reliability value of 0.91. The population was 7,152 SS2 students offering chemistry in Makurdi, Benue State, Nigeria. A sample of 143 students drawn from 3 schools in Makurdi Local Government Area of Benue State, Nigeria was selected using multi-stage sampling techniques. Two research questions and two null hypotheses guided the study. The research questions were answered using Mean and Standard Deviation scores while the null hypotheses were tested at 0.05 level of significance using results from Analysis of Covariance (ANCOVA). The study revealed that there was significant difference in the mean academic performance of students taught Electrolysis using CPOEW, 3E’s model and discussion method [F2, 140=1943.116, P&lt;0.05]. The study revealed that there was no significant interaction effect of treatments and gender on the mean academic performance scores of students in electrolysis [F2, 140=114.340, P&lt;0.05]. It was recommended among others that to enhance students’ academic performance in electrolysis, serving teachers should be encouraged to use CPOEW and 3E’s learning models in teaching electrolysis.

Optimism among Medical Students at the Faculty of Medicine and Pharmacy in Casablanca

Background: Optimism plays a crucial role in the journey of medical students. A high degree of optimism can translate into commendable academic outcomes, while a diminished level may precipitate setbacks. multiple factors can exert influence on the optimism levels of students, thereby impacting their academic achievements. Objective: To describe the level of optimism and explore the factors that impact the optimism levels in medical students. Methodology: A cross-sectional study was conducted at the Faculty of Medicine and Pharmacy in Casablanca from June to July 2023. A random sampling method was used to enroll the study participants, and data were collected through self-administered questionnaires encompassing sociodemographic characteristics, academic performance, lifestyle practices, self-esteem, social support, and optimism score. Statistical analyses incorporated Chi-square test, Student's t-test, Mann-Whitney test, ANOVA, and correlations. Results: In total, 234 participants responded to the questionnaire, 64.5% of which were female. The average age was 20.4 years (±1.8). The majority of the students came from a medium socio-economic level (88.9%) and lived with their parents (76.9%). The primary sources of subsistence were predominantly familial, (59.8%). Academic challenges were evident, with 5.6% of the students experiencing repetition and 42.7% requiring catch-up exams. The median number of friends per student stood at 3 (IQR=3), and a considerable proportion engaged in leisure activities (55.1%) and physical activities (51.7%). Stress was prevalent among 64.5% of students, while 19.3% grappled with chronic illnesses. Instances of trauma, psychiatric consultations, contemplation of seeking help (48.2%), and psychiatric treatments (10.6%) were also reported. The mean optimism score was 13.5 (±3.8 SD), indicating a modest level of optimism. Notably, 51.5% exhibited a low level of optimism, 37.3% a moderate level, and 11.6% a high level. Optimism scores ....

Enhancing Student Engagement in a Flipped Hindi Classroom through Classroom Response Systems

Flipped learning, known for promoting critical thinking and learner-centric environments, faces a challenge in crafting effective in-class strategies, particularly in language classes. This study presents a flipped learning class centered around instant feedback integration. The goal is to enhance student engagement in a Hindi flipped classroom by combining Classroom Response System (CRS) with deliberate instructional strategies. While CRS is recognized for promoting active learning, limited research exists on designing effective in-class activities using CRS in a flipped setting. In this Hindi class, the flipped learning implementation extended beyond video lectures, encompassing quizzes and student-generated questions. This innovative approach emphasizes student autonomy, engagement, and critical thinking to foster active participation. A survey was conducted to evaluate the perceptions of 33 students enrolled in the ‘Intermediate Hindi I’ course regarding the CRS-based flipped learning, with focus on Satisfaction (S), Engagement (E), and Relevance (R). Employing a mixed-methods sequential explanatory design, the study revealed significant correlations between academic performance scores, attendance rates, and interest in CRS-based flipped learning. Higher academic performances were associated with increased interest, while lower academic performances showed diminished interest. A Focus Group Interview with low-performing students further supported these findings. Overall, this research sheds light on the effectiveness of CRS-based flipped learning in a language class, emphasizing the impact on student outcomes based on academic performances and attendance.

Effect of poor sleep quality on academic performance among students at a public Saudi University

Objective: This study aimed to evaluate sleep quality and examine the relationship between poor sleep quality and low academic performance. Methods: A total of 548 students at Imam Mohammad Ibn Saud University in Riyadh, Saudi Arabia, participated in this cross-sectional study. A questionnaire included socio-demographic questions, sleep quality questions, questions about academic performance, and the Pittsburgh Sleep Quality Index. Various lifestyle factors, socio-demographic characteristics, and academic performance were examined among university students, and sleep quality was assessed. Results: Observable correlations were noted, where gender was a paramount factor, with a more significant proportion of females demonstrating substandard sleep quality than males (p &amp;lt; 0.001). Importantly, those suffering from concurrent chronic illnesses showed a distinct link to poor sleep quality (p &amp;lt; 0.003). In contrast, no significant connections were discerned about marital status, educational year, academic performance scores (GPA), intake of caffeinated beverages, employment situation, or daytime sleeping routines. These observations offer intricate perspectives on the multifaceted correlation of factors that impact sleep quality in university undergraduate students. Conclusion: The outcomes highlighted the necessity for specific initiatives, acknowledging the significance of gender and health conditions in fostering ideal sleep wellness within this population group

Impact of the Duration of Semester Examinations on Students’ Academic Performance in Colleges of Education in North-Central Nigeria

This study aimed to examine the impact of the duration of semester examinations on academic performance among students in four colleges of education in North Central Nigeria. A stratified sampling technique was applied to select 200 participants from the four Colleges of Education in the North-Central Zone of Nigeria (FCT COE Zuba, FCE Okene, COE Minna, and COE Akwanga). The four colleges of education were stratified based on location, and a proportional number of students were randomly selected from each stratum. The research employed a combination of focus group interview, questionnaires and examination scores to collect relevant data. Subsequently, the academic performance data of students from the short-duration calendar were compared to their performance data from the standard-duration calendar. Descriptive statistics were used to summarize the characteristics of the sample, such as mean, standard deviation, and frequency distribution. An analysis of variance (ANOVA) was conducted to compare the mean academic performance scores across different durations of semester examinations. The outcome of the study revealed that the current 4-week duration of semester examinations is the ideal duration, while a shorter duration was rejected. Moreover, the flexibility in duration based on subject complexity was also favored. The result further indicates that the duration of semester examinations does have a significant impact on academic performance. Therefore, educational institutions are advised to adopt a flexible approach to the duration of examinations, particularly for subjects with varied complexities and volumes, to promote better academic outcomes. The findings emphasize the need for educational institutions to adhere to a four-week duration of examinations to promote better academic outcomes.

The Relationship between Competency in Interpreting Data and Evidence Scientifically and The Academic Performance of Students in Biological and Physical Science Streams

Despite the fact that appropriate decision-making is an essential ability in dealing with almost every circumstance in life, most people lack the competency in interpreting data and evidence scientifically, which is an important step in decision-making, resulting in negative consequences for individuals and society as a whole. Even though this is one of PISA’s three scientific literacy competencies, it is unclear if advanced-level science streams’ students in Sri Lanka have an adequate level of this competency. Therefore, this research investigated the relationship between the competency in interpreting data and evidence scientifically and the academic performance of students in the biological and physical science streams. The study was based on three specific objectives: identifying the importance of the competency in interpreting data and evidence scientifically for students in GCE (A/L), measuring the competency in interpreting data and evidence scientifically of students in biological and physical sciences, and investigating the relationship between their academic achievement and the competency in interpreting data and evidence scientifically. A descriptive one-shot cross-sectional survey was conducted using a quantitative research approach on 121, 13th grade students pursuing biological and physical science streams in six schools in Kandy Zone in Sinhala-medium. The sample was selected by a non-randomized convenience sampling method, and data was collected using a self-constructed test of competency in interpreting data and evidence scientifically, with a reliability coefficient of 0.672. Students’ first and second term marks were used to assess their academic performance. Data was analyzed using MS Excel and SPSS software, and correlation and regression analyses were performed. Both students of biological sciences (r = 0.719, n = 62, p = 0.000) and physical sciences (r = 0.783, n = 59, p = 0.000) exhibited a positive correlation between the competency of interpreting data and evidence scientifically and academic performance. Furthermore, for every point improvement in the competency in interpreting data and evidence scientifically, the academic performance score of biological and physical science students increased by 0.567 and 0.6609, respectively. Since the competency of interpreting data and evidence scientifically is necessary for student achievement, A/L science section teachers should adopt student centered instructional strategies and encourage active student engagement to enhance the competency of interpreting data and evidence scientifically.

Analysis of Academic Achievement of Graduates from XYZ University in Relation to Career Alignment

The current research outlines the findings of our study on the relationship between the academic achievements of XYZ University (Dehasen University) graduates and the alignment of their chosen career fields. The research results indicate a positive correlation between graduates’ academic performance and suitability in their chosen career fields, as confirmed through the discussion. Graduates with an average academic performance score of ≥ high, as seen in the Cumulative Achievement Score (CPKL) graph, tend to be more suitable in their respective career fields. The result reflects the importance of quality education in preparing graduates for the job market. The study’s primary findings reveal a positive relationship between academic performance and career field suitability. There is a strong correlation between the level of academic achievement graduates attain during their studies and the level of suitability in the career fields they choose after graduation. The results were supported by findings such as CPKL with an average achievement ≤ 3.00, Academic Field Achievement Score (CBAL) findings ≤ 2.50, Non-Academic Achievement Score (CPNAL) findings with an average achievement ≤ 3.20, Work Area Size Achievement Score (CULKL) findings with an average achievement ≤ 3.50, and Job Field Suitability Achievement Score (CKBKL) achievement with an average score ≤ 2.80. Graduates who achieve better academic performance are more successful in pursuing careers in fields that align with their previous study programs. Furthermore, the research also reveals that several determining factors for career field suitability are influenced by the field’s scope, internship experiences, non-academic achievements, and support from the university. Students with a strong interest in specific fields or relevant internship experience tend to find suitable employment more quickly.

Factors affecting self-esteem and anxiety levels in high school students in Van Province Tusba District

This cross-sectionally study aimed to determine the self-esteem and anxiety levels of young people in socio-economically and socio-culturally lower regions of the country and to evaluate whether there is a relationship between self-esteem and anxiety levels. 602 students studying in high schools were included in the study. Rosenberg scale and Spielberg trait anxiety scale (SSAS) and a survey about socio-demographic characteristics were administered to the students. In the study, 53.7% (331) of the students were female and 46.3% (285) were male. Self-esteem was found to be high in 82.6% of the students and at medium level in 17.4%. There are no students with low self-perception. Self-esteem levels of those with poor income, those who smoke and use addictive substances, and those with low academic performance were found to be significantly lower. The students' SSAS mean score is 47.36±8.13. There is a negative correlation between SSAS score and self-esteem. Income status, perception of quality of life, health status, academic performance and SSAS score show a negative correlation. As a result, negative conditions increase the SSAS score and decrease self-esteem. It is important to improve the economic conditions of students, to teach them healthy lifestyle behaviors, to have regular health examinations, and to maintain their healthy condition. Increasing the academic performance of children who are unsuccessful in school will reduce their anxiety levels. Health is a whole physically, spiritually and socially.