Criteria Of Academic Success Research Articles

Koneksi Matematis dan Berpikir Kreatif dalam Pembelajaran Matematika dengan Teori APOS

This study aimed to describe the mathematical connection capability and creative thinking in mathematics with APOS theory. This study uses a quantitative and qualitative approach, the research design class action, which was conducted in two cycles. The research subject is 30 math education students who take a course in calculus. The results showed that an increase in the ability to connect mathematical and creative thinking in mathematics with APOS theory which includes Action, Process, Object and Scheme. This is shown by the data obtained in the second cycle that meets the criteria of academic success with 81.47%, the ability of mathematical connection with the achievement of 80.56%, and the ability to think creatively with the achievement of 81.27%.

PSYCHOLOGICAL INDEXES AS ACADEMIC SUCCESS PROGNOSTIC CRITERIA FOR STUDENTS IN THE MEDICAL UNIVERSITY

Background. This study contributes to theon-going University research of personal characteristics, self-regulation features and professional self-determination among junior medical students in order to develop an effectivecomplex system of psychological support. The purpose of the study was to find psychological criteria that could be significantly prognostic for academic success in the Univercity. Psychodiagnostic tests (Big Five P.Costa, R.McRae; State – Trait AnxietyInvertory, method of V. I. Morosanova, Style of Self-Regulation Test) and special Survey have been used to study professional self-determination, personal characteristics and self-regulationfeatures. Grade Point Average (GPA) for the study duration,calculated as the ratio of the sum of all ratings for number of passed objects, number of sessions without debts and the existence of debts were taken as academic success criteria. Materials and methods . The study involved 697 the 3rd year students of «Pavlov First Saint Petersburg State Medical University». Psychological testing of these students were conducted twice (during the first and the third years of education). The first year psychological test results have been used to search the role of psychological parameters in academic success prognostic criteria. Results. Lower situational anxiety and ability to program, evaluate and plan actions have been found significant in predicting higher grade point average; lower self-regulation of behavior, lower organization, conscientiousness and extraversion – in predicting expulsion from the University. Further development. It is important to use the study results in order to develop programs of psychological support and individual approach to students with lower intellectual and personal resources at the beginning but who still would like to complete education. Conclusions . The received results demonstrate the necessity for further in-depth and consistent study of correlation between psychological variables and academic success, and further search for academic success prognostic criteria.

SEARCHING FOR PROGNOSTIC CRITERIA OF STUDENTS’ ACADEMIC SUCCESS

Background. Recently Universities start facing problems of students’ low academic success and high level of expulsion from the University. This study contributes to the on-going research of professional self-determination, self-regulation and personal features of junior medical students in order to develop complex system of psychological and pedagogical support. The goal of the study is to find psychological criteria that could be significantly prognostic for academic success. Methods. Psychological tests (Big Five P. Costa, R. McRae; SCL-90-R, Anxiety Scale, Style of Self-Regulation Test) and Survey were used to study professional self-determination, self-regulation and personal features. Diagnostic Test Battery (Part 1: Intelligence Tests, part 2: Personal Adaptive Capacity Tests) developed by Military Medical Academy named after S. M. Kirov was also used in the study. Grade Point Average for the study duration, debts and number of sessions without debts were taken as academic success criteria and dependent variables. Psychological tests were conducted twice (during the first and the third year). First year test results have been used for the search academic success prognostic criteria. Results. 697 medical students participated in the study. Intellectual features (logical thinking and math abilities) and personal features (conscientiousness, stress resistance, low situational anxiety, ability to evaluate and plan, good self-regulation) have been found significant in predicting higher grade point average and low level of debts, and therefore could be used as academic success prognostic criteria. Further development. It is important to use study results in order to develop programs of psychological support and individual approach for students with lower intellectual and personal resources at the beginning but who still would like to complete education. The received results demonstrate the necessity of further in-depth and consistent study of correlation between psychological variables and academic success, and further search of academic success prognostic criteria.

Hardiness and undergraduate academic study: The moderating role of commitment

The purpose of this correlational study was to identify hardiness components that would explain variation in the academic performance of sport and exercise undergraduate students. Data were derived from 134 students from a university in the northeast of England admitted onto the second year of their degree in 2004 on the basis of successful progression from the first year of study. Students completed the hardiness PVS III-R, a measurement of commitment, control, challenge, and total hardiness, at the beginning of their second year of study, and provided consent for their academic progress to be tracked. Year 2 GPA, Year 3 GPA, final degree GPA, and final-year dissertation mark determined academic success. Commitment and total hardiness were significantly positively correlated with academic success criteria. In particular, the potential moderating role of commitment on academic performance has implications for educators and researchers.

Handlungskompetenz im Hochschulstudium

No AccessHandlungskompetenz im HochschulstudiumHeinz Schupbach, Johann Pixner, Salome ZapfHeinz SchupbachSearch for more papers by this author, Johann PixnerSearch for more papers by this author, Salome ZapfSearch for more papers by this authorPublished Online:Jan 2019https://doi.org/10.7788/bue.2006.59.2.147SectionsPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinkedInRedditEmail About Previous article Next article FiguresReferencesRelatedDetailsCited byDeterminants of Psychology Students’ Study Satisfaction25 February 2021 | Psychology Learning & Teaching, Vol. 21, No. 1The first year in higher education—critical requirements from the student perspective9 December 2016 | Higher Education, Vol. 73, No. 3Begründung und Anforderungen der interkulturellen Kompetenzvermittlung im Hochschulstudium19 March 2012 Download book coverVolume 59Issue 2June 2006 ISSN: eISSN: HistoryPublished online:January 2019 PDF download

What Criteria Define a Successful Career in Psychology? it Depends on Who you Ask

Predicting which students have the ability and motivation to become successful psychologists is an endeavor that all graduate psychology departments undertake to some degree. However, before prediction of "success" in psychology can take place, it is first necessary to develop what the important criteria of success in psychology are. For this purpose, the importance of various criteria of academic success in psychology was rated during three different stages of career development. From two universities, 71 faculty and graduate students were surveyed. Results from a series of principle component analyses using orthogonal and oblique rotation methods strongly suggested that there are a relatively large number of factors that are important. A nine-factor solution seemed to provide the best fit to the data, both in terms of conceptual consistency and variance explained. This solution indicated that there is wide diversity of opinion among psychologists as to what are the most important criteria of success in psychology. Such results suggest that the predictive validity of screening devices should be investigated using broader outcome criteria than have been commonly used in the past.

Social Problem Solving and Adjustment in Adolescence: The Influence of Moral Reasoning Level, Scoring Alternatives, and Family Climate

We examined the relationship between two aspects of social competencemoral reasoning and interpersonal cognitive problem-solving skill (ICPS)— in a sample of inner-city, minority adolescents from low socioeconomic backgrounds. Following that, we explored the extent to which moral reasoning level adds to or interacts with ICPS levels to predict behavior in several areas of adjustment; we then examined the relationship of both elements Of social behavior to perceived family interaction patterns. Finally, we evaluated alternative means of assessing ICPS skill levels for their ability to enhance the association between ICPS and several aspects of adjustment. At the level of relationships, among constructs were moderate correlations between moral reasoning and ICPS. A set of family-climate factors and academic-success criteria was related to both measures of social competence when combined, but not when considered separately, With regard to assessment issues, a composite ICPS score was a better predictor of personal and academic outcomes than any single ICPS component. Finally, two new ICPS components proposed and employed in this work were consistently related both to family functioning patterns and to various indices of adolescent adjustment. These findings have implications for the study of ICPS and social competence.

Locus of control and aptitude test scores as predictors of academic achievement.

The experimenters studied the relationships among academic achievement in graduate school, perceived locus of control, and a relevant aptitude test. Grades in 15 individual courses and overall grade point average (GPA) were used as the criteria of academic success. Three I-E scores (total scores and ideological and personal control subscores) and the Admissions Test for Graduate Study in Business (ATGSB) scores of 50 entering MBA students were used as predictors. It was found that both the ATGSB and I-E scales accounted for significant and often complementary portions of variance in GPA and grades in individual courses. Each instrument predicted better in certain courses and the predictive power of each instrument tended to remain when influence of the other was controlled statistically. Analysis of achievement as a function of the two I-E dimensions revealed that personal control tended to be a better predictor of achievement than was ideological control. It was concluded that the locus of control might, be a useful predictor of academic success, but that no simple pattern exists. Rather, course content and such factors as teacher behavior may interact with perceived locus of control to determine academic achievement. (PsycINFO Database Record (c) 2006 APA, all rights reserved)

THE DEVELOPMENT OF A TEST FOR USE IN SELECTING NAVAL POSTGRADUATE SCHOOL STUDENTS

ABSTRACTDuring a three‐year period the Educational Testing Service has carried on a research program for the U. S. Naval Postgraduate School for the purpose of developing a test to be used as part of the means of selecting students for the School. Three experimental test batteries have been developed during this period and tried out at the School. In addition, a five‐part aptitude test was administered in 1948 “in the fleet” to applicants for admission to the School.All tests have been evaluated against criteria of academic success at the School, In addition, 1948 tests have been judged for effectiveness in predicting continuation at the School.Accumulated validation data led to the recommended test, which consists of Mathematics Aptitude, Advanced Mathematics, Physical Science and Engineering, Interpretation of Scientific Data, and Experimental Science sections.The recommended test can confidently be expected to be of significant value in determining which of the applicants are most likely to succeed in their work at the Postgraduate School.