College Entrance Examination Scores Research Articles

The relationship between aerobic capacity and cognitive/academic performance in medical students.

The positive relationship between aerobic capacity and cognitive performance is well known, but there is little information regarding young adults. Therefore, we aimed to test the hypothesis that aerobic capacity (VO2max) correlates with cognitive and academic performance in medical students who have higher academic achievement with academic performance. We included 65 volunteer medical students who were in term 2/6 in this descriptive, cross-sectional study. Body composition and the International Physical Activity Questionnaire and cardiopulmonary exercise test results of all participants were analyzed. Lumosity application with 6 categories of cognitive tests was applied to evaluate cognitive performance. The university entrance exam scores of the students were taken into consideration to assess their academic performance. We observed a significant "positive" relationship between aerobic capacity and some domains of cognitive performance, especially problem solving (p < 0.05), but we did not find a significant relationship between aerobic capacity and academic performance. Consequently, although we confirmed the existence of a positive effect of high aerobic capacity on cognitive performance stated in the literature, we couldn't confirm this for all cognitive domains or academic performance. These results suggest that more comprehensive studies on this subject are needed.

Relationship Between Achievement Performances of University Entrance Examination and International Baccalaureate Diploma Program: A Case From Turkey

Prior research on the relationship between International Baccalaureate Diploma Program (IBDP) scores and the university entrance exam scores is limited and varied to a great extent due to the conflicting results in the literature. This study investigates whether there is any relationship between the students’ achievement performance in IBDP and university entrance exam performance. The study revealed that there is no statistically significant correlation between IBDP scores and university entrance exam rank orders. Furthermore, the study showed that the IBDP scores cannot be taken into account as a strong predictor for university entrance exam performance.

Entrepreneurial Reluctance: Talent and Firm Creation in China

The theoretical literature has long noted that talent can be used in both the entrepreneurial and non-entrepreneurial sectors, and its allocation depends on the reward structure. We test these hypotheses by linking administrative college admissions data for 1.8 million individuals with the universe of firm registration records in China. Within a college, we find that individuals with higher college entrance exam scores – the most important measure of talent in this context – are less likely to create firms, but, when they do, their firms are more successful than those of their lower-score counterparts. Additional survey data suggest that higher-score individuals enjoy higher wages and are more likely to join the state sector. Moreover, the score-to-firm creation relationship varies greatly across industry, according to the size of the state sector. These findings suggest that the score is positively associated with both entrepreneurial ability and wage-job ability but higher-score individuals are attracted away by wage jobs, particularly those of the state sector. Institutional subscribers to the NBER working paper series, and residents of developing countries may download this paper without additional charge at www.nber.org.

ResumeVis Interactive Visualization of Resumes Based on Multi-Source Data

Resumes are critical for individuals to find jobs and for HR to select staffs. To explore the career patterns and demographic information correlation, 372,829 Chinese resumes working in Beijing in 2015 are collected with rich attributes. Besides, 1,837,281 documents in the People's Daily from May 1946 to December 2015 and the national college entrance examination scores of 42 majors in 27 Beijing universities from 2005 to 2015 are collected to build the multi-source dataset to assist resume data mining. The decade characteristics and major characteristics are explored from the multi-source dataset. Based on the data observation, an interactive visualization system called ResumeVis is developed to explore career patterns in the context of the times, especially the correlations among the resume attributes. The system is helpful for both job seekers and human resources.

Characteristics of Students Who Opted In to Use the Boost Mobile App as an Educational Support Service

This exploratory study aimed to investigate the characteristics of students who opted-in to use Boost, an automated student support mobile app and compare characteristics of non-Boost users. Boost is a mobile app that integrates with the Learning Management System (Canvas) and provides support services aimed at improving student behavior and success. At the start of the Spring 2019 semester at Indiana University, instructors were invited to opt-in for Boost to be available to their classes. Instructors who opted-in invited their students to use Boost. Our multivariate analysis of variance (MANOVA) compared those who opted-in for automated support with those who did not (n=158 courses). Findings reveal that opt-ins were more likely to be Asian, International, and despite having higher college entrance exam scores and being farther along in their studies, opt-ins were slightly lower performing than their peers who did not opt-in. A profile of Boost users will help university administration, student support services, and instructors make data-informed decisions on optimal use of Boost.

The general factor of psychopathology: a comparison with the general factor of intelligence with respect to magnitude and predictive validity

In recent years, there has been a surge of interest in the general factor of psychopathology ("p"), which is intended to summarize broad psychiat-ric comorbidity into a single index. In this study, rather than attempting to validate this model using statistical techniques, we compared the magnitude (as indicated by the variance explained in the respective indicators) and the predictive validity of the "p" factor with those of the gen-eral factor of intelligence ("g"). To compare the magnitude, for "g", we analyzed fifteen Wechsler Adult Intelligence Scale subtests (N=1,200). For "p", we analyzed fourteen psychiatric diagnoses in Swedish adults (N=909,699), eight self- and parent-rated psychopathology scales in Swedish adolescents (N=2,069), and sixteen parent-rated psychopathology scales in Swedish children (N=14,589). To compare the predictive validity, we analyzed Swedish male military conscripts (N=414,595, mean age: 18.3 years) with measures on both "g" and "p" (derived from eight psychiatric diagnoses). We then examined their unique associations with three intelligence-related outcomes (annual income, highest education, and university entrance exam scores), and sixteen adverse outcomes (e.g., suicidal behavior, psychotropic medication prescription, and criminality) retrieved from registers (mean age at follow-up = 29.2 years). Results indicated that the magnitudes of "g" and "p" were very similar. Controlling for "p", "g" significantly predicted later education (standardized beta, β=0.38, SE=0.01) and university entrance exam scores (β=0.48, SE=0.01). Controlling for "g", "p" significantly predicted all adverse outcomes (mean β=0.32; range: 0.15 to 0.47). These findings support the notion that psychopathology indicators can be combined into a single score, similar to how intelligence subtests are combined into a general intelligence score. This "p" score might supplement specific diagnoses when formulating a management plan and predicting prognosis.

Individual difference on reading ability tested by eye-tracking: from perspective of gender

PurposeThis paper aims to investigate the individual difference on digital reading, by examining the eye-tracking records of male and female readers with different reading ability (including their pupil size, blink rate, fixation rate, fixation duration, saccade rate, saccade duration, saccade amplitude and regression rate).Design/methodology/approachA total of 74 participants were selected according to 6,520 undergraduate students’ university entrance exam scores and the follow-up reading assessments. Half of them are men and half are women, with the top 3% good readers and the bottom 3% poor readers, from different disciplines.FindingsResults indicated that the major gender differences on reading abilities were indicated by saccade duration, regression rate and blink rate. The major effects on reading ability have a larger effect size than the major effect on gender. Among all the indicators that have been examined, blink rate and regression rates are the most sensitive to the gender attribute, while the fixation rate and saccade amplitude showed the least sensitiveness.Originality/valueThis finding could be helpful for user modeling with eye-tracking data in intelligent tutoring systems, where necessary adjustments might be needed according to users’ individual differences. In this way, instructors could be able to provide purposeful guidance according to what the learners had seen and personalized the experience of digital reading.

Traditional Dietary Habits and Interprovincial Migration in College Choice: Evidence From Ningxia in China

Purpose: Every September, millions of students—elite human resources—enter higher education in China. This large-scale college-induced migration has substantial impacts on China’s national and local labor markets. This study examines the migration pattern in college choice and admission among the Hui students in China. In doing so, we extend the existing interprovincial migration model by identifying and measuring the role of traditional dietary habits in college migration decisions. Design/Approach/Methods: This study uses college entrance examination ( Gaokao) admission data for 10 high school graduation cohorts from 2001 to 2010 in the Ningxia Hui Autonomous Region. These data are used to study the interprovincial migration of the Hui students following their college entrance examination. Ordinary least squares and logit regressions are used to control for other confounding factors, while the method of instrumental variables and placebo group comparison were used to rule out other explanations. Findings: Results demonstrate that traditional dietary habits produce geographic inequalities in terms of college opportunities for Hui and other minority group students. First, after controlling for variables such as college entrance examination scores and personal characteristics, results show that the Hui students are more likely to choose an institution closer to their hometown and preferred institutions located in Ningxia and the northwestern provinces rather than the Yangtze/Pearl River Delta regions and coastal provinces. Second, this migration pattern is shaped by the dietary habits of the Hui. Third, the Hui students were more likely to choose institutions in underdeveloped areas, resulting in corresponding welfare losses. Originality/Value: This study supplements classic college choice literature by documenting a special impact factor of geography previously overlooked by researchers, demonstrating the need to examine the underlying mechanisms of proximity and its significance in college choice. Moreover, the provision of dietary information may have important policy impacts for improved college choice, as well as for human capital investment and poverty alleviation measures in Northwest China.

MİMARLIK BÖLÜMÜ BİRİNCİ SINIF ÖĞRENCİLERİNİN GÖRSEL-MEKÂNSAL BECERİLERİ ÜZERİNE BİR ARAŞTIRMA

Spatial cognition and skills are of critical importance for architecture. During their education, architecture students are expected to use and develop visuospatial skills to generate/construct, retain, rotate, and manipulate space mentally and physically through physical and digital representations. This study was designed and conducted to fill the gap in researches on the first-year architecture students’ spatial skill evaluated by means of neuropsychological tests. The goal of the study was to investigate the potential connections between the visuospatial skills, university entrance exam scores and cognitive development of the first architecture students. 128 students participated to the research voluntarily. For visuospatial skills Raven Standard Progressive Matrices (RSPM) test was administrated. Logical Thinking Test was used for the assessment of cognitive development level. Participants with art training prior to university performed better in RSPM total, and RSPM subtest E. The findings demonstrated that first year architecture students’ performances on neuropsychological tests assessing visuospatial skills were compatible with the norm scores and their cognitive development level. The results supported the previous studies claiming that art training and/or education have a positive impact on spatial cognition and visuospatial skills.

Private Tutoring, Studying Alone, and Labor Market Performance

This paper investigates the effects of supplementary education during high school years, such as private tutoring and studying alone, on post-school labor market performance. Using a representative longitudinal sample of Korean high school seniors in 2004, we find that studying alone has a positive effect on wages after controlling for college entrance exam scores, but private tutoring does not. This implies that private tutoring does not directly affect earning potential, although it may do so indirectly by raising test scores. We also find that both self-directed learning and self-study directed by others are effective for enhancing post-school labor market productivity.

Model College Entrance Examination Scores as Predictors of Students’ Performance in Junior Secondary Certificate Examination in Mathematics and English Language in Abia State, Nigeria

The study investigated model college Entrance Examination scores as predictors of students’ performance in Junior Secondary Certificate examination in Mathematics and English Language in Abia State, Nigeria. Four research questions and four null hypotheses guided the study. The design of the study is correlational. A sample size of 500 students drawn from four (4) out of six (6) Model State Secondary Schools in Umuahia North Local Government Area through simple, stratified and purposive sampling techniques was used for the study. The students sat for both Model College Entrance Examination (MCEE) in 2011 and 2012 and Junior Secondary Certificate Examination (JSCE) in 2014 and 2015. The MCEE and JSCE results in mathematics and English language were used for data collection. Simple regression Analysis of Variances (ANOVA) and t-test associated with the regression were used to test the null hypotheses at 0.05 alpha level. The results revealed that the students’ scores in MCEE in both mathematics and English Language in 2011 had significant predictive powers on their performance in 2014 JSCE. Also in 2012, it was realized that students MCEE scores in both Mathematics and English Language had no significant predictive powers on students’ performances in 2015 JSCE in both subjects. On the basis of these findings, it was recommended among others that teachers should give adequate preparation to the students for the Model College Entrance Examination in order to retain consistency in their Junior Secondary Certificate Examination.

Research on the Informationization Construction of College Admission Management

In 2014, the State Council issued the “Implementation Opinions of the State Council on Deepening the Reform of the Examinations and Admission System” (National Development [2014] No. 35), which made the most administrative framework for the reform of the examination and admission system on “promoting a fair and scientific selection of the talented”. The selection mode will be transformed from a single college entrance examination score to a multi-evaluation mechanism based on the college entrance examination, high school grades, and reference from comprehensive quality evaluation. The essence of multi-evaluation is mainly through qualitative or quantitative evaluation of students’ values, learning ability, innovative ability, critical thinking, and other aspects. The traditional college admission system simply cannot meet the requirements of reform. It is urgent to establish a comprehensive evaluation system including enrollment planning, propaganda, admission, and personnel training. This process requires massive-information-processing, and we must establish a suitable college admissions management information system with strong data analysis ability in order to provide technical support and decision support for college admission management.

The condition of poverty: a case study of low socioeconomic status on Chinese students’ National College Entrance Exam and college enrolment

ABSTRACTThe condition of poverty is pervasive worldwide and is multifaceted in its ability to have a deleterious generational impact. Although China has greatly reduced the proportion of people living in abject poverty over the past three decades, there are still millions of families living in extreme poverty. This study investigated the influences of families’ socioeconomic status on students’ educational achievement in China with regard to the National College Entrance Exam (NCEE) scores and subsequent college enrolment. We interviewed 132 recent high school graduates from schools in six urban cities from low-socio-economic status (SES) homes. The findings revealed that school climate (general school quality, student-teacher interactions, and peer pressure) and home environment (parental support, student-parent relationship, and family size) negatively impacted their educational achievement. Students were cognisant that the schools they attended did not have the same high reputation as schools attended by their more affluent peers and felt that their teachers openly discriminated against them. Additionally, their parents did not have the time or financial resources to help them advance educationally. We propose the low-SES Educational Achievement Framework to illustrate the phenomenon of environmental conditions that may influence the low-SES students’ NCEE scores and ultimately result in low college enrollment rates in China.

The Role of Content Knowledge in Mathematics Teacher Preparation: A Study of Traditional and Alternative Teacher Preparation in Texas

Employing data from a stratified random survey of newly certified teachers in Texas, we compare the mathematical content preparation of traditional teacher program graduates with graduates of alternative programs. We find that graduates of traditional programs have statistically significantly higher content preparation even when taking precollege preparation into account. These findings were consistent across different types of alternative programs. Alternatively certified teachers reported higher college entrance exam scores in mathematics, but this was statistically significant only for Grades 4 to 8. After merging survey results with NCES (National Center for Education Statistics) data about the schools at which teachers were employed, we found similar demographic characteristics between the two types of teachers—alternatively certified teachers were not more likely to teach in disadvantaged schools. Finally, while the content preparation of teachers was consistent across types of schools, teachers in disadvantaged schools tended to have lower SAT and ACT scores for both alternatively and traditionally prepared teachers.

Building bridges to student learning: Perceptions of the learning environment, engagement, and learning outcomes among Chinese undergraduates

The study examined the relationships among students’ perceptions of the learning environment, prior academic achievement, engagement, and learning outcomes (cumulative university GPA, generic skills development, and learning satisfaction) with a sample of 2,616 seniors from a full-time research-oriented university in Mainland China. The results supported a model which showed that students’ perceptions of the learning environment and prior academic achievement had direct effects on learning outcomes, and indirect effects via their engagement. The effects, however, varied depending on the type of the outcome in question: (1) Student engagement mediated the relationship between course experience and generic skills development, (2) cocurricular experience positively predicted learning satisfaction, (3) first semester GPA positively predicted cumulative university GPA, and (4) National College Entrance Examination scores did not correlate with any other factor. A major proportion of the variance in the three types of learning outcomes was accounted for by the model, showing its effectiveness in predicting university students’ learning. Implications for improving undergraduate education in China are provided.

Assessing college critical thinking: preliminary results from the Chinese HEIghten® Critical Thinking assessment

ABSTRACTAssessing student learning outcomes has become a global trend in higher education. In this paper, we report on the validation of the Chinese HEIghten® Critical Thinking assessment with a nationally representative sample of Electrical Engineering and Computer Science students from 35 institutions in China. Key findings suggest that there was a test delivery mode effect favoring the paper tests over the online tests. In general, the psychometric quality of the items was satisfactory for low-stakes, group-level uses but there were a few items with low discrimination that awaits further investigation. The relationships between test scores and various external variables such as college entrance examination scores, university elite status and student perceptions of the test were as expected. We conclude with speculations on the key findings and discussion of directions for future research.

Investigation of the Predictive Power of Academic Achievement, Learning Approaches and Self-Regulatory Learning Skills on University Entrance Exam Scores Using Path Analysis

A good analysis of the success factors in the university entrance exam, which is an important step for academiccareers of students, is believed to help them manage this process. Properties such as self-regulation and learningapproaches adopted by students undoubtedly influence their academic achievement as well as their success inuniversity entrance exams. However, it is not exactly known how the direct and indirect relations between thesevariables are, and which variable has more effect on success. This research aims to determine the extent to whichuniversity entrance exam score as dependant variable; and academic achievement, deep, surface and strategiclearning approaches, four sub-dimensions of self-regulatory learning skills scale as independent variables to predictuniversity entrance exam score directly and indirectly; to this end, a path model was developed. Within the scope ofthe research, the data obtained from 445 students in the 4th class of the state-affiliated high schools in the 2016-2017academic year were used. As a result of the research, the most important factor affecting the success of universityentrance exam was found to be diploma grade; while diploma grades raise by using deep learning approaches, theyfall by using surface learning approaches. It was detected that the use of the strategic learning approach reducesuniversity entrance exam scores.

A comparative study of the determinants of future plans and expectations of business students

ABSTRACTCurrent university juniors and seniors have plans and expectations for after they graduate. In an effort to better understand these plans and expectations, the authors assessed a sample of 334 university students enrolled in business classes. The study examined the impact of three categories of independent variables—family influences, demographic influences, and academic influences—on the dependent variables of student degree aspirations, career aspirations, and expected salaries. Determinant variables with the most consistent influences on these dependent variables include birth order and parents' income (family influences); age and ethnicity (demographic influences); and grade point average, college entrance exam scores, and academic major (academic influences).

Assessing the Contribution of High School Achievements and College Entrance Examination on Pre-service Teachers’ Performance

The purpose of this study was to assess the contribution of high school achievements and college entrance examination score on college performance of pre-service teachers. To achieve this, the study utilized quantitative correlational research design. Data was collected from 205 pre-service teachers’ secondary documents and was analyzed using both descriptive and inferential statistics. Thus; as a result, the study found that college entrance examination and high school transcript were the significant predictors of college level performance and the inclusion of college entrance examination to the admission criteria raised the predictive power of the selection criteria significantly. The study also found that college entrance examination and high school transcript were the most significant predictors for both program college pre-service teachers’ performance. Thus; this study recommends further research to explore unexplained contributors to college level performance of pre-service teachers.

Neurological education calls for a targeted integration: A study based on scores of multiple disciplines

This article was migrated. The article was not marked as recommended. Objective：The aim of this study was to identify the disciplines that strongly correlated with neurology, and to compare the differences between neurology and other disciplines in targeted integration. Method: Scores of 18 disciplines (six clinical disciplines, seven basic disciplines, and five social science/humanities disciplines) and college entrance examinations of 275 eight-year program medical students from Sun Yat-Sen University were collected. Correlation between any two subject scores were determined. Results: Student scores in neurology had significant correlation with the scores of four clinical subjects, five basic subjects, and one social science/ humanities subject. Internal medicine scores showed significant correlation with the scores of three clinical subjects and two basic subjects. Scores from obstetrics and gynecology, pediatrics and psychiatry significantly correlated with one to three clinical subjects scores. No significant correlation was found between surgery scores and other subjects. With the exception of medical statistics, there was no significant correlation between scores from social science/humanities subjects and scores from either clinical or basic subjects. No subject scores significantly correlated with the college entrance examination scores. Conclusion: Neurology is associated with more clinical and basic disciplines than other subjects. Neurological education should involve a targeted integration with other closely related disciplines.