Grade Point Average Research Articles

Students' Tendencies to Attend Distance Education Courses and Their Academic Achievement

ABSTRACTThis study examines the academic achievement and attendance duration status of formal education students taking distance education courses using structural equation modelling (SEM). A total of 842 video recordings of online courses attended by 304 students on the MS Teams video conference platform were analysed. It was revealed that 29% of the attendance period was explained by course duration, lateness duration and course type, while 41% of grade point average (GPA) could be explained by course duration, lateness duration, course type and duration of course. The most significant impact on class attendance was lateness to class. Data showed that gender had a moderator effect on the effect of course type on GPA. Results also indicated that the method of teaching has a moderator role in the effect of attendance time on GPA and that the effect of attendance time on GPA is higher in asynchronous classes.

To Study the Effect of Social Competence on Academic Performance of Secondary School Students of Private and Government Schools

This research employs a quantitative cross-sectional survey design to investigate the relationships between academic performance and social competence among 11th and 12th-grade students in both government and private institutions. The sample consists of 600 students, evenly divided between government and private schools, and selected using stratified random sampling to ensure adequate representation. The study includes students aged 16 to 18, excluding those with significant learning disabilities. Data collection instruments consist of a demographic questionnaire, students' Grade Point Average (GPA), the Social Competence Scale by Sharma, Shukla, and Shukla. Social competence is assessed on a 5-point Likert scale. The data collection procedure involved obtaining consent from students, parents, and school authorities, followed by administering the surveys and intelligence tests in a controlled environment. Students' GPAs were gathered from school records. The analysis includes descriptive statistics for demographic data, GPA & social competence. Independent sample t-tests compare academic performance between government and private school students, while ANOVA examines differences in social competence by gender and intellectual ability by grade level. Pearson correlation coefficients explore relationships between GPA & social competence, while a multiple regression model predicts GPA based on these factors, controlling for variables such as age, gender, school type, and parental education. The study hypothesizes no significant relationship between social competence and academic performance across different school types.

Perspectives from program directors on the selection process for Saudi periodontics residency programs: a cross-sectional study.

Applying to periodontics programs in Saudi Arabia holds significant importance for both applicants and periodontics program directors. As of today, there has been no investigation into how periodontics program directors (PDs) identify and select potential candidates for their programs. The aim of this study is to assess the factors taken into consideration during the selection process for periodontics programs by PDs in Saudi Arabia. In this cross-sectional study, an electronic survey was sent out to Periodontics PDs of the Saudi Commission for Health Specialties (SCFHS) in Saudi Arabia. Variables of interest included the Grade Point Average (GPA), Saudi Dental License Exam (SDLE), research, interview, service and electives, letter of recommendation, and other miscellaneous factors. A degree of importance scale was used to measure the significance of each factor for PDs. This study surveyed 16 PDs with a response rate of 72.7%. The majority of PDs were from the Central and Western Regions. Approximately 56% of the PDs were affiliated with universities. The study identified, from the perspective of PDs, that the most important factors were the reputation and performance of the applicant during clinics or interactions with staff, followed by general research experience. Additionally, interview performance was rated equally with SDLE score and GPA, as well as factors such as undertaking periodontics elective rotations during internship and working in the same department. Regardless of the region or number of years of experience, all PDs considered the most significant factor to be the reputation and performance of the applicant during clinics or interactions with staff. This study sheds light on the factors perceived by program directors in Saudi Arabia that influence the selection process for applicants to periodontics programs. By understanding these factors, dental graduate students can better customize their applications and experiences to meet the expectations of admission committees.

How Cyberloafing Affects Students’ Cognitive Engagement and Psychological Detachment in Higher Education Classes?

While the right usage of technology brings a plethora of benefits, misusing technological devices and the Internet in an educational context can manifest in different behavioral tendencies. This ranges from growing addiction to technology and cyberbullying to technological anxiety and technostress. Yet, the effects of cyberloafing on students’ academic performance and engagement during class have attracted the attention of professors and educational decision-makers. Thus, the article aims to analyze the impact of cyberloafing intentions and cyberloafing practices on students’ psychological detachment and cognitive engagement among higher education students who are studying business and economics, using a structural equation modeling (SEM) methodological approach grounded in survey data. The findings stress that cyberloafing intention positively impacts cyberloafing habits and activities, further decreasing students’ cognitive engagement and increasing their psychological detachment from classes, while the grade point average (GPA) positively affects cognitive engagement. This underscores significant potential implications for both scholars and practitioners.

Students’ performance in clinical class II composite restorations: a case study using analytic rubrics

BackgroundThe analytical rubric serves as a permanent reference for guidelines on clinical performance for undergraduate dental students. This study aims to assess the rubric system used to evaluate clinical class II composite restorations performed by undergraduate dental students and to explore the impact of gender on overall student performance across two academic years. Additionally, we investigated the relationship between cumulative grade point averages (CGPAs) and students’ clinical performance.MethodsAn analytical rubric for the assessment of clinical class II composite restoration in the academic years of 2022/2023 and 2023/2024 was used by two evaluators. These two evaluators were trained to use the rubric before doing the evaluations. The scores were based on a 4-point scale for the evaluation of five major parameters for pre-operative procedures (10 points), cavity preparation (20 points), restoration procedures (20 points), and time management (4 points). At the same time, chairside oral exam parameter was 15 points based on a 5-point scale. Descriptive statistics were calculated for the different analytical rubric parameters, and the independent t-test was used to compare the scores between the student groups and the evaluators. Other tests, such as the Kappa test and Pearson’s correlation coefficient, were used to measure the association among CGPA, evaluators, and gender participants.ResultsThe overall score out of 69 slightly increased for females/males (61.28/59.42) and (61.18/59.49) in the 2022/2023 and 2023/2024 academic years, respectively, but the differences were not statistically significant. In the 2022/2023 academic year, female students scored significantly higher than male students in pre-operative procedures, as evaluated by both evaluators (p = 0.001), and in time management, as assessed by both evaluators (p = 0.031). The Kappa test demonstrated a moderate to substantial level of agreement between the two evaluators in both academic years. Strong and significant correlations were noted between students’ CGPA and some tested parameters (p = 0.000).ConclusionThe overall performance was very good and high among both genders, but it was marginally higher among females than among males. This study found some differences in performance between male and female students and variability in the evaluations by the two raters ranging from moderate to substantial agreement and similar performances for students with different CGPA.

The Moderating Influence of School Achievement on Intelligence: A Cross-National Comparison.

Education-related variables are positively associated with intelligence in both causal directions, but little is known about the associations' underlying genetically and environmentally intertwined processes and many 'third variables' are probably involved too. In this study, we investigated how school achievement, measured by grade point average (GPA), moderated intelligence test score variation in young adulthood in broadly representative samples from the U.S. state of Minnesota, Denmark, and Germany, attempting to improve both understanding of the importance of environmental contexts and the limitations of currently available modelling techniques to help remedy them. School achievement was positively associated with intelligence test scores in all three contexts, but it moderated variances differently, even within the two cohorts comprising the Minnesota sample. One Minnesota cohort and the German sample suggested that shared environmental variance was larger among individuals with extreme GPAs, while the Danish sample suggested that this was only true among individuals with low GPAs. In contrast to these observations, the other Minnesota cohort suggested that genetic and non-shared environmental variances were greater among individuals with high GPAs. These observations indicated that underlying individual developmental processes and population-level impacts differed. However, our statistical models did not capture these differences clearly. The ways in which they failed all suggested the model limitations involve an inability to address degrees to which environmental constraints restrain social movements that are confounded with individual variations in capacities to move within society.

Does grade point average have a long-lasting impact on career success later in life? A resource caravans' perspective from adolescence to mid-career

We draw on a resource caravans' perspective to explain pathways to career success among a longitudinal sample, covering the first 15 years of their careers. By applying a latent growth model, we investigate how the role of university grade point average (GPA) on career success changes across time. The results from latent growth curve analysis revealed that GPA was not positively related to initial levels of career success (i.e., salary and leadership level), however, GPA was positively related to increases in career success over time and positively related to subjective career success. These findings indicate that the positive impact of GPA on career success accumulates over time, in line with the resource caravans and gain spirals of conservation of resources theory. Further, we examine the joint role of GPA and affective-identity motivation to lead (MTL) measured at the start of university studies to explain growth in career success over time. As expected, affective identity MTL moderated the relationship between GPA and leadership level, salary level and subjective career success, such that the positive relationship was stronger for individuals higher on affective-identity MTL. Our findings highlight that the pathway to career success is based on gain spirals that may develop slowly over time as individuals accumulate resources in their resource caravan and invest these resources further to achieve their career outcomes. Implications for practice are discussed.

"Nomophobia: Prevalence, Associated Factors, and Impact on Academic Performance Among Nursing Students"

BackgroundThe literature offers limited and conflicting evidence regarding the prevalence, associated factors, and impact of nomophobia on nursing students' academic performance. ObjectiveThis study aimed to investigate these aspects among nursing students. MethodA cross-sectional design and convenience sampling method were used to recruit 500 nursing students. Data were collected using a demographic information form and a nomophobia questionnaire. Students were categorized into two groups based on their previous semester grade point average (GPA): strong (GPA > 15) and weak (GPA ≤ 15). Descriptive and inferential statistics, including the chi-square test and linear regression, were used for data analysis in SPSS-18 software. ResultsThe study found a considerable prevalence of nomophobia (approximately 80%) among nursing students. Significant differences in nomophobia scores were observed based on gender and primary smartphone usage. However, no statistically significant difference was found in mean nomophobia scores between strong and weak students, nor was there a significant correlation between nomophobia scores and academic performance. ConclusionThis study highlights the high prevalence of nomophobia among nursing students and its potential implications for their physical and mental well-being. Although no significant association was found between nomophobia and academic performance, educating students about the potential risks of nomophobia and encouraging responsible smartphone use remains crucial. Future research should focus on developing interventions and preventive strategies to mitigate the adverse effects of nomophobia.

Saudi Undergraduate Students’ Perceptions of Plagiarism: A Case of EFL Research Writing Tasks during E-Learning Sessions

Plagiarism has long been a concern within the academic community. However, its prevalence and impact in the Middle Eastern context, particularly in Saudi Arabia, have not been sufficiently addressed. This study aims to investigate Saudi undergraduate students’ perceptions of plagiarism in English as a foreign language (EFL) research writing during e-learning sessions and examine whether their academic levels, grade point average (GPA), and gender play a substantial role in affecting their perceptions of plagiarism. A survey was conducted with 110 Saudi undergraduate students (33 males and 77 females) majoring in English at a university in Saudi Arabia. The findings indicate that most of the participants were aware of the most prevalent forms of plagiarism in EFL research writing during e-learning sessions. The findings also reveal that students’ GPA and gender did not have a statistically substantial impact on the participants’ perceptions. However, it was observed that students’ academic levels had a discernible effect on their perceptions. This study provides some practical implications for enhancing student awareness and assisting them in avoiding plagiarism in EFL research writing.

Grade point averages versus experience

Grade point averages versus experience

Disparities in Food Insecurity and Academic Achievement Among California Public University Students: An Intersectional Approach.

Background/Objectives: Historically racialized status (HRS) and low socioeconomic position (SEP) are independent risk factors for food insecurity and poor academic achievement among college students. Despite increased enrollment of students from historically racialized groups and low SEP, little is known regarding the intersectional experience of these contemporary student characteristics with food security status or academic achievement. The purpose of this study was to examine the intersections of racialized status and SEP with food insecurity and academic achievement among undergraduate students attending a public university system in California. Methods: This cross-sectional study included 1170 undergraduates who utilized their campus food pantry between June and August 2019 at nine University of California campuses. Racialized status and SEP were used to construct four distinct intersectional positions: (1) White, not low SEP (i.e., traditional students; reference), and three contemporary student groups: (2) White, low SEP; (3) HRS, not low SEP; and (4) HRS, low SEP. Using regression analyses, these intersectional positions were examined with food insecurity and grade point average (GPA), while controlling for other student characteristics. Results: HRS, low SEP students had significantly higher odds of experiencing food insecurity (OR = 2.72; 95% CI: 1.52-4.97) and lower GPA (B = -0.14, p = 0.05) than traditional students, after adjustment. Conclusions: Contemporary students are at increased risk of food insecurity and lower academic achievement compared to traditional students.

Factors influencing self-regulated learning ability among Medical undergraduates in China: a cross-sectional study

BackgroundSelf-regulated learning (SRL) is the core purpose of lifelong learning and the precondition for medical staff to continuously adapt to and excel in their current and future positions. Good SRL abilities positively impact the academic performance and clinical skills of medical students. Despite its importance, the factors influencing SRL among medical students in China remain under-explored. This study investigates these factors among Chinese medical undergraduates.MethodsThis cross-sectional survey was conducted among a convenience sample of undergraduate students at all four medical universities in Guangxi, using a questionnaire developed and tailored by Zude Zhu. Responses from 2,179 Chinese medical undergraduate students were included in the analyses. The data were collected using the College Student SRL Questionnaire which consisted of 69 items rated on a 6-point Likert scale, ranging from 1 (very inconsistent) to 6 (very consistent), and scored by calculating the mean and standard deviation. The data were analyzed using the Statistical Package for Social Sciences, version 22.0 (IBM SPSS Corp).ResultsUnivariate analysis showed that registered residence, specialty, educational system, parental educational background, parenting style, annual household income, parental occupation, grade point average (GPA), engagement in SRL activities, and participation in SRL training were significantly associated with SRL scores (p < 0.05 for all). The results of the multiple linear regression analysis revealed that educational system (“5 + 3”-year) (p < 0.001; 95% Confidence Interval (CI), 9.842 to 15.686), mother’s occupation (staff of government agency/institution) (p < 0.001; 95% CI, − 3.798 to − 2.081), GPA (p < 0.001; 95% CI, − 10.009 to − 5.712), engagement in SRL activities (p = 0.001; 95% CI, − 11.903 to − 3.162), and participation in SRL training (p < 0.001; 95% CI, − 15.966 to − 9.972) were positively related to SRL abilities in medical students.ConclusionsFurther studies are necessary to identify additional external (e.g., academic environment, parents’ expectations for their children) and internal factors (e.g., student cadres or not, interest in medicine or not, whether there is a clear career planning) affecting SRL abilities. Initiating relevant training early in the college career could enhance SRL capabilities in medical students.

The Relationship Between a Campus Food Pantry and Academic Success at a Public University

Food insecurity (FI) is associated with lower academic performance in university students. This research aimed to describe the relationship between a campus food pantry and academic performance, describe the characteristics of student pantry shoppers (PSs), and develop a model to predict academic success. Researchers obtained student pantry swipes and university data (2021–2022 academic year) to generate a dataset for grade point average (GPA) (N = 23,896) and a subset of PS sociodemographic data (N = 852). Variables (cumulative or term GPA) differed based on models. Explanatory variables were biological sex, age, frequency of pantry shopping, classification, Pell Grant eligibility, college, athlete status, citizenship, residency, ethnicity/race, honors, and first-generation status. The analysis included the two-sample t-test, logistic and multiple regression, and the least absolute shrinkage and selection operator (LASSO). There was no difference (t(921.8) = 0.518, p = 0.60) in the cumulative GPA between PSs (M = 3.001 [0.808]) and non-pantry shoppers (NPSs) (M = 3.016 [0.874]). In the fall term, PSs (M = 3.018 [1.012] earned a higher GPA (t(581.69) = −2.235, p = 0.03) than NPSs (M = 2.919 [1.123]). Pantry shoppers achieved academic success despite exhibiting risk factors for FI, including first-generation status, being of the female sex, and financial need. Targeted multicomponent campus programs are needed to provide food assistance to students at risk for FI.

Associations of adolescent academic performance, sports, disordered eating, and menstrual dysfunction

Abstract Background Regular menstruation is a crucial indicator of comprehensive well-being in adolescents. We aimed to assess risk factors associated with menstrual cycle dysfunction in a population-based cohort of high school students, focusing on academic performance, sports participation, and disordered eating. Methods In 2022, we recruited 1161 female first-year students from 21 diverse high schools in the capital region of Finland. They completed an online survey comprising questions about menstrual cycle, academic achievement, sports involvement, disordered eating and school burnout. Results Of 935 (81%) participants (mean age 16) not using hormonal preparations, 336 (37%) reported irregular menstruation. Adolescents with irregular menstruation showed higher middle school grade point average (GPA) (OR 1.4, 95% CI 1.1-1.8), lower body mass index (OR 2.2, 95% CI 1.3-3.5), and more disordered eating symptoms (OR 2.1, 95% CI 1.4-3.0) than adolescents with regular menstruation. While overall physical activity showed no significant correlation with irregular menstruation, casual exercisers with irregular menstruation exhibited both higher GPAs (OR 1.4, 95% CI 1.4-1.9) and more disordered eating symptoms (OR 2.6, 95% CI 1.6-4.1) than competitive athletes, whereas competitive athletes with irregular menstruation showed higher school burnout scores than casual exercisers but no disordered eating. Conclusions We recommend the use of screening tools to recognize disordered eating and school burnout among female high school students facing menstrual irregularities. Key messages • A third of adolescent females had irregular menstruation. Casual exercisers with irregular menstrual cycle were at risk of eating disorders and competitive athletes at risk of school burnout. • Screening of disordered eating and school burnout among adolescent females facing menstrual irregularities could be beneficial.

Test anxiety and coping strategies among university students an exploratory study in the UAE

Test anxiety is a widespread problem among university students, with negative consequences for their social, physical, and academic well-being. Therefore, students may engage in activities that might alleviate anxiety symptoms, including taking medication. The study aimed to identify factors affecting test anxiety among medical and non-medical students during examination period and their coping approaches. A cross-sectional study was conducted using a survey to collect data. The westside test anxiety scale was used to measure the students’ anxiety levels. Univariate and post hoc analyses were used. The number of participants was 925 from 14 colleges, and 82.9% of them were female. The results indicated that the test anxiety was moderately high. Young students, females, junior students, and students with low cumulative grade point averages (cGPAs) has statistically significant high test levels with p-values 0.042, 0.01, < 0.001, and < 0.001, respectively. Most students used multi methods to cope with anxiety. The most common non-pharmacological coping approaches are praying (59.5%), drink caffeine and/or energy beverages (49.6%). Only a few students (6.6%) used medications to cope with test anxiety, with only 2.2% using propranolol. The study concluded the test anxiety was a common among university students and an action should be taken to reduce the anxiety level. The priority of support programs should target females, young students, and those with low cGPA. In addition, there is a need to raise awareness among students to reduce caffeine and energy drinks consumption, maintain enough and quality sleep during this period and avoid using medication without expert advice.

Correlation between spirituality and academic performance using the instrument General Theology Scale (GenTheS)

This study investigates the correlation between the spirituality of the students at Caraga State University and their academic performance. Spirituality is measured using the General Theology Scale (GenTheS), while academic performance is measured using the grade-point average (GPA). The study, employing a descriptive-correlational research design, involved 366 randomly selected participants using stratified random sampling with colleges as strata. Descriptive statistics such as average and percentage determine the level of spirituality and academic performance, while Pearson’s R Correlation test determines the relationship between spirituality and academic performance. The findings show that the participants from Caraga State University have a high level of spirituality, with an average of 4.32. Most of the students have very good academic performance. Their spirituality and academic performance level have a positive yet very weak correlation and are not statistically significant, with a coefficient of 0.36 and a p-value of 0.495. The positive yet weak and not significant relation is because most students have the same high level of spirituality. The study suggests that it is still beneficial to promote spirituality in the school as it does not have a negative relationship with education, and it is non-discriminatory since both the academically inclined and non-academically inclined students manifest the same value and importance to spirituality.

Factors associated with risky sexual behaviors among undergraduate students in Thailand

BackgroundRisky sexual behaviors refer to actions or practices that increase the likelihood engaging in sexual intercourse. Such behavior can lead to HIV infection/AIDS, sexually transmitted diseases, and unintended pregnancy. The impact of risky sexual behaviors is a growing public health concern. These issues pose significant challenges to public health, particularly among university students and younger age groups who may be more vulnerable to various factors. Thus, this research aimed to examine the factors and sexual health literacy associated with risky sexual behaviors among undergraduate students in the four major regions of Thailand.MethodA cross-sectional study was conducted among 916 undergraduate students in their final semester of the 2023 academic year, from March to May 2024, at public, autonomous, and private universities across four regions: northern, central, southern, and northeastern of Thailand. The study employed multistage random sampling method. A self-administered structured questionnaire was used to assess risky sexual behaviors and the data were analyzed using multiple logistic regression.ResultsA total of 916 students participated in the study. The prevalence of risky sexual behavior was 46.84% (95% CI:43.56% to 50.12%) students engaged in risky sexual behaviors. Risky sexual behavior was significantly associated with grade point averages (GPA) between 2.00–3.00 could protective risky sexual behaviors was 42% as compared to GPA > 3.00 (AOR = 0.58, 95%CI:0.42 to 0.79), ex-substance use (AOR = 3.48, 95%CI:1.46 to 8.26), Current smoker (AOR = 2.90, 95%CI:1.90 to 4.43), negative attitudes toward risky sexual behaviors (AOR = 2.32, 95%CI:1.32 to 4.06), access to places of ill repute and access to sexual arousal stimuli (sometime) (AOR = 2.23, 95%CI:1.41 to 3.52), social influences (high level) (AOR = 0.29, 95%CI:0.15 to 0.55), and sufficient to excellent level of the application of information about sexual health (AOR = 0.48, 95%CI:0.26 to 0.87) of statistical significance at P < 0.05, which was significantly associated with risky sexual behavior.ConclusionThe findings of this study offer important insights for preventing risky sexual behaviors among undergraduate students across four regions. By promoting healthy sexual practices and encouraging behavior modification, negative consequences can be reduced. Public health care providers, policymakers, and stakeholders should implement tailored strategies, such as comprehensive sexual education and accessible health services, to address the specific needs of these students. These targeted interventions can significantly reduce the prevalence of risky sexual behaviors.

How do medical students perceive the role of artificial intelligence in management of gastroesophageal reflux disease?

Background Artificial intelligence (AI) has significantly revolutionized the diagnosis and treatment of various medical and surgical conditions, including gastroesophageal reflux disease (GORD). AI has the potential to enhance diagnostic and treatment capabilities, contributing to overall advancements in healthcare. The current study aimed to investigate the medical students’ views regarding the use of AI in GORD management. Methods An anonymous, self-administered questionnaire was distributed among undergraduate medical students of various grades within different national medical institutions. The questionnaire comprised three sections, addressing sociodemographic data, knowledge, and attitudes. Knowledge and attitudes were assessed through 5- and 7-item questionnaires, respectively. The knowledge scores constituted a scale of 0–5. This reflected varying levels of understanding. Categories include poor knowledge (two or less), moderate knowledge (three), and good knowledge (4 and 5). Attitudes were classified as negative, neutral, or positive based on 50% and 75% cutoff points, with scores below 50% indicating negative attitudes, 50–75% considered neutral, and scores above 75% reflecting positive attitudes. Results A total of 506 medical students participated, including 273 females and 233 males, with a ratio of 1.2–1. The majority fell within the age range of 20–26 years. Additionally, 388 participants (76.7%) reported grade point averages (GPAs) higher than 4. Regarding knowledge, 9% demonstrated a poor score of knowledge, while 33% had a moderate knowledge score. However, 65% of the participating students held a neutral attitude toward the role of AI in GORD management, with 6.9% expressing a negative stance on the matter. Conclusion Although AI is highly involved in GORD management, the study revealed that medical students and interns possess a limited perception of this emerging technology. This may highlight the necessity for active involvement in AI education within the medical curricula.

Exploring the Relationship Between Video Game Engagement and Creative Thinking in Academic Environments: Cross-Sectional Study

This study explores the relationship between video game engagement and creative thinking among university students in an academic setting. Utilizing a descriptive cross-sectional qualitative approach, semi-structured interviews were conducted with 40 university students aged 17–25 years, from various academic disciplines. The sample, predominantly female (57.5%) and aged 22 years (27.5%), provided diverse perspectives on the impact of video games on their academic and creative capabilities. The thematic analysis of the interviews revealed significant insights into how video games may enhance creative problem-solving skills and overall creative thinking in an educational context. The study found that a high percentage of participants (47.5%) had a grade point average (GPA) of 4.0, suggesting a potential link between academic performance and video gaming habits. The results highlight the need for further research into specific game genres and their distinct influences on creativity among different demographics. This study contributes to the growing body of literature on the cognitive benefits of video games and their potential to foster creative skills in higher education environments.

Sense of Purpose in Life Predicts University Performance and Attrition

Individual differences are important predictors of academic success. A sense of purpose in life is gaining increasing attention as a key individual difference factor to foster in university students. The current study examined whether a sense of purpose in life, a dispositional tendency to pursue goals and activities in line with one’s overarching life direction, predicted better academic success across several years of university. Students (n = 769) at a large, U.S. public university were asked to complete a baseline survey in the summer prior to entering university, which included measures for a sense of purpose and background characteristics. Students were then followed throughout their first three years of university. Results demonstrated that higher levels of purpose were associated with a higher grade point average (GPA), more credits earned, less credits dropped, and an increased odds of persisting through the first three years of university. A sense of purpose also appeared to buffer the negative effect of low entrance scores on university GPA. These findings support cultivating a strong sense of purpose prior to entering university as an effective means of improving a variety of academic outcomes.