Higher Grade Point Averages Research Articles

Religiosity and Well-Being in Emerging Adults

A sample of emerging adults (N = 188; mean age = 22.58 years) at a large public university in the United States participated in survey research investigating the relationship of several religious variables to academic and psychosocial well-being. Analyses indicated that self-rated religiosity, frequency of attendance at religious services, frequency of prayer, and having a sense of mission or calling for one’s life were all related to a better mood. At the same time, participants with higher grade point averages were more likely to report attending religious services more frequently and to agree that their lives unfolded according to a divine or greater plan. Finally, the analysis showed that: (1) participants who agreed that their lives unfold according to a divine or greater plan had lower anxiety scores, and (2) frequency of prayer was related to having goals or a more solid sense of direction for one’s life.

Burnout and Resilience among Respiratory Therapy (RT) Students during Clinical Training in Saudi Arabia: A Nationwide Cross-Sectional Study.

Background: The epidemic of burnout has been widely documented among health discipline students. However, there is limited information available on the prevalence of burnout and its association with resilience among clinical-level respiratory therapy (RT) students. Methods: Between March 2022 and May 2022, a descriptive, cross-sectional study using a convenience sample of RT students and interns was conducted. A total of 559 RT students and interns from 15 RT programs responded to socio-demographic questions and the Maslach Burnout Inventory (MBI) and the Brief Resilience Scale (BRS) questionnaires. The data were analyzed using descriptive, inferential, and correlation tests. Results: Of the 559 respondents, 78% reported a high level of burnout. Within the three subscales of burnout, 52% reported emotional exhaustion (EE), 59% reported depersonalization (DP), and 55% reported low personal achievement (PA). The prevalence of burnout increased as students proceeded to senior years (p = 0.006). In addition, participants with higher grade point averages (GPA) reported a higher level of burnout. Only 2% of the respondents reported a high level of resiliency. Further, there were negative correlations between resilience and EE (r = −41, p < 0.001) and DP (r = −32, p = 0.03), and a positive correlation with low PA (r = 0.56, p = 0.002). Conclusion: The findings showed a high prevalence of burnout among RT students and interns during clinical training in Saudi Arabia. Resilience was associated with all domains of burnout and is likely to play a protective role. Therefore, there is a need for collaborative interventions to promote resiliency during clinical training to alleviate and overcome burnout symptoms.

Factors associated with pharmacy residency matching: A scoping review

AbstractIntroductionThe increasing demand for pharmacy residency programs continues to outpace the supply. The mismatch between available pharmacy residency positions and the number of residency applicants leaves many interested and qualified candidates without a residency. The objective of this review is to describe available literature and factors associated with successful matching to a pharmacy residency program.MethodsThe Preferred Reporting Items for Systematic Reviews and Meta‐Analyses Extension for Protocols and Scoping Reviews (PRISMA‐ScR) was used to guide the identification and selection of articles. A search strategy was developed using the combination of medical subject headings (MeSH) and keywords from a review of titles and abstracts of known articles. Titles and abstracts were independently reviewed, and citation mapping was completed for all studies that met inclusion criteria.ResultsStudies assessing residency match rates were included and 28 studies met inclusion criteria. Of these studies, 16 analyzed data from pharmacy schools, with over half evaluating an intervention such as mock interviews or residency preparation courses. Most of these studies found an association between the intervention and higher match rates. Two studies surveyed residency program directors on desired traits of prospective candidates. Ten studies analyzed national data. A higher number of residency applications, a higher number of interviews completed or invitations received, publication of research abstracts, and higher grade point averages were associated with higher match rates. Pharmacy school characteristics with positive impacts on match rates included public institution, older age of the school, higher North American Pharmacy Licensure Examination (NAPLEX) pass rates, and affiliation with an academic medical center.ConclusionThe studies described show the positive benefit of pharmacy residency preparatory activities and individual applicant factors, as well as pharmacy school characteristics on match rates. Most studies had limitations in study design and generalizability, and much of the data were heterogeneous.

Predicting the Success of International Pharmacists in a Distance-Based US Doctor of Pharmacy (PharmD) Program: Results from a 5-Year Cohort.

Background: To establish the predictors of success in an international-trained PharmD (ITPD) program between admission criteria and academic performance. Methods: The primary outcome of this study was the correlation of admission criteria with didactic and experiential grade point averages (GPA) for the first 5 years. Candidates meeting the minimum criteria completed a competency exam or the US-Foreign Pharmacy Graduate Equivalency Exam (US-FPGEE). Tests of English language proficiency (TOEFL(R) and ACTFL’s Oral Proficiency Interview) plus interview with faculty, students, and alumni were also required. Scores were correlated with both didactic and experiential GPAs. Results: The 23 students admitted to the ITPD program had a cumulative GPA of 3.72. There was a significant correlation between total admissions score and the median pharmacy and healthcare course category GPA (ρ 0.53), but not other categories. The composite TOEFL did not predict any performance but TOEFL writing and speaking did correlate with advanced pharmacy practice experience (APPE) performance. The OPI scores were associated with higher GPAs overall, in advanced integrated clinical sciences, and APPEs. The admission interview scores consistently and significantly correlated with preceptor-rated APPE GPA, practitioner skills, and professionalism (ρ > 0.5; p < 0.05). Performance in early courses significantly predicted the performance in advanced courses and experiential performance (ρ 0.48–0.61). Conclusion: The correlations between early and late course performance demonstrated the cohesiveness of this program. Further study is needed between the predictors of success using non-cognitive admission criteria.

Business Students Have Different Views about Their Performance and Approach to Study in Relation to Exam Formats, Depending on Attitudes Towards Digital Teaching

The aim of this article is to see if there are substantial differences in attitudes towards teaching methods and choice of assessment between the students who are present at campus and to those who prefer the online version. During COVID-19, we got a unique opportunity to compare the students who took the same course and had identical exams. The same questionnaire is distributed to both groups in a compulsory subject in economics at Norwegian University of Science and Technology (NTNU). The choice of method is a pairwise comparison of the mean values using T-test. The findings show a significant difference between these two groups. Those who chose to be on campus had higher Grade Point Average (GPA) at high school, and they preferred the traditional form of exams. Those who chose to follow the lectures digitally favoured multiple choice tests, or home-based ‘open book’ exams. This means that both teaching methods and the choice of exam forms can have a major impact on the ranking of the students.

Coping Strategies and Trauma-Related Distress of College Students During Covid-19

Present-day college students are particularly impacted by the disconcerting effects of Covid-19 because of their vulnerability towards mental health struggles. The current study identified coping strategies used by students in the United States and how those strategies are associated with trauma-related distress. Results showed acceptance, emotional processing, and social support were the most commonly used coping strategies. Furthermore, avoidance coping related to higher distress than more helpful approaches (e.g., humor). Demographic findings revealed that Black students used more religious coping than did White and Asian students. Additionally, older and upper-year students used substances to cope more than did other students, including those with higher grade point averages. Our discussion focuses on how the findings of the present study can be used to enhance student support, resiliency, academic performance, and retention.

Predictive validity of admission criteria in predicting academic performance of medical students: A retrospective cohort study.

IntroductionAdmission to medical school is one of the most competitive entry points in higher education. Medical school admissions committees need accurate and precise screening tools to select among well-qualified applicants. This study explores data from a cohort of graduated medical students over 6 years to offer a critical perspective on predictive validity in medical school admissions.MethodsA retrospective cohort study of 160 students was performed to identify the predictive validity of admission criteria for medical students to predict academic performance over 6 years for a cohort of all students enrolled in the medical program during the academic year 2013–2014.ResultsThe main results indicated that there was a statistically significant positive correlation between the admission criteria and Students’ performance in Year 1, Year 4, B.Sc. (Bachelor of Medical Science) exam, and Medical Doctor (MD) exam across the 6 years of the medical program, except for the English Test, which showed that there was no significant correlation with average MD exam scores for students who enrolled directly in Year 1. The results related to students who were admitted to the Foundation Program showed that there was no significant correlation between high school Grade Point Average (HSGPA) and their academic performance in Year 1, Year 4, B.Sc. exam, and MD exam. The overall results related to all study samples indicated that all predictor variables correlate significantly with all outcome variables (academic performance), and the results showed that Science test scores demonstrated 27.7, 15.0, 19.7, and 12.6% of variation in Students’ performance in Year 1, Year 4, B.Sc. exam, and MD exam, respectively.ConclusionScience test scores were found to be more predictive of academic performance compared to other predictors. Not all the admission criteria used for student selection are good indicators of their achievement in the medical program. It is recommended that other valid and reliable admission tools, such as the multiple mini-interviews and the questionnaire for a candidate’s suitability to follow a problem-based learning curriculum, should be considered.

Social Presence Online Tutoring: A study of Peer Effect Mechanism

The purpose of this study is to analyze whether Social Presence affects students' learning completeness in distance learning? at the University of PGRI Argopuro Jember (N = 600), the assessment was measured by Grade-Point Average (GPA). Data, obtained from variables consisting of: variable composition of students, class environment and the average value of students. Previous research has stated that Social Presence affects positive attitudes that have an impact on student learning mastery. It was found that the effect of learning enthusiasm that affects learning success with a high GPA difference was found. Students with high social presence get a complete average score in all of their competencies. The results show that the effects that influence students on the composition of Social Presence and frame factors are class composition, student interaction, and teacher interaction.

Asynchronous and synchronous remote teaching and academic outcomes during COVID-19

The COVID-19 pandemic has prompted widespread transitions to remote teaching and learning in the higher education sector, bringing challenges for both educators and students. This study investigated links between student engagement with distinct types of remote teaching (asynchronous and synchronous) and academic outcomes (grade point average and academic satisfaction) during the nationwide COVID-19 lockdown in Australia. Connectedness to the university was tested as a moderator of these associations. Results found that students with high levels of university connectedness that engaged more with synchronous teaching had higher grade point averages and academic satisfaction. Conversely, greater engagement with asynchronous teaching was associated with increased satisfaction with academic performance for those low in university connectedness. These findings suggest that both synchronous and asynchronous modes of remote teaching are important for students’ academic outcomes and that university connectedness plays a critical role in promoting positive academic experiences and achievement in the context of remote teaching.

A US National Study of Barriers to Science Training Experienced by Undergraduate Students during COVID-19.

Undergraduate research is a high-impact practice on college campuses. How the COVID-19 pandemic has affected undergraduate researchers’ progress is poorly understood. We examine how demographics, academic characteristics, research disruptions and faculty mentorship are associated with four barriers to research progress. Data are drawn from a survey of over 1000 undergraduate student researchers across the US. We examine students who actively continued to conduct faculty-mentored research during mid-March/April 2020 (n = 485). Using generalized estimating equations that control clustering by institution, we found economic hardship, discomfort teleconferencing, lower quality mentors, sexual minority status and higher grade point averages were associated with motivation problems. Economic hardship, serious illness, Internet connection issues, a lack of face-to-face meetings and lower a frequency of mentor–mentee communication were associated with a time crunch with regard to conducting research. Discomfort teleconferencing, Internet connection issues, a lack of face-to-face meetings and decrease in research workload were associated with task uncertainty. Economic hardship, serious illness and being an engineering major were associated with lacking needed tools for the research. In sum, economic hardship was an important correlate of research barriers, as were communication challenges and sexual minority status. Results can inform practical actions by research program directors and faculty undergraduate research mentors.

High School Students in Architecture and Construction Management University Summer Camp Program

Recruiting high school students to join undergraduate educational programs can be challenging for many universities. Alleviating the challenges may require approaches that attract and retain interested quality students. Some programs go through rigorous screening processes requiring students to take, pass and submit their Scholastic Aptitude Test (SAT) scores, high school Grade Point Average (GPA) scores, and/or even interviewing applicants to evaluate their capabilities before admission. Others have extension or specific programs that invite potential applicants to gain theoretical and practical aspects of certain educational programs thereby aiding students in making informed decisions before applying. This latter approach may prove better as it provides the platform for admission team to interact with students beforehand. Thus, an educational summer camp program was conducted targeting high school students who would be interested in pursuing Architecture and/or Construction Management (CM) undergraduate education. Survey questionnaire was administered to students at the beginning, middle and end of the program. The aim was to investigate the factors that made them choose the program, their prior knowledge of the two disciplines and how their interests in the disciplines changed over time after exposure to the summer program. All students were in the same environment from the beginning to the end where they had a chance to choose architecture or CM. Data were gathered and analyzed with MS Excel owing to the non-complexity of the data that did not require sophisticated analysis software. Results showed greater interest of students with clear understanding and distinction of architecture and CM, and demonstrating steadfast attitude to join the disciplines after high school. The research provided potential factors that recruiters and students may consider for undergraduate admissions as well as importance of active learning as a strategy for efficient educational mastery and excellence.

Korelasi Indeks Prestasi Kumulatif dan Masa Studi dengan Uji Kompetensi Perawat

Nursing competency test is a process that must be passed by nursing students to measure the suitability between knowledge, skills and student behavior against competency standards of graduates who meet work competency standards. Only students who pass the competency test are able to enter health services. Passing competency test is certainly influenced by various aspects, some of them are GPA and study period. Both of these things are an important role in the teaching and learning process that a student goes through. GPA is an indicator to assess learning achievement and the length of study is the time taken by the student to complete his studies. However, recently there has been an assumption among students that a high GPA does not guarantee in passing competency test and a prolonged study period does not prevent students from first passing the competency test, therefore researchers are interested in seeing the correlation of the two things. Objective The aim of the reasearch was to determine the correlation between Grade Point Average (GPA) and the period of study toward passing the Nursing Competency Test in Nursing Departement of the Health Polytechnic of the Ministry of Health in Mamuju. Method This research is an analytic study with cross sectional design using secondary data. This research used total sampling with a sample size of 138. The Result showed that GPA had p&lt;0,001 with correlation r= 0,908 and the study period had p&lt;0,001 with correlation r=0,291. The Conclusion of the research is GPA had positive corelation very strong and the study period also had positive corelation but poor corelation.

Examining the association of student mental health and food security with college GPA

Background Low food security and poor mental health are a persistent concern for college students. Objective Examine how food security and mental health are associated with college student’s grade point average (GPA). Methods American College Health Association (ACHA)-National College Health Assessment III survey data Spring 2020 of students from 75 US universities (n = 48,103) were utilized to examine relationships among mental health, food security and academic performance (GPA). Results The majority of the population self-reported high food security (58.3%) and moderate psychological distress (50.8%). Very low food security (B = −.523, OR = .59, p < .001) and moderate psychological distress (B = −0.19, OR = .83, p < .001) were inversely associated with high GPA. Reduced food security was associated with worse mental health measures. Conclusions Food security and mental health are negatively associated with GPA. To improve student success, universities must enhance services that address food insecurity and mental health.

School engagement and school climate of students with high and low grade point averages

For adolescents, school life and learning is one of the most important domains of their lives. School achievement, depending on whether it is high or low, can motivate students to learn or make them reluctant to engage in school learning. Students' engagement in learning is closely related to their perceived school climate. The present study set out to investigate how these two variables distinguish between groups of students with high and low grade point averages. The participants in this study were students from secondary schools from among whom the students with the lowest and the highest grade point average were selected. It is found that students with higher grade point average are more engaged in learning and perceive their school climate as more positive than students with low grade point average.

Structural equation modeling of the relationship between nursing students’ quality of life and academic resilience

ObjectiveAcross the Middle Eastern countries, there is a lack of studies exploring the connection between the quality of life (QoL) and academic resilience of nursing students. This study determines the association between nursing students’ profile variables and their QoL and academic resilience (AR). MethodsA descriptive cross-sectional design with structural equation modeling (SEM) was adopted. This study was conducted at the College of Nursing at the University of Ha'il, KSA. Survey questionnaires using the 12-item Brunnsviken Brief Quality of Life Scale (BBQ) and 30-item Academic Resilience Scale (ARS-30) were utilised to collect data from nursing students (n = 384). SEM via latent variable analysis (lavaan) software version 0.6–7 was used for statistical derivation and analysis. ResultsSEM revealed no correlation with QoL and AR when compared using the participants’ profile variables (gender, year level, and enrolled units). There was a correlation between the grade point average (GPA) and QoL. However, no association was found between QoL and AR. ConclusionGPA exhibited a positive correlation with QoL; thus, nursing students with higher GPA have a more stable and desirable QoL. Additionally, our findings illustrate the individuality of nursing students despite their shared characteristics.

Relation Between Personality Traits and Academic Performance Among University Students of RAKMHSU, UAE-Using a Big Five Model

Introduction Students from diverse health care professions, their personality traits have a positive influence on their academic performance. This is viewed as an indicator of collaborative education and practice for efficient patient care. The health-care professional sciences graduates who join health sciences program should be highly motivated and determined to perform academically well to accomplish their goals. The personality trait assessment gives a holistic approach to know how efficiently students use their cognitive, psychomotor and affective domains for learning which improves patient-doctor relations and ultimately results in patient satisfaction. The objective of the study was to assess the preferred personality trait and to know its relation to their academic performance. Materials and methods The study design adopted was a prospective, cross sectional using a stratified randomized sampling. First year students enrolled for medical, dental, nursing and pharmacy programs at RAKMHSU were included in the study. The Big five model questionnaire was administered to study participants during their self-study hours and data collected were analyzed in SPSS version 18. Results The most common personality trait was openness 43% followed by agreeable 21%. The analysis of their GPA (Grade point average) found that agreeableness had high GPA and Neuroticism had the lowest GPA among all traits. The study also found that high unsuccessful students were seen with Neuroticism (31.5%), Extraversion (26.3%) followed by other traits. Conscientiousness also had positive and significant correlation with AP (p&lt;0.001) along with agreeableness. In conclusion, each student is unique, and their personality trait can be used as an aptitude test tool during their admission process for health care professions related courses.

Motivation and Learning Achievement of Economic Education Students, Faculty of Teacher Training and Education, University of Palangka Raya During the 2020 COVID-19 Pandemic

This research is motivated by the learning motivation of students of the Economic Education Study Program FKIP Palangka Raya University during the COVID-19 pandemic. In compiling lecture assignments, each student has their learning methods and techniques, especially to achieve success in learning achievement. The purpose of this study is to determine the motivation and learning achievement of students of Economics Education FKIP Palangka Raya University during the COVID-19 pandemic. This study uses a qualitative approach, with a descriptive method. The results of research conducted at the Economic Education Study Program, Faculty of Teacher Training and Education, Palangka Raya University are about the motivation and learning achievement of Economic Education students, which indicated by the results of interviews that researchers have conducted, namely with the results of the research, most of the students of the Economics Education Study Program have high intrinsic and extrinsic motivation in achieving learning achievement. So, students have a strong willingness in carrying out learning activities. This can be seen from the average Economic Education students who got high Indeks Prestasi Semester or Grade Point Average (GPA) score from last semester, wherein the even semester of 2020/2021 lectures had used the online or online method.&#x0D;

A report of the AGCPD task force to evaluate associations between select admissions requirements, demographics, and performance on ABGC certification examination

Graduation from a genetic counseling graduate program accredited by the Accreditation Council of Genetic Counseling and certification obtained by passing the American Board of Genetic Counseling (ABGC) certification examination are increasingly required to practice as a genetic counselor in the USA. Despite the ABGC certification examination serving as a gateway to the genetic counseling career, there have been no research studies to date that have examined what variables are associated with examination performance. Therefore, the Association of Genetic Counseling Program Directors established a Task Force to assess whether trainee demographics, Grade point average (GPA) and Graduate Record Exam (GRE®) percentile scores are associated with passing the ABGC certification examination on the first attempt. We surveyed accredited genetic counseling graduate programs in North America and gathered demographic data, admissions variables, and certification examination outcome data for 1,494 trainees from 24 training programs, representing approximately 60.5% of matriculants between 2007 and 2016. Univariable analysis was performed to assess associations between admissions variables and categorical outcome (pass vs. fail) on the certification examination using Wilcoxon rank-sum or Fisher's exact test. Variables significantly associated with the categorical board outcome were then entered in a stepwise model selection procedure. In stepwise logistic regression, trainees with higher GPA (OR = 3.41; 95% CI = 1.99, 5.83), higher verbal (OR = 1.02; 95% CI = 1.01, 1.03) and quantitative (OR = 1.02; 95% CI = 1.01, 1.03) GRE® scores, female trainees (OR = 2.95; 95% CI = 1.70, 5.12), and White trainees (OR 3.37; 95% CI = 2.14, 5.30) had higher odds of passing the certification examination on the first attempt. As programs move to a holistic approach to graduate admissions in order to improve access to the genetic counseling profession, our results may influence programs to provide additional preparation for the certification examination for all trainees. In addition, genetic counseling professional organizations should continue to work together to assess and eliminate outcome disparities in admissions, training, and certification processes.

The Relationship between Metacognitive Awareness and Academic Success of Medical students at Shahid Beheshti University of Medical Sciences

Introduction: Students' academic success is one of the important indicators of evaluating the performance of the higher education system. One of the factors influencing academic success is metacognitive awareness and knowledge and control of thinking and cognition. Therefore, assessment of its status helps in planning its promotion. The study aimed to investigate the relationship between metacognitive awareness and academic success of medical students at Shahid Beheshti University of Medical Sciences. Methods: Pearson parametric correlation was performed after stratified sampling method concerning 255 medical students with Metacognitive Awareness Inventory (MAI) of Schraw &amp; Dennison (1994) with eight subscales and scoring of zero (incorrect) and one (correct). For academic success, the total grade point average was measured. The reliability and validity of the inventory were also determined. Result: Out of 255 participants, 95 (37.3%) were male and 160 (62.7%) were female. The minimum and maximum ages were 19 and 26 years, respectively. Totally, 85 first-year students, 85 after-the-basic-sciences exam students, and 85 senior learners were present. The lowest and highest grade point averages were 10.9 and 19.6, respectively. The relationship between academic success and metacognitive awareness in general in all students using Pearson correlation coefficient was 0.791 at a significant level of 0.0001. There was the highest correlation between GPA and subscales of real knowledge as for metacognition and metacognition control, and information management. In all students, the highest mean rank of metacognitive skills was related to the dimension of performance effectiveness and strategy analysis. Conclusion: There exists a relationship between students' metacognitive awareness and academic success at Shahid Beheshti University of Medical Sciences which can be used in educational planning.

Association of BMI, Physical Activity with Academic Performance among Female Students of Health Colleges of King Khalid University, Saudi Arabia.

Body mass index (BMI) is an indicator to detect weight category and known to influence the academic achievements of students. The present study assesses the association of BMI, physical activity with academic performance among undergraduate female students of health colleges, King Khalid University (KKU). Responses from 379 participants were analyzed in the study. Data collection was done by administering an online questionnaire using the university website portal. The questionnaire consists of two sections: the first section includes demographic information along with cumulative Grade point average (GPA) and another section rated student’s physical activity. A high frequency of respondents (53.6%) ranged within the normal BMI category. For academic performance, the majority (79.9%) of students reported high GPA scores with a mean of 4.28 ± 0.41. Upon correlation, academic performance was found negatively correlated with BMI at 0.0001 level of significance, and insignificantly correlated with physical activity. The present study observed that more than half of the respondents had normal BMI. An inverse relationship was observed between BMI and academic performance, showing participants within the normal BMI category achieved significantly higher GPA. In contrast, physical activity directly influenced the academic performance of the subjects. Therefore, the study suggests to enact counselling centers, health clubs in universities urging the students to adopt regular exercise and healthy lifestyle which could prepare them in achieving future endeavors.