Indices Of Academic Achievement Research Articles

Incremental validity of emotional intelligence ability in predicting academic achievement.

We tested the incremental validity of an ability measure of emotional intelligence (El) in predicting academic achievement in undergraduate students, controlling for cognitive abilities and personality traits. Academic achievement has been conceptualized in terms of the number of exams, grade point average, and study time taken to prepare for each exam. Additionally, gender differences were taken into account in these relationships. Participants filled in the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), the Raven's Advanced Progressive Matrices, the reduced version of the Eysenck Personality Questionnaire, and academic achievement measures. Results showed that El abilities were positively related to academic achievement indices, such as the number of exams and grade point average; total El ability and the Perceiving branch were negatively associated with the study time spent preparing for exams. Furthermore, El ability adds a percentage of incremental variance with respect to cognitive ability and personality variables in explaining scholastic success. The magnitude of the associations between El abilities and academic achievement measures was generally higher for men than for women. Jointly considered, the present findings support the incremental validity of the MSCEIT and provide positive indications of the importance of El in students' academic development. The helpfulness of El training in the context of academic institutions is discussed.

PETA BAHASA EXPOSE POSTER PUSAT PEMBINAAN KARIER DAN KEWIRAUSAHAAN SEBAGAI PENYEMPURNAAN KURIKULUM PERGURUAN TINGGI

This study aims to reveal languages that are required by local, national, and multinational company. In addition,this study also explores the information that is needed for language skills which required in the company.Quantitative data were collected as a secondary source and will be combined with the primary data from HumanResource Department of the company that cooperate with PPKK-UA. The result of this study is expected to beuseful for college students in order to prepare early on to face an increasingly competitive workforce in thefuture. College students are expected to design their own language skills which are required by both national andmultinational companies. In fact, college students are not only required to mastering language skills, but they arealso expected to practice it in everyday life, so that it will become a habit that will shape their character. For theinstitution, the result of this study may become one of the considerations for college students’ redesigncurriculum, so that it can be adapted in the demands of the labor market (the industry). Industry is not only forgetting high academic achievement index, but also require language skills, so it can give positive effect andcontribution to the intitutions.

Experiences of violence and deficits in academic achievement among urban primary school children in Jamaica

Objective The aim of this study was to examine the relationship between children's experiences of three different types of violence and academic achievement among primary school children in Kingston, Jamaica. Methods A cross-sectional study of 1300 children in grade 5 [mean (S.D.) age: 11 (0.5) years] from 29 government primary schools in urban areas of Kingston and St. Andrew, Jamaica, was conducted. Academic achievement (mathematics, reading, and spelling) was assessed using the Wide Range Achievement Test. Children's experiences of three types of violence – exposure to aggression among peers at school, physical punishment at school, and exposure to community violence – were assessed by self-report using an interviewer administered questionnaire. Results Fifty-eight percent of the children experienced moderate or high levels of all three types of violence. Boys had poorer academic achievement and experienced higher levels of aggression among peers and physical punishment at school than girls. Children's experiences of the three types of violence were independently associated with all three indices of academic achievement. There was a dose–response relationship between children's experiences of violence and academic achievement with children experiencing higher levels of violence having the poorest academic achievement and children experiencing moderate levels having poorer achievement than those experiencing little or none. Conclusions Exposure to three different types of violence was independently associated with poor school achievement among children attending government, urban schools in Jamaica. Programs are needed in schools to reduce the levels of aggression among students and the use of physical punishment by teachers and to provide support for children exposed to community violence. Practice implications Children in Jamaica and the wider Caribbean experience significant amounts of violence in their homes, communities, and schools. In this study, we demonstrate a dose–response relationship between primary school children's experiences of three different types of violence and their academic achievement. The study points to the need for validated violence prevention programs to be introduced in Jamaican primary schools. Such programs need to train teachers in appropriate classroom management and discipline strategies and to promote children's social and emotional competence and prevent aggression.

Analysis of factors that predict clinical performance in medical school

Academic achievement indices including GPAs and MCAT scores are used to predict the spectrum of medical student academic performance types. However, use of these measures ignores two changes influencing medical school admissions: student diversity and affirmative action, and an increased focus on communication skills. To determine if GPA and MCAT predict performance in medical school consistently across students, and whether either predicts clinical performance in clerkships. A path model was developed to examine relationships among indices of medical student performance during the first three years of medical school for five cohorts of medical students. A structural equation approach was used to calculate the coefficients hypothesized in the model for majority and minority students. Significant differences between majority and minority students were observed. MCAT scores, for example, did not predict performance of minority students in the first year of medical school but did predict performance of majority students. This information may be of use to medical school admissions and resident selection committees.

Our compact with tomorrow's doctors.

In recent years, the image of medicine as a caring profession has been badly tarnished by a rash of critical reports in the media. In the face of this negative publicity, do young people still want to be doctors? The author reviews conventional reasons given for the declining applicant pool (e.g., issues of declining income, loss of autonomy, etc.) and posits that an additional reason may be perceptions that doctors no longer command respect and that they are being oppressed by, rather than being guardians of, the health care system. Such views challenge academic medicine to broadcast to the world a realistic picture of the fabulous opportunities and gratifications that lie ahead for the next generation of physicians. However, academic medicine must also address some current realities within medical education, such as the admission process (where at present there is a tendency to overemphasize indices of academic achievement and underemphasize the personal characteristics sought in applicants) and the acculturation process in medical school (which can often dehumanize students and convert idealistic ones into cynics). The author acknowledges that these are tough challenges. He suggests as a first step that leaders of academic medicine prepare and disseminate an explicit statement of their commitments, a kind of compact between teachers and learners of medicine. He outlines these commitments, and states his hope that by fulfilling them, the academic medicine community can make clear that medicine-which at its core is still about the doctor-patient relationship-is a true calling, not just beleaguered occupation.

Personality, Behavior, and Academic Achievement: Principles for Educators to Inculcate and Students to Model

Undergraduate psychology students completed self-reports on a range of personality measures that were previously identified as significantly associated with academic performance. Their responses were analyzed in relation to their prior and subsequent performance on two indices of academic achievement (course work marks and test results). Correlation analyses demonstrated significant associations between a range of measures and both indices of performance. Regression analysis demonstrated that academic conscientiousness, test anxiety, and previous achievement accounted for unique and shared variance on test performance. A similar pattern emerged in a regression analysis for course work performance. It is advocated that future research should incorporate measures that embody the various major orientations within psychology and that cover the range of beliefs, behaviors, anxieties, cognitions, and expectancies that are likely to be implicated in achievement. Moreover, the operational definitions of the specific measures used encapsulate the principles that would be useful for educators to inculcate in their teaching ethos and for students to pursue in order to optimize performance.

Summer Birth Date Children Kindergarten Entrance Age and Academic Achievement

AbstractAcademic achievement indices taken at fifth or sixth grade for summer birth date children who entered kindergarten at age 5 were compared with the academic achievement indices of summer birth date children who entered kindergarten at age 6. Scores on standardized achievement tests were analyzed for 45 pairs of subjects who were matched for ability and gender. All statistically significant differences favored those summer birth date children who entered kindergarten at age 6. Dependent t tests indicated a statistically significant difference (p < .05) in composite test battery scores favoring both older males and older females. Older males scored significantly higher than younger males did in total reading subscores (p < .01). Results of the study indicated a general academic advantage at fifth or sixth grade for summer birth date children who postponed kindergarten entrance 1 year. A particular advantage in reading at fifth or sixth grade was indicated for summer birth date males who postponed kin...

The Academic All-American as Vaunted Adolescent Role-Identity

The purpose of this study was to assess the perceived importance (salience) of the role-identity of scholar-athlete to high school students. A total of 1,255 students responded to a questionnaire entitled “A Survey of School Climates.” Males perceived obtaining high grades and achieving athletic success—the academic All-American—as most important, while females perceived getting high grades and being a member of the leading group as their most salient role-identities. The results of this study also suggest several potential sources for adolescent role conflict as well as a research methodology for examining the relationship between the adolescent value structure and indices of academic achievement, personal development, and psychological stress.

Academic achievement in preadolescence: The role of motivational, affective, and self-regulatory processes

To address the need for multivariate research on the social competencies associated with school success, this study investigated the concurrent effects of motivational, affective, and self-regulatory processes on academic achievement in preadolescence. Two ways in which these factors may influence academic achievement were investigated. First, it was hypothesized that student reports of low distress and high school motivation would be positively related to classroom achievement by way of their association with self-restraint. In contrast, it was hypothesized that teachers' evaluations of students' low distress and high restraint would be positively related to achievement through their association with students' school motivation. For each model, both classroom grades and standardized test scores were used as indices of academic achievement. Based on a sample of 163 sixth-grade students, results of hierarchical regression analyses generally confirmed the hypothesized models. These results suggest that motivational, affective, and self-regulatory factors play an important role in the achievement of academic competence, both as intrapersonal processes and as behavioral manifestations of student efforts to achieve.

Criterion-related validity data for the child behavior checklist—Teacher's report form

Criterion-related validity data for the Child Behavior Checklist—Teacher's Report Form are presented. These data were collected from a sample of elementary school boys. A total behavior problem score and individual factor scores were calculated from the checklist data and were related to indices of academic achievement and overall adjustment in the classroom. Significant correlations were established between the two sets of scores. The results were interpreted as supporting the criterion-related validity of the teacher-judgment measure and its use as a screening or diagnostic device in the school.

Mainstreamed hearing-impaired high school seniors: a re-analysis of a national survey.

Of 26,146 high school seniors surveyed in the recent High School and Beyond study, 514 identified themselves as having hearing problems. The data on these respondents were compared to those on their normally hearing peers regarding demographic characteristics, academic achievement, and motivation. Black students were underrepresented among mainstreamed hearing-impaired seniors. Furthermore, the hearing-impaired subgroup's scores on indices of academic achievement and motivation were significantly lower than those of the hearing group. These findings highlight a need for more extensive academic and guidance support services for this population if its potential is to be realized.

Disparities in Grading Practice, Some Resulting Inequities, and a Proposed New Index of Academic Achievement

Part I presents six years of grading disparities found at one university. Reliable grading differences were found at all levels examined (college, discipline, and instructor). Part II focuses upon three studies which show how these disparities translate into inequitable GPA and honor status. GPAs are compared with GCAs (grade centile averages), the latter a relative measure of achievement used in these studies. The first study examines the different grading experiences encountered by 19 students who graduated with the highest over-all GPAs at the end of one term. The second study found 8 students who earned honor level semester GPAs for statistically unexceptional work, compared to their classmates. The third study monitored 7 semesters of overgrading of groups of students who happened to enroll in the same set of courses. Part III presents a long discussion of grading. Findings from the target university Appalachian State University in North Carolina are related to findings by Goldman at the University of California at Riverside and to those by Prather at Georgia State University in Atlanta. Many generalizations are reviewed, and grading practice is related to Helson's adaptation level phenomenon and to Stouffer's concept of relative deprivation. The antigrading view that traditional grading should be abandoned is considered and rejected. Part IV presents the writer's suggested reforms to increase the validity of grading. GCAs based upon performance in selected courses are proposed to determine honor and rank status, while simplified traditional grading is suggested to determine discipline status and whether or not course credits will be earned. Also considered are means to reform various administrative rules which affect grading, e.g., pass/fail, repeat, transfer, and readmission rules. Envisioned for the future would be a more valid index of academic achievement and higher correlations between the new index and other measures of aptitude and/or achievement.

Teacher-Controlled and Self-Controlled Reinforcement with Underachieving Black Children

Four black, male fourth-graders served in a set of single-subject, intensive studies on the comparative effects of teacher-controlled (TCR) and self-controlled reinforcement (SCR). They attended a one-hour tutoring class three days a week for 14 weeks. Four academic behaviors and four indices of academic achievement constituted the measures of outcome. Each child participated in at least two baseline phases, two TCR phases, and two SCR phases, each lasting two weeks. The order of presenting the active treatment conditions was counterbalanced across subjects. Within- and across-subject analyses were made. Both types of analysis showed SCR to be more effective than TCR in increasing academic behaviors. This difference in effectiveness did not appear consistently on the nontreated academic behaviors, but the achievement data did demonstrate generalized differential effects favoring SCR.

Predicting Academic Achievement from Classroom Behavior

This review focuses on a set of studies in which data are presented on the classroom behavior-academic achievement relation. Three criteria were used in selecting studies for review: (a) the study employed observational measures of classroom behavior; (b) direct links were established between behavioral measures and some index of academic achievement; and (c) the pupil was employed as the unit of analysis. Following a summary of statistically significant behavior-achievement relations, an assessment of the research is presented in terms of concepts from the testing model. Thus, questions are raised regarding the reliability of the behavioral categories, their validity, and the nature of the relation that exists between behaviors and achievement. The review concludes with a summary of recommendations for future research on the issue.

Predicting Academic Achievement from Classroom Behavior

This review focuses on a set of studies in which data are presented on the classroom behavior-academic achievement relation. Three criteria were used in selecting studies for review: (a) the study employed observational measures of classroom behavior; (b) direct links were established between behavioral measures and some index of academic achievement; and (c) the pupil was employed as the unit of analysis. Following a summary of statistically significant behavior-achievement relations, an assessment of the research is presented in terms of concepts from the testing model. Thus, questions are raised regarding the reliability of the behavioral categories, their validity, and the nature of the relation that exists between behaviors and achievement. The review concludes with a summary of recommendations for future research on the issue.

Relationships of Selected Self-Concept and Academic Achievement Measures

The purpose of this research was to determine (a) how three self-concept measures relate to each other; (b) the relationships these selected global and specific self-concept measures have to two indices of academic achievement; and (c) the significance of differences among these self-concept-academic achievement correlations. The Tennessee Self-Concept Scale, the Rosenberg Self-Esteem Scale, the Brookover Self-Concept of Ability Scale, and the Houghton Mifflin Test of Academic Progress were selected for use in this study. Three hundred and sixty-six ninth-grade students comprised the sample. In only one case did two self-concept measures correlate significantly with each other. Although significant, this coefficient was not very high. The three self-concept measures correlated with reading and mathematics achievement indices to significantly different degrees. Furthermore, the two instruments identified as being global in nature indicated greater predictive potential than did the one selected as being specific.

The prediction of academic and clinical performance in medical school

Prior studies have suggested the importance of distinguishing between performance in the earlier and later years of medical education. Factor analysis of grades by year and faculty ratings of clinical and general medical competence for 661 medical students identified two uncorrelated factors clearly reflecting this distinction. The clinical performance factor, accounting for 48% of the communality of the matrix, was more or less unpredictable from aptitude and premedical academic achievement indices; it was marginally predictable from scales on the Adjective Check List. The academic performance factor, accounting for 31% of the variance among criteria, was forecast with acceptable accuracy (cross-validated R=0.43) by equations based on the Medical College Admission Test and premedical grade point average. Future study should stress the clinical performance factor; this criterion appears to be more important than academic attainment, and it is also less accurately predicted by current measures.

Factor analytical study of tests of anxiety.

200 male students were administered Taylor's MAS, N-Scale of MPI, Cattell's ASQ, Sinha's Anxiety Scale and Dutt's Anxiety Questionnaire. Two indices of academic achievement and three measures of physique were also noted. Data were processed by principal axis method of factor analysis. Four factors were extracted and interpreted.

Reliability of Grading Work in Mathematics

Reliability of Grading Work in Mathematics