Indices Of Academic Achievement Research Articles

The Effect of Coping Stress on Final Year Students' Academic Achievement Index

The Effect of Coping Stress on Final Year Students' Academic Achievement Index

Measurement Models and Predictors of Student Academic Success: A Systematic Literature Review

Students studying in higher education must have good mental readiness, such as motivation, self-adjustment, self-regulation, and general academic skills in order to be successful in the completion of their studies. But in reality, many students face challenge in completing their study due to psychological problems complete their studies due to psychological problems. The purpose of this study is to examined the various definition and measurement models as well as predictor variables of academic success. The method uses study literature review based on PRISMA guidelines from Scopus indexed international publication data related to academic success. A search of data from Scopus from 2018 – 2022 found 225 articles but only 42 relevant articles for analysis. The results of the study show that academic success is defined as learning achievement, academic achievement, academic performance, academic outcomes which are measured using the academic achievement index (GPA). In addition, academic success is also interpreted as an individual's psychological positive condition in achieving the desired goals in his academics and can be measured using a scale such as the academic success scale or academic success inventory for college students. The predictors of variable academic success that are most often studied are motivation, self-efficacy, grit, resilience, happiness, satisfaction, critical thinking, physical health, and technology.

Description of the Impact of Distance Learning (Pjj) on Time Management and Student Achievement Index of FK Yarsi University Classes of 2020 and 2021 During the Pandemicsh

The government through the Ministry of Education declared the implementation of distance learning where all activities use online media. This policy was issued to prevent the chain of spread of COVID-19. The purpose of this study was to find out whether time management during Distance Learning can affect the Academic Achievement Index of Yarsi University Medical Faculty students Class of 2020 and 2021 during the pandemic. In this research, analytic survey research is used so that the research leads to an explanation of the causal relationship between variables. The research design used in this study was cross sectional. Researchers will observe whether there is a relationship between Distance Learning with time management and grade point average. The 2020 and 2021 Medical Faculty Students show that the majority of respondents have poor time management during distance learning.

Comparative analysis of the sensitivity test of the SAW and WP methods in scholarship selection

Decision-makers frequently use the MADM (Multiple Attribute Decision Making) method to assist in solving decision-making issues. This approach can use a variety of algorithms, including Simple Additive Weighting (SAW) and Weighted Product (WP). The challenge in this research is determining which of the SAW and WP approaches is more pertinent or acceptable for solving scenarios involving scholarship recipient selection. Five factors were taken into consideration when deciding who would receive a scholarship: academic achievement index (GPA), parents' income, past accomplishments, participation in student organizations, and the number of parents' dependents. A sensitivity test, which involves altering the weight of each test method's criterion and then comparing the percentage change between the two ways, is one method that can be used to gauge the effectiveness of the MADM method. The SAW method implementation results show that alternative nine (MHS9) has the highest preference value, which is 0.95. The WP method implementation results show that alternative nine (MHS9) has the highest preference value, which is 0.12. The total change in the findings of the sensitivity test for the SAW method is 7.64%, compared to 2.06% for the WP method. Thus, it can be inferred that the SAW approach is thought to be pertinent for addressing the issue of choosing scholarship applicants.

Implementasi Fuzzy Multi Criteria Decision Making Pada Seleksi Beasiswa Bank Indonesia

The Bank Indonesia Scholarship is a scholarship provided by Bank Indonesia for students at various universities, one of which is UIN Maulana Malik Ibrahim Malang. In the scholarship selection process, there are several criteria that affect the graduation of prospective scholarship recipients. However, often the process is not transparently. So a calculation method is needed, one of which is using Fuzzy Multi Criteria Decision Making (FMCDM). With FMCDM it can help to get an accurate and optimal decision on scholarship recipients. The FMCDM process begins with collecting information related to scholarships, scholarship applicants, and a set of criteria that will be used for consideration of scholarship acceptance. The set of criteria consists of 11 criteria, namely, Academic Achievement Index (GPA), international level achievement, national level achievement, provincial level achievement, district/city level achievement, father's occupation, mother's income, number of family dependents, house area, land and building tax, as well as electricity bills. The next step is to evaluate the fuzzy set by aggregating the weight of the criteria and the degree of compatibility of each alternative with the criteria. The aggregation result is called the fuzzy fit index which consists of 3 values, namely, the y value which represents the lower limit of the aggregation result, the q value which represents the middle limit, and the z value which represents the upper limit value. The three values are ranked using a ranking method for fuzzy numbers with a degree of optimism. So that the total integral value for each alternative will be obtained, which will be the decision in accepting the scholarship. From the results of the FMCDM, there is a ranking of decision alternatives from the highest priority to the lowest in determining scholarship acceptance.

Prediction Power of Diploma Value Against Academic Achievement of Students on Health Polytechnic of Semarang

In the field of education, there is a routine that occurs every new academic year, in which each university has a new student admission process with a different recruitment system. The Poltekkes of the Ministry of Health in Semarang conducted a screening of students from the Interest and Achievement Tracking (PMDP), Sipenmaru and Independent Pathways. In this recruitment system, a certificate, although it is used as a mandatory administrative requirement when registering, has not been fully utilized in an effort to predict student academic achievement. Actually, the value on a diploma can provide a more complete picture of a person's academic ability, because it is a reflection of the learning process that is followed during school because it is a combination of the average grades of grades 1, 2 and 3, school exam scores and national exam scores. The research objective was to analyze the effect of the average value of a diploma on the cumulative academic achievement index (GPA) of semester I-IV students at the Poltekkes Kemenkes Semarang. This type of research isresearch correlational and regressioninvolving respondents from Diploma 3 (D3) and Diploma 4 (D4) students in odd and even semesters of the 2019/2020 Academic Year at the Poltekkes of the Ministry of Health in Semarang, batch 2019, 2018, 2017, and 2016. The data were collected using observation sheets and the collected data were processed using usingcorrelation analysis pearson product moment and linear regression to determine the relationship and influence of independent variables with the dependent variable. Results There is a significant influence on the average value of a diploma on the cumulative grade point average (GPA) of D3 and D4 students of the Health Polytechnic of the Ministry of Health Semarang in 2016, 2017, 2018, and 2019. It is proven that the results of the calculation of rxy are greater than the r table both at the level of significant 5% and a significant level of 1%, with r count of 0.315 while r table of 0.20 and 0.40. and has a determination coefficient of 0.099. The effective contribution given by the variable the average value of the diploma to the cumulative grade point average (GPA) of D3 and D4 students in 2016, 2017, 2018, and 2019 was 9.9%. and 90.1% is influenced by other variables not examined. Suggestions for admission of Polkesmar students should consider taking from high school graduates with good average diploma scores. In addition to increasing the accreditation value of each D3 and D4 Study Program, as well as improving infrastructure both software and hardware, while still increasing the human resources of education practitioners, as well as all parties responsible for the implementation of education.

An examination of the prospective association between physical activity and academic achievement in youth at the population level.

Exercise has significant benefits for brain health and this may have downstream learning benefits for youth. However existing studies looking at links between physical activity and academic achievement are limited by relatively small sample sizes and/or cross-sectional designs. The objective of this study is to determine the direction and magnitude of the association between physical activity and academic achievement in a large prospective sample of adolescents. Linear mixed models with random intercepts and multinomial ordinal generalized estimating equations were employed to analyze the prospective relationship between measures of physical activity and academic achievement from the COMPASS study (N = 9,898 linked participant data cases from year 2 (2013–2014) to year 4 (2015–2016)). The linear relationships between minutes of moderate to vigorous physical activity and academic achievement (English: r = -.047, p < .000; Math: r = -.026, p = .008) as well as meeting the national physical activity guidelines and academic achievement (English: est = -.052, p = .004; Math: est = -.052, p = .028) were negative and trivial in magnitude. Organized sport participation showed slight positive associations with academic achievement indices, but these were also of trivial magnitude. In conclusion, the relationship between physical activity and academic achievement was effectively null in this population sample. Advocacy for physical activity programming for adolescent populations may best be undertaken with reference to lack of net academic achievement cost, rather than presence of benefit, or simply with reference to the many other physical and mental health benefits for youth.

Academic achievement and schizophrenia: a systematic meta-analysis.

Cognitive impairments in childhood are associated with increased risk of schizophrenia in later life, but the extent to which poor academic achievement is associated with the disorder is unclear. Major databases were searched for articles published in English up to 31 December 2019. We conducted random-effects meta-analyses to: (1) compare general academic and mathematics achievement in youth who later developed schizophrenia and those who did not; (2) to examine the association between education level achieved and adult-onset schizophrenia; and, (3) compare general academic achievement in youth at-risk for schizophrenia and typically developing peers. Meta-regression models examined the effects of type of academic assessment, educational system, age at assessment, measurement of educational level attained, school leaving age, and study quality on academic achievement and education level among individuals with schizophrenia. Meta-analyses, comprising data of over four million individuals, found that: (1) by age 16 years, those who later developed schizophrenia had poorer general academic (Cohen's d = -0.29, p ⩽ 0.0001) and mathematics achievement (d = -0.23, p = 0.01) than those who did not; (2) individuals with schizophrenia were less likely to enter higher education (odds ratio = 0.49, p ⩽ 0.0001); and, (3) youth reporting psychotic-like experiences and youth with a family history of schizophrenia had lower general academic achievement (d = -0.54, p ⩽ 0.0001; d = -0.39, p ⩽ 0.0001, respectively). Meta-regression analyses determined no effect modifiers. Despite significant heterogeneity across studies, various routinely collected indices of academic achievement can identify premorbid cognitive dysfunction among individuals who are vulnerable for schizophrenia, potentially aiding the early identification of risk in the population.

Comparative Analysis Of Academic Achievement Index Based On Environmental Health Products In Health Analysis

Academic achievement is something that cannot be separated from learning activities, because learning activities are a process, while academic achievement is the output of the learning process. In achieving learning achievement, there are several factors, one of which is the person's environment, the environment is one of the factors that influence the formation and development of individual behavior, both the physical and psychological environment, including learning. The purpose of this study was to determine the Analyst Changes in the Academic Achievement Index Based on the Environment in the Health Analyst DIII Study Program at STIKES Panrita Husada Bulukumba in 2018. This type of research is descriptive with a comparative study approach. This study uses a total sampling technique with an observation sheet research instrument. The results of this study indicate that Most of the residence of DIII study program students Health analysts live more with parents than living in the dormitory, the level of achievement of DIII study program students Health analyst every year has decreased this caused by several factors, be it interests, motivations, and the place of the residence itself. Based on changes in academic achievement in semester 1 the number of respondents based on the Predicate in Health Analyst DIII Study Program found the number of respondents in Semester 1. Predicate Compliment as many as 21 respondents (27.6%), Very Satisfactory Predicate of 37 respondents (48.7%), Predicate of Satisfaction of 16 respondents (21.1%), Predicate of Unsatisfaction of 2 respondents (2.6%) In semester 2, the number of respondents based on the Predicate in Health Analyst DIII Study Program found the number of predicate respondents in Semester 2. The predicate of praise was 12 respondents (15.8%), Very Satisfactory Predicate of 25 respondents (32.9%), Predicate of Satisfaction of 24 respondents (31.6%), Predicate of Not Satisfactory 15 respondents (19.7%).&#x0D;

Promoting children’s creative thinking through reading and writing in a cooperative learning classroom

The objectives of the present study were to investigate whether students' creative thinking can be enhanced through a structured program of reading and writing activities in the context of a cooperative learning classroom, and to test for a possible correlation between improvements in creative thinking and improvements in academic performance. Sixty fifth-grade students from a primary school in the south of Spain participated over two months: half received reading and writing activities in a cooperative learning classroom (experimental group, n=30), and half received the standard fifth-grade reading and writing program (control group, n=30). Creative thinking was assessed through a divergent thinking task (CREA Test; Corbalán et al., 2003), and Grade Point Average (GPA) was used as index of academic achievement. The results revealed a significant increase in creativity scores in the experimental group as compared with the control, and a moderate positive correlation between creative thinking and academic achievement. The present findings are consistent with the idea that creative thinking (divergent thinking) can be enhanced with reading and writing activities implemented through cooperative learning in school-age children.

The Relationship of Self-Efficacy Toward Student’s Achievement Index of Faculty of Teacher Training and Education at Malikussaleh University

This study aims to determine the relationship between Self-Efficacy on Student’s Achievement Index. This study is a quantitative research type ex post facto. The study sample was determined by proportionate cluster random sampling. Study data consisting of student self-efficacy data and student’s academic achievement index data were each tested for their homogeneity and normality using SPSS and it was found that the data distribution was normal and homogeneous. Data that has been tested for homogeneity and normality are then tested for correlation with the Pearson correlation test obtained results of 0.62 with a significance of 0.0641 &lt; 0.05 ie there is a strong relationship between student Self-Efficacy with student achievement index or it can be mentioned that there is no significant relationship between Self-Efficacy with the academic achievement index of Faculty of Teacher Training and Education at the Malikussaleh University in the 2018/2019 academic year.

Physical home environment is associated with prefrontal cortical thickness in adolescents.

Biologically embedded experiences alter developmental trajectories in ways that can influence health, learning, and/or behavior. These systematic differences in experiences may contribute to different biological outcomes as individuals grow and develop, including at the neural level. Previous studies of biologically embedded experiences on neurodevelopment have focused on large-scale institutional or economic factors (e.g. socioeconomic status [SES]) and psychosocial factors (e.g. caregiving behavior). Less attention has focused on how the quality of the immediate home settings, such as the physical home environment (PHYS), influences neurodevelopment. Moreover, no study has investigated these effects in adolescents, who undergo significant physical maturation and neurodevelopment that may influence how they respond to their physical environments. The goal of the current study was to examine whether PHYS quality is biologically embedded in the developing adolescent brain as evidenced by cognitive achievement and cortical development in 56 (48% female) healthy adolescents (14-18years (M=16.83years, SD=1.17). Using in-home assessments of the physical home environment, anatomical brain scans, and indices of academic achievement, we found that adolescents who have more physical problems in the home (e.g. structural hazards, crowding, excessive noise, poorly lit) have thinner prefrontal cortices, which was associated with lower levels of reading achievement, independent of SES and psychosocial factors. By conducting home visits to assess physical characteristics of adolescents' home, we highlight a typically overlooked aspect of the home environment that has relevance for adolescents' cognitive and brain development.

Role of Different School Systems in Cognitive Abilities &amp; Academic Achievement of Adolescents

The present study compared cognitive abilities and academic achievement of adolescents studying in three different school systems namely Urdu medium schools, English medium schools, and Cambridge system schools. The sample comprised of 1001 secondary school student. Cognitive abilities were assessed by Raven’s Standard Progressive Matrices (1960) and marks obtained by the students in the last annual examination were used as an index of academic achievement. Results showed that cognitive abilities of the students were positively associated with academic achievement of the respondents. It was further found that cognitive abilities and academic achievement of students studying in Cambridge school system was better as compared to those studying in other systems. Post-hoc comparison revealed that level of academic achievement of Urdu medium schools was lower as compared to English medium and Cambridge system of schools. The findings suggest that difference in schooling system influenced cognitive abilities and academic achievement of the students. Results further demonstrated that gender was a significant predictor of academic achievement in both Urdu and English medium schools. Future implications of the study were also discussed.

Motivation of educational activity as the main trigger of the improvement of dental students’ academic success in the discipline of “Therapeutic stomatology”

Special attention should be paid to the motivation of educational process, because, the motives themselves, directly affect the quality of professional training and the formation of a professional personality. The aim of the article is to investigate the motivational structure of the students’ educational activity in the dental community and its relationship with academic achievement in the discipline “Therapeutic dentistry”. The structure of motivation for the educational activity of 161 fourth year dental students was studied by the methodology of I. T. Ilyina, which involves the study of motivation according to three scales: “Acquisition of knowledge”, “Mastering the profession” and “Obtaining a diploma”. The interrelation between different types of motivation and the academic success of the interviewed students is studied. It was established that in the structure of motivation of educational activity of dental students positive motives prevail over negative ones in 2.4 times, which indicates the qualitatively high level of motivation of these students. The rather high level of motivation of the interviewed students is probably related to the prestige of the chosen profession, its social significance and sufficient material security. With students who have high and average index of academic achievement cognitive and professional motives are uppermost, which indicates their orientation to obtain strong professional knowledge and practical skills. Students with a low index of academic achievement have a dominant pragmatic motivation for learning, which indicates their superficial motivation in order to achieve the main goal — obtaining a diploma. The given results testify to the favorable influence of positive motivation on academic achievement of students of the dental profile and, as a consequence, on the level of professional training of doctors in the field of “Dentistry”. The prospect of further research is the introduction into the educational processes of the Department of Therapeutical Stomatology in National Pirogov Memorial Medical University innovative pedagogical methods that motivate for educational activity, and research of their influence on the level of academic achievement of dental students.

Academic Achievement of Adolescents in Relation to Study Habits

The purpose of the present study was to find out the relationship between academic achievement and study habits of adolescents. A representative sample of 100 students studying in 9th class was randomly selected from senior secondary schools of Ludhiana district of Punjab (India). Marks obtained by the adolescents in previous annual examination were taken as an index of Academic Achievement .Study Habits Inventory by Dr. N.S Yadav has been used for data collection. Data was analyzed by using t-test and coefficient of correlation. The result indicates that there is a strong positive correlation between academic achievement and study habits of adolescents.

A Study of Effects of Sex and Reserved Categories on the Self-Confidence and Academic Achievement of PG Students

The present study was conducted to ascertain the main and interactional effects of Sex and Reserved Categories on the self-confidence and academic achievement of college students. A random sample of 200 students (Boys and Girls) was selected from PG Programs of Rajarambapu Institute of Technology of Islampur city. Self-confidence Inventory developed and standardized by Dr. M. Basavana was administered to all of them individually and regarding the academic achievement, the investigator obtained examination marks of previous exams (ISE&MSE). The marks were pooled together, added and then percentages found in order to obtain academic achievement index scores of boys and girls belonging to reserved categories. The data was analyzed by using two-way analysis of variance technique (ANOVA). The result revealed that sex has no significant impact on the self-confidence and the academic achievement of the students. Scheduled Caste students have high self-confidence than the students belonging to scheduled tribe and weak and under-privileged classes. But reserved categories have no significant impact on the academic achievement of students. However, no interactional effect of sex and reserved categories was found on the self-confidence and academic achievement of students.

AUTOEFICÁCIA DISCENTE NA FORMAÇÃO INICIAL DE ESTUDANTES UNIVERSITÁRIOS DE EDUCAÇÃO FÍSICA

Analisaram-se as inter-relações da autoeficácia (AE) discente com aspectos da formação inicial de 385 estudantes universitários de Educação Física. Foram aplicadas a Escala de Autoeficácia na Formação Superior e a Escala de Motivação Acadêmica aos estudantes, e os resultados revelaram diferenças significativas na AE discente, considerando-se as variáveis sexo, curso realizado, participação em atividades de pesquisa e extensão, Índice de Aproveitamento Acadêmico e Índice de Autodeterminação. As evidências ressaltam a importância da investigação aprofundada da AE no Ensino Superior, que pode contribuir para o desenvolvimento acadêmico-profissional do estudante e para a melhoria da qualidade dos cursos de graduação ofertados.

English

The purpose of this research was to study the relationship of academic achievement and impulsivity in children with learning disorders with parenting strain and self-competence of their mothers. A sample of 70 students with learning disorders along with their mothers was recruited for the study. Data were collected using the UPPS Impulsive Behavior Scale, a modified version of Zarit Burden Interview, Parent Sense of Competence Scale and each student’s grade point average as an index of academic achievement. Data were analyzed using Pearson’s correlation coeffi cients and multiple regression analysis. Findings revealed that academic achievement correlates significantly and positively with mothers’ sense of competence but negatively with their experience of parenting strain. Furthermore, children’s impulsivity was negatively associated with mothers’ sense of competence but showed no relationship to parenting strain. Regression analysis indicated that while children’s impulsivity predicted mothers’ sense of competence but not their parenting strain, children’s academic achievement predicted both. Findings imply that when children with learning disorders are highly impulsive, their mothers only report an incapability to cope with stress. But when children’s academic achievement is low, mothers tend to not only experience increasing parenting stress but also report feeling overwhelmed by the stress. Findings imply that features of children with learning disorders have a differential impact on the mental health of their mothers. DOI : http://dx.doi.org/10.17576/JSKM-2015-1301-02

The Relationship between Emotional Intelligence and Creative Thinking with Academic Achievement of Primary School Students of Fifth Grade

This study was conducted to explore the relationship between emotional intelligence and creative thinking with academic achievement .This descriptive - correlation study was performed on 156 male and female students of Torbat-e-Heydarieh who were selected by census method during 2012-2013. Data was collected using Bradberry - Greaves' questionnaire of emotional intelligence and Abedi's questionnaire of creative thinking. The mean scores of students were used as an index of academic achievement. Data were analyzed by descriptive statistics, independent t-test, Pearson correlation coefficient and multiple regressions using Spss20 software .There is no significant relationship between emotional intelligence and academic achievement, but the relationship between creative thinking and academic achievement was positive and significant. Among the components of emotional intelligence and creative thinking, the relationship between social awareness and fluency with academic achievement was significant. There was no significant difference between emotional intelligence and creative thinking scores of male and female students. DOI: 10.5901/mjss.2015.v6n1p598

Drug Use and Anti-Social Behaviour as Correlates of Secondary School Students’ Achievement in Biology in Makurdi Local Government Area of Benue State

This study investigated drug use and anti-social behaviour as correlates of secondary school students’ achievement in Biology in Makurdi Local Government Area of Benue State. The study adopted the ex-post facto method and a sample size of 375 Senior Secondary two (SS II) students was drawn. Students Drug Use Questionnaire (SDUQ), Anti-social Behaviour Influence Questionnaire (ABIQ) and Students Performance Test (SPT) were used for data collection. The data collected were analyzed using Pearson Product Moment correlation method to answer the research questions. Also, t-test statistical tool was used to test the six null hypotheses at 0.05 level of significance. The study found that involvements in anti-social behaviour by secondary school students have significant relationship with their achievement in Biology; there was a significant relationship between academic achievement and anti-social behaviour of male students; male students academic achievement and drug abuse had no significant relationship; there was significant relationship between academic achievement and anti-social behaviour of female secondary students but there was significant relationship between academic achievement and drug abuse among female secondary Biology students. Based on these findings, the study concluded that indiscriminate drug use and anti-social behaviour indulged in by both male and female students are strong indices of academic achievement by students. Consequently, for a student to be outstanding in his or her achievement there is every need to shun indiscriminate drug use and indulgence in anti-social behaviours. The study recommended among others that both secondary school male and female students should desist from anti-social behaviours or social vices that are detrimental to their academic performance, among others.