Mean GPA Research Articles

A Study on the Extracurricular Classes Education Model of Chinese Medicine and the Cultivation of Comprehensive Practical Ability of Chinese Students from Hong Kong, Macao, Taiwan and Overseas

Objective: To explore the extracurricular classes teaching mode and clinical practice ability of Chinese medicine in Hong Kong, Macao and Taiwan. Methods: A retrospective control study method was used to select the grade 2014 undergraduates and grade 2015 undergraduates of Jinan University as the research object, and the average performance of the two different modes in the traditional teaching and the new competition unit as a second class was added. Points, class pass rate, excellent rate and award-winning situation are compared to evaluate the effect of the new teaching model. Results: There is no significant difference between the 2014 level and the 2015 grades of Hong Kong, Macao and Taiwan. For the performance point, the 2015 Hong Kong, Macao and Taiwan students are increasing. There was no significant difference in the mean GPA between grade 2 and grade 2014 before the competition teaching model (P > 0.05). After the competition teaching mode, the average GPA of the third grade of the former was much higher than that of the latter (P < 0.05), compared with that of the overseas Chinese students of Hong Kong, Macao and Taiwan who received only the traditional Chinese medicine subject education in grade 2014 (P < 0.05). From the point of passing rate and excellent rate, the pass rate and excellent rate of grade 1 were much higher than that of grade 2014, and the difference between them was statistically significant (P < 0.05). As far as the award is concerned, the status of award-winning and project establishment in 2015 was higher than that in grade 2014, and the difference was statistically significant (P < 0.05). Conclusion: Competition teaching is beneficial to the training of Chinese medicine learning and clinical practice ability of Chinese students from Hong Kong, Macao, Taiwan and overseas.

Absenteeism among Saudi Medical Students

Background: Student absenteeism refers to the frequent absence from classes without any good reason and thought to be the primary concern in health profession education worldwide mainly in medical school. Methods and Material: This study is a cross sectional design conducted in 152 medical students of King Saud Bin Abdulaziz University for Health Sciences (KSAU-HS), Saudi Arabia. A self-reported questionnaire was used to determine absenteeism behavior, contributing factors of absenteeism, and level of satisfaction of medical students towards the medical program of the university. Adapted questionnaire from Timmins and Kaliszer (9) was also utilized to examine factors of stress among medical students. Descriptive statistics, linear correlation and Pearson correlational coefficient utilizing SPSS v22 for the analysis of data. Results: A total of 143 (92.76%) participated in the study. 104 or 72 % were male, and 28% were female with mean age of 22.5 (±2.02) and a mean GPA of 4.4 (±0.4). 77 (53.8%) of students were absent for 5 times or more in lectures/basic and clinical sciences sessions and clinical diagnostic sessions. These absences are mainly because of study (n=36, 25.2%) and course dissatisfaction (n=32, 22.4%). However, only 3 (2.1%) who had an absence for 5 times or more in Problem Based Learning (PBL) sessions. These absences in PBL sessions are mainly because of sleep (n=11, 7.7%) and family commitments (n=10, 7.0%). There is an inverse correlation between absenteeism and academic performance. Conclusion: Absenteeism has a negative impact on the academic performance of medical students.

Relationship of Dental Hygiene Students' Engagement Practices to Their Academic Achievement.

Students in many fields have been found to learn more the more they are engaged in both the academic and social aspects of the learning experience. The aims of this study were to determine the level of dental hygiene students' engagement in their educational programs and in student chapters of the American Dental Hygienists' Association (ADHA) and to assess the relationship of that engagement to students' success as measured by cumulative GPA. All 12,000 dental hygiene students (6,000 in the first year and 6,000 in the second year of two-year programs) enrolled in the 334 accredited U.S. dental hygiene programs were invited to participate in the survey. The ADHA electronically distributed the survey on behalf of the researcher to the students in February 2015. The response rate was 22% (N=2,649); the respondents had a survey completion rate of 94%. Three positive predictors were found to influence student success. The higher the responding students rated the quality of interactions with their faculty members and with their program directors, the higher was their mean GPA. In addition, holding a higher education degree was found to be a significant predictor of academic success. This study's results provide dental hygiene educators with a better understanding of how dental hygiene student engagement relates to academic achievement and may encourage faculty members to improve their strategies for delivering instruction. Future research should review enhanced student engagement practices as they relate to student success.

Design and Facilitation of Problem-Based Learning in Graduate Teacher Education: An MA TESOL Case

This exploratory, evaluative case study introduces a new context for problem-based learning (PBL) involving an iterative, modular approach to curriculum-wide delivery of PBL in an MA TESOL program. The introduction to the curriculum context provides an overview of the design and delivery features particular to the situation. The delivery approach has established multiple roles that contribute to the design and facilitation of the learning environment: lead instructors, collaborating instructors, and students as peer teachers. These roles also identify milestones on a collaborative instructional skills trajectory for professional development. In this mixed methods study, qualitative data were collected from collaborating instructors (the majority of whom were alumni) in order to illuminate the nature of successful PBL cycles and quality peer teaching, as experienced in the program. Their perspectives were also elicited on their position in the trajectory, highlighting current professional development benefits and future needs. Quantitative data on student demographics and mean GPA for coursework triangulate the qualitative results. Implications and recommendations for further research are explained.

Effect of Physical Abuse on Academic Achievement among Secondary School Female Students in Jeddah

Background: Physical abuse is defined as the intentional use of physical force against a child that can lead to harm for the child’s health, survival and development. Hitting, beating, kicking, shaking, biting, burning, poisoning and suffocating are forms of physical abuse. Physical abuse was predicted to negatively affect children’s academic and behavioral adjustment. Physically abused school age children continued to function more poorly than their nonmaltreated peers on a variety of academic and socio-emotional measures. They having lower grades, showed less academic engagement, more social skills deficits, and lower ego resiliency than non-maltreated comparison children. Aim of the study: The aim of the study is to investigate the effect of physical abuse on academic achievement among secondary school female students in Jeddah. Research question: Is there relationship between physical abuse and academic achievement among secondary school female students? Methods: The study was conducted at two female secondary school students in Jeddah – Saudi Arabia. Two hundred female students in secondary school in Jeddah were recruited for the study using non probability “convenience” sampling technique. A descriptive design was used. A structured self-reported questionnaire was developed by the researcher, after reviewing of the literature. The questionnaire was tested for validity and necessary modifications were done. Reliability was 0.813 by using Cronbach’s Alpha test. Results: It was found that 29% of participates reported that they were physically abused. About two third of participates who reported any forms of physical abuse have GPA less than 85% compared with about one third participates who reported that they never been abused have GPA less than 85% and the difference was statistically significant (P=0.001). Furthermore, the mean GPA of physically abused participants was 83.07±8.02 compared with 88.19 ± 9.13 for non-physically abused participants and the difference was statistically significant (P=0.001). Conclusion and recommendation: In summary, physical abuse is a worldwide problem that needs action from all community sectors. The findings of the current study support that there is a negative impact of physical abuse on children’s academic achievement. Identify and support abused children with poor academic achievement are needed. Pediatric nurse and school nurse should be trained about identification of physically abused children. Children’s rights in Islam and convention on the rights of children should be included in the school curriculum.

Preliminary Evaluation of a School-Based Youth Leadership and Prevention Program in Rural Alaska Native Communities.

Youth Leaders Program (YLP) is a health intervention implemented in a rural Alaskan school district, which utilizes natural helpers and peer leaders to increase protective factors such as school engagement and personal/cultural identities, and to reduce risks associated with drug/alcohol abuse, violence, and bullying. Through these means, the program aims to ultimately decrease the disproportionately high rates of indigenous youth suicide in the region. This paper describes process and outcome evaluation findings from the program during the 2013-2014 school year. Data collected include a survey for program participants done at the beginning and end of the study year (n = 61, complete pairs); pre- and post-intervention school data (attendance, GPA, and disciplinary actions) (n = 86); an all-school survey asking students at the participating schools about their experience with YLP and participating youth (n = 764); interviews with program advisors (n = 11) and school principals (n = 2); and focus groups with participating students at all eleven participating schools at the end of the year. Outcomes included increased school attendance (mean attendance increased from 146 to 155 days) and improved academic performance (mean GPA of 8th, 9th, and 10th graders increased from 3.01 to 3.14) of program participants; positive peer reviews of participating student interventions in cases of bullying, depression, and suicidality; and a reported increase in the sense of agency, responsibility, and confidence among participating youth. The YLP appears to improve school climate and increase school and other protective factors for participating students. Recommendations for program implementation in the future and implications for school health will be discussed.

Increasing STEM success: a near-peer mentoring program in the physical sciences

Mentoring supports professional success in a myriad of fields; in the physical sciences, mentoring increases the retention of diverse groups of students. While physics education has made progress in classifying the availability and structural components related to mentoring programs, little is known about the qualitative nature of mentoring relationships. This article draws from frameworks in science identity and belongs to analyze the nature of relationships in the mentoring program offered by the Sundial Project at Arizona State University, which aims to help new students with diverse backgrounds succeed in physics and related majors. To provide insight into mentoring relationships, we analyze over 150 reports submitted by mentors and mentees in a near-peer mentoring program. Mentoring groups enjoyed positive rapport and often remarked upon becoming friends. As such, mentoring relationships provided mentees with both psychosocial and academic support. Mentoring supported students to deal with a wide variety of topics, ranging from academic to personal, according to the needs of individual mentees. Moreover, outcomes of students in the mentoring program were favorable; the mean GPA of participating mentees was 3.49 for their first college semester. Mentors acted both as guides who shared information and as caring friends who providing psychosocial support, including normalizing struggle. These connections supported students to develop a sense of belonging and positive science identities.

An Examination of Correlations between MMI scores and Pharmacy School GPA

Objective. To investigate the correlation of mean admission multiple mini-interview (MMI) scores with cumulative and overall GPA across didactic years 1-3 in the doctor of pharmacy (PharmD) curriculum. Methods. The mean admission MMI score and cumulative and overall GPA for first year (P1), second year (P2), and third year (P3) students in the PharmD curriculum was used to conduct a multiple regression analysis and to calculate a Pearson correlation coefficient. Statistical analysis was performed using SPSS, v20. Results. A negative correlation between mean admission MMI and overall GPA was observed for P1 students and P2 students. A significant positive correlation was observed between mean admission MMI and overall GPA for P3 students. Conclusion. A weak association between mean admission MMI score and GPA was observed, and the direction of the association between MMI and GPA was mixed across cohorts of students in the PharmD curriculum. Further research is needed that includes measurement of noncognitive outcomes and continued validation of the MMI for use in pharmacy school admissions.

IELTS and Academic Success in Higher Education: A UAE Perspective

This study compares the relationship between International English Language Testing System (IELTS) entrance scores and academic success as defined by general education program GPA for students at a federal university in the United Arab Emirates in order to reflect upon regional English language proficiency entrance requirements. It focuses on one group of students, direct entry students who have bypassed the English language foundation program with an overall IELTS 6.0 or greater and were admitted straight into the baccalaureate program. Students were grouped according to their IELTS proficiency levels: 6.0, 6.5 or ≥7.0. Measures of central tendency for overall GPA and academic-stream-specific GPA, along with the overall IELTS and the corresponding sub-scores were calculated. To test the statistical significance of any mean score GPA differences that existed between the 3 IELTS groups, a One-Way ANOVA was calculated. Based on the statistical analyses, the IELTS ≥7.0 group appears to have achieved a meaningful threshold for academic success in that they have consistently outperformed the other direct entry students. This finding corresponds to international entrance-requirement standards for non-native speakers of English.

Subjective Happiness Assessment among Taif University Medical Students

Happiness is a very important factor in human life, it is due to happiness that a person can perform tasks in a better or worse way, as it can affect performance. It also could be affected by different factors including study load, smoking, marital status, income, exercise, and study habits. Medical students in particular are subject to have many factors that could influence their happiness level. We conducted a cross-sectional study of 605 medical students at Taif University, Taif, Saudi Arabia that was conducted between August and November of 2015. Students filled a questioner that includes demographic data and validated questions to assess the subjective happiness [the Subjective Happiness Scale (SHS)]. We classified students into happy and unhappy groups according to the score achieved. Those who achieved score more than median were considered to be happy. The primary goal is to assess the level happiness and it’s relation to the level of the students, gender, income, study habits, and lifestyle habits. According to the SHS, more students were classified as unhappy (54.4%). The 2nd and 3rd year groups were more likely to be happy (p 0.106). Engaged students were more likely to be happy compared to those who were single or married (p 0.323). Happy students tend to have non-significant higher mean GPA. Happy students were more likely to be younger and reports high/middle income compared to the unhappy group (p <0.05). Those who do exercise for at least 30 min were more likely to be happy compared to those who reports sedentary lifestyle (p 0.146). Students study habits didn’t impact the happiness level (p 0.953). According to SHS, more students were considered to be unhappy. The 2nd and 3rd year groups were happier than the other years. Happy students were more likely to be male, younger, engaged, reports high/middle income, higher GPA and exercise more.

The “P.R.O.P.E.R.” Way to Educate Black Students: 25 indicators of School Excellence&lt;em&gt;(Editor’s Commentary)&lt;/em&gt;

We need to shift the focus from 'Why are young Black males failing?' to 'Why are schools failing young Black males?'That was the tweet I posted in 2014. In response, Cato June, a noted high-school football coach and former professional player, wrote: Not sure that they are. Kids don't show up. Schools can't fail them if they aren't there.Then ensued a Twitter conversation among us and Rhonda Bryant, author of the report, Uneven Ground: Examining Systemic Inequities That Block College Preparation for African American Boys (Bryant, 2013). Bryant and I contended that racial inequities in schools result directly in Black boys' failing to live up to their academic potential. Specifically, we drew from our analyses of the Civil Rights Data Collection (see ocrdata.ed.gov), which shows that high schools with the largest percentage of Black students systematically omit advanced math and science classes, use more-punitive disciplinary policies, have higher student-to-counselor ratios, more often have teachers who are not qualified to teach their assigned courses, and more frequently rely on substitute teachers.But June argued that Black boys need a system of strict accountability, and that making excuses for their failure is, itself, inexcusable. The school has the responsibility to teach the child, he said, and the child has the responsibility to seek education. Inspiring the child to want to learn is not the school's responsibility. June also cited some common explanations for underachievement: disengaged parents, more interest in video games than in college readiness, and so on.The exchange reinforced my skepticism of coaches becoming principals of inner city high schools. I am sure Coach Cato's no nonsense/no excuses attitude works fine for preparing his football team. But I wonder if he would continue the same lines if he showed up to a football game with his team and the new rule was that the home team needs to go 50 yards to score, and the visiting team needs to go 150.We can't coerce, intimidate, bully, embarrass or even motivate children to learn in an academically inept learning structure. Coaches are only effective principals when they personally place more value on their ability to create robust learning experiences for their students, and less value on their ability to get defiant students to submit to the status quo.The special focus of this issue of The Journal of Negro Education is Research Methods, Cultural Narratives and Responsibilities in Education. This issue is timely because, today, school districts' perspective on the proper learning environment to Black students is devoid of good research and diminished by an excessive focus on meeting benchmarks established by standardized testing. School districts' dependency on standardized tests is so pervasive that after I criticize state tests, school leaders often ask me, If we don't use state tests, how would we know how a school is doing?Based on the research, every school leader should know and improve upon the following information about their school:1. Average student attendance.2. The mean GPA of all students.3. Number of students who participated in competitions, such as science fairs, spelling bees, foreign language and math competition.4. Suspension rate.5. Results of student satisfaction surveys.6. Results of parent satisfaction surveys.7. Results of curriculum reviews.8. Teachers' total number of hours in, and content of, professional development.9. Teacher's credentials and certification.10. Number and percent of students participating in extracurricular activities.11. Number and percent of students in honors and AP classes.12. Dropout rate.13. Graduation rate. …

Impact of English Proficiency on Academic Performance of International Students

Using an ex-post facto, non-experimental approach, this research examined the impact of English language proficiency and multilingualism on the academic performance of international students enrolled in a four-year university located in north central Louisiana in the United States. Data were collected through a self-reported questionnaire from 59 students who were in their sophomore, junior or senior year of college. Statistical analyses revealed significant differences in language proficiency and multilingualism in relation to academic performance. The highest mean GPA was evident among students who had reported high levels of self-perceived English language proficiency, and among students who spoke at least three languages.

St George's University's Medical Student Research Institute: A Novel, Virtual Programme for Medical Research Collaboration.

Medical student research involvement has evolved to be a core component of medical education and is becoming increasingly vital to success in the United States residency match. We sought to develop a research website allowing students and research faculty to collaborate and complete projects online. The Medical Student Research Institute (MSRI) was developed by the St George's University School of Medicine in 2009 to encourage, support, facilitate and centralize medical student research. There are 63 active students in the MSRI (22 students in basic science and 41 students in clinical rotations). The mean GPA for basic science student members was 3.81 ± 0.27 and was 3.80 ± 0.20 for clinical student members. The mean United States Medical Licensing Examination (USMLE) Step 1 score was 241.6 ± 17.5. Since 2009, MSRI students have published 87 manuscripts in 33 different journals and have presented at 14 different national and international conferences. A web-based MSRI provides a virtual, entirely online resource for coordinating remote research collaboration between medical students and faculty whose opportunities would be otherwise limited. Initial experiences with the programme have been positive and the framework and concept of the MSRI provides a platform for university and medical schools to provide research opportunities to students who may not have face-to-face access to research faculty.

The Impact of Age of Entry on Academic Progression

Using an RD-design and public educational administrative data for Chile, we study the impact of age of entry on children outcomes. Different from previous studies, we are able to track this impact on school achievements over eleven years of the school life of a cohort of students. Our results confirm previous findings that a higher age of entry not only has a positive effect on GPA and the likelihood of passing a grade but also that this impact tends to wear off over time. However, we also find that this impact on school achievement is still present eleven years after a child has started school. Moreover, we show that this decrease in the impact on GPA masks a return associated to a higher age of entry in other dimensions. First, we show that age of entry reduces the probability of being enrolled in a public school. Secondly, during secondary school, children delaying school entry are more likely to follow an academic track and we present evidence that these children are more likely to be enrolled in schools where children coming from other schools had a higher than the mean GPA in the school of origin. Finally, also explaining the decline in the impact of age of entry on school's achievements, we find evidence that age of entry is associated to an increase in the probability that a child is enrolled in a school actively engaged in cream skimming.

Use of Smokeless Tobacco among Male Students of Zahedan Universities in Iran: a Cross Sectional Study

Smokeless tobacco consumption is one of the causes of oral cancer. The aim of this study was to determine the prevalence of smokeless tobacco consumption among male students of Zahedan universities and associated factors in 2012. In this cross-sectional study, 431 students were selected from the universities of Zahedan using multi-stage random cluster sampling. The data collection tool was a questionnaire including questions about demographic information, history of smokeless tobacco consumption, and awareness of smokeless tobacco hazards. Data were analyzed by SPSS19 using Chi-square test and multinomial logistic regression, with p<0.05 considered significant. At the time of conducting this study, 102 students (23.7%) had already consumed smokeless tobacco and 49 students (11.4%) were current users (consuming at least once in 30 days before the study). There was a significant relationship between history of smokeless tobacco consumption, university/college, place of living, mean GPA, and mother's education level (p<0.05). Also there was a significant association between knowledge and prevalence of smokeless tobacco use (p<0.001). There is a relatively high prevalence of smokeless tobacco consumption among the male students of universities of Zahedan, which shows the need to emphasize the provision and implementation of prevention programs in universities.

위계적 선형모형을 이용한 강의평가 결정요인 분석

강의평가 결과에 영향을 미치는 특성변수로는 교과목 수준의 다양한 강좌특성 변수들과 수강생 수준의 다양한 인적특성 변수들이 있다. 특정 수강생은 다수의 교과목을 이수하기 때문에 다수의 교과목들은 동일한 수강생 안에 속하게 됨으로써 공유되는 특성이 있게 된다. 즉 강의평가 결과는 교과목 수준의 강좌특성 (1-수준)과 수강생 수준의 인적특성 (2-수준)에 의해 영향을 받는 다층구조 (multilevel)를 가지게 되며, 위계적 자료 특성을 가지는 복수의 분석단위의 구조가 된다. 따라서 전통적인 회귀분석에서와 같이 개별 교과목들이 독립이라는 가정을 할 수 없게 된다. 본 논문에서는 강의평가결과에 영향을 미치는 다층구조의 특성을 가진 변수들의 영향력을 보다 타당하게 분석하기 위한 방법으로 위계선형모형 (HLM; hierarchical linear model)을 이용하였다. 분석결과는 다음과 같다. 먼저 교과목 수준의 특성변수들 중에 강좌규모, 개설학년, 담당교수의 전임여부, 해당 교과목의 총 평균평점, 원어강좌 여부가 통계적으로 유의하게 강의평가 결과에 영향을 미친 것으로 나타났다. 또한 수강생 수준의 인적특성 변수들 중에는 성별, 학과계열, 대입당시 전형방법, 평균평점 등이 유의하게 강의평가 결과에 영향을 미친 것으로 나타났다. The fundamental concerns of this paper are to analyze the effects of student course evaluation using subject characteristic and student characteristic variables. We use a 2-level hierarchical linear model since the data structure of subject characteristic and student characteristic variables is multilevel. Four models we consider are as follows; (1) null model, (2) random coefficient model, (3) mean as outcomes model, (4) intercepts and slopes as outcomes model. The results of the analysis were given as follows. First, the result of null model was that subject characteristics effects on course evaluation had much larger than student characteristics. Second, the result of conditional model specifying subject and student level predictors revealed that class size, grade, tenure, mean GPA of the class, native class for level-1, and sex, department category, admission method, mean GPA of the student for level-2 had statistically significant effects on course evaluation. The explained variance was 13% in subject level, 13% in student level.

Learning Style Preferences of First–Year Dental Students at King Saud University in Riyadh, Saudi Arabia: Influence of Gender and GPA

The aim of this study was to investigate the learning style preferences of a group of first-year dental students and their relation to gender and past academic performance. A total of 113 first-year dental students (forty-two female, seventy-one male) at King Saud University in Riyadh, Saudi Arabia, participated. The Visual, Aural, Read-write, and Kinesthetic (VARK) questionnaire was used to determine the students' preferred mode of learning. This sixteen-item questionnaire defines preference of learning based on the sensory modalities: visual, aural, reading/writing, and kinesthetic. More than half (59 percent) of the students were found to have multimodal learning preferences. The most common single learning preferences were aural (20 percent) followed by kinesthetic (15.2 percent). Gender differences were not statistically significant. However, a statistically significant difference was found in the mean values of GPA in relation to the students' learning style preferences (p=0.019). Students with a single learning style preference had a lower mean GPA than those with multiple (quad-modal) learning style preferences. For effective instruction, dental educators need to broaden their range of presentation styles to help create more positive and effective learning environments for all students.

Analyzing change in students' gene‐to‐evolution models in college‐level introductory biology

AbstractResearch in contemporary biology has become increasingly complex and organized around understanding biological processes in the context of systems. To better reflect the ways of thinking required for learning about systems, we developed and implemented a pedagogical approach using box‐and‐arrow models (similar to concept maps) as a foundational tool for instruction and assessment in an Introductory Biology course on genetics, evolution, and ecology. Over the course of one semester, students iteratively constructed, evaluated, and revised “Gene‐to‐Evolution” (GtE) models intended to promote understanding about the connections linking molecular‐level processes with population‐level outcomes. In practice, a successful GtE model contextualizes information provided in a case study and explains how genetic‐level variation originates at the molecular level, is differentially expressed among individuals, and is acted upon by the environment to produce evolutionary change within a population. Our analyses revealed that students' ability to construct biologically accurate models increased throughout the semester. Model complexity peaked near mid‐term then subsequently declined. This suggests that, with time, students were building more parsimonious models, shedding irrelevant information, and improving in their ability to apply accurate and appropriate biological language to explain relationships among concepts. Importantly, we observed the greatest relative gains in model correctness among students who entered the course with lower mean GPA. In an analysis comparing performance among achievement tritiles, lower‐performing students effectively closed the achievement gap with the highest performing students by the end of the semester. Our findings support the effectiveness of model‐based pedagogies for science teaching and learning, and offer a perspective on pedagogical application of modeling strategies to foster systems thinking and knowledge structuring in college‐level biology.

Demographic and academic-related differences between standard-entry and graduate-entry nursing students: A prospective correlational survey

Students who enroll in graduate-entry nursing programs are described as more highly motivated, scoring higher in most learning strategies, and achieving greater academic success than standard-entry nursing students. A prospective correlational design was used to compare the demographic and academic-related characteristics of standard-entry and graduate-entry nursing students in their first year of study. Between 2007 and 2011, students enrolled in the Bachelor of Nursing, Standard Entry and the Bachelor Nursing, Graduate Entry at a large Australian university were surveyed in the first year of their program. Data included English-language usage and time spent in paid work, as well as four dimensions of Pintrich's Motivated Strategies for Learning Questionnaire. Survey data was linked to students' academic grades at the end of the semester. A total of 730 students completed the survey and consented to collection of their academic grades. Graduate-entry students were more likely to be older (28.6 vs. 24.3 years, P < 0.001), and there was a higher percentage of males (25.2% vs. 15.9%, P = 0.003). Although no difference was identified between groups for use of Extrinsic Goal Orientation as a learning strategy, the graduate-entry students were more likely to identify Peer Learning, Help Seeking and Critical Thinking as strategies for learning than the standard-entry students (P < 0.001). Further, while this group of students achieved a higher mean GPA (4.8 vs. 4.0, P < 0.001) compared to the standard-entry students, regression analyses revealed that in both groups, lower levels of English-language proficiency and increased time spent in paid work were predictors of poorer academic performance. Similar to US-based studies, demographic and academic-related differences were identified between standard-entry and graduate-entry nursing students. However, the study also highlights lower levels of English-language proficiency and increased time spent in paid work negatively impacted academic performance in both groups of nursing students.

An Adjusted ABS List (with 'plus' and 'minus' tendencies)

This Table displays estimated 'Adjusted ABS scores', which aim to be less exposed to biases, rounding margins and randomness than the four point ABS rating. The 'Adjusted ABS scores' are estimated on the basis of those criteria, which the ABS list claims to underly its rating. The estimation process comprises three steps: First, the four point ABS ratings are regressed on seven criteria underlying the ABS assessment to capture all influences on the ABS rating beyond these criteria (e.g. biases, rounding margins or randomness) in the error term of the regression. This regression has an adjusted Rsquared of 0.806. These seven underlying criteria (their regression coefficients and respective p-values) are: natural logarithm of Cites in RAE 2008 (0.0618, 0.0000), Mean GPA in RAE 2008 (0.3222, 0.0000), Impact Factor [Yes? No?] (0.1192, 0.0370), Average Impact Factor Quartile (0.1321, 0.0000), World Elite Count (0.0109, 0.3780), Average Previous Journal Rating [ABS 2009, Aston 2008, Cranfield 2009, Durham 2006, Imperial 2004, Kent 2007, Warwick, 2003] (0.6378, 0.0000) and Previous Journal Rating [Yes? No?] (-0.8274, 0.0000). Second, the error term of the regression and all criteria with insignificant regression coefficients (i.e. only World Elite Count) are ignored from the further estimation process to avoid exposing the 'Adjusted ABS scores' to unnecessary biases, rounding margins or randomness. Third, 'Adjusted ABS scores' displayed in column 13 [the third from the right] are estimated as the sum of the products of the criteria's regression coefficients and a journal's value in the respective criterion [see columns 5-12] plus the significant intercept of the regression (intercept -0.2772, p-value: 0.0648). The estimations presented in this Table is based on an Ordinary Least Squares regression, but estimations based on Poisson or Negative Binomal (Quasi) Maximum Likelihood regression resulted in 'Adjusted ABS scores' which correlate greater than 98% with the estimations presented in this Table. The remaining columns in this Table display the following information: Columns 1-4 display a journal's International Standard Serial Number (ISSN), its field, title and ABS 2010 rating. The second last column presents a tendency to the ABS 2010 assessment based on the 'Adjusted ABS score'. If an 'Adjusted ABS score' is more than 0.25 larger or smaller than the ABS 2010 assessment, the tendency ' ' or '-' is indicated. This tendency aims provide a meaningful and easily interpretable results which is based on both the virtues of the four point ABS 2010 rating and the accuracy and reduced biases, rounding margins and randomness of the 'Adjusted ABS scores'. The last column tranfers the ABS 2010 with tendency assessment in an intuitive, potential 10 point (ABS) rating.