Measures Of Academic Performance Research Articles

Assessing the Reliability of Google Scholar in Predicting Scopus Citation Metrics

This study analyzed the relationship between bibliometric metrics—specifically the H-index and citation counts—obtained from Google Scholar and Scopus, two widely used databases for assessing research impact. The analysis was based on data from 30 academics affiliated with the University of Verona. Strong correlations within each database were observed, demonstrating that both consistently capture similar patterns of scientific impact. The high degree of concordance between Google Scholar and Scopus metrics also indicates that they provide comparable rankings and relative measures of academic performance, despite differences in absolute values. On average, citation counts from Scopus were 33.8% lower than those from Google Scholar, while H-index values from Scopus were 16.8% lower. These findings highlight the critical importance of database selection in research evaluations, advocating the use of complementary metrics derived from multiple databases to achieve a balanced and comprehensive assessment of scientific impact, while also accounting for the unique strengths and limitations of each bibliometric source.

The Impact of Depressive and Anxiety Symptoms on Academic Achievement among Undergraduate University Students: A Systematic Review

Numerous studies have explored the prevalence of depression and anxiety symptoms among university students worldwide. However, only a few have examined how these symptoms affect students' academic performance. This systematic review explores the relationship between depression, anxiety, and academic performance among undergraduate university students. Peer-reviewed articles published between 1997 and June 2020 were included if they: (a) were in English; (b) had a study population that was exclusively undergraduate students; (c) the study assessed depression and/or anxiety through standardized, validated measures; and (d) included an objective outcome measure of academic performance. Of 2,746 citations, 10 met the eligibility criteria, representing 14,695 participants. All six cross-sectional analyses and three of four longitudinal studies reported a negative relationship between depression and academic performance. Three cross-sectional analyses and one longitudinal study reported a negative relationship between anxiety and academic performance. This review supports a consistent relationship between depression and academic performance but less support for anxiety. Depressive and anxiety symptoms have a significant impact on university students’ academic performance.

Navigating the Development of English Language Skills in Higher Education

Abstract Academic English proficiency is an essential key towards success in higher education, more especially for non-native speakers of English. This review paper aims to discuss how academic English proficiency contributes to successful academic performance and integration within the academic community. Challenges experienced by non-native speakers-such as language barriers, cultural differences-and strategies to improve proficiency in the English language, for instance, through academic language courses, support services, and technology hand-in-hand were also discussed. Overall findings from recent studies were synchronized in the paper to reveal the critical importance of English proficiency to academic performance and recommend practicable measures by higher education institutions for supporting their students. Finally, the review points to existing gaps in research, suggesting directions for future investigation that are likely to contribute to improving academic English proficiency and hence its impact on success in higher education.

Time Spent on Homework: Correlations Between Parents’ and Teachers’ Perceptions and Children’s Performance

This study investigated differences in teachers’ and parents’ perceptions about homework and their correlations with children’s achievement in Grade 4 – the end grade for primary school in Lithuania. Data were collected at the end of Grade 4 (February–March 2024). Teachers (n = 39) answered online questionnaires on homework frequency and expected homework time; parents (n = 525) completed paper questionnaires about homework frequency, time, and help. Children (n = 576) completed tests measuring literacy and math skills, and school administrations provided children’s Grade 4 grades and results from national standardized testing. Most parents and teachers reported that homework was assigned daily. Teachers reported that children should spend around one hour daily on homework; parents reported children spending on average one hour and ten minutes daily on homework and a great variation in the amount of weekly homework help children received. Compared to teachers, parents reported more frequent homework and more homework time. Only parental reports of time spent and help received for homework significantly correlated to children’s academic performance measures, albeit negatively. Overall, parents and teachers perceived homework time differently. Additionally, the less well Grade 4 students did academically, the more time they spent on homework, and the more help they required from family.

Prospects of a Law Graduate in Bangladesh: A Critical Review

This paper mostly emphases on the scenario of a Law graduate in a developing country like Bangladesh struggling from their different desire. The most important concern is to make a goal for building career after the completion of the graduation, post-graduation especially in Law. Most importantly, in respect of pursuing careers as advocates, advance to the High Court and Appellate Division, or become judges under the legal system needs different necessary preparation on specific field of professions. Finally, in this paper, comprising and comparing the legal system, legal education and opportunities worldwide in the Legal arena, the authors endeavored to find out the actual obstacles as well as the flawless way out accordingly to the demand for a better career living through reviewing the significance of the academic performance, essential skills and career measures of a law graduate in a democratic and developing country like Bangladesh.

Prospects of a Law Graduate in Bangladesh: A Critical Review

This paper mostly emphases on the scenario of a Law graduate in a developing country like Bangladesh struggling from their different desire. The most important concern is to make a goal for building career after the completion of the graduation, post-graduation especially in Law. Most importantly, in respect of pursuing careers as advocates, advance to the High Court and Appellate Division, or become judges under the legal system needs different necessary preparation on specific field of professions. Finally, in this paper, comprising and comparing the legal system, legal education and opportunities worldwide in the Legal arena, the authors endeavored to find out the actual obstacles as well as the flawless way out accordingly to the demand for a better career living through reviewing the significance of the academic performance, essential skills and career measures of a law graduate in a democratic and developing country like Bangladesh.

Who flourishes in school? The interplay of academic self-concept and personality and its role for academic performance in middle adolescence.

Why are some students more successful than others? We combined motivational and personality predictors and jointly examined the relevance of subject-specific academic self-concepts and Big Five personality traits for academic performance. Based on data from two independent studies of German 9th graders (Study 1: N = 1,508, Mage = 14.98 years, 51% female, 38% immigrant background; Study 2: N = 19,783, Mage = 15.10 years, 50% female, 36% immigrant background), we, first, estimated latent bivariate correlations to investigate the nomological net between these socioemotional characteristics. Second, using latent moderated regression models, we examined the role of the main and interaction effects of both characteristics for academic performance levels and changes assessed by grades and test scores. Finally, we tested whether the relevance of socioemotional characteristics for academic performance differed across sociodemographic characteristics. Five findings stand out: First, we established widely consistent nomological nets between the academic self-concepts and Big Five traits, especially regarding the German self-concept. Second, the domain-specific self-concepts were consistent predictors of different academic performance measures in the respective subject. Third, beyond the established main effects of openness and conscientiousness, all Big Five traits contributed to performance in some way. Fourth, despite some inconsistencies, socioemotional characteristics formed only synergistic interaction effects. Fifth, students' sociodemographic background was likewise important illustrating main effects on performance and foremost synergistic interaction effects with socioemotional predictors. Our results highlight the complex interplay between motivation, personality, and sociodemographic variables in predicting academic achievement and underline the need to be mindful of this interactive nature. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Insights into enhanced learning through virtual reality

This study investigates the impact of Immersive Virtual Reality (VR) on learning outcomes in radiography training using Virtual Medical Coaching's X-Ray Pro VR software. VR offers immersive experiential learning that may enhance academic performance and professional preparedness. The study involved 130 students from two consecutive cohorts: one using traditional training methods and the other using VR software. We employed a mixed-methods approach, integrating quantitative measures of academic performance and clinical competency with qualitative insights into student engagement, enjoyment, and stress levels. The VR group used Virtual Medical Coaching simulation software, while the traditional group used physical simulation machines (Siemens Healthineers) to practice positioning anthropomorphic manikins, adjusting exposure settings, and handling X-ray equipment. Data were collected at four points: immediately post-training and at 1 month, 3 months, and 8 months follow-up. The VR cohort showed significantly higher knowledge retention, work readiness, and lower stress levels compared to the traditional cohort. Among the participants trained in VR, a vast majority (59 out of 65) reported a high level of satisfaction with the immersive nature of the training, emphasizing its realism and direct applicability to clinical scenarios. Quantitative analysis revealed superior performance metrics for the VR group across all measured time points (p < 0.001). Qualitative feedback highlighted enhanced engagement and enjoyment among VR-trained students. The results of this study clearly indicate that VR training significantly enhances learning outcomes in radiography education. The VR cohort exhibited higher knowledge retention, work readiness, student engagement, and enjoyment, along with lower stress levels and higher confidence compared to the traditional cohort. These findings support the integration of VR into professional training curricula to improve student performance and engagement.

Making the grade? A meta-analysis of academic performance as a predictor of work performance and turnover.

Many organizations assess job applicants' academic performance (AP) when making selection decisions. However, researchers and practitioners recently have suggested that AP is not as relevant to work behavior as it used to be due to factors such as grade inflation and increased differences between academic and work contexts. The present meta-analysis examines whether, and under what conditions, AP is a useful predictor of work behavior. Mean correlations (corrected for error in the criterion) between AP and outcomes were .21 for job performance (k = 114), .34 for training performance (k = 8), and -.02 for turnover (k = 20). There was considerable heterogeneity in validity estimates for job performance (80% credibility interval [.04, .37]). Moderator analyses revealed that AP is a better predictor of performance (a) for AP measures that are more relevant to students' future jobs, (b) for professor ratings of AP than for grades and class rank, (c) for samples that include applicants from the same university or from the same major, and (d) for official records of AP than for applicant self-reports. Job relevance was the strongest and most consistent moderator with operational validities in the .30s and .40s for measures that assessed AP in major-specific courses or courses in which students are evaluated on behaviors relevant to their future jobs (e.g., practicum classes). Overall, researchers and organizations should carefully consider whether and how AP is relevant to particular jobs and outcomes, as well as use designs and measures that optimize the predictive value of AP. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

University Management System

University Management System (UMS) is designed to automate the everyday operations of administrative, academic functions in higher degree education institutions. UMS are using integrated features like online registration for students, administration file maintenance of colleges faculty details course scheduling fee transactions academic performance monitoring in simple manner. We have seen an incredible change in thesesystems over the years, largely due to increased demands for digital transformation from schools. Today, there are cloud-based access to modern UMS solutions in place which allows institutions manage their data efficiently while retaining it on secure physical storage. These systems also come with mobile capabilities that are very useful in allowing students and faculty to remain up-to-date on the latest information. Advanced data analytics has become a critical ingredient as well, enabling administrators to balance the scales through academic planning, resource allocation and performance measurement. Education institutions are increasingly using digital ways of working and UMS have enabled these organizations to streamline processes, strengthen communication channels thus making the educational journey better for all stakeholders. Keywords— University Management System (UMS), higher education, administrative automation, academic processes, cloud-based access, mobile-friendly interface, data analytics, student registration.

Does testing environment matter for virtual school students?

Does testing environment matter for virtual school students?

Postsecondary pathways and graduate earnings: does transfer make cents?

ABSTRACT Post-secondary education (PSE) experienced explosive growth and diversification over the past century, affording students a range of increasingly complex pathways that they can travel to acquire a credential. In various jurisdictions, governments have made significant investments to facilitate student uptake of unconventional transfer pathways that involve stops at multiple institutions. But, there has been limited effort to understand the impact of travelling these unconventional pathways on graduate labour market outcomes. Moreover, existing studies across many jurisdictions typically lack access to detailed measures of academic performance, demographics, and other pertinent controls that could explain the relationship between PSE pathway uptake and labour market outcomes. Through this study we model this relationship by drawing on a large custom linkage between student records from the Toronto District School Board (TDSB) and three large administrative datasets housed in Statistics Canada’s Education and Labour Market Longitudinal Linkage Platform (ELMLP). This linkage offers census-level coverage of the population of interest and allows us to longitudinally track students from their Grade 9 year at the Toronto District School Board (TDSB), into and through Ontario PSE, and then as they enter the labour market. Our analyses unearth a series of pathway-based earnings disparities that prove robust to available controls. We elaborate on the implications of these findings for policymakers and draw attention to their relevance for scholars interested in school-to-work transitions in Canada and abroad.

Balancing academics and athletics: Examining academic and athletic identity profiles in a large sample of NCAA Division I college athletes

Balancing academics and athletics: Examining academic and athletic identity profiles in a large sample of NCAA Division I college athletes

Measurement Instruments When Comparing Academic Performance and Physical Activity: A Comprehensive Systematic Review.

This study offers a comprehensive review of academic performance measurement instruments in physical activity and education settings, aiming to provide a comprehensive list of tools used for measuring academic performance in relation to variables associated with physical activity. Academic performance outcomes, including cognitive skills, attitudes, academic achievement, and academic behavior categorized by CDC, were investigated using specific keywords in search engines between 2000 and June 2022, with 233 articles (describing 220 studies) included. Participant demographics, mainly elementary students, displayed variability. The review found that 37.3% of studies measured cognitive skills and attitudes (primarily attention), 57.3% assessed academic achievement (GPA, subject scores, or standardized tests), and 15.9% evaluated academic behaviors (mostly on-task/off-task behaviors). Various instruments were employed, notably those measuring attention, intelligence, memory, and attitude. Positive associations were found in 63.4%, 78.6%, and 85.7% of studies for cognitive skills, academic achievement, and academic behavior, respectively. This literature review highlights the prevalence of studies on academic achievement, diverse cognitive skills instruments, and a focus on attention. Despite predominantly positive relationships, some studies reported non-significant or negative associations, particularly for cognitive skills. Future research should emphasize these areas using reliable instruments.

Reducing Learning and Psychosocial Disparities in Latino Children with Cancer: A Randomized Intervention Trial.

We developed a high-intensity parenting intervention (HIP) to help parents support the academic success of childhood cancer survivors (CCSs), who often face post-treatment challenges affecting their school-related functioning. This randomized controlled trial (NCT03178617) evaluated HIP's efficacy compared to lower-intensity, single-session, treatment-as-usual services (LIP) in Latino families. Primary outcomes were parenting efficacy and CCSs' school functioning; secondary outcomes included parenting knowledge and measures of CCSs' academic performance, attention, and functioning outside of school. 106 Latino survivors of childhood leukemia and lymphoblastic lymphoma (aged 6-12 years) and their parents were randomly assigned to HIP (n = 54) or LIP (n = 52). Linear mixed-effects models evaluated group differences across baseline, 6-month (T2), and 12-month (T3) assessments. Parenting efficacy and knowledge improved significantly in the HIP arm, resulting in higher scores vs LIP at T2 and T3 (P ≤ .01). No significant between-group differences were found in child school functioning; however, HIP children showed significantly better social functioning and performance on one measure of attention (CPT-3 commissions) at T3 (P < .05). While HIP adherence challenges were observed, with only 33 (61%) completing the intervention, exploratory analyses suggest that benefits were most evident among those who fully engaged. Satisfaction and perceived benefit were greater for HIP vs LIP at both time points (P < .05). Our results suggest the potential value of parent-directed behavioral interventions like HIP for CCSs and their families. Further studies are needed to address participation barriers and enhance engagement to maximize and sustain benefits.

Does Written vs. Video Feedback Affect Students’ Online Learning and Alliance with Their Teacher?

The demand for online college courses has increased, especially during the COVID-19 pandemic. Prior research regarding methods of providing feedback to students in online courses has demonstrated that there may be many benefits to providing feedback to students in video rather than written format. Their research suggests that recorded video feedback provides a deeper bond between teachers and students. The main goal of this study was to add to the growing body of evidence around the use and impact of video feedback and to build upon these studies by using a larger sample size and assessing teacher/student bond with a reliable and valid measure (i.e., the Learning Alliance Inventory [LAI]) through a field experiment. A sample of 119 students enrolled in two psychology courses at a public southwestern university were randomly assigned to receive personalized written or video feedback on course written assignments. Results indicate that LAI scores and academic performance measures were not significantly different between students who received video or written feedback. Future research and educational implications are discussed in the context of the use, value, and implementation of video and written feedback.

The importance of test order in external and standardized test results: The case of PISA 2018.

Standardized tests intend to reduce information asymmetry by providing a common and objective measure of students' academic performance. The basic assumption underlying standardized testing is that differences in student performance on standardized tests should be attributed primarily to differences in the quality of education received by students. However, there is evidence that environmental factors can affect standardized test scores, which may result in anomalous observations or outliers that show a distortion of student performance. In this regard, the exclusion of Spain from PISA 2018 is particularly interesting as Spanish data met PISA 2018 Technical Standards but showed implausible student-response behavior. The aim of this paper is to complement the OECD's analysis of Spain's exclusion from PISA 2018 by exploring the potential reasons behind the outlier results, focusing on the Madrid region.

Embodied curriculum mapping as a foundation for critical self-reflection and culture change

This article describes a first-person qualitative research study to understand how common pedagogical approaches and cultural learning environments in STEM impact individuals. Prior to the study, the author observed that many students who were successful in advanced undergraduate neuroscience courses reported having struggled academically, socially, or emotionally in introductory STEM courses. The objective was to generate new ideas for approaches to address high rates of student attrition from introductory STEM courses related to this full range of issues through curriculum development. The author, a neurobiologist and tenured faculty member at the institution, audited four introductory STEM courses: Introduction to Cellular and Molecular Biology, Atoms &amp;amp; Molecules, Calculus 1, and Introductory Physics 2: Electromagnetism, Optics, and Modern Physics, offered by tenured colleagues in four different departments. A total of approximately 600 hours was spent by the author attending lectures, participating in classroom activities, completing homework, and studying for assessments. Homework, quizzes, and exams were marked by the course faculty using the same criteria as were applied for student work. In addition to measures of academic performance collected through the normal assessments, the author made note of her own emotional responses throughout the course of the study, which is why the process was dubbed ‘embodied’ curriculum mapping. The emotional responses revealed high levels of emotional stress associated with assessment, sensitivity to disciplinary boundary reinforcement, and a complex role of social and academic identity in all aspects of the experience. Given the first-person nature of the study, the potential future generalizability of the findings must be considered in light of the various revealed aspects of identity and experience of the author and subjected to further study using a broader range of empirical methodologies. The focus of this article’s conclusions and recommendations is therefore the impact of the process on the author and the potential for a similar process to serve as a foundation for critical self-reflection and learning for other STEM educators. The author recommends the process as a generative tool for pedagogical innovation and building faculty capacity for culture change in STEM.

Use of Resources in Physical Education

The purpose was to develop an innovation in Physical Education (PE) through a quantitative approach that compared the use of text-based and media-based resources concerning academic performance, usability and satisfaction with the didactic unit, the methodology and the performance of the teacher. Following an experimental design, this research assigned upper-level high school participants (N=28) to text-based and media-based conditions. Measures of academic performance, usability and satisfaction were collected before and after the unit selected according to the correlational format. No significant differences were found regarding satisfaction (p = .65; p = .68) between conditions. Slightly significant differences were found regarding academic performance in both conditions (t = 91, p &lt; .01; t = 105, p &lt; .01). To add, media-based condition showed significant relationships related to teaching work satisfaction (rho = 0.67, p = .01) and usability (rho = 0.56, p = .04). The research concluded the no difference in satisfaction using media resources, but a slight increase in academic performance, an easy perception of media resources besides its high usability and a positive teaching work assessment due to the involvement of the figure.

Investigating social media addiction and impact of social media addiction, loneliness, depression, life satisfaction and problem-solving skills on academic self-efficacy and academic success among university students.

The negative effects of post-COVID-19 restrictions have been detected in students' mental well-being due to internet addiction, changing habits, despair and uncertainty. Students' academic success is expected to be affected by social media addiction, loneliness, depression, life satisfaction, problem solving skills and academic self-efficacy factors. This study aimed to determine the level of social media addiction and the effects of these factors on the academic success of university students and define their interactions with each other. Four hundred nineteen questionnaires were collected between October-December 2022 at Bingöl University, Türkiye. Descriptive statistics, independent t-test, One-Way ANOVA, correlation and multiple linear regression methods were used to analyze data with the help of the SPSS 22 software. Middle level grade (GPA) average (71,17 ± 9,69 out of 100), low level social support from friends and family members (34,6%), spending more than 4 h on social media (42,5%), middle level social media addiction, moderate depression level (51,31%-PHQ > 10), mild loneliness and slight dissatisfaction with life were found among students. Furthermore, high academic self-efficacy, moderate agreement with academic performance and good problem-solving skills were indicated in the survey results. Significant differences, such as higher life satisfaction among males and higher depression among females, were measured. Academic self-efficacy scale, problem solving skills and satisfaction with life had a negative correlation with social media addiction and depression, while a positive correlation with academic performance measures. Problem solving skills, satisfaction with life, fourth class vs. others and living alone vs. others were positive predictors of the academic self-efficacy. Meanwhile, loneliness was a negative predictor of the academic self-efficacy, while higher problem-solving skills and being female were positive factors leading to a higher GPA. The fact that the participants were only students from Bingöl University limits the ability to generalize the results. Policymakers could implement social and problem-solving skills training to develop better academic programs and cognitive-behavioral therapy for students' academic success.