Model Of Academic Performance Research Articles

Development of a Point-based Model for Poor Academic Performance in Japanese University Students Based on Lifestyle Risk Factors: A Prospective Cohort Study

Aims: Multiple lifestyle behaviors have been linked with poor academic performance (AP) in undergraduate students. It is unknown whether a risk prediction model that incorporates a combination of different lifestyle behaviors would predict the risk of poor AP.
 Study design: a population-based prospective study
 Methods: A total of 2,282 eligible participants (men: 66%) aged 18 to 22 years were followed up for four years. Poor AP was defined as a grade point average (GPA) of less than 2.0. Cox proportional hazards models were used to identify lifestyle behaviors associated with the development of poor AP, and a score was created from predictors in the final model.
 Results: During a median follow-up period of four years, 440 (29.2%) men and 111 (14.3%) women developed poor AP. The final model for poor AP in men included low frequency of breakfast intake, dietary intake ups and downs, shorter weekday study time, longer weekday video game time, doing exercise almost every day, self-rated irregular lifestyle. In women, alcohol intake once or more per week, low frequency of breakfast intake, dietary intake ups and downs were included in the final model for poor AP. The risk prediction models showed good discriminatory abilities (C statistics: 0.73, 95% confidence interval [CI]: 0.67, 0.78 for women; and 0.70, 95% CI: 0.66, 0.74 for men).
 Conclusions: This risk prediction model incorporating multiple unhealthy lifestyle behaviors predicts poor AP with good discrimination ability.

Lifestyle habits and academy performance amongst forcibly displaced students: A cross-sectional survey in a school of dentistry.

There is no recognised investigation examining the influence of some lifestyle comportments on academic performance (AP) in forcibly displaced students in higher education. Thus, the frequency of physical inactivity (PI), insufficient sleep (IS), alcohol consumption (AC), drug consumption (DC) and cigarette smoking (CS) and the independent and combined consequences of these habits on AP in forcibly displaced dental students were investigated. A sample of 185 students was studied (thirty-seven forcibly displaced and 148 non-displaced students). This cross-sectional study used an institutional administrative database that included students' demographic features and lifestyle behaviours. Multivariate analyses were performed to evaluate the independent and combined effects of lifestyle behaviours on AP. PI, IS, AC, DC and CS were observed in 51%, 43%, 83%, 27% and 16% of forcibly displaced students, respectively. Compared with non-displaced students, forcibly displaced students presented higher frequencies for all of these behaviours (P<.05), lower AP (P<.0001) and lower socio-economic status (P=.003). Unadjusted regression models showed independent and significant associations between forcibly displaced students and PI (P=.01), IS (P=.01), AC (P=.01), DC (P<.0001), CS (P=.02) and low AP (P=.006). The multivariate model for AP and forcibly displaced students increased odds by 4.6 times (1.5-11; 95% CI). Moreover, the lifestyle comportments studied were also statistically significant, showing combined effects. The variables of gender and age were not statistically significant in the adjusted model. This research observed high frequencies of the behaviours analysed in forcibly displaced students. Furthermore, independent and combined effects of them on AP were detected.

Adaptive emotion regulation, academic performance and internalising problems in Flemish children with special educational needs: a pilot study

School readiness of children with special educational needs (SEN) is still understudied. The present study examined how the presumed bidirectional relationship between impaired academic performance (AP) and internalising problems (IP) could be favourably influenced. In this regard, it was assumed that children’s adaptive emotion regulation plays a crucial role, as it was shown to be independently related to improved AP and fewer IP. However, to gain stronger evidence for this assumption, it should be further clarified whether adaptive emotion regulation, AP and IP are also jointly associated and, if so, how this is reflected in children with SEN. To explore these issues, two different models were tested in a cross-sectional pilot including 61 Flemish elementary school children with SEN (39 boys and 22 girls, mean age = 10.0 years old). Teachers reported on adaptive emotion regulation, AP and IP. The results indicated that AP partially mediated the relationship between adaptive emotion regulation and IP (Model 1), while IP fully mediated the relationship between adaptive emotion regulation and AP (Model 2). Practical implications, strengths and limitations were discussed.