Performance In Academic Settings Research Articles

Identifying factors influencing faculty attitude towards digital technology in higher education and its impact on faculty engagement and work performance: a mediating analysis

Background This study investigated the influence of various factors on Faculty Attitude, Faculty Engagement, and Work Performance in higher education. The study specifically examined the impact of faculty attitudes towards digital technology on their level of involvement and effectiveness in the classroom. Furthermore, it investigated how the utilization of digital technology by faculty members influences the connection between their attitudes and job performance. Methods The study utilized a mixed-methods approach, combining quantitative and qualitative methodologies to collect thorough data to explore the factors influencing faculty attitude. A survey was performed among 438 faculty members from higher educational institutions in the Delhi and NCR region. Results The results indicated a strong positive relationship of perceived usefulness, mutual learning, institutional support, collaborativeness, creativity, critical thinking, and faculty attitude towards digital technology adoption in academic setting. Nevertheless, External Pressure did not exhibit a significant relationship. The study revealed that the attitude of faculty members has a significant impact on both their work performance and engagement. Additionally, faculty engagement was found to have a positive impact on work performance. The mediation Analysis revealed that Faculty Engagement served as a partial mediator in the association between Faculty Attitude and Work Performance. Conclusions The study’s implications underscore the urgent need of fostering positive attitudes and engagement among faculty members for enhancing their performance in academic settings. Some of the limitations and implication of the study and future direction of the research directions are suggested.

Self-Validation Theory: Confidence can Increase but also Decrease Performance in Applied Settings.

This article presents self-validation theory (SVT) as a framework predicting when mental contents guide performance. First, we illustrate how confidence can validate people's thoughts (goals, beliefs, identity) increasing and decreasing performance, depending on what thoughts are validated. This first section reviews examples of validation processes in guiding intellectual performance in academic settings, sport performance in athletes, as well as performance on diverse social tasks. SVT specifies moderating conditions for validation processes to operate. Therefore, in the second section of this review, we identify unique and testable moderators for metacognitive processes demonstrating when and for whom validation processes are more likely to occur. A third section calls for future research identifying new validating variables (e.g., preparation, courage) capable of increasing usage of unexplored thoughts relevant to performance (e.g., expectations). This final section examines new domains for validation (e.g., group performance, cheating in performance), discusses to what extent people can use self-validation strategies deliberatively to improve their performance and addresses when performance can be impaired by invalidation (e.g., due to identity threat).

Modeling academic performance through personality traits, self efficacy, disaffection among university students

PurposeStudents’ performance in academic settings, to a great extent, is an outcome of personal determinants of individuals. So, it becomes necessary to understand the role of personality traits in gaining desired academic outcomes. This investigation attempts to study some selected personality traits’ contribution to students’ self-efficacy and disaffection and the further impact of these two variables on academic performance.Design/methodology/approachTo attain the target of the study, a sample of 455 university students from state-owned universities of Haryana, India, has been drawn based on the snowball sampling technique. The researcher used Google Forms to collect primary data. The structure equation modeling technique has been applied to analyze the relation between studied variables.FindingsFindings of the study showed a significant positive association of personality traits named agreeableness, conscientiousness and extraversion with self-efficacy that further contributes to academic performance. Also, students’ agreeableness and conscientiousness were negatively associated with students’ disaffection, discouraging an individual’s academic performance. Extraversion did not show any significant association with students’ disaffection.Originality/valueStudies are available exploring variables like personality traits, student disaffection and self-efficacy. This study attempts to study all these variables together to understand their impact on academic performance.

Underrepresentation of the construct in Spanish standardized foreign language exams: a computer assisted exam proposal

Standardized tests are a reality in a globalized world and, consequently, in the Spanish system. Language test developers have already claimed that the current model of assessment has little to do with real language use, as factors such as the shift from paper to computer, information search and other uses of language or multimodal communication are not being considered (García Laborda & Fernández Álvarez, 2021). This theoretical paper proposes (1) a novel construct for testing that incorporates new functionalities which have been shown able to test appropriately language performance in academic settings; and (2) the proposal and design of an online multimodal exam that adapts to the new needs for language assessment in the University Entrance Examination. It begins with an analysis of current research to show the need for a change in the construct, and concludes by proposing a model for this high-stakes exam, based on a new construct of language proficiency and multimodal interaction for computer-based exams. The paper concludes that this model can change the way we understand technology-based exams and could be applicable to most current exams.

Role of Emotional Intelligence and Work-Life Balance in Relationship between Workplace Happiness and Perceived Performance in Academic Setting

This study was conducted to confirm the thesis of “happy employee=productive employee” in an academic setting in which the working hours and workplace is not as clear as in other workplace settings that the aforementioned thesis was handled in. Thus, the pioneer aim was to investigate the relationship between workplace happiness and perceived academic performance. Based on the possible relationship, it was to analyze the moderator effect of emotional intelligence and mediator effect of work-life balance with sub-dimensions respectively. The study was conducted in 42 universities locating in Central Anatolia Region of Turkey with 1136 academicians. In analyzing data, hierarchical regression analysis was conducted. The results showed that workplace happiness positively affected perceived academic performance directly. Moreover, this effect became stronger with emotional intelligence and its three sub-dimensions. Besides, three sub-dimensions of worklife balance partially mediated this relationship. This research make theoretical contributions to literature by validating the thesis also in academic setting and the mediating role of work-life balance, opposite to that of the literature. It also has some practical contributions to universities by showing how to improve performance.

Metacognitive Confidence Can Increase but Also Decrease Performance in Academic Settings

The present research examined the role of metacognitive confidence in understanding to what extent people’s valenced thoughts guide their performance in academic settings. First, students were asked to engage in positive or negative thinking about exams in their major area of study (Study 1) or about themselves (Studies 2 and 3). The valence of these primary cognitions was manipulated to be positive or negative. Furthermore, a metacognitive variable, the perceived validity of the primary cognitions, was measured or varied to be relatively high or low. Finally, performance was assessed using a knowledge test (Study 1), a geometric shapes task (Study 2) or a selection of questions from the Graduate Record Examination (Study 3). In accordance with self-validation theory, we predicted and found that metacognitive confidence (relative to doubt) increased the impact of primary cognitions on performance. When thoughts were positive, increased confidence in the primary cognitions improved performance. However, when thoughts were negative, the same confidence validated the negative primary cognitions and reduced performance. Thus, metacognitive confidence can lead to opposite findings on performance depending on whether it validates performance-relevant positive thoughts or negative thoughts. Variations in the perceived validity of thoughts mediated the obtained effects. Therefore, we conclude that understanding the process of thought validation can help in specifying why and when metacognitive confidence is likely to work or to backfire in producing the desired performance effects.

Surgery Resident Perceptions of the Clicker Evaluation System: A Novel Approach to Collecting and Utilizing Clinical Faculty Performance Data

Medical trainees often have a process in place to receive feedback from clinical faculty regarding overall performance. While there is guidance on effective methodologies for faculty to provide feedback for learners, there is a dearth of literature analyzing trainees' evaluation of faculty performance. We sought to identify an effective and anonymous method for surgery residents to evaluate clinical faculty. The Department of Orthopedic Surgery at Virginia Commonwealth University (VCU) Health implemented a novel process to gather annual clinical faculty performance data from residents for the purpose of program improvement starting in 2012. Specifically, residents used a web-based audience response system, also known as a "clicker" system, to evaluate faculty performance over the academic year. During the June 2018 evaluation session, residents also completed an anonymous, 9 question survey to assess the residents' perceptions regarding this clicker evaluation process. VCU Health System, a tertiary care hospital in Richmond, Virginia. All 24 orthopaedic surgery residents at VCU Health participated in the evaluation process and completed the perception survey in 2018. Ninety-six percent (n = 23) of the residents agreed that they are able to accurately rate their attendings' performance, felt confident that their responses remained anonymous, and that their departmental chair values their opinion when evaluating their attendings' performance through the clicker process. Qualitative responses identified anonymity as a strength of the clicker process, while opportunities for improvement included refinement of questions. The clicker evaluation system is an effective and anonymous method for resident evaluation of clinical faculty performance in academic settings. Future steps include refinement of questions based on departmental goals for education, adoption of the clicker evaluation system by other specialties, as well as research into ways to optimize the clicker evaluation process. Additional research should be done to see if and how the clicker evaluation feedback translates into change in clinical faculty behavior.

Students’ perception and use of English in higher education institutions

PurposeThe purpose of this paper is to explore students’ perception and use of English in higher education (HE) institutions in Malaysia. In doing so, it aims to better understand the relationship between students’ perception of English and academic self-efficacy, particularly since English is used as a medium of instruction in HE institutions.Design/methodology/approachApproximately, 980 questionnaires were distributed to four HE institutions to explore relationships and patterns of students perceived English language proficiency and academic self-efficacy as potential variables shaping their academic performance. About 838 students participated.FindingsThe findings revealed that although students did not rate their English proficiency very highly, they placed high value on English in regards to their academic performance and job prospects upon graduation. More importantly, the findings also show that the majority of the students had high academic self-efficacy beliefs in L2, and were more accurate at calibrating their efficacy beliefs with subsequent performance in academic settings, unlike typical research findings on Asian students as generally holding lower self-efficacy beliefs. This finding was evidenced by the strong and positive relationship between perceived English language competence and academic self-efficacy in L2.Practical implicationsIt is imperative that students’ academic self-efficacy beliefs be enhanced as it has been revealed to mobilise motivation and cognitive resources. It is also necessary to offer targeted support services specifically designed to further help students to improve their English academic skills.Originality/valueIn this study, rewards offered by instrumental motivation in terms of increased academic literacy and career appear to supersede the motive of identification with the L2 language community. It is likely that students in Malaysian HE institutions are becoming increasingly motivated to study due to their own visions and desires, rather than as a result of external requirements. Such findings should be capitalised since self-efficacy is predictive of academic performance.

Contextual Performance in Academic Settings: The Role of Personality, Self-efficacy, and Impression Management

The main purpose of this paper was to analyse the predictive role of personality, self-efficacy, and impression management on contextual performance in academic settings. A sample of 223 university students voluntarily answered a battery of tests on-line. Results showed that conscientiousness, extraversion, and agreeableness, as well as self-efficacy, predict contextual performance self-evaluations. Furthermore, the significant interaction between conscientiousness and selfefficacy multiplies their influence. Besides, impression management contributes to predicting contextual performance, but did not interact with the remaining variables. Results related to personality and self-efficacy are consistent with those found in work settings.

Impact of Organizational Justice and Organizational Citizenship Behavior on Employees Performance

Organizational Justice has been considered a significant subject in the operative organizations functioning. Whereas Organizational Citizenship Behavior is important to achieve the organizational success therefore organizations encourage and facilitate the OCB in order to produce effectiveness and efficiency in organization functions. The primary aim of this research is to investigate the role of organizational justice and organizational citizenship behavior in enhancing employees’ performance in academic setting. Organizational justice plays a pivotal role in shaping individual behavior and particularly extra role behavior such organizational citizenship behavior. To answer the research question, the cross sectional data were collected through a questionnaire from 190 employees working in different universities of Azad Kashmir Pakistan. Our findings reveal that there is a significant positive association among organizational justice (OJ), organizational citizenship behavior (OCB) and Employees performance (EP). The results indicated that Organizational Justice and Organization Citizenship Behaviors was significant predictor of Employees performance. This research contributes to the managerial literature by identifying and applying theoretical concepts into a different sample and organizational settings.

The Relative Age Effect and Its Influence on Academic Performance.

Introduction and PurposeThe policy of school organisation for grouping students in the same academic year is based on date of birth. The differences in the experiences and maturation of older students involve a relatively better performance in academic settings, which is known as the relative age effect (RAE). This effect is more important the younger the student is. The goal of this study is to identify the connections of influence that RAE, socioeconomic status (SES), and type of institution have on academic performance in a school population of eighth graders.MethodsThe study is based on a population-based, representative sample of 15,234 8th graders (50.4% female; average age = 13.61 years) in the 2011 National System of Quality Assessment in Education Survey (SIMCE) from Chile. The SIMCE for global academic performance consists of 4 tests: reading, mathematics, social studies, and science. All tests consist of multiple-choice and closed questions. In addition, in order to have the information of general academic performance, an extra variable expressing the average score of each student was created. Also, the SIMCE includes additional variables for the evaluation process such as SES or type of school. Students were assigned to one of five age groups in terms of date of birth (G1, G2, G3, G4, and G5), in which students belonging to G1 are the oldest and students belonging to G5 are the youngest.ResultsThe results achieved in the structural equation modelling indicate a good global fit. Individual relationships show significant effects of the three variables observed on academic performance, although SES received the highest values. The influence of RAE took place both in the full sample and sub-samples composed according to the SES and academic performance, showing higher values for students with lower scores. Although the influence of RAE decreases when SES is controlled, its effect is still significant and contributes to additionally explain the performance.ConclusionsThe RAE remains, even with residual values, an explanatory factor in academic performance even in eighth graders. Since the RAE decreases as the influence of schooling increases, the potential adverse effects for some students would be placed in previous and initial moments of formal schooling. These findings may be useful into taking steps towards flexibilisation on age of entry in compulsory schooling. Moreover, the need to implement early, comprehensive evaluation systems which include aspects related to neurodevelopment in order to provide maximum information to parents and educators is also drawn.

Learning Styles, Personality Types and Reading Comprehension Performance

This study aims at reviewing the relationship between learning styles, personality and reading comprehension performance. In the last two decades, ample studies have been done to examine the relationship between learning styles, learner’s personality and performance in academic settings. The reviewed studies substantiate that there is a relationship between personality types and/or traits of the learners, the way they establish their learning styles and their academic success in school and university both at an undergraduate and postgraduate level. Therefore, learners depending on the type of their personality resort to different learning styles or preferences which-in turn- affect their learning performance. However, there are no studies – either theoretical or empirical – examining exclusively the role of personality and learning styles on reading comprehension performance. Moreover, the findings with regard to the bulk of research on the relationship between personality and success in reading comprehension- are not that congruent. Accordingly - due to the scarcity of the research on showing the relationship between personality, learning styles and achievement in reading comprehension, and also incongruity of the research results on personality and reading comprehension performance - the current study proposes that further research on the above areas would be of the great need.

The relationship of team learning behavior to team performance

The purpose of this study was to meta-analyze the research examining the effects of team learning behavior on team performance. In addition, team size, team type and study setting were investigated as potential moderators of the relationship between team learning behavior and team performance. In total, the database consisted of 21 effect sizes of 17 studies. They were analyzed by using Hunter & Schmidt (2004) meta-analytic procedure. The results indicated that team learning behavior was positively related to team performance and team innovation. The findings suggested that team size, team type, and study setting moderate the relationship of team learning behavior to team performance. The relationship of team learning behavior and team performance was stronger in small teams than in medium and large teams. The stronger relationship of team learning to team performance in project teams was found. Finally, the stronger relationship of team learning behavior to team performance in academic setting than organizational setting was shown. However, in small teams and the academic setting the number of independent studies was less than 5, so it was important to interpret with caution. The implication and limitations of this research were discussed.

The Relationship of Team Learning Behavior to Team Performance: Meta-Analysis

The purpose of this study was to meta-analyze the research examining the effects of team learning behavior on team performance. In addition, team size, team type and study setting were investigated as potential moderators of the relationship between team learning behavior and team performance. In total, the database consisted of 21 effect sizes of 17 studies. They were analyzed by using Hunter & Schmidt (2004) meta-analytic procedure. The results indicated that team learning behavior was positively related to team performance and team innovation. The findings suggested that team size, team type, and study setting moderate the relationship of team learning behavior to team performance. The relationship of team learning behavior and team performance was stronger in small teams than in medium and large teams. The stronger relationship of team learning to team performance in project teams was found. Finally, the stronger relationship of team learning behavior to team performance in academic setting than organizational setting was shown. However, in small teams and the academic setting the number of independent studies was less than 5, so it was important to interpret with caution. The implication and limitations of this research were discussed.

Stereotype threat in manual labor settings for African American and Caucasian participants

Stereotype threat has primarily been studied with regard to test performance in academic settings, testing aptitude, ability, and intelligence, and it has been found to cause both behavioral and cognitive decrements. Although there is research on stereotype threat in the workplace, this too is usually conducted in upper-level or more academically based job tasks. This article concentrates on how stereotype threat affects those in manual labor workplace settings. This research, however, sought to test subjects on a behavioral task in a workplace setting to see if the results mirror those in academia. Stereotype threat in academic settings has been shown to cause both behavioral and cognitive decrements. It was theorized that stereotype threat would cause performance decrements for the African American participants. Participants were undergraduate students—60 Caucasian and 60 African American. All performed two manual labor tasks, sorting and assembling nuts and bolts, and a math test, half while under stereotype threat and half without stereotype threat manipulation. Results yielded significant differences between the two conditions for African Americans on both the academic and nonacademic/manual labor tasks.

Metacognition in Taiwan: Students' calibration of comprehension and performance

Researchers have increasingly investigated the role played by metacognition in students' learning and performance. Metacognition is comprised of metacognitive knowledge and metacognitive experiences, and both components of metacognition are viewed as being important to learning and performance in academic settings. Metacognitive experiences involve, in part, students' awareness of progress on cognitive tasks. Such awareness is critical to learning, for students may fail to spend additional time reviewing or studying material if they believe they have understood the material adequately. In the present study we examined Taiwanese students' ability to assess their comprehension of passages following reading as well as their ability to predict the number of questions they would be able to answer about passage content. Following an actual test on the material, students were asked to assess how many questions they felt they answered correctly about a passage (postdiction). Students were able to predict comprehension and test performance at better than chance levels and were more accurate at postdiction than prediction. Students with better performance, as measured by comprehension test scores, were better at both prediction and postdiction of comprehension performance. However, students' self-assessments of general calibration ability did not relate to their test performance. The metacomprehension skills of Taiwanese students were quite similar to those previously found for western students, but also diverged in some respects.

Social dynamics in judgment and performance in academic settings

Social dynamics in judgment and performance in academic settings

Psychosis and academic performance

It has been suggested that psychosis genes might be associated with beneficial effects, explaining their high frequency in all human populations. To test the relationship between academic success and the incidence of psychotic disorders. The unusually complete demographic and scholastic records available in Iceland were used to locate academically accomplished individuals and assess the probability of previously identified patients with mental disorders and their relatives being among such groups. Close relatives of successful students showed increased risks of psychosis. Individuals who subsequently developed psychosis and relatives of people with psychosis excelled in school performance, particularly in mathematics. The study supports the hypothesis that stimulation associated with psychotic tendencies enhances performance in academic settings.

FURTHER VALIDATION OF A WRITING ASSESSMENT FOR GRADUATE ADMISSIONS

ABSTRACTThe objective of the study reported here was to collect validity evidence for a proposed writing assessment for graduate admissions – the Graduate Record Examinations (GRE®) Writing Assessment. In particular, the objective was to investigate the relationship between student performance on each of two exercises being considered for the assessment and several nontest indicators of writing skill and achievement, and to thereby establish the degree to which performance on the GRE Writing Assessment is related to writing performance in academic settings. A variety of nontest indicators were examined, but a particular focus was the quality of students' course‐related writing samples. Two such writing samples were collected for each participant in the study, as was considerable information about the nature of these samples. These data enabled an estimate of the reliability and generalizability of writing samples as a validity criterion. The data also permitted an analysis of the conditions and circumstances under which performance on course‐related writing assignments and performance on the two new writing exercises relate to one another, thus facilitating the interpretation of scores derived from the new writing assessment. The results revealed modest relationships between performance on the writing assessment essays and various nontest indicators of writing ability. Performance on the GRE Writing Assessment exhibited the strongest relationship with course‐related writing samples, arguably the most compelling of the nontest indicators. There was no indication that the relationship between the essays and course‐related writing samples may depend on particular characteristics of the sample.