Performance Of Graduate Students Research Articles

How supervisor Machiavellianism affects graduate student creativity: a mediated moderation model

ABSTRACT Innovation and creativity are essential for graduate education, and supervisors have a substantial responsibility to foster the creative abilities of graduate students. However, empirical studies investigating how supervisor personality affects graduate student creativity are rare. To enhance the ability of higher education institutions to cultivate creativity among graduate students, we examined how supervisor Machiavellianism leads graduate students to perceived objectification, reducing graduate student creative performance based on the Job Demands-Resources model and Job-Demand-Control-Support theory. We proposed personal initiative as the moderator to explore boundary conditions of the relationship between supervisor Machiavellianism and perceived objectification. Results from 326 graduate students across three time points indicated that supervisor Machiavellianism negatively affects graduate students’ creative performance, and graduate students’ perceived objectification fully mediates the relationship. Additionally, graduate student personal initiative moderated this relationship. Graduate students with high personal initiative can mitigate the negative effects of Machiavellian supervisors. Our findings emphasize the significance of considering the individual traits of both supervisors and graduate students in graduate education with valuable theoretical and practical implications discussed.

Employability skills and job performance of graduate students in developing countries: The moderating role

Employability skills and job performance of graduate students in developing countries: The moderating role

Exploring the Digital Maze: Unveiling Information Literacy within Moroccan English Department Students with a Focus on Developing a Research Strategy

This study explores the realm of information literacy amongst Moroccan English department students, unravelling the intricacies of their abilities in developing a research strategy. Getting data from the Standardized Assessment of Information Literacy Skills (SAILS) test, the research scrutinizes the performance of undergraduate, graduate, and doctoral students. The focus on the specific skill set of developing a research strategy sheds light on the students' competencies in areas such as conferring with instructors, identifying research topics, and understanding the role of desired end products in information retrieval. The findings reveal nuanced strengths and weaknesses among students at different academic levels. This exploration not only contributes to the understanding of information literacy within the Moroccan English departments' context but also provides insights for curriculum designers and faculty seeking to enhance students' proficiency in navigating the digital information landscape.

La era de la inteligencia artificial y su impacto en el aprendizaje de habilidades quirúrgicas de grado y posgrado: ¿El futuro de la cirugía?

Educational changes present a challenge for teachers in terms of how to effectively teach and enhance student performance. Surgery demands manual dexterity that reflects critical thinking and the ability to make efficient decisions quickly in complex situations. Artificial Intelligence (AI) is a tool that can enhance the performance of both undergraduate and graduate students and improve clinical outcomes. The role of traditional teaching and the future of surgical education need to be addressed.

How often does unguided peer interaction lead to correct response consensus? An example from conceptual survey of electricity and magnetism

In this research, we investigated the impact of peer collaboration and changes from individual to group performance of graduate students on the conceptual survey of electricity and magnetism (CSEM) without any guidance from the instructor. We define construction of knowledge as a case in which the group answered the question correctly but in the individual administration of the survey before the group work, one member gave the correct answer and the other gave incorrect answer. We find that there was a significant improvement in the performance of students after peer interaction, which was mostly attributed to construction of knowledge. However, students had very few opportunities to co-construct knowledge as there were hardly any situations in which neither student in a group provided a correct answer. We analyzed the effect size for improvement from individual to group scores for each CSEM item to understand the characteristics of these questions that led to productive group interaction. We also compared the group performance of the graduate students to the introductory physics students in a prior study using the CSEM to get insight into the concepts that showed differences for the two groups and those that were challenging for both groups of students before and after collaboration with peers. Our findings can motivate physics instructors to incorporate group interactions both inside and outside of the classroom even without instructor’s involvement so that students at all levels can learn from each other and develop a functional understanding of the underlying concepts.

Impact of Depression on Academic Performance

This study aimed to explore depression as a determinant of the poor academic performance of undergraduate students. Using a predesigned questionnaire (based on the Beck Depression Inventory-II), the data was collected from graduate students in Karachi, Pakistan. The findings of the study revealed a significant influence of depression on the academic performance of graduate students. Students are not usually aware of psychological factors and mental illness that they might be facing and may not prioritize their mental health. This can further lead to a downward trend and may eventually cause bigger problems. Therefore, seminars and tests should be conducted at least once a year regarding mental illness and it should be enforced that students’ mental health is given priority within the premises of academic institutes.

Impact of COVID-19 on performance of college and university graduate students: Implications for science education

The aim of this study is to investigate the impact of COVID-19 on the academic performance of colleges and Kotebe Metropolitan University students in terms of the Internet access, resource availability, and students’ perception of e-learning. The study also described the concerns of students, parents, and teachers related to the circumstances caused by social isolation and the perspectives of teachers and parents with regard to remote or online learning. This study adopted a mixed research design. For data collection, survey questionnaires, which were conducted on a total population of n=350, and semi-structured interviews were used with department heads and stream heads. In addition, simple random sampling was used for all instructors from the college, university, and students from the college of teachers’ education. According to the study’s findings, there was a lack of the Internet access, a lack of ICT resource availability, and a lack of online competency among students and teachers throughout the epidemic. The findings of this study confirm the readiness and motivation of teachers to advance their knowledge and skills, as well as to contribute with the aim of improving the quality of education. The findings also confirmed that COVID-19 comes with both challenges and opportunities for the Ethiopian education system.

How did online learning impact the academic performance of graduate students amid the Covid-19 pandemic?: A case study of the United Arab Emirates

Covid-19 has changed the landscape of education forever. Online education has become the new normal for many graduate students with the pandemic outbreak. While online education is more cost-effective, there is little research on how online education has impacted graduate students academically. This study aimed to assess graduate students' academic experiences who took all their courses online. A total of 240 master's and Ph.D. students participated in a questionnaire survey and shared their thoughts on the significance of online education in their academic learning and achievement. The findings revealed that the students perceived strong positive perceptions in terms of engagement, ease of communication, academic learning, and academic achievement as a result of online education. Exploratory Factor Analysis extracted four factors contributing more than 60% variation to online education's overall impact on students. To conclude, online learning provides greater flexibility and convenience, allowing students to study at their own pace and in their own time. Additionally, online learning can be tailored to the individual needs of each student, providing a more personalized learning experience.

Application value of an artificial intelligence-based diagnosis and recognition system in gastroscopy training for graduate students in gastroenterology: apreliminary study.

This study aimed to discuss the application value of an artificial intelligence-based diagnosis and recognition system (AIDRS) in the teaching activities for Bachelor of Medicine and Bachelor of Surgery (MBBS) in China. The learning performance of graduate students in gastroenterology during gastroscopy training with and without AIDRS was assessed. The study recruited 32graduate students of the gastroenterology program at Jiangsu province hospital of Chinese medicine and Xiangyang No. 1 People's Hospital from March 2018 to March 2022 and randomly divided them into AIDRS (n = 16) and non-AIDRS (n = 16) groups. The AIDRS software was used for real-time monitoring of blind spots of gastroscopy to aid in lesion diagnosis and recognition in the AIDRS group. Only aconventional gastroscopic procedure was implemented in the non-AIDRS group. The final performance score, success rate of gastroscopy, lesion detection rate, and pain score of patients were compared between the two groups during gastroscopy. Aself-prepared teaching and learning satisfaction questionnaire was administered to the two groups of students. The AIDRS group had ahigher final performance score (92.60 ± 2.83 vs. 89.21 ± 3.57, t = 2.98, P < 0.05), ahigher success rate of gastroscopy (448/480 vs. 417/480, χ2 = 11.23, P < 0.05), and ahigher detection rate of lesions (51/52 vs. 41/53, χ2 = 8.56, P < 0.05) compared with the non-AIDRS group. The pain scores of patients were lower in the AIDRS group than in the non-AIDRS group (3.40 [2.23, 3.98] vs. 4.45 [3.72, 4.75], Z = 3.04, P < 0.05). Besides, the average time for gastroscopy was lower in the AIDRS group than in the non-AIDRS group (7.15 ± 1.24 vs. 8.21 ± 1.26, t = 2.38, P = 0.02). The overall satisfaction level with the teaching program was higher in the AIDRS group (43.51 ± 2.29 vs. 40.93 ± 2.07, t = 3.33, P < 0.05). In the context of medicine-education cooperation, AIDRS offered valuable assistance in gastroscopy training and increased the success rate of gastroscopy and teaching and learning satisfaction. AIDRS is worthy of wider-scale promotion.

The effect of emotional health on academic performance of graduate students in accounting with the mediating role of academic achievement motivation

The effect of emotional health on academic performance of graduate students in accounting with the mediating role of academic achievement motivation

음악대학원 중국인 박사과정 유학생 지도 경험에 관한 자문화기술지

Objectives In this study, we examine what kind of environment the graduate professors who directly affect the research capabilities and performance of graduate students are in, what they experience, and how they cope with problem situations as a surge of Chinese international students enters the university scene.&#x0D; Methods In order to achieve this objective, I used my own experience as a researcher and university vocal music educator to write this autoethnography, using data from memory, research journals, and documentation.&#x0D; Results There were four significant results found. First, the biggest difficulty I felt while teaching Chinese PhD students was that there were significant differences in their levels, both between themselves and between non-foreign students. To solve this problem, I modified various standards that I expected from PhD students and considered many additional details in the preparation and management of the class. Second, I had ambivalent feelings about helping the students with their lives outside of the classroom. There were positive aspects, but also hardships and dilemmas that would not be present in a typical academic setting. Third, the Chinese PhD students actively studied based on their excellent practical skills, but reported difficulties with the thesis. I put more effort into giving them practical help to solve this issue. Fourth, my relationships with them were satisfying and rewarding. But when they graduated, I was disappointed that my relationships with them were severed and I could not continue to communicate with them.&#x0D; Conclusions Based on these results, I suggest follow-up studies by university educators on the experience of teaching Chinese PhD students, additional studies on how to approach theses with foreign international students, and policy research on the problems and experiences that the university educators faced.

Graduate Students’ Motivational Factors and Educational Performance in Pursuance of Higher Education during COVID-19 Pandemic

The descriptive study aimed to determine the motivational factors and educational performance of graduate students in an online environment during the COVID-19 pandemic. Using a survey questionnaire, data were gathered from 140 students pursuing a master’s degree in a private higher educational institution in the Philippines during the School Year 2021-2022, which served as the final respondents of the study. Results revealed that the student’s motivational factors during the pandemic were described as having much influence while most of the respondents obtained their educational performance in their master’s degree as very good. Motivational factors were significantly correlated to the educational performance of the respondents based on their GWA. The study suggests that students should be motivated to pursue graduate education, especially in the dimension of social stimulation. Graduate school professors should also understand and be able to assess the degree of motivation of their students in their every-week classes, in which they will be able to contribute affirmations, inspiration, and drive to their students. Further, it is also recommended that students must be inspired to excel and obtain excellent grades in their graduate education.

Anxiety, Grit, and Academic Performance of OT Graduate Students During the COVID-19 Pandemic

Abstract Date Presented 04/01/2022 The purpose of this research was to determine whether grit and anxiety are related to the academic performance of OT graduate students during the cross-sectional period of seismic change in higher education due to the emerging coronavirus disease 2019 (COVID-19) pandemic. The expected contribution of this study includes how the prevalence of grit and anxiety during the COVID-19 pandemic affects academic performance in a predominately virtual learning environment. Primary Author and Speaker: Ann Potter Additional Authors and Speakers: Cara Crawford, Brooke Gasper, Amanda Rowlands, Rachel Saquing

Enhancing research support to improve scholarly performance of state university graduate students

It is important to establish a culture of research in the graduate school of state universities to stay relevant and competitive in the knowledge-based economy. This paper attempted to enhance the graduate school research support for the improvement of the scholarly performance of graduate students in a state university. The mixed-methods sequential explanatory design was used. An online survey was conducted using a researcher-made questionnaire developed through Google form and was participated by 106 respondents. Likewise, interviews were participated by 11 interviewees. Furthermore, some of the findings were triangulated using document analysis. Average and rank were used to analyze the survey data. Findings reveal that the scholarly performance of the graduate students “does not meet expectations at all”. However, the extent of institutional support of the graduate school “fully meets expectation”. The scholarly performances needing improvement were research presentation and publication which were attributed to the need to attune the informational, mentoring, administrative, and resource supports of the institution along with the national standards for graduate research. Hence, opportunities for improvements were identified on the enhancement of the graduate school research support which may help establish research and innovation culture that is comparable to the national and global standards.

How Doctoral Students with Low GRE Scores Succeed: A Grounded Theory Study

Most U.S. graduate schools rely on the Graduate Record Examinations (GRE) to predict readiness for graduate degree programs and differentiate between applicants in verbal and quantitative reasoning, critical thinking, and analytical writing skills. Many times, low GRE scores create a barrier to entry into U.S. graduate programs despite research showing that selecting graduate applicants based solely on academic metric thresholds does not guarantee graduate student performance and many low scorers still attain a graduate degree on time (Miller et al., 2019b; Pacheco et al., 2017; Petersen et al., 2018; Wang et al, 2013). In this study, we used a constructivist grounded theory approach to develop a theory on how low GRE-scoring students managed to succeed in their graduate programs. Participants included 17 low-scoring yet successful doctoral students from seven universities across the U.S. The results show students’ self-determination and emotional and financial support and the university’s climate contribute to the success of doctoral students with low GRE scores. This study builds a theory that admission review boards and faculty members can use when weighing standardized testing admission requirements.

Language of citation and publishing performance of graduate students in French-speaking countries with different economic and linguistic advantages

The performance of graduate students in research varies greatly across countries due to various factors, mainly socioeconomic and linguistic. The current situation is critical because the wealthiest countries are also the most linguistically equipped to navigate the English-dominant landscape of academia. Here, we assess the language of citations and the publishing performance of graduate students from three French-speaking countries: Algeria, Canada, and France, where Algeria is the least English proficient and the most economically disadvantaged. We found that the bibliography of PhD theses were English dominated in all regions (72.5% in Algeria compared with &gt;93.1% in Western countries), whereas those of Masters theses were French dominated in Algeria (63.3%), relatively bilingual in France (47.6% French), but English dominated in Canada-Québec (94.7%) and Canada-BC (98.7%). Algerian PhD students produced fewer papers, were less likely to publish in journals with calculated impact factors, and received fewer citations than students who graduated from universities in France or in two Canadian provinces, British Columbia and Québec. Our results suggest that the economic and linguistic disadvantages faced by graduate students from non-Western backgrounds affect their academic performance, highlighting important issues in facing future global challenges.

Evaluating the performance of graduate students in mathematics and physics departments from the point of view of their teachers

م.د.عادل عيدان عبدADIL.IDAN@qu.edu.iq أ.م.د. حامد شياع خير اللهhamed.math@qu.edu.iqجامعة القادسية / كلية التربيةhttps://www.doi.org/10.51424/Ishq.30.26مستخلص البحث:يهدف هذا البحث إلى :- التعرف على تقييم اداء طلبة الدراسات العليا في قسمي الرياضي

Impact of Social Media on Academic Performance of Graduate Students in Kathmandu

This study aims to identify the relationship of social media use on academic performance of students. The study is based on 176 sample responses generated from masters’ level second semester management students of different universities in Kathmandu. The study used structured questionnaires which constituted multiple choice and Likert scale items for collection of cross sectional data. The study has used descriptive analysis, frequency responses, and Chi-square test in order to identify significant differences in frequency of responses over different Likert scales and association between the variables. The study showed that engagement in social media has a negative relationship on academic performance of students. However, most students feel that its use should not be stopped. The study thus recommends that students need to be informed about pros and cons of social media, and the universities should engage students in teaching learning activities through social media.

Entrepreneurial Skills and Innovative Behavior as Determinants on the Entrepreneurial Performance of Business Graduate Students

Entrepreneurial Skills and Innovative Behavior as Determinants on the Entrepreneurial Performance of Business Graduate Students

The Brachistochrone: An Excellent Problem for All Levels of Physics Students

The classic brachistrochrone problem is standard material in intermediate mechanics. Many variations exist including some accessible to introductory students. While a quantitative solution isn’t feasible in introductory classes, qualitative discussions can be very beneficial since kinematics, Newton’s laws, energy conservation, and motion along curved trajectories all play a role. In this work, we describe an activity focusing on a qualitative understanding of the brachistochrone and examine the performance of freshmen, juniors, and graduate students. The activity can be downloaded at https://w3.physics.arizona.edu/undergrad/teaching-resources.