Predictors Of Academic Success Research Articles

Action orientation in novice pre-service teachers—A predictor for academic success and academic progress

This article investigates whether action orientation as a facet of self-regulation can be used to assess the differences in prerequisites for a successful teacher training in pre-service teachers. Based on the data acquired we have identified and replicated four clusters of students with diverging abilities to overcome failure and implement plans. The content validity, concurrent validity and predictive validity of the clusters were tested using satisfaction with life, academic progress and academic performance data. Based on this classification different needs for support can be inferred and implications for educational interventions can be drawn.

Investigating synchronous and asynchronous class attendance as predictors of academic success in online education

Learning is facilitated by participation and interaction and can be synchronously or asynchronously in online education. This study investigated the relationship between students’ academic success and online interaction and participation and explored their class attendance (synchronous virtual classes and/or watching the recorded virtual classes) in the online study mode of an enabling program at Southern Cross University in Australia. The Preparing for Success at SCU Program equips students with study skills for success at university. The data were retrieved from usage information data provided by the Blackboard Learn learning management system. The results show that it is important for students to attend class, but it does not necessarily make a difference whether students attend synchronous virtual classes or watch the recordings of the virtual classes. A significant relationship was found between academic success and the number of hours students participated in and interacted with the online learning system. Academic success may be increased by providing various options for students to participate and interact online, and to attend classes synchronously or asynchronously. The flexibility of online education can enable students to be successful in their studies. The inclusion of varied activities is therefore recommended to increase academic success in online education.

Success in English Medium Instruction in China: significant indicators and implications

ABSTRACT This article reports a mixed-methods study that investigates academic success in English Medium Instruction (EMI) at a Chinese state university. Questionnaire, exam score (n = 100), and semi-structured interview data (n = 29) was collected from second-year undergraduate students majoring in Business Management. Content-related language proficiency, perceived success, and motivation were explored as possible significant predictors of academic success in EMI. Business English proficiency was a statistically significant predictor, highlighting that students with a lower level of proficiency need supplementary linguistic support in order to fully succeed in their EMI studies. Language learning motivation did not predict academic success, echoing previous findings (Rose, H., S. Curle, I. Aizawa, and G. Thompson. 2019. “What drives success in English medium taught courses?” The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education 0 (0): 1–13. doi:10.1080/03075079.2019.1590690). Perceived success in EMI did predict actual success in EMI, highlighting the need to enhance students’ perceptions of their own ability to succeed in EMI. Qualitative data revealed that students’ perceptions of success in EMI centred around content knowledge acquisition, improved English proficiency, knowledge application and transformation, and forming new modes of thinking. Practical implications for pedagogy are discussed.

Feasibility of a Readiness Exam for Predicting Radiography Program Success: A Pilot Study

Background: Research investigating predictors of academic success in rigorous health science education is valuable for curricular intervention for identified at-risk students. Various predictors of success have been investigated, but the literature is insufficient when examining anatomy and physiology readiness scores as they correlate to radiography curricular success. This pilot study assessed the correlation between readiness exam scores and programmatic course GPA to determine if the scores could be used as a metric for identifying academic success resources for incoming students. Cohorts of the radiography program at a midwestern health sciences center demonstrated a longitudinal trend of difficulty with anatomy and physiology programmatic coursework. Therefore, researchers set out to investigate whether or not readiness exam scores, in addition to the metrics they were already utilizing, could be used as a tool for early academic remediation. Objective: The objective of this study was to determine if the anatomy and physiology readiness exam scores would be reliable indicators of programmatic success in anatomy and physiology program coursework. Design: This investigation occurred in two phases: a retrospective correlational phase and a quasi-experimental phase. Methods: Retrospective data from cohorts that matriculated between 2013 and 2017 (n=91) was collected and de-identified. Data included prerequisite grade point average (GPA) and grades from anatomy and physiology course taken during the program. During the quasi-experimental phase, a sample of students (n=18) completed a readiness examination. The scores from this examination were correlated with prerequisite GPA and program anatomy and physiology GPA. Results: Data analysis revealed prerequisite GPA and the anatomy and physiology section of the readiness examination to be strong and moderate predictors of programmatic anatomy and physiology course grades, respectively. Conclusion: Predictors of curricular success in a radiography program’s anatomy and physiology coursework are essential factors to consider in relation to admissions practices, curricular prerequisite standards, and on-boarding of new students, especially those identified as at-risk.

Predictors of Academic Success in Baccalaureate Nursing Students: Is ATI TEAS Predictive

The population of the U.S. is aging, and the prevalence of chronic diseases is increasing. By 2030 the elderly population of the United States will be twice that of the current senior population, and the national demand for Registered Nurses (RNs) is expected to grow by approximately 21%. Nurses make up the single largest health profession in the United States. The nursing workforce is also aging. The average age of a registered nurse is 48.8 years old. Fifty percent of RNs are age 50 or older, and 12.4% are age 65 or older [1]. The problem is clear; unless more registered nurses enter the field, a critical nursing shortage will exist. The most distressing factor related to the predicted nursing shortage is the number of students who choose a career in nursing, enroll in a program, and fail to graduate, or graduate and fail to pass the NCLEX-RN on the first attempt. The purpose of this study was to determine whether there is a predictive relationship between academic success in baccalaureate nursing students and essential academic skills of reading, English, math, and science. Using a retrospective, correlational study design, the research revealed that there are indeed predictors of academic success.

Adverse Childhood Experiences and Resilience Factors Associated with Higher Education Success

Abstract Introduction: Student success in institutions of higher education is of mounting importance as the link between education, health, and well-being grows. This study investigates adverse childhood experiences (ACE) that may confer resilience or may negatively impact a student’s educational success independent of other known factors for educational achievement. Methods: A cross-sectional survey-based study was conducted using the 2012 Behavioral Risk Factor Surveillance System (BRFSS) data to investigate a large representative US Population of 25-35-year-olds (n=2,543) that were surveyed on ACE measures. Univariate and weighted multivariable logistic regression models focused on educational success in those with and without ACE factors are presented. All data management and analyses were conducted using SAS® 9.4. Results: Each single level increase of ACE reporting indicated an unadjusted 5% decrease in odds for obtaining some college or a college degree. Adjusting for other ACEs, demographic, socioeconomic, behavioral, and health factors, parental depression and mental illness in childhood was associated with college success, while those who experienced parental drug use, prison time, divorce, and being physically hurt at home as a child had statistically significantly lower odds of college success. Other significant predictors of academic success included being female, normal weight, never smoking, never being married, reporting good/excellent health, and exercising with a c-statistic of .88 indicating a strong prediction model. Conclusions: Higher education success and the myriad of associated public health benefit requires significant student and institutional interaction to be flexible enough to engage traditional as well as adult, non-traditional, and underserved student populations. Understanding the modifiable and non-modifiable constellation of health and well-being factors will better allow a more population-based student-centered approach to higher education. Keywords: education; public health; learning; Resilience

Perceived social support as a predictor of academic success in Spanish university students

El apoyo social percibido es considerado un factor clave para la reducción del riesgo de estrés psicológico, fracaso académico y abandono de los estudios universitarios; sin embargo, la investigación relativa al modo en que el apoyo social puede incidir en el rendimiento académico de los estudiantes universitarios es escasa. El presente estudio examina la relación de diferentes provisiones y fuentes de apoyo social con el rendimiento académico de estudiantes universitarios españoles, en su primer y tercer curso. La muestra estaba compuesta por 219 adultos emergentes, 149 mujeres y 70 hombres, con una edad media de 18.01 años (SD= 0.46), matriculados en distintas titulaciones de una universidad pública española. Los datos se recabaron durante el primer año académico (tiempo 1) y de nuevo en el tercer año (tiempo 2). Los análisis de regresión realizados mostraron que diferentes dimensiones del apoyo social percibido predecían el éxito académico en el intervalo de dos años. Los resultados del estudio podrían servir para mejorar programas y políticas dirigidas a promover el ajuste y rendimiento académico de los estudiantes. Perceived social support is considered a key factor for reducing the risk of psychological distress, academic failure and student withdrawal from university; however, research concerning how social support may influence academic performance in undergraduate students is scarce. This study aimed to examine the relation of different provisions and sources of perceived social support with academic achievement of Spanish university students in their first and third year. The sample consisted of 219 emerging adults, 149 women and 70 men, of average age 18.01 years (SD= 0.46), enrolled on different degree courses at a public Spanish university. Data were collected during the first academic year (time 1) and again during the third academic year (time 2). Regression analysis of the data showed that different dimensions of social support predicted academic success throughout a period of two years. The study findings could be used to help university counsellors and administrators refine programmes and policies aimed at enhancing students’ adjustment and academic achievement.

Do school-related experiences impact personality? Selection and socialization effects of impulse control.

Personality traits are well-known predictors of academic success across all levels of education. However, whether school provides an environment to cultivate and promote personality traits is largely unknown. Theories about personality development give reasons to assume that enduring experiences at school could lead to prolonged personality changes. We therefore studied the dynamic interplay of impulse control-an important predictor for educational and life outcomes-and perceptions of school-related experiences both in terms of selection and socialization effects. We used a large, representative, longitudinal dataset of the National Longitudinal Survey of Youth following students from ages 10 to 21 across 6 assessment waves to examine mutual associations of impulse control and school-related experiences across middle and high school years. Sample sizes for the analyses ranged from 8,204 to 8,421 (51% male). Mutual associations between perceived school-related experiences and impulse control were analyzed using random intercept cross-lagged panel models. Results supported the appearance of selection and, to a lesser extent, socialization effects for impulse control and some school-related experiences. The results point to the importance of school-related experiences not limited to academic matters. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

ATTRIBUTIONS TO ACADEMIC SUCCESS AND FAILURE AND THE STRATEGIES FOR DEALING WITH THE EXAMINATION SITUATION AS PREDICTORS OF ACADEMIC SUCCESS

The study was aimed at investigating students’ attributions to academic success/failure and the strategies for dealing with the examination situation as predictors of academic success. Students’ attributions to academic success/failure by internal/external and stable/unstable causes were examined by the Scale of Attributions to Academic Success and Failure. The strategies for dealing with the examination situation (focusing on the problem, focusing on emotions, imagination/distraction, seeking help in the examination situation) were examined by the Scale of Dealing with Examination Situation. The results obtained on the sample of second grade grammar school students (N=204) show that students’ attributions to academic success/failure and the strategies of dealing with the examination situation explain a significant percent of variance in academic success (R²=.210, p=.000). The most important particular predictor is the strategy of dealing with the examination situation by focusing on the problem (β=.244, p=.005). Students’ attributions to failure are more important predictors of academic success than attributions of success. Differences between boys and girls in the patterns of particular predictors of academic success were found. The results point out that it is important to support constructive students’ styles of attributions to academic success/failure and the strategies for dealing with examination situations.

The effects of coaching and repeated test-taking on Chinese candidates’ IELTS scores, their English proficiency, and subsequent academic achievement

ABSTRACT Although most international students arrive with required language qualifications, many struggle with the linguistic demands of their programmes. This study explored whether the test-preparation industry undermines the qualifications with which students arrive. English proficiency of 153 Chinese student in the UK was tested on the Duolingo English Test and a C-test. Students who attended IELTS-coaching programmes scored lower on both measures compared to students who met entry requirements without such help. Furthermore, the number of attempts to achieve a particular IELTS score was negatively correlated with the other English proficiency scores on arrival. The results confirm that coaching, and to some extent repeated test-taking, boost IELTS scores without generalising to other proficiency measures. The effects were, however, small so that despite the observed inflation, IELTS scores were a reliable predictor of academic success: the rise of one IELTS band resulted in the average grade increase of 9 and 4 points (out of 100) in linguistically more and less demanding disciplines, respectively. The results underscore the important role that language plays in study success, and show that many international students get accepted with levels of English that limit their academic achievement. The test-preparation industry contributes in part to this.

Sex Differences in Faculty Rank and Leadership Positions Amongst Hematologists and Oncologists in United States: A Cross-Sectional Study

Introduction: We have previously reported underrepresentation of female faculty at senior academic ranks in hematology/oncology (H/O). In this analysis we aimed to investigate the influence of sex in attaining leadership positions amongst academic hematologists/oncologists in United States. Methods: Faculty members were identified at 146 H/O fellowship programs listed on fellowship and residency electronic interactive database (FREIDA.) Data was collected on demographics, academic rank and research output using Doximity and Scopus databases. We compared the unadjusted characteristics of men and women by using two-sided t-tests and χ2 tests where appropriate. In primary analysis, logistic regression models were used to evaluate sex differences on probability of having full professorship (versus assistant and associate professorship) and of achieving leadership positions including division chief, Program Director (PD) and Associate Program Director (APD). Adjusted models included the following variables: clinical experience in years, number of publications, h-index, appointment at top 20 hospital, clinical trial investigator status and National Institutes of Health funding. Stratified analysis was performed adjusting for duration of clinical experience (≤15 vs >15 years) Results: Fewer women were full Professors (21.9% vs 78.1%), division chiefs (16.7% vs 83.3%), and PDs (30.5% vs 69.5) but the number was similar for Associate Program Directors (47.1% vs 52.9%). In a univariate unadjusted model, women were less likely to be full professors compared to men (OR 0.39; 95% confidence interval [CI], 0.31-0.48; P<.001). However, in the multivariable adjusted model no statistically significant sex difference in full professorship was found (OR 1.05; 95% CI 0.71, 1.57; P=.85; Table). The likelihood of full professorship was positively associated with clinical experience in years, number of first/last author publications, h-index, and being a primary investigator on at least one clinical trial.In a univariate unadjusted model, women were less likely to be division chiefs as compared to males (OR 0.35; 95% CI, 0.16, 0.80; P=.01). However, in the multivariable adjusted model, there was no statistically significant sex difference in achieving the position of division chief (OR 0.57; 95% CI 0.20, 1.58; P=.28; Table). No significant difference was found between females and males for being program directors or associate program directors in both univariate and multivariate analysis. Similarly, a stratified analysis adjusting for duration of clinical experience (≤15 vs >15 years) found no significant sex differences in attaining leadership position (Table) Conclusion: We found that women are underrepresented at higher academic ranks and in leadership positions in hematology/oncology, but that sex is not a significant negative predictor to women obtaining leadership positions after correcting for traditional predictors of academic success. However, "non-traditional" and therefore less measurable and analyzable factors such as networking, mentorship, sponsorship, gender bias, balancing work and home responsibilities and many others may contribute and should be further investigated. Disclosures No relevant conflicts of interest to declare.

The effects of self‐efficacy, hope, and engagement on the academic achievement of secondary education in the Dominican Republic

AbstractAchievement in the academic settings has long lasting positive outcomes. In this study, hope, self‐efficacy, and engagement are linked to academic success. The aims of this study were to test a model which predicts academic success in the Dominican Republic while testing for the mediator role of engagement. The sample was composed of 614 middle‐school students. Scales of Dispositional Hope, Academic Self‐Efficacy, Academic Self‐concept, and Engagement were used. Academic performance was measured with students' grades in Spanish and Mathematics. Three structural equation models were tested. The retained model stated hope and self‐efficacy as antecedents, engagement dimensions as mediators and grades and academic self‐concept as final outcomes. There were significant effects of hope and self‐efficacy on engagement, and behavioral engagement was the best predictor of academic success. These results point out that interventions should target variables, such as hope or engagement to increase academic success.

Are more conscientious seventh- and ninth-graders less likely to be retained? Effects of Big Five personality traits on grade retention in two different age cohorts

Previous research has identified students' personality traits, especially conscientiousness, as highly relevant predictors of academic success. Less is known about the role of Big Five personality traits in students when it comes to teachers' decisions about students' educational trajectories and whether personality traits differentially affect these decisions by teachers in different grade levels. This study examines to what extent students' Big Five personality traits affect teacher decisions on grade retention, looking at two cohorts of 12,146 ninth-grade and 6002 seventh-grade students from the German National Educational Panel Study. In both grade levels, multilevel logistic mediation models show that students' conscientiousness indirectly predicts grade retention through the assignment of grades by teachers. In the ninth-grade sample, students' conscientiousness was additionally a direct predictor of retention, distinct from teacher-assigned grades. We discuss potential underlying mechanisms and explore whether teachers base their decisions on different indicators when retaining seventh-grade students or ninth-grade students.

The Role of Social and Ability Belonging in Men's and Women's pSTEM Persistence.

The benefits of belonging for academic performance and persistence have been examined primarily in terms of subjective perceptions of social belonging, but feeling ability belonging, or fit with one’s peers intellectually, is likely also important for academic success. This may particularly be the case in male-dominated fields, where inherent genius and natural talent are viewed as prerequisites for success. We tested the hypothesis that social and ability belonging each explain intentions to persist in physical science, technology, engineering, and math (pSTEM). We further explore whether women experience lower social and ability belonging than men on average in pSTEM and whether belonging more strongly relates to intentions to persist for women. At three time points throughout a semester, we assessed undergraduate pSTEM majors enrolled in a foundational calculus or physics course. Women reported lower pSTEM ability belonging and self-efficacy than men but higher identification with pSTEM. End-of-semester social belonging, ability belonging, and identification predicted intentions to persist in pSTEM, with a stronger relationship between social belonging and intentions to persist in pSTEM for women than men. These findings held after controlling for prior and current academic performance, as well as two conventional psychological predictors of academic success.

The role of the Extended Project Qualification in developing self‐regulated learners: exploring students’ and teachers’ experiences

Self-regulated learning (SRL) – autonomously planning, self-monitoring and self-reflecting on learning – is a strong predictor of academic success. Mastery of the strategies needed to become a self...

Admission academic metrics and later success in an accelerated master’s entry program

Background: Accelerated master’s entry programs for non-nurse college graduates leading to advanced practice, which are both rigorous and fast-paced, utilize academic metrics to evaluate prospective candidates, including GRE scores and GPA levels. Because this program saw an increased rate of failure from the program (with medical-surgical nursing being associated with > 93% of failures), the aim of this study was to examine if either of these metrics were associated with later success in the program.Methods: A retrospective, descriptive study analyzed admission metrics and first year academic performance to determine if any criteria were associated with academic success. Data collected included age, gender, race, ethnicity, GPA, GREs and scores on the seven required courses in the first 25 weeks. T-tests, correlations, ANOVAs and multiple regression were used to determine if any significant relationships existed.Results: Admission data from 333 students revealed no differences in the mean GPA related to academic success. Student who failed out of the program had significantly lower GRE quantitative, verbal, and writing scores. Additionally, quantitative and verbal scores correlated with exam scores on many didactic courses, and explained 25.4% of the variance in the first medical-surgical exam scores (p < .001), with GRE quantitative scores having the most effect.Conclusions: This study demonstrated verbal and quantitative scores were the only predictor of academic success suggesting admission offices should reconsider whether this current trend of omitting GREs is meeting the needs of students, faculty, universities and the public at large.

The Sheldon effect: fixed mindset does not always mean fragile confidence

ABSTRACTMore than just intelligence is needed to learn accounting. We see from prior work that the non-cognitive aspects of learning can influence the experience for accounting students. We investigate by survey both self-efficacy beliefs [Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215] and mindset [Dweck, C. (2006). Mindset: The new psychology of success. Random House] relative to academic performance of accounting students in a first year university course. Analysis of the data shows that mindset is not a predictor of academic success, whereas self-efficacy beliefs have explanatory power. Dweck [2000. Self-theories: Their role in motivation, personality, and development. Psychology Press; 2006. Mindset: The new psychology of success. Random House] claims that students with a fixed mindset also will have fragile confidence. By measuring both self-efficacy beliefs and mindset together, we provide evidence that this may in fact not be the case. Students can have a fixed mindset and high confidence towards learning accounting.

A new academic performance indicator for the first term of first-year science degrees students at La Laguna University: a predictive model.

Academic performance during the first year of university is correlated with future academic success, and is considered to be a determining factor in the reduction of dropouts. In the present study, we describe a new academic performance indicator for the first term of first‐year science degrees students at La Laguna University in Spain. We are interested in identifying the most important previous academic factors for predicting the success of first‐year students at university. Specifically, multiple linear regression models were used to identify such predictors of academic success. We report that, for all of the analyzed science degrees, the best predictor of academic success is high school grade point average. In addition, we obtained predictive models for estimating the value of the new academic performance indicator. Using these models, we can predict future academic success, which may help identify students at risk of failure at the beginning of the course. This in turn would ensure early implementation of educational interventions or strategies to increase academic achievement of such students.

A brief history of pharmacy admissions in North America.

The move from a Bachelor of Science in Pharmacy to a Doctor of Pharmacy degree, both in the United States and in Canada, has been accompanied by a general move towards increased prepharmacy admission requirements and longer pharmacy programs. Historically, the most thoroughly researched pharmacy admissions variables include grade point average (GPA), Pharmacy College Admissions Test (PCAT), interviews and critical thinking tests. Most programs now require a combination of academic (GPA ± PCAT) and nonacademic characteristics (e.g., interviews, volunteering, critical thinking tests, essays). This review focuses on GPA and the PCAT as academic admissions measures and the interview (both traditional and the multiple mini-interview) and critical thinking tests as nonacademic measures. There is evidence that prepharmacy GPA, the PCAT and admissions interviews are correlated with academic success in a pharmacy program. Repeating a prepharmacy course is a negative predictor of academic success. The multiple mini-interview and various critical thinking tests have been studied in pharmacy admissions, but the evidence to date does not support their use for predicting success. Several areas require further research, including finding an effective measure of reasoning and critical thinking skills. The relationship between admission test scores and clinical performance also requires further study, as academic achievement in pharmacy programs has been the main measure of success to date.

READ Study: Bridging the Literacy Gap through Early Parental Education

Acronyms: Socioeconomic Status (SES), Reach Out and Read (ROR) Health Maintenance Visit (HMV) Background: Emergent Literacy is the process through which children assimilate vocabulary and phonologic awareness into written language. Beginning with prenatal recognition of parents’ voices, the process later mediates the transition to reading fluency which is, in turn, a predictor of academic success. Disparities exist in emergent literacy development between SES groups and correlate with future academic disparities. By age 4, children from low SES families hear …