Predictors Of Academic Success Research Articles

TaBAT: Design and Experimentation of a Learning Analysis Dashboard for Teachers and Learners

Aim/Purpose: Since the beginning of the COVID-19 pandemic, many countries have adopted online education as an alternative to face-to-face courses. This has increased awareness of the importance of analyzing learning data left by students to improve and evaluate the learning process. This article presents a new tool, named TaBAT, created to work with different LMSs in the form of dashboards accessible online and allowing teachers to monitor the progress of their learners and at the same time allow learners to visualize their learning process. Background: TaBAT is designed based on the results of our previous research on factors that can influence the success of online learners, where we proposed and statistically validated a model for assessing the success of online learners called e-LSAM (e-Learner Success Assessment Model). Methodology: Two studies are presented in this article. The first one is conducted on a group of students from two classes (each composed of two groups) of a higher institute in Morocco, who participated in courses organized in blended learning on the Moodle platform. For each class, one of the two groups had access to the experiment to use the TaBAT tool (exposed group) to analyze the learning traces, while the second group did not have access to the dashboard (control group). The second study aimed to understand the impact of the usage of the TaBAT tool on the two exposed groups. Contribution: The purpose of this article is to present a new analysis tool as well as to test this tool and to evaluate its impact on self-regulation and the prediction of academic success and, finally, to see how these students evaluate this tool. Findings: The results of the TaBAT usage demonstrate the effectiveness of the success algorithm, based on our theoretical model e-LSAM. The results also prove that this tool was able to increase the performance of the students of both groups exposed. The general evaluations of the participants also confirmed these results. Impact on Society: The article proposes a tool for institutions to facilitate the monitoring and control of students’ learning process. The tool provides visual information for teachers to study and react to in the educational context and gives students visualizations to promote their self-reflection and increase their performance and academic success. Future Research: Generalize the use of the TaBAT tool, incorporating both private and public institutions, in order to confirm the results obtained in this article and at the same time improve the self-regulation and academic success of learners.

Semantic fluency including task switching predicts academic success in medical school.

The future state treaty on the admission of students to German medical schools calls for a variety of selection criteria among which at least two are required to be independent of school leaving grades. Against this background, the present study investigated achievement motivation and executive functions as predictors of academic success in medical school. Second year medical students were assessed for executive functioning by using the Tower of London Test (ToL), a German version of the Controlled Oral Word Association Test (COWAT), the Trail Making Test (TMT-A) and for motivation by using the Achievement Motivation Inventory (AMI). Academic success was evaluated twofold, i) whether the first state exam (M1) was passed at the earliest possible, after completion of the second year and ii) via the grades obtained. 81 out of 226 students enrolled participated in our study. Passing the M1 was best explained by semantic fluency including task switching. Moreover, academically successful students achieved significantly higher levels in the AMI-facets "compensatory effort" and "engagement". All students scored above average in the TMT-A and average in the ToL. Alternating semantic fluency-requiring simultaneously inhibition, updating and task shifting-turned out highly predictive of academic success in medical school. Moreover, higher levels in "compensatory effort" and "engagement" suggested that both, increased energy expenditure as response to fear of failure and elevated readiness to exert effort also impacted positively on success.

Promoting academic success in college students with ADHD and LD: A systematic literature review to identify intervention targets

Objective: College students with attention-deficit/hyperactivity disorder (ADHD) and/or a learning disorder (LD) are at higher risk for not attaining a bachelor’s degree. The purpose is to identify the predictors of academic success in college for students with ADHD and/or LD using a systematic review of the literature. Method: Academic Search Premier, Education Full Text, Education Source, Education Resources Information Center, Teacher Reference Center, PsycINFO, PsycArticles, and Primary Search and relevant journals were searched using PRISMA guidelines. Studies were screened based on the following inclusion criteria: college students with ADHD and/or LD, student characteristics as predictors, and GPA and/or retention as outcomes. Results: Twenty-one studies were included (20 quantitative studies and 1 randomized control trial). Academic regulation, academic self-efficacy, emotional regulation, ADHD symptoms, and academic and social integration predicted college success. Conclusion: Incorporating these components into interventions with students with ADHD and/or LD may enhance their success in college.

Academic Achievement and Failure in University Studies: Motivational and Emotional Factors

Universities are committed to offering quality education; however, a high rate of academic failure is often observed in the first year of studies. Considering the impact that motivation and emotional aspects can have on students’ commitment to study and therefore on their academic performance, achievement, and well-being, this study aims to identify the factors associated with academic success or failure in 1071 students entering the National Polytechnic School (Quito, Ecuador). The data were compiled from the existing computer records of the university with the permission of the responsible administrative staff. A predictive model has been used and a binary logistic regression analysis was carried out through the step-forward regression procedure based on the Wald statistic to analyze the predictive capacity of the variables related to emotional intelligence, motivational and self- regulated socio-cognitive skills, goal orientation, and prior academic achievement (measured by university entrance marks and through a knowledge test carried out at the beginning of the university academic year). To determine the cut-off point for the best discriminatory power of each of the variables, a Receiver Operating Characteristics (ROC) curve analysis has been used. The results indicate that the variables that are significant in the prediction of academic success or failure are the two academic performance measures: the emotional attention variable, and the performance-approach goals and the motivational self-efficacy variable. Additionally, the highest predictive power is displayed by the prior academic performance measure obtained through the knowledge test conducted at the beginning of the university course.

Factors That Determine Completion Rates of Biomedical Students in a PhD Programme

Purpose: The purpose of this retrospective study is to identify potential predictors of academic success or failure in Doctor of Philosophy (PhD) programmes in the field of biomedicine. Based on these, the policies and structure of academic programmes granting PhD degrees in biomedicine might be improved. Literature review (State of the art): At the present moment, most European and all of the EU doctoral education systems in biomedicine are regulated by the Salzburg principles of the Bologna process. Almost all the programmes formally comply with regulations, but the degree to which rules are applied varies greatly. The European Research Council (ERC) and various stakeholders’ associations, such as the Organisation for PhD Education in Biomedicine and Health Sciences in the European System (ORPHEUS), have recognised this and in their policies, they recommend regular evaluation of PhD programme structures. One such evaluation that was conducted at our institution motivated us to search for quantifiable factors that can help the process of PhD programme structural reform. Since the literature is scarce on this matter, we decided to conduct analysis of our own data and thus study the relationships between recommended EU policies and real-world data. Methods: Biology of Neoplasms is a PhD programme founded under Bologna process rules. It enrols students with Doctor of Medicine (MD), Doctor of Dental Medicine (DMD) or similar degrees in the biomedical field. A large portion of enrolled PhD students work full time in medical practices. A retrospective analysis was conducted on students who enrolled between 2006 and 2017. In order to quantify academic success, outcome measures of graduation (completion) rate, time to graduation, average impact factor of published papers comprising a PhD thesis and the ratio of the latter two were formed. Age, sex, employment institution, mentor experience and tuition subsidy were considered as potential predictors. Results: A total of 124 students were enrolled in the study—38% male. Out of the total, 21 (16.94%) students discontinued the study programme and 22 students graduated (17.7%). The average impact factor (IF) of published papers was 2.66 ± 1.51. Mentor experience (Odds ratio (OR) = 6.7) and student employment in academia (OR = 11.7) were significant predictors of successful graduation. Stricter criteria for graduation had no effect on graduation in newly enrolled students. Likewise, sex, tuition subsidy and age did not affect graduation rates. Surprisingly, time to graduation was not affected by any of the considered predictors. On the other hand, students that were mentored by experienced mentors and employed in academia outperformed their peers in terms of impact factors of publications related to their thesis. Conclusion: Characteristics such as gender, age at enrolment and even tuition paid by the institution do not have a significant impact on completion rate. Experienced mentors and employment in academic institutions seem to be the factors that predict a successful completion of a PhD programme. Furthermore, our results give a quantifiable support to the ORPHEUS and ERC recommendations and policies. These conclusions can be easily applied to any PhD programme formed under the tenets of the Bologna process.

Emotional intelligence and academic achievement in higher education

PurposeThis study examines the role of emotional intelligence on academic achievement among students at a private university in Kuwait.Design/methodology/approachThe data were obtained through a questionnaire which elicits information on students' sociodemographic data and their overall college grade point average (GPA). The 16-item Wong and Law Emotional Intelligence Scale (WLEIS, Wong and Law, 2002), was used to evaluate the level of emotional intelligence and explore the effect on academic performance in a sample of 480 Kuwaiti college students.FindingsThe results of the study indicate that academic success was strongly associated with self-emotion appraisal (SEA) and use of emotions (UOE). However, the results did not show direct correlations with age, high schooling system, gender and nationality. Additionally, results provide supporting evidence that the WLEIS scale has good psychometric properties and can be used as a reliable tool to assess the emotional intelligence skills among college students in Kuwait.Research limitations/implicationsThe study has several limitations that require consideration when interpreting the findings. First, this research used a quantitative methodology, which can provide limited information about emotional intelligence, and further qualitative research is necessary to identify contributors and inhibitors of this construct. Second, as in any study using self-report measures, the results may have been influenced by participants' acquiescence and need for social desirability. Further studies should aim to include ways in which EI can be incorporated into academic curricula and qualification framework and barriers that may pertain to encourage emotional intelligence skills development in higher education and suggest solutions accordingly. In future studies it would be interesting to see educators' self-perception vs of students to include a multi-rated for the emotional intelligence. To this end, these areas of study could provide a more comprehensive understanding in the sense of integrating emotional intelligence theories and methods from multiple disciplines that constitute social, personality and psychological trait within higher education. This research has only considered samples from a private university in Kuwait. Extension of sampling scope to other universities around the country and in the Middle East may bring a better understanding of students' emotional intelligence level. In terms of EI components, the results of this study indicated that students score highest in self-emotional appraisal (SEA) and the use of emotions (UOA) and lowest on regulation of emotions (ROE). Additional studies can be conducted to see whether the same results apply on Arab students in the Middle East as a whole. The present study has provided more evidence of the need for cross-cultural comparison of an imported construct and its measurement by showing that the emotional intelligence construct, defined by the WLEIS (Wong and Law, 2002), may be understood differently in other cultures.Practical implicationsThere are two key implications in this study, one concerning gender and the other relating to students' GPA. The results suggested differences between the way female and male students viewed EI skills in relation to their academic achievement. Considering that the instrument used to measure EI was the Wong and Law Emotional Intelligence Scale (WLEIS), a self-report measure, perhaps a degree of bias was introduced. Male students' EI scores as a whole (M = 5.56) were higher than the EI mean score for female students (M = 5.39). As Novinger (2001) proposed, emotional expressiveness in the Arab world is such that women are trained to be less demonstrative of their emotions than men.Social implicationsIn addition, gender and cultural values may influence communication styles among Arab students during the teaching process. An awareness of gender and cultural difference related to EI could be beneficial to all parties (students, educators and administrators) in higher educational institutions. Educators' sensitivity to students' EI skills associated with culture can be manifested in a wide variety of teaching practices, ranging from educators' expectations toward students to their interpersonal interactions with students and from teaching styles to assessment methods. For example, an understanding of the possible impact of gender on EI skills may raise educators' levels of cultural sensitivity in dealing with students in the Middle East, particularly, in Kuwait. Even though this study did not show a significant relationship between the overall EI level and students’ GPA, an effect on EI components SEA and UOA was found. University administrators and educators wishing to increase students' academic achievement would do well to incorporate the use and recognition of emotions into their curricula. For instance, emotions can be used to channel the anxiety created by exams to motivate students to prepare more thoroughly and attain more higher standards.Originality/valueEmotional intelligence skills are important predictors of academic success, and they play a key role in students' performance, and greater the emotional intelligence, the academic achievement will be higher. The results of this study support the research studies suggesting that students' emotional intelligence (EI) should be considered by curriculum designers to enable educators assist their students reach successful academic performance.

Noncognitive Predictors of Academic Achievement Among Nontraditional and Traditional Ethnically Diverse College Students

Research examining noncognitive predictors of academic success among ethnic minority, nontraditional college students is scant. The present study examined the degree to which noncognitive variables (conscientiousness, grit, college self-efficacy, time management, and test anxiety) predict achievement (college GPA) among ethnically diverse college students. We also explored the degree to which a student’s nontraditionalness moderated the effects that noncognitive factors had on academic achievement. Participants were 340 undergraduates enrolled in a four-year Hispanic-serving institution. The perseverance facets of grit, conscientiousness, college self-efficacy, and time management were all positive correlates of achievement. Hierarchical linear regression analyses indicated that after controlling for students’ demographics and high school GPA, college self-efficacy and test anxiety were significant predictors of college achievement. Moderation analyses indicated that conscientiousness is positively associated with achievement in traditional college students but is not associated with achievement among nontraditional students.

Quality of Life and Burnout among University Students

The purpose of this study is to find a general picture of quality of life in students and to find the relationship between quality of life and burnout. Quality of life of students explains the level of satisfaction of student life and is a predictor of academic success. This relates to evaluating the satisfaction of life domains (health, self-esteem, spiritual, money or standards of living, work, play, helping, friendship, sibling relationships, spiritual, learning, creativity, family, neighborhood and community). Burnout is defined as a condition where individuals experience emotional exhaustion, depersonalization and reduce self-efficacy. The study used a cross-sectional design with a sample of 469 students. Data was collected using Quality of Life Inventory and Student Burnout Scale. Data analysis techniques used the Pearson correlation method to determine the relationship between quality of life and burnout among students. The F-Test technique is used to compare differences in quality of life based on gender. The results showed no significant difference in the quality of life of men and women. The highest life domain is family. While the lowest life domain is love, the relationship between quality of life and burnout was found to be negatively correlated. The burnout dimension consisting of emotional exhaustion, depersonalization and reducing academic efficacy was found to be negatively correlated with quality of life, based on the results of the study needed for the development of counseling interventions to improve the quality of life to reduce burnout in students.

Doctor of Physical Therapy Student Grit as a Predictor of Academic Success: A Pilot Study

PurposeGrit and resilience are considered non-cognitive traits associated with motivation, attitude and temperament rather than intellect and have been increasingly recognized as important skills to identify and develop in medical professionals. The purpose of this study was to investigate grit scores as well as the relationship of grit and other factors to academic success in Doctor of Physical Therapy (DPT) Students. MethodForty-four 2nd year DPT students from the US, were surveyed utilizing the 12-Item Grit Scale prior to the start of semester 4, composed of an 8-week didactic module followed by an 8-week clinical internship. Cognitive traits including Pre-admission Grade Point Average, Graduate Readiness Exam scores, age, as well as descriptive statistics were extracted from admission data. Cumulative GPA and semester GPA from the 8-week didactic portion of the semester were gathered post semester completion. ResultsThe mean grit score for 2nd year DPT students was 3.74 (SD ± .48). Moderate correlation between grit score and cumulative GPA, r = .501, P = .001 was found. A multiple regression analysis found grit score and age as predictors of cumulative GPA, explaining 41.4% of the variance. DiscussionAmong 2nd year DPT students at a teaching and learning institution in the southeast United States, grit and age appear to be associated with DPT program cumulative GPA scores. Non-cognitive factors such as grit and age may assist in predicting academic success among entry-level DPT students. Grit has not been examined previously as a non-cognitive trait contributing to academic success among entry-level DPT students but may serve as a helpful addition for admission profile to assist in predicting academic success.

Predictors for the academic success of first-year physiotherapy students at a South African university.

BackgroundNumerous factors may influence academic performance and success in undergraduate physiotherapy programmes. Understanding these factors could assist with student selection and design of support structures.ObjectivesThe objective of our study was to explore the amount of variance explained by the National Benchmark Test (NBT) and the National Senior Certificate (NSC) in passing the first year of study and to explore the association between the NBT performance bands and first-year progression outcome.MethodThe sample comprised 2013–2017 student cohorts. Hierarchical regression models were used to explore significant predictors for academic success in the first year of study. The chi-square test was used to assess the association between the NBT performance bands and the categorised progression outcome.ResultsThe NBT domains explained 22% of the variance, R2 = 0.229, F (3, 212) = 20.97, p = 0.000. The four NSC subjects accounted for 20% of the variance. All seven predicting variables contributed to 43% of the variance in the first year of study, R2 = 0.435, F (7, 208) = 27.29, p = 0.000. Associations between NBT domains and GPA: quantitative literacy (Φ = 0.27; p < 0.000); academic literacy (Φ = 0.22; p < 0.000); mathematics (Φ = 0.18; p = 0.014).ConclusionAcademic success is associated with academic factors as measured by the NBT and physical sciences matriculation results.Clinical implicationsSupport programmes in the first year of study are needed to improve student performance and success such as additional tutorials and language enrichment programmes.

Replicated evidence towards a cognitive theory of game-based training.

Executive function is the set of cognitive skills needed for goal directed behavior and is a strong predictor of academic success (Best, 2014). The present study examines the effectiveness of a custom video game designed to train the executive function skill of shifting—being able to efficiently shift attention from 1 task to another. In Experiment 1, students who played Alien Game for 4 hr, mostly at home, improved shifting skill more than those who played a word-search control game (d = .40). In Experiment 2, students who played All You Can ET (an updated version of Alien Game) for 2 hr improved shifting skill more than those who played a word-search control game (d = .36), regardless of whether the aliens were designed to portray hot or cool emotions. In addition, playing All You Can ET, which targets shifting skill, did not cause an improvement on inhibition skill, which represents a different kind of executive function. These results extend previous findings (Parong et al., 2017), and highlight a somewhat rare case in which playing a focused computer game for a short duration causes improvements in a targeted executive function skill. Overall, the results support the theory of specific transfer of general skills, which suggests that game-based training of cognitive skills should focus on concentrated practice on a target skill to train the target skill rather than divided practice across multiple different skills in an attempt to improve the mind in general. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

Digital Literacy in Formal Online Education: A Short Review

This study aims to explain the current findings of digital literacy in formal online education. The methods of research is a type of library description obtained from relevant scientific articles obtained from internet search media library engines: proquest, researchgate, google scholar and other search engines with keyword search "digital literacy" to find the publication of related scientific papers / relevant to the topic. Then the 41 articles found (listed in the references) are studied and then explained from the author's perspective. Digital literacy is multi-dimensional, built by multi construct hypotesis. In the previous research found a higher level of digital literacy that was positively related to the output of learning outcomes in the subjects studied. Online learners feel anxious because they do not understand and are accustomed to online classes, especially for those who have limited computer skills. Most importantly, independent students get the final grade of the program far better than non-independent students. The best predictor of academic success, measured by the final grades, namely components of academic skills, reading and writing abilities. Higher levels of digital literacy positively affected the high output of learning outcomes to student academic performance.

Academic Performance: The Role of Grit Compared to Short and Comprehensive Inventories of Conscientiousness

Grit has been suggested as a predictor of academic success over and above established constructs like conscientiousness (C) but has only been compared to brief inventories of trait-level C. This study examined the difference between using a brief inventory of C (Big Five Inventory [BFI]) and a facet-level inventory (NEO Personality Inventory–Revised [NEO PI-R]) as controls for grit in an undergraduate sample (N = 1,394). Grit exhibited strong correlations with C, particularly the facets of self-discipline and achievement striving. When BFI was used, both grit and C added small increments in explained variance while controlling for each other. When NEO PI-R was used, grit could not explain any additional variance in university grade and minuscule amounts (4%) in high school grade. Facets of C added moderate amounts (16%–54%) of incremental variance to both university and high school grades when controlling for grit. The results demonstrated that different outcomes are to be expected depending upon the choice of C measure.

Increasing Promotion of Women Faculty in Academic Medicine: Impact of National Career Development Programs.

Background: Three national career development programs (CDPs)-Early and Mid-Career Programs sponsored by the Association of American Medical Colleges and the Hedwig van Ameringen Executive Leadership in Academic Medicine sponsored by Drexel University-seek to expand gender diversity in faculty and institutional leadership of academic medical centers. Over 20 years of success and continued need are evident in the sustained interest and investment of individuals and institutions. However, their impact on promotion in academic rank remains unknown. The purpose of the study is to compare promotion rates of women CDP participants and other faculty of similar institutional environment and initial career stage. Methods: The study examined retrospective cohorts of 2,719 CDP participants, 12,865 nonparticipant women, and 26,810 men, from the same institutions, with the same degrees, and first years of appointment in rank. Rates of promotion to Associate and Full Professor ranks in respective cohorts of Assistant and of Associate Professors were compared using Kaplan-Meier survival curves and log-rank tests, and logistic regression adjusting for other predictors of academic success. Results: In adjusted analyses, participants were more likely than men and non-participant women to be promoted to Associate Professor and as likely as men and more likely than non-participant women to be promoted to Full Professor within 10 years. Within 5 years, CDP participants were more likely than nonparticipant women to be promoted to Associate Professor and as likely as to be promoted to Full Professor; in the same interval, participants were promoted to both higher ranks at the same rates as men. For both intervals, nonparticipant women were significantly less likely than men to be promoted to either rank. Conclusions: The higher rates of promotion for women participating in national CDPs support the effectiveness of these programs in building capacity for academic medicine.

Adaptação ao ensino superior militar: preditores do sucesso académico

A cultura militar apresenta características que exigem elevados níveis de adaptação, ao nível psicológico, físico e emocional. Os estudantes do ensino superior militar constituem uma população sujeita a elevados níveis de stress, particularmente durante o primeiro ano da Academia Militar de Portugal. Os cadetes enfrentam diversos desafios para se formarem como oficiais do quadro permanente do Exército Português e da Guarda Nacional Republicana. O estudo pretende identificar e caraterizar os stressores presentes no esforço adaptativo ao ensino superior militar, analisando a forma como evoluem ao longo dos anos e se constituem como possíveis preditores do sucesso académico. A amostra é constituída por 601 candidatos e futuros alunos à Academia Militar. Nesse sentido, foram realizados dois estudos, um de natureza transversal e outro longitudinal, que mostraram que o bem-estar físico e psicológico e a gestão do tempo são os fatores que mais contribuem para a perceção da autoeficácia académica e explicam parcialmente o sucesso académico a médio prazo (segundo ano). O caráter longitudinal do estudo acentua os resultados obtidos e remete para que, em estudos posteriores, se estabeleçam correlações com medidas da autoestima e de desempenho já como oficiais em contexto operacional.

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

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

Implementation and perceived benefits of an after-school soccer program designed to promote social and emotional learning

Social and emotional learning (SEL) competencies such as self-awareness and relationship skills are predictors of academic success, overall well-being, and avoidance of problematic behaviors. Among school-aged children, research has demonstrated that well-implemented programs teach SEL competencies and life skills (e.g., leadership, responsible decision making) that can transfer to other settings. Similar claims have been made in the field of sport-based youth development (SBYD), however, the SEL framework has not been widely applied in sport programming. Implementation, student learning, and transfer of learning in SBYD programs designed to promote SEL require further exploration. Therefore, the current study examined the implementation and perceived benefits of an after-school soccer program designed to promote SEL. Participants were six coaches and 51 students from three different sites where this program is offered. A multiple case study design was used, integrating data from customized feedback surveys, interviews, systematic observation, and field notes. Results indicated the program reflects many SBYD best practices. Although implementation varied between sites, program culture and core values were consistent. Evidence indicated students learned and applied SEL lessons in the soccer program and that transfer beyond the program was promoted. Participants were most likely to report transfer to the school setting, therefore, future studies should examine this topic more directly. Other implications for research and program implementation are discussed.

Predictors of academic success and aspirations in secondary nursing education: A cross-sectional study in Croatia

BackgroundAcademic success of students in nursing education is an issue causing concern in many parts of the world because of the shortage of nurses in the labour market, versatility of the educational programs and status of the students during studies and after graduation. ObjectivesTo determine the predictors of academic success and educational aspirations of secondary nursing school students to enrol in higher education programs. Participants and methodsThis cross-sectional study included 312 students (92.6% response rate) from the Health School in Split, Croatia, enrolled in nursing program in 2015/2016. Besides sociodemographic data and grade point average (GPA), we collected data using 9 instruments: performance self-efficacy, academic self-efficacy, perseverance, attitudes towards science, self-respect, motivation, dispositional hope, future time perspective, and perceived personal incompetence. ResultsIn a linear regression analysis, performance self-efficacy (β = 0.38) and future time orientation (β = 0.19) proved to be significant predictors of current GPA, explaining 20% of the variance. In logistic regression, participants' aspiration to enrol in higher education rather than get employed after secondary school graduation was predicted by higher extrinsic motivation (odds ratio (OR) = 1.11, 95% confidence interval (CI) = 1.06 to 1.17) and higher performance self-efficacy (OR = 3.06, 95% CI = 1.62 to 5.77); explaining approximately 26% of the variance in the results. ConclusionPerformance self-efficacy and future time orientation were the main predictors of academic success of Croatian nursing students at the secondary education level. Higher performance self-efficacy and extrinsic motivation were associated with aspirations to continue university education.

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.