Self-reported Academic Achievement Research Articles

Perceptions of Lactation Experience Among Neurology Faculty and Impact of Lactation Time on Academic Achievement at U.S. Academic Medical Centers.

Objective: To investigate the perceptions of lactation experiences of neurology faculty and the impact of lactation time on academic achievement. Materials and Methods: This was a cross-sectional study utilizing a survey administered across 19 academic neurology centers in the United States. Respondents self-identified as having children and answered questions about lactation at work. Demographic information; academic achievement including publications, guest speakerships, awards, leadership roles, and funding; and perception of lactation experience were analyzed. Results: Among 162 respondents, 83% took lactation time at work. Thirty-seven percent reported lack of employer support for lactation, 46% were dissatisfied with their lactation experience, 59% did not receive compensation for lactation time, 62% did not have blocked clinical time, 73% reported relative value units were not adjusted to accommodate lactation, and 43% reported lack of access to private lactation space. Women spent on average 9.5 months lactating per child and desired 2.4 further months of lactation. There was no difference in all measures of self-reported academic achievement between women who did and did not take lactation time when measured across all career stages. Conclusions: Although a majority of respondents took lactation time at work, perceptions of employer support for lactation were low, and expectations for work productivity were not adjusted to accommodate lactation time. Taking lactation time at work did not decrease self-reported academic achievement. System-level best practices designed to support lactating faculty should be developed to guide academic institutions.

How undergraduate students learn: uncovering interrelationships between factors that support self-regulated learning and strategy use

Being an effective learner is an important pillar supporting success in higher education and beyond. This research aimed to uncover the extent to which undergraduate students use a set of commonly researched learning strategies, as well as to understand how learning strategy usage relates to key self-regulation factors proposed in influential models of self-regulated learning. Undergraduate students from New Zealand (N = 140) were recruited through course management systems, social media, and campus posters. Data were analysed using correlation and multiple regression. Results show that students reported using more learning strategies that are relatively effective than learning strategies that are somewhat less effective. In addition, effort regulation and student engagement were the most consistent predictors of both learning strategy use and self-reported academic achievement. Building on these findings, this research provides important new insights into the associations between learning strategy usage and pivotal factors that support effective self-regulated learning and academic achievement. As we highlight in the article, these insights have key implications for advancing theory and research on self-regulated learning.

Cross-sectional association between frequency of vigorous physical activity and academic achievement in 214,808 adolescents.

This study explores the intricate link between vigorous physical activity and academic achievement in adolescents. By analyzing data from the Health Behaviour in School-aged Children (HBSC) survey, it seeks to understand how engaging in high-intensity physical activities influences academic achievement. A comprehensive cross-sectional analysis was conducted on a vast dataset comprising 214,808 adolescents aged 11, 13, and 15 years. The frequency of vigorous physical activity was determined through self-reports, while academic achievement was assessed based on students' self-perceptions, reflecting their understanding of teachers' evaluations of their academic performance. Adolescents who reported engaging in vigorous physical activity daily were more likely to report higher academic achievement. This positive correlation was consistent across various demographic groups, including different age cohorts and both genders, indicating a universal benefit of regular vigorous physical activity on perceived academic success. The findings of this study underscore the significant role that regular vigorous physical activity plays in the academic lives of adolescents. The correlation between daily vigorous physical activity and enhanced self-reported academic achievement suggests that encouraging high-intensity physical activities in schools could be a key strategy in boosting educational outcomes.

Exploring medical students' perception of non-face-to-face theory and face-to-face laboratory classes during COVID-19 pandemic: focusing on anatomy course.

PurposeThis study investigated students’ perceptions of non-face-to-face theory classes and face-to-face laboratory classes conducted in anatomy courses at medical schools during the coronavirus disease 2019 pandemic.MethodsThis study utilized a questionnaire to assess self-reported academic achievement level, satisfaction with non-face-to-face theory classes, satisfaction with face-to-face laboratory classes, and self-directed learning level, and conducted difference verification and regression analysis for 51 students who took anatomy courses from the fall semester of 2020 to the spring semester of 2021.ResultsThe group with a high self-reported academic achievement level was more satisfied with the non-face-to-face theory classes than the group with a low self-reported academic achievement level. The group with a high self-reported academic achievement level had a higher self-directed learning level than the group with a low self-reported academic achievement level. In addition, it was found that the higher the self-directed learning level, the higher the satisfaction with non-face-to-face theory classes.ConclusionThese results suggest that to enhance satisfaction with non-face-to-face theory classes in an anatomy course, a favorable class environment that can increase the self-directed learning level is needed. In particular, careful concern is required when designing non-face-to-face classes for students with a low self-reported academic achievement.

INVESTIGATION OF THE RELATIONSHIP BETWEEN NURSING STUDENTS' ACADEMIC SUCCESS AND EMOTIONAL INTELLIGENCE

Introduction: Academic achievement refers to the extent to which a student, education or institution achieves its short or long-term educational goals. Individuals who successfully predicted academic performance began to wonder about the implications of individual factors for uncertain outcomes. For this reason, emotional intelligence has been a popular topic in higher education. Various research reports show that emotional intelligence is one of the predictors of students' academic success. Purpose: To examine the relationship between emotional-social intelligence (ESI) and self-reported academic achievement in nursing students. Method: A descriptive-comparative approach was used. The research was carried out on 127 nursing students with different academic levels. Two tools, an ESI questionnaire and an academic achievement scale, were used in the study. Results: It was determined that women had a statistically significantly higher mean in their ESI questionnaire scores (p=0.042) and interpersonal competences (p=0.003). There is a positive correlation between the ESI score, its five components, and students' self-reported academic achievement. It is seen that 66.1% of the participants were male and the mean (SD) age was 20.7 (2.4) 57.5%>20. It was concluded that the majority of the participants (83.5%) who participated in the research had a high grade point average. Conclusion: The result of this study shows that education planners and academicians should adopt emotional intelligence development courses at high school and university levels. According to the results of the findings, it was determined that there is a significant relationship between emotional intelligence and the academic achievement of nursing students. Nursing educators should conduct ESI development courses that can be taught by experts in the field at the high school and college level, and workshops on strategies for increasing students' ESI. Emotional intelligence should be part of the education plan for students and students should be given the opportunity to work in lab settings to increase their ESI. This study should be repeated in a different setting with a larger sample size.

Meeting 24-h Movement Guidelines is Related to Better Academic Achievement: Findings from the YRBS 2019 Cycle

This research is designed to investigate the relationship between the 24-h movement guidelines (24-HMG) and self-reported academic achievement (AA) using nationally representative data derived from the 2019 U.S. National Youth Risk Behaviour Survey. A multiple-stage cluster sampling procedure has been adopted to ensure a representative sample (N = 9127 adolescents; mean age = 15.7 years old; male% = 49.8%). Logistic regression has been adopted to obtain the odds ratio (OR) regarding the associations between adherence to 24-HMG and AA while controlling for ethnicity, body mass index, sex and age. The prevalence of meeting the 24-h movement guidelines in isolation and combination varied greatly (physical activity = 23.3%, screen time = 32.5%, sleep = 22.3%, and 24-HMG = 2.8%), while the percentage of highest-class AA was 42.5%. Compared with the situation when none of 24-HMG is met, the achievement of any of the combined guidelines (except for meeting the physical activity guidelines) was significantly associated with higher odds of achieving first-class AA. Meeting the sleep guideline had 1.42 times increased likelihood to achieve highest-class AA as compared with not meeting the sleep guideline. Meeting screen time guidelines and physical activity guidelines, respectively, were 1.32 and 1.13 times more likely to report first-class AA; but meeting the guidelines of physical activity was not significantly related to AA. Meeting the 24-HMG had the highest odds of achieving first-class AA (OR = 2.01, 95%CI: 1.47– 2.73). In both sexes, adolescents who met 24-HMG self-reported better AA (boys OR = 2.05, 95%CI: 1.34–3.15; girls OR = 2.26, 95%CI: 1.36–3.76). Significant relationships were observed in adolescents from 9–10th grade, but not higher grades. Our research findings suggest that optimal movement behaviours can be seen as an important This work is licensed under a Creative Commons Attribution 4.0 International License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. DOI: 10.32604/IJMHP.2021.017660 ARTICLE Tech Science Press Published Online: 26 October 2021 element to better academic achievement among U.S. adolescents. Future studies can adopt our discoveries to promote adolescents’ academic achievement through implementing optimal 24-h movement behaviour patterns.

Self-reported academic performance and academic cheating: Exploring the role of the perceived classroom (in)justice mediators.

As a point of departure, this study assumes that teaching to impart knowledge is inseparable from its moral role to create an ethical citizenry, such as developing standards of academic integrity. The study aims at delving into how different facets of the sense of (in)justice in the classroom may play a significant role in explaining cheating behaviour, in general, and among low-achieving students, in particular. The study was conducted among 5,084 eighth and ninth graders Israeli students. CFA and a structural modelling equations method were used to examine the study's factorial constructs and model, respectively. Findings pointed to a good fit of the measurement model using SEM. In accordance with the mediating hypothesis, self-reported academic achievement was negatively related to self-reported academic cheating. Moreover, perceived 'school injustice' (procedural and distributive justice as estimates) played a mediating role in explaining the relation between academic performance and cheating behaviour. It is noteworthy, however, that the facet of the personality-like construct of justice sensitivity displayed inconsistent findings and no mediating effect when examined as a separate model. Self-reported academic performance and academic cheating among middle school' students were explained more strongly by contextual justice-related factors, namely perceived teachers' distributional and procedural practices in the classroom, than by justice sensitivity, which is a personality factor. Thus, teachers' justice practices seem to be crucial for developing a predisposition to academic honesty.

Predicting effect of emotional-social intelligence on academic achievement of nursing students

Background . Academic achievement refers to the extent to which a learner, instructor or institution has accomplished their short- or long-term educational goals. There are inconclusive results about the individual factors that successfully predict academic performance. Emotional intelligence has been a popular topic in the field of higher educational learning. Several research reports have shown that emotional intelligence is one of the factors that successfully predicts students’ academic achievement. Objectives. To examine the relationship between emotional-social intelligence (ESI) and self-reported academic achievement among nursing students. Methods. A descriptive-comparative approach was used. The study was carried out on 127 nursing students from different academic levels. The study used two tools, namely an ESI questionnaire and an academic achievement scale. Results. The females had statistically significant higher means than the males in their scores on the ESI questionnaire ( p =0.042) and interpersonal competencies ( p =0.003). There were positive correlations between ESI score, its five components and students’ self-reported academic achievement. Conclusion. The outcome of this study suggests that educational planners and academicians should embrace emotional intelligence-developing courses at college and university levels.

Sports Participation Correlates With Academic Achievement: Results From a Large Adolescent Sample Within the 2017 U.S. National Youth Risk Behavior Survey.

This study sought to examine associations between (a) sports team participation; (b) lifestyle behaviors (e.g., sleeping, alcohol, and tobacco use); and (c) dietary behaviors with self-reported academic achievement using data derived from the 2017 U.S. National Youth Risk Behavior Survey. A multistage cluster sampling procedure was employed to obtain a representative sample of U.S. adolescents from among whom the number with usable data was 14,765. We used weighted logistic regression models to examine the associations between sports participation, lifestyle behaviors, and diet with reported academic achievement (mostly A’s and B’s), adjusting for age, sex, body mass index, and race/ethnicity. After controlling for lifestyle behaviors, diet, and other potentially confounding variables, we found that adolescents participating in one or more sport teams throughout the past year also reported higher academic achievement (A’s and B’s) compared with adolescents participating in zero sports teams (odds ratio [ OR] = 1.39 to 2.40, p < .001). This relationship was dose-dependent, as participating in multiple sports teams (i.e., > 3) showed a stronger association with academic achievement than participating on only one sports team ( p < .001). Other independent behavioral correlates with similarly high grades included daily breakfast consumption ( OR = 1.40, p < .001), sleeping at least eight hours per night ( OR = 1.21, p < .001), and regular consumption of vegetables ( OR = 1.56, p < .001) and salads ( OR = 1.30, p < .001). We discuss the meaning and implication of these findings.

Predictors of University Student Satisfaction with Life, Academic Self-Efficacy, and Achievement in the First Year

Understanding personal factors that contribute to university student satisfaction with life is important in order to determine how we can better prepare students for the transition to post-secondary education and support them during this transition. This study examined predictors of university student satisfaction with life, academic self-efficacy, and self-reported academic achievement in their first year of university. First-year students (n = 66) completed selfreport measures of academic achievement, university well-being, satisfaction with life, personality, and mental health. A linear regression analysis approach was applied to the data. Results indicated that academic satisfaction and school connectedness predicted satisfaction with life but that academic self-efficacy and college gratitude did not, conscientiousness predicted academic self-efficacy, college well-being predicted self-reported achievement, and anxiety predicted achievement but depression did not. This study highlights the importance of understanding the personal factors that influence well-being and achievement during the transition to university.

Predictors of University Student Satisfaction with Life, Academic Self-Efficacy, and Achievement in the First Year

Understanding personal factors that contribute to university student satisfaction with life is important in order to determine how we can better prepare students for the transition to post-secondary education and support them during this transition. This study examined predictors of university student satisfaction with life, academic self-efficacy, and self-reported academic achievement in their first year of university. First-year students (n = 66) completed selfreport measures of academic achievement, university well-being, satisfaction with life, personality, and mental health. A linear regression analysis approach was applied to the data. Results indicated that academic satisfaction and school connectedness predicted satisfaction with life but that academic self-efficacy and college gratitude did not, conscientiousness predicted academic self-efficacy, college well-being predicted self-reported achievement, and anxiety predicted achievement but depression did not. This study highlights the importance of understanding the personal factors that influence well-being and achievement during the transition to university.

Preliminary Validation of the SCM in a Sample of Early Adolescent Public School Children

The school climate measure (SCM) has demonstrated robust psychometrics in regionally diverse samples of high school–aged adolescents, but remains untested among early adolescents. Confirmatory factor analysis was used to establish construct validity and measurement indices of the SCM using a sample of early adolescents from public schools located in Central Appalachia ( n = 1,128). In addition, known-groups validity analyzed each SCM domain against self-reported academic achievement and school connection. Analyses confirmed all 10 SCM domains fit the data well with strong internal consistency and factor loadings. Known-groups analyses suggest students who reported higher academic achievement and school connection demonstrated higher perceptions of school climate. Findings provide evidence that extends the use of the SCM to early adolescents and may support school-based policy.

Profiles of hope: How clusters of hope relate to school variables

In a diverse sample of 297 adolescents, four clusters based on the agency and pathways subscales of the Children's Hope Scale were derived via cluster analysis: high hopers (n=105), high agency thinkers (n=73), high pathway thinkers (n=57), and low hopers (n=62). We examined differences among clusters on psychological (consideration of future consequences, perceived life chances, perceived stress, and self-esteem) and educational constructs (academic self-concept, academic investment, and self-reported academic achievement). We also examined differences among hope clusters by sex, grade, and socioeconomic status. Results indicated that (a) the hope clusters derived were theoretically consistent with hope theory, (b) there were differences in the demographic makeup of the hope clusters with effect sizes ranging from small to medium, (c) students with different hope profiles differed on the outcome variables with about 50% of the effect sizes ranging from medium to large, and (d) high hopers and high agency thinkers had the most adaptive outcomes. The findings suggest that hope may be a useful variable for determining academic and psychological risk as well as a potential avenue for intervention in adolescence.

Waterpipe and cigarette tobacco smoking among Palestinian university students: a cross-sectional study

BackgroundDuring the last two decades, waterpipe tobacco smoking (WTS), also known as hookah, witnessed a global increase in use, especially among youth. Little information is known about the burden of WTS among Palestinian youth. A cross-sectional study was conducted to estimate the prevalence of WTS and cigarette smoking and explore the associated factors among a sample of Palestinian university students.Methods1891 students, from five Palestinian universities in the West Bank and Gaza Strip, completed a self-administered, web-based survey in 2014–2015. The questionnaire, which was based on the Global Adults Tobacco Survey (GATS), had questions on WTS and cigarette smoking patterns and socio-demographic and university-related characteristics. Binary logistic regression analyses were computed to investigate associated factors with WTS and cigarette smoking.Results50.9% of the sample was women. The mean age was 20.1 ± 2.0. Overall, 30.0% of participants were current tobacco smokers and 33.4% reported ever smoking tobacco through a waterpipe. The prevalence of current WTS (24.4%) surpassed the prevalence of current cigarette smoking (18.0%), with a significantly higher prevalence among men compared to women. The gender gap for WTS (36.4% vs. 12.9%) was smaller than that for cigarette smoking (32.8% vs. 3.6%). Binary logistic regression models for the total sample (men and women) revealed that men were more likely to be current waterpipe and cigarette tobacco smokers compared to women (AOR = 4.20, 95% CI = 3.22–5.48, and AOR = 10.91, 95% CI = 7.25–16.42, respectively). Geographic area of residence, faculty of study and self-reported academic achievement were also associated with the likelihood of being current waterpipe and cigarette tobacco smokers.ConclusionA high prevalence of WTS was reported among our study sample, and it surpassed the prevalence of cigarette smoking. Interventions to curb the practice of tobacco smoking among Palestinian youth should be tailored differently to WTS and cigarette smoking, be gender-sensitive and specific and target the regional variation in the smoking behavior.

University student’s engagement: development of the University Student Engagement Inventory (USEI)

Student engagement is a key factor in academic achievement and degree completion, though there is much debate about the operationalization and dimensionality of this construct. The goal of this paper is to describe the development of an psycho-educational oriented measure – the University Student Engagement Inventory (USEI). This measure draws on the conceptualization of engagement as a multidimensional construct, including cognitive, behavioural and emotional engagement. Participants were 609 Portuguese University students (67 % female) majoring in Social Sciences, Biological Sciences or Engineering and Exact Sciences. The content, construct and predictive validity, and reliability of the USEI were tested. The validated USEI was composed of 15 items, and supported the tri-factorial structure of student engagement. We documented evidence of adequate reliability, factorial, convergent and discriminant validities. USEI’s concurrent validity, with the Utrecht Work Engagement Scale-Student Survey, and the predictive validity for self-reported academic achievement and intention to dropout from school were also observed.

A Replication of the Technical Adequacy of the Student Subjective Wellbeing Questionnaire

The present study reports on a replication of the technical adequacy of the Student Subjective Wellbeing Questionnaire (SSWQ), which is a 16-item self-report instrument for assessing youth’s academic efficacy, educational purpose, joy of learning, and school connectedness, with a sample of adolescents in Grades 6 to 7 ( N = 438). Findings confirmed the SSWQ’s latent factor structure as well as the reliability and distribution of its factors/scales. Results also indicated that SSWQ scores had concurrent associations with youths’ self-reported academic achievement, cumulative risks, and cumulative assets. Overall, this study provides a strong, positive replication of the technical adequacy of the SSWQ, suggesting that it is a psychometrically sound measure for school psychological research and, potentially, practice. Prior to recommending the SSWQ for practical purposes in schools, however, applied research is needed to investigate issues related to incremental validity and treatment utility.

Отчуждение от учебы как предиктор выгорания у студентов вузов: роль характеристик образовательной среды

The paper presents two studies aimed at development and validation of a scale of alienation in educational context. The first study using samples of university students (N = 395) and high school students (N = 194) involves structural validation of Subjective Alienation Questionnaire for Students using confirmatory factor analysis. The scales of the questionnaire have shown acceptable internal consistency (α = 0,70–0,92) and predictable associations with measures of subjective and psychological well-being, locus of control, life meaning, generalized self-efficacy, and hardiness. The second study using a sample of university students (N = 152) focused on the associations of alienation, burnout, and academic motivation with learning environment characteristics, well-being, and self-reported academic achievement. According to the resulting model, learning motivation and alienation reflect characteristics of relation of the student to the object of learning, whereas burnout reflects the resulting characteristics of learning process. Burnout was predicted by excessive difficulty of learning tasks, high workload, and alienation. Alienation was predicted by low teacher support, low clarity of learning requirements, and lack of choice in studies. Alienation and burnout mediated the asso-ciations of these learning environment characteristics with self-reported academic success and subjective well-being of students.

College and combat trauma: an insider's perspective of the post-secondary education experience shared by service members managing neurobehavioral symptoms.

Enrolling in post-secondary education is common among military service members returning from combat deployments, but recent research shows service members who present with neurobehavioral symptoms consistent with traumatic brain injury (TBI) and/or post-traumatic stress disorder (PTSD) are at risk for psychosocial and academic difficulty. This exploratory study was conducted to examine the academic experiences of service members through in-depth qualitative analysis. An initial survey was conducted at a public university to measure self-reported academic achievement and neurobehavioral symptoms experienced by service members (n = 48). Then, follow-up interviews were solicited from a sub-sample (n = 5) of participants to gain an in-depth understanding of their transition, social, and academic experiences. The results revealed both the day-to-day challenges participants faced while adjusting to post-secondary life and how neurobehavioral symptoms associated with combat trauma interacted with their learning experiences. The findings indicated participants did not perceive neurobehavioral symptoms as particularly deleterious to their learning thereby highlighting the potentially integral role of coping strategies and motivation in post-secondary success. This study underscores the importance of understanding not only the adverse impact of neurobehavioral symptoms but the factors that promote resilience among military service members in post-secondary education.

Reciprocal Causation between Self-reported Classroom Behavior and Academic Achievement

Reciprocal Causation between Self-reported Classroom Behavior and Academic Achievement

Canadian university students in wireless classrooms: What do they do on their laptops and does it really matter?

Two studies were conducted to examine what undergraduate students do on their laptops during class time and the extent to which laptop usage behaviors are associated with academic success. In Study 1, a sample of 1129 students from a Canadian university completed a survey measuring prototypical behaviors emitted on laptops during class time. Results of factor analyses indicated that laptop behaviors can be regrouped in two dimensions: School related and school unrelated laptop utilization. School unrelated laptop behaviors were significantly associated with lower levels of self-reported academic achievement and satisfaction. School related laptop behaviors were positively associated with academic satisfaction. These results were invariant across different faculties on campus. In Study 2, another sample of 88 students was recruited to examine the longitudinal association between laptop behaviors and semester grade point average obtained at the end of the semester. Results of Study 2 showed that school unrelated laptop behaviors were prospectively associated with lower semester grade point average, even after controlling for a series of potentially confounding influences (i.e., self-regulation failure, motivational deficit, disorganized learning, internet addiction, and school disenchantment). Overall, these results provide theoretically important support to suggest that in-class laptop utilization is a unique and contemporary mode of learning that should not be treated as an epiphenomenon merely accountable and reducible to other sources of psychological influences.