Self-reported Grade Point Average Research Articles

The Reliability of Self-Reported GPA in Educational Research: A Comparison of Self-Reported and Officially Recorded Data

Researchers use often self-reported grades as indicators of students’ educational achievement because of difficulties in obtaining the official records. However, the results of such studies are questionable due to doubts regarding the reliability of self-reported grade data and factors that may lead to distortion. In this study, we help to resolve this issue by comparing self-reported grade point averages (GPAs) of 926 eighth grade Romanian students from the previous academic year with their official GPAs. At the descriptive and practical levels, we conclude that the distortions are positive—overreporting is more frequent than underreporting—and that their limited magnitude allows for the use of self-reported grades for the usually description i.e. of achievements in a population of students but not for individual students’ diagnostics. At the explanatory level, the distortions are non-random, and there are two main causal mechanisms. First, overreporting is a cognitive and commitment-based error. Second, overreporting is an effect of social desirability, according to which students are expected to perform well based on their social characteristics. However, this second causal channel is not visible in bivariate tests because it is statistically suppressed by the main mechanism and the correlation of actual GPA with gender and socioeconomic status (SES – parents’ education and class) variables.

Language Proficiency and Academic Success of Bilingual Hispanic Nursing Students along the US-Mexico Border

Background: The Texas Department of State Health Services reported an enrollment of 29.7% Hispanic heritage students in nursing schools in 2020. Hispanics comprise of 18.5% of the total US population. Hispanic communities are less likely to speak proficient English than non-Hispanic Whites due to lack of language concordance. A diverse nursing workforce is necessary to accommodate the changing community. English as an additional language is frequently identified as a barrier to a nursing degree. This study examined how English proficiency affects nursing academic success of non-BSN and BSN nursing students. Methodology: Non-experimental descriptive quantitative research with two open-ended questions were employed. Students from 27 non-BSN and BSN programs along the U.S.-Mexico border were surveyed. Participants (N = 158) self-reported Grade Point Average (GPAs) on a 4.0 scale and completed two language proficiency instruments, the Language Experience and Proficiency Questionnaire (LEAP-Q) and the English Language Acculturation Scale (ELAS). Participants responded to questions related to strategies that were either beneficial or barriers to their learning and success. Results: Regression of GPA on predictors of English proficiency yielded non-significant models. Convergent validity between the two language proficiency instruments was supported, and reliability was similarly high. MANOVA analysis revealed students on a BSN versus non-BSN program hold higher GPAs. Non-BSN students showed higher Spanish language proficiency than those on a BSN program. Seven themes emerged from the question data, three themes showed that English as an Additional Language (EAL) benefits students (support, communication, and academic resources) and four were barriers to learning (finances, time management, language, and self-perception). Conclusion: A diverse bilingual nursing workforce is essential to meet the future needs of the US. Even though language proficiency did not predict academic success, students enrolled in non-BSN and BSN students who utilized both languages were academically successful.

Relationships Between Online Student Engagement Practices and GPA Among RN-to-BSN Students

The purpose of this quantitative, correlational study was to investigate the relationships between perceived online student engagement and self-reported grade point average (GPA) among post-licensure, undergraduate nursing students. Participants for this study were RN-to-BSN students at a mid-sized university in the Midwest. Approximately 110 students were contacted for participation, with 27 complete student responses (N= 27). Study participants were predominately 36 years or older (63%), full-time students (55.6%), and female (77.8%). The Community of Inquiry survey instrument by authors Arbaugh et al. (2008) measured perceived student engagement. Significant, positive correlations among the variables of cognitive presence (rs= .467, p= .014), teaching presence (rs= .448, p= .019), and self-reported GPA were determined among RN-to-BSN students. Significant effect differences were found between student engagement groups and self-reported GPA (p< .05); thus, within this study, student engagement significantly related to academic outcomes. Subsequently, the utilization of institution standards that heighten online student engagement could relate to improved student academic outcomes for RN-to-BSN students.

Do college students’ living arrangements affect their health behaviors and academic performance?

Objective: To assess how living arrangements influence lifestyle habits and behaviors that impact the health and academic achievement of students. Participants: 876 undergraduate students at a university in Florida. Methods: Students in all colleges were invited to participate in an anonymous survey. The survey was comprised of questions based on living arrangements, grade point average (GPA), anthropometric measures, as well as health behaviors. Data analysis was performed employing least squares regression and Wilcoxon and Kruskal-Wallis Rank Sums Test tests. Results: Different living arrangements were related to different health behaviors, but not one arrangement was associated with unhealthy or healthy habits only. Overall, there was no significant association between students’ living arrangement, body-mass index (body mass index), and self-reported GPA. Conclusion: While university students’ living arrangements are associated with differences in health behaviors and habits, these differences have no significant impact on students’ average BMI or GPA.

The impact of social media on academic performance and interpersonal relations among health sciences undergraduates.

BACKGROUND:Social media has become a most inseparable part of young adults’ lives with the rapid development of information and communication technology. The study aimed to assess the use of social media and its association with academic performance, well-being, and interpersonal relation of the health sciences undergraduates.MATERIALS AND METHODS:A descriptive cross-sectional study was conducted among undergraduates in Faculty of Allied Health Sciences (n = 220), University of Sri Jayewardenepura, Sri Lanka. Data were collected using a pretested, self-administered questionnaire and analyzed using descriptive and inferential statistics.RESULTS:The response rate was 79.5%. All undergraduates (n = 175) had social media accounts, and WhatsApp was the most frequently used social media site (96.0%), followed by Facebook (70.9%), mainly for communicating (85.1%), entertainment (83.4%), and online learning (65.7%). Most undergraduates (72.0%) spent 2–5 h daily on social media sites and followed social media 1–10 times per day (54.9%). The majority of them wished to use social media for academic purposes (94.9%), and the most preferred site for academic work was WhatsApp (65.1%). Most undergraduates’ self-reported Grade Point Average (GPA) (46.3%) was <2.9. There was a statistically significant association between the mean GPA and frequencies of using social media (P = 0.02) (not daily [3.3 ± 0.3], 1–10 times a day [2.9 ± 0.4], and more than 10 times a day [3 ± 0.4]). Perceived social media addiction and duration of sleep (P = 0.02), activities of daily living (P = 0.004), and study time (P = 0.02) were found to be significantly associated.CONCLUSIONS:Despite the undergraduates’ willingness to use social media for academic purposes, the frequency of using social media had a significant influence on their academic performance. This highlights the importance of guidance on effective use of social media and social media addiction to improve undergraduates’ academic performance, well-being, and interpersonal relationships.

Gratitude and Its Relationship to Resilience and Academic Performance among University Students

This study examines the relationship between gratitude, resilience, and academic performance among students of a public university in Malaysia. One hundred and forty-six samples were obtained through a simple random technique (N=235). The survey employed GQ6 (Gratitude Questionnaire), Brief Resilience Scale (BRS), and self-reported grade-point average (GPA) as its measurement tools. Correlation analysis shows that gratitude has a high positive relationship with resilience and academic performance. Findings from the study support those of previous studies about the importance of gratitude in improving student’s psychological resilience and academic performances. The study suggests that adopting a sense of gratefulness and appreciation helps students overcome challenges in their educational journey at university.

Student health behavior and academic performance.

ObjectiveTo explore the association between health behaviors and habits of university students and academic achievement.ParticipantsSix hundred fourteen undergraduate students at a state university in the United States.MethodsStudents were invited over a 2-year period to participate in an anonymous online survey that asked questions concerning a wide range of health behaviors and habits; participants were asked to report their current grade point average (GPA). Standard Least Squares Models were used to examine differences in self-reported GPA across the different health behaviors and habits, with individuals as replicates.ResultsThe study found positive associations between breakfast consumption, physical activity, and strength training and self-reported GPA, and negative associations between the hours of sleep per night, hours worked per week, fast food and energy drinks consumption, and use of marijuana, alcohol and electronic vaping products.ConclusionsWhile there is an association for some of the studied health behaviors and habits with self-reported GPA, the effect sizes for these health behaviors were low. The significant effect of vaping on GPA as well as the increased use reported in this study indicates that the topic should be explored further. Furthermore, students should be educated on the potential positive and negative effects of health behavior choices to help them make better choices.

Reduced Gritty Perseverance Partially Explains the Relationship Between Overinvolved Parenting and Stress in Physician Assistant Graduate Students.

The purpose of this research was to assess the role of noncognitive factors (socioeconomic status [SES], overinvolved parenting, and grit) in predicting perceived stress and grade point average (GPA) among graduate students enrolled in a physician assistant (PA) program. In this cross-sectional survey study, 98 PA students completed surveys measuring SES, overinvolved parenting, grit (passion), grit (perseverance), self-reported GPA, and perceived stress. More overinvolved parenting was reported by PA students under the age of 25 years compared to those over the age of 25. Lower SES predicted higher perceived stress. After controlling for SES, grit (perseverance) partially mediated the relationship between overinvolved parenting and perceived stress. Neither parenting style nor grit was associated with GPA. Younger PA students reported higher levels of overinvolved parenting. The relationship between experiences with overinvolved parenting and current levels of stress in PA school is partially explained by reduced gritty resilience.

Mental Health Matters: Mental Health and Overall Well-Being Among First- and Second-Year Medical Students

PurposeRecent studies have indicated a dramatic increase of depression and burnout levels among medical students. This study aimed to answer the question: how does medical students’ mental health affect their stress, physical health, and academic success? MethodA survey was distributed to first- and second-year medical students to gather information on various self-perceived parameters of health, well-being, and academic success. Participants rated their mental health, physical health, and stress on a five-point Likert scale. Grade point averages (GPAs) were used as a measure of academic success. Students were separated into “low” (1–3 of 5) and “high” (4–5 of 5) mental health categories based on self-reported mental health scores on the Likert scale. The two groups were compared on their self-reported physical health, stress, and GPAs. Linear regression analyses were also performed with GPA and mental health as the dependent variables. Results121 surveys met inclusion criteria. The average physical health was 3.03 in the “low” mental health group (n = 61) and 3.88 in the “high” mental health group (n = 60) (p < .001). The average stress was 3.87 in the “low” mental health group and 3.35 in the “high” mental health group (p < .001). The average GPA was 3.22 in the “low” mental health group and 3.26 in the “high” mental health group (p = .33). Multiple linear regression analysis demonstrated that about 40% of the variation in mental health was explained by the combined effects of physical health and stress (R2 = .40, p < .001). The cumulative effect of mental health, physical health, and stress on GPA was not significant (R2 = .017, p = .58). DiscussionIt appears that better mental health is correlated with a decrease in stress and an increase in physical health but has no substantial impact on GPA. This may warrant future research into the influence of mental health on other aspects of academic and professional success.

Food Insecurity and Associated Demographic, Academic and Health Factors Among Undergraduate Students at a Large Urban University

Abstract Objectives The estimated prevalence of food insecurity among college students is approximately 41%. In response, colleges are implementing food support programs such as campus food pantries and free meals through campus cafeterias. However, there is limited research on prevalence estimates of food insecurity on campuses that have adopted support programs, and if food insecurity on such campuses is associated with known demographic risk factors and health behaviors. The purpose of this study was to assess food insecurity and associated demographics, grade point average (GPA) and health behaviors among undergraduate students attending a 4-year urban university that has a short-term food support program. Methods Undergraduate students (≥18 years of age, NYU) were recruited via email to participate in a Qualtrics survey, which included: 1) the U.S. Household Food Security Survey Module (6-item short form), 2) the Pittsburgh Sleep Quality Index, 3) the Fruit &amp; Vegetable Intake Screener in EATS, and 4) Beverage Questionnaire (BEVQ-15). Demographics, self-reported health status and GPA were assessed. Descriptives, t-tests, Mann-Whitney U, and chi-square analyses were conducted. Results Two hundred and fifty-seven participants completed the survey (age = 20.1 ± 2.5; 82% female; 97.3% full-time). Forty-one % were food insecure. Food insecurity was significantly associated (P &amp;lt; 0.05) with race, ethnicity, health status and GPA. Students who identified as black/African American or Hispanic had an increased risk of food insecurity; conversely those who identified as Asian had a decreased risk. A greater percentage of food insecure students reported a GPA of &amp;lt;3.0 (67 vs. 42%) and fair/poor health (31 vs. 18%). Food insecurity was not associated with fruit/vegetable intake, sugar sweetened beverage consumption, or sleep quality, with the majority of students not meeting recommendations. Conclusions Despite having an on-campus, food support program, our data suggests a high prevalence of food insecurity among students attending a large urban university. Food insecurity was associated with demographic risk-factors, lower GPA and fair/poor health status. For food support programs to be most effective, colleges should consider frequent evaluation of program awareness/accessibility. Funding Sources The Institute of Human Development and Social Change.

The influence of eating habits on the academic performance of university students

Objective To explore the correlation between eating habits of university students and academic achievement. Participants 577 undergraduate students at a university in the United States. Methods Students were invited to participate in an anonymous online survey that asked questions concerning health-related behaviors; participants were asked to report their current grade point average (GPA). Statistical analyses were performed using the JMP software program; a standard least squares regression was used to test whether self-reported current GPA was related to different types and rates of weekly food and drink consumption. Results Self-reported GPA did not change along with weekly rates of milk, vegetables, green salad, fruit juice, or fresh fruit consumption. Breakfast consumption had a positive effect on self-reported GPA, while fast food consumption had a negative effect. Conclusion Healthy eating habits have a positive effect on students’ academic performance. However, other factors, such as sleep habits, may be more important.

Impact of emotional intelligence on level of academic achievement in a sample of Saudi female medical student

BackgroundEmotional intelligence (EI) assessment has become an effective technique in exploring individual competencies. In the medical educational, there is a growing evidence for relation between academic achievement and emotional intelligence.ObjectiveTo examine relation between academic achievement and emotional intelligence among medical students.MethodA cross-sectional study of 189 female university students using paper-based Bar-On Emotional Quotient Inventory: Youth Version was conducted. BarOn EQ-i:YV consists of 7 sub-scores which estimate various domains of emotional intelligence along with general mood. The academic achievement was assessed via self-reported Grade Point Average (GPA).ResultThe average Intrapersonal score of participating students was 14.9 ± 3.4 and Interpersonal was 41.7 ± 4.9. The students scored 32.0 ± 5.0 in stress management scale and 31.9 ± 4 in adaptability. The lowest score achieved in the Emotional Inelegance scale was 32.5 whereas the top score was 71.3. The average general mood was 47.1 ± 6.4 and the positive impression ranged between 6 and 23 (17.3 ± 2.8). Positive week correlations were defined between the GPA and self-efficacy (r = 0.13) and Adaptability (r = 0.08) though these correlations were statistically insignificant (P &gt; 0.05). Linear regression model showed that domains of Bar-On scale could explain up to 33% of changes in GPA (R2 = 0.33) with significant effect of self-efficacy, adaptability and general mood scores (P &lt; 0.05).ConclusionMedical students showed high level of emotional intelligence which positively affect their academic achievement. Therefore, improving the emotional intelligence domains can help students improving their academic achievement.Disclosure of interestThe authors have not supplied their declaration of competing interest.

Predictors of self-reported academic performance among undergraduate medical students of Hawassa University, Ethiopia.

BackgroundThis study was conducted to identify predictors of self-reported academic performance in undergraduate medical students at Hawassa University.MethodsAn analytical cross-sectional study involving 592 undergraduate medical students was conducted in November 2012. The academic performance of the study subjects was measured by self-reported cumulative grade point average (GPA) using a self-administered questionnaire. Data were entered and analyzed using Statistical Package for the Social Sciences version 16 software. Pearson’s bivariate correlations, multiple linear regression, and multiple logistic regression were used to identify predictors of academic performance.ResultsThe self-reported academic performance of students had been decreasing as the academic years progressed, with the highest and lowest performance being in the premedicine (mean GPA 3.47) and clinical I (mean GPA 2.71) years, respectively. One hundred and fifty-eight (26.7%) of the participants had ever been delayed, 37 (6.2%) had ever re-sat for examination, and two (0.3%) had ever been warned due to academic failure. The overall variation in self-reported academic performance of the students was 32.8%. Participant age alone explained 21.9% of the variation. On the other hand, university entrance examination results, substance use at university, and medicine as first choice by students were identified as predictors of variation in self-reported academic performance, accounting for 6.9%, 2.7%, and <1% of the variation, respectively. Students who had never used tobacco, alcohol, or khat after starting university were twice as likely to score a self-reported cumulative GPA above 3.0 (adjusted odds ratio 1.95, 95% confidence interval 1.25–3.02) and less likely to be delayed, have to re-sit an examination, or be warned (adjusted odds ratio 0.47, 95% confidence interval 0.29–0.77).ConclusionOnly 32.8% of the variation in self-reported academic performance was explained by the studied variables. Hence, efficacious mechanisms should be designed to combat the intervenable determinants of self-reported academic performance, like substance use and a low medical school entrance examination result. Further studies should also be undertaken to gain a better understanding of other unstudied determinants, like personality, learning style, cognitive ability, and the system used for academic evaluation.

Food Insecurity Among Community College Students: Prevalence and Association With Grade Point Average

This study investigated the prevalence of food insecurity among community college students (N = 301) and the relationship between food insecurity and student grade point average (GPA). It employed a cross-sectional intercept survey, utilizing the U.S. Department of Agriculture’s Household Food Security Survey Module, student self-reported GPA, and demographic variables. The research setting was two community colleges in Maryland—one located in a low income urban area and one located in an affluent suburban area. Results demonstrate that 56% of the students in the overall sample were classified as food insecure. Students at higher risk of food insecurity included those who reported living alone and those who reported being single parents. Students identifying themselves as African American or as multiracial were also at increased risk for food insecurity. Food insecure students were more likely than food secure students to report a lower GPA (2.0–2.49) versus a higher GPA (3.5–4.0). Data suggest that food insecurity is an issue for a large percentage of the community college student sample. Food insecurity may have adverse effects on student academic performance and is a factor to be considered by college administrators, faculty, and students.

Making (up) the grade? estimating the genetic and environmental influences of discrepancies between self-reported grades and official GPA scores.

Academic achievement has been found to have a pervasive and substantial impact on a wide range of developmental outcomes and has also been implicated in the critical transition from adolescence into early adulthood. Previous research has revealed that self-reported grades tend to diverge from official transcript grade point average (GPA) scores, with students being more likely to report inflated scores. Making use of a sample of monozygotic twin (N=282 pairs), dizygotic twin (N=441 pairs), and full sibling (N=1,757 pairs) pairs from the National Longitudinal Study of Adolescent Health (Add Health; 65% White; 50% male; mean age=16.14), the current study is the first to investigate the role that genetic and environmental factors play in misreporting grade information. A comparison between self-reported GPA (mean score of 2.86) and official transcript GPA scores (mean score of 2.44) revealed that self-reported scores were approximately one-half letter grade greater than official scores. Liability threshold models revealed that additive genetic influences explained between 40 and 63% of the variance in reporting inflated grades and correctly reporting GPA, with the remaining variance explained by the nonshared environment. Conversely, 100% of the variance in reporting deflated grade information was explained by nonshared environmental influences. In an effort to identify specific nonshared environmental influences on reporting accuracy, multivariate models that adequately control for genetic influences were estimated and revealed that siblings with lower transcript GPA scores were significantly less likely to correctly report their GPA and significantly more likely to report inflated GPA scores. Additional analyses revealed that verbal IQ and self-control were not significantly associated with self-reported GPA accuracy after controlling for genetic influences. These findings indicate that previous studies that implicate verbal IQ and self-control as significant predictors of misreporting grade information may have been the result of model misspecification and genetic confounding. The findings from the current study indicate that genetic influences play a crucial role in the accuracy in which grade information is reported, but that nonshared environmental influences also play a significant role in specific circumstances. The theoretical and methodological implications of the results are discussed.

A Q factor analysis of college undergraduate students' study behaviours

This study attempted to better understand the study behaviours of undergraduate students by categorizing students into distinctive typologies based on their self-reported study behaviours through an exploratory approach – Q factor analysis. A sample of 152 undergraduate students completed a survey instrument, the Study Behavior Inventory. The Q factor analysis yielded a 2-factor structure. Participants exhibiting the 1st behavioural type demonstrated reflective, well-organized study behaviours and favoured high-level thinking; thus were described as “Organized Holistic Learners”. Those exhibiting the 2nd behavioural type were found to manage time poorly and primarily focus on memorizing facts; thus were labelled “Disorganized Procrastinators”. Type 1 students had significantly higher grade point averages (GPAs) than Type 2 students. Student type was a significant predictor of academic achievement, as measured by self-reported GPA above and beyond students' attribute variables including sex, age, major, and enrolment status. Theoretical and practical implications were discussed.

Depression, posttraumatic stress disorder, and grade point average among student servicemembers and veterans.

The current study examined relationships among self-reported depression severity, posttraumatic stress disorder (PTSD) symptom severity, and grade point average (GPA) among student servicemembers and veterans. We asked 422 student servicemembers and veterans (72% male, 86% Caucasian, mean age = 36.29 yr) to complete an anonymous online survey that assessed self-reported GPA, depression severity, PTSD severity, and frequency of academic problems (late assignments, low grades, failed exams, and skipped classes). Female respondents reported a slightly higher GPA than males (3.56 vs 3.41, respectively, p = 0.01). Depression symptoms (beta weight = -0.174, p = 0.03), male sex (beta weight = 0.160, p = 0.01), and younger age (beta weight = 0.155, p = 0.01) were associated with lower GPA but not PTSD symptoms (beta weight = -0.040, p = 0.62), although the interaction of depression and PTSD symptoms showed a nonsignificant inverse relationship with GPA (beta weight = -0.378, p = 0.08). More severe depression was associated with turning in assignments late (beta weight = 0.171, p = 0.03), failed exams (beta weight = 0.188, p = 0.02), and skipped classes (beta weight = 0.254, p = 0.01). The relationship of depression with self-reported GPA was mediated by frequency of failed examns. Results suggest that student servicemembers and veterans with greater emotional distress also report worse academic performance.

Too much face and not enough books: The relationship between multiple indices of Facebook use and academic performance

Because of the social media platform’s widespread adoption by college students, there is a great deal of interest in how Facebook use is related to academic performance. A small number of prior studies have examined the relationship between Facebook use and college grade point average (GPA); however, these studies have been limited by their measures, sampling designs and failure to include prior academic ability as a control variable. For instance, previous studies used non-continuous measures of time spent on Facebook and self-reported GPA. This paper fills a gap in the literature by using a large sample ( N = 1839) of college students to examine the relationship among multiple measures of frequency of Facebook use, participation in Facebook activities, and time spent preparing for class and actual overall GPA. Hierarchical (blocked) linear regression analyses revealed that time spent on Facebook was strongly and significantly negatively related to overall GPA, while only weakly related to time spent preparing for class. Furthermore, using Facebook for collecting and sharing information was positively predictive of the outcome variables while using Facebook for socializing was negatively predictive.

Facebook® and academic performance

There is much talk of a change in modern youth – often referred to as digital natives or Homo Zappiens – with respect to their ability to simultaneously process multiple channels of information. In other words, kids today can multitask. Unfortunately for proponents of this position, there is much empirical documentation concerning the negative effects of attempting to simultaneously process different streams of information showing that such behavior leads to both increased study time to achieve learning parity and an increase in mistakes while processing information than those who are sequentially or serially processing that same information. This article presents the preliminary results of a descriptive and exploratory survey study involving Facebook use, often carried out simultaneously with other study activities, and its relation to academic performance as measured by self-reported Grade Point Average (GPA) and hours spent studying per week. Results show that Facebook® users reported having lower GPAs and spend fewer hours per week studying than nonusers.

A Pilot Study of Working Memory and Academic Achievement in College Students With ADHD

Objective: To investigate working memory (WM), academic achievement, and their relationship in university students with attention-deficit/hyperactivity disorder (ADHD). Method: Participants were university students with previously confirmed diagnoses of ADHD (n = 16) and normal control (NC) students (n = 30). Participants completed 3 auditory—verbal WM measures, 2 visual—spatial WM measures, and 1 control executive function task. Also, they self-reported grade point averages (GPAs) based on university courses. Results: The ADHD group displayed significant weaknesses on auditory—verbal WM tasks and 1 visual—spatial task. They also showed a nonsignificant trend for lower GPAs. Within the entire sample, there was a significant relationship between GPA and auditory—verbal WM. Conclusion: WM impairments are evident in a subgroup of the ADHD population attending university. WM abilities are linked with, and thus may compromise, academic attainment. Parents and physicians are advised to counsel university-bound students with ADHD to contact the university accessibility services to provide them with academic guidance. (J. of Att. Dis. 2008; 12(6) 574-581)