Strongest Predictor Of Academic Performance Research Articles

Everyone Talks Everything With ChatGPT

Research suggests that ChatGPT offers numerous affordances for students, who use it for various purposes, yet the field lacks quantitative studies that offer insight into a variety of students' actual uses of ChatGPT and their impact on academic performance. The main aims of this paper were (a) to introduce and validate a typology of students' ChatGPT uses, (b) to identify clusters of students with similar patterns of ChatGPT uses, and (c) to investigate the impact of ChatGPT uses on academic performance. An online survey research was conducted, which resulted in a typology of 10 distinct uses of ChatGPT and four distinct clusters of students. The strongest predictor of academic performance is information searching and explanation. Problematic use of ChatGPT, while resulting in improved grades, is found to be detrimental to competencies. Although the study might not fully represent the diversity of students' experiences across academic institutions, the typology offers a baseline for nuanced research and interventions pertaining to particular ChatGPT uses among students.

Schools: First Promoters of a Good Visual Health

Abstract Vision plays an important role in the physical, cognitive and social development of children. Uncorrected vision problems can harm a child's development and interfere with learning. Visual functioning is a strong predictor of academic performance in school-aged children. Early detection and treatment are essential. The objective of our work is to establish the prevalence of visual disorders in children and to investigate the motivations for a consultation. This is a descriptive study carried out at the Vision Clinic of Tetouan-Morocco, including all pediatric patients (<16 years old) who presented to the consultation of the same doctor, between July 2022 and December 2022. All patients underwent a complete ophthalmological examination with measurement of refraction after cycloplegia. The study involved 450 children, including 254 girls and 196 boys. The average age was 9 years old. One of two children was consulting for the first time in ophthalmology. The average age at the first consultation is 8.5 years. The ophthalmological examination was requested by the school in 46% of the cases. In 34%, it is requested following observations made by the parents. In 10%, it is the child who reports the visual disturbance (these children were all over 8 years old). In 3% of cases, the ophthalmological examination is requested by the attending physician. 93% of these children required optical correction after measurement of refraction under cycloplegia and 45% had amblyopia of variable importance. One out of three amblyopic children was over 10 years old when the visual impairment was diagnosed. This work highlights the essential role of schools in the detection of visual impairment in children. Routine vision screening and eye exams are critical to detect vision problems before a child's development is compromised. Schools and teachers are the first and essential actors in a solid public health approach to children's vision and eye health. Key messages • Systematic screening for ametropia in children of school age & Awareness of parents for the recognition of visual disorders. • A child who does not complain is not necessarily in good visual health.

Role of personality traits in collaborative group works at flipped classrooms.

The Flipped Classroom (FC) approach is an important model for individualizing teaching, improving motivation, interaction, and increasing academic performance in a student-centered learning environment. However, at FC, not all students benefit equally from teaching opportunities. There may be important individual differences that affect their academic performance. The relationship between personality traits and academic performance in the FC model in which collaborative group studies are carried out is important for the design of individualized learning environments. In this context, the aim of this study is to research the relationship between academic success and personality traits within a collaborative flipped classroom model. Additionally, in this study, the differentiation of the relationship between academic success and personality traits according to gender, motivation, engagement, and interaction variables were examined. In this research, relational screening model was utilized. The application was achieved through the participation of 167 students for a 14-week period in Turkey. In the research, self-description form and data collection instruments were utilized. At the end of this research, Extraversion from personality traits is the strongest predictor of academic performance in FC. According to descriptive statistics, it was found that female students scored higher in FC settings for extraversion, and male students had higher scores for openness than other structures. In addition, it was found that the motivation scores of women and engagement scores of men were prominent. It was observed that the openness personality of the students with low motivation and the agreeableness of the students with high motivation is more dominant than the other personality structures. Students with the low level of engagement had the highest openness, and those with high agreeableness scores were the highest. The students with the low level of interaction had the highest openness scores, while those with high levels of interaction had the highest conscientiousness. While personality traits and academic achievements of students differed significantly according to gender, motivation and interaction levels, no significant difference was found according to engagement levels. The results reached in this study will guide the applicators about how the students become more ready to learn based on the personality traits of the classroom in which the FC model was utilized.

Students' Personality Contributes More to Academic Performance than Well-Being and Learning Approach-Implications for Sustainable Development and Education.

The present study aimed to describe the predictive role of personality dimensions, learning approaches, and well-being in the academic performance of students. In total, 602 students participated in this cross-sectional study and completed a set of questionnaires assessing personality, learning approach, and well-being. Two indexes were calculated to assess affective and non-affective well-being. The results partially support the hypotheses formulated. Results revealed that personality temperament and character dimensions, deep learning approach, and affective well-being were significant predictors of academic performance. A deep approach to learning was a full and partial mediator of the relationship between personality and academic performance. The results improve the understanding of the differential contribution of personality, type of learning approach, and type of well-being to academic performance. Comprehending that personality is the strongest predictor of academic performance, after controlling the type of learning approach and the type of well-being, informs school policies and decision-makers that it is essential to encourage personality development in adolescents to improve academic performance. These results also have implications for educational policies and practices at various levels, including an emphasis on the role of well-being as an educational asset. Understanding the links between personality, well-being, and education is essential to conceptualize education as a vital societal resource for facing current and future challenges, such as sustainable development.

Why Should We Study Sleep Health in Hospitality and Tourism Education? A Theoretical Perspective

ABSTRACTThis study developed and examined a new model based on conservation of resources theory to explore how sleep health interacts with resources (i.e., objects, conditions, energies, personal characteristics), stress, and academic performance. Participants were 654 hospitality or business undergraduates from 6 U.S. universities. We analyzed data using descriptive statistics and structural equation modeling. The results of the study showed that (a) sleep health had a significant but weak effect on student grade point average (GPA); (b) stress had no significant effect on student GPA; and (c) students’ major did not moderate the relationships between resources, stress, sleep health, and student GPA. Although sleep health does not seem to be a strong predictor of academic performance, it is suggested that educators not ignore the connection between sleep health and students’ academic success and individual health. Theoretical implications are provided to help advance hospitality and tourism education applying conservation of resources theory.

Early adolescent brain markers of late adolescent academic functioning.

Academic performance in adolescence strongly influences adult prospects. Intelligence quotient (IQ) has historically been considered a strong predictor of academic performance. Less objectively explored have been morphometric features. We analyzed brain MRI morphometry metrics in early adolescence (age 12-14years) as quantitative predictors of academic performance over high school using a naïve Bayesian classifier approach with n = 170 subjects. Based on the mean GPA, subjects were divided into high (GPA ≥3.54; n = 87) and low (GPA <3.54; n = 83) academic performers. Covariance analysis was performed to look at the influence of subject demographics. We examined predictive features from the 343 available regions (surface areas, cortical thickness, and subcortical volumes) and applied 4 algorithms for selection and reduction of attributes using Weka. Cortical thickness measures performed better than surface areas or subcortical volumes as predictors of academic performance. We identified 15 cortical thickness regions most predictive of academic performance, three of which have not been described in the literature predictive of academic performance. These were in the left hemisphere fusiform, bilateral insula, and left hemisphere paracentral regions. Prediction had a sensitivity of 0.65 and specificity of 0.73 with independent validation. Follow-up independent t-test analyses between high and low academic achievers on 10 of 15 regions showed between-group significance at the p < 0.05 level. High achievers demonstrated thicker cortices than low achievers. These newly identified regions may help pinpoint new targets for further study in understanding the developing adolescent brain in the classroom setting.

Analisis Hubungan Self-efficacy dan Metakognitif terhadap Hasil Belajar Siswa SMA Berdasarkan Gender pada Konsep Genetika

The lower of awareness, motivation, and self regulation students’ on learning is a major concern in science education. The purpose of this research is to analyze the effects of self-efficacy beliefs and metacognitive on academic performance among high school students based on gender on Genetic concept that include sub-concepts: Genetic Mendel, Heredity, and Mutation. Descriptive method is constructed this study. A total of 60 students XII grader of high school are participated in the study. Data were collected by Self-efficacy and Metacognitive Questionnaire, Genetic Concept Test, and Final Questionnaire. Data were analyzed using inferential statistics, regression. Regression analysis indicated that self-efficacy and metacognitive was a strong predictor of academic performance. This case are showed by the value of regression, R = 0.612 so that self-efficacy and metacognitive were inferred was a strong predictor of academic performance. The other finding on this research show that male students are outperforming female students on self-efficacy, metacognitive, and academic performance, so that can be conducted a further research about how to increase level of self-efficacy and metacognitive on female students.

Response distortion on personality tests in applicants: comparing high-stakes to low-stakes medical settings

The current study examined the degree to which applicants applying for medical internships distort their responses to personality tests and assessed whether this response distortion led to reduced predictive validity. The applicant sample (n=530) completed the NEO Personality Inventory whilst applying for one of 60 positions as first-year post-graduate medical interns. Predictive validity was assessed using university grades, averaged over the entire medical degree. Applicant responses for the Big Five (i.e., neuroticism, extraversion, openness, conscientiousness, and agreeableness) and 30 facets of personality were compared to a range of normative samples where personality was measured in standard research settings including medical students, role model physicians, current interns, and standard young-adult test norms. Applicants had substantially higher scores on conscientiousness, openness, agreeableness, and extraversion and lower scores on neuroticism with an average absolute standardized difference of 1.03, when averaged over the normative samples. While current interns, medical students, and especially role model physicians do show a more socially desirable personality profile than standard test norms, applicants provided responses that were substantially more socially desirable. Of the Big Five, conscientiousness was the strongest predictor of academic performance in both applicants (r=.11) and medical students (r=.21). Findings suggest that applicants engage in substantial response distortion, and that the predictive validity of personality is modest and may be reduced in an applicant setting.

Developing Self-Efficacy through a Massive Open Online Course on Study Skills

Self-efficacy is a strong predictor of academic performance, and an area of interest for higher education institutions. This paper reports on a massive open online course (MOOC) on study skills, aimed at increasing self-efficacy. Participants (n=32) were from Mexico and Colombia, with ages ranging from 21 to 45 years. At the beginning and the end of the MOOC, learners answered a survey that included the General Self-Efficacy Scale, items on specific study skills, and space for optional comments. Findings show statistically significant increases in general self-efficacy after completing the MOOC, as well as in the perceived self-efficacy related to five out of six study skills. Comments suggest that participants are aware of and value their own improvement. For students, MOOCs can represent low-risk, formative opportunities to widen their knowledge and increase their self-efficacy. For academic institutions, well-designed MOOCs on study skills provide a means to support students.

Socioeconomic status amplifies the achievement gap throughout compulsory education independent of intelligence

Children from lower socioeconomic status (SES) families tend to perform worse in school than children from more privileged backgrounds. However, it is unclear to what extent differences in intelligence account for the academic achievement gap between high and low SES children. A large, UK representative sample of 5804 children was assessed on intelligence and academic performance at the ages 7, 9, 10, 12, 14 and 16years. Latent growth curve analysis showed that SES was positively associated with academic performance at age 7 (i.e. intercept; Est=0.07; CI 95% 0.06 to 0.07; β=0.32) and gains in academic performance or growth from age 7 to 16 (i.e. slope; Est=0.02; CI 95% 0.01 to 0.02; β=0.44). The associations were substantially attenuated but remained significant after adding IQ (intercept: Est=0.03; CI 95% 0.04 to 0.07; β=0.14; slope: Est=0.01; CI 95% 0.01 to 0.01; β=0.28), which accounted for 40% of the variance in academic performance and growth, respectively. Although IQ was the strongest predictor of academic performance from age 7 through 16, SES was associated with an independent benefit of half a grade level on average by the end of compulsory education.

Assessing Drinking and Academic Performance Among a Nationally Representative Sample of College Students

This investigation assessed whether alcohol consumption was negatively related to grade point average (GPA) among a nationally representative sample of college students. Items from the American College Health Association’s National College Health Assessment ( N = 22,424) were investigated. One-way ANOVAs and logistic regression analyses were conducted. Results revealed that respondents with lower GPAs consumed a greater number of drinks compared with those with higher GPAs. Students with higher GPAs engaged in heavy episodic drinking less than students with lower GPAs. Number of drinks consumed was the strongest predictor of academic performance; the likelihood of being an A student decreased with each drink consumed. Similarly, binge drinking was the strongest predictor; the likelihood of being an A student decreased as binge drinking increased. The dynamic, interdependent relationship between alcohol and GPA documented herein confirms previous research, which delineates reduced academic performance as a function of alcohol consumption.

Students’ Perceptions of Person–Environment Fit

This study examines the validity of the three-factor model of person–environment (P-E) fit perceptions in a sample of German university students ( N = 326) and examines the connection between these fit types, the Big Five personality traits, and markers of academic success, namely, academic satisfaction, academic performance, and major change intention. Building upon previous research, a three-factor model of P-E fit perceptions with complex loadings was hypothesized differentiating between interest-major (I-M) fit, needs-supplies (N-S) fit, and demands-abilities (D-A) fit. Results from confirmatory factor analyses supported the suggested three-factor solution. Zero-order correlations, multiple regression analyses, and relative weight analyses identified perceived I-M fit as the key predictor of academic satisfaction and major change intention. D-A fit was the strongest predictor of academic performance. Finally, a hierarchical regression approach revealed that personality traits did not improve the prediction of any outcome over perceived P-E fit.

Diversity and consistency: a case study of regionalised clinical placements for medical students.

A major challenge for medical schools is the provision of clinical skills training for increasing student numbers. This case study describes the expansion of the clinical school network at The University of Queensland (UQ). The purpose of the study was to investigate consistency in medical education standards across a regional clinical teaching network, as measured by academic performance. A retrospective analysis of academic records for UQ medical students (n = 1514) completing clinical rotations (2009-2012) was performed using analysis of covariance (ANCOVA) for comparisons between clinical school cohorts and linear mixed-effects modelling (LEM) to assess predictors of academic performance. In all, 13 036 individual clinical rotations were completed between 2009 and 2012. ANCOVA found no significant differences in rotation grades between the clinical schools except that Rural Clinical School (RCS) cohorts achieved marginally higher results than non-RCSs in the general practice rotation (5.22 vs 5.10-5.18; P = 0.03) and on the final clinical examination (objective structured clinical examination; 5.27 vs 5.01-5.09; P < 0.01). LEM indicated that the strongest predictor of academic performance on clinical rotations was academic performance in the preclinical years of medical school (= 0.38; 95% confidence interval 0.35-0.41; P < 0.001). The decentralised UQ clinical schools deliver a consistent standard of clinical training for medical students in all core clinical rotations across a range ofurban, regional and rural clinical settings. Further research is required to monitor the costs versus benefits of regionalised clinical schools for students, local communities and regional healthcare services.

The Effects of Self-efficacy Beliefs and Metacognition on Academic Performance: A Mixed Method Study

This study investigated the effect of Self-efficacy Beliefs and Metacognition on Academic Performance among high school students using a mixed method approach. A total of 2,138 form four (12 th grade) students participated in the study. The mixed-method study consisted of a quasi-experimental approach and in-depth interviews. Quantitative data were collected from self efficacy questionnaire (SEQ), biology ability test (BAT), genetics problem solving test (GPST) and metacognitive prompting questionnaire (MPQ). Qualitative data were collected using in-depth interviews. Quantitative data were analysed using both descriptive and inferential statistics (hierarchical linear regression and factorial ANOVA). Qualitative data were coded, categorized and reported thematically. Regression analysis indicated that self-efficacy was a strong predictor of academic performance. ANOVA analysis displayed statistically significant differences in metacognition in form of metacognitive prompts between groups. Gender effects were also noted with female students outperforming male students on the genetics problem solving test. Subsequent qualitative data suggested that highly efficacious students did better on the tests than less efficacious students. The metacognitive prompting experience provides a rich environment for the development of metacognitive strategies that can promote problem solving skills among high school students.

The relative utility of differing measures of emotional intelligence: Other-report EI as a predictor of social functioning

IntroductionFew studies have investigated the relative utility of different measurement types of emotional intelligence (EI) to predict individual outcomes. ObjectiveThe objective of this study is to compare the criterion-related validity of four differing measures of EI (the MSCEIT, TEMINT, SREIS, and OREIS) in the prediction of individual's social functioning and academic performance. MethodData from 300 participants (100 self-reports and 200 other-reports) were analyzed to find the unique contribution of the four EI measures to the outcomes. Results and discussionRelative weight analyses indicated that other-report EI was the strongest predictor of social functioning (trust and relationship satisfaction), and that the TEMINT was the strongest predictor of academic performance. The relative utility of the different measures was discussed.

An Investigation of the Relationship between Students' Motivation and Academic Performance as Mediated by Effort

This study investigated the relationship between university students' motivation and their academic performance, with effort acting as a mediating variable. The study strives to add to the body of knowledge on motivation, effort and academic performance, with specific reference to tertiary level institutions in the South African context. Motivation is separated into intrinsic motivation and extrinsic motivation, which were used as the independent variables. Academic performance is the dependent variable, which was measured using the cumulative Grade Point Average (GPA). A quantitative relational design was employed to investigate the degree to which motivation predicts a students' academic performance. The data were collected through an online questionnaire from a convenience sample of 254 commerce faculty students within a university in the Western Cape, ranging from first year to fifth year of study. The empirical results obtained from the data, using the Pearson correlation coefficients, indicated significant relationships between intrinsic motivation, extrinsic motivation and academic performance. Evidence was further found that students' intrinsic and extrinsic motivation influenced the amount of effort they exerted in trying to achieve their desired performance outcome. Through the use of Baron and Kenny's procedure to test mediation, effort was found to be a partial mediator of the relationship between intrinsic and extrinsic motivation and academic performance. Furthermore, a multiple regression analysis of the data indicated that intrinsic motivation is the strongest predictor of academic performance, followed by effort. In the regression model extrinsic motivation could not explain unique variance in academic performance.

Academic performance in nursing students: influence of part‐time employment, age and ethnicity

This paper reports a study examining the influence of age, ethnicity and part-time employment on nursing students' academic performance for second year pathophysiology and nursing practice subjects. Age and ethnicity are known to be significant predictors of academic achievement among nursing students. The endemic nursing shortage has increased the impetus to diversify, resulting in more mature-age students and students from diverse ethnic and cultural groups in nursing programmes. There is increasing pressure for nursing students to participate in part-time employment whilst undertaking higher education, and this may affect their academic performance. A prospective, quantitative survey design was used to collect data from a regional university in Australia over a 2-year period from 2001 to 2002. A total of 267 nursing students were included in the study. More than three-quarters (78%) of second year students were participating in paid employment, with the majority in nursing-related jobs. Of those working, half did so more than 16 hours per week during the semester. Students who were not in paid employment had the highest academic achievements in both pathophysiology and nursing practice. Age was positively related with academic performance, but hours of part-time employment and ethnicity were negatively associated with academic performance, with the amount of time spent in paid employment being the strongest predictor of academic performance in both pathophysiology and nursing practice. Working more than 16 hours per week had a detrimental impact on the academic performance of nursing students. More importantly, this study shows that nursing-related employment is not advantageous to students' academic performance, even for a nursing practice-based subject. If the current practice of employing nursing students in clinical settings is to continue, this experience needs to be aligned to the academic curriculum if it is to be beneficial to students' knowledge and skill acquisition.

The Relationship of Language Brokering to Academic Performance, Biculturalism, and Self-Efficacy among Latino Adolescents

Children who interpret for their immigrant parents are referred to as language brokers. The present study examines the relationship of language brokering to academic performance, biculturalism, academic self-efficacy, and social self-efficacy. The many adultlike experiences of children who broker on a regular basis suggest that their cognitive and socioemotional development may be accelerated relative to children of immigrant families who broker infrequently or not at all. Latino adolescents (n = 122) from immigrant families were participants in the study. Results showed that, as expected, language brokering was positively related to biculturalism, and in turn, both of these variables were positively related to academic performance. In addition, the strongest predictor of academic performance was academic self-efficacy. Results also indicated that, to some degree, language brokering is a gendered activity, with females reporting more brokering than males.