College Grades Research Articles

ChatGPT versus human essayists: an exploration of the impact of artificial intelligence for authorship and academic integrity in the humanities

Generative AI has prompted educators to reevaluate traditional teaching and assessment methods. This study examines AI’s ability to write essays analysing Old English poetry; human markers assessed and attempted to distinguish them from authentic analyses of poetry by first-year undergraduate students in English at the University of Oxford. Using the standard UK University grading system, AI-written essays averaged a score of 60.46, whilst human essays achieved 63.57, a margin of difference not statistically significant (p = 0.10). Notably, student submissions applied a nuanced understanding of cultural context and secondary criticism to their close reading, while AI essays often described rather than analysed, lacking depth in the evaluation of poetic features, and sometimes failing to properly recognise key aspects of passages. Distinguishing features of human essays included detailed and sustained analysis of poetic style, as well as spelling errors and lack of structural cohesion. AI essays, on the other hand, exhibited a more formal structure and tone but sometimes fell short in incisive critique of poetic form and effect. Human markers correctly identified the origin of essays 79.41% of the time. Additionally, we compare three purported AI detectors, finding that the best, ‘Quillbot’, correctly identified the origin of essays 95.59% of the time. However, given the high threshold for academic misconduct, conclusively determining origin remains challenging. The research also highlights the potential benefits of generative AI’s ability to advise on structuring essays and suggesting avenues for research. We advocate for transparency regarding AI’s capabilities and limitations, and this study underscores the importance of human critical engagement in teaching and learning in Higher Education. As AI’s proficiency grows, educators must reevaluate what authentic assessment is, and consider implementing dynamic, holistic methods to ensure academic integrity.

Identity change and the transition to university: Implications for cortisol awakening response, psychological well-being and academic performance.

The social identity model of identity change (SIMIC) posits that social group memberships protect well-being during transitional periods, such as the transition to university, via two pathways - maintaining previously held social group memberships (social identity continuity) and gaining new social group memberships (social identity gain). Breaking new ground, this study investigates how these processes can influence an important biomarker of stress - cortisol awakening response (CAR). A total of 153 first year undergraduate students (69.3% female) completed measures (group memberships, depression, life satisfaction) at the beginning of the academic year (October, time 1; T1), of which 67 provided a saliva sample for CAR assessment. Seventy-nine students completed the time 2 (February, T2) measures 4 months later (41 provided saliva). Academic performance was assessed objectively through end-of-academic year university grade data (June, T3). At T1, students who maintained and gained social group memberships reported lower depressive symptoms and greater life satisfaction. Across the academic year, social identity gain was associated with a larger post-awakening cortisol response at T2, indicative of a better ability to cope with stress. Thus, gaining new social group memberships during the transition to university was associated with a better ability to cope with stress.

Discrimination or a Competitive Climate? Why Women Cannot Translate Their Better High School Grades into University Grades

Discrimination or a Competitive Climate? Why Women Cannot Translate Their Better High School Grades into University Grades

How Different Student Demographics affect the Course Grades of the Different Teaching Modes for Hybrid Teaching Instructors Only

<p style="text-align:justify"><span style="font-size:9.0pt"><span style="color:black">Certain demographics of students may prefer certain modalities, and certain demographics may achieve higher mean grades in some teaching modalities than others. This study used student-section data from five years of all the undergraduate courses at Kennesaw State University (KSU) from 2015 to 2019. This data set with individual student course outcomes included full student demographics and course types, including previous university grade point average (GPA), sex, age, ethnicity, course department, modality, etc. The study only used data from those instructors who taught hybrid sections, as well as in-person and online sections, to avoid the effect of instructor bias. Previous research found that instructors who taught hybrid sections gave higher grades for their online and F2F sections compared to those instructors who had not taught hybrid sections. The results showed that that hybrid-teaching instructors gave higher mean course grades for their hybrid sections than their online or F2F sections and higher mean course grades than non-hybrid teaching instructors in all modalities. This effect held for all demographics. </span></span></p>

Enhancing Health Literacy: Evaluating the Readability of Patient Handouts Revised by ChatGPT's Large Language Model.

To use an artificial intelligence (AI)-powered large language model (LLM) to improve readability of patient handouts. Review of online material modified by AI. Academic center. Five handout materials obtained from the American Rhinologic Society (ARS) and the American Academy of Facial Plastic and Reconstructive Surgery websites were assessed using validated readability metrics. The handouts were inputted into OpenAI's ChatGPT-4 after prompting: "Rewrite the following at a 6th-grade reading level." The understandability and actionability of both native and LLM-revised versions were evaluated using the Patient Education Materials Assessment Tool (PEMAT). Results were compared using Wilcoxon rank-sum tests. The mean readability scores of the standard (ARS, American Academy of Facial Plastic and Reconstructive Surgery) materials corresponded to "difficult," with reading categories ranging between high school and university grade levels. Conversely, the LLM-revised handouts had an average seventh-grade reading level. LLM-revised handouts had better readability in nearly all metrics tested: Flesch-Kincaid Reading Ease (70.8 vs 43.9; P < .05), Gunning Fog Score (10.2 vs 14.42; P < .05), Simple Measure of Gobbledygook (9.9 vs 13.1; P < .05), Coleman-Liau (8.8 vs 12.6; P < .05), and Automated Readability Index (8.2 vs 10.7; P = .06). PEMAT scores were significantly higher in the LLM-revised handouts for understandability (91 vs 74%; P < .05) with similar actionability (42 vs 34%; P = .15) when compared to the standard materials. Patient-facing handouts can be augmented by ChatGPT with simple prompting to tailor information with improved readability. This study demonstrates the utility of LLMs to aid in rewriting patient handouts and may serve as a tool to help optimize education materials. Level VI.

A closer look at how experience, task domain, and self-confidence influence reliance towards algorithms

Prior research has demonstrated experience with a forecasting algorithm decreases reliance behaviors (i.e., the action of relying on the algorithm). However, the influence of model experience on reliance intentions (i.e., an intention or willingness to rely on the algorithm) has not been explored. Additionally, other factors such as self-confidence and domain knowledge are posited to influence algorithm reliance. The objective of this research was to examine how experience with a statistical model, task domain (used car sales, college grade point average (GPA), GitHub pull requests), and self-confidence influence reliance intentions, reliance behaviors, and perceived accuracy of one's own estimates and the model's estimates. Participants (N = 347) were recruited online and completed a forecasting task. Results indicate that there was a statistically significant effect of self-confidence and task domain on reliance intentions, reliance behaviors, and perceived accuracy. However, unlike previous findings, model experience did not significantly influence reliance behavior, nor did it lead to significant changes in reliance intentions or perceived accuracy of oneself or the model. Our data suggest that factors such as task domain and self-confidence influence algorithm use more so than model experience. Individual differences and situational factors should be considered important aspects that influence forecasters' decisions to rely on predictions from a model or to instead use their own estimates, which can lead to sub-optimal performance.

Teaching Innovation of University Grade in Automotive Engineering

In this work, we present the implementation of a flipped classroom methodology in two engineering courses, both with a heavy weight given to problem solution. In class, the students are first evaluated by a test, in order to encourage them to see the videos. In one course the test is gamified, while not in the other, so that the different level of encouragement can be assessed. Then conceptual problems are proposed to help the students think and discuss about the theoretical background. Finally, the problem sessions are approached seeking an active involvement by the students. The aim of this methodology is to facilitate a deeper learning of the needed theoretical background, an issue in which students struggled due to lack of motivation and the student's ability to access information during their study. The results of the methodology are evaluated by using standard questioners passed to the students. Answers were obtained from 31 students, which corresponds to 40 % of all involved students. The results obtained showcase an improvement of student motivation and learning. Key aspects identified leading to the success are a good organization of the curse, the adaptation of all activities to form a coherent course and the active and approachable attitude showcased by the teachers.

Relationship between risky alcohol consumption and academic performance in students in the health area at a Chilean University

Introduction: the phenomenon of alcohol consumption among university students, particularly in the field of health, is the subject of growing concern due to its potential impact on public health and academic performance.Objective: analyze the relationship between risky alcohol consumption and the academic performance of students studying in the health area at a Chilean university in the second semester of 2023.Methods: the study with a descriptive and transversal quantitative approach, with a sample of 361 students who responded to the AUDIT questionnaire. Academic performance was characterized using the university's grading system.Results: regarding alcohol consumption, 81,7 % (295 participants) showed low-risk consumption, 16,3 % (59 participants) high-risk consumption, and the remaining 1,9 % a possible consumption or dependence problem. Furthermore, a trend is observed in which students with problematic consumption are distributed between the categories of "good" (note 5) and "very good" (note 6), while risk and low-risk consumption are distributed between the categories of "very good", "good" and "sufficient".Conclusions: the findings of this study show that, in general, alcohol consumption does not appear to have a significant negative impact on the academic performance of health students. Although approximately 20 % of those surveyed reported problematic or risky consumption

The topography of thought.

Whether speaking, writing, or thinking, almost everything humans do involves language. But can the semantic structure behind how people express their ideas shed light on their future success? Natural language processing of over 40,000 college application essays finds that students whose writing covers more semantic ground, while moving more slowly (i.e. moving between more semantically similar ideas), end up doing better academically (i.e. have a higher college grade point average). These relationships hold controlling for dozens of other factors (e.g. SAT score, parents' education, and essay content), suggesting that essay topography encodes information that goes beyond family background. Overall, this work sheds light on how language reflects thought, demonstrates that how people express themselves can provide insight into their future success, and provides a systematic, scalable, and objective method for quantifying the topography of thought.

College students’ satisfaction with online teaching during the COVID-19 pandemic: Evidence from Hubei Province, China

To evaluate the performance of online teaching during the COVID-19 period, we collected 1886 survey data from college students in Hubei Province, China. The scoring rules of the Framework for Teaching were used to measure college students' satisfaction with online teaching, and an econometric model was constructed to empirically validate its dynamic influences. We found that college students' satisfaction with online teaching during the COVID-19 pandemic was lower than that with offline teaching. Online teaching satisfaction was significantly affected by variables of class size, proportion of online teaching, epidemic severity, college grade, network, course classification, major classification, and the teacher's age and skills. It was further found that as COVID-19 gradually dissipated, offline teaching should be resumed as soon as possible. These findings objectively evaluate the teaching performance of college students during the COVID-19 pandemic and can provide suggestions for optimizing online teaching during future emergencies.

Using natural language processing to increase prediction and reduce subgroup differences in personnel selection decisions.

The purpose of this research is to demonstrate how using natural language processing (NLP) on narrative application data can improve prediction and reduce racial subgroup differences in scores used for selection decisions compared to mental ability test scores and numeric application data. We posit there is uncaptured and job-related constructs that can be gleaned from applicant text data using NLP. We test our hypotheses in an operational context across four samples (total N = 1,828) to predict selection into Officer Training School in the U.S. Air Force. Boards of three senior officers make selection decisions using a highly structured rating process based on mental ability tests, numeric application information (e.g., number of past jobs, college grades), and narrative application information (e.g., past job duties, achievements, interests, statements of objectives). Results showed that NLP scores of the narrative application generally (a) predict Board scores when combined with test scores and numeric application information at a level of correlation equivalent to the correlation between human raters (.60), (b) add incremental prediction of Board scores beyond mental ability tests and numeric application information, and (c) reduce subgroup differences between racial minorities and nonracial minorities in Board scores compared to mental ability tests and numeric application information. Moreover, NLP scores predict (a) job (training) performance, (b) job (training) performance beyond mental ability tests and numeric application information, and (c) even job (training) performance beyond Board scores. Scoring of narrative application data using NLP shows promise in addressing the validity-adverse impact dilemma in selection. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

"An Investigation of the Hierarchy of Realization of English Idiomatic Phraseology by Iraqi Learners of EFL

هنالك العديد من التراكيب الاصطلاحية التي تُعَد من المشكلات الرئيسة لمتعلمي اللغة الإنكليزية بوصفها لغة أجنبية. وكذلك التراكيب التعبيرية كمصطلح عام والأفعال المركبة بشكلٍ خاص والتي هي إحدى أشكال تلك التعابير الاصطلاحية ولا يمكننا إنكار حقيقة أن المتعلمين للغة الإنكليزية بوصفها لغة أجنبية يجدون صعوبة في فهم واستخدام تلك التراكيب التعبيرية، وهذا الأمر يقودهم إلى تجنب استخدام تلك التراكيب. تهدف الدراسة الحالية إلى التعرّف إلى أي مدى يستطيع المتعلمون العراقيون للغة الإنكليزية تمييز وإنتاج التراكيب التعبيرية الاصطلاحية كمشكلة من المشكلات التي يواجهها هؤلاء المتعلمون، كما تهدف هذهِ الدراسة إلى معرفة فيما إذا كانت تلك التراكيب التعبيرية تتدرج في صعوبتها خلال المراحل الأربع في الكلية. ولقد أفتُرِض انه هنالك بعض الفروق الإحصائية بين المتعلمين للمراحل الأربع في قسم اللغة الإنكليزية في جامعة تكريت/ كلية التربية للبنات. طبّق الاختبار على 100 طالبة في كلية التربية للبنات/ جامعة تكريت. تقع الدراسة بجزئين رئيسين، يهتم الجزء الأول بالجانب النظري المتمثل باصطلاحات فضلًا عن التراكيب التعبيرية، تعاريفها، أنواعها، وبعض خصائصها, كما يشتمل على التداخل الحاصل بين المصطلحين. بينما يعني الجزء الثاني من هذه الدراسة بالإجراءات الإحصائية المتبعة من الباحثتين. تشير الاستنتاجات بأنه ليس بالضرورة أن تتطور اللغة بشكل مستمر، وكما يبدو فأن بعض الاصطلاحات التعبيرية لا تتطور بينما البعض تتقدم نحوه. وفي نهاية البحث، ضمّنت الباحثتان هذه الدراسة عدداً من الاستنتاجات والتوصيات والمقترحات.

The relationship between ostracism and negative risk-taking behavior: the role of ego depletion and physical exercise.

As a major public health problem globally, negative risk-taking behavior of college students may be related to their ostracism experience, but the reason for this association is unclear. Based on the limited resource theory, combined with the integrative model of athletic performance, we tested a moderated mediation model in which ego depletion mediated the association between ostracism and risk-taking, and physical exercise moderated the mediation process to examine the mechanisms underlying the association between ostracism and negative risk-taking behavior. One thousand three hundred seven students (43% female) from four universities in China were recruited using cluster random sampling. The experience of being ostracized, ego depletion, physical exercise level, and negative risk-taking behavior were measured through an anonymous online questionnaire in "www.sojump.com." After controlling for gender and grade in college, ostracism was positively related to negative risk-taking behavior; ego depletion mediated this relationship; and physical exercise level attenuated these direct and indirect relationships. The results highlight individual risk and protective factors associated with negative risk-taking behavior, and provide new perspectives on ways to prevent and reduce college students' negative risk-taking behavior.

Cannabis Use and Academic Performance in College Students: The Role of Procrastination.

The current study investigated procrastination as a potential moderator of the association between cannabis use and college grade point average (GPA). Participants: 220 college students (ages 18 - 24; 71.8% female) in the Northwestern U.S. who were registered for classes in Fall 2021. Demographic questions, substance use history, the Beck Anxiety Inventory, the Center for Epidemiologic Studies Depression scale, and a Procrastination scale were completed via an online survey. Official term and cumulative GPA records were also collected. A regression model indicated that procrastination moderated the association between lifetime cannabis use and cumulative college GPA, whereas this moderation was not present when examining the relationship between past month cannabis use and term GPA. The current study identifies a putatively modifiable factor that may be related to academic performance for students who use cannabis. These results may help inform future interventions designed to help students using cannabis succeed academically.

취업준비 대학생의 사회부과완벽주의와 취업불안의 관계에서 마음챙김과 사회비교경향성의 이중매개효과

Objectives The purpose of this study was to verify the dual mediating effect of mindfulness and social comparison tendency in the relationship between socially prescribed perfectionism and job-seeking anxiety in college students preparing for the job.&#x0D; Methods The package of questionnaires was conducted on 316 college students in the third and fourth grades of universities from April to July in 2020. The statistical analyses which were descriptive statistics, correlational analysis, dual mediating analysis were using SPSS 22 and Macro of SPSS Process.&#x0D; Results First, the results of the analysis showed that socially prescribed perfectionism, job-seeking anxiety, mindfulness and social comparison tendency had a significant correlations. There were positive correlations between the socially prescribed perfectionism and job-seeking anxiety(r=.37, p&lt;.01), social comparison tendency(r=.22, p&lt;.01), however, negative correlations between the socially prescribed perfectionism with mindfulness(r=-.45, p&lt;.01). Second, mindfulness was partially mediated in the relationship between socially prescribed perfectionism and job-seeking anxiety, however, social comparison tendency on it’s own have no mediating effect between independant variable and dependent variable. Third, mindfulness and social comparison tendency sequentially double-mediated the relationship between socially prescribed perfectionism and job-seeking anxiety, which variables explained 29% of total variance.&#x0D; Conclusions Through this study, it was found that mindfulness and social comparison tendency play an important role in the relation between socially prescribed perfectionism and job-seeking anxiety. This suggests that it is useful to pay attention to the mediating variables in educational and counseling interventions to decrease job-anxiety in college students with a high level of social prescribed perfectionism.&#x0D;

Functional Outcomes and Successful Predictors of Lumbar Transforaminal Epidural Steroid Injections (LTFESIs) for Lumbar Radiculopathy Under Fluoroscopic Guidance: A Prospective Study.

Lumbar radiculopathy, a common and debilitating condition, often necessitates a multimodal approach for effective management. Lumbar transforaminal epidural steroid injection (LTFESI) has emerged as a valuable therapeutic option when conservative measures fall short. Recent interest in long-acting and non-particulate steroids prompts a critical examination of their impact on LTFESI outcomes. This prospective study aims to evaluate the efficacy of LTFESI in improving pain and functional outcomes in patients with lumbar radiculopathy, focusing on long-acting and non-particulate steroids, and analyse the associated economic burden. The study, conducted from October 2017 to April 2019, involved 52 patients with lumbar radiculopathy meeting specific criteria. LTFESI was administered using a hospital-based prospective design. Functional outcomes were assessed using the Oswestry Disability Index (ODI) and Numeric Rating Scale (NRS) scores at various intervals. Statistical analyses were performed to identify predictors of successful outcomes. Participants (average age 43.22 years, 27 (51.92%) male) exhibited diverse Michigan State University (MSU) grade profiles and predominantly had pathology at the L4-5 level. The study demonstrated a significant and lasting functional improvement in 43 (82.69%) of patients after LTFESI. Patients with 2AB-type intervertebral disc prolapse (IVDP) showed lower response rates, emphasizing subtype influence. The efficacy of LTFESI was sustained for up to six months in almost 82.69% of patients, highlighting its potential for long-lasting benefits. The difference in the mean ODI score pre-injection and six months post-injection is statistically significant (p<0.0001). A total of four patients (7.69%) underwent surgical treatment for lumbar radiculopathy as their symptoms did not improve after injection. For all four patients (7.69%), surgery was done one month after injection. Five patients (9.61%) had ODI scores of more than 40, indicating severe disability at the end of six months. So, in nine patients (17.3%), the injection given was not effective at the end of six months, four (7.69%) of whom were operated on and five (9.61%) patients received conservative treatment. Thus, 43 (82.69%) of patients had a good outcome. The study reinforces LTFESI as an effective and safe intervention, providing substantial and lasting benefits for lumbar radiculopathy. The majority experienced immediate relief, supporting its role as an intermediate option between conservative management and surgery. Identified predictors of decreased success underscore the importance of early intervention and tailored treatment plans. The study emphasizes LTFESI's diagnostic and therapeutic potential, with economic benefits and safety highlighted. LTFESI emerges as a safe and effective intervention for lumbar radiculopathy, offering substantial and enduring pain relief. The study contributes valuable insights into the nuanced outcomes of LTFESI, including the impact of IVDP subtypes, factors influencing success, and the procedure's cost-effectiveness. While acknowledging limitations, this work adds to the growing evidence supporting LTFESI as a crucial component in the management of lumbar radiculopathy.

Socio-psychological indicators of personal safety in the educational environment

This article is devoted to the problem of psychological safety of the individual in the educational environment. The characteristics of security, safety and trust in relations with teachers and peers were studied in the adolescent and youth group. The purpose of the article is to analyze the current state of some socio-psychological indicators of personal security in the educational environment in connection with the aggressiveness and level of depression of students. A continuous monitoring of the safety of the educational environment was carried out using the cross-sectional method through an electronic survey. Methods: A Zung Self-Rating Depression Scale (SDS), a Buss–Perry Aggression Questionnaire (BPAQ-24), questionnaire. Sampling: 244,143 students of 6–11 grades of schools, colleges and universities of the Republic of Tatarstan; 52,7% of boys and 47,3% of girls; age from 12 to 23 years. The risk group included 860 people with a high total index of aggressiveness and depression (0,35% of the total sampling, 64% of them are boys). The study found that students at risk group are exposed to bullying in the educational environment more often than their peers. They describe relationships with peers and teachers as unsafe and note a lack of help and support. Aggressiveness and the level of depression have statistically significant correlations (p 0,001) with all manifestations of violence and insecurity and can serve as reliable and valid subjective markers of a person's psychological safety in the educational space. In this way, the socio-psychological indicators of psychological safety in the educational environment are the characteristics of relations between the subjects of educational interaction, personal experience of bullying, insecurity, lack of support, aggressiveness and the level of depression of students. The results of the study can be used to prevent deviant behavior among adolescents who are most vulnerable to negative social influences.

대학생의 전공선택동기와 진로준비행동의 관계에서 직업가치관의 매개효과

The purpose of this study is to investigate the mediating effect of ocuupational value in the relationship between University students motivation for choosing a major and career preparation behavior. To this end, a survey was conducted on 337 university students in the first, second, and third grades of the university, of which 264 valid questionnaires were used for the study. The data collected through the survey were statistically analyzed using the IBM SPSS 26.0 program, and mediated regression analysis was performed using Hayes' process macro model 4 to verify the research hypothesis. As a result, first, it was confirmed that the motivation for selecting a major had a significant positive (+) effect on ocuupational values. Second, the total effect of major selection motivation on career preparation behavior was confirmed without considering ocuupational value, and as a result, major selection motivation had a positive (+) effect on career preparation behavior. Third, the mediating effect according to the sub-factors of ocuupational value was confirmed in the effect of major selection motivation on career preparation behavior. To this end, the effect of major selection motivation and job value on career preparation behavior was confirmed by inputting both major selection motivation and job value, and as a result, it was found that major selection motivation had a positive (+) effect on career preparation behavior, but job value did not. In other words, as a result of bootstrap verification to verify the mediating effect of ocuupational value, it was found that ocuupational value did not mediate the effect of major selection motivation on career preparation behavior. However, as a result of verifying the mediating effect of the sub-factors of job value, it was found that intrinsic ocuupational value (attitude, achievement, ability) mediates the influence of intrinsic motivation (attitude, interest, talent, and future) on career preparation behavior. This indicated that intrinsic ocuupational value can make specific career decisions and active career preparation actions by improving career search activities. As a result of this study, it was found that when intrinsic ocuupational value are satisfied, the motivation for choosing a major leads to career preparation behavior more. Therefore, people in charge of the university field need to diversify the direction of career education and support according to the students' personal characteristics and motivation for choosing a major. Therefore, it is expected that this study will be used as basic data for counseling and education that can establish ocuupational value and increase career confidence for students' active career preparation behavior from the lower grades of university.

Perfectionism, test anxiety, and neuroticism determines high academic performance: a cross-sectional study

BackgroundAcademic performance is an important issue for Korean students. Various psychological factors contribute to academic performance. We aimed to evaluate the psychological factors that affect academic performance integratively.MethodsA total of 102 academic high achievers and 120 comparison participants were recruited. We evaluated psychological factors (test anxiety, perfectionism, personality traits, resilience, and self-efficacy) and measured academic performance using the College Scholastic Ability Test and the current college grade. We compared psychological factors and academic performance between the academic high achiever and comparison groups. Multiple linear regression was then conducted to identify the significant psychological factors for high academic performance. Further, we used cluster analysis to classify the comparison group by the significant psychological factors and compared them among clusters and academic high achievers to determine the psychological characteristics of academic high achievers.ResultsThe academic high achiever group showed lower test anxiety (p = .002), less neuroticism (p = .001), higher self-efficacy (p = .028), and less socially prescribed perfectionism (p < .001) than the comparison group. Multiple linear regression results (p = .020) clarified that neuroticism (p = .020), test anxiety level (p = .047), and perfectionism (p = .035) were important factors predicting better academic performance. Academic high achievers had moderate test anxiety and perfectionism levels, with the best performance on the College Scholastic Ability Test.ConclusionsNeuroticism, test anxiety levels, and perfectionism are important psychological factors for high academic performance. Interventions targeting these factors may help to improve academic accomplishments.

Grades of university and college students decrease during the transition from high school to tertiary education: a latent change analysis of the 2 × 2 model of perfectionism

Academic performance tends to deteriorate during the transition from high school to post-secondary education. In this study, our goal was to investigate whether the degree of this performance deterioration differs across the four subtypes of perfectionism from the 2 × 2 model of perfectionism. Samples of 392 university students and 946 college students completed a perfectionism questionnaire. Their high school and first semester grades were obtained through the office of the registrar. Results of latent change analyses revealed that the grades of students decreased during the transition to university (–12%) and college (–4%). The four subtypes of perfectionism were associated with a different degree of performance deterioration and supported the four hypotheses of the 2 × 2 model of perfectionism. Both university and college students with pure socially prescribed perfectionism experienced the strongest decrease in academic performance and should be closely monitored during their transition into post-secondary education.