Search PubMed⌕ Search

SEARCH · Search PubMed

Results for “Academic Performance”

Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 505 records · Page 28Linked to original sources
PubMed1989

Effects of coping skills training on generalized self-efficacy and locus of control.

A number of studies have shown that mastery experiences strengthen self-efficacy expectancies that are specific to the mastery situation. In this study I assessed the effects of cognitive-behavioral coping skills training on generalized expectancies concerning self-efficacy and locus of control in test-anxious college students. Compared with a waiting-list control group, the trained subjects exhibited significant decreases on trait and state measures of test anxiety and a higher level of academic performance on classroom tests, as well as changes in specific self-efficacy expectancies relating to test-anxiety management and academic performance. Consistent with generalization predictions derived from self-efficacy theory, the coping skills group also exhibited decreases in general trait anxiety and increased scores on a trait measure of generalized self-efficacy. Locus of control was unaffected by the program, and changes in general self-efficacy were unrelated to changes in locus of control, suggesting the possibility that different parameters of experience are related to changes in the two types of generalized expectancies.

Achievement↗
PubMed1976

Reducing time limits: a means to increase behavior of retardates.

A common assumption in special education is that temporal limits for a task should be expanded so that ample time is provided for completing the work. This study describes the opposite strategy of restricting temporal limits to augment academic performance. Three educable retarded children received token reinforcement contingent on the number of correct math problems answered during daily sessions. A reversal design was used to assess the effects of an abrupt reduction in time limits (20-5-20 min) and a graduated sequence of reductions (20-15-10-5-20 min). The graduated sequence resulted in rate increases of correct responding ranging from 125% to 266% and these gains endured when temporal limits were again expanded. In contrast, the abrupt shift produced interfering emotional behaviors and rate decreases in academic performance of 25% to 80%. The findings indicate that systematically restricting temporal limits for an academic task can further enhance the performance of slow learners already maintained by a token system.

Achievement↗
PubMed1989

Personality variables as predictors of performance for first-year dental students.

This study attempted to determine if students with certain personality preferences outperform others over the course of the initial dental school year. The Myers-Briggs Type Indicator (MBTI) was used to assess the relationship between personality preferences and academic performance. One hundred and ninety-nine dental students in four successive first-year classes, 1983-86, participated. Pearson correlation coefficients were used to relate academic performance (first-semester, second-semester, and first-year GPAs) to personality preferences (EI, SN, TF, JP) and academic predictors (entering GPA and DAT scores). For personality preferences, all correlation coefficients were low and nonsignificant. In comparison, entering GPA and DAT (academic) scores were significantly correlated with first-semester, second-semester, and first-year GPAs. DAT (perceptual ability) scores showed a significant correlation with first-semester GPAs only.

Educational Measurement↗
PubMed2003

Works in progress: a comparison of dental school experiences between passing and failing NERB candidates, 2001.

The purpose of this report is to compare outcomes on the North East Regional Board of Dental Examiners (NERB) clinical examination to selected measures of academic performance in one U.S. dental school. The data came from results of the spring 2001 NERB examination at that school. Five measures of academic performance--number of Class II amalgam restorations completed, number of Class III/IV composite restorations completed, fixed prosthodontic units performed, fourth-year class rank, and GPA-were compared between those who passed and those who failed NERB's restorative exercise (RESTOR) and provisional fixed partial denture exercise (SIM). Analyses could not confirm a positive relationship between the school performance measures and the NERB outcome of passing RESTOR on the first attempt. On the other hand, those who passed SIM on the first attempt had, on the average, performed more amalgams, composites, and fixed prosthodontic units as students than those who failed; they also had, on average, better class rank and higher GPA. Therefore, only performance on SIM related to performance in school. However, both RESTOR and SIM had a similar number of failures from the top as well as the bottom portions of the class. These preliminary data from one dental school class raise questions about the validity of the NERB clinical examination for licensure decisions.

Baltimore↗
PubMed2000

Age and 'type' of domain specific entry qualifications as predictors of student nurses' performance in biological, social and behavioural sciences in nursing assessments.

The present study explored the effects of age and 'type' of entry qualifications in psychology, sociology and biology on student performance in 'the psychological, sociological and biological perspectives in nursing' module assessments, respectively. Data from 222 students undertaking 'the pre-registration diploma in nursing' programme at a university in the north West of England were analysed. The study found no significant differences in performance among those students with GCSE 'O' level, those with access and those without any type of domain specific qualifications. However, student age significantly predicted performance, with such performances found to be highly consistent across the three modules. The 'non-mature' students (aged < 20 years) were identified in the study as being at risk in terms of academic performance whilst the 'very mature' students (aged > 34 years) were found to predict better overall performance. The findings suggest that, paper qualifications such as GCSE O.level, GNVQ or BTEC in psychology, sociology or biology should not be relied upon as predictors of academic performance in their related nursing modules when selecting potential nurses. On the basis of the findings and their probable explanations, it seems possible that the entry gate to nursing can further be widened by giving more credit to the older applicant who has, for example, achieved NVQ at level 2 or 3. However, such flexibility in nurse selection will have to be matched with equal flexibility in the pre-registration diploma in nursing curriculum which at present fails to recognize 'at risk' groups. The findings and the implications for nurse education and recruitment and discussed with support from a growing number of studies investigating student approaches to studying and learning.

Adult↗
PubMed1978

Febrile seizures and later intellectual performance.

The relationship of febrile seizures to later intellectual and academic performance was examined in a sibling-control study. Amont 431 sibling pairs tested at the age of 7 years, the mean full scale IQ on the Vechsler Intelligence Scales for Children was not different for children who had febrile seizures as compared with siblings who were seizure-free. Neither recurrent seizures nor those lasting 30 minutes or longer were associated with IQ deficit. Poor academic achievement, defined as Wide Range Achievement Test performance more than one grade level below school placement in children with IQs of 90 or above, was equally frequent in index cases and control patients. Febrile seizures were not associated with a decrement in IQ or early academic performance, as judged by comparison of affected children with their siblings.

Achievement↗
PubMed1990

Pediatric behavioral neurology: an update on the neurologic aspects of depression, hyperactivity, and learning disabilities.

The high incidence of poor social adjustment in long-term follow-up studies of depressed children seems to relate to the inadequacy of the pharmacotherapy necessary to sustain long-lasting remission or possibly to repetitive inappropriate stresses. Insufficient antidepressant therapy with resultant intermittent depression-induced dysfunction of the socialization functions performed by the right cerebral hemisphere would not permit the child to develop appropriate interpersonal skills (causing failure in most social situations), and associated cognitive difficulties would complicate academic performance. Repeated school failure and chronic social ineptitude preclude development of the skills necessary for successful independent living in society. Thus, if symptoms of depression are found, it is imperative that the learning-disabled or behaviorally disturbed child or adolescent receive adequate antidepressant therapy to ensure complete long-term remission of the depression. In addition, learning-disabled individuals, even without apparent diagnosable depressive illness, must be offered appropriate methods for learning and communication which reduce stress. When such appropriate educational strategies are offered and poor performance still ensues (or continues), a trial of antidepressant therapy should be considered. Recognition of the depressive nature of symptoms may not be possible until treatment-induced improvement has occurred and depression-associated learning disability has resolved. Improvement in academic performance associated with improved cognitive function after treatment-induced remission of a depressive episode can be dramatic, with resolution of apparent learning disability. Poor educational achievement associated with chronic learning difficulties ultimately affects adult social functioning, and untreated or improperly treated chronic depression may result in the development of later personality disturbances. Therefore, before attributing school problems in children to untreatable conditions, depressive disorder must be excluded, and appropriate antidepressant therapy (along with removal of all apparent inappropriate stress, including inappropriate demands on brain function) should be provided to children and adolescents with evidence of depression.

Antidepressive Agents↗
PubMed1991

Perceived mistreatment and attitude change by graduating medical students: a retrospective study.

The goal of this study was to assess types and sources of perceived mistreatment, perceived attitude change, and academic performance of graduating medical students. A total of 87 of 143 (61%) students anonymously completed a mistreatment questionnaire, an attitude questionnaire, and questions about academic performance. The percentage of mistreatment was widespread (98.9%) with psychological mistreatment (shouting and humiliating) by residents/interns being most frequent. Over half of the students perceived sexual harassment, with women reporting greater harassment than men. There was a high incidence of disparaging remarks about doctors and medicine as a profession from a variety of sources. Increased mistreatment was positively associated with a perceived increase in cynicism. The potentially adverse effects of mistreatment on the individual student, the teacher-student relationship, and the doctor-patient relationship are discussed with recommendations for improving medical education.

Attitude of Health Personnel↗
PubMed1984

The influence of early malnutrition on subsequent behavioral development III. Learning disabilities as a sequel to malnutrition.

The academic performance of 129 Barbadian children (77 boys and 52 girls), who were 5-11-yr-old and suffered moderate to severe protein-energy malnutrition in the first year of life, was compared with the performance of matched comparisons, children who had no history of malnutrition. Children with a history of malnutrition were found to have lower performance on eight out of nine academic subject areas, namely, language arts, mathematics, general science, social science, reading, health, religion, and arts/crafts. Socioeconomic factors in the backgrounds of the children were also examined. A model is presented clarifying the interrelationships of malnutrition, socioeconomic status and school performance. Reduced school performance in the previously malnourished children can be largely accounted for by deficits in classroom behavior, and, to a lesser extent by a reduction in I.Q. Current socioeconomic status is not directly involved in altering academic performance whereas the early history of malnutrition and its accompanying conditions at the time of the illness are leading contributors to altered behavioral outcome and school performance.

Analysis of Variance↗
PubMed2001

Defining the impact of hemophilia: the Academic Achievement in Children with Hemophilia Study.

OBJECTIVES: We characterized a population-based cohort of school-aged children with severe hemophilia with respect to type of treatment, on-demand versus prophylaxis, and frequency of bleeding episodes in the year before enrollment. We also investigated the association between hemophilia-related morbidity, measured by number of bleeding episodes in the year before enrollment, and academic performance after adjustment for other factors known to have an effect on achievement. Finally, we explored the mechanisms for the association between bleeding episodes and academic achievement. STUDY DESIGN: This study was a multicenter investigation of boys 6 to 12 years old with severe factor VIII deficiency (clotting factor level <2%) receiving care in US hemophilia treatment centers. Children with a history of inhibitor, severe developmental disorder, significant psychiatric disorder, or insufficient fluency in English were excluded from the study. On-demand treatment was defined as administration of clotting factor on the occurrence of a bleeding episode. Prophylactic therapy was defined as a course of regular infusions for >2 months with a goal of preventing bleeding episodes. Academic achievement was measured by the Wechsler Individual Achievement Test. Quality of life was measured by the Child Health Questionnaire. Of particular interest was the Physical Summary (PhS) measure of the Child Health Questionnaire. The type of information captured by the PhS includes limitations in physical activity, limitations in the kind or amount of schoolwork or social activities the child engaged in, and presence of pain or discomfort. RESULTS: One hundred thirty-one children were enrolled, a median center recruitment rate of 77%. The mean age of the participants was 9.6 years, and approximately half of the participants had completed less than the fourth grade at the time of enrollment. Sixty-two percent of the children were on prophylaxis at enrollment, and 9% had previously been on prophylaxis but were currently on on-demand therapy. Two groups were defined: ever treated with prophylaxis and never treated with prophylaxis. For those ever treated, treatment duration ranged from 2.7 months to 7.7 years, with one half of the children treated with prophylaxis for >40% of their lifetimes; 29% had always been on on-demand therapy. Children in both treatment groups were similar with respect to age, clotting factor level, parents' education, and IQ. The median number of bleeding episodes experienced in the year before enrollment for the cohort as a whole was 12. The median number of bleeding episodes in children on prophylaxis at enrollment was significantly lower than in children on on-demand therapy (6 vs 25.5). The mean achievement scores were within the average range of academic performance: reading, 100.4; mathematics, 101.6; language, 108.1; writing, 95.4; and total achievement, 102.5. When children were categorized as above or below the study group median by number of bleeding episodes, those who had a low number of bleeding episodes (< or =11) had better total achievement (104.4 vs 100.6) and mathematics (103.6 vs 99.6) than children in the higher bleeding episode category (> or =12) after adjusting for child's IQ and parents' education. Treatment with prophylaxis per se was not associated with better test scores, but children who had been treated on a regimen of long-term prophylaxis (>40% of lifetime) and reported < or =11 bleeding episodes in the year before enrollment had significantly higher scores in total achievement (104.9 vs 100.6), mathematics (105.2 vs 99.6), and reading (104.0 vs 98.6) than all other children reporting > or =12 bleeding episodes in the same time period. Increased school absenteeism and hemophilia-related limitations in physical functioning among children with greater frequency of bleeding episodes were proposed as the mechanisms for lower scores. The number of bleeding episodes was positively correlated with school absenteeism (Spearman correlation = 0.23), and children with more school absences had lower scores in mathematics, reading, and total achievement, even after adjusting for the child's IQ and parents' education. Children with fewer bleeding episodes also had better PhS scores than children in the high bleeding episode category (48.4 vs 41.3). The mean PhS for children in the low bleeding episode group (48.4) was similar to that of the general US population (50), but the mean PhS for children in the higher bleeding episode group was almost a full standard deviation lower than the mean for the general US population. PhS scores were positively related to reading and total achievement scores after adjusting for IQ and parents' education. Of interest and concern was a group of children who were reportedly being treated with prophylaxis during the year before enrollment (N = 18) but whose bleeding events were not optimally suppressed. These children were 3 times as likely (33.3% vs 11.1%) to be receiving < or =2 infusions per week as children on prophylaxis who reported < or =11 bleeding episodes during the same period. A review of the sites of bleeding reported for the 18 children revealed that 12 (66.6%) experienced > or =25% of their bleeding episodes in the same joint. CONCLUSIONS: Each child should have the opportunity to achieve his or her potential. Control of a chronic disorder must include this important goal as well as the more commonly identified medical outcomes. This study has identified an important association between the number of bleeding episodes experienced and academic achievement in a cohort of school-aged children with severe hemophilia. The data support the assertion that therapeutic care programs in this population must not be evaluated only in terms of financial cost to achieve adequate musculoskeletal outcomes. Also significant are the individual and societal benefits of increased academic accomplishments if adequate suppression of hemorrhagic events can be attained. The number of bleeding episodes experienced, regardless of treatment regimen, should be followed to optimize the child's academic outcome.

Absenteeism↗
PubMed2001

Factors Associated with Academic Achievement in Children with Controlled Epilepsy.

Children with epilepsy are at risk for academic underachievement. Multiple etiologies for this academic vulnerability have been suggested by past research including lower self-esteem, inattention, memory inefficiency, and lower socioeconomic status. The present study assessed 65 children (mean age = 10 years, 5 months) with well-controlled epilepsy on the four primary factors, as well as academic achievement and intelligence. A stepwise regression analysis was employed with academic achievement as the dependent variable and measures of self-esteem, attention, memory, and socioeconomic status as independent variables. When intelligence was controlled, attention was the only variable associated with achievement scores. Seizure variables including seizure type and duration of epilepsy were not associated with differences in academic performance. Findings support the importance of measuring attention skills in children with epilepsy and suggest that reduced auditory attention skills may be associated with decreased academic performance in these children.

Journal Article↗
PubMed1987

Admission level and students' performance at a Norwegian dental school.

Data on students' performance at the Oslo Dental Faculty for 1977-86 were divided in two 5-year periods and analyzed in accordance with admission levels, largely on the basis of academic performance in junior college. During these years admission level decreased considerably, whereas the frequency of 'not passed', 'dropouts', and candidates using prolonged student time increased. The dental school grade average and the distribution of high- and low-performance candidates varied with the admission level. This trend was visible most clearly in the first 5-year period, when the admission point range included a considerable number of high admission level students. However, the admission level was not a good predictor of students' performance in the large middle or low admission level groups prominent in the second 5-year period. Poor preclinical results were not compensated for by clinical skills. All comparison of students' performance gave results in favor of the female students, but no sex-related differences were statistically significant. Most dropouts left dental school during the 1st year without visible examination difficulties. Students with several 'not passed' tended to repeat examinations, dropping out at a later stage or graduating after prolonged student time with poor results. With low interest in odontology, selection of students on the basis of minute differences in academic performance in the lower admission point scale is of limited value as a predictor of students' performance.

Achievement↗
PubMed1984

Anxiety and performance in two ego threatening situations.

The relationship between trait and state anxiety and performance was studied in two ego threatening situations among 312 subjects. Candidates with high scores in trait and state anxiety measured just prior to a selection interview for medical school were predicted to receive poorer interview ratings than those candidates with low scores. High trait anxiety, but not state anxiety, measured prior to selection interviews was predicted to be negatively related to academic performance measured up to 1 year later. Neither trait nor state anxiety was found to be significantly related to interview performance ratings. Trait anxiety, but not state anxiety, was found to be significantly related to academic performance: low trait anxious subjects performed better than medium and high trait anxious subjects. This relationship was found to be sustained when controlled for academic aptitude.

Achievement↗
PubMedDate not supplied

Prenatal marijuana and alcohol exposure and academic achievement at age 10.

The effects of prenatal marijuana and alcohol exposure on school achievement at 10 years of age were examined. Women were interviewed about their substance use at the end of each trimester of pregnancy, at 8 and 18 months, and at 3, 6, 10, 14, and 16 years. The women were of lower socioeconomic status, high-school-educated, and light-to-moderate users of marijuana and alcohol. The sample was equally divided between Caucasian and African-American women. At the 10-year follow-up, the effects of prenatal exposure to marijuana or alcohol on the academic performance of 606 children were assessed. Exposure to one or more marijuana joints per day during the first trimester predicted deficits in Wide Range Achievement Test-Revised (WRAT-R) reading and spelling scores and a lower rating on the teachers' evaluations of the children's performance. This relation was mediated by the effects of first-trimester marijuana exposure on the children's depression and anxiety symptoms. Second-trimester marijuana use was significantly associated with reading comprehension and underachievement. Exposure to alcohol during the first and second trimesters of pregnancy predicted poorer teachers' ratings of overall school performance. Second-trimester binge drinking predicted lower reading scores. There was no interaction between prenatal marijuana and alcohol exposure. Each was an independent predictor of academic performance.

Achievement↗
PubMed2004

Formal appraisal of undergraduate medical students: is it worth the effort?

Medical student stress is most often related to difficulties of adjusting to university academic standards, and work-social life balance. Faculty systems identify academically failing students for counselling, whilst the majority of students do not have opportunities for individual discussion about progress. This study reports a pilot formal appraisal process for first-year undergraduates. Preparatory material required students to reflect on their academic performance, factors contributing to their university life and satisfaction with career choice. Individual appraisal sessions were held with trained, experienced senior faculty staff, with completion of an appraisal record to document agreed outcomes. Individualized study skills advice was the commonest documented outcome on appraisal records. Students were overwhelmingly positive about the experience, reporting both enhanced perceptions of faculty and reduced anxiety about academic performance. Medical schools have responsibilities to consider ways to optimize students' performance; attainment can be related more to personal and motivational factors than academic ability.

Education, Medical, Undergraduate↗
PubMed1995

Otitis media in early childhood and cognitive, academic, and behavior outcomes at 12 years of age.

Examined the association between otitis media with effusion (OME) during the first 3 years of life and cognitive and academic performance and behavioral outcomes at 12 years of age in 56 socioeconomically disadvantaged children attending a research childcare program. OME history was prospectively documented from birth through 3 years during well and illness periods. Standardized tests of intelligence and academic achievement and measures of behavior were administered when children were 12 years of age. OME during early childhood was not related to intellectual performance, academic achievement, behavior, or attention. Results do not support a long-term relationship between a history of OME and later developmental outcomes. Generalizations of these findings to other populations should be done cautiously.

Child↗
PubMed2003

Donepezil in a chronic drug user--a potential treatment?

The objective of the current study was to explore the potential cognitive benefits of an anticholinesterase inhibitor, donepezil, in a former chronic drug user. A neuropsychological test battery composed of the vocabulary and matrix reasoning subtests of the Wechsler adult intelligence scale-III, measures of everyday executive functioning (behavioural assessment of the dysexecutive syndrome [BADS]), and verbal learning and memory tasks (California verbal learning test-II; Rivermead behavioural memory test) was completed at baseline, at 3 months after introducing donepezil, and at 3 months after donepezil was discontinued. After donepezil treatment, substantial improvements were found on tasks of nonverbal fluid reasoning (i.e. matrix reasoning) and other executive functioning tests (i.e. BADS). At entry into the study, poor academic performance and subjective problems with memory and concentration were reported, particularly after amphetamine use (i.e. MDMA and crystal methamphetamine); after donepezil treatment, dramatic increases in memory, concentration and academic achievement were observed. The finding of improvements in tests of executive functioning and in academic performance in this case study, together with the minimal adverse side effects of donepezil, warrants the investigation of controlled studies of cholinergic enhancement in chronic amphetamine and other drug users.

Adult↗
PubMed1998

The relationship between Schistosoma haematobium infection and school performance and attendance in Bamako, Mali.

Schistosomiasis due to Schistosoma haematobium was the most common helminth infection in school-age children from a poor area in Bamako, Mali. Almost half (47%) of the boys and 40% of the girls were infected, 18% of the children being heavily infected. There was a significant decline in academic performance and in school attendance with increasing intensity of infection. When all sources of variation were taken into consideration, absenteeism was the main factor explaining the variation in academic performance, although a significant effect of infection remained. School-based delivery of chemotherapeutic interventions is currently promoted by several international organizations. However, rates of school attendance are low in some areas and it is the absentees who appear to be at relatively high risk of ill health. Novel ways of reaching this elusive subset of the population are required.

Absenteeism↗