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PubMed2001

Family and personal correlates of academic achievement.

Researchers and educators raise the question of whether pupils' academic performance can be improved through parental involvement in academic activities. The main objective of the following study is to verify whether parental involvement in school activities and family socioeconomic status are associated with children's academic achievement. 150 Spanish seventh grade pupils completed intelligence tests, and their teachers assessed parents' involvement in the school and estimated parents' cultural levels. To measure academic achievement the pupil's overall grade was taken from the Pupils' Final Evaluation Registers. The education and professional level of the mother and father and home size were obtained from the Pupil Personal Register; these variables define the family socioeconomic status. The data, analyzed through application of structural equations, suggest that academic achievement is directly influenced by the cultural level of the family and the child's intelligence but is indirectly influenced by parental involvement in school activities and the socioeconomic status of the child's family.

Adolescent↗
PubMedDate not supplied

Cognition in 4-11 year old children in Turkey.

OBJECTIVES: The purpose of this study was to determine the relationship among age, sex and academic performance with cognitive ability on healthy age groups. METHODS: The subjects were 71 children, aged 4-11 years (x = 7.11). The children were divided into four age groups: 22 of the 71 children were at kindergarten and 49 children were in primary education. Thirty nine children were girls and 32 were boys. Twenty six children had good academic achievement and 23 did not. Each child was tested on the LOTCA battery by the Occupational Therapy Unit of Hacettepe University School of Physical Therapy and Rehabilitation. In this study, seven subtests were used from LOTCA (Loewenstein Occupational Therapy Cognitive Assessment). These are orientation for place, orientation for time, overlapping figures, praxis, reproduction of a two dimensional model, drawing a clock, and categorization. RESULTS: Statistical analysis of the relationships demographic variables, academic achievement and performance on the battery revealed that age was significant, sex was insignificant and academic achievement was significant when correlated with cognitive abilities. CONCLUSIONS: The results suggest that cognitive abilities tested show some differences. For this reason, in the school or other educational settings, children who have low academic achievement should be assessed also for cognitive abilities and then provided with occupational therapy.

Child↗
PubMed2005

Relationship between performance in dental school and performance on a dental licensure examination: an eight-year study.

This study assessed relationships between academic performance in dental school and "first attempt" performance on a state dental licensure examination for 1996-2003 graduates from the University of Florida College of Dentistry (UFCD). The 524 graduates were ranked into quartiles based on graduating GPA. Using analysis of variance (ANOVA), the students' mean exam score (or exam section score) for each respective quartile (n=131) was compared with mean score for graduates in the combined four quartiles (n=524). ANOVA assessments, by quartile, were performed for the following six measures: 1) overall composite score on the dental licensure exam, 2) clinical periodontics section, 3) clinical amalgam section, 4) combination of clinical periodontics and clinical amalgam, 5) laboratory (manikin exam) with a written prosthodontic exam, and 6) manikin exam without the prosthodontic exam. For the overall exam and all exam sections, a significant (p<0.001) relationship was found between higher mean exam scores and academic ranking in quartile 1. A significant relationship was found between performance (lower mean scores) and ranking in quartile 4 for all exam sections, with the exception of the clinical periodontal section. The results of this study indicate a correlation between performance in dental school and performance on the Florida dental licensure exam for 1996-2003 UFCD graduates.

Analysis of Variance↗
PubMed1982

Early transition into adult roles: some antecedents and some outcomes.

The transition to adult roles usually occurs within a normative age span. By focusing on preadolescence to late adolescence using 2-wave panel data, this research seeks to develop a more informed picture of how "early" exit from the student role and "early" entry into the adult role of parent or spouse reflect factors operating prior to adolescence. The short term consequences of adult role transition on teenage status aspirations, life plans, other psychological orientations, and parental influence are also examined. Even though multiple role transition is frequently observed, only leaving school early appears to be related to preadolescent career decisions and academic performance in high school. The determinants of early transition to the role of parent or spouse do not appear to be socioeconomic origins, parental child rearing techniques or other specific influences, academic ability or performance, or preadolescent aspirations, as has generally been hypothesized in the literature. Research dilemmas and policy implications are discussed.

Adolescent↗
PubMed1999

Why are residential and school moves associated with poor school performance?

Most research on residential mobility has documented a clear pattern: Residential and school moves are associated with poor academic performance. Explanations for this relationship, however, remain speculative. Some researchers argue that moving affects social relationships that are important to academic achievement. But the association between moving and school performance may be spurious; the negative correlation may be a function of other characteristics of people who move often. We offer several conceptual and analytical refinements to these ideas, allowing us to produce more precise tests than past researchers. Using longitudinal data, we find that differences in achievement between movers and nonmovers are partially a result of declines in social relationships experienced by students who move. Most of the negative effect of moving, however, is due to preexisting differences between the two groups.

Child↗
PubMed2002

Validity of admissions measures in predicting performance outcomes: the contribution of cognitive and non-cognitive dimensions.

BACKGROUND: Admissions committees face the daunting task of selecting a small number of candidates who are most likely to succeed in medical school from a large pool of seemingly suitable applicants. While numerous studies have shown moderate correlations among measures of academic performance, predictors of the non-cognitive domain (e.g. interpersonal, communication, ethical) remain elusive, in part because of the absence of a sound criterion measure. PURPOSE: We examined the utility of several cognitive and non-cognitive criteria used in the admissions processes in predicting both cognitive and non-cognitive dimensions of the licencing examinations of the Medical Council of Canada (LMCC). METHODS: Predictors included: undergraduate GPA, undergraduate science GPA, an autobiographical letter, scores from a simulated tutorial, a personal interview and the MCAT. Of specific interest was the relation between measures of communication and problem-exploration skills as assessed during the admissions process and Part II of the LMCC Examination, a multi-station OSCE. RESULTS: Undergraduate GPAs were found to have the most utility in predicting both academic and clinical performance. Scores derived from the simulated tutorial did not predict future performance. The MCAT Verbal Reasoning score and the personal interview were found to be useful in predicting communication skills on the LMCC Part II. CONCLUSIONS: The results have implications for any school that uses the interview as an admissions tool.

Cognition↗
PubMed1999

Behavioral and neuropsychological correlates of hyperactivity and inattention in Brazilian school children.

Attempts at subtyping attention-deficit-hyperactivity disorder (ADHD) along the hyperactivity dimension are considered controversial. This study addresses this issue by dividing a non-clinical sample of Brazilian children (mean age, 9.4 years; SD, 2.9), who were attending a mainstream school in the Greater Rio de Janeiro area, into four behavioral domain groups (normal [NO, N=324], hyperactive/impulsive [HI, N=17], inattentive [IA, N=48], and combined [C, N=13]) on the basis of teacher ratings on an ADHD scale. The groups did not differ in intellectual level as determined by the Human Figure Drawing test. Comparisons were made between groups along the factorial dimensions extracted from the Composite Teacher Rating Scale, academic performance and neuropsychological measures were then performed. Our data showed that IA and C children are less independent and more prone to socialization problems than NO children, and that HI and C children are less anxious and fearful than IA children. Furthermore, the groups differed in academic and neuropsychological performance. The results could be considered consistent with the hypothesis that ADD with hyperactivity (ADD/+) and ADD without hyperactivity (ADD/-) represent singular nosological entities.

Achievement↗
PubMed2000

The Effect of Gender and Age on Medical School Performance: An Important Interaction.

Being able to predict medical school performance is essential to help ensure the supply of quality physicians. The purpose of our study was to examine the influence of gender and age on academic performance (AP) and on academic difficulty (AD). The study involved all matriculants of 3 classes at one medical school. Independent variables included gender, age (categorized into younger and older than 23 years) and the gender by age interaction. Dependent variables included an AP scale score, a clinically based performance examination and AD. The Wilson AP Scale score was developed to assess both excellent and poor performance. The Wilson AP Scale included first-, second-, and third-year medical school grade-point-averages, USMLE Step 1score and USMLE Step 2 score. Older women as a group had the highest mean Wilson AP Scale score. Women performed better than men on the clinically based performance examinations. Younger men were least likely to have AD and younger women were most likely to have AD. Five of 123 younger men versus 13/66 older men had AD. Also, 15/63 younger women had AD versus 2/27 older women. A significant gender by age interaction was present in predicting the Wilson AP Scale score (p = 0.009) and AD (p = 0.002). Older women performed better than both older men and younger women in 3 classes of medical students at one medical school. A significant gender by age interaction was predictive of AP and AD. These findings may have implications on admission decisions.

Journal Article↗
PubMed2002

3.1 Scholarship and the university.

Universities now exist in an environment of increasing accountability for their academic performance, both in teaching and research. Dental schools are expected to meet the academic expectations of their parent university and, in addition, to contribute to the health-care needs of the community. Individual staff members must achieve collectively the performance targets required of their school and individually must develop skills and expertise in their academic and clinical activities to merit tenure and promotion. This discussion examines the issues which impact on current problems of recruitment and retention of academic staff in dental schools internationally. The essential issue is career development in a manner which maintains the values that will ensure the credibility of dentistry as a scientifically based discipline and profession, while balancing the achievable academic needs with the added demands of achieving specialist clinical skills. Central to this balance is recognition that scholarship, which provides the bridge between research and teaching, can be broadly defined and that different individuals can be scholarly in a range of ways. Increasingly, schools are recognizing the importance of providing structured opportunities and guidance for career development of younger staff and of the need for flexibility in their criteria for tenure and promotion, recognizing that a diversity of individual strengths and teamworking are necessary both for the collective performance of the institution and the morale and development of the individual.

Computer Communication Networks↗
PubMed2001

Perceived and actual academic competence in maltreated children.

OBJECTIVE: The aims were twofold: 1) to determine whether maltreated and nonmaltreated children differed in the accuracy of their self-assessments of academic achievement; and 2) to determine whether discrepancies between perceived and actual academic competence were related to perceptions of social support from mothers, teachers, and peers. METHOD: A sample of 195 maltreated children known to a state protective service agency was compared to a control group of 179 nonmaltreated children. The groups were matched on child's gender, age, ethnicity, and birth order; socioeconomic ranking of neighborhood; and family structure. RESULTS: Although maltreated children had significantly lower achievement scores than did nonmal-treated children, the two groups did not differ on perceived academic competence. With regard to discrepancies between perceived and actual competence, maltreated children were more likely than nonmaltreated children to overestimate their level of competence, particularly for reading and arithmetic. Overall, children who reported low maternal support were more likely to overestimate reading competence than were those who reported average or high maternal support. When maltreatment status was considered, maltreated children with low support seemed likely to overestimate abilities, whereas nonmaltreated children with low support seemed likely to underestimate competence. CONCLUSIONS: Maltreated children may overestimate their academic abilities in order to compensate for self-perceptions of low self-worth. Efforts to improve academic performance in maltreated children should focus not only on increasing academic skills but also on enhancing self-esteem.

Adult↗
PubMedDate not supplied

Multiple regression of predictors and criteria of dental school performance.

This study reports normative data for 370 students admitted to the UCLA School of Dentistry, data on commonly used performance predictors, and the regression equation best fitted for forecasting performance in this school. Most variance was associated with denatl school grade point average, National Board Dental Examination averages, and clinical performance. Best predictors were achievement level and trend in preadmission academic performance. The selection interview and high school preformance were also evaluated as predictor criteria.

Age Factors↗
PubMed1987

The efficacy of all-positive management as a function of the prior use of negative consequences.

Previous work suggests that an all-positive approach to child management can be effective. The present investigation extends these findings by examining the efficacy of an enhanced all-positive management system in the absence of a history of negative consequences. The on-task behavior and academic performance of 8 first- through third-grade children with academic and/or behavioral problems were observed in the classroom. Results indicated that, in the absence of a history of negative consequences, enhanced positive consequences were not sufficient to maintain on-task rates or academic accuracy at acceptable levels. The addition of negative consequences resulted in an immediate increase in on-task behavior and academic accuracy; a primarily positive approach appeared to be successful in maintaining these gains following the gradual (as opposed to abrupt) removal of the negative consequences.

Journal Article↗
PubMed1975

Some personality correlates of self-rated academic success.

Using subjects' own ratings of their academic performance, a group of american university students were divided into academically successful (n = 312) and unsuccessful (n = 170) subgroups. A comparison of mean scores of the two groups on nine personality variables convered by Eysenck's PEN Inventory and Lanyon's Psychological Screening Inventory showed that academic success, as rated by subjects themselves, is associated with low psychoticism, neuroticism, and discomfort but high extraversion and defensiveness.

Achievement↗
PubMed1992

Academic and nonacademic self-concepts: influence of recent life-change experiences and demographic, social, and health variables.

For 150 undergraduate students (50 men, 100 women) the influences of demographic, social, health, and recent life-change experiences were examined on four facets of academic self-concept and nine facets of nonacademic self-concept. Multiple regression analyses showed that, in general, past academic performance, family structure, and family satisfaction were important predictors of academic self-concept. Family structure, family satisfaction, social satisfaction, mental stress associated with recent life-change experiences, and health factors in general were important predictors of nonacademic self-concept. Recent life-change experiences and mental health were significantly associated, more prominently among subjects who were low on emotional self-concept than those who scored high.

Achievement↗
PubMed1998

Sleep-disordered breathing and school performance in children.

OBJECTIVE: To assess the impact of sleep-associated gas exchange abnormalities (SAGEA) on school academic performance in children. DESIGN: Prospective study. SETTING: Urban public elementary schools. PARTICIPANTS: Two hundred ninety-seven first-grade children whose school performance was in the lowest 10th percentile of their class ranking. METHODS: Children were screened for obstructive sleep apnea syndrome at home using a detailed parental questionnaire and a single night recording of pulse oximetry and transcutaneous partial pressure of carbon dioxide. If SAGEA was diagnosed, parents were encouraged to seek medical intervention for SAGEA. School grades of all participating children for the school year preceding and after the overnight study were obtained. RESULTS: SAGEA was identified in 54 children (18.1%). Of these, 24 underwent surgical tonsillectomy and adenoidectomy (TR), whereas in the remaining 30 children, parents elected not to seek any therapeutic intervention (NT). Overall mean grades during the second grade increased from 2.43 +/- 0.17 (SEM) to 2.87 +/- 0.19 in TR, although no significant changes occurred in NT (2.44 +/- 0.13 to 2.46 +/- 0.15). Similarly, no academic improvements occurred in children without SAGEA. CONCLUSIONS: SAGEA is frequently present in poorly performing first-grade students in whom it adversely affects learning performance. The data suggest that a subset of children with behavioral and learning disabilities could have SAGEA and may benefit from prospective medical evaluation and treatment.

Child↗
PubMed1980

Identifying talented health administration students: a look at academic criteria.

The objective of this study was to examine the relationships of undergraduate academic and admission test performance with graduate academic performance. Results could aid in selecting health service administration students in the future. The sample included 139 students (40 women and 99 men) entering seven health services administration programs during the fall of 1975 and graduating during the spring and summer of 1977. Participating programs were located in the Midwest, Northeast, South, and West Coast. Independent variables included undergraduate academic performance and admission test scores, while the dependent variable was graduate academic performance. Correlation analyses revealed that: (a) the verbal and quantitative subtest scores of the GRE were related to most aspects of graduate academic performance for men but only to selected aspects for women, (b) performance on the MAT was related to women's graduate academic performance in quantitative courses, and (c) men's and women's composite undergraduate grade point average was not related to composite graduate grade point average. These findings suggest that some of the standardized tests presently employed as admission screening devices should be used judiciously.

Administrative Personnel↗
PubMedDate not supplied

Gender effects in children's beliefs about school performance: a cross-cultural study.

Do young boys and girls understand what leads to academic success (e.g., talent, effort, good teaching, luck) in the same way? Do young girls and boys have equivalent perceptions of their academic competence? Are these beliefs engendered in the same way across sociocultural contexts? In a cross-cultural study of over 3,000 children in grades 2 to 6, ages 7.2 to 13.6, we discovered that boys and girls around the world have very similar ideas about what generally leads to academic success. Moreover, in the few contexts where boys' and girls' academic performances were equal, their beliefs were also equal. However, when girls outperformed boys, their beliefs in their own talent were no greater than boys' beliefs, even though they did have stronger beliefs than boys in other facets of their achievement potential (e.g., putting forth effort, being lucky, getting their teacher's help). Our findings support the generally close correspondence between children's achievement and their competence-related beliefs, with the exception that young girls appear to specifically discount their talent. The effects held regardless of the children's achievement, intelligence, or age (approximately 8 to 13 years). Girls were more biased in some contexts than in others, however, suggesting that competence-related biases are rooted in culture-specific aspects of school settings.

Achievement↗
PubMed1991

Test anxiety. Relationship to academic and clinical performance in dental hygiene students.

This study investigated the relationship of test anxiety, study skills, aptitude, and prior GPA to academic and clinical performance in junior and senior dental hygiene students. Eighty-nine volunteer subjects completed a test anxiety scale (TAS) and an effective study test (EST) at the beginning of the spring semester. Prior grade point average (GPA) and dental hygiene candidate aptitude (DHCAT) scores were obtained, and the relationships of all variables to spring GPA and spring clinic grade were analyzed. TAS showed significant, but weak, inverse relationships with prior GPA (r = -.24, p less than .05) and spring GPA (r = -.29, p less than .01). Verbal, science, and reading comprehension subscales of the DHCAT were significantly and moderately associated with spring GPA. In a hierarchical/stepwise regression analysis. TAS did not explain any of the variance in academic or clinical performance. Study skills explained 3% of the variance in spring GPA and 6% of the variance in spring clinic grade. Prior GPA was identified as the strongest predictor of academic performance in the dental hygiene program as it explained 44% of the variance in overall spring GPA. None of the variables studied emerged as a strong predictor of clinical performance.

Analysis of Variance↗