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PubMed1993

Students' psychosocial characteristics as predictors of academic performance in medical school.

PURPOSE: To investigate the incremental effects of selected psychosocial measures--beyond the effects of conventional admission measures--in predicting students' academic performances in medical school. METHODS: In 1989-90, 210 second-year students at Jefferson Medical College were each asked to complete 11 psychosocial questionnaires that were then used as predictors of performance measures in medical school. The students' scores on three subtests of the Medical College Admission Test (MCAT) were also used as predictors. Three composite measures of performance were used as the criterion measures: basic science examination grades, clinical examination grades, and ratings of clinical competence. A multiple regression algorithm (general linear model) was used for statistical analysis. RESULTS: The response rate was 83% (175 students). When the psychosocial measures were added to the statistical models in which the common variances of the MCAT scores were already determined, significant increments in the common variances were observed for two of the three performance measures: basic science grades and clinical examination grades. Whereas only 4% of the common variance in the ratings of clinical competence could be accounted for by the MCAT scores, 14% could be accounted for by the psychosocial measures. CONCLUSION: The "noncognitive," or psychosocial, measures increased the magnitude of the relationships between the predictive and criterion measures of the students' academic performances, beyond the magnitude attained when only the conventional admission measures were used. Therefore, psychosocial measures should be considered as significant and unique predictors of performance in medical school.

Algorithms↗
PubMed1992

Prematriculation program grades as predictors of black and other nontraditional students' first-year academic performances.

This study explored the relative strengths of select background variables, including grades in a summer prematriculation program (SPP), as predictors of students' first-year academic performances. During the years 1980-1989, 115 black and other nontraditional prematriculants at the Medical College of Georgia School of Medicine attended a four-week SPP featuring courses in biochemistry, anatomy, and immunology. Canonical correlation analysis revealed that the combination of undergraduate grade-point average (GPA) and SPP grades in biochemistry and anatomy was the best predictor of the students' academic performances based upon their first-year grades in biochemistry, anatomy, and microbiology, and upon their GPAs for all first-year basic science courses. The authors conclude that SPP grades can be used to identify the specific academic weaknesses of nontraditional students at highest risk of falling into academic jeopardy.

Black or African American↗
PubMed1977

Inventory and expressive measures of locus control and academic performance: a 5-year outcome study.

Inventory and expressive measures of locus of control were used in a effort to assess their long term potential for predicting academic performance. Thus 45 male graduate students from three diverse major areas and 45 male high ability undergraduates were initially administered Rotter locus of control and Autobiography locus of control scales. Academic data regarding grade point average and baccalaureal or doctoral degree attainment were gathered five years later. The hypotheses were supported to the extent that low to moderate significant correlations were found between the two locus of control scales and subsequent academic performance. The strongest relationships were found between locus of control and graduate degree attainment, with graduate student internals significantly more likely to earn the doctorate within 5-year period than externals. It was speculated that the externals might be a more persistent group, but the internals were more likely to either attain the degree within 5 years, or drop out. And within this study's restricted ability ranges, locus of control personality measures proved to be better predictors of degree attainment than conventional ability scales.

Achievement↗
PubMed2002

Daytime sleepiness and academic performance in medical students.

This report presents an analysis of the complaints of increasing daytime sleepiness as well as a study on their possible effects on the academic performance of medical students at the University of Brasilia. The Epworth Sleepiness Scale was applied to 172 medical students, at the beginning of August 1997 and at the end of November 1997. Academic performance was measured by analyzing the number of SS grades (from 9.0 to 10 over ten) and MM grades (from 5.0 to 6.9) attained in exams at the end of that school period. The results showed that at the beginning of the semester, 68 (39.53%) of these 172 students already presented with excessive daytime sleepiness, and that of the 104 remaining students, 38 (22%) developed daytime sleepiness by the end of the semester. Furthermore, it was observed that the sleepier students did not achieve as well as the others on their final examinations.

Arousal↗
PubMed1999

Relationship between visual motor integration skill and academic performance in kindergarten through third grade.

PURPOSE: The objective of this study was to examine the relationship between visual motor integration skill and academic performance in kindergarten through third grade. METHODS: One hundred ninety-one (N = 191) children in kindergarten through third grade (mean age = 7.78 years; 52% male) from an upper-middle class, suburban, primarily Caucasian, elementary school near Cleveland, Ohio were included in this investigation. Visual analysis and visual motor integration skill were assessed with the Beery Developmental Test of Visual Motor Integration (VMI) long form because it is a commonly used test in both optometric and educational practice and has a detailed scoring system. The relationship between performance on the VMI and teachers' ratings of academic achievement was analyzed because teachers' grades are a primary means of assessing school performance. The children's regular classroom teachers rated the children with respect to reading, math, and writing ability. Second and third grade children (N = 98) were also rated on spelling ability. Only experienced teachers were included in the investigation and the validity of the teachers' ratings was substantiated by significant correlations with standardized test scores. Teachers were masked to performance on the VMI until the rating was completed. The Stanford Diagnostic Reading test, 4th edition, was also used as a measure of reading ability in the first graders and the Otis-Lennon School Ability test (OLSAT), 6th edition, was also used as a measure of school-related cognitive ability in the second graders. RESULTS: Performance on the VMI was found to be significantly related to teachers' ratings of the children's reading (p = 0.0001), math (p = 0.0001), writing (p = 0.0001) and spelling (p = 0.0118) ability. An analysis by age group revealed that performance on the VMI was significantly correlated with reading achievement ratings in the 7- and 8- year-olds (p<0.001 and p = 0.002, respectively), with math and writing achievement ratings in the 7-, 8-, and 9-year-olds (math: p<0.001, p = 0.004, and p = 0.003, respectively; writing: p<0.001, p = 0.008, and p = 0.016, respectively), and with spelling achievement ratings in the 8- and 9-year-olds (p = 0.040 and p = 0.007, respectively). VMI scores were also significantly related to performance on the Stanford Reading test in the first graders (p = 0.003) and to performance on the OLSAT in the second graders (verbal score: p = 0.005, nonverbal score: p = 0.002, and total score: p<0.001). In order to partially control for mathematical ability, an additional analysis was performed with children who were identified by the OLSAT as having either below average, average, or above average verbal reasoning scores ability (the verbal reasoning score consists of aural and arithmetic reasoning). This analysis again revealed a significant correlation between the VMI and teachers' achievement ratings in math (p = 0.007 among second grade students with average ability). Finally, in order to partially control for cognitive ability related to writing, an additional analysis was performed with children who were identified by the OLSAT as having either below average, average, or above average nonverbal cluster OLSAT scores. (The nonverbal cluster consists of pictorial and figural reasoning.) This analysis again revealed a significant correlation between the VMI and teachers' achievement ratings in writing (p = 0.001 among average second grade students). CONCLUSION: Performance on a visual analysis and visual motor integration task is significantly related to academic performance in 7-, 8- and 9-year-olds.

Child↗
PubMed2004

Academic performance of psychiatrists compared to other specialists before, during, and after medical school.

OBJECTIVE: This study was designed to compare psychiatrists with other physicians on measures of academic performance before, during, and after medical school. METHOD: More than three decades of data for graduates of Jefferson Medical College (N=5,701) were analyzed. Those who pursued psychiatry were compared to physicians in seven other specialties on 18 performance measures. Analysis of covariance was used to control for gender effect. RESULTS: Compared to other physicians, psychiatrists scored higher on measures of verbal ability and general information before medical school and on evaluations of knowledge and skills in behavioral sciences during medical school, but they scored lower on United States Medical Licensing Examinations step 3. CONCLUSIONS: The results generally confirmed the authors' expectations about psychiatrists' academic performance. More attention should be paid to the general medical education of psychiatrists.

Achievement↗
PubMed2006

Sleep loss, learning capacity and academic performance.

At a time when several studies have highlighted the relationship between sleep, learning and memory processes, an in-depth analysis of the effects of sleep deprivation on student learning ability and academic performance would appear to be essential. Most studies have been naturalistic correlative investigations, where sleep schedules were correlated with school and academic achievement. Nonetheless, some authors were able to actively manipulate sleep in order to observe neurocognitive and behavioral consequences, such as learning, memory capacity and school performance. The findings strongly suggest that: (a) students of different education levels (from school to university) are chronically sleep deprived or suffer from poor sleep quality and consequent daytime sleepiness; (b) sleep quality and quantity are closely related to student learning capacity and academic performance; (c) sleep loss is frequently associated with poor declarative and procedural learning in students; (d) studies in which sleep was actively restricted or optimized showed, respectively, a worsening and an improvement in neurocognitive and academic performance. These results may been related to the specific involvement of the prefrontal cortex (PFC) in vulnerability to sleep loss. Most methodological limitations are discussed and some future research goals are suggested.

Achievement↗
PubMed2003

Does heavy drinking affect academic performance in college? Findings from a prospective study of high achievers.

OBJECTIVE: This study examined the effects of heavy drinking, alcohol-related problems and drinking opportunities on academic performance (grade point average [GPA]) in a prospective cohort of college students attending the University of California at Berkeley. METHOD: Several waves of survey data were collected from 465 students beginning in the summer prior to their freshman year. Cross-sectional and regression analyses were conducted to determine whether heavy alcohol use, alcohol-related problems and drinking opportunities were associated with college GPA before and after controlling for demographics and high school GPA. RESULTS: Cross-sectional analyses generally revealed modest and nonsignificant associations between college GPA and measures of heavy alcohol use, alcohol-related problems and drinking opportunities in the first year of college. High school GPA was modestly associated with both heavy alcohol use and college GPA. Only a summative measure of alcohol-related academic problems was significantly associated with college GPA, but this relationship did not persist in a regression model that included high school GPA and student demographic characteristics as control variables. CONCLUSIONS: Heavy alcohol use, alcohol-related problems and drinking opportunities do not appear to have an important effect on students' academic performance, but additional research with longitudinal data from representative student samples is needed to confirm these findings.

Adolescent↗
PubMed1977

Causal analysis of academic performance.

Maximum likelihood methods are presented to test for the relations between causes and effects in linear path diagrams, without assuming that estimates of causes are free of error. Causal analysis is illustrated by published data of the Equal Educational Opportunity Survey, which show that American schools do not significantly modify socioeconomic differences in academic performance and that little of the observed racial difference in academic performance is causal. For two races differing by 15 IQ points, the differential if social class were randomized would be only about 3 points. The principle is stressed that a racial effect in a causal system may be environmental and that its etiology can be studied only by analysis of family resemblance in hybrid populations.

Educational Status↗
PubMed1990

A nationwide evaluation of the academic performance of male and female optometry students.

The number of women entering optometry has risen steadily over the last two decades. The present study is a nationwide evaluation of the academic performance of male and female optometry students graduating in 1986. The data presented was obtained through the cooperation of 12 of the 15 U.S. schools and colleges of optometry. Factors which were investigated include preoptometry grade point average (GPA), GPA at the end of the first two years of optometry school, GPA for the second two years of optometry (calculated independently from the first two years GPA), Optometry College Admission Test (OCAT) scores, class rank at graduation and awards received at graduation. This analysis revealed very little difference in overall academic performance between male and female optometry students.

Achievement↗
PubMedDate not supplied

Hospitalizations for painful episodes: association with school absenteeism and academic performance in children and adolescents with sickle cell anemia.

Painful episodes have been identified as one of the most frequent manifestations of sickle cell anemia (hemoglobin HbSS). This retrospective study compared the frequency of hospitalization and the academic performance of two groups of children with HbSS (ages 8 to 18 years) with differing frequencies of pain. A high frequency (HF) group (n = 10) was composed of children who had four or more hospitalizations for pain in the study period; those in the low frequency (LF) group (n = 11) had one or no hospitalizations for pain during the study period. The two groups were matched on age (within 6 months), gender, and ethnicity. Standardized assessments of academic achievement and school records of attendance and class grades were obtained for all participants. The standardized academic achievement for both groups was approximately one standard deviation below the normative mean of the population sample, and class grades were below a C average. School absence was frequent in both groups (LF mean = 16.8 days/year; HF mean = 35.4 days/year), and children in the HF group had significantly more absences than children in the LF group. The lack of difference in academic performance between the two groups suggests that there may be factors other than school absenteeism that affect academic achievement, which require further investigation.

Absenteeism↗
PubMed1995

Traditional predictors of academic performance in a medical school's independent study program.

PURPOSE: To provide predictive information as an initial screening device for admission decisions, generalizable to the population of students opting for the Independent Study Program (ISP) at The Ohio State University College of Medicine. METHOD: A stepwise multiple-regression technique was used to generate predictor-criterion relationships. A priority code was developed as an applicant screening device. The code is a numeric value based on a combination of applicant grade-point average (GPA) and Medical College Admission Test (MCAT) scores that provides a prediction of first-year performance in medical school. The study sample consisted of the 596 first-year students in the ISP track from 1980 through 1989. The measure of their academic performances was the average score on three National Board of Medical Examiners (NBME) subject ("shelf") examinations in the basic sciences (anatomy, physiology, and biochemistry). RESULTS: The largest multiple correlations were found between averaged scores on the NBME subject examinations and undergraduate GPAs (R = 34.20; F = 16.79; p = .0001) and scores on the MCAT Biology Knowledge (R = 13.24; F = 47.64; p = .0001), MCAT Chemistry Knowledge (R = 7.86; F = 17.39; p = .0001), and MCAT Skills Analysis: Quantitative (R = 1.39; F = 3.93; p = .0479). CONCLUSION: The predictive value of traditional predictors of preclinical academic performance was established for the nontraditional program at The Ohio State University College of Medicine. Admission officers at other schools may find the priority code helpful as a sorting tool. It may further serve as an "early warning" system for students with marginal academic preparation.

College Admission Test↗
PubMed1997

Effects of menstrual cycle moods and symptoms on academic performance: a study of senior secondary school students.

BACKGROUND: Menstrual cycle moods and symptoms may well play a discernible role in the academic performance of some post-pubescent adolescent female students. AIMS: It was expected that menstrually related moods and symptoms would have both negative and positive influences on academic learning outcomes, and that the magnitude of these effects would be directly proportional to the salience of such moods and symptoms across the monthly cycle. SAMPLES: The sample comprised 427 post-pubescent female students (Years 10, 11, and 12) attending a number of senior secondary schools within the Melbourne metropolitan area, Australia. METHODS: Given the sensitivity of conducting such a study, combined with the logistical difficulties of obtaining prospective data within school settings, retrospective Menstrual Distress Questionnaire (MDQ) scores were related to the previous end-of-year academic grades across a wide range of 18 senior school subjects. Despite the conservative design constraints and associated data analyses (correlations were not corrected for attenuation), some systematic effects were observed. RESULTS: At the premenstrual, menstrual, and intermenstrual phases, moods and symptoms significantly predicted grades in 14 per cent, 7 per cent, and 13 per cent of instances, respectively. Although most significant relationships were negative, scores on the MDQ Arousal scale for the intermenstrual phase positively predicted grades in English Literature, (general) Mathematics, Art and Craft, History, Mathematics 1, and Study of Society. CONCLUSIONS: Evidently, menstrual cycle variables play a small, but discernible role on academic learning outcomes, contributing both positively and negatively to performance. Future, prospective studies are now needed to provide a more definitive account of menstrual cycle influences on academic performance.

Achievement↗
PubMed1992

Relations with parents and school and Chinese adolescents' self-concept, delinquency, and academic performance.

Current research and theory have suggested that the relational domains of family and school experiences are important to children's development. The present study thus examined how relations with parents and school were related to Chinese students' psychosocial and cognitive development in self-concept, delinquency, and academic performance. A total of 1668 secondary school students were studied, and results showed that better relation with parents was associated with higher general, academic, appearance, social, and physical ability self-concepts. Better relation with school was associated with higher academic performance, as shown in higher class rank, higher grand total exam scores, and higher scores in Chinese, English, mathematics, physical education, and music. Both poorer relations with parents and school were found to associate with more self-reported delinquency as well as more school records of misconduct.

Achievement↗
PubMed2002

Self-monitoring and at-risk middle school students. Academic performance improves, maintains, and generalizes.

Using a multiple baseline design across six academic settings, we found that teaching 4 at-risk middle school students to self-monitor markedly improved their academic performance as measured by their grades and related academic behaviors. Furthermore, these improvements generalized to settings where self-monitoring was never introduced, and they maintained the following school year. In this charter middle school setting, self-monitoring proved to be an extremely effective intervention. These findings suggest that it would be equally effective in a variety of settings.

Adolescent↗
PubMed1986

An examination of the relationships among interpersonal stress, morale and academic performance in male and female medical students.

Conflicts between medical students and persons involved in their clinical training are a common, yet little studied, source of stress for students. The study reported in this paper examined the relationships between interpersonal stress, specific to training, and measures of students' morale and academic performance during the clinical phase of medical education. The results show that although interpersonal stress was inversely related to morale in both male and female students, the relationship was stronger for females. Morale and interpersonal stress variables strongly predicted the academic performance of female students, as measured by the grades they received in clinical clerkships and their scores on the Part II examination of the National Board of Medical Examiners. The results for males were less clear-cut, as the predictor variables were significantly related to only one of the two performance measures. These findings are consistent with the view that non-cognitive factors have particular relevance for the performance of female medical students.

Achievement↗