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PubMed1992

[The propedeutic course given at the School of Medicine and the academic performance of the students that passed it].

A report of the results of the Propedeutic Course in the Medical School of the University of Panama is informed. This course was established by the Academic Council, at the request of the Medical School, to diminish the registration form 280 to 180 students, taking into account the low academic performance of the students with the lowest grades in the Admission Process. The study showed that the correlation indices of the students in the Propedeutic Course and in the first regular semester was low. The study also showed that the number of students from the Propedeutic Course who repeated or were separated from the school, was higher than those from the regular semester.

Curriculum↗
PubMed1998

Influence of a past history of Gambian sleeping sickness on physical growth, sexual maturity and academic performance of children in Fontem, Cameroon.

Little has been published on the long-term complications of Gambian sleeping sickness (GSS) following treatment. A case-control study to compare physical growth, sexual maturity and academic performance of children with and without a past history of GSS was therefore conducted. The study took place over a period of 6 months, in the 10 villages of the Fontem GSS focus, which is known to be very endemic for the disease. Overall, 100 young subjects (aged 6-20 years) with a past history of GSS were pair-matched for age (+/- 5 months), sex, place of residence, and socio-economic and cultural backgrounds with 100 other, control subjects who had no history of GSS and who were sero-negative for GSS when checked with a card agglutination test (Testryp-CATT). On average, the cases weighed 4.25 kg less, were 3 cm shorter and had 1.15-cm smaller mid-upper-arm circumferences than the controls (P < 0.05 for each). The mean sexual-maturity rating of the two groups was similar but the controls tended to have attained puberty earlier than the cases. When the cases were subdivided into those treated with melarsoprol and those given pentamidine, only the melarsoprol-treated sub-group was significantly different from the corresponding controls in terms of physical growth and sexual maturity.

Adolescent↗
PubMed1977

Effect of menstruation on academic performance among college women.

Many studies report that women's performance and affective patterns fluctuate with their menstrual cycle. Poor mental performance is generally more common during menstruation and for several days prior to onset. Research on academically advanced women, however, has shown that their scholastic performance is less likely to exhibit the usual menstrual decline. Presumably, they are motivated enough to exert a compensatory effort on "off-days." Thus the current research was designed to test whether, among college women, academic performance fluctuates with the menstrual cycle. The academic performance of volunteers in and introductory college psychology course was followed. Biweekly course tests were used to measure performance. The subjects filled out menstrual calendars, indicated their SAT scores, and answered questions from a standardized test of academic motivation. Following the convention of past research, the "paramenstruum" (the time of menstrual stress) was defined to be the 4 days prior to onset and the first 4 days of menstruation. The other days in the cycle comprise the "intermenstruum." On all eight tests, the difference between paramenstrual and intermenstrual performance (adjusted for aptitude and motivation) was insignificant.

Achievement↗
PubMed2006

Students' perceptions of rewards for academic performance by parents and teachers: relations with achievement and motivation in college.

In the present study, the authors examined college students' (N= 136) perceptions of the provision of extrinsic rewards given by parents and teachers for academic performance from elementary school through high school. They also examined the relations between reward history and present student motivational orientation. External rewards for students' grades were common at all levels of schooling. Reward history related significantly to students' motivational orientation and performance in college, and these relations were generally stronger for boys than for girls. The authors discuss implications of these findings.

Adolescent↗
PubMed2004

Economic diversity in medical education: the relationship between students' family income and academic performance, career choice, and student debt.

Providing access to higher education across all income groups is a national priority. This analysis assessed the performance, career choice, and educational indebtedness of medical college students whose educational pursuits were assisted by the provision of financial support. The study looked at designated outcomes (academic performance, specialty choice, accumulated debt) in relation to the independent variable, family (parental) income, of 1,464 students who graduated from Jefferson Medical College between 1992 and 2002. Students were classified into groups of high, moderate, and low income based on their parental income. During the basic science years, the high-income group performed better; however, in the clinical years, performance measures were similar. Those in the high-income group tended to pursue surgery, while those in the low-income group preferred family medicine. The mean of accumulated educational debt was significantly higher for the low-income group. The study provides support for maintaining economic diversity in medical education.

Career Choice↗
PubMed1979

Anxiety level as an indicator of academic performance during first semester of graduate work.

This article presents the results of an empirically based research study that examines the use of the trait and state anxiety level of first semester graduate students as a potential indicator of academic performance (N = 63 males and females. The findings reveal that the higher the student's Graduate Record Examination (GRE) score, the greater his chances of achieving a higher grade point average (GPA) at the end of his first semester of graduate work. Moreover, the lower his A-Trait anxiety score at the time of admission, the greater his likelihood of earning a higher first semester GPA.

Adult↗
PubMed1988

Success in old and new licensure examinations: pre-admission factors and academic performance.

Relationships of student and academic variables with nursing licensure examination scores were examined. During the years 1978-1984, 164 graduates of an integrated baccalaureate program took the old State Board examination and 159 took the new examination. Among the pre-admission variables, gradepoint average and student age were most useful in predicting exam scores. Nursing lecture courses were better predictors of success than clinical courses. Students who received A-grades in lecture courses scored relatively higher and B-students scored lower on the new licensure examination compared to the old examinations. Compared with their classmates, students entering the program as LPNs did markedly better on the new licensure examination than they did on the old examinations.

Achievement↗
PubMed1984

The effect of stimulant medication on academic performance, in the context of multimodal treatment, in attention deficit disorders with hyperactivity: two case reports.

Stimulant medications enhance performance on attentional, memory, and perceptual laboratory tasks and improve behavior in the majority of children with attention deficit disorder with hyperactivity. Most investigators, however, fail to find academic improvement. This report presents two cases in which stimulant medication in the context of multimodal treatment led to considerable gain in academic performance. One case was diagnosed as a combination of attention deficit disorder with hyperactivity and overanxious disorder of childhood. In the other case, disordered conduct was the complicating factor. The necessity of using a multimodal approach in children who suffer from multiple behavioral impairments is emphasized.

Achievement↗
PubMed1980

Life events as predictors of academic performance.

As part of a larger study, information was obtained about the life events which had occurred in the one-and-ten-year periods prior to entrance into a study of 169 students at a large midwestern university. Different methods of calculating life change were utilized, and these measures were correlated with the students' subsequent grade point averages over the next three years. Results demonstrated a significant negative association between life change and academic performance for the first-and second-but not for the third-year grades. Further analysis suggested a threshold effect since the detrimental impact of life change appeared evident only after the occurrence of about 12 events in the one-year time period. Life change also was implicated as a factor in severe academic difficulty resulting in the initiation of formal academic sanctions. Specific events which occurred in excess among the poorer performing students also were reported.

Achievement↗
PubMed2004

Student attitudes and their academic performance: is there any relationship?

This study examined the relationship between students' attitudes to consultation skills, their confidence in performing those skills and their academic results. Final-year medical students completed a questionnaire before and after the year 6 general practice attachment, which teaches holistic, patient-centred clinical management and emphasizes core verbal and non-verbal communication skills. When underlying academic ability was taken into account only pre-attachment attitudes regarding the importance of consultation skills remained significantly correlated with at least one measure of performance. Student confidence in performing a skill was not associated with academic measures of performance. These results show that students perform better on those skills that they value and this may be influenced by underlying motivation to master the skill. In contrast, students' confidence in performing a skill is not related to their assessed performance and using confidence as a performance measure may misrepresent the quality of learning being assessed.

Attitude↗
PubMed2005

[Private education and academic performance among medical students].

BACKGROUND: A large proportion of Norwegian medical students have some private education behind them. The question raised here is whether the educational performance of these students is lower than that of other students. MATERIAL AND METHODS: The analysis is based on data from the National Educational Database, which includes information on the total population. The dependent variable is grades obtained early in medical training. The impact of private education is estimated by linear regression models. The analysis controls for time between completing secondary school and entering medical school, as well as university, gender and social background. RESULTS: Students with a background from private schools have a lower level of academic performance in medical school than other students. This also holds true when we compare students who have waited equally long for admission to medicine, and who had the same level of performance in secondary school. INTERPRETATION: A likely explanation is that private schools tend to put emphasis on preparation for examinations. By doing this, they raise the level of performance among students who do not necessarily score highest with respect to academic abilities.

Databases, Factual↗
PubMed2005

Breakfast habits, nutritional status, body weight, and academic performance in children and adolescents.

Breakfast has been labeled the most important meal of the day, but are there data to support this claim? We summarized the results of 47 studies examining the association of breakfast consumption with nutritional adequacy (nine studies), body weight (16 studies), and academic performance (22 studies) in children and adolescents. Breakfast skipping is highly prevalent in the United States and Europe (10% to 30%), depending on age group, population, and definition. Although the quality of breakfast was variable within and between studies, children who reported eating breakfast on a consistent basis tended to have superior nutritional profiles than their breakfast-skipping peers. Breakfast eaters generally consumed more daily calories yet were less likely to be overweight, although not all studies associated breakfast skipping with overweight. Evidence suggests that breakfast consumption may improve cognitive function related to memory, test grades, and school attendance. Breakfast as part of a healthful diet and lifestyle can positively impact children's health and well-being. Parents should be encouraged to provide breakfast for their children or explore the availability of a school breakfast program. We advocate consumption of a healthful breakfast on a daily basis consisting of a variety of foods, especially high-fiber and nutrient-rich whole grains, fruits, and dairy products.

Achievement↗
PubMed2002

General and specific traits of personality and their relation to sleep and academic performance.

Few studies have examined the links between personality variables and sleep and their combined effect on specific real-world outcomes. Participants in this study completed numerous personality, sleep, and performance measures; we examined the associations among these measures. Personality was assessed using the Five-Factor Model. The personality trait of Conscientiousness (especially its facet of Achievement Striving) was a substantial predictor of academic performance. Analyses of the sleep variables revealed three distinct constructs: quantity, quality, and schedule. Sleep quantity showed few interesting correlates. In contrast, sleep quality was associated with greater well-being and improved psychological functioning, whereas sleep schedule (i.e., average rising and retiring times) was significantly related to Conscientiousness, such that conscientious individuals maintain earlier schedules.

Achievement↗
PubMed1997

Consistency of physical therapy students' academic performance.

The consistency of physical therapy students' grades across courses was investigated. The grades of five entry classes were examined. Not surprisingly, students performed better in some courses than others. Nevertheless, considerable internal consistency of grades was evident within each class during the semester of interest. Grades in courses may reflect a common underlying construct, that is, academic performance of physical therapy students.

Achievement↗
PubMed2000

Results from a pediatric vision screening and its ability to predict academic performance.

BACKGROUND: Children attending three New York City public schools were screened in 1998-1999. These three schools were previously screened in 1996-1997. This allowed comparison of referral rates between the two years. In addition, we were able to follow individual children who attended the schools between these two years. Finally, using results of the citywide achievement test scores, we were able to correlate the specific vision screening tests with academic performance. METHODS: Results from each of the years were analyzed to determine if any trend existed in referral frequency and screening procedures failed. Referral criteria were failure on one or more of the screening battery tests. In addition, the children's vision screening performance was compared with their reading achievement test scores. Vision screening results of children in both the top 25% and bottom 25% of the class were evaluated and academic improvement based on optometric intervention was also monitored. RESULTS: Twenty-nine percent (29%) of children screened in 1996-1997 were referred. This matched the 25% referral rate found in 1998-1999. The screenings in 1998-1999 yielded a higher referral rate (35%) in functional vision tests as opposed to visual acuity screening procedures than the screening in 1996-1997 (30%). The King Devick Eye Movement Test and the hyperopia assessment screening showed significant correlation with citywide achievement test scores. Both these tests were significant for predicting those students in the lower 25% of the class for all grades in both years of the screenings. CONCLUSIONS: Early detection and remediation increased the potential for more effective learning in a small sample size of 25 children. Further studies involving larger sample sizes are indicated.

Child↗
PubMed2004

Relationship of subjective chronic fatigue to academic performance.

Psychophysiological variables which affect the activity of schoolchildren with subjective chronic fatigue were studied. For 32 Japanese elementary school children, 15 boys and 17 girls in Grade 4, the major finding was that the majority of children with subjective chronic fatigue were less active in school. The motor and academic performance of children with greater subjective chronic fatigue were significantly inferior to those of normal children. Good learning was associated with less drowsiness. These findings suggest that subjective chronic fatigue is closely related to daily activities, especially adjustment to school.

Aptitude↗
PubMed1996

The Development of Measures of Individual Differences in Self-Regulatory Control and Their Relationship to Academic Performance

Two studies are reported describing the development and validation of the Strategic Flexibility Questionnaire (SFQ): a self-report instrument aimed at eliciting students' beliefs about the need for, and conditional nature of, self-regulatory control over learning. In Study 1, 281 first-year university education students completed a 40-item pilot questionnaire. Factor analysis of responses revealed a 21-item instrument indicating three types of control beliefs: adaptive executive control, inflexible executive control, and irresolute executive control. In Study 2, the predictive validity of these conceptions was tested against the academic performance of 105 third-year university education students. Results indicated that students reporting adaptive executive control beliefs were more successful academically, while those students reporting inflexible or irresolute control beliefs were significantly less successful academically.

Journal Article↗
PubMed1990

Changes in attitudes towards psychiatry among medical students: correlation of attitude shift with academic performance.

This study investigates the changes in attitudes to psychiatry and level of psychiatric knowledge among medical students before and after formal teaching on psychiatry. Teaching led to the development of more favourable attitudes (particularly among women) towards psychiatry, but doubt remained after teaching about the 'scientific' status of the discipline. Initial attitudes did not relate to academic performance but, those developed after teaching showed a significant positive correlation with it.

Attitude of Health Personnel↗