scholarly journals Relationship of Extroversion Dimension with Academic Performance of Medical Students

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Dr. Ramyashilpa. D. Nayak
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Sampling Technique ◽  
Personality Factors ◽  
Personality Factor ◽  
School Students ◽  
Personality Dimension ◽  
Grade Point ◽  
Study Results ◽  
Academic Grades

Most people know that academic performance generally refers to how well a student is accomplishing his or her tasks and studies, but there are quite a number of factors that determine the level and quality of students’ academic performance. Certainly the most well-known indicator of academic performance, grades is the student’s “score” for their classes and overall tenure. Grades are most often a tallying or average of assignment and test scores and may often be affected by factors such as attendance and instructor opinion of the student as well. Grading systems vary greatly by country and school; common scales include a percentage from 1-100, lettering systems from A-F, and grade point averages (GPA) from 0-4.0 or above. Academic Performance of medical school students is predisposed by personality dimension extroversion has been concentrated in the present study. The main objective of the study was to determine the extroversion score among the medical students and find out the correlation between extroversion and their academic performance. Participants for this study were 70 Phase-I year 1Medical Students of USM-KLE International Medical Programme Belgaum, Karnataka, India. They were selected by purposive sampling technique. Eysanck personality Inventory was administered to find out the extroversion scores among the students and these scores were compared with academic grades. For this process Carl Pearson’s Correlation coefficient method was carried out. The results reveal that there is no significant correlation between academic performance and extroversion (‘t’ Value 0.23 which is not Significant at 0.05 level of significance). Even though the personality factor extroversion has relation with the academic performance which many previous scientific researches show but the present study results of negative correlation nullifies the significance. The implication of this study was to develop an understanding and thoughtfulness among the medical students that the personality factors have an influence on their academic performance.

scholarly journals Perfectionism in and its association with academic performance in medical students Studying at Iran University of Medical Sciences (Preprint)

2018 ◽  
Author(s):  
Ladan Fata ◽  
Shoaleh Bigdeli ◽  
Seyedeh Zahra Nahardani ◽  
, Mohammad Hasan Keshavarzi ◽  
, Mohammad Hasan Keshavarzi
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Medical Sciences ◽  
Basic Sciences ◽  
Personality Dimension ◽  
Grade Point ◽  
Parametric Data ◽  
Significant Difference ◽  
Maladaptive Perfectionism ◽  
Adaptive Perfectionism

BACKGROUND Perfectionism is a personality dimension of everyone. A perfectionist strives for excellence and sets high standards for his performance. Perfectionism can be classified into adaptive or maladaptive patterns, which affects academic performance. OBJECTIVE In this study perfectionism is compared between medical students of basic sciences and internship period and its association with their academic performance is investigated METHODS The Persian translated version of Hill perfectionism questionnaire was used. The validity and reliability of this version were confirmed in Jamshidi et al study, which was frequently used in various Iranian studies. In this study the questionnaire has been administered to two groups of medical students (basic sciences students and interns) of Iran University of Medical Sciences (n=49). In addition, the correlation of total Grade Point Average (GPA) of students with perfectionism dimensions was evaluated. Kolmogorov-Smirnov test was applied to analyze the normality of data distribution, Mann-Whiney U test was used for between-group comparison of non-parametric data and student t-test was applied to analyze parametric data. Further, Pearson and Spearman correlation coefficient tests were used to analyze the correlation between variables. P value was considered significant (P<0.05). RESULTS The basic sciences students had a higher total mean score of perfectionism than the interns (193.4±26.5 vs. 178.1±24.2, p=0.000). The adaptive perfectionism rate was higher in the basic sciences group (p=0.000), but it showed no significant difference with that of the interns. Regarding perfectionism domains, the scores of striving for excellence, purposefulness and need for approval were higher in basic sciences group (p=0.00), and there was no significant difference between the groups in other domains. Maladaptive perfectionism had an inverse correlation with GPA (p=0.01, r=-0.3) and there was no correlation with adaptive perfectionism and gender. CONCLUSIONS The study findings showed that positive perfectionism was higher in basic sciences students, and maladaptive perfectionism was correlated with a drop in GPA in both groups.

Employment Characteristics, Course Satisfaction and Academic Performance of College Students

1984 ◽  
Vol 54 (3) ◽  
pp. 943-946 ◽  
Author(s):  
Li-Chen Ma
Keyword(s):  
Academic Performance ◽  
Employment Status ◽  
Sampling Technique ◽  
Working Hours ◽  
Course Satisfaction ◽  
Full Time ◽  
Grade Point ◽  
Academic Grades ◽  
Perceived Relevance ◽  
Employment Characteristics

This study examined the role of course satisfaction in correlations between academic performance and three characteristics of employment: employment status, kind of employment, and job's relevance to major. Data were obtained from 320 students by questionnaires. A stratified (by sex, major and class standing), random-sampling technique was used to obtain data from junior and senior full-time students at a state university. Academic performance was measured by semester's grade point average, employment status by working hours per week, kind of employment by reported job title, job's relevance to major by perceived relevance of the present job to academic major, and course satisfaction by self-evaluation of general feeling toward course work. Analysis indicates that satisfaction exerts differential effects on the academic grades of students with differing employment characteristics.

scholarly journals Nonmedical Use of Prescription Stimulants Among US High School Students to Help Study: Results From a National Survey

2018 ◽  
Vol 33 (1) ◽  
pp. 38-47 ◽  
Author(s):  
Christian J. Teter ◽  
Christopher G. DiRaimo ◽  
Brady T. West ◽  
Ty S. Schepis ◽  
Sean Esteban McCabe
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Binge Drinking ◽  
High School Seniors ◽  
National Study ◽  
Grade Point ◽  
Prescription Stimulants ◽  
Study Results ◽  
Nonmedical Use

Objective: Mixed findings exist regarding extent and efficacy of nonmedical use of prescription stimulants (NMUPS) for study enhancement (SE). This national study of US high school seniors examined NMUPS for SE and addressed risk/benefit questions: To what extent are students reporting NMUPS specifically for SE, and do these individuals demonstrate fewer problem behaviors and superior academic performance? Method: Total of 15 098 US students surveyed (2009-2015) and divided into 4 subgroups: (1) no past-year NMUPS (nonusers), (2) past-year NMUPS to help study (NMUPS-SE only), (3) past-year NMUPS for study/nonstudy motives (NMUPS-SE+ other), and (4) past-year NMUPS for nonstudy motives (NMUPS-nonSE only). Student characteristics (eg, grade point average [GPA]) and substance-related problems (eg, binge drinking) compared between subgroups. Results: Among students who reported past-year NMUPS (n = 781), 7.4% reported NMUPS-SE only, 40.9% NMUPS-SE+ other, and 51.7% NMUPS-nonSE only. Odds of binge drinking, cigarette smoking, marijuana, and opioid nonmedical use significantly higher among all NMUPS subgroups. GPAs significantly lower among subgroups reporting NMUPS nonstudy motives; did not differ between NMUPS-SE only and nonusers. Conclusions: 7% of US high school seniors engaged in NMUPS for SE only (0.4% total population). Findings indicate greater substance-related problems without superior academic performance among NMUPS-SE subgroups.

scholarly journals Evaluating the influence of anxiety and depression on academic performance in high school students

2021 ◽  
Author(s):  
Waleed Ahmed Shahzad
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Anxiety And Depression ◽  
Small Scale ◽  
School Students ◽  
Cross Sectional ◽  
Grade Point ◽  
Negative Effect ◽  
The Mean

The purpose of this study was to evaluate whether anxiety and depression have a negative effect on academic performance. This small-scale study assessed the relationship between these factors. A cross-sectional questionnaire survey was carried out. A randomized sample of 52 high school students based in various schools across Lahore participated in the survey. Of the participants, 32 were males and 20 were females. As a measure of anxiety and depression 14 questions from the DASS-21 were utilized (The 7 questions pertaining to the measure of stress were not included in this study). Based on the DASS-21 score obtained by the respondents they were classified under categories of normal, mild, moderate, severe and extremely severe levels of anxiety and depression. As a measure of academic performance, the Grade Point Average (GPA) of the students was obtained via the survey. The mean average GPA was calculated for all the students falling under the aforementioned categories pertaining to anxiety and depression separately and these averages were compared. It was found that the mean average GPA was highest in students falling under the categories of normal and mild levels of anxiety and depression. Whereas, mean average GPA was lower in students suffering from severe levels of anxiety and depression. These findings suggest the need to come up with methods to combat anxiety and depression in high school students as these factors impede academic performance.

scholarly journals Stress and Its Association with the Academic Performance of Undergraduate Fourth Year Medical Students at Universiti Kebangsaan Malaysia

2020 ◽  
Vol 13 (1) ◽  
Author(s):  
Harlina H Siraj ◽  
Salam A ◽  
Roslan R ◽  
Hasan NA ◽  
Jin TH ◽  
...  
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Stress Level ◽  
High Stress ◽  
Cross Sectional Study ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Grade Point ◽  
Close Family Member ◽  
Negative Effect

Introduction: Student can be stressed due to different stressors such as academic, financial, health related or loss of close family member or friend, etc. Stress is the bodies’ reaction both neurologically and physiologically to adapt to the new condition. Stress has a negative effect on the academic performance of the students. This study was aimed to explore the stress and stressors and also to determine the association between stress levels and the academic performances in terms of cumulative grade point average (CGPA) of undergraduate medical students. Methods: It was a cross-sectional study conducted among all 234 year-4 medical students of Universiti Kebangsaan Malaysia (UKM), session 2011-2012. Sample size comprised of 179 students after fulfilling all inclusion and exclusion criteria. A validated Medical Students’ Stressor Questionnaire (MSSQ) was used to collect the data. Stress level and its association with CGPA of semester-1 examination were analysed. Results: Response rate was 76.49%, where 72% were female and 69% resided in the hostel. Academic Related and Social-related Stressors caused for severe and high stress in 84% and 49% respondents respectively, with insignificant differences between gender and residency. Respondents with a high and severe stress level were observed to have higher CGPA. Conclusion: UKM medical students are highly resourceful to manage their stress well and thus denying the negative effect of stress towards their academic performance. Medical schools should train students exposing various personal and professional developmental activities that able to face the everyday challenges and manage stress well and thereby achieve better academic performance.

scholarly journals The Relationships between High School Subjects in terms of School Satisfaction and Academic Performance in Mexican Adolescents

2019 ◽  
Vol 16 (18) ◽  
pp. 3494 ◽  
Author(s):  
Raúl Baños ◽  
Antonio Baena-Extremera ◽  
Antonio Granero-Gallegos
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Physical Education ◽  
School Satisfaction ◽  
Educational Systems ◽  
School Students ◽  
Satisfaction Scale ◽  
School Subjects ◽  
Academic Grades

Adolescents’ academic performance and the way it is related to their subjective wellbeing are issues of great interest across educational systems. The purpose of this study was to ascertain how satisfaction with high school subjects can predict school satisfaction and academic performance in Mexican students. The sample consisted of 457 high school students in the Baja California and Nuevo León states in Mexico (247 boys, 210 girls); their mean age being 14.10 (SD = 0.84). We used a questionnaire featuring a subject satisfaction scale, an intrinsic school satisfaction scale, and one related to academic grades. We used descriptive analyses, correlations, and structural regression models. In terms of results, the high satisfaction and academic performance levels in physical education, Spanish and English are worth highlighting. Geography and history are the most relevant predictors of academic grades, while Spanish predicts school satisfaction and physical education predicts boredom. In conclusion, satisfaction with mathematics, Spanish, and English are strong predictors of satisfaction (SATF), and the latter in turn predicts Mexican high school students’ academic performance.

scholarly journals The Influence of e-Content on Academic Performance and Retention Ability in Learning Mathematics among High School Students - Solomon Four Equivalent Group of Experimental Design

2021 ◽  
Vol 12 (6) ◽  
pp. 2360-2369
Author(s):  
Prabakaran B, Saravanakumar AR
Keyword(s):  
Academic Performance ◽  
High School Students ◽  
Sampling Technique ◽  
Modern Method ◽  
Venn Diagram ◽  
School Students ◽  
Group Design ◽  
Content Development ◽  
Learning Mathematics ◽  
The Subject

The study aims to find out the more influence on the academic performance and the retention ability after receiving the subject concept through pedagogical methods such as conventional and modern methods of teaching. The investigator used the pre, the post and the retention tests for Solomon Four- Group Design of the experiment in this research. The convenient sampling technique which was adopted by selecting a sample of 20 students of the Ninth standard for each group was assigned to the conventional and modern method of teaching. The e-content development module and a standardized researcher’s achievement test were developed by the researcher under the guidance of the research supervisor based on the Mathematics subject portion as set theory including skills of drawing the Venn diagram. Levene, ANOVA, Bonferroni, ω2, r2, Effect Size (d) and Gain Ratio tests are used for statistical analysis and interpretation of achievement and retention scores (data) and the results are discussed in this paper along with the findings and recommendations.

scholarly journals Can reading too much make me run mad? Exploring students’ assumptions and academic performance

2019 ◽  
Vol 2 (1) ◽  
pp. 107-112
Author(s):  
Kehinde Kazeem Kanmodi ◽  
Olanrewaju Isaac Owoeye ◽  
Almu Bello ◽  
Linda Ekele Iyadi
Keyword(s):  
Mental Illness ◽  
Academic Performance ◽  
Medical Students ◽  
Nursing Students ◽  
Community Health ◽  
Cross Sectional Study ◽  
Study Data ◽  
University Teaching ◽  
School Students ◽  
Cross Sectional

AbstractObjectivesTo determine the prevalence of the assumption that ‘reading too much’ could cause madness (i.e., severe mental illness) among medical, nursing, and community health students, and also explore the relationship between these students’ status on this assumption and their academic performance.MethodsThis study was a cross-sectional study conducted among a convenient sample of medical, nursing, and community health students (n = 122) studying within the Usmanu Danfodiyo University Teaching Hospital campus, Sokoto, Nigeria. Study tool was a paper questionnaire, which obtained information on the demographic profile, awareness of ‘madness’, assumption that ‘reading too much’ is a cause of madness, and self-rating of the participants’ academic performance in their current course of study. Data collected was analysed using the SPSS version 20 software. Test of associations between variables were done using Chi square test.ResultsThe mean age of the 122 respondents was 27.3 years, majority (61.5%) of them were males, and 53.3% were medical students. More than half of the surveyed nursing students (54.2%) and community health students (55.6%), unlike the surveyed medical students (24.6%), had the assumption that reading too much could make them run mad. There was no statistically significant relationship between the assumption that ‘reading too much’ is a cause of mental illness and academic performance of the respondents.ConclusionAssumption that reading too much could cause madness is a fairly common phenomenon among the surveyed tertiary school students, irrespective of their level of academic performance. There exists the need to disabuse the minds of tertiary school students from the assumption that reading too much could make one run mad.

scholarly journals GENDER, RACES AND THEIR RELATIONSHIP WITH NEEDS MOTIVATION IN ACADEMIC PERFORMANCE

2021 ◽  
Vol 3 (9) ◽  
Author(s):  
Ting Tiang Hii ◽  
Shahlan Surat
Keyword(s):  
Academic Performance ◽  
Pearson Correlation ◽  
Sampling Technique ◽  
T Test ◽  
Survey Method ◽  
School Students ◽  
Test Analysis ◽  
Gender And Race ◽  
Significant Difference ◽  
Motivation Score

The study is aimed to identify the relationship between gender and race with needs motivation in academic performance for secondary school students. A survey method through questionnaire was used to collect motivation score and demographic of samples. A total of 400 form 3 students from five different secondary schools in Skudai, Johor were selected as respondents using a stratified random sampling technique. The David McClelland Motives questionnaire was used as a research instrument, in which it covers three main domains of motivation, namely needs of achievement, needs of affiliation, and needs of power. Inferential T-test and Pearson correlation were used to test the hypotheses. The T-test analysis stated that there was no significant difference between gender and race with motivation scores. Pearson correlation analysis showed that there was a weak significant positive relationship between motivation score and student's academic performance mean score. In a conclusion, need motivation has an influence on students’ academic performance. Teachers should assimilate a variety of teaching styles and encourage students from time to time to motivate them to strive for excellence.

scholarly journals Selected Skill Sets As Building Blocks for Secondary-To-Tertiary Education Bridge: A Retrospective Longitudinal Study Among Undergraduate Medical Students

2021 ◽  
Author(s):  
Laila Alsuwaidi ◽  
Farah Otaki ◽  
Amar Hassan Khamis ◽  
Reem AlGurg ◽  
Ritu Lakhtakia
Keyword(s):  
Academic Performance ◽  
Longitudinal Study ◽  
Medical Students ◽  
Multiple Stressors ◽  
Tertiary Education ◽  
Building Blocks ◽  
Undergraduate Medical Students ◽  
Grade Point ◽  
Skill Sets ◽  
Proficiency Scores

Abstract Background: The secondary-to-tertiary education transition is a significant milestone in the students’ academic journeys. This is particularly relevant to entry into medical schools, which is characterized by multiple stressors. Although this crucial transition has been repetitively explored, the concept of proactively intervening to support this transition, by fostering Self- Regulated Learning, is still novel. Accordingly, through this study, the authors investigate the efficacy of an online Multi-dimensional Resilience Building Intervention and analyse the association between the students' proficiency of selected skill sets and their academic performance over time. Methods: A retrospective longitudinal study was conducted on one cohort of undergraduate medical students. The students were offered an online learning and development intervention around four skill sets during the first curricular year of an undergraduate Bachelor of Medicine, Bachelor of Surgery program. Deidentified data, related to the students' proficiency of the four selected skill sets and the students’ academic performance: Grade-Point-Average, were retrieved. The data was analysed using SPSS for Windows version 27.0. Results: Out of the 63 admitted students, 28 participated in the offered intervention. The correlational analysis showed how increase in the overall score of skill sets proficiency was significantly associated with Year 1 GPA and cGPA. The students’ proficiency in the respective skill sets, however, was independent from their Year 2 GPA. Additionally, the performance of the students seemed to be not associated with their proficiency scores in each of the selected skill sets, independently. Conclusions: The innovative intervention of developing selected skill sets constituted an efficacious bridge to facilitate the secondary-to-tertiary education transition. Adapting such a multi-dimensional, resilience building intervention holds the potential of facilitating the students’ entry into medical school and improving their performance. As the medical student progresses, the acquired skills need to be continuously reinforced and effectively built upon.

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