scholarly journals The Association Between the Physical Fitness Index and the Grade Point Average in Faculty of Medicine UMSU Students

2021 ◽  
Vol 6 (1) ◽  
pp. 51
Author(s):  
Debby Mirani Lubis ◽  
Robitah Asfur
Keyword(s):  
Physical Fitness ◽  
Grade Point Average ◽  
Grade Point ◽  
Fitness Index

scholarly journals Relationship between fatness, physical fitness, and academic performance in normal weight and overweight schoolchild handball players in Qatar State

PLoS ONE ◽  
2021 ◽  
Vol 16 (2) ◽  
pp. e0246476
Author(s):  
Souhail Hermassi ◽  
Mohamed Souhaiel Chelly ◽  
Lars Bojsen Michalsik ◽  
Nilihan E. M. Sanal ◽  
Lawrence D. Hayes ◽  
...  
Keyword(s):  
Academic Performance ◽  
Physical Fitness ◽  
Grade Point Average ◽  
Body Mass ◽  
Body Fat ◽  
Normal Weight ◽  
Superior Performance ◽  
Grade Point ◽  
And Mathematics ◽  
Mathematics And Science

The aim of this study was to examine the correlation between physiological parameters (namely fatness and physical fitness) with academic performance (namely mathematics and science grade point average [GPA]) in normal weight and overweight schoolchild handball players. Thirty-six young male team handball players (age: 9±1 years; body mass: 45.5±14.2 kg; height: 1.38±9.1 m; body fat: 19.7±5.6%) at the highest national league for their age group participated. Anthropometry was examined by measuring body mass, body fat percentage (%BF), and body mass index (BMI). Fitness testing included the Yo-Yo Intermittent Recovery Test (level 1), squat jumps (SJ) and counter-movement jumps (CMJ), and upper-limb throwing performance (2 kg medicine ball seated front throw), a 15 m sprint test, and a T-half test for change-of-direction (COD) ability. Academic performance was evaluated through school records of grade point average (GPA) of mathematics and science. BMI was negatively correlated with science GPA (r = -0.57, p<0.001) and mathematics GPA (r = -0.39, p<0.001). Significant correlations between Yo-Yo test performance and science GPA (r = 0.73, p<0.001) and mathematics GPA (r = 0.66, p<0.001) existed. T-half test score (less time taken meant a superior performance) was negatively correlated with science GPA (r = 0.48, p = 0.003) and mathematics GPA (r = 0.63, p<0.01). In conclusion, fatness and physical fitness (except for the upper-muscular strength) were significantly related to academic performance in in schoolchild handball players. Based on results of this study, it seems pragmatic and appropriate to engage young schoolchild in physical activity as it associates with superior academic performance.

Revisiting an Old Question with a New Technology: Gender Differences on a Neuro-Cognitive Temporal Tracking Task

2007 ◽  
Vol 51 (14) ◽  
pp. 860-864
Author(s):  
Valerie J. Rice ◽  
Jenny Butler
Keyword(s):  
Gender Differences ◽  
Physical Fitness ◽  
Grade Point Average ◽  
Functional Performance ◽  
New Technology ◽  
Grade Point ◽  
Men And Women ◽  
Fitness Score ◽  
Hand Tapping ◽  
And Performance

Gender differences exist, but the strength and importance of those differences is debatable. This study examined differences in performance among men (n = 64) and women (n = 56) on 14 neuro-cognitive temporal tasks. No adult norms exist for these tasks. Therefore, the goals were to 1) record and compare scores achieved by men and women, and 2) investigate differences in terms of performance (grade point average and physical fitness score) during Army Health Care Specialist Advanced Individual Training (AIT). Descriptive statistics and t-tests identified and compared scores by gender, while IM scores and performance relationships were explored with Pearson product-moment correlations and regression analysis. Men's temporal responses were closer to the reference beat than women's on 14.3% of tasks (p < 0.05). There were no significant relationships between temporal responses and physical fitness performance scores and only two correlations between temporal responses and grade point average (right hand tapping, Task Average and Super Right On (percent within ±15ms of the target beat) ( r = 0.189, p = 0.04; and r = 0.20, p = 0.03). While this research upheld findings of differences between men and women in temporal abilities, the differences did not impact functional performance during AIT.

scholarly journals Does Physical Fitness Affect Academic Achievement among Japanese Adolescents? A Hybrid Approach for Decomposing Within-Person and Between-Persons Effects

2018 ◽  
Vol 15 (9) ◽  
pp. 1901 ◽  
Author(s):  
Akira Kyan ◽  
Minoru Takakura ◽  
Masaya Miyagi
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Physical Fitness ◽  
Grade Point Average ◽  
Junior High School ◽  
Junior High ◽  
Grade Point ◽  
Fitness Score ◽  
Japanese Adolescents ◽  
The Impact

Positive association between physical fitness and academic achievement in adolescents has been suggested yet the causal effect of physical fitness on academic achievement remains unclear. This study examined if longitudinal changes in physical fitness were associated with changes in academic achievement among junior high school students. Analyses were based on a two-year with three time-point data of 567 students (aged 12–13 years old at the baseline-point; 303 boys) who entered in five Japanese junior high schools in 2015. Academic achievement was evaluated using the student’s overall grade point average. Comprehensive physical fitness score was summed up from eight fitness tests: 50-m sprint, standing broad jump, repeated side-steps, sit and reach, sit-ups, hand-grip strength, handball throw, and 20-m shuttle run or endurance run. The hybrid regression model was applied to examine the impact of change in physical fitness on change in academic achievement using multiple imputation to account for non-response at follow-up. The changes in fitness score within-person and the differences in average of fitness score of three-time points between-person were associated with change in overall grade point average for boys. No significant association between fitness score and overall grade point average was observed in girls. Opportunities for increased physical fitness may be important to support academic achievement, particularly in junior high school boys.

University Dropout

2008 ◽  
Vol 29 (3) ◽  
pp. 134-147 ◽  
Author(s):  
Manuel C. Voelkle ◽  
Nicolas Sander
Keyword(s):  
Grade Point Average ◽  
Structural Equation ◽  
Unobserved Heterogeneity ◽  
School Grade ◽  
Grade Point ◽  
High School Grade ◽  
Hands On ◽  
University Dropout ◽  
The Individual ◽  
A Prospective Study

University dropout is a politically and economically important factor. While a number of studies address this issue cross-sectionally by analyzing different cohorts, or retrospectively via questionnaires, few of them are truly longitudinal and focus on the individual as the unit of interest. In contrast to these studies, an individual differences perspective is adopted in the present paper. For this purpose, a hands-on introduction to a recently proposed structural equation (SEM) approach to discrete-time survival analysis is provided ( Muthén & Masyn, 2005 ). In a next step, a prospective study with N = 1096 students, observed across four semesters, is introduced. As expected, average university grade proved to be an important predictor of future dropout, while high-school grade-point average (GPA) yielded no incremental predictive validity but was completely mediated by university grade. Accounting for unobserved heterogeneity, three latent classes could be identified with differential predictor-criterion relations, suggesting the need to pay closer attention to the composition of the student population.

The Importance of Counseling Basic Skills for the Councelors in School

2018 ◽  
Author(s):  
Nova Erlina ◽  
Syafrimen Syafril ◽  
Norhayati Mohd. Noor ◽  
Jusnimar Umar
Keyword(s):  
Social Science ◽  
Grade Point Average ◽  
Quantitative Method ◽  
Basic Skills ◽  
Counseling Session ◽  
Grade Point ◽  
Faculty Of Education ◽  
Teachers Training

Basic competence used during counseling session is the development of trained skills and experienced obtained by counselor candidate during their education. To obtain the skills the counselors have to seriously pass some training phases. This study is aimed at finding out the basic competence possessed by counselor candidate during counseling session in Faculty of Education and Teachers Training in Islamic University of Raden Intan Lampung. This research applied quantitative method, involving 145 of final year students who were randomly selected. Data was collected by distributing the questionnaire of counseling basic competence and analyzed by using descriptive statistic aided by Statistics Package for Social Science (SPSS version 22.0). Generally the findings of the study reveals that the counseling basic competence possessed by the counselor candidates is placed on Average/Simple level. The study also shows that there is no difference competence pursuant to gender and Grade Point Average (GPA) achieved by the object of the study. It implies that the basic competence in conducting counseling session is extremely important and prominent prossesed by the counselors in schools.

Relationships of the D 48 With Otis Iq and Grade Point Average

1973 ◽  
Vol 33 (2) ◽  
pp. 453-457 ◽  
Author(s):  
William A. McLaurin ◽  
Pauline Pendergrass ◽  
Sandra Kennedy
Keyword(s):  
Grade Point Average ◽  
Grade Point

Diploma Program Graduates’ CGPA as Predictor of Success in the Teachers’ Professional Licensing Written Exam Result with Gender Analysis

2017 ◽  
Vol 26 (4) ◽  
pp. 321-335
Author(s):  
Yoseph Shumi Robi
Keyword(s):  
Grade Point Average ◽  
Gender Analysis ◽  
Grade Point ◽  
Cumulative Grade Point Average ◽  
Professional Licensing ◽  
Valid Predictor ◽  
Predictor Of Success ◽  
Diploma Program ◽  
Graduating Students ◽  
Exam Result

The purpose of this study was to investigate the extent to which diploma graduates’ Cumulative Grade Point Average (CGPA) predicts their success in teachers’ professional licensing written exam result (TPLWER). A total of 588 graduating students (317 males and 271 females) were included in the study. Correlation, simple regression analyses, and independent sample t-test were employed on the data. The result revealed a statistical significant correlation between CGPA and TPLWER. CGPA appeared to be valid predictor of success of TPLWER and accounted for 33.40% of the variation in TPLWER. The results indicated statistically significant gender differences in diploma graduates’ CGPA and TPLWER.

Predictors of Academic Self-Concept for African American College Students

2016 ◽  
Vol 43 (6) ◽  
pp. 636-653
Author(s):  
Andrew S. Franklin ◽  
Scott M. Debb ◽  
Darlene G. Colson
Keyword(s):  
College Students ◽  
African American ◽  
Racial Identity ◽  
Grade Point Average ◽  
Self Concept ◽  
African American College Students ◽  
Online Questionnaire ◽  
Convenience Sample ◽  
Grade Point ◽  
Historically Black University

This study explored the roles of demographic variables, grade point average, centrality (an aspect of racial identity), and student-professor interactions in predicting academic self-concept. A convenience sample of 132 African American students (104 females and 28 males) ranging in age from 18 to 38 ( Mage = 26), attending a historically Black university completed an online questionnaire assessing demographic information, grade point average, an aspect of racial identity from the Multidimensional Inventory of Black Identity, student-professor interactions, and academic self-concept. Results showed that grade point average and student-professor interactions characterized by faculty’s level of care were significant factors in predicting academic self-concept. These relationships may be important for understanding salient factors that influence the academic self-concept in African American college students.

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