scholarly journals When Academic Achievement (Also) Reflects Personality: Using the Personality-Achievement Saturation Hypothesis (PASH) to Explain Differential Associations Between Achievement Measures and Personality Traits

2020 ◽  
Author(s):  
Nicolas Hübner ◽  
Marion Spengler ◽  
Benjamin Nagengast ◽  
Lex Borghans ◽  
Trudie Schils ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Cognitive Abilities ◽  
Test Scores ◽  
Large Scale ◽  
Standardized Test ◽  
Total N ◽  
Grade Point ◽  
Selection Processes ◽  
Achievement Measures ◽  
Instructional Sensitivity

Students’ academic achievement is a key predictor of various life outcomes. The two most prominent measures of academic achievement are grades and standardized test scores. Both measures are commonly used during selection processes as well as for educational monitoring and accountability. Research has suggested that grades and test scores are strongly related to students’ characteristics (e.g., cognitive abilities) but might differentially reflect personality. In order to better explain differential personality-achievement associations, it is important to move beyond the dichotomy of grades versus test scores. To this end, we propose the personality-achievement saturation hypothesis (PASH), which suggests that associations between personality and achievement vary, depending on four main features of the achievement measure used: level of standardization, relevance for the student, curricular validity, and instructional sensitivity. The PASH suggests that conscientiousness should typically be more strongly associated with grade point average, followed by course grades and final examination grades, whereas openness should be more strongly associated with test scores. We used data from three large-scale studies (total N = 14,953) and aggregated our findings. In line with the PASH, conscientiousness was most strongly related to grades, which have lower standardization, moderate to high relevance, high curricular-validity, and high instructional sensitivity, whereas it had substantially weaker associations with more highly standardized, less curriculum-valid, and less instructionally sensitive measures. In addition, openness was most strongly related to highly standardized, less relevant, less curriculum-valid, and less instructionally sensitive measures in English. Implications for the ways in which achievement measures can be used are discussed.

scholarly journals Association of COMT Polymorphism and Academic Achievement among Female Undergraduate Students

2021 ◽  
Vol 15 (2) ◽  
pp. 90-101
Author(s):  
Norsuhaila Rosmimi Rosli ◽  
◽  
Tengku Shahrul Anuar engku Ahmad Basri ◽  
Mohd Ilham Adenan ◽  
Roziah Mohd Janor ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Undergraduate Students ◽  
Cognitive Abilities ◽  
Grade Point ◽  
Dopaminergic Pathway ◽  
Allele Specific ◽  
Hardy Weinberg Equilibrium ◽  
Comt Polymorphism ◽  
The One

Academic achievement may be influenced by catechol-O-methyltransferase (COMT) polymorphism. A common functional polymorphism of COMT, the rs4680 is consistently being involved in the modulation of dopaminergic pathway and prefrontal cortex function which may predominantly affect cognitive functions. A total of 197 female participants were recruited in this study. The score of student’s grade point average (GPA) from the latest previous semester was used as the measurement of academic achievement. The COMT polymorphism was genotyped using tetra primer allele specific polymerase chain reaction. The findings indicated that there were 8 (4.1 %), 72 (36.5 %), and 117 (59.4 %) participants harbouring Met/Met, Met/Val, and Val/Val genotype for COMT polymorphism respectively. All the genotype distributions of COMT polymorphism were consistent with Hardy-Weinberg equilibrium (χ2 = 0.495, p > 0.05). The one-way analysis of variance (ANOVA) result demonstrated that participants bearing Met/Met genotype had a better achievement in GPA as compared to the other COMT genotypes (p = 0.001). These findings support evidence that the affective role of COMT polymorphism might overwhelm cognitive abilities in measures of academic achievement like GPA.

Predicting success in teacher education: Revisiting the influence of high school GPA, admission, and standardized test scores on academic and licensure performance

2020 ◽  
Vol 10 (2) ◽  
pp. 1-17
Author(s):  
Apler J. Bansiong ◽  
Janet Lynn M. Balagtey
Keyword(s):  
High School ◽  
Teacher Education ◽  
Grade Point Average ◽  
Test Scores ◽  
Standardized Test ◽  
Standardized Test Scores ◽  
Degree Programs ◽  
Licensure Examination ◽  
Grade Point ◽  
Admission Variables

This predictive study explored the influence of three admission variables on the college grade point average (CGPA), and licensure examination ratings of the 2015 teacher education graduates in a state-run university in Northern Philippines. The admission variables were high school grade point average (HSGPA), admission test (IQ) scores, and standardized test (General Scholastic Aptitude - GSA) scores. The participants were from two degree programs – Bachelor in Elementary Education (BEE) and Bachelor in Secondary education (BSE). The results showed that the graduates’ overall HSGPA were in the proficient level, while their admission and standardized test scores were average. Meanwhile, their mean licensure examination ratings were satisfactory, with high (BEE – 80.29%) and very high (BSE – 93.33%) passing rates. In both degree programs, all entry variables were significantly correlated and linearly associated with the CGPAs and licensure examination ratings of the participants. These entry variables were also linearly associated with the specific area GPAs and licensure ratings, except in the specialization area (for BSE). Finally, in both degrees, CGPA and licensure examination ratings were best predicted by HSGPA and standardized test scores, respectively. The implications of these findings on admission policies are herein discussed.

scholarly journals Health and Academic Achievement: Cumulative Effects of Health Assets on Standardized Test Scores Among Urban Youth in the United States

2013 ◽  
Vol 84 (1) ◽  
pp. 40-48 ◽  
Author(s):  
Jeannette R. Ickovics ◽  
Amy Carroll-Scott ◽  
Susan M. Peters ◽  
Marlene Schwartz ◽  
Kathryn Gilstad-Hayden ◽  
...  
Keyword(s):  
United States ◽  
Academic Achievement ◽  
Urban Youth ◽  
Test Scores ◽  
Standardized Test ◽  
The United States ◽  
Cumulative Effects ◽  
Standardized Test Scores ◽  
Health Assets ◽  
Health And Academic Achievement

scholarly journals SCHOOL GARDENS IN THE CITY

2016 ◽  
Vol 13 (2) ◽  
pp. 379-395 ◽  
Author(s):  
Rashawn Ray ◽  
Dana R. Fisher ◽  
Carley Fisher-Maltese
Keyword(s):  
Academic Achievement ◽  
Achievement Gap ◽  
Low Income ◽  
Test Scores ◽  
Urban Areas ◽  
Standardized Test ◽  
School Gardens ◽  
School Garden ◽  
Race And Class ◽  
Low Income Children

AbstractW. E. B. Du Bois’s perspective on education was that the social and physical environments outside of schools matter to the learning that takes place inside schools. Existing research shows that due to environmental disparities in school and neighborhood contexts, Black and low-income children spend less time in activities that promote physical, cognitive, and social capabilities. These outside environmental factors influence the academic achievement gap. School gardens are noted as resources that capture the fluid environments between schools and neighborhoods. Little research, however, has quantitatively examined whether school gardens actually help to attenuate race and class inequality in academic achievement. We aim to determine how school gardens serve as gateways to help close the achievement gap. We analyze quantitative data on fifth graders’ math, reading, and science standardized test scores in Washington, DC with two main aims: (1) To compare differences between traditional schools and garden-based learning schools to determine whether students who have a school garden perform academically better than their counterparts; and (2) to examine whether the presence of a school garden plays a role in reducing race and social class disparities in academic achievement. We find that the presence of a school garden is associated with higher test scores and persists even when controlling for the race and class composition of students for reading and science. We conclude by discussing how school gardens can be used as a policy tool to create more environmental equity in urban areas.

scholarly journals Associations between Food Group Intake, Cognition, and Academic Achievement in Elementary Schoolchildren

Nutrients ◽  
2019 ◽  
Vol 11 (11) ◽  
pp. 2722 ◽  
Author(s):  
Rachel Bleiweiss-Sande ◽  
Kenneth Chui ◽  
Catherine Wright ◽  
Sarah Amin ◽  
Stephanie Anzman-Frasca ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Cognitive Performance ◽  
Test Scores ◽  
Standardized Test ◽  
Food Group ◽  
Cognitive Test ◽  
Standardized Test Scores ◽  
Food Groups ◽  
Sweetened Beverages ◽  
Healthful Food

Nutrition plays an important role in proper physical and cognitive functioning. However, there is limited evidence on the relationship between overall diet, cognition, and academic success in children, particularly among low-income and diverse groups. The objective of this study was to examine the relationships between healthful versus less healthful food group intake, cognitive performance, and academic achievement in a diverse sample of schoolchildren. 868 urban schoolchildren (age 8 to 10 years) participated in the study. Intake of healthful (fruits, vegetables, unsweetened beverages) and less healthful (sweet and salty snacks, sugar-sweetened beverages) food groups was determined via a food frequency questionnaire. Digit Span and Stroop test scores were used to assess cognitive performance. Academic achievement was assessed via standardized test scores. Multiple Poisson and multiple linear regression were used to test the associations between diet and cognitive scores. Multiple ordered logistic regression was used to assess the associations between diet and academic achievement. Potential confounders (age, sex, body mass index (BMI) z-score, race/ethnicity, English language learner status, individualized education plan enrollment, physical activity, and parent education level) were tested for inclusion in all models. The sample included 868 children (56.7% girls; 33.2% non-Hispanic white, 26.2% Hispanic, 17.1% multiracial/other, 8.3% non-Hispanic black; 40.5% overweight/obese). The most frequently consumed foods were fruits and sweet snacks (1.9 and 1.6 servings per day, respectively). There were no statistically significant associations between diet and cognitive test scores. Greater intake of less healthful food groups (sweet snacks, salty snacks, and sweetened beverages) was associated with lower math (OR = 0.91, CI [0.84, 0.98], p = 0.014) and English standardized test scores (OR = 0.87, CI [0.80, 0.94, p = 0.001). Greater intake of sweet snacks and fruits was associated with lower English scores (OR = 0.72, 95% CI [0.59, 0.88] p = 0.001; and OR = 0.75, 95% CI [0.72, 0.94] p = 0.003, respectively). Consumption of less healthful food groups was associated with poorer academic achievement. Further research may shed light on unexpected associations between fruit consumption and achievement. Policies targeting multiple dietary components may positively influence child academic achievement and development.

COMMITMENT AND ACADEMIC SUCCESS

1988 ◽  
Vol 16 (2) ◽  
pp. 121-125 ◽  
Author(s):  
Avraham N. Kluger ◽  
Meni Koslowsky
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Grade Point Average ◽  
Grade Point ◽  
Achievement Measures ◽  
Affective Variables ◽  
Study Behaviors ◽  
The Relationship ◽  
University Setting ◽  
Predictors Of Academic Success

The predictors of academic success usually include aptitude and previous achievement measures. The present study used a modified version of Rusbult and Farrell's (1983) commitment questionnaire to predict final grades in a university setting. As part of a larger study on the relationship between attitudes and study behaviors, 39 students completed the five parts of the Rusbult and Farrell questionnaire. Responses were then correlated with three dependent measures: a final course grade in calculus, grade point average (GPA), and the grade in a humanities course. Results showed that adjusted R2 of .38 and .40 were obtained with the first two criteria. The implications of using affective variables for predicting academic achievement are discussed.

scholarly journals Minimal Relationship between Local Gyrification and General Cognitive Ability in Humans

2020 ◽  
Vol 30 (6) ◽  
pp. 3439-3450
Author(s):  
Samuel R Mathias ◽  
Emma E M Knowles ◽  
Josephine Mollon ◽  
Amanda Rodrigue ◽  
Marinka M C Koenis ◽  
...  
Keyword(s):  
Cognitive Ability ◽  
Cognitive Abilities ◽  
Large Scale ◽  
Statistical Significance ◽  
Phenotypic Variance ◽  
Intracranial Volume ◽  
Cortical Surface ◽  
General Cognitive Ability ◽  
Total N ◽  
Two Samples

Abstract Previous studies suggest that gyrification is associated with superior cognitive abilities in humans, but the strength of this relationship remains unclear. Here, in two samples of related individuals (total N = 2882), we calculated an index of local gyrification (LGI) at thousands of cortical surface points using structural brain images and an index of general cognitive ability (g) using performance on cognitive tests. Replicating previous studies, we found that phenotypic and genetic LGI–g correlations were positive and statistically significant in many cortical regions. However, all LGI–g correlations in both samples were extremely weak, regardless of whether they were significant or nonsignificant. For example, the median phenotypic LGI–g correlation was 0.05 in one sample and 0.10 in the other. These correlations were even weaker after adjusting for confounding neuroanatomical variables (intracranial volume and local cortical surface area). Furthermore, when all LGIs were considered together, at least 89% of the phenotypic variance of g remained unaccounted for. We conclude that the association between LGI and g is too weak to have profound implications for our understanding of the neurobiology of intelligence. This study highlights potential issues when focusing heavily on statistical significance rather than effect sizes in large-scale observational neuroimaging studies.

scholarly journals The Predictive Value of High School Grade Point Average to Academic Achievement and Career Satisfaction of Dental Graduates

2021 ◽  
Author(s):  
Ayah Al-Asmar ◽  
Yara Owais ◽  
Noor Ismail ◽  
Alaa Sabra ◽  
Islam Abd-Raheam
Keyword(s):  
High School ◽  
Job Satisfaction ◽  
Academic Achievement ◽  
Grade Point Average ◽  
Cognitive Abilities ◽  
Career Choices ◽  
Dental Students ◽  
School Grade ◽  
Grade Point ◽  
High School Grade

Abstract Background: In a country where admission to dental schools is based solely on the cognitive abilities of students, the aim of the study was to investigate the correlation between high school grade point average and graduating academic achievement for dental students. Moreover, determine whether a correlation exists between dental students’ graduating academic achievement and their career choices and job satisfaction.Methods: A five-year retrospective cohort study was conducted at the University of Jordan, involving (828) dental graduates first enrolled between 2010 and 2014. Corre­lations comparing high school grade point average and graduating academic achievement were done for the total sample composed of (736) students. A short survey was constructed to assess the career choices and job satisfaction for recently graduated dentists and correlate them with their graduating academic achievement. Results: Statistically significant but a weak correlation was found between high school grade point average and graduating academic achievement for dental students (p ≤ 0.05). Statistically significant correlations were found between graduating academic achievement and career choices and job satisfaction and between gender and different tested factors.Conclusion: The significant positive correlations between the high school grade point average and graduating academic achievement of our dental students indicate that our school admission system depending on high school grade point average is a valid system although not enough pre-admission criterion. The significant negative correlation between the graduating academic achievement and the career choices and job satisfaction demonstrates the discontent among fresh graduate dentists in Jordan with their career after graduation. This information is required to update the dental school admissions procedures in response to the changing dental educational landscape.

scholarly journals Associations Between Dietary Intake Patterns, Cognition and Academic Achievement in 3rd and 4th Grade Children from the Fueling Learning Through Exercise Study (P04-096-19)

2019 ◽  
Vol 3 (Supplement_1) ◽  
Author(s):  
Rachel Bleiweiss-Sande ◽  
Kenneth Chui ◽  
Catherine Wright ◽  
Stephanie Anzman-Frasca ◽  
Sarah Amin ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Parent Education ◽  
Dietary Patterns ◽  
Test Scores ◽  
Standardized Test ◽  
Digit Span ◽  
Language Learner ◽  
Cognitive Test ◽  
Standardized Test Scores ◽  
Food Groups

Abstract Objectives Evidence on associations between dietary patterns and academic outcomes is limited. This study examined relationships between dietary pattern, cognitive performance and academic achievement in a diverse sample of children. Methods Reported intake of food groups [fruits, vegetables, sweet and salty snacks, sugar-sweetened and unsweetened beverages], dietary patterns (healthful and unhealthful), cognitive measures (Digit Span and Stroop test) and academic achievement (standardized test scores) were obtained from 3rd and 4th grade urban schoolchildren. Multiple Poisson and multiple linear regression were used to test associations between cognitive scores and diet. Multiple ordered logistic regression was used to assess associations between academic achievement and diet. Potential confounders (age, sex, BMI z-score, race/ethnicity, English language learner status, individualized education plan enrollment, physical activity and parent education level) were included in all models. Results The sample included 868 children (56.7% girls; 33.2% Non-Hispanic white, 26.2% Hispanic, 17.1% multiracial/other, 8.3% Non-Hispanic black; 40.5% overweight/obese). The most frequently consumed foods were fruits and sweet snacks (1.9 and 1.6 servings per day, respectively). There were no statistically significant associations between diet and cognitive test scores. Greater intake of unhealthful food groups (sweet snacks, salty snacks and sweetened beverages) was associated with lower math (OR = 0.91, CI [0.84, 0.98], P = 0.014) and English standardized test scores (OR = 0.87, CI [0.80, 0.94, P = 0.001). Greater intake of sweet snacks and fruits was associated with lower English scores (OR = 0.72, 95% CI [0.59, 0.88] P = 0.001; and OR = 0.75, 95% CI [0.72, 0.94] P = 0.003, respectively). Conclusions Unhealthful dietary patterns were associated with poorer academic achievement. Further research can shed light on unexpected associations between fruit consumption and achievement. Policies targeting multiple dietary components may positively influence child academic achievement and development. Funding Sources Eunice Kennedy Shriver National Institute of Child Health & Human Development, National Institutes of Health and the Boston Foundation. Supporting Tables, Images and/or Graphs

Sign in / Sign up

Export Citation Format

Share Document