Suchergebnisse

East Africa has traditionally had good universities. The data collected and made available by Scimago allow one to assess how good East African universities are in comparative perspective.

The aim of the present study was to examine the predictive effectiveness of self-efficacy in an academic setting. Seventy-six postgraduate students completed a questionnaire to assess efficacy expectations toward competencies perceived to underpin performance on the course. As there
was a 13-week difference in time between completing the self-efficacy questionnaire and completing the performance criterion, it was considered important to assess the stability of self-efficacy measures. To this end, participants completed the same items one week later. Test-retest reliability
results indicated that efficacy to cope with "intellectual demands", "pass first time", and "achieve a specific grade" were relatively stable. Performance was assessed using end of the semester grades. Regression results showed that "self-efficacy
to cope with the intellectual demands of the program" predicted 11.5% of performance variance. Given that there was a 13- week time gap between self-efficacy and performance and that the complexity of the task was high, findings from the present study suggest that self-efficacy
has some utility in an academic setting.

Case name: Kadakia v. Rutgers, The State University of New Jersey, No. 13‐2450 (D. N.J. 03/24/15).

Persons studying social work at the graduate level manifest temporary self-preoccupation due to situational stress and continuing self-preoccupation because of personality traits. Study of such narcissism offers the possibility of predicting the likelihood of success as a student.

Available data indicate that academic performance among students in the United States has in many cases remained unchanged or has been declining over several decades despite concerted efforts at the state and federal levels in improve performance. With regard to public schools, the decline is commonly attributed to large class size and insufficient funding.
Although numerous studies have examined funding and class size and their influence on student performance, many of these investigations did not consider the available longitudinal data.
Consequently, they fail to provide a clear examination of both funding and class size effects. Close examination of these data from the US Department of Education, however, shows no significant funding or class-size effect. The present study involved data mining the vast store of education research produced at the US Department of Education to examine the role of class size and funding on public education.

Recent research has documented high rates of food insecurity among university students, particularly students in their first year. Food insecurity among university students has been linked to poorer self‐reported health and academic outcomes. However, few studies have linked reports of food insecurity to objective student outcomes. In this study, we examine how food insecurity is associated with first‐year university students' (n = 591) academic performance, adjusting for objective measures of high school academic performance and self‐reported indicators of socioeconomic background. Zero‐ and one‐inflated beta regression was used to examine if food insecurity predicted grade point average (GPA) in the fall 2015 and spring 2016 semesters. Logistic regression was used to determine if food insecurity at the end of the fall 2015 and spring 2016 semesters was a predictor of retention to fall 2016. Food‐insecure students had a significantly lower GPA than food‐secure students. In fall 2015, 59% of food‐insecure students obtained at least a "B" grade (GPA = 3.00); our models suggest this percentage would increase to 72% if these same students were food secure. Food‐insecure students were less likely to be enrolled in fall 2016 than food‐secure students (OR = 0.72, 95% CI [0.41, 1.27]), though this difference was not statistically significant. These results indicate that food insecurity negatively impacts first‐year university students' academic performance, even after adjusting for high school academic performance and socioeconomic background. Students GPA, and potentially university retention rates, may increase if food insecurity on campus is minimized.

The researchers aimed to extend the current understanding of the relationships between the psychological and sociological variables by examining how the combined, integrated set of these two theories is related to the academic achievement of full-time undergraduates in a university.
The intrapersonal level refers to students' learning behavior that is created by self-efficacy and expectation to succeed, the interpersonal level includes the influences from home and school on academic performance. We gained mixed results for these two levels and their impacts on academic
performance. Better academic outcomes can be expected only when we further understand the extent of these impacts.

The academic success of foreign students in the US depends heavily on the selection process, which is an effort to predict whether the student will profit personally & for the countries involved through a period of study in a US U. Signif factors in the selection process include the demonstrated academic ability of the student, his English proficiency, the adequacy & reliability of his financial resources, his adaptability to a strange environment & to a new role upon his return home, & the facilities of the U of his choice for satisfying his educ'al desires. A program of orientation & the availability of adequate counseling services can assist the foreign students in an important way in adapting to US academic & other mores. Though from the standpoint of grades, foreign students seem generally to perform on a par with US students, the grades assigned to foreign students are not always assigned on the same basis as to other students. Because grades in some form are almost universally accepted as a measure of academic achievement & professional potential, no double standard should be tolerated in giving grades or in awarding degrees. The reputation of US educ depends upon accepting only high caliber exchange students, sending only first-rate students abroad, including only U's with high standards in the exchange program, assisting exchange students adequately in adjusting to new situations, overcoming any handicaps, & doing the best academic work of which they are capable, & awarding only degrees that have been earned. AA.