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INTRODUCTION: The primary objective of this study was to determine whether workplace culture in academic oncology differed by gender, during the COVID-19 pandemic. MATERIALS AND METHODS: We used the Culture Conducive to Womens Academic Success (CCWAS), a validated survey tool, to investigate the academic climate at an NCI-designated Cancer Center. We adapted the CCWAS to be applicable to people of all genders. The full membership of the Cancer Center was surveyed (total faculty = 429). The questions in each of 4 CCWAS domains (equal access to opportunities, work-life balance, freedom from gender bias, and leadership support) were scored using a 5-point Likert scale. Median score and interquartile ranges for each domain were calculated. RESULTS: A total of 168 respondents (men = 58, women = 106, n = 4 not disclosed) submitted survey responses. The response rate was 39% overall and 70% among women faculty. We found significant differences in perceptions of workplace culture by gender, both in responses to individual questions and in the overall score in the following domains: equal access to opportunities, work-life balance, and leader support, and in the total score for the CCWAS. CONCLUSIONS: Our survey is the first of its kind completed during the COVID-19 pandemic at an NCI-designated Cancer Center, in which myriad factors contributed to burnout and workplace challenges. These results point to specific issues that detract from the success of women pursuing careers in academic oncology. Identifying these issues can be used to design and implement solutions to improve workforce culture, mitigate gender bias, and retain faculty.

Maternal educational attainment (MEA) shapes offspring health through multiple potential pathways. Differential DNA methylation may provide a mechanistic understanding of these long-term associations. We aimed to quantify the associations of MEA with offspring DNA methylation levels at birth, in childhood and in adolescence. Using 37 studies from high-income countries, we performed meta-analysis of epigenome-wide association studies (EWAS) to quantify the associations of completed years of MEA at the time of pregnancy with offspring DNA methylation levels at birth (n = 9 881), in childhood (n = 2 017), and adolescence (n = 2 740), adjusting for relevant covariates. MEA was found to be associated with DNA methylation at 473 cytosine-phosphate-guanine sites at birth, one in childhood, and four in adolescence. We observed enrichment for findings from previous EWAS on maternal folate, vitamin-B12 concentrations, maternal smoking, and pre-pregnancy BMI. The associations were directionally consistent with MEA being inversely associated with behaviours including smoking and BMI. Our findings form a bridge between socio-economic factors and biology and highlight potential pathways underlying effects of maternal education. The results broaden our understanding of bio-social associations linked to differential DNA methylation in multiple early stages of life. The data generated also offers an important resource to help a more precise understanding of the social determinants of health.

Every student has the potential to change the world by making a significant contribution to society. Experiences in higher education significantly shape the development of this potential, for better or worse, leading to interventions to support student success. Among such interventions, academic coaching has been widely used; however, how do we know that it is effective? In this systematic literature review, we describe the characteristics of effective academic coaching interventions, including the format of coaching (individual or group coaching), coaching mode (in-person or distance via technology), coaching topics, coach background, duration, frequency. Focusing on peer-reviewed English journals between 2010 and May 2023, the study found 643 articles, 25 of which met the inclusion criteria following rigorous screening and consensus-reaching processes. Based on the findings, effective coaching interventions span at least 12 hours over 4 weeks, are preferably in-person, and are best facilitated by professional coaches. [ABSTRACT FROM AUTHOR]

Higher stress levels may be associated with decreased academic success and physical and psychological well-being in chiropractic students. This study aimed to determine the perceived stress and burnout of chiropractic students at the University of Johannesburg during the COVID-19 pandemic. This was a quantitative, exploratory study utilizing a self-administered online questionnaire distributed to chiropractic students (n = 246) at the university. The questionnaire consisted of 3 main components: demographics, the Perceived Stress Scale (PSS-10), and the Maslach Burnout Inventory–Student Survey (MBI-SS). Data were analyzed utilizing exploratory factor analysis, Cronbach alpha for reliabilities, and descriptive statistics for mean scores being interpreted using subscales pertaining to the 2 survey tools. The response rate was 63.82% (n = 157) with the PSS-10 indicating participants obtained a total mean score of 25.08 (average stress). For the MBI-SS categories, participants scored 18.96 out of 30 for exhaustion, 10.31 out of 30 for cynicism, and 22.46 out of 36 for professional efficiency; higher scores of exhaustion and cynicism and lower scores of professional efficiency are indicative of higher degrees of burnout. Statistically significant differences for both tools were noted in relation to age and academic year with higher values indicated with increased age and progression in the program. The results indicate that chiropractic students experienced moderate levels of stress but higher burnout than other health sciences student populations when compared to current literature. Age and progression in the program appear to have a negative influence on both these factors. [ABSTRACT FROM AUTHOR]

Background Aims Materials & Methods Results Discussion Conclusion While previous research has emphasized the importance of personal beliefs (expectancy‐value theories) for achievement‐motivated behaviour, it lacks the integration of temporal factors that are also discussed as important drivers of achievement‐motivated behaviour. Temporal Motivation Theory (TMT) combines both approaches in a formalized manner.Although TMT is supported by empirical studies with self‐reported academic procrastination, it has not been tested on actual achievement‐motivated behaviour.We evaluated the predictive power of the TMT on N = 2351 learning days of 127 psychology students' self‐regulated examination preparation for statistics over the course of one semester using logfile data of an e‐learning system.The proposed TMT score, incorporating expectancy and value beliefs, sensivitiy to delay, and actual time till examination predicted students' achievement‐motivated behaviour significantly.Further analyses revealed that not the trait compositions of the TMT, but the temporal proximity of the statistics examination was the main driver of this association.The results have important implications for understanding the factors that shape students' motivation to learn and subsequent academic success in actual learning situations. Thus, research should continue to take situational aspects, especially the temporal proximity of goals more into account. [ABSTRACT FROM AUTHOR]

The porpuse of this study was to investigate the factors affecting female students' academic success in Ethiopian higher education. To clarify reliable data from the participants, the study used a descriptive survey. The investigation was carried out using a combination of methodologies. One hundred regular undergraduate female students were selected for the sample population using simple random sampling techniques, proportional sampling method, and stratified random sampling because the students were divided into heterogeneous colleges and departments. The methods for gathering data were a questionnaire and concentrated, targeted group discussions. Primary and secondary sources of information were reviewed in order to gather reliable data. The obtained data was sorted, tabulated, and looked for patterns under the distribution of percentages and frequencies using the descriptive method of analysis. The results of this research demonstrate multiple factors influencing female students' academic performance in higher education institutions, including those connected to the institution, families, individuals, and instructors. The conclusions urge the involvement of all stake holders in order to resolve this issue. [ABSTRACT FROM AUTHOR]

How important are learning strategies or personal attributes for learning outside of domain-specific knowledge or twenty-first-century transversal skills when predicting academic success in higher education? To address this question, we conducted a longitudinal study among 1,681 students at one of the leading universities in Hungary. Students took four tests and questionnaires when they entered the university. They measured knowledge from their previous studies (reading and mathematics), twenty-first-century skills like problem-solving and non-cognitive variables in learning strategies, motivation and attitudes. In the next five years, we followed their academic progress with the aim of detecting cognitive and non-cognitive predictors of academic success toward obtaining a degree and developing training programmes for the most important predictors to boost the probability of academic success. The overarching model, which was controlled for students' socio-economic background, determined 18.4% of the variance in later academic success. Domain-specific knowledge from previous studies and learning motivation emerged as the strongest predictor, learning strategies proved to be the most stable of the other mediating factors as an independent predictor, and twenty-first-century transversal skills proved to be unimportant in earning a university degree. Results highlight the importance of transforming higher education so that it is consistent with the expectations of the twenty-first-century labour market, a future-fit education in Hungary. [ABSTRACT FROM AUTHOR]

Enrolling students in accounting programs based on their proficiency in English, Mathematics, and Accounting is a prevalent practice in many South African institutions of higher learning. However, certain institutions admit students into accounting programs based solely on their proficiency in English and Mathematics. This study posits that such students encounter challenges in integrating and acclimating to the accounting science milieu, consequently impeding their academic success. The research draws from the assessment of 112 first-year BCom (Bachelor of Commerce) Accounting Sciences students during the 2023 academic year. The findings affirm that students enrolled based on competency in Accounting, English, and Mathematics outperform those enrolled solely based on English and Mathematics competency. This underscores the necessity for further investigation into the determinants of success among students in accounting programs. Nonetheless, the study corroborates that self-determination and proactivity are significant contributors to success, notwithstanding students' lack of prior exposure to accounting principles. [ABSTRACT FROM AUTHOR]

LGBTQIA+ youth often face stigma from society as they develop their personal identities. In the United States, legislation has recently been focusing on reducing protections in schools for queer youth and limiting access to resources like gender affirming healthcare. Youth have increasingly been targeted for identifying as queer and have experienced verbal and physical violence for expressing their gender identities. Research links stigmatization with increased mental health and substance use problems. However, there is limited information on how stigma experienced during adolescence may continue to impact young adults over time. Using a qualitative retrospective framework, LGBTQIA+-identified undergraduates (N = 8) at a 4-year university participated in one-hour virtual focus groups. Data were recorded and anonymized using individual participant codes with names of people or places removed from transcripts. Students were asked to reflect on their experiences as queer youth in secondary school including access to resources; interactions with teachers, staff, and peers; recommendations for supporting LGBTQIA+ students; and personal coping skills. The researchers used a thematic analysis to examine key issues students raised. Results provide insight into the challenges LGBTQIA+ youth face and highlight the strengths of these college-age young adults. [ABSTRACT FROM AUTHOR]

In recent years, researchers have shifted from pathologizing Black youths, when investigating the Black-White achievement gap, to focusing on factors contributing to their resilience and success. A critical review was conducted of three widely cited asset-based theoretical frameworks that are used to examine African American students' academic achievement. The review delineates the contributions and limitations of each model when studying African American students. In doing so, a new framework, linking the strengths of all three existing models, is presented as a tool to challenge existing educational practices and foster new theoretical and methodological contributions to this area of research. [ABSTRACT FROM AUTHOR]

Objective: It has been reported that employment during student enrollment, in rigorous health care programs, impedes college success and may be a barrier to successful graduation. Furthermore, student's prior education is typically viewed as a positive predictor of success in college. The aim of this study was to examine whether a relationship exists between employment status and prior education, compared with academic and clinical success for Diagnostic Medical Sonography (DMS) or Radiography (RT) students, in a large community college. Materials and Methods: There were 26 imaging student participants consented to this study. This convenient sample included 10 DMS and 16 RT students, enrolled in an associate degree in applied sciences program. A survey was administered that collected demographic data on the students in both programs. Data collection began at the start of each respective program and again one year later. Student academic and clinical grades were examined over a period of three college semesters. Results: The analysis of the findings did not show a significant relationship between employment status, prior education, student academics, and clinical success among the participating DMS or RT students. Conclusion: The results of this study provide limited evidence that there was no significant relationship between employment status, prior education, and academic and clinical success among this cohort of DMS or RT students. These findings also suggest that students' employment did not impede success for these DMS and RT students. In addition, this research shows that students' prior education had no effect on their success in their DMS and RT programs. Further research should be conducted to investigate whether these findings are similar in other imaging programs. [ABSTRACT FROM AUTHOR]

The purpose of this study is to explore the motivation of cyberbullying behaviors, their reactions to these behaviors, and the predictors of cyberbullying sensibility in gifted and non-gifted students. The study reached 258 participants, including 102 gifted and 156 non-gifted students. This research is a descriptive survey model. The study performed descriptive statistics, independent samples t-test, ordinal logistic regression analysis, and structural equation modeling to examine the status of the variables examined according to gifted and non-gifted students. The most important reason for cyberbullying behaviors in both gifted and non-gifted students was to take revenge, and the least important reason was to adapt. The most common reaction to cyber victimization is deleting shares or files that may cause harm. Gifted and non-gifted female students have more cyberbullying sensibility. Gifted students with a high academic average have more cyberbullying sensibility. In addition, students with gifted and non-gifted internal functional regulation of emotions skills have more cyberbullying sensibility. Students with low external dysfunctional regulation of emotions scores also have more cyberbullying sensibility. The results confirmed the importance of identifying students at risk, identifying the distinguishing factors for cyberbullying behaviors of gifted and non-gifted high school students, and evaluating the sources and reactions of cyberbullying behaviors. These results will provide important input for school-based prevention studies. [ABSTRACT FROM AUTHOR]

Assessment plays a vital role in English language learning as it helps students recognize their weak and strong points. Two main types of assessment are dynamic assessment (DA) and static assessment (SA) that their effects have not been examined on Iraqi EFL students' resilience, burnout, positive orientation (PO), and language academic achievement yet. Therefore, this research aims to close this gap. To do so, sixty intermediate EFL students were selected and divided into DA and SA groups to do so. The two groups were then given pretests on the four dependent variables. Subsequently, one group was taught ten reading literary texts with 100 new words using DA, whereas the other group was taught identical materials using SA. After the 8-week course, both groups took the post-tests on resilience, burnout, PO, and academic performance. The study's findings showed that the DA group did better than the SA group on the four post-tests. It can be concluded that using DA with the support of literary texts can produce positive effects in EFL classes. The current study has consequences for researchers, students, English instructors, and other stakeholders. [ABSTRACT FROM AUTHOR]

AbstractObjective: Although there are many international college students in the state of Georgia, few studies have been conducted on how social determinants affect their health outcomes and academic success. This study examined the effects of social determinants on the health outcomes and academic success of international college students in Georgia. Participants: Participants were international college students (n = 136) in Georgia. Methods: A mixed methods cross-sectional design was used for the study. Results: The lack of access to sufficient funds caused study participants to experience anxiety (39.0%), depression (20.6%), and stress (52.9%). Cultural differences (16.9%), lack of access to health care (15.4%), transportation (14.7%), poor housing (7.4%), and financial insecurity (54.5%) affected study participant health outcomes and academic success. Conclusion: Addressing financial insecurity, the lack of access to health care, poor housing, transportation issues, and cultural differences experienced by international college students in Georgia, is crucial to their health outcomes and academic success. [ABSTRACT FROM AUTHOR]

Physical activity has been recognized as an essential element for the health and well-being of children and adolescents. Therefore, this systematic review delves into the study of the relationship between extracurricular physical activity (PA) academic achievement (AA), and its alignment with the Sustainable Development Goals (SDGs) among students aged 3–16 years. This systematic review was guided by adhering to PRISMA guidelines. The review included studies that evaluated PA as an independent variable and its impact on academic performance (AP) through mediation models, structural equations, and multiple regression analyses. The key mediators identified between PA and AA include cognitive function, psychological well-being, and social factors. Cognitive self-regulation, attention, memory, self-efficacy, and self-esteem are key mediators between PA and AA as well as sleep patterns and a healthy lifestyle. In conclusion, extracurricular PA significantly influenced AA, and its influence was mediated by various cognitive, psychological, and social factors. These results support the inclusion and promotion of PA in educational settings, which aligns with the Sustainable Development Goals by improving AA and overall student well-being. [ABSTRACT FROM AUTHOR]

Background Objective Methods Results and Conclusions The COVID‐19 has accelerated the transition to blended learning (BL) in higher education, prompting a need for further investigation into the efficacy of self‐regulated learning strategies (SRLS) in these new educational environments.The primary goal of this research is to assess the effectiveness of SRLS in BL in higher education over the past five years, with a focus on trends, theoretical underpinnings, methodologies, and their impact on learning outcomes.This paper used the PRISMA 2020 review process for multiple rounds of screening, encompassing identification, screening, eligibility determination, and final inclusion. Following rigorous screening procedures, a total of 15 SSCI articles were ultimately chosen for analysis. The study design incorporated a comprehensive six‐part coding scheme, with the selected articles focusing on SRLS in BL environments within higher education.From 2019 to 2023, research on SRLS in BL environments in higher education has primarily focused on resource management, motivational beliefs, and metacognitive strategies, with a relatively limited emphasis on cognitive strategies. These studies have utilized a diverse range of theoretical frameworks, predominantly employing quantitative and mixed methods. Out of the 15 articles reviewed, 14 clearly indicate that SRLS have a positive impact on learning outcomes. Furthermore, this paper underscores the importance of interdisciplinary research and emphasizes the crucial role played by educators in supporting the implementation of SRLS. Future studies should delve deeper into exploring the effects of individual differences and environmental factors on SRLS. [ABSTRACT FROM AUTHOR]

This paper explicates the codes that prescribe and shape the marine engineer student in times of massification and high attrition rates in Danish non-university higher education. In a case study of a Danish school of marine engineering, the Bernsteinian concept of knowledge structures and Legitimation Code Theory support analysing the official curriculum along with teacher and student interviews to determine what is considered knowledge and whose knowledge is deemed important. We find that teachers' pedagogical decisions are embedded in the epistemological and social conventions of their individual educational backgrounds. Their struggles on content and pedagogic approach make it difficult for students to understand what is legitimate knowledge and who can claim to be a legitimate knower. To offer more students epistemic access to non-university academic study and increase student success, the epistemic and evaluative logics of the pedagogic discourses to which students are exposed must be clarified and made explicit. [ABSTRACT FROM AUTHOR]

Copyright of Formación Universitaria is the property of Centro de Informacion Tecnologica (CIT) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Education, Theory & Practical Research (JETPR) / Eğitim Kuram ve Uygulama Araştırmaları Dergisi (EKUAD) is the property of Journal of Education, Theory & Practical Research (JETPR) / Egitim Kuram ve Uygulama Arastirmalari ) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Medical universities often face the ongoing challenge of identifying and supporting at-risk students to enhance retention rates and academic success. This study explores a comprehensive analysis of perceived at-risk factors impeding academic and career aspirations and compares the perspectives of students and faculty in a medical school. Methods: We focused on first and second-year medical (MBBS) students and teaching faculty in an international medical college offering a twinning program in India and Malaysia. Our investigation involved a comprehensive assessment of 25 at-risk factors through Likert-type questionnaires distributed to 250 MBBS students and 50 teaching faculty. Results: Our findings revealed distinct disparities in perceptions between faculty and students regarding mean scores of classroom engagement (p = 0.017), procrastination (p = 0.001), unrealistic goals (p = 0.026), emotional/behavioral problems (p = 0.008), limited key social skills (p = 0.023), and a non-supportive home environment (p = 0.001). These differences underscore the need for increased communication and understanding between faculty and students to address these risk factors effectively. In contrast, no significant disparities were observed among faculty and students' perceptions concerning mean scores of various potential at-risk factors, including academic unpreparedness, cultural/language barriers, individual guidance/mentoring, limited communication skills, racism/sexism, self-confidence, self-respect, self-concept, motivation, underprepared for current academic challenges, self-discipline, negative social network, negative peer culture, transportation time, college financial cost, college evaluation culture bias, broken college relationships, teaching methodology, and learning disabilities. However, varying degrees of influence were perceived by faculty and students, suggesting the importance of individualized support. Conclusion: This study contributes to the academic community by shedding light on the multifaceted nature of at-risk factors influencing student success. It underscores the need for proactive measures and tailored interventions to enhance student retention in higher education and academic achievement, fostering a sustainable foundation for lifelong learning and growth. [ABSTRACT FROM AUTHOR]

Background: The integrated plastic surgery residency match continues to be highly competitive. Every year, some candidates are former NCAA athletes. While it is challenging to balance academic and athletic responsibilities, participation in NCAA sports may be predictive of continued success. Objectives: This study aimed to evaluate the impact of participation in collegiate athletics on applicant anticipated rank and academic success. Methods: All applications received from 2017 to 2020 at a single institution were reviewed for participation in NCAA athletics (Division I-III). Our primary outcome of interest was applicant anticipated rank by letter of reference writers. Applications were also examined for demographic information, membership in AOA, number of research publications, and USMLE board certification examination scores. Results: After reviewing 885 applications, 61 applicants (6.89%) were former NCAA athletes. Former NCAA involvement was associated with the highest effect on anticipated ranking (− 0.22, p=0.001). Former NCAA involvement demonstrated the highest odds of receiving an anticipated ranking in the top 5 (OR 1.83, p=0.025). We found no significant difference in research productivity between the two groups, including first authorships or USMLE Step 1 board certification exam scores. A significant difference was seen in race distribution, with forty-five (80.4%) of athlete applicants identifying as Caucasian, while 430 (56.5%) of non-athletes identified as Caucasian (p=0.012). Conclusion: Former athletes applying to become integrated plastic surgery residents overcome the challenges of balancing athletic and academic pursuits with a higher anticipated rank in the integrated plastic surgery match while having comparable academic achievement. Former collegiate athletes have demonstrated greater success in and after residency. Former NCAA participation demonstrated the highest odds of receiving a top-5 rank. Former NCAA applicants showed no difference in academic productivity Level of Evidence V: Case series study. This journal requires that authors assign a level of evidence to each article. For a full description of these Evidence-Based Medicine ratings, please refer to the Table of Contents or the online Instructions to Authors www.springer.com/00266. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Higher Education & Science / Yüksekögretim ve Bilim Dergisi is the property of Zonguldak Bulent Ecevit Universitesi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This literature review and analysis intricately examines the dynamic interplay between educators and students within the realm of higher education, with a keen focus on the spiritual dimensions elucidated by Christian principles and biblical wisdom. Rooted in the fundamental belief that education embodies a sacred journey, this study delves deep into the profound impact of positive relationships on both academic achievements and spiritual maturation. By establishing meaningful connections between contemporary educational practices and timeless biblical teachings, the research sheds light on how Christian virtues, such as love, compassion, and empathy, serve as foundational pillars in cultivating a spiritually enriching learning environment. The synthesis of empirical studies, theoretical frameworks, and biblical insights not only enhances our understanding of the transformative potential of positive relationships in higher education but also underscores their pivotal role in fostering holistic development on a spiritual level. Through this comprehensive exploration, the study contributes significantly to the discourse on the symbiotic relationship between academic success and spiritual growth, emphasizing the importance of nurturing positive relationships as a cornerstone of holistic education in higher learning institutions.

Introduction: Medical schools face substantial challenges in objectively selecting the best applicants, and the admission process can impact medical students’ academic performance.This study aimed to estimate the students’ academic success in the preclinical stage of undergraduate medical education using admission tests.Methods: This cross-sectional study was conducted on 1,193 students’ records from the 2014 to 2019 cohorts. The students’ admission data comprised the cohort, sex, admission track,psychological test, and academic tests. The academic success was based on the student’s end-year academic evaluation. Data were analyzed using contingency and Kendall’s tau b tests with IBM® SPSS® Statistics version 16.0 for Windows. Results: Most of the 1,193 preclinical medical students’ records included in the study were females (68.1%), from the regular admission track (78.5%), from the considered psychology test category (52.8%), and had an academic admission test of less than or equal to the median. (51.6%). Most students (89.7%) met all the academic requirements to pass the end-year evaluation. The bivariate analyses showed significant correlations between academic success and cohort (P

Abstract The porpuse of this study was to investigate the factors affecting female students' academic success in Ethiopian higher education. To clarify reliable data from the participants, the study used a descriptive survey. The investigation was carried out using a combination of methodologies. One hundred regular undergraduate female students were selected for the sample population using simple random sampling techniques, proportional sampling method, and stratified random sampling because the students were divided into heterogeneous colleges and departments. The methods for gathering data were a questionnaire and concentrated, targeted group discussions. Primary and secondary sources of information were reviewed in order to gather reliable data. The obtained data was sorted, tabulated, and looked for patterns under the distribution of percentages and frequencies using the descriptive method of analysis. The results of this research demonstrate multiple factors influencing female students' academic performance in higher education institutions, including those connected to the institution, families, individuals, and instructors. The conclusions urge the involvement of all stake holders in order to resolve this issue.

Abstract Assessment plays a vital role in English language learning as it helps students recognize their weak and strong points. Two main types of assessment are dynamic assessment (DA) and static assessment (SA) that their effects have not been examined on Iraqi EFL students’ resilience, burnout, positive orientation (PO), and language academic achievement yet. Therefore, this research aims to close this gap. To do so, sixty intermediate EFL students were selected and divided into DA and SA groups to do so. The two groups were then given pretests on the four dependent variables. Subsequently, one group was taught ten reading literary texts with 100 new words using DA, whereas the other group was taught identical materials using SA. After the 8-week course, both groups took the post-tests on resilience, burnout, PO, and academic performance. The study’s findings showed that the DA group did better than the SA group on the four post-tests. It can be concluded that using DA with the support of literary texts can produce positive effects in EFL classes. The current study has consequences for researchers, students, English instructors, and other stakeholders.

Abstract Background Medical universities often face the ongoing challenge of identifying and supporting at-risk students to enhance retention rates and academic success. This study explores a comprehensive analysis of perceived at-risk factors impeding academic and career aspirations and compares the perspectives of students and faculty in a medical school. Methods We focused on first and second-year medical (MBBS) students and teaching faculty in an international medical college offering a twinning program in India and Malaysia. Our investigation involved a comprehensive assessment of 25 at-risk factors through Likert-type questionnaires distributed to 250 MBBS students and 50 teaching faculty. Results Our findings revealed distinct disparities in perceptions between faculty and students regarding mean scores of classroom engagement (p = 0.017), procrastination (p = 0.001), unrealistic goals (p = 0.026), emotional/behavioral problems (p = 0.008), limited key social skills (p = 0.023), and a non-supportive home environment (p = 0.001). These differences underscore the need for increased communication and understanding between faculty and students to address these risk factors effectively. In contrast, no significant disparities were observed among faculty and students’ perceptions concerning mean scores of various potential at-risk factors, including academic unpreparedness, cultural/language barriers, individual guidance/mentoring, limited communication skills, racism/sexism, self-confidence, self-respect, self-concept, motivation, underprepared for current academic challenges, self-discipline, negative social network, negative peer culture, transportation time, college financial cost, college evaluation culture bias, broken college relationships, teaching methodology, and learning disabilities. However, varying degrees of influence were perceived by faculty and students, suggesting the importance of individualized support. Conclusion This study contributes to the academic community by shedding light on the multifaceted nature of at-risk factors influencing student success. It underscores the need for proactive measures and tailored interventions to enhance student retention in higher education and academic achievement, fostering a sustainable foundation for lifelong learning and growth.

BACKGROUND: The surgeon-scientist brings a unique perspective to surgical research. The Association of Academic Surgeons and Society of University Surgeons foster the development of surgeon-scientists through foundation awards to residents and junior faculty. We sought to evaluate the academic success of surgeons who received an Association for Academic Surgery/Society of University Surgeons award. METHODS: Information was collected for individuals who received a resident or junior faculty research award from the Association for Academic Surgery or Society of University Surgeons. Google Scholar, Scopus, and the National Institutes of Health Research Portfolio Online Reporting Tools: Expenditures and Results were used to assess scholarly achievements. RESULTS: Eighty-two resident awardees were included, 31 (38%) of whom were female. Thirteen (24%) are now professors, 12 (22%) are division chiefs, and 4 (7%) are department chairs. Resident awardees have a median of 886 citations (interquartile range 237-2,111) and an H-index of 14 (interquartile range 7-23). Seven (13%) went on to receive K08/K23 awards, and 7 (13%) received R01s, with a total of about $200 million in National Institutes of Health funding (79-fold return on investment). Thirty-four junior faculty awardees were included, 10 (29%) of whom were female. Thirteen (38%) are now professors, 12 (35%) are division chiefs, and 7 (21%) are department chairs. Faculty awardees have a median of 2,617 citations (interquartile range 1,343-7,857) and an H-index of 25 (interquartile range 18-49). Four (12%) received K08 or K23 awards, and 10 (29%) received R01s, with about $139 million in National Institutes of Health funding (98-fold return on investment). CONCLUSION: Association for Academic Surgery/Society of University Surgeons research awardees experience high degrees of success in academic surgery. Most resident awardees pursue fellowship training and remain in academic surgery. A high percentage of both faculty and resident awardees hold leadership positions and successfully achieve National Institutes of Health funding.

Until 2021, studies of scientific disciplines took as their object of study papers published in journals from certain subject categories. This paper is one of the firsts to analyse research into journalism in Spain using the Clarivate InCites analytics platform algorithm that groups papers together according to their citation relations (Citation Topics, CT) rather than by the category of the journals themselves. A unique universe was obtained made up of 63,694 items on the Web of Science, this being the global output of the CT 'Journalism' (1980–2022, both included). Spain is the world's third producer by number of items (4635), but only seventh in citations (and has the lowest proportion of citations per paper, 7.151). Most of the papers (34.01%) are published in Q3 (unlike the rest of the countries analysed, which publish more in Q1 and Q2) and in national journals (61%, even more than the US or the UK, 52% and 47%, respectively), edited by small, non-commercial publishers. Only 40.6% of the items are in the WoS Flagship citation index databases (SCIE, SSCI and AHCI). Most Spanish journals publish national research in proportions around 80%. Spanish research tends to collaborate internationally to a lesser extent (16.5%) than the other European countries analysed, and no significant change has been apparent over the last years. Spanish research into journalism is very productive but has little international presence, obtains few citations per paper, and shows no clear signs of progress towards greater international collaboration. [ABSTRACT FROM AUTHOR]

Abstract Introduction There is little research on how medical school matriculants’ experiences prior to medical school effects their choice of specialty or performance in medical school. This research attempts to fill that gap in research in regards to surgical and radiological fields. Methods An anonymous survey was sent to fourth year medical students asking them their background in anatomy studies prior to medical school and their anatomy grades in medical school and interest in surgical and radiological fields. Students were also asked whether they identified with under-represented demographic groups in those specialties. Results Prior anatomy experience did not significantly affect performance in anatomy courses or Step 1 and Step 2 scores. However, students who applied to surgical specialties had higher performance in anatomical courses and higher Step 1 scores compared to those who did not apply to surgical specialties. There was interestingly no difference in under-represented and not under-represented student application to these fields. Discussion For shareholders interested in increasing medical student performance, or interest in specific specialties, more information needs to be gathered.

LGBTQIA+ youth often face stigma from society as they develop their personal identities. In the United States, legislation has recently been focusing on reducing protections in schools for queer youth and limiting access to resources like gender affirming healthcare. Youth have increasingly been targeted for identifying as queer and have experienced verbal and physical violence for expressing their gender identities. Research links stigmatization with increased mental health and substance use problems. However, there is limited information on how stigma experienced during adolescence may continue to impact young adults over time. Using a qualitative retrospective framework, LGBTQIA+-identified undergraduates (N = 8) at a 4-year university participated in one-hour virtual focus groups. Data were recorded and anonymized using individual participant codes with names of people or places removed from transcripts. Students were asked to reflect on their experiences as queer youth in secondary school including access to resources; interactions with teachers, staff, and peers; recommendations for supporting LGBTQIA+ students; and personal coping skills. The researchers used a thematic analysis to examine key issues students raised. Results provide insight into the challenges LGBTQIA+ youth face and highlight the strengths of these college-age young adults.

University academic success is influenced by a number of variables. One of the factors influencing both neurotypical and neurodiverse students’ academic success at university is their social life. Students that are neurodiverse, however, also face additional challenges in maneuvering through their social life in comparison with neurotypical students. This paper argues that academic success for neurodiverse individuals is significantly influenced by their experiences in university social life. The social model of disability is the theoretical framework used in this article to examine and understand the relationship between the experiences in the social life of neurodiverse university students and their academic success. This paper argues that to increase the level of support provided to neurodiverse students, all stakeholders must work together.

Introduction: There is little research on how medical school matriculants' experiences prior to medical school effects their choice of specialty or performance in medical school. This research attempts to fill that gap in research in regards to surgical and radiological fields. Methods: An anonymous survey was sent to fourth year medical students asking them their background in anatomy studies prior to medical school and their anatomy grades in medical school and interest in surgical and radiological fields. Students were also asked whether they identified with under-represented demographic groups in those specialties. Results: Prior anatomy experience did not significantly affect performance in anatomy courses or Step 1 and Step 2 scores. However, students who applied to surgical specialties had higher performance in anatomical courses and higher Step 1 scores compared to those who did not apply to surgical specialties. There was interestingly no difference in under-represented and not under-represented student application to these fields. Discussion: For shareholders interested in increasing medical student performance, or interest in specific specialties, more information needs to be gathered. [ABSTRACT FROM AUTHOR]

Previous research has examined the impact of various factors on the academic success of undergraduate students in English Medium Instruction (EMI) environments, with the aim of improving students’ academic outcomes. However, clarity regarding the necessity and sufficiency of these factors for EMI academic success remains elusive, limiting a comprehensive understanding of this phenomenon. This study used crisp-set Qualitative Comparative Analysis (csQCA) to analyse data from 16 empirical studies that investigated factors influencing the academic success of social science undergraduate students in EMI settings, using the EMI Academic Success (EMIAS) model. The findings revealed that English language proficiency emerged as a necessary and sufficient condition for EMI academic success, while students’ characteristics appeared to be a sufficient but not necessary condition. In addition, three causal configurations leading to EMI academic success were identified among four condition variables – English language proficiency, students’ characteristics, educational background, and English language support. This study contributes to a deeper understanding of the determinants of EMI academic success and highlights the importance of students’ English language proficiency and their characteristics in the context of EMI. [ABSTRACT FROM AUTHOR]

Introduction: Research on adolescents’ academic performance has mostly focused on the contribution of objective factors, such as socioeconomic situation of the family or individual cognitive skills and school results. Evidence with a focus on adolescents’ subjective experiences is scarce. The aim of this qualitative study was to explore factors related to adolescents’ academic performance from their perspectives. Methods: We used data from 11 group semi-structured interviews conducted in 2020/2021 with 45 adolescents in the first year of high school in Slovakia (mean age  =  14.98; 22.2% boys). Participants were selected from three types of high school with regards to the graduation system. We analysed the data using consensual qualitative research and thematic analysis. Results: Based on the statements of the adolescents, we identified five main themes of factors that affect their academic performance. Adolescents reported that the following contribute to their academic performance: the contents and methods of teaching; how teachers behave and do their jobs; the way in which adolescents study and what motivates them; support within and outside the school, and the environment and appearance of the school. Adolescents reported that improving the curricula and using teaching methods that balance theoretical information with practical skills training would help their academic performance immensely. Conclusion: We identified several factors related to adolescents’ academic performance using their own perspectives and experiences. Strengthening the capacities of teachers may largely benefit adolescents’ educational process and further academic performance. [ABSTRACT FROM AUTHOR]

Objective: To determine how cognitive domains mediate the link between fitness components, their global score (GFS), and adolescents' academic achievement (ACA) across various school subjects. Methods: In this study, 1,296 adolescents aged 10-14 participated. GFS was computed by three fitness components (strength, muscular, and cardiorespiratory fitness) through the ALPHA-fitness test battery. ACA was determined by five school subjects (Language, English, Mathematics, Science, and History) and two academic scores (a) "Academic Average" (five subjects) and (b) "Academic-PISA" (Language, Mathematics, and Science). A principal component analysis was performed to establish four factors (working memory [WM], cognitive flexibility [CF], inhibitory control [IC], and fluid reasoning [FR]). A parallel mediation approach was implemented with 5,000 bootstrapped samples controlled for sex, maturity, central obesity, having breakfast before cognitive tasks, schools, and school vulnerability. Total, direct, indirect effects, and mediation percentages were estimated. Results: Overall, the finding showed a full parallel mediation effect for Language (92.5%) and English (53.9%), while a partial mediation for Mathematics (43.0%), Science (43.8%), History (45.9%), "Academic Average" (50.6%), and "Academic-PISA" (51.5%). In particular, WM, IC, and FR mediated all school subjects except mathematics, where IC was not significant. CF has not mediated any relationship between GF and academic performance. Conclusion: This study underscores the pivotal role of cognitive domains, specifically WM, IC, and FR, in mediating the link between physical fitness and academic performance in adolescents. These insights have relevant implications for educational and public health policies. [ABSTRACT FROM AUTHOR]

Public significance statement Previous research suggests that first‐generation (first‐gen) students may be at risk for lower academic performance, higher dropout rates, and lower graduation rates compared to their continuing‐generation (continuing‐gen) peers. The current study analyzes academic success (average yearly GPA) and retention/completion rates (cumulative dropouts and graduates) for four successive (2011–2014) entering first‐year cohorts at a large Midwestern Research 1 University. Across all cohorts, academic success varied by first‐gen status, with continuing‐gen students having significantly higher GPAs each year. A significantly greater percentage of first‐gen students dropped out each year. First‐gen status was also negatively related to graduation rates at 4, 5, and 6 years after college entry. Additional analyses disaggregated the data by seven colleges of admission with semi‐independent admissions policies. First‐gen status was more strongly related to academic success and retention for students in the following colleges: education, biological sciences, liberal arts, and science and engineering. Overall, findings suggest that first‐gen students are at higher risk of low performance and completion than their continuing‐gen peers. Institutions need to examine why and how they are contributing to less successful outcomes for first‐gen students, and if programming could lessen these group differences.The current study finds that first‐generation undergraduate students are at higher risk of low academic performance and dropout compared to their continuing‐generation peers. Differences were also seen by college of admission, with some colleges having larger gaps between these groups than others. Institutions need to examine why and how they are contributing to these outcomes for first‐generation students, and if programming could lessen these group differences. [ABSTRACT FROM AUTHOR]

This study aimed to explore the admitted students of Finnish primary teacher education programmes from the viewpoint of learning strategies, and academic success. An overall view was derived from national register data, which were supplemented with questionnaire data gathered from three teacher education units (N = 216). Primary teacher programmes currently seem to attract and select mediocre secondary school graduates from academic perspective, contrary to previous studies. Furthermore, women enter the programmes with higher exam scores than men and have more success in their studies. Based on their learning strategies, students were divided into subgroups of deep and independent learners, and reproductive and support-dependent learners. Previous study success was positively associated with first-year study success. It is important for teacher educators to acknowledge that the students are rather mediocre in the academic sense, even reproductive and lacking regulation skills, and thus might need support in developing into professional learners. [ABSTRACT FROM AUTHOR]

Aim: Generation Z students do not get much benefit from traditional distance education methods. Instead, they need new platforms and methods that will motivate them and increase their success. Methods: A randomized controlled study was performed on 42 students. The experimental group students were presented with metaverse, and the control group students were taught the distance education course. Results: In this study, in the students' Instructional Materials Motivation Survey, the mean scores of both the experimental and control groups exhibited no significant difference before the intervention. Regarding the effect of metaverse‐based learning on students' Instructional Materials Motivation Survey, the mean score of the control group was 82.55 ± 13.18, and the mean score of the experimental group was 96.52 ± 9.54 and there was a significant difference between groups after the intervention. When the academic achievement levels of the groups were examined, it was determined that the experimental group scored 76.57 ± 13.33 and the control group received 64.40 ± 16.42 points. It was determined there was a significant difference between the groups in terms of learning motivation and academic achievement. Conclusion: The study results show that the participants accepted the important role of metaverse as an effective learning method compared to traditional distance education methods. It is recommended to expand the use of metaverse in various fields of nursing education. [ABSTRACT FROM AUTHOR]

Background: Ethnically and racially diverse (ERD) nursing students experience unique challenges in the educational environment. Existing research on perspectives of ERD nurse faculty, with emphasis on their perceptions of the factors that support the academic success of ERD nursing students is limited. Purpose: The purpose of this study was to explore factors that contribute to the success of ERD nursing students as perceived by ERD nurse faculty. Methods: This qualitative study was conducted utilizing a focused ethnography design and methodology, with the theoretical underpinning of Critical Race Theory. Results: Twelve themes emerged relating to support, resources, relationships, faculty hiring practices, program structure, instructional content, flexibility, and culture of the educational environment. Conclusions: The perspectives of ERD nurse faculty provide an essential body of information that program administrators, faculty, and staff can utilize to positively impact the academic success of ERD nursing students. [ABSTRACT FROM AUTHOR]

An ongoing nursing shortage poses significant challenges to the healthcare industry, prompting nursing education programs to find ways to increase nurse graduates. Unfortunately, the problem of attrition in nursing education is significant. Despite many years of attrition research, educators still seek to find answers to determine what factors cause some students to succeed and others to fail in nursing programs. Noncognitive variables, like grit, have been largely overlooked as potential solutions to the problem of attrition. The purpose of this study was to explore the extent to which grit predicts academic potential in baccalaureate nursing students. This cross-sectional study included a total of 63 baccalaureate nursing students in their first semester of a four-semester nursing program at a mid-sized public university in East Texas. Participants took an electronic survey reporting demographic information, completing the Short Grit Scale (Grit-S), and consenting to release of their pre-admission science grade point average (sGPA), ATI Test of Essential Academic Skills (TEAS) exam scores, and first-semester nursing GPA (nGPA). When added to sGPA and TEAS scores, grit scores were not a statistically significant predictor of nGPA. Students with high grit scores were just as likely to experience attrition as those with low scores, and grit did not statistically significantly predict first-semester attrition. Nurse educators are encouraged to pursue strategies to address attrition in nursing education. Traditional selection criteria of sGPA and TEAS exam scores were shown to be predictors of nGPA. Additional research is warranted to explore the relationship between noncognitive variables, especially grit, and nursing student academic potential. • Attrition remains a significant problem in nursing education. • Noncognitive affective factors may provide a solution for retention. • Grit scores did not predict first-semester academic performance. • Traditional cognitive measures were reliable predictors of academic potential. [ABSTRACT FROM AUTHOR]

Young generation of every country is the future of the country. The country with the highest GER in higher education will be more successful in all the terms (Keller, K.R.I., 2021). India's GER in higher education in 2018-19 was 26.3, and in 2019-20 is 27.1.It is observed from statistics that it is which is increased. Students are enrolling for higher education but many fails to complete it (Ministry of Education, Government of India, AISHE Report 2019-20). This leads to the need of identification of reasons of students' academic success or failure. If we predict students' academic success or failure at the initial stages of their graduation period will help to take preventive measures and increase passing percentage. Student academic success is one of the criteria for accessing quality of the educational institutions, and it is one of the crucial components. There are different aspects of students' academic success, such as exam-oriented, employment-oriented, and higher study-oriented. [ABSTRACT FROM AUTHOR]

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Online learning offers learners the convenience and freedom to study at their own pace and place, but it also poses various obstacles for those with specific educational needs. This paper aims to delve into the subjective experiences of online learners with disabilities, focusing on how they manage the challenges encountered in asynchronous online learning. Reflexive thematic analysis was used to analyse interviews conducted with 24 learners with physical, sensory, mental, and learning disabilities. The analysis showed that learners employ proactive coping strategies to address academic and emotional challenges, as well as critical life events, hindering their full involvement in online learning activities. Internal factors such as self-determination, self-efficacy, resilience, and problem-solving play a significant role in overcoming the difficulties associated with online study. This research provides valuable insights from learners’ perspectives that can inform the development of more effective support strategies for all students. Cultivating awareness of diversity and providing training to students on building self-belief, self-care, and problem-solving skills are highlighted as key elements for enhancing their persistence and academic success. By taking into account the experiences and needs of students with disabilities, educational stakeholders can develop tailored strategies that foster an inclusive and empowering educational experience for all. [ABSTRACT FROM AUTHOR]

IntroductionObjectiveMethodsResultsConclusionRecent literature in physical therapy education suggests learners’ non-cognitive skills, such as grit and reflection, may be predictors of success. Little is known about the relationship of these constructs to each other or success during the first year of entry level physical therapist education.The purpose of this study was to assess the relationship between Reflection-In- Learning Scale (RLS), grit, and grade point average (GPA) of entry-level physical therapy students during the first year of didactic instruction.One hundred and fourteen entry-level doctor of physical therapy students enrolled in a private university completed the original 12-item Grit Scale (Grit 1) and the RLS (RLS 1) during the first term and again at the end of the third trimester (Grit 2 and RLS 2).The relationship between Grit 1 and RLS 1 demonstrated a fair, positive, significant correlation (r = .380, p < .001). No relationship was found between Grit 1 and GPA (r = .066, p = .485), or Grit 2 and GPA (r = .064, p = .500), or between RLS 1 and GPA (r = .017, p = .857), or RLS 2 and GPA (r = .171, p = .069). Fifty-three percent of students demonstrated a decrease in grit and 56% decreased RLS scores at the end of the first year of the program.The fair correlation between these variables indicates they may measure different constructs. Findings suggest that doctor of physical therapy programs should be cautious when using these non-cognitive factors in making admission decisions. Future research should explore changes in grit and RLS throughout the curricula and impact on student success. [ABSTRACT FROM AUTHOR]

Abstract\nPoints of InterestThis article analyses the difficulties that 16 graduate with disabilities from 8 Spanish universities in the area of Health Sciences experienced during their academic career. It also shows how they overcame these difficulties, as well as their insight into their own resilience. This qualitative study used semi-structured and individual interviews. The results showed that the difficulties, the strategies to deal with them, and the opinions of the participants about their resilient characteristics are multiple and relate to both external and internal factors. The results reveal that participants’ voices from these Health Sciences degree contain useful strategies for the ­university community to promote the academic success of students with disabilities for the benefit of all students.Healthcare degrees tend to present greater challenges for students with disabilities.Students often experience exclusion during their healthcare training due to the fact that disability is based on a ‘medical’ perspective of disability.This paper analyses the difficulties and coping and resilience strategies used by university students with disabilities with a Bachelor’s degree in Health Sciences to successfully overcome these difficulties.Numerous internal and external factors enable students with disabilities to successfully complete health studies.This study can contribute that including students with disabilities in healthcare degrees improves healthcare improves for vulnerable populations, as well as the relationship between professionals and patients. [ABSTRACT FROM AUTHOR]

Parental involvement plays an important role in the academic performance of at-risk learners facing educational challenges. However, many parents struggle to contribute effectively due to various challenges, such as limited educational backgrounds, busy schedules, and personal commitments. This study aims to describe the parental involvement in the academic performance of at-risk learners, specifically focusing on involvement, success, and support within the school. This study uses a Mixed-methods sequential explanatory design. The study involves quantitative analysis supplemented by qualitative insights obtained through standardized questionnaires and interviews. Purposive sampling was employed to select 50 parents as respondents, while 8 participants were chosen using a homogeneous sampling technique to represent outliers. Results indicate that active parental involvement positively improves academic outcomes, including behavior, attendance, and grades. Conversely, learners with less engaged parents tend to show limited progress in their academic performance. Lack of financial resources poses significant challenges, but scholarships lessen burdens, ensuring access to education for all. This study underscores the importance of parental support beyond academics, creating helpful learning environments, and fostering strong development. Understanding parental challenges can enhance strategies to improve learners' behavior and academic performance. Overall, parental involvement is an important factor in promoting academic success and preparing learners for future opportunities. [ABSTRACT FROM AUTHOR]

This study aimed to examine the correlation between the dimensions of achievement emotions and cognitive failure with both academic self-handicapping and academic success, as well as to reveal the relative contribution of each of the dimensions of achievement emotions and cognitive failure in predicting academic self-handicapping and academic success among university students, where the study total sample consisted of ( 205) male and female students enrolled in the College of Education for the academic year 2023/2024, The achievement emotions scale, the cognitive failure scale, the academic self-handicap scale, and the academic success scale were used. The results showed the existence of a statistically significant correlation between the variables of the study. They also indicated the possibility of predicting self)handicapping and academic success through the dimensions of achievement emotions and cognitive failure. They also indicated the absence of statistical significance between the study variables due to gender, while significant differences were found due to academic level. [ABSTRACT FROM AUTHOR]

The number of students with disabilities (SWD) enrolling in postsecondary education continues to increase, yet degree completion rates continue to fall behind compared to peers without disabilities. There is an obvious need to investigate interventions to support postsecondary success so SWD can reap the benefits of a college education. Empirical evidence demonstrates that coaching is a promising support. This literature review aims to examine coaching interventions currently used to support SWD in postsecondary education. The authors reviewed relevant literature from 2009 to 2021 and identified 17 studies that met the search criteria. Findings indicate positive outcomes, including improved grade point average (GPA), time management, organization, learning and study skills, self-esteem, behavioral regulation, metacognition, and sense of well-being. The authors also include recommendations for additional research. [ABSTRACT FROM AUTHOR]