Choosing Among Multiple Achievement Measures

Dickinson, Emily R.; Adelson, Jill L.

doi:10.1177/1932202x15621905

Cited by 15 publications

(5 citation statements)

References 43 publications

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“…It has been used with many studies on personality and academic achievement, as a criterion variable (Wagerman and Funder, 2007;Milienos, 2013, 2015). However, limitations of the GPA, as a study variable, have been reported as the accuracy of students' self reported grades may vary with actual student performance (Kuncel et al, 2005;Dickinson and Adelson, 2016). Research results suggests that self reported grades are reasonably good reflections of actual grades with high ability and good grade point average (Kuncel et al, 2005), while this is not the case for low GPA students.…”

Section: Achievementmentioning

confidence: 96%

Associations Between Defense Styles, Approaches to Learning, and Achievement Among University Students

Milienos

Athanasopoulos

2018

Front. Educ.

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The present study explores associations between defense styles, approaches to learning, students' preferences for different types of courses/teaching and achievement. The psychometric properties of the Defense Style Questionnaire (DSQ-40), used for assessing students' defense styles, are also explored. Participants in this study were undergraduates (N = 425) studying in a social science department. The Approaches and Study Skills Inventory for Students (ASSIST) is used for exploring students' approaches to learning, while Grade Point Average (GPA) measured students' academic achievement. The study suggests the contribution of defense styles to the Student Learning Research; it reports a mature and an immature learning pattern. Deep and strategic approaches to learning, preferences for classes that support understanding and GPA are associated with a mature defense style, whereas surface approach and preferences for classes that transmit information are associated with immature, image-distorting and neurotic defense styles. Defense styles as well as preferences for different courses appear to act as antecedents of approaches to learning; approaches mediate the effect of defenses and preferences on achievement although defenses have only a small impact. The study also suggests a four factor structure of the DSQ-40 in undergraduates. The findings are discussed in the context of the recent literature.

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Section: Achievementmentioning

confidence: 96%

Associations Between Defense Styles, Approaches to Learning, and Achievement Among University Students

Milienos

Athanasopoulos

2018

Front. Educ.

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“…The utilization of both a localized derived student achievement measure (i.e., GPA) coupled with analysis of a nationally normed standardized test (i.e., ACT) was more holistic and appropriate as differing measures of student achievement can explain different student characteristics (Kelepolo, 2011). GPA is a more subjective multidimensional achievement measure that includes a variety of student and teacher variables such as personality and motivation (Dickinson & Adelson, 2015;Jaramillo & Spector, 2004). The ACT aims to take a more objective approach by providing insight on college readiness and content knowledge (Marchetti et al, 2015).…”

Section: Measuring Academic Achievementmentioning

confidence: 99%

High School Sport Participation Intensity and Breadth

Lang¹,

Tapps²

2021

tpre

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The purpose of this study was to address the gap in research related to whether measures of participation (intensity and breadth) demonstrated a relationship with academic achievement for 11th grade student athletes (N=128) in a rural Midwestern high school. Anonymous athletic participation and achievement data from 2015-2017 was obtained from the school’s archive and analyzed by correlation, hierarchical regression, and one-way ANOVA. Data derived from statistical analyses demonstrated two outcomes regarding sport participation, ACT, and GPA: (a) Intensity demonstrated no statistical significance to student achievement measured by ACT, however intensity demonstrated a statistically significant relationship to cumulative GPA (p < .05), and (b) ANOVA analysis demonstrated statistically significant differences in breadth and GPA (p < .01) between one sport athletes and three sport athletes. Three sport athletes had statistically significantly higher GPAs than one sport athletes and significantly higher GPAs than two sport athletes. The research was limited to one cross-sectional heterogeneous rural high school population of participants over a three-year period. Furthermore, the study was limited to school-specific athletic participation data as school non-athletic activity and out-of-school activity participation was not available. Results from this study suggest programming and potential practice recommendations for rural school leaders. Future research on ESA sport, activity, and non-school activity participation intensity and breadth related to academic outcomes is justified.

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“…In the current practice of academic management in classes of college, the main methods of comprehensive evaluation of students' performance are the cumulative method of raw scores, the method of arithmetic averages, the method of average academic performance, and the method of principal component analysis. Some scholars have also developed a factor analysis model based on the GPA model with the modifcation of factor analysis superimposed on it [7]. Te model is based on the factor analysis.…”

Section: Introductionmentioning

confidence: 99%

Performance Evaluation and Identification of Key Influencing Factors for Student Achievement Based on the Entropy‐Weighted TOPSIS Model

Liu

Zhang

2023

Computational Intelligence and Neuroscience

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To address the shortcomings of the existing comprehensive evaluation methods, the entropy TOPSIS (Technique for Oder Preference by Similarity to Ideal Solution) method was introduced into the comprehensive evaluation of classes students’ grades in college, and the results of year 2019∼2020 of 30 classes student’s major courses of 2 colleges within 2 semesters were used as an example for analysis. The study shows that the entropy TOPSIS method can not only effectively reflect the course differences but also avoid the subjectivity of weight setting and improve the rationality and objectivity of the comprehensive evaluation and ranking of students’ performance in classes, and it can be used as an objective evaluation tool for the external factors affecting students’ performance. At the same time, the internal factors affecting students’ performance are analyzed. It can be found that reasonable sleep time and the cultivation of good study motivation can help improve students’ academic performance. The results of this paper are of great theoretical value and technical reference value for scientific evaluation of student performance in universities.

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Choosing Among Multiple Achievement Measures

Cited by 15 publications

References 43 publications

Associations Between Defense Styles, Approaches to Learning, and Achievement Among University Students

Associations Between Defense Styles, Approaches to Learning, and Achievement Among University Students

High School Sport Participation Intensity and Breadth

Performance Evaluation and Identification of Key Influencing Factors for Student Achievement Based on the Entropy‐Weighted TOPSIS Model

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