...Academic Performance GOFF, ANNE-MARIE, Ph.D. Stressors, Academic Performance, and Learned Resourcefulness in Baccalaureate Nursing Students. (2009) Directed by Dr. David F. Ayers. 135 pp. Despite extensive research establishing that stress affects problem-solving ability and coping, and leads to decreased learning, academic performance, and retention in nursing students, a paucity of research explores specific factors that could enhance these learning processes and outcomes. This explanatory correlational study examines the mediating effect of learned resourcefulness, the ability to regulate emotions and cognitions, on the relationships of stressors—both personal and academic—to academic performance in baccalaureate nursing students. Gadzella’s Student-life Stress Inventory (SSI) and Rosenbaum’s Self-Control Scale (SCS), a measure of learned resourcefulness, were administered to 53 junior level baccalaureate nursing students (92.5% female; 84.9% Caucasian; 9.4% African-American or Black) at a large urban university in North Carolina. High levels of both personal and academic stressors were revealed, but were not significant predictors of academic performance (p = .90). Age was a significant predictor of academic performance (p < .01) and both males and African-American/ Black participants had higher learned resourcefulness scores on the SCS than females and Caucasians. Total stress scores on the Student-life Stress Inventory showed that male participants perceived less......
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...asdsdsAcademic achievement or (academic) performance is the outcome of education — the extent to which a student, teacher or institution has achieved their educational goals. Academic achievement is commonly measured by examinations or continuous assessment but there is no general agreement on how it is best tested or which aspects are most important — procedural knowledge such as skills or declarative knowledge such as facts. In California, the achievement of schools is measured by the Academic Performance Index. Individual differences influencing academic performance Individual differences in academic performance have been linked to differences in intelligence and personality. Students with higher mental ability as demonstrated by IQ tests (quick learners) and those who are higher in conscientiousness (linked to effort and achievement motivation) tend to achieve highly in academic settings. A recent meta-analysis suggested that mental curiosity (as measured by typical intellectual engagement) has an important influence on academic achievement in addition to intelligence and conscientiousness. Children’s semi-structured home learning environment transitions into a more structured learning environment when children start first grade. Early academic achievement enhances later academic achievement. Parent’s academic socialization is a term describing the way parents influence students’ academic achievement by shaping students’ skills, behaviors and attitudes......
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...“THE EFFECT OF STUDY HABITS ON THE ACADEMIC PERFORMANCE OF FRESHMEN EDUCATION STUDENTS IN XAVIER UNIVERSITY, CAGAYAN DE ORO CITY, SCHOOL YEAR 2008-2009” A research proposal Presented to: Dr. Amphie V. Dinagsao In Partial Fulfilment Of the Requirements for the Subject Educ 51 & 52 Educational Research By Bagongon, Christian K & Edpalina, Connie Ryan April 25, 2009 Table of Contents Chapter Page 1 The Problem Introduction. . . . . . . . . . . . . 1 Conceptual Framework. . . . . . . . . 3 Schematic Diagram. . . . . . . . . . . 3 Statement of the Problem. . . . . . . . . 5 Null Hypothesis. . . . . . . . . . . . 6 Significance of the Study. . . . . . . . . . 6 Scope and Limitations. . . . . . . . . . . 8 Definition of Terms. . . . . . . . . . . . ......
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...THE STUDENT AND TEACHER FACTORS AND THE ACADEMIC PERFORMANCE OF FOURTH YEAR STUDENTS IN TECHNOLOGY AND LIVELIHOOD EDUCAION A Baby Thesis Submitted To: DR. ANTONIO L. DEL ROSARIO In Partial Fulfillment of the Requirements in Research Methodology By: GLORIA P. QUILAO June, 2014 DEDICATION I dedicate this paper to my family and many friends. A special feeling of gratitude to my loving parents, Isidro, Jr. and Gloria Principe whose words of encouragement and push for tenacity ring in my ears. My brothers Boots, Chronus and Mickey who have never left my side and are very special. I also dedicate this paper to my many friends who have supported me throughout the process. I will always appreciate all they have done. I dedicate this work and give special thanks to my husband Alex and my wonderful daughters Alyssa and Czykhryx who have been my best cheerleaders. ABSTRACT Academic performance of students is influenced by teacher factors and student factors. Teacher factors are the competencies, age, and gender, teaching position or designation and length of teaching in years. While student factors are the student’s gender as well, academic motivation, and family. The purpose of this thesis is to gain an in depth understanding of exactly which factor is greatly related to academic performance of students. In order to gain the in depth knowledge required for the paper a questionnaire is distributed to 1o teachers and 10 students for each teacher. CHAPTER I:...
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...GOFF, ANNE-MARIE, Ph.D. Stressors, Academic Performance, and Learned Resourcefulness in Baccalaureate Nursing Students. (2009) Directed by Dr. David F. Ayers. 135 pp. Despite extensive research establishing that stress affects problem-solving ability and coping, and leads to decreased learning, academic performance, and retention in nursing students, a paucity of research explores specific factors that could enhance these learning processes and outcomes. This explanatory correlational study examines the mediating effect of learned resourcefulness, the ability to regulate emotions and cognitions, on the relationships of stressors—both personal and academic—to academic performance in baccalaureate nursing students. Gadzella’s Student-life Stress Inventory (SSI) and Rosenbaum’s Self-Control Scale (SCS), a measure of learned resourcefulness, were administered to 53 junior level baccalaureate nursing students (92.5% female; 84.9% Caucasian; 9.4% African-American or Black) at a large urban university in North Carolina. High levels of both personal and academic stressors were revealed, but were not significant predictors of academic performance (p = .90). Age was a significant predictor of academic performance (p < .01) and both males and African-American/ Black participants had higher learned resourcefulness scores on the SCS than females and Caucasians. Total stress scores on the Student-life Stress Inventory showed that male participants perceived less stress (N = 4, M =......
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...Academic Performance of College Students: Influence of Time Spent Studying and Working SARATH A. NONIS GAIL I. HUDSON ARKANSAS STATE UNIVERSITY JONESBORO, ARKANSAS ABSTRACT. Today’s college students are less prepared for college-level work than their predecessors. Once they get to college, they tend to spend fewer hours studying while spending more hours working, some even full time (D. T. Smart, C. A. Kelley, & J. S. Conant, 1999). In this study, the authors examined the effect of both time spent studying and time spent working on academic performance. The authors further evaluated the interaction of motivation and ability with study time and its effect on academic performance. The results suggested that nonability variables like motivation and study time significantly interact with ability to influence academic performance. Contrary to popular belief, the amount of time spent studying or at work had no direct influence on academic performance. The authors also addressed implications and direction for future research. Copyright © 2006 Heldref Publications T oday’s college students are spending less time studying. The fall 2003 survey conducted by the Higher Education Research Institute at UCLA’s Graduate School of Education and Information Studies found that only 34% of today’s entering freshmen have spent six or more hours per week outside of class on academic-related work (e.g., doing homework, studying) during their senior year in high school. The sample......
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...1) The research topic ; Academic Performance THE EFFECT OF STUDY HABITS ON THE ACADEMIC PERFORMANCE OF STUDENTS IN KPTM-KL 2) Background research ; The extent of student’s learning in academics may be determined by the grades that a student earns for a period of learning has been done. It is believed that a grade is a primary factor that indicates of such learning. If a student earns high grades it is concluded that they may also have learned a lot while low grades indicate lesser learning. However, many experiences and studies found out that there are also several factors that would affect the grades. Not a single factor can be definitely pointed out as predicting grades. It has been interplay of so many factors – gender, IQ, study habits, age, year level, parent’s educational attainment, social status, number of siblings, birth order, etc. In fact, almost all of existing environmental and personal factors are a variable of academic performance. However, at this point in time, the researchers would like to investigate the possible relationship of study habits and the factors affecting it to the academic achievement of under graduate education students of KPTM-KL. The investigation of on this area thus becomes a real and compelling motivation for the researchers to conduct this study. 3) Statement of problem This study intended to find out the factors affecting the study habits of undergraduate KPTM-KL Education students. It also aimed to answer the......
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...The moment that I realized I wanted to enhance my academic performance was when I was selected to attend the “Upward Bound” program at Mississippi State University. I and a few other students were accepted into this program because we were performing at higher academic level from the rest of our peers. In order to get accepted into the Upward Bound program, a student’s GPA had to be a minimum 3.0. When I learned that I was one of the student’s chosen to be a part of this program, I was very excited and scared. The fear that I felt existed because the program was being held at a university and I did not know what to expect. On the other hand, I was excited to be away from home and have the opportunity to be able to coexist among older students. After arriving at Mississippi State University, I eventually got settled in and became inspired by my new environment. I took a tour of the entire campus so that I could become familiar with the buildings and halls that would host my classes. I visited buildings such as the library, cafeteria, and sororities and fraternities. While touring the campus, I remember feeling more determined and inspired to work harder so that I can experience the college lifestyle. I wanted to connect with embracing more knowledge so that I can create a brighter future for myself and I knew that this environment would be the gateway to that. On my first day sitting in a college classroom, I had decided that I wanted to enhance my learning and become more......
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...determine by their academic performances that is also focuses on their personality behaviour. According to their grades we can determine the academic performance of a student. It says that if the student earns high grades it means that they learn a lot, while low grades indicates lesser learning. Academic performance focuses and concentrates on you having the right mind-set for raising your academic performance so you can learn more effectively. It is how students deal with their studies and how they cope with or accomplish different tasks given to them by their teachers. While personal variables is the things to be considered in your personality that may have an effect in your academic performance in school. In this research, it tackles the relationship of academic performance of the student from the College of Education, particularly BBTE 3rd year students to their personal variables. There are many factors that academic performance and personal variable are related to each other like; personal variable (cognitive and non-cognitive), demographic variable, and institutional variable. In fact, almost all of existing environmental and personal factors are a variable of academic performance. However, at this point of time, the researchers would like to study the relationship of academic performance of BBTE 3rd year students to their personal variables and the factors that may affect it. BACKGROUND OF THE STUDY In measuring of academic performance of students is......
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...coaches in our major universities make a great deal more income than tenured academic professors. The pressure to win is felt by most college coaches and athletic directors. It is therefore not surprising that a conflict has developed between the academic and athletic communities on many of the nation’s college campuses. Similarly, it is possible that athletic communities in high schools have developed a negative reputation with respect to academic performance. While a number of researchers studied athletic participation and academic performance in college (Ferris & Finster, 2004; Gaston-Gayles, 2005), few studies addressed the relationship between academics and athletic participation at the high school level. Similarly, these studies have 2 focused on the comparison of non-athletes to athletes; with respect to a variety of dependent variables Yiannakis and Melnick (2001). The effect of participation on athletics, with respect to its direct effect on the participants themselves, has not been investigated in the literature. Taras (2005) conducted a review of studies on younger students and the effect that physical activity had on school performance (Taras). The research review conducted by the author demonstrated that there may be some short-term improvements due to physical activity, specifically with respect to concentration, but there is no well substantiated long-term improvement of academic achievement as a result of more vigorous physical......
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...namely academic achievement, parental encouragement, achievement motivation and intelligence is presented here under. STUDIES RELATED TO ACADEMIC ACHIEVEMENT Joshi (2000) conducted a study on neuroticism, extraversion and academic achievement as related to gender and culture. The sample selected for the study was 400 students of eighth class belonging to urban and rural area of Punjab. School records and Eysenck‟s personality inventory was used for data collection. Results revealed a significant difference between boys and girls of rural areas on academic achievement. Kohl et al. (2000) conducted a study on family factors which potentially put parental involvement at risk. The participants in the study were parents, teachers and 350 children of America. Family and social data were collected through interviews conducted with parents. Parental involvement was rated by teachers and parents separately using a purpose designed instrument. Highly educated parents encouraged their children more to achieve. Findings also indicated positive relationship between academic achievement and parental education. Devi and Kiran (2002) studied factors associated with scholastic backwardness of secondary school children. 100 low achievers from secondary schools of Hyderabad city were selected as sample for the study. Interview schedule was used to elicit factors related to scholastic backwardness. The results reported that low educational status of parents found to be detrimental to academic......
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... LEARNING STYLES AND ACADEMIC PERFORMANCE OF THE GRADE 10 STUDENTS IN THE TLE SUBJECTS ENROLLED IN TAMPILISAN NATIONAL HIGH SCHOOL SY: 2015-2016 JESTONIE C. GABOTERO JUNCER M. HAMOY ROXY MAE j. LENDIO A Thesis Proposal Presented to the Faculty of the College of Agriculture & Tech Jose Rizal Memorial State University – Tampilisan Campus Znac, Tampilisan, Zamboanga del Norte In Partial Fulfillment of the Requirements for the degree of BACHELOR OF SCIENCE IN AGRICULTURAL EDUCATION June, 2017 INTRODUTION Learning style is defined as “the way each person begins to concentrate on, process, internalize, and retain new and difficult information” (Dunn and Dunn, 1999). Cognizant of the Centro Escolar University vision of “Sustaining Quality and Excellence in the Next 100 years”, the school of Accountancy and Management continuously appraises its academic performance. According to Edward E. Lawler (2010), “the typical person rates his or her performance at about 80th percentile. Hence, people tend to believe they’re doing better than most of the people around them. But, to meet the standard of quality and excellence, an organization requires consistent level of high performance. The hallmark of modern appraisal philosophy focuses on the present performance, future goals, and knowledge of the results. “It is on this premise that the present research focuses on the identification and comparison of the learning styles of the students in the......
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...THEORY-BASED PREDICTION OF ACADEMIC PERFORMANCE AT A SOUTH AFRICAN UNIVERSITY Charl D Cilliers and Edwin C de Klerk University of Stellenbosch Tertiary institutions internationally are faced with the question of how to determine prospective students' real academic potential. This is particularly true for South African institutions where many students had inferior (poor and inadequate) schooling.Furthermore, conventional measures of abilities and achievement are orientated primarily toward assessing memory skills, and secondarily, toward assessing analytical skills. They rarely tap creative or practical skills in any meaningful way. However, prospective students from alternative backgrounds may have developed creative and practical skills to a greater extent than they have developed analytical ones. Particularly if their upbringing has been under difficult circumstances, being creative has become a prerequisite for survival. Conventional assessments of intelligence are not relevant in a multicultural context and fail to include other integral parts of intelligence in order to represent the whole of intelligence.( Thus, it is incumbent on researchers to develop broader predictive frameworks that take into account the diversity of skills likely to be found in populations.This paper describes the design and implementation of such a broader predictive framework at the University of Stellenbosch (South Africa), based on the Triarchic Theory of Intellectual Abilities......
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...THE ACADEMIC PERFORMANCE OF SELECTED CIVIL ENGINEERING STUDENTS IN TECHNOLOGICAL INSTITUTE OF THE PHILIPPINES-QC DURING THE FIRST SEMESTER OF SCHOOL YEAR 2011-2012 CHAPTER I THE PROBLEM AND ITS BACKGROUND INTRODUCTION/ BACKGROUND OF TH STUDY: The Bachelor of Science in Civil Engineering program provides students with knowledge and skills in the design, construction, and maintenance of roads, buildings, water supply and irrigations systems and bridges. It aims to train students for careers in research, practice and teaching of civil engineering. There is several specialization of Civil Engineering. First, Structural Engineering (STE), the program trains students in designing, planning, rehabilitation, analysis and preservation of structures. Second, Construction Technology and Management (CTM), the program trains students in effective planning and implementation of construction projects and project management concepts. Third, Hydraulics and Water Resources Engineering (HWR), the program trains students in analysis of water occurrences, control of water, utilization of water and management of watershed. Fourth, Transportation Engineering (TRE), the program trains students in providing technical support in the improvement and expansion of transportation system and infrastructures. And lastly, Geotechnical Engineering, the program trains students in the study of soil mechanics, settlements, deformation, and soil bearing capacities. Academic performance really means......
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...skill, and attitude inventories andconstructs were found to rival standardized tests and previous grades aspredictors of academic performance, yielding substantial incremental validityin predicting academic performance. The meta-analysis examined theconstruct validity and predictive validity of 10 study skill constructs for college students. They found that study skill inventories and constructs are largelyindependent of both high school grades and scores on standardizedadmissions tests but moderately related to various personality constructs;these results were inconsistent with previous theories. Study motivation andstudy skills exhibit the strongest relationships with both grade point averageand grades in individual classes. They also said that Academic specificanxiety was found to be an important negative predictor of performance. Inaddition, significant variation in the validity of specific inventories is shown.Scores on traditional study habit and attitude inventories are the mostpredictive of performance, whereas scores on inventories based on thepopular depth-of-processing perspective are shown to be least predictive of the examined criteria. Overall, study habit and skill measures improveprediction of academic performance more than any other noncognitiveindividual difference variable examined to date and should be regarded as thethird pillar of academic success. According to Mark Crilly (2000), Successful students are able tobalance social activities with good......
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A. What is CFO Guidance and Counseling Program
For the past three decades, the Commission on Filipinos Overseas (CFO) has implemented the Guidance and Counseling Program (GCP) for fiancé(e)s, spouses and other partners of foreign nationals or of former Filipino citizens. Republic Act 10906 (“Anti-Mail Order Spouse Act of 2016) and Republic Act 10364 (“An Act Expanding the Anti-Trafficking in Person Act of 2012”) require the conduct of mandatory pre-departure counseling services for Filipinos in intermarriages.
The GCP is also a requirement under the implementing rules and regulations of Republic Act 8239 or the Philippine Passport Act for Filipino fiancé(e)s, partners and spouses of foreign nationals or former Filipino citizens who are applying for a passport for the first time or adopting the surname of the foreign spouse.
The main objective of the program is to assist the integration of Filipinos in their host countries by counseling them on the realities of international migration, and preparing them to meet the practical, cultural and psychological challenges in cross-cultural marriage and migration.
B. GCP Online-Appointment System
To attend the Guidance and Counseling Program (GCP), you must secure an appointment through the GCP On-line Appointment System (GOAS). Below are two links for the GCP sessions in Manila or Cebu.
Sessions are based on your foreign fiancé(e)’s /spouse’s /partner’s citizenship.
• Only 15 attendees per session will be accepted in CFO-Manila, while only 12 attendees for CFO-Cebu.
• The session will automatically close when all allocated slots are taken.
• Only clients with confirmed slot/appointment and complete requirements will be admitted to the counseling session.
• Those with confirmed appointment should bring the printed barcoded confirmation form or present the digital copy (saved PDF form) in their mobile phone or tablet PC (copy must show name and reference number).
• Slot is forfeited if you don’t show up on set date of appointment. Reservation must be done again online.
(with or without visa)
No need to photocopy any registration document
No need to submit ID photos
- Two (2) original valid identification cards with photograph (see samples below);
- Duly completed guidance and counseling form to be secured at the CFO;
- If married in the Philippines, original Certificate of Marriage on security paper from the Philippine Statistical Authority (PSA);
- If married overseas, original Report of Marriage duly registered by the Philippine Embassy/Consulate or the Department of Foreign Affairs; and
- Payment of PhP400.00 counseling and registration fee.
Additional documents may be required in the event that the counselor determines it to be essential to complete the guidance and counseling process. It is advised for all the GCP applicants to prepare the following documents (if applicable to them) in advance and bring these documents when they come to CFO:
- Divorce decree/certificate (of Filipino spouse or foreign spouse, if previously married)
- Annulment paper (of Filipino spouse or foreign spouse, if previously married)
- Proof of residency/Alien Registration Card-ARC (of foreign spouse)
- Proof of relationship (picture together, e-mails, among others)
- Death certificate (of Filipino spouse or foreign spouse, if widow/widower)
- Certificate of Family relations / registration (of foreign spouse)
Additional registration requirements for those with visa:
- Original valid passport;
- Original valid visa
- Original Immigrant Data Summary (please do not detach fromyellow packet) for US-bound emigrants, except for K visa holders;
- Original Confirmation of Permanent Residencefor Canada-bound emigrants;
- Original Visa Grant Notice for Australia-bound emigrants;
- Original Certificate of Eligibility for Japan-bound emigrants;
- Original CFO Guidance and Counseling Certificate (if already attended the GCP); and
- Duly completed emigrant registration form.
COMMISSION ON FILIPINOS OVERSEAS adheres to very strict confidentiality standards. Any information or counseling/documents that you provide are kept strictly confidential, except in life threatening situations, cases of suspected abuse and danger on the part of the CFO clientele, or when release is otherwise required by law.
D. How to Make an Online Appointment
- Click the GOAS link for CFO Manila (www.gcp-appointment.cfo.gov.ph) or CFO Cebu (www.gcp-cebu-appointment.cfo.gov.ph) where you intend to attend the Guidance and Counseling Program (GCP).
- Answer preliminary questions to verify if you need to attend the Guidance and Counseling Program (GCP).
- If eligible for the GCP
• Indicate your e-mail address
• Click on the link sent to your e-mail
• Choose your preferred date of appointment
• Provide personal information of yourself and of your fiancé(e)/spouse/partner
- Print barcoded confirmation form or save a digital copy (PDF format) in your mobile phone or tablet.
- Take note of your date of appointment. Go to CFO-Manila or CFO-Cebu on the confirmed date at least an hour and a half before appointment and bring the complete set of required documents.
Passport, Driver’s License, Postal ID, Social Security System (SSS ID), Goverment Service Insurance System (GSIS ID), Professional Regulation Commission (PRC ID), Senior Citizen’s ID Card, Alien Certificate of Registration (ACR I-Card), Consular ID, Seaman’s Book, Armed Forces of the Philippines (AFP) ID, Philippine Overseas, Employment Association (POEA) ID, PRA Special Resident Retiree Visa (SRRV) ID, Department of Social Welfare and Development (DSWD) ID, Overseas Worker’s Welfare Administration (OWWA) ID, Unified Multi-Purpose ID (UMID), Philippine National Police (PNP) ID, Voter’s ID
National Statistics Office (NSO) Birth Certificate, Marriage Certificate (NSO Authenticated), National Bureau of Investigation (NBI) Clearance, Police Clearance, Barangay Clearance/Certificate, Company/Office ID, Student’s ID or School ID, OFW ID, Certification from the National Council for the Welfare of Disabled Persons (NCWDP), Tax Identification Number (TIN ID), PhilHealth Identification Card (PIC), Home Development Mutual Fund (HMDF) or PAG-IBIG ID, Permit to Carry Firearms.
(based on your fiancé(e)’s /
spouse’s /partner’s citizenship)
|MORNING SESSION 9AM - 12NN||AFTERNOON SESSION 2PM - 5PM|
|Monday to Friday|
|15 slots (1 session)||15 slots (1 session)|
|Canada||Tuesdays & Fridays|
|15 slots (1 session)||no session|
|Europe||Monday to Friday|
|15 slots (1 session)||no session|
|Australia||Mondays & Thursdays|
|no session||15 slots (1 session)|
|no session||15 slots (1 session)|
|Japan||Mondays, Wednesdays and Fridays|
|no session||15 slots (1 session)|
|Tuesdays & Thursdays|
|no session||15 slots (1 session)|
|South Korea||Tuesdays & Thursdays|
|no session||15 slots (1 session)|
| Middle East,South America,|
South Africa and other countries
15 slots (1 session)
(based on your fiance(e)'s /
United States of America
Monday to Friday
|2:00 - 5:00 pm|
|Australia and New Zealand||Mondays & Wednesdays||2:00 - 5:00 pm|
|Japan||Tuesdays & Thursdays||2:00 - 5:00 pm|
|South Korea||Tuesdays & Thursdays||2:00 - 5:00 pm|
|Europe||Mondays, Wednesdays & Fridays||2:00 - 5:00 pm|
Asia-Pacific and Other Countries
|Fridays||2:00 - 5:00 pm|
Tel. No.: (02) 552-4700
Click here to view in Google Maps
4th floor, K&J Building,
Telefax: (632) 255-5253
|Click here to view in Google Maps|
CFO-CLARK EXTENSION DESK
Clark Polytechnic Compound,
|Click here to view in Google Maps|