Application of Operant Token Reinforcement to Academic Performance of an Institutionalized Delinquent

1967 ◽  
Vol 21 (1) ◽  
pp. 249-260 ◽  
Author(s):  
Vernon O. Tyler
Keyword(s):  
Academic Performance ◽  
Opposite Direction ◽  
Educational Process ◽  
Grade Point Averages ◽  
Token Reinforcement ◽  
Grade Point ◽  
School Grades ◽  
The Right

Operant techniques were employed to strengthen the academic performance of Nick, a glib, manipulative, delinquently-identified, 16-yr.-old boy with an IQ of 108, committed for stealing four cars. Reports stated he felt “dumb” in school and resisted the educational process. Nick “rented” the use of his mattress at night and the right to wear his clothes instead of institutional clothes and purchased canteen items (cigarettes, candy, gum, etc.) with tokens. He earned tokens with daily and weekly school grades. Over 30 wk., average weekly grades improved slightly. Previous grade point averages were: .60, 1.00, .50, and 1.20; with reinforcement, averages rose to 3.00. Grading bias of teachers was in the opposite direction. Teachers reported Nick disliked school but still worked for tokens. It v/as concluded that token reinforcement improved academic performance, but better controlled studies are needed to develop and validate this approach.

Optimism about College Life and Academic Performance in College

1984 ◽  
Vol 55 (2) ◽  
pp. 347-350 ◽  
Author(s):  
Max Prola ◽  
Daniel Stern
Keyword(s):  
High School ◽  
Academic Performance ◽  
Grade Point Averages ◽  
College Performance ◽  
Grade Point ◽  
College Life ◽  
School Grades ◽  
High School Grades ◽  
Life Scale

The hypothesis that optimism about college is associated with academic performance was tested. The Optimism About College Life Scale was administered to 67 male and 36 female entering college freshmen, and scores correlated (.22) with grade-point averages two years later. College optimism also was significantly associated ( r = .22) with high-school grades, suggesting that the more able students are more optimistic about college and obtain higher grades in college. When the effect of high-school grades was held constant, however, the association between optimism and college academic performance diminished to a non-significant r of .17. Research on self-concept variables and college performance might also profit from a similar analysis of the role of previous academic performance.

The Relationship between Religiosity and Academic Performance amongst Accounting Students

2016 ◽  
Vol 5 (2) ◽  
pp. 165
Author(s):  
Umaru Mustapha Zubairu ◽  
Olalekan Busra Sakariyau
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Statistical Analysis ◽  
Positive Association ◽  
Grade Point Averages ◽  
Accounting Students ◽  
Grade Point ◽  
Islamic Perspective ◽  
The Relationship

<p>In this paper, the association between religiosity and academic performance among accounting students enrolled at the International Islamic University Malaysia (IIUM) is explored, as recent research demonstrates a positive association between religiosity and academic success. Students' religiosity was measured using proxies from an Islamic perspective, whilst their academic performances were measured using their Cumulative Grade Point Averages (CGPA). The statistical analysis revealed no significant correlation between religiosity and academic performance among accounting students at IIUM. However, a closer examination of the results revealed that students at IIUM possessed high levels of religiosity as well as high levels of academic performances.</p>

Relationship Between Student Academic and Clinical Performance in Podiatric Medical Education at Des Moines University

2012 ◽  
Vol 102 (4) ◽  
pp. 314-318
Author(s):  
Robert M. Yoho ◽  
Valerie Tallerico ◽  
Vassilios Vardaxis
Keyword(s):  
Medical Education ◽  
Academic Performance ◽  
Clinical Performance ◽  
Grade Point Averages ◽  
Grade Point ◽  
Pooled Data ◽  
Des Moines ◽  
Academic Records ◽  
Admissions Process ◽  
The Relationship

Background: This study was performed to determine whether a relationship exists regarding academic achievement between years 1 and 2 of podiatric medical education at Des Moines University. Furthermore, this study evaluates the relationship between academic performance in the first 2 years and clinical performance in year 3. Methods: The academic records of four classes (2007–2010, N = 164) were examined for grade point averages and clinical performance scores using pairwise Pearson product moment correlations. Results: Significant high correlations existed in academic performance scores between year 1 and year 2 for individual classes and pooled data. Significant low to moderate correlations were found between academic performance and clinical performance scores for individual classes and pooled data. Conclusions: These results help define the relationship between student academic and clinical performance for podiatric medicine students at Des Moines University and suggest that nonacademic characteristics may play a pivotal role in clinical abilities. These characteristics need to be further identified and developed in the academic curriculum. There may be attributes identified that also benefit the admissions process. (J Am Podiatr Med Assoc 102(4): 314-318, 2012)

scholarly journals Effect of Video Game Usage on Academic Performance of Medical Students in King Abdulaziz University

2015 ◽  
Vol 22 (1) ◽  
pp. 33-38
Author(s):  
Ahmed A. Aljohaney
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Video Games ◽  
Grade Point Average ◽  
Video Game ◽  
Large Scale ◽  
Harmful Effect ◽  
Grade Point Averages ◽  
Grade Point ◽  
King Abdulaziz University

Habitual playing of video games is believed to have a harmful effect on the academic performance of students. This study tracks the effect of video game playing on the academic performance of medical students in Saudi Arabia. During May through August 2013, 307 medical students in their final years filled a cross-sectional survey to collect data on the use of video games at King Abdulaziz University. Results showed female students played video games less than male students. Additionally, video game users were more likely than nonusers to have scores between 4.0 and 4.4 on a 5 point grade point average scale. While higher scoring students were less likely to play video games, only 25.6% of the surveyed students could be included in that category, and 71.8% of those students played video games for < 1 hr /day. Students who played video games for > 1 hr/day had a lesser chance (50.4%) of scoring within the highest range of grade point averages. The results indicate that while limited use of video games may improve grade point average scores, video gaming could not be recommended for students who want to score in the highest tier of grade point averages. A large-scale multi-institutional study is required to confirm these observations.  

scholarly journals International Undergraduates’ Academic Performance During Onset of the Coronavirus Pandemic

2021 ◽  
Vol 12 (3) ◽  
Author(s):  
Barry Fass-Holmes
Keyword(s):  
Academic Performance ◽  
Grade Inflation ◽  
Grade Point Averages ◽  
Entire Population ◽  
Grade Point ◽  
Academic Year

How did international undergraduates perform academically during onset of the coronavirus pandemic’s educational disruptions? The present study addressed this question by testing the hypothesis that an American public university’s entire population of international undergraduates who were enrolled throughout academic year 2019–2020 would struggle academically (term grade point averages [GPA] below 2.0) to a greater extent in spring 2020 term (coinciding with the pandemic’s onset) than in fall 2019 and winter 2020 terms (pre-pandemic). Five different analyses of GPAs yielded disconfirmatory, counterintuitive evidence; for example, whereas the hypothesis leads to the prediction that the number and percentage who struggled academically should increase from fall 2019 and winter 2020 terms to spring 2020, the values instead decreased. This report’s results are consistent with these international undergraduates’ resilience and their institution’s beneficial support. Reasons for ruling out alternative explanations (widespread cheating, instructors’ leniency, and grade inflation) are discussed.

scholarly journals Unmet Expectations: Why Is There Such A Difference Between Student Expectations And Classroom Performance?

2008 ◽  
Vol 5 (7) ◽  
Author(s):  
Terrye A. Stinson ◽  
Xiaofeng Zhao
Keyword(s):  
Academic Performance ◽  
Business Students ◽  
Grade Point Averages ◽  
Unrealistic Optimism ◽  
Classroom Performance ◽  
Grade Point ◽  
Freshmen Students ◽  
Unmet Expectations ◽  
Predicting Performance ◽  
Final Exams

Past studies indicate that students are frequently poor judges of their likely academic performance in the classroom. The difficulty a student faces in accurately predicting performance on a classroom exam may be due to unrealistic optimism or may be due to an inability to self-evaluate academic performance, but the resulting disconnect between expectations and reality can be very discouraging to students and may lead to early attrition. This paper studies undergraduate business students and investigates differences between scores they predicted earning on final exams and scores actually earned. Results indicate that the average student will overestimate an exam score by over five points. Results also indicate that freshmen students, and  students with low cumulative grade point averages are likely to overestimate exam scores by the equivalent of a letter grade. Understanding this phenomenon may help educators deal with discouraged students and provide opportunities for faculty to create a learning environment that reduces attrition and ultimately increases student success and graduation rates.

Correlations of Shyness with Depression, Anxiety, and Academic Performance

1983 ◽  
Vol 52 (3) ◽  
pp. 849-850 ◽  
Author(s):  
Gary S. Traub
Keyword(s):  
Academic Performance ◽  
Social Interaction ◽  
Grade Point Averages ◽  
Anxiety And Depression ◽  
Grade Point

The present study investigated the correlation of shyness with depression, anxiety, and academic performance ( N = 187). As reported previously, shyness was positively correlated with anxiety and depression. However, shy people tended to have higher grade point averages than nonshy people. The author suggests that the attainment of high grades may play a maintaining role in the avoidance of social interaction. Further research is needed.

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