Academic Performance: Student Expectations, Environmental Factors and Impacts on Health


Carly H. Gallagher (Editor)

Series: Education in a Competitive and Globalizing World
BISAC: EDU027000

Academic performance is determined by several factors. The aim of the first paper in this book is to describe the relationship between the goals of adolescents, their everyday life and the influence these factors have on academic achievement. Chapter two focuses on a longitudinal investigation of students’ well-being experiences within the framework of motivational beliefs. Chapter three aims to analyze differences in academic self-attributions and learning strategies between aggressive and nonaggressive Spanish adolescents, and to identify the predictive role of self-attributions and learning strategies in academic promotion of aggressive Spanish adolescents.

Chapter four analyzes a simulation software and sensitivity analysis for future student academic performance. Chapter five establishes how personal self-regulation and different contexts of stress produce differences in the coping strategies used by students, whether university students or graduates who are preparing for competitive exams. Chapter six provides a model with the main variables that can predict, with a certain degree of accuracy, school achievement and success, in order to put forward interventions and counseling to prevent students from dropping-out of health professions degree courses. Chapter seven critically reviews the different assessments and processes used within medical training and considers the affective implications for students, educators and eventually patients.

Chapter eight addresses the teaching of physiology in different continents, and particularly, that of laboratories, and discusses a historical review of medicine in Mexico as well as the birth of Physiology in our country. Chapter nine analyzes student performance on the Grade 8 Texas Assessment of Knowledge and Skills (TAKS) Mathematics exam for students in two Texas school districts to determine the extent to which differences were present as a function of Saxon Math instruction. The final chapter examines school district size and it’s impact on black student performance.
(Imprint: Nova)

Table of Contents

Table of Contents


Chapter 1
Adaptive Differences in Beliefs toward Goals and Healthy Habits in Adolescents for Facilitate Academic Achievement
(Juan González Hernández, Alberto Portolés Ariño, and Clara López Mora, Universidad de Murcia, Murcia, Spain)

Chapter 2
Situating Attributes of Academic Well-Being within a Motivational Framework: A Longitudinal Investigation
(Huy P. Phan, The University of New England, Biddeford, Maine, USA)

Chapter 3
Academic Self-attributions and Learning Strategies in Aggressive Adolescents: Influence on Academic Promotion
(M. S. Torregrosa, C. J. Inglés, and J. M. García-Fernández, Area of Education. Department of Social, Legal and Bussiness Sciences. Catholic University of Murcia, Spain, and others)

Chapter 4
Simulation Software and Sensitivity Analysis for Future Student Academic Performance
(Eduardo Caro, Camino González and José Manuel Mira, Statistical Laboratory, ETSII – Technical University of Madrid, Madrid, Spain)

Chapter 5
Effects of Level of Personal Self-Regulation and Different Contexts of Stress on Coping Strategies in Higher Education
(Jesús de la Fuente, Lucía Zapata Sevillano, and José Manuel Martínez-Vicente, Accredited Full Professor of Developmental and Educational Psychology, University of Almería, Almería, Spain, and others)

Chapter 6
Predicting Academic Success in Health Professions Training and Education: Insights from a Data Mining Analysis
(Nicola Luigi Bragazzi, Walid Briki, and Anna Siri, School of Public Health, Department of Health Sciences (DISSAL), Genoa University, Genoa, Italy, and others)

Chapter 7
Medical Students and their Learning Environment: Implications for Assessments and Academic Performance
(Marcus Henning and Yan Chen, Centre for Medical and Health Sciences Education, University of Auckland, New Zealand)

Chapter 8
Influence of Laboratory Practice in Learning Human Physiology
(María Esther Urrutia Aguilar, Irene Durante Montiel, Rosalinda Guevara Guzmán, Facultad de Medicina, Universidad Nacional Autónoma de México, Col. Copilco Universidad, México)

Chapter 9
The Saxon Math Program: Differences by Student Economic Status
(Lisa D. Severns, John R. Slate and Cynthia Martinez-Garcia, Willis Independent School District, Sam Houston State University, TX, USA)

Chapter 10
School District Size and Black Student Performance: When Larger is Better
(Bonnie Clariss Lenear King, John R. Slate and Cynthia Martinez-Garcia, Private Consultant, and Sam Houston State University, Huntsville, Texas, USA)


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