performance
A discriminant validity test was performed to ensure the empirical difference of all constructs. For this, it was proposed by Fornell and Larcker ( 97 ) that the variance of the results is supposed to be greater than other constructs. The second indicator of discriminant validity is that the square root values of AVE have a greater correlation between the two indicators. Hair et al. ( 90 ) suggested that the correlation between the pair of predictor variables should not be higher than 0.9. Table 3 shows that discriminant validity recommended by Hair et al. ( 90 ) and Fornell and Larcker ( 97 ) was proved clearly that both conditions are fulfilled and indicates that the constructs have adequate discriminant validity.
Discriminant validity analysis.
Acd. Strs | 0.835 | |||
Fam. Strs | 0.543 | 0.849 | ||
Std. Dep. Lev | 0.622 | 0.583 | 0.827 | |
Std. Acd. Perf | 0.623 | 0.629 | 0.579 | 0.832 |
Acd. Strs, Academic Stress; Fam. Strs, Family Stress; Std. Dep. Lev, Student's Depression Level; Std. Acd. Perf, Student's Academic Performance .
Kaynak ( 98 ) described seven indicators that ensure that the measurement model fits correctly. These indicators include standardized root mean squared residual (SRMR), root means a square error of approximation (RMSEA), comparative fit index (CFI), normative fit index (NFI), adjusted goodness of fit index (AGFI), the goodness of fit index (GFI) and chi-square to a degree of freedom (x 2 /DF). Tucker-Lewis's index (TLI) is also included to ensure the measurement and structural model's fitness. In the measurement model, the obtained result shows that the value of x 2 /DF is 1.898, which should be lower than 2 suggested by Byrne ( 99 ), and this value also meets the requirement of Bagozzi and Yi ( 100 ), i.e., <3. The RMSEA has the value 0.049, which fully meets the requirement of 0.08, as stated by Browne and Cudeck ( 101 ). Furthermore, the SRMR acquired value is 0.0596, which assemble with the required need of < 0.1 by Hu and Bentler ( 102 ). Moreover, according to Bentler and Bonett ( 103 ), McDonald and Marsh ( 104 ), and Bagozzi and Yi ( 100 ), the ideal value is 0.9, and the values obtained from NFI, GFI, AGFI, CFI, and TLI are above the ideal value.
Afterward, the structural model was analyzed and achieved the findings, which give the value of x 2 /DF 1.986. According to Browne and Cudeck ( 101 ), the RMSEA value should not be greater than 0.08, and the obtained value of RMSEA is 0.052, which meets the requirement perfectly. The minimum requirement of Hu and Bentler ( 102 ) should be <0.1, for the structural model fully complies with the SRMR value 0.0616. According to a recommendation of McDonald and Marsh ( 104 ) and Bagozzi and Yi ( 100 ), the ideal value must be up to 0.9, and Table 4 also shows that the values of NFI, GFI, AGFI, CFI, and TLI, which are above than the ideal value and meets the requirement. The above results show that both the measurement and structural models are ideally satisfied with the requirements and the collected data fits correctly.
Analysis of measurement and structural model.
Recommended value | ≤ 3 | ≥0.9 | ≥0.9 | ≥0.9 | ≥0.9 | ≥0.9 | ≤0.08 | ≤0.08 |
Measurement model | 1.898 | 0.9 | 0.91 | 0.914 | 0.91 | 0.91 | 0.049 | 0.0596 |
Structural model | 1.986 | 0.91 | 0.91 | 0.918 | 0.92 | 0.92 | 0.052 | 0.0616 |
The SEM technique is used to examine the hypotheses. Each structural parameter goes along with the hypothesis. The academic stress (Acd. Strs) with the value β = 0.293 while the p -value is 0.003. These outcomes show a significant positive relationship between academic stress (Acd. Strs) and students' depression levels (Std. Dep. Lev). With the β = 0.358 and p = 0.001 values, the data analysis discloses that the family stress (Fam. Strs) has a significant positive effect on the students' depression level (Std. Dep. Lev). However, the student's depression level (Std. Dep. Lev) also has a significant negative effect on their academic performance (Std. Acd. Perf) with the values of β = −0.319 and p = 0.001. Therefore, the results supported the following hypotheses H 1 , H 2 , and H 3 . The sub-hypotheses analysis shows that the results are statistically significant and accepted. In Table 5 , the details of the sub-hypotheses and the principals are explained precisely. Please see Table 6 to review items with their mean and standard deviation values. Moreover, Figure 2 represents the structural model.
Examining the hypotheses.
-value | |||||
---|---|---|---|---|---|
H | Acd. Strs → Std. Dev. Lev | 0.201 | 2.021 | 0.039 | Accepted |
H | Fam. Strs → Std. Dep. Lev | 0.358 | 3.997 | 0.001 | Accepted |
H | Std. Dep. Lev → Std. Acd. Perf | −0.319 | −3.402 | 0.001 | Accepted |
Description of items, mean, and standard deviation.
Mental health has a valuable impact on students' academic learning. | 3.26 | 1.752 |
Academic pressure leads to stress in students' life. | 3.25 | 1.530 |
I have difficulty in understanding basic concepts. | 2.95 | 1.272 |
I have to revise the things again and again to develop an understanding. | 3.14 | 1.352 |
I have lost interest in academic aspects that used to be important for me. | 2.83 | 1.351 |
Family issues leads to stress in students' life. | 3.37 | 1.504 |
Because of family issues I cannot concentrate on my studies. | 3.19 | 1.468 |
I am not able to sleep properly because of family issues. | 3.02 | 1.424 |
Depression negatively affects a student's motivation to learn. | 3.37 | 1.405 |
Unfair treatment by teachers causes academic depression in students. | 3.12 | 1.620 |
Depression has negatively affected my learning capabilities. | 2.99 | 1.280 |
Depression has negatively affected my academic grades. | 3.19 | 1.201 |
Sometimes I don't see value in my life. I feel depressed in the class. | 2.96 2.91 | 1.398 1.310 |
Structural model.
These findings add to our knowledge of how teenage depression is predicted by academic and familial stress, leading to poor academic performance, and they have practical implications for preventative and intervention programs to safeguard adolescents' mental health in the school context. The outcomes imply that extended academic stress positively impacts students' depression levels with a β of 0.293 and a p -value sof 0.003. However, according to Wang et al. ( 5 ), a higher level of academic stress is linked to a larger level of school burnout, which leads to a higher degree of depression. Satinsky et al. ( 105 ) also claimed that university officials and mental health specialists have expressed worry about depression and anxiety among Ph.D. students, and that his research indicated that depression and anxiety are quite common among Ph.D. students. Deb et al. ( 106 ) found the same results and concluded that depression, anxiety, behavioral difficulties, irritability, and other issues are common among students who are under a lot of academic stress. Similarly, Kokou-Kpolou et al. ( 107 ) revealed that depressive symptoms are common among university students in France. They also demonstrate that socioeconomic and demographic characteristics have a role.
However, Wang et al. ( 5 ) asserted that a higher level of academic stress is associated with a higher level of school burnout, which in return, leads to a higher level of depression. Furthermore, Satinsky et al. ( 105 ) also reported that university administrators and mental health clinicians have raised concerns about depression and anxiety and concluded in his research that depression and anxiety are highly prevalent among Ph.D. students. Deb et al. ( 106 ) also reported the same results and concluded that Depression, anxiety, behavioral problems, irritability, etc. are few of the many problems reported in students with high academic stress. Similary, Kokou-Kpolou et al. ( 107 ) confirmed that university students in France have a high prevalence of depressive symptoms. They also confirm that socio-demographic factors and perceived stress play a predictive role in depressive symptoms among university students. As a result, academic stress has spread across all countries, civilizations, and ethnic groups. Academic stress continues to be a serious problem impacting a student's mental health and well-being, according to the findings of this study.
With the β= 0.358 and p = 0.001 values, the data analysis discloses that the family stress (Fam. Strs) has a significant positive effect on the students' depression level (Std. Dep. Lev). Aleksic ( 108 ) observed similar findings and concluded that many and complicated concerns of personal traits, as well as both home and school contexts, are risk factors for teenage depression. Similarly, Wang et al. ( 109 ) indicated that, among the possible risk factors for depression, family relationships need special consideration since elements like parenting styles and family dynamics influence how children grow. Family variables influence the onset, maintenance, and course of juvenile depression, according to another study ( 110 ). Depressed adolescents are more likely than normal teenagers to have bad family and parent–child connections.
Conversely, students' depression level has a significantly negative impact on their academic performance with β and p -values of −0.319 and 0.001. According ( 111 ), anxiety and melancholy have a negative influence on a student's academic performance. Adolescents and young adults suffer from depression, which is a common and dangerous mental illness. It's linked to an increase in family issues, school failure, especially among teenagers, suicide, drug addiction, and absenteeism. While the transition to adulthood is a high-risk period for depression in general ( 5 ), young people starting college may face extra social and intellectual challenges that increase their risk of melancholy, anxiety, and stress ( 112 ). Students' high rates of depression, anxiety, and stress have serious consequences. Not only may psychological morbidity have a negative impact on a student's academic performance and quality of life, but it may also disturb family and institutional life ( 107 ). Therefore, long-term untreated depression, anxiety, or stress can have a negative influence on people's ability to operate and produce, posing a public health risk ( 113 ).
The current study makes various contributions to the existing literature on servant leadership. Firstly, it enriches the limited literature on the role of family and academic stress and their impact on students' depression levels. Although, a few studies have investigated stress and depression and its impact on Students' academic performance ( 14 , 114 ), however, their background i.e., family and institutions are largely ignored.
Secondly, it explains how the depression level impacts students' academic learning, specifically in the Asian developing countries region. Though a substantial body of empirical research has been produced in the last decade on the relationship between students' depression levels and its impact on their academic achievements, however, the studies conducted in the Pakistani context are scarce ( 111 , 115 ). Thus, this study adds further evidence to prior studies conducted in different cultural contexts and validates the assumption that family and academic stress are key sources depression and anxiety among students which can lead toward their low academic grades and their overall performance.
This argument is in line with our proposed theory in the current research i.e., cognitive appraisal theory which was presented in 1966 by psychologist Richard Lazarus. Lazarus's theory is called the appraisal theory of stress, or the transactional theory of stress because the way a person appraises the situation affects how they feel about it and consequently it's going to affect his overall quality of life. In line with the theory, it suggests that events are not good or bad, but the way we think about them is positive or negative, and therefore has an impact on our stress levels.
According to the findings of this study, high levels of depressive symptoms among college students should be brought to the attention of relevant departments. To prevent college student depression, relevant departments should improve the study and life environment for students, try to reduce the generation of negative life events, provide adequate social support for students, and improve their cognitive and coping capacities to improve their mental qualities.
Stress and depression, on the other hand, may be managed with good therapy, teacher direction, and family support. The outcomes of this study provide an opportunity for academic institutions to address students' psychological well-being and requirements. Emotional well-being support services for students at Pakistan's higher education institutions are lacking in many of these institutions, which place a low priority on the psychological requirements of these students. As a result, initiatives that consistently monitor and enhance kids' mental health are critical. Furthermore, stress-reduction treatments such as biofeedback, yoga, life-skills training, mindfulness meditation, and psychotherapy have been demonstrated to be useful among students. Professionals in the sector would be able to adapt interventions for pupils by understanding the sources from many spheres.
Counseling clinics should be established at colleges to teach students about stress and sadness. Counselors should instill in pupils the importance of positive conduct and decision-making. The administration of the school should work to create a good and safe atmosphere. Furthermore, teachers should assume responsibility for assisting and guiding sad pupils, since this will aid in their learning and performance. Support from family members might also help you get through difficult times.
Furthermore, these findings support the importance of the home environment as a source of depression risk factors among university students, implying that family-based treatments and improvements are critical in reducing depression among university students.
The current study has a few limitations. The researcher gathered data from the higher education level of university students studying in Islamabad and Rawalpindi institutions. In the future, researchers are required to widen their region and gather information from other cities of Pakistan, for instance, Lahore, Karachi, etc. Another weakness of the study is that it is cross-sectional in nature. We need to do longitudinal research in the future to authoritatively assert the cause-and-effect link between academic and familial stress and their effects on students' academic performance since cross-sectional studies cannot establish significant cause and effect relationships. Finally, the study's relatively small sample size is a significant weakness. Due to time and budget constraints, it appears that the capacity to perform in-depth research of all firms in Pakistan's pharmaceutical business has been limited. Even though the findings are substantial and meaningful, the small sample size is predicted to limit generalizability and statistical power. This problem can be properly solved by increasing the size of the sample by the researchers, in future researches.
Ethics statement.
Ethical review and approval was not required for the study on human participants in accordance with the local legislation and institutional requirements. Written informed consent for participation was not required for this study in accordance with the national legislation and the institutional requirements.
All authors contributed to conceptualization, formal analysis, investigation, methodology, writing and editing of the original draft, and read and agreed to the published version of the manuscript.
This work was funded by the 2020 Heilongjiang Province Philosophy and Social Science Research Planning Project on Civic and Political Science in Universities (Grant No. 20SZB01). This work is supported by the Scientific Grant Agency of the Ministry of Education, Science, Research, and Sport of the Slovak Republic and the Slovak Academy Sciences as part of the research project VEGA 1/0797/20: Quantification of Environmental Burden Impacts of the Slovak Regions on Health, Social and Economic System of the Slovak Republic.
The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.
Authors would like to thank all persons who directly or indirectly participated in the completion of this manuscript.
Home > Concordia University Portland > CU Commons Archives > Undergraduate Research > 34
I Told God My Plans . . . A Research Memoir on Shame Associated with Academic Failure
Liana Elspeth Parks , Concordia University - Portland Follow
Spring 4-1-2019
College of Arts & Sciences
English, BA
Keryn Neary, MFA
This thesis looks at the role of shame in academic failure in order to shed light on a mostly ignored topic. The author brings a new angle to shame research by considering past literature on shame and fear of failure (FoF) alongside their own experience of failure in Nursing school. Society believes that shame is a negative experience but researchers find that shame can help in growth and maturity if the person experiencing it is willing to talk about it (Brown, 2012). Combined with FoF, shame leads to a self-perpetuating spiral of failure and shame (McGregor and Elliot, 2005). The author uses this opportunity to tell their story to start the process of healing and growth.
Since March 27, 2020
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Home > ETD > ETD_DOCTORAL > 306
Failure attribution and academic resilience: the filipino students' experience.
Oliver Baltazar Sta. Ana
Document type.
Dissertation
Doctor of Philosophy in Educational Psychology
Educational Psychology
Br. Andrew Gonzalez FSC College of Education
Counseling and Educational Psychology
John Addy S. Garcia
Alicia Bustos-Orosa
Jose Alberto S. Reyes Ma. Caridad H. Tarroja Maria Guadalupe C. Salanga Carlo P. Magno
Studies on resilience usually focus on clinical and counseling psychology. Exploring such construct in educational setting is an emerging trend among researchers in educational psychology. The need to identify adverse conditions in the classroom setting determines how students cope with academic adversity. In school, experience of failure can be perceived as detrimental to learning. Academic failure is an event that can happen to most college students. Some who experience failure may quit but there are also students who thrive amidst failure. Their ability to recover from failure is explained by the attributions they have generated for themselves and such ability to bounce back after an adverse academic experience specifically failure is deemed academic resilience. Students‘ conceptualizations on failure attribution and academic resilience were explored in this study. Researches in resilience are traditionally person focus and variable focus. Thus, a mixed method approach, particularly sequential exploratory design was employed to show the confluence of qualitative and quantitative data which was presented in three phases. First phase showed the attributions of college students (n = 111) of failure and their sources of academic resilience. Student experiences show perceived consequences of academic failure as well as identification of protective factors that foster academic resilience. Second phase employed exploratory factor analysis (n = 1221) and revealed the different factors of failure attribution namely: student amotivation, student inattention and teacher incompetence. Meanwhile, factors for academic resilience were perceived teacher efficacy, faith and religiosity, and academic perseverance. Third phase of this 4 study (n = 336) established the relationship between factors of failure attribution and academic resilience. More so, predictors to academic resilience factors were also identified. It can be concluded that students who manifest amotivation has weak capability to exhibit academic resilience. Failure as a risk factor is attributed to internal sources like amotivation and inattention as well as external sources like teacher incompetence. However, faith and religiosity, academic perseverance contributes to academic resilience.
Electronic file format, accession number, shelf location.
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Attribution (Social psychology); Filipino students
Sta. Ana, O. B. (2011). Failure attribution and academic resilience: The Filipino students' experience. Retrieved from https://animorepository.dlsu.edu.ph/etd_doctoral/306
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2013, International Journal of Educational Administration and Policy Studies
Zahoor Ahmad
There is a close link between education and development. Education plays a vital role in human capital formation .Academic failure from universities is a problem that has became a serious concern for higher education institutions. This study presents the result of a recent investigation at the University of Gujrat that attempted to identify the post enrollment factors that students perceived as having important influences on students failures in their university studies. Data is collected by using questionnaire. The Independent-Samples t-test procedure is used to compares means for two groups of cases. Structural equation modeling (SEM) analysis is also performing to test the relationship among latent factor represented by the actual data from100 drop out students of university. Finding indicates that male and female groups are significantly different in their perception of causes of academic failure, but perception of students from different programs (Bs, M.A /M.Sc) is not signific...
Journal of Education and Human Development
Pandelis Kiprianos , George S. Androulakis , Georgios Stamelos
Dropout in higher education has got important dimensions worldwide. The problem has consequences on an individual, social and economic level and it is thus of significance to investigate students' tendency to dropout before the decision to leave their studies is irreversible. Due to the complexity of the dropout phenomenon and the diversity of the influence exerted by different factors, arises intensively the need for a thorough comprehension of the mechanism and decomposition of the exerted intercorrelations. In regards to the above, this research aimed to analyze the effect of the variables within the academic spectrum on students' tendency to dropout of their studies via hierarchical regression trees indicating both the sequence and intercorrelation. From the present work it emerged that the elements of the academic index exert a significant impact on students' tendency to dropout via the sequence of level of study followed by the subject of study, the provision of knowledge to solve complex real-world problems, the feedback by professors on students' work completed, the students' perception of justice and reward in the evaluation procedures concerning them, the clarity of the educational goals and courses' requirements as well as students' satisfaction with the work of the teaching staff.
Mara Morelli
The high percentage of university dropouts in Europe underlines the relevance of understanding which factors lead students to leave university and to be dissatisfied with this experience. Previous studies have focused on only some predictors of academic failure. The present study tested a structural equation model with latent variables to determine the impact of psychological, organizational, and relational variables on the intention to drop out of university and dissatisfaction with the university experience. An online survey was completed by 431 university students (M = 23.06, SD = 5.5, 362 females) recruited from different courses at several Italian universities. Results showed that the intention to drop out of university was negatively related to self-efficacy, institutional commitment, and academic integration, and positively related to an external locus of control. Dissatisfaction with the university experience was negatively associated with self-efficacy, institutional commit...
International Journal of Learning, Teaching and Educational Research
parviz sabahi
Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi
Ayhan İncirci
One of the most important goals of education is to ensure that students are academically successful. The purpose of this study is to investigate the factors ensuring success and causing failure of students in educational environments. In the research, single survey model, one of the survey models, was used. Extreme or deviant (outlier) sampling method, which is one of the purposeful sampling methods determined within the scope of the research, was used. The study group of the study consists of 21 students who are in the 11th grades of a secondary education institution and who are either successful or unsuccessful in academia. For this purpose, interview method, one of the qualitative research methods, was used. The data of the research were collected using semi-structured interview questions and analyzed by induction method. The answers obtained from the students were written and analyzed first by content analysis and then by descriptive analysis. It was detected that individual factors, teacher attitude factor, family influence factor and out-of-school support factors were effective in achieving of successful students. It was also detected that unsuccessful students' academic failure was caused by difficulty of lessons, teacher attitude, friend effect and other factors. As a result of the research; suggestions were made on how the success and failure factors identified can be reflected positively and effectively on the education and training environment.
FERDA AYSAN
Education Research International
zalizah awang long
Dropout students are a severe problem in higher education (HE) in many countries. Student dropout has a tremendous negative impact not only on individuals but also on universities and socioeconomic. Consequently, preventing educational dropouts is a considerable challenge for HE’s institutions. Therefore, knowing the factors influencing student dropout is an essential first step in preventing students from dropping out. This study uses a mix of qualitative and quantitative approaches. To determine what variables affect student dropout, we use a qualitative approach, after which the variables found will be validated by the public and stakeholders using a quantitative approach. Then, the next step is to classify variables using a quantitative approach. This study observes dropout students at private universities in Central Java, Indonesia. The findings reveal that personal economic factors, academic satisfaction, academic performance, and family economics are the most influential. The...
Noor Abdulrazzaq , mustapha kamal
Background: failure is one of the most important problems in higher education Institutes in Iraq. This study was performed to investigate the factors affecting students’ academic Failure in University of Karbala collage of medicine. Materials and Methods: In this cross-sectional descriptive study, convenience sampling, 108 students of University of Karbala collage of medicine were studied in 2016. In time period between (25/7/2016-1/8/2016) the students’ demographic characteristics and study information were collected by a valid and reliable questionnaire. The students had answered the questionnaire online. Data were analyzed with SPSS (20) software and excel software was used to gather descriptive statistics and run independent t-test and one-way ANOVA. Results: The most important factors affecting educational failure from students’ point of view were: 1- family effect: family member effect *(1.203 ± 0.119), separation from family *(1.154 ± 0.117) and friend’s effect factor (2.288±1.146), has minimal effect on the academic performance most of student. there was obvious effect on student by family separation and anxiety caused by this separation (2.556 ± 1.154 ) 2-learner factor: Time Organization (3.691± 0.6786 ) ,interest in study has large effect on their performance(3.495±0.872 ) ,variable effect of Scholastic way in which is suitable to cover information as necessary ,Attendance of lectures and scientific laboratories(3.065±1.0119 ), Futuristic goals stand in front of enthusiasm for the school(1.663±1.054). 3-lecturer factor : A-Exposure to stress(3.177± 1.053) ,Teaching methods used are in appropriate and efficient Subject given are very large (3.349±0.793), Non-use of illustrations and diagrams increases the complexity of the material, Lectures sequence leads to a lack of concentration and stress(3.682±0.578 ) 4- learning environment :learn individually (2.850±1.097) , Learn in small groups lead to loss of time (2.345±1.229) which can give us indication that most of student find that it's better to spend time as group learner than learning individually . The study continuously without holiday caused you stress and neglect of the study. It is important to notice that the weakly exam is mostly after holiday which make stressful environment for student (2.906±1.032). The influence of friends and colleagues, causing a decline in the academic level (2.364± 1.216) it depends on personal variation. 5-The complexity of the scientific material effects (3.084± 1.001) Conclusion: on the bases of student answers Time management and interest in study has large effect on their performance. Teaching methods used are not appropriate and efficient and Subject given is very large. Lectures sequence leads to a lack of concentration and stress. Family separation and anxiety has minimal negative effects on the student performance. Most of student fined that it's better to spend time as group learner than learning individually. The study continuously without holiday caused you stress and neglect of the study and the complexity of the scientific material effects negatively on academic performance Key wards: Academic failure, Students, Family Responsibility, and Poor Organization
Education Strategies in Medical Sciences
Kamal Nosrati Heshi
Article Type Research Article Authors Nowrozi R.A.1 PhD, Cheraghian Radi A.* MA, Nosrati Heshi K.1 MA, Azizi S.M.2 MA
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The 5TH ISM INTERNATIONAL STATISTICAL CONFERENCE 2021 (ISM-V): Statistics in the Spotlight: Navigating the New Norm
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Ahmad Thawabieh
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Alejandro Díaz Mujica
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Sıdıka Gizir
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Camelia STAICULESCU
Ana Dundovic
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Tahir YILMAZ
International Journal of Statistics and Applied Mathematics
Katleho Makatjane
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Roksana Akhter
Tanvir Pavel
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Asina Christina Rosito
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Rachael gunn earned a zero in breakdancing at the paris 2024 olympic games., aleksandra wrona, published aug. 13, 2024.
About this rating
Gunn's Ph.D. thesis, titled "Deterritorializing Gender in Sydney's Breakdancing Scene: a B-girl's Experience of B-boying," did cover the topic of breakdancing. However ...
... Gunn earned her Ph.D. in cultural studies. Moreover, a "PhD in breakdancing" does not exist as an academic discipline.
On Aug. 10, 2024, a rumor spread on social media that Rachael Gunn (also known as "Raygun"), an Australian breakdancer who competed in the 2024 Paris Olympics, had a Ph.D. in breakdancing. "This australian breakdancer has a PhD in breakdancing and dance culture and was a ballroom dancer before taking up breaking. I don't even know what to say," one X post on the topic read .
"Australian Olympic breakdancer Rachael Gunn has a PhD in breakdancing and dance culture," one X user wrote , while another asked, "Who did we send? Raygun, a 36-year-old full-time lecturer at Sydney's Macquarie University, completed a PhD in breaking culture and is a lecturer in media, creative arts, literature and language," another X user wrote .
The claim also spread on other social media platforms, such as Reddit and Instagram .
"Is she the best break dancer? No. But I have so much respect for going on an international stage to do something you love even if you're not very skilled at it," one Instagram user commented , adding that, "And, I'm pretty sure she's using this as a research endeavor and will be writing about all our reactions to her performance. Can't wait to read it!"
In short, Gunn's Ph.D. thesis, titled "Deterritorializing Gender in Sydney's Breakdancing Scene: A B-girl's Experience of B-boying," indeed focused on the topic of breakdancing. However, Gunn earned her Ph.D. in cultural studies, not in breakdancing. Furthermore, it's important to note that a "PhD in breakdancing" does not exist as an academic discipline.
Since Gunn's research focused on the breakdancing community, but her degree is actually in the broader field of cultural studies, we have rated this claim as a "Mixture" of truths.
Gunn "secured Australia's first ever Olympic spot in the B-Girl competition at Paris 2024 by winning the QMS Oceania Championships in Sydney, NSW, Australia," the Olympics official website informed .
Gunn earned a zero in breakdancing at the Paris 2024 Olympic Games and clips of her routine went viral on social media, with numerous users creating memes or mocking dancer's moves. "As well as criticising her attire, social media users mocked the Australian's routine as she bounced around on stage like a kangaroo and stood on her head at times," BBC article on the topic read .
The website of the Macquarie University informed Gunn "is an interdisciplinary and practice-based researcher interested in the cultural politics of breaking" and holds a Ph.D. in cultural studies, as well as a bachelor of arts degree (Hons) in contemporary music:
Rachael Gunn is an interdisciplinary and practice-based researcher interested in the cultural politics of breaking. She holds a PhD in Cultural Studies (2017) and a BA (Hons) in Contemporary Music (2009) from Macquarie University. Her work draws on cultural theory, dance studies, popular music studies, media, and ethnography. Rachael is a practising breaker and goes by the name of 'Raygun'. She was the Australian Breaking Association top ranked bgirl in 2020 and 2021, and represented Australia at the World Breaking Championships in Paris in 2021, in Seoul in 2022, and in Leuven (Belgium) in 2023. She won the Oceania Breaking Championships in 2023.
Gunn's biography further revealed that she is a member of the Macquarie University Performance and Expertise Reasearch Centre, and has a range of teaching experience at undergraduate and postgraduate levels "across the areas of media, creative industries, music, dance, cultural studies, and work-integrated learning."
Moreover, it informed her research interests included, "Breaking, street dance, and hip-hop culture; youth cultures/scenes; constructions of the dancing body; politics of gender and gender performance; ethnography; the methodological dynamics between theory and practice."
Gunn earned her Ph.D. from the Department of Media, Music, Communications, and Cultural Studies within the Faculty of Arts at Macquarie University. Below, you can find the abstract of her paper, shared by the official website of Macquarie University:
This thesis critically interrogates how masculinist practices of breakdancing offers a site for the transgression of gendered norms. Drawing on my own experiences as a female within the male-dominated breakdancing scene in Sydney, first as a spectator, then as an active crew member, this thesis questions why so few female participants engage in this creative space, and how breakdancing might be the space to displace and deterritorialise gender. I use analytic autoetthnography and interviews with scene members in collaboration with theoretical frameworks offered by Deleuze and Guttari, Butler, Bourdieu and other feminist and post-structuralist philosophers, to critically examine how the capacities of bodies are constituted and shaped in Sydney's breakdancing scene, and to also locate the potentiality for moments of transgression. In other words, I conceptualize the breaking body as not a 'body' constituted through regulations and assumptions, but as an assemblage open to new rhizomatic connections. Breaking is a space that embraces difference, whereby the rituals of the dance not only augment its capacity to deterritorialize the body, but also facilitate new possibilities for performativities beyond the confines of dominant modes of thought and normative gender construction. Consequently, this thesis attempts to contribute to what I perceive as a significant gap in scholarship on hip-hop, breakdancing, and autoethnographic explorations of Deleuze-Guattarian theory.
In a response to online criticism of her Olympics performance, Gunn wrote on her Instagram profile: "Don't be afraid to be different, go out there and represent yourself, you never know where that's gonna take you":
We have recently investigated other 2024 Paris Olympics' -related rumors, such as:
Gunn, Rachael Louise. Deterritorializing Gender in Sydney's Breakdancing Scene: A B-Girl's Experience of B-Boying. 2022. Macquarie University, thesis. figshare.mq.edu.au, https://doi.org/10.25949/19433291.v1.
---. Deterritorializing Gender in Sydney's Breakdancing Scene: A B-Girl's Experience of B-Boying. 2022. Macquarie University, thesis. figshare.mq.edu.au, https://doi.org/10.25949/19433291.v1.
Ibrahim, Nur. "Lifeguards Are Present at Olympic Swimming Competitions?" Snopes, 8 Aug. 2024, https://www.snopes.com//fact-check/lifeguards-paris-olympics-swimming/.
"Olympic Breaking: Criticism of Viral Breakdancer Rachael Gunn - Raygun - Condemned by Australia Team." BBC Sport, 10 Aug. 2024, https://www.bbc.com/sport/olympics/articles/c2dgxp5n3rlo.
ORCID. https://orcid.org/0000-0002-1069-4021. Accessed 12 Aug. 2024.
Paris 2024. https://olympics.com/en/paris-2024/athlete/-raygun_1940107. Accessed 12 Aug. 2024.
Saunders, Grant Leigh, and Rachael Gunn. "Australia." Global Hip Hop Studies, vol. 3, no. 1–2, Dec. 2023, pp. 23–32. Macquarie University, https://doi.org/10.1386/ghhs_00060_1.
Wazer, Caroline. "2024 Paris Olympics Are 'Lowest-Rated' Games in Modern History?" Snopes, 1 Aug. 2024, https://www.snopes.com//fact-check/paris-olympics-lowest-rated-games/.
---. "Hobby Lobby Pulled $50M in Ads from 2024 Paris Olympics?" Snopes, 8 Aug. 2024, https://www.snopes.com//fact-check/olympics-hobby-lobby-ads/.
Aleksandra Wrona is a reporting fellow for Snopes, based in the Warsaw, Poland, area.
Michelle Maillet (Academic Associate), Lauren Kay (Clerical), Chantal Marotte (Management), and Moshe Dalva (Technical) have been named recipients of the Faculty of Science Excellence Awards.
These awards, announced at the Faculty of Science Council meeting on May 21st, recognize the outstanding contributions made by members of the Faculty’s administrative and support staff during the 2023-2024 academic year.
Read below the citations prepared by the Faculty of Science Excellence Awards Committee.
Michelle Maillet, Department of Geography, Faculty of Science Excellence Award for Academic Associates
As Undergraduate Advisor, Michelle Maillet has been responsible since 2014 for guiding students through their programs in the Department of Geography. Her job expanded in 2019 when she became full-time advisor for the Interfaculty program in Sustainability Science and Society. As a steadfast supporter of students’ interests, Michelle consistently goes the extra mile to provide students with outstanding support. One of many examples of this is her organization of extra mid-semester activities centered around arts and crafts that enable students to connect, socialize, and let off steam. She has a university-wide reputation as an exceptionally caring undergraduate advisor, to the point where many students name their interactions with her as their favourite part of being a Geography student. For all these reasons and many more, I am very happy to present the Faculty of Science Excellence Award for Academic Associates to Michelle Maillet.
Lauren Kay, Department of Physics, Faculty of Science Excellence Award for Clerical Staff
Since 2010, Lauren Kay has served the Department of Physics with great distinction as the Graduate Program Coordinator. This is a huge responsibility, as Physics has about 200 graduate students, many of whom are international, with around 80 new entrants to be selected and around 80 who complete their programs each year. Lauren has made exceptional efforts to ensure that students progress through their thesis work smoothly, from streamlining procedures for paying them to constituting their thesis committees and coordinating their final defenses. She handles changing or exceptional circumstances, such as students having sudden visa problems, with considerable skill and good grace. For all these reasons and many more, I am very happy to present the Faculty of Science Excellence Award for Clerical staff to Lauren Kay.
Chantal Marotte, Department of Chemistry, Faculty of Science Excellence Award for Management Staff
Chantal Marotte has been with the Department of Chemistry for 38 years and has been managing the graduate program in Chemistry since 2003. She handles a range of activities, including filling TA positions, assessing graduate applications, and, perhaps most importantly, ensuring the well-being of graduate students with exceptional dedication and skill. At one point, she intervened extensively to find financial support for a student who experienced substantial loss because of a fire in their residence building. How much Chantal has touched the hearts of Chemistry students was made evident by a compilation of video testimonials that students and alumni made in 2021 to thank her for her efforts. For all these reasons and many more, I am very happy to present the Faculty of Science Excellence Award for Management staff to Chantal Marotte.
Moshe (Mike) Dalva, Department of Geography, Faculty of Science Excellence Award for Technical Staff
Moshe (Mike) Dalva has been a Research Technician in the Department of Geography since 2004 and is also an MSc graduate from the same department. He couples exceptional understanding of the theory behind the intricate, complex, and sometimes old, pieces of equipment in Burnside Hall with remarkable technical skill in operating and fixing them. In one instance where an equipment failure appeared to be terminal, Mike was able to diagnose and begin fixing the problem within an hour, potentially saving the student who relied on this equipment many months of delay. He is deeply dedicated to ensuring that researchers conduct their work safely, not just in a laboratory setting but also in remote field locations, where he also provides essential support. For all these reasons and many more, I am very happy to present the Faculty of Science Excellence Award for Technical staff to Moshe Dalva.
Department and university information.
Declarations, pulmonary artery pressure-guided heart failure care: the setting matters.
The opinions expressed in this article are not necessarily those of the Editors of the European Heart Journal or of the European Society of Cardiology.
Stefan Störk, Pulmonary artery pressure-guided heart failure care: the setting matters, European Heart Journal , 2024;, ehae441, https://doi.org/10.1093/eurheartj/ehae441
Components and processes that may affect the decision-making of health authorities when innovative technologies are to be integrated into a clinical or healthcare setting.
This editorial refers to ‘Pulmonary artery pressure monitoring in chronic heart failure: effects across clinically relevant subgroups in the MONITOR-HF trial’, by P.R.D. Clephas et al ., https://doi.org/10.1093/eurheartj/ehae323 .
More than 90% of patients hospitalized for heart failure (HF) present with cardiopulmonary congestion, which develops secondary to an increased pulmonary artery (PA) pressure. As the emergence of this serious signal is difficult to detect in routine care, electrode- and battery-free sensors that allow wireless measurement of alterations of the PA pressure have been developed 1 and tested in randomized 2–4 and non-randomized 5 , 6 clinical studies. As such, technologies offering access to invasively detected haemodynamic information hold promise to substantially advance the care pathway in a high-risk population that predominantly consists of HF patients that remain in New York Heart Association (NYHA) functional class III despite optimized guideline-directed medical therapy (GDMT).
The non-blinded randomized MONITOR-HF trial investigated 348 patients at 25 centres in the Netherlands and found that PA-guided therapy improved quality of life at 12 months, reduced the frequency of HF-related hospitalizations during a mean follow-up period of 1.8 years, and concomitantly reduced PA pressures and N-terminal probrain natriuretic peptide (NT-proBNP). 4 The complementary analyses presented in the current issue of the European Heart Journal 7 now focus on important pre-specified subgroups, i.e. age (median age in MONITOR-HF was 69 years), sex (75% were male), left ventricular ejection fraction ≤40% (frequency in total sample 72%), ischaemic aetiology (50%), atrial fibrillation (52%), diabetes mellitus (39%), presence of cardiac resynchronization therapy (CRT; 26%), and presence of an implantable cardioverter defibrillator (ICD; 56%). Further explorative subgroups addressed the mean PA pressure during implant, the estimated glomerular filtration rate, body mass index, use of GDMT in patients with reduced ejection fraction, and NT-proBNP levels. Analyses were thorough in that P -values testing for heterogeneity were presented both unadjusted (crude) and corrected for multiple testing. The principal finding was that across the three clinical endpoint categories (quality of life, HF hospitalization, and PA pressure), no subgroup emerged that exhibited a consistent or clinically relevant heterogeneity. Thus, the subgroup analyses of MONITOR-HF revealed that the superiority of PA-guided remote patient management was remarkably consistent across all subgroups studied. These findings are important and reassuring for a variety of clinical and health policy reasons, although unresolved questions remain.
Up to the publication of the MONITOR-HF main results, 4 the randomized evidence regarding PA-guided monitoring had been collected solely in the USA (and Canada), 2 , 3 where PA-guided monitoring is reimbursed based on this evidence. European countries were hesitant to follow suit, as the translation of trial results from the American into European settings is limited: there are major differences in the organization of HF care (HF outpatient clinics and HF nurses), level of standard care, and the financial structure of the healthcare systems. Therefore, in many countries, so-called ‘coverage with evidence development (CED) schemes’ are in place that are intended to aid decision-makers when there is uncertainty about the effectiveness of a new health technology at the time of reimbursement. 8 Of note, the MONITOR-HF trial was sponsored by the Dutch Ministry of Health and National Health Care Institute as part of such a conditional coverage programme. In Germany, the currently recruiting PASSPORT-HF trial 9 has also been called forward by a CED programme. This indicates that national health authorities are still unsure for which group of patients and embedded in which framework a PA-guided care pathway should be implemented.
When deciding on a profile for which a certain innovation should be reimbursed, the efficiency in the healthcare system of interest (beyond the settings of a clinical trial) and the potential effects across subgroups gain particular importance (see the Graphical Abstract ). The current analyses provided by Clephas and colleagues 7 suggest that—given an optimized care framework—PA-guided monitoring exerts its benefits across many (if not all) relevant subgroups. This is in line with a recent meta-analysis that also found consistent effects in important subgroups studied in PA-guided monitoring trials, in particular in patients with and without reduced ejection fraction. 10
While the Dutch health authorities have collected seemingly sufficient evidence to decide on the reimbursement of PA-guided HF monitoring in the Netherlands, we need to remind ourselves that (any type of) sensor-based monitoring constitutes only a fraction of the full care cycle that aims to stabilize these fragile HF patients. 11 Such a care framework must provide for a multidisciplinary team including HF nurses, the timely processing of monitoring results, and structured work flows. Yet, the care cycle will only become effective if other requirements are also met. This includes selecting the ‘right’ patient, which implies the careful evaluation of the individual patient’s risk profile, patient preference and motivation, and social circumstances. Finally, the treatment optimization in these vulnerable patients is an ongoing process that is enhanced, but also becomes more labour-intensive when the sensor-derived information is included, e.g. the up-titration and drug adaptation measures were roughly doubled in randomized trials on PA-guided monitoring. 2–4 Of note, these adaptations need to be communicated and documented as well. Nevertheless, the hitherto collected cumulative evidence is consistent and robust in that it suggests that a PA-guided care pathway will be efficacious and efficient—if all components of the care cycle are in place. It is reassuring that cost-effectiveness analyses 12–14 consistently suggest a favourable trade-off, too. For example, in the setting of MONITOR-HF, PA-guided therapy increased costs compared with standard of care by €12 121. This reflected a gain of 0.58 quality-adjusted life years (QALYs) per patient for PA-guided therapy and the incremental cost-effectiveness ratio was €20 753 per QALY, which is below the Dutch willingness-to-pay threshold of €50 000 per QALY gained for HF. 14
In some countries, HF care programmes are already in place that may be less sophisticated, but come at lower costs and may also be efficient. For example, in France, remote patient management solutions supported by HF nurses that monitor symptoms and weight and include therapeutic education are already reimbursed and available to HF patients upon medical prescription within the ETAPES/post-ETAPES framework. Recently, the non-randomized TELESAT-HF study (NCT06312501) 15 reported a 36% reduction in all-cause mortality after ∼2 years of follow-up. TELESAT-HF compared 5357 patients with HF in NYHA functional class II or higher with 13 525 propensity-matched control patients who were treated according to the standard-of-care. Hence, the key challenge for health authorities and care providers will become the determination of the ideal care approach for achieving the best performance, from the perspective of both the individual patient and the healthcare system. Choosing the most appropriate strategy for an individual at the right time might ideally imply that the intensity of monitoring and care can be up-scaled if needed; in other words, a flexible system is desirable.
S.S. is Principal Investigator of the PASSPORT-HF trial investigating the efficacy of a care pathway that is enhanced by pulmonary artery pressure monitoring, in Germany.
Castro PF , Concepcion R , Bourge RC , Martinez A , Alcaino M , Deck C , et al. A wireless pressure sensor for monitoring pulmonary artery pressure in advanced heart failure: initial experience . J Heart Lung Transplant 2007 ; 26 : 85 – 8 . https://doi.org/10.1016/j.healun.2006.10.006
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Lindenfeld J , Zile MR , Desai AS , Bhatt K , Ducharme A , Horstmanshof D , et al. Haemodynamic-guided management of heart failure (GUIDE-HF): a randomised controlled trial . Lancet 2021 ; 398 : 991 – 1001 . https://doi.org/10.1016/S0140-6736(21)01754-2
Brugts JJ , Radhoe SP , Clephas PRD , Aydin D , van Gent MWF , Szymanski MK , et al. Remote haemodynamic monitoring of pulmonary artery pressures in patients with chronic heart failure (MONITOR-HF): a randomised clinical trial . Lancet 2023 ; 401 : 2113 – 23 . https://doi.org/10.1016/S0140-6736(23)00923-6
Shavelle DM , Desai AS , Abraham WT , Bourge RC , Raval N , Rathman LD , et al. Lower rates of heart failure and all-cause hospitalizations during pulmonary artery pressure-guided therapy for ambulatory heart failure: one-year outcomes from the CardioMEMS post-approval study . Circ Heart Fail 2020 ; 13 : e006863 . https://doi.org/10.1161/CIRCHEARTFAILURE.119.006863
Angermann CE , Assmus B , Anker SD , Asselbergs FW , Brachmann J , Brett ME , et al. Pulmonary artery pressure-guided therapy in ambulatory patients with symptomatic heart failure: the CardioMEMS European Monitoring Study for Heart Failure (MEMS-HF) . Eur J Heart Fail 2020 ; 22 : 1891 – 901 . https://doi.org/10.1002/ejhf.1943
Clephas PRD , Zwartkruis VW , Malgie J , van Gent MWF , Brunner-La Rocca HP , Szymanski MK , et al. Pulmonary artery pressure monitoring in chronic heart failure: effects across clinically relevant subgroups in the MONITOR-HF trial . Eur Heart J 2024 ; 45 :ehae323. https://doi.org/10.1093/eurheartj/ehae323
Drummond M , Federici C , Reckers-Droog V , Torbica A , Blankart CR , Ciani O , et al. Coverage with evidence development for medical devices in Europe: can practice meet theory? Health Econ 2022 ; 31 Suppl 1 : 179 – 94 . https://doi.org/10.1002/hec.4478
Störk S , Bernhardt A , Bohm M , Brachmann J , Dagres N , Frantz S , et al. Pulmonary artery sensor system pressure monitoring to improve heart failure outcomes (PASSPORT-HF): rationale and design of the PASSPORT-HF multicenter randomized clinical trial . Clin Res Cardiol 2022 ; 111 : 1245 – 55 . https://doi.org/10.1007/s00392-022-01987-3
Clephas PRD , Radhoe SP , Boersma E , Gregson J , Jhund PS , Abraham WT , et al. Efficacy of pulmonary artery pressure monitoring in patients with chronic heart failure: a meta-analysis of three randomized controlled trials . Eur Heart J 2023 ; 44 : 3658 – 68 . https://doi.org/10.1093/eurheartj/ehad346
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Martinson M , Bharmi R , Dalal N , Abraham WT , Adamson PB . Pulmonary artery pressure-guided heart failure management: US cost-effectiveness analyses using the results of the CHAMPION clinical trial . Eur J Heart Fail 2017 ; 19 : 652 – 60 . https://doi.org/10.1002/ejhf.642
Mokri H , Clephas PRD , de Boer RA , van Baal P , Brugts JJ , Rutten-van Molken M . Cost-effectiveness of remote haemodynamic monitoring by an implantable pulmonary artery pressure monitoring sensor (CardioMEMS-HF system) in chronic heart failure in The Netherlands . Eur J Heart Fail 2024 ; 26 : 1189 – 98 . https://doi.org/10.1002/ejhf.3213
Girerd N , Barbet V , Seronde MF , Benchimol H , Jagu A , Tartiere JM , et al. Impact of a remote monitoring program on all-cause mortality of patients with heart failure: national-scale, real-world evidence over three years from the TELESAT-HF study . Presented at: ESC Heart Failure 2024. May 11, 2024. Lisbon, Portugal .
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IMAGES
COMMENTS
ABSTRACT. Academic failure is an important and personal event in the lives of university students, and the ways they make sense of experiences of failure matters for their persistence and future success. Academic failure contributes to attrition, yet the extent of this contribution and precipitating factors of failure are not well understood.
For adolescents, academic failure has many negative consequences, ranging from strained parent-adolescent relations in the short-term (Repetti 1996) to truncated educational attainment in the long-term (Barrington and Hendricks 1989; Roderick 1993). Through these effects on collective individuals, academic failure also negatively affects society.
Academic failure means lack of success in education and leads to the loss of higher education costs and social and economic losses. In this study, the viewpoints of students on the factors which affect academic failure were studied. Among the six studied areas (family, learner, instructor, learning environment, curriculum and socioeconomic ...
between fear of failure and self-regulation with academic procrastination. The current research aimed to examine the relation between fear of failure and self-regulation with academic procrastination. It was hypothesized that fear of failure and self-regulation might predict the academic procrastination in university students. Methods Participants
Two studies examined the relationship between self-compassion, academic achievement goals, and coping with perceived academic failure among undergraduates. Self-compassion entails being kind to oneself in instances of failure, perceiving one's experiences as part of the larger human experience, and holding painful feelings in mindful awareness. Study 1 (N = 222) found that self-compassion was ...
Understanding Student Perception of Failure to Promote Self Worth. by. Stephanie Grubaugh. A culminating thesis submitted to the faculty of Dominican University of California in. partial fulfillment of the requirements for the degree of Master of Science in Education. San Rafael, CA. May 2018.
one lose affection of others due to failure. Failure in achieving satisfied standard of academic achievement could be daunting to students as it is an experience of being emotionally, academically, and even socially separated by peers [21], [22]. Shame and self-devaluation may be elicited in individuals who fear failure, as
Course administration staff emailed invitations to the online survey to 2260 students identified as having failed at least on e. academic unit in Semester 1 an d/or Semester 2 2016 and re-enrolled ...
The Relationship between Fear of Failure, Academic Motivation and Student Engagement in Higher Education: A General Linear Model Nakhla, MA, BSc (Hons.) August, 2019. This thesis is submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy. Department of Educational Research, Lancaster University, UK.
ACADEMIC STRESS AND HONORS STUDENTS 2 The academic achievement race for advanced/honors high school students is continuing to escalate, with the ultimate prize as admission to a top-tier college or university. Financial concerns may be one reason why parents push their students to take college-level advanced courses.
Narad & Abdullah (2016) reported that the student's academic performance determines the level of success or failure experienced by an academic institution and is a significant priority for instructors and institutions alike (Farooq et al., 2011; Jayanthi et al., 2014; Wu et al., 2014; Fajar et al., 2019). However, several factors contribute to ...
Conclusions: The secondary school certification grade, the University pre-admission test score, low academic self-efficacy, low self-efficacy in psychomotor skills and low clinical training examination grades were predictors of academic failure in nursing students. Relevance to clinical practice: Our findings suggest that the universities could ...
Hence, this paper explores the evidence of academic failure experienced by international postgraduate students by drawing on semi-structured interviews with 33 international postgraduate students.
Academic pressure leads to stress in students' life. 3.25: 1.530: I have difficulty in understanding basic concepts. 2.95: 1.272: I have to revise the things again and again to develop an understanding. 3.14: 1.352: I have lost interest in academic aspects that used to be important for me. 2.83: 1.351: Family issues leads to stress in students ...
This thesis looks at the role of shame in academic failure in order to shed light on a mostly ignored topic. The author brings a new angle to shame research by considering past literature on shame and fear of failure (FoF) alongside their own experience of failure in Nursing school. Society believes that shame is a negative experience but researchers find that shame can help in growth and ...
This study aims to determine the ability of fear of failure in predicting academic procrastination in students in Indonesia by involving 428 respondents (male = 52.63%).
Two studies examined the relationship between self-compassion, academic achievement goals, and coping with perceived academic failure among undergraduates. Self-compassion entails being kind to oneself in instances of failure, perceiving one's experiences as part of the larger human experience, and holding painful feelings in mindful awareness. ...
said that the factors affecting academic performance are gender, age, schooling, father/guardian social economic status, residential area, medium of schooling, tuition. ccommodation. performance. Graetz (1995) conducted a study on study on socio- economic status of the parents. t the socio economic background h.
to identify factors that have been associated with academic failure from the available research literature. The intention is to use these factors to develop an effective and efficient model of prediction of causes of failure. Academic failure in school is a problem that has become a serious concern. for countries in different parts of the. world.
Studies on resilience usually focus on clinical and counseling psychology. Exploring such construct in educational setting is an emerging trend among researchers in educational psychology. The need to identify adverse conditions in the classroom setting determines how students cope with academic adversity. In school, experience of failure can be perceived as detrimental to learning.
The influence of friends and colleagues, causing a decline in the academic level (2.364± 1.216) it depends on personal variation. 5-The complexity of the scientific material effects (3.084± 1.001) Conclusion: on the bases of student answers Time management and interest in study has large effect on their performance.
In short, Gunn's Ph.D. thesis, titled "Deterritorializing Gender in Sydney's Breakdancing Scene: A B-girl's Experience of B-boying," indeed focused on the topic of breakdancing.
Michelle Maillet (Academic Associate), Lauren Kay (Clerical), Chantal Marotte (Management), and Moshe Dalva (Technical) have been named recipients of the Faculty of Science Excellence Awards. These awards, announced at the Faculty of Science Council meeting on May 21st, recognize the outstanding contributions made by members of the Faculty's administrative and support staff during the 2023 ...
Two studies examined the relationship between self-compassion, academic achieve-ment goals, and coping with perceived academic failure among undergraduates. Self-compassion entails being kind to oneself in instances of failure, perceiving one's experiences as part of the larger human experience, and holding painful feelings in mindful awareness.
The Heart Failure Association and International Cardio-Oncology Society score effectively categorized patients based on their cardiovascular toxicity risk, demonstrating strong predictive capabilities for high-risk anthracycline-related cardiovascular toxicity and all-cause mortality. ... Access to content on Oxford Academic is often provided ...
Christian Veltmann, David Duncker, Michael Doering, Siva Gummadi, Michael Robertson, Thomas Wittlinger, Byron J Colley, Christian Perings, Orvar Jonsson, Johann Bauersachs, Robert Sanchez, Lars S Maier, for the Heart Failure Optimization Study (HF-OPT) Investigators, Therapy duration and improvement of ventricular function in de novo heart failure: the Heart Failure Optimization study ...
Lower rates of heart failure and all-cause hospitalizations during pulmonary artery pressure-guided therapy for ambulatory heart failure: one-year outcomes from the CardioMEMS post-approval study Circ Heart Fail