Explore the vast range of titles available.

Background Poor Quality of Life (QoL) among medical students is associated with an unhealthy lifestyle, psychological distress, and academic failure, which could affect their care for patients in the future. This study aimed to evaluate the reliability and validity of the Arabic WHOQOL-BREF tool among Saudi medical students and to assess the effect of gender, educational level, and academic performance on their QoL. Methods This was a cross-sectional study among medical students of King Abdulaziz University in February 2016, using the Arabic version of the WHOQOL-BREF instrument. Results Six-hundred-thirty medical students were included, where females constituted (51.1%). Cronbach’s α coefficient for the overall domains of WHOQOL-BREF was 0.86. Students’ self-reported QoL mean score was 3.99 ± 0.95, and their mean score for the overall satisfaction with health was 3.66 ± 1.06. The environmental domain had the highest mean score (67.81 ± 17.39). High achievers showed lower psychological health, while poor academic performance was associated with better psychological health and social relationship QoL scores ( P  < 0.013 and P  < 0.014, respectively). Conclusions The WHOQOL-BREF is valid and reliable for assessing QoL among Saudi medical students. Although gender and academic year had no impact on the students’ QoL, better-performing students reported lower psychological health and social relationships scores.

Background Medical school learning environment (MSLE) is highly related to medical students’ academic performance. However, the grade point average (GPA) rankings have not been studied together with MSLE. We aim to figure out the relationship between GPA rankings and MSLE. Methods We gathered data from 12 medical schools in mainland China, employing the Johns Hopkins Learning Environment Scale (JHLES) to assess students' subjective perceptions of MSLE. Subsequently, we performed a cross-sectional study examining GPA rankings and JHLES scores. We conducted Pearson’s Chi-square test and Welch’s analysis of variance (ANOVA) with GPA rankings as the exposure variable and JHLES score as the outcome variable. Furthermore, we conducted a multivariate logistic regression analysis. Additionally, we developed a nomogram to forecast the outcome of JHLES and evaluated the model's accuracy and performance. Results In Pearson’s Chi-square test and Welch's ANOVA. We found a statistically significant difference ( p  < 0.001) between GPA rankings and JHLES scores. Specifically, students with higher GPA rankings might have a significantly higher proportion of high JHLES scores than those with lower GPA rankings. Through a multivariate logistic regression analysis involving seven variables, including GPA rankings, we took the group whose GPA ranked in the top 20—50% of the population as our reference benchmark. We obtained the odds ratio (OR) values for all GPA groups, along with their 95% confidence intervals (CI) and corresponding p-values. Notably, a nomogram containing seven variables was constructed. Diagnosed by decision curve analysis (DCA), a Receiver Operating Characteristic (ROC) curve, and a calibration curve plot, the nomogram was considered accordant (AUC = 0.627) and accurate. Conclusion GPA ranking is an independent predictor of MSLE. Students with higher GPA rankings are more likely to have higher JHLES scores, which in turn indicates higher satisfaction with the learning environment.

Background Accurately predicting academic performance among medical postgraduate students is crucial for understanding educational outcomes and providing effective early academic guidance. Traditional statistical approaches often struggle to balance predictive performance with interpretability, particularly when handling complex relationships among academic and psychosocial factors. Methods A semi-structured survey was administered to medical postgraduate students at a Chinese medical university, yielding a final sample of 1,091 participants. GPA was dichotomized into two categories: outstanding academic performance (GPA ≥ 80) and non-outstanding academic performance (GPA < 80). Feature selection was performed using the Boruta algorithm. Logistic regression and XGBoost models were developed and evaluated on a held-out test set. Model performance was assessed using the area under the receiver operating characteristic curve, accuracy, and complementary validation metrics. Shapley Additive Explanations (SHAP) analysis was applied to interpret the contributions of key predictors. Results Both models demonstrated acceptable predictive performance. Undergraduate academic achievement emerged as the most influential predictor of GPA classification, followed by selected psychosocial characteristics and foundational academic skills. Shapley Additive Explanations (SHAP) interpretation provided transparent insights into the relative importance and directionality of these predictors. Conclusion This study presents an interpretable machine learning framework for predicting academic performance in medical postgraduate education. By combining predictive modeling with explainable techniques, the proposed approach supports reliable performance assessment while maintaining transparency, offering a methodological foundation for future research and cautious application in educational analytics.

Introduction To date, there are no sufficient studies aimed to determine a correlation between personal, academic, and psychological variables with academic achievement, measured with the grade point average (GPA) and intelligence in university students according to each sex. Study aim To determine the correlation between studying strategies, personal and psychological factors with GPA and intelligence in a sample of health sciences university students. Methods Health Sciences university students, were invited to participate, those who accepted were cited in a computer room where they signed an informed consent and filled an electronic questionnaire with sociodemographic, behavioral, psychological variables and studying strategies (from the MLSQ instrument) afterwards they performed a verbal and non-verbal intelligence test (Shipley-2). Results A total of 439 students were included, from which 297 (67.7%) were women. The mean of age was 20.34 ± 2.61 years old. We found that no differences in GPA where observed between sexes. We detected a higher correlation between combined intelligence and GPA in women than in men. In addition, most studying strategies showed a higher correlation with GPA than intelligence scores in men´s sample. All these findings coincide with the fact that preparatory GPA was the most correlated variable with university GPA in both sexes. Finally, women showed higher levels of the sum of diseases, somatization, anxiety, depression and academic stress than men, and all these variables showed low significant correlations with the combined intelligence score only in women´s sample. Conclusion Verbal and non-verbal intelligence scores show a lower association to GPA in men than in women, while studying strategies showed a higher association with GPA in men than in women.

Subjective well-being is defined as a person’s cognitive and affective evaluations of his or her life. This study aims to investigate the differences in the domains of subjective well-being based on gender, type of school, and academic performance. Additionally, the study aimed to determine the factors (socio-demographic variables, including the academic performance of the students) that are predictive of subjective well-being. Subjective well-being was assessed using a questionnaire which included the Satisfaction with Life Scale (SWLS), which measured the respondent’s life satisfaction, the Scale of Positive and Negative Experience (SPANE), which consisted of six positive and negative emotions, and, lastly, the Flourishing Scale (FS), which measured the respondents’ self-perceived success. Data were collected, transformed into a linear scale, and exported into SPSS version 24, where t-tests, one-way analysis of variance, Pearson correlation, and stepwise regression were performed. Of the total of 535 participants, the majority were females (383 = 71.6%) and studying in a school of medicine (31.8%). With respect to the SWLS and FS, a significant difference was reported among students based on the type of school and their academic performance (p < 0.05). While comparing the differences in the SPANE, a significant difference was recorded based on academic performance. Among the domains of subjective well-being, only the SPANE showed a significant association with academic performance. Greater subjective well-being correlates with higher academic performance, indicating that subjective well-being is an important aspect of a student’s academic life; provisions can be made by paying more attention to those who showed poor academic performance during and at the end of each semester.

Promoting academic success among undergraduate students is crucial for tackling the need to foster employability competencies. Low levels of academic attainment in higher education, along with the increasing number of persons participating in tertiary education, represent crucial trends, which need to be studied in order to develop efficient retention practices. The current study aimed to investigate the relationship between relevant factors that can foster academic success: learning strategies, future orientation, and academic self-efficacy. To this purpose, a longitudinal study was performed on a sample of N = 87 undergraduate students from one of the largest Italian universities (63.4% males, 74.2% enrolled in the first year). Participants filled in an online questionnaire at two different time points, with a time lag of 12 months. Results of a moderated mediation model indicated that the relationship between learning strategies at Time 1 (T1) and Grade Point Average (GPA) at Time 2 (T2) was mediated by students’ future orientation. Moreover, this association was moderated by T1 academic self-efficacy. These results suggest that learning strategies positively influence GPA through an enhanced future orientation, in particular when students report high or medium levels of self-efficacy. The current findings invite a thorough review of training interventions for improving academic achievement.

This research is aimed to find correlation between students' perception about online learning and students' grade point average at Tarbiyah and Teacher Training Faculty IAIN Bukittinggi. Research population was all of Tarbiyah and Teacher Training Faculty students who registered active on even semester 2019/2020 that amounted to 3.335 students. Sample was chosen 10 % of the population, 333 students, using accidental sampling technique. Research instrument used questionnaire and distributed via Google form by using media like whatsapp group and email. Based on the finding, it was founded students' perception about online learning at Tarbiyah and Teacher Training Faculty IAIN Bukittinggi classified into good and score gotten is 64. If it is reviewed from indicators which consisted of infrastructure, education management and human resource, the score of each indicators gotten is infrastructure aspect 63 classified into good, education management aspect 61 categorized into good and human resources aspect 68 classified into good. If it is reviewed from correlation of students' perception about online learning and students' grade point average, correlation coefficient (r) is 0,13 which means low or weak correlation. If it is compared between count correlation coefficient and table, it can conclude r count is bigger than r table means there is correlation between students' perception about online learning and students' grade point average.

This study aims to determine whether there is a difference in the academic performance of medical students based on admission type and examine the extent to which entrance examinations predict their performance. This observational study utilized existing data from Asahikawa Medical University. Participants were 1057 medical students who had enrolled between 2010 and 2019. Analysis of variance and Tukey's test were utilized to identify differences between admission types. The multiple linear regression explored predictors of cumulative grade point average for each type. Analysis of variance showed significant differences in the National Center Test (F =70.78, p <0.001) and cumulative grade point average (F =3.93, p <0.01). Tukey's post hoc test revealed that two types of general admission students (M=83.52, SD=3.22; M=85.57, SD=3.01) were significantly higher on the National Center Test than two types of regional quota students (M=81.61, SD=3.93; M=80.65, SD=3.61). The cumulative grade point average of a regional quota group (M=2.23, SD=0.34) was significantly higher than two types of general admissions (M=2.11, SD=0.36; M=2.12, SD=0.34). High school grade point averages and females were significant in predicting cumulative grade point averages for each admission (16.0-28.3% variance). Regional quota students earned a higher cumulative grade point average than those from general admissions, despite their significantly lower scores on the National Center Test. Enhanced utilization of regional quota admissions could become an effective strategy to increase the rural physician workforce.

This paper investigates trends in the study of Modern languages or second foreign languages (SFLs) in Swedish lower secondary school between 2000 and 2018. Over the last decades, SFLs, i.e. French, German and Spanish, have been the target of several policy measures as a response to a declining interest. However, few reports on their impact have been published. We report the proportion of pupils studying an SFL at the national level and across demographic municipality groups and analyse a possible impact of one policy measure, grade point average enhancement credits (GPAEC, meritpoäng) for SFLs. We found an increase in the proportion of pupils studying an SFL, but mainly in urban areas. Moreover, we found important differences between SFLs. Spanish is the most widely studied SFL in all municipality groups. French is most popular in urban areas while German is more chosen in rural areas. If the increase of the number of pupils studying and SFL can be ascribed to GPAEC remains still to be seen, but if so, the GPAEC mainly had an impact on highly urban areas where the proportion of pupils studying an SFL was the highest already before introducing this policy measure.

Aim/Purpose: The purpose of this study was to explore relationships between preadmission criteria and doctoral student performance ratings and to develop a model to predict student persistence in one doctoral program of educational leadership. Background: Individuals responsible for program admission decisions have a responsibility to minimize bias in the candidate selection process. Despite an interest in doctoral degree completion, few researchers have examined preadmission criteria and the ability to predict doctoral student performance, particularly in education programs. Methodology: Preadmission variables and postacceptance performance ratings were used in this cross-sectional predictive study (Type 5; Johnson, 2001) of 102 doctoral students in one educational leadership program. Analyses included descriptive statistics, a Pearson r correlation matrix, and predictive discriminant analysis. Contribution: In addition to strengthening the extant literature base, we attempted to respond to the charge levied by other researchers for faculty members in educational preparation programs to reassess current practices used to recruit and retain students. Findings: Using predictive discriminant analysis, we determined that separate models for students of color and White students most accurately predicted program performance, indicating that a one-size fits all approach was not optimal. The GRE-Q and undergraduate GPA were useful predictors of doctoral student persistence. Additionally, the GRE-V and graduate GPA were also useful predictors but differentially so for students of color and White students. Recommendations for Practitioners: We found value in using the GPA and GRE in admission decisions with some modifications. Programs directors are advised to evaluate their own selection processes to understand the utility of their preadmission criteria. Recommendation for Researchers: Although the functions that worked best in predicting continuance were grouped by ethnicity in this study for our students, future researchers might consider disaggregation by gender or some other characteristic to optimally identify a model specific to the student groups represented in their sample. Impact on Society: Working from an activist stance, we use our awareness of the positive correlation between degree attainment and socio-economic mobility in the United States, coupled with the existing realities of students of color who seek access to a space within the dominant culture, to urge admission committees to evaluate closely the variables used in their admission selection and to understand to what extent the selection process results in a fair selection across student groups. Future Research: Future studies could be conducted to understand why these differences exist. Other variables for future researchers to consider include time since the candidates obtained their master’s and bachelor’s degrees, the length of time to obtain those degrees, and the type of degree obtained.