Nightly sleep duration predicts grade point average in the first year of college.

Academic achievement in the first year of college is critical for setting students on a pathway toward long-term academic and life success, yet little is known about the factors that shape early college academic achievement. Given the important role sleep plays in learning and memory, here we extend this work to evaluate whether nightly sleep duration predicts change in end-of-semester grade point average (GPA). First-year college students from three independent universities provided sleep actigraphy for a month early in their winter/spring academic term across five studies. Findings showed that greater early-term total nightly sleep duration predicted higher end-of-term GPA, an effect that persisted even after controlling for previous-term GPA and daytime sleep. Specifically, every additional hour of average nightly sleep duration early in the semester was associated with an 0.07 increase in end-of-term GPA. Sensitivity analyses using sleep thresholds also indicated that sleeping less than 6 h each night was a period where sleep shifted from helpful to harmful for end-of-term GPA, relative to previous-term GPA. Notably, predictive relationships with GPA were specific to total nightly sleep duration, and not other markers of sleep, such as the midpoint of a student's nightly sleep window or bedtime timing variability. These findings across five studies establish nightly sleep duration as an important factor in academic success and highlight the potential value of testing early academic term total sleep time interventions during the formative first year of college.

Correlation between studying strategies, personal and psychological factors with academic achievement and intelligence in health sciences university students: a cross-sectional study.

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.

Mindfulness and Academic Performance of College and University Students: A Systematic Review.

Higher education's expectations place demands on students' attainment, leading them to experience stress and anxiety, which negatively affect their academic improvement and life satisfaction. The aim of this systematic review was to investigate (a) if mindfulness as an inner ability is related to academic attainment, through dependent variables, including compassion, engagement, stress or anxiety state, depression, self-efficacy, mindfulness's facets (non-reactivity, acting with awareness) and (b) if mindfulness-based interventions positively affect the academic performance of college and university students. The systematic review was conducted in accordance with the PRISMA statement. PubMed, Web of Science, and Cochrane Library Wiley were screened to identify studies published relevant to the topic. In total, 568 papers were retrieved in the initial search. Five papers met the eligibility criteria and were included in the systematic review: a randomized controlled trial, a non-randomized controlled trial, a quasi-experimental study, a quantitative exploratory pilot study, and a longitudinal randomized controlled study. Most interventional studies revealed a non-significant direct effect of practicing mindfulness technique on academic attainment. Further research, especially randomized controlled trials are necessary to clarify the effect of mindfulness on academic performance of college and university students.

School start time delays and high school educational outcomes: Evidence from the START/LEARN study.

INTRODUCTION: Delaying high school start times extends adolescents' nightly sleep, but it is less clear how it affects educational outcomes. We expect links between school start time delays and academic performance because getting enough sleep is a key input to the cognitive, health, and behavioral factors necessary for educational success. Thus, we evaluated how educational outcomes changed in the 2 years following a school start time delay. METHODS: We analyzed 2153 adolescents (51% male, 49% female; mean age 15 at baseline) from START/LEARN, a cohort study of high school students in the Minneapolis-St. Paul, MN, USA metropolitan area. Adolescents experienced either a school start time delay ("policy change schools") or consistently early school start times ("comparison schools"). We compared patterns of late arrivals, absences, behavior referrals, and grade point average (GPA) 1 year before (baseline, 2015-2016) and 2 years after (follow-up 1, 2016-2017 and follow-up 2, 2017-2018) the policy change using a difference-in-differences analysis. RESULTS: A school start time delay of 50-65 min led to three fewer late arrivals, one fewer absence, a 14% lower probability of behavior referral, and 0.07-0.17 higher GPA in policy change schools versus comparison schools. Effects were larger in the 2nd year of follow-up than in the 1st year of follow-up, and differences in absences and GPA emerged in the second year of follow-up only. CONCLUSIONS: Delaying high school start times is a promising policy intervention not only for improving sleep and health but for improving adolescents' performance in school.

Exploring entry pathways towards nurse practitioner program admissions: a rapid review.

OBJECTIVES: This rapid review provides an overview of the current landscape of, and the criteria used for admission into nurse practitioner programs. METHODS: A series of application and admission criteria were collected from nurse practitioner programs in Canada, the United States of America (USA) and Australia. Key descriptive statistics and indicators were analyzed. RESULTS: Most programs in the USA and Canada required a minimum grade point average (GPA) between 3.00 and 3.24, while Australian programs did not identify minimum GPA requirements. Contrastingly, Australian programs required the highest minimum clinical practice hours. Many North American programs required writing samples, while Australian programs did not. CONCLUSIONS: Despite role similarity, nurse practitioner admission criteria differ substantially between Canada, the USA and Australia, hindering standardization and integration of the role globally.

Associations between occupational therapy students' academic performance and their study approaches and perceptions of the learning environment.

BACKGROUND: Relationships between students' academic performance and their employed study approaches have been studied extensively. However, research using study approaches and learning environment factors as concurrent predictors of academic performance is sparse. There is a need to disentangle the potentially interrelated influences of individual and contextual factors on students' academic performance. OBJECTIVE: This study aimed to increase the understanding of the associations between occupational therapy students' academic performance, and their approaches to studying, perceptions of the learning environment, and sociodemographic characteristics. METHOD: A cross-sectional study was designed, and 174 first-year students completed the Approaches and Study Skills Inventory for Students and the Course Experience Questionnaire, in addition to background information. Data on grades were collected from the data registries of each education institution, and associations were analyzed by multiple linear regression. RESULTS: None of the learning environment scales were associated with grades. Adjusting for all variables, better exam results were associated with being female (ß = 0.22, p < 0.01) and having higher scores on strategic approach (ß = 0.31, p < 0.001) and lower scores on surface approach (ß = -0.20, p < 0.01). CONCLUSION: The study suggests that students with a desire for obtaining good grades ought to use strategic study behaviors and avoid using surface approach behaviors. While it is important to ensure good quality of the learning environment for a variety of reasons, the learning environment did not contribute significantly to explain the students' academic performance.

The predictive value of high school grade point average to academic achievement and career satisfaction of dental graduates.

BACKGROUND: In a country where admission to dental schools is based solely on the cognitive abilities of students, the aim of the study was to investigate the correlation between high school grade point average and graduating academic achievement for dental students; moreover, determine whether a correlation exists between dental students' graduating academic achievement and their career choices and job satisfaction. METHODS: A five-year retrospective cohort study was conducted at the University of Jordan, involving (828) dental graduates first enrolled between 2010 and 2014. Correlations comparing high school grade point average and graduating academic achievement were done for the total sample composed of (736) students. A short survey was constructed to assess the career choices and job satisfaction for recently graduated dentists and correlate them with their graduating academic achievement. RESULTS: Statistically significant but weak positive correlation (0.3) was found between high school grade point average and graduating academic achievement for dental students (p ≤ 0.05). Statistically significant correlations were found between graduating academic achievement and career choices and job satisfaction. CONCLUSION: The significant positive correlation between the high school grade point average and graduating academic achievement of our dental students indicate that our school admission system depending on high school grade point average is a valid system. There was a significant negative correlation between the graduating academic achievement and both the career choices and job satisfaction among fresh graduate dentists in Jordan. This information is required to update the dental school admissions procedures in response to the changing dental educational landscape.

Evidence-Based Approach to Switching to a Pass-Fail System for Clinical Year Veterinary Student Grading.

Veterinary schools have traditionally used letter grading systems to assess the performance of students on clinical rotations, but pass-fail grading may enhance the learning environment and student well-being. When a decision to switch grading systems is discussed, concerns are often raised about the effect of removing clinical year grades from final grade point average (GPA) calculations. In order to inform the decision making at our institution, retrospective analysis of the effects of clinical year grades on GPA was performed. The specific hypothesis tested was that clinical year GPA would not have a significant effect on cumulative GPA, as defined by a decrease or increase of 0.10 points on average. When data from two classes were examined, median (range) difference final GPA (0-4 scale) compared to GPA at the end of the pre-clinical curriculum (referred to as delta GPA) was 0.02 (-0.19 to 0.18) for the graduating class of 2016 after removal of two outliers and 0.03 (-0.10 to 0.18) for the class of 2017. Correlations between preclinical GPA and delta GPA (were -0.83 (p < .001) for both classes. The hypothesis was supported, leading to the conclusion that the overall effect of clinical letter grades on final GPA was close to zero when whole classes were considered, and delta GPA ranged between -0.2 and 0.2 for all except two students. Data from this study were distributed prior to conducting a faculty vote to switch grading systems, and the motion was supported.

Quality of Life (QoL) among medical students in Saudi Arabia: a study using the WHOQOL-BREF instrument.

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.

Medical student selection criteria and junior doctor workplace performance.

BACKGROUND: Medical school selection decisions have consequences beyond graduation. With generally low attrition rates, most medical students become junior doctors. Universities are therefore not just selecting students into a medical course; they are choosing the future medical workforce. Understanding the relationship between selection criteria and outcomes beyond the successful completion of a medical degree may inform approaches to student selection. METHODS: A retrospective data matching study was conducted involving 39 interns employed by a South Australian local health network in 2017 who had originally entered Flinders University's medical school through a graduate pathway. Student selection data were matched with internship workplace performance scores (measured by supervising consultants' reports across five clinical rotations using a standardised assessment). Correlational analyses then examined associations between these two sets of variables. RESULTS: An overall selection rank (equal thirds of weighted Grade Point Average from a prior degree, a panel interview, and a national selection test) was moderately associated with all performance measures, accounting for up to 25% of variance. Both weighted Grade Point Average and the interview had multiple and mostly moderate correlations with performance. An increasing number of years taken to complete the course was associated with poorer workplace performance across multiple outcome measures (moderate to strong negative associations with 31 to 62% of shared variance), as was age to a lesser extent (7 to 14%). The national selection test contributed a single and small relationship accounting for 5% of variance with one outcome measure. CONCLUSIONS: Selection into medicine is a critical assessment given that most students become doctors. This study found multiple associations between selection scores and junior doctor workplace performance measures in the internship year, with weighted Grade Point Average from a prior degree and an interview appearing more important than the national selection test. Future collaborative research should map desired workplace performance outcomes to initial student selection and explore the impact of changes to selection which focus on assessment of these domains. The association between slower course progression and poorer workplace performance should also be examined.

Perception of facial, dental, and smile esthetics by dental students.

OBJECTIVE: To comprehensively assess dental students' perception of facial, dental and smile esthetics and to assess whether such a perception varies by gender, clinical training, and Grade Point Average (GPA). MATERIALS AND METHODS: Series of photographs were digitally manipulated involving three facial, two smile, four dental, and one gingival components. Students in preclinical and clinical levels evaluated the original and manipulated images using a visual analogue scale scored from 1 to 5 where 5 is the standard image and 1 is the least pleasant one. The responses were then analyzed using Mann-Whitney test. A P value of < .05 was considered significant. RESULTS: Four hundred and eight dental students participated in this study. With regard to the overall esthetics, males and clinical students scored higher than females and preclinical students, respectively, did. With regard to the individual esthetic components, males had significantly higher scores in buccal corridors, midline shift, clinical crown width, and gingival marginal height, while females had significantly higher score in median diastema (P < .05). Clinical students had a better perception of facial asymmetry, gingival display, buccal corridors, and clinical crown width compared to the preclinical students. Effect of GPA was minimal and even contradictory; students with lower GPA had a better perception of midline deviation and occlusal canting than those with higher GPA scores. CONCLUSIONS: Male dental students, and unexpectedly unlike females, have a better perception of facial and dental esthetics. Unlike GPA, whose effect was minimal, clinical training has a substantial positive effect on the assessment of beauty. CLINICAL SIGNIFICANCE: Appropriate perception of facial, dental and smile esthetics by dental students is of paramount importance for providing adequate dental services and for improving and polishing their professionalism.© 2018 Wiley Periodicals, Inc.

Community noise exposure and annoyance, activity interference, and academic achievement among university students.

BACKGROUND: Noise annoyance and effects on academic performance have been investigated for primary and secondary school students but comparatively little work has been conducted with university students who generally spend more time in dormitories or accommodation for their self-study. OBJECTIVE: To determine, using a socio-acoustic approach involving face-to-face interviews and actual noise measurements, the effect of various community noise sources on student activities in accommodation both inside and outside a university precinct and also relationships with cumulative grade point average (GPA). MATERIALS AND METHODS: The study sample comprised a student group resident off-campus (n = 450) and a control group resident in dormitories on-campus (n = 336). Noise levels [LA (dB)] were measured at both locations according to International Organization for Standardization standards. The extent of community noise interference with the student activities was examined with bivariate and stratified analyses and results presented as Mantel-Haenszel weighted odds ratios (ORMH) with 95% confidence intervals. Binary logistic regression was employed to assess the association between noise-disturbed student activities and dichotomized GPA values and derive odds ratios (ORs) for these associations. RESULTS: Measured noise levels were all significantly (P < 0.05) higher for off-campus students. This was not reflected in the interviewed students' subjective perceptions of how "noisy" their respective environments were. The off-campus student cohort was, however, more annoyed by all community noise categories (P < 0.001) except road traffic noise. For impact on specific student activities, the largest differences between on- and off-campus students were found for telephone and personal communication regardless of the type of community noise. There was no significant difference in the relationships between perceived annoyance due to community noise categories and cumulative GPA in the off-campus group compared to those for on-campus residents with ORMH values ranging from 1.049 to 1.164. The most important noise-impacted factors affecting off-campus students' cumulative GPA were reading and mental tasks (OR = 2.801). Rest disturbance had a positive influence on cumulative GPA for on-campus students. CONCLUSION: These results provide support that various contemporary community noise sources affect university students' activities and possibly influence their educational achievement as well.

Combined Iron Deficiency and Low Aerobic Fitness Doubly Burden Academic Performance among Women Attending University.

BACKGROUND: Academic success is a key determinant of future prospects for students. Cognitive functioning has been related to nutritional and physical factors. Here, we focus on iron status and aerobic fitness in young-adult female students given the high rate of iron deficiency and declines in fitness reported in this population. OBJECTIVES: We sought to explore the combined effects of iron status and fitness on academic success and to determine whether these associations are mediated by cognitive performance. METHODS: Women (n = 105) aged 18-35 y were recruited for this cross-sectional study. Data were obtained for iron biomarkers, peak oxygen uptake (VO2peak), grade point average (GPA), performance on computerized attention and memory tasks, and motivation and parental occupation. We compared the GPA of groups 1) with low compared with normal iron status, 2) among different fitness levels, and 3) by using a combined iron status and fitness designation. Mediation analysis was applied to determine whether iron status and VO2peak influence GPA through attentional and mnemonic function. RESULTS: After controlling for age, parental occupation, and motivation, GPA was higher in women with normal compared with low ferritin (3.66 ± 0.06 compared with 3.39 ± 0.06; P = 0.01). In analyses of combined effects of iron status and fitness, GPA was higher in women with normal ferritin and higher fitness (3.70 ± 0.08) than in those with 1) low ferritin and lower fitness (3.36 ± 0.08; P = 0.02) and 2) low ferritin and higher fitness (3.44 ± 0.09; P = 0.04). Path analysis revealed that working memory mediated the association between VO2peak and GPA. CONCLUSIONS: Low iron stores and low aerobic fitness may prevent female college students from achieving their full academic potential. Investigators should explore whether integrated lifestyle interventions targeting nutritional status and fitness can benefit cognitive function, academic success, and postgraduate prospects.

Approaches to studying predict academic performance in undergraduate occupational therapy students: a cross-cultural study.

BACKGROUND: Learning outcomes may be a result of several factors including the learning environment, students' predispositions, study efforts, cultural factors and approaches towards studying. This study examined the influence of demographic variables, education-related factors, and approaches to studying on occupational therapy students' Grade Point Average (GPA). METHODS: Undergraduate occupational therapy students (n = 712) from four countries completed the Approaches and Study Skills Inventory for Students (ASSIST). Demographic background, education-related factors, and ASSIST scores were used in a hierarchical linear regression analysis to predict the students' GPA. RESULTS: Being older, female and more time engaged in self-study activities were associated with higher GPA among the students. In addition, five ASSIST subscales predicted higher GPA: higher scores on 'seeking meaning', 'achieving', and 'lack of purpose', and lower scores on 'time management' and 'fear of failure'. The full model accounted for 9.6% of the variance related to the occupational therapy students' GPA. CONCLUSIONS: To improve academic performance among occupational therapy students, it appears important to increase their personal search for meaning and motivation for achievement, and to reduce their fear of failure. The results should be interpreted with caution due to small effect sizes and a modest amount of variance explained by the regression model, and further research on predictors of academic performance is required.

Prevalence of Sleep Disturbance Potential-Associated Factors among Undergraduate Pharmacy Students in Saudi Arabia.

Background: Many studies across the globe have observed the significant effect of sleep disturbance on the academic achievement of medical students. Objective: This research was conducted to define the prevalence of sleep disturbance and to discover the consequences and management of this condition among undergraduate pharmacy students of Mohammed Al-Mana College for Medical Sciences (MACHS). Methods: We conducted a questionnaire-based online survey among different levels of MACHS pharmacy students. Results: A total of 165 students participated in the study, of whom 132 (80%) were females and 33 (20%) were males. Most of the participants, 142 (86.06%), were staying with their parents, whereas few of them were staying alone (23; 13.94%). While a handful of them, 29 (17.58%), did not have their bedrooms, most of them had their bedrooms (136; 82.42%). When asked about drinking caffeine-rich products in the afternoon or at night, most of them responded "sometimes" (78; 47.27%), followed by the category "always" (61; 36.97%), "rarely" (15; 9.09%), and then the category of students who responded "not at all" (11; 6.67%). Overall, 35 (21.21%) of the study participants had a smoking habit, 72 (43.63%) tried to treat their sleep disturbance, whereas 42 (25.45%) were getting treatment for insomnia. Conclusion: Most pharmacy students at MACH College, especially females, have sleep problems. Mostly, the prevalence is common during exam periods, and it mildly affects their grade point average.

Investigating the Interrelationships Between Obesity, Academic Achievement, Physical Activity, and Social Support Among Jazan University Students.

Background: In developing and developed countries, the prevalence of overweight and obesity has grown. The college phase is a critical period during which healthy behaviors are learned through lifestyle and social environment. College students are prone to increased stress, negatively affecting their daily activities and academic performance. Objective: The general study objective was to investigate the prevalence of obesity among Jazan University students. Methods: This observational cross-sectional study used a pre-tested self-administered anonymous electronic questionnaire to evaluate the prevalence of obesity among 474 Jazan University students and its association with academic performance, physical activity, and social support. Data were analyzed using the Statistical Package for the Social Sciences, and associations between variables were assessed using the chi-square test. Results: Approximately 21% and 9.2% of the male and female students were obese, respectively, and the prevalence of obesity significantly differed between them. The use of one or more tobacco products was significantly associated with the prevalence of obesity (P < 0.001); the prevalence of obesity was substantially higher among the tobacco product users than among the non-users (35.3% vs. 14.4%). The presence of a morbidity was also significantly associated with the prevalence of obesity (P = 0.007); the prevalence of obesity was significantly higher among the students with at least one comorbidity than among the medically free students (28.8% vs. 14.9%). Conversely, obesity was not associated with academic performance and depression. Specifically, the grade point average was not affected across the academic years (P = 0.085 and P = 0.308, respectively). Conclusion: Obesity is significantly associated with male sex and the use of one or more tobacco products. This finding warrants the need for strategic and multidisciplinary plans at all levels to encourage healthy behaviors among college students, including an active, healthy lifestyle.

Health-Related Behaviors and Academic Achievement Among College Students.

PURPOSE: College students' academic achievement has crucial implications for their future success. Students' health may be a key determinant of academic performance, but more research is needed to understand this relationship. DESIGN/SETTING/SUBJECTS: Secondary analysis of the American College Health Association-National College Health Assessment III pre-COVID-19 Spring 2020 dataset. N = 39 146 undergraduates at 75 higher education institutions (14% mean response rate, comparable with other large-scale national college health surveys). MEASURES: Self-reported grade point average (GPA) and 33 health behaviors in the categories of dietary behavior, physical activity, sedentary behavior, substance use, sexual risk behavior, violence-related behavior, mental health, and sleep behavior. ANALYSIS: Weighted cross-tabulations examining the association between GPA and health behaviors; multinomial logistic regressions assessing if behaviors predicted GPA, controlling for year, sex/gender, and race/ethnicity. Individual GPA categories were also compared to a D/F referent group. RESULTS: There were gradient trends across GPA categories for A through D/F (18 behaviors) or A through C (12 behaviors) (P < .001). Each health behavior predicted GPA differences (P < .001), except heroin use (P = .052). The A GPA group was significantly different from the D/F GPA group for 27 behaviors (P < .001). In general, protective behaviors corresponded with higher GPAs and most risk behaviors were associated with lower GPAs. CONCLUSIONS: There is a link between numerous health behaviors and academic performance. Stakeholders invested in college students' health and academics should engage in mutually beneficial strategies to safeguard students' current and future well-being and success.

The Association Between Caffeine Consumption and Academic Success in Makkah Region, Saudi Arabia.

BACKGROUND:  The consumption of caffeinated beverages has increased significantly, particularly, among young adults. They use caffeinated drinks for a variety of reasons. The most popular reason is to enhance mental alertness by improving brain function, wakefulness, and productivity. The high prevalence rate of caffeinated drinks among young adults may affect their academic performance level. METHODOLOGY:  A descriptive cross-sectional study based on an electronic questionnaire via Google Forms, conducted in February 2022 after the biomedical ethics committee obtained the ethical approval at Umm Al-Qura University (UQU), College of Medicine, Makkah, Saudi Arabia, the sample size was 593 medical students in Makkah region. RESULTS:  A total number of 593 medical students participated in this study, most of the medical students who participated (47.20%) had average GPA of 85%-95%. The largest number of medical students (45.30%) consume only one cup of caffeinated beverages per day. We reported no association between caffeinated beverages consumption and academic performance. CONCLUSION:  Our study demonstrates that caffeinated beverages are a popular practice among medical college students. Majority of the medical students in Makkah region consume coffee as the most popular drink, while energy drinks are considered to be the least consumed drink, but energy drinks are easily affordable and available. Therefore, primary prevention of excessive consumption of caffeine is essential.

Exploring the link between perceived physical literacy and academic performance outcomes: insights from the EHDLA study.

Objective: The aim of this study was to verify the relationship between perceived physical literacy (PPL) and academic performance outcomes among Spanish adolescents aged 12-17 years. Methods: This cross-sectional study is a secondary examination utilizing data derived from the Eating Healthy and Daily Life Activities (EHDLA) project. The Spanish Perceived Physical Literacy Instrument for Adolescents (S-PPLI) was used to evaluate the PPL of the participants. To determine academic performance, the numerical grades for each subject were added together and then divided by the total number of subjects. Results: Overall, a positive trend in the association between S-PPLI scores and academic performance was observed. We identified two significant ranges within the S-PPLI scores. First, there was a significant range between 9 and 33 points on the S-PPLI, indicating an inverse association with academic performance. Second, another significant range was observed at scores of 34 points or higher on the S-PPLI, suggesting a positive association with academic performance. Participants with low PPL had the lowest academic performance (mean = 6.4; bias-corrected and accelerated (BCa) bootstrapped 95% confidence interval (CI): 6.2-6.6). Conversely, those adolescents with high PPL had the highest academic performance (mean = 6.9; BCa bootstrapped 95% CI: 6.6-7.1). Significant differences were found between low PPL and medium PPL (p-adjusted = 0.031) and between low PPL and high PPL (p-adjusted = 0.031). Conclusions: Increased physical literacy could be a relevant factor for achieving greater academic performance in adolescents. This study has potential implications for physical education instructors, school leaders, and healthcare practitioners.

Exploring the relationship between grit scores and academic potential in baccalaureate nursing students.

BACKGROUND: An ongoing nursing shortage poses significant challenges to the healthcare industry, prompting nursing education programs to find ways to increase nurse graduates. Unfortunately, the problem of attrition in nursing education is significant. Despite many years of attrition research, educators still seek to find answers to determine what factors cause some students to succeed and others to fail in nursing programs. Noncognitive variables, like grit, have been largely overlooked as potential solutions to the problem of attrition. PURPOSE: The purpose of this study was to explore the extent to which grit predicts academic potential in baccalaureate nursing students. METHODS: This cross-sectional study included a total of 63 baccalaureate nursing students in their first semester of a four-semester nursing program at a mid-sized public university in East Texas. Participants took an electronic survey reporting demographic information, completing the Short Grit Scale (Grit-S), and consenting to release of their pre-admission science grade point average (sGPA), ATI Test of Essential Academic Skills (TEAS) exam scores, and first-semester nursing GPA (nGPA). RESULTS: When added to sGPA and TEAS scores, grit scores were not a statistically significant predictor of nGPA. Students with high grit scores were just as likely to experience attrition as those with low scores, and grit did not statistically significantly predict first-semester attrition. CONCLUSIONS: Nurse educators are encouraged to pursue strategies to address attrition in nursing education. Traditional selection criteria of sGPA and TEAS exam scores were shown to be predictors of nGPA. Additional research is warranted to explore the relationship between noncognitive variables, especially grit, and nursing student academic potential.