This prospective longitudinal study evaluated the impact of daytime sleepiness on the school performance of 62 college students diagnosed comprehensively with attention deficit hyperactivity disorder. The primary goal of the study was to determine if self-reported daytime sleepiness rated at the beginning of the academic year could predict academic and overall functioning at the end of the acad...

Background: Final exam is one of evaluation methods of students. We can utilize indexes such as difficulty index and discrimination index in order to analyze each test questions or to determine questions taxonomy. However, these methods have inter- testing look and do not consider the relationship between various tests results. Inter correlation between final exam score and the average indirect...

5582 ACT research has found that the joint use of test scores and high school grade point average (HSGPA) provides more information than either test scores or HSGPA alone for predicting college success. Consequently, ACT has advocated for the use of multiple measures when making admission and course placement decisions. This paper aims to help two-year institutions understand the benefits of us...

OBJECTIVE This study examined the extent to which college students with ADHD continued to benefit from a cognitive-behavioral therapy (CBT) program beyond the active phase of treatment. METHOD In successive cohorts over a 4-year period, a total of 88 college students with well-defined ADHD received CBT in an open clinical trial format that included active treatment and maintenance phases deli...

The authors examined relations between the Big Five personality traits and academic outcomes, specifically SAT scores and grade-point average (GPA). Openness was the strongest predictor of SAT verbal scores, and Conscientiousness was the strongest predictor of both high school and college GPA. These relations replicated across 4 independent samples and across 4 different personality inventories...

Traditional measures of predicting academic achievement in college such as high school grades and standardized test scores account for approximately 25% of the difference between predicted and actual grade point average (GPA). Researchers have also examined the relationship between psychological factors and academic self-efficacy which may account for up to 14% of the variance in college studen...

The purpose of this paper is to develop models that would enable predicting student success. These models could improve allocation of students among colleges and optimize the newly introduced model of government subsidies for higher education. For the purpose of collecting data, an anonymous survey was carried out in the last year of undergraduate degree student population using random sampling...