What determines academic performance? Prior research shows that standardized measures such as aptitude (e.g. SAT scores), prior academic performance, effort and motivation explain a significant portion of the variation in class performance. When universities in the United States determine which students to admit, typical criteria include SAT, ACT or other achievement scores and high school GPA. At the University of Technology, Jamaica in the School of Computing & Information Technology, the main admission criteria are appropriate score in an aptitude test and passes in at least five Caribbean Examination Council subjects including Mathematics and English. This study examines the relationship between students' demographic attributes, qualification on entry, aptitude test scores, performance in first year courses and their overall performance in the program. The study has implications for the School's admission policy. The results should help us to identify an optimal set of admission indicators, which have the potential of predicting students' performance.
In utero and during the first 5 years of life, boys face unique risks as a result of neurobiological and environmental factors. This introductory article to the Special Issue describes the background of this gender-specific inquiry and outlines some of those risks, drawing attention to the areas that will be covered in depth in the following contributions. We also describe the basis of this inquiry as the link between early life and the subsequent difficulties that adolescent boys and many young men face, and pay particular attention to the circumstances of young men of color and to the growing knowledge about the contributions of fathers to boys' development.
The importance placed on matriculation increases at each level of academia, with the greatest significance placed at the tertiary level. The task of standardizing entry-level requirements at the tertiary level has lead to the implementation of assessments such as SAT GMAT and GRE. Prior research conducted at the University of Technology, Jamaica (UTECH) indicated that the task of finding effective predictors of academic performance remains incomplete. This study examines the relationship between students' overall academic performance (GPA) and matriculation requirements performance in first year courses in the Bachelor of Science and Information Technology (BSCIT) program at UTECH. The study evaluates undergraduate students that completed the BSCIT program in 2005. The files for all BSCIT undergraduate students of 2005 were surveyed and specific data was collected. The findings pointed out that performance in first year gateway courses had some level of significance in predicting performance. The findings from this study will be instrumental in restructuring the admissions policy for the program.
We apply a biopsychosocial approach to introduce early‐in‐life experiences that explain a significant part of the male preponderance in the perpetration of violence. Early caregiver abuse and neglect, father absence, and exposure to family and neighborhood violence exacerbate boys’ greater risk for aggressive behavior and increase the probability of carrying out violent acts later in life. We examine the development of the psychological self and explore conditions that encourage physical aggression, focusing on the impact on the infant and toddler's emergent mental representation of self, others, and self–other relationships. Boys’ slower developmental timetable in the first years of life may enhance their vulnerability for disorganization in emergent neurobiological networks mediating organization of socioemotional relationships. Emergent attachment and activation relationship systems may differentially affect risk and resilience in boys and girls, particularly in single‐parent families. Evidence has suggested that the dramatic increase in single‐parent families is especially linked to corresponding increases in behavioral undercontrol, antisocial behavior, and the emergence of violence in boys.
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