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Orderliness predicts academic performance: behavioural analysis on campus lifestyle-所有数据库
Source: webofscience.com
Article summary:
1. This paper examines the relationship between students' behavioural patterns and academic performance using unobtrusive digital data.
2. A novel entropy-based metric, orderliness, is proposed to measure the regularity of campus daily life.
3. Results show that orderliness is an important factor in predicting academic performance, which can help education administrators detect undesirable behaviours and implement effective interventions.
Article analysis:
The article “Orderliness predicts academic performance: behavioural analysis on campus lifestyle” provides a comprehensive overview of the relationship between student behaviour and academic performance. The authors use unobtrusive digital data to examine this relationship and propose a novel entropy-based metric, orderliness, to measure the regularity of campus daily life. The results demonstrate that orderliness is an important factor in predicting academic performance, which can help education administrators detect undesirable behaviours and implement effective interventions.
The article appears to be reliable and trustworthy overall. It is well-researched with a large sample size (N=18960) and provides detailed empirical analyses on such large-scale unobtrusive behavioural data. Furthermore, it cites relevant literature from previous studies as well as providing information about its funding sources (National Natural Science Foundation of China).
However, there are some potential biases in the article that should be noted. For example, the authors do not provide any information about how they selected their sample or what criteria were used for inclusion/exclusion in their study population. Additionally, while the authors cite relevant literature from previous studies, they do not explore any counterarguments or alternative perspectives on their findings which could have provided a more balanced view of their results. Finally, while the authors discuss potential implications for education administrators based on their findings, they do not provide any evidence or examples of how these interventions might be implemented in practice or what impact they might have on student outcomes.