Past research has explored the concurrent and longitudinal associations between externalizing behaviours, marijuana use, and academic outcomes and has found that externalizing behaviours and marijuana use negatively affect academic performance. However, precursors to these pathways are not well understood. Early evidence of academic aptitude is an important predictor of academic performance in high school. Performance at a young age does not guarantee results in high school and low early academic aptitude does not necessarily result in low later performance. It is important to understand the factors that may impact students’ academic performance as they proceed through middle school and high school, and how early academic aptitude can influence risk factors that impact later academic performance. This project examines the role that marijuana use and externalizing behaviours play in the association between early academic aptitude and later academic performance. The project uses six waves of data from the Victoria Healthy Youth Survey (V-HYS), a 10-year prospective longitudinal study. A community-based sample of youth (N = 662; 48% male; ages 12 to 18) were surveyed biannually from 2003 (W1) to 2014 (W6). Frequency of marijuana use over the past year and externalizing behaviours were assessed at each time point. To assess academic aptitude, participants’ British Columbia Foundation Skills Assessment (FSA) percentile scores in numeracy, reading, and writing were measured in grades 7 and/or 10. Academic performance was assessed using participants’ provincially reported grade 12 English and Math course percentage grades as well as self-reported grade 12 grades. Structural equation modeling (SEM) was used to test the possible mediating and moderating effect of marijuana frequency and externalizing behaviours in the association between academic aptitude and academic performance. Academic aptitude was positively associated with academic performance (B = .59, SE = .04, p < .001) and negatively associated with marijuana use (B = -.21, SE = .04, p < .001). Marijuana use was negatively associated with academic performance (B = -.25, SE = .04, p < .001). The indirect effect of marijuana use was significant (b = .04, SE = .01, 95% CI = .018, .068). In terms of moderation, for the High Externalizing group (n = 75, 47% males), no paths were significant. For the Low Externalizing group (n = 445, 49% males), all paths were significant, and the indirect effect was significant (B = .05, SE = .02, CI = 0.01, 0.08). Marijuana use mediates the association between early academic aptitude and later academic performance, indicating the importance of early prevention and intervention. Externalizing behaviours moderated this association. While youth with externalizing behaviours are at high risk for marijuana use and should be targeted for intervention, youth who do not exhibit externalizing behaviours should also be included for prevention and intervention and may require different strategies. / Graduate

The purpose of this research study was to explore the relationship between learning styles, psychological types and multiple-choice standardized achievement examination performance of nurse aide students with typology being the gross indicator using a non-experimental, comparative and descriptive approach. The study sample included nurse aide students (N = 326) seeking nurse aide certification selected through a stratified random sampling technique. The participation rate for completed MBTI® inventory was 58.42% (N = 326). The learning styles and psychological types were measured against the Myers-Briggs Type Indicator® Form M in North American English. The multiple-choice standardized achievement examination performance of nurse aide students was determined by Illinois Nurse Aide Competency Examination (INACE) conducted in January 2017. All the research questions and hypotheses compared mean of overall test scores and means of overall test scores based on specific duty areas (i.e. communicating information, performing basic nursing skills, performing personal skills, performing basic restorative skills, providing mental health and social service needs, and providing for residents’ rights) between different groups using one-way analysis of variance (ANOVA) and one-way multivariate analysis of variance (MANOVA). The findings of the study indicated a statistically significant relationship between mean scores of nurse aide students with Sensing (S) and Intuition (N) learning preferences by perception on overall test performance and test performance based on specific duty areas of the INACE with the mean of nurse aide students with the Sensing (S) learning preference being numerically highest (M = 81.85) than Intuition (N) learning preference (M = 79.96%). Additionally, there were no statistically significant relationships between learning preferences by source of energy (Extraversion – E and Introversion – N), learning preferences by reaction to information or making decisions (Thinking – T and Feeling – F), learning preferences by preference to life style (Judging – J and Perceiving – P), learning preference combinations by orientation to energy and perception (IS, IN, ES, and EN), learning preference combinations by perception and attitude (SP, SJ, NP, and NJ), learning preference combinations by mental process (ST, SF, NF, and NT), and 16 psychological or personality types or learning approaches (ISTJ, ISFJ, INFJ, INTJ, ISTP, ISFP, INFP, INTP, ESTP, ESFP, ENFP, ENTP, ESTJ, ESFJ, ENFJ, and ENTJ) and Illinois Nurse Aide Competency Examination (INACE) performance among nurse aide students. The findings suggested that students with Introversion (I), Sensing (S), Thinking (T), and Perceiving (P) learning preferences had better overall test score on the Illinois Nurse Aide Competency Examination (INACE). Further research with a larger sample is recommended. The findings from the study and review of literature will guide nurse aide trainers and students, improve Illinois Nurse Aide Competency Examination; and increase nurse aide students’ retention efforts by utilizing the MBTI® assessment tool along with understanding and implementing the underlying concepts. Keywords: Personality Type, Psychological Type, Academic Achievement, Academic Aptitude, Type Theory, Standardized MCQ Tests, Standardized Tests, Cognitive Attribute, Academic Success, Achievement Tests, Learning Styles, Myers-Briggs Type Indicator®

Derived from the ancient mind-body practice and congruent with western scientific studies, the 8-Week Program to Support Undergraduate Academic Aptitude draws specific modalities from the 5,000-year-old Yoga tradition for helping lower undergraduate anxiety, depression, and stress. The program emphasizes use of physical postures, breathing exercises, basic mediation, and philosophy. Selectively chosen, the clinically researched techniques create physiological shifts for offsetting anxiety and depression in undergraduates, two factors known for adversely affecting students’ health and academic readiness. The main goal of the program is to educate a student to use Yogic tools intelligently and effectively for emotional, mental, and physical health to support quality of life and flourishing academically. A student’s health, wellness, and happiness are key contributing factors to staying engaged with an institution and student attainment.