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Personalized training is necessary to meet individual differences in educational attainment, opinions, job choices, and confidence since college enrollment is growing increasingly varied. To put this into practice, it will be essential to gather and assess data from a range of students, use institutional data to perform resource-effective investigations, and take into account the career prospects of learners while developing accurate teaching methods. This research shows a novel emperor penguin search-assisted artificial neural network (EPS-ANN) approach for effectively predicting college students’ career inclinations. This work uses a dataset of student academic concerts for training the proposed technique. The dataset is first preprocessed to develop the features evaluation. To extract the significant features from the normalized data, linear discriminant analysis, LDA, is used. The suggested method is used to further process these important variables to get good predictive performance. The parameters of the ANN are improved by using the EPS optimization process. The suggested approach is tested on the Python platform and examined using several metrics. Additionally, a comparison of the suggested and current approaches is done. In summary, the EPS-ANN approach outperformed other techniques in forecasting the career preferences of college students.

Although the academic performance of children is directly related to the long-term accumulation of human capital, there is limited empirical evidence on how gender equality affects children’s academic performance. Based on the Third Survey of Chinese Women’s Social Status in 2010, from the perspective of gender equality in the family field, this study examines the influence of maternal family status on children’s academic performance. We find that higher maternal family status can improve children’s academic performance. This conclusion is robust after alternative measures of maternal family status and children’s academic performance, adjusting the analysis sample, controlling for family incomes and instrumental variable estimation. The mechanism analysis reveals that mothers with higher maternal family status increase the spending on education and nutrition, while provide more psychological support for children. The role of the maternal family status is more important for boys and children in non-compulsory education, also in the case where mothers value children’s studies but fathers don’t. This paper sheds light on the impact of gender equality in families on human capital accumulation, which provides an empirical basis for promoting gender equality.

We investigate the academic performance gap between students with local rural and urban identities at the same schools in China. We find that in urban public schools, rural students achieve lower test scores than their urban counterparts. Evidence suggests that compared to their urban counterparts, rural students are recorded with lower personality traits, engaging in fewer teacher–student interactions, and receiving unfriendly attitudes from their urban peers, even though they appreciate the role of education as much as their urban counterparts do. To promote the human capital accumulation of rural students at local urban schools, we need to solve the above problems by enhancing their social integration.

This study assesses the impact of cash transfers to low-income female Thai students on improving upper secondary school outcomes, as measured by grade point average (GPA) and transition to tertiary education. Utilizing official records from a charity organization providing substantial cash transfers to secondary students and student records from participating schools, we find the transfers have no effect on improving recipients’ GPAs compared to non-recipients. However, the scholarship recipients are 22% more likely to transition to university education than non-recipients and the presence of scholarship recipients in the classroom increases the likelihood of female non-recipients to attend university.

Extrinsic motivation can play a healthy role in influencing student performance, however, in the developing world without outside intervention, the provider of such extrinsic motivation is usually one with limited means, such as the village school teacher, or a parent struggling to make ends meet. Hence, this paper asks the question: Can limited extrinsic motivation affect academic performance? In particular, we look at two types of extrinsic motivation: small rewards and some encouragement and examine which does a better job to motivate students. We find in this study that the promise of a reward leads to improvement in scores during the treatment period, however, encouragement improves student performance in the post-treatment period (during the national primary school leaving examination).

Enterprise Resource Planning (ERP) system is a very powerful solution to many academic and non-academic institutions in case it has been implemented and used effectively. Otherwise, the system will interrupt several business processes. This research paper investigates the impact of ERP system on academic performance at Sohar University. A survey questionnaire is distributed to several academic stakeholders to investigate the impact of ERP system on academic performance within the University context. A total of 110 questionnaires was received from the key academic stakeholders to examine the relationship between the three core ERP modules i.e. the students’ information module, the financial module, and human resource module. The research outcomes indicate that there is a relationship between the three modules and the academic performance. However, only students’ information module and financial management module demonstrate a significant impact on academic performance, though the human resource module shows no impact on the academic performance at Sohar University. This study is a single case study approach, which might limit the findings to be generalized on other education institutes, but it gives a chance to other researchers to do multiple case studies in other Universities in the region.

The primary objective of this research is to examine the correlation between knowledge hiding and academic and employee performances in the setting of private institutions in Mogadishu. This study used a quantitative methodology to carry out field research with a sample size of 120 academic staff members. The data collection method was executed meticulously, ensuring that the study’s findings maintain high validity and reliability. Statistical software such as SPSS and Smart PLS were subsequently utilised to analyse the data. The research findings indicate that including evasive hiding positively impacts academic and employee performances. Play dumb and rational hiding strategies negatively impact academic and employee arrangements within the context of private universities in Mogadishu. The presented empirical data contribute to the current theoretical understanding of the detrimental impacts of knowledge hiding. They precisely examine the widespread occurrences of evasive, play dumb and reasonable hiding. This study contributes substantially to the current scholarly debate around knowledge hiding inside academic institutions, providing valuable insights into the adverse outcomes associated with this phenomenon. A list of recommendations for future research was provided in the study in response to the identified limitations.

Apart from school, parents play a significant role in affecting the academic achievements of students. In Chinese society, especially, parents are often putting high expectations on their children's educational performance. Certain Chinese parenting styles can put distinctive effect on students' learning motivations and hence, affect students' academic outcomes. The present research aims to investigate how perceived Chinese parenting beliefs and styles are related to perceived learning competence and academic performance of undergraduates through the mediating effects of self-other achievement motives and learning strategies. The sampling design for current study is convenience sampling. One hundred and two undergraduates (62 females and 40 males) have completed a questionnaire consisting of five scales. To analyze the data, path analyses were used. Results showed that perceived Chinese parenting beliefs and styles (training, shame, autonomy, authoritative, warmth, control) can be effective and desirable constructs to predict undergraduates' achievement motives and subsequently to their learning strategies, perceived learning competence and academic performance. It is found that Guan can significantly generate a positive association with self-oriented achievement motives, and both authoritative and control are good predictors of other-oriented achievement motives. Also, significant relationship between students' achievement motives with their learning strategies is found. Students who tend to have better learning strategies such as better concentration are found to have greater self-perceived learning competence and higher academic results as well. To conclude, perceived Chinese parenting beliefs and styles are proved to have a significant effect on students' learning and achievement via the mediating effects of self-other achievement motives.