Grades Foresee Future Success

Journal of Education and Social Sciences, Vol 1 No 1, Aug 2023
Grades Foresee Future Success
Lee Bih Ni1*

1
Faculty of Psychology and Education, Universiti Malaysia Sabah (UMS), Jln UMS, 88400, Kota Kinabalu,
Sabah Malaysia.
Email: leebihni@ums.edu.my
2
ABSTRACT
CORRESPONDING This paper discusses the importance of earning a good
AUTHOR (*): grade is not only a measure of subject matter knowledge or
Lee Bih Ni intelligence. Instead, it's a composite of knowledge, skills
(leebihni@ums.edu.my) and personality traits. A student with a good work ethic and
discipline could help their grades because they turn in
KEYWORDS: homework assignments on time and have good class
Grades attendance. Similarly, a student who is driven would be
Work hard willing to do additional research for assignments or to seek
Academic achievement out learning resources if they were struggling. Because
Career success grades are a composite measurement of student
performance, they can be a better predictor of success than
CITATION: other narrow measures, such as IQ.
Lee, B. N. (2023). Grades Foresee Future
Success. Malaysian Journal of Social Sciences
and Humanities (MJSSH), 8(4), e .
https://doi.org/
Contribution/Originality: This paper provides a logical analysis of the grades foresee

future success. By integrating the findings and perspectives of empirical research, the
literature review addresses research questions and has additional research power. It
can also help outline different and interdisciplinary areas of research.
1. Introduction
Every year, millions of students ask why it’s important for them to get an A or C in their
calculus classes. Nevertheless, students strive to complete the required courses with the
best grades. This is in the minds of all students: excelling in school is essential to future
success. But how far is it actually? Do statistics show that good grades precede career
success, high income and entrepreneurial leadership? More and more research papers
show the complex relationship between academic achievement and career success. This
is what we know. A research paper co-authored by Nobel Prize-winning economist
James Heckman found that personality was one of the most important predictors of
success. Grades reflect personality traits such as perseverance, perseverance, and self-
discipline, three useful traits that can lead to success. By comparison, IQ alone accounts
for only 1 to 2 percent of the difference in income. Despite the link between academic
success and career success, significant gaps remain. For example, grades do not measure
leadership or comfort with risk, two characteristics that are important for business
success at the highest level. Also, the grade point average (GPA) is not an indicator of
emotional intelligence or interpersonal skills such as networking. Without these key
skills, it is difficult to go further in a career. While there are limitations to how academic
success predicts career success, college grades remain a key factor in a student's post-
graduation trajectory (Lane, 2022).
© 2022 by the authors. Published by Secholian Publication. This article is licensed under a Creative
Commons Attribution 4.0 International License (CC BY).
2
Malaysian Journal of Social Sciences and Humanities (MJSSH) (e-ISSN : 2504-8562)
2. Literature Review
Getting good grades is a common aspiration of college students, recent research shows
that getting good grades isn't the only factor that determines a person's success after
college. Personality predicts success more accurately than almost any other factor,
according to a study conducted in 2016. While grades are a good measure of a student's
grit and self-discipline, they are not a measure of emotional intelligence, interpersonal
skills, leadership, or risk tolerance. Choosing to go to college can be an easy or difficult
decision, depending on the student. Going to college helps determine one’s future and
can lead a person to the career path they want in general. But there are many
expectations about how students can succeed after degree and in the workplace. The
general expectation or belief is that college students need to maintain a high GPA to
succeed later on. For most college students, including UW, getting good grades and
excelling academically is one of the most important parts of college (Wiegele, 2021).
While other aspects of student success are now assessed more than ever before, grade
point average remains a key determinant evaluated by employers when choosing the
people they want to hire. According to a 2019 survey conducted by Job Outlook, 73% of
prospective employers have already screened job applicants according to GPA. Forbes
also claims that students with higher grade point average are more likely to be
interviewed for a particular job or to prove their qualifications than students with lower
GPAs. Students with lower GPAs often have to limit their job search to smaller
companies that offer lower salaries. Based on Ferguson’s advice, maintaining a good GPA
is in line with showing employers that students are interested in their field of study. “In
my experience working with students, the strength of grade point average is directly
related to a student’s level of interest in the program of study and the extent to which
students’ academic abilities are appropriate to the program of study, ”Ferguson said. "I
advise students to consider these factors when making decisions about study plans as
this will support them in achieving the grade point average they desire." However, a
common misconception is that getting a good grade determines everything about a
student’s postgraduate career. According to Forbes, there is no big correlation between
getting good grades in college and earning a high income (Lane, 2022).
The pressure to maintain a high GPA made her stressful when thinking about students’
future. UW Vice Provost Rainn Singer agrees with the idea. In certain occupations that
require participation in competitive programs, grades are important in determining a
student's future career success. In general, good grades aren't detrimental, but they're
far from the only factor. Once students pass their first job at university, grades drop. A
study conducted by the American Sociological Association found that college student
grades are not as important as the college a student attends. The study found that
graduates of more competitive colleges earned 19 percent more than those who
attended less competitive colleges or universities. Alicia Hazen, director of career
services at the UW School of Human Ecology, said employers are more concerned with
the experience students gain during college than the grades they earn. "Students should
probably be more concerned with the way they demonstrate that they have this
important career readiness than a high GPA," he said. When recruiters evaluate
candidates for a position, the student's experience in their area of interest Probably
more weight than GPA, especially if students can articulate the skills they learn and use
in each role as it relates to the position and show how they will add value to the
organization. Although there is some truth behind the pressure students experience to
maintain a high GPA throughout college, it should be noted that this is not the only factor
3
that determines their future success. Employers emphasize the importance of balance
and experience, not just assessing a person’s GPA, according to various UW studies and
consultants (6Park NewsDesk, 2021).
Graduates from the most savy institutions earn more-even after controlling for factors
that previously questioned the findings-but perhaps not as much as many think. Various
groups regularly publish reports on the colleges with the highest salaries for graduates
after graduation. In general, they are among the most competitive colleges for admission.
The Obama administration’s college scorecard, though not college -level, includes post -
graduation income data used by many others to compare colleges. Harvard graduates
earn an average of $ 87,200 after 10 years of college, according to federal databases,
while the number at nearby Massachusetts University in Boston is just under $ 46,000.
Such data has resulted in countless clickbait articles such as “If you want to be a
millionaire, go to the top five colleges”. (Spoiler warning: Harvard is on the list, UMass
Boston isn't.) But there's another category of popular articles about college success and
life that can be summed up with this title: "Forget Harvard and Stanford. It really isn't."
What matters is where you go to college”. Skeptics of the Ivy or Bust article (and basic
research) have long shown that the top -earning colleges are those that accept students
who are, on average, ready for college and come from families that are more than
average wealthy families, and have many advantages that are not owned by students
elsewhere. People who are skeptical of the “Go Anywhere” article point to the great
success of elite college graduates. Do the most competitive college income earners
actually offer the best education, or are they lucky enough to educate students who are
likely to succeed (Jaschik, 2016)
3. Methodology
This research method used literature review, which included new insights into the
quality of action and scientific papers. The literature review activity began with four
steps: 1) developing questions; 2) searching the literature; 3) data evaluation; 4)
analysis and interpretation. All steps are performed in stages. Analytical techniques are
performed in the following ways: 1) Compare (find the equation); 2) Contrast
(discovering inequality); 3) Criticism (giving opinions); 4) Synthesis (comparative); 5)
Summary.
The main purpose of this writing is to see the importance of importance of earning a good
grade is not only a measure of subject matter knowledge or intelligence. Grades are a composite
measurement of student performance, they can be a better predictor of success than other
narrow measures, such as IQ.
4. Findings & Discussion
A study presented at American Sociological Association found that attending the most
selective four-year colleges can lead to substantial earnings. When factoring in factors
such as parental income, SAT scores, major choice and many other metrics, the gap is not
the same as the Harvard-UMass Boston gap. But diversity in socioeconomic and
academic metrics (in addition to the quality of teaching at elite universities) has
implications for graduate salaries. But it's also the case that, despite controlling for all
these factors, getting into the most selective colleges yields results. In addition, the study
found significant differences in income across all universities, with low-income women
and degree programs having a large impact. As a result, researchers are skeptical of the
college's rankings on graduate earnings -- including those based on college scorecard
4
data. The authors are Paul Attewell, professor of urban education at the Graduate Center
at the City University of New York, and Dirk Witteveen, a doctoral student in sociology
there (Jack, 2021).
They used statistics from federal baccalaureate and beyond longitudinal studies, as well
as classifications from the Barron's University Guide, which groups colleges based on
SAT (Scholastic Aptitude Test)/ACT (American College Testing) scores and the
percentage of admitted applicants. They then tried to control for all the factors that
might make some students more likely to earn more after graduation (except for the
college experience itself). They control for gender, age, ethnicity, parental income,
parental education, SAT, college grade point average, college major, private/public
institution, graduate graduate degree, and post-college employment fields. The results
show that, after controlling for all these factors, the most competitive college graduates
(10 years after graduation) earn 8% more than highly selective (but not the most
competitive) college graduates. Competitive colleges have an 11 percent higher
acceptance rate for graduates from competitive colleges and a 19 percent higher
acceptance rate than graduates from non-competitive colleges. In other words, Ivy
League graduates benefited very little from attending Ivy League, but they also benefited
from many other factors that did not necessarily come from their education—given that
a student's background seems to have a significant impact on later success big impact.
While they earn more than others, the portion of the money that can be attributed to
college isn't as large as one might think after using the college scorecard. So research
shows that the phrase "don't worry about going to elite colleges" is flawed, as is the
argument that elite colleges themselves bring wealth (Sunny & Martha, 2012).
Career wealth isn't the only reason to go to college. The paper appears to be
sympathetic to that sentiment, but it also points out that many Americans worry about
whether college loans will pay off, and many parents, politicians and others wonder if
graduates can find jobs. Consistent with their theme that admission to elite colleges is
important, but not essential, the authors provide a 2003 grid of 10-year average salaries
that examines both college and university major selectivity. The data shows the
advantage of attending an elite university, the reality that a degree in some majors can
help students at a less elite university catch up in salary to other graduates, these non-
majors are an advantage The lucrative, not necessarily the poor, because conventional
wisdom requires it. A closer look at the table is that the data is from 13 years ago, the
salary today is likely to be higher, and the value associated with some professions may
be higher (Scott & Liang, 2005).
5
Note the significant figures for all types in the table above. For some graduates, going
into a lucrative major can offset entry to a less competitive college (argument made by
Georgetown University's Anthony Carnevale). Graduates of the social sciences and
humanities may not be top notch, but they are successful. The key is to keep in mind all
the factors that seem to influence economic success. Given that women are paid less
regardless of institution or major, and that many other socioeconomic factors appear to
have little effect, one should be skeptical of all claims that college or the major itself
predicts economic success. At the same time, it would be wrong to think that it makes no
difference where a person registers. There are a lot of good colleges in the Ivy League
and the best private colleges, many of which are hard to get into, but the best college
graduates, like the Ivy League and other top 20 colleges, get better paying jobs. A very
Bright and hard-working students enter colleges less selective than the highest, and they
don't earn the same income as those who go to one of the most selective colleges. This
may explain why there is intense competition to get into the top-ranked universities.
That has huge implications for future earnings (Carnevale & Rose, 2015).
From the very beginning of our education, we have been told that the measure of success
is our grades. In school, grades are king. If you want to get into a good college or
university, have the most chances, and get the best job, you need a good grade. No
amount of effort can overcome it, and students are told that not only are many relying on
their test scores, but there are many opportunities for success.
“At every corner you are told that simply learning and doing your absolute best is not
good enough. Instead of the focus being on learning the material and growing through
experiences you are told that what you are doing is worthless unless you can beat other
students.”
– Student
Students are more nervous than ever about their grades, observing the feeling of
competition from the high school grade list all the way to the high school honors list and
college dean's list. The competition for the top job, based on a seemingly objective
measure, is said to be designed to encourage students to study hard and help us measure
our best and most prominent potential. It should tell us who our best and brightest are.
6
But are grades an accurate measure of success outside of school? Grades are a good
measure of how well you can come to the same conclusions as your teacher. If you're
looking for someone who can follow instructions, color lines, and deliver exactly what's
expected, grades are the best way to find them. As Sir Ken Robinson pointed out in his
famous TED talk, our current school system was designed for the first industrial
revolution, where converging thinking and following directions were essential for
achieving success in the workplace. Success is critical. Now, in the Fourth Industrial
Revolution, the skills and qualities that people need to succeed have changed a lot
(Twenty One Toy, 2021).
“Ironically and tragically, rather than adapt our educational system to the needs of our
modern times we have doubled down on the old system, so it is harder today than ever
before for young people to retain and build upon their natural curiosity and creativity.”
– Peter Gray Ph.D.
Find 21st century skills in the workplace, and look for people who are innovative,
empathetic and good at learning new things. We are increasingly looking for different
thinkers, people looking for new ways of doing things. Since grades aren't a good
measure of these traits or skills, Google is just one of several big companies to declare
that GPA isn't a worthy hiring criterion. Laszlo Bock, Google's senior vice president of
people operations, said that, based on his experience in school, the academic
environment did not produce the kind of thinkers we need today.
“One of my own frustrations when I was in college and grad school is that you knew
the professor was looking for a specific answer. You could figure that out, but it’s much
more interesting to solve problems where there isn’t an obvious answer. You want
people who like figuring out stuff where there is no obvious answer.”
– Laszlo Block,, SVP of People Operations, Google
They continue to push students to achieve high grades to demonstrate their potential,
but NYU (New York University) research shows that not only is a high GPA not an
indicator of success, it's actually negatively correlated with one of the most important
skills of the 21st century: innovation. Good grades is poor innovation direction (Twenty
One Toy, 2021).
The study surveyed more than 10,000 college students from the United States, Canada,
Germany, and Qatar across various fields of study. Although innovation itself is difficult
to measure, this study sought to understand students' desire to innovate. They try to
understand students who want to innovate and create new things in their future careers.
Research has found that teacher-student relationships can enhance students' desire to
innovate, thereby encouraging problem-solving and developing debates in the
classroom. The peer network is also a positive factor in encouraging innovation. But
what about your GPA? The lower your GPA, the more likely you are to want to innovate
and create new things. The higher your GPA, the lower your innovation intent.
Why are good students not good innovators? The findings suggest that innovators are
more likely to be intrinsically motivated; they don't have to be rewarded by others for
pursuing what they find meaningful or interesting. On the other hand, grades are
external drivers. Students vying for first place or top marks may not be very good at
doing things they didn't know would bring rewards. Not having a clear idea of what
success looks like or how to manipulate the system to get the top score can make
7
innovation and entrepreneurship less attractive to those motivated by high scores and
GPAs. While this NYU study is not intended to support the Thiel Fellowship, which
provides students with funding to drop out of school and become entrepreneurs, it
emphasizes that schools and educators can change the way they teach to encourage
more innovation because at the end of the day, This is what we need. By encouraging
debate and discussion, providing open-ended assignments, and increasing opportunities
for independent learning and peer collaboration, our classrooms can help develop more
innovative thinkers (Twenty One Toy, 2021).
Students today are more stressed about grades than ever before. A few months ago, I
published an article (here) demonstrating that this is the case for college students. Many
students responded to the post commenting on the way their parents, teachers and the
community generally told them that their futures depended on getting straight A's in
high school and college. The following are examples of such comments (Gray, 2016):
• Anything below an A is unacceptable, and our parents were ingrained from the
beginning that perfection was our only chance for success in this competitive world.
• Do you know what makes us think we have to get all A's? Our parents, our
scholarships, our teachers, the internet.
• Every corner tells you that just learning and doing your best is not enough. Don't focus
on learning material and grow through experience, unless you can beat other students,
you'll be told that what you're doing is worthless. Everything you do is measured in the
way others do.
Why Google doesn't ask for transcripts or test scores? Contrary to all concerns about this
score, Google SVP of People Operations Lars Lobok said in an interview with The New
York Times about Google's hiring practices and experience: "One thing we see from all
the data processing is GPA. GPA is not considered a criterion for recruiting and test
scores are not valued. Google used to be known to require everyone to provide
transcripts, GPA scores and tests, but we don't do that anymore unless you leave school
Only a few years. We found that they didn't predict anything." In the same interview,
Bock went on to explain, "I think of the academic environment as an artificial
environment. The people who succeed there are well-trained, and they are conditioned
to succeed in that environment. Part of my frustration in college was One is grad school
where you know the professor is looking for specific answers, and you can think about it,
but it’s more fun to solve problems that don’t have clear answers. You want clear
answers for people who like to think about things that don’t have clear answers.” Bock
went on to say, The more experience Google has with recruiting, the more likely they are
to hire people with no college degree at all. They have a team where 14 percent of the
members never went to college (Gray, 2016).
Research Shows Performance Is Negatively Correlated With The Direction Of

Innovation
A growing number of controlled studies also show that there is no correlation, or even
an inverse correlation, between college GPA and innovation orientation or ability. A
major study by Matthew Mayhew and colleagues at New York University has recently
gained a lot of media attention. These researchers surveyed thousands of college
graduates from five different higher education institutions through a battery of
psychological tests and questionnaires. One of their key findings was the inverse
relationship between students' reported GPA and their orientation towards creative or
innovative work. The higher the grade point average, the lower the student's interest in
8
innovation. As a possible explanation for this inverse relationship, the researchers

speculate as follows: "Compared to students with higher grade point averages, students
with innovative tendencies may be less concerned with scoring systems that rely on
memory through assessment. Going to colleges with innovative intent may be more
likely to see their education as a way to discover new ideas, rather than gain more
experience from a series of external assessments in the form of grade point averages"
(Gray, 2016).
Researchers and several recent authors have defined low achievement in terms of
differences between children's school performance and some measure of ability, such as
IQ scores. Researchers provide a broader definition and defines poor achievement as a
significant difference between expected and actual achievement. In the context of this
study, poor academic performance of graduates refers to lower-than-expected academic
performance. To fully understand what IPTA means in the context of Malaysian
graduates, it is important to understand the selection process for IPTA students in
Malaysia. Since 2002, admission to public universities in Malaysia has been based on
academic merit, with an additional criterion added since 2008, student course
participation (10%). As reported by the Ministry of Higher Education, meritocracy is
permanent and the government has not decided to replace it with any other selection
method, as the current system is able to "produce outstanding graduates". With highly
competitive selection criteria, selected students who are successfully admitted are likely
to have excellent academic performance and strong academic motivation . Despite the
highly selective criteria, some graduates from public universities were found to
unexpectedly fall short of high standards of academic achievement. As a national survey
conducted by the Ministry of Higher Education in recent years found that graduates from
Malaysia's public universities appear to have some underperforming graduates (Yong &
Rohana, 2008).
Academic excellence can be defined as scores, attributes related to employability skills

such as leadership, teamwork, creativity, etc. In the study, academic performance was
measured based on the grade point average (CGPA) students earned after graduation.
Students who graduated from academic programs using the CGPA grading system with a
maximum score of 4.00 and a minimum of 2.00 were included in the analysis. In this
context, underperforming students among Malaysian graduates are defined as those
who have not reached their academic potential as they can only successfully complete
their studies with a CGPA of 2.50 and below. As mentioned earlier, those who are
admitted to public universities are those with the highest academic achievement based
on their scores on public exams and are therefore most likely to do well at university.
The admission criteria for the study group are Malaysian students who have obtained a
bachelor's degree in the IPTA full-time programme in 2007. Graduates of academic
programs such as medicine, law, pharmacy, and dentistry that use different grading
systems are not included in the analysis. Alternatively, the exclusion criteria are foreign
graduates, graduates of private universities or institutions of higher learning, and other
degrees (such as Diploma, Masters and Ph.D.) graduates (Yong & Rohana, 2008).
The proportion of underachieving graduates among Malaysian graduates, although

small, indicates that graduates are underperforming. Due to limited places at public
universities, competitive admissions requirements based on academic merit in SPTM
(Malaysian Higher School Certificate)/STAM (Malaysian Higher Religious Certificate)
regular and matriculation exams ensure that only high-achieving candidates are offered
places. Therefore, selected students who are successfully admitted are likely to have
9
excellent academic performance. The underperformers are usually male, Malay or

Bumiputera, taking loans at PTPTN (National Higher Education Fund Corporation) and
taking some technical courses. Although their CGPA reflected low achievement, about
48% managed to find a job within three months of graduation. Some of them work in
jobs that offer lower financial returns, and the types of work they do come from local
private companies. Keep in mind that in addition to having a lower CGPA disability,
graduates consider English language proficiency and interpersonal communication skills
as skills they perceive to be lacking, A limitation of this study is that it used the results of
a follow-up study by the Ministry of Higher Education. An in-depth study of the factors
influencing low-achieving students could improve the delivery of higher education,
addressing the diversity of students' backgrounds and experiences in college programs
(Yong & Rohana, 2008).
a) Colleges and universities can focus more on developing students’ broader skills to
prepare them for the world of work (communication, problem solving, money
management, attitudes, etc.) (Manjunath,2020).
b) Career advice could be enhanced despite greater engagement with employers and
a focus on career options and academic pathways.
c) Greater collaboration between education and industry, including providing young
people with more work experience before they make career choices.
d) More on-the-job training, including apprenticeships, which allow employers to
form new employees according to their needs and provide opportunities to earn
money while studying.
e) Feedback from companies indicates that candidates lack applied skills. Therefore,
the curriculum should be based on Higher Order Thinking Skills (HLTS) and not
just on the current normal education system.
f) Students are encouraged to undertake short-term internships to gain an
understanding of workplace conditions and industry expectations. It will also be
evidence of making the right career choice.
g) Students should be advised at the school level to maintain consistency in their
academic records and achieve at least 70% and above.
h) Students need support at university to improve work-related skills. For example,
for technical roles, students need to develop practical skills in the latest
technological fields such as cloud computing, big data analytics, mobile
computing, etc. This may not be part of their academic program. Among non-
technical cadres, they can develop skills in financial statement analysis, social
media recruiting, digital marketing, and more. In the management cadre, students
can be advised to acquire skills in analyzing the macro and micro components of a
business, presentation and communication skills, etc.
i) Students can learn about job opportunities on campus for a variety of study
streams. This can be an integral part of enrolment counselling so that students can
make informed choices.
j) Businesses should partner with universities to design curricula and support the
delivery of Teacher Development Programs (FDPs) to bridge the gap between
education and marketization.
Conclusion
Developing graduates who can work is part of the educational process. Generic
marketable skills are important because the labor market is competitive and employers
10
are looking for people who are flexible, motivated and capable of performing a variety of
tasks in different settings. Employers need the skills of graduates outside the subject
area of study in higher education. In fact, some employers place less emphasis on the
discipline of graduates' actual degrees and more on the generic skills they acquire.
Employers often consider subject-related graduate grades to be necessary but not
sufficient for them to be hired. Achievements that transcend the boundaries of
disciplinary extracurricular activities, such as work experience, volunteering, and
participation in clubs and communities, are considered in this context as equally
important as knowledge and experience gained through academic study. The
relationship between higher education and marketization, in turn, economics is long-
term. Employers often consider subject-related graduate grades to be necessary but not
sufficient for them to be hired. In some employment situations, the discipline of the
actual subject may be relatively unimportant. Achievements outside disciplinary
boundaries, such as possessing so-called "soft skills", are often seen as important in
graduate recruitment. Employability is not just in the nature of recent graduates. It
needs to be constantly updated throughout one's working life.
References
6Park NewsDesk. (2021). Ratings are not as important as previously thought in

determining future success. The Badger Herald. December 7, 2021.
https://6park.news/wisconsin/ratings-are-not-as-important-as-previously-thought-
in-determining-future-success-say-experts-at-the-university-of-washington-the-
badger-herald.html
Carnevale, A. P. & Rose, S. J . (2015). The Economy Goes To College The Hidden
Promise Of Higher Education In The Post-Industrial Service Economy. Washington:
The Georgetown University.
https://cew.georgetown.edu/wp-content/uploads/IO-Executive-Summary-
web.pdf
Gray, P. (2016). Inverse Relationship Between GPA and Innovative Orientation.

USA: Psychology Today. https://www.psychologytoday.com/intl/blog/freedom-
learn/201604/inverse-relationship-between-gpa-and-innovative-orientation
Jack, A. (2021). Inequality on College Campuses. Amherst Be Revolutionary, March

16, 2021. https://www.umass.edu/news/article/harvard-professor-anthony-jack-
present
Jaschik, S. (2016). College Selectivity and Income. Inside Higher Ed , August 22,
2016. https://www.insidehighered.com/news/2016/08/22/study-finds-
graduates-most-selective-colleges-enjoy-earnings-payoff
Lane, R. 2022. Do College Grades Predict Future Success? Hong Kong: Forbes.
https://www.forbes.com/sites/theyec/2020/10/19/do-college-grades-predict-
future-success/?sh=9724d145af65
Manjunath D.R. (2020). The Impact of Academic Performance on Employability - A

Study. International Journal of Science and Research (IJSR). Volume 9 Issue 10,
11
October 2020, 1092-1097.

https://www.ijsr.net/archive/v9i10/SR201017185506.pdf
Scott L. T. & Liang Zhang . (2005). Post-Baccalaureate Wage Growth within Four
Years of Graduation: The Effects of College Quality and College Major. Research in
Higher Education, June 2005, volume 46, pages 437–459.
https://link.springer.com/article/10.1007/s11162-005-2969-y
Sunny X. Niu and Marta Tienda. (2012). Test Scores, Class Rank and College
Performance: Lessons for Broadening Access and Promoting Success. Rass Ital
Sociol. 2012 Apr 1; 2: 199–226.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3685191/
Twenty One Toy. (2021). Psychology Today: Inverse Relationship Between Grades
and Innovation. USA: Twenty One Toy. https://twentyonetoys.com/blogs/future-
of-work/psychology-today-inverse-relationship-between-grades-innovation
Wiegele, E. (2021). Grades aren’t as important as once thought when determining

future success. Wisconsin: The Badger Herald.
https://badgerherald.com/news/2021/12/07/grades-arent-as-important-as-
once-thought-when-determining-future-success-uw-experts-say/
Yong Z Zubairi & Rohana Jani. (2008). Graduates with Low Academic Achievement:
Attributes and Employment Prospects. International Conference on Diversity in
Education and Community. August 2008
https://www.researchgate.net/publication/258050092_Graduates_with_Low_Aca
demic_Achievement_Attributes_and_Employment_Prospects

Grades Foresee Future Success

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Grades Foresee Future Success

Uploaded by

Copyright:

Available Formats

Journal of Education and Social Sciences, Vol 1 No 1, Aug 2023

Grades Foresee Future Success

Lee Bih Ni1*

Contribution/Originality: This paper provides a logical analysis of the grades foresee

4. Findings & Discussion

Research Shows Performance Is Negatively Correlated With The Direction Of

innovation. As a possible explanation for this inverse relationship, the researchers

Academic excellence can be defined as scores, attributes related to employability skills

The proportion of underachieving graduates among Malaysian graduates, although

excellent academic performance. The underperformers are usually male, Malay or

6Park NewsDesk. (2021). Ratings are not as important as previously thought in

Gray, P. (2016). Inverse Relationship Between GPA and Innovative Orientation.

Jack, A. (2021). Inequality on College Campuses. Amherst Be Revolutionary, March

Manjunath D.R. (2020). The Impact of Academic Performance on Employability - A

October 2020, 1092-1097.

Wiegele, E. (2021). Grades aren’t as important as once thought when determining

You might also like