Sentence examples for academic preferences from inspiring English sources
The phrase "academic preferences" is correct and usable in written English
It can be used when discussing individual choices or inclinations related to academic subjects, courses, or learning styles. Example: "Students should be encouraged to explore their academic preferences to find the subjects they are most passionate about."
Rival explanations suggest that stronger academic preferences are part of a strategy to compensate for discrimination (Heath & Brinbaum, 2007; Urban, 2012), or stronger social networks in ethnic communities (Zhou & Bankston, 1994).
Cimpian, Leslie, and their co-authors say that their analysis considered other factors believed to depress female representation in academia, including women having different academic preferences and working fewer hours than men, and found them to be much less significant than the field's believed importance of genius.
The current academic preference is to see the English medieval economy as an "overlapping network of diverse communities", in which active local choices and decisions are the result of independent agency, rather than historical determinism.
We collected data on each student's background, workplace preference, academic performance and emigration preferences.
The definition of what evidence is and how much of it is enough also continues to be debated with researchers and academics expressing preference for peer-reviewed research [ 11].
Students have varying tastes, preferences, academic abilities and financial situations, so the "best" school for each student depends not only on overall quality as measured by rankings such as this one, but other considerations specific to individual students.
These differences depend on academic background, personal preferences and organizational structures of the RHS.
That interpretation is supported by the fact that admissions tutors at the most prestigious institutions tend to ignore the tariff, admitting students with academic qualifications in preference to those with vocational ones that are supposed to be equally valuable.
Academic achievement and preference-challenge in Group AR-Boxing has linear positive correlation.
The ability of self-efficacy beliefs to predict psychosocial outcomes was examined among a group of 489 Italian young adolescents, and with respect to three indicators of adjustment: peer preference, academic achievement, and problem behavior.
Follow-up studies have also questioned the link between names and longevity, career choice and success, geographic and marriage preferences, and academic achievement.
