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Sample records for intelligence academic achievement

  1. Depressive Symptoms, Academic Achievement, and Intelligence

    Czech Academy of Sciences Publication Activity Database

    Preiss, M.; Fráňová, Lenka

    2006-01-01

    Roč. 48, č. 1 (2006), s. 57-67 ISSN 0039-3320 R&D Projects: GA ČR GA406/05/0915 Institutional research plan: CEZ:AV0Z70250504 Keywords : academic achievement * depressive symptoms * intelligence Subject RIV: AN - Psychology Impact factor: 0.410, year: 2006

  2. Social Intelligence and Academic Achievement as Predictors of Adolescent Popularity

    Science.gov (United States)

    Meijs, Noortje; Cillessen, Antonius H. N.; Scholte, Ron H. J.; Segers, Eliane; Spijkerman, Renske

    2010-01-01

    This study compared the effects of social intelligence and cognitive intelligence, as measured by academic achievement, on adolescent popularity in two school contexts. A distinction was made between sociometric popularity, a measure of acceptance, and perceived popularity, a measure of social dominance. Participants were 512, 14-15 year-old…

  3. Impact of Emotional Intelligence on Academic Achievement and Leadership

    Directory of Open Access Journals (Sweden)

    Beena Johnson

    2016-10-01

    Full Text Available Emotional intelligence is the ability to perceive, appraise and control one's emotions. It is the ability to motivate oneself even in stressful situations, to control impulsive behaviour and to manage feelings in perfect way. Emotional intelligence can be considered as a set of skills which contribute to the proper assessment and regulation of emotions, and the utilization of feelings for best achievement in academics, profession and life. Emotional Intelligence is an important predictor of success in life and has significant role in stress management and academic achievement. Students who are high academic performers, usually have higher emotional intelligence scores compared with children with scholastic backwardness. Individuals with high emotional intelligence will correctly understand emotional issues, manage stressful situations successfully and regulate emotions in the best way. They are balanced, empathetic, self-aware and sociable. They have very strong will-power and are intrinsically motivated. Emotional intelligence is also a crucial factor needed for successful leadership. It has significant role in academic and organizational success.

  4. Intelligence and Academic Achievement With Asymptomatic Congenital Cytomegalovirus Infection.

    Science.gov (United States)

    Lopez, Adriana S; Lanzieri, Tatiana M; Claussen, Angelika H; Vinson, Sherry S; Turcich, Marie R; Iovino, Isabella R; Voigt, Robert G; Caviness, A Chantal; Miller, Jerry A; Williamson, W Daniel; Hales, Craig M; Bialek, Stephanie R; Demmler-Harrison, Gail

    2017-11-01

    To examine intelligence, language, and academic achievement through 18 years of age among children with congenital cytomegalovirus infection identified through hospital-based newborn screening who were asymptomatic at birth compared with uninfected infants. We used growth curve modeling to analyze trends in IQ (full-scale, verbal, and nonverbal intelligence), receptive and expressive vocabulary, and academic achievement in math and reading. Separate models were fit for each outcome, modeling the change in overall scores with increasing age for patients with normal hearing ( n = 78) or with sensorineural hearing loss (SNHL) diagnosed by 2 years of age ( n = 11) and controls ( n = 40). Patients with SNHL had full-scale intelligence and receptive vocabulary scores that were 7.0 and 13.1 points lower, respectively, compared with controls, but no significant differences were noted in these scores among patients with normal hearing and controls. No significant differences were noted in scores for verbal and nonverbal intelligence, expressive vocabulary, and academic achievement in math and reading among patients with normal hearing or with SNHL and controls. Infants with asymptomatic congenital cytomegalovirus infection identified through newborn screening with normal hearing by age 2 years do not appear to have differences in IQ, vocabulary or academic achievement scores during childhood, or adolescence compared with uninfected children. Copyright © 2017 by the American Academy of Pediatrics.

  5. Intelligence and Academic Achievement in a Clinical Adolescent Population

    Science.gov (United States)

    Stewart, David W.; Morris, Linda

    1977-01-01

    The present study was undertaken with two related goals: (a) to examine the relationships between the WRAT and CAT, and (b) to examine the relationships which may exist between these academic achievement tests -nd a standard intelligence battery such as the Wechsler Scale. (Author)

  6. Emotional Intelligence, Creativity and Academic Achievement of Business Administration Students

    Science.gov (United States)

    Olatoye, R. Ademola; Akintunde, S. O.; Yakasai, M. I.

    2010-01-01

    Introduction: This study investigated the extent to which the level of creativity and emotional intelligence influenced the level of academic achievement of Higher National Diploma HND business administration students of Polytechnics in the South Western States of Nigeria. Method: Three instruments; Student Cumulative Grade Point (CGPA)…

  7. Influence of Emotional Intelligence and Need for Achievement on Interpersonal Relations and Academic Achievement of Undergraduates

    Science.gov (United States)

    Afolabi, Olukayode Ayooluwa; Ogunmwonyi, Edosa; Okediji, Abayomi

    2009-01-01

    This study examined influence of emotional intelligence and need for achievement on interpersonal relations and academic achievement of undergraduates. Questionnaires were administered to one hundred and ten (110) subjects. The independent variables are emotional intelligence and need for achievement, while the dependent variables are…

  8. Relating emotional intelligence to academic achievement among university students in Barbados

    Directory of Open Access Journals (Sweden)

    Grace A. Fayombo

    2012-11-01

    Full Text Available This study investigated the relationships between emotional intelligence and academic achievement among 151 undergraduate psychology students at The University of the West Indies (UWI, Barbados, making use of Barchard (2001's Emotional Intelligence Scale and an Academic Achievement Scale. Findings revealed significant positive correlations between academic achievement and six of the emotional intelligence components, and a negative correlation with negative expressivity. The emotional intelligence components also jointly contributed 48% of the variance in academic achievement. Attending to emotions was the best predictor of academic achievement while positive expressivity, negative expressivity and empathic concern were other significant predictors. Emotion-based decision-making, responsive joy and responsive distress did not make any significant relative contribution to academic achievement, indicating that academic achievement is only partially predicted by emotional intelligence. These results were discussed in the context of the influence of emotional intelligence on university students' academic achievement.

  9. Trait emotional intelligence influences on academic achievement and school behaviour.

    Science.gov (United States)

    Mavroveli, Stella; Sánchez-Ruiz, María José

    2011-03-01

    BACKGROUND. Trait emotional intelligence (trait EI or trait emotional self-efficacy) refers to individuals' emotion-related self-perceptions (Petrides, Furnham, & Mavroveli, 2007). The children's trait EI sampling domain provides comprehensive coverage of their affective personality. Preliminary evidence shows that the construct has important implications for children's psychological and behavioural adjustment. AIMS. This study investigates the associations between trait EI and school outcomes, such as performance in reading, writing, and maths, peer-rated behaviour and social competence, and self-reported bullying behaviours in a sample of primary school children. It also examines whether trait EI scores differentiate between children with and without special educational needs (SEN). SAMPLE. The sample comprised 565 children (274 boys and 286 girls) between the ages of 7 and 12 (M((age)) = 9.12 years, SD= 1.27 years) attending three English state primary schools. METHOD. Pupils completed the Trait Emotional Intelligence Questionnaire-Child Form (TEIQue-CF), the Guess Who peer assessment, the Peer-Victimization Scale, and the Bullying Behaviour Scale. Additional data on achievement and SEN were collected from the school archives. RESULTS. As predicted by trait EI theory, associations between trait EI and academic achievement were modest and limited to Year 3 children. Higher trait EI scores were related to more nominations from peers for prosocial behaviours and fewer nominations for antisocial behaviour as well as lower scores on self-reported bulling behaviours. Furthermore, SEN students scored lower on trait EI compared to students without SEN. CONCLUSIONS. Trait EI holds important and multifaceted implications for the socialization of primary schoolchildren. ©2010 The British Psychological Society.

  10. The Role of Emotional Intelligence in Mediating the Relationship between Emerging Adulthood and Academic Achievement

    Science.gov (United States)

    Noor, Farukh; Hanafi, Zahyah

    2017-01-01

    Purpose: Academic achievement of students can be fostered and improved if they learn to apply emotional intelligence in their emerging adulthood. The core objective of this research is to test the relationship between emerging adulthood and academic achievement by taking emotional intelligence as a mediator. Methodology: The sample comprises 90…

  11. Associations between Children’s Intelligence and Academic Achievement: The Role of Sleep

    OpenAIRE

    Erath, Stephen A.; Tu, Kelly M.; Buckhalt, Joseph A.; El-Sheikh, Mona

    2015-01-01

    Sleep problems (long wake episodes, low sleep efficiency) were examined as moderators of the relation between children’s intelligence and academic achievement. The sample was comprised of 280 children (55% boys; 63% European Americans, 37% African Americans; M age = 10.40 years, SD = .65). Sleep was assessed through seven consecutive nights of actigraphy. Children’s performance on standardized tests of intelligence (Brief Intellectual Ability index of the Woodcock-Johnson III) and academic ac...

  12. Intelligent Virtual Reality and its Impact on Spatial Skills and Academic Achievements

    Directory of Open Access Journals (Sweden)

    Esther Zaretsky

    2005-08-01

    Full Text Available It is known that the training of intelligent virtual reality, through the use of computer games, can improve spatial skills especially visualization and enhances academic achievements. Through an experiment of using Tetris software, two objectives were achieved: developing spatial as well as intelligence skills and enhancing academic achievements, focusing on mathematics. This study followed studies dealing with the impact on putting the learner into action in 3d space software. During teaching a transition from 2d to 3d spatial perception and operation occurred. A positive transfer from 3d virtual reality rotation training to structural induction skills, by means of mental imaging, was also achieved. At the same time the motivation for learning was enhanced, without using extrinsic reinforcements. The duration of concentration while using the intelligent software increased gradually up to 60 minutes.

  13. Emotional Intelligence: Impact on Post-Secondary Academic Achievement

    Science.gov (United States)

    Garg, Rashmi; Levin, Elizabeth; Tremblay, Line

    2016-01-01

    This research examined the simultaneous influences of emotional intelligence, adjustment to university, authoritative versus other parenting style, and high school average on first year university students' grade point average (GPA) via structural equation modeling. The participants were 299 first year students from the social science faculty at…

  14. Emotional Intelligence, Self-Esteem and Academic Achievement: A Case Study, English Department Students

    OpenAIRE

    Wiwik Andreani.

    2013-01-01

    This study examines the comparison between English Department students’ emotional intelligence (EQ), their self-esteem and their academic achievement. Twenty-two students participated in the research by answering EQ test and two Self-Esteem questionnaires. The result shows that there is no relation between students’ GPA and their self-esteem and EQ. This means that academic ability does not correspond to social skills. Though most students have average EQ and self-esteem, one student has High...

  15. The Effect of Teaching Strategy Based on Multiple Intelligences on Students' Academic Achievement in Science Course

    Science.gov (United States)

    Abdi, Ali; Laei, Susan; Ahmadyan, Hamze

    2013-01-01

    The purpose of this study was to investigate the effects of Teaching Strategy based on Multiple Intelligences on students' academic achievement in sciences course. Totally 40 students from two different classes (Experimental N = 20 and Control N = 20) participated in the study. They were in the fifth grade of elementary school and were selected…

  16. Associations between children's intelligence and academic achievement: the role of sleep.

    Science.gov (United States)

    Erath, Stephen A; Tu, Kelly M; Buckhalt, Joseph A; El-Sheikh, Mona

    2015-10-01

    Sleep problems (long wake episodes, low sleep efficiency) were examined as moderators of the relation between children's intelligence and academic achievement. The sample was comprised of 280 children (55% boys; 63% European Americans, 37% African Americans; mean age = 10.40 years, SD = 0.65). Sleep was assessed during seven consecutive nights of actigraphy. Children's performance on standardized tests of intelligence (Brief Intellectual Ability index of the Woodcock-Johnson III) and academic achievement (Alabama Reading and Math Test) were obtained. Age, sex, ethnicity, income-to-needs ratio, single parent status, standardized body mass index, chronic illness and pubertal development were controlled in analyses. Higher intelligence was strongly associated with higher academic achievement across a wide range of sleep quality. However, the association between intelligence and academic achievement was slightly attenuated among children with more long wake episodes or lower sleep efficiency compared with children with higher-quality sleep. © 2015 European Sleep Research Society.

  17. The Relationship between Emotional Intelligence and Students` Academic Achievements in General EFL Classes

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    Sepideh Berenji

    2010-11-01

    Full Text Available Emotional Intelligence, the ability to be aware of, understand, and express oneself, the ability to be aware of, understand, and relate to others, the ability to deal with strong emotions, and the ability to adapt to change and solve problems of a social or personal nature, can be considered an important factor in learning a language as it enhances the verbal fluency which is the ultimate goal in FLL. The present study intended to consider the relationship between emotional intelligence and academic performance in Osku-Iran Islamic Azad University`s EFL classes. For this purpose, 110 undergraduate EFL sophomore and junior students participated in this study. First, in the middle of the term they were required to complete Bar-On (1997 Emotional Intelligence Inventory and their EI scores were computed based on the guidelines Bar-On (1997 provided. At the end of the term the academic course final exam was administered to the students to achieve their academic mean score which was computed out of 20. After that the degree of correlation between EI and academic mean score was found. It became evident that there is no meaningful relationship between total EI score and academic mean score but there is a meaningful and positive relationship between some sub-scales of emotional intelligence and academic mean score. Therefore, material developers and syllabus designers are required to take emotional factors into account when they want to design syllabuses or make materials ready for teaching.

  18. Multiple intelligences and alternative teaching strategies: The effects on student academic achievement, conceptual understanding, and attitude

    Science.gov (United States)

    Baragona, Michelle

    The purpose of this study was to investigate the interactions between multiple intelligence strengths and alternative teaching methods on student academic achievement, conceptual understanding and attitudes. The design was a quasi-experimental study, in which students enrolled in Principles of Anatomy and Physiology, a developmental biology course, received lecture only, problem-based learning with lecture, or peer teaching with lecture. These students completed the Multiple Intelligence Inventory to determine their intelligence strengths, the Students' Motivation Toward Science Learning questionnaire to determine student attitudes towards learning in science, multiple choice tests to determine academic achievement, and open-ended questions to determine conceptual understanding. Effects of intelligence types and teaching methods on academic achievement and conceptual understanding were determined statistically by repeated measures ANOVAs. No significance occurred in academic achievement scores due to lab group or due to teaching method used; however, significant interactions between group and teaching method did occur in students with strengths in logical-mathematical, interpersonal, kinesthetic, and intrapersonal intelligences. Post-hoc analysis using Tukey HSD tests revealed students with strengths in logical-mathematical intelligence and enrolled in Group Three scored significantly higher when taught by problem-based learning (PBL) as compared to peer teaching (PT). No significance occurred in conceptual understanding scores due to lab group or due to teaching method used; however, significant interactions between group and teaching method did occur in students with strengths in musical, kinesthetic, intrapersonal, and spatial intelligences. Post-hoc analysis using Tukey HSD tests revealed students with strengths in logical-mathematical intelligence and enrolled in Group Three scored significantly higher when taught by lecture as compared to PBL. Students with

  19. Is crossed laterality associated with academic achievement and intelligence? A systematic review and meta-analysis.

    Science.gov (United States)

    Ferrero, Marta; West, Gillian; Vadillo, Miguel A

    2017-01-01

    Over the last century, sporadic research has suggested that people whose hand, eye, foot, or ear dominances are not consistently right- or left-sided are at special risk of suffering academic difficulties. This phenomenon is known as crossed laterality. Although the bulk of this research dates from 1960's and 1970's, crossed laterality is becoming increasingly popular in the area of school education, driving the creation of several interventions aimed at restoring or consolidating lateral dominance. However, the available evidence is fragmentary. To determine the impact of crossed laterality on academic achievement and intelligence, we conducted a systematic review and meta-analysis of articles published since 1900. The inclusion criteria for the review required that studies used one or more lateral preference tasks for at least two specific parts of the body; they included a valid measure of crossed laterality; they measured the impact of crossed laterality on academic achievement or intelligence; and they included participants between 3 and 17 years old. The final sample included 26 articles that covered a total population of 3578 children aged 5 to 12. Taken collectively, the results of these studies do not support the claim that there is a reliable association between crossed laterality and either academic achievement or intelligence. Along with this, we detected important shortcomings in the literature, such as considerable heterogeneity among the variables used to measure laterality and among the tasks utilized to measure the outcomes. The educational implications of these results are discussed.

  20. INVESTIGATION ON THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND ACADEMIC ACHIEVEMENT OF UNIVERSITY STUDENTS

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    O. V. Kotomina

    2017-01-01

    Full Text Available . Introduction. In recent decades, emotional component during the education process has been widely studied by Russian and foreign researchers. The problems of emotional intelligence formation at the higher school have received much attention due to the fact that development of this psychological characteristic of a personality positively influences students’ motivation to training, adaptation at university and academic results of education. Students with high level of emotional stability, able to adequately perceive own and other experiences, and to control them, can master professional competences more successfully; as a matter of practice, those students become good communicators. Thus, such graduates become high-demand specialists in labour market.The aim of this article is to present the results of the research conducted by the author in order to identify the interrelation between emotional intelligence of future managers and their academic achievement.Methodology and research methods. Analytical review of scientific literature was undertaken at the initial stage of work; that allowed to receive general perception of a state of knowledge of the studied problem and to define methods. D.V. Lyusin questionnaire (psychodiagnostic technique based on the self-report and complemented in connection with specifics of the respondent base was used to study various aspects of the students’ emotional intelligence. The online form of the survey was developed for the convenience of interaction with students and rapid data collection; the results were processed by means of correlation analysis.Results and scientific novelty. The results of the survey showed the average level of development of emotional intelligence among Management students. Interpersonal component of emotional intelligence has proven to be the most pronounced. The correlation analysis of the data revealed a statistically significant interrelation between the level of emotional

  1. Emotional Intelligence, Self-Esteem and Academic Achievement: A Case Study, English Department Students

    Directory of Open Access Journals (Sweden)

    Wiwik Andreani

    2012-04-01

    Full Text Available This study examines the comparison between English Department students’ emotional intelligence (EQ, their self-esteem and their academic achievement. Twenty-two students participated in the research by answering EQ test and two Self-Esteem questionnaires. The result shows that there is no relation between students’ GPA and their self-esteem and EQ. This means that academic ability does not correspond to social skills. Though most students have average EQ and self-esteem, one student has High EQ, High Self-esteem and a 2.95 GPA (out of 4. 

  2. Philosophy Underlying Emotional Intelligence in Relation to Level of Curiosity and Academic Achievement of Rural Area Students

    OpenAIRE

    Aminuddin Hassan; Tajularipin Sulaiman; Rohaizan Ishak

    2009-01-01

    Problem statement: Since emotional intelligence is still not wholly-accepted despite evidences of its powerful influence in general setting, this study is therefore conducted to identify the emotional intelligence level among school students in rural areas, relationships between emotional intelligence and anxiety, as well as relationships between emotional intelligence and academic achievement. Approach: It involved a sample of 223 form 1 and form 4 students. Process of data collection was ad...

  3. The impact of epilepsy on academic achievement in children with normal intelligence and without major comorbidities: A systematic review.

    Science.gov (United States)

    Wo, S W; Ong, L C; Low, W Y; Lai, P S M

    2017-10-01

    To systematically examine published literature which assessed the prevalence of academic difficulties in children with epilepsy (CWE) of normal intelligence, and its associating factors. A search was conducted on five databases for articles published in English from 1980 till March 2015. Included were studies who recruited children (aged 5-18 years), with a diagnosis or newly/recurrent epilepsy, an intelligent quotient (IQ) of ≥70 or attending regular school, with or without a control group, which measured academic achievement using a standardised objective measure, and published in English. Excluded were children with learning difficulties, intellectual disabilities (IQchildren with asthma or reported norms. The remaining six studies (30%) did not report any differences. CWE had stable academic achievement scores over time (2-4 years), even among those whose seizure frequency improved. Higher parental education and children with higher IQ, and had better attention or had a positive attitude towards epilepsy, were associated with higher academic achievement score. Older children were found to have lower academic achievement score. In CWE of normal intelligence, the majority of published literature found that academic achievement was lower than controls or reported norms. The high percentages of low achievement in CWE, especially in the older age group, and the stability of scores even as seizure frequency improved, highlights the need for early screening of learning problems, and continued surveillance. Copyright © 2017 Elsevier B.V. All rights reserved.

  4. Emotional Intelligence, Self-Esteem, and Academic Achievement: a Case Study of English Department Students, Binus University

    OpenAIRE

    Andreani, Wiwik

    2013-01-01

    This study examines the comparison between English Department students’ emotional intelligence (EQ), their self-esteem and their academic achievement. Twenty-two students participated in the research by answering EQ test and two Self-Esteem questionnaires. The result shows that there is no relation between students’ GPA and their self-esteem and EQ. This means that academic ability does not correspond to social skills. Though most students have average EQ and self-esteem, one student has High...

  5. The Pivotal Role of Effort Beliefs in Mediating Implicit Theories of Intelligence and Achievement Goals and Academic Motivations

    Science.gov (United States)

    Tempelaar, Dirk T.; Rienties, Bart; Giesbers, Bas; Gijselaers, Wim H.

    2015-01-01

    Empirical studies into meaning systems surrounding implicit theories of intelligence typically entail two stringent assumptions: that different implicit theories and different effort beliefs represent opposite poles on a single scale, and that implicit theories directly impact the constructs as achievement goals and academic motivations. Through…

  6. Emotional Intelligence, Academic Procrastination and Academic ...

    African Journals Online (AJOL)

    Itwas therefore recommended that efforts should be made to look into other pressing factors like self-esteem, teacher's attitude, student's attitude, parental background among others which may be influencing student's poor academic achievement. Key words: Emotional Intelligence, Academic Procrastination, Academic ...

  7. A study of the relationship between emotional intelligence, academic achievement and depression among students of Medical sciences university of Yasuj,2012

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    MR Rezanejad

    2014-05-01

    Background & aim: Emotional intelligence is the ability to control the emotions of oneself, of others, to distinguish between emotions of oneself and the others and to use these information to conduct of thoughts and actions. Methods: The study of Emotional Intelligence Inventory (EQI and Beck Depression Scale for Students (USDI and also to evaluate the difference in the academic achievement of medical science GPA of 300 students during the academic term was used. Data were statistically analyzed using ANOVA, t-tests and descriptive statistics (mean ± SD were analyzed. Results: Between emotional intelligence and depression was correlated with academic success (p< 0/05. Also, 80 percent of students had moderate and good emotional intelligence and only 12/3 of an EI were great. Results indicate that 67/7% of the students suffered from depression. Conclusion: Students learn and improve emotional intelligence can decrease anxiety and improve academic achievement it was. Keywords: emotional intelligence, depression, academic achievement

  8. Academic Achievement from Using the Learning Medium Via a Tablet Device Based on Multiple Intelligences in Grade 1 Elementary Student.

    Science.gov (United States)

    Nuallaong, Winitra; Nuallaong, Thanya; Preechadirek, Nongluck

    2015-04-01

    To measure academic achievement of the multiple intelligence-based learning medium via a tablet device. This is a quasi-experimental research study (non-randomized control group pretest-posttest design) in 62 grade 1 elementary students (33 males and 29 females). Thirty-one students were included in an experimental group using purposive sampling by choosing a student who had highest multiple intelligence test scores in logical-mathematic. Then, this group learned by the new learning medium via a tablet which the application matched to logical-mathematic multiple intelligence. Another 31 students were included in a control group using simple random sampling and then learning by recitation. Both groups did pre-test and post-test vocabulary. Thirty students in the experimental group and 24 students in the control group increased post-test scores (odds ratio = 8.75). Both groups made significant increasing in post-test scores. The experimental group increased 9.07 marks (95% CI 8.20-9.93) significantly higher than the control group which increased 4.39 marks (95% CI 3.06-5.72) (t = -6.032, df = 51.481, p learning from either multiple intelligence-based learning medium via a tablet or recitation can contribute academic achievement, learningfrom the new medium contributed more achievement than recitation. The new learning medium group had higher post-test scores 8.75 times than the recitation group. Therefore, the new learning medium is more effective than the traditional recitation in terms of academic achievement. This study has limitations because samples came from the same school. However, the previous study in Thailand did notfind a logical-mathematical multiple intelligence difference among schools. In the future, long-term research to find how the new learning medium affects knowledge retention will support the advantage for life-long learning.

  9. Relating children's attentional capabilities to intelligence, memory, and academic achievement: a test of construct specificity in children with asthma.

    Science.gov (United States)

    Annett, Robert D; Bender, Bruce G; Gordon, Michael

    2007-01-01

    The relationship between attention, intelligence, memory, achievement, and behavior in a large population (N = 939) of children without neuropsychologic problems was investigated in children with mild and moderate asthma. It was hypothesized that different levels of children's attentional capabilities would be associated with different levels of intellectual, memory, and academic abilities. Children ages 6-12 at the eight clinical centers of the Childhood Asthma Management Program (CAMP) were enrolled in this study. Standardized measures of child neuropsychological and behavioral performance were administered to all participants, with analyses examining both the developmental trajectory of child attentional capabilities and the associations between Continuous Performance Test (CPT) scores and intellectual functioning, and measures of memory, academic achievement, and behavioral functioning. Findings demonstrated that correct responses on the CPT increase significantly with age, while commission errors decrease significantly with age. Performance levels on the CPT were associated with differences in child intellectual function, memory, and academic achievement. Overall these findings reveal how impairments in child attention skills were associated with normal levels of performance on measures of children's intelligence, memory, academic achievement, and behavioral functioning, suggesting that CPT performance is a salient marker of brain function.

  10. Emotional Intelligence, Self-Esteem, and Academic Achievement: A Case Study of English Department Students, Binus University

    Directory of Open Access Journals (Sweden)

    Wiwik Andreani

    2013-10-01

    Full Text Available This study examines the comparison between English Department students’ emotional intelligence (EQ, their self-esteem and their academic achievement. Twenty-two students participated in the research by answering EQ test and two Self-Esteem questionnaires. The result shows that there is no relation between students’ GPA and their self-esteem and EQ. This means that academic ability does not correspond to social skills. Though most students have average EQ and self-esteem, one student has High EQ, High Self-esteem and a 2.95 GPA (out of 4.  

  11. Emotional intelligence as a predictor of self-efficacy among students with different levels of academic achievement at Kermanshah University of Medical Sciences

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    AMENEH GHARETEPEH

    2015-04-01

    Full Text Available Introduction: studies have indicated that emotional intelligence is positively related to self-efficacy and can predict the academic achievement. The present study aimed to investigate the role of emotional intelligence in identifying self-efficacy among the students of Public Health School with different levels of academic achievement. Methods: This correlational study was conducted on all the students of Public Health School. 129 students were included in the study through census method. Data were collected using Emotional Intelligence and self-efficacy questionnaires and analyzed using descriptive statistics and regression analysis by SPSS 14. Results: The average score of students with high academic achievement was higher in self-efficacy (39.78±5.82 and emotional intelligence (117.07±10.33 variables and their components than that of students with low academic achievement (39.17±5.91, 112.07±13.23. The overall emotional intelligence score to predict self-efficacy explanation was different among students with different levels of academic achievement (p<0.001. Self-efficacy structure was explained through self-awareness and self-motivation components in students with low academic achievement (r=0.571. In students with high academic achievement, self-awareness, selfmotivation and social consciousness played an effective role in explaining self-efficacy (r=0.677, p<0.001. Conclusion: Emotional intelligence and self-efficacy play an important role in achieving academic success and emotional intelligence can explain self-efficacy. Therefore, it is recommended to teach emotional intelligence skills to students with low academic achievement through training workshops.

  12. Investigating the importance of self-theories of intelligence and musicality for students' academic and musical achievement.

    Science.gov (United States)

    Müllensiefen, Daniel; Harrison, Peter; Caprini, Francesco; Fancourt, Amy

    2015-01-01

    Musical abilities and active engagement with music have been shown to be positively associated with many cognitive abilities as well as social skills and academic performance in secondary school students. While there is evidence from intervention studies that musical training can be a cause of these positive relationships, recent findings in the literature have suggested that other factors, such as genetics, family background or personality traits, might also be contributing factors. In addition, there is mounting evidence that self-concepts and beliefs can affect academic performance independently of intellectual ability. Students who believe that intelligence is malleable are more likely to attribute poor academic performances to effort rather than ability, and are more likely to take remedial action to improve their performance. However, it is currently not known whether student's beliefs about the nature of musical talent also influence the development of musical abilities in a similar fashion. Therefore, this study introduces a short self-report measure termed "Musical Self-Theories and Goals," closely modeled on validated measures for self-theories in academic scenarios. Using this measure the study investigates whether musical self-theories are related to students' musical development as indexed by their concurrent musical activities and their performance on a battery of listening tests. We use data from a cross-sectional sample of 313 secondary school students to construct a network model describing the relationships between self-theories and academic as well as musical outcome measures, while also assessing potential effects of intelligence and the Big Five personality dimensions. Results from the network model indicate that self-theories of intelligence and musicality are closely related. In addition, both kinds of self-theories are connected to the students' academic achievement through the personality dimension conscientiousness and academic effort

  13. Investigating the importance of self-theories of intelligence and musicality for students’ academic and musical achievement

    Directory of Open Access Journals (Sweden)

    Daniel eMüllensiefen

    2015-11-01

    Full Text Available Musical abilities and active engagement with music have been shown to be positively associated with many cognitive abilities as well as social skills and academic performance in secondary school students. While there is evidence from intervention studies that musical training can be a cause of these positive relationships, recent findings in the literature have suggested that other factors, such as genetics, family background or personality traits, might also be contributing factors. In addition, there is mounting evidence that self-concepts and beliefs can affect academic performance independently of intellectual ability. Students who believe that intelligence is malleable are more likely to attribute poor academic performances to effort rather than ability, and are more likely to take remedial action to improve their performance. However, it is currently not known whether student’s beliefs about the nature of musical talent also influence the development of musical abilities in a similar fashion. Therefore, this study introduces a short self-report measure termed ‘Musical Self-Theories and Goals’, closely modeled on validated measures for self-theories in academic scenarios. Using this measure the study investigates whether musical self-theories are related to students’ musical development as indexed by their concurrent musical activities and their performance on a battery of listening tests. We use data from a cross-sectional sample of 313 secondary school students to construct a network model describing the relationships between self-theories and academic as well as musical outcome measures, while also assessing potential effects of intelligence and the Big Five personality dimensions. Results from the network model indicate that self-theories of intelligence and musicality are closely related. In addition, both kinds of self-theories are connected to the students’ academic achievement through the personality dimension

  14. Relationship of Non-Verbal Intelligence Materials as Catalyst for Academic Achievement and Peaceful Co-Existence among Secondary School Students in Nigeria

    Science.gov (United States)

    Sambo, Aminu

    2015-01-01

    This paper examines students' performance in Non-verbal Intelligence tests relative academic achievement of some selected secondary school students. Two hypotheses were formulated with a view to generating data for the ease of analyses. Two non-verbal intelligent tests viz: Raven's Standard Progressive Matrices (SPM) and AH[subscript 4] Part II…

  15. Nurture net of nature: Re-evaluating the role of shared environments in academic achievement and verbal intelligence.

    Science.gov (United States)

    Daw, Jonathan; Guo, Guang; Harris, Kathie Mullan

    2015-07-01

    Prominent authors in the behavioral genetics tradition have long argued that shared environments do not meaningfully shape intelligence and academic achievement. However, we argue that these conclusions are erroneous due to large violations of the additivity assumption underlying behavioral genetics methods - that sources of genetic and shared and nonshared environmental variance are independent and non-interactive. This is compounded in some cases by the theoretical equation of the effective and objective environments, where the former is defined by whether siblings are made more or less similar, and the latter by whether siblings are equally subject to the environmental characteristic in question. Using monozygotic twin fixed effects models, which compare outcomes among genetically identical pairs, we show that many characteristics of objectively shared environments significantly moderate the effects of nonshared environments on adolescent academic achievement and verbal intelligence, violating the additivity assumption of behavioral genetic methods. Importantly, these effects would be categorized as nonshared environmental influences in standard twin models despite their roots in shared environments. These findings should encourage caution among those who claim that the frequently trivial variance attributed to shared environments in behavioral genetic models means that families, schools, and neighborhoods do not meaningfully influence these outcomes. Copyright © 2015. Published by Elsevier Inc.

  16. The Effects of a Growth Mindset Intervention on the Beliefs about Intelligence, Effort Beliefs, Achievement Goal Orientations, and Academic Self-Efficacy of LD Students with Reading Difficulties

    Science.gov (United States)

    Baldridge, Mary Caufield

    2010-01-01

    The overall purpose of this study was to examine the effects of a "growth mindset" intervention on the beliefs about intelligence, effort beliefs, achievement goals, and academic self-efficacy of learning disabled (LD) students with reading difficulties. The treatment group consisted of 12 high school LD students with reading difficulties. This…

  17. The Effect of Mathematical Worksheets Based on Multiple Intelligences Theory on the Academic Achievement of the Students in the 4th Grade Primary School

    Science.gov (United States)

    Inan, Cemil; Erkus, Serdar

    2017-01-01

    The aim of this research is to examine the effect of Math worksheets based on the Multiple Intelligences Theory on the academic achievement of students in the 4th grade primary school. The sample of the research consists of 64 (32 experimental and 32 control) students who are studying in the 4th grade in a primary school affiliated to the Ministry…

  18. Predicting Intra-Individual Academic Achievement Trajectories of Adolescents Nested in Class Environment: Influence of motivation, implicit theory of intelligence, self-esteem and parenting

    Directory of Open Access Journals (Sweden)

    Isabelle Roskam

    2007-05-01

    Full Text Available In a longitudinal study conducted on 1130 adolescents (557 male and 573 female in the 1st-6th grades from Belgian secondary schools, we tested the influence of individual factors (motivational constructs, implicit theory of intelligence and self-esteem and environmental determinants (parenting and class environment of academic achievement (grades in mathematics, language arts and GPA at three points in time. Using hierarchical linear models, we observed a decrease of grade over the course of the study, reciprocal relations between motivational constructs, self-esteem and academic achievement, a strong positive impact of supportive parenting and a moderate influence of class environment.

  19. The influence of chronotype and intelligence on academic achievement in primary school is mediated by conscientiousness, midpoint of sleep and motivation.

    Science.gov (United States)

    Arbabi, Talat; Vollmer, Christian; Dörfler, Tobias; Randler, Christoph

    2015-04-01

    Individuals differ in their timing of sleep (bed times, rise times) and in their preference for morning or evening hours. Previous work focused on the relationship between academic achievement and these variables in secondary school students. The main aim of the study is to investigate the relationship between chronotype and academic achievement in 10-year-old children (n = 1125) attending 4th grade of primary school. They filled a cognitive test (Culture Fair Intelligence Test, CFT 20-R) and questions about rise times and bed times, academic achievement, conscientiousness and motivation. We used the "scales for the assessment of learning and performance motivation" (SELLMO; Skalen zur Erfassung der Lern- und Leistungsmotivation for motivation), the short version of the Five-Factor Personality Inventory Children (FFPI-C) to measure conscientiousness, and the Composite Scale of Morningness (CSM) to assess morningness-eveningness. Mean CSM score was 37.84 ± 6.66, midpoint of sleep was 1:36 ± 00:25 and average sleep duration (time in bed) was 10:15 ± 0:48. Morningness orientation was positively related to intelligence, conscientiousness and learning objectives. Eveningness orientation was related to avoidance performance objectives and work avoidance. Early midpoint of sleep, conscientiousness and intelligence were associated with better grades. The multivariate model showed that intelligence was the strongest predictor of good grades. Conscientiousness, motivation, younger age and an earlier midpoint of sleep were positively related to good grades. This is the first study in primary school pupils, and it shows that the relationship between evening orientation and academic achievement is already prevalent at this age even when controlling for important predictors of achievement.

  20. The Effectiveness of Multiple Intelligence Applications on Academic Achievement: A Meta-Analysis=Çoklu Zekâ Ögretim Uygulamalarinin Akademik Basari Üzerindeki Etkisi: Bir Meta-Analiz Çalismasi

    Science.gov (United States)

    Yurt, Eyüp; Polat, Seyat

    2015-01-01

    The purpose of this study was to examine the effectiveness of multiple intelligence applications on academic achievement in Turkey. Accordingly, findings of independent research studies aimed to find out effectiveness of multiple intelligence applications are gathered in a meta-analysis. Total of 71 studies, 66 dissertations and 7 articles were…

  1. Physical Activity and Academic Achievement

    Centers for Disease Control (CDC) Podcasts

    This podcast highlights the evidence that supports the link between physical activity and improved academic achievement. It also identifies a few actions to support a comprehensive school physical activity program to improve academic achievement.

  2. Healthy Eating and Academic Achievement

    Centers for Disease Control (CDC) Podcasts

    This podcast highlights the evidence that supports the link between healthy eating and improved academic achievement. It also identifies a few actions to support a healthy school nutrition environment to improve academic achievement.

  3. Peer relationships and academic achievement

    Directory of Open Access Journals (Sweden)

    Krnjajić Stevan B.

    2002-01-01

    Full Text Available After their childhood, when children begin to establish more intensive social contacts outside family, first of all, in school setting, their behavior i.e. their social, intellectual, moral and emotional development is more strongly affected by their peers. Consequently, the quality of peer relationships considerably affects the process of adaptation and academic achievement and their motivational and emotional attitude towards school respectively. Empirical findings showed that there is bi-directional influence between peer relationships and academic achievement. In other words, the quality of peer relationships affects academic achievement, and conversely, academic achievement affects the quality of peer relationships. For example, socially accepted children exhibiting prosocial, cooperative and responsible forms of behavior in school most frequently have high academic achievement. On the other hand, children rejected by their peers often have lower academic achievement and are a risk group tending to delinquency, absenteeism and drop out of school. Those behavioral and interpersonal forms of competence are frequently more reliable predictors of academic achievement than intellectual abilities are. Considering the fact that various patterns of peer interaction differently exert influence on students' academic behavior, the paper analyzed effects of (a social competence, (b social acceptance/rejection, (c child's friendships and (d prosocial behavior on academic achievement.

  4. Physical Activity and Academic Achievement

    Centers for Disease Control (CDC) Podcasts

    2014-12-09

    This podcast highlights the evidence that supports the link between physical activity and improved academic achievement. It also identifies a few actions to support a comprehensive school physical activity program to improve academic achievement.  Created: 12/9/2014 by National Center for Chronic Disease Prevention and Health Promotion (NCCDPHP).   Date Released: 12/9/2014.

  5. Healthy Eating and Academic Achievement

    Centers for Disease Control (CDC) Podcasts

    2014-12-09

    This podcast highlights the evidence that supports the link between healthy eating and improved academic achievement. It also identifies a few actions to support a healthy school nutrition environment to improve academic achievement.  Created: 12/9/2014 by National Center for Chronic Disease Prevention and Health Promotion (NCCDPHP).   Date Released: 12/9/2014.

  6. Wechsler Intelligence Scale for Children-Third and -Fourth Edition: Predictors of Academic Achievement in Children with Attention-Deficit/Hyperactivity Disorder

    Science.gov (United States)

    Mayes, Susan Dickerson; Calhoun, Susan L.

    2007-01-01

    IQ and achievement scores were analyzed for 678 children with attention-deficit/hyperactivity disorder (ADHD; 6-16 years of age, IQ=80) administered the Wechsler Intelligence Scale for Children-Third Edition (WISC-III; n=586) and Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV, n=92). Approximately 76% of children in both samples…

  7. Investigating the importance of self-theories of intelligence and musicality for students' academic and musical achievement

    OpenAIRE

    M?llensiefen, Daniel; Harrison, Peter; Caprini, Francesco; Fancourt, Amy

    2015-01-01

    Musical abilities and active engagement with music have been shown to be positively associated with many cognitive abilities as well as social skills and academic performance in secondary school students. While there is evidence from intervention studies that musical training can be a cause of these positive relationships, recent findings in the literature have suggested that other factors, such as genetics, family background or personality traits, might also be contributing factors. In addit...

  8. Critical combinations of radiation dose and volume predict intelligence quotient and academic achievement scores after craniospinal irradiation in children with medulloblastoma.

    Science.gov (United States)

    Merchant, Thomas E; Schreiber, Jane E; Wu, Shengjie; Lukose, Renin; Xiong, Xiaoping; Gajjar, Amar

    2014-11-01

    To prospectively follow children treated with craniospinal irradiation to determine critical combinations of radiation dose and volume that would predict for cognitive effects. Between 1996 and 2003, 58 patients (median age 8.14 years, range 3.99-20.11 years) with medulloblastoma received risk-adapted craniospinal irradiation followed by dose-intense chemotherapy and were followed longitudinally with multiple cognitive evaluations (through 5 years after treatment) that included intelligence quotient (estimated intelligence quotient, full-scale, verbal, and performance) and academic achievement (math, reading, spelling) tests. Craniospinal irradiation consisted of 23.4 Gy for average-risk patients (nonmetastatic) and 36-39.6 Gy for high-risk patients (metastatic or residual disease >1.5 cm(2)). The primary site was treated using conformal or intensity modulated radiation therapy using a 2-cm clinical target volume margin. The effect of clinical variables and radiation dose to different brain volumes were modeled to estimate cognitive scores after treatment. A decline with time for all test scores was observed for the entire cohort. Sex, race, and cerebrospinal fluid shunt status had a significant impact on baseline scores. Age and mean radiation dose to specific brain volumes, including the temporal lobes and hippocampi, had a significant impact on longitudinal scores. Dichotomized dose distributions at 25 Gy, 35 Gy, 45 Gy, and 55 Gy were modeled to show the impact of the high-dose volume on longitudinal test scores. The 50% risk of a below-normal cognitive test score was calculated according to mean dose and dose intervals between 25 Gy and 55 Gy at 10-Gy increments according to brain volume and age. The ability to predict cognitive outcomes in children with medulloblastoma using dose-effects models for different brain subvolumes will improve treatment planning, guide intervention, and help estimate the value of newer methods of irradiation. Copyright © 2014

  9. Critical Combinations of Radiation Dose and Volume Predict Intelligence Quotient and Academic Achievement Scores After Craniospinal Irradiation in Children With Medulloblastoma

    Energy Technology Data Exchange (ETDEWEB)

    Merchant, Thomas E., E-mail: thomas.merchant@stjude.org [Division of Radiation Oncology, St. Jude Children' s Research Hospital, Memphis, Tennessee (United States); Schreiber, Jane E. [Department of Psychology, St. Jude Children' s Research Hospital, Memphis, Tennessee (United States); Wu, Shengjie [Department of Biostatistcs, St. Jude Children' s Research Hospital, Memphis, Tennessee (United States); Lukose, Renin [Division of Radiation Oncology, St. Jude Children' s Research Hospital, Memphis, Tennessee (United States); Xiong, Xiaoping [Department of Biostatistcs, St. Jude Children' s Research Hospital, Memphis, Tennessee (United States); Gajjar, Amar [Department of Oncology, St. Jude Children' s Research Hospital, Memphis, Tennessee (United States)

    2014-11-01

    Purpose: To prospectively follow children treated with craniospinal irradiation to determine critical combinations of radiation dose and volume that would predict for cognitive effects. Methods and Materials: Between 1996 and 2003, 58 patients (median age 8.14 years, range 3.99-20.11 years) with medulloblastoma received risk-adapted craniospinal irradiation followed by dose-intense chemotherapy and were followed longitudinally with multiple cognitive evaluations (through 5 years after treatment) that included intelligence quotient (estimated intelligence quotient, full-scale, verbal, and performance) and academic achievement (math, reading, spelling) tests. Craniospinal irradiation consisted of 23.4 Gy for average-risk patients (nonmetastatic) and 36-39.6 Gy for high-risk patients (metastatic or residual disease >1.5 cm{sup 2}). The primary site was treated using conformal or intensity modulated radiation therapy using a 2-cm clinical target volume margin. The effect of clinical variables and radiation dose to different brain volumes were modeled to estimate cognitive scores after treatment. Results: A decline with time for all test scores was observed for the entire cohort. Sex, race, and cerebrospinal fluid shunt status had a significant impact on baseline scores. Age and mean radiation dose to specific brain volumes, including the temporal lobes and hippocampi, had a significant impact on longitudinal scores. Dichotomized dose distributions at 25 Gy, 35 Gy, 45 Gy, and 55 Gy were modeled to show the impact of the high-dose volume on longitudinal test scores. The 50% risk of a below-normal cognitive test score was calculated according to mean dose and dose intervals between 25 Gy and 55 Gy at 10-Gy increments according to brain volume and age. Conclusions: The ability to predict cognitive outcomes in children with medulloblastoma using dose-effects models for different brain subvolumes will improve treatment planning, guide intervention, and help

  10. Critical Combinations of Radiation Dose and Volume Predict Intelligence Quotient and Academic Achievement Scores After Craniospinal Irradiation in Children With Medulloblastoma

    International Nuclear Information System (INIS)

    Merchant, Thomas E.; Schreiber, Jane E.; Wu, Shengjie; Lukose, Renin; Xiong, Xiaoping; Gajjar, Amar

    2014-01-01

    Purpose: To prospectively follow children treated with craniospinal irradiation to determine critical combinations of radiation dose and volume that would predict for cognitive effects. Methods and Materials: Between 1996 and 2003, 58 patients (median age 8.14 years, range 3.99-20.11 years) with medulloblastoma received risk-adapted craniospinal irradiation followed by dose-intense chemotherapy and were followed longitudinally with multiple cognitive evaluations (through 5 years after treatment) that included intelligence quotient (estimated intelligence quotient, full-scale, verbal, and performance) and academic achievement (math, reading, spelling) tests. Craniospinal irradiation consisted of 23.4 Gy for average-risk patients (nonmetastatic) and 36-39.6 Gy for high-risk patients (metastatic or residual disease >1.5 cm 2 ). The primary site was treated using conformal or intensity modulated radiation therapy using a 2-cm clinical target volume margin. The effect of clinical variables and radiation dose to different brain volumes were modeled to estimate cognitive scores after treatment. Results: A decline with time for all test scores was observed for the entire cohort. Sex, race, and cerebrospinal fluid shunt status had a significant impact on baseline scores. Age and mean radiation dose to specific brain volumes, including the temporal lobes and hippocampi, had a significant impact on longitudinal scores. Dichotomized dose distributions at 25 Gy, 35 Gy, 45 Gy, and 55 Gy were modeled to show the impact of the high-dose volume on longitudinal test scores. The 50% risk of a below-normal cognitive test score was calculated according to mean dose and dose intervals between 25 Gy and 55 Gy at 10-Gy increments according to brain volume and age. Conclusions: The ability to predict cognitive outcomes in children with medulloblastoma using dose-effects models for different brain subvolumes will improve treatment planning, guide intervention, and help estimate

  11. Scientific-creative thinking and academic achievement

    Directory of Open Access Journals (Sweden)

    Rosario Bermejo

    2014-07-01

    Full Text Available The aim of this work is to study the relationship between scientific-creative thinking construct and academic performance in a sample of adolescents. In addition, the scientific-creative thinking instrument’s reliability will be tested. The sample was composed of 98 students (aged between 12-16 years old attending to a Secondary School in Murcia Region (Spain. The used instruments were: a the Scientific-Creative Thinking Test designed by Hu and Adey (2002, which was adapted to the Spanish culture by the High Abilities research team at Murcia University. The test is composed of 7 task based in the Scientific Creative Structure Model. It assesses the dimensions fluency, flexibility and originality; b The General and Factorial Intelligence Test (IGF/5r; Yuste, 2002, which assess the abilities of general intelligence and logic reasoning, verbal reasoning, numerical reasoning and spatial reasoning; c Students’ academic achievement by domains (scientific-technological, social-linguistic and artistic was collected. The results showed positive and statistical significant correlations between the scientific-creative tasks and academic achievement of different domains.

  12. Game Addiction and Academic Achievement

    Science.gov (United States)

    Sahin, Mehmet; Gumus, Yusuf Yasin; Dincel, Sezen

    2016-01-01

    The primary aim of this study was to investigate the correlation between game addiction and academic achievement. The secondary aim was to adapt a self-report instrument to measure game addiction. Three hundred and seventy high school students participated in this study. Data were collected via an online questionnaire that included a brief…

  13. The relationship of Emotional Intelligence with Academic Intelligence and the Big Five

    NARCIS (Netherlands)

    Van der Zee, K.I.; Thijs, Melanie; Schakel, Lolle

    The present study examines the relationship of self- and other ratings of emotional intelligence with academic intelligence and personality, as well as the incremental validity of emotional intelligence beyond academic intelligence and personality in predicting academic and social success. A sample

  14. The relationship of emotional intelligence with academic intelligence and the Big Five

    NARCIS (Netherlands)

    van der Zee, K; Thijs, M; Schakel, L

    2002-01-01

    The present study examines the relationship of self- and other ratings of emotional intelligence with academic intelligence and personality, as well as the incremental validity of emotional intelligence beyond academic intelligence and personality in predicting academic and social success. A sample

  15. Academic self-concept, autonomous academic motivation, and academic achievement : mediating and additive effects

    OpenAIRE

    Guay, Frédéric; Ratelle, Catherine; Roy, Amélie; Litalien, David

    2010-01-01

    Three conceptual models were tested to examine the relationships among academic self-concept, autonomous academic motivation, and academic achievement. This allowed us to determine whether 1) autonomous academic motivation mediates the relation between academic self-concept and achievement, 2) academic self-concept mediates the relation between autonomous academic motivation and achievement, or 3) both motivational constructs have an additive effect on academic achievement. A total of 925 hig...

  16. Teaching for Successful Intelligence Raises School Achievement.

    Science.gov (United States)

    Sternberg, Robert J.; Torff, Bruce; Grigorenko, Elena

    1998-01-01

    A "successful intelligence" intervention improved school achievement for a group of 225 ethnically diverse third-graders, both on performance assessments measuring analytical, creative, and practical achievements and on conventional multiple-choice memory assessments. Teaching for triarchic thinking facilitates factual recall, because learning…

  17. National Geospatial-Intelligence Agency Academic Research Program

    Science.gov (United States)

    Loomer, S. A.

    2004-12-01

    "Know the Earth.Show the Way." In fulfillment of its vision, the National Geospatial-Intelligence Agency (NGA) provides geospatial intelligence in all its forms and from whatever source-imagery, imagery intelligence, and geospatial data and information-to ensure the knowledge foundation for planning, decision, and action. To achieve this, NGA conducts a multi-disciplinary program of basic research in geospatial intelligence topics through grants and fellowships to the leading investigators, research universities, and colleges of the nation. This research provides the fundamental science support to NGA's applied and advanced research programs. The major components of the NGA Academic Research Program (NARP) are: - NGA University Research Initiatives (NURI): Three-year basic research grants awarded competitively to the best investigators across the US academic community. Topics are selected to provide the scientific basis for advanced and applied research in NGA core disciplines. - Historically Black College and University - Minority Institution Research Initiatives (HBCU-MI): Two-year basic research grants awarded competitively to the best investigators at Historically Black Colleges and Universities, and Minority Institutions across the US academic community. - Director of Central Intelligence Post-Doctoral Research Fellowships: Fellowships providing access to advanced research in science and technology applicable to the intelligence community's mission. The program provides a pool of researchers to support future intelligence community needs and develops long-term relationships with researchers as they move into career positions. This paper provides information about the NGA Academic Research Program, the projects it supports and how other researchers and institutions can apply for grants under the program.

  18. Schooling Background and Academic Academic Achievement of Agricultural Students

    Directory of Open Access Journals (Sweden)

    N. Jayakumar

    2016-05-01

    Full Text Available In our society academic achievement is considered as a key criterion to judge one’s total potentiality and capability. Academic achievement is seen as a students’ grade point averages in many academic settings. Academic achievement has become an index of students’ future in this highly competitive world and Agricultural education is no exception.  Hence it becomes necessary to find out the factors that determine better academic performance. In this context the present study had been carried out to find out the possible relationship between schooling background and academic achievement of agriculture students. The students admitted in Adhiparasakthi Agricultural College, Kalavai, Vellore between 1999 and 2009 formed the subjects of the study. Findings of the study revealed that determinants like gender, type of school and stream of education had a significant role in the academic achievement of the students. Medium of instruction in HSC did influence the academic achievement but not significantly. It was also found that students who performed well in their HSC did perform well in their undergraduate programme also. This confirms that previous educational outcomes are the most important indicators of student’s future achievement and schooling background has a significant role in academic achievement of students.

  19. The Relationship between The Level of Intelligence, Achievement Motivation, Mathematics Learning Habits and Learning Achievement

    Directory of Open Access Journals (Sweden)

    Farkhatu Sikhah

    2017-03-01

    Full Text Available Tujuan penelitian ini adalah (1 Untuk mengetahui hubungan antara tingkat kecerdasan dengan prestasi belajar matematika (2 Untuk mengetahui hubungan antara motivasi berprestasi dengan prestasi belajar matematika (3 Untuk mengetahui hubungan antara kebiasaan belajar dengan prestasi belajar matematika (4 Untuk mengetahui hubungan antara tingkat kecerdasan, motivasi berprestasi, dan kebiasaan belajar matematika dengan prestasi belajar matematika siswa semester 1 kelas XI IPA SMAN 1 Bojong. Jumlah sampel dalam penelitian ini sebanyak 40 orang siswa. Penelitian ini merupakan penelitian deskriptif korelatif sehingga data dianalisa untuk mendeskripsikan hubungan antara tingkat kecerdasan, motivasi berprestasi, dan kebiasaan belajar matematika dengan prestasi belajar matematika siswa. Instrumen pengambilan data menggunakan dokumentasi dan angket, dan dianalisa menggunakan regresi dan korelasi linier sederhana, serta regresi dan korelasi linier berganda. Hasil penelitian menunjukkan bahwa terdapat hubungan yang signifikan antara : (1 tingkat kecerdasan dengan prestasi belajar matematika siswa, (2 motivasi berprestasi dengan prestasi belajar matematika siswa, (3 kebiasaan belajar dengan prestasi belajar matematika siswa (4 tingkat kecerdasan, motivasi berprestasi dan kebiasaan belajar matematika dengan prestasi belajar matematika siswa.   The purpose of this study is (1 To determine the relationship between the level of intelligence and academic achievement of mathematics (2 To determine the relationship between achievement motivation and learning achievement in mathematics (3 To determine the relationship between study habits and academic achievement of mathematics (4 To determine the relationship between level of intelligence, achievement motivation and study habits mathematics learning achievement of student mathematics 1st semester of grade XI IPA SMAN 1 Bojong. The number of samples in this study were 40 students.This research was descriptive

  20. Student prosocial behavior and academic achievement

    OpenAIRE

    Spasenović Vera Z.

    2004-01-01

    The paper considers correlation between student prosocial behavior and academic achievement. Attention first focuses on the issue of prosocial behavior defining, making it operational and measuring it. Next consideration is given to the ways that prosocial behavior contributes to academic achievement. It is thought that prosocial behavior can produce indirect effects on student prosocial behavior because it is bound to certain academically relevant forms of behavior leading to successful lear...

  1. Visual Arts and Academic Achievement

    Science.gov (United States)

    Gibson, Marcia A.; Larson, Meredith A.

    2007-01-01

    The focus on academic performance testing in elementary schools has caused a decrease in student experience in the arts. Visual arts (drawing, painting, sculpture, and collage) have been minimized in elementary schools. Without exposure to the special avenues of cognitive development and personal expression nurtured by visual arts, students are…

  2. Maternal Involvement and Academic Achievement.

    Science.gov (United States)

    Lopez, Linda C.; Holmes, William M.

    The potential impact of several maternal involvement behaviors on teachers' ratings of children's academic skills was examined through statistical analyses. Data, based on mothers' responses to selected questions concerning maternal involvement and on teachers' ratings on the Classroom Behavior Inventory, were obtained for 115 kindergarten…

  3. Predicting the Academic Achievement of First-Year, Pre-Service Teachers: The Role of Engagement, Motivation, ATAR, and Emotional Intelligence

    Science.gov (United States)

    Wurf, Gerald; Croft-Piggin, Lindy

    2015-01-01

    Australian universities are enrolling a larger and more diverse undergraduate student population. Counter to this trend, several states have developed plans to restrict entrance into the teaching profession. This study investigates the role of engagement, motivation, Australian Tertiary Admission Rank (ATAR), and emotional intelligence in the…

  4. Emotional Intelligence and Academic Anxieties: A Literature Review

    Science.gov (United States)

    Jan, Sajjad Ullah; Anwar, Mumtaz Ali; Warraich, Nosheen Fatima

    2017-01-01

    Emotional intelligence is an important area of psychology, which has gained acceptance in almost every academic discipline. It also seems to influence the various academic activities undertaken by students. This article, which is part of a larger study, reviews the literature on emotional intelligence, and its relationship with the academic and…

  5. The Correlation of Multiple Intelligences for the Achievements of Secondary Students

    Science.gov (United States)

    Ahvan, Yaghoob Raissi; Pour, Hossein Zainali

    2016-01-01

    The present study attempts to investigate the relationship between the multiple intelligences and the academic performance achievement levels of high school students based on Gardner's multiple intelligences theory. This was a descriptive correlation study. To accomplish this purpose, 270 students of high school of Bandar Abbas selected by…

  6. Parental Involvement and Academic Achievement

    Science.gov (United States)

    Goodwin, Sarah Christine

    2015-01-01

    This research study examined the correlation between student achievement and parent's perceptions of their involvement in their child's schooling. Parent participants completed the Parent Involvement Project Parent Questionnaire. Results slightly indicated parents of students with higher level of achievement perceived less demand or invitations…

  7. Student self-esteem and academic achievement

    Directory of Open Access Journals (Sweden)

    Milošević Nikoleta M.

    2005-01-01

    Full Text Available There is a growing belief that academic achievement is the product of a complex network of teacher-student relations, where the identity of successful and unsuccessful student is developing with high, moderate or low self-esteem level. Self-esteem is most often defined as a conscious cognitive-affective expression of self-evaluation which is one of the most immediate indicators of self-concept integration degree. A number of authors view high self-esteem level as an important prerequisite for high academic achievement. In contrast, academic achievement and other experiences related to teaching and learning are considered to exert significant influence on self-esteem and a student should be successful at school first so as to develop a positive self-image and his academic abilities. The debate on what comes first - self-esteem or academic achievement - is in its character more academic than practical. This claim is supported by an increasing number of studies indicating the dynamism and reciprocity of correlation between academic achievement and self-esteem. The paper gives recommendations for educational practice to promote self-esteem and development of personal and social responsibility, which contributes to better student academic achievement. It is pointed out that teacher education in the field is necessary and that self-esteem and responsibility must become essential segments of curricula. Teacher is expected to become sensitive to the needs of students who are at risk to be unsuccessful and to largely apply cooperative learning methods. Findings demonstrate that cooperative learning either sustain or increase student self-esteem, whereas traditional teaching methods, in general, lead to its decline. Cooperative relations improve student self-image in respect of academic abilities and social interactions. Positive feedback, peer support, more frequent experience of learning achievement leads mainly to general increase in self-esteem and

  8. Motivation and academic achievement in medical students.

    Science.gov (United States)

    Yousefy, Alireza; Ghassemi, Gholamreza; Firouznia, Samaneh

    2012-01-01

    Despite their ascribed intellectual ability and achieved academic pursuits, medical students' academic achievement is influenced by motivation. This study is an endeavor to examine the role of motivation in the academic achievement of medical students. In this cross-sectional correlational study, out of the total 422 medical students, from 4th to final year during the academic year 2007-2008, at School of Medicine, Isfahan University of Medical Sciences, 344 participated in completion of the Inventory of School Motivation (ISM), comprising 43 items and measuring eight aspects of motivation. The gold standard for academic achievement was their average academic marks at pre-clinical and clinical levels. Data were computer analyzed by running a couple of descriptive and analytical tests including Pearson Correlation and Student's t-student. Higher motivation scores in areas of competition, effort, social concern, and task were accompanied by higher average marks at pre-clinical as well as clinical levels. However, the latter ones showed greater motivation for social power as compared to the former group. Task and competition motivation for boys was higher than for girls. In view of our observations, students' academic achievement requires coordination and interaction between different aspects of motivation.

  9. High academic achievement in psychotic students.

    Science.gov (United States)

    Defries, Z; Grothe, L

    1978-02-01

    The authors studied 21 schizophrenic and borderline college students who achieved B+ or higher grade averages and underwent psychotherapy while in college. High academic achievement was found to provide relief from feelings of worthlessness and ineffectuality resulting from poor relationships with parents, siblings, and peers. Psychotherapy and the permissive yet supportive college atmosphere reinforced the students' self-esteem.

  10. School Segregation and Racial Academic Achievement Gaps

    Directory of Open Access Journals (Sweden)

    Sean F. Reardon

    2016-09-01

    Full Text Available Although it is clear that racial segregation is linked to academic achievement gaps, the mechanisms underlying this link have been debated since James Coleman published his eponymous 1966 report. In this paper, I examine sixteen distinct measures of segregation to determine which is most strongly associated with academic achievement gaps. I find clear evidence that one aspect of segregation in particular—the disparity in average school poverty rates between white and black students’ schools—is consistently the single most powerful correlate of achievement gaps, a pattern that holds in both bivariate and multivariate analyses. This implies that high-poverty schools are, on average, much less effective than lower-poverty schools and suggests that strategies that reduce the differential exposure of black, Hispanic, and white students to poor schoolmates may lead to meaningful reductions in academic achievement gaps.

  11. Relation between intelligence, emotional intelligence, and academic performance among medical interns

    Directory of Open Access Journals (Sweden)

    Subhashish Nath

    2015-07-01

    Full Text Available Background: There is a dearth of research on the correlation between emotional quotient (EQ and intelligence quotient (IQ, and specifically among medical students and interns. So, we in our study aim to find out the correlation between these two variants of intelligence, and their relation to academic performance among medical interns as well as the gender differences between EQ, IQ, and academic performance. Methodology: EQ Test Questionnaire developed by Chadha and Singh was used for testing the EQ of the participants (n=50; males=34, females=16; mean age=24.1 years. IQ was tested by an experienced clinical psychologist using Wechsler’s Adult Intelligence Test. The academic achievement was determined from the percentage of marks secured in tenth standard, 12th standard, and Final MBBS. GraphPad InStat version 3.05 was used for data entry and analysis. Results: A statistically high significant negative correlation was found between EQ and IQ of our total study sample as well as among the male participants. The mean EQ was higher among females and mean IQ among males. The females were academically better than the males and this difference was statistically highly significant. No significant correlation of EQ and IQ to academic performance was found in the total sample group. Conclusion: EQ and IQ are negatively correlated to each other, and there is no significant correlation of EQ and IQ to academic performance. Based on the current findings, further studies need to be built in larger samples. Limitation of the study is a small sample population.

  12. Predicting Academic Achievement from Classroom Behaviors

    OpenAIRE

    Flynt, Cynthia J.

    2008-01-01

    PREDICTING ACADEMIC ACHIEVEMENT FROM CLASSROOM BEHAVIORS by Cynthia J. Flynt Nancy Bodenhorn & Kusum Singh, Co-Chairs Counselor Education (ABSTRACT) This study examined the influence of behaviors exhibited in the classroom on reading and math achievement in the first, third and eighth grades; and the influence of teacher perceptions on reading and math achievement of African-Americans versus White students and male versus female students. Lastly, the study examined te...

  13. Students' Achievement Goals, Learning-Related Emotions and Academic Achievement

    Directory of Open Access Journals (Sweden)

    Marko eLüftenegger

    2016-05-01

    Full Text Available In the present research, the recently proposed 3x2 model of achievement goals is tested and associations with achievement emotions and their joint influence on academic achievement are investigated. The study was conducted with 388 students using the 3x2 Achievement Goal Questionnaire including the six proposed goal constructs (task-approach, task-avoidance, self-approach, self-avoidance, other-approach, other-avoidance and the enjoyment and boredom scales from the Achievement Emotion Questionnaire. Exam grades were used as an indicator of academic achievement. Findings from CFAs provided strong support for the proposed structure of the 3x2 achievement goal model. Self-based goals, other-based goals and task-approach goals predicted enjoyment. Task-approach goals negatively predicted boredom. Task-approach and other-approach predicted achievement. The indirect effects of achievement goals through emotion variables on achievement were assessed using bias-corrected bootstrapping. No mediation effects were found. Implications for educational practice are discussed.

  14. Correlation of nutritional status with academic achievement in adolescents

    Science.gov (United States)

    Sinurat, R. S.; Sembiring, T.; Azlin, E.; Faranita, T.; Pratita, W.

    2018-03-01

    Malnutrition is considered a problem that limits learning ability (cognitive function), which is related to poor academic achievement results. This study aimed to determine the relationship of nutritional status with academic achievement in adolescents. A cross-sectional study was conducted on 126 junior high school students ranging from 12 to 15 years in Batubara, North Sumatra in January 2015. Nutritional status is determined by weight for height. Academic achievement was recorded from the final results of their school exams. The value of intelligence quotient (IQ) was assessed by using the Aptitude Test. Data were then analyzed by using Spearman correlation and Chi-Square test. In conclusion, there was no significant difference between nutritional status with IQ score (p=0,540) but showed a significant relationship (p=0.003) between normal nutritional status with the total value of the report card with positive weak correlation strength (r=0.342). There was also a significant difference (p=0.020) and moderate positive correlation (r=0.541) between overweight with academic achievement based on mathematics.

  15. Structure of Black Male Students Academic Achievement in Science

    Science.gov (United States)

    Rascoe, Barbara

    Educational policies and practices have been largely unsuccessful in closing the achievement gap between Black and White students "Schwartz, 2001". This achievement gap is especially problematic for Black students in science "Maton, Hrabrowski, - Schmitt, 2000. Given the fact that the Black-White achievement gap is still an enigma, the purpose of this article is to address the Black female-Black male academic achievement gap in science majors. Addressing barriers that Black male students may experience as college science and engineering majors, this article presents marketing strategies relative to politics, emotional intelligence, and issues with respect to how science teaching, and Black male students' responses to it, are different. Many Black male students may need to experience a paradigm shift, which structures and enhances their science achievement. Paradigm shifts are necessary because exceptional academic ability and motivation are not enough to get Black males from their first year in a science, technology, education, and mathematics "STEM" major to a bachelor's degree in science and engineering. The conclusions focus on the balance of truth-slippery slopes concerning the confluence of science teachers' further ado and Black male students' theories, methods, and values that position their academic achievement in science and engineering majors.

  16. Academic Self-Concept, Achievement Goals, and Achievement: Is Their Relation the Same for Academic Achievers and Underachievers?

    Science.gov (United States)

    Preckel, Franzis; Brunner, Martin

    2015-01-01

    This longitudinal study investigated the contribution of achievement goals and academic self-concept for the prediction of unexpected academic achievement (i.e., achievement that is higher or lower than expected with respect to students' cognitive ability) in general and when comparing groups of extreme over- and underachievers. Our sample…

  17. Does cultural capital really affect academic achievement?

    DEFF Research Database (Denmark)

    Jæger, Mads Meier

    2011-01-01

    This paper provides new estimates of the causal effect of cultural capital on academic achievement. The author analyzes data from the National Longitudinal Survey of Youth – Children and Young Adults and uses a fixed effect design to address the problem of omitted variable bias which has resulted...

  18. Personality Traits, Learning and Academic Achievements

    Science.gov (United States)

    Jensen, Mikael

    2015-01-01

    There has been an increased interest in personality traits (especially the five-factor model) in relation to education and learning over the last decade. Previous studies have shown a relation between personality traits and learning, and between personality traits and academic achievement. The latter is typically described in terms of Grade Point…

  19. Academic Achievement in Children with Epilepsy

    OpenAIRE

    J Gordon Millichap

    1998-01-01

    Academic achievement, measured by school-administered group tests, child attitudes and self-concept, and teachers rated school adaptive functioning were compared in 117 children with epilepsy and 108 with asthma, ages 8 to 12 years, and data were analyzed at the Indiana University Schools of Nursing, Education, and Medicine, Indianapolis.

  20. Technological Attitude and Academic Achievement of Physics ...

    African Journals Online (AJOL)

    This research study was aimed at investigating the effect of technological attitude of students on academic achievement in Physics. Four co-education schools were randomly drawn from urban centers of Uyo and Abak Local Government Areas of Akwa Ibom State, Nigeria. This gave sample size of 110 senior secondary two ...

  1. Student prosocial behavior and academic achievement

    Directory of Open Access Journals (Sweden)

    Spasenović Vera Z.

    2004-01-01

    Full Text Available The paper considers correlation between student prosocial behavior and academic achievement. Attention first focuses on the issue of prosocial behavior defining, making it operational and measuring it. Next consideration is given to the ways that prosocial behavior contributes to academic achievement. It is thought that prosocial behavior can produce indirect effects on student prosocial behavior because it is bound to certain academically relevant forms of behavior leading to successful learning and work. Also, correlation is interpreted by means of teacher’s preferences of prosocial students, which is reflected in teacher expectations and behavior towards students but in evaluating their work too. In addition, prosocial behavior may produce direct effects, for it is through peer prosocial interactions that positive intellectual exchange is performed, which contributes to more successful mastering of teaching content. The paper provides a survey of investigations whose results indicate that there exists correlation between student prosocial behavior and academic achievement. Also, consideration is given to possible methods and treatments for encouraging prosocial behavior in school context, especially the role of teacher in the process and the importance of the program for promoting student prosocial skills.

  2. Academic Self-Efficacy, Emotional Intelligence, GPA and Academic Procrastination in Higher Education

    Directory of Open Access Journals (Sweden)

    Meirav Hen

    2014-05-01

    Full Text Available Academic procrastination has been seen as an impediment to students' academic success because it decreases the quality and quantity of learning while increasing the severity of negative outcomes in students’ lives. Research findings suggest that academic procrastination is closely related to motivation variables such as self-efficacy and self-regulated learning, and with higher levels of anxiety, stress, and illness. Emotional Intelligence is the ability to assess, regulate, and utilize emotions. It has been found to be associated with academic self-efficacy and a variety of better outcomes, including academic performance. The purpose of the present study was to explore and provide an initial understanding to the relationships between emotional intelligence, academic procrastination and GPA, as mediated by academic selfefficacy. A convenience sampling of 287 college students was collected. Structural equation modeling analysis using AMOS was conducted to examine the mediation role of academic selfefficacy between emotional intelligence, procrastination and GPA. Findings indicated that Emotional intelligence has a negative indirect effect on academic procrastination and a positive indirect effect on academic performance. Further research is needed to explore the effect of emotional intelligence on academic procrastination and performance, and to further understand its implications for academic settings.

  3. Resilience and Emotional Intelligence: which role in achievement motivation

    Directory of Open Access Journals (Sweden)

    Paola Magnano

    2016-01-01

    Full Text Available In the framework of Positive Organizational Behavior, the construct of Psychological Capital identifies four psychological capacities that affect motivation and performance in the workplace: self-efficacy, hope, optimism and resilience. Emotional Intelligence, then, addresses self-regulatory processes of emotions and motivation that enable people to make adjustments to achieve individual, group, and organizational goals; Emotional Intelligence is strongly correlated with individual advancement and success in an organizational setting and with individual performance. Moreover, Emotional Intelligence is considered an antecedent to resilience. The present study aims to investigate the role of resilience and emotional intelligence in achievement motivation, verifying if emotional intelligence mediates the relationship among resilience and achievement motivation. Participants are 488 Italian workers, aged between 18 and 55 years. The findings confirm the significant role played by emotional intelligence on resilience and on motivation to achievement.

  4. Note-taking Strategies and Academic Achievement

    OpenAIRE

    Haghverdi, Hamid; Biria, Reza; Karimi, Lotfollah

    2014-01-01

    The purpose of the present article is two fold. That is, revealing the significance, underlying theory and findings concerning note-taking in the literature related and exploring, through a survey study, the Iranian professors‘ and students‘ attitudes towards the effect of teaching note-taking strategies on the students‘ academic achievement. To this end, many previous studies were reviewed and we knew that many scholars, conducting empirical studies, surveys and interviews, have highlighted ...

  5. Academic Reference and Instruction Librarians and Dweck's Theories of Intelligence

    Science.gov (United States)

    Folk, Amanda L.

    2016-01-01

    This article introduces psychologist Carol S. Dweck's entity and incremental theories of intelligence and explores the prevalence of these theories in academic librarians who participate in reference and instruction activities. Based on existing research, it is possible that implicit theories of intelligence could affect the ways in which…

  6. Intelligent Counseling System: A 24 x 7 Academic Advisor

    Science.gov (United States)

    Leung, Chun Ming; Tsang, Eva Y. M.; Lam, S. S.; Pang, Dominic C. W.

    2010-01-01

    Universities are increasingly looking into self-service systems with intelligent digital agents to supplement or replace labor-intensive services, such as academic counseling. The Open University of Hong Kong has developed an intelligent online system that instantly responds to enquiries about career development, learning modes, program/course…

  7. Growth mindset tempers the effects of poverty on academic achievement.

    Science.gov (United States)

    Claro, Susana; Paunesku, David; Dweck, Carol S

    2016-08-02

    Two largely separate bodies of empirical research have shown that academic achievement is influenced by structural factors, such as socioeconomic background, and psychological factors, such as students' beliefs about their abilities. In this research, we use a nationwide sample of high school students from Chile to investigate how these factors interact on a systemic level. Confirming prior research, we find that family income is a strong predictor of achievement. Extending prior research, we find that a growth mindset (the belief that intelligence is not fixed and can be developed) is a comparably strong predictor of achievement and that it exhibits a positive relationship with achievement across all of the socioeconomic strata in the country. Furthermore, we find that students from lower-income families were less likely to hold a growth mindset than their wealthier peers, but those who did hold a growth mindset were appreciably buffered against the deleterious effects of poverty on achievement: students in the lowest 10th percentile of family income who exhibited a growth mindset showed academic performance as high as that of fixed mindset students from the 80th income percentile. These results suggest that students' mindsets may temper or exacerbate the effects of economic disadvantage on a systemic level.

  8. EFFECT OF PERCEPTUAL TRAINING ON INTELLIGENCE AND ACHIEVEMENT.

    Science.gov (United States)

    CHANSKY, NORMAN M.

    THE PERCEPTUAL-MOTOR BEHAVIOR IN LEARNING WAS STUDIED IN RELATIONSHIP TO INTELLIGENCE AND SCHOOL ACHIEVEMENT. THE SAMPLE CONSISTED OF 178 THIRD-GRADE PUPILS, WHO WERE MATCHED ON RACE, SEX, INTELLIGENCE AND ACHIEVEMENT, RESULTING IN FOUR EQUIVALENT GROUPS. TRAINING METHODS INCLUDED BLOCKS, PUZZLES, AND READING. POST-TEST PROCEDURES WERE EMPLOYED…

  9. Case studies in intelligent computing achievements and trends

    CERN Document Server

    Issac, Biju

    2014-01-01

    Although the field of intelligent systems has grown rapidly in recent years, there has been a need for a book that supplies a timely and accessible understanding of this important technology. Filling this need, Case Studies in Intelligent Computing: Achievements and Trends provides an up-to-date introduction to intelligent systems.This edited book captures the state of the art in intelligent computing research through case studies that examine recent developments, developmental tools, programming, and approaches related to artificial intelligence (AI). The case studies illustrate successful ma

  10. Multiple Intelligences Patterns of Students at King Saud University and Its Relationship with Mathematics' Achievement

    Science.gov (United States)

    Kandeel, Refat A. A.

    2016-01-01

    The purpose of this study was to determine the multiple intelligences patterns of students at King Saud University and its relationship with academic achievement for the courses of Mathematics. The study sample consisted of 917 students were selected a stratified random manner, the descriptive analysis method and Pearson correlation were used, the…

  11. Differences in motivations and academic achievement

    Directory of Open Access Journals (Sweden)

    Luis Fernando Gamboa

    2013-06-01

    Full Text Available This paper provides new evidence on the effect of pupils’ self-motivation on academic achievement in science across countries. By using the OECD´s Programme for International Student Assessment 2006 (PISA 2006 test, we find that self-motivation has a positive effect on students’ performance. Instrumental Variables Quantile Regression is used to analyze the existence of different estimated coefficients over the scores distribution, allowing us to deal with the potential endogeneity of self-motivation. We find that the impact of intrinsic motivation on academic performance depends on the pupil’s score. Our findings support the importance of designing focalized programs for different populations that foster their motivation towards learning.

  12. The neural basis of academic achievement motivation.

    Science.gov (United States)

    Mizuno, Kei; Tanaka, Masaaki; Ishii, Akira; Tanabe, Hiroki C; Onoe, Hirotaka; Sadato, Norihiro; Watanabe, Yasuyoshi

    2008-08-01

    We have used functional magnetic resonance imaging to study the neural correlates of motivation, concentrating on the motivation to learn and gain monetary rewards. We compared the activation in the brain obtained during reported high states of motivation for learning, with the ones observed when the motivation was based on monetary reward. Our results show that motivation to learn correlates with bilateral activity in the putamen, and that the higher the reported motivation, as derived from a questionnaire that each subject filled prior to scanning, the greater the change in the BOLD signals within the putamen. Monetary motivation also activated the putamen bilaterally, though the intensity of activity was not related to the monetary reward. We conclude that the putamen is critical for motivation in different domains and the extent of activity of the putamen may be pivotal to the motivation that drives academic achievement and thus academic successes.

  13. Business intelligence as a tool in the management academic

    Directory of Open Access Journals (Sweden)

    Juan Jose Camargo Vega

    2016-06-01

    Full Text Available This paper presents a study, analyze and evaluate characteristics of existing data in the academic community, in order to recommend a model to apply Business Intelligence. It starts from the assumption that knowing the effects on the academic community, if you have a corporate strategy to facilitate decision-making in educational institutions. The results are based on a three dimensional cube, which are combining strong to make decisions with the information made. Finally, we come to different conclusions enabling give sufficient grounds to recommend a model that Integrate Business Intelligence in the academic environment.

  14. Effect of Emotional Intelligence on Student Learning Achievement

    Directory of Open Access Journals (Sweden)

    Hendra Hadiwijaya

    2017-08-01

    Full Text Available The Effect of Emotional Intelligence Against Student Achievement aims to determine the effect of emotional intelligence which consists of self awareness, self management, Motivation, social awareness, relationship management partially and simultaneously on learning achievement. Respondents are students of SMP Negeri 4 Lalan Bumi Agung  Vilage Musi Banyuasin Regency to be 135 people. Methods of data analysis using regression analysis techniques. Partial assay results (t-test showed emotional intelligence consists of Self awareness, self management, Motivation, social awareness, relationship management positive and significant effect on learning achievement. Simultaneous Test Results (Test-F emotional intelligence consists of Self awareness, self management, motivation, social awareness, relationship management and significant positive effect on learning achievement. Social awareness is more dominant influence on learning achievement.

  15. Resilience and Emotional Intelligence: which role in achievement motivation

    OpenAIRE

    Paola Magnano; Giuseppe Craparo; Anna Paolillo

    2016-01-01

    In the framework of Positive Organizational Behavior, the construct of Psychological Capital identifies four psychological capacities that affect motivation and performance in the workplace: self-efficacy, hope, optimism and resilience. Emotional Intelligence, then, addresses self-regulatory processes of emotions and motivation that enable people to make adjustments to achieve individual, group, and organizational goals; Emotional Intelligence is strongly correlated with individual advancemen...

  16. Resilience and emotional intelligence: which role in achievement motivation

    OpenAIRE

    Magnano, Paola; Facoltà di Scienze dell'Uomo e della Società, Università degli studi Kore, Enna, Italia.; Craparo, Giuseppe; Facoltà di Scienze dell'Uomo e della Società, Università degli studi Kore, Enna, Italia.; Paolillo, Anna; Dipartimento Filosofia, Pedagogia e Psicologia, Università degli Studi di Verona, Verona, Italia.

    2016-01-01

    In the framework of Positive Organizational Behavior, the construct of Psychological Capital identifies four psychological capacities that affect motivation and performance in the workplace: self-efficacy, hope, optimism and resilience. Emotional Intelligence, then, addresses self-regulatory processes of emotions and motivation that enable people to make adjustments to achieve individual, group, and organizational goals; Emotional Intelligence is strongly correlated with individual advancemen...

  17. Academic achievement in children with epilepsy: a review.

    Science.gov (United States)

    Reilly, Colin; Neville, Brian G R

    2011-11-01

    To examine published studies which have focussed on academic achievement in children with epilepsy with respect to prevalence rates of academic difficulties and possible correlates of academic achievement. This review examines studies which have focussed on prevalence rates of academic difficulties and correlates of academic achievement in children with epilepsy from 1990 to 2010. Prevalence rates of low academic achievement and academic underachievement are reported and correlates of academic achievement including seizure/epilepsy variables, demographic variables, and child/family variables are examined with respect to published studies. Published studies suggest that low academic achievement is more common than academic underachievement (achievement below that expected on basis of IQ scores) and it is not clear from published studies if rates of academic underachievement are significantly higher than in the general population. Clear patterns with regard to the identification of correlates of academic underachievement have not emerged although low achievement may be influenced in many cases by lower than average levels of cognitive functioning. Most studies have not focussed on the IQ-achievement discrepancy definitions of (specific) learning disability. Children with epilepsy who are experiencing academic difficulties may not qualify for formal educational supports to address these difficulties if eligibility criteria for such supports stress an IQ-achievement discrepancy. Copyright © 2011 Elsevier B.V. All rights reserved.

  18. Social-Emotional Learning and Academic Achievement

    Directory of Open Access Journals (Sweden)

    Meghan P. McCormick

    2015-09-01

    Full Text Available Social-emotional learning (SEL programs have demonstrated positive effects on children’s social-emotional, behavioral, and academic outcomes, as well as classroom climate. Some programs also theorize that program impacts on children’s outcomes will be partially explained by improvements in classroom social processes, namely classroom emotional support and organization. Yet there is little empirical evidence for this hypothesis. Using data from the evaluation of the SEL program INSIGHTS, this article tests whether assignment to INSIGHTS improved low-income kindergarten and first grade students’ math and reading achievement by first enhancing classroom emotional support and organization. Multilevel regression analyses, instrumental variables estimation, and inverse probability of treatment weighting (IPTW were used to conduct quantitative analyses. Across methods, the impact of INSIGHTS on math and reading achievement in first grade was partially explained by gains in both classroom emotional support and organization. The IPTW method revealed that the program impact on reading achievement in first grade was partially explained through an improvement in classroom organization. Implications for research and practice are discussed.

  19. The Contributions of Psychological Maturity and Personality in the Prediction of Adolescent Academic Achievement

    Science.gov (United States)

    Camps, Elisa; Morales-Vives, Fabia

    2013-01-01

    Numerous studies show that intelligence and impulsiveness are important predictors of academic achievement in adolescence. However, it is not clear what contribution is made by the big five personality traits, because some studies suggest that Conscientiousness, Extraversion and Openness to experience are predictors while others show precisely the…

  20. SIGNIFICANT INFLUENCES OF VIOLIN EXTRACURRICULAR ACHIEVEMENT TO EMOTIONAL INTELLIGENCE

    Directory of Open Access Journals (Sweden)

    Nafik

    2014-06-01

    Full Text Available This research aims to find out (1 whether there is an influence between student’s achievements of learning violin toward their emotional intelligence, (2 whether there is a correlation between student’s achievement of learning violin and their emotional intelligence, and (3 how much contribution of student’s achievement of learning violin to their emotional intelligence. It is a qualitative research which is defined as a research method based on positivism philosophy which is used to study particular sample and population. The sample and population are drawn randomly using research instruments to collect data, and the data are analyzed statistically. This aims to examine the hypothesis defined. The finding shows that there is a significant influence between student’s achievement of learning violin and their emotional intelligence about 76.1%, while the rest of it 23.9% is influenced by other factors which are not studied in this research. It proves that learning violin influences student’s emotional intelligence very much and emotional intelligence is influential in increasing student’s achievement. From the data, it shows that most of the students participating in violin extracurricular are able to increase their learning achievement.

  1. Academic research opportunities at the National Geospatial-Intelligence Agency(NGA)

    Science.gov (United States)

    Loomer, Scott A.

    2006-05-01

    The vision of the National Geospatial-Intelligence Agency (NGA) is to "Know the Earth...Show the Way." To achieve this vision, the NGA provides geospatial intelligence in all its forms and from whatever source-imagery, imagery intelligence, and geospatial data and information-to ensure the knowledge foundation for planning, decision, and action. Academia plays a key role in the NGA research and development program through the NGA Academic Research Program. This multi-disciplinary program of basic research in geospatial intelligence topics provides grants and fellowships to the leading investigators, research universities, and colleges of the nation. This research provides the fundamental science support to NGA's applied and advanced research programs. The major components of the NGA Academic Research Program are: *NGA University Research Initiatives (NURI): Three-year basic research grants awarded competitively to the best investigators across the US academic community. Topics are selected to provide the scientific basis for advanced and applied research in NGA core disciplines. *Historically Black College and University - Minority Institution Research Initiatives (HBCU-MI): Two-year basic research grants awarded competitively to the best investigators at Historically Black Colleges and Universities, and Minority Institutions across the US academic community. *Intelligence Community Post-Doctoral Research Fellowships: Fellowships providing access to advanced research in science and technology applicable to the intelligence community's mission. The program provides a pool of researchers to support future intelligence community needs and develops long-term relationships with researchers as they move into career positions. This paper provides information about the NGA Academic Research Program, the projects it supports and how researchers and institutions can apply for grants under the program. In addition, other opportunities for academia to engage with NGA through

  2. Academic Satisfaction at University: The Relationship between Emotional Intelligence and Academic Engagement

    Science.gov (United States)

    Urquijo, Itziar; Extremera, Natalio

    2017-01-01

    Introduction: The present study examined the mediating role of academic engagement in the relationship between emotional intelligence and academic satisfaction when controlling for sociodemographic variables and other classic constructs such as conscientiousness and personality traits. Method: The sample included 203 university students (140…

  3. General Intelligence, Emotional Intelligence and Academic Knowledge as Predictors of Creativity Domains: A Study of Gifted Students

    Science.gov (United States)

    Sahin, Feyzullah

    2016-01-01

    Creativity of the individual is dependent on numerous factors, such as knowledge, general intelligence and emotional intelligence. The general purpose of this study is to investigate the effect of general intelligence, emotional intelligence and academic knowledge on the emerging of domain-specific creativity. The study was conducted on 178…

  4. Academic Self-Efficacy, Emotional Intelligence, GPA and Academic Procrastination in Higher Education

    OpenAIRE

    Meirav Hen; Marina Goroshit

    2014-01-01

    Academic procrastination has been seen as an impediment to students' academic success because it decreases the quality and quantity of learning while increasing the severity of negative outcomes in students’ lives. Research findings suggest that academic procrastination is closely related to motivation variables such as self-efficacy and self-regulated learning, and with higher levels of anxiety, stress, and illness. Emotional Intelligence is the ability to assess, regulate, an...

  5. Business intelligence gap analysis: a user, supplier and academic perspective

    NARCIS (Netherlands)

    Molensky, L.; Ketter, W.; Collins, J.; Bloemhof, J.M.; Koppel, van der H.

    2010-01-01

    Business intelligence (BI) takes many different forms, as indicated by the varying definitions of BI that can be found in industry and academia. These different definitions help us understand of what BI issues are important to the main players in the field of BI; users, suppliers and academics. The

  6. Generation Psy: Student Characteristics and Academic Achievement in a Three-Year Problem-Based Learning Bachelor Program

    Science.gov (United States)

    de Koning, Bjorn B.; Loyens, Sofie M. M.; Rikers, Remy M. J. P.; Smeets, Guus; van der Molen, Henk T.

    2012-01-01

    This study investigated the simultaneous impact of demographic, personality, intelligence, and (prior) study performance factors on students' academic achievement in a three-year academic problem-based psychology program. Information regarding students' gender, age, nationality, pre-university education, high school grades, Big Five personality…

  7. An explanatory model of academic achievement based on aptitudes, goal orientations, self-concept and learning strategies.

    Science.gov (United States)

    Miñano Pérez, Pablo; Castejón Costa, Juan-Luis; Gilar Corbí, Raquel

    2012-03-01

    As a result of studies examining factors involved in the learning process, various structural models have been developed to explain the direct and indirect effects that occur between the variables in these models. The objective was to evaluate a structural model of cognitive and motivational variables predicting academic achievement, including general intelligence, academic self-concept, goal orientations, effort and learning strategies. The sample comprised of 341 Spanish students in the first year of compulsory secondary education. Different tests and questionnaires were used to evaluate each variable, and Structural Equation Modelling (SEM) was applied to contrast the relationships of the initial model. The model proposed had a satisfactory fit, and all the hypothesised relationships were significant. General intelligence was the variable most able to explain academic achievement. Also important was the direct influence of academic self-concept on achievement, goal orientations and effort, as well as the mediating ability of effort and learning strategies between academic goals and final achievement.

  8. Does Enjoying Friendship Help or Impede Academic Achievement? Academic and Social Intrinsic Value Profiles Predict Academic Achievement

    Science.gov (United States)

    Seo, Eunjin; Lee, You-kyung

    2018-01-01

    We examine the intrinsic value students placed on schoolwork (i.e. academic intrinsic value) and social relationships (i.e. social intrinsic value). We then look at how these values predict middle and high school achievement. To do this, we came up with four profiles based on cluster analyses of 6,562 South Korean middle school students. The four…

  9. Personality and achievement motivation : relationship among Big Five domain and facet scales, achievement goals, and intelligence

    NARCIS (Netherlands)

    Bipp, T.; Steinmayr, R.; Spinath, B.

    2008-01-01

    In the present study we examined the nomological network of achievement motivation and personality by inspecting the relationships between four goal orientations (learning, performance-approach, performance-avoidance, work avoidance), the Big Five personality traits, and intelligence. Within a

  10. Assessing the relationship between perceived emotional intelligence and academic performance of medical students

    Science.gov (United States)

    Rajasingam, Uma; Suat-Cheng, Peh; Aung, Thidar; Dipolog-Ubanan, Genevieve; Wei, Wee Kok

    2014-12-01

    This study examines the association between emotional intelligence and its influence on academic performance on medical students to see if emotional intelligence emerges as a significant influencer of academic achievement. The instrument used is the Trait-Meta Mood Scale (TMMS), a 30-item self-report questionnaire designed to measure an individual's perceived emotional intelligence (PEI). Participants are required to rate the extent to which they agree with each item on a 5-point Likert scale. The TMMS consists of three subscales - Attention to Feelings (which measures the extent to which individuals notice and think about their feelings, Clarity (which measures the extent to which an individual is able to discriminate among different moods) and Mood Repair (related to an individual's ability to repair/terminate negative moods or maintain pleasant ones). Of special interest is whether high scores in the Clarity and Repair subscales correlate positively with academic performance, and whether high scores on the Attention subscale, without correspondingly high scores in the Clarity and Mood Repair subscales, correlates negatively with academic performance. Sample population includes all medical students (Years 1-5) of the MD program in UCSI University, Malaysia. Preliminary analysis indicates no significant relationship between overall TMMS scores and academic performance; however, the Attention subscale is significantly correlated to academic performance. Therefore even though PEI has to be ruled out as an influencer on academic performance for this particular sample, the fact that Attention has a significant relationship with academic performance may give some insight into the factors that possibly influence medical students' academic performance.

  11. Academic Achievement and Memory Differences among Specific Learning Disabilities Subtypes

    Science.gov (United States)

    Carmichael, Jessica A.; Fraccaro, Rebecca L.; Miller, Daniel C.; Maricle, Denise E.

    2014-01-01

    Reading, writing, and math are academic skills involving a number of different executive functions, particularly working memory. Children with specific learning disabilities (SLD) may present myriad academic difficulties, depending on their specific area(s) of processing weakness. is study examined differences in academic achievement and working…

  12. Gender as a predictor for academic achievement

    Directory of Open Access Journals (Sweden)

    Endang Lestari

    2012-07-01

    penting profesionalisme, keberhasilan akademik mahasiswa   Abstract   Background: Professionalism is central to maintaining public’s trust in medical profession. Building professionalism during their study time in medical education is possible method to equip students with core attributes of professional behavior of doctor. However, the professional practice might influence not only their future job, but also their recent performance as students. This study aimed to identify the correlation between students’ demographic factors and core attributes of professionalism related to good grade point average achievement. Methods: Fourth year students of Faculty of Medicine Universitas Islam Sultan Agung Islamic in Semarang Indonesia took part in this cross sectional study. The core attributes of professionalism were assessed using short inventory “Assessment of Medical Student Professionalism”, which was developed by some experts using Delphi method. The students’ grade point average (GPA data were collected from the Information Technology Unit of the faculty. Analysis data using Cox-regression with constant time. Results: A total amount of 207 (out of 240 students participated in this study. Our final model indicates that none of the core attributes professionalism which predicts good grade point average (GPA achievement. Female than male students had 35% increased to be good GPA achievement [adjusted relative risk (RRa = 1.35; 95% confidence interval (CI = 1.05-1.74]. Conclusion: Female but none of the core attribute of professionalism students was noted to increase academic grade point average. (Health Science Indones 2010; 1: 43 - 50

  13. Emotional intelligence and academic performance in university students of natural science

    Science.gov (United States)

    Alvarez Cuellar, Jose Habacuc

    This research presents the concept of emotional intelligence, more specifically of John D. Mayer, Peter Salovey and David R. Caruso, as an important element to be applied in learning science. It is an explanatory-correlation study between emotional intelligence and academic performance of students in natural sciences from the University of Puerto Rico, Rio Piedras campus. The population is approximately 2,539 students, with a sample of approximately 337 students. The instrument used to calculate the IE is the TMSS-24 composted of three dimensions of the original scale: Attention, Clarity and Repair. It was validated by Fernandez, B. P., Extremera, N. and Natalio, R. (2004), with reliability in Attention of (0.86), Clarity (0.90) and Repair (0.86). For the calculation of academic achievement (RA) was used an average of the courses seen by the students in the academic semester of 2007. The variables emotional intelligence and its components with academic achievement (RA), Index of general application of the student, gender, age and studies concentration were correlated but it was founded no correlation between them. It was founded a difference in the attention on gender, where it is concluded that woman express better and more the feelings than men.

  14. Academic Satisfaction Level and Academic Achievement among Students at Kermanshah University of Medical Sciences: Academic Year 2015-2016

    OpenAIRE

    Khadijeh Jamshidi; Babak Mohammadi; Zahra Mohammadi; Mohammad Karimi Parviz; Roghayeh Poursaberi; Mohammad Mehdi Mohammadi

    2017-01-01

    Background: Academic satisfaction is considered one of the most important factors affecting academic achievement among students. The purpose of the present study was to determine the relationship between academic satisfaction and academic achievement among students at Kermanshah University of Medical Sciences in Iran. Methods: The present cross-sectional study was conducted with 346 student participants using stratified random sampling. The research instrument included the Student Academic Sa...

  15. The Effect of Weekly Progress Reports on Academic Achievement.

    Science.gov (United States)

    Armour, Katherine S.

    This study investigated the effect of weekly progress reports on the academic achievement of seventh grade language arts students. It also investigated the effects of weekly progress reports on locus of control attribution and the relationship between academic achievement and locus of control attribution. The study took place in a suburban school…

  16. The Relationship between Birth Order and Academic Achievement.

    Science.gov (United States)

    Cherry, Crystal M.

    This paper reviews the literature on the relationship between birth order and several variables, especially academic achievement. One study found a relationship between leadership skills and birth order for males. Several studies found no relationship between birth order and academic achievement; grade point average; self-esteem; locus of control…

  17. Juvenile Delinquency and Recidivism: The Impact of Academic Achievement

    Science.gov (United States)

    Katsiyannis, Antonis; Ryan, Joseph B.; Zhang, Dalun; Spann, Anastasia

    2008-01-01

    For well over a century, behavioral researchers have attempted to understand the relation between juvenile delinquency and academic achievement. The authors review current literature pertaining to academic achievement and its effect on delinquency. While researchers have not yet been able to establish a direct causal relation between these two…

  18. Residential Mobility, Inhibitory Control, and Academic Achievement in Preschool

    Science.gov (United States)

    Schmitt, Sara A.; Finders, Jennifer K.; McClelland, Megan M.

    2015-01-01

    Research Findings: The present study investigated the direct effects of residential mobility on children's inhibitory control and academic achievement during the preschool year. It also explored fall inhibitory control and academic skills as mediators linking residential mobility and spring achievement. Participants included 359 preschool children…

  19. Creativity and Academic Achievement: A Meta-Analysis

    Science.gov (United States)

    Gajda, Aleksandra; Karwowski, Maciej; Beghetto, Ronald A.

    2017-01-01

    This article reports on a meta-analysis of 120 studies (total N = 52,578; 782 effects) examining the relationship between creativity and academic achievement in research conducted since the 1960s. Average correlation between creativity and academic achievement was r = 0.22, 95% CI [0.19, 0.24]. An analysis of moderators revealed that this…

  20. Personality Type and Academic Achievement of Secondary School Students

    Science.gov (United States)

    Lawrence, Arul A. S.; Lawrence, John A.

    2014-01-01

    Personality is the man. The successful living of an individual, as a man, depends to a large extent on the academic achievement of that individual, as a student. This article attempts to find out personality type, academic achievement of secondary school students and relationship between them by selecting a sample of 300 secondary school students…

  1. Student Participation and Parental Involvement in Relation to Academic Achievement

    Science.gov (United States)

    Niia, Anna; Almqvist, Lena; Brunnberg, Elinor; Granlund, Mats

    2015-01-01

    This study shows that students, teachers, and parents in Swedish schools ascribe differing meanings and significance to students' participation in school in relation to academic achievement. Students see participation as mainly related to social interaction and not academic achievement, whilst teachers view students' participation as more closely…

  2. How Distorted Thinking Influence Arab Children Academic Achievement in Israel?

    Science.gov (United States)

    Gith, Emad

    2018-01-01

    The purpose of the current study was to examine the relation between the parents Cognitive Distortion and Arab children academic achievements in Israel. 52 fifth grade Arab Children and their parents from Israel were participated. The results indicated that parent's cognitive distortion related negatively to children academic achievements; there…

  3. Predictive value of parenting styles on the academic achievement of ...

    African Journals Online (AJOL)

    This study investigated the relationship between parenting styles and the academic achievement level of secondary school students in Benin City. A correlational ... of the Ministry of Education. The findings revealed that authoritative parenting significantly predict the academic achievement of students in English Language.

  4. The Unique Trio: Academic Achievement, Sport, and Gender

    Science.gov (United States)

    Shachaf, Miri; Katz, Yaacov J.; Shoval, Ella

    2013-01-01

    This study examined gender, participation in sport and academic achievement of Israeli high school students. The study examined the academic achievement of those who participated in competitive or non-competitive sport and those who did not participate in sport. Results indicate that female athletes who participated in competitive sport attained…

  5. A Study of Motivational Influences on Academic Achievement

    Science.gov (United States)

    Dishon-Berkovits, Miriam

    2014-01-01

    This study examined the influence of motivation on academic achievement. The theoretical rationale for the study is grounded in bridging two influential yet isolated literatures of motivation: goal setting theory and achievement goal theory. Although it is clear that academic performance should be influenced by assigned learning goals,…

  6. Academic Self-Handicapping and Achievement: A Meta-Analysis

    Science.gov (United States)

    Schwinger, Malte; Wirthwein, Linda; Lemmer, Gunnar; Steinmayr, Ricarda

    2014-01-01

    Self-handicapping represents a frequently used strategy for regulating the threat to self-esteem elicited by the fear of failing in academic achievement settings. Several studies have documented negative associations between self-handicapping and different educational outcomes, inter alia academic achievement. However, studies on the relation…

  7. Student Alienation, Academic Achievement, and WebCT Use

    Science.gov (United States)

    Johnson, Genevieve Marie

    2005-01-01

    The current investigation sought to understand the relationships between college student alienation, academic achievement, and use of WebCT. Fifty-three students enrolled in an undergraduate educational psychology course provided three types of data: 1) self-rating of eight Likert scale alienation items, 2) academic achievement measured with four…

  8. Level of Attention of Secondary School Students and Its Relationship with their Academic Achievement

    Directory of Open Access Journals (Sweden)

    Syed Manzoor Hussain Shah

    2015-06-01

    Full Text Available The major purpose of the study was to find out the relationship between the level of attention and academic achievement. The tool designed to carry out this study was questionnaire. A sample of 420 students was taken from six secondary schools of district chakwal. The data was collected personally by visiting the concerned schools. The collected data was properly tabulated and analyzed with the help of ANOVA. The major findings of the study were: students’ level of attention directly effects their academic achievement. Those students who have high level of attention their academic achievement is also higher. As the level of attention decreases academic achievement also decreases student with moderate attention level have average academic achievement while the student with low level of attention are failed. The main factors that distract student attention are noise, home environment, financial problems, health problems and lack of interest. The study concludes that attention should be considered an important psychological phenomenon that effects the students’ academic achievement. As the individuals are different in their capabilities, skills, intelligence and aptitude their level of attention is also different.

  9. Business Intelligence Infrastructure for Academic Libraries

    Directory of Open Access Journals (Sweden)

    Joe Zucca

    2013-06-01

    Full Text Available Objective – To describe the rationale for and development of MetriDoc, an information technology infrastructure that facilitates the collection, transport, and use of library activity data.Methods – With the help of the Institute for Museum and Library Services, the University of Pennsylvania Libraries have been working on creating a decision support system for library activity data. MetriDoc is a means of “lighting up” an array of data sources to build a comprehensive repository of quantitative information about services and user behavior. A data source can be a database, text file, Extensible Markup Language (XML, or any binary object that contains data and has business value. MetriDoc provides simple tools to extract useful information from various data sources; transform, resolve, and consolidate that data; and finally store them in a repository.Results – The Penn Libraries completed five reference projects to prove basic concepts of the MetriDoc framework and make available a set of applications that other institutions could test in a deployment of the MetriDoc core. These reference projects are written as configurable plugins to the core framework and can be used to parse and store EZ-Proxy log data, COUNTER data, interlibrary loan transactional data from ILLIAD, fund expenditure data from the Voyager integrated library system, and transactional data from the Relais platform, which supports the BorrowDirect and EZBorrow resource sharing consortiums. The MetriDoc framework is currently undergoing test implementations at the University of Chicago and North Carolina State University, and the Kuali-OLE project is actively considering it as the basis of an analytics module.Conclusion – If libraries decide that a business intelligence infrastructure is strategically important, deep collaboration will be essential to progress, given the costs and complexity of the challenge.

  10. The Coopersmith Self-Esteem Inventory Related to Academic Achievement and School Behavior. Interim Research Report # 23.

    Science.gov (United States)

    Rubin, Rosalyn; And Others

    Scores on the Coopersmith Self-Esteem Inventory were related to scores on achievement and intelligence tests, and to socioeconomic level and to teachers' ratings of student behavior, in order to test the hypothesis that student self esteem would have a positive effect on academic achievement. There was a small but statistically significant…

  11. Influences on Academic Achievement of Primary School Pupils in Cambodia

    Directory of Open Access Journals (Sweden)

    Sopheak Song

    2012-12-01

    Full Text Available Employing education production function approach, this article investigates the influences of school and pupil background factors on academic achievement of primary school pupils in Cambodia. Based on achievement data of 1,080 Grade 6 pupils from one rural and one semi-urban area, the study reveals that school and teacher quality exerts a considerable effect on pupils’ performance. Teachers’ experience and teacher guides are positively correlated with academic achievement, while instructional time loss is significantly associated with poor performance. In light of these results, policies to boost academic achievement of primary school pupils in Cambodia are discussed.

  12. Academic Achievement and Its Impact on Friend Dynamics.

    Science.gov (United States)

    Flashman, Jennifer

    2012-01-01

    Academic achievement in adolescence is a key determinant of future educational and occupational success. Friends play an important role in the educational process. They provide support and resources and can both encourage and discourage academic achievement. As a result, the friends adolescents make may help to maintain and exacerbate inequality if friends are sorted on the basis of academic achievement. These observations prompt the question: How does academic achievement affect the friendship ties made? Using data from the high schools in the Add Health saturated sample, the author models network change using a stochastic actor-based Markov model for the co-evolution of networks and behavior. This model is carried out at the school level for each of the high schools included in the saturated sample. Results show that in the most typical American schools, similarity in academic achievement is an important and consistent predictor of friendship ties in a dynamic context. High-achieving students are more likely to extend ties to other high-achieving students, net of other sociodemographic, network, and proximity characteristics, while low-achieving students are more likely to extend ties to other low-achieving students. Adolescents respond to changes in academic achievement by changing their friendship ties.

  13. A Study on Attendance and Academic Achievement

    DEFF Research Database (Denmark)

    Sund, Kristian J.; Bignoux, Stephane

    In this study we attempt to answer Romer’s (1993) question: “Should attendance be mandatory?” Contrary to many existing studies, we conclude that in the case of business and management programs the answer is ‘no’. In a study of over 900 undergraduate strategy students, spanning four academic years......, we examine the link between attendance and exam results. Unlike prior research on this topic, our findings show that attendance is not the best determinant of student performance. We find instead that the best determinant of student performance for third year bachelor students is their over......-all degree classification, which we see as a proxy for academic ability. We suggest that attendance may simply be a reflection of student conscientiousness, engagement and motivation. We also challenge the assumptions about gender differences found in prior research on student attendance and student...

  14. The relationship between the social management of emotional intelligence and academic performance among medical students.

    Science.gov (United States)

    Chew, Boon-How; Md Zain, Azhar; Hassan, Faezah

    2015-01-01

    Positive social interaction with peers was said to facilitate cognitive and intellectual development leading to good academic performance. There was paucity of published data on the effect of social management (SM) emotional intelligence (EI) on academic performance. We conducted this study to examine their relationship in the undergraduate medical students in a public medical school in Malaysia. This was a cross-sectional study using the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) to measure the SM. The first and final year medical students were invited to participate. Students answered a paper-based demography questionnaire and completed the online MSCEIT in privacy. Independent predictors were identified using multivariate analyses. A total of 163 (84 first year and 79 final year) medical students completed the study (at a response rate of 66.0%). SM score (B = -.10 95% CI -.175 to -.015, p = .021) was significantly related to the continuous assessment (CA) marks (adjusted R(2) = .45, F13,137 = 10.26, p social intelligence and academic success in undergraduate medical students. A different collection of social skills and SM EI could be constructive towards academic achievement in medical schools.

  15. Dopaminergic Polymorphisms, Academic Achievement, and Violent Delinquency.

    Science.gov (United States)

    Yun, Ilhong; Lee, Julak; Kim, Seung-Gon

    2015-12-01

    Recent research in the field of educational psychology points to the salience of self-control in accounting for the variance in students' report card grades. At the same time, a novel empirical study from molecular genetics drawing on the National Longitudinal Study of Adolescent Health (Add Health) data has revealed that polymorphisms in three dopaminergic genes (dopamine transporter [DAT1], dopamine D2 receptor [DRD2], and dopamine D4 receptor [DRD4]) are also linked to adolescents' grade point averages (GPAs). Juxtaposing these two lines of research, the current study reanalyzed the Add Health genetic subsample to assess the relative effects of these dopaminergic genes and self-control on GPAs. The results showed that the effects of the latter were far stronger than those of the former. The interaction effects between the dopaminergic genes and a set of environmental factors on academic performance were also examined, producing findings that are aligned with the "social push hypothesis" in behavioral genetics. Finally, based on the criminological literature on the link between academic performance and delinquency, we tested whether dopaminergic effects on violent delinquency were mediated by GPAs. The results demonstrated that academic performance fully mediated the linkage between these genes and violent delinquency. © The Author(s) 2014.

  16. Positive Academic Emotions Moderate the Relationship between Self-Regulation and Academic Achievement

    Science.gov (United States)

    Villavicencio, Felicidad T.; Bernardo, Allan B. I.

    2013-01-01

    Background: Research has shown how academic emotions are related to achievement and to cognitive/motivational variables that promote achievement. Mediated models have been proposed to account for the relationships among academic emotions, cognitive/motivational variables, and achievement, and research has supported such mediated models,…

  17. ADHD symptoms, academic achievement, self-perception of academic competence and future orientation: a longitudinal study.

    Science.gov (United States)

    Scholtens, Sara; Rydell, Ann-Margret; Yang-Wallentin, Fan

    2013-06-01

    In the investigation of the effect of attention deficit hyperactivity disorder (ADHD) symptoms on school careers there is a need to study the role of adolescent and childhood ADHD symptoms and academic achievement, and to incorporate measures that include the individual's perspective. Our aim was to gain an overview of the long-term development of school careers in relation to ADHD symptoms. We studied associations between ADHD symptoms and academic achievement at different time-points and future orientation at the end of high school, and assessed the role of self-perceptions of academic competence in these associations. Participants were 192 children (47% girls) with a range of ADHD symptoms taken from a community sample. Collecting data at three time points, in 6th, 11th and 12th grade we tested a structural equation model. Results showed that ADHD symptoms in 6th grade negatively affected academic achievement concurrently and longitudinally. ADHD symptoms in 11th grade negatively affected concurrent academic achievement and academic self-perception and future orientation in 12th grade. Academic achievement had a positive influence on academic self-perception and future orientation. Given the other factors, self-perception of academic competence did not contribute to outcomes. We concluded that early ADHD symptoms may cast long shadows on young people's academic progress. This happens mainly by way of stability in symptoms and relations to early low academic achievement. © 2013 The Authors. Scandinavian Journal of Psychology © 2013 The Scandinavian Psychological Associations.

  18. Goal orientations predict academic performance beyond intelligence and personality

    NARCIS (Netherlands)

    Steinmayr, R.; Bipp, T.; Spinath, B.

    2011-01-01

    Goal orientations are thought to be an important predictor of scholastic achievement. The present paper investigated the joint influence of goal orientations, intelligence, and personality on school performance in a sample of N = 520 11th and 12th graders (303 female; mean age M = 16.94 years).

  19. What my parents make me believe in learning: the role of filial piety in Hong Kong students' motivation and academic achievement.

    Science.gov (United States)

    Chen, Wei-Wen; Wong, Yi-Lee

    2014-08-01

    Chinese students are well-known for their academic excellence. However, studies that explore the underlying mechanism of how cultural factors relate to the motivational process and academic achievement of Chinese students have been limited. This study aimed to examine the role of filial piety in shaping Chinese students' theories of intelligence so as to obtain a clearer understanding of the process by which parent-child connectedness is linked to Chinese students' academic achievement. A sample of 312 university students in Hong Kong were assessed concerning their filial piety beliefs, theories of intelligence and academic achievement. Data were analysed using structural equation modelling. The results indicated that different filial piety beliefs relate to students' academic achievement by shaping different theories of intelligence. Reciprocal filial piety beliefs were found to facilitate an incremental view of intelligence, which in turn contributes to students' academic achievement. Authoritarian filial piety beliefs were shown to be associated with an entity view of intelligence, which consequently deteriorates students' academic achievement. Cultural views of motivational processes can shed light on how motivational beliefs are developed as a product of cultural or socialization processes, which, in turn, contribute to students' academic success. © 2013 International Union of Psychological Science.

  20. Special education and later academic achievement.

    Science.gov (United States)

    Ehrhardt, Jennifer; Huntington, Noelle; Molino, Janine; Barbaresi, William

    2013-02-01

    To determine whether grade at entry to special education is associated with improved reading achievement in children with reading disorders (RD) and whether the effect of grade at entry to special education differs by socioeconomic status (SES). The authors conducted a secondary data analysis using data from the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K), a nationally representative cohort of children followed longitudinally from kindergarten through eighth grade (1998-2007). Using data from the fifth grade wave of ECLS-K, the authors identified children with RD (n = 290). The outcome of interest was change in score on the reading achievement test, which was developed by ECLS-K staff, between first and fifth grade. Using multiple linear regression, the authors modeled outcome as a function of a child's grade at entry to special education, controlling for several covariates. Early entry to special education (by first grade vs second or third grade) was associated with larger gains in reading achievement between first and fifth grade (p special education by first grade versus second grade gained 4.5 more points on the reading achievement test (p special education by first grade versus third grade gained 1.7 more points on the reading achievement test (p special education between children from families of low and higher SES. For children with RD, early entry to special education is associated with improved reading achievement during elementary school.

  1. The Relationship of Time Perspective to Age, Gender, and Academic Achievement among Academically Talented Adolescents

    Science.gov (United States)

    Mello, Zena R.; Worrell, Frank C.

    2006-01-01

    Time perspective is a useful psychological construct associated with educational outcomes (Phalet, Andriessen, & Lens, 2004) and may prove fruitful for research focusing on academically talented adolescents. Thus, the relationship of time perspective to age, gender, and academic achievement was examined among 722 academically talented middle and…

  2. Academic Identity Status, Goal Orientation, and Academic Achievement among High School Students

    Science.gov (United States)

    Hejazi, Elaheh; Lavasani, Masoud Gholamali; Amani, Habib; Was, Christopher A.

    2012-01-01

    The aim of the present study was to determine the relationship between academic identity status, goal orientations and academic achievement. 301 first year high school students completed the Academic Identity Measure and Goal Orientation Questionnaire. The average of 10 exam scores in the final semester was used as an index of academic…

  3. Objective Academic Achievement and Subjective Personal Well-Being

    Science.gov (United States)

    McDonald, Betty

    2012-01-01

    This paper examines the relationship between objective academic achievement (OAA) and subjective well-being (SWB). Using a sample of 515 adolescents from ten different high schools across a small country, semi-structured interviews, academic records and observations provided relevant data for the study. OAA was measured from examination results…

  4. Exploring the Impact of Internet Addiction on Academic Achievement

    Science.gov (United States)

    Iyitoglu, Orhan; Çeliköz, Nadir

    2017-01-01

    This study provides an account of the phenomenon of internet addiction from the perspective of academic achievement. In other words, this study aimed to explore the relation between academic performance of Turkish high school students in such different subject as Maths, English, History, GPA and their use of internet. Different school subjects…

  5. The Relationship between Learning Style and Academic Achievement.

    Science.gov (United States)

    Farrell-Moskwa, Claire

    A study investigated the correlation between students' learning styles and their academic achievement on report cards and standardized tests. Subjects were 58 fifth-grade students in a suburban middle school. The "Learning Style Inventory" by Brown and Cooper was administered to this population, and students' academic averages and…

  6. Essays on Academic Achievement and Student Behavior in Public Schools

    Science.gov (United States)

    Moussa, Wael Soheil

    2013-01-01

    This dissertation examines the student academic achievement through various mechanisms, put in place by the public school district, classroom student behavior, and negative external shocks to the students' living environment. I examine the impacts of various treatments on student short and long run academic outcomes such as math and English test…

  7. Academic Achievement Despite Child Maltreatment: A Longitudinal Study

    Science.gov (United States)

    Coohey, Carol; Renner, Lynette M.; Hua, Lei; Zhang, Ying J.; Whitney, Stephen D.

    2011-01-01

    Purpose: Although researchers have concluded that child maltreatment has a negative effect on children's learning and academic achievement, not all children are negatively affected by maltreatment, and some children seem to succeed academically despite being maltreated. Drawing on risk and resilience theory, we examined a broad range of potential…

  8. Academic Self-Efficacy of High Achieving Students in Mexico

    Science.gov (United States)

    Camelo-Lavadores, Ana Karen; Sánchez-Escobedo, Pedro; Pinto-Sosa, Jesus

    2017-01-01

    The purpose of this study was to explore for differences in the academic self-efficacy of Mexican high school students. A gird questionnaire was administered to 1,460 students form private and public schools. As expected, high achieving students showed significantly higher academic self-efficacy that their peers. However, interesting gender…

  9. Self-concept and Academic Achievement of Delinquent and Non ...

    African Journals Online (AJOL)

    FIRST LADY

    self concept of their students for better academic achievement. Introduction. In organized ... According to Mason (2005), delinquency, is defined as the behaviour consequent to the failure ..... Journal of Sociology and Social. Welfare, 22(2), 93 - ...

  10. 413 Classroom Climate and Students' Academic Achievement in ...

    African Journals Online (AJOL)

    Nekky Umera

    the variance in students' academic achievement in Social Studies. It was ... probably the most popular and most widely used technique of the methods of measuring the ..... methods and statistics in education and social sciences (3rd ed).

  11. relationship between self-efficacy and academic achievement

    African Journals Online (AJOL)

    Preferred Customer

    Many studies have been conducted on self-efficacy and academic achievement but ... efficacy beliefs affect how people approach new challenges and will contribute to ..... In addition, three psychology instructors critically assessed and ...

  12. Career preference and medical students' biographical characteristics and academic achievement

    NARCIS (Netherlands)

    Soethout, M.B.M.; Heijmans, M.W.; ten Cate, O.T.J.

    2008-01-01

    Background: We know that medical students' biographical characteristics and academic achievement influence career preference. Less is known about the differential association of these characteristics with preference for distinct specialties at different stages of medical training. Aim: To

  13. Relationship between the Learning Styles Preferences and Academic Achievement

    Science.gov (United States)

    Awang, H.; Samad, N. Abd; Faiz, N. S. Mohd; Roddin, R.; Kankia, J. D.

    2017-08-01

    The individual learning differences that have been much explored relate to differences in personality, learning styles, strategies and conceptual of learning. This article studies the learning style profile exhibited by students towards the academic achievement in Malaysian Polytechnic. The relationship between learning styles of Polytechnic students and their academic achievement based on VARK learning styles model. The target population was international business students of Malaysian Polytechnic. By means of randomly sampling method, 103 students were selected as sample of research. By descriptive - survey research method and a questionnaire adapted from VARK Learning Style Index, required data were collected. According to the results, no significantly difference between learning style and academic achievement of students. Students academic achievement was quite similar to their individual learning styles. These facts reveal that each learning style has its own strengths and weaknesses.

  14. An application of belief-importance theory in the domain of academic achievement.

    Science.gov (United States)

    Petrides, K V; Frederickson, Norah

    2011-03-01

    BACKGROUND. Belief-importance (belimp; Petrides, 2010a,b) theory posits that personality traits confer on the individual a propensity to perceive convergences and divergences between their belief that they can attain goals and the importance that they place on these goals. The theory suggests that these convergences and divergences have important implications for affect, motivation, and action. AIMS. To test belimp theory using performance-based criteria relating to academic achievement and constructs from the personality domain. SAMPLES. Two hundred and forty-two students, of whom 121 were male and 117 were female (4 unreported). They were approximately 18 years old at the time of testing. METHODS. Data were collected on the belief and importance of academic achievement, the Giant Three personality dimensions, and trait emotional intelligence (trait EI). Academic achievement was operationalized via Key Stage 3 and A-level assessment results. RESULTS. Four hypotheses concerning academic achievement were tested and confirmed, with the Motivation quadrant scoring higher than the other three belimp quadrants (Hubris, Depression, and Apathy). Four hypotheses concerning personality were tested, of which two were confirmed, with the Hubris quadrant scoring highest on psychoticism and the Depression quadrant scoring highest on neuroticism. Four hierarchical regressions demonstrated the incremental validity of the belief and importance belimp coordinates over the Giant Three personality dimensions in the prediction of academic achievement. CONCLUSIONS. The results are encouraging for belimp theory and complement similarly supportive findings in Petrides (2010b,c). ©2010 The British Psychological Society.

  15. Catholic High Schools and Rural Academic Achievement.

    Science.gov (United States)

    Sander, William

    1997-01-01

    A study of national longitudinal data examined effects of rural Catholic high schools on mathematics achievement, high school graduation rates, and the likelihood that high school graduates attend college. Findings indicate that rural Catholic high schools had a positive effect on mathematics test scores and no effect on graduation rates or rates…

  16. Towards Intelligently - Sustainable Cities? From Intelligent and Knowledge City Programmes to the Achievement of Urban Sustainability

    NARCIS (Netherlands)

    Gargiulo Morelli, V.; Weijnen, M.P.C.; Van Bueren, E.M.; Wenzler, I.; De Reuver, G.A.; Salvati, L.

    2013-01-01

    In the quest for achieving sustainable cities, Intelligent and Knowledge City Programmes (ICPs and KCPs) represent cost-efficient strategies for improving the overall performance of urban systems, especially when compared with the costs of physical restructuring and/or retrofitting projects.

  17. Cognitive performance and academic achievement: How do family and school converge?

    Directory of Open Access Journals (Sweden)

    Ana Filipa Alves

    2017-12-01

    Full Text Available Children enter the school system with different educational experiences, leaving also with different levels of learning and school results. In this study, we intend to understand the impact of family and school on children's cognitive performance and academic achievement during elementary education. The sample consists of 406 Portuguese children, from preschool and the 1st cycle of Basic Education, aged from 4 to 10 years old. Through full structural equation model, it was observed that the latent variable family (parents’ schooling and socioeconomic level and the latent variable school (community and type of school have a significant impact on academic achievement. However, only family presents a significant impact on cognitive performance. These data suggest that the impact of school on intelligence quotient is not expressive in early academic years, where family present higher explanation of the variance.

  18. [Academic achievement, engagement and burnout among first year medical students].

    Science.gov (United States)

    Gómez H, Paula; Pérez V, Cristhian; Parra P, Paula; Ortiz M, Liliana; Matus B, Olga; McColl C, Peter; Torres A, Graciela; Meyer K, Andrea

    2015-07-01

    Stress may affect the sense of wellbeing and academic achievement of university students. To assess the relationship of academic engagement and burnout with academic achievement among first year medical students. The Utrecht Work Engagement Scale-Student and Maslach Burnout Inventory Student Survey (MBI-SS) were applied to 277 first year medical students of four universities. Their results were correlated with the grades obtained in the different courses. Moderately high engagement and low burnout levels were detected. There was a high level of satisfaction with studies and a moderate exhaustion level. Academic achievement was associated with the degree of engagement with studies but not with burnout. Conglomerate analysis detected a group of students with high levels of wellbeing, characterized by high levels of academic engagement and low burnout. Other group had moderate levels of engagement and lack of personal fulfilment. Other group, identified as extenuated, had high levels of personal exhaustion and depersonalization. Finally the disassociated group had a low academic engagement, low emotional exhaustion, high levels of depersonalization and lack of personal fulfillment. Academic achievement is associated with the level of engagement with studies but not with burnout.

  19. A mediation analysis of achievement motives, goals, learning strategies, and academic achievement.

    Science.gov (United States)

    Diseth, Age; Kobbeltvedt, Therese

    2010-12-01

    Previous research is inconclusive regarding antecedents and consequences of achievement goals, and there is a need for more research in order to examine the joint effects of different types of motives and learning strategies as predictors of academic achievement. To investigate the relationship between achievement motives, achievement goals, learning strategies (deep, surface, and strategic), and academic achievement in a hierarchical model. Participants were 229 undergraduate students (mean age: 21.2 years) of psychology and economics at the University of Bergen, Norway. Variables were measured by means of items from the Achievement Motives Scale (AMS), the Approaches and Study Skills Inventory for Students, and an achievement goal scale. Correlation analysis showed that academic achievement (examination grade) was positively correlated with performance-approach goal, mastery goal, and strategic learning strategies, and negatively correlated with performance-avoidance goal and surface learning strategy. A path analysis (structural equation model) showed that achievement goals were mediators between achievement motives and learning strategies, and that strategic learning strategies mediated the relationship between achievement goals and academic achievement. This study integrated previous findings from several studies and provided new evidence on the direct and indirect effects of different types of motives and learning strategies as predictors of academic achievement.

  20. Peer harassment, school connectedness, and academic achievement.

    Science.gov (United States)

    Eisenberg, Marla E; Neumark-Sztainer, Dianne; Perry, Cheryl L

    2003-10-01

    This study described peer harassment in a large, multiethnic sample of adolescents, and explored the relationship between experiencing peer harassment and both school connectedness and achievement. Survey data came from 4,746 students in grades 7-12 at 31 public schools in ethnically and socioeconomically diverse communities in a Midwestern state. Frequency of five types of harassment were analyzed with data on school connectedness and grades. Multivariate analysis controlled for gender, grade level, race/ethnicity, and socioeconomic status. Results indicate that most students periodically experience mistreatment; 10% to 17% report being treated disrespectfully, having others act superior, or being insulted at least once per week, and an additional 14% to 22% of students report suffering these behaviors a few times per month. Girls, Whites, Native Americans, and middle school students reported more harassment than boys, other ethnic groups, and high school students, respectively. Peer harassment related significantly to both aspects of school life; those who disliked school tended to suffer more mistreatment, and "B" students reported the least harassment on average. Young people mistreated by peers may not want to be in school and may thereby miss out on the benefits of school connectedness as well as educational advancement. The high prevalence of peer harassment and its association with school connectedness and school achievement provide justification for interventions aimed at prevention of peer harassment. A schoolwide approach using educational and policy components may provide an appropriate prevention strategy.

  1. Emotional intelligence as a predictor of academic performance in first-year accelerated graduate entry nursing students.

    Science.gov (United States)

    Fernandez, Ritin; Salamonson, Yenna; Griffiths, Rhonda

    2012-12-01

    To examine the association between trait emotional intelligence and learning strategies and their influence on academic performance among first-year accelerated nursing students. The study used a prospective survey design. A sample size of 81 students (100% response rate) who undertook the accelerated nursing course at a large university in Sydney participated in the study. Emotional intelligence was measured using the adapted version of the 144-item Trait Emotional Intelligence Questionnaire. Four subscales of the Motivated Strategies for Learning Questionnaire were used to measure extrinsic goal motivation, peer learning, help seeking and critical thinking among the students. The grade point average score obtained at the end of six months was used to measure academic achievement. The results demonstrated a statistically significant correlation between emotional intelligence scores and critical thinking (r = 0.41; p peer learning (r = 0.32; p academic achievement (β = 0.25; p = 0.023). In addition to their learning styles, higher levels of awareness and understanding of their own emotions have a positive impact on students' academic achievement. Higher emotional intelligence may lead students to pursue their interests more vigorously and think more expansively about subjects of interest, which could be an explanatory factor for higher academic performance in this group of nursing students. The concepts of emotional intelligence are central to clinical practice as nurses need to know how to deal with their own emotions as well as provide emotional support to patients and their families. It is therefore essential that these skills are developed among student nurses to enhance the quality of their clinical practice. © 2012 Blackwell Publishing Ltd.

  2. Academic Achievement of University Students with Dyslexia.

    Science.gov (United States)

    Olofsson, Åke; Taube, Karin; Ahl, Astrid

    2015-11-01

    Broadened recruitment to higher education is on the agenda in many countries, and it is also widely recognized that the number of dyslexic students entering higher education is increasing. In Sweden, as in many other European countries, higher education institutions are required to accommodate students with dyslexia. The present study focuses on the study outcome for 50 students with diagnosed dyslexia, mainly in teacher education and nurses' training, at three universities in Northern Sweden. The students trusted their own ability to find information on the Internet but mistrusted their own abilities in reading course books and articles in English and in taking notes. The mean rate of study was 23.5 European Credit Transfer and Accumulation System credits per semester, which is slightly below the national baseline of 26.7. The results show that more than half of the students are examined at a normal rate of study but that about one fifth have a very low rate of study. Messages Most students with dyslexia can compensate for their reading problems. Taking notes during lessons and reading in foreign language may be especially difficult for students with dyslexia. Diagnoses should distinguish between reading comprehension and word decoding. More than half of the students with dyslexia can achieve at a normal rate of study. One-fifth of the students with dyslexia may need a longer period of study than other students. Copyright © 2015 John Wiley & Sons, Ltd.

  3. Family Status and Students' Academic Achievement in Agricultural ...

    African Journals Online (AJOL)

    Annals of Modern Education ... This study investigated the relationship between family status and students' academic achievements in agricultural science subject. To achieve this goal, students from Katsina State Science and Technical Education Board (STEB) were purposively selected for the study.Random sampling ...

  4. What factors determine academic achievement in high achieving undergraduate medical students? A qualitative study.

    Science.gov (United States)

    Abdulghani, Hamza M; Al-Drees, Abdulmajeed A; Khalil, Mahmood S; Ahmad, Farah; Ponnamperuma, Gominda G; Amin, Zubair

    2014-04-01

    Medical students' academic achievement is affected by many factors such as motivational beliefs and emotions. Although students with high intellectual capacity are selected to study medicine, their academic performance varies widely. The aim of this study is to explore the high achieving students' perceptions of factors contributing to academic achievement. Focus group discussions (FGD) were carried out with 10 male and 9 female high achieving (scores more than 85% in all tests) students, from the second, third, fourth and fifth academic years. During the FGDs, the students were encouraged to reflect on their learning strategies and activities. The discussion was audio-recorded, transcribed and analysed qualitatively. Factors influencing high academic achievement include: attendance to lectures, early revision, prioritization of learning needs, deep learning, learning in small groups, mind mapping, learning in skills lab, learning with patients, learning from mistakes, time management, and family support. Internal motivation and expected examination results are important drivers of high academic performance. Management of non-academic issues like sleep deprivation, homesickness, language barriers, and stress is also important for academic success. Addressing these factors, which might be unique for a given student community, in a systematic manner would be helpful to improve students' performance.

  5. Parenting Style as a Moderator for Students' Academic Achievement

    Science.gov (United States)

    Ishak, Zahari; Low, Suet Fin; Lau, Poh Li

    2012-08-01

    Parenting styles have always been a crucial factor in influencing all aspects of a person's development. The purpose of this study is to test the structural equation model of academic achievement among the students using parenting styles as a moderator. The sample comprised 493 students from eight schools. Parenting styles are determined using the Parental Authority Questionnaire (Buri in J Pers Assess 57:110-119, 1991). Academic achievement is measured based on the students' performance in the Lower Secondary Assessment. Data were analyzed using structural equation modelling. Results demonstrated that model of authoritative and model of authoritarian fit the data of this study well. Both authoritative and authoritarian parenting styles are the most common practice of the parents. Parenting styles have been found to be a moderator of this study. The results indicated that parenting styles moderated the effect of academic self-concept on academic achievement. The impact of academic self-concept on academic achievement is found to be greater for the authoritative than the authoritarian parenting style.

  6. Effectiveness of the Use of Spiritual Intelligence in Women Academic Leadership Practice

    Science.gov (United States)

    Ramachandaran, Sharmila Devi; Krauss, Steven Eric; Hamzah, Azimi; Idris, Khairuddin

    2017-01-01

    Purpose: The purpose of this paper is to explore the effectiveness of the use of spiritual intelligence into women academic leadership practices. The study designed to provide a clear understanding of the effectiveness of the use of spiritual intelligence practices within women academic leadership practices. In addition, the study will be an ideal…

  7. EXPLORING THE IMPACT OF INTERNET ADDICTION ON ACADEMIC ACHIEVEMENT

    OpenAIRE

    Orhan Iyitoğlu; Nadir Çeliköz

    2017-01-01

    This study provides an account of the phenomenon of internet addiction from the perspective of academic achievement. In other words, this study aimed to explore the relation between academic performance of Turkish high school students in such different subject as Maths, English, History, GPA and their use of internet. Different school subjects were selected consciously as the predictor of success in different domains such as social sciences, language, mathematics and the mean of them (GPA). I...

  8. Factors Which Affect Academic Achievement of University Students

    OpenAIRE

    RENÇBER, Bahman Alp

    2012-01-01

    The purpose of this study is to investigate by analysing factors affecting academic achievement of university students. Also effects of these factors are studied. For this purpose, the students attending “Statistics and Transport Technology” course at Gazi University, Industrial Arts Education and Arts Faculty, Industrial Technology Education Department, in the 2008-2009 academic year have been identified as the study universe. Analysis has been done by taking examples for this universe. The ...

  9. To Achieve or Not To Achieve: A Self-Regulation Perspective on Adolescents' Academic Decision Making.

    Science.gov (United States)

    Miller, David C.; Byrnes, James P.

    2001-01-01

    This study investigated the utility of the self-regulation model of decision making for explaining and predicting adolescents' academic decision making. Measures included an assessment of decision-making skill; academic goals; select scales of Learning and Study Strategies Inventory; and teacher ratings of achievement behavior. Adolescents'…

  10. Predictors of Academic Self-Handicapping and Achievement: Examining Achievement Goals, Classroom Goal Structures, and Culture

    Science.gov (United States)

    Urdan, Tim

    2004-01-01

    The purposes of this study were to examine the predictors and achievement consequences of academic self-handicapping and to explore cultural variations in the pursuit and effects of performance goals and perceived classroom performance goal structures. Data were collected in 2 consecutive academic years from a diverse sample of high school…

  11. Academic achievement of junior high school students with sleep disorders

    Directory of Open Access Journals (Sweden)

    Fijri Auliyanti

    2015-03-01

    Full Text Available Background Sleep disorders are prevalent in adolescents and may influence their academic achievement. To date, no study has been done in Indonesia on academic achievement in students with sleep disorders and its related factors. Objective To assess for relationships between academic achievement and related factors, including gender, motivation and learning strategies, IQ level, maternal educational level, socioeconomic status, family structure, after-hours education program, presence of TV/computer in the bedroom, sleep duration during school days, as well as bedtime and wakeup time difference in junior high school students with sleep disorders. Methods This cross-sectional study was performed from January to March 2013. Subjects were students from five junior high schools in Jakarta who fulfilled the criteria for sleep disorders based on the Sleep Disturbance Scale for Children questionnaire. Results There were 111 study subjects. The prevalence of sleep disorders was 39.7%, mostly in difficulties initiating and maintaining sleep (70.2%. Below-average academic achievement was seen in 47.6% of subjects. Factors significantly related to below-average academic achievement were after-hours education program (prevalence ratio 5.6; 95%CI 1.36 to 23.18; P = 0.017, average IQ level (prevalence ratio 3.26; 95%CI 1.38 to 7.71; P = 0.007, and male gender (prevalence ratio 2.68; 95%CI 1.06 to 6.78; P = 0.037. Conclusion Among junior high school students with sleep disorders, factors related to below-average academic achievement are afterhours education program (more than 2 types, the average IQ level, and male gender.

  12. Academic Self-Concept and Learning Strategies: Direction of Effect on Student Academic Achievement

    Science.gov (United States)

    McInerney, Dennis M.; Cheng, Rebecca Wing-yi; Mok, Magdalena Mo Ching; Lam, Amy Kwok Hap

    2012-01-01

    This study examined the prediction of academic self-concept (English and Mathematics) and learning strategies (deep and surface), and their direction of effect, on academic achievement (English and Mathematics) of 8,354 students from 16 secondary schools in Hong Kong. Two competing models were tested to ascertain the direction of effect: Model A…

  13. Intelligent and Adaptive Educational-Learning Systems Achievements and Trends

    CERN Document Server

    2013-01-01

    The Smart Innovation, Systems and Technologies book series encompasses the topics of knowledge, intelligence, innovation and sustainability. The aim of the series is to make available a platform for the publication of books on all aspects of single and multi-disciplinary research on these themes in order to make the latest results available in a readily-accessible form.  This book is devoted to the “Intelligent and Adaptive Educational-Learning Systems”. It privileges works that highlight key achievements and outline trends to inspire future research.  After a rigorous revision process twenty manuscripts were accepted and organized into four parts as follows: ·     Modeling: The first part embraces five chapters oriented to: 1) shape the affective behavior; 2) depict the adaptive learning curriculum; 3) predict learning achievements; 4) mine learner models to outcome optimized and adaptive e-learning objects; 5) classify learning preferences of learners. ·     Content: The second part encompas...

  14. PREDICTING ACADEMIC ACHIEVEMENT: THE ROLE OF MOTIVATION AND LEARNING STRATEGIES

    Directory of Open Access Journals (Sweden)

    Juliana Beatriz Stover

    2014-04-01

    Full Text Available The aim of this study consists in testing a predictive model of academic achievement including motivation and learning strategies as predictors. Motivation is defined as the energy and the direction of behaviors; it is categorized in three types of motivation –intrinsic, extrinsic and amotivation (Deci & Ryan, 1985. Learning strategies are deliberate operations oriented towards information processing in academic activities (Valle, Barca, González & Núñez, 1999. Several studies analysed the relationship between motivation and learning strategies in high school and college environments. Students with higher academic achievement were intrinsically motivated and used a wider variety of learning strategies more frequently. A non-experimental predictive design was developed. The sample was composed by 459 students (55.2% high-schoolers; 44.8% college students. Data were gathered by means of sociodemographic and academic surveys, and also by the local versions of the Academic Motivation Scale –EMA, Echelle de Motivation en Éducation (Stover, de la Iglesia, Rial Boubeta & Fernández Liporace, 2012; Vallerand, Blais, Briere & Pelletier, 1989 and the Learning and Study Strategies Inventory –LASSI (Stover, Uriel & Fernández Liporace, 2012; Weinstein, Schulte & Palmer, 1987. Several path analyses were carried out to test a hypothetical model to predict academic achievement (Kline, 1998. Results indicated that self-determined motivation explained academic achievement through the use of learning strategies. The final model obtained an excellent fit (χ2=16.523, df= 6, p=0.011; GFI=0.987; AGFI=0.955; SRMR=0.0320; NFI=0.913; IFI=0.943; CFI=0.940. Results are discussed considering Self Determination Theory and previous research.

  15. Academic Achievement and Risk Factors for Adolescents with Attention-Deficit Hyperactivity Disorder in Middle School and Early High School.

    Science.gov (United States)

    Zendarski, Nardia; Sciberras, Emma; Mensah, Fiona; Hiscock, Harriet

    Examine academic achievement of students with attention-deficit hyperactivity disorder (ADHD) during the early high school period and identify potentially modifiable risk factors for low achievement. Data were collected through surveys (adolescent, parent, and teacher) and direct assessment of Australian adolescents (12-15 yr; n = 130) with ADHD in early high school (i.e., US middle and high school grades). Academic achievement outcomes were measured by linking to individual performance on the National Assessment Program-Literacy and Numeracy (NAPLAN) tests, direct assessment of reading and math, and teacher report of academic competence. Linear regression models examined associations between adolescent, parent/family, and school factors and NAPLAN domain scores. Students with ADHD had lower NAPLAN scores on all domains and fewer met minimum academic standards in comparison with state benchmarks. The poorest results were for persuasive writing. Poor achievement was associated with lower intelligence quotient across all academic domains. Adolescent inattention, bullying, poor family management, male sex, and attending a low socioeconomic status school were associated with lower achievement on specific domains. Students with ADHD are at increased academic risk during the middle school and early high school period. In addition to academic support, interventions targeting modifiable factors including inattention, bullying, and poor family management may improve academic achievement across this critical period.

  16. Homework Involvement and Academic Achievement of Native and Immigrant Students.

    Science.gov (United States)

    Suárez, Natalia; Regueiro, Bibiana; Epstein, Joyce L; Piñeiro, Isabel; Díaz, Sara M; Valle, Antonio

    2016-01-01

    Homework is a debated issue in society and its relationship with academic achievement has been deeply studied in the last years. Nowadays, schools are multicultural stages in which students from different cultures and ethnicities work together. In this sense, the present study aims to compare homework involvement and academic achievement in a sample of native and immigrant students, as well as to study immigrant students' relationship between homework involvement and Math achievement. The sample included 1328 students, 10-16 years old from Spanish families (85.6%) or immigrant students or students of immigrant origin (14.4%) from South America, Europe, Africa, and Asia. The study was developed considering three informants: elementary and secondary students, their parents and their teachers. Results showed higher involvement in homework in native students than in immigrant. Between immigrants students, those who are more involved in homework have better academic achievement in Math at secondary grades. There weren't found gender differences on homework involvement, but age differences were reported. Immigrant students are less involved in homework at secondary grades that students in elementary grades. The study highlights the relevance of homework involvement in academic achievement in immigrant students.

  17. Growth mindset tempers the effects of poverty on academic achievement

    OpenAIRE

    Claro, Susana; Paunesku, David; Dweck, Carol S.

    2016-01-01

    This study is the first, to our knowledge, to show that a growth mindset (the belief that intelligence is not fixed and can be developed) reliably predicts achievement across a national sample of students, including virtually all of the schools and socioeconomic strata in Chile. It also explores the relationship between income and mindset for the first time, to our knowledge, finding that students from lower-income families were less likely to hold a growth mindset than their wealthier peers ...

  18. Psychological Determinants of Academic Achievement in Accounting: Evidence from Brazil

    Directory of Open Access Journals (Sweden)

    Samuel de Paiva Naves Mamede

    2015-01-01

    Full Text Available The proposal of this research was to investigate the association between psychological variables and academic performance of 494 students of acco unting o f a Brazilian public U niversity. W e seek , therefore, to highlight some psychological variables to understand the behavior of students of accounting courses. The instrument used for data collection was a questionnaire based on five psychological constructs: self - efficacy, self - esteem, optimism, locus of control and self - control. Regression analyses were used to identify the influence of the explanatory variables on the academic performance coefficient, with the main results showing that: (i the variable smo king has a direct impact on the academic achievement of students; (ii the academic performance of women is higher than that of men; (i ii students within the age range of 20 to 40 years have significantly lower performance than students of other age range s, and ( i v the variable experience time in accounting is related with the students' performance.

  19. Superstorm Sandy and the academic achievement of university students.

    Science.gov (United States)

    Doyle, Matthew D; Lockwood, Brian; Comiskey, John G

    2017-10-01

    Much of the literature on the consequences of natural disasters has focused on their physical and psychological ramifications. Few researchers have considered how the impacts of a natural disaster can influence academic achievement. This study analyses data collected from nearly 300 students at a mid-sized, private university in the northeast United States to determine if the effects of Cyclone Sandy in 2012 are associated with measures of academic achievement. The findings reveal that experiencing headaches after the event resulted in a higher likelihood of students suffering a loss of academic motivation. In addition, experiencing headaches and a loss of academic motivation were correlated with a lower grade point average (GPA) during the semester in which Sandy made landfall. However, the more direct effects of the superstorm, including displacement and a loss of power, did not have a significant bearing on academic achievement. Lastly, the paper examines the implications for higher education policy and future research. © 2017 The Author(s). Disasters © Overseas Development Institute, 2017.

  20. Association of iodine status with IQ level and academic achievement of rural primary school children in West Bengal, India

    Directory of Open Access Journals (Sweden)

    Koushik Bhowal

    2014-12-01

    Full Text Available Background: Iodine being an integral component of the thyroid hormones is crucial for physical and mental development. Iodine status & intake is often measured by a surrogate measure, namely urine iodine excretion, as almost all ingested iodine is excreted in the urine. Aims &Objectives: To investigate the body Iodine status of rural primary school children and its association with their intelligence level (IQ & academic achievement. Materials & Methods: A cross-sectional analytical study was carried out in three Government schools in the district of 24 Parganas, West Bengal, India among  300 children (150 boys & 150 girls aged 6 to 8 years  studying in class II to IV. Urinary iodine was estimated by the 'Wet Digestion Method (Sandell-Kolthoff reaction. IQ level was evaluated using Ravens Progressive Matrices test. Academic achievement was evaluated on the marks obtained in the term end examinations.  Result: 12.34%, 15.6% & 24.3% of the children were in the severe, moderate & mild range of iodine deficiency in terms of urinary iodine excretion. It was found that 85.67% & 14.33% of the children were consumed iodated salt ≥15 ppm &< 15 ppm of iodine level. 0.67%, 5% & 27.34 % of them achieved A, B & C of IQ grades, respectively.62.34 % of the students achieved first three academic grades. Body Iodine status of the children has significant positive correlation (P<0.01 with IQ grades and academic achievement. Academic achievement of the children has significant positive correlation (P<0.05 with their intelligence level. Conclusions: Poor body Iodine status of the rural primary school children may be one of the causes for their poor intelligence level and academic achievement.

  1. Association of iodine status with IQ level and academic achievement of rural primary school children in West Bengal, India

    Directory of Open Access Journals (Sweden)

    Koushik Bhowal

    2014-12-01

    Full Text Available Background: Iodine being an integral component of the thyroid hormones is crucial for physical and mental development. Iodine status & intake is often measured by a surrogate measure, namely urine iodine excretion, as almost all ingested iodine is excreted in the urine. Aims &Objectives: To investigate the body Iodine status of rural primary school children and its association with their intelligence level (IQ & academic achievement. Materials & Methods: A cross-sectional analytical study was carried out in three Government schools in the district of 24 Parganas, West Bengal, India among  300 children (150 boys & 150 girls aged 6 to 8 years  studying in class II to IV. Urinary iodine was estimated by the 'Wet Digestion Method (Sandell-Kolthoff reaction. IQ level was evaluated using Ravens Progressive Matrices test. Academic achievement was evaluated on the marks obtained in the term end examinations.  Result: 12.34%, 15.6% & 24.3% of the children were in the severe, moderate & mild range of iodine deficiency in terms of urinary iodine excretion. It was found that 85.67% & 14.33% of the children were consumed iodated salt ≥15 ppm &< 15 ppm of iodine level. 0.67%, 5% & 27.34 % of them achieved A, B & C of IQ grades, respectively.62.34 % of the students achieved first three academic grades. Body Iodine status of the children has significant positive correlation (P<0.01 with IQ grades and academic achievement. Academic achievement of the children has significant positive correlation (P<0.05 with their intelligence level. Conclusions: Poor body Iodine status of the rural primary school children may be one of the causes for their poor intelligence level and academic achievement.

  2. Teacher ratings of academic achievement of children between 6 and ...

    African Journals Online (AJOL)

    We investigated teacher ratings of the impact of parental divorce on academic achievement of children between 6 and 12 years old up to 12 months after their parents divorced. A purposive sample of 120 children attending four different primary schools in a small South African town took part in the study. One third (n = 40) of ...

  3. Gender as predictor of academic achievement in English among ...

    African Journals Online (AJOL)

    The study examined the influence of gender on academic achievement in English Language among senior secondary school students in Calabar metropolis, Cross River State. The researchers adopted survey designfor the study. The study sample comprise 660 Senior Secondary School two (SSS II) students drawn from ...

  4. Parenting Style as a Moderator for Students' Academic Achievement

    Science.gov (United States)

    Ishak, Zahari; Low, Suet Fin; Lau, Poh Li

    2012-01-01

    Parenting styles have always been a crucial factor in influencing all aspects of a person's development. The purpose of this study is to test the structural equation model of academic achievement among the students using parenting styles as a moderator. The sample comprised 493 students from eight schools. Parenting styles are determined using the…

  5. Class Size and Academic Achievement in Introductory Political Science Courses

    Science.gov (United States)

    Towner, Terri L.

    2016-01-01

    Research on the influence of class size on student academic achievement is important for university instructors, administrators, and students. The article examines the influence of class size--a small section versus a large section--in introductory political science courses on student grades in two comparable semesters. It is expected that…

  6. Magnitude of stress and academic achievement of female students ...

    African Journals Online (AJOL)

    Stress is a universal phenomenon which no human being is free from. This paper examined the magnitude of stress and academic achievement of female students of the University of Ilorin. It was a description survey type. The target population comprised the 400 level female students from the four randomly selected ...

  7. Personality as a moderator of context effects on academic achievement

    NARCIS (Netherlands)

    Hendriks, A.A.J.; Kuyper, H.; Lubbers, M.J; Van der Werf, M.P.C.

    We investigated whether personality moderates group influence of classmates on academic achievement and whether these so-called context effects can be attributed to peer pressure. The sample consisted of 2498 students in their first year of Dutch secondary education. The data were analyzed by a

  8. Personality as a Moderator of Context Effects on Academic Achievement

    Science.gov (United States)

    Hendriks, A. A. Jolijn; Kuyper, Hans; Lubbers, Miranda J.; Van der Werf, Margaretha P. C.

    2011-01-01

    We investigated whether personality moderates group influence of classmates on academic achievement and whether these so-called context effects can be attributed to peer pressure. The sample consisted of 2498 students in their first year of Dutch secondary education. The data were analyzed by a two-level (students within classes) analysis,…

  9. School Climate and Academic Achievement in Suburban Schools

    Science.gov (United States)

    Sulak, Tracey N.

    2016-01-01

    School climate research has indicated a relationship between the climate of a school and academic achievement. The majority of explanatory models have been developed in urban schools with less attention given to suburban schools. Due to the process of formation of suburban schools, there is a likelihood these campuses differ from the traditional…

  10. Assuring Academic Achievement Standards: From Moderation to Calibration

    Science.gov (United States)

    Sadler, D. Royce

    2013-01-01

    The course (module) grades entered on higher education academic records (transcripts) purportedly represent substantive levels of student achievement. They are often taken at face value and accepted as comparable across courses. Research undertaken over several decades has shown that the underlying standards against which student works are…

  11. The Relationship between Learning Style, Test Anxiety and Academic Achievement

    Science.gov (United States)

    Yazici, Kubilay

    2017-01-01

    This study aimed to investigate the relationship between social studies pre-service teachers' (SSPTs) learning style, test anxiety and academic achievement. A total of 315 SSPTs participated in the study. Data were collected using Turkish versions of Grasha-Reichmann learning style scale (GRLSS) and test anxiety scale (TAS) by Spielberger.…

  12. Depressive Mood and Social Maladjustment: Differential Effects on Academic Achievement

    Science.gov (United States)

    Aluja, Anton; Blanch, Angel

    2004-01-01

    The Children Depression Inventory (CDI) is a multidimensional instrument that includes items of social withdrawal, anhedonia, asthenia, low self-esteem (internalized) and behavioral problems (externalized). Child depression has been related with low academic achievement, neurotic and introverted personality traits and social maladjustment defined…

  13. Factors Affecting Academic Achievement of Students in Senior ...

    African Journals Online (AJOL)

    The study investigated the factors affecting academic achievement ofstudents in Senior School Certificate Examination (SSCE) in ChristianReligious Knowledge. A total of three hundred students in SS III from five secondary schools were randomly selected and used as sample for the study. Five hypotheses were tested, ...

  14. Where Does Handwriting Fit in? Strategies to Support Academic Achievement

    Science.gov (United States)

    Cahill, Susan M.

    2009-01-01

    In today's environment of high-stakes testing, handwriting is a skill that is often overlooked in order to focus on other areas of the curriculum. However, research indicates that handwriting is tied to academic achievement, especially composition and literacy skills. This article provides strategies that can be used to support students with…

  15. Poverty, Academic Achievement, and Giftedness: A Literature Review

    Science.gov (United States)

    Olszewski-Kubilius, Paula; Corwith, Susan

    2018-01-01

    In this article, we review research on poverty, both poverty rates and the effects of poverty on academic achievement more generally and on the identification and services for low-income gifted children specifically. This review sets the stage for further discussion of the research findings on identification practices including the efficacy of…

  16. Talented athletes and academic achievements : a comparison over 14 years

    NARCIS (Netherlands)

    Jonker, Laura; Elferink-Gemser, Marije T.; Visscher, Chris

    2009-01-01

    The purpose of this study was to gain insight into the academic achievements of 200 talented athletes in 1992/1993 and 200 in 2006/2007, aged 14-16 years. When compared with the national average, the athletes in 2006/2007 attended pre-university classes more often (2 = 57.001, p.05). Of the

  17. Academic Achievement among Adolescents in Cambodia: Does Caregiver Trauma Matter?

    Science.gov (United States)

    Eng, Sothy; Mulsow, Miriam; Cleveland, Harrington; Hart, Sybil L.

    2009-01-01

    How will hostilities occurring around today's world influence future generations in affected areas? Cambodia may be one place where this question can be answered, and academic achievement is one way to measure these effects. Cambodian adolescent/caregiver dyads (n=288) were examined for links between caregiver trauma history and adolescent…

  18. Self-Esteem and Academic Achievement of High School Students

    Science.gov (United States)

    Moradi Sheykhjan, Tohid; Jabari, Kamran; Rajeswari, K.

    2014-01-01

    The primary purpose of this study was to determine the influence of self-esteem on academic achievement among high school students in Miandoab City of Iran. The methodology of the research is descriptive and correlation that descriptive and inferential statistics were used to analyze the data. Statistical Society includes male and female high…

  19. The Impact of Parental Involvement on Academic Achievement

    Science.gov (United States)

    Cole, Sylvia A.

    2017-01-01

    Education begins at home. The responsibility to socialize and educate children is a shared obligation between parents and schools. In order for a child to reach academic achievement, parents must be involved and participate in the educational process. The more parental involvement, the more students are likely to become productive members of…

  20. Cambodian Early Adolescents' Academic Achievement: The Role of Social Capital

    Science.gov (United States)

    Eng, Sothy

    2013-01-01

    This study examined the associations of parents' cultural beliefs and attitudes with respect to fate, traditional gender roles, aspirations, and involvement in children's academic achievement in Cambodia. Based on Coleman's social capital theory, a good parent-child relationship enables children's school success because resources are created as a…

  1. Personal Goals and Academic Achievement among Theology Students

    Science.gov (United States)

    Litmanen, Topi; Hirsto, Laura; Lonka, Kirsti

    2010-01-01

    Studying in higher education requires long-term commitment. Previous studies have shown that commitment, perceived competence, intrinsic motivation and work-life orientation are positively related to academic achievement. This study examines the kinds of goals theology students have at the beginning of studies, and whether these goals are related…

  2. Academic achievement of physics education students' in two ...

    African Journals Online (AJOL)

    The objective of this study was to find out factors affecting the academic achievement of physics education students' in Benue State University and University of Agriculture, Makurdi. The study sought answers to four research questions. The research was carried out using a sample size of 108 students of the department of ...

  3. Improving academic achievement after First year Studentship in the ...

    African Journals Online (AJOL)

    The study therefore recommended that the negative experiences should be part of the orientation given to first year students in the University. Second, that universities should not use the grade point average obtained during the first year to compute the final GPA for graduating students. Keywords:Academic Achievement ...

  4. Predicting early academic achievement: The role of higher-versus lower-order personality traits

    Directory of Open Access Journals (Sweden)

    Zupančič Maja

    2011-01-01

    Full Text Available The study explored the role of children’s (N = 193 individual differences and parental characteristics at the beginning of the first year of schooling in predicting students’ attainment of academic standards at the end of the year. Special attention was paid to children’s personality as perceived by the teachers’ assistants. Along with parents’ education, parenting practices and first-graders’ cognitive ability, the incremental predictive power of children’s higher-order (robust personality traits was compared to the contribution of lower-order (specific traits in explaining academic achievement. The specific traits provided a somewhat more accurate prediction than the robust traits. Unique contributions of maternal authoritative parenting, children’s cognitive ability, and personality to academic achievement were established. The ratings of first-graders’ conscientiousness (a higher-order trait improved the prediction of academic achievement based on parenting and cognitive ability by 12%, whereas assistant teacher’s perceived children’s intelligence and low antagonism (lower-order traits improved the prediction by 17%.

  5. Peace of Mind, Academic Motivation, and Academic Achievement in Filipino High School Students.

    Science.gov (United States)

    Datu, Jesus Alfonso D

    2017-04-09

    Recent literature has recognized the advantageous role of low-arousal positive affect such as feelings of peacefulness and internal harmony in collectivist cultures. However, limited research has explored the benefits of low-arousal affective states in the educational setting. The current study examined the link of peace of mind (PoM) to academic motivation (i.e., amotivation, controlled motivation, and autonomous motivation) and academic achievement among 525 Filipino high school students. Findings revealed that PoM was positively associated with academic achievement β = .16, p amotivation β = -.19, p < .05, and autonomous motivation was positively associated with academic achievement β = .52, p < .01. Furthermore, the results of bias-corrected bootstrap analyses at 95% confidence interval based on 5,000 bootstrapped resamples demonstrated that peace of mind had an indirect influence on academic achievement through the mediating effects of autonomous motivation. In terms of the effect sizes, the findings showed that PoM explained about 1% to 18% of the variance in academic achievement and motivation. The theoretical and practical implications of the results are elucidated.

  6. Music Achievement and Academic Achievement: Isolating the School as a Unit of Study

    Science.gov (United States)

    Frey-Clark, Marta

    2015-01-01

    Music participation and academic achievement have long been of interest to educators, researchers and policy makers. The literature is replete with studies linking music participation to higher state assessment scores, grade point averages, and Standardized Achievement Test (SAT) scores. If students from quality music programs academically…

  7. Extending hierarchical achievement motivation models: the role of motivational needs for achievement goals and academic performance

    NARCIS (Netherlands)

    Bipp, T.; Dam, van K.

    2014-01-01

    In the current study, we investigated the role of three basic motivational needs (need for power, affiliation, achievement) as antecedents of goals within the 2 × 2 achievement goal framework, and examined their combined predictive validity with regard to academic performance in a sample of 120

  8. Achievement Goals and Achievement Emotions: Testing a Model of Their Joint Relations with Academic Performance

    Science.gov (United States)

    Pekrun, Reinhard; Elliot, Andrew J.; Maier, Markus A.

    2009-01-01

    The authors propose a theoretical model linking achievement goals and achievement emotions to academic performance. This model was tested in a prospective study with undergraduates (N = 213), using exam-specific assessments of both goals and emotions as predictors of exam performance in an introductory-level psychology course. The findings were…

  9. Consistency of hand preference: predictions to intelligence and school achievement.

    Science.gov (United States)

    Kee, D W; Gottfried, A; Bathurst, K

    1991-05-01

    Gottfried and Bathurst (1983) reported that hand preference consistency measured over time during infancy and early childhood predicts intellectual precocity for females, but not for males. In the present study longitudinal assessments of children previously classified by Gottfried and Bathurst as consistent or nonconsistent in cross-time hand preference were conducted during middle childhood (ages 5 to 9). Findings show that (a) early measurement of hand preference consistency for females predicts school-age intellectual precocity, (b) the locus of the difference between consistent vs. nonconsistent females is in verbal intelligence, and (c) the precocity of the consistent females was also revealed on tests of school achievement, particularly tests of reading and mathematics.

  10. Identifying Achievement Goals and Their Relationship to Academic Achievement in Undergraduate Pharmacy Students

    Science.gov (United States)

    Sainsbury, Erica; Rose, Grenville; Smith, Lorraine

    2014-01-01

    Objectives. To compare the achievement goal orientations of first-year with those of third-year undergraduate Australian pharmacy students and to examine the relationship of goal orientations to academic achievement. Methods. The Achievement Goal Questionnaire was administered to first-year and third-year students during class time. Students’ grades were obtained from course coordinators. Results. More first-year students adopted performance-approach and mastery-approach goals than did third-year students. Performance-approach goals were positively correlated with academic achievement in the first year. Chinese Australian students scored the highest in adopting performance-approach goals. Vietnamese Australian students adopted mastery-avoidance goals more than other ethnicities. First-year students were more strongly performance approach goal-oriented than third-year students. Conclusion. Adopting performance-approach goals was positively correlated with academic achievement, while adopting avoidance goals was not. Ethnicity has an effect on the adoption of achievement goals and academic achievement. PMID:25258438

  11. Students' academic self-efficacy viz-a-viz their academic achievement

    African Journals Online (AJOL)

    Self-efficacy predicts academic achievement by influencing the effect of skills, previous experience, mental ability, or other self-beliefs on subsequent achievement. Students with high self-efficacy set challenging goals engage in more effective learning strategy use and persevere when encountered by difficult tasks.

  12. Association between substandard classroom ventilation rates and students' academic achievement.

    Science.gov (United States)

    Haverinen-Shaughnessy, U; Moschandreas, D J; Shaughnessy, R J

    2011-04-01

    This study focuses on the relationship between classroom ventilation rates and academic achievement. One hundred elementary schools of two school districts in the southwest United States were included in the study. Ventilation rates were estimated from fifth-grade classrooms (one per school) using CO(2) concentrations measured during occupied school days. In addition, standardized test scores and background data related to students in the classrooms studied were obtained from the districts. Of 100 classrooms, 87 had ventilation rates below recommended guidelines based on ASHRAE Standard 62 as of 2004. There is a linear association between classroom ventilation rates and students' academic achievement within the range of 0.9-7.1 l/s per person. For every unit (1 l/s per person) increase in the ventilation rate within that range, the proportion of students passing standardized test (i.e., scoring satisfactory or above) is expected to increase by 2.9% (95%CI 0.9-4.8%) for math and 2.7% (0.5-4.9%) for reading. The linear relationship observed may level off or change direction with higher ventilation rates, but given the limited number of observations, we were unable to test this hypothesis. A larger sample size is needed for estimating the effect of classroom ventilation rates higher than 7.1 l/s per person on academic achievement. The results of this study suggest that increasing the ventilation rates toward recommended guideline ventilation rates in classrooms should translate into improved academic achievement of students. More studies are needed to fully understand the relationships between ventilation rate, other indoor environmental quality parameters, and their effects on students' health and achievement. Achieving the recommended guidelines and pursuing better understanding of the underlying relationships would ultimately support both sustainable and productive school environments for students and personnel. © 2010 John Wiley & Sons A/S.

  13. Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects.

    Science.gov (United States)

    Pekrun, Reinhard; Lichtenfeld, Stephanie; Marsh, Herbert W; Murayama, Kou; Goetz, Thomas

    2017-09-01

    A reciprocal effects model linking emotion and achievement over time is proposed. The model was tested using five annual waves of the Project for the Analysis of Learning and Achievement in Mathematics (PALMA) longitudinal study, which investigated adolescents' development in mathematics (Grades 5-9; N = 3,425 German students; mean starting age = 11.7 years; representative sample). Structural equation modeling showed that positive emotions (enjoyment, pride) positively predicted subsequent achievement (math end-of-the-year grades and test scores), and that achievement positively predicted these emotions, controlling for students' gender, intelligence, and family socioeconomic status. Negative emotions (anger, anxiety, shame, boredom, hopelessness) negatively predicted achievement, and achievement negatively predicted these emotions. The findings were robust across waves, achievement indicators, and school tracks, highlighting the importance of emotions for students' achievement and of achievement for the development of emotions. © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

  14. Emotional Intelligence: An Analysis between Implementing The Leader In Me and Fifth-Grade Achievement

    Science.gov (United States)

    Wilkens, Coral L.

    2013-01-01

    Goleman, Boyatzis, and McKee (2002) stated, "Leaders are made, not born" (p. 100). The quote is indicative of the shift in skills necessary to be a successful 21st-century learner. Instead of mere academic competencies, the 21st Century learner will need a different type of intelligence to be successful. Emotional intelligence may be…

  15. Online formative tests linked to microlectures improving academic achievement.

    Science.gov (United States)

    Bouwmeester, Rianne A M; de Kleijn, Renske A M; Freriksen, Astrid W M; van Emst, Maarten G; Veeneklaas, Rob J; van Hoeij, Maggy J W; Spinder, Matty; Ritzen, Magda J; Ten Cate, Olle Th J; van Rijen, Harold V M

    2013-12-01

    Online formative tests (OFTs) are powerful tools to direct student learning behavior, especially when enriched with specific feedback. In the present study, we have investigated the effect of OFTs enriched with hyperlinks to microlectures on examination scores. OFTs, available one week preceding each midterm and the final exams, could be used voluntarily. The use of OFTs was related to scores on midterm and final exams using ANOVA, with prior academic achievement as a covariate. On average, 74% of all students used the online formative tests (OFT+) while preparing for the summative midterm exam. OFT+ students obtained significantly higher grades compared to OFT-students, both without and with correction for previous academic achievement. Two out of three final exam scores did not significantly improve. Students using online formative tests linked to microlectures receive higher grades especially in highly aligned summative tests.

  16. Academic procrastination, emotional intelligence, academic self-efficacy, and GPA: a comparison between students with and without learning disabilities.

    Science.gov (United States)

    Hen, Meirav; Goroshit, Marina

    2014-01-01

    Academic procrastination has been seen as an impediment to students' academic success. Research findings suggest that it is related to lower levels of self-regulated learning and academic self-efficacy and associated with higher levels of anxiety, stress, and illness. Emotional intelligence (EI) is the ability to assess, regulate, and utilize emotions and has been found to be associated with academic self-efficacy and a variety of better outcomes, including academic performance. Students with learning disabilities (LD) are well acquainted with academic difficulty and maladaptive academic behavior. In comparison to students without LD, they exhibit high levels of learned helplessness, including diminished persistence, lower academic expectations, and negative affect. This study examined the relationships among academic procrastination, EI, and academic performance as mediated by academic self-efficacy in 287 LD and non-LD students. Results indicated that the indirect effect of EI on academic procrastination and GPA was stronger in LD students than in non-LD students. In addition, results indicated that LD students scored lower than non-LD students on both EI and academic self-efficacy and higher on academic procrastination. No difference was found in GPA.

  17. Behavior problems at ages 6 and 11 and high school academic achievement: longitudinal latent variable modeling.

    Science.gov (United States)

    Breslau, Naomi; Breslau, Joshua; Miller, Elizabeth; Raykov, Tenko

    2011-02-28

    Previous studies documented long-run effects of behavior problems at the start of school on academic achievement. However, these studies did not examine whether the observed effects of early behavior problems are explained by more proximate behavior problems, given the tendency of children's behavior problems to persist. Latent variable modeling was applied to estimate the effects of behavior problems at ages 6 and 11 on academic achievement at age 17, using data from a longitudinal study (n=823). Behavior problems at ages 6 and 11, each stage independently of the other, predicted lower math and reading test scores at age 17, controlling for intelligence quotient (IQ), birth weight, maternal characteristics, family and community environment, and taking into account behavior problems at age 17. Behavior problems at the start of school, independent of later behavior problems, exert lingering effects on achievement by impeding the acquisition of cognitive skills that are the foundation for later academic progress. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

  18. Study strategies and beliefs about learning as a function of academic achievement and achievement goals.

    Science.gov (United States)

    Geller, Jason; Toftness, Alexander R; Armstrong, Patrick I; Carpenter, Shana K; Manz, Carly L; Coffman, Clark R; Lamm, Monica H

    2018-05-01

    Prior research by Hartwig and Dunlosky [(2012). Study strategies of college students: Are self-testing and scheduling related to achievement? Psychonomic Bulletin & Review, 19(1), 126-134] has demonstrated that beliefs about learning and study strategies endorsed by students are related to academic achievement: higher performing students tend to choose more effective study strategies and are more aware of the benefits of self-testing. We examined whether students' achievement goals, independent of academic achievement, predicted beliefs about learning and endorsement of study strategies. We administered Hartwig and Dunlosky's survey, along with the Achievement Goals Questionnaire [Elliot, A. J., & McGregor, H. A. (2001). A 2 × 2 achievement goal framework. Journal of Personality & Social Psychology, 80, 501-519] to a large undergraduate biology course. Similar to results by Hartwig and Dunlosky, we found that high-performing students (relative to low-performing students) were more likely to endorse self-testing, less likely to cram, and more likely to plan a study schedule ahead of time. Independent of achievement, however, achievement goals were stronger predictors of certain study behaviours. In particular, avoidance goals (e.g., fear of failure) coincided with increased use of cramming and the tendency to be driven by impending deadlines. Results suggest that individual differences in student achievement, as well as the underlying reasons for achievement, are important predictors of students' approaches to studying.

  19. Study of academic achievements using spatial analysis tools

    Science.gov (United States)

    González, C.; Velilla, C.; Sánchez-Girón, V.

    2012-04-01

    In the 2010/12 academic year the College of Agricultural Engineering of the Technical University of Madrid implemented three new degrees all of them adapted to the European Space for Higher Education. These degrees are namely: Graduate in Agricultural Engineering and Science, Graduate in Food Engineering and Graduate in Agro-Environmental Engineering. A total of 382 new incoming students were finally registered and a survey study was carried out with these students about their academic achievement with the aim of finding the level of dependence among the following variables: the final mark in their secondary studies, the option followed in the secondary studies (Art, Science and Technology, and Humanities and Social Sciences), the mark obtained in the entering examination to the university and in which of the two opportunities per year this examination takes place the latter mark was obtained. Similarly, another group of 77 students were evaluated independently to the former group. These students were those entering the College in the previous academic year (2009/10) and decided to change their curricula to the new ones. Subsequently, using the tools of spatial analysis of geographic information systems, we analyzed the possible relationship between the success or failure at school and the socioeconomic profile of new students in a grade. For this purpose every student was referenced assigning UTM coordinates to their postal addresses. Furthermore, all students' secondary schools were geographically coded considering their typology (public, private, and private subsidized) and fares. Each student was represented by its average geometric point in order to be correlated to their respective record. Following this procedure a map of the performance of each student could be drawn. This map can be used as a reference system, as it includes variables as the distance from the student home to the College, that can be used as a tool to calculate the probability of success or

  20. Predicting Academic Success: General Intelligence, "Big Five" Personality Traits, and Work Drive

    Science.gov (United States)

    Ridgell, Susan D.; Lounsbury, John W.

    2004-01-01

    General intelligence, Big Five personality traits, and the construct Work Drive were studied in relation to two measures of collegiate academic performance: a single course grade received by undergraduate students in an introductory psychology course, and self-reported GPA. General intelligence and Work Drive were found to be significantly…

  1. How Students' Beliefs about Their Intelligence Influence Their Academic Performance. Information Capsule. Volume 1012

    Science.gov (United States)

    Blazer, Christie

    2011-01-01

    Students' academic success may be influenced not only by their actual ability, but also by their beliefs about their intelligence. Studies have found that students enter a classroom with one of two distinct conceptions of their intellectual ability: some students believe their intelligence is expandable (growth mindset), while others believe their…

  2. Is alcohol consumption associated with poor academic achievement in university students?

    Directory of Open Access Journals (Sweden)

    Walid El Ansari

    2013-01-01

    Conclusions: Alcohol consumption showed negative associations with motivation for and subjectively achieved academic performance. University alcohol prevention activities might have positive impact on students′ academic success.

  3. Examining the impact of integrating physical activity on fluid intelligence and academic performance in an elementary school setting: a preliminary investigation.

    Science.gov (United States)

    Reed, Julian A; Einstein, Gilles; Hahn, Erin; Hooker, Steven P; Gross, Virginia P; Kravitz, Jen

    2010-05-01

    To examine the impact of integrating physical activity with elementary curricula on fluid intelligence and academic achievement. A random sample of 3rd grade teachers integrated physical activity into their core curricula approximately 30 minutes a day, 3 days a week from January 2008 to April 2008. Noninvasive fluid intelligence cognitive measures were used along with State-mandated academic achievement tests. Experimental Group children averaged close to 1200 pedometer steps per integration day, thus averaging 3600 steps per week. Children in the Experimental Group performed significantly better on the SPM Fluid Intelligence Test. Children in the Experimental Group also performed significantly better on the Social Studies State mandated academic achievement test. Experimental Group children also received higher scores on the English/Language Arts, Math and Science achievements tests, but were not statistically significant compared with Control Group children. Children classified in Fitnessgram's Healthy Fitness Zone for BMI earned lower scores on many of the SPM Fluid Intelligence components. This investigation provides evidence that movement can influence fluid intelligence and should be considered to promote cognitive development of elementary-age children. Equally compelling were the differences in SPM Fluid Intelligence Test scores for children who were distinguished by Fitnessgram's BMI cut points.

  4. Bonding, Achievement, and Activities: School Bonding, Academic Achievement, and Participation in Extracurricular Activities

    Science.gov (United States)

    Howard, Anissa K.; Ziomek-Daigle, Jolie

    2009-01-01

    Utilizing a single-group interrupted time series design (Creswell, 2003), this pilot study examined the relationship between academic achievement, school bonding, and the extracurricular activity participation of "uninvolved" students (n=11) who participated in a voluntary support group at a suburban high school in the southeast. Results…

  5. How do educational attainment and gender relate to fluid intelligence, crystallized intelligence, and academic skills at ages 22-90 years?

    Science.gov (United States)

    Kaufman, Alan S; Kaufman, James C; Liu, Xin; Johnson, Cheryl K

    2009-03-01

    Educational attainment and gender differences on fluid intelligence (Gf), crystallized intelligence (Gc), and academic skills in reading, math, and writing were analyzed for stratified adult samples ranging in age from 22 to 90 years. The data sources were the adult portions of the standardization samples of the second editions of Kaufman Brief Intelligence Test (N = 570) and the Kaufman Test of Educational Achievement-Brief Form (N = 555). Five univariate analysis of covariance were conducted with age as the covariate. Correlational analysis supplemented the covariate analyses to better understand the relationship of the five variables to education. All variables related significantly and substantially to years of formal schooling, an important finding in view of the key nature of this background variable for conducting neuropsychological assessments, as elaborated by Heaton and his colleagues. Surprisingly, Gf related just as strongly to education as did the school-related Gc. Among academic skill areas, math correlated higher with years of formal schooling than did either reading or writing. Women significantly outperformed men on the writing test and the reverse was true for the math test; other gender differences were not significant. These analyses fill a gap in the literature regarding the nature of gender and education differences in academic skills for heterogeneous samples of normal adults between young adulthood and old age and have practical implications for neuropsychological assessment.

  6. Family Decision-Making Style, Peer Group Affiliation and Prior Academic Achievement as Predictors of the Academic Achievement of African American Students

    Science.gov (United States)

    Engerman, Kimarie

    2006-01-01

    A study analyzed family decision-making style, peer group affiliation, and academic achievement in 10th grade as predictors of academic achievement of African American students in 12th grade. Findings indicated that though peer groups were known to influence academic performance, affiliation with learning oriented peers in 10th grade did not…

  7. After exit: Academic achievement patterns of former English language learners.

    Directory of Open Access Journals (Sweden)

    Ester J. de Jong

    2004-09-01

    Full Text Available With few exceptions, accountability systems for programs for English language learners (ELLs have focused on the achievement patterns of ELLs who are still considered “limited English proficient” and program evaluations have been unable to answer the question whether ELLs actually catch up with English proficient peers after attending a bilingual or English as a Second Language (ESL program. Disaggregating data for former ELLs can therefore provide important information for long-term district and program accountability. The study was concerned with the achievement patterns in English language arts, Math, and Science of former ELLs who attended a bilingual and a English as a Second Language (ESL program. It also explored whether length of program participation and grade level exited played a significant role in predicting academic achievement patterns for these exited students. Results indicate that 4th grade students more closely paralleled non- ELL students’ achievement patterns than 8th grade students, particularly for the BE students. While length of program participation is not a significant predictor of former ELLs’ academic success, exit grade does emerge as an important variable to take into consideration in setting exit guidelines.

  8. Academic Effort and Achievement in Science: Beyond a Gendered Relationship

    Science.gov (United States)

    Adamuti-Trache, Maria; Sweet, Robert

    2013-12-01

    This study employs the 2004 School Achievement Indicators Program (SAIP) data to examine whether academic effort manifested by greater investments in school and homework does result in higher literacy scores in science for Canadian students. The study compares four gender-immigrant profiles: Canadian-born males, immigrant males, Canadian-born females, and immigrant females on their scores on teacher-assigned grades in science and on the SAIP science literacy test, and across a range of dispositions, beliefs, and behaviors suggested in the literature as predictive of achievement in science. Study findings show that Canadian-born students, particularly boys, have higher performance in the science literacy test despite their lower achievement in the science classroom and the least investments of time in doing science homework. In contrast, immigrant female students demonstrate the highest academic effort and achievement in science courses which are not matched by similar results in the science literacy test. We discuss these results in relation to different socialization experiences with science and technology that limit female and immigrant students' abilities to transfer knowledge to new situations that have not been learned in the classroom.

  9. Coaching: a new model for academic and career achievement.

    Science.gov (United States)

    Deiorio, Nicole M; Carney, Patricia A; Kahl, Leslie E; Bonura, Erin M; Juve, Amy Miller

    2016-01-01

    Individualized education is emerging as an innovative model for physician training. This requires faculty coaching to guide learners' achievements in academic performance, competency development, and career progression. In addition, coaching can foster self-reflection and self-monitoring using a data-guided approach to support lifelong learning. Coaching differs from mentoring or advising, and its application in medical education is novel. Because of this, definitions of the concept and the constructs of coaching as applied to medical education are needed to accurately assess the coaching relationship and coaching processes. These can then be linked to learner outcomes to inform how coaching serves as a modifier of academic and competency achievement and career satisfaction. We developed definitions and constructs for academic coaching in medical education based on review of existing education and non-education coaching literature. These constructs focus on 1) establishing relationship principles, 2) conducting learner assessments, 3) developing and implementing an action plan, and 4) assessing results and revising plans accordingly. Coaching is emerging as an important construct in the context of medical education. This article lays the vital groundwork needed for evaluation of coaching programs aimed at producing outstanding physicians.

  10. Coaching: a new model for academic and career achievement

    Directory of Open Access Journals (Sweden)

    Nicole M. Deiorio

    2016-12-01

    Full Text Available Background: Individualized education is emerging as an innovative model for physician training. This requires faculty coaching to guide learners’ achievements in academic performance, competency development, and career progression. In addition, coaching can foster self-reflection and self-monitoring using a data-guided approach to support lifelong learning. Context: Coaching differs from mentoring or advising, and its application in medical education is novel. Because of this, definitions of the concept and the constructs of coaching as applied to medical education are needed to accurately assess the coaching relationship and coaching processes. These can then be linked to learner outcomes to inform how coaching serves as a modifier of academic and competency achievement and career satisfaction. Innovation: We developed definitions and constructs for academic coaching in medical education based on review of existing education and non-education coaching literature. These constructs focus on 1 establishing relationship principles, 2 conducting learner assessments, 3 developing and implementing an action plan, and 4 assessing results and revising plans accordingly. Implication: Coaching is emerging as an important construct in the context of medical education. This article lays the vital groundwork needed for evaluation of coaching programs aimed at producing outstanding physicians.

  11. Coaching: a new model for academic and career achievement

    Science.gov (United States)

    Deiorio, Nicole M.; Carney, Patricia A.; Kahl, Leslie E.; Bonura, Erin M.; Juve, Amy Miller

    2016-01-01

    Background Individualized education is emerging as an innovative model for physician training. This requires faculty coaching to guide learners’ achievements in academic performance, competency development, and career progression. In addition, coaching can foster self-reflection and self-monitoring using a data-guided approach to support lifelong learning. Context Coaching differs from mentoring or advising, and its application in medical education is novel. Because of this, definitions of the concept and the constructs of coaching as applied to medical education are needed to accurately assess the coaching relationship and coaching processes. These can then be linked to learner outcomes to inform how coaching serves as a modifier of academic and competency achievement and career satisfaction. Innovation We developed definitions and constructs for academic coaching in medical education based on review of existing education and non-education coaching literature. These constructs focus on 1) establishing relationship principles, 2) conducting learner assessments, 3) developing and implementing an action plan, and 4) assessing results and revising plans accordingly. Implication Coaching is emerging as an important construct in the context of medical education. This article lays the vital groundwork needed for evaluation of coaching programs aimed at producing outstanding physicians. PMID:27914193

  12. Relationship of Academic, Physical and Social Self-Concepts of Students with Their Academic Achievement

    Science.gov (United States)

    Zahra, Asma-Tuz; Arif, Manzoor H.; Yousuf, Muhammad Imran

    2010-01-01

    This study investigated relationship between self-concept and academic achievement of bachelor degree students. Female students at bachelor were considered the target population. A sample of 1500 students was selected by using two stage cluster sampling technique. An amended form of Self-Descriptive Questionnaire developed by Marsh (1985) was used…

  13. Emotional Intelligence and its Relationship with Gender, Academic Performance and Intellectual Abilities of Undergraduates

    Science.gov (United States)

    Valadez Sierra, Maria de los Dolores; Borges del Rosal, Maria Africa; Ruvalcaba Romero, Norma; Villegas, Karina; Lorenzo, Maryurena

    2013-01-01

    Introduction: Emotional intelligence has been linked to several variables, such as gender, and academic performance. In the area of high intellectual abilities, the literature shows controversy, without a unanimous result on the relationship between both variables. In the present study we analyzed the modulatory effect has academic performance in…

  14. Trait Emotional Intelligence and Learning Styles: The Case of Iranian English for Academic Purposes Learners

    Science.gov (United States)

    Aliakbari, Mohammad; Abol-Nejadian, Rezvan

    2015-01-01

    Although a large body of research has been dedicated to examining emotional intelligence (EI) and learning styles in relation to different factors in academic setting, the relationship between these two variables still necessitates more exploration and deeper study, especially in the Iranian context. To this end, 60 English for Academic Purposes…

  15. Intelligence and Scientific-Creative Thinking: Their Convergence in the Explanation of Students' Academic Performance

    Science.gov (United States)

    Ruiz, Maria Jose; Bermejo, Rosario; Ferrando, Mercedes; Prieto, Maria Dolores; Sainz, Marta

    2014-01-01

    Introduction: Academic performance is usually generally explained by student's intelligence, although other factors such as personality and motivation also account for it. Factors associated with a more complex thought process in adolescence are also beginning to gain importance in the prediction of academic performance. Among these forms of…

  16. Academic goals, student homework engagement, and academic achievement in Primary Education

    Directory of Open Access Journals (Sweden)

    Antonio eValle

    2016-03-01

    Full Text Available There seems to be a general consensus in the literature that doing homework is beneficial for students. Thus, the current challenge is to examine the process of doing homework to find which variables may help students to complete the homework assigned. To address this goal, a path analysis model was fit. The model hypothesized that the way students engage in homework is explained by the type of academic goals set, and it explains the amount of time spend on homework, the homework time management, and the amount of homework done. Lastly, the amount of homework done is positively related to academic achievement. The model was fit using a sample of 535 Spanish students from the last three courses of elementary school (aged 9 to 13. Findings show that: (a academic achievement was positively associated with the amount of homework completed, (b the amount of homework completed was related to the homework time management, (c homework time management was associated with the approach to homework; (d and the approach to homework, like the rest of the variables of the model (except for the time spent on homework, was related to the student's academic motivation (i.e., academic goals.

  17. The influence of gender on personality variables conditioning learning: Emotional intelligence and academic procrastination

    Directory of Open Access Journals (Sweden)

    Mercè Clariana,

    2011-10-01

    Full Text Available This research analyses the relationship between academic procrastination and emotional intelligence taking also into account the gender and age influence. Psychology undergraduates from the UAB (Universitat Autónoma de Barcelona, Spain and the UIB (Universitat de les Illes Balears, Spain, 45 males and 147 females constituted the sample of the study. Academic procrastination was assessed by means of the D scale (CLARIANA & MARTÍN, 2008 and emotional intelligence by means of the EQ–i (BAR–ON, 1997. The results show that academic procrastination has a significant negative relationship with intrapersonal intelligence, emotional quotient and mood. Moreover, female students scored significantly higher than males both in intrapersonal and interpersonal Intelligence while males obtained higher scores in both stress management and adaptability.

  18. The Impact of Time Management on Students’ Academic Achievement

    Science.gov (United States)

    Razali, S. N. A. M.; Rusiman, M. S.; Gan, W. S.; Arbin, N.

    2018-04-01

    Time management is very important and it may actually affect individual’s overall performance and achievements. Students nowadays always commented that they do not have enough time to complete all the tasks assigned to them. In addition, a university environment’s flexibility and freedom can derail students who have not mastered time management skills. Therefore, the aim of this study is to determine the relationship between the time management and academic achievement of the students. The factor analysis result showed three main factors associated with time management which can be classified as time planning, time attitudes and time wasting. The result also indicated that gender and races of students show no significant differences in time management behaviours. While year of study and faculty of students reveal the significant differences in the time management behaviours. Meanwhile, all the time management behaviours are significantly positively related to academic achievement of students although the relationship is weak. Time planning is the most significant correlated predictor.

  19. Alcohol Exposure In Utero and Child Academic Achievement

    OpenAIRE

    Stephanie von Hinke Kessler Scholder; George L. Wehby; Sarah Lewis; Luisa Zuccolo

    2014-01-01

    We examine the effect of alcohol exposure in utero on child academic achievement. As well as studying the effect of any alcohol exposure, we investigate the effect of the dose, pattern, and duration of exposure. We use a genetic variant in the maternal alcohol-metabolism gene ADH1B as an instrument for alcohol exposure, whilst controlling for the child's genotype on the same variant. We show that the instrument is unrelated to an extensive range of maternal and paternal characteristics and be...

  20. Effects of Achievement Motivation, Social Identity, and Peer Group Norms on Academic Conformity

    Science.gov (United States)

    Masland, Lindsay C.; Lease, A. Michele

    2013-01-01

    This study investigated whether academic achievement motivation and social identity explain variation in children's conformity to positive academic behaviors (n = 455 children in grades three through five). Structural equation modeling suggested that academic value and peer group academic norms were positively related to academic conformity.…

  1. Longitudinal analysis of the effect of academic failure tolerance on academic achievement fluctuation in medical school students.

    Science.gov (United States)

    Chae, Su Jin; Kim, Miran; Chang, Ki Hong

    2016-03-01

    Academic failure tolerance (AFT) is one of the important psychological concepts in education, but its applications in medical education are rare. Thus, the purpose of this study was to investigate the effect of academic failure tolerance on academic achievement fluctuation among medical school students using a longitudinal research design. The subjects were 43 medical students who responded to the AFT test. This study analyzed the longitudinal data of achievement scores up to the 2nd academic year (2012-2013) among students who were divided into academic achievement improvement and decline groups. Comparing the improvement and decline groups' mean academic achievement fluctuation scores demonstrated that behavior and preferred task difficulty showed high scores whereas feeling scores were lower in the improvement group (pimportant basis for enhancing academic achievement among medical students.

  2. Academic training and clinical placement problems to achieve nursing competency

    Directory of Open Access Journals (Sweden)

    NARJES RAHMATI SHARGHI

    2015-01-01

    Full Text Available Introduction: High quality of care is one of the requirements of nursing which depends on the nursing competency. In this connection, the aim of this research was to determine the problems related to the academic training (nursing’ educational program and clinical practice to achieve competency from the viewpoint of nurses, faculty members, and nursing students. Methods: The study was an analytical cross-sectional one. The sample consisted of the academic staff, the third and the fourth year nursing students and nurses in practice. The instrument of the study was a two-part researcher-made questionnaire with 22 questions in the theoretical- clinical realm to assess problems related to the theoretical and clinical teaching in nursing, and 23 questions to assess the clinical functions. The questionnaire was validated in terms of both face and content validity. Its reliability, using Cronbach’s Alpha coefficient, was 0.72 in the theoretical-clinical and 0.73 in the clinical realm. Both descriptive and analytical statistics were used to analyze the data, using SPSS software. Results: The results of this study indicated that from the participants’ viewpoints, the most important problems in the academic education for nurses to acquire competency were as follows: lack of academic research during the clinical period (88.9%, no application of theoretical aspects of the nursing process in practice (85.6%, insufficient knowledgeable and professional educators (81.1%, the use of traditional routine-oriented methods on the wards (75.6%; also insufficient time for performance based on knowledge in relation to the nurse’s workload (86.5%, weakness and usefulness of scientific function encouragement systems in clinic (85.2%, and learnt theoretical subjects not coming into practice in clinical fields after graduation (75.6%. Conclusion: Efforts to reduce the gap between the theoretical and practical (clinical function knowledge in educational and work

  3. Positive academic emotions moderate the relationship between self-regulation and academic achievement.

    Science.gov (United States)

    Villavicencio, Felicidad T; Bernardo, Allan B I

    2013-06-01

    Research has shown how academic emotions are related to achievement and to cognitive/motivational variables that promote achievement. Mediated models have been proposed to account for the relationships among academic emotions, cognitive/motivational variables, and achievement, and research has supported such mediated models, particularly with negative emotions. The study tested the hypotheses: (1) self-regulation and the positive academic emotions of enjoyment and pride are positive predictors of achievement; and (2) enjoyment and pride both moderate the relationship between self-regulation and achievement. Participants were 1,345 students enrolled in various trigonometry classes in one university. Participants answered the Academic Emotions Questionnaire-Math (Pekrun, Goetz, & Frenzel, 2005) and a self-regulation scale (Pintrich, Smith, Garcia, & McKeachie, 1991) halfway through their trigonometry class. The students' final grades in the course were regressed to self-regulation, positive emotions, and the interaction terms to test the moderation effects. Enjoyment and pride were both positive predictors of grades; more importantly, both moderated the relationship between self-regulation and grades. For students who report higher levels of both positive emotions, self-regulation was positively associated with grades. However, for those who report lower levels of pride, self-regulation was not related to grades; and, for those who reported lower levels of enjoyment, self-regulation was negatively related to grades. The results are discussed in terms of how positive emotions indicate positive appraisals of task/outcome value, and thus enhance the positive links between cognitive/motivational variables and learning. ©2012 The British Psychological Society.

  4. Emotional intelligence and academic performance in first and final year medical students: a cross-sectional study.

    Science.gov (United States)

    Chew, Boon How; Zain, Azhar Md; Hassan, Faezah

    2013-03-27

    Research on emotional intelligence (EI) suggests that it is associated with more pro-social behavior, better academic performance and improved empathy towards patients. In medical education and clinical practice, EI has been related to higher academic achievement and improved doctor-patient relationships. This study examined the effect of EI on academic performance in first- and final-year medical students in Malaysia. This was a cross-sectional study using an objectively-scored measure of EI, the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). Academic performance of medical school students was measured using continuous assessment (CA) and final examination (FE) results. The first- and final-year students were invited to participate during their second semester. Students answered a paper-based demographic questionnaire and completed the online MSCEIT on their own. Relationships between the total MSCEIT score to academic performance were examined using multivariate analyses. A total of 163 (84 year one and 79 year five) medical students participated (response rate of 66.0%). The gender and ethnic distribution were representative of the student population. The total EI score was a predictor of good overall CA (OR 1.01), a negative predictor of poor result in overall CA (OR 0.97), a predictor of the good overall FE result (OR 1.07) and was significantly related to the final-year FE marks (adjusted R(2) = 0.43). Medical students who were more emotionally intelligent performed better in both the continuous assessments and the final professional examination. Therefore, it is possible that emotional skill development may enhance medical students' academic performance.

  5. Metacognition, achievement goals, study strategies and academic achievement: pathways to achievement

    NARCIS (Netherlands)

    Vrugt, A.; Oort, F.J.

    2008-01-01

    The purpose of this research was to develop and test a model of effective selfregulated learning. Based on effort expenditure we discerned effective self-regulators and less effective self-regulators. The model comprised achievement goals (mastery, performance-approach and -avoidance goals),

  6. The Effect of Individualized Instruction System on the Academic Achievement Scores of Students

    Directory of Open Access Journals (Sweden)

    Ferhat Bahçeci

    2016-01-01

    Full Text Available A web-based learning portal offering individualized learning was developed by utilizing rule-based knowledge representation and artificial intelligence techniques of expert systems in order to reduce the uncertainties of learning to minimum and to construct an intelligent tutoring system. This portal offers individualized learning content based on the individual’s level of cognitive knowledge. In order to determine the effects of the developed system on the student achievement, the system was tested in an 8-week-long study on the students of Software Engineering Department of Technology Faculty. The pretest-posttest control group experimental design was used in the study. The experimental group received education with Individualized Instruction Portal while the control group received education in traditional learning environment. Academic achievement test was used as the data collection tool. In order to test the research hypotheses, data obtained from the data collection tools were analysed in terms of frequency, percentages, and dependent-independent t-test with statistical software program. Based on the results, no significant differences were found between the groups in terms of the pretest. On the other hand, significant differences were found between experimental and control group in terms of the posttest. It was concluded that individualized learning portal had positive effect on the students’ learning when used in combination with traditional learning environment.

  7. Association of Child Poverty, Brain Development, and Academic Achievement

    Science.gov (United States)

    Hair, Nicole L.; Hanson, Jamie L.; Wolfe, Barbara L.; Pollak, Seth D.

    2015-01-01

    IMPORTANCE Children living in poverty generally perform poorly in school, with markedly lower standardized test scores and lower educational attainment. The longer children live in poverty, the greater their academic deficits. These patterns persist to adulthood, contributing to lifetime-reduced occupational attainment. OBJECTIVE To determine whether atypical patterns of structural brain development mediate the relationship between household poverty and impaired academic performance. DESIGN, SETTING, AND PARTICIPANTS Longitudinal cohort study analyzing 823 magnetic resonance imaging scans of 389 typically developing children and adolescents aged 4 to 22 years from the National Institutes of Health Magnetic Resonance Imaging Study of Normal Brain Development with complete sociodemographic and neuroimaging data. Data collection began in November 2001 and ended in August 2007. Participants were screened for a variety of factors suspected to adversely affect brain development, recruited at 6 data collection sites across the United States, assessed at baseline, and followed up at 24-month intervals for a total of 3 periods. Each study center used community-based sampling to reflect regional and overall US demographics of income, race, and ethnicity based on the US Department of Housing and Urban Development definitions of area income. One-quarter of sample households reported the total family income below 200% of the federal poverty level. Repeated observations were available for 301 participants. EXPOSURE Household poverty measured by family income and adjusted for family size as a percentage of the federal poverty level. MAIN OUTCOMES AND MEASURES Children’s scores on cognitive and academic achievement assessments and brain tissue, including gray matter of the total brain, frontal lobe, temporal lobe, and hippocampus. RESULTS Poverty is tied to structural differences in several areas of the brain associated with school readiness skills, with the largest influence

  8. Association of Child Poverty, Brain Development, and Academic Achievement.

    Science.gov (United States)

    Hair, Nicole L; Hanson, Jamie L; Wolfe, Barbara L; Pollak, Seth D

    2015-09-01

    Children living in poverty generally perform poorly in school, with markedly lower standardized test scores and lower educational attainment. The longer children live in poverty, the greater their academic deficits. These patterns persist to adulthood, contributing to lifetime-reduced occupational attainment. To determine whether atypical patterns of structural brain development mediate the relationship between household poverty and impaired academic performance. Longitudinal cohort study analyzing 823 magnetic resonance imaging scans of 389 typically developing children and adolescents aged 4 to 22 years from the National Institutes of Health Magnetic Resonance Imaging Study of Normal Brain Development with complete sociodemographic and neuroimaging data. Data collection began in November 2001 and ended in August 2007. Participants were screened for a variety of factors suspected to adversely affect brain development, recruited at 6 data collection sites across the United States, assessed at baseline, and followed up at 24-month intervals for a total of 3 periods. Each study center used community-based sampling to reflect regional and overall US demographics of income, race, and ethnicity based on the US Department of Housing and Urban Development definitions of area income. One-quarter of sample households reported the total family income below 200% of the federal poverty level. Repeated observations were available for 301 participants. Household poverty measured by family income and adjusted for family size as a percentage of the federal poverty level. Children's scores on cognitive and academic achievement assessments and brain tissue, including gray matter of the total brain, frontal lobe, temporal lobe, and hippocampus. Poverty is tied to structural differences in several areas of the brain associated with school readiness skills, with the largest influence observed among children from the poorest households. Regional gray matter volumes of children below 1

  9. Emotionele intelligentie gemeten: Pretenties en prestaties. Measuring emotional intelligence: Claims and achievements.

    NARCIS (Netherlands)

    Elshout, J.J.

    2000-01-01

    Presents a critical discussion of the claims and achievements regarding various types of tests of emotional intelligence (EI). The construct of EI, the reception given to EI tests, EI as a new type of intelligence, EI as self-efficacy in the social-emotional sphere, and factors determining

  10. Intelligence and Metacognition as Predictors of Foreign Language Achievement: A Structural Equation Modeling Approach

    Science.gov (United States)

    Pishghadam, Reza; Khajavy, Gholam Hassan

    2013-01-01

    This study examined the role of metacognition and intelligence in foreign language achievement on a sample of 143 Iranian English as a Foreign Language (EFL) learners. Participants completed Raven's Advanced Progressive Matrices as a measure of intelligence, and Metacognitive Awareness Inventory as a measure of metacognition. Learners' scores at…

  11. How Do Motivational Regulation Strategies Affect Achievement: Mediated by Effort Management and Moderated by Intelligence

    Science.gov (United States)

    Schwinger, Malte; Steinmayr, Ricarda; Spinath, Birgit

    2009-01-01

    It was assumed that the effect of motivational regulation strategies on achievement is mediated by effort management and moderated by intelligence. A sample of 231 11th and 12th grade German high-school students provided self-reports on their use of motivational regulation strategies and effort management and completed an intelligence test.…

  12. Sources of Global Academic Self-Efficacy in Academically High-Achieving Females before the Onset of Disordered Eating

    Science.gov (United States)

    Krafchek, Jennifer; Kronborg, Leonie

    2015-01-01

    There is limited research applying the four sources of self-efficacy (Bandura, 1997) to global academic self-efficacy. This qualitative study examined the sources of global academic self-efficacy in a sample of academically high-achieving females who developed disordered eating. Semistructured interviews were conducted with 14 participants to gain…

  13. The Relationships among Academic Attitudes, Psychological Attitudes, and the First-Semester Academic Achievement of First-Year College Students

    Science.gov (United States)

    Reynolds, Amy L.; Weigand, Matthew J.

    2010-01-01

    This study examined the relationships among academic and psychological attitudes and academic achievement of first-year students. The College Resilience Scale, the Academic Motivation Scale, the College Self-Efficacy Inventory, and the University Environment Scale were administered to 164 first-year undergraduate students enrolled at a large RU/VH…

  14. Alcohol Exposure In Utero and Child Academic Achievement.

    Science.gov (United States)

    von Hinke Kessler Scholder, Stephanie; Wehby, George L; Lewis, Sarah; Zuccolo, Luisa

    2014-05-01

    We examine the effect of alcohol exposure in utero on child academic achievement. As well as studying the effect of any alcohol exposure, we investigate the effect of the dose, pattern , and duration of exposure. We use a genetic variant in the maternal alcohol-metabolism gene ADH1B as an instrument for alcohol exposure, whilst controlling for the child's genotype on the same variant. We show that the instrument is unrelated to an extensive range of maternal and paternal characteristics and behaviours. OLS regressions suggest an ambiguous association between alcohol exposure in utero and children's academic attainment, but there is a strong social gradient in maternal drinking, with mothers in higher socio-economic groups more likely to drink. In stark contrast to the OLS, the IV estimates show negative effects of prenatal alcohol exposure on child educational attainment. These results are very robust to an extensive set of model specifications. In addition, we show that that the effects are solely driven by the maternal genotype, with no impact of the child's genotype.

  15. Statistics anxiety, state anxiety during an examination, and academic achievement.

    Science.gov (United States)

    Macher, Daniel; Paechter, Manuela; Papousek, Ilona; Ruggeri, Kai; Freudenthaler, H Harald; Arendasy, Martin

    2013-12-01

    A large proportion of students identify statistics courses as the most anxiety-inducing courses in their curriculum. Many students feel impaired by feelings of state anxiety in the examination and therefore probably show lower achievements. The study investigates how statistics anxiety, attitudes (e.g., interest, mathematical self-concept) and trait anxiety, as a general disposition to anxiety, influence experiences of anxiety as well as achievement in an examination. Participants were 284 undergraduate psychology students, 225 females and 59 males. Two weeks prior to the examination, participants completed a demographic questionnaire and measures of the STARS, the STAI, self-concept in mathematics, and interest in statistics. At the beginning of the statistics examination, students assessed their present state anxiety by the KUSTA scale. After 25 min, all examination participants gave another assessment of their anxiety at that moment. Students' examination scores were recorded. Structural equation modelling techniques were used to test relationships between the variables in a multivariate context. Statistics anxiety was the only variable related to state anxiety in the examination. Via state anxiety experienced before and during the examination, statistics anxiety had a negative influence on achievement. However, statistics anxiety also had a direct positive influence on achievement. This result may be explained by students' motivational goals in the specific educational setting. The results provide insight into the relationship between students' attitudes, dispositions, experiences of anxiety in the examination, and academic achievement, and give recommendations to instructors on how to support students prior to and in the examination. © 2012 The British Psychological Society.

  16. Abstracting Sequences: Reasoning That Is a Key to Academic Achievement.

    Science.gov (United States)

    Pasnak, Robert; Kidd, Julie K; Gadzichowski, K Marinka; Gallington, Debbie A; Schmerold, Katrina Lea; West, Heather

    2015-01-01

    The ability to understand sequences of items may be an important cognitive ability. To test this proposition, 8 first-grade children from each of 36 classes were randomly assigned to four conditions. Some were taught sequences that represented increasing or decreasing values, or were symmetrical, or were rotations of an object through 6 or 8 positions. Control children received equal numbers of sessions on mathematics, reading, or social studies. Instruction was conducted three times weekly in 15-min sessions for seven months. In May, the children taught sequences applied their understanding to novel sequences, and scored as well or better on three standardized reading tests as the control children. They outscored all children on tests of mathematics concepts, and scored better than control children on some mathematics scales. These findings indicate that developing an understanding of sequences is a form of abstraction, probably involving fluid reasoning, that provides a foundation for academic achievement in early education.

  17. Heritability, family, school and academic achievement in adolescence.

    Science.gov (United States)

    Pokropek, Artur; Sikora, Joanna

    2015-09-01

    We demonstrate how genetically informed designs can be applied to administrative exam data to study academic achievement. ACE mixture latent class models have been used with Year 6 and 9 exam data for seven cohorts of Polish students which include 24,285 pairs of twins. Depending on a learning domain and classroom environment history, from 58% to 88% of variance in exam results is attributable to heritability, up to 34% to shared environment and from 8% to 15% depends on unique events in students' lives. Moreover, between 54% and 66% of variance in students' learning gains made between Years 6 and 9 is explained by heritability. The unique environment accounts for between 34% and 46% of that variance. However, we find no classroom effects on student progress made between Years 6 and 9. We situate this finding against the view that classroom peer groups and teachers matter for adolescent learning. Copyright © 2015 Elsevier Inc. All rights reserved.

  18. Two ecological models of academic achievement among diverse students with and without disabilities in transition.

    Science.gov (United States)

    Williams, Terrinieka T; McMahon, Susan D; Keys, Christopher B

    2014-01-01

    School experiences can have positive effects on student academic achievement, yet less is known about intermediary processes that contribute to these positive effects. We examined pathways between school experiences and academic achievement among 117 low-income urban students of color, many with disabilities, who transitioned to other schools following a school closure. Using structural equation modeling, we tested two ecological models that examined the relationships among self-reported school experiences, school support, academic self-efficacy, and school-reported academic achievement. The model in which the relationship between school experiences and academic achievement is mediated by both school support and academic self-efficacy, and that takes previous academic achievement into account, was an excellent fit with the data. The roles of contextual and individual factors as they relate to academic achievement, and the implications of these findings, are discussed.

  19. Examining the Academic Achievement-Delinquency Relationship Among Southeast Asian Americans.

    Science.gov (United States)

    Bui, Laura

    2018-05-01

    The extent to which poor academic achievement is strongly related to delinquency among Southeast Asian Americans (SEAA) remains unclear; reasons are methodological limitations and aggregated findings for Asian Americans, which mask evidence that SEAA have a higher prevalence of criminality and poor academic performance than other Asian American groups. The present study examines the academic achievement-delinquency relationship in a diverse group of 1,214 SEAA using data from the Children of Immigrants Longitudinal Study (CILS). Propensity score matching (PSM) was used to make causal inferences and assess whether poor academic achieving SEAA, after being matched with higher academic achieving SEAA, displayed a higher prevalence of delinquency. Findings showed that, even after matching, poor academic achieving SEAA were still more likely to exhibit delinquent behavior than those who performed academically better. Interventions targeting SEAA communities will need to focus more on improving academic achievement to directly prevent and decrease delinquent behavior.

  20. Association between physical fitness and academic achievement in a cohort of Danish school pupils

    DEFF Research Database (Denmark)

    Andersen, Mikkel Porsborg; Mortensen, Rikke Nørmark; Vardinghus-Nielsen, Henrik

    2016-01-01

    BACKGROUND: Time spent on physical activity in elementary school has been altered to improve core academics. However, little is known about the relationship between physical fitness and academic achievement. We examined the association between physical fitness and academic achievement......) ). Academic achievement was measured 1 school year later through a series of mandatory exams within the humanities, sciences, and all obligatory defined exams. Parental income and education were drawn from nationwide registers. Linear regression models were used to investigate the association. RESULTS...

  1. The Role of Trait Emotional Intelligence in Academic Performance: Theoretical Overview and Empirical Update.

    Science.gov (United States)

    Perera, Harsha N

    2016-01-01

    Considerable debate still exists among scholars over the role of trait emotional intelligence (TEI) in academic performance. The dominant theoretical position is that TEI should be orthogonal or only weakly related to achievement; yet, there are strong theoretical reasons to believe that TEI plays a key role in performance. The purpose of the current article is to provide (a) an overview of the possible theoretical mechanisms linking TEI with achievement and (b) an update on empirical research examining this relationship. To elucidate these theoretical mechanisms, the overview draws on multiple theories of emotion and regulation, including TEI theory, social-functional accounts of emotion, and expectancy-value and psychobiological model of emotion and regulation. Although these theoretical accounts variously emphasize different variables as focal constructs, when taken together, they provide a comprehensive picture of the possible mechanisms linking TEI with achievement. In this regard, the article redresses the problem of vaguely specified theoretical links currently hampering progress in the field. The article closes with a consideration of directions for future research.

  2. Child academic achievement in association with pre-pregnancy obesity and gestational weight gain.

    Science.gov (United States)

    Pugh, Sarah J; Hutcheon, Jennifer A; Richardson, Gale A; Brooks, Maria M; Himes, Katherine P; Day, Nancy L; Bodnar, Lisa M

    2016-06-01

    Recent data suggest that children of mothers who are obese before pregnancy, or who gain too much weight during pregnancy, may be at an increased risk of cognitive impairments. Mother-infant dyads enrolled in a birth cohort study in Pittsburgh, Pennsylvania (1983-1986), were followed from early pregnancy to 14 years postpartum (n=574). Math, reading and spelling achievements were assessed at ages 6 and 10 years using the Wide Range Achievement Test-Revised, and at age 14 years using the Wechsler Individual Achievement Test Screener. Self-reported total GWG was converted to gestational age-standardised z-scores. Generalised estimating equations were used to estimate the effects of GWG and pre-pregnancy body mass index (BMI) on academic achievement at 6, 10 and 14 years, while adjusting for maternal race, child sex, parity, employment, family income, maternal intelligence, maternal depression, pre-pregnancy BMI (in GWG models only) and the home environment. The mean (SD) BMI was 23.4 (5.7) kg/m(2) and the mean (SD) GWG reported at delivery was 14.4 (5.9) kg. There was a significant non-linear association between pre-pregnancy BMI and an offspring's academic achievement. At 6, 10 and 14 years, an offspring's academic scores were inversely associated with pre-pregnancy BMI beyond 22 kg/m(2). High GWG (>1 SD) was associated with approximately 4-point lower reading (adjusted β (adjβ) -3.75, 95% CI -7.1 to -0.4) and spelling scores (adjβ -3.90, 95% CI -7.8 to -0.2), compared with GWG -1 to +1 SD. Future studies in larger and socioeconomically diverse populations are needed to confirm maternal weight and weight gain as causal determinants of a child's academic skills, and whether this effect persists into adulthood. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

  3. Developmental cascade models linking peer victimization, depression, and academic achievement in Chinese children.

    Science.gov (United States)

    Liu, Junsheng; Bullock, Amanda; Coplan, Robert J; Chen, Xinyin; Li, Dan; Zhou, Ying

    2018-03-01

    This study explored the longitudinal relations among peer victimization, depression, and academic achievement in Chinese primary school students. Participants were N = 945 fourth-grade students (485 boys, 460 girls; M age  = 10.16 years, SD = 2 months) attending elementary schools in Shanghai, People's Republic of China. Three waves of data on peer victimization, depression, and academic achievement were collected from peer nominations, self-reports, and school records, respectively. The results indicated that peer victimization had both direct and indirect effects on later depression and academic achievement. Depression also had both direct and indirect negative effects on later academic achievement, but demonstrated only an indirect effect on later peer victimization. Finally, academic achievement had both direct and indirect negative effects on later peer victimization and depression. The findings show that there are cross-cultural similarities and differences in the various transactions that exist among peer victimization, depression, and academic achievement. Statement of contribution What is already known on this subject? Peer victimization directly and indirectly relates to depression and academic achievement. Depression directly and indirectly relates to academic achievement. Academic achievement directly and indirectly relates to depression. What the present study adds? A developmental cascade approach was used to assess the interrelations among peer victimization, depression, and academic achievement. Academic achievement mediates the relation between peer victimization and depression. Depression is related to peer victimization through academic achievement. Academic achievement directly and indirectly relates to peer victimization. Academic achievement is related to depression through peer victimization. © 2017 The British Psychological Society.

  4. Incremental Theory of Intelligence Moderated the Relationship between Prior Achievement and School Engagement in Chinese High School Students.

    Science.gov (United States)

    Li, Ping; Zhou, Nan; Zhang, Yuchi; Xiong, Qing; Nie, Ruihong; Fang, Xiaoyi

    2017-01-01

    School engagement plays a prominent role in promoting academic accomplishments. In contrast to the relative wealth of research that examined the impact of students' school engagement on their academic achievement, considerably less research has investigated the effect of high school students' prior achievement on their school engagement. The present study examined the relationship between prior achievement and school engagement among Chinese high school students. Based on the Dweck's social-cognitive theory of motivation, we further examined the moderating effect of students' theories of intelligence (TOIs) on this relationship. A total of 4036 (2066 girls) students from five public high school enrolled in grades 10 reported their high school entrance exam achievement in Chinese, Math and English, school engagement, and TOIs. Results showed that (a) students' prior achievement predicted their behavioral, emotional, and cognitive engagement, respectively, and (b) the association between prior achievement and behavioral, emotional, and cognitive engagement is strong for students with an incremental theory but not for those with an entity theory in the emotional and cognitive engagement. These findings suggest that prior achievement and incremental theory were implicated in relation to adolescents' school engagement. Implications and future research directions were discussed.

  5. Incremental Theory of Intelligence Moderated the Relationship between Prior Achievement and School Engagement in Chinese High School Students

    Directory of Open Access Journals (Sweden)

    Ping Li

    2017-09-01

    Full Text Available School engagement plays a prominent role in promoting academic accomplishments. In contrast to the relative wealth of research that examined the impact of students’ school engagement on their academic achievement, considerably less research has investigated the effect of high school students’ prior achievement on their school engagement. The present study examined the relationship between prior achievement and school engagement among Chinese high school students. Based on the Dweck’s social-cognitive theory of motivation, we further examined the moderating effect of students’ theories of intelligence (TOIs on this relationship. A total of 4036 (2066 girls students from five public high school enrolled in grades 10 reported their high school entrance exam achievement in Chinese, Math and English, school engagement, and TOIs. Results showed that (a students’ prior achievement predicted their behavioral, emotional, and cognitive engagement, respectively, and (b the association between prior achievement and behavioral, emotional, and cognitive engagement is strong for students with an incremental theory but not for those with an entity theory in the emotional and cognitive engagement. These findings suggest that prior achievement and incremental theory were implicated in relation to adolescents’ school engagement. Implications and future research directions were discussed.

  6. Parenting styles, adolescent substance use, and academic achievement.

    Science.gov (United States)

    Cohen, D A; Rice, J

    1997-01-01

    This article investigates how children and their parents rate their parenting styles, and how this rating is associated with academic achievement, alcohol, and tobacco use. We surveyed students and their parents in two public school districts. A total of 386 matched parent-child pairs from eighth- and ninth-grade students were analyzed for parent and student classification of parents as authoritative, authoritarian, permissive, or mixed parenting styles. Agreement on parenting styles between parents and children was poor. Students perceived parents as less authoritative, less permissive and more authoritarian than parents considered themselves. High grades were associated with child and parent perception of higher authoritativeness, lower permissiveness, and lower authoritarianism. Child tobacco and alcohol use was associated with child perception of lower authoritativeness, and higher permissiveness while parent perception of parenting style was not associated with child substance use. This study provides further evidence that parenting styles and adolescents' perceptions of them are associated with child achievement and substance use. While we cannot determine whether child or parent perception of parenting style is more accurate, child perception is more strongly associated with grades and substance use than is parent perception. It is likely that parents would benefit from understanding how they are perceived by their children.

  7. Association Between Dental Students' Emotional Intelligence and Academic Performance: A Study at Six Dental Colleges in India.

    Science.gov (United States)

    Kumar, Amit; Puranik, Manjunath P; Sowmya, K R

    2016-05-01

    Since the role of emotional intelligence (EI) in achieving academic excellence requires further research, the aims of this cross-sectional study were to assess EI and its associated factors and to determine any association between EI and academic performance among final-year dental students in Bengaluru, India. In 2015, 208 dental students from six dental colleges in Bengaluru were invited to participate in the study. Their demographic and lifestyle data were collected, and EI was assessed with the 30-item Emotional Quotient Self-Assessment Checklist developed by Sterrett. Academic performance was assessed using grades obtained in the final-year undergraduate examination. The response rate was 96% (N=200). Overall, 54.5% of the participants had high EI scores (≥120), although only 51 (25.5%) had a high EI score in all the domains (≥20). EI was significantly greater in females than males. Gender, sleep, meeting friends, physical exercise, recreational activities, and academic performance were significantly associated with EI and accounted for 42% variance in hierarchical regression analysis. EI was also positively associated with academic performance. Gender and healthy lifestyle habits were positively associated with EI, which in turn influenced these students' academic performance. These findings suggest a possible need for attention to developing dental students' EI.

  8. Exploring the Relationship between Student Involvement in GEAR UP and Academic Achievement

    Science.gov (United States)

    Kennedy, Renea F.

    2016-01-01

    The purpose of this study was to examine the relationship between GEAR UP academic support services and student achievement. GEAR UP is an evidence-based college readiness program. This study focused on a subset of academic support services designed to impact student achievement including: academic mentoring, math tutoring, English tutoring, study…

  9. The Role of Authoritative and Authoritarian Parenting in the Early Academic Achievement of Latino Students

    Science.gov (United States)

    Kim, Yeonwoo; Calzada, Esther J.; Barajas-Gonzalez, R. Gabriela; Huang, Keng-Yen; Brotman, Laurie M.; Castro, Ashley; Pichardo, Catherine

    2018-01-01

    Early academic achievement has been shown to predict high school completion, but there have been few studies of the predictors of early academic success focused on Latino students. Using longitudinal data from 750 Mexican and Dominican American families, this study examined a cultural model of parenting and early academic achievement. While Latino…

  10. Cognitive skills and academic achievement of deaf children with cochlear implants.

    Science.gov (United States)

    Huber, Maria; Kipman, Ulrike

    2012-10-01

    To compare cognitive performance between children with cochlear implants (CI) and normal-hearing peers; provide information about correlations between cognitive performance, basic academic achievement, and medical/audiological and social background variables; and assess the predictor quality of these variables for cognition. Cross-sectional study with comparison group, diagnostic test assessment. Data were collected in the authors' clinic (children with CI) and in Austrian schools (normal-hearing children). Forty children with CI (of the initial 65 children eligible for this study), aged 7 to 11 years, and 40 normal-hearing children, matched by age and sex, were tested with (a) the Culture Fair Intelligence Test (CFIT); (b) the Number Sequences subtest of the Heidelberger Rechentest 1-4 (HRT); (c) Comprehension, (d) Coding, (e) Digit Span, and (f) Vocabulary subtests of HAWIK III (German WISC III); (g) the Corsi Block Tapping Test; (h) the Arithmetic Operations subtests of the HRT; and (i) Salzburger Lese-Screening (SLS, reading). In addition, medical, audiological, social, and educational data from children with CI were collected. The children with CI equaled normal-hearing children in (a), (d), (e), (g), (h), and (i) and performed significantly worse in (b), (c) and (f). Background variables correlate significantly with cognitive skills and academic achievement. Medical/audiological variables explain 44.3% of the variance in CFT1 (CFIT, younger children). Social variables explain 55% of CFT1 and 24.5% of the Corsi test. This study augments the knowledge about cognitive skills and academic skills of children with CI. Cognitive performance is dependent on the early feasibility to hear and the social/educational background of the family.

  11. A pilot study of the relationship between creativity, multiple intelligences and academic performance in compulsory education students

    Directory of Open Access Journals (Sweden)

    Fabián Andrés Peña-García

    2017-07-01

    Full Text Available One of the main challenges at present is to achieve high - quality Education, one which takes into account, along with the whole teaching-learning process, the students’ diverse abilities, skills and cognitive, social and emotional aptitudes. The insertion of multiple intelligences, as well as variables such as creativity, may contribute to the development of singular capacities and students’ school performance. Studying the way these variables are related is imperative. The objective of this investigation consists in analyzing the link between Creativity, Multiple Intelligences and Academic Performance among Colombian primary school students. The design for this study is a non-experimental – descriptive – correlating focus, in which a sample of 40 subjects was studied; 20 girls and 20 boys with an age average of 10,051. All of them studying 5th grade in primary school at the Educational Institution Ana Elisa Cuenca Lara, branch Santa Ana, at the municipality of Yaguará – Hulia – Colombia. Their creativity was estimated through the use of two tests, one subjective, Turtle (1980, and one objective of execution EMUC, Sánchez (2006. To meet the Multiple Intelligences, it was applied a full specific inventory filled out by the valued students’ teachers, taken from Valero (2015. For the academic performance, the 2015’s subjects’ school record was taken as a reference. As statistical analysis, it was applied the descriptive – correlating (Person’s correlation coefficient, with the statistical software SPSS, version 2.2. The results obtained confirm all hypotheses contemplated, making evident a statistically meaningful and positive connection between the three variables analyzed. Finally, it analyzes the results for Multiple Intelligences and creativity as empowering strategies for the valued subjects’ academic development in this investigation’s sample

  12. Perceived Academic Control and Academic Emotions Predict Undergraduate University Student Success: Examining Effects on Dropout Intention and Achievement.

    Science.gov (United States)

    Respondek, Lisa; Seufert, Tina; Stupnisky, Robert; Nett, Ulrike E

    2017-01-01

    The present study addressed concerns over the high risk of university students' academic failure. It examined how perceived academic control and academic emotions predict undergraduate students' academic success, conceptualized as both low dropout intention and high achievement (indicated by GPA). A cross-sectional survey was administered to 883 undergraduate students across all disciplines of a German STEM orientated university. The study additionally compared freshman students ( N = 597) vs. second-year students ( N = 286). Using structural equation modeling, for the overall sample of undergraduate students we found that perceived academic control positively predicted enjoyment and achievement, as well as negatively predicted boredom and anxiety. The prediction of dropout intention by perceived academic control was fully mediated via anxiety. When taking perceived academic control into account, we found no specific impact of enjoyment or boredom on the intention to dropout and no specific impact of all three academic emotions on achievement. The multi-group analysis showed, however, that perceived academic control, enjoyment, and boredom among second-year students had a direct relationship with dropout intention. A major contribution of the present study was demonstrating the important roles of perceived academic control and anxiety in undergraduate students' academic success. Concerning corresponding institutional support and future research, the results suggested distinguishing incoming from advanced undergraduate students.

  13. A Research Synthesis of the Associations between Socioeconomic Background, Inequality, School Climate, and Academic Achievement

    Science.gov (United States)

    Berkowitz, Ruth; Moore, Hadass; Astor, Ron Avi; Benbenishty, Rami

    2017-01-01

    Educational researchers and practitioners assert that supportive school and classroom climates can positively influence the academic outcomes of students, thus potentially reducing academic achievement gaps between students and schools of different socioeconomic status (SES) backgrounds. Nonetheless, scientific evidence establishing directional…

  14. Emotional Intelligence, Self-Concept and Academic performance od ...

    African Journals Online (AJOL)

    soncept and academic performance of secondary school students in Sokoto metropolis. A sample of 351 students was drawn from the population of secondary school students in Sokoto smetropolis. Three instruments were used in obtaining the data ...

  15. Self-concept of academic ability as a function of sex, age, and academic achievement among African adolescents.

    Science.gov (United States)

    Mboya, M M

    1998-08-01

    This study examined (a) sex and age variations for scores on Self-concept of Academic Ability and academic achievement among 244 African adolescents attending a coeducational high school and (b) correlations between scores on Self-concept of Academic Ability and academic achievement by sex and age. No significant sex differences were found, but there were significant age differences on the Self-concept scores and measures of English, science, and history but not in mathematics. A significant positive correlation was found between Self-concept scores and academic achievement for boys and girls and in all age groups, but the magnitude of the correlations with achievement in mathematics was stronger among boys than among girls.

  16. An Investigation of Academic Procrastination, Locus of Control, and Emotional Intelligence

    Science.gov (United States)

    Deniz, M. Engin; Tras, Zeliha; Aydogan, Didem

    2009-01-01

    In this research, the effects of emotional intelligence on the academic procrastination and locus of control tendencies of a group of university students are investigated. The sample of this study consists of 435 university students including 273 female students and 162 male students who were randomly selected from the population of Selcuk…

  17. The Relationship between Teacher Candidates' Emotional Intelligence Level, Leadership Styles and Their Academic Success

    Science.gov (United States)

    Yildizbas, Füsun

    2017-01-01

    Purpose: The personal characteristics as well as professional competencies of teachers are important in the formation of changes in student behaviors. This article examines the relation between emotional intelligence level, teacher leadership style and academic success of teacher candidates who are studying in a Pedagogical Teacher Education…

  18. The Role of Emotional Intelligence in the Academic Success of United Arab Emirates University Students

    Science.gov (United States)

    Ahammed, Shaima; Abdullah, Abdullah S.; Hassane, Sofoh H.

    2011-01-01

    Psycho-educational researchers have often suggested that Emotional Intelligence (EI) is critical to academic success (Drago, 2004; La Civita, 2003), yet there is hardly any research that has ever addressed the question in the United Arab Emirates (UAE). The purpose of this study was to examine the relationship between EI as conceptualized by Mayer…

  19. Personality Traits and General Intelligence as Predictors of Academic Performance: A Structural Equation Modelling Approach

    Science.gov (United States)

    Rosander, Pia; Backstrom, Martin; Stenberg, Georg

    2011-01-01

    The aim of the present study was to investigate the extent to which personality traits, after controlling for general intelligence, predict academic performance in different school subjects. Upper secondary school students in Sweden (N=315) completed the Wonderlic IQ test (Wonderlic, 1992) and the IPIP-NEO-PI test (Goldberg, 1999). A series of…

  20. The Impact of Students' Perceived Emotional Intelligence, Social Attitudes and Teacher Expectations on Academic Performance

    Science.gov (United States)

    Jimenez-Morales, M. Isabel; Lopez-Zafra, Esther

    2013-01-01

    Introduction: The aim of this study is to analyze the role that Perceived Emotional Intelligence and social competences have on academic performance. Furthermore, we analyze the role of teacher's expectancies on performance in secondary school students. Method: One hundred ninety three students (50.7% male and 49.3 % female) from the first and…

  1. Effects of an Intelligent Web-Based English Instruction System on Students' Academic Performance

    Science.gov (United States)

    Jia, J.; Chen, Y.; Ding, Z.; Bai, Y.; Yang, B.; Li, M.; Qi, J.

    2013-01-01

    This research conducted quasi-experiments in four middle schools to evaluate the long-term effects of an intelligent web-based English instruction system, Computer Simulation in Educational Communication (CSIEC), on students' academic attainment. The analysis of regular examination scores and vocabulary test validates the positive impact of CSIEC,…

  2. School Violent Crime and Academic Achievement in Chicago.

    Science.gov (United States)

    Burdick-Will, Julia

    2013-10-01

    Educational outcomes vary dramatically across schools in the United States. Many under-performing schools, especially in Chicago, also deal with high levels of violent crime on school grounds. Exposure to this type of frequent violence may be an important factor shaping already disadvantaged students' educational experiences. However, estimating the effect of school violence on learning is difficult due to potential selection bias and the confounding of other school-level problems. Using detailed crime data from the Chicago Police Department, complete administrative records from the Chicago Public Schools, and school climate surveys conducted by the Consortium on Chicago School Research (2002-10), this study exploits variation in violent crime rates within schools over time to estimate its effect on academic achievement. School and neighborhood fixed-effects models show that violent crime rates have a negative effect on test scores, but not on grades. This effect is more likely related to direct reductions in learning, through cognitive stress and classroom disruptions, than changes in perceived safety, general school climate, or discipline practices.

  3. Academic Self-Handicapping and Achievement Goals: A Further Examination.

    Science.gov (United States)

    Midgley, Carol; Urdan, Tim

    2001-01-01

    This study extends previous research on the relations among students' personal achievement goals, perceptions of the classroom goal structure, and reports of the use of self-handicapping strategies. Surveys, specific to the math domain, were given to 484 7th-grade students in nine middle schools. Personal performance-avoid goals positively predicted handicapping, whereas personal performance-approach goals did not. Personal task goals negatively predicted handicapping. Perceptions of a performance goal structure positively predicted handicapping, and perceptions of a task goal structure negatively predicted handicapping, independent of personal goals. Median splits used to examine multiple goal profiles revealed that students high in performance-avoid goals used handicapping more than did those low in performance-avoid goals regardless of the level of task goals. Students low in performance-avoid goals and high in task goals handicapped less than those low in both goals. Level of performance-approach goals had little effect on the relation between task goals and handicapping. Copyright 2001 Academic Press.

  4. Analysis of the Relation between Academic Procrastination, Academic Rational/Irrational Beliefs, Time Preferences to Study for Exams, and Academic Achievement: A Structural Model

    Science.gov (United States)

    Balkis, Murat; Duru, Erdinc; Bulus, Mustafa

    2013-01-01

    The purpose of this study was to investigate the relations between academic rational/irrational beliefs, academic procrastination, and time preferences to study for exams and academic achievement by using the structural equation model. The sample consisted of 281 undergraduate students who filled in questionnaires at the 7-week-long summer course.…

  5. Intelligent Buildings: Key to Achieving Total Sustainability in the Built Environment

    Directory of Open Access Journals (Sweden)

    Tulika Gadakari

    2014-01-01

    Full Text Available ‘Are intelligent buildings a pragmatic approach towards achieving a sustainable built environment?’ is the research question that this review article aims to answer. It has been argued that there is a serious need for intelligent buildings to be evaluated against the parameters of total sustainability (environmental, economic and social so as to help the agenda of living in a technologically advanced, healthy and comfortable world. This paper reviews existing theoretical concepts of intelligence and sustainability in the built environment, through an exploration of various scientific literature and U.S Green Building Council’s LEED (Leadership in Energy and Environmental Design databases. A systematic qualitative review approach has been employed to select an appropriate definition of sustainable development and use it as a theoretical framework to assess the technological impact of intelligent buildings on the environmental, economic and social front. Subsequently five case study buildings from around the world, which exemplify the use of intelligent technologies to achieve sustainable gains were chosen and analyzed to further validate the literature findings. Outputs from the study highlight the various benefits of intelligent buildings, which include decrease in energy and water consumption, operational costs, as well as increase in productivity and investments. Additionally the analysis of the case studies revealed that the use of intelligent building technologies has contributed significantly towards a higher sustainability rating on the LEED rating scale. Moreover, the comparison of the attributes of intelligent buildings and sustainable practices in buildings, illustrates the fact that there is a considerable overlap between the two and intelligence can aid sustainability in the built environment. Thus the research suggests that green technologies and intelligence in combination may be a pragmatic approach towards the sustainability

  6. Teacher Turnover Impact on 1st-8th Grade Student Academic Achievement: A Correlational Study

    Science.gov (United States)

    Reid, Johnnie M.

    2010-01-01

    The impact of schools and students not meeting academic achievement standards affects the community and the nation's future workforce. This paper examines many of the factors influencing achievement with special attention given to the facts of teacher turnover in the schools. Teacher turnover and the sad state of the academic achievement of…

  7. The Flipped Classroom Model and Academic Achievement: A Pre and Posttest Comparison Groups Study

    Science.gov (United States)

    Wenzler, Heather Rebecca

    2017-01-01

    Student academic achievement is of prime concern in the American education system because academic success (i.e. achievement) has been shown to be a predictor of success in later life and is crystallized in the United States Department of Education's mission statement "...to promote student achievement and preparation for global…

  8. Longitudinal relationship between social skills and academic achievement in a gender perspective

    OpenAIRE

    Gustavsen, Ann Margareth

    2017-01-01

    Previous studies found that girls have higher academic achievement than boys in most school subjects. Teachers’ grading of academic achievement seems to be based not only on students’ knowledge but also their social skills, and teachers tend to assess girls as having better social skills than boys. The main aim of this study was to examine through multilevel analysis the extent to which teacher-rated social skills predicted teacher-rated academic achievement in Norwegian, mathematics and Engl...

  9. The Moderating Role of Anxiety in Predicting Academic Achievement in Children

    OpenAIRE

    Bodas, Jaee

    2003-01-01

    The present study examined the relationship between anxiety and academic achievement in a sample of clinic-referred children. Specifically, the study investigated whether anxiety contributed to the prediction of academic achievement above and beyond the influence of IQ. Furthermore, the study explored whether anxiety moderated the already established relationship between IQ and academic achievement. In the present study, the WISC-III Verbal IQ, the RCMAS factors of physiological anxiety (i.e....

  10. Correlations between Academic Achievement and Anxiety and Depression in Medical Students Experiencing Integrated Curriculum Reform

    OpenAIRE

    Yi-Chun Yeh; Cheng-Fang Yen; Chung-Sheng Lai; Chun-Hsiung Huang; Keh-Min Liu; In-Ting Huang

    2007-01-01

    This study aimed to examine the correlations between academic achievement and levels of anxiety and depression in medical students who were experiencing curriculum reform. The differences in academic achievement and the directions of correlations between academic achievement and anxiety and depression among the medical students with different levels of anxiety and depression were also examined. Grade 1 students from graduate-entry program and grade 3 students from undergraduate-entry program ...

  11. Achievement Motivation and Academic Motivation among Students of Kermanshah University of Medical Sciences in 2013

    OpenAIRE

    Firoozeh Khamoushi; Arash Parsa Moghaddam; Mahtab Sadeghi; Ali Akbar Parvizifard; Akram Ahmadzadeh

    2016-01-01

    Introduction: Students are often similar in terms of learning ability and talent. However, there are remarkable differences in their academic performance during their schooling, which can be due to the differences in their academic motivation and achievement motivation. The current study was carried out to compare achievement motivation and academic achievement among the students of Kermanshah University of Medical Sciences (KUMS) in 2013. Methods: In this descriptive Analytical cross-sec...

  12. International note: between-domain relations of Chinese high school students' academic achievements.

    Science.gov (United States)

    Yangyang, Liu

    2012-08-01

    The present study examined the between-domain relations of Chinese high school students' academic achievements. In a sample of 1870 Chinese 10th grade students, the results indicated that Chinese high school students' academic achievements were correlated across nine subjects. In line with the previous Western findings, the findings suggested that academic achievement was largely domain-general in nature. Copyright © 2012 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

  13. Perceived emotional intelligence, achievement motivation and school performance in conservatory students

    OpenAIRE

    Laura López Bernad

    2013-01-01

    The present research inspects the relationship between Perceived Emotional Intelligence (PEI) and achievement motivation in a sample of students (N=57) belonging to the string department at the Conservatorio Profesional de Música and specializing in violin, viola, violoncello and bass violoncello. The evaluation methods were: the Trait Meta-Mood Scale (TMMS-24), to test Perceived Emotional Intelligence, and the Escala Atribucional de Motivación de Logro (EAML, Attributive Motivation Scale) to...

  14. The Relationship between Students' Attitudes towards School, Values of Education, Achievement Motivation and Academic Achievement in Gondar Secondary Schools, Ethiopia

    Science.gov (United States)

    Dagnew, Asrat

    2017-01-01

    The current study investigated the relationship between students' attitudes towards school, values of education, achievement motivation and academic achievement. Accordingly, the study adopted a correlation research design. To achieve the objectives of the study, 362 students using systematic sampling technique were taken from grade 9 students of…

  15. Academic achievement in first-year Portuguese college students: the role of academic preparation and learning strategies.

    Science.gov (United States)

    Soares, Ana Paula; Guisande, Adelina M; Almeida, Leandro S; Páramo, Fernanda M

    2009-06-01

    This paper analyses the role of academic preparation and learning strategies in the prediction of first-year Portuguese college students' academic achievement, considering students' sex and academic field attended. A sample of 445 first-year college students (68.5% female) from the University of Minho (25.8% enrolled in economics, 35.3% in science/technology, and 38.9% in humanities degrees) participated in the study. Students answered a questionnaire on learning strategies in the classroom at the end of the first semester, which consisted of 44 items organized in five dimensions: comprehensive approach, surface approach, personal competency perceptions, intrinsic motivation, and organization of study activities. Academic achievement (grade point average at the end of first year) and academic preparation (students' higher education access mark) were obtained through the academic records of the university. Results showed that academic preparation was the strongest predictor of first-year academic achievement, and only marginal additional variance was explained by learning strategies as assessed by the self-reported questionnaire. There were sex and academic field differences, but these variables do not seem strong enough to affect the results, although the different percentages of variance captured by each model and the different weights associated to higher education access mark, stimulate the use of these and/or other personal and contextual variables when analysing the phenomenon.

  16. It Feels Good to Learn Where I Belong: School Belonging, Academic Emotions, and Academic Achievement in Adolescents

    Science.gov (United States)

    Lam, Un Fong; Chen, Wei-Wen; Zhang, Jingqi; Liang, Ting

    2015-01-01

    This study examined the relationships between school belonging, academic emotions, and academic achievement in Macau adolescents. A survey of 406 junior high school students in Macau was used to collect information on the extent to which these students felt accepted and respected in their schools (school belonging), the emotions they experienced…

  17. Relationships between Learning Styles and Academic Achievement and Brain Hemispheric Dominance and Academic Performance in Business and Accounting Courses.

    Science.gov (United States)

    Carthey, Joseph H.

    A study determined if relationships exist between learning styles and academic achievement and brain hemispheric dominance and academic performance in the courses of principles of management, business law, intermediate accounting, and principles of economics. All second-year accounting students (64 students) at Northeast Iowa Community College…

  18. Self-Concept, Self-Esteem and Academic Achievement: Strategies for Maintaining Self-Esteem in Students Experiencing Academic Failure

    Science.gov (United States)

    Peixoto, Francisco; Almeida, Leandro S.

    2010-01-01

    Previous research into the relationship between self-esteem and academic achievement shows that despite differences in academic self-evaluation, students' global self-representations do not differ as a result of their grades at school. In this study, we will analyse the strategies that underachievers used to maintain their self-esteem at an…

  19. Academic Self-Concept and Academic Achievement of African American Students Transitioning from Urban to Rural Schools

    Science.gov (United States)

    Bacon, La Shawn Catrice

    2011-01-01

    The relationship between academic self-concept and academic achievement in African American students who have experienced geographic mobility was the focus of this study. Specifically, this study used quantitative methods to assess African American students from counties in Iowa to obtain information about the students' relocation from urban to…

  20. The relation between perceived parental involvement and academic achievement: the roles of Taiwanese students' academic beliefs and filial piety.

    Science.gov (United States)

    Chen, Wei-Wen; Ho, Hsiu-Zu

    2012-01-01

    The excellent academic performance among East-Asian students has drawn international attention from educators and psychologists. However, the process that underlies student academic achievement for this particular group has rarely been documented. The present study examines how the relation between perceived parental involvement and Taiwanese students' academic achievement is mediated by student academic beliefs (i.e., beliefs about effort, academic self-concept, and perceived control). The study further explores whether this mediating effect varies with types of filial piety. Participants were 468 first-year students from colleges and universities in Taiwan. Multiple-group mediating models were analyzed using structural equation modeling (SEM). Results indicated that, for the Taiwanese sample, students' academic beliefs mediated the relation between perceived parental involvement and academic achievement. Furthermore, the mediational effect was significant for the reciprocal filial type, but not for the authoritarian filial type. The importance of the quality of the parent-child relationship and the internalization process related to children's assumptions of their parents' educational values indicate the need for a contextual view when examining predictors of student academic achievement.

  1. Filipino students' reported parental socialization of academic achievement by socioeconomic group.

    Science.gov (United States)

    Bernardo, Allan B I

    2009-10-01

    Academic achievement of students differs by socioeconomic group. Parents' socialization of academic achievement in their children was explored in self-reports of 241 students from two socioeconomic status (SES) groups in the Philippines, using a scale developed by Bempechat, et al. Students in the upper SES group had higher achievement than their peers in the middle SES group, but had lower scores on most dimensions of parental socialization of academic achievement. Regression analyses indicate that reported parental attempts to encourage more effort to achieve was associated with lower achievement in students with upper SES.

  2. A study of the academic performance of medical students in the comprehensive examination of the basic sciences according to the indices of emotional intelligence and educational status.

    Science.gov (United States)

    Moslehi, Mohsen; Samouei, Rahele; Tayebani, Tayebeh; Kolahduz, Sima

    2015-01-01

    Considering the increasing importance of emotional intelligence (EI) in different aspects of life, such as academic achievement, the present survey is aimed to predict academic performance of medical students in the comprehensive examination of the basic sciences, according to the indices of emotional intelligence and educational status. The present survey is a descriptive, analytical, and cross-sectional study performed on the medical students of Isfahan, Tehran, and Mashhad Universities of Medical Sciences. Sampling the universities was performed randomly after which selecting the students was done, taking into consideration the limitation in their numbers. Based on the inclusion criteria, all the medical students, entrance of 2005, who had attended the comprehensive basic sciences examination in 2008, entered the study. The data collection tools included an Emotional Intelligence Questionnaire (standardized in Isfahan), the average score of the first to fifth semesters, total average of each of the five semesters, and the grade of the comprehensive basic sciences examination. The data were analyzed through stepwise regression coefficient by SPSS software version 15. The results indicated that the indicators of independence from an emotional intelligence test and average scores of the first and third academic semesters were significant in predicting the students' academic performance in the comprehensive basic sciences examination. According to the obtained results, the average scores of students, especially in the earlier semesters, as well as the indicators of independence and the self-esteem rate of students can influence their success in the comprehensive basic sciences examination.

  3. A study of the academic performance of medical students in the comprehensive examination of the basic sciences according to the indices of emotional intelligence and educational status

    Science.gov (United States)

    Moslehi, Mohsen; Samouei, Rahele; Tayebani, Tayebeh; Kolahduz, Sima

    2015-01-01

    Background: Considering the increasing importance of emotional intelligence (EI) in different aspects of life, such as academic achievement, the present survey is aimed to predict academic performance of medical students in the comprehensive examination of the basic sciences, according to the indices of emotional intelligence and educational status. Materials and Methods: The present survey is a descriptive, analytical, and cross-sectional study performed on the medical students of Isfahan, Tehran, and Mashhad Universities of Medical Sciences. Sampling the universities was performed randomly after which selecting the students was done, taking into consideration the limitation in their numbers. Based on the inclusion criteria, all the medical students, entrance of 2005, who had attended the comprehensive basic sciences examination in 2008, entered the study. The data collection tools included an Emotional Intelligence Questionnaire (standardized in Isfahan), the average score of the first to fifth semesters, total average of each of the five semesters, and the grade of the comprehensive basic sciences examination. The data were analyzed through stepwise regression coefficient by SPSS software version 15. Results: The results indicated that the indicators of independence from an emotional intelligence test and average scores of the first and third academic semesters were significant in predicting the students’ academic performance in the comprehensive basic sciences examination. Conclusion: According to the obtained results, the average scores of students, especially in the earlier semesters, as well as the indicators of independence and the self-esteem rate of students can influence their success in the comprehensive basic sciences examination. PMID:26430693

  4. The Role of Neighborhood Context and School Climate in School-Level Academic Achievement.

    Science.gov (United States)

    Ruiz, Linda D; McMahon, Susan D; Jason, Leonard A

    2018-03-30

    In recent years, the quality of education available to children has become increasingly dependent on the social and economic demographics of neighborhoods in which the children live. This study assesses the role of community violence in explaining the relation between socio-economic status (SES) and academic outcomes and the potential of positive school climate to promote academic achievement. With a sample of 297 Chicago public elementary schools, we examine community-level and school-level data and use Geographic Information Systems (GIS) mapping to illustrate how school academic achievement coincides with neighborhood economics and crime statistics. Results support the hypothesized mediation, such that lower SES was associated with lower academic achievement, and violent crime partially mediated this relation. School climate was positively associated with academic achievement, and student safety significantly moderated the relation between SES and academic achievement. Implications for theory, research, and intervention are discussed. © Society for Community Research and Action 2018.

  5. Self-concept and academic achievement: a meta-analysis of longitudinal relations.

    Science.gov (United States)

    Huang, Chiungjung

    2011-10-01

    The relation between self-concept and academic achievement was examined in 39 independent and longitudinal samples through the integration of meta-analysis and path analysis procedures. For relations with more than 3 independent samples, the mean observed correlations ranged from .20 to .27 between prior self-concept and subsequent academic achievement and from .19 to .25 between prior academic achievement and subsequent self-concept. Globality/specificity of self-concept was the only significant moderating factor in the relation between (a) prior self-concept and subsequent academic achievement and (b) prior academic achievement and subsequent self-concept. As high self-concept is related to high academic performance and vice-versa, intervention programs that combine self-enhancement and skill development should be integrated. Copyright © 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  6. Increasing prosocial behavior and academic achievement among adolescent African American males.

    Science.gov (United States)

    Martin, Don; Martin, Magy; Gibson, Suzanne Semivan; Wilkins, Jonathan

    2007-01-01

    African American adolescents disproportionately perform poorly compared to peers in both behavioral and academic aspects of their educational experience. In this study, African American male students participated in an after-school program involving tutoring, group counseling, and various enrichment activities. All students were assessed regarding their behavioral changes using attendance, discipline referrals, suspensions, and expulsions reports. The Kaufman Brief Intelligence Test (KBIT) and the Kaufman Test of Educational Achievement (KTEA) were used to assess the adolescents' improvement in their skills in reading and mathematics. After the end of the two-year program, initial results showed that the adolescents had increased their daily attendance, decreased discipline referrals, and had no suspensions or expulsions. These results also indicated that although the students entered the program at different skill levels, they were assessed to have the ability to function at their appropriate grade level. Their average improvement in basic skills was at least two grade levels. Implications drawn from the findings include: (a) there is a need to emphasize appropriate assessment prior to beginning a skill improvement program; (b) a need to emphasize the use of individualized learning plans and tutors; and (c) a need to further investigate the role of assessment and intervention in after-school programming in order to close the achievement gap.

  7. Relations among Epistemological Beliefs, Academic Achievement, and Task Performance in Secondary School Students

    Science.gov (United States)

    Lodewyk, Ken R.

    2007-01-01

    Students with differing profiles of epistemological beliefs--their beliefs about personal epistemology, intelligence, and learning--vary in thinking, reasoning, motivation, and use of strategies while working on academic tasks, each of which affect learning. This study examined students' epistemological beliefs according to gender, school…

  8. The Role of Perceived Parental Autonomy Support in Academic Achievement of Asian and Latino American Adolescents

    Science.gov (United States)

    Jiang, Ying Hong; Yau, Jenny; Bonner, Patricia; Chiang, Linda

    2011-01-01

    Introduction: Driven by an overarching conceptual framework adapted from Self-Determination Theory, this study tested the direct and indirect effects of perceived parental academia autonomy support vs. academic planning control on the interrelated variables of adolescents' self-esteem, academic motivation, and academic achievement, using…

  9. Determinants of Individual Academic Achievement - Group Selectivity Effects Have Many Dimensions

    NARCIS (Netherlands)

    Zwick, Th.

    2013-01-01

    This paper measures determinants of individual academic achievements. In addition to an extensive list of individual characteristics, skills obtained during study and socio-economic background factors, many dimensions of selectivity into academic study subjects are shown to drive individual academic

  10. Students' Perceptions of Parental and Teacher Academic Involvement: Consequences on Achievement Goals

    Science.gov (United States)

    Regner, Isabelle; Loose, Florence; Dumas, Florence

    2009-01-01

    The present study examined whether students' perceptions of two major facets of parental and teacher academic involvement (i.e., academic support and academic monitoring), contribute to the process of students' achievement goals adoption. French junior high-school students completed two questionnaires assessing first their perceptions of parental…

  11. Faculty Sense of Academic Optimism and Its Relationship to Students' Achievement in Well Performing High Schools

    Science.gov (United States)

    Cromartie, Michael Tyrone

    2013-01-01

    The aim of this study was to determine the organizational characteristics and behaviors that contribute to sustaining a culture of academic optimism as a mechanism of student achievement. While there is a developing research base identifying both the individual elements of academic optimism as well as the academic optimism construct itself as…

  12. Collective Responsibility, Academic Optimism, and Student Achievement in Taiwan Elementary Schools

    Science.gov (United States)

    Wu, Hsin-Chieh

    2012-01-01

    Previous research indicates that collective efficacy, faculty trust in students and parents, and academic emphasis together formed a single latent school construct, called academic optimism. In the U.S., academic optimism has been proven to be a powerful construct that could effectively predict student achievement even after controlling for…

  13. Physically Active Math and Language Lessons Improve Academic Achievement : A Cluster Randomized Controlled Trial

    NARCIS (Netherlands)

    Mullender-Wijnsma, Marijke J,; Hartman, Esther; de Greeff, Johannes W.; Doolaard, Simone; Bosker, Roel J.; Visscher, Chris

    OBJECTIVES: Using physical activity in the teaching of academic lessons is a new way of learning. The aim of this study was to investigate the effects of an innovative physically active academic intervention ("Fit & Vaardig op School" [F&V]) on academic achievement of children. METHODS: Using

  14. Exploring the relations among physical fitness, executive functioning, and low academic achievement

    NARCIS (Netherlands)

    de Bruijn, A.G.M.; Hartman, E.; Kostons, D.; Visscher, C.; Bosker, R.J.

    Physical fitness seems to be related to academic performance, at least when taking the role of executive functioning into account. This assumption is highly relevant for the vulnerable population of low academic achievers because their academic performance might benefit from enhanced physical

  15. Interaction of media, sexual activity and academic achievement in adolescents.

    Science.gov (United States)

    Shashi Kumar, R; Das, R C; Prabhu, H R A; Bhat, P S; Prakash, Jyoti; Seema, P; Basannar, D R

    2013-04-01

    Adolescence is a period when the individual is vulnerable and exposure to sexually implicit/explicit programs on television and internet can influence their sexual behaviour and make them more permissive towards premarital sex, which is known to influence their academic performance. This can be modified by parental discussion on these matters with their children. There have been only few studies from India that have explored such issues therefore this study aimed to explore the impact of television, internet and parental discussion on sexual activity and academic performance. This study was conducted in two co-education schools using a self reporting questionnaire administered to students of class IX-XII. This study evaluated the relation of academic performance, exposure to media such as television & internet to sexual activity & academic performance of the students and the role of parental discussion on these. The study sample size was 586. There is no significant association between the number of hours of watching television per day and academic performance as measured by marks in examinations. Significant positive association was found among boys between sexual contact and average score in academics & unsupervised use of internet. In both genders a significant positive association was found between those watching English serials, movies and increased chances of indulging in sexual activity while a negative relation with those watching Cartoons. There is no significant difference in occurrence of sexual contact in those who discussed sexual matters with parents and those who did not. This being first of it's kind of study from India and a cross sectional study, further prospective and detailed studies are warranted to delineate the interaction of media, parental discussion, academic performance and sexual activity.

  16. Test Anxiety and Academic Performance among Undergraduates: The Moderating Role of Achievement Motivation.

    Science.gov (United States)

    Balogun, Anthony Gbenro; Balogun, Shyngle Kolawole; Onyencho, Chidi Victor

    2017-02-13

    This study investigated the moderating role of achievement motivation in the relationship between test anxiety and academic performance. Three hundred and ninety three participants (192 males and 201 females) selected from a public university in Ondo State, Nigeria using a purposive sampling technique, participated in the study. They responded to measures of test anxiety and achievement motivation. Three hypotheses were tested using moderated hierarchical multiple regression analysis. Results showed that test anxiety had a negative impact on academic performance (β = -.23; p motivation had a positive impact on academic performance (β = .38; p motivation significantly moderated the relationship between test anxiety and academic performance (β = .10; p students' achievement motivation.

  17. Understanding the Phenomenon of Overcoming Academic Challenges and Failure to Achieve Academic Goals

    Science.gov (United States)

    Jama, Sam

    2017-01-01

    This study explored the experiences of 10 adults who had experienced academic challenges during their studies, yet were able to return to academic studies and complete one or more graduate degrees. The participants were separated into two groups. "Group A" participants experienced academic failure and were asked to withdraw from their…

  18. Unforgiving Confucian Culture: A Breeding Ground for High Academic Achievement, Test Anxiety and Self-Doubt?

    Science.gov (United States)

    Stankov, Lazar

    2010-01-01

    This paper reviews findings from several studies that contribute to our understanding of cross-cultural differences in academic achievement, anxiety and self-doubt. The focus is on comparisons between Confucian Asian and European regions. Recent studies indicate that high academic achievement of students from Confucian Asian countries is…

  19. Parental Warmth, Control, and Involvement in Schooling: Predicting Academic Achievement among Korean American Adolescents.

    Science.gov (United States)

    Kim, Kyoungho; Rohner, Ronald P.

    2002-01-01

    Explored the relationship between parenting style and academic achievement of Korean American adolescents, investigating the influence of perceived parental warmth and control and improvement in schooling. Survey data indicated that authoritative paternal parenting related to optimal academic achievement. Differences in maternal parenting styles…

  20. Correlates of Academic Procrastination and Mathematics Achievement of University Undergraduate Students

    Science.gov (United States)

    Akinsola, Mojeed Kolawole; Tella, Adedeji; Tella, Adeyinka

    2007-01-01

    Procrastination is now a common phenomenon among students, particularly those at the higher level. And this is doing more harm to their academic achievement than good. Therefore, this study examined the correlates between academic procrastination and mathematics achievement among the university mathematics undergraduate students. The study used a…

  1. The Mediating Role of School Motivation in Linking Student Victimization and Academic Achievement

    Science.gov (United States)

    Fan, Weihua; Dempsey, Allison G.

    2017-01-01

    This study examined the mediating role of student school motivation in linking student victimization experiences and academic achievement among a nationally representative sample of students in 10th grade. Structural equation modeling supported that there were significant associations between student victimization and academic achievement for high…

  2. Self-Concept and Its Relationship to Academic Achievement for EMR Adolescents.

    Science.gov (United States)

    Wheeler, Larry; Reilly, Thomas F.

    1980-01-01

    The relationship between self-concept and academic achievement was examined with 30 educable mentally retarded adolescent residents of a state institution. Results failed to demonstrate a positive relationship between self-concept and academic achievement in the areas of mathematics and reading. (DB)

  3. Parental Encouragement in Relation to Academic Achievement of Higher Secondary School Students

    Science.gov (United States)

    Lawrence, A. S. Arul; Barathi, C.

    2016-01-01

    Parental Encouragement refers to the general process undertaken by the parents to initiative and directs the behaviour of the children towards high academic achievement. The present study aims to probe the relationship between Parental Encouragement and Academic Achievement of Higher Secondary School Students. Survey method was employed and the…

  4. Active Learning Strategies and Academic Achievement among Some Psychology Undergraduates in Barbados

    OpenAIRE

    Grace Adebisi Fayombo

    2013-01-01

    This study investigated the relationships between the active learning strategies (discussion, video clips, game show, role– play, five minute paper, clarification pauses, and small group) and academic achievement among a sample of 158 undergraduate psychology students in The University of the West Indies (UWI), Barbados. Results revealed statistically significant positive correlations between active learning strategies and students’ academic achievement; so also the activ...

  5. Physical Fitness, Academic Achievement, and Socioeconomic Status in School-Aged Youth

    Science.gov (United States)

    Coe, Dawn P.; Peterson, Thomas; Blair, Cheryl; Schutten, Mary C.; Peddie, Heather

    2013-01-01

    Background: This study examined the association between physical fitness and academic achievement and determined the influence of socioeconomic status (SES) on the association between fitness and academic achievement in school-aged youth. Methods: Overall, 1,701 third-, sixth-, and ninth-grade students from 5 school districts participated in the…

  6. Maternal Employment and Children's Academic Achievement: Parenting Styles as Mediating Variable.

    Science.gov (United States)

    Beyer, Sylvia

    1995-01-01

    Provides a review and integration of findings on the effects of parenting styles and maternal employment on children's academic achievement. Presents a model in which it is argued that maternal employment status has little, if any, direct effect on children's academic achievement. Suggests maternal employment affects parenting styles, which in…

  7. Longitudinal Relationship between Social Skills and Academic Achievement in a Gender Perspective

    Science.gov (United States)

    Gustavsen, Ann Margareth

    2017-01-01

    Previous studies found that girls have higher academic achievement than boys in most school subjects. Teachers' grading of academic achievement seems to be based not only on students' knowledge but also their social skills, and teachers tend to assess girls as having better social skills than boys. The main aim of this study was to examine through…

  8. The Sociocultural Psychology as a Postformal Theory of Academic Achievement: Interrogating Formal Education

    Science.gov (United States)

    Sinha, Chetan

    2013-01-01

    The present paper interrogates the dominance of formal education. As formal education system relies on ability based academic achievement as a goal, exploring post-formal approaches, such as sociocultural notion of academic achievement is the hallmark of present paper. An attempt is made to interrogate the existing cultural dominance in formal…

  9. Learned Helplessness and Psychological Adjustment: Effects of Age, Gender and Academic Achievement.

    Science.gov (United States)

    Valas, Harald

    2001-01-01

    Studied the relationships among academic achievement, learned helplessness, and psychological adjustment (self-esteem and depression), controlled for gender and age, for 1,580 students with data collected in grades 3 and 4, 6 and 7, and 8 and 9. Results show that academic achievement is directly and indirectly related to the pattern of…

  10. Time Perspective and School Membership as Correlates to Academic Achievement among African American Adolescents

    Science.gov (United States)

    Adelabu, Detris Honora

    2007-01-01

    This study examined the relationship of academic achievement to time perspective (future, present) and school membership (belonging, acceptance, rejection) among 232 low-income, urban African American adolescents. Findings indicated positive, significant relationships among academic achievement, future time perspective, school belonging, and…

  11. Relationships between Problem Behaviors and Academic Achievement in Adolescents: The Unique Role of Attention Problems.

    Science.gov (United States)

    Barriga, Alvaro Q.; Doran, Jeffrey W.; Newell, Stephanie B.; Morrison, Elizabeth M.; Barbetti, Victor; Robbins, Brent Dean

    2002-01-01

    This study examined relationships among eight teacher-reported problem behavior syndromes and standardized measures of academic achievement among 58 adolescents in an alternative school. Analysis suggested association between attention problems and academic achievement was primarily due to inattention component of the syndrome rather than the…

  12. A Model of Parental Achievement-Oriented Psychological Control in Academically Gifted Students

    Science.gov (United States)

    Garn, Alex C.; Jolly, Jennifer L.

    2015-01-01

    This study investigated achievement-oriented parent socialization as it pertains to school avoidance in a sample of gifted students. A serial mediation model examining relationships among parental achievement-oriented psychological control (APC), fear of academic failure, academic amotivation, and school avoidance was tested. The sample included…

  13. Exploring Academic Achievement in Males Trained in Self-Assessment Skills

    Science.gov (United States)

    McDonald, Betty

    2009-01-01

    This paper examines academic achievement of males following formal training in self-assessment. It adds to current literature by proposing a tried-and-tested method of improving academic achievement in males at a time when they appear to be marginalised. The sample comprised 515 participants (233 males), representing 25.2% of that high school…

  14. Impact of Socio-Emotional Adjustment on Academic Achievement of Adolescent Girls in Jammu and Kashmir

    Science.gov (United States)

    Gul, Showkeen Bilal Ahmad

    2015-01-01

    The study examined the impact of socio-emotional adjustment on academic achievement of adolescent girls of Jammu and Kashmir. The purpose of the investigation was to study the relationship and effect of socio-emotional adjustment on academic achievement among adolescent girls. The descriptive survey research method was used for the study and the…

  15. Disentangling the relationship between children's motor ability, executive function and academic achievement.

    Directory of Open Access Journals (Sweden)

    Mirko Schmidt

    Full Text Available Even though positive relations between children's motor ability and their academic achievement are frequently reported, the underlying mechanisms are still unclear. Executive function has indeed been proposed, but hardly tested as a potential mediator. The aim of the present study was therefore to examine the mediating role of executive function in the relationship between motor ability and academic achievement, also investigating the individual contribution of specific motor abilities to the hypothesized mediated linkage to academic achievement. At intervals of ten weeks, 236 children aged between 10 and 12 years were tested in terms of their motor ability (t1: cardiovascular endurance, muscular strength, motor coordination, core executive functions (t2: updating, inhibition, shifting, and academic achievement (t3: mathematics, reading, spelling. Structural equation modelling revealed executive function to be a mediator in the relation between motor ability and academic achievement, represented by a significant indirect effect. In separate analyses, each of the three motor abilities were positively related to children's academic achievement. However, only in the case of children's motor coordination, the mediation by executive function accounted for a significance percentage of variance of academic achievement data. The results provide evidence in support of models that conceive executive function as a mechanism explaining the relationship that links children's physical activity-related outcomes to academic achievement and strengthen the advocacy for quality physical activity not merely focused on health-related physical fitness outcomes, but also on motor skill development and learning.

  16. A Cross-Lagged Longitudinal Study of Relations between Academic Achievement and Korean Adolescent Delinquency

    Science.gov (United States)

    Lee, Julie

    2013-01-01

    Objective: Previous studies have shown that academic achievement has a significant effect on juvenile delinquency, with the reverse reported as well. This study, therefore, examined the reciprocal causal relationships between academic achievement and juvenile delinquency. Methods: The participants were 3449 Korean adolescents (mean age 13.2 years,…

  17. Physical Activity, Self-Regulation, and Early Academic Achievement in Preschool Children

    Science.gov (United States)

    Becker, Derek R.; McClelland, Megan M.; Loprinzi, Paul; Trost, Stewart G.

    2014-01-01

    Research Findings: The present study investigated whether active play during recess was associated with self-regulation and academic achievement in a prekindergarten sample. A total of 51 children in classes containing approximately half Head Start children were assessed on self-regulation, active play, and early academic achievement. Path…

  18. Analysis of Relationships among Burnout, Academic Achievement, and Self-Regulation

    Science.gov (United States)

    Duru, Erdinç; Duru, Sibel; Balkis, Murat

    2014-01-01

    This study examined the relationships among burnout, academic achievement, and self-regulation with two structural models. The participants were 383 undergraduates with different majors in a university in the western part of Turkey. The results showed that academic achievement was negatively associated with three dimensions of burnout and was…

  19. Exploring the relations among physical fitness, executive functioning, and low academic achievement.

    Science.gov (United States)

    de Bruijn, A G M; Hartman, E; Kostons, D; Visscher, C; Bosker, R J

    2018-03-01

    Physical fitness seems to be related to academic performance, at least when taking the role of executive functioning into account. This assumption is highly relevant for the vulnerable population of low academic achievers because their academic performance might benefit from enhanced physical fitness. The current study examined whether physical fitness and executive functioning are independent predictors of low mathematics and spelling achievement or whether the relation between physical fitness and low achievement is mediated by specific executive functions. In total, 477 students from second- and third-grade classes of 12 primary schools were classified as either low or average-to-high achievers in mathematics and spelling based on their scores on standardized achievement tests. Multilevel structural equation models were built with direct paths between physical fitness and academic achievement and added indirect paths via components of executive functioning: inhibition, verbal working memory, visuospatial working memory, and shifting. Physical fitness was only indirectly related to low achievement via specific executive functions, depending on the academic domain involved. Verbal working memory was a mediator between physical fitness and low achievement in both domains, whereas visuospatial working memory had a mediating role only in mathematics. Physical fitness interventions aiming to improve low academic achievement, thus, could potentially be successful. The mediating effect of executive functioning suggests that these improvements in academic achievement will be preceded by enhanced executive functions, either verbal working memory (in spelling) or both verbal and visuospatial working memory (in mathematics). Copyright © 2017 Elsevier Inc. All rights reserved.

  20. The relationships between problem characteristics, achievement-related behaviors, and academic achievement in problem-based learning

    NARCIS (Netherlands)

    N. Sockalingam (Nachamma); J.I. Rotgans (Jerome); H.G. Schmidt (Henk)

    2011-01-01

    textabstractThis study investigated the influence of five problem characteristics on students' achievement-related classroom behaviors and academic achievement. Data from 5,949 polytechnic students in PBL curricula across 170 courses were analyzed by means of path analysis. The five problem

  1. Intelligence, Academic Self-Concept, and Information Literacy: The Role of Adequate Perceptions of Academic Ability in the Acquisition of Knowledge about Information Searching

    Science.gov (United States)

    Rosman, Tom; Mayer, Anne-Kathrin; Krampen, Günter

    2015-01-01

    Introduction: The present paper argues that adequate self-perceptions of academic ability are essential for students' realization of their intellectual potential, thereby fostering learning of complex skills, e.g., information-seeking skills. Thus, academic self-concept should moderate the relationship between intelligence and information…

  2. What Happens to the Fish's Achievement in a Little Pond? A Simultaneous Analysis of Class-Average Achievement Effects on Achievement and Academic Self-Concept

    Science.gov (United States)

    Stäbler, Franziska; Dumont, Hanna; Becker, Michael; Baumert, Jürgen

    2017-01-01

    Empirical studies have demonstrated that students who are taught in a group of students with higher average achievement benefit in terms of their achievement. However, there is also evidence showing that being surrounded by high-achieving students has a negative effect on students' academic self-concept, also known as the big-fish--little-pond…

  3. Video Game Strategies as Predictors of Academic Achievement

    Science.gov (United States)

    Hamlen, Karla R.

    2014-01-01

    The purpose of this study was to investigate relationships between strategies students use to overcome challenges in both video games and homework assignments, and whether or not these are predictors of academic performance in school. Data were collected through an online survey of students, primarily in middle and high school, assessing both…

  4. Scaffolded Code-switching: A resource for achieving academic ...

    African Journals Online (AJOL)

    The aim of this paper is to establish whether code-switching is still common practice in rural Limpopo as it was 16 years ago (McCabe, 1996) and if so, to suggest ways to use it as a resource to aid comprehension of English and to explicitly teach cognitive skills and academic literacy. Many rural South African schools have ...

  5. Academic Achievement and Formal Thought in Engineering Students

    Science.gov (United States)

    Vazquez, Stella Maris; de Anglat, Hilda Difabio

    2009-01-01

    Introduction: Research on university-level academic performance has significantly linked failure and dropping out to formal reasoning deficiency. We have not found any papers on formal thought in Argentine university students, in spite of the obvious shortcomings observed in the classrooms. Thus, the main objective of this paper was exploring the…

  6. Academic achievement and creative thinking in Souh African ...

    African Journals Online (AJOL)

    Objective. To assess whether the capacity for creative thinking among medical students is related to academic advancement. Design, setting, subjects, outcome measures. A timed word association test standardised and scored to assess the tendency for creative thinking was administered to 22 development programme ...

  7. Peers for Promotion: Achieving Academic Advancement through Facilitated Peer Mentoring

    Science.gov (United States)

    Ockene, Judith K.; Milner, Robert J.; Thorndyke, Luanne E.; Congdon, John; Cain, Joanna M.

    2017-01-01

    The promotion process is challenging, particularly for non-tenure track faculty in academic medicine. To address this challenge, we implemented a facilitated peer mentoring program that included a structured curriculum with regular meetings, guided by two senior faculty mentors. Participants expressed satisfaction with the program, showed…

  8. Coexisting Disorders and Academic Achievement among Children with ADHD

    Science.gov (United States)

    Barnard-Brak, Lucy; Sulak, Tracey N.; Fearon, Danielle D.

    2011-01-01

    Objective: ADHD is a commonly diagnosed neuropsychological disorder among school-aged children with reported high rates of coexisting or comorbid disorders. As ADHD has been associated with academic underachievement, the current study examines this association in view of the presence of coexisting disorders. The purpose of the current study is to…

  9. Profiling Learners' Achievement Goals when Completing Academic Essays

    Science.gov (United States)

    Ng, Chi-Hung Clarence

    2009-01-01

    This study explored adult learners' goal profiles in relation to the completion of a compulsory academic essay. Based on learners' scores on items assessing mastery, performance-approach, and work-avoidance goals, cluster analyses produced three distinct categories of learners: performance-focused, work-avoidant, and multiple-goal learners. These…

  10. The social ties that bind: social anxiety and academic achievement across the university years.

    Science.gov (United States)

    Brook, Christina A; Willoughby, Teena

    2015-05-01

    Given that engagement and integration in university/college are considered key to successful academic achievement, the identifying features of social anxiety, including fear of negative evaluation and distress and avoidance of new or all social situations, may be particularly disadvantageous in the social and evaluative contexts that are integral to university/college life. Thus, the purpose of this study was to examine the direct effects of social anxiety on academic achievement, as well as investigate an indirect mechanism through which social anxiety might impact on academic achievement, namely, the formation of new social ties in university. The participants were 942 (71.7 % female; M = 19 years at Time 1) students enrolled in a mid-sized university in Southern Ontario, Canada. Students completed annual assessments of social anxiety, social ties, and academic achievement for three consecutive years. The results from an autoregressive cross-lag path analysis indicated that social anxiety had a significant and negative direct relationship with academic achievement. Moreover, the negative indirect effect of social anxiety on academic achievement through social ties was significant, as was the opposing direction of effects (i.e., the indirect effect of academic achievement on social anxiety through social ties). These findings highlight the critical role that social ties appear to play in successful academic outcomes and in alleviating the effects of social anxiety during university/college.

  11. Intelligence, competitive altruism, and "clever silliness" may underlie bias in academe.

    Science.gov (United States)

    Madison, Guy; Dutton, Edward; Stern, Charlotta

    2017-01-01

    Why is social bias and its depressing effects on low-status or low-performing groups exaggerated? We show that the higher intelligence of academics has at best a very weak effect on reducing their bias, facilitates superficially justifying their biases, and may make them better at understanding the benefits of social conformity in general and competitive altruism specifically. We foresee a surge in research examining these mechanisms and recommend, meanwhile, reviving and better observing scientific ideals.

  12. Relationship between attainment of recommended physical activity guidelines and academic achievement: undergraduate students in Egypt.

    Science.gov (United States)

    El Ansari, Walid; Stock, Christiane

    2014-07-14

    We assessed and compared by gender, students' achievement of recommended guidelines of four PA forms, and the association between guideline achievement of each of the four PA forms and students' academic performance. Data (2009-2010) comprised 3,271 students (11 faculties) at Assiut University, Egypt. A self-administered questionnaire measured: moderate PA (MPA), vigorous PA (VPA), moderate to vigorous PA (MVPA), muscle-strengthening PA; five socio-demographic variables (gender, age, year of study, father's education, living arrangements during semester); self-rated health; and, academic performance. We compared the levels of four PA forms, socio-demographic variables, and academic performance by gender. Binary logistic regression examined the factors associated with achieving the guidelines of the four PA forms. Linear regression examined the association between frequency of four PA forms and level of academic performance. Nearly equal proportions of males and females (37%, 36%) achieved the MPA guidelines. Significantly more males achieved the VPA, MVPA, and muscle strengthening PA guidelines. Father's education was positively associated with achieving all four PA guidelines (with each increasing educational achievement of the father, student's odds of achieving PA guidelines increased by 7-9%). Students living with their parents or room mates off campus were more likely to achieve the VPA and MVPA guidelines. Students who achieved VPA and MVPA guidelines were more likely to report better academic performance. For all PA forms (except MPA), increasing academic achievement was positively associated with increasing frequency of PA, but standardised Beta (0.05-0.07) suggested a modest correlation between academic achievement and PA frequency. The linear association between frequency of PA and academic achievement, and the finding that the proportions of students who achieved the recommended levels of several forms of PA were below half of the sample call for higher

  13. The Role of Social Relationships in the Association between Adolescents' Depressive Symptoms and Academic Achievement

    Science.gov (United States)

    Maurizi, Laura K.; Grogan-Kaylor, Andrew; Granillo, M. Teresa; Delva, Jorge

    2013-01-01

    While research has established that depression interferes with academic achievement, less is understood about the processes by which social relationships may buffer the relationship between depression and academic outcomes. In this study we examined the role of positive relationships in the school, family and peer contexts in the association between depressive symptoms and academic achievement among 894 adolescents aged 12-17 years living in Santiago, Chile. Depressive symptoms were associated with lower levels of academic achievement; parental monitoring, school belonging, positive mother relationships, and having academically inclined peers moderated this relationship, though some interactions differed by sex and age. Implications for promoting the academic success of adolescents experiencing depressive symptoms are discussed. PMID:23667282

  14. Study of the Effect of Education and Academic Environment on Emotional Intelligence on Accounting Students in Iran

    Science.gov (United States)

    Salehi, Mahdi; Zadeh, Mohammadreza Abbas; Ghaderi, Alireza; Tabasi, Alaleh Zhian

    2016-01-01

    The current study aims to investigate the relation between education and academic environment on emotional intelligence of accounting students in state and non-state universities in Iran. In order to collecting data Bar-on emotional intelligence test and SCL 90 questionnaire administrated among 476 students in different subjects including…

  15. Trait Emotional Intelligence and Academic Performance: Controlling for the Effects of IQ, Personality, and Self-Concept

    Science.gov (United States)

    Ferrando, Mercedes; Prieto, Maria Dolores; Almeida, Leandro S.; Ferrandiz, Carmen; Bermejo, Rosario; Lopez-Pina, Jose Antonio; Hernandez, Daniel; Sainz, Marta; Fernandez, Mari-Carmen

    2011-01-01

    This article analyses the relationship between trait emotional intelligence and academic performance, controlling for the effects of IQ, personality, and self-concept dimensions. A sample of 290 preadolescents (11-12 years old) took part in the study. The instruments used were (a) Trait Emotional Intelligence Questionnaire-Adolescents Short Form…

  16. The relationship between Persecution and perfectionism with Academic achievement and Burnout in medical students

    Directory of Open Access Journals (Sweden)

    Zahra Dasht Bozorgi

    2016-04-01

    Full Text Available Aims: The aim of this study was to investigate the relationship between Persecution, Maladjustment perfectionism and Adjustment perfectionism with Academic achievement and Academic Burnout among medical students. Methods: This cross-sectional and correlational study which was performed by medical students from the Medical University of Gondi Shapoor in Ahvaz in 2015. The sample group included 200 medical students who were selected by random-stratified sampling. Procrastination Assessment Scale, Perfectionism Inventory, Academic Burnout Inventory were used for collecting data. Data analysis was conducted by SPSS 20 software using Pearson correlation coefficient and Canonical Correlation Analysis. Results: The findings indicated that there is a significant relationship between the Predicting Variables (Persecution, Maladjustment perfectionism and Adjustment perfectionism and the Criteria Variables (Academic achievement and Academic Burnout. The amount of Canonical Correlation (0.91, (P<0.05 is an indication of a significant relationship between the two sets of variables. Conclusion: It can be concluded from this study that academic achievement not Academic Burnout was predicted by Persecution, Maladjustment perfectionism and adjustment perfectionism. Maladjustment perfectionism showed the greatest relationship with academic achievement. So Persecution, Maladjustment perfectionism and adjustment perfectionism can interfere with academic achievement.

  17. Improving Students' Creative Thinking and Achievement through the Implementation of Multiple Intelligence Approach with Mind Mapping

    Science.gov (United States)

    Widiana, I. Wayan; Jampel, I. Nyoman

    2016-01-01

    This classroom action research aimed to improve the students' creative thinking and achievement in learning science. It conducted through the implementation of multiple intelligences with mind mapping approach and describing the students' responses. The subjects of this research were the fifth grade students of SD 8 Tianyar Barat, Kubu, and…

  18. Processing Speed and Intelligence as Predictors of School Achievement: Mediation or Unique Contribution?

    Science.gov (United States)

    Dodonova, Yulia A.; Dodonov, Yury S.

    2012-01-01

    The relationships between processing speed, intelligence, and school achievement were analyzed on a sample of 184 Russian 16-year-old students. Two speeded tasks required the discrimination of simple geometrical shapes and the recognition of the presented meaningless figures. Raven's Advanced Progressive Matrices and the verbal subtests of…

  19. Academic achievement over 8 years among children who met modified criteria for attention-deficit/hyperactivity disorder at 4-6 years of age.

    Science.gov (United States)

    Massetti, Greta M; Lahey, Benjamin B; Pelham, William E; Loney, Jan; Ehrhardt, Ashley; Lee, Steve S; Kipp, Heidi

    2008-04-01

    The predictive validity of symptom criteria for different subtypes of ADHD among children who were impaired in at least one setting in early childhood was examined. Academic achievement was assessed seven times over 8 years in 125 children who met symptom criteria for ADHD at 4-6 years of age and in 130 demographically-matched non-referred comparison children. When intelligence and other confounds were controlled, children who met modified criteria for the predominantly inattentive subtype of ADHD in wave 1 had lower reading, spelling, and mathematics scores over time than both comparison children and children who met modified criteria for the other subtypes of ADHD. In some analyses, children who met modified criteria for the combined type had somewhat lower mathematics scores than comparison children. The robust academic deficits relative to intelligence in the inattentive group in this age range suggest either that inattention results in academic underachievement or that some children in the inattentive group have learning disabilities that cause secondary symptoms of inattention. Unexpectedly, wave 1 internalizing (anxiety and depression) symptoms independently predicted deficits in academic achievement controlling ADHD, intelligence, and other predictors.

  20. Academic Self-Concept and Academic Self-Efficacy: Self-Beliefs Enable Academic Achievement of Twice-Exceptional Students

    Science.gov (United States)

    Wang, Clare Wen; Neihart, Maureen

    2015-01-01

    Many studies have reported that twice-exceptional (2e) students were vulnerable in psychological traits and exhibited low-academic self-concept and academic self-efficacy. Such vulnerability may cause their academic failures. This study applied interpretative phenomenological analysis (IPA), a qualitative approach to investigate the perceptions of…

  1. Self-Efficacy, Satisfaction, and Academic Achievement: The Mediator Role of Students' Expectancy-Value Beliefs.

    Science.gov (United States)

    Doménech-Betoret, Fernando; Abellán-Roselló, Laura; Gómez-Artiga, Amparo

    2017-01-01

    Although there is considerable evidence to support the direct effects of self-efficacy beliefs on academic achievement, very few studies have explored the motivational mechanism that mediates the self-efficacy-achievement relationship, and they are necessary to understand how and why self-efficacy affects students' academic achievement. Based on a socio-cognitive perspective of motivation, this study examines the relationships among academic self-efficacy, students' expectancy-value beliefs, teaching process satisfaction, and academic achievement. Its main aim is to identify some motivational-underlying processes through which students' academic self-efficacy affects student achievement and satisfaction. Student achievement and satisfaction are two of the most important learning outcomes, and are considered key indicators of education quality. The sample comprises 797 Spanish secondary education students from 36 educational settings and three schools. The scales that referred to self-efficacy and expectancy-value beliefs were administered at the beginning of the course, while student satisfaction and achievement were measured at the end of the course. The data analysis was conducted by structural equation modeling (SEM). The results revealed that students' expectancy-value beliefs (Subject value, Process expectancy, Achievement expectancy, Cost expectancy) played a mediator role between academic self-efficacy and the achievement/satisfaction relationship. These results provided empirical evidence to better understand the mechanism that mediates self-efficacy-achievement and efficacy-course satisfaction relationships. The implications of these findings for teaching and learning in secondary education are discussed.

  2. Self-Efficacy, Satisfaction, and Academic Achievement: The Mediator Role of Students' Expectancy-Value Beliefs

    Directory of Open Access Journals (Sweden)

    Fernando Doménech-Betoret

    2017-07-01

    Full Text Available Although there is considerable evidence to support the direct effects of self-efficacy beliefs on academic achievement, very few studies have explored the motivational mechanism that mediates the self-efficacy–achievement relationship, and they are necessary to understand how and why self-efficacy affects students' academic achievement. Based on a socio-cognitive perspective of motivation, this study examines the relationships among academic self-efficacy, students' expectancy-value beliefs, teaching process satisfaction, and academic achievement. Its main aim is to identify some motivational-underlying processes through which students' academic self-efficacy affects student achievement and satisfaction. Student achievement and satisfaction are two of the most important learning outcomes, and are considered key indicators of education quality. The sample comprises 797 Spanish secondary education students from 36 educational settings and three schools. The scales that referred to self-efficacy and expectancy-value beliefs were administered at the beginning of the course, while student satisfaction and achievement were measured at the end of the course. The data analysis was conducted by structural equation modeling (SEM. The results revealed that students' expectancy-value beliefs (Subject value, Process expectancy, Achievement expectancy, Cost expectancy played a mediator role between academic self-efficacy and the achievement/satisfaction relationship. These results provided empirical evidence to better understand the mechanism that mediates self-efficacy–achievement and efficacy–course satisfaction relationships. The implications of these findings for teaching and learning in secondary education are discussed.

  3. The Beliefs of Students, Parents and Teachers about Internal Factors of Academic Achievement

    Directory of Open Access Journals (Sweden)

    Helena Smrtnik Vitulić

    2014-03-01

    Full Text Available The main purpose of this paper was to determine the beliefs of students, teachers and parents about the internal factors of academic achievement and to verify whether their beliefs vary. In this paper the beliefs about the internal factors of academic achievement: personality traits, intellectual ability, language competence, interest in the subject and locus of control are thematised. The sample included 516 students from grades 5, 7 and 9 of 12 different basic schools in central Slovenia, 408 of their parents and 195 teachers. Amongst the broad range of personality traits in the survey questionnaire, parents selected openness and conscientiousness as the most important traits for academic success, while students selected openness and extroversion, and teachers selected agreeableness and emotional stability. In the opinion of the participants in the research, amongst other internal factors of academic success emphasised, those that have the greatest influence on academic achievement are interest in the subject and internal locus of control, while students’ intellectual ability and language competence are attributed slightly less importance. Beliefs regarding the individual factors of academic achievement vary between the groups of participants. In the future, it would be sensible to encourage students, teachers and parents to reflect on the meaning of the individual factors of academic achievement, and especially to speak with them about the factors on which each respective group can exert an influence in order to improve students’ academic achievement.

  4. The Reciprocal Relations between Self-Concept, Motivation and Achievement: Juxtaposing Academic Self-Concept and Achievement Goal Orientations for Mathematics Success

    Science.gov (United States)

    Seaton, Marjorie; Parker, Philip; Marsh, Herbert W.; Craven, Rhonda G.; Yeung, Alexander Seeshing

    2014-01-01

    Research suggests that motivated students and those with high academic self-concepts perform better academically. Although substantial evidence supports a reciprocal relation between academic self-concept and achievement, there is less evidence supporting a similar relation between achievement goal orientations and achievement. There is also a…

  5. The Effects of War on Syrian Refugees' Academic Achievement

    Science.gov (United States)

    Ulum, Ömer Gökhan; Kara, Ömer Tugrul

    2016-01-01

    The aim of this study is to provide an overview of the effects of war on Syrian students' academic success. No one can deny the fact that wars have direct and indirect effects on children. Besides, no one can deny the fact that not only soldiers are targets in wars, but also children, women, and even old people are, who altogether make a society.…

  6. Who needs innate ability to succeed in math and literacy? Academic-domain-specific theories of intelligence about peers versus adults.

    Science.gov (United States)

    Gunderson, Elizabeth A; Hamdan, Noora; Sorhagen, Nicole S; D'Esterre, Alexander P

    2017-06-01

    Individuals' implicit theories of intelligence exist on a spectrum, from believing intelligence is fixed and unchangeable, to believing it is malleable and can be improved with effort. A belief in malleable intelligence leads to adaptive responses to challenge and higher achievement. However, surprisingly little is known about the development of academic-domain-specific theories of intelligence (i.e., math vs. reading and writing). The authors examined this in a cross-section of students from 1st grade to college (N = 523). They also examined whether students hold different beliefs about the role of fixed ability in adult jobs versus their own grade. The authors' adult-specific beliefs hypothesis states that when children learn societally held beliefs from adults, they first apply these beliefs specifically to adults and later to students their own age. Consistent with this, even the youngest students (1st and 2nd graders) believed that success in an adult job requires more fixed ability in math than reading and writing. However, when asked about students in their own grade, only high school and college students reported that math involves more fixed ability than reading and writing. High school and college students' math-specific theories of intelligence were related to their motivation and achievement in math, controlling for reading and writing-specific theories. Reading and writing-specific theories did not predict reading and writing-specific motivations or achievement, perhaps because students perceive reading and writing as less challenging than math. In summary, academic-domain-specific theories of intelligence develop early but may not become self-relevant until adolescence, and math-specific beliefs may be especially important targets for intervention. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  7. The Diffusion of Academic Achievements: Social Selection and Influence in Student Networks

    OpenAIRE

    Sofia Dokuka; Diliara Valeeva; Maria Yudkevich

    2015-01-01

    Peer group effects show the influence of student social environments on their individual achievements. Traditionally, a social environment is considered by researchers of peer effects as exogenously given. However, significant peers that affect performance are often those that are deliberately chosen. Students might choose their friends among peers with similar academic achievements. A dynamic analysis of student social networks and academic achievements is needed to disentangle social select...

  8. Effects of Cooperative Learning Method Type Stad, Language Aptitude, and Intelligence on the Achievement English Hotel at Medan Tourism Academy

    Directory of Open Access Journals (Sweden)

    Abdul Kadir Ritonga

    2017-01-01

    Full Text Available STAD cooperative learning method which is considered effective in achieving the goal of learning the English language, especially for students majoring in Tourism Academy who are required to master English for Specific Purposes (ESP in accordance with their needs. This study uses factorial design 2x3x3 version of the non-equivalent control group design with ANOVA 3 Ways. The subjects were students MDK III / 5 A and B courses MDK III.5 Rooms Division department Hospitality Academy Year 2015/2016. The samples are saturated samples. Data were collected through a pretest, posttest, and instrument of Language Aptitude and Intelligence parametric statistics analyzed by parametric statistics with significance level of 0.05%. The results showed that: (1 there are differences between method STAD cooperative learning and expository on Hospitality English achievement, (2 there are differences between the students who have high language aptitude and low language aptitude on English achievement, (3 there are differences between students who have high language aptitude and medium on Hospitality English achievement, (4 there are differences between students who have the medium language aptitude and low language aptitude on Hospitality English achievement, (5 there are differences between students who have high intelligence and low intelligence\\ on Hospitality English achievement, (6 there are no differences between who have high intelligence and medium intelligence on Hospitality English achievement, (7 there are differences between students who have the medium intelligence and low intelligence on Hospitality English achievement, (8 there is no interaction between the learning method and language aptitude on Hospitality English achievement, (9 there is an interaction between the learning method and the intelligence on Hospitality English achievement, (10 there is no interaction between intelligence and language aptitude on Hospitality English achievement. (11

  9. Academic Motivation and Self-Regulated Learning in Predicting Academic Achievement in College

    Science.gov (United States)

    Çetin, Baris

    2015-01-01

    The purpose of this study was to determine whether academic motivation and academic self-regulated learning predicted students' GPAs in the Early Childhood Education Department. The study participants consisted of 166 early childhood education majors enrolled in the 2014 spring semester at Georgia Southern University, USA. Data were gathered using…

  10. The relationship between autonomous motivation and autonomy support in medical students' academic achievement.

    Science.gov (United States)

    Feri, Rose; Soemantri, Diantha; Jusuf, Anwar

    2016-12-29

    This study applied self-determination theory (SDT) to investigate the relationship between students' autonomous motivation and tutors' autonomy support in medical students' academic achievement. This was a cross-sectional study. Out of 204 students in a fundamental medical science course, 199 participated in the study. Data was collected using two questionnaires: the Learning Self-Regulation and Learning Climate Questionnaires. The score of the course assessment was the measure of academic achievement. Data was analyzed and reported with descriptive and inferential statistics (mean, standard deviation and multiple regression analysis). Mean score (±standard deviation) of the autonomous motivation, tutors' autonomy support, and academic achievement were 5.48±0.89, 5.22±0.92, and 5.22±0.92. Multiple regression results reported students' autonomous motivation was associated with improvement of students' academic achievement (β=15.2, p=0.004). However, augmentation of tutors' autonomy support was not reflected in the improvement of students' academic achievement (β = -12.6, p = 0.019). Both students' autonomous motivation and tutors' autonomy support had a contribution of about 4.2% students' academic achievement (F = 4.343, p = 0.014, R 2 = 0.042). Due to the unique characteristic of our medical students' educational background, our study shows that tutors' autonomy support is inconsistent with students' academic achievement. However, both autonomous motivation and support are essential to students' academic achievement. Further study is needed to explore students' educational background and self-regulated learning competence to improve students' academic achievement.

  11. The relationship between autonomous motivation and autonomy support in medical students’ academic achievement

    Science.gov (United States)

    Soemantri, Diantha; Jusuf, Anwar

    2016-01-01

    Objectives This study applied self-determination theory (SDT) to investigate the relationship between students’ autonomous motivation and tutors’ autonomy support in medical students’ academic achievement. Methods This was a cross-sectional study. Out of 204 students in a fundamental medical science course, 199 participated in the study. Data was collected using two questionnaires: the Learning Self-Regulation and Learning Climate Questionnaires. The score of the course assessment was the measure of academic achievement. Data was analyzed and reported with descriptive and inferential statistics (mean, standard deviation and multiple regression analysis).  Results Mean score (±standard deviation) of the autonomous motivation, tutors’ autonomy support, and academic achievement were 5.48±0.89, 5.22±0.92, and 5.22±0.92. Multiple regression results reported students’ autonomous motivation was associated with improvement of students’ academic achievement (β=15.2, p=0.004). However, augmentation of tutors’ autonomy support was not reflected in the improvement of students’ academic achievement (β = -12.6, p = 0.019). Both students’ autonomous motivation and tutors’ autonomy support had a contribution of about 4.2% students’ academic achievement (F = 4.343, p = 0.014, R2 = 0.042). Conclusions Due to the unique characteristic of our medical students’ educational background, our study shows that tutors’ autonomy support is inconsistent with students’ academic achievement. However, both autonomous motivation and support are essential to students’ academic achievement. Further study is needed to explore students’ educational background and self-regulated learning competence to improve students’ academic achievement.               PMID:28035054

  12. Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects

    Science.gov (United States)

    Pekrun, Reinhard; Lichtenfeld, Stephanie; Marsh, Herbert W.; Murayama, Kou; Goetz, Thomas

    2017-01-01

    A reciprocal effects model linking emotion and achievement over time is proposed. The model was tested using five annual waves of the Project for the Analysis of Learning and Achievement in Mathematics (PALMA) longitudinal study, which investigated adolescents' development in mathematics (Grades 5-9; N = 3,425 German students; mean starting…

  13. Learned Helplessness, Test Anxiety, and Academic Achievement: A Longitudinal Analysis.

    Science.gov (United States)

    Fincham, Frank D.; And Others

    1989-01-01

    Examines the stability of individual differences in test anxiety and learned helplessness of 82 children in third grade and later in fifth grade. Results indicate that teacher reports of helplessness had the strongest and most consistent relation to concurrent achievement and to achievement test scores two years later. (RJC)

  14. Influence of Family Background on Academic Achievement of ...

    African Journals Online (AJOL)

    The results revealed that family structure, parents‟ occupation and educational level of parents, did not have significant influence on students‟ achievement in biology. Based on the findings, the paper concludes that family background did not have much influence on students‟ achievement in science (biology) as against ...

  15. Friend Effects and Racial Disparities in Academic Achievement

    Directory of Open Access Journals (Sweden)

    Jennifer Flashman

    2014-07-01

    Full Text Available Racial disparities in achievement are a persistent fact of the US educational system. An often cited but rarely directly studied explanation for these disparities is that adolescents from different racial and ethnic backgrounds are exposed to different peers and have different friends. In this article I identify the impact of friends on racial and ethnic achievement disparities. Using data from Add Health and an instrumental variable approach, I show that the achievement characteristics of youths’ friends drive friend effects; adolescents with friends with higher grades are more likely to increase their grades compared to those with lower-achieving friends. Although these effects do not differ across race/ethnicity, given differences in friendship patterns, if black and Latino adolescents had friends with the achievement characteristics of white students, the GPA gap would be 17 to 19 percent smaller. Although modest, this effect represents an important and often overlooked source of difference among black and Latino youth.

  16. Parental involvement, adolescents' self-determined learning and academic achievement in Urban China.

    Science.gov (United States)

    Wang, Hongyu; Cai, Tianji

    2017-02-01

    Self-determined learning is essential to academic success. The motivational resources development model argues that parents promote academic success in their children indirectly by nurturing self-determined learner. In this study, applying a structural equation modelling and using data collected from 8th graders in Zhuhai, China (n = 1009) in 2012, we aim to answer 2 research questions: (a) What forms of parental involvement are highly correlated with self-determined learning and (b) Can self-determined learning fully mediate the relationship between parental involvement and students' academic performance? We find that parental leisure involvement is positively and significantly associated with the development of self-determined learning, which in turn is significantly and positively correlated with academic achievement. Parental provision of structure or parental academic assistance is not significantly associated with students' self-regulation and students' academic achievement. © 2015 International Union of Psychological Science.

  17. Garrison's model of self-directed learning: preliminary validation and relationship to academic achievement.

    Science.gov (United States)

    Abd-El-Fattah, Sabry M

    2010-11-01

    In this project, 119 undergraduates responded to a questionnaire tapping three psychological constructs implicated in Garrison's model of self-directed learning: self-management, self-monitoring, and motivation. Mediation analyses showed that these psychological constructs are interrelated and that motivation mediates the relationship between self-management and self-monitoring. Path modeling analyses revealed that self-management and self-monitoring significantly predicted academic achievement over two semesters with self-management being the strongest predictor. Motivation significantly predicted academic achievement over the second semester only. Implications of these findings for self-directed learning and academic achievement in a traditional classroom setting are discussed.

  18. An Analysis of Independent, Non-Academic Characteristics of Chinese and American Business Students Associated with Emotional Intelligence

    Science.gov (United States)

    Margavio, Thomas M.; Margavio, Geanie W.; Hignite, Michael A.; Moses, Duane R.

    2014-01-01

    In a continuation of their prior research which focused on the differences in Emotional Intelligence (EI) levels between Chinese and American business students and the academic variables associated with those scores, the authors extend their efforts to investigate those personal (non-academic) characteristics of both American and Chinese business…

  19. Self-regulated Learning Behavior of College Students of Art and Their Academic Achievement

    Science.gov (United States)

    Peng, Cuixin

    This study focuses on the relationship between self-regulated learning behavior and their academic achievement of college students of art. The results show that for students of art, the involvements in self-efficacy, intrinsic value and cognitive strategies are closely tied to their performance in the examination. However, test anxiety, as a negative emotional factor is negatively correlated with academic performance. And among the five variables, self-efficacy has the strongest influence on students of art's academic performance.

  20. Physical activity and obesity mediate the association between childhood motor function and adolescents' academic achievement.

    Science.gov (United States)

    Kantomaa, Marko T; Stamatakis, Emmanuel; Kankaanpää, Anna; Kaakinen, Marika; Rodriguez, Alina; Taanila, Anja; Ahonen, Timo; Järvelin, Marjo-Riitta; Tammelin, Tuija

    2013-01-29

    The global epidemic of obesity and physical inactivity may have detrimental implications for young people's cognitive function and academic achievement. This prospective study investigated whether childhood motor function predicts later academic achievement via physical activity, fitness, and obesity. The study sample included 8,061 children from the Northern Finland Birth Cohort 1986, which contains data about parent-reported motor function at age 8 y and self-reported physical activity, predicted cardiorespiratory fitness (cycle ergometer test), obesity (body weight and height), and academic achievement (grades) at age 16 y. Structural equation models with unstandardized (B) and standardized (β) coefficients were used to test whether, and to what extent, physical activity, cardiorespiratory fitness, and obesity at age 16 mediated the association between childhood motor function and adolescents' academic achievement. Physical activity was associated with a higher grade-point average, and obesity was associated with a lower grade-point average in adolescence. Furthermore, compromised motor function in childhood had a negative indirect effect on adolescents' academic achievement via physical inactivity (B = -0.023, 95% confidence interval = -0.031, -0.015) and obesity (B = -0.025, 95% confidence interval = -0.039, -0.011), but not via cardiorespiratory fitness. These results suggest that physical activity and obesity may mediate the association between childhood motor function and adolescents' academic achievement. Compromised motor function in childhood may represent an important factor driving the effects of obesity and physical inactivity on academic underachievement.

  1. Physical activity and obesity mediate the association between childhood motor function and adolescents’ academic achievement

    Science.gov (United States)

    Kantomaa, Marko T.; Stamatakis, Emmanuel; Kankaanpää, Anna; Kaakinen, Marika; Rodriguez, Alina; Taanila, Anja; Ahonen, Timo; Järvelin, Marjo-Riitta; Tammelin, Tuija

    2013-01-01

    The global epidemic of obesity and physical inactivity may have detrimental implications for young people’s cognitive function and academic achievement. This prospective study investigated whether childhood motor function predicts later academic achievement via physical activity, fitness, and obesity. The study sample included 8,061 children from the Northern Finland Birth Cohort 1986, which contains data about parent-reported motor function at age 8 y and self-reported physical activity, predicted cardiorespiratory fitness (cycle ergometer test), obesity (body weight and height), and academic achievement (grades) at age 16 y. Structural equation models with unstandardized (B) and standardized (β) coefficients were used to test whether, and to what extent, physical activity, cardiorespiratory fitness, and obesity at age 16 mediated the association between childhood motor function and adolescents’ academic achievement. Physical activity was associated with a higher grade-point average, and obesity was associated with a lower grade-point average in adolescence. Furthermore, compromised motor function in childhood had a negative indirect effect on adolescents’ academic achievement via physical inactivity (B = –0.023, 95% confidence interval = –0.031, –0.015) and obesity (B = –0.025, 95% confidence interval = –0.039, –0.011), but not via cardiorespiratory fitness. These results suggest that physical activity and obesity may mediate the association between childhood motor function and adolescents’ academic achievement. Compromised motor function in childhood may represent an important factor driving the effects of obesity and physical inactivity on academic underachievement. PMID:23277558

  2. Parenting, Peer Relationships, Academic Self-efficacy, and Academic Achievement: Direct and Mediating Effects.

    Science.gov (United States)

    Llorca, Anna; Cristina Richaud, María; Malonda, Elisabeth

    2017-01-01

    The aim of the present study is to analyze the relation between authoritative and permissive parenting styles with the kinds of adolescent peer relationships (attachment, victimization, or aggression), and of the latter ones, in turn, with academic self-efficacy, and academic performance, in three waves that range from the early-mid adolescence to late adolescence. Five hundred Spanish adolescents, of both sexes, participated in a three-wave longitudinal study in Valencia, Spain. In the first wave, adolescents were either in the third year of secondary school or the fourth year of secondary school. The mean age in the first wave was 14.70 ( SD = 0.68; range = 13-16 years). Child Report of Parental Behavior Inventory (Schaefer, 1965; Samper et al., 2006), Peer Attachment (from the Inventory of Parent and Peer Attachment by Armsden and Greenberg, 1987), Victimization (from the Kit at School, Buhs et al., 2010), Physical and Verbal Aggression Scale (Caprara and Pastorelli, 1993; Del Barrio et al., 2001), items of academic self-efficacy, and items of academic performance were administered. Structural equations modeling-path analysis was employed to explore the proposed models. The results indicated that parenting styles relate to the way the adolescents develops attachments to their peers and to academic self-efficacy. The mother's permissive style is an important positive predictor of aggressive behavior and a negative predictor of attachment to their peers. At the end, peer relations and academic self-efficacy are mediator variables between parenting styles and academic performance.

  3. Origin of differences between Serbian and Roma children in social intelligence test's achievement

    Directory of Open Access Journals (Sweden)

    Đigić Gordana

    2008-01-01

    Full Text Available The goal of the presented research is to identify the origin of differences between Serbian (N=166 and Roma children (N=169 of primary school age in achievement on Modified Rosenzweig Test, used as a measure of social intelligence (Roma children had lower results than Serbian children. Results show that these differences can be partly explained with extreme inviolable socio-economic and cultural status of Roma children. Social intelligence test's scores are significantly correlated with socio-economic and cultural status; this correlation is more apparent in Roma than in Serbian sample. Differences between Serbian and Roma children become less apparent when we control the influence of socio-economic and cultural status. Parent's educational level is recognized as the most important indicator of socio-economic and cultural status. Another way to identify the origin of differences was directed to investigation of adequacy of used test as a measure of social intelligence of Roma children. Our assumption that some items make whole test unfair for Roma children is not confirmed. However, results concerning the relation between experience with particular social situations and success in particular test items, and results concerning the different structures of implicite understanding of social intelligence by Serbian and Roma parents, point out that test key favors responses that Serbian people accept as optimal in task situation, while the responses according to Roma implicite understanding of social intelligence are less valued.

  4. INTELLIGENCE QUOTIENT (IQ AS A PREDICTOR OF READING COMPREHENSION AND WRITING ACHIEVEMENT OF EFL LEARNERS

    Directory of Open Access Journals (Sweden)

    Ary Setya B. Ningrum

    2017-05-01

    Full Text Available This study aimed at investigating Intelligent Quotient (IQ as a predictor of reading comprehension and writing achievement as well as to correlate the students‟ reading comprehension with their writing achievement. The participant of the study were 32 senior high school Indonesian students. There are three instruments used in this study, those are IQ test, reading comprehension test, and writing test. Upon obtaining the whole data needed, Pearson Product Moment formula was employed to determine the correlation of IQ with reading comprehension and writing achievement as well as reading comprehension with writing achievement. The result of this study revealed that IQ made significant contribution in predicting reading comprehension (23.42% and writing achievement (16.08%. In addition, the correlation coefficient of reading comprehension and writing achievement shows that they are moderately correlated (r=.587, meaning that reading comprehension contributes as many as 34.45% to writing achievement.

  5. The Relationship Between Children's Academic Performance and Achievement Accountability

    Science.gov (United States)

    Clifford, Margaret M.; Cleary, T. Anne

    1972-01-01

    Purpose of the study is to examine relationships between internality and achievement-related variables in a performance situation where students determine the difficulty level at which they desire to work. (Authors)

  6. Influence of Family Background on Academic Achievement of ...

    African Journals Online (AJOL)

    First Lady

    Achievement of Secondary School Biology Students in Anambra State. Osuafor .... biology as these researchers could not lay their hands on any. Hence, there is ... in biology? 3. How does the parents' level of education (high, middle and low).

  7. Student Perception of Academic Achievement Factors at High School

    OpenAIRE

    Bahar, Mustafa

    2015-01-01

    Measuring the quality of the ‘product’ is elemental in education, and most studies depend on observational data about student achievement factors, focusing overwhelmingly on quantitative data namely achievement scores, school data like attendance, facilities, expenditure class size etc. But there is little evidence of learner perceptions. 553 students from two different universities, who graduated from 3 high school types, were asked to respond to two fundamental questions to reflect on schoo...

  8. CAEP 2015 Academic Symposium: Current State and Recommendations to Achieve Adequate and Sustainable Funding for Emergency Medicine Academic Units.

    Science.gov (United States)

    Lang, Eddy S; Artz, Jennifer D; Wilkie, Ryan D; Stiell, Ian G; Topping, Claude; Belanger, François P; Afilalo, Marc; Renouf, Tia; Crocco, Anthony; Wyatt, Kelly; Christenson, Jim

    2016-05-01

    To describe the current state of academic emergency medicine (EM) funding in Canada and develop recommendations to grow and establish sustainable funding. A panel of eight leaders from different EM academic units was assembled. Using mixed methods (including a literature review, sharing of professional experiences, a survey of current EM academic heads, and data previously collected from an environmental scan), 10 recommendations were drafted and presented at an academic symposium. Attendee feedback was incorporated, and the second set of draft recommendations was further distributed to the Canadian Association Emergency Physicians (CAEP) Academic Section for additional comments before being finalized. Recommendations were developed around the funding challenges identified and solutions developed by academic EM university-based units across Canada. A strategic plan was seen as integral to achieving strong funding of an EM unit, especially when it aligned with departmental and institutional priorities. A business plan, although occasionally overlooked, was deemed an important component for planning and sustaining the academic mission. A number of recommendations surrounding philanthropy consisted of creating partnerships with existing foundations and engaging multiple stakeholders and communities. Synergy between academic and clinical EM departments was also viewed as an opportunity to ensure integration of common missions. Education and networking for current and future leaders were also viewed as invaluable to ensure that opportunities are optimized through strong leadership development and shared experiences to further the EM academic missions across the country. These recommendations were designed to improve the financial circumstances for many Canadian EM units. There is a considerable wealth of resources that can contribute to financial stability for an academic unit, and an annual networking meeting and continuing education on these issues will facilitate

  9. Tutoring Styles That Encourage Learner Satisfaction, Academic Engagement, and Achievement in an Online Environment

    Science.gov (United States)

    Chae, Soo Eun; Shin, Jae-Han

    2016-01-01

    This study was aimed to find which tutoring styles significantly predict learners' satisfaction with an e-learning service, academic involvement, and academic achievement. The tutoring styles included subject expert, facilitator, guider, and administrator. In this study, 818 Korean sixth-grade students (ages 11-12 years), enrolled in the…

  10. Financial Aid Tipping Points: An Analysis of Aid and Academic Achievement at a California Community College

    Science.gov (United States)

    Coria, Elizabeth; Hoffman, John L.

    2016-01-01

    The purpose of this study was to explore relationships between financial aid awards and measures of student academic achievement. Financial aid and academic records for 11,956 students attending an urban California community college were examined and analyzed using simultaneous linear regression and two-way factorial ANOVAs. Findings revealed a…

  11. Degrees of Resilience: Profiling Psychological Resilience and Prospective Academic Achievement in University Inductees

    Science.gov (United States)

    Allan, John F.; McKenna, Jim; Dominey, Susan

    2014-01-01

    University inductees may be increasingly vulnerable to stressors during transition into higher education (HE), requiring psychological resilience to achieve academic success. This study aimed to profile inductees' resilience and to investigate links to prospective end of year academic outcomes. Scores for resilience were based on a validated…

  12. Children's Sleep and Academic Achievement: The Moderating Role of Effortful Control

    Science.gov (United States)

    Diaz, Anjolii; Berger, Rebecca; Valiente, Carlos; Eisenberg, Nancy; VanSchyndel, Sarah K.; Tao, Chun; Spinrad, Tracy; Doane, Leah D.; Thompson, Marilyn S.; Silva, Kassondra M.; Southworth, Jody

    2017-01-01

    Poor sleep is thought to interfere with children's learning and academic achievement (AA). However, existing research and theory indicate there are factors that may mitigate the academic risk associated with poor sleep. The purpose of this study was to examine the moderating role of children's effortful control (EC) on the relation between sleep…

  13. Work Valence as a Predictor of Academic Achievement in the Family Context

    Science.gov (United States)

    Porfeli, Erik; Ferrari, Lea; Nota, Laura

    2013-01-01

    This study asserts a theoretical model of academic and work socialization within the family setting. The presumed associations between parents' work valences, children's work valences and valence perceptions, and children's academic interest and achievement are tested. The results suggest that children's perceptions of parents mediate the…

  14. Perceived Social Support and Academic Achievement: Cross-Lagged Panel and Bivariate Growth Curve Analyses

    Science.gov (United States)

    Mackinnon, Sean P.

    2012-01-01

    As students transition to post-secondary education, they experience considerable stress and declines in academic performance. Perceived social support is thought to improve academic achievement by reducing stress. Longitudinal designs with three or more waves are needed in this area because they permit stronger causal inferences and help…

  15. A Descriptive Analysis of the Relationship Between Academic Ability and Achievement of Middlesex Community College Students.

    Science.gov (United States)

    Lee, Glenda E.

    The purpose of this study was to determine if there was a relationship between the academic achievement and academic ability of students who did and those who did not request assistance in reading. Subjects used in the study were 416 entering students at Middlesex Community College in the fall of 1973. Responses on tests of reading ability,…

  16. The Relation between Time Management Skills and Academic Achievement of Potential Teachers

    Science.gov (United States)

    Cemaloglu, Necati; Filiz, Sevil

    2010-01-01

    The aim of this study is to determine the relationship between the time management skills and academic achievement of students who are potential teachers studying in faculties of education. The research was conducted in the 2007-08 academic term among 849 graduate students in the Faculty of Education at Gazi University. The "Time Management…

  17. School Values: A Comparison of Academic Motivation, Mental Health Promotion, and School Belonging with Student Achievement

    Science.gov (United States)

    Allen, Kelly-Ann; Kern, Margaret L.; Vella-Brodrick, Dianne; Waters, Lea

    2017-01-01

    School vision and mission statements are an explicit indication of a school's priorities. Research has found academic motivation, mental health promotion, and school belonging to be the most frequently cited themes in these statements. The present study sought to examine whether these themes relate to student academic achievement, as indicated by…

  18. At-Risk Student Mobility in an Urban Elementary School: Effects on Academic Achievement

    Science.gov (United States)

    Shoho, Alan R.; Oleszewski, Ashley

    2010-01-01

    The purpose of this study was to examine the impact of at-risk student mobility on academic achievement in an urban elementary school. Math and reading scores from the Texas Assessment of Academic Skills (TAAS) of 172 third, fourth, and fifth grade students from an urban school district in South Central Texas were examined to determine whether…

  19. Early Parenting Beliefs and Academic Achievement: The Mediating Role of Language

    Science.gov (United States)

    Im-Bolter, Nancie; Zadeh, Zohreh Yaghoub; Ling, Daphne

    2013-01-01

    Studies have demonstrated the association between parenting style and children's academic achievement, but the specific mechanisms underlying this relationship remain unclear. The development of skills that lay the foundation for academic success might be found in early parent-child interactions that foster language competence. Early negative…

  20. Co-Relates between Anxiety and Academic Achievement in Teacher Trainees

    Science.gov (United States)

    Yadav, Shivani; Sharma, Savita

    2013-01-01

    Anxiety is one of the major predictors of academic performance. Teacher trainees with anxiety disorder display a passive attitude in their studies such as lack of interest in learning, poor performance in exams, and on lesson plans & assignments. This research observes the relationship between level of anxiety and academic achievement of…

  1. Academic Emphasis of Urban Elementary Schools and Student Achievement in Reading and Mathematics: A Multilevel Analysis.

    Science.gov (United States)

    Goddard, Roger D.; Sweetland, Scott R.; Hoy, Wayne K.

    2000-01-01

    Examines importance of a school climate characterized by high levels of academic emphasis. Drawing on effective-schools research and social-cognitive theory, uses hierarchical linear modeling to show that academic emphasis accounts for differences among urban elementary schools in student math and reading achievement. (Contains 48 references.)…

  2. The Learning Community: A Program to Address Issues of Academic Achievement and Retention.

    Science.gov (United States)

    Hummel, Mary; Steele, Claude

    1996-01-01

    Describes the 21st Century Program at the University of Michigan, a program to address issues of academic achievement and student retention in higher education. The conceptual basis for this program comes from C. Steele's work that finds that there are disruptive pressures tied to racial stereotypes that in turn diminish academic performance. (SLD)

  3. The Role of Academic Motivation in Predicting Preservice EFL Teachers' Achievement

    Science.gov (United States)

    Kirkagaç, Senay; Öz, Hüseyin

    2017-01-01

    This study sought to investigate the possible relationship between academic motivation and academic achievement among preservice English as a Foreign Language (EFL) teachers. A total of 200 university students enrolled in an EFL teacher education program at a major state university voluntarily participated in the study. Data were collected using…

  4. Correlations between radiological technology graduates academic achievement and their obtainment of a license

    International Nuclear Information System (INIS)

    Park, Myeong Hwan; Kwon, Deok Moon; Seo, Soo Kyo

    2006-01-01

    The study analyzed the correlations between variables like characteristics related to admission, academic achievement, obtainment of a radiological technology license. A majority of participants were from Daegu and academic high schools. Many participants were accepted by general admission selection, and their reason to apply to Daegu Health College was high graduate employment. Their selection for the academic program was made by their parents and themselves. Those who took the same course twice held 35.1%, and those who got an academic warning took 8.5%. The degree of participants' academic achievement showed somewhat low, and they had difficulty in taking their major courses. The average grade for admission was lower in a following selection order: college graduates, general, special, and rural areas. The admission selections and taking science courses in high school showed little significant correlations with obtainment of a radiological technology license. However, the obtainment of the license had significant correlations with retaking the same course, getting an academic warning, and the degree of academic achievement. The results also revealed that the obtainment of the license had little significant correlations with a part-time job experience, having a boy/girlfriend, and student club participation, but it had significant correlations with accommodations and study club participation. In conclusion, it is important to point out that radiological technology graduates' obtainment of a license is closely related with the degree of their academic achievement and their college life

  5. Sports Involvement and Academic Achievement: A Study of Malaysian University Athletes

    Science.gov (United States)

    Chuan, Chun Cheng; Yusof, Aminuddin; Shah, Parilah Mohd

    2013-01-01

    Factors that influence the academic achievement of Malaysian university athletes were investigated using 156 field hockey players from several universities. The relationship between team subculture, parental influence, the learning environment, support systems, financial aid, training factors, academic assistance, socialization, and stress level…

  6. Attention Deficit Hyperactivity Disorder and Scholastic Achievement: A Model of Mediation via Academic Enablers

    Science.gov (United States)

    Volpe, Robert J.; DuPaul, George J.; DiPerna, James C.; Jitendra, Asha K.; Lutz, J. Gary; Tresco, Katy; Junod, Rosemary Vile

    2006-01-01

    The current study examined the influence of symptoms of attention deficit hyperactivity disorder (ADHD) on student academic achievement in reading and in mathematics in a sample of 146 first- through fourth-grade students, 103 of which were identified as having ADHD and academic problems in reading and/or math. A theoretical model was examined…

  7. Influence of Parenting Styles on the Adjustment and Academic Achievement of Traditional College Freshmen.

    Science.gov (United States)

    Hickman, Gregory P.; Bartholomae, Suzanne; McKenry, Patrick C.

    2000-01-01

    Examines the relationship between parenting styles and academic achievement and adjustment of traditional college freshmen (N=101). Multiple regression models indicate that authoritative parenting style was positively related to student's academic adjustment. Self-esteem was significantly predictive of social, personal-emotional, goal…

  8. Impact of Simulation Based Education on Biology Student's Academic Achievement in DNA Replication

    Science.gov (United States)

    Reddy, M. Vijaya Bhaskara; Mint, Phyu Phyu

    2017-01-01

    The aim of this study is to determine the effect of simulation methods in teaching Science on education students' academic achievement. 70 students (35 control, 35 experimental) who studied at Srinivasa College of education, SV University in the Department of Education. 2015-2016 academic year students were participated in this simulation based…

  9. Mathematics and Natural Science Students' Motivational Profiles and Their First-Year Academic Achievement

    Science.gov (United States)

    Fokkens-Bruinsma, Marjon; Vermue, Carlien Elske; Deinum, Jan Folkert

    2018-01-01

    Our study focused on describing first-year university students' motivational profiles and examining differences in academic achievement based on these profiles. Data on academic motivation of 755 students in the field of mathematics and natural sciences were collected before the start of their bachelor's degree program; data on GPA were collected…

  10. Relationships between Learning Approach, Procrastination and Academic Achievement amongst First-Year University Students

    Science.gov (United States)

    Saele, Rannveig Grøm; Dahl, Tove Irene; Sørlie, Tore; Friborg, Oddgeir

    2017-01-01

    Individual differences in student learning influence academic performance, and two aspects influencing the learning process are the particular learning approach the students use and procrastination behaviour. We examined the relationships between learning approaches, procrastination and academic achievement (measured 1 year later as the grade…

  11. The Contribution of School-Related Parental Monitoring, Self-Determination, and Self-Efficacy to Academic Achievement

    Science.gov (United States)

    Affuso, Gaetana; Bacchini, Dario; Miranda, Maria Concetta

    2017-01-01

    The aim of this study was to examine the contribution of school-related parental monitoring (SR-PM), self-determined motivation, and academic self-efficacy to academic achievement across time. The authors hypothesized that SR-PM would affect academic achievement indirectly via its effects on self-determined motivation and academic self-efficacy…

  12. Selecting Future Teachers: The Predictive Validity of Communication Skills, Personality and Academic Achievement in the Admission Process at an Asian University

    Directory of Open Access Journals (Sweden)

    Richard J. Holmes

    2009-06-01

    Full Text Available This paper studies the relationship between communication skills, personality factors and performance in secondary school and academic success in Teaching English as a Second Language (TESL programme in a Malaysian university. It was found that three specific skills: fluency, clarity and language use were modestly predictive of success over the first six semesters of the degree programme but that personality traits and general and educational knowledge were not. Performance on the Malaysian secondary school examination, especially in maths, also predicted academic success. It was also found that the qualities assessed at the interview were barely detectable by lecturers a little more than two years later although communicative skills were somewhat more so than the others. The findings suggest that when students are studying in the medium of a second language, communicative competence and prior academic achievement, possibly reflective of underlying general intelligence are important factors contributing to academic success.

  13. Parenting, Peer Relationships, Academic Self-efficacy, and Academic Achievement: Direct and Mediating Effects

    OpenAIRE

    Llorca, Anna; Cristina Richaud, María; Malonda, Elisabeth

    2017-01-01

    The aim of the present study is to analyze the relation between authoritative and permissive parenting styles with the kinds of adolescent peer relationships (attachment, victimization, or aggression), and of the latter ones, in turn, with academic self-efficacy, and academic performance, in three waves that range from the early-mid adolescence to late adolescence. Five hundred Spanish adolescents, of both sexes, participated in a three-wave longitudinal study in Valencia, Spain. In the first...

  14. Learning strategies and general cognitive ability as predictors of gender- specific academic achievement.

    Science.gov (United States)

    Ruffing, Stephanie; Wach, F-Sophie; Spinath, Frank M; Brünken, Roland; Karbach, Julia

    2015-01-01

    Recent research has revealed that learning behavior is associated with academic achievement at the college level, but the impact of specific learning strategies on academic success as well as gender differences therein are still not clear. Therefore, the aim of this study was to investigate gender differences in the incremental contribution of learning strategies over general cognitive ability in the prediction of academic achievement. The relationship between these variables was examined by correlation analyses. A set of t-tests was used to test for gender differences in learning strategies, whereas structural equation modeling as well as multi-group analyses were applied to investigate the incremental contribution of learning strategies for male and female students' academic performance. The sample consisted of 461 students (mean age = 21.2 years, SD = 3.2). Correlation analyses revealed that general cognitive ability as well as the learning strategies effort, attention, and learning environment were positively correlated with academic achievement. Gender differences were found in the reported application of many learning strategies. Importantly, the prediction of achievement in structural equation modeling revealed that only effort explained incremental variance (10%) over general cognitive ability. Results of multi-group analyses showed no gender differences in this prediction model. This finding provides further knowledge regarding gender differences in learning research and the specific role of learning strategies for academic achievement. The incremental assessment of learning strategy use as well as gender-differences in their predictive value contributes to the understanding and improvement of successful academic development.

  15. Relationship between motor coordination, cognitive abilities, and academic achievement in Japanese children with neurodevelopmental disorders

    Directory of Open Access Journals (Sweden)

    Takuya Higashionna

    2017-12-01

    Conclusion: These findings stress that it is essential to accurately identify motor coordination impairments and the interventions that would consider motor coordination problems related to cognitive abilities and academic achievement in Japanese children with neurodevelopmental disorders.

  16. A Review of the Relationship between Parental Involvement and Secondary School Students' Academic Achievement

    Directory of Open Access Journals (Sweden)

    Valerie J. Shute

    2011-01-01

    Full Text Available This paper reviews the research literature on the relationship between parental involvement (PI and academic achievement, with special focus on the secondary school (middle and high school level. The results first present how individual PI variables correlate with academic achievement and then move to more complex analyses of multiple variables on the general construct described in the literature. Several PI variables with correlations to academic achievement show promise: (a communication between children and parents about school activities and plans, (b parents holding high expectations/aspirations for their children's schooling, and (c parents employing an authoritative parenting style. We end the results section by discussing the findings in light of the limitations of nonexperimental research and the different effects of children's versus parents' perspectives on academic achievement.

  17. Students' Achievement Goals in Relation to Academic Motivation, Competence Expectancy, and Classroom Environment Perceptions

    Science.gov (United States)

    Sungur, Semra; Senler, Burcu

    2010-01-01

    The present study aimed at investigating elementary students' academic motivation (intrinsic motivation, external regulation, introjected regulation, identified regulation, and amotivation), achievement goals (mastery approach goals, mastery avoidance goals, performance approach goals, performance avoidance goals), competence expectancies, and…

  18. The Effect of Self-Regulated Learning Strategies on Academic Achievement: A Meta-Analysis Study

    Science.gov (United States)

    Ergen, Binnur; Kanadli, Sedat

    2017-01-01

    Problem Statement: Self-regulated learning strategies (cognitive, metacognitive, resource management, and motivational strategies) influence students' academic achievement, conceptual understanding, and motivation. Reviewing the national literature about self-regulated learning strategies, studies have indicated both significant and insignificant…

  19. The role of household chaos in understanding relations between early poverty and children's academic achievement

    Science.gov (United States)

    Mokrova, Irina; Vernon-Feagans, Lynne; Willoughby, Michael; Pan, Yi

    2016-01-01

    The following prospective longitudinal study used an epidemiological sample (N = 1,236) to consider the potential mediating role of early cumulative household chaos (6–58 months) on associations between early family income poverty (6 months) and children's academic achievement in kindergarten. Two dimensions of household chaos, disorganization and instability, were examined as mediators. Results revealed that, in the presence of household disorganization (but not instability) and relevant covariates, income poverty was no longer directly related to academic achievement. Income poverty was, however, positively related to household disorganization, which was, in turn, associated with lower academic achievement. Study results are consistent with previous research indicating that household chaos conveys some of the adverse longitudinal effects of income poverty on children's outcomes and extend previous findings specifically to academic achievement in early childhood. PMID:27330247

  20. First selection, then influence : Developmental differences in friendship dynamics regarding academic achievement

    NARCIS (Netherlands)

    Gremmen, Mariola Claudia; Dijkstra, Jan Kornelis; Steglich, Christian; Veenstra, René

    This study concerns peer selection and influence dynamics in early adolescents' friendships regarding academic achievement. Using longitudinal social network analysis (RSiena), both selection and influence processes were investigated for students' average grades and their cluster-specific grades

  1. Cooperative learning and academic achievement: why does groupwork work?

    Directory of Open Access Journals (Sweden)

    Robert E. Slavin

    2014-10-01

    Full Text Available Cooperative learning refers to instructional methods in which students work in small groups to help each other learn. Four major theoretical perspectives on achievement effects of cooperative learning are reviewed: Motivational, social cohesion, developmental, and cognitive elaboration. Evidence from practical classroom research primarily supports the motivational perspective, which emphasizes the use of group goals and individual accountability for group success. However, there are conditions under which methods derived from all four theoretical perspectives contribute to achievement gain. This chapter reconciles these perspectives in a unified theory of cooperative learning effects.

  2. Correlations between academic achievement and anxiety and depression in medical students experiencing integrated curriculum reform.

    Science.gov (United States)

    Yeh, Yi-Chun; Yen, Cheng-Fang; Lai, Chung-Sheng; Huang, Chun-Hsiung; Liu, Keh-Min; Huang, In-Ting

    2007-08-01

    This study aimed to examine the correlations between academic achievement and levels of anxiety and depression in medical students who were experiencing curriculum reform. The differences in academic achievement and the directions of correlations between academic achievement and anxiety and depression among the medical students with different levels of anxiety and depression were also examined. Grade 1 students from graduate-entry program and grade 3 students from undergraduate-entry program in their first semester of the new curriculum were recruited to complete the Zung's Anxiety and Depression Scale twice to examine their levels of anxiety and depression. Their academic achievement ratings in the four blocks of the first semester of the new curriculum were collected. The results indicated that no significant correlation was found between academic achievement and global anxiety and depression. However, by dividing the medical students into low, moderate and high level anxiety or depression groups, those who had poorer academic achievement in the first learning block were more likely to have higher levels of depression in the first psychologic assessment. Among the medical students who were in the high anxiety level group in the first psychologic assessment, those who had more severe anxiety had poorer academic achievement in the fourth learning block. Among the medical students who were in the low anxiety level group in the second psychologic assessment, those who had more severe anxiety had better academic achievement in the fourth learning block. Among the medical students who were in the moderate anxiety level group in the second psychologic assessment, those who had more severe anxiety had poorer academic achievement in the second learning block. Among the medical students who were in the high depression level group in the second psychologic assessment, those who had more severe depression had poorer academic achievement in the fourth learning block. The

  3. Correlations between Academic Achievement and Anxiety and Depression in Medical Students Experiencing Integrated Curriculum Reform

    Directory of Open Access Journals (Sweden)

    Yi-Chun Yeh

    2007-08-01

    Full Text Available This study aimed to examine the correlations between academic achievement and levels of anxiety and depression in medical students who were experiencing curriculum reform. The differences in academic achievement and the directions of correlations between academic achievement and anxiety and depression among the medical students with different levels of anxiety and depression were also examined. Grade 1 students from graduate-entry program and grade 3 students from undergraduate-entry program in their first semester of the new curriculum were recruited to complete the Zung's Anxiety and Depression Scale twice to examine their levels of anxiety and depression. Their academic achievement ratings in the four blocks of the first semester of the new curriculum were collected. The results indicated that no significant correlation was found between academic achievement and global anxiety and depression. However, by dividing the medical students into low, moderate and high level anxiety or depression groups, those who had poorer academic achievement in the first learning block were more likely to have higher levels of depression in the first psychologic assessment. Among the medical students who were in the high anxiety level group in the first psychologic assessment, those who had more severe anxiety had poorer academic achievement in the fourth learning block. Among the medical students who were in the low anxiety level group in the second psychologic assessment, those who had more severe anxiety had better academic achievement in the fourth learning block. Among the medical students who were in the moderate anxiety level group in the second psychologic assessment, those who had more severe anxiety had poorer academic achievement in the second learning block. Among the medical students who were in the high depression level group in the second psychologic assessment, those who had more severe depression had poorer academic achievement in the fourth

  4. A study to investigate the effectiveness of successful intelligence training program to increase academic hope

    Directory of Open Access Journals (Sweden)

    Mahbobeh Samavatian

    2014-02-01

    Full Text Available The purpose of this study is to investigate the effectiveness of successful intelligence training program on academic hopefulness of probation students of Esfahan University of Technology. The research is semi-experimental of pre-test, post-test type with control group. Research population includes all probation students of Esfahan University of Technology. The study chooses 30 female and male students and assigns them randomly into two groups of experimental and control. Experimental group participate in 13 successful intelligence-training sessions for 13 weeks. Research tools consists of, Hope in certain aspects. Statistical analysis is conducted using SPSS18 on inferential statistics level proportionate to data analysis level. Statistical test hypothesis are analyzed through univariate covariance and multivariate covariance analysis. The results show that successful intelligence program training was effective to enhance hopefulness of probation students (p < 0.05. Given the results of present research, successful intelligence program training can be used as an intervention method in order to decrease harms because of dormitory and student life.

  5. School Homework and its Relationship with Student Academic Achievement in Malaysia

    OpenAIRE

    F. P.; Chew; M. H.; Teong; Z. Ishak

    2012-01-01

    School homework has been synonymous with students- life in Chinese national type primary schools in Malaysia. Although many reports in the press claimed that students were burdened with too much of it, homework continues to be a common practice in national type schools that is believed to contribute to academic achievement. This study is conducted to identify the relationship between the burden of school homework and academic achievement among pupils in Chinese National Type Primary School in...

  6. Subjective Well-Being, Test Anxiety, Academic Achievement: Testing for Reciprocal Effects

    OpenAIRE

    Steinmayr, Ricarda; Crede, Julia; McElvany, Nele; Wirthwein, Linda

    2016-01-01

    In the context of adolescents’ subjective well-being (SWB), research has recently focused on a number of different school variables. The direction of the relationships between adolescents’ SWB, academic achievement, and test anxiety is, however, still open although reciprocal causation has been hypothesized. The present study set out to investigate to what extent SWB, academic achievement, and test anxiety influence each other over time. A sample of N = 290 11th grade students (n = 138 female...

  7. Academic and social achievement goals: Their additive, interactive, and specialized effects on school functioning.

    Science.gov (United States)

    Liem, Gregory Arief D

    2016-03-01

    Students' pursuit of academic and social goals has implications for school functioning. However, studies on academic and social achievement goals have been relatively independent and mainly conducted with students in culturally Western settings. Guided by multiple-goal perspectives, this study examined the role of academic and social achievement goals in outcome variables relevant to academic (achievement, effort/persistence), social (peer relationship satisfaction, loneliness), and socio-academic (cooperative learning, competitive learning, socially regulated, and self-regulated learning) functioning. A total of 356 Indonesian high-school students (mean age = 16 years; 36% girls) participated in the study. A self-report survey comprising items drawn from pre-existing instruments was administered to measure distinct dimensions of achievement goals and outcomes under focus. Regression analysis was performed to examine additive, interactive, and specialized effects of achievement goals on outcomes. Aligned with the hierarchical model of goal relationships (Wentzel, 2000, Contemp. Educ. Psychol., 25, 105), academic and social achievement goals bore additive effects on most outcomes. Findings also revealed a specialized effect on academic achievement and notable interactive effects on cooperative learning. In general, mastery-approach and performance-approach goals were more adaptive than their avoidance counterparts. The effects of social development goals were positive, whereas those of social demonstration-approach goals were mixed. Contrary to prior findings, social demonstration-avoidance goals did not appear to be inimical for school functioning. Findings underscore the importance of both academic and social achievement goals in day-to-day school functioning and the need to consider the meaning of goals and the coordination of multiple goals from cultural lenses. © 2015 The British Psychological Society.

  8. The Potential for Using Gamification in Academic Libraries in Order to Increase Student Engagement and Achievement

    Directory of Open Access Journals (Sweden)

    Andrew Walsh

    2014-06-01

    Full Text Available This paper discusses the potential benefits of using gamification techniques to increase student engagement with library resources. It outlines the link between student use of library resources and academic achievement, and suggests that gamification has to potential to increase usage of resources, which may also increase academic achievement. Some early findings from an implementation of a gamification project, Lemontree, are also discussed in which students reported increased usage of library resources and their acceptance of gamification techniques in Higher Education.

  9. The Beliefs of Students, Parents and Teachers about Internal Factors of Academic Achievement

    OpenAIRE

    Helena Smrtnik Vitulić; Irena Lesar

    2014-01-01

    The main purpose of this paper was to determine the beliefs of students, teachers and parents about the internal factors of academic achievement and to verify whether their beliefs vary. In this paper the beliefs about the internal factors of academic achievement: personality traits, intellectual ability, language competence, interest in the subject and locus of control are thematised. The sample included 516 students from grades 5, 7 and 9 of 12 different basic schools in central Slovenia, 4...

  10. Locus of control, test anxiety, academic procrastination, and achievement among college students.

    Science.gov (United States)

    Carden, Randy; Bryant, Courtney; Moss, Rebekah

    2004-10-01

    114 undergraduates completed the Internal-External Locus of Control scale, the Procrastination Scale, and the Achievement Anxiety Test. They also provided a self-report of their cumulative GPA. Students were divided into two groups by a median-split of 10.5, yielding an internally oriented group of 57 and an externally oriented group of 57. The former students showed significantly lower academic procrastination, debilitating test anxiety, and reported higher academic achievement than the latter.

  11. Physical activity and obesity mediate the association between childhood motor function and adolescents’ academic achievement

    OpenAIRE

    Kantomaa, Marko T.; Stamatakis, Emmanuel; Kankaanpää, Anna; Kaakinen, Marika; Rodriguez, Alina; Taanila, Anja; Ahonen, Timo; Järvelin, Marjo-Riitta; Tammelin, Tuija

    2012-01-01

    The global epidemic of obesity and physical inactivity may have detrimental implications for young people’s cognitive function and academic achievement. This prospective study investigated whether childhood motor function predicts later academic achievement via physical activity, fitness, and obesity. The study sample included 8,061 children from the Northern Finland Birth Cohort 1986, which contains data about parent-reported motor function at age 8 y and self-reported physical activity, pre...

  12. THE ATTITUDE OF TEACHERS TOWARDS PROSOCIAL BEHAVIOUR AND ACADEMIC ACHIEVEMENT IN SERBIA

    OpenAIRE

    Bisera S. Jevtić

    2017-01-01

    Analyzing the significance and the role of school and teachers in the encouragement of prosocial behaviour of the learners in secondary schools, the following problem appeared: the connection between the teachers’ encouragement of prosocial behaviour and the academic achievement in the secondary schools in Serbia through the following segments: procedures and activities used by teachers, and the interrelatedness of prosocial behaviour and academic achievement. A review of theoretical findings...

  13. Academic Identity Status and the Relationship to Achievement Goal Orientation

    Science.gov (United States)

    Was, Christopher A.; Al-Harthy, Ibrahim; Stack-Oden, Maura; Isaacson, Randall M.

    2009-01-01

    Introduction: Two constructs that have received a great deal of attention in Educational Psychology research are Achievement Orientation and Identity Status. However, the relationship between these two constructs has not received the attention that the current researcher feel is warranted. The impetus for the current study is the paucity of…

  14. Relationship between self-efficacy, academic achievement and ...

    African Journals Online (AJOL)

    50.08), and there is no significant difference in their self-efficacy between sexes (t (98) = 0.161, p> 0.1), but there is a statistically significant difference in achievement between sexes (t (98) = 0.68, p< 0.1) and also a significant relationship exists ...

  15. Classroom Climate and Students' Academic Achievement in Social ...

    African Journals Online (AJOL)

    The instrument used was a structured six-point Likert scale questionnaire, the reliability estimate of which ranged from 0.7 to 0.8 and achievement test adapted from Junior Secondary School Certificate Examination, Ministry of Education, Cross River State (2004) were used to collect information used in the study. The data ...

  16. Students\\' Academic Achievement in Mathematics as Correlate of ...

    African Journals Online (AJOL)

    The main purpose of this study was to assess the relationship between students' achievement in mathematics and teacher factors. The study was conducted in the in Lesotho, Southern Africa. Stratified random sampling based on school ownership was used to draw a sample of 40 teachers from the population of Grade 10 ...

  17. Statistics Anxiety, State Anxiety during an Examination, and Academic Achievement

    Science.gov (United States)

    Macher, Daniel; Paechter, Manuela; Papousek, Ilona; Ruggeri, Kai; Freudenthaler, H. Harald; Arendasy, Martin

    2013-01-01

    Background: A large proportion of students identify statistics courses as the most anxiety-inducing courses in their curriculum. Many students feel impaired by feelings of state anxiety in the examination and therefore probably show lower achievements. Aims: The study investigates how statistics anxiety, attitudes (e.g., interest, mathematical…

  18. Parenting, Peer Relationships, Academic Self-efficacy, and Academic Achievement: Direct and Mediating Effects

    Science.gov (United States)

    Llorca, Anna; Cristina Richaud, María; Malonda, Elisabeth

    2017-01-01

    The aim of the present study is to analyze the relation between authoritative and permissive parenting styles with the kinds of adolescent peer relationships (attachment, victimization, or aggression), and of the latter ones, in turn, with academic self-efficacy, and academic performance, in three waves that range from the early-mid adolescence to late adolescence. Five hundred Spanish adolescents, of both sexes, participated in a three-wave longitudinal study in Valencia, Spain. In the first wave, adolescents were either in the third year of secondary school or the fourth year of secondary school. The mean age in the first wave was 14.70 (SD = 0.68; range = 13–16 years). Child Report of Parental Behavior Inventory (Schaefer, 1965; Samper et al., 2006), Peer Attachment (from the Inventory of Parent and Peer Attachment by Armsden and Greenberg, 1987), Victimization (from the Kit at School, Buhs et al., 2010), Physical and Verbal Aggression Scale (Caprara and Pastorelli, 1993; Del Barrio et al., 2001), items of academic self-efficacy, and items of academic performance were administered. Structural equations modeling—path analysis was employed to explore the proposed models. The results indicated that parenting styles relate to the way the adolescents develops attachments to their peers and to academic self-efficacy. The mother's permissive style is an important positive predictor of aggressive behavior and a negative predictor of attachment to their peers. At the end, peer relations and academic self-efficacy are mediator variables between parenting styles and academic performance. PMID:29326615

  19. Parenting, Peer Relationships, Academic Self-efficacy, and Academic Achievement: Direct and Mediating Effects

    Directory of Open Access Journals (Sweden)

    Anna Llorca

    2017-12-01

    Full Text Available The aim of the present study is to analyze the relation between authoritative and permissive parenting styles with the kinds of adolescent peer relationships (attachment, victimization, or aggression, and of the latter ones, in turn, with academic self-efficacy, and academic performance, in three waves that range from the early-mid adolescence to late adolescence. Five hundred Spanish adolescents, of both sexes, participated in a three-wave longitudinal study in Valencia, Spain. In the first wave, adolescents were either in the third year of secondary school or the fourth year of secondary school. The mean age in the first wave was 14.70 (SD = 0.68; range = 13–16 years. Child Report of Parental Behavior Inventory (Schaefer, 1965; Samper et al., 2006, Peer Attachment (from the Inventory of Parent and Peer Attachment by Armsden and Greenberg, 1987, Victimization (from the Kit at School, Buhs et al., 2010, Physical and Verbal Aggression Scale (Caprara and Pastorelli, 1993; Del Barrio et al., 2001, items of academic self-efficacy, and items of academic performance were administered. Structural equations modeling—path analysis was employed to explore the proposed models. The results indicated that parenting styles relate to the way the adolescents develops attachments to their peers and to academic self-efficacy. The mother's permissive style is an important positive predictor of aggressive behavior and a negative predictor of attachment to their peers. At the end, peer relations and academic self-efficacy are mediator variables between parenting styles and academic performance.

  20. It's Just (Academic) Business: A Use Case in Improving Informatics Operations with Business Intelligence.

    Science.gov (United States)

    McIntosh, Leslie D; Zabarovskaya, Connie; Uhlmansiek, Mary

    2015-01-01

    Academic biomedical informatics cores are beholden to funding agencies, institutional administration, collaborating researchers, and external agencies for ongoing funding and support. Services provided and translational research outcomes are increasingly important to monitor, report and analyze, to demonstrate value provided to the organization and the greater scientific community. Thus, informatics operations are also business operations. As such, adopting business intelligence practices offers an opportunity to improve the efficiency of evaluation efforts while fulfilling reporting requirements. Organizing informatics development documentation, service requests, and work performed with adaptable tools have greatly facilitated these and related business activities within our informatics center. Through the identification and measurement of key performance indicators, informatics objectives and results are now quickly and nimbly assessed using dashboards. Acceptance of the informatics operation as a business venture and the adoption of business intelligence strategies has allowed for data-driven decision making, faster corrective action, and greater transparency for interested stakeholders.

  1. Learning styles and academic achievement among undergraduate medical students in Thailand.

    Science.gov (United States)

    Jiraporncharoen, Wichuda; Angkurawaranon, Chaisiri; Chockjamsai, Manoch; Deesomchok, Athavudh; Euathrongchit, Juntima

    2015-01-01

    This study aimed to explore the associations between learning styles and high academic achievement and to ascertain whether the factors associated with high academic achievement differed between preclinical and clinical students. A survey was conducted among undergraduate medical students in Chiang Mai University, Thailand. The Index of Learning Styles questionnaire was used to assess each student's learning style across four domains. High academic achievement was defined as a grade point average of at least 3.0. Of the 1,248 eligible medical students, 1,014 (81.3%) participated. Learning styles differed between the preclinical and clinical students in the active/reflective domain. A sequential learning style was associated with high academic achievement in both preclinical and clinical students. A reflective learning style was only associated with high academic achievement among preclinical students. The association between learning styles and academic achievement may have differed between preclinical and clinical students due to different learning content and teaching methods. Students should be encouraged to be flexible in their own learning styles in order to engage successfully with various and changing teaching methods across the curriculum. Instructors should be also encouraged to provide a variety of teaching materials and resources to suit different learning styles.

  2. Exploring pathways from television viewing to academic achievement in school age children.

    Science.gov (United States)

    Shin, Nary

    2004-12-01

    The author's purpose in this study was to test 4 hypotheses that proposed different paths for the influences of children's television viewing on their academic achievement. Data were drawn from the 1997 Child Development Supplement (CDS) to the Panel Study of Income Dynamics (PSID). The population for this study included 1,203 children between the ages of 6 and 13 years from the CDS-PSID data set. The author used structural equation modeling to test pathways from children's television viewing to their academic achievement. The author assumed that children's television viewing hindered their academic achievement by reducing certain traits that related to academic achievement. Results showed that 3 hypothetical models fit the data--the time-displacement hypothesis, the mental effort-passivity hypothesis, and the attention-arousal hypothesis. A 4th hypothetical model, the learning-information hypothesis, which proposed that children's television viewing practices stimulate their academic achievement, was not supported. In sum, children who watched more television tended to spend less time doing homework, studying, and reading for leisure. In addition, their behaviors became more impulsive, which resulted in an eventual decrease in their academic achievement.

  3. Learning styles and academic achievement among undergraduate medical students in Thailand

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    Wichuda Jiraporncharoen

    2015-07-01

    Full Text Available Purpose: This study aimed to explore the associations between learning styles and high academic achievement and to ascertain whether the factors associated with high academic achievement differed between preclinical and clinical students. Methods: A survey was conducted among undergraduate medical students in Chiang Mai University, Thailand. The Index of Learning Styles questionnaire was used to assess each student’s learning style across four domains. High academic achievement was defined as a grade point average of at least 3.0. Results: Of the 1,248 eligible medical students, 1,014 (81.3% participated. Learning styles differed between the preclinical and clinical students in the active/reflective domain. A sequential learning style was associated with high academic achievement in both preclinical and clinical students. A reflective learning style was only associated with high academic achievement among preclinical students. Conclusion: The association between learning styles and academic achievement may have differed between preclinical and clinical students due to different learning content and teaching methods. Students should be encouraged to be flexible in their own learning styles in order to engage successfully with various and changing teaching methods across the curriculum. Instructors should be also encouraged to provide a variety of teaching materials and resources to suit different learning styles.

  4. Joint Contributions of Peer Acceptance and Peer Academic Reputation to Achievement in Academically At-Risk Children: Mediating Processes

    Science.gov (United States)

    Chen, Qi; Hughes, Jan N.; Liew, Jeffrey; Kwok, Oi-Man

    2010-01-01

    The longitudinal relationships between two dimensions of peer relationships and subsequent academic adjustment were investigated in a sample of 543 relatively low achieving children (M = 6.57 years at Year 1, 1st grade). Latent variable SEM was used to test a four stage model positing indirect effects of peer acceptance and peer academic…

  5. Possible Major Influences of Children Learning Social Studies on Academic Self Concept and Achievement

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    Laurens Kaluge

    2016-02-01

    Full Text Available This study was aimed at finding the best model to explain pupil academic attainment in learning social studies. The data came from pupils learning Social Studies at grade 3 and 4 of primary schools. The structural equation model contained 2 exogenous constructs–attitudes toward school and locus of control–and 2 endogenous constructs–self-concept and academic achievement. It was confirmed that the academic self-concept and achievement related to each other and both were influenced by attitudes toward school and internal locus of control. The model was fitting differently for different grade.

  6. The Prediction of Students' Academic Performance With Fluid Intelligence in Giving Special Consideration to the Contribution of Learning.

    Science.gov (United States)

    Ren, Xuezhu; Schweizer, Karl; Wang, Tengfei; Xu, Fen

    2015-01-01

    The present study provides a new account of how fluid intelligence influences academic performance. In this account a complex learning component of fluid intelligence tests is proposed to play a major role in predicting academic performance. A sample of 2, 277 secondary school students completed two reasoning tests that were assumed to represent fluid intelligence and standardized math and verbal tests assessing academic performance. The fluid intelligence data were decomposed into a learning component that was associated with the position effect of intelligence items and a constant component that was independent of the position effect. Results showed that the learning component contributed significantly more to the prediction of math and verbal performance than the constant component. The link from the learning component to math performance was especially strong. These results indicated that fluid intelligence, which has so far been considered as homogeneous, could be decomposed in such a way that the resulting components showed different properties and contributed differently to the prediction of academic performance. Furthermore, the results were in line with the expectation that learning was a predictor of performance in school.

  7. English Language Proficiency Tests and Academic Achievement: A Study on the Malaysian University English Test as a Predictor of Technical Programme Undergraduates Academic Achievement

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    Nurhazlini Rahmat

    2015-02-01

    Full Text Available In the Malaysian education system, English has always played an important role. In acknowledging its importance, Malaysian University English Test (MUET has been introduced to enable continued emphasis on this role.  MUET has been made compulsory for those who wish to pursue a first degree programme in local universities. This study aims to examine the relationship between English language proficiency test (as measured by MUET bands to predict the undergraduates academic achievement (as measured by Cumulative Grade Point Average score. It also aims to determine the recommended MUET band as an entry requirement for prospective technical programme undergraduates in Universiti Putra Malaysia (UPM. The study was carried out among 225 final year undergraduates of five different faculties in UPM, namely Faculty of Engineering, Faculty of Forestry, Faculty of Biotechnology and Biomolecular, Faculty of Food Science and Technology, and Faculty of Veterinary Medicine.  The data used were obtained by administering a brief questionnaire and were quantitatively analysed using Statistical Package for Social Science (SPSS version 19.  The study revealed that there is a medium positive correlation between English language proficiency and academic achievement where students who have scored higher bands for MUET are the ones who obtained higher CGPA in their study. Based on the findings, it is recommended that UPM and other local universities make changes towards the minimum MUET entry requirement to help prospective undergraduates excel in their academic study. Keywords: English language proficiency, academic achievement, technical programme, MUET, CGPA

  8. Relationship between Self-Efficacy and Academic Achievement of Zahedan Medical Sciences Students in 2016

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    Azizollah Arbabisarjou

    2016-07-01

    Full Text Available Students with higher self-efficacy utilize higher tendency, endeavor, and strength in performing academic tasks and feel ensure of their ability, thus self-efficacy can influence their academic achievement. Current study was conducted aiming at investigating relationship between self-efficacy and academic achievement of students of Zahedan University of Medical Sciences. It is a descriptive – analytical research on 190 students of Zahedan University of Medical Sciences during 2015 – 2016. Subjects were selected randomly and two-part questionnaire was used as data collection tool. First part was related to demographic characteristics and second part was related to self-efficacy questionnaire. Finally data were analyzed by SPSS 19 Software using deceptive statistics, Pearson correlation and independent t. Average age of individuals was 21.46 ± 312 and 82 students were female.Relationship between gender and self-efficacy of students was significant and self-efficacy was higher in females. But relationship between gender and academic achievementis not significant. Relationship between age and academic achievement was not significant. Relationship between self-efficacy and academic achievement of students was measured through Pearson correlation test and significant relationship was observed. People with higher selfefficacy have more optimal academic status compared to people with low self-efficacy and there is direct positive relationship between GPA and self-efficacy.

  9. The relationship between academic self-concept, intrinsic motivation, test anxiety, and academic achievement among nursing students: mediating and moderating effects.

    Science.gov (United States)

    Khalaila, Rabia

    2015-03-01

    The impact of cognitive factors on academic achievement is well documented. However, little is known about the mediating and moderating effects of non-cognitive, motivational and situational factors on academic achievement among nursing students. The aim of this study is to explore the direct and/or indirect effects of academic self-concept on academic achievement, and examine whether intrinsic motivation moderates the negative effect of test anxiety on academic achievement. This descriptive-correlational study was carried out on a convenience sample of 170 undergraduate nursing students, in an academic college in northern Israel. Academic motivation, academic self-concept and test anxiety scales were used as measuring instruments. Bootstrapping with resampling strategies was used for testing multiple mediators' model and examining the moderator effect. A higher self-concept was found to be directly related to greater academic achievement. Test anxiety and intrinsic motivation were found to be significant mediators in the relationship between self-concept and academic achievement. In addition, intrinsic motivation significantly moderated the negative effect of test anxiety on academic achievement. The results suggested that institutions should pay more attention to the enhancement of motivational factors (e.g., self-concept and motivation) and alleviate the negative impact of situational factors (e.g., test anxiety) when offering psycho-educational interventions designed to improve nursing students' academic achievements. Copyright © 2014 Elsevier Ltd. All rights reserved.

  10. The association between academic engagement and achievement in health sciences students

    Science.gov (United States)

    2013-01-01

    Background Educational institutions play an important role in encouraging student engagement, being necessary to know how engaged are students at university and if this factor is involved in student success point and followed. To explore the association between academic engagement and achievement. Methods Cross-sectional study. The sample consisted of 304 students of Health Sciences. They were asked to fill out an on-line questionnaire. Academic achievements were calculated using three types of measurement. Results Positive correlations were found in all cases. Grade point average was the academic rate most strongly associated with engagement dimensions and this association is different for male and female students. The independent variables could explain between 18.9 and 23.9% of the variance (p < 0.05) in the population of university students being analyzed. Conclusions Engagement has been shown to be one of the many factors, which are positively involved, in the academic achievements of college students. PMID:23446005

  11. PERSISTENCE AND ACADEMIC ACHIEVEMENT IN FOREIGN LANGUAGE IN NATURAL SCIENCES STUDENTS

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    Alexandr I Krupnov

    2017-12-01

    Full Text Available The article discusses the results of empirical study of the association between variables of persistence and academic achievement in foreign languages. The sample includes students of the Faculty of Physics, Mathematics and Natural Science at the RUDN University ( n = 115, divided into 5 subsamples, two of which are featured in the present study (the most and the least successful students subsamples. Persistence as a personality trait is studied within A.I. Krupnov’s system-functional approach. A.I. Krupnov’s paper-and-pencil test was used to measure persistence variables. Academic achievement was measured according to the four parameters: Phonetics, Grammar, Speaking and Political vocabulary based on the grades students received during the academic year. The analysis revealed that persistence displays different associations with academic achievement variables in more and less successful students subsamples, the general prominence of this trait is more important for unsuccessful students. Phonetics is the academic achievement variable most associated with persistence due to its nature, a skill one can acquire through hard work and practice which is the definition of persistence. Grammar as an academic achievement variable is not associated with persistence and probably relates to other factors. Unsuccessful students may have difficulties in separating various aspects of language acquisition from each other which should be taken into consideration by the teachers.

  12. Psychopathological factors that can influence academic achievement in early adolescence: a three-year prospective study.

    Science.gov (United States)

    Voltas, Núria; Hernández-Martínez, Carmen; Aparicio, Estefania; Arija, Victoria; Canals, Josefa

    2014-12-30

    This three-phase prospective study investigated psychosocial factors predicting or associated with academic achievement. An initial sample of 1,514 school-age children was assessed with screening tools for emotional problems (Screen for Childhood Anxiety and Related Emotional Disorders; Leyton Obsessional Inventory-Child Version; Children's Depression Inventory). The following year, 562 subjects (risk group/without risk group) were re-assessed and attention deficit/hyperactivity disorder (ADHD) was assessed. Two years later, 242 subjects were followed, and their parents informed about their academic achievement. Results showed that early depression (phase 1 B = -.130, p = .001; phase 1 + phase 2 B = -.187, p anxiety symptoms (phase 1 + phase 2 B = -1.721, p = .018), and ADHD were predictors of lower academic achievement (phase 1 + phase 2 B = -3.415, p = .005). However, some anxiety symptoms can improve academic achievement (Social phobia B = .216, p = .018; Generalized anxiety B = .313, p academic achievement. We can conclude that in the transition period to adolescence, school-health professionals and teachers need to consider the emotional issues of students to avoid unwanted academic outcomes.

  13. Effects of multiple intelligences instruction strategy on students achievement levels and attitudes towards English Lesson

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    Gokhan Bas

    2010-09-01

    Full Text Available The aim of the research was to investigate the effects of multiple intelligences instruction strategy and traditional instructionalenvironment on students’ achievement and their attitude towards English lesson. The research was carried out in 2009 – 2010education-instruction year in Karatli Sehit Sahin Yilmaz Elementary School, Nigde, Turkey. Totally 60 students in two differentclasses in the 4th grade of this school participated in the study. In this study, an experimental method with a control group hasbeen used in order to find out the difference between the students who were taught by multiple intelligences instructionstrategy in the experiment group and the students who were taught by traditional instructional methods in the control group.The results of the research showed a significant difference between the attitude scores of the experiment group and thecontrol group. It was also found out that the multiple intelligences instruction strategy activities were more effective in thepositive development of the students’ attitudes. At the end of the research, it is revealed that the students who are educatedby multiple intelligences instruction strategy are more successful and have a higher motivation level than the students who areeducated by the traditional instructional methods.

  14. Academic Commitment and Self-Efficacy as Predictors of Academic Achievement in Additional Materials Science

    Science.gov (United States)

    Vogel, F. Ruric; Human-Vogel, Salomé

    2016-01-01

    A great deal of research within science and engineering education revolves around academic success and retention of science and engineering students. It is well known that South Africa is experiencing, for various reasons, an acute shortage of engineers. Therefore, we think it is important to understand the factors that contribute to attrition…

  15. Is there an association between dietary intake and academic achievement: a systematic review.

    Science.gov (United States)

    Burrows, T; Goldman, S; Pursey, K; Lim, R

    2017-04-01

    The majority of literature examining the effect of dietary behaviour on academic achievement has focused on breakfast consumption only. Here, we aim to systematically review the literature investigating the broader effects of dietary intake and behaviours on school-aged children's academic achievement. A search was undertaken across seven databases using keywords. For studies to be included, they needed to be conducted in: school-aged children (5-18 years); assess and report: (i) a measure of academic performance; (ii) a measure of dietary intake/behaviour; and (iii) the association between dietary intake/behaviours and academic performance. Forty studies were included in the review. The majority of studies were cross-sectional in design (n = 33) and studied children aged >10 years, with very few reports in younger age groups. More than 30 different dietary assessment tools were used, with only 40% of those using a validated/standardised assessment method. Half the studies collected outcomes of academic achievement objectively from a recognised educational authority, whereas 10 studies used self-reported measures. The dietary outcomes most commonly reported to have positive associations with academic achievement were: breakfast consumption (n = 12) and global diet quality/meal patterns (n = 7), whereas negative associations reported with junk/fast food (n = 9). This review highlights that moderate associations exist for dietary intakes characterised by regular breakfast consumption, lower intakes of energy-dense, nutrient-poor foods and overall diet quality with respect to outcomes of academic achievement. Future studies should consider the use of validated dietary assessment methods and standardised reporting of academic achievement. © 2016 The British Dietetic Association Ltd.

  16. Emotional intelligence, perceived stress and academic performance of Sri Lankan medical undergraduates.

    Science.gov (United States)

    Ranasinghe, P; Wathurapatha, W S; Mathangasinghe, Y; Ponnamperuma, G

    2017-02-20

    Previous research has shown that higher Emotional Intelligence (EI) is associated with better academic and work performance. The present study intended to explore the relationship between EI, perceived stress and academic performance and associated factors among medical undergraduates. This descriptive cross-sectional research study was conducted among 471 medical undergraduates of 2nd, 4th and final years of University of Colombo, Sri Lanka. Students were rated on self administered Perceived Stress Scale (PSS) and Schutte Self-Report Emotional Intelligence Test (SEIT). Examination results were used as the dichotomous outcome variable in a logistic regression analysis. Females had higher mean EI scores (p = 0.014). A positive correlation was found between the EI score and the number of extracurricular activities (r = 0.121, p = 0.008). Those who were satisfied regarding their choice to study medicine, and who were planning to do postgraduate studies had significantly higher EI scores and lower PSS scores (p <0.001). Among final year undergraduates, those who passed the Clinical Sciences examination in the first attempt had a higher EI score (p <0.001) and a lower PSS score (p <0.05). Results of the binary logistic-regression analysis in the entire study population indicated that female gender (OR:1.98) and being satisfied regarding their choice of the medical undergraduate programme (OR:3.69) were significantly associated with passing the examinations. However, PSS Score and engagement in extracurricular activities were not associated with 'Examination Results'. Higher EI was associated with better academic performance amongst final year medical students. In addition a higher EI was observed in those who had a higher level of self satisfaction. Self-perceived stress was lower in those with a higher EI. Enhancing EI might help to improve academic performance among final year medical student and also help to reduce the stress levels and cultivate

  17. Adolescents' academic achievement and life satisfaction: the role of parents' education.

    Science.gov (United States)

    Crede, Julia; Wirthwein, Linda; McElvany, Nele; Steinmayr, Ricarda

    2015-01-01

    Drawing on the background of positive psychology, there has only recently been a focus on adolescents' life satisfaction (LS) in the context of education. Studies examining the relationship between adolescents' academic achievement and LS have shown conflicting results and the reasons are not fully understood. The present study investigated the role of parents' education as a potential moderator of the relationship between adolescents' academic achievement and LS. A sample of German high school students (N = 411) reported parents' educational attainment, as an indicator of family socio-economic status, and students' academic achievement was operationalized by grade point average in five subjects. Results indicated that only mothers' education functioned as a moderator of the relationship between academic achievement and students' LS. The association between academic achievement and LS was only found in the group of students whose mothers had achieved the same or a higher education (at least high school diploma) as their own children. Fathers' educational attainment, however, was not a significant moderator of the respective relationship. Directions for future research and the differential influences of fathers' and mothers' education are discussed with regard to potential underlying processes.

  18. Adolescents’ academic achievement and life satisfaction: the role of parents’ education

    Science.gov (United States)

    Crede, Julia; Wirthwein, Linda; McElvany, Nele; Steinmayr, Ricarda

    2015-01-01

    Drawing on the background of positive psychology, there has only recently been a focus on adolescents’ life satisfaction (LS) in the context of education. Studies examining the relationship between adolescents’ academic achievement and LS have shown conflicting results and the reasons are not fully understood. The present study investigated the role of parents’ education as a potential moderator of the relationship between adolescents’ academic achievement and LS. A sample of German high school students (N = 411) reported parents’ educational attainment, as an indicator of family socio-economic status, and students’ academic achievement was operationalized by grade point average in five subjects. Results indicated that only mothers’ education functioned as a moderator of the relationship between academic achievement and students’ LS. The association between academic achievement and LS was only found in the group of students whose mothers had achieved the same or a higher education (at least high school diploma) as their own children. Fathers’ educational attainment, however, was not a significant moderator of the respective relationship. Directions for future research and the differential influences of fathers’ and mothers’ education are discussed with regard to potential underlying processes. PMID:25691877

  19. Non-Verbal Reasoning Ability and Academic Achievement as Moderators of the Relation between Adverse Life Events and Emotional and Behavioural Problems in Early Adolescence: The Importance of Moderator and Outcome Specificity

    Science.gov (United States)

    Flouri, Eirini; Tzavidis, Nikos

    2011-01-01

    This study was carried out to model the functional form of the effect of contextual risk (number of adverse life events) on emotional and behavioural problems in early adolescence, and to test how intelligence and academic achievement compare as moderators of this effect. The effect of number of adverse life events on emotional and behavioural…

  20. The dynamic interplay among EFL learners’ ambiguity tolerance, adaptability, cultural intelligence, learning approach, and language achievement

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    Shadi Alahdadi

    2017-01-01

    Full Text Available A key objective of education is to prepare individuals to be fully-functioning learners. This entails developing the cognitive, metacognitive, motivational, cultural, and emotional competencies. The present study aimed to examine the interrelationships among adaptability, tolerance of ambiguity, cultural intelligence, learning approach, and language achievement as manifestations of the above competencies within a single model. The participants comprised one hundred eighty BA and MA Iranian university students studying English language teaching and translation. The instruments used in this study consisted of the translated versions of four questionnaires: second language tolerance of ambiguity scale, adaptability taken from emotional intelligence inventory, cultural intelligence (CQ inventory, and the revised study process questionnaire measuring surface and deep learning. The results estimated via structural equation modeling (SEM revealed that the proposed model containing the variables under study had a good fit with the data. It was found that all the variables except adaptability directly influenced language achievement with deep approach having the highest impact and ambiguity tolerance having the lowest influence. In addition, ambiguity tolerance was a positive and significant predictor of deep approach. CQ was found to be under the influence of both ambiguity tolerance and adaptability. The findings were discussed in the light of the yielded results.

  1. Parental interest and academic achievement of Xhosa children from broken and intact homes.

    Science.gov (United States)

    Cherian, V I

    1995-06-01

    This study examined the relationship between parental interest and academic achievement of 955 Xhosa-speaking children whose mean age was 15.3 yr. An interview schedule was used to estimate parental interest. Analysis of variance indicated positive and statistically significant effects of parental interest scores on children's achievement in school.

  2. Effectiveness of Computer-Assisted Mathematics Education (CAME) over Academic Achievement: A Meta-Analysis Study

    Science.gov (United States)

    Demir, Seda; Basol, Gülsah

    2014-01-01

    The aim of the current study is to determine the overall effects of Computer-Assisted Mathematics Education (CAME) on academic achievement. After an extensive review of the literature, studies using Turkish samples and observing the effects of Computer-Assisted Education (CAE) on mathematics achievement were examined. As a result of this…

  3. Mathematics and Natural Science Students' Motivational Profiles and their First-year Academic Achievement

    NARCIS (Netherlands)

    Fokkens-Bruinsma, Marjon; Vermue, Carlien; Deinum, Jan

    2018-01-01

    Our study focused on describing first-year university students’ motivational profiles and their achievement. 755 students in the faculty of Mathematics and Natural Sciences participated in the study. Data on academic motivation was collected before the start of the program, data on achievement at

  4. The Effect of the Time Management Art on Academic Achievement among High School Students in Jordan

    Science.gov (United States)

    Al-Zoubi, Maysoon

    2016-01-01

    This study aimed at recognizing the effect of the Time Management Art on academic achievement among high school students in the Hashemite Kingdom of Jordan. The researcher employed the descriptive-analytic research to achieve the purpose of the study where he chose a sample of (2000) high school female and male students as respondents to the…

  5. Personality Traits, Self-Esteem and Academic Achievement in Secondary School Students in Campania, Italy

    Science.gov (United States)

    Troncone, Alda; Drammis, Maria Letizia; Labella, Alida

    2014-01-01

    For years educators have attempted to identify the effective predictors of scholastic achievement and several personality variables were described as significantly correlated with grade performance. Since one of the crucial practical implications of identifying the factors involved in academic achievement is to facilitate the teaching-learning…

  6. The Mediating Roles of Coping and Adjustment in the Relationship between Personality and Academic Achievement

    Science.gov (United States)

    Perera, Harsha N.; McIlveen, Peter; Oliver, Mark E.

    2015-01-01

    Background: Existing literature has documented relationships between personality traits and academic achievement as well as some of the mechanisms underlying these links. However, the pathways by which personality traits are associated with achievement during stressful educational circumstances require further investigation. Aims: This study…

  7. Social Psychological Dispositions and Academic Achievement of Inuit and Non-Inuit Students.

    Science.gov (United States)

    Clifton, Rodney A.; Roberts, Lance W.

    1988-01-01

    Examines differences between Inuit and non-Inuit students in activism (social attitude), self-concept, and academic achievement. Inuits scored lower in activism and self-concept than non-Inuits. Suggests teachers create personalized classroom environments to positively affect activism and self-concept, and thereby enhancing achievement.…

  8. Reasoning Ability and Academic Achievement among Secondary School Students in Trivandrum

    Science.gov (United States)

    Rani, K. V.

    2017-01-01

    Reasoning ability is the 'problem solving skills' or 'analytical ability' or 'deductive and inductive reasoning'. Academic achievement is the total score one achieved at school, college, or university from class, laboratory, library, or field work. The objectives of the study were to explore the relationship between reasoning ability and academic…

  9. Mathematics and Natural Science Students' Motivational Profiles and their First-year Academic Achievement

    NARCIS (Netherlands)

    Fokkens-Bruinsma, Marjon; Vermue, Carlien; Deinum, Jan

    2016-01-01

    Our study focused on describing first-year university students’ motivational profiles and their achievement. 755 students in the faculty of Mathematics and Natural Sciences participated in the study. Data on academic motivation was collected before the start of the program, data on achievement at

  10. Influence of the motivational class climate on adolescents’ school engagement and their academic achievement

    Directory of Open Access Journals (Sweden)

    Melchor GUTIÉRREZ

    2017-06-01

    Full Text Available The scientific literature provides empirical evidence on the relationship between school engagement and numerous important variables of the adolescents’ educational context. The school engagement has been related, among other important constructs, with burnout of both teachers and students, school performance, satisfaction with the school, behavioral disruption, goal orientation and motivational climate in the classroom. Because of it, the aim of this study was to analyze the relationship between perceived motivational class climate and students’ academic achievement, with school engagement acting as a mediator. A sample of 2028 teenagers completed various instruments to measure the perception of motivational climate, perceived basic psychological needs satisfaction, perceived autonomy support provided by the teacher, and academic achievement. The data were analyzed using a structural equation model with observed variables (path analysis. The results have shown a significant relationship between motivational climate and school engagement, and of this with academic achievement. It should also be highlighted the direct relationship of perceived competence and perceived autonomy support with perception of academic success. Of the three variables to be predicted (Portuguese and Mathematics marks and Academic success, the largest percentage of variance explained was the one of academic success. The results are discussed within the framework of achievement goal theory, the self-determined motivation, and in terms of contributing practical issues to adolescents’ teaching-learning process.

  11. Effects of Enrichment Programs on the Academic Achievement of Gifted and Talented Students

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    Suhail Mahmoud AL-ZOUBI

    2014-12-01

    Full Text Available The aim of the study was to explore the effect of enrichment programs on the academic achievement of gifted and talented students. The sample of the study consisted of (30 gifted and talented students studying at Al-Kourah Pioneer Center for gifted and talented students (APCGTS, Jordan. An achievement test was developed and applied on the sample of the study as a pretest and posttest. The results showed the effects of enrichment programs at APCGTS on improving the academic achievement of gifted and talented students.

  12. Resilience influence, goals and social context in the academic achievement of high school students

    Directory of Open Access Journals (Sweden)

    José Concepción Gaxiola Romero

    2012-05-01

    Full Text Available The academic achievement in high school students of Mexico, according to national and international evaluations has been insufficient. In spite of this situation, is possible to find excellent students, even in the context of sharing negative contextual and physical conditions. There are few investigations that describe the variables associated to resilient students. The alumni that are beyond the risks are called resilient (Rutter, 2007. The aim of this research was to explore and identify the internal variables: goals and resilience, and the external variables: risky neighborhood and risky friends that predicted the scholar achievement of high school students. To measure those variables, was used a compilation of scales validated in the region. The data were analyzed using structural equation modeling, and show that resilience predicted indirectly the scholar achievement trough the academic goals. The results could be used in programs to improve the academic achievement of this group of students.

  13. International note: parenting, academic achievement and problem behaviour among Chinese adolescents.

    Science.gov (United States)

    Li, Haibin; Walker, Richard; Armstrong, Derrick

    2014-06-01

    In light of differing findings regarding the relations between parenting and adolescent academic/behavioural outcomes and the dearth of such research in a Chinese context, we conducted research to examine the relationship between parental supervision/attachment and academic achievement/problem behaviour among mainland Chinese adolescents. In the study, 636 Grade 11 students completed a questionnaire comprising parenting and problem behaviour variables complemented by academic achievement (GPA) data drawn from school records. The study found that the relations between parenting (parental supervision and attachment) and Chinese adolescents' academic and behavioural outcomes are very weak. Copyright © 2014 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

  14. The differential impact of academic self-regulatory methods on academic achievement among university students with and without learning disabilities.

    Science.gov (United States)

    Ruban, Lilia M; McCoach, D Betsy; McGuire, Joan M; Reis, Sally M

    2003-01-01

    Although research on academic self-regulation has proliferated in recent years, no studies have investigated the question of whether the perceived usefulness and the use of standard self-regulated learning strategies and compensation strategies provide a differential prediction of academic achievement for university students with and without learning disabilities (LD). We developed and tested a model explaining interrelationships among self-regulatory variables and grade point average (GPA) using structural equation modeling and multiple group analysis for students with LD (n = 53) and without LD (n = 421). Data were gathered using a new instrument, the Learning Strategies and Study Skills survey. The results of this study indicate that students with LD differed significantly from students without LD in the relationships between their motivation for and use of standard self-regulated learning strategies and compensation strategies, which in turn provided a differential explanation of academic achievement for students with and without LD. These paths of influence and idiosyncrasies of academic self-regulation among students with LD were interpreted in terms of social cognitive theory, metacognitive theory, and research conducted in the LD field.

  15. The Investigation of Relationship between Emotional Intelligence and Job Satisfactions with Burnout Level of Academıcıans

    Directory of Open Access Journals (Sweden)

    Mustafa Taşlıyan

    2014-09-01

    Full Text Available The key objective of this study is to ascertain if the emotional intelligence factors vary among some demographic characteristics through exposing the relationships between emotional intelligence factors and job satisfactions with burnout level. For this purpose, a research was conducted on total 291 academic staffs who work in various universities.This research was used a total of three scales were used for data collection. Measure emotional intelligence Chen (2004 and 2006 scale developed by EI12; to measure job satisfaction, D.J Weiss, R. V. Dawis, G.W England, L.H Lofquist developed by the Minnesota Job Satisfaction Questionnaire (MSQ-Short Form; to measure Maslach and Jackson burnout level (1981 developed by Maslach Burnou Inventory scale. Findings of the study revealed that there is a significant relationship between the subscales of emotional intelligence, job satisfactions and burnout. It was also determined that emotional intelligence factors vary among some demographic characteristics (gender, marital status and age.

  16. Parent Academic Involvement as Related to School Behavior, Achievement, and Aspirations: Demographic Variations Across Adolescence

    OpenAIRE

    Hill, Nancy E.; Castellino, Domini R.; Lansford, Jennifer E.; Nowlin, Patrick; Dodge, Kenneth A.; Bates, John E.; Pettit, Gregory S.

    2004-01-01

    A longitudinal model of parent academic involvement, behavioral problems, achievement, and aspirations was examined for 463 adolescents, followed from 7th (approximately 12 years old) through 11th (approximately 16 years old) grades. Parent academic involvement in 7th grade was negatively related to 8th-grade behavioral problems and positively related to 11th-grade aspirations. There were variations across parental education levels and ethnicity: Among the higher parental education group, par...

  17. The influence of parenting style on academic achievement and career path

    OpenAIRE

    ZAHRA ZAHED ZAHEDANI; RITA REZAEE; ZAHRA YAZDANI; SINA BAGHERI; PARISA NABEIEI

    2016-01-01

    Introduction Several factors affect the academic performance of college students and parenting style is one significant factor. The current study has been done with the purpose of investigating the relationship between parenting styles, academic achievement and career path of students at Shiraz University of Medical Sciences.???? Methods This is a correlation study carried out at Shiraz University of Medical Sciences. Among 1600 students, 310 students were selected randomly as the sample. Bau...

  18. IELTS ACADEMIC READING ACHIEVEMENT: THE CONTRIBUTION OF INFERENCE-MAKING AND EVALUATION OF ARGUMENTS

    OpenAIRE

    Afsaneh Ghanizadeh; Azam Vahidian Pour; Akram Hosseini

    2017-01-01

    The pivotal undertaking of education today is to endow individuals with the capacity to be able to think flexibly, reason rationally, and have open minds to be able to evaluate and interpret situations. In line with the studies demonstrating the positive relationship between higher-order thinking skills and academic achievement, this study aimed to particularly examine the impact of the two subcomponents of critical thinking, i.e., inference-making and evaluation of arguments on academic IELT...

  19. Discrepancies between implicit and explicit self-concepts of intelligence: Relations to modesty, narcissism, and achievement motivation

    Directory of Open Access Journals (Sweden)

    Friederike eGerstenberg

    2014-02-01

    Full Text Available Previous research has shown that different configurations of the implicit self-concept of intelligence (iSCI and the explicit self-concept of intelligence (eSCI are consistently related to individuals’ performance on different intelligence tests (Dislich, Imhoff, Banse, Altstötter-Gleich, Zinkernagel, & Schmitt, 2012. The results indicated that any discrepant configuration between the iSCI and the eSCI impairs performance. In the present study, how correspondence between the iSCI and the eSCI is related to intelligence test performance as well as personality traits of modesty (low eSCI, high iSCI, narcissism (high eSCI, low iSCI, and achievement motivation was investigated. Furthermore, a moderated mediation analysis showed that the relation between the iSCI-eSCI configurations and intelligence test performance was mediated by achievement motivation for modest individuals.

  20. Associations of Parenting Styles and Dimensions with Academic Achievement in Children and Adolescents: A Meta-Analysis

    Science.gov (United States)

    Pinquart, Martin

    2016-01-01

    Parents and researchers alike are interested in how to promote children's academic competence. The present meta-analysis integrates the results of 308 empirical studies on associations of general parenting dimensions and styles with academic achievement of children and adolescents assessed via grade point average or academic achievement tests.…

  1. Impact of Teacher Self-Efficacy on Secondary School Students’ Academic Achievement

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    Khurram Shahzad

    2017-06-01

    Full Text Available The study of self-efficacy and its impact on human performance has intrigued many scholars during the last two decades, for example, Clayson and Sheffet, 2006; Nauta, 2004; Muijsand Rejnolds 2001; Bandura, 1997 and Soodak and Podell, 1993. This study was conducted with the objective to find out the impact ofteacher self-efficacy on the secondary school students’ academic achievement. For this purpose, sixty (60 secondary school teachers and a hundred (100 secondary school students in Chiltan Town of Quetta city were randomly selected. To collect the data, teacher self-efficacy questionnaire for teachers was used and to measure students’ academic achievement a test was developed. Data were analyzed through Pearson Correlation and Multiple Regressions. The findings of the study revealed that teacher self-efficacy has a positive impact on the students’ academic achievement. The results of the study and their pedagogical implications have been discussed, and recommendations have been provided for further researches.

  2. Physical Activity, Fitness, Cognitive Function, and Academic Achievement in Children: A Systematic Review

    Science.gov (United States)

    Donnelly, Joseph E.; Hillman, Charles H.; Castelli, Darla; Etnier, Jennifer L.; Lee, Sarah; Tomporowski, Phillip; Lambourne, Kate; Szabo-Reed, Amanda N.

    2016-01-01

    Background The relation among physical activity (PA), fitness, cognitive function, and academic achievement in children is receiving considerable attention. The utility of PA to improve cognition and academic achievement is promising but uncertain; thus, this position stand will provide clarity from the available science. Objective To answer the following questions: (1) among children aged 5-13, do PA and physical fitness influence cognition, learning, brain structure, and brain function? (2) among children aged 5-13, do PA, physical education, and sports programs influence standardized achievement test performance and concentration/attention? Study Eligibility Criteria Primary source articles published in English in peer-reviewed journals. Articles that presented data on, PA, fitness or physical education (PE)/sport participation and cognition, learning, brain function/structure, academic achievement, or concentration/attention were included. Data Sources Two separate searches were performed to identify studies that focused on (1) cognition, learning, brain structure, and brain function; and (2) standardized achievement test performance and concentration/attention. PubMed, ERIC, PsychInfo, SportDiscus, Scopus, Web of Science, Academic Search Premier, and Embase were searched (January 1990- September 2014) for studies that met inclusion criteria. Sixty-four met inclusion criteria for the first search (cognition/learning/brain) and 73 studies met inclusion criteria for the second search (academic achievement/concentration). Study appraisal and synthesis methods Articles were grouped by study design as cross-sectional, longitudinal, acute, or intervention trials. Considerable heterogeneity existed for several important study parameters, therefore results were synthesized and presented by study design. Results A majority of the research supports the view that physical fitness, single bouts of PA, and PA interventions benefit children's cognitive functioning. Limited

  3. An ecological perspective of science and math academic achievement among African American students

    Science.gov (United States)

    Stewart, Endya Bentley

    Using data from the National Education Longitudinal Study of 1988 (NELS:88), path analytic procedures were performed to test an ecological model of the effects of family, individual and school characteristics on the academic African American students. A distinctive study is the inclusion of school computer use in the model. The study results show that several of the variables directly or indirectly affected 12th grade academic achievement. Furthermore, most of the individual influence variables were directly related to 12 th grade achievement. Two surprising findings from this study were the insignificant effects of family income and school computer use on 12 th grade achievement. Overall, the findings support the notion that family, individual, and school characteristics are important predictors of academic success among African American students.

  4. Physical Activity, Fitness, Cognitive Function, and Academic Achievement in Children: A Systematic Review.

    Science.gov (United States)

    Donnelly, Joseph E; Hillman, Charles H; Castelli, Darla; Etnier, Jennifer L; Lee, Sarah; Tomporowski, Phillip; Lambourne, Kate; Szabo-Reed, Amanda N

    2016-06-01

    The relationship among physical activity (PA), fitness, cognitive function, and academic achievement in children is receiving considerable attention. The utility of PA to improve cognition and academic achievement is promising but uncertain; thus, this position stand will provide clarity from the available science. The purpose of this study was to answer the following questions: 1) among children age 5-13 yr, do PA and physical fitness influence cognition, learning, brain structure, and brain function? 2) Among children age 5-13 yr, do PA, physical education (PE), and sports programs influence standardized achievement test performance and concentration/attention? This study used primary source articles published in English in peer-reviewed journals. Articles that presented data on, PA, fitness, or PE/sport participation and cognition, learning, brain function/structure, academic achievement, or concentration/attention were included. Two separate searches were performed to identify studies that focused on 1) cognition, learning, brain structure, and brain function and 2) standardized achievement test performance and concentration/attention. PubMed, ERIC, PsychInfo, SportDiscus, Scopus, Web of Science, Academic Search Premier, and Embase were searched (January 1990-September 2014) for studies that met inclusion criteria. Sixty-four studies met inclusion criteria for the first search (cognition/learning/brain), and 73 studies met inclusion criteria for the second search (academic achievement/concentration). Articles were grouped by study design as cross-sectional, longitudinal, acute, or intervention trials. Considerable heterogeneity existed for several important study parameters; therefore, results were synthesized and presented by study design. A majority of the research supports the view that physical fitness, single bouts of PA, and PA interventions benefit children's cognitive functioning. Limited evidence was available concerning the effects of PA on learning

  5. Perceived School and Neighborhood Safety, Neighborhood Violence and Academic Achievement in Urban School Children

    Science.gov (United States)

    AJ, Milam; CDM, Furr-Holden; PJ, Leaf

    2010-01-01

    Community and school violence continue to be a major public health problem, especially among urban children and adolescents. Little research has focused on the effect of school safety and neighborhood violence on academic performance. This study examines the effect of the school and neighborhood climate on academic achievement among a population of 3rd-5th grade students in an urban public school system. Community and school safety were assessed using the School Climate Survey, an annual city-wide assessment of student’s perception of school and community safety. Community violence was measured using the Neighborhood Inventory for Environmental Typology, an objective observational assessment of neighborhood characteristics. Academic achievement was measured using the Maryland State Assessment (MSA), a standardized exam given to all Maryland 3rd-8th graders. School Climate Data and MSA data were aggregated by school and grade. Objective assessments of neighborhood environment and students’ self-reported school and neighborhood safety were both strongly associated with academic performance. Increasing neighborhood violence was associated with statistically significant decreases from 4.2%-8.7% in math and reading achievement; increasing perceived safety was associated with significant increases in achievement from 16%-22%. These preliminary findings highlight the adverse impact of perceived safety and community violence exposure on primary school children’s academic performance. PMID:21197388

  6. Cognitive ability, academic achievement and academic self-concept: extending the internal/external frame of reference model.

    Science.gov (United States)

    Chen, Ssu-Kuang; Hwang, Fang-Ming; Yeh, Yu-Chen; Lin, Sunny S J

    2012-06-01

    Marsh's internal/external (I/E) frame of reference model depicts the relationship between achievement and self-concept in specific academic domains. Few efforts have been made to examine concurrent relationships among cognitive ability, achievement, and academic self-concept (ASC) within an I/E model framework. To simultaneously examine the influences of domain-specific cognitive ability and grades on domain self-concept in an extended I/E model, including the indirect effect of domain-specific cognitive ability on domain self-concept via grades. Tenth grade respondents (628 male, 452 female) to a national adolescent survey conducted in Taiwan. Respondents completed surveys designed to measure maths and verbal aptitudes. Data on Maths and Chinese class grades and self-concepts were also collected. Statistically significant and positive path coefficients were found between cognitive ability and self-concept in the same domain (direct effect) and between these two constructs via grades (indirect effect). The cross-domain effects of either ability or grades on ASC were negatively significant. Taiwanese 10th graders tend to evaluate their ASCs based on a mix of ability and achievement, with achievement as a mediator exceeding ability as a predictor. In addition, the cross-domain effects suggest that Taiwanese students are likely to view Maths and verbal abilities and achievements as distinctly different. ©2011 The British Psychological Society.

  7. Experiences of violence and deficits in academic achievement among urban primary school children in Jamaica.

    Science.gov (United States)

    Baker-Henningham, Helen; Meeks-Gardner, Julie; Chang, Susan; Walker, Susan

    2009-05-01

    The aim of this study was to examine the relationship between children's experiences of three different types of violence and academic achievement among primary school children in Kingston, Jamaica. A cross-sectional study of 1300 children in grade 5 [mean (S.D.) age: 11 (0.5) years] from 29 government primary schools in urban areas of Kingston and St. Andrew, Jamaica, was conducted. Academic achievement (mathematics, reading, and spelling) was assessed using the Wide Range Achievement Test. Children's experiences of three types of violence - exposure to aggression among peers at school, physical punishment at school, and exposure to community violence - were assessed by self-report using an interviewer administered questionnaire. Fifty-eight percent of the children experienced moderate or high levels of all three types of violence. Boys had poorer academic achievement and experienced higher levels of aggression among peers and physical punishment at school than girls. Children's experiences of the three types of violence were independently associated with all three indices of academic achievement. There was a dose-response relationship between children's experiences of violence and academic achievement with children experiencing higher levels of violence having the poorest academic achievement and children experiencing moderate levels having poorer achievement than those experiencing little or none. Exposure to three different types of violence was independently associated with poor school achievement among children attending government, urban schools in Jamaica. Programs are needed in schools to reduce the levels of aggression among students and the use of physical punishment by teachers and to provide support for children exposed to community violence. Children in Jamaica and the wider Caribbean experience significant amounts of violence in their homes, communities, and schools. In this study, we demonstrate a dose-response relationship between primary school

  8. The relationship between emotional intelligence, self-esteem, gender and educational success

    OpenAIRE

    Mina Rahimi

    2016-01-01

    Identifying factors that contribute to academic achievement is important. Some studies suggest a direct correlation between emotional intelligence, self-esteem and academic achievement, but others disagree about any direct relationship. This study investigates the relationship between emotional intelligence, self-esteem and academic achievement. The sample consists of 300 university students who were selected through random sampling. Bar-on emotional Intelligence questionnaire and self-esteem...

  9. The impact of WhatsApp use on academic achievement among Saudi medical students.

    Science.gov (United States)

    Alkhalaf, Ahmed Mohammed; Tekian, Ara; Park, Yoon Soo

    2018-06-17

    The aim of this study is to examine the relationship between WhatsApp on academic performance among Saudi medical school students at the University of AlBaha and the University of Dammam. A total of 160 students (79 students from AlBaha medical school and 81 students from Dammam medical school) with smartphones were surveyed on their use of social media services and their academic performance (October-December 2015). A Likert scale consisting of 14 items was used to measure the use of WhatsApp and its relationship with academic achievement. Factor analysis of the self-report data of the social media addiction items was conducted. Pearson's correlations were examined to determine the relationship of WhatsApp use with academic achievement and symptoms of addiction. Nearly 99% of participants reported using WhatsApp (over 53% use for academic activities). There was no significant association between GPA and students who use WhatsApp. However, the time spent on WhatsApp usage was directly proportional to the symptoms of addiction. WhatsApp usage showed no relationship with the academic performance among Saudi medical students in both the universities. However, the usage of WhatsApp could be cautioned to minimize the social media addiction on various aspects of life.

  10. The role of chronotype, gender, test anxiety, and conscientiousness in academic achievement of high school students.

    Science.gov (United States)

    Rahafar, Arash; Maghsudloo, Mahdis; Farhangnia, Sajedeh; Vollmer, Christian; Randler, Christoph

    2016-01-01

    Previous findings have demonstrated that chronotype (morningness/intermediate/eveningness) is correlated with cognitive functions, that is, people show higher mental performance when they do a test at their preferred time of day. Empirical studies found a relationship between morningness and higher learning achievement at school and university. However, only a few of them controlled for other moderating and mediating variables. In this study, we included chronotype, gender, conscientiousness and test anxiety in a structural equation model (SEM) with grade point average (GPA) as academic achievement outcome. Participants were 158 high school students and results revealed that boys and girls differed in GPA and test anxiety significantly, with girls reporting better grades and higher test anxiety. Moreover, there was a positive correlation between conscientiousness and GPA (r = 0.17) and morningness (r = 0.29), respectively, and a negative correlation between conscientiousness and test anxiety (r = -0.22). The SEM demonstrated that gender was the strongest predictor of academic achievement. Lower test anxiety predicted higher GPA in girls but not in boys. Additionally, chronotype as moderator revealed a significant association between gender and GPA for evening types and intermediate types, while intermediate types showed a significant relationship between test anxiety and GPA. Our results suggest that gender is an essential predictor of academic achievement even stronger than low or absent test anxiety. Future studies are needed to explore how gender and chronotype act together in a longitudinal panel design and how chronotype is mediated by conscientiousness in the prediction of academic achievement.

  11. Social and Emotional Learning and Academic Achievement in Portuguese Schools: A Bibliometric Study

    Directory of Open Access Journals (Sweden)

    Ana M. Cristóvão

    2017-11-01

    Full Text Available Social and Emotional Learning (SEL is an educational movement that is gaining ground throughout the world. We can define SEL as the capacity to recognize and manage emotions, solve problems effectively, and establish positive relationships with others. Research has demonstrated the significant role of SEL in promoting healthy student development and academic achievement. Extensive research confirms that SEL competencies: can be taught, that they promote positive development and reduce problem behaviors, and that they improve students' academic achievement and citizenship. At the international level, several rigorous studies have identified programs and practices that promote SEL. In Portugal, however, no review has yet been published regarding the implementation of SEL programs. Such a study would elucidate the current panorama of SEL programs in Portugal. This study aims to identify research on SEL programs implemented in Portuguese schools and the relationship of those programs with academic achievement. To this end, we have consulted the following databases: Scientific Repository of Open Access of Portugal (RCAAP, Online Knowledge Library (b-on, and Web of Science (WoS. The criteria were: (a all time frames; (b publications in either Portuguese or English; (c programs that developed socio-emotional competencies in Portuguese schools; (d academic levels including elementary, middle, and high school and (e students of regular education. Few publications on SEL programs implemented in Portugal were found, although the recent decade has witnessed an upsurge of interest in the topic, principally that arising from academic research.

  12. The Interplay Among Academic Self-Concept, Self-Efficacy, Self-Regulation and Academic Achievement of Higher Education L2 Learners

    OpenAIRE

    Özkan KIRMIZI

    2015-01-01

    Self-concept, self efficacy, and self-regulation are three important factors that predict the success of L2 learners to a large extent. Therefore, the present study was designed to measure the academic self-concept, self efficacy, self-regulation level of higher education students in relation to academic achievement and self-evaluation and secondarily to investigate the correlation between academic self-concept, selfefficacy, and self-regulation. In the present study, academic self-concept wa...

  13. Coping Self-Efficacy and Academic Stress among Hispanic First-Year College Students: The Moderating Role of Emotional Intelligence

    Science.gov (United States)

    Watson, Joshua C.; Watson, April A.

    2016-01-01

    In this study, the authors examined the role that emotional intelligence plays in moderating the relationship between academic stress and coping self-efficacy among a sample of 125 Hispanic 1st-year college students enrolled at a medium-size, southern Hispanic-serving institution. Results of a 2-stage hierarchical multiple regression analysis…

  14. High Level of Emotional Intelligence Is Related to High Level of Online Teaching Self-Efficacy among Academic Nurse Educators

    Science.gov (United States)

    Ali, Nagia; Ali, Omar; Jones, James

    2017-01-01

    This study examined the relationship between emotional intelligence (EI) and online teaching self-efficacy among 115 academic nurse educators who teach online (totally, blended, or both). The sample was randomly drawn from the list of nursing schools accredited by Commission on Collegiate Nursing Education (CCNE) with baccalaureate, master's…

  15. Emotional intelligence, perceived stress and academic performance of Sri Lankan medical undergraduates

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    P. Ranasinghe

    2017-02-01

    Full Text Available Abstract Background Previous research has shown that higher Emotional Intelligence (EI is associated with better academic and work performance. The present study intended to explore the relationship between EI, perceived stress and academic performance and associated factors among medical undergraduates. Methods This descriptive cross-sectional research study was conducted among 471 medical undergraduates of 2nd, 4th and final years of University of Colombo, Sri Lanka. Students were rated on self administered Perceived Stress Scale (PSS and Schutte Self-Report Emotional Intelligence Test (SEIT. Examination results were used as the dichotomous outcome variable in a logistic regression analysis. Results Females had higher mean EI scores (p = 0.014. A positive correlation was found between the EI score and the number of extracurricular activities (r = 0.121, p = 0.008. Those who were satisfied regarding their choice to study medicine, and who were planning to do postgraduate studies had significantly higher EI scores and lower PSS scores (p <0.001. Among final year undergraduates, those who passed the Clinical Sciences examination in the first attempt had a higher EI score (p <0.001 and a lower PSS score (p <0.05. Results of the binary logistic-regression analysis in the entire study population indicated that female gender (OR:1.98 and being satisfied regarding their choice of the medical undergraduate programme (OR:3.69 were significantly associated with passing the examinations. However, PSS Score and engagement in extracurricular activities were not associated with ‘Examination Results’. Conclusions Higher EI was associated with better academic performance amongst final year medical students. In addition a higher EI was observed in those who had a higher level of self satisfaction. Self-perceived stress was lower in those with a higher EI. Enhancing EI might help to improve academic performance among final year medical

  16. Implementing vertical and horizontal engineering students' integration and assessment of consequence academic achievement

    Science.gov (United States)

    Al-Zubaidy, Sarim; Abdulaziz, Nidhal; Dashtpour, Reza

    2012-08-01

    Recent scholarship references indicate that integration of the student body can result in an enhanced learning experience for students and also greater satisfaction. This paper reports the results of a case study whereby mechanical engineering students studying at a newly established branch campus in Dubai of a British university were exposed to vertical and horizontal integration. Different activities have been embedded to ensure that students integrated and worked together with their peers and colleagues at different levels. The implemented processes and practices led to improved academic achievements, which were better than those of a similar cohort of students where no effort had been made to integrate. The analysis revealed that cooperative learning and the degree of academic support provided by teachers are positively and directly correlated with academic as well as the students' own sense of personal achievement. The results are discussed in light of previous research and with reference to the cultural context of the study.

  17. Maltreatment Related Trauma Symptoms Affect Academic Achievement through Cognitive Functioning: A Preliminary Examination in Japan

    Directory of Open Access Journals (Sweden)

    Kohske Ogata

    2017-09-01

    Full Text Available Child abuse and neglect could have some deleterious impacts on both intellectual and academic performance of school students. The aim of this study was to examine relationships among child maltreatment, trauma symptoms, cognitive functioning, and academic achievement. Data were collected from child guidance centers, where maltreated children were substantiated, assessed, evaluated, protected, and treated clinically. The selection criteria for subjects included Japanese children (1 who had a history of maltreatment; (2 whose IQs were measured using the Kaufman Assessment Battery for Children second edition (KABC-II; and (3 whose traumatic stress was evaluated using the Trauma Symptom Checklist for Children alternate version (TSCC-A. Covariance structure analysis showed the model that explains the relations of trauma symptom (measured by TSCC-A on academic achievement (measured by KABC-II as being intervened by cognitive functioning (measured by KABC-II.

  18. The influence of habitus in the relationship between cultural capital and academic achievement.

    Science.gov (United States)

    Gaddis, S Michael

    2013-01-01

    Scholars routinely use cultural capital theory in an effort to explain class differences in academic success but often overlook the key concept of habitus. Rich, longstanding debates within the literature suggest the need for a closer examination of the individual effects of cultural capital and habitus. Drawing upon the writings of Pierre Bourdieu, I use a longitudinal dataset to examine the effects of multiple operationalizations of cultural capital on academic achievement and the mediating effects of habitus. Using first difference models to control for time-invariant unobserved characteristics, I find that typical operationalizations of cultural capital (i.e. high-arts participation and reading habits) have positive effects on GPA that are completely mediated through habitus. These results stress the importance of habitus in the relationship between cultural capital and academic achievement for disadvantaged youth. Copyright © 2012 Elsevier Inc. All rights reserved.

  19. Prefrontal cognitive ability, intelligence, Big Five personality, and the prediction of advanced academic and workplace performance.

    Science.gov (United States)

    Higgins, Daniel M; Peterson, Jordan B; Pihl, Robert O; Lee, Alice G M

    2007-08-01

    Studies 1 and 2 assessed performance on a battery of dorsolateral prefrontal cognitive ability (D-PFCA) tests, personality, psychometric intelligence, and academic performance (AP) in 2 undergraduate samples. In Studies 1 and 2, AP was correlated with D-PFCA (r=.37, ppersonality. Studies 3 and 4 assessed D-PFCA, personality, and workplace performance among (a) managerial-administrative workers and (b) factory floor workers at a manufacturing company. Prefrontal cognitive ability correlated with supervisor ratings of manager performance at values of r ranging from .42 to .57 (ps<.001), depending on experience, and with factory floor performance at pr=.21 (p=.02), after controlling for experience, age, and education. Conscientiousness correlated with factory floor performance at r=.23.

  20. INFORMATION TECHNOLOGY USE AND ACADEMIC ACHIEVEMENTS OF STUDENTS IN PRIMARY SCHOOLS

    OpenAIRE

    Khalid Said Rabayah

    2014-01-01

    The association between ICT diffusion and education is a subject of hot debate in both ICT and educational circles. Stances range from positive enthusiast, to skeptics, to disbelievers vis-a-vis the impact of ICT on students’ achievements. The purpose of this paper is to investigate the presence of any correlation between students’ academic achievements as recorded by Trends in International Mathematics and Science (TIMMS 2011) and the penetration of ICT in their schools and households, with ...