Journal articles: 'Academic achievement. Education'

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Maclellan, Effie. "Academic achievement." Active Learning in Higher Education 6, no. 3 (November 2005): 194–206. http://dx.doi.org/10.1177/1469787405057750.

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Moore, Phillip J. "Academic achievement." Educational Psychology 39, no. 8 (August 1, 2019): 981–83. http://dx.doi.org/10.1080/01443410.2019.1643971.

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Bembenutty, Héfer. "Academic delay of gratification and academic achievement." New Directions for Teaching and Learning 2011, no. 126 (June 2011): 55–65. http://dx.doi.org/10.1002/tl.444.

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Hansen, Kirstine, and Morag Henderson. "Does academic self-concept drive academic achievement?" Oxford Review of Education 45, no. 5 (April 15, 2019): 657–72. http://dx.doi.org/10.1080/03054985.2019.1594748.

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Kumar Jaiswal, Sandeep, and Rashmi Choudhuri. "Academic Self Concept and Academic Achievement of Secondary School Students." American Journal of Educational Research 5, no. 10 (November 13, 2017): 1108–13. http://dx.doi.org/10.12691/education-5-10-13.

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Ehrhardt, Jennifer, Noelle Huntington, Janine Molino, and William Barbaresi. "Special Education and Later Academic Achievement." Journal of Developmental & Behavioral Pediatrics 34, no. 2 (February 2013): 111–19. http://dx.doi.org/10.1097/dbp.0b013e31827df53f.

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Jafari, Sakineh, and Ali Asgari. "Predicting Students’ Academic Achievement Based on the Classroom Climate, Mediating Role of Teacher-Student Interaction and Academic Motivation." Integration of Education 24, no. 1 (March 31, 2020): 62–74. http://dx.doi.org/10.15507/1991-9468.098.024.202001.062-074.

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Introduction. The present study aims to predict students’ academic achievements based on the classroom climate, the mediating role of teacher-student interaction and academic motivation among Semnan University students. Materials and Methods. This study relied on correlation-and-description method of data collection. The sample population consisted of all undergraduate and postgraduate students at the Faculty of Engineering of Semnan University in the academic year of 2017–2018. Using a random stratified method, 200 subjects were selected as the sample (135 undergraduate and 65 master). Questionnaires of Patrick, Kaplan and Ryan’s classroom climate, Hernandez-Lopez’ teacher-student scale, Vallerand’s academic motivation questionnaire and Pace and Kuh’s student academic achievement scale were used. Reliability of the questionnaires was confirmed using Cronbach’s alpha test. Results. There is significant positive relationship between academic achievement and classroom climate, teacher-student interaction and academic motivation. Classroom climate has a direct and meaningful effect on students’ academic achievements. Also, the climate of the classroom by mediating the teacher-student interaction has indirect and significant effects on students’ academic achievements. Classroom climate by mediating educational motivation has an indirect and significant effect on students’ academic achievement. Discussion and Conclusion. The results of this study suggest the importance of openness to the classroom climate, interaction between teacher-student and academic motivation is to increase students’ academic achievements.

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Fritsch, Helmut, and Gerhard Strohlein. "Mentor support and academic achievement." Open Learning: The Journal of Open, Distance and e-Learning 3, no. 2 (June 1988): 27–32. http://dx.doi.org/10.1080/0268051880030206.

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Friesen, Jane, Ross Hickey, and Brian Krauth. "Disabled Peers and Academic Achievement." Education Finance and Policy 5, no. 3 (July 2010): 317–48. http://dx.doi.org/10.1162/edfp_a_00003.

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We use data on students in grades 4–7 in the Canadian province of British Columbia to investigate the effect of having disabled peers on value-added exam outcomes. Longitudinal data for multiple cohorts of students are used together with school-by-grade-level fixed effects to account for endogenous selection into schools. Our estimates suggest that same-grade peers with learning and behavioral disabilities have an adverse effect on the test score gains of nondisabled students in British Columbia. However, these effects are statistically insignificant and are sufficiently small that they are unlikely to raise concerns about the placement of this group of disabled students. The effect of peers with other disabilities is also small and statistically insignificant but varies in sign.

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Farrar, Ruth, Steven Viveiros, Elaine Bukowiecki, Susan Miskelly, Dorie AuCoin, Julia Stakhnevich, Kathryn Evans, and Heidi Burgiel. "A Center for Academic Achievement." International Journal of Learning: Annual Review 14, no. 11 (2008): 65–78. http://dx.doi.org/10.18848/1447-9494/cgp/v15i11/46014.

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Andes, Jon M. "Increased Academic Achievement Through Advisement." NASSP Bulletin 72, no. 508 (May 1988): 113–14. http://dx.doi.org/10.1177/019263658807250826.

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Krnjajic, Stevan. "Peer relationships and academic achievement." Zbornik Instituta za pedagoska istrazivanja, no. 34 (2002): 213–35. http://dx.doi.org/10.2298/zipi0204213k.

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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.

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Schickedanz, Judith A. "Family Socialization and Academic Achievement." Journal of Education 177, no. 1 (January 1995): 17–38. http://dx.doi.org/10.1177/002205749517700102.

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Greene, Jay P., and Julie R. Trivitt. "Can Judges Improve Academic Achievement?" Peabody Journal of Education 83, no. 2 (April 28, 2008): 224–37. http://dx.doi.org/10.1080/01619560801997010.

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Kosmoski, Georgia J., Geneva Gay, and Edward L. Vockell. "Cultural Literacy and Academic Achievement." Journal of Experimental Education 58, no. 4 (July 1990): 265–72. http://dx.doi.org/10.1080/00220973.1990.10806540.

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Oktarina, Harti, and Sitti Hajar Aswad. "Pengaruh Mentoring Dosen Pembimbing Akademik terhadap Prestasi Akademik Mahasiswa STKIP Pembangunan Indonesia." Phinisi Integration Review 3, no. 2 (August 31, 2020): 215. http://dx.doi.org/10.26858/pir.v3i2.14884.

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This study aims to: (1) find out how the implementation of academic guidance for students of the 2016 STKIP Pembangunan Indonesia Economic Education study program, (2) find out how the academic achievements of the STKIP 2016 Indonesian Economic Education Study Program, (3) find out how the influence of academic guidance to the improvement of academic achievement of students of the 2016 STKIP Pembangunan Indonesia economic education study program. in this study were 17 students of the 2016 economic education study program. Data collection techniques using a questionnaire. Data analysis techniques using simple linear regression analysis with the help of the SPSS program. The results showed that the Mentoring of academic supervisors in the 2016 class of economic education study program was included in the qualification sufficiently in its effect on improving academic achievement. Student academic achievements in the 2016 economic education study program included in the medium qualification. This can be seen in the average results of student learning achievement is 3.66 located at intervals of 3.51 - 4.00 and including Cum Laude qualification level. There is an influence between the mentoring lecturers of academic advisers on the academic achievements of students of the 2016 Economic Education Study Program STKIP Pembangunan Indonesia. This is indicated by the value of sig. 0.007 <0.05 then Ha is accepted and Ho is rejected

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Smith, Thomas Ewin. "Time and academic achievement." Journal of Youth and Adolescence 19, no. 6 (December 1990): 539–58. http://dx.doi.org/10.1007/bf01537175.

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Tulbure, Cristina. "Predictors of academic achievement in higher education." Studia Doctoralia 1, no. 1-2 (September 8, 2018): 168–88. http://dx.doi.org/10.47040/sd/sdpsych.v1i1-2.11.

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In this study we investigated the relationship between academic achievement and the students' characteristics such as personality traits, learning motivation or intellectual ability. Our intention was to highlight possible predictors of academic achievement on the level of higher education. A samplegroup of 284 pre-service teachers voluntarily participated in the study. The results showed a significant correlation between academic achievement and some personality variables such as conscientiousness, emotional stability, selfesteem and self-control. Moreover, intellectual ability and intrinsic motivation positively correlated with academic achievement, as shown in previous studies. Regression analysis further revealed that the most important predictors of academic achievement were intrinsic motivation, intelligence, self-control and self-esteem. Overall, it seems that identifying the predictors of academic achievement and wisely integrating them in the classroom setting could significantly improve the quality of instruction in higher education.

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Tulbure, Cristina. "Predictors of academic achievement in higher education." Studia Doctoralia 1, no. 1-2 (May 6, 2012): 168–88. http://dx.doi.org/10.47040/sd0000011.

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In this study we investigated the relationship between academic achievement and the students' characteristics such as personality traits, learning motivation or intellectual ability. Our intention was to highlight possible predictors of academic achievement on the level of higher education. A samplegroup of 284 pre-service teachers voluntarily participated in the study. The results showed a significant correlation between academic achievement and some personality variables such as conscientiousness, emotional stability, selfesteem and self-control. Moreover, intellectual ability and intrinsic motivation positively correlated with academic achievement, as shown in previous studies. Regression analysis further revealed that the most important predictors of academic achievement were intrinsic motivation, intelligence, self-control and self-esteem. Overall, it seems that identifying the predictors of academic achievement and wisely integrating them in the classroom setting could significantly improve the quality of instruction in higher education.

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Holochwost, Steven J., Cathi B. Propper, Dennie Palmer Wolf, Michael T. Willoughby, Kelly R. Fisher, Jacek Kolacz, Vanessa V. Volpe, and Sara R. Jaffee. "Music education, academic achievement, and executive functions." Psychology of Aesthetics, Creativity, and the Arts 11, no. 2 (May 2017): 147–66. http://dx.doi.org/10.1037/aca0000112.

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Putwain, David W., Diahann Gallard, and Joanna Beaumont. "Academic buoyancy protects achievement against minor academic adversities." Learning and Individual Differences 83-84 (October 2020): 101936. http://dx.doi.org/10.1016/j.lindif.2020.101936.

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Marsh, Herbert W. "Causal Effects of Academic Self-Concept on Academic Achievement." Journal of Experimental Education 56, no. 2 (January 1988): 100–103. http://dx.doi.org/10.1080/00220973.1988.10806472.

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REILLY, THOMAS F., LARRY J. WHEELER, and LEONARD E. ETLINGER. "Intelligence Versus Academic Achievement." Criminal Justice and Behavior 12, no. 2 (June 1985): 193–208. http://dx.doi.org/10.1177/0093854885012002003.

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Many juvenile delinquents are placed in special education programs labeled as emotionally disturbed, mentally retarded, or learning disabled. This study compared the intelligence and academic achievement of the aforementioned classifications in order to determine similarities and differences. The results indicated that the juvenile delinquents were similar to the learning disabled and emotionally disturbed intellectually, and they were similar to the learning disabled and educable mentally retarded academically. In terms of both intelligence and academic achievement combined, juvenile delinquents had the greatest similarity to the learning disabled than either educable mentally retarded or emotionally disturbed. Therefore, teachers of juvenile delinquents should be familiar with the emotional manifestations of learning problems.

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Kapoor, M. Rai, K. Hung Chan, and Herbert L. Jensen. "Academic Achievement and Professional Examination Performance." Canadian Journal of Education / Revue canadienne de l'éducation 17, no. 1 (1992): 100. http://dx.doi.org/10.2307/1495400.

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Gaddy, Gary D. "High School Order and Academic Achievement." American Journal of Education 96, no. 4 (August 1988): 496–518. http://dx.doi.org/10.1086/443905.

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Mwamwenda, Tuntufye S., and Bernadette B. Mwamwenda. "School Facilities and Pupils' Academic Achievement." Comparative Education 23, no. 2 (January 1987): 225–35. http://dx.doi.org/10.1080/0305006870230208.

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Gerber, Susan B., Jeremy D. Finn, Charles M. Achilles, and Jayne Boyd-Zaharias. "Teacher Aides and Students’ Academic Achievement." Educational Evaluation and Policy Analysis 23, no. 2 (June 2001): 123–43. http://dx.doi.org/10.3102/01623737023002123.

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Dar, Yehezkel, and Nura Resh. "Classroom Intellectual Composition and Academic Achievement." American Educational Research Journal 23, no. 3 (January 1986): 357–74. http://dx.doi.org/10.3102/00028312023003357.

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NICHD EARLY CHILD CARE RESEARCH NETWORK. "Multiple Pathways to Early Academic Achievement." Harvard Educational Review 74, no. 1 (April 1, 2004): 1–29. http://dx.doi.org/10.17763/haer.74.1.k845735459043543.

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Using data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development, the NICHD Early Child Care Research Network (ECCRN) constructed a structural model predicting reading and mathematics achievement in first-grade children from parenting, childcare, and first-grade schooling environments, which is presented in this article. The model provided a strong fit for the data, and parenting emerged as the strongest single contextual predictor of children's achievement. Nevertheless, the child-care and firstgrade schooling contexts independently contributed to children's academic performance. There were also a number of indirect pathways of prediction that combined environmental and child factors. Overall, results confirmed that multiple factors act in concert over the school transition period to shape children's reading and mathematics skills.

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Spasenovic, Vera. "Peer acceptance/rejection and academic achievement." Zbornik Instituta za pedagoska istrazivanja, no. 35 (2003): 267–88. http://dx.doi.org/10.2298/zipi0335267s.

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Considerations of the nature and role of peer relations in child development indicate that peer interaction is an important factor in developing social and cognitive competences. Peer relations not only influence current but also subsequent academic, behavioral and emotional development. Accepted students more often display better academic achievement, whereas the status of rejection is coupled with academic difficulties and lower academic achievement. Peer rejection is a relatively stable characteristic that can be used to predict difficulties in the years to come, such as repeat of a grade, early drop out, unjustified absences, adaptability problems etc. It is considered that correlation between academic achievement and peer group status is mediated by student social behavior at school. The quality of peer relations and academic achievement are mutually influential i.e. peer acceptance serves as a social resource that facilitates academic achievement, but academic achievement has effects on student acceptance. To help students who display difficulties in social relations, various intervention programs have been well thought of so as to contribute to interpersonal efficiency promotion. Concerning interdependence of social behavior, peer status and academic achievement, it is reasonable to expect that positive changes in behavior, frequently leading to the change of rejection status, will produce, directly or indirectly, positive effects on academic achievement too.

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Spasenovic, Vera. "Student prosocial behavior and academic achievement." Zbornik Instituta za pedagoska istrazivanja, no. 36 (2004): 131–50. http://dx.doi.org/10.2298/zipi0436131s.

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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.

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Milosevic, Nikoleta, and Slavica Sevkusic. "Student self-esteem and academic achievement." Zbornik Instituta za pedagoska istrazivanja 37, no. 1 (2005): 70–87. http://dx.doi.org/10.2298/zipi0501070m.

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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 feeling of competence.

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Leondari, Angeliki, Efi Syngollitou, and Grigoris Kiosseoglou. "Academic Achievement, Motivation and Future Selves." Educational Studies 24, no. 2 (July 1998): 153–63. http://dx.doi.org/10.1080/0305569980240202.

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AL-Qadri, Abdo Hasan, and Wei Zhao. "EMOTIONAL INTELLIGENCE AND STUDENTS’ ACADEMIC ACHIEVEMENT." Problems of Education in the 21st Century 79, no. 3 (June 10, 2021): 360–80. http://dx.doi.org/10.33225/pec/21.79.360.

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Emotional Intelligence (EI) is essential attribution among school learners of today. In this respect, determination and normalization of the measures to investigate and recognize dimensions levels help educators have a successful intervention and increase students' academic achievement level. This research aimed to explore the relationship between Emotional Intelligence (EI) and the academic achievement of Arabic basic school students in China. Further, it also sought to determine the level of students' emotional intelligence and motivation to learn. The research aims are addressed through a tool that explores emotional intelligence and motivation. A 60-item for initial emotional intelligence scale was utilized and analyzed to test their psychometric properties by pilot testing. A final total of 303 students with ages ranged between 12-16 years old participated in the research. The research findings suggested the final formulation of items of the emotional intelligence scale that can measure the levels of emotional intelligence of students along with a significantly positive relationship to academic achievement. There were statistically significant differences in the respondents' level of emotional intelligence according to the gender variable. In comparison, there were no statistically significant differences in the respondents' level of emotional intelligence according to the grade variable. Recommendations of the research were presented. Keywords: emotional intelligence, academic achievement, factor analysis, development and relationship

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Tobin, Kerri J. "Homeless Students and Academic Achievement." Urban Education 51, no. 2 (July 25, 2014): 197–220. http://dx.doi.org/10.1177/0042085914543116.

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Samuel, Naomi N. C., and Ifeoma G. Okonkwo. "Relationship between Metacognition, Locus of Control, and Academic Achievement in Secondary School Chemistry Students in Anambra State, Nigeria." Education Research International 2021 (August 7, 2021): 1–7. http://dx.doi.org/10.1155/2021/6698808.

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This study examined the relationship between metacognition, locus of control, and academic achievement in secondary school chemistry students in Anambra state, Nigeria. The sample consisted of 135 chemistry students in Awka Education Zone, Anambra state. Descriptive survey research design was adopted, and two instruments—Metacognitive Awareness Inventory (MAI) and Academic Locus of Control Scale—were used as instruments for data collection. Correlation and regression analyses were used to explore the intervention effects of metacognition between locus of control and academic achievements of chemistry students on the hypothesis that metacognition affects locus of control and academic achievement. The result revealed that metacognitive awareness overall, metacognitive knowledge (declarative, procedural, and conditional), and metacognitive regulation (planning, information management, monitoring, debugging, and evaluation) aspects showed a positive relationship with the students’ academic achievement and a negative relationship with locus of control. The study has implication for teachers and students since metacognition can be taught. The students should avail themselves the opportunity to acquire metacognitive skill and strategies, while teachers should themselves train students on the most effective metacognitive skills and strategies for effective increase on academic achievement and locus of control.

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Cirovic, Ivana, and Dusica Malinic. "Academic gender stereotypes of pre-service teachers." Zbornik Instituta za pedagoska istrazivanja 45, no. 2 (2013): 322–41. http://dx.doi.org/10.2298/zipi1302322c.

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This research was aimed at studying the content of academic gender stereotypes of pre-service teachers who are being prepared for working in different cycles of education. The sample included 408 students of teaching programmes of the Teacher Training College, Faculty of Mathematics and Faculty of Philology in Belgrade. It has been established that future class and subject teachers have gender stereotypes about the interests and achievements of students in different school subjects. pre-service teachers from both groups are of the opinion that girls get interested more easily than boys in the majority of school subjects, as well as that girls are more talented for the subjects in the field of humanities and languages, while boys are more talented for the subjects in the field of sciences. Pre-service teachers estimate that boys typically have a low achievement in languages, arts and music, while girls have a low achievement in physics, computer science, technical sciences and physical education. Since teachers? gender stereotypes can affect students? achievement, educational and career choices, it is important to raise awareness about the content and consequences of such beliefs in teachers and focus on certain actions towards their altering.

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Dietz, Carol, and Barry J. Wilson. "Beginning school age and academic achievement." Psychology in the Schools 22, no. 1 (January 1985): 93–94. http://dx.doi.org/10.1002/1520-6807(198501)22:1<93::aid-pits2310220118>3.0.co;2-p.

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Kalaivani, M., and V. Rajeswari. "THE ROLE OF ACADEMIC MOTIVATION AND ACADEMIC SELF CONCEPT IN STUDENT’S ACADEMIC ACHIEVEMENT." International Journal of Research -GRANTHAALAYAH 4, no. 9(SE) (September 30, 2016): 37–49. http://dx.doi.org/10.29121/granthaalayah.v4.i9(se).2016.2508.

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Education is important to cultivate good values among the public in society. Education helps men to develop their life style. The ultimate goal of school is to educate young people to become responsible. Education is the complete development of individuality of the child so that the man can make an original contribution to human life according to the best of his capacity.. Both academic motivation and academic self-concept promote positive learning environment among the students. It is not just a desire only to achieve but it makes every student to excel in every actions. Proper motivation helps them to do their studies in the best way. Likewise highest self-concept students can easily achieve high in their academics. Both academic motivation and academic self-concept bring out the students’ potentialities and make the students to be successful in their academic prospects. Hence this paper attempts to explore the importance of academic motivation and academic self-concept in academic achievement.

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Basith, Abd, Andi Syahputra, Slamat Fitriyadi, Rosmaiyadi Rosmaiyadi, Fitri Fitri, and Susan Neni Triani. "ACADEMIC STRESS AND COPING STRATEGY IN RELATION TO ACADEMIC ACHIEVEMENT." Jurnal Cakrawala Pendidikan 40, no. 2 (June 16, 2021): 292–304. http://dx.doi.org/10.21831/cp.v40i2.37155.

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Stress on students is more common and varied. Therefore, a good coping strategy is needed in order to control stress and increase academic achievement. The purposes of this study are: 1) to describe the level of academic stress and coping strategy; 2) to investigate the effect of the differences of gender, age, marital status, years of study and degrees on academic stress and coping; and 3) to analyze the relationship between academic stress, coping and academic achievement. This research used a quantitative method with a survey approach. The population was 340 Indonesian students in Wuhan, China. The samples of 184 students (73 male and 111 female) were taken with a simple random sampling technique. The instruments used in collecting data are the Scale for Assessment Academic Stress and the Stress Coping Style Inventory. The results showed that academic stress was at a moderate level dominated by cognitive stress indicators. Coping was at a moderate level dominated by active emotional coping. Different demographic factors have a significant effect on academic stress and coping. Intercorrelation shows the relationship between several indicators of academic stress and coping but no significant relationship with academic achievement.

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Sakız, Halis, Faysal Özdaş, İdris Göksu, and Abdurrahman Ekinci. "A Longitudinal Analysis of Academic Achievement and Its Correlates in Higher Education." SAGE Open 11, no. 1 (January 2021): 215824402110030. http://dx.doi.org/10.1177/21582440211003085.

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Achievement in higher education is gaining importance and attracting attention among educational psychologists who seek for determining its correlates. This study examined longitudinal associations between academic achievement in higher education, university entrance exam performance, the psychosocial climate of the campus, and instructional behavior and socioeconomic status. Data concerning 2,361 students from three universities were collected via surveys and university records at Year 1, Year 2, and Year 4. Socioeconomic status (SES), university exam performance, perceived instructional behavior, and perceived psychosocial climate at Grade 1 were associated positively with academic achievement, perceived instructional behavior, and perceived psychosocial climate at Grade 2 and Grade 4. Indirect effects from SES, university exam performance, perceived instructional behavior, and perceived psychosocial climate at Grade 1 to Grade 4 outcomes were significant, through academic achievement, perceived instructional behavior, and perceived psychosocial climate at Grade 2. These results support that students’ SES, earlier entrance exam performance, and perceptions of their academics’ instructional behaviors and the campus’ psychosocial atmosphere at the first year of university life are associated with their academic achievement at the final year through their relations with the developing levels of academic achievement, perceived instructional behavior, and psychosocial climate of the campus toward the middle of university life.

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Alhassan, Ibrahim, and Abukari Alhassan. "Determinants of Students’ Academic Achievement in a Ghanaian University." American Journal of Educational Research 7, no. 2 (March 1, 2019): 178–82. http://dx.doi.org/10.12691/education-7-2-11.

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Hetherington, Vincent J. "Assessment Plan for Student Academic Achievement." Journal of the American Podiatric Medical Association 102, no. 6 (November 1, 2012): 529–34. http://dx.doi.org/10.7547/1020529.

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The general public has become increasingly concerned about the accomplishments of education. Accrediting bodies are holding institutions of higher education accountable for educational services and are demanding a variety of assessment activities. This article presents the plan for assessment of student achievement at the Kent State University College of Podiatric Medicine. (J Am Podiatr Med Assoc 102(6): 529–534, 2012)

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Wirthwein, Linda, Jörn R. Sparfeldt, Martin Pinquart, Joanna Wegerer, and Ricarda Steinmayr. "Achievement goals and academic achievement: A closer look at moderating factors." Educational Research Review 10 (December 2013): 66–89. http://dx.doi.org/10.1016/j.edurev.2013.07.001.

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Williamson, Gary L., Mark Appelbaum, and Alex Epanchin. "Longitudinal Analyses of Academic Achievement." Journal of Educational Measurement 28, no. 1 (March 1991): 61–76. http://dx.doi.org/10.1111/j.1745-3984.1991.tb00344.x.

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Meyer, Jennifer, Johanna Fleckenstein, and Olaf Köller. "Expectancy value interactions and academic achievement: Differential relationships with achievement measures." Contemporary Educational Psychology 58 (July 2019): 58–74. http://dx.doi.org/10.1016/j.cedpsych.2019.01.006.

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Feshbach, Norma Deitch, and Seymour Feshbach. "Affective Processes and Academic Achievement." Child Development 58, no. 5 (October 1987): 1335. http://dx.doi.org/10.2307/1130625.

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Kaya, Omer Sami, and Huseyin Bicen. "Study of Augmented Reality Applications Use in Education and Its Effect on the Academic Performance." International Journal of Distance Education Technologies 17, no. 3 (July 2019): 25–36. http://dx.doi.org/10.4018/ijdet.2019070102.

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Augmented reality (AR) applications can be used in almost all education and training environments. In this study, it reveals the relationship between perceived usefulness, utility and attitudes regarding the use of AR applications in educational environments as well as the relationship between attitude levels and academic achievements. It also reveals the effect of AR application use on academic achievement in education. According to the findings obtained in the study, the followings have been found: the perceived ease of use of students regarding AR applications in educational environments has a strong positive effect on perceived benefit; the perceived benefit and ease of use influence the attitude levels strongly in the positive direction; there is no semantic relation between attitude levels and academic achievement; and the use of AR applications in educational processes increases the academic achievement of students.

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Gong, Xiaopeng, Gregory Marchant, and Yinsheng Cheng. "Family factors and immigrant students’ academic achievement." Asian Education and Development Studies 4, no. 4 (October 5, 2015): 448–59. http://dx.doi.org/10.1108/aeds-01-2015-0002.

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Purpose – The purpose of the paper is to examine the relationship between family-related factors and academic performance for Asian and Hispanic immigrant students. Design/methodology/approach – The study used data drawn from the Children of Immigrants Longitudinal Study. Data were collected from second-generation immigrant students in forms of surveys. A total of 10th to 12th grade Asian (n=3,022) and Hispanic immigrant students (n=1,664) reported their family income, father’s and mother’ education, parents’ education aspiration for them, their own education aspiration, English proficiency, family cohesion, and parent-child conflict. Their school performance indicated by grade point average demonstrated in school records was also collected. Data were analyzed with analysis of variance and regression techniques. Findings – Family income and parent-child conflict were identified as predictors of immigrant students’ grade point average. When regression analyses were conducted separately for Asian and Hispanic students, different patterns emerged. Family income and parent-child conflict predicted Hispanic immigrant students’ academic performance whereas parent education aspiration and family income predicted Asian immigrant students’ academic performance. Originality/value – The current study was among the first to examine how family emotional factors related to Asian and Hispanic immigrant students’ academic performance. The findings demonstrated some interesting patterns in terms of how different family-related factors contributed to the two immigrant student groups. It added to the existing literature about what distinguished Asian and Hispanic immigrant students’ academic achievement.

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Kurniaman, Otang, Annisa Indarni, and Eddy Noviana. "HOW PARENTS EDUCATION IMPROVE STUDENT ACHIEVEMENT?" PrimaryEdu - Journal of Primary Education 5, no. 1 (March 5, 2021): 1. http://dx.doi.org/10.22460/pej.v5i1.1714.

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The Education in elementary school is a very important factor. Because the elementary school level is the foundation for the development of children's thinking and learning abilities influences and influences to the next level. The purpose of this research is to determine the academic achievement of students who are influenced by the parent’s education level. This research used a quantitative approach with a correlation test. The research conducted at Elementary school of 105 Tampan Pekanbaru to all of grade V students, with 150 total students. The Researcher used the Krejcie and Morgan tables sampling with 108 students. Based on the results of the correlation test shows that the magnitude of the father's education correlation coefficient on student academic achievement is 0.012 while the correlation of maternal education to student academic achievement is 0.081. Both are below the value of the r product moment correlation coefficient table for a sample of 108 with a significance level of 5% that is equal to 0.187. Thus the hypothesis H0 is accepted, it means that there is no meaningful relationship between parental education and student achievement.

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Journal articles on the topic 'Academic achievement. Education'

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