Relevant bibliographies by topics / Academic performance of achievement

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Academic performance of achievement'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "Academic performance of achievement"

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Arshad, Muhammad, and Muhammad Aslam. "ACADEMIC PERFORMANCE;." Professional Medical Journal 24, no. 07 (July 3, 2017): 977–80. http://dx.doi.org/10.29309/tpmj/2017.24.07.1020.

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Objectives: examined the relationship between academic performance andbulling in an academic environment. Setting: 9th to 12 grades students male and female ofdifferent private school of Faisalabad city. Period: March 2015 to April 2016. Material andMethod: 200 students 13 to 18 years old were taken and apply the Bullying Scale (Espelage,200). Result: Pearson correlation revealed that academic achievement negatively correlatedwith bulling. This relationship was significant with bully(r = -.67, p< .001), In order to predictacademic achievement multiple regression was separately computed, which demonstratedbully, (F = 3.49, p< .01) and of academic achievement. Conclusion: The relationship betweenbullying and academic performance. It is concluded finally that academic achievementnegatively correlated with bulling.
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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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Quílez-Robres, Alberto, Nieves Moyano, and Alejandra Cortés-Pascual. "Task Monitoring and Working Memory as Executive Components Predictive of General and Specific Academic Achievements in 6–9-Year-Old Children." International Journal of Environmental Research and Public Health 18, no. 13 (June 22, 2021): 6681. http://dx.doi.org/10.3390/ijerph18136681.

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Academic achievement has been linked to executive functions. However, it is necessary to clarify the different predictive role that executive functions have on general and specific academic achievement and to determine the most predictive executive factor of this academic achievement. The relationship and predictive role between executive functions and their components (initiative, working memory, task monitoring, organization of materials, flexibility, emotional control, inhibition, self-monitoring) with academic achievement are analyzed in this study, both globally and specifically in the areas of Language Arts and Mathematics, in 133 students from 6 to 9 years of age. The relationship obtained in Pearson’s correlation analysis does not differ substantially between overall achievement (r = 0.392) and specific achievement (r = 0.361, r = 0.361), but task monitoring (r = 0.531, r = 0.455, r = 0.446) and working memory (r = 0.512, r = 0.475, r = 0.505) had a greater relationship with general and specific achievement. Finally, regression analyses based on correlation results indicate that executive functions predict general academic performance (14.7%) and specific performance (12.3%, 12.2%) for Language Arts and Mathematics, respectively. Furthermore, working memory and task supervision represent 32.5% of general academic performance, 25.5% of performance in Language Arts, and 27.1% of performance in Mathematics. In conclusion, this study yielded exploratory data on the possible executive functions (task supervision and working memory) responsible for good general academic achievements and specific academic achievements in Mathematics and Language Arts.
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Batool, Hijab, Asim Mumtaz, A. S. Chughtai, Ameelia Sadaqat, and Syed Imran Ali Shah. "ACADEMIC PERFORMANCE;." Professional Medical Journal 24, no. 11 (November 3, 2017): 1733–39. http://dx.doi.org/10.29309/tpmj/2017.24.11.656.

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Objectives: To explore the factors affecting academic performance ofundergraduate MBBS students in Central Park Medical College Lahore. Background: Inmedical education, academic achievement tends to be an important aspect of professionaldevelopment later in the life of medical graduates. In Pakistan, pre-admission grades are oneof the most important criteria for admission in medical colleges. Several other factors are alsobelieved to play an important role to predict performance of undergraduate students in medicalcolleges. A detailed study of these factors can help to improve the performance of studentsin medical colleges. Study Design: Cross-sectional analytical study. Setting: Central ParkMedical College, Lahore. Materials and methods:Two MBBS batches (n=200) of Central ParkMedical College. Student data regarding gender, parent occupation, being a boarder or dayscholar, marks scored in F.sc and MCAT along with the score obtained in all professionalexaminations was collected. The data was analyzed using SPSS 23.0. Results: Thisstudy revealed that there was a positive correlation between preadmission grades of studentsand their academic performance throughout the five year period of medical college. Therewas no significant difference (p-value >0.05) between the academic performances ofstudents from parents of medical background as compared to those from parents withoutany medical background. The performances of students living in hostels were almost same astheir counterparts who were day scholars (p-value>0.05). The overall performance of studentswas better in the final years of medical colleges as compared to the initial years with femalesperforming better than males. Conclusion: The findings of this study support the fact that preadmission grades may prove to be a predictor of performance later in professional college life.Factors like parent occupation and place of accommodation have little role in predicting theacademic achievement of medical students. Learning though interactive manner tend to helpin achieving better grades as compared to students who learn through less interactive/didacticlecture technique.
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Tukiman Hendrawijaya, Arief. "Human resource management in improving students’ academic achievement mediated by teacher’s performance." Problems and Perspectives in Management 18, no. 1 (March 18, 2020): 242–53. http://dx.doi.org/10.21511/ppm.18(1).2020.21.

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The role of teacher is critical in improving students’ academic performance. Teacher’s performance is affected by many factors. This study analyzes and examines the effect of organizational culture, leadership style, work ethic, and work commitment on teacher’s performance and students’ academic achievement. The study applies the analytical research involving private high school teachers in the district of Jember East Java Province of Indonesia. There are 313 private high schools in Jember with more than 5,000 teachers. The sample consists of 213 respondents. The main research data were obtained by distributing the questionnaires. It uses path analysis to determine the direct and indirect effect using the structural equation modeling. The results show that organizational culture, leadership style, work ethic, and work commitment have a significant positive effect both on teacher’s performance and students’ academic performance. Besides, teacher’s performance plays a significant mediating role in the relationship between the independent variables and students’ academic performance.
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Iqbal, Komal, Sana Rasheed Chaudhry, Hifza Noor Lodhi, Shagufta Khaliq, Muneeza Taseer, and Muniza Saeed. "Relationship between IQ and academic performance of medical students." Professional Medical Journal 28, no. 02 (February 10, 2021): 242–46. http://dx.doi.org/10.29309/tpmj/2021.28.02.4348.

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Objective: The objectives of this study were to find the correlation among the intelligence and academic achievement of MBBS students and to see if the correlation differs between boys and girls. Study Design: Cross Sectional Study. Setting: Ameer Ud Din Medical College / PGMI Lahore. Period: 1st January 2019 to 31st January 2019 Material & Methods: A total of 100 second year MBBS students volunteered to participate (46 males and 54 females). Modified Wechsler Adult Intelligence Scale (WAIS) was used to access the IQ of students. Previous academic records of the students before their admission in medical college and written and oral test marks of second year MBBS students during the year were used for measuring academic achievements of students. The results were analyzed by spearmans correlation, Independent t test and Mann Whitney U test. Results: A statistically significant difference (p = 0.04) between IQ of boys and girls was found with males having mean IQ of 97.4±22.7 as compared to females 89.3±15.5. No significant difference was observed in academic achievements of male and female students. Correlation of IQ with academic achievements was also non-significant. Conclusion: Although males have higher IQ but it has no relationship with academic achievement of medical students. Hard work of the students with average or low IQ could be the reason that there was no difference in the academic achievement when they were compared with the students having higher IQ.
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Ali, M. R. "Relationship between Achievement Motivation and Academic Performance of College Students in a Developing Country." Psychological Reports 63, no. 3 (December 1988): 719–22. http://dx.doi.org/10.2466/pr0.1988.63.3.719.

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This study investigated the relationship between achievement motivation and academic performance of 67 college students in Zambia. Achievement motivation was measured by applying a modified version of Lynn's achievement motivation questionnaire and academic performance was measured by averaging the grades of term examinations. A Pearson product-moment correlation indicated a significant positive relation between achievement motivation and academic performance. The practical significance was discussed. It is suggested that achievement motivation training programs for underachieving students in developing countries might improve their academic performances.
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Agustiani, Hendriati, Surya Cahyad, and Muwaga Musa. "Self-efficacy and Self-Regulated Learning as Predictors of Students Academic Performance." Open Psychology Journal 9, no. 1 (February 4, 2016): 1–6. http://dx.doi.org/10.2174/1874350101609010001.

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In this research, correlations between self-efficacy, self-regulation of learning and academic achievements in a sample of 101 students of the Psychology Faculty at Universitas Padjadjaran were investigated. The study revealed that self-efficacy, self-regulation of learning and academic achievements are positively correlated, which implies that if one of the three variables experience a positive or negative change, the other two will also experience change. The coefficient correlations found in this research are 0.456 for correlation between self-efficacy and self-regulation of learning, 0.304 for correlation between self-regulation of learning and achievement; and 0.263 for correlation between self-efficacy and academic achievement.
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Mohd. Jamil, Jastini, Nurul Farahin Mohd Pauzi, and Izwan Nizal Mohd Shahara Nee. "An Analysis on Student Academic Performance by Using Decision Tree Models." Journal of Social Sciences Research, SPI6 (December 25, 2018): 615–20. http://dx.doi.org/10.32861/jssr.spi6.615.620.

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Large volume of educational data has led to more challenging in predicting student’s performance. In Malaysia currently, study about the performance of students in Malaysia institutions is very little being addressed. The previous studies are still insufficient to identify what factors contribute to student’s achievements and lack of investigations on exploring pattern of student’s behaviour that affecting their academic performance within Malaysia context. Therefore, predicting student’s academic performance by using decision trees is proposed to improve student’s achievements more effectively. The main objective of this paper is to provide an overview on predicting student’s academic performance using by using data mining techniques. This paper also focuses on identifying the pattern of student’s behaviour and the most important attributes that impact to the student’s achievement. By using educational data mining techniques, the students, lecturers and academic institution are able to have a better understanding on the student’s achievement.
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Liem, Gregory Arief D., Andrew J. Martin, Amy L. Porter, and Susan Colmar. "Sociocultural antecedents of academic motivation and achievement: Role of values and achievement motives in achievement goals and academic performance." Asian Journal of Social Psychology 15, no. 1 (June 15, 2011): 1–13. http://dx.doi.org/10.1111/j.1467-839x.2011.01351.x.

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Dissertations / Theses on the topic "Academic performance of achievement"

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Edwards, Jennifer Paige Buckhalt Joseph Archie. "Sleep habits and academic performance." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SUMMER/Counselor_Education/Dissertation/Edwards_Jennifer_30.pdf.

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Volbrecht, Adam A. "Residence hall discipline and academic performance." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1339139.

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The purpose of this study was to examine the grades and demographic characteristics of students involved with the residence hall disciplinary process during the 2005 fall semester at Ball State University. These characteristics were studied to determine if differences existed in the academic performance and demographic characteristics of disciplinary students and the general residence hall population. Differences between the disciplinary sample and residence hall population were found to exist. Freshmen and sophomores in the disciplinary sample achieved lower mean grade point averages. Freshmen and males were over-represented in the disciplinary sample.
Department of Educational Studies
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Earl-Novell, Sarah. "Gender differentiation in first class academic achievement at university." Thesis, University of Sussex, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270508.

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It is claimed that, nationally, women undergraduates obtain proportionately fewer First Class degrees than their male counterparts. This thesis examines the extent to which gender differentiation in First Class achievement exists in Higher Education. Historically, various hypotheses have been presented within literature on Higher Education to account for this pattern and the thesis explores the extent to which these hypotheses continue to hold explanatory power using the University of Sussex as a case study. To ascertain the hypotheses' continued relevance and salience, a multi-faceted methodological approach was employed. The empirical programme comprised a national (N=657534) and a local statistical survey (N=8349) examining HESA defined subject groups, in addition to a local statistical survey (N=568) examining specific disciplines. The empirical programme also included detailed analyses of a student cohort of 'high achievers' (N=199) who were tracked throughout their degree. A range of information was collected on this cohort including cognitive ability and personality test scores, socio-demographic data, pre-university qualifications and measures of application. Some of the cohort (N=84) completed a questionnaire, and interviews were carried out with a smaller sub-section (N=23). Structured observations of seminars (N=24) were also conducted alongside interviews with members of faculty (N=21). Findings indicate that, nationally, gender inequity in First Class performance is prevalent in the Humanities, Social Sciences and Physical Sciences. In relation to local patterns of performance, evidence suggests that the University of Sussex may be spearheading incipient shifts in attainment with gender differentiation in existence only in the Humanities. Notwithstanding this moving and improving picture vis a vis the gender distribution of Firsts, the thesis concludes that many of the hypotheses remain pertinent.
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Makar, Kathryn. "Predictors of Students' Academic Performance." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/216590.

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Educational Psychology
Ph.D.
Research conclusions concerning predictors of academic success have been, at best, less than convincing. In fact, these conclusions are more conflicting or mixed when emotional constructs are used. As a result, modern curriculum developers as well as classroom instructors seem to deemphasize, if not ignore, the role of the affective domain in student learning. This is rather surprising considering that psychology continues to play such an important role in education. For decades, researchers have disagreed about the role played by three primary emotional concepts: self-esteem, parental involvement and student perception as predictors of students' academic success. This study attempts to determine which of these constructs, singly or in combination, can predict students' academic success and if the inclusion of any from among a selected group of demographic variables - socio-economic status, gender, ethnicity and student grade level- can alleviate or at least mitigate the discrepancies of prior research conclusions. A survey using a five point Likert scale was developed to collect data from 164 students in grades 3-7 in a select Philadelphia Charter School. The data were analyzed using Varimax Factor Rotation, Pearson Product-Moment Correlations and Multiple Regression to find answers to four research questions. The results of the analyses using only the emotional constructs were not significant; however, when the demographic constructs were included, specifically the students' grade levels, significant results were found. This study does not settle the controversy over whether or not the emotional constructs are authentic predictors of students' academic success. Nevertheless, the study does give insight into the significance of including the demographic factor of student grade level as a predictor of student academic success. Consequently, the results of this study suggest that any research using emotional constructs to predict the academic success of primary school students should include the various grade levels of the students.
Temple University--Theses
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Stone, William Daryl. "Bullying prevention program possible impact on academic performance /." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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Vivekananda, Kitty. "Long-term multiple stressors, coping and academic performance /." View thesis View thesis, 2001. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030507.140731/index.html.

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Sowid, Sarah. "The Connection Between School Culture and Academic Performance." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34566.

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This is a qualitative study of how school culture in relation to student identity affects students’ academic performance, especially in a low-income community. The study was conducted in southern Malmö at an elementary school where 9th graders were given the opportunity to participate. Nine students answered a survey anonymously which I then analyzed using identity theory. My conclusions indicate that school culture does play a part in affecting students’ performance. The findings suggest that high performing students more strongly identify academically than low performing students. Finally, this research indicates that more studies on the topic need to be done. I hope this study contributes to a broader interest in how schools can create a culture where students become more motivated and performs better academically. Possible areas to further investigate would be how low performing students are included by schools and what actions schools take, or could take, to create an academic culture for all students.
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Cheung, Sau-wan Judith. "Parenting style, parental academic support, and academic performance of early adolescents in Hong Kong." Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B42577706.

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Mangrum, C. W. (Clifton William). "The Effects of Listening Skills Instruction on Students' Academic Performance." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc278110/.

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Although it is widely assumed that listening is among the most important learning skills (Wolvin & Coakley, 1988), an examination of the literature indicates that it has been woefully neglected as subject matter in schools. Listening has also been neglected as an area of research. Surveys have been conducted to see if listening is being taught or can effectively be taught, but little evidence exists to suggest that effectively teaching listening improves students' academic performance. This study investigated the relationship between listening skills instruction and academic performance among university students. The purpose was to determine if teaching university students comprehensive listening skills improves their academic performance. It was assumed that listening can be effectively taught. The goal of the study was to compare 75 students who were enrolled in a listening course to a similar group of 75 students not enrolled in a listening course. The students were compared on the basis of grade point improvement the semester after the experimental group had completed the listening course. The t test was chosen because it can be used for testing the significance of the difference between the means of two independent samples. The grade point averages of the two groups were collected and the means and standard deviations of the two groups were determined. The t-value and the probability of rejection of the null hypothesis were also determined. The data showed little difference between the mean scores of the two groups or between the standard deviations of the two groups. The observed t-value did not support the hypothesis; therefore, there was insufficient evidence to reject the null, and the conclusion was that listening skills instruction has no impact on university students' academic performance.
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Sun, Hui. "The built environment and children's academic performance." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B42841252.

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Books on the topic "Academic performance of achievement"

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The 3 dimensions of improving student performance: Finding the right solutions to the right problems. New York: Teachers College Press, 2011.

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Association, New York State School Boards. Gauging student performance. Albany, N.Y. (119 Washington Ave., Albany 12210): New York State School Boards Association, 1989.

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DeSimone, Jeff. Drinking and academic performance in high school. Cambridge, Mass: National Bureau of Economic Research, 2005.

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DeSimone, Jeff. Drinking and academic performance in high school. Cambridge, MA: National Bureau of Economic Research, 2005.

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Washington (State). Governor's Council on Education Reform and Funding. Improving student performance: A comprehensive integrated proposal. [Olympia?]: Governor's Council on Education Reform and Funding, 1992.

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Stinebrickner, Todd R. The causal effect of studying on academic performance. Cambridge, Mass: National Bureau of Economic Research, 2007.

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O'Dea, John J. The leaving certificate examination and academic performance in a Regional Technical College. (Ballinode): Sligo RegionalTechnical College, 1985.

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Washington (State). Legislature. Joint Legislative Audit and Review Committee. K-12 finance and student performance study. Olympia, WA (506 16th Ave., SE, Olympia 98501-2323): The Committee, 1999.

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Israel, Robyn R. Quality of life as a predictor of academic performance. Ottawa: National Library of Canada = Bibliothèque nationale du Canada, 1997.

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Gremillion, John D. Undergraduate academic achievement as an indicator of fleet performance and retention. Monterey, Calif: Naval Postgraduate School, 1998.

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Book chapters on the topic "Academic performance of achievement"

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Mabed, Metwaly, and Thomas Köhler. "Learning Performance in Vocational Secondary Schools: Testing Academic Achievement in Electrical Engineering." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 151–60. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73093-6_16.

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Theelen, Bart, and Jozef Hooman. "Uniting Academic Achievements on Performance Analysis with Industrial Needs." In Quantitative Evaluation of Systems, 3–18. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-22264-6_1.

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Comer, Lucette B., and Mahatapa Palit. "Achievement Motivation and Quality of Selling Performance: An Exploration." In Developments in Marketing Science: Proceedings of the Academy of Marketing Science, 140. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-13141-2_57.

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Lee, Philip Tin Yun, Richard Wing Cheung Lui, and Michael Chau. "Do Achievement Goals and Work Nature Affect Contributor Performance in Gamified Crowdsourcing? An Exploratory Study in an Academic Setting." In The Ecosystem of e-Business: Technologies, Stakeholders, and Connections, 132–40. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22784-5_13.

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Bolt, Nicholas. "Academic Achievement." In Encyclopedia of Child Behavior and Development, 8–9. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_20.

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Martin-Chang, Sandra, and Kyle Levesque. "Academic Achievement." In The Wiley Handbook of Home Education, 121–34. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2017. http://dx.doi.org/10.1002/9781118926895.ch5.

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Moss, Nancy E., and Lauren Moss-Racusin. "Academic Achievement." In Best Practices in Child and Adolescent Behavioral Health Care, 85–91. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73515-9_13.

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Trail, Beverly A. "Encouraging Academic Achievement." In Twice-Exceptional Gifted Children, 103–19. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003239253-6.

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Tian, Huisheng, and Zhichang Sun. "Historical Development of Academic Achievement Assessment." In Academic Achievement Assessment, 3–13. Berlin, Heidelberg: Springer Berlin Heidelberg, 2018. http://dx.doi.org/10.1007/978-3-662-56198-0_1.

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Tian, Huisheng, and Zhichang Sun. "Questionnaire Design for Academic Achievement Assessment." In Academic Achievement Assessment, 293–307. Berlin, Heidelberg: Springer Berlin Heidelberg, 2018. http://dx.doi.org/10.1007/978-3-662-56198-0_10.

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Conference papers on the topic "Academic performance of achievement"

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Lukkarinen, Anna, and Paula Koivukangas. "Relationship between student guidance and academic achievement." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8180.

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We assess how different types of guidance offered to first-year students are related to the students’ subsequent academic performance. Using data from a student survey conducted at a Finnish business university, as well as the university’s student database, we build regression models to predict student performance. We find that guidance on choosing a major subject and guidance on study methods are significant predictors of subsequent performance. More tactical types of guidance are not statistically significant, and can be rather considered as enablers. The quantitative findings are supported by verbal feedback collected from students. We conclude that guidance offered to students at the start of their university careers can bear fruit still several years afterwards. The findings have implications for university educators and staff responsible for the orientation of first-year students. Educators and staff can seek to enhance academic achievement by ensuring that students are equipped with sufficient methods and skills necessary for their university studies and by providing students with extensive information on possible study paths beyond the first year.
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Kashirskaya, Irina K. "Educational Motivation and Achievement Motivation among Students with Different Academic Performance." In Culture and Education: Social Transformations and Multicultural Communication. RUDN University Press, 2019. http://dx.doi.org/10.22363/09669-2019-205-211.

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Ljubin-Golub, Tajana. "THE ROLE OF ACHIEVEMENT GOALS IN MOTIVATIONAL REGULATION AND FLOW IN LEARNING." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact037.

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"Appropriate self-regulation in motivation and experiencing flow in learning and other academic activities are important factors for success in study and psychological wellbeing. Previous studies suggested that achievement goals have role in student’s motivation for learning, but there is only partial knowledge regarding the role of achievement goals in motivational regulation and academic flow. The aim of this study was to explore: a) the role of achievement goals in motivational self-regulation and study-related flow; b) the incremental role of mastery self-talk motivational strategy in academic flow over the mastery-approach goal; c) the mediating role of mastery self-talk motivational strategy in the relationship between mastery-approach goal and academic flow. It was expected that both mastery-approach goal and mastery self-talk motivational strategy will have positive and incremental role in academic flow, and that the relationship between mastery-approach goal and academic flow would be mediated through using motivational strategy of mastery self-talk. The participants were 113 university undergraduate students studying mathematics (M= 20 years, 61% females). Self-report questionnaires assessing achievement goals, strategies used for self-regulation of motivation, and study-related flow were applied. Data analysis included regression analyses and mediational analyses. Regression analyses revealed that personal goal achievements explained 43% of variance in mastery self-talk strategy, 32% of variance in performance-approach self-talk strategy, 18% of variance in performance-avoidance self-talk strategy, 11% of variance in environmental control strategy, 7% of variance in self-consequating strategy, and 10% of variance in proximal goal strategy. Personal achievement goals explained 45% of variance in academic flow. Mastery-approach goal was predictive for explaining individual variance in most of positive motivational strategies and academic flow. In line with hypothesis, it was found that mastery self-talk mediated the relationship between mastery-approach goal and flow. The results underscore the importance of adopting mastery-approach goal and using mastery self-talk strategy in order to experience study-related flow."
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Mei, Guang, Yujiao Hou, Tian Zhang, and Weisheng Xu. "Behavior Represents Achievement: Academic Performance Analytics of Engineering Students via Campus Data." In 2020 Chinese Automation Congress (CAC). IEEE, 2020. http://dx.doi.org/10.1109/cac51589.2020.9327898.

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Bondarenko, I. N., T. G. Fomina, and V. I. Morosanova. "The role of conscious self-regulation, language competence and non-cognitive properties in the success of the russian language in secondary school." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.70.84.

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Article considers the problem of psychological predictors of the academic success in learning Russian language in secondary school. An empirical study was conducted on a sample of students from 7–9 grades (N = 286). The students were examined using a set of diagnostic methods, including Morosanova’s Self-Regulation Profile of Learning Activity Questionnaire, method of diagnostics of the learning motivation and emotional attitude to learning (A. M. Prikhozhan), «Big Five — the children’s version», two tasks assessing language competences in the areas of punctuation, spelling, morphology, syntax, semantics, vocabulary, and style (E. D. Bozhovich), and indicators of academic achievement in Russian language. An empirical model of psychological predictors of academic performance in the Russian language was constructed using the structural equation modeling method. The results demonstrate the significant impact of conscious self-regulation to academic achievement in learning Russian language. Conscientiousness itself makes a small contribution to the total year grade, but when students have high self-regulation and low anxiety, it leads to a significant increase in their academic performance. The same positive reinforcing effect is observed in achievement motivation. Language competences such as knowledge of language norms, rules and a sense of language demonstrate an independent influence on the total year grade in Russian, regardless of non-cognitive factors. The obtained results contribute to scientific ideas about the role of self-regulation and non-cognitive predictors of providing various indicators of academic achievements in the success of learning in native language at school. The data can also be used to design psychological and pedagogical interventions aimed at the development of both language competencies of students and conscious selfregulation of their learning activity.
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Li, Yeena, Bin Li, Kin Cheung, and Hilda Tsang. "Contributing factors to academic achievements: from community college to university in Hong Kong." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11182.

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Academic achievement of students transferring from community colleges to 4-year institutions has been a topic of interest to educational researchers globally. However, local empirical evidence remains limited on how transfer students’ learning approaches and the teaching-learning environment relate to their academic achievement in Hong Kong’s universities. The study aims at exploring the relationship between transfer students’ approaches to learning, their perceptions of the teaching-learning environment and academic achievement. The participants were 617 undergraduate students transferring from community colleges to an university in Hong Kong. Students’ approaches to learning and perceptions of the teaching-learning environment were measured using the HowULearn questionnaire. Analyses were carried out using factor analysis, Pearson correlation and linear regression. The results confirmed positive relations between students’ perceptions, approaches and achievement. Students studying in an organised manner achieved better academic performance, whereas those using a surface approach poor performance. Others might also adopt an intermediate approach to learning. The results indicate that promoting awarenesses of choosing and using appropriate learning approaches is important for fostering academic success among students.
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Bondarenko, I. N., I. Yu Tsyganov, and L. N. Makushina. "Psychological resources of high school students’ academic performance with different individual regulatory profiles." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.85.103.

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The study aims to explore the differential-regulatory predictors of academic performance in the graduating classes of high school. Conscious self-regulation is considered as a universal and exceptional resource for achieving educational goals in the final grades. In modern conditions of digitalization of the educational process and increasing information flows, the individuals’ ability to set goals and optimally achieve them, while maintaining curiosity, achievement motivation, and the desire to develop their personality, is of particular value. The main research question is: what regulatory, motivational, and personal characteristics of students with different regulatory profiles act as their psychological resources for successful school graduation? The study aims to investigate the contribution of regulatory, motivational, and personal characteristics to the annual assessment in mathematics and Russian in high school students with different profiles of conscious self-regulation. The following results were obtained from a sample of students in grades 9–11 (N = 355, average age M = 15.81 ± 0.926). Regression models of the contributions of regulatory, motivational, personal, and emotional-motivational indicators to the performance in mathematics and Russian were constructed for six selected individual typological groups of students. The results showed that only a high harmonious profile of self-regulation ensures that the student is “focused” on high academic achievements. Any conflict in the motivational or personal sphere distracts the resources of the graduate from educational activities. The process of self-regulation (Modeling) is suppressed in all groups as a result of preparation for exams. The regulatory profile and motivational and personal characteristics of students who risk not passing the examination tests without the intervention of teachers and psychologists are determined.
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J Kovacic, Zlatko, and John Steve Green. "Are All Distance Learners Created Equal? A Quantitative Analysis of Academic Performance in a Distance Tertiary Institution." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2822.

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This paper reports initial research results on the relationship between student learning styles and academic achievement in a distance education computing course with Internet-based student support. The learning styles of students in a computer concepts class were evaluated and classified according to the Felder-Soloman Learning Style Index. We have identified statistically significant differences in performance between different learner types, i.e. groups of students with different learning preferences. The best course performance in both course components: in-course assessment and final examination was identified in students with reflective, sensing, verbal and global learning preferences. One possible explanation of this result might be that the current teaching styles and distance learning environment (course material and online student support) gives an advantage to this type of learner. To test this hypothesis we are planning changes in the learning environment and methodology to cater for a variety of student learning styles. We can then test if academic achievement has been improved by comparing it with the results presented in this paper.
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Diana, Rosanna A. "Academic Achievement and Athletic Performance of Freshmen Athletes in the Special Program for Sports of the Philippine Normal University Academic Year 2013–2014." In 2nd International Conference on Sports Science, Health and Physical Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007060803410348.

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Abdiyeva, Raziya, and Kadiyan Boobekova. "Psychological Factors Affecting Students Academic Performance in Kyrgyzstan." In International Conference on Eurasian Economies. Eurasian Economists Association, 2019. http://dx.doi.org/10.36880/c11.02254.

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The quality of human capital plays decisive role in the social and economic development of the country. Education and its quality are essential issue to government. In the learning process the students’ comprehension is important in achieving the determined goal. However there are various factors that affect the students’ performance as socio-demographic, economic and psychologic factors. This paper is aimed to investigate the effect of psychologic factors on academic achievements of students in higher education in the case of the Kyrgyz Turkish ‘Manas’ University. Psychological factors were analyzed using ordered probit model and data that was obtained in 2014 by conducting a questionnaire to 3133 students. According to the results psychological factors significantly affect academic performance of students.
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Reports on the topic "Academic performance of achievement"

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Heissel, Jennifer, Claudia Persico, and David Simon. Does Pollution Drive Achievement? The Effect of Traffic Pollution on Academic Performance. Cambridge, MA: National Bureau of Economic Research, January 2019. http://dx.doi.org/10.3386/w25489.

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Hanushek, Eric, John Kain, and Steven Rivkin. Teachers, Schools, and Academic Achievement. Cambridge, MA: National Bureau of Economic Research, August 1998. http://dx.doi.org/10.3386/w6691.

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Rivkin, Steven, and Jeffrey Schiman. Instruction Time, Classroom Quality, and Academic Achievement. Cambridge, MA: National Bureau of Economic Research, September 2013. http://dx.doi.org/10.3386/w19464.

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Scholder, Stephanie von Hinke Kessler, George Wehby, Sarah Lewis, and Luisa Zuccolo. Alcohol Exposure In Utero and Child Academic Achievement. Cambridge, MA: National Bureau of Economic Research, January 2014. http://dx.doi.org/10.3386/w19839.

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Fortin, Nicole, Philip Oreopoulos, and Shelley Phipps. Leaving Boys Behind: Gender Disparities in High Academic Achievement. Cambridge, MA: National Bureau of Economic Research, August 2013. http://dx.doi.org/10.3386/w19331.

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Clotfelter, Charles, Helen Ladd, and Jacob Vigdor. The Academic Achievement Gap in Grades 3 to 8. Cambridge, MA: National Bureau of Economic Research, May 2006. http://dx.doi.org/10.3386/w12207.

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Bobba, Matteo, and Verónica Frisancho. Self-Perceptions about Academic Achievement: Evidence from Mexico City. Inter-American Development Bank, January 2020. http://dx.doi.org/10.18235/0002167.

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Hanushek, Eric, John Kain, and Steven Rivkin. Does Special Education Raise Academic Achievement for Students with Disabilities? Cambridge, MA: National Bureau of Economic Research, August 1998. http://dx.doi.org/10.3386/w6690.

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Hastings, Justine, and Jeffrey Weinstein. Information, School Choice, and Academic Achievement: Evidence from Two Experiments. Cambridge, MA: National Bureau of Economic Research, November 2007. http://dx.doi.org/10.3386/w13623.

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Dobbie, Will, and Roland Fryer. Exam High Schools and Academic Achievement: Evidence from New York City. Cambridge, MA: National Bureau of Economic Research, August 2011. http://dx.doi.org/10.3386/w17286.

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