Journal articles: 'Academic performance of achievement'

1

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Chamorro‐Premuzic, Tomas, and Adrian Furnham. "Personality traits and academic examination performance." European Journal of Personality 17, no. 3 (May 2003): 237–50. http://dx.doi.org/10.1002/per.473.

Full text

Abstract:

British university students (N = 247) completed the NEO‐PI‐R (Costa & McCrae, 1992) personality inventory at the beginning of their course and took several written examinations throughout their three‐year degree. Personality super‐traits (especially Conscientiousness positively, and Extraversion and Neuroticism negatively) were significantly correlated with examination grades and were found to account for around 15% of the variance. Primary traits were also examined and results showed significant correlations between a small number of these traits (notably dutifulness and achievement striving positively, and anxiety and activity negatively) and academic achievement. Furthermore, selected primary personality traits (i.e. achievement striving, self‐discipline, and activity) were found to explain almost 30% of the variance in academic examination performance. It is argued that personality inventory results may represent an important contribution to the prediction of academic success and failure in university (particularly in highly selective and competitive settings). Copyright © 2002 John Wiley & Sons, Ltd.

APA, Harvard, Vancouver, ISO, and other styles

12

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

13

Mattern, Krista, Edgar Sanchez, and Edwin Ndum. "Why Do Achievement Measures Underpredict Female Academic Performance?" Educational Measurement: Issues and Practice 36, no. 1 (January 25, 2017): 47–57. http://dx.doi.org/10.1111/emip.12138.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Arnold, L. Eugene, Paul Hodgkins, Jennifer Kahle, Manisha Madhoo, and Geoff Kewley. "Long-Term Outcomes of ADHD: Academic Achievement and Performance." Journal of Attention Disorders 24, no. 1 (January 12, 2015): 73–85. http://dx.doi.org/10.1177/1087054714566076.

Full text

Abstract:

Objective: The aim of this study was to synthesize published data regarding long-term effects of ADHD on information learned (measured via achievement tests) and success within the school environment (academic performance). Method: A systematic search identified 176 studies (1980-2012) of long-term (≥2 years) academic outcomes with ADHD. Results: Achievement test outcomes (79%) and academic performance outcomes (75%) were worse in individuals with untreated ADHD compared with non-ADHD controls, also when IQ difference was controlled (72% and 81%, respectively). Improvement in both outcome groups was associated with treatment, more often for achievement test scores (79%) than academic performance (42%), also when IQ was controlled (100% and 57%, respectively). More achievement test and academic performance outcomes improved with multimodal (100% and 67%, respectively) than pharmacological (75% and 33%) or non-pharmacological (75% and 50%) treatment alone. Conclusion: ADHD adversely affects long-term academic outcomes. A greater proportion of achievement test outcomes improved with treatment compared with academic performance. Both improved most consistently with multimodal treatment.

APA, Harvard, Vancouver, ISO, and other styles

15

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

16

Whitney, Stephen D., Sara Prewett, Ze Wang, and Haiqin Chen. "FATHERS’ IMPORTANCE IN ADOLESCENTS’ ACADEMIC ACHIEVEMENT." International Journal of Child, Youth and Family Studies 8, no. 3/4 (March 8, 2018): 101. http://dx.doi.org/10.18357/ijcyfs83/4201718073.

Full text

Abstract:

Many studies have investigated mothers’ impact on students’ achievement, yet little is known about how various father types impact students’ school performance. This study examines 6 mutually exclusive categories of father type: resident biological fathers, resident stepfathers, resident adoptive fathers, nonresident biological fathers, unknown biological fathers, and deceased fathers. Adolescents’ school performance from seventh through twelfth grade is examined using data from 3 waves of the National Longitudinal Study of Adolescent Health (Add Health), a nationally representative United States secondary data source. Findings indicate different types of fathers have distinct and independent positive associations with adolescents’ school achievement, after controlling for mother involvement. Adolescents with resident biological fathers had higher school performance than adolescents with nonresident fathers. Adolescents with stepfathers had higher rates of school failure than their peers living with their biological parents. The lowest achievement and the highest risk of school failure and course failure were experienced by those adolescents who did not have a resident father figure and didn’t know the identity of their fathers. Implications include the need to model for the unique influence of father involvement and father type on academic achievement, and the inclusion of unique family contexts in efforts to increase adolescents’ school involvement and integration.

APA, Harvard, Vancouver, ISO, and other styles

17

Tanaka, Ayumi, and Hirotsugu Yamauchi. "A Model for Achievement Motives, Goal Orientations, Intrinsic Interest, and Academic Achievement." Psychological Reports 88, no. 1 (February 2001): 123–35. http://dx.doi.org/10.2466/pr0.2001.88.1.123.

Full text

Abstract:

This study investigated the effects of approach and avoidance achievement motives (the motive to achieve success and the motive to avoid failure) on three goal orientations (mastery, performance-approach, performance-avoidance goals) and the effects of goal orientations on intrinsic interest in learning and academic achievement for 157 tenth and 135 eleventh grade students of a Japanese girls' high school. Structural equation modeling indicated that mastery goals arose mainly from the motive to achieve success; however, the positive relation between the motive to avoid failure and mastery goals was also found. Performance-approach goals were related both the motive to achieve success and the motive to avoid failure. Performance-avoidance goals arouse mainly from the motive to avoid failure; however, the positive relation between the motive to achieve success and these goals was found. Mastery goals positively correlated with intrinsic interest and academic achievement, and scores on both performance-approach goals and performance-avoidance goals had no significant effects on either intrinsic or academic achievement.

APA, Harvard, Vancouver, ISO, and other styles

18

Vineeth Kumar, V., and Geetika Tankha. "INFLUENCE OF ACHIEVEMENT MOTIVATION AND PSYCHOLOGICAL ADJUSTMENT ON ACADEMIC ACHIEVEMENT: A CROSS-SECTIONAL STUDY OF SCHOOL STUDENTS." Humanities & Social Sciences Reviews 8, no. 1 (February 5, 2020): 532–38. http://dx.doi.org/10.18510/hssr.2020.8165.

Full text

Abstract:

Purpose: The aim of the current research was to understand the role of achievement motivation and psychological adjustment on the academic performance of the school students. Methodology: A cross-sectional research design was employed for the study. A sample of 283 urban adolescent school students participated in the study. The students were administered measures of achievement motivation and psychological adjustment. The total percentage of marks secured in the tenth standard was used as the measure of academic performance. Pearson’s correlation coefficient and multiple hierarchical regression analysis were performed to analyze the obtained data. SPSS version 21 was used for data analysis. Main Findings: The results revealed a significant association of achievement motivation and educational adjustment with the academic performance of the students. However, there was no significant association between emotional and social adjustment with academic performance. Applications: The observations shed light on how cultivating enhanced student engagement and nurturing aspirations both within and outside classrooms may enhance the academic achievement of school students. Thus, the findings can provide greater insight to teachers, psychologists, and educational institutions to better plan the academic environment around the students. Novelty/Originality: The study gives a contemporary model to enhance the academic performance of students. Contrary to the popular perception, the results of the current study indicate no significant association of emotional and social adjustment with academic performance. However, educational adjustment and achievement motivation are associated with academic performance.

APA, Harvard, Vancouver, ISO, and other styles

19

Fee, Robert J., Jacqueline Montes, Jennifer L. Stewart, and Veronica J. Hinton. "Executive Skills and Academic Achievement in the Dystrophinopathies." Journal of the International Neuropsychological Society 24, no. 9 (October 2018): 928–38. http://dx.doi.org/10.1017/s1355617717001333.

Full text

Abstract:

AbstractObjectives:To examine academic performance in dystrophinopathy as a function of dystrophin gene mutation position as well as intellectual function, executive skills, socioeconomic status (SES), behavior, and physical ability.Methods:In a cross-sectional study, boys with dystrophinopathy (ages 5–17;n=50) completed tests of academics (Woodcock-Johnson-III: spelling, reading, calculation and total scores), executive functioning (selective attention/inhibitory control, set shifting, working memory, and processing speed), single word comprehension and nonverbal reasoning. Motor skills were assessed and parents provided demographic information and child behavioral assessments. Dystrophin gene mutation positions were dichotomized into groups (upstream versus downstream of exon 43, location of isoforms previously linked to intellectual impairment). Genetic mutation groups were compared on measures of academic achievement, and multiple regression analyses examined unique and joint contributions of executive skills, intelligence quotient (IQ), SES, motor abilities, behavior, and mutation positions to academic outcomes.Results:Academic performance was slightly, yet significantly, lower than IQ and varied as a function of dystrophin gene position, wherein boys possessing the downstream mutation exhibited greater impairment than boys with the upstream mutation. Digit span forward (indexing verbal span), but no other measure of executive function, contributed significant variance to total academic achievement, spelling and calculation.Conclusions:Weak academic performance is associated with dystrophinopathy and is more common in downstream mutations. A specific deficit in verbal span may underlie inefficiencies observed in children with dystrophinopathy and may drive deficits impacting academic abilities. (JINS, 2018,24, 928–938)

APA, Harvard, Vancouver, ISO, and other styles

20

Duckworth, Angela L., Jamie L. Taxer, Lauren Eskreis-Winkler, Brian M. Galla, and James J. Gross. "Self-Control and Academic Achievement." Annual Review of Psychology 70, no. 1 (January 4, 2019): 373–99. http://dx.doi.org/10.1146/annurev-psych-010418-103230.

Full text

Abstract:

Self-control refers to the alignment of thoughts, feelings, and actions with enduringly valued goals in the face of momentarily more alluring alternatives. In this review, we examine the role of self-control in academic achievement. We begin by defining self-control and distinguishing it from related constructs. Next, we summarize evidence that nearly all students experience conflict between academic goals that they value in the long run and nonacademic goals that they find more gratifying in the moment. We then turn to longitudinal evidence relating self-control to academic attainment, course grades, and performance on standardized achievement tests. We use the process model of self-control to illustrate how impulses are generated and regulated, emphasizing opportunities for students to deliberately strengthen impulses that are congruent with, and dampen impulses that are incongruent with, academic goals. Finally, we conclude with future directions for both science and practice.

APA, Harvard, Vancouver, ISO, and other styles

21

Ruiz-Hermosa, Abel, Celia Álvarez-Bueno, Iván Cavero-Redondo, Vicente Martínez-Vizcaíno, Andrés Redondo-Tébar, and Mairena Sánchez-López. "Active Commuting to and from School, Cognitive Performance, and Academic Achievement in Children and Adolescents: A Systematic Review and Meta-Analysis of Observational Studies." International Journal of Environmental Research and Public Health 16, no. 10 (May 23, 2019): 1839. http://dx.doi.org/10.3390/ijerph16101839.

Full text

Abstract:

Background: Physical activity has a beneficial effect on the brain’s development process and cognitive function. However, no review to date has evaluated the effects of active commuting to and from school (ACS) on cognitive performance and academic achievement. The aim of this systematic review and meta-analysis was to evaluate the link between ACS and cognitive performance and academic achievement in children and adolescents. Methods: We systematically searched MEDLINE, EMBASE, Web of Science and PsycINFO databases for all observational studies published until May 2019 that examined the association between ACS and cognitive performance or academic achievement. Studies were classified into two groups according to their measured outcomes: cognitive performance (nonexecutive cognitive functions, core executive functions, and metacognition) and academic achievement (marks of different areas). A pooled effect size (ES) was estimated using the DerSimonian and Laird random-effects method for cognitive performance and each area of academic achievement. Results: Twelve studies that evaluated the relationship between ACS and cognitive performance or academic achievement were included in the systematic review: four studies analyzed both cognitive performance and academic achievement, one study provided data regarding cognitive performance and seven provided data on academic achievement. Finally, nine of 12 studies provided enough data for inclusion in the meta-analysis. Our findings suggest that ACS was not significantly associated with cognitive performance (ES = −0.02; 95% CI: −0.06 to 0.03) or academic achievement (ES = −0.33; 95% CI: −0.83 to 0.17 for mathematics-related skills; ES = −0.37; 95% CI: −0.88 to 0.15 for language-related skills). Conclusions: There was insufficient evidence regarding the relationship between ACS and cognitive performance and academic achievement. Future studies should include potential confounders in their analyses and consider the use of standardized self-reports or objective measures of ACS.

APA, Harvard, Vancouver, ISO, and other styles

22

Kim, Hye-Won, and Myo-Gyeong Kim. "The relationship among academic achievement, clinical competence, and confidence in clinical performance of nursing students." Journal of Korean Academic Society of Nursing Education 27, no. 1 (February 28, 2021): 49–58. http://dx.doi.org/10.5977/jkasne.2021.27.1.49.

Full text

Abstract:

Purpose: The purpose of this study was to determine relationships between academic achievement, clinical competence, and confidence in the clinical performance of nursing students, and to identify factors that influence them.Methods: This was a descriptive correlation study. Data were collected from 118 nursing students at a nursing college in Seoul. One-way variance analysis, Pearson's correlation coefficient, and multiple linear regression analysis were used to examine relationships between academic achievement, clinical competence, and confidence in clinical performance.Results: Clinical competence was related to academic achievement in students’ previous semester and to students’ academic scores in a fundamental of nursing course. Clinical competence showed a weak positive correlation with academic achievement in students’ previous semester and academic scores in a fundamental of nursing course in both evaluations by the professor and students’ self-evaluations. However, confidence in clinical performance had no significant correlation with academic achievement. The factor affecting the clinical competence was academic scores in a fundamental of nursing course, and factors affecting confidence in clinical performance were health status, personality, major suitability, and class satisfaction in a fundamental of nursing skills course.Conclusion: These findings indicate that students with high academic achievement have better clinical performance, but confidence in clinical performance is not related to academic achievement.

APA, Harvard, Vancouver, ISO, and other styles

23

Uji, Masayo, and Makiko Kawaguchi. "Academic Performance Motivation: Assessment and Relationship to Mental Health and Academic Achievement." Psychology 12, no. 03 (2021): 374–91. http://dx.doi.org/10.4236/psych.2021.123024.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Kale, Swati, Meghana Wadnerkar Kamble, and Nicola Spalding. "Predictive validity of multiple mini interview scores for future academic and clinical placement performance in physiotherapy, occupational therapy and speech and language therapy programmes." International Journal of Therapy and Rehabilitation 27, no. 4 (April 2, 2020): 1–13. http://dx.doi.org/10.12968/ijtr.2018.0149.

Full text

Abstract:

Background/aims Limited research exists on the predictive validity of multiple mini interviews when used during the selection process for physiotherapy, occupational therapy and speech and language therapy programmes. Traditional interviews were replaced by multiple mini interviews in the selection process for these three undergraduate programmes in one UK university. The purpose of secondary data analysis was to determine whether multiple mini interviews can predict academic and clinical placement performance during the first and second year of study. Methods Secondary data analysis was performed using the admissions data from 169 students. Data analysed comprised predictors (entry tariff, age and multiple mini interview scores) and outcomes (academic and placement achievement in years 1 and 2 over a period of 2 years from 2014 to 2016). Results Multiple standard regression analyses revealed that, overall, multiple mini interview score was not a significant predictor of academic achievement or clinical placement performance in years 1 and 2 for any of the three professions. Pearson's correlations indicated that age and entry tariff were frequently and significantly correlated with academic achievements for all cohorts. Conclusions Performance in the multiple mini interview is not a predictor of academic achievement or clinical placement performance in this specific cohort of students. Entry tariff showed a significant correlation with academic achievement. Additional studies with larger cohorts are recommended.

APA, Harvard, Vancouver, ISO, and other styles

25

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

26

Bjørnebekk, Gunnar, Åge Diseth, and Robin Ulriksen. "Achievement Motives, Self-Efficacy, Achievement Goals, and Academic Achievement at Multiple Stages of Education: A Longitudinal Analysis." Psychological Reports 112, no. 3 (June 2013): 771–87. http://dx.doi.org/10.2466/14.09.pr0.112.3.771-787.

Full text

Abstract:

The present study investigated the joint effects of achievement motives, self-efficacy, and achievement goals as predictors of subsequent academic achievement among educational science students. A longitudinal research design allowed for measurement of motivational variables at several stages of education during bachelor courses (subsequent to the introductory courses), firstly by measuring achievement motives, secondly by self-efficacy and achievement goals. Subsequently, students' academic achievement level was measured at four different points in time, until they finished the last course for their bachelor degrees. A multivariate path analysis showed consistent relations between the motivational variables. The motive to avoid failure positively predicted the adoption of avoidance goals (both mastery and performance) and negatively predicted self-efficacy. Academic achievement was mainly predicted by the motive for success and performance-avoidance goals. The path analysis also showed strong relationships between the examination grades at different points in time.

APA, Harvard, Vancouver, ISO, and other styles

27

Dr. Sadaf Jabeen, Dr. Mubashira Khalid, and Dr. Tahira Kalsoom. "Relationship between Parental Involvement, Students’ Performance Goal Orientation and Academic Achievement at Elementary Level." sjesr 3, no. 2 (June 25, 2020): 329–37. http://dx.doi.org/10.36902/sjesr-vol3-iss2-2020(329-337).

Full text

Abstract:

The study aims to explore association between parental involvement and its contribution in students’ performance goal orientation and academic achievement during their elementary schooling. The study adopted correlational design. Nine (04 boys and 05 girls) Middle/Elementary schools were randomly selected from 233 (140 girls and, 93 boys) Middle/ Elementary schools of Lahore. 324 participants (180 girls and 144 boys) from grade 6 were conveniently selected from these randomly selected 09 public Middle/elementary schools. 324 parents (mother/father) of above mentioned students were also included in this Study. Two instruments, Student Performance Goal Orientation (SPGO) and Parental Involvement Scale (PIS) were used as research instruments. It was quantitative study based on descriptive research. Survey method was used for data collection. The study found positive association between parental involvement and students’ learning outcomes achievement. Positive association between students’ performance goal orientation and students’ learning achievement was also found. It was observed that parents can increase the students’ motivation level and help them for their achievements. More than half of the students were of the views that parental involvement enhances the student’s learning achievement.

APA, Harvard, Vancouver, ISO, and other styles

28

Kim, Jungnam, Julia Bryan, Younyoung Choi, and Ji Hyun Kim. "Understanding Asian American Student Achievement." Professional School Counseling 21, no. 1 (January 2017): 2156759X1878853. http://dx.doi.org/10.1177/2156759x18788534.

Full text

Abstract:

This study investigated the relationships of parent networks and parent empowerment to the academic performance of the children of Asian immigrant parents in U.S. schools. It also examined the role of parent networks in explaining the association between parent empowerment and children’s academic performance. We conducted multinomial logistic regression and path analysis on responses of 317 Asian immigrant parents from the Parent and Family Involvement Survey of the National Household Education Survey, 2007. Parent networks and some parent empowerment components (i.e., competence, parent contact with the school counselor) were significantly related to academic performance. Findings suggest the importance of school counselors utilizing empowerment strategies to help those Asian immigrant parents who need support with their children’s education.

APA, Harvard, Vancouver, ISO, and other styles

29

Qudsia, Deeba. "Learning Styles Activity level and Medical Students’ Learning Performance." Journal of Asian Multicultural Research for Educational Study 1, no. 1 (August 14, 2020): 14–20. http://dx.doi.org/10.47616/jamres.v1i1.11.

Full text

Abstract:

The activity level relationship of learning styles and the level of activity relationships intra-campus activities to the achievement of the medical students. The design used in this study is analytical category using cross sectional approach. Data were analyzed using Chi-Square test. The results of the analysis with chi-square test found a correlation between the activity level relationship of study style to academic achievement of students (ρ-value=0.891) and found a correlation between the activity of intra-campus activities to academic achievement of students (ρ value = 0.021). There is a relationship between the level of activity of intra-campus activities to academic achievement of students.

APA, Harvard, Vancouver, ISO, and other styles

30

McIlroy, David, Sue Palmer-Conn, Bridget Lawler, Karen Poole, and Ömer Faruk Ursavas. "Secondary Level Achievement." Journal of Individual Differences 38, no. 2 (April 2017): 102–12. http://dx.doi.org/10.1027/1614-0001/a000227.

Full text

Abstract:

Abstract. The study was developed in the context of Personality and Social Cognitive Theory with constructs that encapsulate non-intellective processes of academic achievement. The goal was to explore the role of the Five Factor Model (FFM) of personality in academic performance and to use this model as a reference point to test the incremental validity of two measures of Self-efficacy (Academic and Emotional) and an indicator of Absenteeism. Participants (N = 120) were comprised of 17-year-old male (n = 47) and female (n = 73) opportunistically sampled secondary level college students. A cross-sectional design was used to examine the relationship between the independent variables (FFM, Academic Self-efficacy, Emotional Self-efficacy, and Absenteeism) and the outcome variable, Grade Points Average (GPA). Correlation analysis found that four FFM factors and the two Self-efficacy measures were associated with GPA. In a hierarchical regression analysis, the FFM explained 22% variance on performance and the two Self-efficacy measures added 9% incremental variance followed by 3% for Absenteeism. Overall, the non-intellective constructs explain a substantial 34% variance on achievement and provide focal points for theoretical, empirical, and pedagogical evaluation. Moreover, they are suggestive of the pathways and processes that support learning, augment ability, and enhance achievement.

APA, Harvard, Vancouver, ISO, and other styles

31

Natriello, Gary, and Edward L. McDill. "Performance Standards, Student Effort on Homework, and Academic Achievement." Sociology of Education 59, no. 1 (January 1986): 18. http://dx.doi.org/10.2307/2112483.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Senko, Corwin. "When do mastery and performance goals facilitate academic achievement?" Contemporary Educational Psychology 59 (October 2019): 101795. http://dx.doi.org/10.1016/j.cedpsych.2019.101795.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Black, Jean. "Performance in English Skills Courses and Overall Academic Achievement." TESL Canada Journal 9, no. 1 (October 26, 1991): 42. http://dx.doi.org/10.18806/tesl.v9i1.595.

Full text

Abstract:

The implementation of ESL courses at universities and colleges has been based on the assumption that a threshold level of English proficiency is necessary for students to succeed at their academic work. The correlation, however, between English language proficiency and academic success has not been clearly established. This paper describes a study undertaken at Brock University which correlates performance of students in ESL courses in spoken and written English with achievement in their other academic courses. The grades received in the ESL courses were correlated with the overall academic average and the major average for the whole group and for each of three degree groups-students completing B.A, RSc., and B.RE. degrees. Analysis of the data revealed a modest positive correlation between performance in written English and the overall and major averages in all groups except the B.RE., in which there was no significant correlation. The grades for the spoken English course failed to correlate significantly with either the overall average or the major average in any of the groups. Pedagogical implications of these surprisingly low correlations are discussed, and suggestions are offered for making skills learned in ESL courses more relevant to the academic needs of students.

APA, Harvard, Vancouver, ISO, and other styles

34

Chen, Shu-hsein. "Online catalog searching performance and academic achievement and abilities." Journal of Computing in Higher Education 5, no. 1 (September 1993): 51–64. http://dx.doi.org/10.1007/bf02954531.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Camacho-Morles, Jesús, Gavin R. Slemp, Reinhard Pekrun, Kristina Loderer, Hanchao Hou, and Lindsay G. Oades. "Activity Achievement Emotions and Academic Performance: A Meta-analysis." Educational Psychology Review 33, no. 3 (January 15, 2021): 1051–95. http://dx.doi.org/10.1007/s10648-020-09585-3.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Van Dijk, Martin L., Renate H. M. De Groot, Hans H. C. M. Savelberg, Frederik Van Acker, and Paul A. Kirschner. "The Association Between Objectively Measured Physical Activity and Academic Achievement in Dutch Adolescents: Findings From the GOALS Study." Journal of Sport and Exercise Psychology 36, no. 5 (October 2014): 460–73. http://dx.doi.org/10.1123/jsep.2014-0014.

Full text

Abstract:

The main goal of this study was to investigate the association between objectively measured physical activity and academic achievement in adolescents. Students in Grades 7 and 9 (N = 255) were included. Overall, we found no significant dose–response association between physical activity and academic achievement. However, in Grade 7 total physical activity volume (Total PA) was negatively associated with academic achievement, while moderate-to-vigorous physical activity (MVPA) was negatively associated with both academic achievement and mathematics performance. In contrast, in Grade 9 both Total PA and MVPA were positively associated with mathematics performance. In addition, the overall association between MVPA and academic achievement followed an inverted U-shaped curve. Finally, Total PA was positively associated with executive functioning, while executive functioning in turn mediated the associations between Total PA and both academic achievement and mathematics performance. These results indicate that the association between physical activity and academic achievement in adolescents is complex and might be affected by academic year, physical activity volume and intensity, and school grade.

APA, Harvard, Vancouver, ISO, and other styles

37

Li, Yaoran, Kennon M. Sheldon, Jeffrey N. Rouder, David A. Bergin, and David C. Geary. "Long-Term Prospects and College Students’ Academic Performance." Journal of Psychoeducational Assessment 37, no. 3 (March 21, 2018): 358–71. http://dx.doi.org/10.1177/0734282918764202.

Full text

Abstract:

Self-referent performance beliefs can influence people’s decision making related to long-term goals. Current measures of such beliefs, however, do not explicitly focus on the long-term aspects of goal achievement. We introduce a new concept, Long-Term Prospects (LTP), which is defined as the self-perception that one can maintain the continuous effort needed to achieve long-term goals. We developed a measure of LTP and demonstrated across three studies ( n > 1,900) that college students’ LTP predicted their academic performance, as defined by self-reported grade point average (GPA) and official GPA. Moreover, LTP predicted GPA better than commonly used measures of grit, conscientiousness, and academic self-concept. Multiple regression and Bayesian results showed that LTP accounted for unique variance in the prediction of college GPA above and beyond intelligence, prior achievement, and demographics. Tests for moderation effects suggested that students who had low high school achievement or a low need for achievement especially benefited from having strong beliefs about their ability to maintain effort over the long term. These studies suggest that self-referent beliefs about one’s ability to maintain the effort needed to achieve long-term goals are important for academic success and that the LTP measure captures individual differences in these beliefs. The implication is that cultivating students’ belief that they can maintain long-term effort, especially in low-achieving students, may yield positive outcomes in their academic performance.

APA, Harvard, Vancouver, ISO, and other styles

38

Nobre, Francisco Salviano Sales, Paulo Felipe Ribeiro Bandeira, and Nadia Cristina Valentini. "Academic achievement associated with motor performance and sex in different subcultures." Journal of Human Growth and Development 27, no. 2 (September 6, 2017): 213. http://dx.doi.org/10.7322/jhgd.115027.

Full text

Abstract:

Introduction: School and motor performances demonstrates achievements of children throughout childhood. Gender and the child's developmental context interfere with the differentiated trends of intensity and direction of school and motor performance.Objective: To analyze the association among school performance, motor performance, and the sex of children of different subculturesMethod: The study included 233 children aged 7 to 10 years, 127 boys (8.2 ± 0.92 years) and 106 girls (8.4 ± 0.85 years), from three different subcultures (semi-arid, mountainous, and coastal weather) of Northeast Brazil. Data were collected from the School Performance Test and the Test of Gross Motor Development-2. Descriptive statistics, comparisons, and multivariate multiple linear regressions were used for analysis.Results: It was found that school delays were prevalent in boys, and motor delays, specifically in object control skills, were prevalent in girls. Motor performance is positively associated with performance in writing, reading, and arithmetic, but this relationship is specific for each subculture.Conclusions: There was an association among school performance, motor performance, and the sex of children in different Northeastern subcultures, evidencing the influence of subcultures and gender on the children’s performance.

APA, Harvard, Vancouver, ISO, and other styles

39

Collins, Ashleigh, and Erin O’Connor. "Teacher-Child Relationships and Child Temperament in Early Achievement." Journal of Educational and Developmental Psychology 6, no. 1 (March 27, 2016): 173. http://dx.doi.org/10.5539/jedp.v6n1p173.

Full text

Abstract:

<p>Teacher-child relationship quality and child temperament have been associated with children’s school adjustment and academic performance. However, few studies explore the influence of both child temperament and teacher-child relationship quality on children’s academic development. This study investigates the role of teacher-child relationships on kindergarten children’s temperament and academic performance. Study participants were comprised of 324 kindergarten students, attending 22 schools in urban, low-income communities. A multivariate regression analysis was used to explore whether teacher-child relationships moderate or mediate the association between child temperament and academic performance. The study reinforces previous findings that conflictual teacher-child relationships inhibit children’s academic performance and close teacher-child relationships promote children’s academic performance. For cautious children, close teacher-child relationships moderate mathematics performance. For high maintenance children, conflictual teacher-child mediate children’s critical thinking. The findings have implications for teacher training, on-going teacher development, and the promotion of early academic development for children at-risk for underachievement.</p>

APA, Harvard, Vancouver, ISO, and other styles

40

Ahmad, Nuzhat, and Most Aeysha Sultana. "Effects of metacognitive ability and selective attention ability on academic performance of adolescents." Dhaka University Journal of Biological Sciences 30, no. 1 (February 3, 2021): 59–67. http://dx.doi.org/10.3329/dujbs.v30i1.51809.

Full text

Abstract:

The present study investigated the effect of metacognitive ability and selective attention on academic achievement; whether selective attention and metacognitive ability influence a student’s academic achievement and whether all these three variables vary across gender. Three hundred adolescents were selected conveniently and purposively among which 150 were females and another 150 were males. Participant’s metacognitive ability was measured by using a Bangla translated version of Metacognitive Skill Scale (MCT); and selective attention was measured by a Bangla version of the Stroop Color and Word Test (SCWT). Their academic achievement was assessed by their GPA in previous class examination. The results showed that all these variables were significantly correlated with each other. Metacognitive ability and selective attention were the strong predictors of academic achievement. Significant difference in selective attention was also found across gender where females outperformed males. But no significant difference between males and females was found for the metacognitive ability and academic achievement. Dhaka Univ. J. Biol. Sci. 30(1): 59-67, 2021 (January)

APA, Harvard, Vancouver, ISO, and other styles

41

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

42

Maksic, Slavica, and Mirosava Djurisic-Bojanovic. "Creativity, knowledge and school achievement." Zbornik Instituta za pedagoska istrazivanja, no. 36 (2004): 85–105. http://dx.doi.org/10.2298/zipi0436085m.

Full text

Abstract:

In the process of education the knowledge is acquired which is a necessary base for creativity. The problem of relations between creativity and knowledge in school context is posed as a problem of relations between creativity and academic performance due to the influence it has on personal and professional development of an individual. The paper presents the results of survey on relations between creativity, academic performance and academic preferences. Creativity was measured by the test for creative thinking - drawing production of Urban and Jellen, academic performance by general achievement, and academic preferences by a questionnaire. The sample comprised final primary school graders. Low and statistically significant positive correlation was found between creativity and school achievement in the sub-sample of girls. However, girls have a significantly better school achievement and prefer art as a school subject and the test administered demands visual art expression. Hence, it can not be claimed for sure that the obtained results reflect realistic differences in creativity between boys and girls. It is of vital importance for work in school the data that high creativity can be possessed by students who are failures at school. It has been concluded that initial step in the acquisition of knowledge that will contribute to student creative thinking and behavior is the development of cognitive flexibility.

APA, Harvard, Vancouver, ISO, and other styles

43

Castelli, Darla M., Charles H. Hillman, Sarah M. Buck, and Heather E. Erwin. "Physical Fitness and Academic Achievement in Third- and Fifth-Grade Students." Journal of Sport and Exercise Psychology 29, no. 2 (April 2007): 239–52. http://dx.doi.org/10.1123/jsep.29.2.239.

Full text

Abstract:

The relationship between physical fitness and academic achievement has received much attention owing to the increasing prevalence of children who are overweight and unfit, as well as the inescapable pressure on schools to produce students who meet academic standards. This study examined 259 public school students in third and fifth grades and found that field tests of physical fitness were positively related to academic achievement. Specifically, aerobic capacity was positively associated with achievement, whereas BMI was inversely related. Associations were demonstrated in total academic achievement, mathematics achievement, and reading achievement, thus suggesting that aspects of physical fitness may be globally related to academic performance in preadolescents. The findings are discussed with regards to maximizing school performance and the implications for educational policies.

APA, Harvard, Vancouver, ISO, and other styles

44

Aluko, Ralph Olusola, Emmanuel Itodo Daniel, Olalekan Shamsideen Oshodi, Clinton Ohis Aigbavboa, and Abiodun Olatunji Abisuga. "Towards reliable prediction of academic performance of architecture students using data mining techniques." Journal of Engineering, Design and Technology 16, no. 3 (June 4, 2018): 385–97. http://dx.doi.org/10.1108/jedt-08-2017-0081.

Full text

Abstract:

Purpose In recent years, there has been a tremendous increase in the number of applicants seeking placements in undergraduate architecture programs. It is important during the selection phase of admission at universities to identify new intakes who possess the capability to succeed. Admission variable (i.e. prior academic achievement) is one of the most important criteria considered during the selection process. This paper aims to investigates the efficacy of using data mining techniques to predict the academic performance of architecture students based on information contained in prior academic achievement. Design/methodology/approach The input variables, i.e. prior academic achievement, were extracted from students’ academic records. Logistic regression and support vector machine (SVM) are the data mining techniques adopted in this study. The collected data were divided into two parts. The first part was used for training the model, while the other part was used to evaluate the predictive accuracy of the developed models. Findings The results revealed that SVM model outperformed the logistic regression model in terms of accuracy. Taken together, it is evident that prior academic achievement is a good predictor of academic performance of architecture students. Research limitations/implications Although the factors affecting academic performance of students are numerous, the present study focuses on the effect of prior academic achievement on academic performance of architecture students. Originality/value The developed SVM model can be used as a decision-making tool for selecting new intakes into the architecture program at Nigerian universities.

APA, Harvard, Vancouver, ISO, and other styles

45

Silalahi, Sondang Aida, Meti Ardhiyah Garini, Utari Noor Sapriani, and Vika Tri Dewi. "THE INFLUENCE OF CLASS PARTICIPATION AND PARENTING STYLE ON THE ACADEMIC PERFORMANCE OF ACCOUNTING STUDENTS." Journal of Community Research and Service 4, no. 1 (June 20, 2020): 45. http://dx.doi.org/10.24114/jcrs.v4i1.18529.

Full text

Abstract:

This study aims to determine the effect of class participation and parenting style on the academic achievement of accounting and accounting education students of the Faculty of Economics, the State University of Medan. One hundred forty-two respondents were generated from a total population of 229 students. Data analysis techniques include descriptive statistics followed by the multiple regression analysis. The results showed that: 1) The significant value of the class participation variable is 0.203 > 0.05; thus, the class participation hypothesis rejected, meaning that there was no influence between class participation on academic achievement. 2) The significant value of the parenting variable is 0.014 < 0.05, confirming the hypothesis that there is an influence between parenting parents on academic achievement. 3) A significant value of 0.032 <0.05, then according to the basis of decision making in the F test, it can be concluded that the hypothesis is accepted, indicating class participation and parenting style influence on accounting students' academic achievement. 4) From the results of the two independent variables, which are the dominant variables affecting academic achievement is the class participation variable evidenced by the highest regression coefficient, which is 0.203 compared to the regression coefficient of the other variables. Keywords: Parent Participation; Parenting Parents; Academic Achievement.

APA, Harvard, Vancouver, ISO, and other styles

46

Mufti, Sarah, Dr Bushra Akram, and Dr Fayyaz Ahmad. "Intelligence and Academic Achievement as Predictors of Reading Disability: A Comparative Study." Journal of Peace, Development & Communication Volume 5, no. 1 (March 30, 2021): 293–302. http://dx.doi.org/10.36968/jpdc-v05-i01-25.

Full text

Abstract:

Children at risk of dyslexia face problems in academic achievement and they were often viewed as children with low intelligence. The purpose of the study was to investigate the relationship between academic achievement and intelligence. The study also aimed to find out academic achievement and intelligence as predictors of children at risk of dyslexia. The study was conducted from September 2020 to November 2020. Sample of 268 students exhibiting problems in reading, writing or mathematical expression was selected from 1532 students with the help of teachers. Dyslexia screening test Junior (DST-J) was used for screening (Nicolson & Fawcett, 1996). Standard Progressive Matrices (SPM) (Raven, Raven, & Court, 1998) were used to assess intelligence. Academic record of all the students was obtained based on their performance in last examination. Results showed children had above average intelligence. Further, academic achievement showed significant positive relationship with intelligence (r=.32, p<.001). Moreover, intelligence and academic achievement were found to be significant predictors of performance of children at risk of dyslexia. Results concluded that children should be given intervention to improve their academic performance.

APA, Harvard, Vancouver, ISO, and other styles

47

Novesar, Muhammad Refki. "Students Emotional Intelligence as Catalisator for Academic Achievement." Management and Sustainable Development Journal 2, no. 2 (October 12, 2020): 53–68. http://dx.doi.org/10.46229/msdj.v2i2.188.

Full text

Abstract:

Education is very important, in measuring signings one's activity in the world of education that can be seen from the academic achievement, in shaping the students ' academic achievements influenced by many things one of them is intellectual intelligence, which only affects 20% of his own accomplishments influenced by other factors, one of which is emotional intelligence, as emotional intelligence will help every learner in their learning and know their ideals and the steps they have traveled. This study saw how the relationship between emotional intelligence to the academic oprestation owned by a student, using a regression test in 105 student samples, selected by purposive sampling, i.e. active students, obtained overall results of emotional intelligence giving a significant and positive influence towards student academic achievement, for which students can improve the ability of emotional intelligence to be able to provide better academic achievement. of the results , to see what dimensions provide a positive and significant relationship to be researched in the form of a dimension possessed by emotional intelligence, whereby each dimension delivers a significant and posotive outcome, which gives meaning, every student should raise all of the emotional intelligence to be able to improve performance.

APA, Harvard, Vancouver, ISO, and other styles

48

Midkiff, Robert M., Joy Patricia Burke, Jeanne P. Hunt, and Geraldine Cain Ellison. "Role of Self-Concept of Academic Attainment in Achievement-Related Behaviors." Psychological Reports 58, no. 1 (February 1986): 151–59. http://dx.doi.org/10.2466/pr0.1986.58.1.151.

Full text

Abstract:

Researchers have reported that self-concept serves both as an antecedent and consequence of behavior. Given self-concept's role in achievement-related behavior, we sought clarification of factors influencing children's self-concepts of academic attainment. We examined proposed linkages among self-concept of academic attainment, academic achievement, expectancy for success, and performance outcome within a causal model using path analysis. Subjects were 208 eighth-grade students. Initial self-concept of academic attainment and initial expectancy for success were measured. Students then were given an academic task followed by performance feedback. We subsequently measured postperformance expectancy for success and postperformance self-concept of academic attainment. Students' postperformance self-concepts of academic attainment were influenced primarily by their initial self-concepts of academic attainment and, to a lesser extent, by their academic achievement and performance on an academic task.

APA, Harvard, Vancouver, ISO, and other styles

49

Marjoribanks, Kevin, and Yanny Kwok. "Family Capital and Hong Kong Adolescents' Academic Achievement." Psychological Reports 83, no. 1 (August 1998): 99–105. http://dx.doi.org/10.2466/pr0.1998.83.1.99.

Full text

Abstract:

This study examined relationships between the economic, human, social, and cultural capital of families and adolescents' academic achievement. Data were collected from 387 14-yr.-old Hong Kong students (187 girls, 200 boys), who completed questionnaires to assess their perceptions of the various dimensions of family capital. Academic achievement was measured by performance in Chinese language, English language, and mathematics. The findings indicated that different combinations of the dimensions of family capital combined to contribute to moderate amounts of variance in adolescent girls' academic performance, whereas social capital was the only family measure to have a meaningful and significant modest association with adolescent boys' academic achievement.

APA, Harvard, Vancouver, ISO, and other styles

50

Lee, Shyh-Hwang, Ching-Yaw Chen, and Keomony Sok. "Examining Psychosocial Impacts on Academic Performance." Social Behavior and Personality: an international journal 38, no. 7 (August 1, 2010): 969–78. http://dx.doi.org/10.2224/sbp.2010.38.7.969.

Full text

Abstract:

The researchers aimed to extend the current understanding of the relationships between the psychological and sociological variables by examining how the combined, integrated set of these two theories is related to the academic achievement of full-time undergraduates in a university. The intrapersonal level refers to students' learning behavior that is created by self-efficacy and expectation to succeed, the interpersonal level includes the influences from home and school on academic performance. We gained mixed results for these two levels and their impacts on academic performance. Better academic outcomes can be expected only when we further understand the extent of these impacts.

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Academic performance of achievement'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles