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Journal articles on the topic 'Academic performance'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

ACE, MARK R. ANTIPOLO, EDUARD C. PAZ JOHN, A. DAVID MERCY, and T. FERRER ADORA. "The Impact of Technological Advancements on The Academic Performance of Senior High School Students." International Journal of Innovative Research in Multidisciplinary Education 03, no. 05 (2024): 792–804. https://doi.org/10.5281/zenodo.11382393.

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Inclusion of technology in education was utilized even before pandemic. As the pandemic hit, technology usage for personal and academic purposes among senior high school students significantly increased. This study aimed to determine the impact of technological advancement to the academic performance of senior high school students from selected public and private school in the province of Zambales and City of Olongapo, Philippines. There were 187 senior high school students from the selected schools who were the respondents chosen through stratified random sampling. The study used the descript

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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 (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

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3

Arshad, Muhammad, and Muhammad Aslam. "ACADEMIC PERFORMANCE;." Professional Medical Journal 24, no. 07 (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, whi

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Ononye, Uzoma, Mercy Ogbeta, Francis Ndudi, Dudutari Bereprebofa, and Ikechuckwu Maduemezia. "Academic resilience, emotional intelligence, and academic performance among undergraduate students." Knowledge and Performance Management 6, no. 1 (2022): 1–10. http://dx.doi.org/10.21511/kpm.06(1).2022.01.

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Academic resilience and emotional intelligence are considered important personal resources for furthering students’ academic performance. However, many educational organizations seem to trivialize the performance implications of these constructs in teachings and curriculum. Consequently, it can decrease not just their academic performance but also their employability, as they lack the generic competencies to adapt and survive in a stressful context. Even so, empirical evidence on integrating academic resilience, emotional intelligence, and academic performance remains unexplored in the Nigeria

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Malbog, Maricel T. "Academic Performance Attributes." IJRDO - Journal of Educational Research ISSN: 2456-2947 5, no. 10 (2020): 1–4. https://doi.org/10.5281/zenodo.4270319.

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This study examined the academic performance attributes of the selected grade six pupils of the identified public elementary schools of SDO-Bayawan City. It employed descriptive method. A questionnaire was used to generate data that measured the variables. It was administered to the respondents and the answers generated were tabulated and analyzed. Based on the findings of the study, it can be concluded that the academic performance of the grade six pupils was at  satisfactory level. It is recommended that the proposed programs, activities, and projects can be adopted by the public elemen

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6

Paul-Chima, Ugwu Okechukwu, Ugwu Jovita Nnenna, Alum Esther Ugo,, et al. "Redefining Academic Performance Metrics: Evaluating the Excellence of Researchers, Academics, and Scholars." NEWPORT INTERNATIONAL JOURNAL OF SCIENTIFIC AND EXPERIMENTAL SCIENCES 4, no. 1 (2023): 36–42. http://dx.doi.org/10.59298/nijses/2023/10.5.1000.

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The Redefining Academic Performance Metrics: Evaluating the Excellence of Researchers, Academics, and Scholars explores the evolving landscape of academia, focusing on the shift from traditional metrics like publication and citation counts to a more inclusive, open, and equitable approach. The study acknowledges the limitations of traditional metrics and celebrates pioneers in shaping the future of scholarly endeavors, highlighting the importance of inclusivity, openness, and equitable evaluations in assessing academic excellence. Keywords: Academic Performance Metrics, Scholarly Achievement,

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Johargy, Dr Ayman, Dr Pushpamala Ramaiah, and Dr Ibtesam Nomani Lamia Ahmed Elsayed Grace Lindsey. "Student Nurses Academic Performance- Multidimensional Constructs." International Journal of Trend in Scientific Research and Development Volume-3, Issue-3 (2019): 818–22. http://dx.doi.org/10.31142/ijtsrd23144.

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8

Battersby∗, David. "The academic performance of older academics: A review." Journal of Tertiary Education Administration 15, no. 2 (1993): 181–88. http://dx.doi.org/10.1080/1036970930150204.

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9

Nurahaju, Rini, and Windah Riskasari. "Academic Atmosphere, Personality, and Academic Performance." Journal of Innovation in Educational and Cultural Research 4, no. 4 (2023): 718–30. http://dx.doi.org/10.46843/jiecr.v4i4.691.

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Academic performance is important in college. Therefore performance appraisal is carried out on lecturers and students who contribute to academic activities. This study aims to analyze academic performance in terms of academic atmosphere and personality. The latent variables used are academic performance as an endogenous variable and academic atmosphere and personality as exogenous variables. The type of research used is explanatory research, which aims to explain the influence between variables through hypothesis testing. The data collection technique uses a Likert scale: the academic atmosph

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10

., Hina, Lala Rukh, and Amjad Reba. "THE CORRELATIONAL STUDY OF EMOTIONAL INTELLIGENCE AND ACADEMIC PERFORMANCE OF HOME-ECONOMICS STUDENTS." March 2024 3, no. 1 (2024): 64–75. http://dx.doi.org/10.53664/jssd/03-01-2024-06-64-75.

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For effective engagement of students in their academics and for enhancing their academic performance it is very necessary to develop the emotional intelligence capabilities of students. The purpose of study was to determine whether there is relationship between emotional intelligence and students' college-level academic performance by assessing the influence of both the individual elements of emotional intelligence and emotional intelligence as a whole. The total of 252 students from three different colleges of Khyber Pakhtunkhwa participated in study. The predictors have shown significant ass

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Thirunavukkarasu, M., B. J. S. S. Sriram, and Javvaji Chandrasekhar Reddy. "ACADEMIC PERFORMANCE ANALYSIS." International Journal of Computer Science and Mobile Computing 10, no. 4 (2021): 50–62. http://dx.doi.org/10.47760/ijcsmc.2021.v10i04.008.

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12

More, Manasi Sunil. "Academic Performance Analyzer." International Journal for Research in Applied Science and Engineering Technology 13, no. 3 (2025): 1136–44. https://doi.org/10.22214/ijraset.2025.67490.

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An "Academic Performance Analyzer" is a system designed to collect, analyze, and visualize student academic data, utilizing algorithms to identify trends, strengths, and weaknesses in performance, thereby providing actionable insights to educators and students to improve learning outcomes ;it typically includes features like grade calculation, comparison analysis, customized reporting, and potential predictive modeling to identify at-risk students and areas needing targeted intervention. The Academic Performance Analyzer is an innovative software tool designed to streamline and enhance the eva

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13

Mallett, John. "Academic Integration, Academic Performance, and Retrospective Evaluations of Own Performance." Irish Journal of Psychology 30, no. 3-4 (2009): 185–99. http://dx.doi.org/10.1080/03033910.2009.10446309.

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14

YOUSEFI, MIDYA, Rohini Devi, and Ahmad Shuib. "Organizational Stress Indicators and Influence on Academic Performance in Private Universities." Asia Proceedings of Social Sciences 5, no. 2 (2019): 117–22. http://dx.doi.org/10.31580/apss.v5i2.1123.

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This study investigates to recognize and test the influence of organizational indicators of stress on the academic performance. The current research collected questionnaire via multi cluster sampling techniques from 32 Malaysian private universities academic staff. Also, 190 completed questionnaires were analyzed through SmartPLS software that has been delivered the results based on measurement and structural model. Then outcomes show that workload is the first stress organizational indictors that has adverse effect on academic staff work performance. Likewise, ambiguity and conflict in roles

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Paudel, Krishna Prasad. "The Association of Knowledge Management and Academic Performance in Academia." Electronic Journal of Knowledge Management 21, no. 1 (2023): 41–58. http://dx.doi.org/10.34190/ejkm.21.1.2462.

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The usage and practices of knowledge management in higher educational institutions are growing after the development of information and communication technology. Knowledge management in educational institutions has a strong link with academic activities aligned to innovative change in the research as well as teaching and learning practices. Knowledge management in academia has also a direct impact on the academic performance of faculty members where they are responsible for conducting academic activities and promoting academic discourses. In this background, this research adopts a quantitative

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16

Andrade, Maxie, Dr Shreemathi Mayya, and Dr Anice George. "Academic performance and nursing aptitude: A correlation." International Journal of Scientific Research 3, no. 5 (2012): 1–3. http://dx.doi.org/10.15373/22778179/may2014/197.

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17

Oluwatumbi, Oso Senny. "Innovative Pedagogies: Panacea for Students Academic Performance." International Journal of Trend in Scientific Research and Development Volume-1, Issue-6 (2017): 1013–19. http://dx.doi.org/10.31142/ijtsrd5759.

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18

GUR, Recep. "Development of the Academic Performance Perception Scale." Eurasian Journal of Educational Research 17, no. 69 (2017): 177–97. http://dx.doi.org/10.14689/ejer.2017.69.10.

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19

Ram Gurung, Ganga. "Extended Learning Time and Students' Academic Performance." International Journal of Science and Research (IJSR) 11, no. 1 (2022): 1424–32. http://dx.doi.org/10.21275/sr22128154858.

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20

Weigall, Dick. "Enhancing academic performance in non‐academic ways." Australian Journal of Learning Disabilities 7, no. 1 (2002): 2. http://dx.doi.org/10.1080/19404150209546687.

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21

Clark, M. H., Steven C. Middleton, Daniel Nguyen, and Lauren K. Zwick. "Mediating relationships between academic motivation, academic integration and academic performance." Learning and Individual Differences 33 (July 2014): 30–38. http://dx.doi.org/10.1016/j.lindif.2014.04.007.

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22

Krishen, Anjala S., Michael T. Lee, and Robyn L. Raschke. "The Story Only Few Can Tell: Exploring the Disproportionately Gendered Professoriate in Business Schools." Journal of Marketing Education 42, no. 1 (2019): 7–22. http://dx.doi.org/10.1177/0273475319879972.

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In American business schools, the higher the position, the lower the female representation, especially when including additional intersections of identity such as race, sexual orientation, and ethnicity. Our article aims to supplement existing research regarding gender bias and underrepresentation in academia, particularly in business schools. Such research can uncover faculty gender issues, work toward mitigating the existing biases related to diversity and inclusion, and bring a needed voice and discussion for the purpose of moving toward solutions. To build our hypotheses, we provide a lite

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23

Idrissi, Aicha Serghini, and Patricia Garcia-Prieto. "LEADING ACADEMIC PERFORMANCE (LAP): THE ROLE OF SOCIAL IDENTITY PERFORMANCE FOR FEMALE ACADEMICS." Academy of Management Proceedings 2011, no. 1 (2011): 1–6. http://dx.doi.org/10.5465/ambpp.2011.65869677.

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24

Dela, Cruz Jaymar. "Academic Stress on Students' Self-Efficacy and Academic Performance in Science in the New Normal." Psychology and Education: A Multidisciplinary Journal 20, no. 9 (2024): 1175–91. https://doi.org/10.5281/zenodo.11672753.

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This study determined the influence of academic stress on self-efficacy and academic performance in Science of Grade 7 students in Timoteo Paez Integrated School, Younger Street, Balut, Tondo, Manila during the School Year 2021-2022. With explanatory sequential method as research design and 93 male and 114 female Grade 7 students as respondents of the study, findings showed that the pressure from study, workload, worry about grades, self-expectation and despondency were assessed by the students as moderately stressful. Students’ academic self-efficacy was described as high. The academic

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25

T., Sivapakiam, and Nalinilatha M. "THE IMPACT OF MOTIVATION ON HIGHER SECONDARY SCHOOL STUDENT'S ACADEMIC PERFORMANCE." International Journal of Current Research and Modern Education 2, no. 1 (2017): 221–24. https://doi.org/10.5281/zenodo.816261.

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The term ‘motivation’ has been derived from the word ‘motive’. Motive may be defined as an inner state of our mind that activates and directs our behaviour. It makes us move to act. It is always internal to us and is externalized via our behaviour. Motivation is one’s willingness to exert efforts towards the accomplishment of his / her goal. Let us consider a few important definitions on motivation that will help us understand the meaning of motivation more clearly. Educational psychology has identified two basic classifications of motivation - intrinsic and extrinsic. Intrinsic motivation ari

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26

GIDADO, Bello Kumo, Hosea Abalaka APEH, and Nkeiruka Lois SORONNADI. "The Relationship between Personality Traits and Academic Performance of Junior Secondary School Students in the Federal Capital Territory Abuja, Nigeria." International Journal of Novel Research in Education and Learning 10, no. 3 (2023): 120–26. https://doi.org/10.5281/zenodo.7973532.

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<strong>Abstract:</strong> This study examined the relationship between Personality Traits and Academic Performance of Junior Secondary School Students in the Federal Capital Territory, Abuja, Nigeria. The objective was to determine the relationship between personality trait of neuroticism and academic performance of  students and to find out the relationship between personality trait of extraversion and academic performance of the students and to find out the relationship between personality trait of openness to experience and academic performance of students in junior secondary schools

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27

YOSHIZAWA, Takashi, and Shigeko FUJISAWA. "Factors Influencing Academic Performance." Rigakuryoho Kagaku 23, no. 3 (2008): 459–62. http://dx.doi.org/10.1589/rika.23.459.

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28

Muyangwa, Moses Mubita. "Hysteria and Academic Performance." Perceptual and Motor Skills 86, no. 3_suppl (1998): 1162. http://dx.doi.org/10.2466/pms.1998.86.3c.1162.

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To assess the possible relationship between hysteria, as defined by Miller and Keane in 1972, and academic performance, for 27 secondary school pupils comprising 25 girls and 2 boys (ages 12 to 23 years, in Grades 8 to 12 of six different schools) and with known histories of hysterical attacks (locally known as Lihabiya) diagnosed by hospital authorities or traditional healers grades in English, Mathematics, and the local language siSwati were compared before and after hysterical episodes. Although all their marks before the attack were higher, differences were not statistically significant.

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29

Liem, Gregory Arief D. "Academic performance and assessment." Educational Psychology 39, no. 6 (2019): 705–8. http://dx.doi.org/10.1080/01443410.2019.1625522.

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30

Karlsson, Jon L. "Psychosis and academic performance." British Journal of Psychiatry 184, no. 4 (2004): 327–29. http://dx.doi.org/10.1192/bjp.184.4.327.

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BackgroundIt has been suggested that psychosis genes might be associated with beneficial effects, explaining their high frequency in all human populations.AimsTo test the relationship between academic success and the incidence of psychotic disorders.MethodThe unusually complete demographic and scholastic records available in Iceland were used to locate academically accomplished individuals and assess the probability of previously identified patients with mental disorders and their relatives being among such groups.ResultsClose relatives of successful students showed increased risks of psychosi

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31

BERNARD, HINSDALE, JEROME D. THAYER, and EDWARD A. STREETER. "Diligence and Academic Performance." Journal of Research on Christian Education 2, no. 2 (1993): 213–34. http://dx.doi.org/10.1080/10656219309484785.

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32

Brečko, Danijela. "Mindset and Academic Performance." Pedagoška obzorja 39, no. 2 (2024): 120–36. http://dx.doi.org/10.55707/ds-po.v39i2.129.

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Contemporary authors and researchers such as Dweck, Duckworth, Peterson, Matthews, and Kelly point out the great impact of the prevailing mindset on academic performance. The underlying idea is that people with a fixed mindset are unwilling to put in extra effort into learning, while people with a growth mindset should achieve better learning outcomes. The purpose of the paper is to present fixed and growth mindsets through a cross-section of previous research and their impact on academic performance. We conducted our own quantitative research with 353 student respondents from three Slovenian

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33

Chan, Ho Fai, Bruno S. Frey, Jana Gallus, and Benno Torgler. "Academic honors and performance." Labour Economics 31 (December 2014): 188–204. http://dx.doi.org/10.1016/j.labeco.2014.05.005.

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34

Arnaud.Cabanac, Leonid Perlovsky, Marie-Claude Bonniot-Cabanac, and Michel Cabanac. "Music and academic performance." Behavioural Brain Research 256 (November 2013): 257–60. http://dx.doi.org/10.1016/j.bbr.2013.08.023.

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35

Heath, Nancy, Elizabeth Roberts, and Jessica R. Toste. "Perceptions of Academic Performance." Journal of Learning Disabilities 46, no. 5 (2011): 402–12. http://dx.doi.org/10.1177/0022219411428807.

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36

Aslam, M. M. Haris, Ahmed F. Siddiqi, Khuram Shahzad, and Sami Ullah Bajwa. "Predicting Student Academic Performance." International Journal of Knowledge Management 10, no. 3 (2014): 18–35. http://dx.doi.org/10.4018/ijkm.2014070102.

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The biggest challenge in nurturing an academic community is encouraging knowledge sharing among its members. Literature on communities, however, has paid less attention on the role of outcome expectations in encouraging the knowledge sharing behaviors. This study examines the effects of Personal Outcome Expectations (POE) and Community-related Outcome Expectations (COE) on the knowledge sharing behaviors of students and its consequent impact on their academic performance. In order to study these relationships a survey of university students was conducted. Based on structural equation modeling

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37

McKendree, J. "Ethnicity and academic performance." BMJ 342, mar29 1 (2011): d1943. http://dx.doi.org/10.1136/bmj.d1943.

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38

Maguin, Eugene, and Rolf Loeber. "Academic Performance and Delinquency." Crime and Justice 20 (January 1996): 145–264. http://dx.doi.org/10.1086/449243.

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39

Moreira-Morales, Denny Beatriz, and María Inés García-Loor. "Motivation in academic performance." International research journal of management, IT and social sciences 11, no. 1 (2024): 30–38. http://dx.doi.org/10.21744/irjmis.v11n1.2403.

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Motivation is an essential component of the educational process, which influences learning: what, when and how one learns, contributing to academic performance. The study was developed in the field of psych pedagogy, the objective was to analyze motivation in academic performance, in its development the importance of motivation in the school environment is diagnosed, motivating methodologies in the teaching-learning process are analyzed, and They identify methodologies that favor academic performance. The applied methodology has a mixed approach, it is based on the collection of specialized in

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40

Hunt, Josiah Gabriel. "Diet and academic performance." International Forum Journal 2, no. 18 (2015): 45. https://doi.org/10.63201/lhgw7257.

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Healthy eating habits (i.e., consuming appropriate amounts of wholesome foods at the right times) are generally associated with proper body weight, illness prevention, positive emotions, and long life. For many, a wholesome diet is one enriched by animal products; for others, diets that are plant-based. The purpose of this study was to collect quantitative data that would affirm or reject the researcher’s null hypothesis of there being no association between a person’s diet and his or her subsequent academic performance. To accomplish this task, 50 students at a Seventh-day Adventist college i

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41

Hullquist, Gary. "Breakfast for academic performance." International Forum Journal 13, no. 1 (2010): 5. https://doi.org/10.63201/jtdc9761.

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Breakfast has long been shown to be an important part of a healthy lifestyle. But recent changes in society find ever larger numbers of individuals choosing not to eat in the morning. Studies show connections between breakfast eating and various aspects of brain function, lowered abdominal fat, and behavior, though not all studies show significant differences. Reasons for not eating include a lack of time, appetite, and attempts to lose weight. A typical breakfast is high in fat, calories, and carbohydrates, but a healthy breakfast should be more balanced, containing more fiber, nuts, and whol

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42

Barnett, Michael D., Patrick R. Melugin, and Joseph Hernandez. "Time Perspective, Intended Academic Engagement, and Academic Performance." Current Psychology 39, no. 2 (2018): 761–67. http://dx.doi.org/10.1007/s12144-017-9771-9.

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Ms., J. Josely, and Vandana Devi Mrs. "Relationship Between Teachers Motivation and Students Academic Performance." International Journal of Trend in Scientific Research and Development 2, no. 4 (2018): 2223–31. https://doi.org/10.31142/ijtsrd14422.

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This paper examined the impact of teacher motivation on academic performance of students. It proceeded by defining teacher motivation as a general term applying to the entire class of drives, desires, needs, wishes and similar forces initiated for teachers, in order to induce them to act in desireable academically productive manner. On the other hands, it considered academic performance as the outcome of education it constitute the extent to which a student, teacher or institution has achieved their educational goals. Determinants of teacher learner interactions for better students academic pe

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Triperina, Evangelia, Cleo Sgouropoulou, Ioannis Xydas, Olivier Terraz, and Georgios Miaoulis. "Creating the Context for Exploiting Linked Open Data in Multidimensional Academic Ranking." International Journal of Recent Contributions from Engineering, Science & IT (iJES) 3, no. 3 (2015): 33. http://dx.doi.org/10.3991/ijes.v3i3.5023.

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Academia is a complex socio-technical system with multiple aspects and constituents that involve various stakeholders. In order to address stakeholders’ needs and to assist the institutional accountability, this complexity should be considered during the development of academic services. We have designed a dynamic multidimensional ranking approach, easily modifiable to address user requirements, so as to assess and compare the university performance with a clear view to the support of effective institutional strategic planning and policy making. Our approach comprises the following components:

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45

Ramlal, Porika, Kappala Manjusha, and Sania Khan. "The nexus between emotional intelligence and academic performance." Knowledge and Performance Management 6, no. 1 (2022): 38–48. http://dx.doi.org/10.21511/kpm.06(1).2022.04.

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This paper attempts to understand how emotional intelligence (EI) can affect students’ academic performance by investigating the relationship between EI and student performance. A structured questionnaire comprising 25 questions was developed on a five-point Likert scale employing the five components of EI stated by Daniel Goleman. The five elements are self-analysis, self-control, self-motivation, empathy, and social skills. 350 MBA students from premier institutes in Warangal, India, were taken as a sample through a convenience sampling technique. Correlation analysis was performed amongst s

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Josely, Ms J., and Mrs Vandana Devi. "Relationship Between Teachers Motivation and Students Academic Performance." International Journal of Trend in Scientific Research and Development Volume-2, Issue-4 (2018): 2223–31. http://dx.doi.org/10.31142/ijtsrd14422.

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47

Dr. Indu. H, Dr Indu H. "Academic Performance and Emotional Intelligence- Their Inter Relationship." International Journal of Scientific Research 2, no. 8 (2012): 128–29. http://dx.doi.org/10.15373/22778179/aug2013/43.

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Roy, Dr Bharati. "Test Anxiety and Academic Performance of School Students." International Journal of Scientific Research 2, no. 1 (2012): 211–13. http://dx.doi.org/10.15373/22778179/jan2013/75.

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49

Kotimah, Chusnul, Evi Evi, Rizkya Dwi Safitri, and Diah Karmiyati. "The Dynamics of Grit on Student Academic Performance." International Journal of Research Publication and Reviews 4, no. 12 (2023): 1065–72. http://dx.doi.org/10.55248/gengpi.4.1223.123401.

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Le, Yao, and Jiang Nanjun. ""A Study of the Relationship Between Students’ Self-regulation, Academic Motivation, and Academic Performance "." Journal of Humanities and Social sciences 21 14, no. 1 (2023): 325–40. http://dx.doi.org/10.22143/hss21.14.1.24.

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