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Artykuły w czasopismach na temat „Academic achievement”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 25 lipca 2025

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1

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

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

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Ndze, Yekpu Eleen. "An Assessment of Self Confidence as A Determinant of Students Academic Achievements in The University of Bamenda." International Journal of Research and Innovation in Social Science 06, no. 12 (2022): 544–49. http://dx.doi.org/10.47772/ijriss.2022.61230.

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This study sets out to study self confidence as a determinant of students Academic achievements in the University of Bamenda. Building self confidence is salient as far as success in academics is concerned. Low academic achievements are indicators of internal inefficiency which could equally affect external efficiency adversely. Low academic achievements could to a certain extent be attributed to lapses in self confidence building by students. This to a large extent could adversely influence students’ self efficacy in academics. Within the context of this study, 412 students were selected to c

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Song, Yafeng, Shuqi Lv, Meng Wang, Zhuoxi Wang, and Wei Dong. "The Impact of Digital Learning Competence on the Academic Achievement of Undergraduate Students." Behavioral Sciences 15, no. 7 (2025): 840. https://doi.org/10.3390/bs15070840.

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Digital learning competence has gradually become one of the core qualities essential for undergraduate students. To effectively enhance undergraduates’ digital learning abilities and their positive impact on academic performance, this study developed a validated survey on digital learning competence and academic achievement. A total of 312 valid questionnaires were collected from undergraduate students. Descriptive statistical analysis revealed that the overall academic achievement of the sample students was at an upper-middle level, with course achievements and practical achievements being hi

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Xia, Tao. "Effects of Academic Expectations Stress on Academic Achievements." Lecture Notes in Education Psychology and Public Media 13, no. 1 (2023): 153–59. http://dx.doi.org/10.54254/2753-7048/13/20230872.

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High academic expectations tend to be one of most significant features of Asian families, compared to non-Asian families. Parents expectations for high academic achievement of their children leads to high academic stress on students. Academic expectation stress (AES) is an important variable that reflects on-campus students mental state. However, relatively few studies specifically examine the impact of AES. Thus, the present study focuses on the effect of AES on academic achievements. Moreover, the relation between family educated level and academic achievements is also examined. The statisti

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Dr. V. V. Kulkarni, Dr V. V. Kulkarni. "Academic Achievement Among Tribal Students." Indian Journal of Applied Research 3, no. 3 (2011): 366–68. http://dx.doi.org/10.15373/2249555x/mar2013/125.

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Varghese, Soumya Thankam, and Dr Maya Rathnasabapathy. "The Factors of Academic Achievement." International Journal of Psychosocial Rehabilitation 24, no. 03 (2020): 1062–64. http://dx.doi.org/10.37200/ijpr/v24i3/pr200858.

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T.Manichander, T. Manichander. "Emotional Intelligence and Academic Achievement." Indian Journal of Applied Research 3, no. 9 (2011): 170–71. http://dx.doi.org/10.15373/2249555x/sept2013/53.

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Berkowitz, Ruth, Hagit Glickman, Rami Benbenishty, et al. "Compensating, Mediating, and Moderating Effects of School Climate on Academic Achievement Gaps in Israel." Teachers College Record: The Voice of Scholarship in Education 117, no. 7 (2015): 1–34. http://dx.doi.org/10.1177/016146811511700703.

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Background It is widely agreed among educational researchers and practitioners that schools with positive climates can effectively mitigate the influence of students’ and schools’ socioeconomic status (SES) on academic achievement. Nevertheless, the exact mechanisms by which this occurs are unclear. Objective This study aimed to fill that gap, examining student perceptions of school climate, student academic achievement, and student and school SES in Israel to develop a reliable and comprehensive assessment of the role of school climate in the relationship between student and school SES and ac

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Epstein, Michael H., Edward A. Polloway, and James R. Patton. "Academic Achievement Probes." Special Services in the Schools 5, no. 1-2 (1989): 23–31. http://dx.doi.org/10.1300/j008v05n01_02.

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Anderson, Daniel R., Aletha C. Huston, Kelly L. Schmitt, Deborah L. Linebarger, and John C. Wright. "IV. Academic Achievement." Monographs of the Society for Research in Child Development 66, no. 1 (2001): 36–66. http://dx.doi.org/10.1111/1540-5834.00124.

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Muthyala, Srivalli, K. Sreekala Dr., Musrat Sultana N., and Pavan Narsimha Rao Y. "Academic Achievement Review." Advancement in Image Processing and Pattern Recognition 7, no. 3 (2024): 39–45. https://doi.org/10.5281/zenodo.11665313.

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<em>The Student Result Analysis System (SRAS) is a sophisticated software solution designed to streamline the process of analyzing and interpreting student academic performance. In educational institutions, understanding student performance trends is crucial for enhancing teaching methodologies, identifying areas for improvement and targeted interventions for struggling students. SRAS offers a comprehensive suite of features to facilitate in-depth result analysis. The system collects, organizes, and securely stores academic data, including grades, attendance records, and extracurricular achiev

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Wisudanto, Wisudanto, Prawitra Thalib, Mohamad Nur Kholiq, Tri Vena Putri, and Tri Veny Putri. "Social Action Of Student In Achieving Non-Academic Achievements In Interest And Talent-Based School." Airlangga Development Journal 6, no. 1 (2022): 55–65. http://dx.doi.org/10.20473/adj.v6i1.32861.

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This article describes the social action of students' non-academic achievement. Student achievement in education is a measure of student success. Achievement has two categories, namely academic achievement and non-academic achievement. SMA Muhammadiyah 10 Surabaya has a gifted title. In accordance with this predicate, this school focuses on developing the potential interests and talents of students. This study uses social action theory by Max Weber in assessing the motivation for non-academic achievement goals. Researchers used qualitative methods through in-depth interviews and observation pr

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Sepiadou, Iwanna. "Academic achievement in university students: The role of perfectionism and academic hardiness." Europe’s Journal of Psychology 20, no. 4 (2024): 252–61. http://dx.doi.org/10.5964/ejop.12755.

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The aim of this study was to investigate the relationship between two personality factors, namely perfectionism and academic hardiness, and academic achievement. Nine hundred sixty-six undergraduate students from diverse disciplines in Greece made up the entire sample. In addition to two self-reported questionnaires about their achievements, perfectionism, and academic toughness, they were asked to complete one demographic questionnaire. The study revealed statistically significant positive correlations between the adaptive form of perfectionism and academic achievement and negative primarily

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He, Zhilei, Qingruo Liang, and Hanxue Wu. "The Influence of Professional Identity on Academic Achievement among University Students: The Mediating Role of Academic Self-Efficacy." Journal of Education, Humanities and Social Sciences 8 (February 7, 2023): 1555–61. http://dx.doi.org/10.54097/ehss.v8i.4519.

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Academic self-efficacy has been researched that it causes positive effects on students’ academic achievement, and professional identity might be related to academic achievements in some ways. However, little research has explored the mediating role of academic self-efficacy in the relationship between professional identity and academic achievement. Our research aims to find out how professional identity and academic achievement affect academic achievement. The further exploration is whether academic self-efficacy is a mediator between them. In order to examine this, 253 university students wer

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Risma Harahap, Ali Yusron, and Reni Septrisia. "Strategi Kepala Sekolah dalam Meningkatkan Prestasi Non Akademik Peserta Didik di SDN 081 Panyabungan." RISOMA : Jurnal Riset Sosial Humaniora dan Pendidikan 3, no. 1 (2025): 286–301. https://doi.org/10.62383/risoma.v3i1.583.

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"School Principal's Strategy for Improving Non-Academic Achievement of Students at SDN 081 Panyabungan". Student achievement is important because a school is most often and generally in the spotlight, namely the achievements obtained by students in both academic and non-academic fields. The achievement data for SDN 081 Panyabungan shows several non-academic achievements from 2017-2023, up to 24 non-academic achievements that have been achieved in those 6 years. This research aims to: 1) The principal's strategy in improving the non-academic achievement of students at SDN 081 Panyabungan, 2) An

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Prakoso, Rio Rizki Adi, and Tri Nurharsono. "Hubungan Tingkat Pencapaian Prestasi Olahraga Futsal dengan Prestasi Akademik pada Mahasiswa Studi Pendidikan Jasmani Kesehatan dan Rekreasi Tahun 2020." Indonesian Journal for Physical Education and Sport 4, no. 2 (2023): 629–35. http://dx.doi.org/10.15294/inapes.v4i2.56068.

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The purpose of this study was to determine and analyze the relationship between the level of achievement of futsal sports with academic achievement in students of education, physical, health, and recreation studies. This research uses correlational research method. The population in this study were students of UKM futsal Unnes. The data analysis technique used the product moment correlation test. The results of the research and discussion show that the correlation coefficient between the level of sports achievement and academic achievement of 0.681 is positive, meaning that the better the valu

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Atinga, Ba-Etilayoo, and Osabutey Emmanuel Kwaku. "DIGITOPALMAR DERMATOGLYPHIC PATTERNS AND ACADEMIC ACHIEVEMENT." International Journal of Anatomy and Research 7, no. 3.3 (2019): 6983–90. http://dx.doi.org/10.16965/ijar.2019.280.

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Ling, Tianye, and Hyungshim Jang. "An Investigation of the Reciprocal Internal/External Frame of Reference Model of Academic Self-concept and Academic Achievement Relations among Chinese Secondary School Students." SNU Journal of Education Research 32, no. 2 (2023): 71–90. http://dx.doi.org/10.54346/sjer.2023.32.2.71.

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The reciprocal internal/external frame of reference model (RI/EM) explains the complex relations between domain-specific academic self-concepts and academic achievements in two domains (e.g., math and Chinese). In the present study, we test the validity of RI/EM in a sample of mainland Chinese secondary students (N = 434) in Yunnan province using a three-wave longitudinal research design. Structural equation modeling analyses found that T1 academic achievements affected T2 academic self-concepts positively within the same domain but negatively across domains. Meanwhile, paths from T2 academic

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Hafeez, Muhammad. "Assessment of academic achievements of special children." International Journal of Learning and Teaching 14, no. 1 (2022): 01–11. http://dx.doi.org/10.18844/ijlt.v14i1.5967.

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Life skills play a key role in the academic achievement of students and the development of a society and nation. This research aims to investigate the life skills of male and female mentally retarted students, to assess the life skills of female and male mentally retarded students as perceived by their teachers, to analyze the academic achievements of the mentally retarded students, and to investigate the impact of the life skills of mentally retarded students on their academic achievement. A total of 20 students in the 10th grade and their teachers were selected for the current study. The res

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Quílez-Robres, Alberto, Nieves Moyano, and Alejandra Cortés-Pascual. "Task Monitoring and Working Memory as Executive Components Predictive of General and Specific Academic Achievements in 6–9-Year-Old Children." International Journal of Environmental Research and Public Health 18, no. 13 (2021): 6681. http://dx.doi.org/10.3390/ijerph18136681.

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Academic achievement has been linked to executive functions. However, it is necessary to clarify the different predictive role that executive functions have on general and specific academic achievement and to determine the most predictive executive factor of this academic achievement. The relationship and predictive role between executive functions and their components (initiative, working memory, task monitoring, organization of materials, flexibility, emotional control, inhibition, self-monitoring) with academic achievement are analyzed in this study, both globally and specifically in the ar

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Ahyar, Ahyar. "STRENGTHENING MADRASAH STUDENTS’ CREATIVITY OF NON-ACADEMIC ACHIEVEMENT IN LOMBOK INDONESIA." Jurnal Tatsqif 21, no. 2 (2023): 142–68. http://dx.doi.org/10.20414/jtq.v21i2.7173.

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Student achievement is often measured by report cards, even though students have a lot of potential for non-academic achievements that have not been widely disclosed and developed. It is the Madrasah Aliyah Negeri 2 Mataram that has placed a parallel between academic achievement and non-academic achievement so that the madrasah harvests achievements from these two aspects. For this reason, this study reveals how to strengthen non-academic achievement and its impact. Field research at MAN (State Islamic School) 2 Mataram Model uses descriptive qualitative analysis; data collection was conducted

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Prijana, Prijana, and Andri Yanto. "Analisis hubungan prestasi akademik mahasiswa dengan akses sumber informasi." Berkala Ilmu Perpustakaan dan Informasi 14, no. 1 (2018): 87. http://dx.doi.org/10.22146/bip.17501.

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Introduction. In the process of reading, students require different information sources to increase their academic achievement. This paper aims to examine information sources which have a relationship with students academic achievement and become a reference in the development of information sources to support student academic achievement. Method. The research used an experimental study, with N = 38. Based on the value of chi-square of 11,613, a P-value of 0.169 with α = 0.25; df = 8, and the chi-quadrat table = 10.2. It showed that chi-quadrat count (11.6) is more than chi-quadrat table (10.2

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Omer Shehzad, Muhammad. "Achievement Goals and Academic Achievement: The Mediating Role of Learning Strategies." Foundation University Journal of Psychology 3, no. 1 (2019): 1–23. http://dx.doi.org/10.33897/fujp3.11.

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Krishna, Rao Gangolu, and Rayudu Thunga Subba. "Social Adjustment, Parental Involvement and Academic Motivation as Predictors of Academic Achievement among Adolescents." RESEARCH REVIEW International Journal of Multidisciplinary 4, no. 2 (2019): 380–82. https://doi.org/10.5281/zenodo.2576210.

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Several researchers tried to relate students’ academic performance to social adjustment problems, study habits, hard work, commitment, events, perseverance and pre conceived convictions others associate students’ achievements in school to instructional methods, teaching strategies and techniques. In general, teaching and learning as well as achievement in school are affected by social adjustment problems, study habits and strategies of instruction adopted by the teacher. Students in secondary schools exhibit various social adjustment problems and these in effect affect their academ

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Adeyinka, Olalekan Lawrence, Joshua Emmanuel Temiloluwa, and Aham Anastasia Chioma. "Individual Parental Involvement versus Peer Relationships Influences on Student Academic Achievement in Biology." Research and Analysis Journal 5, no. 9 (2022): 06–12. http://dx.doi.org/10.18535/raj.v5i9.336.

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This paper attempts to review the impacts of single parenting, it’s factors versus peer groups and its factors on students’ academic performance in Biology, the paper research objectives such as investigating the differences in academic achievement between kids raised by co-parents and those by single parents, investigating the academic performance gaps between single-parent students who are male and female, determining how much a student's peer group affects their academic achievement, determining if children of single parents are more susceptible to peer pressure than children of co-parents.

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Muhammad Nafitianto and Edy Purwanto. "Academic Resilience and Achievement Motivation in Students Who Experience Academic Stress." Educational Psychology Journal 13, no. 1 (2025): 33–43. https://doi.org/10.15294/epj.v13i1.19143.

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Students during lectures cannot be denied having academic demands and pressures. Kholidan & Alsa (2012) that the pressures and demands of lectures as a cause of stress or a source of student stressors. Another opinion states that one source of stress for students is the ambition to achieve and complete various academic tasks (Greenberg, 2004). The phenomenon of achievement motivation is often found among students, even though students need to maintain their level of academic motivation. Achievement motivation has an important role in achieving one's achievements. Achievement motivation is

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Manuaba, Ida Bagus Amertha Putra, I Gusti Ayu Sri Darmayani, Made Violin Weda Yani, et al. "The Association Between Types of Admission Selection and Academic Achievement of First-Year Medical Students." Bali Medical Journal 13, no. 2 (2024): 866–70. https://doi.org/10.15562/bmj.v13i2.5075.

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Background: Academic achievement is a form to measure students' competency level and academic progress. Admission selection entry routes influence academic achievement. Several factors that can influence student academic achievement come from internal factors, including intelligence, self-concept, motivation, psychological condition, and talent. Besides that, academic achievement is also influenced by external factors, including the academic environment, family support, and social status. This study examined the association between the admission selection entry route and the academic achieveme

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Matti, Sushmita B., Sunanda Itagi, and Shreela B. Matti. "Academic achievement of high school children from single parent families." INTERNATIONAL JOURNAL OF PLANT SCIENCES 17, no. 1 (2022): 99–104. http://dx.doi.org/10.15740/has/ijps/17.1/99-104.

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Academic performance is very important to achieve success and capability in future for a student. One way to know academic performance is through academic achievement. This study examines the academic achievement of high school children from single parent families which was conducted during 2019-2020, on a sample of 240 (120 urban and 120 rural) high school children through purposive sampling technique from 8 urban and 9 rural high schools of Dharwad taluk. A self-structured questionnaire was used to collect the demographic characteristics and general information of the children. Academic achi

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BEKA, Delvina, and Qufli OSMANI. "PARENTING STYLES AND ACADEMIC ACHIEVEMENT OF HIGH SCHOOL STUDENTS." International Journal of Social and Human Sciences-PHILOSOPHICA 11, no. 22-23 (2024): 51–58. http://dx.doi.org/10.62792/ut.philosophica.v11.i22-23.p2721.

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This research aimed to analyze the relationship between parenting styles and academic achievement in high school students, at the same time determining the predictive value of parenting styles and sociodemographic variables in academic achievement. In this research 159 participants took part; 88(55.3%) of them were women, and 71(44.7%) of them were men, between the ages of 15 and 18. The Mensa questionnaire was used as a measuring instrument for parenting styles, while academic achievement was measured with the average grade. Through the SPSS statistical package, the data were analyzed, and th

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

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Introduction. The present study aims to predict students’ academic achievements based on the classroom climate, the mediating role of teacher-student interaction and academic motivation among Semnan University students. Materials and Methods. This study relied on correlation-and-description method of data collection. The sample population consisted of all undergraduate and postgraduate students at the Faculty of Engineering of Semnan University in the academic year of 2017–2018. Using a random stratified method, 200 subjects were selected as the sample (135 undergraduate and 65 master). Questi

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Sundari, Ayu. "Manajemen Kegiatan Ekstrakurikuler Dalam Meningkatkan Prestasi Non Akademik Siswa." Munaddhomah: Jurnal Manajemen Pendidikan Islam 2, no. 1 (2021): 1–8. http://dx.doi.org/10.31538/munaddhomah.v2i1.45.

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Extracurricular activities are a place for students who have interests and talents. Extracurricular activities can help develop self-potential in increasing student achievement. Student achievement is not only obtained from academic achievement, with non-academic achievements students can be able to communicate and socialize well. Good extracurricular management will result in achievements in non-academic fields. Madrasah Aliyah Negeri 1 Mojokerto is one of the madrasas that has produced many students with non-academic achievements. The results of this study are (1) the management of extracurr

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Sanbonmatsu, Lisa, Jeffrey R. Kling, Greg J. Duncan, and Jeanne Brooks-Gunn. "Neighborhoods and Academic Achievement." Journal of Human Resources XLI, no. 4 (2006): 649–91. http://dx.doi.org/10.3368/jhr.xli.4.649.

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Kim, Hunmin. "Epilepsy and Academic Achievement." Epilia: Epilepsy and Community 3, no. 2 (2021): 78–82. http://dx.doi.org/10.35615/epilia.2021.00263.

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Roksa, Josipa, and Daniel Potter. "Parenting and Academic Achievement." Sociology of Education 84, no. 4 (2011): 299–321. http://dx.doi.org/10.1177/0038040711417013.

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Editor, The. "BIRDEM News - Academic Achievement." BIRDEM Medical Journal 3, no. 1 (2013): 66. http://dx.doi.org/10.3329/birdem.v3i1.17136.

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Montero-Hernandez, Virginia, John Levin, and Maribel Diaz-Castillo. "Academic Resilience and Achievement." Journal of Hispanic Higher Education 13, no. 4 (2014): 334–58. http://dx.doi.org/10.1177/1538192714546748.

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NEWMAN, MICHAEL. "The Academic Achievement Game." Written Communication 18, no. 4 (2001): 470–505. http://dx.doi.org/10.1177/0741088301018004003.

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

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Many juvenile delinquents are placed in special education programs labeled as emotionally disturbed, mentally retarded, or learning disabled. This study compared the intelligence and academic achievement of the aforementioned classifications in order to determine similarities and differences. The results indicated that the juvenile delinquents were similar to the learning disabled and emotionally disturbed intellectually, and they were similar to the learning disabled and educable mentally retarded academically. In terms of both intelligence and academic achievement combined, juvenile delinque

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Christensen, K., and M. McGue. "Academic achievement in twins." BMJ 337, jul21 1 (2008): a651. http://dx.doi.org/10.1136/bmj.a651.

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Han, Wen-Jui. "Bilingualism and Academic Achievement." Child Development 83, no. 1 (2011): 300–321. http://dx.doi.org/10.1111/j.1467-8624.2011.01686.x.

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

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Chun, Miran, and Jiyoung Ryu. "The Structural Relationship among Academic Hope, Achievement Emotions, Grit, and Academic Achievement." Korean Association For Learner-Centered Curriculum And Instruction 20, no. 18 (2020): 1–18. http://dx.doi.org/10.22251/jlcci.2020.20.18.1.

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Shamdas, Gamar. "Motivation, Self-Efficiency, and Academic Achievement Private Teacher Professional Education Students in Differentiated Learning Courses." Journal of Education Research and Evaluation 7, no. 4 (2023): 729–38. http://dx.doi.org/10.23887/jere.v7i4.62814.

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Student prospective professional teachers are not enough to equip themselves with scientific content alone but need to balance it with academic motivation and self-efficacy which are useful for the quality of their academic achievements. The aim of this study is to analyze the relationship between academic motivation and self-efficacy with academic achievement. This research is non-experimental research, correlational design with a quantitative approach. The research was conducted with a population of all pre-service PPG totaling 23 students, and all members of the population were sampled. Aca

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Tường, Nguyễn Văn, Hoàng Sơn Giang та Phan Nguyễn Đông Trường. "Mối tương quan giữa phong cách học tập và kết quả học tập của sinh viên chưa tốt nghiệp đúng hạn trường Đại học Khoa học Xã hội và Nhân văn, Đại học Quốc gia Thành phố Hồ Chí Minh". Tạp chí Quản lý giáo dục 13, № 7 (2021): 23–31. http://dx.doi.org/10.53750/1859-2910.2021.13.7-23.

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This study uses learning styles scale developed by Reid (1984) and academic achievement scale developed by Young et al (2003) in order to investigate the correlation between learning styles and academic achievement of students who have not graduated on time of University of Social Science and Humanities, Vietnam National University of Ho Chi Minh City. The results indicated that total 6 learning styles are main learning of students and students’ self – rate for their academic achievement was good. Especially, results also pointed out that strong correlation between learning styles and academic

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Neha, Khaiwal, and Satyendra Gupta Dr. "IMPACT OF ACADEMIC PROCRASTINATION ON ACADEMIC ACHIEVEMENTS: A REVIEW." International Journal of Advance and Innovative Research Volume 11, Issue 1 : January - March 2024 (2024): 11–17. https://doi.org/10.5281/zenodo.10571307.

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<strong>Abstract</strong> <em>What affects the academic achievements of any student the most it’s time management. Although most of the students constantly delay their academic work. This is what is called academic procrastination. Academic procrastination is a self-disabled behavior that affects people. There are many internal or external factors that influence students such as becoming distracted people who procrastinate are easily distracted by looking at an activity that is too interesting or fun.  In the Academic procrastination, Procrastination Causes, Levels, Gender our searc

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Cheng, Dazhi, Kaihui Shi, Naiyi Wang, Xinyang Miao, and Xinlin Zhou. "Examining the Differential Role of General and Specific Processing Speed in Predicting Mathematical Achievement in Junior High School." Journal of Intelligence 10, no. 1 (2021): 1. http://dx.doi.org/10.3390/jintelligence10010001.

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Processing speed is divided into general (including perceptual speed and decision speed) and specific processing speed (including reading fluency and arithmetic fluency). Despite several study findings reporting the association between processing speed and children’s mathematical achievement, it is still unclear whether general or specific processing speed differentially predicts mathematical achievement. The current study aimed to examine the role of general and specific processing speed in predicting mathematical achievements of junior high school students. Cognitive testing was performed in

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Subedi, Kusum Raj, Sita Kumari Shrestha, and Suprabha Subedi. "Teachers’ Academic Behaviors on Students’ Academic Achievement." Bharatpur Pragya: Journal of Multidisciplinary Studies 2, no. 01 (2024): 66–79. http://dx.doi.org/10.3126/bpjms.v2i01.65906.

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Teacher's behavior plays a vital role in academic achievement. A teacher's behavior can affect student's capacity to learn as well as others students' learning environment. Teachers are the role models for their students and their behavior meaningfully influence students’ personal and academic life. Keeping in view the significant influence of teachers on the students’ academic achievement, the study aimed to investigate the influence of teachers’ behavior on students’ academic achievement at affiliated campuses. This article explores the correlation between teachers' actions, methods, attitud

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

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

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