PREDICTION OF ACADEMIC SUCCESS BASED ON PERSONALITY CHARACTERISTICS, SELF-EFFICACY AND ACHIEVEMENT MOTIVATION AMONG STUDENTS IN SERBIA

The subject of research in this paper is the connection between personality characteristic according to the HEXACO model, self-efficacy and dimensions of achievement motives on the one hand and academic success on the other hand among students in Serbia. The aim is to determine to what extent personality traits, achievement motive and self-efficacy influence academic success. The average in the last year of study, the overall average at the faculty and satisfaction with academic achievement were determined as indicators of the student's academic success. The research sample consisted of 269 respondents; statistical data processing was carried out using the IBM SPSS Statistics 21 program. Descriptive statistics (AS, SD), Pearson's correlation coefficient and multiple linear regression analysis were used in data processing. The results showed statistically significant correlations of honesty, conscientiousness, self-efficacy, all dimensions as well as overall achievement motive on the one hand and indicators of academic achievement on the other hand. This study provides a better understanding of the personality traits, beliefs, and motivations of students that contribute to academic achievement.

High Motivation for academic achievement among students and good to excellent academic discipline are undoubtedly key elements of high academic achievement among students at any level of schooling and cannot be gainsaid. A highly motivated and disciplined student is a self-starter and embraces positive initiative in academics. Such a student is bound to perform better in any standardized examination and has an increased chance for future study and better careers. This study attempted to analyze motivation and discipline as student-related factors affecting academic achievement in secondary schools in Hamisi sub-county, Vihiga-Kenya with focus on students who score high grades in primary school’s KCPE vis-à-vis what they achieve at secondary school’s KCSE. The study was guided by the following objectives: 1. To determine the effect of students’ motivation to students’ academic achievement in secondary schools and 2. To ascertain student discipline levels and its effect to student’ academic achievement in public secondary schools in Hamisi Sub-county, Kenya. The study employed descriptive survey research design. The target population was 4,298 consisting of 41 Principals, 428 teachers, 3826 students, 1 DEO and 2 AEOs. The sample size was 525 respondents consisting of 12 principals, 128 teachers, 383 students, one DEO and one AEO. Simple random sampling was used to select the teachers, students and the AEO. Purposive sampling technique was used to select the DEO. Data collection tools used were structured and unstructured questionnaires, interview schedules and document analysis. Content validity and test re-test techniques were used to validate and test instrument reliability respectively. A Pearson Correlation coefficient of 0.5 provided the benchmark for instrument reliability. Descriptive statistics was used in data analysis hence Quantitative data was presented using frequency counts, means and percentages with the aid of the SPSS Version 16.0. Thematic trends were used to analyze qualitative data hence results of data analysis were presented in form of frequency distribution tables, bar graphs, and pie charts. The study established that: Students in the sub-county had low motivation for academic achievement in both attending school and learning through lessons. They did not make sufficient academic consultations with their various subject teachers. They had problems with indiscipline cases while in school. Academic achievement of the students in Hamisi sub-county’s public secondary schools was seen as below expected standards. Students who had scored highly in primary school’s KCPE receded academically at the secondary school’s final examination (KCSE). Low academic achievement in Hamisi sub-county was a resultant effect of student low motivation for academic achievement and poor discipline. It was recommended that: Secondary schools should be encouraged to seek ways of motivating students and sustaining that motivational level. The schools should also embrace the right disciplinary procedure to address issues of indiscipline in schools. This researcher hoped that this research’s findings would be vital for Hamisi sub-county public secondary schools, the Education Office and the Ministry of Education, Science and Technology in general for they will derive insight from it to help solve the issues so highlighted. Future researchers may also derive valuable insight from the findings for purposes of making better their own research works. Article visualizations:

Despite excelling in competitive sports, student-athletes have consistently underperformed academically despite empirical evidence suggesting a positive impact of regular physical activities on learning and memory. Reports show that their exam performance is just above the passing marks and that they need help to look for jobs. Thus, this research investigates the relationships between achievement motivation and academic achievements in a Malaysian sports school context. This study was conducted on 282 secondary school-aged student-athletes. Participants were selected using stratified random sampling to ensure all age groups were covered. A series of Pearson's Correlation Coefficients were performed to determine the relationships between achievement motivation and academic achievements in four core subjects – Bahasa Melayu, English, Mathematics, and Science. Motivation seems to be a factor that has a significant relationship with academic achievement in all four core subjects. Based on the data, male student-athletes have higher amotivation levels. Intrinsic and extrinsic motivation have positive correlations with language subjects and negative correlations with amotivation. Intrinsic motivation towards accomplishment was an additional significant predictor for the Science subject. In sum, the main findings of this study suggest that motivation plays a significant role in affecting student outcomes in the four core subjects, but especially in language subjects, shedding new light on issues about student-athletes' academic achievement. This study has demonstrated that motivation plays an integral part in improving student-athletes' academic achievement in the current sample; thus, schools should prioritize addressing the lack of this fundamental driving force that energizes and directs student behaviour toward achievement over other enrichment programs. Policyholders such as school boards should also focus more on motivational programs to help improve the students' overall performances.

Introduction: The study designed to identify the level of academic self-efficacy and its relationship to academic achievement and boredom, and the relationship between them in light of the variables of gender, year of study, and type of college. To answer the questions of the study, the following statistical methods were used: arithmetic averages and standard deviations of the sample answers, analysis of triple variance Three Way ANOVA, Pearson's correlation coefficient, and Scheffe's test for dimensional comparisons. The sample consisted of (315) male and female students. The results showed a high level of both academic self-efficacy and boredom, and the results revealed statistically significant differences in self-efficacy because to the effect of gender on the boredom scale, where the differences were in favor of males, as well as the existence of differences according to the type of college on the scale of self-efficacy and the scale of boredom,as it was found that there is a relationship Statistically significant positive between the measure of self-efficacy and achievement, as well as the existence of a negative inverse relationship between the scale of boredom and achievement.Counseling programs should be developed to improve students' academic self-efficacy and achievement in order to improve academic achievement. The counseling programmers offered should include the acquisition of study skills for these students. Objectives: The study designed to identify the level of academic self-efficacy, academic achievement and boredom designed students of Ajloun National University, and to detect differences according to variables: academic year, e-learning and face-to-face education. And identify the relationship between academic self-efficacy and both academic achievement and boredom. Theoretical Framework: Academic self-efficacy creates an environment of motivation, suggesting a high level of effort and perseverance in contrast to academic procrastination and boredom (Zimmerman, 2000). Students with a higher propensity to boredom are considered to be individuals who are less effective than others, and this is reflected in their interests and motivation for achievement. Method: To answer the questions of the study, the following statistical methods were used: arithmetic averages and standard deviations of the sample answers, analysis of triple variance Three Way ANOVA, Pearson's correlation coefficient, and Scheffe's test for dimensional comparisons. Results and Discussion: The results showed a high level of both academic self-efficacy and boredom, and the results revealed statistically significant differences in self-efficacy because to the effect of gender on the boredom scale, where the differences were in favor of males, as well as the existence of differences according to the type of college on the scale of self-efficacy and the scale of boredom, where the differences were in favor of the scientific college, differences between the fourth year, the second year and the third year and in favor of the fourth year on the scale of academic self-efficacy, as well as the existence of differences between the first, second and third category on the scale of boredom in favor of the first, second and third, where there is a statistically significant negative relationship between students' scores on the scale of academic self-efficacy and the scale of boredom, as it was found that there is a relationship Statistically significant positive between the measure of self-efficacy and achievement, as well as the existence of a negative inverse relationship between the scale of boredom and achievement. Research Implications: Counseling programs should be developed to improve students' academic self-efficacy and achievement in order to improve academic achievement. The counseling programmers offered should include the acquisition of study skills for these students. Originality/Value: The significance of the study in theory comes from the importance of the information it will provide to specialists in the fields of education and psychology, especially the educational and psychological fields, and to draw the attention of officials in higher education institutions to the importance of academic self-efficacy as part of mental health for university students, and therefore this study may provide, in addition to the available educational literature, a theoretical framework that helps increase the level of understanding of the nature of these variables and the level of their presence between university students in alignment with SDG 4 (Quality Education).

The current study aimed was conducted to investigation the relationship between intelligence beliefs and father-child relationship with academic achievement motivation in male high school students in Shushtar in a correlational study. The population of this study included all male high school students in Shushtar in the 2017-2018 academic year. 366 male students were selected based on Krejcie and Morgan sampling table and according to the population size (3323 people) using multi-stage clustering random sampling method. In this study, students respond the Achievement Motivation Questionnaire (AMQ), the Implicit Theory of Intelligence Scale (ITIS) and the Parent-Child Relationship Scale (PCRI). Data were analyzed using Pearson correlation coefficient and multiple regression analysis and SPSS-22 statistical software. The results showed that there is a positive and significant relationship between incremental intelligence beliefs and father-child relationship with academic achievement motivation in students and there is no relationship between innate intelligence beliefs and academic achievement motivation. Also, the regression analysis results showed that among the predictor variables of incremental intelligence beliefs and father-child relationship significantly predict the motivation of students' academic achievement. According to results we can be conclude that students who believe to the flexibility and enhancement of intelligence and a close relationship with their father,, they have more academic achievement motivation, but students who believe to have intrinsicity of intelligence will not necessarily have more academic achievement motivation.

The study investigated the predictive value of robust and specific personality traits in adolescents (Mage = 14.7 years), in explaining their academic achievement at the end of basic compulsory schooling. Personality data were obtained through self, maternal, and peer reports using the Inventory of Child/Adolescent Individual Differences. Adolescent gender and maternal education predicted 36, 26, 19, and 26 % of the variance in the final grades in Slovene, English, and mathematics and the overall GPA, respectively. Personality ratings by each of the three groups of informants substantially improved the prediction of students’ academic achievements, over and beyond gender and maternal education. The robust trait scores contributed to significant increments in the variance explained, across the academic achievement indicators, ranging from 8 to 17 % (self-report), 15 to 24 % (maternal report), and 20 to 32 % (peer report). Conscientiousness was consistently the most powerful predictor of students’ academic success and extraversion was negatively associated with all achievement indicators. The study provided support for a relatively stronger predictive utility of specific, rather than robust personality traits. Likewise, peer ratings of the students’ personality provided relatively larger increments in variance explained in academic achievements than maternal and self-ratings; in general, the personality trait ratings added more to the prediction of mathematics grades and the GPA relative to the prediction of success in languages. Among specific traits, subjectively perceived student intelligence was the most powerful and consistent predictor of final grades and GPA.

Introduction. In light of the heightened demands placed on schoolchildren, the issue of preserving emotional well-being is particularly significant. Aim. The aim of this study is to evaluate the impact of personality traits, educational environment conditions, and academic achievement on the emotional well-being of schoolchildren. Methodology and research methods. The theoretical and methodological foundation of this study is grounded in the concept of social and emotional well-being (M. Hamilton, G. Redmond) and theoretical frameworks concerning the nature of academic achievement among students (V.N. Druzhinin, M.R. Shabalina). The study involved 975 students from schools in Ekaterinburg. The research employed methods of theoretical analysis, psychodiagnostic assessment, and mathematical and statistical data processing techniques. Results. The results indicated a relationship between indicators of emotional well-being, personality traits, and academic achievement among schoolchildren. Those with high emotional well-being tend to exhibit traits such as friendliness, conscientiousness, openness to experience, and extroversion, often underestimating their actual academic performance. Conversely, schoolchildren with low emotional well-being are characterised by neuroticism and a lower subjective assessment of their academic results compared to their actual performance. Additionally, students from schools with high educational outcomes demonstrate greater emotional well-being and tend to have a slightly inflated perception of their academic achievements, in contrast to their peers from schools with lower educational outcomes. Scientific novelty. The scientific novelty of this study lies in establishing the connection between emotional well-being, personality traits, and academic success, while also examining the phenomenon of emotional well-being from the perspective of identifying its high and low levels. Practical significance. The results obtained can be utilised to predict the emotional well-being of schoolchildren and their academic success. Additionally, these findings can inform the development of programs aimed at providing psychological and pedagogical support to foster and sustain the emotional well-being of schoolchildren.

Online learning is learning conducted through the internet. Online learning is also commonly referred to as e-learning, online learning, distance learning, virtual learning, and so on. Based on the explanation of online learning, parental involvement is also needed when students implement online learning. This study was conducted with the aim to find out how parental involvement can help students be more involved in online learning. In addition, it also aims to find out how parental involvement can impact on students’ academic success. The method used in this research is quantitative method. This method is a way of collecting numerical data that can be tested. Data is collected through the distribution of questionnaires addressed to students. Furthermore, the data that has been collected from the distribution of the questionnaire, will be accessible in Excel format which can then be processed with SPSS. From this study conducted, the researcher was able to obtain the results of the study on the impact of parental involvement in online learning on students’ academic success showed that parental involvement has a positive and significant influence on students’ academic achievement. In addition, parental involvement can help students in increasing students’ motivation to learn, improve students’ cognitive and psychomotor abilities, and help students face challenges in online learning. Based on the results of this study, it can be concluded that the impact of parental involvement in online learning on students’ academic success has a significant effect on students’ academic success. Parents play an active role in helping their children study at home, providing students with mobile phones and internet quota, and monitoring their academic progress. In addition, they provide supervision, incentives, and guidance which are very important for online learning.

Background: It is nearly a century that psychologists strive to identify the predictors of academic achievement.Objectives: The present study aimed at investigating the relationship between self-regulated learning, achievement motivation, and academic achievement, and obtaining results to create appropriate strategies to increase motivation and improve learning in students to help them with academic achievement and empowerment.Method: The present cross-sectional study was conducted in the academic year of 2016-2017. A total of 190 students of Islamic Azad University, Tehran Medical Branch, were selected by the convenience sampling method and completed the motivated strategies for learning (MSLQ) and achievement motivation questionnaires. Data were analyzed using the Pearson correlation coefficient in SPSS.Results: There was a significant relationship between achievement motivation and the components of self-efficacy, intrinsic goal orientation, help-seeking, and time management (P <0.001). Students getting higher scores on MSLQ also got higher scores on self-efficacy, time management, and intrinsic goal orientation (P <0.001).Conclusion: According to the study results, to empower medical students in academic achievement, their self-efficacy, time management skills, and goal orientation should be improved.

The article studies the personal factors that affect the academic success of university students theoretically and experimentally. Based on the psychological aspects of self-regulation, motivation for academic activity, emotional stability, emotional intelligence, and personality traits that predict the success of academic activity in recent years in Kazakhstan, Russia, and abroad, the article studies the personal factor of academic success. The impact of students' academic success on their professional and career development is connected with important new studies that contribute to optimal decision-making in difficult life situations. By identifying the factors that affect students' academic achievements in the process of studying at universities, the opportunity to improve the educational system has opened up. Therefore, it is relevant to determine the success of students' academic activity through the psychological mechanism of personality traits. Following the purpose of the study, during the experimental work, using the methodology "Self-regulation style of academic activity - SSUD-M-2013", A.A. Rean and V.A. Yakunin's motivation for academic activity and the fivefactor personality questionnaire (5 PFQ), the relationship between academic activity motivation and self-regulation styles and personality factors in students was formulated based on Pearson's correlation coefficient. The relationship between such personality traits as self-control, emotional stability, emotional intelligence, extroversion, expressiveness (desire for new knowledge), and sociability (dominance) as predictors of the academic success of academically excellent students of the university was considered.

In recent years, much attention is given by education researchers and accrediting bodies to the role of non-cognitive ability on academic success and potential employment. This research paper aimed to explore the combined influence of non-cognitive and cognitive predictors in forecasting the academic performance of students, measured by university grade point average (GPA), at the end of the second year in university in Saudi Arabia. Results indicate that the key predictors of university GPA were academic achievement test/general aptitude test (AAT/GAT) scores and High School GPA (HSGPA). Pre-university cognitive abilities (AAT, GAT, and HSGPA) were collected from 1,121 participant students. Academic self-efficacy (AS), achievement motivation (AM), academic engagement (AE), and social engagement (SE) of students as key non-cognitive abilities for academic performance were determined. A moderate positive correlation between cognitive factors and AS and AM was found. On the contrary, a weak negative correlation was found with the AE and SA. Using the stepwise regression analysis, AS, AM, and AE together significantly predicted the university GPA over and above AAT, GAT, and HSGPA. A binary logistic regression analysis model was able to predict college of medicine students with a percentage of 68.4% without prior knowledge of university GPA.

This review synthesizes the findings of research compiled between the relationship on international student success and the International English Language Testing System (IELTS). Increasingly, within higher education, IELTS test scores have become not only a benchmark for testing the language proficiency of international students who speak English as an additional language, and subsequently their entry into higher education institutions, but also a presumption of student academic learning success. A growing concern for many higher education institutions is that proficiency in English does not necessarily equate to international students’ preparedness to study at the higher education level with regards to their academic learning success. Amidst growing ambivalence related to the use of IELTS as a placement tool, this literature review outlines three main themes found in connection to the correlation between IELTS and international students’ academic learning success at the undergraduate level. The first two themes focus on the positive and negative correlations between IELTS scores and international students’ academic learning success. The third theme is related to a social dimension which focuses on the fact that, for international students, linguistic proficiency is linked to how they adapt to their new learning and living environments. Here the relationship between IELTS as an indicator of students’ preparedness for the rigours of academic study is being explored. The review ends with a short examination of published documents by IELTS. Overall, this literature review suggests that a common theme found in the published research is that even with a high IELTS score, international students do need academic support when studying at the higher education level.

There is a commonly held perception that when students are motivated toward learning, finding it engaging and relevant, they experience academic success. This message, echoed loudly in Australian society, anywhere from researchers to social commentators; reflects a call for Australian educators to make content and learning experiences sufficiently appealing to students, thus providing the greatest opportunity for academic success. As a result, a trend toward student-centred learning routines, where learning is designed in accordance with what students deem interesting and relevant, is becoming increasingly popular in Australian primary school classrooms (6-12 year old students). This task can be confusing and daunting for teachers. In our current fast-paced, technology driven world, how does one make lessons about prepositions, the Cartesian plane or vowel alternations interesting enough to incite motivation and enthusiasm for learning? Or, could it be that academic achievement and student motivation is less influenced by an individual's personal interest in a learning task or domain, and more about what the teacher does to establish learning routines that enhance these factors for students? Findings of this study propose that the way teachers establish effective learning routines has more influence on student motivation and academic achievement than the extent to which students might initially consider content engaging or relevant. The findings contribute toward the existing body of knowledge relating to teacher-led learning routines, academic achievement and student motivation in the Australian primary school context. While findings do not mandate an either/or position when considering teacher-led or student-centred instruction, educators are urged not to neglect teacher-led learning routines in the Australian primary school classroom. As such, pre-service teacher education and training should reflect accordingly.

Identifying antecedents of achievement motivation is important because they are critical to students' academic success, life and college satisfaction, and student retention. Previous research has identified a relationship between intellectual abilities and achievement motivation. However, it is still unknown whether relatively newer dimensions of intelligence such as emotional intelligence might influence achievement motivation especially among a sample of international college students. This study examined the relationship between Emotional intelligence (EI) and (academic) achievement motivation (AM) among (international) college students in China. A sample of 204 international students in selected Chinese universities was made to complete Schutte’s Emotional Intelligence questionnaire and achievement motives questionnaires. The Pearson correlation and regression was used to analyse the data. The results indicated that overall emotional intelligence and overall achievement motivation were positively correlated. All the subscales of EI with the exception of utilising emotions (UE), also significantly correlated with overall AM. Overall EI also correlated significantly with both subscales of AM, (i.e., hope of success and fear of failure) and all the subscales of EI also correlated positively with hope of success. Thus, students’ emotional intelligence was positively associated with their achievement motivation. The findings have implications for (International) college students’ counseling, recruitment and training in emotional intelligence development.

Background & Objective: The learning environment plays a vital role in shaping a student's academic success and overall satisfaction.In this study, we aimed to evaluate the impact of the educational climate in the Operating Room (OR) on the moral distress experienced by operating room technology students. Material & Methods:In 2022, we conducted a descriptive-analytical study on 58 undergraduate operating room technology students from North Khorasan University of Medical Sciences.We utilized purposeful sampling in the form of a census from qualified academic departments.To collect information, we used three questionnaires: one for demographic information, one for IMOTEC, and one for moral distress.We analyzed the data using independent t-tests, one-way analysis of variance, and Pearson's correlation coefficient, as well as multiple linear regression analysis at a 95% confidence level using SPSS 26 software. Results:The mean score for the OR educational climate was 71.14 12.01.The rate of moral distress was measured in severity and frequency dimensions, with scores of 1.87 1.08 and 1.79 0.94, respectively.We found a significant inverse relationship between the mean of the educational environment and the severity (p < 0.001) and frequency (p < 0.05) of moral distress. Conclusion:Given that the educational climate is one of the key factors affecting moral distress, it appears that enhancing the educational climate in the OR environment can play a significant role in reducing the moral distress experienced by students.