High School Academic Achievement Research Articles

Role of Emotional Intelligence in Students’ Learning at Secondary Level

Current study was to examine role of emotional intelligence of a child for students’ learning at secondary School level. 1) Determine how emotional intelligence affects secondary school students' learning; this was the study's main goal. 2) Investigate the connection between secondary residents' academic achievement and emotional intelligence, taking into account demographic factors such as geography and gender. 3) To compare educational attainment and emotional intelligence between private and public secondary schools. 4) For pupils studying science, arts and contrast emotional intelligence with secondary education. This Correlational descriptive study examined emotional intelligence and student learning as two separate factors. There was one inventory i.e., Emotional Quotient Inventory (EQI) (5-point likert scale) with consistency (Cronbach’s Alpha 0.96). This study was conducted at MULTAN district at secondary level. 3379 students were selected as sample from public and private schools, with 1763 males and 1616 females and selected schools were surveyed to collect the data. After data collection, the data has been analyzed and main interpretation has been made from the data analysis. The statistics showed that students who did well had a high mean value, whereas those who fared poorly had a low mean value. The findings imply that in attendance is a link among emotional intelligence and academic achievement between students. Furthermore, it has been found that, independent of a student's gender or place of residence, their emotional intelligence is intrinsically linked to their academic success. But private schools have more mean value as compare to public schools which means that private schools have increased the emotional intelligence level for effective learning. It is also concluded that science students have high mean value which means selection of subject also influence directly the emotional intelligence for effective learning. This suggests that teenagers' emotional intelligence has a major impact on their high school academic achievement. It is advisable to consider incorporating extracurricular activities and programs designed to improve the emotional intelligence of adolescents. Also there must be such curriculum be arranged which create not only learning environment and build up the sense of academic achievements, but social interaction, career development, and emotionally stability.

The Contribution of Parents Involvement towards Students’ Academic Performance at Ugandan Certificate of Education in Public Secondary

The research aimed to evaluate parental influence on students' academic achievement in high school. It investigated academic performance, parental involvement, and their impact on secondary school students. Using a cross-sectional survey with 357 participants including head teachers, teachers, students, and BOG members, a self-administered questionnaire was utilized. Results indicated 80-89% score improvements in reading and writing skills, though fluency requires over 90%. Homework had 80-98% accuracy, but stronger focus was needed. Poor concentration and attendance highlighted the necessity for more support. Students struggled with question comprehension and irregular achievement. Parental engagement in health programs scored neutrally, signaling a need for increased involvement. Involvement in learning-related responsibilities was hindered by behavioral issues. Positive correlations existed between parental engagement and academic success, including safety, diversity, and regulatory aspects. Writing materials positively impacted, while reading materials showed a decline. Counseling services exhibited a weak correlation. Overall, parental involvement significantly predicted UCE students' academic improvement (B = 0.502; p = .000 < 0.05), contributing to 50.2% positive changes.

고교생의 졸업 후 진로계획 및 대학전공 설정과 학업성취도 간의 관계분석

In this study, we investigated the relationship between high school students’ post-graduation career plans, college major choices and academic achievement. Drawing upon data from the first and second years of the Korean Education and Employment Panel II, we explored the relationship between students' post-graduation career plans, their choice of college major during the second year of high school, and their academic achievement in the third grade utilizing multiple regression approaches.
 The findings revealed a positive correlation between college aspiration during the second year of high school and higher academic achievement in the third year of high school. Students who set specific goals for college admission demonstrated a better academic performance compared to those who did not. Conversely, no statistically significant relationship is observed between college major choices during the second year of high school and their academic achievement in the third 3rd year of high school.
 Based on these results, it is confirmed that the aspiration to pursue college among high school students is positively related to academic achievement, serving as a motivating factor for individuals. Therefore, the findings of this study underscores the significance of goal-setting during the high school years, thereby the importance of career education and counseling. The findings of this research also have policy implications, highlighting the need to prioritize goal-setting among high school students and provide adequate support for students’ career development.

공간헤도닉모형을 이용한 일반고 교육성취 특성 및 지역 매개효과에 따른 주택가격 영향

This study empirically analyzed the effect on housing prices according to the academic achievement of general high schools and the regional mediating effect using the spatial hedonic model. The main empirical analysis results are as follows. First, accessibility to general high schools had a positive effect on local apartment prices regardless of the type. It was found that the preferred high school type, which had the highest college entrance rate, had a greater influence. Second, a prestigious high school was more preferred when it comes to the type of high school closest to the apartment. This result seems to be due to the recognition that consumers in the local housing market place high value on the status of local prestigious high schools, and that there are many students with excellent grades in prestigious high schools. Consequently, there may be less incidence of juvenile delinquency, creating a positive effect on the residential environment around the school. Third, it was found that in an area where the regional effect on housing price is high, the closer an apartment is to a prestigious high school, the higher the apartment price can get. Through these results, this study confirmed that the characteristics of general high school academic achievement have a clear influence on apartment prices and that these influences appear differentially by region.

“Video games for boys and chatting for girls?”: Gender, screen time activities and academic achievement in high school

“Video games for boys and chatting for girls?”: Gender, screen time activities and academic achievement in high school

Authoritative Parenting and Self-Efficacy as Predictitors of Junior High School's Academic Achievement during The Covid-19 Pandemic

This research aimed to determine the relationship between authoritative parenting style and self-efficacy with student mathematics learning achievement in Junior High School X Tegal. This research used quantitative methods. The subjects in this research were 330 Junior High School X Tegal students for the 2021/2022 school year. The sampling technique was the cluster random sampling technique. This research used two scales and a report on students' mathematic learning achievement. The authoritative parenting style's first scale consists of 17 items with a score of a reliability coefficient of 0,781. The second scale is the self-efficacy scale consists of 17 items with a score of a reliability coefficient of 0,749. This research used analysis regression and partial correlation technique for analyzing the data. The first hypothesis's result showed no relationship between authoritative parenting style and self-efficacy with students mathematics learning achievement, R = 0,073, F = 0,864, and p = 0,422 (p0,05), which means the hypothesis is not accepted. The second hypothesis showed that authoritative parenting style and students' mathematics learning achievement have no correlation, r1-2 = 0,073, p = 0,190 (p0,05), which means the hypothesis is not accepted. The third hypothesis showed that self-efficacy and students' mathematics learning achievement have no correlation, r2-1 = -0,021 and p = 0,703 (p0,05), which means the hypothesis is not accepted

Continuing Education and Stratification at Midlife.

We ask whether patterns of racial/ethnic and socioeconomic stratification in educational attainment are amplified or attenuated when we take a longer view of educational careers. We propose a model of staged advantage to understand how educational inequalities evolve over the life course. Distinct from cumulative advantage, staged advantage asserts that inequalities in education ebb and flow over the life course as the population at risk of making each educational transition changes along with the constraints they confront in seeking more education. Results based on data from the 2014 follow-up of the sophomore cohort of High School and Beyond offer partial support for our hypotheses. The educational attainment process was far from over for our respondents as they aged through their 30s and 40s: more than six of ten continued their formal training during this period and four of ten earned an additional credential. Patterns of educational stratification at midlife became more pronounced in some ways, as women pulled further ahead of men in their educational attainments and parental education (but not income), and high school academic achievement continued to shape educational trajectories at the bachelor's degree level and beyond. However, African American respondents gained on White respondents during this life phase through continued formal (largely academic) training and slightly greater conditional probabilities of graduate or professional degree attainment; social background fails to predict earning an associate degree. These results, showing educational changes and transitions far into adulthood, have implications for our understanding of the complex role of education in stratification processes.

A National Analysis of Music Coursetaking, Social-Emotional Learning, and Academic Achievement Using Propensity Scores

The purpose of this study was to examine the association between curricular high school music participation, academic achievement, and social-emotional learning. The analysis involved a “doubly robust” approach combining propensity score weighting and nested multiple regression using data from the nationally representative High School Longitudinal Study of 2009. Results of the study were mixed. Preliminary tests revealed many significant differences between the choral and instrumental students and the control group, but the propensity score weighting moderated almost all of these effects to nonsignificance. The only unambiguously positive finding was that instrumental music students had higher reading scores than comparable students who did not enroll in music. Yet, subpopulation effects emerged for certain categories of music students based on factors such as race, sex, and prior school achievement. Although the lack of widespread main effects in this study coheres with prior research, the results for certain subpopulations suggest intriguing future directions for research on potential extramusical benefits of music education.

The Joint Impact of Paternal and Maternal Parenting Styles on Children's High-School Academic Achievement in Taiwan

The Joint Impact of Paternal and Maternal Parenting Styles on Children's High-School Academic Achievement in Taiwan

TEACHER EFFECTS ON HIGH SCHOOLACADEMIC ACHIEVEMENT SCORES: A CASE STUDY OF BUSIA COUNTY, KENYA

ABSTRACT This study sought to analyze teacher effects on high school academic achievement scores in Busia County, Kenya. The study was based on the education production function theory. A descriptive survey research design was employed. A sample of 236 teachers and 755 students was used. Self administered questionnaires were used to collect data and test re-test was used to ascertain reliability of the instrument. Descriptive statistics namely; percentages, frequencies, mean, and standard deviations were used to carry out preliminary data analysis. Inferential statistics specifically correlation and regression coefficients were then used to test hypotheses. Hierarchical linear modeling was used to model effect of selected teacher variables on school academic achievement scores. Findings of the study were presented in tables and figures. Findings of the study suggested that the number of teachers, teacher commitment and teachers covering missed lessons had statistically significant effects on school academic achievement scores. Key words: Teacher Variables, Academic Achievement Scores, Kenya

The Equity Cost of Inter-Sector Math Misalignment: Racial and Gender Disparities in Community College Student Outcomes

ABSTRACT Using linked high school and community college records for students in a large metropolitan area in California, we explore what happened to students who experienced inter-sector math misalignment (ISMM). These students were deemed “college ready” by high school standards but were placed in remedial/developmental math courses when they enrolled in a local community college. We disaggregate ISMM by gender and race/ethnicity, and we conduct analyses to determine whether certain students are more likely to experience ISMM than others. We find an equity cost to ISMM, with female students, Black students, and Latina/o/x students significantly more likely to encounter ISMM, even after controlling for academic achievement in high school. Inverse probability weighting analyses indicate those who experienced ISMM may have been discouraged by the experience. They were less likely to complete transfer-level math courses and 30 degree-applicable credits, and completed fewer degree-applicable credits overall. ISMM was particularly detrimental to Black students, indicating an equity cost to math misalignment. The findings suggest improving alignment between high schools and community college standards may reduce racial/ethnic inequities in the transition to college and college outcomes.

Pipeline Dreams: Occupational Plans and Gender Differences in STEM Major Persistence and Completion

In the United States, women are more likely than men to enter and complete college, but they remain underrepresented among baccalaureates in science-related majors. We show that in a cohort of college entrants who graduated from high school in 2004, men were more than twice as likely as women to complete baccalaureate degrees in science, technology, engineering, and mathematics (STEM) fields, including premed fields, and more likely to persist in STEM/biomed after entering these majors by sophomore year. Conversely, women were more than twice as likely as men to earn baccalaureates in a health field, although persistence in health was low for both genders. We show that gender gaps in high school academic achievement, self-assessed math ability, and family-work orientation are only weakly associated with gender gaps in STEM completion and persistence. Gender differences in occupational plans, by contrast, are strongly associated with gender gaps in STEM outcomes, even in models that assume plans are endogenous to academic achievement, self-assessed math ability, and family-work orientation. These results can inform efforts to mitigate gender gaps in STEM attainment.

A population-level analysis of associations between school music participation and academic achievement.

[Correction Notice: An Erratum for this article was reported online in Journal of Educational Psychology on Oct 17 2019 (see record 2019-62704-001). In the original article, Tables 2 and 4 contained typographical errors regarding the reporting of some sample sizes. In Table 2, for the Unadjusted Analyses section, the n for the “No participation in school music” group should read 75,616 for the Math 10 group, and 95,873 for the Science 10 group while the n for the “Participation in school music” group should read 13,772 for the Math 10 group, and 15,416 for the Science 10 group. In Table 4, for the Unadjusted Analyses section, the n for the “No participation in school music” group should read 75,616 for the Math 10 group, and 95,873 for the Science 10 group. All calculations were based on the correct sample sizes, the typographical error was isolated to n reported in the aforementioned instances in these two tables. All versions of this article have been corrected.] The present study employed population-level educational records from 4 public school student cohorts (n = 112,916; Grades 7–12) in British Columbia (Canada) to examine relationships between music education (any participation, type of participation, music achievement, and engagement level) and mathematics and science achievement in Grade 10 as well as English achievement in Grades 10 and 12, while controlling for language/cultural background, Grade 7 academic achievement, and neighborhood socioeconomic status. Music participation was related to higher scores on all 4 subjects and these relationships were stronger for instrumental music than vocal music (Cohen’s d range: .28 to .44 [small-medium effect sizes] and .05 to .13 [null-small effect sizes]). School music achievement positively related to scores on all subjects; such relationships were stronger for achievement in instrumental music compared with vocal music. Higher levels of music engagement (number of courses) was related to higher exam scores on all subjects; this pattern was more pronounced for very high engagement in instrumental music (d range: .37 to .55; medium effect sizes) compared with vocal music (d range: .11 to .26; small effect sizes). The effect sizes of these group differences are greater than the effect sizes corresponding to average annual gains of students’ academic achievement during high school—in other words, highly engaged instrumental music students were, on average, academically over 1 year ahead of their peers. The findings suggest that multiyear engagement in music, especially instrumental music, may benefit high school academic achievement. Findings and implications are discussed within the broader interdisciplinary literature on music learning. (PsycINFO Database Record (c) 2020 APA, all rights reserved)

Ethno-linguistic patterns of degree completion in BC universities: How important are high-school academic achievement and institution of entry?

We examine bachelor's degree completion in the British Columbia post-secondary system, which is noted for its multiple pathways to graduation and ethnically diverse student population. Employing an administrative longitudinal dataset, we compare how the probability of degree completion by students enrolled at research-intensive, teaching-intensive, and college-technical institutions differs by ethno-linguistic background and high school grades. Estimates from multi-level logistic regression modelsdemonstrate that Korean, Tagalog, and Vietnamese speakers have lower probabilities of degree completion than English-speaking students. The type of institution a student initially enters is, however, an important correlate of degree completion for all ethno-linguistic groups. Students with lower high school grades who initially enter a research-intensive institution are more likely to graduate compared with higher-achieving students who enter a teaching-intensive or college-technical institution. To improve completion by institutional type and among ethno-linguistic groups, our study highlights the need for research on why degree completion is lower at certain institutions for all ethno-linguistic groups and consistently lower among Korean, Tagalog, and Vietnamese speakers regardless of their level of academic achievement in high school or the type of post-secondary institution they initially entered.

Ethno-linguistic patterns of degree completion in BC universities: How important are high-school academic achievement and institution of entry?

We examine bachelor's degree completion in the British Columbia post-secondary system, which is noted for its multiple pathways to graduation and ethnically diverse student population. Employing an administrative longitudinal dataset, we compare how the probability of degree completion by students enrolled at research-intensive, teaching-intensive, and college-technical institutions differs by ethno-linguistic background and high school grades. Estimates from multi-level logistic regression modelsdemonstrate that Korean, Tagalog, and Vietnamese speakers have lower probabilities of degree completion than English-speaking students. The type of institution a student initially enters is, however, an important correlate of degree completion for all ethno-linguistic groups. Students with lower high school grades who initially enter a research-intensive institution are more likely to graduate compared with higher-achieving students who enter a teaching-intensive or college-technical institution. To improve completion by institutional type and among ethno-linguistic groups, our study highlights the need for research on why degree completion is lower at certain institutions for all ethno-linguistic groups and consistently lower among Korean, Tagalog, and Vietnamese speakers regardless of their level of academic achievement in high school or the type of post-secondary institution they initially entered.

The Psychosocial Factors of Academic Achievement: Three Different Theoretical Models

Within individual factors that affect academic achievement, personality traits have been the least explored eventhough there is evidence that suggest conscientiousness, neuroticism and self-efficacy are direct contributors ofacademic achievement. We used a sample of 725 Mexican public high school students (Mage =18, SDage =1.09,59% female) to test three Path Analysis models based on those proposed by Stajkovic, Bandura, Locke, Lee andSergent, (2018). Although the models present very similar fit statistics and explanatory power, the intrapersonalmodel is more parsimonious, presents better fit indices and was therefore chosen as our final model. The modelidentifies middle school GPA, self-efficacy, neuroticism and conscientiousness as direct predictors of high schoolacademic achievement, and both extraversion and academic self-concept as indirect predictors when mediatedby self-efficacy. Students can use the power of their own self-efficacy beliefs as support for staying in school,boosting their aptitudes and enhancing previously acquired knowledge. We would suggest the addition of stronger correlates to high school academic achievement such as self-control as well as experimental data on how easy cognitions and capabilities can change in the sample.

Participating in a high school debate program and college matriculation and completion: Evidence from the Chicago Debate League

Prior work has demonstrated that debate is associated with academic achievement in high school. Whether debate in high school is predictive of better college outcomes beyond its established relationship with promoting college readiness as indicated by the ACT is unknown. This research examines and evaluates the impact of participating in a high school debate program on college matriculation and completion. Data come from a cohort of 6,411 high school graduates from the Chicago Public School system, 26% of whom participated in the Chicago Debate League, from 1997 to 2007. Logistic regression was used to estimate the relationship between debate participation and college matriculation, type of college attended, and college graduation, with college-readiness, as indicated by performance on the ACT, examined as a mediating variable. Debaters were more likely to matriculate to college, particularly to 4-year versus 2-year institutions, than comparison students and these relationships were largely explained by debaters’ better performance on the ACT. However, debate was not associated with higher likelihood of graduating from college. Key words: College attainment, debate, urban education, extracurricular activities, mediation.

Snooze or lose: High school start times and academic achievement

Many U.S. high schools start classes before 8:00 a.m., yet sleep science suggests that students’ circadian rhythms shift to later in the day as they enter adolescence. Some school districts have moved to later start times for high schools based on the prospect that this would increase students’ sleep and academic achievement. This paper examines the effect of high school start time on student learning using a nationally-representative sample of students. We also use time diaries to examine the effects of start time on students’ time allocation in order to explore the mechanisms through which changing start time affects learning. Results indicate that female students who attend schools with later start times get more sleep and score higher on reading tests. Male students get more nighttime sleep when schools start later, but their daily sleep is unchanged due to a decrease in napping; their test scores do not change.

Validation of competing structural models of inter-relationships in the teaching–learning ecosystem for two Malaysian STEM courses

This study reported the results of Structural Equation Modelling (SEM) analyses on 13 competing structural models on the inter-relationships among academic achievement and student- and course-related attributes. The samples were Malaysian pre-university students enrolled in two STEM courses (biology, n = 326; mathematics, n = 339; biology only, n = 92; mathematics only, n = 105; biology and mathematics, n = 234). For both courses, interdisciplinary cross-validation was observed for four models which hypothesized that current academic achievement could be predicted (1) directly by prior academic achievement (high school grades) and student approaches to learning (SAL), and (2) directly and/or indirectly by personality, intrinsic motivation and course experience (CE). For at least one course, all constructs (except intrinsic motivation, clear goals and standards, openness and conscientiousness) significantly and directly predicted current academic achievement. The strongest predictor of current academic achievement was prior (high school) academic achievement, with the largest effect sizes, followed by SAL. Current academic achievement was significantly and positively predicted by all CE constructs (except clear goals and standards) for only mathematics, with moderate and large effect sizes. Only one personality construct (neuroticism) significantly and moderately predicted current academic achievement (biology). SAL partially mediated relationships between current academic achievement with workload appropriateness, assessment for understanding and neuroticism for at least one course. Generally, the strongest predictors of SAL were assessment for understanding, workload appropriateness and intrinsic motivation. Multigroup invariance analysis revealed differences in five hypothesized paths, attributable almost entirely to significant paths found in mathematics but not biology (prior [high school] to current academic achievement, conscientiousness to surface approach to learning, intrinsic motivation to deep and surface approaches to learning). Therefore, this study is the first to report course-nuanced differences in the presence of reduced interpersonal differences. The implications of this study is that, besides the importance of prior high academic achievement which might not be within educators’ control, factors in the teaching–learning ecosystem within educators’ control which influence current academic achievement are strongly mediated by SAL, which is itself influenced most by assessment, workload and intrinsic motivation.

Low Academic Achievement in High School Tied to Long-Term Drug Abuse Risk

Low Academic Achievement in High School Tied to Long-Term Drug Abuse Risk