Academic Emphasis Research Articles

How to improve academic achievement of students? The influence of academic emphasis on academic achievement with the mediating roles of school belonging, student engagement, and academic resilience

AbstractThe purpose of this research was to examine the influence of academic emphasis on academic achievement, with the mediating roles of school belonging, student engagement, and academic resilience. The research adopted a cross‐sectional model, with a sample of 452 participants selected through a two‐stage stratified sampling procedure from public primary, middle, and high schools, including students (n = 400) and school principals (n = 52). The research adopted Academic Emphasis Scale, School Belonging Scale, Student Engagement Scale, and Academic Resilience Scale as data collection tools. Also, for determining academic achievement, students' grade point average scores in reading, mathematics, and science were used. Structural equation modeling was used to test the hypothetical model created based on the research variables, by using Mplus 8.3. The results of the research indicated that there were positive associations between variables. The research also showed that the measurement model provided a good fit to the data, with displaying statistically significant paths. The research suggested that academic emphasis has a positive influence on academic achievement, with school belonging, student engagement, and academic resilience playing mediating roles.

Empowering Students: The Hidden Impact of Academic Optimism on Self-Awareness and Communication

This study explores the influence of teachers' academic optimism on the development of soft skills, specifically self-awareness and communication, among secondary school students. Academic optimism, encompassing self-efficacy, trust in students and parents, and academic emphasis, is a crucial factor in enhancing the quality of the teaching-learning process. Using a quantitative research design, data were collected from secondary school teachers and students through validated questionnaires. The results reveal that trust in parents is the strongest predictor of both self-awareness and communication, underscoring the importance of a supportive and trusting environment in students' holistic development. While self-efficacy and academic emphasis also contribute positively to these soft skills, their effects are less pronounced. The findings suggest that fostering an environment where trust and academic optimism are central can significantly enhance students' interpersonal skills, preparing them for success both within and beyond the classroom. This study highlights the need for educational strategies that prioritize parental involvement and academic rigor to promote comprehensive student development.

Diagnosing the Organizational Climate of Junior High Schools in Taiwan

The study aims to prioritize critical climate components for school improvement. A psychometrically validated instrument named the Chinese “Organizational Climate Diagnostic Instrument for Junior High Schools” (OCDI-JH) was used to diagnose climate factors through expert judgments and fuzzy DEMATEL-based ANP. Results of the study identified the six factors clustered under the two dimensions of ‘Safety' (D1) or ‘Academic emphasis' (D2) should be given particular attention for school effectiveness. The established climate diagnosis appraisal computed by fuzzy DEMATEL-based ANP can be extended to other school regions for systematically developing school climate based on contextually specific needs and concerns. Future research studies are expected to provide incremental and value-added contributions to the competitive advantages of Taiwan's junior high school education.

Academic optimism, capital indicators as predictors of cognitive, affective, and psychomotor learning outcome among students in secondary school. Hierarchical regression approach (HRA)

BackgroundStudies that were carried out previously on learning outcomes focused mainly on the student's cognitive domain while identifying factors that predicted it. More so, most of the learner's assessments in school are largely dependent on the score obtained from specific subjects by the learner, and efforts to address other domains of instruction such as affective and psychomotor domains have been minimal or absent in regard to the variables selected for the study. This study therefore sought to address that gap by finding out the relative and composite contribution of academic optimism and capital indicators to the learning outcomes (of students. MethodsThe study adopted a correlational design with a multistage sampling technique to select a total of 534 senior secondary class II students. Two research instruments, the Academic Optimism and Capital Indicators Scale (AOCIS) and the Learning Outcomes Scale (LOS), were used for data collection. Exploratory and confirmatory factors analysis were used to assess the dimensionality of the items and factor structure of the scales. The psychometric properties obtained for scale were adequate for the instrument to be adjudged valid and reliable.The collected data were analysed using the hierarchical regression approach (HRA). ResultsThe findings of the study revealed that academic emphasis, collective efficacy, faculty trust, social capital, economic capital, and cultural capital, relatively and jointly, predict overall learning outcomes (cognitive, affective, and psychomotor construct). The result showed that there was an increased proportion of variance with each addition of a predictor to the model. Social capital reduced the percentage change at the initial time, but with the addition of economic capital, the proportion of change increased among others in the subsequent model examination. Conclusion/implication: The study provides knowledge and empirical evidence that academic optimism and capital indicators, with their dimensions, affect composite learning outcomes among students. This study will help school ministries, policymakers, and curriculum planners make sure that the educational objectives, philosophies, and programmes are planned to reflect the total learner in order to produce the total learner that will effect changes in the society. This study has provided evidence that academic inputs and capital indicators are crucial indices of their learning outcomes in the three area of learning. The ability of the school to emphasise academics, ensure that all school agents are committed to instructional delivery, and gain the trust of parents is crucial for adequate support to enhance students learning outcomes. The outcome has implication for policy development and providing a climate that can stimulate equity, trust and motivation.

School middle leaders' transformational leadership and organizational resilience: The moderating role of academic emphasis

AbstractThis study examines how teachers' perceptions of academic emphasis moderate the relationship between their middle leaders' transformational leadership and organizational resilience subdimensions (principal organizational resilience and faculty organizational resilience). Academic emphasis in schools prioritizes academic excellence in teaching and is crucial in evaluating school effectiveness. The study used a two‐source survey design with self‐report data from 609 participants in 103 secondary schools in Israel. The results indicate that academic emphasis moderates the relationship between transformational leadership's sub‐dimensions (idealized influence, inspirational motivation, individualized consideration and intellectual stimulation) and principal organizational resilience but not faculty organizational resilience. The findings suggest that middle leaders can create a positive academic emphasis to optimize their transformational leadership's effects on organizational resilience. Theoretical and practical implications are discussed.

Emerging Trends in Sustainable Entrepreneurial Behavior: Bibliometric Data Insights

The present study explores the current trends in sustainable entrepreneurial behavior to contribute fundamental knowledge for future academic research in the dynamic field of sustainable entrepreneurship. This study employs a bibliometric analysis using the Scopus database to identify significant changes and emerging topics in academic discourse about the selected keywords. By employing a systematic approach, one can attain a comprehensive understanding of the subject matter and establish a solid foundation for subsequent research. The analysis comprises a total of 666 articles obtained from Scopus. This study utilizes methodological tools like Microsoft Excel, Harzing’s Publish or Perish program, and VOS viewer. These tools were used to quantify and evaluate citation frequencies. This method enables the assessment of the academic output and influence exerted by document type, evolution of published studies, subject area, and prominent keywords. Nevertheless, there are several constraints associated with this study, including the omission of articles published after 2022 and a specific emphasis on English-language publications from 1991 to 2022. Notwithstanding these limitations, there has been a substantial and continuous academic emphasis on the study of sustainable entrepreneurial behavior. Future research should investigate sustainable behavior within the context of social entrepreneurship. The government and policymakers have the ability to significantly contribute to the creation of an ecosystem that promotes sustainable entrepreneurship and sustainable development.

The Effectiveness of the Flipped Classroom Teaching Method on the Components of Academic Optimism in Mathematics

The important mission of education is to contribute to the all-round growth of students intellectually, behaviorally, and attitudinally. Academic optimism is considered one of the most important components of attitudinal growth and complements the intellectual and behavioral growth of students, which has attracted the attention of experts and researchers in the field of education. This research was conducted with the aim of identifying the impact of the flipped classroom teaching method on the components of academic optimism in mathematics class. The present research method was a semi-experimental design with a pretest-posttest design with one control group. The statistical population of the study included all sixth-grade students in Middle School classes in Herat City. First, through purposive sampling, 42 students were selected, and then, due to the homogeneity of the samples, they were randomly assigned to two experimental groups (21 students) and control groups (21 students). To collect the data, the Academic Optimism Questionnaire (AOQ) by Moran et al. (2013) with a reliability of 0.93 for the entire test, was used. The research hypotheses were analyzed using multivariate analysis of variance (MANOVA) in the SPSS26 software. The findings showed that the flipped classroom teaching method led to a significant increase in the academic optimism of students in the components of students’ trust in the teacher (p < 0.000), academic emphasis (p = 0.013), and school unity (p = 0.015). Therefore, the flipped classroom teaching method is considered one of the most effective methods for the development of academic optimism, and its use is recommended for middle school teachers.

Explaining academic optimism in schools: The impact of performance leadership and alignment between teachers, students, and parents

This study aims to explore critical antecedents for fostering academic optimism in secondary schools. Academic optimism, comprising collective efficacy, academic emphasis, and trust, positively influences student performance, transcending background variables, such as SES or migration. We hypothesize that, according to teachers’ perceptions, school leaders who explicitly focus on academic optimism not only generate more academic optimism but also foster more alignment between teachers, students, and parents, which, in turn, will further elevate the level of school academic optimism. The study, conducted in Antwerp, Belgium, included 1061 teachers from 37 secondary schools. Structural equation modelling was employed for analysis. Fit indices were good, and the overall image confirms our hypothesis. Principals have opportunities to enhance academic optimism and alignment between teachers, students, and parents through performance management for academic optimism. The most remarkable finding shows that an increased level of parental involvement (connecting parents to what happens in school) is promising for academic optimism, whereas increased parental participation (giving parents a voice in what happens in schools) carries potential risks—a critical yet possibly overlooked insight. Recognizing the considerable challenges highlighted in prior research regarding parental engagement, especially in secondary schools, this study unveils promising avenues for further exploration.

Scrutinising Driving Forces: Principal Leadership and Academic Emphasis for Teacher Leadership in Schools

Teacher leadership requires empirical evidence to reinforce several antecedent influences identified in recent reviews. This study attempts to examine the relationship between principal leadership and teacher leadership with academic emphasis in schools as a mediator. The study utilised a cross-sectional survey design. To ver¬ify the hypothesised research model, survey data was collected from a sample of 370 teachers working the schools of Maldives. Partial least squares structural equation modelling was used for data analysis in this study. Findings revealed that principal leadership has a positive direct effect on teacher leadership and academic emphasis. Findings also demonstrated that academic emphasis is directly related to teacher leadership. The findings affirmed the role of academic emphasis as a significant mediator between principal leadership and teacher leadership. Besides contributing to knowledge in the area of teacher leadership, importance of both principal leadership and academic emphasis in cultivating teacher leadership were highlighted. Principals are recommended to enhance academic emphasis for teacher leadership to thrive.

School context matters? Faculty trust and academic emphasis moderating the effects of principals' distributed leadership on teacher leadership

PurposeThe importance of teacher leadership in enhancing school outcomes is recognized, but there remains a scarcity of research addressing the conditions for principals to nurture such leadership. This study examined how school contextual factors, i.e. faculty trust and academic emphasis, moderate the impact of principals' distributed leadership lon teacher leadership.Design/methodology/approachA nationwide survey was conducted among junior high school teachers in Taiwan. The sample encompassed schools from different geographical regions and sizes, yielding a total of 1,340 valid responses. Hierarchical regression analyses were employed to analyze the potential moderating effects of interest.FindingsThere were interactive effects of principals' distributed leadership and school contextual factors on teachers' adoption of leadership roles. The impact of principals' distributed leadership on teacher leadership was amplified in environments marked by elevated levels of trust relations and reduced academic emphasis.Practical implicationsThis study uncovers the critical prerequisites principals must address to cultivate teacher leadership. To effectively encourage heightened teacher engagement in leadership, principals must place a premium on nurturing trusting relations with their teaching staff and acknowledge that the influence of their leadership might be lessened in an environment where credentialism holds sway.Originality/valueThe exploration into faculty trust and academic emphasis yields insights into the conducive conditions for principals to foster teacher leadership. The identified attenuating impact of academic emphasis on principal effect within an Asian societal context highlights its significance not only as an organizational property but also as a manifestation of national cultural values.

Academic Optimism: A Study of Secondary School Teachers’ Perceptions

Teachers' positive conviction demonstrates that they can influence students' classroom, learning, and academic performance by putting their trust in their parents and cooperating with them. It is highlighted by believing their capabilities to overcome the hurdles and retort to failure with resilience as well as perseverance. The present research study was carried out to investigate the state of academic optimism as well as the relationship between its various aspects. The research makes a theoretical, managerial, or academic contribution. 1266 secondary school teachers were chosen at random from 216 Government Secondary Schools in Punjab. With permission, the Academic Optimism Survey was adapted. Pilot testing was used to ensure the instrument's validity and reliability. Data were collected in regularly scheduled meetings. To examine the data, descriptive as well as inferential statistics were employed. The ethics of research were followed. Teachers were found academically optimistic both at teachers and schools level. They confirmed the presence of academic optimism as well as its sub factors in the schools. A positive relationship was observed among collective efficacy, faculty trust and academic emphasis. There was no significant difference in academic optimism based on demographic variables. Without a doubt, school administrators may make wise choices regarding the adoption and implementation of best practices in their institutions. They might use the knowledge in the professional development programs.

Portrayal of Gender in Contemporary Fiction by Female Novel Writers

Teachers' positive conviction demonstrates that they can influence students' classroom, learning, and academic performance by putting their trust in their parents and cooperating with them. It is highlighted by believing their capabilities to overcome the hurdles and retort to failure with resilience as well as perseverance. The present research study was carried out to investigate the state of academic optimism as well as the relationship between its various aspects. The research makes a theoretical, managerial, or academic contribution. 1266 secondary school teachers were chosen at random from 216 Government Secondary Schools in Punjab. With permission, the Academic Optimism Survey was adapted. Pilot testing was used to ensure the instrument's validity and reliability. Data were collected in regularly scheduled meetings. To examine the data, descriptive as well as inferential statistics were employed. The ethics of research were followed. Teachers were found academically optimistic both at teachers and schools level. They confirmed the presence of academic optimism as well as its sub factors in the schools. A positive relationship was observed among collective efficacy, faculty trust and academic emphasis. There was no significant difference in academic optimism based on demographic variables. Without a doubt, school administrators may make wise choices regarding the adoption and implementation of best practices in their institutions. They might use the knowledge in the professional development programs.

Factors Affecting Teachers’ Academic Optimism in Secondary Schools

Academic optimism is a vital concept that can help schools overcome the challenges posed by students from low socioeconomic backgrounds. This study investigates the factors that influence the academic optimism of secondary school teachers. Using a phenomenological approach, we collected data through focus group interviews with principals and teachers, employing the maximum variation sampling technique to ensure diverse perspectives. Our analysis revealed three themes that affect teachers' academic optimism: self-efficacy, academic emphasis, and trust in students and parents. Notably, our findings indicate that teachers' experiences of success or failure are the most significant determinant of their academic optimism. Based on these results, we propose actionable strategies to enhance teachers' self-efficacy, ultimately promoting academic optimism in secondary schools.

Academic word coverage and language difficulty of reading passages in College English Test and Test of English for Academic Purposes in China.

The field of English for Specific Purposes (ESP) has gained considerable attention, mainly due to the growing importance of English teaching and the need for preparing international professionals. The primary academic emphasis of this field is largely centered on the study of English for Academic Purposes (EAP). It has become increasingly important for China to provide EAP education to its vast population of college students, who represent a significant proportion of global tertiary-level English learners. By doing so, they can improve their academic literacy and participate more effectively in international academic communication. In 2016, China's College English Test Examination Board issued the National College English Test Syllabus which emphasized the importance of academic English literacy in the test design. This syllabus was released during a contentious debate among Chinese academics about the role of EAP in college English teaching and testing. Despite this heated discussion, there are currently few studies that have analyzed the linguistic nature of academic English tests in a quantitative manner. This paper calculates the academic word coverage of the reading passages in two crucial English proficiency tests designed for college students in China, the College English Test (CET) and the Test of English for Academic Purposes (TEAP). It is found that the academic word coverage of CET is increasing from the year 2013 to 2021 and that the academic word coverage of TEAP is slightly higher than that of CET. In this sense, these English tests can meet the requirements for measuring Chinese college students' academic literacy. It is also found that there is a positive correlation between academic word coverage and language difficulty as is indicated by Flesch-Kincaid Grade Level. These findings provide an empirical reference for the study of academic English tests in China, and other parts of the world, and contribute to EAP teaching and testing reform for the development of students' academic literacy.

The societal strength of transition: a critical review of the circular economy through the lens of inclusion

ABSTRACT Realizing a circular economy (CE) has been widely recognized by practitioners and researchers as the key to the transition toward sustainability. Thus far the academic emphasis has been predominantly on economic and environmental aspects. However, the development and implementation of CE initiatives actually rely on extensive collaboration at the societal level. Hence, an understanding of how a more inclusive society can strengthen the transition is warranted. By systematically and critically reviewing the related academic literature, the results of this paper show that sensitivity to inclusion aspects is crucial to alleviate the transitional burdens on society. Seven main aspects were discerned on inclusion: (1) informal waste pickers, (2) e-waste and health risks, (3) accessibility of services/materials/facilities, (4) consumer behavior, (5) corporate and institutional involvement, (6) technology application, and (7) governance measures. Following these insights, a strong sustainability perspective and agenda on the CE transition are proposed by identifying key actors and structuring their interrelationships as an inclusive system.

Principals’ systems thinking and school effectiveness: The mediating role of collective teacher efficacy

Relying on the social cognitive theory, which postulates that human behaviour is due to social experiences and cognitive interpretation, the current study seeks to investigate the mediating role of collective teacher efficacy (CTE) in the relationship between principals’ systems thinking (PST) and school effectiveness in terms of academic emphasis and student academic achievement after accounting for students’ socioeconomic backgrounds. A three-source survey design with self-report and non-self-report data was used, from a sample of 423 participants from 71 elementary schools in Israel. The sample included school management team (SMT) members and teachers who were not SMT members. Data were aggregated at the school level of analysis. The results from structural equation modelling and bootstrapping analysis indicated that CTE partially mediates the relationship between PST and academic emphasis, irrespective of the students’ socioeconomic backgrounds. Theoretical and practical implications are discussed.

QUALITY OF WORK LIFE AS A FUNCTION OF ORGANIZATIONAL LEARNING CAPABILITY AND SCHOOL CLIMATE OF TECHNOLOGY AND LIVELIHOOD EDUCATION TEACHERS

This study was conducted to determine the relationship between quality of work life as a function of organizational learning capability and the school climate of technology and livelihood education teachers. Specifically, it determined if organizational learning capability and school climate significantly influence the quality of work life of the TLE teachers. The study a used quantitative non-experimental, descriptive-correlation research design. This was participated by 128 TLE teachers-respondents from different public secondary schools in municipalities of Magsaysay, Bansalan, Matanao cluster of Davao del Sur. It utilized standardized questionnaires on the quality of work life to measure the dependent variable and organizational learning capability and school climate to measure the independent variables and was validated by the experts. Results showed in the analyses that organizational learning capability has a very high descriptive level; school climate has a high descriptive level; and quality of work life has a very high descriptive level. Organizational learning capability and school climate have a significant correlation to the quality of work life. Stepwise linear regression showed the results in the series of models, increasingly by indicators such as knowledge sharing, academic emphasis, dialogue, and participative decision-making signifies that organizational learning capability best influenced the quality of work life of TLE teachers.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0095/a.php" alt="Hit counter" /></p>

Modeling the relationships between transformational leadership, teacher academic optimism, and teacher engagement: Evidence from the Serbian school context

Although the construct of teacher engagement is acknowledged as important for positive student and teacher outcomes, evidence about its determinants is still scarce. The main aim of this study was to investigate the relationships between transformational leadership, dimensions of teacher academic optimism (i.e., self-efficacy, teacher trust in parents and students, and academic emphasis), and teacher engagement. Data obtained from 420 primary and lower secondary school Serbian teachers were analyzed by utilizing structural equation modeling with latent variables. The results revealed that transformational leadership has positive effects on all dimensions of teacher academic optimism. Transformational leadership was directly associated with teacher engagement, although this relationship was not strong. Also, transformational leadership was linked to teacher engagement indirectly, via teachers? trust in parents and students and academic emphasis. The present study suggests that transformational leadership plays an important role in enhancing teacher engagement. Therefore, by strengthening transformational leadership in the school, the engagement of teachers is likely to be improved.

Global Maps of Avian Leukosis Viruses: Research Trends and Themes Based on Networking.

Avian leukosis virus (ALV) has a tremendous adverse impact on the poultry industry. Since its discovery, research on different aspects of ALV have been published. Due to the vast academic emphasis and economic importance of the ALV infection in poultry worldwide, this bibliometric analysis explored the scientific output associated with ALV utilizing the Web of Science (Core Collection) database. The relevant data were collected using the search query "AVIAN LEUKOSIS VIRUS", further refined by document types (article, book chapter, and proceedings paper). Finally, 1060 items with full records were imported in Plaintext and tab-delimited formats. The data analysis was carried out using MS Excel, VOS viewer, and R (Biblioshiny) software. Chinese and American research institutions produced the majority of papers during study time period. The Journal of Virology and Avian Diseases appeared as the favorite journal/source for publications. Apart from the avian leukosis virus and the ALV-J, the important keywords mentioned included avian leukosis virus subgroup j, chicken, and retrovirus. The analysis revealed substantial findings on ALV research, with a strong research response from the USA and China.

The Relationships Between Teacher and Student Qualities: A Path Analysis Model

In this study, the model that examined the relationship between teacher and student qualities was tested based on the teacher and student questionnaire in the TIMSS 2019 Turkey sample. The variables of experience, participation in professional development, professional development needs, school academic emphasis, instructional quality in the teacher questionnaire, as well as the instructional clarity, instructional climate, sense of school belonging and mathematics achievement variables in the student questionnaire were investigated. Data of 171 teachers and 3841 students were used. In the study, the path coefficients of the relations between the variables and the goodness of fit values for the model created were interpreted. All of the path coefficients between the variables had a significant and moderate effect. When the standardized path coefficients in the model were examined, the highest value (β = 0.48) was obtained on the way that instructional clarity predicted sense of school belonging and the lowest value (β = 0.14) was obtained on the way that the participation in professional development predicted the instructional climate. When the fit indices were examined, it was concluded that the model-data fit of the established model was perfect. In addition, it was determined that 33% of the variance in the mathematics achievement and 27% of the variance in the sense of school belonging were explained by direct effects in the model.