Academic Performance Of High School Students Research Articles

The Role of Invitational Education and Intelligence Beliefs in Academic Performance

The purpose of the present study is to examine the role of Invitational Education and intelligence beliefs in the academicperformance of high school students. The research population comprised all male and female students studying at high schoolsin the academic year of 2009-2010 in Kashmar, a city in Iran. Selected through multi-stage random sampling The researchsample included 540 students (270 females and 270 males). The research instruments were the Invitational Teaching Survey(Amos, Purkey, & Tobias, 1984), and Intelligence Beliefs Questionnaire (Zabihi, 2005). Students’ grade point average wasused as an indicator of academic performance during high school. Data were analyzed using path analysis of direct andindirect effects of Invitational Education on intelligence beliefs and performance of high school. The results showed that of thesub-components of Invitational Education, as described in the Invitational Teaching Survey (Amos, Purkey & Tobias, 1984),consideration has positive and significant effect on incremental intelligence and performance. Coordination has positive andsignificant effect on inherent intelligence beliefs. Skill has positive and significant effect on incremental intelligence andperformance. Incremental intelligence beliefs have positive and significant effect on performance. Consideration has negativeand significant effect on inherent intelligence beliefs. Coordination has negative and significant effect on inherent intelligencebeliefs. Inherent intelligence beliefs have negative and significant effect on performance. Skill has negative and significanteffect on inherent intelligence beliefs. Consideration, coordination and skill components of Invitational Education haveindirect and significant effect on performance through inherent and incremental intelligence beliefs. These findings show thatit is necessary to take the role of Invitational Education and intelligence beliefs into account when studying academicperformance.

Exploring the impact of social media in academic performance of high-school students in India

Exploring the impact of social media in academic performance of high-school students in India

Sleep and Academic Performance in Korean High School Students

Background The objective of this study was to quantify the sleep behavior of Korean high-school students and its relationship with academic performance. Methods Sleep surveys were completed by high-school students in Daegu, South Korea during September 2017. The questionnaires investigated factors such as sleep quality, sleep and wake schedules, nighttime smartphone use, and scores on a five-level grading scale pertaining to academic performance (A, 1-20%; B, 21-40%; C, 41-60%; D, 61-80%; E, 81-100%). The chi-squared test, independent t-test, analysis of variance, and regression analysis were used to analyze the results. Results The questionnaires were completed by 691 high-school students consisting of 279 (40.4%) boys and 412 (59.6%) girls. Poor sleep quality (Pittsburgh Sleep Quality Index [PSQI] ≥8.5) was identified in 111 (16.1%) students, and depressed mood (Hospital Depression Scale score ≥8) was identified in 254 (36.8%). Students with better academic performance tended to have lower PSQIs (A, 5.29±2.58; B, 5.41±2.98; C, 6.00±2.65; and D/E, 6.15±2.97), and the morningness-eveningness questionnaire scores were significantly higher in A-level students than in D- and E-level students. Regression analysis showed that leaving school early each day and greater nighttime smartphone use were significantly associated with worse academic performance in high-school students. Conclusions This study found a close relationship between the sleep behavior of students and their academic performance. Students with better sleep quality, morningness, and less nighttime smartphone use tended to perform better academically. Lifestyle modification should be considered as an important factor for improving academic performance. Key Words: High school students, Sleep quality, Academic performance

The achievement and course-taking effects of magnet schools: Regression-discontinuity evidence from urban China

We examine the effects of attending elite magnet schools on the subsequent academic performance of high-school students in urban China. Using a novel data set of the students who entered high school from 2006 to 2008 in a Chinese city, our fuzzy regression discontinuity estimates exploit the threshold values of the high school entrance exam scores. Passing the thresholds significantly reduces the financial cost and raises the probability of attending a magnet school. However, attending such an elite school does not meaningfully improve the academic performance of the marginal student.

The Role of Addiction to Information Technology on Academic Performance of High-School Students in Bandar Abbas, Iran

This study attempts to examine the role of addiction to information technology on academic performance of high-school students in Bandar Abbas, Iran. The statistical population of this research comprises the total high-school students in Bandar Abbas, among which 356 samples were randomly selected through the Cochran's formula. Moreover, the Yang Internet addiction questionnaire (1996) was employed to collect information. As for the variable of academic performance, the students' GPA for academic year 2013-2014 was used. The statistical data were analyzed through regression test and Pearson's correlation coefficient. For this purpose, the SPSS 18 was applied. The results showed there was a significant correlation between addiction to information technology and academic with coefficient of -0.37 and p>0.01. Furthermore, the results of regression analysis indicated that addiction to information technology accounted for 13% of the variance of academic performance in the entire group under study. Therefore, it can be concluded that subject more addicted to technology will have lower academic performance.

Social Factors Affecting Academic Performance: Further Evidence

Factors other than intelligence which influence the academic performance of high-school students have been investigated in a number of studies in recent years (1, 2, 3, 4, 5). Among the factors analyzed have been social class, home conditions, peer relations, aspiration levels, and academic inclination. Since none of the studies to date can be considered definitive, this report is offered as a contribution to the limited empirical data relating social factors to student achievement. The findings reported here are, in many instances, consonant with those of earlier studies. Some of the data, however, fail to support the conclusions of previous studies. This fact should, at the very least, emphasize the need for proper precautions in drawing generalizations from any of the studies employing limited data, including the investigation reported here. The research operation providing the data for this report was essentially a demonstration project conducted for and by a sociology class composed largely of advanced undergraduate students majoring in education at the University of Kentucky in the fall semester of 1956. The implementation of the project was made possible through the co-operation of the principal and staff of a large county junior high school in the Blue Grass region of Kentucky, who assisted in the planning of the research and in the selection of students as subjects.