Determinants Of Academic Success Research Articles

Technostress and Determinants of Academic Success among University Students: Mediation Role of Technological Literacy

Technostress and Determinants of Academic Success among University Students: Mediation Role of Technological Literacy

Sporcu - Öğrencilerin Öz yeterlik Düzeylerinin Akademik Başarıya Etkisinin Lojistik Regresyon Analizi İle İncelenmesi

Athlete-students faced with both athletic and academic demands may identify more strongly with their academic or athletic roles, depending on a number of influential factors. The aim of this study is to examine the effects of self-efficacy, gender and age of athletes- students on their academic achievement. In the research, the self-efficacy scale adapted to Turkish by Öcal (2022) and the academic achievement averages of the athletes-students were used as data collection tools. The data were collected from a total of 290 university licensed athletes-students studying at the university's faculty of sports sciences. Logistic regression analysis method was used in the analysis of the data. The results showed that high self-efficacy levels of athlete students are an important predictor of their academic achievement. As the age of the athletes increases, their academic success rates also increase; It was found that female athlete students were more likely to fail than male students. Another result is that the more the athletes' perceptions of confidence in their abilities increase, the more likely they are to be academically successful. These results revealed that age, gender, and confidence in their abilities are the determinants of academic success, and athlete self-efficacy is an important factor in the academic success of students during their education. It can be said that the results of the research are an important factor in guiding future research and educational prevention and intervention efforts for athletes.

Attitudes, Behavior and Relations in the Early School Years

In the early school years, the emphasis is more and more on cognitive output factors. Non-cognitive development is receiving less attention than before, though such factors are important determinants of academic success. This study aims at answering two questions: (1) How do young children perform on a number of non-cognitive characteristics, more specifically, attitudes, behavior, and relationships? (2) Are there any differences with regard to those characteristics according to the pupils’ social and ethnic/immigrant background? To answer the questions, data from the Dutch large-scale cohort study COOL5-18 were analyzed. The main sample included nearly 6500 grade 2 pupils (6-year-olds). Teachers answered questions about their pupils’ attitudes, behavior, and relationships. One- and two-way analyses of variance were employed, and effect sizes were computed. The results showed that the teachers rated their pupil’s work attitude as lower than their behavior and popularity. They were more positive regarding their relationship with the pupils. More important was that there were differences according to the pupils’ social and ethnic/immigrant backgrounds: ethnic minority/immigrant pupils scored less positive on all non-cognitive characteristics than native Dutch pupils, and the higher the parental educational level, the more favorable their children performed on the non-cognitive characteristics. These findings are discussed and possible solutions are presented.

The Development and Validation of Science Achievement Test

Academic achievement is often regarded as a determinant of academic success. One of the most common assessment tools to evaluate the student achievement is through a well set achievement test. The main objective of the study was to develop and validate an achievement test in Science for senior secondary school students of grade 10. A Science Achievement Test (SAT) was developed by an excellent teacher in science subject based on Malaysia Science Curriculum Specification. The SAT consists of 50 multiple choice questions, which include the all 8 chapters in grade 10 science. The SAT had been validated by experts and analysed to check the difficulty index (p) and discrimination index (d), internal consistency reliability. Data were obtained from a purposive sampling of 50 students in a pilot study carried out in a secondary school in Sarawak, Malaysia. Based on the difficulty index, there are 12 easy items, 33 moderate items and 5 difficult items. 7 items found to be poor items and needed to be modified or removed due to the poor discriminating power. The reliability of SAT based on KR20 and Split half method showed the coefficient of 0.862 and 0.851 respectively. From the study, the SAT was a valid and reliable tool for measuring the students achievement in science. Keywords: Science achievement test, validity, reliability, difficulty index, discriminant index DOI: 10.7176/JEP/11-20-12 Publication date: July 31 st 2020

Physical Activity Is Associated With Grit And Resilience In College Students: Is Intensity The Answer?

Physical activity (PA) has been positively associated with academic performance; however, as students transition from high school to tertiary education their PA levels often decrease. The transition to tertiary education is a substantial life event, requiring a combination of academic and social determinants to succeed. Little research has investigated the associations between PA and determinants of academic success, such as grit and resilience. PURPOSE: To determine the associations among PA, grit and resilience in undergraduate students. METHODS: Undergraduate students (n=244; 165 females, age 21.1±2.9 years) participated in an online survey. Self-reported PA was collected using the International Physical Activity Questionnaire. Grit was measured using the Short Grit Scale and resilience was determined with the Connor-Davidson Resilience Scale. Linear regression analyses were used to determine associations among grit, resilience, and PA. One-way ANOVAs were used to determine differences in grit and resilience across tertiles of PA. RESULTS: Vigorous PA was positively associated with resilience (β=0.17, p=0.01) and the perseverance of effort grit domain (β=0.19, p=0.004), while being negatively associated with the consistency of interest grit domain (β=-0.22, p=0.001). Moderate PA was associated with both grit domains (p≤0.03) but not resilience (p=0.38). Further, resilience (tertile 1: 34.1±5.5 vs. tertile 2: 36.8±4.9, p=0.005) and the perseverance of effort grit domain (tertile 1: 4.1±0.7 vs. tertile 3: 4.4±0.5, p=0.01) were significantly higher with increased vigorous PA. Consistency of interest grit domain scores (tertile 1: 2.9±0.9 vs. tertile 3: 2.6±0.8, p=0.04) were lower with higher levels of vigorous PA. There were no differences in grit and resilience across tertiles of moderate PA (p>0.05). CONCLUSIONS: Vigorous PA was positively associated with the perseverance of effort grit domain and resilience but negatively associated with the consistency of interest grit domain. Moderate PA was also associated with grit but not resilience in this cohort. The findings suggest that intensity of PA may play a role in grit and resilience levels in students. Future research may be beneficial to determine if participation in vigorous PA can increase grit or resilience in college students.

Identifying Students at Risk of Academic Failure Within the Educational Data Mining Framework

Data mining is widely considered a powerful instrument for searching and acquiring essential relationships among different variables/attributes in a database. Data mining applied in the educational framework is referred to as educational data mining (EDM). EDM enables to get insights into various higher education phenomena, such as students’ academic paths, learning behaviours and determinants of academic success or dropout. In this paper, we aim at evaluating the usefulness of a particular latent class model, the Bayesian Profile Regression, for the identification of students more likely to drop out. Considering students’ performance, motivation and resilience, this technique allows to draw the profiles of students with a higher risk of academic failure. The working example is based on real data collected through an online questionnaire filled in by undergraduate students of an Italian University.

Interactions among students’ prior learning, aspiration, confidence and university entrance score as determinants of academic success

We studied the effect grade aspiration, confidence in achieving that grade, prior learning and university entrance ranking had on first year biology students’ final grade. We hypothesised that (1) students with higher aspiration will achieve higher grades than those with lower aspiration; (2) students with prior biology learning will have a higher grade aspiration and a higher confidence of achieving that aspiration than those without such learning; (3) university entrance rank will impact students’ final grade; and (4) students with prior biology learning will achieve a higher final grade than those without such study. We found that Hypotheses 3 and 4 were supported, Hypothesis 2 was partially supported, and that Hypothesis 1 was unsupported. If these results reflect broader patterns - that undergraduate student grade aspiration is not a predictor of their subsequent final grade - then targeted information and curricula scaffolding must be provided to better align student aspirations with their actual academic achievement.

Development and validation of a questionnaire about determinants of academic success in secondary school students

Development and validation of a questionnaire about determinants of academic success in secondary school students

Interactions among students’ prior learning, aspiration, confidence and university entrance score as determinants of academic success

We studied the effect grade aspiration, confidence in achieving that grade, prior learning and university entrance ranking had on first year biology students’ final grade. We hypothesised that (1) students with higher aspiration will achieve higher grades than those with lower aspiration; (2) students with prior biology learning will have a higher grade aspiration and a higher confidence of achieving that aspiration than those without such learning; (3) university entrance rank will impact students’ final grade; and (4) students with prior biology learning will achieve a higher final grade than those without such study. We found that Hypotheses 3 and 4 were supported, Hypothesis 2 was partially supported, and that Hypothesis 1 was unsupported. If these results reflect broader patterns - that undergraduate student grade aspiration is not a predictor of their subsequent final grade - then targeted information and curricula scaffolding must be provided to better align student aspirations with their actual academic achievement.

Out-of-School Time and African American Students: Understanding the Health, Environmental, and Social Determinants of Academic Success <em>(Guest Editorial)</em>

In light of the recent murders of unarmed African Americans by police officers, the academic community must investigate ways to promote healing and resilience in the midst of deep and persistent systemic inequities. Children's health and well-being, in addition to family and community assets and challenges, can determine how well they perform in school. The current emphasis on academic standardization, typically measured and enforced through standardized tests, neglects the impact of a student's health status, traumatic experiences, and community resources. Simply put, children's experiences outside of the classroom influence how well they perform within the classroom. Schools that have inadequate knowledge and resources to accommodate health, family, and community barriers to learning have higher rates of suspension, absenteeism, and dropouts, which lead to further systemic problems including arrests and incarceration, chronic diseases and mortality, and overall diminished opportunities for success. The purpose of this special issue is to explore out-of-school time experiences and conditions that impact academic success among African American students.The structural inequalities that lead to reduced academic attainment mirror the social determinants of health. Education is one of the most powerful determinants of health, and disparities in educational achievement as a result of structural inequalities closely track disparities in health. These disparities lead to both sub-standard healthcare and reduced academic attainment among children from underserved minorities, especially African Americans. The articles in this special issue discuss how this may result in children with poorer mental health outcomes; higher school dropout rates; increased risks of arrests and incarceration; higher rates of chronic diseases and mortality; and overall diminished opportunities for success. They consider out of school time by including additional factors outside the classroom which have an impact on health and education. The articles in this volume are a collection of empirical quantitative and qualitative studies.The first section of articles addresses the social and environmental determinants of academic success among African American students, including poverty, demographic indicators, the biases and injustices within the criminal and juvenile justice system, and civic, community, school-based and extracurricular activities and afterschool programs. The first article by Lofton and Davis begins the conversation by describing the plight of African American students and their families in the face of structural inequalities in the school system. This is followed by a thorough geographical description of the social epidemiological factors that correlate with socioeconomic status and race, specifically African American versus White, in the St Louis Metropolitan area by Jones, Harris, and Tate. This detailed and thorough analysis should serve as a blueprint for examining the issues of every urban core within the United States. The remaining articles in this section move us from the big picture to the impact of these systemic issues on academic achievement. Using two different approaches, systematic literature review and qualitative inquiry, Perry, Tabb, and Mendenhall, and then Brooms unpack the effects of systemic and structural inequalities on African American male students' achievement and success. This section ends with two frank discussions of how the home and neighborhood environments facilitate or inhibit academic development in articles by Iruka, Curenton, and Garner and then, Finigan-Carr, Vandigo, Uretsky, Oloyede, and Mayden.The next section describes facilitators of academic success among African American students during civic, community, school-based and extracurricular activities. Cooper and Davis extend the conversation by examining and challenging various institutional constraints, societal attitudes, and local-state-federal positions which shape the future orientation of African American high school students. …

The effects of affirmative action in higher education

We use the National Longitudinal Survey of Freshmen (NLSF) to analyze the effects of affirmative action on college outcomes for among the 1999 cohort of freshmen in 28 selective colleges and universities. We develop indices of affirmative action at the individual and institutional levels to test the validity of two charges leveled by critics of affirmative action: that it undermines minority performance by placing academically unprepared students into competitive schools without the required skills and abilities (the mismatch hypothesis) and that it stigmatizes all minorities as academically challenged and intellectually weak to produce added psychological pressure that undermines academic performance (the stereotype threat hypothesis). We find no evidence for the mismatch hypothesis. If anything, individual students with SAT scores below the institutional average do better than other students, other things equal. We do, however, find evidence consistent with the hypothesis of stereotype threat, although the effect is not particularly strong compared with other determinants of academic success.

Reading and applied linguistics - a deafening silence?

In light of the fact that 2001 has been declared the Year of the Reader, this article presents some findings concerning reading levels within the learning context, from primary to tertiary level, and then briefly examines the relationship between reading ability and academic performance. It is argued that the ability to construct meaning during reading, to access written information independently, to acquire, consolidate and utilise knowledge from print information is a strong determinant of academic success. Skill in reading becomes more demanding as students move up the education ladder, while the gap between skilled and unskilled readers widens. Unless the reading problems of our students are addressed, present failure rates will continue. In the light of these findings, the state of reading research within the South African context is surveyed. In conclusion, questions concerning a socially responsible applied linguistics are raised, and the implications for teaching and research are explored.

The determinants of performance in an accountancy degree programme

Earlier research into determinants of academic success in accounting has been conducted primarily in the USA, and has produced inconclusive results. The objective of this study is to investigate the impact of six variables (namely, gender, prior accounting knowledge, academic aptitude, mathematics background, previous working experience and age) on the performance of students in a three-year accountancy degree programme. It is conducted in another educational context, and with control over conditions that may account for the variable results of previous research. The sample comprises 526 students who enrolled in and successfully graduated at the end of a three-year accountancy degree programme in 1990. All the data (i.e., the six variables being investigated and three sets of yearly examination results) have been obtained from official university records. Descriptive statistics, correlation analysis, t-tests, and regression analysis are used to analyse the data. Generally, at the 0.05 significance level, the results show that males and those with previous working experience, and better academic aptitude and mathematics background, as well as younger students performed significantly better in the accountancy degree programme. However, it is found that students with prior (high school) accounting knowledge did not perform as well as students without prior knowledge. Implications of the findings are then discussed.

Determinants of Academic Success within Classrooms in Trinidad and Tobago: some personal and systemic variables

Summary Within the context of expanding placements for secondary education and the call for improvement of quality within the educational systems of developing and developed countries, this paper considers who and (comparatively) how well students are succeeding in the Republic of Trinidad and Tobago. The paper notes that there have been a limited number of studies in the Republic which provide information on opportunities for school success at the macro level of the school system. Additionally, there is much conflicting information published which explores factors determining success and failure in developing and developed countries; such factors include personal/biographical and systemic/school focused variables. There is also very little information concerning whether these variables have a similar effect at the micro/classroom level. In relating determinants of classroom level success to the expansion in quantity (and supposedly quality) of the educational system in Trinidad and Tobago, we question whether a greater opportunity for education actually results in a greater probability for all students to succeed. A proportional, stratified, random, clustered sample of 992 secondary school students (5% of the 2nd and 5th form population in half of the educational districts in Trinidad and Tobago) was selected for study. Information obtained for each student included systemic information (school attended, type of school, school size, education district, locality, managing authority, single‐sex or coeducational school, form level and class size) and personal information (sex of student, age, occupation of father and mother, religion and classroom based end‐of‐term test scores in each of the curriculum areas studied — with an average overall score). Analyses of the within‐class test scores showed that a large amount of variance was accounted for by the systemic and personal variables, and the most telling of the variables were the type of school attended and gender of the student. Students in traditional schools obtained higher scores in traditional curriculum areas than other students, and girls consistently gained the highest of the scores. Further analyses showed significant differences with reference to parental occupation, the size and locality of the school and school sexual make‐up. The results show a consistent bias to success of female students, from a middle class home, attending an urban traditional school, in all curriculum areas except social studies. Students attending government managed schools at the 5th form scored higher in social studies than those in traditional schools. The results confirm that the quantitative expansion of the secondary school system in Trinidad and Tobago did not expand in quality educational opportunity for all, except in the new curriculum area of social studies. Interpretations of the results relate to the existing literature on developed and developing countries and the particular situation in Trinidad and Tobago.

Prediction of Academic Performance for College Students by Sex and Race

Discriminant function analyses were computed from scores compiled in a comprehensive, 32-variable, data bank using grade-point average groups as criteria. Separate constellations of variables predicted academic performance for each group (divided by race and sex). Black males' ( n = 12) and females' ( n = 25) academic performance could not be predicted by standardized tests but was predicted by a study habits inventory. The study habits inventory and the California Short-form Test of Mental Maturity predicted academic success for white males and females ( ns = 62 and 113, respectively). However, for the females it was concluded that the relationship of the student with the teacher was the important determinant of academic success.

Intellectual Environment and Academic Achievement at Tertiary Level

In the search for determinants of academic success at University, many attempts to determine the effects of intellectual, social and physical environment on achievement in education have been hampered by the lack of theoretical framework, inadequate experimental design or analysis, and invalid measures of environment and achievement. The study reported in this paper, conducted with Physics students at university, attempts to overcome each of these problems. This has entailed the development of new measures of intellectual environment, the adaption of models of interaction and learning to the University situation, and the use of an unusual research design. Two major hypotheses are tested, one related to the impact on achievement of staff/student congruence in student goal orientation, the other to the impact of congruence in staff role orientation. Data supported the first but not the second hypothesis in all groups of students.

Academic Survival: Success Indicators in Introductory Psychology

In an attempt to identify and assess the importance of attitudinal factors as determinants of academic success, 12 motivational concepts were rated on a 9-scale semantic differential by introductory psychology students in 2 studies. The first study identified 3 possible predictive concepts. The second study cross-validated and assessed the stability of these concepts during the course duration. Only the concept “test” was found to be a stable and persistent predictor of academic success. Implications for further research were discussed.

The Effect of Counseling on a Group of Under-Achievers

TTOW WELL pupils make use of their H learning capacity has always been a concern of educators. However, in our time the increasing complexity of our civilization and the tensions arising between democratic and totalitarian ways of life have brought the problem into greater prominence than ever before. Faced with disturbing shortages of trained personnel now and with even more serious shortages looming in the foreseeable future, we realize that the most effective use of our human intellectual resources must become a major educational objective. The matter has not been overlooked in recent educational research. Over the past several decades the search for factors related to scholastic achievement, or the lack of it, has revealed that mental ability is by no means the exclusive determinant of academic success. A number of guidance and counseling techniques have been tested for their effectiveness in promoting academic attainment consistent with native ability. By now it is fairly clear that both the cause and the alleviation of scholastic underachievement involve complex variables and must be dealt with accordingly. Although there is evidence that the under-achievement problem is a long-range one, most of the research has dealt with groups of students of the senior high school or the college level. Furthermore, the subjects in many instances have been students with failing or near-failing records. The study here reported is an attempt to attack the problem as it existed among a group of junior high school pupils who were not necessarily failing any school work. THE PROBLEM AND THE PROCEDURE