Effects Of Academic Performance Research Articles

Academic failure and psychological disengagement: can belief in school meritocracy make a difference?

In academic contexts, failure, as compared to success, is likely to threaten self-esteem and thus, to increase the risk of psychological disengagement from one’s studies. The goal of the present research is to examine whether belief in school meritocracy (BSM) increases (vs. decreases) the effect of academic performance on self-esteem and psychological disengagement. In two pre-registered studies, university students reported their BSM. Their self-esteem and psychological disengagement were assessed following a manipulated (Study 1, N = 465) or actual (Study 2, N = 375) academic performance. Results indicated that, in both studies, BSM was positively related to performance self-esteem and negatively related to psychological disengagement. However, BSM also increased the effect of performance (manipulated or actual) on psychological disengagement. Indeed, failure led to more disengagement than success, but more so at a high level of BSM than at a lower level of BSM. The double-edge effects of belief in meritocracy are discussed.

The effects of academic performance on job success: a study based on the private university graduates of Bangladesh

The effects of academic performance on job success: a study based on the private university graduates of Bangladesh

The Effects of Academic Performance on Job Success: A Study Based on the Private University Graduates of Bangladesh

The Effects of Academic Performance on Job Success: A Study Based on the Private University Graduates of Bangladesh

How academic performance influences social integration: The moderation effect of cultural distance among Chinese cross-borderers.

BackgroundInternal migration or cross‐border migration differs from traditional migration. The influence of academic performance on social integration among migration or cross‐border student groups has drawn attention.MethodA survey collected data from cross‐border students in Mainland China.The sample included 616 university students (bachelor's, master's, and doctoral students) coming from Hong Kong studying in Guangzhou, Guangdong Province.ResultsThe moderating effect of cultural distance in the relationship between academic performance and social integration was significantly negative (β = –0.081, p < 0.05). The effect of academic performance on social integration was significantly positive (β = .104, p < .05). Length of time studying in the Mainland, social status, entrance exam score (which might affect the current academic performance), and acquiescence are as the control variable in examining the role of cultural distance in the effect of academic performance on social integration. This result embodies the functionalist theory.ConclusionThe host society is the structural whole requiring the function of social integration, whereas education is the structural component fulfilling the function. When cultural distance is large, the function of education for social integration decreases. The practical implication for enhancing social integration is relieving or bridging the distance.

Family Socioeconomic Status and Internalizing Problem Behavior Among Chinese Adolescents: The Chain Mediation Effect of Academic Performance and Peer Conflict.

This study aims to provide a new perspective on the relationship between family socioeconomic status (SES) and internalizing problem behavior (IPB) among adolescents. Many studies have focused on the relationship between family SES and IPB among adolescents; however, research on the underlying mechanism is still insufficient, and peer conflict has been ignored as a crucial social relationship factor for adolescents. This study identifies two new mediating variables and a chain mediating mechanism model between them. Using national longitudinal data from 2,467 adolescents aged 10–15 published in the China Family Panel Studies of wave 2018, this study found the following: (1) higher family SES can significantly reduce peer conflict and IPB among adolescents; (2) adolescents with better academic performance were less likely to be involved in peer conflict; (3) peer conflict mediated 30.41% of the relationship between family SES and adolescent’s IPB; and (4) there was a chain mediating mechanism, and the mediating effect of peer conflict was much stronger than the mediating effect of both academic performance and the chain mediation pathways. This is the first study to develop a chain mediation model to examine the roles of academic achievement and peer conflict in the relationship between family SES and IPB. These findings are significant in that they highlight the importance of providing adolescents with proper emotional de-escalation and peer conflict resolution strategies, contributing to the management of adolescent mental health in urban governance and rural development.

Effects of Academic Performance and Athletic Performance on Athletic Students’ Getting a Job Offer from Companies Preferred by College Students

Effects of Academic Performance and Athletic Performance on Athletic Students’ Getting a Job Offer from Companies Preferred by College Students

The Effect of Academic Performance on Athletic Success in Collegiate Athletic Programs

The Effect of Academic Performance on Athletic Success in Collegiate Athletic Programs

The effect of academic performance, individualistic and collectivistic orientation on Chinese youth’s adjustment

The effect of academic performance, individualistic and collectivistic orientation on Chinese youth’s adjustment

부모의 성취압력이 아동의 학업스트레스에 미치는 영향: 학업수행능력의 매개효과

본 연구는 초등학교 4학년을 대상으로 부모의 성취압력과 학업스트레스, 학업수행능력의 관계를 토대로 아동이 지각한 부모의 성취 압력이 학업스트레스에 미치는 영향을 살펴보고, 학업수행능력이 부모의 성취압력과 아동의 학업스트레스의 관계를 매개하는지 알아보는데 목적이 있다. 본 연구의 결과는 다음과 같다. 첫째, 부모의 성취압력과 학업스트레스는 정적상관으로 나타났다. 둘째, 부모의 성취압력과 학업수행능력과의 관계에서는 부적상관으로 나타났다. 마지막으로 부모의 성취압력과 학업스트레스와의 관계에서 아동의 학업수행능력이 매개하는 것으로 나타났다. 본 연구의 결과를 통해 부모의 성취압력에서 아동의 학업스트레스를 낮추는데 학업수행능력이 중요한 변인임을 밝히고, 아동의 학업수행능력을 증진시킬 수 있는 환경 조성을 위한 기초 자료를 제공하는데 도움을 줄 수 있을 것이라 기대한다.

Seeing the benefits while trying to manage risk: Exploring coach perceptions and messaging with student-athletes around Fortnite

ABSTRACT This research examined coach perceptions and interaction with student-athletes centered on the video game Fortnite. Semi-structured interviews with 22 student-athletes and 5 coaches at the Division I level in the Southwestern United States were conducted. Utilizing sensemaking theory, coaches reported perceptions about Fortnite as follows: (a) Fortnite as Social Bonding; (b) Fortnite and Health & Academic Performance Effects; (c) Fortnite and Time Management Concerns; (d) Fortnite Reflecting the Contemporary Generation of Student-Athletes; and, (e) Fortnite as a Risk Management Tool. Coach-athlete messaging around Fortnite was explored using memorable messages as a theoretical framework. Results indicated that student-athletes recalled messages about Fortnite in the following ways: (a) Fortnite as Surveillance; and (b) Fortnite and Performance Attributions. The results suggest that coaches need to strategically manage message construction around entertainment media such as video games to avoid negatively impacting their relationship with student-athletes while also needing to manage risks associated with these technologies.

Sources of change in the primary and secondary effects of social class origin on educational decisions: evidence from Denmark, 2002–2016

Although research on the primary and secondary effects of social origin aims at understanding the relative importance of performance and choice in educational decision making processes, it tends to downplay that primary effects are a function of two separate components: (a) the level of social inequality in academic performance and (b) the effect of academic performance on educational decisions. Examining trends in educational inequalities in Denmark from 2002 through 2016, I demonstrate that separately considering these two components leads to new interpretations of why social class inequalities in educational decisions change over time. I find that although both primary and secondary effects of social origin are declining in Denmark over the period, the decline in primary effects occurs in spite of increasing social class gaps in academic performance. In contrast, the decline results from decreasing educational returns to academic performance. My findings suggest that conventional comparisons of primary and secondary effects of social origin across contexts such as countries or time periods may mask the pathways through which social class differentials in educational decisions arise.

The Mediating Effects of Academic Performance between Screen Time, Executive Function Difficulty and School Adjustment

ABSTRACT The purpose of this study was to verify the mediating effects of academic performance on the relationship between screen time, executive function difficulty, and school adjustment. This study analyzed secondary data of the 8th Panel Survey on Korean Children. The 8th Panel Survey was the first measurement of children’s academic performance, executive function difficulty, and school adjustment through large sampling. Accordingly, it is possible to provide a large amount of data that can verify the relationship between them. The respondents were parents and teachers of students. The total number was 1,031. Data were analyzed by descriptive, t-test, analysis of variance, Pearson correlation, and three-steps multiple regression statistics. As a result, screen time has a full mediating effect on school adjustment through academic performance. The executive function difficulty has a partial mediating effect on school adjustment through academic performance. The results of this study will contribute to the development of the school adjustment improvement program.

Can Solar Lanterns Improve Youth Academic Performance? Experimental Evidence from Bangladesh

Abstract We conducted an experimental intervention in unelectrified areas of northern Bangladesh to investigate the effectiveness of solar products in improving children’s educational achievement. We found that treated households substituted solar lanterns for kerosene-based lighting products, helping to decrease total household expenditure. Solar lanterns increased the children’s home-study hours, particularly at night and before exams. The solar lanterns initially led to an increase in school attendance, but this effect diminished over time. However, the increased study hours and initial improvement in school attendance did not translate into improved academic performance. Varying the number of solar products within the treated households did not alter these results. Analyses that exploited the school grade treatment intensity also provided no evidence suggesting that spillover effects explained the “no academic performance effects.” These findings suggest that improving the home-study environment solely through the provision of solar products may have a limited impact on children’s educational achievement.

Classroom ability composition and the role of academic performance and school misconduct in the formation of academic and friendship networks

This paper examined the association between friendship and academic networks and how the connections these networks have with academic performance and school misconduct differ when comparing three types of classrooms where students were grouped based on their academic ability (i.e., high-, low-, and mixed-ability). The sample was composed of 528 seventh to ninth graders (Mage = 15; 64.1% girls) from 12 classrooms (four in each category of ability grouping) across two waves in five schools in Chile. The effects of academic performance and school misconduct on receiving academic and friendship nominations were examined, as well as the interplay between academic and friendship relationships. Furthermore, the extent to which similarity in adolescents' academic performance and school misconduct contributed to the formation and maintenance of academic and friendship relationships was examined. Sex, socioeconomic status, and structural network features were also taken into account. Longitudinal social network analyses (RSiena) indicated that (1) in high-ability classrooms students chose high-achieving peers as academic partners; (2) in high-ability classrooms students avoided deviant peers (i.e., those high in school misconduct) as academic partners; and (3) academic relationships led to friendships, and vice versa, in both high- and low-ability classrooms. Whereas the interplay of friendship and academic relationships was similar in high- and low-ability classrooms, the formation and maintenance of academic networks unfolded differently in these two types of classrooms.

Cubicles or corner offices? Effects of academic performance on university graduates’ employment likelihood and salary

ABSTRACTThis paper uses a 2016/2017 sample of 1107 freshly minted university graduates from a public and a private university in Malaysia. Against a backdrop of an institutional setting very much different from that of western countries’ and issues of high living costs and graduate unemployment, we analyse how academic performance affects graduates’ employment likelihood, salaries, and salary distribution. Using quantile estimations, we find that academic performance is not a key determinant in whether or not a graduate secures a job upon graduation, and that having better academic performance would only be beneficial if the graduates are working in jobs at the lower half of the salary distribution. We fill the literature gap by analysing how academic performance affects new graduates in terms of where they are on the salary distribution continuum; such analyses are neglected in the literature.

Academic Adaptation and Pursuit of the Symbolic Function of Mobile Phones among Adolescents: Moderating Role of Self-Identity and Mediating Role of Academic Performance

Prior studies have demonstrated that school environment is an important factor in adolescents’ pursuit of the symbolic function of mobile phones. However, few studies have investigated the individual differences in the relation between school environment and this pursuit. The current study sampled 2,064 Chinese adolescents to analyze the moderating role of self-identity in the relation between academic adaptation and pursuit of the symbolic function of mobile phones as well as the mediating effect of academic performance. Results revealed that, compared with adolescents with low self-identity, adolescents with high self-identity showed a stronger relation between academic adaptation and pursuit of the symbolic function of mobile phones, partially mediated by academic performance. The present study indicated that good school environment and high self-identity were protective factors of adolescents’ disvalued media attitude. Limitations and implications were discussed.

The effect of academic performance on happiness: Focus on moderating effect of interpersonal competence

The effect of academic performance on happiness: Focus on moderating effect of interpersonal competence

Perceived employability of business graduates: The effect of academic performance and extracurricular activities

This study examines whether the academic performance and the participation in extracurricular activities affect the perceived employability of business graduates using an experimental between-subjects factorial design. Eight fictitious résumés of business graduates varying in terms of academic performance, participation in extracurricular activities and gender were rated by 349 Portuguese working adults. The results showed that a high academic performance combined with the participation in extracurricular activities resulted in higher perceived employability, whereas the participation in extracurricular activities combined with a modest academic performance resulted in lower job suitability but nearly identical high ratings of personal organization and time management, and learning skills. These inferences were unaffected by either applicant gender or respondent's characteristics. The findings highlight the prominence of academic performance that combined with extracurricular activities can be a valuable distinctiveness approach to ease the entrance in the labour market of business graduates.

Using a discretized measure of academic performance to approximate primary and secondary effects in inequality of educational opportunity

This study proposes an easy-to-implement approximation for primary and secondary effects in the study of inequality of educational opportunity by discretizing the measure of academic performance. Relative to the widely-used Erikson–Jonsson model, our method is not subject to the potential limitations that are associated with the parametric configurations of the normal distribution of academic performance and the model form restriction for predicting educational choice. Besides, the proposed discretization method can be used to reveal the heterogeneous effect of academic performance on the likelihood of educational transition across the spectrum of performance. Using Monte Carlo simulation and survey data collected in China, we show that our method recovers the results based on the Erikson–Jonsson approach. With another simulation, we illustrate that the Erikson–Jonsson model might produce misleading results if academic performance is not normally distributed. The discretization approach, in contrast, does not suffer from this problem.

Can Academic Performance Enhance Group Membership and Leadership among Student Entrepreneurs in Malaysia?

&lt;p&gt;This study examined the effect of academic performance on social group membership and future leadership among student entrepreneurs in Malaysia so as to enhance good quality leaders in the future. Underpinned to Blau’s social exchange theory, the study adopted survey method and proportionate stratified random sampling to collect data from 319 semester-5 university students from three public universities in Malaysia. Data analysis was done through descriptive statistics and regression methods. We found that high academic performance significantly and positively influenced future leadership among Malaysian student entrepreneurs. Therefore, the government and the universities management should initiate more advocacy programs to counsel students on the need to focus on their studies so as to earn better grades which would enhance their active participation in leadership activities after school. However, there was no evidence to prove that academic performance had any influence on group membership among the student entrepreneurs. The study was limited to university business students. Similar studies could be conducted on youths in other academic institutions such as secondary schools.&lt;/p&gt;