Good Academic Performance Research Articles

Sekolah Rasa Pesantren: Implementasi Kurikulum Integratif di Aya Sophia Islamic School

This article discusses the implementation of integrative curriculum management at Aya Sophia Islamic School, which combines the National Education Curriculum and the Madrasah Diniyah Curriculum. This research uses a descriptive qualitative approach with data collection techniques through in-depth interviews, observation, and literature study. The results showed that this curriculum integration creates a holistic learning environment, where students not only achieve good academic performance but also experience character and moral strengthening through in-depth religious teaching. Parents report high satisfaction with their children's academic and attitudinal progress, making Aya Sophia Islamic School an attractive option for parents seeking quality education. The theoretical, practical and managerial implications of this study point to the need for more support in the development of an integrative curriculum as well as continuous training for teachers. This article concludes that Aya Sophia Islamic School deserves to be a model for other educational institutions in Indonesia, with its ‘school-flavoured boarding school’ approach that is effective in shaping a smart and noble generation.

Correlation between spirituality and academic performance using the instrument General Theology Scale (GenTheS)

This study investigates the correlation between the spirituality of the students at Caraga State University and their academic performance. Spirituality is measured using the General Theology Scale (GenTheS), while academic performance is measured using the grade-point average (GPA). The study, employing a descriptive-correlational research design, involved 366 randomly selected participants using stratified random sampling with colleges as strata. Descriptive statistics such as average and percentage determine the level of spirituality and academic performance, while Pearson’s R Correlation test determines the relationship between spirituality and academic performance. The findings show that the participants from Caraga State University have a high level of spirituality, with an average of 4.32. Most of the students have very good academic performance. Their spirituality and academic performance level have a positive yet very weak correlation and are not statistically significant, with a coefficient of 0.36 and a p-value of 0.495. The positive yet weak and not significant relation is because most students have the same high level of spirituality. The study suggests that it is still beneficial to promote spirituality in the school as it does not have a negative relationship with education, and it is non-discriminatory since both the academically inclined and non-academically inclined students manifest the same value and importance to spirituality.

Prevalence of depression and associated factors among adolescents in Uttar Pradesh, India: insights from UDAYA wave-1

ABSTRACT Mental health issues, especially depression among adolescents is a global concern. This study focuses on understanding the prevalence and factors influencing depression among adolescents in Uttar Pradesh (UP), India. The study was utilized data from the Understanding the Lives of Adolescents and Young Adults (UDAYA) survey (Wave-1) conducted in 2015–16 among adolescents (aged 10–19 years). Bi-variate analysis, t-test, ANOVA, and ordered probit regression were employed for statistical analysis (N = 8,363). The ordered probit model demonstrated significant associations with higher depression among older adolescents (coef. = 0.16; 95% CI: 0.09, 0.24), females (coef. = 0.19; 95% CI: 0.13, 0.26), those with higher schooling (coef. = 0.19; 95% CI: 0.05, 0.33), and non-Hindu individuals (coef. = 0.08; 95% CI: 0.01, 0.15). Additionally, depression was notably higher in the richest households (coef. = 0.14; 95% CI: 0.05, 0.23), with high parental interaction (coef. = 0.11; 95% CI: 0.02, 0.21), and high peer interaction (coef. = 0.23; 95% CI: 0.16, 0.31). Conversely, lower depression was linked to good academic performance (coef. = -0.10; 95% CI: −0.18, −0.02), belonging to OBC (coef. = -0.11; 95% CI: −0.18, −0.05), and general (coef. = -0.09; 95% CI: −0.17, −0.01) categories. The study concludes that addressing adolescent depression in UP requires a nuanced approach considering demographic, socio-economic, and interpersonal factors. Interventions should target vulnerable groups while addressing academic stress, promoting positive social interactions, and providing mental health support. Further research is needed to explore underlying mechanisms and develop effective strategies for improving adolescent mental well-being in the region.

Effect of Kinesthetic Learning on Students’ Interest and Achievement in Mathematics

One of the pertinent reasons for poor academic achievement in Mathematics is fundamentally linked to the application of ineffective teaching methods by teachers to impact knowledge to learners. This study adopts a quasi-experimental pre-test post-test research design to examine the efficacy of kinesthetic learning on interest and achievement in Mathematics. Four research questions were raised to guide the study and four hypotheses were formulated and tested at 0.05 level of significance. The sample comprises 101 Junior Secondary School students drawn from two secondary schools in Bekwarra Local Government Area of Cross River State, Nigeria. Two intact classes were randomly selected from each school and assigned to experimental and control group. Data for the study were sourced using a modified Mathematics Interest Inventory (MII) and mathematics achievement test designed by the researchers tagged Students’ Mathematics Achievement Test (SMAT). Data collected were analyzed using mean, standard deviation and Analysis of Covariance (ANCOVA). The findings revealed a high post-test interest cluster mean of 3.10 (above the decision benchmark of 2.50) and also a higher post-test mean achievement score with (Mean = 20.82; Standard Deviation = 3.63) for students in the experimental group compared to the control group. The result also indicated that both male and female students taught mathematics using kinesthetic learning in the experimental group had positive interest and achievement after exposure to the treatment. The test of the hypotheses indicated that there is significant difference in interest and achievement between students taught mathematics using kinesthetic learning and conventional method, whereas there is no significant difference on the interest and achievement of male and female students taught mathematics using kinesthetic learning. The study concluded that kinesthetic learning has a positive effect on interest and achievement in mathematics; and that gender is not a sole determinant of good academic performance or interest in mathematics but teaching method. The study recommended that mathematics teachers should adopt kinesthetic learning or play way method in teaching because of its relevance in improving learners’ interest and achievement.

Identifying precondition configurations of mathematics anxiety among middle school students in China: using NCA and QCA approaches.

Addressing mathematics anxiety is important to ensure that students achieve good academic performance and maintain their mental health during the critical middle school period. However, previous studies have focused on the separate effects of the preconditions for mathematics anxiety, ignoring the interaction of factors. Therefore, this study aims to identify the determinants of mathematics anxiety from the perspective of complex systems via necessary condition analysis (NCA) and qualitative comparative analysis (QCA). To the best of our knowledge, this is the first study to identify configurations of preconditions of mathematics anxiety among middle school students. A total of 183 middle school students aged 16 to 19 years (M age = 17.47, SD = 0.89) in China participated in this cross-sectional study. The outcome variable of the study is mathematics anxiety, and the condition variables include mathematics grade, parental support, learning motivation, learning planning, and learning interest. The necessity condition analysis shows that not all the condition variables constitute the necessity condition of mathematics anxiety alone. Four paths for the influence of multiple condition variables on mathematics anxiety are identified via the configuration analysis. Notably, even students with high mathematics scores and learning interest still experience mathematics anxiety due to a lack of practical parental support and learning motivation. High levels of parental support can exacerbate the mathematics anxiety of students under two conditions: 1) a lack of learning motivation and learning plans, and 2) interest in learning but low mathematics scores and unclear learning plans. This study highlights the need to consider the comprehensive impact of mathematics anxiety, and the findings will help educators and researchers identify the different characteristics of mathematics anxiety in student populations.

Mental health and academic performance in university students: Systematic review

Introduction: Mental health is an important part of public health, as its lack leads to a variety of mental disorders that are health problems in societies around the world. Mental health can be affected by biological, psychological, social and economic factors. In the university environment, these factors constitute an aspect that requires special attention, given the negative influence they could exert on the academic performance of students.Objective: Analyze the relationship between mental health and academic performance in university students.Methods: The systematic review of available scientific literature was carried out, using a systematic procedure based on the search, selection, review, interpretation and synthesis of the proven evidence from the years 2006 – 2023. The search was based on the study of the variables: mental health and academic performance.Results: After the analysis of the different articles, three main themes were identified: mental health: generalities; importance of mental health in academic performance and professional support: guarantee of good academic performance in university students.Conclusions: It is concluded that mental health in the university environment affects the student's academic performance. Work must be done on the development of skills to manage emotions and address imbalances that affect the mental health of students, otherwise it will be reflected in the learning process, in the family environment and the social environment, resulting in possible dropouts and the occurrence of psychosomatic diseases in the medium and long term.

Developmental trajectories of professional preparedness among senior nursing students during clinical placement: A longitudinal study

BackgroundNewly graduated nurses' lack of professional competence is associated with inadequate preparation during their clinical placement as nursing students. Clinical placement is a critical stage in the development of nursing students' professional preparedness. However, research on the trajectory of nursing students' professional preparedness during clinical placement has not yielded findings with the same specificity. ObjectivesThe aim of this study is to estimate differences in professional preparedness levels at different clinical placement stages, to identify distinct patterns of professional preparedness trajectories during clinical placement, and to evaluate predictors of these trajectory group memberships. DesignA quantitative longitudinal study. SettingsParticipants were recruited on a voluntary basis using convenience sampling at a tertiary hospital in Nanning, China. Participants224 senior nursing students were initially invited to participate in the study. A total of 178 nursing students successfully completed the follow-up assessments at baseline, as well as at 1 month, 4 months, and 8 months into their clinical placement. MethodsParticipants completed four online surveys, during which their professional preparedness level was measured using the Perceived Professional Preparedness questionnaire for senior nursing students. Professional preparedness scores at different time points were compared using one-way repeated measures ANOVA and latent growth model. Group-based trajectory model was applied to identify professional preparedness trajectories. Multiple logistic regression was adopted to determine the predictors of trajectory group memberships. ResultsThe entire sample of Senior nursing students experienced a significant increase in professional preparedness during clinical placement. The best-fitting group-based trajectory model delineated three distinct trajectories: low-slowly increase trajectory (27.53 % of sample), moderate-rapidly increase trajectory (47.19 % of sample) and a high-stably increase trajectory (25.28 % of sample). Male, good and excellent academic performance, and very high degree of professional interest are the predictors of the moderate-rapidly increase trajectory. While male, good and excellent academic performance, high and very high degree of professional interest and participating in medical-related part-time employment are the predictors of the high-stable increase trajectory. ConclusionsSenior nursing students exhibit different levels of professional preparedness throughout their clinical placement. Simultaneously, three different trajectories were identified among the sample of nursing students. Therefore, in future research, greater attention should be directed towards the professional preparedness levels of nursing students with different trajectories, and early identification and targeted interventions should be prioritized.

Impact of Eating Habits on Academic Performance among 4th year Medical Students of a Private College Faisalabad

Objective: This study was designed to determine the relationship between eating habits and academic performance among medical students of Aziz Fatimah Medical and Dental College. Study design & Setting: A comparative cross-sectional study was being conducted Methodology: After the permission of the Ethical Research Committee of the institution. Students of 4th year MBBS was recruited by simple convenient sampling. A validated questionnaire consisting of 14 questions in reference to eating habits was used. Statistical analysis was done by SPSS version 24 and a one-way ANOVA test was used and p value of = 0.05 was considered statistically significant. Results: Study was conducted on 100 medical students with mean age of 22.67±.554. Out of 100 participants 51 (51%) were male and 49 (49%) were female students. It was observed that good eating habit score was associated with high academic achievements. While, a bad eating habit score was associated with low academic achievements. Conclusion: It was concluded from our study that there was a significant association between good eating habits and academic performance.

Экспериментальное исследование рабочей памяти и внимания подростков с разной степенью вовлеченности в виртуальную деятельность в период пандемии КОВИД-19

<p>The study of working memory and attention of adolescents aged 16-17 years was conducted during the COVID-19 pandemic, which caused additional stress due to forced isolation and reduced social contacts. The decrease in opportunities to communicate with peers was reflected in increased communication on social networks and the use of online games on the Internet, which fully corresponds to the information known in the literature. The study of working memory and attention was conducted in a group of high school students (43 people), with satisfactory and good academic performance, who had previously participated in a questionnaire to assess the characteristics of behavior in an Intern. Cognitive processes were evaluated in a computer program simulating gaming activity using a dynamic digital matrix. Students had to quickly search for numbers of different sizes located in cells, the color of which changed after each search action. The program recorded two types of errors due to choosing the wrong number when forgetting the previous choice and due to choosing the wrong number in a cell with a reduced quality of conscious attention, as well as the reaction time to the correct choice, the time of erroneous actions and the total time of the test. The task turned out to be very difficult for teenagers, as not everyone successfully coped with it the first time. The average group search time for digits is 10 seconds with the number of errors in the search equal to 50, that is, exceeding the number of changes in the matrix. Factor analysis allowed us to establish a high negative correlation of the poor quality of the task in the dynamic matrix with the time spent daily with gadgets in a virtual environment. Closer links between digital leisure time and the number of errors were found for the characteristics of working memory than for arbitrary attention.</p>

TEACHERS INTERPERSONAL BEHAVIOR AND PARENTAL ENGAGEMENT IN RELATION TO THE STUDENT’S ACADEMIC PERFORMANCE

The primary purpose of this study is to determine whether teachers’ interpersonal behavior and parental engagement in relation to the students' academic performance. This study employed a descriptive-correlational research design. Using total population sampling, 315 junior high school students were selected as respondents from one of the junior high school in New Bataan during the school year 2023-2024. Furthermore, this study employed two adapted survey questionnaires and the general average of the students during their third quarter; all validated to collect data and treated using mean, standard deviation, and Pearson-r. The findings showed that teachers’ interpersonal behavior and parental engagement among the students are very high, while their academic performance are very satisfactory. The results also revealed that teachers’ interpersonal behavior positively correlated with students’ academic performance and parental engagement negatively correlated with students’ academic performance. These results encourage teachers and parents to continue support and have a good relationship with the children to maintain a good academic performance of students. Furthermore, to improve the applicability of the results, it is imperative to carry out replication studies in various locales. This will validate the durability of these relationships beyond the present research setting and contribute to a more comprehensive comprehension of these issues. KEYWORDS: Teachers’ interpersonal behavior, parental engagement, student academic performance, junior high school students, descriptive-correlational design, pearson correlation coefficient, Davao de Oro, Philippines.

Expectancy-Value Beliefs and Task Values in Relation to the Academic Satisfaction among Bachelor of Secondary Education Students

This study was conducted to determine the relationship between expectancy-value beliefs and task values on the academic satisfaction of one hundred secondary education students. This study used a descriptive-correlational research design and an adopted questionnaire to gather the needed data. Participants answered the questionnaire assessing their expectancy-value beliefs, task values, and academic satisfaction. The mean and Pearson moment correlation coefficients were performed to analyze the data. Results showed that the students had a very high extent of expectancy-value beliefs, which have an average of 3.27. Students’ level of task values has an average mean of 3.07, which is interpreted as a high extent, and the students were highly academically satisfied, which has a grand mean of 3.47. Moreover, the results revealed that there is a low positive correlation between students’ expectancy-value belief and academic satisfaction, and between students’ task values and academic satisfaction. They have a high expectancy-value beliefs and task values then students are more likely satisfied in their academic life. Additionally, there is a significant relationship between the students’ expectancy-value belief and academic satisfaction and between the students’ task values and academic satisfaction. Thus, the study commends that the students should have a positive academic self-concept trait to endure good academic performance. It also emphasizes the importance of students' perceptions, beliefs, and values towards academic satisfaction.

Overweight and Obesity Is Associated with Higher Risk of Perceived Stress and Poor Sleep Quality in Young Adults.

Background and Objectives: Overweight and obesity are growing public health challenges, particularly concerning young adults. University life presents a unique set of stressors that may influence weight management alongside sleep quality. In this cross-sectional study, we aimed to investigate the association between overweight or obesity, stress, and sleep quality in a large sample of Greek university students. Materials and Methods: The study recruited 2116 active students from across various Greek universities. Participants completed questionnaires on sociodemographics, academic performance, and physical activity levels using the International Physical Activity Questionnaire (IPAQ). Stress and sleep quality were assessed using the Perceived Stress Scale (PSS) and the Pittsburgh Sleep Quality Index (PSQI), respectively. Body weight and height were directly measured to calculate Body Mass Index (BMI). Results: Our analysis of 2116 Greek university students revealed significant associations between various factors and overweight/obesity. Compared to their rural counterparts, young adults in urban areas had an 88% higher prevalence of overweight/obesity (p = 0.0056). Regular smokers were twice as likely to be overweight or obese (p = 0.0012). Notably, those with low physical activity levels displayed a more than two-fold increased risk (p = 0.0008) compared to those with moderate or high activity levels. Similarly, students with moderate or high perceived stress levels had a more than two-fold prevalence of overweight/obesity compared to those with low stress (p = 0.0005). Inadequate sleep quality was also associated with an 86% higher risk of overweight/obesity (p = 0.0007). Interestingly, good academic performance showed a 57% greater prevalence of overweight/obesity compared to very good/excellent performance (p = 0.0103). Conclusions: Our findings reveal that perceived stress and poor sleep quality are significant risk factors for overweight and obesity in this young adult population.

The Impact of Learning Skills on Academic Achievement and Learning Outcomes in High School

In obtaining student achievements and learning outcomes, students must have good skills and abilities. However, the fact is that many students still have low achievement and learning outcomes. This is urgent to research because there is a difference between theoretical expectations and reality to analyze learning skills and academic achievement within groups and to analyze differences in learning skills between male students and female students. The method in this research is quantitative by testing ANOVA. The subjects were 180 high school students. Data collection technique is using a learning skills instrument that contains two parts. The first section contains the demographics of the respondents. The second part also contains questions regarding learning skills. Instruments are assessed on a critical scale of 1 to 5 by distributing instruments using Google. A data analysis technique is using SPSS Version 25.0. Data analysis was analyzed using the Pearson correlation test to measure the relationship between learning skills and academic achievement. The results and findings show that the exam results show that there are no significant differences in learning skills among fourth-level students of different genders. ANOVA test results show that there are differences in learning skills among students in achieving academic achievement. The Pearson correlation test shows that there is a positive relationship between learning proficiency and academic achievement. The conclusion is that in obtaining achievements and learning outcomes, individual student learning skills and good academic performance are still needed.

Positive and Negative Correlates of Psychological Well-Being and Distress in College Students' Mental Health: A Correlational Study.

Recognizing the positive or negative effects of students' mental health promotes personal development, well-being, and academic success. Academic life exposes college students to multiple adjustments, demands, and vulnerabilities that can cause stress and mental health problems. This study aims to identify psychological well-being and psychological distress effects on college students' mental health. A correlational study was designed involving a non-probabilistic 560 sample of students (446 women) aged 18 to 41 years (M = 19.6; SD = 1.68). An online self-report questionnaire was used including demographic, relational, academic, and health behaviors variables, and the measures: Mental Health Inventory; Satisfaction with Social Support Scale; Academic Life Satisfaction Scale; and Psychological Vulnerability Scale. Regression analyses indicate that male students, dating, good academic performance, exercise, sleeping seven hours, satisfaction with social support, and academic life satisfaction were significant correlates (p < 0.05) of psychological well-being, with the last two having great weight in the model. Females, low income, aged 21-24 years, sleeping less than 6 h, moderate psychological vulnerability, and perception of vulnerability were significant (p < 0.05) negative effects of psychological distress. This study addresses the positive and negative effects of psychological well-being and distress in college students. Specific mental health promotion and morbidity prevention programs can improve students' mental health literacy and resilience.

Emotional intelligence and self-esteem among Saudi Arabian and Indian nursing students: findings from two countries

IntroductionUnderstanding the emotional intelligence (EI) and self-esteem of Indian and Saudi nursing students is important because their future nurse–patient relationships may be influenced by factors related to their unique cultural contexts. Hence, this study sought to investigate the EI and self-esteem of nursing students in Saudi Arabia and India.MethodsA descriptive–comparative research design was used to compare 660 nursing students from Saudi Arabia and India who were enrolled in the study from September 2022 to January 2023. Nursing students were recruited from University A in Riyadh and University B in Abha, Saudi Arabia, and from University C in India.ResultsThe study found significant differences in EI scores based on year of study (p < .011), age (p < .024), residence (p < .005), and academic performance (p < .008). Students in later years, over 20 years old, from urban areas, and with good grades, had higher EI scores. Conversely, only age showed a significant difference in the self-esteem scores (p < .002). The year of study (p > .670), residence (p > .430), and academic performance (p > .526) did not significantly affect self-esteem. Finally, urban residence and good academic performance were significant predictors of EI (p < .005), while none of the demographics predicted self-esteem (p > .005).ConclusionHigher emotional intelligence among nursing students can be associated with several variables, such as being in the higher years of study, older age, residing in an urban area, and good academic performance, whereas self-esteem appears to be hardly affected by these indicators but probably influenced by other aspects that were not measured. This implies that educators in relation to self-esteem should know the relationship between emotional intelligence and nursing practice besides healthcare establishments; they need to enhance their teaching methods so that learners can have more resilient attitudes towards work, provide quality patient care, and promote a better learning environment for nurses who will become stronger professionally in the future.

EFFECTIVENESS OF CAREGIVER MEDIATED PSYCHOSOCIAL INTERVENTIONS ON BEHAVIOUR, ACADEMIC PERFORMANCE OF CHILDREN WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER AT SELECTED SETTINGS

Background: The children with ADHD struggle to acquire extended behavioural sequences, especially when it comes to response location. Aim and objective: To assess the effectiveness of the caregiver mediated psychosocial intervention on behaviour and academic performance of the caregivers of children with ADHD. Materials and Methods: A quantitative approach with a quasi-experimental non-equivalent control group design was chosen for the study involving 30 caregivers who were selected using a non-probability purposive sampling technique. The paediatric symptom checklist and Du Pauls academic performance rating scale was used as the data collection tool. Results: It was revealed that in the experimental group 100% had maladaptive behaviour score in pretest and in post-test it was 66.67% had adaptive behaviour score. However, in control group 100.00% had maladaptive behaviourscore both in pretest and post-test. In experimental group 46.67% had poor academic performance score in pretest and in post-test 86.67% had good academic performance score. However, in control group 53.33% had poor academic performance score in pretest and in post-test 54.33% had poor academic performancescore. Conclusion: The study concluded that the caregiver mediated psychosocial intervention was effective in enhancing behaviour and increasing the academic performance of children with ADHD.

Family support for children with learning disabilities to attain good academic performance: A qualitative study.

Learning disabilities can cause poor academic performance in children, which may impact their futures. This study aimed to investigate how primary caregivers care for school-aged children with learning disabilities but with good academic achievement. In this qualitative study, in-depth interviews were conducted among primary caregivers of school-aged children with learning disabilities who were attending schools in Sisaket Province, were aged 6-12 years and achieved good academic performance. Twenty-one caregivers were interviewed regarding the care of their children. The contents of the interviews were analysed. Two major themes concerning the provision of familial support for children with learning disabilities to achieve good academic performance emerged: (1) understanding and modifying the care provided to children with learning disabilities and (2) facilitating and promoting children's learning. Families and caregivers of children with learning disabilities must have a comprehensive understanding of the disorder to assist with skill development and provide emotional support.

THE RELATIONSHIP BETWEEN ADVERTISING TEACHING VACANCIES AND STUDENTS' ACADEMIC PERFORMANCE IN MPIGI TOWN COUNCIL PRIVATE SECONDARY SCHOOLS IN MPIGI DISTRICT, UGANDA. A CROSS-SECTIONAL SURVEY

Background The study aimed to determine the relationship between advertising teaching vacancies and students' academic performance in Mpigi Town Council private secondary schools in Mpigi District, Uganda. Methodology A cross-sectional survey was conducted in Mpigi Town Council private secondary schools in Mpigi district, Uganda in Central Uganda along Kampala Masaka road. A population of 130 respondents that is 70 students, 50 teachers, 5 head teachers, and five directors of selected private secondary schools Results From the study findings, 60 (85.8 %) of the student respondents agreed at different levels qualified teachers get to know teaching opportunities from the adverts but 8 (11.4 %) respondents disagreed at different levels and 2 (2.9%) did not know. From the study findings, 53 (75.8 %) of respondents agreed at different levels that advertising helps the schools attract talented teachers who will enable students to perform well but 14 (20% %) respondents disagreed at different levels and 2 (2.9%) did not know. Conclusion The study concluded that advertising vacant teaching positions, lead to good academic performance in private schools if the recruitment process is strictly followed. It can be concluded that recruitment has a significant impact on students’ academic performance. Recommendation Effective teacher recruitment should align with the overall school culture and leadership style to create a cohesive educational community. The private schools and their teachers’ recruitment agencies should adopt some criteria during the recruitment of teachers in Uganda.

STUDY OF THE EFFECT OF LIFESTYLE AND CAREER DECEISION MAKING ABILITY ON THE ACADEMIC ACHIEVEMENTS OF THE UNDER-GRADUATE STUDENTS

Students progress through their educational journey by maintaining a balance in the ever changing family, educational and social environments from primary level to higher studies. Education helps students to strengthen their intellectual power, create emotional balance, empower them morally and culturally and provides direction to their lifestyle. It also develops career awareness among the students. During college education, students start forming a clear vision towards career options. Due to their career decision making ability they make appropriate selection of subjects and they give importance to their good academic performance. This research conducted on the students studying in the first year of graduation in Durg district is related to the impact of their lifestyle and career decision making ability on their educational achievement. The study, conducted on a sample of 600 students selected from 10 colleges using a stratified random method, uses valid and reliable authentic scales of lifestyle and professional decision-making ability. On the basis of the values obtained from these scales, a 2X2 two-way ANOVA of their educational achievement was performed by dividing the students into two groups of lifestyle (high, low) and two (high, low) groups of career decision making ability. From the results of the F-test, the main effect of lifestyle and career decision-making ability on educational achievement was found to be significant, whereas their interaction effect was not found to be significant. The educational achievement of students with high lifestyle and high professional decision making ability was found to be better than the students with low lifestyle and low professional decision making ability.

Influence of Headteachers' Transformational Leadership Attributes on Academic Performance: A Case of Private Secondary Schools in Uganda

School demographics have changed in recent decades, and so has the type of leadership needed to successfully lead the rapidly changing schools of this Century. School leadership shapes all other variables such as good curriculum, quality teaching, and academic performance. This study was carried out in selected private secondary schools in Uganda. After the realization that investment in private secondary schools exposed the decline of previously well-performing public schools and contributed to the rise of some private schools. The aim was to establish the influence of transformational leadership on academic performance in private secondary schools among other influencers of school effectiveness. A multi-leadership questionnaire was used to gather information from 276 schools, 425 teachers and Directors of studies in the central region of Uganda because this region has the majority of performing, average and underperforming schools. It also has schools in Urban, Rural and semi-urban and it is considered to be the epicentre of educational institutions in the country. Multiple regression analysis was performed to determine the influence of headteachers’ transformation leadership attributes on academic performance at UCE and UACE in private schools for the year 2017-2019. The findings indicated that the headteachers’ transformational leadership attributes of Idealized influence and Inspirational motivation influence academic performance with standard beta coefficients of 0.154 and -0.140 which suggested that that a unit increase in Idealized influence increases academic performance at UCE by 15.4% in private schools in Uganda while a unit increase in Inspirational motivation decreases academic performance at UCE by 14.0%. At UACE idealised influence and Intellectual stimulation were found to have a significant relationship with UACE performance in private secondary schools in Uganda. The standardized beta coefficients for Idealized influence and Intellectual stimulation were -0.144 and 0.129 respectively suggesting that a unit increase in Idealized influence decreases academic performance at UACE by 14.4% in private secondary schools in Uganda while a unit increase in Intellectual stimulation increases academic performance at UACE by 12.9%. The study concludes that transformational leadership has a significant influence on academic performance in private secondary schools. The study recommends that policymakers and investors in Uganda's Education System should closely monitor the school's alignment with the transformational leadership practices for sustainable academic performance in private secondary schools