Higher Academic Achievement Research Articles

Exploring the Impact of Parenting Styles on Academic Motivation and Achievement in Adolescents: A Cross-Cultural Literature Review in Middle School Students

This paper examined empirical studies on the relationship between parental attitude, parenting style, and childrens academic achievement. The work began with a review of the literature on parenting styles and their relationship to child development from a typological perspective, as well as current research on the relationship between parenting styles, academic motivation, and adolescent academic performance. Also, it reports a significant correlation between childrens academic achievement and parental style. The reviews findings indicate authoritative parental styles are associated with higher academic achievement among adolescents worldwide. For the other three parenting styles, cross-cultural and cross-societal findings remained inconsistent. In addition, the paper examined factors such as differences in parental styles between nations. Finally, the paper highlighted the significance of researching parenting styles and how they can be refined in the future. Based on the studys findings, it is recommended that parents and instructors collaborate to improve the academic achievement of middle school students.

Factors Anticipating Adolescents’ Adherence and Dropout in an Online ACT Intervention During the COVID-19 Pandemic

This study examined factors anticipating adolescents’ (N = 232) adherence and dropout in an online acceptance and commitment therapy (ACT) intervention targeted at promoting well-being during the COVID-19 pandemic. First, results showed that adolescents with high academic achievement and educational expectations were more likely to participate in the induction meeting and start the program. Second, adolescents in the human-supported model fulfilled the adherence criteria more often than adolescents supported by virtual coach only. Finally, though male participants were less likely to participate in the study, participants who started the online program were likely to adhere to it regardless of gender.

Students’ awareness of physics application in the medical field

To assess students’ awareness of physical sciences’ significance in the medical field and relate this awareness to their academic achievement. A multiple-choice questionnaire was distributed to first- and second-year medical sciences students. The questionnaire consists of four particulars, two questions aimed at assessing the students’ awareness of physics implementation in medical sciences and 12 relatively basic questions designed to measure the participant’s knowledge. A total of 370 eligible students participated in this study (187 unified-track students and 183 nursing-track students). Students showed a higher awareness of familiar applications compared to unfamiliar physics applications. 63.6% of students with high academic achievement (unified-track students) indicated awareness of the importance of studying physics, compared to 34.9% of students with lower academic achievement (nursing-track students). Our results also indicated a slightly weak correlation between students’ awareness and knowledge level (r = 0.251). We found that students’ awareness of the positive impact of studying physics on their professional development varied based on their academic achievement. In general, students displayed a higher ability to recognize physics’ medical applications if introduced to the concept by relating it to its real-life medical application. Conversely, when students were introduced to the topic without relating it to real-life medical applications, we found that they were generally less able to correctly recognize the underlying physics principle.

Fathers’ parenting style and academic achievement of emerging adults in Lebanon: Mediating roles of psychological control, self-esteem, and self-construal

Middle Eastern fathers tend to be characterized as authoritarian and psychologically controlling, in particular with their daughters, to attain collectivistic cultural goals. We examined the association between fathers’ authoritarian and authoritative parenting styles and academic achievement of Druze Arab, emerging adult sons and daughters in Beirut, Lebanon. Fathers’ psychological control and emerging adults’ individualistic and collectivistic self-construal and self-esteem were examined as mediators. Emerging adult sons and daughters (18 to 24 years of age; N = 600) completed measures of parenting styles; achievement-oriented and dependency-oriented psychological control; self-esteem; and individualistic and collectivistic self-construal. Academic achievement was measured by grade point average obtained from official university records. We found that Lebanese emerging adult sons and daughters clearly distinguished between the strong propensity of authoritarian fathers to use psychologically controlling practices of shaming, guilt-induction, and love-withdrawal and the tendency of authoritative fathers to strongly refrain from these psychologically controlling practices. Authoritarian fathering as well as fathers’ use of psychological control related to both sons’ and daughters’ lower self-esteem and for daughters to lower academic achievement. Authoritative fathering as well as authoritative fathers’ tendency to refrain from psychological control related to high self-esteem and academic achievement. Our findings suggest that Middle Eastern parents should refrain from authoritarian parenting and psychological control, to nurture their child’s achievement, autonomy, and relatedness.

Effects of Academic Expectations Stress on Academic Achievements

High academic expectations tend to be one of most significant features of Asian families, compared to non-Asian families. Parents expectations for high academic achievement of their children leads to high academic stress on students. Academic expectation stress (AES) is an important variable that reflects on-campus students mental state. However, relatively few studies specifically examine the impact of AES. Thus, the present study focuses on the effect of AES on academic achievements. Moreover, the relation between family educated level and academic achievements is also examined. The statistics are collected by questionnaires, and differences between groups were analyzed. Results show that academic expectation stress might affect academic achievement. In addition, family educated level might also have an impact on academic achievements. The results emphasize the influence of AES on students. Future research could focus on whether stress-relieving interventions are effective in reducing students academic expectation stress levels. Educators should focus on helping students develop reasonable academic expectations to avoid the effects of stress.

The Influence of Self-Confidence on Student Learning Outcomes: A Study on 10th Grade Students in High Schools in The Bebandem District, Karangasem Regency, Bali Province

Students who have general self-confidence will be able to overcome fears or negative thoughts. Usually, students who have a high level of self-confidence will also have high academic achievement as well. While doing observation, the researcher found that some of the students have problems with their self-confidence. There were several phenomena already found, such as (1) the students were not able to express their thoughts and opinions when the students did the speaking activities. (2) the students were not confident while answering the question given. This study aimed to determine the correlation between students’ self-confidence toward student learning achievement in English language learning in tenth-grade students in the Bebandem district. This study is an ex-post-facto research design with a correlational technique and questionnaire method with 73 students in tenth grade in the Bebandem district were a sample of this study. Questionnaires of Students’ Self-confidence and documentation toward students’ report cards were used to collect the data then Descriptive statistics, and determination tests were used to analyze the data. Based on the data analysis it was found that there is a significant correlation between students’ self-confidence toward students’ learning achievement in English learning of tenth grade in the Bebandem district with a correlation value (0.099) and p-value (0.023) > 0.05. Based on the determination test is only 0.98 students’ self-confidence can explain the variance of learning achievement and 99.02% predicted by another variable that not examined in this study. The results of this study are by the theory from previous studies which mostly obtained results that there was a significant correlation between students’ self-confidence and learning achievement.

Textiles as an Applied Science at the University of Leeds, 1904 to 1979

The textile department at the Yorkshire College of Science was opened in 1875 and absorbed into the University of Leeds in 1904. Thereafter it was transformed from a well-equipped centre for technical education, meeting local industrial needs, to an applied science department of high academic achievement, and international renown, with a graduate employment record which was both successful and diverse. Throughout, it received the generous support of the Worshipful Company of Clothworkers. The transformation, which was neither straightforward nor painless, required a strategic response to each of three questions by three successive generations of university managers, as follows. Firstly, can a technical curriculum be sustained in a university setting? Secondly, can the study of textiles be redefined as an applied science? Thirdly, can other disciplines be included to provide broader insights? By considering the responses, this article explores the manner in which social relationships, academic behaviour, industrial practice, and industrial change interacted to shape the curriculum and the research agenda, during an era of large-scale textile production in the UK.

Bystander reaction differences between cyberbullying victims and non‐victims among Chinese adolescents: The roles of online and offline social capitals

AbstractThe increasing use of social networks makes online interactions more accessible and increases the risks of cyberbullying. There is a lack of research comparing the role of online and offline social capitals in facilitating positive bystander behaviours in cyberbullying. This study aims to investigate the relationships among cyberbullying victimization experiences, social capitals and bystander behaviours among adolescents. A total of 1207 students in grades 7–9 from boarding schools in China were recruited for this study. Multiphase regressions are used to explore the associations of social capitals and bystander behaviours. Results showed that cyberbullying victims reported more frequent residential mobility and less frequent communication with parents compared with non‐victims. Participants with more offline capitals and less online capital reported fewer experiences as cyberbullying victims. Participants' defending bystander reactions were related to more offline social capitals and higher academic achievement. The findings from this study may contribute to our understanding of bystander reactions to cyberbullying and its relationship with online and offline social capitals among boarding school adolescents. The discussion could also provide implications for proactive and individualized intervention to improve online and offline social capitals to cyberbullying bystander behaviours in schools and communities.

Study on the Characteristics of Cross‐Domain Knowledge Diffusion from Science to Policy: Evidence from Overton Data

ABSTRACTThe cross‐domain knowledge diffusion from science to policy is a prevalent phenomenon that demands academic attention. To investigate the characteristics of cross‐domain knowledge diffusion from science to policy, this study suggests using the citation of policies to scientific articles as a basis for quantifying the diffusion strength, breadth, and speed. The study reveals that the strength and breadth of cross‐domain knowledge diffusion from scientific papers to policies conform to a power‐law distribution, while the speed follows a logarithmic normal distribution. Moreover, the papers with the highest diffusion strength, breadth, and fastest diffusion speed are predominantly from world‐renowned universities, scholars, and top journals. The papers with the highest diffusion strength and breadth are mostly from social sciences, especially economics, those with the fastest diffusion speed are mainly from medical and life sciences, followed by social sciences. The findings indicate that cross‐domain knowledge diffusion from science to policy follows the Matthew effect, whereby individuals or institutions with high academic achievements are more likely to achieve successful cross‐domain knowledge diffusion. Furthermore, papers in the field of economics tend to have the higher cross‐domain knowledge diffusion strength and breadth, while those in medical and life sciences have the faster cross‐domain knowledge diffusion speed.

A Comparison of the Academic Achievement at the End of the Medicine Undergraduate Degree Program Between Students Who Only Used the University Admission Test and Those Who Used the University Admission Test Plus Marks from the High School National Exam (ENEM) at a Single Brazilian Center.

The role of marks in the University Admission Test (UAT) plus the marks from pre-university academic records in predicting academic achievement at the end of the Medicine undergraduate degree program is not completely known. This study was undertaken to compare the performance of marks in the UAT alone with those of the UAT plus marks from the National High School Exam (ENEM in Brazil) regarding students' outcomes at the end of the Medicine undergraduate degree program. Fifty-one (51) students from the last semester (12th) of our Medicine undergraduate degree program were included in the study. They were divided into a group of those who used the marks obtained in the UAT plus the marks obtained in the ENEM (ENEM group, n=9), and those who only used the marks in the UAT (non-ENEM group, n=42). We compared the academic achievement of the non-ENEM group with that of the ENEM group regarding the mean marks obtained in the clerkship, in the Progress Test (PT), and in the Objective Structured Clinical Examination (OSCE). The mean scores obtained in the disciplines of the clerkship were higher in the non-ENEM group compared to the ENEM group (7.32 ± 0.41 vs 6.98 ± 0.31, p= 0.01). Both groups obtained similar mean marks in the OSCE and in the PT. A moderate correlation was observed between the marks in the clerkship with those of the UAT from the non-ENEM group (p=0.00006; r=0.45). Marks of the UAT alone appear to be associated with a higher academic achievement in the clerkship than marks of the UAT plus scores obtained from the ENEM at the end of the Medicine undergraduate degree program.

Development of Academic Administration System for Excellence of Mid-Sized Schools under the Secondary Educational Service Area Office in the Northeast

An Effective Academic Administration System is essential for attaining excellence in educational institutions. Through the optimization of processes, support for schools and students, and the promotion of data-driven decision-making, such a system assists institutions in adapting to evolving educational environments and delivering high-quality education. The objectives of this research were to study the components and indicators of academic administration for the excellence of med-sized secondary schools, study the current conditions desirable conditions and priority needs index and to study the results of implementation. Research and development by conducted research in 4 phases. The results of the research were as follows: The academic administration composition for excellence in medium-sized secondary schools under the Secondary Education Service Area Office in the Northeast comprises four main components and twenty-two indicators. The current condition of the system is rated at a high level, while the desirable condition is at the highest level. The Academic Administration System encompasses four aspects: Input includes Administrator, Teachers and Staff, Students, and a conducive learning environment. The Process involves two main components and twelve sub-elements, The Output consists of four components: A flexible and agile organizational structure that supports changes, higher academic achievement among learners compared to previous years, satisfaction among administrators, teachers, staff, stakeholders and acceptance within the community. Feedback mechanisms include performance reporting to the public and utilizing evaluation results to make improvements based on recommendations. In conclusion, the Academic Administration System's comprehensive approach, encompassing input, process, output, and feedback aspects has resulted in exemplary performance establishing these secondary schools as models of excellence within the region.

Pengaruh Lingkungan Keluarga Dan Keaktifan Organisasi Terhadap Prestasi Akademik Mahasiswa

This study aims to determine the influence of the family environment and activeness in the organization on the academic achievement of study students at the Hima of the Faculty of Economics, Muhadi Setiabudi University. This research uses explanatory research with quantitative methods. The technique used in this study used a saturated sampling technique with active student respondents participating in the Student Association of the Faculty of Economics and Business, Muhadi Setiabudi University. totaling 50 students. The data collection technique used a questionnaire, the analytical method used was multiple linear regression.The results of this study show that: 1) Students who are active in participating in HIMA are in the category of high academic achievement as much as 62%, those who fall into the moderate category are as much as 32%, and those who fall into the less category are as much as 6%. 2) There is a positive and significant influence of the family environment on academic achievement. There is a positive and significant influence of activeness in the organization on academic achievement. There is a positive and significant influence of family environment and activeness in organizations on academic achievement.

A Study on Differential Effects of Mathematics Reading Ability on Students' Value-Added Mathematics Achievements.

Value-added assessments have become a reasonable and accepted assessment method for education and teaching. Mathematics reading ability is an important ability in mathematics learning which provides a prerequisite for solving mathematical problems. With the aim of uncovering the effects of mathematics reading ability on the continuous development of mathematics learning, this study focuses on the value added to students' mathematics reading ability as well as their mathematics performance. From a longitudinal perspective, we collected academic achievement data for 463 s-grade students, including their scores on their mathematics reading ability, which were then used a developed measurement tool. Building on Weiss's "Theory of Change", the students were divided into four categories: high academic achievement and high value-added, low academic achievement and high value-added, low academic achievement and low value-added, and high academic achievement and low value-added. Finally, we discussed the impact of the students' reading abilities in mathematics on their overall achievement. This study reveals a close correlation between mathematics reading skills and value-added performance. Higher scores in mathematics reading indicate higher value-added levels. For students with initially high scores, their mathematics reading skills greatly contributed to their high value-added performance.

Differential influence of basic psychological needs on burnout and academic achievement in three southeast European countries.

Several studies show the importance of basic psychological needs (BPN) for decreasing burnout and increasing grade point average (GPA), but, to our knowledge, no prior study has explored the potential contextual differences in Southeastern European countries. Moreover, even less is known about how this relationship may differ during stressful (exam) and less stressful (beginning of the semester) periods. Measures of the Maslach Burnout Inventory-Student Survey and BPN Satisfaction and Frustration Scale were translated and adapted. The study included a cross-sectional sample of students from Croatia, Serbia and Slovenia during beginning of the semester and exam period. Across all countries and both contexts, students with high autonomy need satisfaction showed the strongest decrease in burnout, followed by those with high competence need satisfaction. Students with high academic achievement showed an increase due to competence need satisfaction. Competence and autonomy need satisfaction were higher beginning of a semester, while burnout was higher during the exam period. BPN play an important role in educational settings-satisfaction of the need for autonomy and competence protects students from burnout, and the need for competence predicts greater academic achievement regardless of culture or time of the semester.

고교생의 졸업 후 진로계획 및 대학전공 설정과 학업성취도 간의 관계분석

In this study, we investigated the relationship between high school students’ post-graduation career plans, college major choices and academic achievement. Drawing upon data from the first and second years of the Korean Education and Employment Panel II, we explored the relationship between students' post-graduation career plans, their choice of college major during the second year of high school, and their academic achievement in the third grade utilizing multiple regression approaches.
 The findings revealed a positive correlation between college aspiration during the second year of high school and higher academic achievement in the third year of high school. Students who set specific goals for college admission demonstrated a better academic performance compared to those who did not. Conversely, no statistically significant relationship is observed between college major choices during the second year of high school and their academic achievement in the third 3rd year of high school.
 Based on these results, it is confirmed that the aspiration to pursue college among high school students is positively related to academic achievement, serving as a motivating factor for individuals. Therefore, the findings of this study underscores the significance of goal-setting during the high school years, thereby the importance of career education and counseling. The findings of this research also have policy implications, highlighting the need to prioritize goal-setting among high school students and provide adequate support for students’ career development.

Risk and Protective Factors and Interventions for Reducing Juvenile Delinquency: A Systematic Review

Juvenile delinquency is a pressing problem in the United States; the literature emphasizes the importance of early interventions and the role of the family in preventing juvenile delinquency. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, PudMed, and Scopus, we included 28 peer-reviewed articles in English between January 2012 and October 2022. We evaluated the existing literature regarding the risk factors, protective factors, and interventions related to juvenile delinquency. We searched articles that discussed reducing juvenile delinquency and recidivism in the U.S. and coded them into four overarching themes: ‘family conflict and dysfunction’, ‘neglect and maltreatment’, ‘individual and family mitigating factors’, and ‘family- and community-based interventions. We found that family conflict and dysfunction and neglect and maltreatment were two primary predictors of juvenile delinquency. Notably, higher academic achievement and strong and positive parental relationships were factors that protected against delinquency amongst at-risk youth. Interventions that yielded optimal efficacy in curbing recidivism included family-based interventions, specifically family therapy, and community-based interventions. Considering multi-dimensional factors that affect delinquent behaviors, interventions should consider the influence of family, peers, neighborhood, schools, and the larger community.

Research hotspot and trend of chronic wounds: A bibliometric analysis from 2013 to 2022.

Chronic wounds have been confirmed as a vital health problem facing people in the global population aging process. While significant progress has been achieved in the study of chronic wounds, the treatment effect should be further improved. The number of publications regarding chronic wounds has been rising rapidly. In this study, bibliometric analysis was conducted to explore the hotspots and trends in the research on chronic wounds. All relevant studies on chronic wounds between 2013 and 2022 were collected from the PubMed database of the Web of Science (WOS) and the National Center for Biotechnology Information (NCBI). The data were processed and visualised using a series of software. On that basis, more insights can be gained into hotspots and trends of this research field. Wound Repair and Regeneration has the highest academic achievement in the field of chronic wound research. The United States has been confirmed as the most productive country, and the University of California System ranks high among other institutions. Augustin, M. is the author of the most published study, and Frykberg, RG et al. published the most cited study. Furthermore, the hotspots of wound research over the last decade were identified (e.g., bandages, infection and biofilms, pathophysiology and therapy). This study will help researchers gain insights into chronic wound research's hotspots and trends accurately and quickly. Moreover, the exploration of bacterial biofilm and the pathophysiological mechanism of the chronic wound will lay a solid foundation and clear direction for treating chronic wounds.

Pedagogical training for developing students’ metacognition: implications for educators

ABSTRACT Students who regularly plan, monitor, and evaluate their learning demonstrate high academic achievement. Although valuable for effective learning, these skills are seldom taught. Moreover, educators rarely receive professional development on how to develop students’ metacognition. This comparative study investigated the impact of pedagogical training for developing students’ metacognition on a group of educators. As a consequence of training, both groups reported being more cognisant of students’ learning needs and aware of themselves as learners. The benefits of metacognition for students are well-known; we suggest the effects on educators and what it means to their teaching practice can also be considerable.

Next generation science standards assessment for Java coastal students

In the 21st-century, we need a generation who can read and face the challenges of the times. The research aimed to master patterns of science with the next generation science standards (NGSS) standards of junior high school students in north coastal areas of Java Island. The research method is quantitative expose-facto and subjects were 228 students determined by purposive sampling. The students who come from Tegal, Pekalongan, Pati and Demak Regencies north coastal Java Island, Indonesia. The results showed a significant difference between the achievement of students in Tegal, Pekalongan, Pati, and Demak Regencies (p=0.012; ∝=0.05). Based on the analysis of variance (ANOVA) test, there was a significant difference between the groups of students’ achievements in mastery of science oriented NGSS. It can be concluded that the achievement among students from four different regions is quite significant. Students from families with middle and upper economic levels have low achievement but students with low economic levels have high academic achievement.

Pengaruh Keterlibatan Orang Tua dalam Pengelolaan Waktu Belajar Siswa di Rumah terhadap Prestasi Akademis di Sekolah Dasar

This study aims to explore the influence of parental involvement in managing students' study time at home on their academic performance in Cingambul I Elementary School (SDN). Through a quantitative approach, data were collected using questionnaires distributed to parents or guardians and students' report card records. Data analysis indicated a significant relationship between the level of parental involvement and students' academic performance. Parents who were more involved tended to have children with higher academic achievement. The implications of this study include the need to develop learning strategies that actively involve parents, support parents in increasing their involvement, and the crucial role of policymakers in creating an inclusive and responsive educational environment. By strengthening collaboration between schools and families, it is hoped that a better learning environment can be created, motivating students and enhancing their academic performance. This conclusion makes a significant contribution to strengthening elementary education, with the hope that every child will have an equal opportunity to achieve academic success.