Influence Of Academic Performance Research Articles

Exploring self-regulation in small private online courses: its influence in academic performance

Exploring self-regulation in small private online courses: its influence in academic performance

The Perception of Vietnamese High School Students about Entrepreneurship Needs

Purpose: The entrepreneurial mindset is comprised of various crucial skills necessary to nurture the entrepreneurial ambitions of young people and students, representing a key approach that supports economic and social growth. Studies have been carried out to assess the level of entrepreneurial requirements among Vietnamese high school students and to determine the factors that affect these needs. This research provides a solid foundation for the creation of support programs aimed at encouraging student entrepreneurship, thus aiding their advancement in this vital field. Methods: this study, we conducted a survey the questionnaire consisted of 35 items designed to clarify the entrepreneurship needs of Vietnamese high school students and the influencing factors on these needs. The questionnaire underwent validation to ensure its reliability. The study was conducted on 3185 Vietnamese high school students, and statistical data were processed using SPSS software, version 28.0. Results and discussion: The research results indicate that there was significant effect of entrepreneurial needs on the choice of residential area, academic performance, Career Plans. The influence of academic performance and career aspirations on entrepreneurship needs. Implications of the research: These findings provide important practical foundations for organizing and promoting entrepreneurial activities among Vietnamese high school students today.

Profiles of Undergraduates’ videogames problematic use: the influence of academic performance and decision-making process

El creciente impacto de los videojuegos en las últimas décadas ha suscitado un notable interés científico en Educación. El objetivo del presente artículo es analizar perfiles de uso problemático de los videojuegos y su influencia en el rendimiento académico y en los procesos de toma de decisiones. Se contó con 665 estudiantes de 9 universidades españolas, en edades comprendidas entre 18 y 58 años. Se realizó un análisis univariante de varianza ANOVA para analizar posibles diferencias entre el alumnado que juega a videojuegos y el que no, según el rendimiento académico y los factores de toma de decisiones. Además, se realizó un análisis jerárquico de clúster con los factores del cuestionario de experiencias relacionadas con los videojuegos y un análisis univariante de varianzas con los perfiles en función del rendimiento académico y los factores de toma de decisiones. Los resultados mostraron que los alumnos universitarios que no jugaban obtenían un mayor rendimiento académico que los jugadores. Se observó, además, tres perfiles respecto al uso de videojuegos: alto uso problemático de los videojuegos, uso problemático moderado de los videojuegos y bajo uso problemático de los videojuegos. Se advirtieron diferencias significativas en cuanto al rendimiento académico y el proceso de toma de decisiones, estos resultados muestran que a mayor uso problemático menor rendimiento académico y mayor patrón inadecuado en el proceso de toma de decisiones.

The Relationship Between Working Memory and Academic Outcomes: An Empirical Review

Most students struggle with their academic performance, as the most basic cognitive ability in studying working memory is expected to correlate positively with academic performance. As there are few studies about this, this article aims to review the relationship between them and as a reference for future research. The hippocampus store memory, which plays an important role in working memory. The influence of academic performance on working memory can be divided into some different aspects: creativity, reading literacy and math ability. As for creativity, there are many different results suggested by scientists. For example, working memory linked with creativity positively, greater creativity associated with low working memory. Moreover, working memory has been shown to help with math and reading performance. The unique recovery of working memory is an important factor in mathematical fluency. Working memory is associated with tasks such as reading comprehension and math problem-solving, which illustrates the impact and contribution of working memory to academic achievement. This review contributes to the understanding of academic achievement from the perspective of working memory to a great extent.

Influence of performance feedback and academic performance on parent-family involvement and parent satisfaction in US schools.

Parental and family involvement in schools has been a concern for educators and administrators. The authors set out to assess the path directions and significance of the interrelationships between Performance Feedback (PF), Academic Performance (AP) on Parent-Family Involvement (PFI), and Parent Satisfaction(PS) in schools. This study utilizes data from the PFIin Education Survey 2019 under the National Household Education Surveys program done by the USDepartment of Education. The sample for this research is 954parents. Structural equation modeling was employed using AMOS. Results establish the three research propositions: influence of PFIon PS with the mediation of AP and PF, influence of AP on PS is moderated by PF, influence of AP on PFI is moderated by PF. The findings are important for school administrators and all stakeholders for ensuring greater PFI, improved PF and AP of students, and higher PS. This study is unique in assessing the interactional effects of the variables considered. The study also establishes mediating and moderating influences and offers new insights in understanding the influences on PFI and PS and some bidirectional effects.

The Influence of Academic Performance and Service Quality on Loyalty through Student Satisfaction at the Institut Ciencia Saude Timor-Leste

The millennial era has made tough competition in the world of education even more competitive. Many fields of education are feeling the competition today. Therefor there are many promising opportunities for an educational institution to meet the needs of the educational institution itself and for the students themselves to understand all the sources of existing needs. Therefor, this research was conducted to determine the effect of academic performance and service quality on loyalty through student satisfaction. The object of this research are students who are undergoing or active as students who are educated at the Institut Cienca Saude Timor-Leste. The objects of this research are students at the Institut Ciencia Saude Timor-Leste. Data was collected using a questionnaire that was filled out by respondents in semester two to semester five. The results of data processing show that academic performance has a direct effect on loyalty. Academic performance affects student satisfaction directly. Service Quality affects student satisfaction directly. Student satisfaction directly affects Loyalty. Meanwhile, academic performance affects loyalty through student satisfaction. In addition, Service Quality affects Loyalty through student satisfaction. It can also be concluded that academic performance influences loyalty. The suggestions put forward in this study are to increase student loyalty, it must increase academic performance and service quality in the education curriculum.

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.

Friends' Influence on Academic Performance Among Early Adolescents: The Role of Social Status

Educational research has shown that academic achievement and peer relationships are associated from early school years, where friends play a significant role in influencing students' school adjustment, attitudes, and behaviors. The present study examines how individual academic performance is associated with friendships among 240 5th and 6th graders. The information on students' friendships, academic performance, gender, popularity, and social preference was collected in a convenience sample from 8 classrooms of 2 private-subsidized schools in Santiago, Chile. Longitudinal social network analysis (RSiena) was used to study the co-evolution of academic performance and friendship dynamics, by assessing simultaneously selection and influence processes, and by incorporating social status covariates (popularity and social preference) as moderators of friendship selection and influence. Results showed that friendships were more likely to occur between same-sex peers and between students with similar social status. Regarding social influence, friends influenced individual's academic performance. Moreover, socially preferred students were more likely to be influenced by friends' academic performance, but the same did not occur for popular students. These results might suggest that socially preferred students' attributes (cooperation, reciprocity, and high-quality friendships) would facilitate the influence of academic performance. In contrast, popular students would be less sensitive to their friends' academic performance focusing instead on salient behaviors (e.g., aggression). The findings underline the importance of understanding social network dynamics in educational settings.

Influence of Academic Performance, Level of Play, Sports Success, and Position of Play on the Motivation of the Young Football Player.

Background: Motivation in athletes is a state that fluctuates due to multiple factors that can, in turn, negatively or positively influence sports performance. Objectives: The aim of this study was twofold, being, on the one hand, to analyze the motivation of soccer players of developmental age in two different contexts (training time (baseline) and the precompetitive time) depending on the category, sports success and playing position, and, on the other hand, to find relations of the motivation dimensions with the academic performance and physical characteristics of the soccer players. Methods: One hundred and forty-one under 16 (U16) soccer players were selected (age: 14.7 ± 0.5; height: 170.4 ± 7.2 cm; weight: 61.6 ± 10.0 kg). Data on academic performance, physical and socio-demographic characteristics were recorded, and in two differentiated moments, the motivation dimensions, both in training and in competition. Results: The results showed that the general motivation decreases with the competition, and in particular, the intrinsic motivation, where the precompetitive evaluation is lower than the basal, in both categories (p < 0.05). In addition, demotivation is explained by 10.2%, 19.8%, and 23.9% by fat mass, by academic performance, and by category, respectively; and the extrinsic motivation of external regulation is explained in 26.0% by the academic performance factor (p < 0.01). Conclusions: U16 soccer players show lower levels of motivation at moments prior to the sports competition, and these dimensions of motivation are explained by the category, academic performance, and fat mass.

Social Network Analysis and Resilience in University Students: An Approach from Cohesiveness.

The Social Network Analysis offers a view of social phenomena based on interactions. The aim of this study is to compare social reality through the cohesion variable and analyse its relationship with the resilience of university students. This information is useful to work with the students academically and to optimise the properties of the network that have an influence in academic performance. This is a descriptive transversal study with 90 students from the first and third year of the Nursing Degree. Cohesion variables from the support and friendship networks and the level of resilience were gathered. The UCINET programme was used for network analysis and the SPSS programme for statistical analysis. The students’ friendship and support networks show high intra-classroom cohesion although there are no differences between the support networks and friendship or minimal contact networks in both of the courses used for the study. The network cohesion indicators show less cohesion in the third year. No correlations were found between cohesion and resilience. Resilience does not appear to be an attribute related to cohesion or vice versa.

Peer and parental influence in academic performance and alcohol use

This paper analyzes the interactions between peers and parents in the development of adolescent's cognitive skills, proxied by the academic performance of adolescents, and the predisposition to risky behavior, proxied by the frecuency of alcohol consumption. We estimate a technology of skill formation that identifies peer effects on the basis of quasi-random assignment of students across classes, time varying data, and the use of instrumental variables. We find that both peer and parental socialization efforts have a positive influence over adolescents’ academic skills, and that these effects are complementary: as parents invest more, peers amplify their effects. Our results suggest that peer effects are heterogenous (boys, popular students and high achievers are more likely to be influenced by peers academic abilities). On the other hand, we do not find robuts evidence of peer effects on the frecuency of alcohol consumption. We do find, however, that parental investment decreases alcohol consumption.

‘In the eyes of the beholder’: the influence of academic performance and extracurricular activities on the perceived employability of Chinese business graduates

We examine whether the academic performance and the participation in extracurricular activities (ECAs) affect the perceived employability of Chinese business graduates by employing an experimental between‐subjects factorial design. Three hundred and sixty Chinese working adults rated the employability of eight fictitious résumés of business graduates from the Peking University, varying in academic performance, participation in ECAs and gender. The results showed that the participation in ECAs, alone and combined with academic performance, resulted in higher rates of job suitability and employability skills. Moreover, the findings revealed an outgroup favouritism towards the applicants with high academic performance and participation in ECAs. These findings are relevant for employers, higher education institutions and graduates because an increasing number of new entrants are seeking to distinguish themselves in the transition to the labour market.

Parental Influences in Academic Performance of School Going Students

Home environment has been conceptualized as the quality of human interactions from the point of view of the child. It includes those aspects, which foster growth and development such as family trust and confidence, sharing of ideas, parents support, parental approval, parental encouragement, care, affection and approval and support of siblings. Children living in rural or urban areas are exposed to different environments. Generally children from low socioeconomic status attend government schools while, children of well to do families attend private or public schools. These two types of schools have another major difference: difference in medium of instruction .In addition, home learning environment, school learning environment and academic achievement may be influenced by various socio-economic factors like age, gender, family size, parents, education and occupation and also by the socio economic status of the family .. Thus academic achievement is dependent on school learning environment as well as home learning environment. The present study is on attempt to investigate the parental influence in academic performance of students. The focus will be describing the key variables included in the study, i.e., parental influence and its impact on academic performance.Academic performance includes three processes: the ability to study and remember facts, being able to study effectively and see how facts fit together and form larger patterns of knowledge and being able to think for oneself in relation to facts and thirdly being able to communicate knowledge verbally or on paper. Thus Journal of Education (1981) posited that performance might be seen as an index of the candidates' ability and motivation. Defining academic performance as excellence, Tuckman (1975) stated that, performance is used to label the observable manifestation of knowledge, skills, concepts, understanding and ideas. Performance is application of a learning product that at the end of the process provide mastery. The acquisition of particular grades on examinations indicate the student's ability, mastery of content and skills in applying learned knowledge to particular situations. A student's success generally judged by examination performance. Success in examination is a crucial indicator that a student has benefited from a course of study (Wiseman, 1961). Researchers believe that authentic academic performance should involve on examination of the total person, in the other words; the examination should cover the individual's ability and skills in applying practical knowledge.Parental influences has been identified as an important factor affecting student's achievement (Miller, 1980; Dryfoos, 1990) The child rearing attitudes or parental behavior may be viewed in terms of many different dimensions such as, acceptance, affection, control, warmth, permissiveness, restrictiveness and demanding behaviour. Typically warmth and control are thought to be the most important ways in which parents influence the development of their offspring or children (Maccoby & Martin, 1986). After Conducting extensive research (Rohner; 1986; Rohner & Rohner, 1981) reported major parenting dimensions in different human societies. These dimensions are parental control (permissiveness-strictness) and parental warmth (acceptance-rejection)For the past 20 years Baumrind conducted a series of researches to identify parental behavior and its association with children's behavior. She obtained two major dimensions which included demanding behaviour and responsiveness, which are pertinent in understanding parenting styles. Demandingness, is defined as the amount of degree of control the parents attempt to exert over the child. Parental responsiveness defined as the frequency of parental interactions. It also refers to being sensitive to children's has needs, warmly supportive of their efforts and broadly interested in what they are thinking, feeling and doing.Parenthood is neither simple nor a very complicated process and is based on the perception and the discharge of responsibilities in this phase of parent's lives. …

Career/Vocational Guidance/Counselling: A Tool for Functional Education and Graduate Employability

This study was undertaken to ascertain the extent to which career guidance/counselling can serve as a tool for functional education and graduate employability. The study was conducted in Kogi State University, Anyigba. A sample size of 500 was selected using stratified and simple random sample techniques, across the faculties of the final year students. The data collected from the sample were analyzed using simple percentage and mean. The results obtained among others were as follows; that the level of guidance and counselling services among the students in the university was not significantly high. There was significant influence in academic performance of students who had received guidance and counselling services as against those who had not. That guidance services serves as motivation for acquisition of skills. It was recommended that guidance and counselling services should be improved upon, and that guidance/counsellors should be employed by university authority. Priority should be focused on the attitude of students toward guidance service and that guidance/counselling services should be given at the point of entry and should be guided to point of graduation. A functional guidance counselling units should be established in all tertiary institution in Nigeria. Fund should be raised by the federal/state governments to maintain guidance units in all our university campuses. By so doing, students focus on their course of studies and those who need change of course to suite their career choice could be assisted through follow up, on graduation they could easily be employed and become functional and useful to themselves and society at large.

Domain-Specific Context of Studentś Self-Regulated Learning in the Preparation of Helping Professions

The current research on self-regulated learning has stressed the important role of cognitive and non-cognitive components in achieving academic success. However, there has not been a clear consensus on whether these components are context-specific, or rather generalisable across subject domains and disciplines. Using a subject research design, the present study assessed differences in studentś self-regulated learning process (motivational beliefs and metacognitive process) among university students in the designated field (social work) and the methodological area (social research) in the university preparation of helping professions. The analysis suggested that the more positive studentś motivational beliefs are, particularly the perceived utility of a subject and goal motivation (with the exception of the perceived difficulty of a subject) in students, the deeper their metacognitive process becomes. If a student perceives a subject as difficult, it does not need to be a key factor/barrier in self-regulating their subject acquisition. The analyses further suggested a tendency in students to be relatively inconsistent in the metacognitive components across domains, especially in regulation, intention and attention. Students displayed a higher degree of goal orientation in the subject of social work which they perceived as more useful. Despite the above fact, a deeper level of metacognitive control was achieved in the subject of social research. We thus concluded that the level of both SRL components is higher in higher performers than lower performers. However, we did not record a significant interaction effect between the subject area and academic performance, i.e. the influence of academic performance on SRL components does not depend on a domain-specific context.

Increasing Faculty Diversity: The Occupational Choices of High-Achieving Minority Students

List of Tables and Figures Acknowledgments 1. The Problem 2. Obtaining the Data 3. Ethnic Differences in Occupational Choices 4. Influences on Initial Occupational Choice 5. The Influence of Academic Performance 6. Attitudes toward Academia 7. Role Models, Interaction with Faculty, and Career Aspirations 8. The Influence of School Characteristics 9. The Pipeline into Academia 10. Policy Recommendations Appendix A The Questionnaires Appendix B Supplementary Data Appendix C Methodology and Measurement Notes References Index