Predictors Of Academic Achievement Research Articles

The role of depression, loneliness and subjective well being in predicting academic achievement

Previous literature pointed out that there was a relationship between psychological constructs and students’ academic achievement. In the frame of this basement, therelationships between psychological constructs;components of subjective well-being, loneliness, depression, and academic achievement were tested in a proposed model.As a research group, 488 university students in Bolu-Turkey were participated. Research data were examined by bivariate correlations and hierarchical multiple regression analysis. Results showed that depression wassignificant predictor of academic achievement. In addition, the impact of depression on students’ achievement was enhanced by loneliness andSWB components’ additive contribution was not significant. Depression and loneliness explained a substantial amount of variance in the prediction of academic achievement. These findings are discussed in the frame of related literature. As implications, higher education administrators, policy makers, academic staff should take in consideration that psychological constructs are related to student achievement. Counseling services should established or developed specifically at the universities.

Emotional Intelligence Could Be Predictor of Academic Achievement

Emotional Intelligence Could Be Predictor of Academic Achievement

Academic Self-Efficacy As Predictor Of Academic Achievement

The purposes of this research are 1) to analyze the differences of the effect of gender, years of study, and major on the academic self-efficacy, and 2) to predict academic self-efficacy in determining academic achievement. This is a quantitative research using a survey approach. The location of this study is STKIP Singkawang (School of Teacher Training and Educational Science). The sample used is 223 students, which consisted of 112 males and 111 females. The data collection technique used is a questionnaire using a Likert scale. The data were analyzed using SPSS with descriptive statistical techniques, correlation, regression, and univariate GLM analysis. The results confirm that; 1) different majors have a significant influence on academic self-efficacy compared to the gender and years of study. The students of social sciences major have higher academic self-efficacy than those in the exact sciences major.; 2) self-efficacy has a positive relationship and is also a predictor in determining academic achievement. This shows that any improvement in academic self-efficacy will be accompanied by an improvement in the academic achievement.

A Study on Predictors of Academic Achievement in College Students : Focused on J University

A Study on Predictors of Academic Achievement in College Students : Focused on J University

Academic Motivation and Adjustment as Predictors of Academic Achievement Among Adolescents

Academic Motivation and Adjustment as Predictors of Academic Achievement Among Adolescents

Motivation and self-related beliefs as predictors of academic achievement in reading and mathematics: Structural equation models of longitudinal data

This study examines the predictive power of motivational and self-related beliefs on reading and mathematics achievement. A representative sample (N = 2049 12–14-year-olds) was drawn for a large-scale longitudinal programme, with data collected at two measurement points separated by a two-year interval. In the research, two hypothesised models on the mediating role of self-related beliefs and motivational factors have been developed and tested. Results from structural equation modelling reinforced the mediating role of both self-related and motivational factors on academic achievement in Grades 6 and 8, although not each of the expected paths fit the model. Among the non-cognitive factors, self-concept had the highest effect on sixth graders’ achievement and sixth graders’ test results most dominantly determined eighth graders’ achievement.

Impact of Personality on Choice of Instructional Delivery and Students’ Performance

ABSTRACT This study was designed to investigate how college students’ personality characteristics relate to their choice of instructional delivery (online or face-to-face) and whether this choice mediates the relationship between personality and academic performance. One hundred eighty-eight undergraduate students were given a choice between taking the same general education course online or face-to-face. Students completed the Big Five Inventory (BFI) upon the conclusion of this course. Using a Bayesian regression course modeling framework, we found that Conscientiousness and Agreeableness were related to the choice of instructional delivery. Students scoring higher on Conscientiousness and lower on Agreeableness tended to choose the online environment. Conscientiousness also was a direct predictor of academic achievement regardless of the course environment. These results suggest that in order to find the best fit between student and the learning environment, it is important to identify personality characteristics indicative of success in online and traditional face-to-face courses to help students to become more efficient learners and assist faculty in designing quality courses to meet students’ needs.

Do Adolescents’ Perceptions of Mothers’ and Fathers’ Parenting Behaviors Predict Academic Achievement and Social Skills?

This study examines how adolescents’ perceptions of fathers’ and mothers’ parenting behaviors predict outcomes in the domains of academic achievement and social skills, and whether these outcomes differ according to the adolescents’ gender. Participants included 168 students enrolled in the 10th (13.14%) and 11th (86.86%) grade in the only two public schools of a small city in the North of Portugal, male (42.26%) and female (57.74%), aged 16 to 19 (M = 16.76; SD = 0.45). Measures included the adolescents’ perceptions of their fathers’ and mothers’ parenting behaviors, and the adolescents’ academic achievement, and social skills. Structural equation modeling was used for data analysis. The models included the adolescents’ perception of their fathers’ and mothers’ parenting behaviors (autonomy granting, warmth, and knowledge) as predictors of academic achievement and social skills. Regarding the outcome academic achievement, the model also included adolescents’ age and parents’ years of schooling as covariates. Adolescents’ academic achievement was negatively predicted by their perception of fathers’ warmth, and positively predicted by their perception of fathers’ knowledge, whereas adolescents’ social skills were positively predicted by their perceptions of mothers’ knowledge. Multi-group analysis revealed that the structural equation paths did not differ according to the adolescents’ gender. Further analysis identified that moderate levels of fathers’ warmth are more related to better adolescents’ academic achievement than do high levels of fathers’ warmth. Results point out the differential role of perceived parenting behaviors on adolescents’ development, with the adolescents’ perceived fathers’ parenting behaviors showing greater impact on academic achievement, and the adolescents’ perceived mothers’ parenting behaviors showing a positive effect on social skills.

An exploration of placement-related psychosocial influences on school engagement among adolescents in foster care

There is ample evidence that experiencing foster care in childhood often predicts grim outcomes in adulthood, including under-education and resulting poverty and dysfunction. However, little is known about the exact mechanisms through which foster care corrodes academic trajectories, specifically. The current study uses a nationally representative sample of adolescent foster youth (i.e., NSCAW II) to test a model of the influences of placement-related factors on school engagement – namely, foster youth’s perceptions of security in their foster placements, their reports of education-specific involvement by foster caregivers, and the mediating potential of adolescents’ expectations for their future. Results indicate that adolescents’ feelings of “placement security” were linked to their future expectations of positive life outcomes and, ultimately, school engagement. Results also suggest that while educational involvement by foster caregivers was not important for future expectations or social school engagement, it may be related to the more explicitly cognitive aspects of school engagement (i.e., assignment completion, effort, etc.). These findings offer insight into relations between foster care-specific factors and school engagement – a known predictor of academic achievement and eventual educational attainment. Implications for future research and practice are discussed.

Development and Validation of the Approach-Avoidance System Questionnaire (AASQ).

Gernigon et al. (2015) recently proposed a dynamical model of approach and avoidance, according to which approach and avoidance patterns are accounted for by a control parameter k, which results itself from the interactions among a limited number of key social-cognitive variables: competence expectancies (c), benefit for the self (bs), and threat for the self (ts). The present research aimed to develop and validate a French questionnaire that measures these variables, the Approach-Avoidance System Questionnaire (AASQ). A first study revealed a satisfactory 3-factor structure based on 12 clear items. A second study confirmed the validity of this factorial structure and showed that k and mastery-approach goals were the only significant predictors of autonomous motivation regarding sport sciences studies, and that k was the only predictor of academic achievement in these studies. These findings support the validity of the AASQ, an instrument that now enables new types of research on approach and avoidance dynamics.

Knowledge Monitoring Calibration: Individual Differences in Sensitivity and Specificity as Predictors of Academic Achievement

Knowledge monitoring is an important metacognitive process, which can help students improve study habits and thereby increase academic performance. Which is more useful in predicting test performance: knowing what you know, or knowing what you do not know? Two distinct constructs of knowledge monitoring calibration, sensitivity and specificity, were used along with the more traditional Goodman-Kruskal gamma correlation to predict performance on tests in an undergraduate educational psychology course. The gamma correlation provides a measure of how good one is at judging both items one knows and items one does not. Measures of sensitivity and specificity distinguish between the two. Students in an undergraduate educational psychology course completed a 50-word knowledge monitoring assessment to measure sensitivity, specificity, and gamma. These measures were then correlated with test and final exam scores in the course. It was found that sensitivity, a measure of correctly identifying known items, was the most useful in predicting overall test scores as well as final exam scores. Specificity, on the other hand, had no significant impact on exam performance. Results suggest that sensitivity and specificity may be more meaningful measures of knowledge monitoring calibration when it comes to predicting academic achievement, as well as being better adapted for missing values in any one cell of the data. Further research is recommended to determine in what other situations the measures of sensitivity and specificity may be useful. Findings presented in this study can also be used to help guide attempts to improve student metacognition and strategies.

Assessing prior knowledge types as predictors of academic achievement in the introductory phase of biology and physics study programmes using logistic regression

BackgroundIncreasingly, high dropout rates in science courses at colleges and universities have led to discussions of causes and potential support measures of students. Students’ prior knowledge is repeatedly mentioned as the best predictor of academic achievement. Theory describes four hierarchically ordered types of prior knowledge, from declarative knowledge of facts to procedural application of knowledge. This study explores the relevance of these four prior knowledge types to academic achievement in the introductory phase of the two science subjects, biology and physics.ResultsWe assessed the knowledge types at the beginning and student achievement (measured by course completion) at the end of the first study year. We applied logistic regression models to evaluate the relationship between the knowledge types and academic achievement. First, we controlled for a well-established predictor of academic achievement (high school grade point average). Second, we added the knowledge types as predictors. For biology, we found that only knowledge about principles and concepts was a significant predictor in the first year. For physics, knowledge about concepts and principles as well as the ability to apply knowledge to problems was related to academic achievement.ConclusionOur results concerning the knowledge types, which are of special relevance in biology and physics studies, could lead to effective measures, e.g. for identifying at-risk students and course guidance. Furthermore, the results provide a profound starting point for controlled intervention studies that systematically foster the identified relevant knowledge types in each subject and aim at a theory- and empirical-based optimization of pre- and introductory courses.

Field Independence Associates with Mathematics and Science Performance in 5‐ to 10‐Year‐Olds after Accounting for Domain‐General Factors

ABSTRACTField independence describes the extent to which individuals are influenced by context when trying to identify embedded targets. It associates with cognitive functioning and is a predictor of academic achievement. However, little is known about the neural and cognitive underpinnings of field independence that lead to these associations. Here, we investigated behavioral associations between two measures of field independence (Children's Embedded Figures Test [CEFT] and Design Organization Test [DOT]) and performance on tests of mathematics (reasoning and written arithmetic) and science (reasoning and scientific inquiry) in 135 children aged 5–10 years. There were strong associations between field independence and mathematics and science, which were largely explained by individual differences in age, intelligence, and verbal working memory. However, regression analyses indicated that after controlling for these variables, the CEFT explained additional variance on the mathematical reasoning and science tests, whereas the DOT predicted unique variance on the written arithmetic test.

Learning Organizations as Predictors of Academic Achievement: An Analysis on Secondary Schools

The aim of this research was to examine the relationship between academic achievement of secondary school students (graduation and transition to higher education) and perceptions of school administrators and teachers on schools as learning organizations. The research is conducted within relational survey method. The “Level of Realization of the Determination scale for Learning Organization Disciplines’ at Organizations” which was developed by Turkoglu (2002) and “Demographic Information Form” which was developed by the researcher were used for data collection. For the research, 565 school administrators and teachers were chosen according to cluster sampling method along with 1799 students that attend the schools of those which were included in the research. Findings have shown that participants’ learning organization perception levels are at ‘generally’ level. The discipline with highest average is learning as a team. While perception level of the participants doesn’t show a significant difference according to gender, it showed a significant difference according to the variables of work, institution that they work at and seniority. The participants whose professional experience is 21 years and above, those who work at private schools and administrators’ learning organization perception level is higher. The results of the research have shown that there is a positively low level relation between points of schools’ learning organization and students’ graduation and transition to a higher education (TEOG) points. Simple linear regression analysis have shown that schools’ learning organization points predict students’ graduation and transition to a higher education (TEOG) achievement. These results have shown that in order to enhance students’ academic achievement much more emphasis must be put on the fact of learning organizations at schools. These results indicate that in order to increase academic success of students, it is required to increase schools’ capacity as learning organizations.

Adjustment and Parental Involvement as Predictors of Academic Achievement of Adolescents

Adjustment and Parental Involvement as Predictors of Academic Achievement of Adolescents

Parenting Styles as a Predictor of Academic Achievement of Junior High School Students in Aowin and Suaman District, Ghana

The study examined the relationship between parenting styles and academic achievement of Junior High School students in the Aowin and Suaman District’s in the Western Region of Ghana. To achieve this, a descriptive design was adopted. A sample size of 400 Junior High School students were selected for the study using proportional allocation. Questionnaires were used to elicit responses from selected students coupled with their test scores. The data were analysed using inferential statistics (multiple regression and Pearson product moment correlation) and descriptive statistics (means and standard deviation).The findings from the study revealed that parenting styles correlate high with academic achievement and as such parenting styles have relationship with the academic achievement of students. Several recommendations were offered which include the fact that community and all the structures within it including schools, community heads, churches and media must help in ensuring that parents are more responsible towards their children. Keywords: Parenting styles, Academic achievement , Junior High School, Students DOI : 10.7176/JEP/10-19-06 Publication date :July 31 st 2019

School Engagement as Predictors of Academic Achievement of the Left-Behind Children in Henan Province, China

With the expansion of industrialisation and rapid development of economy in China, migration of the rural population to the urban areas in seek of employment has resulted in changes in the family structure and increased number of left-behind children (LBC) in China. Numerous studies on LBC have concluded the critical issues among the children related to their overall well- being and their performance at school. The current study aimed to investigate the impact of emotional, cognitive and behavioural engagement of the LBC on the academic achievement of the left behind children. Quantitative research method was used and the sample were 186 left- behind children in Henan Province, China. To measure school engagement, the instrument developed by Finlay (2006) was used. Correlation and hierarchical multiple regression analyses were conducted to examine the relationship between the various predictors and academic achievement. The findings concluded that emotional, cognitive and behavioural engagement of the LBC at school were significantly correlated with academic achievement. The hierarchical regression findings concluded that emotional engagement (β= .268; t= 3.593, p<0.000, cognitive engagement (β= .245; t= 3.284, p<0.000 and care takers (β= .132; t= 2.009, p<0.05) were significant predictors of academic achievement of the LBC.

Planned Happenstance Skills as Personal Resources for Students’ Psychological Wellbeing and Academic Adjustment

Transition from the academic setting to the turbulent labour market requires more personal resources than ever before. In order to successfully enter and perform in professional life one must be ready to respond adequately to conditions of uncertainty and complexity. The concept of planned happenstance skills presents a set of competencies to deal effectively with unplanned events generated by chaotic environment. These career-related resources are extremely important for students pursuing successful adaption to professional environments and seeking to prepare for personal career management. The present article aims to analyze the role of planned happenstance skills when predicting psychological wellbeing and academic adjustment. Lithuania was chosen as a case study since there is a high percentage of people with higher education. The study was conducted using the quantitative method of questionnaire survey. Data of the survey were analyzed using correlation and multiple regression analyses. It was found that planned happenstance skills had a significant positive relationship with study variables and were a significant predictor of academic achievement and psychological wellbeing.

Addressing Illness-Related Chronic Absences.

School attendance is a predictor of academic achievement. Chronic absenteeism, defined as missing 10% or more school days affects 14% of all students nationwide. District attendance processes, policies, and data were analyzed in a demographically diverse southern California high school. A review of the attendance history of 117 ninth and tenth graders, who missed at least 10% of days in school, showed that 66% of the absences were due to illness. Prior to the project, these students were not referred for nursing intervention. Results of this quality improvement project supported the adoption of a specific code for absences due to illness. A district procedure for illness chronic absence was adopted to allow early nursing intervention for students with chronic absences prior to the development of illness-related academic underperformance. This project demonstrates nursing roles in the quality improvement and care coordination aspects of the NASN's Framework for 21st Century School Nursing Practice™.

A student-centred digital technology approach: The relationship between intrinsic motivation, learning climate and academic achievement of physical education pre-service teachers

There is a lack of research on the use of digital technology in physical education teacher education (PETE) and its relationship with the learning and engagement of pre-service teachers. Furthermore, research reports low engagement of pre-service teachers in digital approaches that do not promote active learning and are mostly teacher-centred. This paper aims to: (a) explore the relationship between a student-centred digital technology approach and the pre-service teachers’ intrinsic motivation, learning climate and academic achievement; and (b) test the relationship between learning climate and intrinsic motivation as possible predictors of academic achievement. The student-centred digital technology approach was designed following an adaptation of the five-phase pedagogical guidelines for teaching with emerging technologies. Two intact classes ( n = 110 students) and one teacher educator were involved in the study. Following a mixed-method approach, quantitative data was collected on pre-service teachers’ intrinsic motivation, learning climate and academic achievement. Qualitative data explored pre-service teachers’ tweets and learning blogs. Choice and novelty were two central tenets that conditioned high levels of intrinsic motivation and academic achievement. The study provides support for the use of active learning environments where pre-service teachers are involved in creative content production using digital technology in PETE programmes. Given the growing role of digital technology for learning in educational policies and new physical education curricula, we advocate for the publication of more research-based experiences on the integration of digital technology in PETE programmes. The transferability of such teaching and learning experiences to pre-service teachers’ and physical education teachers’ practice would be especially worthwhile.