Predictors Of Academic Achievement Research Articles

The Mediating Role of Psychological Resilience in the Relationship of Adverse Childhood Experiences With Academic Achievement.

In this study, the mediating role of psychological resilience in the relationship between negative childhood experiences and academic achievement was examined. The sample of the study consists of 405 participants who graduated from state universities in Turkey in the spring semester of 2022-2023. In the study, the Adverse Childhood Experiences Scale, the Brief Psychological Resilience Scale, and the general weighted grade point average in the university graduation transcripts of the participants were used as data collection tools. The relationships between variables were analyzed using Pearson correlation analysis and regression analysis using Process Macro (Model 4). In the regression analysis, mediation was tested with the Bootstrap technique. According to the results, there were significant negative relationships between adverse childhood experiences and academic achievement and psychological resilience, while there were significant positive relationships between psychological resilience and academic achievement. In addition, adverse childhood experiences are a predictor of academic achievement, and psychological resilience has a partial mediating role in the relationship between adverse childhood experiences and academic achievement. It is thought that the results obtained may contribute to the field within the scope of preventive and intervention guidance services to increase the academic achievement of university students with adverse childhood experiences.

Perceived Social Support as an Antecedent of Academic Achievement among form two Students in Gaborone City, Botswana

Academic achievement which is reflected in knowledge mastery, and Skill development has been a major concern for academicians and policy makers. Further, there have been scanty studies on this area in Gaborone City, Botswana linking psychological variables to poor academic achievement. It is against this that the current study investigated the relative predictive weight of perceived social support and student academic engagement on academic achievement. This study was founded on Bronfenbrenner's Ecological Systems Theory and Albert Bandura’s Social Cognitive Theory. A correlational research design was employed. The target population of the study was 3713 form two students spread across the 8 secondary schools in the Gaborone City Botswana. Purposive sampling, stratified sampling and simple random sampling techniques were used to select the study sample size of 397 respondents. The study used an adapted Multidimensional scale for perceived social support, an adapted cognitive engagement inventory and end-of-term-two examination results as tools for data collection. Prior to data collection, pilot testing was among 50 randomly selected students and involved both reliability and validity testing. The analysis was conducted using the SPSS software Version 26 where descriptive statistics, Pearson's Product Moment Correlation Coefficient, multiple regression were used. The prediction model of academic achievement from social support and academic engagement was statistically significant, F (2,381) = 11.17, p < .001, with the two variables accounting for 11% of the change in academic achievement. Of the two, perceived social support (β = 0.24, p < 001) was a better predictor of academic achievement as compared to academic engagement (β = 0.15, p < .05). The findings of this study may have significance for learners, parents and teachers in addressing poor academic achievement. Keywords: Perceived Social Support, Academic Engagement, Academic Achievement, Form Two Students, Gaborone City, Botswana

Secondary School Students’ Academic Self-Confidence, Mental Toughness and Self-Esteem as Predictors of Academic Achievement in Mathematics Anambra State, Nigeria

Students’ academic self-confidence, mental toughness and self-esteem are non-cognitive constructs as well as indicators for effective learning. The study aimed to elucidate students’ academic self-confidence, mental toughness and self-esteem as predictors of academic achievement in mathematics in Anambra State. Four research questions and three null hypotheses guided the study. The study adopted a predictive correlational research design. The population of the study comprised of 21204 SS II students from which a sample of 791 were drawn. Multi-stage procedure was used to select the sample. Three standardized research instruments namely; Academic Self-Confidence Scale (ASCS), Mental Toughness Questionnaire (MTQ), and Self-esteem Questionnaire (SQ) were used for data collection. Students’ Mathematics Achievement Scores (SMAS) from the state wide promotion examination were used to represent mathematics achievement. Cronbach’s alpha was used to determine the reliability of the items in the instruments. Reliability index were found to be 0.81 for academic self-confidence, .68, for mental toughness, 0.83, for high self-esteem, and 0.76, for low self-esteem respectively. The data were analyzed using standard multiple regression analyses. The t-test for r, F-test and test of significance for β, were used to test hypotheses at .05 level of significance. Findings from the study showed that using academic self-confidence, mental toughness and self-esteem scores the seven assumptions tested in the study were fit and statistically significant to predict the regression model. Findings also indicated that academic self-confidence, mental toughness and self-esteem scores jointly predicted academic achievement in mathematics. Based on the above findings, it was recommended that students should invest more time in developing their academic self-confidence, mental toughness and self-esteem since the variables, uniquely and jointly predicted academic achievement.

Образовательные и мотивационные предикторы академических достижений (на материале данных PISA 2018 по чтению)

<p>Academic achievements of teenage students are an important indicator of their further success and adaptation to life in adult society. The material of the study was the data collected for the international project PISA 2018 on a representative sample of Russian teenagers (<em>N</em>=7608). The article presents the results of studying the role of educational and motivational factors (controlling for gender and family environment) of academic achievements of Russian teenagers based on the material of PISA 2018 on reading literacy. We confirmed that regarding the environmental (family and teacher) factors in the academic achievements of schoolchildren, the role of SES as an important predictor of schoolchildren's academic achievements, the role of teacher support for active involvement in reading is significantly positive factor, and Teacher-directed instruction is negative factor. The study confirmed an important contribution of motivational variables to reading literacy, reading engagement was proved to be a positive predictor, and fixed mindset about intelligence was proved to be a negative predictor of reading literacy competence. The discussion shows that the data obtained generally corresponds to international data on predictors of academic achievement among schoolchildren based on the PISA 2018. The results obtained can be used in the context of teacher training and for improving the quality of education in Russian schools.</p>

Self-regulated Learning and Academic Achievement in the EFL Classroom

This study explores the role self-regulated learning (SRL) plays in academic achievement in the EFL classroom by comparing self-regulated learning strategies use and motivational beliefs among Tunisian EFL learners coming from different achievement groups. The participants (n=59) were 8th form pupils enrolled at a preparatory school in the region of Sfax. Data was collected using the Motivated Strategies for Learning Questionnaire. Data analysis included descriptive, statistical and analytical procedures. Findings revealed that there is a positive relationship between self-regulated learning and academic achievement in the EFL context. Consequently, self-regulated learning is a predictor of academic achievement. High achievers were also found to use more frequently and consistently SRL strategies. The findings of the present study are relevant to both the field of SRL and to the advancement of EFL teaching especially in the Tunisian context.

Examining Students’ Mental Toughness, Self-Worth and Critical Thinking Skill as Predictors of Academic Achievement in Mathematics in Anambra State, Nigeria

Students’ mental toughness, self-worth and critical thinking skill are strong facilitators and drive for effective learning. The study aimed to elucidate students’ mental toughness, self-worth and critical thinking skill as predictors of academic achievement in mathematics in Anambra State. Four research questions and three null hypotheses guided the study. The study adopted a predictive correlational research design. The population of the study comprised of 21204 SS II students from which a sample of 840 were drawn. Multi-stage procedure was used to select the sample. Three standardized research instruments namely; Mental Toughness Questionnaire (MTQ), Contingencies of Self-Worth Scale (CSWS) and Critical Thinking Questionnaire (CTQ) were used for data collection. Students’ Mathematics Achievement Scores (SMAS) from the state wide promotion examination were used to represent mathematics achievement. Cronbach’s alpha was used to determine the reliability of the items in the instruments. Reliability index were found to be .68, for mental toughness .89, for self-worth, and .74, for critical thinking skill. The data were analyzed using standard multiple regression analyses. The t-test for r, F-test and test of significance for β, were used to test hypotheses at .05 level of significance. Findings from the study showed that using mental toughness scores yielded an adjusted R squared of .008. This implies that predictors accounted for about 0.8% of the variance scores in mathematics academic achievement. Also, that mental toughness significantly predicted academic achievement scores in mathematics since their p-values are smaller than .05, while self-worth and critical thinking scores does not significantly predict academic achievement scores in mathematics since their p-values are greater than .05. Based on these findings, it was recommended that students should endorse the use of mental toughness, self-worth and critical thinking skill since the outcomes of the study have indicated that the variables relatively and jointly contributed in predicting students’ academic achievement in mathematics.

Digital information resources use as predictor of academic achievement among undergraduates in Jigawa State, Nigeria

This study investigated digital information resource use as a predictor of academic achievement among undergraduates in Jigawa State, Nigeria. Data was gathered through a structured questionnaire and a predictive correlation methodology was applied to a sample of 313 undergraduate students. The instrument was subjected to internal consistency and obtained Cronbach's alpha coefficient of 0.943, while the Analysis of Variance revealed a P-value˂α (f = 17.718, df = 37, p < 0.001) indicating high reliability. The findings offer light on the complex predictive strength of digital resources including ease of access, reliability, familiarity, and interactive features, and found that the libraries have a significant number of digital resources (Mean=3.3, SD=1.1) for academic use. There is a high degree of digital literacy (Mean=4.4, SD=1.1) among undergraduates which influences their access to digital resources for academic purposes. Undergraduate students' digital resources use significantly predict their academic achievements (β=0.839, t=23.141, r2=.703, p <.001, df = 227). Promoting digital literacy initiatives and expanding the availability of digital resources are two useful recommendations offered. The study’s general conclusion is that resource descriptions, ease of accessibility, variety of formats, and interactive platforms for digital sources predict academic performance.

Approaches to Studying as Predictors of Academic Achievement

Approaches to Studying as Predictors of Academic Achievement

Social Goal Orientation, Academic Engagement and Creativity as Predictors of Secondary School Students’ Academic Achievement in Mathematics in Anambra State, Nigeria

Social goal orientation, academic engagement and creativity are strong indicators and facilitators for effective learning. The association among these variables to jointly predict academic achievement has been vague and nebulous in the field of educational psychology. The study aimed to explore the students’ social goal orientation, academic engagement, and creativity as predictors of academic achievement in mathematics in Anambra State. Four research questions and three null hypotheses were formulated for the study. The study adopted a predictive correlational design. The population comprised of 21,204 SS II students from which a sample of 1560 was drawn using probability sampling procedure. Standardized research instruments such as; Social Goal Orientation Questionnaire (SGOQ), Students’ Academic Engagement Questionnaire (SAEQ) and Epstein Creativity Competencies Inventory (ECCI) developed by Epstein were used for data collection. Students’ mathematics achievement scores from the state wide promotion examination were used to represent mathematics achievement. Cronbach’s alpha was used to determine the reliability of the items in the instruments. A reliability indices were found to be .88, .82, and .92 for SGOQ, SAEQ and ECCI respectively. These scores made the instruments fit for the study. The standard multiple regression was used to analyze the collected data. The standard multiple regression was used to analyze the collected data. The research question 1 was answered using multiple regression. The research question 2 was answered using unstandardized β. The research question 3 was answered using adjusted R2. The research question 4 was answered using standardized β. The null hypothesis 1 was tested using F-test for regression model. The null hypothesis 2 was tested using t-test for adjusted R2. The null hypothesis 3 was tested using t-test for β at .05 level of significance. Findings showed that students social orientation, academic engagement and creativity scores yielded an adjusted R square of .007. This implies that predictors accounted for about 0.7% of the variance scores in academic achievement. Also, the analysis of variance indicated that the regression equation was significant in predicting academic achievement in mathematics. This implies that at least one of the independent variables significantly predicted academic achievement in mathematics. Based on these findings, it was recommended that students should consider social goal orientation, academic engagement and creativity as adaptive motivational variables that have jointly predict academic achievement.

Investigation of Learning Approaches and Perceptions of Learning Teaching Environment as Predictors of Academic Achievement in Physical Education Teacher Candidates

Bu araştırmanın amacı, seçili sekiz teorik dersin sınavlarını bahar döneminde Beden Eğitimi ve Spor Öğretmenliği bölümü öğrencilerine tekrar uygulayarak akademik başarı puanlarındaki farka göre bilgide kalıcılık düzeylerini belirlemek ve Öğrenme Yaklaşımları (ÖY) ile Öğretme Öğrenme Ortamı (ÖÖO) algılarının akademik başarıya olan etkisini incelemektir. Araştırmada karma model desenlerinden açımlayıcı desen kullanılmıştır. Araştırmanın çalışma grubunu Beden Eğitimi ve Spor Öğretmenliği Bölümünde öğrenim gören 128 beden eğitimi öğretmen adayı oluşturmaktadır. Araştırmanın verileri, Ekinci (2008) tarafından geliştirilen “Öğrenme Yaklaşımları Ölçeği”, “Öğretme -Öğrenme Ortamı Ölçeği”, “2021-2022 Güz Dönemi Alan ve Meslek Bilgisi Derslerine Ait Vize Final Dönemi Sınav Dokümanı” ve “Odak Grup Görüşme” ile toplanmıştır. Öğretim Yaklaşımları Ölçeğinin (ÖYÖ) Cronbach alfa güvenirlik katsayısı ,82; Öğretme Öğrenme Ortamı Algısı Ölçeğinin (ÖÖOAÖ) Cronbach alfa güvenirlik katsayısı ,89 olarak hesaplanmıştır. Verilerin analizi SPSS programı ile yapılmıştır. Verilerin çözümlenmesinde aritmetik ortalama, t testi, Pearson Korelasyon testi ile Regresyon istatistik, kodlama ve tematik analiz uygulanmıştır. Araştırma sonuçlarına göre öğretmen adaylarından oluşan üst düzey bilgi grubunun bilgide kalıcılık düzeyinin sağlayıcı olan derinlemesine öğrenme yaklaşımını alt düzey bilgi grubuna göre daha fazla tercih etmektedir. Öğretme öğrenme ortamı algılarının öğretmen adaylarının derinlemesine öğrenme yaklaşımını tercih düzeylerinde yüksek etkiye sahip olduğu tespit edilmiştir.

Variables of Self-Regulated Learning as Predictors of Academic Achievement

This study examined the four variables of self-regulated learning, namely processing strategies, regulation strategies, mental models of learning, and learning orientations in predicting students’ academic achievement. The study constituents included 578 first year students [(Female n=479; 82.9%); Male n=99; 17.1%)] enrolled at Faculty of Psychology, in three universities in three big cities in Indonesia, Medan North Sumatra (n=258; 44.6%), Jakarta the capital city (n=209; 36.2%) and Surabaya East Java (n=111; 19.2%). The range of the participants’ age was from 17 to 23 years, and the mean age was 18.99 years. The Indonesia version of Vermunt’s Inventory of Learning Styles (ILS) was implemented to measure the four variables of self-regulated learning. The result of this study revealed that the four variables of self-regulated learning were significant predictors of students’ academic achievement. The study also showed the differences in the four variables of self-regulated learning in terms of gender and the university.

Self-Motivation and Study Ethics as Predictors of Undergraduate Students’Academic Achievement in a Nigerian University

The aim of the study was to examine self-motivation and study ethics as predictors of academic achievement among undergraduates in a Nigerian University. The study employed the correlation research design in the quantitative approach. Purposive sampling technique was used to draw a sample of 320 students out of which 228 students consented and participated in the study. The instrument for the study was a researcher designed questionnaire which was piloted and subjected to a test of internal consistency, using Cronbach's alpha reliability analysis, and the overall reliability coefficients of 0.887 was obtained. The questionnaire was administered to the respondents through online mode using Google form. The data was gathered within a period of two (2) weeks. A WhatsApp research group was created through which the google form link was shared for effective dissemination. Data was collected was analyzed using descriptive statistic of frequency and percentage to present the respondents demographic information of respondents while mean and standard deviations was used to answer research questions The study hypothesis was tested using multiple regression using Statistical Package for Social Sciences (SPSS) 29.0. The study findings revealed that self-motivation significantly predicted students’ academic performance based on which a conclusion was reached.

Metacognitive Awareness and Self-Regulated Learning toward Students’ Academic Achievement: Prediction study

This study was intended to find the relationship among metacognitive awareness and self-regulated learning as independent variables and students’ achievement/GPA as dependent variable. The study took senior college students as the sample from two private Indonesian universities. Thereupon, this study also was aimed to find whether students’ metacognitive awareness and self-regulated learning could be predictors of students’ achievement/ GPA. The study used Metacognitive Awareness Inventory and questionnaire to get the data of students’ metacognitive awareness and self-regulated learning. The results showed that there were positive correlations between students’ metacognitive awareness and self-regulated learning on academic achievements. The study also revealed that both metacognitive awareness and self-regulated learning could be predictors for academic achievement as many as 24.8%.

Using Achievement Goal Orientation and Self-Regulated Learning Strategy as Predictors of Academic Achievement in English Language Among the Secondary School Students’ in Anambra State, Nigeria

Students’ achievement goal orientation and self-regulated learning strategies are strong indicators and facilitators of proactive learning. The study aimed to examine students’ achievement goal orientation, self-regulated learning strategy in predicting academic achievement in Anambra State. Four research questions and three null hypotheses guided the study. The study adopted a predictive correlational design. The population of the study comprised of 21,204 SS II students from which a sample of 630 was drawn. Multi-stage procedure was used to select the sample. Two standardized research instruments namely; Achievement Goal Orientation Questionnaire (AGOQ), and Motivated Strategies for Learning Questionnaire (MSLQ), as well as scores from students’ promotional examination were used for data collection. Cronbach’s alpha was used to determine the reliability of the items in the instruments. Reliability indices of 0.73, for mastery-approach, 0.71, for mastery- avoidance, 0.82, for performance-approach, 0.76, for performance-avoidance, 0.72 for work- avoidance, 0.64 for monitoring, 0.73 for planning, and 0.68 for self-regulating activity respectively were obtained. The overall reliability coefficient was 0.71 which shows that the instrument was reliable and good for the study. The standard multiple regression was used to analyze the collected data. The t-test for r, F-test and test of significance for ?, were used to test hypotheses at .05 level of significance. Findings showed that students’ achievement goal orientation and self-regulated learning scores yielded an adjusted R squared of .025. This implies that predictors accounted for about 2.5% of the variance scores in academic achievement in English language. Findings also revealed that the proportion of variance in academic achievement scores in English language explained by achievement goal orientation and self-regulated learning scores is statistically significant. Finally, it was recommended.

Self-esteem and Locus of Control as Predictors of Academic Achievement: A Study Among Graduate Students

Background Earlier researchers have explored the individual impacts of locus of control and self-esteem on academic as well as nonacademic success. But limited attention was given to their interplay within a university context. By integrating these variables into a unified framework, a more comprehensive understanding of the learning processes of university students can be achieved, which can further help in developing strategies to improve the overall learning outcome and come out as successful individuals. Purpose The aim of this study is to find out the contribution of locus of control and self-esteem toward academic achievement at graduation and across various demographic factors—socioeconomic status, family type, age, and different streams of graduation). Methods The sample consists of MBA students ( n = 200) coming from different graduation streams, both male and female, in the age group of 21–27 years. Data was collected through the Rosenberg Self-esteem Scale and Rotter’s Locus of control. A descriptive analysis and Chi-square test were used to analyze the data. Results Sixty-two percent had an internal locus of control, and 38% had an external locus of control. Forty-one percent had low self-esteem, and 59% had high self-esteem. There was a significant correlation between self-esteem, locus of control, and academic achievement. Self-esteem and locus of control totally predicted 41% of the variation in academic achievement, with self-esteem and locus of control both being stronger factors to predict academic achievement. Area (rural, urban), family type (nuclear, joint), and academic scores have a strong correlation with locus of control and self-esteem. Conclusion MBA students are the future leaders. For them to be successful leaders, interventions can be designed to increase self-esteem, which would help them have faith in their abilities and achieve their objectives by taking responsibility for the outcome of challenging situations.

Self-concept and academic achievement in children with chronic kidney disease.

Within the pediatric population, a positive self-concept is associated with better academic achievement. Children with chronic kidney disease (CKD) are at risk for lower quality of life and academic underachievement. Little is known about self-concept among children with CKD and how self-concept influences academic achievement. The objectives of the present study were to (1) describe patient-reported self-concept among children with CKD and (2) evaluate the relationship between self-concept and academic performance. This cross-sectional study included 23 children, aged 6-16years, with mild to moderate CKD (cause of disease due to congenital anomalies of the kidney and urinary tract) and 26 age-matched comparators. Participants completed the Self-Description Questionnaire (SDQ) and the Wide Range Achievement Test (WRAT-4). Linear regression models were used to evaluate self-concept as a predictor of academic achievement in the CKD cohort. Self-concept ratings were comparable between children with CKD and non-CKD comparators; however, academic achievement trended lower for the CKD patients on measures of arithmetic (estimate = - 0.278, 95% confidence interval (CI) [- 0.530: - 0.026], t(45) = - 1.99, p = 0.053). All of the SDQ domains predicted WRAT-4 arithmetic performance, such that higher scores on the SDQ were associated with higher scores in mathematics. Kidney function did not have an effect on the relationship between self-concept and academic achievement. Despite the presence of a chronic disease, children with CKD endorse a positive self-concept. Positive self-concept may predict academic success in this population.

Factors Influencing Academic Achievement of University Students

Academic achievement is one of the significant outcomes of the formal education processes. Thus, understanding the factors which influence academic performance is timely. This study aims to examine the determinants that impact the academic performance of students. The determinants include student engagement, general knowledge, social skills, and communication skills. This study applied a quantitative research design, with an online survey questionnaire distributed to the students of a private university in Klang Valley, and 150 valid responses were solicited. The Pearson’s product-moment correlations in the current study demonstrated that student engagement had a positive and strong relationship with student’s academic achievement. General knowledge and social skills were found to have a positive and moderate relationship with academic achievement; however, communication skills were found to have a positive but weak correlation with academic achievement. Multiple regression analysis found that student engagement, general knowledge, and social skills were predictors of academic achievement. However, communication skills were not the predictor. In addition, this study significantly contributes to students’ social life aspects as it is consistent with the Malaysian Ministry of Higher Education's initiative to integrate soft skills into the curriculum and learning processes. This will urge the university's management to develop initiatives and programmes that equip students with various soft skills to make them competent in the market force after graduation. This study also discusses the conclusion, implications, and future research directions.

Self-Regulated Learning as a Predictor of Academic Achievement among Students at Nursing Schools

Self-Regulated Learning as a Predictor of Academic Achievement among Students at Nursing Schools

Interactions of gender with predictors of academic achievement

Predictive models of academic achievement are used in various (often high stakes) applications, including selection and study orientation procedures for higher education. Considering the far-reaching consequences of their outcomes, these models should show as little bias for irrelevant factors as possible. While numerous studies have researched the impact of gender on the isolated individual predictors of academic achievement, no studies yet have explored how gender affects program-specific prediction models of academic achievement. As such, the present study examined whether prediction models exhibit gender differences in the accuracy of their predictions, and how such differences relate to the gender balance within a study program. Besides that, we developed gender-specific prediction models of academic achievement in order to examine how these models differ in terms of which predictors are included, and whether they make more accurate predictions. Data was examined from a large sample of first year students across 16 programs in an open access higher education system (N = 5,016). Results revealed interactions between gender and several predictors of academic achievement. While the models exhibited little difference in the accuracy of their predictions for male and female students, analyses showed that using gender-specific models substantially improved our predictions. We also found that male and female models of academic achievement differ greatly in terms of the predictors included in their composition, irrespective of the gender balance in a study program.

Foreword

In the past decades, a large body of literature has been produced by researchers interested in the relationships between schools, teachers and parents (or families). This literature includes analyses and reflections on parental involvement from myriad research disciplines, theoretical and policy perspectives and research methodologies. However, closer scrutiny reveals that the label of “parental involvement” is an umbrella term, under which many different concepts and practices find a place. In this special issue we invited authors to delve more deeply into controversies and dilemmas that result from the variety of perspectives on parental involvement. Some examples of such controversies and dilemmas are: the use of parental involvement as a predictor of academic achievement in school effectiveness studies, parents’ rights and teachers’ stress, critiques on the neoliberal agenda that dictates effective parenting practices, inequality of access to diverse forms of parental resources, and the marginalizing effects of particular frameworks of parental involvement. The purpose of this special issue was aimed to provide a basis for future research and policies on family-school-partnership relations. We invited authors to formulate implications of their analyses and reflections for research, policy and practice. The title itself of the issue, a calque borrowed from "What We Talk About When We Talk About Love" by Raymond Carver, was an invitation towards a deeper understanding of the meaning of “parental involvement”. Topics discussed in this special issue are: teachers’ students’ and parents’ perspectives, teacher education, teacher students, teachers’ beliefs; homework, all day school, trust, parental engagement; comparative studies in education, also for what concerns National educational policies and diverse ethnic and linguistic families; emotional work, frontstage and backstage, stigma. Have a good read