Significant Predictors Of Academic Achievement Research Articles

STUDENT'S SELF-ESTEEM AND SELF-CONTROL AS PREDICTORS OF ACADEMIC ACHIEVEMENT OF STUDENTS IN MATHEMATICS

This study aimed to determine whether self-esteem and self-control significantly influence the student's academic achievement in mathematics. A descriptive-correlational research design was used. The respondents of this study were 310 Grade 10 students in five public secondary high schools in the Division of Davao del Norte and were chosen through stratified random sampling. This study used three adopted questionnaires. Mean, Standard Deviation, Pearson r, and Regression Analysis were used as statistical tools. The findings showed that student’s self-esteem was fairly manifested while student’s self-control was fairly observed. The academic achievement of grade 10 students in mathematics did not meet expectations. The findings also revealed that both self-esteem and self-control have a significant relationship on students’ academic achievement in mathematics. The findings also demonstrated that self-control is a significant predictor of academic achievement in mathematics but not self-esteem. The results emphasized that educators and school administrators should focus on enhancing social and physical acceptance, addressing procrastination, attention control, and impulse control, and boosting mathematics achievement. These interventions may include teamwork activities, body positivity programs, and creating a safe space for discussing social anxieties. Strategies may include time management workshops, mindfulness exercises, and role-playing scenarios. Future research could explore the link between self-control and mathematics achievement, suggesting that incorporating self-control strategies into classrooms, effective study time planning and focused teaching techniques could improve test scores. KEYWORDS: Math education, self-esteem, self-control, mathematics achievement, descriptive and correlational design, regression analysis, Davao del Norte, Philippines

The effects of using collaborative digital storytelling on academic achievement and skill development in biology education

AbstractThe purpose of the study is to investigate the effect of the use of digital storytelling on academic achievement, critical thinking dispositions, co-regulation, and narrative skills of 10th grade students. To this end, the study was conducted using a semi-experimental design with a convenience sample. The participants consisted of 64 students (33 in experimental and 31 in control group) who were studying in a high school. After the groups were trained, a two-week pilot study was conducted by forming collaborative groups among the students. This was followed by eight weeks of main implementation, during which students presented their projects to the class every two weeks. Following the digital story presentations in the experimental group, feedback was provided by the course instructor and peers. In addition, rubric scores were generated by the researchers for each digital story. Academic achievement test, critical thinking disposition scale, co-regulatory skills scale, and digital story evaluation rubric were used as data collection tools at the end of the process. Independent samples t-test, repeated ANOVA, and regression analysis were performed on the collected data. According to the results, digital story activities had moderate positive effects on students’ academic achievement and critical thinking, and high positive effects on co-regulation. In addition, the narrative skills of the students in the experimental group increased significantly over the weeks with a difference of 27.44 points. There was also evidence that storytelling ability was a significant predictor of academic achievement and that this ability increased significantly over the weeks. The results showed that the collaborative creation of a digital story by the students had a positive effect on their academic achievement and the development of their skills.

Predictors of academic achievement in distance learning for Sudanese nursing students

Objective: To investigate the factors that influence undergraduate Sudanese nursing students' academic achievement. Methods: An online survey was conducted among 235 Sudanese nursing students using several scales and questionnaires to assess cognitive, affective, and psychomotor domains of academic achievement, self-regulated learning (S.R.L.), engagement, academic stress, and grade point average (GPA). A hierarchical multiple linear regression model was used to identify the predictors of academic achievement. Results: Academic achievement was significantly correlated with SRL (r = 0.588, p<0.001), engagement in distance learning (r = 0.476, p < 0.001), academic stress (r = 0.355, p<0.001), and GPA (r = 0.162, p=0.02). No significant correlation was found between academic achievement level and demographic or learning experience variables, participating in a learning support program, voluntary study meetings, and receiving learning counseling. Engagement in distance learning and SRL were identified as significant predictors of academic achievement, with adjusted R2 values of 0.216 and 0.377, respectively. Conclusion: The study highlights the importance of engagement in distance learning and SRL among Sudanese nursing students in the context of distance learning. The nursing institutions need to develop effective strategies to enhance students' engagement and SRL skills to promote academic success in distil learning.

The Influence of Parental Involvement and Socioeconomic Status on Academic Achievement among Special Science Class Students

This research aimed to investigate the impact of parental involvement and socioeconomic status on the academic achievement of Special Science Class students at Lorenzo S. Sarmiento Sr. National High School. Employing a quantitative approach with 167 respondents, mean scores, Pearson’s r, and regression analysis were utilized for data analysis. Along with this, the findings revealed a very high level of responsibilities and attendance, and a high degree of parental involvement, particularly in volunteer and mentoring activities, and communication and support. However, literacy and tutorial assistance, along with leadership and partnership, demonstrated moderate levels. Furthermore, socioeconomic status exhibited high levels, with family background, peer influence, interest, and health serving as significant indicators. The results also showed a very high level of student-related factors influencing academic achievement, followed by a high level of degree predominantly influenced by teacher-related factors, home-related factors, and school-related factors. The study established a significant positive correlation between parental involvement and academic achievement (Pearson’s r = 0.565, p<0.001), as well as between socioeconomic status and academic achievement (Pearson’s r = 0.750, p<0.001). This led to the rejection of the null hypothesis, signifying a substantial relationship between parental involvement, socioeconomic status, and academic achievement among Special Science Class students. Regression analysis identified responsibilities and attendance, literacy and tutorial assistance, and volunteer and mentoring activities as influential domains of parental involvement on academic achievement. Moreover, interest and peer influence emerged as significant predictors of academic achievement within the socioeconomic status domains. These findings underscore the critical roles of parental involvement and socioeconomic factors in shaping academic success among Special Science Class students, offering valuable insights for educators and stakeholders.

Predictors of Problematic Video Gaming in Elementary School Boys with ADHD.

The aim of the study was to expand the current knowledge base on problematic video gaming and ADHD with four questions: (1) Are there differences in the length of video gaming between boys with ADHD and typically developing boys? (2) Are there differences in problematic video gaming between boys with ADHD and typically developing boys? (3) What are the predictors of problematic video gaming? (4) Does problematic video gaming affect academic performance while controlling for the effect of inattention and hyperactivity/impulsivity symptoms? Symptoms of inattention, hyperactivity/impulsivity scale (SNAP IV), the Problematic Video Game Scale, and the Video Game Patterns Questionnaire were administered to 127 parents of elementary school boys in Croatia, 57 of whom were parents of boys with a clinical ADHD diagnosis and 70 of whom were parents of typically developing boys. The results show that there are no differences in length of play and problematic video gaming between ADHD and typically developing boys. A hierarchical regression analysis showed that age, inattention symptoms, and length of play are predictors of problematic video gaming. Inattention symptoms and age are significant predictors of academic achievement whereas it seems that hyperactivity and impulsivity symptoms are not predictors of problematic video gaming and academic achievement in boys.

Relationship between Social Anxiety Symptoms and Behavioral Impairment in Adolescents: The Moderating Role of Perfectionism and Learning Motivation

Numerous studies have found that adolescents with social anxiety disorder experience greater difficulty in school adjustment and show higher dropout rates. Perfectionism and learning motivation are known to be significant predictors of academic achievement; these factors may enhance or diminish behavioral impairment within the school setting. The purpose of the present study was to examine the relationship between social anxiety, learning motivation, perfectionism, and behavioral impairment within a community sample of adolescents. Five hundred ninety-four German middle school students aged 12-17 years (mean age = 14.60, SD=1.64; 59.4% female) were recruited through their schools to respond to a questionnaire package consisting of Spence Children’s Anxiety Scale, the Child and Adolescent Perfectionism Scale, impact supplement of the Strengths and Difficulties Questionnaire, and intrinsic values subscale of Motivational Strategies for Learning Questionnaire. Results of correlational and multiple regression analysis showed that social anxiety symptoms were a significant predictor of distress and behavioral impairment, especially in friendship and classroom learning domains. It was shown that intrinsic learning motivation promotes classroom learning in students with high levels of social anxiety, whereas perfectionism interferes with domains outside the classroom, such as friendships and leisure activities. Limitations and implications for future research were discussed.

Parental Warmth and Parent Involvement: Their Relationships to Academic Achievement and Behavior Problems in School and Related Gender Effects

Parent involvement and parental warmth have been extensively studied in the global literature. However, limited research has been conducted on parent involvement and parental warmth in India. This study examined parental warmth and parent involvement as predictors of academic achievement and behavior problems. Because behavior problems scores differed gender, gender differences om these relationships were explored. Study questions were framed in terms of Epstein’s theory of school, family, and community partnerships and Rohner’s parental acceptance-rejection theory. A sample of Indian seventh through tenth graders gave ratings of parental warmth and parent involvement. Their teachers gave ratings of academic achievement and behavior problems. Results showed that parental warmth and parent involvement were significant predictors of academic achievement and behavior problems for boys. Parental warmth was a significant predictor of academic achievement and behavior problems for girls. The results regarding parental warmth supported parental acceptance-rejection theory. Results suggested the need to increase the awareness of the importance of parent involvement for children in India and to continue to support parents in maintaining warm and accepting relationships with their children.

Childhood stunting and subsequent educational outcomes: a marginal structural model analysis from a South African longitudinal study.

To examine the association between childhood stunting and grade completion (as educational outcome) in South Africa. Longitudinal study. Data were obtained using the National Income Dynamics Study over five waves (2008 to 2017). Children were tracked at wave 1 in 2008 until wave 5 in 2017 to determine their total years of schooling. We controlled for time-variant and time-varying confounding with a marginal structural model to estimate the associations between childhood stunting and subsequent grade completion. Nationally representative study of South African households. A total of 2629 children aged 2 and 3 years in 2008. We observed a substantial decrease in the prevalence of stunting between wave 1 (28·2 %) and wave 4 (8·6 %). Our marginal structural model results suggest that childhood stunting was significantly associated with decreased odds (22 % less likely) of grade completion (OR = 0·78; 95 % CI: 0·40, 0·86; P = 0·015), while those who were only stunted during early childhood had a 29 % reduction in the odds of grade completion (OR = 0·71; 95 % CI: 0·51, 0·82; P = 0·020). These findings underscore the fact that stunting is a significant predictor of academic achievement, whose effects might be long-lasting.

Processes Underlying the Relation between Cognitive Ability and Curiosity with Academic Performance: A Mediation Analysis for Epistemic Behavior in a Five-Year Longitudinal Study.

Cognitive ability and curiosity are significant predictors of academic achievement; yet the processes underlying these relations are not well understood. I drew on ideas from the environmental enrichment hypothesis and the differential preservation hypothesis and hypothesized that epistemic behavior acts as a mediator. Longitudinal data were collected from 1964 individuals in three waves, spanning five years: cognitive ability and curiosity were assessed at time 1; epistemic behavior at time 2; at time 3, grade point average and highest degree of both secondary and tertiary academic education (if applicable) were obtained retrospectively via self-report. I found expected bivariate relations between all study variables, including a significant relation between cognitive ability and curiosity and significant relations of both of these variables with secondary academic performance. Epistemic behavior was related to curiosity and academic performance but, at odds with the hypothesis, did not mediate the relation between cognitive and personality variables and academic performance. It is concluded that the process underlying the behavioral consequences of cognitive ability and curiosity is not environmental enrichment.

Agency, linked lives and historical time: evidence from the longitudinal three-generation Youth Development Study.

Whereas Glen Elder and associates' principles of the life course are usually articulated and investigated individually, they reference analytic distinctions that simplify their empirical coexistence and mutual interrelation. This article illustrates this complexity by focusing on the principle of agency and its intersections with 'linked lives' and 'time and place'. Data are drawn from the Youth Development Study (YDS), which has followed a Minnesota cohort (G2, born 1973-74) from mid-adolescence (ages 14-15) to midlife (ages 45-46). The YDS also includes G1 parents and G3 children, the latter surveyed at about the same age as their parents were when the research began. The findings indicate that multiple agentic orientations, observed in adolescence, affect adult attainments; they are shaped by the 'linked lives' of grandparents, parents and children over longer periods of time than previously recognised; and their associations with educational achievement are historically specific. Whereas the 'linked lives' of parents and adolescents are generally studied contemporaneously, the agentic orientations of parents, measured as teenagers, were found to predict the same psychological resources in their adolescent children (self-concept of ability, optimism and economic efficacy) decades later. We also found evidence that parents' occupational values continue to influence the values of their children as the children's biographies unfold. Suggesting a historic shift in the very meaning and behavioural consequences of agentic orientations, optimism and efficacy replaced educational ambition as significant predictors of academic achievement.

MOTIVATION TO BECOME AN EFL TEACHER AND ACADEMIC ACHIEVEMENT

This paper deals with the motivation for choosing English teaching as a profession. The objective is to determine the impact of motivation on academic achievement by measuring the significance of gender. Teacher trainees (male n = 42; female n = 42; uncategorized n = 3) completed the Scale of Motivation for Choosing a Teaching Profession (SMVUP; Tomsik, 2019a) which measures eleven factors in three types of motivation – intrinsic, extrinsic, and altruistic. The scale is a validated instrument based on the globally used Fit-Choice Scale (Watt and Richardson, 2012) and adjusted to the European educational context. The quantitative analysis did not confirm any type of motivation as a significant predictor of academic achievement. However, gender was revealed as a significant motivational role in choosing TEFL as a profession. Male student teachers reached higher average scores in intrinsic and altruistic motives, compared to female teacher trainees who scored higher in extrinsic motives.

Perception of educational environment with an assessment of motivational learning strategies and emotional intelligence as factors affecting medical students' academic achievement

This study aimed to investigate how medical students perceive their educational environment, as well as the implications of motivation, learning strategies, and the factor of emotional intelligence on academic achievement. In a cross-sectional study, 3384 undergraduate students were recruited from randomly selected Egyptian medical colleges. Students from second to final year, taking fundamental and clinical courses and, at a minimum, three professional exams, were enrolled and subjected to the Dundee Ready Educational Environment Measure scale, the Motivated Strategies for Learning Questionnaire, and Emotional intelligence questionnaire. The overall mean age of the studied students was 21.42 ± 1.61 years. Females represented 63.5%, rural residents were 52.2% and students with enough income represented 88.0%. The traditional system adopted 28.4% of the students versus 71.6% in the integrated system. Linear regression using path analysis was conducted to study the predictors of academic achievement, and it revealed that motivation was the highly significant predictor of academic achievement (β = 2.68, CI95%:2.35-3.05, P < 0.001), followed by learning (β = 1.09, CI95%:0.80-1.41, P < 0.001), emotional intelligence (β = 0.92, CI95%:0.87-0.97, P < 0.001), and the educational environment (β = 0.14, CI95%:0.13-0.15, P < 0.001). The study's findings have implications for medical educators trying to understand the personal factors that influence learning and performance in medical school. Students' motivation was the highly significant predictor of academic achievement followed by learning, emotional intelligence, and educational environment. Perception of the learning environment had improved because of the integrated student-centered system, which fosters motivation and emotional intelligence. To improve learners' EI, optimal learning, and educational outcomes, the EI components can be taught and fostered.

Teachers‘ Experience and Motivation as Predictors of Students‘ Achievement and Interest in Mathematics in Delta North Senatorial District, Nigeria

This study examined teachers’ experience and motivation as predictors of students’ academic achievement and interest in mathematics in Delta North Senatorial District. Two research questions and two corresponding hypotheses that guided the study were answered and tested, respectively. The study employed the correlational research design. Three research instruments which are the Teachers’ Demographics and Motivational Level Questionnaire, Students’ Interest Questionnaire and Students’ Mathematics Achievement Score were used to collect the data analyzed for this study. The data obtained from the study were analyzed using, Canonical Correlation, Multiple Regression. The result obtained from the study revealed that Experience was found to be a significant predictor of students’ academic achievement in mathematics, but did not significantly predict student interest in mathematics. Motivation was also, a significant predictor of academic achievement, but not a predictor of student interest. The combination of the teacher variables highly predicted student academic achievement in mathematics and explained a very large variance in the dependent variable with Motivation being a higher unique contributor in the variance explained than teachers’ experience. The combination of the teachers’ variables did not significantly predict students’ Interest in mathematics. It was recommended that mathematics teachers that are experienced should be made to teach mathematics at the Senior Secondary level in schools and as much as possible, these teachers should be motivated (monetary and non-monetary) by their employers.

The effects of ADHD symptomatology and academic enabling behaviours on undergraduate academic achievement

AbstractUniversity students demonstrating higher levels of Attention‐Deficit Hyperactivity Disorder (ADHD) symptom severity largely experience lower academic achievement. Educational research has found that a group of behaviours (i.e., study skills, interpersonal skills, engagement, and motivation) known as academic enablers (AE) facilitate positive outcomes within a classroom‐based learning environment. The current study recruited 617 undergraduate students to explore whether ADHD symptomatology and AE emerge as significant predictors of academic achievement at the university level, and whether demonstration of AE contribute to predicting achievement above and beyond that of ADHD effects. Results from simple linear regression analysis indicated that higher ADHD symptom severity predicted poorer academic achievement. Greater application of AE—excluding interpersonal skills—predicted greater academic achievement among university students. Exploratory results from hierarchical linear regression analysis suggested that demonstration of engagement, motivation, and especially study skills contribute towards predicting greater academic achievement while controlling for negative effects from ADHD symptom presentation. These findings imply that undergraduate academic outcomes can potentially be improved for students struggling with more severe ADHD symptom presentation if more emphasis is placed by universities to promote academic enabling behaviours within the educational framework and environment.

Comparing metacognitive monitoring between native and non-native speaking primary school students

Metacognitive monitoring is a significant predictor of academic achievement and is assumed to be related to language competencies. Hence, it may explain academic performance differences between native and non-native speaking students. We compared metacognitive monitoring (in terms of resolution) between native and non-native speaking fourth graders (~ 10 year olds) in two studies. In Study 1, we matched 30 native and 30 non-native speakers and assessed their monitoring in the context of a paired-associates task, including a recognition test and confidence judgements. Study 1 revealed that recognition and monitoring did not differ between native and non-native speaking children. In Study 2, we matched 36 native and 36 non-native speakers and assessed their monitoring with the same paired-associates task. Additionally, we included a text comprehension task with open-ended questions and confidence judgments. We replicated the findings of Study 1, suggesting that recognition and monitoring do not necessarily differ between native and non-native speakers. However, native speaking students answered more open-ended questions correctly than non-native speaking students did. Nevertheless, the two groups did not differ in monitoring their answers to open-ended questions. Our results indicate that native and non-native speaking children may monitor their metacognitive resolution equally, independent of task performance and characteristics. In conclusion, metacognitive monitoring deficits may not be the primary source of the academic performance differences between native and non-native speaking students.

The Effects of Cooperative Learning and Writing to Learn Applications on Academic Achievement

This study aims to investigate the effect of cooperative story writing and cooperative writing on the academic achievement of prospective social studies teachers in contemporary world history and the relationship between learning writing and course success. The method of the study is a quasi-experimental design with pre-test and post-test comparison groups. The study group of the research is composed of the pre-service social studies teachers who are studying at Ataturk University Kazim Karabekir Education Faculty in the 2019-2020 academic year. The research was carried out with two experimental groups in 6 weeks in total with 12-course hours. Academic achievement test, column, and story writing evaluation rubric were used as data collection tools. According to the data obtained from the pre-test pre-application to the prospective teachers, there was no significant difference between the pre-knowledge levels of the pre-service teachers with whom two different applications were performed. As a result of the study, it was found that cooperative story writing was a significant predictor of academic achievement, but cooperative corner writing was not a significant predictor of academic achievement. Besides, there is no significant difference between prospective teachers' writing skills and story writing skills.

The Effects of Cooperative Learning and Writing to Learn Applications on Academic Achievement

This study aims to investigate the effect of cooperative story writing and cooperative writing on the academic achievement of prospective social studies teachers in contemporary world history and the relationship between learning writing and course success. The method of the study is a quasi-experimental design with pre-test and post-test comparison groups. The study group of the research is composed of the pre-service social studies teachers who are studying at Ataturk University Kazim Karabekir Education Faculty in the 2019-2020 academic year. The research was carried out with two experimental groups in 6 weeks in total with 12-course hours. Academic achievement test, column, and story writing evaluation rubric were used as data collection tools. According to the data obtained from the pre-test pre-application to the prospective teachers, there was no significant difference between the pre-knowledge levels of the pre-service teachers with whom two different applications were performed. As a result of the study, it was found that cooperative story writing was a significant predictor of academic achievement, but cooperative corner writing was not a significant predictor of academic achievement. Besides, there is no significant difference between prospective teachers' writing skills and story writing skills.

“IELTS-out/TOEFL-out”: Is the End of General English for Academic Purposes Near? Tertiary Student Achievement Across Standardized Tests and General EAP

It has been widely asserted that general English for Academic Purposes (EAP) in postsecondary education has a limited future, given both the benefits of discipline-specific EAP, and the widespread use by universities of international standardized assessments for proof of English language proficiency (such as IELTS, PTE, TOEFL, etc.). The extra time and expense required for completion of EAP courses is a less appealing admission route than it is to “IELTS-out” (bypassing an EAP program by obtaining a standardized test score that enabling direct admission into a university program). This article investigates capacity of nine widely-used measures of English language proficiency to predict post-secondary student achievement (n = 1918) across multiple academic programs at a Canadian university, over a seven-year admission period. All standardized tests measuring English language proficiency for admission readiness (including IELTS and TOEFL) were insignificant and/or problematically weak predictors of achievement, in both first and final semester of study. In contrast, completion of pre-enrolment EAP programming proved to be a significant predictor of academic achievement, with significant, moderate association. With general EAP the only measure of language proficiency a significant predictor of student achievement, the study’s findings question whether predictions about the demise of such programs are premature.

The Relationship between Nursing Students' Quality of Life with their Academic Achievement Motivation in Isfahan University of Medical Sciences, Iran.

Background:Quality of Life (QoL) and academic achievement motivation are important aspects of students' living and studying. There is a lack of studies to address the QoL of nursing students and its relationship with their academic achievement motivation in Iran. Therefore, the present study was conducted to investigate this relationship.Materials and Methods:This was a correlational study conducted with baccalaureate nursing students of Isfahan University of Medical Sciences, Iran, from December 2019 to February 2020. Data collection tools consisted of three parts: a demographic questionnaire, the World Health Organization QoL-Brief Questionnaire (WHOQOL-BREF), and the Hermans Achievement Motivation Questionnaire. Pearson correlation coefficient and standard multiple regression were used to evaluate the correlation between QoL mean domain scores and academic achievement motivation score.Results:The QoL mean (SD) domain scores of physical, psychological, social, environmental, and academic achievement motivation score were 14.95 (2.43), 13.42 (2.74), 13.96 (3.39), 13.62 (2.54), and 84.40 (7.73), respectively. Pearson correlations between physical, psychological, social, and environmental QoL mean domain scores with academic achievement motivation score was 0.30, 0.35, 0.12, and 0.22 (p < 0.05), respectively. Using standard multiple regression, psychological mean domain score (ß = 0.31) was the only statistically significant predictor of academic achievement motivation.Conclusions:Relationships exist between academic achievement motivation and QoL domains of nursing students, particularly in the psychological domain. This information provides policymakers to plan multi-faceted arrangements to improve nursing students' academic achievement motivation and QoL particularly in most neglected areas as the psychological aspect.

Adolescent Achievement: Relative Contributions of Social Emotional Learning, Self-efficacy, and Microsystem Supports

This study examined the role of select intrapersonal and microsystem factors in high school adolescents’ academic achievement. A combination of factors, derived from an ecological framework, were hypothesized to be unique in their ability to explain greater proportions of variance in academic achievement in adolescents. Participants included 379 high school students (176 males, 193 females) from a mid-western high school in a large metropolitan area with a 53% poverty rate that enrolls approximately 1,500 students. A variety of variables emerged as significant predictors of academic achievement, with social emotional learning, self-efficacy, socio-economic status, parental involvement, peer support, and teacher support all explaining significant proportions of variance in achievement, and some to stronger degrees than others. This lends support to the notion that learning is shaped by a myriad of ecological factors. These findings are discussed with regard to their usefulness in understanding ways in which to target each of the investigated variables to ultimately increase academic achievement in adolescents.