Significant Predictors Of Academic Achievement Research Articles

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.

Predicting achievement in distance language learning: a structural equation model

ABSTRACT Getting increasingly common in many settings in higher education, distance language courses have become a vigorous area of research which requires sustained focus. Although the relevant literature has documented well various aspects of distance language learning, the factors affecting academic achievement have remained under-researched. This study investigates the predictive power of the sense of community, perceived learning and learner satisfaction as the possible factors having an influence on academic achievement. Data for this study come from a series of surveys administered to a total of 156 EFL learners and participants’ final grades. Structural Equation Model (SEM) was used to analyse the data. Results indicated acceptable values of the goodness of fit indices for structural model (TLI =.96; CFI =.98; NFI =.95; RMSEA =.06 and SRMR =.04). Analysis of path coefficients revealed that two components of sense of community (i.e. teaching presence and cognitive presence), perceived learning and satisfaction are the significant predictors of academic achievement. The research findings bear implications for the design of distance language courses.

Predicting Learners' Performance in Virtual Learning Environment (VLE) based on Demographic, Behavioral and Engagement Antecedents

This study aims at predicting undergraduate students' performance in the Virtual Learning Environment (VLE) based on four time periods of the examined online course. This is to provide an early and continuous prediction of students' academic achievement. This research depends on data from one of the scientific courses at the Open University (OU) in Britain, which offers its lectures using VLE. The data investigated consists of 1938 students in which the influence of demographic and behavioral variables was explored first. Then, three features were generated to improve the prediction accuracy as well as examining the effect of learners' engagement on their academic performance. Accordingly, a comparison was made between the prediction accuracy of integrating the proposed features with the behavioral and demographic features and the use of the original features only. The findings suggest that some of the demographic variables and all behavioral features had a significant impact on students' performance. However, the accuracy was highly improved after using the new generated features. It was found that the level of the financial and service instability, level of participation in the course, assessment grades, the total number of clicks, the interaction with different course activities, and students' engagement were significant predictors of academic achievement.

Predictive validity of multiple mini interview scores for future academic and clinical placement performance in physiotherapy, occupational therapy and speech and language therapy programmes

Background/aims Limited research exists on the predictive validity of multiple mini interviews when used during the selection process for physiotherapy, occupational therapy and speech and language therapy programmes. Traditional interviews were replaced by multiple mini interviews in the selection process for these three undergraduate programmes in one UK university. The purpose of secondary data analysis was to determine whether multiple mini interviews can predict academic and clinical placement performance during the first and second year of study. Methods Secondary data analysis was performed using the admissions data from 169 students. Data analysed comprised predictors (entry tariff, age and multiple mini interview scores) and outcomes (academic and placement achievement in years 1 and 2 over a period of 2 years from 2014 to 2016). Results Multiple standard regression analyses revealed that, overall, multiple mini interview score was not a significant predictor of academic achievement or clinical placement performance in years 1 and 2 for any of the three professions. Pearson's correlations indicated that age and entry tariff were frequently and significantly correlated with academic achievements for all cohorts. Conclusions Performance in the multiple mini interview is not a predictor of academic achievement or clinical placement performance in this specific cohort of students. Entry tariff showed a significant correlation with academic achievement. Additional studies with larger cohorts are recommended.

Academic achievement among university students: The role of causal attribution of academic success and failure

Previous studies have attempted to understand various motivational factors that affect academic achievement. One of the cognitive factors this study focuses on is the causal attribution of academic success and failure. Causal attribution refers to one’s perception of the factors that cause learning success and failure. These perceptions encompass three dimensions: locus of causality, stability, and personal control. This study aimed to determine whether causal attribution of academic success and failure predicts academic achievement. 156 students of Universitas HKBP Nommensen across batch years and majors participated in this study. An adapted version of the Causal Dimension Scale was employed as the research instrument. Academic performance was measured using the Grade Point Average (GPA). The simple linear regression analysis results highlight that causal attribution is a significant predictor of academic achievement. Differences in causal attribution between high performing and low performing students were identified. The results imply that personal control is the significant dimension of predicting student’s performance, which means that student’s beliefs about their capacity to control causal factors, will become a good predictor of their performance. Therefore the more higher students’ believe that they are able to control causal factors will enhacnce their academic achievement.

Active Listening Skills as Predictors of Success in Community College Students

ABSTRACT Current research on employability skills in higher education tends to focus on communication and critical thinking as being key to that success in the classroom and the workforce. The research on active listening, another employability skill, tends to focus on specific college majors. The goal of the present mixed-methods study is to look at how crucial active listening as an employability skill is to academic achievement in a community college classroom and to explore students’ perspectives on active listening. A sample of 19 students took the AELS, and four students volunteered for semi-structured interviews. The author conducted a multiple regression and correlation analysis on the AELS scores, sex, and grades. Results indicated that active listening appears to be a significant predictor of academic achievement in the community college class, and community college students perceive listening to be an essential factor in their success. Future studies can expand upon these results by looking at different community college classes and majors as well as other predictor variables.

Peran Dukungan Sosial Orang Tua terhadap Prestasi Akademis melalui Mediasi Motivasi Belajar Intrinsik

This research aimed to empirically examine the effect of parents’ social support on academic achievement through the mediation of intrinsic motivation to learn. It was hypothesized that parents’ social support positively affect academic achievement through the mediation of intrinsic motivation to learn. Researcher adapted Gordon’s Parent Subscale Social Support Questionnaire for Children Rahmi’s Parental Support Scale and Rahmi’s Intrinsic Motivation to Learn Subscale along with weighted summative asessment tests to measure academic achievement. Participants were 84 students of grade 8 from three different junior high schools in Yogyakarta. Path analysis was used to investigate the hyphotesis. Results indicated that parents’ social support was a significant predictor of intrinsic motivation to learn, b = 0.55, (p &lt; 0.05), and that intrinsic motivation to learn was a significant predictor of academic achievement, b = 0.47, (p &lt; 0.05). These results supported the mediational hypothesis. Parents’ social support was no longer a significant predictor of academic achievement after including the mediator, parents’ social support, b = 0.16, (p &gt; 0.05), consistent with full mediation.

Online Distance Learning in Higher Education: E-Learning Readiness as a Predictor of Academic Achievement

The purpose of this study was to examine the relationship between e-learning readiness and academic achievement in an online course in higher-level education. The survey method was employed when collecting the study data, and the data-collection instrument used was the E-Learning Readiness Scale. The scale comprises 33 items and six sub-dimensions, including (1) computer self-efficacy, (2) internet self-efficacy, (3) online self-efficacy, (4) self-directed learning, (5) learner control, (6) motivation toward e-learning. The study participants comprised 153 freshmen who were taking an online English as a Foreign Language course. A relational model is proposed in this study to measure the predicted levels of readiness on academic achievement in online learning. Reliability analysis, Pearson correlation, linear regression analysis, and structural equation modelling were used to analyze and model the study data. Results indicated that self-directed learning is the strongest predictor of academic achievement, while motivation toward e-learning was found to be another predictor of academic achievement. Internet/online/computer self-efficacy and learner control were not found to be among significant predictors of academic achievement. It is concluded that, especially with the spread of Covid-19 worldwide, education is currently switching from face-to-face to online learning in an immediate and unexpected way; therefore e-learning readiness has to be carefully taken into consideration within this new educational paradigm.

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 (&amp;beta;= .268; t= 3.593, p&amp;lt;0.000, cognitive engagement (&amp;beta;= .245; t= 3.284, p&amp;lt;0.000 and care takers (&amp;beta;= .132; t= 2.009, p&amp;lt;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.

Role of Different School Systems in Cognitive Abilities &amp; Academic Achievement of Adolescents

The present study compared cognitive abilities and academic achievement of adolescents studying in three different school systems namely Urdu medium schools, English medium schools, and Cambridge system schools. The sample comprised of 1001 secondary school student. Cognitive abilities were assessed by Raven’s Standard Progressive Matrices (1960) and marks obtained by the students in the last annual examination were used as an index of academic achievement. Results showed that cognitive abilities of the students were positively associated with academic achievement of the respondents. It was further found that cognitive abilities and academic achievement of students studying in Cambridge school system was better as compared to those studying in other systems. Post-hoc comparison revealed that level of academic achievement of Urdu medium schools was lower as compared to English medium and Cambridge system of schools. The findings suggest that difference in schooling system influenced cognitive abilities and academic achievement of the students. Results further demonstrated that gender was a significant predictor of academic achievement in both Urdu and English medium schools. Future implications of the study were also discussed.

Relationship between Cognitive Engagement and Academic Achievement among Kenyan Secondary School Students

AbstractThe purpose of this study was to investigate the relationship between student cognitive engagement and academic achievement of secondary school students of Manga Sub County, Nyamira County, Kenya. The study was hinged on the Self Determination theoretical perspective. The mixed methods approach was employed, and within it, the concurrent triangulation design was adopted. From the target population of 1750 form four students, 35 Principals and 35 Guidance and Counselling teachers, 312 students (out of 316 expected), 11 Principals and 11 Guidance and counselling teachers were randomly sampled for the study. Questionnaires were used to collect data from the students, while interview schedules were used to collect data from Principals and Guidance and Counselling teachers. The validity of the research instruments was determined by experts from the department of Psychology and Educational Foundations of Jaramogi Oginga Odinga University of Science and Technology. Reliability was ascertained by the internal consistency method using Cronbach’s alpha, and a reliability coefficient of r above 0.7 was obtained for the questionnaire. Inferential statistics from quantitative data were analyzed using Pearson’s Product correlation and regression analysis with the aid of the statistical package for social sciences (SPSS) version 22. Qualitative data from interviews were analyzed thematically. The study revealed that cognitive engagement was a significant predictor of academic achievement among secondary school students studied (r=.376, N=312, p =.01. The study recommended that school based teacher counsellors should utilize cognitive behavioural therapy techniques during counselling sessions with students in school in order to enhance cognitive engagement.

Schools Climate and Student Achievement in Secondary Schools of Ethiopia

A corelational research design was employed to examine if a relationship exists between organizational school climate and student achievement in Ethiopia secondary schools setting, and to investigate whether the various elements of school climate have independent effects on student achievement. Organisational climate was measured using the School Climate Index (SCI) developed by Tschannen-Moran, Parish and Dipaola and student achievement was measured by students’ test scores at the Ethiopia General Education Leaving Certificate Examination (GELCE) in the year 2014/15. A total of 32 schools, 973 teachers and 14882 students were involved in the study. Descriptive statistics such as mean and standard deviation, Pearson r correlation coefficient and multiple regression analysis were applied for the data analysis. The results indicate that school climate has a significant and positive relationship with student achievement in Ethiopia secondary schools, but nonetheless, a weak one. The collegial leadership, teacher professionalism, and academic press were significantly and moderately correlated to students’ achievement while the community engagement sub scale was not. The four factors used both for the SCI as predictor variables in the regression model were shown to have a significant relationship with student achievement when viewed as a whole, but they generated more varied results when examined individually. Teachers’ professionalism is the most positive predictor of student achievement in Ethiopia secondary schools. Similarly collegial leadership and academic press are also found to be significant predictor of academic achievement. This study found no independent effect of community engagement on student achievement. It is recommended that school leaders should design school improvement plans that entail the school climate construct. School leaders need to find ways of including the community in the life of the school and foster positive relationships with the community. Principals in particular need to be mindful that the climate of a school affect achievement and the former can be enhanced to improve results.

Assessing the relationship between greenspace and academic achievement in urban New Zealand primary schools

Greenspace can have a significant positive effect on improved concentration duration, behaviour in the classroom, and educational and social development for school‐aged children. This paper uses Geographical Information Systems to explore academic achievement and greenspace in New Zealand. Using multivariate linear regression, the association between greenspace exposure and the percentage of children achieving above academic attainment expectations was examined, controlling for gender, ethnicity, and socioeconomic status. Socioeconomic status was the most significant predictor of academic achievement. Weak associations between greenspace, academic achievement, gender, and ethnicity were observed. Unexpectedly, academic achievement negatively correlated with greenspace.

Psychosocial Keys to African American Achievement? Examining the Relationship Between Achievement and Psychosocial Variables in High Achieving African Americans

Grit, growth mindset, ethnic identity, and other group orientation are four psychosocial variables that have been associated with academic achievement in adolescent populations. In a sample of 105 high achieving African American high school students (cumulative grade point average [GPA] &gt; 3.0), we examined whether these four psychosocial variables contributed to the achievement of high achieving African Americans beyond the contribution of socioeconomic status (SES) and other demographic variables. Results indicated that the psychosocial variables were not significant predictors of academic achievement for the high achieving African American students in this sample. However, SES was a significant predictor of the academic achievement with a medium effect size. These findings suggest that interventions focused on grit, growth mindset, ethnic identity, and other group orientation may not be as effective as hypothesized.

The Relationship Between Self-Regulated Learning and Academic Achievement for a Sample of Community College Students at King Saud University

Due to the paucity of self-regulated learning studies at higher education level in Saudi Arabia, the present study examined the relationship between self-regulated learning and academic achievement of Community College students at King Saud University. The sample of the study was comprised of 356 students attending a preparatory year program. The study used an SRL instrument developed by Purdie et al. (1996) and validated by Ahmad (2007) for the Arab learning context, and academic achievement was measured by students’ scores in the areas of English language skills and mathematics. Results indicated that the study instrument was valid and reliable for use in a Saudi university environment. Furthermore, results indicated that there is a significant and positive relationship between self-regulated learning and the academic achievement of students. Similarly, the constructs of SRL (i.e., goal setting and planning, keeping records and monitoring, rehearsal and memorization, and seeking social assistance), especially goal setting and planning, were found to be significantly and positively related to achievement. Additionally, SRL and its constructs, especially goal setting and planning, were found to be significant predictors of academic achievement. The implications and suggestions for future research are discussed.

The Relationship Between Self-Regulated Learning and Academic Achievement for a Sample of Community College Students at King Saud University

Due to the paucity of self-regulated learning studies at higher education level in Saudi Arabia, the present study examined the relationshipbetween self-regulated learning and academic achievement of Community College students at King Saud University. The sample of the study was comprised of 356 students attending a preparatory year program. The study used an SRL instrument developed by Purdie et al. (1996) and validated by Ahmad (2007) for the Arab learning context, and academic achievement was measured by students’ scores in the areas of English language skills and mathematics. Results indicatedthat the study instrument was valid and reliable for use in a Saudi university environment. Furthermore, results indicated that there is a significant and positive relationshipbetween self-regulated learningand the academic achievement of students. Similarly, the constructs of SRL (i.e., goal setting and planning, keeping records and monitoring, rehearsal and memorization, and seeking social assistance), especially goal setting and planning, were found to be significantly and positively related to achievement. Additionally, SRL and its constructs, especially goal setting and planning, were found to be significant predictors of academic achievement. The implications and suggestions forfuture research are discussed.

English

The purpose of this study is to determine the explanatory and predictive relationship pattern between university students’ goal orientation behaviours and their academic achievement. The study group consisted of 259 university students. A ‘2x2 Achievement Goal Orientations Scale’ was used to determine the students’ goal orientation behaviours. The average grades that the students got during a term were taken as the academic achievement criteria. The data were analysed using structural equation modelling (SEM). The results suggested that learning approach, learning avoidance and performance approach are not significant predictors of academic achievement at the p<.05 level. The findings also indicated that the relationship between learning avoidance and performance approach; learning avoidance and learning approach; learning approach and performance avoidance; performance approach and performance avoidance; and learning avoidance and performance avoidance are significant at the p<.01 level. The results also displayed that the relationship between performance approach and learning approach is significant at the p<.05 level. On the other hand, the relationship between performance approach and learning approach along with the relationship between learning approach and performance avoidance was found to be negative unlike the other relationships between the variables. Key words: Goal orientation theory, academic achievement.

Academic success is about self-efficacy rather than frequency of use of the learning management system

&lt;p&gt;Previous studies have investigated the association between the frequency of student learning management system (LMS) use (logins, discussion board use, resources used, etc.) and academic achievement. These studies indicate that low LMS use by students is likely to result in less academic success. However, these models fail to take into account self-beliefs that may also increase the explanatory value of learning analytics from the LMS. This study surveyed 310 students (&lt;em&gt;M &lt;/em&gt;= 22.10 years, &lt;em&gt;SD &lt;/em&gt;= 6.30 years) undertaking a first year health psychology subject. Results show the central role of self-efficacy in predicting student performance. Online activity was not predictive of performance, suggesting the primacy of psychological factors more so than online engagement in determining outcome. Of the motivational factors, &lt;em&gt;amotivation&lt;/em&gt; was the single significant predictor of academic achievement. Proposed future research directions include the need to evaluate whether these results are sustained over time.&lt;/p&gt;