Variance In Academic Achievement Research Articles

ACADEMIC ACHIEVEMENT AND ACADEMIC FRAUDULENT BEHAVIOR: EFFECTS OF CAMPUS CULTURE, INFORMATION TECHNOLOGY IMPLEMENTATION, AND ACADEMIC ACHIEVEMENT

Academic fraud is an act committed by students to get maximum results by committing bad and prohibited acts such as cheating, discussing with friends during exams or other ways. The problems formulated in this study are: 1) does campus culture influence fraudulent academic behavior?; Does the use of information technology influence academic fraud behavior?; and 3) does academic achievement influence academic fraud behavior? This type of quantitative research is an ex post facto model with 118 students at Ivet University Semarang as subjects. Data collection techniques used documentation and questionnaires with instruments that met the requirements of validity and reliability. The data analysis technique was used with the help of SPSS data processing, with the results that: 1) based on descriptive statistical analysis, the academic fraud variable was high, while campus culture was relatively high, while the use of information technology was included in the high criteria and the academic achievement score was relatively high; 2) based on hypothesis testing only campus culture variables have a positive and significant effect on academic cheating, while the variables of information technology use and academic achievement are found to have no significant effect on academic cheating.

The Mediating Effect of Academic Resilience on the Relationship Between Psychological Resilience and Academic Achievement

The aim of this study is to examine the mediating effect of academic resentment in mathematics on the relationship between the psychological resilience of secondary school students and the academic achievement of mathematics courses. In the study, the relational screening model was used from quantitative research models. The study group consists of a total of 140 students, 65 girls, and 75 boys, who are studying in the 6th and 7th grades of secondary schools in the İzmit district of Kocaeli province in the 2022-2023 academic year. The Brief Resilience Scale (BRS), Academic Resilience Scale in Mathematics and grade point averages of mathematics courses were used as data collection tools. The data were analyzed with SPSS 27 statistical analysis program and the added Process patch. As a result of the research, it was determined that there were positive significant relationships between psychological resilience and academic resilience, psychological resilience and academic achievement, and academic resilience and academic achievement variables. In addition, it was concluded that mathematics had a mediating effect on the relationship between psychological resilience and academic achievement.

Predictive Roles of Language Learning Strategies, Academic Self-concept, Gender and Grade Level in English Language Learning Achievement

This study aims to identify the factors influential in academic achievement in learning English. The study was conducted with the participation of 522 students who were the ninth, tenth and eleventh graders in an Anatolian High school located in Ankara city centre. The research data were collected with the Turkish version of personal and academic self-concept inventory (PASCI-Fleming & Whalen, 1984) and of strategy inventory for language learning (SILL-Oxford, 1990) (Cesur & Fer, 2007). The data were then analysed through bivariate correlation coefficient and multiple linear regression analysis. As a result, significant correlations were found between academic achievement in English and all sub-factors of learning strategies and of academic self-concept (p<.01). It was found that all the variables analysed (gender as male students, grade 11 as class variable, language learning strategies, academic self) predicted 42% of the variance in academic achievement in English. In the study, it was found that cognitive, compensatory and metacognitive strategies which are language learning strategies positively predicted English academic achievement while affective strategies predicted negatively. In the academic self-dimension of the study, it was found that academic ability and family acceptance positively predicted academic success in English while physical appearance and social anxiety predicted negatively.

The Relationship Between Problematic Internet Use of Adolescents and Their Level of Satisfaction with Family Life

Purpose: This study aimed to determine the relationship between the level of problematic internet use of adolescents and their level of satisfaction with family life.
 Method: The research was conducted in a cross-sectional descriptive design. 508 volunteer students from among the students studying at the high schools in Yozgat city center participated in the research which was carried out in the 2021-2022 academic year.. Data were collected through Google Forms questionnaires sent to students' smartphones. 
 Results: The results of the analysis revealed a significant negative relationship between the problematic internet use of adolescents and their level of satisfaction with family life. Accordingly, a significant difference was determined between the variables of family income, academic achievement, father's educational background and father's child-rearing attitudes and problematic internet use. Furthermore, a significant difference was determined between the variables of academic achievement, parents’ living together, father's educational background, father's working status, family's economic income and the level of satisfaction with family life.
 Conclusion: In this study, the significance of the family with regard to the development of adolescents as healthy internet users was emphasized; it was suggested that preventive, protective and educational studies should be carried out and that the use of different methods, including other possible predictors, should be included in follow-up studies.

The level of mathematical writing among child education students

The problem and the aim of the study. Writing in mathematics can be considered a communication tool that enables the teacher to help students with written experiences and solve problems facing them, and this is done by recording their ideas and providing opportunities for discussion and interaction for students, which contributes to creating a rich environment that helps to understand ideas, analyze and organize them in a way that helps in a deep and integrated understanding. The study aimed to identify the level of mathematical writing among female students majoring in child education at Al-Balqa Applied University in light of the variables of academic achievement, college, secondary school branch, and academic level. Research methods. A scale was prepared in mathematical writing that was applied and corrected according to the approved achievement indicator, and the study sample consisted of 180 female students who were chosen randomly. Results. The study results indicated that the level of writing was moderate with a mean of 2,52, and the standard deviation was 0,22, and to the existence of a positive correlation between it and academic achievement. It was noted that there were no differences in the mathematical writing test for the college variable with a mean of 2,53 and standard deviation of 0,49. There were differences for the secondary school branch variable in favor of the scientific with a mean of 3,07 and standard deviation of 0,38, and there are differences for the variable of academic level in favor of the fourth year with a mean of 2,69 and standard deviation of 0,50. There are differences for the variable of academic achievement in favor of those with excellent achievement with a mean of 2,96 and standard deviation of 0,43. In conclusion. The study recommends training child education students and mathematics teachers to acquire writing skills. As the results showed statistically significant differences in the mathematical averages of mathematical writing among students of "child education" due to the variable of the academic level and in favor of the academic level for the fourth year. And it is possible to attribute this result to the fact that students at the fourth-year level are most of their courses compulsory and specialized, which requires them to register mathematical and scientific courses, as for students at the second and third-year level, most of their courses are optional, and they may not have studied enough sports courses to help them develop their writing skills. The results also showed statistically significant differences in the mathematical averages of the level of mathematical writing among students of "child education" due to the variable of academic achievement and in favor of those with excellent achievement. It is possible to attribute this result to the characteristics of distinguished students and their ability to solve mathematical problems and clarify the procedures for its steps. And their interest in overcoming difficulties and facing challenges, and avoiding making mistakes, and their ability to express themselves well, leads to their help in developing their mathematical writing skills compared to their peers with poor achievement.

Quality of Life and its relationship to Academic Engagement in light of the variables of Gender and Academic Achievement among university students

Quality of Life and its relationship to Academic Engagement in light of the variables of Gender and Academic Achievement among university students

The relationships between learners’ academic achievement due to the use of constructivist methods in physical science and their self-esteem in zambian secondary schools

The effects of the constructivist learning approach on various aspects of learners' development, such as academic achievement, have been extensively documented. However, there is limited or conflicting knowledge regarding the relationship between academic performance resulting from this approach and learners' self-esteem. Consequently, this study aimed to investigate the correlation between academic achievement, as a result of employing constructivist learning approaches in teaching physical science, and learners' self-esteem.To achieve this goal, a quasi-experimental research design incorporating mixed methodology was employed, involving 376 grade 10 students and 10 physics teachers from five secondary schools in Zambia's Lusaka province. Data collection utilized a combination of a semi-structured interview guide, Rosenberg's Self-Esteem Scale, and standard science achievement tests. The study revealed a strong interdependency between learners' self-esteem and academic achievement. Each of these factors influences the other, with intrinsic motivation and metacognitive knowledge serving as crucial bridges. Furthermore, the dominance of social interactions and personal experience sharing, inherent in the constructivist learning approach, was found to enhance the fundamental variables of academic achievement and self-esteem, namely motivation and metacognitive knowledge. To gain a deeper understanding, further research should be conducted with a particular emphasis on the impact of learners' intrinsic motivation, critical thinking, cognitive growth, and development on their academic achievement and self-esteem. Additionally, it is recommended that school administrations promote the use of constructivist learning approaches among teachers through Continued Professional Development (CPD) programs.

Examination of Burnout and State-Trait Anxiety Levels of University Students During the Covid-19 Lockdown in Turkey

In this study, it was aimed to examine university students' higher education burnout and anxiety levels in terms of some variables during the Covid-19 lockdown. In the study, based on correlational and comparative survey method, the burnout and anxiety levels of university students were compared according to the variables of gender, grade level, career expectation, and academic achievement. In addition, the relationship between school burnout and anxiety levels of university students was tried to be explained with the correlational research design. The sample of the study consists of 399 university students studying in Konya and Kırklareli. School Burnout Inventory and State-Trait Anxiety Inventory were used to collect data. According to the research findings, the school burnout of university students during the Covid-19 process was found to be at average values, and their state and trait anxiety were below the average. In addition, university students' school burnout and anxiety levels significantly differed according to gender, grade level, academic achievement, and career expectation variables. Besides, the relationships between school burnout and anxiety levels of university students were found. Ethics committee approval was obtained for the research from the Ethics Committee of Necmettin Erbakan University on 18.06.2021 (No: 2021/361).

Examination of the Relationship between Educational Philosophy, Critical Thinking, Classroom Engagement and Academic Achievement

Educational philosophy addresses systematic ideas and conceptions in the educational manner. The purpose of this study was to examine the contributions of educational philosophy, critical thinking and classroom engagement to academic achievement among pre-service teachers by utilizing structural equation modelling. A total of 444 teacher pre-service teachers who volunteered from a state university in Turkey participated in the study. Data collection tools were Educational Belief Scale, UF/EMİ Critical Thinking Disposition Instrument and Classroom Engagement Inventory. Analysis revealed that the hypothesized model explained 22% variance of academic achievement. Path coefficients indicated that some educational philosophies were significantly related to critical thinking dispositions. Innovativeness in critical thinking disposition significantly predicted all dimensions of classroom engagement. Educational implications were discussed.

Analysis of the Relationships between Academic Motivation, Engagement, Burnout and Academic Achievement with Structural Equation Modelling

The aim of this study was to examine the relationships between teacher candidates’ academic motivations, engagements, burnouts and academic achievements with structural equation modelling. The participants of the research consisted of teacher candidates studying in the faculty of education at a state university in Eastern Turkey (n=861). The model, which was set within the research, was confirmed. 5 out of 6 hypotheses were accepted, while 1 of them was rejected. In the consequence of the research, it was determined that academic motivation predicted burnout directly and negatively; academic motivation predicted student engagement directly and positively; burnout predicted student engagement directly and negatively; burnout predicted academic achievement directly and negatively; student engagement predicted academic achievement directly and positively, on a significant level statistically. Moreover, burnout had a mediation role in the relationship between academic motivation and student engagement; student engagement had a mediation role in the relationship between burnout and academic achievement; both student engagement and burnout had a mediation role in the relationship between academic motivation and academic achievement. Academic motivation explained nearly 31% of the variance in burnout; academic motivation and burnout together explained nearly 44% of the variance in student engagement; and the confirmed model explained nearly 13% of the variance in academic achievement. Further implications of these findings for practical use and further research are discussed.

Analysis of Digital and Technological Competencies of University Students

This study aims to examine the digital and technological competencies of university students studying at different faculties. In this context, digital and technological competencies of university students were examined based on the comparative relational screening model according to gender, class and academic achievement variables. The participants of the study are 373 students studying at different faculties of Dokuz Eylül University, Düzce University, Kırklareli University and Necmettin Erbakan University. Data were collected through digital competence and technological competence scales. The findings showed that the digital competence and technological competence of university students were high in some dimensions and moderate in some dimensions. In addition, the digital competencies and technological competencies of university students differed in terms of grade level and achievement status. On the other hand, no significant difference was found in the digital competencies and technological competencies of the participants with regard to gender. Finally, a significant positive relationship was found between the digital competencies and technological competencies of the participating university students.

Investigating the association between variability in sulcal pattern and academic achievement

Investigating how the brain may constrain academic achievement is not only relevant to understanding brain structure but also to providing insight into the origins of individual differences in these academic abilities. In this pre-registered study, we investigated whether the variability of sulcal patterns, a qualitative feature of the brain determined in-utero and not affected by brain maturation and learning, accounted for individual differences in reading and mathematics. Participants were 97 typically developing 10-year-olds. We examined (a) the association between the sulcal pattern of the IntraParietal Sulcus (IPS) and mathematical ability; (b) the association between the sulcal pattern of the Occipito Temporal Sulcus (OTS) and reading ability; and (c) the overlap and specificity of sulcal morphology of IPS and OTS and their associations with mathematics and reading. Despite its large sample, the present study was unable to replicate a previously observed relationship between the IPS sulcal pattern and mathematical ability and a previously observed association between the left posterior OTS sulcal pattern and reading. We found a weak association between right IPS sulcal morphology and symbolic number abilities and a weak association between left posterior OTS and reading. However, both these associations were the opposite of previous reports. We found no evidence for a possible overlap or specificity in the effect of sulcal morphology on mathematics and reading. Possible explanations for this weak association between sulcal morphology and academic achievement and suggestions for future research are discussed.

The association of early life stress with IQ-achievement discrepancy in children: A population-based study.

Early life stress (ELS) is associated with lower IQ and academic achievement; however, it remains unclear whether it additionally explains their discrepancy. In 2,401 children (54% girls, 30.2% migration background) from the population-based study Generation R Study, latent factors of prenatal and postnatal (age 0-10) ELS were estimated, and IQ-achievement discrepancy (age 12) was quantified as variance in academic achievement not explained by IQ. ELS was prospectively associated with larger IQ-achievement discrepancy (βprenatal = -0.24; βpostnatal = -0.28), lower IQ (βprenatal = -0.20; βpostnatal = -0.22), and lower academic achievement (βprenatal = -0.31; βpostnatal = -0.36). Associations were stronger for latent ELS than for specific ELS domains. Results point to ELS as a potential prevention target to improve academic potential.

Psychological Factors Influencing Achievement of Senior High School Students.

Numerous factors are proposed to affect high school students’ academic achievement; however, these factors may not reveal all possible causal relationships. This study conducted path analysis to examine the direct and indirect effects of interpersonal relationships, life satisfaction, self-esteem, anxiety, and depression on the academic achievement of senior high school students. Two hundred and eighty-five students from five schools in Chiang Mai, Thailand, aged 14–19 years, were included for data analysis. The fit indices of all models were in agreement with the empirical data. Anxiety levels had a significantly positive direct effect on achievement, whereas depression had a negative direct effect on achievement. Additionally, self-esteem, life satisfaction, and interpersonal relationships had negative indirect effects on depression and anxiety. A program that stimulates the optimal and appropriate level of anxiety may be useful. An appropriate level of anxiety appeared positively related to academic achievement, but a high level of anxiety relatively influenced the incidence of depression. Thus, encouraging self-esteem, interpersonal relationships, and life satisfaction can promote academic ability and decrease the risk of depression. Further well-designed and large sample-size studies should be conducted to confirm these findings. The interplay of all studied factors may account for the variation in academic achievement, depression, and anxiety of 11.60%, 42.80%, and 17.60%, respectively.

Self-Esteem Levels of Physical Education Teacher Candidates in Turkey and Iran: A Cross-Cultural Comparison

The aim of this study was to compare the levels of self-esteem of pre-service teachers studying in the physical education and sports teaching department in Turkey and Iran. 80 Turkish and 111 Iranian students constituted the participant group of the study designed using the cross-cultural comparative research method. The Coopersmith Self-Esteem Inventory, the validity and reliability studies of which were conducted in both countries, was used as a data collection tool in the study. Two-way analysis of variance (was used to analyze the data. When pre-service teachers' self-esteem scores were analyzed, it was observed that pre-service teachers both in Turkey and in Iran were above the moderate level. However, in terms of mean self-esteem scores, although it appeared that the mean scores of preservice teachers in Turkey were higher than the mean scores of pre-service teachers in Iran, it can be said that pre-service teachers' levels of self-esteem did not differ according to the culture they live in, in other words, they were at similar levels. According to the results of the study, it was determined that self-esteem scores were not significantly different according to both gender, grade level, perceived level of academic achievement and culture variables.

The Relationship Between Turkish Adolescents' Internet Addiction and Their Perceived Social Support Levels

This study aims to the relationship between internet addiction and perceived social support of Turkish adolescents in terms of gender, grade level, type of high school, academic achievement, and family income level. The research was designed with survey research as a quantitative method. The research population is the state high schools in Kayseri, one of Turkey's provinces. The sample consists of 731 students, 318 girls and 413 boys, studying at various high schools. Personal Information Form, Addiction Profile Index-Internet Form, and Perceived Social Support Level Scale-R were used for data collection. Descriptive statistics, Pearson correlation analysis, independent samples t-test, and one-way analysis of variance were used to analyze the data. The results showed that a negative relationship was found between internet addiction and perceived social support. In addition, it was observed that the perceived social support significantly differentiated according to the variables of gender, grade level, and academic achievement of the participants; It is seen that internet addiction differs significantly only according to the academic achievement variable. As a result, in addition to reaching similar findings with the research in the literature, the reasons why internet addiction does not differ according to gender are discussed.

Symptomatology of attention deficit, hyperactivity and defiant behavior as predictors of academic achievement

BackgroundIt is essential to understand the factors that affect the academic achievement of schoolchildren, both in general and in terms of the major subsectors of each grade. Although symptoms of Attention Deficit Hyperactivity Disorder (ADHD) and Negative Defiant Disorder (NDD—which are commonly recognized as externalizing problems in childhood and adolescence—have been associated with lower academic achievement in the international literature, few studies have addressed this problem in Latin America. This study aimed to analyze the possible predictive relationship of attention problems, hyperactivity, and defiant behavior on academic achievement.MethodsWe recruited a sample of 4580 schoolchildren (50.9% female, 1754 belonging to primary school, and 2826 to secondary school, ranging from 9 to 18 years old). This cross-sectional study used the scales pertaining to attention problems, hyperactivity, and challenging behavior from the Child and Adolescent Evaluation System.ResultsThe analysis showed that attention problems significantly affected all academic achievement areas, while hyperactivity and challenging behavior affected only some of them. The regression models explained 24% of the variability in overall academic achievement in primary school and 17% in secondary school. Other predictors included sex, age, socioeconomic level, and school attendance.ConclusionsIt is important to consider this symptomatology in the design of educational interventions.

Predicting Students' Social Adjustment and Academic Achievement based on Parenting Attachment Styles

Aim: The purpose of this study was to predict social adjustment and academic achievement based on parental attachment styles in students. Methods: The method of this research was descriptive-correlational. The study population included 18,000 male and female first year high school students in Lorestan province in the academic year of 2014-15, which was conducted on a sample of 364 students (200 girls, 164 boys). Multi-stage cluster sampling method was selected. The California Social Adjustment Questionnaire (Klako et al., 1953) and the Hazen and Shaver Adult Attachment Styles Questionnaire (1897) were used to collect data, and the students' final grade point average was used to assess academic performance. Data were analyzed using Pearson correlation and multiple regression analysis (stepwise). Findings: The results of Pearson correlation coefficient showed that there was a meaningful negative relationship between avoidant attachment style (P=0.001, r=-0.35), anxiety attachment style (P=0.001, r=-0.29) with adaptation. Also, between secure attachment style (P≥0.001, r=0.41), attachment to mother (P≥0.001, r=0.35), attachment to father (P≥0.001, r=0.37) and attachment to friends (P=0.001, r=0.38) has a significant positive relationship with adaptation. Multiple regression results showed 31% of the total variance of students' academic adjustment by avoidant attachment style (β=-0.16), anxiety attachment style (β=-0.14), secure attachment (β=0.23), attachment to mother (β=0.10), attachment to father (β=0.15), and attachment to friends (β=0.09) are explained. Also, 14% of the variance of academic achievement is explained by the style of secure attachment (β=0.17), attachment to father (β=0.10) and attachment to friends (β=0.11). Conclusion: The present study showed that the first emotional bonds between child and mother play a fundamental role in the formation of social trust and the continuation of emotional relationships in the later period of growth, promoting it positively. Thus, with success in this field, social adjustment is achieved.

Role of life-skills and attitude toward alcohol abuse in predicting academic achievement of school students

Life skills are crucial for young adults to lead a successful, satisfying, and productive life. There is enough evidence suggesting a positive relationship between life skills and academic performance. Substance abuse among adolescents is a common problem that often leads to academic disorientation and delinquent behavior. This study aimed to determine whether life skills and attitudes toward alcohol abuse predicted school students' academic achievement. The participants (N = 726) enrolled in senior secondary schools of Sikkim, a north-eastern state of India, constituted the population of the present study. Data were collected using the "Life Skills Assessment Scale" developed by Subashree and Nair (2014), and the "Attitude towards Alcohol Abuse Scale" developed by the investigators. Life skills and attitude toward alcohol abuse significantly predict students' academic achievement. 15.3% variance in academic achievements of the students was explained by life skills and attitude toward alcohol abuse. Further, the t-test result reflects that both the variables had significant predictive power to predict students' academic achievement. The finding shows that there was a significant relationship between academic achievement and life skills and attitude toward alcohol abuse of school students. Life skills and attitude toward alcohol abuse predicted 15.3% of the variance in academic achievement.

Influence of Information Communication Technology Resources Adequacy and Utilization on Students` Academic Achievement in Public Secondary Schools in Kenya

The study purposed to provide empirical data on the status of Information Communication Technology (ICT) resources in terms of adequacy and utilization and their influence on academic performance in public secondary schools in Kenya. The concern was the large number of students that perpetually performed dismally in national exams and the wide performance variations between schools in the study locale yet investments and level of utilization of ICT resources as well as how this was influencing observed academic performance was not clear. The study adopted the ex-post facto research design and the Context- Inputs – Processes -Outputs (CIPO) model which is a systems theory approach to the determinants of learning outcomes and school effectiveness (Scheerens, 1991,2013). Target population constituted 386 principals,2316 heads of department (HoDs), and 4160 teachers in 386 schools. Sample size was derived from Kothari (2013) formula and constituted 192 principals,330 HoDs and 352 teachers however the fully filled and returned questionnaires were172 for principals ,330 for HoDs and 344 for Teachers. Main data collection method was Principals` questionnaire (r =.89), HoDs` questionnaire (r =.92) and teachers` questionnaire (r =.87). Both qualitative and quantitative data was collected where qualitative data was analyzed using thematic analysis while quantitative data was analyzed using both descriptive and inferential statistics. Due to data non-normality inferential statistics was done by use of Kruskal-Wallis H-test and Mann-Whitney U-test as the non-parametric alternatives to (one-way analysis of variance F-test and independent samples t-test) Findings of the study were that ICT resources investments varied widely between public secondary schools but generally and more perniciously, the level of ICT resource investment was woefully low. Computer availability in schools was the variable that influenced performance with highest effective size as it explained about 13% of the variation in academic achievement in the study area. The level of utilization of ICT resources varied between schools but was generally sub-optimal in most schools. Comparing ICT resource adequacy and level of ICT utilization as explanatory variables for academic achievement, it was found that the effect sizes of some of the ICT resources` level of utilization were higher than those for ICT resource adequacy. This implied that to significantly improve learning outcomes and reduce wide performance variations between schools, focus should not just be to invest in ICT resources adequacy in all the schools but also to ensure that all the ICT resources available in the schools are being optimally utilized.