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Wisudanto, Wisudanto, Prawitra Thalib, Mohamad Nur Kholiq, Tri Vena Putri, and Tri Veny Putri. "Social Action Of Student In Achieving Non-Academic Achievements In Interest And Talent-Based School." Airlangga Development Journal 6, no. 1 (June 27, 2022): 55–65. http://dx.doi.org/10.20473/adj.v6i1.32861.
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This article describes the social action of students' non-academic achievement. Student achievement in education is a measure of student success. Achievement has two categories, namely academic achievement and non-academic achievement. SMA Muhammadiyah 10 Surabaya has a gifted title. In accordance with this predicate, this school focuses on developing the potential interests and talents of students. This study uses social action theory by Max Weber in assessing the motivation for non-academic achievement goals. Researchers used qualitative methods through in-depth interviews and observation primary data, as well as secondary data through the development of student championship news on internet pages. The results showed that in achieving students' non-academic achievements, they achieved these goals through instrumental rational actions in the form of regular physical readiness exercises, value-oriented rational actions on aspects of spirituality, traditional actions on aspects of choosing extracurricular activities based on experience and advice from parents. , affective actions choose extracurricular activities because of feelings of pleasure and interest. The researcher hopes that this article can be a new contribution to society in the field of education and social affairs, especially the achievement of non-academic achievements which the community considers not a significant achievement for the future of students compared to academic achievement.
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Nurhopipah, Ade, Ida Nuraida, and Jali Suhaman. "Exploring Indirect Aspects in Motivation and Academic Achievement During The Pandemic." JETL (Journal of Education, Teaching and Learning) 6, no. 2 (September 29, 2021): 163. http://dx.doi.org/10.26737/jetl.v6i2.2590.
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<p>Online learning methodologies are the most influential factor in educational success. However, it cannot be denied that there are non-technical aspects that indirectly affect students' motivation and academic achievement after the Covid-19 pandemic occurred. This study involves paired <em>t</em>-tests, regression tests, and partial <em>t</em>-tests to analyze the factors that can indirectly shape student motivation and academic achievement in Indonesia's higher schools. The factors studied were related to economic condition, health, habits, and social interaction. The result shows significant changes in learning motivation, economic and health conditions, student interactions with friends and lecturers, student involvement in student activity units and religious activities, use of social media, and time spent reading. The Grade Point Accumulative (GPA) before the pandemic was influenced by learning motivation. However, during the pandemic, the GPA was not significantly affected by learning motivation. Before the pandemic, family engagement and student involvement in religious activities significantly influence the GPA. Meanwhile, the factors that influence learning motivation during the pandemic are student involvement in social activities, interaction with lecturers, health conditions, and time spent reading.</p>
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Magelinskaitė, Šarūnė, Visvaldas Legkauskas, and Albina Kepalaitė. "Relative Importance of Social Factors Linked to Academic Achievement in the 1st Grade." SOCIAL WELFARE: INTERDISCIPLINARY APPROACH 2, no. 6 (December 30, 2016): 30. http://dx.doi.org/10.21277/sw.v2i6.265.
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The present study was aimed at investigating aspects of social functioning linked to academic achievement in the 1<sup>st</sup> grade. Subjects were 380 Lithuanian 1<sup>st</sup> graders, 211 girls and 169 boys. Social factors measured included student social competence, student-teacher relationship, and popularity in class. Regression analysis revealed that learning-related social competence – ability to take directions - was a strongest predictor, accounting for 28.7% of variance in academic achievement
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Yavuz, Olcay, Nur Cayirdag, Carol Dahir, and Ali İlker Gümüşeli. "Improving Student Achievement through Strengthening Principal and School Counselor Partnership." International Journal of Educational Reform 26, no. 2 (April 2017): 176–201. http://dx.doi.org/10.1177/105678791702600205.
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The purpose of the study was to examine 1466 school principals’ opinions on six different aspects of counseling practices in K-12 public and private schools. Results indicated that there were significant differences between public and private school principals’ opinions on school counseling priorities, perceptions, academic development, and program management. School type and school-level interactions were significant for career and academic development and marginally significant for personal–social development. School level had also significant main effects on personal–social, career, and academic developments. These results may be of value to school leaders and educators concerned with improving student achievement and school effectiveness through revising and improving their school counseling services.
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C. Joshi, Suresh, Dhruv Aggarwal, Sonali Sejwal, and Vrinda Gupta. "ASPECTS OF WELL-BEING AND ACADEMIC ACHIEVEMENT OF COLLEGE STUDENTS DURING COVID-19." International Journal of Advanced Research 10, no. 12 (December 31, 2022): 1184–91. http://dx.doi.org/10.21474/ijar01/15955.
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This article primarily focused on presenting a narrative review of the literature describing the aspects of the well-being of college students during the COVID-19 pandemic. Physical, emotional, social, and cognitive aspects of well-being were presented using various examples of the challenges faced by college students during COVID-19. The article further focused on highlighting the challenges faced by college students in fulfilling their academic goals during COVID-19. Implications of the outcomes were discussed with the potential recommendations for future research.
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Liu, Diyue, Yi Jiang, Fangwen Wu, Xiangdong Yang, and Ruirui Huang. "Distinct roles of perceived teacher and peer relationships in adolescent students’ academic motivation and outcomes: Father absence as a moderator." Journal of Pacific Rim Psychology 16 (January 2022): 183449092211462. http://dx.doi.org/10.1177/18344909221146236.
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In the learning environment, both teachers and peers are influential social agents. In the present study, we differentiated between positive and negative aspects of teacher and peer relationships and examined how they predict adolescent students’ academic interest and self-concept, which in turn lead to different levels of academic achievement and subjective well-being at school. Additionally, we explored whether father absence moderated these predictive relationships. Results based on a group of 4274 Chinese middle school students revealed that positive social relationships were more closely related to interest, self-concept, and well-being than negative ones. The predictive paths from teacher relationships to motivation and achievement were stronger than those from peer relationships. However, peers played a prominent role in helping students with absent fathers build a positive self-concept, which led to improved achievement.
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Smith, Nina, and Wykeshia Glass. "Ready or not? Teachers’ perceptions of young children’s school readiness." Journal of Early Childhood Research 17, no. 4 (September 23, 2019): 329–46. http://dx.doi.org/10.1177/1476718x19875760.
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Using a nationally representative dataset of young children in the United States (the Early Childhood Longitudinal Study–Birth Cohort), the purpose of this study was to test the associations between teachers’ perceptions of preschoolers’ ( N = 3350) school readiness and actual academic readiness levels, as measured by math and reading assessments. The dimensions of readiness included social/emotional, behavioral, cognitive, and physical well-being. The findings suggest that teachers’ perceptions of various aspects of readiness may matter differently for math and reading achievement as well as for certain racial/ethnic groups. Teachers’ perceptions of all domains of readiness appear to be an important predictor of math achievement for Black children. Perceptions of behavior were negatively associated with academic readiness for Hispanic children, yet significantly and positively associated with math achievement for Black children. Teachers’ perceptions of cognitive readiness were only positively associated with academic readiness for Black children. Training, education, and support for establishing close teacher–child relationships may maximize preschoolers’ academic readiness by promoting social/emotional, behavioral, cognitive, and physical well-being.
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Alzahrani, Mona, Manal Alharbi, and Amani Alodwani. "The Effect of Social-Emotional Competence on Children Academic Achievement and Behavioral Development." International Education Studies 12, no. 12 (November 29, 2019): 141. http://dx.doi.org/10.5539/ies.v12n12p141.
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In this paper, we explore the importance of the social-emotional competence on children’s growth. To develop children social-emotional competence, an interaction between adults and children is critically needed. Teachers have the responsibility to enhance children’s development in many aspects, including social, emotional, cognitive, academic, and behavioral skills. A positive relationship between teachers and young students helps those students to have better school achievement and behavioral skills. We review several studies that show the influence that social and emotional competence has on children’s learning outcomes and on their ability to engage in good behaviors. We also provide several strategies that help teachers to build strong and healthy relationships with children. These strategies foster children’s academic and behavioral success. We define social and emotional learning in relation to school successes to show that competence in these areas increases students’ reading, writing, critical thinking, and vocabulary skills. Emotional regulations can also enhance school achievement, both in the present and in the future. Additionally, we provide strategies that teachers can use to foster positive behavioral skills.
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Kimo, Kassim, and Kabtamu Ayele. "Assessment of Social Competencies, Coping Strategies, and Academic Achievement of First Year Students." Vol. 36 No. 4 (2021) 36, no. 4 (December 31, 2021): 601–14. http://dx.doi.org/10.33824/pjpr.2021.36.4.33.
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The purpose of this research was to assess first year students’ social competency and coping strategies against their overall first semester academic achievement (GPA) at Arsi University. A sample (N = 360) of first year students was selected for the study. Slightly adapted versions of Social Competency Scale (Silvera, Martinussen, & Dahl, 2001) and Coping Strategy Scales (Carver, 1999) were used to assess these aspects. The results revealed that the majority students were good and some of them were identified as average on social competency dimensions. On the other hand, it was noted that majority of the students use avoidance coping strategies. Social competency has strong positive connection with student’s GPA but coping strategy has nonsignificant negative correlation with GPA. Both social competency and coping strategy slightly contributed to the variations in first semester GPA among first year students. Only college had a mediating role with partial mediation effect between social competency total and GPA. A significant difference was observed between male and female students in their GPA and social competency. Gender and religion had no mediation role between social competency, coping strategy, and first semester GPA of the students. In conclusion, it was implied that university students’ personnel should work on first year students’ adaptive coping strategies and social competencies.
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Hasanagić, Anela, Asmir Zukić, and Nina Bulajić. "GIFTEDNESS AND ACADEMIC ACHIEVEMENT AS DETERMINANTS OF COMPETENCE SELF-PERCEPTION IN ELEMENTARY SCHOOL STUDENTS." Zbornik radova 17, no. 17 (December 15, 2019): 55–80. http://dx.doi.org/10.51728/issn.2637-1480.2019.17.55.
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Conducting this research, we wanted to explore the competence self-perception in gifted elementary school students and to compare different aspects of gifted and non-gifted children’s self-perception. In addition to this, we investigated gender differences as well as the correlation between self-perception and academic achievement. The research sample comprised 62 participant, 31 gifted and 31 non-gifted children aged 10 to 15. A matched participant design was used and the controlling variables were: academic achievement in the current and previous grades, gender and a socio-economic status. All the participants were tested by two instruments: The Socio-Demographic instrument and the Self-Perception Profile for Children developed by Susan Harter (1985), which measures six aspects of self-perception (competencies): school competence, social competence, sports competence, physical competence, behavioral competence and general self-perception. The results showed that the highest level of students’ competence was observed for the school competence aspect, then behavioral one, followed by general self- concept, while a lower level of physical and sports competence was reached. Furthermore, there is a statistically significant correlation between most of the personal competence sub-scales, except between sports competence on the one hand, and school competence and behavioral competence, on the other hand. This implies that competence self- perception is the construct comprised of different interrelated aspects and if one shows a tendency for positive self-perception in one aspect; most probably that person will have positive self- perception in another as well. No statistically significant differences were found between the gifted and the non-gifted children, which means that giftedness is not an important factor of self-perception. Also, gender differences were significant only among the gifted children where the boys perceived themselves as more competent in the social and physical aspects.
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Firmansyah, Juli, Dian Aswita, and Syamsul Rizal. "ANALISIS KOMPETENSI MENGAJAR GURU SERTIFIKASI (PROFESIONAL) SEBAGAI DASAR PENINGKATAN KOMPETENSI MENGAJAR GURU IPA PADA SMP NEGERI DI KABUPATEN ACEH BESAR." Jurnal Ilmiah Didaktika 18, no. 1 (May 2, 2018): 32. http://dx.doi.org/10.22373/jid.v18i1.3083.
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The purpose of this study is to describe the performance of professional teachers (post-certification) after obtaining a certificate of professional educators as well as allowances. The main competencies of professional teachers can be assessed by 6 capabilities, including the ability to implement the lesson, create modules and instructional media, preparation of RPP, personal and social competence, liveliness in academic organization and academic achievement development capability. This study is a model study of the Goal-Free Evaluation Model. The study population is all teachers of SMP who have passed the certification in Aceh Besar District. Sampling is done purposive sampling to teachers of science lessons in Secondary Schools in Aceh Besar District. Headmaster Principals are also involved to assess teachers' performance on the aspects of instructional administration. Data were collected using questionnaire, then analyzed using quantitative and qualitative descriptive technique. The results showed from 6 Aspects of assessment, four aspects of them are learning ability, modules and learning media, preparation of RPP, personal and social competence have shown high performance. However two others namely liveliness in professional organizations and the development of academic achievement, still in low performance. Hopefully these results can be input for the Office of Education of Aceh Besar Regency as a basic material for improving the quality of education in terms of improving the performance of Professional Teachers in Aceh Besar Regency.
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Sial, Zahida Aziz, Abida Aziz Sial, and Vagiha Naz. "A Study of the Relationship between Social Support and Students’ Academic Achievement at University Level." Journal of Law & Social Studies 4, no. 3 (September 30, 2022): 492–502. http://dx.doi.org/10.52279/jlss.04.03.492502.
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To figure out the association in between students’ social support and their academic achievement at university level was the main purpose of the study. Two universities of Multan District and their selected faculties was the limit for this study. Total sample of 379 was taken through simple random sampling technique. A questionnaire was developed for attaining the stipulated goals of study. Regarding different aspects of social support, the questionnaire was based on four factors and 40 statements. Factors Family’s social support, the society’s social support, friend’s social support, and social support coming on individual welfare were made by keeping in view the relationship of these with students’ academic achievement. The data was collected personally, and questionnaire was administered, through a five-point Likert type scale. Data were tabulated and analyzed by computing regression analysis-test, frequency count and percentages and mean score methods. The analyses consist on demographic information, standard regression model for finding relationship, t-test for comparing responses and statement/factor wise analysis for finding more influential factor regarding delivery of social support. Findings of study revealed that friend’s social support has an insignificant relationship with students’ academic achievement. Results also revealed that students residing in urban areas have more social support as compared to students residing in rural areas. On the factors: friend’s social support, family’s social support, or society’s social support, the highest mean score was on the factor of social support from family. Moreover, the difference in responses to these factors was insignificant.
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Peón, Alberto N. "El impacto de la COVID-19 en los estudiantes: aspectos físicos, sociales y de salud mental y su relación con el aprovechamiento académico." Revista de la Sociedad Española de Beneficencia 3, no. 3 (August 11, 2022): 1–14. http://dx.doi.org/10.46295/3:3.elearn.
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The pandemic caused by COVID-19 has brought great changes in the field of education, which has caused us interest in knowing if e-learning has generated impacts on the rate of failure, dropout and academic achievement; affecting also the social development, mental and physical health of students. To this end, we conducted a survey for college students that were affected by the COVID-19 pandemics, where the degree of impact of the aforementioned aspects was questioned. In the area of academic achievement, a survey was carried out on teachers, in addition to consulting the databases of the Autonomous University of the State of Hidalgo, contrasting grades, dropout rate and failure rate.
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Suizzo, Marie-Anne, Courtney Robinson, and Erin Pahlke. "African American Mothers' Socialization Beliefs and Goals With Young Children." Journal of Family Issues 29, no. 3 (November 19, 2007): 287–316. http://dx.doi.org/10.1177/0192513x07308368.
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Although research on African American family socialization is increasing, little is known about the beliefs, goals, and strategies of middle-class parents of young children. This study's aim was to address this research gap by examining three key aspects of parental socialization. First, the authors investigated whether and how African American mothers engage in racial socialization. Second, they examined the meanings of educational achievement to these mothers and how these meanings are conveyed through academic socialization. Third, the authors investigated which aspects of interdependence and independence these mothers promote in their children. Twelve mothers of 3- to 6-year-old children were interviewed, and 5 of these mothers participated in a focus group. Three themes were identified: (a) teaching children about African Americans' history and their ancestors' “struggle,” (b) promoting educational achievement to overcome barriers of racism, and (c) promoting autonomy while maintaining close family relationships. Implications for educators and family practitioners are discussed.
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Orón Semper, José Víctor, Inmaculada Lizasoain, Jaione Abaurrea, Concepción González-García, and Esperanza Ayuga-Téllez. "What Kind of School Organizational Decisions Serve to Enhance Sustainable Personal and Social Growth?" Sustainability 13, no. 17 (September 6, 2021): 9995. http://dx.doi.org/10.3390/su13179995.
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Sustainable decisions in education are those which pursue long-term achievements for students. In many cases, the principals of the schools are those who must make these decisions. In this paper we explore some of the factors that influence the students’ long-term development by means of an analysis of the correlation between certain organizational aspects of the schools which directly depend on the principals and the scores that their students have obtained in the International Assessment PISA 2018 in mathematics, reading and science. The results point to a better long-term student achievement when the organizational decisions are designed to enhance interpersonal relationships (teacher-teacher, teacher-student and student-student), responding to the specific needs of each person and based on trust. Conversely, it seems that when the organizational decisions are merely made to control academic life, they either bear upon academic achievement in a negative way or do not significantly affect it. The results suggest that carefully attending to interpersonal relationships is the key factor behind all the educational decisions which generate sustainable socio-personal development.
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Okano, Lauren, Lieny Jeon, AliceAnn Crandall, and Anne Riley. "Differential effects of internalizing behaviors on academic functioning for girls versus boys: An analysis of developmental cascades from elementary to high school." Development and Psychopathology 32, no. 2 (July 22, 2019): 751–64. http://dx.doi.org/10.1017/s0954579419000737.
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AbstractYouth's academic and emotional functioning are closely related, yet little is known about the timing and direction of relationships involving internalizing problems, which are characterized by over control of emotions, anxiety, and depression as well as multiple aspects of academic achievement. This study addresses these gaps using data from the Study of Early Child Care and Youth Development (N = 1,048) to examine the processes by which problems in one domain of functioning lead to problems in another, known as a “cascade effect.” Results of longitudinal structural equation modeling indicate (a) a direct and indirect negative cascade effect from girls’ internalizing problems to their school achievement in high school, (b) a positive contemporaneous association of 9th grade boys’ internalizing problems with their cognitive achievement; and (c) ways in which demographic characteristics and adolescent social and maturational processes account for variation in functioning yet do not alter the processes by which the emotional and academic functioning interact. Results are discussed with regard to identifiying adolescents’ internalizing problems, gender differences in the effects of internalizing problems on academic functioning, timing of evidence-based interventions, and implications for mental health promotion among girls.
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Walid, Abul, and Hartono Hartono. "PENGARUH LINGKUNGAN SOSIAL TERHADAP ASPEK INDIVIDU DAN HUBUNGANNYA DENGAN PRESTASI AKADEMIK MAHASISWA PENDIDIKAN MATEMATIKA." Jurnal Riset Pendidikan Matematika 2, no. 1 (May 1, 2015): 1. http://dx.doi.org/10.21831/jrpm.v2i1.7146.
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Penelitian ini bertujuan untuk mendeskripsikan model pengaruh lingkungan sosial terhadap aspek individu (prokrastinasi akademik, self-regulated learning, dan self-efficacy) dan hubungannya dengan prestasi akademik mahasiswa pendidikan matematika. Populasi penelitian ini sebanyak 1.285 mahasiswa pendidikan matematika di tiga perguruan tinggi di Kota Jambi. Sampel dipilih dengan cara purposif bersamaan dengan stratifikasi dua angkatan mahasiswa pendidikan matematika, selanjutnya diambil secara acak 260 mahasiswa sebagai subjek penelitian. Pengumpulan data menggunakan skala Likert. Validitas instrumen menggunakan validitas isi dan validitas konstruk. Teknik analisis data yang digunakan adalah model persamaan struktural (SEM), analisis faktor konfirmatori (CFA), dan t-test. SEM dan CFA digunakan untuk menguji secara kuantitatif model kausalitas simultan variabel penelitian baik secara langsung maupun tidak langsung serta menguji apakah konstruk teoritis yang dimodelkan didukung oleh data yang dikumpulkan, sedangkan t-test digunakan untuk menguji secara statistik perbedaan rata-rata skor setiap variabel dilihat dari gender. Hasil penelitian ini menunjukkan bahwa model persaman struktural yang dikembangkan sesuai dengan data yang dikumpulkan. Gender berpengaruh terhadap perbedaan setiap variabel, kecuali alasan penundaan. Hasil penelitian ini juga menunjukkan bahwa terdapat pengaruh lingkungan sosial terhadap aspek individu (prokrastinasi akademik, self-regulated learning dan self-efficacy) dan terdapat hubungannya dengan prestasi akade-mik mahasiswa pendidikan matematika. Kata Kunci: SEM, prestasi akademik, prokrastinasi akademik, self-regulated learning, self-efficacy, dan lingkungan sosial. THE EFFECTS OF SOCIAL ENVIRONMENT ON INDIVIDUAL ASPECTS AND THEIR RELATIONSHIP WITH THE ACADEMIC ACHIEVEMENT OF THE STUDENTS OF MATHEMATICS EDUCATION DEPARTMENTS Abstract This study aims to describe the models of the effect of social environment on individual aspects (academic procrastination, self-regulated learning, and self-efficacy) and their relationship with the academic achievement of the students of mathematics education departments. The population was 1.285 under graduate students of mathematics education departments at three universities in Jambi. The sample was established purposively along with the stratification sampling, from which subsequent subjects were randomly selected 260 students from the population. The data were collected through Likert-scale. The instrument validity was in term of the content validity and construct validity. The data were analyzed using the structural equation modeling (SEM), confirmatory factor analysis (CFA), and t-test. SEM and CFA were used to test quantitatively the model of simultaneous causality, either directly or indirectly and to test whether the theoretical constructs were supported by the data collected, while the t-test were used to find out statistically the differences of the mean score of each variable in terms of gender. The result of the study shows that the structural equation model developed appropriate (fit) with the data collected. It was found that gender affects the differences in all variables, except the reasons for procrastination. The result also indicate that there are effect of social environment on individual aspects (academic procrastination, self-regulated learning, and self-efficacy) and there is relationship with the academic achievement of the students of mathematics education departments. Keywords: SEM, academic achievement, academic procrastination, self-regulated learning, self-efficacy, and social environment
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Poorthuis, Astrid M. G., Sander Thomaes, Jaap J. A. Denissen, Marcel A. G. van Aken, and Bram Orobio de Castro. "Personality in Action." European Journal of Psychological Assessment 30, no. 3 (January 1, 2014): 169–77. http://dx.doi.org/10.1027/1015-5759/a000186.
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Personality research has mainly relied on self-report measures, more than on behavioral assessments. In the present study, brief behavioral personality tests were developed to measure behavior that is prototypical for the Big Five traits of conscientiousness and agreeableness. A longitudinal study (N = 322; mean age = 12.2 years) examined the predictive value of these newly developed personality tests on changes in academic and social adjustment across the transition to secondary school. Conscientiousness and agreeableness were measured before the transition to secondary school using both the behavioral personality tests and a self-report questionnaire. Academic achievement and social acceptance were measured both pre- and post-transition. The behavioral test of conscientiousness predicted changes in children’s school achievement across the transition to secondary school, above and beyond self-reported conscientiousness. Similarly, the behavioral test of agreeableness predicted change in social acceptance, whereas self-reported agreeableness did not. Behavioral personality tests index unique aspects of children’s behavioral dispositions that are not fully captured by traditional self-report personality questionnaires, and that have predictive power over time.
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Hardcastle, Lesley, Terry Bartholomew, and Joe Graffam. "Legislative and Community Support for Offender Reintegration in Victoria." Deakin Law Review 16, no. 1 (August 1, 2011): 111. http://dx.doi.org/10.21153/dlr2011vol16no1art96.
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The status of offender rehabilitation has been influenced by the prevailing social climate, the promotion of ways to improve rehabilitation’s efficacy, and the well documented cycling of correctional imperatives. A renewed interest in offender transitions and reintegration has been apparent in recent years and most western correctional systems now feature policies and/or programs that address issues relating to the housing, employment, education and the broader ‘resettlement’ of offenders. However, this movement of correctional imperatives into the ‘social’ realm brings considerable challenges. Perhaps most significantly, the achievement of reintegration is dependent on juridical and community support in ways that other sentencing goals are not. Given the array of understandings of what ‘reintegration’ actually is, the abundance of programs claiming such a focus, and the reliance that reintegrative ideas have on community support, measuring the extent and nature of such support is seen as a useful exercise. With the above in mind, the goal of this paper is to identify legislative and community obstacles to the success of reintegrative ideals and policies. The paper first examines relevant legislation for references to reintegrative notions, finding a legislative ambivalence about such ideas. It then presents findings from a Victoria-wide survey of community views about the reintegration of ex-offenders. Participants in the community survey (n = 2635) were asked for their views about sentencing objectives, and the nature of their support for employment and housing initiatives. The results showed low levels of overall support for reintegration, with numerous more subtle distinctions being evident. The data also identify numerous areas where reintegrative programs are likely to be more readily accepted. The findings also indicate a need for targeted research into the correlates of community readiness for specific aspects of offender reintegration, and underlines the need for community education about the social implications of effective reintegration policies for urban, regional and rural communities.
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Nurhida, Aprilia, and Arih Merdekasari. "Penggunaan Media Sosial Hubungannya dengan Pengetahuan Etika Komunikasi Islam dan Prestasi Belajar PAI." AL-MURABBI: Jurnal Studi Kependidikan dan Keislaman 6, no. 1 (July 8, 2019): 103–16. http://dx.doi.org/10.53627/jam.v6i1.3667.
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The study is a correlation study. Sampling uses purposive random sampling technique with the criteria of students aged 16-19 years. The number of sampel are 51 students in class X and XI SMA Muhammadiyah 1 Ngawi. Data collection instruments are; social media use scale, islamic communication ethics knowledge test and Raport of PAI. Data analysis through Bivariate Correlation shows that there is no correlation between social media use with the Islamic communication ethics knowledge and academic achievement in PAI. More deeply there are findings of correlation between Islamic communication ethics knowledge and aspects of social media use in social interaction and relaxation
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Abriadi Muhara, Husain Syam, and Abdullah Sinring. "Determinant Factors of Sports Achievement of State Senior High School Students Special for Sports Gifted South Sulawesi." Jurnal Multidisiplin Madani 2, no. 11 (November 30, 2022): 3919–30. http://dx.doi.org/10.55927/mudima.v2i11.1874.
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Education is important in global life because it determines the quality of human resources. Education in Indonesia has begun to focus on providing educational services for children with above average intelligence through the Special Talent Education (PBI) program, which will contribute to the honor and reputation of the Indonesian nation among other nations in the world. This study intends to determine the effect of achievement motivation, self-efficacy, self-regulation, school environment, and social support on sports achievement of South Sulawesi State High School Special Gifted Students. The research method is quantitative with this type of correlational research and ex-post facto design. Data collection techniques were carried out by documenting primary sports achievement data and giving questionnaires to students. Descriptive data analysis, multiple linear regression requirements test, and hypothesis testing are the data analysis techniques used. This study found a significant influence between achievement motivation, self-efficacy, self-regulation, school environment, and social support, both partially and simultaneously, on the sports achievement of South Sulawesi State High School Specialized Sports Talent students. Finally, this study provides input for the future to continue sports achievement research which has aspects of self-regulation and the school environment as well as social support without excluding other variables that can affect the increase in sports achievement and student academic achievement
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Andreou, Sofia. "Consumers’ valuation of academic and deprivation-compensating aspects of school performance in England." International Journal of Social Economics 45, no. 4 (April 9, 2018): 661–81. http://dx.doi.org/10.1108/ijse-03-2017-0062.
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Purpose The purpose of this paper is to investigate the willingness of households to pay for academic and deprivation-compensating components of the Contextual Value Added (CVA) indicator of school quality used in England in order to locate themselves in the catchment area of state schools. Deprivation-compensating school performance, defined as the difference in the disadvantaged intake between two schools with the same academic performance. Design/methodology/approach The empirical analysis, based on data drawn from three independent UK data sources, used parametric and non-parametric analysis approaches. The analysis conducted separately for primary and secondary schools, because household behaviour can differ between these two levels of education. Findings Consumers are willing to pay for houses in the catchment area of primary and secondary schools with high academic achievement, as measured by the mean score; whereas, the component of the CVA indicating deprivation-compensating aspects of school performance is found to have a positive effect only on the price of houses in the catchment area of primary schools in London; its impact on the price of houses elsewhere is mostly negative. Practical implications The analysis in this study suggested that the recently adopted practice of using CVA as a measure of school quality in England can encourage government and Local Authorities to pay more attention to raising the deprivation-compensating aspects of school performance of their schools. Originality/value This is the first study to explore the value which households attach to deprivation-compensating outcomes, at a given level of academic performance using the CVA indicator.
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Cassen, Robert, Leon Feinstein, and Philip Graham. "Educational Outcomes: Adversity and Resilience." Social Policy and Society 8, no. 1 (January 2009): 73–85. http://dx.doi.org/10.1017/s1474746408004600.
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In the context of risk and resilience, the paper attempts to integrate three strands of research: genetic and mental-health factors, the findings of cohort studies and those of other investigations of educational outcomes. A very wide range of factors, many of them related to disadvantage, bear on such outcomes, but none deterministically. Intelligence, conduct and emotional disorders are all found to influence academic achievement to varying degrees, as do a number of aspects of family, school and the wider social environment. Aspects that contribute to resilience are identified, and the paper concludes with a discussion of interventions to enhance resilience.
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Cañabate, Dolors, Maria Eugènia Gras, Teresa Serra, and Jordi Colomer. "Cooperative Approaches and Academic Motivation towards Enhancing Pre-Service Teachers’ Achievement." Education Sciences 11, no. 11 (November 3, 2021): 705. http://dx.doi.org/10.3390/educsci11110705.
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This paper describes a quantitative study that explores both the degree of preservice teachers’ (PSTs) motivation and achievement, and the dimensions of need-supportive teaching, when PSTs were involved in designing and implementing contextualized physical cooperative challenges (CPCCs) in primary schools. The analysis was based on the PSTs’ perceptions of the dimensions of need-supportive teaching (namely autonomy support, structure, and involvement), and the dimensions of motivation. Need-supportive teaching was evaluated through a version of the Teacher as a Social Context Questionnaire (TASC-Q), and motivation through a SMOTIV motivation questionnaire. Results showed that the dimensions of the teaching process were all positively correlated, thus, implying the importance of a teacher’s role in supporting autonomy, providing structure, and being involved. While motivation during the in-class definition of the CPCCs was correlated with the teachers’ involvement, the out-of-class implementation of the CPCCs was found to correlate with the three dimensions of teaching, thus, implying that the PST students’ perceptions of developing instructional approaches in schools is mediated by the role their university teachers play in defining and structuring all aspects of the teaching process. Students’ achievement, on the other hand, was a process that relied on the synergies between the teachers’ involvement and the PST student motivation during the stage when the CPCCs in the classroom environment were defined. This interlink responds to the constructivist position adopted to implement a cooperative approach in the university that, in turn, responds to assessing a student-centered cooperative-based learning approach.
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Ishii, Ryo, Ryuichi Tamai, and Masaki Kera. "The interaction effect of time beliefs and interests in learning on academic performance among Japanese junior high school students." Time & Society 28, no. 1 (December 1, 2016): 50–59. http://dx.doi.org/10.1177/0961463x16678255.
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The present study investigated the interaction effect of time beliefs and interests in learning on the academic performance among Japanese junior high school students. We conducted a secondary analysis of a social science study whose data was provided by the Social Science Japan Data Archive. A total of 1672 junior high school students took an achievement test and responded to questionnaires that included items about time beliefs and interest in learning. The results of hierarchical multiple regression analysis showed that hedonists’ academic performance was worse than ascetics’. However, the results also showed that interests in learning had a positive influence on academic performance, and this effect was stronger for hedonists than for ascetics. These results indicate additional positive aspects of concentrating on the present time in the field of learning, and these findings may be helpful for students who do not have a future perspective.
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Abendaño, Amy Rose T., Rovilyn T. Quimada, and Lorie Mae P. Coloquit. "The Effectiveness and Utilization of Social Media as Academic Medium in the UNC College of Education." International Journal of Research in Education 2, no. 2 (July 30, 2022): 142–54. http://dx.doi.org/10.26877/ijre.v2i2.12053.
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Various literature has seen the potential of Social media as one of the interventions to distance learning, particularly amidst the global health crisis. It establishes that some applications are not only meant for entertainment, some of which can be of great value to learning. For this reason, this study aims to test the Effectiveness and Utilization of Social Media as an Academic Medium in the UNC College of Education to provide concrete evidence of what particular activities social media be integrated with the teaching-learning process. The study used a mixed-method design. It adopted a survey and interview instrument towards the perspective of students and teachers on social media as a tool for academic medium. The researchers determined the number of participants for the college professors through a Non-probability sampling technique, while the purposive sampling technique was utilized in determining the number of students. The study results show that most students and teachers used social media, particularly Facebook and Messenger, for communication and collaborative learning. Also, the study proves that social media platforms were highly effective and served as students' alternative LMS, which increases students' engagement with the teaching-learning process. The study realized that social media platforms help students develop learning experiences and creativity towards attaining academic achievement and boosting academic performance in making projects or assignments. Moreover, social media platforms offer a variety of activities that can be integrated into the achievement of teaching- learning. Some were used as a communication tool, be an alternative LMS where students could submit assignments, and be an announcement board where teachers could send updates and notifications. Therefore, it was recommended that social media platforms be maximized in the classroom, and teachers ensure that the student-teacher relationship remains despite the restriction to face-to-face learning. However, further research should be conducted to determine the risks and impact of too much use of these platforms on the students' mental, physical, and mental aspects and how this may affect their academic performance if misused.
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Sirsch, Ulrike. "The impending transition from primary to secondary school: Challenge or threat?" International Journal of Behavioral Development 27, no. 5 (September 2003): 385–95. http://dx.doi.org/10.1080/01650250344000082.
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For many children the transition from primary to secondary school is an important event in life. Little is known about children’s concerns and expectations about the new school prior to this transition. Therefore, the present study, which is part of the Vienna School Transition Study (VSTS), investigated this subject. Children ( N = 856) were asked to appraise the transition to secondary school, which was perceived as a challenge and a threat (in terms of transactional stress theory, e.g., Lazarus & Folkman, 1984, 1987). For this purpose a new questionnaire was developed. It was assumed that children would differentiate between the perceived challenge concerning academic achievement and the new social environment, and the perceived threat in the same terms. Results support this assumption. In addition, aspects of self-concept, anxiety, predictability, and academic achievement in primary school were found to be predictors of the perceived threat (with regard to the transition to secondary school) as predicted by theory.
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Fanani, Fildza Hilfi, Riezky Maya Probosari, and Suciati Sudarisman. "Peningkatan Kemampuan Berpikir Kritis dan Hasil Belajar Biologi Siswa Kelas VII-A Melalui Penerapan Model Guided Inquiry dengan Bantuan Social Network Facebook di SMPN 1 Kartasura." BIO-PEDAGOGI 3, no. 1 (April 1, 2012): 11. http://dx.doi.org/10.20961/bio-pedagogi.v3i1.5310.
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<p>This study is aimed at improving the students’ critical thinking ability and achievement in Biology of VII A class of SMPN 1 Kartasura through the implementation of guided inquiry model assisted by the use of facebook. This research is a classroom action research involving several cycles in which each cycle includes four stages those are planning, action, observation, and reflection. The subject of this research is the students of VII A class at SMPN 1 Kartasura in academic year of 2012/2013. The data are obtained through the test (essay and multiple-choice) and non-test (observation, interviews and questionnaires). The data are analyzed through descriptive analytical techniques and validated through triangulation techniques. Critical thinking ability consists of six aspects those are interpretation, analysis, evaluation, inference, explanation, and self-regulation. The average improvement percentage of critical thinking ability test in Pre-cycle, Cycle I, Cycle II, and Cycle III sequently are (41,36%; 52,66%; 65,32%; 77,26%). Students’ achievement is viewed from the increase of student learning completeness consisting of cognitive, psychomotor, and affective. The result of percentage attainment average from cognitive aspects in Pre-cycle, Cycle I, Cycle II, and Cycle III sequently are (36,11%; 47,22%; 72,22%; 100%). Psychomotor students’ achievement consists of three aspects, those are stringing experimental tool, observing the object changes that occur in the experiment, and communicating the results of experiments and worksheets in the presentation. The result of percentage attainment average from psychomotor aspects in Cycle I, Cycle II, and Cycle III sequently are (64,12%; 81,25%; 90,66%). Affective students’ achievement includes three aspect which are being meticulous in observing object from results of the experiment, being discipline in collecting worksheets, and being cooperative in a group discussion. The result of percentage attainment average from affective aspects in Cycle I, Cycle II, and Cycle III sequently are (61,81%; 77,31%; 91,92%). Based on the results of the research it can be concluded that the implementation of guided inquiry model assisted by the use of facebook can improve the students’ critical thinking ability and achievement in Biology of VII A class of SMPN 1 Kartasura.</p><p> </p><p align="center"> </p><p class="0jTULISANKATAKUNCIKEYWORDS">Key Words: Guided Inquiry, Facebook, Biology Critical Thinking Ability, Students’ Achievement in Biology</p>
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Zainudin, Nurul Farhana Binti, and Zakiah Binti Mohamad Ashari. "A Meta-Analysis: The Effects of Child Sexual Abuse Towards Children." Asian Social Science 14, no. 11 (October 22, 2018): 69. http://dx.doi.org/10.5539/ass.v14n11p69.
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Recently, cases of sexual abuse against children became a phenomena and it is a traumatic events that give a deep impact towards the victim. Therefore, the purpose of this study was to conduct a meta- analysis on a published researched about effects of child sexual abuse towards children. There were 20 journal articles collected from Science Direct, SpringerLink, Willey Online Library and Web of Science databases with the keywords ‘child sexual abused’ ‘behavior’, ‘emotional’, ‘social’ and ‘academic’ being used. The year of papers selected were from 2010 until 2017. The researcher differentiated and analyzed the effect of child sexual abuse toward four themes: internalizing and externalizing behavior, emotional regulation, suicidal behavior and academic achievement and performance. The findings from this study shown that child with previous experiences as victims in child abuse display internalizing and externalizing behavior and poor on academic achievement and performance. The findings also shown that the sexually abused children especially girls has low emotional regulation and the victims also had suicidal ideation and suicidal attempt. The implication from this study was to provide the insight for future researchers on the effects of child sexual abuse in behavior, emotional, social and academic aspects. Since this study only focused on the effect of sexual abuse towards children, it was suggested that for future researches, the effects of sexual abuse towards different range of age such as adult with history of sexual abused should be further investigated and more effects apart from behavioral, emotional, social and academic should be considered.
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Green, Marissa, Alyssa Emery, Megan Sanders, and Lynley H. Anderman. "Another Path to Belonging: A Case Study of Middle School Students’ Perspectives." Educational and Developmental Psychologist 33, no. 1 (June 13, 2016): 85–96. http://dx.doi.org/10.1017/edp.2016.4.
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This qualitative study explored students’ experiences in a small, early-college secondary school in the United States that intentionally aims to create a culture promoting accelerated academic achievement, particularly in the areas of science, technology, engineering, and math (STEM). Past research in the fields of both educational and developmental psychology has suggested that students’ sense of belonging plays a significant role in their social and academic functioning. Few studies, however, have explored how students’ sense of belonging is supported in settings that emphasise accelerated academic performance. The present study focused on students’ own understanding of the factors that contribute to their sense of belonging in this academically rigorous environment and extends current accounts of belonging, most of which have been quantitative in nature. The results of the present study highlight a distinction between social and academic belonging. Social belonging originated from students’ descriptions of their relationships with teachers and friends, alongside a noted lack of bullying behaviour, and an open and accepting social environment. Academic belonging originated from students’ accounts of meeting rigorous expectations, participating in a range of educational opportunities, receiving academic support from teachers, and sharing similar academic interests with peers. Some students reported experiencing one type of belonging without the other, suggesting that social and academic belonging are distinct aspects of students’ overall sense of school belonging. Future research should examine whether academic belonging provides an alternative pathway to the sense of school belonging in academic environments beyond the context examined in the present study.
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Parmis, Annie A., Rose B. Bandalan, and Jade C. Clerigo. "Language Learning: Reading Comprehension, Motivation, Strategies, And Academic Achievement." Archives of Business Research 8, no. 6 (June 15, 2020): 32–36. http://dx.doi.org/10.14738/abr.86.8324.
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This study was focused on language learning in terms of reading motivation and comprehension as well as with language learning strategies in relation to academic achievement of college students at the Visayas State University (VSU). The first set of respondents composed of forty-eight (48) Bachelor of Arts in English Language (AB-EL) students took a reading comprehension test and answered a reading motivation survey adopted from Wigfield and Guthrie (1997). The second set of respondents composed of thirty-one (31) Spch 11 (Speech Communication) students answered a survey on language learning strategies adopted from Oxford (1990). The study followed a descriptive survey design. Data were analyzed using descriptive statistics. Spearman's Rho was also used for correlation analyses. With regard to the reading motivation and comprehension of the AB-EL students, results showed that among the 11 aspects of the Motivation for Reading Questionnaire (MRQ), three of them emerged as having a significant relationship with reading comprehension. These are "challenge", "compliance" and "reading work avoidance". "Challenge" is positively correlated while "Compliance" and "Reading Work Avoidance" are negatively correlated to reading comprehension. This result implies that those who feel challenged while engaging in the reading selection have a higher level of reading comprehension. However, those who read because they are required to do so have a lower reading comprehension than those who read because they choose to do so. Also, those who tend to read to escape from work have a lower level of reading comprehension. Therefore, one's reading motivation can in a way affect his or her reading comprehension. Among the three factors that have a significant relationship with reading comprehension, "Compliance" is considered to be the most influential to students' reading comprehension. Therefore, reading to accomplish a requirement has a greater negative effect on the students' reading comprehension than reading to have an excuse to escape from work. It is disadvantageous because reading for the sake of completing or accomplishing a requirement or task is not the ideal expectation when someone reads for comprehension. Reading for comprehension embodies everything from meaning-making to experiential learning. Meanwhile, with regard to the language learning strategies in relation to the academic achievement of Spch 11 students, findings revealed that only Affective Strategies correlate with the students' academic achievement ("good" to "very good"). This implies that all the other language learning strategies covering Memory, Cognitive, Compensation, Metacognitive, and Social are independent to the respondents' academic achievement. Therefore, this study concludes that the affective factors have something to do with one's language learning strategy. Affective strategies tend to have a powerful influence on the techniques to help students control their emotions, attitude, motivation, and values, thus facilitating one's language learning.
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Crawford, Renée. "Beyond the dots on the page: Harnessing transculturation and music education to address intercultural competence and social inclusion." International Journal of Music Education 38, no. 4 (May 1, 2020): 537–62. http://dx.doi.org/10.1177/0255761420921585.
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Australia has always been known as one of the most multicultural countries in the world, but as globalisation becomes the norm and we begin to welcome people from countries with vastly different backgrounds, experiences, ideologies, values and belief systems, how can we harness the power of education to develop intercultural competence and enhance social inclusion? A reconsideration of what we teach and how is required in order to account for the social, cultural and economic differences and similarities embodied within the changing society and contemporary student cohort. More specifically, what role can music education play in fostering transculturational practices that provide opportunities for personal, social and academic achievement? This multiple case study is situated across three schools in Victoria, arguably one of the most culturally and religiously diverse and densely populated states in Australia. This research explores the perceptions, experiences and practices of teachers directly or indirectly involved with the music education programme in three schools that have a high percentage of young people with a refugee background. Key findings from this research indicated that intercultural competence and socially inclusive behaviours were seamlessly embedded in the music learning activities that were student-centred, active, practical, experiential and authentic.
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Warne, Russell T. "Research on the Academic Benefits of the Advanced Placement Program." SAGE Open 7, no. 1 (January 2017): 215824401668299. http://dx.doi.org/10.1177/2158244016682996.
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With more than 3 million participants per year, the Advanced Placement (AP) program is one of the most popular programs in the United States for exposing high-achieving high school students to advanced academic content. Sponsored by the College Board, the AP program provides a framework in which high school teachers can teach introductory college-level courses to high school students. These students then take one of 34 standardized tests at the end of the year, and students who score well on their course’s AP test can receive college credit from their university in which they later enroll. Despite the popularity of the AP program, remarkably little independent research has been conducted on the academic benefits of AP. In this article, I summarize the state of knowledge about the academic benefits of AP. Previous research and descriptive data indicate that AP students outperform non-AP students on a variety of academic measures, but many other aspects of the program are poorly understood, partially due to variability across AP subjects. These aspects include the causal impact of AP, which components of the program are most effective in boosting academic achievement, and how students engage with the AP program. I also conclude by making suggestions for researchers to use new methodologies to investigate new scientific and policy questions and new student populations to improve the educational scholars’ and practitioners’ understanding of the AP program.
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Şentürk, Mehmet. "Educational comics and educational cartoons as teaching material in the social studies course." African Educational Research Journal 9, no. 2 (May 25, 2021): 515–25. http://dx.doi.org/10.30918/aerj.92.21.073.
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This study aims to explore the effect of using educational comics or educational cartoons as teaching material in social studies course on students' academic achievement. Also, it is aimed to reveal the experiences of the students regarding the use of these materials. In the study, the embedded design was preferred among the mixed-methods designs. For the quantitative aspect of this research, pre-test and post-test on the control and experimental group with the quasi-experimental design were used. The study was conducted out with two experimental groups and a control group. The study was conducted with 266 (87 students are in the educational comics group, 88 students are in the educational cartoons group, 91 students are in the control group) 6th-grade students. To analyse the quantitative data, One-Way ANOVA was used. According to the results of the analysis, it was determined a significant difference between the educational comics group and the other groups in academic achievement levels. It was also determined a significant difference between the educational cartoons group and the control group. For the qualitative aspect of this research, phenomenology design was used. To analyse the qualitative data which were collected by semi-structured forms, content analysis was used. As a result of the analysis of qualitative data, it was concluded that students seen both educational comics and educational cartoons as effective materials for educational activities in various aspects. These results show these teaching materials can use by teachers for effective learning in social studies course.
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Roffey, Sue, Karen Majors, and Tony Tarrant. "Friends – who needs them? What do we know and what can we do?" Educational and Child Psychology 14, no. 3 (1997): 51–56. http://dx.doi.org/10.53841/bpsecp.1997.14.3.51.
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AbstractChildren in school are in a system which is as much social as academic. Schools which plan and take account of this to promote acceptance and inclusion will also be optimizing achievement. Proactive social intervention, at whole school, class and individual levels, addresses many issues including attendance, self-esteem, behaviour, bullying, emotional support and collaborative skills. The increase in research on children’s friendships together with knowledge about the development of children’s understanding, perception and social skills provide the basis for psychologists to work with schools on these vital issues. Here we give an overview of recent research on children and their friends in school, a summary of developmental aspects of friendship and introduce some ideas for moving into this exciting and effective area of educational psychology.
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Erinjeri, Maria Joseph, and Lynette Lobo. "The Impact of Leisure Time Activities on the Academic Performance among College Students." International Journal for Research in Applied Science and Engineering Technology 11, no. 1 (January 31, 2023): 497–504. http://dx.doi.org/10.22214/ijraset.2023.48600.
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bstract: One of the most important aspects of life is leisure time activities, especially for students because they allow them to participate in extracurricular activities outside of the classroom and advance their development of active behaviour. The purpose of the study is to ascertain how students spend their free time and how it impacts their academic achievement. Students in higher education institutions participate in a variety of activities, including sports, leisure pursuits, social networking, etc. Our selection of the six components—physical activities, indoor activities, social activities, reading activities, dating/relationship activities, and recreational activities—is based on literature review findings showing students engage in a variety of leisure activities. College students between the ages of 18 and 30 were taken into account for this study. A questionnaire-based method was utilised to collect the data, and it was distributed to 168 students studying in various universities in India in a variety of academic fields. The research's conclusions gained significance on the effects that each of the six components has on academic success.
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Rajeswari, S., and S. K. Panneer Selvam. "A Study on Students Academic Achievement in Relation to Emotional Intelligence and Spiritual Intelligence of M.Ed Students." Shanlax International Journal of Arts, Science and Humanities 7, no. 2 (October 1, 2019): 24–38. http://dx.doi.org/10.34293/sijash.v7i2.611.
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UNESCO has identified various tensions and crisis of modern society and suggested 4 pillars to be constructed for strengthening the education system. These pillars are: “Learning to Know, Learning to Do, Learning to live together and Learning to be.”The importance of education has been realized by everyone and by every nation. It is quite evident that the strength of the country depends on the strength of education, which in turn depends on the strength efficiency of teachers and the process of teaching. According to Tagore, “The widest road leading to the solution of all our problems is education.” Intelligence is one of the main characteristics that results in individual differences among peoples. This has been attended by humans from many years ago (Bakhtiarpor, 2009). Although study about intelligence has focused on its cognitive aspects such as memory, problem-solving, emotional, social, and spiritual ability have been attended by authors. The role of intelligence tests in predicting academic performance that the effective psychosocial and mental sources has an important role in predicting academic achievement especially in the higher academic levels (Furnham, Chamorro, and Premuzic, 2004).
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Pivnick, Lilla K., Rachel A. Gordon, and Robert Crosnoe. "Crowd Sourcing: Do Peer Crowd Prototypes Match Reality?" Social Psychology Quarterly 83, no. 3 (August 5, 2020): 272–93. http://dx.doi.org/10.1177/0190272520936228.
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During the transition into high school, adolescents sort large sets of unfamiliar peers into prototypical peer crowds thought to share similar values, behaviors, and interests (e.g., Jocks). Often, such sorting is based solely on appearance. This study investigates the accuracy of this sorting process in relation to actual characteristics using video and survey data from a longitudinal sample of U.S. youths who attended high school in the mid- to late-2000s. To simulate this sorting process, we asked same-birth-cohort strangers to view short videos of youths at age 15 and to classify those strangers into likely crowd membership. We then compared the classifications they made to how adolescents characterized themselves at that same time point. Results show that peer crowd classification predicts aspects of unknown peers’ mental health, academic achievement, extracurricular involvement, social status, and risk-taking behaviors.
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Almroth, Melody, Krisztina D. László, Kyriaki Kosidou, and Maria Rosaria Galanti. "Teacher: But Not Student Rating of the Pedagogic and Social Climate in School Predicts Adolescents’ Academic Aspirations." Child & Youth Care Forum 50, no. 5 (January 27, 2021): 885–99. http://dx.doi.org/10.1007/s10566-021-09601-9.
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Abstract Background High academic aspirations relate to higher achievement and better mental health, but less is known about how these aspirations are formed in relation to the educational context. Objective This study aims to investigate the relationship between overall school climate, with particular concern for the dimensions of school level expectations and support as rated by both teachers and students and adolescent academic aspirations. Methods Multilevel logistic models for repeated measures were used in order to investigate the relationship between measures of school climate and adolescents’ academic aspirations. Three annual waves of questionnaire data were used to obtain aggregated teacher- and student-rating of school climate, including specific dimensions of teacher expectations and support. Results Positive teacher-rated overall school climate was associated with an increased odds of adolescents aiming at a university education rather than at a lower one (adjusted OR 1.36, 95% CI 1.14–1.63 for the intermediate tertile; OR 1.39, 95% CI 1.14–1.70 for the highest tertile). A similar trend was found for the teacher-rated measures of expectations and student focus, but not for any of the student-rated school climate measures. Conclusion A positive school climate rated by teachers appears to predict adolescents’ university aspirations. Future research should clarify which aspects of the school climate may influence adolescent academic aspirations from the students’ perspective.
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Meqdad, Saad Abd Allah, and Nidal Al-Shamali. "IMPACT OF SOCIAL ISOLATION DURING THE COVID-19 PANDEMIC ON LANGUAGE COMMUNICATION – A SOCIOLINGUISTIC STUDY." Journal of Southwest Jiaotong University 57, no. 6 (December 30, 2022): 387–94. http://dx.doi.org/10.35741/issn.0258-2724.57.6.37.
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This study comes under sociolinguistics, which is concerned with the effect of environmental and natural phenomena on language behavior and shifts. Recently, the spread of the COVID-19 pandemic around the globe has damaged almost all aspects of life. This study investigates the impact of this extraordinary situation on society in general, attempting to diagnose the problem and propose solutions. To this end, the researchers adopted the descriptive-analytical method to portray the serious effect of the pandemic on language and then analyze the relevant causes. It was found that, due to social isolation, the language performance weakened, language co-existence emerged with frequent terms, which grew a state of fear and hard anxiety and the academic achievement by students – especially in the basic stage of language learning – has declined.
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Van Ophuysen, Stefanie. "Moving to Secondary School: On the Role of Affective Expectations in a Tracking School System." European Educational Research Journal 8, no. 3 (January 1, 2009): 434–46. http://dx.doi.org/10.2304/eerj.2009.8.3.434.
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Transition to secondary school implies basic changes in social, instructional and organisational aspects of school life which afford the pupils' adjustment. As transition takes place at a predictable point in time, children develop expectations about the start at their new school. In order to analyse predictors and consequences of these expectations 870 German children filled in a questionnaire assessing transition expectations, grades in mathematics and language, academic self-concept, and school dislike. Achievement tests were administered, too. Data were collected at the end of grade four at primary school and one year later at secondary school. Regression and communality analyses revealed that emotional school-related variables are more predictive for expectations than measures of achievement. On the other hand, the influence of expectations on the adjustment at secondary school is only of low importance in comparison to school type-effects.
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Vikhareva, E. G., I. V. Vinyarskaya, T. V. Tret’Yakova, and V. V. Chernikov. "INTERRELATIONSHIP OF INDICES OF THE QUALITY OF LIFE AND ACADEMIC ACHIEVEMENT OF ADOLESCENTS." Russian Pediatric Journal 20, no. 2 (April 30, 2019): 90–93. http://dx.doi.org/10.18821/1560-9561-2017-20-2-90-93.
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Currently, the assessment of the quality of life is the one of the criteria for an overall assessment of the health of children. The article presents an analysis of the results of research on the effect of school performance on indices of the quality of life of adolescents. With the help of a questionnaire the PedsQL was calculated for each child physical, emotional, social spheres, as well as school performance and overall score. The study involved 2630 children of school age from 13 to 18 years: 1339 girls and 1291 boys. The survey was conducted by interviewing teenagers in the city of Izhevsk and 24 regional centers of the Republic of Udmurtia. As a result it was found that the better a child learns, he has the more quality of life. The older students show worst indices of the quality of life. Groups of teenagers “Excellent”, “good” and “satisfactory” have no discernible performance in all aspects, except for “the functioning of the school”. The main aspect of quality of life is the functioning of the school. The functioning of the school, as an index of the quality of life, has a ladder type: the better the academic performance of a teenager, the significantly higher is the aspect of “functioning of the school”. When comparing the gender indices of the quality of life, depending on the overall trend of progress is maintained: a good performance is a decent quality of life quality indices. It is the best to socialized in society boys in school “good” and “satisfactory”. It is necessary to take into account the results obtained in the development of educational and rehabilitation programs among adolescents
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Holley, Paul, Scott Yabiku, and Mary Benin. "The Relationship Between Intelligence and Divorce." Journal of Family Issues 27, no. 12 (December 2006): 1723–48. http://dx.doi.org/10.1177/0192513x06291887.
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Intelligence has long been a topic of special interest to social scientists, but research that involves intelligence as a predictor of behavior usually focuses on domains such as crime and delinquency, academic achievement, and socioeconomic status. In this article, the authors address this gap in the literature and develop a theoretical framework to hypothesize why intelligence may be related to an important family behavior: divorce. The authors propose three hypotheses in terms of ascribed statuses, achieved statuses, and direct mechanisms, each of which could potentially explain the relationship between intelligence and divorce. The results are consistent with a direct influence of intelligence on divorce, net of ascribed and achieved statuses. The authors conclude by explaining the observed effect on divorce rates through three distinct but interrelated aspects of intelligence: direction, adaptation, and criticism.
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Danladi, Gwaison Panan, Shuaibu Saidu, and Jacob, I. Otaha. "Self-Concept Transformation on Senior Secondary School Students' Academic Achievement in Central Zone, Plateau State, Nigeria." International Journal of Asian Education 2, no. 2 (May 16, 2021): 213–23. http://dx.doi.org/10.46966/ijae.v2i2.178.
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Economics is one of the popular subjects in the Senior Secondary School (SSS) curriculum, and it covers the fundamental aspects of human lives concerning scarcity of resources. Proper understanding of the basic concept will enable students to realize the benefit of the subject. This study examined the effects of the self-concept transformation package on senior secondary school student's academic achievement in the quantitative aspect of Economics in Central Zone, Plateau State, Nigeria. A quasi-experimental research design, the non-equivalent control- group design, was used for this study. The sample size consisted of 105 economics SS2 students from intact classes of the four sampled schools. There were 50 and 55 students in the experimental and control group, respectively. Multi-Stage Cluster sampling techniques were used for this study. The instruments used for data collection were the Multi-dimensional Self-Concept Scales (MSS) and Quantitative Economics Achievement Test (QEAT). Research questions were analyzed using descriptive statistics, while the t-test of independent sample and Analysis of Covariance (ANCOVA) was used to test the hypotheses. The statistical package for social sciences (SPSS) version 23 was used for the analysis. The results show that the self-concept transformation package positively and significantly affected students' self-concept and academic achievement in quantitative economics. The study recommended that the use of abusive words on students by Parents and guardians should be discouraged to strengthening their student's self-concept.
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Albashtawi, Abeer H., Paramaswari Jaganathan, and Manjet Singh. "Linguistic Knowledge Aspects in Academic Reading: Challenges and Deployed Strategies by English-Major Undergraduates at a Jordanian Institution of Higher Education." Higher Education Studies 6, no. 3 (July 27, 2016): 61. http://dx.doi.org/10.5539/hes.v6n3p61.
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<p>This study aimed to investigate the linguistic knowledge aspect in academic reading, the challenges and the deployed strategies by English major undergraduates at a Jordanian institution of higher education. The importance of the study is attributed to the importance of the academic reading at university which is closely related to the academic achievement across the different academic disciplines. Data were collected by administering a questionnaire among English major students at the Hashemite University in the year 2016. The number of the respondents was 297. The data collected were analysed for its descriptive statistics, Post Hoc Tests, Scheffe Method, and frequency using the SPSS software. Cronbach’s alpha of the reliability coefficient was .93 to the difficulties of reading and .87 was to the strategies deployed by the students, which indicated high internal consistency reliability. Results showed that students faced difficulties related to their insufficient knowledge of text-structure, constructing meaning, and fluent reading. The study revealed that students most employed strategies were the metacognitive followed by the social ones. The cognitive strategies were the least to be used among the students. The study provided some pedagogical implications to be<strong> </strong>considered.</p>
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Sitticharoon, Chantacha, Nipith Charoenngam, Issarawan Keadkraichaiwat, Pailin Maikaew, and Vasu Lertsiripatarajit. "Happiness of Preclinical Students: Evaluating Factors Influencing Happiness of Preclinical Students." International Educational Research 4, no. 2 (December 30, 2021): p28. http://dx.doi.org/10.30560/ier.v4n2p28.
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This study aimed to determine factors influencing happiness in preclinical students especially in aspects of teaching and learning, students’ motivation, study habits, and academic achievement. This study was a questionnaire-based cross-sectional study. The questionnaire was validated and approved for clarity, readability, rational analysis, and comprehensiveness by the experts. Questionnaires were sent to all second and/or third-year medical students of the 2018 (328) and 2019 (329) classes, Faculty of Medicine Siriraj Hospital, Mahidol University, Thailand. Cronbach’s alpha values were 0.886. The data were analyzed by the Statistical Package for Social Science version 18. From open-ended questions, the top 5 ranking factors increasing students’ happiness were teaching of instructors, content satisfaction, content understanding, free time, and handouts. Factors that had positive influences/associations with happiness of preclinical students were happiness in learning subjects taught in a particular year; satisfaction of content, study outcomes, materials, handouts, teaching motivating desire to learn, and applicability of content to medical profession; high motivation to study medicine, expected score, and the percentage of achievement of study targets; less amount of time spent on recorded-e-lecture study and internet for non-academic use; and low stress. Happiness of preclinical students was influenced by satisfaction in teaching and learning, their attitude, study habits, and academic achievement. Further studies on determining students’ happiness after improvement of teaching and learning environments, augmenting activities that enhance students’ motivation, and promoting good study habits among medical students, are required to prove whether enhancement of these factors could effectively increase students' happiness.
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Mucherah, Winnie, and Teresia Mbogori. "Examining Child Development from an African Cultural Context." Global Journal of Transformative Education 1, no. 1 (February 12, 2019): 11–17. http://dx.doi.org/10.14434/gjte.v1i1.26140.
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Human development is multifaceted and characterized by physical, cognitive, social and emotional aspects. This development is strongly shaped by one’s socio-cultural context. It’s impossible to separate one’s culture explaining their development fully. For example, constructs like motivation for academic achievement, self-concept, self-esteem, and identity development can only be adequately understood within one’s social-cultural contexts. What motivates a student in Kenya to achieve academically may be different from what motivates a student in the US to achieve. Unfortunately most frames of reference in explaining “optimal” development seem to be based on Western and/or European standards. Most examples in textbooks are Western or European based, hardly any from an African perspective, unless it’s explaining “inadequate” development. Clearly, there is a need for transformation in the education system on the continent of Africa. This paper will address five key aspects of child development that needs to be critically examined within the African context.
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Baş, Kenan, and Esen Durmuş. "Pre-test the Effect of Teaching Social Studies Course through Performing Arts on the Students’ Academic Achievement and Permanence of their Knowledge." International Journal of Education and Literacy Studies 7, no. 2 (April 30, 2019): 107. http://dx.doi.org/10.7575/aiac.ijels.v.7n.2p.107.
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The purpose of this study is to identify the effect of social studies teaching through performing arts on the academic achievement and permanence of knowledge of performing arts and students. The participants of this research consisted of 250 6th grade students studying at five secondary schools located in different educational regions within boundaries of the central Elazığ Province (from Turkey) in the 2015 and 2016 spring term. The study was conducted on 5 experimental (n = 125) and 5 control (n = 125) groups randomly selected. A mixed method involving qualitative and quantitative methods were used. Academic achievement test and an interview consisting of open-ended questions were used. On quantitative dimension of the study, pretest-posttest control group quasi-experimental design was used. On qualitative dimension, students were interviewed. During the study, while social studies course teaching was carried out with the experimental groups through performing arts, in the control groups, teaching activities stipulated by the current syllabus were carried out. The application period of the study lasted for eight weeks in total with three hours of teaching weekly in both groups. The statistical program (SPSS, version 21) was used analyzing the quantitative data obtained from the study. The N-VIVO-9 program was used for the analysis of qualitative data. As a result of the study, it was found that social studies teaching activities performed through performing arts were more successful in increasing student achievement than the activities stipulated by the current syllabus. However, as a result of the interviews, the results regarding the positive and negative aspects of the teaching activities performed in the experimental groups were obtained. It was found that the data obtained concerning the qualitative dimension of the study supported the data obtained concerning the quantitative dimension.
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Wang, Qi, Guoliang Yu, Christina Pedram, and Chuansheng Chen. "Higher Self-Esteem is Linked to Greater Stereotype Threat Among Academically Low-Achieving Students." Social Behavior and Personality: an international journal 46, no. 7 (July 1, 2018): 1123–32. http://dx.doi.org/10.2224/sbp.5410.
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As a stigmatized group, it seems likely that students whose level of academic achievement is low (LA students) would be vulnerable to stereotype threat. Therefore, we conducted a study on the role of stereotype threat and its possible interaction with self-esteem with 182 Chinese LA junior-high-school students. We developed a paradigm to induce stereotype threat about being LA and tested this in a pilot study, in which participants were asked to perform a mental rotation task while viewing stereotype threat information. In the main study, participants were randomly assigned to either the stereotype-threat condition or a control condition. Results showed that stereotype threat had a significant effect on LA students’ performance in that (a) participants in the stereotype-threat condition performed worse than those in the control condition did, and (b) the effect of stereotype threat was greater for high self-esteem individuals than for low self-esteem individuals. There are more aspects of the topic to be explored in future studies.
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Nurul Indah Asri, Galuh, and Firdaus Adrianto Adrianto. "FACTORS AFFECTING BLIND STUDENTS’ ENGAGEMENT IN LEARNING ENGLISH." Education of English as Foreign Language 4, no. 2 (July 1, 2021): 58–65. http://dx.doi.org/10.21776/ub.educafl.2021.004.02.01.
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Universitas Brawijaya (UB) with the assistance of Pusat Studi dan Layanan Disabilitas (PSLD) have implemented an inclusive education environment, as the need for equal education chance for different abilities Indonesians. There is an assumption that engagement from a combination of language learning or learning language’s cognitive, social, and affective aspects can affect the learning process and academic achievement of a special need student. To reach the research objective, interview sessions and classroom observations session were aimed at measuring the students' language learning engagement based on three-domains; cognitive, affective and social, in students’ perspective and ongoing activities. This research shows fluctuate results based on the interviews and observations data of two blind students. The main engaged factors found are positive teaching approaches and attitudes, also both students’ learning autonomy.