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Journal articles on the topic 'Academic achievement'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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1

Moore, Phillip J. "Academic achievement." Educational Psychology 39, no. 8 (August 1, 2019): 981–83. http://dx.doi.org/10.1080/01443410.2019.1643971.

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2

Maclellan, Effie. "Academic achievement." Active Learning in Higher Education 6, no. 3 (November 2005): 194–206. http://dx.doi.org/10.1177/1469787405057750.

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3

Ndze, Yekpu Eleen. "An Assessment of Self Confidence as A Determinant of Students Academic Achievements in The University of Bamenda." International Journal of Research and Innovation in Social Science 06, no. 12 (2022): 544–49. http://dx.doi.org/10.47772/ijriss.2022.61230.

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This study sets out to study self confidence as a determinant of students Academic achievements in the University of Bamenda. Building self confidence is salient as far as success in academics is concerned. Low academic achievements are indicators of internal inefficiency which could equally affect external efficiency adversely. Low academic achievements could to a certain extent be attributed to lapses in self confidence building by students. This to a large extent could adversely influence students’ self efficacy in academics. Within the context of this study, 412 students were selected to constitute the sample of the study. The purposive sampling technique was adopted and the main instrument for data collection was the questionnaire. The tool for data analysis was the spearman rank correlation and the following results were obtained: for the hypothesis one, it was found that goal setting significantly influences students academic achievement by 73.9%(p-value<0.05), while in the second hypothesis vicarious learning influences students academic achievement by 63.2%(p-value<0.05). Based on these results we conclude that self confidence significantly affects students academic achievement in the university of Bamenda.
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Dr. V. V. Kulkarni, Dr V. V. Kulkarni. "Academic Achievement Among Tribal Students." Indian Journal of Applied Research 3, no. 3 (October 1, 2011): 366–68. http://dx.doi.org/10.15373/2249555x/mar2013/125.

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Varghese, Soumya Thankam, and Dr Maya Rathnasabapathy. "The Factors of Academic Achievement." International Journal of Psychosocial Rehabilitation 24, no. 03 (February 18, 2020): 1062–64. http://dx.doi.org/10.37200/ijpr/v24i3/pr200858.

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6

T.Manichander, T. Manichander. "Emotional Intelligence and Academic Achievement." Indian Journal of Applied Research 3, no. 9 (October 1, 2011): 170–71. http://dx.doi.org/10.15373/2249555x/sept2013/53.

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7

Xia, Tao. "Effects of Academic Expectations Stress on Academic Achievements." Lecture Notes in Education Psychology and Public Media 13, no. 1 (October 26, 2023): 153–59. http://dx.doi.org/10.54254/2753-7048/13/20230872.

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High academic expectations tend to be one of most significant features of Asian families, compared to non-Asian families. Parents expectations for high academic achievement of their children leads to high academic stress on students. Academic expectation stress (AES) is an important variable that reflects on-campus students mental state. However, relatively few studies specifically examine the impact of AES. Thus, the present study focuses on the effect of AES on academic achievements. Moreover, the relation between family educated level and academic achievements is also examined. The statistics are collected by questionnaires, and differences between groups were analyzed. Results show that academic expectation stress might affect academic achievement. In addition, family educated level might also have an impact on academic achievements. The results emphasize the influence of AES on students. Future research could focus on whether stress-relieving interventions are effective in reducing students academic expectation stress levels. Educators should focus on helping students develop reasonable academic expectations to avoid the effects of stress.
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8

Berkowitz, Ruth, Hagit Glickman, Rami Benbenishty, Elisheva Ben-Artzi, Tal Raz, Nurit Lipshtat, and Ron Avi Astor. "Compensating, Mediating, and Moderating Effects of School Climate on Academic Achievement Gaps in Israel." Teachers College Record: The Voice of Scholarship in Education 117, no. 7 (July 2015): 1–34. http://dx.doi.org/10.1177/016146811511700703.

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Background It is widely agreed among educational researchers and practitioners that schools with positive climates can effectively mitigate the influence of students’ and schools’ socioeconomic status (SES) on academic achievement. Nevertheless, the exact mechanisms by which this occurs are unclear. Objective This study aimed to fill that gap, examining student perceptions of school climate, student academic achievement, and student and school SES in Israel to develop a reliable and comprehensive assessment of the role of school climate in the relationship between student and school SES and achievement. Specifically, the study tested whether school climate has an additive contribution to academics beyond students’ and schools’ SES (compensation model), whether the school's SES influences its social climate, which in turn influences academic achievement (mediation model); or whether the relationship between SES and academics changes across schools with different climates (moderation model). Research Design Secondary analysis of a large-scale, nationally representative sample of fifth- and eighth-grade Hebrew-speaking students in public schools in Israel (N = 53,946). Data Analysis Hierarchical linear modeling (HLM) was used to examine models with variables both on the student and the school levels. Linear regressions were used to examine student level and school level only models. Results School climate had an additive compensation contribution to academic achievements, both on the student and the school levels. School climate moderated the relationship between students’ SES and academic achievements. However, findings did not support the hypothesis that school climate mediated the relationship between SES background and academic achievement, both at the student and school levels. Conclusions School climate plays an important role in accounting for achievements, beyond students’ and schools’ SES. Results highlight the need to improve school climate, especially in schools serving communities of low SES, to enhance social mobility and equality of opportunity.
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9

Epstein, Michael H., Edward A. Polloway, and James R. Patton. "Academic Achievement Probes." Special Services in the Schools 5, no. 1-2 (August 21, 1989): 23–31. http://dx.doi.org/10.1300/j008v05n01_02.

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10

Anderson, Daniel R., Aletha C. Huston, Kelly L. Schmitt, Deborah L. Linebarger, and John C. Wright. "IV. Academic Achievement." Monographs of the Society for Research in Child Development 66, no. 1 (February 2001): 36–66. http://dx.doi.org/10.1111/1540-5834.00124.

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11

Atinga, Ba-Etilayoo, and Osabutey Emmanuel Kwaku. "DIGITOPALMAR DERMATOGLYPHIC PATTERNS AND ACADEMIC ACHIEVEMENT." International Journal of Anatomy and Research 7, no. 3.3 (September 5, 2019): 6983–90. http://dx.doi.org/10.16965/ijar.2019.280.

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12

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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13

He, Zhilei, Qingruo Liang, and Hanxue Wu. "The Influence of Professional Identity on Academic Achievement among University Students: The Mediating Role of Academic Self-Efficacy." Journal of Education, Humanities and Social Sciences 8 (February 7, 2023): 1555–61. http://dx.doi.org/10.54097/ehss.v8i.4519.

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Academic self-efficacy has been researched that it causes positive effects on students’ academic achievement, and professional identity might be related to academic achievements in some ways. However, little research has explored the mediating role of academic self-efficacy in the relationship between professional identity and academic achievement. Our research aims to find out how professional identity and academic achievement affect academic achievement. The further exploration is whether academic self-efficacy is a mediator between them. In order to examine this, 253 university students were invited to complete an online questionnaire that contained several dimensions of professional identity and academic self-efficacy. However, academic achievement was assessed by means of GPA and major ranking. The analysis results show that there is a positive correlation between every two of them and university students’ academic self-efficacy partially mediated, which means with it promotes students’ achievement through professional identity.
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14

Prakoso, Rio Rizki Adi, and Tri Nurharsono. "Hubungan Tingkat Pencapaian Prestasi Olahraga Futsal dengan Prestasi Akademik pada Mahasiswa Studi Pendidikan Jasmani Kesehatan dan Rekreasi Tahun 2020." Indonesian Journal for Physical Education and Sport 4, no. 2 (December 10, 2023): 629–35. http://dx.doi.org/10.15294/inapes.v4i2.56068.

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The purpose of this study was to determine and analyze the relationship between the level of achievement of futsal sports with academic achievement in students of education, physical, health, and recreation studies. This research uses correlational research method. The population in this study were students of UKM futsal Unnes. The data analysis technique used the product moment correlation test. The results of the research and discussion show that the correlation coefficient between the level of sports achievement and academic achievement of 0.681 is positive, meaning that the better the value of the level of sports achievement, the better the value of academic achievement. The significance test of the correlation coefficient was carried out by consulting the price of rcount with rtable, at = 5% with N = 34 obtained rtable of 0.329. The correlation coefficient between rx.y = 0.681 > r(0.05)(34) = 0.329, meaning that the correlation coefficient is significant. The conclusion in this study is that there is a significant positive relationship between the level of achievement of futsal sports achievements and the academic achievements of PJKR UNNES students batch 2020. It is hoped that students can use it as study material in improving academic achievement by paying attention to their sports achievements.
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15

Omer Shehzad, Muhammad. "Achievement Goals and Academic Achievement: The Mediating Role of Learning Strategies." Foundation University Journal of Psychology 3, no. 1 (January 31, 2019): 1–23. http://dx.doi.org/10.33897/fujp3.11.

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16

Ling, Tianye, and Hyungshim Jang. "An Investigation of the Reciprocal Internal/External Frame of Reference Model of Academic Self-concept and Academic Achievement Relations among Chinese Secondary School Students." SNU Journal of Education Research 32, no. 2 (June 30, 2023): 71–90. http://dx.doi.org/10.54346/sjer.2023.32.2.71.

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The reciprocal internal/external frame of reference model (RI/EM) explains the complex relations between domain-specific academic self-concepts and academic achievements in two domains (e.g., math and Chinese). In the present study, we test the validity of RI/EM in a sample of mainland Chinese secondary students (N = 434) in Yunnan province using a three-wave longitudinal research design. Structural equation modeling analyses found that T1 academic achievements affected T2 academic self-concepts positively within the same domain but negatively across domains. Meanwhile, paths from T2 academic self-concepts to T3 academic achievements were also positive within the same domain. However, the cross-domain effects of T2 academic self-concepts on T3 academic achievements were inconsistent. Specifically, T2 mathematics self-concept negatively affected T3 Chinese achievement, but T2 Chinese self-concept did not negatively affect T3 mathematics achievement. Overall, these findings support the RI/EM assumptions, providing further evidence for the cross-cultural generality of the RI/EM. Implications are outlined for theory and practice.
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17

Hafeez, Muhammad. "Assessment of academic achievements of special children." International Journal of Learning and Teaching 14, no. 1 (January 26, 2022): 01–11. http://dx.doi.org/10.18844/ijlt.v14i1.5967.

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Life skills play a key role in the academic achievement of students and the development of a society and nation. This research aims to investigate the life skills of male and female mentally retarted students, to assess the life skills of female and male mentally retarded students as perceived by their teachers, to analyze the academic achievements of the mentally retarded students, and to investigate the impact of the life skills of mentally retarded students on their academic achievement. A total of 20 students in the 10th grade and their teachers were selected for the current study. The researcher used a questionnaire for data collection and they were analyzed by using descriptive statistics and percentage formula. The results of the study showed that students with mental retardation achieved low academic scores. These low academic achievements of students with mental retardation indicated that children with mental retardation need special care and extra efforts to achieve better academic achievements. Keywords: Life Skills; Academic Achievement; Mental Retardation; Students, Teachers
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18

Quílez-Robres, Alberto, Nieves Moyano, and Alejandra Cortés-Pascual. "Task Monitoring and Working Memory as Executive Components Predictive of General and Specific Academic Achievements in 6–9-Year-Old Children." International Journal of Environmental Research and Public Health 18, no. 13 (June 22, 2021): 6681. http://dx.doi.org/10.3390/ijerph18136681.

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Academic achievement has been linked to executive functions. However, it is necessary to clarify the different predictive role that executive functions have on general and specific academic achievement and to determine the most predictive executive factor of this academic achievement. The relationship and predictive role between executive functions and their components (initiative, working memory, task monitoring, organization of materials, flexibility, emotional control, inhibition, self-monitoring) with academic achievement are analyzed in this study, both globally and specifically in the areas of Language Arts and Mathematics, in 133 students from 6 to 9 years of age. The relationship obtained in Pearson’s correlation analysis does not differ substantially between overall achievement (r = 0.392) and specific achievement (r = 0.361, r = 0.361), but task monitoring (r = 0.531, r = 0.455, r = 0.446) and working memory (r = 0.512, r = 0.475, r = 0.505) had a greater relationship with general and specific achievement. Finally, regression analyses based on correlation results indicate that executive functions predict general academic performance (14.7%) and specific performance (12.3%, 12.2%) for Language Arts and Mathematics, respectively. Furthermore, working memory and task supervision represent 32.5% of general academic performance, 25.5% of performance in Language Arts, and 27.1% of performance in Mathematics. In conclusion, this study yielded exploratory data on the possible executive functions (task supervision and working memory) responsible for good general academic achievements and specific academic achievements in Mathematics and Language Arts.
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19

Prijana, Prijana, and Andri Yanto. "Analisis hubungan prestasi akademik mahasiswa dengan akses sumber informasi." Berkala Ilmu Perpustakaan dan Informasi 14, no. 1 (June 7, 2018): 87. http://dx.doi.org/10.22146/bip.17501.

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Introduction. In the process of reading, students require different information sources to increase their academic achievement. This paper aims to examine information sources which have a relationship with students academic achievement and become a reference in the development of information sources to support student academic achievement. Method. The research used an experimental study, with N = 38. Based on the value of chi-square of 11,613, a P-value of 0.169 with α = 0.25; df = 8, and the chi-quadrat table = 10.2. It showed that chi-quadrat count (11.6) is more than chi-quadrat table (10.2). If chi-quadrat counts more than chi-quadrat table, the student academic achievement has a significant relationship with access to information sources. Results and Discussions. The results showed that students' academic achievements have a significant relationship with access to information sources. The behavior of students in accessing information sources had moderate degrees of relationship with their academic achievement, which means that there is no dominant information source used by the students related to their academic achievement. Conclusion. In this study, students prefer to choose multi-acsess information resources, resulting in the spread of the values of the normal curve to the shape of academic achievements. Further research should discuss students' reading ability towards the use of information sources.
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Adeyinka, Olalekan Lawrence, Joshua Emmanuel Temiloluwa, and Aham Anastasia Chioma. "Individual Parental Involvement versus Peer Relationships Influences on Student Academic Achievement in Biology." Research and Analysis Journal 5, no. 9 (September 6, 2022): 06–12. http://dx.doi.org/10.18535/raj.v5i9.336.

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This paper attempts to review the impacts of single parenting, it’s factors versus peer groups and its factors on students’ academic performance in Biology, the paper research objectives such as investigating the differences in academic achievement between kids raised by co-parents and those by single parents, investigating the academic performance gaps between single-parent students who are male and female, determining how much a student's peer group affects their academic achievement, determining if children of single parents are more susceptible to peer pressure than children of co-parents. The paper reviewed several previous works from scholars on different concepts revolving around the research study including; Single Parenting, Peer Group, Concept of Academic achievements, Concept of Parenting and Academic achievements and Concept of Peer group and Academic achievement.
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21

Sanbonmatsu, Lisa, Jeffrey R. Kling, Greg J. Duncan, and Jeanne Brooks-Gunn. "Neighborhoods and Academic Achievement." Journal of Human Resources XLI, no. 4 (2006): 649–91. http://dx.doi.org/10.3368/jhr.xli.4.649.

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22

Kim, Hunmin. "Epilepsy and Academic Achievement." Epilia: Epilepsy and Community 3, no. 2 (September 30, 2021): 78–82. http://dx.doi.org/10.35615/epilia.2021.00263.

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23

Roksa, Josipa, and Daniel Potter. "Parenting and Academic Achievement." Sociology of Education 84, no. 4 (August 18, 2011): 299–321. http://dx.doi.org/10.1177/0038040711417013.

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24

Editor, The. "BIRDEM News - Academic Achievement." BIRDEM Medical Journal 3, no. 1 (November 24, 2013): 66. http://dx.doi.org/10.3329/birdem.v3i1.17136.

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Montero-Hernandez, Virginia, John Levin, and Maribel Diaz-Castillo. "Academic Resilience and Achievement." Journal of Hispanic Higher Education 13, no. 4 (September 10, 2014): 334–58. http://dx.doi.org/10.1177/1538192714546748.

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26

NEWMAN, MICHAEL. "The Academic Achievement Game." Written Communication 18, no. 4 (October 2001): 470–505. http://dx.doi.org/10.1177/0741088301018004003.

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27

REILLY, THOMAS F., LARRY J. WHEELER, and LEONARD E. ETLINGER. "Intelligence Versus Academic Achievement." Criminal Justice and Behavior 12, no. 2 (June 1985): 193–208. http://dx.doi.org/10.1177/0093854885012002003.

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Many juvenile delinquents are placed in special education programs labeled as emotionally disturbed, mentally retarded, or learning disabled. This study compared the intelligence and academic achievement of the aforementioned classifications in order to determine similarities and differences. The results indicated that the juvenile delinquents were similar to the learning disabled and emotionally disturbed intellectually, and they were similar to the learning disabled and educable mentally retarded academically. In terms of both intelligence and academic achievement combined, juvenile delinquents had the greatest similarity to the learning disabled than either educable mentally retarded or emotionally disturbed. Therefore, teachers of juvenile delinquents should be familiar with the emotional manifestations of learning problems.
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Christensen, K., and M. McGue. "Academic achievement in twins." BMJ 337, jul21 1 (July 21, 2008): a651. http://dx.doi.org/10.1136/bmj.a651.

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Han, Wen-Jui. "Bilingualism and Academic Achievement." Child Development 83, no. 1 (November 18, 2011): 300–321. http://dx.doi.org/10.1111/j.1467-8624.2011.01686.x.

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30

Smith, Thomas Ewin. "Time and academic achievement." Journal of Youth and Adolescence 19, no. 6 (December 1990): 539–58. http://dx.doi.org/10.1007/bf01537175.

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31

Chun, Miran, and Jiyoung Ryu. "The Structural Relationship among Academic Hope, Achievement Emotions, Grit, and Academic Achievement." Korean Association For Learner-Centered Curriculum And Instruction 20, no. 18 (September 30, 2020): 1–18. http://dx.doi.org/10.22251/jlcci.2020.20.18.1.

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32

Matti, Sushmita B., Sunanda Itagi, and Shreela B. Matti. "Academic achievement of high school children from single parent families." INTERNATIONAL JOURNAL OF PLANT SCIENCES 17, no. 1 (January 15, 2022): 99–104. http://dx.doi.org/10.15740/has/ijps/17.1/99-104.

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Academic performance is very important to achieve success and capability in future for a student. One way to know academic performance is through academic achievement. This study examines the academic achievement of high school children from single parent families which was conducted during 2019-2020, on a sample of 240 (120 urban and 120 rural) high school children through purposive sampling technique from 8 urban and 9 rural high schools of Dharwad taluk. A self-structured questionnaire was used to collect the demographic characteristics and general information of the children. Academic achievement of children was measured by referring the children’s previous year grades in annual examination from school records. The socio-economic status scale was used to assess the socio-economic status of high school children. The study results revealed that, urban children showed better academic achievement than rural children. Boys in both the regions had low academic achievement than girls. First born children achieved high in academics than later borns in urban area. Negative correlation was observed between number of siblings and academic achievement in rural area. This indicates that, as number of sibling increases academic achievement of children decreases. In rural area, children residing with their mother had high academic achievement than children residing with their father. In urban area, children from nuclear familial had better academic achievement than children from joint families. Poor socio-economic status significantly influenced the academic achievement of children in both urban and rural area. On the whole it was noted that, more than 50 per cent of rural children need support and guidance to improve their academics.
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33

Said, Ibtisam H., and Yousaf Jamal. "Self-Efficacy, Self-Esteem and Academic Achievement." International Journal of Psychosocial Rehabilitation 24, Special Issue 1 (February 28, 2020): 206–13. http://dx.doi.org/10.37200/ijpr/v24sp1/pr201151.

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Aiyappa, Shalini, and Dr Balakrishna Acharya. "Parenting styles on Academic Achievement of Adolescents." International Journal of Scientific Research 1, no. 5 (June 1, 2012): 120–22. http://dx.doi.org/10.15373/22778179/oct2012/44.

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Hansen, Kirstine, and Morag Henderson. "Does academic self-concept drive academic achievement?" Oxford Review of Education 45, no. 5 (April 15, 2019): 657–72. http://dx.doi.org/10.1080/03054985.2019.1594748.

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Bembenutty, Héfer. "Academic delay of gratification and academic achievement." New Directions for Teaching and Learning 2011, no. 126 (June 2011): 55–65. http://dx.doi.org/10.1002/tl.444.

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Subedi, Kusum Raj, Sita Kumari Shrestha, and Suprabha Subedi. "Teachers’ Academic Behaviors on Students’ Academic Achievement." Bharatpur Pragya: Journal of Multidisciplinary Studies 2, no. 01 (May 28, 2024): 66–79. http://dx.doi.org/10.3126/bpjms.v2i01.65906.

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Teacher's behavior plays a vital role in academic achievement. A teacher's behavior can affect student's capacity to learn as well as others students' learning environment. Teachers are the role models for their students and their behavior meaningfully influence students’ personal and academic life. Keeping in view the significant influence of teachers on the students’ academic achievement, the study aimed to investigate the influence of teachers’ behavior on students’ academic achievement at affiliated campuses. This article explores the correlation between teachers' actions, methods, attitudes, and behaviors in the academic setting and how they impact students' academic performance and achievement. It delves into the importance of teacher-student interactions, instructional strategies, feedback mechanisms, and classroom management techniques in shaping students' learning outcomes. This research article discusses the Influence of Teachers’ Behavior on Students Academic Achievement of Higher Level. The respondents were the teachers and students were associated to the campuses affiliated to Tribhuvan University. From the 15 public colleges, 60 teachers and 600 students from five departments were selected as a sample. Two questionnaires were developed and validated through pilot testing and administered to the sample for the collection of data. The researcher personally visited the respondents, thus 100% data were collected. The collected data were tabulated and analyzed by using chi-square and Pearson's product moment coefficient of correlation (r). The major conclusions of the study were that teachers felt proud to be teachers; they adjusted themselves with the prevailing situation and circumstances, and they used different motivational techniques for teaching. Students were found to be satisfied with the positive behavior of their teachers. The relationship between the teachers' behavior and corresponding academic achievement (marks) revealed a highly positive significant correlation.
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Sundari, Ayu. "Manajemen Kegiatan Ekstrakurikuler Dalam Meningkatkan Prestasi Non Akademik Siswa." Munaddhomah: Jurnal Manajemen Pendidikan Islam 2, no. 1 (April 21, 2021): 1–8. http://dx.doi.org/10.31538/munaddhomah.v2i1.45.

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Extracurricular activities are a place for students who have interests and talents. Extracurricular activities can help develop self-potential in increasing student achievement. Student achievement is not only obtained from academic achievement, with non-academic achievements students can be able to communicate and socialize well. Good extracurricular management will result in achievements in non-academic fields. Madrasah Aliyah Negeri 1 Mojokerto is one of the madrasas that has produced many students with non-academic achievements. The results of this study are (1) the management of extracurricular activities at Madrasah Aliyah Negeri 1 Mojokerto includes, first planning for extracurricular activities carried out at the beginning of the new academic year, secondly organizing is carried out by extracurricular guidance teachers by assigning assignments to coaches who have competence in their fields. The third implementation of extracurricular activities is carried out every day according to a predetermined schedule, the fourth supervision is carried out with the presence of the supervisor and students. (2) students' non-academic achievement after the management of extracurricular activities is good and is increasing. Judging from the educational process that went well and smoothly, the existence of good extracurricular management at Madrasah Aliyah Negeri 1 Mojokerto was able to achieve achievements, both at the district and provincial levels.
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Shamdas, Gamar. "Motivation, Self-Efficiency, and Academic Achievement Private Teacher Professional Education Students in Differentiated Learning Courses." Journal of Education Research and Evaluation 7, no. 4 (December 23, 2023): 729–38. http://dx.doi.org/10.23887/jere.v7i4.62814.

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Student prospective professional teachers are not enough to equip themselves with scientific content alone but need to balance it with academic motivation and self-efficacy which are useful for the quality of their academic achievements. The aim of this study is to analyze the relationship between academic motivation and self-efficacy with academic achievement. This research is non-experimental research, correlational design with a quantitative approach. The research was conducted with a population of all pre-service PPG totaling 23 students, and all members of the population were sampled. Academic achievement data is the accumulated grades of assignments, midterm, and final semester exams for different learning subjects after 16 meetings. Data on academic motivation and self-efficacy were obtained through a questionnaire. Data on the relationship between academic motivation and self-efficacy with academic achievement were analyzed using multiple linear regression tests. The results of the study show that there is a relationship between academic motivation and self-efficacy with academic achievement. Academic achievement can be predicted with the regression equation y = 76.287 + 0.215x1 + 0.268x2, meaning that an increase in one academic motivation score will increase the academic achievement score by 0.215 (β = 0.433, t(20) = 2.351, p = 0.029), while an increase of one self-efficacy scores will increase academic achievement scores by 0.268 (β = 0.413, t(20) = 2.243, p = 0.036).
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Jafari, Sakineh, and Ali Asgari. "Predicting Students’ Academic Achievement Based on the Classroom Climate, Mediating Role of Teacher-Student Interaction and Academic Motivation." Integration of Education 24, no. 1 (March 31, 2020): 62–74. http://dx.doi.org/10.15507/1991-9468.098.024.202001.062-074.

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Introduction. The present study aims to predict students’ academic achievements based on the classroom climate, the mediating role of teacher-student interaction and academic motivation among Semnan University students. Materials and Methods. This study relied on correlation-and-description method of data collection. The sample population consisted of all undergraduate and postgraduate students at the Faculty of Engineering of Semnan University in the academic year of 2017–2018. Using a random stratified method, 200 subjects were selected as the sample (135 undergraduate and 65 master). Questionnaires of Patrick, Kaplan and Ryan’s classroom climate, Hernandez-Lopez’ teacher-student scale, Vallerand’s academic motivation questionnaire and Pace and Kuh’s student academic achievement scale were used. Reliability of the questionnaires was confirmed using Cronbach’s alpha test. Results. There is significant positive relationship between academic achievement and classroom climate, teacher-student interaction and academic motivation. Classroom climate has a direct and meaningful effect on students’ academic achievements. Also, the climate of the classroom by mediating the teacher-student interaction has indirect and significant effects on students’ academic achievements. Classroom climate by mediating educational motivation has an indirect and significant effect on students’ academic achievement. Discussion and Conclusion. The results of this study suggest the importance of openness to the classroom climate, interaction between teacher-student and academic motivation is to increase students’ academic achievements.
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Tường, Nguyễn Văn, Hoàng Sơn Giang, and Phan Nguyễn Đông Trường. "Mối tương quan giữa phong cách học tập và kết quả học tập của sinh viên chưa tốt nghiệp đúng hạn trường Đại học Khoa học Xã hội và Nhân văn, Đại học Quốc gia Thành phố Hồ Chí Minh." Tạp chí Quản lý giáo dục 13, no. 7 (July 2021): 23–31. http://dx.doi.org/10.53750/1859-2910.2021.13.7-23.

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This study uses learning styles scale developed by Reid (1984) and academic achievement scale developed by Young et al (2003) in order to investigate the correlation between learning styles and academic achievement of students who have not graduated on time of University of Social Science and Humanities, Vietnam National University of Ho Chi Minh City. The results indicated that total 6 learning styles are main learning of students and students’ self – rate for their academic achievement was good. Especially, results also pointed out that strong correlation between learning styles and academic achievements of students. The result implied that different learning styles accompanied with learning setting can contribute greatly to students’ academic achievement.
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Cheng, Dazhi, Kaihui Shi, Naiyi Wang, Xinyang Miao, and Xinlin Zhou. "Examining the Differential Role of General and Specific Processing Speed in Predicting Mathematical Achievement in Junior High School." Journal of Intelligence 10, no. 1 (December 21, 2021): 1. http://dx.doi.org/10.3390/jintelligence10010001.

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Processing speed is divided into general (including perceptual speed and decision speed) and specific processing speed (including reading fluency and arithmetic fluency). Despite several study findings reporting the association between processing speed and children’s mathematical achievement, it is still unclear whether general or specific processing speed differentially predicts mathematical achievement. The current study aimed to examine the role of general and specific processing speed in predicting mathematical achievements of junior high school students. Cognitive testing was performed in 212 junior school students at the beginning of the 7th grade year, along with assessment of general and specific processing speed. Relevant academic achievement scores were also recorded at the end of the 7th and 9th grade years. Hierarchical regression analyses showed that specific processing speed made a significant unique contribution in mathematical achievement by the end of the 7th grade and could significantly predict mathematical achievements in the high school entrance examinations by end of the 9th grade after controlling for age, gender, and general cognitive abilities. However, general processing speed could not predict mathematical achievements. Moreover, specific processing speed could significantly predict all academic achievements for both the 7th and 9th grade. These results demonstrated that specific processing speed, rather than general processing speed, was able to predict mathematical achievement and made a generalised contribution to all academic achievements in junior school. These findings suggest that specific processing speed could be a reflection of academic fluency and is therefore critical for long-term academic development.
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Sari, Azka Ananda, and Lucia R. M. Royanto. "Nilai Prestasi sebagai Moderator Hubungan Kegigihan dengan Prestasi Akademik." Jurnal Psikologi Teori dan Terapan 9, no. 2 (April 19, 2019): 91. http://dx.doi.org/10.26740/jptt.v9n2.p91-100.

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Value is a fundamental variable that underlies human life. Value serves as a guidance for someone to take an action. In the field of education, achievement value orientation can guide a students to act accordingly in order to gain academic achievements. The aim of this study was toexamine how achievement value serve as a moderator bewtween grit and academic achievement relations. Data were collected using online surveys from 363 undergraduate students of University of Indonesia and were analyzed using multiple regression. The results show that achievement value is significantly proved as a moderator of the relationship between grit and academic achievement. Students who believe in a greater achievement value shows grittier behavior in the context of study and greater effort in facing challenges in college. The grittier the students, the higher academic achievementsthey achieve.
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Fatima , Shabbih, and Masood Nadeem. "ASSESSING THE ACADEMIC RESILIENCE AND ACADEMIC SELF-CONCEPT FOR ACADEMIC ACHIEVEMENT IN SCHOOL STUDENTS." Pakistan Journal of Social Research 04, no. 02 (June 30, 2022): 414–20. http://dx.doi.org/10.52567/pjsr.v4i2.490.

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This study explores the link between academic resilience, academic self-concept and academic achievement among school students. This study utilizes cross-sectional survey research design, by employing a sample of 340 students conveniently approached from different schools of Multan, Pakistan. Data is collected through Academic Resilience Scale-Urdu version (Fatima, 2021), Academic Self-Concept Questionnaire-Urdu version (Fatima, 2021) and grade/percentage obtained in a test for academic achievement. The result of the correlation coefficient shows academic resilience, academic achievement and academic self-concept are positively as well as significantly correlated. The findings of the linear regression depict that academic achievement is significantly predicted by academic resilience and academic self-concept. The outcome of the independent t-test reveals insignificant gender differences in academic resilience and academic achievement while significant in academic self-concept at school level. The study’s main limitationsare highlighted and suggestions for future researches are also made. Keywords: Academic resilience, Academic achievement, School students, Academic self-concept.
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Calaguas, Glenn M. "The Link between Academic Achievement and Academic Expectations Stress." Journal of Education and Vocational Research 1, no. 3 (June 15, 2011): 106–11. http://dx.doi.org/10.22610/jevr.v1i3.16.

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Academic achievements as reflected in the General Weighted Averages (GWAs) of 412 high school students from a state college in the Philippines were correlated with their scores in the Academic Expectations Stress Inventory (AESI). This was done to see if link exists between GWAs and AESI scores. GWA is the average of grades in all subjects taken, whether passed or failed and serves as an indicator of students’ academic achievement in a given school year. It is reflected in the report cards of high school students. On the other hand, AESI is a nine-item inventory with two domains: expectations of teachers/parents and expectations of self. Statistical analyses showed that there are positive significant relationships between GWAs and scores in the AESI and are significant at the 0.01 and 0.05 levels.
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Ruhendi, Ateng, and M. Sandi Marta. "The Relationship between Academic Engagement, Lecturer’s Competence and Social Support to the Students’ Academic Achievement." AL-ISHLAH: Jurnal Pendidikan 14, no. 2 (June 8, 2022): 1965–72. http://dx.doi.org/10.35445/alishlah.v14i2.1298.

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One of the goals of college is to educate students to have the ability to survive and advance in every development of the times. And among the skills that students must have is language mastery. Therefore, students need to have high academic engagement and support from the environment in which they study. This study aims to test the relationship of academic engagement to the achievement of Arabic learning achievement and test the effect of moderation of lecturer competence and social support on the relationship. Survey data was collected from 391 students of UIN Sunan Gunung Djati Bandung, which was further analyzed using hierarchical regression. The results showed that academic engagement statistically positively affects the achievement of learning Arabic. Furthermore, lecturer competence and social support can strengthen academic engagement relationships and achievements in learning Arabic at UIN Sunan Gunung Djati Bandung.
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Rękosiewicz, Małgorzata. "Czy orientacje życiowe studentów mediują relację między sumiennością jako cechą osobowości a osiągnięciami akademickimi?" Studia Edukacyjne, no. 57 (June 15, 2020): 267–82. http://dx.doi.org/10.14746/se.2020.57.19.

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Conscientiousness as a personality trait has been recognized as a predictor of students’ academic achievements in numerous empirical studies. The aim of the study was to determine the role of life orientations, moratorium and transitive orientation, in the relationship between conscientiousness and academic achievement. The study was conducted using Social Participation Questionnaire and the NEO-FFI Personality Inventory among 111 full-time students aged 20-25. Conscientiousness turned out to be a predictor of both academic achievement and life orientation, but these orientations did not mediate the relationship between conscientiousness and academic achievement.
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ERLINDA, RITA. "ACHIEVEMENT MOTIVATION AND ACADEMIC ACHIEVEMENT DIFFERENCESOF ENGLISH STUDENTS." Ta'dib 18, no. 1 (October 17, 2016): 57. http://dx.doi.org/10.31958/jt.v18i1.278.

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Saira Bano and Muhammad Naveed Riaz. "Moderating role of academic motivation and entitlement between motives of students and academic achievement among university students." Journal of the Pakistan Medical Association 73, no. 4 (March 15, 2023): 759–62. http://dx.doi.org/10.47391/jpma.01016.

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Abstract Objectives: To examine the moderating role of academic motivation and entitlements on the academic achievements of university students, and to study the role of sycophancy and excuse-making on the part of students. Method: The descriptive cross-sectional study was conducted at the University of Okara, Okara, Pakistan, from November 2017 to November 2018, and comprised university students from Okara and Sargodha. Data was collected using the Students’ Motives for Communicating with their Instructors Scale, the Academic Motivation Scale and the Academic Entitlement Scale. Data was analysed using SPSS 23. Results: There were 300 students. Academic motivation moderated the relationship between participation motive and academic achievement as well as the relationship between functional motive and academic achievement (p<0.05). Academic entitlement moderated the relationship between relational motive and academic achievement (p<0.05). Conclusion: Students’ negative motives for communicating were influenced by academic entitlement, and positive motives were enhanced with academic motivation. Key Words: Academic achievement, Entitlement, Motivation, Relational, Functional, Participation, Excuse making, Sycophancy.
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Nurhayati, Nurhayati, and Ritly Julia Rondonuwu. "THE RELATIONSHIP BETWEEN PARENTAL INVOLVEMENT AND STUDENTS’ ACADEMIC ACHIEVEMENT." J-Simbol: Jurnal Magister Pendidikan Bahasa dan Sastra Indonesia 11, no. 1 (2023): 43–53. http://dx.doi.org/10.23960/j-simbol/v11i1.2023.06.

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This study aimed to determine the relationship between parental involvement and students’ academic achievement. In addition, the purpose of this study was to determine the level of parental involvement and student academic achievement. To answer the research questions, descriptive mean analysis and Pearson Product Coefficient Correlation were used. The findings revealed that: (1) the level of parental involvement was 3.82, indicating frequent parental involvement; (2) the level of student academic achievement was 83.07, indicating good academic achievement; and (3) the p =.135 and r =.195, indicating that there is no significant correlation between parental involvement and student academic achievement; however, the correlation was found to be positive but only weakly. The researcher concluded that parental involvement is not a significant factor that has a relationship with student academic achievement. It is suggested that future researchers or teachers look for other factors that have a significant relationship on student academic achievement.
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