Results for ' Academic achievement'

999 found
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  1.  14
    Can Academic Achievement in Primary School Students Be Improved Through Teacher Training on Emotional Intelligence as a Key Academic Competency?Teresa Pozo-Rico & Ivan Sandoval - 2020 - Frontiers in Psychology 10.
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  2.  41
    Academic Achievement, Motivation and Future Selves.Angeliki Leondari, Efi Syngollitou & Grigoris Kiosseoglou - 1998 - Educational Studies 24 (2):153-163.
    Summary The study examined the relation between possible selves, academic performance, motivation, self?esteem and persistence on task. The assumption was that envisioning a desired end?state produces information processing favouring the desired state and, as a consequence, the action seems more likely and people are able to construct more efficient plans. We hypothesized that academic performance is best for subjects who are able to produce well?elaborated, vivid pictures of future selves. The sample consisted of 289 students, 14 and 15 (...)
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  3.  22
    Academic Achievement in Physics-Chemistry: The Predictive Effect of Attitudes and Reasoning Abilities.N. Vilia Paulo, A. Candeias Adelinda, S. Neto António, S. Franco Maria Da Glória & Melo Madalena - 2017 - Frontiers in Psychology 8.
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  4.  15
    Financial Independence and Academic Achievement: Are There Key Factors of Transition to Adulthood for Young Higher Education Students in Colombia?Mónica-Patricia Borjas, Carmen Ricardo, Elsa Lucia Escalante-Barrios, Jorge Valencia & Jose Aparicio - 2020 - Frontiers in Psychology 11:534827.
    Autonomy is conceptualized as the need for agency, self-actualization and independence. Nowadays, financial independence and academic achievement for young populations may be considered as key aspects in the transition to adulthood in response to some contextual demands of different cultural environments. By means of a multi-level model, the present study aims to determine the influence and contribution of factors at individual-level (e.g. sex, age, socioeconomic status, family financial support, awarded scholarships, personal finance, student loans) and school-level (e.g. programme (...)
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  5. Academic achievement and on‐task behavior of high school biology students instructed in a cooperative small investigative group.R. Lazarowitz, R. L. Hertz, J. H. Baird & V. Bowlden - 1988 - Science Education 72 (4):475-487.
  6.  23
    Visual–Spatial Ability Predicts Academic Achievement Through Arithmetic and Reading Abilities.Saifang Liu, Wenjun Wei, Yuan Chen, Peyre Hugo & Jingjing Zhao - 2021 - Frontiers in Psychology 11.
    This study aimed to investigate how visual–spatial ability predicted academic achievement through arithmetic and reading abilities. Four hundred and ninety-nine Chinese children aged from 10.1 to 11.2 years were recruited and measured visual–spatial, arithmetic, and reading abilities. Their mathematical and Chinese language academic achievements were collected for two consecutive school years, respectively, during the same year as cognitive tests and 1 year after the cognitive tests. Correlation analysis indicated that visual–spatial, arithmetic, and reading abilities and academic (...)
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  7. Level of Stress, Coping Strategies and Academic Achievement of College Students during HyFlex Learning.Ivy Pearl Morento, Analyn Sayson, Gaile Ursal & Manuel Caingcoy - 2024 - Diversitas Journal 9 (1):0108–0127.
    Effective stress management strategies correlate with improved academic performance in college students, yet inconsistent findings in existing research warrant further investigation. This study explored the intricate interplay between stress levels, coping strategies, and academic achievement in HyFlex learningenvironments. A stratified random sample of 111 students from five specializations within the Bachelor of Secondary Education program participated. Utilizing a descriptive-correlational design, data were collected through validated self-report questionnaires and a weighted general average. Subsequent descriptive statistics and bivariate correlation (...)
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  8.  22
    Relationship Between Students’ Prior Academic Achievement and Homework Behavioral Engagement: The Mediating/Moderating Role of Learning Motivation.Susana Rodríguez, José C. Núñez, Antonio Valle, Carlos Freire, María del Mar Ferradás & Carolina Rodríguez-Llorente - 2019 - Frontiers in Psychology 10.
    The interest of assigning homework is frequently discussed due to its alleged low impact on student achievement. One of the current lines of research is to emphasize the quality of student homework engagement rather than the amount of time spent on homework. The aim of this study was to determine (a) the extent to which students’ prior achievement affects their homework engagement (i.e., time spent, time management, and amount of teacher-assigned homework done), and (b) how students’ intrinsic motivation (...)
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  9.  62
    On Academic Achievements and Services of Professor Andrzej Walicki.Andrzej de Lazari - 2006 - Dialogue and Universalism 16 (3/4):98-100.
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  10.  55
    Role strain, engagement and academic achievement in early adolescence.Eddy H. De Bruyn - 2005 - Educational Studies 31 (1):15-27.
    The present study was designed to investigate the relationships between role strains following the transition to secondary school and academic achievement. Academic engagement was hypothesized to mediate between role strain and achievement. The sample consisted of 749 students in their first year of secondary school. Four types of role strain were investigated: parent, teacher, school and peer. Parent and teacher role strains appeared to be negatively associated with academic achievement, as mediated through academic (...)
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  11.  10
    Academic achievement of Intellectually Gifted Students in the Transition Between Primary and Secondary Education: An Individual Learner Perspective.Katelijne Barbier, Vincent Donche & Karine Verschueren - 2019 - Frontiers in Psychology 10.
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  12. The widening academic achievement gap between the rich and the poor: New evidence and possible explanations.Sean F. Reardon - 2011 - In Greg J. Duncan & Richard J. Murnane (eds.), Whither Opportunity. Russell Sage. pp. 91--116.
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  13.  10
    Sustainable Engagement and Academic Achievement Under Impact of Academic Self-Efficacy Through Mediation of Learning Agility—Evidence From Music Education Students.Zhang Jian - 2022 - Frontiers in Psychology 13.
    The overarching goal of this study was to look into the effects of academic self-efficacy and academic motivation on student long-term engagement and academic achievement. This study also sought to investigate the role of learning agility as a mediator in the relationship between academic self-efficacy and academic motivation. This study examined the impact of student sustainable engagement on student academic achievement as part of our model. A questionnaire technique was used to collect (...)
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  14. Nonintellective indices of academic achievement.Clifford Abe - 1965 - In Karl W. Linsenmann (ed.), Proceedings. St. Louis, Lutheran Academy for Scholarship. pp. 303.
     
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  15.  16
    Executive Function and Academic Achievement in Primary School Children: The Use of Task-Related Processing Speed.Rebecca Gordon, James H. Smith-Spark, Elizabeth J. Newton & Lucy A. Henry - 2018 - Frontiers in Psychology 9.
  16.  9
    Kindergarten Obesity and Academic Achievement: The Mediating Role of Weight Bias.Baeksan Yu - 2021 - Frontiers in Psychology 12.
    This study draws the attention towards the importance of reducing weight discrimination against children for their educational success, as an issue of social justice. We investigate the consequences of early-onset obesity identifying the mediating mechanisms in the relationship between childhood obesity and academic achievement. To do so, we employ the Early Childhood Longitudinal Study-Kindergarten Cohort in the US and apply a parallel process latent growth model with a combination of quasi-experiments and econometrics. The results of this study suggest (...)
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  17.  9
    The Effect of EFL Teacher Apprehension and Teacher Burnout on Learners’ Academic Achievement.Zhiping Wang - 2022 - Frontiers in Psychology 12.
    This review aims at investigating the related studies on the role of teacher burnout and teacher apprehension in learners’ academic achievement. The negative effect of teacher burnout on learners’ academic achievement has been corroborated in the review of the literature. Furthermore, the effect of teacher apprehension on learners’ academic success has not been widely studied. However, some stressors such as having insufficient L2 knowledge, cultural differences, and classroom management problems can affect learners’ academic achievements. (...)
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  18. Differential Effects of Self- vs. External-Regulation on Learning Approaches, Academic Achievement, and Satisfaction in Undergraduate Students.Jesús de la Fuente, Paul Sander, Douglas F. Kauffman & Meryem Yilmaz Soylu - 2020 - Frontiers in Psychology 11.
    The aim of this research was to determine the degree to which undergraduate students’ learning approach, academic achievement and satisfaction were determined by the combination of an intrapersonal factor (self-regulation) and a interpersonal factor (contextual or regulatory teaching). The hypothesis proposed that greater combined regulation (internal and external) would be accompanied by more of a deep approach to learning, more satisfaction and higher achievement, while a lower level of combined regulation would determine a surface approach, less satisfaction (...)
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  19. Explanatory style, depression, and academic-achievement-how are they related.Js Girgus, S. Nolenhoeksema & Mep Seligman - 1986 - Bulletin of the Psychonomic Society 24 (5):325-325.
     
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  20.  19
    Relationship Between SES and Academic Achievement of Junior High School Students in China: The Mediating Effect of Self-Concept.Shifeng Li, Qiongying Xu & Ruixue Xia - 2020 - Frontiers in Psychology 10.
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  21.  8
    The Effect of Teachers’ Self-Efficacy and Creativity on English as a Foreign Language Learners’ Academic Achievement.Yuanyuan Ma - 2022 - Frontiers in Psychology 13.
    Since learners’ academic achievement is the ultimate goal of any system of education, multitudes of studies have been conducted on this variable and its determinants. That is, several scholars have explored the effects of student-related and teacher-related factors on learners’ academic achievement. Notwithstanding, a few researchers have investigated the effects of teachers’ self-efficacy and creativity on learners’ academic achievement. Furthermore, no study has reviewed the role of these teacher-related factors in learners’ achievement. Therefore, (...)
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  22.  18
    School-Related and Individual Predictors of Subjective Well-Being and Academic Achievement.Ricarda Steinmayr, Anke Heyder, Christian Naumburg, Josi Michels & Linda Wirthwein - 2018 - Frontiers in Psychology 9.
    Recent research in the educational context has focused not only on academic achievement but also on subjective well-being (SWB) as both play a major role in students’ lives. Whereas the determinants of academic achievement have been extensively investigated, little research has been conducted on school-related determinants of SWB in comparison with other students’ characteristics. In the present cross-sectional study, we set out to investigate whether perceived school climate predicts school grades and SWB above and beyond other (...)
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  23.  22
    School racial composition and academic achievement: the case of Hmong LEP students in the USA.Moosung Lee & Na’im Madyun - 2008 - Educational Studies 34 (4):319-331.
    The existence of the achievement gap is more than just a black?white issue; contrary to stereotypes, it is a concern within Asian homes. Hmong students underachieve in comparison with many East Asian students. Traditional cultural practices and poverty have been identified as explanatory factors. Our data suggest that a more critical factor might be within?school segregation. Utilising a racial exposure statistic, it was found that the more diverse a school became, the higher the achievement of Hmong limited English (...)
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  24.  36
    The Relationship between Academic Achievement and the Emotional Well-Being of Elementary School Children in China: The Moderating Role of Parent-School Communication.Bo Lv, Huan Zhou, Xiaolin Guo, Chunhui Liu, Zhaomin Liu & Liang Luo - 2016 - Frontiers in Psychology 7.
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  25.  16
    Body Mass Index and Academic Achievement Among Chinese Secondary School Students: The Mediating Effect of Inhibitory Control and the Moderating Effect of Social Support.Yaohui Shi, Haibo Yu, Siyu Di & Chao Ma - 2022 - Frontiers in Psychology 13.
    Based on Embodied Cognition Theory, Inhibitory Decline Theory, and Risk Protective Factors Model, this study verified that body mass index affects secondary school students’ academic performance through the mechanism of inhibitory control. In addition, it was verified that the strength of this mechanism depends on the teacher, parent, and peer support received by secondary school students. By using height and weight measurements, the classic stroop task, and the social support scale, 264 secondary school students in Shanxi Province, China, were (...)
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  26.  50
    The Relationship Between Filial Piety and the Academic Achievement and Subjective Wellbeing of Chinese Early Adolescents: The Moderated Mediation Effect of Educational Expectations.Xiaolin Guo, Junjie Li, Yingnan Niu & Liang Luo - 2022 - Frontiers in Psychology 13:747296.
    A successful student has been defined as one who not only performs well in academics but is also happy. Hence, how to promote adolescents’ academic success and wellbeing is an important issue with which researchers have been concerned. A few studies have explored the relationship of filial piety to the academic achievement or life satisfaction of Chinese adolescents. However, in view of the close relationship between the two outcomes, the unique effects of filial piety on academic (...)
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  27. The arts and academic achievement: What the evidence shows [Special issue].R. A. Smith - 2000 - Journal of Aesthetic Education 34 (3/4).
     
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  28.  8
    Media Use and Academic Achievement: Which Effects?Jurgen Minnebo, Steven Eggermont & Keith Roe - 2001 - Communications 26 (1):39-58.
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  29.  27
    Motor Coordination Correlates with Academic Achievement and Cognitive Function in Children.Valter R. Fernandes, Michelle L. Scipião Ribeiro, Thais Melo, Paulo de Tarso Maciel-Pinheiro, Thiago T. Guimarães, Narahyana B. Araújo, Sidarta Ribeiro & Andréa C. Deslandes - 2016 - Frontiers in Psychology 7.
  30.  13
    Cognitive Style, Gender, Attitude toward Computer‐assisted Learning and Academic Achievement.Reda Abouserie, Dennis Moss & Stephen Barasi - 1992 - Educational Studies 18 (2):151-160.
    (1992). Cognitive Style, Gender, Attitude toward Computer‐assisted Learning and Academic Achievement. Educational Studies: Vol. 18, No. 2, pp. 151-160.
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  31.  24
    A Study on the Relationship between Higher Religious Education Students' Learning ClimatePerceptions with Academic Self-Efficacy and Academic Achievement.Yunus Emre Sayan & Mustafa Tavukçuoğlu - 2020 - Cumhuriyet İlahiyat Dergisi 24 (2):833-855.
    Today, which is described as the information age, it is expected from schools where knowledge is produced, education-training activities are carried out, and education is realized, to raise a self-confident student profile in accordance with the requirements of this age. The learning climate is important in this regard. Learning climate, which is one of the new components used instead of organizational climate and school climate in the climate literature, includes all kinds of factors related to learning ability; human factors are (...)
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  32.  12
    Combined Effect of Levels in Personal Self-Regulation and Regulatory Teaching on Meta-Cognitive, on Meta-Motivational, and on Academic Achievement Variables in Undergraduate Students.Jesús de la Fuente, Paul Sander, José M. Martínez-Vicente, Mariano Vera, Angélica Garzón & Salvattore Fadda - 2017 - Frontiers in Psychology 8.
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  33.  23
    Intelligence beliefs, goal orientations and children’s academic achievement: does the children’s gender matter?Loredana R. Diaconu-Gherasim, Ana-Maria Tepordei, Cornelia Mairean & Andrei Rusu - 2018 - Educational Studies 45 (1):95-112.
    This study evaluated how gender is related to children’s intelligence beliefs, goal orientations and academic achievement and whether there are gender differences in how intelligence beliefs and goal orientations are related to academic achievement. The participants, 362 seventh grade students, completed measures regarding their intelligence beliefs and goal orientations at the beginning of the second semester and the grades were collected at the end of the semester. Girls reported higher scores on incremental belief, mastery goal and (...)
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  34.  14
    Self-Concept as a Mediator of the Relation Between University Students’ Resilience and Academic Achievement.Inmaculada García-Martínez, José María Augusto-Landa, Rocío Quijano-López & Samuel P. León - 2022 - Frontiers in Psychology 12.
    Academic achievement is a factor of interest in both psychology and education. Determining which factors have a negative or positive influence on academic performance has produced different investigations. The present study focuses on analyzing the relationship between resilience, emotional intelligence, self-concept and the academic achievement of university students. For this purpose, different self-report tools were administered to a sample of 1,020 university students from Southern Spain. The Structural Equation-based mediational analysis suggests that there is no (...)
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  35. Implicit Theories of Intelligence and Academic Achievement: A Meta-Analytic Review.Ana Costa & Luísa Faria - 2018 - Frontiers in Psychology 9.
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  36.  22
    The Catholic School Ethos: its effect on post‐16 student academic achievement.Andrew B. Morris - 1995 - Educational Studies 21 (1):67-83.
    Summary Recent concern with the academic performance of schools has led a number of local education authorities to develop systems for measuring the ?added value? that can be attributed to particular institutions in their control. An analysis of data published by one Midlands shire county on the performance of A level candidates in 1992 raised questions about the relative levels of academic achievement of pupils who remained within the Catholic school system compared to those who transferred to (...)
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  37.  12
    The Role of Teachers’ Interpersonal Behaviors in Learners’ Academic Achievements.Qian Zhang - 2022 - Frontiers in Psychology 13:921832.
    In the context of English as a foreign language classroom, affections that form between teacher and students may affect the teaching/learning process. This review aimed to investigate the related studies on the effect of teacher-learner interpersonal relationships on learners’ educational performance in English as a Foreign Language (EFL) educational contexts. This review concluded that there is a significant constructive correlation between teacher-learner interpersonal relationships and learners’ academic achievement. Learners are required to have some sense of belonging to improve (...)
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  38.  14
    Exploring the Relationship Among Teacher Emotional Intelligence, Work Engagement, Teacher Self-Efficacy, and Student Academic Achievement: A Moderated Mediation Model.Li Wang - 2022 - Frontiers in Psychology 12.
    In recent years, many studies have been done to identify the factors that affect teacher emotions at schools. However, the empirical evidence on how teachers’ emotions influence students’ outcomes and performance is not extensive. Against this background, this study explored the correlation between teacher EI and student academic achievement and possible mechanisms may lie in this relationship. A sample of 365 Chinese teachers from 25 public middle schools participated in this study by completing measurements of teacher EI, teacher (...)
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  39.  9
    Longitudinal impact of parent-teacher relationship on middle school students’ academic achievements in China.Wangqian Fu, Qianqian Pan, Ying Yuan & Guanyu Chen - 2022 - Frontiers in Psychology 13.
    ObjectiveThe study aims to discuss the longitudinal impact of the parent-teacher relationship on students’ academic achievements in China.MethodBased on the China Education Panel Survey, covering the data from 438 classes of 112 schools in 28 county-level administrative areas in China, we used the hierarchical linear model to analyze the data.ResultsWe found that the parents’ active communication with teachers, parents’ participation in parent meetings, teachers’ active contact, whether parents are afraid to communicate with teachers, and parents’ willingness to participate in (...)
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  40.  10
    Relations Between Class Competition and Primary School Students’ Academic Achievement: Learning Anxiety and Learning Engagement as Mediators.Guoqiang Li, Zhiyuan Li, Xinyue Wu & Rui Zhen - 2022 - Frontiers in Psychology 13.
    This study aimed to analyze the relations between class competition and primary school students’ academic achievement, considering the possible mediating roles of learning anxiety and learning engagement. Participants were 1,479 primary school students from four primary schools in Zhejiang, China. We analyzed participants’ scores for class competition, learning anxiety, and learning engagement and their last two final exam scores. Class competition did not directly predict academic achievement, but indirectly affected academic achievement through learning anxiety (...)
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  41.  6
    School Refusal and Absenteeism: Perception of Teacher Behaviors, Psychological Basic Needs, and Academic Achievement.Pina Filippello, Caterina Buzzai, Sebastiano Costa & Luana Sorrenti - 2019 - Frontiers in Psychology 10.
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  42.  38
    The Effect of University Students’ Emotional Intelligence, Learning Motivation and Self-Efficacy on Their Academic Achievement—Online English Courses.Yuan-Cheng Chang & Yu-Ting Tsai - 2022 - Frontiers in Psychology 13.
    The COVID-19 pandemic has had a significant impact on education worldwide. The disease first hit China and numerous Chinese cities then started to conduct online courses. Therefore, this study aims to explore the effect of the Shanghai students’ emotional intelligence, learning motivation, and self-efficacy on their academic achievement when they participated in online English classes during the latter phase of the pandemic in China. Furthermore, the research also examines whether the students’ emotional intelligence can influence their academic (...)
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  43.  35
    Academic Goals, Student Homework Engagement, and Academic Achievement in Elementary School.Antonio Valle, Bibiana Regueiro, José C. Núñez, Susana Rodríguez, Isabel Piñeiro & Pedro Rosário - 2016 - Frontiers in Psychology 7.
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  44.  34
    The Impact of School Climate and School Identification on Academic Achievement: Multilevel Modeling with Student and Teacher Data.Sophie Maxwell, Katherine J. Reynolds, Eunro Lee, Emina Subasic & David Bromhead - 2017 - Frontiers in Psychology 8.
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  45.  5
    Training Executive Functions to Improve Academic Achievement: Tackling Avenues to Far Transfer.Catherine Gunzenhauser & Matthias Nückles - 2021 - Frontiers in Psychology 12.
    The aim of training executive functions is usually to improve the ability to attain real-life goals such as academic achievement, that is, far transfer. Although many executive function trainings are successful in improving executive functions, far transfer is more difficult to achieve. In this perspective article, we focus on the transfer of executive function training to academic performance. First, we disentangle possible sources of transfer problems. We argue that executive functions can facilitate academic performance via two (...)
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  46.  41
    The Effects of Teacher-Student Relationships on Academic Achievement – a College Survey.Lucian Mocrei Rebrean - 2017 - Annals of Philosophy, Social and Human Disciplines 1 (1):39-51.
    An attitude of support in the learning environment can positively affect academic outcomes. Educational risks associated with the absence of a positive relationship between teachers and students include: high rates of college dropout, low self-efficacy, and low self-confidence. The vast majority of sociological research concerning the relationship between teachers and students deals with secondary school and high school years. The present study concentrates on the academic trajectory of college students. The first objective of the present study is assessing (...)
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  47.  24
    Impacts of family environment on adolescents’ academic achievement: The role of peer interaction quality and educational expectation gap.Lie Zhao & Wenlong Zhao - 2022 - Frontiers in Psychology 13.
    The current study uses a two-wave longitudinal survey to explores the influence mechanism of the family environment on adolescents’ academic achievement. The family environment is measured by parents and children’s reports, including family atmosphere, parent–child interaction, and family rules, to reveal the mediating effect of adolescents’ positive or negative peers between the family environment and academic achievement, and whether the gap between self- and parental educational expectation plays a moderating effect. This study uses the data of (...)
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  48.  45
    Home-based family involvement and academic achievement: a case study in primary education.Verónica Tárraga García, Beatriz García Fernández & José Reyes Ruiz-Gallardo - 2017 - Educational Studies 44 (3):361-375.
    Does home-based family involvement influence academic performance? To answer this question, a case study research was carried out with 96 children from all six levels of primary education at a public school, and their families. Data regarding home-based family involvement were collected using a questionnaire. Academic achievement was measured from school marks. The results reveal that, apart from two of the factors considered, home–family involvement as a whole is not significantly related to academic achievement. These (...)
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  49.  8
    Jesus and the Streets: The Loci of Causality for the Intra-Racial Gender Academic Achievement Gap in Black Urban America and the United Kingdom.Paul C. Mocombe, Carol Tomlin & Victoria Showunmi - 2015 - Upa.
    Against John Ogbu’s oppositional culture theory and Claude Steele’s disidentification hypothesis, this book offers a more appropriate structural Marxian hermeneutical framework for contextualizing, conceptualizing, and evaluating the locus of causality for the black male/female intra-racial gender academic achievement gap in the United States of America and the United Kingdom.
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  50.  9
    The Role of Academic Resilience, Motivational Intensity and Their Relationship in EFL Learners' Academic Achievement.Shengli Yang & Weirong Wang - 2022 - Frontiers in Psychology 12.
    The aim of developing academic resilience and motivational intensity, as two constructs of positive psychology, is to increase learners' capability to compete with each other even in adverse conditions. Different types of academic resilience are conceptualized and germane literature about the relationship between academic resilience and academic achievement is provided. Literature showed that some socio-affective factors, socio-economic factors, and affective factors can influence learners' academic achievement and policy makers' decision in providing an appropriate (...)
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