Measuring the effect of ARS on academic performance: A global meta-analysis

2016 ◽  
Vol 96 ◽  
pp. 109-121 ◽  
Author(s):  
José I. Castillo-Manzano ◽  
Mercedes Castro-Nuño ◽  
Lourdes López-Valpuesta ◽  
María Teresa Sanz-Díaz ◽  
Rocío Yñiguez
Keyword(s):  
Academic Performance ◽  
Meta Analysis

Associations between Sleep and Academic Performance in US Adolescents: A Systematic Review and Meta-Analysis

2021 ◽  
Author(s):  
Leslie A. Musshafen ◽  
Rachel S. Tyrone ◽  
Aya Abdelaziz ◽  
Courtney E. Sims-Gomillia ◽  
Lauren S. Pongetti ◽  
...  
Keyword(s):  
Systematic Review ◽  
Academic Performance ◽  
Meta Analysis

Activity Achievement Emotions and Academic Performance: A Meta-analysis

2021 ◽  
Author(s):  
Jesús Camacho-Morles ◽  
Gavin R. Slemp ◽  
Reinhard Pekrun ◽  
Kristina Loderer ◽  
Hanchao Hou ◽  
...  
Keyword(s):  
Academic Performance ◽  
Meta Analysis ◽  
Achievement Emotions

scholarly journals Study Habits, Skills, and Attitudes: The Third Pillar Supporting Collegiate Academic Performance

2008 ◽  
Vol 3 (6) ◽  
pp. 425-453 ◽  
Author(s):  
Marcus Credé ◽  
Nathan R. Kuncel
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Study Skills ◽  
Meta Analysis ◽  
Grade Point ◽  
Study Skill ◽  
The Third ◽  
High School Grades ◽  
Individual Difference Variable ◽  
Study Habit

Study habit, skill, and attitude inventories and constructs were found to rival standardized tests and previous grades as predictors of academic performance, yielding substantial incremental validity in predicting academic performance. This meta-analysis ( N = 72,431, k = 344) examines the construct validity and predictive validity of 10 study skill constructs for college students. We found that study skill inventories and constructs are largely independent of both high school grades and scores on standardized admissions tests but moderately related to various personality constructs; these results are inconsistent with previous theories. Study motivation and study skills exhibit the strongest relationships with both grade point average and grades in individual classes. Academic specific anxiety was found to be an important negative predictor of performance. In addition, significant variation in the validity of specific inventories is shown. Scores on traditional study habit and attitude inventories are the most predictive of performance, whereas scores on inventories based on the popular depth-of-processing perspective are shown to be least predictive of the examined criteria. Overall, study habit and skill measures improve prediction of academic performance more than any other noncognitive individual difference variable examined to date and should be regarded as the third pillar of academic success.

The effects of mobile phone use on academic performance: A meta-analysis

2018 ◽  
Vol 127 ◽  
pp. 107-112 ◽  
Author(s):  
Aaron W. Kates ◽  
Huang Wu ◽  
Chris L.S. Coryn
Keyword(s):  
Academic Performance ◽  
Mobile Phone ◽  
Meta Analysis ◽  
Mobile Phone Use

Association between weekday-weekend sleep discrepancy and academic performance: systematic review and meta-analysis

2017 ◽  
Vol 40 ◽  
pp. e318-e319 ◽  
Author(s):  
W. Sun ◽  
J. Ling ◽  
X. Zhu ◽  
T.M. Lee ◽  
S.X. Li
Keyword(s):  
Systematic Review ◽  
Academic Performance ◽  
Meta Analysis
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