Student Perceptions of Parental Support: An Examination of Non-Cognitive Factors and Academic Achievement

2012 ◽  
Author(s):  
Amy Melling ◽  
Paul Gore
Keyword(s):  
Academic Achievement ◽  
Student Perceptions ◽  
Parental Support ◽  
Cognitive Factors

scholarly journals Self-Esteem and Motivation for Learning in Academic Achievement: The Mediating Role of Reasoning and Verbal Fluidity

2020 ◽  
Vol 12 (14) ◽  
pp. 5768
Author(s):  
Nieves Moyano ◽  
Alberto Quílez-Robres ◽  
Alejandra Cortés Pascual
Keyword(s):  
Academic Achievement ◽  
Cognitive Abilities ◽  
Verbal Fluency ◽  
Self Esteem ◽  
Cognitive Factors ◽  
Mediating Role ◽  
Motivation For Learning ◽  
And Mathematics ◽  
The One

The goal of the present study was to analyze the joint role that non-cognitive (motivation and self-esteem) and cognitive (verbal fluency and reasoning) factors play on academic achievement, both as a global score and in relation to specific subjects, such as language and literature and mathematics. We also analyzed the mediating role of cognitive factors. We recruited a sample of 133 primary education students (aged 6–9 years old) (47.6% girls, 52.6% boys), to whom various measures of the above-indicated variables were administered. Several predictive models were tested through a mediational regression analysis. The results indicated the relevance of intrinsic motivation together with self-esteem as predictors of academic achievement mediated by the cognitive abilities verbal fluency and reasoning. These relationships differed depending on the specific subject. We discuss the educational implications of these findings and emphasize, on the one hand, that academic achievement depends on both cognitive and non-cognitive factors and, on the other hand, the malleability of cognitive factors, as they seem to improve based on motivation and self-esteem.

scholarly journals Online Self-Regulatory Learning Behaviors as a Mediator in the Relationship between Online Course Perceptions with Achievement

2008 ◽  
Vol 9 (2) ◽  
Author(s):  
Lucy Barnard ◽  
Valerie Paton ◽  
William Lan
Keyword(s):  
Academic Achievement ◽  
Grade Point Average ◽  
Learning Outcomes ◽  
Student Perceptions ◽  
Positive Relationship ◽  
Online Course ◽  
Grade Point ◽  
Learning Behaviors ◽  
Self Regulatory Learning ◽  
The Relationship

Positive perceptions of online course communication and collaboration have been associated with better academic outcomes, while self-regulatory learning behaviors have also been linked to academic achievement and other positive learning outcomes. In the current study, we examined whether self-regulatory learning behaviors may be considered as mediating the relationship between student perceptions of online course communication and collaboration with academic achievement as measured by grade point average (GPA). Results indicate that online self-regulatory learning behaviors, though not strongly associated with academic achievement in and of themselves, do mediate the positive relationship between student perceptions of online course communication and collaboration with academic achievement.

Gender, ethnicity, and social cognitive factors predicting the academic achievement of students in engineering.

1992 ◽  
Vol 39 (4) ◽  
pp. 527-538 ◽  
Author(s):  
Gail Hackett ◽  
Nancy E. Betz ◽  
J. Manuel Casas ◽  
Indra A. Rocha-Singh
Keyword(s):  
Academic Achievement ◽  
Social Cognitive ◽  
Cognitive Factors

Educational Resilience and Academic Achievement of Immigrant Students From Ghana in an Urban School Environment

2016 ◽  
Vol 55 (5) ◽  
pp. 753-782 ◽  
Author(s):  
Alex Kumi-Yeboah
Keyword(s):  
Academic Achievement ◽  
Parental Support ◽  
School Environment ◽  
Immigrant Students ◽  
Self Regulation ◽  
Religious Faith ◽  
The United States ◽  
Black Immigrants ◽  
Educational Resilience ◽  
Safety Issues

Educational resilience is often linked to educational success of various immigrant youth including Black immigrants despite the challenges they face. However, few studies have explored the factors that promote and/or constrain educational resilience and academic achievement of Black immigrants. To address this gap, the current article focuses on the educational resilience and academic achievement of Ghanaian-born immigrants ( N = 60) attending urban high schools in the United States. Results indicate that self-regulation, technology, religious faith, past experiences, parental support, resources, and safety issues played an important role. Implications and recommendations for educators and policymakers are discussed.

scholarly journals A Longitudinal Exploration of the Academic and Psychosocial Outcomes of Students with Emotional/Behavioural Difficulties: The Importance of Student Perceptions of Themselves, Their Peer Relationships, and Their Classrooms

2010 ◽  
Vol 19 (2) ◽  
Author(s):  
Jessica Whitley ◽  
Edward P. Rawana ◽  
Keith Brownlee ◽  
Jennine Rawana
Keyword(s):  
Academic Achievement ◽  
Student Perceptions ◽  
Peer Relationships ◽  
Repeated Measures ◽  
Classroom Climate ◽  
Psychosocial Outcomes ◽  
Self Concept ◽  
Future Research ◽  
School Year ◽  
Behavioural Difficulties

Students with emotional/behavioural difficulties (E/BD) continue to experience poor academic and psychosocial outcomes. Developing a better understanding of the ways in which indicators of these outcomes develop while students are still in early grades can assist in planning effective programming and alter negative trajectories. Accordingly, the present study sought to explore the perceptions of students with and without E/BD regarding their self-concept, classroom climate, and academic achievement over the course of one school year. The participants consisted of 68 elementary-aged students attending two schools in Northwestern Ontario. A repeated measures ANOVA was conducted and a number of significant differences were found both between groups and over time. Specifically, students in the E/BD group experienced poorer functioning compared to students without E/BD at most time points. Patterns of change in psychosocial and academic variables were largely similar across groups. Discussions of these findings, as well as implications for practice and for future research are presented. Keywords: Emotional/behavioural difficulties; self-concept; academic achievement

scholarly journals SELF-REGULATED LEARNING AND DIGITAL LEARNING ENVIRONMENT: ITS’ EFFECT ON ACADEMIC ACHIEVEMENT DURING THE PANDEMIC

2021 ◽  
Vol 40 (2) ◽  
pp. 374-388
Author(s):  
Nani Sutarni ◽  
M Arief Ramdhany ◽  
Achmad Hufad ◽  
Eri Kurniawan
Keyword(s):  
Academic Achievement ◽  
Online Learning ◽  
Learning Environment ◽  
Student Perceptions ◽  
Structural Equation ◽  
Learning Ability ◽  
Digital Learning ◽  
Digital Learning Environment ◽  
Self Regulated Learning ◽  
Regulated Learning

The unprecedented changes in the education sector due to the recent pandemic demand teachers and students to adapt to new ways of learning via online platforms. A plethora of latest research has investigated various topics such as online learning platforms, online learning materials, and teacher/student perceptions; however, little is known about the link between online learning and achievement. Occupying this lacuna, this study specifically sought to examine the relationship between self-regulated learning (SRL), the digital learning environment, and student’ academic achievement during the pandemic.  The population of this research was 1,800 students (freshmen, sophomore, junior, and senior class) enrolled for the Introduction to Management course at a state university in Bandung, Indonesia. Selected using a proportionate random sampling, 317 students participated as the respondents.  The data were collected through questionnaire surveys, while the Structural Equation Model (SEM) was employed to analyze the interrelationship among the construct variables.  The results of this study show that promoting SRL may affect the optimization of the digital learning environment and academic achievements.  Students with better self-regulated learning ability can somehow optimize their digital learning environment and be more progressive in terms of academic achievement.

Sign in / Sign up

Export Citation Format

Share Document