The Mediating Role of Home–School Dissonance in Linking Maternal Discrimination to Latin American‐Origin Adolescent Academic Performance

2022 ◽  
Author(s):  
Roushanac Partovi ◽  
Esther J. Calzada ◽  
Kathleen M. Roche ◽  
Todd D. Little ◽  
Maria Jose Sanchez Roman
Keyword(s):  
Academic Performance ◽  
Latin American ◽  
Home School ◽  
Mediating Role

scholarly journals School Climate and Perceived Academic Performance: Direct or Resilience-Mediated Relationship?

2020 ◽  
Vol 13 (1) ◽  
pp. 68
Author(s):  
Naiara Escalante Mateos ◽  
Arantza Fernández-Zabala ◽  
Eider Goñi Palacios ◽  
Iker Izar-de-la-Fuente Díaz-de-Cerio
Keyword(s):  
Academic Performance ◽  
School Climate ◽  
Basque Country ◽  
School Adjustment ◽  
Specific Aspect ◽  
Mediation Model ◽  
Mediating Role ◽  
Resilience Scale ◽  
Climate Scale

Although there is a growing interest in identifying the variables that enhance student school adjustment, there is a lack of understanding of the mechanisms involved in it during adolescence. Despite there being works that confirm the positive relationship between school climate and academic performance, it is still unresolved which of the more specific aspects of climate are linked to this performance, as well as the degree to which an individual variable such as resilience can play a mediating role between both; these unknown factors constitute the objective of this study. A total of 731 students (mean age, Mage = 15.20 years; Standard Deviation, SD = 1.62) from the Basque Country participated; they completed the PACE-33 -school climate scale-, the CD-RISC10 -resilience scale- and the EBAE-10 -perceived academic performance subscale-. The full mediation model and the partial mediation model were tested. The results show that the model of choice is that of partial mediation: the resilience mediates the relationship between two specific aspects of the school climate (peer relationship and teachers’ ability to motivate) and perceived academic performance, and a third specific aspect (teachers’ expectations) has a direct relationship with perceived academic performance. These findings highlight the importance of attending to variables specific to the context in which the subject interacts, with the role of the teacher being especially important, in addition to promoting the development of resilience, due to the weight it has on the perception that students have about their school performance.

Modeling Structural Equations of Relationships between Attachment Styles and Self-Differentiation with Academic Performance of University Students with the Mediating Role of Health Promoting Lifestyle

2021 ◽  
Author(s):  
Vafa Mostafa ◽  
Hajar Falahzadeh ◽  
Sorur Ahmadi ◽  
Omid Hamidi
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Attachment Styles ◽  
Structural Equation ◽  
Equation Modeling ◽  
Mediating Role ◽  
Health Promoting ◽  
Health Promoting Lifestyle ◽  
Self Differentiation

Aim: The aim of this study was to test the structural equation model of relationships between attachment styles and self-differentiation with academic performance of university students with the mediating role of health-promoting lifestyle. Methods: The method of this research was descriptive and correlation type. The statistical population consisted of all undergraduate students of Shahid Beheshti University (1554 people) in the academic year of 2018-2019. The sample size was estimated to be 308 based on Cochran formula. Eventually 305 questionnaires were finalized. Research tools included the Self-Distinction Questionnaire (Skowron & Schmitt, 2003), the Adults Attachment Inventory (AAI) (Hazen and Shaver, 1987), the Health Promoting Lifestyle Profile (Walker, Sichrist & Pender, 1995) and the Educational Performance Test (Pham and Taylor, 1999) were used and data were analyzed by descriptive and inferential statistical methods (Pearson correlation, path analysis and structural equation modeling) using SPSS 23 and AMOS 26 statistical softwares. Findings: The results showed that attachment styles and self-differentiation have a significant relationship with academic performance and these variables are able to directly predict academic performance (p<0.01). Promotional lifestyles can also play a mediating role between attachment styles and self-differentiation with academic performance (p<0.01). Conclusion: Regarding the relationship between attachment styles, self-differentiation and health-promoting lifestyle with academic performance, special attention to these variables is necessary to improve student performance.

scholarly journals Fitness and academic performance in adolescents. The mediating role of leptin: DADOS study

2018 ◽  
Vol 177 (10) ◽  
pp. 1555-1563 ◽  
Author(s):  
Mireia Adelantado-Renau ◽  
David Jiménez-Pavón ◽  
Maria Reyes Beltran-Valls ◽  
Jesús Gustavo Ponce-González ◽  
Óscar Chiva-Bartoll ◽  
...  
Keyword(s):  
Academic Performance ◽  
Mediating Role

scholarly journals Predictive Influence of Executive Functions, Effortful Control, Empathy, and Social Behavior on the Academic Performance in Early Adolescents

2017 ◽  
Vol 39 (2) ◽  
pp. 253-279 ◽  
Author(s):  
Juan P. Zorza ◽  
Julián Marino ◽  
Alberto Acosta Mesas
Keyword(s):  
Academic Performance ◽  
Social Behavior ◽  
Executive Functions ◽  
Effortful Control ◽  
Social Preference ◽  
Self Regulation ◽  
Early Adolescents ◽  
Self Report ◽  
Mediating Role

In this study, we explored the predictive role of behavioral measures of Executive Functions (EFs) and a self-report measure of Effortful Control (EC) on the academic performance of early adolescents. We also analyzed the mediating role of self-reported empathy and social behavior rated by peers (i.e., prosocial behavior and social preference) and by the lead teacher (i.e., social competence). A sample of 244 adolescents aged between 12 and 13 years participated in the study. The resulting structural equation model indicated that EFs and EC predict academic performance in a complementary and independent way. Results also confirmed the mediating role of empathy and social behavior. The final model explained 64% of academic performance. We discuss the appropriateness of obtaining complementary measures of EFs and EC in predictions of academic performance as well as the importance of introducing activities involving self-regulation, empathy, and socioemotional skills in the school setting.

Beyond the Big Five: The mediating role of goal orientation in the relationship between core self-evaluations and academic performance

2016 ◽  
Vol 14 (3) ◽  
pp. 273-285 ◽  
Author(s):  
Bart J. Debicki ◽  
Franz W. Kellermanns ◽  
Tim Barnett ◽  
Allison W. Pearson ◽  
Rodney A. Pearson
Keyword(s):  
Academic Performance ◽  
Goal Orientation ◽  
Big Five ◽  
Mediating Role ◽  
Core Self ◽  
The Relationship
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