scholarly journals Learning and Study Strategies: Academic Achievement and Gender Differences

2013 ◽  
Vol 12 (4) ◽  
pp. 49
Author(s):  
Beena Daliya R ◽  
Sudha Bhogle
Keyword(s):  
Academic Achievement ◽  
Gender Differences ◽  
High School Students ◽  
Academic Success ◽  
Research Work ◽  
Study Strategies ◽  
School Students ◽  
Main Ideas ◽  
Learning And Study Strategies ◽  
Selection Of

To do well in school and for enhanced academic success, effective Learning and Study strategies are important. The objectives of this research work were to determine gender differences, if any, in Learning and Study strategies in high school students and to find the relationship between these strategies and Academic achievement. To do this, Learning and Study Strategies Inventory (LASSI) - Weinstein & Palmer, (2002) was administered to a group of 684, 8th std., school students, of which 363 were boys and 321 were girls. These students were selected from private schools of Bangalore; all the 4 zones – north, south, east, and west - were represented. All the students chosen were studying the state syllabus. The results of the research indicate gender differences in the following strategies – processing of information, motivation and selection of main ideas. No gender differences emerged for Academic achievement. Further, academic achievement was found to be significantly related to levels of anxiety, attitude, concentration ability, selection of main ideas, effective time management and test taking strategies.Keywords: Learning strategies, Study strategies, Academic Achievement, Gender difference.

An induced successful performance enhances student self-efficacy and boosts academic achievement

2018 ◽  
Author(s):  
Akitoshi Uchida ◽  
Robert B Michael ◽  
Kazuo Mori
Keyword(s):  
Academic Achievement ◽  
High School Students ◽  
Academic Success ◽  
Junior High School ◽  
Self Efficacy ◽  
Successful Performance ◽  
School Students ◽  
Correlational Research ◽  
Before And After ◽  
One Year

A growing body of correlational research finds a relationship between self-efficacy—beliefs in one's capabilities—and academic success. But few studies have investigated whether self-efficacy is causally related to academic success. We hypothesized that an experience of success would promote self-efficacy in junior high school students and would lead to academic improvements. To induce an experience of success, we secretly presented easy anagrams to target students (41 males and 43 females; 12-13 years old) who then outperformed their classmates (116 males and 115 females). We assessed students’ self-efficacy and academic achievement scores before and after the anagram tasks. We found that the success-induced students raised their self-efficacy, and this elevated self-efficacy persisted for as long as one year. Moreover, success-induced males eventually showed significant improvement in their academic achievement. These results provide a real-world experimental enactment of Bandura’s self-efficacy theory, and have implications for the practices of educational practitioners.

scholarly journals Comparison of cognitive and metacognitive strategies in the academic achievement of urban and rural students of Eghlid

2019 ◽  
pp. 282-293
Author(s):  
Mohammad Reza Taghieh ◽  
Zohreh Tadayon ◽  
Raziyeh Taghieh
Keyword(s):  
Academic Achievement ◽  
High School Students ◽  
Academic Success ◽  
Pearson Correlation ◽  
Target Population ◽  
Metacognitive Strategies ◽  
Rural Students ◽  
School Students ◽  
Cognitive And Metacognitive Strategies ◽  
Definite Result

This research studies the cognitive and metacognitive strategies with academic success in urban and rural students; gender and place of residence that has not been the result of a definite result on their role in previous research have been gained. The present research is a correlation type and is an applied research. The aim of this study is to improve the level of learning. The target population of the high school students in Eghlid city is 269 people. A sample of 241 people was randomly selected and researched. The number of samples is specified according to the Morgan table. Pearson correlation and (T) test were used for two independent groups. The obtained result indicates that cognitive and metacognitive strategies in academic achievement, gender, and location are also effective in these strategies, so that female students are more than boys and student's Urban uses both types of strategy more than rural students.

scholarly journals MOTIVATION FOR ACADEMIC ACHIEVEMENT AND ITS RELATIONSHIP TO THE METACOGNITIVE THINKING SKILLS AMONG HIGH SCHOOL STUDENTS IN THE SUBURBS OF JERUSALEM

2021 ◽  
Vol 9 (2) ◽  
pp. 100-108
Author(s):  
Omar Rimawi ◽  
Mohsen Adas ◽  
Enas Nasser
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
Academic Success ◽  
Thinking Skills ◽  
Practical Significance ◽  
School Students ◽  
Strong Indicator ◽  
Female Data ◽  
Level Of Significance

Purpose of the study: This study aims to identify the degree of Motivation for Academic Achievement and its Relationship to the Metacognitive Thinking Skills among High School Students in the suburbs of Jerusalem. Methodology and research methods: To achieve the objectives of this study, the relational descriptive approach was adopted. The sample of this study included (380) high school students (male and female). Data was obtained, analyzed, and processed statistically. Results: The findings suggested that there were statistically significant differences in the means of the motivation for academic achievement due to gender in favor of females. The results also showed that there were no statistically significant differences at the level of significance (α ≤ 0.05) in the means of the metacognitive thinking skills among high school students due to gender, an average of the former class, or father-mother's educational qualification. Moreover, the results revealed that there was a correlation between the motivation for academic achievement and metacognitive thinking skills. Scientific novelty: It is clear that metacognitive thinking skills improve the degree of motivation for academic achievement by increasing the capacities of the students to learn and grow their learning motivation. it is considered a strong indicator of academic success. Students with metacognitive thinking skills achieve better academic achievement compared to students who have a lower level of metacognitive thinking skills. Practical significance: The importance of this study is expressed in the significance of the issue under consideration, as awareness of metacognitive thinking skills increases the capacity to handle and use them in various educational situations.

scholarly journals The Influence of Socio-Educational Factors in the Selection of Contents for Fullfilling Free Time of High School Students

2017 ◽  
Vol 9 (2) ◽  
pp. 22
Author(s):  
Besa Havziu ◽  
Lulzim Mehmedi ◽  
Makfirete Ameti
Keyword(s):  
High School ◽  
Gender Differences ◽  
High School Students ◽  
Social Environment ◽  
Time Factors ◽  
Free Time ◽  
Inductive Method ◽  
School Students ◽  
And Gender ◽  
Selection Of

Starting from the fact that man is a social being, social environment has a big importance in the whole personality formation and development. Even though there are views according to which geographical and climate factors can also influence a person’s character, yet they are not the crucial ones. A social environment where the influence of: family, school, peers, mass media, different organizations and those alike is strongly expressed, enables the child as a biological being to gradually grow into a social being through gaining knowledge, habits, abilities etc. The pedagogical meaning of free time is not seen in the organisation of the free activities but in the different factors of institutional character, which more or less can help the shaping of free time with the creation of practical opportunities for its implementation. In this paper, the factors and their influence on the selection of the content of free time at high school respondents will be analysed. More precisely, we will analyse the respondents’ views and opinions about the factors which will determine the selection of free time content, if there are differences compared according to the influence, which of them appear as decisive factors and if there are gender differences from the aspect of the factors influence in the selection of free time activities and contents. In the problem researching process we decided to apply: inductive method, deductive method and comparison method.Keywords: free time, factors, school as a factor, family as a factor, social environment as a factor, student, free activities, culture and gender differences

scholarly journals An Induced Successful Performance Enhances Student Self-Efficacy and Boosts Academic Achievement

AERA Open ◽  
2018 ◽  
Vol 4 (4) ◽  
pp. 233285841880619
Author(s):  
Akitoshi Uchida ◽  
Robert B. Michael ◽  
Kazuo Mori
Keyword(s):  
Academic Achievement ◽  
High School Students ◽  
Academic Success ◽  
Junior High School ◽  
Self Efficacy ◽  
Successful Performance ◽  
School Students ◽  
Correlational Research ◽  
Before And After ◽  
One Year

A growing body of correlational research finds a relationship between self-efficacy—beliefs in one’s capabilities—and academic success. But few studies have investigated whether self-efficacy is causally related to academic success. We hypothesized that an experience of success would promote self-efficacy in junior high school students and would lead to academic improvements. To induce an experience of success, we secretly presented easy anagrams to target students (41 males and 43 females; 12–13 years old) who then outperformed their classmates (116 males and 115 females). We assessed students’ self-efficacy and academic achievement scores before and after the anagram tasks. We found that the success-induced students raised their self-efficacy, and this elevated self-efficacy persisted for as long as one year. Moreover, success-induced males eventually showed significant improvement in their academic achievement. These results provide a real-world experimental enactment of Bandura’s self-efficacy theory and have implications for the practices of educational practitioners.

scholarly journals Gender Differences in Self-Regulated Online Learning During the COVID-19 Lockdown

2021 ◽  
Vol 12 ◽  
Author(s):  
Xiaohong Liu ◽  
Wei He ◽  
Li Zhao ◽  
Jon-Chao Hong
Keyword(s):  
Gender Differences ◽  
Online Learning ◽  
High School Students ◽  
Academic Success ◽  
Three Dimensions ◽  
School Students ◽  
Self Regulated Learning ◽  
The World ◽  
Regulated Learning ◽  
Better Than

Due to the spread of the epidemic around the world, online learning has received greater attention. Self-regulated learning (SRL) is an important factor for students to achieve academic success. This study investigated the gender differences in SRL and three sub-constructs of SRL in the context of online learning, that is the preparatory, performance, and appraisal phases. A total of 400 high school students (males = 125, females = 275) from China participated in this study. In order to identify whether there were gender differences in their self-regulated online learning (SROL), independent sample t-test was performed. The results showed that there were significant gender differences in the SROL (t = –3.334, p = 0.001 < 0.01, d = –0.410) and the three sub-constructs of SROL (preparatory: t = –0.702, p = 0.008 < 0.01, d = 0.018; performance: t = –3.801, p = 0.000 < 0.01, d = 0.456; appraisal: t = –3.120, p = 0.002 < 0.01, d = 0.361). The findings indicated that females performed better than males in all three dimensions of learners’ online self-regulated learning.

scholarly journals Assessment of Learning and Study Strategies of University Students in Qatar Using an Arabic Translation of the Learning and Study Strategies Inventory

2014 ◽  
Vol 114 (3) ◽  
pp. 947-965 ◽  
Author(s):  
Haitham M. Alkhateeb ◽  
Ramzi Nasser
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Time Management ◽  
Self Regulation ◽  
Study Strategies ◽  
Strategic Learning ◽  
Test Strategies ◽  
Processing Motivation ◽  
Main Ideas ◽  
Learning And Study Strategies

413 (119 men, 294 women) undergraduate university students in Qatar completed an Arabic version of the Learning and Study Strategies Inventory (LASSI) measuring Anxiety, Attitude, Concentration, Information Processing, Motivation, Self-testing, Selecting Main Ideas, Study Aids, Time Management, and Test Strategies. The students' learning and study strategies scores were similar to those reported in the literature. Factor analysis indicated the same general factors as in the original study. Internal consistency estimates ranged from .62 to .88. Nine of the 10 scales (i.e., all with the exception of the Study Aids) significantly correlated with students' GPAs. Scores obtained from these scales provide valid assessments of Qatar University students' use of learning and study strategies related to skill, will, and self-regulation components of strategic learning and also academic achievement. There also were statistically significant differences between higher and lower achieving students in their learning and study strategies. This study also explored the use of the LASSI as a predictive measure of academic achievement. Anxiety and test strategies were significant predictors of academic achievement as measured by students' GPA.

Learning and Study Strategies of Secondary School Students with Visual Impairments

1993 ◽  
Vol 87 (7) ◽  
pp. 263-267 ◽  
Author(s):  
J.N. Erin ◽  
A.L. Corn ◽  
K. Wolffe
Keyword(s):  
High School ◽  
High School Students ◽  
Study Skills ◽  
Visual Impairments ◽  
Study Strategies ◽  
Grade Point Averages ◽  
School Students ◽  
Grade Point ◽  
Learning And Study Strategies ◽  
Type Of School

This article presents a study of the learning and study skills of 106 high school students with visual impairments, using two instruments—the Learning and Study Strategies Inventory: High School Version and a 35-item extension of the instrument, developed by the authors specifically for students with visual impairments. The study found differences only by the students’ grade-point averages, not by their preferred reading medium, type of school placement, or plans to attend college. It also found that the strategies used by students with visual impairments are similar to those used by sighted students.

scholarly journals Academic Delay of Gratification and its Relationship to Motivational Determinants, Academic Achievement, and Study Hours among Omani High School Students: A Path Analysis

2015 ◽  
Vol 9 (4) ◽  
pp. 691
Author(s):  
Sabry M. Abd-El-Fattah ◽  
Sahar El Shourbagi
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Gender Differences ◽  
High School Students ◽  
Path Analysis ◽  
Delay Of Gratification ◽  
School Students ◽  
Mediational Analysis ◽  
Academic Delay ◽  
Academic Delay Of Gratification

This study was aimed at investigating the relationships of academic delay of gratification to motivational determinants, academic achievement, and study hours. The sample of the study included 200 Omani high school students. A path analysis showed that motivational determinants were positively related to academic delay of gratification which in turn was positive-ly related to academic achievement and study hours. A mediational analysis showed that academic delay of gratification mediated the relationships among motivational determinants and academic achievement and study hours. There were significant gender differences in academic delay of gratification which favored females.

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