Family Emotional Climate, Gender, Age and Level as Correlates of Academic Performance among Undergraduates

The goal of this study was to examine the relationship between academic performance and certain dimensions (components) of classroom climate (teacher-student interaction, social climate, fear of failure, and emotional climate), as well as the relationship between classroom climate components and sociodemographic variables. The sample included 180 sixth and eighth grade students from elementary schools in Leskovac. For the purposes of this study we used the Presence scale of classroom climate components and the General questionnaire created for this research. The results indicate that there is no statistically significant correlation between the classroom climate components and academic performance. Boys had higher scores when it came to the “social climate” component, while “fear of failure” was more expressed among girls. Younger students had higher scores with regard to the “teacher-student interaction” component and “emotional climate” component than the older ones .These results are partly in line with some previous studies and emphasize that it is very important to take into account the classroom climate that students are learning in, which may indirectly affect students’ academic performance.

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Role of an Academic Performance Committee

Journal of Dental Education ◽

10.1002/j.0022-0337.1969.33.1.tb00135.x ◽

1969 ◽

Vol 33 (1) ◽

pp. 101-104

Author(s):

JC Hickey ◽

MT Romano ◽

RK Jarecky

Keyword(s):

Academic Performance

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Can the Academic Self-Concept be Positive and Realistic?

Zeitschrift für Pädagogische Psychologie ◽

10.1024/1010-0652.19.3.132 ◽

2005 ◽

Vol 19 (3) ◽

pp. 129-132 ◽

Cited By ~ 6

Author(s):

Reimer Kornmann

Keyword(s):

Academic Performance ◽

Opposite Effect ◽

Self Esteem ◽

Point Of View ◽

The Other ◽

Self Concept ◽

High Ability ◽

Self Image ◽

Other Hand

Summary: My comment is basically restricted to the situation in which less-able students find themselves and refers only to literature in German. From this point of view I am basically able to confirm Marsh's results. It must, however, be said that with less-able pupils the opposite effect can be found: Levels of self-esteem in these pupils are raised, at least temporarily, by separate instruction, academic performance however drops; combined instruction, on the other hand, leads to improved academic performance, while levels of self-esteem drop. Apparently, the positive self-image of less-able pupils who receive separate instruction does not bring about the potential enhancement of academic performance one might expect from high-ability pupils receiving separate instruction. To resolve the dilemma, it is proposed that individual progress in learning be accentuated, and that comparisons with others be dispensed with. This fosters a self-image that can in equal measure be realistic and optimistic.

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