scholarly journals Changes in Motivational Beliefs Among First-year Engineering Students: Relations to Academic Achievement and Retention Status

2015 ◽  
Author(s):  
Yu-Yun Liu ◽  
Kate Snyder ◽  
Patricia Ralston
Keyword(s):  
Academic Achievement ◽  
Engineering Students ◽  
First Year ◽  
Motivational Beliefs

Role of Emotional Intelligence in Academic Achievement

2014 ◽  
pp. 255-263 ◽  
Author(s):  
Tripti Singh ◽  
Manish Kumar Verma ◽  
Rupali Singh
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Social Intelligence ◽  
Engineering Students ◽  
School Level ◽  
First Year ◽  
First Year Students ◽  
Academic Achievements ◽  
Emotional Intelligence Inventory

The purpose of this study is to see whether there is a relationship between emotional intelligence and academic achievement. The study respondents were B.Tech first year students from the Agra region. Sampling is stratified, making sure that gender, race, socioeconomic status, and abilities are appropriately represented. The respondents are given Emotional Intelligence Inventory (EII–MM), developed by S. K. Mangal and Shubhra Mangal. It consists of 100 items under four scales .The analysis suggests that there is a significant relationship between Emotional Intelligence and Academic Achievement. IQ alone is no more the measure for success; emotional intelligence, social intelligence, and luck also play a big role in a person's success. This study contributes in acknowledging the fact that even engineering students’ academic achievements are attached with Emotional intelligence. Thus, teaching emotional and social skills only at the school level is not sufficient; this can be taught in engineering studies, as well for accomplishing high academic achievements.

Contribution of Intelligence and Cognitive-Affective Variables to University Grades among African, Indian, and White Engineering Students in South Africa

2005 ◽  
Vol 5 (1) ◽  
pp. 25-46 ◽  
Author(s):  
Mervyn Skuy ◽  
Melissa Skuy
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Engineering Students ◽  
Intellectual Ability ◽  
First Year ◽  
African Students ◽  
Affective Variables ◽  
African Group ◽  
Two Measures ◽  
Intelligence Test Scores

In previous studies significant differences in measured intelligence between African and non-African first year engineering students have been found. Intellectual ability was found to correlate with academic performance, and black studednts had higher dropout and failure rates and performed less well than did their non-African counterparts. Given the low magnitude (r = 0.3), albeit significant, of the correlation between intelligence and academic performance, the question arose of the role of non-intellective factors, relative to intelligence, in determining academic performance of engineering students at University. Accordingly, 93% (n=100) of the second year Chemical and Metallurgical Engineering class were assessed on two measures of intellectual ability, and on measures of self concept, motivation, study attitudes and strategies, anxiety, locus of control, and autonomy. Whereas the intelligence test scores of non-African students (n=36) were significantly higher than those of African students (n=64), this was not the case for any of the non-intellective measures, or for academic achievement. Moreover, although the intellectual measures did not yield significant correlations with academic achievement, certain of the non-intellective measures did, and were able to differentiate between high and low academic performers. This was particularly true for the African group, suggesting that non-intellective variables can contribute significantly to academic performance, particularly in mitigating the effects of lower IQ.

The Role of a Skills Learning Support Program on First-Generation College Students’ Self-Regulation, Motivation, and Academic Achievement: A Longitudinal Study

2016 ◽  
Vol 19 (3) ◽  
pp. 317-332 ◽  
Author(s):  
Connie R. Wibrowski ◽  
Wendy K. Matthews ◽  
Anastasia Kitsantas
Keyword(s):  
Academic Achievement ◽  
First Generation ◽  
Self Regulation ◽  
First Generation College Students ◽  
Support Program ◽  
First Year ◽  
Learning Support ◽  
Motivational Beliefs ◽  
First Generation College ◽  
Skills Learning

The purpose of this longitudinal study was to assess the impact of the Skills Learning Support Program (SLSP) aimed to support entering first-generation college students’ motivational beliefs, use of self-regulatory strategies, and academic achievement. The study included 137 students from ethnically diverse cultural backgrounds who were in need of academic, counseling, and financial support. In addition, the study gathered academic data on 739 admitted students who did not participate in the program for comparison. The SLSP students were asked to respond to a number of scales assessing their self-regulation and motivational beliefs at the beginning and end of their freshmen year. Comparison academic data were also collected for all students during the next 4 years until graduation. It was hypothesized that students who participated in the SLSP would experience an increase in their academic self-regulation and motivation by the end of the first year. In addition, it was expected that students in the SLSP group would show similar or higher levels of achievement and graduation rates when compared with other freshman students admitted the same year. Findings revealed that students who enrolled in SLSP reported higher levels of motivation and study skills from the pretest to the posttest assessments. In addition, students enrolled in the program exhibited levels of academic achievement similar to or higher than regularly admitted college freshman during their first year and as they approached graduation. However, these differences in the two groups diminished by the time students graduated. These findings may have important implications for instructors, students, and college administrators.

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