scholarly journals Engagement in the first year as a predictor of academic achievement and persistence of first-year students.

2010 ◽  
Author(s):  
Jimmie Schlinsog
Keyword(s):  
Academic Achievement ◽  
First Year ◽  
First Year Students

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.

scholarly journals The Impact of Learning Environment on EFL Students’ Academic Achievement: A study of Socio-Cultural Factors Affecting Academic Achievement

2022 ◽  
Author(s):  
Elmakki AMIRI ◽  
Abderrahim El KARFA
Keyword(s):  
Academic Achievement ◽  
Environmental Factors ◽  
Learning Environment ◽  
Foreign Language ◽  
First Year ◽  
First Year Students ◽  
Factors Affecting ◽  
Academic Achievements ◽  
Efl Students ◽  
The Impact

It is worth pointing out that learning a foreign language in a multicultural context is a long and complex undertaking. Several factors influence whether or not English as a Foreign Language (EFL) students can accurately perceive and produce the foreign language. These variables can potentially contribute to the success and, or failure in learning and acquiring a foreign language. Given the Moroccan educational system, the research provided minimal insight into the relationship between those factors and language achievement. The present study’s aim, therefore, was to investigate the environmental factors that affect students’ academic performance. It also aimed to find out how these variables affect students’ academic achievements. To achieve this aim, data have been collected via open-ended questionnaires, and interviews addressed mainly to First Year Students of Master Programs, Department of English, FLDM, USMBA-Fez. The findings have shown that students’ academic achievements were significantly positively/negatively linked with the environmental factors, namely societal, home/family and school/classroom variables. The findings also revealed that the more highly sophisticated the social environment is, the more likely it is to foster EFL students’ academic achievements. In addition, the more similarity exists between the students’ cultures, the more successful the learning is. This study also showed that the development of EFL proficiency is a product of contextual factors influence. As such, the study concludes with several implications that brought up for possible effective change in the future to enhance the learning environment atmosphere, boost students’ academic achievements, and, therefore, achieve better results.

scholarly journals First-Year Students Background and Academic Achievement: The Mediating Role of Student Engagement

2019 ◽  
Vol 10 ◽  
Author(s):  
Luísa Ribeiro ◽  
Pedro Rosário ◽  
José Carlos Núñez ◽  
Martha Gaeta ◽  
Sonia Fuentes
Keyword(s):  
Academic Achievement ◽  
Student Engagement ◽  
First Year ◽  
First Year Students ◽  
Mediating Role

scholarly journals Relationship between student guidance and academic achievement

2018 ◽  
Author(s):  
Anna Lukkarinen ◽  
Paula Koivukangas
Keyword(s):  
Academic Achievement ◽  
Student Performance ◽  
First Year ◽  
Student Survey ◽  
First Year Students ◽  
Subsequent Performance ◽  
Major Subject ◽  
Student Guidance ◽  
Extensive Information ◽  
Using Data

We assess how different types of guidance offered to first-year students are related to the students’ subsequent academic performance. Using data from a student survey conducted at a Finnish business university, as well as the university’s student database, we build regression models to predict student performance. We find that guidance on choosing a major subject and guidance on study methods are significant predictors of subsequent performance. More tactical types of guidance are not statistically significant, and can be rather considered as enablers. The quantitative findings are supported by verbal feedback collected from students. We conclude that guidance offered to students at the start of their university careers can bear fruit still several years afterwards. The findings have implications for university educators and staff responsible for the orientation of first-year students. Educators and staff can seek to enhance academic achievement by ensuring that students are equipped with sufficient methods and skills necessary for their university studies and by providing students with extensive information on possible study paths beyond the first year.

scholarly journals Career Choice Determinants and Academic Achievement of First Year Science Education Students of University of Uyo

2018 ◽  
Vol 6 (7) ◽  
pp. 136-147 ◽  
Author(s):  
Rebecca Ufonabasi Etiubon
Keyword(s):  
Academic Achievement ◽  
Science Education ◽  
Career Choice ◽  
Career Choices ◽  
First Year ◽  
Education Students ◽  
First Year Students ◽  
Ex Post ◽  
Ex Post Facto ◽  
And Mathematics

The study investigated career choice determinants and academic achievement of first year science education students of the  University of Uyo. It was an ex-post facto research design with three research questions and three hypotheses guiding the study. The population of the study was 634 undergraduate science education students in the 2016/2017 academic session. One hundred and twenty-four (124)first year students randomly selected across the five units of the department (integrated science, physics chemistry, biology and mathematics) formed the sample size for the study. Questionnaire was the instrument for data collection. The data collected were analysed using mean and standard deviation, ANOVA and MANOVA. Instrument reliability using Cronbach alpha reliability coefficient was 0.82.  The findings of the study showed that students find themselves tied down to rigid programme schedules that do not give them room to fully concentrate on their areas of specialization. This adds to schooling burden and dampens the excitement they originally came into the programme with. The study also found that   due to lack of information on various career choices students lose interest easily even though their choices were on the career choices they made.  Parental desire causes students to come out with poor results at the end of semester and graduation. It was also found that gender is not a significant factor on the problems encountered. The result further showed that different units of the department have significant influence on the problems encountered. It was recommended amongst others, that proper orientation/counseling be given to students to enable them cope with workload challenges at the commencement of the programme in the  different units of the department.  

scholarly journals Assessment of Social Competencies, Coping Strategies, and Academic Achievement of First Year Students

2021 ◽  
Vol 36 (4) ◽  
pp. 601-614
Author(s):  
Kassim Kimo ◽  
Kabtamu Ayele
Keyword(s):  
Academic Achievement ◽  
Coping Strategies ◽  
Coping Strategy ◽  
Social Competency ◽  
First Year ◽  
First Year Students ◽  
Social Competencies ◽  
First Semester ◽  
Significant Difference ◽  
And Coping

The purpose of this research was to assess first year students’ social competency and coping strategies against their overall first semester academic achievement (GPA) at Arsi University. A sample (N = 360) of first year students was selected for the study. Slightly adapted versions of Social Competency Scale (Silvera, Martinussen, & Dahl, 2001) and Coping Strategy Scales (Carver, 1999) were used to assess these aspects. The results revealed that the majority students were good and some of them were identified as average on social competency dimensions. On the other hand, it was noted that majority of the students use avoidance coping strategies. Social competency has strong positive connection with student’s GPA but coping strategy has nonsignificant negative correlation with GPA. Both social competency and coping strategy slightly contributed to the variations in first semester GPA among first year students. Only college had a mediating role with partial mediation effect between social competency total and GPA. A significant difference was observed between male and female students in their GPA and social competency. Gender and religion had no mediation role between social competency, coping strategy, and first semester GPA of the students. In conclusion, it was implied that university students’ personnel should work on first year students’ adaptive coping strategies and social competencies.

First-Year Students' Employment, Engagement, and Academic Achievement: Untangling the Relationship between Work and Grades

NASPA Journal ◽  
2009 ◽  
Vol 45 (4) ◽  
Author(s):  
Gary R Pike ◽  
George D. Kuh ◽  
Ryan C Massa-McKinley
Keyword(s):  
Academic Achievement ◽  
Student Engagement ◽  
National Survey ◽  
Negative Relationship ◽  
First Year ◽  
First Year Students ◽  
Significant Negative Relationship ◽  
Using Data ◽  
The Relationship

This study examined the relationships among first-year students’ employment, engagement, and academic achievement using data from the 2004 National Survey of Student Engagement. A statistically significant negative relationship was found between working more than 20 hours per week and grades, even after controlling for students’ characteristics and levels of engagement. An examination of the indirect relationships between work and grades revealed that working 20 hours or less on campus was significantly and positively related to grades, acting through student engagement.

scholarly journals The Impact of Learning Environment on EFL Students’ Academic Achievement: A study of Socio-Cultural Factors Affecting Academic Achievement

2021 ◽  
Vol 12 (4) ◽  
pp. 387-400
Author(s):  
Elmakki AMIRI ◽  
Abderrahim El KARFA
Keyword(s):  
Academic Achievement ◽  
Environmental Factors ◽  
Learning Environment ◽  
Foreign Language ◽  
First Year ◽  
First Year Students ◽  
Factors Affecting ◽  
Academic Achievements ◽  
Efl Students ◽  
The Impact

It is worth pointing out that learning a foreign language in a multicultural context is a long and complex undertaking. Several factors influence whether or not English as a Foreign Language (EFL) students can accurately perceive and produce the foreign language. These variables can potentially contribute to the success and, or failure in learning and acquiring a foreign language. Given the Moroccan educational system, the research provided minimal insight into the relationship between those factors and language achievement. The present study’s aim, therefore, was to investigate the environmental factors that affect students’ academic performance. It also aimed to find out how these variables affect students’ academic achievements. To achieve this aim, data have been collected via open-ended questionnaires, and interviews addressed mainly to First Year Students of Master Programs, Department of English, FLDM, USMBA-Fez. The findings have shown that students’ academic achievements were significantly positively/negatively linked with the environmental factors, namely societal, home/family and school/classroom variables. The findings also revealed that the more highly sophisticated the social environment is, the more likely it is to foster EFL students’ academic achievements. In addition, the more similarity exists between the students’ cultures, the more successful the learning is. This study also showed that the development of EFL proficiency is a product of contextual factors influence. As such, the study concludes with several implications that brought up for possible effective change in the future to enhance the learning environment atmosphere, boost students’ academic achievements, and, therefore, achieve better results.

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