scholarly journals التعلم المنظم ذاتیاً والدافعیة العقلیة وعلاقتهما بالتحصیل الأکادیمی لدى طلبة قسم التربیة الخاصة بجامعة القصیم. The relationship between self-organized learning and mental motivation and academic achievement among students in special education department at the University of Qassim

2015 ◽  
Vol 34 (164) ◽  
pp. 179-206
Author(s):  
أحمد علی محمد الشریم ◽  
زیاد کامل اللالا
Keyword(s):  
Academic Achievement ◽  
Special Education ◽  
Education Department ◽  
Self Organized ◽  
The University ◽  
The Relationship

scholarly journals Relationship Between Teachers Leadership Styles and Students Academic Achievement

2019 ◽  
Vol IV (IV) ◽  
pp. 360-366
Author(s):  
Abdur Rashid ◽  
Roohul Amin ◽  
Shabir Ahmad
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Leadership Styles ◽  
Teacher Leadership ◽  
School Effectiveness ◽  
Pearson Correlation ◽  
Study Results ◽  
Study Population ◽  
The University ◽  
The Relationship

Leadership styles play an important role and position in pedagogical activities and school effectiveness because they play a major role in the learning process. The current study looked at the relationship between teacher leadership styles (including democratic, autocratic, transformational and transactional) and student academic achievement at the university level. Head of the Departments of Social Sciences and Master degree students made up the study population. Twenty-nine Heads of Departments (HODs) and two hundred and six students from five public sector universities in Khyber Pakhtukhawa were selected through simple random and stratified (proportionate) sampling techniques. Data was collected through a questionnaire, the reliability co-efficient of which was 0.72 and 0.82 for HODs and students respectively. The data collected was analyzed using Mean, Standard Deviation and Pearson Correlation. The study results indicate that teacher leadership styles are strongly linked to student academic success

scholarly journals Relationship Between Achievement Goals, Meta-Cognition And Academic Success In Pakistan

2009 ◽  
Vol 6 (5) ◽  
Author(s):  
Muhammad Sarwar ◽  
Muhammad Imran Yousuf ◽  
Shafqat Hussain ◽  
Shumaila Noreen
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Achievement Goals ◽  
Department Of Education ◽  
Performance Goals ◽  
Mastery Goals ◽  
And Performance ◽  
Education Academic ◽  
The University ◽  
The Relationship

The research was the replication of the study done by Coutinho (2006) and it aimed at finding the relationship between achievement goals, meta-cognition and academic success. Achievement goals were further divided into two types: mastery and performance. The participants were 119 students enrolled in M. A. Education, Department of Education at the University of Sargodha. The questionnaire used in the original study, along with Urdu translation, was administered to the participants. The questionnaire consisted of three sections measuring mastery goals, performance goals, and meta-cognition, respectively. The academic achievement record was taken from the Office of Department of Education. Academic achievement was taken as marked and obtained at the Matric, Intermediate, Bachelors, and M.A. levels. It was concluded there is no significant correlation between mastery goals and academic achievement. Similarly, there was no significant correlation between performance goals and academic achievement at Matric, Intermediate and Bachelor levels. However, negative correlation was observed between performance goals and achievement at the masters level. The researchers found no significant relationship between meta-cognition and academic achievement at all levels and there were no significant gender differences in mastery goals, performance goals and meta-cognition.

scholarly journals The relationship between the academic achievement of computerized tests and traditional tests of Business College students. An empirical study

2021 ◽  
Vol 10 (1) ◽  
pp. 59
Author(s):  
Rania Al Omari
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Male Students ◽  
Factors Affecting ◽  
Student Gender ◽  
Business College ◽  
Computerized Tests ◽  
University Of Jordan ◽  
The University ◽  
The Relationship

The study aims to investigate the relationship between the academic achievement of computerized tests and traditional pen and paper exams of Business College students at the University of Jordan- Aqaba branch as well as relate differences results to students` gender. The study sample comprised 136 students of a compulsory course at the Business Faculty. A computerized mid-term test was held while the final one was traditional. The results of the two tests were compared where the other general factors affecting students` academic achievement, namely ( the same students, course subject, course subject lecturer) were set. The tests marks were sampled as percentage to the test mark so as to delete the denominator difference of marks where the mid-term mark is out of 30 while the final test is out of 50. The SPSS was used to compare the results of the two tests. Results were related to students gender, whether gender-related differences are found. The study concluded that there is no statistical significant relationship between the academic achievement of computerized tests and traditional ones (paper and pen) held at the Business College in The University of Jordan- Aqaba branch. The results also indicated that the academic achievement differences resulting from computerized tests have to do with the student gender variable in favour of male students.

An exploration of the relationship between undergraduate students’ library book borrowing and academic achievement

2016 ◽  
Vol 48 (4) ◽  
pp. 382-388 ◽  
Author(s):  
Yakup Çetin ◽  
Vivian Howard
Keyword(s):  
Academic Achievement ◽  
Undergraduate Students ◽  
English Language ◽  
Positive Correlation ◽  
Circulation Patterns ◽  
Undergraduate University Students ◽  
Library Book ◽  
The University ◽  
The Relationship

This exploratory study examines book circulation patterns among undergraduate university students at an English-language University in Istanbul, Turkey, in order to investigate the relationship between students’ academic achievement and discipline of study, gender and book borrowing habits. Overall, this study supports the important role of the academic library’s print book collection in supporting and contributing to student success and demonstrates a significant positive correlation between undergraduate students’ level of academic achievement and the number of books they borrowed from the university library. This positive correlation was found for students in all faculties and fields of study, but was strongest for students studying qualitative disciplines and was particularly strong for students enrolled in English as a foreign language programmes.

A Study On Emotional Intelligence And Academic Achievement In Malaysia

2020 ◽  
Vol 7 (10) ◽  
pp. 109-115
Author(s):  
Cyndra Robert Budull ◽  
Nur Khairunisa Abu Talip ◽  
Noreriani Sabturani ◽  
Theresa Ahing ◽  
Muhamad Syukrie Abu Talip
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
University Students ◽  
Grade Point Average ◽  
Grade Point ◽  
Cumulative Grade Point Average ◽  
Undergraduate University Students ◽  
The University ◽  
The Relationship ◽  
Pearson Correlations

The study aimed to explore the relationship between emotional intelligence (EI) and academic achievement (AA) among undergraduate university students in Malaysia. Four hundred and sixty (n=460) undergraduate university students in Malaysia involved in the present study. The Assessing Emotional Scale (AES) questionnaire was used to measure EI, while the Cumulative Grade Point Average (CGPA) used to determine AA scores. Pearson correlations were utilized to examine the relationship between EI and AA. The findings showed positive and weak relationship between overall emotional intelligence (EI) and academic achievement (r=.090), perception of emotion (PE) and academic achievement (r=.016) and managing others’ emotion (MOTE) and academic achievement (r=.044). Perception of Emotion (PE) are found significantly and positively correlate with academic achievement (r=.101). A significant positive relationship also reported between Managing Own Emotion (MOE) and academic achievement (r=.123). This study helps in understanding and providing information on the university students’ emotional intelligence and academic achievement during undergraduate life.

scholarly journals HUBUNGAN DISIPLIN BELAJAR DAN PRESTASI BELAJAR MAHASISWA DENGAN PERILAKUNYA DALAM MEMELIHARA KEBERSIHAN LINGKUNGAN KAMPUS

1970 ◽  
Vol 16 (1) ◽  
Author(s):  
Rendra Gumilar ◽  
Yoni Hermawan
Keyword(s):  
Academic Achievement ◽  
Correlation Analysis ◽  
Random Sampling ◽  
Student Behavior ◽  
Sampling Technique ◽  
Education Administration ◽  
Training And Education ◽  
R Value ◽  
The University ◽  
The Relationship

This study aims to find, analyze and examine the relationship between the discipline oflearning and achievement with behavior in maintaining the cleanliness of the environment.The study design used in this study was student class of 2011 Program StudiesEconomics Education / Administration Commerce Teacher Training and Education Facultyof the University of Siliwangi Tasikmalaya totaling 193 people. The sampling techniqueused in this study is proportional random sampling technique, the sample size of 60 people.Instrument in this study using a questionnaire to learn discipline and student behaviorquestionnaire in maintaining the cleanliness of the environment. While the data analysistechniques used were correlation analysis, simple and multiple regression.The results showed that the discipline variables studied included strong categories,including categories of academic achievement variable low and variable behavior of studentsin maintaining the cleanliness of the environment, including strong category.There is a relationship between the discipline of studying the behavior of students inmaintaining the cleanliness of the campus. This can be evidenced by the acquisition of an rvalue of 0.767 and a strong cohesion category contributes by 58.8%. The better the disciplineof learning, the better the behavior of students in maintaining the cleanliness of the campus.There is a relationship between the behavior of student achievement in maintaining thecleanliness of the campus. This can be evidenced by the acquisition of an r value of 0.319and a low of closeness category contributed 10.1%.The better achievement, the better thebehavior of students in maintaining the cleanliness of the campus.There is a relationshipbetween the discipline of learning and academic achievement with student behavior inmaintaining the cleanliness of the campus. This can be evidenced by the acquisition of an rvalue of 0.781 and a strong cohesion category contributes 61%. The better the discipline oflearning and the achievement of learning, the better the behavior of students in maintainingthe cleanliness of the campus.

scholarly journals The Relationship between Academic Self-efficacy and Academic Achievement in Students of the Department of Special Education

2021 ◽  
Vol 11 (2) ◽  
pp. 1
Author(s):  
Abdulnaser Fakhrou ◽  
Laith Hazem Habib
Keyword(s):  
Academic Achievement ◽  
Special Education ◽  
Self Efficacy ◽  
Validity And Reliability ◽  
Sample Group ◽  
Positive Correlation ◽  
The Relationship ◽  
Academic Self Efficacy

This study aimed to identify the correlational relationship between academic self-efficacy and academic achievement. To this end, a questionnaire of self-efficacy was adopted, whose validity and reliability were high. Next, the sample group, which included 43 students of the Department of Special Education, was asked to respond to the questionnaire. Furthermore, there was a positive correlation between academic self-efficacy and academic achievement. Considering these results, several recommendations and suggestions have been presented.

Personality and Academic Achievement in Three Educational Levels

1978 ◽  
Vol 43 (1) ◽  
pp. 71-79 ◽  
Author(s):  
David S. Goh ◽  
Charles Moore
Keyword(s):  
Academic Achievement ◽  
Eysenck Personality Questionnaire ◽  
Regression Equations ◽  
Technical Institute ◽  
Personality Dimension ◽  
Educational Levels ◽  
Intelligence Score ◽  
The University ◽  
Raven's Advanced Progressive Matrices ◽  
The Relationship

This study was undertaken to examine the relationship between “personality fitness” and academic achievement. 175 subjects from three educational levels, university, vocational technical institute, and high school, were administered the Eysenck Personality Questionnaire, the Raven's Advanced Progressive Matrices, and an Information Questionnaire. The personality dimension of introversion had the highest correlation with academic performance for the university sample, especially for the students in the “hard sciences.” Raven's intelligence score was the best predictor for the? vocational technical institute sample. Personality dimensions of neuroticism and psychoticism, as well as average number of study hours, added differently to the multiple regression equations for the various samples.

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