scholarly journals Academic achievement among university students: The role of causal attribution of academic success and failure

HUMANITAS ◽  
2020 ◽  
Vol 17 (1) ◽  
pp. 23
Author(s):  
Asina Christina Rosito
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
University Students ◽  
Causal Attribution

School Success and School Engagement of Immigrant Children and Adolescents

2013 ◽  
Vol 18 (2) ◽  
pp. 126-135 ◽  
Author(s):  
Frosso Motti-Stefanidi ◽  
Ann S. Masten
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Children And Adolescents ◽  
School Engagement ◽  
School Success ◽  
Immigrant Children ◽  
Integrative Model ◽  
High Stakes ◽  
The Individual

Academic achievement in immigrant children and adolescents is an indicator of current and future adaptive success. Since the future of immigrant youths is inextricably linked to that of the receiving society, the success of their trajectory through school becomes a high stakes issue both for the individual and society. The present article focuses on school success in immigrant children and adolescents, and the role of school engagement in accounting for individual and group differences in academic achievement from the perspective of a multilevel integrative model of immigrant youths’ adaptation ( Motti-Stefanidi, Berry, Chryssochoou, Sam, & Phinney, 2012 ). Drawing on this conceptual framework, school success is examined in developmental and acculturative context, taking into account multiple levels of analysis. Findings suggest that for both immigrant and nonimmigrant youths the relationship between school engagement and school success is bidirectional, each influencing over time the other. Evidence regarding potential moderating and mediating roles of school engagement for the academic success of immigrant youths also is evaluated.

scholarly journals The Mediating Role of Engagement on the Achievement and Quality of Life of University Students

2021 ◽  
Vol 18 (12) ◽  
pp. 6586
Author(s):  
Inmaculada García-Martínez ◽  
José María Augusto Landa ◽  
Samuel P. León
Keyword(s):  
Quality Of Life ◽  
Academic Achievement ◽  
Life Satisfaction ◽  
Emotional Intelligence ◽  
Academic Performance ◽  
University Students ◽  
Mediational Role ◽  
The Relationship

(1) Background: Academic engagement has been reported in the literature as an important factor in the academic achievement of university students. Other factors such as emotional intelligence (EI) and resilience have also been related to students’ performance and quality of life. The present study has two clearly delimited and interrelated objectives. First, to study the mediational role that engagement plays in the relationship between EI and resilience on quality of life. Secondly, and similarly, to study the mediational role of engagement in the relationship between EI and resilience, but in this case on academic achievement. (2) Methods: For this purpose, four scales frequently used in the literature to measure emotional intelligence, resilience, academic engagement and quality of life were administered to 427 students of the University of Jaén undertaking education degrees. In addition, students were asked to indicate their current average mark as a measure of academic performance. Two mediational models based on structural equations were proposed to analyse the relationships between the proposed variables. (3) Results: The results obtained showed that emotional intelligence and resilience directly predicted students’ life satisfaction, but this direct relationship did not result in academic performance. In addition, and assuming a finding not found so far, engagement was shown to exert an indirect mediational role for both life satisfaction and academic performance of students. (4) Conclusions: The findings of the study support the importance of engagement in the design and development of instructional processes, as well as in the implementation of any initiative.

Personality traits and academic examination performance

2003 ◽  
Vol 17 (3) ◽  
pp. 237-250 ◽  
Author(s):  
Tomas Chamorro‐Premuzic ◽  
Adrian Furnham
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
University Students ◽  
Personality Traits ◽  
Personality Inventory ◽  
Examination Performance

British university students (N = 247) completed the NEO‐PI‐R (Costa & McCrae, 1992) personality inventory at the beginning of their course and took several written examinations throughout their three‐year degree. Personality super‐traits (especially Conscientiousness positively, and Extraversion and Neuroticism negatively) were significantly correlated with examination grades and were found to account for around 15% of the variance. Primary traits were also examined and results showed significant correlations between a small number of these traits (notably dutifulness and achievement striving positively, and anxiety and activity negatively) and academic achievement. Furthermore, selected primary personality traits (i.e. achievement striving, self‐discipline, and activity) were found to explain almost 30% of the variance in academic examination performance. It is argued that personality inventory results may represent an important contribution to the prediction of academic success and failure in university (particularly in highly selective and competitive settings). Copyright © 2002 John Wiley & Sons, Ltd.

scholarly journals Role of Study Habits in Academic Achievement: A Study of University Students in Punjab (Pakistan)

2018 ◽  
Vol III (IV) ◽  
pp. 441-455
Author(s):  
Tehsin Ehsan ◽  
Naveed Sultana ◽  
Muhammad Shah
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Low Achievers ◽  
Study Habits ◽  
Reliability Coefficient ◽  
High Achievers ◽  
Survey Study ◽  
Positive Role ◽  
University Level

The current study was designed to predict the role of study habits in academic achievement and to identify the study patterns and environment for studying high, average and low achievers at University level. This was a survey study based on data from 1334 students from government universities of Punjab include the same departments. Students were chosen proportionately, according to the existed total number of the students in the department. Data was collected through a self-developed questionnaire. Semester GPAs were taken to divide students in. high, average, and low achievers. The reliability coefficient of the study habits questionnaire was .866. The findings revealed that all university students like to study silently but the percentage of high achievers is comparatively elevated in this pattern. Results showed that study habits play a positive role in the improvement of academic results in university scholars in Punjab.

scholarly journals Predicting Procrastination: The Role of Academic Achievement, Self-efficacy and Perfectionism

2019 ◽  
Vol 8 (1) ◽  
pp. 1 ◽  
Author(s):  
Ana Kurtovic ◽  
Gabrijela Vrdoljak ◽  
Anita Idzanovic
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Self Efficacy ◽  
Maladaptive Perfectionism ◽  
Adaptive Perfectionism ◽  
General Self Efficacy ◽  
Academic Year ◽  
Significant Mediator ◽  
Bootstrapping Method

The aim of this study was to examine the relations of academic achievement, self-efficacy, and perfectionism with procrastination in University students, and to examine whether procrastination can be predicted by academic achievement, self-efficacy, and perfectionism dimensions. 227 University students from different faculties completed Tuckmans' procrastination scale, Almost Perfect Scale – Revised (APS-R; Slaney Rice, Mobley, Trippi, & Ashby, 2001) and General self-Efficacy Scale (GSE; Schwarzer & Jerusalem, 1995), as well as data about academic achievement at the end of last academic year. Results have shown negative correlations of academic achievement, self-efficacy and adaptive perfectionism with procrastination, and a positive correlation between maladaptive perfectionism and procrastination. Results have also shown that self-efficacy is positively correlated with adaptive perfectionism and negatively with maladaptive perfectionism. Maladaptive perfectionism was a positive predictor of procrastination, while academic achievement, self-efficacy and adaptive perfectionism were all negative predictors. Finally, we used Hayes bootstrapping method to examine possible mediations. The results have shown that self-efficacy, by its self, is not a significant mediator, while paths containing self-efficacy and adaptive or maladaptive perfectionism mediate the relation between academic achievement and procrastination. Furthermore, both adaptive and maladaptive perfectionism mediated the relation between self-efficacy and procrastination.

Prior Academic Achievement as a Predictor of Non-Cognitive Variables and Teacher and Parent Expectations in Students With Learning Disabilities

2020 ◽  
pp. 073194872092540
Author(s):  
Jose C. Núñez ◽  
Celestino Rodríguez ◽  
Ellián Tuero ◽  
Estrella Fernández ◽  
Rebeca Cerezo
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Learning Disorders ◽  
Students With Learning Disabilities ◽  
Teachers Perceptions ◽  
Mediating Role ◽  
Future Success ◽  
School Learning ◽  
The Relationship

Research has suggested that the relationship between previous academic achievement and student variables is mediated by parent and teacher expectations of the child’s ability and future success. The goal of this study was to analyze the mediating role of teachers’ expectations and teachers’ perceptions of parents’ expectations between previous academic achievement and variables in students with Specific Learning Disorders (SLD) that are significant for school learning. The participants were 230 students with SLD from Spain, aged between 10 and 14 years. Extrinsic variables influenced the students’ intrinsic variables even more than the students’ own experiences of academic success or failure. The way in which teachers in the child’s academic life respond to prior results and the expectations they form can affect their instruction, and ultimately the children’s motivation, involvement, and persistence in learning.

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