scholarly journals Relationship Between Students’ Prior Academic Achievement and Homework Behavioral Engagement: The Mediating/Moderating Role of Learning Motivation

2019 ◽  
Vol 10 ◽  
Author(s):  
Susana Rodríguez ◽  
José C. Núñez ◽  
Antonio Valle ◽  
Carlos Freire ◽  
María del Mar Ferradás ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Learning Motivation ◽  
Behavioral Engagement ◽  
Moderating Role

scholarly journals Children’s sleep and academic achievement

2016 ◽  
Vol 41 (2) ◽  
pp. 275-284 ◽  
Author(s):  
Anjolii Diaz ◽  
Rebecca Berger ◽  
Carlos Valiente ◽  
Nancy Eisenberg ◽  
Sarah K. VanSchyndel ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Effortful Control ◽  
Poor Sleep ◽  
Academic Risk ◽  
Computer Based ◽  
Low Levels ◽  
Standardized Measure ◽  
Children’S Sleep ◽  
Moderating Role

Poor sleep is thought to interfere with children’s learning and academic achievement (AA). However, existing research and theory indicate there are factors that may mitigate the academic risk associated with poor sleep. The purpose of this study was to examine the moderating role of children’s effortful control (EC) on the relation between sleep and AA in young children. One hundred and three 4.5- to 7-year-olds (M = 5.98 years, SD = 0.61) wore a wrist-based actigraph for five continuous weekday nights. Teachers and coders reported on children’s EC. EC was also assessed with a computer-based task at school. Additionally, we obtained a standardized measure of children’s AA. There was a positive main effect of sleep efficiency to AA. Several relations between sleep and AA were moderated by EC and examination of the simple slopes indicated that the negative relation between sleep and AA was only significant at low levels of EC.

scholarly journals The Role of Programming Experience in ICT Students’ Learning Motivation and Academic Achievement

2016 ◽  
Vol 6 (5) ◽  
pp. 331-337 ◽  
Author(s):  
Külli Kori ◽  
◽  
Margus Pedaste ◽  
Äli Leijen ◽  
Eno Tõnisson ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Learning Motivation

scholarly journals Are performance–avoidance goals always deleterious for academic achievement in college? The moderating role of social class

2019 ◽  
Vol 22 (3) ◽  
pp. 539-555 ◽  
Author(s):  
Alisée Bruno ◽  
Mickaël Jury ◽  
Marie-Christine Toczek-Capelle ◽  
Céline Darnon
Keyword(s):  
Academic Achievement ◽  
Social Class ◽  
Avoidance Goals ◽  
Moderating Role

Inattention Symptoms Are Associated With Academic Achievement Mostly Through Variance Shared With Intrinsic Motivation and Behavioral Engagement

2015 ◽  
Vol 23 (14) ◽  
pp. 1816-1828 ◽  
Author(s):  
André Plamondon ◽  
Rhonda Martinussen
Keyword(s):  
Academic Achievement ◽  
Intrinsic Motivation ◽  
Behavioral Engagement ◽  
Mediating Role ◽  
Teacher Reports ◽  
Commonality Analysis ◽  
And Mathematics ◽  
Variance Explained

Objective: The main goal of the current study is to investigate whether intrinsic motivation and behavioral engagement mediate the association between inattention symptoms and academic achievement (reading, writing, and mathematics), as well as to document the extent to which inattention symptoms contribute to academic achievement due to variance overlapping with intrinsic motivation and behavioral engagement. Method: Participants were 92 children (Grades 1-4). Data were gathered using a combination of parent and teacher reports as well as objective assessments. Results: Results did not support the mediating role of intrinsic motivation and behavioral engagement. A commonality analysis showed that 77.44% to 82.10% of the variance explained in each academic achievement domains was due to variance shared by inattention symptoms, intrinsic motivation, and behavioral engagement. Conclusion: These results suggest more commonality than differences between inattention symptoms, intrinsic motivation, and behavioral engagement with regard to their association with academic achievement. The implications of these findings are discussed.

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