Teaching style and academic achievement: The mediating role of learned helplessness and mastery orientation

2019 ◽  
Vol 57 (1) ◽  
pp. 5-16 ◽  
Author(s):  
Pina Filippello ◽  
Caterina Buzzai ◽  
Sebastiano Costa ◽  
Susanna Orecchio ◽  
Luana Sorrenti
Keyword(s):  
Academic Achievement ◽  
Learned Helplessness ◽  
Teaching Style ◽  
Mastery Orientation ◽  
Mediating Role

School alienation and academic achievement: The role of learned helplessness and mastery orientation.

2020 ◽  
Author(s):  
Caterina Buzzai ◽  
Luana Sorrenti ◽  
Federica Tripiciano ◽  
Susanna Orecchio ◽  
Pina Filippello
Keyword(s):  
Academic Achievement ◽  
Learned Helplessness ◽  
Mastery Orientation

Private Tutoring and Academic Achievement: Self-Study as a Mediator

2018 ◽  
Vol 46 (5) ◽  
pp. 823-830 ◽  
Author(s):  
Eun Hee Seo
Keyword(s):  
Academic Achievement ◽  
Middle School Students ◽  
Private Tutoring ◽  
Study Time ◽  
School Students ◽  
Mediating Role ◽  
Self Study ◽  
The Relationship ◽  
Positive Effect

I examined the relationships among private tutoring in mathematics, self-study, and academic achievement, in particular, the potential mediating role of self-study in the relationship between private tutoring and academic achievement. The responses of 3,689 Korean middle school students were analyzed. Results showed that private tutoring time positively predicted self-study time and academic achievement. Number of hours of self-study also predicted academic achievement and mediated the relationship between private tutoring and academic achievement. These findings showed that private tutoring increased the time students spent on self-study rather than replacing it. In addition, the positive effect of private tutoring on academic achievement was mediated by increased self-study time. Practical and theoretical implications are discussed.

scholarly journals Self-Esteem and Motivation for Learning in Academic Achievement: The Mediating Role of Reasoning and Verbal Fluidity

2020 ◽  
Vol 12 (14) ◽  
pp. 5768
Author(s):  
Nieves Moyano ◽  
Alberto Quílez-Robres ◽  
Alejandra Cortés Pascual
Keyword(s):  
Academic Achievement ◽  
Cognitive Abilities ◽  
Verbal Fluency ◽  
Self Esteem ◽  
Cognitive Factors ◽  
Mediating Role ◽  
Motivation For Learning ◽  
And Mathematics ◽  
The One

The goal of the present study was to analyze the joint role that non-cognitive (motivation and self-esteem) and cognitive (verbal fluency and reasoning) factors play on academic achievement, both as a global score and in relation to specific subjects, such as language and literature and mathematics. We also analyzed the mediating role of cognitive factors. We recruited a sample of 133 primary education students (aged 6–9 years old) (47.6% girls, 52.6% boys), to whom various measures of the above-indicated variables were administered. Several predictive models were tested through a mediational regression analysis. The results indicated the relevance of intrinsic motivation together with self-esteem as predictors of academic achievement mediated by the cognitive abilities verbal fluency and reasoning. These relationships differed depending on the specific subject. We discuss the educational implications of these findings and emphasize, on the one hand, that academic achievement depends on both cognitive and non-cognitive factors and, on the other hand, the malleability of cognitive factors, as they seem to improve based on motivation and self-esteem.

The Mediating Role of School Motivation in Linking Student Victimization and Academic Achievement

2016 ◽  
Vol 32 (2) ◽  
pp. 162-175 ◽  
Author(s):  
Weihua Fan ◽  
Allison G. Dempsey
Keyword(s):  
Academic Achievement ◽  
High School Students ◽  
Structural Equation ◽  
Equation Modeling ◽  
School Students ◽  
Mediating Role ◽  
Student Victimization ◽  
Nationally Representative ◽  
And Gender

This study examined the mediating role of student school motivation in linking student victimization experiences and academic achievement among a nationally representative sample of students in 10th grade. Structural equation modeling supported that there were significant associations between student victimization and academic achievement for high school students. Give these significant associations, identification of the cognitive mechanisms that underlie these relationships is critical to understanding the plight of repeated victims. Our results indicated that students who reported frequent peer victimization also reported reduced school motivation (self-efficacy and intrinsic motivation), resulting in lower achievement in both reading and math. These pathways existed after accounting for differences in achievement that may be due to socioeconomic status and gender.

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