Prediction of Academic Performance of the University Students Through Their Use of Library Electronic Resources and Their Self-efficacy

2018 ◽  
pp. 557-567 ◽  
Author(s):  
Tariq Mahmood Chohan ◽  
Rubina Bhatti ◽  
Salman Bin Naeem
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Self Efficacy ◽  
Electronic Resources ◽  
The University

Learning Goal Orientation and Academic Performance: A Dynamic model

2021 ◽  
pp. 106907272110434
Author(s):  
Bingjie Lu ◽  
Yingxin Deng ◽  
Xiang Yao ◽  
Zhe Li
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Self Regulation ◽  
Regulation System ◽  
Feedback Seeking ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
Academic Self Efficacy

Drawing on the reciprocal determinism of self-regulation system, a process-based model is used to examine the relationship of learning goal orientation (LGO) among university students with their academic performance, via reciprocal relationships between initial status and change trajectories in academic self-efficacy and feedback-seeking behaviors. A longitudinal study of 316 Chinese university students throughout their first year in college reveals that students who have high LGO in their first month after entering the university generally have higher academic self-efficacy and seek more feedback. Moreover, initial levels of feedback seeking are positively related to academic performance via linear change in academic self-efficacy over time. Limitations of the study and practical implications are discussed.

scholarly journals Relationship between Cyberbullying, Motivation and Learning Strategies, Academic Performance, and the Ability to Adapt to University

2021 ◽  
Vol 18 (20) ◽  
pp. 10646
Author(s):  
David Aparisi ◽  
Beatriz Delgado ◽  
Rosa M. Bo ◽  
María Carmen Martínez-Monteagudo
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Learning Strategies ◽  
Preventive Measure ◽  
Study Strategies ◽  
Short Version ◽  
University Environment ◽  
The University ◽  
Adaptation To College ◽  
Motivation And Learning

Cyberbullying has become a frequent relational problem among young people, which has made it necessary to evaluate and prevent it in the university setting. The aim of this study is to examine the relationship between cyberbullying, motivation and learning strategies, the ability to adapt to university, and academic performance. A sample of 1368 Spanish university students (64% female) was administered a battery consisting of the European Bullying Intervention Project Questionnaire, the Learning and Study Strategies Inventory Short version, and the Student Adaptation to College Questionnaire, with their academic performance also being studied. The results found that the victimized bullies have greater difficulties in their organization and planning for study and exams, have fewer control and consolidation strategies, and are less able to adapt to university. Logistic regression analyses show that the greater the difficulties in organization and planning, and the greater the difficulties experienced in exams, the greater the probability of a person being a victim and a victimized bully. In addition, students are less likely to be victims, bullies, and victimized bullies as their ability to adapt to university increases. The findings have been discussed and it has been noted that there is a need to address academic adjustment and the ability to adapt to the university environment as a preventive measure for cyberbullying in university students.

Genre Differences in Soft Skills Perception and Video Game Usage in the University of Extremadura

2022 ◽  
pp. 28-49
Author(s):  
Sergio Alloza Castillo ◽  
Flavio Escribano ◽  
Óscar Rodrigo González López ◽  
María Buenadicha Mateos
Keyword(s):  
Gender Differences ◽  
Academic Performance ◽  
Video Games ◽  
University Students ◽  
Video Game ◽  
Positive Impact ◽  
Soft Skills ◽  
Negative Effects ◽  
Professional Fields ◽  
The University

The preconceived notion concerning negative effects of video games and students' academic performance is a widely known subject. However, some investigations explore the positive impact of video games on academic performance. With a sample of 247 university students, this chapter studies the perception of both gamers and non-gamers about soft skills and their current relevance in academic and professional fields. The possible relationships linking the intensity of the usage of video games, academic performance, and the perception concerning soft skills are investigated. The results expose a generalized positive perception respecting the relation between video games and the development of soft skills, specifically to the video game genre and its relevance and influence on academic performance, as well as gender differences, where women prevail in emotional and social managements, although this influence is not elevated.

The role of executive functions in academic performance and behaviour of university students

2019 ◽  
Vol 12 (3) ◽  
pp. 444-455
Author(s):  
Carlos Ramos-Galarza ◽  
Pamela Acosta-Rodas ◽  
Mónica Bolaños-Pasquel ◽  
Nancy Lepe-Martínez
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Executive Functions ◽  
Measurement Instruments ◽  
Content Type ◽  
Research Findings ◽  
Proportional Relationship ◽  
The University ◽  
The Relationship

Purpose The purpose of this paper is fourfold: first, to analyse the relationship between executive functions and academic performance; second, to identify the level of prediction executive functions have on academic performance; third, to determine the correlation between executive functions and academic performance; and fourth, to compare executive functions based on the level of academic performance. Design/methodology/approach The sample composed of 175 university students aged between 18 and 36 years (M=21.49, SD=3.22). The EFECO scale, the average student grade and a scale based on the diagnostic criteria for ADHD were used as measurement instruments. Findings Difficulties in executive functions: Difficulties in working memory (r=−0.30, p=<0.01) and difficulties in conscious supervision of behaviour (r=−0.29, p⩽0.01) have an inversely proportional relationship to academic performance (the greater the deficit of executive functions, the lower the academic performance). The regression analysis showed that executive functions explain 31 per cent of the variance of academic performance (χ2(25)=43.81, p <0.001). The study found that there is a relationship between all the executive functions and students’ behaviour in a medium to large magnitude. Research limitations/implications A limitation of this study was the size of the sample as it is not representative of the country. Nevertheless, the correlation among the variables studied here has the necessary magnitude for the proposed correlations to be found. Nonetheless, it is necessary that we perform a study with a larger number of participants in order to achieve adequate extrapolation of the results. Practical implications Data found in this study suggest that low academic performance of university students is related to a lower functionality of their executive functions. Originality/value The originality of the research lies in relating specific concepts of neuropsychology to explain the academic performance of university students. The research findings allow us to project new studies to improve the executive functions for the benefit of the university student.

scholarly journals Information and Communication Technologies to Improve Problem Solving and Self-Efficacy: Exploring Geometry Learning Using Dynamic Mathematics Software Geogebra

2021 ◽  
Vol 1 (1) ◽  
pp. 45-52
Author(s):  
Mukhtar Mukhtar ◽  
R. Ahmad Zaky El Islami ◽  
Damanhuri Damanhuri ◽  
Ferdinand Murni Hamundu
Keyword(s):  
Problem Solving ◽  
University Students ◽  
Information And Communication Technologies ◽  
Self Efficacy ◽  
Communication Technologies ◽  
Significant Difference ◽  
Information And Communication ◽  
Dynamic Mathematics ◽  
The University ◽  
Mathematics Software

Information and communication technologies can support learning of geometry through geogebra software. This study aimed to investigate the effectiveness of dynamic mathematics software geogebra towards problem solving and self-efficacy. Seventy-four university students divided to one class assigned as geogebra assisted learning and the other as using conventional learning. The results showed a significant difference of problem solving between these two groups statistically. Additionally, The results showed that there is a significant difference of self-efficacy between these two groups statistically. The results indicates that the problem solving and sef-efficacy of the university students using geogebra assisted better than using conventional learning. We can conclude that the dynamic mathematics software geogebra is effective to improve problem solving and self-efficacy

scholarly journals Academic Performance, School Desertion And Emotional Paradigm In University Students

2010 ◽  
Vol 3 (7) ◽  
pp. 25
Author(s):  
Emma Rosa Cruz Sosa ◽  
Laura Gatica Barrientos ◽  
Patricia Eugenia Garcia Castro ◽  
Jesus Hernandez Garcia
Keyword(s):  
Domestic Violence ◽  
Academic Performance ◽  
University Students ◽  
Work Schedules ◽  
Paid Work ◽  
Academic Needs ◽  
Family Disintegration ◽  
Family Tradition ◽  
The University ◽  
Low Wages

The present work aims to describe academic performance, school desertion and the emotional paradigm of the university students of the accounting school of the Benemérita Universidad Autónoma de Puebla (FCPBUAP). We have found that low academic performance is related to students´ economic deficiency, which affects their concentration on their studies, as well as the realization of works and tasks assigned.  Schedules offered by university cause conflict with their paid work schedules, provoking difficulty in planning and organizing their scholastic and labor activities.  The low wages of the students and their parents cover neither personal nor academic needs (books, materials, computer).  Other factors which affect academic performance and school desertion are: pregnancy, depression, family disintegration, stress, distrust, lack of communication, addiction, domestic violence, lack of respect, lack of communication, etc. therefore it is very common for students to be sad, unmotivated, frustrated, or to feel like leaving college; In addition, many of them did not choose their career by self-conviction, but by influence, family tradition or fashion.  Furthermore, the lack of understanding of educational authorities discourages students.

scholarly journals Vnímanie akademického cieľa a kríza v procese jeho dosahovania

2021 ◽  
pp. 1-22
Author(s):  
Bibiána Kováčová Holevová
Keyword(s):  
University Students ◽  
Goal Setting ◽  
Self Efficacy ◽  
The University ◽  
Action Crisis ◽  
Goal Characteristics

The aim of the research was to explore the correlations among the perceived characteristics of the academic goal (the grade that a student set himself to achieve) during the semester, as well as the correlations with the obtained grade. The university students (N = 31) participated on the research. Their perceptions of motivation, self-efficacy, commitment, desirability, attainability, effort, progress and action crisis were collected by short scales 1. in the goal setting, 2. after passing the credit test and 3. 24hours before the exam. After passing the exam, the grade and the fulfillment of the goal were also collected. Only the higher desirability after passing the partial goal (after the credit test) was associated with the worse grade. However, the students had set the worse grades than they finally obtained. Correlations among the goal characteristics confirmed the findings of other studies. The correlations among the previous and the upcoming goal characteristics have shown the importance of the initial “want to” motivation, desirability and attainability. The crisis was correlated with low attainability, low progress and with previous crisis and “have to” motivation.

scholarly journals Perilaku Informasi Mahasiswa dan Hoaks di Media Sosial

2020 ◽  
Vol 4 (2) ◽  
pp. 129-146
Author(s):  
Febri Nurrahmi ◽  
Hamdani M. Syam
Keyword(s):  
Social Media ◽  
University Students ◽  
Focus Groups ◽  
Media Literacy ◽  
Self Efficacy ◽  
Qualitative Method ◽  
Information Dissemination ◽  
Information Behavior ◽  
Information Behaviors ◽  
The University

The rise of hoaxes circulating on social media makes students as active social media users vulnerable to distribute hoaxes. The study used the model of information behavior by Wilson (1996) to examine information behaviors of university students in combating hoaxes on social media. Using a qualitative method, data collection was conducted through focus groups discussions with 14 students of Syiah Kuala University. The results showed that the information behaviors performed by the university students were not adequate to combat hoaxes. The critical attitude by not easily trusting information on social media was not accompanied by sufficient will and abilities to verify information they received from social media. Information dissemination behavior without verification was also found in this study. The results of this study also indicated that passive attention and search were the most dominant information behaviors among students. The results also showed that low self-efficacy encourage students to be reluctant and difficult to conduct information searches for verification. This study suggested that the model of information behaviour by Wilson (1996) was relevant to discuss students’ information behavior to combat hoaxes on social media. These findings are important to develop a social media literacy model for university students to fight against hoaxes on social media. Maraknya hoaks yang beredar di media sosial menjadikan mahasiswa sebagai pengguna media sosial aktif rentan menjadi penyebar hoaks. Penelitian menggunakan model perilaku informasi oleh Wilson (1996) untuk melihat perilaku informasi mahasiswa dalam menghadapi hoaks di media sosial. Dengan menggunakan metode kualitatif, pengumpulan data dilakukan dengan focus groups discussion terhadap 14 orang mahasiswa Universitas Syiah Kuala. Hasil penelitian menunjukkan perilaku informasi mahasiswa dalam menghadapi hoaks belum mumpuni. Sikap kritis dengan tidak mudah mempercayai informasi di media sosial, ternyata tidak disertai kemauan dan kemampuan verifikasi informasi yang memadai. Perilaku penyebaran informasi tanpa verifikasi juga masih ditemukan. Hasil studi ini juga mengindikasikan bahwa perilaku perhatian dan pencarian pasif adalah perilaku yang paling dominan di kalangan mahasiswa. Hasil studi menunjukkan bahwa self-efficacy yang rendah menyebabkan mahasiswa enggan dan sulit melakukan pencarian informasi untuk verifikasi. Studi ini menunjukkan bahwa model perilaku informasi oleh Wilson (1996) relevan untuk membahas perilaku informasi mahasiswa dalam menghadapi hoaks di media sosial. Hasil studi ini penting untuk mengembangkan model literasi media sosial di kalangan mahasiswa untuk menangkal hoaks.

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