Analysis of the relation between academic procrastination, academic rational/irrational beliefs, time preferences to study for exams, and academic achievement: a structural model

2012 ◽  
Vol 28 (3) ◽  
pp. 825-839 ◽  
Author(s):  
Murat Balkis ◽  
Erdinc Duru ◽  
Mustafa Bulus
Keyword(s):  
Academic Achievement ◽  
Irrational Beliefs ◽  
Structural Model ◽  
Time Preferences ◽  
Academic Procrastination

scholarly journals EFFECT OF ENGLISH PROFICIENCY ON SOCIAL CAPITAL AND ACADEMIC ACHIEVEMENT AMONG ECONOMIC STUDENTS

2017 ◽  
Vol 16 (3) ◽  
Author(s):  
Muhammad Sodbir Hamzah ◽  
Hussin Abdullah ◽  
Mazida Ahmad
Keyword(s):  
Academic Achievement ◽  
Social Capital ◽  
Academic Success ◽  
Language Proficiency ◽  
Structural Equation ◽  
English Language ◽  
Structural Model ◽  
English Language Proficiency ◽  
Mediating Effect ◽  
Academic Achievements

The use of English language becomes increasingly important, either in educational sector or working sector. The role of social capital should be taken into consideration in helping the students to achieve their academic success. Previous findings indicated that students with limited use of English faced problems in advance subjects. Thus, this study examines the effect of English language proficiency towards social capital and academic achievement. This study employed the survey research design and the sample comprised of 81 undergraduate students enrolled in Economics courses from year two and three in Universiti Utara Malaysia (UUM). The instruments were adapted based on the constructs in the structural model developed. The data has been analysed using Structural Equation Modelling to enable simultaneous analysis of all the constructs and estimate the magnitude of the direct and indirect effects between the constructs. The findings show that there is a significant direct effect of English Language Proficiency (ELP) towards Academic Achievements (AA) and Social Capital Outside Family (SCOF), and from social capital outside family towards academic achievements. The mediating effect of social capital outside family towards English Language Proficiency (ELP) and Academic Achievement (AA) among economics students in UUM was significant. The findings suggest for more activities geared towards increasing students’ English language proficiency to help them to increase their academic achievements.Keywords: English Language Proficiency; Social Capital; Academic Achievement.

scholarly journals Efikasi Akademik dan Prokrastinasi Akademik Sebagai Prediktor Prestasi Akademik

2018 ◽  
Vol 5 (1) ◽  
pp. 74-85
Author(s):  
Zummy Anselmus Dami ◽  
Paula Alfa Loppies
Keyword(s):  
Academic Achievement ◽  
Hypothesis Test ◽  
Sampling Technique ◽  
Coefficient Of Determination ◽  
Academic Procrastination ◽  
Test Results ◽  
Academic Efficacy ◽  
Significance Level ◽  
The Relationship ◽  
Detailed Questionnaire

The purpose of this research is to investigate the relationship between significance or know the academic efficacy and procrastination academic with achievement students academic of project study guidance and counseling, Teaching and Education Faculty University PGRI East Nusa Tenggara. The number of samples used in the study as much as 92 students drawn from population 1180 includes force 2009 as much as much as 102 students 2010 force 205 students, 2011 as much as 368 students, and force as many as 505 2012 student. The sampling technique used is the purposive sampling technique. Tool collecting data using a detailed questionnaire with Likert scale, which consists of a detailed questionnaire for academic procrastination and academic efficacy. While the achievement of student learning is measured based on the CPI. The analysis used in this study is the technique of correlation of Product Moment with the help of SPSS Version 18.0. The first hypothesis test results showed that the relationship between academic procrastination and academic achievement, known (r) correlation coefficient between academic procrastination and academic achievement of 0.015 with p 0.890 > 0.05 negative correlation, direction and with the guidelines of the wear level of significance of 5%, obtained p 0.890 > 0.0.5 then correlation between academic procrastination and academic achievement is declared not significant. The second hypothesis test results showed a relationship between academic efficacy with academic achievement, known coefficient of correlation (r) between academic efficacy and academic achievement -0.004 0.970 > with p 0.05, direction correlation negative and wear guidelines significance level 5%, obtained p 0.970 > 0.05 then correlation between academic efficacy with academic achievement is expressed is not significant. While the third hypothesis test results showed the absence of significant correlation between academic procrastination and academic efficacy simultaneously toward academic achievement with the retrieved R square (coefficient of determination) of 0000, and the coefficient correlation of 0.015 with 0.990 > p 0.05. Further, it is known from the Fcount of 0.010 of Ftable of 3.10, so that H0 is accepted and Ha was rejected.

Personality traits as predictor of metacognitive skills and creativity in electronic university students: a structural model of academic achievement

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Yasamin Abedini
Keyword(s):  
Academic Achievement ◽  
Personality Traits ◽  
Cognitive Skills ◽  
Structural Model ◽  
Short Form ◽  
Metacognitive Awareness ◽  
Metacognitive Skills ◽  
Statistical Population ◽  
Content Type ◽  
Neo Personality Inventory

PurposeThe present study aimed to present a structural model of the relationships between personality traits, metacognitive awareness, creativity and academic achievement in virtual students.Design/methodology/approachThe statistical population of the study consisted of all students of the electronic Islamic Azad University in Tehran, where 240 of them were selected as sample group by random sampling method. Research instruments included the short form of the Creative Behavior Inventory (Linger), the Metacognitive Awareness Questionnaire (Schraw and Dennison) and NEO Personality Inventory (McCrae and Costa). Data were analyzed using LISERL software and the path analysis method.FindingsThe findings indicated a mediating role of metacognitive awareness and creativity in the relationship between extraversion, openness to experience and conscientiousness personality traits with academic performance. It was also found that metacognitive awareness has a direct, significant positive effect on creativity.Originality/valueAccording to the results of the present study, the level of creativity in virtual students can be developed through training and strengthening meta-cognitive skills. The findings also suggest that meta-cognition and creativity are traits that can have intrinsic and personality roots.

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