scholarly journals Gendered pathways from academic performance, motivational beliefs, and school burnout to adolescents’ educational and occupational aspirations

2020 ◽  
Vol 66 ◽  
pp. 101299 ◽  
Author(s):  
Anna Widlund ◽  
Heta Tuominen ◽  
Anna Tapola ◽  
Johan Korhonen
Keyword(s):  
Academic Performance ◽  
Occupational Aspirations ◽  
Motivational Beliefs ◽  
School Burnout ◽  
Gendered Pathways

scholarly journals Modeling the relationship between motivational beliefs, cognitive learning strategies, and academic performance of teacher education students

2018 ◽  
Vol 49 (1) ◽  
pp. 122-135 ◽  
Author(s):  
Charles Magoba Muwonge ◽  
Ulrich Schiefele ◽  
Joseph Ssenyonga ◽  
Henry Kibedi
Keyword(s):  
Teacher Education ◽  
Academic Performance ◽  
Learning Strategies ◽  
Structural Equation ◽  
Cognitive Learning ◽  
Equation Modeling ◽  
Motivational Beliefs ◽  
Education Students ◽  
The Relationship ◽  
Teacher Education Students

Although self-regulated learning has received much attention over the past decades, research on how teacher education students regulate their own learning has been scarce, particularly in third world countries. In the present study, we examined the structural relationships between motivational beliefs, cognitive learning strategies, and academic performance among teacher education students in Uganda. The sample comprised of 1081 students selected from seven universities. Data were collected using several subscales from the modified Motivated Strategies for Learning Questionnaire and were analyzed by structural equation modeling. Cognitive learning strategies fully mediated the relationship between motivational beliefs and academic performance. Motivational beliefs contributed to students’ academic performance mainly through influencing their critical thinking and organizational skills. Therefore, interventions to improve teacher education students’ academic performance should focus not only on boosting their motivation but also on enhancing their use of cognitive learning strategies.

Investigating the relation among disturbed sleep due to social media use, school burnout, and academic performance

2020 ◽  
Vol 84 ◽  
pp. 156-164 ◽  
Author(s):  
Katerina Evers ◽  
Sufen Chen ◽  
Sebastiaan Rothmann ◽  
Amandeep Dhir ◽  
Ståle Pallesen
Keyword(s):  
Social Media ◽  
Academic Performance ◽  
Media Use ◽  
Social Media Use ◽  
Disturbed Sleep ◽  
School Burnout

scholarly journals Emotional intelligence as a mediator in the relationship between academic performance and burnout in high school students

PLoS ONE ◽  
2021 ◽  
Vol 16 (6) ◽  
pp. e0253552
Author(s):  
María del Mar Molero Jurado ◽  
María del Carmen Pérez-Fuentes ◽  
África Martos Martínez ◽  
Ana Belén Barragán Martín ◽  
María del Mar Simón Márquez ◽  
...  
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
Academic Performance ◽  
High School Students ◽  
School Students ◽  
The Face ◽  
School Burnout ◽  
Academic Events ◽  
Low Performance

Low performance of high school students and repeating a year are major problems in the education system. Low performance in the classroom generates negative emotions in young people and has been related to development of school burnout. The objective of this study was to analyze the repercussions of academic performance on burnout in high school students, and establish the role of emotional intelligence in this relationship. The sample was made up of 1287 high school students aged 14 to 18, who filled out questionnaires for evaluation of these variables. The results showed that youths who had failed a subject or had repeated a year showed more exhaustion and cynicism than their classmates with better performance and higher academic efficacy. A relationship was also found between school burnout and emotional intelligence in these adolescents, positive for self-efficacy and negative for cynicism and exhaustion. The model results showed that low academic performance affected burnout level, and that stress management and mood in emotional intelligence acted as a mediator in this relationship. In conclusion, development of emotional intelligence programs in the educational context is proposed as a measure for preventing burnout in the face of adverse high school academic events, such as failing or repeating a year.

Gendered pathways in school burnout among adolescents

2012 ◽  
Vol 35 (4) ◽  
pp. 929-939 ◽  
Author(s):  
Katariina Salmela-Aro ◽  
Lotta Tynkkynen
Keyword(s):  
School Burnout ◽  
Gendered Pathways

Role of an Academic Performance Committee

1969 ◽  
Vol 33 (1) ◽  
pp. 101-104
Author(s):  
JC Hickey ◽  
MT Romano ◽  
RK Jarecky
Keyword(s):  
Academic Performance

Can the Academic Self-Concept be Positive and Realistic?

2005 ◽  
Vol 19 (3) ◽  
pp. 129-132 ◽  
Author(s):  
Reimer Kornmann
Keyword(s):  
Academic Performance ◽  
Opposite Effect ◽  
Self Esteem ◽  
Point Of View ◽  
The Other ◽  
Self Concept ◽  
High Ability ◽  
Self Image ◽  
Other Hand

Summary: My comment is basically restricted to the situation in which less-able students find themselves and refers only to literature in German. From this point of view I am basically able to confirm Marsh's results. It must, however, be said that with less-able pupils the opposite effect can be found: Levels of self-esteem in these pupils are raised, at least temporarily, by separate instruction, academic performance however drops; combined instruction, on the other hand, leads to improved academic performance, while levels of self-esteem drop. Apparently, the positive self-image of less-able pupils who receive separate instruction does not bring about the potential enhancement of academic performance one might expect from high-ability pupils receiving separate instruction. To resolve the dilemma, it is proposed that individual progress in learning be accentuated, and that comparisons with others be dispensed with. This fosters a self-image that can in equal measure be realistic and optimistic.

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