Self-Criticism, Dependency, Self-Esteem, and Grade Point Average Satisfaction Among Clusters of Perfectionists and Nonperfectionists.

2004 ◽  
Vol 51 (2) ◽  
pp. 192-200 ◽  
Author(s):  
Jennifer L. Grzegorek ◽  
Robert B. Slaney ◽  
Sarah Franze ◽  
Kenneth G. Rice
Keyword(s):  
Grade Point Average ◽  
Self Esteem ◽  
Grade Point

scholarly journals Extracurricular Participation, Collective Self-Esteem, and Academic Outcomes Among College Students

2020 ◽  
Vol 25 (4) ◽  
pp. 318-326
Author(s):  
Casey A. Knifsend ◽  
Leigh A. Green ◽  
Kathryn L. Clifford
Keyword(s):  
Academic Success ◽  
Identity Development ◽  
Grade Point Average ◽  
Extracurricular Activities ◽  
Peer Relations ◽  
Academic Outcomes ◽  
Self Esteem ◽  
Grade Point ◽  
Collective Self ◽  
Collective Self Esteem

Participating in extracurricular activities during college has been linked with positive peer relations and academic success (e.g., Astin, 1984; Stuart et al., 2011). Yet, less research has focused on identity development and collective self-esteem within extracurricular activities, or whether such positive attitudes about one’s activity membership are associated with academic outcomes. In the current study, analyses focused primarily on those who were in at least one activity (n = 109), who reported on friendships within their activity, perceptions of interdependence among members, and collective self-esteem within their activity, as well as their feelings of belonging on campus and grade point average. Regression analyses suggested that having friends in one’s activity (β = .33, p = .001) and higher interdependence (β = .51, p < .001) predicted higher collective self-esteem, with a total adjusted R2 = .44. In turn, greater collective self-esteem was associated marginally with higher feelings of belonging (β = .20, p = .07, adjusted R2 = .07) and grade point average for those in fraternities or sororities (interaction β = .34, p = .006; adjusted R2 = .17; simple slope for Greek organizations: β = .42, p = .07). These findings underscore the importance of considering different dimensions of extracurricular involvement (i.e., both whether one is involved, as well as positive feelings about one’s activity), and provide recommendations to student affairs professionals as to how activities may be structured to promote optimal outcomes during college.

Civic engagement and academic GPA

2021 ◽  
Author(s):  
Frederick L. Philippe
Keyword(s):  
Grade Point Average ◽  
School Success ◽  
Self Esteem ◽  
Organized Activities ◽  
Student Government ◽  
Cross Sectional ◽  
Grade Point ◽  
Parental Relationship ◽  
School Year ◽  
Almost All

Unlike organized activities such as sports and arts, civic activities in adolescence (e.g., volunteering, student government) have been less studied in relation to school success and almost all existing evidence consists of cross-sectional findings. In a longitudinal study, 1035 pupils (64% females, 20% non-white, Mage = 14.21 years) from high schools reported their engagement in organized non-civic and civic activities during the school year, dimensions of activity participation (e.g., intensity, duration, motives), and covariables (age, gender, ethnicity, SES, self-esteem, parental relationship, school motivation). Previous and end-of-year grade point average (GPA) were collected from school administrations. Results revealed that both civic and non-civic organized activities independently predicted increases in GPA over the school year, even after adjusting for all covariables.

scholarly journals Anxiety, Low Self-Esteem and a Low Happiness Index Are Associated with Poor School Performance in Chilean Adolescents: A Cross-Sectional Analysis

2021 ◽  
Vol 18 (21) ◽  
pp. 11685
Author(s):  
Rafael Zapata-Lamana ◽  
Cristian Sanhueza-Campos ◽  
Marcia Stuardo-Álvarez ◽  
Jessica Ibarra-Mora ◽  
Marcela Mardones-Contreras ◽  
...  
Keyword(s):  
Grade Point Average ◽  
School Performance ◽  
Self Esteem ◽  
Primary School Students ◽  
School Students ◽  
Cross Sectional ◽  
Grade Point ◽  
Anxiety Levels ◽  
Sectional Analysis ◽  
The Relationship

Objective: To analyze the relationship between anxiety, self-esteem, happiness index and primary school students’ academic performance in Chilean adolescents from the Biobío province. Methodology: 733 (46.1% girls; 12 (1.3 years)) public primary school students that completed the 2018 Health and School Performance Survey carried out in the Biobío province were included in this cross-sectional analysis. The BECK Anxiety Inventory (BAI) was used to measure anxiety while happiness index and self-esteem were measured using the subjective happiness scale and the Rosenberg self-esteem scale, respectively. School performance was measured by grade point average (GPA) of language, math, physical education and cumulative GPA, and behavior associated with cognition in the school context was also considered. The relationship between mental health indicators and school performance was investigated using a one-way ANOVA and Pearson correlation. Results: In comparison to students with low anxiety levels and high self-esteem and happiness levels, students with higher anxiety levels, lower self-esteem and happiness levels perceived themselves as having memory problems. They were also slower to solve math problems, had a shorter attention span in class and presented more difficulties in solving complex tasks, as well as being more nervous during testing. These students also got the lowest grade point average in math, language and physical education. Conclusion: High anxiety levels, low self-esteem and low happiness levels were associated with lower school performance and weaker behavior associated with cognition in Chilean adolescents. Implementing plans of emotional education and mental health could improve academic achievement.

Note on Assessing a Mentor Program

1994 ◽  
Vol 75 (3) ◽  
pp. 1369-1370 ◽  
Author(s):  
Albert Roberts ◽  
Lynyonne Cotton
Keyword(s):  
High Schools ◽  
Grade Point Average ◽  
Self Esteem ◽  
Mentor Program ◽  
Mentor Programs ◽  
Grade Point ◽  
Grade 11

To clarify the literature on mentor programs, self-esteem and grade point average after such a program were assessed for 30 boys and 46 girls in Grade 11 from 2 high schools. Mixed findings were discussed in terms of possible influences.

scholarly journals Boredom Proneness and Self-Control as Unique Risk Factors in Achievement Settings

2020 ◽  
Vol 17 (23) ◽  
pp. 9116
Author(s):  
Jhotisha Mugon ◽  
James Boylan ◽  
James Danckert
Keyword(s):  
Academic Performance ◽  
Grade Point Average ◽  
Goal Pursuit ◽  
Self Esteem ◽  
Self Control ◽  
Unique Contribution ◽  
Educational Settings ◽  
Grade Point ◽  
Boredom Proneness ◽  
First Time

The state of boredom arises when we have the desire to be engaged in goal pursuit, but for whatever reason we cannot fulfil that desire. Boredom proneness is characterized by both frequent and intense feelings of boredom and is an enduring individual difference trait associated with a raft of negative outcomes. There has been some work in educational settings, but relatively little is known about the consequences of boredom proneness for learning. Here we explored the unique contributions of boredom proneness, self-control and self-esteem to undergraduate self-reported higher grade point average (GPA). Within educational settings, prior research has shown self-control and self-esteem to be associated with better academic performance. In contrast, boredom proneness is associated with lower levels of self-control and self-esteem. Our analyses replicate those previous findings showing that self-control acts as a positive predictor of GPA. Importantly, we further demonstrated, for the first time, that boredom proneness has a unique contribution to GPA over and above the contribution of self-control, such that as boredom proneness increases, GPA decreases. We discuss potential mechanisms through which boredom proneness may influence academic performance.

An empirical analysis of favoritism during business training

2004 ◽  
Vol 36 (6) ◽  
pp. 238-242 ◽  
Author(s):  
Matthew H. Roy ◽  
Francine C. Roy
Keyword(s):  
Grade Point Average ◽  
Student Perceptions ◽  
Empirical Analysis ◽  
Self Esteem ◽  
Business Training ◽  
Grade Point ◽  
Training Setting ◽  
Specific Individual

There is a paucity of information on student perceptions of favoritism in a training setting. The purpose of this study is to explore specific individual, situational, and relationship variables associated with student perceptions of favoritism in the business classroom. Respondents were asked to react to a series of vignettes involving student‐initiated and trainer‐initiated comparisons. Other relationships analyzed include the correlation between student self‐esteem and favoritism, grade point average and perceived favoritism, etc. The study concludes with an assessment of the extent and magnitude of favoritism in the business classroom with recommendations for eliminating perceptions of partiality.

University Dropout

2008 ◽  
Vol 29 (3) ◽  
pp. 134-147 ◽  
Author(s):  
Manuel C. Voelkle ◽  
Nicolas Sander
Keyword(s):  
Grade Point Average ◽  
Structural Equation ◽  
Unobserved Heterogeneity ◽  
School Grade ◽  
Grade Point ◽  
High School Grade ◽  
Hands On ◽  
University Dropout ◽  
The Individual ◽  
A Prospective Study

University dropout is a politically and economically important factor. While a number of studies address this issue cross-sectionally by analyzing different cohorts, or retrospectively via questionnaires, few of them are truly longitudinal and focus on the individual as the unit of interest. In contrast to these studies, an individual differences perspective is adopted in the present paper. For this purpose, a hands-on introduction to a recently proposed structural equation (SEM) approach to discrete-time survival analysis is provided ( Muthén & Masyn, 2005 ). In a next step, a prospective study with N = 1096 students, observed across four semesters, is introduced. As expected, average university grade proved to be an important predictor of future dropout, while high-school grade-point average (GPA) yielded no incremental predictive validity but was completely mediated by university grade. Accounting for unobserved heterogeneity, three latent classes could be identified with differential predictor-criterion relations, suggesting the need to pay closer attention to the composition of the student population.

The Importance of Counseling Basic Skills for the Councelors in School

2018 ◽  
Author(s):  
Nova Erlina ◽  
Syafrimen Syafril ◽  
Norhayati Mohd. Noor ◽  
Jusnimar Umar
Keyword(s):  
Social Science ◽  
Grade Point Average ◽  
Quantitative Method ◽  
Basic Skills ◽  
Counseling Session ◽  
Grade Point ◽  
Faculty Of Education ◽  
Teachers Training

Basic competence used during counseling session is the development of trained skills and experienced obtained by counselor candidate during their education. To obtain the skills the counselors have to seriously pass some training phases. This study is aimed at finding out the basic competence possessed by counselor candidate during counseling session in Faculty of Education and Teachers Training in Islamic University of Raden Intan Lampung. This research applied quantitative method, involving 145 of final year students who were randomly selected. Data was collected by distributing the questionnaire of counseling basic competence and analyzed by using descriptive statistic aided by Statistics Package for Social Science (SPSS version 22.0). Generally the findings of the study reveals that the counseling basic competence possessed by the counselor candidates is placed on Average/Simple level. The study also shows that there is no difference competence pursuant to gender and Grade Point Average (GPA) achieved by the object of the study. It implies that the basic competence in conducting counseling session is extremely important and prominent prossesed by the counselors in schools.

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