Psychological Characteristics and Academic Performance in Developmental Math Courses

1999 ◽  
Author(s):  
Diana L. Smith ◽  
Phil D. Wann
Keyword(s):  
Academic Performance ◽  
Psychological Characteristics ◽  
Developmental Math

scholarly journals Teachers’ and Students’ Opinions About Students’ Attention Problems During the Lesson

2019 ◽  
Vol 8 (6) ◽  
pp. 15 ◽  
Author(s):  
Mehmet Ali Cicekci ◽  
Fatma Sadik
Keyword(s):  
Academic Performance ◽  
Content Analysis ◽  
Data Analysis ◽  
Teaching Methods ◽  
Descriptive Study ◽  
Attention Problems ◽  
Research Data ◽  
Psychological Characteristics ◽  
Disciplinary Problems ◽  
Teachers And Students

This research which investigates teachers’ and students’ opinions about students’ attention problems during the lesson is a descriptive study in the survey model. 432 teachers and 1023 students from secondary schools in the central districts of Adana voluntarily participated in the study. The research data were collected with a Written Interview Form developed by the researchers and a descriptive content analysis was used for data analysis. As a result of the research, it was observed that the teachers perceived the attention problems that the students experienced during the course mostly as a problem arising from the students themselves while the students associate this problem not only with themselves, but also with other students, teachers and the environment. According to the results, teachers as well as students easily noticed the psychological characteristics, the behaviors they exhibited and their low academic performance, but the teachers evaluate this situation more as disciplinary problems. The solution suggestions of the teachers who kept the attention problems of the students out of their own sphere and their teaching practices were that passing exams should be harder and discipline regulations should change to facilitate punishment. The students stated that teachers should show more interest towards the students, approach the students positively and use a variety of teaching methods in accordance with the students’ level.

scholarly journals INCIDENCIA DE LA INTELIGENCIA EMOCIONAL EN EL RENDIMIENTO ACADÉMICO DE LOS ESTUDIANTES UNIVERSITARIOS

2018 ◽  
Vol 3 (3) ◽  
pp. 35
Author(s):  
Letty Araceli Delgado Cedeño ◽  
Maria Elena Mendoza Vélez ◽  
Byron Xavier Reinoso Mendoza
Keyword(s):  
Emotional Intelligence ◽  
Academic Performance ◽  
University Students ◽  
Professional Training ◽  
Educational Process ◽  
Psychological Characteristics ◽  
Academic Context ◽  
Palabras Clave ◽  
Bienestar Psicologico ◽  
Estudiantes Universitarios

El rendimiento académico supone una evaluación del conocimiento adquirido y la capacidad de respuesta que manifiesta el educando ante los estímulos del proceso educativo, está ligado a la aptitud, capacidades, características psicológicas desarrolladas y actualizadas por el educando a través del proceso de enseñanza-aprendizaje que posibilitara la obtención de un buen logro académico. Por consiguiente se presentan dificultades que inciden en el rendimiento escolar y con ella las emociones como componentes afectivos, cognitivos, motivacionales y expresivos dentro del contexto académico. Por tal razón, se propone como objetivo valorar la incidencia de la inteligencia emocional en el rendimiento académico de los estudiantes universitarios considerando la importancia que tiene la inteligencia emocional en el desarrollo de la autoconciencia, bienestar psicológico y aprendizaje significativo, se exponen conceptos de inteligencia emocional propuesto por expertos, características, entre otros, de tal forma que permita relevar la formación integral del estudiante y contribuya en la formación de profesionales en el pensar, sentir y actuar de manera congruente y ajustada a la realidad. Por ello, es prescindible hacer un estudio en cuanto a la valoración sobre el tema propuesto que contribuya a elevar el nivel personal y profesional. PALABRAS CLAVE: Rendimiento académico; inteligencia emocional; formación integral y profesional. INCIDENCE OF EMOTIONAL INTELLIGENCE IN THE ACADEMIC PERFORMANCE OF UNIVERSITY STUDENTS ABSTRACT  The academic performance implies an evaluation of the acquired knowledge and the capacity of response that manifests the educating in front of the stimuli of the educational process, it is linked to the aptitude, capacities, psychological characteristics developed and Updated by the educating through the teachinglearning process that will make it posible to obtain a good achievement Academic. Consequently, there are difficulties affecting school performance and with it emotions as affective, cognitive, motivational and expressive components with in the academic context. For this reason, it is proposed as objective to investigate the incidence of emotional intelligence in the academic performance of university students considering the importance of emotional intelligence in the development of self-consciousness, Psychologicalwell-being and Meaningful learning, there are concepts of emotional intelligence proposed by experts, characteristics, among others, in such a way that it allows to relieve the integral formation of the student and contribute to the training of professionals in the thinking, feel and act in a way that is congruent and adjusted to reality. It proposes a pedagogical alternative that reinforces the professional training of the students of theTechnical University of Manabí. KEYWORDS: Performance; Emotional intelligenc; integral and professional training.

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

Psychological characteristics of psoriatics. Implications for management

1969 ◽  
Vol 100 (6) ◽  
pp. 674-676 ◽  
Author(s):  
L. A. Goldsmith
Keyword(s):  
Psychological Characteristics

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.

Measuring the Situational Eight DIAMONDS Characteristics of Situations

2016 ◽  
Vol 32 (2) ◽  
pp. 155-164 ◽  
Author(s):  
John F. Rauthmann ◽  
Ryne A. Sherman
Keyword(s):  
Psychological Characteristics ◽  
Current Work

Abstract. It has been suggested that people perceive psychological characteristics of situations on eight major dimensions ( Rauthmann et al., 2014 ): The “Situational Eight” DIAMONDS (Duty, Intellect, Adversity, Mating, pOsitivity, Negativity, Deception, Sociality). These dimensions have been captured with the 32-item RSQ-8. The current work optimizes the RSQ-8 to derive more economical yet informative and precise scales, captured in the newly developed S8*. Nomological associations of the original RSQ-8 and the S8* with situation cues (extracted from written situation descriptions) were compared. Application areas of the S8* are outlined.

An Index of Rorschach Responses: Studies on the Psychological Characteristics of Medical Students--I.

1966 ◽  
Vol 11 (3) ◽  
pp. 142-142
Author(s):  
No authorship indicated
Keyword(s):  
Medical Students ◽  
Psychological Characteristics

Sexual victimization history predicts academic performance in college women.

2016 ◽  
Vol 63 (6) ◽  
pp. 685-692 ◽  
Author(s):  
Majel R. Baker ◽  
Patricia A. Frazier ◽  
Christiaan Greer ◽  
Jacob A. Paulsen ◽  
Kelli Howard ◽  
...  
Keyword(s):  
Academic Performance ◽  
College Women ◽  
Sexual Victimization ◽  
Victimization History

Childhood Headaches and Psychological Characteristics

1990 ◽  
Author(s):  
A. Kowal ◽  
D. Pritchard
Keyword(s):  
Psychological Characteristics

Individual vs. team competition: The interpersonal consequences of academic performance.

1975 ◽  
Author(s):  
Robert E. Slavin ◽  
David L. DeVries ◽  
Burma H. Hulten
Keyword(s):  
Academic Performance ◽  
Interpersonal Consequences
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