scholarly journals Childhood Self-Regulation, Academic Achievement, and Occupational Attainment

2012 ◽  
Author(s):  
Hakan Andersson
Keyword(s):  
Academic Achievement ◽  
Self Regulation ◽  
Occupational Attainment

Self-regulation as promotive for academic achievement in young children across risk contexts

2021 ◽  
Vol 58 ◽  
pp. 101050
Author(s):  
Rebecca Distefano ◽  
Amanda Grenell ◽  
Alyssa R. Palmer ◽  
Kerry Houlihan ◽  
Ann S. Masten ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Young Children ◽  
Self Regulation

scholarly journals Examining the Relations Between Self-Regulation and Achievement in Third-Grade Students

2016 ◽  
Vol 42 (2) ◽  
pp. 97-109 ◽  
Author(s):  
Stephanie L. Day ◽  
Carol McDonald Connor
Keyword(s):  
Academic Achievement ◽  
Working Memory ◽  
Inhibitory Control ◽  
Hierarchical Linear Modeling ◽  
Self Regulation ◽  
Scoring Systems ◽  
Third Grade ◽  
Linear Modeling ◽  
Third Grade Students ◽  
Study Results

Children with stronger self-regulation skills generally demonstrate greater overall success in school both academically and socially. However, there are few valid and reliable measures of self-regulation in middle elementary school. Such a measure could help identify whether a child is truly having difficulties. Thus, the Remembering Rules and Regulation Picture Task (RRRP) was developed. The aim of this study was to develop scoring systems for the RRRP and then to examine the associations between RRRP and independent measures of self-regulation and academic achievement in mathematics and reading. Children ( N = 282) from 34 third-grade classrooms in Florida participated in this study. Results revealed that the RRRP captured three constructs: working memory, attentional flexibility, and inhibitory control. Hierarchical linear modeling (HLM) demonstrated that the RRRP was significantly and positively associated with other measures of self-regulation. The RRRP was significantly and positively associated with mathematics and reading as well. The RRRP appears to be a promising measure of children’s self-regulation skills.

Higher education amid COVID-19 pandemic: contributions from resilience, positive orientation and grit

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Afsaneh Ghanizadeh
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Structural Equation ◽  
Online Survey ◽  
Self Regulation ◽  
Academic Resilience ◽  
Equation Modeling ◽  
Positive Orientation ◽  
Major Purpose ◽  
Content Type

PurposeThe major purpose of the present study is to investigate the contribution of academic resilience in accounting for two motivational and attitudinal constructs ? Grit and positive orientation and also probe the predictive power of all these constructs in academic achievement of university students in the midst of the pandemic COVID-19.Design/methodology/approach521 university students participated in an online survey. To measure academic resilience, a scale designed and validated by Kim and Kim (2016) comprising 26 items was employed. The scale contains five sub-factors: perceived happiness, empathy, sociability, persistence and self-regulation. Grit was assessed via an 8-item scale comprising two facets: perseverance of effort (PE) and consistency of interest (CI). It was designed by Duckworth and Gross (2014). Positive orientation was determined through positivity scale developed by Caprara et al. (2010), consisting of eight items.FindingsThe results of structural equation modeling (SEM) revealed that resilience positively and significantly predicted both grit (β = 0.56, t = 6.41) and positive orientation (β = 0.54, t = 6.35). Resilience also predicted academic achievement directly (β = 0.71, t = 9.12) and indirectly via its impact on grit and positive orientation. It was also found that positive orientation and grit are positively and highly associated (β = 0.77, t = 9.28).Originality/valueThe pandemic COVID-19 brought about substantial changes in university students' education and their overall life style. Many university students around the globe experienced virtual education. Balancing personal and academic roles in these unprecedented conditions seems to be a tough challenge for every university student.

scholarly journals Direct and indirect pathways from children’s early self-regulation to academic achievement in fifth grade in Norway

2020 ◽  
Vol 53 ◽  
pp. 612-624 ◽  
Author(s):  
Ragnhild Lenes ◽  
Megan M. McClelland ◽  
Dieuwer ten Braak ◽  
Thormod Idsøe ◽  
Ingunn Størksen
Keyword(s):  
Academic Achievement ◽  
Self Regulation ◽  
Fifth Grade

scholarly journals Life Satisfaction in Adolescents: The Role of Individual and Social Health Assets

2018 ◽  
Vol 21 ◽  
Author(s):  
Luis Calmeiro ◽  
Inês Camacho ◽  
Margarida Gaspar de Matos
Keyword(s):  
Academic Achievement ◽  
Life Satisfaction ◽  
Regression Analysis ◽  
Social Competence ◽  
Family Support ◽  
School Connectedness ◽  
Self Regulation ◽  
Well Being ◽  
Social Health ◽  
Health Assets

AbstractThe aim of this study is to explore the relationship between adolescents’ life satisfaction and individual and social health assets. A nationally representative sample of 3,494 Portuguese adolescents (mean age = 14.94 ± 1.30 years; 53.6% girls) completed the Health Behavior in School-aged Children survey measuring a variety of health behaviors and beliefs. A sequential regression analysis was conducted with gender, individual assets (academic achievement, social competence, self-regulation and life objectives) and social assets (family support, peer support, parental monitoring and school connectedness) entered in separate steps. A second regression analysis was conducted with social assets entered before individual assets. The final model explained 18.3% of life satisfaction. School connectedness (β = .198, p < .001) and family support (β = .154, p < .001) were the strongest predictors of adolescents’ life satisfaction followed by social competence (β = .152, p < .001), academic achievement (β = .116, p < .001) and self-regulation (β = .064, p < .001). Social assets explained a larger variance of life satisfaction than individual assets when entered first in the regression (r2 = .134 and r2 = .119, respectively, p < .001). When entered last step in the regression analysis, social assets added more to life satisfaction’s variance than when individual assets were added in the last step (r2 = .060 and r2 = .045, respectively, p < .001). These results reinforce the role social interaction and social capital models in the promotion of well-being.

scholarly journals Investigation of the Predictive Power of Academic Achievement, Learning Approaches and Self-Regulatory Learning Skills on University Entrance Exam Scores Using Path Analysis

2018 ◽  
Vol 8 (2) ◽  
pp. 114
Author(s):  
Dilek Ilhan Beyaztaş ◽  
Sakine Göçer-Şahin
Keyword(s):  
Academic Achievement ◽  
Self Regulation ◽  
Path Model ◽  
Learning Approaches ◽  
Exam Score ◽  
Strategic Learning ◽  
Learning Skills ◽  
Entrance Exam ◽  
Exam Scores ◽  
Self Regulatory Learning

A good analysis of the success factors in the university entrance exam, which is an important step for academiccareers of students, is believed to help them manage this process. Properties such as self-regulation and learningapproaches adopted by students undoubtedly influence their academic achievement as well as their success inuniversity entrance exams. However, it is not exactly known how the direct and indirect relations between thesevariables are, and which variable has more effect on success. This research aims to determine the extent to whichuniversity entrance exam score as dependant variable; and academic achievement, deep, surface and strategiclearning approaches, four sub-dimensions of self-regulatory learning skills scale as independent variables to predictuniversity entrance exam score directly and indirectly; to this end, a path model was developed. Within the scope ofthe research, the data obtained from 445 students in the 4th class of the state-affiliated high schools in the 2016-2017academic year were used. As a result of the research, the most important factor affecting the success of universityentrance exam was found to be diploma grade; while diploma grades raise by using deep learning approaches, theyfall by using surface learning approaches. It was detected that the use of the strategic learning approach reducesuniversity entrance exam scores.

Sign in / Sign up

Export Citation Format

Share Document