School alienation and academic achievement: The role of learned helplessness and mastery orientation.

Academic achievement in immigrant children and adolescents is an indicator of current and future adaptive success. Since the future of immigrant youths is inextricably linked to that of the receiving society, the success of their trajectory through school becomes a high stakes issue both for the individual and society. The present article focuses on school success in immigrant children and adolescents, and the role of school engagement in accounting for individual and group differences in academic achievement from the perspective of a multilevel integrative model of immigrant youths’ adaptation ( Motti-Stefanidi, Berry, Chryssochoou, Sam, & Phinney, 2012 ). Drawing on this conceptual framework, school success is examined in developmental and acculturative context, taking into account multiple levels of analysis. Findings suggest that for both immigrant and nonimmigrant youths the relationship between school engagement and school success is bidirectional, each influencing over time the other. Evidence regarding potential moderating and mediating roles of school engagement for the academic success of immigrant youths also is evaluated.

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A Multi-Informant Longitudinal Study of Peer Victimization and Academic Achievement: The Moderating Role of Family Functioning

PsycEXTRA Dataset ◽

10.1037/e574242014-143 ◽

2014 ◽

Author(s):

Heather Brittain ◽

Amanda Krygsman ◽

Tracy Vaillancourt

Keyword(s):

Academic Achievement ◽

Longitudinal Study ◽

Family Functioning ◽

Peer Victimization ◽

Moderating Role

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Academic Achievement: Role of Need for Achievement and Anxiety

PsycEXTRA Dataset ◽

10.1037/e670282012-160 ◽

2012 ◽

Author(s):

Amarjeet Kaur ◽

Shriya

Keyword(s):

Academic Achievement ◽

Need For Achievement

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Role of Teachers' Support in the Association Between Academic Achievement and Adverse School Climates

PsycEXTRA Dataset ◽

10.1037/e715072011-001 ◽

2011 ◽

Author(s):

Josafa Da Cunha ◽

Lidia N.D. Weber

Keyword(s):

Academic Achievement ◽

Role Of Teachers

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Role of Different School Systems in Cognitive Abilities & Academic Achievement of Adolescents

Pakistan Journal of Psychological Research ◽

10.33824/pjpr.2019.34.1.2 ◽

2019 ◽

Vol 34 (Spring 2019) ◽

pp. 25-41

Author(s):

Sidra Iqbal ◽

Mah Nazir Riaz

Keyword(s):

Academic Achievement ◽

Secondary School ◽

School System ◽

Cognitive Abilities ◽

Secondary School Student ◽

School Systems ◽

Raven's Standard Progressive Matrices ◽

Post Hoc ◽

Cambridge School

The present study compared cognitive abilities and academic achievement of adolescents studying in three different school systems namely Urdu medium schools, English medium schools, and Cambridge system schools. The sample comprised of 1001 secondary school student. Cognitive abilities were assessed by Raven’s Standard Progressive Matrices (1960) and marks obtained by the students in the last annual examination were used as an index of academic achievement. Results showed that cognitive abilities of the students were positively associated with academic achievement of the respondents. It was further found that cognitive abilities and academic achievement of students studying in Cambridge school system was better as compared to those studying in other systems. Post-hoc comparison revealed that level of academic achievement of Urdu medium schools was lower as compared to English medium and Cambridge system of schools. The findings suggest that difference in schooling system influenced cognitive abilities and academic achievement of the students. Results further demonstrated that gender was a significant predictor of academic achievement in both Urdu and English medium schools. Future implications of the study were also discussed.

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