Approaches to Learning and Academic Achievement of Filipino Students

The present study used multiple regression analyses to examine the relationships between fifth-grade social skills and eighth-grade academic achievement. Data were drawn from the Early Childhood Longitudinal Study–Kindergarten Class of 1998-1999 (ECLS-K). Results indicated no relationship between positive or negative social behavior in fifth grade and academic achievement or teacher-rated academic skills in eighth grade. However, consistent with previous studies, fifth-grade approaches to learning were found to be positive predictors of both academic achievement and teacher-rated academic skills in eighth grade. In addition, these results suggest that socioeconomic status plays a significant and potentially unexplored avenue for understanding these outcomes. These results further illuminate the way behaviors in elementary school relate to academic adjustment to middle school.

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Relations among Conceptions of Learning, Approaches to Learning and Academic Achievement: A Comparison between College and High School Contexts

The Korea Association of Yeolin Education ◽

10.18230/tjye.2019.27.3.91 ◽

2019 ◽

Vol 27 (3) ◽

pp. 91-118 ◽

Cited By ~ 1

Author(s):

Chohee Yoon ◽

◽

Ougju Choi ◽

Keyword(s):

High School ◽

Academic Achievement ◽

Approaches To Learning ◽

Learning Approaches ◽

Conceptions Of Learning ◽

School Contexts

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Personality and approaches to learning as predictors of academic achievement

European Journal of Personality ◽

10.1002/per.469 ◽

2003 ◽

Vol 17 (2) ◽

pp. 143-155 ◽

Cited By ~ 102

Author(s):

Åge Diseth

Keyword(s):

Academic Achievement ◽

Approaches To Learning ◽

Significant Negative Correlation ◽

Personality Factors ◽

Separate Analysis ◽

Deep Approach ◽

Approach To Learning ◽

Study Results ◽

Deep Approach To Learning ◽

The Relationship

The relationship between personality, approaches to learning, and academic achievement was investigated. Two different undergraduate student samples, totalling 310 students, participated in the study. Results showed the expected significant correlations between the personality factors of openness, neuroticism, and conscientiousness, on the one hand, and deep, surface, and strategic approaches to learning, on the other. A significant negative correlation between surface approach and achievement was observed in sample 1. In sample 2, achievement was positively correlated with neuroticism, openness, and deep approach, and negatively correlated with agreeableness. Path analysis showed that each approach to learning was predicted by multiple personality traits, and that academic achievement was predicted by approaches to learning. A separate analysis showed that the relationship between openness and achievement was mediated by a deep approach to learning. Copyright © 2002 John Wiley & Sons, Ltd.

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Filipino Students' Reported Parental Socialization of Academic Achievement by Socioeconomic Group

Psychological Reports ◽

10.2466/pr0.105.2.427-436 ◽

2009 ◽

Vol 105 (2) ◽

pp. 427-436 ◽

Cited By ~ 1

Author(s):

Allan B. I. Bernardo

Keyword(s):

Academic Achievement ◽

Socioeconomic Status ◽

The Philippines ◽

Parental Socialization ◽

Socioeconomic Group ◽

Regression Analyses ◽

Self Reports ◽

Filipino Students

Academic achievement of students differs by socioeconomic group. Parents' socialization of academic achievement in their children was explored in self-reports of 241 students from two socioeconomic status (SES) groups in the Philippines, using a scale developed by Bempechat, et al. Students in the upper SES group had higher achievement than their peers in the middle SES group, but had lower scores on most dimensions of parental socialization of academic achievement. Regression analyses indicate that reported parental attempts to encourage more effort to achieve was associated with lower achievement in students with upper SES.

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