The Role of Parental Support, Parental Monitoring, and Time Spent With Parents in Adolescent Academic Achievement in Iceland: A Structural Model of Gender Differences

2009 ◽  
Vol 53 (5) ◽  
pp. 481-496 ◽  
Author(s):  
Álfgeir Logi Kristjánsson ◽  
Inga Dóra Sigfúsdóttir
Keyword(s):  
Academic Achievement ◽  
Gender Differences ◽  
Parental Support ◽  
Parental Monitoring ◽  
Structural Model ◽  
Adolescent Academic Achievement

scholarly journals The Relation between Sports Participation and Academic Achievement: The Mediating Role of Parental Support and Self-Esteem

2018 ◽  
Vol 1 (1) ◽  
pp. 27-40 ◽  
Author(s):  
Haroona Qurban ◽  
Haroona Qurban ◽  
Hassan Siddique ◽  
Jin Wang ◽  
Tony Morris
Keyword(s):  
Academic Achievement ◽  
Parental Support ◽  
Structural Equation ◽  
Activity Index ◽  
Sports Participation ◽  
Self Esteem ◽  
Vital Role ◽  
Mediational Models ◽  
The Relationship

Sports participation reported in a positive relationship with health and academic achievement. Sports participation may improve cognitive health leading to improved academic achievement. Some other factors may also be involved in this regard including parental support and self-esteem. In this study, we examined the relationship between sports participation, parental support, self-esteem and academic achievement due to concern about reduced education level of students and serious lack of research regarding this issue in Pakistan. We hypothesized that sports participation would influence students’ academic achievement. We further conceptualized a mediation model in which sports participation enhanced academic achievement through enhancing parental support and self-esteem. 248 students from three universities of Pakistan (male = 188; mean age = 17.5, SD = 1.15; female = 60; mean age =17.3, SD = 1.18) participated in the study, in which questionnaires were used to measure parental support, sports participation, and self-esteem. Two scales were used to measure parental support (school based parental support and sports participation based parental support). Sports participation level was measured using an adapted version of The Physical Activity Index (PAI) Scale consisting of 3 items. Rosenberg self-esteem scale assessed self-esteem. Data analysis was performed using the structural equation modelling.We found no direct relationship between sports participation and academic achievement. We found parental support and self-esteem as mediators in the relationship between sports participation and academic achievement. The mediational models suggested focus on vital role of parental support and self-esteem to have better academic performance.

The Role of Gender on Student Success

2017 ◽  
pp. 1542-1558
Author(s):  
Tuncay Bayrak ◽  
Anil Gulati
Keyword(s):  
Academic Achievement ◽  
Gender Differences ◽  
Information Systems ◽  
Graduate Students ◽  
Student Success ◽  
Graduate Program ◽  
Female Students ◽  
Male Students ◽  
Introductory Course

Numerous studies have investigated why computers are perceived as being a male domain. In this study, the authors examine intra-gender differences among undergraduate and graduate students who enrolled in Management Information Systems (MIS) courses and attempt to answer such questions as do males achieve significantly higher scores in MIS courses? Does instructor gender affect female students' academic achievement? Do females underperform males in achievement at either or both undergraduate and graduate levels? This paper provides findings which demonstrate that female students performed significantly better than their male counterparts in the two introductory undergraduate MIS courses and performed equally well in an upper lever MIS course and an introductory course in the graduate program. Male students were impacted by the gender of the teacher. Even though it was not a main focus of the present study, the authors cannot resist making a casual observation that female teachers were more effective in the classroom.

scholarly journals Mediating Role of Fluid Intelligence Between Working Memory and Academic Achievement of University Undergraduates: Does Gender Matter?

2021 ◽  
Vol 8 (2) ◽  
Author(s):  
Sadia Niazi ◽  
Adnan Adil
Keyword(s):  
Academic Achievement ◽  
Gender Differences ◽  
Working Memory ◽  
Path Analysis ◽  
Indirect Effect ◽  
Fluid Intelligence ◽  
Mediating Role ◽  
Model Invariance ◽  
University Undergraduates

The present study examined the mediating role of fluid intelligence between working memory (WM) and academic achievement and tested the invariance of this model across gender in a random sample of university students (N = 560, 228 boys & 332 girls). Heart and Flower task (Diamond, 2013) and Raven’s Standard Progressive MatricesTM Plus (Raven, 1998) were used to operationalize WM and fluid intelligence, respectively. Academic achievement was operationalized through the CGPAs of students. Findings of the path analysis suggested that fluid intelligence mediated between WM and CGPA. Test of the model invariance indicated that fluid intelligence was a stronger predictor of academic achievement for boys as compared to the girls, which suggested that the indirect effect of WM on academic achievement through fluid intelligence was stronger for boys. Significant gender differences were observed as girls’ mean scores on WM and academic achievement were higher than those of the boys.

The Impact of Parental Factors on Physical Aggression Perpetration among Turkish Urban Adolescents: The Mediating Role of Beliefs Supporting Aggression

2020 ◽  
pp. VV-D-18-00216
Author(s):  
Evrim Çetinkaya-Yıldız ◽  
Zeynep Hatipoğlu-Sümer
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Physical Aggression ◽  
Parental Support ◽  
Parental Monitoring ◽  
Model Comparison ◽  
Structural Model ◽  
Parental Factors ◽  
School Students ◽  
The Impact

This study investigated parental factors and beliefs supporting aggression as predictors of physical aggression by adolescents. The participants were 2,443 junior high school students from Ankara, Turkey, who completed measures of parental support for aggression, family conflict, parental monitoring, beliefs supporting aggression, and physical aggression. The findings showed both direct and indirect effects of parental factors on physical aggression through beliefs supporting aggression. Furthermore, a multigroup model comparison indicated invariance of the structural relationships among variables in the model across gender and that the hypothesized structural model was a close fit for both the girl and the boy data. The findings suggest that it might be beneficial to consider beliefs supporting aggression and parental factors as risk factors when designing interventions to target physical aggression among adolescents.

scholarly journals INTELLIGENCE AND ACADEMIC ACHIEVEMENT IN MATHEMATICS AT UNIVERSITY LEVEL: A STUDY OF STUDENTS’ BELIEFS

2021 ◽  
Vol 9 (2) ◽  
pp. 388-396
Author(s):  
Sadaf Naz ◽  
Muhammad Ilyas Khan ◽  
Syed Afzal Shah ◽  
Anjum Qayyum
Keyword(s):  
Academic Achievement ◽  
Gender Differences ◽  
Significant Relationship ◽  
Male Students ◽  
Mathematics Students ◽  
Male And Female ◽  
New Thinking ◽  
University Level ◽  
And Mathematics

Purpose of the study: The current study explored a possible association between students’ beliefs about their intelligence and academic achievement and compared gender differences in terms of these two variables. Methodology: The sample of the study comprised of four hundred and fifty (male and female) MSc mathematics students, randomly selected from seven public sector universities of Khyber Pakhtunkhwa, Pakistan. A scale developed by Dweck (1999) was adapted to collect data for this study. Academic achievement was measured through students’ previous examination scores. Findings: Findings of the study showed that male students believed more in ‘incremental’ intelligence and had significantly higher academic achievement as compared to their female counterparts. A significant relationship was found between students’ beliefs in ‘incremental’ intelligence and their academic achievement. Applications of the study: The study has important implications for teachers and academics in the subjects of science and mathematics. This study also has implications for policies planners and administration in terms of developing an understanding regarding the role of students’ beliefs about intelligence and academic achievement. The study could lead to new thinking about ways to work on the beliefs of students that could result in better academic achievement. The novelty of this study: The study could also lead to further studies regarding the role of gender in affecting incremental beliefs and academic achievement.

School Success and School Engagement of Immigrant Children and Adolescents

2013 ◽  
Vol 18 (2) ◽  
pp. 126-135 ◽  
Author(s):  
Frosso Motti-Stefanidi ◽  
Ann S. Masten
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Children And Adolescents ◽  
School Engagement ◽  
School Success ◽  
Immigrant Children ◽  
Integrative Model ◽  
High Stakes ◽  
The Individual

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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