Approaches to Learning, Cognitive Style, and Motives as Predictors of Academic Achievement

2003 ◽  
Vol 23 (2) ◽  
pp. 195-207 ◽  
Author(s):  
ÅGE DISETH ◽  
ØYVIND MARTINSEN
Keyword(s):  
Academic Achievement ◽  
Cognitive Style ◽  
Approaches To Learning ◽  
Predictors Of Academic Achievement

Shared Predictors of Academic Achievement in Children with ADHD: A Multi-Sample Study

2021 ◽  
pp. 108705472110120
Author(s):  
Kelly D. Carrasco ◽  
Chi-Ching Chuang ◽  
Gail Tripp
Keyword(s):  
Academic Achievement ◽  
Working Memory ◽  
Word Reading ◽  
Spatial Working Memory ◽  
Verbal Working Memory ◽  
The United States ◽  
Children With Adhd ◽  
Visual Spatial ◽  
Visual Spatial Working Memory ◽  
Predictors Of Academic Achievement

Objective: To identify common and shared predictors of academic achievement across samples of children with ADHD. Method: Two clinically referred samples from New Zealand (1 n = 88, 82% boys; 2 n = 121, 79% boys) and two community samples from the United States (3 n = 111, 65% boys; 4 n = 114, 69% boys), completed similar diagnostic, cognitive and academic assessments. Hierarchical multiple regression analyses identified significant predictors of word reading, spelling, and math computation performance in each sample. Results: Entered after IQ, semantic language, age at testing, and verbal working memory emerged as consistent predictors of achievement across academic subjects and samples. Visual-spatial working memory contributed to variance in math performance only. Symptom severity explained limited variance. Conclusions: We recommend evaluations of children with ADHD incorporate assessments of working memory and language skills. Classroom/academic interventions should accommodate reduced working memory and address any identified language weaknesses.

Childhood Social Skills as Predictors of Middle School Academic Adjustment

2016 ◽  
Vol 37 (6) ◽  
pp. 825-851 ◽  
Author(s):  
Gordon Emmett Hall ◽  
James Clyde DiPerna
Keyword(s):  
Middle School ◽  
Academic Achievement ◽  
Social Skills ◽  
Academic Adjustment ◽  
Approaches To Learning ◽  
Academic Skills ◽  
Fifth Grade ◽  
Eighth Grade ◽  
Achievement Data ◽  
Kindergarten Class

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.

scholarly journals Cognitive Style and Creative Quality: Influence on Academic Achievement of University Students in Indonesia

2016 ◽  
Vol 23 (3) ◽  
pp. 121-124 ◽  
Author(s):  
Nurul Huda Wulandari ◽  
Kanthi Arum Widayati ◽  
Bambang Suryobroto
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Cognitive Style

scholarly journals The influence of interactive and static infographics on the academic achievement of reflective and impulsive students

2021 ◽  
pp. 147-162
Author(s):  
Dina Ismaeel ◽  
Ensaf Al Mulhim
Keyword(s):  
Academic Achievement ◽  
Cognitive Style ◽  
Learning Environments ◽  
Undergraduate Students ◽  
Significant Interaction ◽  
Cognitive Styles ◽  
Learning Resources ◽  
Information Presentation ◽  
E Learning ◽  
Presentation Methods

This article examines the influence of static/interactive infographics on reflective/impulsive students’ academic achievement. The study sample consisted of 80 undergraduate students who were divided into two groups according to their cognitive style (reflective/impulsive). Each group was further divided into two sub-groups based on the type of infographics (static/interactive) to be evaluated. The findings showed that interactive infographics are more effective than static infographics in improving academic achievement. Reflective students outperformed impulsive students in terms of academic achievement, and there was a significant interaction between interactive infographics and reflective students. This study may serve as a guide for educators and designers of learning resources in selecting the most appropriate forms of technology conforming to students’ varying cognitive styles. Implications for practice or policy: The designers of e-learning environments must focus on the cognitive style of each learner. The design of those environments must take into account the diversity of information presentation methods to meet the various cognitive styles. Students' academic achievement can be improved by the use of interactive infographics due to their richness in material, multimedia approach, and interactivity that stimulate and communicate with learners’ senses and positively affect their acquisition of information.

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