Relationships Between Negative Affect and Academic Achievement Among Secondary School Students: The Mediating Effects of Habituated Exercise

2012 ◽  
Vol 9 (7) ◽  
pp. 1012-1019 ◽  
Author(s):  
Hairul A. Hashim ◽  
Golok Freddy ◽  
Ali Rosmatunisah
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Structural Equation Modeling ◽  
Secondary School ◽  
Structural Equation ◽  
Secondary School Students ◽  
Self Determination ◽  
Equation Modeling ◽  
School Students ◽  
Exercise Habit

Background:The current study was undertaken to examine the associations between self-determination, exercise habit, anxiety, depression, stress, and academic achievement among adolescents aged 13 and 14 years in eastern Malaysia.Methods:The sample consisted of 750 secondary school students (mean age = 13.4 years, SD = 0.49). Participants completed self-report measures of exercise behavioral regulation, negative affect, and exercise habit strength. Midyear exam results were used as an indicator of academic performance. Structural equation modeling was used to analyze the data.Results:The results of structural equation modeling revealed a close model fit for the hypothesized model, which indicates that higher levels of self-determination were positively associated with habituated exercise behavior. In turn, exercise habit strength fostered academic achievement and buffered the debilitative effect of stress, depression, and anxiety on student academic performance. The analysis of model invariance revealed a nonsignificant difference between male and female subjects.Conclusion:The findings support the notion that habituated exercise fosters academic performance. In addition, we found that habituated exercise buffers the combined effects of stress, anxiety and depression on academic performance. The finding also supports the roles of self-determination in promoting exercise habituation.

scholarly journals IDENTIFYING INDONESIAN UPPER-SECONDARY SCHOOL STUDENTS’ ORIENTATIONS TO LEARN SCIENCE AND GENDER EFFECT THROUGH THE USE OF STRUCTURAL EQUATION MODELING

2018 ◽  
Vol 17 (4) ◽  
pp. 633-648
Author(s):  
Arif Rachmatullah ◽  
Sariwulan Diana ◽  
Minsu Ha
Keyword(s):  
Structural Equation Modeling ◽  
Secondary School ◽  
Self Efficacy ◽  
Structural Equation ◽  
Secondary School Students ◽  
Equation Modeling ◽  
Learning Science ◽  
Upper Secondary School ◽  
School Students ◽  
Upper Secondary

The purpose of this research is to examine Indonesian upper-secondary school students’ learning orientation in science via generating structural equation modeling of conceptions of, approaches to and self-efficacy in learning science, and seeking whether the model is significantly different based on gender. A total of 600 (63% females) Indonesian upper-secondary school students completed a questionnaire with three constructs – conceptions of, approach to and self-efficacy in learning science. Rasch analysis was conducted before testing the hypothesized model to examine the psychometric aspects of the instruments. Structural equation modeling featured with multi-group analysis-based gender was used to respond to the main research purpose. Findings indicated that the Indonesian upper-secondary school students had multiple conceptions of as well as multiple approaches to science learning that led to different senses of self-efficacy. Multiple conceptions and mixed approaches are the characteristics of students with achieving orientations. Most importantly, the current research found that conceiving learning science as memorizing was considered as the basis for the higher level of conceptions. The model significantly differed based on gender. Three main differences were Indonesian female students tended to be more conceiving science learning as memorization, using more surface motive and their self-efficacy was more impacted by their higher level of conceptions – applying and understanding than males. Based on findings, gender issues in orientations to studying and Indonesian science education curriculum are discussed. Keywords: learning strategies, conceptions of learning, gender, learning orientations, multi-group analysis, self-efficacy.

scholarly journals EFFECTIVENESS OF SCHOOL COUNSELING PROGRAMS ON ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN KIAMBU COUNTY, KENYA

2020 ◽  
Vol 5 (35) ◽  
pp. 58-64
Author(s):  
Lucy Gachenia ◽  
Margaret Mwenje
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Academic Performance ◽  
Secondary School ◽  
School Counseling ◽  
Secondary School Students ◽  
Counseling Services ◽  
Counseling Program ◽  
School Students ◽  
Counseling Programs

The school counseling program is meant to assist students to deal with psycho-social and behavioral challenges, which normally affect their academic performance. In order to achieve this goal, the Kenyan government has previously committed resources towards establishing counseling programs in schools. The aim of this study was to establish how effective these counseling programs are in assisting secondary school learners in Kiambu County to achieve academically. Primary data was derived from 80 high school adolescents, 8 counselors, and 8 academic Dean of Students who were purposively sampled from 8 schools that were randomly selected. The study was qualitatively done, and self-determination theory was used to guide the study. Data were analyzed for the identification of counseling program characteristics and student improvement indices. These were presented in tables, charts, frequencies, and percentages based on the responses from the respondents. Further, a correlation between the two variables of the study was examined. Findings depicted that 65.7% of the students sampled said that counseling services offered at school satisfied their needs, 74.3% reported an improvement in their academic performance as a result of those counseling services and 87% felt more positive about school life after receiving counseling services. The study concluded that comprehensive counseling programs improved academic performance among high school students. The study intended to inform education planners, principals, and administrators on the role counseling would play in enhancing academic achievement among secondary school students.

scholarly journals Strategies to Improve Academic Achievement in Secondary School Students: Perspectives on Grit and Mindset

SAGE Open ◽  
2017 ◽  
Vol 7 (4) ◽  
pp. 215824401774511 ◽  
Author(s):  
Susan Polirstok
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Secondary School ◽  
Secondary Students ◽  
Secondary School Students ◽  
Growth Mindset ◽  
Review Of The Literature ◽  
School Students ◽  
Detailed Review ◽  
Academic Challenges

This article examines the academic performance of secondary school students from the perspectives of grit and mindset through a detailed review of the literature. What makes a learner resilient? Persistent? Willing to take on academic challenges? The research on grit and mindset provides an understanding of why many secondary students struggle academically. Whereas Duckworth discusses persistence and resilience, Dweck compares fixed versus growth mindsets, the willingness to take on academic challenges and belief in oneself as a learner. Teaching strategies and materials that can help students increase persistence and build a growth mindset are presented as keys to successfully affecting academic performance.

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