The Relationship of Children's Academic Achievement to Social Status and Family Learning Environment

1982 ◽  
Vol 42 (2) ◽  
pp. 651-656 ◽  
Author(s):  
Kevin Marjoribanks
Keyword(s):  
Academic Achievement ◽  
Learning Environment ◽  
Social Status ◽  
Family Learning ◽  
Relationship Of ◽  
The Relationship

scholarly journals THE RELATIONSHIP OF THE STUDENTS’ PERCEPTION ON THE CAMPUS LEARNING ENVIRONMENT AND THEIR GPA IN SCHOOL OF MEDICINE OF MULAWARMAN UNIVERSITY

2020 ◽  
Vol 8 (1) ◽  
pp. 15-21
Author(s):  
Achmad Ferdinan Amrullah ◽  
Sulistiawati Sulistiawati ◽  
Cicih Bhakti Purnamasari
Keyword(s):  
Academic Achievement ◽  
Data Analysis ◽  
Learning Environment ◽  
Student Perceptions ◽  
Study Program ◽  
Cross Sectional ◽  
Grade Point ◽  
School Of Medicine ◽  
Relationship Of ◽  
The Relationship

The success of the student learning process is characterized by academic achievement. One of the factors that can affect academic achievement is the learning environment. This study aims to determine the relationship of the students’ perception on the campus learning environment and their GPA in school of medicine of Mulawarman University. This research is an observational analytic study with cross sectional method. The research respondents were students of the Medicine Study Program of the School of Medicine in Mulawarman University by using total sample technique. The method of data analysis used descriptive data analysis and the analytic data analysis used chi square test. There were 316 respondents who met the inclusion and exclusion criteria, male respondents were 91 people (28.8%) and female respondents were 225 people (71.2%). As many as 268 students (84.8%) had more positive than negative perception on the campus learning environment, while as many as 232 students (73.4%) got good category for the grade point. The results of the study obtained p=0.000. In conclusion, there is a relationship between student perceptions of the learning environment on campus with an grade point.

scholarly journals Hubungan lingkungan belajar dengan prestasi belajar mahasiswa

2018 ◽  
Vol 12 (1) ◽  
pp. 84-89
Author(s):  
Menik Sri Daryanti
Keyword(s):  
Academic Achievement ◽  
Student Achievement ◽  
Learning Environment ◽  
Sampling Technique ◽  
Measuring Instruments ◽  
Purposive Sampling ◽  
Relationship Of ◽  
The Relationship

This study aimed to analyze the relationship between the learning environment and utilization library by learning on student achievement. The study was observational analytic. The sampling technique used was purposive sampling, the samples are 40 fourth -semester students D-III Midwifery Sebelas Maret University of Surakarta. Measuring instruments used questionnaires and documentation GPA. Analysis of data using Pearson Product Moment. From the results of the correlation calculation, obtained rhitung = 0.428, with significant value 0,006 where rhitung = 0.428> rtabel = 0.312 and 0.006 significance value <0.05. This means that there is a relationship of learning environment and academic achievement of students, with the strength of the correlation was. 

Attitudes of Parents and Guardians towards Education, School and Teachers, and Children's Academic Achievement

1996 ◽  
Vol 79 (3_suppl) ◽  
pp. 1387-1390 ◽  
Author(s):  
Varghese I. Cherian ◽  
Lily Cherian
Keyword(s):  
Academic Achievement ◽  
Analysis Of Variance ◽  
Positive Relationship ◽  
Education School ◽  
Relationship Of ◽  
The Relationship

To study the relationship of parents' attitudes towards teachers, school, and education with the academic achievement of their children, a questionnaire was given to the parents of 1021 Standard 7 pupils (369 boys and 652 girls) randomly chosen from the Standard 7/Year 9 population of 14,765 boys and 26,109 girls. Analysis of variance indicated a positive relationship between parents' attitudes and the academic achievement of their children regardless of whether the children's parents were deceased or alive.

The Wisc-R and Wrat as Indicators of Arithmetic Achievement in Juvenile Delinquents

1978 ◽  
Vol 47 (2) ◽  
pp. 408-410 ◽  
Author(s):  
William Marshall ◽  
Allen K. Hess ◽  
Charles V. Lair
Keyword(s):  
Academic Achievement ◽  
Juvenile Delinquents ◽  
Relationship Of ◽  
The Relationship

The relationship of the WISC-R Arithmetic and WRAT Arithmetic scales to grades was determined for a sample of 8 female and 14 male juvenile delinquents. The WISC-R correlated .538 with grades and .302 with the WRAT, while the WRAT correlated .289 with grades. The WISC-R also correlated .508 with sex (females scoring higher). While WRAT Arithmetic is questioned as an indicator of academic achievement, WISC-R accounts for 29% of grades variance and may be a useful correlate.

scholarly journals Stress as related with Conduct and Achievement in Adolescent Students

2017 ◽  
Vol 4 (3) ◽  
Author(s):  
Priyanka Gautam ◽  
Madhurima Pradhan
Keyword(s):  
Academic Achievement ◽  
Mental Stress ◽  
Stress Reactions ◽  
Government Schools ◽  
Male Adolescents ◽  
Adolescent Students ◽  
Environmental Event ◽  
Teachers And Parents ◽  
Relationship Of ◽  
The Relationship

Stress reactions occur when an environmental event taxes one’s ability to cope. The study investigated the relationship of stress with conduct and achievement. A sample of 60 students (14-18 years) from Government schools was incidentally selected. Stress was measured with the help of a scale by (Tubesing and Tubesing, 1983) which assesses symptoms of physical, emotional and mental stress. Conduct was assessed in terms of the judgment of class teacher on a bipolar adjective checklist developed by the researcher about different behaviours of the student like punctuality, perseverance etc. Average marks obtained by a student throughout one academic session was used as a measure of academic achievement. The results revealed higher level of stress, specially emotional stress among male adolescents as compared to females; better conduct and academic achievement by females. Mental stress was found to be negatively correlated with achievement for both but with conduct for females only. Overall stress was found to be significantly negatively correlated with achievement in females; positive correlation between conduct and academic achievement was found. The study implies that out of different forms of stress, mental stress has more deleterious impact on academic achievement of adolescents; although females have been found to be higher in good conduct, mental stress undermines it too. Findings suggest a need for training of teachers and parents to help their wards in developing the skills to manage mental stress.

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