Effects of Ambient Noise on the Measurement of Mathematics Achievement for Urban High School Students

2015 ◽  
Vol 53 (10) ◽  
pp. 1195-1209
Author(s):  
Bo Zhang ◽  
Regina Navejar
Keyword(s):  
High School Students ◽  
Academic Success ◽  
Mathematics Achievement ◽  
Grade Point Average ◽  
Ambient Noise ◽  
Math Achievement ◽  
School Students ◽  
Grade Point ◽  
Score Difference ◽  
Achievement Measurement

Students from urban high schools are usually faced with adverse environmental factors in their pursuit of academic success. These factors make learning more challenging and may confound the measurement of academic performance itself. This study explores how one such factor, ambient noise, affects the measurement of mathematics achievement. Overall, about 40% of students were bothered by noise during testing. The more bothersome the noise is, the lower the math score tends to be. Noise coping explains about 10% of the test score difference, comparable with that by grade point average. These findings indicate a clear association between noise and math achievement measurement.

Working on Grade Point Average, test Accuracy, and Attendance of High School Students

1996 ◽  
Vol 78 (1) ◽  
pp. 41-42 ◽  
Author(s):  
Grant Lenarduzzi ◽  
T. F. McLaughlin
Keyword(s):  
High School ◽  
High School Students ◽  
Grade Point Average ◽  
Test Scores ◽  
Grade Point Averages ◽  
Test Accuracy ◽  
Lower Grade ◽  
School Students ◽  
Grade Point ◽  
School Year

The present analysis examined grade point averages (GPA), subject-matter test scores, and attendance for 274 students enrolled in a high school at the beginning of the 1992–1993 school year by the number of hours worked per week in the previous year (1991–92) and in the current school year (1992–1993). The over-all outcomes indicated that working fewer than 10 hours per week had small adverse effects on each measure. Students working from 10 to 20 hours per week had lower grade point averages and attendance. Students working over 20 hours per week had depressed test scores and grade point averages and more absences than other students who worked less or did not work.

An Investigation of Cultural Literacy among High School Students and Prospective High School Teachers

1996 ◽  
Vol 79 (3_suppl) ◽  
pp. 1163-1168 ◽  
Author(s):  
William M. Bart ◽  
Karen Evans-Stout
Keyword(s):  
High School ◽  
High School Students ◽  
Academic Success ◽  
High School Teachers ◽  
Cultural Literacy ◽  
School Grade ◽  
School Teachers ◽  
School Students ◽  
Grade Point ◽  
High School Grade

Given the large increase of knowledge as well as changing views of how it is acquired, the question of what to teach students is of pivotal importance. One controversial suggestion, that of cultural literacy in Hirsch's 1987 book, was considered here. An attempt was made to validate an objective test based on the terms in Hirsch's book and to measure the effect of schooling on the construct, cultural literacy. The test was reliable and valid; scores on cultural literacy increased with education. In addition, test scores correlated strongly with other measures of academic success, i.e., scores on the American Cultural Literacy Test, correlated .77 with scores on the verbal aptitude part of the Scholastic Aptitude Test and .63 with high school grade point average.

Drug Use in a Small Midwestern Community and Relationships to Selected Characteristics

1993 ◽  
Vol 23 (3) ◽  
pp. 247-258 ◽  
Author(s):  
Barbara S. Thomas
Keyword(s):  
Gender Differences ◽  
High School Students ◽  
Grade Point Average ◽  
Grade Level ◽  
School Students ◽  
Grade Point ◽  
Drug Of Choice ◽  
Significant Relationships ◽  
Grade Level Differences ◽  
And Gender

A description of 1074 high school students' alcohol and other drug (AOD) use along with the consequences of such use was supplemented with comparisons of grade level and gender differences and analyses of the relationships between AOD use and incidence of adverse consequences with grade point average, attendance at religious services, frequency of dating, frequency of driving a car and frequency of having trouble at school. Alcohol was clearly the drug of choice and produced a variety of adverse consequences. Most frequently reported were arguments, trouble with parents and at school and nausea or vomiting. Grade level differences were found, but few significant gender differences emerged. Significant relationships between AOD use and consequences with all other independent variables were found.

Going to College? Latina/Latino High School Students’ College-Going Self-Efficacy and Educational Goals

2017 ◽  
Vol 26 (2) ◽  
pp. 377-392 ◽  
Author(s):  
Maria Luz Berbery ◽  
Karen M. O’Brien
Keyword(s):  
High School ◽  
High School Students ◽  
Grade Point Average ◽  
Self Efficacy ◽  
Educational Goals ◽  
Lower Grade ◽  
High Grade ◽  
School Students ◽  
Grade Point ◽  
College Going

This study investigated the contributions of academic performance and college-going support and barriers in predicting college-going self-efficacy and educational goals among Latina/Latino high school students. Concerns regarding assessment and measurement issues in prior research were addressed. Findings suggested that grade point average was the most important contributor of both college-going self-efficacy and educational goals. In addition, college-going support from family moderated the relationship between grade point average and college-going self-efficacy, such that for students with a high grade point average, high levels of support were related to higher self-efficacy, while students with a high grade point average but lower support had lower self-efficacy. Levels of family support were less important with regard to efficacy and goals for students with a lower grade point average, who tended to have low college-going self-efficacy. The implications of these findings are discussed and recommendations for future research and practice are provided.

scholarly journals Emotional intelligence and academic motivation in high school students with adequate grade point average

Nova Scientia ◽  
2020 ◽  
Vol 12 (24) ◽  
Author(s):  
Norma Amador-Licona ◽  
Juan Manuel Guízar-Mendoza ◽  
Irma Briceño-Martínez ◽  
Biviana Alexandra Rodríguez-Bogarín ◽  
Luis Manuel Villegas-Elizarrarás
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
Academic Performance ◽  
High School Students ◽  
Stress Management ◽  
Grade Point Average ◽  
Academic Motivation ◽  
School Students ◽  
Grade Point ◽  
Emotional Quotient

Introduction: In many populations and school grades, the academic performance has been compared in students according to their sex. Emotional intelligence has been related to academic performance, however even in students with adequate grade point average, this and other variables such as motivation, could be involved. The objective was to evaluate the relationship between emotional intelligence and academic motivation in men and women students with adequate grade point average.Method: We performed a cross sectional study in 119 high school students (75 women and 44 men) from the Universidad De La Salle Bajio. The Emotional Quotient Inventory in its Version for Adolescents was applied. In each participant the average educational school level and academic performance was obtained.Results: In women higher grade point average and academic performance but lower stress management and general mood than in men were found. Academic motivation (r=0.24; p= 0.008), stress management (r=0.18; p= 0.05), adaptability (r=0.19; p= 0.03) and total emotional quotient (r=0.19; p= 0.03) were positively related to academic performance, while age was negative related to academic performance (r=-0.23; p= 0.01). Academic motivation was the only variable related to both, grade point average (r=0.21; p= 0.02) and academic performance in the entire group. In men, no variables related to grade point average were found. However, academic motivation (r=0.35; p= 0.02), interpersonal intelligence (r=0.33; p= 0.02), stress management (r=0.32; p= 0.03), adaptability (r=0.52; p= 0.0001), general mood (r=0.40; p= 0.006), positive impression (r=0.31; p= 0.04) and total emotional quotient (r=0.43; p= 0.003) were all positively related to academic performance. In women only stress management was related to grade point average and academic performance (r=0.23 and r= 0.24; p=0.04 in both cases), respectively.Discussion or Conclusion: The results show higher academic performance in women than in men, even in those students with adequate academic performance. Emotional intelligence participates in different mode by sex in high school students and only stress management seems to be related to academic performance in women. So, these results are useful to focus on programs and counselling in this population to increase emotional competences and academic motivation.

Hubungan self efficacy dan prestasi belajar siswa pada mata pelajaran ilmu pengetahuan alam terpadu

2016 ◽  
Vol 1 (1) ◽  
pp. 34
Author(s):  
Try Susanti
Keyword(s):  
Academic Achievement ◽  
High School Students ◽  
Teacher Efficacy ◽  
Grade Point Average ◽  
Self Efficacy ◽  
School Students ◽  
Grade Point ◽  
Academic Year ◽  
Average School ◽  
Analyze Data

Abstrak Tujuan penelitian ini adalah untuk meneliti hubungan antara kepercayaan diri (self-efficacy) dan prestasi akademik siswa pada sekolah menengah. Sampel penelitian ini berjumlah 37 orang siswa sekolah tahun akademik 2014/2015 yang dipilih dengan teknik total sampling. Pengukuran kepercayaan diri (self – efficacy) menggunakan skala The Teacher Efficacy Scale, sedangkan pengukuran prestasi siswa menggunakan nilai rata-rata rapor siswa. Analisis data menggunakan korelasi product moment. Hasil penelitian menunjukkan kepercayaan diri (self-efficacy) diri siswa memiliki hubungan dengan prestasi akademik siswa pada mata pelajaran ilmu pengetahuan alam terpadu (Biologi). Semakin tinggi kepercayaan diri (self efficacy) siswa, semakin tinggi prestasi mereka, sebaliknya semakin rendah kepercayaan diri (self-efficacy) siswa maka semakin rendah prestasi akademik mereka pada mata pelajaran ilmu pengetahuan alam (Biologi). Kata kunci: Self Efficacy, Prestasi, Siswa Abstract [Relationship between self-efficacy and academic achievement in science subjects (Biology)].The aim of the study was to investigate the relation between self-efficacy and academic achievement in high school students. In this study, 37 students in the academic year 2014/2015 were selected by means of total sampling. To measure self efficacy, The Teacher Efficacy Scale was used. To measure achievement score grade point average (school report) in classes was used. To analyze data product moment correlation analysis was used. Analysis of data revealed that self –efficacy are correlated with academic achievement in Biology. The higher the students' self efficacy, the higher the student achievement in science subject (Biology). Conversely, the lower the students' self-efficacy, the lower the learning achievements of students in science subjects (Biology). Keywords: Sel -f Efficacy, Achievement, Student

Racial and Linguistic Status Differences in the Effect of Interscholastic Sport Participation on School Engagement and Academic Performance Among High School Students

2018 ◽  
Vol 123 (2) ◽  
pp. 452-471 ◽  
Author(s):  
Hyejin Bang ◽  
Mido Chang ◽  
Cindy Lee
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Grade Point Average ◽  
White Students ◽  
School Engagement ◽  
Sport Participation ◽  
School Students ◽  
Grade Point ◽  
Interscholastic Sport

The purpose of the study was to examine whether the effects of interscholastic sport participation on academic performance and school engagement vary by race and linguistic status of high school students. High school participants ( n = 16,200) were selected from the Education Longitudinal Study: 2002, a nationally representative database. Results of a structural equation model showed that Asian, black, and Hispanic students’ interscholastic sport participation had a positive effect on grade point average, while the effect was not significant for white students. However, white students’ interscholastic sport participation was likely to have a positive, indirect effect on grade point average through their engagement in school. The results showed no linguistic status variation in the effects of interscholastic sport participation on school engagement and grade point average. The findings suggest that supporting high school students in school-sponsored extracurricular sport programs should be continued, highlighting the important role of schools in shaping the proper educational environment for sport participation.

Prediction of Successful College Academic Performance from Measures of Body-Cathexis, Self-Cathexis, and Anxiety

1965 ◽  
Vol 20 (2) ◽  
pp. 431-432 ◽  
Author(s):  
William F. White ◽  
James A. Wash
Keyword(s):  
Academic Success ◽  
Grade Point Average ◽  
Predictive Validity ◽  
Educational Psychology ◽  
The Body ◽  
Grade Point ◽  
Highly Correlated ◽  
Body Cathexis ◽  
Senior Students ◽  
College Academic Success

Measures of body-cathexis, self-cathexis, and anxiety were administered to 74 junior and senior students in educational psychology The body and self tended to be cathected to the same degree, and anxiety was highly correlated with both cathexes. Correlations with grade-point average were nonsignificant. Thus, values placed on body and self tended to be commensurate but lack predictive validity for college academic success.

scholarly journals Evaluating the influence of anxiety and depression on academic performance in high school students

2021 ◽  
Author(s):  
Waleed Ahmed Shahzad
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Anxiety And Depression ◽  
Small Scale ◽  
School Students ◽  
Cross Sectional ◽  
Grade Point ◽  
Negative Effect ◽  
The Mean

The purpose of this study was to evaluate whether anxiety and depression have a negative effect on academic performance. This small-scale study assessed the relationship between these factors. A cross-sectional questionnaire survey was carried out. A randomized sample of 52 high school students based in various schools across Lahore participated in the survey. Of the participants, 32 were males and 20 were females. As a measure of anxiety and depression 14 questions from the DASS-21 were utilized (The 7 questions pertaining to the measure of stress were not included in this study). Based on the DASS-21 score obtained by the respondents they were classified under categories of normal, mild, moderate, severe and extremely severe levels of anxiety and depression. As a measure of academic performance, the Grade Point Average (GPA) of the students was obtained via the survey. The mean average GPA was calculated for all the students falling under the aforementioned categories pertaining to anxiety and depression separately and these averages were compared. It was found that the mean average GPA was highest in students falling under the categories of normal and mild levels of anxiety and depression. Whereas, mean average GPA was lower in students suffering from severe levels of anxiety and depression. These findings suggest the need to come up with methods to combat anxiety and depression in high school students as these factors impede academic performance.

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