How Does Self-Control Affect Academic Achievement of Adolescents? The Dual Perspectives of Teacher-Student Relationship and Mastery Approach Goals

2021 ◽  
pp. 0044118X2110309
Author(s):  
Caina Li ◽  
Yining Song ◽  
Qi Wang ◽  
Bin Zhang
Keyword(s):  
Academic Achievement ◽  
Structural Equation ◽  
Self Control ◽  
Equation Modeling ◽  
School Students ◽  
Mastery Goals ◽  
Mediation Effects ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student

This three-wave longitudinal study aimed to investigate whether the relationship between self-control and academic achievement, through mastery goals, was conditional on the nature of the teacher-student relationships. A total of 852 junior school students in China completed questionnaires about self-control, mastery goals, and teacher-student relationships. Academic achievement was obtained from the school. The analyses of moderated mediation effects based on structural equation modeling showed that teacher-student emotional conflict increased the negative effect of students’ low self-control on academic achievement via mastery goals, whereas teacher-student emotional support failed to moderate this link. Thus, both mediating and moderating effects exist in the association between self-control and adolescents’ academic achievement.

Student engagement in the Caribbean region: Exploring its role in the motivation and achievement of Jamaican middle school students

2016 ◽  
Vol 38 (2) ◽  
pp. 184-200 ◽  
Author(s):  
Tamica G. Martin ◽  
Andrew J. Martin ◽  
Paul Evans
Keyword(s):  
Academic Achievement ◽  
Structural Equation ◽  
Academic Motivation ◽  
Equation Modeling ◽  
Behavioral Engagement ◽  
Caribbean Region ◽  
School Students ◽  
Expectancy Value ◽  
The Caribbean ◽  
Motivation And Achievement

Using an expectancy-value framework, the present investigation is the first to explore the generality of this theorizing and research in the emerging regional context of the Caribbean. Given high underachievement in the Caribbean region, we addressed the need to better understand the role of engagement in students’ academic motivation and achievement. A total of 585 year 6 to 9 students from five Jamaican schools responded to a survey assessing their motivation milieu (academic expectations and values held by their parents, teachers, and peers), their self-motivation (expectancies and values), behavioral engagement (class participation, homework completion, school absenteeism), and their academic achievement (in mathematics, language arts, and science). Structural equation modeling showed that (a) students’ own motivation was influenced by their motivation milieu, and (b) students’ behavioral engagement significantly mediated the relationship between their motivation and their academic achievement. Findings confirm the generality of behavioral engagement effects among students in the developing Caribbean region and represent a novel contribution to the study of developing and emerging educational contexts more broadly.

The Mediating Role of School Motivation in Linking Student Victimization and Academic Achievement

2016 ◽  
Vol 32 (2) ◽  
pp. 162-175 ◽  
Author(s):  
Weihua Fan ◽  
Allison G. Dempsey
Keyword(s):  
Academic Achievement ◽  
High School Students ◽  
Structural Equation ◽  
Equation Modeling ◽  
School Students ◽  
Mediating Role ◽  
Student Victimization ◽  
Nationally Representative ◽  
And Gender

This study examined the mediating role of student school motivation in linking student victimization experiences and academic achievement among a nationally representative sample of students in 10th grade. Structural equation modeling supported that there were significant associations between student victimization and academic achievement for high school students. Give these significant associations, identification of the cognitive mechanisms that underlie these relationships is critical to understanding the plight of repeated victims. Our results indicated that students who reported frequent peer victimization also reported reduced school motivation (self-efficacy and intrinsic motivation), resulting in lower achievement in both reading and math. These pathways existed after accounting for differences in achievement that may be due to socioeconomic status and gender.

Students' Perceptions of School Climate and Trait Test Anxiety

2012 ◽  
Vol 111 (3) ◽  
pp. 761-764 ◽  
Author(s):  
Yang Yang Liu
Keyword(s):  
High School ◽  
High School Students ◽  
School Climate ◽  
Test Anxiety ◽  
School Students ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Chinese High School Students ◽  
Perceptions Of School

In a sample of 916 Chinese high school students, the relations among the students' perceptions of school climate and their trait test anxiety were examined. The results indicated that students' perceptions of teacher-student relationships and student-student relationships negatively predicted their trait test anxiety. Furthermore, girls had higher scores on trait test anxiety than boys.

scholarly journals How Children Feel Matters: Teacher–Student Relationship as an Indirect Role Between Interpersonal Trust and Social Adjustment

2021 ◽  
Vol 11 ◽  
Author(s):  
Yan Dong ◽  
Hongfei Wang ◽  
Fang Luan ◽  
Zheneng Li ◽  
Li Cheng
Keyword(s):  
Social Adjustment ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Interpersonal Trust ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
Teachers Perspectives

Previous studies have demonstrated positive correlations between children’s interpersonal trust and social adjustment. However, the psychological mechanism underlying this effect is still unclear. The current study tested the indirect roles of teacher–student relationships from both students’ and teachers’ perspectives in a Chinese context. In total, 709 pupils from grade three to grade five, and their 17 head teachers from a Chinese public primary school participated in this study. The Children’s Generalized Trust Beliefs Scale, Social Adjustment Scale for Children and Adolescents, and Teacher–Student Relationship Questionnaire were used in this study. All these variables were correlated with each other. Structural equation models showed that the interpersonal trust indirectly influenced social adjustment through the teacher–student relationship from students’ perspectives, while the teacher–student relationship from teachers’ perspectives did not play an indirect role. These findings suggest that the teacher–student relationship perceived by students is more important for children’s social adjustment than that perceived by teachers. Both parents and teachers should pay more attention to developing children’s interpersonal trust, build better teacher–student relationships, and focus more on how children feel about the relationship.

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.

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