scholarly journals Do academic motivation and personality influence which students benefit the most from peer-assisted study sessions?

2019 ◽  
Vol 18 (3) ◽  
pp. 244-258
Author(s):  
Daniel J. Cummings ◽  
Nicola Sheeran
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Academic Motivation ◽  
Supplemental Instruction ◽  
Psychology Students ◽  
Peer Assisted Learning ◽  
Control Variables ◽  
And Control ◽  
The Relationship

Previous research investigating the relationship between peer-assisted study sessions (also called supplemental instruction or peer-assisted learning) and academic performance has a number of concerns. These include the lack of inclusion of important variables such as academic motivation and personality. This study ( N = 233) investigated how motivation, personality, and control variables (prior subject attempts, number of university semesters completed, prior academic achievement) have an impact on the relationship between peer-assisted study sessions attendance and academic performance for psychology students. The results indicated that peer-assisted study sessions attendance predicted academic performance when controlling for academic motivation, personality, and control variables; however, the magnitude of the relationship was almost halved ( r = .27 to ß = .13). Peer-assisted study sessions attendance mediated the relationship between neuroticism ( κ2 = .04) and prior academic achievement ( κ2 = .05) and academic performance, indicating that participants with these characteristics benefit from the sessions. Finally, adjunct peer-assisted study sessions focused on assessment items appear to be a large part of its efficacy in this sample.

scholarly journals Australian university students’ access to web-based lecture recordings and the relationship with lecture attendance and academic performance

2018 ◽  
Vol 34 (5) ◽  
Author(s):  
Laurie A Chapin
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
University Students ◽  
Psychology Students ◽  
Web Based ◽  
Lecture Recordings ◽  
Catch Up ◽  
Undergraduate Psychology ◽  
Qualitative Responses ◽  
The Relationship

Web-based lecture technology (WBLT) allows students access to recorded lectures delivered live to the classroom any time and to any device with internet. This technology has become standard across universities. This study of Australian undergraduate psychology students explored many important questions related to WBLT. About 75% of students surveyed utilised recorded lectures. Qualitative responses allowed students to explain many reasons for using WBLT, including to study for exams, regular study throughout the semester, to catch up on lectures they missed attending, and to clarify specific parts of the lecture. Four types of students were identified. Those who: (1) attended lectures regularly and did not access recordings; (2) attended most or all lectures and also accessed recordings to reinforce learning and for exams; (3) attended lectures but when they missed class accessed recordings; also accessed to reinforcing learning and for exams; and (4) did not attend lectures (by choice or due to personal circumstances) and only accessed lecture recordings. No differences in final grades were found based on higher/lower lecture attendance or higher/lower access of lecture recordings. It is concluded that WBLT is flexible, allowing students to apply it in different ways and the different patterns are related to similar academic achievement.

The Relationship of University Students' Sleep Habits and Academic Motivation

NASPA Journal ◽  
2006 ◽  
Vol 43 (3) ◽  
Author(s):  
Kellah M. Edens
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Academic Motivation ◽  
College Health ◽  
Sleep Habits ◽  
Lack Of Sleep ◽  
Relationship Of ◽  
The Relationship

College students are sleeping less during the week than reported a few years ago. Lack of sleep among college students has been identified as one of the top three healthrelated impediments to academic performance by the American College Health Association’s National College Health Assessment survey; and it is associated with lower grades, incompletion of courses, as well as negative moods. This research examines the underlying dynamics of lack of sleep on academic motivation, a key predictor of academic performance. Specifically, the relationship of sleep habits with self-efficacy, performance versus mastery goal orientation, persistence, and tendency to procrastinate were investigated. Findings indicate that 42% of the participants (159 students out of a total of 377) experience excessive daytime sleepiness (EDS); and those identified with EDS tend: (1) to be motivated by performance goals rather than mastery goals; (2) to engage in procrastination (a self-handicapping strategy) to a greater extent than students who are rested; and (3) to have decreased self-efficacy, as compared to students not reporting EDS. Several recommendations for campus health professionals to consider for a Healthy Campus Initiative are made based on the findings.

scholarly journals Task Monitoring and Working Memory as Executive Components Predictive of General and Specific Academic Achievements in 6–9-Year-Old Children

2021 ◽  
Vol 18 (13) ◽  
pp. 6681
Author(s):  
Alberto Quílez-Robres ◽  
Nieves Moyano ◽  
Alejandra Cortés-Pascual
Keyword(s):  
Academic Achievement ◽  
Working Memory ◽  
Academic Performance ◽  
Executive Functions ◽  
Language Arts ◽  
Memory Task ◽  
Academic Achievements ◽  
Predictive Role ◽  
And Mathematics ◽  
The Relationship

Academic achievement has been linked to executive functions. However, it is necessary to clarify the different predictive role that executive functions have on general and specific academic achievement and to determine the most predictive executive factor of this academic achievement. The relationship and predictive role between executive functions and their components (initiative, working memory, task monitoring, organization of materials, flexibility, emotional control, inhibition, self-monitoring) with academic achievement are analyzed in this study, both globally and specifically in the areas of Language Arts and Mathematics, in 133 students from 6 to 9 years of age. The relationship obtained in Pearson’s correlation analysis does not differ substantially between overall achievement (r = 0.392) and specific achievement (r = 0.361, r = 0.361), but task monitoring (r = 0.531, r = 0.455, r = 0.446) and working memory (r = 0.512, r = 0.475, r = 0.505) had a greater relationship with general and specific achievement. Finally, regression analyses based on correlation results indicate that executive functions predict general academic performance (14.7%) and specific performance (12.3%, 12.2%) for Language Arts and Mathematics, respectively. Furthermore, working memory and task supervision represent 32.5% of general academic performance, 25.5% of performance in Language Arts, and 27.1% of performance in Mathematics. In conclusion, this study yielded exploratory data on the possible executive functions (task supervision and working memory) responsible for good general academic achievements and specific academic achievements in Mathematics and Language Arts.

scholarly journals The Mediating Role of Engagement on the Achievement and Quality of Life of University Students

2021 ◽  
Vol 18 (12) ◽  
pp. 6586
Author(s):  
Inmaculada García-Martínez ◽  
José María Augusto Landa ◽  
Samuel P. León
Keyword(s):  
Quality Of Life ◽  
Academic Achievement ◽  
Life Satisfaction ◽  
Emotional Intelligence ◽  
Academic Performance ◽  
University Students ◽  
Mediational Role ◽  
The Relationship

(1) Background: Academic engagement has been reported in the literature as an important factor in the academic achievement of university students. Other factors such as emotional intelligence (EI) and resilience have also been related to students’ performance and quality of life. The present study has two clearly delimited and interrelated objectives. First, to study the mediational role that engagement plays in the relationship between EI and resilience on quality of life. Secondly, and similarly, to study the mediational role of engagement in the relationship between EI and resilience, but in this case on academic achievement. (2) Methods: For this purpose, four scales frequently used in the literature to measure emotional intelligence, resilience, academic engagement and quality of life were administered to 427 students of the University of Jaén undertaking education degrees. In addition, students were asked to indicate their current average mark as a measure of academic performance. Two mediational models based on structural equations were proposed to analyse the relationships between the proposed variables. (3) Results: The results obtained showed that emotional intelligence and resilience directly predicted students’ life satisfaction, but this direct relationship did not result in academic performance. In addition, and assuming a finding not found so far, engagement was shown to exert an indirect mediational role for both life satisfaction and academic performance of students. (4) Conclusions: The findings of the study support the importance of engagement in the design and development of instructional processes, as well as in the implementation of any initiative.

scholarly journals Deberes escolares y rendimiento académico en Educación Primaria

2015 ◽  
Vol 31 (2) ◽  
pp. 562 ◽  
Author(s):  
Antonio Valle ◽  
Irene Pan ◽  
José C. Núñez ◽  
Pedro Rosário ◽  
Susana Rodríguez ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Mathematics Achievement ◽  
Foreign Language ◽  
Primary Education ◽  
Predictive Variables ◽  
Time Optimization ◽  
And Gender ◽  
Educación Primaria ◽  
The Relationship

This paper analyzes the relationship between homework behavior and academic achievement using a sample of students from the last three years of primary education. The variables associated with student involvement in homework were the <em>amount of homework completed</em>, <em>the time spent on</em><em> homework,</em> and <em>homework time optimization</em>, while <em>academic achievement</em> was estimated based on the grades in mathematics and foreign language (english). The possible effect of the course and gender when calculating the level of predictive variables concerning the homework on academic achievement was analyzed. The results indicated that the amount of homework done and the optimization of the time dedicated at homework significantly and positively predicted academic performance in both subjects.  However, the amount of time spent on homework was not relevant. Finally, while gender was not statistically significant in predicting academic achievement, the course itself was statistically significant: as the course advances the mathematics achievement tends to diminish.

scholarly journals Motivation and Academic Performance: An Inter-country Comparison

2020 ◽  
Vol 3 (3) ◽  
pp. p70
Author(s):  
Lewis R. Gale ◽  
Clifford Nowell
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Positive Impact ◽  
Country Comparison ◽  
Using Data ◽  
The Impact ◽  
The Relationship ◽  
Detrimental Impact ◽  
The U.S ◽  
External Motivation

The objective of this paper is to explore the impact of amotivation on academic performance and to test whether the impact of motivation on academic performance differs across students from China and the U.S. Using data from Chinese and U.S. students located in their home countries, we find amotivation negatively impacts academic performance of both groups of students. We also show that external motivation is positively associated with academic achievement. While these findings are consistent with results from previous studies, we extend the understanding on the relationship between motivation and academic performance by demonstrating that the magnitude of the detrimental impact of amotivation differs between students in the two countries and that the positive impact of higher levels of external motivation provides similar benefits for both groups of students.

Associations of Physical Fitness and Academic Achievement Among Illinois High School Students

2021 ◽  
Vol 78 (3) ◽  
Author(s):  
Megan Marie Weemer ◽  
Olabode Ayodele
Keyword(s):  
Physical Activity ◽  
High School ◽  
Academic Achievement ◽  
Academic Performance ◽  
High School Students ◽  
Physical Fitness ◽  
Pearson Correlation ◽  
Positive Association ◽  
School Students ◽  
The Relationship

The health benefits of physical activity are empirically supported and well accepted. However, the relationship between physical activity, physical fitness, and academic performance remains to be clearly established. The purpose of this study was to identify the relationship between physical fitness and academic achievement among a sample of Illinois high school students. Analyses were based on the 2016–2017 school year Archival Fitnessgram physical fitness test scores and cumulative GPAs of ninth- through twelfth-grade students (N = 371). Pearson correlation assessed the relationship between physical fitness and academic performance. Multiple linear regression predicted students’ academic achievement. There was a positive association between total fitness and academic achievement, although not statistically significant, r (369) = .002, p = .49. The regression prediction model was statistically significant (p < .001) and accounted for approximately 25% of the variance in academic achievement (R2 = .256, adjusted R2 = .246). Academic achievement was predicted by total number of absences and gender, and to a lesser extent by socio­economic status, the curl-up, and ethnicity. The findings of this study suggest a positive association between physical fitness and academic achievement. These results are potentially relevant to the development of future education policies. Thus, policy makers, school administrators, and educators must use the knowledge gained in this study, along with existing research, as evidence to emphasize the importance of the fitness–academic link, to further support the need for quality physical education curriculum and mandated physical fitness testing.

scholarly journals Examining Gender Differences, Personality Traits, Academic Performance, and Motivation in Ukrainian and Polish Students of Physical Education: A Cross-Cultural Study

2020 ◽  
Vol 17 (16) ◽  
pp. 5729 ◽  
Author(s):  
Cezary Kuśnierz ◽  
Aleksandra M. Rogowska ◽  
Iuliia Pavlova
Keyword(s):  
Gender Differences ◽  
Academic Performance ◽  
Physical Education ◽  
Intrinsic Motivation ◽  
Personality Traits ◽  
Academic Motivation ◽  
Five Factor Model ◽  
Cross Cultural ◽  
And Gender ◽  
The Relationship

Background: This study examined the relationship of academic performance with the Big Five traits of personality, academic motivation, and gender in a cross-cultural context. Methods: Participants in the study were 424 university students of physical education (PE) departments from Poland (53%) and Ukraine (47%). Undergraduates completed a brief version of the International Personality Item Pool (Mini-IPIP) to assess the Five-Factor model of personality, the Academic Motivations Scale (AMS), and grade point average (GPA). Results: Polish PE students scored higher in emotional stability and extroversion and had a higher GPA than Ukrainian PE undergraduates. Gender differences were found in both personality traits and academic motivation scales. Intrinsic motivation may predict academic performance. Conscientiousness and intellect emerged as mediators of the relationship between intrinsic motivation and academic performance and gender was found as a moderator in the relationship between conscientiousness and academic success. Conclusions: Women are more motivated regarding academic achievements than men. In addition to intrinsic motivation, the most important factors for academic grades are some personality traits, gender, and cultural differences. Openness and conscientiousness in men are mediators between intrinsic motivation and academic performance. The results of this study may be useful for PE academic teachers to improve the motivation of their students.

Locus of Control, Interpersonal Trust and Academic Achievement

1972 ◽  
Vol 31 (2) ◽  
pp. 355-360 ◽  
Author(s):  
David J. Massari ◽  
Dianne C. Rosenblum
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Academic Performance ◽  
Locus Of Control ◽  
Interpersonal Trust ◽  
Relationship Of ◽  
The Relationship

The present study examined the relationship of locus of control, interpersonal trust and academic performance of 133 college students. Internality and trust were significantly negatively related to achievement for 43 women but unrelated for 90 men. In addition, internality was significantly positively related to trust and unrelated to intelligence for both sexes.

Influence of Academic Motivation on Academic Achievement and Emotional Intelligence in Secondary School Students

2016 ◽  
Vol 5 (5) ◽  
Author(s):  
Rajib Chakraborty
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Emotional Intelligence ◽  
Secondary School ◽  
Secondary School Students ◽  
Academic Motivation ◽  
Short Form ◽  
School Students ◽  
Grade Point ◽  
The Relationship

The present study tried to examine the relationship between academic achievement and emotional intelligence, blocking the influence of academic motivation on the relationship in secondary school students. Sample for the study includes 49 students (25 girls and 24 boys) from VIIIth and IXth classes of a secondary school in Sriram Nagar, Hyderabad, Telangana, India. The data for measuring Emotional intelligence is collected by using the Trait Emotional Intelligence Questionnaire – Adolescent Short Form (TEIQue-ASF), prepared by Petrides, K. V. & Furnham, A. (2006) for adolescents. The data for measuring academic motivation is collected using Academic Motivation Scale, High School Version (AMS-HS 28) for high school students prepared by Vallerand and et.al (1992). Academic achievement of the students is measured by collecting the students' grade point average in a summative assessment. For data analysis, Pearson's Product Moment and Partial Correlations are used. The significance of the test is calculated by using t-test formula for partial correlation for the level of significance α at 0.05. The findings of the study reveal that the influences of academic motivation on the relationship between academic achievement and emotional intelligence in secondary school students, cannot be ignored.

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