Profiling First-Year Students in STEM Programs Based on Autonomous Motivation and Academic Self-Concept and Relationship with Academic Achievement

The purpose of this work was to analyze the specific relationship between parental involvement, dimensions of student self-concept and achievement. 503 students of Secondary Education (ESO) and the first year of Baccalaureate course participated in the study. Data were collected using two questionnaires (Family Involvement Questionnaire and Self-Concept Scale for Adolescents) and academic achievement scores. Data were analyzed using multivariate analysis of variance and paths analysis. The results obtained suggest a significant relationship between the dimensions of perceived family involvement and the dimensions of self-concept (except for parents' praise behaviors). What's more, the relationship between perceived family involvement and achievement is partially mediated by the academic self-concept.

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Role of Emotional Intelligence in Academic Achievement

Advances in Human Resources Management and Organizational Development - Strategic Approaches for Human Capital Management and Development in a Turbulent Economy ◽

10.4018/978-1-4666-4530-1.ch016 ◽

2014 ◽

pp. 255-263 ◽

Cited By ~ 1

Author(s):

Tripti Singh ◽

Manish Kumar Verma ◽

Rupali Singh

Keyword(s):

Academic Achievement ◽

Emotional Intelligence ◽

Social Intelligence ◽

Engineering Students ◽

School Level ◽

First Year ◽

First Year Students ◽

Academic Achievements ◽

Emotional Intelligence Inventory

The purpose of this study is to see whether there is a relationship between emotional intelligence and academic achievement. The study respondents were B.Tech first year students from the Agra region. Sampling is stratified, making sure that gender, race, socioeconomic status, and abilities are appropriately represented. The respondents are given Emotional Intelligence Inventory (EII–MM), developed by S. K. Mangal and Shubhra Mangal. It consists of 100 items under four scales .The analysis suggests that there is a significant relationship between Emotional Intelligence and Academic Achievement. IQ alone is no more the measure for success; emotional intelligence, social intelligence, and luck also play a big role in a person's success. This study contributes in acknowledging the fact that even engineering students’ academic achievements are attached with Emotional intelligence. Thus, teaching emotional and social skills only at the school level is not sufficient; this can be taught in engineering studies, as well for accomplishing high academic achievements.

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Family involvement, adolescent self-concept and academic achievement

European Journal of Investigation in Health, Psychology and Education ◽

10.1989/ejihpe.v5i3.133 ◽

2015 ◽

Vol 5 (3) ◽

pp. 293-311

Author(s):

Ana Álvarez ◽

Natalia Suárez ◽

Ellián Tuero ◽

José C. Núñez ◽

Antonio Valle ◽

...

Keyword(s):

Academic Achievement ◽

Multivariate Analysis ◽

Parental Involvement ◽

Family Involvement ◽

Significant Relationship ◽

Study Data ◽

Self Concept ◽

First Year ◽

Achievement Scores ◽

The Relationship

The purpose of this work was to analyze the specific relationship between parental involvement, dimensions of student self-concept and achievement. 503 students of Secondary Education (ESO) and the first year of Baccalaureate course participated in the study. Data were collected using two questionnaires (Family Involvement Questionnaire and Self-Concept Scale for Adolescents) and academic achievement scores. Data were analyzed using multivariate analysis of variance and paths analysis. The results obtained suggest a significant relationship between the dimensions of perceived family involvement and the dimensions of self-concept (except for parents' praise behaviors). What's more, the relationship between perceived family involvement and achievement is partially mediated by the academic self-concept.

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A cross-sectional study of chiropractic students' research readiness using the Academic Self-Concept Analysis Scale

Journal of Chiropractic Education ◽

10.7899/jce-17-2 ◽

2017 ◽

Vol 31 (2) ◽

pp. 109-114

Author(s):

Stephney Whillier ◽

Kent Au ◽

Louie Feng ◽

Helen Su

Keyword(s):

Multivariable Analysis ◽

Concept Analysis ◽

Cross Sectional Study ◽

Self Concept ◽

First Year ◽

Sectional Study ◽

Cross Sectional ◽

First Year Students ◽

Chiropractic Students ◽

Analysis Scale

Objective: The shift toward evidence-based health care has reoriented tertiary clinical education in a way that necessitates and incorporates research. This study assesses the inclination and suitability of chiropractic students for research over a 5-year educational program. Methods: Research attributes of chiropractic students were assessed in this cross-sectional study using a validated and modified academic self-concept analysis scale. Students in first and final year were assessed in 4 domains: creativity, motivation, self-regulation, and general intellectual ability. Univariable differences were assessed using Welch 2-sample t tests, and multivariable analysis was carried out with multiple linear regression models. Results: The response rate was 71% (n = 165). First- and fifth-year students scored highly on all 4 domains (80% to 96%). Compared to first-year students, fifth-year students rated themselves significantly lower in 3 of the domains: general intellectual abilities (t[126] = −2.01; p = 0.047), motivation (t[115] = −4.82; p < 0.001), and creativity (t[136] = −3.00; p = 0.003). Conclusion: Research suitability is high in chiropractic students. Both cohorts scored high in all domains despite the disparity between first and fifth years. First-year students outperformed fifth-year students in 3 domains, indicating a potential decline in the inclination to do research over time. However, unaccounted factors, such as the Dunning-Kruger effect, life changes, and “burnout,” may have contributed to these differences. Future studies should include questions about stress, fatigue, clinical orientation, and educational environment to inform the interpretation of findings.

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The Impact of Learning Environment on EFL Students’ Academic Achievement: A study of Socio-Cultural Factors Affecting Academic Achievement

10.31235/osf.io/crnkq ◽

2022 ◽

Author(s):

Elmakki AMIRI ◽

Abderrahim El KARFA

Keyword(s):

Academic Achievement ◽

Environmental Factors ◽

Learning Environment ◽

Foreign Language ◽

First Year ◽

First Year Students ◽

Factors Affecting ◽

Academic Achievements ◽

Efl Students ◽

The Impact

It is worth pointing out that learning a foreign language in a multicultural context is a long and complex undertaking. Several factors influence whether or not English as a Foreign Language (EFL) students can accurately perceive and produce the foreign language. These variables can potentially contribute to the success and, or failure in learning and acquiring a foreign language. Given the Moroccan educational system, the research provided minimal insight into the relationship between those factors and language achievement. The present study’s aim, therefore, was to investigate the environmental factors that affect students’ academic performance. It also aimed to find out how these variables affect students’ academic achievements. To achieve this aim, data have been collected via open-ended questionnaires, and interviews addressed mainly to First Year Students of Master Programs, Department of English, FLDM, USMBA-Fez. The findings have shown that students’ academic achievements were significantly positively/negatively linked with the environmental factors, namely societal, home/family and school/classroom variables. The findings also revealed that the more highly sophisticated the social environment is, the more likely it is to foster EFL students’ academic achievements. In addition, the more similarity exists between the students’ cultures, the more successful the learning is. This study also showed that the development of EFL proficiency is a product of contextual factors influence. As such, the study concludes with several implications that brought up for possible effective change in the future to enhance the learning environment atmosphere, boost students’ academic achievements, and, therefore, achieve better results.

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First-Year Students' Employment, Engagement, and Academic Achievement: Untangling the Relationship between Work and Grades

Journal of Student Affairs Research and Practice ◽

10.2202/1949-6605.2011 ◽

2009 ◽

Vol 45 (4) ◽

Cited By ~ 5

Author(s):

Gary R Pike ◽

George D. Kuh ◽

Ryan C Massa-McKinley

Keyword(s):

Academic Achievement ◽

First Year ◽

First Year Students ◽

The Relationship

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Self-Concept and College Readiness of Filipino LGBTQ++ K-12 Graduates

Journal of Educational and Social Research ◽

10.36941/jesr-2021-0006 ◽

2021 ◽

Vol 11 (1) ◽

pp. 49

Author(s):

Antonio I. Tamayao ◽

Rudolf T. Vecaldo ◽

Jay Emmanuel L. Asuncion ◽

Maria T. Mamba ◽

Febe Marl G. Paat ◽

...

Keyword(s):

College Readiness ◽

College Education ◽

The Philippines ◽

Self Concept ◽

First Year ◽

State University ◽

First Year Students ◽

Correlational Design ◽

Seamless Transition ◽

K 12

Does a healthy self-concept yield better college readiness? Does this hold true among LGBTQ++ youth in the Philippines? These questions were examined in this study using the first-year students who disclosed themselves as members of the LGBTQ++ (n=572) and who were enrolled in one state university in the northeastern part of the Philippines. The study utilized descriptive correlational design, and data were elicited from the Students' Profile Questionnaire (SPQ), Tennessee Self-concept Scale (TSCS-2), and College Readiness Test (CRT). Results revealed that the LGBTQ++ Filipino K-12 graduates had average positive self-concept and were college-unready. Notably, sex, gender identity, and sexual orientation explained the variations in their college readiness. The test of relationship showed that self-concept was negatively associated with college readiness which could be attributed to the respondents’ low academic self-concept. It is recommended that counseling and related support services have to be accorded to transgender, pansexual, asexual, and queer students to enhance their personal, social, and academic self-concept. Finally, transition interventions have to be designed and implemented to improve LGBTQ++ students' college readiness. These are potential measures to ensure their effective and seamless transition from basic to college education. Received: 30 October 2020 / Accepted: 2 December 2020 / Published: 17 January 2021

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An Explanatory Model of Academic Achievement based on Aptitudes, Goal Orientations, Self-Concept and Learning Strategies

The Spanish Journal of Psychology ◽

10.5209/rev_sjop.2012.v15.n1.37283 ◽

2012 ◽

Vol 15 (1) ◽

pp. 48-60 ◽

Cited By ~ 11

Author(s):

Pablo Miñano Pérez ◽

Juan-Luis Castejón Costa ◽

Raquel Gilar Corbí

Keyword(s):

Academic Achievement ◽

Learning Strategies ◽

Structural Equation ◽

Structural Model ◽

Goal Orientations ◽

Self Concept ◽

First Year ◽

General Intelligence ◽

Achievement Goal Orientations ◽

Academic Goals

As a result of studies examining factors involved in the learning process, various structural models have been developed to explain the direct and indirect effects that occur between the variables in these models. The objective was to evaluate a structural model of cognitive and motivational variables predicting academic achievement, including general intelligence, academic self-concept, goal orientations, effort and learning strategies. The sample comprised of 341 Spanish students in the first year of compulsory secondary education. Different tests and questionnaires were used to evaluate each variable, and Structural Equation Modelling (SEM) was applied to contrast the relationships of the initial model. The model proposed had a satisfactory fit, and all the hypothesised relationships were significant. General intelligence was the variable most able to explain academic achievement. Also important was the direct influence of academic self-concept on achievement, goal orientations and effort, as well as the mediating ability of effort and learning strategies between academic goals and final achievement.

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