Investigating the Relationship between Volitional Strategies and Academic Achievement in a Flipped Learning Environment

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.

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Hubungan lingkungan belajar dengan prestasi belajar mahasiswa

Jurnal Kebidanan dan Keperawatan Aisyiyah ◽

10.31101/jkk.129 ◽

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.

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The Relationship among learner characteristics on academic satisfaction and academic achievement in SNS learning environment

10.14257/astl.2014.47.52 ◽

2014 ◽

Author(s):

Jeong-kyoum Kim ◽

Li-Na Yan

Keyword(s):

Academic Achievement ◽

Learning Environment ◽

Learner Characteristics ◽

Academic Satisfaction ◽

The Relationship

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Factors Affecting the Academic Achievements among Dean’s Listers of Caraga State University

Proceedings Journal of Education Psychology and Social Science Research ◽

10.21016/icepss.14023 ◽

2014 ◽

Vol 1 (1) ◽

pp. 68-77

Author(s):

Cristina Cubillas

Keyword(s):

Academic Achievement ◽

Learning Environment ◽

Learning Styles ◽

Learning Style ◽

State University ◽

Data Set ◽

P Values ◽

Factors Affecting ◽

Study Habit ◽

The Relationship

The study assessed the relationship between the factors affecting the academic achievement of the dean’s listers’ of Caraga State University. It involves the total population of the dean’s listers in the said university. The independent variables are those pre-determined factors’ affecting the academic achievement of the dean’s listers’ of Caraga State University and the dependent variable is the grades of the dean’s listers’. The result shows the low relationship between the pre-determined factors and the academic achievement evidenced by the values of the p-values which are greater than. In terms of the academic achievement of the dean’s listers’ their grades signify their excellence in their different chosen fields. With regards to the pre-determined factors, the factor that got the highest mean is the teachers’ competence with 3.7639 and the lowest one is the learning environment with 3.6690. The study habits’ got the second spot among the 4 factors followed by the learning styles. Based on Spearmen Correlation analysis in the data gathered, the results revealed that there is no significant relationship between the pre-determined factors and the academic achievement of the dean’s listers’ of Caraga State University. The p-values obtained are less than 0.05 for all the data set; which is accepting the null hypothesis. The results clearly depict that the students’ study habit, learning style teachers’ competence and the learning environment has no influence on the achievement reached by the dean’s listers’. On the other hand, it is still very important to make and to maintain these factors visible in the academic arena for better learning and for a better outcome. The absence of these factors might affect the performances of the students in Caraga State University.

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An Analysis of Relationship among Academic Self-efficacy, Task Value, Learning Engagement, Academic Achievement andLearning Satisfaction in the Flipped Learning Environment

Journal of Educational Technology ◽

10.17232/kset.34.3.407 ◽

2018 ◽

Vol 34 (3) ◽

pp. 407-439 ◽

Cited By ~ 1

Author(s):

Ku Kyeong Kwon ◽

Hyun Mi Chung

Keyword(s):

Academic Achievement ◽

Learning Environment ◽

Self Efficacy ◽

Task Value ◽

Flipped Learning ◽

Learning Engagement ◽

Value Learning ◽

Academic Self Efficacy

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Must We Suffer to Succeed?

Journal of Individual Differences ◽

10.1027/1614-0001/a000228 ◽

2017 ◽

Vol 38 (2) ◽

pp. 113-124 ◽

Cited By ~ 6

Author(s):

Juliane Strack ◽

Paulo Lopes ◽

Francisco Esteves ◽

Pablo Fernandez-Berrocal

Keyword(s):

Job Satisfaction ◽

Academic Achievement ◽

Trait Anxiety ◽

The Relationship

Abstract. Why do some people work best under pressure? In two studies, we examined whether and how people use anxiety to motivate themselves. As predicted, clarity of feelings moderated the relationship between trait anxiety and the tendency to use this emotion as a source of motivation (i.e., anxiety motivation). Furthermore, anxiety motivation mediated the relationship between trait anxiety and outcomes – including academic achievement (Study 1) as well as persistence and job satisfaction (Study 2). These findings suggest that individuals who are clear about their feelings are more likely to thrive on anxiety and eustress and possibly use these to achieve their goals and find satisfaction at work.

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