scholarly journals Does the physical Self-concept Make a Difference to Academic Achievement? Investigating the Role of Physical Self-concept on the Academic Achievement of Adolescent Learners in Zimbabwe Secondary Schools

2013 ◽  
Vol 3 (1) ◽  
pp. 007-022
Author(s):  
Ignatius Isaac Dambudzo ◽  
◽  
Salome Schulze
Keyword(s):  
Academic Achievement ◽  
Secondary Schools ◽  
Self Concept

THE ROLE OF PERSONALITY CORRELATES IN ALLEVIATING STRESS ENCOUNTERED BY STUDENTS OF STANDARD X

2016 ◽  
pp. 34-49
Author(s):  
Giselle D' Souza
Keyword(s):  
Academic Achievement ◽  
Test Anxiety ◽  
High Performance ◽  
Research Study ◽  
Self Concept ◽  
Personality Correlates ◽  
Purpose Of Education ◽  
Self Worth ◽  
Different Dimensions

Test anxiety and distress occupy pivotal positions in students' lives today, because of over emphasis on academic achievement in the modern educational system. The need for high performance in examinations has defeated the very purpose of education. The SSC examination has come to be an exhaustive exercise that makes the students learn by rote rather than comprehension. There are a few who feel completely trapped in their situation and indulge in self-destructive acts like suicide. The present research study attempted at understanding the likely role of personality correlates namely, academic self-concept, self-efficacy and locus of control in alleviating the different dimensions of stress encountered by students of standard X. It revealed a significant relationship between stress and the mentioned variables and could have important implications in helping students of standard X come to terms with their invaluable self-worth in effectively coping with the evil of the present century -stress.

scholarly journals Teachers’ Perceptions towards Slow Learners Academic Achievement and Role of Guidance Services at Secondary School Levels in District Peshawar

2021 ◽  
Vol 9 (VI) ◽  
Author(s):  
Muhammad Shafiq Khalil
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Secondary Schools ◽  
Teaching Method ◽  
Ease Of Use ◽  
Guidance And Counseling ◽  
Mixed Method Research ◽  
Guidance Services ◽  
Slow Learners

The main purpose of the study is to evaluate the teacher’s perception towards slow learners academic achievement and role of guidance services at secondary school levels in district Peshawar. This was a Mixed Method research. Data was collected through administering especially designed questionnaire and used conveniently sample designed for selection of 200 Public and Private secondary schools Teachers/Head Masters, both male and female. Teachers/Head Masters were also asked to write suggestions for the improvement. It is found that positive teacher-student relation is necessary for the academic achievement of the students, especially the slow learners. Most of the teachers agreed that they take interest in the academics of their students and that they know how to teach their subject in a better way. Majority of the teachers responded positively that they can motivate the students for learning and that students feel comfortable in their class and they take feedback during the lesson. Student’s opinion is also taken and it is found that most of the students are satisfied with teaching method of the teachers. Teachers suggested that the strength of the class should be less, so that they could give full attention to each and every student. Majority of the teachers/head masters of secondary schools in district Peshawar reported ease of use of guidance and counseling services in their schools. It is also observed that the students have a complex of problems, domestic, personal, psychological, schools related and home centered etc. However, guidance and counseling need in a school required further investigation. The focal strength of character of the study was also exploring guidance services in the secondary schools. The applied significance of this study is to help policy maker in education institution to take care of the suggestion and perception of the teachers regarding slow learners academic achievement. This study will help in making strategies for quality education at secondary levels schools in Pakistan and provide suggestions to overcome the environmental issues and make improvement

Role of Self-Concept of Academic Attainment in Achievement-Related Behaviors

1986 ◽  
Vol 58 (1) ◽  
pp. 151-159 ◽  
Author(s):  
Robert M. Midkiff ◽  
Joy Patricia Burke ◽  
Jeanne P. Hunt ◽  
Geraldine Cain Ellison
Keyword(s):  
Academic Achievement ◽  
Performance Feedback ◽  
Self Concept ◽  
Academic Attainment ◽  
Performance Outcome ◽  
Academic Task ◽  
Eighth Grade Students ◽  
And Performance ◽  
Expectancy For Success

Researchers have reported that self-concept serves both as an antecedent and consequence of behavior. Given self-concept's role in achievement-related behavior, we sought clarification of factors influencing children's self-concepts of academic attainment. We examined proposed linkages among self-concept of academic attainment, academic achievement, expectancy for success, and performance outcome within a causal model using path analysis. Subjects were 208 eighth-grade students. Initial self-concept of academic attainment and initial expectancy for success were measured. Students then were given an academic task followed by performance feedback. We subsequently measured postperformance expectancy for success and postperformance self-concept of academic attainment. Students' postperformance self-concepts of academic attainment were influenced primarily by their initial self-concepts of academic attainment and, to a lesser extent, by their academic achievement and performance on an academic task.

Early Adolescents’ Attitudes and Academic Achievement: The Mediating Role of Academic Self-concept

2019 ◽  
Vol 24 (1) ◽  
pp. 71-77
Author(s):  
Alejandro Veas ◽  
Juan-Luis Castejón ◽  
Pablo Miñano ◽  
Raquel Gilar-Corbí
Keyword(s):  
Academic Achievement ◽  
Early Adolescents ◽  
Self Concept ◽  
Mediating Role

Parents' expectations and students' achievement in two western nations

2007 ◽  
Vol 31 (6) ◽  
pp. 594-602 ◽  
Author(s):  
Markus P. Neuenschwander ◽  
Mina Vida ◽  
Jessica L. Garrett ◽  
Jacquelynne S. Eccles
Keyword(s):  
Academic Achievement ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Educational Expectations ◽  
Sixth Graders ◽  
Life Transitions ◽  
Self Concept ◽  
High Predictability ◽  
Role Of Parents

The present study compares the relations of family SES and parents' educational expectations during early adolescence with students' self-concept of ability and academic achievement in mathematics and language in two western countries, Switzerland and USA Participants were drawn from two US longitudinal samples, The Michigan Study of Adolescent Life Transitions (1983) and the Childhood and Beyond study (1990) and a representative sample of Swiss sixth graders (2002). Results from a series of structural equation models indicate a high predictability and stability across nations indicating the broad usefulness of the model for understanding the role of parents' expectations on student's self-concepts and achievement.

scholarly journals Learner Autonomy in L2 Writing: The Role of Academic Self-Concept and Academic Achievement

2021 ◽  
Vol 2021 ◽  
pp. 1-10
Author(s):  
Tayebeh Tajmirriahi ◽  
Ehsan Rezvani
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Learner Autonomy ◽  
Strategy Use ◽  
L2 Writing ◽  
Self Concept ◽  
Writing Classes ◽  
Grade Point ◽  
Essay Writing

Embracing a learner-based approach in line with a psychological perspective, the present study investigates learner autonomy (LA) in L2 writing with a focus on the role of academic self-concept (ASC) and academic achievement of Iranian English-as-a-Foreign-Language (EFL) university students. The research entailed three interrelated phases: In phase one, the readiness of 69 EFL students in three intact English essay writing classes was measured in terms of certain factors of autonomy in writing. Besides, their ASC was surveyed and the participants were asked to report their overall grade point average (GPA) as an index of their academic achievement. In phase two, a focus group interview was administered. Three emergent themes were derived from their comments, namely, insignificant position of writing, insufficient strategy use, and instructors’ unconvincing support for autonomy in writing. The last phase of the study was assigning the findings of phase one to several regression and correlation analyses to investigate the triangular potential relationships of LA in writing, ASC, and academic achievement. The results of the study indicated that, compared with skills and strategy use, EFL university students were most autonomous in their attitudes towards writing, while they did not show a desirable level of ASC. Moreover, ASC and LA in writing proved to have a relatively significant relationship; nonetheless, academic achievement turned out insignificant in relation to them, proving no triangular correlation among the given variables. Implications for EFL teachers and materials developers focused on writing skill will be provided.

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