scholarly journals Longitudinal Study of the Relationship Between Conscious Self-Regulation, School Engagement and Student Academic Achievement

2021 ◽  
Vol 26 (5) ◽  
pp. 30-42
Author(s):  
T.G. Fomina ◽  
E.V. Filippova ◽  
V.I. Morosanova
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Student Engagement ◽  
School Engagement ◽  
Self Regulation ◽  
Educational Process ◽  
Student Academic Achievement ◽  
Student Groups ◽  
Average Value ◽  
Grade 11

The study seeks to examine the longitudinal relationship between school en¬gagement, conscious self-regulation, and student academic achievement. Research analysis covers the data obtained in two longitudinal studies of two student groups: 8—9 graders (N=106) and 10—11 graders (N=96). Diagnostics of self-regulation was carried out by means of “Self-Regulation Profile of Learn¬ing Activity Questionnaire — SRPLAQ”, school engagement was assessed using “A Multidimensional School Engagement Scale» (Wang et al., 2019; Fomina, Mo¬rosanova, 2020). The average value of annual marks in core academic subjects served as an indicator of academic achievement. The measurements were taken twice, with one-year interval. The study revealed significant changes (decrease) in the level of students’ school engagement during their transition from grade 8 to grade 9. When moving from grade 10 to grade 11, the students significantly increase their levels of self-regulation, school engagement, and academic perfor¬mance. Cross-lagged panel analysis made it possible to establish that conscious self-regulation is a significant predictor of successful learning and high student engagement during the transition to the 9th grade. Whereas in grade 11, student engagement in the educational process, as well as previous academic success, plays a more significant role for successful learning. The data obtained allowed for specifying the directions of the causal relationship between school engage¬ment, conscious self-regulation, and academic achievement of students in differ¬ent periods of schooling.

School Success and School Engagement of Immigrant Children and Adolescents

2013 ◽  
Vol 18 (2) ◽  
pp. 126-135 ◽  
Author(s):  
Frosso Motti-Stefanidi ◽  
Ann S. Masten
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Children And Adolescents ◽  
School Engagement ◽  
School Success ◽  
Immigrant Children ◽  
Integrative Model ◽  
High Stakes ◽  
The Individual

Academic achievement in immigrant children and adolescents is an indicator of current and future adaptive success. Since the future of immigrant youths is inextricably linked to that of the receiving society, the success of their trajectory through school becomes a high stakes issue both for the individual and society. The present article focuses on school success in immigrant children and adolescents, and the role of school engagement in accounting for individual and group differences in academic achievement from the perspective of a multilevel integrative model of immigrant youths’ adaptation ( Motti-Stefanidi, Berry, Chryssochoou, Sam, & Phinney, 2012 ). Drawing on this conceptual framework, school success is examined in developmental and acculturative context, taking into account multiple levels of analysis. Findings suggest that for both immigrant and nonimmigrant youths the relationship between school engagement and school success is bidirectional, each influencing over time the other. Evidence regarding potential moderating and mediating roles of school engagement for the academic success of immigrant youths also is evaluated.

scholarly journals The Use of Mathematical Statistics Methods in Modelling the Psychophysiological «Value» of Cognitive Activity of Students with Different Levels of Academic Success

TEM Journal ◽  
2021 ◽  
pp. 1325-1335
Author(s):  
Iryna Kalynychenko ◽  
Hanna Zaikina ◽  
Hanna Latina ◽  
Olha Skyba ◽  
Dmytro Kalynychenko
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Regression Models ◽  
Average Length ◽  
Cognitive Activity ◽  
Risk Groups ◽  
Mental Activity ◽  
Educational Process ◽  
Different Levels ◽  
Mathematical Interpretation

Mathematical interpretation of the psychophysiological «value» of modern schoolchildren’ cognitive activity will allow to identify risk groups, especially among students with high and average academic achievement. The results allowed to establish dependence of the type of functions and properties, at the expense of which the «value» of the students’ activity was manifested, from the way of organizing the educational process. The article argues that regression models of psychophysiological «value» have different filling of variables depending on gender, intensity of information and physical loads. The variables that are most often included in psychophysiological «value» regression models, i.e., are the most important markers of change in the «price» of activity of students with high academic achievement, include thinking flexibility level, extraversion, anxiety level, speed of complex visualmotor reaction, as well as average length of cardiocycles during mental activity.

Associations Between Social Connectedness and Academic Achievement Among Roma Youth in Eastern Europe

2021 ◽  
pp. 133-155
Author(s):  
Amina Abubakar ◽  
Radosveta Dimitrova ◽  
Delia Stefenel ◽  
Fitim Uka ◽  
Skerdi Zahaj ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Eastern Europe ◽  
School Engagement ◽  
Parental Education ◽  
Social Connectedness ◽  
School Connectedness ◽  
School Achievement ◽  
The Social ◽  
Insight Into

In this chapter, the authors report on a study that examined relations between social connectedness, school engagement, and achievement in minority (Roma) and majority youth in Albania, Bulgaria, Kosovo, and Romania. Based on a social connectedness model, they investigated the interplay of two connectedness domains (i.e., school and family) and their relations to school engagement and achievement. Participants were 1,063 adolescents who completed the Social Connectedness Scale on school engagement and average academic achievement. The authors found that social connectedness, especially school connectedness, was associated with school engagement while parental education was associated with school achievement. Implications are discussed in terms of how these findings are relevant to greater insight into the promotion of connectedness and the academic success of minority and majority youth across the countries under investigation.

scholarly journals Students’ Characteristics and Teachers’ Estimates about Their Academic Achievement

2018 ◽  
Vol 28 (0) ◽  
Author(s):  
Renato Gomes Carvalho ◽  
Carolina Castro Abreu
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Student Performance ◽  
Self Regulation ◽  
Student Characteristics ◽  
Performance Variables ◽  
The Way

Abstract The relation between teachers’ expectations and students’ academic achievement has received considerable interest in the education and psychology domains. In this study, we analyze the extent to which the information about students influences the formulation of teachers’ estimates about their achievement. The sample consisted of 491 Portuguese teachers, aged between 26 and 82 years old (M age = 43 years). To assess the teachers’ estimates, we created excerpts containing information about hypothetical students, in relation to whom an estimate of academic success was required. Each excerpt had two versions (A and B), according to the more or less favorable information regarding students’ intellectual, family, self-regulation, and previous performance variables. The results show moderate differences between the estimates of the participants that received version A and those that received version B. The results are discussed considering the importance of a set of student characteristics for the way teachers develop estimates about student performance.

scholarly journals EXCELLENT ACADEMIC ACHIEVEMENT: DO INTELLECTUAL HUMILITY AND EMOTIONAL INTELLIGENCE MATTER?

2021 ◽  
Vol 40 (2) ◽  
pp. 265-278
Author(s):  
Aurelius Ratu ◽  
Ni Gusti Made Rai ◽  
Eka Dian Savitri
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Academic Success ◽  
Important Variable ◽  
Educational Process ◽  
First Year ◽  
Intellectual Humility ◽  
Second Phases ◽  
Second Year ◽  
The Relationship

Since emotional intelligence receives much attention in the context of academic success and intellectual humility is frequently studied in the context of career path, research concerning the relationship between emotional intelligence and intellectual humility on academic achievement is a necessity. This study aims to investigate that relationship while contributing to higher education on the insight to an employable graduate. The quantitative approach was implemented as the research framework by applying independent t-test and multiple regression in the first and second phases respectively. We found that the total score of intellectual humility and emotional intelligence for students (male and female) in the first year have a significant effect, while only the total score of intellectual humility among male in the second year has a significant effect on GPA (n = 531). Acknowledging academic achievement is an important variable in student’s academic process and intellectual humility to continuously plan, adapt, adjust, and evaluate their set of competencies, while simultaneously their engagement in a non-academic activity should be fostered. Besides, we suggest a mentor programme on both career and academic dimensions to make them enjoy and comfortable during their educational process. An understanding of IH during the educational process is impossible without serious attention to emotion, including the religious dimension.

scholarly journals Motivation of educational activity as the main trigger of the improvement of dental students’ academic success in the discipline of “Therapeutic stomatology”

2018 ◽  
Vol 22 (4) ◽  
pp. 702-706
Author(s):  
Т. О. Tepla ◽  
М. М. Shinkaruk-Dykovytska ◽  
S. V. Dmytrenko ◽  
A. V. Povsheniuk ◽  
O.V. Muntian
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Professional Training ◽  
Dental Students ◽  
Educational Process ◽  
Educational Activity ◽  
Social Significance ◽  
Motivation For Learning ◽  
High Level ◽  
Level Of Motivation

Special attention should be paid to the motivation of educational process, because, the motives themselves, directly affect the quality of professional training and the formation of a professional personality. The aim of the article is to investigate the motivational structure of the students’ educational activity in the dental community and its relationship with academic achievement in the discipline “Therapeutic dentistry”. The structure of motivation for the educational activity of 161 fourth year dental students was studied by the methodology of I. T. Ilyina, which involves the study of motivation according to three scales: “Acquisition of knowledge”, “Mastering the profession” and “Obtaining a diploma”. The interrelation between different types of motivation and the academic success of the interviewed students is studied. It was established that in the structure of motivation of educational activity of dental students positive motives prevail over negative ones in 2.4 times, which indicates the qualitatively high level of motivation of these students. The rather high level of motivation of the interviewed students is probably related to the prestige of the chosen profession, its social significance and sufficient material security. With students who have high and average index of academic achievement cognitive and professional motives are uppermost, which indicates their orientation to obtain strong professional knowledge and practical skills. Students with a low index of academic achievement have a dominant pragmatic motivation for learning, which indicates their superficial motivation in order to achieve the main goal — obtaining a diploma. The given results testify to the favorable influence of positive motivation on academic achievement of students of the dental profile and, as a consequence, on the level of professional training of doctors in the field of “Dentistry”. The prospect of further research is the introduction into the educational processes of the Department of Therapeutical Stomatology in National Pirogov Memorial Medical University innovative pedagogical methods that motivate for educational activity, and research of their influence on the level of academic achievement of dental students.

Understanding Emotional Analytics for Student Engagement

2018 ◽  
pp. 70-102 ◽  
Author(s):  
Yu-Ping Hsu ◽  
Edward L. Meyen ◽  
Young-Jin Lee
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Student Engagement ◽  
Self Regulation ◽  
Visual Presentation ◽  
Research Topic ◽  
Important Research ◽  
Important Research Topic ◽  
The Status ◽  
E Learning

Online instruction in institutions of higher education (IHEs) is growing at an unprecedented rate, which makes student engagement an increasingly important research topic. Emotion plays an important role in student engagement because it can affect motivation, self-regulation, and academic achievement of students, especially in an e-learning environment. Measuring emotions has limitations and presents challenges because people display little change in their emotions while they are learning. The purpose of this chapter is to place in perspective the status of research relative to understanding emotional analytics as they influence the engagement of students in online learning involving visual displays, and the importance of effective visual presentation of learning contents. Central to this goal is a focus on techniques for measuring students' emotions.

scholarly journals The Effect of Student Engagement to Student Academic Achievement at Faculty of Industrial Engineering Telkom University

2020 ◽  
Vol 3 (1) ◽  
pp. 22-32
Author(s):  
Prihandhika Ardhian Khanifam
Keyword(s):  
Academic Achievement ◽  
Student Engagement ◽  
Descriptive Analysis ◽  
Industrial Engineering ◽  
Educational Institutions ◽  
Student Academic Achievement ◽  
Test Results ◽  
Simple Linear Regression ◽  
Independent Variables ◽  
Analysis Technique

To get a superior quality, human resources is certainly not in spite of the achievements, accomplishments in educational institutions can certainly be measured by the value of academic and one of the factors that may affect the achievement of learning is student engagement because when learners are able to give all his efforts to understand the material provided they are likely to have a good record. This research was conducted at the Faculty of Industrial Engineering Telkom University with student engagement as independent variables and academic achievement as the dependent variable. The purpose of this study was to determine how high student engagement, academic achievement of students as well as, to examine how high the influence of student engagement to academic achievement in students of Industrial Engineering Telkom. The respondents are 310 active students at the Faculty of Industrial Engineering Telkom University. The analysis technique used is descriptive analysis and simple linear regression. Based on the results of the study showed that student engagement at the high category and learning achievement in honors. While the statistical test results obtained that student, engagement has no effect on academic achievement in students of Industrial Engineering Telkom University.

scholarly journals PENGARUH ORIENTASI PEMBELAJARAN DAN KONSEPSI BELAJAR TERHADAP PRESTASI AKADEMIK MAHASISWA TAHUN PERTAMA

2020 ◽  
Vol 5 (1) ◽  
pp. 8
Author(s):  
Agatha Rizky
Keyword(s):  
Academic Achievement ◽  
Learning Styles ◽  
Multiple Regression ◽  
Peer Influence ◽  
Self Regulation ◽  
Private University ◽  
Student Academic Achievement ◽  
Learning Orientation ◽  
Grade Point ◽  
Learning Conceptions

ABSTRACTThis study aims to give an overview of learning orientation and learning conception on academic achievement of first year university students. learning orientation are the reason that motivates one to study, while learning conceptions are student’s beliefs and views on learning and related phenomena, both are affective dimension known to influence the quality of learning. This study used a mixed-methods approach, quantitative and qualitative. Third semester psychology student (N=207)from private university filled out Inventarisasi Cara Belajar (Part B), the adapted translated versions of the Inventory of Learning Styles, which used to measure learning orientation and student learning conceptions and their influence on academic achievement, which is seen through the Grade Point Average. Qualitative data is obtained through focus group discussions conducted in a group of students with high GPA and one group of students with a low GPA. The mean age of participants was 18,8 years with 11% males and 89% females. Data analysis using multiple regression showed, certificate directed variables, and ambivalent in learning orientation and cooperation variables in the conception of learning were able to predict student academic achievement with a negative correlation. Several other factors that influenced student academic achievement, including regulation of learning Self-regulation, peer influence, and leadership initiative.  ABSTRAKPenelitian bertujuan untuk memperoleh gambaran pengaruh orientasi pembelajaran dan konsepsi belajar terhadap prestasi akademik mahasiswa tahun pertama. Orientasi belajar adalah alasan yang mendorong seseorang untuk belajar dan kuliah, sedangkan konsepsi pembelajaran adalah keyakinan dan pandangan tentang pembelajaran dan fenomena terkait, keduanya merupakan dimensi afektif proses belajar yang ikut menentukan kualitas hasil belajar mahasiswa. Penelitian ini menggunakan mixed method, yakni pendekatan kuantitatif dan kualitatif. Sebagai data kuantitatif sejumlah 207 mahasiswa semester tiga dari fakultas psikologi universitas swasta mengisi kuesioner Inventarisasi Cara Belajar (Bagian B) sebuah alat ukur adaptasi dari Inventory of Learning Styles. Inventarisasi Cara Belajar digunakan untuk mengukur gambaran orientasi pembelajaran dan konsepsi belajar mahasiswa serta pengaruhnya terhadap prestasi akademis, yang dilihat melalui Indeks Prestasi Kumulatif. Data kualitatif diperoleh melalui diskusi kelompok terarah pada satu kelompok mahasiswa dengan IPK tinggi dan satu kelompok mahasiswa dengan IPK rendah. Usia rata-rata partisipan adalah 18,8 tahun, dengan 11% laki-laki dan 89% perempuan. Hasil analisis data menggunakan multiple regression menunjukkan bahwa variabel certificate directed, dan ambivalent dalam orientasi pembelajaran dan variabel cooperation dalam konsepsi belajar mampu memprediksi prestasi akademis mahasiswa dengan korelasi negatif. Beberapa faktor lain yang ditemukan memengaruhi prestasi akademis mahasiswa, di antaranya regulasi pembelajaran Self-regulation, Peer influence, dan Initiative Leadership.

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