scholarly journals INFLUENCE OF ACHIEVEMENT MOTIVATION AND PSYCHOLOGICAL ADJUSTMENT ON ACADEMIC ACHIEVEMENT: A CROSS-SECTIONAL STUDY OF SCHOOL STUDENTS

2020 ◽  
Vol 8 (1) ◽  
pp. 532-538 ◽  
Author(s):  
V Vineeth Kumar ◽  
Geetika Tankha
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Psychological Adjustment ◽  
Achievement Motivation ◽  
Social Adjustment ◽  
Cross Sectional Study ◽  
Hierarchical Regression ◽  
School Students ◽  
Cross Sectional ◽  
Total Percentage

Purpose: The aim of the current research was to understand the role of achievement motivation and psychological adjustment on the academic performance of the school students. Methodology: A cross-sectional research design was employed for the study. A sample of 283 urban adolescent school students participated in the study. The students were administered measures of achievement motivation and psychological adjustment. The total percentage of marks secured in the tenth standard was used as the measure of academic performance. Pearson’s correlation coefficient and multiple hierarchical regression analysis were performed to analyze the obtained data. SPSS version 21 was used for data analysis. Main Findings: The results revealed a significant association of achievement motivation and educational adjustment with the academic performance of the students. However, there was no significant association between emotional and social adjustment with academic performance. Applications: The observations shed light on how cultivating enhanced student engagement and nurturing aspirations both within and outside classrooms may enhance the academic achievement of school students. Thus, the findings can provide greater insight to teachers, psychologists, and educational institutions to better plan the academic environment around the students. Novelty/Originality: The study gives a contemporary model to enhance the academic performance of students. Contrary to the popular perception, the results of the current study indicate no significant association of emotional and social adjustment with academic performance. However, educational adjustment and achievement motivation are associated with academic performance.

scholarly journals Study Habits, Self-Esteem, and Academic Achievement Among Public and Private Secondary School Students in Bangladesh

2021 ◽  
Vol 8 (3) ◽  
Author(s):  
Md. Nurul ISLAM
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Private School ◽  
Secondary School Students ◽  
Self Esteem ◽  
Cross Sectional Study ◽  
Study Habits ◽  
School Students ◽  
Cross Sectional ◽  
Public And Private

Studies on academic achievement worldwide are sporadic, focusing on variables more or less have been taken by the researchers, and provided knowledge. This cross-sectional study aimed to determine how the school effect influences secondary school students' academic achievements by two important significant (study habits and self-esteem). With a covenient sampling method, 400 students from eight secondary schools in Bangladesh were selected for the study. Though the students were equally divided regarding gender (Boys, 200; Girls, 200), they were different regarding school types (Public, 188; Private, 212). Their ages range from 14 to 17, with an average of 14.8. They provided responses on two Bangla version scales: Study Habit Scale and Self-Esteem Scale. Academic achievement was significantly positively correlated with both study habits (r=.268, p<.01) and self-esteem (r=.291,p<.01). Two predictors of the study were also correlated with each other (r=.283, p<.01). Public and private school students were not varied significantly in studying habits and academic achievement, but they were significantly different in self-esteem. The study habits and self-esteem jointly explained 12.3% for public school students' academic achievement whileit explained 7.5% variance for the private school students. The discussion implies that how students’ study habits and self-esteem facilitates their academic achievement.Further studies will reflect more factors influencing academic achievement.

scholarly journals Can reading too much make me run mad? Exploring students’ assumptions and academic performance

2019 ◽  
Vol 2 (1) ◽  
pp. 107-112
Author(s):  
Kehinde Kazeem Kanmodi ◽  
Olanrewaju Isaac Owoeye ◽  
Almu Bello ◽  
Linda Ekele Iyadi
Keyword(s):  
Mental Illness ◽  
Academic Performance ◽  
Medical Students ◽  
Nursing Students ◽  
Community Health ◽  
Cross Sectional Study ◽  
Study Data ◽  
University Teaching ◽  
School Students ◽  
Cross Sectional

AbstractObjectivesTo determine the prevalence of the assumption that ‘reading too much’ could cause madness (i.e., severe mental illness) among medical, nursing, and community health students, and also explore the relationship between these students’ status on this assumption and their academic performance.MethodsThis study was a cross-sectional study conducted among a convenient sample of medical, nursing, and community health students (n = 122) studying within the Usmanu Danfodiyo University Teaching Hospital campus, Sokoto, Nigeria. Study tool was a paper questionnaire, which obtained information on the demographic profile, awareness of ‘madness’, assumption that ‘reading too much’ is a cause of madness, and self-rating of the participants’ academic performance in their current course of study. Data collected was analysed using the SPSS version 20 software. Test of associations between variables were done using Chi square test.ResultsThe mean age of the 122 respondents was 27.3 years, majority (61.5%) of them were males, and 53.3% were medical students. More than half of the surveyed nursing students (54.2%) and community health students (55.6%), unlike the surveyed medical students (24.6%), had the assumption that reading too much could make them run mad. There was no statistically significant relationship between the assumption that ‘reading too much’ is a cause of mental illness and academic performance of the respondents.ConclusionAssumption that reading too much could cause madness is a fairly common phenomenon among the surveyed tertiary school students, irrespective of their level of academic performance. There exists the need to disabuse the minds of tertiary school students from the assumption that reading too much could make one run mad.

scholarly journals Executive Skills and Academic Achievement in the Dystrophinopathies

2018 ◽  
Vol 24 (9) ◽  
pp. 928-938 ◽  
Author(s):  
Robert J. Fee ◽  
Jacqueline Montes ◽  
Jennifer L. Stewart ◽  
Veronica J. Hinton
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Gene Mutation ◽  
Digit Span ◽  
Dystrophin Gene ◽  
Cross Sectional Study ◽  
Genetic Mutation ◽  
Cross Sectional ◽  
Executive Skills ◽  
Behavioral Assessments

AbstractObjectives:To examine academic performance in dystrophinopathy as a function of dystrophin gene mutation position as well as intellectual function, executive skills, socioeconomic status (SES), behavior, and physical ability.Methods:In a cross-sectional study, boys with dystrophinopathy (ages 5–17;n=50) completed tests of academics (Woodcock-Johnson-III: spelling, reading, calculation and total scores), executive functioning (selective attention/inhibitory control, set shifting, working memory, and processing speed), single word comprehension and nonverbal reasoning. Motor skills were assessed and parents provided demographic information and child behavioral assessments. Dystrophin gene mutation positions were dichotomized into groups (upstream versus downstream of exon 43, location of isoforms previously linked to intellectual impairment). Genetic mutation groups were compared on measures of academic achievement, and multiple regression analyses examined unique and joint contributions of executive skills, intelligence quotient (IQ), SES, motor abilities, behavior, and mutation positions to academic outcomes.Results:Academic performance was slightly, yet significantly, lower than IQ and varied as a function of dystrophin gene position, wherein boys possessing the downstream mutation exhibited greater impairment than boys with the upstream mutation. Digit span forward (indexing verbal span), but no other measure of executive function, contributed significant variance to total academic achievement, spelling and calculation.Conclusions:Weak academic performance is associated with dystrophinopathy and is more common in downstream mutations. A specific deficit in verbal span may underlie inefficiencies observed in children with dystrophinopathy and may drive deficits impacting academic abilities. (JINS, 2018,24, 928–938)

scholarly journals Association between Life Skills and Academic Performance in Adolescents in the Autonomous Community of Aragon (Spain)

2021 ◽  
Vol 18 (8) ◽  
pp. 4288
Author(s):  
Beatriz Sánchez-Hernando ◽  
Raúl Juárez-Vela ◽  
Isabel Antón-Solanas ◽  
Ángel Gasch-Gallén ◽  
Pedro Melo ◽  
...  
Keyword(s):  
Academic Performance ◽  
Social Skills ◽  
Cognitive Skills ◽  
Life Skills ◽  
Cross Sectional Study ◽  
Autonomous Community ◽  
School Students ◽  
Cross Sectional ◽  
Validated Questionnaire ◽  
Affective Balance

Background: Learning and socio-emotional development is promoted through the creation and nurturing of an optimal school climate. This study aims to analyze the relationship between life skills and academic performance in a large sample of adolescents from the autonomous community of Aragón (Spain). Methods: A cross-sectional study was conducted on the life skills and academic performance of a sample of 7th and 8th grade middle school students during the academic year 2018–2019. A sample of 43 middle schools were randomly selected; the final sample comprised 1745 students. The following data were collected through an anonymized, previously validated questionnaire: sociodemographic variables, social skills, self-efficacy, affective balance, and academic performance. Results: We found a statistically significant association between life skills and academic performance (p < 0.001) in our sample. We also observed significant gender differences in life skills, with boys obtaining higher scores in cognitive skills and affective balance, and with girls achieving higher scores in social skills. Conclusion: We argue that life skills should be integrated into educational policies in order to improve the academic performance and health outcomes of students.

scholarly journals Association of the Use of the Mobile Phone with Physical Fitness and Academic Performance: A Cross-Sectional Study

2021 ◽  
Vol 18 (3) ◽  
pp. 1042
Author(s):  
Alfredo Bravo-Sánchez ◽  
Javier Morán-García ◽  
Pablo Abián ◽  
Javier Abián-Vicén
Keyword(s):  
Academic Performance ◽  
High School Students ◽  
Physical Fitness ◽  
Mobile Phone ◽  
Cross Sectional Study ◽  
School Students ◽  
Cross Sectional ◽  
And Gender ◽  
Girl Students ◽  
Medicine Ball

The aim of this study was to analyse the association of the use of the mobile phone with physical fitness (PF) and academic performance in secondary school students and its gender-related differences. A total of 501 high school students participated in the study (236 girls and 265 boys; 12–18 years). Use of the mobile phone and sample distributions were done with the Mobile-Related Experience Questionnaire (CERM): low use of mobile phone (LMP = 10–15 points), medium use of mobile phone (MMP = 16–23 points) and high use of mobile phone (HMP = 24–40 points). PF via Eurofit test battery and academic performance were recorded, and gender was used as a differentiating factor. The HMP group registered lower values than the LMP group for academic performance (Spanish: 4.78 ± 2.26 vs. 3.90 ± 1.96 points; p = 0.007, Mathematics: 4.91 ± 2.23 vs. 4.00 ± 1.84 points; p = 0.007) and PF (Abdominals: 6.83 ± 2.40 vs. 5.41 ± 2.46 points; p < 0.001, Broad jump: 6.24 ± 3.02 vs. 4.94 ± 2.28 points; p = 0.013). The boy students showed greater values than girl students for PF in the LMP (medicine-ball-throw: 6.34 ± 2.24 vs. 5.28 ± 1.86 points, p = 0.007) and MMP (medicine-ball-throw: 6.49 ± 2.52 vs. 5.02 ± 1.68 points; p < 0.001) groups, but no gender-related differences were found in the HMP group. In conclusion, high use of the mobile phone was related to worse results in the PF tests and academic performance. Gender-related differences were found for academic performance regardless of the use of the mobile, but for physical fitness no gender differences were found in HMP group.

scholarly journals Association between emotional intelligence and academic performance among students in Gandaki Medical College, Pokhara

2021 ◽  
Vol 14 (1) ◽  
pp. 29-32
Author(s):  
Rami Shrestha ◽  
Nirmala Shrestha ◽  
Sapana Koju ◽  
Ratna Keshari Tako
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Academic Performance ◽  
Medical Students ◽  
Undergraduate Students ◽  
Strong Relationship ◽  
Cross Sectional Study ◽  
P Value ◽  
Cross Sectional ◽  
Exact Test

Introduction: Recent studies in last few decades are revealing that Intelligence Quotient (IQ) alone is not a reliable factor of students’ academic achievement. It has been claimed that only 20% of a person’s success can be attributed to IQ and rest 80% to Emotional Quotient. Since, many researchers had claimed the influence of emotional intelligence on academic performance; the aims of this study were to find out the level of emotional intelligence and its relation with academic performance among Nepali undergraduate students. Methods: A cross sectional study was carried out in 280 medical students (120 male, 160 female). The data of this research was obtained through the use of a questionnaire which elicits information about their Emotional Intelligence level and academic performance. The obtained data was analyzed by SPSS. The degree of relationship between marks obtained and emotional intelligence were established by Correlation coefficient and Fischer exact test. The level of significance was set at p-value less than 0.05. Results: The mean level of emotional intelligence was high (5.055±0.798) among Nepalese medical students. The respondents were reported to have high level of emotional intelligence with (5.544±0.929) for Self- awareness, (5.035±1.01) for Social awareness, (5.394±1.11) for Social skill and moderate level of emotional intelligence (4.24±1.37) for Self-management. Conclusion: There was a positive and strong relationship between the respondents’ overall emotional intelligence and their academic achievement which means that the higher their level of emotional intelligence, the better they perform academically.

scholarly journals Pattern of specific learning disability and awareness among care providers in children between 8-12 years

2018 ◽  
Vol 5 (3) ◽  
pp. 809 ◽  
Author(s):  
Prakash Petchimuthu ◽  
Neetu Sharma ◽  
Ajay Gaur ◽  
Ranjeet Kumar
Keyword(s):  
Academic Performance ◽  
Learning Disability ◽  
Specific Learning Disability ◽  
Cross Sectional Study ◽  
Spelling Error ◽  
Care Providers ◽  
School Students ◽  
Cross Sectional ◽  
Low Performance ◽  
Specific Learning

Background: Specific learning disability (SLD) is known to cause great amount of psychological stress to the children and their parents. Current study was aimed to find out the prevalence, profile of errors in Specific learning disability among school students studying in 3rd to 6th standard and their perception by teachers and parents.Methods: A Cross-sectional study was conducted at two Government and two Private Schools in Gwalior. 800 students studying 3rd to 6th standard. The details of every student were filled in a proforma which included their academic performance, teacher’s opinion and parents concern for them. Based on this from each class 10 percent of low performing students were selected and they were subjected to Visual, Hearing, IQ assessment and NIMHANS index for specific learning disability.Results: A total of 23 students were identified as having Specific learning disability, with a prevalence of 2.87%. The most common reading error was omitting words and writing error was missing letter and spelling error. Out of 23 students , only 4 students were rightly picked up by teachers as having specific problems in reading and writing, while in remaining 19 students teachers were having vague generalized opinion of poor academic performance (P<0.05).Out of 23 students, 14 parents were not having any scholastic concern about their children (P<0.001). These students on Intelligence Quotient assessment, showed low performance scores as compared to their verbal scores.Conclusions: The prevalence of Specific learning disability was 2.87% and these students were having lower performance scores in IQ. Teachers and parents were unable to perceive about Specific learning problems.

Is age of menarche among school girls related to academic performance?

2017 ◽  
Vol 31 (2) ◽  
Author(s):  
Radhia Al-Mathkoori ◽  
Ula Nur ◽  
Abdullah Al-Taiar
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Cross Sectional Study ◽  
School Students ◽  
Cross Sectional ◽  
Menarcheal Age ◽  
School Girls ◽  
The Mean ◽  
Age Of Menarche

Abstract Background There is strong evidence that the mean age of menarche has declined over the last few decades in developed and developing countries. This is of a major concern because of its enormous public health implications. This study aimed to estimate the age of menarche in Kuwait and investigate the association between menarcheal age and academic performance among high school girls in Kuwait. Methods A cross-sectional study was conducted on randomly selected female high school students from private and public high schools in all governorates in Kuwait. Data on the age of menarche were collected by self-administered questionnaire from the students, while data on academic performance were extracted from the students’ academic records. Results Of the 907 students we selected, 800 (88.2%) responded. The mean age of menarche was 12.33 [95% confidence interval (CI) 12.18–12.49] years. There was no evidence for significant association between age of menarche and students’ academic performance before or after adjusting for potential confounders. Conclusion The calculated age of menarche among contemporary girls in Kuwait is similar to that of the girls in industrialized countries. Early menarcheal age is unlikely to lead to adverse behavior that may affect academic performance in our setting.

082 The Association Between Excessive Daytime Sleepiness and Math Performance in Adolescents

SLEEP ◽  
2021 ◽  
Vol 44 (Supplement_2) ◽  
pp. A35-A35
Author(s):  
Samantha Scholes ◽  
Akhila Rao ◽  
Gail Somerville ◽  
Johanne Boursier ◽  
Reut Gruber
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
High School Students ◽  
Excessive Daytime Sleepiness ◽  
Daytime Sleepiness ◽  
Typically Developing ◽  
School Students ◽  
Cross Sectional ◽  
Achievement In Mathematics ◽  
Report Card Grades

Abstract Introduction Excessive daytime sleepiness (EDS) is defined as an increased tendency to fall asleep in a setting where an individual would be expected to stay awake and alert. Previous studies have found that EDS is associated with poor academic performance but fell short of examining the associations between EDS and achievement in specific academic subjects. Academic performance in mathematics is the most prominent predictor of later success. Findings from studies examining the associations of academic achievement in math and EDS have been inconsistent as some studies have found results indicating the EDS negatively impacts math while others found no such relationship. The aim of this study was to investigate the association between EDS and performance in mathematics in high school students. It was hypothesized that higher level of reported EDS would be associated with lower grades in mathematics. Methods 116 typically developing adolescents (38 male) between 12–17 years of age (M=13.87, SD=1.38) participated. EDS was measured by the Sleep Disorder Inventory for Students (SDIS); Academic achievement in mathematics was measured by child’s report cards; Sleep was assessed for seven nights using actigraphy and sleep logs. Results A hierarchical multiple regression analysis was conducted to examine the associations between parent-reported EDS (independent variable) and their child’s academic achievement in mathematics (dependent variable) while controlling for sleep variables (bedtime, waketime, and duration) and sex. Higher levels of EDS was negatively associated with lower grades in mathematics [F(5,109)= 3.60, p&lt;.01; β= -0.21, p= 0.03]. Conclusion EDS was significantly associated with report card grades in mathematics in typically developing adolescents. Given the cross-sectional design of the study, it can not identify what led to EDS in this sample of typically developing adolescents. We propose that future studies examine potential causes for adolescents’ EDS, including factors that could impair sleep quality (e.g., undiagnosed sleep disorders) or restrict sleep duration (e.g., life-style choices such as the use of electronic devices at night). This is important as it could help to identify targets for intervention aiming at decreasing EDS and ultimately improving academic performance in mathematics. Support (if any):

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