Session 10: Learning / Teaching Methodologies and Assessment | Single Parenting as Correlate of Academic Performance and Achievement Motivation of Students in Unity School in South East Geo-Political Zone in Nigeria

2015 ◽  
Author(s):  
Anyakoha Christiana Ijeoma
Keyword(s):  
Academic Performance ◽  
Achievement Motivation ◽  
Teaching Methodologies ◽  
Single Parenting

Psychological resources of high school students’ academic performance with different individual regulatory profiles

2020 ◽  
Author(s):  
I. N. Bondarenko ◽  
I. Yu. Tsyganov ◽  
L. N. Makushina
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Achievement Motivation ◽  
Self Regulation ◽  
Personal Characteristics ◽  
Educational Process ◽  
Psychological Resources ◽  
School Students ◽  
Successful School

The study aims to explore the differential-regulatory predictors of academic performance in the graduating classes of high school. Conscious self-regulation is considered as a universal and exceptional resource for achieving educational goals in the final grades. In modern conditions of digitalization of the educational process and increasing information flows, the individuals’ ability to set goals and optimally achieve them, while maintaining curiosity, achievement motivation, and the desire to develop their personality, is of particular value. The main research question is: what regulatory, motivational, and personal characteristics of students with different regulatory profiles act as their psychological resources for successful school graduation? The study aims to investigate the contribution of regulatory, motivational, and personal characteristics to the annual assessment in mathematics and Russian in high school students with different profiles of conscious self-regulation. The following results were obtained from a sample of students in grades 9–11 (N = 355, average age M = 15.81 ± 0.926). Regression models of the contributions of regulatory, motivational, personal, and emotional-motivational indicators to the performance in mathematics and Russian were constructed for six selected individual typological groups of students. The results showed that only a high harmonious profile of self-regulation ensures that the student is “focused” on high academic achievements. Any conflict in the motivational or personal sphere distracts the resources of the graduate from educational activities. The process of self-regulation (Modeling) is suppressed in all groups as a result of preparation for exams. The regulatory profile and motivational and personal characteristics of students who risk not passing the examination tests without the intervention of teachers and psychologists are determined.

scholarly journals Screen media and academic performance in the seventh graders

2014 ◽  
Vol 54 (3) ◽  
pp. 155
Author(s):  
Ratu Meulya Rezeki ◽  
Soedjatmiko Soedjatmiko ◽  
Abdul Latief
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Achievement Motivation ◽  
Junior High School ◽  
Behavioral Problems ◽  
Learning Strategy ◽  
Junior High ◽  
Female Gender ◽  
Screen Media

Background Excessive screen media exposures have manynegative impacts on children, including academic performance.Studies on the impacts of screen media on academic performancehave been limited, especially in Indonesia.Objective To assess screen media use and academic performanceof7th graders in a junior high school, and to evaluate other factorspotentially affecting student academic performance.Methods This was a cross-sectional study using surveys,questionnaires, and 12-day logbooks, conducted from May toJuly 2012. Students were 129 students in the 7,h grade of JuniorHigh Sch ool 115 in Jakarta and selected by consecutive sampling.Chi square test and multivariate analyses with logistic regressioncalculations were used for statistical analysis.Results The prevalences of students using screen media for > 2hours per day were 39.5% on weekdays and 64.3% on weekends.The prevalence of students using screen media that was notappropriate for their age was 69% on weekdays and 63.6% onweekends. Screen media content on weekdays and weekendshad no impact on academic performance (OR 0.56; 95%CI 0.26to 1.20; P=0.136 and OR 0.97; 95%CI 0.47 to 1.00; P=0.934,respectively) . In addition, the duration of screen media useon weekdays and weekends had no association with academicperformance (OR 0.60; 95%CI 0.30 to 1.23; P=0.161 andOR 0.90; 95%CI 0.44 to 1.86; P=0.782, respectively). Factorssignificantly associated with students' above average academicperformance were female gender (OR 3 .26; 95%CI 1.38 to7.74; P=0.007), superior intelligence quotient (IQ) comparedto average IQ (OR 4.63; 95%CI 1.66 to 12.9; P=0.003), highlysuperior IQ compared to average IQ (OR 5.45; 95%CI 1.51 to19.64; P=0.009), as well as achievement motivation and existenceof learning strategy, including intermediate vs. low motivation(OR 4.09; 95%CI 1.14 to 14.7 ; P=0.031), and high vs . lowmotivation (OR61.1; 95%CI 7.42 to 502.95; P<0.001); lack ofemotional and behavioral problems (OR 0.45; 95%CI 0.37-0.54;P= 0.01); and democratic parenting style (OR 0.45; 95%CI 0.37to 0.55; P=0.022).Conclusion There is no association between screen media useand academic performance in junior high school students. Factorssignificantly associated with above average academic performanceare female gender, superior and very superior IQ score, middleand high achievement motivation and learning strategy, lack ofemotional and behavioral problems, and democratic parentingstyle.

Test Anxiety and Academic Performance among Undergraduates: The Moderating Role of Achievement Motivation

2017 ◽  
Vol 20 ◽  
Author(s):  
Anthony Gbenro Balogun ◽  
Shyngle Kolawole Balogun ◽  
Chidi Victor Onyencho
Keyword(s):  
Academic Performance ◽  
Test Anxiety ◽  
Achievement Motivation ◽  
Negative Impact ◽  
Positive Impact ◽  
Educational Interventions ◽  
University Management ◽  
The Relationship ◽  
Moderating Role

AbstractThis study investigated the moderating role of achievement motivation in the relationship between test anxiety and academic performance. Three hundred and ninety three participants (192 males and 201 females) selected from a public university in Ondo State, Nigeria using a purposive sampling technique, participated in the study. They responded to measures of test anxiety and achievement motivation. Three hypotheses were tested using moderated hierarchical multiple regression analysis. Results showed that test anxiety had a negative impact on academic performance (β = –.23; p < .05). Achievement motivation had a positive impact on academic performance (β = .38; p < .05). Also, achievement motivation significantly moderated the relationship between test anxiety and academic performance (β = .10; p < .01). These findings suggest that university management should design appropriate psycho-educational interventions that would enhance students’ achievement motivation.

BEHAVIORAL IMPLICATIONS OF ADAPTION-INNOVATION: III. ADAPTION-INNOVATION, ACHIEVEMENT MOTIVATION, AND ACADEMIC PERFORMANCE

2003 ◽  
Vol 31 (1) ◽  
pp. 101-105 ◽  
Author(s):  
Nicholas F. Skinner ◽  
Jillian M. Drake
Keyword(s):  
Academic Performance ◽  
Achievement Motivation ◽  
Multiple Choice ◽  
Achievement Motivation Inventory ◽  
Outside The Box

Adaptors prefer to solve problems by applying clearly articulated rules or procedures within familiar paradigms, whereas innovators prefer to avoid structure and think“outside the box”(Kirton, 1976). In the present study using the Kirton Adaption-Innovation Inventory (Kirton, 1991), adaptors scored significantly higher than innovators in a multiple-choice examination, reflecting the“fit”between the adaptors'cognitive style and the nature of the problems to be solved (i.e., structured, convergent questions). However, despite apparent temperamental similarities between adaptors and individuals with a high need to achieve (e.g., both groups are conforming and persistent, and prefer moderate levels of risk), the hypothesis that adaptors would have higher levels of achievement motivation than innovators was not supported, possibly due to shortcomings inherent in Mehta's (1969) Achievement Motivation Inventory and/or difficulties in adapting Mehta's instrument for this research.

scholarly journals Inteligencia Emocional vs. Inteligencia General: Aspectos a Considerar en la Docencia / Emotional Intelligence vs. General Intelligence: Aspects to Consider in Teaching

2014 ◽  
Vol 4 (1) ◽  
pp. 98
Author(s):  
José L. Martínez-Rubio ◽  
Esther Moraleda ◽  
Blanca Rodríguez ◽  
Lourdes García-Salmones ◽  
Manuel Primo
Keyword(s):  
Emotional Intelligence ◽  
Academic Performance ◽  
General Intelligence ◽  
Trait Emotional Intelligence ◽  
Teaching Methodologies ◽  
Clear Link ◽  
Mental Abilities ◽  
Trait Emotional Intelligence Questionnaire

<p>Para el desarrollo de esta investigación, se suministraron dos cuestionarios a estudiantes de la Universidad Europea de Madrid. Concretamente, los estudiantes cumplimentaron el cuestionario TEIQue (Trait Emotional Intelligence Questionnaire) para la medición de la Inteligencia emocional y la escala R del Test PMA (Primary Mental Abilities) para la valoración del factor de razonamiento. Los resultados de esta investigación, aunque no han permitido establecer una vinculación clara entre Inteligencia Emocional e Inteligencia General, han permitido vislumbrar algunas tendencias que relacionan las subescalas del cuestionario TEIQue con el factor razonamiento de los estudiantes. A través de esta relación, se han podido establecer perfiles y, a partir de ellos, se han identificado las metodologías docentes más adecuadas para mejorar los resultados académicos de los estudiantes.</p><p>---</p><p>In order to carry out this research, two questionnaires were administered to students from the Universidad Europea de Madrid. Specifically, students completed the TEIQue (Trait Emotional Intelligence Questionnaire), which measures emotional intelligence, and the PMA (Primary Mental Abilities) Test in its R scale, which measures the reasoning factor. Although the results of this research failed to establish a clear link between Emotional Intelligence and General Intelligence, they have shown some trends that relate the TEIQue subscales with the reasoning factor in students. Through this relationship, it has been possible to establish profiles and, from them, to identify the most appropriate teaching methodologies in order to improve the students’ academic performance.</p>

Relationship Among Intelligence, Achievement Motivation, Type of School, and Academic Performance of Kenyan Urban Primary School Pupils

2018 ◽  
pp. 1540-1547
Author(s):  
Jessina Mukomunene Muthee ◽  
Catherine G. Murungi
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Public Schools ◽  
Primary School ◽  
Achievement Motivation ◽  
Primary Schools ◽  
T Test ◽  
Public And Private ◽  
Primary School Pupils ◽  
Type Of School

This chapter determines the extent to which primary school academic performance was influenced by the criterion variables. Two hundred pupils male and female of age 12 and 14.5years from both public and private primary schools in Nairobi city participated in the study. Multiple regression and t-test were used for data analysis. The results revealed that three independent variables; intelligence, achievement, motivation and type of school jointly and significantly contributed to the prediction of academic achievement of the urban primary school pupils. (R = 0.693, P &lt; .01). In terms of magnitude of contribution, intelligence turned out to be the most significant predictor (Beta = .445, t = 7.503, P&lt; .01) followed by achievement motivation (beta = 0.282, t – 5.042, P&lt; .01) and type of school (Beta = 0.208, t = 3.615, P &lt; .01). The results of t – test revealed that students from private schools differ significantly from students of public schools in academic achievement and intelligence but not in terms of achievement motivation.

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