The Effects of Victimization of Being Bullied on Academic Achievement among Multicultural Adolescents: The Double-mediation Effects of Appearance Satisfaction and Depression

2021 ◽  
Vol 55 ◽  
pp. 1-26
Author(s):  
Se Hyeon Oh ◽  
Ye ji Min
Keyword(s):  
Academic Achievement ◽  
Mediation Effects ◽  
Appearance Satisfaction ◽  
Being Bullied

Effort, Enjoyment, and Self-Confidence: A Mediation Model

2020 ◽  
Vol 19 (1) ◽  
pp. 32-42
Author(s):  
Kah Loong Chue
Keyword(s):  
Academic Achievement ◽  
Educational Practice ◽  
Cognitive Factors ◽  
Tertiary Level ◽  
Mediation Model ◽  
Mediation Effects ◽  
Conventional View ◽  
Self Confidence ◽  
The Relationship

A conventional view in education is the belief that expending more effort in mathematics will lead directly to a higher academic achievement. Whilst no one would argue that effort is unnecessary, the link between effort and academic achievement needs to be examined further. In particular, there may be a possibility of mediator variables in this relationship. Thus, the aim of this study is to analyze possible mediation effects of non-cognitive factors, specifically enjoyment, and self-confidence, in the relation between effort and academic achievement. The sample comprised of 227 tertiary level students (92 males 135 females) enrolled in a mathematics module at a tertiary institute. Self-reported measures of effort, enjoyment, and self-confidence were obtained together with their end of semester math examination results. Results indicated that enjoyment and self-confidence sequentially mediate the relationship between effort and academic achievement. Implications to educational practice are discussed.

scholarly journals Academic success online: The mediating role of self-efficacy on personality and academic performance

2021 ◽  
Author(s):  
Jillianne Code ◽  
Nick Zap ◽  
Rachel Ralph
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Academic Success ◽  
Self Efficacy ◽  
English Language ◽  
Online Courses ◽  
Learning Experience ◽  
Design Strategies ◽  
Mediation Effects ◽  
Learning Options

Abstract Academic success in any context is dependent upon a student's belief in their ability to succeed. While learning online, a students’ self-efficacy is affected by their confidence in their ability to interact within the online environment. With the proliferation of personalized learning and the growth of Massive Open Online Courses, this growing trend is a shift in focus from the centralized brick-and-mortar locus of control, to one of enabling student choice and agency for how, when, and where they learn. In the pre-pandemic setting, this research study examined the personality types of students enrolled in eight sections of four online courses in educational technology, and the role self-efficacy for learning online played in their academic performance. Key findings reveal that personality affects learners’ academic achievement is moderately significant, self-efficacy for online learning affects learners’ academic achievement in a small but significant way, and student conscientiousness and academic performance were significantly and fully mediated by self-efficacy for learning online while controlling for gender and English language proficiency. There were no mediation effects with the other personality traits. A discussion around learning design strategies is provided. The authors recommend that institutions adopt more flexible learning options for teaching and learning that include both online and blended learning options that provide student’s choice and agency over the learning experience but also enable the institution to be better equipped for what the uncertain future of education holds.

Relationship Between Peer Victimization and School Adjustment in Sixth-Grade Students: Investigating Mediation Effects

2004 ◽  
Vol 19 (5) ◽  
pp. 557-571 ◽  
Author(s):  
Hsi-Sheng Wei ◽  
James Herbert Williams
Keyword(s):  
Academic Achievement ◽  
Peer Victimization ◽  
School Adjustment ◽  
Sixth Grade ◽  
School Attachment ◽  
Mediation Effects ◽  
School Settings ◽  
Path Analyses ◽  
Sixth Grade Students ◽  
The Relationship

Peer victimization is a common occurrence in school settings. This study investigated the relationship between peer victimization and school adjustment in a sample of 1,022 sixth-grade students. Measures used in this study include peer victimization, perceived peer nonsupport, school attachment, inattention problems, and academic achievement. Multivariate path analyses were conducted to test direct and mediation effects in the overall model and to explore gender differences. The results provided support for the hypothesized model indicating that the relationship between peer victimization and school attachment is mediated by perceived peer nonsupport, and that school attachment is related to inattentive school behaviors and poor academic achievement. Paths indicated invariance across models for gender. Prevention and intervention implications of these findings are discussed.

Motivation as a Mediator of Social Disparities in Academic Achievement

2012 ◽  
Vol 26 (3) ◽  
pp. 335-349 ◽  
Author(s):  
Ricarda Steinmayr ◽  
Felix C. Dinger ◽  
Birgit Spinath
Keyword(s):  
Academic Achievement ◽  
School Performance ◽  
Economic Status ◽  
General Intelligence ◽  
Social Disparities ◽  
Mediation Effects ◽  
Chemistry Students ◽  
Domain Specific ◽  
And Mathematics ◽  
The Impact

The present study aimed at contributing to the understanding of social disparities in relation to students‘ academic achievement in the science, technology, engineering and mathematics domains. A sample of n = 321 German 11th graders completed measures of their family socio–economic status (SES), general intelligence, domain–specific ability self–concepts and subjective scholastic values in math, physics and chemistry. Students‘ grades in these subjects received four months after testing served as criteria. Significant mediation effects were found for all motivational variables between fathers‘ SES and students‘ achievement, whereas for mothers‘ SES, only children's academic self–concept in chemistry was a significant mediator. These results also held when students‘ general intelligence was controlled. Additionally, we controlled for students‘ grades before testing to investigate which variables mediated the influence of SES on change in school performance. Motivational variables significantly mediated the influence of fathers‘ SES on change in school performance in math but not in chemistry and physics. Intelligence significantly mediated the influence of fathers‘ SES on change in school performance in physics and chemistry but not in mathematics. The impact of mothers‘ SES on change in grades in chemistry was mediated by intelligence. Among others, the reasons potentially accounting for the differential influences of fathers‘ and mothers‘ SES are discussed. Copyright © 2011 John Wiley & Sons, Ltd.

How Does Self-Control Affect Academic Achievement of Adolescents? The Dual Perspectives of Teacher-Student Relationship and Mastery Approach Goals

2021 ◽  
pp. 0044118X2110309
Author(s):  
Caina Li ◽  
Yining Song ◽  
Qi Wang ◽  
Bin Zhang
Keyword(s):  
Academic Achievement ◽  
Structural Equation ◽  
Self Control ◽  
Equation Modeling ◽  
School Students ◽  
Mastery Goals ◽  
Mediation Effects ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student

This three-wave longitudinal study aimed to investigate whether the relationship between self-control and academic achievement, through mastery goals, was conditional on the nature of the teacher-student relationships. A total of 852 junior school students in China completed questionnaires about self-control, mastery goals, and teacher-student relationships. Academic achievement was obtained from the school. The analyses of moderated mediation effects based on structural equation modeling showed that teacher-student emotional conflict increased the negative effect of students’ low self-control on academic achievement via mastery goals, whereas teacher-student emotional support failed to moderate this link. Thus, both mediating and moderating effects exist in the association between self-control and adolescents’ academic achievement.

Helping the General Education Team Support Students Who Use AAC

2012 ◽  
Vol 21 (3) ◽  
pp. 82-91 ◽  
Author(s):  
Carole Zangari
Keyword(s):  
Academic Achievement ◽  
General Education ◽  
Communication Skills ◽  
Communication Systems ◽  
General Education Teachers ◽  
Practice Opportunities ◽  
Support Students ◽  
Successful Students

Abstract To be successful, students who use AAC and attend general education classes require extensive supports and frequent practice with their communication systems. In this article, I explore the challenges faced by educational teams and discuss strategies for helping general education teachers, paraprofessionals, and others provide the AAC learning and practice opportunities these students need to maximize their communication skills and academic achievement.

Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement

2020 ◽  
Vol 51 (3) ◽  
pp. 509-513
Author(s):  
Ashley Bourque Meaux ◽  
Julie A. Wolter ◽  
Ginger G. Collins
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Literacy Development ◽  
Morphological Awareness ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
School Based ◽  
Literacy Success ◽  
Key Factor ◽  
Language And Literacy Development

Purpose This article introduces the Language, Speech, and Hearing Services in Schools Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement. The goal of this forum is to relate the influence morphological awareness (MA) has on overall language and literacy development with morphology acting as the “binding agent” between orthography, phonology, and semantics ( Perfetti, 2007 ) in assessment and intervention for school-aged children. Method This introduction provides a foundation for MA development and explores the influence MA has over the course of school-aged language and literacy development. Through summaries of the 11 articles in this forum, school-based speech-language pathologists will be able to convey the importance of MA to promote successful educational outcomes for kindergarten to adolescent students. The forum explores researcher-developed assessments used to help identify MA skill level in first- through eighth-grade students at risk for literacy failure to support instructional needs. The forum also provides school-based speech-language pathologists with details to design and implement MA interventions to support academic success for school-aged students with varying speech-language needs (e.g., dual language emersion, vocabulary development, reading comprehension) using various service delivery models (e.g., small group, classroom-based, intensive summer camps). Conclusion MA is effective in facilitating language and literacy development and as such can be an ideally focused on using multilinguistic approaches for assessment and intervention. The articles in this issue highlight the importance in assessment measures and intervention approaches that focus on students' MA to improve overall academic success in children of all ages and abilities.

Sign in / Sign up

Export Citation Format

Share Document