Relationships between student engagement and academic achievement: A meta-analysis

2018 ◽  
Vol 46 (3) ◽  
pp. 517-528 ◽  
Author(s):  
Hao Lei ◽  
Yunhuo Cui ◽  
Wenye Zhou
Keyword(s):  
Academic Achievement ◽  
Student Engagement ◽  
Meta Analysis ◽  
Cognitive Engagement ◽  
Conclusive Evidence ◽  
Cultural Value ◽  
Positive Correlation ◽  
And Gender ◽  
Almost All ◽  
The Relationship

Most scholars have argued that student engagement positively predicts academic achievement, but some have challenged this view. We sought to resolve this debate by offering conclusive evidence through a meta-analysis of 69 independent studies (196,473 participants). The results revealed that (a) there was a moderately strong and positive correlation between overall student engagement and academic achievement, and an analysis of the domains of behavioral, emotional, and cognitive engagement showed that almost all had a positive correlation with students' academic achievement; and (b) a moderator analysis revealed that the relationship between student engagement and academic achievement was influenced by the method of reporting engagement, cultural value, and gender. Furthermore, the relationships of behavioral, emotional, and cognitive engagement with academic achievement were influenced by reporting method for engagement, cultural value, or gender.

scholarly journals Deberes escolares y rendimiento académico en Educación Primaria

2015 ◽  
Vol 31 (2) ◽  
pp. 562 ◽  
Author(s):  
Antonio Valle ◽  
Irene Pan ◽  
José C. Núñez ◽  
Pedro Rosário ◽  
Susana Rodríguez ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Mathematics Achievement ◽  
Foreign Language ◽  
Primary Education ◽  
Predictive Variables ◽  
Time Optimization ◽  
And Gender ◽  
Educación Primaria ◽  
The Relationship

This paper analyzes the relationship between homework behavior and academic achievement using a sample of students from the last three years of primary education. The variables associated with student involvement in homework were the <em>amount of homework completed</em>, <em>the time spent on</em><em> homework,</em> and <em>homework time optimization</em>, while <em>academic achievement</em> was estimated based on the grades in mathematics and foreign language (english). The possible effect of the course and gender when calculating the level of predictive variables concerning the homework on academic achievement was analyzed. The results indicated that the amount of homework done and the optimization of the time dedicated at homework significantly and positively predicted academic performance in both subjects.  However, the amount of time spent on homework was not relevant. Finally, while gender was not statistically significant in predicting academic achievement, the course itself was statistically significant: as the course advances the mathematics achievement tends to diminish.

The relationship between teacher efficacy and students' academic achievement: A meta-analysis

2018 ◽  
Vol 46 (4) ◽  
pp. 529-540 ◽  
Author(s):  
Kyung Ryung Kim ◽  
Eun Hee Seo
Keyword(s):  
Academic Achievement ◽  
Teacher Efficacy ◽  
Classroom Management ◽  
Meta Analysis ◽  
Teaching Experience ◽  
Student Academic Achievement ◽  
Years Of Teaching Experience ◽  
Efficacy Measures ◽  
The Mean ◽  
The Relationship

We conducted a meta-analysis by synthesizing the results of 16 studies involving 4,130 teachers to explore whether or not the relationship between teacher efficacy and students' academic achievement was influenced by the scale used to measure teacher efficacy, and/or by the subfactors of teacher efficacy, length of teaching experience, location of the school, or the students' educational level. The results showed that the mean relationship between teacher efficacy and students' academic achievement was significant but the effect size was small. The results also indicated that the relationship was influenced by some teacher efficacy measures and subfactors, and by length of teaching experience. In studies in which the measure used was Gibson and Dembo's scale, in regard to classroom management, and in the case of teachers with fewer than 11 years of teaching experience, the relationship between teacher efficacy and student academic achievement was nonsignificant.

Self-efficacy and continuance intention of Web 2.0 platforms: a meta-analysis

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Zheshi Bao ◽  
Bo Shang
Keyword(s):  
Web 2.0 ◽  
Self Efficacy ◽  
Meta Analysis ◽  
Continuance Intention ◽  
Content Type ◽  
Moderating Variables ◽  
Quantitative Measurements ◽  
And Gender ◽  
The Relationship

PurposeAlthough many studies show that self-efficacy and continuance intention of Web 2.0 platforms are positively and significant correlated, others reveal some different findings. To clarify this line of research, this study further investigates the effect of self-efficacy on continuance intention and meanwhile examines some moderating variables in this process.Design/methodology/approachA meta-analysis method was employed to examine the literature containing quantitative measurements of both self-efficacy and continuance intention of Web 2.0 platforms. A total of 31 effects sizes (N = 9,084) were reviewed.FindingsThe results indicate medium-sized positive correlation between self-efficacy and continuance intention of Web 2.0 platforms. Further moderation analysis shows that such medium-sized link differed across measures of Web 2.0 platform types, target respondent differences and gender of participants. Specifically, this correlation is largest for transaction-socialization platforms and smallest for experience-socialization platforms. For university-student respondents, the role of self-efficacy in affecting continuance intention is less important than general members of Web 2.0 platforms. Finally, as the percentage of female participants increases, a weaker effect size will be observed.Originality/valueThis study clarifies empirical research regarding users' self-efficacy and their continuance intention. Meanwhile, sources of inter-study variability have been identified by addressing moderator variables in the relationship between self-efficacy and continuance intention of Web 2.0 platforms, which provides directions for future explorations in this area.

A Meta-Analysis on the Relationship Between Prayer and Student Outcomes

2020 ◽  
Vol 52 (8) ◽  
pp. 1223-1237 ◽  
Author(s):  
William Jeynes
Keyword(s):  
Socioeconomic Status ◽  
Urban Schools ◽  
Student Outcomes ◽  
Meta Analysis ◽  
Behavioral Outcomes ◽  
High Quality ◽  
Race And Gender ◽  
And Gender ◽  
The Relationship

A meta-analysis, including 13 studies, was undertaken on the relationship between the exercise of student prayer and academic and behavioral outcomes in urban schools. Analyses both with and without sophisticated controls (e.g., socioeconomic status, race, and gender) were used. Additional analyses were done to determine whether the effects of prayer differed by the quality of the study. The results indicated that the exercise of prayer is associated with better levels of student outcomes. Moreover, the effects of prayer were greater for high-quality studies. The significance of these results is discussed.

An exploration of the relationship between undergraduate students’ library book borrowing and academic achievement

2016 ◽  
Vol 48 (4) ◽  
pp. 382-388 ◽  
Author(s):  
Yakup Çetin ◽  
Vivian Howard
Keyword(s):  
Academic Achievement ◽  
Undergraduate Students ◽  
English Language ◽  
Positive Correlation ◽  
Circulation Patterns ◽  
Undergraduate University Students ◽  
Library Book ◽  
The University ◽  
The Relationship

This exploratory study examines book circulation patterns among undergraduate university students at an English-language University in Istanbul, Turkey, in order to investigate the relationship between students’ academic achievement and discipline of study, gender and book borrowing habits. Overall, this study supports the important role of the academic library’s print book collection in supporting and contributing to student success and demonstrates a significant positive correlation between undergraduate students’ level of academic achievement and the number of books they borrowed from the university library. This positive correlation was found for students in all faculties and fields of study, but was strongest for students studying qualitative disciplines and was particularly strong for students enrolled in English as a foreign language programmes.

Religiosity and personal beliefs in ocd and anxiety disorders

2011 ◽  
Vol 26 (S2) ◽  
pp. 134-134
Author(s):  
A. Agorastos ◽  
S. Randjbar ◽  
C. Muhtz ◽  
L. Jelinek ◽  
M. Kellner ◽  
...  
Keyword(s):  
Anxiety Disorders ◽  
Strong Positive Correlation ◽  
Personal Beliefs ◽  
Magical Ideation ◽  
Positive Correlation ◽  
Face To Face ◽  
Paranormal Beliefs ◽  
Negative Religious Coping ◽  
Almost All ◽  
The Relationship

BackgroundIn the last decades the relationship between religiosity/spirituality (R/S), personal beliefs and mental health has been extensively studied, indicating a significant correlation of these variables. However, the specific relation of R/S to anxiety disorders has been less investigated.ObjectiveThe objective of this prospective study is the investigation of the relation of R/S, magical ideation (MI) and paranormal beliefs (PB) to anxiety disorders in general and OCD in particular, in order to specifically determine a possible impact of these variables on psychopathology scores. In addition, the relation between R/S, PB and MI can be systematically investigated.Design & methodUnselected samples with OCD and other anxiety disorders have been equally assessed within the first week after admission with a face-to-face interview including the following instruments: MINI, HAMD, HAMA and Y-BOCS, OCI-R, STAI, Brief Multidimensional Measure of Religiosity/Spirituality, Magical Ideation Scale and Revised Paranormal Beliefs Scale. Forty healthy participants with no psychiatric history served as controls.ResultsGroups did not differ in any aspect of R/S, MI, or PB. Almost all scales referring to R/S, PB and MI were positively correlated to each other. The results showed a strong positive correlation between high scores of negative religious coping and high psychopathology scores in depression and anxiety. On the other hand, there was a significant positive correlation between MI scores and initial OCD and anxiety scores.ConclusionThis study verifies a significant correlation between personal beliefs and psychopathology in OCD and anxiety disorders. Implications for further research are discussed.

A Meta-Analysis of the Efficacy of Different Types of Parental Involvement Programs for Urban Students

2012 ◽  
Vol 47 (4) ◽  
pp. 706-742 ◽  
Author(s):  
William Jeynes
Keyword(s):  
Academic Achievement ◽  
Parental Involvement ◽  
Secondary School ◽  
Secondary School Students ◽  
Meta Analysis ◽  
Effect Sizes ◽  
School Students ◽  
12Th Grade ◽  
Different Types ◽  
The Relationship

This meta-analysis of 51 studies examines the relationship between various kinds of parental involvement programs and the academic achievement of pre-kindergarten-12th-grade school children. Analyses determined the effect sizes for various parental involvement programs overall and subcategories of involvement. Results indicate a significant relationship between parental involvement programs overall and academic achievement, both for younger (preelementary and elementary school) and older (secondary school) students as well as for four types of parental involvement programs. Parental involvement programs, as a whole, were associated with higher academic achievement by .3 of a standard deviation unit. The significance of these results is discussed.

scholarly journals Identifying the Empirical Gaps in the Relationships between Student Engagement and Their Academic Achievement; Future Research

2020 ◽  
pp. 1-8
Author(s):  
Iruka I. L. Galappaththi ◽  
Ravindi Dissanayake ◽  
Thilina W. Welgama ◽  
Udara A. Somachandara ◽  
Ranitha S. Weerarathna ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Student Engagement ◽  
Sample Size ◽  
Secondary Data ◽  
Future Research ◽  
Single Subject ◽  
Qualitative Approaches ◽  
The Future ◽  
The Relationship ◽  
Critical Literature

This research paper basically discussed about the empirical gaps when identifying the relationship between student engagement and their academic achievement, which would be useful for the future researches on the topic. Secondary data collection was used. A critical Literature Review was conducted using a sample size of 22 articles. The first gap is about the sample size, where the sample is being limited to just one university/school/institute. The second gap is about the way the researchers have measured the academic achievement, where most have done using a single subject result, which would be impractical. Thirdly, lack of qualitative approaches to measure the relationship between student engagement and academic achievement is identifies as a gap. As the fourth gap, students from all the years and variety of faculties should be taken, as student engagement might vary with them. As the fifth gap, many researchers have identified that most researches have been carried out targeting one country, which might be failed to give an overall result on the relationship. The sixth gap identified was that many of the researchers have paid to the respondents in filling the survey and therefore the researchers have faced restrictions due to unavailability of sufficient financial resources. The last gap which was identified throughout the literature was that information technology nowadays has an influence on student engagement and the fact was not taken into account by most of the researches. At the latter part of the research, the recommendations to the future researchers were given.

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