scholarly journals AN EXAMINATION OF RELATIONSHIPS BETWEEN SCHOOL CLIMATE, STUDENT ENGAGEMENT AND STUDENT ACADEMIC ACHIEVEMENT IN RHODE ISLAND HIGH SCHOOLS

2018 ◽  
Author(s):  
◽  
Bonita Basnyat
Keyword(s):  
Academic Achievement ◽  
High Schools ◽  
School Climate ◽  
Student Engagement ◽  
Rhode Island ◽  
Student Academic Achievement

scholarly journals Irregular Teacher Turnover and Student Academic Achievement in High Schools: A Study in the Subjects Mathematics, German, French and History

2019 ◽  
Vol 8 (2) ◽  
pp. 25
Author(s):  
Belinda Aeschlimann ◽  
Walter Herzog ◽  
Fabian Sander
Keyword(s):  
Academic Achievement ◽  
High Schools ◽  
Teacher Turnover ◽  
Psychological Research ◽  
Student Academic Achievement ◽  
School Transitions ◽  
Panel Data Models ◽  
Regular School ◽  
Administrative Dataset ◽  
Negative Effect

Teacher turnover that is not related to regular school transitions is a neglected topic of educational-psychological research. This study examines irregular teacher turnover and its effect on students’ academic achievement in the subjects Mathematics, German, French and History at four high schools of the canton of Berne, Switzerland. The study is based on an administrative dataset used to track the academic achievement of N = 1789 students from more than 100 classes. The results show that irregular teacher turnovers affect every 12th class on average, whereby definitive turnovers occur more frequently than temporary ones. In all examined subjects, panel data models show that irregular teacher turnovers have a more or less pronounced negative effect on students’ academic achievements. With respect to the students’ gender no significant differences have been observed.

scholarly journals Senior high school students’ usage of time and its impact on their academic achievement in Northern Ghana

2021 ◽  
Vol 3 (2) ◽  
pp. 48-59
Author(s):  
Peter Yidana
Keyword(s):  
Academic Achievement ◽  
High School Students ◽  
High Schools ◽  
Research Design ◽  
Northern Region ◽  
Northern Ghana ◽  
Student Academic Achievement ◽  
Religious Activities ◽  
Cross Sectional Survey ◽  
Self Study

Research studies have investigated the influence of institutional characteristics on student academic achievement. However, relatively little research focuses on time utilisation and its impact on student academic achievement. The current study investigated students’ utilisation of time in public senior high schools in the Northern Region of Ghana. The study aimed to determine how students utilisation of time on self-study, group study, religious activities, and classroom instructional activities predicted their academic achievements. A total of 500 students sampled from 7 public senior high schools in the Northern Region of Ghana participated in the study. The research design employed was the cross-sectional survey research design. The instrument used to collect the data was a questionnaire. Analysis was done using multiple regression analysis with the aid of the SPSS (Version 16) software. The results suggest that the time students spent attending classes positively and significantly influences their academic achievement. Class attendance, group studies and self-studies times were found to be positively related. The study recommends that students group study and self-study activities should be made compulsory and that adequate time should be allotted within study hours for students to engage in meaningful self-study and group study activities.

scholarly journals School Climate, Student Engagement, and Academic Achievement: A Latent Variable, Multilevel Multi-Informant Examination

AERA Open ◽  
2018 ◽  
Vol 4 (4) ◽  
pp. 233285841881566 ◽  
Author(s):  
Tim Konold ◽  
Dewey Cornell ◽  
Yuane Jia ◽  
Marisa Malone
Keyword(s):  
Academic Achievement ◽  
School Climate ◽  
Student Engagement ◽  
Latent Variable ◽  
Structural Model ◽  
Climate Model ◽  
Student Support ◽  
Mandated Testing ◽  
High Structure ◽  
New Evidence

This study tested the authoritative school climate theory that schools characterized by high structure and student support have greater levels of student engagement and that these factors are associated with higher academic achievement, as indicated by school graduation rates and school performance on state-mandated testing. The model was tested through a multilevel multi-informant structural model on a statewide sample of 60,441 students and 11,442 teachers in 298 high schools. Consistent with the authoritative school climate model, both structure and student support were associated with higher student engagement in schools. Moreover, student engagement was directly associated with academic achievement and operated as an intervening factor. Results provide new evidence that an authoritative school climate is associated with high school academic achievement.

scholarly journals Bullying victimization and student engagement in elementary, middle, and high schools: Moderating role of school climate.

2018 ◽  
Vol 33 (1) ◽  
pp. 54-64 ◽  
Author(s):  
Chunyan Yang ◽  
Jill D. Sharkey ◽  
Lauren A. Reed ◽  
Chun Chen ◽  
Erin Dowdy
Keyword(s):  
High Schools ◽  
School Climate ◽  
Student Engagement ◽  
Bullying Victimization ◽  
Moderating Role

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.

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.

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