scholarly journals The mediating effect of students’ attitude to student career aspiration and mathematics achievement

2021 ◽  
Vol 6 (3) ◽  
pp. 158-173
Author(s):  
Quiliano Jr Gonzales Oracion ◽  
Ivy Lyt Sumugat Abina
Keyword(s):  
Academic Achievement ◽  
Educational Institution ◽  
Career Aspirations ◽  
Mediating Effect ◽  
Career Aspiration ◽  
Learning Mathematics ◽  
Students Attitudes ◽  
And Mathematics ◽  
High Level ◽  
The Relationship

Mathematics low achievement has undeniably been found in both national examinations and international assessments. An educator needs to be aware and determine the factors in students’ achievement. However, there were no observable studies focusing on the mediating effect of students' attitudes toward career aspiration and academic achievement. With this, it aims to determine the mediating effect of students’ attitudes on students’ career aspirations and academic achievement in learning Mathematics in a higher educational institution in the Davao Region.  The researcher utilized sets of adopted and self-made test questionnaires to gather data from the 199 respondents.  In analyzing the data, the researcher performed descriptive statistics, Pearson Product Moment Correlation Coefficient, and Regression Analysis as statistical tools. These analyses indicated that students have a high level of career aspiration, a satisfactory level of academic achievement, an average level of attitude towards mathematics, and an insignificant relationship between students’ career aspirations and academic achievement. The relationship between the student’s attitude and career aspiration is significant. The latter is the only relationship that is significant among all steps, and thus full and partial mediation analysis will not be warranted. Based on the findings, the students must be responsible for helping themselves to make an efficient move in developing their aspiration to have a considerable positive attitude in learning mathematics.

scholarly journals Feedback Seeking Behaviour, Classroom Learning Environment and Mathematics Anxiety of Polytechnics Students in Malaysia

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Ying-Leh Ling
Keyword(s):  
Learning Environment ◽  
Mathematics Anxiety ◽  
Mediating Effect ◽  
Classroom Learning Environment ◽  
Feedback Seeking ◽  
Classroom Learning ◽  
Learning Mathematics ◽  
Evaluation Anxiety ◽  
And Mathematics ◽  
The Relationship

The aim of this study was to investigate mediating effect of feedback seeking behaviour on the relationship between classroom learning environment and mathematics anxiety. The study sample consisted of 158 students from a selected polytechnic in Malaysia. Questionnaires were used in this study. The results showed that all the variables studied in this study had a mean score values between 4.50 to 5.60 Moreover, the findings also showed that classroom learning environment and feedback seeking behaviour has an influence towards mathematics anxiety. Specifically, based on the result of the data analysis, it can be concluded that feedback seeking behaviour acts as a full mediator towards the relationship between classroom learning environment (lecturer support and involvement) and mathematics anxiety (learning mathematics anxiety and mathematics evaluation anxiety). Findings suggest that the lecturer support and participation on an ongoing basis is very important in overcoming mathematics anxiety.

Investigation of Online Learning Satisfaction During COVID 19: In Relation to Academic Achievement

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Abdul Basith ◽  
Rosmaiyadi Rosmaiyadi ◽  
Susan Neni Triani ◽  
Fitri Fitri
Keyword(s):  
Academic Achievement ◽  
Online Learning ◽  
Random Sampling ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Research Data ◽  
Student Academic Achievement ◽  
Learning Satisfaction ◽  
High Level ◽  
The Relationship

The aim of this research is; 1) investigating the level of online learning satisfaction among students during COVID 19; 2) analyzing the influence of differences in gender, years of study, major in determining online learning satisfaction among students during COVID 19; 3) to analyze the relationship between online learning satisfaction and student academic achievement during COVID 19. The population was 656 students at STKIP Singkawang, and then a sample of 357 students (87 males and 270 females) was taken using a simple random sampling technique. The instrument in this study was adapted from Aman's Satisfaction instrument, which was then used to collect research data. Data analysis using SPSS with descriptive statistical techniques, MANOVA, and correlation. The results showed that online learning satisfaction was at a high level, meaning that students were satisfied with the online learning that had been implemented. The major differences have a significant effect on determining online learning satisfaction. Intercorrelation shows that there is a significant relationship on each indicator of online learning satisfaction with academic achievement, meaning that the higher the satisfaction felt by students in online learning, the student's academic achievement will increase.

scholarly journals Task Monitoring and Working Memory as Executive Components Predictive of General and Specific Academic Achievements in 6–9-Year-Old Children

2021 ◽  
Vol 18 (13) ◽  
pp. 6681
Author(s):  
Alberto Quílez-Robres ◽  
Nieves Moyano ◽  
Alejandra Cortés-Pascual
Keyword(s):  
Academic Achievement ◽  
Working Memory ◽  
Academic Performance ◽  
Executive Functions ◽  
Language Arts ◽  
Memory Task ◽  
Academic Achievements ◽  
Predictive Role ◽  
And Mathematics ◽  
The Relationship

Academic achievement has been linked to executive functions. However, it is necessary to clarify the different predictive role that executive functions have on general and specific academic achievement and to determine the most predictive executive factor of this academic achievement. The relationship and predictive role between executive functions and their components (initiative, working memory, task monitoring, organization of materials, flexibility, emotional control, inhibition, self-monitoring) with academic achievement are analyzed in this study, both globally and specifically in the areas of Language Arts and Mathematics, in 133 students from 6 to 9 years of age. The relationship obtained in Pearson’s correlation analysis does not differ substantially between overall achievement (r = 0.392) and specific achievement (r = 0.361, r = 0.361), but task monitoring (r = 0.531, r = 0.455, r = 0.446) and working memory (r = 0.512, r = 0.475, r = 0.505) had a greater relationship with general and specific achievement. Finally, regression analyses based on correlation results indicate that executive functions predict general academic performance (14.7%) and specific performance (12.3%, 12.2%) for Language Arts and Mathematics, respectively. Furthermore, working memory and task supervision represent 32.5% of general academic performance, 25.5% of performance in Language Arts, and 27.1% of performance in Mathematics. In conclusion, this study yielded exploratory data on the possible executive functions (task supervision and working memory) responsible for good general academic achievements and specific academic achievements in Mathematics and Language Arts.

The Influence of Teachers’ Emotional Intelligence on Academic Performance With Mediating Effect of Job Satisfaction

2021 ◽  
pp. 002205742110323
Author(s):  
Sonika Singh ◽  
Piar Chand Ryhal
Keyword(s):  
Job Satisfaction ◽  
Academic Achievement ◽  
Emotional Intelligence ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Mediating Effect ◽  
Survey Method ◽  
School Teachers ◽  
Northern India ◽  
The Relationship

This study examined the influence of teachers’ emotional intelligence (EI) on academic achievement and outlined the model with the mediating effect of job satisfaction (JS) between the EI and academic achievement. Survey method was employed to collect the information from 728 secondary school teachers belong to Himachal Pradesh, a state of Northern India, through various statistical tools. The results of the study showed that teachers’ emotional abilities were significantly and positively associated with academic achievement of students and showed R2 61% variance in academic achievement. The relationship between EI and academic achievement of students is partially mediated by JS.

Elucidating the effect of information technology capabilities on organizational performance in UAE: a three-wave moderated-mediation model

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Haseena Bader Alkatheeri ◽  
Fauzia Jabeen ◽  
Khalid Mehmood ◽  
Gabriele Santoro
Keyword(s):  
Information Technology ◽  
Organizational Performance ◽  
Mediating Effect ◽  
Hierarchical Regression ◽  
Management Support ◽  
Content Type ◽  
Moderated Mediation Model ◽  
Hospitality Firms ◽  
High Level ◽  
The Relationship

PurposeThis paper aims to investigate information technology capabilities (ITC)’s influence on organizational performance (OP) within the hospitality industry. Specifically, it analyzes the indirect effects of sustainability practices (SP) and service quality (SQ) on the relationship between ITC and OP. The moderating effect of top management support (TMS) is also examined.Design/methodology/approachUsing a three-wave time-lagged design, 507 UAE hotels' managers took part in the study. Hierarchical regression bootstrapping approach was used to examine the hypothesis.FindingsThis study suggests that ITC are positively related to OP. Furthermore, the study found that SP and SQ mediate the ITC-OP relationship. TMS moderates the positive relationship between ITC and OP and also moderates the relationship between SQ and OP. Additionally, TMS moderates the indirect effect of SQ on the association between ITC and OP, such that the mediating effect is stronger when TMS is at a high level.Research limitations/implicationsThe study shall assist the practitioners of the hospitality firms to focus their attention on ITC to improve SQ and hence achieve optimal performance.Originality/valueThe novelty of this research lies in the presentation of an integrated framework based on a resource-based view to solve the contemporary challenges facing hospitality firms operating in emerging markets in integrating ITC and SP for better organizational results.

Web-Mediated Problem-Based Learning and Computer Programming: Effects of Study Approach on Academic Achievement and Attitude

2017 ◽  
Vol 56 (2) ◽  
pp. 272-292 ◽  
Author(s):  
Mustafa Yağcı
Keyword(s):  
Academic Achievement ◽  
Relevant Literature ◽  
Problem Based Learning ◽  
Semiempirical Method ◽  
Thinking Skills ◽  
Thinking Styles ◽  
Complex Nature ◽  
Study Approach ◽  
Students Attitudes ◽  
High Level

In the relevant literature, it is often debated whether learning programming requires high-level thinking skills, the lack of which consequently results in the failure of students in programming. The complex nature of programming and individual differences, including study approaches, thinking styles, and the focus of supervision, all have an effect on students’ achievement in programming. How students learn programming and the relationships between their study approaches and their achievement in programming have not yet been adequately illuminated. In this regard, the present study aims to investigate the effect of the study approach used on students’ attitudes toward programming and on their academic achievement within an online problem-based learning environment. In this study, a single-factor, pretest posttest single group and semiempirical method was utilized. The study was conducted on 41 students from a public university in Turkey. To implement problem-based learning activities, a teaching environment was created with the Moodle platform, allowing for group work and discussions. Seven status of the problems were prepared exclusively for the 12-week application period so that students could make suggestions about how to solve them. In the data collection phase, the Study Approach Scale, the Attitude Towards Programming Scale, and the Academic Achievement Test were employed. T-test and covariance analyses were carried out in the statistical analysis phase. According to the findings of the present study, students adopting the “deep” study approach were more successful than the students adopting a “superficial” approach. Moreover, it was determined that the problem-based learning application had a positive effect on students’ attitudes toward programming and that the study approach did not significantly affect the students’ attitude toward programming.

scholarly journals The Mediating Effect of Creativity on the Relationship Between Mathematic Achievement and Programming Self-Efficacy

2022 ◽  
Vol 12 ◽  
Author(s):  
Jun Liu ◽  
Meng Sun ◽  
Yue Dong ◽  
Fei Xu ◽  
Xue Sun ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Mathematics Learning ◽  
Positive Influence ◽  
Mediating Effect ◽  
School Students ◽  
Programming Education ◽  
And Mathematics ◽  
Math Test ◽  
Math Test Scores ◽  
The Relationship

Purpose: This study aimed to explore the relationship between mathematic achievement and programming self-efficacy, and adopt a mediation model to verify the mediating role of creativity on the relationship between mathematic achievement and programming self-efficacy.Methods: A total of 950 upper-secondary school students were surveyed using their math test scores, the Kirton Adaption-Innovation and the Programmed Self-Efficacy Scale. SPSS-26 was used for descriptive statistical analysis and correlation analysis of related variables. The PROCESS plugin was used to test the mediating effect of creativity.Results: (1) Mathematic achievement has a positive effect on programming self-efficacy, mathematic achievement is positively related to creativity, and creativity also has a positive influence on programming self-efficacy. (2) Creativity has a mediating effect on the relationship between mathematic achievement and programming self-efficacy.Conclusion: The results revealed that mathematic achievement affected programming self-efficacy directly and also indirectly through creativity. This provided certain ideas for the development of programming education for teenagers. Since students’ mathematics learning and creativity are related to programming learning, it is necessary to pay attention to the integration of the disciplines of programming education and mathematics. Further, the cultivation of innovative thinking is also critical to facilitate programming learning.

scholarly journals Students’ Attitudes towards Information Technology and the Relationship with their Academic Achievement

2015 ◽  
Vol 6 (4) ◽  
Author(s):  
Zhwan Dalshad Abdullah ◽  
Azidah Bit Abu Ziden ◽  
Rahimi Binti Chi Aman ◽  
Khalid Ismail Mustafa
Keyword(s):  
Academic Achievement ◽  
Information Technology ◽  
Students Attitudes ◽  
The Relationship

scholarly journals Students� English business communication self-efficacy and their career aspirations

2020 ◽  
Vol 5 (2) ◽  
pp. 214
Author(s):  
Hartono Hartono ◽  
Huyi Intan Sari
Keyword(s):  
Communication Skills ◽  
Self Efficacy ◽  
Significant Positive Correlation ◽  
Career Aspirations ◽  
Business Communication ◽  
Study Data ◽  
Moderate Level ◽  
Career Aspiration ◽  
Positive Correlation ◽  
The Relationship

Self-efficacy, which is defined as people�s judgment on their ability to carry out tasks and exercise control over events, is believed to be determinant in the success of learning and career aspiration.� The study was conducted to measure students� self-efficacy in making English business communication, their career aspiration, and the relationship between them. Sixty one students served as the respondents for the study.� Data were collected by using Likert-typed questionnaires after students attended an ESP designed to improve their English business communication skills. It found that students had high self-efficacy in making English business communication and high career aspiration. Between these variables lies a significant positive correlation in moderate level (0.611).�

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