Sex Differences in Educational Encouragement and Academic Achievement

2012 ◽  
Vol 111 (1) ◽  
pp. 149-155 ◽  
Author(s):  
Aqeel Khan
Keyword(s):  
Academic Achievement ◽  
Sex Differences ◽  
Secondary School ◽  
Secondary School Students ◽  
Female Adolescents ◽  
School Students ◽  
Male Adolescents ◽  
Self Reports ◽  
Predictors Of Academic Achievement

Sex differences in educational encouragement and their predictiveness of academic achievement were examined among 442 secondary school students ( M age = 13.2 yr., SD = 1.9). Education-related encouragement received from mothers, fathers, friends, and teachers was assessed. Academic achievement was based on student self-reports and grades. Female adolescents reported receiving statistically significantly more educational encouragement from their mothers, fathers, friends, and teachers than did male adolescents. In regression, sex and educational encouragement from parents, friends, and teachers were found to be significant predictors of academic achievement.

SEX DIFFERENCES IN THE EFFECT OF ACADEMIC ACHIEVEMENT ON SELF-ESTEEM: A HONG KONG CASE

1986 ◽  
Vol 14 (2) ◽  
pp. 161-165 ◽  
Author(s):  
Tak Sing Cheung
Keyword(s):  
Academic Achievement ◽  
Sex Differences ◽  
Hong Kong ◽  
Secondary School ◽  
Large Scale ◽  
Secondary School Students ◽  
Self Esteem ◽  
School Students ◽  
Large Scale Survey ◽  
Male Subjects

This paper reports a piece of research that is addressed to the controversial issue whether there are sex differences in the effect of academic achievement on self esteem. The study is a large scale survey based on a representative sample of all the secondary school students in Hong Kong. The results showed that male subjects generally had a higher score on self esteem than female ale subjects, and that while the self-esteem of male subjects were susceptible to the influence of academic achievement, the same was not true for their female counterparts. Similar findings were established in a recent study carried out in Norway. Explanations were given to account for the similarity.

A Study of Study Habits and Academic Achievement among Secondary and Senior Secondary School Students of Mysore City

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Roya Sherafat ◽  
C. G. Venkatesha Murthy
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Secondary Students ◽  
Secondary School Students ◽  
Sampling Technique ◽  
Secondary Level ◽  
Study Habits ◽  
School Students ◽  
Senior Secondary School ◽  
Senior Secondary

The authors of this study have attempted to understand whether study habits affect academic achievement among secondary and senior secondary school students of Mysore. It is also attempted to know whether students at secondary level differ from senior secondary level on their study habits. The study was conducted on the sample of 625 students of Mysore City in India using stratified random sampling technique. Results indicated that the study habits facilitate higher academic achievement. Further, it was also found that secondary school students are significantly better than senior secondary students on study habits. The findings are analyzed and explained. Thus, study habit is found to be an important correlate of academic achievement.

scholarly journals EFFECTIVENESS OF SCHOOL COUNSELING PROGRAMS ON ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN KIAMBU COUNTY, KENYA

2020 ◽  
Vol 5 (35) ◽  
pp. 58-64
Author(s):  
Lucy Gachenia ◽  
Margaret Mwenje
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Academic Performance ◽  
Secondary School ◽  
School Counseling ◽  
Secondary School Students ◽  
Counseling Services ◽  
Counseling Program ◽  
School Students ◽  
Counseling Programs

The school counseling program is meant to assist students to deal with psycho-social and behavioral challenges, which normally affect their academic performance. In order to achieve this goal, the Kenyan government has previously committed resources towards establishing counseling programs in schools. The aim of this study was to establish how effective these counseling programs are in assisting secondary school learners in Kiambu County to achieve academically. Primary data was derived from 80 high school adolescents, 8 counselors, and 8 academic Dean of Students who were purposively sampled from 8 schools that were randomly selected. The study was qualitatively done, and self-determination theory was used to guide the study. Data were analyzed for the identification of counseling program characteristics and student improvement indices. These were presented in tables, charts, frequencies, and percentages based on the responses from the respondents. Further, a correlation between the two variables of the study was examined. Findings depicted that 65.7% of the students sampled said that counseling services offered at school satisfied their needs, 74.3% reported an improvement in their academic performance as a result of those counseling services and 87% felt more positive about school life after receiving counseling services. The study concluded that comprehensive counseling programs improved academic performance among high school students. The study intended to inform education planners, principals, and administrators on the role counseling would play in enhancing academic achievement among secondary school students.

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