Study Skills, Self-Concept, and Academic Achievement

1984 ◽  
Vol 54 (3) ◽  
pp. 923-929 ◽  
Author(s):  
Bernadette M. Gadzella ◽  
James David Williamson
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Grade Point Average ◽  
Study Skills ◽  
Interpersonal Relations ◽  
The Self ◽  
Self Report ◽  
Self Concept ◽  
Grade Point ◽  
Two Measures

This study investigated the relationships between study skills, self-concept, and academic achievement and whether the self-report measures contributed to the prediction of grade-point average for 110 university students. Analysis showed that study skills, self-concepts, and academic achievement correlated significantly with each other; rs ranged from .03 to .52. In addition to the total study skills score, two measures of study skills (oral reporting and interpersonal relations) and one measure of self-concept (personal self) contributed to the prediction of grade-point average.

A Study On Emotional Intelligence And Academic Achievement In Malaysia

2020 ◽  
Vol 7 (10) ◽  
pp. 109-115
Author(s):  
Cyndra Robert Budull ◽  
Nur Khairunisa Abu Talip ◽  
Noreriani Sabturani ◽  
Theresa Ahing ◽  
Muhamad Syukrie Abu Talip
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
University Students ◽  
Grade Point Average ◽  
Grade Point ◽  
Cumulative Grade Point Average ◽  
Undergraduate University Students ◽  
The University ◽  
The Relationship ◽  
Pearson Correlations

The study aimed to explore the relationship between emotional intelligence (EI) and academic achievement (AA) among undergraduate university students in Malaysia. Four hundred and sixty (n=460) undergraduate university students in Malaysia involved in the present study. The Assessing Emotional Scale (AES) questionnaire was used to measure EI, while the Cumulative Grade Point Average (CGPA) used to determine AA scores. Pearson correlations were utilized to examine the relationship between EI and AA. The findings showed positive and weak relationship between overall emotional intelligence (EI) and academic achievement (r=.090), perception of emotion (PE) and academic achievement (r=.016) and managing others’ emotion (MOTE) and academic achievement (r=.044). Perception of Emotion (PE) are found significantly and positively correlate with academic achievement (r=.101). A significant positive relationship also reported between Managing Own Emotion (MOE) and academic achievement (r=.123). This study helps in understanding and providing information on the university students’ emotional intelligence and academic achievement during undergraduate life.

Self-Concept of Ability and College Students' Academic Achievement

1978 ◽  
Vol 43 (1) ◽  
pp. 37-38 ◽  
Author(s):  
Robert J. Griffore ◽  
Douglas D. Samuels
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Grade Point Average ◽  
Undergraduate Students ◽  
Self Concept ◽  
Final Examination ◽  
Grade Point ◽  
The Relationship

To determine the relationship between college students' academic self-concept and academic achievement, Brookover's Self-concept of Ability Scale was administered to 100 undergraduate students in psychology. High moderate correlations were obtained between academic self-concept and over-all grade-point average (.58), but the correlation between academic self-concept and a final examination, although significant, was relatively low (.26).

Experiences and Expectations in Evaluating Preparation for an Examination

2000 ◽  
Vol 86 (3) ◽  
pp. 895-898 ◽  
Author(s):  
Karl Schweizer
Keyword(s):  
University Students ◽  
Self Efficacy ◽  
Self Esteem ◽  
Oral Examination ◽  
The Self ◽  
Self Report ◽  
Self Concept ◽  
Personal Optimism ◽  
Past Experiences

The predictability of the evaluation of preparing for an oral examination by means of self-concept and self-esteem as well as optimism and self-efficacy was investigated in a sample of 49 university students. Self-concept was measured by Frankfurter Selbstkonzeptskalen, self-esteem by the 16PF-O scale, personal optimism, social optimism, and self-efficacy by Fragebogen für Personalen Optimismus und Sozialen Optimismus—Erweitert, and the evaluation of the preparation by a self-report sheet. Data were collected 5 wk. before the examination. The self-report sheet was given again one week before the examination. Significant correlations of self-report scores with self-concept scores as well as 16PF-O scores representing past experiences were found for the first assessment. The correlations with personal optimism scores and self-efficacy scores representing expectations were also significant for the second assessment.

scholarly journals Learner Autonomy in L2 Writing: The Role of Academic Self-Concept and Academic Achievement

2021 ◽  
Vol 2021 ◽  
pp. 1-10
Author(s):  
Tayebeh Tajmirriahi ◽  
Ehsan Rezvani
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Learner Autonomy ◽  
Strategy Use ◽  
L2 Writing ◽  
Self Concept ◽  
Writing Classes ◽  
Grade Point ◽  
Essay Writing

Embracing a learner-based approach in line with a psychological perspective, the present study investigates learner autonomy (LA) in L2 writing with a focus on the role of academic self-concept (ASC) and academic achievement of Iranian English-as-a-Foreign-Language (EFL) university students. The research entailed three interrelated phases: In phase one, the readiness of 69 EFL students in three intact English essay writing classes was measured in terms of certain factors of autonomy in writing. Besides, their ASC was surveyed and the participants were asked to report their overall grade point average (GPA) as an index of their academic achievement. In phase two, a focus group interview was administered. Three emergent themes were derived from their comments, namely, insignificant position of writing, insufficient strategy use, and instructors’ unconvincing support for autonomy in writing. The last phase of the study was assigning the findings of phase one to several regression and correlation analyses to investigate the triangular potential relationships of LA in writing, ASC, and academic achievement. The results of the study indicated that, compared with skills and strategy use, EFL university students were most autonomous in their attitudes towards writing, while they did not show a desirable level of ASC. Moreover, ASC and LA in writing proved to have a relatively significant relationship; nonetheless, academic achievement turned out insignificant in relation to them, proving no triangular correlation among the given variables. Implications for EFL teachers and materials developers focused on writing skill will be provided.

scholarly journals Self-Concept as a Mediator of the Relation Between University Students’ Resilience and Academic Achievement

2022 ◽  
Vol 12 ◽  
Author(s):  
Inmaculada García-Martínez ◽  
José María Augusto-Landa ◽  
Rocío Quijano-López ◽  
Samuel P. León
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
University Students ◽  
Structural Equation ◽  
Positive Influence ◽  
Self Report ◽  
Self Concept ◽  
Mediational Analysis ◽  
Mediating Factor ◽  
The Relationship

Academic achievement is a factor of interest in both psychology and education. Determining which factors have a negative or positive influence on academic performance has produced different investigations. The present study focuses on analyzing the relationship between resilience, emotional intelligence, self-concept and the academic achievement of university students. For this purpose, different self-report tools were administered to a sample of 1,020 university students from Southern Spain. The Structural Equation-based mediational analysis suggests that there is no direct relationship between resilience and academic achievement, nor between emotional intelligence and academic achievement. Likewise, self-concept is positioned as a mediating factor in the relationship between resilience and academic achievement. The findings indicate that university students who exhibit high levels of resilience tend to cope better with difficult moments and understand and value the effort required and invested in study time. This study supports positive beliefs and behaviors for better academic achievement.

scholarly journals Self-concept certainty in adaptive and maladaptive perfectionists

2019 ◽  
Vol 10 (2) ◽  
pp. 204380871984345 ◽  
Author(s):  
Alice Lo ◽  
Maree J. Abbott
Keyword(s):  
Decision Making ◽  
University Students ◽  
The Self ◽  
Self Report ◽  
Self Concept ◽  
The Way

The present study examined the content of self-related beliefs (i.e., the self-concept) and the level of certainty associated with these beliefs (i.e., self-concept certainty) across adaptive and maladaptive dimensions of perfectionism. A sample of 103 university students (26 adaptive perfectionists, 28 maladaptive perfectionists, and 49 non-perfectionists) completed a series of questionnaires and a reaction-timed computer task assessing their self-concept content and level of self-concept certainty. Results revealed significant differences in the content of self-beliefs about personality attributes between perfectionist groups, such that those classified as adaptive perfectionists held more positive beliefs and less negative-related beliefs about their personality attributes when compared to maladaptive perfectionists. Results regarding self-concept certainty were less clear, with adaptive perfectionists being most certain in general on self-report measures, but more certain for positive personality attributes only when compared to maladaptive perfectionists on a reaction-timed decision-making task. Findings from the present study are discussed in terms of the way that self-concept certainty may differ across adaptive and maladaptive subtypes of perfectionists.

Correlates of the Academic Achievement of Adolescents with Behavioral Disorders

1992 ◽  
Vol 18 (1) ◽  
pp. 9-17 ◽  
Author(s):  
Regina M. Foley ◽  
Michael H. Epstein
Keyword(s):  
Academic Achievement ◽  
Special Education ◽  
Locus Of Control ◽  
Grade Point Average ◽  
Behavioral Disorders ◽  
Study Skills ◽  
Achievement Test ◽  
Grade Point ◽  
Organizational Skills ◽  
Survival Skills

The purpose of this study was to identify the correlates and predictors of the academic achievement of adolescents with behavioral disorders. A series of standardized assessment instruments designed to measure locus of control, study skills, and academic achievement were individually administered to 86 11- to 15-year-old behaviorally disordered students. Special education teachers completed a rating scale assessing each student's academic school survival skills. Pearson product-moment correlation coefficients were calculated between measures of survival skills, locus of control, and study skills and students’ achievement test scores and academic grade point average. Overall, student achievement test performance was significantly correlated with organizational skills and an internal locus of control orientation. IQ and organizational skills were identified as significant predictors of writing, arithmetic, reading, general facts, and overall academic achievement. Organizational skills was the only significant predictor of students’ special education grade point average. Two variables, organizational skills and age, were significant predictors of overall grade point average. No predictors were identified for mainstream grade point average.

Relationship between academic achievement and social functioning among university students

2019 ◽  
Author(s):  
Canahmet Boz ◽  
Mehmet Akif Elen
Keyword(s):  
Academic Achievement ◽  
Data Analysis ◽  
University Students ◽  
Grade Point Average ◽  
Social Functioning ◽  
Demographic Variables ◽  
Social Activities ◽  
Grade Point ◽  
The Relationship

The purpose of this study was to investigate the relationship between academicachievement and social functionality among university students. Data regarding thesocio-demographic variables of 67 university students were analyzed. Based on thesocio-demographic variables and social functianalysis method was used. Data analysis suggests that among the participants, 59,7%(n = 40) were male whereas 40,3% (n = 27) were female; 65,7% (n = 44) were single;62,7% (n=42) were smoking; and mean grade point average was 2,67. Correlationsrevealed that higher grade point average is associated with higher levels of socialfunctioning; higher interpersonal functioning is associated with higher grade pointaverage; and higher independence is associated with higher grade point average. It issalient to involve in pro-social activities, to improve the quality of communicationbetween each other, and to acquire new hobbies and interests in order to succeed inacademic life. Consequently, the universities should organize more conferences andmeetings related with social functionality under the aim of enhancing academic skillsof their students.

Closing Poverty-Based Excellence Gaps: Supports for Gifted Students From Low-Income Households as Correlates of Academic Achievement

2021 ◽  
pp. 016235322110235
Author(s):  
Alaa Eldin A. Ayoub ◽  
Ahmed M. Abdulla Alabbasi ◽  
Jonathan A. Plucker
Keyword(s):  
Academic Achievement ◽  
Grade Point Average ◽  
Low Income ◽  
Rural Areas ◽  
Gifted Students ◽  
Self Report ◽  
Gifted Programs ◽  
Grade Point ◽  
Effective Role ◽  
Environmental Supports

Previous studies on poverty within the gifted population have shown that economically vulnerable gifted students are underrepresented in gifted programs. Moreover, the majority of published studies on this topic were conducted in Western cultures. We explored the psychological, cognitive, academic, social, and environmental supports for economically vulnerable students in the Arab culture. The sample consisted of 142 male and female students who were randomly selected from 10 middle schools in rural areas in Egypt. To assess the supports of gifted students, researchers developed a self-report questionnaire. Grade point average was used as an indicator of academic achievement. Results from cluster analysis showed that there were three profiles for low-income gifted students. Multiple regression analysis indicated that environmental, social, and psychological supports explained 44% of the variance in academic achievement. Environmental supports played the most effective role in predicting students’ academic achievement, followed by social and psychological supports.

Predictors of Academic Self-Concept for African American College Students

2016 ◽  
Vol 43 (6) ◽  
pp. 636-653
Author(s):  
Andrew S. Franklin ◽  
Scott M. Debb ◽  
Darlene G. Colson
Keyword(s):  
College Students ◽  
African American ◽  
Racial Identity ◽  
Grade Point Average ◽  
Self Concept ◽  
African American College Students ◽  
Online Questionnaire ◽  
Convenience Sample ◽  
Grade Point ◽  
Historically Black University

This study explored the roles of demographic variables, grade point average, centrality (an aspect of racial identity), and student-professor interactions in predicting academic self-concept. A convenience sample of 132 African American students (104 females and 28 males) ranging in age from 18 to 38 ( Mage = 26), attending a historically Black university completed an online questionnaire assessing demographic information, grade point average, an aspect of racial identity from the Multidimensional Inventory of Black Identity, student-professor interactions, and academic self-concept. Results showed that grade point average and student-professor interactions characterized by faculty’s level of care were significant factors in predicting academic self-concept. These relationships may be important for understanding salient factors that influence the academic self-concept in African American college students.

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