Predictors of Fear of Academic Success among University Students

1989 ◽  
Vol 65 (2) ◽  
pp. 439-442 ◽  
Author(s):  
Christopher Orpen
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
University Students ◽  
Construct Validity ◽  
Academic Motivation ◽  
External Control ◽  
Performance Estimates

55 Australian university students completed the Fear of Academic Success Consequences Scale as well as separate measures of nine hypothesized predictors of fear of academic success, namely, age, sex, school and university academic performance, estimates of future academic success, independence from the views and opinions of others, academic motivation, and rated importance of doing well academically. All scale-predictor correlations were nonsignificant, except for age and external control. The results suggest the scale does not possess high construct validity among these students.

Apathy and Academic Failure among Students: Results of a Pilot Longitudinal Study

2021 ◽  
pp. 187-200
Author(s):  
A.A. Zolotareva ◽  
Keyword(s):  
Risk Factor ◽  
Academic Performance ◽  
University Students ◽  
Perceived Stress ◽  
Academic Motivation ◽  
Academic Failure ◽  
Educational Institutions ◽  
Boredom Proneness ◽  
Academic Control ◽  
Study Engagement

The current study was aimed to examine the impact of psychological adjustment / maladjustment on the academic performance of Russian university students. Previous studies have shown that academic performance is closely related to alienation from study, study engagement, academic motivation, perceived stress, academic control, and boredom proneness. Some researchers also have suggested that adolescent apathy may be the risk factor for academic failure among university students. In turn, the American psychologist R. Handelman defined adolescent apathy as a specific state of lack of goal-setting, energy and interest, indifference to changes and experience of difficulties in making decisions in young adults [27]. In September 2019, 103 students (73 females and 30 males) aged 16 to 21 years from several Moscow universities filled out instruments assessing adolescent apathy, alienation from study, study engagement, academic motivation, perceived stress, academic control, and boredom proneness. The study was conducted at seminars in psychological disciplines. All study participants received bonus points in these disciplines. In January 2019, based on the results of the examination session, an average score was calculated for each study participant. This score became a criterion for academic performance of university students. There were no statistically significant age and gender differences in the scores of psychological adjustment / maladjustment. The one-way analysis of variance (ANOVA) revealed that adolescent apathy was the single indicator that affects the academic performance of university students. Thus, the higher scores of adolescent apathy university students showed at the beginning of the academic year, the lower the average scores they received for the first exam session. Based on these data, it was concluded that adolescent apathy is a risk factor for academic failure and can serve as a target for preventive and interventional measures related to academic failure among Russian university students. Currently, in foreign practice, programs and recommendations are being developed and implemented for teachers of higher educational institutions who are faced with the adolescent apathy outcomes. Perhaps this study, which has proved the importance of adolescent apathy in the context of academic failure among university students, will be the first step towards the development and implementation of similar programs and recommendations for Russian educational institutions.

scholarly journals Learning Engagements and the Role of Religion

SAGE Open ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. 215824401990125
Author(s):  
Fatima Khalid ◽  
Sultan Sikandar Mirza ◽  
Chai Bin-Feng ◽  
Nighat Saeed
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Undergraduate Students ◽  
Academic Motivation ◽  
Sampling Technique ◽  
Hierarchical Regression ◽  
Learning Engagement ◽  
Academic Motivation Scale ◽  
Significant Relationships ◽  
Role Of Religion

The objective of this study is to determine the relationship between learning engagement, academic motivation, and academic performance in undergraduate students and the importance of religion in determining the academic motivation and academic performance. A sample of 840 university students from different regions (provinces) of Pakistan is pooled through a convenient sampling technique. Engagement Versus Disaffection (EVD) and the Academic Motivation Scale (AMS) are administered for learning engagement and academic motivation, respectively. After applying analysis of variance (ANOVA), Pearson product-moment correlation analysis, and hierarchical regression, the findings of this research reveal that learning engagement and academic motivation have significant relationships with academic performance. Furthermore, it is also found that, in religiosity, academic motivation for both Muslims and non-Muslims do not induce learning engagement, but Muslim students have shown better academic performance than non-Muslims. This study can be beneficial for policymakers and practitioners to analyze the determinants of learning engagements and improve the academic performance of university students.

scholarly journals Effect of Academic Background on Social Competence and its Relationship with Academic Motivation and Academic Performance of First Year University Students

2021 ◽  
Vol 1 (1) ◽  
pp. 16-28
Author(s):  
Ghania Yamin ◽  
Huma Khalid ◽  
Fizza Tahir ◽  
Erum Khatri ◽  
Sidra Shoaib
Keyword(s):  
Academic Performance ◽  
Social Competence ◽  
University Students ◽  
Significant Relationship ◽  
Academic Motivation ◽  
First Year ◽  
Academic Background ◽  
Weak Relationship ◽  
Significant Difference ◽  
First Year University

Certain differences have been observed in the students belonging to different academic backgrounds hence the purpose of the current research was to explore the effect of academic background (i.e., Cambridge & HSSC) on Social Competence and to see its relationship with Academic motivation and Academic performance among first year university students. The hypothesis states that there is a significant difference between Social Competence and Academic Motivation of Cambridge and Higher Secondary School Certificate (HSSC) students. There also exists a significant relationship between Social competence, Academic motivation and Academic performance of first year university students. Research design of the study was comparative co-relational survey design. Whereas sampling technique used was purposive convenient sampling. There were N=166 participants (Males n=53 & Females n=113; Cambridge n=90 & HSSC n=76) with the age range of 18-23 years (M=2.76, SD=1.28) from different private and government universities of Karachi. Academic Motivation Scale (Vallerrand, et al., 1992) and Social Competence Scale (Shujja, Malik, & Khan, 2015) for Adolescence were used for measuring academic motivation and social competence whereas for academic performance previous grades in last given exams were demanded. Statistical analysis including T-test was used for measuring relationship variables of Academic Motivation, Social Competence and Academic Performance among first year university students show no significant relationship. a positive but weak relationship was discovered between social competence and intrinsic motivation. Furthermore, a weak relationship was identified between social competence and gender. This study will help increase insight and improvise the education system and teaching methodologies of both educational systems. Implications for teachers to use innovative methodologies and strategies while teaching to enhance students’ social and academic skills to positively influence their performance.

scholarly journals A Comparison of Factors Related to University Students’ Learning: College-Transfer and Direct-Entry from High School Students

2015 ◽  
Vol 45 (2) ◽  
pp. 168-192
Author(s):  
Anita Acai ◽  
Genevieve Newton
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Academic Success ◽  
University Students ◽  
Transfer Students ◽  
Learning Approach ◽  
Articulation Agreements ◽  
College Transfer ◽  
College Transfer Students

Articulation agreements between colleges and universities, whereby students with two-year college diplomas can receive advancement toward a four-year university degree, are provincially mandated in some Canadian provinces and highly encouraged in others. In this study, we compared learning in college-transfer and direct-entry from high school (DEHS) students at the University of Guelph–Humber in Ontario, using eight factors related to learning: age, gender, years of prior postsecondary experience, learning approach, academic performance, use of available learning resources, subjective course experience, and career goals. Our results show that while college-transfer students tend to be older than DEHS students, they do not significantly differ in either learning approach or academic performance. This is an important finding, suggesting that college-transfer programs are a viable option for non-traditional university students. We conclude that the academic success of college-transfer students is attainable with careful consideration of policies, such as admissions criteria, and the drafting of formal articulation agreements between institutions.  

scholarly journals Motivational Media and Academic Success

2015 ◽  
Vol 4 (1) ◽  
pp. 160-163
Author(s):  
Nicolle Grant
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Positive Emotions ◽  
Academic Motivation ◽  
College Graduates ◽  
Male Students ◽  
Control Group ◽  
Psychology Courses ◽  
Potential Impact ◽  
Experimental Group

Motivating students to do well in courses that fail to interest them can be challenging. The current study was designed to assess the potential impact of priming motivational media on academic performance. Students in six sections of introductory psychology courses (n = 128) completed a quiz after watching a 4 minute inspirational video (experimental group, n = 63), or without watching the video (control group, n = 65). The video selected showed scenes of individuals pushing their limits in all aspects of life and a commentary of a motivational commencement speech by Arnold Schwarzenegger given to college graduates. After completing the quiz participants were given a survey with questions pertaining to their motivation, positive and negative emotions, demographics, and their reactions to the video. Students who were primed by the video reported greater academic motivation and planned to study more for the next quiz than students who did not watch the video. Females reported lower GPA and lower positive emotions in the experimental condition. While there was not an overall effect of the video on quiz scores, male students who watched the video performed 10% better on the quiz than males in the control condition. Implications of these findings suggest that motivational information may be beneficial in inspiring academic performance in certain circumstances.

Dynamics of regulatory and personality features in junior schoolchildren with decreased psychological well-being (longitudinal data)

2020 ◽  
Author(s):  
I. N. Bondarenko ◽  
A. M. Potanina ◽  
I. Yu Tsyganov
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Academic Motivation ◽  
Negative Impact ◽  
Self Regulation ◽  
Well Being ◽  
Regulatory Process ◽  
Psychological Well Being ◽  
Traditional Concept ◽  
Analysis Of Dynamics

The article presents the results of longitudinal analysis of dynamics of regulatory, personal, motivational characteristics and academic success in students with decline of psychological well-being during the transition from grade 5 to 6. A group of 6th graders whose psychological well-being significantly decreased in comparison with the 5th grade (N = 26) was identified. We compared of indicators of conscious self-regulation (V. I. Morosanova), personal properties (Big 5), attitude to learning (A. M. Prihozhan) and academic motivation (T. O. Gordeeva) with a time difference of one year. The results show the maintenance of the level of academic performance against the sharp decline in almost all regulatory, personal, motivational and emotional indicators. We identified two indicators which serve as a resource for maintaining the academic success of the respondents: Neuroticism and regulatory process of Modelling. In contrast to traditional concept of its negative impact it was shown that Neuroticism was almost the only factor supporting academic performance at that age. A particularly significant result is the discovery of a «sensitive» age for the development of the regulatory process of Modelling, which is responsible for the ability to set and perform complex tasks, not to be afraid of new non-standard situations, and find solutions in «hopeless» stressful situations.

scholarly journals The Influence of Transformational Teacher Leadership on Academic Motivation and Resilience, Burnout and Academic Performance

2020 ◽  
Vol 17 (20) ◽  
pp. 7687
Author(s):  
Rubén Trigueros ◽  
Ana Padilla ◽  
José M. Aguilar-Parra ◽  
Isabel Mercader ◽  
Remedios López-Liria ◽  
...  
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Teacher Leadership ◽  
Structural Equation Model ◽  
Structural Equation ◽  
Academic Motivation ◽  
Academic Resilience ◽  
Equation Model ◽  
Predictive Relationships ◽  
The University

Currently, the university failure rate is around 33% of students starting their studies. Among the main reasons are demanding academic situations and the use of inappropriate coping strategies. Therefore, the aim of this study was to analyze the influence of teacher leadership on academic resilience and motivation, burnout, and academic performance. This study involved 3354 university students. A structural equation model was made to analyze the predictive relationships between the study’s variables. The results showed that teacher leadership positively predicted academic resilience and motivation; academic resilience negatively predicted burnout and positively predicted academic performance; likewise, academic motivation negatively predicted burnout and positively predicted academic performance; finally, burnout negatively predicted academic resilience.

scholarly journals Comparison of Academic Motivation in Different Phases of Optometry Studies

2020 ◽  
Vol 5 (15) ◽  
pp. 57-63
Author(s):  
Noor Halilah Buari ◽  
Hendrry Win Alim
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Student Performance ◽  
Teaching And Learning ◽  
Academic Motivation ◽  
Online Survey ◽  
Publishing House ◽  
Student Groups ◽  
International Publishing ◽  
Open Access Article

The changes in motivation cause an impact on students’ behavior related to academic success. The online survey found that a significant variation of academic motivation occurred in four different phases of Optometry studies. The 3rd year preclinical students displayed a lack of motivation compared to other student groups. This indicated changes in learning adaptation for different syllabus and approaches in educational stages. The academic performance correspondent with the students’ motivation as higher motivation gave better academic performance. Thus, understanding students' academic motivation permits educators to improve the educational approaches in teaching and learning to enhance student performance. Keywords: Motivation; Optometry, Health Sciences, Education eISSN: 2398-4287© 2020. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v5i15.2496.

scholarly journals Plagiarism, Internet and Academic Success at the University

2018 ◽  
Vol 7 (2) ◽  
pp. 98-104 ◽  
Author(s):  
Juan Carlos Torres-Diaz ◽  
Josep M. Duart ◽  
Mónica Hinojosa-Becerra
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
University Students ◽  
Family Income ◽  
Experience Level ◽  
Face To Face ◽  
Use Of Technology ◽  
Academic Activities ◽  
Level Of Experience ◽  
The University

In this work, we determined, the level of incidence of the use of technologies on academic success and the incidence of interaction and experience on the level of plagiarism of university students. A sample of 10,952 students from 31 face-to-face universities in Ecuador was created. Students were classified based on their experience level, level of interaction with teachers and classmates, and the use they do with technology for academic activities. The results showed that the level of experience does not affect academic success, but does have an incidence on plagiarism levels that increase as this experience increases. Plagiarism reaches higher levels when level of experience, family income and hours of connection per day increases. Academic performance depends on the number of hours that students seek information and the number of academic videos they watch. Also, plagiarism tends to decrease as the student makes better use of technology for their academic activities.

Belonging Mediates Effects of Student-University Fit on Well-Being, Motivation, and Dropout Intention

2018 ◽  
Vol 49 (1) ◽  
pp. 16-28 ◽  
Author(s):  
Michèle Suhlmann ◽  
Kai Sassenberg ◽  
Benjamin Nagengast ◽  
Ulrich Trautwein
Keyword(s):  
Academic Success ◽  
University Students ◽  
Academic Motivation ◽  
Well Being ◽  
Drop Out ◽  
Cross Sectional ◽  
Online Study ◽  
Person Environment Fit ◽  
Self Construal ◽  
The University

Abstract. About one third of university students drop out from their undergraduate studies. The fit between students’ self-construal and university norms has been suggested to contribute to academic success. Building on this idea, we tested a student-university fit model in a cross-sectional online study among 367 German university students. Results support a P-E fit effect, showing that students with a high dignity self-construal and who perceived the university norms to be highly independent indicated the greatest sense of belonging to the university. In turn, belonging positively predicted well-being and academic motivation and reduced dropout intention. In sum, this study suggests that a person-environment fit analysis can contribute to the understanding of healthy student life and academic success.

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