scholarly journals Relation between Academic Achievement, Executive Function, Intelligence and Meta Cognition

2016 ◽  
Vol 3 (4) ◽  
Author(s):  
Aditi Kadian
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Executive Function ◽  
Student Teacher ◽  
Educational Goals

Academic achievement or (academic) performance is the outcome of education — the extent to which a student, teacher or institution has achieved their educational goals. Academic achievement generally refers to how well a student is accomplishing his or her tasks and studies. The most well-known indicator of academic achievement is the student’s ‘score’ for their classes and overall tenure. Many variables affect the academic achievement of the student i.e. Meta cognition, executive function, intelligence etc. The present study will investigate the relation between Meta cognition, executive function, intelligence and academic achievement. For this purpose a sample of 100 students (6th to 8th) was selected and data was collected.

scholarly journals Impact of Political Violence in the Lives of Sri Lankan Preschool Children as Perceived by Their Preschool Teachers

2016 ◽  
Vol 3 (4) ◽  
Author(s):  
Buddhiprabha D D Pathirana
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Executive Function ◽  
Preschool Children ◽  
Political Violence ◽  
Student Teacher ◽  
Preschool Teachers ◽  
Educational Goals ◽  
Sri Lankan

Academic achievement or (academic) performance is the outcome of education — the extent to which a student, teacher or institution has achieved their educational goals. Academic achievement generally refers to how well a student is accomplishing his or her tasks and studies. The most well-known indicator of academic achievement is the student’s ‘score’ for their classes and overall tenure. Many variables affect the academic achievement of the student i.e. Meta cognition, executive function, intelligence etc. The present study will investigate the relation between Meta cognition, executive function, intelligence and academic achievement. For this purpose a sample of 100 students (6th to 8th) was selected and data was collected.

scholarly journals Training Executive Functions to Improve Academic Achievement: Tackling Avenues to Far Transfer

2021 ◽  
Vol 12 ◽  
Author(s):  
Catherine Gunzenhauser ◽  
Matthias Nückles
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Executive Function ◽  
Executive Functions ◽  
School Setting ◽  
Real Life ◽  
Formal Schooling ◽  
Far Transfer ◽  
Domain Specific ◽  
Executive Function Training

The aim of training executive functions is usually to improve the ability to attain real-life goals such as academic achievement, that is, far transfer. Although many executive function trainings are successful in improving executive functions, far transfer is more difficult to achieve (cf. Diamond and Lee, 2011; Sala and Gobet, 2020). In this perspective article, we focus on the transfer of executive function training to academic performance. First, we disentangle possible sources of transfer problems. We argue that executive functions can facilitate academic performance via two specific pathways, namely learning-related behaviors and learning-related cognitions. Further, we discuss how domain-specific factors (e.g., task-specific demands and prior knowledge) may influence the successful application of executive functions to learning in this domain. Second, we discuss how the school setting can be used to enhance executive function training with approaches to facilitating far transfer to academic achievement. Specifically, we suggest that training executive functions as a means to improve academic performance is most promising in young students, for whom both behavioral and domain-specific cognitive demands of formal schooling are quite novel challenges. Furthermore, we outline that students could be supported in far transfer of trained executive functions by being informed of the specific relevance of these skills for learning-related behaviors and by having them practice executive functions under such authentic conditions. Moreover, we suggest that in order to promote ongoing effects of executive function training beyond short-term interventions, teachers should be equipped to consider the specific executive function components that might facilitate and support students’ acquisition of a particular subject matter.

scholarly journals CLASS SIZE AND STUDENTS’ ACADEMIC PERFORMANCE IN MATHEMATICS AND SCIENCE IN SECONDARY AND PRIMARY SCHOOLS IN NIGERIA

2014 ◽  
Vol 15 (2) ◽  
pp. 47-54
Author(s):  
A. K. Tsafe
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Student Teacher ◽  
Class Size ◽  
Primary Schools ◽  
Instructional Materials ◽  
Science Class ◽  
Existing Structures ◽  
Mathematics And Science

The paper focuses on the issue of class size as it relates to students’ academic performance in mathematics and science. Class size was viewed in the paper from various perspectives, ranging from student-teacher ratio, students' number per class and instructional materials available to cater to the needs of students in the class. The issue had, over the years been hotly debated and it was found that class size has an effect on the academic achievement of students. Theoretically, the paper argued that there are some difficulties encountered by learners in the process of learning that are environment-based while some are considered to be personal to the learner; each of which has bearing on how the classroom is structured to take care of such difficulties. The paper, in the end, recommended that the existing structures should be expanded so as to allow for decongesting the present ones and teachers should be recruited to complement the expansion.

Executive function and big five assessment, academic performance and military leadership

2007 ◽  
Author(s):  
William Bowman ◽  
Eric Bowman ◽  
Jordan B. Peterson ◽  
Daniel M. Higgins ◽  
Robert O. Pihl
Keyword(s):  
Academic Performance ◽  
Executive Function ◽  
Big Five ◽  
Military Leadership

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.

scholarly journals The Mediating Role of Engagement on the Achievement and Quality of Life of University Students

2021 ◽  
Vol 18 (12) ◽  
pp. 6586
Author(s):  
Inmaculada García-Martínez ◽  
José María Augusto Landa ◽  
Samuel P. León
Keyword(s):  
Quality Of Life ◽  
Academic Achievement ◽  
Life Satisfaction ◽  
Emotional Intelligence ◽  
Academic Performance ◽  
University Students ◽  
Mediational Role ◽  
The Relationship

(1) Background: Academic engagement has been reported in the literature as an important factor in the academic achievement of university students. Other factors such as emotional intelligence (EI) and resilience have also been related to students’ performance and quality of life. The present study has two clearly delimited and interrelated objectives. First, to study the mediational role that engagement plays in the relationship between EI and resilience on quality of life. Secondly, and similarly, to study the mediational role of engagement in the relationship between EI and resilience, but in this case on academic achievement. (2) Methods: For this purpose, four scales frequently used in the literature to measure emotional intelligence, resilience, academic engagement and quality of life were administered to 427 students of the University of Jaén undertaking education degrees. In addition, students were asked to indicate their current average mark as a measure of academic performance. Two mediational models based on structural equations were proposed to analyse the relationships between the proposed variables. (3) Results: The results obtained showed that emotional intelligence and resilience directly predicted students’ life satisfaction, but this direct relationship did not result in academic performance. In addition, and assuming a finding not found so far, engagement was shown to exert an indirect mediational role for both life satisfaction and academic performance of students. (4) Conclusions: The findings of the study support the importance of engagement in the design and development of instructional processes, as well as in the implementation of any initiative.

Music in Secondary Education: Predictors of Music Subject Choices and Associations with Academic Achievement

2021 ◽  
Author(s):  
Maruša Levstek ◽  
Daniel Elliott ◽  
Robin Banerjee
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Secondary Education ◽  
Music Education ◽  
Economic Status ◽  
Factors Affecting ◽  
Systemic Factors ◽  
Education Hub ◽  
Socio Economic Variables ◽  
Youth Music

This paper investigates the relationship between music qualification choice and academic performance in secondary education in England at Key Stage 4 (KS4; usually at age 15 and 16). We analysed data from 2257 pupils at 18 educational settings in a city in the southeast of England. Two regression analyses with clustered errors modelled KS4 music qualification choice and GCSE academic achievement in English, Mathematics, and other English Baccalaureate subjects, while controlling for a range of demographic, academic, and socio-economic variables. Choice of music as a subject at KS4 was positively associated with the total volume of KS4 qualifications entered for examination and was also predicted by coming from an affluent neighbourhood. Furthermore, this choice of music at KS4 was associated with greater academic performance on English Baccalaureate subjects above and beyond other significant predictors (gender, language, prior academic achievement, total volume of KS4 qualifications, and neighbourhood socio-economic status; local Cohen’s f-squared = .09). These results point to a small but significant additive effect of studying music at KS4 in relation to performance on core GCSE subjects. We also found that schools with KS4 music qualification choice greater than the national average were higher in overall academic attainment, in the proportion of pupils attending extra-curricular instrumental lessons, and in our composite measure of school’s engagement with a local music education hub. The results are interpreted in light of sociological theories of education in an attempt to better understand the underlying systemic factors affecting youth music engagement.

scholarly journals Deberes escolares y rendimiento académico en Educación Primaria

2015 ◽  
Vol 31 (2) ◽  
pp. 562 ◽  
Author(s):  
Antonio Valle ◽  
Irene Pan ◽  
José C. Núñez ◽  
Pedro Rosário ◽  
Susana Rodríguez ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Mathematics Achievement ◽  
Foreign Language ◽  
Primary Education ◽  
Predictive Variables ◽  
Time Optimization ◽  
And Gender ◽  
Educación Primaria ◽  
The Relationship

This paper analyzes the relationship between homework behavior and academic achievement using a sample of students from the last three years of primary education. The variables associated with student involvement in homework were the <em>amount of homework completed</em>, <em>the time spent on</em><em> homework,</em> and <em>homework time optimization</em>, while <em>academic achievement</em> was estimated based on the grades in mathematics and foreign language (english). The possible effect of the course and gender when calculating the level of predictive variables concerning the homework on academic achievement was analyzed. The results indicated that the amount of homework done and the optimization of the time dedicated at homework significantly and positively predicted academic performance in both subjects.  However, the amount of time spent on homework was not relevant. Finally, while gender was not statistically significant in predicting academic achievement, the course itself was statistically significant: as the course advances the mathematics achievement tends to diminish.

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