scholarly journals Self-Concept, Interest in Becoming a Teacher, Prerequisite Courses: What do the Most Determinant Factors in Microteaching Competencies of Prospective Teachers?

2019 ◽  
Vol 4 (2) ◽  
pp. 257
Author(s):  
Tomo Djudin
Keyword(s):  
Academic Achievement ◽  
Teacher Training ◽  
Prospective Teachers ◽  
Self Concept ◽  
Relative Contribution ◽  
Prerequisite Knowledge ◽  
Prerequisite Courses ◽  
The Relationship ◽  
Essential Prerequisite

Self-concept, interest, learning motivation, and prerequisite knowledge potentially contributes to academic achievement. The aim of this study was to determine the relationship between self-concept, interest in becoming a teacher, academic achievement of prerequisite courses and prospective teachers’ competencies of microteaching. This correlational study involved 105 sixth semester students of science department in Education and Teacher Training Faculty (FKIP) of Pontianak, Tanjungpura University. The data collected by using the self- concept questionnaire and the questionnaire of interest in becoming a teacher. The achievement of prerequisite courses and the students’ competencies of microteaching taken from the academic subdivision of the faculty. The analysis found that self-concept, interest in becoming a teacher, and academic achievement in prerequisite courses associate significantly with prospective teachers’ competencies of microteaching (respectively <em>r<sub>s</sub></em> = .35, <em>r<sub>s</sub> </em>= .38, and <em>r</em><sub>s </sub>= .60, <em>p</em> &lt; .05). In addition, coefficient of multiple correlation is also significant (<em>R</em> = .61, p &lt; .05). It means that the relative contribution of predictor variables of this study on prospective teachers’ competencies of microteaching is 37.60% and the remaining 62.40% is determined by other uninvestigated variables. The study indicated that the prerequisite courses relate significantly with students’ ability to execute microteaching. Thus, an institution of teacher training should continually upgrade the quality of learning and instruction by providing the essential prerequisite content of courses the prospective teachers required.

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.

scholarly journals Family involvement, adolescent self-concept and academic achievement

2015 ◽  
Vol 5 (3) ◽  
pp. 293-311
Author(s):  
Ana Álvarez ◽  
Natalia Suárez ◽  
Ellián Tuero ◽  
José C. Núñez ◽  
Antonio Valle ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Multivariate Analysis ◽  
Parental Involvement ◽  
Family Involvement ◽  
Significant Relationship ◽  
Study Data ◽  
Self Concept ◽  
First Year ◽  
Achievement Scores ◽  
The Relationship

The purpose of this work was to analyze the specific relationship between parental involvement, dimensions of student self-concept and achievement. 503 students of Secondary Education (ESO) and the first year of Baccalaureate course participated in the study. Data were collected using two questionnaires (Family Involvement Questionnaire and Self-Concept Scale for Adolescents) and academic achievement scores. Data were analyzed using multivariate analysis of variance and paths analysis. The results obtained suggest a significant relationship between the dimensions of perceived family involvement and the dimensions of self-concept (except for parents' praise behaviors). What's more, the relationship between perceived family involvement and achievement is partially mediated by the academic self-concept.

scholarly journals PENGARUH KUALITAS STRATEGI MEMBACA TERHADAP PRESTASI AKADEMIK

2019 ◽  
Vol 20 (2) ◽  
pp. 105-115
Author(s):  
Suprihadi Suprihadi ◽  
Muh. Syafei
Keyword(s):  
Academic Achievement ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
English Education ◽  
Reading Strategy ◽  
Training And Education ◽  
The Relationship

The dual-role of the students of English Education Department Teacher Training and Education Faculty Muria Kudus University as both English language learners and language users gets them to be autonomous, effective, efficient, and strategic readers. The objective of this research is to investigate the relationship between quality of the reading strategy and academic achievement of the students. The subjects of this research were 104 students of EED UMK comprising of all semesters taken randomly. The instrument used was closed-ended questionnaire. The result of this research reveals that there is no relationship between quality of the reading strategy and academic achievement, meaning that the quality of reading strategy does not influence the academic achievement of the students. Implikasions and recommendations for the institution and for further research were proposed.

scholarly journals Relationship between Self Concepts and Students' Academic Achievements in Selected Medical Colleges

2014 ◽  
Vol 2 (1) ◽  
pp. 10-13
Author(s):  
Md Humayun Kabir Talukder ◽  
Shahana Parvin
Keyword(s):  
Academic Achievement ◽  
Medical Students ◽  
High Achievers ◽  
Self Concept ◽  
Dominant Dimension ◽  
Achievement Data ◽  
Significant Difference ◽  
The Relationship ◽  
Pearson Correlations ◽  
Medical Colleges

This cross - sectional descriptive study was conducted to explore the relationship of medical students' self-concept with their academic achievement. The study population was preclinical second year medical students. Study was carried out at one government and one non-government medical colleges in Dhaka. Sample size was 254 and sampling technique was purposive. The three dimensions of self concept: personal, family and social self-concept of medical students were assessed through 45- items questionnaire, which was answered on a five-point Likert scale. Data was collected by self administered structured questionnaire with Bengali version. Academic achievement data were measured by two term examinations marks of three subjects (Anatomy, Physiology & Biochemistry) based on written and oral examinations. Simple statistical tests were used to analyze the dominant dimension of student's self-concept. Inferential statistic such as ttest was used to analyze the difference between the self-concept and gender. Pearson correlations were used analyze the relationship between self-concept of students with their academic achievement. The participant's age ranged from 17 - 23 years with a mean of 19.8 and a standard deviation of 0.93. Among the respondents 47% were male and 53% were females. In term-I and term-II exams majority (66.9% and 66.1%) student were high achievers. The research finding showed that the dominant dimension of self concept was family self-concept (mean value was 53.73). Beside that, t-test analysis showed that there was significant difference between dimension of self-concept of students according to gender (p= 0.03, p= 0.02). Pearson correlations analysis showed that there was positive correlation between dimensions of self-concept with student's academic achievement. Study recommended to increase the student's self-concept in order to enhance their academic achievement. DOI: http://dx.doi.org/10.3329/bjme.v2i1.18131 Bangladesh Journal of Medical Education Vol.2(1) 2011: 10-13

Konsep Kendiri dan Pencapaian Akademik Golongan Remaja: Melihat Sejauhmana Gaya Kepimpinan Ibu Bapa sebagai Moderator

2012 ◽  
Author(s):  
Ishak Mad Shah
Keyword(s):  
Academic Achievement ◽  
Leadership Style ◽  
Self Concept ◽  
Research Subjects ◽  
Moderator Variable ◽  
Achievement Data ◽  
Dependent Variables ◽  
Relationship Of ◽  
The Relationship ◽  
Tennessee Self Concept Scale

Kajian ini bertujuan melihat sejauhmana gaya kepimpinan ibu bapa menjadi moderator kepada hubungan antara konsep kendiri dengan pencapaian akademik remaja. Untuk mencapai objektif kajian ini, seramai 687 orang remaja yang belajar di tingkatan empat dan lima dari beberapa sekolah menengah kebangsaan di Johor Bahru dipilih sebagai subjek kajian. Instrumen Tennessee Self–Concept Scale yang dibina oleh Fitts dan Indeks Topologi Amalan Didikan oleh Baumrind digunakan untuk tujuan pengumpulan data. Data pencapaian akademik diambil dari peperiksaan akhir. Data yang telah terkumpul dianalisis menggunakan statistik deskriptif kecenderungan memusat untuk menganalisis latar belakang subjek kajian. Analisis kesan pemboleh ubah moderator ke atas hubungan pemboleh ubah bebas dengan pemboleh ubah terikat telah dilakukan menggunakan statistik infrensi regresi pelbagai. Keputusan kajian yang diperolehi menunjukkan gaya kepimpinan authoritarian dan autoritatif ibu bapa didapati hanya bertindak sebagai pengamal secara signifikan kepada hubungan antara konsep kendiri dan pencapaian akademik golongan remaja. Hubungan antara konsep kendiri dengan pencapaian akademik golongan remaja didapati bersyarat kepada gaya kepimpinan permisif ibu bapa. Kata kunci: Konsep kendiri, gaya kepimpinan ibu bapa, pencapaian akademik The objective of this study is to see parents’ leadership style as a moderator for adolescents’ self–concept and academic achievement realtionship. 687 adolescents who are studying in form four and form five from secondary schools in Johor Bahru have been choosen as research subjects. Fitt’s Tennessee Self–Concept Scale and Baumrind Parenting Topology Index were used as research instruments. Academic achievement data had been taken from their final examination results. Descriptive statistic had been used for analysing the research subject demographic’s data. The effects of moderator variable on the relationship of independent and dependent variables are analysed by multivariate regression. The result shows the parents’ authoritarian and autoritative leadership styles as a predictor for adolescent self–concept and academic achievement relationship. Whereas, the relationship of adolescents’ self–concept and academic achievement is conditional to parents’ permissive style leadership. Key words: Self-concept, parents' leadership style, academic achievement

scholarly journals Family involvement, adolescent self-concept and academic achievement

2015 ◽  
Vol 5 (3) ◽  
pp. 293-311
Author(s):  
Ana Álvarez ◽  
Natalia Suárez ◽  
Ellián Tuero ◽  
José C. Núñez ◽  
Antonio Valle ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Multivariate Analysis ◽  
Parental Involvement ◽  
Family Involvement ◽  
Significant Relationship ◽  
Study Data ◽  
Self Concept ◽  
First Year ◽  
Achievement Scores ◽  
The Relationship

The purpose of this work was to analyze the specific relationship between parental involvement, dimensions of student self-concept and achievement. 503 students of Secondary Education (ESO) and the first year of Baccalaureate course participated in the study. Data were collected using two questionnaires (Family Involvement Questionnaire and Self-Concept Scale for Adolescents) and academic achievement scores. Data were analyzed using multivariate analysis of variance and paths analysis. The results obtained suggest a significant relationship between the dimensions of perceived family involvement and the dimensions of self-concept (except for parents' praise behaviors). What's more, the relationship between perceived family involvement and achievement is partially mediated by the academic self-concept.

Group outcome: The relationship between group learning outcome, attributional style, academic achievement, and self-concept

1992 ◽  
Vol 17 (3) ◽  
pp. 201-210 ◽  
Author(s):  
Philip C Abrami ◽  
Bette Chambers ◽  
Sylvia d'Apollonia ◽  
Mona Farrell ◽  
Christina De Simone
Keyword(s):  
Academic Achievement ◽  
Attributional Style ◽  
Group Learning ◽  
Learning Outcome ◽  
Self Concept ◽  
The Relationship

Testing theories of romantic development from adolescence to young adulthood: Evidence of a developmental sequence

2003 ◽  
Vol 27 (6) ◽  
pp. 519-531 ◽  
Author(s):  
Inge Seiffge-Krenke
Keyword(s):  
Young Adulthood ◽  
Romantic Relationship ◽  
Early Adulthood ◽  
Romantic Partners ◽  
Romantic Partner ◽  
Self Concept ◽  
Developmental Sequence ◽  
Initiation Phase ◽  
The Relationship

In an 8-year prospective study conducted on 103 subjects, the developmental sequence of and the factors contributing to a bonded romantic outcome in young adulthood were investigated. The subjects’ self-concepts and their relationships with mothers, fathers, and same-sex friends were assessed at the ages of 13, 15, and 17 years. Having a romantic partner and the quality of relationships with romantic partners were assessed at ages 13, 15, 17, and 21 years. Evidence was found for a developmental sequence in romance with respect to differences in the quality and duration of romantic relationships over time. Factor analysis revealed that at age 21, bonded romantic love emerged as a romantic outcome. Two models of romantic relationship development, varying in complexity, were tested. The results revealed that support from parents, friends, and romantic partners as well as self-concept contributed differently to the prediction of bonded love at age 21. Regression analyses revealed that at age of 13, during the initiation phase, the self-concept contributed significantly to the prediction of bonded love in young adulthood. Similarly, during the affection phase, at age 17, the quality of the relationship with the romantic partner was predictive of bonded love in early adulthood. The results were less clear at age 15, during the status phase. In addition, it was found that the importance of the romantic partner as support provider increased as the relationship developed. Contrary to expectations, peer support was found to be important only during later stages of romantic development.

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