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 Motor skills as a predictor of academic performance | La aptitud motriz como predictor del rendimiento académico

2021 ◽  
Vol 14 (28) ◽  
pp. 57-64
Author(s):  
José Eduardo Molina Arriola ◽  
Victor Osiris Rodriguez Cervantes ◽  
Julio Cesar Lozano Flores ◽  
Luis Quintana Rivera ◽  
José Moncada Jimenez ◽  
...  
Keyword(s):  
Academic Performance ◽  
Physical Education ◽  
University Students ◽  
Motor Skills ◽  
Weighted Average ◽  
First Year ◽  
Regression Analyses ◽  
First Year Students ◽  
First Year University ◽  
Estudiantes Universitarios

Este estudio tuvo como objetivo determinar la asociación entre la aptitud motriz de estudiantes universitarios de primer ingreso y su desempeño académico en los dos periodos lectivos de inicio de la carrera de Educación Física, Deporte y Recreación. Participaron 83 voluntarios (Hombres = 60, Mujeres = 23) de la Universidad Veracruzana, México. La aptitud motriz se evaluó con ocho pruebas y el rendimiento académico se midió con el promedio ponderado de dos periodos consecutivos. Los análisis de regresión múltiple mostraron que el salto sin carrera (modelo 1), y gimnasia y encestes de baloncesto (modelo 2) predicen el rendimiento académico. En conclusión, la aptitud motriz predice parcialmente el rendimiento académico en estudiantes de primer ingreso.AbstractThe purpose of this study was to determine the association between the motor skills of first-year university students and their academic performance in the two initial academic terms of the Physical Education, Sports and Recreation degree. Eighty-three volunteers participated (Men = 60, Women = 23) from the Universidad Veracruzana, Mexico. Motor skills were evaluated with eight tests and academic performance was measured with the weighted average of two consecutive terms. Multiple regression analyses showed that standing jumping (model 1), and gymnastics and effective basketball throws (model 2) predicted academic performance. In conclusion, motor skills partially predict academic performance in first-year students

scholarly journals The Role of Psychological Strengths, Coping Strategies and Well-Being in the Prediction of Academic Engagement and Burnout in First-Year University Students [El papel de las fortalezas psicológicas, las estrategias de Afrontamiento y el bienestar en la predicción del engagement y del burnout académico, en estudiantes universitarios de primer curso]

2018 ◽  
Vol 15 (2) ◽  
pp. 51 ◽  
Author(s):  
Richard Merhi ◽  
Ángeles Sánchez-Elvira Paniagua ◽  
Francisco José Palací Descals
Keyword(s):  
University Students ◽  
Coping Strategies ◽  
Learning Strategies ◽  
Academic Engagement ◽  
Academic Motivation ◽  
Well Being ◽  
First Year ◽  
Personal Strengths ◽  
First Year University ◽  
Psychological Strengths

Two of the most significant challenges that higher education institutions are currently addressing are students' failure and drop-out prevention, as well as the promotion of students’ retention and success. The present study aimed at analysing the role that different variables play in the prediction of Academic Engagement and Burnout in first-year university students, under a multivariate perspective. The contribution of relevant psychological strengths in academic environments (Resilience, Personal initiative, and Academic Motivation), Procrastination and different coping strategies facing studies (Persistence, Avoidance and Anxiety) was explored. Also, the perception of academic demands and stress, students' affect (positive and negative) and the academic satisfaction was considered. Finally, an analysis of different engaged and burnt-out profiles of students was carried out. The contribution of the Efficacy subscale of Academic Burnout as an independent personal resource, and the consideration of the so-called Core Burnout, were subject of analysis. A sample of 172 first-year students of face-to-face universities, 68.8% women with a mean age of 22.99 years (SD = 7.62) volunteered to participate online in this study. The results showed, on the one hand, that Academic Engagement consisted mainly on a positive and intrinsic motivational construct, also characterised by academic efficacy, persistence as an active coping strategy, positive affect and satisfaction. On the other hand Core Burnout was mainly characterised by the perception of higher demands (e.g. academic overload), maladaptive learning behaviours and coping strategies such as procrastination and avoidance of difficulties, negative affect and dissatisfaction. Different profiles of engaged and burnt-out students were also analysed showing strong differences regarding personal strengths, coping with learning strategies, well-being and satisfaction with studies.These results could help us to set bases for the development of early support and prevention programs for students’ Burnout, as well as actions aiming at promoting students’ Engagement and well-being during their first academic year.

Creating College Advising Connections: Comparing Motivational Beliefs of Early College High School Students to Traditional First-Year University Students

2010 ◽  
Vol 30 (1) ◽  
pp. 14-22 ◽  
Author(s):  
Marvarene Oliver ◽  
Richard J. Ricard ◽  
Karl J. Witt ◽  
Melissa Alvarado ◽  
Patricia Hill
Keyword(s):  
High School Students ◽  
High Schools ◽  
University Students ◽  
Support Services ◽  
Academic Motivation ◽  
Early College ◽  
First Year ◽  
School Students ◽  
College Advising ◽  
First Year University

Early college high schools (ECHSs) are partnerships between high schools and colleges or universities designed to enhance college readiness and completion, particularly among students traditionally underrepresented in higher education. We compared the self-reported motivational profiles of ECHS students to traditional first-year university students to explore the different college advising and support services each group may require. We found differences between the two groups in academic motivation, coping skills, and receptivity to support services. ECHS students also reported significantly higher levels of educational stress. Findings are of particular importance to advisors and support personnel who plan and program appropriate support services for incoming students. Implications of these findings are discussed.

scholarly journals The relationship between academic integrity of online university students and its effects on academic performance and learning quality

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Majda I. Ayoub/Al-Salim ◽  
Khaled Aladwan
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Academic Integrity ◽  
Significant Relationship ◽  
Online Classes ◽  
Ethical Values ◽  
Content Type ◽  
Significant Difference ◽  
Online University Students ◽  
The Relationship

Purpose This paper aims to investigate the relationship between academic integrity of online university students and its effects on academic performance and learning quality. The first hypothesis aimed to see if there is statistically significant relationship between academic honesty of students taking online classes and their apparent academic performance. The second hypothesis aimed to see if there is a statistically significant difference in academic integrity among male and female students. The third hypothesis aimed to see if there was a statistically significant relationship between academic honesty of students and their quality of learning. Design/methodology/approach This is a quantitative study; data was collected via student emails from 155 active online university students. Findings There was a positive linear relationship for the first hypothesis, the relationship is relatively weak as the value of Pearson correlation was (0.172). For the second hypothesis, the results showed that there was no significant difference between males and females. The results for the third hypothesis showed that there is a statistically significant relationship between academic integrity of students taking online classes and academic learning quality. This relationship is relatively strong. Research limitations/implications The sample size may have been a limitation for generalizing the results. Practical implications As a practical implication, authors recommend that education administrators focus on training their faculty members to stress and instill strong ethical values, such as academic integrity and honesty, in their students all throughout their academic journey. Social implications As for social implication, the embracing of ethical values in students, graduates may continue to embrace such values in the workplace which may lead to more reputable and profitable work environment where the society at large benefits. Originality/value This research is among the pioneers that attempted to study the connection of academic integrity and learning quality from the students’ perspective.

PERSONALITY, LIVING ARRANGEMENTS, AND ALCOHOL USE BY FIRST YEAR UNIVERSITY STUDENTS

1996 ◽  
Vol 24 (2) ◽  
pp. 151-156 ◽  
Author(s):  
Paul M. Valliant ◽  
Patricia Scanlan
Keyword(s):  
University Students ◽  
Living Arrangements ◽  
Minnesota Multiphasic Personality Inventory ◽  
Self Esteem ◽  
Personality Inventory ◽  
Alcohol Addiction ◽  
First Year ◽  
Life Styles ◽  
Significant Difference ◽  
First Year University

The purpose of this study was to investigate the interaction of personality, living arrangements, and alcohol consumption amongst first year University students. The Minnesota Multiphasic Personality Inventory, Coopersmith Self-Esteem Inventory, and the Ontario Life Styles Survey were administered to 94 Laurentian University Students. The subjects resided in one of three living arrangements; on campus, off campus, or with their parents. There was a significant difference between gender on the total weekly consumption scores and on risk for alcohol addiction. Male students living off campus and in residence showed greater risk for alcohol addiction than did students living with their parents. Those students who were at risk for alcohol addiction showed higher mean scores on clinical scales of the Minnesota Multiphasic Personality Inventory including psychopathic deviance and mania. A significance was also noted in self-esteem and living arrangements with the students living off campus having higher self-esteem than those students living with parents or in residence.

scholarly journals Cross-validated Prediction of Academic Performance of First Year University Students

2017 ◽  
Author(s):  
Eline Meijer ◽  
Elise Dusseldorp ◽  
Marc P. H. D. Cleiren ◽  
Vincent J. C. Buurman ◽  
Roel M Hogervorst ◽  
...  
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Outcome Data ◽  
First Year ◽  
Student Selection ◽  
Students First ◽  
One Year ◽  
Additional Support ◽  
First Year University ◽  
Future Work

Background. Early prediction of academic performance is important for student selection and support. We explored, in a multivariate approach, whether pre-entry data (e.g., expectations, capabilities, motivation, attitude) could predict university students’ first year academic performance. Methods. Pre-registered applicants for a bachelor’s program filled out the Leiden Intake Questionnaire (LIQ) before study-entry (N=739). Outcome data (first-year GPA, course credits, attrition) were obtained one year later. Results. Students who performed better in preparatory education, and students who followed a conventional educational path before entering performed better during their first year at university. Non-Dutch students were less successful than Dutch students, and students who expected to spend more time on a study organization were more successful. Conclusions. The LIQ may be used for identifying upfront who may need additional support, but is not suitable for student selection. Future work on academic performance should include cross-validation to determine how well the findings may generalize.

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