Structure models of psychological predictors of the academic achievement of students 7 − 9 grades

2018 ◽  
Author(s):  
Margarita Ovanesbekova ◽  
Tatiana Fomina ◽  
Varvara Morosanova
Keyword(s):  
Academic Achievement ◽  
Psychological Predictors

The role of conscious self-regulation, language competence and non-cognitive properties in the success of the russian language in secondary school

2020 ◽  
Author(s):  
I. N. Bondarenko ◽  
◽  
T. G. Fomina ◽  
V. I. Morosanova
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Secondary School ◽  
Self Regulation ◽  
Russian Language ◽  
Diagnostic Methods ◽  
Learning Activity ◽  
Psychological Predictors ◽  
The Russian Language

Article considers the problem of psychological predictors of the academic success in learning Russian language in secondary school. An empirical study was conducted on a sample of students from 7–9 grades (N = 286). The students were examined using a set of diagnostic methods, including Morosanova’s Self-Regulation Profile of Learning Activity Questionnaire, method of diagnostics of the learning motivation and emotional attitude to learning (A. M. Prikhozhan), «Big Five — the children’s version», two tasks assessing language competences in the areas of punctuation, spelling, morphology, syntax, semantics, vocabulary, and style (E. D. Bozhovich), and indicators of academic achievement in Russian language. An empirical model of psychological predictors of academic performance in the Russian language was constructed using the structural equation modeling method. The results demonstrate the significant impact of conscious self-regulation to academic achievement in learning Russian language. Conscientiousness itself makes a small contribution to the total year grade, but when students have high self-regulation and low anxiety, it leads to a significant increase in their academic performance. The same positive reinforcing effect is observed in achievement motivation. Language competences such as knowledge of language norms, rules and a sense of language demonstrate an independent influence on the total year grade in Russian, regardless of non-cognitive factors. The obtained results contribute to scientific ideas about the role of self-regulation and non-cognitive predictors of providing various indicators of academic achievements in the success of learning in native language at school. The data can also be used to design psychological and pedagogical interventions aimed at the development of both language competencies of students and conscious selfregulation of their learning activity.

scholarly journals Psychological predictors of physics learners’ achievement: The moderating influence of gender

2020 ◽  
Vol 15 (4) ◽  
pp. 834-842
Author(s):  
Christian Sunday Ugwuanyi ◽  
Chinedu I.O Okeke ◽  
Terpase A Ageda
Keyword(s):  
Academic Achievement ◽  
Public Schools ◽  
Psychosocial Factors ◽  
Self Efficacy ◽  
Internal Consistency Reliability ◽  
Academic Environment ◽  
Psychological Predictors ◽  
Reliability Indices ◽  
Physics Students ◽  
Correlational Research

This study sought the predictive powers of motivation and self-efficacy on physics learners’ achievement within the theoretical framework of Skinner Theory of Operant Conditioning. Correlational research design was adopted for the study with a population of 6,205 SSII Physics students in public schools in Benue State and a sample of 375 SSII learners. Learners’ Psychosocial Factors scales and Physics Academic Achievement Proforma were used for data collection. The internal consistency reliability indices of 0.78 and 0.81 using Cronbach alpha method for the two clusters of the Learners’ Psychosocial Factors scales.  Data were analysed using regression analysis. Results showed that motivation and self-efficacy had 51% and 63% predictive powers on learners’ academic achievement in physics respectively. One of the implications of the findings is that low motivation and self-efficacy of learners will result to low achievement in physics. It was recommended that favourable academic environment should be provided for the learners to promote their motivation and self-efficacy.

Helping the General Education Team Support Students Who Use AAC

2012 ◽  
Vol 21 (3) ◽  
pp. 82-91 ◽  
Author(s):  
Carole Zangari
Keyword(s):  
Academic Achievement ◽  
General Education ◽  
Communication Skills ◽  
Communication Systems ◽  
General Education Teachers ◽  
Practice Opportunities ◽  
Support Students ◽  
Successful Students

Abstract To be successful, students who use AAC and attend general education classes require extensive supports and frequent practice with their communication systems. In this article, I explore the challenges faced by educational teams and discuss strategies for helping general education teachers, paraprofessionals, and others provide the AAC learning and practice opportunities these students need to maximize their communication skills and academic achievement.

Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement

2020 ◽  
Vol 51 (3) ◽  
pp. 509-513
Author(s):  
Ashley Bourque Meaux ◽  
Julie A. Wolter ◽  
Ginger G. Collins
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Literacy Development ◽  
Morphological Awareness ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
School Based ◽  
Literacy Success ◽  
Key Factor ◽  
Language And Literacy Development

Purpose This article introduces the Language, Speech, and Hearing Services in Schools Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement. The goal of this forum is to relate the influence morphological awareness (MA) has on overall language and literacy development with morphology acting as the “binding agent” between orthography, phonology, and semantics ( Perfetti, 2007 ) in assessment and intervention for school-aged children. Method This introduction provides a foundation for MA development and explores the influence MA has over the course of school-aged language and literacy development. Through summaries of the 11 articles in this forum, school-based speech-language pathologists will be able to convey the importance of MA to promote successful educational outcomes for kindergarten to adolescent students. The forum explores researcher-developed assessments used to help identify MA skill level in first- through eighth-grade students at risk for literacy failure to support instructional needs. The forum also provides school-based speech-language pathologists with details to design and implement MA interventions to support academic success for school-aged students with varying speech-language needs (e.g., dual language emersion, vocabulary development, reading comprehension) using various service delivery models (e.g., small group, classroom-based, intensive summer camps). Conclusion MA is effective in facilitating language and literacy development and as such can be an ideally focused on using multilinguistic approaches for assessment and intervention. The articles in this issue highlight the importance in assessment measures and intervention approaches that focus on students' MA to improve overall academic success in children of all ages and abilities.

Stereotype Internalization, Math Perceptions, and Occupational Choices of Women With Counter-Stereotypical University Majors

2007 ◽  
Vol 66 (3) ◽  
pp. 169-178 ◽  
Author(s):  
Virginie Bonnot ◽  
Jean-Claude Croizet
Keyword(s):  
Academic Achievement ◽  
Negative Impact ◽  
Self Concept ◽  
Occupational Choices ◽  
Men And Women ◽  
Performance Expectancies ◽  
Subjective Value ◽  
Stereotype Endorsement

Based on Eccles’ (1987) model of academic achievement-related decisions, we tested whether women, who are engaged in mathematical fields at university, have internalized, to some extent, the stereotype about women’s inferiority in math. The results indicate that men and women do not assess their ability self-concept, subjective value of math, or performance expectancies differently. However, women’s degree of stereotype endorsement has a negative impact on their ability self-concept and their performance expectancies, but does not affect their value of the math domain. Moreover, members of both genders envisage stereotypical careers after university graduation.

Use of the TOEFL as a Standard for University Admission: A Position Statement by the Canadian Psychological Association

1998 ◽  
Vol 14 (3) ◽  
pp. 261-265 ◽  
Author(s):  
Marvin L. Simner
Keyword(s):  
Academic Achievement ◽  
Foreign Language ◽  
Position Statement ◽  
Considerable Evidence ◽  
Canadian Universities ◽  
Weak Relationship ◽  
University Admission ◽  
Canadian Psychological Association

Nearly all Canadian universities employ, as a standard for university admission, the Test of English as a Foreign Language (TOEFL). In light of considerable evidence indicating only a weak relationship between TOEFL scores and academic achievement, the Canadian Psychological Association recently issued a report containing a position statement that called upon Canadian universities to refrain from employing the TOEFL in this manner. Because the concerns raised in the report are likely to apply to many universities outside Canada, the entire report is reproduced in this article.

Validating the Resource-Management Inventory (ReMI)

2020 ◽  
Vol 36 (5) ◽  
pp. 777-786 ◽  
Author(s):  
Julia Waldeyer ◽  
Jens Fleischer ◽  
Joachim Wirth ◽  
Detlev Leutner
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Resource Management ◽  
Measurement Invariance ◽  
Factor Structure ◽  
Management Strategies ◽  
Group Analysis ◽  
Management Skills ◽  
First Year Students ◽  
Management Competency

Abstract. There is substantial evidence that students in higher education who have sophisticated resource-management skills are more successful in their studies. Nevertheless, research shows that students are often not adequately prepared to use resource-management strategies effectively. It is thus crucial to screen and identify students who are at risk of poor resource management (and consequently, reduced academic achievement) to provide them with appropriate support. For this purpose, we extend the validation of a situational-judgment-based instrument called Resource-Management Inventory (ReMI), which assesses resource-management competency (including knowledge of resource-management strategies and the self-reported ability to use this knowledge in learning situations). We evaluated the ReMI regarding factor structure, measurement invariance, and its impact on academic achievement in different study domains in a sample of German first-year students ( N = 380). The results confirm the five-factor structure that has been found in a previous study and indicate strong measurement invariance. Furthermore, taking cognitive covariates into account, the results confirm that the ReMI can predict students’ grades incrementally. Finally, a multi-group analysis shows that the findings can be generalized across different study domains. Overall, we provide evidence for a valid and efficient instrument for the assessment of resource-management competency in higher education.

Must We Suffer to Succeed?

2017 ◽  
Vol 38 (2) ◽  
pp. 113-124 ◽  
Author(s):  
Juliane Strack ◽  
Paulo Lopes ◽  
Francisco Esteves ◽  
Pablo Fernandez-Berrocal
Keyword(s):  
Job Satisfaction ◽  
Academic Achievement ◽  
Trait Anxiety ◽  
The Relationship

Abstract. Why do some people work best under pressure? In two studies, we examined whether and how people use anxiety to motivate themselves. As predicted, clarity of feelings moderated the relationship between trait anxiety and the tendency to use this emotion as a source of motivation (i.e., anxiety motivation). Furthermore, anxiety motivation mediated the relationship between trait anxiety and outcomes – including academic achievement (Study 1) as well as persistence and job satisfaction (Study 2). These findings suggest that individuals who are clear about their feelings are more likely to thrive on anxiety and eustress and possibly use these to achieve their goals and find satisfaction at work.

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