scholarly journals The Influence of Mathematics Attitude on Academic Achievement: Intermediary Role of Mathematics Learning Engagement

2020 ◽  
Vol 4 (2) ◽  
pp. 460-467
Author(s):  
Zhang Lijie ◽  
Mo Zongzhao ◽  
Zhou Ying
Keyword(s):  
Academic Achievement ◽  
Mathematics Learning ◽  
Learning Engagement ◽  
Mathematics Attitude ◽  
Intermediary Role

Matematika adalah salah satu pelajaran paling penting di Sekolah Menengah Pertama. Sikap dan keterlibatan siswa dalam pembelajaran matematika akan memengaruhi kebiasaan belajar matematika yang baik, dan selanjutnya mempengaruhi hasil belajar matematika mereka. Metode pada penelitian menggunakan metode quantitative regresi.  Dalam studi ini, 317 siswa dari SMP no. 3 Guangxi, Yulin. diuji pada keterlibatan belajar matematika, sikap dan nilai hasil belajar mereka. Hubungan antara sikap matematika siswa dan hasil belajar matematika mereka serta peran keterlibatan belajar matematika dieksplorasi dalam penelitian ini. Hasil penelitian menunjukkan bahwa sikap matematika memiliki dampak positif dan langsung pada hasil belajar matematika siswa dan keterlibatan belajar matematika memainkan peran penting dalam hubungan antara sikap matematika dan kinerja akademik sebagai peran perantara mereka.

scholarly journals How social networking site addiction drives university students’ academic achievement: The mediating role of learning engagement

2019 ◽  
Vol 13 ◽  
Author(s):  
Yuan Li ◽  
Chong Yao ◽  
Siyao Zeng ◽  
Xinye Wang ◽  
Tianjiao Lu ◽  
...  
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Social Networking ◽  
Social Networking Site ◽  
Learning Engagement ◽  
Bootstrap Analysis ◽  
Mediating Role ◽  
The Social ◽  
The Relationship

AbstractThe main aim of this study was to explore the mediating role of learning engagement on the relationship between social networking site (SNS) addiction and academic achievement among 406 university students. The Social Networking Site Addiction Scale, Utrecht Work Engagement Scale for Students, and Chinese Students Academic Achievement Scale were used to evaluate students’ SNS addiction, learning engagement, and academic achievement. Correlation analysis indicated that SNS addiction, learning engagement, and academic achievement were significantly correlated with each other. The causal steps regression and bootstrap analysis show that learning engagement mediated the relationship between SNS addiction and academic achievement. Implications for research and instructions for how to improve university students’ academic achievement are discussed.

School Success and School Engagement of Immigrant Children and Adolescents

2013 ◽  
Vol 18 (2) ◽  
pp. 126-135 ◽  
Author(s):  
Frosso Motti-Stefanidi ◽  
Ann S. Masten
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Children And Adolescents ◽  
School Engagement ◽  
School Success ◽  
Immigrant Children ◽  
Integrative Model ◽  
High Stakes ◽  
The Individual

Academic achievement in immigrant children and adolescents is an indicator of current and future adaptive success. Since the future of immigrant youths is inextricably linked to that of the receiving society, the success of their trajectory through school becomes a high stakes issue both for the individual and society. The present article focuses on school success in immigrant children and adolescents, and the role of school engagement in accounting for individual and group differences in academic achievement from the perspective of a multilevel integrative model of immigrant youths’ adaptation ( Motti-Stefanidi, Berry, Chryssochoou, Sam, & Phinney, 2012 ). Drawing on this conceptual framework, school success is examined in developmental and acculturative context, taking into account multiple levels of analysis. Findings suggest that for both immigrant and nonimmigrant youths the relationship between school engagement and school success is bidirectional, each influencing over time the other. Evidence regarding potential moderating and mediating roles of school engagement for the academic success of immigrant youths also is evaluated.

Role of Different School Systems in Cognitive Abilities & Academic Achievement of Adolescents

2019 ◽  
Vol 34 (Spring 2019) ◽  
pp. 25-41
Author(s):  
Sidra Iqbal ◽  
Mah Nazir Riaz
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
School System ◽  
Cognitive Abilities ◽  
Secondary School Student ◽  
School Systems ◽  
Raven's Standard Progressive Matrices ◽  
Post Hoc ◽  
Cambridge School

The present study compared cognitive abilities and academic achievement of adolescents studying in three different school systems namely Urdu medium schools, English medium schools, and Cambridge system schools. The sample comprised of 1001 secondary school student. Cognitive abilities were assessed by Raven’s Standard Progressive Matrices (1960) and marks obtained by the students in the last annual examination were used as an index of academic achievement. Results showed that cognitive abilities of the students were positively associated with academic achievement of the respondents. It was further found that cognitive abilities and academic achievement of students studying in Cambridge school system was better as compared to those studying in other systems. Post-hoc comparison revealed that level of academic achievement of Urdu medium schools was lower as compared to English medium and Cambridge system of schools. The findings suggest that difference in schooling system influenced cognitive abilities and academic achievement of the students. Results further demonstrated that gender was a significant predictor of academic achievement in both Urdu and English medium schools. Future implications of the study were also discussed.

The role of collective perception of school psychological environment in grades 4~6 students' academic achievement

2016 ◽  
Vol 48 (2) ◽  
pp. 185
Author(s):  
Cuimin ZHOU ◽  
Sha TAO ◽  
Hongyun LIU ◽  
Cuicui WANG ◽  
Xue QI ◽  
...  
Keyword(s):  
Academic Achievement
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