The role of chronotype, gender, test anxiety, and conscientiousness in academic achievement of high school students

2015 ◽  
Vol 33 (1) ◽  
pp. 1-9 ◽  
Author(s):  
Arash Rahafar ◽  
Mahdis Maghsudloo ◽  
Sajedeh Farhangnia ◽  
Christian Vollmer ◽  
Christoph Randler
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
Test Anxiety ◽  
School Students

scholarly journals SCHOOL RACIAL CLIMATE AND THE ACADEMIC ACHIEVEMENT OF AFRICAN AMERICAN HIGH SCHOOL STUDENTS: THE MEDIATING ROLE OF SCHOOL ENGAGEMENT

2017 ◽  
Vol 54 (7) ◽  
pp. 673-688 ◽  
Author(s):  
Charity Brown Griffin ◽  
Shauna M. Cooper ◽  
Isha W. Metzger ◽  
Alexandrea R. Golden ◽  
C. Nicole White
Keyword(s):  
High School ◽  
Academic Achievement ◽  
African American ◽  
High School Students ◽  
School Engagement ◽  
Racial Climate ◽  
School Students ◽  
Mediating Role

scholarly journals Peace of Mind, Academic Motivation, and Academic Achievement in Filipino High School Students

2017 ◽  
Vol 20 ◽  
Author(s):  
Jesus Alfonso D. Datu
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
Academic Motivation ◽  
Autonomous Motivation ◽  
Affective States ◽  
School Students ◽  
Peace Of Mind ◽  
Controlled Motivation

AbstractRecent literature has recognized the advantageous role of low-arousal positive affect such as feelings of peacefulness and internal harmony in collectivist cultures. However, limited research has explored the benefits of low-arousal affective states in the educational setting. The current study examined the link of peace of mind (PoM) to academic motivation (i.e., amotivation, controlled motivation, and autonomous motivation) and academic achievement among 525 Filipino high school students. Findings revealed that PoM was positively associated with academic achievement β = .16, p < .05, autonomous motivation β = .48, p < .001, and controlled motivation β = .25, p < .01. As expected, PoM was negatively related to amotivation β = –.19, p < .05, and autonomous motivation was positively associated with academic achievement β = .52, p < .01. Furthermore, the results of bias-corrected bootstrap analyses at 95% confidence interval based on 5,000 bootstrapped resamples demonstrated that peace of mind had an indirect influence on academic achievement through the mediating effects of autonomous motivation. In terms of the effect sizes, the findings showed that PoM explained about 1% to 18% of the variance in academic achievement and motivation. The theoretical and practical implications of the results are elucidated.

scholarly journals The Effects of Family Income on Test-Anxiety and Academic Achievement among Iranian High School Students

2010 ◽  
Vol 6 (6) ◽  
Author(s):  
Fayegh Yousefi ◽  
Ma'rof Redzuan ◽  
Mariani Bte ◽  
Rumaya Bte Juhari ◽  
Mansor Abu Talib
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
Test Anxiety ◽  
Family Income ◽  
School Students ◽  
Iranian High School Students

Perfectionism and Test Anxiety among High-School Students: the Moderating Role of Academic Hardiness

2016 ◽  
Vol 37 (3) ◽  
pp. 632-639 ◽  
Author(s):  
Abbas Abdollahi ◽  
Per Carlbring ◽  
Elham Vaez ◽  
Shahyar Abdollahi Ghahfarokhi
Keyword(s):  
High School ◽  
High School Students ◽  
Test Anxiety ◽  
School Students ◽  
Academic Hardiness ◽  
Moderating Role

scholarly journals The Intervening Role of Alexithymia in the Relationship between Attachment Styles and Test Anxiety among Gifted High School Students

2015 ◽  
Vol 36 (4) ◽  
pp. 174 ◽  
Author(s):  
Esfandiar Sepahvand ◽  
Ali Zakiei ◽  
Keivan Rafieian ◽  
Saeid Roumani ◽  
Saeid Komasi ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Test Anxiety ◽  
Attachment Styles ◽  
School Students ◽  
The Relationship
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