Assessing subjective university success with the Subjective Academic Achievement Scale (SAAS)

2021 ◽  
Vol 4 (3) ◽  
pp. 283-290
Author(s):  
Matthias Stadler ◽  
◽  
Christoph Kemper ◽  
Samuel Greiff ◽  
◽  
...  
Keyword(s):  
Academic Achievement ◽  
Grade Point Average ◽  
Educational Research ◽  
Drop Out ◽  
Educational Outcome ◽  
Factorial Validity ◽  
Grade Point ◽  
First Results ◽  
University Success ◽  
Do So

University achievement is a highly relevant educational outcome with implications for students' academic and professional futures. As the majority of students that drop out of university do so due to subjective reasons in contrast to a lack of capability to handle the workload, a measure of subjective university achievement (complementing grade point average) is helpful to enhance educational research on causes, correlates, and consequences of university success. This study aims to introduce a short scale for assessing subjective academic achievement – the SAAS – and provide first results on its psychometric properties. Based on two independent samples of university students, the internal consistency, factorial validity, and construct validity of the SAAS are corroborated, suggesting the measure's administration in educational research on university success and related issues.

scholarly journals Differential associations of neurobehavioral traits and cognitive ability to academic achievement in higher education

2019 ◽  
Author(s):  
Graham Pluck
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Psychological Distress ◽  
Grade Point Average ◽  
Engineering Students ◽  
Executive Dysfunction ◽  
Grade Point ◽  
Strong Correlate ◽  
University Level ◽  
Current Psychological

BackgroundPeople vary between each other on several neurobehavioral traits, which may have implications for understanding academic achievement.MethodsUniversity-level Psychology or Engineering students were assessed for neurobehavioral traits, intelligence, and current psychological distress. Scores were compared with their grade point average (GPA) data.ResultsFactors associated with higher GPA differed markedly between groups. For Engineers, intelligence, but not neurobehavioral traits or psychological distress, was a strong correlate of grades. For Psychologists, grades were not correlated with intelligence but they were with the neurobehavioral traits of executive dysfunction, disinhibition, apathy, and positive schizotypy. However, only the latter two were associated independently of psychological distress. Additionally, higher mixed-handedness was associated with higher GPA in the combined sample.ConclusionsNeurological factors (i.e., neurobehavioral traits and intelligence), are differentially associated with university-level grades, depending on the major studied. However, mixed-handedness may prove to be a better general predictor of academic performance across disciplines.

scholarly journals Online Self-Regulatory Learning Behaviors as a Mediator in the Relationship between Online Course Perceptions with Achievement

2008 ◽  
Vol 9 (2) ◽  
Author(s):  
Lucy Barnard ◽  
Valerie Paton ◽  
William Lan
Keyword(s):  
Academic Achievement ◽  
Grade Point Average ◽  
Learning Outcomes ◽  
Student Perceptions ◽  
Positive Relationship ◽  
Online Course ◽  
Grade Point ◽  
Learning Behaviors ◽  
Self Regulatory Learning ◽  
The Relationship

Positive perceptions of online course communication and collaboration have been associated with better academic outcomes, while self-regulatory learning behaviors have also been linked to academic achievement and other positive learning outcomes. In the current study, we examined whether self-regulatory learning behaviors may be considered as mediating the relationship between student perceptions of online course communication and collaboration with academic achievement as measured by grade point average (GPA). Results indicate that online self-regulatory learning behaviors, though not strongly associated with academic achievement in and of themselves, do mediate the positive relationship between student perceptions of online course communication and collaboration with academic achievement.

Study Skills, Self-Concept, and Academic Achievement

1984 ◽  
Vol 54 (3) ◽  
pp. 923-929 ◽  
Author(s):  
Bernadette M. Gadzella ◽  
James David Williamson
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Grade Point Average ◽  
Study Skills ◽  
Interpersonal Relations ◽  
The Self ◽  
Self Report ◽  
Self Concept ◽  
Grade Point ◽  
Two Measures

This study investigated the relationships between study skills, self-concept, and academic achievement and whether the self-report measures contributed to the prediction of grade-point average for 110 university students. Analysis showed that study skills, self-concepts, and academic achievement correlated significantly with each other; rs ranged from .03 to .52. In addition to the total study skills score, two measures of study skills (oral reporting and interpersonal relations) and one measure of self-concept (personal self) contributed to the prediction of grade-point average.

A Study On Emotional Intelligence And Academic Achievement In Malaysia

2020 ◽  
Vol 7 (10) ◽  
pp. 109-115
Author(s):  
Cyndra Robert Budull ◽  
Nur Khairunisa Abu Talip ◽  
Noreriani Sabturani ◽  
Theresa Ahing ◽  
Muhamad Syukrie Abu Talip
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
University Students ◽  
Grade Point Average ◽  
Grade Point ◽  
Cumulative Grade Point Average ◽  
Undergraduate University Students ◽  
The University ◽  
The Relationship ◽  
Pearson Correlations

The study aimed to explore the relationship between emotional intelligence (EI) and academic achievement (AA) among undergraduate university students in Malaysia. Four hundred and sixty (n=460) undergraduate university students in Malaysia involved in the present study. The Assessing Emotional Scale (AES) questionnaire was used to measure EI, while the Cumulative Grade Point Average (CGPA) used to determine AA scores. Pearson correlations were utilized to examine the relationship between EI and AA. The findings showed positive and weak relationship between overall emotional intelligence (EI) and academic achievement (r=.090), perception of emotion (PE) and academic achievement (r=.016) and managing others’ emotion (MOTE) and academic achievement (r=.044). Perception of Emotion (PE) are found significantly and positively correlate with academic achievement (r=.101). A significant positive relationship also reported between Managing Own Emotion (MOE) and academic achievement (r=.123). This study helps in understanding and providing information on the university students’ emotional intelligence and academic achievement during undergraduate life.

Is All Parental “Noninvolvement” Equal? Barriers to Involvement and Their Relationship to Latino Academic Achievement

2017 ◽  
Vol 39 (2) ◽  
pp. 169-179 ◽  
Author(s):  
Jamie D. Alexander ◽  
Ronald B. Cox ◽  
Andrew Behnke ◽  
Robert E. Larzelere
Keyword(s):  
Academic Achievement ◽  
Parental Involvement ◽  
Grade Point Average ◽  
Parental Behavior ◽  
Latino Youth ◽  
Work Schedule ◽  
Grade Point ◽  
Negative Behaviors ◽  
The Impact

High parental involvement has consistently been shown to enhance academic achievement among Latino youth. Still, some youth continue to thrive academically despite low parental involvement. The Theory of Rationality suggests that the impact of even potentially negative behaviors depends on how the behavior is interpreted. To test the application of this theory to parental “noninvolvement” among Latinos, we assessed how adolescent rationales about their parents’ noninvolvement in their schooling affected grade point average (GPA). Results showed that parental lack of transportation and feeling unwelcomed at school as reasons for noninvolvement were significantly and negatively related to GPA, and conflict with work schedule was significantly and positively related to GPA. Other reasons for noninvolvement were not significantly associated with GPA. Findings indicate that the meaning adolescents attribute to parental behavior may be a stronger predictor of academic achievement than the amount of involvement alone.

Learning Processes and Academic Achievement of United Arab Emirates College Students

1994 ◽  
Vol 74 (3) ◽  
pp. 739-746 ◽  
Author(s):  
Mohamed A. Albaili
Keyword(s):  
College Students ◽  
High School ◽  
Academic Achievement ◽  
Multivariate Analysis ◽  
Grade Point Average ◽  
United Arab Emirates ◽  
Learning Processes ◽  
Deep Processing ◽  
Grade Point ◽  
Elaborative Processing

The purpose of the present investigation was to examine the relationships between scores on the learning processes assessed by the Inventory of Learning Processes and academic achievement assessed by high school average (HSA) and grade point average (GPA) for 124 undergraduate college students. Multivariate analysis of variance indicated that students with high HSAs tended to score higher on Deep Processing and Fact Retention scales than students with low HSAs. Students with high GPAs appeared to score higher on both Deep Processing and Elaborative Processing scales than students with low GPAs. Subsequent path analysis suggested that both Deep Processing and Elaborative Processing scales have direct associations with GPA.

scholarly journals Perbedaan Prestasi Belajar Ditinjau Berdasarkan Pola Asuh Orangtua

Psibernetika ◽  
2017 ◽  
Vol 10 (2) ◽  
Author(s):  
Cynthia Florencia ◽  
Agoes Dariyo ◽  
Debora Basaria
Keyword(s):  
Academic Achievement ◽  
Grade Point Average ◽  
Parenting Styles ◽  
Quantitative Data ◽  
Future Generations ◽  
Grade Point ◽  
Academic Achievements ◽  
The Future ◽  
Life Education ◽  
One Way Anova

<p><em>Education has always been one of the basic necessities of any individual’s life. Education provides opportunities for children to learn, prepare for the future, and be able to change the lives of present and future generations. With education, people can obtain academic achievements that will be useful for his life. Academic achievement in adolescents can be influenced by parenting styles. The aim of the current study is to examine the differences in academic achievement in adolescents based on parenting styles. This study utilizes quantitative data and has 386 subjects.  Data were retrieved through parenting styles questionnaires as well as grade point average (GPA). Data is processed by using One Way ANOVA. Based on the results of research, it was found that there was no differences in academic achievement in adolescents based on parenting, either by father or mother, with a p score on father parenting = .223 and the p score on mother parenting = .737.</em></p><p><strong><em>Keywords:</em></strong><em> academic achievement, parenting styles, adolescence</em></p>

scholarly journals Predicting Cognitive Emotion Regulation and Academic Achievement Based on Symptoms of Attention-Deficit/Hyperactivity Disorder

2021 ◽  
Vol 9 (1) ◽  
pp. 27-36
Author(s):  
Roghayeh Asadi Gandoman ◽  
Keyword(s):  
Academic Achievement ◽  
Attention Deficit Hyperactivity Disorder ◽  
Emotion Regulation ◽  
Academic Performance ◽  
Grade Point Average ◽  
Attention Deficit ◽  
Cognitive Emotion Regulation ◽  
Grade Point ◽  
Hyperactivity Disorder ◽  
Physical Problems

Objective: This study aimed to predict cognitive emotion regulation and academic achievement based on symptoms of attention-deficit/hyperactivity disorder. Methods: The present study has a correlational design. The study population consisted of students at the University of Bojnord, Bojnord City, Iran, in the academic year 2017-18. Of these students, 190 were selected by a convenience sampling method. Adult self-report short-form Conners’ scale and cognitive emotion regulation questionnaire were used for data collection. Academic performance was determined by the grade point average. Multivariate regression analysis was used for analysis. Results: The results showed that hyperactivity and physical problems could predict self-blame, and hyperactivity can predict other blame and rumination. The variables of hyperactivity, impulsivity, and physical problems were also able to predict the catastrophizing strategy. Among the variables studied, only inattention predicted grade point average change. Conclusion: Thus, the findings of the study suggest that some components of cognitive emotion regulation and academic performance can be predicted based on symptoms of attention-deficit/hyperactivity disorder.

scholarly journals Academic Achievement: It Is Not How Smart You Are, But How You Cope With Your Life And Manage Your Time

2015 ◽  
Vol 8 (2) ◽  
pp. 1535-1547
Author(s):  
Azura Hamdan ◽  
Rohany Nasir ◽  
Rozainee Khairudin ◽  
Wan Shahrazad Wan Sulaiman
Keyword(s):  
Academic Achievement ◽  
Grade Point Average ◽  
Undergraduate Students ◽  
Time Management ◽  
Management Practices ◽  
Contributing Factors ◽  
Grade Point ◽  
High School Grades ◽  
Academic Grades ◽  
The Relationship

Previous research suggests that contributing factors such as previous academic result, coping and time management can predict student success at the universities.  The purpose of this study was to investigate the relationship between previous academic grades, coping and time management practices on academic achievement among undergraduate students from four of Malaysia public institutions for higher education. 551 university students completed a Time Management Questionnaire (TMQ), COPE Inventory and provided their self-reported high school grades and current Grade Point Average (GPA).  Analysis of data from descriptive and inferential statistics was done.  Results showed that previous academic grades and the practice of time management (short range planning and attitude toward time) have no direct effect on academic achievement.  However, the use of coping strategies (problem focused and denial focused) and the practice of time management (long range planning) showed that there was a significant effect on Grade Point Average (GPA).

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