scholarly journals Formation Of Self-Concept Of Early Adolescent Boys And Girls As A Function Of Academic Achievement And Parental Profession

1970 ◽  
Vol 6 ◽  
pp. 97-103
Author(s):  
Shahuria Enam ◽  
Md Shariful Islam ◽  
Kazi Imrul Kayesh
Keyword(s):  
Academic Achievement ◽  
Empirical Investigation ◽  
Low Achievers ◽  
High Achievers ◽  
Self Concept ◽  
Early Adolescent ◽  
Adolescent Boys ◽  
High Achiever ◽  
Service Business ◽  
Rajshahi City

The study conducted an empirical investigation on self-concept as related to gender, parental profession and academic achievement among early-adolescent boys and girls in various institutions of Rajshahi city. A total of 160 respondents constituted the sample of the study. A 2×2×2 factorial design involving two levels of gender (boy/girl), two levels of parental profession (service/business) and two levels of academic achievement (high achiever/low achiever) were used. The results showed significantly higher self-concept of girls than boys. In case of academic achievement high achievers expressed significantly more positive self-concept than low achievers. In case of parental service, high achiever boys and high achiever girls expressed significantly more positive self-concept followed by their counterpart low achievers. In case of parental business, it was found that high achiever girls expressed significantly more positive self-concept than low achiever girls. However no significant mean difference was obtained between high achiever boys and low achiever boys in case of parental business. Thus, self-concept of young children was found to be determined by gender, parental profession and academic achievement during early adolescent stage. DOI: http://dx.doi.org/10.3329/jles.v6i0.9728 JLES 2011 6: 97-103

Personality Traits and Academic Achievement among College Students

2014 ◽  
Vol 2 (1) ◽  
Author(s):  
Dr. Shashi Kala Singh
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Personality Traits ◽  
Low Achievers ◽  
High Achievers ◽  
Personality Factor ◽  
Personality Profile ◽  
High Achiever ◽  
Significant Difference ◽  
Test Result

This study aims to determine the significant difference between high and low achievers on 16 personality traits factors. Among a sample of 200 adolescents (100 high achiever and 100 low achiever) studying in B.A part-I were selected by stratified random technique from different colleges located in Ranchi. 16 personality factor questionnaires were administered to measure the dimensions of personality traits of both the groups. Data was analyzed by using means, standard deviations and t test. Result revealed that high achievers had unique personality profile than low achievers.

scholarly journals STUDENTS’ COGNITIVE PROCESSES IN SOLVING PROBLEM RELATED TO THE CONCEPT OF AREA CONSERVATION

2019 ◽  
Vol 10 (1) ◽  
pp. 21-36 ◽  
Author(s):  
Rooselyna Ekawati ◽  
Ahmad Wachidul Kohar ◽  
Elly Matul Imah ◽  
Siti Maghfirotun Amin ◽  
Shofan Fiangga
Keyword(s):  
Problem Solving ◽  
Cognitive Processes ◽  
Cognitive Process ◽  
Low Achievers ◽  
High Achievers ◽  
Seventh Graders ◽  
Test Results ◽  
Area Formula ◽  
High Achiever ◽  
Cyclic Processes

This study aimed to determine the cognitive process employed in problem-solving related to the concept of area conservation for seventh graders. Two students with different mathematical ability were chosen to be the subjects of this research. Each of them was the representative of high achievers and low achievers based on a set of area conservation test. Results indicate that both samples performed more cyclic processes on formulating solution planning, regulating solution part and detecting and correcting error during the problem-solving. However, it was found that the high achiever student performed some processes than those of low achiever. Also, while the high achiever student did not predict any outcomes of his formulated strategies, the low achiever did not carry out the thought process after detecting errors of the initial solution gained. About the concept of area conservation, the finding also reveals that within the samples’ cognitive processes, the use of area formula come first before students decided to look for another strategy such as doing ‘cut-rotate-paste’ for the curved planes, which do not have any direct formula. The possible causes of the results were discussed to derive some recommendation for future studies.

scholarly journals Relationship between Self Concepts and Students' Academic Achievements in Selected Medical Colleges

2014 ◽  
Vol 2 (1) ◽  
pp. 10-13
Author(s):  
Md Humayun Kabir Talukder ◽  
Shahana Parvin
Keyword(s):  
Academic Achievement ◽  
Medical Students ◽  
High Achievers ◽  
Self Concept ◽  
Dominant Dimension ◽  
Achievement Data ◽  
Significant Difference ◽  
The Relationship ◽  
Pearson Correlations ◽  
Medical Colleges

This cross - sectional descriptive study was conducted to explore the relationship of medical students' self-concept with their academic achievement. The study population was preclinical second year medical students. Study was carried out at one government and one non-government medical colleges in Dhaka. Sample size was 254 and sampling technique was purposive. The three dimensions of self concept: personal, family and social self-concept of medical students were assessed through 45- items questionnaire, which was answered on a five-point Likert scale. Data was collected by self administered structured questionnaire with Bengali version. Academic achievement data were measured by two term examinations marks of three subjects (Anatomy, Physiology & Biochemistry) based on written and oral examinations. Simple statistical tests were used to analyze the dominant dimension of student's self-concept. Inferential statistic such as ttest was used to analyze the difference between the self-concept and gender. Pearson correlations were used analyze the relationship between self-concept of students with their academic achievement. The participant's age ranged from 17 - 23 years with a mean of 19.8 and a standard deviation of 0.93. Among the respondents 47% were male and 53% were females. In term-I and term-II exams majority (66.9% and 66.1%) student were high achievers. The research finding showed that the dominant dimension of self concept was family self-concept (mean value was 53.73). Beside that, t-test analysis showed that there was significant difference between dimension of self-concept of students according to gender (p= 0.03, p= 0.02). Pearson correlations analysis showed that there was positive correlation between dimensions of self-concept with student's academic achievement. Study recommended to increase the student's self-concept in order to enhance their academic achievement. DOI: http://dx.doi.org/10.3329/bjme.v2i1.18131 Bangladesh Journal of Medical Education Vol.2(1) 2011: 10-13

Use of the Mmpi Underachievement Scale as an Aid in Counseling Academic Low Achievers in College

1973 ◽  
Vol 32 (1) ◽  
pp. 151-157 ◽  
Author(s):  
Gary S. Felton
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Early Detection ◽  
Low Achievers ◽  
High Achievers ◽  
Low Achievement ◽  
Achievement Level ◽  
High Achieving ◽  
College Dropouts

47 high-achieving college students and 47 college dropouts were compared on the 24-item MMPI Underachievement Scale. The high achievers' mean score of 8.00 differed significantly ( p < .001) from the low achievers' mean score of 13.44. Probabilities of academic achievement level and score on the Underachievement Scale suggest that the scale may be useful in early detection of academic low achievement.

scholarly journals Role of Study Habits in Academic Achievement: A Study of University Students in Punjab (Pakistan)

2018 ◽  
Vol III (IV) ◽  
pp. 441-455
Author(s):  
Tehsin Ehsan ◽  
Naveed Sultana ◽  
Muhammad Shah
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Low Achievers ◽  
Study Habits ◽  
Reliability Coefficient ◽  
High Achievers ◽  
Survey Study ◽  
Positive Role ◽  
University Level

The current study was designed to predict the role of study habits in academic achievement and to identify the study patterns and environment for studying high, average and low achievers at University level. This was a survey study based on data from 1334 students from government universities of Punjab include the same departments. Students were chosen proportionately, according to the existed total number of the students in the department. Data was collected through a self-developed questionnaire. Semester GPAs were taken to divide students in. high, average, and low achievers. The reliability coefficient of the study habits questionnaire was .866. The findings revealed that all university students like to study silently but the percentage of high achievers is comparatively elevated in this pattern. Results showed that study habits play a positive role in the improvement of academic results in university scholars in Punjab.

Comparative study of achievement motivation and self-concept of secondary school students

2018 ◽  
Vol 9 (01) ◽  
Author(s):  
Naik Dinesh P. ◽  
Ahirrao Kiran D.
Keyword(s):  
Secondary School ◽  
Achievement Motivation ◽  
Secondary School Students ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Low Achievers ◽  
High Achievers ◽  
Self Concept ◽  
School Students ◽  
Significant Difference

The present study "Achievement Motivation and Self-concept of Secondary School Students" was investigated to find the comparison between Self-concept and Achievement Motivation of High Achievers and low Achievers of Secondary School Students. Data for the study were collected using Self-concept Questionnaire developed by Saraswath (1984) and Achievement Motive Test (ACMT) developed by Bhargava (1994). The investigator used simple random sampling technique for selecting the sample. The sample consists of 150 Secondary school students. For analyzing data "t" test were used. Findings revels the significant difference between High Achievers and Low Achievers in respect to Achievement Motivation and Self-Concept of Secondary School Students. Computed 't' = 1.34 dose not shows significant differences on achievement motivation, still high achievers scored high on achievement motivation than low achievers, whereas on self concept differences were found as 't'= 4.30 found significant at 0.01 level.

scholarly journals Strategies for learning and academic achievement of secondary school students

2015 ◽  
Vol 24 (1) ◽  
pp. 91-97
Author(s):  
Oli Ahmed ◽  
Mahfuza Khanam
Keyword(s):  
Academic Achievement ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Self Regulation ◽  
Low Achievers ◽  
High Achievers ◽  
Learning Beliefs ◽  
School Students ◽  
Humanities Students ◽  
Academic Self Efficacy

Relationship between learning strategies and academic achievement was studied. In addition, it explored whether there were any differences between high and low achievers, males and females, and science and humanities’ students in using learning strategies. Findings revealed that academic achievement was significantly correlated with academic self‐efficacy, organization, and metacognitive self‐regulation. High achievers differed from low achievers in using organization, and meta‐cognitive self‐regulation. In control of learning beliefs and rehearsal, significant gender differences exited. Science group students significantly differed from humanities students in academic self‐efficacy, elaboration, and critical thinking. Dhaka Univ. J. Biol. Sci. 24(1): 91-97, 2015 (January)

scholarly journals The Influence of Differentiated Instruction on Academic Achievement of Students in Mixed Ability Classrooms

2019 ◽  
Vol 2 (2) ◽  
pp. p8
Author(s):  
Mazen Muhieddine Kotob ◽  
Malak Ali Abadi
Keyword(s):  
Academic Achievement ◽  
English Language Learners ◽  
Differentiated Instruction ◽  
English Language ◽  
Great Influence ◽  
Low Achievers ◽  
High Achievers ◽  
English Classrooms ◽  
English Class ◽  
Post Test

The present study aims at describing the influence of differentiated instruction on the academic achievement of English Language Learners low achievers and high achievers in a mixed ability classroom. It explores the strategies used by teacher to apply some principles of differentiated instruction in mixed ability classrooms and how pupils including low achievers and high achievers progress academically in English classrooms and how much they benefit taking into consideration teacher's time and effort. A total of 20 students from one intact English class were used as a sample of this experimental study that was conducted on 10 low achievers and 10 high achievers. In order to obtain the data, the achievement test pre-test and post-test was used as an instrument to gauge the low achiever's and high achiever's academic performance. In this experimental class, the researcher used differentiated instruction as an intervention. This intervention class was able to improve their academic score from pre-test to post-test. Therefore, the results revealed a marked improvement in the low achiever's academic scores following the implementation of differentiated instruction in a great way. But for high achievers, their scores were somehow stable between the pre-test and post-test following the implementation of this process. It is evident that differentiated instruction is a strategy that has a great influence on the academic achievement of low achievers in a great way.

Relationship between Cognitive Processing Style and Academic Achievement

1994 ◽  
Vol 78 (3) ◽  
pp. 813-814
Author(s):  
Raymond F. Martinetti
Keyword(s):  
Academic Achievement ◽  
Cognitive Processing ◽  
Undergraduate Students ◽  
Low Achievers ◽  
Grade Point Averages ◽  
High Achievers ◽  
High Grade ◽  
Grade Point ◽  
Processing Style ◽  
Opposite Tendency

3 groups of 36 undergraduate students with low, average, and high grade point averages differed in cognitive style. High achievers scored high on amount and enjoyment of imaginal life and low on suppression. Low achievers exhibited the opposite tendency.

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