scholarly journals The Relationship Among Trait Mindfulness, Attention, and Working Memory in Junior School Students Under Different Stressful Situations

2021 ◽  
Vol 12 ◽  
Author(s):  
Yuntao Li ◽  
Ningxi Yang ◽  
Yan Zhang ◽  
Wei Xu ◽  
Li Cai
Keyword(s):  
Working Memory ◽  
Academic Performance ◽  
Cognitive Functions ◽  
Mediating Effect ◽  
Learning Ability ◽  
Trait Mindfulness ◽  
School Students ◽  
High Trait ◽  
The Impact ◽  
The Relationship

Attention and working memory are important cognitive functions that affect junior school students’ learning ability and academic performance. This study aimed to explore the relationships among trait mindfulness, attention, and working memory and to explore differences in performance between a high trait mindfulness group and a low one in attention and working memory under different stressful situations. In study 1, 216 junior school students completed the Five Facet Mindfulness Questionnaire (FFMQ), and their attention and working memory were tested in a non-pressure situation. The results showed that attention had a partial mediating effect between mindfulness and working memory. In study 2, the high trait mindfulness group and the low one were tested for attention and working memory under situations with single and multiple pressures. One notable result was that the attention and working memory performances of the high mindfulness group were all significantly higher than those of the low mindfulness group in every stress situation (no stress, single stress, and multiple stresses). Other important results were that trait mindfulness moderates the relationship between stress and attention and between stress and working memory. These results suggest that trait mindfulness has a protective effect in the process by which various stresses affect attention and working memory. These findings indicate that trait mindfulness is an important psychological quality that affects the attention and working memory of junior school students, and it is also an important psychological resource for effectively coping with the impact of stress on attention and working memory. Therefore, it is possible that improving trait mindfulness may help to improve junior school students’ attention and working memory and enable them to cope better with stress, thereby helping to improve academic performance. This research is of great significance for understanding the association between key psychological qualities and cognitive functions in different stressful situations. These findings also provide insight for future studies in educational psychology.

scholarly journals RELATIONSHIP BETWEEN PARENTAL INVOLVEMENT & ACADEMIC ACHIEVEMENT: A CASE FOR SECONDARY SCHOOL STUDENTS IN SOUTHERN PUNJAB, PAKISTAN

2021 ◽  
Vol 3 (2) ◽  
Author(s):  
Muhammad Athar Hussain , Imtiaz Ahmad, Ann Samson
Keyword(s):  
Academic Performance ◽  
Parental Involvement ◽  
Adult Students ◽  
School Students ◽  
Learning At Home ◽  
Performance Teachers ◽  
Student’S T ◽  
Teachers And Parents ◽  
The Impact ◽  
The Relationship

The study aims to investigate the impact of involvement by the parents on children’s academic performance. Teachers and parents were requested to respond about effectiveness of activities under different categories of parental involvement i.e. collaborating with community, decision making, learning at home, volunteering, communicating and parenting. The sample of 100 adult students was selected from high schools of District Rahim Yar Khan, Pakistan, to investigate the relationship between parental involvement and students’ academic performance. Parental involvement scale, comprised of 30 items was administered on parents to access their involvement level while academic performance scale, comprised of 19 items was administered on students to access their academic performance. Descriptive statistics and student’s t-test were used to analyze the collected data and findings of analysis revealed that there is significant positive relationship between parental involvement and academic performance of students i.e. students have better academic performance if their parents have more involvement  

scholarly journals Mediation Effect of Perception about School Climate on the Relationship Between Students’ Achievement Motivation and Academic Performance

2021 ◽  
Author(s):  
Jinping Li ◽  
Keyword(s):  
Academic Performance ◽  
School Climate ◽  
Achievement Motivation ◽  
Significant Negative Correlation ◽  
Mediating Effect ◽  
Mediation Effect ◽  
Learning Goals ◽  
School Students ◽  
Teacher Student ◽  
The Relationship

The purpose of this study is to explore the mediating effect of school climate perception on the relation between achievement motivation (including SOAM and IOAM) and academic performance. 324 valid questionnaires from middle school students were used to analyze. Correlation analysis results show that there is a significant negative correlation between academic performance and SOAM, but academic performance positively correlated with IOAM. Furthermore, the perception of study pressure, school order and discipline are negatively correlated with academic performance, while the perception of teacher-student relationship, classmate relationship and the development of diversity are positively correlated with academic performance. Mediation analysis show that there is a partial mediating effect of the study pressure perception on the relationship between SOAM, IOAM and academic performance. Findings from this study suggest that school education should guide students to clarify their learning goals and reduce external study pressure, which helps to promote their academic performance.

scholarly journals Measuring the Impact of Online Education on Academic Performance Amid COVID-19 with the Moderating Effect of Instructor

2021 ◽  
Vol 33 (1-3) ◽  
Author(s):  
Syed Muhammad Fahim
Keyword(s):  
Academic Performance ◽  
Online Education ◽  
Time Management ◽  
Student Characteristics ◽  
Moderating Effect ◽  
Mediating Effect ◽  
New Order ◽  
Course Load ◽  
The Impact ◽  
The Relationship

The COVID-19 pandemic imposed a new order, another pace for humanity. More than ever, in pandemic times, education is called upon to be unique and to reinvent itself by seeking other possibilities through digital technologies in virtual learning environments. Therefore, it is essential to know the critical factors that affect academic performance during online education. This paper aims to present the effects of student characteristics, time management, and course load on online education. The main aim is to check the impact of online education on academic performance with the mediating effect of burnout and technology and the moderating effect. The data was collected from 313 students in Karachi, Lahore, Islamabad, and Peshawar’s reputable business schools, namely, IoBM, IBA, SZABIST, LUMS, IQRA University, and Institute of Management Sciences, and the data was analysed using PLS-SEM and SPSS. The result suggested that time management, course load, and student characteristics significantly impact online education. The result also indicates that burnout does not mediate the relationship between online education and academic performance. This study also investigated the role of technology and instructors as moderators between online education and academic performance. The result shows that the instructor’s role moderates the relationship, but technology has no impact on moderating this relationship.

scholarly journals Motivation, Fortitude and Success: The Impact of Academic Efficacy and Academic Commitment on Academic Performance among Minority High School Students

2018 ◽  
Vol 1 (2) ◽  
pp. 93
Author(s):  
Christina Hughes ◽  
Carla Jones-Adams ◽  
David Branham Sr.
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Academic Success ◽  
Positive Impact ◽  
Academic Efficacy ◽  
School Students ◽  
Education Outcomes ◽  
The Impact ◽  
The Relationship

<em>The importance of understanding the elements of success in the education of minority high school students is immense. Recognizing the causes of academic success for these students allows educators to employ better educational and motivational strategies. It has been shown that academic efficacy and academic commitment have a positive impact on academic performance. However, the interaction and relationship between these two variables in having a positive effect on education outcomes among minority high school students is not clear. This paper looks at the relationship between academic efficacy and academic commitment on academic performance among minority high school students. The findings reveal that academic commitment is positively associated with academic performance. However, while academic efficacy has a positive impact on academic commitment the results show that academic efficacy has no direct impact on academic performance among the respondents.</em>

Social comparison orientation and mental health: The mediating role of psychological capital

2020 ◽  
Author(s):  
Guoliang Yang ◽  
Zhihua Wang ◽  
Weijiong Wu
Keyword(s):  
Mental Health ◽  
Social Comparison ◽  
Psychological Capital ◽  
Mediating Effect ◽  
Mediating Role ◽  
The Social ◽  
Social Comparison Orientation ◽  
Using Data ◽  
The Impact ◽  
The Relationship

Little is known about the relationship between social comparison orientation and mental health, especially in the psychological capital context. We proposed a theoretical model to examine the impact of ability- and opinion-based social comparison orientation on mental health using data from 304 undergraduates. We also examined the mediating effect of the four psychological capital components of hope, self-efficacy, resilience, and optimism in the relationship between social comparison orientation and mental health. Results show that an ability (vs. opinion) social comparison orientation was negatively (vs. positively) related to the psychological capital components. Further, the resilience and optimism components of psychological capital fully mediated the social comparison orientation–mental health relationship. Our findings indicate that psychological capital should be considered in the promotion of mental health, and that the two social comparison orientation types have opposite effects on psychological capital.

Sign in / Sign up

Export Citation Format

Share Document