scholarly journals A Mediating Model of Emotional Balance and Procrastination on Academic Performance

2021 ◽  
Vol 12 ◽  
Author(s):  
Pierluigi Diotaiuti ◽  
Giuseppe Valente ◽  
Stefania Mancone ◽  
Fernando Bellizzi
Keyword(s):  
Academic Performance ◽  
Time Management ◽  
Emotional Regulation ◽  
Self Regulation ◽  
Emotional Awareness ◽  
Action Orientation ◽  
Self Monitoring ◽  
Major Predictor ◽  
And Performance ◽  
Emotional Balance

Deficit in the management of time continues to be an important difficulty students are faced with. The present work aimed to test the hypothesis that self-regulation is the major predictor of academic performance and that this effect can be mediated both by the student’s emotional regulation and his propensity for procrastination. Participants were 450 university students who were administered MPP and AIP. The procedures involved the administration of instruments and the collection of average exam grades as a measure of academic performance. The effect of a specific component of self-regulation on academic performance, namely action orientation, was significant, while procrastination showed a limiting effect on the performative quality of the student. The model confirmed the mediation role of emotional balance on the effect that action orientation exerts on procrastination, and the mediation of procrastination in the relationship between action orientation and Academic Performance. Results of the study suggest focusing on student support and on prevention of procrastinating behavior through programs that enhance first of all student’s proactive attitude, planning skills, self-monitoring and effective/efficient time management, and secondly, emotional awareness and regulation of emotional response in situations of stress and performance anxiety.

Using Self-Monitoring of Performance With Self-Graphing to Increase Academic Productivity in Math

2017 ◽  
Vol 26 (2) ◽  
pp. 57-65 ◽  
Author(s):  
Jenny C. Wells ◽  
Patricia H. Sheehey ◽  
Michael Sheehey
Keyword(s):  
Academic Performance ◽  
Mathematics Teaching ◽  
Self Regulation ◽  
Important Predictor ◽  
Academic Productivity ◽  
Self Monitoring ◽  
Achievement In Mathematics ◽  
Math Proficiency

Self-regulation skills have been found to be an important predictor of achievement in mathematics. Teaching a student to regulate his or her behavior during independent math work sessions using self-monitoring of performance with self-graphing focuses him or her on academic performance and results in increases in productivity and math proficiency. This article describes the process of designing and implementing this intervention.

scholarly journals PERSONAL SELF-REGULATION, ACADEMIC ACHIEVEMENT, AND SATISFACTION OF LEARNING (PRODUCT)

2016 ◽  
Vol 4 (1) ◽  
pp. 187
Author(s):  
Jesús De la Fuente ◽  
Lucía Zapata Sevillano ◽  
Francisco J. Peralta ◽  
Mireia López
Keyword(s):  
Academic Performance ◽  
Learning Process ◽  
Student Attitudes ◽  
Linear Regression Analysis ◽  
Self Regulation ◽  
Approaches To Learning ◽  
Learning Factor ◽  
And Performance ◽  
Teaching Learning ◽  
High Level

Abstract.Introduction. Every teaching-learning process aims toward a certain product, which is based on certain objectives and purposes that are to result in the student learning a specific subject matter. This product is called academic performance. Performance has been defined and categorized by different authors. Most research has analyzed performance based on a single global qualification. This tendency to reduce the outcome of learning to a single grade has become one of the main criticisms of research on academic performance. This variable has taken on greater importance in educational research in recent decades, with many variables being studied for their influence on the academic performance of university students. Some of these variables are approaches to learning, self-regulated learning, student attitudes, coping strategies and so on. Method. A total of 1101 students participated in the study (university and candidate students). The analyses made to meet the proposed objectives and test hypotheses were: Association analysis through Pearson bivariate correlations (Association objectives and hypotheses); linear regression analysis (Regression objectives and hypotheses); Cluster analysis, ANOVAS and MANOVAS, with Scheffé post hoc, and effect size estimates (Inferential objectives and hypotheses). Results. A significant associative relationship appeared between self-regulation and satisfaction with learning and performance. In complementary fashion, the level of personal self-regulation had a significant main effect on a high level of satisfaction with learning, specifically in the satisfaction with learning factor and in thoughtful learning, and by high levels of procedural and attitudinal performance. Discussion and Conclusions. The importance of personal self-regulation that determines the degree of cognitive self-regulation during the process of university learning; the relationship between personal self-regulation and the type and quantity of satisfaction with learning, and academic performance.Palabras Clave: Personal self-regulation, satisfaction with learning, academic performance, teaching-learning process

scholarly journals Factors of academic stress: Do they impact English academic performance?

2021 ◽  
Vol 10 (4) ◽  
pp. 1446
Author(s):  
Erlinda D. Tibus ◽  
Sybill Krizzia G. Ledesma
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Correlation Analysis ◽  
Time Management ◽  
Academic Stress ◽  
Moderate Level ◽  
Exploratory Research ◽  
Personal Stress ◽  
And Performance ◽  
The Impact

<span>This study investigated the college students’ level of academic performance and determined the impact of academic stress on their English academic performance. This employed a descriptive-exploratory research design with Exploratory Factor Analysis (EFA) and correlation analysis (Pearson r) as main analyses using statistical software. The result suggested that the students (N=250) have a moderate level of stress. Likewise, seven factors were generated through EFA but were reduced to four factors using parallel analysis, the factors are perceived personal stress, classroom stress, performance stress, and time management stress. In the correlation analysis, it was found out that perceived personal stress, classroom stress, and performance stress are significantly correlated except for time management stress. Moreover, these factors were found to have no significant relationship with the English grades of the students. With this result, it is concluded that despite having a moderate level of academic stress, students were able to manage them by using a plethora of coping mechanisms available. The institutions should offer prevention and intervention services that directly address the academic stress of the students to ensure academic success.</span>

scholarly journals Mindfulness and Self-Regulation Strategies Predict Performance of Romanian Handball Players

2020 ◽  
Vol 12 (9) ◽  
pp. 3667
Author(s):  
Daniela Popa ◽  
Veronica Mîndrescu ◽  
Teodora-Mihaela Iconomescu ◽  
Laurentiu-Gabriel Talaghir
Keyword(s):  
Emotional Regulation ◽  
Quantitative Research ◽  
Self Regulation ◽  
Mindfulness Practice ◽  
Present Moment ◽  
Physiological Factors ◽  
Regulation Strategies ◽  
And Performance ◽  
Body Self ◽  
High Level

Previous studies on handball players’ performance are focused more on influence of physical, physiological factors and tactical strategies and less on the influence of cognitive, metacognitive and attentional regulation strategies. Performance can be achieved by attentional and emotional regulation alongside cognitive, metacognitive and procedural regulation strategies. This study explores the association between self-regulation strategies, mindfulness practice and performance. The sample consists of 288 Romanian handball players. The participants were 30% male and 70% female, with age between 12.01 and 14 years old, divided in three categories. The quantitative research design is descriptive and transversal. The method was survey based on questionnaires. There were interesting results found in different age categories and different performance levels. The variables (state mindfulness of body, self-monitoring, and self-efficacy) explained 87% of the variance in sports performance, in a hierarchical multiple regression. The research findings indicated that handball players with a high level of acceptance of one’s own thoughts and emotions, non-judging present-moment awareness, conscious monitoring the execution of movements, and confidence in their abilities to succeed could have more chances to achieve the desired performance.

The Effects of Assessment as Learning (AaL) on ESL students’ Academic Performance and Motivation in the light of self-Regulated Learning (SRL) Theor

2020 ◽  
Vol 14 (4) ◽  
pp. 26-42
Author(s):  
Preeta Hinduja ◽  
◽  
Martin Thomas
Keyword(s):  
Academic Performance ◽  
Self Regulation ◽  
Sampling Technique ◽  
Control Group ◽  
Control Group Design ◽  
Self Regulated Learning ◽  
Assessment As Learning ◽  
Post Test ◽  
Quasi Experimental ◽  
And Performance

This study intended to investigate the effects of Assessment as Learning (AaL) strategy on satisfaction of academic performance and motivational beliefs of ESL (English as Secondary Language) students of Public sector school. Using the quasi-experimental pre-post-test control group design, and assessment strategy recommended by Lee and Mak (2014), this study examined the effects of Assessment as Learning (AaL) on students’ studying ESL writing skills in Argumentative Essay. Through the convenience sampling technique, 60 ninth standard students were selected to participate in the study. Students' performance was analyzed with the help of Argumentative Essay Test and Motivation was investigated by using Motivated Strategies for Learning Questionnaire (MSLQ). Both control and experimental groups were trained through traditional teaching ESL strategies; however, experimental group students practiced an additional intervention identified as "Assessment as Learning (AaL)" strategy. After seven weeks of study, both groups' performance and motivation were evaluated through post-tests. The data from pre-tests and post-tests were analysed by Independent Sample t-tests. The results demonstrated that the experiment group’s academic scores and motivation were significantly higher, thus the implementation of AaL practice is recommended to raise self-regulation and performance of students.

scholarly journals CHANGES IN SCHOOL ANXIETY AND EMOTIONAL SELF-REGULATION OF AN ADOLESCENCE EXPERIMENTAL GROUP FOLLOWING THE ABKT-B PROGRAMME

2020 ◽  
Vol 3 ◽  
pp. 253
Author(s):  
Baiba Kalnciema ◽  
Guna Svence
Keyword(s):  
Emotional Regulation ◽  
Self Regulation ◽  
Emotional Awareness ◽  
Control Group ◽  
Assessment Instruments ◽  
Evaluation Questionnaire ◽  
School Anxiety ◽  
Before And After ◽  
Two Stages ◽  
Experimental Group

The purpose of this study was to adapt the experimental programme MBCT-C (Randy J. Semple & Jennifer Lee’s programme “Mindfulness-Based Cognitive Therapy for Anxious Children”, 2011) in early adolescents and compare the changes in school anxiety and emotional regulation indicators before and after in the experimental and control group. The necessity for intervention with respect to school anxiety and emotional regulation among children with emotional regulation and school anxiety issues in the early adolescence group was indicated by research into problems connected with youth behaviour and difficulties in regulating emotions. The study analysed the results of six 6th grade students (12-13 years old) using the following instruments: The Emotion Questionnaire (Rydell, Berlin, & Bohlin, 2003, adapted by Grīvza, Brūdere-Ruska, & Raikova, 2014); the School Anxiety Questionnaire (Beeman N. Phillips, 1970, translated by Zalcmane, 2004), the Parent Evaluation Questionnaire (Semple & Lee, 2011) and the Children Evaluation Questionnaire (Semple & Lee, 2011) that have been used in research as assessment instruments. Testing was performed in two stages: before intervention and after 12 intervention sessions. The experimental group showed an improvement in all school anxiety results compared to the control group, but the school anxiety results of control group pupils deteriorated. Emotional regulation indicators for both groups decreased, but the main impact of the experiment was demonstrating that after 12 intervention sessions the level of school anxiety dropped, while scores related to emotional awareness compared to the control group increased. 

scholarly journals IMPACT OF CLINICAL DEPRESSION ON ACADEMIC PERFORMANCE OF STUDENTS AT UNIVERSITY OF KARACHI

2020 ◽  
Vol 3 (2) ◽  
Author(s):  
Rizwana Faseel Hussain, Baber Khan, Syed Ahsan Ali Shah
Keyword(s):  
Academic Performance ◽  
Time Management ◽  
Simple Random Sampling ◽  
Clinical Depression ◽  
Chronic Mental Illness ◽  
University Level ◽  
And Performance ◽  
Strongly Agree ◽  
Long Term Impact

The aim of this research study is to find out cause and effect of clinical depression on academic achievements and performance of students. The Main objective of this chronic mental illness is to find out the striking depth of stress and depression on learning outcomes of students. Factors that impact on academic performance caused by clinical depression were investigated. Literature review indicates that clinical depression negatively impact on academic performance of students in terms of lack of confidence, communication problem, time management and trust issues particularly at university level. Public sector university of Karachi was selected as the population of the study. This research is based on the quantitative method. Questionnaire has been set, as a tool for this research. The sample size included 100 students from twenty departments of eight faculties through simple random sampling. Data analysis has been done by descriptive statistical techniques using percentage method. Closed ended questionnaire tool were designed for the collection of data based on five liker scale. The collected was analyzed and results were at moderate level 33% respondents were strongly agree, 47% agree, 13% neutral while strongly disagree and disagree were7%.The findings of this research shows that clinical depression adversely impact on academic performance of the students at University of Karachi. It affects academic performance as well as it has long term impact on student’s mental performance. The hypothesis considered for this research is accepted.

scholarly journals Relationship between learning strategies and academic performance: a comparison between accreditation of prior experiential learning (APEL) and regular entry undergraduates

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Saw Fen Tan ◽  
Arathai Din Eak ◽  
Li Hsien Ooi ◽  
Anna Christina Abdullah
Keyword(s):  
Academic Performance ◽  
Learning Strategies ◽  
Time Management ◽  
Cognitive Skills ◽  
Help Seeking ◽  
Self Regulation ◽  
Management Training ◽  
Study Data ◽  
Content Type ◽  
Significant Difference

PurposeThe purpose of this study aims to compare the academic performance and types of learning strategies used by APEL and regular entry undergraduates. It also explored the relationship between the academic performance and the types of learning strategies utilised by these two groups of undergraduate.Design/methodology/approachThis quantitative study involved 400 undergraduates from an open distance learning (ODL) institution. A correlational research design was used in this study. Data were collected through archival data and questionnaire. Independent t-test and Pearson’s correlation analyses were performed using SPSS.FindingsRegular entrants were found to perform slightly better than APEL entrants. There is no significant difference between the types of learning strategies used by APEL and regular entrants. For both groups, the higher performers adopted time and study environment management as well as effort regulation strategies. Besides this, there was no correlation between cognitive skills and peer learning with their academic performance. Meta-cognitive self-regulation and help-seeking which were found to affect the regular entrants’ academic performance did not correlate with those of APEL entrants.Research limitations/implicationsThis study was conducted within only one institution. The generalisation of findings may therefore be limited. Future studies could be conducted to include students from several institutions.Practical implicationsTime management training could be provided to students. Additional support, like foundation courses and supplementary readings, could be provided to APEL entrants to support their learning.Originality/valueThe findings would be beneficial to ODL institutions who offer APEL entry to understand the academic performance and learning strategies used by APEL entrants relative to regular entrants.

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