scholarly journals Post-1990s College Students Academic Sustainability: The Role of Negative Emotions, Achievement Goals, and Self-efficacy on Academic Performance

2019 ◽  
Vol 11 (3) ◽  
pp. 775 ◽  
Author(s):  
Xinqiao Liu ◽  
Xueheng Gao ◽  
Siqing Ping
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Self Efficacy ◽  
Achievement Goals ◽  
Negative Emotions ◽  
Psychological State ◽  
Approach Goals ◽  
Avoidance Goals ◽  
Academic Self Efficacy

In 1982, the “one-child policy” was implemented by China’s Constitution, which led to the majority of post-1990s college students in China being the only child in their family. Unique characteristics have been demonstrated in psychological development of post-1990s Chinese college students due to the lack of sibling companionship, and the relationship between their psychological state and academic performance can affect their future academic sustainability. This paper used Beijing College Students Panel Survey (BCSPS) data to study the role of negative emotions, achievement goals, and academic self-efficacy on academic performance and gives a panoramic description of the China’s post-1990s college students’ psychological states based on the four-year data of more than 2000 college students who enrolled in 2008. We then used regression analysis and a two-way fixed effect model to study the effects of the psychological state on academic performance. The research conclusions of the study are as follows: (1) The levels of negative emotions, achievement goals, and academic self-efficacy vary according to the grade and gender of college students; (2) among all negative emotions discussed, only anxiety presents a significant predictive effect on academic performance, while the effect of stress and depression is not significant; (3) the presence of level of mastery–approach goals is higher than the other three achievement goals, and college students’ academic self-efficacy keeps decreasing from freshman to junior year; (4) performance–approach goals and academic self-efficacy are identified as having a significant promoting effect on academic performance; (5) mastery–avoidance goals and performance–avoidance goals are proven to have a negative effect on academic performance. This paper discusses the contribution of the psychological sustainability and sustainable development to college students’ academic performance from a primary intervention perspective. We believe that it is feasible to improve academic achievement by improving noncognitive factors, such as mental state, to achieve academic sustainability.

How achievement goals affect students' well-being and the relationship model between achievement goals, academic self-efficacy and affect at school

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Dorothea Wahyu Ariani
Keyword(s):  
Self Efficacy ◽  
Achievement Goals ◽  
Well Being ◽  
Equation Modeling ◽  
Content Type ◽  
Approach Goals ◽  
Avoidance Goals ◽  
The Relationship ◽  
Academic Self Efficacy ◽  
Positive Effect

PurposeThis study aims to examine how students with different goals differ in their subjective well-being, including academic self-efficacy (ASE) and affect at school (AAS). There are four goal orientations that motivate students to achieve academic performance. Therefore, this study examined the relationship between the four dimensions of achievement goals (AGs), ASE and AAS. It also examined five relationship models between these variables.Design/methodology/approachThis study was conducted using a survey method with a questionnaire on 516 students at several private universities in Yogyakarta who have been studying for at least two years. After testing the validity and reliability of the measurements, correlation testing was conducted to determine the relationship between the two variables. Furthermore, testing of the five relationship models was conducted using structural equation modeling (SEM) with a two-step approach.FindingsThe findings showed that each goal was directly related to students' well-being with a diverse relationship nature. Furthermore, mastery-approach goals (MApGs) were the types that most consistently have a positive effect on students' well-being. Also, performance-avoidance goals (PAvGs) consistently and negatively affected students' well-being, while performance-approach goals (PApGs) produced various influences and relationships. In addition, mastery-avoidance goals (MAvGs) are among the four AGs that still need to be studied, especially in educational settings. This is because they had no effect on ASE either directly or indirectly.Research limitations/implicationsThe limitation of this study was using cross-sectional data and self-report in data collection. Furthermore, the respondents were limited to private university students, and they were few in number.Practical implicationsMApGs had a positive effect on ASE and AAS, while PAvGs can reduce ASE and cause negative effects. Therefore, higher institutions in Indonesia need to provide a curriculum that can increase students' curiosity, creativity and involvement in the learning process. This will make them confident in their abilities and have a positive attitude in school and the society. Also, this study showed that a PApG is not a negative goal because it can increase students' confidence in their abilities. This competency feeling needs to be fostered because it encourages them to increase knowledge and learning content, as well as increase their positive effects.Originality/valueThis paper addressed the need to understand how to generate and increase students’ motivation.

Knowledge hiding in academia: an empirical study of Indian higher education students

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Neha Garg ◽  
Asim Talukdar ◽  
Anirban Ganguly ◽  
Chitresh Kumar
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Self Efficacy ◽  
The Body ◽  
Equation Modeling ◽  
Content Type ◽  
Indian Higher Education ◽  
Knowledge Hiding ◽  
Academic Self Efficacy

Purpose This study aims to investigate the role of knowledge hiding (KH) on academic performance, using three antecedents – relatedness with peers, territoriality of knowledge and performance motivation. It also looked into the moderating role of academic self-efficacy upon student’s KH behavior and academic performance. The research was grounded on the theory of reasoned action. Design/methodology/approachx Structural equation modeling (SEM) was used to analyze the five hypotheses. The data was collected through a primary survey based on a structured questionnaire with a sample size of 324 students from the Indian higher education institutions. Findings The study found that performance motivation and territoriality are positively associated with KH, which is further positively related to students’ academic performance. Sense of relatedness had no influence upon KH behavior, implying that proximity of social relationships does not predict KH behavior among students. Additionally, it was also observed that while evasive (a situation where the knowledge hider deliberately provides incorrect, partial or misleading information) and rationalized KH (a situation where the knowledge hider tries to provide a rational justification for not sharing the knowledge) had a significant influence on the academic performance of the students, the effect of “playing dumb” was not significant. The study did not reveal any moderating effect of academic self-efficacy on all three forms of KH and academic performance. Practical implications The findings of the study are expected to be valuable for instructors, administrative authorities and policymakers at the higher education level, to create a more conducive teaching and learning environment. Out of the three hiding strategies, students indulge more often in rationalized KH. Based on the outcomes of this research, management may focus toward the creation of an institutional environment conducive toward knowledge sharing interdependency among students. Originality/value One of the novel contributions of this study is that it analyzes Indian higher education, providing a developing country perspective, thereby contributing to the body of knowledge in knowledge management and hiding. The study also intends to understand the interplay of constructs such as KH, territoriality, sense of relatedness and academic performance, which have not been discussed previously within the higher education context, thus making the research work original. The study was done among the students and hence, brings in the academic perspective in the KH literature, which has seen limited research impetus.

scholarly journals Illuminating Differences in The Psychological Predictors of Academic Performance for First- And Continuing-Generation Students

2021 ◽  
Vol 3 (2) ◽  
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Psychological Factors ◽  
First Generation ◽  
Academic Stress ◽  
First Generation Students ◽  
Factors Associated ◽  
Academic Self Efficacy

First-generation college students experience a disproportionate rate of challenges on college campuses, reflected by lower academic performance. Research has identified academic self-efficacy, optimism, goal orientation, and academic stress all as psychological factors associated with academic performance. However, this research rarely distinguishes between first- and continuing-generation students, and there may be unique effects for each group. We investigated whether the previously identified psychological factors associated with academic performance hold the same relationships for firstand continuing-generation college students. A sample of 143 undergraduate students self-reported levels of academic self-efficacy, optimism, goal orientation, and academic stress. Academic performance was measured using their midterm exam grade. There were differences found in the mean levels of psychological factors and their associations with academic performance for first- and continuing-generation students. Overall, the psychological factors explained a very small portion of the variance in academic performance among first-generation students (13.4%) with none of the psychological factors holding an independent association with academic performance. Conversely, psychological factors explained considerably more of the variance in academic performance for continuing-generation students (60.5%), with domains of goal orientation and academic stress being independently associated with academic performance. Our findings suggest that new pathways to improving first-generation students’ academic performance should be identified, and that

scholarly journals Do Teachers’ Achievement Goals and Self-efficacy Beliefs Matter for Students’ Learning Experiences? Evidence from Two Studies on Perceived Teaching Quality and Emotional Experiences

2021 ◽  
Author(s):  
Martin Daumiller ◽  
Stefan Janke ◽  
Julia Hein ◽  
Raven Rinas ◽  
Oliver Dickhäuser ◽  
...  
Keyword(s):  
Higher Education ◽  
Self Efficacy ◽  
Achievement Goals ◽  
Teacher Motivation ◽  
Learning Experiences ◽  
Teaching Quality ◽  
And Performance ◽  
Avoidance Goals ◽  
Teacher Motivations

Although teacher motivation is posited to matter for students’ learning experiences, this remains largely uninvestigated, particularly in higher education. In two studies, we analyzed the role of higher education teachers’ achievement goals and self-efficacy for students’ learning experi-ences. In Study 1 (k = 166 teachers, n = 2,106 students), we assessed teachers’ motivations at the semester start, and students’ course-specific perceptions of teaching quality (overall rating, learning) and emotions (joy, boredom) at the semester end. Latent multilevel modeling indicat-ed favorable associations for teachers’ self-efficacy, but not for their goals. In Study 2 (k = 96 teachers, n = 16,009 students), we assessed the same constructs and measured students’ learn-ing experiences weekly regarding 828 specific course sessions. Additionally, we included teach-ers’ session-specific motivations. Results replicated the effects of self-efficacy on the teacher-level and suggested that performance-approach and performance-avoidance goals primarily matter on the level of specific sessions. This affirms the relevance of teacher motivations and il-luminates the importance of their specificity.

scholarly journals “Want to Learn” and “Can Learn”: Influence of Academic Passion on College Students' Academic Engagement

2021 ◽  
Vol 12 ◽  
Author(s):  
Hui Zhao ◽  
Xiaoxian Liu ◽  
Chunhui Qi
Keyword(s):  
College Students ◽  
Self Efficacy ◽  
Academic Engagement ◽  
Henan Province ◽  
Mediating Effect ◽  
Developmental Feedback ◽  
The Relationship ◽  
Academic Self Efficacy ◽  
Positive Effect

Although research exists on the relationship between passion and engagement among employees, the mechanisms of academic passion on academic engagement among students needs to be elucidated. Guided by the broaden-and-build and situated cognition theories, we explored the positive effect of academic passion on academic engagement, the mediating effect of academic self-efficacy, and the role of teacher developmental feedback as a moderator in the relationship between academic passion and academic engagement. Based on a sample of 1,029 college students from universities in the Henan Province of China, the results showed that academic passion was positively related to academic engagement, academic self-efficacy partially mediated the relationship between academic passion and academic engagement, and teacher developmental feedback effectively moderated the relationship between academic passion and academic engagement. These findings explained the mechanism underlying the relationship between academic passion and academic engagement. Moreover, the findings highlighted important factors that promote college students' academic engagement.

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