scholarly journals The Influence of Emotions, Motivation and Habits in the Academic Performance of Primary Education Students in French as a Foreign Language

2020 ◽  
Vol 12 (6) ◽  
pp. 2531
Author(s):  
Cristina Méndez-Aguado ◽  
José M. Aguilar-Parra ◽  
Joaquín F. Álvarez ◽  
Rubén Trigueros ◽  
José A. Fernández-Archilla
Keyword(s):  
Academic Performance ◽  
Foreign Language ◽  
Structural Equation ◽  
Academic Motivation ◽  
Psychological State ◽  
Equation Modeling ◽  
Primary School Students ◽  
Education Students ◽  
School Students ◽  
Language Class

Schools have traditionally focused on the cognitive development of students without paying attention to how emotions modulate the students’ psychological state and how this affects their academic performance. For that, the aim of this study is to determine the influence of emotions on the motivation of primary school students to learn French as a foreign language, and their influence on the adoption of adaptive habits and academic performance. For this purpose, the sample of participants consisted of 394 students who ranged in age from 10 to 13 years who answered three questionnaires on the study variables. Several statistical analyses were carried out that helped explain the causal relationships between the study variables and a predictive model hypothesized through structural equation modeling was created. The results revealed that positive emotion positively influenced academic motivation. At the same time, academic motivation was positively related to leisure habits related to French, and this was positively related to academic performance. In light of these results, the importance of attending to emotions in a foreign language class is highlighted, as well as the academic motivation of the students as it leads to adaptive behaviors and habits related to the learning of French.

scholarly journals Modeling the relationship between motivational beliefs, cognitive learning strategies, and academic performance of teacher education students

2018 ◽  
Vol 49 (1) ◽  
pp. 122-135 ◽  
Author(s):  
Charles Magoba Muwonge ◽  
Ulrich Schiefele ◽  
Joseph Ssenyonga ◽  
Henry Kibedi
Keyword(s):  
Teacher Education ◽  
Academic Performance ◽  
Learning Strategies ◽  
Structural Equation ◽  
Cognitive Learning ◽  
Equation Modeling ◽  
Motivational Beliefs ◽  
Education Students ◽  
The Relationship ◽  
Teacher Education Students

Although self-regulated learning has received much attention over the past decades, research on how teacher education students regulate their own learning has been scarce, particularly in third world countries. In the present study, we examined the structural relationships between motivational beliefs, cognitive learning strategies, and academic performance among teacher education students in Uganda. The sample comprised of 1081 students selected from seven universities. Data were collected using several subscales from the modified Motivated Strategies for Learning Questionnaire and were analyzed by structural equation modeling. Cognitive learning strategies fully mediated the relationship between motivational beliefs and academic performance. Motivational beliefs contributed to students’ academic performance mainly through influencing their critical thinking and organizational skills. Therefore, interventions to improve teacher education students’ academic performance should focus not only on boosting their motivation but also on enhancing their use of cognitive learning strategies.

Student engagement in the Caribbean region: Exploring its role in the motivation and achievement of Jamaican middle school students

2016 ◽  
Vol 38 (2) ◽  
pp. 184-200 ◽  
Author(s):  
Tamica G. Martin ◽  
Andrew J. Martin ◽  
Paul Evans
Keyword(s):  
Academic Achievement ◽  
Structural Equation ◽  
Academic Motivation ◽  
Equation Modeling ◽  
Behavioral Engagement ◽  
Caribbean Region ◽  
School Students ◽  
Expectancy Value ◽  
The Caribbean ◽  
Motivation And Achievement

Using an expectancy-value framework, the present investigation is the first to explore the generality of this theorizing and research in the emerging regional context of the Caribbean. Given high underachievement in the Caribbean region, we addressed the need to better understand the role of engagement in students’ academic motivation and achievement. A total of 585 year 6 to 9 students from five Jamaican schools responded to a survey assessing their motivation milieu (academic expectations and values held by their parents, teachers, and peers), their self-motivation (expectancies and values), behavioral engagement (class participation, homework completion, school absenteeism), and their academic achievement (in mathematics, language arts, and science). Structural equation modeling showed that (a) students’ own motivation was influenced by their motivation milieu, and (b) students’ behavioral engagement significantly mediated the relationship between their motivation and their academic achievement. Findings confirm the generality of behavioral engagement effects among students in the developing Caribbean region and represent a novel contribution to the study of developing and emerging educational contexts more broadly.

scholarly journals Autonomic Profile, Physical Activity, Body Mass Index and Academic Performance of School Students

2020 ◽  
Vol 12 (17) ◽  
pp. 6718
Author(s):  
Daniel Mendoza-Castejón ◽  
Vicente Javier Clemente-Suárez
Keyword(s):  
Physical Activity ◽  
Body Mass Index ◽  
Heart Rate ◽  
Body Composition ◽  
Academic Performance ◽  
Body Mass ◽  
Primary School Students ◽  
Education Students ◽  
Lower Heart Rate ◽  
School Students

The aim of this study was to analyze the autonomic modulation, physical activity, body mass index, and academic performance of preschool and school students by grade. Extracurricular physical activity, heart rate variability, body mass index, and objective and subjective academic performance were analyzed in 180 preschool and primary school students (7.91 ± 2.29 years). Significant lower heart rate and higher parasympathetic modulation were found in 10–12-year-old primary education students. The 8–9-year-old students obtained the worst results in English and in five of the subjective academic performance items. Students aged 10–12 years old presented the highest body composition values. No significant differences were found on the extracurricular physical activity by age. No correlation between autonomic profile, physical activity, and body composition with objective academic performance was found. Nerveless subjective academic performance perception of teachers presented a negative correlation with body composition and the parasympathetic modulation. School students presented an increased body mass index and parasympathetic modulation by age. Physical activity of all students, independently of the age, were lower than the official recommendations.

Relationships Between Negative Affect and Academic Achievement Among Secondary School Students: The Mediating Effects of Habituated Exercise

2012 ◽  
Vol 9 (7) ◽  
pp. 1012-1019 ◽  
Author(s):  
Hairul A. Hashim ◽  
Golok Freddy ◽  
Ali Rosmatunisah
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Structural Equation Modeling ◽  
Secondary School ◽  
Structural Equation ◽  
Secondary School Students ◽  
Self Determination ◽  
Equation Modeling ◽  
School Students ◽  
Exercise Habit

Background:The current study was undertaken to examine the associations between self-determination, exercise habit, anxiety, depression, stress, and academic achievement among adolescents aged 13 and 14 years in eastern Malaysia.Methods:The sample consisted of 750 secondary school students (mean age = 13.4 years, SD = 0.49). Participants completed self-report measures of exercise behavioral regulation, negative affect, and exercise habit strength. Midyear exam results were used as an indicator of academic performance. Structural equation modeling was used to analyze the data.Results:The results of structural equation modeling revealed a close model fit for the hypothesized model, which indicates that higher levels of self-determination were positively associated with habituated exercise behavior. In turn, exercise habit strength fostered academic achievement and buffered the debilitative effect of stress, depression, and anxiety on student academic performance. The analysis of model invariance revealed a nonsignificant difference between male and female subjects.Conclusion:The findings support the notion that habituated exercise fosters academic performance. In addition, we found that habituated exercise buffers the combined effects of stress, anxiety and depression on academic performance. The finding also supports the roles of self-determination in promoting exercise habituation.

scholarly journals L2 Anxiety, Self-Regulatory Strategies, Self-Efficacy, Intended Effort and Academic Achievement: A Structural Equation Modeling Approach

2019 ◽  
Vol 12 (3) ◽  
pp. 24 ◽  
Author(s):  
Huei-Ju Shih
Keyword(s):  
Academic Achievement ◽  
High School Students ◽  
Structural Equation Modeling ◽  
Foreign Language ◽  
Goal Setting ◽  
Self Efficacy ◽  
Structural Equation ◽  
Equation Modeling ◽  
School Students ◽  
Regulatory Strategies

Factors that contribute to learning achievement have always been a primary research concern in the field of education. In the field of second/foreign language (L2) learning, researchers have been trying to explore many important factors that are linked to successful learning and how these factors may predict the success of language learning. With respect to the factors contributing to language proficiency, many researchers endeavor themselves to the exploration of assisting the learners. The present study aims to explore whether or not the following factors would influence learners’ academic achievement: the process of goal-setting, the L2 anxiety, the effort the learners put into, self-efficacy together with self-regulatory strategies. A total number of 356 senior high school students who were learning English as a Foreign Language participated in the study. A new questionnaire was developed to measure and collect the participants’ responses in respect to the above-mentioned learning factors. In order to investigate the relationships among these factors and the learners’ academic performance, the structural equation modeling (SEM) was used to identify the best fit model. It was found that self-efficacy, L2 anxiety, together with goal-setting processes, are prerequisites for the application of effective self-regulatory strategies, which in turn play an important role in affecting the intended efforts the learners make, and consequently influence the learners’ achievement. According to the findings, we suggest the teacher elevate the students’ self-efficacy, lower the L2 anxiety, help set their learning goals, cultivate their capability of employing strategies and increase their intended effort.

scholarly journals The Role of Non-Academic Service Quality in an Academic-Oriented Context: Structural Equation Modeling amongst Parents of Secondary Education Students

2021 ◽  
Vol 20 (8) ◽  
pp. 210-226
Author(s):  
Thi Phan Thao-Thanh ◽  
Thi Tran Ha-Giang ◽  
Thi Nguyen Le-Huong ◽  
Pham Tam-Phuong ◽  
Nguyen Thang-The ◽  
...  
Keyword(s):  
Structural Equation Modeling ◽  
Secondary Education ◽  
Service Quality ◽  
Structural Equation ◽  
Traditional Approach ◽  
Parent Satisfaction ◽  
Equation Modeling ◽  
Education Students ◽  
School Students ◽  
Academic Factors

In the education sector, the academic factor is considered the primary focus when assessing the service quality of schools. However, the traditional approach to service quality proposes that the supplemental indicators of quality are just as important in meeting customer expectations. As parents of secondary school students are not directly involved in the academic service of the school, non-academic factors (e.g., administrative quality [ADQ] and physical environment quality [PEQ]) can be considered alternative service quality indicators, subsequently affecting their satisfaction and loyalty. Using data obtained from a survey questionnaire with 230 parents of secondary education students in Vietnam, this study examined non-academic service factors as antecedents of parent satisfaction and loyalty. Results of the exploratory factor analysis (EFA) yielded two factors under the non-academic service dimension: PEQ and ADQ. Results of the structural equation modeling (SEM) showed that while PEQ affects loyalty both directly and indirectly, ADQ affects loyalty only indirectly through satisfaction. Implications for stakeholders, including school principals and policymakers, have been drawn from the findings of this study.

scholarly journals Cognition and Academic Performance: Mediating Role of Personality Characteristics and Psychology Health

2021 ◽  
Vol 12 ◽  
Author(s):  
Yueqi Shi ◽  
Shaowei Qu
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Cognitive Ability ◽  
Structural Equation ◽  
Mediating Effect ◽  
Personality Characteristics ◽  
Equation Modeling ◽  
School Students ◽  
Mediating Role

This study uses personality and psychology health characteristics of high school students as intermediary variables to study how cognitive ability affects academic performance, and analyzes memory, information processing, presentation, logical reasoning, and thinking transformation ability in high school students. In this study, the structural equation model (SEM) was used to analyze the mediating effect, and the bootstrap method was used to test the significance of the mediating effect. The participants were 572 high school students from Beijing, China. They completed a survey that included questions on cognitive ability, personality characteristics, and psychology health. This study uses structural equation modeling for mediation analysis. Through the analysis of four models of comprehensive academic performance, Chinese academic performance, mathematics academic performance, and English academic performance, the results of the study showed that cognitive ability has a significant effect on academic performance, and personality characteristics and psychology health play a partially mediating role between cognitive ability and English academic performance. The mediation effect is about 40%.

The Career Intentions of Gifted English as a Foreign Language High School Students in Vietnam

2021 ◽  
pp. 001698622199116
Author(s):  
Thuy Hong Cao ◽  
Jae Yup Jung ◽  
Susen Smith
Keyword(s):  
High School ◽  
High School Students ◽  
Structural Equation Modeling ◽  
Foreign Language ◽  
Mixed Methods Research ◽  
Structural Equation ◽  
Equation Modeling ◽  
School Students ◽  
Career Intentions ◽  
Qualitative Models

A multiple study mixed methods research design was used to examine how gifted English as a Foreign Language (EFL) high school students in Vietnam form their career intentions. In the first study, interview data collected from 25 participants were analyzed using grounded theory to develop models that describe the formation of career intentions. In the second study, survey data collected from 512 participants were analyzed using structural equation modeling procedures to quantitatively test and refine the qualitative models developed in the first study. In the final third study, structural equation modeling was again used on data collected from 602 participants using a refined survey to quantitatively retest and refine the models developed in both of the earlier two studies. The finally accepted optimal model highlighted the importance of career interest, career self-efficacy, and career prospects in the formation of the career intentions of gifted EFL high school students in Vietnam.

The Schoolwork Engagement Inventory

2012 ◽  
Vol 28 (1) ◽  
pp. 60-67 ◽  
Author(s):  
Katariina Salmela-Aro ◽  
Katja Upadaya
Keyword(s):  
Secondary School ◽  
Concurrent Validity ◽  
Structural Equation ◽  
Self Esteem ◽  
Equation Modeling ◽  
Validity And Reliability ◽  
Older Students ◽  
School Students ◽  
Factor Solution ◽  
Upper Secondary

This study introduces the Schoolwork Engagement Inventory (EDA), which measures energy, dedication, and absorption with respect to schoolwork. Structural equation modeling was used to assess the validity and reliability of the inventory among students attending postcomprehensive schools. A total of 1,530 (769 girls, 761 boys) students from 13 institutions (six upper-secondary and seven vocational schools) completed the EDA 1 year apart. The results showed that a one-factor solution had the most reliability and fitted best among the younger students, whereas a three-factor solution was most reliable and fit best among the older students. In terms of concurrent validity, depressive symptoms and school burnout were inversely related, and self-esteem and academic achievement were positively associated with EDA. Boys and upper-secondary-school students experienced lower levels of schoolwork engagement than girls and vocational-school students.

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