scholarly journals Visual factors and dyslexia: A research review

2010 ◽  
Vol 69 (2) ◽  
Author(s):  
S. O. Wajuihian ◽  
K. S. Naidoo
Keyword(s):  
Academic Performance ◽  
Causal Relationship ◽  
Research Review ◽  
Future Research ◽  
Eye Care ◽  
Psychological Literature ◽  
Poor Academic Performance ◽  
The Relationship

Eye care professionals have long been involved with vision and learning, and receive referrals from teachers, psychologists and other professionals who seek advice about whether vision problems may contribute to, or be responsible for, poor academic performance.  This is particularly the case when dealing with the relationship between vision and dyslexia, which has been a subject of controversy in optometric, ophthalmologic, educational and psychological literature. Ophthalmologists and optometrists in particular, hold different views on the association of dyslexia and vision, and there has been much debate regarding any causal relationship between them.  The results of studies that investigated the vision functions in dyslexic populations remain inconclusive.  This review is intended to provide an overview of studies to date and makes recommendation to guide future research.  (S AfrOptom 2010 69(2) 58-68)

scholarly journals Stress and Work Engagement: A Conceptual Study on Academics in Malaysian Private Universities

2017 ◽  
Vol 1 (01) ◽  
pp. 7-12
Author(s):  
Sheikh Muhamad Hizam Sheikh Khairuddin ◽  
Firdaus Hilmi Nadzri
Keyword(s):  
Literature Review ◽  
Conceptual Framework ◽  
Work Engagement ◽  
Private Universities ◽  
Future Research ◽  
Research Framework ◽  
Psychological Literature ◽  
Conceptual Study ◽  
The Relationship ◽  
Stress Work

There is an abundance of studies on work engagement found in the literature. However, there is a lack of grounded research framework to be based on relating stress to work engagement of Malaysian private academics. Therefore, this study is aimed at 1). reviewing the literature on stress and work engagement; 2). applying the ASSET model of stress to work engagement; 3). hypothesizing the relationships among these variables, and 4). deriving a conceptual framework. Based on the literature review on psychological literature and the application of the ASSET model of stress, the paper proposes a model of the relationship between stress and work engagement through commitment and health. Suggestions for practice and future research are also presented. Keywords— ASSET, Malaysian private academics, stress, work engagement.

Social media and student performance: the moderating role of ICT knowledge

2019 ◽  
Vol 18 (2) ◽  
pp. 197-219
Author(s):  
Robert Kwame Dzogbenuku ◽  
George Kofi Amoako ◽  
Desmond K. Kumi
Keyword(s):  
Social Media ◽  
Academic Performance ◽  
Student Performance ◽  
Computer Technology ◽  
Knowledge Generation ◽  
Future Research ◽  
Content Type ◽  
Media Usage ◽  
Technology Knowledge ◽  
The Relationship

Purpose This study aims to determine the impact of social media usage on university student’s academic performance in Ghana. Design/methodology/approach A quantitative research method was used for the study. With the aid of a simple random sampling technique, quantitative data were obtained from 373 out of 400 respondents representing 93 per cent of volunteered participants. Data collected was analysed using structural equation modelling to establish the relationship among social media information, social media entertainment, social media innovation, social media knowledge generation and student performance. Findings The findings of this study indicate that social media information, social media innovation and social media entertainment all had a significant positive influence on social media knowledge generation, which has wide learning and knowledge management implications. Also, the study indicated that information computer technology knowledge moderates the relationship between social media and student performance. Research limitations/implications The sample taken was mainly cross-sectional in nature rendering the inference of causal relationships between the variables impossible. Future researchers should adopt a longitudinal research design to examine causality. Finally, the study was limited to only university students in Accra, Ghana. Future research can extend to a bigger student population and to other West African and African countries. Practical implications This paper will serve as a profitable source of information for managers and researchers who may embark on future research on social media and academic performance. The findings that social media information, innovation and entertainment can likewise enhance social media knowledge generation can help managers and university teachers to use the vehicle of innovation and entertainment to communicate knowledge. Social implications The findings of this study will help policymakers in education and other industries that engage the youth to realise the important factors that can make them get the best in the social media space. Originality/value Social media usage in academic performance is increasingly prevalent. However, little is known about how social media knowledge generation mediates between social media usage and academic performance and, furthermore, whether the information computer technology knowledge level of students moderates the relationship between social media knowledge generation and academic performance of university students in sub-Saharan Africa, particularly Ghana. Theoretically, the findings of this study provide clear research evidence to guide various investigations that can be done on the relationships of the variables under social media usage, knowledge generation and university student performance, which advances the diffusion of new knowledge.

scholarly journals Academic Motivation and Self- Efficacy as Predictors of Academic Performance Among form Three Students in Kitui County, Kenya

2021 ◽  
Vol 9 (06) ◽  
pp. 1732-1755
Author(s):  
Kipngetich Francis Kogei
Keyword(s):  
Gender Differences ◽  
Academic Performance ◽  
Self Efficacy ◽  
Psychological Factors ◽  
Academic Motivation ◽  
Predictor Variables ◽  
Outcome Variable ◽  
Poor Academic Performance ◽  
Ex Post ◽  
The Relationship

Poor academic performance in national examinations in Kenya like in most countries has been an issue of concern. Poor academic performance has been attributed to school environmental factors with individual psychological factors receiving little attention yet this may contribute towards poor students’ academic performance. In addition to this, most of the studies that have explored psychological factors have been done in developed countries hence leaving a gap locally. The purpose of the study was therefore to examine if self-efficacy and motivation predicts academic performance and if so, to what extent. Academic performance was the outcome variable while the predictor variables was motivation and self-efficacy. The objectives of the study were to examine the relationship between motivation and academic performance, establish the relationship between self-efficacy and academic performance, to determine the relative predictive weights of motivation and self-efficacy on academic performance and lastly to test for gender differences in academic motivation and self-efficacy. Self-determination theory by Ryan and Deci and Social Learning Theory by Bandura guided the study. Data was collected through use of questionnaires which also gave students biographical information. The researcher employed ex post facto design and involved 193 study participants. Out of 31 public secondary schools in Kitui County, 25% of the schools were sampled for this study. Stratified random sampling procedure was used to select the study sample, 8 schools were selected to participate in the study, and 24 students were randomly selected from each secondary school. A pilot study was carried out on a random sample of 40 students from a public school which was not part of the study sample but of similar characteristics as sampled schools. The academic motivation and academic self-efficacy scales were adapted to measure academic motivation and self-efficacy. Students’ academic performance was measured by use of examination records which was obtained from the schools. Pearson product moment correlation coefficient was used to test relationships between variables while multiple regression analysis tests were used to obtain the relative predictive weights of independent variable on outcome variable and t-test for predictor variables for gender. Data was analyzed by use of descriptive and quantitative statistics. This research may be of importance to the educators as they may understand how these psychological predictors may impact on their students. Secondly, the teachers may be able to gauge their students’ motivation and self-efficacy which may help them in setting realistic targets for performance. Understanding motivation and self-efficacy may enable schools reach operational efficiency as teachers will be in a position to address students according to their study requirements. In view of the findings, it can be inferred that academic motivation, self-efficacy and academic performance are statistically dependent as the p-value in the ANOVA model was .000 which is less than 0.05, the alpha level of significance for academic and self-efficacy and academic performance (R (192) =0.367.   The study recommended that all stakeholders in education should work together in creating conducive environments for development of academic motivation and self-efficacy, among students and appropriate intervention programmes should be developed in schools, particularly targeting girls in order to help reduce the gender differences which were found to exist with regard to students’ academic motivation and self-efficacy learning.  

scholarly journals Análisis de los hábitos de estudio en dos grupos universitarios de microbiología alimentaria y su relación en el rendimiento académico por competencias

2019 ◽  
pp. 30-37
Author(s):  
Miriam Susana MEDINA-LERENA ◽  
Marco Antonio COLÍN-MARTINEZ ◽  
Gloria ARADA-BARRERA ◽  
Miguel Ángel PÉREZ-RAMÍREZ
Keyword(s):  
Academic Performance ◽  
Study Habits ◽  
Food Microbiology ◽  
First Year ◽  
Daily Work ◽  
Poor Academic Performance ◽  
Learning Techniques ◽  
New Knowledge ◽  
First Year University ◽  
The Relationship

Study habits are methods and strategies used by student to assimilate and acquire new knowledge and improve their academic performance. The habit requires three important elements knowledge, skills and the desire to improve, without forgetting that they require effort, dedication, discipline and motivation. The objective of the study was to know the relationship between study habits and academic performance in two first year university groups in a Food Microbiology competition. A questionnaire was used to evaluate study habits according to techniques, organization, time, distractor and efficiency in academic performance. The results showed that there is a relationship between study habits and poor academic performance. This information helps to take actions to improve learning techniques and environments that help correct and resolve the deficiencies that arise in the daily work of the teacher.

Anxiety and Mind Wandering as Independent Consequences of Stereotype Threat

2015 ◽  
Vol 43 (4) ◽  
pp. 537-558 ◽  
Author(s):  
Aitao Lu ◽  
Yi Feng ◽  
Zuwei Yu ◽  
Haiping Tian ◽  
Xiuxiu Hong ◽  
...  
Keyword(s):  
Academic Performance ◽  
Stereotype Threat ◽  
Undergraduate Students ◽  
Performance Testing ◽  
Mind Wandering ◽  
Future Research ◽  
Mediation Model ◽  
Multiple Mediation ◽  
Performance Suggestions ◽  
The Relationship

We investigated the mediating effects of anxiety and mind wandering in the relationship between stereotype threat and academic performance, testing our multiple mediation model with 5,000 bootstrap samples. The participants were 76 female undergraduate students at South China Normal University. Results showed that both anxiety and mind wandering independently mediated the relationship between stereotype threat and the women's mathematics performance. These findings underscore the importance of integrating anxiety and mind wandering to understand how stereotype threat impacts academic performance. Suggestions for future research are offered.

scholarly journals Teachers’ Regular Supervision and Student Academic Performance in Public Secondary Schools in Ekiti State, Nigeria

2021 ◽  
Vol 9 (2) ◽  
pp. 54
Author(s):  
BOLARINWA Dapo Alonge ◽  
OGUNMILADE Johnson Olusesan ◽  
BAMIKOLE Oloruntoba
Keyword(s):  
Academic Performance ◽  
Secondary Schools ◽  
Significant Relationship ◽  
Correlational Research ◽  
Student Academic Performance ◽  
The Poor ◽  
Poor Academic Performance ◽  
Descriptive Survey ◽  
The Relationship ◽  
Validated Instrument

The poor academic performance of students could be as a result of irregular supervision of teachers. The study investigated the relationship between teachers’ regular supervision and student academic performance in public secondary schools in Ekiti State, Nigeria. Descriptive survey and correlational research were used for the study. The population for this study was 203 schools and 7,538 teachers in public secondary schools in Ekiti State, Nigeria. Validated instrument titled “Teachers’ Regular Supervision Questionnaire (TRSQ) was employed to collect data from the sample while a profoma was used to obtained data for academic performance of students. The study revealed that there was a positive significant relationship between regular supervision of teachers and student academic performance in public secondary schools in Ekiti State, Nigeria. The study recommended that principals and other internal supervisors should ensure regular supervision of teachers.

PERSONALITY AND STUDENTS' ACADEMIC ACHIEVEMENT: INTERACTIVE EFFECTS OF CONSCIENTIOUSNESS AND AGREEABLENESS ON STUDENTS' PERFORMANCE IN PRINCIPLES OF ECONOMICS

2006 ◽  
Vol 34 (4) ◽  
pp. 381-388 ◽  
Author(s):  
Mohammed S. Chowdhury ◽  
Mohammed N. Amin
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Interactive Effects ◽  
Future Research ◽  
Psychological Types ◽  
Introductory Economics ◽  
Relationship Of ◽  
The Relationship ◽  
Better Than

The relationship of psychological types of agreeableness and conscientiousness and their interactive effects among students with their academic performance in the course were investigated. On the basis of data from 105 students in an introductory economics course, results indicated that conscientiousness (r = .413), agreeableness (r = .335), and interaction of agreeableness and conscientiousness (r =. 364) were all significantly related to students' performance in the course. Consistently with our expectations, students high in conscientiousness and agreeableness performed better than did those low in conscientiousness and agreeableness. Implications and directions for future research are noted.

scholarly journals When Academic Technology Fails: Effects of Students’ Attributions for Computing Difficulties on Emotions and Achievement

2018 ◽  
Vol 7 (11) ◽  
pp. 223 ◽  
Author(s):  
Rebecca Maymon ◽  
Nathan Hall ◽  
Thomas Goetz
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
North America ◽  
Secondary Students ◽  
Domain Specificity ◽  
Future Research ◽  
Post Secondary ◽  
Academic Computing ◽  
Poor Academic Performance ◽  
Academic Technology

As education experiences are increasingly mediated by technology, the present research explored how causal attributions for academic computing difficulties impacted emotions and achievement in two studies conducted with post-secondary students in North America and Germany. Study 1 (N = 1063) found ability attributions for computer problems to be emotionally maladaptive (more guilt, helplessness, anger, shame, regret, anxiety, and boredom), with strategy attributions being more emotionally adaptive (more hope, pride, and enjoyment). Study 2 (N = 788) further showed ability attributions for computer problems to predict poorer academic achievement (grade percentage) over and above effects of attributions for poor academic performance. Across studies, the effects of effort attributions for computer problems were mixed in corresponding to more negative computing-related emotions despite academic achievement benefits. Implications for future research on students’ academic computing attributions are discussed with respect to domain-specificity, intervention, and technical support considerations.

scholarly journals Stress and Work Engagement: A Conceptual Study on Academics in Malaysian Private Universities

2017 ◽  
Vol 1 (01) ◽  
pp. 7
Author(s):  
Sheikh Muhamad Hizam Sheikh Khairuddin ◽  
Firdaus Hilmi Nadzri
Keyword(s):  
Literature Review ◽  
Conceptual Framework ◽  
Work Engagement ◽  
Private Universities ◽  
Future Research ◽  
Research Framework ◽  
Psychological Literature ◽  
Conceptual Study ◽  
The Relationship

There is an abundance of studies on work engagement found in the literature. However, there is a lack of grounded research framework to be based on relating stress to work engagement of Malaysian private academics. Therefore, this study is aimed at 1). reviewing the literature on stress and work engagement; 2). applying the ASSET model of stress to work engagement; 3). hypothesizing the relationships among these variables, and 4). deriving a conceptual framework. Based on the literature review on psychological literature and the application of the ASSET model of stress, the paper proposes a model of the relationship between stress and work engagement through commitment and health. Suggestions for practice and future research are also presented.

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