The relationship between high school students' academic performance in science and agriculture.

1999 ◽  
Vol 8 (1) ◽  
Author(s):  
Leonard M. Zwane ◽  
B. M. Dlamini
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
School Students ◽  
The Relationship

Associations of Physical Fitness and Academic Achievement Among Illinois High School Students

2021 ◽  
Vol 78 (3) ◽  
Author(s):  
Megan Marie Weemer ◽  
Olabode Ayodele
Keyword(s):  
Physical Activity ◽  
High School ◽  
Academic Achievement ◽  
Academic Performance ◽  
High School Students ◽  
Physical Fitness ◽  
Pearson Correlation ◽  
Positive Association ◽  
School Students ◽  
The Relationship

The health benefits of physical activity are empirically supported and well accepted. However, the relationship between physical activity, physical fitness, and academic performance remains to be clearly established. The purpose of this study was to identify the relationship between physical fitness and academic achievement among a sample of Illinois high school students. Analyses were based on the 2016–2017 school year Archival Fitnessgram physical fitness test scores and cumulative GPAs of ninth- through twelfth-grade students (N = 371). Pearson correlation assessed the relationship between physical fitness and academic performance. Multiple linear regression predicted students’ academic achievement. There was a positive association between total fitness and academic achievement, although not statistically significant, r (369) = .002, p = .49. The regression prediction model was statistically significant (p < .001) and accounted for approximately 25% of the variance in academic achievement (R2 = .256, adjusted R2 = .246). Academic achievement was predicted by total number of absences and gender, and to a lesser extent by socio­economic status, the curl-up, and ethnicity. The findings of this study suggest a positive association between physical fitness and academic achievement. These results are potentially relevant to the development of future education policies. Thus, policy makers, school administrators, and educators must use the knowledge gained in this study, along with existing research, as evidence to emphasize the importance of the fitness–academic link, to further support the need for quality physical education curriculum and mandated physical fitness testing.

scholarly journals Dependence of the motivation of the teaching of high school students on academic performance

2020 ◽  
Author(s):  
D.V. Muhina
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Learning Motivation ◽  
School Students ◽  
Psychological Study ◽  
Motivation For Learning ◽  
Relationship Of ◽  
The Relationship

This article reveals the essence of the concept of ―motivation for learning,‖ also addresses the question of how the performance of high school students affects the motivation of learning. For this, a psychological study was conducted to identify the relationship of academic performance and aspects of learning motivation.

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>

scholarly journals Student Self-Esteem and Parental Involvement in Students Academic Performances

2020 ◽  
Vol 8 (2) ◽  
pp. 238
Author(s):  
Jerald C. Moneva ◽  
Mark Roed A. Villaro ◽  
Marsha H. Malbas
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Parental Involvement ◽  
Self Esteem ◽  
School Students ◽  
Chi Square ◽  
Independent Variable ◽  
The Relationship ◽  
Correlation Design

Self-esteem is a feeling of having respect and abilities. While parental involvements the amount of participation of a parent when it comes to schooling and child’s life. In school was conducted to know the association between the two variables. This study used descriptive correlation design between self-esteem and parental involvement. The respondents of this study are the Senior High School Students of Jagobiao National High School. Questionnaire was the chosen research instrument of the study and the relationship between the dependent and independent variable was determine using chi-square. The data revealed that the self-esteem of the students affects their academic performance; students with high self-esteem tend to be more confident than the students who have low self-esteem. Furthermore, it is proven that student’s self-esteem and parental involvement are correlated to each other. Those parents who motivate their child can lead to have a higher self-esteem. The study reveals that having a higher self-esteem and having a parental involvement helps to mold and to attain higher academic performance by the students in school.

The Relationship Between MAOA Gene Polymorphism and Test Anxiety

2013 ◽  
Vol 16 (6) ◽  
pp. 1103-1106 ◽  
Author(s):  
Yangyang Liu ◽  
Zuhong Lu
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Gene Polymorphism ◽  
Test Anxiety ◽  
Amine Oxidase ◽  
Type A ◽  
School Students ◽  
Maoa Gene ◽  
The Relationship

In a sample of 569 Chinese high school students, the present findings indicated that students with the 4-repeat genotype showed a higher level of test anxiety. Furthermore, the prediction of academic performance on test anxiety was stronger among students with the 3-repeat genotype than those with the 4-repeat genotype. The present findings suggest that mono-amine-oxidase type A gene polymorphism is significantly related to test anxiety.

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