The Relationship of Test Anxiety to Intelligence and Academic Performance

2018 ◽  
pp. 183-191
Author(s):  
Frantisek Man ◽  
Petr Blahus ◽  
Charles D. Spielberger
Keyword(s):  
Academic Performance ◽  
Test Anxiety ◽  
Relationship Of ◽  
The Relationship

The Relationship of University Students' Sleep Habits and Academic Motivation

NASPA Journal ◽  
2006 ◽  
Vol 43 (3) ◽  
Author(s):  
Kellah M. Edens
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Academic Motivation ◽  
College Health ◽  
Sleep Habits ◽  
Lack Of Sleep ◽  
Relationship Of ◽  
The Relationship

College students are sleeping less during the week than reported a few years ago. Lack of sleep among college students has been identified as one of the top three healthrelated impediments to academic performance by the American College Health Association’s National College Health Assessment survey; and it is associated with lower grades, incompletion of courses, as well as negative moods. This research examines the underlying dynamics of lack of sleep on academic motivation, a key predictor of academic performance. Specifically, the relationship of sleep habits with self-efficacy, performance versus mastery goal orientation, persistence, and tendency to procrastinate were investigated. Findings indicate that 42% of the participants (159 students out of a total of 377) experience excessive daytime sleepiness (EDS); and those identified with EDS tend: (1) to be motivated by performance goals rather than mastery goals; (2) to engage in procrastination (a self-handicapping strategy) to a greater extent than students who are rested; and (3) to have decreased self-efficacy, as compared to students not reporting EDS. Several recommendations for campus health professionals to consider for a Healthy Campus Initiative are made based on the findings.

Facebook Use, Personality Characteristics and Academic Performance

2019 ◽  
Vol 14 (2) ◽  
pp. 1-14
Author(s):  
Georgia Sapsani ◽  
Nikolaos Tselios
Keyword(s):  
Academic Performance ◽  
Student Engagement ◽  
Negative Relationship ◽  
Personality Characteristics ◽  
Big Five Personality ◽  
Education Students ◽  
Study Results ◽  
Use Of Social Media ◽  
Relationship Of ◽  
The Relationship

The present article examines the relationship between student personality, use of social media and their academic performance and engagement. Specifically, this article examines the relationship of students' Facebook (FB) use and personality characteristics using the Big Five Personality Test. This is focused on (a) student engagement; (b) time spent preparing for class; (c) time spent in co-curricular activities; and (d) academic performance. 204 higher education students participated in the study. Results illustrate that FB time was significantly positively correlated to student engagement and time spent preparing for class. Sharing links activity was positively correlated with student engagement and playing FB games with time spent preparing for class. However, sending private messages and status updates were significantly negatively correlated with student engagement and time spent preparing for class. Also, viewing videos was negatively correlated with time spent in co-curricular activities. Chatting on FB and viewing photos found to be the most popular activities. Moreover, students' extraversion, conscientiousness, openness to experience were positively correlated to student engagement. In addition, extraversion had a positive relationship with time spent in co-curricular activities, although agreeableness had a negative relationship. Implications of the study for the instructors and the students are also discussed.

scholarly journals Exploring the Relationship of a Gamified Assessment with Performance

2019 ◽  
Vol 22 ◽  
Author(s):  
Ioannis Nikolaou ◽  
Konstantina Georgiou ◽  
Vasiliki Kotsasarlidou
Keyword(s):  
Academic Performance ◽  
Cognitive Ability ◽  
Organizational Citizenship ◽  
Personnel Selection ◽  
Soft Skills ◽  
Assessment Method ◽  
Citizenship Behaviors ◽  
Ability Tests ◽  
Relationship Of ◽  
The Relationship

AbstractOur study explores the validity of a game-based assessment method assessing candidates’ soft skills. Using self-reported measures of performance, (job performance, Organizational Citizenship Behaviors (OCBs), and Great Point Average (GPA), we examined the criterion-related and incremental validity of a game-based assessment, above and beyond the effect of cognitive ability and personality. Our findings indicate that a game-based assessment measuring soft skills (adaptability, flexibility, resilience and decision making) can predict self-reported job and academic performance. Moreover, a game-based assessment can predict academic performance above and beyond personality and cognitive ability tests. The effectiveness of gamification in personnel selection is discussed along with research and practical implications introducing recruiters and HR professionals to an innovative selection technique.

scholarly journals Physical Fitness, Grit, School Attendance, and Academic Performance among Adolescents

2018 ◽  
Vol 2018 ◽  
pp. 1-7 ◽  
Author(s):  
Jonathan M. Cosgrove ◽  
Yen T. Chen ◽  
Darla M. Castelli
Keyword(s):  
Body Mass Index ◽  
Academic Performance ◽  
Academic Success ◽  
Physical Fitness ◽  
Body Mass ◽  
Cardiovascular Health ◽  
School Attendance ◽  
Urban Minority ◽  
Relationship Of ◽  
The Relationship

Objective. The purpose of this study was to examine the relationship of grit as a construct representing perseverance to overcoming barriers and the total number of school absences to academic performance (AP) while controlling for sociodemographics, fitness (i.e., PACER), and Body Mass Index (BMI). Methods. Adolescents (N = 397, SD = 1.85; 80.9% females; 77.1% Hispanic) from an urban, minority-majority city in the Southern United States completed the FitnessGram® assessment of physical fitness (e.g., aerobic capacity and Body Mass Index (BMI)) and the valid and reliable short grit survey. The schools provided sociodemographics, attendance, and AP data for the adolescents. Results. Adolescents with higher grit scores (rs=0.21, P < 0.001) and less total absences (rs=-0.35, P < 0.001) performed better on AP. Hierarchical multiple regression indicated that grit and absences were associated with AP (β = 0.13, P < 0.01 and β = −0.35, P < 0.001, resp.). Conclusions. Grit and a total number of absences are significant contributors to academic success, particularly among Hispanic adolescents. Further, grit and school attendance may serve as a better measure of protective factors over proximal health measures of cardiovascular health and BMI.

Locus of Control, Interpersonal Trust and Academic Achievement

1972 ◽  
Vol 31 (2) ◽  
pp. 355-360 ◽  
Author(s):  
David J. Massari ◽  
Dianne C. Rosenblum
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Academic Performance ◽  
Locus Of Control ◽  
Interpersonal Trust ◽  
Relationship Of ◽  
The Relationship

The present study examined the relationship of locus of control, interpersonal trust and academic performance of 133 college students. Internality and trust were significantly negatively related to achievement for 43 women but unrelated for 90 men. In addition, internality was significantly positively related to trust and unrelated to intelligence for both sexes.

Test Anxiety and Academic Performance among Undergraduates: The Moderating Role of Achievement Motivation

2017 ◽  
Vol 20 ◽  
Author(s):  
Anthony Gbenro Balogun ◽  
Shyngle Kolawole Balogun ◽  
Chidi Victor Onyencho
Keyword(s):  
Academic Performance ◽  
Test Anxiety ◽  
Achievement Motivation ◽  
Negative Impact ◽  
Positive Impact ◽  
Educational Interventions ◽  
University Management ◽  
The Relationship ◽  
Moderating Role

AbstractThis study investigated the moderating role of achievement motivation in the relationship between test anxiety and academic performance. Three hundred and ninety three participants (192 males and 201 females) selected from a public university in Ondo State, Nigeria using a purposive sampling technique, participated in the study. They responded to measures of test anxiety and achievement motivation. Three hypotheses were tested using moderated hierarchical multiple regression analysis. Results showed that test anxiety had a negative impact on academic performance (β = –.23; p < .05). Achievement motivation had a positive impact on academic performance (β = .38; p < .05). Also, achievement motivation significantly moderated the relationship between test anxiety and academic performance (β = .10; p < .01). These findings suggest that university management should design appropriate psycho-educational interventions that would enhance students’ achievement motivation.

scholarly journals Study of Relationship Between Physical and Educational Activity of Students and Athletes Studying at the University

2020 ◽  
Vol 11 (1) ◽  
Author(s):  
Yevgeniya Vorontsova ◽  
Olga Rzhanyova
Keyword(s):  
Physical Activity ◽  
Academic Performance ◽  
Activity Analysis ◽  
Educational Activity ◽  
Intellectual Activity ◽  
Significant Relationships ◽  
The University ◽  
Relationship Of ◽  
The Relationship ◽  
Operational Component

The article reflects the results of a two-year study of educational and physical activity of university students. The article deals with the concept of activity, its types - physical and intellectual activity of students, approaches to indicators of physical activity, on the basis of which the components of physical activity are identified; it presents national and foreign studies of the relationship of types of activity. The article demonstrates the results of investigating the relationships between the manifestations of the types of activity of students and athletes studying at the university. The most significant relationships are found between the regulatory component and the result of educational activity; the potential of educational activity and the operational component of physical activity. Analysis of the relationships allows to make a conclusion that academic performance has links with most components of educational activity in both groups. The revealed connections between the components of physical and educational activiies are specific for athletes and students in terms of their number, orientation and strength.

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