scholarly journals Comparison of cognitive and metacognitive strategies in the academic achievement of urban and rural students of Eghlid

2019 ◽  
pp. 282-293
Author(s):  
Mohammad Reza Taghieh ◽  
Zohreh Tadayon ◽  
Raziyeh Taghieh
Keyword(s):  
Academic Achievement ◽  
High School Students ◽  
Academic Success ◽  
Pearson Correlation ◽  
Target Population ◽  
Metacognitive Strategies ◽  
Rural Students ◽  
School Students ◽  
Cognitive And Metacognitive Strategies ◽  
Definite Result

This research studies the cognitive and metacognitive strategies with academic success in urban and rural students; gender and place of residence that has not been the result of a definite result on their role in previous research have been gained. The present research is a correlation type and is an applied research. The aim of this study is to improve the level of learning. The target population of the high school students in Eghlid city is 269 people. A sample of 241 people was randomly selected and researched. The number of samples is specified according to the Morgan table. Pearson correlation and (T) test were used for two independent groups. The obtained result indicates that cognitive and metacognitive strategies in academic achievement, gender, and location are also effective in these strategies, so that female students are more than boys and student's Urban uses both types of strategy more than rural students.

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 Learning and Study Strategies: Academic Achievement and Gender Differences

2013 ◽  
Vol 12 (4) ◽  
pp. 49
Author(s):  
Beena Daliya R ◽  
Sudha Bhogle
Keyword(s):  
Academic Achievement ◽  
Gender Differences ◽  
High School Students ◽  
Academic Success ◽  
Research Work ◽  
Study Strategies ◽  
School Students ◽  
Main Ideas ◽  
Learning And Study Strategies ◽  
Selection Of

To do well in school and for enhanced academic success, effective Learning and Study strategies are important. The objectives of this research work were to determine gender differences, if any, in Learning and Study strategies in high school students and to find the relationship between these strategies and Academic achievement. To do this, Learning and Study Strategies Inventory (LASSI) - Weinstein & Palmer, (2002) was administered to a group of 684, 8th std., school students, of which 363 were boys and 321 were girls. These students were selected from private schools of Bangalore; all the 4 zones – north, south, east, and west - were represented. All the students chosen were studying the state syllabus. The results of the research indicate gender differences in the following strategies – processing of information, motivation and selection of main ideas. No gender differences emerged for Academic achievement. Further, academic achievement was found to be significantly related to levels of anxiety, attitude, concentration ability, selection of main ideas, effective time management and test taking strategies.Keywords: Learning strategies, Study strategies, Academic Achievement, Gender difference.

An induced successful performance enhances student self-efficacy and boosts academic achievement

2018 ◽  
Author(s):  
Akitoshi Uchida ◽  
Robert B Michael ◽  
Kazuo Mori
Keyword(s):  
Academic Achievement ◽  
High School Students ◽  
Academic Success ◽  
Junior High School ◽  
Self Efficacy ◽  
Successful Performance ◽  
School Students ◽  
Correlational Research ◽  
Before And After ◽  
One Year

A growing body of correlational research finds a relationship between self-efficacy—beliefs in one's capabilities—and academic success. But few studies have investigated whether self-efficacy is causally related to academic success. We hypothesized that an experience of success would promote self-efficacy in junior high school students and would lead to academic improvements. To induce an experience of success, we secretly presented easy anagrams to target students (41 males and 43 females; 12-13 years old) who then outperformed their classmates (116 males and 115 females). We assessed students’ self-efficacy and academic achievement scores before and after the anagram tasks. We found that the success-induced students raised their self-efficacy, and this elevated self-efficacy persisted for as long as one year. Moreover, success-induced males eventually showed significant improvement in their academic achievement. These results provide a real-world experimental enactment of Bandura’s self-efficacy theory, and have implications for the practices of educational practitioners.

scholarly journals The Relationship of Internal Motivation Components and Academic Achievement among High School Students

2011 ◽  
Vol 1 (2) ◽  
pp. 89 ◽  
Author(s):  
Mohammad Ghamari
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
Significant Relationship ◽  
Pearson Correlation ◽  
Cluster Sampling ◽  
School Students ◽  
Internal Motivation ◽  
Relationship Of ◽  
The Relationship

Abstract The aim of this research was to determine the relationship between internal motivation and academic achievement among high school students. Using multi-stage cluster sampling 307 high school students were selected. Then internal motivation questionnaire administrated. To measure the academic achievement, their academic grade average was used. Using the Pearson correlation coefficient, stepwise regression analysis, and Z test Collected data were analyzed. Results showed that there is positive and significant relationship between internal motivation and academic achievement. There is positive and significant relationship between interest, competence, effort, lack of stress, selection, value and academic achievement. Between components of the internal motivation, competence, lack of stress and value explained about 24 percent of student academic achievement variance. The relationship of internal motivation and academic achievement among male and female students is no different.

scholarly journals A Research on the Relationship between Parental Attitudes, Students’ Academic Motivation and Personal Responsibility

2021 ◽  
Vol 3 (4) ◽  
pp. 636-655
Author(s):  
Zeynep Yilmaz Bodur ◽  
Sumer Aktan
Keyword(s):  
High School ◽  
High School Students ◽  
Academic Success ◽  
Academic Motivation ◽  
Personal Responsibility ◽  
Parental Attitudes ◽  
Pearson Correlation ◽  
Positive Contribution ◽  
School Students ◽  
The Relationship

This study examines the predictive effect of parental attitudes on high school students’ academic motivation and personal responsibility levels. In this research predictive correlation model, which is one of the quantitative research methods, was used. 368 students attending the 10th grade in 6 different high schools participated in the study. Parental Attitudes Scale, Academic Motivation Scale and Personal Responsibility Scale were used as data collection tools. Independent samples t-test and MANOVA were performed to determine gender effect on parental attitudes, academic motivation and personal responsibility and Pearson Correlation and Multiple Linear Regression were performed to determine the relationship between parental attitudes, academic motivation and personal responsibility. According to the results, parental attitudes are a significant predictor of personal responsibility and academic motivation of high school students. Democratic parental attitude predicts personal responsibility levels by 31.2% and academic motivation level by 25.7%. In this context, it can be said that the support of parents with democratic attitude provides a positive contribution to students’ academic success, social and personal competencies.

scholarly journals MOTIVATION FOR ACADEMIC ACHIEVEMENT AND ITS RELATIONSHIP TO THE METACOGNITIVE THINKING SKILLS AMONG HIGH SCHOOL STUDENTS IN THE SUBURBS OF JERUSALEM

2021 ◽  
Vol 9 (2) ◽  
pp. 100-108
Author(s):  
Omar Rimawi ◽  
Mohsen Adas ◽  
Enas Nasser
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
Academic Success ◽  
Thinking Skills ◽  
Practical Significance ◽  
School Students ◽  
Strong Indicator ◽  
Female Data ◽  
Level Of Significance

Purpose of the study: This study aims to identify the degree of Motivation for Academic Achievement and its Relationship to the Metacognitive Thinking Skills among High School Students in the suburbs of Jerusalem. Methodology and research methods: To achieve the objectives of this study, the relational descriptive approach was adopted. The sample of this study included (380) high school students (male and female). Data was obtained, analyzed, and processed statistically. Results: The findings suggested that there were statistically significant differences in the means of the motivation for academic achievement due to gender in favor of females. The results also showed that there were no statistically significant differences at the level of significance (α ≤ 0.05) in the means of the metacognitive thinking skills among high school students due to gender, an average of the former class, or father-mother's educational qualification. Moreover, the results revealed that there was a correlation between the motivation for academic achievement and metacognitive thinking skills. Scientific novelty: It is clear that metacognitive thinking skills improve the degree of motivation for academic achievement by increasing the capacities of the students to learn and grow their learning motivation. it is considered a strong indicator of academic success. Students with metacognitive thinking skills achieve better academic achievement compared to students who have a lower level of metacognitive thinking skills. Practical significance: The importance of this study is expressed in the significance of the issue under consideration, as awareness of metacognitive thinking skills increases the capacity to handle and use them in various educational situations.

scholarly journals An Induced Successful Performance Enhances Student Self-Efficacy and Boosts Academic Achievement

AERA Open ◽  
2018 ◽  
Vol 4 (4) ◽  
pp. 233285841880619
Author(s):  
Akitoshi Uchida ◽  
Robert B. Michael ◽  
Kazuo Mori
Keyword(s):  
Academic Achievement ◽  
High School Students ◽  
Academic Success ◽  
Junior High School ◽  
Self Efficacy ◽  
Successful Performance ◽  
School Students ◽  
Correlational Research ◽  
Before And After ◽  
One Year

A growing body of correlational research finds a relationship between self-efficacy—beliefs in one’s capabilities—and academic success. But few studies have investigated whether self-efficacy is causally related to academic success. We hypothesized that an experience of success would promote self-efficacy in junior high school students and would lead to academic improvements. To induce an experience of success, we secretly presented easy anagrams to target students (41 males and 43 females; 12–13 years old) who then outperformed their classmates (116 males and 115 females). We assessed students’ self-efficacy and academic achievement scores before and after the anagram tasks. We found that the success-induced students raised their self-efficacy, and this elevated self-efficacy persisted for as long as one year. Moreover, success-induced males eventually showed significant improvement in their academic achievement. These results provide a real-world experimental enactment of Bandura’s self-efficacy theory and have implications for the practices of educational practitioners.

scholarly journals The Influence of Social Media Usage on Adolescents’ Identity Status and Academic Achievement: The Case of Woldia High School Students, North Wollo of Amhara Regional State

2021 ◽  
Vol 4 (3) ◽  
pp. 54-64
Author(s):  
Dessalegn Asmamaw ◽  
Demeke Binalf ◽  
Dereje Mekonnen
Keyword(s):  
Academic Achievement ◽  
Social Media ◽  
High School Students ◽  
Significant Relationship ◽  
Pearson Correlation ◽  
Identity Status ◽  
School Students ◽  
Major Purpose ◽  
Media Usage ◽  
Facebook Usage

The major purpose of the study was to investigate the influence of social media usage on adolescents’ identity status and academic achievement among school adolescents. Correlational research design was used to address the core objective of the study. A total of 264 grade 10th students (124 male and 140 female) were randomly selected. Descriptive statistics and Pearson correlation were employed to describe data and to analyze relationships among variables respectively while multiple regressions was employed to determine whether sex, age and social media predict academic achievement or not. As a result, the variable sex, age and face book usage found significantly predict academic achievement by about 8.2% (R2 =8.2%, F =7.09 p<0.05). Further, the study found that there were positively significant relationship among face book usage and adolescents’ identity status. Therefore, the computed Pearson correlation identified that moratorium identity status of the students correlated with facebook usage with r = .434 at p < .05; identity diffusion correlated with face book usage with r=.354 at p <0.05. Contrary to this, the computed Pearson correlation found negatively significant relationship between face book usage and identity achievement with r = -.104 at p = < 0.05), and between face book and identity foreclosure with r = - 0.89 at p < 0.05). In generally speaking, this study summarized that more than 70% of the adolescents in the study area are facebook users and most of them averagely use about 45 minutes to visit their facebook account per day while their facebook usage has direct relationship with their identity status. Based, on the findings, therefore, it was concluded that social media has both negative and positive influence on the identity status of adolescent and predicts adolescent’s CGPA. Hence, stakeholders’ due attention is highly needed to monitor the problem and create the way adolescents invest their time for their academic activities instead.

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