scholarly journals DEVELOPMENT OF EMOTIONAL COMPETENCE IN EXAM SITUATIONS WITH STUDENTS WHO ACHIEVE DIFFERENT ACADEMIC SUCCESS AND STUDY DIFFERENT STUDY PROGRAMS

2021 ◽  
Vol 8 (2) ◽  
Author(s):  
Zlatko Pavlović ◽  
Sonja Kaurin ◽  
Bilјana Sladoje-Bošnjak
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Emotional Competence ◽  
Emotional Competencies ◽  
Study Program ◽  
Theoretical Part ◽  
Study Programs ◽  
Practical Implications ◽  
Different Levels

The authors, in the theoretical part of the paper, define and explain the concept of emotional competence, as well as skills that should be developed and strengthened within the mentioned concept. Also, the importance of emotional competence in exam situations for the academic success of students has been presented, which is supported by the presentation of research related to this topic. The aim of the study was to examine whether students with different academic achievement and from different study programs showed different levels of emotional competence in exam situations. The research was conducted on a sample of 115 students from the Faculty of Philosophy, University of East Sarajevo. The paper presents the results of examining the differences in the development of emotional competence in exam situations in students with different academic achievement and the results of examining the differences in the development of emotional competence in students in exam situations depending on the study program they study. The findings show that there are no differences in the development of emotional competence in exam situations in students with different academic achievement, but there are differences when it comes to the development of emotional competence in exam situations depending on the study program that students’ study. This research is a contribution to a better understanding of students' emotional competencies in exam situations and may have practical implications in terms of understanding the importance of improving the emotional sphere in all study programs by expanding study objectives so that they include developing of students' emotional competencies. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0798/a.php" alt="Hit counter" /></p>

scholarly journals The Use of Mathematical Statistics Methods in Modelling the Psychophysiological «Value» of Cognitive Activity of Students with Different Levels of Academic Success

TEM Journal ◽  
2021 ◽  
pp. 1325-1335
Author(s):  
Iryna Kalynychenko ◽  
Hanna Zaikina ◽  
Hanna Latina ◽  
Olha Skyba ◽  
Dmytro Kalynychenko
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Regression Models ◽  
Average Length ◽  
Cognitive Activity ◽  
Risk Groups ◽  
Mental Activity ◽  
Educational Process ◽  
Different Levels ◽  
Mathematical Interpretation

Mathematical interpretation of the psychophysiological «value» of modern schoolchildren’ cognitive activity will allow to identify risk groups, especially among students with high and average academic achievement. The results allowed to establish dependence of the type of functions and properties, at the expense of which the «value» of the students’ activity was manifested, from the way of organizing the educational process. The article argues that regression models of psychophysiological «value» have different filling of variables depending on gender, intensity of information and physical loads. The variables that are most often included in psychophysiological «value» regression models, i.e., are the most important markers of change in the «price» of activity of students with high academic achievement, include thinking flexibility level, extraversion, anxiety level, speed of complex visualmotor reaction, as well as average length of cardiocycles during mental activity.

scholarly journals The Constructive Overlap: A Study of Multiplex Ties in Students’ Study-Related Networks and Academic Performance

2021 ◽  
Author(s):  
Annika Fjelkner-Pihl
Keyword(s):  
Higher Education ◽  
Social Networks ◽  
Academic Success ◽  
Social Relations ◽  
Future Research ◽  
Academic Outcome ◽  
Learning Networks ◽  
Large Share ◽  
Study Program ◽  
Practical Implications

AbstractThis article adds to a growing body of literature on how various types of social relations can work synergistically to promote students' academic success. Students’ study-related social networks affect academic outcome in higher education. The network literature in education generally explores students’ various relations separately, rather than their multiplex relations or when individuals share several relations. This approach risks missing the full complexity of the student experience. The aim of the present study is to add to the discussion on student social networks and attainment in higher education by further exploring multiplex relations maintained in a specific study program, in which a large share of students in the cohort commute. A survey was distributed to students in one cohort (n = 146). The findings revealed that, in this cohort, students’ friendship, working and learning networks overlap substantially, and that centrality in the friendship and in the student multiplex networks was positively and significantly related to academic outcome, whereas centrality in the working and learning networks was not. Points for future research are suggested, and practical implications for those supporting student learning in higher education are discussed.

scholarly journals Group acceptance and emotional competence of preadolescent children

Psihologija ◽  
2007 ◽  
Vol 40 (3) ◽  
pp. 431-445 ◽  
Author(s):  
Jelica Petrovic ◽  
Marija Zotovic
Keyword(s):  
Discriminant Analysis ◽  
Emotion Recognition ◽  
Emotional Regulation ◽  
Social Preference ◽  
Emotional Competence ◽  
Sociometric Status ◽  
Emotional Competencies ◽  
Preadolescent Children ◽  
Group Acceptance ◽  
Different Levels

This study examines contribution of emotional competence on socially competent behavior of preadolescents. The following emotional competencies were registered in 397 children: emotion recognition, emotional regulation, empathy and style of coping with aversive emotions. Discriminant analysis was conducted in order to identify emotional competencies that differentiate among the groups of participants with different levels of social preference. The data showed that groups of popular children, rejected children, and children of average sociometric status significantly differ with respect to their emotional competence. Children rejected by their peers displayed the lowest level of emotional competence. .

Better Learning Success in Engineering Mechanics

2015 ◽  
Author(s):  
Matthias Wangenheim ◽  
Sarah Engelmann ◽  
Frank Haupt
Keyword(s):  
Academic Success ◽  
Failure Rate ◽  
Engineering Student ◽  
High Failure Rate ◽  
Research Topics ◽  
Study Program ◽  
Learning Success ◽  
Engineering Study ◽  
Study Programs ◽  
Engineering Mechanics

Studying engineering mechanics is mandatory for every engineering student at Leibniz Universität Hannover (LUH). The course is divided into four parts (statics, elastostatics, kinetics and kinematics, dynamics) and is taught over a period of two years at the very beginning of each study program. While students’ evaluations of our courses are good in general, we face a high failure rate in the exams, which are written once at the end of each course. In later stages of the engineering study programs, it seems hard to for us enthusing students for our research topics. Thus, finding M.Sc. or PhD students is more difficult for us than it should be. In a university funded, internal 12-month project we aim to optimize our Engineering Mechanics Tutorials, which provide a specific, relatively interactive form of teaching to the students. With internal and external consultancy by professional lecturers and didactics trainers, our project team has developed a course of actions and measures to raise the academic success of our students. In this publication we will discuss these actions as well as ways to measure and verify their success.

scholarly journals The Correlation between Talent and Academic Achievement of Universitas Advent Indonesia Students Batch 2016

2019 ◽  
Vol 6 (1) ◽  
pp. 273
Author(s):  
Albinur Limbong ◽  
Horasdia Saragih
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Correlation Coefficient ◽  
Study Program ◽  
Anova Test ◽  
Study Programs ◽  
New Students ◽  
First Time ◽  
Test Result ◽  
Significant Factors

The purpose of this study was to compare students’ academic performance between those justified as talented or not talented in the study program that they chose. Thepopulation of the study was the new students of batch 2016. However, not allstudents join the talent test, only 384. The talent test was conducted by aprofessional talent test institution, while the academic achievement was based onthe average GPA for the first and second semesters. The talent test result isclassified into three parts, namely recommended, doubted, and not recommended.Based on the talent test, there were 365 candidate students recommended to takethe study programs that they chose, 17 of those were doubted and only 2 of thosewere not recommended. Based on the talent test, the students were asked todetermine their choice before taking any courses. Most of the students chose theprogram for the first time, some students changed their mind and moved to anotherstudy program within UNAI, and only few students changed their mind and did notenroll in UNAI at all. The study showed that the correlation coefficient betweenthe talent test result and the academic result was low, with a correlation coefficient(r) of 0.125. Based on the ANOVA test, it was found that there is a difference inthe academic achievement between students who were recommended, doubted ornot recommended to take the courses that they chose. If the talent does notsignificantly correlate with the achievement, then it is interesting to study in futurewhat other significant factors, besides the talent, that influence the academicachievement.

scholarly journals Aptitude Test's Predictive Ability for Academic Success in Psychology Student

2020 ◽  
Vol 3 (1) ◽  
pp. 1-12
Author(s):  
Farida Agus Setiawati
Keyword(s):  
Academic Success ◽  
Linear Regression Analysis ◽  
Predictive Ability ◽  
Multiple Linear Regression Analysis ◽  
Research Subjects ◽  
Aptitude Test ◽  
Study Program ◽  
Aptitude Tests ◽  
Grade Point ◽  
Study Programs

The developments that occur in psychological measurement have an effect on the development of the quality of the tests used. Differential Aptitude Test (DAT) is a form of psychological test used to measure a person's talent. Measurement of aspects of talent needs to be proven on the success of post-aptitude test studies. Therefore, this study aims to examine: (1) the predictive validity of differential aptitude tests in predicting study success in psychology study programs, and (2) which subtests are influential in predicting the success of studies in psychology study programs. Data collection was carried out using test techniques and documentation techniques. The research subjects were 62 students majoring in psychology at Yogyakarta State University in the academic year 2016/2017. The data obtained were then analyzed using multiple linear regression analysis techniques, where the subtest scores on the DAT were treated as predictors and the Grade Point Average scores were treated as the dependent variable. Based on the results of the analysis, it can be concluded that: (1) the DAT test can predict the success of the study in the psychology study program; and (2) the subtest in DAT that has the most influence in predicting the success of the study in the psychology study program is the verbal subtest and the numerical subtest

Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement

2020 ◽  
Vol 51 (3) ◽  
pp. 509-513
Author(s):  
Ashley Bourque Meaux ◽  
Julie A. Wolter ◽  
Ginger G. Collins
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Literacy Development ◽  
Morphological Awareness ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
School Based ◽  
Literacy Success ◽  
Key Factor ◽  
Language And Literacy Development

Purpose This article introduces the Language, Speech, and Hearing Services in Schools Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement. The goal of this forum is to relate the influence morphological awareness (MA) has on overall language and literacy development with morphology acting as the “binding agent” between orthography, phonology, and semantics ( Perfetti, 2007 ) in assessment and intervention for school-aged children. Method This introduction provides a foundation for MA development and explores the influence MA has over the course of school-aged language and literacy development. Through summaries of the 11 articles in this forum, school-based speech-language pathologists will be able to convey the importance of MA to promote successful educational outcomes for kindergarten to adolescent students. The forum explores researcher-developed assessments used to help identify MA skill level in first- through eighth-grade students at risk for literacy failure to support instructional needs. The forum also provides school-based speech-language pathologists with details to design and implement MA interventions to support academic success for school-aged students with varying speech-language needs (e.g., dual language emersion, vocabulary development, reading comprehension) using various service delivery models (e.g., small group, classroom-based, intensive summer camps). Conclusion MA is effective in facilitating language and literacy development and as such can be an ideally focused on using multilinguistic approaches for assessment and intervention. The articles in this issue highlight the importance in assessment measures and intervention approaches that focus on students' MA to improve overall academic success in children of all ages and abilities.

School Success and School Engagement of Immigrant Children and Adolescents

2013 ◽  
Vol 18 (2) ◽  
pp. 126-135 ◽  
Author(s):  
Frosso Motti-Stefanidi ◽  
Ann S. Masten
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Children And Adolescents ◽  
School Engagement ◽  
School Success ◽  
Immigrant Children ◽  
Integrative Model ◽  
High Stakes ◽  
The Individual

Academic achievement in immigrant children and adolescents is an indicator of current and future adaptive success. Since the future of immigrant youths is inextricably linked to that of the receiving society, the success of their trajectory through school becomes a high stakes issue both for the individual and society. The present article focuses on school success in immigrant children and adolescents, and the role of school engagement in accounting for individual and group differences in academic achievement from the perspective of a multilevel integrative model of immigrant youths’ adaptation ( Motti-Stefanidi, Berry, Chryssochoou, Sam, & Phinney, 2012 ). Drawing on this conceptual framework, school success is examined in developmental and acculturative context, taking into account multiple levels of analysis. Findings suggest that for both immigrant and nonimmigrant youths the relationship between school engagement and school success is bidirectional, each influencing over time the other. Evidence regarding potential moderating and mediating roles of school engagement for the academic success of immigrant youths also is evaluated.

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