scholarly journals The Relationship Between Resource Management Learning Strategies and Academic Achievement

2018 ◽  
Vol 4 (1) ◽  
Author(s):  
Masoumeh Vaezi ◽  
Naser Hatamzadeh ◽  
Fazel Zinat Motlagh ◽  
Hooman Rahimi ◽  
Motahereh Khalvandi
Keyword(s):  
Academic Achievement ◽  
Resource Management ◽  
Learning Strategies ◽  
Management Learning ◽  
The Relationship

scholarly journals The Correlation of Non-English Majors’ Use of Resource Management Strategies with Their Academic Achievement

2020 ◽  
Author(s):  
Tham Duong
Keyword(s):  
Academic Achievement ◽  
Resource Management ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Management Strategies ◽  
Language Education ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
English Majors

It is undeniable that self-regulated learning strategies are a pivotal key to 21st century language education in which learners are provided with freedom to take control over their own learning. Of the types of self-regulated learning strategies, resource management strategies (RMS) are likely to be underestimated in practice despite the fact that these strategies are believed to assist EFL learners to modify the environment for achieving their learning goals. The study aimed to investigate RMS employed by tertiary non-English majors and to explore the relationship between the students’ use of RMS and their academic achievement. The quantitative research was conducted with the employment of a closed-ended questionnaire which was administered to 117 students taking the TOEIC course. The results indicated that the research participants frequently employed RMS in their English language learning. More importantly, it was found that the more frequently the students used RMS, the higher academic achievement they gained. Such employment of RMS in a Vietnamese EFL context serves as a reference in other similar EFL contexts.

THE RELATIONSHIP BETWEEN LEARNING STRATEGIES AND ACADEMIC ACHIEVEMENT IN THESIS RESEARCH PROCESSES: A CASE STUDY IN AN UNDERGRADUATE MANAGEMENT PROGRAM IN PERU

2021 ◽  
Author(s):  
Mario Marcello Pasco Dalla Porta ◽  
Milos Richard Lau Barba ◽  
Maria de Fatima Ponce Regalado ◽  
Martha Marianella Pacheco Mariselli
Keyword(s):  
Academic Achievement ◽  
Learning Strategies ◽  
Management Program ◽  
The Relationship

Learning Strategies of Secondary School Students as Correlates of Academic Achievement and Gender

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Harjit Kaur Gill
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Learning Strategies ◽  
Secondary School Students ◽  
Self Regulation ◽  
Low Achievers ◽  
Motivational Strategies ◽  
School Students ◽  
And Gender ◽  
The Relationship

The objectives of the study were: (i) to study the learning strategies of Secondary school students, (ii) to study gender differences in the learning strategies of secondary school students (iii) to study the relationship between learning strategies and academic achievement of secondary school students.1200 secondary school students of Punjab were administered Motivational Strategies for Learning Questionnaire (Pintrich et al, 1991) The results show that significant differences have not been found between high and low achievers as well as between male and female school students on the rehearsal, elaboration, organization, critical thinking and meta-cognitive of self-regulation of learning strategies. Even the interaction effect of gender and academic achievement was not found significant on these dimensions except the last one i.e. meta-cognitive self-regulation dimension.

scholarly journals Inter-Relations among Motivation, Self-Perceived Use of Strategies and Academic Achievement in Science: A Study with Spanish Secondary School Students

2020 ◽  
Vol 12 (17) ◽  
pp. 6752 ◽  
Author(s):  
Enric Ortega-Torres ◽  
Joan-Josep Solaz-Portoles ◽  
Vicente Sanjosé-López
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Learning Strategies ◽  
Science Achievement ◽  
Secondary School Students ◽  
Management Strategies ◽  
The Self ◽  
School Students ◽  
The Relationship ◽  
Cognitive And Metacognitive Strategies

The relationship between motivation and the use of learning strategies is a focus of research in order to improve students’ learning. Meaningful learning requires a learner’s personal commitment to put forth the required effort needed to acquire new knowledge. This commitment involves emotional as well as cognitive and metacognitive factors, and requires the ability to manage different resources at hand, in order to achieve the proposed learning goals. The main objectives in the present study were to analyse: (a) Spanish secondary school students’ motivation and self-perception of using strategies when learning science; (b) the nature of the relationship between motivation and perceived use of learning strategies; (c) the influence of different motivational, cognitive, metacognitive and management strategies on students’ science achievement. The Motivated Strategies for Learning Questionnaire (MSLQ) was administered to 364 middle and high-school students in grades 7–11. For each participant, the academic achievement was provided by the respective science teacher. The results obtained from the Pearson product-moment correlations between the study variables and a stepwise regression analysis suggested that: (1) motivation, cognitive and metacognitive, and resource management strategies, have a significant influence on students’ science achievement; (2) students’ motivation acts as a kind of enabling factor for the intellectual effort, which is assessed by the self-perceived use of learning strategies in science; and, (3) motivational components have a greater impact on students’ performance in science than cognitive and metacognitive strategies, with self-efficacy being the variable with the strongest influence. These results suggest a reflexion about the limited impact on science achievement of the self-perceived use of cognitive and metacognitive strategies, and highlight the importance of students’ self-efficacy in science, in line with previous studies.

scholarly journals Factors Influencing Academic Achievement in Preclinical Students

2020 ◽  
Vol 3 (3) ◽  
pp. p8
Author(s):  
Yanint Raksadawan ◽  
Chantacha Sitticharoon ◽  
Nipith Charoenngam ◽  
Pailin Maikaew ◽  
Issarawan Keadkraichaiwat
Keyword(s):  
Academic Achievement ◽  
Learning Strategies ◽  
Time Management ◽  
Internet Use ◽  
Self Regulation ◽  
Normal Weight ◽  
Self Regulated Learning ◽  
Management Learning ◽  
Factors Influencing ◽  
Positive Correlations

Academic achievement is a major concern of preclinical students. This study aimed to determine factors influencing academic achievement in preclinical years. Questionnaires were sent to all students of the 2019 class at the 1st (2019/1) and 2nd preclinical years (2019/2) and the 2018 class at the 2nd preclinical year (2018/2) without sampling, with 85.11% (280/328), 86.32% (284/328), and 83.54% (274/328) being returned, respectively. Students were divided into Q1 (lowest)-Q2-Q3-Q4 (highest) according to quartiles of their GPA. Q4 students had higher examination expectation and achievement of study targets in all classes and more time spent on non-recorded-e-lecture study in the 2018/2 and 2019/2 classes; but lower time spent on recorded-e-lecture study in the 2019/1 class and non-academic-internet use in the 2019/2 and 2018/2 classes than other groups. In contrast, Q1 students had higher instances of lateness and absence/year in the 2019/2 and 2018/2 classes but lower happiness scores in the 2018/2 class compared to other groups. Obese and overweight students had significantly lower GPA than normal weight and underweight students of the 2019/2 class (p<0.05 all). The current year GPA had significant positive correlations with the previous year GPA, examination expectation, achievement of study targets, and time spent on non-recorded-e-lecture study; but had significant negative correlations with time spent on recorded-e-lecture study and non-academic internet use, instances of lateness and absence/year, and BMI (p<0.05 all). In conclusion, students with more self-regulation strategies in many aspects of self-regulated learning, including time management, learning strategies, emotion control, motivation, and self-efficacy, had better academic outcomes.

scholarly journals MENGAJAR YANG MEMBELAJARKAN

2012 ◽  
Vol 13 (1) ◽  
Author(s):  
Mawardi Mawardi
Keyword(s):  
Academic Achievement ◽  
Environmental Factor ◽  
Learning Strategies ◽  
Learning Process ◽  
Learning Problems ◽  
Teaching Materials ◽  
Learning Achievement ◽  
Management Learning ◽  
Learning Management

The main problem faced by students in learning process is learning achievement. It is influenced by physiological, psychological, and environmental factor. Thus, educators play a major role in overcoming students’ learning problems through appropriate learning management. Learning is educator’s effort to teach students with a various learning strategies and sources, such as teachers, peers, environment, media, and others. Educators play an important role in facilitating the students to be actively learn to think, to speak, and to act in accordance with their teaching materials which being provided to achieve the expected competencies. The attendance of students in learning process is not only as passive participants in accepting the offered materials by the educators, but the student own broad freedom to develop their learning creativity to reach a maximum academic achievement in accordance with the capacity of each student’s competency.

scholarly journals The Mediating Role of Learning Strategy in the Relationship between Achievement Goals and Academic Achievement

2019 ◽  
Vol 9 (3) ◽  
pp. 45
Author(s):  
Caroline Atieno Obura
Keyword(s):  
Academic Achievement ◽  
Learning Strategies ◽  
Achievement Goals ◽  
Learning Strategy ◽  
Simple Random Sampling ◽  
Mediating Role ◽  
Approach Goals ◽  
Sampling Procedures ◽  
The Relationship

The study examined the mediating role of learning strategies in the relationship between achievement goals and academic achievement. The study sample consisted of 597 students selected from 13 schools using purposive, stratified, proportionate and simple random sampling procedures. The study adopted a correlational research design to establish mediation of learning strategy in the relationships between achievement goals on academic achievement. Students’ achievement goals and learning strategy scales were adapted to measure achievement goals and learning strategies. Results of the study showed that there was a partial mediation of deep learning in the relationship between mastery goals and academic achievement. Partial mediation of surface learning strategy was equally reported, in the relationship between performance-approach goals and academic achievement.

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