How grit, college adjustment, and happiness predict freshmen students’ academic performance?

Past studies indicate that students are frequently poor judges of their likely academic performance in the classroom. The difficulty a student faces in accurately predicting performance on a classroom exam may be due to unrealistic optimism or may be due to an inability to self-evaluate academic performance, but the resulting disconnect between expectations and reality can be very discouraging to students and may lead to early attrition. This paper studies undergraduate business students and investigates differences between scores they predicted earning on final exams and scores actually earned. Results indicate that the average student will overestimate an exam score by over five points. Results also indicate that freshmen students, and students with low cumulative grade point averages are likely to overestimate exam scores by the equivalent of a letter grade. Understanding this phenomenon may help educators deal with discouraged students and provide opportunities for faculty to create a learning environment that reduces attrition and ultimately increases student success and graduation rates.

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Measuring Academic Self-Regulation, College Adjustment, and Academic Performance Within a First-Year Experience Program Using a Multi-Wave Quasi-Experimental Design

10.4135/9781526441683 ◽

2018 ◽

Author(s):

Colleen J. Sullivan

Keyword(s):

Academic Performance ◽

Experimental Design ◽

College Adjustment ◽

Self Regulation ◽

First Year Experience ◽

First Year ◽

Quasi Experimental

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The Relationship between Academic Procrastination and Academic Performance of Freshmen Students from a Teacher Education Institution

Journal of Humanities and Social Sciences ◽

10.36079/lamintang.jhass-0203.156 ◽

2020 ◽

Vol 2 (3) ◽

pp. 105-115

Author(s):

John Mark R. Asio

Keyword(s):

Teacher Education ◽

Academic Performance ◽

General Education ◽

Professional Education ◽

Sampling Technique ◽

Education Institution ◽

Academic Procrastination ◽

Freshmen Students ◽

Teacher Education Institution ◽

The Relationship

The academic environment is full of challenges and obstacles. With this idea, students promote some unconventional practices in studying. One of which is academic procrastination. This study analyzed the relationship between academic procrastination and academic performance of freshmen students from a teacher education institution. The researcher used a descriptive-correlational research design for this study. Ninety (90) freshmen students took part in the survey using a convenience sampling technique in the academic year of 2018-2019. This study used an adapted instrument for data gathering through a survey. The study also utilized SPSS 20 to analyze the data. Results showed that the respondents procrastinate in their academic activities. In terms of academic performance, professional education subjects got the lowest rating score and the major subjects got the highest. In addition, the program, scholarship status, and religion of the respondents got significant statistical differences. Furthermore, the study also obtained a low indirect relationship between academic procrastination, general education subjects, and professional education subjects. From the findings of the study, the researcher provided pertinent recommendations for parents, students, instructors, and the institution.

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South Korean college freshmen students' perceptions of happiness during the COVID-19 pandemic in 2020

Social Behavior and Personality An International Journal ◽

10.2224/sbp.10772 ◽

2021 ◽

Vol 49 (10) ◽

pp. 1-13

Author(s):

Sanghee Lee ◽

Song Yi Lee ◽

Jaeeun Jung

Keyword(s):

Academic Performance ◽

Q Methodology ◽

College Freshmen ◽

Basic Data ◽

College Life ◽

South Korean ◽

Adjustment Difficulties ◽

Freshmen Students

Happiness is an important factor influencing academic performance, and many college freshmen have experienced adjustment difficulties during the COVID-19 pandemic. We applied Q methodology to explore South Korean freshmen students' perceptions of happiness in 2020. Participants were divided into three groups according to perceptions of happiness: (a) those who considered relationships as vital for happiness, (b) those who considered freedom to have new experiences as vital for happiness, and (c) those who considered setting and achieving goals as vital for happiness. These findings can serve as basic data for the development of curricula and programs to help college freshmen adapt to college life.

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Self-Efficacy of First-Generation and Non-First-Generation College Students: The Relationship With Academic Performance and College Adjustment

Journal of College Counseling ◽

10.1002/j.2161-1882.2007.tb00002.x ◽

2007 ◽

Vol 10 (1) ◽

pp. 6-18 ◽

Cited By ~ 53

Author(s):

Lucila Ramos-Sánchez ◽

Laura Nichols

Keyword(s):

College Students ◽

Academic Performance ◽

Self Efficacy ◽

College Adjustment ◽

First Generation ◽

First Generation College Students ◽

First Generation College ◽

The Relationship

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Role of an Academic Performance Committee

Journal of Dental Education ◽

10.1002/j.0022-0337.1969.33.1.tb00135.x ◽

1969 ◽

Vol 33 (1) ◽

pp. 101-104

Author(s):

JC Hickey ◽

MT Romano ◽

RK Jarecky

Keyword(s):

Academic Performance

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Can the Academic Self-Concept be Positive and Realistic?

Zeitschrift für Pädagogische Psychologie ◽

10.1024/1010-0652.19.3.132 ◽

2005 ◽

Vol 19 (3) ◽

pp. 129-132 ◽

Cited By ~ 6

Author(s):

Reimer Kornmann

Keyword(s):

Academic Performance ◽

Opposite Effect ◽

Self Esteem ◽

Point Of View ◽

The Other ◽

Self Concept ◽

High Ability ◽

Self Image ◽

Other Hand

Summary: My comment is basically restricted to the situation in which less-able students find themselves and refers only to literature in German. From this point of view I am basically able to confirm Marsh's results. It must, however, be said that with less-able pupils the opposite effect can be found: Levels of self-esteem in these pupils are raised, at least temporarily, by separate instruction, academic performance however drops; combined instruction, on the other hand, leads to improved academic performance, while levels of self-esteem drop. Apparently, the positive self-image of less-able pupils who receive separate instruction does not bring about the potential enhancement of academic performance one might expect from high-ability pupils receiving separate instruction. To resolve the dilemma, it is proposed that individual progress in learning be accentuated, and that comparisons with others be dispensed with. This fosters a self-image that can in equal measure be realistic and optimistic.

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