scholarly journals Academic Facility Availability and Influence on Students' Academic Performance and Enrollment: Moderating and Mediating Effects of Facility Maintenance

2019 ◽  
Keyword(s):  
Academic Performance ◽  
Mediating Effects ◽  
Facility Maintenance

scholarly journals The effects of children’s Internet use: A Chinese longitudinal study

Comunicar ◽  
2021 ◽  
Vol 29 (68) ◽  
Author(s):  
Lin Ye ◽  
Xiaolin Xia ◽  
Peiye Jiang ◽  
Ting Jiang ◽  
Yangyang Liu
Keyword(s):  
Socioeconomic Status ◽  
Academic Performance ◽  
Standardized Tests ◽  
Internet Use ◽  
El Paso ◽  
Math Performance ◽  
Mediating Effects ◽  
Family Socioeconomic Status ◽  
The Relationship ◽  
Over Time

In this study, we investigate the mediating effects of children’s Internet use on the relationship between family socioeconomic status and their academic achievement, and whether the mediating effects vary across different academic subjects. We used the data from the China Family Panel Studies on the socioeconomic status of children's families, children’s Internet use, and their academic performance. In the 2014 sample, there were 2,686 participants (females=1,272). In 2016, there were 2,330 participants (females=1,069), and in 2018, there were 2,485 participants (females=1,151). The socioeconomic status and the Internet use were measured by a questionnaire. Standardized tests measured the academic performance. Our findings showed that family socioeconomic status was positively related to math performance, but not significantly related to Chinese performance. The results also indicated that Internet use did not significantly mediate the relationship between family socioeconomic status in 2014 and math performance in 2016, while the frequency of Internet use to study in 2016 partly mediated the relationship between family socioeconomic status in 2016 and math performance in 2018. Our findings suggest that Internet use can only mediate the relationship between family socioeconomic status and math performance and the mediating effects become stronger over time. En este estudio, investigamos los efectos mediadores del uso de Internet por parte de los niños en la relación entre el nivel socioeconómico de la familia y su éxito académico y si los efectos mediadores varían entre diferentes disciplinas académicas. Usamos los datos de Estudios de Paneles de las Familias Chinas sobre el nivel socioeconómico de las familias de los niños, el uso de Internet por parte de los niños y su rendimiento académico. Hubo 2.686 participantes en 2014 (mujeres=1.272), 2.330 participantes (mujeres=1.069) en 2016 y 2.485 participantes (mujeres=1.151) en 2018. El estado socioeconómico y el uso de Internet se midieron mediante un cuestionario. Las pruebas estandarizadas midieron el rendimiento académico. Nuestros hallazgos mostraron que el nivel socioeconómico de la familia se relaciona positivamente con el éxito en matemáticas, pero no significativamente con los puntajes chinos. Los resultados indicaron que el uso de Internet no mediaba en la relación entre el estatus socioeconómico familiar en 2014 y el rendimiento matemático en 2016, mientras que la frecuencia de uso de Internet para estudiar en 2016 mediaba en parte la relación entre el estatus socioeconómico familiar en 2016 y el rendimiento matemático en 2018. Nuestros hallazgos proponen que el uso de Internet sólo puede mediar en la relación entre el nivel socioeconómico de la familia y el éxito en matemáticas, y los efectos mediadores se vuelven más fuertes con el paso del tiempo.

Maintaining performance

Facilities ◽  
2018 ◽  
Vol 36 (11/12) ◽  
pp. 618-634 ◽  
Author(s):  
Michael A. Beauregard ◽  
Steven K. Ayer
Keyword(s):  
Academic Performance ◽  
Qualitative Analysis ◽  
Organizational Structures ◽  
Facility Management ◽  
Sample Population ◽  
Return On Assets ◽  
Content Type ◽  
Routine Work ◽  
Facility Maintenance ◽  
K 12

PurposeThe purpose of this paper is to explore the value of K-12 indirect facility maintenance and operation expense spending in Arizona and how the prioritization of work enables academic performance.Design/methodology/approachData were collected from more than 200 academic districts over a five-year period to measure the correlation between plant maintenance and operations and academic outcomes. A qualitative analysis provided an in-depth understanding of how routine work is prioritized.FindingsResults of the correlative model indicate that no positive relationship exists between academic performance and facility expense spending within the sample population. The lack of a positive correlation may be a result, in whole or in part, of many variables. The qualitative analysis, however, provided a more in-depth understanding of how academic districts manage educational facilities and how the prioritization of work may factor into a correlation.Originality/valueThis paper addresses the link between academic performance, expressed in terms of a return-on-assets, and facility management. The contribution of this paper is the documentation of facility maintenance and operations organizational structures to include the method of prioritizing routine work and the process of indirect expense spending in support of K-12 public education in the state of Arizona.

scholarly journals Family Socioeconomic Status and Learning Engagement in Chinese Adolescents: The Multiple Mediating Roles of Resilience and Future Orientation

2021 ◽  
Vol 12 ◽  
Author(s):  
Jing-Jing Chen ◽  
Ting-Na Jiang ◽  
Ming-Fei Liu
Keyword(s):  
Socioeconomic Status ◽  
Academic Performance ◽  
Chinese Culture ◽  
Cognitive Theory ◽  
Future Orientation ◽  
Mediating Effects ◽  
Learning Engagement ◽  
Family Socioeconomic Status ◽  
The Relationship ◽  
Subjective Ses

This study explored the mediating effects of resilience and future orientation on the relationship between family socioeconomic status (SES) and learning engagement within the context of Chinese culture based on the cognitive theory of social class. A total of 1,245 junior high school students were recruited to complete anonymous questionnaires regarding the objective and subjective SES of their families, resilience, future orientation, and learning engagement. The mediating effects were tested by stepped multiple linear regression. Results indicated the following: (1) the relationships between objective and subjective SES, resilience, future orientation, and learning engagement was significantly positive; (2) resilience only mediated the relationship between subjective SES and learning engagement, whereas future orientation mediated the relationships between objective/subjective SES and learning engagement; (3) resilience and future orientation sequentially mediated the relationship between subjective SES and learning engagement. The current study contributes to a better understanding of how family SES influences adolescent academic performance from the perspective of adolescent cognitive abilities. In addition, this study provides implications for the prevention and intervention of academic performance of poor adolescents due to low SES.

The mediating effects of student satisfaction on technostress–performance expectancy relationship in university students

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Nurul Nadia Abd Aziz ◽  
Mohd Amar Aziz ◽  
Noor Amira Syazwani Abd Rahman
Keyword(s):  
Online Learning ◽  
Academic Performance ◽  
Student Satisfaction ◽  
Structural Equation ◽  
Partial Least Square ◽  
Least Square ◽  
Mediating Effects ◽  
Content Type ◽  
Performance Expectancy ◽  
And Performance

PurposeThis study aimed to explore the technostress effects on the students' expectancy in their academic performance. Three main factors were used as predictors, namely techno-complexity (TC), techno-insecurity (TIS) and techno-overload (TO), to measure the students' performance expectancy via the mediating effects of student satisfaction (SS).Design/methodology/approachA total of 234 survey-based online questionnaires were filled by students from Universiti Teknologi Mara (UiTM). Based on the data, the hypothetical model was tested statistically using the Partial Least Square–Structural Equation Modelling (PLS-SEM), specifically the Smart Partial Least Square (SmartPLS) version 3.3.2.FindingsThe results indicated that SS mediated the relationship between TC, TIS and performance expectancy. Nevertheless, the two predictors (TC and TIS) negatively affected SS, whereas SS positively affected the performance expectancy. The findings further revealed that reducing TC and TIS could increase SS and their expectancy to achieve better academic performance.Practical implicationsThis study proposed that higher learning institutions provide an innovative and user-friendly platform for the online learning environment. Consequently, this improvement could increase SS with the online learning experience and motivate them to expect better academic achievement.Originality/valueThis study also contributed to the existing literature by building and testing a technostress model and articulating the inter-relations between SS and performance expectancy.

scholarly journals ACADEMIC STRESS, ACADEMIC PROCRASTINATION AND ACADEMICPERFORMANCE: A MODERATED DUAL-MEDIATION MODEL

2018 ◽  
Vol 9 (2) ◽  
pp. 38 ◽  
Author(s):  
Lu Qian ◽  
Zhao Fuqiang
Keyword(s):  
Academic Performance ◽  
Self Efficacy ◽  
Poor Performance ◽  
Academic Stress ◽  
Academic Procrastination ◽  
Mediation Model ◽  
Mediating Effects ◽  
The Individual ◽  
The Relationship ◽  
Academic Self Efficacy

In this study, we investigated the mediating effects of active procrastination and passive procrastination on the relationship between academic stress and academic performance. In addition, we proposed the moderating effect of academic self-efficacy on the relationship between academic stress and academic procrastination. According to the study, the influence of academic stress on academic performance is mediated by academic procrastination. When individuals perceive the academic stress, they will have better performance if they take active procrastinate while passive procrastination can produce poor performance. Moreover, when individuals have high self-efficacy, it will promote our active procrastination. That is to say, when the individual is aware of the academic stress, it is necessary to believe in their own ability and take active action, which will create good results.

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