Search results

1

Mutritional status, academic performance and parental feeding practices of primary school children in a rural district in Kelantan, Malaysia

100%

Lee Y., Wan Abdul Manan W.

Progress in Health Sciences

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2014

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vol. 4

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issue 1

144-152

XX

Introduction: The increasing burden of undernutrition and overnutrition at both ends of the nutrition spectrum in children are often accompanied by adverse consequences in school performance. Children with poor nutritional status had lower scores on tests of cognitive functioning, lower activity levels, and poorer psychomotor development, whereas severe malnutrition often leads to impaired psychological and intellectual development. Purpose: To investigate the relationship between children’s nutritional status, their socioeconomic background as well as their parents’s beliefs, attitudes and practices in child feeding with their academic achievement in school. Materials and methods: Anthropometric measure-ments and socioeconomic background information were collected from systematically selected school children aged 10 to 12 years old (n=309), while information regarding parental child feeding practices were obtained via a set of self-administered questionnaire. Results: Based on the World Health Organization (WHO) growth charts, 10.7% and 18.1% of the children were thin and overweight or obese, respectively. Results also showed that children’s nutritional status, household socioeconomic background and parental child feeding beliefs and practices were interrelated with the children’s academic achievement. Conclusion: These findings justified the need for relevant health and nutrition interventions in schools, especially the children of bottom billion community living in the rural areas.

2

Gender stereotypes and their gender-specific impact on academic achievement

100%

Endepohls-Ulpe M.

Acta Universitatis Lodziensis. Folia Sociologica

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2012

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issue 43

3-16

EN

After decades of research into disadvantages for girls in the educational system, “male underachievement” has recently become a frequently discussed topic in the social sciences. A glance at explanations for the development of gender differences in academic achievement reveals that the disadvantages for males and females are explained differently to some extent, but that gender stereotypes seem to play an important part in most popular theoretical approaches. This article gives an overview of actual gender differences in academic achievement in Europe. Following a short description of the nature and functioning of stereotypes in general, and of gender stereotypes in particular, the article discusses the current state of empirical research on the most important theoretical explanations for gender differences in academic achievement and the role gender stereotypes play in these theories. Finally, open questions – and thus fields for further research – are outlined.

3

Gender stereotypes and their gender-specific impact on academic achievement

100%

Endepohls-Ulpe M., Institut für Psychologie U. K.-L.

Acta Universitatis Lodziensis. Folia Sociologica

|

2012

|

vol. 43

EN

After decades of research into disadvantages for girls in the educational system, “male underachievement” has recently become a frequently discussed topic in the social sciences. A glance at explanations for the development of gender differences in academic achievement reveals that the disadvantages for males and females are explained differently to some extent, but that gender stereotypes seem to play an important part in most popular theoretical approaches. This article gives an overview of actual gender differences in academic achievement in Europe. Following a short description of the nature and functioning of stereotypes in general, and of gender stereotypes in particular, the article discusses the current state of empirical research on the most important theoretical explanations for gender differences in academic achievement and the role gender stereotypes play in these theories. Finally, open questions – and thus fields for further research – are outlined.

4

Social networking in Bangladesh: Boon or curse for academic engagement?

100%

Mouri D., Ali Arshad C.

Management & Marketing

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2016

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vol. 11

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issue 1

380-393

EN

The number of social networking services (SNSs) users in Bangladesh is increasing at an accelerating rate. There are many who argue that SNS usage is destroying the students’ future by diminishing their academic engagement. The authors aim to investigate whether there is any relationship between students’ academic performance and their SNS usage. The study chose Facebook as a representative of SNSs because this is the most popular platform for online social connectivity and conducted a survey regarding the usage of Facebook among students of Business Administration from three private Bangladeshi private universities. The research results show that Facebook can be used for at least 21 academic tasks or goals and that these can be grouped into six major factors. Moreover, students opine that their online socializing does not reduce their study time, instead it helps them get the latest study related information, sharing courses, class schedules etc. After running a regression analysis, the authors conclude that the students’ level of engagement with the academic life through Facebook does not influence their academic results. The reason for this insignificant relation between academic results and academic engagement through SNSs may be due to the non-diversified course curriculum, the traditional way of delivering lectures and evaluating, limited study materials, non-receptiveness to technology-based learning etc. However, the authors propose to include SNSs as a study tool as it is a popular media and to conduct further research to better understand the effective way of using it in the education system.

5

Parents’ engagement in the education of lower secondary school students with and without special educational needs – which strategies bring expected results?

100%

Szumski G., Karwowski M.

Edukacja

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2017

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issue 2(2017)

63–77

EN

This article presents an analysis of approaches to the engagement of parents in the education of lower secondary school students with and without special educational needs (SEN), as well as its effect on school achievement. The analysis of the results from almost 1500 Polish lower secondary school students, including almost 300 students assessed as SEN, showed that parents in both groups varied in their strategies to help their children. Parents of students with SEN more often directly helped their children with homework, although this strategy negatively correlated with school achievement for both groups. The results opposed a widely held claim that students with SEN require alternative types of parental support. These findings may, therefore, have a practical role for shaping parental and teacher’ beliefs about the most effective ways to improve the achievement of lower secondary school students.

6

Impacts of Affective Tutoring System on the Academic Achievement of Primary School Students with Different Cognitive Styles - An Example of Marine Education

100%

Koong Lin H.-C., Su S.-H., Hsieh Y.-C., Tsai S.-C.

The New Educational Review

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2014

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vol. 38

248-259

EN

The study is trying to use ATS (Affective Tutoring System) with emotional calculating technology in the activity of the shell education program. The result is used to study the academic achievement of students with different cognitive styles and system usability. There were 61 fifth-grade children from two different classes participating in this experiment. Every child had to do GEFT (Group Figure-Embedded Test) and academic achievement pre-test before they started the ATS. Then students engaged in ATS learning. Academic achievement post-test was done and the System Usability Scale for Learning Questionnaire after they finished the ATS. The experiment yielded the following results: (1) Learning with ATS not only can give learners an excellent feeling of system usability, but also help learners to promote academic achievement more effectively. (2) According to the system usability and academic achievement, the Field-independent learners were acting better than the Field-dependent learners.

7

Determining Scholastic Aptitude Test as Predictors of Academic Achievement on Students of Islamic School in Indonesia

100%

Muhid A., Yusuf A., Kusaeri K., Novitasari D. C. R., Asyhar A. H., Ridho A.

The New Educational Review

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2020

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vol. 61

211-221

EN

Selection of new students is based on student potential. Research on the potential of the cognitive abilities and records of Islamic school students’ academic achievement in Indonesia are still very rare. This paper presents empirical data about the predictive ability of a test of scholastic ability for the academic achievement of Islamic school students in Indonesia. This research used a quantitative approach with a survey method that used the Ministry of Religious Affair (MORA)’s Scholastic Aptitude Test (SAT) and Students’ scores on 5 subjects in the first semester. The subjects of this study were 9609 Islamic school students selected using a quota sampling technique that represented Islamic schools in Indonesia. The results of this study indicate that all of the SAT subsets, those are verbal, numerical, analytical and spatial, are significant predictors of academic achievement of Islamic school students in Indonesia. The empirical analytical sub-test is the strongest predictor of Islamic school students’ academic scores. While, the analytical sub-test has very significant correlation with the academic score on Islamic Studies subjects. Meanwhile the verbal sub-test has a very strong relationship with academic achievement in Arabic and English subjects, the numerical sub-test very strongly relates to academic achievement in science and mathematics subjects. Among the four SAT subtests, the spatial sub-test had the lowest correlation with all subjects

8

Psychological Well-being of Senior Secondary School Students of Kashmir Valley in Relation to their Place of Living and Academic Achievement

100%

Bhat B. A.

The New Educational Review

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2021

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vol. 64

101-108

EN

The aim of the study was to investigate the influence of place of living on psychological well-being of students studying in senior secondary schools and to test for interaction effects of place of living and academic achievement on psychological well-being. The analyzed data set contained information on 519 boys and girls in the 11t grade from the Kashmir valley of Jammu and Kashmir India. The study has a survey type design. Psychological well-being scale developed by Dr. Devendra Singh Sisodia and Ms. Pooja Choudhary (2012) has been used. The marks obtained in science by students served as the indicator of academic achievement. The statistical analysis was 2 ×3 (ANOVA) factorial designs. Results reveal a significant effect of the place of living on psychological well-being and show no significant interaction effect between the academic achievement levels (groups) in science and the place of living in terms of the psychological well-being of senior secondary students.

9

Should We Let Them Play or Not?

100%

Kim M. H., Han S. H., Han Y.

The New Educational Review

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2018

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vol. 54

182-192

EN

Video games have been around for more than four decades. The purpose of video games is to entertain. Over time, the ways in which video games entertain have changed. Recently, there has been an influx of video games with the intent to educate. These games were created to educate the player while keeping them entertained. The impact of video games on education has yet to be examined. The purpose of this study is to gauge the effect of video games and its correlation with college entrance-exam scores. We assert that one major variable affecting the outcome of education and college entrance-exam score is the sudden prominence of video games in the American culture. Thus, our research will be on the effects that video games have on education, whether positive or negative.

10

Why is Self-Determination Important for Students with and without Disabilities in Vocational Education?

100%

Licardo M., Schmidt M.

The New Educational Review

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2016

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vol. 46

200-210

EN

The purpose of the study was to determine differences in self-determination between high school students with and without disabilities and to determine the influence of three predictors of self-determination in vocational education: gender, group and grade point average. Research was done by comparing students with the method of pairs. The results show that students with disabilities have a lower level of self-determination than their peers; significant predictors of self-determination are group and grade point average. Results reveal important fields of intervention for self-determination development, especially for students with disabilities in vocational education. This is also the first study of student self-determination in Slovenian vocational education with specific cultural and education background.

11

Self-Regulation in Higher Education: Students’ Motivational, Regulational and Learning Strategies, and Their Relationships to Study Success

88%

Virtanen P., Nevgi A., Niemi H.

Studies for the Learning Society

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2015

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vol. 3

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issue 1-2

20-34

EN

This study investigates how in the self-regulation of learning (SRL; Pintrich 2000; Zimmerman, 2000), the motivational and affective factors are related to regulation strategies of behaviour and context, and learning strategies - and identifies different profiles in SRL. The study also aims to explore which factors of SRL are related to study success and study progress during master degree studies. The data consist of undergraduate students’ (N = 1248) responses to IQ Learn self-report questionnaires, and of data (n = 229) retrieved from the university ’ s study register. The results revealed that the sub-processes of SRL: motivational and affective components, regulation strategies and learning strategies are systematically related with each other. In addition, motivational and affective factors, especially Intrinsic motivation predicted the use of strategies regulating behaviour and context and the use of learning strategies. Study success correlated slightly positively with accumulation of credits indicating that students with better grades proceed efficiently in their studies. Yet, accumulation of credits was evidenced to relate slightly and negatively with expectancy components of SRL and the use of deep learning strategies. Finally, three student profiles in SRL were encountered: (1) Aiming high with insufficient SRL, (2) Excellent in SRL, and (3) Distressed performers. Educational implications and the needs for future research are discussed.

12

The effect of school entrance age on academic performance

88%

Konarzewski K.

Edukacja

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2014

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issue 5(130)

5–18

EN

The study investigated the relationships between school achievement and pupil age at entry into first grade and age relative to the class. Data from 101 519 grade 4 pupils were selected from TIMSS 2011 achievement data in mathematics and science, collected from national samples of 25 European countries. Hierarchical regression analysis showed that the effect of class relative age was greater than the effect of grade relative age and it was significantly higher in younger than older classes. Average achievement (especially in science) was better in older classes.

13

Learning strategies as predictors for academic achievement in 15-year-olds. Comparisons between Poland, the Czech Republic, Germany, Hungary and Slovakia

88%

Blukacz M., Kromka M.

Edukacja

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2015

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issue 3(134)

26–47

EN

The paper reports a study addressing influence of learning strategies on academic achievement in mathe matics, reading and science internationally, with comparisons between Poland’s neighbouring countries. Data from the PISA 2009 study was used to build multiple multilevel hierarchical regression models, with control variables for student, school and at country level. Based on the model developed by Chiu, Chow and McBride-Chang (2007), prior achievement, student family background, school environmental characteristics and national economic and cultural contexts were controlled for, allowing assessment of the effects of learning strategies. Higher dependency on memorisation was associated with lower scores in all domains, elaboration was a negative predictor of reading and positive of mathematics and science, while use of metacognitive strategies was associated with higher scores in all domains investigated. The effect of metacognitive strategies was particularly strong in Poland, as compared with neighbouring countries.

14

Three types of intelligences and their relationship to students’ school performance

88%

Kaliská L.

The New Educational Review

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2015

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vol. 41

275-286

EN

The contribution examines three types of intelligences (emotional, social and general) in relation to school performance of secondary school students (N=169). Empirical analysis indicated its zero to weak negative correlations (0.01≤R≤0.30) with factors, dimensions and global emotional intelligence measured by the Trait Emotional Intelligence Questionnaire-Adolescence Form (TEIQue–AF, Petrides, 2001) and weak negative correlations (0.18≤R≤0.29) with dimensions of social intelligence measured by The Tromso Social Intelligence Scale (TSIS, Silver, et al., 2001). On the other hand, the general intellect assessed by the non–verbal standardized Test of Intellectual Potential (TIP, Říčan, 1971) had a moderately negative relationship with school performance expressed by an average of marks in Mathematics (R=–0.39**).

15

Motivation for participation in competition and avoidance of competition: the role of the accuracy of comparative self-evaluations of academic performance

88%

Šimek D., Košir K.

The New Educational Review

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2015

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vol. 39

142-152

EN

To investigate the role of academic achievement in the reasons for participation in and/or avoidance of competition more clearly, the presented research was aimed at assessing the role of the discrepancy between objective evaluations and subjective self-evaluations of academic performance in secondary school students. The differences between under-raters, accurate raters, and over-raters in their reasons for participation in and/or avoidance of competition were investigated. The study comprised 534 secondary school students. The results do not clearly indicate possible benefits of the positive bias; we found that under-rating may have some advantages in the sense of mastery orientation and self-improvement motives (upward comparison) in competitive situations. Concerning other reasons for participation in competition, as well as reasons for avoiding it, students were found to rely more on teachers’ objective measure of academic performance than on the (in)accurate aspect of social comparison information.

16

Adaptive Learning: Context and Complexity

75%

Dziuban C., Howlin C., Dr. Moskal P. D., Dr. Johnson C., Eid M., Kmetz B.

e-mentor

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2018

|

issue 5 (77)

13-23

EN

Adaptive learning technologies impact higher education by modifying the traditional time constraints placed on the learning cycle, thus permitting students to compress or expand their learning spaces. Previous work by the authors has demonstrated dimensional stability in the adaptive process across universities with considerably different strategic initiatives. However, a prevailing question remains about the correspondence of student position on those components. Transformed component scores for the four stable dimensions (knowledge acquisition, engagement, growth and communication) have been contrasted for comparability in beginning Algebra, College Algebra and Nursing courses at the University of Central Florida and the Colorado Technical University on several metrics generated by the Realizeit adaptive learning platform. The results indicated considerable variability in student affinity for the underlying dimensions depending on a number of considerations such as course length, subject area, and the instructional design process. The authors have concluded that adaptive learning is a complex system in which the interaction of the elements becomes more important than individual measures for understanding the emergent property of this learning environment. Finally, they contend that the potential value added of adaptive learning must be carefully considered with respect to its opportunity cost.

17

Znaczenie kultury i klimatu szkoły dla wyników nauczania oraz spostrzeganego przez nauczycieli nasilenia zachowań problemowych wśród uczniów

75%

Bobrowski K., Pisarska A., Ostaszewski K., Okulicz-Kozaryn K.

Edukacja

|

2012

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issue 4(120)

39-51

PL

Celem prezentowanego badania było wykrycie związków pomiędzy spostrzeganiem różnych aspektów klimatu i kultury szkoły przez nauczycieli a wynikami nauczania oraz spostrzeganym nasileniem zachowań problemowych wśród uczniów. Anonimowe badania ankietowe objęły nauczycieli z czterech warszawskich gimnazjów (n = 140). Badania dotyczyły różnych wymiarów klimatu i kultury szkoły, takich jak spostrzegane przez nauczycieli relacje społeczne w szkole, charakterystyka procesu edukacji, podzielane przez nauczycieli ideologie oświatowe czy poczucie obciążenia pracą. Spostrzegane przez nauczycieli nasilenie zachowań problemowych było bezpośrednio związane z trzema czynnikami: ukierunkowaniem nauczania na wyniki, akceptacją romantycznej ideologii oświatowej oraz negatywnymi relacjami pomiędzy uczniami. Wyższe wyniki nauczania szkoły związane były z długością stażu w zawodzie nauczycielskim, spostrzeganym zaangażowaniem uczniów w naukę oraz niskim poczuciem obciążenia pracą. Ponadto okazało się, że nauczyciele mężczyźni, w porównaniu do kobiet, spostrzegają klimat szkoły jako korzystniejszy w wielu jego wymiarach.

EN

The aim of this study was to reveal the relationships between the teachers’ perception of various school climate/culture aspects and school academic achievement and perceived intensification of problem behaviour among young people. The anonymous survey was conducted among teachers (n = 140) from four Warsaw lower secondary schools. The study included various aspects of school climate and culture: perceived social relationships at school, the characteristic of the educational process, educational ideologies among teachers, and sense of workload. Teachers’ perception of intensification of youth problem behaviour was directly related to three factors: results-oriented teaching, acceptance of the romantic educational ideology and the negative relations between students. The higher school academic achievement was related to the length of teachers’ career, perceived students’ commitment to learning and low teachers’ sense of workload. Moreover, it turned out that the male teachers, compared to female teachers, perceived school climate as a more favourable.

18

Psychosocial and Organizational Aspects of Didactic Achievement: Sex, School-type, and Self-esteem

75%

Chomczyńska-Rubacha M.

The New Educational Review

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2014

|

vol. 37

150-160

EN

The results presented here are taken from empirical studies relating to the relation between academic achievement and sex, type of school, and self-esteem, as well as self-esteem and sex, school level, and academic achievement. Aside from specific issues, these results show, first, that levels of achievement and self-esteem in middle school show much lower values than in high school and primary school. Secondly, although girls show a higher level of achievement, there is no difference between their self-esteem compared to the self-esteem of boys.

19

Taking stock: A meta-analysis of the effects of foreign language enjoyment

71%

Botes E., Dewaele J.-M., Greiff S.

Studies in Second Language Learning and Teaching

|

2022

|

vol. 12

|

issue 2

205-232

EN

Studies examining the positive emotion of foreign language enjoyment (FLE) have recently increased exponentially, as researchers are applying the tenets of positive psychology in applied linguistics. It is therefore an appropriate time to take stock of the current literature and conduct a preliminary meta-analysis. The relationships between FLE and four variables, namely, foreign language anxiety (FLA), willingness to communicate (WTC), academic achievement, and self-perceived achievement were examined. A total of k = 96 effect sizes were analyzed with an overall sample size of N = 28,166 in random-effects models with correlation coefficients. There was a moderate negative correlation between FLE and FLA. In turn, moderate positive correlations were found between FLE and WTC, FLE and academic achievement, and FLE and self-perceived achievement. These positive associations confirm the value of FLE in FL learning and further affirm the need for researchers to examine positive psychology constructs in the foreign language classroom.

20

Casual Attribution to Students’ Disruptive Behaviors and Its Effects on Academic Achievement: A Study of One Senior High School in Ghana

63%

Ntim S.

Społeczeństwo i Rodzina

|

2012

|

issue 4(33)

16-32

EN

This research examines the opinions of a selected population of in Ghanaian students, teachers and parents on the predictive factors on student disruptive behaviors which are grouped as school climate, individual traits, and sociogenic factors. The thesis of this study is that student misconduct is the result of interaction among these three variables: school climate that is heavily restricted, with less clearly defined rules; unchecked individual traits from poor parenting carried over into the school; inability of a social community to realize common goals diminishing its capacity to control anomalous behaviors. When these are unchecked, in childhood, it spills over to students’ behaviors in school. This disrupts normal school work. This hypothesis was tested in one Senior High School in Ghana. Findings from this study indicate that there is more than one causal attribution to students’ disruptive behaviors. Ninety-eight percent of respondents in this study agreed that there is a correlation between students’ disruptive behavior and their academic achievement.

PL

Celem badań było prześledzenie opinii wybranej populacji ghańskich uczniów, nauczycieli i rodziców na temat czynników mogących mieć wpływ na destruktywne zachowania wśród uczniów, tj. klimatu szkoły, właściwości indywidualnych, jak też czynników socjogenicznych. Teza tego studium jest taka, że złe zachowanie ucznia jest skutkiem interakcji zachodzących między tymi trzema zmiennymi: klimatem szkoły, który jest znacznie ograniczony mniej czytelnie zdefiniowanymi zasadami; niemożliwymi do kontrolowania cechami osobowymi wywodzącymi się ze słabego rodzicielstwa rzutującego następnie na to, co się dzieje w szkole; wreszcie niemożnością społeczności do realizowania wspólnych celów, zmniejszającą jej zdolność do eliminowania nieprawidłowych zachowań. Gdy te zachowania są w dzieciństwie niekontrolowane, znajdują wówczas ujście w określonych zachowaniach uczniów na terenie szkoły, a to z kolei zakłóca normalne funkcjonowanie placówki szkolnej. Hipotezę tę zweryfikowano w jednej ze szkół średnich w Ghanie. Uzyskane wyniki wskazują, że występuje niejedna przypadkowa atrybucja destruktywnych zachowań uczniów. 98 procent respondentów biorących udział w tym badaniu zgodziło się co do istnienia korelacji między destruktywnym zachowaniem uczniów a ich osiągnięciami szkolnymi.

Refine search results

Mutritional status, academic performance and parental feeding practices of primary school children in a rural district in Kelantan, Malaysia

Gender stereotypes and their gender-specific impact on academic achievement

Gender stereotypes and their gender-specific impact on academic achievement

Social networking in Bangladesh: Boon or curse for academic engagement?

Parents’ engagement in the education of lower secondary school students with and without special educational needs – which strategies bring expected results?

Impacts of Affective Tutoring System on the Academic Achievement of Primary School Students with Different Cognitive Styles - An Example of Marine Education

Determining Scholastic Aptitude Test as Predictors of Academic Achievement on Students of Islamic School in Indonesia

Psychological Well-being of Senior Secondary School Students of Kashmir Valley in Relation to their Place of Living and Academic Achievement

Should We Let Them Play or Not?

Why is Self-Determination Important for Students with and without Disabilities in Vocational Education?

Self-Regulation in Higher Education: Students’ Motivational, Regulational and Learning Strategies, and Their Relationships to Study Success

The effect of school entrance age on academic performance

Learning strategies as predictors for academic achievement in 15-year-olds. Comparisons between Poland, the Czech Republic, Germany, Hungary and Slovakia

Three types of intelligences and their relationship to students’ school performance

Motivation for participation in competition and avoidance of competition: the role of the accuracy of comparative self-evaluations of academic performance

Adaptive Learning: Context and Complexity

Znaczenie kultury i klimatu szkoły dla wyników nauczania oraz spostrzeganego przez nauczycieli nasilenia zachowań problemowych wśród uczniów

Psychosocial and Organizational Aspects of Didactic Achievement: Sex, School-type, and Self-esteem

Taking stock: A meta-analysis of the effects of foreign language enjoyment

Casual Attribution to Students’ Disruptive Behaviors and Its Effects on Academic Achievement: A Study of One Senior High School in Ghana