Academic achievement is now considered as a glittering crown for the students. There are many factors which affect students’ academic achievement. Although these factors cannot be seen visually, but its impact can be felt in all spheres. One cannot underestimate the role of these factors upon achievement. With this background an attempt was made to study the association between parental encouragement and academic achievement of adolescents. The book also deals with the several factors associated with academic achievement of adolescents.
The book, Factors Affecting Academic Achievement provides review of literature of the various factors influencing academic achievement. This is supplemented by a study on academic achievement's relation with physical and mental health in twelve standard students. The book will be useful for parents, counselors, students and scholars in Education and Educational Psychology. Besides, policy makers will also find it useful.
Home is the first and the most significant place for the child’s inclusive growth and development. It provides not only the hereditary transmission of basic potentials for the development of the child, but also the favourable environment in terms of interpersonal relationship and cultural pattern. However, education like in school, at home must also strive to achieve the desired objectives in principles with constructive ways of perceiving and making self meaning. Therefore, this book deals with the effect of home environment on academic achievement as an objective. This book specifically examines the extent to which home processes – homework habits, parental support and guidance, intellectual stimulations and parental expectations – affect students’ academic achievement. The study employed is mostly quantitative approach, though some aspects were dealt with qualitatively. The findings of the study confirm that homework processes have desirable effect on students’ academic performance.Therefore, the study recommends creating positive home environment by educating the parents on the importance of productive home environment.
The relationship between home-based environment factors and the academic achievement of students in selected secondary schools within in Guntur district is investigated. Samples were obtained with two hundred (200) students randomly selected from fifteen secondary schools. The four factors that were examined and statistically analyses were: parental socio-economic background, parental educational background, parental educational qualification, parental occupation and students’ academic scores. Diverse statistical tests were performed on the various data collected to establish statistical significance of the effects on students’ academic achievement. Parental socio-economic statuses and parental educational background did not have significance effect on the academic achievement of the students. However, the parental educational qualification and academic achievement of the students were identified to have statistical significant effect o the academic achievement of the students. The two variables that indicated significant influence do reflect nature of the student’ home environment and played notable role in the academic achievement of the respondents.
The purpose of this study was to identify the determinants of academic achievement in public and private primary schools in Saboti division of Trans-Nzoia West District with an aim of determining the causes of poor academic achievement. The study provided the background information and a better understanding of the determinants of academic achievement to educational planners, teachers, parents and all other educational stakeholders. Data was collected from four public and two private primary schools in the division with a total of 419 candidates out of the total of 1738 candidates in the whole division for the year 2007. Six Head teachers each from the selected schools participated. From the findings it was found that there was no relationship between the institutional factors and the academic achievement. On the other hand there was a significant relationship between the teacher factors, pupil factors and parental factors with academic achievement in Saboti division. Based on the objectives and the background of study, it is evident that there is need to provide educational inputs which will translate into good academic achievement in both public and private primary schools
To what do school leavers from secondary schools and Grade 12 students attribute their academic achievement? This book reports the findings of a doctoral research into female school leavers'' and Grade 12 students'' attributions for their academic achievement in secondary school at two research sites in Papua New Guinea. The study found that academic achievement in the study context is impeded and /or facilitated by internal and external factors. Internal impediments comprise three major factors: (1) psychological and/or emotional distresses they encountered whilst in school; (2) the nature of motivational goal orientations students pursued in academic settings and; (3) employment of ineffective learning strategies. External impediments comprise school factors and non- school factors. The factors facilitating academic achievement of Grade 12 students comprise: (1) the nature of their motivational goal orientations; (2) utilisation of self-regulatory learning strategies; and (3) the power of resilience.The external factors facilitating academic achievement comprise of school and non-school factors.
Sound justice practices and policies will alleviate the effects of verbal aggression and burnout syndrome towards academic achievement. Hence, this study has developed and tested a model of perceived justice, verbal aggression, burnout, and academic achievement using a data from university students. Path analyses was used to test the study model. The findings suggest that justice mitigates the effects of verbal aggression and burnout while elevating academic achievement. The study also provides useful suggestions and implications for university administrators, teachers, counselors, and students. Limitations and future avenues are also provided.
Personality is one of the major concepts in the field of education; specifically in educational Psychology because it contributes a lot to academic achievement. A major part of coming to understand ourselves is developing a sense of what our personality types are. It is against this background that the researcher deemed it necessary to examine the relationship between secondary school students ‘personality types and academic achievement in Nigeria.
This book examines the connections between our present and future selves and the resulting impact on our academic achievement. The book is the culmination of research conducted on motivation, self-regulation and reasoning. The aim is to better understand how these three factors interact to impact learning and academic achievement. The resulting research is applicable to all learners, however it is intended to provide insight into how to best address the academic underachievement of under-represented populations, such as minority males. The final chapters of the book provide results suggesting that significant relationships exists between reasoning, motivation, and self-regulation, which warrant additional research on their interrelationships and resulting impact on academic achievement. In particular, another type of reasoning, critical reasoning, will likely have a greater impact on linking present and future regulatory systems.
Considering the importance of academic achievement for students, parents, teachers and the community, finding the appropriate and right techniques to prevent low academic achievement is indispensable. Based on the result of this study, depression and test-anxiety have the relationship with low academic achievement among high school students. In other words, students who have depression and test-anxiety are likely to drop out from school. Hence, methods of controlling depression and test-anxiety must be devised in order to reduce the students’ dropout rate and increase their academic achievement. The findings from the present study reveal that students with test-anxiety and depression have low academic performance. Thus, it is recommended that the Iranian Ministry of Education support and encourage the establishment of counseling centers in high schools, where counselors and clinical psychologists can help students to treat mental and academic problems. Also, it is suggested that the Ministry of Education should encourage workshops and seminars to guide students on study techniques in order to motivate and increase their ability to control test-anxiety and depression.
Social and educational psychology have been concerned with analysing the variables that are both associative and predictive of adolescents’ academic achievement as high achievement is believed to indicate excellent performance in school and promote better opportunities for selection of preferred academic specializations and subsequent career selection. This longitudinal study was designed to determine the magnitude of the variables in predicting their achievements. Proposed model and competing model in this longitudinal study had consistently illuminated career aspiration as a more dynamic variable, both as a predictor and as a mediator between career-related construct and academic achievement. This study provides implications that schools, counsellors, teachers and parents can exert a powerful influence on the career development of adolescents as the school is believed to be the most important venue where students learn to bridge education and the world of work. Parents can also encourage and support their adolescents’ efforts to obtain good academic achievement by helping and supporting their career plan.
Anxiety is a feeling of worry, strong stress with no obvious appropriate reason.Test anxiety is a high levels of arousal and worry that seriously impair test performance. Achievement anxiety is commonly referred to as test anxiety. Through this book author pleaded how parents should play a key role in providing reinforcement, motivation,self-confidence to optimize learning and reach the targeted goal. Parental support will help the students to overcome test anxiety and enhance academic achievement. parents are backbone of any individual.
This book was primarily designed to theoretically and scientifically investigate whether the self-efficacy, achievement motivation, and self-regulated learning strategies were related to each other in an integrated model. The second primary aim of this book was to provide multidimensional explanations towards influence of self-efficacy, achievement motivation, and self-regulated learning strategies on students' academic achievements to improve learning process and academic out come in higher institutions. Thus, this book presents extensive literature on self efficacy, achievement motivation, and self-regulated learning strategies and their effects towards academic achievement. The above aims become more crucial since it is unusual among educational researchers to combine self-efficacy, achievement motivation, and self-regulated learning strategies components into a single model investigating students’ academic achievement.Further, The self efficacy includes three dimensions: control self-efficacy, performance learning efficacy, and self efficacy encouragement, the achievement motivation construct consist of three dimensions: mastery goals, performance goals, and avoidance goals
Achievement is considered as a key factor for personal progress. The whole system of education revolves around academic achievement. Academic achievement is the combination of ability and effort. Presumable ability being equal, that higher motivation, expertness and more effort will achieve higher grade. The need for achievement is a learned motive to compete and to strive for success. There are wide differences among individuals, their past experiences and in their motivation that is learned, which account for the need for achievement. The main intention of the study is to find the relation of academic achievement of IX class students with management, locality, gender, age, annual income, father education, mother education, father occupation, mother occupation, caste, size of the family, residence, personality and type of family. In this study different types of statistical techniques are used – Frequency Distribution Characteristics, Critical Ratio and One Way ANOVA. The present book is aimed to identify the influence of personality ad socio – demographic variables of IX class students. Data was collected from 300 IX class students in Chittoor district.
Society has increasingly placed greater emphasis on the adacemic achievement of its citizens the world over. There is growing concern about lower academic achievement of learners at different levels.Competition for places in high achieving schools, organization of extra lessons, hiring of private tutors demonstrate the importance attached to high academic achievement. Schools are ranked according to pass rates achieved.Schools inspectors categorise schools as outstanding or unsatisfactory largely on the basis of learners' performance. Research conducted to find out causes of poor academic achievement has highlighted global factors such as school and home characteristics. This book goes a step further by presenting individual personality factor,self-concept to demonstrate its relationship with academic achievement among adolescents.Variables:gender, age, school location, school type are examined for their possible influence on academic achievement.This is a book for everyone; parents, learners, teachers, head teachers, academics,researchers. Read adolescents' voices about learning experiences. It is organized in sections. Simply go to the section of interest and read.
Undisputedly, education holds the master key as a criterion for selection in various walks of life. In spite of the facts that schools impart uniform classroom instructions to all students, wide range of difference is observed in their academic achievement. Failure in examinations has not only adversely affected academic process but also personal adjustment The thrust of this book was to make an honest attempt to set forth some of the prime factors influencing the academic achievement, namely socio-economic status and study habits. Results of this work have very important implications to the educational system. It is anticipated that some of the findings of the present book will help to improve the academic achievement of the students in various institutions.Relationship: Refers to how change in one variable result to change in another. Socio-economic status: it is a combined total measure of a person’s work experience and of an individual’s or family’s economic and social position relative to others, based on income, education and occupation. Study habits: it is a student’s way of studying subjects taught in school. Academic achievement: This refers to the student test scores.
NorthStar Reading and Writing 4 Teacher's Manual and Achievement Tests, Third Edition features a unit-by-unit guide including overviews, suggested times, step-by-step teaching suggestions, expansion and homework activities, and links to the companion strand and to MyNorthStarLab; Detailed multi-level strategies and activities so instructors can reach students at different proficiency levels; The Student Book Answer Key and Unit Word Lists for easy reference; and Reproducible Achievement Tests to save time and allow teachers to evaluate students' progress.
Researcher was interested in measuring the relationship between family background and academic achievement of students at higher secondary school level. Family background consist of some variables i.e. family size, birth order, parental income, parental education, parental involvement in the curricular activities of their children and provision of tuition facilities and the effect of all these variables on the academic achievement of their children. Regarding results it was concluded that some variable has direct relationship and some has indirect relationship on the academic achievement of students. Parental income, education and involvement play major role in the academic performance of their children. It was also concluded that those parents who cannot participate in the educational activities of their children arrange tuition facilities for their academic improvement. The family background has strong affect on academic achievement of the students and helps shape their further improvement. In this research work an attempt was made to find out whether there is chances of advancement for those children who belong to poor families and their parents have insufficient income.
It is difficult to answer which is the most prevailing factor that influenced the academic achievement. As it depends upon several related factors. The degree of performance in particular subjects depends on Skills, Hardwork, Family Dynamics, Gender, Attitude, Aptitude and Interest of the students. The present work focuses on gender differences in Science and Mathematics achievement. Gender still plays an important role in academic achievement in Indian societies. The book comprised of five chapters i.e. Introduction, Review of the Related Researches, Methodology and Design of the Study, Analysis and Interpretation of Data, and Summary and Conclusion and Suggestion. The book is a useful resource for educational researcher, policy planner and administrators.
in the present study the researcher tried to identify the pupil with social and emotional problems by using standard questionnaire. The investigator has identified students with social and emotional problem with level of intensity those problems and divided into two groups as pupil with problematic and non-problematic. the study included demographic variables to examine their contribution on academic achievement along with other psychological variables i.e., emotional intelligence and study skills. study has significant impact of social and emotional problems, emotional intelligence and study skills on academic achievement. However, the emotional intelligence proved to be an important one as a mental process then study skill have added positive strength which played an important role in students academic achievement. The researcher believes that the research work has a great importance and help the teachers, psychologists, educators and education planners to take a define step to prevent social and emotional problem in order to improve academic achievement of the students.
Destinations prepares students for academic achievement. Step-by-step writing explanations and tasks centered on content area readings help students develop and refine academic writing at the sentence and paragraph level. A variety of writing activities
Formal Education has been recognized as a dynamic instrument of change in Nigeria and today there is increasing awareness and quest for secondary and higher education. However, under achievement especially in compulsory, core school subjects (Mathematics and English)in secondary school have been a problem. This problem has been traced to poor study habit and adjustment in schools. This book therefore addresses relationship among student adjustment, study habit and academic achievement with the aim of determining if student adjustment predicts achievement better than study habit. It considers a sample of 600 senior secondary students from 20 secondary schools drawn from the population of Secondary Schools in Kano State. Using Eze and Odo Student Adjustment Scale, Bakare Study Habit Inventory, Student Achievement Test in English and Mathematics and with the aid of descriptive statistics and multiple Regression Analysis, it was found that Student Adjustment is more related to academic achievement than study habit. The book is useful to School Counselors, Teachers Psychologist,School Proprietors, Parent, Researchers and Educationist.
Education is regarded as the potential instrument of social change that is thought desirable at a particular point of time. It is intended to bring about social upliftment, political awareness and promotion of economic growth of the masses in general. Governments of different countries have therefore taken up the responsibilities of universalizing school education and widening the access to tertiary and teacher education. It has been ensured not only in the constitution of most of the countries but also in the international charter of UNO and UNESCO. Academic achievement is of paramount importance, particularly in the present socio-economic and cultural contexts. There is a need to identify the psycho-sociological factors, which influence the academic achievement of D.Ed. students, in order to draw conclusions and suggest remedial measures and to improve appropriate skills. It is rather interesting to know which of the variables of self efficacy, emotional intelligence, achievement motivation, socio-economic status and socio-demographic etc contribute to the academic achievement.
Students that are classified as having an emotional and behavioral disorder (EBD) perform poorly both academically and behaviorally, and their performance usually does not to improve over time. There is a need to understand the effect of learning environments on the academic achievement and self-concept of this population. In this quantitative, archival study, academic achievement and self-concept scores were compared for middle-school students with EBD based on whether the students had been placed into a self-contained learning environment (SCLE) or a mainstreamed least restrictive environment (MLRE). Archived scores for academic achievement and self-concept were evaluated for students in an urban school district in South Carolina with highly qualified special-education staff members. Academic achievement scores and self-concept scores for 2007 were compared between the two groups, with 2005 scores used as a baseline.
The academic achievement gap persists in spite of much talk in various arenas. This study explored and understood the academic achievement gap in relation to the education of African American male students in college. The impact of academic support programs designed to facilitate student academic success was examined. Literature on this topic is scarce. Available literature focuses on the achievement gap issue in general. The conceptual framework informing this study was based on the systems, critical and social learning theories. Participant selection followed a purposive criterion sampling. The participants included nineteen African American male students and six administrators. One college in the southeast of the United States was the site for the study. Data were collected through structured in depth individual interviews. Research questions explored the achievement gap issue focusing on causes, solutions and impact of academic support programs on student academic success. Data analysis was though horizontalization to extract relevant themes. The study is significant for it fills gaps in literature, raises greater awareness to the problem, and informs educational reform.
Students' Academic achievement in school depends on several factors.The headteacher's leadership is however the major factor determining the academic success or failure of students. This book explores the central roles the headteacher ought to play, including; teacher motivation, internal supervision and provision of the requisite facities. In the final analysis, the school is as good as the leadership provided by the headteacher. This book provides useful reading for educationists, policy makers,school managers and students of education.
This book reviews the latest and scientific knowledge about subjective well-being: its definitions, causes and consequences particularly with reference to children. The book explores the links between subjective well-being and variety of personal and biological factors including gender, age and academic achievement through the help of especially designed study. The concluding chapter highlights the level of subjective well-being of Pakistani children. Furthermore, reveals the synergies between subjective well-being, Age, gender and academic achievement.
This research deals with the improvisations that we can bring into our social system to ensure a healthy and fruitful educational scenario.It delineates the various traits of school organizational climate and personality which have a sound impact on the student's overall performance in academics, and other aspects of child development.The research deals with the various domains of school organizational climate and personality and studied them with relation to their academic achievement throughout the year.
John Dewey, American philosopher, educator, and writer, is attributed with the statement that "Education is not preparation for life; education is life itself." This study demonstrates the need to increase achievement and success rates by cultivating the potential of students and teachers. There is a relationship between the level of teacher qualification and student achievement. A quality education helps to shape young minds for success and leads to higher achievement. It also improves the quality of life within all segments of society. Life is learning and learning is life. In the lifelong process of learning, it is imperative that we continue to evolve and to become successful agents of social and academic change. A quality education is a key element in the process. Education is a privilege to which every human is entitled and through which life is made better. Individuals, regardless of their abilities or disabilities, are capable of learning and improving their quality of life through education. However, qualified teachers are needed to provide quality education, to increase academic achievement, and to continually produce qualified and productive members of society.
This book is an effort to discover and find out the positive relationship among the three variables- motivation, self-efficacy and academic achievement of students- in the Pakistani context. It is discerned in this research that the feeling of self-efficacy is the most basic and important rung in the ladder of academic success with motivation serving the purpose of a significant intermediary. This study reinforces the role of parents and teachers as noteworthy in developing the self-efficacy beliefs of students which make them independent learners contributing to the reservoir of their intrinsic motivational level much needed for their academic excellence.