Student-Related Variables as Predictors of Academic Achievement Among Some Undergraduate Psychology Students in Barbados
Student-Related Variables as Predictors of Academic Achievement Among Some Undergraduate Psychology Students in Barbados

Author: Grace Adebisi Fayombo

Publisher:

Published: 2011

Total Pages: 10

ISBN-13:

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This study examined some student-related variables (interest in higher education, psychological resilience and study habit) as predictors of academic achievement among 131 (M (mean) = 28.17, SD (standard deviation) = 1.61) first year psychology students in the Introduction to Developmental Psychology class in UWI (The University of the West Indies), Cave Hill Campus, Barbados. They responded to four instruments: PAT (Psychology Achievement Test), IHES (Interest in Higher Education Scale), PRS (Psychological Resilience Scale) and SHS (Study Habit Scale). Descriptive Statistics, Pearson Product Moment Correlation and Stepwise Multiple Regressions were conducted. Findings revealed significant positive correlations between the student-related variables and academic achievement. The student-related variables also jointly contributed 46% of the variance being accounted for in academic achievement (R-square = 0.464, which is the square of the measure of correlation and an indication that the model is fit for future prediction of academic achievement among university students) and this was found to be significant. Additionally, it was found that interest in higher education was the best predictor of academic achievement and that psychological resilience and study habit were other significant predictors. These results were discussed in the light of improving these student-related variables for effective teaching of psychology and good academic performance. (Contains 3 tables and 2 figures.) [Funding for this research was provided by the University of the West Indies.].

ICRMH 2019
ICRMH 2019

Author: Rena Latifa

Publisher: European Alliance for Innovation

Published: 2019-09-18

Total Pages: 482

ISBN-13: 1631902369

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As an annual event, International Conference on Religion and Mental Health (ICRMH) 2019 continued the agenda to bring together researcher, academics, experts and professionals in examining selected theme by applying multidisciplinary approaches. In 2019, this event will be held in 18-19 September at Auditorium Faculty of Psychology, Syarif Hidayatullah State Islamic University, Jakarta. The conference from any kind of stakeholders related with Religion, Psychology, Social-Political and Social Related Studies. Each contributed paper was refereed before being accepted for publication. The double-blind peer reviewed was used in the paper selection.

The Mechanical Pencil
The Mechanical Pencil

Author: Luke Strongman

Publisher: Universal-Publishers

Published: 2013

Total Pages: 143

ISBN-13: 1612336752

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The purpose of this book is to define and explain concepts in distance learning academia. The intended audience are students, faculty, staff and managers at tertiary education organizations. The ten chapters elucidate factors, concepts and trends which increasingly effect the academic environment of distance learning, such as: creativity; communication practices; culture, identity and equity; academic freedom; good study habits; ethics; Open Educational Resources (OER); networking; and Technical and Vocational Education and Training (TVET).

Psychosocial Predictors of Academic Achievement of Adolescents
Psychosocial Predictors of Academic Achievement of Adolescents

Author: Khamsiah Ismail

Publisher: LAP Lambert Academic Publishing

Published: 2012-03

Total Pages: 244

ISBN-13: 9783848407255

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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.

Musings on the Teacher's Art
Musings on the Teacher's Art

Author: Luke Strongman

Publisher: Cambridge Scholars Publishing

Published: 2018-06-11

Total Pages: 281

ISBN-13: 1527511936

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This volume explores, in twenty-one concise chapters, perspectives on teaching for the tertiary sector. Divided into three sections, Character, Context and Conduct, this book is written from a practical perspective with up-to-date scholarly references. It provides guiding principles and advice for teachers at the tertiary level. In addition, it explains ideas such as “What makes a good teacher?”, academic freedom, student retention, and moderation, enabling the student and experienced teacher to easily understand complex concepts in teaching and learning. As such, this accessible, extensively researched book will appeal to teachers and learners, at any stage in their tertiary study.

Predictors of Students' Academic Performance
Predictors of Students' Academic Performance

Author: Kathryn Makar

Publisher:

Published: 2013

Total Pages: 112

ISBN-13:

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Research conclusions concerning predictors of academic success have been, at best, less than convincing. In fact, these conclusions are more conflicting or mixed when emotional constructs are used. As a result, modern curriculum developers as well as classroom instructors seem to deemphasize, if not ignore, the role of the affective domain in student learning. This is rather surprising considering that psychology continues to play such an important role in education. For decades, researchers have disagreed about the role played by three primary emotional concepts: self-esteem, parental involvement and student perception as predictors of students' academic success. This study attempts to determine which of these constructs, singly or in combination, can predict students' academic success and if the inclusion of any from among a selected group of demographic variables - socio-economic status, gender, ethnicity and student grade level- can alleviate or at least mitigate the discrepancies of prior research conclusions. A survey using a five point Likert scale was developed to collect data from 164 students in grades 3-7 in a select Philadelphia Charter School. The data were analyzed using Varimax Factor Rotation, Pearson Product-Moment Correlations and Multiple Regression to find answers to four research questions. The results of the analyses using only the emotional constructs were not significant; however, when the demographic constructs were included, specifically the students' grade levels, significant results were found. This study does not settle the controversy over whether or not the emotional constructs are authentic predictors of students' academic success. Nevertheless, the study does give insight into the significance of including the demographic factor of student grade level as a predictor of student academic success. Consequently, the results of this study suggest that any research using emotional constructs to predict the academic success of primary school students should include the various grade levels of the students.

50 Ways to Boost Your Grades
50 Ways to Boost Your Grades

Author: Stella Cottrell

Publisher: Bloomsbury Publishing

Published: 2019-04-23

Total Pages: 130

ISBN-13: 1352005832

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This practical guide presents 50 ways in which students can revitalise their approach to studying and boost their grades. Each of the 50 'Ways' in this book is a starting point, offering suggestions of things to do and think about, alongside opportunities to reflect on, choose and commit to new ideas and actions. It will help students to devise their own personal study strategy, achieve more in the time available to them and fine-tune their work so they get the best possible marks. This handy book will support students of all levels in mapping their own route to success.

Non-cognitive Skills and Factors in Educational Attainment
Non-cognitive Skills and Factors in Educational Attainment

Author: Myint Swe Khine

Publisher: Springer

Published: 2016-07-28

Total Pages: 437

ISBN-13: 9463005919

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This volume addresses questions that lie at the core of research into education. It examines the way in which the institutional embeddedness and the social and ethnic composition of students affect educational performance, skill formation, and behavioral outcomes. It discusses the manner in which educational institutions accomplish social integration. It poses the question of whether they can reduce social inequality, – or whether they even facilitate the transformation of heterogeneity into social inequality. Divided into five parts, the volume offers new insights into the many factors, processes and policies that affect performance levels and social inequality in educational institutions. It presents current empirical work on social processes in educational institutions and their outcomes. While its main focus is on the primary and secondary level of education and on occupational training, the book also presents analyses of institutional effects on transitions from vocational training into tertiary educational institutions in an interdisciplinary and internationally comparative approach.

Predictors of Undergraduate Academic Success
Predictors of Undergraduate Academic Success

Author: Sheri L. Glick-Cuenot

Publisher:

Published: 2014

Total Pages: 133

ISBN-13:

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This study attempted the answer to two primary questions: (a) Are strategic thinking skills possessed by college students prior to university matriculation related to their academic success in college, and (b) How does the predictive accuracy afforded by these skills compare to that from high school grade point average or standardized test scores? A non-experimental quantitative longitudinal research design was employed to conduct this analysis. Three cognitive skills associated with strategic thinking (reframing, reflection, and systems thinking) high school grade point average and standardized test scores served as predictor variables. Six contextual variables - age, gender, ethnicity, education of mother, education of father and academic discipline served as moderators of the relationship between the use of strategic thinking skills and student academic success. Predictor and moderator variable data were collected in the fall of 2009 from a random sample of 229 entering freshman in their first three weeks of university matriculation to mitigate the effect of their program of study and college experience on their thinking skills. The criterion variable - academic success - was measured by student college grade point average, time to degree and degree earned. Data on the criterion variable were collected during the summer of 2013 and fall 2014, from university archival sources, for academic years 2009-10, 2010-11, 2011-12, and 2012-13. Multiple regression and correlation analyses were used to test the hypotheses engendered by the research questions. This research found significant positive correlations among the use of strategic thinking skills and high school grade point average, college grade point average, time to degree and degree earned. College grade point average was the strongest predictor of time to degree and degree earned. These findings add a new dimension that colleges and universities may wish to consider in their admission decisions. The findings also suggest that curricula in K-12 education should be examined to be sure these skills - reframing, systems thinking, and reflecting are taught and learned. Thus, the findings will have theoretical and practical significance.