The Effects of School Achievement on the Affective Traits of the Learner (original) (raw)
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Affective correlates of academic achievement
Journal of Educational Psychology, 1969
A 122-item instrument measuring attitudes, study habits, motivation, etc. was administered to 509 male and 529 female students in junior high school and the interitem correlation matrices were factor analyzed. Factor scores were used to predict subsequent scores on six Metropolitan Achievement Test subtests. The multiple correlations ranged from .484 to .593 for males (n = 428) and from .625 to .689 for females (n-456). The affective predictors significantly increased (p < .01) the multiple correlations for males when they were used in conjunction with aptitude scores on the School and College Ability Test. For females, three multiple correlations increased at p < .01 and two at p < .05 when affective predictors were added to the aptitude battery. Canonical correlations of .687 and .785 (p < .01) were obtained for males and females, respectively, between the linear composites of affective and achievement variables. to Russel P. Kropp and F. J. King of Florida State University, Tallahassee, and to W. H. Nelson of Broward County School System (Florida) for their invaluable help and guidance.
Perception of the Educational Community on the Influence of Affectivity on Academic Performance
2020
This research, carried out between 2017 and 2018, aims to analyze the perceptions that adolescent students, parents and teachers have about the influence of affectivity on the academic performance of the students of the El Resbalón Educational Institution of San José del Guaviare (Colombia). The problem is based on the low academic performance of the students, the constant reprimands and citation of parents of families for the bad behavior of their adolescent children during the teaching-learning processes. With observation, interviews, life stories, case studies, documents and records, information is collected to make an analysis of the discourse of the studied phenomenon, with the help of Atlas.ti. According to this information, a direct interpretation of the phenomena is made as a whole, so that through the triangulation the respective analysis and validation of the data is carried out. In this way, the results showed that parents consider their adolescent children as people with great maturity and responsibility, assigning them functions that are their parents' responsibility. Therefore, it can be concluded that the academic performance of the adolescent student is negatively affected by the lack of affective relationships with their relatives. In the teaching-learning processes, the implementation of an affective education is also needed so that the adolescent feels more empathy towards the teachers and to impart the classes.
Journal of Educational Issues
This study aimed to determine the affective and socioeconomic variables significantly predicting achievement level of low- and high-achieving students. The data of 1323 low-achieving and 2022 high-achieving Turkish students participated in the PISA 2015 were used in the study. The data were analyzed by using binary logistic regression. The findings showed that test anxiety; achievement motivation; enjoyment of cooperation; environmental awareness; environmental optimism; science self-efficacy; epistemological beliefs; economic, cultural and social status index (ESCS), and the information and communication technology (ICT) resources index were significant predictors of the achievement level of low- and high-achieving students. While test anxiety and environmental optimism scores of low- achieving students were higher, achievement motivation, enjoyment of cooperation, environmental awareness, science self-efficacy, epistemological beliefs, ESCS, and ICT resources scores were higher am...
ATTITUDE TOWARDS SCHOOL, MOTIVATION, EMOTIONS AND ACADEMIC ACHIEVEMENT
… : COGNITION AND LEARNING, …
Attitude towards school is an important predictor of academic well-being (McCoach, 2002; McCoach & Siegle, 2003; Patrick, Anderman, & Ryan, 2002). Furthermore, the underlining motivational and affective components and their relationship with academic achievement are not yet well established. The present research aimed to explore the relationship between attitude towards school including the motivation and emotions connected to the academic setting, and achievement. The general hypothesis is that the attitude towards school mediates the effects of motivational and affective aspects on academic achievement. To test this hypothesis we adopted two methods. First, we examined the structural relationships between attitude towards school, motivations, emotions and achievement. Second, we verified the efficacy of an educational training focused on motivation and emotions (Friso, Moè & Pazzaglia, 2004) in improving the attitude towards school. Results confirmed the mediating role of the attitude towards school in shaping the relationship between affective-motivational variables and academic achievement, but also showed a direct influence of self-confidence on school achievement. Educational implications are highlighted.
The impact of psychosocial factors on achievement gains between eighth and tenth grade
This study investigated the roles of the psychosocial factors (PSFs) of motivation, social control, and self-regulation, in the prediction of 10 th grade academic achievement for a large sample of 8 th grade students. The differential effects of PSFs for male and female students with different levels of 8 th grade achievement were also examined. Of the 4,660 middle-school students in the ACT database, 1,384 8 th grade students were included in the study. The Student Readiness Inventory-Middle School (SRI-MS) was used to assess three broad PSFs based on ten scales, which were named motivation (consisting of Academic Discipline, Commitment to School, and Optimism), social control (consisting of Family Attitude toward Education and Family Involvement, Relationships with School Personnel, and School Safety Climate), and self-regulation (consisting of Managing Feelings, Orderly Conduct, and Thinking before Acting). The students' EXPLORE and PLAN Composite scores served as measures of initial and later academic achievement, respectively. Multiple regression models were constructed for each PSF to test the hypotheses. Post hoc probing techniques were used if significant interaction terms were found. If no significant interaction terms were found, the effects of PSFs on achievement gains were examined using a psychosocial mediation model. The results showed that 8 th grade females demonstrated greater motivation, social control, and self-regulation than 8 th grade males. Also, motivation and social control each interacted significantly with sex and 8 th grade achievement when predicting 10 th grade achievement. Specifically, among female students, effects were positive for females with higher prior achievement and negative for females with lower prior achievement for both motivation and social control. For male students, neither motivation nor social control added significantly to the prediction of later achievement. There were no interactions between self-regulation and either sex or prior achievement. Instead, self-regulation Be strong and courageous. Do not be terrified; do not be discouraged, for the Lord your God will be with you wherever you go.
Psychology and Education: A Multidisciplinary Journal, 2024
The study attempted to determine the extent of affective component of learning and emotional reactions to pupils' academic and classroom performance. Descriptive-correlational research method was utilized and the Statistical tools used in the study were mean, standard deviation, frequency and percentages, and Pearson-Product Moment Correlation were utilized to ascertain the extent of affective component and emotional reactions of pupils, pupils' academic and classroom performance, and for the significant relationship between the level of pupils' academic and classroom performance and the extent of affective components and emotional reactions of pupils. Findings revealed that affective components and emotional reaction to pupils' academic and classroom performance had moderate positive relationship. Subsequently, it was recommended that teachers should craft intervention materials that enhance psychoemotional development of pupils in order to sustain academic and classroom performance.
This study examined the effect of home background, environmental factors, emotional intelligence and peer influence on students " academic performance. For the successful execution of this research work, primary data via self-administered questionnaires was employed. These were administered to 150 randomly selected secondary school students (male and female) in Abeokuta metropolis of Ogun State vis-à-vis stratified and simple random sampling technique. Data collected were analysed electronically using SPSS 21. The analysis techniques employed were Percentages, Multiple Regression, Correlation Matrix and Coefficient of Determination. Results from the analysis revealed that home background, environmental factors and emotional intelligence have positive effect on students " academic performance while peer influence has negative effect on students " academic performance. However, of the three positive effects from home background, environmental factors and emotional intelligence, only the positive effects from environmental factors and emotional intelligence is statistically significant at 95% confidence level. Home background exerts insignificant effects on students " academic performance. The negative effect of peer influenceis statistically significant on students " academic performance.In terms of magnitude of effect, emotional intelligence has the most effect on students " academic performance followed by environmental factors, home background and peer influence.The regression ANOVA indicates that the effects of home background, environmental factors, emotional intelligence and peer influence are jointly significant on students " academic performance. In addition, home background, environmental factors, emotional intelligence and peer influencecontribute to approximately 30.9% of the variation in students " academic performance. The multiple correlation coefficient value of 0.556 indicates that there is an average positive but imperfect relationship between the regressand (academic performance) and the regressors (home background, environmental factor, emotional intelligence and peer influence).
High Ability Studies
This study focused on effects of high-ability programs on students' achievement emotions, i.e. emotions that students experience that are associated with achievement activities. Participants were students in grade 4-6 of primary education: 218 students attended full-time high-ability programs, 245 attended part-time high-ability programs (i.e. external pull-out class). Using propensity score matching, they were matched to a control group of 189 students from regular education with similar cognitive abilities. The respondents filled out questionnaires on their achievement emotions three times during a school year. Results of multilevel analyses showed that students who attended full-time highability programs did not report more beneficial achievement emotions compared to similar students in regular education. In contrast, students in part-time programs experienced more positive and less negative emotions during the part-time program compared to the control group in regular education. No differences in longitudinal developments throughout the school year were found between the groups.
2022
The study focuses on the effects of four different affective variables, namely; well-being, perceived selfregulation, trust in the teacher, and alienation from school, on the academic achievement of middle school 6th grade students in the Science course. The participants of the study were composed of randomly selected 332 (156 girls, 176 boys) middle school 6th grade students in Ankara Turkey. The data were collected using the EPOCH Well-Being scale developed by Kern et al. (2015) and adapted to Turkish by Demirci and Ekşi (2015); the Perceived Self-Regulation Scale developed by Aslan and Gelişli (2015); the Teacher Trust Scale developed by Adams and Forsyth (2009) and adapted into Turkish by Özer and Tül (2014); and the Student Alienation Scale developed by Sanberk (2003). Multiple regression analysis was used as a research method in the study. In order to determine the students’ academic success in their Science classes, mean scores of the students’ papers in four different written exams in the 1st and 2nd semesters of the 2018-2019 academic year were considered. In the study, initially, the correlations between the sub-dimensions of each affective variable and science academic achievement were examined. Models were created via stepwise regression analysis, starting from the sub-dimension that gave the highest correlation with science academic achievement. Sub-dimensions that did not contribute significantly to science academic achievement were removed from the model and its final shape was obtained. The results revealed that, the sub-dimension of EPOCH well-being was relatedness and the sub-dimension of perceived self-regulation being openness were significant predictors of academic success in the science course. These sub-dimensions explain 10% of academic achievement in science classes.