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Academic Achievement in College: the Predictive Value of Subjective Evaluations of Intelligence and Academic Self-concept  [PDF]
Tatiana V. Kornilova
Psychology in Russia : State of Art , 2009,
Abstract: The study examined the relationship between self-, peer- and test-estimated intelligence, academic self-concept and academic achievement. Subjective evaluations of intelligence and academic self-concept had incremental predictive value over conventional intelligence when predicting achievement accounting for more than 40% of its variance. The obtained pattern of results is presented via SEM-model which accounts for 75% variance in the latent factor of academic achievement. Author suggests the importance of further studying complex sets of achievement predictors from ability, personality and mediating domains.
Academic achievement and time concept of the learner
R C Grobler,C PH Myburgh
Health SA Gesondheid , 2001, DOI: 10.4102/hsag.v6i1.60
Abstract: The time concept and academic achievement of a group of high school learners were investigated and the results are described in this article. Opsomming Die tydkonsep en akademiese prestasie van ‘n groep ho rskool leerders is ondersoek en die resultate is beskryf in hierdie artikel. *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.
Relating emotional intelligence to academic achievement among university students in Barbados  [PDF]
Grace A. Fayombo
International Journal of Emotional Education , 2012,
Abstract: This study investigated the relationships between emotional intelligence and academic achievement among 151 undergraduate psychology students at The University of the West Indies (UWI), Barbados, making use of Barchard (2001)'s Emotional Intelligence Scale and an Academic Achievement Scale. Findings revealed significant positive correlations between academic achievement and six of the emotional intelligence components, and a negative correlation with negative expressivity. The emotional intelligence components also jointly contributed 48% of the variance in academic achievement. Attending to emotions was the best predictor of academic achievement while positive expressivity, negative expressivity and empathic concern were other significant predictors. Emotion-based decision-making, responsive joy and responsive distress did not make any significant relative contribution to academic achievement, indicating that academic achievement is only partially predicted by emotional intelligence. These results were discussed in the context of the influence of emotional intelligence on university students' academic achievement.
Emotional intelligence and academic achievement of school children.
Satish Kumar Kalhotra
Review of Research , 2012,
Abstract: In this research paper researcher tried to find out whether there is a relationship between emotional intelligence and academic achievement of school children who have not yet reached the adolescent age. The sample for the study consisted of 240 children (120 boys and 120 girls) of class 5th having age range 10-11 years from various schools of Jammu city (East). High and low achiever (60 boys and 60 girls in each) were differentiated based on their percentage in the last two consecutive examination results. In this study it is found that positive correlation between emotional intelligence & academic achievement of school children in all the four areas. It also seems that those children who have high emotional intelligence will also be high academic achievers. Girls are emotionally intelligent than boys. It may help them in perceiving assimilating, understanding and managing of emotions than boys
Academic Self-Concept and Academic Achievement among University Students  [PDF]
Musa Matovu
International Online Journal of Educational Sciences , 2012,
Abstract: The purpose this study was to investigate academic self-concept and academic achievement among university students. The academic self-concept information among university students was collected using the Liu and Wang (2005) academic self-concept scale which was composed of two sub-scales; academic confidence and academic effort scales. The study was conducted on 394 university students; males and females from different levels of study and faculties in a public university in Malaysia. MANOVA was used to analyse the collected data and the results revealed that there was a statistically significant effect of gender on academic effort and academic achievement, while also a statistically significant difference was shown in faculties on academic achievement. Again a difference was noted in the interaction between gender, faculties, and levels of study on academic achievement. The Post Hoc results indicated that a statistically significant difference existed in between the faculties Arts and Human Sciences.
Emotional Intelligence and Gender as Predictors of Academic Achievement among Some University Students in Barbados
Grace A. Fayombo
International Journal of Higher Education , 2012, DOI: 10.5430/ijhe.v1n1p102
Abstract: This study investigated emotional intelligence (attending to emotion, positive expressivity and negative expressivity) and gender as predictors of academic achievement among 163 undergraduate psychology students in The University of the West Indies (UWI), Cave Hill Campus, Barbados. Results revealed significant positive and negative correlations among academic achievement, emotional intelligence components and gender. Additionally, using the stepwise multiple regression analysis, it was found that emotional intelligence contributed 40% (Rsq= 0.396) to the variance in academic achievement while simple regression analysis revealed that gender also contributed 5% (Rsq =0.048) to academic achievement and these results were significant indicating that both emotional intelligence and gender predicted academic achievement but emotional intelligence was a better predictor of academic achievement than gender. The Independent t-test analysis also revealed gender disparity in academic achievement and attending to emotions in favour of girls. These findings were discussed in the paper.
Intelligence, academic achievement, and pediatric injury among a large sample of kindergartners
David C. Schwebel,Carl M. Brezausek
Italian Journal of Public Health , 2010, DOI: 10.2427/5722
Abstract: Objectives: Previous work reports mixed results on the roles of intelligence and academic achievement on child injury risk. Some early research offered evidence of links between lower levels of intelligence and higher rates of pediatric injury, but other work has suggested there is no relation between the variables. This study investigated the matter further, in the context of a large sample and with strong statistical power. Methods: Data from a national sample of 8002 kindergartners in the United States, all from low-income families, were analyzed. Intelligence was estimated using the Peabody Picture Vocabulary Test-Revised and academic achievement with the Reading and Mathematics scales of the Woodcock Johnson Psycho- Educational Battery-Revised. Mothers reported whether children had experienced an injury in the previous year that required professional medical attention. Results: Results of both bivariate and multivariate ordinal logistic regression models suggest higher levels of reading achievement and of mathematics achievement were associated with slightly reduced risk of pediatric injury. Intelligence was not related to injury history. Conclusions: Academic achievement, but not intelligence, appears to relate in a small but statistically significant inverse manner with risk for pediatric injury among kindergartners from a low-income background. Possible mediators include children’s ability to learn and remember safety-related rules or the fact that parents who encourage learning in the household might also safeguard children more effectively.
A Study Of Emotional Intelligence In Relation To Academic Achievement And Academic Stress Of Student-teachers
Rakesh Bharti,Jeewan Jyoti Sidana
Indian Streams Research Journal , 2012,
Abstract: In recent years, Emotional intelligence is emerging as a critical factor for sustaining high achievement, retention, and positive behaviour as well as improving life success. The purpose of this study is to see the impact of emotional intelligence on academic achievement and academic stress of student-teachers. A total of 600 studentteachers (M=300 and F=300) of various colleges of education affiliated to University of Jammu, Jammu selected as a sample randomly for the purpose of classification in low and high emotional intelligent student-teachers. Finally 80 student-teachers (40 low and 40 high emotionally intelligent student-teachers) were selected randomly. To test hypotheses t-test was used. Results of this study indicated significant differences between high and low emotional intelligent student teachers on academic achievement and academic stress in favour of high emotional intelligent student-teachers
Self-Concept and Secondary School Students’ Academic Achievement in Physics
US Stephen
African Research Review , 2011,
Abstract: The purpose of this research was to investigate the influence of self concept on physics students’ academic achievement in secondary schools. The study was conducted in Uyo LGA of Akwa Ibom State in Nigeria. A sample size of five hundred (500) senior secondary two physics students took part in the investigation. Two researcher made instruments, Self-concept Questionnaire (SQ) and Physics Achievement Test (PAT) were used in generating the data for the study. The reliability of the instruments determined using Cronbach Alpha were 0.77 for SQ and 0.72 for PAT. Two hypotheses were proposed to guide the investigation and the data that accrued from the study were analysed using independent t-test. The major findings of the study showed that students with high self-concept achieved academically higher than those with low self-concept. Gender showed no significant difference in academic achievement of physics students with high self-concept. It was therefore recommended that curriculum designers and implementation agents should consider self-concept as a variable that enhances secondary students’ academic achievement.
A Study of Relationship between Achievement Motivation, Academic Self Concept and Achievement in English and Mathematics at Secondary Level  [cached]
Riffat -un-Nisa Awan,Noureen Ghazala,Naz Anjum
International Education Studies , 2011, DOI: 10.5539/ies.v4n3p72
Abstract: The study examined the achievement and its relationship with achievement motivation and academic self concept. The subjects consisted of 336 students (146 males and 172 females) from four public and four private schools of the Sargodha district at secondary level. Intact groups of all eight schools enrolled in 9th grade were involved in the study. An Urdu translated version of ‘Academic Self-Description Questionnaire II’ (Marsh, 1990) and ‘General Achievement Goal Orientation Scale’ (McInerney, 1997) was used for data collection. The results revealed that achievement motivation and self concept were significantly related to academic achievement. Significant gender differences were discovered which were in favor of girls. It was suggested that teachers must use motivational strategies to involve students in academic activities for improving their self concept and grades.
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