1
|
Nunes C, Oliveira T, Castelli M, Cruz-Jesus F. Determinants of academic achievement: How parents and teachers influence high school students' performance. Heliyon 2023; 9:e13335. [PMID: 36846676 PMCID: PMC9950838 DOI: 10.1016/j.heliyon.2023.e13335] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/10/2022] [Revised: 01/20/2023] [Accepted: 01/25/2023] [Indexed: 02/05/2023] Open
Abstract
This study explores the contribution of various drivers of attainment in secondary education in Portugal. We propose a model explaining the influence of students, teachers, and parents' traits on high school achievement, measured by the self-reported Math and Portuguese final grades of 220 students. Using PLS-SEM, we show that previous achievement predicts current achievement in both subjects; however, noteworthy differences were found. Portuguese grades are significantly better for students whose parents have post-secondary education and communicate higher expectations about their offspring's school careers. At the same time, Math achievement is influenced by students' perception of teachers' involvement but not by parents' expectations or education. Previous retention and receiving educational allowance impair Math achievement, but not Portuguese. Results and implications are discussed.
Collapse
|
2
|
Dugan JA, Bauer PJ. Putting the pieces together: Cognitive correlates of self-derivation of new knowledge in elementary school classrooms. J Exp Child Psychol 2022; 221:105441. [PMID: 35462104 PMCID: PMC9187618 DOI: 10.1016/j.jecp.2022.105441] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/10/2021] [Revised: 03/18/2022] [Accepted: 03/22/2022] [Indexed: 12/23/2022]
Abstract
A central goal of development and formal education is to build a knowledge base. Accumulating knowledge relies, in part, on self-derivation of new semantic knowledge via integration of separate yet related learning episodes. Previous tests of self-derivation evidence both age-related and significant individual variability in self-derivation performance in the laboratory and the classroom due in part to individual differences in verbal comprehension (children and adults) and working memory (adults only). In the only extant investigation of cognitive correlates of children's successful self-derivation in the classroom, 3rd graders' verbal comprehension predicted self-derivation, whereas working memory did not. In the current research, we expanded the battery of cognitive correlates investigated, the age range of participants (8-11 years), and the sample size (N = 330) to examine candidate sources of variability in self-derivation. More specifically, in a diverse sample, we measured children's auditory and spatial working memory, inhibitory control, metacognitive awareness, verbal comprehension, and metacognitive judgments at test for self-derivation. Metacognition was of particular interest in the current research because little is currently known about how children's understanding of their cognition, at the trait or item-specific level, may affect their derivation of new knowledge. Only verbal comprehension and metacognitive knowledge predicted children's self-derivation performance; children's metacognitive judgments at the time of testing for self-derivation were not related to their performance. These findings suggest that having both semantic knowledge and knowledge of one's self as a learner, as well as knowing how to use one's knowledge, support further knowledge base development.
Collapse
Affiliation(s)
- Jessica A Dugan
- Department of Psychology, Emory University, Atlanta, GA 30322, USA.
| | - Patricia J Bauer
- Department of Psychology, Emory University, Atlanta, GA 30322, USA
| |
Collapse
|
3
|
Yuan S, Gu Q, Lei Y, Shen J, Niu Q. Can Physical Exercise Promote the Development of Teenagers' Non-Cognitive Ability?-Evidence from China Education Panel Survey (2014-2015). CHILDREN (BASEL, SWITZERLAND) 2022; 9:children9091283. [PMID: 36138592 PMCID: PMC9497572 DOI: 10.3390/children9091283] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 07/25/2022] [Revised: 08/16/2022] [Accepted: 08/23/2022] [Indexed: 11/19/2022]
Abstract
Background: With the development of educational philosophy, physical exercise is considered to be an important factor in the development of individual cognitive abilities in adolescents. However, the effects of physical exercise on non-cognitive abilities in adolescents remain inadequate. Objective: This study examined the effect of physical exercise on non-cognitive ability and further examined the differences in this effect in different groups. Methods: Survey data on non-cognitive ability, physical exercise and covariates were collected in the China Education Panel Survey (2014−2015) from a nationally representative sample of adolescents (n = 7904) in the eighth (follow-up) grade. Results: The results show that, after controlling for the influence of other factors, physical exercise has a promoting effect on six non-cognitive abilities—social behavior (p < 0.001), communication ability (p < 0.01), perseverance (p < 0.05), school adaptation (p < 0.001), educational expectation (p < 0.01) and creative thinking (p < 0.01)—and there is no significant effect on emotional control (p > 0.05). Furthermore, the development of non-cognitive ability in physical exercise shows certain group differences. Conclusions: There are gender differences in the performance of non-cognitive ability. Girls perform better than boys in non-cognitive ability. Physical exercise is an important means to develop non-cognitive ability, which indicates that non-cognitive ability has plasticity in adolescence. Future intervention may improve the non-cognitive ability of Chinese adolescents by increasing physical exercise.
Collapse
Affiliation(s)
- Shiwei Yuan
- Wuxi Higher Health Vocational Technology School, Wuxi 214000, China
| | - Qian Gu
- School of Physical Education, Shandong University, Jinan 250100, China
- Correspondence:
| | - Yuanyuan Lei
- Physical Education College, Hebei Normal University, Shijiazhuang 050000, China
| | - Jinbo Shen
- Taiyuan Institute of Technology, Taiyuan 030008, China
| | - Qian Niu
- Taiyuan Institute of Technology, Taiyuan 030008, China
| |
Collapse
|
4
|
Tibken C, Richter T, von der Linden N, Schmiedeler S, Schneider W. The role of metacognitive competences in the development of school achievement among gifted adolescents. Child Dev 2021; 93:117-133. [PMID: 34370311 DOI: 10.1111/cdev.13640] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
Gifted underachievers perform worse in school than would be expected based on their high intelligence. Possible causes for underachievement are low motivational dispositions (need for cognition) and metacognitive competences. This study tested the interplay of these variables longitudinally with gifted and non-gifted students from Germany (N = 341, 137 females) in Grades 6 (M = 12.02 years at t1) and 8 (M = 14.07 years). Declarative and procedural metacognitive competences were assessed in the domain of reading comprehension. Path analyses showed incremental effects of procedural metacognition over and above intelligence on the development of school achievement in gifted students (β = .139). Moreover, declarative metacognition and need for cognition interactively predicted procedural metacognition (β = .169), which mediated their effect on school achievement.
Collapse
Affiliation(s)
- Catharina Tibken
- Department of Psychology IV, University of Würzburg, Würzburg, Germany
| | - Tobias Richter
- Department of Psychology IV, University of Würzburg, Würzburg, Germany.,Counseling Center for the Gifted and Talented, University of Würzburg, Würzburg, Germany
| | - Nicole von der Linden
- Counseling Center for the Gifted and Talented, University of Würzburg, Würzburg, Germany
| | - Sandra Schmiedeler
- Counseling Center for the Gifted and Talented, University of Würzburg, Würzburg, Germany
| | - Wolfgang Schneider
- Counseling Center for the Gifted and Talented, University of Würzburg, Würzburg, Germany
| |
Collapse
|
5
|
Nasvytienė D, Lazdauskas T. Temperament and Academic Achievement in Children: A Meta-Analysis. Eur J Investig Health Psychol Educ 2021; 11:736-757. [PMID: 34563066 PMCID: PMC8314362 DOI: 10.3390/ejihpe11030053] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/11/2021] [Revised: 07/07/2021] [Accepted: 07/08/2021] [Indexed: 11/16/2022] Open
Abstract
This study aimed to systematize the diverse and rather controversial findings of empirical research on the relationship between the temperament and academic achievement of school children, as well as to determine the average effect size between these variables. We included 57 original studies of published and unpublished research conducted in 12 countries between 1985 and 2019, with cumulative sample size of 79,913 (varying from 6333 to 14,126 for links between particular temperament dimensions and specific domains of achievement). A random-effects and mixed-effects model was fitted to the data for the central tendency of the temperament-achievement relation and for analyzing moderators, respectively. The high heterogeneity of studies was tackled by selected specific moderators, namely, education level, transition status, family's socio-economic level, and sources of report on achievement and temperament. The main findings of this meta-analysis affirmed the positive association of effortful control (EC) and inverse relationship of negative affectivity (NA) with a child's academic performance, together with no apparent trend of surgency (SU) in this relationship; additionally, the sources of report significantly moderated the link between temperament and academic achievement.
Collapse
Affiliation(s)
- Dalia Nasvytienė
- Institute of Psychology, Faculty of Philosophy, Vilnius University, 3 Universiteto Str., LT-01513 Vilnius, Lithuania;
| | | |
Collapse
|
6
|
Filipiak S, Łubianka B. On the Rocky Road to Independence: Big Five Personality Traits and Locus of Control in Polish Primary School Students during Transition into Early Adolescence. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18094564. [PMID: 33923124 PMCID: PMC8123388 DOI: 10.3390/ijerph18094564] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 02/23/2021] [Revised: 04/03/2021] [Accepted: 04/16/2021] [Indexed: 11/16/2022]
Abstract
This article reports the results of a survey of 455 Polish primary school sixth-graders experiencing changes in the education system. The goal of the study was to identify the relationships between the Big Five personality traits, measured with the picture-based personality survey for children (PBPS-C) and locus of control, determined using the locus of control questionnaire (LOCQ). The results lead to the conclusion that primary school students do not have an established locus of control of either success or failure. There are also no significant differences between boys and girls in the way they interpret the causes of situations and events that happen to them. Boys, compared to girls, scored significantly higher on traits related to seeking and enjoying the company of others. On the other hand, girls exhibited significantly higher levels of traits responsible for increased anxiety than boys. The personality traits that correlated the strongest with locus of control were Conscientiousness, Openness to Experience, and Agreeableness. A regression model showed that locus of control of success was significantly affected by two traits: Extraversion and Conscientiousness. Locus of control of failure was significantly predicted by Extraversion, Openness to Experience, Agreeableness (positively), and Neuroticism (negatively). Regression model with gender as a moderator of relationships between personality traits and locus of control turned out to be insignificant.
Collapse
Affiliation(s)
- Sara Filipiak
- Institute of Psychology, Maria Curie-Skłodowska University in Lublin, Głęboka 45, 20-612 Lublin, Poland
- Correspondence: ; Tel.: +48-81-537-60-57
| | - Beata Łubianka
- Department of Psychology, Jan Kochanowski University in Kielce, Krakowska 11, 25-029 Kielce, Poland;
| |
Collapse
|
7
|
Gilar-Corbi R, Miñano P, Veas A, Castejón JL. Testing for invariance in a structural model of academic achievement across underachieving and non-underachieving students. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2019. [DOI: 10.1016/j.cedpsych.2019.101780] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
|
8
|
Xu J, Du J, Wu S, Ripple H, Cosgriff A. Reciprocal Effects Among Parental Homework Support, Effort, and Achievement? An Empirical Investigation. Front Psychol 2018; 9:2334. [PMID: 30555373 PMCID: PMC6284007 DOI: 10.3389/fpsyg.2018.02334] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/05/2018] [Accepted: 11/07/2018] [Indexed: 11/23/2022] Open
Abstract
The present study investigates reciprocal influences of parental homework support, effort, and math achievement, using two waves of data from 336 9th-graders. Results revealed that higher prior autonomy-oriented support and homework effort resulted in higher subsequent achievement. Higher prior content-oriented support led to higher subsequent effort, but lower subsequent achievement. Additionally, higher prior effort led to higher subsequent autonomy-oriented support. Furthermore, our results supported the structural path invariance over gender. The current investigation advances extant research, by differentiating two forms of parental homework support (autonomy- and content-oriented support), and by showing their respective influences on subsequent homework effort and math achievement.
Collapse
Affiliation(s)
- Jianzhong Xu
- Department of Counseling, Educational Psychology, and Foundations, Mississippi State University, Starkville, MS, United States
| | - Jianxia Du
- Faculty of Education, University of Macau, Taipa, Macau
| | - Shengtian Wu
- Department of Counseling, Educational Psychology, and Foundations, Mississippi State University, Starkville, MS, United States
| | - Hailey Ripple
- Department of Counseling, Educational Psychology, and Foundations, Mississippi State University, Starkville, MS, United States
| | - Amanda Cosgriff
- Department of Counseling, Educational Psychology, and Foundations, Mississippi State University, Starkville, MS, United States
| |
Collapse
|
9
|
Veas A, Castejón JL, Miñano P, Gilar-Corbí R. Relationship between parent involvement and academic achievement through metacognitive strategies: A multiple multilevel mediation analysis. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2018; 89:393-411. [PMID: 30198550 DOI: 10.1111/bjep.12245] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/14/2017] [Revised: 08/10/2018] [Indexed: 11/29/2022]
Abstract
BACKGROUND Different studies reveal an association between parent involvement, metacognition, and academic achievement; however, the majority analyse the developmental process of acquisition in experimental or quasi-experimental designs with students enrolled in child education. Adolescence is an important stage in personal and academic development. Given the complexity of learning, and according to the metacognitive and affective model of self-regulated learning (Efklides, 2011, Educational Psychologist, 46, 6), different types of metacognitive processes are relevant for the optimal development of individuals in academic contexts. At the same time, individuals need stimuli from the environment, based on observation of their own and other's behaviour, as well as through communication and interaction with others. AIM The present study examined the relations among parent involvement, metacognitive strategies, and academic achievement to investigate the mediational role of metacognition in the relation between parent involvement and academic achievement. SAMPLE The participants were 1,398 high school students from Spain (47% female, M = 12. 5 years). METHOD Multiple multilevel mediation analyses with Monte Carlo confidence intervals were used for measuring within-subjects effects at the student level and between-subjects effects at the class level. Parent involvement (perception of support, organization, and interest in the educational process; expectations; school relationship; time of support with homework) and metacognition were measured by questionnaires, whereas academic achievement was assessed using the end-of-term grades obtained by students for nine subjects. RESULTS First, there was a significant direct effect of most parent involvement constructs on the mediational and dependent variables at both the within and between levels. Expectations had the highest predictive power on academic achievement. On the other hand, metacognitive strategies were an important mediator for all parent involvement constructs at both levels of analysis. CONCLUSIONS These results highlight the importance of metacognition during early adolescence and suggest that parent involvement is crucial for the future development of educational models.
Collapse
|
10
|
Jover I, Navas L, Holgado-Tello FP. Academic goals in blind and partially sighted students: a differential analysis and goal profiles. REVISTA DE ESTUDIOS E INVESTIGACIÓN EN PSICOLOGÍA Y EDUCACIÓN 2018. [DOI: 10.17979/reipe.2018.5.1.3095] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022] Open
Abstract
The present work was based on goal orientation theory, that represent the reasons to perform a task and the criteria to evaluate it. However, few studies have explored goal orientations in students with visual impairment. The objective of this study was to determine whether the goals pursued by blind students different from those of partially sighted students. Participants comprised 171 students, from different stages of the education system (from Primary Education to University Education) with ages between 8 and 27 years old, of which 109 were blind, and 62 partial visual impairment, which respond to an adaptation of the Achievement Goal Tendencies Questionnaire. The results indicate that students with total visual impairment have lower average scores on social reinforcement goals, not in contrast to learning goals, achievement goals and performance goals, where no significant differences were found. Three different goal orientation profiles were obtained. The first stands out for obtaining high scores in learning goals; the subjects of the second group are defined by obtaining high scores in learning goals, social reinforcement goals and performance goals; and the subjects of the third group are characterized by their low scores on learning goal, social reinforcement goals and achievement goals. The results of the discriminant analyses show that there are differences in these profiles depending on the degree of visual disability and that the achievement goals do not have discriminating power. These findings have educational implications as regards motivation.
Collapse
|
11
|
Castejón JL, Gilar R, Veas A, Miñano P. Differences in Learning Strategies, Goal Orientations, and Self-Concept between Overachieving, Normal-Achieving, and Underachieving Secondary Students. Front Psychol 2016; 7:1438. [PMID: 27729879 PMCID: PMC5037185 DOI: 10.3389/fpsyg.2016.01438] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/21/2016] [Accepted: 09/08/2016] [Indexed: 11/13/2022] Open
Abstract
The aims of this work were to identify and establish differential characteristics in learning strategies, goal orientations, and self-concept between overachieving, normal-achieving and underachieving secondary students. A total of 1400 Spanish first and second year high school students from the South-East geographical area participated in this study. Three groups of students were established: a group with underachieving students, a group with a normal level of achievement, and a third group with overachieving students. The students were assigned to each group depending on the residual punctuations obtained from a multiple regression analysis in which the punctuation of an IQ test was the predictor and a measure composed of the school grades of nine subjects was the criteria. The results of one-way ANOVA and the Games-Howell post-hoc test showed that underachieving students had significantly lower punctuations in all of the measures of learning strategies and learning goals, as well as all of the academic self-concept, personal self-concept, parental relationship, honesty, and personal stability factors. In contrast, overachieving students had higher punctuations than underachieving students in the same variables and higher punctuations than normal-achieving students in most of the variables in which significant differences were detected. These results have clear educational implications.
Collapse
Affiliation(s)
- Juan L Castejón
- Department of Developmental Psychology and Didactic, University of Alicante Alicante, Spain
| | - Raquel Gilar
- Department of Developmental Psychology and Didactic, University of Alicante Alicante, Spain
| | - Alejandro Veas
- Department of Developmental Psychology and Didactic, University of Alicante Alicante, Spain
| | - Pablo Miñano
- Department of Developmental Psychology and Didactic, University of Alicante Alicante, Spain
| |
Collapse
|