Search results for " achievement"
showing 10 items of 348 documents
Achievement goal orientations and subjective well-being: A person-centred analysis
2008
Abstract This study examined whether students with different achievement goal orientation profiles differ in terms of subjective well-being (i.e., self-esteem, depressive symptoms, school-related burnout, and educational goal appraisals). Six groups of students with unique motivational profiles were identified. Observed differences in subjective well-being indicated that goals related to self-improvement and growth were positively associated with various indices of well-being, whereas avoidance tendencies and concerns with validating or demonstrating one's competence were linked with different types of adjustment problems. Findings demonstrate the importance of including measures of well-be…
The Reliability and Validity of Scores from the Children’S Version of the Perception of Success Questionnaire
1999
Recent research into achievement motivation in sports has focused on goal orientation theory, according to which task and ego goal orientations manifest themselves in achievement contexts and may have different cognitive and affective outcomes. The present study analyzed the reliability and validity of scores on the children’s version of the Perception of Success Questionnaire (POSQ-CH). The participants were 557 14-year-old Finnish male soccer players. Because the Task Orientation and Ego Orientation subscales were found to be orthogonal, we applied confirmatory factor analysis to the task and ego orientation items separately to evaluate the reliability and validity coefficients of the it…
The extended Theory of Planned Behaviour and college grades: the role of cognition and past behaviour in the prediction of students’ academic intenti…
2014
Understanding the underlying processes influencing college students’ academic achievement represents an important goal of educational research. The aim of the present study was to examine the utility of the extended Theory of Planned Behaviour (TPB) and the relative influence of cognitive processes and measures of past behaviour in the prediction of grade intentions and actual grades in the context of higher education. Our results show that perceived behavioural control (PBC), subjective norms (SN) and past grades emerged as significant predictors and were able to explain 41% of the variance in grade intentions, while the influence of cognitive processes (planning and future orientation) wa…
Performance‐approach goals, task‐avoidant behaviour and conceptual knowledge as predictors of first graders’ school performance
2009
The present paper aims to examine the relationship between first grade children’s performance‐approach goal orientation, task‐avoidant behaviours, conceptual knowledge and their achievement in maths and literacy. The sample consisted of 174 first grade children and their class teachers. Children’s self reports of their performance‐approach goals and avoidant behaviours as well as teacher‐reports of children’s avoidant behaviours were used. Our results indicate that performance‐approach goal orientation positively predicts children’s self‐reported task‐avoidant behaviours which in turn have a negative effect on children’s achievement outcomes. The negative effect of teacher‐rated avoidant be…
Implications of Overlapping Difficulties in Mathematics and Reading on Self-Concept and Academic Achievement
2016
In this study, the relationship between adolescents’ difficulty in mathematics and reading and the influence on academic self-concept and school grades was examined. The participants (N = 585; 299 girls, 286 boys) were one age group of ninth-graders whose mathematics and reading skills were assessed at the end of comprehensive school at age 16 years. Five student profile groups were found using cluster analysis: best achievers, normal achievers (NA), the reading difficulty (RD) group, the mathematical difficulty (MD) group, and the learning difficulty (LD) group. Post-hoc tests revealed that the RD group and the LD group had a higher academic self-concept than the MD group. In school grades…
Emotional Intelligence Profiles and Self-Esteem/Self-Concept: An Analysis of Relationships in Gifted Students
2021
The psychological well-being of students affects their academic achievement, social relationships and school coexistence and is something that families worry about. This aspect becomes vital when students have atypical development and/or specific needs. Studies on the impact of giftedness on students&rsquo
How long does it take to earn a higher education degree in Spain ?
2010
International audience; The purpose of this paper is to identify the main determinants of time-to-degree in higher education. Our results use retrospective data on the full cohort of first-time entering students who embarked on short and long programs from one university in Spain and who were observed over an 8-year period ending in 2004. The descriptive analyses show that less than 40 percent of degree recipients are able to graduate within the minimum period of time. Duration models are estimated for different types of programs. The empirical results show that time-to-completion is extremely sensitive to students' abilities and, to a much lesser extent, to socio-economic background, motiv…
Optimistic, defensive-pessimistic, impulsive and self-handicapping strategies in university environments
1998
Abstract A person-oriented approach was used to investigate what types of achievement strategy people apply in university environments, and how these are associated with their academic achievement, related satisfaction and personal well-being. Two hundred and fifty-four undergraduates filled in first the Cartoon-Attribution-Strategy Test, the Strategy and Attribution Questionnaire, Rosenberg's Self-Esteem Scale and the revised Beck's Depression Inventory at the beginning of their studies, and one year later an academic satisfaction scale. Two years later, they again filled in the same measures. Their academic achievement was coded yearly from university archives. Four types of achievement s…
Statistics anxiety in university students in assessment situations
2018
Many students have feelings of state anxiety when exams, and these feelings probably affect their performance. Statistics courses have been identified as producing the most anxiety. The purpose of our study is to measure statistics anxiety throughout an academic course (pre-test and three assessments) in order to observe its change and analyze the relationship between statistics anxiety and academic achievement. The sample is composed of 30 Psychology students taking a course in research designs and statistics (26.7% men and 73.3% women) with a mean age of 20.31 years (SD = 3.76). The results show that the students begin with a high level of statistics anxiety that gradually declines as the…
Impact of the "salary scholarship" impact profile and student achievement.
2013
In Spain, within the framework of the Strategy 2015, the implementation of scholarships, grants and wages especially adapted to the new situation of the European Higher Education, intended to ensure access to university education to those most disadvantaged social groups economically. This research makes an ex post facto, descriptive-comparative aimed at assessing the impact of the grant salary, as an economic factor, on equity, access and academic performance in the first year of college. The study was conducted with a total of 10,394 new students in the 2010-11 cohort at the University of Barcelona, from the database from the institution itself. A total of 642 students agreed to grant sal…