Search results for "Academic success"
showing 10 items of 37 documents
Problematic Social Media Use and Health among Adolescents
2021
1) Background: The use of social media has become an integral part of adolescents’ daily lives. However, the intensive use of social media can develop into a health-threatening addiction, but unfavourable health consequences can occur even with less use. Social media user groups categorized as no-risk, moderate risk (of developing problematic behaviour), and problematic use were examined with reference to their prevalence, their associations with individual determinants and health, and the increased health risk between groups. (2) Methods: The Finnish nationally representative HBSC data (persons aged 11, 13, and 15, n = 3408) and descriptive and binary logistic regression analysis were appl…
Associations between sleep deficit and academic achievement - triangulation across time and subject domains among students and teachers in TIMSS in N…
2022
Abstract Background Sufficient sleep is important to an individual’s health and well-being, but also for school achievement among adolescents. This study investigates the associations between sleepiness, sleep deficits, and school achievements among adolescents. Methods This trend study involved a representative sample of Norwegian adolescents based on the “Trends in International Mathematics and Science Study” (TIMSS), N = 4499 (2015) and N = 4685 (2019) and their teachers. The students were 9th graders from a Norwegian compulsory secondary school. The survey included questions on students’ sleepiness as students reported in 2019 and sleep deficits among students that limited teaching in c…
Raising Children with Poor School Performance: Parenting Styles and Short- and Long-Term Consequences for Adolescent and Adult Development.
2019
This study examines the correlates of authoritative (warmth and strictness), indulgent (warmth but not strictness), authoritarian (strictness but not warmth), and neglectful (neither warmth nor strictness) parenting with short- and long-term socialization outcomes in adolescents and adults, with and without poor school performance during adolescence. Short- and long-term socialization outcomes were captured by multidimensional self-esteem (academic/professional, emotional, and family), psychological maturity (self-competence, social competence, and empathy), and emotional maladjustment (nervousness, emotional instability, and hostility). Participants (1195 female and 874 male) consisted of …
Effects of achievement goals on perceptions of competence in conditions of unfavourable social comparisons: The mastery goal advantage effect
2017
Background Previous prospective studies have documented that mastery-approach goals are adaptive because they facilitate less negative psychological responses to unfavourable social comparisons than performance-approach goals. Aims This study aimed to confirm this so-called ‘mastery goal advantage’ effect experimentally. Methods A 2 × 3 design was adopted where achievement goals (mastery vs. performance) and normative information (favourable vs. no-normative information vs. unfavourable) were manipulated as between participant factors. Sample Participants were 201 undergraduates, 57 males and 144 females, ranging in age from 17 to 55 years (Mage = 22.53, SD = 6.51). Results Regression analy…
Why have I failed? Why have I passed? A comparison of students’ causal attributions in second language acquisition (A1–B2 levels)
2019
Background Previous literature highlights the importance of causal attributions in achievement and motivation. However, the studies about causal attributions in second language acquisition (SLA) are limited and scarce. Aims This study was designed to determine the frequency of successful and unsuccessful activities per English level and to compare the causal attributions (explanations of outcomes) on successful and failure authentic tasks undertaken in the context of learning English as a foreign language (EFL) acquisition in an Official School of Languages (OSL). Sample To this aim, 407 native Spanish students from levels A1 (n = 111), A2 (n = 113), B1 (n = 98), and B2 (n = 85) in OSL part…
Student's achievement in french at junior high school
2012
Communication affichée - Résumé reproduit in International Journal of Psychology, 47, supplement 1, p. 20.; This research aims at studying, by means of a theoretical model, the role of certain personal features (gender, age, socioeconomic background, academic record) and some dynamical mechanisms of personality in predicting the students' achievement in French at junior high school. The dynamical mechanisms, relating to the affective entry characteristics (Bloom, 1979), were represented by five attitudes towards school: Negative feelings, Lack of scholastic interest, Aspirations for future studies, "Scholastic anxiety, worry and stress" and "Nice school, distraction place" (Bennacer, 2003).…
Longitudinal Associations between Physical Activity and Educational Outcomes
2017
Supplemental digital content is available in the text.
The Longitudinal Associations of Fitness and Motor Skills with Academic Achievement
2019
Supplemental digital content is available in the text.
Reducing Stress and Enhancing Academic Buoyancy among Adolescents Using a Brief Web-based Program Based on Acceptance and Commitment Therapy : A Rand…
2018
Acceptance and commitment therapy programs have rarely been used as preventive tools for alleviating stress and enhancing coping skills among adolescents. This randomized controlled trial examined the efficacy of a novel Finnish web- and mobile-delivered five-week intervention program called Youth COMPASS among a general sample of ninth-grade adolescents (n= 249, 49% females). The intervention group showed a small but significant decrease in overall stress (between-group Cohen’s d = 0.22) and an increase in academic buoyancy (d= 0.27). Academic skills did not influence the intervention gains, but the intervention gains were largest among high-stressed participants. The results suggest that …
Psychometric Properties of Spanish Version Student Utrecht Work Engagement Scale (UWES–S–9) in High-school Students
2019
AbstractThe Utrecht Work Engagement Scale (UWES) is a self-report instrument widely used, both in the original and its abbreviated version of nine items, to assess the work -UWES, UWES–9– and academic engagement -UWES-S, UWES–S–9–. The present study examines factor structure of the UWES–S–9 using confirmatory factor analysis (CFA), its convergent validity and invariance across sex and age groups in a sample of 626 Spanish high school students. The results support an unidimensional conceptualization of engagement (S-Bχ2/df = 5.29; CFI = .96; NNFI = .94; RMSEA = .083; IFI = .96; AIC = 82.21; BIC = 267.38), revealed an essentially invariant structure of the UWES–S–9 across the sex, ΔS-Bχ2(Δ6) …