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Academic achievement

About: Academic achievement is a research topic. Over the lifetime, 69460 publications have been published within this topic receiving 2227289 citations. The topic is also known as: academic performance & educational achievement.


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Journal ArticleDOI
TL;DR: In this article, the duration of music lessons was correlated positively with IQ and academic ability among 6- to 11-year-olds, even when potential confounding variables (i.e., family income, parents education, involvement in nonmusical activities) were held constant.
Abstract: In Study 1 (N 147), duration of music lessons was correlated positively with IQ and with academic ability among 6- to 11-year-olds, even when potential confounding variables (i.e., family income, parents’ education, involvement in nonmusical activities) were held constant. In Study 2 (N 150), similar but weaker associations between playing music in childhood and intellectual functioning were evident among undergraduates. In both studies, there was no evidence that musical involvement had stronger associations with some aspects of cognitive ability (e.g., mathematical, spatial–temporal, verbal) than with others. These results indicate that formal exposure to music in childhood is associated positively with IQ and with academic performance and that such associations are small but general and long lasting.

411 citations

Journal ArticleDOI
TL;DR: Teachers’ education, regardless of how it is operationalized, is linked to gains in children's math skills across the pre-k year, and the CDA credential islinked to children's gains in basic skills; however, education, training, and credentialing are not consistently related to classroom quality or other academic gains for children.

411 citations

Journal ArticleDOI
David Allen1
TL;DR: The authors examined the structural relationships among four constructs: motivational factors, student background factors, academic performance, and persistence, and found that motivation failed to impact academic performance and persistence for minority students.
Abstract: A strong desire for achievement may be seen asan important component of student motivation to completecollege This study examined the structuralrelationships among four constructs: (1) motivational factors, (2) student background factors, (3)academic performance, and (4) persistence Motivationand background factors were examined to determine theirdirect and indirect effects on academic performance and persistence for minorities andnonminorities The study supported utilization offactors external to the students' college experienceidentified in the retention literature based on Bean's(1980) Student Attrition Model While it was found thatmotivation failed to impact academic performance foreither racial subgroup, a significant motivationaleffect on persistence was found for minorities but notfor nonminorities in this study Minority studentswith high levels of motivation tended to persist totheir second year Policy implications arediscussed

410 citations

Journal ArticleDOI
TL;DR: In this article, differences in academic performance between local and international students were identified by focussing on their levels of academic and social integration, and the results indicated that the degree of academic success of international students is multi-faceted.
Abstract: More than 3 million students study outside their home country, primarily at a Western university. A common belief among educators is that international students are insufficiently adjusted to higher education in their host country, both academically and socially. Furthermore, several groups of international students experience considerable amounts of stress while adapting to the culture of the host-institute. Several researchers argue that studies on adaptation of international students should widen its focus to the underlying mechanisms that leads towards this “misalignment”. In a cross-institutional comparison among 958 students at five business schools in the Netherlands, differences in academic performance between local and international students were identified by focussing on their levels of academic and social integration. Students’ academic integration was measured with the Students’ Adaptation to College Questionnaire (SACQ), while students’ social integration was measured with a newly developed and validated questionnaire. The results indicate that the degree of academic success of international students is multi-faceted. International students with a (mixed) western ethnic background perform well on both academic and social integration, and also attained higher study-performance in comparison to domestic students. In contrast, international students with a non-Western background are less integrated compared to other international students. Nevertheless, they have a similar study-performance. Finally, academic adjustment is the main predictor of study-performance for Dutch, Western and Mixed-Western students. Social adjustment was negatively related to study-performance. The lack of fit for predicting long-term study success of non-Western students indicates that their academic and social integration processes are more complex and non-linear.

409 citations

Journal ArticleDOI
TL;DR: The results imply that a commercial game playing in conjunction with meta-cognitive strategies can be an effective way to increase students' performance both in learning and gaming by keeping them involved.
Abstract: The purpose of this study is to explore the effects of the meta-cognitive strategies on the academic and gaming achievements. Exploring the effects of those achievements on the social problem solving of students is also of interest. For this purpose, the MMORPG Gersang was used. The participants, consisting of ninth graders, played the game until they all reached the third level to ensure that they have the same gaming ability prior to gaming for the study. Three meta-cognitive strategies were developed: self-recording, modeling and thinking aloud. Those strategies are specially related to gaming activities and applied in pre-gaming activities, gaming activities, and post-gaming activities. Three meta-cognitive strategies were set as independent variables. The social problem solving ability was set as a mediating variable, and academic achievement and scores in the game were chosen as dependent variables. The path between meta-cognitive strategies and both academic achievement and game performance by mediating social problem solving abilities were discovered. The social problem solving ability, which is the mediating variable, affects the academic achievement and the game performance very strongly. These results imply that a commercial game playing in conjunction with meta-cognitive strategies can be an effective way to increase students' performance both in learning and gaming by keeping them involved. Talking and observation activities such as thinking aloud and modeling are more effective than writing activities in enhancing the students' achievements both in learning and gaming.

409 citations


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Performance
Metrics
No. of papers in the topic in previous years
YearPapers
20241
2023760
20221,530
20211,695
20202,633
20192,737