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.

Using research on employees' performance to study the effects of teachers on students' achievement?

Abstract: The study reported here used general ideas about employees' performance to develop and test a model of teachers' effects on students' achievement in mathematics using data from the longitudinal files of the National Education Longitudinal Study of 1988 (NELS:88). A general model of employees' performance suggests that the effects of teachers on students' achievement can be explained by three general classes of variables : teachers' ability, motivation and work situation. This article discusses how these general classes of variables can be operationalized in the NELS:88 data set and presents estimates of models of the combined effects of these classes of variables on students' achievement. The analyses revealed that teachers' knowledge of subject matter and expectancy motivation have direct effects on students' achievement in mathematics and that the size of these effects depends on the average levels of ability of students in a school

Relationships between five after-school activities and academic achievement.

Abstract: Four hundred twenty-four students in Grades 6 through 12 and 1 parent of each completed a questionnaire concerning student participation in 5 types of after-school activities: homework, television viewing, extracurricular activities, other types of structured after-school groups, and jobs. Student standardized achievement test scores and class grades were also obtained. After-school activities contributed significantly to the prediction of achievement even after the student's gender, grade level, ethnicity, free-lunch eligibility, and level of adult supervision after school were statistically controlled. Generally, more time in extracurricular activities and other structured groups and less time in jobs and television viewing were associated with higher test scores and class grades. More time on homework was associated with better grades. The joint effects of all 5 after-school activities nearly doubled the predictive ability of any single activity.

The Hungry Mind: Intellectual Curiosity Is the Third Pillar of Academic Performance

Abstract: Over the past century, academic performance has become the gatekeeper to institutions of higher education, shaping career paths and individual life trajectories. Accordingly, much psychological research has focused on identifying predictors of academic performance, with intelligence and effort emerging as core determinants. In this article, we propose expanding on the traditional set of predictors by adding a third agency: intellectual curiosity. A series of path models based on a meta-analytically derived correlation matrix showed that (a) intelligence is the single most powerful predictor of academic performance; (b) the effects of intelligence on academic performance are not mediated by personality traits; (c) intelligence, Conscientiousness (as marker of effort), and Typical Intellectual Engagement (as marker of intellectual curiosity) are direct, correlated predictors of academic performance; and (d) the additive predictive effect of the personality traits of intellectual curiosity and effort rival that the influence of intelligence. Our results highlight that a “hungry mind” is a core determinant of individual differences in academic achievement.