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.

Adjustment to College as Measured by the Student Adaptation to College Questionnaire: A Quantitative Review of its Structure and Relationships with Correlates and Consequences

Abstract: This paper presents a meta-analytic review (k = 237, N = 44,668) of the adjustment to college literature. The review, based on studies using the Student Adaptation to College Questionnaire, is organized around three primary themes: (1) the structure of students’ adjustment to college, (2) the relationship of adjustment to college constructs with possible antecedents and correlates, and (3) the relationship of adjustment to college constructs with college grades and college retention. Meta-analytic results indicate that adjustment to college is multidimensional, predictive of college grades, and an unusually good predictor of college retention. Adjustment to college is also shown to be moderately related to individual traits, social support, and students’ relationships with their parents. Weaker relationships are evident with demographic variables, prior achievement, coping approaches, and variables that reflect students’ psychological independence from their parents. Theoretical and practical implications for the study of students’ adjustment to college, academic performance, and retention are discussed.

Relations between student learning patterns and personal and contextual factors and academic performance

Abstract: This study was aimed at clarifying relations between the way students learn and personal, contextual and performance variables. Students from seven different academic disciplines completed the Inventory of Learning Styles (ILS). Besides, data about their age, gender, academic discipline, prior education and exam performance were gathered. Regression and correlations analyses were used to analyse the data. The results showed that students’ learning patterns were indeed associated with personal and contextual factors such as academic discipline, prior education, age and gender, but that the different learning patterns had different sources. Second, students’ learning patterns proved to explain an important part of the variance in their academic performance. However, the results also revealed that exams as usually used in the first years of higher education hardly capitalise on students’ use of critical, analytical and concrete processing strategies.

Predictors of Academic Self-Handicapping and Achievement: Examining Achievement Goals, Classroom Goal Structures, and Culture.

Abstract: The purposes of this study were to examine the predictors and achievement consequences of academic self-handicapping and to explore cultural variations in the pursuit and effects of performance goals and perceived classroom performance goal structures. Data were collected in 2 consecutive academic years from a diverse sample of high school students (N = 675). Performance-avoidance and classroom performance goal structure were positively associated with self-handicapping, whereas performance-approach goals negatively predicted handicapping. Self-handicapping was negatively associated with achievement in English. Cultural differences in the effects of performance goals on achievement and in the effects of classroom performance goal structure on the subsequent adoption of personal performance goals were found. Implications for efforts to alter classroom goal structures are discussed.

Defining Student Engagement

Abstract: Few terms in the lexicon of higher education today are invoked more frequently, and in more varied ways, than engagement. None (except perhaps “funding”) is employed more often to describe what ins...