Motivational and self-regulated learning components of classroom academic performance.

A reciprocity study examined relationships between psychological feature orientation, self-regulated learning, and room tutorial performance for 173 seventh graders from eight science and 7 English categories. A self-report live of student self-efficacy, intrinsic worth, check anxiety, self-regulation, and use of learning ways was administered, and performance knowledge were obtained from work on room assignments. Self-efficacy and intrinsic worth were absolutely associated with psychological feature engagement and performance. Regression analyses unconcealed that, reckoning on the result live, self-regulation, self-efficacy, and check anxiety emerged because the best predictors of performance. Intrinsic worth failed to have an instantaneous influence on performance however was powerfully associated with self-regulation and psychological feature strategy use, in spite of previous action level. The implications of individual variations in psychological feature orientation for psychological feature engagement and self-regulation within the room area unit mentioned. (PsycINFO information Record (c) 2016 APA, all rights reserved). [1]

Facebook® and academic performance

There is a lot of speak a amendment in fashionable youth – typically observed as digital natives or Homo Zappiens – with relevancy their ability to at the same time method multiple channels of data. In alternative words, youngsters nowadays will multitask. sadly for proponents of this position, there’s a lot of empirical documentation regarding the negative effects of trying to at the same time method completely different streams of data showing that such behavior ends up in each accrued study time to realize learning parity and a rise in mistakes whereas process information than those that are consecutive or serially processing that very same information. this text presents the preliminary results of a descriptive and reconnoitring study involving Facebook use, typically dispensed at the same time with alternative study activities, and its relevancy tutorial performance as measured by self-reported mark Average (GPA) and hours spent learning per week. Results show that Facebook® users according having lower GPAs and pay fewer hours per week learning than nonusers. [2]

Self-Discipline Outdoes IQ in Predicting Academic Performance of Adolescents

In a longitudinal study of a hundred and forty eighth-grade students, self-discipline measured by self-report, parent report, teacher report, and financial selection questionnaires within the fall foretold final grades, college attending, standardized achievement-test scores, and choice into a competitive highschool program the subsequent spring. in an exceedingly replication with 164 eighth graders, a behavioural delay-of-gratification task, a form on study habits, and a group-administered test were else. Self-discipline measured within the fall accounted for quite double the maximum amount variance as ratio in final grades, highschool choice, college attending, hours spent doing school assignment, hours spent observance tv (inversely), and also the time of day students began their school assignment. The impact of self-discipline on final grades command even once dominant for first-marking-period grades, achievement-test scores, and measured ratio. These findings recommend a serious reason for college kids falling in need of their intellectual potential: their failure to exercise self-discipline. [3]

Leisure-Time Physical Activity and Academic Performance: Cross-Lagged Associations from Adolescence to Young Adulthood

Physical activity and educational performance ar completely associated, however the direction of the association is poorly understood. This longitudinal study examined the direction and magnitude of the associations between leisure-time physical activity and educational performance throughout adolescence and young adulthood. The participants were Finnish twins (from a pair of,859 to 4,190 individuals/study wave) and their families. during a cross-lagged path model, higher educational performance at ages twelve, fourteen and seventeen foreseen higher leisure-time physical activity at ensuant time-points (standardized path constant at age 14: zero.07 (p < 0.001), age 17: 0.12 (p < 0.001) and age 24: zero.06 (p < 0.05)), whereas physical activity failed to predict future educational performance. A cross-lagged model of co-twin variations advised that educational performance and ensuant physical activity weren’t associated thanks to the environmental factors shared by co-twins. Our findings recommend that higher educational performance in adolescence with modesty predicts additional frequent leisure-time physical activity in late adolescence and young adulthood. [4]

Stressors in First Year Medical Students and Its Relation to Academic Performance

Aims: Objectives area unit to seek out out the prevalence of educational connected stress in freshman medical students of state Medical school, Kollam and to seek out out the relation if any, between stress and educational performance.

Study Design: Cross-sectional study.

Place and length of Study: Government Medical school, Kollam, for a amount of three months ranging from Nov 2017 to Gregorian calendar month 2018.

Methodology: Medical students’ agent form was given to freshman MBBS students one week once completion of a primary sessional examination. knowledge analysed on stress score and relevance marks of every student.

Results: Out of a hundred students, eighty eight students gave back the finished form within the given stipulated time, with a response rate of half a mile. everybody was having stress with eleven.4% having gentle to moderate stress and rest eighty eight.6% having severe stress. There was no relation between stress and educational performance.

Conclusion: Prevalence of stress in freshman medical students is incredibly high, with a major range having a high level of stress. There was no statistically important association between stress and educational performance.  [5]

Reference

[1] Pintrich, P.R. and De Groot, E.V., 1990. Motivational and self-regulated learning components of classroom academic performance. Journal of educational psychology, 82(1), p.33. (Web Link)

[2] Kirschner, P.A. and Karpinski, A.C., 2010. Facebook® and academic performance. Computers in human behavior, 26(6), pp.1237-1245. (Web Link)

[3] Duckworth, A.L. and Seligman, M.E., 2005. Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological science, 16(12), pp.939-944. (Web Link)

[4] Leisure-Time Physical Activity and Academic Performance: Cross-Lagged Associations from Adolescence to Young Adulthood

Sari Aaltonen, Antti Latvala, Richard J. Rose, Urho M. Kujala, Jaakko Kaprio & Karri Silventoinen

Scientific Reports volume 6, Article number: 39215 (2016) (Web Link)

[5] Sujatha, S. and G. Venugopalan, P. (2018) “Stressors in First Year Medical Students and Its Relation to Academic Performance”, Asian Journal of Medicine and Health, 12(2), pp. 1-6. doi: 10.9734/AJMAH/2018/42673. (Web Link)