Author: David Michael Hamel
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 80
Book Description
A Correlational Study of Self-concept, Intelligence, and Academic Achievement
Author: David Michael Hamel
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 80
Book Description
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 80
Book Description
A Correlational Study of the Relationship Beween Self-concept, Intelligence, and Academic Achievement in Eighth Grade Students
Author: Garry Edward Hornback
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 110
Book Description
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 110
Book Description
Correlation Study of Self-concept, Motivation, Academic Achievement, and Intelligence of 114 Fifth and Sixth Level Students
Author: Marilyn J. Koeller
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 132
Book Description
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 132
Book Description
The relationship between emotional intelligence, locus of control, self-esteem, test anxiety and academic achievement of Bahir Dar university students
Author: Moges Gebresellassie
Publisher: GRIN Verlag
ISBN: 3346101614
Category : Psychology
Languages : en
Pages : 83
Book Description
Master's Thesis from the year 2014 in the subject Psychology - Cognition, grade: good or B+, Bahir Dar University (Faculty of education and behavioral science), course: Educational psychology, language: English, abstract: The purpose of this study was to investigate the relationship between Emotional intelligence, locus of control, self-esteem, test anxiety and academic achievement among Bahir Dar university students. A total of 89 3rd year Educational and Behavioral science students were selected using convenience sampling method. To collect data four questionnaires (EI, LC, SE and TA) and document analysis for AA were employed. One sample t-test, Pearson correlation, independent t-test and multiple regressions were used to analyze the data. The result of one sample t-test shows that students have better level of EI. The level of students LC is slightly internal as a group. Students had significantly high level of self-esteem and students have low test anxiety level. The study revealed that positive and significant relationship between EI and AA, EI and SE, EI and ILC, in contrast EI and ELC, EI and TA shows negative relationship. All EI dimensions show a positive significant relationship with AA. The independent sample t-test revealed that there was significance difference between male and female students in EI. Meaning males have higher score than females. There was statistically significant mean difference between male and female students. Female students have high level test anxiety than male students. Females are more external in locus of control than males. There is no mean difference between male students in AA and SE. regression analysis shows that LC, SE and TA predict academic achievement. On the other hand, the effects of emotional intelligence on academic achievement were found not statistically significant. Furthermore, the effect of LC and TA on AA found to be negative.
Publisher: GRIN Verlag
ISBN: 3346101614
Category : Psychology
Languages : en
Pages : 83
Book Description
Master's Thesis from the year 2014 in the subject Psychology - Cognition, grade: good or B+, Bahir Dar University (Faculty of education and behavioral science), course: Educational psychology, language: English, abstract: The purpose of this study was to investigate the relationship between Emotional intelligence, locus of control, self-esteem, test anxiety and academic achievement among Bahir Dar university students. A total of 89 3rd year Educational and Behavioral science students were selected using convenience sampling method. To collect data four questionnaires (EI, LC, SE and TA) and document analysis for AA were employed. One sample t-test, Pearson correlation, independent t-test and multiple regressions were used to analyze the data. The result of one sample t-test shows that students have better level of EI. The level of students LC is slightly internal as a group. Students had significantly high level of self-esteem and students have low test anxiety level. The study revealed that positive and significant relationship between EI and AA, EI and SE, EI and ILC, in contrast EI and ELC, EI and TA shows negative relationship. All EI dimensions show a positive significant relationship with AA. The independent sample t-test revealed that there was significance difference between male and female students in EI. Meaning males have higher score than females. There was statistically significant mean difference between male and female students. Female students have high level test anxiety than male students. Females are more external in locus of control than males. There is no mean difference between male students in AA and SE. regression analysis shows that LC, SE and TA predict academic achievement. On the other hand, the effects of emotional intelligence on academic achievement were found not statistically significant. Furthermore, the effect of LC and TA on AA found to be negative.
A Correlational Study of Students' Self-concept with Academic Achievement and Sociometric Status
Author: Carlotta Jean Schmidt
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 144
Book Description
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 144
Book Description
A Correlational Study of Self-concept and Educational Achievement in Junior High School
Author: John R. Sherman
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 66
Book Description
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 66
Book Description
A Correlational Study Between Self-concept and Academic Achievement of College Freshmen and Seniors
Author: Mohammad Amin Fekrat
Publisher:
ISBN:
Category :
Languages : en
Pages : 100
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages : 100
Book Description
Academic Self-concept and Achievement
Author: Nan Turner MacDonald
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 394
Book Description
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 394
Book Description
Self-concept Theory
Author: Louise Kathleen Taylor
Publisher:
ISBN:
Category : Educational psychology
Languages : en
Pages : 174
Book Description
Publisher:
ISBN:
Category : Educational psychology
Languages : en
Pages : 174
Book Description
The Factors Effecting Student Achievement
Author: Engin Karadağ
Publisher: Springer
ISBN: 3319560832
Category : Education
Languages : en
Pages : 333
Book Description
This book focuses on the effect of psychological, social and demographic variables on student achievement and summarizes the current research findings in the field. It addresses the need for inclusive and interpretive studies in the field in order to interpret student achievement literature and suggests new pathways for further studies. Appropriately, a meta-analysis approach is used by the contributors to show the big picture to the researchers by analyzing and combining the findings from different independent studies. In particular, the authors compile various studies examining the relationship between student achievement and 21 psychological, social and demographic variables separately. The philosophy behind this book is to direct future research and practices rather than addressing the limits of current studies.
Publisher: Springer
ISBN: 3319560832
Category : Education
Languages : en
Pages : 333
Book Description
This book focuses on the effect of psychological, social and demographic variables on student achievement and summarizes the current research findings in the field. It addresses the need for inclusive and interpretive studies in the field in order to interpret student achievement literature and suggests new pathways for further studies. Appropriately, a meta-analysis approach is used by the contributors to show the big picture to the researchers by analyzing and combining the findings from different independent studies. In particular, the authors compile various studies examining the relationship between student achievement and 21 psychological, social and demographic variables separately. The philosophy behind this book is to direct future research and practices rather than addressing the limits of current studies.