Non-intellectual Correlates of Academic Achievement PDF Download
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Author: Baidyanath Kumar Singh
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 154
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Book Description
Author: Baidyanath Kumar Singh
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 154
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Book Description
Author: Laurie Sue Smith
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 496
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Author: Myla Jean Martin
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 192
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Book Description
Author: Ucharan Deka
Publisher: Northern Book Centre
ISBN: 9788172110505
Category : Academic achievement
Languages : en
Pages : 208
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Book Description
In academic achievement nature and nurture play a combined role. Nature implies certain innate or inherited factors such as intelligence, potentiality and personality while nurture contributing such things as may be found in homes, school, neighbourhood and the wider society. To ascertain the relative importance of nature and nurture is an arduos task. It endeavours to pinpoint such important factors as would give the reader a better understanding and insight into school success and failure.
Author: Beverlee Gibbs
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 388
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Author: Edward Caldwell
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 136
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Author: John Paul McQuary
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 292
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Author: Educational Resources Information Center (U.S.)
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 342
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Author: Samuel T. Beasley
Publisher:
ISBN:
Category :
Languages : en
Pages : 458
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Book Description
This study explores how perceptions of the university environment, cultural congruity, student-faculty interactions, racial identity and resilience affect academic outcomes among Black collegians attending historically White postsecondary institutions. Prior scholarship has traditionally focused on standardized measures when assessing academic outcomes among Black college students. In contrast, contextual variables have been given minimal scholarly attention. Using Pearson's correlations and hierarchical multiple regression, this study examines how perceptions of the university environment, cultural congruity, student-faculty interactions, racial identity and resilience influence academic achievement and academic self-concept among Black college students. The sample consisted of 253 Black college students (88 men, 165 women) recruited from historically White postsecondary institutions. Results revealed academic self-concept, resilience (via academic engagement) and racial centrality were significantly correlated with cumulative GPA. Using hierarchical multiple regression, academic engagement and racial centrality predicted a small but significant increase in variance of cumulative GPA above and beyond academic self-concept. Additionally, correlational analyses revealed psychosociocultural influences, student-faculty interactions, and resilience were significantly correlated with academic self-concept. Hierarchical multiple regression found that racial identity, psychosociocultural influences, student-faculty interactions and resilience each accounted for significant variance in explaining academic self-concept. These findings suggest the need to begin developing a more integrated model that incorporates how race (racial centrality), space (perceptions of the university environment, student-faculty interactions), place (cultural congruity) and pace (resilience via academic and social engagement) influence the outcomes of Black collegians attending historically White educational institutions. Implications of these findings for university faculty, student affairs professionals and mental health professionals are identified.
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Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 690
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