A Correlational Study of Self-concept, Intelligence, and Academic Achievement PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download A Correlational Study of Self-concept, Intelligence, and Academic Achievement PDF full book. Access full book title A Correlational Study of Self-concept, Intelligence, and Academic Achievement by David Michael Hamel. Download full books in PDF and EPUB format.
Author: David Michael Hamel
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 80
Get Book Here
Book Description
Author: David Michael Hamel
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 80
Get Book Here
Book Description
Author: Garry Edward Hornback
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 110
Get Book Here
Book Description
Author: Marilyn J. Koeller
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 132
Get Book Here
Book Description
Author: Moges Gebresellassie
Publisher: GRIN Verlag
ISBN: 3346101614
Category : Psychology
Languages : en
Pages : 83
Get Book Here
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.
Author: Carlotta Jean Schmidt
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 144
Get Book Here
Book Description
Author: John R. Sherman
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 66
Get Book Here
Book Description
Author: Mohammad Amin Fekrat
Publisher:
ISBN:
Category :
Languages : en
Pages : 100
Get Book Here
Book Description
Author: Nan Turner MacDonald
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 394
Get Book Here
Book Description
Author: Louise Kathleen Taylor
Publisher:
ISBN:
Category : Educational psychology
Languages : en
Pages : 174
Get Book Here
Book Description
Author: Engin Karadağ
Publisher: Springer
ISBN: 3319560832
Category : Education
Languages : en
Pages : 333
Get Book Here
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.
