Academic achievement

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Academic achievement or academic performance is the extent to which a student, teacher or institution has attained their short or long-term educational goals. Completion of educational benchmarks such as secondary school diplomas and bachelor's degrees represent academic achievement.

Contents

Academic achievement is commonly measured through examinations or continuous assessments but there is no general agreement on how it is best evaluated or which aspects are most important—procedural knowledge such as skills or declarative knowledge such as facts. [1] Furthermore, there are inconclusive results over which individual factors successfully predict academic performance, elements such as test anxiety, environment, motivation, and emotions require consideration when developing models of school achievement. [2]

In California, the achievement of schools is measured by the Academic Performance Index. [3] [4]

Academic achievement is sometimes called educational excellence. [5]

Factors influencing academic achievement

Individual differences influencing academic performance

Individual differences in academic performance have been linked to differences in intelligence and personality. [6] Students with higher mental ability as demonstrated by IQ tests and those who are higher in conscientiousness (linked to effort and achievement motivation) tend to achieve highly in academic settings. A recent meta-analysis suggested that mental curiosity (as measured by typical intellectual engagement) has an important influence on academic achievement in addition to intelligence and conscientiousness. [6]

Children's semi-structured home learning environment transitions into a more structured learning environment when children start first grade. Early academic achievement enhances later academic achievement. [7]

Chart of comparative performance in GCSE results Bishop Auckland GCSE results.png
Chart of comparative performance in GCSE results

Parent's academic socialization is a term describing the way parents influence students' academic achievement by shaping students' skills, behaviors and attitudes towards school. [8] Parents influence students through the environment and discourse parents have with their children. [8] Academic socialization can be influenced by parents' socio-economic status. Highly educated parents tend to have more stimulating learning environments. [8] Further, recent research indicates that the relationship quality with parents will influence the development of academic self-efficacy among adolescent-aged children, which will in turn affect their academic performance. [9]

Children's first few years of life are crucial to the development of language and social skills. School preparedness in these areas help students adjust to academic expectancies. [10] The significance of social relationships in educational contexts is widely recognized, particularly in how these relationships influence learning and academic performance. Notably, the characteristic of reciprocity within social relationships among children has been associated with enhanced academic performance. [11]

Studies have shown that physical activity can increase neural activity in the brain, specifically increasing executive brain functions such as attention span and working memory; [12] and improve academic performance in both elementary school children [13] and college freshmen. [14]

Non-cognitive factors

Non-cognitive factors or skills, are a set of "attitudes, behaviors, and strategies" that promotes academic and professional success, [15] such as academic self-efficacy, self-control, motivation, expectancy and goal setting theories, emotional intelligence, and determination. To create attention on factors other than those measured by cognitive test scores sociologists Bowles & Gintis coined the term in the 1970s. The term serves as a distinction of cognitive factors, which are measured by teachers through tests and quizzes. Non-cognitive skills are increasingly gaining popularity because they provide a better explanation for academic and professional outcomes. [16]

Motivation

Motivation  is the reasoning behind an individual's actions. Research has found that students with higher academic performance, motivation and persistence use intrinsic goals rather than extrinsic ones. [15] Furthermore, students who are motivated to improve upon their previous or upcoming performance tend to perform better academically than peers with lower motivation. [17] In other words, students with higher need for achievement have greater academic performance.[ citation needed ]

Self-control

Self-control, in the academic setting, is related self-discipline, self-regulation, delay of gratification and impulse control. Baumeister, Vohs, and Tice defined self-control as "the capacity for altering one's own responses, especially to bring them into line with standards such as ideals, values, morals, and social expectations, and to support the attainment of long-term goals." [18] In other words, self-control is the ability to prioritize long-term goals over the temptation of short-term impulses. Self-control is usually measured through self completed questionnaires. Researchers often use the Self-Control Scale developed by Tangney, Baumeister, & Boone in 2004.

Through a longitudinal study of the marshmallow test, researchers found a relationship between the time spent waiting for the second marshmallow and higher academic achievement. However, this finding only applied for participants who had the marshmallow in plain sight and were placed without any distraction tactics. [15]

High locus of control, where an individual attributes success to personal decision making and positive behaviors such as discipline, is a ramification of self-control. High locus of control has been found to have a positive predictive relationship with high collegiate GPA. [19]

Family structure

Family structure and involvement play a vital role in a child's education. There are multiple types of family structures. [20] These family structures contribute in varying ways to a child's academic performance. Factors of the family structure that can influence the child include pressure from parents, parents' marital status, and family socioeconomic status. [21] [22] [23]

Family Socio-economic Status

There are different types of socioeconomic stresses related to academics based on your family's income. The more affluent children tend to face problems such as symptoms of anxiety, increased normalization of substance abuse, and symptoms of depression as early as middle school. [24] High-achieving students from this background tend to also face pressures from parents as well as society, which generally fails to account for their health and well-being. [21] These conditions make learning and academic success more difficult, especially in post-secondary schooling. [25]

The more economically disadvantaged tend to struggle to attain academic success due to problems with money and the culture around it. [26] Though there is not one reason students perform worse on standardized measures of academic progress or success, such as the SAT and ACT, low-income students and districts perform worse on these tests. [26] Some challenge whether the tests and metrics that measure academic success are fair. [27]

Extracurricular activities

Organized extracurricular activities or cultural activities have yielded a positive relationship with high academic performance [28] [29] including increasing attendance rates, school engagement, GPA, postsecondary education, as well as a decrease in drop out rates and depression. [30] Additionally, positive developmental outcomes have been found in youth that engage in organized extracurricular activities. [31] High school athletics have been linked with strong academic performance, particularly among urban youth. [32] However, involvement in athletics has been linked to increased alcohol consumption and abuse for high school students along with increased truancy. [33]

While research suggests that there is a positive link between academic performance and participation in extracurricular activities, the practice behind this relationship is not always clear. Moreover, there are many unrelated factors that influence the relationship between academic achievement and participation in extracurricular activities. [34] These variables include: civic engagement, identity development, positive social relationships and behaviors, and mental health. [34] In other research on youth, it was reported that positive social support and development, which can be acquired through organized after school activities is beneficial for achieving academic success. [35] In terms of academic performance there are a whole other group of variables to consider. Some of these variables include: demographic and familial influences, individual characteristics, and program resources and content. [34] For example, socio-economic status has been found to plays a role in the number of students participating in extracurricular activities. [36] Furthermore, it is suggested that the peer relationships and support that develop in extracurricular activities often affect how individuals perform in school. [35] With all these variables to consider it is important to create a better understanding how academic achievement can be seen in both a negative and positive light.

In conclusion, most research suggests that extracurricular activities are positively correlated to academic achievement. [34] It has been mentioned that more research could be conducted to better understand the direction of this relationship. [35] Together this information can give us a better understand the exact aspects to consider when considering the impact that participation in extracurricular activities can have on academic achievement.

Successful educational actions

There are experiences analysed by research projects that show how the incorporation of Successful Educational Actions (SEAs) in schools with high absenteeism are contributing to the improvement of academic achievement. [37] [38] [39]

See also

Related Research Articles

Educational psychology is the branch of psychology concerned with the scientific study of human learning. The study of learning processes, from both cognitive and behavioral perspectives, allows researchers to understand individual differences in intelligence, cognitive development, affect, motivation, self-regulation, and self-concept, as well as their role in learning. The field of educational psychology relies heavily on quantitative methods, including testing and measurement, to enhance educational activities related to instructional design, classroom management, and assessment, which serve to facilitate learning processes in various educational settings across the lifespan.

<span class="mw-page-title-main">Procrastination</span> Avoidance of doing a task that needs to be accomplished by a certain deadline

Procrastination is the act of unnecessarily delaying or postponing something despite knowing that there could be negative consequences for doing so. It is a common human experience involving delays in everyday chores or even putting off tasks such as attending an appointment, submitting a job report or academic assignment, or broaching a stressful issue with a partner. It is often perceived as a negative trait due to its hindering effect on one's productivity, associated with depression, low self-esteem, guilt, and feelings of inadequacy. However, it can also be considered a wise response to certain demands that could present risky or negative outcomes or require waiting for new information to arrive.

Human intelligence is the intellectual capability of humans, which is marked by complex cognitive feats and high levels of motivation and self-awareness. Using their intelligence, humans are able to learn, form concepts, understand, and apply logic and reason. Human intelligence is also thought to encompass their capacities to recognize patterns, plan, innovate, solve problems, make decisions, retain information, and use language to communicate.

<span class="mw-page-title-main">Peer group</span> Primary group of people with similar interests, age, background, or social status

In sociology, a peer group is both a social group and a primary group of people who have similar interests (homophily), age, background, or social status. Members of peer groups are likely to influence each others' beliefs and behaviour.

In the psychology of self, one's self-concept is a collection of beliefs about oneself. Generally, self-concept embodies the answer to the question "Who am I?".

<span class="mw-page-title-main">Extracurricular activity</span> Activity outside regular education

An extracurricular activity (ECA) or extra academic activity (EAA) or cultural activities is an activity, performed by students, that falls outside the realm of the normal curriculum of school, college or university education. Such activities are generally voluntary (as opposed to mandatory), social, philanthropic, and often involve others of the same age. Students and staff direct these activities under faculty sponsorship, although student-led initiatives, such as independent newspapers, are very common. However, sometimes the school principals and teachers also bring in these activities in the school among the students.

In psychology, self-efficacy is an individual's belief in their capacity to act in the ways necessary to reach specific goals. The concept was originally proposed by the psychologist Albert Bandura in 1977.

Self-determination theory (SDT) is a macro theory of human motivation and personality that concerns people's innate growth tendencies and innate psychological needs. It pertains to the motivation behind people's choices in the absence of external influences and distractions. SDT focuses on the degree to which human behavior is self-motivated and self-determined.

Confidence is the feeling of belief or trust that a person or thing is reliable. Self-confidence is trust in oneself. Self-confidence involves a positive belief that one can generally accomplish what one wishes to do in the future. Self-confidence is not the same as self-esteem, which is an evaluation of one's worth. Self-confidence is related to self-efficacy—belief in one's ability to accomplish a specific task or goal. Confidence can be a self-fulfilling prophecy, as those without it may fail because they lack it, and those with it may succeed because they have it rather than because of an innate ability or skill.

Test anxiety is a combination of physiological over-arousal, tension and somatic symptoms, along with worry, dread, fear of failure, and catastrophizing, that occur before or during test situations. It is a psychological condition in which people experience extreme stress, anxiety, and discomfort during and/or before taking a test. This anxiety creates significant barriers to learning and performance. Research suggests that high levels of emotional distress have a direct correlation to reduced academic performance and higher overall student drop-out rates. Test anxiety can have broader consequences, negatively affecting a student's social, emotional and behavioural development, as well as their feelings about themselves and school.

<span class="mw-page-title-main">Learning disability</span> Range of neurodevelopmental conditions

Learning disability, learning disorder, or learning difficulty is a condition in the brain that causes difficulties comprehending or processing information and can be caused by several different factors. Given the "difficulty learning in a typical manner", this does not exclude the ability to learn in a different manner. Therefore, some people can be more accurately described as having a "learning difference", thus avoiding any misconception of being disabled with a possible lack of an ability to learn and possible negative stereotyping. In the United Kingdom, the term "learning disability" generally refers to an intellectual disability, while conditions such as dyslexia and dyspraxia are usually referred to as "learning difficulties".

Student engagement occurs when "students make a psychological investment in learning. They try hard to learn what school offers. They take pride not simply in earning the formal indicators of success, but in understanding the material and incorporating or internalizing it in their lives."

<span class="mw-page-title-main">Socioeconomic status</span> Economic and social measure of a persons affluence and/or influence

Socioeconomic status (SES) is an economic and sociological combined total measure of a person's work experience and of an individual's or family's access to economic resources and social position in relation to others. When analyzing a family's SES, the household income and the education and occupations of its members are examined, whereas for an individual's SES only their own attributes are assessed. Recently, research has revealed a lesser-recognized attribute of SES as perceived financial stress, as it defines the "balance between income and necessary expenses". Perceived financial stress can be tested by deciphering whether a person at the end of each month has more than enough, just enough, or not enough money or resources. However, SES is more commonly used to depict an economic difference in society as a whole.

After-school activities, also known as after-school programs or after-school care, started in the early 1900s mainly just as supervision of students after the final school bell. Today, after-school programs do much more. There is a focus on helping students with school work but can be beneficial to students in other ways. An after-school program, today, will not limit its focus on academics but with a holistic sense of helping the student population. An after-school activity is any organized program that youth or adult learner voluntary can participate in outside of the traditional school day. Some programs are run by a primary or secondary school, while others are run by externally funded non-profit or commercial organizations. After-school youth programs can occur inside a school building or elsewhere in the community, for instance at a community center, church, library, or park. After-school activities are a cornerstone of concerted cultivation, which is a style of parenting that emphasizes children gaining leadership experience and social skills through participating in organized activities. Such children are believed by proponents to be more successful in later life, while others consider too many activities to indicate overparenting. While some research has shown that structured after-school programs can lead to better test scores, improved homework completion, and higher grades, further research has questioned the effectiveness of after-school programs at improving youth outcomes such as externalizing behavior and school attendance. Additionally, certain activities or programs have made strides in closing the achievement gap, or the gap in academic performance between white students and students of color as measured by standardized tests. Though the existence of after-school activities is relatively universal, different countries implement after-school activities differently, causing after-school activities to vary on a global scale.

<span class="mw-page-title-main">Belongingness</span> Human emotional need

Belongingness is the human emotional need to be an accepted member of a group. Whether it is family, friends, co-workers, a religion, or something else, some people tend to have an 'inherent' desire to belong and be an important part of something greater than themselves. This implies a relationship that is greater than simple acquaintance or familiarity.

Goal orientation, or achievement orientation, is an "individual disposition towards developing or validating one's ability in achievement settings". In general, an individual can be said to be mastery or performance oriented, based on whether one's goal is to develop one's ability or to demonstrate one's ability, respectively. A mastery orientation is also sometimes referred to as a learning orientation.

The racial achievement gap in the United States refers to disparities in educational achievement between differing ethnic/racial groups. It manifests itself in a variety of ways: African-American and Hispanic students are more likely to earn lower grades, score lower on standardized tests, drop out of high school, and they are less likely to enter and complete college than whites, while whites score lower than Asian Americans.

In psychology and related fields, future orientation is broadly defined as the extent to which an individual thinks about the future, anticipates future consequences, and plans ahead before acting. Across development, future orientation is particularly important during periods of major changes, for example during the transition from adolescence to adulthood, when youth must make choices about social groups, academic paths, as well as risky behaviors like drug and alcohol use, and sexual activity. Several models have been developed to describe the various factors that combine to impact future orientation.

School climate refers to the quality and character of school life. It has been described as "the heart and soul of the school ... that essence of a school that leads a child, a teacher, and an administrator to love the school and to look forward to being there each school day." A positive school climate helps people feel socially, emotionally and physically safe in schools. It includes students', parents' and school personnel's norms, beliefs, relationships, teaching and learning practices, as well as organizational and structural features of the school. According to the National School Climate Council, a sustainable, positive school climate promotes students' academic and social emotional development.

<span class="mw-page-title-main">School belonging</span> Term

The most commonly used definition of school belonging comes from a 1993 academic article by researchers Carol Goodenow and Kathleen Grady, who describe school belonging as "the extent to which students feel personally accepted, respected, included, and supported by others in the school social environment." The construct of school belonging involves feeling connected with and attached to one's school. It also encompasses involvement and affiliation with one's school community. Conversely, students who do not feel a strong sense of belonging within their school environment are frequently described as being alienated or disaffected. There are a number of terms within educational research that are used interchangeably with school belonging, including school connectedness, school attachment, and school engagement.

References

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