relationship with learning, which results in better achievement. Therefore, it can be concluded that study habits play a pivotal role in determining pupils’ academic achievement. Study Habits - A Long Term Process Education is not received, but achieved and so are study habits. Good study habits are to be achieved by an individual in his academic period for a bright future. Developing good study habits insure a good chance for school success.
Finally, self-efficacy strength in academics is measured by degrees of certainty that one can perform given tasks (Zimmerman, 1995). According to (Bandura , 1997), performance successes generally strengthen efficacy beliefs and repeated performance failures weaken them, particularly if the failures occur early in the course of events and do not reflect lack of effort or adverse external circumstances. A small performance success that persuades individuals they have what it takes to succeed will often enable them to achieve higher accomplishments and to succeed at new activities or in new settings (Bandura, 1997; Williams & Zane, 1989). But performance alone does not
Very few researches have been done on active and passive procrastination in relation to psychological well-being and therefore this research provides the readers a different aspect altogether. Both types of procrastination are different and have different effects, and through this research people will realize which procrastination they are engaging in and which is better for them. The results prove that procrastination is not necessarily dysfunctional and non-productive, it can be viewed in some circumstances as a way of prioritizing tasks. This is especially relevant for students since they can increase their productivity by participating in active procrastination rather than passive
Bandura (1997) emphasized that self-efficacy is not a general quality possessed by individuals, but rather specific beliefs an individual may have around particular tasks or behaviors. For example, an individual with higher social self-efficacy is said to have greater confidence in his or her ability to interact with others socially. In the academic context, students’ beliefs about their abilities to achieve academic tasks successfully, i.e. their academic self-efficacy beliefs are strong predictors of their ability to successfully carry out those tasks (e.g. Bandura, 1997; Skaalvik & Skaalvik, 2008).
However, there is a lack of adequate research addressing the role of personality as a predictor of achievement. The purpose of this study is to examine the impact of personality type on the academic performance of students in higher education. Comparisons of faculty and student viewpoints reveal that lectures of lower participation classes have much more positive perceptions of their classes than do their
McClelland, (1985): Morgan (1986) and Lovells’ (1982) studies revealed that academic performance of students is a function of achievement motivation, with students high in achievement motivation out-performing those with low achievement motivation. Academic Performance: A Function of Achievement Motivation Among Education Students of Cross River University of Technology, Calabar 69 RHEA, vol.4, 63-83 However, Rosen (1991) reported no significant relationship between academic achievement motivation and subjects’ academic performance. On social achievement motivation and academic performance, several studies showed that the students’ social ranking positively correlates with the students’ academic performance,. (Elkins, 1958): Crow and Crow, 1993: Ezewu, (1978) in Ethothi (2002). Social position in the class is significantly correlated with academic achievement, implying that a student who is liked by his course-mates performs better than those not liked (Ezewu, 1978).
Indeed this is portrayed in the NECTA results of those schools like school A and B who mentioned that they use more of democratic leadership style than any other type of leadership style. There is progressive improvement in their academic performance. This is in line with Okoth (2000), who carried out a study on the effects of leadership styles on students‟ performance in K.C.S.E. in Nairobi Province, Kenya, and found out that head teachers rated as being democratic had high mean performance index than autocratic head teachers. The findings contradict Njuguna (1998) who found that there is no significant relationship between leadership styles and students‟ K.C.S.E.
It’s a fluid word, practically a concept, rather than a concrete thing. Here, references to high intelligence means good grades. But while intelligence is relevant, it’s not the sole factor influencing achievement levels. I’ll be asking a simple question- can a student’s skin colour, their parents and the way the student views themselves affect their grades? The family is from who children learn who they are- to their family, friends and to society, and what kind of futures they’ll likely experience.
Commonly, it was thought that high self-esteem was caused by academic performance, although it was also often mistaken as the other way around. Numerous studies have already shown positive correlation between the two, however, correlations alone does not imply causation. Even among experts, there is a considerable disagreement as to which come first–academic achievement or self-esteem. According to Priyadharshini and Relton, it does appear that the relationship between self-esteem and academic performance is bidirectional i. e. self-esteem and academic achievement influence each other (2014). Although on the other hand, given the circumstance where other researchers insert other factors associated with achievement, that association minimizes.
These; the younger is better and the older is better. Many academics believe that; younger children are better than adults or adolescsnts at second language acquisition. However, more recent research show that; there is not linear correlation of learning among the same age group of learners. Individually differences are important at this point. There is uncertainty about this issue in the