In order to analyze data descriptive and inferential statistics were used. In order to examine the two groups in terms of MI & Self-esteem, academic achievement using the tools in pre, post & follow up showed an increase in self-esteem and academic achievement when provided training based on MI model after intervention. According to the results, using the training model based on MI , we can boost self-esteem & academic achievement of dyslexic students. Diane Joseph (2013)conducted a research on relevance of MI as a co-scholastic assessment and its link with academic performance among B.Ed teacher trainees in Puducherry. She suggested that traditional educational system mainly focused and assessed on cognitive and associative abilities of learners.
In realizing “positive education” philosophers and researchers have looked into different intricacies of education. Which are internal construction of academic information, relationship between creativity and learning, effectiveness of praise, cooperative learning, and implicit theories of intelligence. Psychopathology model has been advocating remedying weaknesses of individuals to obtain academic achievement. Positive psychology with its strength based model have been looking at what is good in individual and how its deployment can attain wellbeing as well as academic achievement. In advanced countries, the associations and consequences of character strengths in varied domains (life satisfaction, achievement in work and academic settings)
For example, shortly after their introduction the standardized examination system began being utilized for its ability to keep educators accountable for their responsibilities to the students that they are teaching. Other ways in which standardized examinations produced positive outcomes for students and education in general include their ability to encourage superior study and exam preparation techniques for younger student, their ability to pressure students in a similar fashion as would be experienced in a college or university setting, and also the examinations give the students a different view of who is really interested in their grades. Students, especially younger students grow tired of
Since this problem I am seeking to solve is deriving directly from students, I have chosen to include information about two student development theories. If one can understand the theories and how they explain a student 's thought process, decision making, an often actions, then solutions can be presented with these theories in mind. Student development theories can offer a variety of insights once understood. One can determine where a student has developed their own opinions and values. Student development theories can also help one understand how students change in college, and what impact college has on students.
Besides that, a significant positive correlation between emotional intelligence and academic achievement was also found in a correlation survey research by Festus (2012). Festus (2012) suggested for improvement of emotional intelligence of students can be done with appropriate training in order to increase students’ academic performance because emotional intelligence could be nurtured and developed. In an earlier investigation by Rozell et al. (2002), a significant relationship was found between emotional intelligence and the academic achievement among undergraduate students at Mid-Western University in the USA. It shows that emotional intelligence is related to the academic
School age intervention is one of the programs practiced in school settings. This program will train students to understand more ones emotion, and to develop interaction with peers effectively. This social competence intervention will decrease violent behavior, improved self-control and increase the quality of social interaction (A. Kennedy, 2012). Socially competent behavior and its relation to the success of the students in school setting has already information and evidences (Gresham, Sugai, & Horner, 2001 as cited by A. Kennedy, 2010). Evidence suggests that the student who possesses a socially competent behavior observed to be active in school participation especially in classroom activities which leads them to interact positively with peers.
(Bandura, 1997) states that a sense of self-efficacy is an important contributor to the attainment of further competences and successes. There is sufficient evidence documenting significant relation between self-efficacy beliefs and achievement in academic settings (Bandura, 1997). Students who are high in academic self-efficacy are more persistent, determined, and have high academic achievement (Bandura,1986; Schunk, 1981; Zimmerman, 1989) Realizing the present day need in the area of education, where focus is upon mobilizing and directing the inner potentialities of students to cope with difficulties and achieve better, the present study is undertaken. 1.1 ACADEMIC
Primarily, the researchers believe that there is a need to increase awareness of the students’ achievements that predict their eventual success to assist them in enhancing their college readiness skills. The objective of the author’s bulletin is to highlight student-level indicators in both the high school and middle school that predict college accomplishment. In this study, predictors are divided into three categories: test scores (e.g., SAT exam scores), transcript attributes (e.g., course difficulty), and supplementary indicators (e.g., attendance) that affect academic performance and achievement of students. Comprehension of these indicators can facilitate administrators and educators working to determine whether students are attaining improvement toward achieving academic proficiency in the college
Giving importance with a certain variable can mean a big impact with the student’s academic performance. Several studies have been done to identify problems that affects student’s academic performance. The students’ academic performance depends on a number of socio-economic factors like students’ presence of trained teacher in school, teacher-student ratio, attendance in the class, sex of the student, family income, mother’s and father’s education, , and distance of schools (Amitava Raychaudhuri,
Academic self-efficacy is influenced by cognitive interpretations of success and failure in tasks, but also influences effort, persistence and the cognitive resources that are used in seeking to interact with the academic context. Motivation and efficacy are enhanced when learning progress and comprehension are perceived. Strategies may influence self-efficacy and motivation, and students who believe that a new strategy can improve their performance may keep their initial motivation even if they perceive little progress if the new strategy gives a sense of control over achievement outcomes. In paper I, students who participated in relationships with faculty and student activities increased their perceptions of informal opportunities to influence their study conditions and sense of control, which enhanced their self-efficacy. High self-efficacy perceptions are also believed to make individuals engage in tasks that develop their skills and capabilities, while low-efficacy perceptions make students choose tasks that will not need development of new skills (Schunk, 1991).