Diagram of INFLUENCE VS. INTEREST The variable influence is external factors that directly made the mindset of the student change to his/her perception in selecting a strand in Senior High School. It is possible that it is affected by family or close friends of the students depending on the circumstances. The student shows inconsistency during the stage of choosing or decision-making. The variable interest is personal preferences based on the enthusiasm of the student in choosing a specific strand based on his or her preferred personal interest or mindset. A student is not directly affected by the influence of people around him or her.
Introduction of the Theory (History) Social Learning Theory was introduced by Albert Bandura in year 1977 ( McLeod, 2011). Social Learning Theory was mainly talking about how environmental factor influence the social behavior of an individual. An individual will simply observe and imitate the behaviors or actions of nearby people. In the early stages of Albert Bandura’s research for social learning theory, he analyzed the basics of learning process of human and also the willingness of children and adults to imitate behaviors observed in others. Models are an important source for an individual to learn new things and behaviors.
Therefore it is not enough to only provide study materials and neglect students need to be connected with their lectures. Holmberg (1989), idea of effective student support does not only revolve around supplying study materials , etc but involves the notion of 'emotional involvement ' of students in their studies as well as the necessity to feel a rapport with lecturers and institution. He even went further to elaborate that the learning process is usually encouraged by frequent correspondence withfellow students. A practical example of this would be group discussions formulated by students in similar field. Authors such as Smith (2004) and Baloyi (2014) are pointing out similar point that to declare student support role as effective, the institution needs to mitigate feelings of isolation and bring about the feelings of belonging and co-operation which is actually exchange of questions and answers.
Involvement in various student organizations, curricular and extracurricular activities are perceived to be detrimental in a student’s academic performance. Contrary to popular belief, more research studies confirmed that student involvement actually benefits them by providing opportunities that will help develop their innate talents and abilities. Through active participation in different organizations and school activities a student is likely proved to have well developed self-concept, better socialization skills and attain a higher grade point average (GPA). Study is conducted to show the significance between academic performance and student involvement. Introduction In our society today, students have been associated with a lot of co-curricular and extra-curricular activities.
A lot of variables can effect students’ performance taking all of those variables are impractical but some of them can be taken as a control variable. We considered only three variables that can impact students’ academic performance as a control variable in this current study. Age is recognized in many studies as an influential determinant of students’ academic performance, like Ukueze (2007) concluded that age have significant influence on educational performance. Similarly, DeMeis & Stearns (1992); Gullo & Burton (1992); Trapp (1995), all found that greater the age higher would be academic performance. Likewise, Grissom (2004) indicated that students who are little bit older than their classmates perform better but overage students actually
The environment is a factor on learning thus educators must do what is necessary to support and fill the student’s needs, the educators may need to provide encouragement and opportunities. (Maslow, 1943). (2) Perceived well-being, factors beyond the quality of teaching can affect student satisfaction including student motivation, course level, grade expectations, type of academic field, and workload difficulty. (Duffy and Ketchard, 1998) (3) Efficient use of energy and focus. Student should be taught how to produce results while maintaining focus and energy.
Academic performance can influence the future education and career choices of college students. Poor academic performance causes students to feel pessimistic and disappointed about their future and leads to teachers and parents to exert pressure, which negatively influences the subjective well-being of students. So this three variables are interrelated. Self- control relate to peer pressure an individual real effort task in which subjects could commit themselves to a particular level of performance while being tempted by an alternative recreational activity. So academic performance affected by self-control.
Environmental influences can be divided into two divisions, shared and non-shared environment. Both heredity and environment contribute to personality traits. Although a person’s environment plays vital role in their personality development, heredity factors play a larger role in deciding disposition of this environment. Heritability is defined as the aspect of phenotypic variance attribute to the effects of genes (Carey & DiLalla, 1994). A person’s genetic background has a strong impact on their personality.
“The mediation of social relations – the dynamics of power, position, social location in the social interaction of learning – is of profound significance in education. Nowhere is the importance of social relations in learning more evident than in the dynamics of social class in schooling.” (Panofsky, 2003, p1). Background The current view of student achievement is that the quality of teaching that students receive determines whether or not they do well at school (Mills & Gale, 2010, p29). This statement, derived from the dominant view of society, is very inaccurate. Although this is the popular belief, it is however not as clear cut.