Academic Performance

Aims: The current research investigated the relationship of key social-emotional and cognitive factors, termed as executive functions, with academic performance.  Method: In a representative sample (N = 76) aged 7 to 10, the social-emotional development scale, The Barkley Deficits in Executive Functioning Scale-Children and Adolescents (BDEFS-CA) and Academic Performance Questionnaire (APQ) were used to measure research variables.  Results: structural equation modeling using SPSS-22 and AMOS-20 indicated that social emotional skills were mediated by cognitive/executive functions positively related to academic performance in children in the final model.  Conclusion: Increases in academic performance has been found when children are capable of better utilizing executive function strategies at academic settings. Thus, there is evidence that early screening of social-emotional and cognitive/executive functions in young children can lead to identify children with difficulties in learning. Conclusion: Increases in academic performance has been found when children are capable of better utilizing executive function strategies at academic settings. Thus, there is evidence that early screening of social-emotional and cognitive/executive functions in young children can lead to identify children with difficulties in learning. Keywords: social-emotional skills, executive functions, academic performance, children

The power of praise in changing student behavior is that it both indicates teacher approval and informs the student about how the praised academic performance or behavior conforms to teacher expectations. Notably, praise plays a significant role in the rate and success of learning process in general, and in language learning classroom in particular. Accordingly, the present study sought to investigate the significant influence of praise on the growing trend of university students with different majors, namely, TEFL and linguistics. To this end, from the population of students majoring in English, at the Islamic Azad University, Isfahan, Iran, two classes of sophomore students were selected, each containing thirty participants. Subsequently, the experimental group was exposed to a wide variety of distinguishing instructor praise expressions throughout the entire term while the students in the control group were not praised and encouraged. The results of the t- test revealed that the group which was praised by the instructor during the term progressed substantially in comparison with the other group. Moreover, there appeared to be a positive correlation between instructor praise and learner progress. Evidently, the results of the present study may have practical implications for EFL teachers, materials developers, and syllable designers.

Abstract Purpose: The main aim of the present study was to find out the possible effect of executive functions and academic emotions on pupils' academic performance in mathmatics. Methodology: In this study, the structural equation modeling, type of non-experimental method was implemented. Using sampling method based on the structural equation modeling, 400 (100 girls and 100 boys) in fifth and sixth grade elementary school pupils in Education regions of North, Central, and South of Tehran were reandomly selected. The research data were collected by using standard tests and questionnaires. Structural equation modeling findings showed significant relationships among the executive functions of the elementary school pupils, academic emotions and their mathematics performance. Findings: Moreover, there was significant relationship between academic emotions of the elementary pupils and their academic performance in math subject. Discussion: It is concluded that executive functions and academic emotions can affect pupils' academic performance in mathmatics, requiring more atension to these two influential varaiables while teaching math.

The purpose of the present study was to investigate the effect of Distributed Leadership on Job Satisfaction of teachers, and then determine the effects of DL and teachers' JS on the academic performance of high school students. This study was a descriptive-correlational work in terms of methodology and theoretical-applied work in terms of purpose. The statistical population of this study included two groups of stakeholders, namely teachers and 11th-grade students at high schools in Khuzestan province, Iran. Multi-stage cluster sampling used for sampling; accordingly, 52 out of 270 active schools in Khuzestan province were selected as samples. On average, seven teachers from each school and all 11th-grade students from those schools who took the final exams participated in the study. The measurement tool for DL and JS was a Questionnaire with an alpha coefficient of 0.83, and 0.96. Final exam scores were also used to measure students' academic performance. Results showed that there was a significant relationship between all variables of DL and teachers' JS. Also, all variables of DL had a significant relationship with students' academic performance. The results of the regression analysis showed that JS and variables of DL are good predictors of students' academic performance. Finally, the results of this study showed that the outcomes of distributed leadership for schools are not limited to teachers' job satisfaction; but it affects directly and indirectly on one of the most important missions of the school - the improvement of student academic performance. This three-dimensional package is a necessity for 21 st -century schools' effectiveness.  

In the academic context, social networking sites (SNSs) have reshaped the way university students connect and communicate with each other, and the way they learn, thus influencing their identities and dimensions. This paper aims to investigate the impacts of SNSs use by students on their academic performance at the University of Taiz. A survey questionnaire was conducted to a total sample of 357 undergraduate students via personal administration and by an online platform to gather the initial information on their use of SNSs and the influence on their academic performance. The hypotheses of this study were studied and tested using descriptive statistics, regression model, T-test, and analysis of variance (ANOVA). The findings of H1 indicate that the impact of the use of SNSs on students’ academic performance was statistically significant Interaction with the teacher (II) Collaboration with coworkers (CC) Engagement (EN) and learning a cooperating (LC). Meanwhile, the results of H2 indicate no significant differences between the mean averages of the respondents’ answers for (purposes, the impact of the use of SNSs, and academic performance) due to gender, and age, respectively. Thus, using SNS as a learning tool has a great potential to improve students’ academic performance because it allows students to be more connected. Overall findings of this study indicate that the use of SNSs impact undergraduate students by factors are studied on academic Performance to some extent and suggested future strategies to enhance students’ awareness to manage their time, multitasking skills, and study activities to enhance their academic performance and achievements.

The present study aims at investigating the effectiveness of the blended learnin course on the academic performance of seventh grade students in the field of photography in the art course. The research method is quasi experimental with post-test, pre-test and control group. The statistical population consists of all female students in the 7th grad secondary school in Gonabad city. The research sample was 58 participants selected through available sampling and assigned in two experimental and control groups who were homogeneous based on educational achievement. The experimental group was given instruction in blended learning system and the control group was under traditional teaching style. The pre-test of academic performance in the field of photography in the art course was performed on both experimental and control groups and after 12 instruction sessions in blended learning style to experimental group, the post-test of academic performance in the field of photography in the art course was administered among both groups. The results were analyzed using Covariance Analysis in SPSS software. The findings indicate that the academic performance of experimental group in familiarizing with photography and viewfinder and identifying the best photography angle, in understanding and identifying and working methods of analog and digital cameras, according to the point of emphasis in photography, The method of photography at different times and photography at night and lighting in photography, have been enhanced and there was a significant difference between academic performance of experimental and control groups in the field of photography with a higher achievement of experimental group.

E-Learning is an important tool in higher education in the digital age and has led to the creation of a learning environment on based learner, flexibility in learning methods and the introduction of changes in teaching and learning process in higher education system. This changes led to challenges such as increasing or decreasing academic performance. Thus the purpose this research was the analysis of relationship between quality of e-learning system and student’s academic performance. The type of research was descriptive-correlative and the statistical population included students at University of Kashan (N=6473), through Cochran's formula and stratified random sampling 236 ones were selected as a sample. In order to collect data’s, used from the e-learning system quality questionnaire consisting of 47 answers closed items. To determine academic performance, the average of four semesters leading to the corona pandemic period was used. The reliability of the questionnaire was estimated 0.91 through Cronbach's alpha coefficient. Data’s analysis was performed at two levels of descriptive and inferential statistic. Findings showed that the mean of all components of e-learning system except evaluation quality (2.90±0.95) is higher than the cut-off point 3. The mean of the students’ academic performance (16.45±1.58) is higher than the average 10. Pearson correlation coefficient showed there is positive & significant relation between quality of e-learning system and students’ academic performance. In addition, regression coefficients showed that among the components, only the component of class holding quality (Beta=0.23 & P= 0.015) can predict students' academic performance.

The ICTs have invaded not only the fields of business, economics, and different sciences, but also the field of education and particularly language teaching and learning. This article addresses a crucial issue related to the use of ICTs at the university in Morocco and its impact on the academic performance of students. Many studies in the review of literature are presented and they mainly revolve around similar issues related to advantages and disadvantages of ICTs in general, however little attention has been devoted to the relationship between ICTs and academic performance. Thus, this article seeks to answer a set of research questions along with hypotheses which are tested and discussed following some statistical procedures. The researcher looks at the correlation between the use of ICTs in higher education and students’ academic performance. A questionnaire was designed and submitted to a sample of students composed of 108 students from four major universities in Morocco. Cronbach’s alpha was obtained to test the reliability of the instrument. The findings indicate that the implementation of ICTs in higher education is positively correlated with the academic performance of students. The implications of this study suggest that integrating ICTs into higher education can lead to improved academic performance of students. This has significant implications for educators and policymakers who can use this information to design and implement effective ICT-based teaching and learning strategies to enhance student learning outcomes. The study also highlights the importance of considering the relationship between ICT use and academic performance in educational research and policy-making. The results provide a foundation for further research on the use of ICTs in higher education and their impact on student success.

Few studies have explored the relationship between non-cognitive factors in different educational settings and with different age groups. The purpose of this study is to determine whether there is a relationship between Study Habits (SH) and Commitment to Ethical Codes (CEC) and their ability to predict the academic performance of language learners in schools and universities (547 students aged under 18 – above 35 years old). The instruments used are adapted versions of questionnaires which were made into one survey tool with each measure in distinct sections. The results showed a significant relationship between SH and CEC displaying a positive relationship in all age groups (a highest relationship in the age group of 18-22, P< 0.05) and in both male/females with male participants reported having the highest relationship (P< 0.05). The study concludes that CEC needs to be considered and assessed during school years with additional training to language learners to help them learn or modify SH to increase their performance at the time of entry into university.  

 Objective: This study investigated the relationship between screen time and green time with academic engagement and academic performance of secondary school students in Tabriz city.Methods: The present study was part of cross-sectional and descriptive studies of the correlation and prediction type. Three hundred eighty-five people from Tabriz secondary school students were selected in the first semester of the 2022-2023 academic year by multi-stage cluster sampling based on Morgan's table. All sample members completed Reeve's academic engagement scale (AES) and Screen Time Questionnaire (STQ). The student's GPA was considered their academic performance and was evaluated by adding two questions to the research questionnaires of the green time variable. The collected data were analyzed using Pearson's correlation coefficient, simultaneous regression, and SPSS23 statistical software.Results: The results showed a negative and significant relationship between screen times, the dimensions of academic engagement, and the student's GPA. It was also found that there is a positive and significant relationship between green time and the dimensions of academic engagement (except the emotional involvement dimension) and students' GPA. Screen time and green time significantly contributed to explaining students' academic engagement and academic performance.Conclusion: The results highlighted the importance of screen and green time in educational variables.

 Objective: Academically successful students may expect higher performance in their next projects, volunteer work, and study sessions. Consequently, the primary emphasis of educational experts has always been elements impacting academic performance. This article examined the mediating effect of learning styles in the interaction between metacognitive viewpoints and students's academic achievement.Methods: This was descriptive, correlational study. Total number of female high school students in Astaneh Ashrafieh was 1,211. Random sampling enabled a cohort of 291 students to be chosen. Data were obtained with Academic Performance Questionnaire, Metacognitive Beliefs Questionnaire (MCQ) and Learning Style Orientation Measure (LSOM). Data analysis included structural equation modeling applied using SPSS-22 and Smart PLS 3.2.9 tools and correlation testing.Results: The findings revealed that indirectly, metacognitive views influenced academic performance by means of learning techniques. Moreover, academic performance revealed rather strong and unambiguous links between metacognitive perspectives and learning techniques (p <.05).Conclusion: Improved metacognitive views among students assist them to plan, define precise targets, track their learning activities and academic growth, and identify their strengths and flaws. Improving academic success and preventing academic failure depend on one focusing on the influence of metacognitive aspects and students' learning styles. At last, this study underlines how much learning techniques and metacognitive attitudes affect academic performance. The results reveal that by developing metacognitive abilities and appreciating various learning approaches, teachers may support their students in obtaining their academic goals quite efficiently. 

Purpose: The dynamics of parent-teacher relationships are pivotal in shaping student success across academic and socio-emotional domains. This study aimed to explore the complexities of these relationships and how they impact student outcomes through qualitative analysis. Methodology: This qualitative study utilized semi-structured interviews with a total of 26 participants, comprising 14 teachers and 12 parents from various educational settings. Theoretical saturation was achieved to ensure a comprehensive understanding of the issues at hand. Data were analyzed using NVivo software, focusing on thematic analysis to extract patterns and insights relevant to the dynamics of parent-teacher interactions. Findings: Three main themes were identified: Communication Practices, Partnership Building, and Impact on Student Outcomes. Each theme revealed critical insights: effective communication practices are essential for maintaining informed and engaged relationships; partnership building based on mutual respect and trust enhances collaborative efforts; and these relationships positively influence student academic performance and social-emotional development. Conclusion: The study underscores the significant influence of robust parent-teacher relationships on student success. It highlights the need for strategic educational practices that support these relationships to foster better student outcomes.

Purpose: The aim of the present study was to investigate the mediating role of self-esteem in the relationship between psychological capital, academic engagement, and academic procrastination with academic performance among high school students in Al-Diwaniyah, Iraq. Methodology: The research method was descriptive-correlational with a structural equation modeling design. Among the students of Al-Diwaniyah schools in the first semester of the 2023-2024 academic year, 250 were randomly selected using multi-stage cluster sampling, of which 194 completed the questionnaires. Data were collected using the Academic Performance Questionnaire (Pham & Taylor, 1990), the Academic Procrastination Questionnaire (Solomon & Rothblum, 1984), the Academic Engagement Questionnaire (Fredricks et al., 2004), the Psychological Capital Questionnaire (Nguyen et al., 2012), and the Rosenberg Self-Esteem Scale (Rosenberg, 1965), and analyzed using SPSS version 26 and AMOS version 24. Findings: The findings showed that there is a significant positive relationship between psychological capital and academic engagement with self-esteem and academic performance, and between self-esteem and academic performance (p < .01). Additionally, academic procrastination has a significant negative relationship with self-esteem and academic performance (p < .01). Furthermore, self-esteem partially mediates the relationship between psychological capital, academic engagement, and academic procrastination with academic performance. Conclusion: Based on the findings of this study, it can be concluded that fostering self-esteem through the development of psychological capital and effective academic strategies can lead to improved academic performance.

Purpose: This study aimed to determine the role of teaching models in academic performance and responsibility among students. Methodology: The research method was quasi-experimental with a pre-test-post-test design and a control group. The statistical population consisted of all master's students in the Faculty of Psychology and Educational Sciences at Allameh Tabataba'i University in the academic year 2018-2019. The research sample included all students present in two classes selected by convenience sampling. One class was designated as the experimental group and the other as the control group. The experimental group received 12 educational sessions, each lasting 90 minutes, based on the Effective University Teaching Model (Lumen, 1995). The control group was taught using traditional methods without an explicit educational model. The Student Responsibility Questionnaire (Soroush, 2012) was used to measure students' responsibility levels. The students' final exam scores were used as an index of academic performance. The collected data were analyzed using descriptive statistics (minimum, maximum, mean, and standard deviation) and inferential statistics (covariance analysis test). Findings: The mean post-test scores for academic performance and responsibility (individual and social) significantly increased compared to the pre-test in the experimental group. However, the mean post-test scores for academic performance and responsibility (individual and social) did not significantly increase compared to the pre-test in the control group. Additionally, the effect size for academic performance (Eta = 0.755), individual responsibility (Eta = 0.718), social responsibility (Eta = 0.710), and overall responsibility (Eta = 0.661) was noted. Conclusion: The teaching model can have a positive and significant role in enhancing academic performance and individual and social responsibility among students.