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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.
Academic achievement is commonly measured through [[Test (assessment)|examinations]] or [[continuous assessment]]s but there is no general agreement on how it is best evaluated or which aspects are most important—[[procedural knowledge]] such as [[skill]]s or [[declarative knowledge]] such as [[fact]]s.<ref>{{citation |title=Educational Measurement |author1=Annie Ward |author2=Howard W. Stoker |author3=Mildred Murray-Ward |chapter=Achievement and Ability Tests - Definition of the Domain |pages=[https://archive.org/details/educationalmeasu0001unse/page/2 2–5] |volume=2 |publisher=University Press of America |year=1996 |isbn=978-0-7618-0385-0 |chapter-url=https://archive.org/details/educationalmeasu0001unse/page/2 }}</ref> 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
In California, the achievement of schools is measured by the [[Academic Performance Index (California public schools)|Academic Performance Index]].<ref>{{cite news |last1=Noguchi |first1=Sharon |title=South Bay schools top California’s Academic Performance Index |url=https://www.mercurynews.com/2012/10/11/south-bay-schools-top-californias-academic-performance-index/ |work=[[The Mercury News]] |date=11 October 2012}}</ref><ref>{{cite news |last1=Huntsberry |first1=Will |title=Why California's School Accountability Laws No Longer Work |url=https://psmag.com/education/why-californias-school-accountability-laws-no-longer-work |work=[[Pacific Standard]] |date=23 May 2019 |language=en}}</ref>
== Factors influencing academic achievement ==
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}}</ref> 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.<ref name="3rdpillar" />
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.<ref>{{cite journal|last=Bossaert|first=G|author2=S. Doumen|author3=E. Buyse|author4=K. Verschueren|title=Predicting Students' Academic Achievement After the Transition to First Grade: A Two-Year Longitudinal Study|journal=Journal of Applied Developmental Psychology|year=2011|volume=32|issue=2|pages=47–57|doi=10.1016/j.appdev.2010.12.002|url=https://lirias.kuleuven.be/handle/123456789/262529}}</ref>[[File:Bishop Auckland GCSE results.png|thumb|right|Chart of comparative performance in [[GCSE]] results
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.<ref>{{cite journal|last=Lassiter|first=Kerry|title=The Relationship Between Young Children's Academic Achievement and Measures of Intelligence|journal=Psychology in the Schools|date=July 1995|volume=32|issue=3|pages=170–177|doi=10.1002/1520-6807(199507)32:3<170::aid-pits2310320303>3.0.co;2-k}}</ref>
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]];<ref name="Tomporowski 2008 111–131">{{cite journal|last=Tomporowski|first=Phillip|author2=Catherin Davis|author3=Patricia Miller|author4=Jack Naglieri|title=Exercise and Children's Intelligence, Cognition and Academic Achievement|journal=Educational Psychology|year=2008|volume=20|issue=2|pages=111–131|doi=10.1007/s10648-007-9057-0|pmid=19777141|pmc=2748863}}</ref> and improve academic performance in both elementary school children<ref name="Donnelly 2016 1223-1224">{{cite journal|last=Donnelly|first=Joseph|author2=Charles Hillman|author3=Darla Castelli|author4=Jennifer Etnier|author5=Sarah Lee|author6=Philip Tomporowski|author7=Kate Lambourne|author8=Amanda Szabo-Reed|title=Physical Activity, Fitness, Cognitive Function, and Academic Achievement in Children: A Systematic Review|journal=Medicine & Science in Sports & Exercise|year=2016|volume=48|issue=6|pages=1223–1224|doi=10.1249/MSS.0000000000000966|pmid=27182987|pmc=4874515}}</ref> and college freshmen.<ref name="Broaddus 2019 1–12">{{cite journal|last=Broaddus|first=Allie|author2=Brandon Jaquis|author3=Colt Jones|author4=Scarlet Jost|author5=Andrew Lang|author6=Ailin Li|author7=Qiwen Li|author8=Philip Nelson|author9=Esther Spear|title=Fitbits, field-tests, and grades: The effects of a healthy and physically active lifestyle on the academic performance of first year college students|journal=International Journal of Sport and Exercise Psychology|year=2019|volume=19 |pages=1–12|doi=10.1080/1612197X.2019.1623062|s2cid=190207905 }}</ref>
=== Non-cognitive factors ===
Non-cognitive factors or skills, are a set of "attitudes, behaviors, and strategies" that promotes academic and professional success,<ref name=":1">{{Cite journal|last1=Gutman|first1=Leslie|last2=Schoon|first2=Ingrid|date=2013|title=The Impact of non-cognitive skills on outcomes for young people|url=https://educationendowmentfoundation.org.uk/public/files/Publications/EEF_Lit_Review_Non-CognitiveSkills.pdf|journal=Education Endowment Foundation|pages=59|access-date=2017-04-17|archive-date=2016-09-17|archive-url=https://web.archive.org/web/20160917222458/https://educationendowmentfoundation.org.uk/public/files/Publications/EEF_Lit_Review_Non-CognitiveSkills.pdf|url-status=dead}}</ref> 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.<ref>{{Cite journal|last1=Heckman|first1=James|last2=Stixrud|first2=Jora|last3=Urzua|first3=Sergio|title=The Effects of Cognitive and Noncognitive Abilities on Labor Market Outcomes and Social Behavior |journal=[[Journal of Labor Economics]] |year=2006 |volume=24 |issue=3 |pages=411–482 |doi=10.1086/504455 |citeseerx=10.1.1.475.5853|s2cid=53451796}}</ref>
==== Motivation ====
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Through a longitudinal study of the [[Stanford marshmallow experiment|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.<ref name=":1" />
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.<ref name=":0">{{Cite journal|last=Hannon|first=Brenda Ann Marie|date=2014-08-18|title=Predicting College Success: The Relative Contributions of Five Social/Personality Factors, Five Cognitive/Learning Factors, and SAT Scores|journal=Journal of Education and Training Studies|language=en|volume=2|issue=4|pages=46–58|doi=10.11114/jets.v2i4.451|issn=2324-8068|pmc=4283774|pmid=25568884}}</ref>
=== Extracurricular activities ===
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=== 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.<ref>{{Cite web|url=http://sior.ub.edu/jspui/cris/socialimpact/socialimpact00406/siinfo.html|title=Increase in school performance(performance rates)[Social Impact]. INCLUD-ED, Strategies for inclusion and social cohesion from education in Europe (2006-2011). European Union's Sixth Framework Programme (FP6/2006-2012).|website=SIOR, Social Impact Open Repository|access-date=2017-09-05|archive-date=2019-02-27|archive-url=https://web.archive.org/web/20190227060313/http://sior.ub.edu/jspui/cris/socialimpact/socialimpact00406/siinfo.html|url-status=dead}}</ref><ref>{{Cite book|url=https://www.springer.com/us/book/9783319111759|title=Successful Educational Actions for Inclusion and Social Cohesion {{!}} Ramon Flecha {{!}} Springer|language=en|isbn=9783319111759|publisher=Springer|year=2015|series=SpringerBriefs in Education}}</ref><ref>{{Cite journal|last1=Flecha|first1=Ramón|last2=Soler|first2=Marta|date=2013-12-01|title=Turning difficulties into possibilities: engaging Roma families and students in school through dialogic learning|journal=Cambridge Journal of Education|volume=43|issue=4|pages=451–465|doi=10.1080/0305764X.2013.819068|issn=0305-764X|doi-access=free|hdl=2445/97748|hdl-access=free}}</ref>
==See also==
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