Academic achievement
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Academic Achievement: Key Factors and Influences
Constructions of Academic Success in Higher Education
Academic achievement is often seen as a measure of success for individuals and institutions. Traditional metrics include test results and completion rates. However, students' subjective understandings of success can differ significantly. In prestigious programs like law, medicine, and engineering physics, success is often associated with achieving top grades while engaging in extracurricular activities. Interestingly, achieving high grades with minimal stress or effort, termed "stress-less achievement," is particularly valued in these contexts. Additionally, being sociable and academically successful is seen as indicative of a "good life" and professional competence, especially in law and medicine.
The Reciprocal Relationship Between Self-Concept and Achievement
Academic self-concept (ASC) and academic achievement have a reciprocal relationship. A meta-analysis of longitudinal studies found that academic achievement significantly predicts ASC and vice versa, supporting the reciprocal effects model (REM). The relationship between ASC and achievement evolves with age, showing a trend from a strong skill-development effect in younger students to a more pronounced reciprocal effect in older students. This suggests that as students grow, their self-concept and academic performance increasingly influence each other.
Psychological Factors Influencing Academic Achievement
Educational psychology identifies two main domains affecting academic achievement: instructional design heuristics and metacognition/self-regulated learning. The former describes generic relations between teaching methods and learning outcomes, while the latter involves how learners adapt and apply these heuristics. Combining classical research methods with microgenetic approaches can help validate how learning processes lead to academic achievements.
Teachers' Judgments and Academic Performance
Teachers' judgments of students' academic performance generally align with students' actual achievements. A meta-analysis found a moderate correlation between teachers' assessments and standardized test scores, with informed judgments being more accurate. This highlights the importance of teacher awareness and knowledge in accurately assessing student performance.
Cognitive Abilities and Academic Achievement
General cognitive ability significantly predicts academic achievement, even when controlling for specific cognitive abilities like working memory, processing speed, and spatial ability. However, specific abilities like processing speed and spatial ability are particularly important for mathematical achievement. This underscores the multifaceted nature of cognitive contributions to academic success.
Socioeconomic Status and Academic Achievement
Family socioeconomic status (SES) is a significant predictor of academic achievement. In China, a meta-analysis revealed a moderate relationship between SES and academic performance, with SES having a stronger correlation with language achievement than with science/math achievement. This relationship has decreased over the past decades, possibly due to educational policies aimed at reducing SES disparities.
Social-Oriented Achievement Motivation
In Asian cultures, academic achievement is often viewed as an obligation to family and significant others, a concept known as social-oriented achievement motivation (SOAM). This motivation leads to higher academic performance but also increases negative emotions and test anxiety. Students with high SOAM spend more time studying and are more likely to adopt performance-oriented goals, resulting in better academic outcomes.
Self-Beliefs and Academic Achievement
Positive self-beliefs have a small but favorable influence on academic achievement. Meta-analytic findings show that self-beliefs specific to the academic domain are more strongly related to later achievement, especially when self-beliefs and achievement measures are matched by subject area. This suggests that fostering positive self-beliefs in specific academic areas can enhance student performance.
Academic Optimism and School-Level Achievement
Academic optimism, a construct encompassing collective efficacy, academic emphasis, and trust in students and parents, significantly contributes to student achievement. Even after controlling for socioeconomic status and previous achievement, schools with high academic optimism show better student performance. This highlights the importance of fostering a positive and supportive school environment to enhance academic outcomes.
Conclusion
Academic achievement is influenced by a complex interplay of factors, including self-concept, cognitive abilities, socioeconomic status, and psychological motivations. Understanding these factors can help educators and policymakers create environments that support student success and well-being.
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