Influence of family and socio‐demographic variables on students with low academic achievement

Casanova, Pedro F.; García-Linares, M. C.; Torre, María José de la; Carpio, María de la Villa Torres

doi:10.1080/01443410500041888

Cited by 57 publications

(37 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Our conclusions are consistent with earlier studies [2], [4], [5], [14]. The result is surprising because a majority of students in the UAE being expatriates give a high priority to academic performance and tend to be motivated by the possibility of job-oriented courses.…”

Section: Discussionsupporting

confidence: 83%

“…Some studies showed that socio-economic status is weakly correlated to achievement while recent study done by Casanova, Linares, de la Torre and Carpio [2] showed that socio-demographic variables are better predictors of academic achievement. According to this study, students with normal achievement seem to indicate that the principal predictors of academic achievement were socio-demographic variables.…”

Section: Review Of Literaturementioning

confidence: 99%

“…A majority of studies that have been conducted on the motivational factors that affects academic performance are conducted in the western countries and their focus is mainly on grade school or secondary school students [Stevenson & Baker, 1997 and Steinberg, et al, 1992, cited in [2]], and [2]. However, there is no such study on the Arab World, particularly the UAE (United Arab Emirates).…”

Section: Introductionmentioning

confidence: 99%

“…Pauline Carolyne Fortes, Gwendolyn Rodrigues, and Abdellatif Tchantchane, Member, IAENG in predicting academic performance [2], [4], [5], [14], and [15]. However, few studies have investigated academic and athletic motivation as nontraditional variables and their relevance as factors in predicting academic performance [3] and limited number of studies considered sports motivation as a significant predictor of academic performance (Snyder (1996), cited in [4]).…”

Section: Review Of Literaturementioning

confidence: 99%

See 3 more Smart Citations

Investigation of Academic and Athletic Motivation on Academic Performance Among University Students

Fortes¹,

Rodrigues²,

Tchantchane³

2010

IJTEF

View full text Add to dashboard Cite

Abstract-The purpose of this paper is to examine the academic and athletic motivation and identify the factors that determine the academic performance among university students in the Emirates of Dubai. The study examined motivation based on nontraditional measure adopting a scale to measure both academic as well as athletic motivation. This study involving 217 athlete and non-athlete students reveals that academic motivation, career athletic motivation and student athletic motivation are motivational factors in improving students' academic performance. Further, it showed there is a significant trend in student athletic motivation as a function of both father educational qualification and mother educational qualification. Findings also suggests a significant trend in career athletic motivation as a function of nationality, however, there is no significant pattern observed from all the three factors as a function of gender and GPA.

show abstract

Section: Discussionsupporting

confidence: 83%

Section: Review Of Literaturementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Review Of Literaturementioning

confidence: 99%

See 2 more Smart Citations

Investigation of Academic and Athletic Motivation on Academic Performance Among University Students

Fortes¹,

Rodrigues²,

Tchantchane³

2010

IJTEF

View full text Add to dashboard Cite

show abstract

“…Through this process, items were matched to construct definition. The literature indicated that different factors affect college students' academic performance (Buddy, 2007;Buhs & Ladd, 2001;Casanova et al, 2005;Kirby & Sharpe, 2001;McCoach & Siegle, 2003b;Rumberger & Larson, 1998). This scale was developed based on combined inductive and deductive approach and therefore, items were derived from two sources: (a) a review of the literature, including studies on low academic achievement factors; and (b) unstructured interviews with undergraduate students with low CGPA.…”

Section: Stages Of Scale Developmentmentioning

confidence: 99%

Development of an Academic Achievement Risk Assessment Scale for Undergraduates: Low, Medium and High Achievers

Jibeen¹,

Khan²

2016

REMIE

View full text Add to dashboard Cite

This research has developed The Academic Achievement Risk Assessment Scale [AARS], for identification of the factors which influence performance of undergraduate (448 students); studying at three universities of Lahore, Pakistan. An 18-item scale, with five distinct factors was developed which included lack of motivation, dysfunctional parental practices, parental involvement in drug abuse or antisocial activities, difficulty with peers, and language barrier. The results revealed differences among low, medium and high academic CGPA groups as all five risk factors were significantly related to the low achieving group. The study has implications for teachers, counselors, and policy makers in the field of learning

show abstract

Adolescent academic achievement: A model of social support and grit

Clark

Dorio

Eldridge

et al. 2019

Psychology in the Schools

View full text Add to dashboard Cite

Grit has been defined as passionate perseverance toward long‐term challenging goals and it is associated with various positive outcomes for youth, including academic achievement. However, less is known about these associations for the two facets of grit (i.e., perseverance of effort, consistency of interest) and few studies have examined the link between grit and perceived social support. The present study examined the group‐level demographic differences (i.e., gender, grade, socioeconomic status, and special education status) of grit in a high school sample (N = 1,077). In addition, direct associations between grit and perceived social support from multiple sources (i.e., teacher, classmate, parent) were examined, as well as a potential enhancing effect of social support as a moderator of the relation between grit and academic achievement. Results indicated positive associations among grit and its facets with social support from parents and classmates. Furthermore, the positive relation between grit and achievement was stronger for students reporting high social support from teachers, but not other sources (i.e., classmates, parents). Practical and theoretical implications for promoting student success are discussed.

show abstract

Influence of family and socio‐demographic variables on students with low academic achievement

Cited by 57 publications

References 25 publications

Investigation of Academic and Athletic Motivation on Academic Performance Among University Students

Investigation of Academic and Athletic Motivation on Academic Performance Among University Students

Development of an Academic Achievement Risk Assessment Scale for Undergraduates: Low, Medium and High Achievers

Adolescent academic achievement: A model of social support and grit

Contact Info

Product

Resources

About