Moderating Impact of Positive Emotion Between Academic Stress, and Academic Performance of Students: A Conceptual Framework

Khuram, Waqas; Wang, Yanqing; Khalid, Aisha

doi:10.51508/intcess.2021164

Cited by 5 publications

(4 citation statements)

References 12 publications

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“…One possible justification for AA's positive implications for AP could be that it instills favourable or positive student's feelings. These feelings help them to deal better with challenging situations that might occur during the challenging and somewhat complex journey of doctoral studies and remain focused on learning (Khuram, Wang et al, 2021a). As such, they perform better and get optimum results.…”

Section: Discussionmentioning

confidence: 99%

Factors Affecting Academic Performance of International Students in China: A Theory of Reasoned Action Approach / Čimbenici koji utječu na akademsku uspješnost međunarodnih studenata u Kini: teorija pristupa razumnoga djelovanja

Khuram,

Wang,

Anjum

et al. 2022

Croatian Journal of Education

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This study aimed to investigate the factors affecting the academic performance of international doctoral students in China. In particular, using insights from the theory of reasoned action, this study analyzed the interplay of academic attitude, subjective norms, knowledge-seeking intention, and academic performance. Data were collected from 415 international doctoral students from six universities in China (61.4% male; 38.6% female; 45.5% Asian; 40% African; 9.4 % European; and 5.1% American). SPSS (version 23) and AMOS (version 22) were used for data analyses. While academic attitude, subjective norms, and knowledge-seeking intentions were found to be positively associated with academic performance, knowledge-seeking intentions mediated the positive relationships of academic attitude and subjective norms with academic performance. The findings suggest that students’ positive attitude toward studies and subjective norms are critical to their academic performance. Implications for theory and practice are discussed.Key words: academic attitude; academic performance; knowledge-seeking intention; students; subjective norms; university. --- SažetakOvo je istraživanje imalo za cilj istražiti čimbenike koji utječu na akademsku izvedbu međunarodnih doktorskih studija u Kini. Konkretno, koristeći uvide iz teorije razumnoga djelovanja, u ovoj se studiji analiziralo međudjelovanje akademskoga stava, subjektivnih normi, namjere traženja znanja i akademskoga uspjeha. Podatci su prikupljeni od 415 studenata međunarodnnih doktorskih studija sa šest sveučilišta u Kini (muškarci = 61,4 %, žene = 38,6 %; Azijci = 45,5 %, Afrikanci = 40 %, Europljani 9,4 % i Amerikanci 5,1%). Za analizu podataka korišteni su SPSS (verzija 23) i AMOS (verzija 22). Dok je utvrđeno da su akademski stav, subjektivne norme i namjere traženja znanja pozitivno povezani s akademskim uspjehom, namjere traženja znanja posreduju u pozitivnim odnosima akademskoga stava i subjektivnih normi s akademskim uspjehom. Nalazi upućuju na to da su pozitivan stav studentata prema studiju i subjektivne norme ključni za njihov akademski uspjeh. Raspravljaju se implikacije za teoriju i praksu.Ključne riječi: akademski stav; akademski uspjeh; namjera traženja znanja subjektivne norme; studenti; sveučilište.

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Section: Discussionmentioning

confidence: 99%

Factors Affecting Academic Performance of International Students in China: A Theory of Reasoned Action Approach / Čimbenici koji utječu na akademsku uspješnost međunarodnih studenata u Kini: teorija pristupa razumnoga djelovanja

Khuram,

Wang,

Anjum

et al. 2022

Croatian Journal of Education

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“…However, another group of students may not benefit from the tool’s advantages. One possible explanation may be that the workload derived from the WICAT can overwhelm students, causing them a certain level of stress that can impair their academic performance (Khuram et al, 2021). Another possible explanation may be that these students might perceive that a contribution of 10% to the final grade is not enough of a reward for the massive effort involved in working on an ongoing basis in a subject such as accounting.…”

Section: Discussionmentioning

confidence: 99%

Class participation and feedback as enablers of student academic performance

et al. 2023

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In an educational context focused on student learning, class participation and feedback are key to improving students’ performance. Class participation grading methods are often unclear and subjective, therefore, providing feedback on class participation grades is challenging for lecturers. In this study, the Work-In-Class Assessment Tool (WICAT) designed by researchers is a multidimensional system that grades class participation by assessing students’ attendance, active listening, contribution to class activities, and performance in frequent small tasks. The WICAT allows lecturers to clearly and objectively grade class participation while providing students weekly feedback on their in-class performance. This study aims to analyze the effect of the WICAT and weekly feedback on students’ academic performance. The results from an experiment with 699 accounting students over the 2016 to 2019 period showed that students whose class participation grade was obtained through WICAT performed better on the final exam. Furthermore, the results showed that students assessed by WICAT were 2.28 times less likely to fail the final exam. However, the weekly feedback that WICAT allowed did not affect students’ performance. These results have important implications for curriculum designers and teaching staff on how to plan course syllabuses and where to focus in-class efforts.

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“…Urgan and Ak (2022) conducted a study that demonstrated a positive association between the quality of a job, encompassing job satisfaction job security, and academic performance. Similarly, Khuram et al (2021) suggested that students' performance and academic stress may be moderated by pleasant emotions. In conclusion, Janib et al (2022) asserted that a positive job atmosphere significantly contributed to alleviating the negative impact of workload on students' job satisfaction.…”

Section: Perks and Setbacks Of A Working Studentmentioning

confidence: 99%

Tears of Hope: The Plight of Working Students Under TVL-Late Afternoon Program

Baja

2024

EJES

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This study investigated the challenges faced by working students enrolled in the Technical Vocational Livelihood Late-Afternoon Program (TVL-LAP) and examined the impact of their employment on their academic performance. The research design employed was descriptive-qualitative, using a phenomenological approach to capture the participants' authentic stories and experiences through in-depth interviews and focus group discussions. Thematic analysis using Creswell’s (2013) six steps in the qualitative data analysis process was applied to identify prominent patterns within the interviews, which were categorized according to the main themes and core ideas. After the data analysis, three (3) essential themes emerged across all the study questions. Essential themes in the experiences and challenges focused on providing for economic needs, meeting multiple demands, and seeking consideration. Self-motivation, finding time to study, and compassionate teachers and peers were revealed as essential themes in coping mechanisms. Commitment to goals in life, the value of support from God and others, and helping oneself surfaced in shared insights. Findings suggest that providing flexible schedules or alternative work arrangements, offering academic support services, encouraging peer support groups, and providing training and support in time management and problem-solving can help students become more resourceful and efficient in balancing academic and work responsibilities. Article visualizations:<img src="/-counters-/soc/0758/a.php" alt="Hit counter" />

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Moderating Impact of Positive Emotion Between Academic Stress, and Academic Performance of Students: A Conceptual Framework

Cited by 5 publications

References 12 publications

Factors Affecting Academic Performance of International Students in China: A Theory of Reasoned Action Approach / Čimbenici koji utječu na akademsku uspješnost međunarodnih studenata u Kini: teorija pristupa razumnoga djelovanja

Factors Affecting Academic Performance of International Students in China: A Theory of Reasoned Action Approach / Čimbenici koji utječu na akademsku uspješnost međunarodnih studenata u Kini: teorija pristupa razumnoga djelovanja

Class participation and feedback as enablers of student academic performance

Tears of Hope: The Plight of Working Students Under TVL-Late Afternoon Program

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