Predictors of academic performance among Indian students

Ganguly, Sohinee; Kulkarni, Mrinmoyi; Gupta, Meenakshi

doi:10.1007/s11218-016-9345-y

Cited by 14 publications

(10 citation statements)

References 32 publications

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“…Generally speaking, males obtained higher scores than females for the two EI factors (well-being and self-control) and lower scores for the emotional support factor of social skills. These results differ from those obtained in former research (Ganguly, Kulkami, & Gupta, 2017;Stubbs & Maynard, 2016), which has indicated lower levels of well-being and self-control in males. However, these studies were about matters like aggression and perfectionism rather than internalizing problems, as in the present study, which might explain these results.…”

Section: Discussioncontrasting

confidence: 99%

The relationship of internalizing problems with emotional intelligence and social skills in secondary education students: gender differences

Salavera

Supervía

Teruel

2019

Psicol. Refl. Crít.

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Internalizing problems (depression, anxiety, social anxiety, somatic complaints, post-traumatic symptoms, and obsessioncompulsion) are very important in adolescents' development. These problems can be related with people who lack social skills and poorly handle their emotions. This study assessed 1358 secondary education students (12-17 years) to analyze the relationship linking internalizing problems, emotional intelligence, and social skills. The results showed not only how these constructs were related, but how students' internalizing problems varied according to their emotional intelligence and social skills. They also indicated that two in every three males, and just over one in every two females, obtained high scores for internalizing problems. The model showed a good fit: χ 2 (85) = 201.161 p < 0.001; χ 2 /gl = 2.367; CFI = 0.919; NFI = 0.869; TLI = 0.900; RMSEA = 0.075, IC 95% (0.062-0.089). Finally, gender influenced the way that internalizing problems, emotional intelligence, and social skills were related, and an inverse relation appeared to link internalizing problems, emotional intelligence (r = − .77), and social skills (r = − .52) for females, while this relationship was poorer for males. By way of conclusion, we state that internalizing problems are related with emotional intelligence and social skills in secondary education students, but this relationship differs according to gender.

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Section: Discussioncontrasting

confidence: 99%

The relationship of internalizing problems with emotional intelligence and social skills in secondary education students: gender differences

Salavera

Supervía

Teruel

2019

Psicol. Refl. Crít.

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“…Time management also influences attitudes and job-or study-related stress (Chang & Thi Nguyen, 2011;Grissom, Loeb, & Mitani, 2015;Häfner & Stock, 2010;Häfner, Stock, & Oberst, 2015;Kearns & Gardiner, 2007;Macan, 1996). Studies dealing with academic performance showed that time management predicted grade goals (Ganguly, Kulkarni, & Gupta, 2017) and students' academic performance (Adubale & Aluede, 2014;Ganguly et al, 2017;Talib & Sansgiry, 2012;Tsai & Liu, 2015;West & Sadoski, 2011). Time management has also been shown to predict performance in the work setting, for example customer service and helping behaviour (Rapp, Bachrach, & Rapp, 2013), sales performance (Barling, Kelloway, & Cheung, 1996), and creativity (Darini, Pazhouhesh, & Moshiri, 2011;Zampetakis, Bouranta, & Moustakis, 2010) although not all studies have found an association between time management and work performance (see for example, Macan, 1996).…”

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confidence: 99%

Relationship between time perspective and time management behaviours

Bajec

2019

Psihologija

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This study explores the relationship between various time perspectives (Past-positive, Presenthedonistic, Future, Past-negative, and Present-fatalistic) and time management behaviours (Setting goals and priorities, Scheduling and planning, Preference for organisation, and Perceived control of time) in order to determine whether time perspective is an indicator of time management behaviours and whether it predicts time management behaviours beyond the Big Five personality traits. Multiple hierarchical regression analyses of data from 645 employed persons were performed. It showed that Future, Present-hedonistic, and Pastnegative perspectives predict Setting of goals and priorities and Scheduling and planning; Present-fatalistic, Future, and Present-hedonistic perspectives predict Preference for organisation, and Present-fatalistic perspective predicts Perceived control of time beyond the Big Five personality factors.

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“…Whereas, short-term and long-term time management were not associated with the high GPA. Contrast to it, previous study had resulted time management behavior such as short range and long-range management to be effective (Ganguly, Kulkarni, & Gupta, 2017).…”

Section: Discussionmentioning

confidence: 92%

Impact of Time-Management on the Student’s Academic Performance: A Cross-Sectional Study

Alyami¹,

Abdulwahed²,

Azhar³

et al. 2021

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For students to better manage their curriculum and achieve learning objectives, time management behaviors or skills are argued to improve the positive academic output. The aim of the study is to find the impact of time management on the academic performance of students among the diagnostic radiology technology students at KAU. This study had a cross-sectional survey-based study design. It was conducted among students of diagnostic radiology technology department at King Abdul-Aziz University from Sep. 2020 to Feb. 2021. For this study, 152 students were targeted among which 142 completed the questionnaire, making the response rate of 93.4%. Among 142 participants, 75 (52.8%) were females and 52 (36.6%) were in the 2018 batch. Majority of the students i.e., 107 (75.4%) had GPA between 4.5-5 in 2020. Whereas, 37.3% agreed or strongly agreed that they manage their time. Here, 69.2% students with 4.5-5 GPA strongly agreed that they meet their deadline (p value = 0.005) and 36.7% students with 4-4.5 GPA strongly believed that their academic performance decreased due to mis planning (p value = 0.005). Around 71 (66.3%) students with 4.5-5 GPA agreed or strongly agreed to make to do list or calendar (p value 0.047). In conclusion, according to student's perception, preplanning their studies had been beneficial for their academic performance. However, less than half of the students agreed that they manage their time.

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Predictors of academic performance among Indian students

Cited by 14 publications

References 32 publications

The relationship of internalizing problems with emotional intelligence and social skills in secondary education students: gender differences

The relationship of internalizing problems with emotional intelligence and social skills in secondary education students: gender differences

Relationship between time perspective and time management behaviours

Impact of Time-Management on the Student’s Academic Performance: A Cross-Sectional Study

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