The Influence of Gender, Intellectual Ability, Academic Self-Concept, Self-Regulation, Learning Strategies, Popularity and Parent Involvement in Early Adolescence

Abstract

).sense, there have been stereotypical views of gender related abilities which contribute to this disparity. Nevertheless, literature review have pointed out this tendency, like Hyde & Linn [7], who concluded in a meta-analysis that there were more similarities than differences between boys and girls, even in those areas where typical gaps have been detected, like mathematics or science. These advances allow overcoming classical theories, focusing on more objective outcomes about the performance trends of boys and girls. B. Intellectual Ability and Academic AchievementIntellectual ability is the most studied cognitive variable to predict academic achievement, showing a clear direct impact [8], although with some variability [9]. To understand the extent of motivational variables on the prediction of academic achievement, Gagné and St. Pè re [10] assessed the contribution of intrinsic, extrinsic and persistence motivation to academic achievement after controlling the predictive power of intelligence in a sample of 200 female high school students. They confirm that cognitive ability is the best predictor of school achievement but also a lack of correlation between intellectual ability and motivation. It is important to discriminate the level of prediction of motivational variables beyond intellectual ability. C. Self-Concept and Academic AchievementAmong the motivational variables, self-concept has been considered as one of the major constructs by the scientific community [11]-[15]. Self-concept is usually defined as a set of perceptions of personal behaviors in concrete situations through inferences about the self in different domains [16]. The multidimensional approach of self-concept is a key to its consideration as one of the most important motivational theories of the last 30 years [17]. In the educational field, academic self-concept and academic achievement are often highly correlated, even more so than other self-concept or self-esteem domains [18]. Huang [19], in a recent meta-analysis, confirmed medium to longitudinal relations between self-concept and academic achievement, as have additional previous long-terms studies [20]. D. Self-Regulation and Academic AchievementAccording to previous studies, self-concept is closely related to other motivational and cognitive variables [21], [22], and for this reason, they have been included in all recent models of academic achievement. In relation to students "ability to self-regulate their own process, it is clear that constitutes a key element in explaining academic success [23], [24]. Self-regulation refers to students´" self-generated

Emosi Akademik, Strategi Belajar, Dan Prestasi Akademik Siswa Sma Di Wilayah Perdesaan

“…Selain itu, usia dan lama pendidikan orang tua juga tidak menunjukkan pengaruh yang signifikan terhadap strategi belajar maupun prestasi akademik. Menurut Veas et al, (2016) Hasil uji regresi juga menunjukkan bahwa perempuan melakukan penggunaan strategi yang lebih baik dibandingkan dengan laki-laki. Hal ini didukung dengan tabulasi silang antara jenis kelamin dan strategi belajar yang menunjukkan bahwa seluruh remaja yang berada pada kategori strategi belajar yang tinggi merupakan remaja perempuan.…”

“…Hasil tersebut sejalan dengan Veas et al, (2016) yang menemukan bahwa remaja perempuan menunjukkan prestasi yang lebih baik dibanding laki-laki. Penelitian lain yang memiliki keragaan wilayah maupun usia contoh yang serupa juga menemukan hasil bahwa perempuan menunjukkan prestasi yang lebih baik dibanding laki-laki (Theresya, 2013;Putri, 2013;Novita & Latifah, 2014;& Susandari, 2014).…”

“…Berdasarkan control-value theory, ketika individu merasa mampu atau tidak mampu mengontrol aktivitas dan luaran yang penting ataupun kurang penting menurut individu tersebut maka emosi akademik akan muncul (Pekrun et al, 2007). Faktor internal lain seperti usia dan jenis kelamin remaja (Bortoletto & Boruchovitch, 2013;Bozpolat, 2016;Tinklin et al, 2001;Veas et al, 2016;dan Xiying, 2010), serta faktor eksternal seperti usia orang tua, pendidikan orang tua, pendapatan, dan besar keluarga juga diduga berpengaruh terhadap strategi belajar dan prestasi akademik remaja (Suksmadi et al, 2009). Penelitian Villavicencio & Bernardo (2012) mengenai emosi akademik positif, selfregulation, dan prestasi akademik menunjukkan bahwa emosi kegembiraan dan kebanggaan memoderatori hubungan selfregulation dengan nilai.…”

Self-Regulated Learning and Academic Achievement Among Elementary School Students

“…Therefore, good academic achievement depend on self-regulated learning aspect so students will focus on their self-motivation, cognition and development in metacognition and reformation in behaving. Based on gender, girls are shown more capable than boys in academic achievement in which they have higher passing score than male students [5].…”

“…Therefore, someone who possess self-regulation has opportunity to take challenging task, practice their learning, develop deep understanding about learning material, and expend his or her effort to generate academic success. The study result of [5] explained that self-regulated learning has direct effect which is very important to academic achievement and students can monitor their understanding by measuring their learning progress.…”