Academic achievement ≈ Academic achievement
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Physical Activity, Fitness, Cognitive Function, and Academic Achievement in Children Open
The present systematic review found evidence to suggest that there are positive associations among PA, fitness, cognition, and academic achievement. However, the findings are inconsistent, and the effects of numerous elements of PA on cogn…
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Systematic review of sedentary behaviour and health indicators in school-aged children and youth: an update Open
This systematic review is an update examining the relationships between objectively and subjectively measured sedentary behaviour and health indicators in children and youth aged 5–17 years. EMBASE, PsycINFO, and Medline were searched in D…
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Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math Open
We tested the hypothesis that underrepresented students in active-learning classrooms experience narrower achievement gaps than underrepresented students in traditional lecturing classrooms, averaged across all science, technology, enginee…
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The impact of stress on students in secondary school and higher education Open
Students in secondary and tertiary education settings face a wide range of ongoing stressors related to academic demands. Previous research indicates that academic-related stress can reduce academic achievement, decrease motivation and inc…
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Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects Open
A reciprocal effects model linking emotion and achievement over time is proposed. The model was tested using five annual waves of the Project for the Analysis of Learning and Achievement in Mathematics (PALMA) longitudinal study, which inv…
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The Gender-Equality Paradox in Science, Technology, Engineering, and Mathematics Education Open
The underrepresentation of girls and women in science, technology, engineering, and mathematics (STEM) fields is a continual concern for social scientists and policymakers. Using an international database on adolescent achievement in scien…
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Projecting the Potential Impact of COVID-19 School Closures on Academic Achievement Open
As the COVID-19 pandemic upended the 2019–2020 school year, education systems scrambled to meet the needs of students and families with little available data on how school closures may impact learning. In this study, we produced a series o…
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Relationships between student engagement and academic achievement: A meta-analysis Open
Most scholars have argued that student engagement positively predicts academic achievement, but some have challenged this view. We sought to resolve this debate by offering conclusive evidence through a meta-analysis of 69 independent stud…
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Growth mindset tempers the effects of poverty on academic achievement Open
Significance This study is the first, to our knowledge, to show that a growth mindset (the belief that intelligence is not fixed and can be developed) reliably predicts achievement across a national sample of students, including virtually …
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Effect of classroom-based physical activity interventions on academic and physical activity outcomes: a systematic review and meta-analysis Open
Results suggest classroom-based physical activity may have a positive impact on academic-related outcomes. However, it is not possible to draw definitive conclusions due to the level of heterogeneity in intervention components and academic…
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A Meta-Analysis of the Effects of Classroom Management Strategies and Classroom Management Programs on Students’ Academic, Behavioral, Emotional, and Motivational Outcomes Open
This meta-analysis examined which classroom management strategies and programs enhanced students’ academic, behavioral, social-emotional, and motivational outcomes in primary education. The analysis included 54 random and nonrandom control…
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A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research Open
An increasing number of teachers are using flipped classroom approach in their teaching. This instructional approach combines video-based learning outside the classroom and interactive group learning activities inside the classroom. The pu…
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Teacher and Teaching Effects on Students’ Attitudes and Behaviors Open
Research has focused predominantly on how teachers affect students’ achievement on standardized tests despite evidence that a broad range of attitudes and behaviors are equally important to their long-term success. We find that upper-eleme…
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Affective Teacher–Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement Open
The present study took a meta-analytic approach to investigate whether students' engagement acts as a mediator in the association between affective teacher–student relationships and students' achievement. Furthermore, we examined whether r…
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Is Kindergarten the New First Grade? Open
Recent accounts suggest that accountability pressures have trickled down into the early elementary grades and that kindergarten today is characterized by a heightened focus on academic skills and a reduction in opportunities for play. This…
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The student-as-consumer approach in higher education and its effects on academic performance Open
Sian Jones - ORCID: 0000-0002-2399-1017 https://orcid.org/0000-0002-2399-1017
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Relationships between academic self-efficacy, learning-related emotions, and metacognitive learning strategies with academic performance in medical students: a structural equation model Open
Recognition of the factors affecting the medical students’ academic success is one of the most important challenges and concerns in medical schools. Hence, this study aimed to investigate the mediating effects of metacognitive learning str…
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STEM faculty who believe ability is fixed have larger racial achievement gaps and inspire less student motivation in their classes Open
Racial achievement gaps are twice as large, and all students are less motivated, when STEM faculty believe ability is fixed.
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Teaching a lay theory before college narrows achievement gaps at scale Open
Significance In the United States, large, persistent gaps exist in the rates at which racial, ethnic, and socioeconomic groups complete postsecondary education, even when groups are equated on prior preparation. We test a method for preven…
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A meta-analysis of the relation between math anxiety and math achievement. Open
Meta-analyses from the 1990s previously have established a significant, small-to-moderate, and negative correlation between math achievement and math anxiety. Since these publications, research has continued to investigate this relation wi…
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True grit and genetics: Predicting academic achievement from personality. Open
Grit-perseverance and passion for long-term goals-has been shown to be a significant predictor of academic success, even after controlling for other personality factors. Here, for the first time, we use a U.K.-representative sample and a g…
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How true is grit? Assessing its relations to high school and college students’ personality characteristics, self-regulation, engagement, and achievement. Open
Duckworth, Peterson, Matthews, and Kelly (2007) defined grit as one’s passion and perseverance toward long-term goals. They proposed that it consists of 2 components: consistency of interests and perseverance of effort. In a high school an…
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Grit, self-efficacy, achievement orientation goals, and academic performance in University students Open
The current study investigated the relationships between grit, self-efficacy, achievement orientation goals, and academic performance in parallel and serial mediation models. University student participants (N = 258) responded to an online…
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The Development of Academic Achievement and Cognitive Abilities: A Bidirectional Perspective Open
Developing academic skills and cognitive abilities is critical for children's development. In this article, we review evidence from recent research on the bidirectional relations between academic achievement and cognitive abilities. Our fi…
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Effects of COVID-19-Related School Closures on Student Achievement-A Systematic Review Open
The COVID-19 pandemic led to numerous governments deciding to close schools for several weeks in spring 2020. Empirical evidence on the impact of COVID-19-related school closures on academic achievement is only just emerging. The present w…
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The relationships between school belonging and students’ motivational, social-emotional, behavioural, and academic outcomes in secondary education: a meta-analytic review Open
This meta-analytic review examines the relationships between students' sense of school belonging and students' motivational, social-emotional, behavioural, and academic functioning in secondary education. Moreover, it examines to what exte…
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Self-Efficacy, Satisfaction, and Academic Achievement: The Mediator Role of Students' Expectancy-Value Beliefs Open
Although there is considerable evidence to support the direct effects of self-efficacy beliefs on academic achievement, very few studies have explored the motivational mechanism that mediates the self-efficacy-achievement relationship, and…
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Academic Stress and Mental Well-Being in College Students: Correlations, Affected Groups, and COVID-19 Open
Academic stress may be the single most dominant stress factor that affects the mental well-being of college students. Some groups of students may experience more stress than others, and the coronavirus disease 19 (COVID-19) pandemic could …
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Implicit Stereotypes: Evidence from Teachers’ Gender Bias* Open
I study whether exposure to teacher stereotypes, as measured by the Gender-Science Implicit Association Test, affects student achievement. I provide evidence that the gender gap in math performance, defined as the score of boys minus the s…
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College Students’ Sense of Belonging: A National Perspective Open
In a nationally representative sample, first-year U.S. college students “somewhat agree,” on average, that they feel like they belong at their school. However, belonging varies by key institutional and student characteristics; of note, rac…