Prediction of Academic Achievement by Conitive and Socio-emotional ariables A Systematic Review of iterature

Costa, Bianca Cristine Gomide; Fleith, Denise de Souza

doi:10.9788/tp2019.4-11

Cited by 14 publications

(6 citation statements)

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“…In recent years, there has been an increasing amount of literature to emphasize that academic achievement is affected by information processing processes (such as students' greater willingness to learn and acquire skills) and environmental factors such as unfavorable conditions, environment and unfavorable educational facilities. They indicated the comprehensive internal orientation for learning and acquiring skills, and it is also affected by environmental factors such as undesirable conditions, environment, and educational facilities (Nabizadeh et al, 2019;Costa and Fleith, 2019). Many researchers have also examined the relationship between cognitive-behavioral processes such as lack of motivation, depression, negative self-concept and low self-esteem with academic performance (Owens et al, 2012;Waqas et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

The relationship between depression and academic satisfaction in medical science students

Mirhosseini

Bazghaleh

Basirinezhad

et al. 2020

JMHTEP

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Purpose Students’ academic achievement is a multifaceted phenomenon. While depression can suppress academic performance, academic satisfaction can promote it. This study aims to investigate the relationship between depression and academic satisfaction among students studying at Shahroud University of Medical Sciences. Design/methodology/approach This cross-sectional study was carried out on 312 undergraduate students of Shahroud University of Medical Sciences. Data collection tools included demographic data form, University Student Depression Inventory and academic satisfaction scale. Data were collected by a simple random sampling method and self-reporting by the participants. Data were analyzed using descriptive and inferential statistics (multivariate multiple regression analysis and multivariate linear regression). Findings The participants’ mean depression and academic satisfaction scores were 71.92 ± 22.94 and 53.70 ± 9.69, respectively. In addition, the depression score was significantly and inversely correlated with students' academic satisfaction (r = −0.122, p-value = 0.031). Moreover, there was a significant correlation between students’ depression with marital status, level of the semester, interest in the field of study and study topic. Research limitations/implications This study emphasizes improving education, spiritual and social support and strengthens strategies to deal with depression and medical science students’ related factors. Originality/value Students of medical sciences are exposed to depression during their college years, which is related to their academic satisfaction.

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Section: Introductionmentioning

confidence: 99%

The relationship between depression and academic satisfaction in medical science students

Mirhosseini

Bazghaleh

Basirinezhad

et al. 2020

JMHTEP

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“…Asimismo, si bien el estudio se limita al análisis de factores socioemocionales que pueden influir en el rendimiento académico del alumnado, la literatura muestra que estas variables no actúan de manera aislada y que pueden presentarse ligadas a otras variables de tipo cognitivo como, por ejemplo, la inteligencia o la metacognición, que merecen atención (Costa & Fleith, 2019).…”

Section: Discusión Y Conclusionesunclassified

Rendimiento académico y su relación con variables socioemocionales en estudiantes chilenos de contextos vulnerables

et al. 2021

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La declarada equidad educativa en el contexto chileno ha sido contrastadapermanentemente como una dificultad para los estudiantes que se encuentran en contextos de alta vulnerabilidad social. En consecuencia, es procedente analizar factores no estructurales que puedan ser abordados por la comunidad educativa.Existe gran evidencia de la incidencia sobre el rendimiento educativo de ciertasvariables como son los estilos atributivos, las estrategias de autorregulación, laconvivencia escolar o el autoconcepto académico, pero un análisis específico yconjunto de estas variables para las realidades vulnerables podría entregar indicios a las comunidades educativas para priorizar e implementar oportunidades de mejora. El objetivo de este trabajo fue examinar el efecto conjunto de los factores mencionados respecto del logro académico de estudiantes de tercer y cuarto año medio de centros educativos chilenos vulnerables. En el estudio participaron alumnos de enseñanza secundaria de contextos de alta vulnerabilidad social (N=1498). Para la recogida de datos se emplearon cuatro encuestas tipo escala Likert que fueron aplicadas de forma masiva y on line. Mediante un modelo de ecuaciones estructurales, los resultados dan cuenta que el autoconcepto académico obtuvo la mayor significación estadística (β=.22; p<.05), seguida de las estrategias de autorregulación (β=.12; p<.05). También se observó que el factor de indisciplina obtuvo una asociación significativa, pero inversa (β=-.22; p<.05) con las calificaciones de los estudiantes. Las correlaciones entre las variables también fueron significativas, observándose una fuerte correlación del rendimiento escolar con las estrategias de autorregulación y el autoconcepto académico. Las conclusiones se centran en la anticipación y prevención de situaciones de indisciplina, la promoción de un autoconcepto académico positivo y la implementación de programas específicos que contribuyan a la mejora de lasestrategias de autorregulación, consideradas como prácticas o acciones situadasdentro del margen de actuación de la comunidad educativa.

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“…However, most studies conducted in this field usually consider only a socioemotional variable (MacCann et al, 2020) and/or a cognitive variable per study, which limits the understanding of how these independent variables work when considered concomitantly. Costa and Fleith (2019), in a systematic review of the literature, concluded that school performance is determined by a multiplicity of cognitive and socio-emotional variables, and that these variables should be measured by standardized instruments in the same study to allow the observation of their interactions in the prediction of school performance. This study aims to contribute to the filling of this gap, besides it searches for new theoretical models that seek to integrate cognitive and socio-emotional processes, such as cold and hot intelligences (Schneider, Mayer, & Newman, 2016) and the integrated model of differences related to affection (Hughes & Evans, 2018).…”

Section: Fluid Intelligence and Socio-emotional Skillsmentioning

confidence: 99%

Socioemotional and Cognitive Skills: Its Relation to School Performance in Elementary School

Castro

Bueno

Peixoto

2021

Paidéia (Ribeirão Preto)

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Several constructs shown as good predictors of school performance. However, previous studies have focused only on a part of these predictors, making it difficult to understand their interaction to predict school performance. This study verified the associations (correlations), predictions (linear regressions), and relationship dynamics (network analysis) of variables (intelligence, EI, personality, and executive functions) that predict school performance (Portuguese, mathematics, and general) in children and adolescents in the elementary education. In total, 133 students were submitted to instruments to assess the predictive abilities and performance measures included in this study. Regression analyses showed emotional intelligence and abstract reasoning as the main positive predictors of school performance, and the agreeableness/openness trait as a positive predictor of overall performance and mathematics. The results corroborated by centrality indicators estimated through network analyses. This study advances when considering several variables concurrently.

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Prediction of Academic Achievement by Conitive and Socio-emotional ariables A Systematic Review of iterature

Cited by 14 publications

References 0 publications

The relationship between depression and academic satisfaction in medical science students

The relationship between depression and academic satisfaction in medical science students

Rendimiento académico y su relación con variables socioemocionales en estudiantes chilenos de contextos vulnerables

Socioemotional and Cognitive Skills: Its Relation to School Performance in Elementary School

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