Students Self Perception as Learners, Teachers Support and Institutional Climate as Achievement Predictors

Abstract

Several factors are important determinants of students achievement. Students positive perceptions about these factors contribute to their achievement. Considering importance of students perceptions about themselves, teachers support, and institutional climate in influencing their academic achievement, this study specifically examines students perceptions about themselves as learners, teachers support, and institutional climate for predicting their achievement. This research employed survey and correlational research designs. For this research, 372 students were randomly selected as a sample using cluster and stratified random sampling techniques. For data collection in this study, a questionnaire was adapted from Donahue (1994). For data analysis, both descriptive and inferential statistics were used, with help of SPSS. It was concluded from multiple regression analysis that university students achievement (i.e., dependent variable) can be significantly predicted from their self-perceptions, teachers support and institutional climate (i.e., independent variables).

The Achievement Motivation Enhancement Curriculum: Evaluating an Affective Intervention For Gifted Students

“…Positive academic self-perception or self-concept is an important prerequisite for academic achievement (Byrne & Shavelson, 1986; Febriana & Mujiyanto, 2020; Hussain et al, 2019; Thomaes et al, 2020). Academic self-perception or self-concept involves the beliefs we hold about our academic abilities, behavior, and competence (Bandura, 1993; Byrne & Shavelson, 1986; Marsh & Craven, 2006).…”

Evaluating the Effectiveness of the Online Delivery of Affective Curriculum for Gifted Students

“…Positive academic self-perception is required for academic success (Hussain et al, 2019) and influences educational and career decisions (Horta, 2018; Simpkins et al, 2006). Improving gifted individuals’ academic self-perception is critical for long-term achievement and motivation (Desmet & Pereira, 2022; Dixson et al, 2016).…”