The Department of Education funded this study as a part of a larger longitudinal study to examine the relationship between the role of family environment factors and academic performance among adolescents. The participants included 685 middle school adolescents from rural and semirural public schools. Family environment factors were gathered using the Family Environment Scale (Moos & Moos, 1981) and included family conflict, family support, and showing affection. Standardized test scores across 4 domains and final course grades across 4 domains were collapsed and used as measures of academic performance. The moderating relationship between support, conflict, and academic performance was examined. The mediating relationships between self-efficacy, parent involvement, family environment factors, and academic performance were examined. Results indicated that significant relationships existed and underscore the importance of bolstering resiliency in adolescents as mechanisms for ameliorating risk factors associated with academic failure.

En 2015, la Fédération des cégeps du Québec soulignait que la santé mentale des cégépiens constituait une inquiétude croissante : l’anxiété liée aux évaluations, les symptômes dépressifs et la préoccupation à l’égard de la réussite scolaire touchent une proportion inquiétante d’étudiants. Conséquemment, le but de la présente étude était d’explorer le rôle modérateur et potentiellement protecteur de l’adaptation au cégep, sous les angles de l’adaptation sociale et de l’attachement institutionnel, au sein des relations entre l’anxiété liée aux évaluations, les symptômes dépressifs et le rendement scolaire. Des étudiants en première année du Cégep régional de Lanaudière à Joliette (n = 513; 63,5% de filles) ont complété, aux sessions d’automne 2016 et d’hiver 2017, des questionnaires autorapportés sur leur niveau d’adaptation sociale, d’attachement envers l’institution scolaire, d’anxiété liée aux évaluations, de symptômes dépressifs et de rendement scolaire. Les résultats ont indiqué que l’anxiété liée aux évaluations en première session ne prédit pas la cote R en fin de première session ni les symptômes dépressifs à la session d’hiver. Toutefois, les symptômes dépressifs à la première session prédisent négativement la cote R en fin de cette même session. Aussi, une cote R plus faible à la session d’automne influence l’augmentation de symptômes dépressifs à l’hiver. Enfin, malgré le fait que l’attachement institutionnel ne joue pas un rôle modérateur sur les relations étudiées, l’adaptation sociale, quant à elle, présente une interaction significative dans les relations bidirectionnelles entre l’anxiété et le rendement. Des implications sur les plans théorique et pratique en lien avec les résultats sont discutées. / In 2015, the Fédération des cégeps du Québec noted that the mental health of cegep students as a growing concern: test anxiety, depressive symptoms, and worry about academic success affects a disturbing proportion of students. Consequently, the purpose of this study was to explore the moderating and potentially protective role of cegep adjustment, from the angles of social adaptation and institutional attachment, within the relationships between test anxiety, depressive symptoms, and academic performance. First-year students at Cégep régional de Lanaudière in Joliette (n = 513; 63.5% female) completed self-reported questionnaires in the fall 2016 and winter 2017 semesters on their level of social adjustment, attachment to the institution, test anxiety, depressive symptoms, and academic performance. Results indicated that test anxiety in the first semester did not predict R score at the end of the first semester nor depressive symptoms in the winter semester. However, depressive symptoms in the first semester did negatively predict the R score at the end of the first semester. Also, a lower R score in the fall semester influenced the increase in depressive symptoms in the winter. Finally, although institutional attachment did not play a moderating role on the studied relationships, social adjustment shows a significant interaction in the bidirectional relationship between anxiety and performance. Theoretical and practical implications related to the results are discussed.

Thesis (M.Ed. (Language Education)) -- University of Limpopo, 2022 / The purpose of this study was to investigate the impact of English First Additional Language on learners‘ academic performance. Qualitative approach was used to elicit responses from a sample of 12 learners and 4 teachers. The participants were purposefully sampled from a secondary school in Soshanguve. The researcher collected data using semi-structured interviews and classroom observations. Both selected teachers and learners were interviewed, and content subject lessons were observed. The data was analysed using inductive thematic data analysis method. The findings of the study indicated that different factors such as poor English Language proficiency, the use of mother tongue language in the classes, lack of parental involvement, and lack of tangible resources and instructional materials had a negative impact on learners‘ academic performance. The findings also showed that lack of exposure to English language among both teachers and learners is a critical factor that resulted in the poor academic performance of Grade 10 learners. The study recommends that all the recommendations made to all the stakeholders involved, such as the Department of Education, teachers, parents and learners, should be implemented in order to improve the academic performance of all learners in schools.

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Se ha propuesto realizar el diseño del software denominado “SINDEMORA” que abrevia las palabras “Sistema de Información para el Monitoreo del Rendimiento Académico” para obtener información de los estudiantes pre graduados de una universidad particular peruana. No llega a la implementación del software, más si a un software prototipo que demuestra que es posible implementarlo utilizando herramientas de programación convencional. Este estudio de investigación nace por el año 2016 donde la cultura de gestión colaborativa online era escasa, pero gracias a una coyuntura de ahondar en la mejora de acompañamiento al estudiante de pregrado, se permitió dar apoyo mediante el uso de las TIC al área de gestión de estudiantes. Este estudio cuantitativo exploratorio recolectó mucha información la cual combinó registros de Google Drive y los sistemas transaccionales de la universidad para detectar a tiempo problemas académicos de los estudiantes y así asistirlos oportunamente. Se buscó hacer notar que a través de los distintos diseños que provienen de los sistemas transaccionales combinados con información registrada en Google Drive usando TIC permitió el estudio profundo de datos y se mejoró la excelencia de la información. El diseño para monitorear el rendimiento académico surgió del análisis de la información. El resultado brindó nuevas formas de presentar la información antes no vista. aparecieron nuevas experiencias producto del cruce de información y reconocimiento de patrones. Los distintos diseños basados en evidencias recolectadas de los repositorios de datos y de información en la nube usando Google Drive sirvieron para elaborar estrategias, se volvieron notorias y con el tiempo fueron aceptadas por la institución pasando a formar parte del tablero de control de mando. Se observó que los diseños resultantes no son permanentes, siempre están en proceso de continua mejora ayudando a crear una cultura de supervisión en línea usando las TIC. Es decir, por un tiempo están de moda y los acompañan estrategias asociadas que buscan mejorar algunos aspectos de la gestión universitaria usando TIC para ayudar a lograr mejor rendimiento académico hasta que nuevas experiencias los redefinen, después de todo queda como aporte la cultura de uso de las TIC en cada trabajador que se incorpora.en el área. Aparecen nuevos diseños y tableros de control y el aprendizaje se hace continúo adaptándose a cada circunstancia en el tiempo como por ejemplo los diseños que han emergido durante la etapa del COVID-19 que ha cambiado paradigmas y ha afectado el comportamiento y rendimiento académico del estudiante de pregrado en este nuevo contexto. Mediante el monitoreo sistemático del rendimiento académico quedó en evidencia el siguiente circuito: El cuestionamiento lleva a extraer y conseguir datos de los repositorios de datos de la universidad y de la información que se recoge de cuestionarios de internet, de encuestas limesurvey y de registros en Google Drive, todo ello permite crear diseños de reportes. Los datos combinados de distintas formas dan pase a la ciencia de datos y surge la analítica que impulsa al cuestionamiento y debates de autoridades y gestores, con las semejanzas de comportamiento, tendencias y distintas formas de visualizar la información se diseñan estrategias, estas se aplican y se miden los impactos, la buenas experiencias quedan y se aprende pero a su vez el repensar y las nuevas ideas crea nuevos cuestionamientos y nuevamente estamos en el circuito tratando de volver al paso inicial mejorar continuamente y ahondar en una cultura TIC para mejorar el desempeño académico de los estudiantes y elevar el compromiso de ellos para concluir sus estudios universitarios. / It has been proposed to carry out the design of the software called "SINDEMORA" which abbreviates the words "Information System for the Monitoring of Academic Performance" to obtain information from undergraduate students from a private university in Peru. It does not reach the implementation of the software, but rather a prototype software that demonstrates that it is possible to implement it using conventional programming tools. This research study was born in 2016 where the online collaborative management culture was scarce, but thanks to a situation of delving into the improvement of accompaniment to undergraduate students, I was appointed to support the ICT support part of the area of management of students. This exploratory quantitative study collected a lot of information which was combined with Google Drive records to detect student problems early and assist them in a timely manner. It was sought to note that through the different designs that come from transactional systems combined with information registered in Google Drive using ICTs, it allowed data analysis and improved the quality of information. The design to monitor academic performance arose from the analysis of the information. The result provided new ways to present previously unseen information. New experiences appeared as a result of the crossing of information and pattern recognition. The different designs based on evidence collected from databases and information in the cloud using Google Drive served to develop strategies, became noticeable and over time were accepted by the institution becoming part of the control panel. It was observed that the resulting designs are not permanent, they are always in the process of continuous improvement, helping to create a culture of online supervision using ICTs. That is to say, for a while they are in fashion and they are accompanied by associated strategies that seek to improve some aspects of university management using ICTs to help achieve better academic performance until new experiences redefine them, after all the culture of ICT use remains in each worker who joins the area. New designs and control boards appear, and learning becomes continuous, adapting to each circumstance over time, such as the designs that have occurred during the COVID-19 pandemic, which has changed paradigms and has affected student behavior and academic performance. undergraduate in this new context. Through the systematic monitoring of academic performance, the following circuit was evidenced: The questioning leads to extracting and obtaining data from the university databases and from the information collected from internet forms, limesurvey surveys and records in Google Drive allows us to create report designs. The data combined in different ways gives way to data science and analytics emerges, which drives the questioning and debates of authorities and managers, with behavior patterns, trends and different ways of visualizing the information, strategies are designed, these are applied and the impacts are measured, the good experiences remain and we learn, but at the same time, rethinking and new ideas create new questions and we are once again in the circuit trying to return to the initial step, continuously improve and delve into an ICT culture to improve academic performance of students and increase their commitment to complete their university studies .

En esta tesis, se utilizan t ecnicas matem atico-epidemiol ogicas para modelar el rendimiento acad emico en Espa~na (prestando especial atenci on en el fracaso escolar) para comprender mejor los mecanismos detr as de esta importante cuesti on, as como para predecir c omo evolucionar an los resultados acad emicos en el Bachillerato espa~nol en los pr oximos a~nos. El nivel educativo de Bachillerato en Espa~na est a formado por los dos ultimos cursos antes de acceder a la universidad o al mercado de trabajo y corresponde a los estudiantes de 16 18 a~nos. Este nivel educativo es muy importante para la formaci on de los estudiantes ya que representa un periodo en el que deber an tomar importantes decisiones sobre el futuro acad emico y profesional. En primer lugar, en el Cap tulo 2, se presenta un modelo determinista donde se analiza el rendimiento acad emico asumiendo que la actitud negativa de los alumnos de Bachillerato puede ser debida a su comportamiento aut onomo y la in uencia de compa~neros con malos resultados acad emicos. Luego, en el Cap tulo 3, se mejora el modelo basado en la idea de que no s olo los malos h abitos acad emicos se transmiten socialmente sino tambi en los buenos h abitos de estudio. Adem as, descomponemos los par ametros de transmisi on de h abitos acad emicos con el n de analizar con m as detalle qu e grupos de estudiantes son m as susceptibles a ser in uenciados por compa~neros con buenos o malos h abitos acad emicos. El abandono escolar tambi en han sido incluido en este modelo. El enfoque adoptado permite proporcionar predicciones deterministas y con intervalos de con anza de la evoluci on del rendimiento escolar (incluyendo las tasas de abandono) en Bachillerato en Espa~na en los pr oximos a~nos. Este enfoque, adem as, nos permite modelar el rendimiento acad emico en otros niveles educativos del sistema acad emico espa~nol o de fuera de Espa~na tal y como se muestra en el Cap tulo 4, donde el modelo se aplica satisfactoriamente al sistema acad emico actual de la regi on alemana de Renania del Norte-Westfalia. Para concluir esta tesis, proporcionamos una estimaci on de los costes relacionados con el rendimiento acad emico espa~nol basado en nuestras predicciones. Esta estimaci on representa la inversi on en Bachillerato por parte del Gobierno espa~nol y las familias en los pr oximos a~nos, con especial atenci on en los grupos de estudiantes que no promocionan y abandonan en los diferentes cursos acad emicos. / In this dissertation, we use epidemiologic-mathematical techniques to model the academic performance in Spain (paying special attention on the academic underachievement) to understand better the mechanisms behind this important issue as well as to predict how academic results will evolve in the Spanish Bachillerato over the next few years. The Spanish Bachillerato educational level is made up of the last courses before accessing to the university or to the work market and corresponds to students of 16¿18 years old. This educational level is a milestone in the career training of students because it represents a period to make important decisions about academic and professional future. In a rst step, in the Chapter 2 we will present a deterministic model where academic performance is analyzed assuming the negative attitude of Bachillerato students may be due to their autonomous behavior and the in uence of classmates with bad academic results. Then, in the Chapter 3, the model is improved based on the idea that not only the bad academic habits are socially transmitted but also the good study habits. Besides, we decompose the transmission academic habits into good and bad academic habits, in order to analyze with more detail which group of students are more susceptible to be in uenced by good or bad academic students. The consideration of quantifying the abandon rates is also a new issue dealt with in it. The adopted approach allow to provide both punctual and con dence intervals predictions to the evolution of academic performance (including the abandon rates) in Bachillerato in Spain over the next few years. The adopted approach allows us to model academic performance in academic levels other than Bachillerato and/or beyond the Spanish academic system. This issue is assessed in Chapter 4, where the model is satisfactorily applied to the current academic system of the German region of North Rhine-Westphalia. To conclude this dissertation, we provide an estimation of the cost related to the Spanish academic underachievement based on our predictions. This estimation represents the investment in the Spanish Bachillerato from the Spanish Government and families over the next few years, paying special attention on the groups of students who do not promote and abandon during their corresponding academic year. / Sánchez Sánchez, A. (2013). Modelling the evolution dynamics of the academic performance in high school in Spain. Probabilistic predictions of future trends and their economical consequences [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/32280

There are numerous ways to measure or estimate parental attachment, from which can be deduced a positive, neutral, or negative relationship between adult child and parent. A standardized measure of parental attachment was administered to participants in this study, in order to determine a rating scale that can be worked with statistically to determine possible connections between the attachment measure and GP A. To that end, this study used the Revised Inventory of Parent and Peer Attachment, (IPPA-R). The relationship between parent and child has profound effects on an individual throughout their life. Even in adulthood, the attachment of adult children to their parents affects their attitudes and achievement. It is a relationship common to all. Even if the person is orphaned or abandoned, if this relationship between parental attachment and adult achievement can be demonstrated statistically, it may lead the way in learning to focus the positive power of parental attachment into measurable achievement for the adult child. It is hoped that this research may lead to further study about parental attachment and the impact it may have on academic achievement, and perhaps extrapolated to increasing achievement in other areas. The goal of this study was to measure the influence of parental attachment upon the academic achievement of adult children, measured by the Revised Inventory of Parent and Peer Attachment (IPPA-R) developed by Amsden and Greenberg (2009). The IPPAR is a revision to the original Inventory of Parent and Peer Attachment, first developed by Amsden and Greenberg in 1987. The original version had questions that were directed toward both parents together, such as "My parents respect my feelings ... " (Amsden & Greenberg, 1987). In the IPPA-R, the same question was broken down into questions for both father and mother. The same question in the IPPA-R would be, "My mother respects my feelings ... " and "My father respects my feelings ... " (Amsden & Greenberg, 1987). Participants for this study were recruited from a junior level Psychology class at the University of Central Florida. Extra credit was awarded for participation. A total of 106 students participated in this study. Of the total 106 surveys submitted, 3 surveys were incomplete, thereby reducing the number of participants to 103. Informed consent was provided by participants at the beginning of the survey. Along with the mother and father sections of the IPPA-R, the questionnaire included demographic inquiries, such as race, age and gender. Along with these questions, the request for grade point average (GPA) was included. Academic achievement was measured by GPA at the university level. GPA was recorded on a 1-4 scale, using 2 decimal points. The independent variable in this study was parental attachment with seven levels. GPA served as the dependent measure. Data were analyzed using a one way between subject Analysis of Variance, (ANOV A). GPA did not significantly differ as a function of parental attachment, F(6,97)= 1.758, p=0.116. Previous research using the IPPA-R as a psychometric tool has shown significant effects when parental attachment is compared to psychological well-being (Gullone & Robinson, 2005), as well as other, more diverse variables, such as tendencies toward drug abuse among female teenagers (Renes & Strange, 2009) and commitment to career choices (Ward, 2003). This study made use of the IPPA-R measure, as the above mentioned research did, but the dependent variable of GPA was different than other research using the IPPAR. Most research with the IPPA-R seeks to measure psychological well being, or some aspect of it. The present research differed from previous studies in that this project used academic achievement as the dependent variable. Academic achievement at the university level can be extremely important to life and career directions adult children may choose. Despite the lack of statistical evidence, several interesting issues were raised. These issues, as well as possible directions for future research, are discussed.

Объект исследования – мотивация учебной деятельности. Предмет исследования – мотивация учебной деятельности в связи с детско-родительскими отношениями у подростков с разным уровнем успеваемости. Магистерская диссертация состоит из введения, двух разделов, заключения, списка литературы (52 источника) и пяти приложений, включающих в себя бланки применявшихся методик, таблицы стандартизации по одной из методик, таблицу показателей на нормальность распределения. Объем магистерской диссертации 80 страниц, на которых размещены 4 рисунка и 14 таблиц. Во введении раскрывается актуальность проблемы исследования, разработанность проблематики, ставятся цель и задачи исследования, определяются объект и предмет исследования, формулируются основная и дополнительные гипотезы, указываются методы и эмпирическая база, а также этапы проведения исследования, научная новизна, теоретическая и практическая значимость работы. В первом разделе раскрываются понятия мотивации учебной деятельности школьников, детско-родительских отношений у младших подростков, приводится обзор исследований связи мотивации учебной деятельности с детско-родительскими отношениями у подростков. Выводы по первому разделу представляют собой итоги по изучению теоретического материала. Второй раздел посвящен эмпирической части исследования. В нем представлено описание организации и методов проведенного исследования и результатов, полученных по всем использованным методикам и методам: методика изучения мотивации учения подростков (5-7 класс) М. И. Лукьяновой, Н. В. Калининой; опросник «Подростки о родителях» (ADOR) Л. И. Вассермана, И. А. Горьковой, Е. Е. Ромициной; анализ успеваемости учащихся 6-х классов; экспертная оценка учителей; методы математико-статистической обработки результатов эмпирического исследования: критерий Колмогорова-Смирнова, U критерий Манна-Уитни, критерий φ* угловое преобразование Фишера, коэффициент ранговой корреляции Спирмена. Выводы по второму разделу включают в себя основные результаты эмпирического исследования. В заключении в обобщенном виде изложены результаты теоретической и эмпирической частей работы, а также выводы по выдвинутым гипотезам, представлена практическая значимость исследования. / The object of the study is the motivation of educational activity. The subject of the study is the motivation of educational activities in connection with child parent relationships in adolescents with different levels academic performance. The master's thesis consists of an introduction, two sections, a conclusion, a list of references (52 sources) and five appendices, including forms of the methods used, tables of standardization according to one of the methods, a table of indicators for the normality of distribution. The volume of the master's thesis is 80 pages, which contain 4 figures and 14 tables. The introduction reveals the relevance of the research problem, the elaboration of the problem, sets the purpose and objectives of the study, defines the object and subject of the study, formulates hypotheses, specifies methods and techniques, theoretical and methodological foundations, provides some features of the research (base, time, number of respondents, age), establishes the theoretical and practical significance of the work. The first section reveals the concepts of motivation of educational activity of schoolchildren, child-parent relations in younger adolescents, and provides an overview of studies on the relationship between motivation of educational activity and child-parent relations in adolescents. The conclusions of the first section are the results of a theoretical analysis of the literature on the research problem. The second section is devoted to the empirical part of the study. It provides a description of the organization and methods of the conducted research and the results obtained using all the methods and methods used: the methodology for studying the motivation of the teaching of adolescents (5th-7th grade) M. I. Lukyanova, N. V. Kalinina; the questionnaire "Teenagers about parents" (ADOR) L. I. Wasserman, I. A. Gorkova, E. E. Romitsina; analysis academic performance of 6th grade students; expert assessment of teachers; methods of mathematical and statistical processing of empirical research results: Kolmogorov-Smirnov criterion, Mann-Whitney U-criterion, φ* criterion- Fisher angular transformation, Spearman rank correlation coefficient. The conclusions of the second section include the main results of the empirical study. In conclusion, the results of the theoretical and empirical parts of the work are summarized, as well as conclusions on the hypotheses put forward, and the practical significance of the study is presented.