MSVU e-Commons :: Browsing Faculty of Education -- Graduate Theses by Subject "Academic achievement"

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Does Self- Concept and Motivation in High School Predict Future Success via Readiness in First Year Undergraduate Students?

(2007-06) Martin, Sarah

An important part of the daily routine for university students involves completing their coursework as they work towards their degree. Feelings of self-confidence and competence are essential for university students growth and subjective well-being (Levesque, Stanek, Ryan, Zuehlke, 2004). Levesque et al. (2004) stated that at every educational level, students who experience greater need satisfaction appear to be better adjusted in the classroom and in life, demonstrate greater internalization of school-related regulations, exhibit enhanced performance, and report more intrinsic motivation than those who find these needs dissatisfied in school (p.68). The primary goal of this thesis was to establish correlation links between selfconcept, motivation and success in university. Further, an endeavor of this thesis was to determine if success in university could be predicted from self-concept and motivation in an undergraduate sample of Mount Saint Vincent University students. Several correlations were found and revealed some very interesting information regarding associations between motivation, self-concept and success. However, no statistically significant multiple regression analyses were discovered which suggests that in this sample success in university cannot be predicted from motivation or self- concept. Results are discussed in terms of the significant correlations and ideas for research and further exploration are addressed.

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An Exploration of Self-Concept, Parent Education, Parent and Student Attitudes towards School, Study Habits and Achievement of Junior High Students

(Mount Saint Vincent University, 2006-04) Yang, Rodney

The purpose of the present study was to examine the relationship between self-concept and academic self-concept, parent education, parent and student attitudes towards school, study habits and student achievement in a group of junior high students. This study investigated whether student achievement scores varied significantly by ratings for various aspects of self-concept as well as global self-concept, parent educational levels and gender. As well, the study examined how student and parental attitudes towards school correlated with each other. A third aspect of the study was an exploration of the best predictors for achievement in math, English and overall average academic. Sixty-nine grade six students participated in this study. Student responses to the Battle (2002) Culture Free Self-Esteem Inventory and researcher developed scales to examine student attitudes towards school and study habits were collected. Student achievement scores on English and math tests for the last two terms of grade six were obtained fi-om the cumulative records of the students. A parental attitudes towards school questionnaire developed by the researcher and a demographic data form designed to obtain selected background information including parental education attainment were completed by consenting parents and returned to the school along with consent forms for their children to participate in the study. ANOVA, t-test, correlational and regression analysis were performed on the data and produced the following major findings. Student groups with above-average Global and Academic Self-Concept achieved significantly higher scores in English and math than groups with lower Global and Academic Self-Concept ratings. However, gender had little or no effect on the achievement levels. Relative to the correlations among the variables. Global Self-Concept and Academic Self-Concept ranked among the top three with a positive correlation with the achievement variables. A surprising finding was that parent attitudes towards school was negatively correlated with parent education. Of all variables entered for predicting the achievement levels of the students. Academic Self-Concept turned out to be the strongest predictor for English and also the only predictor for the math and the average academic achievement scores. Parent education was the second strongest in predicting the English scores. All the other variables including Global Self-Concept played little or no part in predicting the performances on any of the achievement measures. These results were discussed in light of the literature, their implications for further research and for practice.

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Extracurricular Activity Participation in Elementary School Children: Links to Well-Being and Academic Achievement

(2007-09) Case, Emily; Lagace-Seguin, Daniel

In the current study correlations between extracurricular activity participation, parental involvement, well-being, and academic competence in elementary school children were examined. In addition, interactions between activity and parental involvement in the prediction of well-being and academic success were explored. Seventy-two children (M age= 10.9 years, SD = 0.85) and 53 parents participated. Results indicated significant correlations between support, pressure, well-being, and academic competence. Results also revealed 4 significant interactions: 1) parental pressure x activity participation in the prediction of well-being, 2) parental pressure x activity participation in the prediction of academic competence, 3) parental support x activity participation in the prediction of well-being, 4) parental support x activity participation in the prediction of academic competence. Follow up analyses were conducted to establish differences between children who participate in low versus high numbers of activities. Results are discussed in terms of how extracurricular activities and parental involvement in activities impact upon positive outcomes in childhood.

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Psycho-Social and Academic Readiness for Health and Human Service Education

(2010-04-13T18:26:46Z) Criss, Daniel; MacCleave, Anne

This qualitative study investigated the educational experiences of first year human service diploma students at the Truro campus of the Nova Scotia Community College. The focus group inquiry provided a research approach whereby students, faculty and the center for student success personnel and academic chairs could engage the moderator and each other in making meaning of students' motives, expectations and readiness for pursuing human service education. The study examined the psychosocial and academic readiness of first year students to engage immediately is critical discourse regarding human needs, society and self. This inquiry also explored whether a parallel existed between psychosocial identity status and lived experiences of students. Multiple factors of readiness were considered in order to assess the extent to which these psychosocial factors impact the quality of learning, levels of success and goal attainment of individual learners. Disclosures, shared experiences and perspective taking of focus group participants generated similar and distinct themes revealing the complexity of psychosocial readiness unique to each student. Identified themes included motivations for enrolling in the program, learning demands of the first year, student perceptions, expectations and success among others. A second layer of analysis revealed examples of Marcia's identity statuses from the student focus group data (Marcia, 1991). The results will serve to educate the public about the academic, psychosocial challenges and demands of the Health and Human Services program. The results also affirmed the need for the community college to consider non-cognitive factors of success in accommodating students and knowing where they actually are psychosocially. These insights hopefully will further participatory research with students and faculty to enhance program development, quality of education and student self realization.

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Science Students: Making the transition from high school to university

(2007-08) Montgomery, Jeannie B.; Church, Susan

This qualitative study, grounded in phenomenology, investigated the experiences of first and second year university science students as they made the transition from high school to university, an area of research that has received less attention than earlier school transitions. The purpose of the study was to gain knowledge about aspects of their education both at high school and at university that might inform future practices related to school/university transitions. The primary source of data for the study was in-depth, semistructured interviews. Document analysis of curriculum guides for core science subjects and both high school and university course outlines provided supporting data. Thematic analysis of the interview transcripts, using a grounded theory approach, revealed that students were generally satisfied with their high school education in terms of curriculum covered. Analysis of the curriculum documents showed a significant correlation between the curriculum at high school and university and thus supported the students' observations about curriculum coherence between the two levels. Students' concerns related to their preparation for university focused on the following: studying, independent work habits, problem solving, and critical thinking. The students critiqued their university teachers in regard to their over-reliance on exams for assessment and evaluation, and the dominance of teacher-directed methodologies that limit classroom interaction. Insights from this study will help to inform my future teaching practices. More broadly, the results may guide changes at the high school and university levels that may contribute to a smoother transition from iv high school to university leading to better student performance, reduced drop out rates, and increased interest in science programs.

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