Factors Affecting Academic Performance

Each student is similar to a fingerprint, unique in shape, size, and makeup. Various external factors affect the student achievement in an educational setting like race, gender and poverty. When a student enters a school system, the school cannot control external factors that contributed to the development of that child. However, the school can develop ways to close the achievement gap of students faced with external hurdles within their district. This paper examines two rural districts and the effectiveness of interventions initiated in each district to support Free and Reduced Lunch learners in mathematics and English language arts interventions.

Stress, anxiety, sleep difficulties and depression were among the top five factors that students reported as having a negative impact on academic performance (having cold/flu) was the other top factors. (Hunt, J. & Eisenberg, D.,

Not just stress, but stress and its effects on students, particularly students of Massey. I know that almost all of the people in this room have felt the effects of stress, especially with the SciCan posters due today and speeches going on. I’ll even bet that there are students in this room who only finished their poster today. And I’d win that bet because that’s what I did. This topic is one that many can relate too, and

In this study piloted by Trockel, Barnes and Egget (2000) they hypothesized that poor health behaviors would be greater amongst those with low grade point averages. The predictors of the correlation study were: exercise, eating, sleep habits, mood states, perceived stress, time management, social support, spiritual habits, number of hours worked per week, gender and age. The outcome variable was the students’ grade point averages. The goal of the study was to see which health behavior affected grade point averages the most.

Generalized anxiety is a problem that the United States faces nationwide. As we grow older and move into educational settings that are more taxing, anxiety becomes more prevalent. Today, college students are facing more stress than ever before. They are constantly pushed to be the best they can be, to be in the most extracurricular activities they can be in, and to attend the best schools possible. All of these goals and high expectations lead students to be harder on themselves, which makes other aspects of their life fall by the wayside, leading to high levels of stress and pressure.

That feeling of walking back from an exam or staying up all night cramming information is well known to any student who has been through college. It leaves one feeling overwhelmed like the week will never end. The feelings are held inside while friends and roommates accuse moodiness which leads to the meltdown that is inevitable. These times are a result of a common state known as stress. Stress is a condition in which the body responds to any kind of demand or threat caused by life factors which include pressure, work, school, major changes, and lack of sleep. This factor is very common in colleges, especially freshmen and can also be seen here at Trine University. Stress can affect both physical and mental conditions in the body, such as sleep patterns, eating habits, anxiety,

Stress is no new phenomenon. It’s been around as long as man and has captivated scholars and physicians alike. With the growing demand for degrees in the professional world comes the growth of the number of college students. The relationship between stress and college students has become the subject of on-going research. Several studies show that stress in college students is increasing with time and the authors of those studies are attributing this to an increased number of students. Other research seems to indicate that it isn’t necessarily the stress that is increasing but the awareness of it. Increased awareness of stress, and its unique toll on individuals, allows colleges and students to recognize

The bright red numbers on the alarm clock glared at her from the shadows of her bedroom. It was past one in the morning, she realized with a jolt. Beads of sweat condensed on her forehead; her heart pounded as her adrenaline spiked. In spite of the hour, she had barely made progress on her history homework, and she needed to study for the upcoming chemistry test.

Nationwide, no education issue has received more attention with the least progress yet than closing the academic achievement and attainment gaps for minorities. Over the course of time, educational social theorists have increasingly focused on cultural and socioeconomic factors to explain the existing differences in academic achievement among students (Pishghadam & Zabihi, 2011). It is through these cultural experiences, which are widely influenced by cultural and socioeconomic factors, that students attain a certain degree of cultural and social capital that serve as a predictor of their academic success (S. Kim & H. Kim, 2009). Along with cultural and social capital, self-efficacy is also a predictor for students’ academic success because it is an indicator of motivation and perseverance to reach a goal (Bandura, Barbaranelli, Caprara, & Pastorelli, 2001). Of course we know, motivation plays a pivotal role in helping students surpass the obstacles they face. As if the factors affecting the academic achievement and attainment gap were not enough, students in light of self-preservation when seeking approval of significant family members and teachers engage in greater use of self-handicapping (Leondari & Gonida, 2007). Unfortunately, many of these obstacles students face is the result of cultural and socioeconomic factors and therefore beyond their control. The proposed study is designed to increase understanding of the cultural and socioeconomic

Which collects the health statistics of students from universities all around the world every second year, reported that 40.2 percent of Santa Clara University students identified that stress affected their individual academic performance during the last 12 months of their studies (Temple,2011). Temple (2011) reported a survey conducted in 2004 that assessed the overall well-being of 47,202 undergraduates nationwide. The findings were that 32.4 percent of students recognized stress as the main obstacle to their academic performance. This was said to be above the common cold, depression, death of a relative, sexual assault and eating disorders. Stress is “once considered as the nation’s number one health epidemic; prolonged stress can lead to ulcers, heart disease, stroke, major depression and to a shorter life span” (Temple, 2011).

Family setting and structure is playing a crucial role in strengthening or devastating student‟s academic performance. Family is the primary socializing agent which moulds the child in society. Therefore, the study was conducted to know the effects of family structure on academic performance of the students at elementary level in district Karak. The main Journal of Sociological Research ISSN 1948-5468 2012, Vol. 3, No.2 www.macrothink.org/jsr 235

In this study, I will test the belief that there is a relationship between the environmental factors that are believed to influence the Flynn effect and the academic success of students. The Flynn effect is the increasing IQ trend (Haskings-Winner et al, 2011). More specifically, I will determine if higher quality home environments, improved nutrition, improved education, family size, informative and engaging families impact a student’s academic average in a positive way (Haskings-Winner et al, 2011). This study will focus on the factors that affect student achievement. Students of Saint André Bessette are concerned with academic achievement. I will try to determine which of the factors noted above help students achieve in our school. Knowing those factors will affect teenagers because they can ask for help if some of the Flynn effects aren’t being met in their daily environment, or use the listed information to try and better their academics. Teachers could use this information to prepare improved teaching plans if necessary and create a better learning environment and Parents can use this information to help their children to cultivate their intellectual standing. The data was collected for this study through a survey. I conducted a random survey of 15 students who attend the catholic secondary school, Saint André Bessette.

The author would like to carry out the primary research of this study at the Hotel and Tourism Management Institute, Switzerland which is a well renowned institute and is one of the leading hotel management schools in the country. It is also known for its high quality and globally recognized masters, degree and diploma courses. HTMi caters to over 200 students every year, providing them with world class education while encompassing a strong family environment amongst students from varied walks of life.

The purpose was to determine what metacognition was and how it affects us. The two hypothesis of this paper were: uncertainty about academic performance is negatively related to the overall metacognitive awareness inventory (MAI) score and that the MAI factor Knowledge about cognition is more highly related to uncertainty about academic performance when compared to the MAI factor Regulation of cognition. Students in a first year undergraduate psychology class filled out surveys to determine their MAI scores and rated their uncertainty of academic performance on a scale from 0-100. The results for this experiment ended up supporting the hypothesis in that uncertainty was negatively related to the overall MAI score and the MAI factor knowledge of cognition was more highly related to uncertainty. This means that most of the participants tended to perform better when they were aware of metacognition.

This Thesis study entitled “STUDYING DIFFERENT FACTORS AFFECTING ACADEMIC PERFORMANCE OF THIRD YEAR BACHELOR OF SCIENCE IN HOTEL AND RESTAURANT MANAGEMENT STUDENTS OF NATIONAL COLLEGE OF SCIENCE AND TECHNOLOGY DUE TO SELECTED ACTIVITIES” prepared and submitted by Mr. Christer John R. Manalo, Ms. Jemimah V. Camitan, Ms. Krystal Jane M. Fello, Mr.