Category: Academic Achievements

Introduction

In the last six decades, the number of International students has been steadily increasing across many parts of the world. In the United Kingdom, this increase has particularly been awesome (Beckhridnar and Vickers, 2007 p4).

Academic achievement among the international students can be described as both successful and less successful in a number of parameters. While there exists success stories that can be reported home with a number of factors determine this, it is also true that these associated factors have also functioned to impede or delay the success portended.

Adjustment to foreign culture by international students is always a challenging experience, more so given that they have to deal with different cultural settings, education systems, and language differences.

In most cases, international students have to deal with various groups of people including the co-national, multinational and local friends.

This kind of interaction is always beneficial to the foreign students, more so in relation to learning host culture; however, they experience a slight resistance, if any, to that culture, but the most important aspect is the provision of a fertile ground for cultural shift. It has also been observed that when the international students interact with their local friends, their cultural adaptability important (Brislin, 1990).

This paper seeks to address the academic achievement among the international students within the confluence of a number of issues in colleges and universities.

These include economic conditions, the extent of the students success, and the effect of peer programs on International students in terms of their adjustment.

In addition, the paper seeks to illuminate on impact of multicultural interaction on international Students, focusing both on the positive and the negative.

Further, it seeks within this to give specific attention to the issue of friendship formation as a key factor in determining the extent of international students interaction within their social ties and what these mean in enhancing adjustment, academic performance and psycho-social well being. Additionally the paper zeroes down on the expectations that Universities have of the International students.

Impact of Peer Program on International Student Adjustment and Performance

It has been repeatedly asserted that international students usually experience adjustment issues and problems when getting into foreign institutions of higher learning particularly the United States.

Broadly speaking, these problems are many, ranging from language issues, different educational system, and individual personal issues for instance experience of homesickness, as well as the physical distance from those they are familiar with (Gonzalez, 2004). Other problems are tailored around culture shock associated with unfamiliar and new social norms (Abe et al, 1998, p1).

In fact, studies have indicated that social norms and social interaction are the major problems experienced by such students (Kaczmarek et al, 1994). A number of studies have suggested that social interaction and the adjustment of international students are closely related to the social interaction and their adjustment.

Other studies have particularly suggested that Asian students particularly experience more of these problems than any students coming from other parts of the world, more so in relation to acquisition of second language (Andrade, 2009).

This is particularly in line with them trying to make friends and their adjustment to campus life (Ward, Bochner &, Furnham 2001, p71).

Based on the above social facts, many colleges and universities have instigated programs to facilitate proper adjustment of international students, and one such methodology has been through the implementation of peer programs.

Statistically, it has been found that most students, who get into these programmes, register higher academic performance and results in the long run, with most of them registering few dropouts as compared to those who do not participate at all in these programmes. Notably too is the fact that most of these students tended to make good use of campus facilities.

Regardless of these notable achievements, little research and investigation has been carried out in recent times for publication on international students adjustment programmes.

Sadly too is the fact that even in terms of information little is available to carry home on these programmes. This is further compounded by little information being available in regards to the t relationship and attitude that host students have towards the foreign/international students (Abe et al, 1998, p16-17).

The implications of peer adjustment programmes however remain significant among international students as having very important influence among international students, especially as far as social adjustment goes.

Indeed, it has been observed by many scholars and thinkers alike that peer adjustment programmes when deal with well portends even a greater influence on the other areas which require adjustments including facilitation of the right skills for academics (Abe et al, 1998, p15).

One case that has often been mentioned and which has had significant impact is the fact that putting together students who have common academic interests significantly promotes the adjustments of international students (Abe et al, 1998, p14).

Other areas of focus on this should be on the host students. They should for example train the international students on the academic skills and resources necessary to facilitate their success to succeed in the host countries.

Further, a number of constructive and researched strategies should be employed with a view to enhancing institutional attachment (Abe et al, 1998, p15).

This could take the form of the administrators involved in peer adjustment programmes, should participate in encouraging the international students themselves in being part and parcel in the planning and implementation of project tasks for Campus Development.

This observably leads to aiding the international students in being cognizant with the impact they portend on the university campus communities as well as facilitating their sense of belonging (Abe et al, 1998, p16-17).

Effects on Multicultural Interaction on International Students

Searle and Ward (1990) evaluated depression in relation to psychological adjustment and social difficulty among students in New Zealand and found out a number of issues.

The centerpiece of the findings was that the international students satisfaction with the host nationals, change in life patterns, and extraversion are the principal factors that affect psychological adjustment among students.

On the other hand the study found out that cultural distance, expected difficulty and depression influences socio-cultural adjustment (Sukari, 2009, p4).

With these assertions in mind, a number of scholars and thinkers alike have authoritatively suggested that social support plays a significant role in enhancing psychological adjustment and facilitates effective and efficient learning of the important skills in a new cultural spectrum presented in foreign universities and the enhancement of positive adaptability to socio-cultural adjustment (Sukari, 2009, p12.).

Multicultural Interaction and the Functional Model in relation to Friendship

Sukari (2009) has described functional friendship arrangement, with the belief that international students generally interact with three broad social groups.

These include the co-national, multinational and local friends (Sukari, 2009, p10). The co-national grouping is the friends and associates with whom the students trace their national country or native origin.

Multinational grouping are the category of friends who are from other countries and studying in the same university. Local friends refer to those friends of the host country where the student studies (Sukari, 2009, p10).

Observably, many international students tend to have different set of interaction patterns with the aforementioned groups. Broadly, this comes as personal relationships with co-national friends, recreational and social relationships with multinational friends, and academic and professional relationships with local friends (Sukari, 2009, p11).

This implies that the international students often times have intimate interaction with the co-nationals, and slightly with their multinationals friends to some degree, and interestingly their relationship with the locals is simply distant and instrumental (Sukari, 2009, p11)

Studies have suggested that when an international student is satisfied with the co-nationals, he/she tends to have stable psychological well being (Ward and Searle, 1991).

Further, the student having greater number of local friends has been observed to decrease the amount of stress related to culture (Olaniran, 1993). For the case of multinational stress, both positive and negative impacts have been recorded (Ward, Bochner &, Furnham, 2001, p.112).

One of the strategies that have predominantly worked well for the International Students is the adoption of the host culture and retains the national cultural heritage as well.

This has worked in promoting their well-being (Sukari, 2009 p12). It has also been suggested by a number of scholars on the importance of adopting a bit of the host culture cultural morphology and identity, with this related to enhancing exposure with a number of benefits (Ward, Bochner &, Furnham, 2001:147).

The assertion here is that when students interacts with the host culture, often time they experience little resistance if any to that culture and also provides a fertile ground for cultural shift.

It has also been observed that when the international students interact with their local friends, their cultural adaptability important for enhanced cultural performance is enhanced.

This is further compounded with the fact this lead to enhanced quality communication and decreased or few experiences of social difficulties. Indeed as Ward, Bochner &, Furnham (2001) observed international students and foreigners generally adapt easily to the socio-cultural situations when they identify with the host culture. This leads to positive adjustment of the students (Sukari, 2009, p12: Ward, Bochner &, Furnham, 2001, p. 160).

Problem of International Students and Selective making of friends

It is empirically testable the friendship with local students of the host countries in the United Kingdom has positive impact to the international students (Sukari, 2009, p. 17).

Regardless of this assertion, it has been found that international students make very few friends with the locals in their overall friendship arrangements and networking.

A number of researchers have indicated that the international students have the will to make friends with students of the host country, but find difficulties in the process (Ward, Bochner &, Furnham, 2001).

The aforementioned assertions can be attributed to the students friendship orientation as described by Pham (cited in Sukari, 2009). The orientations are of two types according to Pham (cited in Sukari, 2009) namely: Relationship Establishing Orientation (REO) and Relationship Maintaining Orientation (RMO).

The former implies the inclination to forming relationships, while the latter is the predisposition towards keeping the relationships in existence (Sukari, 2009, p18.). In these two categories, students who are European and American in origin tend to subscribe to Relationship Formation Orientation while other students particularly those coming From Asia tend to subscribe to Relationship Maintaining Orientation.

Thus, for the students of the latter, European or American in origin, have a more solid cultural orientation has facilitated by the local hosts and thus tend to be more culturally adjusted and show better academic performance (Sukari, 2009, 19).

This also makes them adjust to the surroundings quickly and their academic performance among other school activities is normally higher than their Asian and African International students (Sukari, 2009, p. 21).

Other studies that have been conducted about the same indicate that the molds of friendships among international students indeed place a big impediment in the way the international students socialize with their host friends as well as others.

Bochner and Ward (2001) profoundly asserts that international students whom subscribe to Relationship Establishment Orientation (REO) usually have and often times exhibit more multinational friends than those who scored lower in Relationship Maintaining Orientations (RMO).

Further, the study by Pham, according to Ward, Bochner &, Furnham (2001), shows that those who register lower scores in Relationship Maintaining Orientation (RMO) attract more co-national friends and fewer local/host country friends than other categories that were in the study.

In terms of density of the social ties and networking among the students, the findings are revealing (Kellegan, et al 1996). The social web of the international students predominantly entails their co-nationals and multinational friends categories, with the tendency of these groups to know each other much better (Ward, Bochner &, Furnham, 2001: 156).

However, their local friends have a lower probability of becoming friends with their co-national friends as well as the international category of friends (Sukari, 2009, 23).

Sukari thus draws a number of conclusions. The first conclusion is that can thus be drawn from here is that the relationship nature of many students coming from

Asia per se are largely defined within the confluence of their co-national and multinationals, with the local/host friends predominantly left out of the equation. Thus, this has the effect of increasing their opportunities of meeting local friends and sometimes portends serious cultural gaps (Carroll and Ryan, 2006).

The other conclusion worth making as ensuing from the argument is that, cultural congruency among students determines on a larger scale friendship formation with the European, Australian, and the American students finding it easy to connect (Sukari, 2009, 24). This makes them more easily adaptable to the surrounding and thus places them at an advantage position for academic and other related exploits than other counterparts.

Upsurge in the Number of Students: Economic and other associated impacts

The number of international students upsurge in the United Kingdom and elsewhere in the world has been steadily on the increase in the last half of the 20^th Century.

The students coming from the European Union and elsewhere in America, North and South, Africa, and Asia studying in the United Kingdom today is alarming, with a number of benefits (Beckhridnar and Vickers. 2007, p 4).

Beckhridnar and Vickers (2007), notes that the benefits that these international students into the United Kingdom society, the Economy and culturally are great and difficult to quantify.

The economic variation can be examined within the confluence of tuition fees these students pay and the livings costs they accrue. Beyond these, a number of these students work or remain to work in the United Kingdom for a year and their enormous contribution in terms of resource pull is insurmountable (Beckhridnar and Vickers, 2007, p4).

This is emphasized by Arthur (2004) who notes that international students have a great economic impact to students and countries they move into.

Other than this, the European Union Students alone, if they can continue to stay as they work in this year alone, and if those who graduate have to stay for about 5 years upon graduation, then the government will have a fiscal gain of about 106 million pounds annually (Keith , 2011).

Again, it has been found that if public spending on the above group of people is estimated only at a third of the amount of tax they expend into the economy, with s huge net fiscal gain of about 142 million pounds (Beckhridnar and Vickers, 2007, p19).

Besides, for the non-European student, it has been observed that if their number remains the same and that they stay five years after their graduation, then the government stands to gain about 106 million pounds (Beckhridnar and Vickers, 2007, p20).

Conclusion

In the last six decades, the number of International students has been steadily increasing across many parts of the world, with both social, cultural, economic, and psychological benefits and bottlenecks as well.

International students have made a number of progresses in foreign countries, with difficulties as well. The economic advantages that these students have accrued the host countries are insurmountable and cannot be easily quantified.

These difficulties are largely tied to social, economic and psychosocial as well as cultural dilemmas in relation to adjustment. One issue that is clear from this paper is the fact that there is a substantive association cultural orientation and friendship as well as adaptation to students psychological well being and their academic performance.

It is therefore a challenge for education providers and policy makers in general to institute policy interventions that would favor strategies formulations that establish students multicultural excursions in international activities, with clear objectives put to students on the benefits that should accrue such endeavors as making friends as promotional measure and strategy.

It is hypothetically true that multicultural activities influence positively international students in their day-to-day functioning in the universities.

It therefore follows that policy makers and educational institutions should be encouraged and facilitated where necessary to organize programmes, which target both local-international students and the international-international students.

It should be noted that the benefits that the United Kingdome economy is the tuition originating from abroad, particularly those come from outside the European Union, which according the United Education Policy pay high thus injecting positively into the economy.

Further, it has been reported that tuition paid by non-European Countries in higher with financial report of 2004-2005 alone estimated at 1.5 billion pounds. In Greenaway and Tuck Report, both the undergraduate and the post-graduate international students did spend approximately more than 2.5 Billion Pounds in living costs alone in the same financial year.

Additionally, accordingly, the international students spent about 455.7 million pounds, which is an equivalent of the total amount in 2005 which stood at 614.7 million pounds)

Reference List

Abe, j. et al. 1998. Effects of a Peer Program on International Student Adjustment. Web.

Andrade, M. S. et al. 2009. International students: strengthening a critical resource. Plymouth: R&L Education.

Arthur, N., 2004. Counseling international students: clients from around the world. NY: Springer.

Bekhradnia, P. and Vickers, D., 2007. The Economic Costs and Benefits of International Students. Higher Education Policy Institute. Web.

Brislin, R. W., 1990. Intercultural Interactions: A Practical Guide. London: Sage.

Carroll, J. and Ryan, J., 2006. Teaching international students: improving learning for all. NY: Routledge.

Charles, H. and Stewart, M., 1991. Academic Advising of International Students. Journal of Multicultural Counseling & Development, Vol. 19, No.4, pp. 173-181.

Gonzalez, V., 2004. Second language learning: cultural adaptation processes in international graduate students in U.S. universities. NY: University Press of America.

Greaney, V. and Kellegan, T., 1996. Monitoring the Learning Outcomes of Education System. New York: World Bank.

Kaczmarek, P. G. et al. 1994. An assessment of international college students adjustment. International Journal for the Advancement of Counselling, Volume 17, Number 4, pp. 241-247.

Keith, K., 2011. Cross-Cultural Psychology: Contemporary Themes and Perspectives. Oxford: Wiley Blackwell.

Searle, W. and Ward, C., 1990. The Prediction of Psychological and Sociocultural adjustment during cross-cultural transitions. International Journal of Intercultural Relations, Vol. 14, pp. 449-464.

Sukarai, T., 2009. Effect on Multicultural Interaction on International Students. Web.

Ward, C., Bochner, S. and Furnham, A., 2001. Psychology of Culture Shock. Sussex: Routledge.

In the African context, a number of studies have been done and according to the literature reviewed emotional intelligence was reported to have a significant positive correlation with academic achievement. Ogundokun and Adeyemo (2010) designed a study in Nigeria to investigate the influence of emotional intelligence and academic motivation on learning outcomes of students in secondary schools. The study used descriptive survey research design using a sample of 1563 students (826 male and 737 female) between the ages of 12 and 17 years. Descriptive statistics were used to analyze data. Ogundokun and Adeyemo established that emotional intelligence, academic motivation and age predicted academic achievement with a significant positive correlation (r = .736). However, the study did not report on how the specific domains of emotional intellect namely; self-consciousness, self-motivation, emotional management, empathy and interpersonal skills predict academic outcomes, a concern this study sought to address. In Kenya, there is a scarcity of documented literature on the correlation between emotional intelligence and academic achievement, a gap the current study intended to fill.

Methodology

i. Research Design

This study adopted correlational research design in investigating the relationship between emotional intelligence and academic achievement among form four students in public secondary schools in Kiambu Sub-County. This design is used when the aim of the study is to explore how the research variables are related without any manipulation. This design was successfully used by Mutweleli (2014) in a study carried out in Nairobi County among secondary school students. Therefore, it was considered a robust research design to be used to answer the research questions and test the hypotheses.

ii. Location of the Study

The study was carried out in Kiambu Sub-County, Kiambu County, Kenya. In Kiambu Sub-County, records from the sub-county education office indicated that majority of the students especially from public secondary schools were performing dismally in KCSE. Ruinge (2015) notes that below average performance in secondary schools in Kiambu County has been an issue of concern and the research findings to address the problem are inconclusive.

iii. Sampling Techniques

This study used two types of sampling procedures namely; proportionate sampling and simple random sampling. Proportionate sampling was used to select public secondary schools to participate in the study. This is because public secondary schools were the most affected with poor academic achievement (Ruinge, 2015). The students who participated in the study were selected using simple random sampling.

iv. Research Instruments

The researcher adapted Emotional Intelligence Scale to measure emotional intelligence of the students. Mark sheets were used to collect information on academic achievement. End of term two points and grade were transformed to T score to measure academic achievement.

Discussion of the Findings

The results that emotional intelligence and academic achievement are significantly related support some of the literature reviewed in chapter two. Consistent results for the relationship between emotional intelligence and academic achievement have been reported for samples of secondary school students, college students and university students. Yahaya et al. (2011) reported that the five domains of emotional intelligence namely self-awareness, emotional management, self-motivation, empathy and interpersonal skills were significantly related to academic achievement. In the study, self- awareness, self-motivation and empathy accounted for the greatest variation in academic achievement. Similar results were obtained by Roy (2013) in India using a sample of secondary school students. The researcher established that different levels of emotional intelligence predicted different levels of academic motivation and academic achievement. The positive relationship may be attributed to the fact that when students are able to recognize their emotions and those of others, they are able to exercise self-control and maneuver successfully through academic challenges. As a result the students will be able to develop academic competencies for better learning outcomes. From the Pearson product moment correlation coefficient obtained, an increase in a unit of emotional intelligence led to an increase in academic achievement score by 0.236.

The findings of the study also corroborate the results of studies that used a sample of secondary school students. A study carried out by Maraichelvi and Rajan (2013) among university students reported that all the domains of emotional intelligence were significantly related to academic achievement. Yunu (2014) also found similar results among college students in South Korea. However, contradictory findings on the relationship between emotional intellect and academic performance have also been reported. Bell and Bradshaw (2008) found that emotional intelligence was not significantly related to academic achievement. But the findings may be attributed to the small sample of 60 students that was used. The findings imply that the problem of below average academic achievement scores in KCSE among majority of the students may be attributed to their level of emotional intelligence. Even though the results indicated that majority of the students involved in the study scored averagely in academic achievement, the performance is likely to be below when students sit national exams because they are standardized tests. Therefore, the problem this study sought to address is associated with the emotional intelligence of the students.

Conclusion

The main objective of this study was to find out the relationship between emotional intelligence and academic achievement. The findings showed that the two variables had a significant positive correlation. The findings imply that the higher the emotional intelligence, the better the academic achievement score and vice versa. Students with high emotional intelligence were found to perform better than those who had low emotional intelligence. Based on these findings, secondary school students should be trained on emotional management skills so that they can better understand their emotions and those of others to enhance learning and academic achievement.

At each stage from pre-school through to university entrance, girls tend to do better than boys. For example, on entering primary school, girls are more likely to be able to write their own names. On the other hand, boys are more likely than girls to be assessed by their schools as having special educational needs. When it comes to subject choice at age 16, there are major gender differences in the popularity of different A-level subjects and even greater gender differences in vocational courses.

Applying material from Item B and your knowledge, evaluate the view that gender differences in both subject choice and educational achievement are mainly the result of the influence of wider society.

Gender differences in subject choice and educational achievement are mainly the result of the influence of wider society because of socialization. Some sociologists focus on factors outside school, such as the impact of feminism or the ways in which parents socialize with their children. Other sociologists see factors internal to the education system like teachers’ attention or equal opportunities policies.

The National Curriculum gives pupils the freedom to choose or drop subjects by making most subjects important until 16. When the National Curriculum was introduced, boys and girls tend to follow different gender routes, and this is shown in GCSE and A levels. Subjects such as food technology and health and social care are viewed as ‘girly subjects’ whereas subjects like engineering and design technology are viewed as ‘masculine subjects.

Gender role socialization is the process of learning the behavior expected of males and females in society. Fiona Norman researched that early socialization shapes children’s gender identity, this was shown by how parents dressed boys and girls differently (girls wore dresses, boys wore jeans), were given different toys to play with (girls played with dolls, boys played with cars) and was encouraged to take part in different activities (girls did cooking, boys played football). Byrne’s research shows that teachers encourage boys to be tough and not to be weak or behave like sissies, girls on the other hand are expected to be quiet, obedient, and clean.

External factors are factors outside the education system, such as home, family, and wider society. The impact of feminism is one of the main external factors. The rise of feminism can be argued to have had an impact on girls’ achievement and can be seen to be one of the factors that have affected the differences in achievement. The increase of feminism is now able to help girls to achieve and have access to jobs that are viewed as high-status subjects like engineering or manufacturing. Feminism has allowed girls to gain opportunities that were previously not available to them.

Internal factors also impact gender differences in educational achievement. Internal factors are factors within schools and the educational system, like the effects of schools’ equal opportunities policies. Due to Sewell’s research, boys fall behind in education because schools have become more ‘feminized’. This means that feminine traits such as attentiveness have been prioritized which as a result disadvantaged boys.

The gender gap in achievement increased after the introduction of GCSEs and coursework in 1998. Mitsos and Browne’s research shows that girls are more successful in coursework because they are better organized and more conscientious than boys. They found that girls like to spend more time on their work, take more care of its presentation, and are better at keeping deadlines. Sewell argues that some of the coursework should be replaced with final exams.

Jo Boaler argues that equal opportunities policies such as GIST (Girls into science and technology) and WISE (Women into science and engineering) are key factors in the improvement of girls’ educational performance. The equal opportunities prioritized girls to have equal access to every subject and encourage girls to do more.

Abstract

The purpose of the paper is to examine self-esteem and academic achievement in adolescents. This paper concluded that children with low self-esteem had lower academic achievement compared to children who had higher self-esteem. Orts, Robins, & Roberts (2008) found that adolescents from ages 15- 21-year olds had significantly low academic achievement when their self-esteem was low. In addition, Paxton, Neumark-Sztainer, Hannan, & Eisenberg (2006) found that early adolescent girls had lower self-esteem than boys which showed that these girls will have lower academic achievement.

Introduction

How is self-esteem related to academic achievement? The author predicts the following: If children do not have self-esteem, then they will have lower academic achievement. However, if children have self-esteem, then they will have high academic achievement. The purpose of the research paper is to examine the association between self-esteem and academic achievement in adolescents.

According to the National Medical Association (2013), self-esteem is defined as how one views oneself in a mental state. Also, according to the Mayo Clinic (2017), self-esteem can be an opinion of what you think about yourself in every aspect. According to Do Something (n.a) around the age group of 15 to 17-year-olds, around 70% of girls do not attend school because they have low self-esteem. In addition, Stage of Life (n.a), states that around 45.5% of teenagers have low self-esteem and reason why they have low academic achievement. Male students in secondary tend to have higher self-esteem than female students in the school (Mahmood & Zaib, 2019). In addition, during the period of adolescence, they have higher self-esteem, which causes lower academic achievement because people demand a lot from them (Tetzner, Becker, & Maaz, 2016).

Furthermore, adolescents who have any impairments have low self-esteem because they have lower academic achievement and ways to adjust to a problem (Farris, Lefever, Borkowki & Whitman, 2013). When it comes to kids coming from foster parents, their self-esteem is low because they have lower academic achievement and potentially have an association with their behavior and social skills (Mihalec-Adkins & Cooley, 2019). However, when it comes to students going to single-gender schools or co-ed schools, females have lower self-esteem when they attend a co-ed school which causes them to have low academic achievement.

Why do adolescents have low self-esteem? The author believes that when students have low self-esteem, they will have lower academic achievement. According to Saha & Tammana (2018), adolescents with low- self-esteem have lower academic achievement. Adolescents with low self-esteem have lower academic achievement, what causes them to have low self-esteem? Wickery (2011) found that parent involvement is significantly related to their adolescent’s low- self-esteem. If parents have low parental involvement at school, their adolescents will have low- self-esteem. If they have low esteem, then they will have low academic achievement.

According to Bronfenbrenner’s Ecological Theory, when it comes to the focus on the microsystem, the parents are in direct contact with their children. When parents are uninvolved or neglectful, children may have lower self-esteem, and when children have lower self-esteem, they will have lower academic achievement. If these children’s parents are not involved in their school or just not involved in their academics, the child will have low self-esteem because they are not being taught or shown how to do things right and not encouraged. Due to this, the child will have low academic achievement because they are not getting help or support from their parents. These parents are not helping the children with their homework, and they are not helping them study for a test they have the following day.

Literature Review

The purpose of the research paper is to examine the association between self-esteem and academic achievement in adolescents. The research question for this paper is: How is self-esteem related to academic achievement? The two peer-reviewed articles that will be analyzed in this paper are McClure, Tanski, Kingsbury, Gerrard & Sargent (2010) and Millings, Buck, Montgomery, Spears & Stallard (2012).

Article 1: McClure, Tanski, Kingsbury, Gerrard & Sargent (2010)

The purpose of McClure, Tanski, Kingsbury, Gerard, & Sargent’s (2010) study was to test characteristics associated with self-esteem and academic achievement among adolescents. Researchers surveyed teens about media and substance abuse. The total amount of participants in this study was 6,522 adolescents. The student’s age range was 12 to 16. In total, 50.1% were male, and 49.1% were female. Furthermore, the students were 68.1% Caucasian, 8.5% African American, 15% Hispanic, and 8.5% Other.

In the study, the researchers were able to show that students have parents who are not demanding and are not responsive in their child’s life; will have high rates of poor self-esteem. Due to having low self-esteem, they will have low academic achievement. They tested this out by having students answer three questions that will assess their self-worth and their physical appearance.

Article 2: Millings, Buck, Montgomery, Spears & Stallard (2012)

The purpose of Millings, Buck, Montgomery, Spears, & Stallard’s (2012) study was to determine how adolescents struggle with mental health and how it affects their academic achievement. The total amount of participants in this study was 5,022 adolescents. The participants averaged from the ages 11 to 16. In total, 50.9% were male, and 49.1% were female. Furthermore, the majority of students were 85.5% Caucasian.

In the study, the researchers made these students answer a four-point scale ranging from strongly agree (3) to strongly disagree (0). They gave a survey to students to answer questions involving their self-esteem. If students get higher scores, it means their self-esteem is high. The study was able to show that if a student has low self-esteem, they will most likely have any mental health. If a student struggles with mental health, they will have low academic achievement.

Conclusion

The purpose of the paper is to examine self-esteem and academic achievement in children. This paper concluded that children with low self-esteem had lower academic achievement compared to children who had higher self-esteem. Orts, Robins, & Roberts (2008) found that adolescents from ages 15- to 21-year olds had significantly low academic achievement when their self-esteem was low. In addition, Paxton, Neumark-Sztainer, Hannan, & Eisenberg (2006) found that early adolescent girls had lower self-esteem than boys, which showed that these girls would have lower academic achievement. The authors recommend that parents should be more involved in their children’s school at the very start. We now know that less parental involvement will have an increase in low self-esteem, and with low self-esteem, lower academic achievement adolescents will have.

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There is a huge difference between secondary and higher schooling when it comes to managing time and academic responsibilities. In secondary education, there was once the sort of mastering that includes a clarification of everything. On the other hand, when students enter university, they find out that what they research is a lecture, that only includes superficial data and the rest is their job to recognize about and explore further (Britton & Tesser, 2001). Time management is a skill that each student must now not only know, however additionally apply. A lot of college students complain about jogging out of time when asked to do a positive task, they get frustrated due to the fact they are not capable to make it earlier than the deadline. Time management is extremely important, specifically when it comes to University College students because it will improve their grades and decorate their productivity (Laurie & Hellsten, 2002). However, most of the time college students face troubles like mission aversion and uncertainty, so they begin to procrastinate because they lack organizational skills. As a result, students will now not be able to arrange obligations according to their priorities, so they get distracted easily, ending up procrastinating. As we can see, time management is quite necessary to any university student, and it is one of the keys to higher tutorial achievements (Kelly, 2004).

In the applicable literature there are incredible variety of tutorial studies focusing on the relation between time administration and academic achievements. The associated literature confirmed that the time management mind-set and skill ranges of university college students and the results of these competencies on their academic achievement. The research printed that a majority pupil possesses moderate stage time management competencies and solely a extensively small portion has excessive degree time management abilities (Yilmaz, Yoncalik & Bektaş, 2006). The literature printed that the students’ time administration skills have an effect on their tutorial success at a massive level and the skills are one of the predictors of tutorial performance. The relevant literature recommended that students have to start to gather time management senses on their own in their primary faculty years by using studying substances on the difficulty or with the aid of the framework of psychological counseling and practise studies utilized in schools and adopt positive time administration attitudes and strategies to decide how and the place they spend their time (Lisa & Robert, 2008). The more than a few group of students who exploited time-saving proficiencies incredibly had prosperous tutorial achievement. They accomplished these students who do no longer use time saving techniques in their instructional surrounding having notably decrease tutorial as in contrast to outcomes college students who appoint time- administration procedures have considerably higher success (Mercanlioglu, 2010). To calculate the cumulative time spent working in the course of a week, these objects had been additionally added. Time administration practices have been confirmed to be some of the top indicators towards attaining a excessive degree of tutorial success and performance. They no longer only influences on the success but the usage of time management strategies also serve only one reason that means that there are multipurpose fulfilled through time administration (Fazal, 2012). Taking part in complaints and being engaged in other backyard class activities, not inevitably a job, however being energetic in group also has a robust correlation to attaining excessive educational achievements. Various research showed that time management practices serve for many purposes now not solely for challenging performance of the students. Time administration practices show the way no longer only to a high stage of tutorial performance, but to precise physical condition and decrease stages of stress. The predominant reason of the existing learn about used to be instructional competency, using time managing techniques, test pressure, and test proficiency (Faisal, Miqdadi, Abdulla & Mohammad, 2014). Academic competence scores were hooked up to some extent increased in the contemporary pattern indicating that college students located path material/content encouraging and playing their classes.

Dimensions of Time Management

The useful using of time and managing time requires procedures and proper fine planning behaviors. One can make use of time effectively and accurately by means of maintaining time logs, placing immediate and long- standing goals, prioritizing responsibilities, developing to-do lists and arrangement, and prepare one’s workspace, as research of in the past duration and ample how-to books proposed (Sabelis, 2001). Time saving methods and behaviors can be categorized into several groups and be liable to contribute to a wide variety of crucial traits in general. There are three surfaces of time administration behaviors: short-range planning, long- vary planning and time attitudes (Laurie & Hellsten, 2002). Short-range planning is the functionality to set out and systematize obligations in the short duration of time. Long-range planning competence is to deal with everyday jobs over a longer time point of view through retaining follow of considerable dates and putting targets by way of inserting adjournment (Alay & Koçak, 2003).

Long Range Planning

Long-range planning ability to have long-range objectives and having disciplined routines. Various researchers named it as having grasp of a desire for agency and it is comparable to long range planning. To collect a précis on the day-to-day jobs that necessitate to be executed, time limits and priorities which increases the appreciation of having manipulate over time so, in the long run, planning permits one to deal with all things to do (Kelly, 2004). It directs to have much less appreciation of control over time because it may also be tackling to be acquainted with how tons effort requires to be completed inside hours, days or weeks; it can also even be the straight away measurable impact of planning. This gives the affect to point out that time management practices accomplish to have an have an impact on on academic achievement, however that’s now not all they have an effect on (Brigitte et al., 2005). It was once also found that the college students had superior average academic achievements who accounted using goal oriented time management practices.

Short Range Planning

Short-range planning was described as time administration things to do surrounded with the aid of each day or weekly time structure and cover the things to do such as putting goals at the graduation of the day, planning and prioritizing day by day behaviors and creation work contents (Yilmaz et al., 2006). Numerous studies invented that short-range planning behavior, forecasting of time in the short run, surrounded via the time enclose of a week or less, installed a optimistic relationship to grade factor average. Short vary planning in interface with accomplishment decided was once expectantly related to dealing performance as nicely (Noftle et al., 2007). Likewise, most of the research that control for the pupil time do so by using figuring out total time committed to the course, a variable normally determined to be unimportant. Academic fulfillment skill the academic goal that is completed by using a student, instructor or institution recognize over a specific brief period (Lisa & Robert, 2008). In a different lookup finding it has been validated that there exists a positive massive relation between students’ grade factor averages and the time attitudes and the short-range planning.

Time Attitude

Time management demands a key shift in emphasis: concentrate on results, now not on being busy. There are a lot of cases with humans who waste their lives in discolored doings and achieve very small for the reason that they are setting their labors into the unsuitable obligations or weakening to center of attention their exercise successfully, set up that two time administration workings directly affect the collective tutorial achievements (Mercanlioglu, 2010). The grasp of how their time requires to be used up or planning together with utilizing brief and lengthy duration dreams and time attitudes or college students carried out that both planning and encouraging time attitudes initiated that they had lots more time to finish their everyday jobs because they experiences greater in control of how their time was once exhausted therefore understanding when they had to kingdom no to things to do (Kaushar, 2013). The literature printed that time management practices that related to the individual’s attention and attitudes about time administration and is comparable the appreciation of having manage over time. Therefore, time attitudes comprise the grasp that the man or woman is in manage of time the perception that the individual is correctly managing his time and the appreciation that the person is making optimistic utilization of time (Karim et al., 2015).

Completing my college degree is of utmost importance to me. I consider this as a major gateway for job opportunities such as a promotion within my current profession field, an increase in higher wages, and the opportunity to apply for management positions within my place of employment. The purpose of this paper is to discuss my academic background and what motivates me to select and attend GCU. In addition, discussing my program of study or degree, my future goals or plans and how have the concepts and assignments in UNV-103 course prepare me for success in my future courses.

My College academic path started back in 2006, where I was enrolled at Coastline Community College to obtain my associate degree. During this phase of my life I was working in the military. Managing the requirements of my work and degree program had become quite stressful to the point where I had to place my studies on hold on numerous occasions. Eventually, I had completed my studies where I obtain an associate degree in Human Resources and an associate degree in Business Management. After completing my associates, my next step in my academic path was to obtain my bachelor’s degree. This was a struggle, because I was looking for a reputable university with accreditation and a management program that I will be able to take online. I was motivated to select and attend GCU because it meets all these requirements. Additionally, GCU is a Christian oriented university which this tie perfectly with my religious ideals.

My program of study at GCU is a Bachelor of Science in Applied Management. This degree prepares students to learn various aspects of management, including marketing, business communications, financial decision making, global business strategies, and innovative organizational behaviors. As a student in this degree program, I will have an excellent array of career options in management roles such as general manager, an operations manager, district manager, sales director, administrative service manager, marketing manager or a manager analyst.

After completing my undergraduate bachelor’s degree, I am planning to study for my master’s degree. This decision is mainly due to financial stability, personal achievements, and the opportunity to pursue a top-level managerial role in my professional field. With an MBA, I have more chances of receiving a higher pay rate which will eventually makes me financially stable. In 2019, there was a press release from the Graduate Management Admission Council which reported that the median annual salary for an MBA student in the United States is $115,000 (Graduate Management Admission Council, 2019). Obtaining my MBA is a long-time personal achievement of mine. This allows me to be an exemplar to my kids to show them that anything is possible if you put your mind to it. I also believe obtaining my MBA will help me to propel towards a top-level managerial role. I know it is extremely competitive in today’s workforce and this degree will make me more marketable.

The concepts and assignments in this course taught me the fundamentals on how to be a successful student in my future courses. For example, I learnt about the support system (instructor, counselors, and tutors in their respective fields) that is available at GCU and resources (GCU Loud Cloud LMS, GCU library, writing center, etc.) I have access to if I am needing assistance. During this course, I was also able to improve my academic skills such as prioritization, time management, communication (especially towards instructor and peers), writing skills, teamwork and more. I believe this course was necessary because it helps with getting acquainted with online learning.

In concluding, I am focused on achieving all goals and implementing all the strategies required to be successful during my academic journey at GCU. I look forward to all future courses and because of this course I will be prepared of what to expect.

The prominence of GIS and Remote Sensing has gained immense importance over the past few years, especially for environmental management. My primary motive to study Geographic Information Sciences (GISci) at Central Michigan University (CMU) engenders from the massive advances in GIS and Remote Sensing Technology in the U.S., which I would like to replicate in India. Although India is making significant strides in that direction, we are not quite there yet. I believe education from the CMU would be the next best step in my career as a scientist.

I have completed a B.Tech in Electrical and Electronics engineering. In the face of increasing population and anthropogenic activities that degrade natural resources and ecosystems, I experienced few of devastating environmental issues like urban sprawl and environmental pollution after which I developed a special interest towards environmental studies, I want to contribute to the environmental conservation and management which has persisted me to focus on geoinformatics. I have also completed an M.Tech in Environmental Geomatics from JNTU, Hyderabad. I realized that this field is truly where my interests lie, as a result, I performed very well in my masters, scoring 72.82 percentage and was awarded the degree in distinction.

My academic accomplishments can be exemplified by my contribution to science, specifically, conservation at a landscape-level. My master’s dissertation title ‘Conservation prioritization of forest ecosystems using geospatial technologies’ quantified deforestation, forest fires using multi-temporal remote sensing data for prioritization of threats and conservation hotspots. I primarily used the grid cell approach and carried out the research at the National Remote Sensing Centre (NRSC), Hyderabad. In addition, a portion of my dissertation has been published in the journal Environmental Monitoring and Assessment, with the title ‘Geospatial monitoring and prioritization of forest fire incidences in Andhra Pradesh, India’. Along with this work, I have contributed to a few other projects at NRSC which have been published in reputed journals such as Ecological Engineering and Current Science. I have presented my work at a few international conferences too.

In the past two years, I have gained experience with several applications of geoinformatics for monitoring the environment and for change assessment. Initially, I worked as a project assistant for tsunami inundation studies at the Council of Scientific & Industrial Research – National Geophysical Research Institute (CSIR-NGRI), integrating numerical modelling and GIS for generation of tsunami vulnerability at coastal regions and produced inundation maps. Furthermore, I have worked as a project scientist for “Geospatial inventory of coffee plantations at National level” (GEOCUP) under Indian Space and Research Organization (ISRO) – Coffee Board collaborative project. In both positions, I learnt various nuances of GIS, image processing software tools such as ArcGIS, ERDAS IMAGINE, PCI Geomatica and QGIS. Though my work has produced valid results, I believe better skills (in terms of advanced GIS techniques, programming and modelling) could produce more significant results for predicting and forecasting. With that in mind, the MS (GISci) program has advanced courses in the context to improve my knowledge and carry out progressive research under the guidance of experienced faculty.

Certain interactive sessions with experienced scientists and academicians during my master’s education, and at NRSC have further motivated me to pursue research opportunities in geoinformatics. My research interest lies in using remote sensing, advance GIS technologies, statistics, and programming for studying physical and environmental geography. After graduating, I wish to pursue doctoral studies further identifying new challenges, My long-term career goal is to seek a research and teaching position.

I am looking forward to pursuing MS in GISci, to interact with the distinguished faculty and participate in the research activities, conferences facilitating my development as an individual and I am confident that would make a positive contribution to ongoing research work at the university I see a clear fit for my skills and interests at the Department of Geography & Environmental Studies, CMU.

Determining the factors that influence the academic success of students has been the subject of many studies over the past couple of decades. Academic success is defined as the acquisition of learning objectives, which are primarily measured through a grading system (Jay & Zain, 2019). A vast wealth of related literature is available to anyone seeking to study more on this topic. A knowledge of these factors is not only important for the students, but also for the educators since research findings on this subject can serve as a basis for further learning and teaching improvement. Various studies show that academic success can be influenced by multiple factors that can be student-related, social-related, and university-related. However, the presence of these factors does not in any way, eliminate a student’s responsibility for his or her own success.

Student-Related Factors

Student-related factors are those that are internally related to a student’s engagement to study and learn. These factors include the individual’s habits, attitude, cognitive abilities, and personality. In a study conducted at the University of Southern Queensland Australia, the researchers have found out that the most significant predictor of a student’s academic success in the university is his or her previous academic success in high school (Burton & Dowling, 2005). To increase the reliability and validity of their research, they have created a learning profile for each of the participants. This learning profile includes several assessments that measured the student’s cognitive abilities, personality traits, and learning preferences. The participants’ grade point averages (GPA) have also been obtained. Results of their study show that those students who have been academically successful previously have carried with them their habits and the discipline which began even before they have entered the university.

A student’s personality has also been a factor that can influence his or her academic success. One study shows that extroverted students are likely to perform better than introverted ones (Burton & Dowling, 2005). Various courses now require group projects and presentations that require teamwork. For this reason, extroverted students are more likely to become successful because they are more inclined to socialize and more comfortable doing team projects.

Another interesting study determines the relationship of a student’s sense of purpose in life to his or her academic achievement. The study shows that when a student has a sense of life purpose, he or she tends to be more engaged in his or her studies (Smithikrai, Homklin, Pusapanich, Wongpinpech, & Kreausukon, 2018). This self-engagement leads to self-motivation for learning. The student then becomes more proactive and willing to learn.

Social-Related Factors

The family is also an important factor that influences a student’s academic success. A study shows that students who are experiencing family problems are less likely to develop a proactive attitude in learning (Mustaq & Khan, 2012). Aside from stress from studying, family stresses such as parental support, family income, parent’s level of education, and other negative situations at home can affect the student’s motivation to learn.

University-Related Factors

The university must ensure that it has adequate facilities that can promote student learning. These facilities include both material and immaterial. Material facilities include laboratories, libraries, classroom facilities, among others. Immaterial facilities include the competence of professors and teaching methodologies (Mustaq & Khan, 2012). A study shows that students who have access to great school facilities are more engaged to learn (Jay & Zain, 2019). Moreover, the challenge for tertiary education is to create a curriculum that can cater to growing cultural diversity in the university. It is not enough to acknowledge diversity. The aim of educators should be to achieve a state of inclusivity for everyone.

Conclusion

A student’s academic success can be influenced by several factors. These factors can be student-related, social-related, and university-related. However, whatever external environment a student may be in, his or her power to make the right choices remains unrestricted. Learning responsibility still lies on the student. The university can facilitate this learning and the family or another social group can support this learning. Ultimately, however, the power lies on the student if he or she will be passive or become an agent for his or her own learning and academic success.

References

1. Burton, L., & Dowling, D. (2005). In search of the key factors that influence student success at university. Higher Education in a Challenging World, 2 (1), 23-32.
2. Jay, A., & Zain, R. M. (2019). The impact of facilities on student’s academic achievement. Research Gate. Retrieved from: https://www.researchgate.net/publication/337590619_THE_IMPACT_OF_FACILITIES_ON_STUDENT’S_ACADEMIC_ACHIEVEMENT
3. Mustaq, I. & Khan, S. N. (2012). Factors affecting student’s academic performance. Global Journal of Management and Business Research, 12 (9), 21-25.
4. Smithikrai, C., Homklin, T. Pusapanich, P., Wongpinpech, V., & Kreausukon, P. (2018). Factors influencing students’ academic success: The mediating role of study engagement. International Journal of Behavioral Science, 13 (1), 1-14.

Throughout my high school career I have made a lot of achievements, and faced challenges I thought I couldn’t overcome. I have made great progress in school and in my personal life. I have also overcome challenges. I know these things that I have accomplished and overcome will help me move forward in my future.

The achievements I have made are both personal and academic achievements. In band my clarinet choir made it to state, and I recieved a 2 on my solo I performed last year. With personal achievements I have countless of hours in community service. I have volunteered at Polka Days since 7th grade. Another community service event I do is the Bay Beach Wildlife Sanctuary play. I have done the play every year since freshman year. I have also participated in two walks that raised money for charities or local organizations. The first walk that I took part in was a walk for making strides against breast cancer. I did this walk because my Mom, and Grandma both fought and battled breast cancer, and I wanted to help others who struggle through it and their family. The second walk I took part in was the walk for wildlife. I participated in this walk because I show a passion for animals. Proceeds went to the wildlife sanctuary to help sick and injured animals. These have taught me how to take pride in my community, and in myself.

Challenges came my way giving me a horrible time, but I have always fought my way through them. Life hasn’t always been easy, which is expected in everyone’s life. I have lost close family members. After losing these close family members I thought that i would never recover. I have realized they will always be there. When I lost my Grandma Greene to lung cancer I thought I wouldn’t cope with it. I went to school, and I could not focus anymore, I even started to shut my friends out because losing her made everyday a challenge. One day at school I went to the math pod to take a math test that I had to make up, and I became so stressed and overwhelmed with everything going on. I thought of my grandma, instead of feeling sad, I felt her presence with me watching over me and helping me. Ever since that day I always know the family members I thought I lost continue their presence in my life. This will help me in the future because I know with their help I can accomplish anything.

The achievements I have accomplished, and the challenges I faced were necessary to bring me where I am now. Helping others is the only way to complete life, and I have already helped a lot and I am willing to help even more. I know these achievements and challenges will help me pursue my dreams in college and the future. I think that River Falls is the right place for me to make achievements and conquer challenges to come.

Academic success and vocational calling in college to me looks like giving it your all, no matter if you are struggling in a class or are the most intelligent student in the class, and being responsible for your duties, whether it is helping people out if they are struggling or finishing up work or studying for a test.

Academic success is also your academic achievements, getting good grades, soaking in all the knowledge being fed to you, and seeing how you turn out post-college getting into the career you have worked and studied so hard for. I feel it also means to be well organized, prepared, and ready for whatever is going to happen next in your day, week, month, or even years to come. There are many strengths that can help me reach my view of academic success and two of my strengths are focus and discipline. “Focus needs a clear destination. So each week I set goals that serve as my compass helping me to determine my priorities.

Focus is powerful because it forces you to filter.” (SQ.com) With focus, you can filter out any distractions and stay attached to what you are studying or working on. I plan on using focus to set goals that can guide me, helping me stay on track and get things done. It can help me be efficient and stay more organized by setting goals each week to stay attentive to my classes and be less tempted to procrastinate and push assignments aside. My other strength is discipline.

Discipline requires you to be organized and planned. With discipline, your world needs to be predictable and you have everything planned out as routines. Having Discipline helps me stay organized with what I need to do or with what I turn in to my classes and helps me plan out the days coming and going. Discipline will help me be successful toward these goals because I can develop good habits and routines to help me stay responsible and finish assignments.

I want to reach these goals that I view as academic success to a very high point where I will find a nice career that I will love and enjoy and be able to continue to use my strengths to get there. I will be planning out my days and setting up healthy routines that will help me succeed and stay focused on what I see as being successful.