romantic relationships on academic performance, whether they think relationships are instance, they might be involved in dating and other love affairs rather than concentrating on .. for women and men: Implications for exchange theory. This study draws on interviews with currently dating teens and results indicate that the romantic partner's grades are significantly related to. This study draws on interviews with currently dating teens and results indicate that the romantic partner's grades are significantly related to.
Implicit Theories of Intelligence and Academic Achievement: A Meta-Analytic Review
These results highlighted possible conceptual intelligence differences across societies more collectivist or individualistic. Thus, exploring implicit theories of intelligence across cultures can help understand developmental and cultural differences in expectations about intellectual abilities Sternberg, However, the effect of implicit theories on different academic subjects, considering relevant socio-demographic, academic, and cultural moderators still lacks systematization.
Objectives The current study intends to model the link between ITI and students' academic achievement using a meta-analysis procedure. In particular, studies were reviewed to a provide estimates of the effect size of correlations between incremental and entity theories of intelligence and students' academic achievements verbal, quantitative, general assessment, and self-reported grades and b analyze whether the links between implicit theories of intelligence and students' achievement in different subjects are moderated by students' gender, educational level, ITI measure used, type of implicit theories measure general or specific; original or adapted versionand student's cultural background.
Eligibility criteria To develop an extensive evidence base that could present the association between ITI and students' academic achievement, we did not limit our search strategy by language, publication status, country, or date. Studies were eligible for this review if they reported quantitative measures of academic achievement outcomes for students with implicit incremental or entity theories of intelligence. The eligible participants of this study were currently students attending any educational level middle school, high school, and college.
Quantitative measures of student academic achievement outcomes could include any form of achievement grade e. This search included studies published before November with no limitations of language, country, or publication status.
Coding of variables The following study characteristics were coded: For the assessment of the implicit theories of intelligence, all the information was obtained through self-reporting measures, mainly derived from Dweck's Theories of Intelligence Scale TISthus representing the same construct. This instrument assesses general beliefs about the fixedness or malleability of intelligence and consists of two subscales, measuring entity and incremental theories, with 4 items each. In some of the studies review, both incremental and entity subscales were included separately, while in others, one of the subscales was reverse coded, thus yielding a single measure for incremental theory.
This fact allows exploration of the effects of the different subscales. Some studies used specific measurement of implicit theories based on Dweck's TIS applied to particular subjects, such as math. These studies were coded as specific-subject ITI. Outcome measures The outcome academic achievement considered students' academic grades in different subjects.
The studies in the final sample reported different academic achievement outcomes. When studies reported more than one outcome of interest, all relevant data from each study sample were extracted. Then, the authors classified outcomes into broad constructs and, subsequently, conducted separate meta-analyses for each of these constructs.
The Pearson's correlation coefficient can perform as effect size estimate Borenstein, and considering Cohen's guidelines for interpreting effect sizes from r, a value below 0. Considering that the studies in the meta-analysis come from different populations, we used random-effects models and the methods suggested by Hedges et al.
The test of possible moderator's effects was decided based on the homogeneity test, which explored variance in effect sizes between different samples' characteristics.
To assess study heterogeneity, Q statistics were examined, evaluating their statistical significance at a value of 0. Is there a significant difference in the attribution when the students were taken according to their year level?Impact of social media on Academic performance Dr D K Chopade
Statement of the hypothesis 1. The Biology major students on their third and fourth years rely on their best efforts and abilities in the accomplishment of their academic tasks. There is no significant difference in the attribution when the students were taken according to their year level. Methodology Design Since the purpose of this study was to look into the attributions of academic performance among the third and fourth year biology major students of the College of Education, West Visayas State University, the non-experimental, cross sectional comparative method was used.
Non experimental, descriptive method according to Padua may be described as current existing characteristics such as achievement, attitudes, relationships, etc. He further added that, a cross sectional comparative method can be known also as a cross-sectional analysis, transversal study or prevalence study.
This will be use to described as a type of observational study that involves the analysis of data collected from a populationor a representative subset, at one specific point in time. Employing this method usually has its objective to describe a situation as it exists at the time of the study. Population The target population for this study consists of undergraduate biology major students. Specifically the students who were in their third year and fourth years in college. Sample or Sampling Procedure The respondents or subjects of this study were the 23 or the entire third year and 20 or the entire fourth year biology major students, at the College of Education, West Visayas State University.
The age range of these respondents is years old.
Attributions of Academic Performance among Third Year and Fourth Year Biology Major Students
They were all selected as respondents or subjects. The researcher employed the purposive sampling technique. Instrumentation The researcher-made closed-form questionnaire-checklist was composed of item tasks in the academic performance.
This was divided into three categories or sources of academic performance: The respondents were to check whether they attribute these tasks or categories of academic performance on ability, effort, luck, or task difficulty. Two professors teaching psychology and three professors teaching biology of the university corrected the researcher-made close form questionnaire.
The instrument yielded 0. Procedure Phase I, Preparation of Instrument: The researchers made the instrument, a closed-form questionnaire checklist in order to gather the needed data.
Five professors in this university who are experts in the field of biology and psychology validated this instrument. These five validators were all selected and sent an official letter requesting them to validate the said instrument. Phase 2, Gathering of Validated Instruments: When the instruments were gathered from the five validators, the researchers combined all the critiques, but see to it that they did not collapse with each other. They were carefully and meticulously read, systematically followed, and returned to the research adviser for further comments.
effects of romantic relationships on academic performance in college
Phase 3, Administration and Fielding of Instrument to the Respondents: The researchers went to the Office of the Dean of the College to ask the schedule of third year and fourth year biology major students in order to meet them and let answer the instrument.
They administered it first to the fourth year and on the next day to the third year. But before the respondents answered the instrument, they were given a brief instruction regarding the instrument. Supportive Partners A supportive dating partner can encourage you when you need to be motivated. He may be willing to work together on projects or help you to study for exams. Be cautious about dating someone who is more concerned with hanging out.
If your date has no patience for the time you must devote to studying, put an end to the relationship before it begins affecting your schoolwork. Consider that relationships require time and energy to keep them going. The more you grow to like someone the stronger the desire you will have to connect with her by meeting up or talking through different media.
If you are going out a few times a week, you will have less time and energy for studying.