Exploring the determinants influencing university students’ high academic achievement: A High Performance Equation Model
DOI:
https://doi.org/10.37134/jrpptte.vol7.no1.4.2017Keywords:
High academic achievement, academic achievement, achievement motivation, motivation, higher learning motivationsAbstract
This exploratory study examined the determinants of university students’ academic achievement through the employment of Schermerhorn’s High Performance Equation Model (Schermerhorn, Jr., 1984). Cross-tabulations and Spearman’s rho were used to examine the nature of the relationships between the constructs of the proposed high academic achievement framework. The study also made an interesting contribution towards investigating the determinants’ landscape believed to have strongly influenced the students’ high academic achievement. The findings provide both a strong foundation and methodological base for further investigations into assisting undergraduate students towards high academic achievement.
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References
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Eccles, J. S., Vida, M. N., & Barber, B. (2004). The relation of early adolescents’ college plans and both academic ability and task-value beliefs to subsequent college enrollment. The Journal of Early Adolescence, 24(1), 63-77.
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Gitomer, D. H., & Latham, A. S. (1999). The academic quality of prospective teachers: The impact of admissions and licensure testing. Educational Testing Service.
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Noguera, P. A. (2003). The trouble with Black boys: The role and influence of environmental and cultural determinants on the academic performance of African American males. Urban education, 38(4), 431-459.
Savvidou, C. (2013). ‘Thanks for sharing your story’: the role of the teacher in facilitating social presence in online discussion. Technology, Pedagogy and Education, 22(2), 193-211.
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Sivarama Krishnan, V., Bathala, C. T., Bhattacharya, T., & Ritchey, R. (1999). Teaching the introductory finance course: what can we learn from student perceptions and expectations? Financial Practice and Education, 9, 70-82.
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Vance, V. S., & Schlechty, P. C. (1982). The distribution of academic ability in the teaching force: Policy implications. The Phi Delta Kappan, 64(1), 22-27.
Weiner, B. (2001). Intrapersonal and interpersonal theories of motivation from an attribution perspective. Student Motivation, 17-30.
Yang, H. (2004). Determinants affecting student burnout and academic achievement in multiple enrollment programs in Taiwan’s technical–vocational colleges. International Journal of Educational Development, 24(3), 283-301.
Anaya, G., & Cole, D. G. (2001). Latina/o student achievement: Exploring the influence of student-faculty interactions on college grades. Journal of college student development, 42(1), 3-14.
Bishop, J. (2006). Drinking from the fountain of knowledge: Student incentive to study and learn–externalities, information problems and peer pressure. Handbook of the Economics of Education, 2, 909-944.
Boyd, D., Lankford, H., Loeb, S., & Wyckoff, J. (2005). Explaining the short careers of highachieving teachers in schools with low-performing students. The American Economic Review, 95(2), 166-171.
Braten, I. & Olaussen, B. S. (2000). Understanding Norwegian college students’ performance on the LASSI motivation sub-scale and their belief about academic motivation. Learning and Individual Differences, 12, 177-187.
Braten, I. & Olaussen, B. S. (2005). Profiling individual differences in student motivation: a longitudinal cluster-analytic study in different academic contexts.
Breen, R., & Lindsay, R. (1999). Academic research and student motivation. Studies in Higher Education, 24(1), 75-93.
Carlson, M. P. (1997). Obstacles for college algebra students in understanding functions: What do high-performing students really know? AMATYC Review, 19(1), 48-59.
Covington, M. V., & Teel, K. M. (1996). Overcoming student failure: Changing motives and incentives for learning. American Psychological Association.
Dekker, S., & Hansen, D. (2004). Learning under pressure: The effects of politicization on organizational learning in public bureaucracies. Journal of public administration research and theory, 14(2), 211-230.
Dillard, J. P. & Pfau, M. (2002). The persuasion handbook: developments in theory and practice. London: Sage Publications.
Eastwood, R., & Lipton, M. (2002). Pro-poor growth and pro-growth poverty reduction: meaning, evidence, and policy implications. Asian Development Review, 18(2), 22-58.
Eccles, J. S., Vida, M. N., & Barber, B. (2004). The relation of early adolescents’ college plans and both academic ability and task-value beliefs to subsequent college enrollment. The Journal of Early Adolescence, 24(1), 63-77.
Gerdes, H., & Mallinckrodt, B. (1994). Emotional, social, and academic adjustment of college students: A longitudinal study of retention. Journal of Counseling and Development: JCD, 72(3), 281.
Gitomer, D. H., & Latham, A. S. (1999). The academic quality of prospective teachers: The impact of admissions and licensure testing. Educational Testing Service.
Henningsen, M., & Stein, M. K. (1997). Mathematical tasks and student cognition: Classroom-based determinants that support and inhibit high-level mathematical thinking and reasoning. Journal for research in mathematics education, 524-549.
Holmes, J., Gathercole, S. E., & Dunning, D. L. (2009). Adaptive training leads to sustained enhancement of poor working memory in children. Developmental science, 12(4), F9-F15.
Jones, V., & Jones, L. (2015). Comprehensive classroom management: Creating communities of support and solving problems. Pearson.
McClelland, D. C. (1985). How motives, skills, and values determine what people do. American Psychologist, 40(7), 812.
Mokshein, S. E., Wong, T. K & Ibrahim, H. (2016). Trends and factors for dropout among secondary students in Perak. Journal of Research, Policy, & Practice of Teachers & Teacher Education, 6(1). pp. 5-15.
Newmann, F. M. (1996, October 14). Authentic achievement: Restructuring schools for intellectual quality. Jossey-Bass.
Nichols, S. L., Glass, G. V., & Berliner, D. C. (2006). High-stakes testing and student achievement: Does accountability pressure increase student learning? Education Policy Analysis Archives, 14, 1.
Noguera, P. A. (2003). The trouble with Black boys: The role and influence of environmental and cultural determinants on the academic performance of African American males. Urban education, 38(4), 431-459.
Savvidou, C. (2013). ‘Thanks for sharing your story’: the role of the teacher in facilitating social presence in online discussion. Technology, Pedagogy and Education, 22(2), 193-211.
Schermerhorn, J. R., Jr. (1984). Management for productivity. New York: John Wiley.
Sinclair, C., Dowson, M. and Thistleton-Martin, J. (2006). Motivations and profiles of cooperating teacher: Who volunteers and why? Teaching and Teacher Education, 22, 263-279.
Sivarama Krishnan, V., Bathala, C. T., Bhattacharya, T., & Ritchey, R. (1999). Teaching the introductory finance course: what can we learn from student perceptions and expectations? Financial Practice and Education, 9, 70-82.
Sutcliffe, W. (2006, September 1). Managing the unexpected: Assuring high performance in an age of complexity. John Wiley & Sons.
Vance, V. S., & Schlechty, P. C. (1982). The distribution of academic ability in the teaching force: Policy implications. The Phi Delta Kappan, 64(1), 22-27.
Weiner, B. (2001). Intrapersonal and interpersonal theories of motivation from an attribution perspective. Student Motivation, 17-30.
Yang, H. (2004). Determinants affecting student burnout and academic achievement in multiple enrollment programs in Taiwan’s technical–vocational colleges. International Journal of Educational Development, 24(3), 283-301.
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Published
2017-06-08
How to Cite
Ahmad Bahar, I. A., & Nasirin, S. (2017). Exploring the determinants influencing university students’ high academic achievement: A High Performance Equation Model. Journal of Research, Policy & Practice of Teachers and Teacher Education, 7(1), 21–35. https://doi.org/10.37134/jrpptte.vol7.no1.4.2017
