@article {1405,
	title = {EMOTIONAL INTELLIGENCE AND STUDENTS{\textquoteright} ACADEMIC ACHIEVEMENT},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {June/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {360-380},
	abstract = {Emotional Intelligence (EI) is essential attribution among school learners of today. In this respect, determination and normalization of the measures to investigate and recognize dimensions levels help educators have a successful intervention and increase students{\textquoteright} academic achievement level. This research aimed to explore the relationship between Emotional Intelligence (EI) and the academic achievement of Arabic basic school students in China. Further, it also sought to determine the level of students{\textquoteright} emotional intelligence and motivation to learn.  The research aims are addressed through a tool that explores emotional intelligence and motivation. A 60-item for initial emotional intelligence scale was utilized and analyzed to test their psychometric properties by pilot testing.  A final total of 303 students with ages ranged between 12-16 years old participated in the research. The research findings suggested the final formulation of items of the emotional intelligence scale that can measure the levels of emotional intelligence of students along with a significantly positive relationship to academic achievement. There were statistically significant differences in the respondents{\textquoteright} level of emotional intelligence according to the gender variable. In comparison, there were no statistically significant differences in the respondents{\textquoteright} level of emotional intelligence according to the grade variable. Recommendations of the research were presented.},
	keywords = {academic achievement, development and relationship, emotional intelligence, factor analysis},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.360},
	url = {http://oaji.net/articles/2021/457-1623676500.pdf},
	author = {Abdo Hasan AL-Qadri and Wei Zhao}
}
@article {1433,
	title = {STEM ATTITUDES OF STUDENTS AS PREDICTOR OF SECONDARY SCHOOL TECHNOLOGY AND DESIGN COURSE ACHIEVEMENT},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {August/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {585-596},
	abstract = {Achievement in a course mostly depends on the students{\textquoteright} characteristics and how teachers make their courses effective for their students{\textquoteright} learning. Although different characteristics of teachers and students can affect learning outcomes, new approaches like STEM may cause new characteristics which affect students{\textquoteright} achievement as STEM attitudes. This study examines the correlation between secondary school students{\textquoteright} STEM attitudes and their achievement in the Technology and Design Course (T \& DC). A correlational survey model was applied in the study. A total of 400 students studying in the seventh and eighth grades constitute the sample of the study. A personal data form and STEM attitude test were utilized to collect data. Pearson Correlation Analysis and Regression Analysis techniques were used in the data analysis process. As a result of the analysis, it was found a positive and significant correlation between students{\textquoteright} Technology and Design Course achievement and STEM attitudes. Students{\textquoteright} attitudes to STEM predict their achievement in the Technology and Design Course by 5.1\%. Students developing positive STEM attitudes can further enhance achievement in the (T\&DC), which enables students to acquire the necessary design skills to produce technology in the future.},
	keywords = {academic achievement, and design course, correlational survey, secondary school, STEM attitude, technology},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.585},
	url = {http://oaji.net/articles/2021/457-1628687092.pdf},
	author = {Kamil Arif K{\i}rk{\i}{\c c} and Feriha Uluda{\u g}}
}
@article {1276,
	title = {SOCIAL SUPPORT AMONG MALE UNDERGRADUATES: A SYSTEMATIC REVIEW},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {April/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {235-248},
	abstract = {Although researchers have conducted multiple studies on social support among male undergraduates, a gap was identified in the lack of systematic reviews of literature synthesizing their findings. The purpose in this systematic review was to obtain an understanding of recent findings on social support among male undergraduates. To identify relevant literature, a search strategy was developed consisting of six criteria for inclusion, which yielded a total of 30 studies from multiple databases. Findings showed an overall positive impact of social support on psychological outcomes, academic achievement, and technology use among male undergraduates. The findings also revealed a diverse range of sources of social support as well as variations based on gender. In addition to addressing the identified gap in the research, findings from the review may help teachers, educational policymakers, educators, and scholars identify relevant patterns that could be used to note important dimensions within which possible interventions could be introduced to promote desired outcomes.},
	keywords = {academic achievement, male undergraduates, social support, systematic review, technology use},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.235},
	url = {http://oaji.net/articles/2020/457-1587022611.pdf},
	author = {Morris III, J.}
}
@article {1237,
	title = {ACADEMIC ACHIEVEMENT OF COLLEGE STUDENTS: THE ROLE OF THE POSITIVE PERSONALITY MODEL},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {October/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {572-583},
	abstract = {This research aimed at testing an explicative model of academic achievement of college students. Positive personality traits were hypothesized as the main predictors. Mental health and academic adjustment were tested as mediator variables. This model intended to reflect the main hypothesis that academic achievement is multi-determined and non-intellectual variables play an important role in explaining it. Sample was composed of 256 college students of different majors. The results obtained highlighted the importance of differentiating subjective and objective academic achievement in terms of academic adjustment (AA) and grade point average (GPA), respectively. The explicative model that included positive traits as background variables confirmed the mediating role of mental health and AA in explaining GPA. Sprightliness was the most important predictor of academic achievement in comparison to the other positive traits studied. It is concluded that positive personality traits play an important role in academic outcomes. },
	keywords = {academic achievement, academic adjustment, personality traits, positive traits},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.572},
	url = {http://oaji.net/articles/2019/457-1571384259.pdf},
	author = {Guadalupe de la Iglesia and Alejandro Castro Solano}
}
@article {1116,
	title = {THE CONCEPTUAL FOUR-SECTOR MODEL OF DEVELOPMENT OF THE COGNITIVE PROCESS DIMENSIONS IN ABSTRACT VISUAL THINKING},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {April/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {121-139},
	abstract = {The research deals with the development of cognitive process dimensions in economic education. The aim is to research factors that influence academic achievement of students according to their intellectual level and grades. The researchers used quantitative design of research based on standardized assessment of intelligence and non-standardized questionnaire. The questionnaire was used to analyse the pedagogical competences of the teachers of economic subjects from the students{\textquoteright} point of view in close relation to the teaching management and the impact on the motivation to learn and the achievement of students in these subjects. The respondents were 277 Czech students aged 16-17 who were divided into groups according to their intellectual level and grades. The data were analysed by a correlation analysis and a multiple regression model. In conclusion, the following can be stated: (a) From the point of view of the above average intelligent students, expertise can be considered as an important competency of the teacher; teaching average intelligent students, communication and presentation skills seem to be important. (b) It is desirable to develop cognitive processes, critical thinking actively, to lead students to become aware of changes in their own thinking and to orient them towards mastery goals. (c) Particularly for students with weaker results it is necessary to create intrinsic motivation, which develops cognition and thus is able to develop higher cognitive dimensions further. The links between these areas are of utmost importance for education and, above all, for developing of students{\textquoteright} scholarship. Each student can be educated, and it is necessary to influence them to develop their personality and all of their potential abilities. The conceptual four-sector model represents the initial pathway to lead students who are differentiated according to the intellectual level and academic achievement to the active development of thinking, learning and critical insight.},
	keywords = {abstract visual thinking, academic achievement, cognitive process dimensions, intellectual level, motivation to learn},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.121},
	url = {http://oaji.net/articles/2017/457-1524597299.pdf},
	author = {Kate{\v r}ina Berkov{\'a} and Krist{\'y}na Krej{\v c}ov{\'a} and Alena Kr{\'a}lov{\'a} and Pavel Krp{\'a}lek and Katar{\'\i}na Krp{\'a}lkov{\'a} Krelov{\'a} and Dana Kol{\'a}{\v r}ov{\'a}}
}
@article {1162,
	title = {THE LEVELS OF CRITICAL THINKING TENDENCIES IN ARCHITECTURAL EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {633-648},
	abstract = {Students who receive architectural education are expected to be individuals who can think critically. For this reason, it becomes a necessity to cultivate creative individuals who are curious, inquiring and multi-faceted thinkers. The aim of this research was to determine the levels of tendency for critical thinking of first-year and fourth-year architecture students. The research sample consisted of 88 (54 females, 34 males) first-year and 83 (47 females, 36 males) fourth-year students who are studying at Karadeniz Technical University, Faculty of Architecture, Department of Architecture. The "California Critical Thinking Disposition Inventory (CCTDI)" was used as data collection tool in the research. In addition, information about the demographic characteristics of students were collected through the Personal Information Form. Findings of the research showed that there was no statistically significant difference between the GPAs and critical thinking tendency levels of the first-year and fourth-year students. It can be argued that all students need some guidance to attach importance on critical thinking starting from the first year of the program.},
	keywords = {academic achievement, architectural students, critical thinking, critical thinking tendency},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.633},
	url = {http://oaji.net/articles/2017/457-1540320066.pdf},
	author = {Hare Kili{\c c}aslan}
}
@article {1043,
	title = {THE ATTITUDE OF TEACHERS TOWARDS PROSOCIAL BEHAVIOUR AND ACADEMIC ACHIEVEMENT IN SERBIA},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {February/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {34-53},
	abstract = {Analyzing the significance and the role of school and teachers in the encouragement of prosocial behaviour of the learners in secondary schools, the following problem appeared: the connection between the teachers{\textquoteright} encouragement of prosocial behaviour and the academic achievement in the secondary schools in Serbia through the following segments: procedures and activities used by teachers, and the interrelatedness of prosocial behaviour and academic achievement. A review of theoretical findings and a study conducted on the sample of 695 respondents are presented. The method of theoretical analysis and synthesis, the causal non-experimental method and the descriptive method are applied. The applied techniques include content analysis, scaling and evaluation. The results showed that teachers{\textquoteright} activities partly promoted prosocial behaviour. The results of the research pointed to certain pedagogical implications: the reform of the educational system in Serbia; a change of educational objectives and tasks; establishing a continuity between all levels of the educational system and raising cooperation with parents; educational professional services to teachers in the area of raising their interest in acquiring and applying strategies and skills directed at educating prosocially oriented personalities and improving the quality of their work.},
	keywords = {academic achievement, comparative analysis, encouragement of prosocial behaviour, interrelatedness of predictors, school indicators},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.34},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1232392},
	author = {Bisera S. Jevti{\'c}}
}
@article {1041,
	title = {INFLUENCE OF LEARNING STRATEGIES ON LEARNING STYLES:  THEIR IMPACT ON ACADEMIC ACHIEVEMENT OF COLLEGE STUDENTS FROM BUENOS AIRES},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {February/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {6-18},
	abstract = {Frequently, college students have issues to learn academic contents included in the subjects of their courses. Such low quality learning is reflected in failures and academic dropout, therefore being matters of concern for teachers and governments.
Learning processes in college depend, in part, on the coincidence between teaching methods and students{\textquoteright} learning styles. They are defined as the preference of students when they have to deal with information, particularly the way to perceive it and process it. Learning styles can be trained by the repeated use of specific learning strategies. In such cases, when learning styles coincide with the learning context in order to facilitate the acquisition of new knowledge and its integration with previous information, academic success can be achieved more naturally. To get this match it is required from teachers to adapt their styles and strategies to their students{\textquoteright} learning preferences. Other alternative rests on the design of actions to train students in the use of the appropriate learning styles able to enhance learning. Focused on the second option, the present study aims at: 1) the description of the influence of different learning strategies on each learning style, and 2) the analysis of the way each style explains students{\textquoteright} academic achievement. A transversal, non-experimental, explicative design was employed. 763 college students from Buenos Aires with ages ranging from 17 to 36 years were included in the sample. Locally adapted versions of the Honey-Alonso Questionnaire of Learning Styles -CHAEA as its Spanish acronym-, and Learning and Study Strategies Inventory {\textendash}LASSI- were used for data gathering. Results showed that the Accommodating style is explained positively and significantly by the Collaborative Learning, Resources for Learning and Information 2.0 Management Competence strategies. Besides, it is observed that the strategies Collaborative Learning, Resources for Learning and Motivation explain to the Assimilating style in a significant and positive way. The Pragmatist and Converging styles are explained significantly but negatively by the Motivation and Information 2.0 Management Competence strategies respectively. Finally, Converging style explained Academic Achievement in a significant and negative way. These findings led to the possibility to plan specific actions to train students{\textquoteright} learning styles. Furthermore, this information could be useful for different actors in higher education, such as -institutions, teachers, educational psychologists, students, etc., in order to design academic activities which require the repeated use of the specific learning strategies which each student needs to train, aiming at the improvement of particular learning styles able to facilitate learning. At this point, it seems important to discourage the use of Converging style given the negative effect it would have on the students{\textquoteright} performance. Results and limitations of the study are discussed and future research lines are proposed.
},
	keywords = {academic achievement, college students, Learning Strategies, learning styles},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.06},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1232390},
	author = {Agust{\'\i}n Freiberg-Hoffmann and Juliana Beatriz Stover and Natalia Donis}
}
@article {578,
	title = {THE IMPACT OF PUBLIC HIGH SCHOOL MANAGEMENT SYSTEM ON ACADEMIC ACHIEVEMENT},
	journal = {Problems of Education in the 21st Century},
	volume = {32},
	year = {2011},
	month = {July/2011},
	type = {Original article},
	chapter = {121-128},
	abstract = {The goal of present study is to investigate the impact of school culture on academic achievement level. Specifically, the influence of school management system on students{\textquoteright} performance. The study represents the part of the National Assessment in Math. 234 public schools principals were administered with the questionnaire for school principals. The questionnaire consisted of several blocks: the new style of school management; evaluation of effectiveness of teachers{\textquoteright} work; evaluation of effectiveness of various school boards; participation of teachers and students in professional trainings, conferences and scientific competitions; various events for students as well as for parents. Result showed that school management system predicts level of students{\textquoteright} academic achievement. Specifically, among the best predictors are following variables: democratic strategies of class management, school board effectiveness, popular-scientific meetings, and teachers{\textquoteright} democratic approach to students. },
	keywords = {academic achievement, school culture, school management},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.32.121},
	url = {https://oaji.net/articles/2014/457-1406541769.pdf},
	author = {Mzia Tsereteli and Khatuna  Martskvishvili and Ia  Aptarashvili}
}
