@article {1550,
	title = {THE INTERDEPENDENCE BETWEEN PERCEIVED SELF-EFFICACY AND SELF-ASSESSMENT SKILLS OF ACADEMIC PROGRESS IN STUDENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {April/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {289-303},
	abstract = {Self-assessment in the school environment can be defined as the students{\textquoteright} ability to make valuable judgements about their own academic performance, either by reference to the teacher{\textquoteright}s educational goals, previous academic results, or the academic performance of other colleagues. The formation of such self-assessment skills is strongly influenced by a number of internal and external psycho-pedagogical factors, including chronological age, motivation for learning, level of cognitive development, perceived self-efficacy, the teacher{\textquoteright}s teaching style, the social status of the student{\textquoteright}s family, their group affiliation, etc. Starting from this point, the purpose of the present research was the analysis of the students{\textquoteright} degree of awareness of the role of perceived self-efficacy in the formation of objective didactic self-evaluation skills. The research sample consisted of 108 students, currently attending the Psycho-Pedagogy and Methodology Study Program courses at the University of Oradea and Emanuel University of Oradea, Romania. The research methodology was targeted at requesting these students to self-assess their performance in a subject of the afore-stated study program, respectively administering a scale for measuring personal self-efficacy. The results showed that most of the students tended to either evaluate themselves objectively or under-evaluate themselves, against the backdrop of a high level of perceived self-efficacy, respectively of superior academic performance.},
	keywords = {academic performance, didactic self-evaluation skills, perceived self-efficacy, self-image, teaching career},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.289},
	url = {https://oaji.net/articles/2022/457-1651338216.pdf},
	author = {Valentin Cosmin  Bl{\^a}ndul and Adela Bradea}
}
@article {1266,
	title = {EFFECT OF LEARNING CLIMATE, THINKING PATTERN, AND CURIOSITY ON ACADEMIC PERFORMANCE IN HIGHER EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {February/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {102-113},
	abstract = {This research aimed to examine the theoretical model that explains the relations among learning climate, thinking patterns, and curiosity on academic performance. This research was a non-experimental research with 1,000 respondents from State University of Surabaya, Indonesia. They came from 20 departments, consisting of 324 men and 676 women with a mean age of 19.81 years. Data were collected using a questionnaire, including inventory of learning climate, thinking patterns, and curiosity. Data were analyzed using Structural Equation Modeling. The results showed that the model was compatible with the data. The examination also showed the effect of the learning climate on thinking patterns, the influence of thinking patterns on curiosity, the influence of the learning climate on curiosity, and the influence of curiosity on academic performance. It is concluded that learning climate, thinking pattern, and curiosity play an important role in academic performance. Thus, the quality of students can be improved if curiosity is cultivated and reflective thinking patterns are formed. This requires serious efforts, both in policy and practice, to build a learning climate for the growth of students{\textquoteright} thinking and curiosity.},
	keywords = {academic performance, epistemic curiosity, learning climate, structural equation modelling, thinking pattern},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.102},
	url = {http://oaji.net/articles/2020/457-1581494986.pdf},
	author = {Ali Maksum and Fifukha D. Khory}
}
@article {1131,
	title = {AN EXPLORATION OF THE DEVELOPMENT OF VIETNAMESE CHILDREN{\textquoteright}S SELF-CONTROL ABILITY},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {309-317},
	abstract = {The purpose of the present research is to explore the development of self-control ability during childhood. A group of 360 children (185 boys and 175 girls from grades 2, 4, and 6) participated in the survey. They completed the Children{\textquoteright}s Perceived Self-Control Scale (CPSC) which included the interpersonal self-control (ISC), the personal self-control (PSC), and the self-evaluation (SE) subscales. Results showed significant differences in ISC, SE and total scores among the second, fourth and sixth graders. On the total scores, the fourth graders had higher scores than the second and the sixth graders. Moreover, the scores of ISC of the fourth graders were higher than those of the sixth grades. There was no gender difference and interaction of gender and grade found. The results suggested that the development of self-control following a quadratic pattern increased and reached a peak in the fourth grade and then decreased during sixth grade time.},
	keywords = {academic performance, self-control, self-ratings, Vietnamese children},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.309},
	url = {http://oaji.net/articles/2017/457-1529089541.pdf},
	author = {Shih-Tseng Tina Huang and Vinh-Long Tran-Chi and Tung-En Hsiao}
}
@article {511,
	title = {EVALUATION BY RUBRIC OF SOLIDARITY IN ACQUISITION SKILLS COLLEGE},
	journal = {Problems of Education in the 21st Century},
	volume = {52},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {92-104},
	abstract = {The European Higher Education Area involves major changes in the teaching-learning process for the acquisition of transversal skills, such as social and citizens. It establishes a need for active methods, learning and so to develop in students the ability to make decisions and learn independently, reflective and critical promoting these skills. Considering the importance of a program, training in values and ethics of solidarity that joins the university curriculum (educational innovation program, PIE10-127), we performed a comparative study on ethical issues in college students before and after of their application the program and an evaluation of effectiveness of different active methodologies to promote solidarity skills acquisition, and its impact on performance. Participants in this study were 4103 university students, aged 18 and 57, of the Faculty of Psychology and Educational Sciences of the University of M{\'a}laga (2010-2012). The results show an increase in the acquisition of skills solidarity, following the implementation of the program and that the methodologies employed active, positive impact on academic performance. The relevant conclusion obtained, points to the need to reinforce and develop these values solidarity actions in college. 
 
},
	keywords = {academic performance, solidarity},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.52.92},
	url = {http://oaji.net/articles/2014/457-1419412884.pdf},
	author = {Francisco  Manuel  Morales Rodr{\'\i}guez}
}
@article {803,
	title = {PSYCHOLOGICAL WELL-BEING AND ITS RELATION TO ACADEMIC PERFORMANCE OF STUDENTS IN GEORGIAN CONTEXT},
	journal = {Problems of Education in the 21st Century},
	volume = {49},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {73-80},
	abstract = {Well-being is a dynamic concept that includes subjective, social, and psychological dimensions as well as health-related behaviors. It is often thought of as one of the hallmarks of the liberal arts experience, resulting from educational encounters that both guide students in the search for meaning and direction in life and help them realize their true potential. Research of students{\textquoteright} well-being is conducted in various countries, but it is the first study conducted in Georgia. The objectives of the studies were to test hypothesis, that because of social, political and economic conditions, and frequent reforms in educational system of Georgia, the majority of the students have high level of depression, low level of well-being, that is reflected on their academic performance. 
 Within the framework of the research 252 students from wide variety of disciplines, of mean age 21 were surveyed. The study methods are Ryff well-being inventory which consists of series of statements reflecting the six areas of psychological well-being, combination with Coping Inventory for Stressful Situation (CISS), from Endler \& Parker and, Kucher Adolescent depression scale (KADS-6).The Results of the study show, that majority of students have middle level of well-being, do not have depression and average self-evaluated academic performance. The research also revealed that the students, who have medium or high level of academic performance, have high index of well-being, purpose of life and personal growth on scale. Also, those students who carry task oriented coping strategy, have high index of well-being, and personal growth on the scale. But the students, who carry avoidance coping strategy, have high level of depression.},
	keywords = {academic performance, personal growth, well-being},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.49.73},
	url = {http://oaji.net/articles/2014/457-1419345273.pdf},
	author = {Tamara   Turashvili and Marine   Japaridze}
}
@article {564,
	title = {TECHNICAL TEACHERS{\textquoteright} FACTORS THAT INFLUENCE STUDENTS{\textquoteright} ACADEMIC PERFORMANCE IN INDUSTRIAL EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {31},
	year = {2011},
	month = {July/2011},
	type = {Original article},
	chapter = {101-111},
	abstract = {The study on technical teachers{\textquoteright} factors that influence student{\textquoteright}s academic performance in industrial education programme in Rivers State, Nigeria was carried out in Rivers State University of Science and Technology, Port Harcourt, Rivers State, Nigeria and Rivers State University of Education, Port Harcourt, Rivers State, Nigeria. The population for the study comprised all students undergoing industrial programme while sample size used for study was 206 students, which comprises 96 students for Rivers State University of Science and Technology and 110 students for University of Education. The only instrument used for the study was the questionnaire. Two research questions and one null hypothesis where posed and tested for the study. The Findings of the study imply that, workshop spaces are inadequate, teacher in both institutions do not use instructional materials always, teachers do not select and use the most appropriate techniques in lesson delivery. Based on the findings, some recommendations were made. },
	keywords = {academic performance, industrial education, technical education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.31.101},
	url = {https://oaji.net/articles/2014/457-1406540958.pdf},
	author = {Suobere T.  Puyate and Iheanyi Nwokanma  Okwakpam}
}
@article {116,
	title = {EFFECTS OF TEACHERS AND SCHOOLS ON MATHEMATICS ACHIEVEMENT},
	journal = {Problems of Education in the 21st Century },
	volume = {6},
	year = {2008},
	month = {May/2008},
	type = {Original article},
	chapter = {103-112},
	abstract = {The purpose of this study is to investigate the effect of factors related to schools and teachers on mathematics achievement of Malaysian students in the Trend International Mathematics and Science Study conducted in 2003. A total of 150 schools were involved in the study and these schools were selected at random using simple random sampling from all secondary schools in Malaysia. This study employed a uni-variate analysis such as t-test or ANOVA to investigate the differences in mathematics achievement among groups. It was found that students taught by female teachers, participating in developing mathematics contents and mathematics curriculum, having few or no limitation on instruction, spent less time in reviewing homework and more on working problem on their own, students coming from economically less disadvantaged homes, good perception on the school climate and good class attendance had significantly higher mathematics achievement.},
	keywords = {academic performance, mathematics achievement},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392233590.pdf},
	author = {Noor Ismail}
}
