Psychological Factors Associated With Students' Academic Achievement in An International School in Kuala Lumpur.
This study investigated the relationship between psychological factors and students' academic achievement among foreign students in an international school in Kuala Lumpur. The academic achievement of the students in the target international school was unevenly distributed among the students...
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| Format: | Thesis |
| Language: | English English |
| Published: |
2005
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| Subjects: | |
| Online Access: | http://psasir.upm.edu.my/id/eprint/6417/1/FPP_2005_1.pdf |
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| Summary: | This study investigated the relationship between psychological factors and
students' academic achievement among foreign students in an international
school in Kuala Lumpur. The academic achievement of the students in the
target international school was unevenly distributed among the students.
This uneven distribution was studied to identify the psychological factors
that best predicted the students' academic achievement. The research
employed an ex post facto design and the data was collected through a set of
questionnaires. One hundred and fifty subjects were randomly selected out
of seven classes based on Kerlinger and Pedhazur (1973); Cohen's (1988)
principles and formula respectively Both descriptive and inferential statistics were used to analyze the data in the
study using SPSS. The statistical techniques used were Descriptive Statistics,
Independent-Sample t-test, Analysis of Variance (ANOVA), Pearson Product
Moment Correlation (r), and Multiple Linear Regression.
The research findings showed that there was no statistical sigruficant
difference between female and male students on psychological factors
(adjustment, motivation, attitude, locus of control, self-efficacy, and
attribution). The findings also revealed that the primary and secondary
levels were significantly different only on locus of control. A positive and
significant relationship was also found between psychological factors and
academic achievement with strengths ranging between moderate and low.
The results of the multiple regression analysis showed that attribution,
adjustment, self-efficacy, and attitude were signhcant predictors of
academic achievement. The R2 .547 implies that the four predictor variables
explain about 54.7% of the variance in academic achievement. On the other
hand, Locus of control and motivation were not significant but positively
related to academic achievement. Generally, the findings indicated that the
four psychological factors were the most significant factors in explaining the
variance of academic achievement. |
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