Influence of multidimensional cognitions on academic performance
Keywords:
Adaptive cognitions, impeding cognitions, school achievement, motivationAbstract
The present study aims to demonstrate that the effects of self-esteem, ways of learning, the evaluation of the school, anxiety, failure avoidance and insecure control all have either a positive or negative impact on grades in general and on students’ final grade assessment, which is evaluated at the end of the academic year. The study was conducted using the survey method in which students provided self-report information on the variables under study in their classes at the faculty. The target group of the research included 200 students. The sample was selected according to the convenience method. Research has demonstrated that self-esteem, focused learning, and academic assessment positively influence student academic performance, while anxiety, failure avoidance, and insecure control negatively influence student academic performance. Students who have shown higher level in these characteristics (adaptive cognitions) in the survey are the students who have better academic performance and students with lower level in these characteristics have shown weaker academic performance on academic success.
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