Psychological variables show a wide range of effects on academic achievement, with self-efficacy showing a huge positive effect (ES = 1.173) and negative low-arousal emotions showing a medium negative effect (ES = -.799)¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r2 · q3 · i2–i3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Self-efficacy (ES = 1.173) and positive low-arousal academic emotions (ES = .812) have positive and huge effects on academic achievement. → Koçak 2021 q3 i2 Negative low-arousal academic emotions (ES = -.799) and amotivation (ES = -.610) have medium negative effects on academic achievement. → Koçak 2021 (2)

Evidence¶

Koçak 2021¶

Koçak, Ö., Göksu, İ., & Göktaş, Y. (2021). The factors affecting academic achievement: a systematic review of meta analyses. International Online Journal of Education and Teaching, 8(1), 454-484. https://eric.ed.gov/?id=EJ1286675

q3 · i3 · quant-synthesis · r2

Systematic review of meta-analyses: 87 effect sizes for 64 psychological variables were drawn from 25 meta-analyses (Table 2). The review reports that "self -efficacy (ES= 1.173) and academic emotions positive low-arousal (ES= .812) have positive and huge effects on academic achievement."

"On examining Table 2, it is evident that self -efficacy (ES= 1.173) and academic emotions positive low-arousal (ES= .812) have positive and huge effects on academic achievement."

Koçak 2021 (2)¶

Koçak, Ö., Göksu, İ., & Göktaş, Y. (2021). The factors affecting academic achievement: a systematic review of meta analyses. International Online Journal of Education and Teaching, 8(1), 454-484. https://eric.ed.gov/?id=EJ1286675

q3 · i2 · quant-synthesis · r2

Systematic review of meta-analyses, from the psychological characteristics findings section (Table 2). The review reports that "NLA (ES= -.799) and amotivation (ES= -.610) had medium effects" on academic achievement.

"An examination of variables influencing academic achievement in negative ways demonstrated that NLA (ES= -.799) and amotivation (ES= -.610) had medium effects."

Discussion¶

Learner Variables¶

• Achievement Emotions — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Across 169 meta-analyses, 254 variables with 427 effect sizes influence academic achievement; most variables have small or very small effects and none has a large, very large or huge negative effect — a broader claim this one bears on
• Declining math self-efficacy is characterized by decreasing mastery experiences and increasing negative emotional and physiological arousal — related
• Math self-efficacy trajectories differ in initial math skills and rate of math skill development — related
• Increasing math self-efficacy co-occurs with increasing verbal persuasion, vicarious experiences, and mastery experiences and decreasing negative arousal — related
• Teacher variables relate to academic achievement, with teachers' judgments of students' academic achievement (ES = 1.622) and intelligence (ES = 1.540) showing very large effects and teacher-child conflicts a small negative effect (ES = -.408) — related