SES and individual-characteristic variables relate to academic achievement, with grade retention (ES = 1.616) and college admissions test (ES = 1.416) showing very large effects and procrastination a small negative effect (ES = -.357)¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r2 · q3 · i1–i3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Grade retention (ES = 1.616) and college admissions test (ES = 1.416) have very large effects, and high school GPA (ES = .907) and class attendance (ES = .899) have large effects on academic achievement. → Koçak 2021 q3 i1 Procrastination (ES = -.357) has small 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: 45 SES/SDC and individual-characteristic variables from 35 meta-analyses and 87 effect sizes (Table 5). The review reports that "grade retention (ES= 1.616) and college admissions test (ES= 1.416) can be said to ha ve very large effects" and high school GPA and class attendance have large effects.

"grade retention (ES= 1.616) and college admissions test (ES= 1.416) can be said to ha ve very large effects on academic achievement. Besides, high school GPA (ES= .907) and class attendance (ES= .899) have large 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 · i1 · quant-synthesis · r2

Systematic review of meta-analyses, negative-effects paragraph of the SES/SDC findings (Table 5). The review reports that "Procrastination (ES= -.357) had small effects and negative effects on academic achievement."

"Procrastination (ES= -.357) had small effects and negative effects on academic achievement"

Discussion¶

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
• 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
• Several learning theories and teaching strategies have very large positive effects on academic achievement (e.g., creative drama ES = 1.453), while the surface approach to learning has a small negative effect (ES = -.366) — related
• Special education and violence variables relate to academic achievement, with absence of reading disability (ES = 1.266) showing very large effects and peer victimization (ES = -.292) a medium negative effect — related
• A few decision-tree splits identify very high-risk students, such as low-SES students who doubt they will reach college — related