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30 Ιουλ 2014 · This article focuses on the explanation, determination, enhancement, and assessment of academic achievement as investigated by educational psychologists.
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This article focuses on the explanation, determination,...
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1 Αυγ 2019 · Download PDF. Academic achievement was once thought to be the most important outcome of formal educational experiences and while there is little doubt as to the vital role such achievements play in student life ...
Findings about metacognition and self-regulated learning that demonstrate learners selectively apply and change their use of heuristics highlight a need to marry two approaches to research methodology to advance a validated psychology of academic achievement.
17 Ιουν 2019 · Scholars agree that students’ academic achievement is a ‘net result’ of their cognitive and non-cognitive attributes (Lee & Shute, 2010; Lee & Stankov, 2016) as well as the sociocultural context in which the learning process takes place (Liem & McInerney, 2018; Liem & Tan, 2019).
The Psychology of Academic Achievement. Philip H. Winne and John C. Nesbit. Faculty of Education, Simon Fraser University, Burnaby, BC V5A 1S6, Canada; email: winne@sfu.ca, jcnesbit@sfu.ca. Key Words. school learning, educational psychology, motivation, metacognition, experimental methodology, self-regulated learning. 653. Contents.
We argue for fusing these methods to advance a validated psychology of academic achievement. Keyword(s): educational psychology , experimental methodology , metacognition , motivation , school learning , self-regulated learning
Definition. Academic Achievement is the progress made towards the goal of acquiring educational skills, materials, and knowledge, usually spanning a variety of disciplines. It refers to achievement in academic settings rather than general acquisition of knowledge in non-academic settings.
