Learning Processes and Academic Achievement among Omani School Students
Bibliographic Data
| ID | 12968435 |
|---|---|
| Authors | Marwa Nasser Alrajhi (0000-0002-7138-7578, Sultan Qaboos University, corresponding author), Hussain Alkharusi (0000-0002-5822-9188, Sultan Qaboos University), Said Suliman Aldhafri (0000-0002-1776-263X, Sultan Qaboos University) |
| Year | 2016 |
| Volume | 8 |
| Issue | 4 |
| Pages | 62-62 |
| Publication date | 2016-09-29 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Review of European Studies (JOURNAL) |
| Journal identifiers | ISSN: 1918-7173 • E-ISSN: 1918-7181 |
| Publisher | Canadian Center of Science and Education (PUBLISHER) |
| DOI | 10.5539/res.v8n4p62 |
| OpenAlex | W2525334106 |
| Language | EN |
| References cited | 15 |
This study examined the competing role of cognitive and affective learning processes used by students on predicting their academic achievement. The sample included 342 students from different schools in Oman (female=74.6%). The participants responded to a group of measures as part of a national study examining different learning variables. For the purpose of the current study, the participants’ data of six measures (i.e., critical thinking strategies, organizational strategies, memory strategies, intrinsic motivation, extrinsic motivation, and anxiety) were obtained. In addition, the students’ grade average point (GPA) using their reported grades were also used. The findings showed that out of the affective model, anxiety level and intrinsic motivation were significant predictors of students’ academic achievement. However, critical thinking was the only predictor of academic achievement from the cognitive model
Academic achievement · Anxiety · Cognition · Critical thinking · Developmental psychology · Mathematics education · Sample (material · Education and Critical Thinking Development · Education and Islamic Studies · Innovative Teaching and Learning Methods · Psychology · Social Psychology
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| Highly cited | No |
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