Multilevel analysis of student and school level factors on students’ academic achievement
This study aimed to investigate the factors affecting the academic achievement of students at both school and student levels. Therefore, 600 high school students from 20 schools completed student efficacy scale of Jinks and Morgan's (1999) and personal achievement goal orientation and school go...
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| Format: | Article |
| Language: | fas |
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Organization for educational research and planning
2018-09-01
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| Series: | فصلنامه نوآوریهای آموزشی |
| Subjects: | |
| Online Access: | https://noavaryedu.oerp.ir/article_82388_5b0c3f7c802daa1f5d31fa01e2903ed2.pdf |
| _version_ | 1797689748705247232 |
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| author | Elāhe Hejāzi Fahime Abbāsi Hāmed Moslehi |
| author_facet | Elāhe Hejāzi Fahime Abbāsi Hāmed Moslehi |
| author_sort | Elāhe Hejāzi |
| collection | DOAJ |
| description | This study aimed to investigate the factors affecting the academic achievement of students at both school and student levels. Therefore, 600 high school students from 20 schools completed student efficacy scale of Jinks and Morgan's (1999) and personal achievement goal orientation and school goal structure scales of Midgley et al. (2000). Also, the school teachers answered teacher's sense of efficacy scale developed by Tschannen- Moran and Hoy (2004). The results of multilevel analysis revealed that at the student level, there is a positive and significant relationship between academic self-efficacy, mastery goal orientation, performance-approach goal orientation, amount of study time and academic achievement. This relationship was negative and significant for the performance-avoidance goal orientation. Girls were found to have higher academic achievement as compared to boys. At the school level, school type and mastery goal structure had a positive and significant relationship with students’ academic achievement. No significant relationship was found among performance-approach, performance-avoidance goal structure, teacher’s collective self-efficacy and academic achievement of students. The level-1 predictors accounted for 49% of the student-level variance and the level-2 predictors accounted for 79% of the school-level variance. |
| first_indexed | 2024-03-12T01:49:57Z |
| format | Article |
| id | doaj.art-0bc9a57dfafc415da637b6ed7253843e |
| institution | Directory Open Access Journal |
| issn | 1735-1235 |
| language | fas |
| last_indexed | 2024-03-12T01:49:57Z |
| publishDate | 2018-09-01 |
| publisher | Organization for educational research and planning |
| record_format | Article |
| series | فصلنامه نوآوریهای آموزشی |
| spelling | doaj.art-0bc9a57dfafc415da637b6ed7253843e2023-09-08T13:42:53ZfasOrganization for educational research and planningفصلنامه نوآوریهای آموزشی1735-12352018-09-01173719482388Multilevel analysis of student and school level factors on students’ academic achievementElāhe Hejāzi0Fahime Abbāsi1Hāmed Moslehi2(PhD), University of TehrānPhD Candidate in Psychology at University of TehrānPhD Candidate in Psychology at University of TehrānThis study aimed to investigate the factors affecting the academic achievement of students at both school and student levels. Therefore, 600 high school students from 20 schools completed student efficacy scale of Jinks and Morgan's (1999) and personal achievement goal orientation and school goal structure scales of Midgley et al. (2000). Also, the school teachers answered teacher's sense of efficacy scale developed by Tschannen- Moran and Hoy (2004). The results of multilevel analysis revealed that at the student level, there is a positive and significant relationship between academic self-efficacy, mastery goal orientation, performance-approach goal orientation, amount of study time and academic achievement. This relationship was negative and significant for the performance-avoidance goal orientation. Girls were found to have higher academic achievement as compared to boys. At the school level, school type and mastery goal structure had a positive and significant relationship with students’ academic achievement. No significant relationship was found among performance-approach, performance-avoidance goal structure, teacher’s collective self-efficacy and academic achievement of students. The level-1 predictors accounted for 49% of the student-level variance and the level-2 predictors accounted for 79% of the school-level variance.https://noavaryedu.oerp.ir/article_82388_5b0c3f7c802daa1f5d31fa01e2903ed2.pdfacademic achievementacademic self-efficacypersonal achievement goalschool goal structureteachers’ collective efficacymultilevel analysis |
| spellingShingle | Elāhe Hejāzi Fahime Abbāsi Hāmed Moslehi Multilevel analysis of student and school level factors on students’ academic achievement فصلنامه نوآوریهای آموزشی academic achievementacademic self-efficacypersonal achievement goalschool goal structureteachers’ collective efficacymultilevel analysis |
| title | Multilevel analysis of student and school level factors on students’ academic achievement |
| title_full | Multilevel analysis of student and school level factors on students’ academic achievement |
| title_fullStr | Multilevel analysis of student and school level factors on students’ academic achievement |
| title_full_unstemmed | Multilevel analysis of student and school level factors on students’ academic achievement |
| title_short | Multilevel analysis of student and school level factors on students’ academic achievement |
| title_sort | multilevel analysis of student and school level factors on students academic achievement |
| topic | academic achievementacademic self-efficacypersonal achievement goalschool goal structureteachers’ collective efficacymultilevel analysis |
| url | https://noavaryedu.oerp.ir/article_82388_5b0c3f7c802daa1f5d31fa01e2903ed2.pdf |
| work_keys_str_mv | AT elahehejazi multilevelanalysisofstudentandschoollevelfactorsonstudentsacademicachievement AT fahimeabbasi multilevelanalysisofstudentandschoollevelfactorsonstudentsacademicachievement AT hamedmoslehi multilevelanalysisofstudentandschoollevelfactorsonstudentsacademicachievement |