Benefits of Personality Characteristics and Selfefficacy in the Perceived Academic Achievement

Zimmerman, B. J., & Kitsantas, A. (2014). Comparing students' self-discipline and self-regulation measures and their prediction of academic achievement. Contemporary Educational Psychology, 39(2), 145-155

By use of five hundred and seven high school students and teachers research was done to compare the prediction of these students' achievements regarding academic. A multi-source, multi-measure research design was employed. This research found that student regulation learning factor contributed more to the academic achievements of students than the self-discipline learning factor. The limitations included the following; the methodology used did not cater to all important questions.For future researches, it is important to ensure that the methodology used caters for all important issues so that the findings are more reliable. Self-discipline within students determines their academic achievements a lot, but student regulation factor is best concerning students achievements.

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Guntern, S., Korpershoek, H., & van der Werf, G. (2017). Benefits of personality characteristics and selfefficacy in the perceived academic achievement of medical students. Educational Psychology, 37(6), 733-744.

863 Switzerland and Austria medical students participated in this study. Its purpose being to investigate to which degree personality characteristics and self-efficacy predict academic achievements, questionnaires were developed for the collection of data. The participation rate to whom the assessment was offered was less. The connection between emotional stability and self-efficacy was high although emotional stability did not influence much in academic achievements. Self-efficacy affects the theoretical results of students.

Aydin, B., & Ziatdinov, R. (2016). How Students Acquire Self-Control: Primary School Teachers' Concepts from Turkey. European Journal of Contemporary Education, 18(4), 390-397

One hundred and three primary school teachers from ten schools were used in the research, and a screening method applied. The work aimed to assess how Turkish teachers can help their students acquire self-control skills. Giving students responsibilities make them develop the self-control thus teachers should learn to give responsibilities. Some errors occurred while using the available parameters hence accuracy should be a key thing while doing the investigation. Self-control leads to increased achievements in academic.

Lea, J., Philo, C., & Cadman, L. (2016). 'It'a fine line between... self-discipline, devotion, and dedication': negotiating authority in the teaching and learning of Ashtanga yoga. cultural geographies, 23(1), 69-85.

Participants were two people who practiced Ashtanga Yoga and several Ashtanga teachers. A test was developed for the experiment. The purpose of the research was to shape the self-control in students. Through the investigation, it was discovered that external authority was of greater assistance to pupils performance. Self-discipline is equally important, but outer body serves best in students.

Ylivuori, S. (2017). Time Management and Autonomous Subjectivity: Catherine Talbot, Politeness, and Self-Discipline as a Practice of Freedom. Journal of Early Modern Studies, 6, 113-132.

This was to investigate Catherine Talbot's self-discipline and time management by monitoring her daily activities by the minute. The purpose was to make most of her time in a very concrete way. Self-controlled to attained autonomous subjectivity within the framework of politeness culture. The environment within investigation was unfavorable. Time management and self-control affect the lives of students positively.

Olsen, T., Badger, K., & McCuddy, M. D. (2014). Understanding the student veterans' college experience: an exploratory study. US Army Medical Department Journal.

This study was to explore the transition and experience in the higher education of the students. Ten military students were used and mixed method of study employed. The analysis showed that themes such as self-discipline connect students veterans and assist with social integration. There were various challenges encountered; social interactions with other students, cultural differences, and financial difficulties.

Tedesqui, R. A., & Young, B. W. (2017). Associations between self-control, practice, and skill level in sports expertise development. Research quarterly for exercise and sport, 88(1), 108-113.

To test the association between self-control variables was the purpose of the study. Two hundred and forty-four athletes were engaged. The analysis revealed that greater practice was associated with high self-discipline. The challenge was that only seniors showed such associations. Self-discipline increase performance even in academics.

ChanLin, L. J., Lin, H. Y., & Lu, T. H. (2016). College students' engagement in e-tutoring children in remote areas. Innovations in Education and Teaching International, 53(5), 519-531.

This research was aimed to study college students involved in e-tutoring children in remote areas. The challenges of this study were that the environmental conditions were unfavorable for students. Findings revealed that college students required positive values for services that include the following motive to serve, responsibility and self-discipline.

Zeng, X., Pan, Y., Zhou, H., Yu, S., & Liu, X. (2016). Exploring Different Patterns of Love Attitudes among Chinese College Students. PloS one, 11(11), e0166410.

Three hundred and eighty-nine college students were involved in the study. Analysis of data regarding love attitudes was conducted. The investigation revealed that there is four type of students; game players, rational lovers, emotional lovers and absence lovers. These groups showed differences in sexual attitudes and personality traits but not self-discipline.

Kwenin, W. K. J., Assan, J., & Dzomeku, B. M. (2013). Collaborative disciplinary measures between teachers and pupils in improving academic performance: a case study of Mmofraturo girls' school, Kumasi. Journal of Educational Sciences & Psychology, 3(2).

The purpose of this study was to investigate the extent of indiscipline in Mmofraturo Girls' School and its adverse effects on academic performance to provide a solution. Participants were pupils and teachers from a Junior School. Questionnaires were used. Findings showed that students had several misbehaviors including lack of self-discipline. The challenge was that the participation rate was minimal hence for future research better methods for analysis should be used. Self-discipline raises the achievements of the students in academics.

Reflection Questions

Why did you select the topic? I chose the item because it affects my life directly as a student.

What did you learn about the topic you selected for this achievement? What I learned is that high levels of discipline raise the academic achievements of the student.

What did you learn about research through this assignment? What I learned is that research is a process that involves several people together with the aim of investigating a certain issue.

If you had to complete this assignment again what would you do differently? What I would do differently if I were to complete the task yet is that I select a different topic so that I discover more on a different issue.

References

Zimmerman, B. J., & Kitsantas, A. (2014). Comparing students' self-discipline and self-regulation measures and their prediction of academic achievement. Contemporary Educational Psychology, 39(2), 145-155

Guntern, S., Korpershoek, H., & van der Werf, G. (2017). Benefits of personality characteristics and selfefficacy in the perceived academic achievement of medical students. Educational Psychology, 37(6), 733-744.

Aydin, B., & Ziatdinov, R. (2016). How Students Acquire Self-Control: Primary School Teachers' Concepts from Turkey. European Journal of Contemporary Education, 18(4), 390-397

Lea, J., Philo, C., & Cadman, L. (2016). 'It'a fine line between... self-discipline, devotion, and dedication': negotiating authority in the teaching and learning of Ashtanga yoga. cultural geographies, 23(1), 69-85.

Ylivuori, S. (2017). Time Management and Autonomous Subjectivity: Catherine Talbot, Politeness, and Self-Discipline as a Practice of Freedom. Journal of Early Modern Studies, 6, 113-132.

Olsen, T., Badger, K., & McCuddy, M. D. (2014). Understanding the student veterans' college experience: an exploratory study. US Army Medical Department Journal.

Tedesqui, R. A., & Young, B. W. (2017). Associations between self-control, practice, and skill level in sports expertise development. Research quarterly for exercise and sport, 88(1), 108-113.

ChanLin, L. J., Lin, H. Y., & Lu, T. H. (2016). College students' engagement in e-tutoring children in remote areas. Innovations in Education and Teaching International, 53(5), 519-531

Zeng, X., Pan, Y., Zhou, H., Yu, S., & Liu, X. (2016). Exploring Different Patterns of Love Attitudes among Chinese College Students. PloS one, 11(11), e0166410.

Kwenin, W. K. J., Assan, J., & Dzomeku, B. M. (2013). Collaborative disciplinary measures between teachers and pupils in improving academic performance: a case study of Mmofraturo girls' school, Kumasi. Journal of Educational Sciences & Psychology, 3(2).