achieving academic success essay

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7 tips to help you achieve academic success

What is academic success?

Academic success means different things to different people. Whether you want to explore a subject area that you’re passionate about or enhance your credentials to advance your career, one of the primary purposes of education is to help you reach your full personal and professional potential. To achieve your vision for success, it’s important to create clear, actionable objectives and develop good habits and skills to guide your learning and keep you on track in your studies.

How do you achieve academic success?

Setting achievable short- and long-term goals is one key to academic success. When you set actionable objectives and incorporate skills and behaviors like time management, good study habits, and resilience, it’s easier to create and execute an effective study plan, track your progress, and reach your milestones. If you’re unsure of where to start when it comes to making a plan, read on to explore seven tips you can implement to align with your unique needs and experiences.

1. Work on your time management skills

One of the most critical skills for academic success is effective management of your study time. Time management skills are essential because they help ensure you stay on top of all your readings, projects, and exams. Managing your time well also requires you to stay organized, prioritize your tasks, and plan out a daily, weekly, and monthly study schedule that you stick to. How you choose to manage your study calendar is up to you, but you should create a system to track your project deadlines, exams, and study sessions in a way that’s easily accessible—whether that be a time management app on your phone, an online daily planner, or a physical calendar. As long as you carve out specific amounts of time each day or week to ensure you accomplish your high-priority items, you will set yourself up for success. It can also be helpful to let the important people in your life know about the times you have reserved for your studies so you can avoid distractions and stay focused on the tasks at hand.

2. Set small goals to help you accomplish large goals

One of the best ways to help you meet your larger, long-term goals is by tackling smaller goals that will help you achieve the results you desire. Create SMART goals that are clear and realistic and use your resources and time productively. SMART is an acronym that stands for Specific, Measurable, Achievable, Relevant, and Time-Bound. By setting SMART goals, you give yourself the opportunity to take a hard look at your objectives, understand what is motivating them, and pinpoint the actions you need to take to meet them. An example of a SMART academic goal is, “I will work to improve my grade from a B to an A by devoting four hours a week to studying my notes, readings, and flashcards for the next three weeks.”

3. Surround yourself with supportive people who motivate you

When you lean on people who support your educational journey, it can invigorate you and help stoke your determination. With family, friends, and coworkers, it’s important to open up about your experience of returning to university to enhance your skills—including both your accomplishments and your challenges. It can also be helpful to share with your instructors and peers at Penn LPS Online. Because your coursework includes group projects, presentations, and online discussions, you’ll have many opportunities to collaborate with your classmates, share your experiences, and help each other to excel in your studies. And you’ll also interact with Ivy League faculty and practitioners who are experts in their fields who will be more than willing to support you by addressing any questions or concerns you may have.

4. Build good study habits

Developing and maintaining good study habits is critical to your academic success. When you make good study habits a part of your daily routine, it can increase your efficiency, confidence, and effectiveness while reducing anxiety about your coursework. The reality is that your days are likely already packed with work, family, and other personal responsibilities, so it’s crucial you carve out time to devote to studying. To help you build strong study habits, it’s beneficial to create a consistent and structured daily plan. Ensure that you have a dedicated environment that is conducive to studying and avoid procrastination by holding yourself accountable to your dedicated study sessions. These tips can help:

• Take effective notes when listening to lectures or reading course materials Taking effective notes is extremely helpful for understanding course material and completing assignments—and there is a definite strategy for doing so. First, be selective and pay attention to the concepts that your instructor indicates are important—and look for section headings or summaries in your readings that highlight essential material. Then, once you’ve identified major concepts, rewrite them in your own words to help make them more understandable and memorable. Finally, go back and recap each idea in one or two sentences to streamline and highlight key takeaways.
• Create mind maps A mind map is a diagram that represents how various ideas relate to the main concept. Using mind maps can be an effective way of organizing and summarizing key concepts, particularly if you’re a visual learner. Start by writing the central concept in the middle of your page and then draw curved lines branching out with related ideas. Then, you can add branches to the related ideas with further points. You can also use different colors, pictures, and line lengths/widths to make your maps more memorable or highlight the most important concepts.
• Break up study sessions While some long study sessions can’t be avoided, if you can break up your study time into shorter increments, you will be doing yourself a favor. That’s because your brain needs these breaks to process and store the information that you learn. And stopping to grab a snack, listen to a podcast, or grab coffee with a friend can help you relax, improve your mood, and allow you to focus better once you return to studying.

5. Develop your patience and resilience

In a world where our attention spans seem to be getting shorter and instant gratification is often celebrated, it can be difficult to cultivate patience. But if you want to be successful in reaching your academic goals, you’re going to have to learn how. Practices that can be helpful to overcome impatience include being more mindful of your reactions to your environment, calming your mind by practicing deep breathing or meditation, and rewarding yourself when you reach set milestones.

Resilience refers to your ability to adapt to and overcome life’s challenges. If you’re interested in learning more about how to become more resilient you should look into APOP 1200: Human Flourishing: Strengths and Resilience at Penn LPS Online. This course explores the science of positive psychology and how we can leverage our strengths to contribute to the greater world and enhance our personal well-being. You will also learn about the physical and psychological protective principles and factors that comprise resilience and how they can be nurtured to help you flourish in your academics, career, and personal life.

6. Take care of yourself physically and mentally

You can’t expect to meet your goals if you experience burnout. That’s why it’s so important that you take care of your physical and mental health. Some effective ways to take care of your body include eating a well-balanced and nutritious diet and exercising regularly. Remember that being active doesn’t have to involve going to the gym—it can also be taking a dance class, going for a bike ride, or walking your dog around the neighborhood. The endorphins that your body produces when you exercise can help improve your disposition and relax your mind. You should also prioritize sleep to help boost your immune system, reduce stress, and increase your ability to focus on your studies. Did you know getting outdoors can improve your mental health? Not only will you enjoy the fresh air, but exposure to sunlight is also believed to increase the release of serotonin, a hormone associated with improved mood and sense of calm and concentration.

 Finally, schedule time just for fun! Whether you engage in your favorite hobby, work on a creative project, or go out to dinner with your partner, when you make the time to do activities that you love, it benefits your well-being and ultimately increases your chances of academic success. And it’s important to note that if you do find yourself feeling overwhelmed or struggling mentally during your studies that reaching out to a professional therapist is always a healthy step to take.

7. Practice positive thinking

People who maintain a positive outlook on life may cope better with stress, have stronger immunity, and experience healthier and happier lives. Consequently, cultivating a positive mindset can be invaluable when it comes to learning. Positive psychology is the scientific study of what helps people to thrive in all aspects of their lives. In APOP 1000: Introduction to Positive Psychology at Penn LPS Online, you will explore the underpinnings of positive psychology, address questions surrounding what it means to be happy, and learn the theory and science that supports the conceptual framework of well-being. With hands-on experiments and group activities, you’ll discover how to build well-being in yourself, in organizations, and in communities. So, when you’re registering for courses, do yourself a favor and consider this one.

Are you ready to achieve academic success?

Congratulations on committing to continuing your education and furthering your personal and professional development. In addition to advancing your academic and career goals, lifelong learning can also help you improve your self-confidence and self-worth, renew your creativity and motivation, build soft skills such as critical thinking and adaptability, and enhance your overall quality of life.

The Ivy League courses , certificates , and degree at Penn LPS Online are designed with adult learners like you in mind, offering the flexibility to obtain new career skills, indulge your unique passions, or earn your liberal arts degree on a schedule that works with your busy life. At Penn LPS Online, you can pursue your academic goals while building a foundation grounded in the arts and sciences and broadening your professional prospects.

View our course guide to see what excites you! Enrollment for certificates and courses and applications for the Bachelor of Applied Arts and Sciences program are always open. Visit our online application and get started today!

5 Strategies for Academic Success: Using Your Strengths

These five tips show you how to keep a clear head and have a successful semester.

Rebecca Bakken

The start of the semester can be a hectic time. You’re juggling your career, classes, family, and friends. Deb Levy , a certified life and business coach, and a Harvard Extension career workshop leader, offers five tips in this video to help you succeed in your coursework.

Know your strengths.

It’s human nature to want to correct weaknesses. But knowing your strengths and how to use them effectively can have a much more substantial effect on success and well-being. So how can you reframe your thinking?

According to Deb Levy, the field of positive psychology offers many useful tools. One in particular—the Character Strengths Test from VIA Institute on Character—can help you gauge your strengths and weaknesses. The test ranks users’ character strengths from strongest to weakest, allowing for an objective view into where you excel and where you may need work.

Once you know what your strengths are, you can play to them. But it’s also important to know that sometimes strengths need to be tempered.

“Every strength if overused becomes a deficit,” says Levy.

For instance, someone who ranks highly in humor might run the risk of making an insensitive or inappropriate comment that could damage relationships.

Making a plan to bolster weaknesses while remaining conscious of strengths can be a great strategy to ensure not just academic success, but personal fulfillment.

Set specific goals.

Achieving your goals depends heavily on how well you can manage your time. Levy recommends making a priority pie that maps out how you’ll divide your time over the course of a semester.

“When you say yes to becoming a student, you have to say no to other things,” she says. “So goal-setting requires a strategic plan for the semester. Students who do better in general are the ones who take time to plan.”

Your priority pie should reflect all your personal, professional, and academic endeavors. For example:

Your priority pie should include not just classes and your work day, but also time for family, studying and homework, and self-care like going to the gym or getting a regular massage.

Levy stresses that the best goals are specific, personal, and flexible.

Prioritize happiness.

Feeling good about what you’re doing and why you’re doing it is the best way to ensure success. According to Levy, happiness often leads to success, but success on its own may not lead to happiness.

As such, prioritizing your own wellness is key to reaching your goals. Levy says well-being  consists of positive emotions, engagement, meaning, and achievement.

“By nature of being in school people are already prioritizing well-being. They’re getting engaged, working on accomplishments,” says Levy.

Read our blog post on work-life balance

Aside from making time for yourself, you can practice building positivity.

One exercise that Levy recommends is writing down three good things at the end of each day. These can be things you’re proud of, things you’re grateful for, or things that simply bring a smile to your face.

Studying subjects that give your life purpose or meaning can also be beneficial.

“People who connect meaning to their goals are more motivated,” says Levy

Be resilient.

Even with a good plan, obstacles will arise. How well you deal with those obstacles depends on your perspective.

In resilience coaching, Levy often refers to the work of psychologist Carol Dweck. Her research identifies two basic mindsets: fixed and growth. Fixed mindsets view mistakes or setbacks as insurmountable. Growth mindsets view them as opportunities for positive change.

If you lean toward a fixed mindset, the good news is that it’s not permanent. No one falls into one mindset 100 percent of the time. Training your brain to see opportunity where you once saw a roadblock is possible.

“Give yourself permission to be human,” Levy says. “Predict you’re going to make mistakes.”

One way to build resilience is by preparing for obstacles with implementation intentions , which are if–then plans designed to help people achieve goals. For example, “If I can’t get the financial aid I need, then I will reallocate money from my vacation or entertainment budgets.”

Setting these intentions gives you a default answer that helps you stick to your plan without having to deliberate or make a snap decision.

Have questions? Contact our Enrollment Services team

Make time to recover.

Rather than avoiding stress altogether, Levy recommends setting aside time to mentally and physically recover.

As a student, you may sometimes fall into a “stretch zone,” where you’re extending yourself to accommodate for different obligations. Periods of stress can actually be positive and motivating if they expand your perception of what’s possible.

But it can lead to chronic stress when you don’t build in time to recover.

Viewing your eight hours of sleep every night as sacrosanct can go a long way toward staving off chronic stress. So before you pull another all-nighter, think about the effects it may have on you the next day.

Taking breaks, setting aside time for meals, and enjoying recreation can help fuel you and keep you on course to achieve your goals.

For more information from Deb Levy on balancing academics with life, check out How to Set Goals and Achieve Balance—In and Outside the Classroom .

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130 Academic Achievements Essay Topic Ideas & Examples

Inside This Article

Academic achievements play a significant role in shaping our educational journey. Whether it's excelling in a particular subject, winning a prestigious award, or conducting groundbreaking research, academic achievements showcase our dedication and commitment to learning. Writing an essay about your academic achievements can be a great way to reflect on your accomplishments and share your experiences with others. If you're looking for inspiration, here are 130 academic achievements essay topic ideas and examples to get you started:

• How I became the top-ranked student in my class.
• Overcoming challenges to achieve academic success.
• The role of mentorship in my academic achievements.
• The impact of extracurricular activities on my academic performance.
• How I balance academics and personal life to achieve success.
• The lessons I learned from my failures and how they shaped my academic journey.
• The significance of time management in my academic achievements.
• How I developed effective study habits to excel in my academics.
• The importance of setting goals in my academic journey.
• The influence of my family on my academic achievements.
• How I overcame imposter syndrome and embraced my academic abilities.
• The role of self-motivation in achieving academic success.
• The impact of a supportive school environment on my academic achievements.
• The importance of collaboration in academic accomplishments.
• How I utilized technology to enhance my learning and academic performance.
• The significance of feedback in improving my academic abilities.
• The impact of volunteering on my academic achievements.
• How I overcame procrastination and improved my academic performance.
• The role of positive mindset in achieving academic success.
• The influence of teachers on my academic journey.
• The importance of critical thinking skills in my academic accomplishments.
• The impact of cultural diversity on my academic achievements.
• How I developed effective communication skills to excel academically.
• The significance of continuous learning in my academic journey.
• The role of curiosity in driving my academic achievements.
• The impact of teamwork on my academic performance.
• How I adapted to remote learning and achieved academic success.
• The importance of resilience in overcoming academic challenges.
• The influence of role models on my academic achievements.
• The significance of creative thinking in my academic accomplishments.
• How I utilized resources and support systems to enhance my academic performance.
• The role of self-discipline in achieving academic success.
• The impact of a growth mindset on my academic journey.
• The importance of organization in my academic achievements.
• The influence of cultural experiences on my academic performance.
• How I developed leadership skills through my academic pursuits.
• The significance of community involvement in my academic accomplishments.
• The role of curiosity in conducting innovative research.
• The impact of internships on my academic achievements.
• How I balanced multiple responsibilities and achieved academic success.
• The importance of building relationships with professors in my academic journey.
• The influence of study groups on my academic performance.
• The significance of critical feedback in improving my academic abilities.
• The role of mentorship programs in my academic accomplishments.
• The impact of study abroad experiences on my academic achievements.
• How I overcame test anxiety and improved my academic performance.
• The importance of adaptability in navigating academic challenges.
• The influence of cultural immersion on my academic journey.
• The significance of interdisciplinary learning in my academic accomplishments.
• The role of networking in expanding my academic opportunities.
• The impact of research projects on my academic achievements.
• How I utilized time management techniques to excel academically.
• The importance of self-reflection in improving my academic abilities.
• The influence of study techniques on my academic performance.
• The significance of mentorship in my research endeavors.
• The role of diversity in shaping my academic journey.
• The impact of leadership positions on my academic achievements.
• How I balanced academic commitments and personal passions.
• The importance of embracing failure in achieving academic success.
• The influence of collaborative projects on my academic performance.
• The significance of analytical thinking in my academic accomplishments.
• The role of internships in gaining practical knowledge alongside academics.
• The impact of study abroad programs on my academic achievements.
• How I overcame perfectionism and improved my academic performance.
• The importance of adaptability in online learning environments.
• The influence of cultural exchange programs on my academic journey.
• The significance of interdisciplinary research in my academic accomplishments.
• The role of mentorship in my leadership development.
• The impact of community service on my academic achievements.
• How I utilized technology to enhance my academic abilities.
• The importance of self-motivation in achieving academic success.
• The significance of feedback in improving my academic achievements.
• The role of mentorship programs in my research endeavors.
• The impact of study abroad experiences on my academic journey.
• How I balanced academic responsibilities and extracurricular activities.
• The importance of building relationships with professors in my academic accomplishments.
• The influence of cultural immersion on my academic performance.
• The significance of interdisciplinary learning in my academic achievements.
• The impact of research projects on my academic journey.
• The role of diversity in shaping my academic accomplishments.
• The significance of analytical thinking in my academic journey.
• The influence of cultural exchange programs on my academic accomplishments.
• The significance of interdisciplinary research in my academic journey.

These topics can serve as a starting point for your academic achievements essay. Remember to make your essay personal, reflective, and unique to showcase your individual journey and experiences. Good luck!

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8 Steps to Academic Success

Step 1: Set Goals

Goals help to keep you going by:

• Providing direction
• Increasing your attention and focus
• Increasing your motivation and effort
• Reducing your anxiety and increasing your confidence

Develop SMART goals that are:  S pecific,  M easureable,  A chievable,  R ealistic, and  T imely

Step 2: Have a Positive Attitude

• Be positive about your ability to succeed
• Look forward to what your will learn
• Have an inquiring mind: get curious about your subjects!

Step 3: Manage Your Time

• Set a realistic schedule for yourself
• Know where your time goes (awareness is key)
• Study for 2-3 hours for every hour of class time (eg. if you have 6 hours of class per week, aim to study at least 12-18 hours per week).

Step 4: Read Textbooks & Course Readings

• Survey chapters before reading; read the chapter summary, look for  bold  and  italicized  words to indicate important concepts
• Review chapters and readings before class
• Re-read chapter and readings after class
• Make study notes

Step 5: Attend your Lectures

• Intend to learn something each class you attend
• Do assigned readings  before  class- you'll take better notes
• Ask questions: this will enhance your learning process
• Sit in the first few rows - you'll pay closer attention

Step 6: Record your Lecture Notes

• Take notes in class
• Review and edit notes after class (within 24 hours)
• Aim for 3-4 major reviews of your notes before exams
• Highlight import points, draw diagrams, make definitions

Step 7: Prepare for Exams

• Review past exams
• Make practice study questions
• Memorize definitions and formulae - try cue cards
• Know the type of exam to expect
• Eat balanced meals and sleep 8 hours per night

Step 8: Write Your Exams

• Have a positive attitude; do your best
• Arrive early with an extra pen and any necessary supplies (e.g., calculator if permitted - with fresh batteries)
• Read test questions and instructions  very clearly
• Budget your time; leave time for review
• Relax and don't forget to breathe

Where to Get More Help?

• Your instructors and program supervisors are available for help. See your instructor if you are having difficulty with course work. Your instructor may be able to review material for you, present material in another way that you find easier to understand, recommend supplementary texts or other readings, or recommend someone to tutor you. You won’t know what help is available unless you ask. Don’t wait until the last minute; get help in a timely manner. Your program supervisor can help you with things like course load, the repercussions on your program of withdrawing from a required course, and has authority to make changes to your program of study.
• The Health & Wellness Centre, can help in two ways: with health care and with personal counselling. You don’t need to miss classes to have your health needs looked after, be it a bad cold or flu, a headache or upset stomach. If family problems or other personal matters are affecting your marks, talk to a professional counsellor. It can make a big difference, as many students discover. You can see a social worker, a psychologist, a psychiatrist or a physician/counsellor, all for free. For more information visit their webpage:  www.utsc.utoronto.ca/hwc
• Workshops in using library resources and the web for academic research
• Individual appointments with a librarian to develop effective research strategies
• Computers with access to the Web, e-journals and indexes, and multimedia programs
• Research 101 webpages that provide brief information on doing library research
• Book delivery service. See their webpage at www.library.utoronto.ca/utsc
• Individual consultations
• Group workshops
• Diverse electronic resources including an online diagnostic evaluation.
• Financing your graduate or professional school education
• Paying back your student loan
• Co-op students and student loans

Good Luck with your studies!

Building Effective Study Habits: Strategies for Academic Success

Developing effective study habits is crucial for achieving academic success. By implementing proven strategies, you can optimize your learning, retain information more efficiently, and perform well in your studies. Here's a comprehensive guide to building effective study habits:

1. Create a Productive Study Environment:

A productive study environment plays a crucial role in enhancing your focus, concentration, and overall study experience. By designing a space that minimizes distractions and promotes effective learning, you can optimize your study sessions and achieve better academic outcomes. Here's how to create a productive study environment:

1. Choose the Right Location:

   - Select a quiet and comfortable place for studying. This could be a dedicated study room, a corner of your room, a library, or a quiet café.

2. Eliminate Distractions:

   - Identify potential distractions and minimize them. Keep your phone on silent or in another room, close irrelevant tabs on your computer, and let family members or roommates know you're studying.

3. Ensure Good Lighting:

   - Use adequate lighting that is easy on your eyes. Natural light is ideal, but if that's not possible, opt for a bright, non-glaring artificial light source.

4. Organize Your Space:

   - Keep your study area clutter-free and well-organized. Use storage solutions like shelves, drawers, and organizers to keep materials easily accessible.

5. Ergonomics Matters:

   - Use a comfortable chair and a desk or table at an appropriate height. Maintain good posture to prevent discomfort during long study sessions.

6. Comfortable Seating:

   - Choose a chair that offers proper support to your back. Comfortable seating prevents physical strain during extended periods of studying.

7. Personalize the Space:

   - Decorate your study area with motivational quotes, plants, or artwork that inspires you. Personal touches can make the environment more inviting.

8. Keep Supplies Handy:

   - Have all your study materials within reach, including textbooks, notebooks, stationery, and any necessary electronics.

9. High-Quality Equipment:

   - Invest in good-quality equipment, such as a reliable laptop, a comfortable keyboard, and noise-canceling headphones if needed.

10. Use Whiteboards or Corkboards:

    - Hang a whiteboard or corkboard on the wall for jotting down important notes, to-do lists, and reminders.

11. Time Management Tools:

    - Place a clock or a timer on your desk to help you manage your study sessions and breaks effectively.

12. Proper Ventilation:

    - Ensure the study area is well-ventilated to maintain fresh air and prevent feeling stuffy or sluggish.

13. Background Music or Ambience:

    - Some individuals find ambient background noise or instrumental music helpful for concentration. Experiment to see if it works for you.

14. Establish a Routine:

    - Create a consistent study routine in your chosen environment. The more consistent your study schedule, the more your brain associates the space with focused work.

15. Boundaries and Signals:

    - Set boundaries with others in your household, indicating when you're studying. You could use headphones, closed doors, or a "do not disturb" sign.

16. Break Areas:

    - Designate a separate area or space for breaks. This helps you mentally switch gears between study and relaxation.

17. Maintain Cleanliness:

    - Regularly clean and organize your study area to ensure it remains conducive to focused work.

18. Adjust for Comfort:

    - Pay attention to temperature and humidity levels. Adjust the room's temperature to ensure your comfort during study sessions.

19. Limit Multitasking:

    - Reserve your study area exclusively for studying. Avoid using it for activities like socializing, eating, or watching TV.

20. Personal Reflection:

    - Periodically reflect on your study environment. If something isn't working, don't hesitate to make adjustments.

Creating a productive study environment enhances your concentration, minimizes distractions, and sets the tone for effective learning. By customizing your space to suit your preferences and needs, you'll establish a study routine that maximizes your productivity and helps you achieve your academic goals.

2. Set Clear Goals:

Clear goals provide you with direction, motivation, and a sense of purpose in your academic journey. Whether you're preparing for exams, working on projects, or striving for continuous improvement, well-defined goals help you stay focused and organized. Here's a comprehensive guide to setting clear goals for academic success:

1. Define Your Objectives:

   - Start by identifying what you want to achieve. Whether it's excelling in a particular subject, earning a specific grade, or completing a project, clarity is key.

2. Make Goals Specific:

   - Make your goals specific and concrete. Avoid vague statements like "do well in chemistry." Instead, specify that you want to "achieve an A grade in chemistry by the end of the semester."

3. Use the SMART Criteria:

   - Apply the SMART criteria to your goals:

     - Specific: Clearly define what you want to accomplish.

     - Measurable: Set criteria to measure your progress and determine when the goal is achieved.

     - Achievable: Ensure the goal is realistic and attainable within your capabilities.

     - Relevant: Align the goal with your broader academic and personal aspirations.

     - Time-Bound: Set a deadline for achieving the goal. This adds a sense of urgency.

4. Break Down Larger Goals:

   - If you have big goals, break them down into smaller, manageable steps. This makes the process less overwhelming and allows you to track progress.

5. Prioritize Your Goals:

   - Determine the order of importance for your goals. Focus on high-priority goals while keeping other objectives in mind.

6. Establish Short-Term and Long-Term Goals:

   - Create a mix of short-term goals (achievable within days or weeks) and long-term goals (spanning months or semesters).

7. Write Them Down:

   - Put your goals in writing. This adds a level of commitment and helps reinforce your intention to achieve them.

8. Visualize Success:

   - Imagine yourself achieving your goals. Visualizing success can boost motivation and provide a sense of accomplishment.

9. Monitor Progress:

   - Regularly track your progress toward your goals. Use tools like to-do lists, calendars, or tracking apps to stay on top of your tasks.

10. Celebrate Milestones:

    - Celebrate your achievements along the way. Recognizing milestones keeps you motivated and energized.

11. Be Realistic:

    - Set goals that are challenging yet attainable. Unrealistic goals can lead to frustration and demotivation.

12. Adapt and Adjust:

    - Be flexible and open to adjusting your goals as circumstances change. Life is dynamic, and goals may need to be adapted accordingly.

13. Stay Committed:

    - Maintain a strong commitment to your goals, even when faced with challenges or setbacks.

14. Seek Accountability:

    - Share your goals with a friend, family member, or mentor who can provide support, encouragement, and accountability.

15. Review and Reflect:

    - Regularly review your goals to ensure you're on track. Reflect on your progress and make any necessary adjustments.

16. Avoid Overloading:

    - While setting goals is important, avoid setting too many at once. Focus on a manageable number to prevent overwhelm.

17. Embrace Continuous Learning:

    - Embrace the journey of learning and growth. Each step you take toward your goals contributes to your overall development.

Setting clear goals empowers you to direct your efforts effectively and make meaningful progress in your academic pursuits. By following these guidelines and consistently pursuing your objectives, you'll be better equipped to overcome challenges, stay motivated, and achieve academic excellence.

3. Use the Pomodoro Technique:

The Pomodoro Technique is a powerful time management method designed to improve focus, productivity, and concentration during study sessions. Named after the Italian word for "tomato" (inspired by a kitchen timer), this technique involves breaking your study time into short intervals with brief breaks in between. Here's how to leverage the Pomodoro Technique for effective studying:

1. Set a Timer:

   - Choose a task you want to work on, such as studying a specific topic. Set a timer for a predetermined period, typically 25 minutes (a "Pomodoro").

2. Study Intensely:

   - During the Pomodoro interval, focus exclusively on your chosen task. Avoid distractions and work with full concentration.

3. Avoid Multitasking:

   - Concentrate on one task at a time. Multitasking can decrease your overall productivity and quality of work.

4. Embrace the Silence:

   - Find a quiet place to work where you can immerse yourself in your studies without interruptions.

5. Work Until the Timer Rings:

   - Commit to staying focused on your task for the entire Pomodoro interval. Avoid checking emails, messages, or other tasks.

6. Take a Short Break:

   - Once the timer rings, take a 5-minute break. Use this time to relax, stretch, or do a quick mental reset.

7. Repeat and Rest:

   - After completing four Pomodoros (each followed by a short break), take a longer break of 15-30 minutes to recharge.

8. Adapt to Your Needs:

   - Adjust the Pomodoro intervals based on your attention span. Some people find 25 minutes effective, while others prefer shorter or longer intervals.

9. Stay Consistent:

    - Stick to the Pomodoro Technique consistently. The routine helps train your brain to focus during study sessions.

10. Use a Timer or App:

    - Use a physical timer, a Pomodoro app, or the timer on your phone to keep track of your intervals.

11. Set Achievable Goals:

    - Break your tasks into smaller, manageable chunks that can be completed within a single Pomodoro.

12. Minimize Burnout:

    - Short, regular breaks help prevent mental fatigue and burnout, ensuring sustained productivity.

13. Avoid Overextension:

    - While the technique promotes focused work, don't force yourself to complete too many Pomodoros in a row. Listen to your body and mind.

14. Adjust Break Activities:

    - During breaks, engage in activities that help you recharge and refocus. Avoid activities that might further distract you.

15. Reflect and Adjust:

    - After using the Pomodoro Technique, reflect on your productivity. Adjust the duration of intervals or breaks if needed.

16. Stay Hydrated:

    - Use your breaks to stay hydrated by drinking water, which can help maintain cognitive function.

By using the Pomodoro Technique, you can overcome procrastination, stay engaged in your studies, and make significant progress with your tasks. This technique encourages disciplined work while preventing burnout, allowing you to achieve better results in less time and with improved focus.

4. Prioritize Time Management:

Effective time management is a cornerstone of academic success and overall well-being. By prioritizing your tasks, organizing your schedule, and making the most of your time, you can achieve more with less stress. Here's a comprehensive guide to prioritizing time management:

1. Set Clear Goals:

   - Define your short-term and long-term goals. These goals will guide your time allocation and decision-making.

2. Create a To-Do List:

   - List all the tasks you need to accomplish. Include both academic and non-academic responsibilities.

3. Categorize Tasks:

   - Categorize tasks into urgent, important, and non-urgent categories. This helps you identify what needs immediate attention.

4. Use the Eisenhower Matrix:

   - Divide your tasks using the Eisenhower Matrix:

     - Urgent and Important: Prioritize and tackle these tasks first.

     - Important but Not Urgent: Schedule these tasks for later.

     - Urgent but Not Important: Delegate or minimize these tasks.

     - Not Urgent or Important: Consider whether these tasks are necessary.

5. Rank Tasks by Priority:

   - Within each category, rank tasks based on their significance and impact on your goals.

6. Apply the 80/20 Rule (Pareto Principle):

   - Focus on tasks that contribute to 80% of your desired outcomes. Eliminate or delegate tasks with lower impact.

7. Use a Time Management System:

   - Utilize tools like calendars, planners, or digital apps to organize your schedule and tasks.

8. Block Out Study Time:

   - Allocate specific time blocks for studying, and treat these blocks as non-negotiable appointments.

9. Avoid Overcommitment:

    - Be realistic about how much you can accomplish in a day. Avoid overcommitting and spreading yourself too thin.

10. Prioritize Health and Well-being:

    - Dedicate time for exercise, sleep, and relaxation. A healthy mind and body enhance productivity.

11. Break Tasks into Chunks:

    - Divide larger tasks into smaller, manageable chunks. This prevents overwhelm and helps you make steady progress.

12. Use Time Blocking:

    - Allocate specific time blocks for different tasks. This creates a structured schedule and prevents multitasking.

13. Minimize Procrastination:

    - Start with the most challenging or least enjoyable tasks first. Tackling them early can boost your motivation.

14. Limit Distractions:

    - During focused work periods, eliminate distractions such as social media, notifications, and unrelated tasks.

15. Set Time Limits:

    - Assign a specific time limit to each task. This prevents tasks from expanding beyond their necessary duration.

16. Review and Reflect:

    - At the end of each day or week, review your accomplishments and areas for improvement. Adjust your strategies as needed.

17. Embrace Flexibility:

    - While schedules are important, be flexible in adapting to unexpected changes and new priorities.

18. Learn to Say No:

    - Politely decline tasks or commitments that don't align with your goals or will overload your schedule.

19. Monitor Your Progress:

    - Regularly assess your time management habits and make adjustments to improve your efficiency.

20. Reward Yourself:

    - Celebrate your accomplishments. Reward yourself for completing tasks and staying on track.

By mastering time management, you can achieve a balanced and productive lifestyle. Prioritizing your tasks, setting clear boundaries, and making deliberate choices about how you spend your time will enable you to excel academically while maintaining your overall well-being.

5. Active Learning Strategies:

Active learning is a dynamic approach that engages your mind in the learning process, promoting deeper understanding, retention, and critical thinking. Instead of passively absorbing information, active learning encourages you to interact, reflect, and apply knowledge actively. Here are effective active learning strategies to enhance your learning experience:

1. Discussion and Group Activities:

   - Engage in group discussions, study sessions, or collaborative projects. Sharing ideas and perspectives fosters a deeper understanding of concepts.

2. Concept Mapping:

   - Create visual concept maps to illustrate relationships between different ideas or concepts. This enhances your organizational skills and helps you see the bigger picture.

3. Peer Teaching:

   - Teach a concept or topic to a peer. Explaining concepts in your own words solidifies your understanding and identifies areas you need to review.

4. Problem-Solving and Application:

   - Apply theories and concepts to real-world scenarios or practice problems. This bridges the gap between theory and practical application.

5. Interactive Technology:

   - Utilize interactive simulations, online quizzes, or educational apps to engage with content in a dynamic and visual way.

6. Role-Playing:

   - Act out scenarios that involve applying concepts. This technique helps you view situations from different perspectives.

7. Think-Pair-Share:

   - Think individually about a question or concept, pair up with a partner to discuss your thoughts, and then share your insights with the class.

8. Socratic Questioning:

   - Ask and answer thought-provoking questions that encourage critical thinking and deeper exploration of concepts.

9. Self-Testing:

    - Quiz yourself on key concepts or terms. Self-testing enhances memory retrieval and helps you identify areas that require further review.

10. Reflection Journals:

    - Maintain a journal where you reflect on your learning experiences, insights, and challenges. This encourages metacognition and self-awareness.

11. Case Studies:

    - Analyze real or hypothetical cases to apply concepts to complex situations. Case studies promote critical thinking and problem-solving skills.

12. Debate and Argumentation:

    - Engage in structured debates where you defend a particular viewpoint. This sharpens your analytical skills and encourages logical reasoning.

13. Visual Aids and Demonstrations:

    - Use diagrams, charts, models, or demonstrations to illustrate complex concepts visually.

14. Role of Feedback:

    - Seek feedback from peers, instructors, or mentors. Constructive feedback helps you identify strengths and areas for improvement.

15. Active Note-Taking:

    - Summarize and rephrase lecture content in your own words during note-taking. This processing aids understanding and memory retention.

16. Active Reading Strategies:

    - Highlight key points, jot down notes, and ask questions while reading. Engage with the material actively rather than passively.

17. Mnemonics and Acronyms:

    - Create memory aids like mnemonics or acronyms to remember complex information.

18. Experimentation and Exploration:

    - Conduct hands-on experiments or explore concepts through simulations, if applicable to your field of study.

19. Regular Review:

    - Periodically revisit and review material to reinforce your learning and prevent forgetting.

20. Combine Strategies:

    - Mix and match different active learning strategies to cater to different learning styles and optimize your understanding.

Embracing active learning strategies transforms your learning experience into an interactive and meaningful process. By engaging with content in diverse ways and taking an active role in your education, you'll build a stronger foundation of knowledge, critical thinking skills, and problem-solving abilities.

Building effective study habits takes time and commitment, but the results are well worth the effort. By incorporating these strategies into your routine, you'll enhance your learning experience, boost your academic performance, and develop skills that will benefit you throughout your educational journey.

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1.2 Your Academic Journey and Personal Story

Questions to Consider:

• How can your academic journey develop skills needed for college success?
• How can your personal story prepare you for applying to college?

Your Academic Journey

Now that you have a better understanding of what college can do for you, it is time to focus on how high school is preparing you for college, or better yet, how you can prepare yourself in high school to become college ready. It is clear that what you do (or don’t do) in high school can affect your ability to get into the colleges of your choice, but there is more to preparing yourself than just earning a high GPA or class rank. Your high school education can provide you with ample opportunity to help you hone your academic skills.

Take Difficult Courses

Any student who is serious about applying to college should consider taking challenging classes while in high school. Why? Because those classes can help lay a foundation of high expectations and hard work and they are often highly regarded by college admissions counselors. These classes are sometimes called Advanced Placement (AP), International Baccalaureate (IB), or honors/advanced classes. If you are considering taking such courses, talk to your guidance counselor or current teachers. They may be able to offer suggestions for how to get selected (if there is an application process) and give you a realistic picture of what will be expected. There is no need to take all AP, IB, or advanced classes to prove you are ready for college, but taking a few can provide a college admissions committee evidence that you are open to challenge.

Manage Time and Tasks

If there is one skill that you can develop now that will help you throughout your college career, it is the ability to manage your time and complete tasks. If you already use a planner to track what you need to do and when it is due , then you are on the right track. You can enhance these skills by setting reminders for yourself—and not relying on teachers or parents to tell you when to complete or submit an assignment. The most important part of managing your time and tasks effectively is to build in time well before something is due to complete the work and to overestimate (at least initially) how long you need, which can provide time “buffers” that will keep you from rushing through work to finish it.

Learn to Learn

Earlier, you were introduced to the argument that the purpose of college is to become a learner. You don’t have to wait until college, though, to figure out how best to learn different subject matters. This is one reason you should consider taking challenging classes–they require that you put more time and effort in them to learn the material. And those skills will make transitioning to college much easier. How can you “learn to learn”? You may have little control over what you are learning and how you are tested, but you can control how you approach the learning. One way to learn how to learn is to space out your learning over time (as best as you can—sometimes teachers like to give you a pop quiz when you least expect it!). Reviewing a bit of material for a short amount of time over several days (as opposed to cramming it in right before a test) produces better results. Another way to learn how to learn is to monitor how well your learning strategies work. Did you do well on a test? Take some time to reflect on what you did that resulted in a good grade. Did you space out your studying? Did you look for connections in the material? Likewise, if you do poorly on a test, determine what led to the result. The more you can identify what works and doesn’t for you, the easier it is to make improvements in your learning strategies.

Demonstrate Integrity and Ownership of Learning

Being a high school student often means having a lot on your plate. It can be easy to put off homework and studying, not do it at all, or cut corners to complete the work. While you may be able to get away with some stumbles like forgetting to turn in an assignment, other behaviors, such as getting someone (including Artificial Intelligence software) to do your homework or write a paper for you can get you into trouble. Now is the time to build the skills you will need later in college. Taking full responsibility for your learning as well as demonstrating integrity in all assignments no matter how big or small are the foundation of those skills. How do you do this? For one, you acknowledge that every action or inaction will produce a result. If you put in the work to write the paper, you will earn the grade you receive. If you do not put in the work or find a way to shortcut the process by using someone else’s writing, then you have missed an opportunity to improve your writing, your thinking, and your project management skills. Plus, you may get into trouble for academic dishonesty, which could mean failing an assignment or a course, or getting a more substantial punishment, such as expulsion. The stakes only get higher when you are in college.

Keep Test Scores in Perspective

You will learn more about standardized test scores and their purpose for getting into college later in this chapter, but it is worth noting that while what you make on the ACT, SAT, or equivalent standardized test, may factor into your ability to get into and pay for the college of your dreams, it is not necessarily a reflection of who you are and what you are capable of. Definitely do all you can to raise your test scores through practicing, prepping, and doing your best on the day of the test. But do not assume that a low test score will be the end of your long-term goals or educational journey. They are just one piece of information by which an institution may evaluate your potential, but it shouldn’t be the only thing that tells who you are.

Your Personal Story

Just as important as your academic journey is your personal story. You will need to develop and reflect on both for your applications to college and scholarships. Those who read about you will want to know not only about your accomplishments, but also your challenges and how you have overcome them.

What Makes You Unique

It may seem cliché to say “There is only one you!” But there is some truth in the fact that you are unique—there is no one else like you. To that end, you may want to draw upon those unique characteristics as you begin to shape the story that you will share with college admissions staff and scholarship committees. Will you be the first in your family to go to college? Do you live on a working farm and feed the goats, cows, and horses every morning before school? Can you ride a unicycle or juggle or both? There may be both personal characteristics as well as experiences that make you stand out from others, and if there are, consider weaving these details into the tapestry of your story. Start by making a list of your characteristics—no trait is too small or typical at this point. You can eliminate items later when you start building your story, but for now, create the list and add to it as you think of new things that you are or can do.

Getting Gritty

Many college essay prompts include an opportunity to share a time in your life in which you faced adversity and overcame it. For some students, this prompt is difficult for they have either not experienced a life-changing setback or not considered themselves challenged. It is important to remember that any setback or disappointment—no matter how inconsequential it may seem to you—can be the basis for an essay that responds to such a prompt. There is no need to embellish the circumstance if it is truly not harrowing, but it is acceptable to frame the experience as something that was difficult for you. Most readers of essays are less looking for a made-for-Hollywood story and more wanting to see someone who has demonstrated tenacity, resilience, and reflection no matter how big or small the adversity is. Even if you are not required to write an essay on a time in your life in which you failed or experienced disappointment, having a story handy for interviews (for scholarships, internships, or jobs) can help you share insight into your personality and strengths in a succinct way.

Finding the Themes of Your Life

In Katharine Brooks’ (2010) book You Majored in What? 3 she shares a writing and reflecting activity called “Wandering Pathways and Butterfly Moments” that guides readers through a series of prompts to develop a list of life experiences for the purpose of discovering what career pathway may be most fruitful for them to pursue. These life experiences could be as monumental as moving to a new state and starting a new school or they can be as mundane as spending the summers fishing. The goal of the exercise is to record what you have done or what has happened to you to get a sense of a “story.” These stories are built upon the connections and themes that you see in the experiences. Here are some of the life experiences Brooks wants you to consider when you are crafting your personal story.

• What have you done during the summer or holiday breaks from school?
• What did you play when you were a young child?
• What are some of your major life experiences (e.g. family events such as births, deaths, marriages, divorces)?
• What do people say you do well or have a talent for or seek you out for?
• What do you consider your greatest achievements?
• What jobs have you had?
• What groups have you belonged to?
• What awards have you won?
• What lessons have you learned?
• What do you like to do for fun?
• What kind of “secret” talent do you have?

The goal of answering the questions is to capture as much about who you are and how you have been shaped to develop clear connections among the life elements and create themes. These themes can drive your personal story that can share on a deeper level who you are or who you are becoming.

Consider this scenario: Raphael has taken the time to write down his life experiences so he can build his personal narrative. Some of the answers to the questions above include the following:

• Raphael’s jobs: lifeguard, babysitter for his nieces and nephews, tutor, art teacher for elementary students
• Raphael’s hobbies and interests: watching old movies, volunteering at the library, creating original jewelry from natural objects
• Raphael’s awards and accolades: he won a writing contest in 11th grade, his friends come to him for advice, he has earned high grades in all of his classes
• Raphael’s major life events: parents divorced when he was 6 years old, he started a new school in junior high, his aunt passed away when he was 14 years old

From this short list, Raphael can begin to draw out themes that he can use to create a detailed picture of who he is. He has found himself in teaching roles with his jobs. He has a love for the arts as evidenced by his hobbies. He is a good communicator evidenced by his awards and accolades, and relationships are an important part of his life. Raphael can use those themes—and details from his experiences—to craft his story as someone who has demonstrated an interest in connecting with and helping others by sharing his expertise and experience.

Recognizing the themes in your life helps you to describe how you've become the person you are now, and helps you to understand who you will become.

"For me, becoming isn't about arriving somewhere or achieving a certain aim. I see it instead as forward motion, a means of evolving, a way to reach continuously toward a better self. The journey doesn't end" —former First Lady Michelle Obama , Becoming (2018)

Analysis Question

In what ways is your academic journey in high school shaping your personal narrative? Describe how the following experiences are helping you “become":

• The classes that you are taking
• The activities you participate in as part of school (e.g., sports, performing arts, etc.)
• The learning that you are doing outside of school (e.g., community language class)

In what ways are your personal experiences shaping your story? Describe how the following experiences are helping you “become”:

• Major life events
• Favorite activities
• Awards and accomplishments
• Jobs or volunteer work
• 3 Brooks, K.(2010). You majored in what? Plume.

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• Authors: Amy Baldwin
• Publisher/website: OpenStax
• Book title: Preparing for College Success
• Publication date: Jul 12, 2023
• Location: Houston, Texas
• Book URL: https://openstax.org/books/preparing-for-college-success/pages/1-introduction
• Section URL: https://openstax.org/books/preparing-for-college-success/pages/1-2-your-academic-journey-and-personal-story

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The Importance of Students’ Motivation for Their Academic Achievement – Replicating and Extending Previous Findings

Ricarda steinmayr.

1 Department of Psychology, TU Dortmund University, Dortmund, Germany

Anne F. Weidinger

Malte schwinger.

2 Department of Psychology, Philipps-Universität Marburg, Marburg, Germany

Birgit Spinath

3 Department of Psychology, Heidelberg University, Heidelberg, Germany

Associated Data

The datasets generated for this study are available on request to the corresponding author.

Achievement motivation is not a single construct but rather subsumes a variety of different constructs like ability self-concepts, task values, goals, and achievement motives. The few existing studies that investigated diverse motivational constructs as predictors of school students’ academic achievement above and beyond students’ cognitive abilities and prior achievement showed that most motivational constructs predicted academic achievement beyond intelligence and that students’ ability self-concepts and task values are more powerful in predicting their achievement than goals and achievement motives. The aim of the present study was to investigate whether the reported previous findings can be replicated when ability self-concepts, task values, goals, and achievement motives are all assessed at the same level of specificity as the achievement criteria (e.g., hope for success in math and math grades). The sample comprised 345 11th and 12th grade students ( M = 17.48 years old, SD = 1.06) from the highest academic track (Gymnasium) in Germany. Students self-reported their ability self-concepts, task values, goal orientations, and achievement motives in math, German, and school in general. Additionally, we assessed their intelligence and their current and prior Grade point average and grades in math and German. Relative weight analyses revealed that domain-specific ability self-concept, motives, task values and learning goals but not performance goals explained a significant amount of variance in grades above all other predictors of which ability self-concept was the strongest predictor. Results are discussed with respect to their implications for investigating motivational constructs with different theoretical foundation.

Introduction

Achievement motivation energizes and directs behavior toward achievement and therefore is known to be an important determinant of academic success (e.g., Robbins et al., 2004 ; Hattie, 2009 ; Plante et al., 2013 ; Wigfield et al., 2016 ). Achievement motivation is not a single construct but rather subsumes a variety of different constructs like motivational beliefs, task values, goals, and achievement motives (see Murphy and Alexander, 2000 ; Wigfield and Cambria, 2010 ; Wigfield et al., 2016 ). Nevertheless, there is still a limited number of studies, that investigated (1) diverse motivational constructs in relation to students’ academic achievement in one sample and (2) additionally considered students’ cognitive abilities and their prior achievement ( Steinmayr and Spinath, 2009 ; Kriegbaum et al., 2015 ). Because students’ cognitive abilities and their prior achievement are among the best single predictors of academic success (e.g., Kuncel et al., 2004 ; Hailikari et al., 2007 ), it is necessary to include them in the analyses when evaluating the importance of motivational factors for students’ achievement. Steinmayr and Spinath (2009) did so and revealed that students’ domain-specific ability self-concepts followed by domain-specific task values were the best predictors of students’ math and German grades compared to students’ goals and achievement motives. However, a flaw of their study is that they did not assess all motivational constructs at the same level of specificity as the achievement criteria. For example, achievement motives were measured on a domain-general level (e.g., “Difficult problems appeal to me”), whereas students’ achievement as well as motivational beliefs and task values were assessed domain-specifically (e.g., math grades, math self-concept, math task values). The importance of students’ achievement motives for math and German grades might have been underestimated because the specificity levels of predictor and criterion variables did not match (e.g., Ajzen and Fishbein, 1977 ; Baranik et al., 2010 ). The aim of the present study was to investigate whether the seminal findings by Steinmayr and Spinath (2009) will hold when motivational beliefs, task values, goals, and achievement motives are all assessed at the same level of specificity as the achievement criteria. This is an important question with respect to motivation theory and future research in this field. Moreover, based on the findings it might be possible to better judge which kind of motivation should especially be fostered in school to improve achievement. This is important information for interventions aiming at enhancing students’ motivation in school.

Theoretical Relations Between Achievement Motivation and Academic Achievement

We take a social-cognitive approach to motivation (see also Pintrich et al., 1993 ; Elliot and Church, 1997 ; Wigfield and Cambria, 2010 ). This approach emphasizes the important role of students’ beliefs and their interpretations of actual events, as well as the role of the achievement context for motivational dynamics (see Weiner, 1992 ; Pintrich et al., 1993 ; Wigfield and Cambria, 2010 ). Social cognitive models of achievement motivation (e.g., expectancy-value theory by Eccles and Wigfield, 2002 ; hierarchical model of achievement motivation by Elliot and Church, 1997 ) comprise a variety of motivation constructs that can be organized in two broad categories (see Pintrich et al., 1993 , p. 176): students’ “beliefs about their capability to perform a task,” also called expectancy components (e.g., ability self-concepts, self-efficacy), and their “motivational beliefs about their reasons for choosing to do a task,” also called value components (e.g., task values, goals). The literature on motivation constructs from these categories is extensive (see Wigfield and Cambria, 2010 ). In this article, we focus on selected constructs, namely students’ ability self-concepts (from the category “expectancy components of motivation”), and their task values and goal orientations (from the category “value components of motivation”).

According to the social cognitive perspective, students’ motivation is relatively situation or context specific (see Pintrich et al., 1993 ). To gain a comprehensive picture of the relation between students’ motivation and their academic achievement, we additionally take into account a traditional personality model of motivation, the theory of the achievement motive ( McClelland et al., 1953 ), according to which students’ motivation is conceptualized as a relatively stable trait. Thus, we consider the achievement motives hope for success and fear of failure besides students’ ability self-concepts, their task values, and goal orientations in this article. In the following, we describe the motivation constructs in more detail.

Students’ ability self-concepts are defined as cognitive representations of their ability level ( Marsh, 1990 ; Wigfield et al., 2016 ). Ability self-concepts have been shown to be domain-specific from the early school years on (e.g., Wigfield et al., 1997 ). Consequently, they are frequently assessed with regard to a certain domain (e.g., with regard to school in general vs. with regard to math).

In the present article, task values are defined in the sense of the expectancy-value model by Eccles et al. (1983) and Eccles and Wigfield (2002) . According to the expectancy-value model there are three task values that should be positively associated with achievement, namely intrinsic values, utility value, and personal importance ( Eccles and Wigfield, 1995 ). Because task values are domain-specific from the early school years on (e.g., Eccles et al., 1993 ; Eccles and Wigfield, 1995 ), they are also assessed with reference to specific subjects (e.g., “How much do you like math?”) or on a more general level with regard to school in general (e.g., “How much do you like going to school?”).

Students’ goal orientations are broader cognitive orientations that students have toward their learning and they reflect the reasons for doing a task (see Dweck and Leggett, 1988 ). Therefore, they fall in the broad category of “value components of motivation.” Initially, researchers distinguished between learning and performance goals when describing goal orientations ( Nicholls, 1984 ; Dweck and Leggett, 1988 ). Learning goals (“task involvement” or “mastery goals”) describe people’s willingness to improve their skills, learn new things, and develop their competence, whereas performance goals (“ego involvement”) focus on demonstrating one’s higher competence and hiding one’s incompetence relative to others (e.g., Elliot and McGregor, 2001 ). Performance goals were later further subdivided into performance-approach (striving to demonstrate competence) and performance-avoidance goals (striving to avoid looking incompetent, e.g., Elliot and Church, 1997 ; Middleton and Midgley, 1997 ). Some researchers have included work avoidance as another component of achievement goals (e.g., Nicholls, 1984 ; Harackiewicz et al., 1997 ). Work avoidance refers to the goal of investing as little effort as possible ( Kumar and Jagacinski, 2011 ). Goal orientations can be assessed in reference to specific subjects (e.g., math) or on a more general level (e.g., in reference to school in general).

McClelland et al. (1953) distinguish the achievement motives hope for success (i.e., positive emotions and the belief that one can succeed) and fear of failure (i.e., negative emotions and the fear that the achievement situation is out of one’s depth). According to McClelland’s definition, need for achievement is measured by describing affective experiences or associations such as fear or joy in achievement situations. Achievement motives are conceptualized as being relatively stable over time. Consequently, need for achievement is theorized to be domain-general and, thus, usually assessed without referring to a certain domain or situation (e.g., Steinmayr and Spinath, 2009 ). However, Sparfeldt and Rost (2011) demonstrated that operationalizing achievement motives subject-specifically is psychometrically useful and results in better criterion validities compared with a domain-general operationalization.

Empirical Evidence on the Relative Importance of Achievement Motivation Constructs for Academic Achievement

A myriad of single studies (e.g., Linnenbrink-Garcia et al., 2018 ; Muenks et al., 2018 ; Steinmayr et al., 2018 ) and several meta-analyses (e.g., Robbins et al., 2004 ; Möller et al., 2009 ; Hulleman et al., 2010 ; Huang, 2011 ) support the hypothesis of social cognitive motivation models that students’ motivational beliefs are significantly related to their academic achievement. However, to judge the relative importance of motivation constructs for academic achievement, studies need (1) to investigate diverse motivational constructs in one sample and (2) to consider students’ cognitive abilities and their prior achievement, too, because the latter are among the best single predictors of academic success (e.g., Kuncel et al., 2004 ; Hailikari et al., 2007 ). For effective educational policy and school reform, it is crucial to obtain robust empirical evidence for whether various motivational constructs can explain variance in school performance over and above intelligence and prior achievement. Without including the latter constructs, we might overestimate the importance of motivation for achievement. Providing evidence that students’ achievement motivation is incrementally valid in predicting their academic achievement beyond their intelligence or prior achievement would emphasize the necessity of designing appropriate interventions for improving students’ school-related motivation.

There are several studies that included expectancy and value components of motivation as predictors of students’ academic achievement (grades or test scores) and additionally considered students’ prior achievement ( Marsh et al., 2005 ; Steinmayr et al., 2018 , Study 1) or their intelligence ( Spinath et al., 2006 ; Lotz et al., 2018 ; Schneider et al., 2018 ; Steinmayr et al., 2018 , Study 2, Weber et al., 2013 ). However, only few studies considered intelligence and prior achievement together with more than two motivational constructs as predictors of school students’ achievement ( Steinmayr and Spinath, 2009 ; Kriegbaum et al., 2015 ). Kriegbaum et al. (2015) examined two expectancy components (i.e., ability self-concept and self-efficacy) and eight value components (i.e., interest, enjoyment, usefulness, learning goals, performance-approach, performance-avoidance goals, and work avoidance) in the domain of math. Steinmayr and Spinath (2009) investigated the role of an expectancy component (i.e., ability self-concept), five value components (i.e., task values, learning goals, performance-approach, performance-avoidance goals, and work avoidance), and students’ achievement motives (i.e., hope for success, fear of failure, and need for achievement) for students’ grades in math and German and their GPA. Both studies used relative weights analyses to compare the predictive power of all variables simultaneously while taking into account multicollinearity of the predictors ( Johnson and LeBreton, 2004 ; Tonidandel and LeBreton, 2011 ). Findings showed that – after controlling for differences in students‘ intelligence and their prior achievement – expectancy components (ability self-concept, self-efficacy) were the best motivational predictors of achievement followed by task values (i.e., intrinsic/enjoyment, attainment, and utility), need for achievement and learning goals ( Steinmayr and Spinath, 2009 ; Kriegbaum et al., 2015 ). However, Steinmayr and Spinath (2009) who investigated the relations in three different domains did not assess all motivational constructs on the same level of specificity as the achievement criteria. More precisely, students’ achievement as well as motivational beliefs and task values were assessed domain-specifically (e.g., math grades, math self-concept, math task values), whereas students’ goals were only measured for school in general (e.g., “In school it is important for me to learn as much as possible”) and students’ achievement motives were only measured on a domain-general level (e.g., “Difficult problems appeal to me”). Thus, the importance of goals and achievement motives for math and German grades might have been underestimated because the specificity levels of predictor and criterion variables did not match (e.g., Ajzen and Fishbein, 1977 ; Baranik et al., 2010 ). Assessing students’ goals and their achievement motives with reference to a specific subject might result in higher associations with domain-specific achievement criteria (see Sparfeldt and Rost, 2011 ).

Taken together, although previous work underlines the important roles of expectancy and value components of motivation for school students’ academic achievement, hitherto, we know little about the relative importance of expectancy components, task values, goals, and achievement motives in different domains when all of them are assessed at the same level of specificity as the achievement criteria (e.g., achievement motives in math → math grades; ability self-concept for school → GPA).

The Present Research

The goal of the present study was to examine the relative importance of several of the most important achievement motivation constructs in predicting school students’ achievement. We substantially extend previous work in this field by considering (1) diverse motivational constructs, (2) students’ intelligence and their prior achievement as achievement predictors in one sample, and (3) by assessing all predictors on the same level of specificity as the achievement criteria. Moreover, we investigated the relations in three different domains: school in general, math, and German. Because there is no study that assessed students’ goal orientations and achievement motives besides their ability self-concept and task values on the same level of specificity as the achievement criteria, we could not derive any specific hypotheses on the relative importance of these constructs, but instead investigated the following research question (RQ):

RQ. What is the relative importance of students’ domain-specific ability self-concepts, task values, goal orientations, and achievement motives for their grades in the respective domain when including all of them, students’ intelligence and prior achievement simultaneously in the analytic models?

Materials and Methods

Participants and procedure.

A sample of 345 students was recruited from two German schools attending the highest academic track (Gymnasium). Only 11th graders participated at one school, whereas 11th and 12th graders participated at the other. Students of the different grades and schools did not differ significantly on any of the assessed measures. Students represented the typical population of this type of school in Germany; that is, the majority was Caucasian and came from medium to high socioeconomic status homes. At the time of testing, students were on average 17.48 years old ( SD = 1.06). As is typical for this kind of school, the sample comprised more girls ( n = 200) than boys ( n = 145). We verify that the study is in accordance with established ethical guidelines. Approval by an ethics committee was not required as per the institution’s guidelines and applicable regulations in the federal state where the study was conducted. Participation was voluntarily and no deception took place. Before testing, we received written informed consent forms from the students and from the parents of the students who were under the age of 18 on the day of the testing. If students did not want to participate, they could spend the testing time in their teacher’s room with an extra assignment. All students agreed to participate. Testing took place during regular classes in schools in 2013. Tests were administered by trained research assistants and lasted about 2.5 h. Students filled in the achievement motivation questionnaires first, and the intelligence test was administered afterward. Before the intelligence test, there was a short break.

Ability Self-Concept

Students’ ability self-concepts were assessed with four items per domain ( Schöne et al., 2002 ). Students indicated on a 5-point scale ranging from 1 (totally disagree) to 5 (totally agree) how good they thought they were at different activities in school in general, math, and German (“I am good at school in general/math/German,” “It is easy to for me to learn in school in general/math/German,” “In school in general/math/German, I know a lot,” and “Most assignments in school/math/German are easy for me”). Internal consistency (Cronbach’s α) of the ability self-concept scale was high in school in general, in math, and in German (0.82 ≤ α ≤ 0.95; see Table 1 ).

Means ( M ), Standard Deviations ( SD ), and Reliabilities (α) for all measures.

Task Values

Students’ task values were assessed with an established German scale (SESSW; Subjective scholastic value scale; Steinmayr and Spinath, 2010 ). The measure is an adaptation of items used by Eccles and Wigfield (1995) in different studies. It assesses intrinsic values, utility, and personal importance with three items each. Students indicated on a 5-point scale ranging from 1 (totally disagree) to 5 (totally agree) how much they valued school in general, math, and German (Intrinsic values: “I like school/math/German,” “I enjoy doing things in school/math/German,” and “I find school in general/math/German interesting”; Utility: “How useful is what you learn in school/math/German in general?,” “School/math/German will be useful in my future,” “The things I learn in school/math/German will be of use in my future life”; Personal importance: “Being good at school/math/German is important to me,” “To be good at school/math/German means a lot to me,” “Attainment in school/math/German is important to me”). Internal consistency of the values scale was high in all domains (0.90 ≤ α ≤ 0.93; see Table 1 ).

Goal Orientations

Students’ goal orientations were assessed with an established German self-report measure (SELLMO; Scales for measuring learning and achievement motivation; Spinath et al., 2002 ). In accordance with Sparfeldt et al. (2007) , we assessed goal orientations with regard to different domains: school in general, math, and German. In each domain, we used the SELLMO to assess students’ learning goals, performance-avoidance goals, and work avoidance with eight items each and their performance-approach goals with seven items. Students’ answered the items on a 5-point scale ranging from 1 (totally disagree) to 5 (totally agree). All items except for the work avoidance items are printed in Spinath and Steinmayr (2012) , p. 1148). A sample item to assess work avoidance is: “In school/math/German, it is important to me to do as little work as possible.” Internal consistency of the learning goals scale was high in all domains (0.83 ≤ α ≤ 0.88). The same was true for performance-approach goals (0.85 ≤ α ≤ 0.88), performance-avoidance goals (α = 0.89), and work avoidance (0.91 ≤ α ≤ 0.92; see Table 1 ).

Achievement Motives

Achievement motives were assessed with the Achievement Motives Scale (AMS; Gjesme and Nygard, 1970 ; Göttert and Kuhl, 1980 ). In the present study, we used a short form measuring “hope for success” and “fear of failure” with the seven items per subscale that showed the highest factor loadings. Both subscales were assessed in three domains: school in general, math, and German. Students’ answered all items on a 4-point scale ranging from 1 (does not apply at all) to 4 (fully applies). An example hope for success item is “In school/math/German, difficult problems appeal to me,” and an example fear of failure item is “In school/math/German, matters that are slightly difficult disconcert me.” Internal consistencies of hope for success and fear of failure scales were high in all domains (hope for success: 0.88 ≤ α ≤ 0.92; fear of failure: 0.90 ≤ α ≤ 0.91; see Table 1 ).

Intelligence

Intelligence was measured with the basic module of the Intelligence Structure Test 2000 R, a well-established German multifactor intelligence measure (I-S-T 2000 R; Amthauer et al., 2001 ). The basic module of the test offers assessments of domain-specific intelligence for verbal, numeric, and figural abilities as well as an overall intelligence score (a composite of the three facets). The overall intelligence score is thought to measure reasoning as a higher order factor of intelligence and can be interpreted as a measure of general intelligence, g . Its construct validity has been demonstrated in several studies ( Amthauer et al., 2001 ; Steinmayr and Amelang, 2006 ). In the present study, we used the scores that were closest to the domains we investigated: overall intelligence, numerical intelligence, and verbal intelligence (see also Steinmayr and Spinath, 2009 ). Raw values could range from 0 to 60 for verbal and numerical intelligence, and from 0 to 180 for overall intelligence. Internal consistencies of all intelligence scales were high (0.71 ≤ α ≤ 0.90; see Table 1 ).

Academic Achievement

For all students, the school delivered the report cards that the students received 3 months before testing (t0) and 4 months after testing (t2), at the end of the term in which testing took place. We assessed students’ grades in German and math as well as their overall grade point average (GPA) as criteria for school performance. GPA was computed as the mean of all available grades, not including grades in the nonacademic domains Sports and Music/Art as they did not correlate with the other grades. Grades ranged from 1 to 6, and were recoded so that higher numbers represented better performance.

Statistical Analyses

We conducted relative weight analyses to predict students’ academic achievement separately in math, German, and school in general. The relative weight analysis is a statistical procedure that enables to determine the relative importance of each predictor in a multiple regression analysis (“relative weight”) and to take adequately into account the multicollinearity of the different motivational constructs (for details, see Johnson and LeBreton, 2004 ; Tonidandel and LeBreton, 2011 ). Basically, it uses a variable transformation approach to create a new set of predictors that are orthogonal to one another (i.e., uncorrelated). Then, the criterion is regressed on these new orthogonal predictors, and the resulting standardized regression coefficients can be used because they no longer suffer from the deleterious effects of multicollinearity. These standardized regression weights are then transformed back into the metric of the original predictors. The rescaled relative weight of a predictor can easily be transformed into the percentage of variance that is uniquely explained by this predictor when dividing the relative weight of the specific predictor by the total variance explained by all predictors in the regression model ( R 2 ). We performed the relative weight analyses in three steps. In Model 1, we included the different achievement motivation variables assessed in the respective domain in the analyses. In Model 2, we entered intelligence into the analyses in addition to the achievement motivation variables. In Model 3, we included prior school performance indicated by grades measured before testing in addition to all of the motivation variables and intelligence. For all three steps, we tested for whether all relative weight factors differed significantly from each other (see Johnson, 2004 ) to determine which motivational construct was most important in predicting academic achievement (RQ).

Descriptive Statistics and Intercorrelations

Table 1 shows means, standard deviations, and reliabilities. Tables 2 –4 show the correlations between all scales in school in general, in math, and in German. Of particular relevance here, are the correlations between the motivational constructs and students’ school grades. In all three domains (i.e., school in general/math/German), out of all motivational predictor variables, students’ ability self-concepts showed the strongest associations with subsequent grades ( r = 0.53/0.61/0.46; see Tables 2 –4 ). Except for students’ performance-avoidance goals (−0.04 ≤ r ≤ 0.07, p > 0.05), the other motivational constructs were also significantly related to school grades. Most of the respective correlations were evenly dispersed around a moderate effect size of | r | = 0.30.

Intercorrelations between all variables in school in general.

Intercorrelations between all variables in German.

Intercorrelations between all variables in math.

Relative Weight Analyses

Table 5 presents the results of the relative weight analyses. In Model 1 (only motivational variables) and Model 2 (motivation and intelligence), respectively, the overall explained variance was highest for math grades ( R 2 = 0.42 and R 2 = 0.42, respectively) followed by GPA ( R 2 = 0.30 and R 2 = 0.34, respectively) and grades in German ( R 2 = 0.26 and R 2 = 0.28, respectively). When prior school grades were additionally considered (Model 3) the largest amount of variance was explained in students’ GPA ( R 2 = 0.73), followed by grades in German ( R 2 = 0.59) and math ( R 2 = 0.57). In the following, we will describe the results of Model 3 for each domain in more detail.

Relative weights and percentages of explained criterion variance (%) for all motivational constructs (Model 1) plus intelligence (Model 2) plus prior school achievement (Model 3).

Beginning with the prediction of students’ GPA: In Model 3, students’ prior GPA explained more variance in subsequent GPA than all other predictor variables (68%). Students’ ability self-concept explained significantly less variance than prior GPA but still more than all other predictors that we considered (14%). The relative weights of students’ intelligence (5%), task values (2%), hope for success (4%), and fear of failure (3%) did not differ significantly from each other but were still significantly different from zero ( p < 0.05). The relative weights of students’ goal orientations were not significant in Model 3.

Turning to math grades: The findings of the relative weight analyses for the prediction of math grades differed slightly from the prediction of GPA. In Model 3, the relative weights of numerical intelligence (2%) and performance-approach goals (2%) in math were no longer different from zero ( p > 0.05); in Model 2 they were. Prior math grades explained the largest share of the unique variance in subsequent math grades (45%), followed by math self-concept (19%). The relative weights of students’ math task values (9%), learning goals (5%), work avoidance (7%), and hope for success (6%) did not differ significantly from each other. Students’ fear of failure in math explained the smallest amount of unique variance in their math grades (4%) but the relative weight of students’ fear of failure did not differ significantly from that of students’ hope for success, work avoidance, and learning goals. The relative weights of students’ performance-avoidance goals were not significant in Model 3.

Turning to German grades: In Model 3, students’ prior grade in German was the strongest predictor (64%), followed by German self-concept (10%). Students’ fear of failure in German (6%), their verbal intelligence (4%), task values (4%), learning goals (4%), and hope for success (4%) explained less variance in German grades and did not differ significantly from each other but were significantly different from zero ( p < 0.05). The relative weights of students’ performance goals and work avoidance were not significant in Model 3.

In the present studies, we aimed to investigate the relative importance of several achievement motivation constructs in predicting students’ academic achievement. We sought to overcome the limitations of previous research in this field by (1) considering several theoretically and empirically distinct motivational constructs, (2) students’ intelligence, and their prior achievement, and (3) by assessing all predictors at the same level of specificity as the achievement criteria. We applied sophisticated statistical procedures to investigate the relations in three different domains, namely school in general, math, and German.

Relative Importance of Achievement Motivation Constructs for Academic Achievement

Out of the motivational predictor variables, students’ ability self-concepts explained the largest amount of variance in their academic achievement across all sets of analyses and across all investigated domains. Even when intelligence and prior grades were controlled for, students’ ability self-concepts accounted for at least 10% of the variance in the criterion. The relative superiority of ability self-perceptions is in line with the available literature on this topic (e.g., Steinmayr and Spinath, 2009 ; Kriegbaum et al., 2015 ; Steinmayr et al., 2018 ) and with numerous studies that have investigated the relations between students’ self-concept and their achievement (e.g., Möller et al., 2009 ; Huang, 2011 ). Ability self-concepts showed even higher relative weights than the corresponding intelligence scores. Whereas some previous studies have suggested that self-concepts and intelligence are at least equally important when predicting students’ grades (e.g., Steinmayr and Spinath, 2009 ; Weber et al., 2013 ; Schneider et al., 2018 ), our findings indicate that it might be even more important to believe in own school-related abilities than to possess outstanding cognitive capacities to achieve good grades (see also Lotz et al., 2018 ). Such a conclusion was supported by the fact that we examined the relative importance of all predictor variables across three domains and at the same levels of specificity, thus maximizing criterion-related validity (see Baranik et al., 2010 ). This procedure represents a particular strength of our study and sets it apart from previous studies in the field (e.g., Steinmayr and Spinath, 2009 ). Alternatively, our findings could be attributed to the sample we investigated at least to some degree. The students examined in the present study were selected for the academic track in Germany, and this makes them rather homogeneous in their cognitive abilities. It is therefore plausible to assume that the restricted variance in intelligence scores decreased the respective criterion validities.

When all variables were assessed at the same level of specificity, the achievement motives hope for success and fear of failure were the second and third best motivational predictors of academic achievement and more important than in the study by Steinmayr and Spinath (2009) . This result underlines the original conceptualization of achievement motives as broad personal tendencies that energize approach or avoidance behavior across different contexts and situations ( Elliot, 2006 ). However, the explanatory power of achievement motives was higher in the more specific domains of math and German, thereby also supporting the suggestion made by Sparfeldt and Rost (2011) to conceptualize achievement motives more domain-specifically. Conceptually, achievement motives and ability self-concepts are closely related. Individuals who believe in their ability to succeed often show greater hope for success than fear of failure and vice versa ( Brunstein and Heckhausen, 2008 ). It is thus not surprising that the two constructs showed similar stability in their relative effects on academic achievement across the three investigated domains. Concerning the specific mechanisms through which students’ achievement motives and ability self-concepts affect their achievement, it seems that they elicit positive or negative valences in students, and these valences in turn serve as simple but meaningful triggers of (un)successful school-related behavior. The large and consistent effects for students’ ability self-concept and their hope for success in our study support recommendations from positive psychology that individuals think positively about the future and regularly provide affirmation to themselves by reminding themselves of their positive attributes ( Seligman and Csikszentmihalyi, 2000 ). Future studies could investigate mediation processes. Theoretically, it would make sense that achievement motives defined as broad personal tendencies affect academic achievement via expectancy beliefs like ability self-concepts (e.g., expectancy-value theory by Eccles and Wigfield, 2002 ; see also, Atkinson, 1957 ).

Although task values and learning goals did not contribute much toward explaining the variance in GPA, these two constructs became even more important for explaining variance in math and German grades. As Elliot (2006) pointed out in his hierarchical model of approach-avoidance motivation, achievement motives serve as basic motivational principles that energize behavior. However, they do not guide the precise direction of the energized behavior. Instead, goals and task values are commonly recruited to strategically guide this basic motivation toward concrete aims that address the underlying desire or concern. Our results are consistent with Elliot’s (2006) suggestions. Whereas basic achievement motives are equally important at abstract and specific achievement levels, task values and learning goals release their full explanatory power with increasing context-specificity as they affect students’ concrete actions in a given school subject. At this level of abstraction, task values and learning goals compete with more extrinsic forms of motivation, such as performance goals. Contrary to several studies in achievement-goal research, we did not demonstrate the importance of either performance-approach or performance-avoidance goals for academic achievement.

Whereas students’ ability self-concept showed a high relative importance above and beyond intelligence, with few exceptions, each of the remaining motivation constructs explained less than 5% of the variance in students’ academic achievement in the full model including intelligence measures. One might argue that the high relative importance of students’ ability self-concept is not surprising because students’ ability self-concepts more strongly depend on prior grades than the other motivation constructs. Prior grades represent performance feedback and enable achievement comparisons that are seen as the main determinants of students’ ability self-concepts (see Skaalvik and Skaalvik, 2002 ). However, we included students’ prior grades in the analyses and students’ ability self-concepts still were the most powerful predictors of academic achievement out of the achievement motivation constructs that were considered. It is thus reasonable to conclude that the high relative importance of students’ subjective beliefs about their abilities is not only due to the overlap of this believes with prior achievement.

Limitations and Suggestions for Further Research

Our study confirms and extends the extant work on the power of students’ ability self-concept net of other important motivation variables even when important methodological aspects are considered. Strength of the study is the simultaneous investigation of different achievement motivation constructs in different academic domains. Nevertheless, we restricted the range of motivation constructs to ability self-concepts, task values, goal orientations, and achievement motives. It might be interesting to replicate the findings with other motivation constructs such as academic self-efficacy ( Pajares, 2003 ), individual interest ( Renninger and Hidi, 2011 ), or autonomous versus controlled forms of motivation ( Ryan and Deci, 2000 ). However, these constructs are conceptually and/or empirically very closely related to the motivation constructs we considered (e.g., Eccles and Wigfield, 1995 ; Marsh et al., 2018 ). Thus, it might well be the case that we would find very similar results for self-efficacy instead of ability self-concept as one example.

A second limitation is that we only focused on linear relations between motivation and achievement using a variable-centered approach. Studies that considered different motivation constructs and used person-centered approaches revealed that motivation factors interact with each other and that there are different profiles of motivation that are differently related to students’ achievement (e.g., Conley, 2012 ; Schwinger et al., 2016 ). An important avenue for future studies on students’ motivation is to further investigate these interactions in different academic domains.

Another limitation that might suggest a potential avenue for future research is the fact that we used only grades as an indicator of academic achievement. Although, grades are of high practical relevance for the students, they do not necessarily indicate how much students have learned, how much they know and how creative they are in the respective domain (e.g., Walton and Spencer, 2009 ). Moreover, there is empirical evidence that the prediction of academic achievement differs according to the particular criterion that is chosen (e.g., Lotz et al., 2018 ). Using standardized test performance instead of grades might lead to different results.

Our study is also limited to 11th and 12th graders attending the highest academic track in Germany. More balanced samples are needed to generalize the findings. A recent study ( Ben-Eliyahu, 2019 ) that investigated the relations between different motivational constructs (i.e., goal orientations, expectancies, and task values) and self-regulated learning in university students revealed higher relations for gifted students than for typical students. This finding indicates that relations between different aspects of motivation might differ between academically selected samples and unselected samples.

Finally, despite the advantages of relative weight analyses, this procedure also has some shortcomings. Most important, it is based on manifest variables. Thus, differences in criterion validity might be due in part to differences in measurement error. However, we are not aware of a latent procedure that is comparable to relative weight analyses. It might be one goal for methodological research to overcome this shortcoming.

We conducted the present research to identify how different aspects of students’ motivation uniquely contribute to differences in students’ achievement. Our study demonstrated the relative importance of students’ ability self-concepts, their task values, learning goals, and achievement motives for students’ grades in different academic subjects above and beyond intelligence and prior achievement. Findings thus broaden our knowledge on the role of students’ motivation for academic achievement. Students’ ability self-concept turned out to be the most important motivational predictor of students’ grades above and beyond differences in their intelligence and prior grades, even when all predictors were assessed domain-specifically. Out of two students with similar intelligence scores, same prior achievement, and similar task values, goals and achievement motives in a domain, the student with a higher domain-specific ability self-concept will receive better school grades in the respective domain. Therefore, there is strong evidence that believing in own competencies is advantageous with respect to academic achievement. This finding shows once again that it is a promising approach to implement validated interventions aiming at enhancing students’ domain-specific ability-beliefs in school (see also Muenks et al., 2017 ; Steinmayr et al., 2018 ).

Data Availability

Ethics statement.

In Germany, institutional approval was not required by default at the time the study was conducted. That is, why we cannot provide a formal approval by the institutional ethics committee. We verify that the study is in accordance with established ethical guidelines. Participation was voluntarily and no deception took place. Before testing, we received informed consent forms from the parents of the students who were under the age of 18 on the day of the testing. If students did not want to participate, they could spend the testing time in their teacher’s room with an extra assignment. All students agreed to participate. We included this information also in the manuscript.

Author Contributions

RS conceived and supervised the study, curated the data, performed the formal analysis, investigated the results, developed the methodology, administered the project, and wrote, reviewed, and edited the manuscript. AW wrote, reviewed, and edited the manuscript. MS performed the formal analysis, and wrote, reviewed, and edited the manuscript. BS conceived the study, and wrote, reviewed, and edited the manuscript.

Conflict of Interest Statement

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Funding. We acknowledge financial support by Deutsche Forschungsgemeinschaft and Technische Universität Dortmund/TU Dortmund University within the funding programme Open Access Publishing.

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9 10 Academic Goals Examples to Supercharge Your Student Success

Becoming a successful student involves more than just going to classes and remembering facts for the test. It is about establishing a mentality of learning and evolving continuously, and distinct academic goals are a key aspect of that. These are the lights that lead the way and help you stay on track as you navigate through the trials and tribulations of your studies, whether it’s the demands of testing or the stuff that life throws at you. But, just as importantly, by clearly defining and outlining your academic objectives, you give your study a sense of intention and purpose. Whether it’s achieving a particular GPA, mastering a challenging topic, or participating in enriching extracurricular, strong academic Goals are the foundation of both short- and long-term academic success.  

Establishing concrete goals and the quest of excellence are frequently linked in the academic sphere. Before delving into these Academic Goals Examples, it is important to recognize services like Scholarly Help that provide workable ways to handle several Tasks. With options like pay someone to do my online class , Scholarly Help ensures you stay on track without compromising other responsibilities. This comprehensive guide explores ten powerful academic goals examples designed to elevate your student success to unprecedented heights. Whether your academic goals are designed to improve your critical thinking habits, advance your time management skills, or explore interdisciplinary thinking to further your academic career, they should provide students with a path toward overall intellectual and personal development. Rounding up different students through carefully structured college academic goals. All must necessarily form the basis of individual reality and opportunities.

Mastering Time Management

One of the building blocks for academic achievement is the effective management of time. The ability allows students to combine studies with other activities, namely work, daily life, or personal life. To manage time effectively, learners are recommended to:

• Plan a Weekly Schedule: set certain hours and days to work, study, and engage in other activities; 
• Set Priorities: determine poses that are urgent and important, then focus on a solution; 
• Do not Get Distracted: if some activities or processes are distracting, generate disadvantages.

Enhancing Study Skills

Improving study abilities might result in better comprehension and recall of course material. Students should focus on:

• Active Learning Techniques: Engage with the material such as holding discussions, teaching others, and transforming what one learned to real-life application. 
• Effective Note-Taking: Employ methods like Cornell Note-taking System to organize and refresh notes. 
• Regular Review Sessions: Set regular study dates to refresh one’s memory and prepare for exams.

Setting Specific Academic Targets

Setting clear, specific targets helps students stay motivated and measure progress. Examples of specific academic goals include:

• Achieve Specific GPA:   Aim to reach or maintain a specific grade point average each semester.
• Improving Grades in Challenging Subjects: Identify subjects where improvement is needed and set goals accordingly.
• Completing Assignments Ahead of Deadlines: Plan to finish assignments before the due date to allow time for revisions.

Expanding Knowledge beyond the Classroom

Gaining knowledge outside the classroom can enhance academic performance and provide a broader perspective. Students can achieve this by:

• Reading Extensively: Explore Books, Journals, and articles related to their field of Study.
• Attending Seminars and Workshops: Participate in events offering additional insights and networking opportunities.
• Engaging in Research Projects: Collaborate with professors or peers on research projects to deepen understanding of specific topics.

Developing Critical Thinking Skills

Critical thinking is vital for problem-solving and making informed decisions. Students can cultivate these skills by:

• Questioning Assumptions: Always ask why and consider alternative viewpoints.
• Analyzing Arguments: Evaluate the evidence and logic in different arguments.
• Reflecting on Learning: Regularly review what has been learned and how it applies to real-world situations.

Building Effective Communication Skills

Strong communication skills are essential for academic and professional success. Students can enhance these skills by:

• Participating in Class Discussions: Engage actively in discussions to practice articulating thoughts clearly.
• Writing Regularly: Practice writing essays, reports, and articles to improve writing abilities.
• Presenting Projects: Take opportunities to present work in front of an audience to build confidence and clarity.

Fostering Collaboration and Teamwork

Collaboration with peers can lead to better understanding and innovative solutions. Students should focus on:

• Joining Study Groups: Collaborate with classmates to discuss topics and solve problems together.
• Participating in Group Projects: Develop teamwork and leadership skills by working on group assignments.
• Engaging in Extracurricular Activities: Join clubs and organizations that encourage teamwork and collective problem-solving.

Seeking Feedback and Continuous Improvement

Constructive feedback helps identify areas for improvement and guide academic growth. Students should:

• Ask for Feedback: Request feedback from professors and peers on assignments and presentations.
• Reflect on Criticism: Use feedback to identify strengths and weaknesses, developing action plans for improvement.
• Commit to Lifelong Learning: Embrace continuous learning and improvement in all aspects of life.

Utilizing Academic Resources

Taking full advantage of available academic resources can enhance learning and performance. Students should:

• Visit the Library Regularly: Utilize resources for research and study.
• Use Online Databases: Access academic journals and articles online to support studies.
• Seek Academic Support Services: Utilize tutoring, writing centers, and academic advising offered by the institution.

Preparing for Future Careers with Academic Goals

Setting academic goals with future careers in mind provides direction and motivation. Students should:

• Identify Career Goals: Determine career aspirations and align academic goals accordingly.
• Gain Relevant Experience: Pursue internships, part-time jobs, and volunteer opportunities related to the field of study.
• Develop Professional Skills: Focus on skills like resume writing, interviewing, and networking to prepare for the job market.

Setting and meeting academic goals necessitates dedication, strategic planning, and consistent effort. By focusing on these ten academic goal examples, students can improve their learning experience, and performance, and set themselves up for future success. Remember that the key to academic success is to set specific, attainable goals and work hard to meet them.

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Achieving Academic Excellence Essay

Studying at college is much like studying at high school, except for the fact that most college students leave on campus and have to search for a part time job to pay for the tuition. This begs the question what makes college education so important to suffer the lack of free time and the pressure of academic life, mainly grades. Despite the intense and often challenging academic life, college education is priceless in terms of the skills in self directed learning that it helps develop and train.

The ability to learn on one’s own and evolve as a professional starts not with learning a set of particular rules, but with changes in personality, and college education will help shape my personality greatly. In other words, studying at college will teach me how to be independent in my learning process and rather be wisely guided by my academic advisors than follow the instructions blindly. Education at college will teach me the reasons for boundaries, whether of academic or of any other type, to exist, and how to be creative within these boundaries.

More to the point, college education will help me develop and shape the qualities that are required for the so-called “lifelong education” (Barros 119). Understanding the algorithms of the learning process after conducting researches at college will help me explore new areas and remember new information easier.

Speaking of boundaries and the means to cross them, information seems to have become the major tool for achieving success in the XXI century. The people, who are capable of searching for data efficiently, acquiring and processing it fast, and use it for business purposes, have everything what is needed for economic and financial success in the information society that we live in nowadays.

For example, noticing a certain niche in a specific market and taking it before everyone else does is what may bring a leader of a third-rate company to the top of the world’s most influential entrepreneurships. Seeing how a college provides ample opportunities for learning the basics of information location, acquisition, processing and use by providing students with academic assignments, college education is unbelievably valuable for people who care about their future, me being one of these people.

The last, but definitely not the least, college education will teach me the art of communicating my ideas in a coherent and convincing manner. True, communication skills can be acquired not only in college, but also in daily conversations; however, the latter will not provide me with the skills that I strive for attaining, i.e., the ability to convey my ideas to a vis-à-vis flawlessly, convince the opponent about a particular issue, be a good listener by not simply keeping silence when someone else is talking, but also by showing that the speaker’s point of view has been understood and accepted as a viable and reasonable one, etc. (Prashini 46).

Though these qualities can also be developed and trained by interacting with peers, I assume that college lectures, presentations and other activities involving direct communication between a student and a teacher will help me acquire important communication skills faster and train them in a much more efficient manner.

College education is not the only path to one’s professional, academic and personal evolution. However, it doubtlessly provides the opportunities for acquiring the skills that will be used for becoming a successful leader and a lifelong learner. Thus, college education is an integral and essential part of my social life and future career.

Works Cited

Barros, Rosanna. “From Lifelong Education to Lifelong Learning: Discussion of Some Effects of Today’s Neoliberal Policies.” European Journal for Research on the Education and Learning of Adults 3.2 (2012): 119–134. Web.

Prashini, Naidoo. “Education: Communication Skills – Giving Effective Feedback.” GP 1.2 (2013): 46. Web.

• Elements of Effective Lifelong Learner
• "Lifelong Learning in a Postmodern Age" by Jean Sheridan
• What Children Need To Learn For Lifelong Learning
• Technology Revolution in Learning
• Public Policy for Career Development
• College Teaching Method: Paulo Freire's and James Loewen's Ideas
• The Banking Concept of Education by Paulo Freire
• Motivating and Developing Activities - Adult Learning
• Chicago (A-D)
• Chicago (N-B)

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How to Write a “How Will This Scholarship Help You Achieve Your Goals” Essay

Zach Skillings is the Scholarships360 Newsletter Editor. He specializes in college admissions and strives to answer important questions about higher education. When he’s not contributing to Scholarships360, Zach writes about travel, music, film, and culture. His work has been published in Our State Magazine, Ladygunn Magazine, The Nocturnal Times, and The Lexington Dispatch. Zach graduated from Elon University with a degree in Cinema and Television Arts.

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When applying for scholarships, you may be asked to write an essay describing why you’re the right candidate for the award. One of the most common prompts for this type of essay is “how will this scholarship help you achieve your goals?” In this guide, we’ll talk about how you can put together an outstanding essay and win the scholarship of your dreams. 

Also see: Top writing and essay scholarships

Tips for writing a scholarship essay

There’s more than one way to write an essay like this, but an effective response usually does the following things: 

• Clearly defines your goals and how you plan to achieve them
• Provides some background context on your goals 
• Explains why you are a quality candidate for the scholarship 
• Close your essay in an effective way 

As long as you touch on these three areas, feel free to structure your essay however you see fit. Let’s talk about how you can address each of these components and put together a stellar essay. 

1. Define your goals 

Scholarship providers want to hear about your vision for your future self and how you plan to get there. As such, you should write about what you want out of your college education and beyond. It’s totally okay if you’re undecided about your major or career path since most scholarship providers won’t expect your plan to be set in stone at this point. However, you should still point to the fields of study or professions you’re considering right now. When talking about your plan for the future, explain how the specific scholarship is a key part of your path forward. And don’t forget to let your passion shine through when writing about your goals!

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2. provide background context .

Your essay should not only outline your goals, but explain how you arrived at them as well. One of the best ways to do this is by sharing a personal story. You may even want to lead with a personal story to immediately grab the attention of your reader. For this type of essay, you should share an anecdote that’s relevant to the scholarship you’re applying for. 

If you’re applying for an engineering scholarship , for instance, you could describe how your love of engineering was sparked by your involvement in robotics club. Students pursuing art scholarships may talk about the most meaningful project they’ve ever created. Whatever the case may be, find a way to connect your background to your goals and the scholarship. You’re much more likely to stand out when you demonstrate who you are and what you care about. 

Don’t miss: What’s the best scholarship essay format?

3. Make a case for yourself

Now that you’ve outlined your goals and the inspiration behind them, it’s time to explain why you’re the perfect candidate for this scholarship. Tie everything together by describing how the scholarship is a crucial piece of the puzzle. The goal here is to sell yourself while avoiding coming across as boastful or arrogant. Try to strike a tone that’s self-assured but also appreciative. You want to convey your gratitude and respect for the scholarship, while also demonstrating why you’re the right candidate for the award. 

If the scholarship is specific to a certain college or university, it helps to weave in your excitement for the school. Talk about unique aspects of the school such as courses that interest you or faculty members you’d like to work with. Ultimately, you want to do everything you can to leave a lasting impression on your reader. 

4. Close your essay in a memorable way

It was important to grab your reader’s attention in the beginning of your essay response, now it’s time to close your essay in a memorable way! This can be done in different ways, including ending it the way you began it, asking a rhetorical question, or summarizing your previous points in one tidy paragraph. Ultimately, it is up to you to decide what format is the best to end your essay in order to leave a lasting mark on your reader. 

Closing your essay in a catchy and memorable way will allow your scholarship response to be well liked and remembered. This can help significantly increase your chances of being selected for a scholarship! Therefore, be sure to brainstorm before writing your essay in order to make sure it flows nicely and you finish your essay with a bang! Learn how to end your scholarship essay in five steps and leave a lasting impression on whoever reads it! 

Also see: How to write an essay about yourself

Remember, an effective scholarship essay answers three main questions:

Questions to consider.

• What are your goals for your college education and career? 
• What life experiences led you to arrive at these goals? 

By answering those three questions, you can write a compelling “how will this scholarship help you achieve your goals” essay and put yourself in contention for the scholarship. Just make sure your essay is free of spelling and grammatical mistakes. It’s a good idea to have a teacher or mentor read over your essay before submitting. Good luck!

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Key Takeaways

• An effective essay response includes defining your goals, providing background context, making a case for yourself, and concluding your essay in a memorable way
• Leading with a personal story is a great way to immediately grab the attention of your reader
• It is important to highlight how the scholarship will help you personally reach your goals and succeed 
• Be sure to end your essay in a memorable way to help increase your chances of being selected for the scholarship

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Essay: How Will This Scholarship Help You Achieve Your Goals? (With Example) – 2023

Jennifer Finetti May 23, 2023

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Many scholarship applicants often have to write a “How will this scholarship help you achieve your goals” essay. This gives the scholarship committee an understanding of how the scholarship will help students pursue their goals.

Needless to say, the essay is very important for the scholarship application. This is where students can show off their personality. Students should make sure to write a unique composition which answers the essay question.

Think About Your Goals

It can be challenging to think about what your goals are after college. This is especially true if you haven’t decided on a major and have no idea what you want to study.

If you find yourself struggling to determine what your career goals are, try brainstorming before you start writing. Think of what your short-term and long-term goals are and write them down. What skills do you need to achieve these goals?

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Writing Tips – Getting Started

When starting to write your essay , make sure you open with a catchy introduction. This can be a question, an anecdote or a personal story. You want to grab your reader’s interest right away. Start with something unique, rather than using a generic sentence that any other student can use.

Explain the Inspiration Behind Your Goals

You’ll then want to explain the inspiration behind your goals. What led you to want to pursue these goals? What experiences have you had in life which have influenced you and your dreams?

Discuss Your Goals

After discussing your past experiences, talk about your education and career goals . Do you have a major? How will it help you achieve your goals?

Do you have long-term goals you can talk about? The scholarship provider doesn’t expect you to have long-term goals set in stone so don’t worry if you don’t. Instead, you can write about how you wish to impact others.

Make a Creative Conclusion

In your conclusion paragraph, you should summarize the major points in your essay.  Then finish with a closing thought. You should try to make it creative and unique. You want to leave a lasting impression on the reader.

After you finish writing your essay, make sure you proofread it several times. The last thing you’d want to do is turn in an essay with grammar mistakes.

Scholarship Goals Essay Example

It was November, 2016, a few days before Thanksgiving. My class took a field trip to a soup kitchen to serve lunch. I poured piping hot soup into bowls while people started to fill the room. It was a great way to warm up on the frigid November day. Their eyes seemed empty and sad. “Happy Thanksgiving” we said to one another, as our eyes locked.

A few days later, as I sat surrounded by family, turkey, gravy and pumpkin pie, I couldn’t help but feel like something wasn’t right. Why was I so fortunate to have access to all this food? I thought of the people from the soup kitchen and wondered where they were. I knew right then and there that my purpose in life was to help people.

I returned to the soup kitchen as a volunteer a week later, and a week after that.

I envisioned the realm of possibilities for these people. “I would connect him with a rehab program, her with daycare for her baby so she could find work,” I thought to myself while volunteering. I have dreams of one day being able to help people make changes in their lives.

For this reason, I will be starting my undergraduate degree in social work at Boston University in the fall. I am certain that my studies will instill within me the skills and knowledge I need to pursue a career as a social worker. I hope to be able to help those who are less privileged find hope in their lives.

This scholarship will help me achieve my educational and career goals. I have been working hard to save up for college, but with the exorbitant costs of tuition, my part-time jobs haven’t been enough. I am planning to work during my undergraduate degree, but I do wish to focus a lot of my time on my studies. This scholarship will help by lowering the costs of college and the amount of hours I’ll need to work throughout my studies. This way, I’ll be able to continue with my academic achievements. It will also give me time to find an internship. I am hoping to find an internship at a homeless shelter in the Boston area.

It has been two and a half years since I first walked into that soup kitchen. That day without a doubt has changed the course of my life. My experiences there, talking with people and hearing their stories, have instilled within me a passion to help people make positive changes in their lives. This scholarship will allow me to pursue the education I need to achieve my goals.

• Scholarship Essay

Jennifer Finetti

As a parent who recently helped her own kids embark on their college journeys, Jennifer approaches the transition from high school to college from a unique perspective. She truly enjoys engaging with students – helping them to build the confidence, knowledge, and insight needed to pursue their educational and career goals, while also empowering them with the strategies and skills needed to access scholarships and financial aid that can help limit college costs. She understands the importance of ensuring access to the edtech tools and resources that can make this process easier and more equitable - this drive to support underserved populations is what drew her to ScholarshipOwl. Jennifer has coached students from around the world, as well as in-person with local students in her own community. Her areas of focus include career exploration, major selection, college search and selection, college application assistance, financial aid and scholarship consultation, essay review and feedback, and more. She works with students who are at the top of their class, as well as those who are struggling. She firmly believes that all students, regardless of their circumstances, can succeed if they stay focused and work hard in school. Jennifer earned her MA in Counseling Psychology from National University, and her BA in Psychology from University of California, Santa Cruz.

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Helping Middle and High School Students Cultivate Habits That Support Learning

Through explicit instruction, teachers can help students develop the skills necessary to do well in school.

To learn and be successful in school overall, middle and high school students need the building blocks of academic achievement, active engagement and motivation, and consistent attendance. Young people often need a little help from their teachers to get there. Taking some time to enhance foundational skills doesn’t mean we lower expectations or rigor for students . Instead, think of it as putting first things first—like placing the horse before the cart, so that it can pull it effectively and eventually effortlessly.

In coaching teachers, I’ve observed a need for more consensus and collaboration between them and students about cultivating the essentials for success. Unfortunately, youth aren’t always aware of how they can positively impact their learning outcomes. Rather than becoming informed stakeholders in their own learning, they unintentionally become impediments.

Using the following two steps, teachers and students can come to an understanding about the essentials for positive school outcomes through what’s called level-setting in the business world . These strategies also provide young people with some good goal-attainment skills.

2 Steps to Guide Students to School Success

Step 1: Explain the fundamentals and set clear expectations. It can be extremely difficult for youth to set goals to develop habits they don’t fully comprehend or see value in. Help define for them the areas in which they need to improve, while modeling and setting clear expectations of what success entails. Remember to use kid-friendly language and remain patient. What we consider common sense isn’t always common practice. Here are some examples of how to define the fundamentals for students.

Academic achievement is the ability to demonstrate growth in each school subject through grades and performance. To excel academically, students should create a personal system of strategies for effective problem-solving, studying, time management, and collaborating with peers for each class. Achieving small academic victories will nurture their self-efficacy levels and overall confidence.

Active engagement in class means students listen attentively when teachers talk, ask thoughtful questions when they’re unsure, complete tasks and assignments with their best effort, and participate in learning activities and class discussions. It also means students take responsibility for their own learning by remaining focused and present even when their classmates are not.

Motivation for their education refers to students inspiring themselves to complete their academic duties even when they don’t feel like it. We all face challenges, setbacks, and moments when we feel like doing anything other than studying or participating in an academic activity. Finding purpose and meaning in their education can be a powerful motivator for students, along with these proven self-motivation techniques . Teachers can encourage students to empower themselves by focusing on the benefits of positive learning outcomes (e.g., learning to apply a formula, scoring high scores on benchmarks, or developing elevated levels of self-agency ).

Consistent attendance means students attend class to remain engaged with their teachers, the material, and peers. You can’t learn if you’re not there is an excellent slogan to summarize why students must attend classes regularly. Good attendance enables teens to network and build the rapport and relationships required for academic and life success. Additionally, it keeps them on track with coursework and assignments and makes them less likely to fall behind socially and academically. Some students actually miss class due to concerns about their academic performance, but there are ways that teachers can lure them back .

Step 2: Encourage goal setting and goal attainment. There is more than one way to set goals and achieve them. For instance, SMART goals offer a good framework for helping individuals qualify goals, and Scholar Within, an online education company, provides this free downloadable and adaptable goal-planning template that teachers can use to help students. When the road to achieving a goal appears too complex, many students may give up without realizing that learning what to do along the way is part of the process. Teachers can help by making the distinction between goal setting and goal attainment for them. Goal setting is determining something you want. Goal attainment is the system or process one takes to get there.

After identifying an essential skill they want to improve in, assist students with developing a goal-setting sentence and then with practical and incremental attainment steps they would need to take to get there. Also, be prepared to assist with providing access to the tools, apps, resources, and manipulatives recommended in the goal-attainment steps.

Note: This example is for a middle school student looking to improve their academic achievement in math class. Feel free to use the goal-setting template provided, ensuring assistance with helping them craft a goal statement and mapping practical goal-attainment steps like those modeled here.

Student goal statement: “I will strive for academic excellence in my seventh-grade math class by learning and applying strategies that will help me to boost my confidence over time and to do well on assignments, quizzes, and end-of-year testing.”

Goal attainment steps and considerations for boosting math skills

• Practice arithmetic operations daily using real-life examples and apps that provide interactive practice exercises.
• Practice pre-algebra concepts using step-by-step problem-solving to decompose algebraic problems into smaller steps and follow a systematic problem-solving method. Understand algebraic concepts by using visual representations such as graphs and diagrams.
• Learn geometry fundamentals by building models of geometric shapes and using apps to manipulate geometric shapes and visualize properties, transformations, and calculations.
• Create a daily study schedule at home free of distractions and divide the time into practice and review.
• Stay motivated and consistent when the chips are down by cultivating a positive mindset and seeking positive words from my teacher, family, and friends. Keep everyone informed about my progress, and remember that setting goals takes time, failing forward, and persistence.

Transformation is complex because it requires stretching oneself to improve in areas one possibly hasn’t considered or previously attempted to work on—especially for young people. Engaging students in an activity to help them see a practical pathway is the scaffold that some need to get themselves on track.

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6 college success strategies for gen-z.

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Large group of happy college students celebrating their graduation day outdoors while throwing their ... [+] caps up in the air.

Success in college demands more than just academic knowledge—it requires a robust set of executive function skills . These skills, which include managing time, planning long-term projects, and regulating emotions, are essential for navigating the complex demands of college life. With more than 60% of Gen-Z reporting an anxiety disorder , per a report from data management firm Harmony Healthcare IT, it is necessary that students be intentional about developing executive function skills that allow them to decrease their anxiety and improve performance. Let's explore the crucial executive function skills every college student should develop, complete with practical strategies to enhance these skills.

Time Management

Princeton’s McGraw Center for Teaching and Learning highlights that effective time management is perhaps the most critical skill for college success. It involves not only keeping track of daily classes and assignments but also managing long-term projects and social engagements. The ability to balance these tasks efficiently can reduce stress and enhance academic performance.

A structured daily schedule helps you manage your time effectively, ensuring that you allocate enough time for both academic responsibilities and personal care. Complement this with a longer-term task list that outlines major projects, upcoming exams, and application deadlines. This method keeps you motivated and engaged, with a clear view of upcoming responsibilities and milestones.

Planning And Prioritization

College students face myriad tasks each day, from homework assignments to extracurricular activities. Learning to prioritize these tasks based on urgency and importance is crucial , according to best practices from WeWork. This skill ensures that students meet deadlines and allocate their time to projects that require more focus and effort. For example, use a digital planner to mark critical deadlines and exams at the start of the semester. This will allow you to prioritize study time around these key dates, ensuring you are well prepared without last-minute stress.

Likewise, it is essential to schedule downtime, or white space, on your calendar. This time is not for social media scrolling or video gaming; rather, it’s for being bored and letting your mind wander. This practice is crucial for creativity and problem-solving. It allows the brain to form connections and come up with new ideas without the pressure of constant input.

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Best 5% interest savings accounts of 2024, goal setting.

Setting clear, achievable goals provides a road map for success in college. These goals can range from academic achievements, like maintaining a certain GPA, to personal development objectives, such as learning a new skill or participating in community service. A study by Taylor W. Acee and colleagues investigated how various properties of college students' self-set academic goals relate to their academic achievement. Key findings from the study suggest that students who set more specific academic goals tended to achieve higher GPAs. Specific goals provided clear performance standards and deadlines, aiding in better planning and effort allocation.

In addition, goals driven by external pressures, like rewards or punishments, negatively affected students' GPA. This suggests that extrinsic motivators, such as rewarding yourself with leisure time or food, may undermine your intrinsic interest and autonomy, leading to poorer performance.

Self-Control And Emotional Regulation

College life comes with its ups and downs. The ability to control impulses and manage emotional responses to both successes and setbacks can significantly affect a student’s well-being and academic performance. For example, when a student receives a lower grade than expected, they can take the time to process their emotions rather than reacting impulsively. Scheduling a meeting with the professor to discuss how to improve can turn disappointment into a learning opportunity.

The Journal of Educational Psychology article " A Stitch in Time: Strategic Self-Control in High School and College Students " by Angela L. Duckworth and colleagues, explores the role of self-control in achieving academic success and its broader implications.Overall, the research highlighted that strategic self-control, especially strategies implemented early in the impulse generation process, significantly influences academic success. Students often recognize the utility of these strategies but may not always use them effectively. The findings suggest the importance of teaching and encouraging the use of effective self-control strategies to improve educational outcomes.

This research highlights the importance of early intervention in combatting habits that have the potential to diminish our self-control and emotional regulation. One obvious habit many people struggle with is smartphone use, which can be a significant distraction . Setting aside phone-free times during study sessions can help improve focus and efficiency. This practice not only aids concentration but also encourages deeper engagement with the material, fostering better understanding and retention.

Flexible Thinking

The ability to adapt to new situations and solve problems as they arise is invaluable in the dynamic college environment. Flexible thinkers can handle unexpected changes, such as shifts in course schedules or group project dynamics, without excessive stress. A Journal of Postsecondary Education and Disability study by Kercood et al. investigates the role of cognitive flexibility in the academic and career trajectories of college students, focusing on those with and without attention-deficit hyperactivity disorder (ADHD). The study demonstrated that cognitive flexibility positively predicts academic achievement, particularly in reading, where higher subjective cognitive flexibility leads to better reading skills. It also influences mathematical and writing skills but through objective measures of cognitive flexibility. In addition, there is a significant relationship between cognitive flexibility, especially subjective cognitive flexibility, and career confidence. Students with ADHD who have high cognitive flexibility tend to feel less confident about their career choices compared to those with lower cognitive flexibility. In contrast, non-ADHD students with higher cognitive flexibility feel more confident about their career paths.

Enhance your cognitive flexibility by taking time each week to reflect on what’s working and what isn’t. Self-reflection can help you adjust your strategies, whether it’s reshuffling how you prioritize tasks or finding better ways to manage stress. This habit encourages continuous improvement and personal growth.

Use Tools And Resources

Leverage tools such as digital planners, apps that block distracting websites, or methods like the Pomodoro Technique to enhance focus during study times. The Pomodoro Technique, a popular time management tool, is designed to enhance focus and productivity. The technique uses a timer to break work into intervals, traditionally 25 minutes in length, separated by short breaks, typically 5 minutes.

In addition to self-management tools, don’t hesitate to seek resources available in high school and colleges such as tutors, counseling centers, and executive function coaches, which can provide additional support to meet academic and personal challenges.

Developing strong executive function skills is a dynamic process that extends beyond mastering a set of tasks—it involves cultivating a mindset geared toward continuous improvement and adaptation. For college students, these skills are not just about achieving academic success; they are about setting the foundation for lifelong resilience and achievement. By incorporating these strategies into your daily routine, you’ll be well on your way to a fulfilling and successful college experience.

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THREE ESSAYS ON COLLEGE STUDENT ACADEMIC SUCCESS AND WELL-BEING

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• Affiliation: College of Arts and Sciences, Department of Public Policy
• A college education can represent a path toward a stable career, social and health benefits, or upward mobility for students. However, a large proportion of students who enroll in college fail to complete a degree. Despite the potential benefits of a college education, students encounter a number of barriers to college success. In this dissertation, I explore how policies and student characteristics interact to produce varied student outcomes. In the first chapter, I (along with my co-author, Steven W. Hemelt) explore which students benefit from high-quality academic advising, and which advisor practices are associated with high-quality advising. We find that students initially assigned to high-VA advisors are more likely to complete college in 5 years. In the second chapter, I explore whether differential grade sensitivity can explain some of the gaps in persistence and completion between first-generation college students and their continuing-generation peers. Findings indicate that first-generation students at the bottom of the GPA distribution are less likely to persist and complete degrees than their continuing-generation peers with similar grades. Finally, the third chapter explores the effect of state-level liquor taxes on crime rates on college campuses. My results suggest that increasing the excise tax on liquor may decrease rates of sex offenses, violent offenses, and drug or weapon offenses. Each of these topics contribute to the larger literature on the academic success and general well-being of college students. In doing so, this dissertation aims to contribute to the body of knowledge on how institutions and policymakers can create environments that facilitate student success and well-being.
• Education policy
• education policy
• higher education policy
• student success
• postsecondary
• https://doi.org/10.17615/qnfx-bs77
• Dissertation
• In Copyright - Educational Use Permitted
• Hemelt, Steven W
• Addo, Fenaba R
• Moulton, Jeremy
• Edmunds, Julie
• Klasik, Daniel
• Doctor of Philosophy
• University of North Carolina at Chapel Hill Graduate School

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Home — Essay Samples — Life — Success — The Importance of Hard Work in Achieving Success

The Importance of Hard Work in Achieving Success

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Published: Mar 8, 2024

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Introduction, the benefits of hard work, the pitfalls of taking shortcuts.

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How peer relationships affect academic achievement among junior high school students: The chain mediating roles of learning motivation and learning engagement

• Yanhong Shao 1 ,
• Shumin Kang 2 ,
• Quan Lu 3 ,
• Chao Zhang 2 &
• Ruoxi Li 4  

BMC Psychology volume  12 , Article number:  278 ( 2024 ) Cite this article

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Despite the recognition of the impact of peer relationships, learning motivation, and learning engagement on academic achievement, there is still a gap in understanding the specific mechanisms through which peer relationships impact academic achievement via learning motivation and learning engagement.

This study aims to investigate how peer relationships affect junior high school students’ academic achievement through the chain mediating roles of learning motivation and learning engagement, employing the self-system model of motivational development as the theoretical framework. In January 2024, 717 participants were selected from two middle schools in eastern China (mean age = 13.49 years, SD = 0.5). The data analysis in this study was performed using the structural equation model (SEM) in AMOS 24.0 and SPSS 24.0.

The results showed that peer relationships were directly and significantly related to junior high school students’ academic achievement, and that peer relationships were indirectly and positively related to junior high school students’ academic achievement via learning motivation and learning engagement respectively. The results also revealed a significant indirect and positive relationship between peer relationships and junior high school students’ academic achievement, mediated by the sequential mediating roles of learning motivation and learning engagement. Moreover, the path “peer relationship→learning motivation→academic achievement” has the strongest indirect effect.

For junior high school students to achieve academic success, the appropriate interventions should be implemented to improve peer relationships, learning motivation, and learning engagement.

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Introduction

Academic achievement is a multifaceted construct that can be defined in broad and narrow aspects. Marsh and McCallum defined it broadly as the extent to which students achieve the objectives or goals of their educational institution or program [ 1 ]. In contrast, Hattie defined it narrowly as the progress that students make in their academic studies, demonstrated through their performance on tests, exams, and other assessments [ 2 ]. Many researchers have adopted the narrow definition, focusing on test scores in specific subjects [ 3 , 4 , 5 ]. In China, academic achievement is often measured by test scores in Chinese, Math, and English [ 6 , 7 ]. Therefore, academic achievement in this study refers to students’ test scores in these subjects. Academic achievement holds substantial importance not only for students’ future prospects but also serves as a critical indicator for evaluating the effectiveness of national educational systems [ 8 ].

Peer relationships have been recognized as influential factors in adolescents’ academic achievement [ 9 ]. Peer relationships refer to the social interactions and connections that individuals establish with their peers, including interpersonal relationship, social emotion, communication interaction [ 10 ]. They can have a profound impact on students’ academic outcomes, as peers can serve as sources of both positive and negative influence. Positive peer relationships have been associated with higher levels of academic achievement, while negative peer relationships can hinder students’ academic progress [ 11 ].

Learning motivation and learning engagement are two psychological constructs that have been extensively studied in relation to academic achievement [ 12 ]. Learning motivation encompasses the internal drive and inclination to participate in learning activities, which can be classified into two main categories: intrinsic motivation and extrinsic motivation [ 13 ]. Intrinsic motivation stems from personal interest, curiosity, and the inherent satisfaction derived from the learning process itself, while extrinsic motivation is driven by external factors such as rewards, grades, or social recognition [ 14 ]. Learning engagement encompasses the active involvement, effort, and persistence that individuals exhibit during the learning process, categorized into three components: vigor, dedication, and absorption [ 15 ]. Vigor is often used to describe an individual’s level of enthusiasm, engagement, and persistence in their studies. Dedication refers to an individual’s commitment and devotion to their academic pursuits. Absorption refers to an individual’s deep focus and concentration on what is studied [ 16 ]. Both learning motivation and learning engagement have been found to exhibit a positive correlation with academic achievement. For example, Wentzel suggested that learning motivation plays a positive role in academic achievement [ 17 ]. Similarly, Li et al. observed a noteworthy positive association between academic motivation and mathematics achievement among junior high school students [ 18 ]. Liem and Martin posited that school engagement has a positive impact on academic performance [ 19 ]. The findings highlight the importance of considering both learning motivation and learning engagement in understanding academic achievement.

Despite scholars proposing the influence of these factors on academic achievement, the specific mechanisms through which peer relationships influence academic achievement via learning motivation and learning engagement remain underexplored. To address this research gap, the primary objective of the current study is to investigate the interactive effects of peer relationships, learning motivation, and learning engagement on academic achievement, thereby providing a holistic comprehension of the interplay between these factors. Furthermore, this study endeavors to examine the chain mediating roles of learning motivation and learning engagement in the association between peer relationships and academic achievement among junior high school students. By examining these mediating pathways, this study seeks to elucidate the underlying mechanisms by which peer relationships impact academic outcomes. This study differs from those in investigating the chain mediating roles of learning motivation and learning engagement in the association between peer relationships and academic achievement within a unified conceptual framework, contributing to a deeper understanding of the factors that shape students’ academic success.

The self-system model of motivational development (SSMMD) serves as a conceptual framework for this study. Proposed by Connell and Wellborn [ 20 ] and supported by Skinner et al. [ 21 ], the SSMMD is rooted in the self-determination theory [ 22 ] and emphasizes the importance of individuals’ intrinsic motivation and psychological needs for autonomy, competence, and relatedness [ 23 ]. The SSMMD comprises four interconnected components: social context, self-system, action, and developmental results. The social context, consisting of peers, teachers, and parents, shapes an individual’s self-system. It is within this social context that an individual’s self-beliefs, motivation, and engagement in activities are developed. The self-system, as a relatively stable personal resource, is influenced by long-term interactions with the surrounding context and can effectively predict the level of involvement in activities. This level of involvement, in turn, directly influences various aspects of an individual’s development, including behavior and academic performance [ 24 ]. The SSMMD presents a linear developmental pathway, where the social context influences the self-system, which then influences actions and subsequently developmental outcomes. In this study, we utilize the SSMMD framework to explore the relationship between peer relationships, learning motivation, learning engagement, and academic achievement. The relationship between the four variables and SSMMD can be elaborated as follows: Peer relationships, as a component of the social context, shapes an individual’s self-beliefs, which significantly influences their learning motivation. Students who possess higher levels of learning motivation are more likely to get active engagement in learning activities (as a component of the action), and impact their academic achievement positively (as a developmental outcome) [ 25 ]. Based on this model, this study hypothesizes that peer relationships (as a social context factor) may influence adolescents’ learning motivation (as a self-system factor), which in turn affects their learning engagement (as individual action), ultimately resulting in a positive impact on academic achievement (as developmental outcomes). This theoretical model in the study is visually represented in Fig.  1 .

The proposed theoretical model

Peer relationships and academic achievement

Previous research has consistently demonstrated the positive influence of peer relationships on academic achievement [ 26 ]. Several studies have examined the positive impact of peer relationships on overall academic achievement. For instance, Wentzel noted that peers’ support in homework was positively related to academic achievement [ 17 ]. Jacobson and Burdsal found that positive peer influence in middle schools predicted higher academic achievement [ 27 ]. In a longitudinal study, Gallardo et al. (2016) demonstrated the positive influence of peer relationships on mid-adolescents’ academic achievement [ 11 ]. Additionally, research has investigated the positive effects of peer relationships on academic achievement in specific subjects. For example, Li et al. reported a significantly positive effect of peer relationships on the mathematics achievement of junior high school students [ 18 ]. Li et al. (2020) identified a significantly positive connection between peer relationships and science literacy among 596 ethnic minority junior school students in China [ 28 ]. Moreover, previous studies have suggested that the positive impact of peer relationships on academic achievement increases with grade level [ 29 ] and that same-gender peer relationships are particularly important in predicting academic achievement [ 19 ]. Overall, these findings emphasize the critical role of positive peer relationships in academic achievement, highlighting that adolescents who cultivate supportive relationships with their peers are more inclined to achieve success in their academic pursuits. On the basis of this, the following hypothesis is proposed.

H1: Peer relationships are positively correlated with academic achievement.

Learning motivation as a mediator

Peer relationships have been demonstrated to have a significant influence on learning motivation [ 11 ]. Positive peer relationships can enhance students’ motivation in learning by providing support, encouragement, and a sense of belonging. For example, Li et al. have indicated that positive peer relationships could encourage students to strive towards predetermined learning goals [ 30 ]. Similarly, Kuo et al. have shown that regular peer interaction could increase students’ motivation and interest in learning [ 31 ]. Wentzel et al. conducted a questionnaire survey involving 240 participants, and found that adolescents who receive positive support from their peers are more prone to exhibit higher levels of motivation [ 32 ]. In a study by Huangfu et al. it was observed that peer support in the context of chemistry education had a significant positive impact on students’ continuing motivation in chemistry [ 33 ]. Conversely, negative peer relationships can lead to decreased motivation. For instance, Juvonen and Graham found that students who experienced bullying, as a form of negative peer relationship, reported lower levels of motivation to engage in academic tasks [ 34 ]. Similarly, Wentzel et al. revealed that peer rejection, as another form of negative peer relationship, was associated with lower levels of intrinsic motivation in students [ 35 ]. These finding underscore the crucial role of peer relationships in influencing students’ motivation in specific academic domains.

Furthermore, learning motivation has been found to have a positive correlation with academic achievement [ 36 ]. Students who possess high levels of motivation to learn tend to excel in classroom activities, put forth great effort to complete their learning assignments, and achieve their academic achievement [ 37 ]. Researchers have demonstrated that learning motivation, as a potential mechanism is associated with perceived academic achievement [ 38 ]. Moreover, intrinsic motivation has been found to have a positive correlation with students’ grades, while extrinsic motivation shows a negative association with academic outcomes [ 39 ]. In addition, researchers have shown that learning motivation exerts both direct and indirect influences on students’ academic achievement through learning activities [ 40 ]. Peer interactions have also been emphasized as influential factors in adolescent learning motivation and subsequent learning outcomes [ 41 ]. Li et al. highlighted the mediating role of learning motivation in the relationship between peer relationships and mathematics achievement [ 18 ]. Although the study focused on Zhuang ethnic minority students in China and limited the academic achievement to mathematics, it provides valuable insights and direction for the mediation hypothesis in this research. Based on these findings, the following assumptions are proposed:

H2: Peer relationships are positively correlated with learning motivation.

H3: Learning motivation is positively correlated with academic achievement.

H4: Learning motivation mediates the association between peer relationships and junior high school students’ academic achievement.

Learning engagement as a mediator

Research has consistently shown that peer relationships have an impact on students’ learning engagement [ 42 ]. For instance, Kiefer et al. have proposed that peer support may help middle school students improve their learning engagement [ 43 ]. Besides, Research has demonstrated that both academic and emotional support from peers can enhance students’ learning engagement [ 44 ]. Lee et al. have claimed that peer interaction can help students sustain their engagement in e-learning [ 45 ]. In addition, Yuan and Kim have suggested that peer appraisal in peer interactions can affect teenagers’ cognitive and emotional involvement [ 46 ].

Learning engagement is considered to be an important factor that affects students’ academic achievement [ 12 ]. High levels of learning engagement allow students to devote more time to learning activities and ultimately achieve better academic outcomes [ 47 ]. Liem and Martin found that active participation and investment in learning activities positively predict academic success [ 19 ]. Wang et al. further supported this by demonstrating that higher levels of classroom engagement are associated with better academic performance [ 4 ]. Additionally, Saqr et al. highlighted the longitudinal effects of engagement, showing that sustained high levels of engagement lead to improved academic outcomes over time [ 48 ]. Taken together, these recent studies underscore the critical role of student engagement in fostering academic achievement.

Learning motivation has been demonstrated to have a significant impact on students’ engagement in learning activities [ 49 ]. When students are motivated to learn, they are more likely to set ambitious goals and actively participate in their learning activities [ 50 ]. Research has consistently found a positive relationship between learning motivation and engagement [ 25 , 41 ]. For instance, a study by Froiland and Worrell explored the role of motivation in student engagement and found that intrinsic motivation, which stems from personal interest and enjoyment, was positively associated with higher levels of engagement [ 51 ]. Similarly, a study by Huang and Yang highlighted the importance of learning motivation, where students feel a sense of desire and enjoyment in their learning, in promoting engagement [ 52 ]. The self-system model of motivational development suggests that social contexts, including interactions with peers, can impact students’ self-systems, such as their motivation and self-efficacy in learning. When students’ self-systems, including learning motivation, are strengthened, they are more likely to engage in learning activities, leading to improved academic outcomes, such as academic achievement. Therefore, based on the aforementioned research, it is postulated that peer relationships can promote academic achievement by enhancing students’ motivation and engagement in learning activities. Hypotheses were derived from the aforesaid analysis:

H5: Peer relationships are positively correlated with learning engagement.

H6: Learning motivation is positively correlated with learning engagement.

H7: Learning engagement is positively correlated with academic achievement.

H8: Learning engagement mediates the association between peer relationships and junior high school students’ academic achievement.

H9: Learning motivation and learning engagement play a chain mediating role in the association between peer relationships and junior high school students’ academic achievement.

Materials and methods

Sampling and data collection.

Prior to conducting the survey, ethical approval and support were obtained from the Ethics Committee of Qufu Normal University. To ensure the privacy and confidentiality of the students, several measures were implemented. Firstly, the personal identification information of the students was anonymized, with the utilization of student ID numbers instead of real names on the questionnaire. Secondly, explicit assurances were provided to the participants that designated members of the research team would have access to and process the collected data. Lastly, strict adherence to legal regulations and ethical guidelines was maintained throughout the entire research process.

The sample size for the study was determined based on the guidelines of Structural Equation Modeling (SEM), which recommend a sample size of at least ten times the total number of observed variables [ 53 ]. Consistent with this recommendation, a sample of 717 participants, aged 13–14 years old, was drawn from two middle schools in Jiangsu province, Eastern China, in January 2024. The two schools selected for this study, in that they exhibit diversity in terms of student backgrounds, academic performance, and socio-economic status, reflecting the overall characteristics of students in the region. The participants were randomly chosen from Grades 7 and 8.

Data collection consisted of two distinct steps. Firstly, paper questionnaires were distributed with an explanation of the study. Students were encouraged to participate in the study voluntarily and express their ideas freely. Those who did not provide informed consent or failed to complete the questionnaire were excluded from the analysis. Totally, 717 valid questionnaires were collected, with a response rate of 89.6%. Secondly, the students’ academic achievement was also collected as part of the study. Specifically, the study collected scores from the final exams in the subjects of Chinese, math, and English as a measure of participants’ academic achievement, and matched the students’ grades with their IDs. To ensure comparability and facilitate analysis across different subjects, the overall scores, ranging from 0 to 120 were standardized. These standardized scores were then utilized as the observational variables of academic achievement.

Research instruments

Peer relationship scale.

Peer relationships were measured by the Peer Relationship Scale developed by Wei [ 10 ]. This scale comprises 20 items, categorized into three dimensions: interpersonal relationship (e.g., “My classmates all enjoy being with me.”), social emotions (e.g., “When I am with my classmates, I feel very happy.”), communication interaction (e.g., “If I see my classmates feeling upset or crying, I will go comfort them.”). The 5-point Likert scale was used, with scores ranging from 1 to 5 indicating “strongly disagree” to “strongly agree”, with higher scores indicating higher peer relationships. The scale has good reliability and validity, which has been validated by recent research [ 54 ].

Learning motivation scale

Learning motivation was measured by the Learning Motivation Scale, developed by Amabile et al. [ 55 ], and later revised by Chi et al. [ 56 ]. This scale comprises 30 items, including two subscales for intrinsic motivation (e.g., “I enjoy independently thinking to solve difficult problems.”) and extrinsic motivation (e.g., “I care a lot about how others react to my opinions.”). The scale uses a 4-point rating, with scores ranging from 1 to 4, representing “strongly disagree” to “strongly agree”. Studies have demonstrated good reliability and validity of this scale among Chinese adolescents [ 49 ].

Learning engagement scale

Learning engagement was assessed by the scale revised by Fang et al. [ 57 ] based on the Utrecht Work Engagement Scale-Student (UWES-S) [ 58 ]. This scale comprises 17 items, including three dimensions: vigor (e.g., “I feel energized when studying.”), dedication (e.g., “When I study, I feel time flying.”), and absorption (e.g., “I take pride in my learning.”). The scale uses a 7-point rating, with scores ranging from 1 to 7, representing “Never” to “Always”. The scale demonstrated good reliability, which has been validated by An et al. [ 49 ]

• Academic achievement

Based on previous research [ 4 , 5 , 6 , 7 ], this study employed the final exam scores in Chinese, Mathematics, and English for grades 7 and 8 during the first semester as measures of academic achievement. A significant correlation was observed among the scores of these three subjects. Subsequently, the scores for each subject were standardized, and the average of these standardized scores was calculated as the overall indicator of academic achievement.

Statistical analysis

Data analysis was conducted using Amos 24.0 and SPSS 24.0. Initially, the Harman single-factor test was performed to explore the possibility of common method bias. Subsequently, descriptive analysis was carried out to provide an accurate portrayal of the sample’s characteristics. Then, a structural equation modeling (SEM) analysis was conducted to test both the measurement and structural models. The measurement model was assessed through confirmatory factor analysis, while the structural model was evaluated by analyzing goodness-of-fit indices and path coefficients. Lastly, the significance of mediating effects was determined using the bootstrapping approach.

Common method variance

To mitigate potential bias inherent in self-reported data obtained from junior high school students, the Harman single-factor test was conducted using SPSS 24.0 [ 59 ]. According to the test result, 11 factors exhibited characteristic roots exceeding 1, with the first factor accounting for 31.029% of the total variance, which fell below the critical threshold of 40% [ 60 ]. These findings suggest that no significant common method variance was present, indicating that the study’s reliability and validity were not substantially impacted.

Sample characteristics

The sample was composed of 717 participants selected from two middle schools in eastern China. The average age of participants was 13.49 years (SD = 0.5, range = 13–14 years). As indicated in Table  1 , the sample was gender-balanced, with males accounting for 50.1% and females accounting for 49.9%. The distribution of students across different grades was as follows: 53.7% in Grade Seven and 46.3% in Grade Eight. The majority of students resided in towns. Regarding the educational level of the participants’ fathers, 48.8% had completed junior high school or below, 36.8% had attended senior high school or vocational school, 8.9% had attended college, and 5.4% had attended university. Similarly, for the participants’ mothers, 51.9% had completed junior high school or below, 33.8% had attended senior high school or vocational school, 9.2% had graduated from colleges, and 5.2% had attended university.

Measurement model

The conventional approach to assessing a measurement model involves examining its reliability and validity [ 53 ]. In this study, the skewness of the 4 variables ranged from − 1.867 to 1.111, and the kurtosis ranged from − 0.351 to 3.512, which conforms to the normal distribution standards proposed by Hair et al. [ 61 ], providing a basis for the subsequent analysis. Reliability is commonly evaluated using Cronbach’s alpha, with coefficients from 0.80 to 0.89 considered acceptable. Convergent validity is evaluated through standardized factor loadings, composite reliability (CR), and average variance extracted (AVE), where values exceeding 0.5 are deemed acceptable [ 62 ]. Discriminant validity is assessed by comparing the square root value of AVE with the correlation coefficient value between constructs. It is generally expected that the square root value of AVE will exceed the correlation coefficient value [ 63 ].

Table  2 presents the results of the reliability and convergent validity analysis. The measurement model demonstrated acceptable reliability, as indicated by Cronbach’s alpha coefficients ranging from 0.839 to 0.961. Additionally, the standardized factor loadings ranged from 0.762 to 0.922, while the composite reliability (CR) and average variance extracted (AVE) values ranged from 0.835 to 0.937 and from 0.678 to 0.832, respectively, indicating acceptable convergent validity. Table  3 shows that the square root values of AVE for each construct were larger than the correlation coefficient values between the other constructs, indicating acceptable discriminant validity.

Structural model

The structural model was evaluated using the goodness-of-fit indices and path coefficients. Jackson et al. have suggested that a structural model fits the data when the goodness-of-fit index is between 1 and 3 for x 2 / df, greater than 0.9 for GFI, AGFI, NFI, TLI, and CFI, less than 0.08 for SMSEA [ 64 ]. Table  4 displays the following fit indices: X 2 / df = 1.142 (X 2  = 2663.1543, df = 2331), GFI = 0.946, AGFI = 0.942, CFI = 0.993, TII = 0.993, NFI = 0.946. All the values met the recommended thresholds, indicating a good fit for the structural model. Additionally, sensitivity analysis indicated that the effect size was 0.49, meeting the threshold proposed by Cohen [ 65 ] for a strong statistical test with a sample size of 717.

Hypothesis test

As depicted in Table  5 , the results revealed a significant and positive association between peer relationships and academic achievement (β =  0.178 , P  < 0.001), providing support for H1. A significant and positive correlation was observed between peer relationships and learning motivation (β =  0.534 , P  < 0.001 ), conforming H2. Learning motivation was found to have a significant and positive impact on academic achievement (β =  0.181, P  <  0.001 ), thus supporting H3. Peer relationships exhibited a significant and positive influence on learning engagement (β =  0.183 , P  < 0.001 ), providing support for H5. Learning motivation had a significant and positive effect on learning engagement (β =  0.224 , P  < 0.001 ), thus H6 was supported. Learning engagement demonstrated a significant and positive impact on academic achievement (β =  0.217 , P  < 0.001 ), providing support for hypothesis H7. Overall, the empirical data supported the expected directions of H1, H2, H3, H5, H6, and H7, indicating the significance of these relationships.

Analyses of the mediating effect of peer relationship on academic achievement

In this study, Structural Equation Modeling (SEM) was employed as the statistical technique to examine the mediating effect of learning motivation and learning engagement. SEM is considered more appropriate for examining mediation [ 66 ]. To determine the confidence intervals for the mediation effects in SEM, the bootstrap method was utilized [ 67 ]. Specifically, a mediating effect is considered statistically significant when the 95% bias-corrected confidence intervals (95% bias-corrected CI)does not include 0, and t exceeds 1.96 [ 68 ]. For data analysis, Amos 24.0 software was utilized. In this analysis, academic accomplishment was considered as the dependent variable, while peer relationship was treated as the independent variable. Additionally, learning motivation and learning engagement were regarded as mediating variables. To enhance the reliability of our results, a bootstrap resample size of 5000 was utilized, and the bias-corrected confidence interval level was set at 95%.

The results indicated in Table  6 demonstrate the statistical significance of the total effect and direct effect of peer relationships on academic achievement. The total effect of peer relationships on academic achievement was 2.510 (t = 6.213, 95% bias-corrected CI [1.745, 3.309], P  < 0.01), while the direct effect was 1.313 (t = 3.712, 95% bias-corrected CI [0.487, 2.178], P  < 0.01). Furthermore, the analysis revealed significant indirect effects in three pathways. The pathway of peer relationships→learning motivation→learning engagement→academic achievement had an indirect effect of 0.191 (t = 2.653, 95% bias-corrected CI [0.076, 0.365], P  < 0.01). The pathway of peer relationships→learning motivation→learning engagement had an indirect effect of 0.713 (t = 2.493,95% bias-corrected CI [0.193, 1.326], P  < 0.01). Lastly, the pathway of peer relationships→learning engagement→academic achievement had an indirect effect of 0.293 (t = 2.307, 95% bias-corrected CI [0.081, 0.585], P  < 0.01). These results indicate that the three mediating effects were all statistically significant, providing support for H4, H8, and H9.

In addition, the indirect effect percentage of learning motivation and learning engagement as partial mediators were examined. As indicated in Table  6 , among the three significant indirect mediators, the indirect effect of learning motivation accounts for 59.5% of the total indirect effect, while the indirect effect of learning engagement accounts for 24.5% of the total indirect effect. Besides, the indirect effect of earning motivation and learning engagement accounts for 16% of the total indirect effect. The pathway “peer relationships → learning motivation → academic achievement” exhibited the strongest effect. The specific pathways of peer relationship acting on academic achievement through learning motivation and learning engagement are detailed in Fig.  2 .

The path diagram, *** p  <  0.001

This study aimed to examine the interactive effects of peer relationships, learning motivation, learning engagement, and academic achievement among junior high school students. Additionally, the study sought to investigate the potential mediating roles of learning motivation and learning engagement in the association between peer relationships and academic achievement within this specific context. The study tentatively demonstrated the applicability of SSMMD in explaining the factors influencing academic achievement in junior high school settings. The findings of the study are presented below.

The results of the study revealed a direct and positive association between peer relationships and academic achievement among junior high school students. This finding not only confirms the research result of Jacobson and Burdsal [ 27 ], and that of Gallardo et al. [ 11 ], showing a positive correlation between peer relationships and academic achievement among middle school students but also reflects the idea presented by Escalante et al. [ 69 ] that academic achievement is affected by school climate, of which peer relationships are the dominant factor. This finding can be attributed to the notion that junior high school students in China who have stronger peer relationships within their school environment may receive greater support in their learning endeavors. This increased support may help alleviate learning-related stress, bolster their confidence levels, and enhance their self-esteem, thereby contributing to improved academic performance [ 26 ]. Additionally, it is noteworthy that peer influence exerts a substantial impact on shaping students’ academic behavior. For instance, students may observe their peers’ self-regulated behavior and diligence and be inclined to imitate them, thereby adopting similar study habits and strategies [ 70 ]. This study further demonstrates that peer relationships are a predictive factor of academic achievement.

The results of the study indicated that learning motivation partially mediated the association between peer relationships and academic achievement among Chinese middle school students. The finding builds upon previous research conducted by Wentzel [ 17 ], as it further elucidates the mediating role of learning motivation as a mediator between peer relationships and academic achievement among junior high school students. This finding can be explained by the increased reliance on peers for support and guidance, particularly after transitioning to junior high school. In Chinese culture, where collective values and social harmony are emphasized, peer relationships serve as a crucial source of support and guidance for students [ 71 ]. This heightened interaction with peers positively influences their learning attitude and personal values [ 72 ]. Consequently, this positive influence on learning attitudes and personal values contributes to the enhancement of learning motivation, ultimately leading to improved academic achievements among junior high school students. Additionally, the study’s results indicated the most substantial mediating role of learning motivation, supporting the notion that motivation is a more critical contributor to academic achievement [ 25 ]. This finding provides further evidence of the significant role of learning motivation in mediating the correlation between peer relationships and junior high school students’ academic achievement.

The results of the study demonstrated that learning engagement also partially mediated the association between peer relationships and academic achievement among junior high school students. This suggests that a high level of learning engagement can help elucidate why junior high school students who foster positive relationships with their peers tend to exhibit improved academic performance. When students have positive peer relationships, their increased learning engagement is reflected in their active participation in class, eagerness to complete assignments, and proactive pursuit of additional learning opportunities, ultimately leading to enhanced academic achievement [ 19 ]. This finding aligns with prior research [ 73 , 74 ], which postulates that learning engagement is a pivotal factor linking peer relationships and junior high school students’ academic achievement. The connections that teenagers forge with their contemporaries will facilitate increased participation in the educational process, which in turn will lead to enhanced academic performance [ 75 ]. The finding provided more evidence that learning engagement plays a significant role in the link between peer relationships and academic achievement.

The study further revealed that learning motivation and learning engagement played a chain mediation role in the association between peer relationships and academic achievement, which is one of the most astonishing conclusions drawn from the investigation. This result aligns with the self-system model of motivational development [ 20 ], which suggests that positive interactions and support from peers contribute to the development of individuals’ learning motivation. This motivation, in turn, influences their level of learning engagement, leading to improved academic achievement. Furthermore, the study revealed that junior high school students’ learning motivation contributed less to their level of learning engagement (β = 0.244, P  < 0.001) than their peer relationships (β = 0.183, P  < 0.001). This suggests that junior high school students’ primary source of learning engagement was learning motivation, because motivation plays a crucial role in driving their interest, effort, and persistence in academic tasks [ 49 ].

The theoretical and practical implications

This study holds significant theoretical implications. Firstly, it un derscores the complex interplay between peer relationships, learning motivation, learning engagement, and academic achievement. This expands our understanding of the underlying mechanisms that link these variables together. Secondly, it provides empirical support for the self-system model of motivational development, which suggests that peer relationships have an indirect influence on academic achievement through the mediating roles of learning motivation and learning engagement. This highlights the significance of social factors in shaping students’ motivation and engagement in the learning process.

This study carries practical implications for educators. Firstly, fostering positive peer relationships should be prioritized in educational settings. Teachers should implement strategies to promote a supportive and external classroom environment, such as peer mentoring programs or cooperative learning activities. Besides, teachers should create an inclusive and internal classroom environment that values diversity and promotes respect, empathy, and cooperation. By enhancing positive interactions among students, the motivation and engagement of individuals can be positively influenced, leading to improved academic achievement. Secondly, interventions targeting learning motivation and learning engagement should be implemented. Regarding learning motivation, teachers should encourage students to participate in problem-solving activities that connect learning to students’ lives and experiences, and motivate students to embrace challenges and solve problems [ 76 ]. Furthermore, teachers should provide timely and constructive feedback that helps students monitor their learning progress and adjust their strategies accordingly to foster students’ sense of intrinsic motivation. Additionally, teachers should understand the pressures students face in the learning process and provide appropriate support and strategies, such as offering flexible deadlines and providing alternative assignments. To enhance learning engagement, teachers should strive to gain a deeper understanding of teenagers’ needs and employ tactics and skills that strengthen their commitment to learning through meaningful classroom activities. Additionally, emotional support should be provided to help prevent learning fatigue and promote a positive attitude toward the learning process.

This study contributes to the literature in two ways. Firstly, it investigates the complex relationships among peer relationships, learning motivation, learning engagement, and academic achievement utilizing the self-system model of motivational development, which may provide insights for future research in other countries. Secondly, it explores the mediating mechanism between peer relationships and junior high school students’ academic achievement through examining the roles of learning motivation and learning engagement. The novel perspective can enrich our understanding of the link between peer relationships and academic achievement among junior high school students.

Limitations and future research directions

There are some limitations that should be acknowledged. Firstly, the study was carried out in a cross-sectional manner, making it difficult to establish a causal relationship between variables. Therefore, future longitudinal research is needed to investigate the association between peer relationships and academic achievement more conclusively. Secondly, this study was conducted within the context of China’s test-oriented learning environment, which may limit the generalizability of the findings to other educational settings. To enhance the external validity of the study, future research should be conducted in different countries. Thirdly, the study did not account for potential confounding factors such as academic pressure and self-evaluation, which may also influence academic achievement. Future research should consider these factors within a comprehensive theoretical framework. Finally, apart from academic achievement, all other variables were self-reported by participants, which may introduce potential bias. Future studies could benefit from incorporating observational data from parents, teachers, and classmates to provide a more objective perspective.

Data availability

The datasets generated and/or analysed during the current study are not publicly available due to ethical issues but are available from the corresponding author on reasonable request.

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This work was supported by the International Chinese Language Education Research Program [Grant no. 23YH82C].

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YS designed the study, performed the statistical analysis, and contributed to writing the manuscript. QL also contributed to writing the manuscript. SK supervised all aspects of the study’s implementation, and reviewed the manuscript. CZ proofread the English expression and reviewed the manuscript. RL collected the data and performed the statistical analysis. All authors have read and approved the final manuscript.

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Shao, Y., Kang, S., Lu, Q. et al. How peer relationships affect academic achievement among junior high school students: The chain mediating roles of learning motivation and learning engagement. BMC Psychol 12 , 278 (2024). https://doi.org/10.1186/s40359-024-01780-z

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Luke Turner

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