Examining Non-Cognitive Factors Affecting Academic Performance Among Students in Three Junior High Schools in Chongqing, China
Article Sidebar
Main Article Content
Abstract
Purpose: This research investigates the non-cognitive factors influencing junior high school students' academic performance in Chongqing, China. The conceptual framework encompasses emotional intelligence, engagement, collaborative learning, social skills, student satisfaction, and academic performance. Research design, data, and methodology: The target population comprises 500 junior high school students between Grade 7-9 in Chongqing, China. The survey is conducted by the consent and review by their parents/guardians. The quantitative research methodology was applied in this study. The sampling techniques employed in this study encompass judgmental, quota, and convenience sampling. A pilot test was conducted involving a sample of 50 participants, and the item-objective congruence (IOC) index and Cronbach's alpha were utilized for the validity and reliability testing. The data obtained were analyzed using confirmatory factor analysis (CFA) and structural equation modeling (SEM). Results: Emotional intelligence positively influences social skills; engagement and collaborative learning enhance student satisfaction; collaborative learning predicts academic performance. However, the non-significant link between student satisfaction and academic performance warrants further exploration into nuanced dynamics of student outcomes. Conclusions: These findings offer valuable guidance for educators and policymakers, highlighting the importance of fostering socio-emotional skills, promoting active learning environments, and supporting holistic student development to enhance overall educational outcomes.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
The submitting author warrants that the submission is original and that she/he is the author of the submission together with the named co-authors; to the extend the submission incorporates text passages, figures, data, or other material from the work of others, the submitting author has obtained any necessary permission.
Articles in this journal are published under the Creative Commons Attribution License (CC-BY What does this mean?). This is to get more legal certainty about what readers can do with published articles, and thus a wider dissemination and archiving, which in turn makes publishing with this journal more valuable for you, the authors.
References
Aarti, A., & Kadian, R. (2022). Modeling academic performance through personality traits, self-efficacy, disaffection among university students. Journal of Applied Research in Higher Education. Advance Online Publication.
https://doi.org/10.1108/JARHE-05-2022-0133
Adeyomo, D. (2007). Moderating influence of emotional intelligence on the link between academic self-efficacy and achievement of university students. Psychology Developing Societies, 19(2), 199-213.
Al-rahmi, W. M., Othman, M. S., & Musa, M. A. (2014). The Improvement of Students' Academic Performance by Using social media through Collaborative Learning in Malaysian Higher Education. Asian Social Science, 10(8), 210-221.
Al-Rahmi, W., Othman, M., Mi Yusuf, L., & Alhaji Musa, M. (2015). Using social media as a Tool for Improving Academic Performance through Collaborative Learning in Malaysian Higher Education. Review of European Studies, 7(3), 265-275 https://doi.org/10.5539/res.v7n3p265
Arbuckle, J. (1995). AMOS: Analysis of moment structures user’s guide. Small Waters.
Ashwin, P., & McVitty, D. (2015). The Meanings of Student Engagement: Implications for Policies and Practices. Springer.
https://doi.org/10.1007/978-3-319-20877-0_23
Bar-On, R. (2006). The Bar-On model of emotional-social intelligence (ESI). Psicothema, 18, 13-25.
Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136-162). Sage.
Darawong, C., & Widayati, A. (2022). Improving student satisfaction and learning outcomes with service quality of online courses: evidence from Thai and Indonesian higher education institutions. Journal of Applied Research in Higher Education, 14(4), 1245-1259. https://doi.org/10.1108/JARHE-02-2021-0074
Feng, D., Xiang, C., Vongurai, R., & Pibulcharoensit, S. (2022). Investigation on Satisfaction and Performance of Online Education Among Fine Arts Major Undergraduates in Chengdu Public Universities. AU-GSB E-JOURNAL, 15(2), 169-177. https://doi.org/10.14456/augsbejr.2022.82
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74(1), 59-109. https://doi.org/10.3102/00346543074001059
Gresham, F. M., & Elliot, S. N. (2008). Social Skills Improvement System: SSIS Rating Scales. Pearson.
Hair, J., Black, W., Babin, B., Anderson, R., & Tatham, R. (2006). Multivariate Data Analysis (6th ed.). Pearson Education.
Hamdzah, N. L. A., & Syed Najmuddin, S. H., & Hassan, R. (2016). Examining The Level of Emotional Intelligence Among Semester One Students in Universiti Teknologi Mara Pahang. Journal of Human Capital Development, 9(1), 33-46.
Johnson, D. W., & Johnson, R. T. (2013). The impact of cooperative, competitive, and individualistic learning environments on achievement. In J. Hattie & E. Anderman (Eds.), International handbook of student achievement (372-374). Routledge
Johnson, D. W., Johnson, R. T., & Smith, K. A. (2007). The state of cooperative learning in postsecondary and professional settings. Educational Psychology Review, 19(1), 15-29.
Kirschner, P., Sweller, J., Kirschner, F., & Zambrano, R. J. (2018). From Cognitive Load Theory to Collaborative Cognitive Load Theory. International Journal of Computer-Supported Collaborative Learning, 13(2), 213-233. https://doi.org/10.1007/s11412-018-9277-y
Kuh, G., Kinzie, J., Buckley, J., Bridges, B., & Hayek, J. (2006, July). What Matters to Student Success: A Review of the Literature. National Postsecondary Education Cooperative. https://nces.ed.gov/npec/pdf/kuh_team_report.pdf
Lizzio, A., Wilson, K., & MacKay, L. (2008). Managers' and subordinates' evaluations of feedback strategies: The critical contribution of voice. Journal of Applied Social Psychology, 38(4), 919-946. https://doi.org/10.1111/j.1559-1816.2008.00332.x
Mehta, S., & Singh, N. (2013). Development of the Emotional Intelligence Scale. International Journal of Management & Information Technology, 8(1), 1252-1264. https://doi.org/10.24297/ijmit.v8i1.689
Milburn, K. M. (2011). Experiences Of High-Achieving High School Students Who Have Taken Multiple Concurrent Advanced Placement Courses [Unpublished Doctor’s Thesis]. Drake University.
Nikou, S., & Maslov, I. (2023). Finnish university students' satisfaction with e-learning outcomes during the COVID-19 pandemic. International Journal of Educational Management, 37(1), 1-21. https://doi.org/10.1108/IJEM-04-2022-0166
Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric Theory (3rd ed.). McGraw-Hill.
OECD. (2016). Education in China: A SNAPSHOT. https://www.oecd.org/china/Education-in-China-a-snapshot.pdf
Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Sage Publications.
Prince, M. (2004). Does Active Learning Work? A Review of the Research. Journal of Engineering Education, 93, 223-231. http://dx.doi.org/10.1002/j.2168-9830.2004.tb00809.x
Ramsden, P. (2003). Learning to teach in higher education (2nd ed.). Routledge Falmer.
Said, M. A., Idris, M., & Hussain, S. (2018). Relationship between Social Behaviour and Academic Performance of Students at Secondary Level in Khyber Pakhtunkhwa. Pakistan Journal of Distance & Online Learning, 4(1), 153-170.
Schaufeli, W. B., Salanova, M., González-Romá, V., & Bakker, A. B. (2002). The measurement of engagement and burnout: A two sample confirmatory factor analytic approach. Journal of Happiness Studies: An Interdisciplinary Forum on Subjective Well-Being, 3(1), 71-92. https://doi.org/10.1023/A:1015630930326
Selwyn, N., & Grant, L. (2009). Researching the realities of social software use: An introduction. Learning, Media and Technology, 34(2), 79-86. http://dx.doi.org/10.1080/17439880902921907
Sirin, S. R. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75(3), 417-453. https://doi.org/10.3102/00346543075003417
Soper, D. S. (2023). A-priori Sample Size Calculator for Structural Equation Models [Software].
www.danielsoper.com/statcalc/default.aspx
Spence, S. H. (2003). Social skills training with children and young people: Theory, evidence and practice. Child and Adolescent Mental Health, 8(2), 84-96. https://doi.org/10.1111/1475-3588.00051
Studenmund, A. H. (1992). Using Econometrics: A Practical Guide. Harper Collins.
Subhi, T., Neber, H., Linke, S., Hava, E., Zeidner, M., Matthews, G., Roberts, R., & Yamin, T. (2012). What We Know about Emotional Intelligence: How it Affects Learning, Work, Relationships, and Our Mental Health. Gifted and Talented International, 27(1), 161-166. https://doi.org/10.1080/15332276.2012.11673624
Szekely, E. (2023). The National College Entrance Examination in China (Gaokao): A Discreet Driver for Global Social Change. In P. Nesbitt-Larking, C. Kinnvall, T. Capelos, & H. Dekker (Eds.), The Palgrave Handbook of Global Social Change (pp.1-21). Palgrave Handbook. https://doi.org/10.1007/978-3-030-87624-1_244-1
Tawafak, R., Romli, A., & Juma, M. (2019). Student Assessment Feedback Effectiveness Model for Enhancing Teaching Method and Developing Academic Performance. International Journal of Information and Communication Technology Education, 15(3), 75-88. https://doi.org/10.4018/IJICTE.2019070106
Trinh, G. T. T. (2023). Examining the impacts of out-of-class student engagement on student competencies in the context of business students in Vietnam – evidence from universities in Hanoi. Journal of Applied Research in Higher Education. Advance Online Publication, 6(2), 446-468. https://doi.org/10.1108/JARHE-09-2022-0297
Valverde-Berrocoso, J., Acevedo-Borrega, J., & Cerezo-Pizarro, M. (2022). Educational Technology and Student Performance: A Systematic Review. Frontiers in Education, 7, 916502. https://doi.org/10.3389/feduc.2022.916502
Vongurai, R. (2024). An Empirical Investigation of Factors Influencing Innovation and Organizational Performance among Logistics and Supply Chain Organizations in Thailand. Journal of Distribution Science, 22(2), 1-10.
https://doi.org/10.15722/jds.22.02.202402.1
Wang, M.-T., & Holcombe, R. (2010). Adolescents’ perceptions of school environment, engagement, and academic achievement in middle school. American Educational Research Journal, 47(3), 633-662. https://doi.org/10.3102/0002831209361209
Wegner, C., Minnaert, L., & Strehlke, F. (2013). The importance of learning strategies and how the project ‘Kolumbus-Kids’ promotes them successfully. European Journal of Science and Mathematics Education, 1(3), 137-143.
Wentzel, K. R., Donlan, A., & Morrison, D. (2012). Peer relationships and social motivational processes. In A. M. Ryan & G. W. Ladd (Eds.), Peer relationships and adjustment at school (pp. 79-105). IAP Information Age Publishing.
Wormington, S., Corpus, J., & Anderson, K. (2012). A person-centered investigation of academic motivation and its correlates in high school. Learning and Individual Differences, 22(4), 429-438. https://doi.org/10.1016/j.lindif.2012.03.004
Yılmaz, A. (2021). The Effect of Technology Integration in Education on Prospective Teachers' Critical and Creative Thinking, Multidimensional 21st Century Skills and Academic Achievements. Participatory Educational Research (PER), 8(2), 163-199. http://dx.doi.org/10.17275/per.21.35.8.2
Zimmerman, B. J., & Schunk, D. H. (2011). Self-regulated learning and performance: An introduction and an overview. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 1-12). Routledge/Taylor & Francis Group.