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Cognitive and Emotional Aspects of Academic Performance

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A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Education and Psychology".

Deadline for manuscript submissions: closed (31 December 2023) | Viewed by 18131

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Special Issue Editors

Dr. Yosi Yaffe

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Guest Editor

Department of Education, Tel Hai Academic College, Qiryat Shemona 1220800, Israel
Interests: family climate and parenting styles and practices in various contexts of child’s educational and emotional outcomes; anxiety and impostor feelings in students

Dr. Gal Harpaz

E-Mail Website
Guest Editor

Department of Education and Psychology, The Open University of Israel, Ra'anana 4353701, Israel
Interests: psychology of helping relations; performance psychology and academic achievements; parent-teacher-child relations; music and art education; individual differences and well-being; interpersonal and intergroup relations

Special Issue Information

Dear Colleagues,

The educational field has thoroughly examined the factors that contribute to academic success for many years. Theory and research in the field represent different aspects of the human learning process, throughout various stages of life development, from early childhood to old age. This Special Issue focuses on cognitive and emotional aspects related to academic success, in different education systems, from early childhood to adulthood.

The ability to identify the cognitive characteristics of the student, as well as characteristics or emotional states relevant to learning processes, will help improve student achievement. A better understanding of the relationship and interplay between emotional needs, family processes, cognitive abilities, and academic performance, will help to develop and cultivate the students’ capabilities and will contribute to the realization of the potential inherent in them.

This Special Issue sought to broaden the scope of variables and aspects involved in students’ (of all ages and types) academic performance and achievements, above and beyond the orthodox cognitive and emotional variables normally considered in this context. We particularly seek research articles utilizing rather broad, or unique, sets of variables to explain the academic and educational performance of all sorts. In this regard, studies testing the interplay between cognitive, familial, and emotional processes in various contexts of learning and educational performances are most welcome. Learning and educational performance are broadly defined, which not only includes academic achievements per se (i.e., grades), but also various measurable and quantifiable aspects of social and personal adjustment in the educational environment. Following this, studies including populations with special educational needs are especially welcome. We welcome high-quality academic papers of all research methodologies.

Possible topics include but are not limited to:

Social-emotional skills in learning and academic development
Students’ perceived cognitive-emotional competence and academic performance
Stress, anxiety, and coping strategies and academic achievements
Motivation and resilience and academic performance
Executive Functions and Academic Performance
The concept of the self (e.g., self-efficacy) and academic performance.
Family climate, parent–child relations, and parental involvement in affinity to students’ adjustment and academic performance.
Impostor syndrome and its direct and indirect association with various aspects of emotional and academic functioning.
Self-regulated learning (SRL) and academic performance.
Students with special needs: factors and parameters of educational/academic performance and emotional well-being in the education system.

Dr. Yosi Yaffe
Dr. Gal Harpaz
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

academic achievements
academic performance
social-emotional competence
social-emotional learning
self-regulation
self-efficacy
stress
coping strategies
metacognitive strategies
learning-related emotions
student/learner engagement
learning motivation
executive functions
family climate
parenting
parental involvement
impostor syndrome
self-regulated learning

Published Papers (13 papers)

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Research

Jump to: Review

10 pages, 219 KiB

Open AccessArticle

Beyond the Game: The Influence of Varying Degrees of Sports Involvement on College Students’ Self-Perceptions and Institutional Affiliation

by Dalit Lev Arey and Orr Levental

Educ. Sci. 2024, 14(3), 332; https://doi.org/10.3390/educsci14030332 - 20 Mar 2024

Viewed by 754

Abstract

This research investigates the impact of varying levels of sports participation on college students’ self-perception and their sense of connection to their educational institution, with a specific focus on an Israeli context. Recognizing the gap in the existing literature regarding the nuanced effects of different degrees of sports engagement, this study aims to offer insights into how sports involvement shapes students’ academic, social, and psychological experiences. Utilizing a qualitative approach, the research involved conducting 26 semi-structured interviews with undergraduate students from a northern Israeli college, encompassing a diverse range of sports participation levels, from occasional involvement to committed varsity athletes. The findings reveal that sports participation significantly enhances students’ perceptions of their academic and social abilities, fosters a sense of belonging to the institution, and cultivates institutional pride, regardless of the level of involvement. Particularly noteworthy is the positive correlation between sports engagement and heightened self-esteem and self-efficacy. This study contributes to the understanding of the broader impacts of sports in higher education, highlighting its role in personal development and institutional affiliation. The research underscores the need for further studies in varied cultural contexts to deepen the understanding of these dynamics. Additionally, the study’s focus on an Israeli sample provides a unique perspective on the role of sports in a culture where collegiate sports are less academically explored. This research serves as a stepping stone for future quantitative investigations to objectively measure and enhance the understanding of the relationship between sports participation and student development in higher education. Full article

(This article belongs to the Special Issue Cognitive and Emotional Aspects of Academic Performance)

13 pages, 565 KiB

Open AccessArticle

“Who’s the Student at Home?”: Parental Help-Giving Orientation in Learning at Home Predicted using a Parent’s Personal Characteristics

by Gal Harpaz, Yael Grinshtain and Yosi Yaffe

Educ. Sci. 2024, 14(3), 246; https://doi.org/10.3390/educsci14030246 - 27 Feb 2024

Viewed by 1057

Abstract

The present study focuses on the involvement of a parent in their child’s learning processes, particularly, their help-giving orientation while learning at home. The main goal of the study was to identify the connection between the parent’s personal characteristics and the help-giving orientation the parent provides to their child: autonomous vs. dependent (parent as student) help-giving. The sample was collected using online participant recruitment surveys in Israel. In total, 306 parents aged 27–59, who had at least one child in elementary school, answered five questionnaires measuring the research variables: the short grit scale; the satisfaction with life scale; the advice/affect management–overparenting subscale; the parenting sense of competence scale; the parental help-giving orientations scale (PHGOs), and a background questionnaire. The findings identified negative associations between parental personal characteristics (grit, advice/affect management, well-being) and parent-as-student orientation and positive associations between the parent’s characteristics and parental autonomous help-giving orientation, with all of these effects at least partially mediated by parental self-efficacy (indirect effects). The results provide greater insight into the relationship between a parent’s personal characteristics and their choice of assistance to their child and contribute to the knowledge regarding parental involvement in learning at home and educational contexts in general. Full article

(This article belongs to the Special Issue Cognitive and Emotional Aspects of Academic Performance)

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18 pages, 999 KiB

Open AccessArticle

Brief Mindset Intervention Changes Attitudes but Does Not Improve Working Memory Capacity or Standardized Test Performance

by LaTasha R. Holden and Bear Goldstein

Educ. Sci. 2024, 14(3), 227; https://doi.org/10.3390/educsci14030227 - 22 Feb 2024

Viewed by 802

Abstract

There has been extensive research conducted on mindset and grit, involving both experimental and observational methods. However, the findings in the literature remain mixed. This should give educators and researchers pause from an intervention perspective—if we still do not have a good understanding of how mindset works, then more research is needed. We implemented a mindset intervention with undergraduate women to improve cognitive performance measures relevant to academic performance—working memory capacity and standardized test performance in math. To better understand how mindset interventions work, we also examined self-report measures (e.g., pertaining to academic attitudes and belonging) as well as post-intervention behavior. We expected the growth mindset intervention to significantly improve cognitive performance and to cause more positive academic attitudes and attitudinal change. The mindset intervention did change students’ beliefs about ability and also caused students to report higher grit overall (no condition difference), and to feel less belonging in terms of connection to their university—which was not in line with our hypotheses. We also found that the growth mindset intervention had no significant effects on improving WMC or standardized test performance. We discuss the implications of these findings and make suggestions for future work in this area. Full article

(This article belongs to the Special Issue Cognitive and Emotional Aspects of Academic Performance)

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15 pages, 283 KiB

Open AccessArticle

Mathematical Anxiety among Primary Education Degree Students in the Post-Pandemic Era: A Case Study

by María Teresa Costado Dios and José Carlos Piñero Charlo

Educ. Sci. 2024, 14(2), 171; https://doi.org/10.3390/educsci14020171 - 07 Feb 2024

Viewed by 801

Abstract

The study of the affective domain has grown in relevance ever since educators and researchers showed its influence in the process of teaching and learning, playing a fundamental role in the evolution of student learning. Anxiety is one component of the affective domain. The study of mathematical anxiety in pre-service primary teachers at university is the focus of this study. We analyse mathematical anxiety by examining specific data from the sample (age, gender, the subjects they studied in upper-secondary education, and academic performance). One hundred and nineteen students from the Primary Education degree completed the mathematical anxiety questionnaire, obtaining an average anxiety score considered negative (3.08 above the neutral value of 3). The results show a high anxiety toward examinations (3.68) and a negative relation with academic performance. Furthermore, the results show that women, 19-year-old university students, and those from a humanities-based upper-secondary education present greater levels of anxiety than men, older students, or students from other areas of upper-secondary education, respectively. All values of mathematical anxiety are higher than pre-pandemic levels. We can conclude from the studied sample that the students show low–medium global anxiety over mathematics, medium anxiety over problem solving, and high anxiety about exams. Full article

(This article belongs to the Special Issue Cognitive and Emotional Aspects of Academic Performance)

17 pages, 1084 KiB

Open AccessArticle

Cognitive Control among Primary- and Middle-School Students and Their Associations with Math Achievement

by Moran Farhi, Yarden Gliksman and Lilach Shalev

Educ. Sci. 2024, 14(2), 159; https://doi.org/10.3390/educsci14020159 - 02 Feb 2024

Viewed by 1151

Abstract

Background: Math achievement is an important predictor of academic success. While many studies have examined math achievement in young children, studies with older children are scarce. This study focused on primary- and middle-school students, examining math achievements and cognitive control. Cognitive control was assessed referring to both domain-specific and domain-general cognitive control mechanisms and eliciting both simple and complex levels of conflict, and their association with math achievements. Methods: One-hundred-and-twenty-two participants performed two versions of a cognitive control task: a numerical Stroop task (NST; manipulating the numerical and physical size of Arabic numerals) and a perceptual Stroop task (PST; manipulating the location and direction of an arrow). For math achievements, participants performed math fluency and math curriculum tests. Results: Overall, the congruency effect was smaller in older students than in younger ones. Moreover, all participants demonstrated a similar congruency effect in the simple conflict task, whereas younger students showed a larger congruency effect in the complex conflict task. In addition, performance on the basic math fluency task was predicted by both Stroop tasks. However, performance on the comprehensive math achievement test was predicted only by the PST. Conclusions: Our results demonstrated enhanced cognitive control abilities of middle-school students and suggest that they can contribute to math achievements. We call for considering the implementation of both domain-specific and domain-general cognitive control activities as a potential approach to support math achievements. Full article

(This article belongs to the Special Issue Cognitive and Emotional Aspects of Academic Performance)

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12 pages, 229 KiB

Open AccessArticle

Parents’ Involvement in Choosing Extracurricular Sports Activities: A Gendered Perspective from Israel

by Orr Levental, Dalit Lev-Arey and Ilan Tamir

Educ. Sci. 2024, 14(1), 99; https://doi.org/10.3390/educsci14010099 - 16 Jan 2024

Viewed by 910

Abstract

This study explores the multifaceted motivations behind parental decisions to enroll their children in organized sports, with a focus on how these decisions intersect with gender norms and values. Through qualitative interviews with mothers and fathers in Israel, this research uncovers a complex interplay between societal expectations, personal values, and the gender identities of both parents and children. A thematic analysis of the interviews revealed that despite a societal shift towards more gender-neutral perspectives, traditional gender roles persist, particularly in the attitudes of fathers towards the sports participation of their sons. This research identifies a paradox where girls are encouraged to participate in a broader range of sports, including those traditionally viewed as masculine, while boys face more restrictions, particularly against engaging in sports perceived as feminine. Mothers generally exhibit more flexibility in challenging gender norms, suggesting the potential for gradual change in future generations. This study’s findings contribute to the understanding of how parental guidance shapes children’s sports involvement and the perpetuation or challenging of gender norms within this context. Future research could benefit from a broader, more diverse sample and a mixed-methods approach to enhance generalizability and reduce potential biases. Full article

(This article belongs to the Special Issue Cognitive and Emotional Aspects of Academic Performance)

12 pages, 243 KiB

Open AccessArticle

Pre-Service Teachers’ Attitudes toward Integrating Digital Games in Learning as Cognitive Tools for Developing Higher-Order Thinking and Lifelong Learning

by Liat Eyal, Eyal Rabin and Tamar Meirovitz

Educ. Sci. 2023, 13(12), 1165; https://doi.org/10.3390/educsci13121165 - 21 Nov 2023

Viewed by 949

Abstract

The purpose of this study is to examine how pre-service teachers’ training influences the integration of digital games into teaching. In a quantitative and qualitative study, pre-service teachers’ perceptions of their techno-pedagogical knowledge were examined along with their attitudes about games as effective cognitive tools for developing higher-order thinking and lifelong learning. A sample of 108 pre-service teachers followed a 2 × 2 research model distinguishing between those who had or had not received training and those who did or did not teach using digital games. Results showed that teaching with digital games and attitudes toward integrating them into the classroom were positively correlated. Additionally, a higher level of techno-pedagogical knowledge was perceived by those with direct experience with digital games. Teaching with digital games enhances students’ thinking processes and lifelong learning skills, according to pre-service teachers. Theoretical knowledge about lifelong learning and higher-order thinking, accompanied by hands-on experience in implementing digital games, should be applied to pre-service teacher training programs. Full article

(This article belongs to the Special Issue Cognitive and Emotional Aspects of Academic Performance)

15 pages, 294 KiB

Open AccessArticle

The Role and Motivation of Pre-Service Teacher (PST) Mentors from Pro-Social to Cognitive-Effective Perspectives

by Eitan Simon and Yonit Nissim

Educ. Sci. 2023, 13(9), 930; https://doi.org/10.3390/educsci13090930 - 12 Sep 2023

Viewed by 1233

Abstract

The purpose of this quantitative descriptive study is to shed light on the driving forces of the mentor’s positions in teacher training processes in Israel. The research is based on an exploratory cross-sectional study which included 170 preservice teacher mentors in the north of Israel. The mentoring position, despite its importance, is often unappreciated, even by the mentors themselves. It is barely rewarded, in money, status, or prestige. The current study focuses on the internal motivation of mentors for choosing to serve in this role in addition to their main role as classroom teachers. In this regard, the theory of cognitive-effective perspective can help us to understand the reasons behind these motivations. Our findings indicate that mentors exhibit internal motivation from the pro-social and cognitive-effective perspectives. The average score for attitudes was M = 2.92 (SD ± 0.42). The total score was higher for the cognitive components than for the effective ones (M = 2.98, SD ± 0.44, and M = 2.85, SD ± 0.52, respectively). The main motivations of the mentors were based on their strong desire to improve the level of teaching in Israel. Contributing to the future of education was a dominant part of their personal educational philosophy. These insights depict the mentor as a pillar of the teacher training community in Israel. Our findings also indicate that, while a supportive school climate and autonomy in the mentor’s role are factors that promote mentoring practices, a lack of theoretical knowledge about teacher training and a lack of clarity about the mentors’ responsibilities are factors that hinder such practices. It is important to address these factors in order to enhance the desirable variables while decreasing the undesirable ones, in order to translate educational philosophy into stable and sustainable improved teacher training processes. Full article

(This article belongs to the Special Issue Cognitive and Emotional Aspects of Academic Performance)

17 pages, 653 KiB

Open AccessArticle

‘A Different Voice’ in Peer Feedback: Gender Specificity in Students’ Willingness to Provide Peer Feedback

by Dominique-Esther Seroussi, Yehuda Peled, Rakefet Sharon, Nathan Rothschild, Osnat Halperin Barlev, Eyal Weissblueth and Gal Harpaz

Educ. Sci. 2023, 13(7), 654; https://doi.org/10.3390/educsci13070654 - 27 Jun 2023

Viewed by 1088

Abstract

In the context of the efforts to reach equity in the classroom, peer feedback (PFB) is used, among other participative learning methods, as it is considered to minimize gender differences. Yet, recent studies have reported gender discrepancies in students’ willingness to provide feedback to their peers. Building on Gilligan’s theory of moral development, we tried to refine the source of this difference. We conducted a semi-experimental study during which education students of both genders performing a PFB activity in a face-to-face course were asked to fill out a questionnaire. This allowed us to estimate the link between, on the one hand, the comfort in providing PFB and the willingness to provide PFB, and on the other hand, personal characteristics like self-esteem, self-efficacy, and empathic concern, and intellectual characteristics like self-efficacy in the learned discipline and the proficiency to write and understand feedback. The linear regression analysis of 57 students’ answers to the questionnaire did not reveal gender differences in comfort in providing PFB and willingness to do so, but showed that the comfort in providing PFB was linked to cognitive proficiency in students of both genders, whereas the willingness to provide PFB was independent of any other variables in men and linked to self-esteem, empathic concern, and comfort in providing feedback in women. This result indicates a differential sensitivity to social factors in male and female students, aligning with Gilligan’s model of women’s ‘ethics of care’. Possible applications in education would be the use of PFB to train women in self-esteem or, inversely, the improvement of psychological safety in PFB exercises in groups including female students. Full article

(This article belongs to the Special Issue Cognitive and Emotional Aspects of Academic Performance)

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14 pages, 659 KiB

Open AccessArticle

Arab Teachers’ Well-Being upon School Reopening during COVID-19: Applying the Job Demands–Resources Model

by Sawsan Awwad-Tabry, Inbar Levkovich, Timothy Pressley and Shiri Shinan-Altman

Educ. Sci. 2023, 13(4), 418; https://doi.org/10.3390/educsci13040418 - 20 Apr 2023

Cited by 3 | Viewed by 1411

Abstract

Once the major threat of the COVID-19 pandemic diminished, schools reopened, and teachers once again had to cope with unprecedented challenges. The impact of these challenges on the emotional well-being of Arab teachers, who have a unique set of challenges within the Israeli school educational system, has received little attention in the recent literature. In this cross-sectional study, we examined 300 Arab teachers’ well-being in Israel in May 2021, three months after schools were reopened. All study hypotheses were confirmed. Findings indicate the need to promote a sense of well-being among Arab teachers in stressful conditions and to design solutions specifically tailored to support them in accordance with their cultural and social characteristics. Israel’s Ministry of Education should encourage school administrators to seek ways to provide a supportive environment for Arab teachers in school environments in order to improve their performance and retention, and maintain their well-being. Full article

(This article belongs to the Special Issue Cognitive and Emotional Aspects of Academic Performance)

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14 pages, 694 KiB

Open AccessArticle

Parental Help-Giving Orientations Scale (PHGOs) in Children’s Learning: Construction and Validation

by Yael Grinshtain, Gal Harpaz and Yosi Yaffe

Educ. Sci. 2023, 13(4), 363; https://doi.org/10.3390/educsci13040363 - 31 Mar 2023

Cited by 1 | Viewed by 1065

Abstract

Parental involvement in the education and learning processes of children in general has become central in the last few decades. Following this involvement, the home arena is considered highly influential in providing a supportive environment for children’s learning processes. Help-giving orientations of parents to their children in relation to homework and learning assignments can be crucial for the children’s futures. According to the Help Relations theory regarding the two main orientations—dependent versus autonomy help (dependent help-giving rather than autonomy help), prevents opportunities to develop autonomous coping abilities in future. The Parental Help-Giving Orientations scale was designed to measure parental help to their children in learning at home. In Study 1, eleven experts evaluated orientations of parental help-giving that emerged from interviews. In Study 2 (n = 255), exploratory factor analyses (EFA) indicated four reliable factors: autonomic, dependent reminder, dependent partner, and dependent student. The confirmatory factor analysis (CFA) in Study 3 in an independent sample of parents (n = 303) exhibited a good model-fit of the data and demonstrated measurement invariance across parental gender. The scale can be used to measure individual differences in orientations in help-seeking among mothers and fathers. Full article

(This article belongs to the Special Issue Cognitive and Emotional Aspects of Academic Performance)

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Review

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25 pages, 1041 KiB

Open AccessReview

The Influence of Active and Passive Procrastination on Academic Performance: A Meta-Analysis

by Niek Sebastiaan Kooren, Christine Van Nooijen and Fred Paas

Educ. Sci. 2024, 14(3), 323; https://doi.org/10.3390/educsci14030323 - 18 Mar 2024

Viewed by 2246

Abstract

The relationship between academic performance and procrastination has been well documented over the last twenty years. The current research aggregates existing research on this topic. Most of the studies either find no result or a small negative result. However, recent studies suggest that procrastination can have a positive influence on academic performance if the procrastination is active instead of passive. To analyse the effect of active procrastination on academic performance, a meta-analysis was conducted. The analysis includes 96 articles with 176 coefficients including a combined average of 55,477 participants related to the correlation between academic performance and procrastination. The analysis uncovered a modest negative correlation between academic performance and procrastination overall. Importantly, the type of procrastination exerted a substantial impact on the strength of this correlation: active procrastination demonstrated a small positive effect size, whereas passive procrastination registered a small negative effect size. Additionally, participant-specific characteristics and indicators further modulated the magnitude of the correlation. The implications of this research extend to underscoring a potential beneficial aspect of procrastination, specifically elucidating how certain types of procrastination can positively influence academic performance. Full article

(This article belongs to the Special Issue Cognitive and Emotional Aspects of Academic Performance)

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28 pages, 1051 KiB

Open AccessReview

Neurocognitive Profile of Creativity in Improving Academic Performance—A Scoping Review

by Maria Tzachrista, Evgenia Gkintoni and Constantinos Halkiopoulos

Educ. Sci. 2023, 13(11), 1127; https://doi.org/10.3390/educsci13111127 - 12 Nov 2023

Cited by 3 | Viewed by 3189

Abstract

The present study provides an in-depth review of the neurocognitive aspects of creativity and its association with academic achievement in children. The outcomes of this study indicate a considerable positive relationship between creativity and academic ability, namely in reading, comprehension, and written tasks. Neurocognitive processes, including associative thinking, divergent thinking, executive functions, and predictive representations, play a significant role in shaping the characteristics associated with creativity. Although creativity may lead to potential adverse outcomes, extensive study has firmly established its significance in academic accomplishment. This systematic review includes studies conducted between the years 2016 and 2022. The primary selection criteria employed for the inclusion of articles in the research encompassed the following aspects: articles written in the English language, articles directly relevant to the subject matter of the study, articles featuring a sample population comprising students, displaying regular and typical developmental patterns, articles adopting a descriptive, exploratory, or longitudinal study design. The research promotes the cultivation of creativity within educational settings, emphasizing the utilization of cultural resources, the alignment of teachers’ attitudes with the promotion of creativity, and the comprehension of neurocognitive factors influencing creative processes. There is a significant focus on the necessity for more investigation into the correlation between creativity and academic achievement. Further research is needed to gain a comprehensive understanding of how creativity is incorporated within educational settings to achieve academic performance. Full article

(This article belongs to the Special Issue Cognitive and Emotional Aspects of Academic Performance)

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