Impact of school adjustment and study habits on English language achievement among senior secondary students
DOI:
https://doi.org/10.32674/wjj4fj33Keywords:
Academic success, Career opportunities, Classroom engagement, Peer relationships, School ecosystemAbstract
In the present study, we aim to investigate the impact of school adjustment and study habits on English language achievement among senior secondary students. This study is contrary to expectations; neither school adjustment nor study habits individually demonstrated a significant correlation with English language achievement. However, the combined effect of both factors revealed by regression analysis was significant at the 0.05 level, suggesting that they collectively contribute to predicting English language proficiency. These findings highlight the complex interplay of factors that influence language learning and the importance of considering multiple influences beyond individual variables.
Downloads
References
Al-Harbi, A. (2013). Factors affecting secondary school students' english language achievement in Saudi Arabia. International Journal of English Linguistics, 3(3), 187-193.
Al-Khulaidi, H. (2015). The importance of english language skills for Jordanian secondary school students. Journal of Language and Education, 3(2), 12-21.
Al-Qasmi, S. (2015). The impact of study habits on english language achievement among Jordanian secondary school students. International Journal of Language and Linguistics, 2(4), 1-10.
Al-Safi, S. (2014). The relationship between study habits and english language achievement among Saudi female university students. English Language Teaching, 7(3), 1-10.
Anderson, P., & Brown, K. (2017). School adjustment and study habits: Independent factors in student success. Journal of Adolescent Research, 32(3), 343-360.
Anderson, P., & Kim, S. (2020). Motivation and goal setting in study habits and academic success. Journal of Educational Psychology, 35(4), 445-458.
Bangert-Drowns, R. L., Kulik, J. A., Kulik, C.-L. C., & Morgan, M. T. (2004). The effects of the school-wide enrichment model on student achievement. Review of Educational Research, 74(1), 1-58.
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
Brown, R. (2017). Study habits and academic performance in high school students. Educational Research Review, 29(3), 201-215.
Chen, Y., Li, W., & Zhang, H. (2020). School adjustment and language acquisition in secondary students. International Journal of Language Studies, 14(1), 89-102.
Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
Dembo, M. H., & Seli, H. (2013). Motivation and learning strategies for college success: A self-management approach. Routledge.
Eccles, J. S., & Roeser, R. W. (2011). School motivation and engagement: A social-ecological perspective. Handbook of adolescent psychology. John Wiley & Sons.
Farhady, H. (2011). The importance of english language proficiency in the 21st century. International Journal of English Studies, 11(1), 1-10.
Garcia, M., & Lopez, R. (2019). Family support and academic achievement in english. Journal of Family Studies, 33(2), 134-148.
Green, T., & White, J. (2018). The impact of study routines on language skills. Language Learning Journal, 26(3), 301-315.
Hughes, J. N., Wu, J. Y., & Kwok, O. (2008). Indirect effects of child reports of teacher-student relationship on achievement. Journal of Educational Psychology, 100(1), 79–98.
Jackson, L. (2019). The role of technology in study habits and academic performance. Tech Ed Journal, 21(2), 157-172.
Johnson, L., & Smith, D. (2016). Correlation between school adjustment and academic achievement. Journal of Adolescent Education, 23(2), 112-127.
Johnson, M., & Perez, T. (2020). The role of study habits in academic achievement: A cross-subject analysis. Education Research Review, 29, 100-110.
Kaur, P., & Singh, S. (2018). School adjustment and academic achievement of secondary school students. International Journal of Research in Education and Development, 7(2), 1-10.
Khanna, D. (2024). School adjustment and language development: A study among secondary school learners. Language Learning Review, 15(3), 198-210.
Kumar, A., & Singh, V. (2019). Predictive value of school adjustment and study habits on academic performance. Educational Studies, 45(4), 467-480.
Lee, H. (2018). Structured study schedules and academic outcomes. Journal of Educational Research, 32(1), 89-101.
Martin, S., & Lewis, R. (2018). Self-regulated learning and language performance. Language Education Review, 22(4), 411-425.
McKeachie, W. J., Pintrich, P. R., Lin, Y., & Smith, D. (1986). Teaching and learning in the college classroom: A review of the research literature. National Center for Research to Improve Postsecondary Teaching and Learning.26, 324-331.
Miller, K. (2019). Peer relationships and academic performance. Journal of School Psychology, 28(3), 233-248.
Oxford, R. L. (2011). Teaching and researching language learning strategies. Routledge.
Patel, A., & Kumar, S. (2019). Extra-curricular activities and academic performance. Journal of Educational Development, 19(1), 99-113.
Roberts, J. (2020). School climate and academic achievement. Educational Climate Journal, 17(3), 290-307.
Smith, J., Brown, L., & Jones, R. (2018). School adjustment and academic performance in high school students. Journal of Educational Psychology, 110(2), 255-266.
Taylor, B. (2021). Long-term effects of early school adjustment. Journal of Longitudinal Studies, 24(2), 178-194.
Thompson, G. (2017). Teacher-student relationships and language learning outcomes. Language Learning Journal, 30(2), 150-162.
Verma, A. (2024). Study strategies and academic achievement in English: A secondary school perspective. English Education Journal, 18(1), 99-115.
Vygotsky’s, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wang, M. T., & Fredricks, J. A. (2014). The relationship between school engagement and academic achievement: The role of classroom climate and student background. Educational Psychology Review, 26(1), 55-81.
Wang, M.-T., & Holcombe, E. (2010). School climate: An integration of research findings. School Psychology Review, 39(3), 257-271.
Wentzel, K. R. (2014). In Handbook of Research on Schools, Schooling and Human Development. Routledge.
Williams, R., & Davis, E. (2020). School adjustment and study habits. Journal of Adolescent Education, 27(1), 123-139.
Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82-91.
Sharma, G., & Joshi, N. (2024). Cognitive strategies and their impact on English language learning. Educational Psychology Journal, 31(1), 98-110.
Iqbal, F., & Sinha, A. (2024). Motivation mediates the relationship between school adjustment, study habits, and academic achievement. Indian Journal of Educational Research, 30(1), 101-115.
Kumar, S., Sharma, N., & Kapoor, V. (2024). School adjustment and its influence on English language proficiency. Language and Learning Review, 10(3), 182-195.
Additional Files
Published
Issue
Section
License
Copyright (c) 2024 SOHAN SINGH, DR. DILIP KUMAR SINGH
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
