Educational Sciences

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Browsing Educational Sciences by Subject "Academic performance"

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    Developing students for university through an international high school program in Turkey
    (EDAM, 2016) Sagun, Sıla; Ateşkan, Armağan; Onur, J.
    This article explores the readiness and development for universities of students who have been educated through an international program in Turkey. It compares the academic performance and skills of students who attended the Ministry of National Education High School Program (MONEP) to students who attended both MONEP and the International Baccalaureate Diploma Program (IBDP). In addition, university students’ perceptions of their overall performance through the programs were analyzed. The results indicated that the MONEP and IBDP students had higher cumulative grade point averages (CPGA), higher individual course grades in their university, and a considerably higher graduation rate; the MONEP+IBDP group was three times more likely to complete their undergraduate program in four years compared to the MONEP group. Focus-group discussions further clarified the differences between the groups’ academic performances and skills. Overall, the study found that the international high school education program seemed to develop a better student profile for university life.
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    Different goals, different pathways to success: Performance-approach goals as direct and mastery-approach goals as indirect predictors of grades in mathematics
    (Elsevier, 2018) Mouratidis, A.; Michou, Aikaterini; Demircioğlu, A. N.; Sayıl, M.
    In this study, we aimed to investigate the different routes through which perceived goal structures, and in turn mastery-approach and performance-approach goals in mathematics, predict subsequent academic performance. Path analyses with a sample of Turkish adolescents (N = 369; 49.1% males; Mage = 16.67 years, SD = 1.85) revealed two distinct paths. After controlling for mid-year grades, we found perceived mastery goal structures to relate (positively) to mastery-approach goals, which in turn positively predicted end-year grades through challenge seeking. In contrast, perceived performance goal structures related positively to both performance-approach and performance-avoidance goals with the former directly predicting higher end-year grades, and the latter being related negatively to challenge seeking. These findings imply that there may exist different paths that can predict academic performance.