AN INVESTIGATION INTO THE IMPACT OF PSYCHOSOCIAL FACTORS ON THE ACADEMIC ACHIEVEMENT OF GRADE NINE STUDENTS
Abstract
- The primary purpose of this study was to investigate the impact of psychosocial factors on the academic achievement of Grade Nine students. A total of 900 students (408 males and 492 females) from Yangon Region, Bago Region and Rakhine State participated. For quantitative study, four research instruments: Life Orientation Test Revised (LOT-R), Perceived Social Support Scale (PSS), Adolescents’ Psychosocial Functioning Inventory (APFI) and the Strengths and Difficulties Questionnaire (SDQ) were utilized. The results showed that the scores of perceived social support from friend (PSS-FR) were significantly correlated with academic achievement of students (r = .128, p < 0.01). Besides, the scores of perceived social support from family (PSS-FA) were significantly positively correlated with academic achievement of students (r = .128, p < 0.01) and the scores of adolescents’ psychosocial functioning were also significantly correlated with the academic achievement of Grade Nine students (r = .086, p < 0.05). Stepwise regression analysis also confirmed that the perceived social support from friend and family had a significant impact on the academic achievement of students. For qualitative study, the instruments were Child and Adolescent Social Support Scale (CASSS) and Coping Response Interview Form. Qualitative results confirmed that perceived social support was a significant indicator in determining the academic achievement of students. Therefore, the results of this study revealed that if the social support is higher, the academic achievement of students will be higher. In conclusion, the findings of this study will contribute to educators, principles, teachers and even parents by recognizing the importance of social support in improving the academic achievement of students.
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Year
- 2020
Author
-
Kaung Myat Mon
Subject
- Educational Psychology
Publisher
- Myanmar Academy of Arts and Science (MAAS)