Development of an Academic Achievement Risk Assessment Scale for Undergraduates: Low, Medium and High Achievers

• Autores: Tahira Jibeen, Masha Asad Khan
• Localización: REMIE: Multidisciplinary Journal of Educational Research, ISSN-e 2014-2862, Vol. 6, Nº. 1, 2016 (Ejemplar dedicado a: February), págs. 23-50
• Idioma: inglés
• DOI: 10.17583/remie.2016.1697
• Títulos paralelos:
  • Desarrollo de una Escala de Evaluación de Riesgos en el Logro Académico para Estudiantes Universitarios: Alumnado con Altas, Medias y Bajas Calificaciones
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Esta investigación ha desarrollado la Escala de Evaluación de Riesgos en el Logro Académico [AARS], para la identificación de los factores que influyen en el rendimiento de los estudiantes de grado (448 estudiantes); estudiados en tres universidades de Lahore, Pakistán. Se desarrolló una escala de 18 ítems, con cinco factores distintos, incluyendo la falta de motivación, prácticas parentales disfuncionales, participación de los padres en el abuso de drogas o actividades antisociales, dificultades con el grupo de pares, y barrera idiomática. Los resultados revelaron diferencias entre los grupos bajos, medios y altos en la CGPA, puesto que los cinco factores de riesgo se relacionaron significativamente con el grupo de bajo rendimiento. El estudio tiene implicaciones para profesorado, profesiones de la orientación y responsables de las políticas en el ámbito del aprendizaje.

  • English

    This research has developed The Academic Achievement Risk Assessment Scale [AARS], for identification of the factors which influence performance of undergraduate (448 students); studying at three universities of Lahore, Pakistan. An 18-item scale, with five distinct factors was developed which included lack of motivation, dysfunctional parental practices, parental involvement in drug abuse or antisocial activities, difficulty with peers, and language barrier. The results revealed differences among low, medium and high academic CGPA groups as all five risk factors were significantly related to the low achieving group. The study has implications for teachers, counselors, and policy makers in the field of learning

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