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Academic achievement or academic performance is the extent to which a student, teacher or institution has attained their short or long-term educational goals. Completion of educational benchmarks such as secondary school diplomas and bachelor's degrees represent academic achievement.
According to expectancy–value theory, students' achievement and achievement related choices are most proximally determined by two factors: [1] expectancies for success, and subjective task values. Expectancies refer to how confident an individual is in his or her ability to succeed in a task whereas task values refer to how important, useful ...
Student engagement occurs when "students make a psychological investment in learning. They try hard to learn what school offers. They take pride not simply in earning the formal indicators of success (grades and qualifications), but in understanding the material and incorporating or internalizing it in their lives."
When compared to suburban students, rural and inner-city students face similar achievement issues. [83] Teacher-student interactions, the lessons taught, and knowledge about the surrounding community have shown to be important factors in helping offset the deficits faced in inner-city and urban schools.
The International Association for the Evaluation of Educational Achievement (IEA) is an independent, international cooperative of national research institutions and governmental research agencies. It conducts large-scale comparative studies of educational achievement and other aspects of education.
The report found that a combination of home, community, and in-school factors affect academic performance and contribute to the achievement gap. According to American educational psychologist David Berliner , home and community environments have a stronger impact on school achievement than in-school factors, in part because students spend more ...
The importance of the role of students’ self-efficacy can increase their ability to master lecture material and to be able to control themselves from stressful situations. During the active phase of pandemic, the students needed high self-efficacy to be able to face the pressure and be able to adapt quickly to new elements, like online learning.
Therefore, one's class position does not determine one's life chances, although it does play an important part, alongside other factors. Bourdieu used the idea of cultural capital to explore the differences in outcomes for students from different classes in the French educational system.