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    Academic Achievement

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    Mariuxi León Molina
    This editorial summarizes 6 studies published in the journal Educational Psychology. The studies examine factors related to academic achievement such as academic buoyancy, psychological capital, achievement goals, procrastination, and social media use. While academic achievement was once viewed as the primary educational outcome, researchers are increasingly examining social, emotional, and relationship factors. The studies provide empirical evidence and theoretical frameworks to advance understanding of the complex factors influencing learning.

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    Academic Achievement

    Uploaded by

    Mariuxi León Molina
    163 views4 pages
    This editorial summarizes 6 studies published in the journal Educational Psychology. The studies examine factors related to academic achievement such as academic buoyancy, psychological capital, achievement goals, procrastination, and social media use. While academic achievement was once viewed as the primary educational outcome, researchers are increasingly examining social, emotional, and relationship factors. The studies provide empirical evidence and theoretical frameworks to advance understanding of the complex factors influencing learning.

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    This editorial summarizes 6 studies published in the journal Educational Psychology. The studies examine factors related to academic achievement such as academic buoyancy, psychological capital, achievement goals, procrastination, and social media use. While academic achievement was once viewed as the primary educational outcome, researchers are increasingly examining social, emotional, and relationship factors. The studies provide empirical evidence and theoretical frameworks to advance understanding of the complex factors influencing learning.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
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    163 views4 pages

    Academic Achievement

    Uploaded by

    Mariuxi León Molina
    This editorial summarizes 6 studies published in the journal Educational Psychology. The studies examine factors related to academic achievement such as academic buoyancy, psychological capital, achievement goals, procrastination, and social media use. While academic achievement was once viewed as the primary educational outcome, researchers are increasingly examining social, emotional, and relationship factors. The studies provide empirical evidence and theoretical frameworks to advance understanding of the complex factors influencing learning.

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    of 4

    Educational Psychology

    An International Journal of Experimental Educational Psychology

    ISSN: 0144-3410 (Print) 1469-5820 (Online) Journal homepage: https://www.tandfonline.com/loi/cedp20

    Academic achievement

    Phillip J. Moore

    To cite this article: Phillip J. Moore (2019) Academic achievement, Educational Psychology, 39:8,
    981-983, DOI: 10.1080/01443410.2019.1643971

    To link to this article: https://doi.org/10.1080/01443410.2019.1643971

    Published online: 01 Aug 2019.

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    https://www.tandfonline.com/action/journalInformation?journalCode=cedp20
    EDUCATIONAL PSYCHOLOGY
    2019, VOL. 39, NO. 8, 981–983
    https://doi.org/10.1080/01443410.2019.1643971

    EDITORIAL

    Academic achievement

    Academic achievement was once thought to be the most important outcome of formal
    educational experiences and while there is little doubt as to the vital role such achieve-
    ments play in student life and later (Kell, Lubinski, & Benbow, 2013), researchers and policy
    makers are ever increasingly turning to social and emotional factors, as well as the relation-
    ships among them, as indicators of student well-being and psychological development
    (Chernyshenko, Kankaras, & Drasgow, 2018; Frydenberg, Martin, & Collie, 2017; Moore, Mok,
    Chan, & Lai, 2006). Indicative of this movement is the recent addition of social and emo-
    tional measures to established Organization for Economic Co-operation and Development
    (OECD) measures (e.g. PISA, OECD, 2019). These measures include, according to
    Chernyshenko et al. (2018), emotional regulation (e.g. stress resistance, optimism), task per-
    formance (e.g. motivation, persistence, self-control) and compound skills (e.g. metacogni-
    tion, self-efficacy). Consistent with this theme, you will find six quality empirical studies in
    this Issue that examine some of the complexities of such factors, some related to academic
    achievement, others not, having a legitimacy in their own right.
    Academic achievement plays a role in the studies by Colmar, Liem, Connor, and Martin
    (2019) and Martinez, Youssef-Morgan, Chambel, and Marques-Pinto (2019). For Colmar
    et al. (2019), the capacity of elementary school students to respond to academic setbacks,
    academic buoyancy, was not predictive of academic achievement. However, academic
    buoyancy effects were demonstrated for both reading and mathematics achievement in
    Australian students when mediated by self-concept. Psychological capital resources (e.g.
    efficacy, hope, optimism, resilience) are foregrounded in Martinez et al.’s (2019) examin-
    ation of Spanish/Portugese university students’ engagement and achievement. Their find-
    ings showed that students who report being engaged in learning are more likely to be
    users of psychological capital who in turn are more likely to achieve higher academically.
    Academic achievement is integrated also into the work of Eakman, Kinney, Schierl, and
    Henry (2019), where the focus is on the complexities of the emotional and social lives of
    returned veterans and service personnel. In a comprehensive study, learning climate sup-
    port, post-traumatic stress, depression, self-efficacy and academic problems are linked to
    achievement showing, among other findings, that self-efficacy, less academic problems and
    autonomy supporting learning environments are positively related to achievement.
    Moreover, these factors persisted irrespective of depression or post-traumatic stress levels.
    Achievement goals (Elliot, 2005) underpin the studies by Cho and Kim (2019) and Chen,
    Elliot, and Sheldon (2019). The former examined longitudinally South Korean secondary
    students and also investigated self-determined motivation (Ryan & Deci, 2000). Among
    some complex findings, Cho and Kim (2019) showed that early autonomous motives were
    related positively to mastery-oriented goals in the following year, which in turn were
    related to increased autonomous motives in the next year. The latter study explored
    psychological need support (competence, autonomy, and relatedness) in concert with
    achievement goals in their Chinese university sample showing, among other results, the

    This article has been republished with minor changes. These changes do not impact the academic content of the
    article.
    ß 2019 Informa UK Limited, trading as Taylor & Francis Group
    982 EDITORIAL

    importance of mastery-approach goals as mediators in linking autonomy support and self-


    determined motivation.
    Procrastination, academic engagement and the use of multiple social network sites (e.g.
    Facebook, Twitter and Instagram) are the core elements of Closson and Bond’s (2019)
    study with Canadian university students. In a very timely investigation, they reported that
    the use of certain social network sites contributed to procrastination and mal-adaptation
    to university life while other sites, the less complex ones, had less negative outcomes.
    Each of the above studies adds significantly to our current understandings of the com-
    plexities of learning. The inclusion of longitudinal work in this Issue is pleasing as is the
    focus on social media influences. Greater attention could be paid to more qualitative data-
    gathering to support the strong quantitative data demonstrated here. While much has
    been done in examining the effects of enhancing students’ social and emotional learning
    (e.g. Durlak, Domitrovich, Weissberg, & Gullotta, 2015), greater integration of these strat-
    egies into teaching and learning needs to be undertaken, and researched, at all levels
    of education.
    I know you will appreciate reading these articles, as I have, as their contributions pro-
    vide theoretically and empirically sound platforms for future investigations.
    Finally, a sincere thank you to the independent reviewers who facilitated the process to
    publication. Thanks also to the Editorial staff who keep us all on task.

    ORCID
    Phillip J. Moore http://orcid.org/0000-0001-6324-8394

    References
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    external motivation: The mediational role of achievement goals. Educational Psychology, 39(8), 1090–1113.
    doi:10.1080/01443410.2019.1618442
    Chernyshenko, O., M. Kankaras, M., & Drasgow, F. (2018). Social and emotional skills for student success and
    well-being: Conceptual framework for the OECD study on social and emotional skills. OECD Education
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    Cho, Y. J., & Kim, M. S. (2019). Achievement goal pursuit during the transition from middle school to high
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    EDUCATIONAL PSYCHOLOGY 983

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    Phillip J. Moore
    phillip30@gmail.com

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