Predictors of Adolescent Academic Achievement: The Role of Individual and Family Socioeconomic Factors

  • Melly Latifah Department of Family and Consumer Sciences, Faculty of Human Ecology, Bogor Agricultural University
  • Rizky Amelia Department of Family and Consumer Sciences, Faculty of Human Ecology, Bogor Agricultural University
Keywords: academic achievement, adolescent, cognitive ability, self-regulated learning

Abstract

Academic achievement is affected by external and internal factors. This study generally aims to examine the influence of family characteristics (per capita income and parental education), individual characteristics (age and gender), cognitive intelligence, and self-regulated learning toward academic achievement in adolescents. A total of 91 samples (Mage=13.9 years) with the largest percentage of the respondents were women were selected from two different junior high schools in Bogor area. Cognitive intelligence, self-regulated learning, and academic achievement were measured using Riley Inventory Basic of Learning Skills (RIBLS), Motivated Strategies for Learning Questionnaire (MSQL), and student academic record, respectively. The partial regression analysis showed there was a negative effect of mother’s education on self-regulated learning. Gender was found to positively predicted cognitive intelligence. The regression analysis also showed that parental education and cognitive intelligence positively predicted adolescent academic achievement. Per capita income, gender, and self-regulated learning showed no significant effects on academic achievement.

Downloads

Download data is not yet available.

References

Amalia, R., & Latifah, M. (2019). Parental support, academic emotion, learning strategy, and academic achievement on first year student. Journal of Family Sciences, 4(1), 41-53. https://doi.org/10.29244/jfs.4.1.41-53

Ames, C., & Archer, J. (1988). Achievement goals in the classroom: students' learning strategies and motivation processes. Journal of Educational Psychology, 80(3): 260-267. https://doi.org/10.1037/0022-0663.80.3.260

Castillo, R., Ruiz, J. R., Chillon, P., Jimenez-Pavon, D., Esperanza-Diaz, L., Moreno, L. A., & Ortega, F. B. (2011). Associations between parental educational/occupational levels and cognitive performance in Spanish adolescents: The AVENA study. Journal of Psicothema, 23(3), 349-355.

Chung, M. K. (2000). The development of self-regulated learning. Journal of Asia Pasific Education Review, 1(1), 55-56. https://doi.org/10.1007/BF03026146

Clemons, T. L. (2008). Underachieving gifted students: A social cognitive model. The National Research Centre on the Gifted and Talented. Virginia: University of Virginia.

Davis-Kean, P. E. (2005). The influence of parent education and family income on child achievement: The indirect role of parental expectations and the home environment. Journal of Family Psychology, 19(2), 294-304. https://doi.org/10.1037/0893-3200.19.2.294

Diniz, A., Pocinho, M. D., Almeida, L. S. (2011). Cognitive abilities, sociocultural background, and academic achievement. Psicothema, 23(4), 695-700.

Elliot, A., & Church, M. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72(1), 218-232.

Elliot, A., & Harackiewicz, J. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70(3), 461-475. https://doi.org/10.1037/0022-3514.70.3.461

Furnham, A., Chamorro-Premuzic, T., McDougall, F. (2003). Personality, cognitive ability, and beliefs about intelligence as predictors of academic performance. Journal of Learning and Individual Differences, 14, 49-66.

Inpornvijit K. (2008). Effects of feedback on self-regulated learning strategy use and academic performance (Doctoral dissertation). University of South Alabama, Alabama.

Jay, T. (1997). Gender of siblings, cognitive achievement, and academic performance: Familial and Nonfamilial Influences on Children. Journal of Marriage and the Family, 59(2).

Karabenick, S. A. (Ed.). (1998). Strategic Help Seeking: Implications for Learning and Teaching. New Jersey: Lawrence Erlbaum Associates Publishers.

Kumar, R., Lal, R. (2006). The role of self-efficacy and gender difference among adolescents. Journal of the Indian Academy of Applied Psychology, 63(1), 128-138.

Kurman, J. (2004). Gender, self enhancement, self regulation of learning behaviors in junior high school. ProQuest Sociology, 50(9/10), 725.

Laidra, K., Pullmann, H., & Allik, J. (2006). Personality and intelligence as predictors of academic achievement: a cross-sectional study from elementary to secondary school. Journal of Personality and Individual Differences, 42(3), 441-451. https://doi.org/10.1016/j.paid.2006.08.001

Latifah, M., & Dina, N. N. (2002). Panduan Tes Kemampuan Kognitif Anak Usia Sekolah (10-11 tahun). Bogor: IPB Press.

Latipah, E. (2010). Strategi self regulated learning dan prestasi belajar: Kajian meta analisis. Jurnal Psikologi, 37(1), 110-129. https://doi.org/10.22146/jpsi.7696

McCulloh, A., & Joshi, H. E. (2001). Neighbourhood and family influences on the cognitive ability of children in the british national child development study. Journal of Social Science Media, 53(5), 579-591. https://doi.org/10.1016/S0277-9536(00)00362-2

Mega, C., Ronconi, L., & De Beni, R. (2014). What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. Journal of Educational Psychology, 106(1), 121. https://doi.org/10.1037/a0033546

Middleton, M., & Midgley, C. (1997). Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory. Journal of Educational Psychology, 89(4), 710-718. https://doi.org/10.1037/0022-0663.89.4.710

Naderi, H., Abdullah, R., Aizan, H. T., & Sharir, J. (2010). Intelligence and academic achievement: An investigation of gender differences. Life Science Journal, 7(1).

Novianti, N., Latifah, M., & Hernawati, N. (2018). Mengoptimalkan faktor diri dan keluarga dalam prestasi akademik remaja. Jurnal Ilmu Keluarga & Konsumen, 11(1), 60-73. https://doi.org/10.24156/jikk.2018.11.1.60

Novita, L., & Latifah, M. (2014). Strategi pengaturan diri dalam belajar sebagai mediator harapan orang tua dan motivasi intrinsik terhadap prestasi akademik. Jurnal Ilmu Keluarga & Konsumen, 7(3), 143-1. https://doi.org/10.24156/jikk.2014.7.3.143

Nyborg, H. (2005). Sex-related differences in general intelligence g, brain size, and social status. Journal of Personality and Individual Differences, 39, 497–509. https://doi.org/10.1016/j.paid.2004.12.011

Organization for Economic Co-operation and Development. (2018). Education at a Glance. Retrieved from https://www.oecd-ilibrary.org/education/education-at-a-glance-2018_eag-2018-en

Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40. https://doi.org/10.1037/0022-0663.82.1.33

Pintrich, P., Smith, D., Garcia, T., & McKeachie, W. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ) (Grant No. OEM-86-0010). Retrieved from https://files.eric.ed.gov/fulltext/ED338122.pdf

Pintrich, P. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92(3), 544-555. https://doi.org/10.1037/0022-0663.92.3.544

Riley. S. (1992). Learning Process Skills (Riley Inventory of Basic Learning Skills). California: Academic Therapy Publications.

Rohde, T. E., & Thompson, L. A. (2007). Predicting academic achievement with cognitive ability. Intelligence, 35(1), 83-92. https://doi.org/10.1016/j.intell.2006.05.004

Rosopa, P. J., & Schroeder, A. N. (2009). Core self-evaluations interact with cognitive ability to predict academic achievement. Personality and Individual Differences, 47(8), 1003-1006. https://doi.org/10.1016/j.paid.2009.07.028

Santrock, J. W. (2003). Adolescence: Perkembangan Remaja (6th ed.). Jakarta: Erlangga.

Santrock, J. W. (2011). Educational Psychology (5th ed.). McGraw-Hill.

Situmorang, Z. R. D., & Latifah, M. (2014). Pengaruh dukungan sosial, konsep diri, dan strategi pengaturan diri dalam belajar terhadap prestasi akademik. Jurnal Ilmu Keluarga dan Konsumen, 7(3), 154-163. https://doi.org/10.24156/jikk.2014.7.3.154

Stull, J. C. (2013). Family socioeconomic status, parent expectations, and a child's achievement. Research in Education, 90(1), 53-67. https://doi.org/10.7227/RIE.90.1.4

Sui-Chu Ho, E. (2005). Self regulated learning and academic achievement of Hongkong Secondary School Students. Education Journal, 32(2).

Taylor, R. T. (2012). Review of the Motivated Strategies For Learning Questionnaire (MSLQ) using reliability generalization techniques to assess scale reliability (Doctoral dissertation, Auburn University, United States). Retrieved from https://etd.auburn.edu/handle/10415/3114

Theresya, J., Latifah, M., & Hernawati, N. (2018). The effect of parenting style, self-efficacy, and self-regulated learning on adolescents’ academic achievement. Journal of Child Development Studies, 3(1), 28-43. https://doi.org/10.29244/jcds.3.1.28-43

VanZile-Tamsen, C., & Livingston, J. (1999). The differential impact of motivation on the selfregulated strategy use of high- and low-achieving college students. Journal of College Student Development, 40(1), 54-60.

Woolfolk, A., Perry, N. E. (2012). Child and Adolescent Development. New Jersey: Pearson Education, Inc.

Zimmerman, B. J. (1989). Social cognitive views of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329-339. https://doi.org/10.1037/0022-0663.81.3.329

Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82(1), 51–59. https://doi.org/10.1037/0022-0663.82.1.51

Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of Self-regulation. Academic Press. https://doi.org/10.1016/B978-012109890-2/50031-7

Zimmerman, B. J. & Schunk, D. H. (Eds.) (2001). Self-regulated Learning and Academic Achievement: Theoretical Perspectives (2nd ed.). New Jersey: Lawrence Erlbaum Associates Publishers.

Published
2020-02-17
How to Cite
Latifah, M., & Amelia, R. (2020). Predictors of Adolescent Academic Achievement: The Role of Individual and Family Socioeconomic Factors. Journal of Family Sciences, 4(2), 105-119. https://doi.org/10.29244/jfs.4.2.105-119