The contributions of knowledge and stress to academic achievement: A meta-analysis, a latent transition analysis, and a latent state-trait model.

Autor/in	Flaig, Maja
Titel	The contributions of knowledge and stress to academic achievement: A meta-analysis, a latent transition analysis, and a latent state-trait model.
Quelle	Trier: Universität Trier (2019), 251 S. PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit Dissertation, Universität Trier, 2019.
Sprache	englisch
Dokumenttyp	online; Monographie
URN	urn:nbn:de:hbz:385-1-10848
Schlagwörter	Wissen; Metaanalyse; Dissertation; Schüler; Stress; Student; Wissen; Hochschule; Schulleistung; Studentin; Hochschulbildung; Metaanalyse; Schülerin; Studienleistung; Schüler; Schülerin; Schulleistung; Stress; Hochschulbildung; Dissertation; Studienleistung; Hochschule; Student; Studentin
Abstract	Academic achievement is a central outcome in educational research, both in and outside higher education, has direct effects on individual´s professional and financial prospects and a high individual and public return on investment. Theories comprise cognitive as well as non-cognitive influences on achievement. Two examples frequently investigated in empirical research are knowledge (as a cognitive determinant) and stress (as a non-cognitive determinant) of achievement. However, knowledge and stress are not stable, what raises questions as to how temporal dynamics in knowledge on the one hand and stress on the other contribute to achievement. To study these contributions in the present doctoral dissertation, I used meta-analysis, latent profile transition analysis, and latent state-trait analysis. The results support the idea of knowledge acquisition as a cumulative and long-term process that forms the basis for academic achievement and conceptual change as an important mechanism for the acquisition of knowledge in higher education. Moreover, the findings suggest that students´ stress experiences in higher education are subject to stable, trait-like influences, as well as situational and/or interactional, state-like influences which are differentially related to achievement and health. The results imply that investigating the causal networks between knowledge, stress, and academic achievement is a promising strategy for better understanding academic achievement in higher education. For this purpose, future studies should use longitudinal designs, randomized controlled trials, and meta-analytical techniques. Potential practical applications include taking account of students´ prior knowledge in higher education teaching and decreasing stress among higher education students. (Orig.).
Erfasst von	Deutsche Nationalbibliothek, Frankfurt am Main
Update	2020/2