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

Authors

  • Tahira Jibeen Department of Humanities COMSATS Institute of Information and Technology, Lahore, Pakistan
  • Masha Asad Khan Foreman Christian College Lahore, Pakistan

DOI:

https://doi.org/10.17583/remie.2016.1697

Keywords:

lack of motivation, dysfunctional parental practices, parental involvement in antisocial activities, difficulty with peers, language-barrier, high academic achievers, low academic achievers

Abstract

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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Author Biographies

Tahira Jibeen, Department of Humanities COMSATS Institute of Information and Technology, Lahore, Pakistan

Assistant Professor

Department of Humanities

Masha Asad Khan, Foreman Christian College Lahore, Pakistan

Assistant Professor

Psychology Department

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Published

2016-02-14

How to Cite

Jibeen, T., & Khan, M. A. (2016). Development of an Academic Achievement Risk Assessment Scale for Undergraduates: Low, Medium and High Achievers. Multidisciplinary Journal of Educational Research, 6(1), 23–50. https://doi.org/10.17583/remie.2016.1697

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