There’s a case for greater investment in support for postgraduate education.
Articles on Academic success
Displaying 1 - 20 of 39 articles
Rural students face extra challenges.
Forming study groups and reaching out to professors can greatly improve a first-year student’s chances for success.
Secondary school exams are here, with all the stress they bring. But parents can help their teenagers stay engaged by getting the motivational basics right and keeping a sense of perspective.
College students who are focused on career goals and personal growth – and growth for others – tend to fare better academically, new research finds.
Intellectual self-image matters because it’s often a self-fulfilling prophecy: if you think you can’t, you won’t.
Researchers have spent decades studying how demographics affect American students’ opportunities and performance, but many questions remain about religion and school.
Our study is the first of its kind to test many of the possible mechanisms behind the positive effects peers may have on other students.
This study wanted to find whether believing your child is better at school than they actually are was detrimental or beneficial to the child’s academic success. Turns out, it actually helps.
Relationships, inclusivity, anti-racism and flexibility matter. So does offering students learning opportunities, and supporting and following their transitions over time.
Our study of students in middle schools across China found low-achieving 12-13 year old students significantly bring down the academic achievement of the rest of their class.
Students who can regulate tough emotions will achieve more. Anxiety will not impair their test performance. They can push through the boredom and frustration to master dull or difficult material.
Previous research suggests teacher quality accounts for up to 30% of the reason some students get better marks than others. Our research on twin pairs turns that on its head.
Schools in poorer areas can make a significant impact on their students’ lives. This can matter more, relative speaking, than higher test scores in wealthier suburbs.
From collecting bugs to using math apps, there are many ways parents can engage in STEM activities with their kids to support their learning.
Students experience intense feelings of discomfort, confusion and even embarrassment at being classified as “different” and an “anomaly” alongside the norm of white academic success.
For many disabled students, college is the first time that they’re put to the test of making their own way. The experience can be challenging, but there are strategies to help ease the way.
A high school science test, a Psych 101 course, long job applications: Sometimes it’s hard to be motivated to succeed. As it turns out, how you respond to difficulty and ease can make all the difference.
Math instruction is stuck in the last century. How can we change teaching methods to move past rote memorization and help students develop a more meaningful understanding – and be better at math?
Students from South Africa’s public school system battle to cope with the rigorous demands of any university degree without genuine, committed support.
Top contributors
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President Emeritus and Professor of Education, Elon University
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Assistant Provost for Teaching and Learning and Executive Director, Center for Engaged Learning, Elon University
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Associate Professor of Sociology, Dartmouth College
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Associate Professor in Language, Literacy and TESL, University of Canberra
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Adjunct associate, Brown University
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PhD Student, University of Pittsburgh
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Administrator, Acceleration Institute and Research, University of Iowa
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Course coordinator: Language in Humanities, University of Cape Town
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Researcher, Nelson Mandela University
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PhD Student, University of California, Davis
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Associate Professor of Education Policy and Psychology and 21st Century Chair, University of Arkansas
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Senior Research Fellow at the Victoria Institute of Strategic Economic Studies (VISES), Victoria University
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Deputy Vice-Chancellor (Indigenous Engagement), The University of Queensland
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Director of Undergraduate Research and Academic Engagement, Florida State University
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Professor of Psychology and Education, USC Dornsife College of Letters, Arts and Sciences