Academic achievement

Completion of educational benchmarks such as secondary school diplomas and bachelor's degrees represent academic achievement.

[1] Furthermore, there are inconclusive results over which individual factors successfully predict academic performance, elements such as test anxiety, environment, motivation, and emotions require consideration when developing models of school achievement.

A recent meta-analysis suggested that mental curiosity (as measured by typical intellectual engagement) has an important influence on academic achievement in addition to intelligence and conscientiousness.

To create attention on factors other than those measured by cognitive test scores sociologists Bowles & Gintis coined the term in the 1970s.

[citation needed] Self-control, in the academic setting, is related self-discipline, self-regulation, delay of gratification and impulse control.

Baumeister, Vohs, and Tice defined self-control as "the capacity for altering one's own responses, especially to bring them into line with standards such as ideals, values, morals, and social expectations, and to support the attainment of long-term goals.

[15] High locus of control, where an individual attributes success to personal decision making and positive behaviors such as discipline, is a ramification of self-control.

[24] High-achieving students from this background tend to also face pressures from parents as well as society, which generally fails to account for their health and well-being.

[33] While research suggests that there is a positive link between academic performance and participation in extracurricular activities, the practice behind this relationship is not always clear.

[34] These variables include: civic engagement, identity development, positive social relationships and behaviors, and mental health.

[34] In other research on youth, it was reported that positive social support and development, which can be acquired through organized after school activities is beneficial for achieving academic success.

[35] Together this information can give us a better understand the exact aspects to consider when considering the impact that participation in extracurricular activities can have on academic achievement.

There are experiences analysed by research projects that show how the incorporation of Successful Educational Actions (SEAs) in schools with high absenteeism are contributing to the improvement of academic achievement.