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Behavioral approaches have often been criticized for ignoring mental processes and focusing solely on observable behavior. However, these approaches provide an optimistic perspective for individuals seeking to change their behaviors. Rather than concentrating on intrinsic personality traits, behavioral approaches suggest that even longstanding habits can be modified by changing the reward contingencies that maintain them.
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Counterproductive Academic Behaviors and Academic Performance: A Meta-Analysis and a Path Analysis Model.

Jesús F Salgado1, Dámaris Cuadrado1, Silvia Moscoso1

  • 1Department of Political Science and Sociology, University of Santiago de Compostela, Santiago de Compostela, Spain.

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|June 20, 2022
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Summary
This summary is machine-generated.

Counterproductive academic behaviors negatively impact student performance. Absenteeism is the strongest predictor, highlighting the need for interventions to improve academic outcomes.

Keywords:
MASEMacademic performancecounterproductive academic behaviorsmeta-analysispath analysis model

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Area of Science:

  • Educational Psychology
  • Academic Performance Research

Background:

  • Counterproductive academic behaviors (CAB) present significant challenges in educational settings globally.
  • Understanding the consequences of CAB on academic performance (AP) is crucial for institutions.

Approach:

  • A comprehensive meta-analysis was performed to quantify the relationship between CAB, its facets, and AP.
  • Meta-analytic path analysis explored the predictive validity of CAB, personality traits, and intelligence on AP.

Key Points:

  • Overall CAB is negatively associated with AP (ρ = -0.40).
  • Absenteeism shows the strongest negative correlation with AP (ρ = -0.48).
  • Conscientiousness and cognitive intelligence negatively predict CAB (β = -0.28, β = -0.20).

Conclusions:

  • Conscientiousness, openness to experience, intelligence, and CAB collectively explain 58% of AP variance.
  • Findings underscore the importance of addressing CAB for enhancing student academic success.
  • Implications for research and practical interventions are discussed.