What matters most for academic achievement? A cross‐cultural study on undergraduate students-Reference-Cited by-同舟云学术

What matters most for academic achievement? A cross‐cultural study on undergraduate students

Published:2023-01-09 Issue:247 Volume:73 Page:121-137
ISSN:0020-8701
Container-title:International Social Science Journal
language:en
Short-container-title:Int Social Sci J

Author:

Uddin Md. Aftab¹^ORCID,Howlader Mohammad Harisur Rahman²,Khaled Moslehuddin Chowdhury³,Nusrat Mansura⁴,Das Anupam Kumar⁵

Affiliation:

1. Professor, Department of Human Resource Management University of Chittagong Chattogram Bangladesh

2. Professor, Department of Management University of Chittagong Bangladesh

3. Associate Professor, Department of Human Resource Management Chittagong Independent University Chattogram Bangladesh

4. Senior Lecturer, Bangladesh University Bangladesh

5. Associate Professor, Department of Management University of Chittagong Bangladesh

Abstract

AbstractThis study aims to unearth the influence of students’ intelligence (IQ) on their academic achievement (AA) in a mediated mechanism. Following the theoretical essence, the present study analysed cross‐sectional data in Bangladesh and China using a self‐administered survey. A sample of 287 from Bangladesh (study 1) and 317 from China (study 2) showed that IQ does not influence creativity (CR) but AA. In effect, the direct and indirect (mediating) effects of CR on AA are not supported. Surprisingly, the impact of IQ on CR is significant through the mediating effect of creative self‐belief. The findings contribute to advancing and extending the knowledge gap in developing countries as these observed variables were witnessed as being Western‐biased. Furthermore, this study also contributes to formulating policies for higher educational policymakers to involve students in positive initiatives so that they can feel tempted to engage in creative practice.

Publisher

Wiley

Subject

General Social Sciences

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1111/issj.12393

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