Is Academic Competence Questioned?

Whether you feel academic competence is under question is a key question for students. Research has shown that students with a high self-perception of academic competence are more likely to perceive difficult learning situations as challenges, make an effort, and persevere. Conversely, students with low self-perceptions of academic competence often see challenging learning situations as a chore and become stressed. They may even begin to avoid difficult situations.


Levels of academic competence are related to life satisfaction
Higher academic competence levels are associated with higher life satisfaction. However, the relationship between academic competence levels and life satisfaction differs across genders. Children with higher levels of math and reading competence are more likely to have a more satisfied life. This is not to say that higher math and reading levels are detrimental, but rather that the latter seem to increase life satisfaction, especially for middle-school students. Further, the relationship between reading and math competence and life satisfaction is not necessarily a linear one, but may be complex.

Previous studies have focused on the relationship between school grades and life satisfaction, but this study provides deeper insights into the relationship between academic competence and life satisfaction. This study addresses methodological shortcomings of prior studies, including variable bias, as well as limitations of causal inference. Additionally, it explores heterogeneous effects between boys and girls and across different school tracks.

Levels of academic competence are related to disruptive classroom behaviors
Recent research has confirmed the relationship between academic competence and disruptive classroom behaviors, but little research has focused on the underlying mechanisms. In this study, we examined the relationship between self-perceived competence and disruptive classroom behaviors during early adolescence. We hypothesized that disruptive classroom behaviors may be a defense mechanism students use when their perceived competence is threatened.

While disruptive classroom behaviors can be distracting, there are strategies to minimize their impact on learning. These strategies include proactive classroom management practices that can reduce or prevent the occurrence of disruptive behavior. While these strategies will not eliminate all disruptive classroom behaviors, they can help teachers manage classrooms without compromising academic progress.

One approach that can reduce disruptive behavior in classrooms is academic self-pressure. Research has shown that students who perceive themselves as incompetent may set high standards to regain their self-worth. The high standards that these students set for themselves increase their chances of success and decrease their feelings of incompetence.