Factors Relating to Student Grade Obsession: A Quantitative Correlational Study

Abstract

The intense focus of students on grades attained in academia reflects a contemporary issue in higher education. The internal pressure that students experience regarding academics fuels student grade obsession. Researchers suggest that in addition to internal pressure, financial anxiety, the need to receive academic recognition and parental interest are variables that relate to the student grade obsession. The implications of student grade obsession extend to other integral parts of the schooling experience such as instruction and educational leadership, as well the business community. For educational leaders, the mission of education to promote a holistic student experiences comes under a threat when grades take priority over traditional educational values. The result of this conflict of values exhibited by students is an educational, cultural and social dilemma. The quantitative correlational study investigated the existence of a relationship between the criterion variable of student grade obsession and four predictor variables. The predictor variables within the study were financial anxiety, the need to receive academic recognition, parental interest and internal pressure. Results of the study indicated a correlation between each predictor variable and the criterion variable of student grade obsession with the null hypotheses for each rejected. The relationship between internal pressure and student grade obsession revealed the highest correlation among all the predictor variables. Recommendations included strategies for students, instructors and educational leaders to address the issue of internal pressure within student populations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone [phone]. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]