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Sample records for academic achievement study

  1. A Study of Motivational Influences on Academic Achievement

    ERIC Educational Resources Information Center

    Dishon-Berkovits, Miriam

    2014-01-01

    This study examined the influence of motivation on academic achievement. The theoretical rationale for the study is grounded in bridging two influential yet isolated literatures of motivation: goal setting theory and achievement goal theory. Although it is clear that academic performance should be influenced by assigned learning goals,…

  2. Study of academic achievements using spatial analysis tools

    NASA Astrophysics Data System (ADS)

    González, C.; Velilla, C.; Sánchez-Girón, V.

    2012-04-01

    In the 2010/12 academic year the College of Agricultural Engineering of the Technical University of Madrid implemented three new degrees all of them adapted to the European Space for Higher Education. These degrees are namely: Graduate in Agricultural Engineering and Science, Graduate in Food Engineering and Graduate in Agro-Environmental Engineering. A total of 382 new incoming students were finally registered and a survey study was carried out with these students about their academic achievement with the aim of finding the level of dependence among the following variables: the final mark in their secondary studies, the option followed in the secondary studies (Art, Science and Technology, and Humanities and Social Sciences), the mark obtained in the entering examination to the university and in which of the two opportunities per year this examination takes place the latter mark was obtained. Similarly, another group of 77 students were evaluated independently to the former group. These students were those entering the College in the previous academic year (2009/10) and decided to change their curricula to the new ones. Subsequently, using the tools of spatial analysis of geographic information systems, we analyzed the possible relationship between the success or failure at school and the socioeconomic profile of new students in a grade. For this purpose every student was referenced assigning UTM coordinates to their postal addresses. Furthermore, all students' secondary schools were geographically coded considering their typology (public, private, and private subsidized) and fares. Each student was represented by its average geometric point in order to be correlated to their respective record. Following this procedure a map of the performance of each student could be drawn. This map can be used as a reference system, as it includes variables as the distance from the student home to the College, that can be used as a tool to calculate the probability of success or failure for the new coming students in the following academic years. Keywords: Academic achievement, spatial analyst, GIS, Bologna.

  3. On the interplay between academic achievement and educational identity: A longitudinal study.

    PubMed

    Pop, Eleonora Ioana; Negru-Subtirica, Oana; Crocetti, Elisabetta; Opre, Adrian; Meeus, Wim

    2016-02-01

    The present three-wave longitudinal study provides empirical evidence for the mechanisms of the bright and dark sides of identity development in the academic context. First, we investigated the patterns of stability and change in educational identity and academic achievement among adolescents. Second, we examined the reciprocal associations between identity processes (i.e., commitment, in-depth exploration, and reconsideration of commitment) and academic achievement. The main results of the study highlighted that academic achievement predicts the manner in which adolescents deal with their identity issues in the academic context. Thus, high academic achievement leads to high levels of commitment (identity synthesis), while low academic achievement leads to high levels of reconsideration of commitment (identity confusion). This unidirectional pattern of effects applied equally to adolescent boys and girls, early-to-middle and middle-to-late adolescents, and to adolescents attending theoretical and vocational schools. Practical implications are discussed. PMID:26679954

  4. Metacognition, Achievement Goals, Study Strategies and Academic Achievement: Pathways to Achievement

    ERIC Educational Resources Information Center

    Vrugt, Anneke; Oort, Frans J.

    2008-01-01

    The purpose of this research was to develop and test a model of effective self-regulated learning. Based on effort expenditure we discerned effective self-regulators and less effective self-regulators. The model comprised achievement goals (mastery, performance-approach and -avoidance goals), metacognition (metacognitive knowledge, regulation and…

  5. A Cross-Lagged Longitudinal Study of Relations between Academic Achievement and Korean Adolescent Delinquency

    ERIC Educational Resources Information Center

    Lee, Julie

    2013-01-01

    Objective: Previous studies have shown that academic achievement has a significant effect on juvenile delinquency, with the reverse reported as well. This study, therefore, examined the reciprocal causal relationships between academic achievement and juvenile delinquency. Methods: The participants were 3449 Korean adolescents (mean age 13.2 years,…

  6. A Cross-Lagged Longitudinal Study of Relations between Academic Achievement and Korean Adolescent Delinquency

    ERIC Educational Resources Information Center

    Lee, Julie

    2013-01-01

    Objective: Previous studies have shown that academic achievement has a significant effect on juvenile delinquency, with the reverse reported as well. This study, therefore, examined the reciprocal causal relationships between academic achievement and juvenile delinquency. Methods: The participants were 3449 Korean adolescents (mean age 13.2 years,…

  7. Analysis of the Relation between Academic Procrastination, Academic Rational/Irrational Beliefs, Time Preferences to Study for Exams, and Academic Achievement: A Structural Model

    ERIC Educational Resources Information Center

    Balkis, Murat; Duru, Erdinc; Bulus, Mustafa

    2013-01-01

    The purpose of this study was to investigate the relations between academic rational/irrational beliefs, academic procrastination, and time preferences to study for exams and academic achievement by using the structural equation model. The sample consisted of 281 undergraduate students who filled in questionnaires at the 7-week-long summer course.…

  8. Study Habits and Academic Achievement of Kashmiri & Ladakhi Adolescent Girls: A Comparative Study

    ERIC Educational Resources Information Center

    Nadeem, N. A.; Puja, Javeed Ahamd; Bhat, Shabir Ahmad

    2014-01-01

    The present study was conducted to study the Study Habits and Academic Achievement of Adolescents girls in Jammu and Kashmir. 400 sample subjects were selected randomly from two ethnic groups' viz. Kashmiri and Ladakhi. The investigators used Palsane & Sharma's study habits inventory (PSSHI) to collect data from the field. Certain…

  9. Socioeconomic Determinants of Academic Achievement

    ERIC Educational Resources Information Center

    Tomul, Ekber; Savasci, Havva Sebile

    2012-01-01

    This study aims to investigate the relationship between academic achievement and the socioeconomic characteristics of elementary school 7th grade students in Burdur. The population of the study are 7th grade students who had education at elementary schools in Burdur in the 2007-2008 academic year. Two staged sampling was chosen as suitable for the…

  10. Preoccupation with Failure Affects Number of Study Hours--Not Academic Achievement

    ERIC Educational Resources Information Center

    Brunborg, Geir Scott; Pallesen, Stale; Diseth, Age; Larsen, Svein

    2010-01-01

    It has been claimed that perceived academic control (AC) in combination with preoccupation with failure (PWF) produces a strong motivation for success, and the interaction (AC x PWF) has been shown to predict academic achievement. In a prospective study, 442 first year psychology students completed a questionnaire about their background, study…

  11. Academic Achievement of Elementary Students: A Comparison Study of Student Athletes versus Nonathletes

    ERIC Educational Resources Information Center

    Dyke, Kimberly Renee

    2013-01-01

    The place of sports in academic institutions has been analyzed at length for several years. However most studies focus on the participation of high school and university students in school sports. Very little research exists to suggest a positive or negative correlation between academic achievement and participation in interscholastic sports at…

  12. Birth Outcomes and Academic Achievement in Childhood: A Population Record Linkage Study

    ERIC Educational Resources Information Center

    Moore, Elizabeth A.; Harris, Felicity; Laurens, Kristin R.; Green, Melissa J.; Brinkman, Sally; Lenroot, Rhoshel K.; Carr, Vaughan J.

    2014-01-01

    Poor academic performance during childhood predicts later adverse outcomes, and could be targeted for improvement if detected early. This study used population-based record linkage to examine the association between early life risk factors and academic achievement at two different stages of development using two different cohorts: a kindergarten…

  13. Academic Achievement of Elementary Students: A Comparison Study of Student Athletes versus Nonathletes

    ERIC Educational Resources Information Center

    Dyke, Kimberly Renee

    2013-01-01

    The place of sports in academic institutions has been analyzed at length for several years. However most studies focus on the participation of high school and university students in school sports. Very little research exists to suggest a positive or negative correlation between academic achievement and participation in interscholastic sports at…

  14. Length of Study-Time Behaviour and Academic Achievement of Social Studies Education Students in the University of Uyo

    ERIC Educational Resources Information Center

    Ukpong, D. E.; George, I. N.

    2013-01-01

    This study investigated the length of study time behaviour and academic achievement of Social Studies Education students in the University of Uyo. The purpose was to determine the difference in the academic achievement of the long study time behaviour students and their short study time behaviour counterparts in Social Studies Education. The study…

  15. Effectiveness of Computer-Assisted Mathematics Education (CAME) over Academic Achievement: A Meta-Analysis Study

    ERIC Educational Resources Information Center

    Demir, Seda; Basol, Gülsah

    2014-01-01

    The aim of the current study is to determine the overall effects of Computer-Assisted Mathematics Education (CAME) on academic achievement. After an extensive review of the literature, studies using Turkish samples and observing the effects of Computer-Assisted Education (CAE) on mathematics achievement were examined. As a result of this…

  16. The Student Study Team Process: Impact on Academic Achievement

    ERIC Educational Resources Information Center

    Long, Laura

    2013-01-01

    Student Study Team Meetings are a function of general education and are conducted to meet the needs of struggling students. A great deal of time, effort, and fiscal resources are dedicated to the Student Study Team process by highly qualified school personnel. The intention of the Student Study Team process is to implement appropriate…

  17. School Administration Leadership Style and Academic Achievement: A Case Study

    ERIC Educational Resources Information Center

    Brvenik-Estrella, Marianna

    2013-01-01

    The purpose of this case study was to gather current teacher and administrator perceptions on leadership in a school environment. The study sought to identify patterns of leadership style as elements in building a school climate that focused on performance and intrinsic rewards. The study also sought to establish an understanding of how leadership…

  18. School Administration Leadership Style and Academic Achievement: A Case Study

    ERIC Educational Resources Information Center

    Brvenik-Estrella, Marianna

    2013-01-01

    The purpose of this case study was to gather current teacher and administrator perceptions on leadership in a school environment. The study sought to identify patterns of leadership style as elements in building a school climate that focused on performance and intrinsic rewards. The study also sought to establish an understanding of how leadership…

  19. Psychopathological factors that can influence academic achievement in early adolescence: a three-year prospective study.

    PubMed

    Voltas, Núria; Hernández-Martínez, Carmen; Aparicio, Estefania; Arija, Victoria; Canals, Josefa

    2014-01-01

    This three-phase prospective study investigated psychosocial factors predicting or associated with academic achievement. An initial sample of 1,514 school-age children was assessed with screening tools for emotional problems (Screen for Childhood Anxiety and Related Emotional Disorders; Leyton Obsessional Inventory-Child Version; Children's Depression Inventory). The following year, 562 subjects (risk group/without risk group) were re-assessed and attention deficit/hyperactivity disorder (ADHD) was assessed. Two years later, 242 subjects were followed, and their parents informed about their academic achievement. Results showed that early depression (phase 1 B = -.130, p = .001; phase 1 + phase 2 B = -.187, p < .001), persistent anxiety symptoms (phase 1 + phase 2 B = -1.721, p = .018), and ADHD were predictors of lower academic achievement (phase 1 + phase 2 B = -3.415, p = .005). However, some anxiety symptoms can improve academic achievement (Social phobia B = .216, p = .018; Generalized anxiety B = .313, p < .001). Socio-economic status (SES) was positively related to academic achievement. We can conclude that in the transition period to adolescence, school-health professionals and teachers need to consider the emotional issues of students to avoid unwanted academic outcomes. PMID:26054835

  20. Performance-Based Music Ensembles' Effects on Academic Achievement: A Correlational Study

    ERIC Educational Resources Information Center

    Stevenson, Timothy Francis

    2013-01-01

    As increasing student achievement levels for all learners continues to drive the focus of education, identifying strategies and opportunities to accomplish this goal becomes progressively more important. This study explored the concepts of self-efficacy, self-efficacy for self-regulated learning, and self-efficacy for academic achievement in…

  1. Incremental Validity of Thinking Styles in Predicting Academic Achievements: An Experimental Study in Hypermedia Learning Environments

    ERIC Educational Resources Information Center

    Fan, Weiqiao; Zhang, Li-Fang; Watkins, David

    2010-01-01

    The study examined the incremental validity of thinking styles in predicting academic achievement after controlling for personality and achievement motivation in the hypermedia-based learning environment. Seventy-two Chinese college students from Shanghai, the People's Republic of China, took part in this instructional experiment. The…

  2. Incremental Validity of Thinking Styles in Predicting Academic Achievements: An Experimental Study in Hypermedia Learning Environments

    ERIC Educational Resources Information Center

    Fan, Weiqiao; Zhang, Li-Fang; Watkins, David

    2010-01-01

    The study examined the incremental validity of thinking styles in predicting academic achievement after controlling for personality and achievement motivation in the hypermedia-based learning environment. Seventy-two Chinese college students from Shanghai, the People's Republic of China, took part in this instructional experiment. The…

  3. Study of the Relationship between Study Habits and Academic Achievement of Students: A Case of Spicer Higher Secondary School, India

    ERIC Educational Resources Information Center

    Siahi, Evans Atsiaya; Maiyo, Julius K.

    2015-01-01

    The studies on the correlation of academic achievement have paved way for control and manipulation of related variables for quality results in schools. In spite of the facts that schools impart uniform classroom instructions to all students, wide range of difference is observed in their academic achievement. The study sought to determine the…

  4. Epistemological Beliefs and Academic Achievement

    ERIC Educational Resources Information Center

    Arslantas, Halis Adnan

    2016-01-01

    This study aimed to identify the relationship between teacher candidates' epistemological beliefs and academic achievement. The participants of the study were 353 teacher candidates studying their fourth year at the Education Faculty. The Epistemological Belief Scale was used which adapted to Turkish through reliability and validity work by…

  5. Academic Achievements and Study Habits of College Students of District Pulwama

    ERIC Educational Resources Information Center

    Illahi, Bhat Younes; Khandai, Hemant

    2015-01-01

    This study was undertaken to study the academic achievement and study habits of male and female college students of district Pulwama (J and K). The sample for the study was 410 including 193 male and 217 female college students, which was further divided into different groups of rural-urban dichotomy. For this purpose descriptive survey method was…

  6. Relationship between Study Habits and Academic Achievement of Higher Secondary School Students

    ERIC Educational Resources Information Center

    Lawrence, A. S. Arul

    2014-01-01

    The present study was probed to find the significant relationship between study habits and academic achievement of higher secondary school students with reference to the background variables. Survey method was employed. Data for the study were collected from 300 students in 13 higher secondary schools using Study Habits Inventory by V.G. Anantha…

  7. Interrelationships of Study Habits and Attitudes, Locus of Control, Motivation Achievement Tendencies and Academic Achievement.

    ERIC Educational Resources Information Center

    Gadzella, Bernadette M.; And Others

    The study investigated (a) relationships between measures on study habits and attitudes, locus of control, achieving tendency, and semester grade-point averages (SGPA), (b) differences between the sexes on the above mentioned variables, and (c) best predictor of SGPA. The subjects were 39 males and 81 females. There were a number of significant…

  8. Study Skills Profiles of Normal-Achieving and Academically-Struggling College Students

    ERIC Educational Resources Information Center

    Proctor, Briley E.; Prevatt, Frances F.; Adams, Katharine; Hurst, Abigail; Petscher, Yaacov

    2006-01-01

    Profile analysis was used to compare the study skills of academically struggling college students to their normal-achieving counter parts using the Learning and Study Strategies Inventory (LASSI; Weinstein & Palmer, 2002). Comparisons were made between: (a) students with high versus low GPAs; (b) students with a documented learning disability (LD)…

  9. The Effect of Brain Based Learning on Academic Achievement: A Meta-Analytical Study

    ERIC Educational Resources Information Center

    Gozuyesil, Eda; Dikici, Ayhan

    2014-01-01

    This study's aim is to measure the effect sizes of the quantitative studies that examined the effectiveness of brain-based learning on students' academic achievement and to examine with the meta-analytical method if there is a significant difference in effect in terms of the factors of education level, subject matter, sampling size, and…

  10. A Correlational Study of Academic Achievement and the 40 Developmental Assets with Middle School Students

    ERIC Educational Resources Information Center

    O'Keefe, Sherry Plath

    2013-01-01

    The topic of this research study was academic achievement of adolescents and the 40 Developmental Assets. Developmental Assets have been associated with positive growth in adolescents by protecting adolescents from negative influences, as well as promoting healthy and positive development. This study attempted to refine and identify the role the…

  11. Organizational Cynicism, School Culture, and Academic Achievement: The Study of Structural Equation Modeling

    ERIC Educational Resources Information Center

    Karadag, Engin; Kilicoglu, Gökhan; Yilmaz, Derya

    2014-01-01

    The purpose of this study is to explain constructed theoretical models that organizational cynicism perceptions of primary school teachers affect school culture and academic achievement, by using structural equation modeling. With the assumption that there is a cause-effect relationship between three main variables, the study was constructed with…

  12. A Study of the Relationship between Academic Achievement Motivation and Home Environment among Standard Eight Pupils

    ERIC Educational Resources Information Center

    Muola, J. M.

    2010-01-01

    The objective of this study was to investigate the relationship between academic achievement motivation and home environment among standard eight pupils. The study was carried out on 235 standard eight Kenyan pupils from six urban and rural primary schools randomly selected from Machakos district. Their age ranged between 13 and 17 years. Two…

  13. A Study of the Impact of Block Scheduling on Student Academic Achievement in Public High Schools

    ERIC Educational Resources Information Center

    Norton, Mary Kay

    2010-01-01

    The number of public high schools implementing a semester 4 x 4 block scheduling design within the state of South Carolina has tripled since 2005. However, minimal local research has been conducted regarding the impact of block scheduling on student academic achievement. The purpose of this study was to determine if significant differences exist…

  14. Factors Affecting the Academic Achievement: A Study of Elementary School Students of NCR Delhi, India

    ERIC Educational Resources Information Center

    Dev, Meenu

    2016-01-01

    Aim: The foremost aim of the study was to investigate and analyze the relationship of General Mental Ability, Interest and home environment with Academic Achievement. Methods: The participants were 110 students drawn from three Kendrya Vidyalayas of Delhi. Their ages ranged between 13 and 14 with a mean age of 13.6 years. Two validated instruments…

  15. Social Experiences in Kindergarten and Academic Achievement in Grade 1: A Monozygotic Twin Difference Study

    ERIC Educational Resources Information Center

    Vitaro, Frank; Boivin, Michel; Brendgen, Mara; Girard, Alain; Dionne, Ginette

    2012-01-01

    The goal of this study was to examine how different types of social experiences in kindergarten relate to Grade 1 academic achievement, while controlling for possible genetic and shared environmental influences through the use of the monozygotic (MZ) twin difference method. Social experiences in kindergarten included relationship quality with the…

  16. Students' Facebook Usage and Academic Achievement: A Case Study of Private University in Thailand

    ERIC Educational Resources Information Center

    Sereetrakul, Wilailuk

    2013-01-01

    The objective of this study was to determine if the time spent on Facebook and the purpose for which Facebook was used had any impact on the academic achievement of the students. This exploratory research used a questionnaire to collect data from 251 undergraduate students at a private university in Bangkok, Thailand. Data were analyzed using…

  17. Academic Achievement and Transcendental Meditation: A Study with At-Risk Urban Middle School Students

    ERIC Educational Resources Information Center

    Nidich, Sanford; Mjasiri, Shujaa; Nidich, Randi; Rainforth, Maxwell; Grant, James; Valosek, Laurent; Chang, Walter; Zigler, Ronald L.

    2011-01-01

    The middle school level is of particular concern to educators because of poor standardized test performance. This study evaluated change in academic achievement in public middle school students practicing the Transcendental Meditation[R] program compared to controls. A total of 189 students who were below proficiency level at baseline in English…

  18. Academic Achievement and Transcendental Meditation: A Study with At-Risk Urban Middle School Students

    ERIC Educational Resources Information Center

    Nidich, Sanford; Mjasiri, Shujaa; Nidich, Randi; Rainforth, Maxwell; Grant, James; Valosek, Laurent; Chang, Walter; Zigler, Ronald L.

    2011-01-01

    The middle school level is of particular concern to educators because of poor standardized test performance. This study evaluated change in academic achievement in public middle school students practicing the Transcendental Meditation[R] program compared to controls. A total of 189 students who were below proficiency level at baseline in English…

  19. Social Experiences in Kindergarten and Academic Achievement in Grade 1: A Monozygotic Twin Difference Study

    ERIC Educational Resources Information Center

    Vitaro, Frank; Boivin, Michel; Brendgen, Mara; Girard, Alain; Dionne, Ginette

    2012-01-01

    The goal of this study was to examine how different types of social experiences in kindergarten relate to Grade 1 academic achievement, while controlling for possible genetic and shared environmental influences through the use of the monozygotic (MZ) twin difference method. Social experiences in kindergarten included relationship quality with the…

  20. Academic Delay of Gratification and Academic Achievement

    ERIC Educational Resources Information Center

    Bembenutty, Hefer

    2011-01-01

    The ability to delay gratification is the cornerstone of all academic achievement and education. It is by delaying gratification that learners can pursue long-term academic and career goals. In general, "delay of gratification" refers to an individual's ability to forgo immediate rewards for the sake of more valuable ones later (Mischel, 1996).…

  1. Affective Processes and Academic Achievement.

    ERIC Educational Resources Information Center

    Feshbach, Norma Deitch; Feshbach, Seymour

    1987-01-01

    Data indicate that for girls, affective dispositional factors (empathy, depressive affectivity, aggression, and self-concept) are intimately linked to cognitive development and academic achievement. (PCB)

  2. Stress Correlates and Academic Achievement.

    ERIC Educational Resources Information Center

    Bentley, Donna Anderson; And Others

    An ongoing concern for educators is the identification of factors that contribute to or are associated with academic achievement; one such group of variables that has received little attention are those involving stress. The relationship between perceived sources of stress and academic achievement was examined to determine if reactions to stress…

  3. Stress Correlates and Academic Achievement.

    ERIC Educational Resources Information Center

    Bentley, Donna Anderson; And Others

    An ongoing concern for educators is the identification of factors that contribute to or are associated with academic achievement; one such group of variables that has received little attention are those involving stress. The relationship between perceived sources of stress and academic achievement was examined to determine if reactions to stress…

  4. Predicting Academic Achievement with Cognitive Ability

    ERIC Educational Resources Information Center

    Rohde, Treena Eileen; Thompson, Lee Anne

    2007-01-01

    The purpose of the present study is to explain variation in academic achievement with general cognitive ability and specific cognitive abilities. Grade point average, Wide Range Achievement Test III scores, and SAT scores represented academic achievement. The specific cognitive abilities of interest were: working memory, processing speed, and…

  5. Ego Development and Adolescent Academic Achievement

    ERIC Educational Resources Information Center

    Bursik, Krisanne; Martin, Timothy A.

    2006-01-01

    This study investigated ego developmental differences in adolescent academic orientations and academic achievement. A sample of 142 male and female high school students completed the Washington University Sentence Completion Test and self-report measures assessing academic locus of control, learning orientation (LO), and grade orientation (GO).…

  6. Ego Development and Adolescent Academic Achievement

    ERIC Educational Resources Information Center

    Bursik, Krisanne; Martin, Timothy A.

    2006-01-01

    This study investigated ego developmental differences in adolescent academic orientations and academic achievement. A sample of 142 male and female high school students completed the Washington University Sentence Completion Test and self-report measures assessing academic locus of control, learning orientation (LO), and grade orientation (GO).…

  7. Psychological Adjustment and Academic Achievement among Adolescents

    ERIC Educational Resources Information Center

    Mahmood, Khalid; Iqbal, Muhammad Maqsood

    2015-01-01

    This study was studied that emotional and behavioural problems of young students who are directly related to their academic achievement and thus play a vital role in the development of young learners carrier. This study helped to fill a gap by conducting an exploration of psychological adjustment and academic achievement among adolescents. It also…

  8. Violence, Bullying and Academic Achievement: A Study of 15-Year-Old Adolescents and Their School Environment

    ERIC Educational Resources Information Center

    Strom, Ida Frugard; Thoresen, Siri; Wentzel-Larsen, Tore; Dyb, Grete

    2013-01-01

    Objectives: This study investigated academic achievement among adolescents exposed to violence, sexual abuse and bullying. Moreover, we sought to determine the individual and contextual influence of the adolescents' school environment in terms of bullying, classmate relationships and teacher support on academic achievement. Finally, we wished to…

  9. Sports Involvement and Academic Achievement: A Study of Malaysian University Athletes

    ERIC Educational Resources Information Center

    Chuan, Chun Cheng; Yusof, Aminuddin; Shah, Parilah Mohd

    2013-01-01

    Factors that influence the academic achievement of Malaysian university athletes were investigated using 156 field hockey players from several universities. The relationship between team subculture, parental influence, the learning environment, support systems, financial aid, training factors, academic assistance, socialization, and stress level…

  10. Predictors of Academic Achievement and Retention among College Freshmen: A Longitudinal Study

    ERIC Educational Resources Information Center

    DeBerard, M. Scott; Spielmans, Glen I.; Julka, Deana L.

    2004-01-01

    The freshman year represents a stressful transition for college students. Despite a multitude of social, academic, and emotional stressors, most college students successfully cope with a complex new life role and achieve academic success. Other students are less able to successfully manage this transition and decide to leave higher education…

  11. A Study on the Efficacy of Project-Based Learning Approach on Social Studies Education: Conceptual Achievement and Academic Motivation

    ERIC Educational Resources Information Center

    Ilter, Ilhan

    2014-01-01

    In this research, an experimental study was carried out in social studies 4th grade students to develop students' conceptual achievement and motivation to succeed academically. The study aims to investigate the effectiveness of project-based learning (PBL) in social studies. A quasi-experimental research design (pre- and posttest) was used in…

  12. The Effect of Curriculum for Developing Efficient Studying Skills on Academic Achievements and Studying Skills of Learners

    ERIC Educational Resources Information Center

    Demir, Semra; Kilinc, Mehmet; Dogan, Ali

    2012-01-01

    Purpose of this study is to examine the effect of "Development of Efficient Studying Skills Curriculum" on academic achievements and studying skills of 7th grade primary school students. In this study, pre-test post-test from experiment models and semi-experimental model with control group were preferred. The reason for the preference is…

  13. An Evaluative Study of the Academic Achievement of Homeschooled Students versus Traditionally Schooled Students Attending a Catholic University

    ERIC Educational Resources Information Center

    Snyder, Marc

    2013-01-01

    This research study was designed to provide a formal evaluation of the academic achievement of homeschooled students compared to traditionally schooled students attending a Catholic university located in South Florida. In addition, this study offers empirical data for all those interested in the academic success of homeschooled students in higher…

  14. The Impact of Reading Achievement on Overall Academic Achievement

    ERIC Educational Resources Information Center

    Churchwell, Dawn Earheart

    2009-01-01

    This study examined the relationship between reading achievement and achievement in other subject areas. The purpose of this study was to determine if there was a correlation between reading scores as measured by the Standardized Test for the Assessment of Reading (STAR) and academic achievement in language arts, math, science, and social studies…

  15. College Students with and without ADHD: Comparison of Self-Report of Medication Usage, Study Habits, and Academic Achievement

    ERIC Educational Resources Information Center

    Advokat, Claire; Lane, Sean M.; Luo, Chunqiao

    2011-01-01

    Objective: To examine the relationship between ADHD medications, study habits, and academic achievement of ADHD-diagnosed undergraduates. Method: A total of 92 students with a self-reported ADHD diagnosis and a current prescription for ADHD medication were compared with 143 control students in a survey of academic performance. Results: Most ADHD…

  16. College Students with and without ADHD: Comparison of Self-Report of Medication Usage, Study Habits, and Academic Achievement

    ERIC Educational Resources Information Center

    Advokat, Claire; Lane, Sean M.; Luo, Chunqiao

    2011-01-01

    Objective: To examine the relationship between ADHD medications, study habits, and academic achievement of ADHD-diagnosed undergraduates. Method: A total of 92 students with a self-reported ADHD diagnosis and a current prescription for ADHD medication were compared with 143 control students in a survey of academic performance. Results: Most ADHD…

  17. Achievement of Immigrant Students in Mathematics and Academic Hebrew in Israeli School: A Large-Scale Evaluation Study

    ERIC Educational Resources Information Center

    Levin, Tamar; Shohamy, Elana

    2008-01-01

    This article reports findings obtained from a large-scale national study (299 schools; 2761 students) that examined academic achievements of immigrants in Israeli schools. It focused on two distinct groups of immigrant students--those from the former USSR and from Ethiopia, in two subject areas--mathematics and academic language (Hebrew), and in…

  18. A Study of the Physical Fitness Test in Relation to Demographics, Academic Achievement, and Students' Physical Fitness Perceptions

    ERIC Educational Resources Information Center

    Mobilia-Jones, Karen

    2010-01-01

    This study examines the overall results of the Physical Fitness Test (PFT) and the six fitness areas of the PFT, academic achievement, demographics and self perceptions and the potential impact on students' performance on the PFT. While academic expectations are increasing, the adolescent obesity rate is also increasing, producing a decline in the…

  19. Neurodevelopmental Investigation of Academic Achievement: A Report of Years 1 and 2 of a Longitudinal Study.

    ERIC Educational Resources Information Center

    Teeter, Phyllis Anne

    1985-01-01

    Investigated neuropsychological and cognitive basis of achievement and determined the stability of this relation. Addressed the power of the McCarthy Scales and portions of the Reitan-Indiana Test Battery for predicting academic achievement in kindergarten, and first grade; stability over a 2-year period; the ability of tests administered in…

  20. Student academic achievement in college chemistry

    NASA Astrophysics Data System (ADS)

    Tabibzadeh, Kiana S.

    General Chemistry is required for variety of baccalaureate degrees, including all medical related fields, engineering, and science majors. Depending on the institution, the prerequisite requirement for college level General Chemistry varies. The success rate for this course is low. The purpose of this study is to examine the factors influencing student academic achievement and retention in General Chemistry at the college level. In this study student achievement is defined by those students who earned grades of "C" or better. The dissertation contains in-depth studies on influence of Intermediate Algebra as a prerequisite compared to Fundamental Chemistry for student academic achievement and student retention in college General Chemistry. In addition the study examined the extent and manner in which student self-efficacy influences student academic achievement in college level General Chemistry. The sample for this part of the study is 144 students enrolled in first semester college level General Chemistry. Student surveys determined student self-efficacy level. The statistical analyses of study demonstrated that Fundamental Chemistry is a better prerequisite for student academic achievement and student retention. The study also found that student self-efficacy has no influence on student academic achievement. The significance of this study will be to provide data for the purpose of establishing a uniform and most suitable prerequisite for college level General Chemistry. Finally the variables identified to influence student academic achievement and enhance student retention will support educators' mission to maximize the students' ability to complete their educational goal at institutions of higher education.

  1. Family and personal correlates of academic achievement.

    PubMed

    García Bacete, F J; Rosel Remírez, J

    2001-04-01

    Researchers and educators raise the question of whether pupils' academic performance can be improved through parental involvement in academic activities. The main objective of the following study is to verify whether parental involvement in school activities and family socioeconomic status are associated with children's academic achievement. 150 Spanish seventh grade pupils completed intelligence tests, and their teachers assessed parents' involvement in the school and estimated parents' cultural levels. To measure academic achievement the pupil's overall grade was taken from the Pupils' Final Evaluation Registers. The education and professional level of the mother and father and home size were obtained from the Pupil Personal Register; these variables define the family socioeconomic status. The data, analyzed through application of structural equations, suggest that academic achievement is directly influenced by the cultural level of the family and the child's intelligence but is indirectly influenced by parental involvement in school activities and the socioeconomic status of the child's family. PMID:11351904

  2. Predicting Children's Academic Achievement after the Transition to First Grade: A Two-Year Longitudinal Study

    ERIC Educational Resources Information Center

    Bossaert, Goele; Doumen, Sarah; Buyse, Evelien; Verschueren, Karine

    2011-01-01

    The transition from kindergarten to first grade has been described as a critical period for children's academic development. Furthermore, research indicates that peer status is connected with academic adjustment, yet the underlying processes remain unclear. By means of a two-year longitudinal study during kindergarten and first grade (N = 153), we…

  3. School Climate, Peer Victimization, and Academic Achievement: Results from a Multi-Informant Study

    ERIC Educational Resources Information Center

    Wang, Weijun; Vaillancourt, Tracy; Brittain, Heather L.; McDougall, Patricia; Krygsman, Amanda; Smith, David; Cunningham, Charles E.; Haltigan, J. D.; Hymel, Shelley

    2014-01-01

    School-level school climate was examined in relation to self-reported peer victimization and teacher-rated academic achievement (grade point average; GPA). Participants included a sample of 1,023 fifth-grade children nested within 50 schools. Associations between peer victimization, school climate, and GPA were examined using multilevel modeling,…

  4. School Climate, Peer Victimization, and Academic Achievement: Results from a Multi-Informant Study

    ERIC Educational Resources Information Center

    Wang, Weijun; Vaillancourt, Tracy; Brittain, Heather L.; McDougall, Patricia; Krygsman, Amanda; Smith, David; Cunningham, Charles E.; Haltigan, J. D.; Hymel, Shelley

    2014-01-01

    School-level school climate was examined in relation to self-reported peer victimization and teacher-rated academic achievement (grade point average; GPA). Participants included a sample of 1,023 fifth-grade children nested within 50 schools. Associations between peer victimization, school climate, and GPA were examined using multilevel modeling,…

  5. The Relationship between Academic Self-Concept and Achievement: A Multicohort-Multioccasion Study

    ERIC Educational Resources Information Center

    Chen, Ssu-Kuang; Yeh, Yu-Chen; Hwang, Fang-Ming; Lin, Sunny S. J.

    2013-01-01

    Marsh and Koller (2004) combined the reciprocal-effects model and the internal/external frame-of-reference model into a unified model of relationships between academic self-concept and achievement. However, this model has only been examined with German adolescents. We decided to test this model with two-wave data drawn from a national survey of…

  6. The Relationship between Academic Self-Concept and Achievement: A Multicohort-Multioccasion Study

    ERIC Educational Resources Information Center

    Chen, Ssu-Kuang; Yeh, Yu-Chen; Hwang, Fang-Ming; Lin, Sunny S. J.

    2013-01-01

    Marsh and Koller (2004) combined the reciprocal-effects model and the internal/external frame-of-reference model into a unified model of relationships between academic self-concept and achievement. However, this model has only been examined with German adolescents. We decided to test this model with two-wave data drawn from a national survey of…

  7. A COMPARATIVE STUDY OF THE ACADEMIC ACHIEVEMENT OF ELEMENTARY AGE STUDENTS OF THE UNITED STATES AND THE BRITISH ISLES.

    ERIC Educational Resources Information Center

    GIBSON, ROBERT L.

    A CROSS-CULTURAL STUDY WAS CONDUCTED TO COMPARE THE ACHIEVEMENT LEVELS OF BRITISH AND UNITED STATES ELEMENTARY SCHOOL STUDENTS IN GRADES 1-6, OF VARYING ABILITY LEVELS, FROM BOTH PRIVATE AND PUBLIC SCHOOLS AT THE APPROXIMATE BEGINNING, MIDDLE, AND END OF THE ACADEMIC YEAR. ACHIEVEMENT ANALYSES WERE BASED PRIMARILY UPON SCORES EARNED ON THE…

  8. Childhood and adolescent hyperactivity-inattention symptoms and academic achievement 8 years later: the GAZEL Youth study

    PubMed Central

    Galéra, Cédric; Melchior, Maria; Chastang, Jean-François; Bouvard, Manuel-Pierre; Fombonne, Eric

    2009-01-01

    Background Children with Attention Deficit/Hyperactivity Disorder (ADHD) are at risk of negative academic outcomes. However, relatively few studies in this area have been based on long-term longitudinal designs and community-based settings. This study examines the link between childhood hyperactivity-inattention symptoms and subsequent academic achievement in a community setting, controlling for other behavioural symptoms, socioeconomic status and environmental factors at baseline. Methods The sample consisted of 1264 subjects (aged 12 to 26 years at follow-up) recruited from the longitudinal GAZEL youth study. Psychopathology, environmental variables and academic outcomes were measured through self-reports. Multivariate modelling was performed to evaluate the effects of childhood hyperactivity-inattention symptoms and other risk factors on academic achievement 8 years later. Results Hyperactivity-inattention symptoms independently predicted grade retention (adjusted OR=3.58, 95%CI:[2.38–5.39]), failure to graduate from secondary school (adjusted OR=2.41, 95%CI:[1.43–4.05]), obtaining a lower-level diploma (adjusted OR=3.00, 95%CI:[1.84–4.89]), and lower academic performances. These results remained significant even after accounting for school difficulties at baseline. Negative academic outcomes were also significantly associated with childhood symptoms of conduct disorder, even after accounting for adjustment variables. Conclusions This longitudinal survey replicates, in a general population-based setting, the finding of a link between hyperactivity-inattention symptoms and negative academic outcomes. PMID:19335935

  9. The Experience of First-Year African American Male College Students Who Did Not Achieve Academic Success: Case Study

    ERIC Educational Resources Information Center

    Haywood, Jerry L.

    2012-01-01

    The goal of this study was to examine the experience of African American males who did not achieve academic success in their first year of college at a predominately White institution (PWI) in Southwestern Georgia. This study used a qualitative case study design to investigate the experience held by this target group. The qualitative case study…

  10. Computer Use, Parental Expectations, & Latino Academic Achievement

    ERIC Educational Resources Information Center

    Taningco, Maria Teresa V.; Pachon, Harry P.

    2008-01-01

    In the United States, traditionally underrepresented minority children have lower levels of academic achievement than their white counterparts. In the broadest perspective, this quantitative study seeks to help stakeholders and policymakers understand the factors responsible for Hispanic or Latino student achievement relative to that of comparison…

  11. Gifted Student Academic Achievement and Program Quality

    ERIC Educational Resources Information Center

    Jordan, Katrina Ann Woolsey

    2010-01-01

    Gifted academic achievement has been identified as a major area of interest for educational researchers. The purpose of this study was to ascertain whether there was a relation between the quality of gifted programs as perceived by teachers, coordinators and supervisors of the gifted and the achievement of the same gifted students in 6th and 7th…

  12. School Resources and the Academic Achievement of Canadian Students

    ERIC Educational Resources Information Center

    Wei, Yichun; Clifton, Rodney A.; Roberts, Lance W.

    2011-01-01

    This study estimates the impact of schools' physical resources and teachers' academic press on students' academic achievement in mathematics and reading when a number of important student variables are controlled. Academic press is defined as teachers' emphasis on academic excellence and upholding academic standards (McDill, Natriello, & Pallas,…

  13. A Study on the Impact of Military Parent Deployment on Student Performance; Academic Achievement, Absenteeism, Discipline, and Counselor Visits

    ERIC Educational Resources Information Center

    Arnold, Hilda

    2013-01-01

    The purpose of the study was to determine if parents' military deployment had an impact on the academic achievement of their children. The study examined if there were a parallel between parental military deployment and absenteeism, parental deployment and discipline, and parental deployment and counselor visits. The study also examined if…

  14. A Relational Study of Students' Academic Achievement of Television Technology in Technical Colleges in Delta State of Nigeria

    ERIC Educational Resources Information Center

    Umunadi, Kennedy E.

    2009-01-01

    This study examined the relationship between the male and female students' academic achievement in the subject of television in urban and rural technical colleges in Delta State. There are two research questions and one null hypothesis formulated to guide the study. The population for the study consists of 731 students of the six technical…

  15. A Study on the Impact of Military Parent Deployment on Student Performance; Academic Achievement, Absenteeism, Discipline, and Counselor Visits

    ERIC Educational Resources Information Center

    Arnold, Hilda

    2013-01-01

    The purpose of the study was to determine if parents' military deployment had an impact on the academic achievement of their children. The study examined if there were a parallel between parental military deployment and absenteeism, parental deployment and discipline, and parental deployment and counselor visits. The study also examined if…

  16. A Study of Students' Academic Change in Mathematics and Language Achievement: A Multilevel Structural Equation Model (MSEM) Approach.

    ERIC Educational Resources Information Center

    Rugutt, John K.; Ellett, Chad D.

    This study investigated whether individual change over time in mathematics and language differs from student to student and whether individual parameters of each of these domains were related within domain. The study also attempted to gain an understanding of individual change in student academic achievement through the application of one of the…

  17. A Study of the Relationships between Distributed Leadership, Teacher Academic Optimism and Student Achievement in Taiwanese Elementary Schools

    ERIC Educational Resources Information Center

    Chang, I-Hua

    2011-01-01

    The purpose of this study was to explore the relationships between distributed leadership, teachers' academic optimism and student achievement in learning. The study targeted public elementary schools in Taiwan and adopted stratified random sampling to investigate 1500 teachers. Teachers' perceptions were collected by a self-report scale. In…

  18. Digital Storytelling for Enhancing Student Academic Achievement, Critical Thinking, and Learning Motivation: A Year-Long Experimental Study

    ERIC Educational Resources Information Center

    Yang, Ya-Ting C.; Wu, Wan-Chi I.

    2012-01-01

    The purpose of this study was to explore the impact of Digital storytelling (DST) on the academic achievement, critical thinking, and learning motivation of senior high school students learning English as a foreign language. The one-year study adopted a pretest and posttest quasi-experimental design involving 110 10th grade students in two English…

  19. Dual Enrollment Programs: A Comparative Study of High School Students' College Academic Achievement at Different Settings

    ERIC Educational Resources Information Center

    Flores, Agnes L. Acker

    2012-01-01

    The "ex post facto" causal-comparative study examined the academic achievement of high school students who took their dual credit English or mathematics college credit-bearing course in two different environments, namely, the college setting and the high school setting. Due to non-experimental nature of the study, no causal inferences…

  20. The Effect of Mastery Learning Model with Reflective Thinking Activities on Medical Students' Academic Achievement: An Experimental Study

    ERIC Educational Resources Information Center

    Elaldi, Senel

    2016-01-01

    This study aimed to determine the effect of mastery learning model supported with reflective thinking activities on the fifth grade medical students' academic achievement. Mixed methods approach was applied in two samples (n = 64 and n = 6). Quantitative part of the study was based on a pre-test-post-test control group design with an experiment…

  1. Motivation Factors as Indicators of Academic Achievement: A Comparative Study of Student-Athletes and Non-Athletes Academic and Social Motivation

    ERIC Educational Resources Information Center

    Pedescleaux, Jonell

    2010-01-01

    The purpose of this study was to investigate non-cognitive motivational factors as indicators of academic achievement of male athletes and male non-athletes as measured by a secondary data analysis of the College Student Inventory (CSI) from Fall 2003 to Fall 2005. Deci and Ryan's (2000) self-determination theory provided the conceptual framework…

  2. School Climate, Family Structure, and Academic Achievement: A Study of Moderation Effects

    ERIC Educational Resources Information Center

    O'Malley, Meagan; Voight, Adam; Renshaw, Tyler L.; Eklund, Katie

    2015-01-01

    School climate has been lauded for its relationship to a host of desirable academic, behavioral, and social-emotional outcomes for youth. The present study tested the hypothesis that school climate counteracts youths' home-school risk by examining the moderating effects of students' school climate perceptions on the relationship between family…

  3. Qualitatively Different Ways of Differentiating Student Achievement: A Phenomenographic Study of Academics' Conceptions of Grade Descriptors

    ERIC Educational Resources Information Center

    Tan, Kelvin H. K.; Prosser, Michael

    2004-01-01

    The term "grade descriptors" has commonly been used to refer to the practice of describing for students characteristic work that would merit different grades. This paper reports the results of a phenomenographic study on the different ways that academic staff understood and practised grade descriptors as forms of standards-based assessment. Four…

  4. School Climate, Family Structure, and Academic Achievement: A Study of Moderation Effects

    ERIC Educational Resources Information Center

    O'Malley, Meagan; Voight, Adam; Renshaw, Tyler L.; Eklund, Katie

    2015-01-01

    School climate has been lauded for its relationship to a host of desirable academic, behavioral, and social-emotional outcomes for youth. The present study tested the hypothesis that school climate counteracts youths' home-school risk by examining the moderating effects of students' school climate perceptions on the relationship between family…

  5. Relationships between Teachers' Perceived Leadership Style, Students' Learning Style, and Academic Achievement: A Study on High School Students

    ERIC Educational Resources Information Center

    Yildirim, Osman; Acar, Ahmet Cevat; Bull, Susan; Sevinc, Levent

    2008-01-01

    There is debate about whether the leadership style of the teacher or the learning style of the student affects academic achievement more. A large sample (n = 746) of eighth-grade students in Istanbul, Turkey, participated in a study where the leadership style of the teacher was assessed in terms of people orientation and task orientation. The…

  6. The Association between Physical Fitness and Academic Achievement in Texas State House Legislative Districts: An Ecologic Study

    ERIC Educational Resources Information Center

    Janak, Jud C.; Gabriel, Kelley P.; Oluyomi, Abiodun O.; Peréz, Adriana; Kohl, Harold W.; Kelder, Steven H.

    2014-01-01

    Background: The association of physical fitness with cognitive function in children and adolescents is unclear. The purpose of this ecological study was to describe the association between academic achievement, body mass index (BMI), and cardiovascular fitness (CVF) in a large sample of elementary, middle, and high school students in Texas.…

  7. Social Integration as a Factor in Academic Achievements of Children: A Case Study of African Immigrants in Louisville, Kentucky

    ERIC Educational Resources Information Center

    Odetunde, Florence Olayinka

    2013-01-01

    This study explored how social integration of African immigrants in the Louisville metropolitan area of Kentucky could be a factor in the academic achievements of their children. It involved critically investigating how the process of their adjustments as immigrants might have been shaped by various personal and environmental factors such as…

  8. Social Integration as a Factor in Academic Achievements of Children: A Case Study of African Immigrants in Louisville, Kentucky

    ERIC Educational Resources Information Center

    Odetunde, Florence Olayinka

    2013-01-01

    This study explored how social integration of African immigrants in the Louisville metropolitan area of Kentucky could be a factor in the academic achievements of their children. It involved critically investigating how the process of their adjustments as immigrants might have been shaped by various personal and environmental factors such as…

  9. Relationships between Teachers' Perceived Leadership Style, Students' Learning Style, and Academic Achievement: A Study on High School Students

    ERIC Educational Resources Information Center

    Yildirim, Osman; Acar, Ahmet Cevat; Bull, Susan; Sevinc, Levent

    2008-01-01

    There is debate about whether the leadership style of the teacher or the learning style of the student affects academic achievement more. A large sample (n = 746) of eighth-grade students in Istanbul, Turkey, participated in a study where the leadership style of the teacher was assessed in terms of people orientation and task orientation. The…

  10. A cross-sectional study of mathematics achievement, estimation skills, and academic self-perception in students of varying ability.

    PubMed

    Montague, Marjorie; van Garderen, Delinda

    2003-01-01

    This study investigated students' mathematics achievement, estimation ability, use of estimation strategies, and academic self-perception. Students with learning disabilities (LD), average achievers, and intellectually gifted students (N = 135) in fourth, sixth, and eighth grade participated in the study. They were assessed to determine their mathematics achievement, ability to estimate discrete quantities, knowledge and use of estimation strategies, and perception of academic competence. The results indicated that the students with LD performed significantly lower than their peers on the math achievement measures, as expected, but viewed themselves to be as academically competent as the average achievers did. Students with LD and average achievers scored significantly lower than gifted students on all estimation measures, but they differed significantly from one another only on the estimation strategy use measure. Interestingly, even gifted students did not seem to have a well-developed understanding of estimation and, like the other students, did poorly on the first estimation measure. The accuracy of their estimates seemed to improve, however, when students were asked open-ended questions about the strategies they used to arrive at their estimates. Although students with LD did not differ from average achievers in their estimation accuracy, they used significantly fewer effective estimation strategies. Implications for instruction are discussed. PMID:15497487

  11. Can Code Switching Enhance Learners' Academic Achievement?

    ERIC Educational Resources Information Center

    Simasiku, Liswani; Kasanda, Choshi; Smit, Talita

    2015-01-01

    There has been a high failure rate of Grade 10 learners in the year end examinations in the Caprivi Education Region of Namibia over a number of years. The objective of this study was to investigate whether the use of mother tongue in English medium classrooms enhanced learners' academic achievement.The study investigated 12 teachers at 12 schools…

  12. An Ecological Study of Food Desert Prevalence and 4th Grade Academic Achievement in New York State School Districts

    PubMed Central

    Frndak, Seth E.

    2014-01-01

    Background This ecological study examines the relationship between food desert prevalence and academic achievement at the school district level. Design and methods Sample included 232 suburban and urban school districts in New York State. Multiple open-source databases were merged to obtain: 4th grade science, English and math scores, school district demographic composition (NYS Report Card), regional socioeconomic indicators (American Community Survey), school district quality (US Common Core of Data), and food desert data (USDA Food Desert Atlas). Multiple regression models assessed the percentage of variation in achievement scores explained by food desert variables, after controlling for additional predictors. Results The proportion of individuals living in food deserts significantly explained 4th grade achievement scores, after accounting for additional predictors. School districts with higher proportions of individuals living in food desert regions demonstrated lower 4th grade achievement across science, English and math. Conclusions Food deserts appear to be related to academic achievement at the school district level among urban and suburban regions. Further research is needed to better understand how food access is associated with academic achievement at the individual level. Significance for public health The prevalence of food deserts in the United States is of national concern. As poor nutrition in United States children continues to spark debate, food deserts are being evaluated as potential sources of low fruit and vegetable intake and high obesity rates. Cognitive development and IQ have been linked to nutrition patterns, suggesting that children in food desert regions may have a disadvantage academically. This research evaluates if an ecological relationship between food desert prevalence and academic achievement at the school district level can be demonstrated. Results suggest that food desert prevalence may relate to poor academic performance at the school district level. Significant variation in academic achievement among urban and suburban school districts is explained by food desert prevalence, above additional predictors. This research lays the groundwork for future studies at the individual level, with possible implications for community interventions in school districts containing food desert regions. PMID:25553313

  13. An Academic Curriculum Will Close the Academic Achievement Gap

    ERIC Educational Resources Information Center

    Palumbo, Anthony; Kramer-Vida, Louisa

    2012-01-01

    America's unyielding academic achievement gap has been a national priority for a long time; yet, some schools have succeeded with academically disadvantaged youth. Usually, these institutions embrace a culture of success and follow an academic curriculum that is grounded in core knowledge and scholastic vocabulary. Academically disadvantaged…

  14. The Relationship between Resources and Academic Achievement.

    ERIC Educational Resources Information Center

    Womack, Sid T.

    This paper evaluates whether or not there is a direct academic-achievement benefit from additional expenditures on education in the United States. Numerous critics have said that education is already overfunded and that it can never be funded enough to make any appreciable difference. Berliner's study of 900 school districts in Texas in the 1993…

  15. Athletics, Athletic Leadership, and Academic Achievement

    ERIC Educational Resources Information Center

    Yeung, Ryan

    2015-01-01

    This study examines the relationship between athletics, athletic leadership, and academic achievement. This is likely to be a tricky issue as athletes and athletic leaders are not likely to be a random group of students. To address this issue I control for school fixed effects and instrument the endogenous variables with height. I find that…

  16. Academic Self-Concept, Academic Achievement, and Leadership in University Students Studying in a Physical Therapy Program.

    ERIC Educational Resources Information Center

    Gottlieb, Rosemary J.; Rogers, Janet L.

    2002-01-01

    Assessment of the academic self-concept of 32 physical therapy assistant students in a selective admission program revealed a positive correlation between grade point average in the core curriculum and their leadership and initiative scores. (Contains 20 references.) (SK)

  17. Prosocial foundations of children's academic achievement.

    PubMed

    Caprara, G V; Barbaranelli, C; Pastorelli, C; Bandura, A; Zimbardo, P G

    2000-07-01

    The present longitudinal research demonstrates robust contributions of early prosocial behavior to children's developmental trajectories in academic and social domains. Both prosocial and aggressive behaviors in early childhood were tested as predictors of academic achievement and peer relations in adolescence 5 years later. Prosocialness included cooperating, helping, sharing, and consoling, and the measure of antisocial aspects included proneness to verbal and physical aggression. Prosocialness had a strong positive impact on later academic achievement and social preferences, but early aggression had no significant effect on either outcome. The conceptual model accounted for 35% of variance in later academic achievement, and 37% of variance in social preferences. Additional analysis revealed that early academic achievement did not contribute to later academic achievement after controlling for effects of early prosocialness. Possible mediating processes by which prosocialness may affect academic achievement and other socially desirable developmental outcomes are proposed. PMID:11273389

  18. A Study of Leadership Styles that Lead to Academic Achievement of Hispanic Students

    ERIC Educational Resources Information Center

    Smith, Mitzi Harris

    2010-01-01

    The purpose of this study was to determine the relationship between secondary principal leadership style and Hispanic student achievement. Student achievement was measured by the graduation rate for each school. The principals' leadership styles were defined by scores in the Leadership Orientations Profile. The online survey was sent to 549…

  19. Classroom Context, School Engagement, and Academic Achievement in Early Adolescence

    ERIC Educational Resources Information Center

    Dotterer, Aryn M.; Lowe, Katie

    2011-01-01

    Classroom context and school engagement are significant predictors of academic achievement. These factors are especially important for academically at-risk students. Grounded in an ecological systems perspective, this study examined links between classroom context, school engagement, and academic achievement among early adolescents. We took a…

  20. Influence of Learning Environment on Students' Academic Achievement in Mathematics: A Case Study of Some Selected Secondary Schools in Yobe State-Nigeria

    ERIC Educational Resources Information Center

    Shamaki, Timothy Ado

    2015-01-01

    The purpose of the study was to determine the influence of learning environment on students' academic achievement in mathematics at senior secondary school level. Thus the study investigated some components of learning environment and their possible influence on students' academic achievement in mathematics. A sample of 337 randomly selected SS II…

  1. Cognitive Factors in Academic Achievement.

    ERIC Educational Resources Information Center

    Cuasay, Peter

    1992-01-01

    This review explores the factors of cognitive processing, style, and metacognitive organization as they contribute to academic success. Specific discussions consider aspects of short- and long-term memory, including how these affect learning and academic performance, and the keys to attaining long-term memory capability by involving redundancy,…

  2. Relation of Neural Structure to Persistently Low Academic Achievement: A Longitudinal Study of Children with Differing Birth Weights

    PubMed Central

    Clark, Caron A. C.; Fang, Hua; Espy, Kimberly Andrews; Filipek, Pauline A.; Juranek, Jenifer; Bangert, Barbara; Hack, Maureen; Taylor, H. Gerry

    2013-01-01

    Objective Children with very low birth weight (VLBW; <1500g) are at risk for academic underachievement, although less is known regarding the developmental course of these difficulties or their neural basis. This study examined whether cerebral tissue reductions related to VLBW are associated with poor patterns of growth in core academic skills. Method Children born <750 g, 750–1499 g or >2500 g completed measures of calculation, mathematical problem solving and word decoding at several time points spanning middle childhood and adolescence. Espy, Fang, Charak, Minich and Taylor (2009) used growth mixture modeling to identify two distinct growth trajectories (growth clusters) for each academic domain: an average achievement trajectory and a persistently low achievement trajectory. In this study, 97 of the same participants underwent MRI in late adolescence. MRI measures of cerebral tissue volume were used to predict the probability of low growth cluster membership for each domain. Results After adjusting for whole brain volume, each 1cm3 reduction in caudate volume was associated with a 1.7 – 2.1 fold increase in the odds of low cluster membership for each academic domain. Each 1mm2 decrease in corpus callosum surface area increased these odds approximately 1.02 fold. Reductions in cerebellar white matter volume were associated specifically with low calculation and decoding growth while reduced cerebral white matter volume was associated with low calculation growth. Findings were similar when analyses were confined to the VLBW groups. Conclusions Volumetric reductions in neural regions involved in connectivity, executive attention and motor control may help to explain heterogeneous academic growth trajectories amongst children with VLBW. PMID:23688218

  3. Academic Achievement in Effective Schools

    ERIC Educational Resources Information Center

    Basque, Marc; Bouchamma, Yamina

    2013-01-01

    Purpose: The purpose of this study is to identify predictors of achievement in mathematics in elementary schools in New Brunswick (Canada). Data Collection: Both teachers and school leaders (N = 111) completed a questionnaire on their practices and on school functioning. Findings: Multiple regression analyses revealed that the students'…

  4. Academic Achievement in Effective Schools

    ERIC Educational Resources Information Center

    Basque, Marc; Bouchamma, Yamina

    2013-01-01

    Purpose: The purpose of this study is to identify predictors of achievement in mathematics in elementary schools in New Brunswick (Canada). Data Collection: Both teachers and school leaders (N = 111) completed a questionnaire on their practices and on school functioning. Findings: Multiple regression analyses revealed that the students'…

  5. Case study teaching in high school biology: Effects on academic achievement, problem solving skills, teamwork skills, and science attitudes

    NASA Astrophysics Data System (ADS)

    Skolnick, Ronald

    The purpose of this study was to examine the constructivist-based " case study teaching methodology" in High School Biology classes, specifically investigating the effect this methodology had on Academic Achievement, Science Attitudes, Problem Solving Skills, and Teamwork Skills. The effect of Teacher Beliefs toward constructivist learning environments was also explored and investigated, using a quantitative measure (the Constructivist Learning Environment Survey, or CLES). A quasi-experimental design used eleven classes, five teachers, and two hundred fifty two high school biology students over two separate, consecutive quarters of a school year. Two researcher-made instruments measured Academic Achievement after each study quarter. T-Tests were used to compare the Experimental Group (Case Study Teaching Methodology) to the Control Group (Traditional Teaching) during each study quarter. Otis-Lennon School Ability Test (OLSAT) scores were used as a covariate for ANCOVA tests. Case Study Teaching Methodology had a statistically significant improvement on Academic Achievement during the first study quarter, but not the second quarter. Case Study Teaching Methodology had a statistically significant improvement on four of seven Science Attitudes, Problem Solving Skills, and Teamwork Skills during the second quarter of the study. This study is significant in that it addresses a knowledge gap regarding the effects of the constructivist-based case study teaching methodology on secondary science education. The theoretical implications of this study are meaningful: empirical evidence is added to the growing knowledge base regarding the benefits of constructivist theory. The practical implications are equally meaningful: case study teaching methodology is supported as an effective application of constructivist theory in the secondary science classroom.

  6. The Effects of Academic Optimism on Student Academic Achievement in Alabama

    ERIC Educational Resources Information Center

    Bevel, Raymona King

    2010-01-01

    The purpose of the research was to determine the effects of academic optimism on student academic achievement through measuring the individual and collective effects of academic emphasis, collective efficacy, and faculty trust in clients. Data for this study were obtained from the School Academic Optimism Scale and the reading section of the…

  7. A Correlational Study of Building Principal Emotional Intelligence and the Connection to Academic Achievement

    ERIC Educational Resources Information Center

    Fish, James

    2012-01-01

    While student achievement is only one indicator of a building principal's effectiveness, it is widely considered to be one of the most important. This is especially true in regard to the current climate of accountability surrounding education. Multiple studies have yielded results concerning the behaviors and characteristics of building…

  8. Academic Self-Concept of Gifted and Average Achieving Students: A Two Year Study.

    ERIC Educational Resources Information Center

    Chapman, James W.; McAlpine, Donald D.

    The study is described which compared school-related self-perceptions of ability of 29 gifted and 71 average-achieving intermediate students over a 2-year period. The Student's Perception of Ability Scale was administered at the beginning and end of grade 6 and at the end of grade 7. The scale contains six subscales: perception of general ability,…

  9. Self-esteem and academic achievement: a comparative study of adolescent students in England and the United States

    PubMed Central

    Booth, Margaret Zoller; Gerard, Jean M.

    2012-01-01

    Utilizing mixed methodology, this paper investigates the relationship between self-esteem and academic achievement for young adolescents within two Western cultural contexts: the United States and England. Quantitative and qualitative data from 86 North American and 86 British adolescents were utilized to examine the links between self-esteem and academic achievement from the beginning to the end of their academic year during their 11th–12th year of age. For both samples, quantitative results demonstrated that fall self-esteem was related to multiple indicators of later year academic achievement. While country differences emerge by the end of the year, math appears to have a consistent relationship with self-esteem in both country contexts. Qualitative analyses found some support for British students’ self-perceptions as more accurately reflecting their academic experience than the students from the United States. PMID:24068853

  10. A Qualitative Study of Self-Esteem, Peer Affiliation, and Academic Outcome among Low Achieving Students in Hong Kong

    ERIC Educational Resources Information Center

    Leung, Chi-hung; Choi, Eudora

    2010-01-01

    Background: A limited amount of research has been conducted on children and adolescents who are low achievers. In Hong Kong, educators describe low achieving students in terms of academic performance, they seldom focus on socio-emotional aspects, such as self-esteem, peer affiliation, and inter-personal relationships. However, low achieving…

  11. Exemplary Leadership: A Study of Leadership Practices that Enable Sustained Academic Achievement in High-Need Schools

    ERIC Educational Resources Information Center

    Levy, Lauren Anne

    2010-01-01

    The achievement gap between at-risk students and their peers is an issue that has plagued the United States for decades. Although this statement is true, many high-need schools are achieving at or above the same standards as their more advantaged counterparts. Principal leadership plays a significant role in the academic achievement of students…

  12. Teacher: Students' Interpersonal Relationships and Students' Academic Achievements in Social Studies

    ERIC Educational Resources Information Center

    Fan, F. A.

    2012-01-01

    Background: The classroom is a social system in which the teacher and the students interact as organizational members. The quality of classroom relations is dependent on the activities of both the instructor and the students. Several environmental conditions and circumstances often tend to either improve or depress the academic performances of…

  13. Individual Differences in Emotional Reactivity and Academic Achievement: A Psychophysiological Study

    ERIC Educational Resources Information Center

    Scrimin, Sara; Altoè, Gianmarco; Moscardino, Ughetta; Pastore, Massimiliano; Mason, Lucia

    2016-01-01

    Factors related to grade point average (GPA) are of great importance for students' success. Yet, little is known about the impact of individual differences in emotional reactivity on students' academic performance. We aimed to examine the emotional reactivity-GPA link and to assess whether self-esteem and psychological distress moderate this…

  14. Gender Differences in the Academic Ethic and Academic Achievement

    ERIC Educational Resources Information Center

    Chee, Kyong Hee; Pino, Nathan W.; Smith, William L.

    2005-01-01

    This paper investigates gender differences in the academic ethic and academic achievement among college students. The authors used the survey data collected from students attending Georgia Southern University, a unit of the University System of Georgia and one of two regional universities in the state. Results from the analysis indicate that…

  15. School Environment and Academic Achievement of Standard IX Students

    ERIC Educational Resources Information Center

    Lawrence, A. S. Arul; Vimala, A.

    2012-01-01

    The present study School Environment and Academic Achievement of standard IX students was probed to find the relationship between School Environment and Academic Achievement of standard IX students. Data for the study were collected using self-made School Environment Scale (SES). The investigator used stratified random sampling technique for…

  16. The Relationship between Birth Order and Academic Achievement.

    ERIC Educational Resources Information Center

    Cherry, Crystal M.

    This paper reviews the literature on the relationship between birth order and several variables, especially academic achievement. One study found a relationship between leadership skills and birth order for males. Several studies found no relationship between birth order and academic achievement; grade point average; self-esteem; locus of control…

  17. The neural basis of academic achievement motivation.

    PubMed

    Mizuno, Kei; Tanaka, Masaaki; Ishii, Akira; Tanabe, Hiroki C; Onoe, Hirotaka; Sadato, Norihiro; Watanabe, Yasuyoshi

    2008-08-01

    We have used functional magnetic resonance imaging to study the neural correlates of motivation, concentrating on the motivation to learn and gain monetary rewards. We compared the activation in the brain obtained during reported high states of motivation for learning, with the ones observed when the motivation was based on monetary reward. Our results show that motivation to learn correlates with bilateral activity in the putamen, and that the higher the reported motivation, as derived from a questionnaire that each subject filled prior to scanning, the greater the change in the BOLD signals within the putamen. Monetary motivation also activated the putamen bilaterally, though the intensity of activity was not related to the monetary reward. We conclude that the putamen is critical for motivation in different domains and the extent of activity of the putamen may be pivotal to the motivation that drives academic achievement and thus academic successes. PMID:18550387

  18. Academic Achievements of Children in Immigrant Families

    ERIC Educational Resources Information Center

    Han, Wen-Jui

    2006-01-01

    Utilizing data on approximately 16,000 children from the Early Childhood Longitudinal Survey-Kindergarten Cohort and a rich set of mediating factors on 16 immigrant groups, this paper examined the associations between children's immigrant generation status and their academic performance. The changes in academic achievements during kindergarten and…

  19. Academic Achievements of Children in Immigrant Families

    ERIC Educational Resources Information Center

    Han, Wen-Jui

    2006-01-01

    Utilizing data on approximately 16,000 children from the Early Childhood Longitudinal Survey-Kindergarten Cohort and a rich set of mediating factors on 16 immigrant groups, this paper examined the associations between children's immigrant generation status and their academic performance. The changes in academic achievements during kindergarten and…

  20. Academic self-efficacy mediates the effects of school psychological climate on academic achievement.

    PubMed

    Høigaard, Rune; Kovač, Velibor Bobo; Øverby, Nina Cecilie; Haugen, Tommy

    2015-03-01

    This study investigated the effects of proximal and distal constructs on adolescent's academic achievement through self-efficacy. Participants included 482 ninth- and tenth- grade Norwegian students who completed a questionnaire designed to assess school-goal orientations, organizational citizenship behavior, academic self-efficacy, and academic achievement. The results of a bootstrapping technique used to analyze relationships between the constructs indicated that school-goal orientations and organizational citizenship predicted academic self-efficacy. Furthermore, school-goal orientation, organizational citizenship, and academic self-efficacy explained 46% of the variance in academic achievement. Mediation analyses revealed that academic self-efficacy mediated the effects of perceived task goal structure, perceived ability structure, civic virtue, and sportsmanship on adolescents' academic achievements. The results are discussed in reference to current scholarship, including theories underlying our hypothesis. Practical implications and directions for future research are suggested. PMID:24708286

  1. Indochinese Refugee Families and Academic Achievement.

    ERIC Educational Resources Information Center

    Caplan, Nathan; And Others

    1992-01-01

    The children of the Southeast Asian boat people excel in the U.S. school system. A review of the factors underlying this achievement suggests that the U.S. educational crisis is more social than academic. (KR)

  2. Evidence for the Importance of Academic Word Knowledge for the Academic Achievement of Diverse Middle School Students

    ERIC Educational Resources Information Center

    Townsend, Dianna; Filippini, Alexis; Collins, Penelope; Biancarosa, Gina

    2012-01-01

    Despite the current theoretical momentum for the importance of academic English and the acknowledgment that academic materials increase in complexity through the grades, little empirical attention has been devoted to the role of academic English in academic achievement. This study examined the amount of variance in academic achievement explained…

  3. Investigating Academic Achievements and Critical Thinking Dispositions of Teacher Candidates

    ERIC Educational Resources Information Center

    Karagöl, Ibrahim; Bekmezci, Sinan

    2015-01-01

    The aim of this study is to examine the relationship between academic achievements and critical thinking dispositions of teacher candidates in Faculty of Education and to find out whether critical thinking dispositions and academic achievements scores of teacher candidates differ according to different variables. The population consists of the…

  4. Residential Mobility, Inhibitory Control, and Academic Achievement in Preschool

    ERIC Educational Resources Information Center

    Schmitt, Sara A.; Finders, Jennifer K.; McClelland, Megan M.

    2015-01-01

    The present study investigated the direct effects of residential mobility on children's inhibitory control and academic achievement during the preschool year. It also explored fall inhibitory control and academic skills as mediators linking residential mobility and spring achievement. Participants included 359 preschool children (49% female)…

  5. Preschool Behavioral Style and Later Academic Achievement. Final Report.

    ERIC Educational Resources Information Center

    Thomas, Alexander

    The major aim of this study was to investigate the relationship between aspects of a child's behavioral style, specifically his temperament and task orientation, in the preschool age period and his level of academic achievement in elementary school. The relationship between behavior problems in the preschool years and later academic achievement…

  6. Residential Mobility, Inhibitory Control, and Academic Achievement in Preschool

    ERIC Educational Resources Information Center

    Schmitt, Sara A.; Finders, Jennifer K.; McClelland, Megan M.

    2015-01-01

    Research Findings: The present study investigated the direct effects of residential mobility on children's inhibitory control and academic achievement during the preschool year. It also explored fall inhibitory control and academic skills as mediators linking residential mobility and spring achievement. Participants included 359 preschool…

  7. Principals' Influence on Academic Achievement: The Student Perspective

    ERIC Educational Resources Information Center

    Gentilucci, James L.; Muto, Cindy C.

    2007-01-01

    Research identifying relationships between principals' instructional leadership behavior and academic achievement is problematic because it fails to consider the perspectives of the "consumer" (i.e., students). Consequently, this study investigated what students perceive principals do to influence their academic achievement. Students identified…

  8. Student Participation and Parental Involvement in Relation to Academic Achievement

    ERIC Educational Resources Information Center

    Niia, Anna; Almqvist, Lena; Brunnberg, Elinor; Granlund, Mats

    2015-01-01

    This study shows that students, teachers, and parents in Swedish schools ascribe differing meanings and significance to students' participation in school in relation to academic achievement. Students see participation as mainly related to social interaction and not academic achievement, whilst teachers view students' participation as more closely…

  9. Residential Mobility, Inhibitory Control, and Academic Achievement in Preschool

    ERIC Educational Resources Information Center

    Schmitt, Sara A.; Finders, Jennifer K.; McClelland, Megan M.

    2015-01-01

    The present study investigated the direct effects of residential mobility on children's inhibitory control and academic achievement during the preschool year. It also explored fall inhibitory control and academic skills as mediators linking residential mobility and spring achievement. Participants included 359 preschool children (49% female)…

  10. Residential Mobility, Inhibitory Control, and Academic Achievement in Preschool

    ERIC Educational Resources Information Center

    Schmitt, Sara A.; Finders, Jennifer K.; McClelland, Megan M.

    2015-01-01

    Research Findings: The present study investigated the direct effects of residential mobility on children's inhibitory control and academic achievement during the preschool year. It also explored fall inhibitory control and academic skills as mediators linking residential mobility and spring achievement. Participants included 359 preschool…

  11. The Role of Physical Fitness in Academic Achievement

    ERIC Educational Resources Information Center

    Hannigan, William J.

    2010-01-01

    Despite the research indicating a direct relationship between physical fitness and academic achievement, physical fitness levels of students are decreasing in many schools, along with opportunities for physical fitness. The purpose of this quantitative study was to examine the relationship between physical fitness and academic achievement, as…

  12. Nature, Nurture and Academic Achievement: A Twin Study of Teacher Assessments of 7-year-olds

    ERIC Educational Resources Information Center

    Walker, Sheila O.; Petrill, Stephen A.; Spinath, Frank M.; Plomin, Robert

    2004-01-01

    Background: Twin research has consistently shown substantial genetic influence on individual differences in cognitive ability; however, much less is known about the genetic and environmental aetiologies of school achievement. Aims: Our goal is to test the hypotheses that teacher-assessed achievement in the early school years shows substantial…

  13. Can Judges Improve Academic Achievement?

    ERIC Educational Resources Information Center

    Greene, Jay P.; Trivitt, Julie R.

    2008-01-01

    Over the last 3 decades student achievement has remained essentially unchanged in the United States, but not for a lack of spending. Over the same period a myriad of education reforms have been suggested and per-pupil spending has more than doubled. Since the 1990s the education reform attempts have frequently included judicial decisions to revise…

  14. Trait Emotional Intelligence, Perceived Discrimination, and Academic Achievement among African American and Latina/o High School Students: A Study of Academic Resilience

    ERIC Educational Resources Information Center

    Abel, Nicholas R.

    2013-01-01

    The goal of academic resilience research is to identify factors and processes which lead to academic success among groups of students generally found to be at-risk, including those of African American and Latina/o descent. The present study investigated a possible risk factor (perceptions of discrimination), a possible protective factor (emotional…

  15. Academic Self-Efficacy Mediates the Effects of School Psychological Climate on Academic Achievement

    ERIC Educational Resources Information Center

    Høigaard, Rune; Kovac, Velibor Bobo; Øverby, Nina Cecilie; Haugen, Tommy

    2015-01-01

    This study investigated the effects of proximal and distal constructs on adolescent's academic achievement through self-efficacy. Participants included 482 ninth-and tenth-grade Norwegian students who completed a questionnaire designed to assess school-goal orientations, organizational citizenship behavior, academic self-efficacy, and academic…

  16. A Longitudinal Study of Academic Achievement in Spanish: The Effect of Linguistic Models

    ERIC Educational Resources Information Center

    Santiago, K.; Lukas, J. F.; Joaristi, L.; Lizasoain, L.; Moyano, N.

    2008-01-01

    This paper reports an evaluation carried out from 1999 to 2003 in 55 schools in the Basque Autonomous Community involving more than 10,000 secondary school students. The variables measured include achievement in Spanish, metacognitive skills, learning strategies and variables related to the students' family environment. The measurements were made…

  17. A Longitudinal Study of Academic Achievement in Spanish: The Effect of Linguistic Models

    ERIC Educational Resources Information Center

    Santiago, K.; Lukas, J. F.; Joaristi, L.; Lizasoain, L.; Moyano, N.

    2008-01-01

    This paper reports an evaluation carried out from 1999 to 2003 in 55 schools in the Basque Autonomous Community involving more than 10,000 secondary school students. The variables measured include achievement in Spanish, metacognitive skills, learning strategies and variables related to the students' family environment. The measurements were made…

  18. Study Procrastination, Achievement, and Academic Motivation in Web-Based and Blended Distance Learning

    ERIC Educational Resources Information Center

    Romano, Jeanine; Wallace, Tary L.; Helmick, Ina J.; Carey, Lou M.; Adkins, Lisa

    2005-01-01

    Growth in distance education is increasing the need to examine students' learning strategies in distance and blended learning environments. Students' cramming or spaced-review behaviors were measured and compared across delivery formats as well as examined related to course achievement and attitudes across a term. Although theory would predict…

  19. Debating Values: Race, Class and Academic Achievement

    ERIC Educational Resources Information Center

    Milton, Penny

    2008-01-01

    The relationships among race, class and academic achievement are complex, yet have been well documented in Canada for the last thirty years. Generations of students have experienced them--lowered expectations for achievement, gross generalizations about parents' backgrounds and aspirations, negative stereotypes of communities, and curricula that…

  20. Debating Values: Race, Class and Academic Achievement

    ERIC Educational Resources Information Center

    Milton, Penny

    2008-01-01

    The relationships among race, class and academic achievement are complex, yet have been well documented in Canada for the last thirty years. Generations of students have experienced them--lowered expectations for achievement, gross generalizations about parents' backgrounds and aspirations, negative stereotypes of communities, and curricula that…

  1. An Analysis of the Academic Achievement of the Students Who Listen to Music While Studying

    ERIC Educational Resources Information Center

    Umzdas, Serpil

    2015-01-01

    This study's aim is to examine the correlation between the study type, the type and quality of the music students listen to while studying as well as their educational level. The participants of the study are 481 students on a scale of different ages listening to music while studying. The data of the study were collected through a survey…

  2. An Analysis of the Academic Achievement of the Students Who Listen to Music While Studying

    ERIC Educational Resources Information Center

    Umzdas, Serpil

    2015-01-01

    This study's aim is to examine the correlation between the study type, the type and quality of the music students listen to while studying as well as their educational level. The participants of the study are 481 students on a scale of different ages listening to music while studying. The data of the study were collected through a survey…

  3. Academic Achievement, Academic Self-Concept, and Academic Motivation of Immigrant Adolescents in the Greater Toronto Area Secondary Schools

    ERIC Educational Resources Information Center

    Areepattamannil, Shaljan; Freeman, John G.

    2008-01-01

    The study examined the self-reported academic achievement, academic self-concept, and academic motivation of 573 immigrant and nonimmigrant adolescents in the Greater Toronto Area (GTA) secondary schools. Descriptive Discriminant Analyses indicated that the immigrant adolescents had higher performance in mathematics, higher math and school…

  4. Promoting Academic Achievement in the Middle School Classroom: Integrating Effective Study Skills Instruction

    ERIC Educational Resources Information Center

    Thorpe, Christin

    2010-01-01

    This study aimed to discover what study skills are most useful for middle school students, as well as strategies for integrating study skills instruction into the four main content area classrooms (English, math, science, and social studies) at the middle school level. Twenty-nine in-service middle school teachers participated in the study by…

  5. Gender and Bilingual Education: An Exploratory Study of the Academic Achievement of Latina and Latino English Learners

    ERIC Educational Resources Information Center

    Lapayese, Yvette; Huchting, Karen; Grimalt, Olga

    2014-01-01

    Although biliteracy plays a vital role in academic achievement, there has been little research on the unique needs of female and male English language learners. Becoming biliterate is a complex process, compounded by other variables such as 1st-language background, class, culture, and gender. Among these variables, gender has been the least…

  6. Teachers' Self-Efficacy Beliefs as Determinants of Job Satisfaction and Students' Academic Achievement: A Study at the School Level

    ERIC Educational Resources Information Center

    Caprara, Gian Vittorio; Barbranelli, Claudio; Steca, Patrizia; Malone, Patrick S.

    2006-01-01

    Teachers' self-efficacy beliefs were examined as determinants of their job satisfaction and students' academic achievement. Over 2000 teachers in 75 Italian junior high schools were administered self-report questionnaires to assess self-efficacy beliefs and their job satisfaction Students' average final grades at the end of junior high school were…

  7. An Evaluative Study of the Academic Achievement of Homeschooled Students versus Traditionally Schooled Students Attending a Catholic University

    ERIC Educational Resources Information Center

    Snyder, Marc

    2011-01-01

    This applied dissertation was designed to provide a formal evaluation of the academic achievement of homeschooled students compared to traditionally schooled students attending a relatively young, Catholic university located in South Florida. As approximately 30% of the university's current student population has been homeschooled through high…

  8. Gender and Bilingual Education: An Exploratory Study of the Academic Achievement of Latina and Latino English Learners

    ERIC Educational Resources Information Center

    Lapayese, Yvette; Huchting, Karen; Grimalt, Olga

    2014-01-01

    Although biliteracy plays a vital role in academic achievement, there has been little research on the unique needs of female and male English language learners. Becoming biliterate is a complex process, compounded by other variables such as 1st-language background, class, culture, and gender. Among these variables, gender has been the least…

  9. Genetic and Environmental Influences on Academic Achievement Trajectories during Adolescence

    ERIC Educational Resources Information Center

    Johnson, Wendy; McGue, Matt; Iacono, William G.

    2006-01-01

    Most studies have considered the effects of particular characteristics on academic achievement individually, which means that little is known about how they function together. Using the population-based Minnesota Twin Family Study, the authors investigated the effects of child academic engagement (interest, involvement, effort), IQ, depression,…

  10. Academic Underachievement: Relationship with Cognitive Motivation, Achievement Motivation, and Conscientiousness

    ERIC Educational Resources Information Center

    Preckel, Franzis; Holling, Heinz; Vock, Miriam

    2006-01-01

    In this study, the role of need for cognition, achievement motivation, and conscientiousness on academic underachievement was investigated. Forty-seven male and 46 female students in Grades 7 to 10 participated in the study. Student attributes were assessed by self-report measures, school performance by academic grades, and intellectual abilities…

  11. Academic Underachievement: Relationship with Cognitive Motivation, Achievement Motivation, and Conscientiousness

    ERIC Educational Resources Information Center

    Preckel, Franzis; Holling, Heinz; Vock, Miriam

    2006-01-01

    In this study, the role of need for cognition, achievement motivation, and conscientiousness on academic underachievement was investigated. Forty-seven male and 46 female students in Grades 7 to 10 participated in the study. Student attributes were assessed by self-report measures, school performance by academic grades, and intellectual abilities…

  12. Motor Skills, Attention and Academic Achievements. An Intervention Study in School Years 1-3

    ERIC Educational Resources Information Center

    Ericsson, Ingegerd

    2008-01-01

    The aim was to study effects of an extension of physical education and motor training on motor skills, attention and cognition during a period of three years. The study has two intervention groups (n = 152) that have physical activity and motor training one lesson every school day and one control group (n = 99) that has the school's ordinary…

  13. Motor Skills, Attention and Academic Achievements. An Intervention Study in School Years 1-3

    ERIC Educational Resources Information Center

    Ericsson, Ingegerd

    2008-01-01

    The aim was to study effects of an extension of physical education and motor training on motor skills, attention and cognition during a period of three years. The study has two intervention groups (n = 152) that have physical activity and motor training one lesson every school day and one control group (n = 99) that has the school's ordinary…

  14. A Pilot Study of Collective Parent Engagement and Children's Academic Achievement

    ERIC Educational Resources Information Center

    Alameda-Lawson, Tania

    2014-01-01

    Parent involvement (PI) programs typically represent an important improvement strategy for schools serving low-income children of color. This pilot study offers an alternative to conventional PI approaches, collective parent engagement (CPE). The study relied on a post hoc, quasiexperimental design, and data were collected from 32 low-income,…

  15. A Quasi-Experimental Study of Maternal Smoking during Pregnancy and Offspring Academic Achievement

    ERIC Educational Resources Information Center

    D'Onofrio, Brian M.; Singh, Amber L.; Iliadou, Anastasia; Lambe, Mats; Hultman, Christina M.; Neiderhiser, Jenae M.; Langstrom, Niklas; Lichtenstein, Paul

    2010-01-01

    The current study, based on all births in Sweden from 1983 to 1991 (N = 654,707), explored the processes underlying the association between smoking during pregnancy (SDP) and offspring school grades and mathematic proficiency at age 15. The analyses compared relatives who varied in their exposure to SDP and who varied in their genetic relatedness.…

  16. A Case-Study in Family French-Immersion and Academic Achievement.

    ERIC Educational Resources Information Center

    Caldas, Stephen J.; Caron-Caldas, Suzanne

    A study described, analyzed, and evaluated a project to rear three French-English bilingual children in a predominantly English-speaking environment. Using weekly tape recordings of spontaneous dinnertime conversation, a ratio of French-to-English utterances was calculated, and correlated with linguistically significant events documented in field…

  17. A Study of the Music, Academic, Leadership, and Extracurricular Achievements of Massachusetts All-State Participants

    ERIC Educational Resources Information Center

    Tobin, R. Nicholas

    2005-01-01

    Researchers have noted that the personal attributes of high school all-state participants have not been probed and have expressed surprise at this void in the music education literature (Cole, 1986; Fuller, 1989; Welker, 1997). The purpose of this study was to ascertain, through participant self-report data, the activities and accomplishments of…

  18. A Quasi-Experimental Study of Maternal Smoking during Pregnancy and Offspring Academic Achievement

    ERIC Educational Resources Information Center

    D'Onofrio, Brian M.; Singh, Amber L.; Iliadou, Anastasia; Lambe, Mats; Hultman, Christina M.; Neiderhiser, Jenae M.; Langstrom, Niklas; Lichtenstein, Paul

    2010-01-01

    The current study, based on all births in Sweden from 1983 to 1991 (N = 654,707), explored the processes underlying the association between smoking during pregnancy (SDP) and offspring school grades and mathematic proficiency at age 15. The analyses compared relatives who varied in their exposure to SDP and who varied in their genetic relatedness.…

  19. Discriminant and Criterion-Related Validity of Achievement Goals in Predicting Academic Achievement: A Meta-Analysis

    ERIC Educational Resources Information Center

    Huang, Chiungjung

    2012-01-01

    This study examined the discriminant and criterion-related validity of achievement goals in predicting academic achievement. Analysis of 151 studies yielded 172 independent samples (N = 52,986) with correlations among achievement goals and between achievement goals and academic achievement. The discriminant validity of achievement goals in the 2-,…

  20. Sociodemographic Moderators of Middle School Transition Effects on Academic Achievement

    ERIC Educational Resources Information Center

    Akos, Patrick; Rose, Roderick A.; Orthner, Dennis

    2015-01-01

    The academic impact of the transition from elementary to middle school has significant consequences for many early adolescents. This study examines academic growth across the transition, as well as sociodemographic moderators. Rather than defining the transition effect as a decline in student achievement between fifth and sixth grade, these data…

  1. Family Income, School Attendance, and Academic Achievement in Elementary School

    ERIC Educational Resources Information Center

    Morrissey, Taryn W.; Hutchison, Lindsey; Winsler, Adam

    2014-01-01

    Low family income is associated with poor academic achievement among children. Higher rates of school absence and tardiness may be one mechanism through which low family income impacts children's academic success. This study examines relations between family income, as measured by receipt of free or reduced-price lunch, school attendance, and…

  2. Behavioral Regulation and Early Academic Achievement in Taiwan

    ERIC Educational Resources Information Center

    Wanless, Shannon B.; McClelland, Megan M.; Acock, Alan C.; Chen, Fu-Mei; Chen, Jo-Lin

    2011-01-01

    Research Findings: Behavioral regulation (the integration of attention, working memory, and inhibitory control) is critical for school readiness and early academic achievement. In Taiwan, however, where academic success is highly valued, there is a dearth of assessments available to measure young children's behavioral regulation. The present study…

  3. Adolescent Mental Health, Behavior Problems, and Academic Achievement

    ERIC Educational Resources Information Center

    McLeod, Jane D.; Uemura, Ryotaro; Rohrman, Shawna

    2012-01-01

    Prior research on the association of mental health and behavior problems with academic achievement is limited because it does not consider multiple problems simultaneously, take co-occurring problems into account, and control for academic aptitude. We addressed these limitations using data from the National Longitudinal Study of Adolescent Health…

  4. Family Income, School Attendance, and Academic Achievement in Elementary School

    ERIC Educational Resources Information Center

    Morrissey, Taryn W.; Hutchison, Lindsey; Winsler, Adam

    2014-01-01

    Low family income is associated with poor academic achievement among children. Higher rates of school absence and tardiness may be one mechanism through which low family income impacts children's academic success. This study examines relations between family income, as measured by receipt of free or reduced-price lunch, school attendance, and…

  5. Objective Academic Achievement and Subjective Personal Well-Being

    ERIC Educational Resources Information Center

    McDonald, Betty

    2012-01-01

    This paper examines the relationship between objective academic achievement (OAA) and subjective well-being (SWB). Using a sample of 515 adolescents from ten different high schools across a small country, semi-structured interviews, academic records and observations provided relevant data for the study. OAA was measured from examination results…

  6. Optimism versus Pessimism and Academic Achievement Evaluation

    ERIC Educational Resources Information Center

    Harpaz-Itay, Yifat; Kaniel, Shlomo

    2012-01-01

    This article integrates three central theories of optimism-pessimism (OP). The combination of the shared components of these theories--outcome expectancies, emotions, and behavioral intention--may produce an integrative academic achievement evaluation. Little has been written regarding the differentiation between general and domain-specific OP, a…

  7. Academic Freedom, Achievement Standards and Professional Identity

    ERIC Educational Resources Information Center

    Sadler, D. Royce

    2011-01-01

    The tension between the freedom of academics to grade the achievements of their students without interference or coercion and the prerogative of higher education institutions to control grading standards is often deliberated by weighing up the authority and rights of the two parties. An alternative approach is to start with an analysis of the…

  8. Culture-Fair Prediction of Academic Achievement

    ERIC Educational Resources Information Center

    Fagan, Joseph F.; Holland, Cynthia R.

    2009-01-01

    A theoretically based, culture-fair test of new learning ability is predictive of academic achievement. A sample of 633 adults, 121 of minority status, drawn from urban private universities, colleges, and community colleges were given information as to the meanings of previously unknown words, sayings, similarities, and analogies. They were also…

  9. Social intelligence and academic achievement as predictors of adolescent popularity.

    PubMed

    Meijs, Noortje; Cillessen, Antonius H N; Scholte, Ron H J; Segers, Eliane; Spijkerman, Renske

    2010-01-01

    This study compared the effects of social intelligence and cognitive intelligence, as measured by academic achievement, on adolescent popularity in two school contexts. A distinction was made between sociometric popularity, a measure of acceptance, and perceived popularity, a measure of social dominance. Participants were 512, 14-15 year-old adolescents (56% girls, 44% boys) in vocational and college preparatory schools in Northwestern Europe. Perceived popularity was significantly related to social intelligence, but not to academic achievement, in both contexts. Sociometric popularity was predicted by an interaction between academic achievement and social intelligence, further qualified by school context. Whereas college bound students gained sociometric popularity by excelling both socially and academically, vocational students benefited from doing well either socially or academically, but not in combination. The implications of these findings were discussed. PMID:20091217

  10. Boredom and Academic Achievement: Testing a Model of Reciprocal Causation

    ERIC Educational Resources Information Center

    Pekrun, Reinhard; Hall, Nathan C.; Goetz, Thomas; Perry, Raymond P.

    2014-01-01

    A theoretical model linking boredom and academic achievement is proposed. Based on Pekrun's (2006) control-value theory of achievement emotions, the model posits that boredom and achievement reciprocally influence each other over time. Data from a longitudinal study with college students (N = 424) were used to examine the hypothesized effects. The…

  11. Incremental validity of emotional intelligence ability in predicting academic achievement.

    PubMed

    Lanciano, Tiziana; Curci, Antonietta

    2014-01-01

    We tested the incremental validity of an ability measure of emotional intelligence (El) in predicting academic achievement in undergraduate students, controlling for cognitive abilities and personality traits. Academic achievement has been conceptualized in terms of the number of exams, grade point average, and study time taken to prepare for each exam. Additionally, gender differences were taken into account in these relationships. Participants filled in the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), the Raven's Advanced Progressive Matrices, the reduced version of the Eysenck Personality Questionnaire, and academic achievement measures. Results showed that El abilities were positively related to academic achievement indices, such as the number of exams and grade point average; total El ability and the Perceiving branch were negatively associated with the study time spent preparing for exams. Furthermore, El ability adds a percentage of incremental variance with respect to cognitive ability and personality variables in explaining scholastic success. The magnitude of the associations between El abilities and academic achievement measures was generally higher for men than for women. Jointly considered, the present findings support the incremental validity of the MSCEIT and provide positive indications of the importance of El in students' academic development. The helpfulness of El training in the context of academic institutions is discussed. PMID:25603581

  12. Understanding the links among school misbehavior, academic achievement, and cigarette use: a national panel study of adolescents.

    PubMed

    Bryant, A L; Schulenberg, J; Bachman, J G; O'Malley, P M; Johnston, L D

    2000-06-01

    Relations among academic achievement, school bonding, school misbehavior, and cigarette use from 8th to 12th grade were examined in two national panel samples of youth (n = 3056). A series of competing conceptual models developed a priori was tested using structural equation modeling (SEM). The findings suggest that during middle adolescence the predominant direction of influence is from school experiences to cigarette use. School misbehavior and low academic achievement contribute to increased cigarette use over time both directly and indirectly. Two-group SEM analyses involving two cohorts-gender and ethnicity- revealed that our findings are robust. In addition, comparisons between high school dropouts and nondropouts and between eighth-grade cigarette use initiators and nonusers revealed few differences in direction or magnitude of effects. Results suggest that prevention programs that attempt to reduce school misbehavior and academic failure, as well as to help students who misbehave and have difficulty in school constructively avoid negative school- and health-related outcomes, are likely to be effective in reducing adolescent cigarette use. PMID:11521961

  13. Graduate Management Admission Test Outcomes and the Academic Achievement: A Study on Masters of Business Administration Students at Makerere University, Uganda

    ERIC Educational Resources Information Center

    Wamala, Robert; Kizito, Saint Omala; Kakumba, Umar

    2012-01-01

    This study investigates whether the outcomes of the Graduate Management Admission Test (GMAT) can predict the academic achievement of enrollees in masters programs. The study is based on administrative data of 516 Masters of Business Administration (MBA) enrollees at the College of Business and Management Science, Makerere University in the 2011…

  14. A Study of Home Environment, Academic Achievement and Teaching Aptitude on Training Success of Pre-Service Elementary Teachers of India

    ERIC Educational Resources Information Center

    Rani, Sunita; Siddiqui, M. A.

    2015-01-01

    The primary intend of the study was to explore the relationship of Arts, Science and Commerce stream and training success and the influence of Home Environment, Academic Achievement and Teaching Aptitude on training success of ETE trainees. The study analyzed the numerical data from a survey of 380 teacher trainees of three DIETs of Delhi, India.…

  15. Impact of Attitudinal Adaptation on Academic Achievement among Students: A Comparative Study of Boys and Girls in Boarding Secondary Schools in Meru County, Kenya

    ERIC Educational Resources Information Center

    Murithi, Grace Gatune; Nyaga, Veronica Karimi; Barchok, Hillary K.

    2015-01-01

    This study sought to examine the impact of attitudinal adaptation on academic achievement among boys and girls in boarding secondary schools in Meru County in Kenya. The descriptive survey research design was adapted for the study whose sample size was 384 students, school counsellors and deputy principals in the boarding secondary schools. The…

  16. Enhancing Academic Achievement and Retention in Senior Secondary School Chemistry through Discussion and Lecture Methods: A Case Study of Some Selected Secondary Schools in Gboko, Benue State, Nigeria

    ERIC Educational Resources Information Center

    Omwirhiren, Efe M.

    2015-01-01

    The present study was initiated to determine how academic achievement and retention in chemistry is enhanced using the two instructional methods among SSII students and ascertained the differential performance of male and female students in chemistry with a view of improving student performance in chemistry. The study adopted a non-equivalent…

  17. The Impact of School Libraries on Academic Achievement: A Research Study Based on Responses from Administrators in Idaho

    ERIC Educational Resources Information Center

    Lance, Keith Curry; Rodney, Marcia J.; Schwarz, Bill

    2010-01-01

    Where administrators value strong library programs and can see them doing their part for student success, students are more likely to thrive academically. This is the over-arching conclusion that can be drawn from the latest study of the impact of school libraries--this one in Idaho. The study included survey responses from 176 principals and…

  18. Self-regulated profiles and academic achievement.

    PubMed

    Valle, Antonio; Núñez, José Carlos; Cabanach, Ramón G; González-Pienda, Julio Antonio; Rodríguez, Susana; Rosário, Pedro; Cerezo, Rebeca; Muñoz-Cadavid, María A

    2008-11-01

    To date, research on the relation between learning self-regulation and academic achievement has generally show disparate results. This work intends to look into this relation from a new perspective, which consists in classifying the students as more or less self-regulated depending on diverse indicators and using cluster analysis. The aim of this work was to identify the possible self-regulated learning profiles in a sample of university students. By means of stepwise linear regression analysis, we determined which of the selected variables better predicted metacognitive self-regulation. Then, three significantly different self-regulated learning profiles were obtained by two-step cluster analysis with those variables. Lastly, ANOVA was used to analyse the relation between the self-regulated learning profiles and academic achievement. The implications of these data for the educational practice at university are discussed. PMID:18940075

  19. Can the Academic Achievement of Korean Students Be Portrayed as a Product of "Shadow Achievement"?

    ERIC Educational Resources Information Center

    Kim, Hyunjin

    2015-01-01

    The purpose of this study was to investigate the effects of private tutoring expenditure on two types of Korean students' academic achievements as measured by standardized test achievement and by school performance achievement, applying 5-year data from Korean Educational Longitudinal Study (KELS). It was found that private tutoring…

  20. Can the Academic Achievement of Korean Students Be Portrayed as a Product of "Shadow Achievement"?

    ERIC Educational Resources Information Center

    Kim, Hyunjin

    2015-01-01

    The purpose of this study was to investigate the effects of private tutoring expenditure on two types of Korean students' academic achievements as measured by standardized test achievement and by school performance achievement, applying 5-year data from Korean Educational Longitudinal Study (KELS). It was found that private tutoring…

  1. A Case Study of the Academic Achievement of African American Males in Single-Sex Classrooms in Rural South Carolina

    ERIC Educational Resources Information Center

    Pannell, Lynette Martin

    2013-01-01

    The purpose of this study was to investigate the differences of Measures of Academic Progress (MAP) scores between fourth-grade African American male students who were enrolled in single-sex classrooms and their counterparts who were enrolled in coeducational classrooms. The research provided descriptive data concerning one Title I school in rural…

  2. A Study of Academic Achievements of F-1 Classed Aliens and Other Nonimmigrant Temporary Students at Kapiolani Community College.

    ERIC Educational Resources Information Center

    Uehara, Soichi

    This research investigated the difference in academic performance between foreign students who enter the country with a student visa and are thereby required to take the U.S. Consulate English test, and those who originally enter with some other type of visa and subsequently change to a student visa (no test required). The study included data on…

  3. The Impact of Technology Use on Low-Income and Minority Students' Academic Achievement: Educational Longitudinal Study of 2002

    ERIC Educational Resources Information Center

    Du, Jianxia; Havard, Byron; Yu, Chien; Adams, James

    2004-01-01

    Analyzing data from the Education Longitudinal Study of 2002, this report examines how computer use produced generic benefits for all children and differential benefits for minority and poor children. Computer use at home was compared with computer use at school in relation to the academic performance of disadvantaged children and their peers. The…

  4. A Case Study of the Academic Achievement of African American Males in Single-Sex Classrooms in Rural South Carolina

    ERIC Educational Resources Information Center

    Pannell, Lynette Martin

    2013-01-01

    The purpose of this study was to investigate the differences of Measures of Academic Progress (MAP) scores between fourth-grade African American male students who were enrolled in single-sex classrooms and their counterparts who were enrolled in coeducational classrooms. The research provided descriptive data concerning one Title I school in rural…

  5. A Study of the Perceptions of School System Personnel of the Academic Achievement Gap and How Their Perceptions Influence Their Educational Practices

    ERIC Educational Resources Information Center

    Garrett, Nashett Chaunte

    2012-01-01

    The case study takes place in a North Carolina School district diverse in student population and land use, which by some records is experiencing some success with the students it serves. Standardized test data reveals the existence of academic achievement gaps within schools throughout the district. The school district's superintendent…

  6. The Relations of Temperamental Effortful Control and Anger/Frustration to Chinese Children's Academic Achievement and Social Adjustment: A Longitudinal Study

    ERIC Educational Resources Information Center

    Zhou, Qing; Main, Alexandra; Wang, Yun

    2010-01-01

    The prospective relations of temperamental effortful control and anger/frustration to Chinese children's (N = 425, age range = 6.6-9.1 years) academic achievement (grade point average, or GPA) and social adjustment (externalizing problems and social competence) were examined in a 2-wave (3.8 years apart) longitudinal study. Parents and teachers…

  7. Nature, Nurture, and Perceptions of the Classroom Environment as They Relate to Teacher-Assessed Academic Achievement: A Twin Study of Nine-Year-Olds

    ERIC Educational Resources Information Center

    Walker, Sheila O.; Plomin, Robert

    2006-01-01

    Although prior research has examined children's perceptions of the classroom environment as related to academic achievement, genetically sensitive designs have not been employed. In the first study of its kind for the primary school classroom environment, data were collected for 3,020 pairs of nine-year-old identical and fraternal twin pairs in…

  8. A Study of the Advancement via Individual Determination (AVID) Program and Student Self-Efficacy and Academic Achievement: An Exploration with Middle and High School Students

    ERIC Educational Resources Information Center

    Monachino, Kimberly S.

    2012-01-01

    This research study examined the impact of the Advancement Via Individual Determination (AVID) program on students' self-efficacy and academic achievement outcome measures at the middle and high school level. AVID is a college readiness system designed to prepare at-risk students in the fourth through 12th grade for college. The main focus of…

  9. An Exploratory Study of the Impact of the Rural Ugandan Village Library and Other Factors on the Academic Achievement of Secondary School Students

    ERIC Educational Resources Information Center

    Dent, Valeda Frances

    2012-01-01

    This study used archival data to explore the impact of the rural village library and other factors on the academic achievement of secondary school students in the Ugandan village of Kitengesa, and related these findings to rural library development currently taking place in Uganda and other African countries such as Burkina Faso and Ghana. A…

  10. A Study of the Perceptions of School System Personnel of the Academic Achievement Gap and How Their Perceptions Influence Their Educational Practices

    ERIC Educational Resources Information Center

    Garrett, Nashett Chaunte

    2012-01-01

    The case study takes place in a North Carolina School district diverse in student population and land use, which by some records is experiencing some success with the students it serves. Standardized test data reveals the existence of academic achievement gaps within schools throughout the district. The school district's superintendent…

  11. Achievement, Engagement, and Behavior Outcomes of At-Risk Youth Following Participation in a Required Ninth-Grade Academic Support Study Center Program

    ERIC Educational Resources Information Center

    Wagner, Jeffrey P.

    2012-01-01

    Overall, pretest-posttest results for achievement, behavior, and engagement for at-risk boys not eligible (n = 13) and eligible (n = 9) for participation in the free or reduced price lunch program who completed a school-year long academic support study center program were not statistically different over time and end of school year for cumulative…

  12. Academic Self-Concept and Learning Strategies: Direction of Effect on Student Academic Achievement

    ERIC Educational Resources Information Center

    McInerney, Dennis M.; Cheng, Rebecca Wing-yi; Mok, Magdalena Mo Ching; Lam, Amy Kwok Hap

    2012-01-01

    This study examined the prediction of academic self-concept (English and Mathematics) and learning strategies (deep and surface), and their direction of effect, on academic achievement (English and Mathematics) of 8,354 students from 16 secondary schools in Hong Kong. Two competing models were tested to ascertain the direction of effect: Model A…

  13. Relationships among Properties of College Students' Self-Set Academic Goals and Academic Achievement

    ERIC Educational Resources Information Center

    Acee, Taylor W.; Cho, Yoonjung; Kim, Jung-In; Weinstein, Claire Ellen

    2012-01-01

    The major purpose of this study was to investigate the relationships among properties of college students' self-set academic goals and academic achievement, using multiple theoretical perspectives. Using a personal goal-based research methodology, college students enrolled in a learning-to-learn course (N = 130) were asked to list 20 of their…

  14. Academic Self-Efficacy Mediates the Effects of School Psychological Climate on Academic Achievement

    ERIC Educational Resources Information Center

    Høigaard, Rune; Kovac, Velibor Bobo; Øverby, Nina Cecilie; Haugen, Tommy

    2015-01-01

    This study investigated the effects of proximal and distal constructs on adolescent's academic achievement through self-efficacy. Participants included 482 ninth-and tenth-grade Norwegian students who completed a questionnaire designed to assess school-goal orientations, organizational citizenship behavior, academic self-efficacy, and academic…

  15. The Role of Academic Achievement Growth in School Track Recommendations

    ERIC Educational Resources Information Center

    Caro, Daniel H.; Lenkeit, Jenny; Lehmann, Rainer; Schwippert, Knut

    2009-01-01

    Students in Germany are tracked into different forms of secondary schooling based on teachers' recommendations. The literature shows that school tracking is largely affected by academic achievement levels, but neglects the influence of individual achievement growth. The authors used data from the Berlin study ELEMENT (N = 2242) to characterize…

  16. Academic resilience in education: the role of achievement goal orientations

    PubMed Central

    JOWKAR, BAHRAM; KOJURI, JAVAD; KOHOULAT, NAEIMEH; HAYAT, ALI ASGHAR

    2014-01-01

    Introduction: In the past 2 decades, research findings established achievement goal theory as a powerful framework for conceptualizing difference in the quality of student's engagement, persistence on task, and academic resilience. So the present study examined the relationship between achievement goal orientations and academic resilience. Method: Participants were 606 students (307 girls and 297 boys) selected from Shiraz high schools. They completed the Achievement Goals Questionnaire and Youth development Module Scale (RYDM). To analyze the data, the relationships between variables were examined, using Pearson product–moment correlations. Also simulanteous multiple regression was performed to investigate the prediction of academic resilience by achievement goal orientations. To examine the reliability and the validity of measures Cronbach alpha coefficient and factor analysis method were applied, respectively. Results: Simultaneous multiple regression of achievement goal orientations on academic resilience showed that "mastery-approach" was a significant positive predictor of the "home care/high" and "peer care" subscales. Also, "performance-approach" was a significant, positive predictor of "home care/high", and "school/community meaningful" was predicted by "performance-avoidance" positively. Conclusion: According to the findings, it seems that achievement goal orientation has a critical role in students’ academic achievement. Implications of the results are discussed in more details.  PMID:25512916

  17. Parenting Style as a Moderator for Students' Academic Achievement

    NASA Astrophysics Data System (ADS)

    Ishak, Zahari; Low, Suet Fin; Lau, Poh Li

    2012-08-01

    Parenting styles have always been a crucial factor in influencing all aspects of a person's development. The purpose of this study is to test the structural equation model of academic achievement among the students using parenting styles as a moderator. The sample comprised 493 students from eight schools. Parenting styles are determined using the Parental Authority Questionnaire (Buri in J Pers Assess 57:110-119, 1991). Academic achievement is measured based on the students' performance in the Lower Secondary Assessment. Data were analyzed using structural equation modelling. Results demonstrated that model of authoritative and model of authoritarian fit the data of this study well. Both authoritative and authoritarian parenting styles are the most common practice of the parents. Parenting styles have been found to be a moderator of this study. The results indicated that parenting styles moderated the effect of academic self-concept on academic achievement. The impact of academic self-concept on academic achievement is found to be greater for the authoritative than the authoritarian parenting style.

  18. Influence of Emotional Intelligence and Need for Achievement on Interpersonal Relations and Academic Achievement of Undergraduates

    ERIC Educational Resources Information Center

    Afolabi, Olukayode Ayooluwa; Ogunmwonyi, Edosa; Okediji, Abayomi

    2009-01-01

    This study examined influence of emotional intelligence and need for achievement on interpersonal relations and academic achievement of undergraduates. Questionnaires were administered to one hundred and ten (110) subjects. The independent variables are emotional intelligence and need for achievement, while the dependent variables are…

  19. Influence of Emotional Intelligence and Need for Achievement on Interpersonal Relations and Academic Achievement of Undergraduates

    ERIC Educational Resources Information Center

    Afolabi, Olukayode Ayooluwa; Ogunmwonyi, Edosa; Okediji, Abayomi

    2009-01-01

    This study examined influence of emotional intelligence and need for achievement on interpersonal relations and academic achievement of undergraduates. Questionnaires were administered to one hundred and ten (110) subjects. The independent variables are emotional intelligence and need for achievement, while the dependent variables are…

  20. Effects of Achievement Motivation, Social Identity, and Peer Group Norms on Academic Conformity

    ERIC Educational Resources Information Center

    Masland, Lindsay C.; Lease, A. Michele

    2013-01-01

    This study investigated whether academic achievement motivation and social identity explain variation in children's conformity to positive academic behaviors (n = 455 children in grades three through five). Structural equation modeling suggested that academic value and peer group academic norms were positively related to academic conformity.…

  1. Effects of Achievement Motivation, Social Identity, and Peer Group Norms on Academic Conformity

    ERIC Educational Resources Information Center

    Masland, Lindsay C.; Lease, A. Michele

    2013-01-01

    This study investigated whether academic achievement motivation and social identity explain variation in children's conformity to positive academic behaviors (n = 455 children in grades three through five). Structural equation modeling suggested that academic value and peer group academic norms were positively related to academic conformity.…

  2. The Relationship among Achievement Motivation Orientations, Achievement Goals, and Academic Achievement and Interest: A Multiple Mediation Analysis

    ERIC Educational Resources Information Center

    Abd-El-Fattah, Sabry M.; Patrick, Rosan R.

    2011-01-01

    The aim of the present study is to examine the relationships among achievement motivation orientations and academic achievement and interest and whether achievement goals mediate these relationships. A sample of 503 students aged 14-16 years from 8 secondary schools in two Australia cities responded to a questionnaire package, comprising measures…

  3. The Correlation of Motivation and Academic Achievement in Physics

    ERIC Educational Resources Information Center

    Winsberg, Suzanne; Ste-Marie, Louis

    1976-01-01

    The relationship between the academic achievement in physics of second year college students and the students' motivation was investigated. Among the findings were that motivation to satisfy security needs is negatively related to academic achievement in physics. (BT)

  4. Effects of Peer Academic Reputation on Achievement in Academically At-Risk Elementary Students.

    PubMed

    Hughes, Jan N; Dyer, Nicole; Luo, Wen; Kwok, Oi-Man

    2009-04-01

    Participants were 664 relatively low achieving children who were recruited into a longitudinal study when in first grade. Measures of peer academic reputation (PAR), peer acceptance, teacher-rated academic engagement and achievement, and reading and math achievement were obtained in Year 2, when the majority of students were in second grade, and 1 year later. Measures of academic self concept were obtained in Year 1 and in Year 3. As young as second grade, children's perceptions of classmates' academic competence are distinct from their perceptions of peers' other social and behavioral characteristics. SEM analyses found that Year 2 PAR predicted Year 3 teacher-rated academic engagement and reading (but not math) achievement test scores, above the effects of prior scores on these outcomes and other covariates. Furthermore, the effect of PAR on academic engagement and achievement was partially mediated by the effect of PAR on children's academic self concept. Implications of these findings for educational practice and future research are discussed. PMID:19617931

  5. Effects of Peer Academic Reputation on Achievement in Academically At-Risk Elementary Students

    PubMed Central

    Hughes, Jan N.; Dyer, Nicole; Luo, Wen; Kwok, Oi-Man

    2008-01-01

    Participants were 664 relatively low achieving children who were recruited into a longitudinal study when in first grade. Measures of peer academic reputation (PAR), peer acceptance, teacher-rated academic engagement and achievement, and reading and math achievement were obtained in Year 2, when the majority of students were in second grade, and 1 year later. Measures of academic self concept were obtained in Year 1 and in Year 3. As young as second grade, children’s perceptions of classmates’ academic competence are distinct from their perceptions of peers’ other social and behavioral characteristics. SEM analyses found that Year 2 PAR predicted Year 3 teacher-rated academic engagement and reading (but not math) achievement test scores, above the effects of prior scores on these outcomes and other covariates. Furthermore, the effect of PAR on academic engagement and achievement was partially mediated by the effect of PAR on children’s academic self concept. Implications of these findings for educational practice and future research are discussed. PMID:19617931

  6. Strategic Learning Abilities as a Predictor of Academic Achievement.

    ERIC Educational Resources Information Center

    Everson, Howard T.; Weinstein, Claire E.; Laitusis, Vytas

    The importance of learning and study strategies in fostering academic achievement has generated a demand for assessing these behaviors. The Learning and Study Strategies Inventory-High School version (LASSI-HS) is one of the most popular of these assessment devices. This study analyzed the second order latent structure of the inventory, using a…

  7. Time perspective and school membership as correlates to academic achievement among African American adolescents.

    PubMed

    Adelabu, Detris Honora

    2007-01-01

    This study examined the relationship of academic achievement to time perspective (future, present) and school membership (belonging, acceptance, rejection) among 232 low-income, urban African American adolescents. Findings indicated positive, significant relationships among academic achievement, future time perspective, school belonging, and school acceptance. A negative, significant relationship was found between academic achievement and present time perspective. Based on multiple regression analysis, the ability of time perspective and school membership to predict academic achievement differed across gender. Whereas present time perspective was predictive of academic achievement among males, school acceptance and future time perspective emerged as significant predictors of academic achievement among females. Present time perspective contributed negatively to academic achievement among males, while school acceptance and future time perspective contributed positively to academic achievement among females. PMID:18047236

  8. International note: between-domain relations of Chinese high school students' academic achievements.

    PubMed

    Yangyang, Liu

    2012-08-01

    The present study examined the between-domain relations of Chinese high school students' academic achievements. In a sample of 1870 Chinese 10th grade students, the results indicated that Chinese high school students' academic achievements were correlated across nine subjects. In line with the previous Western findings, the findings suggested that academic achievement was largely domain-general in nature. PMID:22391216

  9. Predictors of Academic Achievement for School-Age Children with Sickle Cell Disease

    ERIC Educational Resources Information Center

    Smith, Kelsey E.; Patterson, Chavis A.; Szabo, Margo M.; Tarazi, Reem A.; Barakat, Lamia P.

    2013-01-01

    Children with sickle cell disease (SCD) are at risk for neurocognitive impairment and poor academic achievement, although there is limited research on factors predicting academic achievement in this population. This study explores the relative contribution to academic achievement of a comprehensive set of factors, such as environmental…

  10. The Effects of Concealing Academic Achievement Information on Adolescents' Self-Concept

    ERIC Educational Resources Information Center

    Zhang, Baoshan; Wang, Mo; Li, Juan; Yu, Guoliang; Bi, Yan-Ling

    2011-01-01

    Using an experimental design, the effect of concealing academic achievement information on adolescents' self-concept was examined in the current study. Specifically, adolescents with low academic achievement and adolescents with average to high academic achievement (N = 129) were randomly assigned to different interview contexts wherein…

  11. Effects of Cochlear Implants on Children's Reading and Academic Achievement

    ERIC Educational Resources Information Center

    Marschark, Marc; Rhoten, Cathy; Fabich, Megan

    2007-01-01

    This article presents a critical analysis of empirical studies assessing literacy and other domains of academic achievement among children with cochlear implants. A variety of recent studies have demonstrated benefits to hearing, language, and speech from implants, leading to assumptions that early implantation and longer periods of implant should…

  12. Maternal Factors Affecting the Academic Achievement of Latino Adolescents.

    ERIC Educational Resources Information Center

    Rivera, Marisa

    Although much research has been done to determine how familial processes affect academic achievement, few researchers have directly studied culturally or linguistically diverse populations, in particular Latinos. The primary purpose of this study was to investigate the effects of distal variables (maternal intelligence, maternal education,…

  13. Academic Effort and Achievement in Science: Beyond a Gendered Relationship

    ERIC Educational Resources Information Center

    Adamuti-Trache, Maria; Sweet, Robert

    2013-01-01

    This study employs the 2004 School Achievement Indicators Program (SAIP) data to examine whether academic effort manifested by greater investments in school and homework does result in higher literacy scores in science for Canadian students. The study compares four gender-immigrant profiles: Canadian-born males, immigrant males, Canadian-born…

  14. Self-Regulated Learning and Academic Achievement in Malaysian Undergraduates

    ERIC Educational Resources Information Center

    Kosnin, Azlina Mohd

    2007-01-01

    This study is an investigation of the ability of self-regulated learning (SRL) as measured by the Motivated Strategies for Learning Questionnaires (MSLQ) to predict academic achievement among undergraduates in Malaysia. A total of 460 second-year engineering undergraduates from the Universiti Teknologi Malaysia participated in the study. Academic…

  15. Using the 2 x 2 Framework of Achievement Goals to Predict Achievement Emotions and Academic Performance

    ERIC Educational Resources Information Center

    Putwain, David W.; Sander, Paul; Larkin, Derek

    2013-01-01

    Previous work has established how achievement emotions are related to the trichotomous model of achievement goals, and how they predict academic performance. In our study we examine relations using an additional, mastery-avoidance goal, and whether outcome-focused emotions are predicted by mastery as well as performance goals. Results showed that…

  16. Dopaminergic Polymorphisms, Academic Achievement, and Violent Delinquency.

    PubMed

    Yun, Ilhong; Lee, Julak; Kim, Seung-Gon

    2015-12-01

    Recent research in the field of educational psychology points to the salience of self-control in accounting for the variance in students' report card grades. At the same time, a novel empirical study from molecular genetics drawing on the National Longitudinal Study of Adolescent Health (Add Health) data has revealed that polymorphisms in three dopaminergic genes (dopamine transporter [DAT1], dopamine D2 receptor [DRD2], and dopamine D4 receptor [DRD4]) are also linked to adolescents' grade point averages (GPAs). Juxtaposing these two lines of research, the current study reanalyzed the Add Health genetic subsample to assess the relative effects of these dopaminergic genes and self-control on GPAs. The results showed that the effects of the latter were far stronger than those of the former. The interaction effects between the dopaminergic genes and a set of environmental factors on academic performance were also examined, producing findings that are aligned with the "social push hypothesis" in behavioral genetics. Finally, based on the criminological literature on the link between academic performance and delinquency, we tested whether dopaminergic effects on violent delinquency were mediated by GPAs. The results demonstrated that academic performance fully mediated the linkage between these genes and violent delinquency. PMID:25326467

  17. Predicting Early Academic Failure in High School from Prior Academic Achievement, Psychosocial Characteristics, and Behavior

    ERIC Educational Resources Information Center

    Casillas, Alex; Robbins, Steve; Allen, Jeff; Kuo, Yi-Lung; Hanson, Mary Ann; Schmeiser, Cynthia

    2012-01-01

    The authors examined the differential effects of prior academic achievement, psychosocial, behavioral, demographic, and school context factors on early high school grade point average (GPA) using a prospective study of 4,660 middle-school students from 24 schools. The findings suggest that (a) prior grades and standardized achievement are the…

  18. Effect of Cooperative Learning on Academic Achievement of Physics Course

    ERIC Educational Resources Information Center

    Keramati, Mohammadreza

    2010-01-01

    This paper reports the results of an investigation on the effect of cooperative learning on academic achievement of physics course. Cooperative learning was employed to experimental group and conventional teaching method was used for control group. Sampling of the study consists of 15-16 years old 220 students at high school in Iran. The progress…

  19. English Language Learners and Academic Achievement: Revisiting the Threshold Hypothesis

    ERIC Educational Resources Information Center

    Ardasheva, Yuliya; Tretter, Thomas R.; Kinny, Marti

    2012-01-01

    This nonexperimental study explored the predictive strength of English proficiency levels on academic achievement of middle school students in a sample of 17,470 native English-speaking (NES) students, 558 English language learners (current ELLs), and 500 redesignated fluent English proficient students (former ELLs). Results of multilevel analyses…

  20. High School Employment and Academic Achievement: A Note for Educators

    ERIC Educational Resources Information Center

    Keister, Mary; Hall, Joshua

    2010-01-01

    Educators are often in a position to affect student decisions to work during the school term. This study reviews and summarizes the literature on the effect that employment during high school has on academic achievement. The available evidence suggests that part-time jobs for high school students are beneficial as long as the number of hours…

  1. The Effects of Looping on Perceived Values and Academic Achievement

    ERIC Educational Resources Information Center

    Rodriguez, Carmen; Arenz, Bernard

    2007-01-01

    This study was designed to examine the effects of looping, a practice whereby teachers and students stay together for more than one year, on perceived values and academic achievement in language arts at a Fresno Unified School District elementary school in Fresno, CA. Looping has many perceived advantages, such as the development of long-term…

  2. The Effects of Looping on Perceived Values and Academic Achievement

    ERIC Educational Resources Information Center

    Rodriguez, Carmen; Arenz, Bernard

    2007-01-01

    This study was designed to examine the effects of looping, a practice whereby teachers and students stay together for more than one year, on perceived values and academic achievement in language arts at a Fresno Unified School District elementary school in Fresno, CA. Looping has many perceived advantages, such as the development of long-term…

  3. Effect of Cooperative Learning on Academic Achievement of Physics Course

    ERIC Educational Resources Information Center

    Keramati, Mohammadreza

    2010-01-01

    This paper reports the results of an investigation on the effect of cooperative learning on academic achievement of physics course. Cooperative learning was employed to experimental group and conventional teaching method was used for control group. Sampling of the study consists of 15-16 years old 220 students at high school in Iran. The progress…

  4. Emotional Intelligence, Creativity and Academic Achievement of Business Administration Students

    ERIC Educational Resources Information Center

    Olatoye, R. Ademola; Akintunde, S. O.; Yakasai, M. I.

    2010-01-01

    Introduction: This study investigated the extent to which the level of creativity and emotional intelligence influenced the level of academic achievement of Higher National Diploma HND business administration students of Polytechnics in the South Western States of Nigeria. Method: Three instruments; Student Cumulative Grade Point (CGPA)…

  5. Homework, Motivation, and Academic Achievement in a College Genetics Course

    ERIC Educational Resources Information Center

    Planchard, Matthew; Daniel, Kristy L.; Maroo, Jill; Mishra, Chandrani; McLean, Tim

    2015-01-01

    We conducted a mixed methods study in an upper-level genetics course exploring the relationships between student motivation, homework completion, and academic achievement at the college level. We used data from an open-ended questionnaire, homework grades and completion reports, and exam scores. We used these data sources to measure self-perceived…

  6. Helping Students Improve Academic Achievement and School Success Behavior

    ERIC Educational Resources Information Center

    Brigman, Greg; Campbell, Chari

    2003-01-01

    This article describes a study evaluating the impact of school-counselor-led interventions on student academic achievement and school success behavior. A group counseling and classroom guidance model called student success skills (SSS) was the primary intervention. The focus of the SSS model was on three sets of skills identified in several…

  7. Exercise and Children's Intelligence, Cognition, and Academic Achievement

    ERIC Educational Resources Information Center

    Tomporowski, Phillip D.; Davis, Catherine L.; Miller, Patricia H.; Naglieri, Jack A.

    2008-01-01

    Studies that examine the effects of exercise on children's intelligence, cognition, or academic achievement were reviewed and results were discussed in light of (a) contemporary cognitive theory development directed toward exercise, (b) recent research demonstrating the salutary effects of exercise on adults' cognitive functioning, and (c) studies…

  8. Academic Optimism and Student Achievement in Urban Elementary Schools

    ERIC Educational Resources Information Center

    Smith, Page A.; Hoy, Wayne K.

    2007-01-01

    Purpose: The aim of this study was two-fold: to demonstrate a general construct of schools called academic optimism and to show it was related to student achievement in urban elementary schools, even controlling for socioeconomic factors, and school size. Design/methodology/approach: Data were collected from 99 urban elementary schools in Texas…

  9. Parenting Style as a Moderator for Students' Academic Achievement

    ERIC Educational Resources Information Center

    Ishak, Zahari; Low, Suet Fin; Lau, Poh Li

    2012-01-01

    Parenting styles have always been a crucial factor in influencing all aspects of a person's development. The purpose of this study is to test the structural equation model of academic achievement among the students using parenting styles as a moderator. The sample comprised 493 students from eight schools. Parenting styles are determined using the…

  10. Classroom Emotional Climate, Student Engagement, and Academic Achievement

    ERIC Educational Resources Information Center

    Reyes, Maria R.; Brackett, Marc A.; Rivers, Susan E.; White, Mark; Salovey, Peter

    2012-01-01

    The emotional connections students foster in their classrooms are likely to impact their success in school. Using a multimethod, multilevel approach, this study examined the link between classroom emotional climate and academic achievement, including the role of student engagement as a mediator. Data were collected from 63 fifth- and sixth-grade…

  11. Community and Institutional Correlates of Academic Achievement in Georgia Schools.

    ERIC Educational Resources Information Center

    Boggs, Olivia M.

    This study sought to determine the degree to which school and community factors influence mathematics and science achievement of public school students in Georgia. Of particular concern was identifying variables to assist educators, parents, and other child advocates in providing academic programs that are responsive to the needs of learners. Data…

  12. Social Intelligence and Academic Achievement as Predictors of Adolescent Popularity

    ERIC Educational Resources Information Center

    Meijs, Noortje; Cillessen, Antonius H. N.; Scholte, Ron H. J.; Segers, Eliane; Spijkerman, Renske

    2010-01-01

    This study compared the effects of social intelligence and cognitive intelligence, as measured by academic achievement, on adolescent popularity in two school contexts. A distinction was made between sociometric popularity, a measure of acceptance, and perceived popularity, a measure of social dominance. Participants were 512, 14-15 year-old…

  13. Self-Esteem and Academic Achievement of High School Students

    ERIC Educational Resources Information Center

    Moradi Sheykhjan, Tohid; Jabari, Kamran; Rajeswari, K.

    2014-01-01

    The primary purpose of this study was to determine the influence of self-esteem on academic achievement among high school students in Miandoab City of Iran. The methodology of the research is descriptive and correlation that descriptive and inferential statistics were used to analyze the data. Statistical Society includes male and female high…

  14. Academic Achievement of Red Deer College Students at Alberta Universities.

    ERIC Educational Resources Information Center

    Burford, Charles Thomas

    The purpose of this study was to report on the academic achievement of Red Deer College transfer students at three Alberta Universities for 1968-1971. Transfer students were matched with native students from the universities using session year, year of program, degree sought, age, sex, and first year cumulative grade-point average. These matched…

  15. Personality Traits as a Predictor of Academic Achievement in Adolescents

    ERIC Educational Resources Information Center

    Smrtnik-Vitulic, Helena; Zupancic, Maja

    2011-01-01

    The study examined the predictive value of adolescents' personality trait ratings by different groups of informants in explaining academic achievement [grade point average (GPA)] while controlling for students' sex and their mothers' education. The Inventory of Child/Adolescent Individual Differences was employed as a measure of students'…

  16. The Predictive Relationship between Achievement and Participation in Music and Achievement in Core Grade 12 Academic Subjects

    ERIC Educational Resources Information Center

    Gouzouasis, Peter; Guhn, Martin; Kishor, Nand

    2007-01-01

    The relationship between musical training and general intellectual capacity as well as academic achievement has been discussed in numerous contexts. In our study, we examined the relationship between participation and achievement in music and achievement in academic courses, based on data from three consecutive British Columbia student cohorts.…

  17. Brain-Based Accelerated Learning Longitudinal Study Reveals Subsequent High Academic Achievement Gain for Low Achieving, Low Cognitive Skill Fourth Grade Students.

    ERIC Educational Resources Information Center

    Erland, Jan Kuyper

    Three earlier published reports (Erland, 1999c, 1999d, 1998) of a two school (Schools 1 & 2), 14 classroom, grades 4-8 study, reported large gains evidenced by the Brain-Based-Accelerated Learning (AL) application of The Bridge To Achievement (BTA). Eleven BTA/AL experimental groups were compared with two control groups from School 2 having an…

  18. The Impact and Racial Identity on Academic Achievement

    ERIC Educational Resources Information Center

    Mulzac, Anica Camela

    2012-01-01

    Research has shown that academic achievement among racial minority groups, particularly African Americans, and the majority Caucasian group is profoundly disproportionate. A number of variables have been shown to influence the academic achievement of students, such as stereotype threat, racial identity, and academic self-concept (Awad, 2007;…

  19. UNDERGRADUATE ACADEMIC ACHIEVEMENT AND TEACHING PERFORMANCE.

    ERIC Educational Resources Information Center

    CARDOZIER, V.R.

    THE OBJECTIVES OF THIS STUDY WERE TO DETERMINE (1) THE RELATIONSHIP BETWEEN TEACHER PERFORMANCE AND UNDERGRADUATE ACHIEVEMENT IN SELECTED DISCIPLINES, (2) THE RELATIONSHIPS BETWEEN UNDERGRADUATE ACHIEVEMENT, BOTH TOTAL AND IN EACH OF 12 SUBJECTS, AND TEACHING PERFORMANCE, BOTH TOTAL AND IN NINE TEACHING FUNCTIONS, AND (3) THE VARIABILITY OF…

  20. Exploring the Relationship between Time Management Skills and the Academic Achievement of African Engineering Students--A Case Study

    ERIC Educational Resources Information Center

    Swart, Arthur James; Lombard, Kobus; de Jager, Henk

    2010-01-01

    Poor academic success by African engineering students is currently experienced in many higher educational institutions, contributing to lower financial subsidies by local governments. One of the contributing factors to this low academic success may be the poor time management skills of these students. This article endeavours to explore this…

  1. A study of the attitudes and academic achievement in biology of females in a single-sex school vs. a coeducational school in the Philadelphia Archdiocesan secondary schools

    NASA Astrophysics Data System (ADS)

    Proach, John Ann

    2000-11-01

    There is proof that the educational system has conveyed unrealistic role expectations and has neglected to address the changing needs of girls. Children form attitudes about themselves and others based on the communications they get over time from parents, other adults, peers, and a variety of societal influences, including school. This study focused on two groups of tenth-grade high school, female, biology students in the Archdiocese of Philadelphia. The purpose was to compare attitude in science and academic achievement of females in a single-sex vs. a coeducational school. Data collection included three attitudinal surveys: Women in Science, Science Attitude Scale, and Perceptions of Science and Scientists, also the National Association of Biology Teachers/National Science Teachers High School Biology Examination Version B. administered as a pretest and posttest to measure academic achievement. These instruments were used to determine if the differences between attitudes and perceptions toward science and achievement in science were alike for females in a single-sex school and a coeducational school. The study also tested to see if females in a single-sex school would attain greater academic achievement in biology than girls in a coeducational school. The Chi-square statistic was used to analyze data in the three attitudinal surveys. The NABT/NSTA High School Biology Examination determined the students' initial and final competency levels in general biology. The mean science achievement of each of the two groups was tested for statistical significance using the t-test. In the two schools the t-test statistic showed significant difference between the pretest and a slight statistical difference on the posttest; the preferred analysis was an ANCOVA used to compare the posttest scores using the pretest as a covariate. The data implies that attitudes and perceptions are basically the same in both environments with minor differences. Results of these analyses suggest that there was no significant difference in academic achievement for girls in either environment. Further research into programs, which promote science achievement among girls and boys, should investigate the significance of the school environment in enhancing not only science achievement but also attitudes toward science.

  2. The Relationships among Academic Attitudes, Psychological Attitudes, and the First-Semester Academic Achievement of First-Year College Students

    ERIC Educational Resources Information Center

    Reynolds, Amy L.; Weigand, Matthew J.

    2010-01-01

    This study examined the relationships among academic and psychological attitudes and academic achievement of first-year students. The College Resilience Scale, the Academic Motivation Scale, the College Self-Efficacy Inventory, and the University Environment Scale were administered to 164 first-year undergraduate students enrolled at a large RU/VH…

  3. Indirect Effects in the Peer Victimization-Academic Achievement Relation: The Role of Academic Self-Concept and Gender

    ERIC Educational Resources Information Center

    Jenkins, Lyndsay N.; Demaray, Michelle Kilpatrick

    2015-01-01

    Peer victimization is a concern because victimized youth are more likely to have social, emotional, and academic difficulties. The current study examined the link between peer victimization and academic achievement by exploring the indirect effect of academic self-concept on two variables. The sample consisted of 140 middle school students (40%…

  4. Indirect Effects in the Peer Victimization-Academic Achievement Relation: The Role of Academic Self-Concept and Gender

    ERIC Educational Resources Information Center

    Jenkins, Lyndsay N.; Demaray, Michelle Kilpatrick

    2015-01-01

    Peer victimization is a concern because victimized youth are more likely to have social, emotional, and academic difficulties. The current study examined the link between peer victimization and academic achievement by exploring the indirect effect of academic self-concept on two variables. The sample consisted of 140 middle school students (40%…

  5. A Study Comparing the Academic Achievement of African American Male Students Enrolled in Two Types of Nontraditional High Schools

    ERIC Educational Resources Information Center

    Rutledge, Anthony B.

    2010-01-01

    This study examined the relationship of the achievement of African American male students enrolled in an early college high school to those enrolled in a performing arts high school. The Georgia High School Graduation Test (GHSGT) scores of the 11th-grade African American male students from an early college high school were compared to the GHSGT…

  6. Motivation, Instructional Design, Flow, and Academic Achievement at a Korean Online University: A Structural Equation Modeling Study

    ERIC Educational Resources Information Center

    Joo, Young Ju; Oh, Eunjung; Kim, Su Mi

    2015-01-01

    The purpose of this study is to examine the structural relationships among self-efficacy, intrinsic value, test anxiety, instructional design, flow, and achievement among students at a Korean online university. To address research questions, the researchers administered online surveys to 963 college students at an online university in Korea…

  7. Motivation, Instructional Design, Flow, and Academic Achievement at a Korean Online University: A Structural Equation Modeling Study

    ERIC Educational Resources Information Center

    Joo, Young Ju; Oh, Eunjung; Kim, Su Mi

    2015-01-01

    The purpose of this study is to examine the structural relationships among self-efficacy, intrinsic value, test anxiety, instructional design, flow, and achievement among students at a Korean online university. To address research questions, the researchers administered online surveys to 963 college students at an online university in Korea…

  8. Effects of cochlear implants on children's reading and academic achievement.

    PubMed

    Marschark, Marc; Rhoten, Cathy; Fabich, Megan

    2007-01-01

    This article presents a critical analysis of empirical studies assessing literacy and other domains of academic achievement among children with cochlear implants. A variety of recent studies have demonstrated benefits to hearing, language, and speech from implants, leading to assumptions that early implantation and longer periods of implant should be associated with higher reading and academic achievement. This review, however, reveals that although there are clear benefits of cochlear implantation to achievement in young deaf children, empirical results have been somewhat variable. Examination of the literature with regard to reading achievement suggests that the lack of consistent findings might be the result of frequent failures to control potentially confounding variables such as age of implantation, language skills prior to implantation, reading ability prior to implantation, and consistency of implant use. Studies of academic achievement beyond reading are relatively rare, and the extent to which performance in such domains is mediated by reading abilities or directly influenced by hearing, language, and speech remains unclear. Considerations of methodological shortcomings in existing research as well as theoretical and practical questions yet to be addressed provide direction for future research. PMID:17526867

  9. Academic Self-Concept and Academic Achievement: Developmental Perspectives on Their Causal Ordering.

    ERIC Educational Resources Information Center

    Guay, Frederic; Marsh, Herbert W.; Boivin, Michel

    2003-01-01

    Tests theoretical and developmental models of the causal ordering between academic self-concept and academic achievement. The structural equation model for the total sample supported a reciprocal-effects model, indicating that achievement has an effect on self-concept and that academic self-concept has an effect on achievement. (Contains 33…

  10. Effects of Academic Survival Skill Training on Low Achievement First Graders

    ERIC Educational Resources Information Center

    Cobb, Joseph A.; Hops, Hyman

    1973-01-01

    The present study was the first in a series designed to investigate the functional relationship between levels of academic survival skills and academic reading achievement of low-functioning children in regular classrooms. (Author)

  11. The Relationship between Intensity and Breadth of After-School Program Participation and Academic Achievement: Evidence from a Short-Term Longitudinal Study

    ERIC Educational Resources Information Center

    Springer, Ken; Diffily, Deborah

    2012-01-01

    We explored the extent to which intensity and breadth of participation in an after-school program (ASP) predicted academic achievement, as measured by changes in grades and attendance. The sample comprised 719 2nd-grade through 8th-grade Boys and Girls Clubs of Greater Dallas members during the 2009-2010 academic year. With respect to intensity,…

  12. Effects of academic ability, time allowed for study, and teacher directedness on achievement in a high school science course (ISIS)

    NASA Astrophysics Data System (ADS)

    Burkman, Ernest; Tate, Richard L.; Snyder, William R.; Beditz, Joseph

    The simultaneous effects of the two instructional variables of degree of teacher direction (student-directed versus teacher-directed) and time allowed for study and the student variable of general ability are described for student achievement in three life-science instructional modules covering approximately three months. The instructional variables were controlled in this study; that is, high school teachers were randomly assigned to one of six combinations of the student-directed versus teacher-directed method variable and the allowed time variable with three levels. Between-class, within-class, and between-student analyses of data for 912 students in 43 classes resulted in a description of effects complicated by the presence of interactions among the three independent variables. For example, there was a disordinal interaction between instructional method and allowed time, so that statements about the relative superiority of the student-directed and teacher-directed approaches must be qualified by specification of allowed time. In any event, the estimated differences were modest, suggesting that the factor of possible achievement differences should not be dominant among the many factors considered in selecting an approach. A very modest ordinal aptitude (ability)-treatment-interaction (ATI) was also found, although the main effect of ability was quite strong. The allowed time effect suggested the possibility of decreased achievement under some circumstances when allowed time is increased, due perhaps to increased misuse of time and associated disruption.

  13. Bonding, Achievement, and Activities: School Bonding, Academic Achievement, and Participation in Extracurricular Activities

    ERIC Educational Resources Information Center

    Howard, Anissa K.; Ziomek-Daigle, Jolie

    2009-01-01

    Utilizing a single-group interrupted time series design (Creswell, 2003), this pilot study examined the relationship between academic achievement, school bonding, and the extracurricular activity participation of "uninvolved" students (n=11) who participated in a voluntary support group at a suburban high school in the southeast. Results indicated…

  14. Relationship of Academic, Physical and Social Self-Concepts of Students with Their Academic Achievement

    ERIC Educational Resources Information Center

    Zahra, Asma-Tuz; Arif, Manzoor H.; Yousuf, Muhammad Imran

    2010-01-01

    This study investigated relationship between self-concept and academic achievement of bachelor degree students. Female students at bachelor were considered the target population. A sample of 1500 students was selected by using two stage cluster sampling technique. An amended form of Self-Descriptive Questionnaire developed by Marsh (1985) was used…

  15. Identity Styles and Academic Achievement: Mediating Role of Academic Self-Efficacy

    ERIC Educational Resources Information Center

    Hejazi, Elaheh; Shahraray, Mehrnaz; Farsinejad, Masomeh; Asgary, Ali

    2009-01-01

    The purpose of this study was to assess the mediating effect of self-efficacy on the relationship between identity styles and academic achievement. Four-hundred high school students (200 male, 200 female) who were selected through cluster random sampling, completed the Revised Identity Styles Inventory (ISI, 6G) and Morgan-Jink Student Efficacy…

  16. Identity Styles and Academic Achievement: Mediating Role of Academic Self-Efficacy

    ERIC Educational Resources Information Center

    Hejazi, Elaheh; Shahraray, Mehrnaz; Farsinejad, Masomeh; Asgary, Ali

    2009-01-01

    The purpose of this study was to assess the mediating effect of self-efficacy on the relationship between identity styles and academic achievement. Four-hundred high school students (200 male, 200 female) who were selected through cluster random sampling, completed the Revised Identity Styles Inventory (ISI, 6G) and Morgan-Jink Student Efficacy…

  17. Academic Achievement and Adolescents' Daily Time Use in the Social and Academic Domains

    ERIC Educational Resources Information Center

    Witkow, Melissa R.

    2009-01-01

    The present study used the daily diary method to investigate the role of achievement in adolescents' patterns of time use in the academic and social domains. A diverse sample of over 700 ninth grade students completed three-page checklists every night for 14 consecutive nights, providing information on their time use for the day. As hypothesized,…

  18. Factors Influencing Seminar Learning and Academic Achievement.

    PubMed

    Spruijt, Annemarie; Leppink, Jimmie; Wolfhagen, Ineke; Bok, Harold; Mainhard, Tim; Scherpbier, Albert; van Beukelen, Peter; Jaarsma, Debbie

    2015-01-01

    Many veterinary curricula use seminars, interactive educational group formats in which some 25 students discuss questions and issues relating to course themes. To get indications on how to optimize the seminar learning process for students, we aimed to investigate relationships between factors that seem to be important for the seminar learning process, and to determine how these seminar factors account for differences in students' achievement scores. A 57-item seminar evaluation (USEME) questionnaire was administered to students right after they attended a seminar. In total, 80 seminars distributed over years 1, 2, and 3 of an undergraduate veterinary medicine curriculum were sampled and 988 questionnaires were handed in. Principal factor analysis (PFA) was conducted on 410 questionnaires to examine which items could be grouped together as indicators of the same factor, and to determine correlations between the derived factors. Multilevel regression analysis was performed to explore the effects of these seminar factors and students' prior achievement scores on students' achievement scores. Within the questionnaire, four factors were identified that influence the seminar learning process: teacher performance, seminar content, student preparation, and opportunities for interaction within seminars. Strong correlations were found between teacher performance, seminar content, and group interaction. Prior achievement scores and, to a much lesser extent, the seminar factor group interaction appeared to account for differences in students' achievement scores. The factors resulting from the present study and their relation to the method of assessment should be examined further, for example, in an experimental setup. PMID:26075625

  19. Academic Achievement in Children With Oral Clefts Versus Unaffected Siblings

    PubMed Central

    Wehby, George L.; Barron, Sheila; Romitti, Paul A.; Ansley, Timothy N.; Speltz, Matthew L.

    2014-01-01

    Objective To compare academic achievement in children with oral-facial clefts (OFC) with their unaffected siblings. Methods 256 children with OFC were identified from the Iowa Registry for Congenital and Inherited Disorders, and 387 unaffected siblings were identified from birth certificates. These data were linked to Iowa Testing Programs achievement data. We compared academic achievement in children with OFC with their unaffected siblings using linear regression models, adjusted for potential confounders. In post hoc analyses, we explored modifiers of siblings’ academic performance. Results Achievement scores were similar between children with OFC and their siblings. Children with cleft palate only were significantly more likely to use special education than their unaffected siblings. Siblings’ academic achievement was inversely related to distance in birth order and age from the affected child. Conclusion Children with OFC and their siblings received similar achievement scores. Younger siblings, in particular, may share a vulnerability to poor academic outcomes. PMID:24993102

  20. Executive impairment determines ADHD medication response: implications for academic achievement.

    PubMed

    Hale, James B; Reddy, Linda A; Semrud-Clikeman, Margaret; Hain, Lisa A; Whitaker, James; Morley, Jessica; Lawrence, Kyle; Smith, Alex; Jones, Nicole

    2011-01-01

    Methylphenidate (MPH) often ameliorates attention-deficit/hyperactivity disorder (ADHD) behavioral dysfunction according to indirect informant reports and rating scales. The standard of care behavioral MPH titration approach seldom includes direct neuropsychological or academic assessment data to determine treatment efficacy. Documenting "cool" executive-working memory (EWM) and "hot" self-regulation (SR) neuropsychological impairments could aid in differential diagnosis of ADHD subtypes and determining cognitive and academic MPH response. In this study, children aged 6 to 16 with ADHD inattentive type (IT; n = 19) and combined type (n = 33)/hyperactive-impulsive type (n = 4) (CT) participated in double-blind placebo-controlled MPH trials with baseline and randomized placebo, low MPH dose, and high MPH dose conditions. EWM/ SR measures and behavior ratings/classroom observations were rank ordered separately across conditions, with nonparametric randomization tests conducted to determine individual MPH response. Participants were subsequently grouped according to their level of cool EWM and hot SR circuit dysfunction. Robust cognitive and behavioral MPH response was achieved for children with significant baseline EWM/SR impairment, yet response was poor for those with adequate EWM/ SR baseline performance. Even for strong MPH responders, the best dose for neuropsychological functioning was typically lower than the best dose for behavior. Findings offer one possible explanation for why long-term academic MPH treatment gains in ADHD have not been realized. Implications for academic achievement and medication titration practices for children with behaviorally diagnosed ADHD will be discussed. PMID:21383110

  1. Cumulative inequality in child health and academic achievement.

    PubMed

    Jackson, Margot I

    2015-06-01

    Our understanding of health and social stratification can be enriched by testing tenets of cumulative inequality theory that emphasize how the accumulation of inequality is dependent on the developmental stage being considered, the duration and stability of poor health, and the family resources available to children. I analyze longitudinal data from the British National Child Development Study (N = 9,252) to ask: (1) if child health is a source of cumulative inequality in academic achievement, (2) whether this relationship depends on the timing and duration of poor health, and (3) whether trajectories are sensitive to levels of family capital. The results suggest that the relationship between health and academic achievement emerges very early in life and persists and that whether we observe shrinking or widening inequality as children age depends on when we measure their health and whether children have access to compensatory resources. PMID:25926564

  2. The Impact of Learning Time on Academic Achievement

    ERIC Educational Resources Information Center

    Jez, Su Jin; Wassmer, Robert W.

    2015-01-01

    As schools aim to raise student academic achievement levels and districts wrangle with decreased funding, it is essential to understand the relationship between learning time and academic achievement. Using regression analysis and a data set drawn from California's elementary school sites, we find a statistically significant and positive…

  3. Academic Achievement and Its Impact on Friend Dynamics

    ERIC Educational Resources Information Center

    Flashman, Jennifer

    2012-01-01

    Academic achievement in adolescence is a key determinant of future educational and occupational success. Friends play an important role in the educational process. They provide support and resources and can both encourage and discourage academic achievement. As a result, the friends adolescents make may help to maintain and exacerbate inequality…

  4. The Relationship between Educational Resources of School and Academic Achievement

    ERIC Educational Resources Information Center

    Savasci, Havva Sebile; Tomul, Ekber

    2013-01-01

    The educational resources of schools play an important role in order to diminish the effect of socioeconomic features on academic achievement, and create equal opportunities for students. In this sense, it is highly crucial to investigate the relationship between the educational resources of schools and the academic achievement of students. This…

  5. Multidimensional Parents' Action on Adolescents Academic Achievement in Malaysia

    ERIC Educational Resources Information Center

    Yen, William Koh Siaw; Lan, Ong Saw

    2010-01-01

    This paper is an initial examination of the norm activities of what parents do at home to their adolescence school-going children and eventually how these factors contribute to their academic achievement. The notion that parental involvement was crucial to their children academic achievement and well being was reinvestigated by utilizing a…

  6. Student Alienation, Academic Achievement, and WebCT Use

    ERIC Educational Resources Information Center

    Johnson, Genevieve Marie

    2005-01-01

    The current investigation sought to understand the relationships between college student alienation, academic achievement, and use of WebCT. Fifty-three students enrolled in an undergraduate educational psychology course provided three types of data: 1) self-rating of eight Likert scale alienation items, 2) academic achievement measured with four…

  7. Juvenile Delinquency and Recidivism: The Impact of Academic Achievement

    ERIC Educational Resources Information Center

    Katsiyannis, Antonis; Ryan, Joseph B.; Zhang, Dalun; Spann, Anastasia

    2008-01-01

    For well over a century, behavioral researchers have attempted to understand the relation between juvenile delinquency and academic achievement. The authors review current literature pertaining to academic achievement and its effect on delinquency. While researchers have not yet been able to establish a direct causal relation between these two…

  8. Academic Achievement and Its Impact on Friend Dynamics

    ERIC Educational Resources Information Center

    Flashman, Jennifer

    2012-01-01

    Academic achievement in adolescence is a key determinant of future educational and occupational success. Friends play an important role in the educational process. They provide support and resources and can both encourage and discourage academic achievement. As a result, the friends adolescents make may help to maintain and exacerbate inequality…

  9. Personality Type and Academic Achievement of Secondary School Students

    ERIC Educational Resources Information Center

    Lawrence, Arul A. S.; Lawrence, John A.

    2014-01-01

    Personality is the man. The successful living of an individual, as a man, depends to a large extent on the academic achievement of that individual, as a student. This article attempts to find out personality type, academic achievement of secondary school students and relationship between them by selecting a sample of 300 secondary school students…

  10. Academic and Social Achievement Goals: Their Additive, Interactive, and Specialized Effects on School Functioning

    ERIC Educational Resources Information Center

    Liem, Gregory Arief D.

    2016-01-01

    Background: Students' pursuit of academic and social goals has implications for school functioning. However, studies on academic and social achievement goals have been relatively independent and mainly conducted with students in culturally Western settings. Aims: Guided by multiple-goal perspectives, this study examined the role of academic and…

  11. The Effects of School Bonding on High School Seniors' Academic Achievement

    ERIC Educational Resources Information Center

    Bryan, Julia; Moore-Thomas, Cheryl; Gaenzle, Stacey; Kim, Jungnam; Lin, Chia-Huei; Na, Goeun

    2012-01-01

    The authors examine the effects of school bonding on academic achievement (measured by math achievement scores) in a sample of 12th graders from the Educational Longitudinal Study of 2002 (Ingels, Pratt, Rogers, Siegel, & Stutts, 2005). Components of school bonding have proximal and distal effects on academic achievement. Attachment to school and…

  12. The Differences in Academic Achievement between Single-Sex Education and Coeducation Classes in Fifth Grade

    ERIC Educational Resources Information Center

    Scoggins, Donna K.

    2009-01-01

    Single-sex education is an instructional innovation implemented to improve student academic achievement by teaching to the learning styles and interests of boys and/or girls. This ex post facto quantitative study examined the differences in academic achievement between single-sex education and coeducation classes on students' achievement in…

  13. The Relationship between Principals' Leadership Characteristics and Academic Achievement of African American Males in Middle School

    ERIC Educational Resources Information Center

    Landeau, Reginald H., Jr.

    2012-01-01

    The study evaluates the relationship between middle school principals' leadership characteristics and academic achievement of African American male students in grades 6, 7, and 8 in a large urban school district. Academic achievement is typically defined as the cognitive knowledge, skills, and abilities that are measured by achievement tests. The…

  14. The Differences in Academic Achievement between Single-Sex Education and Coeducation Classes in Fifth Grade

    ERIC Educational Resources Information Center

    Scoggins, Donna K.

    2009-01-01

    Single-sex education is an instructional innovation implemented to improve student academic achievement by teaching to the learning styles and interests of boys and/or girls. This ex post facto quantitative study examined the differences in academic achievement between single-sex education and coeducation classes on students' achievement in…

  15. Academic Achievement and Its Impact on Friend Dynamics

    PubMed Central

    Flashman, Jennifer

    2015-01-01

    Academic achievement in adolescence is a key determinant of future educational and occupational success. Friends play an important role in the educational process. They provide support and resources and can both encourage and discourage academic achievement. As a result, the friends adolescents make may help to maintain and exacerbate inequality if friends are sorted on the basis of academic achievement. These observations prompt the question: How does academic achievement affect the friendship ties made? Using data from the high schools in the Add Health saturated sample, the author models network change using a stochastic actor-based Markov model for the co-evolution of networks and behavior. This model is carried out at the school level for each of the high schools included in the saturated sample. Results show that in the most typical American schools, similarity in academic achievement is an important and consistent predictor of friendship ties in a dynamic context. High-achieving students are more likely to extend ties to other high-achieving students, net of other sociodemographic, network, and proximity characteristics, while low-achieving students are more likely to extend ties to other low-achieving students. Adolescents respond to changes in academic achievement by changing their friendship ties. PMID:25705057

  16. Achievement Motivation, Anxiety and Academic Success in First Year Master of Nursing Students.

    ERIC Educational Resources Information Center

    McEwan, Lynn; Goldenberg, Dolly

    1999-01-01

    A study of 41 graduate nursing students found they had high achievement motivation and academic ability. Trait anxiety was the only valid predictor of academic success. Academic ability and inherent anxiety had greater potential for predicting students who would succeed. (Author/SK)

  17. Generational Differences in Academic Achievement among Immigrant Youths: A Meta-Analytic Review

    ERIC Educational Resources Information Center

    Duong, Mylien T.; Badaly, Daryaneh; Liu, Freda F.; Schwartz, David; McCarty, Carolyn A.

    2016-01-01

    Research on generational differences in immigrant youths' academic achievement has yielded conflicting findings. This meta-analysis reconciles discrepant findings by testing meta-analytic moderators. Fifty-three studies provided 74 comparisons on academic outcomes. First- and second-generation youths did not significantly differ on academic…

  18. Students' Perceptions of Parental and Teacher Academic Involvement: Consequences on Achievement Goals

    ERIC Educational Resources Information Center

    Regner, Isabelle; Loose, Florence; Dumas, Florence

    2009-01-01

    The present study examined whether students' perceptions of two major facets of parental and teacher academic involvement (i.e., academic support and academic monitoring), contribute to the process of students' achievement goals adoption. French junior high-school students completed two questionnaires assessing first their perceptions of parental…

  19. The Role of Perceived Parental Autonomy Support in Academic Achievement of Asian and Latino American Adolescents

    ERIC Educational Resources Information Center

    Jiang, Ying Hong; Yau, Jenny; Bonner, Patricia; Chiang, Linda

    2011-01-01

    Introduction: Driven by an overarching conceptual framework adapted from Self-Determination Theory, this study tested the direct and indirect effects of perceived parental academia autonomy support vs. academic planning control on the interrelated variables of adolescents' self-esteem, academic motivation, and academic achievement, using…

  20. Coping Mediates the Relationship between Emotional Intelligence (EI) and Academic Achievement

    ERIC Educational Resources Information Center

    MacCann, Carolyn; Fogarty, Gerard J.; Zeidner, Moshe; Roberts, Richard D.

    2011-01-01

    Research examining the relationships between performance measures of emotional intelligence (EI), coping styles, and academic achievement is sparse. Two studies were designed to redress this imbalance. In each of these studies, both EI and coping styles were significantly related to academic achievement. In Study 1, 159 community college students…

  1. K-12 Virtual Students: Relationships between Student Demographics, Virtual Learning Experience, and Academic Achievement

    ERIC Educational Resources Information Center

    Whitinger, Jamie Hilton

    2013-01-01

    The purpose of this study was to identify significant differences in academic achievement among virtual students of various backgrounds, demographics, and virtual learning environments. The study also sought to identify factors that may predict the academic achievement, as defined by final course grade, of virtual students. This study examined…

  2. Impact of Socio-Emotional Adjustment on Academic Achievement of Adolescent Girls in Jammu and Kashmir

    ERIC Educational Resources Information Center

    Gul, Showkeen Bilal Ahmad

    2015-01-01

    The study examined the impact of socio-emotional adjustment on academic achievement of adolescent girls of Jammu and Kashmir. The purpose of the investigation was to study the relationship and effect of socio-emotional adjustment on academic achievement among adolescent girls. The descriptive survey research method was used for the study and the…

  3. The Relationship between Class Scheduling Formats and the Academic Achievement of Graduate Students.

    ERIC Educational Resources Information Center

    Williams, Wayne

    A study was done to determine if a relationship exists between different scheduling formats and the academic achievement of graduate students studying elementary and secondary education. Academic achievement was defined as the average score on two informal (teacher made) objective tests given during the course. The study tested three different…

  4. Coping Mediates the Relationship between Emotional Intelligence (EI) and Academic Achievement

    ERIC Educational Resources Information Center

    MacCann, Carolyn; Fogarty, Gerard J.; Zeidner, Moshe; Roberts, Richard D.

    2011-01-01

    Research examining the relationships between performance measures of emotional intelligence (EI), coping styles, and academic achievement is sparse. Two studies were designed to redress this imbalance. In each of these studies, both EI and coping styles were significantly related to academic achievement. In Study 1, 159 community college students…

  5. Positive Academic Emotions Moderate the Relationship between Self-Regulation and Academic Achievement

    ERIC Educational Resources Information Center

    Villavicencio, Felicidad T.; Bernardo, Allan B. I.

    2013-01-01

    Background: Research has shown how academic emotions are related to achievement and to cognitive/motivational variables that promote achievement. Mediated models have been proposed to account for the relationships among academic emotions, cognitive/motivational variables, and achievement, and research has supported such mediated models,…

  6. Academic Effort and Achievement in Science: Beyond a Gendered Relationship

    NASA Astrophysics Data System (ADS)

    Adamuti-Trache, Maria; Sweet, Robert

    2013-12-01

    This study employs the 2004 School Achievement Indicators Program (SAIP) data to examine whether academic effort manifested by greater investments in school and homework does result in higher literacy scores in science for Canadian students. The study compares four gender-immigrant profiles: Canadian-born males, immigrant males, Canadian-born females, and immigrant females on their scores on teacher-assigned grades in science and on the SAIP science literacy test, and across a range of dispositions, beliefs, and behaviors suggested in the literature as predictive of achievement in science. Study findings show that Canadian-born students, particularly boys, have higher performance in the science literacy test despite their lower achievement in the science classroom and the least investments of time in doing science homework. In contrast, immigrant female students demonstrate the highest academic effort and achievement in science courses which are not matched by similar results in the science literacy test. We discuss these results in relation to different socialization experiences with science and technology that limit female and immigrant students' abilities to transfer knowledge to new situations that have not been learned in the classroom.

  7. Academic Achievement of University Students with Dyslexia.

    PubMed

    Olofsson, Åke; Taube, Karin; Ahl, Astrid

    2015-11-01

    Broadened recruitment to higher education is on the agenda in many countries, and it is also widely recognized that the number of dyslexic students entering higher education is increasing. In Sweden, as in many other European countries, higher education institutions are required to accommodate students with dyslexia. The present study focuses on the study outcome for 50 students with diagnosed dyslexia, mainly in teacher education and nurses' training, at three universities in Northern Sweden. The students trusted their own ability to find information on the Internet but mistrusted their own abilities in reading course books and articles in English and in taking notes. The mean rate of study was 23.5 European Credit Transfer and Accumulation System credits per semester, which is slightly below the national baseline of 26.7. The results show that more than half of the students are examined at a normal rate of study but that about one fifth have a very low rate of study. Copyright © 2015 John Wiley & Sons, Ltd. Key Messages Most students with dyslexia can compensate for their reading problems. Taking notes during lessons and reading in foreign language may be especially difficult for students with dyslexia. Diagnoses should distinguish between reading comprehension and word decoding. More than half of the students with dyslexia can achieve at a normal rate of study. One-fifth of the students with dyslexia may need a longer period of study than other students. PMID:26459832

  8. The Relationship of Time Perspective to Age, Gender, and Academic Achievement among Academically Talented Adolescents

    ERIC Educational Resources Information Center

    Mello, Zena R.; Worrell, Frank C.

    2006-01-01

    Time perspective is a useful psychological construct associated with educational outcomes (Phalet, Andriessen, & Lens, 2004) and may prove fruitful for research focusing on academically talented adolescents. Thus, the relationship of time perspective to age, gender, and academic achievement was examined among 722 academically talented middle and…

  9. Learning-related skills and academic achievement in academically at-risk first graders

    PubMed Central

    Cerda, Carissa A.; Im, Myung Hee; Hughes, Jan N.

    2015-01-01

    Using an academically at-risk, ethnically diverse sample of 744 first-grade children, this study tested a multi-method (i.e., child performance measures, teacher ratings, and peer ratings) measurement model of learning-related skills (i.e., effortful control [EC], behavioral self-regulation [BSR], and social competence [SC]), and their shared and unique contributions to children's reading and math achievement, above the effect of demographic variables. The hypothesized correlated factor measurement model demonstrated relatively good fit, with BSR and SC correlated highly with one another and moderately with EC. When entered in separate regression equations, EC and BSR each predicted children's reading and math achievement; SC only predicted reading achievement. When considered simultaneously, neither EC, BSR, nor SC contributed independently to reading achievement; however, EC had a direct effect on math achievement and an indirect effect on reading achievement via both BSR and SC. Implications for research and early intervention efforts are discussed. PMID:25908886

  10. Effective Strategies Urban Superintendents Utilize That Improve the Academic Achievement for African American Males

    ERIC Educational Resources Information Center

    Prioleau, Lushandra

    2013-01-01

    This study examined the effective strategies, resources, and programs urban superintendents utilize to improve the academic achievement for African-American males. This study employed a mixed-methods approach to answer the following research questions regarding urban superintendents and the academic achievement for African-American males: What…

  11. Longitudinal Analysis of Chinese High School Student's Stress in School and Academic Achievement

    ERIC Educational Resources Information Center

    Liu, Yangyang; Lu, Zuhong

    2011-01-01

    In previous research, few studies have examined the effects of adolescents' stress in school on the change rates of their academic achievement. In the present study, we seek to examine the longitudinal relationships between adolescents' stress in school and the change rates of their academic achievement. The results indicated that for those whose…

  12. Unforgiving Confucian Culture: A Breeding Ground for High Academic Achievement, Test Anxiety and Self-Doubt?

    ERIC Educational Resources Information Center

    Stankov, Lazar

    2010-01-01

    This paper reviews findings from several studies that contribute to our understanding of cross-cultural differences in academic achievement, anxiety and self-doubt. The focus is on comparisons between Confucian Asian and European regions. Recent studies indicate that high academic achievement of students from Confucian Asian countries is…

  13. Academic Achievement and Problem Behaviors among Asian Pacific Islander American Adolescents

    ERIC Educational Resources Information Center

    Choi, Yoonsun

    2007-01-01

    Using data from the National Longitudinal Study of Adolescent Health, this study tests whether the relationship between academic achievement and problem behaviors is the same across racial and ethnic groups. Some have suggested that academic achievement may be a weaker predictor of problem behaviors among Asian Pacific Islander American (API)…

  14. Perceptions of Elementary Principals' Influence on Academic Achievement for Minority Students in Mathematics

    ERIC Educational Resources Information Center

    Robertson, Schellia Arnette

    2012-01-01

    The researcher focused on the elementary principal's influence on academic achievement of minority students in mathematics in grade four. The sample population was from a parish where three schools were identified to have improved academic achievement in mathematics with the minority population. The study was a mixed method. The study was…

  15. An Analysis of Spiritual Factors on Academic Achievement in Seventh-Day Adventist Schools

    ERIC Educational Resources Information Center

    Gilbert, Marianne C.

    2013-01-01

    This study asked the question: Do spiritual factors impact academic achievement? The subjects in this study were all students in grades 3, 4, 5, 6, 7, 8, 9, and 11, in Seventh-day Adventist schools in the United States and Bermuda, from 2006 to 2008. The compilation of the results of 75 questions as correlated to academic achievement, controlled…

  16. Longitudinal Analysis of Chinese High School Student's Stress in School and Academic Achievement

    ERIC Educational Resources Information Center

    Liu, Yangyang; Lu, Zuhong

    2011-01-01

    In previous research, few studies have examined the effects of adolescents' stress in school on the change rates of their academic achievement. In the present study, we seek to examine the longitudinal relationships between adolescents' stress in school and the change rates of their academic achievement. The results indicated that for those whose…

  17. An Analysis of Spiritual Factors on Academic Achievement in Seventh-Day Adventist Schools

    ERIC Educational Resources Information Center

    Gilbert, Marianne C.

    2013-01-01

    This study asked the question: Do spiritual factors impact academic achievement? The subjects in this study were all students in grades 3, 4, 5, 6, 7, 8, 9, and 11, in Seventh-day Adventist schools in the United States and Bermuda, from 2006 to 2008. The compilation of the results of 75 questions as correlated to academic achievement, controlled…

  18. Exploring the Effect of a Non-Residential Learning Community on Academic Achievement and Institutional Persistence

    ERIC Educational Resources Information Center

    Heaton, Patrick Michael

    2011-01-01

    The purpose of this study was to examine what effect the Freshmen Interest Group (FIG) program, a variation of a non-residential learning community had on academic achievement scores and institutional rates of persistence. Study variables included: gender; race; pre-collegiate academic achievement (GPA scores); educational preferences (major…

  19. A Quantitative Study Comparing the Academic Achievement of Seventh Grade Reading Students Exposed to Two Types of Reading Strategies

    ERIC Educational Resources Information Center

    Peterson, Joanne A.

    2012-01-01

    Many middle school students are not achieving the Adequate Yearly Progress (AYP) at individual schools in North Carolina. A consequence of continual failure to reach AYP goals is the withdrawal of Title 1 funding. Since federal funds are an integral part of nearly half of the public schools in North Carolina, it is imperative that students improve…

  20. The Relationship between Frustration Intolerance and Academic Achievement in College

    ERIC Educational Resources Information Center

    Wilde, Jerry

    2012-01-01

    Traditional measures of predicting academic achievement in college such as high school grades and standardized test scores account for approximately 25% of the difference between predicted and actual grade point average (GPA). Researchers have also examined the relationship between psychological factors and academic self-efficacy which may account…

  1. Essays on Academic Achievement and Student Behavior in Public Schools

    ERIC Educational Resources Information Center

    Moussa, Wael Soheil

    2013-01-01

    This dissertation examines the student academic achievement through various mechanisms, put in place by the public school district, classroom student behavior, and negative external shocks to the students' living environment. I examine the impacts of various treatments on student short and long run academic outcomes such as math and English…

  2. Gendered Habitus and Gender Differences in Academic Achievement

    ERIC Educational Resources Information Center

    Edgerton, Jason; Peter, Tracey; Roberts, Lance

    2014-01-01

    Bourdieu's theory of cultural and social reproduction posits that students' habitus--learned behavioural and perceptual dispositions rooted in family upbringing--is a formative influence on how they react to their educational environments, affecting academic practices and academic achievement. Although originally conceived as a…

  3. Gendered Habitus and Gender Differences in Academic Achievement

    ERIC Educational Resources Information Center

    Edgerton, Jason; Peter, Tracey; Roberts, Lance

    2014-01-01

    Bourdieu's theory of cultural and social reproduction posits that students' habitus--learned behavioural and perceptual dispositions rooted in family upbringing--is a formative influence on how they react to their educational environments, affecting academic practices and academic achievement. Although originally conceived as a…

  4. Supplementary Education: The Hidden Curriculum of High Academic Achievement

    ERIC Educational Resources Information Center

    Gordon, Edmund W., Ed.; Bridglall, Beatrice L., Ed.; Meroe, Aundra Saa, Ed.

    2004-01-01

    In this book, the editors argue that while access to schools that enable and expect academic achievement is a necessary ingredient for the education of students, schools alone may not be sufficient to ensure universally high levels of academic development. Supplemental educational experiences may also be needed. The idea of supplementary education…

  5. Academic Achievement Programs and Youth Development: A Synthesis.

    ERIC Educational Resources Information Center

    Redd, Zakia; Cochran, Stephanie; Hair, Elizabeth; Moore, Kristin

    Based on the view that programs with a strong academic component may reduce the substantial educational disparities for American students from disadvantaged backgrounds or in chronically underperforming schools and school districts, this synthesis of research on academic achievement programs describes how such programs may help children and…

  6. Essays on Academic Achievement and Student Behavior in Public Schools

    ERIC Educational Resources Information Center

    Moussa, Wael Soheil

    2013-01-01

    This dissertation examines the student academic achievement through various mechanisms, put in place by the public school district, classroom student behavior, and negative external shocks to the students' living environment. I examine the impacts of various treatments on student short and long run academic outcomes such as math and English…

  7. Enhancing Academic Achievement through Direct Instruction of Social Skills.

    ERIC Educational Resources Information Center

    Bendt, Lori; Nunan, Jan

    This paper examines the impact of the explicit teaching of social skills to enhance academic achievement. The targeted population comprised kindergarten and second grade students in a middle-class community located in central Illinois. The problem of inappropriate behaviors and difficulties interacting with peers and how this may affect academic…

  8. Association of Child Poverty, Brain Development, and Academic Achievement

    PubMed Central

    Hair, Nicole L.; Hanson, Jamie L.; Wolfe, Barbara L.; Pollak, Seth D.

    2015-01-01

    IMPORTANCE Children living in poverty generally perform poorly in school, with markedly lower standardized test scores and lower educational attainment. The longer children live in poverty, the greater their academic deficits. These patterns persist to adulthood, contributing to lifetime-reduced occupational attainment. OBJECTIVE To determine whether atypical patterns of structural brain development mediate the relationship between household poverty and impaired academic performance. DESIGN, SETTING, AND PARTICIPANTS Longitudinal cohort study analyzing 823 magnetic resonance imaging scans of 389 typically developing children and adolescents aged 4 to 22 years from the National Institutes of Health Magnetic Resonance Imaging Study of Normal Brain Development with complete sociodemographic and neuroimaging data. Data collection began in November 2001 and ended in August 2007. Participants were screened for a variety of factors suspected to adversely affect brain development, recruited at 6 data collection sites across the United States, assessed at baseline, and followed up at 24-month intervals for a total of 3 periods. Each study center used community-based sampling to reflect regional and overall US demographics of income, race, and ethnicity based on the US Department of Housing and Urban Development definitions of area income. One-quarter of sample households reported the total family income below 200% of the federal poverty level. Repeated observations were available for 301 participants. EXPOSURE Household poverty measured by family income and adjusted for family size as a percentage of the federal poverty level. MAIN OUTCOMES AND MEASURES Children’s scores on cognitive and academic achievement assessments and brain tissue, including gray matter of the total brain, frontal lobe, temporal lobe, and hippocampus. RESULTS Poverty is tied to structural differences in several areas of the brain associated with school readiness skills, with the largest influence observed among children from the poorest households. Regional gray matter volumes of children below 1.5 times the federal poverty level were 3 to 4 percentage points below the developmental norm (P < .05). A larger gap of 8 to 10 percentage points was observed for children below the federal poverty level (P < .05). These developmental differences had consequences for children’s academic achievement. On average, children from low-income households scored 4 to 7 points lower on standardized tests (P < .05). As much as 20% of the gap in test scores could be explained by maturational lags in the frontal and temporal lobes. CONCLUSIONS AND RELEVANCE The influence of poverty on children’s learning and achievement is mediated by structural brain development. To avoid long-term costs of impaired academic functioning, households below 150% of the federal poverty level should be targeted for additional resources aimed at remediating early childhood environments. PMID:26192216

  9. It Feels Good to Learn Where I Belong: School Belonging, Academic Emotions, and Academic Achievement in Adolescents

    ERIC Educational Resources Information Center

    Lam, Un Fong; Chen, Wei-Wen; Zhang, Jingqi; Liang, Ting

    2015-01-01

    This study examined the relationships between school belonging, academic emotions, and academic achievement in Macau adolescents. A survey of 406 junior high school students in Macau was used to collect information on the extent to which these students felt accepted and respected in their schools (school belonging), the emotions they experienced…

  10. Self-Concept, Self-Esteem and Academic Achievement: Strategies for Maintaining Self-Esteem in Students Experiencing Academic Failure

    ERIC Educational Resources Information Center

    Peixoto, Francisco; Almeida, Leandro S.

    2010-01-01

    Previous research into the relationship between self-esteem and academic achievement shows that despite differences in academic self-evaluation, students' global self-representations do not differ as a result of their grades at school. In this study, we will analyse the strategies that underachievers used to maintain their self-esteem at an…

  11. Hispanic Cultural Survival and Academic Achievement: A Partnership That Works.

    ERIC Educational Resources Information Center

    Rivera, Manuel G.

    The life of Benito Juarez--who broke all odds to achieve academically, politically, and socially--serves proof that Hispanics can achieve without sacrificing their cultural heritage. The current educational achievement of Hispanics in California and elsewhere in the nation is a matter for serious consideration. Nearly 50% of all Hispanics enrolled…

  12. International Note: Between-Domain Relations of Chinese High School Students' Academic Achievements

    ERIC Educational Resources Information Center

    Yangyang, Liu

    2012-01-01

    The present study examined the between-domain relations of Chinese high school students' academic achievements. In a sample of 1870 Chinese 10th grade students, the results indicated that Chinese high school students' academic achievements were correlated across nine subjects. In line with the previous Western findings, the findings suggested that…

  13. Temperament, School Adjustment, and Academic Achievement: Existing Research and Future Directions

    ERIC Educational Resources Information Center

    Al-Hendawi, Maha

    2013-01-01

    Since the 1980s, research has been examining the role of temperament in education. In particular, academic achievement and school adjustment were among the first variables to be examined. Subsequently, several studies have documented associations between temperament and either academic achievement or school adjustment. However, no review of this…

  14. The Relationship between Student Attendance and Academic Achievement in a Selected South Dakota High School

    ERIC Educational Resources Information Center

    Johnke, Jennifer

    2013-01-01

    There is limited research available on the relationship between student attendance and academic achievement in secondary school. This quantitative, non-experimental study, conducted within a South Dakota high school of students in grades 9-12 during the years 2006-2012, examined the relationship between student attendance and academic achievement…

  15. The Untapped Power of Music: Its Role in the Curriculum and Its Effect on Academic Achievement.

    ERIC Educational Resources Information Center

    Kestrom, Joyce M.

    1998-01-01

    To date, music has played a relatively minor role in U.S. schools. Current research has uncovered findings about the value of music study and its relationship to academic achievement. Music instruction is a powerful tool that educators can use to promote academic achievement and mental discipline. Music deserves a place alongside the core subjects…

  16. Physical Activity, Self-Regulation, and Early Academic Achievement in Preschool Children

    ERIC Educational Resources Information Center

    Becker, Derek R.; McClelland, Megan M.; Loprinzi, Paul; Trost, Stewart G.

    2014-01-01

    Research Findings: The present study investigated whether active play during recess was associated with self-regulation and academic achievement in a prekindergarten sample. A total of 51 children in classes containing approximately half Head Start children were assessed on self-regulation, active play, and early academic achievement. Path…

  17. International Note: Between-Domain Relations of Chinese High School Students' Academic Achievements

    ERIC Educational Resources Information Center

    Yangyang, Liu

    2012-01-01

    The present study examined the between-domain relations of Chinese high school students' academic achievements. In a sample of 1870 Chinese 10th grade students, the results indicated that Chinese high school students' academic achievements were correlated across nine subjects. In line with the previous Western findings, the findings suggested that…

  18. Physical Fitness, Academic Achievement, and Socioeconomic Status in School-Aged Youth

    ERIC Educational Resources Information Center

    Coe, Dawn P.; Peterson, Thomas; Blair, Cheryl; Schutten, Mary C.; Peddie, Heather

    2013-01-01

    Background: This study examined the association between physical fitness and academic achievement and determined the influence of socioeconomic status (SES) on the association between fitness and academic achievement in school-aged youth. Methods: Overall, 1,701 third-, sixth-, and ninth-grade students from 5 school districts participated in the…

  19. Academic Achievement and Scientific Aptitude in Science among the Students of Standard-X

    ERIC Educational Resources Information Center

    Manichander, T.; Brindhamani, M.

    2014-01-01

    The investigator attempted to find out the significant relationship between Academic Achievement and Scientific Aptitude in Science among the Students of Standard X. Scientific Aptitude Inventory was developed and Academic Achievement in Science Test as a tool was used to assess the Variables for this study. The Investigators employed Stratified…

  20. Goal Self-Concordance Moderates the Relationship between Achievement Goals and Indicators of Academic Adjustment

    ERIC Educational Resources Information Center

    Gaudreau, Patrick

    2012-01-01

    This study examined whether the good or bad outcomes associated with mastery- and performance-approach achievement goals depend on the extent to which these goals are pursued for self-concordant reasons. A sample of 220 undergraduate students completed measures of achievement goals, goal self-concordance, academic satisfaction, and academic…

  1. Learned Helplessness and Psychological Adjustment: Effects of Age, Gender and Academic Achievement.

    ERIC Educational Resources Information Center

    Valas, Harald

    2001-01-01

    Studied the relationships among academic achievement, learned helplessness, and psychological adjustment (self-esteem and depression), controlled for gender and age, for 1,580 students with data collected in grades 3 and 4, 6 and 7, and 8 and 9. Results show that academic achievement is directly and indirectly related to the pattern of…

  2. A Model of Parental Achievement-Oriented Psychological Control in Academically Gifted Students

    ERIC Educational Resources Information Center

    Garn, Alex C.; Jolly, Jennifer L.

    2015-01-01

    This study investigated achievement-oriented parent socialization as it pertains to school avoidance in a sample of gifted students. A serial mediation model examining relationships among parental achievement-oriented psychological control (APC), fear of academic failure, academic amotivation, and school avoidance was tested. The sample included…

  3. Socio-Economic Status and Academic Achievement Trajectories from Childhood to Adolescence

    ERIC Educational Resources Information Center

    Caro, Daniel H.

    2009-01-01

    Although a positive relationship between socio-economic status and academic achievement is well-established, how it varies with age is not. This article uses four data points from Canada's National Longitudinal Study of Children and Youth (NLSCY) to examine how the academic achievement gap attributed to SES changes from childhood to adolescence…

  4. Academic Achievement Trajectories of Adolescents from Mexican and East Asian Immigrant Families in the United States

    ERIC Educational Resources Information Center

    Jeong, Yu-Jin; Acock, Alan C.

    2014-01-01

    Drawing on the National Educational Longitudinal Survey 1988 (NELS:88), this study identified (1) the growth pattern of academic achievement of adolescent children from Mexican and East Asian immigrant families; (2) investigated to what extent ethnicity and family capital influenced the trajectories in the academic achievement of children from…

  5. Analysis of Relationships among Burnout, Academic Achievement, and Self-Regulation

    ERIC Educational Resources Information Center

    Duru, Erdinç; Duru, Sibel; Balkis, Murat

    2014-01-01

    This study examined the relationships among burnout, academic achievement, and self-regulation with two structural models. The participants were 383 undergraduates with different majors in a university in the western part of Turkey. The results showed that academic achievement was negatively associated with three dimensions of burnout and was…

  6. The Impact of Physical Activity and Obesity on Academic Achievement among Elementary Students

    ERIC Educational Resources Information Center

    Byrd, Jimmy

    2007-01-01

    This study compared the effect of physical activity and obesity on academic achievement and was based on the premise that the health of a child has an effect on his or her ability to learn and to achieve academically. Specifically, health-related topics of inactivity and obesity were considered. The participants included 12,607 third grade…

  7. Chronotype, Cognitive Abilities, and Academic Achievement: A Meta-Analytic Investigation

    ERIC Educational Resources Information Center

    Preckel, Franzis; Lipnevich, Anastasiya A.; Schneider, Sandra; Roberts, Richard D.

    2011-01-01

    Four meta-analyses examined relationships between morningness and cognitive ability (total N=2177), eveningness and cognitive ability (total N=1519), morningness and academic achievement (total N=3220), and eveningness and academic achievement (total N=700). The analyses focused on the population effect size (to reveal the effect across studies

  8. Temperament, School Adjustment, and Academic Achievement: Existing Research and Future Directions

    ERIC Educational Resources Information Center

    Al-Hendawi, Maha

    2013-01-01

    Since the 1980s, research has been examining the role of temperament in education. In particular, academic achievement and school adjustment were among the first variables to be examined. Subsequently, several studies have documented associations between temperament and either academic achievement or school adjustment. However, no review of this…

  9. A Parent Involvement Program Including Communication to Parents Integrated with a Parent-Education Program and Its Effects on Academic Achievement, Classroom Conduct, Study Habits and Attitudes.

    ERIC Educational Resources Information Center

    Tennies, Robert H.

    1986-01-01

    To validate the Parent Communication Plus Program at Boca Raton (FL) Christian School, three groups of problem students were selected. Each group's parents received a different level of communication from the school. Results indicate that increased communication between school and parents results in higher student academic achievement. (CH)

  10. The Language of Success: A Case Study of the Academic Achievement of ESL Students Who Thrive in Spite of Language Barriers

    ERIC Educational Resources Information Center

    Sylvain, Martine Sabine

    2010-01-01

    There is a widening gap between the academic achievement of English as a second language (ESL) students and the rest of the school population as students reach higher levels of education. ESL students face the challenge of not only learning the language and their subjects but also adapting to the demands of different cultures. In spite of these…

  11. Meta-Analyzing a Complex Correlational Dataset: A Case Study Using Correlations That Measure the Relationship between Parental Involvement and Academic Achievement

    ERIC Educational Resources Information Center

    Polanin, Joshua R.; Wilson, Sandra Jo

    2014-01-01

    The purpose of this project is to demonstrate the practical methods developed to utilize a dataset consisting of both multivariate and multilevel effect size data. The context for this project is a large-scale meta-analytic review of the predictors of academic achievement. This project is guided by three primary research questions: (1) How do we…

  12. Academic Achievement and Self-Evaluations of Academic Performance.

    ERIC Educational Resources Information Center

    Moreland, Richard; And Others

    1981-01-01

    The hypothesis that college students' overall level of course achievement would be related positively to the accuracy of their performance evaluations and knowledge of the instructor's grading criteria was tested. Results showed no difference in poor and good students' accuracy at evaluating the course performance of others. (Author/GK)

  13. Does academic achievement during childhood and adolescence benefit later health?

    PubMed Central

    Lê-Scherban, Félice; Diez Roux, Ana V.; Li, Yun; Morgenstern, Hal

    2014-01-01

    Purpose Educational disparities in health persist after adjustment for income and occupation, suggesting that other purely cognitive and psychosocial mechanisms may be involved. Unlike occupation- or income-mediated effects, effects of cognitive and psychosocial gains—as reflected in academic achievement—may be apparent even before schooling is completed. Methods We used data spanning 10 years on a national U.S. cohort of 2,546 children aged 3–14 at baseline to estimate effects of academic achievement, measured by standardized tests of cognitive achievement, on future health. We used marginal structural models to address potential mutual influence of achievement and health on each other over time. Results One standard deviation higher academic achievement 1997– 2002 was associated with a lower prevalence of poorer health status in 2007 in girls (prevalence ratio [PR] = 0.87 [(95% confidence interval) 0.78–0.97]) but not in boys (PR = 0.96 [0.86–1.08]). Higher achievement was also weakly associated with lower BMI and less psychological distress among girls only. Conclusions Academic achievement may benefit future health but a number of questions remain unanswered, including reasons for the gender differences and how academic-achievement-related health disparities may progress over the life course and interact with other social determinants of health. PMID:24792585

  14. The relation between perceived parental involvement and academic achievement: the roles of Taiwanese students' academic beliefs and filial piety.

    PubMed

    Chen, Wei-Wen; Ho, Hsiu-Zu

    2012-01-01

    The excellent academic performance among East-Asian students has drawn international attention from educators and psychologists. However, the process that underlies student academic achievement for this particular group has rarely been documented. The present study examines how the relation between perceived parental involvement and Taiwanese students' academic achievement is mediated by student academic beliefs (i.e., beliefs about effort, academic self-concept, and perceived control). The study further explores whether this mediating effect varies with types of filial piety. Participants were 468 first-year students from colleges and universities in Taiwan. Multiple-group mediating models were analyzed using structural equation modeling (SEM). Results indicated that, for the Taiwanese sample, students' academic beliefs mediated the relation between perceived parental involvement and academic achievement. Furthermore, the mediational effect was significant for the reciprocal filial type, but not for the authoritarian filial type. The importance of the quality of the parent-child relationship and the internalization process related to children's assumptions of their parents' educational values indicate the need for a contextual view when examining predictors of student academic achievement. PMID:22288600

  15. Academic training and clinical placement problems to achieve nursing competency

    PubMed Central

    RAHMATI SHARGHI, NARJES; ALAMI, ALI; KHOSRAVAN, SHAHLA; MANSOORIAN, MOHAMMAD REZA; EKRAMI, ALI

    2015-01-01

    Introduction: High quality of care is one of the requirements of nursing which depends on the nursing competency. In this connection, the aim of this research was to determine the problems related to the academic training (nursing' educational program) and clinical practice to achieve competency from the viewpoint of nurses, faculty members, and nursing students. Methods: the study was an analytical cross-sectional one. The sample consisted of the academic staff, the third and the fourth year nursing students and nurses in practice. The instrument of the study was a two-part researcher-made questionnaire with 22 questions in the theoretical- clinical realm to assess  problems related to the theoretical and clinical teaching in nursing, and 23 questions to assess the clinical functions. The questionnaire was validated in terms of both face and content validity. Its reliability, using Cronbach's Alpha coefficient, was 0.72 in the theoretical-clinical and 0.73 in the clinical realm. Both descriptive and analytical statistics were used to analyze the data, using SPSS software. Results: The results of this study indicated that from the participants’ viewpoints, the most important problems in the academic education for nursea to acquire competency were as follows: lack of academic research the clinical period (88.9%), no application of theoretical aspects of the nursing process in practice (85.6%), insufficient knowledgeable and professional educators (81.1%), the use of traditional routine-oriented methods on the wards (75.6%); also insufficient time for performance based on knowledge in relation to  the nurse's workload (86.5%), weakness and usefulness of scientific function encouragement systems in clinic (85.2%), and learnt theoretical subjects not coming into practice in clinical fields after graduation (75.6%). Conclusion: Efforts to reduce the gap between the theoretical and practical (clinical function) knowledge in educational and work environment are required to improve the training of qualified nurses. PMID:25587550

  16. Academic Achievement, Technology and Race: Experimental Evidence

    ERIC Educational Resources Information Center

    Fairlie, Robert W.

    2012-01-01

    Although a large literature explores the achievement gap between minority and non-minority students, very little is known about whether disparities in access to technology are partly responsible. Data from the first-ever field experiment involving the random provision of free computers to low-income community college students for home use are used…

  17. Academic Achievement, Technology and Race: Experimental Evidence

    ERIC Educational Resources Information Center

    Fairlie, Robert W.

    2012-01-01

    Although a large literature explores the achievement gap between minority and non-minority students, very little is known about whether disparities in access to technology are partly responsible. Data from the first-ever field experiment involving the random provision of free computers to low-income community college students for home use are used…

  18. IQ and Neuropsychological Predictors of Academic Achievement

    ERIC Educational Resources Information Center

    Mayes, Susan Dickerson; Calhoun, Susan L.; Bixler, Edward O.; Zimmerman, Dennis N.

    2009-01-01

    Word reading and math computation scores were predicted from Wechsler Abbreviated Scale of Intelligence Full Scale IQ, 10 neuropsychological tests, and parent attention deficit hyperactivity disorder (ADHD) ratings in 214 general population elementary school children. IQ was the best single predictor of achievement. In addition, Digit Span…

  19. IQ and Neuropsychological Predictors of Academic Achievement

    ERIC Educational Resources Information Center

    Mayes, Susan Dickerson; Calhoun, Susan L.; Bixler, Edward O.; Zimmerman, Dennis N.

    2009-01-01

    Word reading and math computation scores were predicted from Wechsler Abbreviated Scale of Intelligence Full Scale IQ, 10 neuropsychological tests, and parent attention deficit hyperactivity disorder (ADHD) ratings in 214 general population elementary school children. IQ was the best single predictor of achievement. In addition, Digit Span…

  20. Foster Youth and Post-Secondary Education: A Study of the Barriers and Supports That Led to Academic Achievement

    ERIC Educational Resources Information Center

    Morton, Brenda M.

    2012-01-01

    The purpose of this qualitative research study was to explore the perceptions of former and current foster youth on the barriers, supports, helps, and strategies they encountered during their K-12 education, and to learn how these contributed to their ability to enroll in post-secondary education. The study included in-depth interviews of 11…

  1. The Predictive Relationship between Temperament, School Adjustment, and Academic Achievement: A 2-Year Longitudinal Study of Children At-Risk

    ERIC Educational Resources Information Center

    Al-Hendawi, Maha

    2010-01-01

    Individual differences in temperament can be a risk or a protective factor for a child, especially for children at-risk who possess single or multiple risk factors that may interfere with their educational success and affect their healthy development and their life-long outcomes. This research study examined the concurrent and longitudinal…

  2. Co-Relational Study of Achievement in Mathematics and Students' Academic Performance at the Federal College of Forestry

    ERIC Educational Resources Information Center

    Appah, O. R.; Ojo, M. O.; Adegbite, R. A.; Adeniyi, O. S.; Oluwatayo, G. K.

    2014-01-01

    Mathematics serves as a strong reinforcement to most of the courses being offered at the Federal College of Forestry Ibadan, Oyo state, Nigeria. The knowledge gained from mathematics is expected to be applied to the courses offered in the College of Forestry. This study investigated the relationship between the students' score in mathematics and…

  3. Pilot Project TSD: A Study of Foreign Language, Academic Self-Esteem, and Achievement Motivation in Hearing Impaired Adolescents.

    ERIC Educational Resources Information Center

    Welch, Olga M.; Hodges, Carolyn R.

    This presentation focuses on how foreign language study may be used to motivate hearing-impaired adolescents and to improve their English proficiency skills. Research on foreign language acquisition as it relates to self-concept development in hearing-impaired youth is reviewed, and a pilot project involving students at the Tennessee School for…

  4. Fidelity as a Precondition for Integrity in Grading Academic Achievement

    ERIC Educational Resources Information Center

    Sadler, D. Royce

    2010-01-01

    If a grade is to be trusted as an authentic representation of a student's level of academic achievement, one of the requirements is that all the elements that contribute to that grade must qualify as achievement, and not be something else. The implications of taking this proposition literally turn out to be far reaching. Many elements that are…

  5. The Effects of Academic Optimism on Elementary Reading Achievement

    ERIC Educational Resources Information Center

    Bevel, Raymona K.; Mitchell, Roxanne M.

    2012-01-01

    Purpose: The purpose of this paper is to explore the relationship between academic optimism (AO) and elementary reading achievement (RA). Design/methodology/approach: Using correlation and hierarchical linear regression, the authors examined school-level effects of AO on fifth grade reading achievement in 29 elementary schools in Alabama.…

  6. Examining Perceived Control Level and Instability as Predictors of First-Year College Students' Academic Achievement

    ERIC Educational Resources Information Center

    Stupnisky, Robert H.; Perry, Raymond P.; Hall, Nathan C.; Guay, Frederic

    2012-01-01

    The aim of the present study was to examine the intraindividual level and instability of perceived academic control (PC) among first-year college students, and their predictive effects on academic achievement. Two studies were conducted measuring situational (state) PC on different schedules: Study 1 (N = 242) five times over a 6-month period and…

  7. Predicting Black Academic Achievement in Higher Education.

    ERIC Educational Resources Information Center

    Braddock, Jomills Henry, II; And Others

    1981-01-01

    A study was conducted that investigated the relative importance of sex, social class background, high school grades, aptitude test scores, high school racial composition, high school curriculum, and study habits as determinants of college grade performance. (APM)

  8. The relationships between problem characteristics, achievement-related behaviors, and academic achievement in problem-based learning.

    PubMed

    Sockalingam, Nachamma; Rotgans, Jerome I; Schmidt, Henk G

    2011-10-01

    This study investigated the influence of five problem characteristics on students' achievement-related classroom behaviors and academic achievement. Data from 5,949 polytechnic students in PBL curricula across 170 courses were analyzed by means of path analysis. The five problem characteristics were: (1) problem clarity, (2) problem familiarity, (3) the extent to which the problem stimulated group discussion, (4) self-study, and (5) identification of learning goals. The results showed that problem clarity led to more group discussion, identification of learning goals, and self-study than problem familiarity. On the other hand, problem familiarity had a stronger and direct impact on academic achievement. PMID:21293923

  9. Effect of Blended Learning Environment Model on High School Students' Academic Achievement

    ERIC Educational Resources Information Center

    Kazu, Ibrahim Yasar; Demirkol, Mehmet

    2014-01-01

    This study analyzes the students' academic performance by comparing the blended learning environment and traditional learning environment. It has been observed whether there is a significant difference between the academic achievement grade dispersions and the male-female students' grades. The study has been carried out in Diyarbakir…

  10. The Relation between Pre-Service Music Teachers' Psychological Resilience and Academic Achievement Levels

    ERIC Educational Resources Information Center

    Yokus, Tuba

    2015-01-01

    This study aims to examine the relation between pre-service music teachers' psychological resilience and academic achievement levels and to determine what variables influence their psychological resilience levels. The study sample consisted of students enrolled in a music education program in the 2013-2014 academic year (N = 333). In respect with…

  11. Academic Engagement and Achievement among Latina/o and Non-Latina/o Adolescents

    ERIC Educational Resources Information Center

    Boutakidis, Ioakim P.; Rodríguez, James L.; Miller, Kari Knutson; Barnett, Mathew

    2014-01-01

    This article presents an exploratory study of the relation between academic engagement and academic achievement for Latina/o and non-Latina/o adolescents attending a predominantly low-income, Latina/o urban middle school in Southern California. A sample of 61 students (37 Latinas/os and 24 non-Latinas/os) participated in the study. The Latina/o…

  12. The Relation between Time Management Skills and Academic Achievement of Potential Teachers

    ERIC Educational Resources Information Center

    Cemaloglu, Necati; Filiz, Sevil

    2010-01-01

    The aim of this study is to determine the relationship between the time management skills and academic achievement of students who are potential teachers studying in faculties of education. The research was conducted in the 2007-08 academic term among 849 graduate students in the Faculty of Education at Gazi University. The "Time Management…

  13. The Relation between Pre-Service Music Teachers' Psychological Resilience and Academic Achievement Levels

    ERIC Educational Resources Information Center

    Yokus, Tuba

    2015-01-01

    This study aims to examine the relation between pre-service music teachers' psychological resilience and academic achievement levels and to determine what variables influence their psychological resilience levels. The study sample consisted of students enrolled in a music education program in the 2013-2014 academic year (N = 333). In respect with…

  14. A Mediation Analysis of Achievement Motives, Goals, Learning Strategies, and Academic Achievement

    ERIC Educational Resources Information Center

    Diseth, Age; Kobbeltvedt, Therese

    2010-01-01

    Background: Previous research is inconclusive regarding antecedents and consequences of achievement goals, and there is a need for more research in order to examine the joint effects of different types of motives and learning strategies as predictors of academic achievement. Aims: To investigate the relationship between achievement motives,…

  15. Academic Achievement Goal Orientation: Taking Another Look

    ERIC Educational Resources Information Center

    Was, Christopher

    2006-01-01

    Introduction: The distinction between mastery and performance goals has been the dominant theoretical approach to goal orientation study for the past three decades. Recent investigations have begun to provide evidence that further distinctions are necessary. It has also been implied that students' beliefs about the nature of intelligence play a…

  16. Academic Achievement and Professional Examination Performance.

    ERIC Educational Resources Information Center

    Kapoor, M. Rai; And Others

    1992-01-01

    Effects of university accounting education on candidate pass rates for the Uniform Final Examination (UFE) of the Canadian Institute of Chartered Accountants were studied for 633 recent graduates. Candidates had clear indications from their undergraduate grade point average of their chances of success on the UFE. (SLD)

  17. Ethnicity, Academic Skills and Nursing Student Achievement.

    ERIC Educational Resources Information Center

    Rush, Donna Safian; Belock, Shirley

    The study addressed the effect of admission criteria used by the School of Nursing at Florida International University and how they related to student success in completing the nursing program, passing the state licensure examination, and becoming registered nurses (RN). Attention was focused on the use of the state-instituted College Level…

  18. Charter Schools, Academic Achievement and NCLB

    ERIC Educational Resources Information Center

    Lubienski, Christopher; Lubienski, Sarah Theule

    2006-01-01

    The reform movement embracing charter schools is based largely on the promise that these autonomous schools will out-perform public schools plagued by bureaucratic administration--an expectation reflected in the federal NCLB law. However, the many state-based reports have been mixed, and previous national studies have suffered from serious…

  19. The Relationships between Problem Characteristics, Achievement-Related Behaviors, and Academic Achievement in Problem-Based Learning

    ERIC Educational Resources Information Center

    Sockalingam, Nachamma; Rotgans, Jerome I.; Schmidt, Henk G.

    2011-01-01

    This study investigated the influence of five problem characteristics on students' achievement-related classroom behaviors and academic achievement. Data from 5,949 polytechnic students in PBL curricula across 170 courses were analyzed by means of path analysis. The five problem characteristics were: (1) problem clarity, (2) problem familiarity,…

  20. Exercise and Children’s Intelligence, Cognition, and Academic Achievement

    PubMed Central

    Davis, Catherine L.; Miller, Patricia H.; Naglieri, Jack A.

    2009-01-01

    Studies that examine the effects of exercise on children’s intelligence, cognition, or academic achievement were reviewed and results were discussed in light of (a) contemporary cognitive theory development directed toward exercise, (b) recent research demonstrating the salutary effects of exercise on adults’ cognitive functioning, and (c) studies conducted with animals that have linked physical activity to changes in neurological development and behavior. Similar to adults, exercise facilitates children’s executive function (i.e., processes required to select, organize, and properly initiate goal-directed actions). Exercise may prove to be a simple, yet important, method of enhancing those aspects of children’s mental functioning central to cognitive development. PMID:19777141

  1. Neil Edwin Carson. Academic general practitioner, leader and achiever.

    PubMed

    1992-06-01

    Professor Neil Carson, who is to retire as Chairman of Monash University's Department of Community Medicine at the end of this year, has completed a significant and successful term marked by many achievements. His energy, vision and ability to acquire and channel resources have helped develop a vibrant and productive department. His wise counsel and negotiating skills have led to important achievements for the cause of general practice in both the political sphere and in academic institutions. He was the founder and first president of the Australian Association for Academic General Practice. His impact on medical education, especially for general practice in Australia, has been far reaching. PMID:1622364

  2. Self-regulated Learning Behavior of College Students of Art and Their Academic Achievement

    NASA Astrophysics Data System (ADS)

    Peng, Cuixin

    This study focuses on the relationship between self-regulated learning behavior and their academic achievement of college students of art. The results show that for students of art, the involvements in self-efficacy, intrinsic value and cognitive strategies are closely tied to their performance in the examination. However, test anxiety, as a negative emotional factor is negatively correlated with academic performance. And among the five variables, self-efficacy has the strongest influence on students of art's academic performance.

  3. Emotional Intelligence and Academic Achievement in 11th Grade At-Risk Students

    ERIC Educational Resources Information Center

    Nelson, Patricia Diane

    2009-01-01

    As the emphasis on measures of student academic achievement increases, educational researchers and practitioners are interested in identifying factors that demonstrate effectiveness in supporting student achievement. This quantitative, correlational study explored the influence of emotional intelligence on closing the achievement gap. A study of…

  4. Emotional Intelligence and Academic Achievement in 11th Grade At-Risk Students

    ERIC Educational Resources Information Center

    Nelson, Patricia Diane

    2009-01-01

    As the emphasis on measures of student academic achievement increases, educational researchers and practitioners are interested in identifying factors that demonstrate effectiveness in supporting student achievement. This quantitative, correlational study explored the influence of emotional intelligence on closing the achievement gap. A study of…

  5. Academic Self-Concept and Academic Self-Efficacy: Self-Beliefs Enable Academic Achievement of Twice-Exceptional Students

    ERIC Educational Resources Information Center

    Wang, Clare Wen; Neihart, Maureen

    2015-01-01

    Many studies have reported that twice-exceptional (2e) students were vulnerable in psychological traits and exhibited low-academic self-concept and academic self-efficacy. Such vulnerability may cause their academic failures. This study applied interpretative phenomenological analysis (IPA), a qualitative approach to investigate the perceptions of…

  6. Academic Self-Concept and Academic Self-Efficacy: Self-Beliefs Enable Academic Achievement of Twice-Exceptional Students

    ERIC Educational Resources Information Center

    Wang, Clare Wen; Neihart, Maureen

    2015-01-01

    Many studies have reported that twice-exceptional (2e) students were vulnerable in psychological traits and exhibited low-academic self-concept and academic self-efficacy. Such vulnerability may cause their academic failures. This study applied interpretative phenomenological analysis (IPA), a qualitative approach to investigate the perceptions of…

  7. Moderating and Mediating Effects of Gender and Psychological Disengagement on the Academic Achievement of African American College Students

    ERIC Educational Resources Information Center

    Cokley, Kevin; Moore, Paula

    2007-01-01

    The major purposes of the present study were (a) to examine the degree to which gender moderates the relationship between ethnic identity and academic achievement and (b) to examine whether psychological disengagement (i.e., devaluing academic success [DAS]) mediates gender differences in the academic achievement of African American college…

  8. The Impact of a Physical Activity Intervention Program on Academic Achievement in a Swedish Elementary School Setting

    ERIC Educational Resources Information Center

    Käll, Lina B.; Nilsson, Michael; Lindén, Thomas

    2014-01-01

    Background: Despite the emerging body of research on the potential of physical activity to improve learning and academic achievement, conclusive evidence regarding the effects of physical activity on academic achievement is lacking. The objective of this study was to determine the impact of a physical activity intervention program on academic…

  9. Recalled Test Anxiety in Relation to Achievement, in the Context of General Academic Self-Concept, Study Habits, Parental Involvement and Socio-Economic Status among Grade 6 Ethiopian Students

    ERIC Educational Resources Information Center

    Raju, P. Mohan; Asfaw, Abebech

    2009-01-01

    The study investigated the predictive nature of test anxiety on achievement in the presence of perceived general academic self-concept, study habits, parental involvement in children's learning and socio-economic status. From a population of 2482 Grade 6 students from seven government primary schools of a sub-city in Addis Ababa, 497 participants…

  10. PREDICTING ACADEMIC ACHIEVEMENTS OF ENGINEERING AND SCIENCE STUDENTS IN ISRAEL.

    ERIC Educational Resources Information Center

    PERLBERG, ARYE

    A LONGITUDINAL STUDY (HIGH SCHOOL THROUGH COLLEGE) WAS CARRIED OUT AT THE TECHNION-ISRAEL INSTITUTE OF TECHNOLOGY TO INVESTIGATE ACADEMIC PREDICTORS AND PROBLEMS RELATED TO PREDICTION. FOR FOUR YEARS, THREE CLASSES OF 1,087 ENGINEERING STUDENTS WERE FOLLOWED. INTELLECTIVE PREDICTORS AND ACADEMIC CRITERIA ALONE WERE INVESTIGATED. HIGH SCHOOL AND…

  11. Project Success: Helping Probationary Students Achieve Academic Success

    ERIC Educational Resources Information Center

    Humphrey, Elaine

    2006-01-01

    Project Success is designed to help students on academic probation improve their performance so that they can return to good academic standing at their university. This article describes the program so institutions can consider its use in their efforts to address retention issues on their campus. Research that studies the program's effectiveness…

  12. Relationship Between Self-Concept, Self-esteem, Anxiety, Depression and Academic Achievement in Adolescents

    NASA Astrophysics Data System (ADS)

    Fathi-Ashtiani, Ali; Ejei, Javad; Khodapanahi, Mohammad-Karim; Tarkhorani, Hamid

    This study is surveying some of personality characteristics of adolescents and their associations with academic achievement: Accordingly, 1314 randomly allocated students of Tehran`s high schools were assessed by Beck self-concept inventory, Coopersmith self-esteem inventory, Spielberger State-Trait anxiety inventory, Beck depression inventory. Results indicate that self-concept is correlated with self-esteem and these two have positive impacts on augment of academic achievement. Moreover, the increase of self-concept and self-esteem are related to the decrease of anxiety and a negative significant relation exists between self-concept, self-esteem and depression which will ensue decrease in academic achievement.

  13. Financial Aid Tipping Points: An Analysis of Aid and Academic Achievement at a California Community College

    ERIC Educational Resources Information Center

    Coria, Elizabeth; Hoffman, John L.

    2016-01-01

    The purpose of this study was to explore relationships between financial aid awards and measures of student academic achievement. Financial aid and academic records for 11,956 students attending an urban California community college were examined and analyzed using simultaneous linear regression and two-way factorial ANOVAs. Findings revealed a…

  14. What Do Alternate Assessments of Alternate Academic Achievement Standards Measure? A Multitrait-Multimethod Analysis

    ERIC Educational Resources Information Center

    Kettler, Ryan J.; Elliott, Stephen N.; Beddow, Peter A.; Compton, Elizabeth; McGrath, Dawn; Kaase, Kristopher J.; Bruen, Charles; Ford, Lisa; Hinton, Kent

    2010-01-01

    This study featured validity evidence for scores from states' alternate assessments of alternate academic achievement standards (AA-AASs). It evaluated students from 6 states who were eligible for an AA-AAS concurrently with measures of academic competence and adaptive behavior. The investigators also assessed students with disabilities who were…

  15. Perceived School and Neighborhood Safety, Neighborhood Violence and Academic Achievement in Urban School Children

    ERIC Educational Resources Information Center

    Milam, A. J.; Furr-Holden, C. D. M.; Leaf, P. J.

    2010-01-01

    Community and school violence continue to be a major public health problem, especially among urban children and adolescents. Little research has focused on the effect of school safety and neighborhood violence on academic performance. This study examines the effect of the school and neighborhood climate on academic achievement among a population…

  16. At-Risk Student Mobility in an Urban Elementary School: Effects on Academic Achievement

    ERIC Educational Resources Information Center

    Shoho, Alan R.; Oleszewski, Ashley

    2010-01-01

    The purpose of this study was to examine the impact of at-risk student mobility on academic achievement in an urban elementary school. Math and reading scores from the Texas Assessment of Academic Skills (TAAS) of 172 third, fourth, and fifth grade students from an urban school district in South Central Texas were examined to determine whether…

  17. International note: The relationship between achievement goals and academic-related boredom.

    PubMed

    Liu, Yangyang

    2015-06-01

    In a sample of 520 Chinese high school students, the present study aimed to replicate the prior Western findings about the relationship between achievement goals and academic boredom. Our findings indicated that mastery-approach goals and performance-avoidance goals predicted academic boredom, but mastery-avoidance goals and performance-approach goals did not. PMID:25828547

  18. Perceived School and Neighborhood Safety, Neighborhood Violence and Academic Achievement in Urban School Children

    ERIC Educational Resources Information Center

    Milam, A. J.; Furr-Holden, C. D. M.; Leaf, P. J.

    2010-01-01

    Community and school violence continue to be a major public health problem, especially among urban children and adolescents. Little research has focused on the effect of school safety and neighborhood violence on academic performance. This study examines the effect of the school and neighborhood climate on academic achievement among a population…

  19. What Do Alternate Assessments of Alternate Academic Achievement Standards Measure? A Multitrait-Multimethod Analysis

    ERIC Educational Resources Information Center

    Kettler, Ryan J.; Elliott, Stephen N.; Beddow, Peter A.; Compton, Elizabeth; McGrath, Dawn; Kaase, Kristopher J.; Bruen, Charles; Ford, Lisa; Hinton, Kent

    2010-01-01

    This study featured validity evidence for scores from states' alternate assessments of alternate academic achievement standards (AA-AASs). It evaluated students from 6 states who were eligible for an AA-AAS concurrently with measures of academic competence and adaptive behavior. The investigators also assessed students with disabilities who were…

  20. Work Valence as a Predictor of Academic Achievement in the Family Context

    ERIC Educational Resources Information Center

    Porfeli, Erik; Ferrari, Lea; Nota, Laura

    2013-01-01

    This study asserts a theoretical model of academic and work socialization within the family setting. The presumed associations between parents' work valences, children's work valences and valence perceptions, and children's academic interest and achievement are tested. The results suggest that children's perceptions of parents…

  1. Blending Academic, Career/Technical and Fine Arts Instruction to Increase Achievement and Graduation Rates

    ERIC Educational Resources Information Center

    Southern Regional Education Board (SREB), 2010

    2010-01-01

    Teachers who work together to blend academic and career/technical (CT) instruction have found a key to motivating students to complete high school and prepare for college, advanced training and careers. This newsletter highlights key strategies schools are using to join academic and technical studies to advance student motivation and achievement

  2. Work Valence as a Predictor of Academic Achievement in the Family Context

    ERIC Educational Resources Information Center

    Porfeli, Erik; Ferrari, Lea; Nota, Laura

    2013-01-01

    This study asserts a theoretical model of academic and work socialization within the family setting. The presumed associations between parents' work valences, children's work valences and valence perceptions, and children's academic interest and achievement are tested. The results suggest that children's perceptions of parents…

  3. The Relationship among Parental Involvement, Learning, and Academic Achievement: A Cultural Perspective

    ERIC Educational Resources Information Center

    Conant, Alison

    2013-01-01

    The goal of this QUAN-qual mixed methods study was to investigate how parents from various ethnicities and socioeconomic status construct their expectations of academic achievement and the impact these expectations have on academic success for the student. Data was gathered by using The Parent Survey of Family and Community Involvement in the…

  4. Degrees of Resilience: Profiling Psychological Resilience and Prospective Academic Achievement in University Inductees

    ERIC Educational Resources Information Center

    Allan, John F.; McKenna, Jim; Dominey, Susan

    2014-01-01

    University inductees may be increasingly vulnerable to stressors during transition into higher education (HE), requiring psychological resilience to achieve academic success. This study aimed to profile inductees' resilience and to investigate links to prospective end of year academic outcomes. Scores for resilience were based on a validated…

  5. Formative Assessment and Academic Achievement in Pre-Graduate Students of Health Sciences

    ERIC Educational Resources Information Center

    Carrillo-de-la-Pena, Maria T.; Bailles, Eva; Caseras, Xavier; Martinez, Alvar; Ortet, Generos; Perez, Jorge

    2009-01-01

    Although educational experts recommend the use of formative assessment, there is a dearth of empirical studies on its impact on academic achievement. In this research the authors analyse to what extent participation and performance in formative assessment are associated with positive academic outcomes of pre-graduate students of health sciences. A…

  6. The Head-Teacher's Instructional Role in Academic Achievement in Secondary Schools in Vihiga District, Kenya

    ERIC Educational Resources Information Center

    Musungu, L. L.; Nasongo, J. W.

    2008-01-01

    The head teachers' role is to promote academic performance. It is therefore important that the performance of a school is appraised against the performance of the person who leads it. The purpose of the study was to investigate the instructional role of the head-teacher in academic achievement in Kenya Certificate of Secondary Education (KCSE)…

  7. Financial Aid Tipping Points: An Analysis of Aid and Academic Achievement at a California Community College

    ERIC Educational Resources Information Center

    Coria, Elizabeth; Hoffman, John L.

    2016-01-01

    The purpose of this study was to explore relationships between financial aid awards and measures of student academic achievement. Financial aid and academic records for 11,956 students attending an urban California community college were examined and analyzed using simultaneous linear regression and two-way factorial ANOVAs. Findings revealed a…

  8. Heritability, family, school and academic achievement in adolescence.

    PubMed

    Pokropek, Artur; Sikora, Joanna

    2015-09-01

    We demonstrate how genetically informed designs can be applied to administrative exam data to study academic achievement. ACE mixture latent class models have been used with Year 6 and 9 exam data for seven cohorts of Polish students which include 24,285 pairs of twins. Depending on a learning domain and classroom environment history, from 58% to 88% of variance in exam results is attributable to heritability, up to 34% to shared environment and from 8% to 15% depends on unique events in students' lives. Moreover, between 54% and 66% of variance in students' learning gains made between Years 6 and 9 is explained by heritability. The unique environment accounts for between 34% and 46% of that variance. However, we find no classroom effects on student progress made between Years 6 and 9. We situate this finding against the view that classroom peer groups and teachers matter for adolescent learning. PMID:26188439

  9. Rigor and academic achievement: Career academies versus traditional class structure

    NASA Astrophysics Data System (ADS)

    Kyees, Linda L.

    The purpose of this study was to determine if students who attended high school Career Academy classes, as part of Career and Technical Education, showed greater academic achievement than students who attended traditional high school classes. While all participants attended schools in the same school district, and were seeking the same goal of graduation with a standard diploma, the Career Academy students had the benefit of all classes being directed by a team of teachers who helped them connect their learning to their desired career through collaborative learning projects and assignments. The traditional high school classes taught each subject independent of other subjects and did not have specific connections to desired career goals of the students. The study used a causal-comparative research design and the participants included 1,142 students from 11th and 12th grades who attended 9 high schools in a diversely populated area of central Florida with 571 enrolled in the Career Academies and 571 enrolled in traditional classes. The 10th-grade FCAT scores served as the dependent variable. All students attended similar classes with similar content, making the primary variable the difference in academic gains between students participating in the Career Academy design and the traditional design classes. Using the Man-Whitney U Test resulted in the Career Academy group achieving the higher scores overall. This resulted in rejection of the first null-hypothesis. Further examination determined that the 10th-grade FCAT scores were greater for the average students group, which comprised the largest portion of the participant group, also resulted in rejection of the second null-hypothesis. The gifted and at-risk student group scores resulted in failure to reject the third and fourth null-hypotheses.

  10. Physical activity and obesity mediate the association between childhood motor function and adolescents’ academic achievement

    PubMed Central

    Kantomaa, Marko T.; Stamatakis, Emmanuel; Kankaanpää, Anna; Kaakinen, Marika; Rodriguez, Alina; Taanila, Anja; Ahonen, Timo; Järvelin, Marjo-Riitta; Tammelin, Tuija

    2013-01-01

    The global epidemic of obesity and physical inactivity may have detrimental implications for young people’s cognitive function and academic achievement. This prospective study investigated whether childhood motor function predicts later academic achievement via physical activity, fitness, and obesity. The study sample included 8,061 children from the Northern Finland Birth Cohort 1986, which contains data about parent-reported motor function at age 8 y and self-reported physical activity, predicted cardiorespiratory fitness (cycle ergometer test), obesity (body weight and height), and academic achievement (grades) at age 16 y. Structural equation models with unstandardized (B) and standardized (?) coefficients were used to test whether, and to what extent, physical activity, cardiorespiratory fitness, and obesity at age 16 mediated the association between childhood motor function and adolescents’ academic achievement. Physical activity was associated with a higher grade-point average, and obesity was associated with a lower grade-point average in adolescence. Furthermore, compromised motor function in childhood had a negative indirect effect on adolescents’ academic achievement via physical inactivity (B = –0.023, 95% confidence interval = –0.031, –0.015) and obesity (B = –0.025, 95% confidence interval = –0.039, –0.011), but not via cardiorespiratory fitness. These results suggest that physical activity and obesity may mediate the association between childhood motor function and adolescents’ academic achievement. Compromised motor function in childhood may represent an important factor driving the effects of obesity and physical inactivity on academic underachievement. PMID:23277558

  11. Confidence: The Best Non-Cognitive Predictor of Academic Achievement?

    ERIC Educational Resources Information Center

    Stankov, Lazar; Morony, Suzanne; Lee, Yim Ping

    2014-01-01

    Recent efforts to identify non-cognitive predictors of academic achievement and school success have largely focused on self-constructs such as self-efficacy, self-concept and anxiety that are measured with respect to a specific domain (e.g. mathematics). We extend the measurement of the non-cognitive realm in education to incorporate both social…

  12. Health Behaviour and Academic Achievement in Icelandic School Children

    ERIC Educational Resources Information Center

    Sigfusdottir, Inga Dora; Kristjansson, Alfgeir Logi; Allegrante, John P.

    2007-01-01

    Interest in the relationship between health behaviours and academic achievement has recently intensified in the face of an epidemic of childhood and adolescent obesity and converging school reforms in the United States and other nations with advanced economies. Epidemiologic research has demonstrated that poor diet and lack of adequate physical…

  13. Neighborhood Social Processes and Academic Achievement in Elementary School

    ERIC Educational Resources Information Center

    Emory, Ronya; Caughy, Margaret; Harris, T. Robert; Franzini, Luisa

    2008-01-01

    To examine how neighborhood characteristics influence academic achievement, data were drawn from a community survey of low-income neighborhoods and linked with data on performance on standardized testing for third-grade students attending elementary schools in those communities. Results of multilevel logistic regressions indicated that probability…

  14. Personality as a Moderator of Context Effects on Academic Achievement

    ERIC Educational Resources Information Center

    Hendriks, A. A. Jolijn; Kuyper, Hans; Lubbers, Miranda J.; Van der Werf, Margaretha P. C.

    2011-01-01

    We investigated whether personality moderates group influence of classmates on academic achievement and whether these so-called context effects can be attributed to peer pressure. The sample consisted of 2498 students in their first year of Dutch secondary education. The data were analyzed by a two-level (students within classes) analysis,…

  15. A Curious Incident: The Disappearing Class Differences in Academic Achievement.

    ERIC Educational Resources Information Center

    Clark, Roger

    2001-01-01

    Examines possible reasons for the disappearance of social class differences in students' academic achievement by seventh grade at the Community Preparatory School in Rhode Island serving grades 4 through 8. Possible reasons include intensifying commitment to the school, student community service, the move toward single sex math classes, a summer…

  16. The Effect of Primary School Size on Academic Achievement

    ERIC Educational Resources Information Center

    Gershenson, Seth; Langbein, Laura

    2015-01-01

    Evidence on optimal school size is mixed. We estimate the effect of transitory changes in school size on the academic achievement of fourth-and fifth-grade students in North Carolina using student-level longitudinal administrative data. Estimates of value-added models that condition on school-specific linear time trends and a variety of…

  17. Academic Achievement among Adolescents in Cambodia: Does Caregiver Trauma Matter?

    ERIC Educational Resources Information Center

    Eng, Sothy; Mulsow, Miriam; Cleveland, Harrington; Hart, Sybil L.

    2009-01-01

    How will hostilities occurring around today's world influence future generations in affected areas? Cambodia may be one place where this question can be answered, and academic achievement is one way to measure these effects. Cambodian adolescent/caregiver dyads (n=288) were examined for links between caregiver trauma history and adolescent…

  18. Does Children's Academic Achievement Improve when Single Mothers Marry?

    ERIC Educational Resources Information Center

    Wagmiller, Robert L., Jr.; Gershoff, Elizabeth; Veliz, Philip; Clements, Margaret

    2010-01-01

    Promoting marriage, especially among low-income single mothers with children, is increasingly viewed as a promising public policy strategy for improving developmental outcomes for disadvantaged children. Previous research suggests, however, that children's academic achievement either does not improve or declines when single mothers marry. In this…

  19. Integrating Technology for Academic Achievement in Phonics and Fluency

    ERIC Educational Resources Information Center

    Mason, Hope I.

    2010-01-01

    With the push for teacher accountability and the controversy concerning high-stakes testing, more teachers are looking for systematic ways to increase academic achievement. If the U.S. is to regain its global position as number 1 in the education arena, education policy must dictate that teachers integrate technology as a regular part of core…

  20. Depressive Mood and Social Maladjustment: Differential Effects on Academic Achievement

    ERIC Educational Resources Information Center

    Aluja, Anton; Blanch, Angel

    2004-01-01

    The Children Depression Inventory (CDI) is a multidimensional instrument that includes items of social withdrawal, anhedonia, asthenia, low self-esteem (internalized) and behavioral problems (externalized). Child depression has been related with low academic achievement, neurotic and introverted personality traits and social maladjustment defined…

  1. The Academic Achievement of Elite Athletes at Australian Schools

    ERIC Educational Resources Information Center

    Georgakis, Steve; Evans, John Robert; Warwick, Leanne

    2015-01-01

    While sport and student-athletes have featured in the Australian education system since compulsory schooling, there has been no analysis to date of the link between academic achievement and elite student-athletes. However, this is in stark contrast to the United States of America (US), where student-athletes have been the subject of sustained…

  2. Organizational Culture and Academic Achievement in Secondary Schools

    ERIC Educational Resources Information Center

    van der Westhuizen, Philip C.; Mosoge, M. J.; Swanepoel, L. H.; Coetsee, L. D.

    2005-01-01

    A number of factors have been identified that affect academic achievement of learners. Among these factors, organizational culture seems to be a key factor. This is a complex factor characterized by many variables. To classify the variables included in organizational culture, a theoretical model was constructed. Two sets of variables were…

  3. Confidence: The Best Non-Cognitive Predictor of Academic Achievement?

    ERIC Educational Resources Information Center

    Stankov, Lazar; Morony, Suzanne; Lee, Yim Ping

    2014-01-01

    Recent efforts to identify non-cognitive predictors of academic achievement and school success have largely focused on self-constructs such as self-efficacy, self-concept and anxiety that are measured with respect to a specific domain (e.g. mathematics). We extend the measurement of the non-cognitive realm in education to incorporate both social…

  4. The Effect of Student Time Allocation on Academic Achievement

    ERIC Educational Resources Information Center

    Grave, Barbara S.

    2011-01-01

    There is a large literature on the influence of institutional characteristics on student academic achievement. In contrast, relatively little research focusses on student time allocation and its effects on student performance. This paper contributes to the literature by investigating the effect of student time allocation on the average grade of…

  5. Purpose Plus: Supporting Youth Purpose, Control, and Academic Achievement

    ERIC Educational Resources Information Center

    Pizzolato, Jane Elizabeth; Brown, Elizabeth Levine; Kanny, Mary Allison

    2011-01-01

    Research in the past decade suggests that a persistent achievement gap between students from low-income minority backgrounds and higher-income white backgrounds may be rooted in theories of student motivation and youth purpose. Yet limited research exists regarding the role of purpose on positive youth development as it pertains to academic…

  6. Self-Concept and Academic Achievement: Investigating Their Importance as Discriminators of Academic Track Membership in High School.

    ERIC Educational Resources Information Center

    Byrne, Barbara M.

    1990-01-01

    Using linear discriminant analysis, two samples of Canadian high school students (n=929 and n=968) were tested using measures of self-concept, academic self-concept, and academic achievement. Academic self-concept was more effective than was academic achievement in differentiating between low-track and high-track students. (SLD)

  7. Structure of Black Male Students Academic Achievement in Science

    NASA Astrophysics Data System (ADS)

    Rascoe, Barbara

    Educational policies and practices have been largely unsuccessful in closing the achievement gap between Black and White students "Schwartz, 2001". This achievement gap is especially problematic for Black students in science "Maton, Hrabrowski, - Schmitt, 2000. Given the fact that the Black-White achievement gap is still an enigma, the purpose of this article is to address the Black female-Black male academic achievement gap in science majors. Addressing barriers that Black male students may experience as college science and engineering majors, this article presents marketing strategies relative to politics, emotional intelligence, and issues with respect to how science teaching, and Black male students' responses to it, are different. Many Black male students may need to experience a paradigm shift, which structures and enhances their science achievement. Paradigm shifts are necessary because exceptional academic ability and motivation are not enough to get Black males from their first year in a science, technology, education, and mathematics "STEM" major to a bachelor's degree in science and engineering. The conclusions focus on the balance of truth-slippery slopes concerning the confluence of science teachers' further ado and Black male students' theories, methods, and values that position their academic achievement in science and engineering majors.

  8. A Comparative Case Study of Veteran Superintendent's Leadership and Organizational Processes in Addressing the Academic Achievement of Students in Low Performing School Districts

    ERIC Educational Resources Information Center

    Reimer, Catherine Nicole

    2010-01-01

    This research study investigated the leadership behaviors and organizational frames utilized by two veteran superintendents of medium sized school districts in California to address issues of academic performance in their respective districts as perceived by the superintendents and their respective board members and principals. Current…

  9. How Resource Allocations Are Used to Promote Student Learning: Case Studies of Elementary Schools in Hawai`i with Rising Academic Achievement

    ERIC Educational Resources Information Center

    Higa, Mitzie Y.

    2012-01-01

    This study used a purposeful sample of five public non-charter elementary schools in Hawai`i. The schools, located on two different islands, displayed evidence of improving academic performance and consistently outperformed the state average growth in scores on the Hawai`i State Assessment (HSA). These schools had mid to high percentages of…

  10. WWC Review of the Report "Closing the Social-Class Achievement Gap: A Difference-Education Intervention Improves First-Generation Students' Academic Performance and All Students' College Transition." What Works Clearinghouse Single Study Review

    ERIC Educational Resources Information Center

    What Works Clearinghouse, 2014

    2014-01-01

    For the 2014 study, "Closing the Social-Class Achievement Gap: A Difference-Education Intervention Improves First-Generation Students' Academic Performance and All Students' College Transition," researchers investigated the impact of attending a moderated panel on incoming freshmen's adjustment to college. The panel…

  11. Kindergarten Competencies as Predictors of Third Grade Achievement-Related Behaviors and Academic Achievement.

    ERIC Educational Resources Information Center

    Perry, Joseph D.; And Others

    Two samples of 50 kindergarten children each were tested for IQ, reading and arithmetic achievement, and rated by teachers for social and academic competence. The children were tested again in third grade for reading, spelling, and arithmetic achievement, and rated for classroom coping behaviors. In addition, one kindergarten sample was rated for…

  12. The Link between Musical Achievement and Academic Achievement of Young Children

    ERIC Educational Resources Information Center

    Costley, Kevin C.

    2011-01-01

    During the twentieth century it has been theorized that there is a link between musical achievement and academic achievement of young children. In support of this controversial view, many educators and music specialists promote the relationship between, parent, teacher, and child. The theory is: with cooperative learning experiences in the study…

  13. Increasing Academic Achievement by Reinforcing Direct Academic Performance and/or Facilitative Nonacademic Responses

    ERIC Educational Resources Information Center

    Walker, Hill M.; Hops, Hyman

    1976-01-01

    Effects of three intervention procedures were compared in increasing academic achievement and level of appropriate behavior for children with relatively low rates of appropriate behavior. A significant experimental/control group difference, favoring experimentals, was found for reading and math achievement and level of appropriate behavior.…

  14. Identifying Achievement Goals and Their Relationship to Academic Achievement in Undergraduate Pharmacy Students

    PubMed Central

    Sainsbury, Erica; Rose, Grenville; Smith, Lorraine

    2014-01-01

    Objectives. To compare the achievement goal orientations of first-year with those of third-year undergraduate Australian pharmacy students and to examine the relationship of goal orientations to academic achievement. Methods. The Achievement Goal Questionnaire was administered to first-year and third-year students during class time. Students’ grades were obtained from course coordinators. Results. More first-year students adopted performance-approach and mastery-approach goals than did third-year students. Performance-approach goals were positively correlated with academic achievement in the first year. Chinese Australian students scored the highest in adopting performance-approach goals. Vietnamese Australian students adopted mastery-avoidance goals more than other ethnicities. First-year students were more strongly performance approach goal-oriented than third-year students. Conclusion. Adopting performance-approach goals was positively correlated with academic achievement, while adopting avoidance goals was not. Ethnicity has an effect on the adoption of achievement goals and academic achievement. PMID:25258438

  15. Learning strategies and general cognitive ability as predictors of gender- specific academic achievement

    PubMed Central

    Ruffing, Stephanie; Wach, F. -Sophie; Spinath, Frank M.; Brünken, Roland; Karbach, Julia

    2015-01-01

    Recent research has revealed that learning behavior is associated with academic achievement at the college level, but the impact of specific learning strategies on academic success as well as gender differences therein are still not clear. Therefore, the aim of this study was to investigate gender differences in the incremental contribution of learning strategies over general cognitive ability in the prediction of academic achievement. The relationship between these variables was examined by correlation analyses. A set of t-tests was used to test for gender differences in learning strategies, whereas structural equation modeling as well as multi-group analyses were applied to investigate the incremental contribution of learning strategies for male and female students’ academic performance. The sample consisted of 461 students (mean age = 21.2 years, SD = 3.2). Correlation analyses revealed that general cognitive ability as well as the learning strategies effort, attention, and learning environment were positively correlated with academic achievement. Gender differences were found in the reported application of many learning strategies. Importantly, the prediction of achievement in structural equation modeling revealed that only effort explained incremental variance (10%) over general cognitive ability. Results of multi-group analyses showed no gender differences in this prediction model. This finding provides further knowledge regarding gender differences in learning research and the specific role of learning strategies for academic achievement. The incremental assessment of learning strategy use as well as gender-differences in their predictive value contributes to the understanding and improvement of successful academic development. PMID:26347698

  16. A Pilot Study on the Congruency of Locus of Control and Field Dependence as Related to Self-Esteem and Academic Achievement.

    ERIC Educational Resources Information Center

    Garner, C. William; Cole, Ernest G.

    A pilot study was conducted at two middle schools to investigate the relationship among student locus of control, field dependency, self-esteem, and achievement. A relationship between self-esteem and achievement has already been identified by research; another variable considered as a possible effect on a person's predisposition to achieve was…

  17. A Pilot Study on the Congruency of Locus of Control and Field Dependence as Related to Self-Esteem and Academic Achievement.

    ERIC Educational Resources Information Center

    Garner, C. William; Cole, Ernest G.

    A pilot study was conducted at two middle schools to investigate the relationship among student locus of control, field dependency, self-esteem, and achievement. A relationship between self-esteem and achievement has already been identified by research; another variable considered as a possible effect on a person's predisposition to achieve was…

  18. Academic Motivation and Self-Regulated Learning in Predicting Academic Achievement in College

    ERIC Educational Resources Information Center

    Çetin, Baris

    2015-01-01

    The purpose of this study was to determine whether academic motivation and academic self-regulated learning predicted students' GPAs in the Early Childhood Education Department. The study participants consisted of 166 early childhood education majors enrolled in the 2014 spring semester at Georgia Southern University, USA. Data were gathered using…

  19. Interaction of media, sexual activity and academic achievement in adolescents

    PubMed Central

    Shashi Kumar, R.; Das, R.C.; Prabhu, H.R.A.; Bhat, P.S.; Prakash, Jyoti; Seema, P.; Basannar, D.R.

    2012-01-01

    Background Adolescence is a period when the individual is vulnerable and exposure to sexually implicit/explicit programs on television and internet can influence their sexual behaviour and make them more permissive towards premarital sex, which is known to influence their academic performance. This can be modified by parental discussion on these matters with their children. There have been only few studies from India that have explored such issues therefore this study aimed to explore the impact of television, internet and parental discussion on sexual activity and academic performance. Methods This study was conducted in two co-education schools using a self reporting questionnaire administered to students of class IX–XII. This study evaluated the relation of academic performance, exposure to media such as television & internet to sexual activity & academic performance of the students and the role of parental discussion on these. Results The study sample size was 586. There is no significant association between the number of hours of watching television per day and academic performance as measured by marks in examinations. Significant positive association was found among boys between sexual contact and average score in academics & unsupervised use of internet. In both genders a significant positive association was found between those watching English serials, movies and increased chances of indulging in sexual activity while a negative relation with those watching Cartoons. There is no significant difference in occurrence of sexual contact in those who discussed sexual matters with parents and those who did not. Conclusion This being first of it's kind of study from India and a cross sectional study, further prospective and detailed studies are warranted to delineate the interaction of media, parental discussion, academic performance and sexual activity. PMID:24600087

  20. Hispanic and Non-Hispanic Academic Achievement within Tennessee Public Schools

    ERIC Educational Resources Information Center

    Myers, Rebecca E.

    2013-01-01

    This study investigated the relationship between academic achievement scores for Hispanic and all students within Tennessee. The study compared the measurement of achievement scores by the Tennessee Department of Education (TDOE) on standardized Tennessee Comprehensive Assessment Program (TCAP) evaluations for 5th-grade students and Gateway exams…

  1. Hispanic and Non-Hispanic Academic Achievement within Tennessee Public Schools

    ERIC Educational Resources Information Center

    Myers, Rebecca E.

    2013-01-01

    This study investigated the relationship between academic achievement scores for Hispanic and all students within Tennessee. The study compared the measurement of achievement scores by the Tennessee Department of Education (TDOE) on standardized Tennessee Comprehensive Assessment Program (TCAP) evaluations for 5th-grade students and Gateway exams…

  2. Relationship between Broken Homes and Academic Achievement of Secondary School Students in Oredo Local Government Area of Edo State, Nigeria

    ERIC Educational Resources Information Center

    Alika, Henrietta Ijeoma; Edosa, Ogboro Samson

    2012-01-01

    The study investigated the relationship between broken homes and academic achievement of students. Three research hypotheses were formulated to guide the study. The study was correlational because the study sought to establish the extent of relationship between broken homes and academic achievement. The statistical method used in analyzing the…

  3. The Elephant in the Hall: Motivating the Study of Student Motivation and Self-Regulation in Studies of Academic Achievement and Persistence in Higher Education

    ERIC Educational Resources Information Center

    Kennedy, Gary J.

    2013-01-01

    This essay proposes that much of what constitutes the quality of an institution of higher education is the quality of the students attending the institution. This quality, however, is conceptualized to extend beyond that of academic ability. Specifically, three propositions are considered. First, it is proposed that a core construct of student…

  4. Relations between aggression and adjustment in chinese children: moderating effects of academic achievement.

    PubMed

    Yang, Fan; Chen, Xinyin; Wang, Li

    2014-01-01

    The primary purpose of the study was to examine the moderating effects of academic achievement on relations between aggressive behavior and social and psychological adjustment in Chinese children. A sample of children (N = 1,171; 591 boys, 580 girls; initial M age = 9 years) in China participated in the study. Two waves of longitudinal data were collected in Grades 3 and 4 from multiple sources including peer nominations, teacher ratings, self-reports, and school records. The results indicated that the main effects of aggression on adjustment were more evident than those of adjustment on aggression. Moreover, aggression was negatively associated with later leadership status and positively associated with later peer victimization, mainly for high-achieving children. The results suggested that consistent with the resource-potentiating model, academic achievement served to enhance the positive development of children with low aggression. On the other hand, although the findings indicated fewer main effects of adjustment on aggression, loneliness, depression, and perceived social incompetence positively predicted later aggression for low-achieving, but not high-achieving, children, which suggested that consistent with the stress-buffering model, academic achievement protected children with psychological difficulties from developing aggressive behavior. The results indicate that academic achievement is involved in behavioral and socioemotional development in different manners in Chinese children. Researchers should consider an integrative approach based on children's behavioral, psychological, and academic functions in designing prevention and intervention programs. PMID:23557214

  5. The association between academic engagement and achievement in health sciences students

    PubMed Central

    2013-01-01

    Background Educational institutions play an important role in encouraging student engagement, being necessary to know how engaged are students at university and if this factor is involved in student success point and followed. To explore the association between academic engagement and achievement. Methods Cross-sectional study. The sample consisted of 304 students of Health Sciences. They were asked to fill out an on-line questionnaire. Academic achievements were calculated using three types of measurement. Results Positive correlations were found in all cases. Grade point average was the academic rate most strongly associated with engagement dimensions and this association is different for male and female students. The independent variables could explain between 18.9 and 23.9% of the variance (p < 0.05) in the population of university students being analyzed. Conclusions Engagement has been shown to be one of the many factors, which are positively involved, in the academic achievements of college students. PMID:23446005

  6. Academic Momentum at University/College: Exploring the Roles of Prior Learning, Life Experience, and Ongoing Performance in Academic Achievement across Time

    ERIC Educational Resources Information Center

    Martin, Andrew J.; Wilson, Rachel; Liem, Gregory Arief D.; Ginns, Paul

    2014-01-01

    In the context of "academic momentum," a longitudinal study of university students (N = 904) showed high school achievement and ongoing university achievement predicted subsequent achievement through university. However, the impact of high school achievement diminished, while additive effects of ongoing university achievement continued.…

  7. Academic Momentum at University/College: Exploring the Roles of Prior Learning, Life Experience, and Ongoing Performance in Academic Achievement across Time

    ERIC Educational Resources Information Center

    Martin, Andrew J.; Wilson, Rachel; Liem, Gregory Arief D.; Ginns, Paul

    2014-01-01

    In the context of "academic momentum," a longitudinal study of university students (N = 904) showed high school achievement and ongoing university achievement predicted subsequent achievement through university. However, the impact of high school achievement diminished, while additive effects of ongoing university achievement continued.…

  8. The Relationship between Cognitive and Emotional Intelligence and High School Academic Achievement.

    PubMed

    Matešić, Krunoslav

    2015-06-01

    The study investigated the relationship between intelligence, emotional intelligence and academic achievement in high school. The study was conducted within the standardization of two instruments for Croatian samples. A total of 369 high school students from the Republic of Croatia participated in the study. They completed the Naglieri Nonverbal Ability Test (NNAT)--a test of cognitive intelligence and the BarOn Emotional Quotient Inventory: Youth Version (EQ-i:YV). Academic achievement criteria were general school achievement, Croatian language and mathematics. Several regression analyses were conducted on the results. The results show that cognitive intelligence and the adaptability scale to be consistent predictors of academic achievement. Emotional intelligence was not shown to be a significant predictor of school success. PMID:26753453

  9. Accuracy of Self-Reported College GPA: Gender-Moderated Differences by Achievement Level and Academic Self-Efficacy

    ERIC Educational Resources Information Center

    Caskie, Grace I. L.; Sutton, MaryAnn C.; Eckhardt, Amanda G.

    2014-01-01

    Assessments of college academic achievement tend to rely on self-reported GPA values, yet evidence is limited regarding the accuracy of those values. With a sample of 194 undergraduate college students, the present study examined whether accuracy of self-reported GPA differed based on level of academic performance or level of academic…

  10. Faculty Sense of Academic Optimism and Its Relationship to Students' Achievement in Well Performing High Schools

    ERIC Educational Resources Information Center

    Cromartie, Michael Tyrone

    2013-01-01

    The aim of this study was to determine the organizational characteristics and behaviors that contribute to sustaining a culture of academic optimism as a mechanism of student achievement. While there is a developing research base identifying both the individual elements of academic optimism as well as the academic optimism construct itself as…

  11. Faculty Sense of Academic Optimism and Its Relationship to Students' Achievement in Well Performing High Schools

    ERIC Educational Resources Information Center

    Cromartie, Michael Tyrone

    2013-01-01

    The aim of this study was to determine the organizational characteristics and behaviors that contribute to sustaining a culture of academic optimism as a mechanism of student achievement. While there is a developing research base identifying both the individual elements of academic optimism as well as the academic optimism construct itself as…

  12. The Impact of Principal Perception on Student Academic Climate and Achievement in High School: How Does It Measure Up?

    ERIC Educational Resources Information Center

    Urick, Angela; Bowers, Alex J.

    2014-01-01

    The purpose of this study is to examine the independent direct effects of student and principal perceptions of academic climate on student achievement in high school. To date, few studies have considered the influence of principal perceptions of academic climate on student achievement. In the present study, we test a set of two-level hierarchical…

  13. Endorsing Achievement Goals Exacerbates the Big-Fish-Little-Pond Effect on Academic Self-Concept

    ERIC Educational Resources Information Center

    Wouters, Sofie; Colpin, Hilde; Van Damme, Jan; Verschueren, Karine

    2015-01-01

    The big-fish-little-pond effect (BFLPE) model predicts students' academic self-concept to be negatively predicted by the achievement level of their reference group, controlling for individual achievement. Despite an abundance of empirical evidence supporting the BFLPE, there have been relatively few studies searching for possible moderators.…

  14. Endorsing Achievement Goals Exacerbates the Big-Fish-Little-Pond Effect on Academic Self-Concept

    ERIC Educational Resources Information Center

    Wouters, Sofie; Colpin, Hilde; Van Damme, Jan; Verschueren, Karine

    2015-01-01

    The big-fish-little-pond effect (BFLPE) model predicts students' academic self-concept to be negatively predicted by the achievement level of their reference group, controlling for individual achievement. Despite an abundance of empirical evidence supporting the BFLPE, there have been relatively few studies searching for possible moderators.…

  15. Intergenerational Closure and Academic Achievement in High School: A New Evaluation of Coleman's Conjecture

    ERIC Educational Resources Information Center

    Morgan, Stephen L.; Todd, Jennifer J.

    2009-01-01

    This article reexamines the conjecture of James S. Coleman that intergenerational social closure promotes student achievement in high schools, analyzing the best national data on academic achievement and social networks: the 2002 and 2004 waves of the Education Longitudinal Study. The results show that within the Catholic school sector, schools…

  16. Academic Achievement for Fifth-Grade Students in Elementary and Intermediate School Settings: Grade Span Configurations

    ERIC Educational Resources Information Center

    Combs, Julie P.; Clark, David; Moore, George W.; Onwuegbuzie, Anthony J.; Edmonson, Stacey L.; Slate, John R.

    2011-01-01

    Few researchers have addressed student achievement outcomes as a function of grade configurations for older elementary-aged students. Thus, this study was designed to determine differences between students' Grade 5 reading and mathematics achievement in elementary schools (K-5) as compared to intermediate schools (Grade 5, 5-6) for 5 academic…

  17. Under the Radar: The Impact of Relatively Young Age for Grade Level on Academic Achievement

    ERIC Educational Resources Information Center

    Ryken, Klazina

    2012-01-01

    The purpose of this study was to determine whether age differences affect students' academic achievement, and whether age differences affect students in low-income areas differently than those in mixed or higher-income areas. Student achievement data for grades 3, 7, and 11 in language arts and math were obtained from a variety of schools…

  18. Social Support and Achievement for Young Adolescents in Chicago: The Role of School Academic Press.

    ERIC Educational Resources Information Center

    Lee, Valerie E.; Smith, Julia B.

    1999-01-01

    Studied the relationship between social support for academic achievement and achievement in reading and mathematics over a school year using data from surveys of 30,000 sixth and seventh graders in Chicago. Results show social support to be modestly but positively related to learning, but both learning and the relationship between social support…

  19. The Adolescent with Spina Bifida: Academic Achievement and Employment Prospects. Research Supplement.

    ERIC Educational Resources Information Center

    Tew, Brian

    1986-01-01

    A longitudinal study of 52 adolescents with spina bifida reveals information about their intelligence and attainments at age 16, achievement examinations, the relationship between IQ and academic achievement, and employment at 18 years. Among findings are significantly lower performance among Ss with shunts and intracranial complications. (CL)

  20. Relationship between Achievement Goals, Meta-Cognition and Academic Success in Pakistan

    ERIC Educational Resources Information Center

    Sarwar, Muhammad; Yousuf, Muhammad Imran; Hussain, Shafqat; Noreen, Shumaila

    2009-01-01

    The research was the replication of the study done by Coutinho (2006) and it aimed at finding the relationship between achievement goals, meta-cognition and academic success. Achievement goals were further divided into two types: mastery and performance. The participants were 119 students enrolled in M. A. Education, Department of Education at the…

  1. Relational Effects of Reading Motivation and Academic Achievement among Adolescent Boys

    ERIC Educational Resources Information Center

    Bozack, Amanda R.; Salvaggio, Amy Nicole

    2013-01-01

    This study explores the relationship between academic achievement and reading motivation among adolescent boys. We seek to understand (1) if motivational construct scores change meaningfully over time, (2) what relationship exists between the achievement scores and reported reading motivation, and (3) if students who report higher reading…

  2. Using Above-Level Testing to Track Growth in Academic Achievement in Gifted Students

    ERIC Educational Resources Information Center

    Warne, Russell T.

    2014-01-01

    Above-level testing is the practice of administering aptitude or academic achievement tests that are designed for typical students in higher grades or older age-groups to gifted or high-achieving students. Although widely accepted in gifted education, above-level testing has not been subject to careful psychometric scrutiny. In this study, I…

  3. The Relationship of School Design to Academic Achievement of Elementary School Children.

    ERIC Educational Resources Information Center

    Yarbrough, Kathleen Ann

    This study sought to determine if there are relationships between student achievement and educational facilities. It focused on the question: Does school design influence the academic achievement of elementary school students? Criteria used were scores on the Iowa Test of Basic Skills and 86 variables describing design patterns in various…

  4. Relational Effects of Reading Motivation and Academic Achievement among Adolescent Boys

    ERIC Educational Resources Information Center

    Bozack, Amanda R.; Salvaggio, Amy Nicole

    2013-01-01

    This study explores the relationship between academic achievement and reading motivation among adolescent boys. We seek to understand (1) if motivational construct scores change meaningfully over time, (2) what relationship exists between the achievement scores and reported reading motivation, and (3) if students who report higher reading…

  5. Under the Radar: The Impact of Relatively Young Age for Grade Level on Academic Achievement

    ERIC Educational Resources Information Center

    Ryken, Klazina

    2012-01-01

    The purpose of this study was to determine whether age differences affect students' academic achievement, and whether age differences affect students in low-income areas differently than those in mixed or higher-income areas. Student achievement data for grades 3, 7, and 11 in language arts and math were obtained from a variety of schools…

  6. The Mediating Roles of Coping and Adjustment in the Relationship between Personality and Academic Achievement

    ERIC Educational Resources Information Center

    Perera, Harsha N.; McIlveen, Peter; Oliver, Mark E.

    2015-01-01

    Background: Existing literature has documented relationships between personality traits and academic achievement as well as some of the mechanisms underlying these links. However, the pathways by which personality traits are associated with achievement during stressful educational circumstances require further investigation. Aims: This study…

  7. School Violent Crime and Academic Achievement in Chicago*

    PubMed Central

    Burdick-Will, Julia

    2013-01-01

    Educational outcomes vary dramatically across schools in the United States. Many under-performing schools, especially in Chicago, also deal with high levels of violent crime on school grounds. Exposure to this type of frequent violence may be an important factor shaping already disadvantaged students’ educational experiences. However, estimating the effect of school violence on learning is difficult due to potential selection bias and the confounding of other school-level problems. Using detailed crime data from the Chicago Police Department, complete administrative records from the Chicago Public Schools, and school climate surveys conducted by the Consortium on Chicago School Research (2002–10), this study exploits variation in violent crime rates within schools over time to estimate its effect on academic achievement. School and neighborhood fixed-effects models show that violent crime rates have a negative effect on test scores, but not on grades. This effect is more likely related to direct reductions in learning, through cognitive stress and classroom disruptions, than changes in perceived safety, general school climate, or discipline practices. PMID:24259755

  8. Measuring the Impact of Substance Abuse on Student Academic Achievement and Academic Growth

    ERIC Educational Resources Information Center

    Rattermann, Mary Jo

    2014-01-01

    This research presents data linking the impact of substance disorder to academic achievement, using data gathered at a recovery high school. Recovery schools provide recovery supports and a high-quality education to students with substance use disorders. The Global Appraisal of Individual Needs -- Short Screener and the Northwest Evaluation…

  9. Measuring the Impact of Substance Abuse on Student Academic Achievement and Academic Growth

    ERIC Educational Resources Information Center

    Rattermann, Mary Jo

    2014-01-01

    This research presents data linking the impact of substance disorder to academic achievement, using data gathered at a recovery high school. Recovery schools provide recovery supports and a high-quality education to students with substance use disorders. The Global Appraisal of Individual Needs -- Short Screener and the Northwest Evaluation…

  10. Leveraging Mindsets to Promote Academic Achievement: Policy Recommendations.

    PubMed

    Rattan, Aneeta; Savani, Krishna; Chugh, Dolly; Dweck, Carol S

    2015-11-01

    The United States must improve its students' educational achievement. Race, gender, and social class gaps persist, and, overall, U.S. students rank poorly among peers globally. Scientific research shows that students' psychology-their "academic mindsets"-have a critical role in educational achievement. Yet policymakers have not taken full advantage of cost-effective and well-validated mindset interventions. In this article, we present two key academic mindsets. The first, a growth mindset, refers to the belief that intelligence can be developed over time. The second, a belonging mindset, refers to the belief that people like you belong in your school or in a given academic field. Extensive research shows that fostering these mindsets can improve students' motivation; raise grades; and reduce racial, gender, and social class gaps. Of course, mindsets are not a panacea, but with proper implementation they can be an excellent point of entry. We show how policy at all levels (federal, state, and local) can leverage mindsets to lift the nation's educational outcomes. PMID:26581725

  11. Trait emotional intelligence influences on academic achievement and school behaviour.

    PubMed

    Mavroveli, Stella; Sánchez-Ruiz, María José

    2011-03-01

    BACKGROUND. Trait emotional intelligence (trait EI or trait emotional self-efficacy) refers to individuals' emotion-related self-perceptions (Petrides, Furnham, & Mavroveli, 2007). The children's trait EI sampling domain provides comprehensive coverage of their affective personality. Preliminary evidence shows that the construct has important implications for children's psychological and behavioural adjustment. AIMS. This study investigates the associations between trait EI and school outcomes, such as performance in reading, writing, and maths, peer-rated behaviour and social competence, and self-reported bullying behaviours in a sample of primary school children. It also examines whether trait EI scores differentiate between children with and without special educational needs (SEN). SAMPLE. The sample comprised 565 children (274 boys and 286 girls) between the ages of 7 and 12 (M((age)) = 9.12 years, SD= 1.27 years) attending three English state primary schools. METHOD. Pupils completed the Trait Emotional Intelligence Questionnaire-Child Form (TEIQue-CF), the Guess Who peer assessment, the Peer-Victimization Scale, and the Bullying Behaviour Scale. Additional data on achievement and SEN were collected from the school archives. RESULTS. As predicted by trait EI theory, associations between trait EI and academic achievement were modest and limited to Year 3 children. Higher trait EI scores were related to more nominations from peers for prosocial behaviours and fewer nominations for antisocial behaviour as well as lower scores on self-reported bulling behaviours. Furthermore, SEN students scored lower on trait EI compared to students without SEN. CONCLUSIONS. Trait EI holds important and multifaceted implications for the socialization of primary schoolchildren. PMID:21199490

  12. Adolescents’ academic achievement and life satisfaction: the role of parents’ education

    PubMed Central

    Crede, Julia; Wirthwein, Linda; McElvany, Nele; Steinmayr, Ricarda

    2015-01-01

    Drawing on the background of positive psychology, there has only recently been a focus on adolescents’ life satisfaction (LS) in the context of education. Studies examining the relationship between adolescents’ academic achievement and LS have shown conflicting results and the reasons are not fully understood. The present study investigated the role of parents’ education as a potential moderator of the relationship between adolescents’ academic achievement and LS. A sample of German high school students (N = 411) reported parents’ educational attainment, as an indicator of family socio-economic status, and students’ academic achievement was operationalized by grade point average in five subjects. Results indicated that only mothers’ education functioned as a moderator of the relationship between academic achievement and students’ LS. The association between academic achievement and LS was only found in the group of students whose mothers had achieved the same or a higher education (at least high school diploma) as their own children. Fathers’ educational attainment, however, was not a significant moderator of the respective relationship. Directions for future research and the differential influences of fathers’ and mothers’ education are discussed with regard to potential underlying processes. PMID:25691877

  13. Freshmen Persistence as Measured by Reaching Academic Achievement Benchmarks.

    ERIC Educational Resources Information Center

    Barr, James E.; Rasor, Richard

    This study at American River College (California) researches freshmen persistence as measured by the attainment of academic benchmarks. The percentage of freshmen at American River College who enroll in the fall and continue in the immediate spring semester is typically 60%. To gain additional information about persistence, the college studied…

  14. Coexisting Disorders and Academic Achievement among Children with ADHD

    ERIC Educational Resources Information Center

    Barnard-Brak, Lucy; Sulak, Tracey N.; Fearon, Danielle D.

    2011-01-01

    Objective: ADHD is a commonly diagnosed neuropsychological disorder among school-aged children with reported high rates of coexisting or comorbid disorders. As ADHD has been associated with academic underachievement, the current study examines this association in view of the presence of coexisting disorders. The purpose of the current study is to…

  15. Engagement in the First Year as a Predictor of Academic Achievement and Persistence of First-Year Students

    ERIC Educational Resources Information Center

    Schlinsog, Jimmie A.

    2010-01-01

    This study explored the relationship between engagement in educationally purposeful activities during the first year of college and academic achievement, persistence, and graduation. The study focused on the impacts of engagement on student outcomes related to academic achievement, persistence, and graduation at a comprehensive university located…

  16. The Impact of Racial Identity and Consciousness Development on African American Female Academic Achievement: Implications for Counseling

    ERIC Educational Resources Information Center

    Glass, Charles R.

    2007-01-01

    The purpose of this study will be to examine the effect of racial identity/consciousness (RIC) on the academic achievement of African American female college freshmen. This causal-comparative study is intended to provide research based info ration concerning the impact of racial identity/consciousness development on the academic achievement of…

  17. The Difference in the Academic Achievement of Hispanic High School Students Based on the Theme of the Small Learning Community

    ERIC Educational Resources Information Center

    Martinez, Beate M. Winter

    2010-01-01

    The purpose of this study is to describe the difference in the academic achievement of urban Hispanic high school students based on the small learning community theme. The study used a quantitative method of ex post facto research to examine how the academic achievement of Hispanic high school students differs across the themes of small…

  18. Distinguishing the Influences of Father's and Mother's Involvement on Adolescent Academic Achievement: Analyses of Taiwan Education Panel Survey Data

    ERIC Educational Resources Information Center

    Hsu, Hsien-Yuan; Zhang, Dalun; Kwok, Oi-Man; Li, Yan; Ju, Song

    2011-01-01

    Using a sample drawn from Taiwan, this study evaluated the role of mother and father involvement in adolescent academic achievement. The participants were drawn from the Taiwan Education Panel Survey (TEPS) and consisted of 8,108 adolescents who studied seventh grade in 2001. Father and mother involvement related to academic achievement was…

  19. The Difference in the Academic Achievement of Hispanic High School Students Based on the Theme of the Small Learning Community

    ERIC Educational Resources Information Center

    Martinez, Beate M. Winter

    2010-01-01

    The purpose of this study is to describe the difference in the academic achievement of urban Hispanic high school students based on the small learning community theme. The study used a quantitative method of ex post facto research to examine how the academic achievement of Hispanic high school students differs across the themes of small…

  20. Distinguishing the Influences of Father's and Mother's Involvement on Adolescent Academic Achievement: Analyses of Taiwan Education Panel Survey Data

    ERIC Educational Resources Information Center

    Hsu, Hsien-Yuan; Zhang, Dalun; Kwok, Oi-Man; Li, Yan; Ju, Song

    2011-01-01

    Using a sample drawn from Taiwan, this study evaluated the role of mother and father involvement in adolescent academic achievement. The participants were drawn from the Taiwan Education Panel Survey (TEPS) and consisted of 8,108 adolescents who studied seventh grade in 2001. Father and mother involvement related to academic achievement was…

  1. The Impact of the Length of Preschool Attendance on the Academic Achievement and Retention of Third and Fourth Grade Students

    ERIC Educational Resources Information Center

    Brooks-Bey, Michelle Rubee

    2011-01-01

    The purpose of this study was to examine the impact of the length of years of preschool attendance on the academic achievement and retention of third and fourth grade students in high and low achieving schools. The study consisted of the analysis of secondary data, i.e., mathematics and language arts literacy scores as the measurement of academic…

  2. An ecological perspective of science and math academic achievement among African American students

    NASA Astrophysics Data System (ADS)

    Stewart, Endya Bentley

    Using data from the National Education Longitudinal Study of 1988 (NELS:88), path analytic procedures were performed to test an ecological model of the effects of family, individual and school characteristics on the academic African American students. A distinctive study is the inclusion of school computer use in the model. The study results show that several of the variables directly or indirectly affected 12th grade academic achievement. Furthermore, most of the individual influence variables were directly related to 12 th grade achievement. Two surprising findings from this study were the insignificant effects of family income and school computer use on 12 th grade achievement. Overall, the findings support the notion that family, individual, and school characteristics are important predictors of academic success among African American students.

  3. Behavior problems at ages 6 and 11 and high school academic achievement: longitudinal latent variable modeling.

    PubMed

    Breslau, Naomi; Breslau, Joshua; Miller, Elizabeth; Raykov, Tenko

    2011-02-28

    Previous studies documented long-run effects of behavior problems at the start of school on academic achievement. However, these studies did not examine whether the observed effects of early behavior problems are explained by more proximate behavior problems, given the tendency of children's behavior problems to persist. Latent variable modeling was applied to estimate the effects of behavior problems at ages 6 and 11 on academic achievement at age 17, using data from a longitudinal study (n=823). Behavior problems at ages 6 and 11, each stage independently of the other, predicted lower math and reading test scores at age 17, controlling for intelligence quotient (IQ), birth weight, maternal characteristics, family and community environment, and taking into account behavior problems at age 17. Behavior problems at the start of school, independent of later behavior problems, exert lingering effects on achievement by impeding the acquisition of cognitive skills that are the foundation for later academic progress. PMID:20719395

  4. A comparison of student academic achievement using decision trees techniques: Reflection from University Malaysia Perlis

    NASA Astrophysics Data System (ADS)

    Aziz, Fatihah; Jusoh, Abd Wahab; Abu, Mohd Syafarudy

    2015-05-01

    A decision tree is one of the techniques in data mining for prediction. Using this method, hidden information from abundant of data can be taken out and interpret the information into useful knowledge. In this paper the academic performance of the student will be examined from 2002 to 2012 from two faculties; Faculty of Manufacturing Engineering and Faculty of Microelectronic Engineering in University Malaysia Perlis (UniMAP). The objectives of this study are to determine and compare the factors that affect the students' academic achievement between the two faculties. The prediction results show there are five attributes that have been considered as factors that influence the students' academic performance.

  5. Alcohol Exposure In Utero and Child Academic Achievement*

    PubMed Central

    von Hinke Kessler Scholder, Stephanie; Wehby, George L; Lewis, Sarah; Zuccolo, Luisa

    2014-01-01

    We examine the effect of prenatal alcohol exposure on child academic achievement. We use a genetic variant in the maternal alcohol-metabolism gene ADH1B to instrument for alcohol exposure, whilst controlling for the child's genotype on the same variant. We show that the instrument is unrelated to an extensive range of parental characteristics and behaviour. OLS regressions suggest an ambiguous association between alcohol exposure and attainment but there is a strong social gradient in drinking, with mothers in higher socio-economic groups more likely to drink. In contrast to the OLS, the IV estimates show clear negative effects of prenatal alcohol exposure. PMID:25431500

  6. Neuropsychological and Academic Achievement Correlates of Abnormal WISC-R Verbal-Performance Discrepancies.

    ERIC Educational Resources Information Center

    Lueger, Robert J.; And Others

    1985-01-01

    Examined neuropsychological and academic achievement correlates of statistically abnormal verbal-performance discrepancies on the Wechsler Intelligence Scale for Children (Revised). Results indicated that abnormal discrepancies reflect specific aphasia deficits rather than generalized neuropsychological dysfunction and that academic achievement…

  7. Academic Capitalism and Academic Culture: A Case Study

    ERIC Educational Resources Information Center

    Mendoza, Pilar; Berger, Joseph B.

    2008-01-01

    This case study investigated the impact of academic capitalism on academic culture by examining the perspectives of faculty members in an American academic department with significant industrial funding. The results of this study indicate that faculty members believe that the broad integrity of the academic culture remains unaffected in this…

  8. Relations among Academic Enablers and Academic Achievement in Children with and without High Levels of Parent-Rated Symptoms of Inattention, Impulsivity, and Hyperactivity

    ERIC Educational Resources Information Center

    Demaray, Michelle Kilpatrick; Jenkins, Lyndsay N.

    2011-01-01

    This study examined the relationships among academic enablers (i.e., engagement, interpersonal skills, motivation, study skills) and academic achievement in children with and without high levels of parent-rated symptoms of inattention, impulsivity, and hyperactivity (Symptoms of IIH Group). The study included 69 participants (29 [42%] in the IIH…

  9. Boasts are a boost: achievement prime self-reactivity predicts subsequent academic performance.

    PubMed

    Gramzow, Richard H; Johnson, Camille S; Willard, Greg

    2014-03-01

    The present research tests the hypothesis that self-reactivity following an achievement prime reflects the strength of achievement goals and is a predictor of future goal-relevant performance. In Studies 1-3, undergraduates reported their grade-point averages (GPAs) following either an achievement goal prime or a control prime. Academic exaggeration (higher self-reported than official GPA) was the indicator of self-reactivity to the prime. Study 1 involved a direct achievement goal prime, whereas Studies 2 and 3 involved indirect priming techniques. In all 3 experiments, greater academic exaggeration following the achievement goal prime (but not the control prime) predicted better academic performance a semester later (based on official records). Study 4 demonstrated that the magnitude of students' GPA goals mediated the association between academic exaggeration and subsequent performance (1 year later). The fact that self-reactivity to a single achievement goal prime in the lab predicted later performance in "real life" suggests that individual differences in reactivity to a specific prime can signal much broader motivational orientations related to the primed goal. PMID:24588092

  10. The Impact of Household Possessions on Youth's Academic Achievement in the Ghana YouthSave Experiment: A Propensity Score Analysis

    ERIC Educational Resources Information Center

    Chowa, Gina A. N.; Masa, Rainier D.; Wretman, Christopher J.; Ansong, David

    2013-01-01

    Household assets as part of youth's family background have been found to have a significant impact on youth's academic achievement. In this study, the impact of household possessions on youth's academic achievement in the Ghana YouthSave experiment is investigated. Findings support the hypothesized positive direction of the impact of household…

  11. Trajectories of Chinese Students' Sense of School Belonging and Academic Achievement over the High School Transition Period

    ERIC Educational Resources Information Center

    Liu, Yangyang; Lu, Zuhong

    2011-01-01

    The present study identified the different patterns of Chinese students' academic achievement trajectories over the high school transition period and examined the relationships between students' sense of school belonging trajectories and the different patterns of academic achievement trajectories. In a sample of 567 Chinese high school students, a…

  12. Student Voices: A Phenomenological Exploration of Minority Girls' Experiences and Beliefs Related to Academic Achievement

    ERIC Educational Resources Information Center

    Alpren, Kathleen

    2012-01-01

    For decades, measures of academic outcomes have demonstrated the underachievement of minority students. The purpose of this study was to include student voices in a discussion of achievement by exploring the experiences and beliefs of minority girls that related to academic achievement in one single-sex urban high school. Moreover, the research…

  13. The Effects of Metacognitive Strategies on Academic Achievement, Metacognitive Awareness, and Satisfaction in an Undergraduate Online Education Course

    ERIC Educational Resources Information Center

    Weaver, Stefanie Owen

    2012-01-01

    The purpose of this research study was to explore the effects of metacognitive strategies on academic achievement, metacognitive awareness, and satisfaction in an undergraduate online education course. It was hypothesized that the use of metacognitive strategies would improve the students' academic achievement, metacognitive awareness, and…

  14. Relationships between Time-Management Skills, Facebook Interpersonal Skills and Academic Achievement among Junior High School Students

    ERIC Educational Resources Information Center

    Tsai, Hsien-Chang; Liu, Shih-Hsiung

    2015-01-01

    Effective time-management skills and interpersonal interactions with familiar friends for learning matters on Facebook are desired characteristics for adolescents attempting to improve their academic achievements. This study identifies the relationships between time-management skills and Facebook interpersonal skills with the academic achievement…

  15. Relationships between Language Background, Secondary School Scores, Tutorial Group Processes, and Students' Academic Achievement in PBL: Testing a Causal Model

    ERIC Educational Resources Information Center

    Singaram, Veena S.; van der Vleuten, Cees P. M; Muijtjens, Arno M. M.; Dolmans, Diana H. J. M

    2012-01-01

    Little is known about the influence of language background in problem-based learning (PBL) tutorial groups on group processes and students' academic achievement. This study investigated the relationship between language background, secondary school score, tutorial group processes, and students' academic achievement in PBL. A validated tutorial…

  16. The Impact of Household Possessions on Youth's Academic Achievement in the Ghana YouthSave Experiment: A Propensity Score Analysis

    ERIC Educational Resources Information Center

    Chowa, Gina A. N.; Masa, Rainier D.; Wretman, Christopher J.; Ansong, David

    2013-01-01

    Household assets as part of youth's family background have been found to have a significant impact on youth's academic achievement. In this study, the impact of household possessions on youth's academic achievement in the Ghana YouthSave experiment is investigated. Findings support the hypothesized positive direction of the impact of household…

  17. Relationships between Language Background, Secondary School Scores, Tutorial Group Processes, and Students' Academic Achievement in PBL: Testing a Causal Model

    ERIC Educational Resources Information Center

    Singaram, Veena S.; van der Vleuten, Cees P. M; Muijtjens, Arno M. M.; Dolmans, Diana H. J. M

    2012-01-01

    Little is known about the influence of language background in problem-based learning (PBL) tutorial groups on group processes and students' academic achievement. This study investigated the relationship between language background, secondary school score, tutorial group processes, and students' academic achievement in PBL. A validated tutorial…

  18. Health and Academic Achievement: Cumulative Effects of Health Assets on Standardized Test Scores among Urban Youth in the United States

    ERIC Educational Resources Information Center

    Ickovics, Jeannette R.; Carroll-Scott, Amy; Peters, Susan M.; Schwartz, Marlene; Gilstad-Hayden, Kathryn; McCaslin, Catherine

    2014-01-01

    Background: The Institute of Medicine (2012) concluded that we must "strengthen schools as the heart of health." To intervene for better outcomes in both health and academic achievement, identifying factors that impact children is essential. Study objectives are to (1) document associations between health assets and academic achievement

  19. Health and Academic Achievement: Cumulative Effects of Health Assets on Standardized Test Scores among Urban Youth in the United States

    ERIC Educational Resources Information Center

    Ickovics, Jeannette R.; Carroll-Scott, Amy; Peters, Susan M.; Schwartz, Marlene; Gilstad-Hayden, Kathryn; McCaslin, Catherine

    2014-01-01

    Background: The Institute of Medicine (2012) concluded that we must "strengthen schools as the heart of health." To intervene for better outcomes in both health and academic achievement, identifying factors that impact children is essential. Study objectives are to (1) document associations between health assets and academic achievement,…

  20. From Self-Theories of Intelligence to Academic Delay of Gratification: The Mediating Role of Achievement Goals

    ERIC Educational Resources Information Center

    Abd-El-Fattah, Sabry M.; AL-Nabhani, Hilal Z.

    2012-01-01

    This study examined the relationships among implicit self-theories, achievement goals, and academic delay of gratification. Do achievement goals mediate the relationship between implicit self-theories and academic delay of gratification? A sample of 195 Omani high school students rated themselves on three measures tapping these constructs. A path…

  1. Measurement of Perceived Parenting Style Influence on Academic Achievement among Saudi College Students

    ERIC Educational Resources Information Center

    Alanizi, Faris Mayoof Mokheimer

    2010-01-01

    The purpose of this study was to examine the relation between academic achievement and parenting styles among Saudi college students. The participants in this study consisted of 349 male and 219 female college students, whose age ranged from 18-25 years. The instruments for the current study were: (a) an Arabic translation of the Revised Parental…

  2. The Effects of Using an Interactive Whiteboard on the Academic Achievement of University Students

    ERIC Educational Resources Information Center

    Akbas, Oktay; Pektas, Huseyin Mirac

    2011-01-01

    The aim of this study was to identify the effects of the use of an interactive whiteboard on the academic achievement of university students on the topic of electricity in a science and technology laboratory class. The study was designed as a pretest/posttest control group experimental study. Mean, standard deviation and t- tests were used for…

  3. Concept Mapping Strategy: An Effective Tool for Improving Students' Academic Achievement in Biology

    ERIC Educational Resources Information Center

    Sakiyo, John; Waziri, Kawu

    2015-01-01

    The study investigated the use of concept mapping teaching method on secondary school students' academic achievement in biology. Two hypotheses tested at 0.05 level of significance guided the study. The design of the study was quasi-experimental design with 122 Senior Secondary students selected purposively from two senior secondary schools in…

  4. The Effects of Different Applications on Creativity Regarding Academic Achievement: A Meta-Analysis

    ERIC Educational Resources Information Center

    Elaldi, Senel; Batdi, Veli

    2016-01-01

    In this study, through a meta-analysis of 20 studies, it is aimed to compare the effectiveness of various forms of learning methods including creativity based learning, problem based learning, and differentiated instruction on creativity in terms of the academic achievement of students and to find out other study characteristics, related to the…

  5. The Effects of Using an Interactive Whiteboard on the Academic Achievement of University Students

    ERIC Educational Resources Information Center

    Akbas, Oktay; Pektas, Huseyin Mirac

    2011-01-01

    The aim of this study was to identify the effects of the use of an interactive whiteboard on the academic achievement of university students on the topic of electricity in a science and technology laboratory class. The study was designed as a pretest/posttest control group experimental study. Mean, standard deviation and t- tests were used for…

  6. Profiling First-Year Students in STEM Programs Based on Autonomous Motivation and Academic Self-Concept and Relationship with Academic Achievement

    PubMed Central

    Van Soom, Carolien; Donche, Vincent

    2014-01-01

    The low success rate of first-year college students in Science, Technology, Engineering, and Mathematics (STEM) programs has spurred many academic achievement studies in which explanatory factors are studied. In this study, we investigated from a person-oriented perspective whether different motivational and academic self-concept profiles could be discerned between male and female first-year college students in STEM and whether differences in early academic achievement were associated with these student groups. Data on autonomous motivation, academic self-concept, and early academic achievement of 1,400 first-year STEM college students were collected. Cluster analyses were used to distinguish motivational profiles based on the relative levels of autonomous motivation and academic self-concept for male and female students. Differences in early academic achievement of the various profiles were studied by means of ANCOVA. Four different motivational profiles were discerned based on the dimensions of autonomous motivation (A) and academic self-concept (S): students scoring high and respectively low on both dimensions (HA-HS or LA-LS), and students scoring high on one dimension and low on the other (HA-LS or LA-HS). Also gender differences were found in this study: male students with high levels of academic self-concept and autonomous motivation had higher academic achievement compared to male students with low levels on both motivational dimensions. For female students, motivational profiles were not associated with academic achievement. The findings partially confirm the internal and external validity of the motivational theories underpinning this study and extend the present insights on identifying subgroup(s) of at risk students in contemporary STEM programs at university level. PMID:25390942

  7. Profiling first-year students in STEM programs based on autonomous motivation and academic self-concept and relationship with academic achievement.

    PubMed

    Van Soom, Carolien; Donche, Vincent

    2014-01-01

    The low success rate of first-year college students in Science, Technology, Engineering, and Mathematics (STEM) programs has spurred many academic achievement studies in which explanatory factors are studied. In this study, we investigated from a person-oriented perspective whether different motivational and academic self-concept profiles could be discerned between male and female first-year college students in STEM and whether differences in early academic achievement were associated with these student groups. Data on autonomous motivation, academic self-concept, and early academic achievement of 1,400 first-year STEM college students were collected. Cluster analyses were used to distinguish motivational profiles based on the relative levels of autonomous motivation and academic self-concept for male and female students. Differences in early academic achievement of the various profiles were studied by means of ANCOVA. Four different motivational profiles were discerned based on the dimensions of autonomous motivation (A) and academic self-concept (S): students scoring high and respectively low on both dimensions (HA-HS or LA-LS), and students scoring high on one dimension and low on the other (HA-LS or LA-HS). Also gender differences were found in this study: male students with high levels of academic self-concept and autonomous motivation had higher academic achievement compared to male students with low levels on both motivational dimensions. For female students, motivational profiles were not associated with academic achievement. The findings partially confirm the internal and external validity of the motivational theories underpinning this study and extend the present insights on identifying subgroup(s) of at risk students in contemporary STEM programs at university level. PMID:25390942

  8. Social Background Effects and Academic Achievement during Transition to High School.

    ERIC Educational Resources Information Center

    Aypay, Ahmet

    2002-01-01

    Analyzed factors influencing Turkish students' transitions to high school. Student surveys indicated that socioeconomic status had little or no impact on academic achievement. Previous academic achievement and student aspirations positively related to academic achievement. School type and attending preparatory schools negatively related to…

  9. Mentoring urban Black Middle-School Male Students: Implications for Academic Achievement.

    PubMed

    Gordon, Derrick M; Iwamoto, Derek; Ward, Nadia; Potts, Randolph; Boyd, Elizabeth

    2009-07-01

    Researchers have called for innovative and culturally responsive intervention programs to enhance male, African American middle school students' academic achievement. Mentoring has received considerable attention as a novel remedy. Although anecdotal evidence supports the positive role of mentoring on academic achievement, these results are not consistent. The Benjamin E. Mays Institute (BEMI) builds on the ideals of mentoring to counter the effects academic underachievement among adolescent Black males by building a model that is Afro-centric, uses pro-social modeling, and emphasizes cultural strengths and pride, and single-sex instruction in a dual-sex educational environment. Sixty-one middle-school Black males were enrolled (BEMI: n=29; Comparison: n=32) in this study. Results revealed that students in the BEMI program had significantly greater academic attachment scores and academic success than their non-mentored peers. Additionally, racial identity attitudes of immersion/emersion and internalization and identification with academics were also significantly associated with standardized achievement tests and GPA. Policy and practice implications are discussed. PMID:20379371

  10. Mentoring urban Black Middle-School Male Students: Implications for Academic Achievement

    PubMed Central

    Gordon, Derrick M.; Iwamoto, Derek; Ward, Nadia; Potts, Randolph; Boyd, Elizabeth

    2010-01-01

    Researchers have called for innovative and culturally responsive intervention programs to enhance male, African American middle school students’ academic achievement. Mentoring has received considerable attention as a novel remedy. Although anecdotal evidence supports the positive role of mentoring on academic achievement, these results are not consistent. The Benjamin E. Mays Institute (BEMI) builds on the ideals of mentoring to counter the effects academic underachievement among adolescent Black males by building a model that is Afro-centric, uses pro-social modeling, and emphasizes cultural strengths and pride, and single-sex instruction in a dual-sex educational environment. Sixty-one middle-school Black males were enrolled (BEMI: n=29; Comparison: n=32) in this study. Results revealed that students in the BEMI program had significantly greater academic attachment scores and academic success than their non-mentored peers. Additionally, racial identity attitudes of immersion/emersion and internalization and identification with academics were also significantly associated with standardized achievement tests and GPA. Policy and practice implications are discussed. PMID:20379371

  11. The relationship among self-regulation, internet use, and academic achievement in a computer literacy course

    NASA Astrophysics Data System (ADS)

    YangKim, SungHee

    This research was a correlational study of the relationship among self-regulation, students' nonacademic internet browsing, and academic achievement in an undergraduate computer literacy class. Nonacademic internet browsing during class can be a distraction from student academic studies. There has been little research on the role of self-regulation on nonacademic internet browsing in influencing academic achievement. Undergraduate computer literacy classes were used as samples (n= 39) for measuring these variables. Data were collected during three class periods in two sections of the computer literacy course taught by one instructor. The data consisted of a demographic survey, selected and modified items from the GVU 10th WWW User Survey Questionnaire, selected items of the Motivated Strategies for Learning Questionnaire, and measures of internet use. There were low correlations between self-regulation and academic grades (r= .18, p > .05) and self-regulation and internet use (r= -.14, p > .05). None of the correlations were statistically significant. Also, there was no statistically significant correlation between internet use and academic achievement (r= -.23, p >.05). Self-regulation was highly correlated to self-efficacy (r= .53, p < .05). Total internet access was highly correlated to nonacademic related internet browsing (r= .96, p < .01). Although not statistically significant, the consistent negative correlations between nonacademic internet use with both self-regulation and achievement indicate that the internet may present an attractive distraction to achievement which may be due to lack of self-regulation. The implication of embedded instruction of self-regulation in the computer literacy course was discussed to enhance self-regulated internet use. Further study of interaction of self-regulated internet use and academic achievement is recommended.

  12. Physically Developed and Exploratory Young Infants Contribute to Their Own Long-Term Academic Achievement

    PubMed Central

    Bornstein, Marc H.; Hahn, Chun-Shin; Suwalsky, Joan T. D.

    2014-01-01

    A developmental cascade defines a longitudinal relation in which one psychological characteristic uniquely affects another psychological characteristic later in time, separately from other intrapersonal and extrapersonal factors. Here, we report results of a large-scale (N = 374), normative, prospective, 14-year longitudinal, multivariate, multisource, controlled study of a developmental cascade from infant motor-exploratory competence at 5 months to adolescent academic achievement at 14 years, through conceptually related and age-appropriate measures of psychometric intelligence at 4 and 10 years and academic achievement at 10 years. This developmental cascade applied equally to girls and boys and was independent of children’s behavioral adjustment and social competence; mothers’ supportive caregiving, verbal intelligence, education, and parenting knowledge; and the material home environment. Infants who were more motorically mature and who explored more actively at 5 months of age achieved higher academic levels as 14-year-olds. PMID:23964000

  13. Adolescent substance use, sleep, and academic achievement: evidence of harm due to caffeine.

    PubMed

    James, Jack E; Kristjánsson, Alfgeir Logi; Sigfúsdóttir, Inga Dóra

    2011-08-01

    Using academic achievement as the key outcome variable, 7377 Icelandic adolescents were surveyed for cigarette smoking, alcohol use, daytime sleepiness, caffeine use, and potential confounders. Structural equation modeling (SEM) was used to examine direct and indirect effects of measured and latent variables in two models: the first with caffeine excluded and the second with caffeine included. A substantial proportion of variance in academic achievement, which might otherwise have been attributed to the harmful effects of cigarette smoking and alcohol use, was found to be attributable to caffeine. Evidence was obtained that daytime sleepiness, which was found to be independently associated with usage of licit substances (nicotine and alcohol) and caffeine, may be an important mediator of the negative impact of those substances on academic achievement. Findings suggest the importance of including measurements of caffeine consumption in future studies of adolescent substance use. PMID:20970177

  14. Adolescent substance use, sleep, and academic achievement: evidence of harm due to caffeine.

    TOXLINE Toxicology Bibliographic Information

    James JE; Kristjánsson AL; Sigfúsdóttir ID

    2011-08-01

    Using academic achievement as the key outcome variable, 7377 Icelandic adolescents were surveyed for cigarette smoking, alcohol use, daytime sleepiness, caffeine use, and potential confounders. Structural equation modeling (SEM) was used to examine direct and indirect effects of measured and latent variables in two models: the first with caffeine excluded and the second with caffeine included. A substantial proportion of variance in academic achievement, which might otherwise have been attributed to the harmful effects of cigarette smoking and alcohol use, was found to be attributable to caffeine. Evidence was obtained that daytime sleepiness, which was found to be independently associated with usage of licit substances (nicotine and alcohol) and caffeine, may be an important mediator of the negative impact of those substances on academic achievement. Findings suggest the importance of including measurements of caffeine consumption in future studies of adolescent substance use.

  15. Linking Extracurricular Programming to Academic Achievement: Who Benefits and Why?

    ERIC Educational Resources Information Center

    Broh, Beckett A.

    2002-01-01

    Analyzes National Educational Longitudinal Study 1988 data to test the effect of participation in extracurricular activities on high school achievement. Shows that participation in some activities improves achievement, while participation in others diminishes achievement. Concludes participation in interscholastic sports promote student…

  16. Perceptions of Educational Barriers Affecting the Academic Achievement of Latino K-12 Students

    ERIC Educational Resources Information Center

    Becerra, David

    2012-01-01

    This study examined different factors affecting the perceptions of barriers in academic achievement of Latino K-12 students. The study used data from 1,508 participants who identified themselves as being of Hispanic or Latino heritage in the 2004 National Survey of Latinos: Education, compiled by the Pew Hispanic Center between August 7 and…

  17. The Influence of AQ on the Academic Achievement among Malaysian Polytechnic Students

    ERIC Educational Resources Information Center

    Matore, Mohd Effendi Ewan Mohd; Khairani, Ahmad Zamri; Razak, Nordin Abd

    2015-01-01

    This study aimed to examine the influence of Adversity Quotient (AQ) on the academic achievement among Malaysian polytechnic students. A total of 1,845 students from five polytechnics in Malaysia participated in this study and these polytechnic was selected from five different zones, namely Nouthern, Southern, Eastern, Western and Borneo. The…

  18. Attitude and Motivation as Predictors of Academic Achievement of Students in Clothing and Textiles

    ERIC Educational Resources Information Center

    Uwameiye, B. E.; Osho, L. E.

    2011-01-01

    This study investigated attitude and motivation as predictors of academic achievement of students in clothing and textiles. Three colleges of education in Edo and Delta States were randomly selected for use in this study. From each school, 40 students were selected from Year III using simple random technique yielding a total of 240 students. The…

  19. The Impact of Students' Conceptions of Constructivist Assumptions on Academic Achievement and Drop-out

    ERIC Educational Resources Information Center

    Loyens, Sofie M. M.; Rikers, Remy M. J. P.; Schmidt, Henk G.

    2007-01-01

    This study investigated the impact of students' conceptions of constructivist learning activities on academic achievement and drop-out. Although constructivism represents an influential view of learning, studies investigating how students conceptualize this perspective have not been conducted before. A structural equation modelling approach was…

  20. Longitudinal Effects of Parenting on Children's Academic Achievement in African American Families

    ERIC Educational Resources Information Center

    Qi, Sen

    2006-01-01

    A study explores the concurrent and longitudinal effects of parenting practice on children's academic achievement in 2,247 African American families using data from the Early Childhood Longitudinal Study Kindergarten Class of 1998-1999. Results show that parental expectations of children's highest educational attainment and parental beliefs in…