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1

A Study of Motivational Influences on Academic Achievement  

ERIC Educational Resources Information Center

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,…

Dishon-Berkovits, Miriam

2014-01-01

2

Parenting Styles and Academic Achievement: A Cross-Cultural Study.  

ERIC Educational Resources Information Center

Investigated relationships between parenting style and adolescents' academic achievement in Hong Kong, United States, and Australia. Found cultural differences in general and academic authoritarianism and general authoritativeness. Academic achievement was negatively related to academic authoritarianism and was positively related to general…

Leung, Kwok; Lau, Sing; Lam, Wai-Lim

1998-01-01

3

ADHD symptoms, academic achievement, self-perception of academic competence and future orientation: a longitudinal study.  

PubMed

In the investigation of the effect of attention deficit hyperactivity disorder (ADHD) symptoms on school careers there is a need to study the role of adolescent and childhood ADHD symptoms and academic achievement, and to incorporate measures that include the individual's perspective. Our aim was to gain an overview of the long-term development of school careers in relation to ADHD symptoms. We studied associations between ADHD symptoms and academic achievement at different time-points and future orientation at the end of high school, and assessed the role of self-perceptions of academic competence in these associations. Participants were 192 children (47% girls) with a range of ADHD symptoms taken from a community sample. Collecting data at three time points, in 6th, 11th and 12th grade we tested a structural equation model. Results showed that ADHD symptoms in 6th grade negatively affected academic achievement concurrently and longitudinally. ADHD symptoms in 11th grade negatively affected concurrent academic achievement and academic self-perception and future orientation in 12th grade. Academic achievement had a positive influence on academic self-perception and future orientation. Given the other factors, self-perception of academic competence did not contribute to outcomes. We concluded that early ADHD symptoms may cast long shadows on young people's academic progress. This happens mainly by way of stability in symptoms and relations to early low academic achievement. PMID:23510262

Scholtens, Sara; Rydell, Ann-Margret; Yang-Wallentin, Fan

2013-06-01

4

Study of academic achievements using spatial analysis tools  

NASA Astrophysics Data System (ADS)

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.

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

2012-04-01

5

Study-Orientation of High and Low Academic Achievers at Secondary Level in Pakistan  

ERIC Educational Resources Information Center

The study orientation of low and high academic achievers was compared, measured through a self-developed study orientation scale (SOS) primarily based on 47 items comparing study habits and attitude. Students' marks obtained in the 10th grade Examination determined the measure of academic performance. The analysis revealed that the high achievers

Sarwar, Muhammad; Bashir, Muhammad; Khan, Muhammad Naemullah; Khan, Muhammad Saeed

2009-01-01

6

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

ERIC Educational Resources Information Center

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,…

Lee, Julie

2013-01-01

7

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

ERIC Educational Resources Information Center

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…

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

2014-01-01

8

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

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.…

Balkis, Murat; Duru, Erdinc; Bulus, Mustafa

2013-01-01

9

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

ERIC Educational Resources Information Center

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

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

2010-01-01

10

Socioeconomic Determinants of Academic Achievement  

ERIC Educational Resources Information Center

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…

Tomul, Ekber; Savasci, Havva Sebile

2012-01-01

11

School Culture and Academic Achievement: A Cross-gender, Cross-cultural Study.  

ERIC Educational Resources Information Center

Using school records, questionnaires, interviews, and psychological tests, researchers studied the factors affecting academic achievement in a large, urban, technical high school. For 20 high-achieving and 20 low-achieving seniors, data were gathered on sex, ethnicity, personality factors, high school and college entrance test scores, grade point…

Allocca, Rose; Muth, Rodney

12

Latchkey children: A pilot study investigating behavior and academic achievement  

Microsoft Academic Search

The effects of latchkey status on the normal development of children are poorly addressed in the literature. After formulating an operational definition, the prevalence, academic performance, and behavior characteristics of latchkey children were investigated in a rural area. Few differences were found to distinguish latchkey from nonlatchkey children.

John M. Diamond; Sudesh Kataria; Stephen C. Messer

1989-01-01

13

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

ERIC Educational Resources Information Center

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…

Demir, Seda; Basol, Gülsah

2014-01-01

14

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

ERIC Educational Resources Information Center

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…

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

2010-01-01

15

Exploratory Study of the Relationship between State Fiscal Effort and Academic Achievement  

ERIC Educational Resources Information Center

Prior empirical research has taken many varying approaches to determine if differences in funding significantly impacts student academic achievement. However, much of these studies exhibit weak generalizability due to their limited scope, timeframe and dissimilar achievement measures. To expand upon the already robust literature in education…

Goodale, Timothy A.

2009-01-01

16

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

ERIC Educational Resources Information Center

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…

Stevenson, Timothy Francis

2013-01-01

17

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

ERIC Educational Resources Information Center

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…

Lawrence, A. S. Arul

2014-01-01

18

The Student Study Team Process: Impact on Academic Achievement  

ERIC Educational Resources Information Center

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…

Long, Laura

2013-01-01

19

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

ERIC Educational Resources Information Center

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…

Gadzella, Bernadette M.; And Others

20

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

ERIC Educational Resources Information Center

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…

Muola, J. M.

2010-01-01

21

Physical Education and Academic Achievement in Elementary School: Data From the Early Childhood Longitudinal Study  

Microsoft Academic Search

Objectives. We examined the association between time spent in physical education and academic achievement in a longitudinal study of students in kinder- garten through fifth grade. Methods. We used data from the Early Childhood Longitudinal Study, Kinder- garten Class of 1998 to 1999, which employed a multistage probability design to select a nationally representative sample of students in kindergarten (analytic

Susan A. Carlson; Janet E. Fulton; Sarah M. Lee; L. Michele Maynard; David R. Brown; Harold W. Kohl III; William H. Dietz

2008-01-01

22

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

ERIC Educational Resources Information Center

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…

Karadag, Engin; Kilicoglu, Gökhan; Yilmaz, Derya

2014-01-01

23

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

ERIC Educational Resources Information Center

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…

Gozuyesil, Eda; Dikici, Ayhan

2014-01-01

24

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

ERIC Educational Resources Information Center

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…

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

2011-01-01

25

Academic Achievement, School Quality and Family Background: Study in Seven Latin American Countries.  

ERIC Educational Resources Information Center

Educational production can be studied by correlating levels of academic achievement with three independent variables: student's family background, student's mental ability, and school quality. To examine family background and school quality, information was gathered from schools in Argentina, Bolivia, Brazil, Colombia, Mexico, Paraguay, and Peru.…

Sanguinetty, Jorge A.

26

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

ERIC Educational Resources Information Center

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…

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

2012-01-01

27

Cognitive Style, Personal Needs and Academic Achievement.  

ERIC Educational Resources Information Center

This study was designed as an initial exploration of certain relationships of academic achievement, personal needs, and cognitive style. The relationship of the Edwards Personal Preference Schedule (EPPS) need for achievement and actual academic achievement (grade averages) in a sample of college students was explored. Also investigated was the…

Poe, Charles A.; Bartz, Wayne H.

28

Predicting Academic Achievement with Cognitive Ability  

ERIC Educational Resources Information Center

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…

Rohde, Treena Eileen; Thompson, Lee Anne

2007-01-01

29

A Study of the Academic Achievement of Athletes at the University of Tennessee, Knoxville. Volume XIV, Number 5.  

ERIC Educational Resources Information Center

This document reports on a study undertaken to compare the academic achievement of athletes, identified as members of University of Tennessee, Knoxville (UTK) intercollegiate teams, with that of male students not engaged in intercollegiate sports. Academic achievement was measured by the cumulative grade-point average (GPA) for spring quarter,…

Larsen, Suzanne W.

30

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

ERIC Educational Resources Information Center

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…

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

2013-01-01

31

Academic Delay of Gratification and Academic Achievement  

ERIC Educational Resources Information Center

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).…

Bembenutty, Hefer

2011-01-01

32

Stress Correlates and Academic Achievement.  

ERIC Educational Resources Information Center

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…

Bentley, Donna Anderson; And Others

33

The Effects of GIS on Students' Academic Achievement and Motivation in Seventh-Grade Social Studies Lessons in Turkey  

ERIC Educational Resources Information Center

This study sought to determine the effect of Geographic Information Systems (GIS) on the academic achievement and motivation of seventh-grade students. The study used a quasi-experimental design and a set of social studies lessons. The study was conducted over the 2006-2007 academic year on the students of a primary school at Ankara, Turkey's…

Aladag, Elif

2010-01-01

34

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

ERIC Educational Resources Information Center

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…

Ilter, Ilhan

2014-01-01

35

The Impact of Reading Achievement on Overall Academic Achievement  

ERIC Educational Resources Information Center

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

Churchwell, Dawn Earheart

2009-01-01

36

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

ERIC Educational Resources Information Center

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…

Snyder, Marc

2013-01-01

37

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

ERIC Educational Resources Information Center

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…

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

2004-01-01

38

A Qualitative Study: The Impact of Selected Non-Cognitive Variables on the Academic Success and Achievement of Culturally Diverse Academic Scholarship Students  

ERIC Educational Resources Information Center

The study examined whether select non-cognitive variables such as, (Sedlacek, 1989, 1991, 1993, 2004; Tracey & Sedlacek 1984, 1985, 1987, 1989) impacted the academic achievement, retention and graduation rates of culturally diverse academic scholarship students at a predominantly white higher education institutions. The subjects of the study were…

Wilson, Linda Louise

2009-01-01

39

Is the Study Process Questionnaire (SPQ) a Good Predictor of Academic Achievement? Examining the Mediating Role of Achievement-Related Classroom Behaviours  

ERIC Educational Resources Information Center

Studies have shown that the Study Process Questionnaire (SPQ)--which provides a measure of student approaches to learning--is a relatively weak predictor of academic achievement. The present study sought to explore whether students' achievement-related classroom behaviours, as observed by teachers, can be used as a mediator between student…

Choy, Jeanette Lyn Fung; O'Grady, Glen; Rotgans, Jerome I.

2012-01-01

40

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

ERIC Educational Resources Information Center

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…

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

2011-01-01

41

A Study of African American Male Students' Academic Achievement and School Attitude in an Urban Elementary School  

ERIC Educational Resources Information Center

With the signing of the No Child Left Behind Act in 2001, much emphasis has been placed on the accountability of schools and school districts to ensure higher academic achievement of all students. The achievement gap remains among African American male students in urban school districts. This purposed quantitative study explored the relationship…

Mohamed, Roslyn J. F. Billy

2013-01-01

42

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

ERIC Educational Resources Information Center

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…

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

2013-01-01

43

The Racial Academic Achievement Gap  

ERIC Educational Resources Information Center

Closing the racial academic achievement gap is a problem that must be solved in order for future society to properly function. Minorities including African-American and Latino students' standardized test scores are much lower than white students. By the end of fourth grade, African American, Latino, and poor students of all races are two years…

Green, Toneka M.

2008-01-01

44

Cultural Identification and Academic Achievement among African American Males  

ERIC Educational Resources Information Center

This study investigated the relationship between intercultural perceptions, identity, and academic achievement among African American males. Specifically, this study investigated the relationship of academic achievement, cultural mistrust, oppositional cultural attitudes, ethnic identity development and educational outcome expectations and value,…

Irving, Miles Anthony; Hudley, Cynthia

2008-01-01

45

Differences between High and Low Academic Achieving University Students in Learning and Study Strategies: A Further Investigation  

ERIC Educational Resources Information Center

Following up on the general framework of the research study of Yip (2007), this article sets out a similar research question, investigating the differences between high and low academic achieving Hong Kong university students based on their different learning and study strategies. In this study, we recruited 100 university students who pursued…

Yip, Michael C. W.

2009-01-01

46

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

ERIC Educational Resources Information Center

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…

Arnold, Hilda

2013-01-01

47

Linking Perceptions of School Belonging to Academic Motivation and Academic Achievement amongst Student Athletes: A Comparative Study between High-Revenue Student Athletes and Non-Revenue Student Athletes  

ERIC Educational Resources Information Center

In this study, I examined the relationship that exists among school belonging, achievement motivation, and academic achievement in a sample of student-athletes at UC Berkeley. The goal of the study was to achieve a deeper understanding of how and why achievement motivation and academic achievement is often discrepant between revenue and…

Anderson, Christine Marie

2010-01-01

48

Self-Concepts, Motivation, and Academic Achievement of Black Adolescents.  

ERIC Educational Resources Information Center

This study investigates the unique and common contributions of global self-concept, academic self-concept, and need for academic competence to the variance in academic achievement of inner-city, Black adolescents. Results indicate that academic self-concept and need for academic competence accounted for significant proportions of criterion…

Jordan, Theresa J.

1981-01-01

49

Why Are Hyperactivity and Academic Achievement Related?  

ERIC Educational Resources Information Center

Although a negative association between hyperactivity and academic achievement is well documented, little is known about the genetic and/or environmental mechanisms responsible for the association. The present study explored links between parent and teacher ratings of hyperactive behavior problems and teacher-assessed achievement in a sample of…

Saudino, Kimberly J.; Plomin, Robert

2007-01-01

50

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

ERIC Educational Resources Information Center

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…

Chang, I-Hua

2011-01-01

51

Teacher-Student Relationship and Academic Achievement: A Cross-Lagged Longitudinal Study on Three Different Age Groups  

ERIC Educational Resources Information Center

Although the relation between teacher--student relationship and academic achievement has been addressed in many studies, the reciprocal relations between these two constructs have not been explored sufficiently. The aim of the present study was to test three competing models that hypothesized directionality of influence in relations between…

Košir, Katja; Tement, Sara

2014-01-01

52

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

ERIC Educational Resources Information Center

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…

Flores, Agnes L. Acker

2012-01-01

53

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

ERIC Educational Resources Information Center

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.…

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

2014-01-01

54

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

ERIC Educational Resources Information Center

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…

Odetunde, Florence Olayinka

2013-01-01

55

Relationships between teachers’ perceived leadership style, students’ learning style, and academic achievement: a study on high school students  

Microsoft Academic Search

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 learning styles examined were:

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

2008-01-01

56

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

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…

Pedescleaux, Jonell

2010-01-01

57

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

Microsoft Academic Search

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

Margaret Zoller Booth; Jean M. Gerard

2011-01-01

58

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

Microsoft Academic Search

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

Margaret Zoller Booth; Jean M. Gerard

2011-01-01

59

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

PubMed Central

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

Frndak, Seth E.

2014-01-01

60

School climate, peer victimization, and academic achievement: results from a multi-informant study.  

PubMed

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, with school climate as a contextual variable. Boys and girls reported no differences in victimization by their peers, although boys had lower GPAs than girls. Peer victimization was related to lower GPA and to a poorer perception of school climate (individual-level), which was also associated with lower GPA. Results of multilevel analyses revealed that peer victimization was again negatively associated with GPA, and that lower school-level climate was associated with lower GPA. Although no moderating effects of school-level school climate or sex were observed, the relation between peer victimization and GPA remained significant after taking into account (a) school-level climate scores, (b) individual variability in school-climate scores, and (c) several covariates--ethnicity, absenteeism, household income, parental education, percentage of minority students, type of school, and bullying perpetration. These findings underscore the importance of a positive school climate for academic success and viewing school climate as a fundamental collective school outcome. Results also speak to the importance of viewing peer victimization as being harmfully linked to students' academic performance. PMID:25198617

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

2014-09-01

61

Multiage Grouping and Academic Achievement. ERIC Digest.  

ERIC Educational Resources Information Center

Noting that multiage classes during the elementary school years have been an option of educational practice in the United States since the introduction of graded education in the 19th century, this digest discusses the research on multiage education and its impact on academic achievement. Despite inconsistencies in research findings, those studies

Kinsey, Susan J.

62

Adolescent academic achievement and romantic relationships  

Microsoft Academic Search

Parent and peer influences on academic achievement are well documented, but little research has examined links to romantic involvement during the adolescent period. This study draws on interviews with 572 currently dating teens and results indicate that the romantic partner’s grades are significantly related to adolescent respondents’ self-reported grades, even after their own orientation toward school and traditional family, peer,

Peggy C. Giordano; Kenyatta D. Phelps; Wendy D. Manning; Monica A. Longmore

2008-01-01

63

An Academic Curriculum Will Close the Academic Achievement Gap  

ERIC Educational Resources Information Center

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…

Palumbo, Anthony; Kramer-Vida, Louisa

2012-01-01

64

Distress and academic achievement among adolescents of affluence: A study of externalizing and internalizing problem behaviors and school performance  

PubMed Central

The main objectives of this study were to prospectively examine the relationship between externalizing (substance use and delinquency) and internalizing (depression and anxiety) dimensions and academic achievement (grades and classroom adjustment), as well as continuity over time in these domains, within a sample of wealthy adolescents followed from 10th to 12th grades (n = 256). In both parts of the study, cluster analyses were used to group participants at 10th grade and then group differences were evaluated on adjustment outcomes over time. In Part 1, problem behavior clusters revealed differences on academic indices with the two marijuana using groups—marijuana users and multiproblem youth—exhibiting the worst academic outcomes at all three waves. For Part 2, the two lowest achieving groups reported the highest distress across all externalizing dimensions over time. Stability across the three waves was found for both personal and academic competence as well as the associations between these two domains. Results are discussed in relation to intervention efforts targeting wealthy students at risk. PMID:19144236

ANSARY, NADIA S.; LUTHAR, SUNIYA S.

2015-01-01

65

A Study of The Academic Achievement and Self Concept of Male and Female Hearing-Impaired Students in Nigeria  

Microsoft Academic Search

The main purpose of the study was to examine the academic achievement and self-concept of male and female hearing-impaired students in Nigeria. In doing so, a purposive sampling procedure was employed to elicit responses from 566 (364 males and 204 females) hearing-impaired secondary school students identified in various parts of the country. The Adolescent Personal Data Inventory (APDI) was used

O. F. Akinpelu

66

Centre for Academic Achievement `Aiming High'  

E-print Network

in the classroom and what he might achieve in future life." Rachel Gillen, Christ the King Boys National School National School, Ballymun Astronomy Forensics Sport Science Chemistry Engineering Architecture ExperimentalCentre for Academic Achievement `Aiming High' Background The Centre for Academic Achievement (CAA

Humphrys, Mark

67

Academic Achievement, Motivation and Possible Selves.  

ERIC Educational Resources Information Center

Investigates the relationship between possible selves, academic achievement, motivation, and self-esteem with 289 high school students 14-15 years old. Results show that those who imagined themselves achieving as a result of hard work and referred to specific, elaborated positive selves outperformed the other groups in academic achievement and…

Leondari, Angeliki; Syngollitou, Efi; Kiosseoglou, Grigoris

1998-01-01

68

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

ERIC Educational Resources Information Center

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)

Gottlieb, Rosemary J.; Rogers, Janet L.

2002-01-01

69

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

PubMed Central

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

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

2013-01-01

70

Academic Self-Concept, Autonomous Academic Motivation, and Academic Achievement: Mediating and Additive Effects  

ERIC Educational Resources Information Center

Three conceptual models were tested to examine the relationships among academic self-concept, autonomous academic motivation, and academic achievement. This allowed us to determine whether 1) autonomous academic motivation mediates the relation between academic self-concept and achievement, 2) academic self-concept mediates the relation between…

Guay, Frederic; Ratelle, Catherine F.; Roy, Amelie; Litalien, David

2010-01-01

71

Academic Achievement in Effective Schools  

ERIC Educational Resources Information Center

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'…

Basque, Marc; Bouchamma, Yamina

2013-01-01

72

School climate, family structure, and academic achievement: A study of moderation effects.  

PubMed

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 structure (i.e., two-parent, one-parent, foster-care, and homeless households), and academic performance (i.e., self-reported [grade point average] GPA). The present sample consisted of 902 California public high schools, including responses from over 490,000 students in Grades 9 and 11. Results indicated that, regardless of family structure, students with more positive school climate perceptions self-reported higher GPAs. Youths with two-parent, one-parent, and homeless family structures displayed stepwise, linear improvements in self-reported GPA as perceptions of climate improved. Foster-care students' positive school climate perceptions had a weaker effect on their self-reported GPA compared with students living in other family structures. A unique curvilinear trend was found for homeless students, as the relationship between their school climate perceptions and self-reported GPA was stronger at lower levels. Overall, the moderation effect of positive school climate perceptions on self-reported GPA was strongest for homeless youth and youth from one-parent homes, suggesting that school climate has a protective effect for students living in these family structures. A protective effect was not found for youth in foster-care. Implications for research and practice are discussed. (PsycINFO Database Record (c) 2015 APA, all rights reserved). PMID:25111464

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

2015-03-01

73

Black Students: Psychosocial Issues and Academic Achievement.  

ERIC Educational Resources Information Center

This collection examines the history and current status of the economic, political, social, and psychological factors that influence the academic achievement of low-income African Americans. The introduction, "Afro-American Students and Academic Achievement" (J. K. Asamen), outlines the historical development of black education and previews the…

Berry, Gordon LaVern, Ed.; Asamen, Joy Keiko, Ed.

74

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

PubMed Central

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

Booth, Margaret Zoller; Gerard, Jean M.

2012-01-01

75

Student Health and Academic Achievement  

MedlinePLUS

... The Association Between School-Based Physical Activity, Including Physical Education, and Academic Performance. Atlanta, GA: U.S. Department of Health and Human Services; 2010. Freudenberg N, Ruglis J. ...

76

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

ERIC Educational Resources Information Center

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

Leung, Chi-hung; Choi, Eudora

2010-01-01

77

School Environment and Academic Achievement of Standard IX Students  

ERIC Educational Resources Information Center

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…

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

2012-01-01

78

LEARNING STYLE AWARENESS AND ACADEMIC ACHIEVEMENT AMONG COMMUNITY COLLEGE STUDENTS  

Microsoft Academic Search

This study examined the relationship between learning style awareness and academic achievement of community college students. The study was undertaken to determine if learning style awareness alone, without a change in the manner of teaching or in the matching of student and instructor styles, would benefit community college students as evidenced by an increase in academic achievement. The sample consisted

Lenda Cook

1991-01-01

79

Role Strain, Engagement and Academic Achievement in Early Adolescence  

ERIC Educational Resources Information Center

The present study was designed to investigate the relationships between role strains following the transition to secondary school and academic achievement. Academic engagement was hypothesized to mediate between role strain and achievement. The sample consisted of 749 students in their first year of secondary school. Four types of role strain were…

De Bruyn, Eddy H

2005-01-01

80

Residential Mobility, Inhibitory Control, and Academic Achievement in Preschool  

ERIC Educational Resources Information Center

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…

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

2015-01-01

81

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

ERIC Educational Resources Information Center

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…

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

2012-01-01

82

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

PubMed

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. (PsycINFO Database Record (c) 2015 APA, all rights reserved). PMID:24708286

Høigaard, Rune; Kova?, Velibor Bobo; Øverby, Nina Cecilie; Haugen, Tommy

2015-03-01

83

Child and familial pathways to academic achievement and behavioral adjustment: A prospective six-year study of children with and without ADHD  

Microsoft Academic Search

This longitudinal study examined familial and child predictors of academic achievement and behavioral adjustment.Participants included 115 children with ADHD and 59 normative comparisons. Data analyses spanned three assessment waves from elementary-through secondary-school grades. We evaluated the degree to which child and familial factors present during middle school mediated relationships between childhood ADHD, subsequent academic achievement, and behavioral adjustment during high

W. W. Latimer; G. J. August; M. D. Newcomb; G. M. Realmuto; J. M. Hektner; R. M. Mathy

2003-01-01

84

Central nervous system prophylaxis. Studies showing impairment in verbal skills and academic achievement.  

PubMed

School attendance and school achievement were the parameters studied to assess the pediatric cancer patient's ability to learn and keep pace with their peers. Effects of CNS prophylaxis, as either intrathecal methotrexate (IT) alone or intrathecal methotrexate given in addition to cranial radiation (CRT), were studied in two groups. A third group of cancer patients who received no CNS prophylaxis, and two comparison groups, siblings and a matched sample of children, also participated in the study. Impairment in central nervous system function was measured by means of psychological testing, neurological examination, and computer-assisted tomography. Patients who received central nervous system prophylactic treatments at an early age had poorer performance on verbal IQ scores, with comprehension and arithmetic subscores being most affected. Patients who received both cranial radiotherapy plus intrathecal methotrexate showed a decrease in six out of seven categories of instruction when grades from the year prior to diagnosis were compared to those obtained 3 years after diagnosis. The combined groups of patients with leukemia had a lower grade point average and poorer school attendance than did the comparison groups. PMID:6465470

Lansky, S B; Cairns, N U; Lansky, L L; Cairns, G F; Stephenson, L; Garin, G

1984-01-01

85

A LONGITUDINAL STUDY OF INNER-CITY ELEMENTARY-SCHOOL CHILDREN'S ACADEMIC ACHIEVEMENT, SELF-CONCEPT, AND ATTITUDE TOWARD SCHOOL  

Microsoft Academic Search

The academic and social-personal development of inner-city elementary-school children was investigated longitudinally from grades one through six. Initial data-gathering included social-personal information from pupils' teachers, parents, and peers, together with classroom-administered cognitive and affective measures. Subsequent data collection was limited to repeated measures of three major educational outcomes: academic achievement, self-concept, and attitude toward school. Attrition of students over time

FREDERIC WALTER WIDLAK

1983-01-01

86

Gender Differences in the Academic Ethic and Academic Achievement  

ERIC Educational Resources Information Center

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…

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

2005-01-01

87

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

ERIC Educational Resources Information Center

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-,…

Huang, Chiungjung

2012-01-01

88

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

ERIC Educational Resources Information Center

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…

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

2005-01-01

89

Can Judges Improve Academic Achievement?  

ERIC Educational Resources Information Center

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…

Greene, Jay P.; Trivitt, Julie R.

2008-01-01

90

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

ERIC Educational Resources Information Center

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…

Preckel, Franzis; Holling, Heinz; Vock, Miriam

2006-01-01

91

Debating Values: Race, Class and Academic Achievement  

ERIC Educational Resources Information Center

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…

Milton, Penny

2008-01-01

92

Self-Esteem and Academic Achievement: A Comparative Study of Adolescent Students in England and the United States  

ERIC Educational Resources Information Center

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…

Booth, Margaret Zoller; Gerard, Jean M.

2011-01-01

93

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

ERIC Educational Resources Information Center

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…

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

2006-01-01

94

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

ERIC Educational Resources Information Center

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…

Snyder, Marc

2011-01-01

95

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

ERIC Educational Resources Information Center

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…

Lapayese, Yvette; Huchting, Karen; Grimalt, Olga

2014-01-01

96

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

ERIC Educational Resources Information Center

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…

Areepattamannil, Shaljan; Freeman, John G.

2008-01-01

97

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

ERIC Educational Resources Information Center

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…

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

2014-01-01

98

Severity of Academic Achievement and Social Skills Deficits  

ERIC Educational Resources Information Center

This study explored the differences in the rated social skills of elementary-aged students at-risk for emotional/behavioural disorders (E/BD) based on severity of academic difficulties. Teachers nominated students at-risk for E/BD who were classified into four groups of academic difficulty based on the Wide Range Achievement Test-3. Students,…

Bloom, Elana L.; Karagiannakis, Anastasia; Toste, Jessica R.; Heath, Nancy L.; Konstantinopoulos, Effie

2007-01-01

99

Sociodemographic Moderators of Middle School Transition Effects on Academic Achievement  

ERIC Educational Resources Information Center

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…

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

2015-01-01

100

Behavioral Regulation and Early Academic Achievement in Taiwan  

ERIC Educational Resources Information Center

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

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

2011-01-01

101

Objective Academic Achievement and Subjective Personal Well-Being  

ERIC Educational Resources Information Center

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…

McDonald, Betty

2012-01-01

102

The Study Experiences of the High Achievers in a Competitive Academic Environment: A Cost of Success?  

ERIC Educational Resources Information Center

The present paper is a case study that explores the study experiences and possible costs of success for the students accepted into the professional program in psychology at the University of Bergen in Norway. In this highly competitive environment, between 500 and 1000 students compete for 36 places during the introduction year. The study is based…

Nordmo, Ivar; Samara, Akylina

2009-01-01

103

Academic Achievement Among Juvenile Detainees.  

PubMed

The literature has long pointed to heightened frequencies of learning disabilities (LD) within the population of law offenders; however, a systematic appraisal of these observations, careful estimation of these frequencies, and investigation of their correlates and causes have been lacking. Here we present data collected from all youth (1,337 unique admissions, mean age 14.81, 20.3% females) placed in detention in Connecticut (January 1, 2010-July 1, 2011). All youth completed a computerized educational screener designed to test a range of performance in reading (word and text levels) and mathematics. A subsample (n = 410) received the Wide Range Achievement Test, in addition to the educational screener. Quantitative (scale-based) and qualitative (grade-equivalence-based) indicators were then analyzed for both assessments. Results established the range of LD in this sample from 13% to 40%, averaging 24.9%. This work provides a systematic exploration of the type and severity of word and text reading and mathematics skill deficiencies among juvenile detainees and builds the foundation for subsequent efforts that may link these deficiencies to both more formal, structured, and variable definitions and classifications of LD, and to other types of disabilities (e.g., intellectual disability) and developmental disorders (e.g., ADHD) that need to be conducted in future research. PMID:24064502

Grigorenko, Elena L; Macomber, Donna; Hart, Lesley; Naples, Adam; Chapman, John; Geib, Catherine F; Chart, Hilary; Tan, Mei; Wolhendler, Baruch; Wagner, Richard

2013-09-24

104

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

ERIC Educational Resources Information Center

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,…

Alameda-Lawson, Tania

2014-01-01

105

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

ERIC Educational Resources Information Center

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.…

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

2010-01-01

106

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

ERIC Educational Resources Information Center

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…

Tobin, R. Nicholas

2005-01-01

107

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

ERIC Educational Resources Information Center

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…

Kim, Hyunjin

2015-01-01

108

Optimism versus Pessimism and Academic Achievement Evaluation  

ERIC Educational Resources Information Center

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…

Harpaz-Itay, Yifat; Kaniel, Shlomo

2012-01-01

109

Perceptions of Parent Involvement in Academic Achievement  

ERIC Educational Resources Information Center

The authors sought to understand the types of parent involvement that teachers, parents, and students believe affect the academic achievement of adolescent learners at the junior high school level. Research that included focus groups, interviews, and surveys indicated that teachers and students believed that parent involvement at school was…

DePlanty, Jennifer; Coulter-Kern, Russell; Duchane, Kim A.

2007-01-01

110

Early childhood nutrition and academic achievement  

Microsoft Academic Search

Early childhood nutrition is thought to be an important input into subsequent academic achievement. This paper investigates the nutrition-learning nexus using a unique longitudinal data set, which follows a large sample of Philippine children from birth until the end of their primary education. We find that malnourished children perform more poorly in school, even after correcting for the effects of

Paul Glewwe; Hanan Jocoby; Elizabeth M. King

1999-01-01

111

Longitudinal Study of an Operational Model for Enhancing Central City Youth's Self-Concept, Academic Achievement, Attitude Toward School, Participation in School, and Socialization/Maturation. Final Report.  

ERIC Educational Resources Information Center

This study has attempted to identify the longitudinal impact of a summer program model designed to enhance central city junior high school youth's self-concept, attitude toward school, participation in school, academic achievement, and socialization/maturation. Three sets of experimental/control groups were included in the study and after two…

Logsdon, David M.; Ewert, Barbara

112

A Study of Problem-Based Learning Content Acquisition and Academic Achievement in Career and Technical Education Courses at the Middle-School Level  

ERIC Educational Resources Information Center

The purpose of this dissertation study was to determine if a relationship existed between problem-based learning (PBL) content acquisition and academic achievement on teacher-made tests in Career and Technical Education (CTE) courses at the middle school level. The study sample consisted of 20 seventh-grade students enrolled in a CTE keyboarding…

Hodges, Kimberly

2010-01-01

113

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

ERIC Educational Resources Information Center

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…

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

2011-01-01

114

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

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…

Garrett, Nashett Chaunte

2012-01-01

115

Summary of a Three-Year Study of Academic and School Achievement Between Color-Deficient and Normal Primary Age Pupils: Phase Two  

ERIC Educational Resources Information Center

The results of this study suggest that little relationship exists between color vision and primary academic achievement. The authors believe that staff time could be more effectively utilized in a junior high school screening program for color vision rather than in the primary grades. (JC)

Lampe, John M.; And Others

1973-01-01

116

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

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…

Monachino, Kimberly S.

2012-01-01

117

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

ERIC Educational Resources Information Center

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…

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

2010-01-01

118

Purpose plus: supporting youth purpose, control, and academic achievement.  

PubMed

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 achievement. Using a sample of 209 high school students, this study examines the effectiveness of an intervention designed to promote purpose development and internal control over academic success in high school students from a low-socioeconomic-status community. Findings reveal that a short-term intervention was effective in significantly increasing internal control over academic success and purpose in life for students participating in the intervention group. In addition, analysis of academic achievement for students who experienced positive gains in internal control and purpose demonstrates significant gains in academic achievement as measured by grade point average. Implications are made for further study of internal control and life purpose as a means of academic intervention in the effort to address the achievement gap. PMID:22275280

Pizzolato, Jane Elizabeth; Brown, Elizabeth Levine; Kanny, Mary Allison

2011-01-01

119

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

ERIC Educational Resources Information Center

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.…

Masland, Lindsay C.; Lease, A. Michele

2013-01-01

120

Academic achievement in children with epilepsy or asthma.  

PubMed

The purposes of the study were to compare academic achievement between children with epilepsy and those with asthma and to identify child perception, school adaptive functioning, and condition severity factors related to academic achievement. Subjects were 225 children (117 with epilepsy and 108 with asthma) aged between 8 and 12 years. Academic achievement was measured using school-administered group tests. Self-report questionnaires were used to measure child attitudes and school self-concept. Teachers rated school adaptive functioning. Data were analyzed using ANCOVA and multiple regression. Children with epilepsy had significantly lower achievement scores than children with asthma. Boys with severe epilepsy were most at risk for underachievement. Factors related to poor academic achievement in both samples were: high condition severity, negative attitudes, and lower school adaptive functioning scores. Less variance was accounted for in the model for epilepsy (R2=0.25) than for asthma (R2=0.36). Boys with high seizure severity were most at risk for achievement-related problems. Future research in epilepsy should consider additional factors in the model predicting academic achievement. PMID:9593496

Austin, J K; Huberty, T J; Huster, G A; Dunn, D W

1998-04-01

121

Family Decision-Making Style, Peer Group Affiliation and Prior Academic Achievement as Predictors of the Academic Achievement of African American Students  

ERIC Educational Resources Information Center

A study analyzed family decision-making style, peer group affiliation, and academic achievement in 10th grade as predictors of academic achievement of African American students in 12th grade. Findings indicated that though peer groups were known to influence academic performance, affiliation with learning oriented peers in 10th grade did not…

Engerman, Kimarie

2006-01-01

122

The Effects of Extracurricular Activities on the Academic Achievement of Seventh and Eighth Graders  

ERIC Educational Resources Information Center

This quantitative study examined the effects of extracurricular activities on academic achievement of seventh and eighth graders. This study compared the academic achievements of participants and non-participants in Mathematics and Language Arts. The three different measurements used for the academic achievement were TCAP, ThinkLink, and GPA…

Sinha, Sudhir K.

2010-01-01

123

A Preliminary Investigation of Academic Disidentification, Racial Identity, and Academic Achievement among African American Adolescents  

ERIC Educational Resources Information Center

The purpose of this study was to examine academic disidentification along with demographic and psychological factors related to the academic achievement of African American adolescents. Participants included 96 African American students (41 males, 55 females) in an urban high school setting located in the Southwest. Consistent with previous…

Cokley, Kevin; McClain, Shannon; Jones, Martinique; Johnson, Samoan

2012-01-01

124

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

ERIC Educational Resources Information Center

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…

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

2012-01-01

125

Judgments of Self-Perceived Academic Competence and Their Differential Impact on Students' Achievement Motivation, Learning Approach, and Academic Performance  

ERIC Educational Resources Information Center

Using path analysis, the present study focuses on the development of a model describing the impact of four judgments of self-perceived academic competence on higher education students' achievement goals, learning approach, and academic performance. Results demonstrate that academic self-efficacy, self-efficacy for self-regulated learning, academic

Ferla, Johan; Valcke, Martin; Schuyten, Gilberte

2010-01-01

126

Factors Affecting Bioscience Students' Academic Achievement  

ERIC Educational Resources Information Center

The examination of academic progression has become an essential tool for measuring the effectiveness of educational systems. Research concerning the relationship between student learning and how they progress in their studies, however remains scarce. The aim of this study is two-fold: Firstly, the study aims to analyse first-year bioscience…

Rytkonen, Henna; Parpala, Anna; Lindblom-Ylanne, Sari; Virtanen, Viivi; Postareff, Liisa

2012-01-01

127

Birth weight and academic achievement in childhood.  

PubMed

Research has shown that birth weight has a lasting impact on later-life outcomes such as educational attainment and earnings. This paper examines the role of health at birth in determining academic achievement in childhood, which may provide the link between birth weight and adult outcomes. Using three waves of the Child Development Supplement of the Panel Study of Income Dynamics data over 1997-2007, we build on the literature by employing the fetal growth rate as a proxy for net nutritional intake in utero and propose a nested error-component two-stage least squares estimator that draws on internal instruments from alternative dimensions of the multilevel panel data set. In particular, this alternative estimator allows us to exploit the information on children with no siblings in the sample, which comprise over 40% of the observations in our sample, as well as to obtain coefficient estimates for the time-invariant variables such as race and maternal education. This would not be feasible with the usual mother fixed effects estimation. We obtain modest but significant effects of both birth weight and the fetal growth rate on math and reading scores, with the effects concentrated in the low birth weight range. Infant health measures appear to explain little of the well-documented racial disparity in test scores. PMID:25044537

Chatterji, Pinka; Kim, Dohyung; Lahiri, Kajal

2014-09-01

128

Children's Effortful Control and Academic Achievement: Mediation Through Social Functioning  

Microsoft Academic Search

Research Findings: The purpose of this study was to test the premise that children's effortful control (EC) is prospectively related to their academic achievement and to specify mechanisms through which EC is related to academic success. We used data from 214 children (M age at Time 1 [T1] = 73 months) to test whether social functioning (e.g., social competence and externalizing problems)

Carlos Valiente; Nancy Eisenberg; Rg Haugen; Tracy L. Spinrad; Claire Hofer; Jeffrey Liew; Anne Kupfer

2011-01-01

129

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

ERIC Educational Resources Information Center

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…

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

2011-01-01

130

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

ERIC Educational Resources Information Center

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…

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

2013-01-01

131

The predictive relationship between achievement and participation in music and achievement in core Grade 12 academic subjects  

Microsoft Academic Search

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. Across the three cohorts, we consistently found that music participation was associated

Peter Gouzouasis; Martin Guhn; Nand Kishor

2007-01-01

132

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

PubMed Central

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

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

2008-01-01

133

Academic Effort and Achievement in Science: Beyond a Gendered Relationship  

ERIC Educational Resources Information Center

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…

Adamuti-Trache, Maria; Sweet, Robert

2013-01-01

134

Judgments of self-perceived academic competence and their differential impact on students’ achievement motivation, learning approach, and academic performance  

Microsoft Academic Search

Using path analysis, the present study focuses on the development of a model describing the impact of four judgments of self-perceived\\u000a academic competence on higher education students’ achievement goals, learning approach, and academic performance. Results\\u000a demonstrate that academic self-efficacy, self-efficacy for self-regulated learning, academic self-concept, and perceived level\\u000a of understanding are conceptually and empirically distinct self-appraisals of academic competence which

Johan Ferla; Martin Valcke; Gilberte Schuyten

2010-01-01

135

The Academic Achievement and Functional Performance of Youth with Disabilities. A Report from the National Longitudinal Transition Study-2 (NLTS2). NCSER 2006-3000  

ERIC Educational Resources Information Center

Background: To provide a national picture of the academic achievements of American students, the National Center for Education Statistics has administered the National Assessment of Educational Progress (NAEP) periodically since 1969, but there has been no similar national picture of the academic achievement of youth with disabilities. Purpose: To…

Wagner, Mary; Newman, Lynn; Cameto, Renee; Levine, Phyllis

2006-01-01

136

Parenting Style as a Moderator for Students' Academic Achievement  

ERIC Educational Resources Information Center

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…

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

2012-01-01

137

Self-Esteem and Academic Achievement of High School Students  

ERIC Educational Resources Information Center

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…

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

2014-01-01

138

Helping Students Improve Academic Achievement and School Success Behavior  

ERIC Educational Resources Information Center

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…

Brigman, Greg; Campbell, Chari

2003-01-01

139

Academic Optimism and Student Achievement in Urban Elementary Schools  

ERIC Educational Resources Information Center

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…

Smith, Page A.; Hoy, Wayne K.

2007-01-01

140

Intelligence and Academic Achievement in a Clinical Adolescent Population  

ERIC Educational Resources Information Center

The present study was undertaken with two related goals: (a) to examine the relationships between the WRAT and CAT, and (b) to examine the relationships which may exist between these academic achievement tests -nd a standard intelligence battery such as the Wechsler Scale. (Author)

Stewart, David W.; Morris, Linda

1977-01-01

141

Effect of Cooperative Learning on Academic Achievement of Physics Course  

ERIC Educational Resources Information Center

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…

Keramati, Mohammadreza

2010-01-01

142

Personality Traits as a Predictor of Academic Achievement in Adolescents  

ERIC Educational Resources Information Center

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'…

Smrtnik-Vitulic, Helena; Zupancic, Maja

2011-01-01

143

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

ERIC Educational Resources Information Center

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…

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

2012-01-01

144

Predicting Early Academic Failure in High School From Prior Academic Achievement, Psychosocial Characteristics, and Behavior  

Microsoft Academic Search

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 strongest predictors of high school GPA and (b) psychosocial and behavioral factors

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

2012-01-01

145

Biculturalism and Academic Achievement of African American High School Students  

ERIC Educational Resources Information Center

Biculturalism was examined as a factor that may positively affect the academic achievement of African American high school students, beyond cultural identity and self-esteem. Hierarchical regression analyses determined that cultural identity and academic self-esteem were important factors for academic achievement, but not biculturalism.…

Rust, Jonathan P.; Jackson, Margo A.; Ponterotto, Joseph G.; Blumberg, Fran C.

2011-01-01

146

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)

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.

Proach, John Ann

2000-11-01

147

Gender, Student Motivation and Academic Achievement in a Midsized Wisconsin High School  

ERIC Educational Resources Information Center

This mixed-methods study investigated relationships among gender, academic motivation and achievement in a mid-sized Wisconsin high school. A questionnaire was developed that focused on perceived ability, achievement motives and achievement goals. Interviews with teachers focused on relationships among academic motivation and gender achievement.…

Lutzke, Steven Ronald

2013-01-01

148

Academic Achievement and Personality in University Students Who Are Visually Impaired  

ERIC Educational Resources Information Center

This study compared academic achievement by sighted versus visually impaired students at Polish universities and analyzed potential between-group differences on various personality traits and their impact on academic grades. Although there was no main effect of visual status on academic achievement, there were some significant differences between…

Klinkosz, Waldemar; Sekowski, Andrzej; Brambring, Michael

2006-01-01

149

Adaptive and Effortful Control and Academic Self-efficacy Beliefs on Achievement: A Longitudinal Study of 1st through 3rd Graders  

PubMed Central

The linkages between self-regulatory processes and achievement were examined across three years in 733 children beginning at 1st grade (M = 6.57 years, SD = .39 at 1st grade) who were identified as lower achieving in literacy. Accounting for consistencies in measures (from one year prior) and for influences of child’s age, gender, IQ, ethnicity and economic adversity on achievement, results indicate that adaptive/effortful control at 1st grade contributed to both academic self-efficacy beliefs at 2nd grade, and reading (but not math) achievement at 3rd grade. Although academic self-efficacy did not partially mediate the linkage between adaptive/effortful control and achievement, academic self-efficacy beliefs were positively correlated with reading and math. Results support the notion that early efforts to promote children’s self-regulatory skills would enhance future academic self-beliefs and achievement, particularly in literacy. PMID:19169387

Liew, Jeffrey; McTigue, Erin; Barrois, Lisa; Hughes, Jan

2009-01-01

150

Achievement-Related Expectancies, Academic Self-Concept, and Mathematics Performance of Academically Underprepared Adolescent Students  

Microsoft Academic Search

The relationship between achievement-related expectancies, academic self-concept, and mathematics performance of 191 academically underprepared adolescent students was examined. After the effects of prior academic achievement were controlled for, a significant main effect for academic self-concept was found; as expected, students with higher academic self-concept earned significantly higher mathematics grades. In addition, after the effects of prior achievement were controlled for,

J. Daniel House

1993-01-01

151

Self-concepts, motivation, and academic achievement of Black adolescents  

Microsoft Academic Search

Investigated the unique and common contributions made by global self-concept, academic self-concept, and need for academic competence to the variance in academic achievement of inner city Black adolescents. Data on these variables were collected from 328 8th-grade students attending a New York City public junior high school. Results of commonality procedures indicate that academic self-concept and need for academic competence

Theresa J. Jordan

1981-01-01

152

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

ERIC Educational Resources Information Center

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%…

Jenkins, Lyndsay N.; Demaray, Michelle Kilpatrick

2015-01-01

153

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

ERIC Educational Resources Information Center

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…

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

2010-01-01

154

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

ERIC Educational Resources Information Center

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…

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

2015-01-01

155

Utilizing Modality Theory to Achieve Academic Success  

ERIC Educational Resources Information Center

Education accompanied by social mobility is the cornerstone of the American dream. Yet, each year scores of children, especially those from the underprivileged class, fail to meet even the most modest academic expectations and subsequently never reach their academic potential. This research rejects earlier explanations of academic failure and…

Lister, Dena; Ansalone, George

2006-01-01

156

Intelligent Virtual Reality and its Impact on Spatial Skills and Academic Achievements  

Microsoft Academic Search

ABSTRACT It is known that the training of intelligent virtual reality, through the use of computer games, can improve spatial skills especially visualization and enhances academic,achievements. Through an experiment of using Tetris software, two objectives were achieved: developing ,spatial as well ,as intelligence skills and enhancing academic achievements, focusing on mathematics. This study followed studies dealing with the impact on

Esther Zaretsky; Varda Bar

157

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

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,…

Springer, Ken; Diffily, Deborah

2012-01-01

158

A Longitudinal Study of the Simultaneous Influence of Mothers’ and Teachers’ Educational Expectations on Low-income Youth’s Academic Achievement  

Microsoft Academic Search

This short-term longitudinal study investigated the simultaneous influences of adults’ (mothers and teachers) educational\\u000a expectations and youth’s achievement (standardized test scores and teachers’ ratings of academic performance) across a 3-year\\u000a time span on youth’s performance in school (GPA). Participants were an ethnically diverse sample of 426 low-income urban youth,\\u000a ages 6 through 16 at T1. Results from cross-lagged and autoregressive

Rashmita S. Mistry; Elizabeth S. White; Aprile D. Benner; Virginia W. Huynh

2009-01-01

159

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

ERIC Educational Resources Information Center

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…

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

2012-01-01

160

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

ERIC Educational Resources Information Center

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…

Scoggins, Donna K.

2009-01-01

161

Systems and Cascades in Cognitive Development and Academic Achievement  

PubMed Central

A large-scale (N = 552) controlled multivariate prospective 14-year longitudinal study of a developmental system showed that information-processing efficiency in infancy (4 months), general mental development in toddlerhood (18 months), behavior difficulties in early childhood (36 months), psychometric intelligence in middle childhood (8 years), and maternal education either directly or indirectly (or both) contribute to academic achievement in adolescence (14 years). PMID:22974268

Bornstein, Marc H.; Hahn, Chun-Shin; Wolke, Dieter

2012-01-01

162

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

ERIC Educational Resources Information Center

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…

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

2009-01-01

163

A Comparative Study of Academic Achievement, Social Skills, Autonomy: College-Aged Males With or Without Their Biological Fathers  

Microsoft Academic Search

There is a growing problem in today’s society of children growing up in father-less households. One demographic at risk is young developing males who grow up without their biological father due to incarceration, divorce, separation, and death. This can affect the cognitive development of child which can lead to the decline of social, academic, and self regulation capacities. Once this

Peter Baron

2010-01-01

164

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

ERIC Educational Resources Information Center

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…

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

2011-01-01

165

Personality Type and Academic Achievement of Secondary School Students  

ERIC Educational Resources Information Center

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…

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

2014-01-01

166

Adolescent Environmental Tobacco Smoke Exposure Predicts Academic Achievement Test Failure  

Microsoft Academic Search

Purpose: Research has linked prenatal tobacco exposure to neurocognitive and behavioral prob- lems that can disrupt learning and school performance in childhood. Less is known about its effects on academic achievement in adolescence when controlling for known confounding factors (e.g., environmental tobacco smoke (ETS)). We hypothesized that prenatal tobacco exposure would decrease the likelihood of passing academic achievement tests taken

Bradley N. Collins; E. Paul Wileyto; Michael F. G. Murphy; Marcus R. Munafò

2007-01-01

167

Academic Achievement and Its Impact on Friend Dynamics  

ERIC Educational Resources Information Center

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…

Flashman, Jennifer

2012-01-01

168

Family income, school attendance, and academic achievement in elementary school.  

PubMed

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 academic achievement among a diverse sample of children from kindergarten to 4th grade (N = 35,419) using both random and within-child fixed-effects models. Generally, results suggest that the receipt of free or reduced-price lunch and duration of receipt have small but positive associations with school absences and tardies. Poor attendance patterns predict poorer grades, with absences more associated with grades than tardies. Given the small associations between receipt of free or reduced-price lunch and school attendance, and between the duration of receipt of free or reduced-price lunch and children's grades, results do not provide strong evidence that absences and tardies meaningfully attenuate relations between the duration of low family income and student achievement; poorer attendance and persistent low income independently predict poorer grades. Implications for policy and future research are discussed. PMID:23914750

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

2014-03-01

169

Academic Achievement and Problem Behaviors among Asian Pacific Islander American Adolescents  

ERIC Educational Resources Information Center

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)…

Choi, Yoonsun

2007-01-01

170

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

ERIC Educational Resources Information Center

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…

Gilbert, Marianne C.

2013-01-01

171

Student Academic Achievement in Rural vs. Non-Rural High Schools in Wisconsin  

ERIC Educational Resources Information Center

This study analyzed how Wisconsin rural public high schools' academic achievement compared to their city, suburb and town peers while controlling for ten factors. The Wisconsin Knowledge and Concepts Examination (WKCE) measured academic achievement for tenth graders including reading, language arts, mathematics, science and social studies.…

Droessler Mersch, Rebecca L.

2012-01-01

172

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

ERIC Educational Resources Information Center

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…

Robertson, Schellia Arnette

2012-01-01

173

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

ERIC Educational Resources Information Center

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…

Liu, Yangyang; Lu, Zuhong

2011-01-01

174

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

ERIC Educational Resources Information Center

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…

Prioleau, Lushandra

2013-01-01

175

The effect of traditional and modified calendars on student academic achievement in two rural school systems  

Microsoft Academic Search

The present study explored the relationships between student achievement on different academic calendars in mathematics and reading. The purpose of the study was to analyze the effect of different academic school calendar configurations on achievement as measured by the Tennessee Comprehensive Examination over a three year period. The sample group was 162 students enrolled in two different school systems in

Geeta W McMillan

2005-01-01

176

Academic Effort and Achievement in Science: Beyond a Gendered Relationship  

NASA Astrophysics Data System (ADS)

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.

Adamuti-Trache, Maria; Sweet, Robert

2013-12-01

177

Deterioration of academic achievement and marijuana use onset among rural adolescents  

Microsoft Academic Search

This study utilizes discrete-time survival anal- ysis to assess the effect of level of academic achievement (both contemporaneously and pro- spectively) and changes in academic achieve- ment on initiation of marijuana use among rural adolescents in junior high school. In the sample under consideration, 36% of boys and 23% of girls initiated use of marijuana by the end of ninth

Kimberly L. Henry; Edward A. Smith; Linda L. Caldwell

2006-01-01

178

Effect of Physical Education and Activity Levels on Academic Achievement in Children  

Microsoft Academic Search

COE, D. P., J. M. PIVARNIK, C. J. WOMACK, M. J. REEVES, and R. M. MALINA. Effect of Physical Education and Activity Levels on Academic Achievement in Children. Med. Sci. Sports Exerc., Vol. 38, No. 8, pp. 1515-1519, 2006. Purpose: This study was conducted to determine the effect of physical education class enrollment and physical activity on academic achievement in

DAWN PODULKA COE; JAMES M. PIVARNIK; CHRISTOPHER J. WOMACK; MATHEW J. REEVES; ROBERT M. MALINA

2006-01-01

179

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

ERIC Educational Resources Information Center

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…

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

2014-01-01

180

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

ERIC Educational Resources Information Center

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…

Duru, Erdinç; Duru, Sibel; Balkis, Murat

2014-01-01

181

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

ERIC Educational Resources Information Center

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…

Al-Hendawi, Maha

2013-01-01

182

Is Peer Victimization Associated with Academic Achievement? A Meta-Analytic Review  

ERIC Educational Resources Information Center

This paper presents a meta-analytic review of 33 studies, with a total of 29,552 participants, that examined the concurrent association between peer victimization and academic achievement. The results revealed a small but significant negative correlation between peer victimization and academic achievement under both the random-effects model (r =…

Nakamoto, Jonathan; Schwartz, David

2010-01-01

183

Accuracy of Teachers' Judgments of Students' Academic Achievement: A Meta-Analysis  

ERIC Educational Resources Information Center

This meta-analysis summarizes empirical results on the correspondence between teachers' judgments of students' academic achievement and students' actual academic achievement. The article further investigates theoretically and methodologically relevant moderators of the correlation between the two measures. Overall, 75 studies reporting…

Sudkamp, Anna; Kaiser, Johanna; Moller, Jens

2012-01-01

184

Time Perspective and School Membership as Correlates to Academic Achievement among African American Adolescents  

ERIC Educational Resources Information Center

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…

Adelabu, Detris Honora

2007-01-01

185

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

ERIC Educational Resources Information Center

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)…

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

2011-01-01

186

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

ERIC Educational Resources Information Center

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…

Yangyang, Liu

2012-01-01

187

Cognition, academic achievement, and epilepsy in school-age children: a case-control study in a developing country.  

PubMed

We conducted a case-control study of 33 Jamaican children 7 to 12years old with uncomplicated epilepsy and 33 of their classroom peers matched for age and gender to determine whether epilepsy resulted in differences in cognitive ability and school achievement and if socioeconomic status or the environment had a moderating effect on any differences. Intelligence, language, memory, attention, executive function, and mathematics ability were assessed using selected tests from NEPSY, WISCR, TeaCh, WRAT3 - expanded, and Raven's Coloured Progressive Matrices. The child's environment at home was measured using the Middle Childhood HOME inventory. Socioeconomic status was determined from a combination of household, crowding, possessions, and sanitation. We compared the characteristics of the cases and controls and used random effects regression models (using the matched pair as the cluster) to examine the relationship between cognition and epilepsy. We found that there was no significant difference in IQ, but children with epilepsy had lower scores on tests of memory (p<0.05), language (p<0.05), and attention (p<0.01) compared with their controls. In random effects models, epilepsy status had a significant effect on memory (coefficient=-0.14, CI: -0.23, -0.05), language (coefficient=-0.13, CI: -0.23, -0.04), and mathematics ability (coefficient=-0.01, CI: -0.02, -0.00). Adjustment for the home environment and socioeconomic status and inclusion of interaction terms for these variables did not alter these effects. In conclusion, we found that epilepsy status in Jamaican children has a significant effect on performance on tests of memory, language, and mathematics and that this effect is not modified or explained by socioeconomic status or the child's home environment. PMID:24632351

Melbourne Chambers, R; Morrison-Levy, N; Chang, S; Tapper, J; Walker, S; Tulloch-Reid, M

2014-04-01

188

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

ERIC Educational Resources Information Center

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,…

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

2013-01-01

189

Effects of a Summer Camp Program on Enhancing the Academic Achievement Skills of Children with Autism Spectrum Disorders  

ERIC Educational Resources Information Center

The purpose of this study was to determine if a summer camp utilizing academic and behavioral remediation programming could increase the academic achievement of children with autism spectrum disorders. Academic achievement was measured using the Wide Range Achievement Test-Fourth Edition (WRAT4; Wilkinson & Robertson, 2006) and an Informal Reading…

Davenport, Teresa L.

2011-01-01

190

Family background and academic achievement: does self-efficacy mediate outcomes?  

Microsoft Academic Search

Research indicates both family background and self-efficacy influence academic outcomes; however, family background also impacts\\u000a self-efficacy development. The purpose of the current study was to establish whether self-efficacy mediates the relationship\\u000a between family background and academic achievement. Results indicated family background features were not robust predictors\\u000a of academic achievement in the current sample, which limited testable mediation pathways. Evidence was

Dana A. Weiser; Heidi R. Riggio

2010-01-01

191

A comparative study of the study skills, self-concept, academic achievement and adjustment to college of freshmen intercollegiate athletes and non-athletes  

Microsoft Academic Search

This study examined the relationship between SAT scores, self-concept, study habits and attitudes, and college adjustment for student-athletes and non-athletes. Much has been written concerning the academic inferiority of student-athletes but little scholarly research has been conducted in the field. Students from a large midwestern research institution participated in the study by completing the instruments early in the fall and

Tanya R Foster

1997-01-01

192

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

ERIC Educational Resources Information Center

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…

Peterson, Joanne A.

2012-01-01

193

Exploring First-Year Academic Achievement through Structural Equation Modelling  

ERIC Educational Resources Information Center

The purpose of this research was to develop and test a multicausal model of the individual characteristics associated with academic success in first-year Australian university students. This model comprised the constructs of: previous academic performance, achievement motivation, self-regulatory learning strategies, and personality traits, with…

McKenzie, Kirsten; Gow, Kathryn; Schweitzer, Robert

2004-01-01

194

Essays on Academic Achievement and Student Behavior in Public Schools  

ERIC Educational Resources Information Center

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…

Moussa, Wael Soheil

2013-01-01

195

Enhancing Academic Achievement through Direct Instruction of Social Skills.  

ERIC Educational Resources Information Center

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

Bendt, Lori; Nunan, Jan

196

Gendered Habitus and Gender Differences in Academic Achievement  

ERIC Educational Resources Information Center

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…

Edgerton, Jason; Peter, Tracey; Roberts, Lance

2014-01-01

197

Academic achievement in first?year Portuguese college students: The role of academic preparation and learning strategies  

Microsoft Academic Search

This paper analyses the role of academic preparation and learning strategies in the prediction of first?year Portuguese college students' academic achievement, considering students' sex and academic field attended. A sample of 445 first?year college students (68.5% female) from the University of Minho (25.8% enrolled in economics, 35.3% in science\\/technology, and 38.9% in humanities degrees) participated in the study. Students answered

Ana Paula Soares; Adelina M. Guisande; Leandro S. Almeida; Fernanda M. Páramo

2009-01-01

198

Effect of satisfaction in major at university on academic achievement among physical therapy students.  

PubMed

[Purpose] The purpose of this study was to investigate satisfaction in major among physical therapy students and to identify the sub-factors of satisfaction in major affecting academic achievement. [Subjects and Methods] We distributed a self-administered questionnaire, comprising items relating to satisfaction in major and academic achievement to 369 physical therapy students located in Seoul, Daejeon, Jinju, Pohang, and Gunsan. [Results] General satisfaction and academic achievement showed the greatest correlation (r = 0.235), followed by course satisfaction (r = 0.123). [Conclusion] Several sub-factors were found to affect academic achievement. The results of this study can be used as the basis for programs that aim at development of satisfaction in major and academic achievement among clinical physical therapists. PMID:25729179

Kim, You Lim; Lee, Suk Min

2015-02-01

199

Effect of satisfaction in major at university on academic achievement among physical therapy students  

PubMed Central

[Purpose] The purpose of this study was to investigate satisfaction in major among physical therapy students and to identify the sub-factors of satisfaction in major affecting academic achievement. [Subjects and Methods] We distributed a self-administered questionnaire, comprising items relating to satisfaction in major and academic achievement to 369 physical therapy students located in Seoul, Daejeon, Jinju, Pohang, and Gunsan. [Results] General satisfaction and academic achievement showed the greatest correlation (r = 0.235), followed by course satisfaction (r = 0.123). [Conclusion] Several sub-factors were found to affect academic achievement. The results of this study can be used as the basis for programs that aim at development of satisfaction in major and academic achievement among clinical physical therapists. PMID:25729179

Kim, You Lim; Lee, Suk Min

2015-01-01

200

Accelerating the Academic Achievement of Students Referred to Developmental Education  

E-print Network

Accelerating the Academic Achievement of Students Referred to Developmental Education Nikki strategy at community colleges for improving the outcomes of developmental education students. This paper.................................................................................................................. 4 2.2 Acceleration and Developmental Education

Su, Xiao

201

Relationships between Motivational Goals, Sense of Self, Self-Concept and Academic Achievement: A Comparative Study with Aboriginal and Non-Aboriginal Students.  

ERIC Educational Resources Information Center

An individual's school motivation and achievement are products of a complex set of interacting motivational goals, sense of self, and self-concept variables. Motivational goals may be differentially salient to individuals from different cultural backgrounds; and sense of self, including academic self-concept, may vary across cultural groups. This…

McInerney, Dennis M.

202

Student Alienation, Academic Achievement, and WebCT Use  

Microsoft Academic Search

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 types of multiple choice questions evaluating mastery of course content, and 3) use of

Genevieve Marie Johnson

2005-01-01

203

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

PubMed

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

Chen, Wei-Wen; Ho, Hsiu-Zu

2012-01-01

204

Academic training and clinical placement problems to achieve nursing competency  

PubMed Central

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

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

2015-01-01

205

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

ERIC Educational Resources Information Center

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…

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

2012-01-01

206

Academic Self-Concept and Academic Interest Measurement: A Multi-Sample European Study  

ERIC Educational Resources Information Center

Academic self-concept and academic interest are crucial concepts for understanding students' academic achievement. Yet, few questionnaires currently exist that have been used and validated in more than one country. This study aimed at assessing these concepts using an academic self-concept questionnaire (Marsh, 1990) and an academic interest…

Corbiere, Marc; Fraccaroli, Franco; Mbekou, Valentin; Perron, Jacques

2006-01-01

207

The Role of Social Relationships in the Association between Adolescents' Depressive Symptoms and Academic Achievement  

PubMed Central

While research has established that depression interferes with academic achievement, less is understood about the processes by which social relationships may buffer the relationship between depression and academic outcomes. In this study we examined the role of positive relationships in the school, family and peer contexts in the association between depressive symptoms and academic achievement among 894 adolescents aged 12-17 years living in Santiago, Chile. Depressive symptoms were associated with lower levels of academic achievement; parental monitoring, school belonging, positive mother relationships, and having academically inclined peers moderated this relationship, though some interactions differed by sex and age. Implications for promoting the academic success of adolescents experiencing depressive symptoms are discussed. PMID:23667282

Maurizi, Laura K.; Grogan-Kaylor, Andrew; Granillo, M. Teresa; Delva, Jorge

2013-01-01

208

The Role of Social Relationships in the Association between Adolescents' Depressive Symptoms and Academic Achievement.  

PubMed

While research has established that depression interferes with academic achievement, less is understood about the processes by which social relationships may buffer the relationship between depression and academic outcomes. In this study we examined the role of positive relationships in the school, family and peer contexts in the association between depressive symptoms and academic achievement among 894 adolescents aged 12-17 years living in Santiago, Chile. Depressive symptoms were associated with lower levels of academic achievement; parental monitoring, school belonging, positive mother relationships, and having academically inclined peers moderated this relationship, though some interactions differed by sex and age. Implications for promoting the academic success of adolescents experiencing depressive symptoms are discussed. PMID:23667282

Maurizi, Laura K; Grogan-Kaylor, Andrew; Granillo, M Teresa; Delva, Jorge

2013-04-01

209

The social ties that bind: social anxiety and academic achievement across the university years.  

PubMed

Given that engagement and integration in university/college are considered key to successful academic achievement, the identifying features of social anxiety, including fear of negative evaluation and distress and avoidance of new or all social situations, may be particularly disadvantageous in the social and evaluative contexts that are integral to university/college life. Thus, the purpose of this study was to examine the direct effects of social anxiety on academic achievement, as well as investigate an indirect mechanism through which social anxiety might impact on academic achievement, namely, the formation of new social ties in university. The participants were 942 (71.7 % female; M = 19 years at Time 1) students enrolled in a mid-sized university in Southern Ontario, Canada. Students completed annual assessments of social anxiety, social ties, and academic achievement for three consecutive years. The results from an autoregressive cross-lag path analysis indicated that social anxiety had a significant and negative direct relationship with academic achievement. Moreover, the negative indirect effect of social anxiety on academic achievement through social ties was significant, as was the opposing direction of effects (i.e., the indirect effect of academic achievement on social anxiety through social ties). These findings highlight the critical role that social ties appear to play in successful academic outcomes and in alleviating the effects of social anxiety during university/college. PMID:25691148

Brook, Christina A; Willoughby, Teena

2015-05-01

210

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

ERIC Educational Resources Information Center

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,…

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

2011-01-01

211

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

ERIC Educational Resources Information Center

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…

Al-Hendawi, Maha

2010-01-01

212

Academic Achievement, Technology and Race: Experimental Evidence  

ERIC Educational Resources Information Center

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…

Fairlie, Robert W.

2012-01-01

213

IQ and neuropsychological predictors of academic achievement  

Microsoft Academic Search

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 contributed significantly to reading prediction, and the Developmental Test of Visual-Motor Integration (VMI)

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

2009-01-01

214

IQ and Neuropsychological Predictors of Academic Achievement  

ERIC Educational Resources Information Center

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…

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

2009-01-01

215

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

ERIC Educational Resources Information Center

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…

Cemaloglu, Necati; Filiz, Sevil

2010-01-01

216

A Meta-Analysis of the Effects of Desegregation on Academic Achievement.  

ERIC Educational Resources Information Center

Using meta analysis techniques from a 1977 article by G.V. Glass, this study sought to determine the effects of desegregation on academic achievement when students were grouped by academic subject, grade level, and length of desegregation. Data were obtained from 71 studies (conducted between 1955 and 1977) concerned with the effects of…

Krol, Ronald A.

217

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

ERIC Educational Resources Information Center

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,…

Diseth, Age; Kobbeltvedt, Therese

2010-01-01

218

The Effects of Academic Optimism on Elementary Reading Achievement  

ERIC Educational Resources Information Center

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.…

Bevel, Raymona K.; Mitchell, Roxanne M.

2012-01-01

219

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

PubMed Central

BACKGROUND 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 (socioeconomic status), disease-related (stroke, transfusion therapy, adherence), and psychosocial variables (child behavior, child quality of life (QoL)), controlling for intellectual functioning (IQ). METHODS Eighty-two children with SCD completed measures assessing IQ and academic achievement, while parents completed questionnaires assessing adherence, child behavior, and child quality of life. Medical chart reviews were conducted to determine disease-related factors. RESULTS Hierarchical regression analyses indicated that 55% of the variance in academic skills was accounted for by IQ, parent education, chronic transfusion status, and QoL [R2 = .55, F(5, 77) = 18.34, p < .01]. Follow-up analyses for broad reading [R2 = .52, F(5, 77) = 16.37, p < .01], and math calculation [R2 = .44, F(5, 77) = 12.14, p < .01] were also significant. CONCLUSION The findings suggest a significant contribution of factors beyond IQ to academic achievement. Findings allow for identification of children with SCD at risk for academic difficulties for whom psychoeducational interventions may enhance academic achievement. PMID:23459502

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

2013-01-01

220

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

ERIC Educational Resources Information Center

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

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

2014-01-01

221

Racial Identity Attitudes, School Achievement, and Academic Self-Efficacy Among African American High School Students  

Microsoft Academic Search

Literature has postulated that African American students often choose not to succeed in school because achievement is seen as acting White. This study examined the extent to which racial identity, self-esteem, and academic self-concept were related to academic achievementfor 86African American high school students. The majority of students indicated supportfrom both peers and parents for their academic work. Multiple regression

Karen McCurtis Witherspoon; Suzette L. Speight; Anita Jones Thomas

1997-01-01

222

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

NASA Astrophysics Data System (ADS)

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.

Peng, Cuixin

223

Students' Achievement Goals in Relation to Academic Motivation, Competence Expectancy, and Classroom Environment Perceptions  

ERIC Educational Resources Information Center

The present study aimed at investigating elementary students' academic motivation (intrinsic motivation, external regulation, introjected regulation, identified regulation, and amotivation), achievement goals (mastery approach goals, mastery avoidance goals, performance approach goals, performance avoidance goals), competence expectancies, and…

Sungur, Semra; Senler, Burcu

2010-01-01

224

Academic Achievement of K-12 Students With Emotional and Behavioral Disorders  

E-print Network

This cross-sectional study was conducted with a random sample of 155 K'12 students served in public school settings and established the extent to which students with emotional/behavioral disorders (E/BD) experience academic achievement deficits...

Nelson, J. Ron; Benner, Gregory J.; Lane, Kathleen Lynne; Smith, Benjamin W.

2004-01-01

225

Relationship Between Self-Concept, Self-esteem, Anxiety, Depression and Academic Achievement in Adolescents  

NASA Astrophysics Data System (ADS)

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.

Fathi-Ashtiani, Ali; Ejei, Javad; Khodapanahi, Mohammad-Karim; Tarkhorani, Hamid

226

The Relationship between Academic Achievement and Social Self-Image During Early Adolescence  

Microsoft Academic Search

This study of 242 young adolescents examined the link between social self-image and academic achievement, as measured by grade point averages (GPAs). Subjects were categorized as academically, socially, or athletically oriented. Among socially oriented girls, those with an average GPA in mathematics had relatively large gains on social self-image, whereas among athletically oriented girls; those with a low GPA in

Laura R. Roberts; Anne C. Petersen

1992-01-01

227

Degrees of Resilience: Profiling Psychological Resilience and Prospective Academic Achievement in University Inductees  

ERIC Educational Resources Information Center

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…

Allan, John F.; McKenna, Jim; Dominey, Susan

2014-01-01

228

What Do Alternate Assessments of Alternate Academic Achievement Standards Measure? A Multitrait-Multimethod Analysis  

ERIC Educational Resources Information Center

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…

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

229

Perceived School and Neighborhood Safety, Neighborhood Violence and Academic Achievement in Urban School Children  

ERIC Educational Resources Information Center

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…

Milam, A. J.; Furr-Holden, C. D. M.; Leaf, P. J.

2010-01-01

230

Associations among Academic Achievement, Attention, and Adrenocortical Reactivity in Caribbean Village Children  

ERIC Educational Resources Information Center

This study examined associations among academic achievement problems, attention problems, and cortisol levels in 86 children (ages 5 to 12) in St. Vincent, the West Indies. Findings revealed that morning cortisol levels were more elevated at school than at home. Attention problems contributed negatively to academic scores. Children with the most…

Jimerson, Shane R.; Durbrow, Eric H.; Adam, Emma; Gunnar, Megan; Bozoky, Ingrid K.

2006-01-01

231

Formative Assessment and Academic Achievement in Pre-Graduate Students of Health Sciences  

ERIC Educational Resources Information Center

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…

Carrillo-de-la-Pena, Maria T.; Bailles, Eva; Caseras, Xavier; Martinez, Alvar; Ortet, Generos; Perez, Jorge

2009-01-01

232

Racial Identity, Self-Esteem, and Academic Achievement: Too Much Interpretation, Too Little Supporting Data.  

ERIC Educational Resources Information Center

To examine the relationship between racial identity, self-esteem, and academic achievement, this study administered the Racial Identity Attitude Scale, Rosenberg Self-Esteem Scale, and a background questionnaire to African American students from a historically black college. Results showed that the unique effect of racial identity on academic

Lockett, Charles T.; Harrell, Jules P.

2003-01-01

233

Early Parenting Beliefs and Academic Achievement: The Mediating Role of Language  

ERIC Educational Resources Information Center

Studies have demonstrated the association between parenting style and children's academic achievement, but the specific mechanisms underlying this relationship remain unclear. The development of skills that lay the foundation for academic success might be found in early parent-child interactions that foster language competence. Early negative…

Im-Bolter, Nancie; Zadeh, Zohreh Yaghoub; Ling, Daphne

2013-01-01

234

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

PubMed Central

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

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

2009-01-01

235

Home Environment and Academic Achievement as Correlates of Self-concept among Adolescents  

Microsoft Academic Search

The present study is an attempt to explore academic achievement and home environment as correlates of self-concept in a sample of 300 adolescents. The results of the study revealed self-concept to be positively correlated with academic achievement, though not significantly so. A significantly positive relationship of home environment components of protectiveness, conformity, reward, and nurturance with self-concept is revealed, thereby

Jagpreet Kaur; J. S. Rana; Rupinder Kaur

236

Association of Academic Achievement with Behavior Among Black Students and White Students  

Microsoft Academic Search

This study sought to determine whether children's adaptive functioning and maladaptive functioning, as measured by the Vineland Adaptive Behavior Scale, are significantly associated with their academic achievement (i.e., Metropolitan Achievement Test [MAT] scores and grade point averages [GPAs]). Differences in the specified functioning and achievement variables resulting from children's grade level, gender, and family structure were also investigated. Subjects were

Beverly A. Brady; Carolyn M. Tucker; Yvette R. Harris; Israel Tribble

1992-01-01

237

Classroom goal structure, student motivation, and academic achievement.  

PubMed

Over the past 25 years, achievement goal theory has emerged as one of the most prominent theories of achievement motivation. This chapter uses an achievement goal framework to examine the influence of classroom and school environments on students' academic motivation and achievement. Considerable evidence suggests that elementary and secondary students show the most positive motivation and learning patterns when their school settings emphasize mastery, understanding, and improving skills and knowledge. Whereas school environments that are focused on demonstrating high ability and competing for grades can increase the academic performance of some students, research suggests that many young people experience diminished motivation under these conditions. The implications of achievement goal theory for examining the impact of school reform are discussed. PMID:16318604

Meece, Judith L; Anderman, Eric M; Anderman, Lynley H

2006-01-01

238

Academic Achievement in Children of Divorce.  

ERIC Educational Resources Information Center

Studied the influence of divorce on children's grades. The grades earned by children of divorce (N=74) and by control group children were similar, but children of manual workers had lower grade point averages than did children of higher level nonmanual employees. Study indicates that divorce alone does not significantly lower grades. (RJM)

Wadsby, Marie; Svedin, Carl Goran

1996-01-01

239

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

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…

What Works Clearinghouse, 2014

2014-01-01

240

Alcohol Exposure In Utero and Child Academic Achievement  

PubMed Central

We examine the effect of alcohol exposure in utero on child academic achievement. As well as studying the effect of any alcohol exposure, we investigate the effect of the dose, pattern, and duration of exposure. We use a genetic variant in the maternal alcohol-metabolism gene ADH1B as an 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 maternal and paternal characteristics and behaviours. OLS regressions suggest an ambiguous association between alcohol exposure in utero and children’s academic attainment, but there is a strong social gradient in maternal drinking, with mothers in higher socio-economic groups more likely to drink. In stark contrast to the OLS, the IV estimates show negative effects of prenatal alcohol exposure on child educational attainment. These results are very robust to an extensive set of model specifications. In addition, we show that that the effects are solely driven by the maternal genotype, with no impact of the child’s genotype. PMID:25431500

von Hinke Kessler Scholder, Stephanie; Wehby, George L.; Lewis, Sarah; Zuccolo, Luisa

2014-01-01

241

The Role Of Gender In Academic Achievement  

ERIC Educational Resources Information Center

This article focuses on findings from a study involving 30 highly successful, low-income, African American public high school students. The students' gender-based experiences defy the traditional patterns of educational underachievement associated with this minority group. They challenge John Ogbu's influential notions of 'involuntary' minority…

Hubbard, Lea

2005-01-01

242

Rigor and academic achievement: Career academies versus traditional class structure  

NASA Astrophysics Data System (ADS)

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.

Kyees, Linda L.

243

Project Success: Helping Probationary Students Achieve Academic Success  

ERIC Educational Resources Information Center

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…

Humphrey, Elaine

2006-01-01

244

Self-Regulated Learning and Academic Achievement in College Students.  

ERIC Educational Resources Information Center

This paper presents study results concerning the nature of successful academic performance, specifically examining to what extent self-regulated learning played a role in successful academic performance at the college level. (Self-regulated learning is defined as the integration and utilization of cognitive, metacognitive, motivational,…

Lindner, Reinhard W.; Harris, Bruce

245

Relations Among Family Interaction Patterns, Classroom Self-Restraint, and Academic Achievement in Preadolescent Boys  

Microsoft Academic Search

Relations among observed family interaction patterns, preadolescent boys’ classroom self-restraint, and academic achievement were studied in a sample of 65 intact families. In contrast to previous work in this area, children’s social adjustment was introduced as a potential mechanism that mediates the relations between parent–child interactions and academic performance. Correlational results showed significant relations between achievement and all parent–child interaction

S. Shirley Feldman; Kathryn R. Wentzel

1990-01-01

246

Social context, student's motivation, and academic achievement: Toward a process model  

Microsoft Academic Search

The purpose of the present research was to propose and test a motivational process model of academic achievement. The model\\u000a posits that parental, teachers, and school administration support for students' autonomy positively influences students' perceived\\u000a school competence and autonomy. In turn, perceived school competence and autonomy affect positively self-determined school\\u000a motivation which in turn influences academic achievement. Two studies using

Frédéric Guay; Robert J. Vallerand

1996-01-01

247

Academic Achievement among Adolescents in Cambodia: Does Caregiver Trauma Matter?  

ERIC Educational Resources Information Center

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…

Eng, Sothy; Mulsow, Miriam; Cleveland, Harrington; Hart, Sybil L.

2009-01-01

248

A Neuroscientific Perspective on Second Language Learning and Academic Achievement.  

ERIC Educational Resources Information Center

It is proposed that research on neurological organization, cognitive psychology, and artificial intelligence can contribute to understanding the relationship between second language learning processes and academic achievement. Relevant research in these areas and in the field of neurolinguistics is reviewed, with several themes or topics…

Hawson, Anne

249

Apologize or Analyze: Measuring Academic Achievement in the Reservation School.  

ERIC Educational Resources Information Center

Three variables--student attendance, stability of enrollment, and socioeconomic status--can affect reservation students' performance on standardized tests as significantly as the quality of instruction. To test the impact of the three variables on academic achievement, the Ganado (Arizona) Unified School District No. 20 analyzed available…

Boloz, Sigmund A.; Varrati, Richard

250

Where Does Handwriting Fit in? Strategies to Support Academic Achievement  

ERIC Educational Resources Information Center

In today's environment of high-stakes testing, handwriting is a skill that is often overlooked in order to focus on other areas of the curriculum. However, research indicates that handwriting is tied to academic achievement, especially composition and literacy skills. This article provides strategies that can be used to support students with…

Cahill, Susan M.

2009-01-01

251

Organizational Culture and Academic Achievement in Secondary Schools  

ERIC Educational Resources Information Center

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…

van der Westhuizen, Philip C.; Mosoge, M. J.; Swanepoel, L. H.; Coetsee, L. D.

2005-01-01

252

Personality as a Moderator of Context Effects on Academic Achievement  

ERIC Educational Resources Information Center

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,…

Hendriks, A. A. Jolijn; Kuyper, Hans; Lubbers, Miranda J.; Van der Werf, Margaretha P. C.

2011-01-01

253

Does Children's Academic Achievement Improve when Single Mothers Marry?  

ERIC Educational Resources Information Center

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…

Wagmiller, Robert L., Jr.; Gershoff, Elizabeth; Veliz, Philip; Clements, Margaret

2010-01-01

254

Communication Apprehension and Academic Achievement Implications for Industrial Education Students.  

ERIC Educational Resources Information Center

McCroskey's Personal Report of Communication Apprehension completed by 24 industrial education students revealed a correlation between high apprehension levels and lower academic achievement. Teachers should be trained to deal with students' apprehension by improving interaction skills and fostering lifelong learning skills and attitudes. (SK)

Miller, Michael T.; Edmunds, Niel A.

1992-01-01

255

Gender, Psychosocial Dispositions, and the Academic Achievement of College Students  

ERIC Educational Resources Information Center

Researchers have recently claimed that there are substantial differences in the psychosocial dispositions and academic achievement of male and female college students. To test this proposition, a sample of 854 undergraduate students were selected from a major Canadian Research-1 university. Multiple regression analyses assessed the effects of…

Clifton, Rodney A.; Perry, Raymond P.; Roberts, Lance W.; Peter, Tracey

2008-01-01

256

Early childhood nutrition and academic achievement: a longitudinal analysis  

Microsoft Academic Search

Many policymakers propose early childhood nutrition programs as a way to increase students’ academic achievement. This paper investigates the nutrition–learning nexus using a unique longitudinal data set that follows a large sample of Filipino children from birth until the end of their primary education. We find that better nourished children perform significantly better in school, partly because they enter school

Paul Glewwe; Hanan G. Jacoby; Elizabeth M. King

2001-01-01

257

Childhood Nutrition and Academic Achievement: A Longitudinal Analysis  

Microsoft Academic Search

ABSTRACT Early childhood nutrition is thought to be an important input into subsequent academic achievement. This paper investigates the nutrition-learning nexus using a unique longitudinal data set, which follows a large sample of Philippine children from birth until the end of their primary education. We find that malnourished children perform more poorly in school, even after correcting for the effects

P. Glewwe; H. Jacoby; E. King

1999-01-01

258

Confidence: The Best Non-Cognitive Predictor of Academic Achievement?  

ERIC Educational Resources Information Center

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…

Stankov, Lazar; Morony, Suzanne; Lee, Yim Ping

2014-01-01

259

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

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…

Reimer, Catherine Nicole

2010-01-01

260

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

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…

Higa, Mitzie Y.

2012-01-01

261

Structure of Black Male Students Academic Achievement in Science  

NASA Astrophysics Data System (ADS)

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.

Rascoe, Barbara

262

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

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…

Alika, Henrietta Ijeoma; Edosa, Ogboro Samson

2012-01-01

263

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

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…

Garner, C. William; Cole, Ernest G.

264

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

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.…

Martin, Andrew J.; Wilson, Rachel; Liem, Gregory Arief D.; Ginns, Paul

2014-01-01

265

Academic Achievement among Caribbean Immigrant Adolescents: The Impact of Generational Status on Academic Self-Concept  

ERIC Educational Resources Information Center

Caribbean American immigrant students, who represent one of the largest subgroups in the Black population in the United States, exhibit low achievement scores and high dropout rates, which are both correlated with lifelong negative employment and psychosocial outcomes. To understand how immigrant status may impact academic achievement in this…

Mitchell, Natasha

2005-01-01

266

Promoting Academic Achievement: The Role of Racial Identity in Buffering Perceptions of Teacher Discrimination on Academic Achievement among African American and Caribbean Black Adolescents  

ERIC Educational Resources Information Center

In this study, the authors examined the moderating effects of different dimensions racial identity (i.e., racial centrality and public regard) on perceptions of teacher discrimination and academic achievement among a nationally represented sample of African American and Caribbean Black adolescents. The findings revealed that perceived teacher…

Thomas, Oseela N.; Caldwell, Cleopatra Howard; Faison, Nkesha; Jackson, James S.

2009-01-01

267

The association between academic engagement and achievement in health sciences students  

PubMed Central

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?academic achievements of college students. PMID:23446005

2013-01-01

268

Accuracy of Self-Reported College GPA: Gender-Moderated Differences by Achievement Level and Academic Self-Efficacy  

ERIC Educational Resources Information Center

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

Caskie, Grace I. L.; Sutton, MaryAnn C.; Eckhardt, Amanda G.

2014-01-01

269

Academic Achievement for Fifth-Grade Students in Elementary and Intermediate School Settings: Grade Span Configurations  

ERIC Educational Resources Information Center

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

Combs, Julie P.; Clark, David; Moore, George W.; Onwuegbuzie, Anthony J.; Edmonson, Stacey L.; Slate, John R.

2011-01-01

270

Social-Demographic, School, Neighborhood, and Parenting Influences on the Academic Achievement of Latino Young Adolescents  

Microsoft Academic Search

Using data from a national sample of 388 Latino young adolescents, this study identified the social-demographic characteristics, influences in the broader social environment, and parenting practices that predict youth academic achievement. Youths who were Mexican American, older, and had an English language problem had lower levels of reading and mathematics achievement. Youths of mothers who began childbearing at older ages,

Mary Keegan Eamon

2005-01-01

271

Selected Factors Related to the Mathematics Academic Achievement of Eighth Grade English Language Learners  

ERIC Educational Resources Information Center

The purpose of this study was to examine selected factors related to the 8th grade mathematics achievement levels of English Language Learner (ELL) students in selected South Texas middle schools. The dependent variable, ELL mathematics achievement, was measured by the ELL student's raw score on the State of Texas Assessment of Academic

Garza, Anthony

2012-01-01

272

Intergenerational Closure and Academic Achievement in High School: A New Evaluation of Coleman's Conjecture  

ERIC Educational Resources Information Center

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…

Morgan, Stephen L.; Todd, Jennifer J.

2009-01-01

273

Examining the Psychometric Properties of the Achievement Goal Questionnaire in a General Academic Context  

ERIC Educational Resources Information Center

The psychometric properties of the Achievement Goal Questionnaire (AGQ), when modified for a general academic context, were examined. Previous research has found evidence of a four-factor structure of achievement goal orientation when this measure was used in a course-specific context. This study is an important addition to goal orientation…

Finney, Sara J.; Pieper, Suzanne L.; Barron, Kenneth E.

2004-01-01

274

Under the Radar: The Impact of Relatively Young Age for Grade Level on Academic Achievement  

ERIC Educational Resources Information Center

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…

Ryken, Klazina

2012-01-01

275

Parental interest and academic achievement of Xhosa children from broken and intact homes.  

PubMed

This study examined the relationship between parental interest and academic achievement of 955 Xhosa-speaking children whose mean age was 15.3 yr. An interview schedule was used to estimate parental interest. Analysis of variance indicated positive and statistically significant effects of parental interest scores on children's achievement in school. PMID:7568586

Cherian, V I

1995-06-01

276

Maternal Education and Children’s Academic Achievement During Middle Childhood  

Microsoft Academic Search

Despite much evidence that links mothers’ educational attainment to children’s academic outcomes, studies have not established whether increases in mothers’ education will improve their children’s academic achievement. Using data from the National Longitudinal Survey of Youth on children between the ages of 6 and 12, this study examined whether increases in mothers’ educational attainment are associated with changes in children’s

Katherine Magnuson

2007-01-01

277

An Examination of the Relationship Between Selected Personality Factors and Academic Achievement in an Undergraduate Instructional Television Course  

ERIC Educational Resources Information Center

This study represents an attempt to examine ways in which anxiety, achievement and affiliation motivation and dogmatism influence the academic performance of undergraduates under structured instructional conditions. The study provides strong supporting evidence for the notion that personality patterns do influence academic achievement under the…

Gulo, E. Vaughn

1973-01-01

278

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

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

Brooks-Bey, Michelle Rubee

2011-01-01

279

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

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…

Hsu, Hsien-Yuan; Zhang, Dalun; Kwok, Oi-Man; Li, Yan; Ju, Song

2011-01-01

280

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

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…

Martinez, Beate M. Winter

2010-01-01

281

Adolescents' academic achievement and life satisfaction: the role of parents' education.  

PubMed

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

Crede, Julia; Wirthwein, Linda; McElvany, Nele; Steinmayr, Ricarda

2015-01-01

282

78 FR 79221 - Title I-Improving the Academic Achievement of the Disadvantaged; Migrant Education Program  

Federal Register 2010, 2011, 2012, 2013, 2014

...health information; (2) Academic history (including partial...Education Act); (3) Other academic information essential to ensuring...migratory children achieve to high academic standards; and (4) Information...program against the State's performance targets in Sec....

2013-12-27

283

The Differential Impact of Academic Self-Regulatory Methods on Academic Achievement among University Students with and without Learning Disabilities.  

ERIC Educational Resources Information Center

A study involving university students with (n=53) and without (n=417) learning disabilities (LD) found students with LD differed significantly in the relationships between their motivation for and use of standard self-regulated learning and compensation strategies, which provided a differential explanation of academic achievement for students with…

Ruban, Lilia M.; McCoach, D. Betsy; McGuire, Joan M.; Reis, Sally M.

2003-01-01

284

An ecological perspective of science and math academic achievement among African American students  

NASA Astrophysics Data System (ADS)

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.

Stewart, Endya Bentley

285

Neighborhood Influences on the Academic Achievement of Extremely Low Birth Weight Children  

PubMed Central

Objective?To examine neighborhood effects on academic achievement of children with extremely low birth weight (ELBW <1000 g) and normal birth weight (NBW) controls.?Methods?The study included 183 8-year-old children with ELBW born during 1992–1995 and 176 sociodemographically similar NBW controls. Academic achievement was measured via The Woodcock–Johnson III Academic Skills Cluster. Results?Children with ELBW had significantly lower achievement scores (89 ± 16 vs. 97 ± 13). A multilevel estimation of predictors of academic achievement revealed that neighborhood poverty was significantly associated with lower achievement (? = ?.17; 95% CI ?.3, ?.05; p < .01). Additional correlates included birth weight status, male sex, and parent ratings of attention deficit hyperactivity disorder symptoms. Family characteristics included maternal education and parent protection.?Conclusions?Neighborhood characteristics affect academic achievement of both children with ELBW and NBW controls, over and above individual and family influences. Interventions designed to address family and neighborhood factors may potentially improve these outcomes. PMID:19584171

Borawski, Elaine; Schluchter, Mark; Taylor, H.Gerry; Klein, Nancy; Hack, Maureen

2010-01-01

286

School Violent Crime and Academic Achievement in Chicago*  

PubMed Central

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

Burdick-Will, Julia

2013-01-01

287

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

PubMed

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) youth; that they can have high grades but still exhibit problem behaviors. This study finds that academic performance is a significant predictor of aggressive and nonaggressive delinquent offenses, gang initiation, sexual behaviors, and substance use, and that the relationship generally does not vary by race and ethnicity. Thus, there is little evidence that API youth are high achievers who are also engaging significantly in problem behaviors. The existing perceptions of API youth may be largely based on stereotype and ambivalence. PMID:25170181

Choi, Yoonsun

2007-05-01

288

Academic Achievement and Problem Behaviors among Asian Pacific Islander American Adolescents  

PubMed Central

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) youth; that they can have high grades but still exhibit problem behaviors. This study finds that academic performance is a significant predictor of aggressive and nonaggressive delinquent offenses, gang initiation, sexual behaviors, and substance use, and that the relationship generally does not vary by race and ethnicity. Thus, there is little evidence that API youth are high achievers who are also engaging significantly in problem behaviors. The existing perceptions of API youth may be largely based on stereotype and ambivalence. PMID:25170181

2011-01-01

289

Linguistic, social, and cultural factors influencing literacy development and academic achievement of Puerto Rican students in elementary school  

Microsoft Academic Search

Throughout the United States and in New York City specifically, public school students of Puerto Rican origin\\/descent have exhibited an historical and consistent problem in English language literacy development and high academic achievement. The purpose of this study was to examine the interaction of linguistic, cultural, and social factors on the literacy development and academic achievement of Puerto Rican elementary

Aramina Vega Ferrer

2009-01-01

290

The Impact of Household Possessions on Youth's Academic Achievement in the Ghana YouthSave Experiment: A Propensity Score Analysis  

ERIC Educational Resources Information Center

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…

Chowa, Gina A. N.; Masa, Rainier D.; Wretman, Christopher J.; Ansong, David

2013-01-01

291

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

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,…

Ickovics, Jeannette R.; Carroll-Scott, Amy; Peters, Susan M.; Schwartz, Marlene; Gilstad-Hayden, Kathryn; McCaslin, Catherine

2014-01-01

292

The role of achievement goals, academic motivation, and learning strategies in statistics anxiety: Testing a causal model  

Microsoft Academic Search

The present study aims at analyzing the effect of achievement goals on statistics anxiety through academic motivation and statistics learning approaches. In doing so, 345 undergraduate students (68 male and 277 female) from the faculties of psychology and educational sciences of Tehran city were selected using census sampling method. The participants answered the questionnaires prepared on achievement goals, academic motivation,

Masoud Gholamali Lavasani; Mokhtar Weisani; Javad Ejei

2011-01-01

293

Trajectories of Chinese Students' Sense of School Belonging and Academic Achievement over the High School Transition Period  

ERIC Educational Resources Information Center

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…

Liu, Yangyang; Lu, Zuhong

2011-01-01

294

Reciprocal effects of self-concept and academic achievement in sixth and seventh grade  

Microsoft Academic Search

We aimed to (a) assess causal influences of three levels of self-concept on each other, (b) examine the relationship between each level of self-concept and academic achievement, and (c) compare the effect of self-concept on achievement with the effect of achievement on self-concept. In a two-year longitudinal study of 322 sixth and seventh grade students, influences over time between three

Dean R. Hoge; Edna K. Smit; John T. Crist

1995-01-01

295

Academic achievement in the high school years: the changing role of school engagement.  

PubMed

School engagement is an important theoretical and practical cornerstone to the promotion of academic accomplishments. This article used a tripartite-behavioral, emotional, and cognitive-model of school engagement to assess the relationship between school engagement and academic success among high school students, and to determine whether a reciprocal relationship exists between these constructs. Data were derived from 710 youth (69% female) who took part in Waves 6 through 8 (Grades 10 through 12) of the 4-H study of positive youth development. Longitudinal confirmatory factor analyses confirmed the invariance of the tripartite model of school engagement. Results of a structural equation model showed that the components of school engagement and academic achievement were mutually predictive and that these predictions varied from grade to grade. Future possibilities for evaluating the relationship between school engagement and academic achievement, as well as the implications for educational policy and practice, are discussed. PMID:24477498

Chase, Paul A; Hilliard, Lacey J; Geldhof, G John; Warren, Daniel J A; Lerner, Richard M

2014-06-01

296

Boasts are a boost: achievement prime self-reactivity predicts subsequent academic performance.  

PubMed

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

Gramzow, Richard H; Johnson, Camille S; Willard, Greg

2014-03-01

297

The Effects of Using PBWorks in a Hybrid Collaborative Class Environment on Students' Academic Achievement  

ERIC Educational Resources Information Center

E-learning plays an important role in higher education, especially with the appearance of web 2.0. The study investigated the effects of using PBWorks, as a free web 2.0 wiki, on students' academic achievement, and students' attitudes toward collaborative learning. The study was designed as an experimental study. There was comparison between two…

Ibrahim, Abdullah Y. A. A. A.

2011-01-01

298

Self-Regulation, Executive Function, Working Memory, and Academic Achievement of Female High School Students  

ERIC Educational Resources Information Center

Self-regulation, executive function and working memory are areas of cognitive processing that have been studied extensively. Although many studies have examined the constructs, there is limited empirical support suggesting a formal link between the three cognitive processes and their prediction of academic achievement. Thus, the present study

Halloran, Roberta Kathryn

2011-01-01

299

Freshmen Persistence as Measured by Reaching Academic Achievement Benchmarks.  

ERIC Educational Resources Information Center

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

Barr, James E.; Rasor, Richard

300

Coexisting Disorders and Academic Achievement among Children with ADHD  

ERIC Educational Resources Information Center

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…

Barnard-Brak, Lucy; Sulak, Tracey N.; Fearon, Danielle D.

2011-01-01

301

An Investigation of the Effects between Academic Self-concept, Nonacademic Self-concept, and Academic Achievement: Causal Ordering Models  

Microsoft Academic Search

The two purposes of this research were 1) to compare the goodness of fit index of causal ordering models of academic self-concept, nonacademic self-concept, and academic achievement with different self-concept factors and 2) to develop and to validate the causal ordering model of academic self-concept, nonacademic self-concept, and academic achievement. The research sample consisted of 820 grad nine students. The

Suntonrapot Damrongpanit

302

Brief Report: How Do They Manage Social Interaction? The Influence of Concealing Academic Achievement Information on Self-Monitoring by Adolescents with Low Achievement  

ERIC Educational Resources Information Center

During social interactions people self-monitor their behavior at least partially to conceal socially devalued characteristics. This study examined the influences of concealing academic achievement on self-monitoring in an academically-relevant social interaction. An interview paradigm called for school-aged adolescent participants (total N = 86)…

Zhang, Baoshan; Zhao, Jun-Yan; Yu, Guoliang

2010-01-01

303

High-Achieving High School Students and Not so High-Achieving College Students: A Look at Lack of Self-Control, Academic Ability, and Performance in College  

ERIC Educational Resources Information Center

This study investigated the relationship among lack of self-control, academic ability, and academic performance for a cohort of freshman engineering students who were, with a few exceptions, extremely high achievers in high school. Structural equation modeling analysis led to the conclusion that lack of self-control in high school, as measured by…

Honken, Nora B.; Ralston, Patricia A. S.

2013-01-01

304

Profiling First-Year Students in STEM Programs Based on Autonomous Motivation and Academic Self-Concept and Relationship with Academic Achievement  

PubMed Central

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

Van Soom, Carolien; Donche, Vincent

2014-01-01

305

Associations among Peer Relationships, Academic Achievement, and Persistence in College  

ERIC Educational Resources Information Center

Developmental theory describes the central importance of peer relationships in the lives of young adults (e.g., Erikson, 1963). In this study we tested the importance of peer relationships to academic outcomes. First-year undergraduates completed a self-report survey to indicate the number and closeness of their friendships. We compared these…

Swenson Goguen, Lisa M.; Hiester, Marnie A.; Nordstrom, Alicia H.

2011-01-01

306

Profiling Learners' Achievement Goals when Completing Academic Essays  

ERIC Educational Resources Information Center

This study explored adult learners' goal profiles in relation to the completion of a compulsory academic essay. Based on learners' scores on items assessing mastery, performance-approach, and work-avoidance goals, cluster analyses produced three distinct categories of learners: performance-focused, work-avoidant, and multiple-goal learners. These…

Ng, Chi-Hung Clarence

2009-01-01

307

The Interrelationship of School District Expenditures and Student Academic Achievement in Oklahoma Public Elementary School Districts  

ERIC Educational Resources Information Center

Purpose and Method of Study. The primary purpose of this quantitative study was to analyze the relationship between school district expenditures and student academic achievement in 102 public elementary school districts in the state of Oklahoma. The secondary purpose was to investigate the relationship between school district expenditures and…

Moore, Glenn M.

2012-01-01

308

Multiple intelligences and alternative teaching strategies: The effects on student academic achievement, conceptual understanding, and attitude  

Microsoft Academic Search

The purpose of this study was to investigate the interactions between multiple intelligence strengths and alternative teaching methods on student academic achievement, conceptual understanding and attitudes. The design was a quasi-experimental study, in which students enrolled in Principles of Anatomy and Physiology, a developmental biology course, received lecture only, problem-based learning with lecture, or peer teaching with lecture. These students

Michelle Baragona

2009-01-01

309

Personality Correlates of Academic Achievement and Laboratory Learning of Elementary School Pupils. Final Report.  

ERIC Educational Resources Information Center

This paper reports three studies designed to determine if significant increases could be made in the prediction of elementary school pupils' academic achievement by adding personality measures to intellectual measures after mental age and intelligent quotient leveling. A fourth study examined the utility of leveling pupils on socioeconomic…

Butterfield, Earl C.; Weaver, S. Joseph

310

Actively Closing the Gap? Social Class, Organized Activities, and Academic Achievement in High School  

ERIC Educational Resources Information Center

Participation in Organized Activities (OA) is associated with positive behavioral and developmental outcomes in children. However, less is known about how particular aspects of participation affect the academic achievement of high school students from different social class positions. Using the Education Longitudinal Study of 2002, this study

Morris, David S.

2015-01-01

311

The Effects of Modeling Instruction on High School Physics Academic Achievement  

ERIC Educational Resources Information Center

The purpose of this study was to explore whether Modeling Instruction, compared to traditional lecturing, is an effective instructional method to promote academic achievement in selected high school physics classes at a rural middle Tennessee high school. This study used an "ex post facto," quasi-experimental research methodology. The…

Wright, Tiffanie L.

2012-01-01

312

Examining the Validity of Behavioral Self-Regulation Tools in Predicting Preschoolers' Academic Achievement  

ERIC Educational Resources Information Center

Research Findings: The current study investigated the predictive utility of teacher-rated, observed, and directly assessed behavioral self-regulation skills to academic achievement in preschoolers. Specifically, this study compared how a teacher report (the Child Behavior Rating Scale), an observer report (the Observed Child Engagement Scale), and…

Schmitt, Sara A.; Pratt, Megan E.; McClelland, Megan M.

2014-01-01

313

The Effect of Web-Based Portfolio Use on Academic Achievement and Retention  

ERIC Educational Resources Information Center

The web-based portfolio emerged as a result of the influence of technological developments on educational practices. In this study, the effect of the web-based portfolio building process on academic achievement and retention is explored. For this purpose, a study platform known as a computer-assisted personal development portfolio was designed for…

Guzeller, Cem Oktay

2012-01-01

314

How Is Taking Care of Caregivers of Children with Disabilities Related to Academic Achievement?  

ERIC Educational Resources Information Center

Respite care services have been linked to variety of positive outcomes for caregivers and families alike. The purpose of the current study was to examine the association of receiving respite care with academic achievement for children with disabilities across time. The study employed a nationally representative sample of children to examine this…

Barnard-Brak, Lucy; Thomson, David

2009-01-01

315

Emotional Intelligence and Academic Achievement of High School Students in Kanyakumari District  

ERIC Educational Resources Information Center

The objective of the study is to find the significant relationship between emotional intelligence and academic achievement of high school students with reference to the background variables. Survey method was employed. Two tools are used in this study namely self-made Trait Emotional Intelligence Questionnaire Short Form (TEIQue SF) and the…

Lawrence, A. S. Arul; Deepa, T.

2013-01-01

316

Three Dopaminergic Polymorphisms Are Associated with Academic Achievement in Middle and High School  

ERIC Educational Resources Information Center

Although academic achievement is a heritable construct, to date research has yet to explore its molecular genetic underpinnings. Drawing on data from the National Longitudinal Study of Adolescent Health, the current longitudinal study investigated the associations between polymorphisms in three dopaminergic genes (DAT1, DRD2, and DRD4) and…

Beaver, Kevin M.; Vaughn, Michael G.; Wright, John Paul; DeLisi, Matt; Howard, Matthew O.

2010-01-01

317

Self-Concept among Primary School Students According to Gender and Academic Achievement Variables in Jordan  

ERIC Educational Resources Information Center

The aim of this study is to explore the level of self-concept among primary school students according to gender and academic achievement variables in Amman. A random sample was chosen from fourth, fifth and sixth grades in private schools in Amman city. The sample of the study consisted of (365) male and female students, (177) males and (188)…

Al-Srour, Nadia Hayel; Al-Ali, Safa Mohammad

2013-01-01

318

Perceptions of Educational Barriers Affecting the Academic Achievement of Latino K-12 Students  

ERIC Educational Resources Information Center

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…

Becerra, David

2012-01-01

319

Marital Status, Ethnicity, Academic Achievement, and Adjustment Strains: The Case of Graduate International Students  

ERIC Educational Resources Information Center

This study sought to empirically assess the relation of marital status, ethnicity and academic achievement in relation to the adjustment strains experienced by international graduate students. One hundred and forty nine international students attending five universities in the United States participated in the study. Correlational and multiple…

Poyrazli, Senel; Kavanaugh, Philip R.

2006-01-01

320

Student-Related Variables as Predictors of Academic Achievement among Some Undergraduate Psychology Students in Barbados  

ERIC Educational Resources Information Center

This study examined some student-related variables (interest in higher education, psychological resilience and study habit) as predictors of academic achievement among 131 (M (mean) = 28.17, SD (standard deviation) = 1.61) first year psychology students in the Introduction to Developmental Psychology class in UWI (The University of the West…

Fayombo, Grace Adebisi

2011-01-01

321

Career Aspirations and Academic Achievement of BMTs in the Republic of Trinidad and Tobago  

ERIC Educational Resources Information Center

Purpose of Study: This paper seeks to explore the relationship between career aspirations (CA) and academic achievement (AA) for business management technicians (BMTs) from state-run technical institutions (SRTIs) in The Republic of Trinidad and Tobago in the West Indies. Methodology: For the purposes of this study, AA was defined as "task…

McDonald, Betty

2004-01-01

322

Factors Affecting Academic Achievement in Single Mothers Attending Public Two-Year Institutions  

ERIC Educational Resources Information Center

This quantitative, cross-sectional, correlation research study explored the relationships between self-efficacy, social support, and academic achievement among single mothers aged 18 and older attending Mississippi public two-year institutions. A total of 82 single mothers provided data for this study by completing the following research…

Young, Shakebra L.

2012-01-01

323

Early Behavioral Self-Regulation, Academic Achievement, and Gender: Longitudinal Findings from France, Germany, and Iceland  

ERIC Educational Resources Information Center

Research suggests that behavioral self-regulation skills are critical for early school success, but few studies have explored such links among young children in Europe. This study examined the contribution of early self-regulation to academic achievement gains among children in France, Germany, and Iceland. Gender differences in behavioral…

Gestsdottir, Steinunn; von Suchodoletz, Antje; Wanless, Shannon B.; Hubert, Blandine; Guimard, Philippe; Birgisdottir, Freyja; Gunzenhauser, Catherine; McClelland, Megan

2014-01-01

324

The Relationship between University Students' Academic Achievement and Perceived Organizational Image  

ERIC Educational Resources Information Center

The purpose of present study was to determine the relationship between university students' academic achievement and perceived organizational image. The sample of the study was the senior students at the faculties and vocational schools in Umuttepe Campus at Kocaeli University. Because the development of organizational image is a long process, the…

Polat, Soner

2011-01-01

325

Students' Learning Style Preferences and Teachers' Instructional Strategies: Correlations between Matched Styles and Academic Achievement  

ERIC Educational Resources Information Center

The purpose of the current study was to identify the extent to which learning styles influence the educational process as well as the outcome of elementary-age students in terms of academic achievement. This study examined potential relationships between the degree of match (as determined by comparing learning style preferences of students with…

Wilson, Mary

2012-01-01

326

Goal Orientations, Locus of Control and Academic Achievement in Prospective Teachers: An Individual Differences Perspective  

ERIC Educational Resources Information Center

The aim of this study is to investigate the role of the prospective teachers' locus of control in goal orientations and of both orientations in academic achievement. The participants were 270 undergraduate students studying in different majors at the Faculty of Education in Pamukkale University. Goal Orientations and Locus of Control Scales were…

Bulus, Mustafa

2011-01-01

327

The Effect of School-Specific Parenting Processes on Academic Achievement in Adolescence and Young Adulthood  

ERIC Educational Resources Information Center

There is inconsistency in the current literature regarding the association between dimensions of parenting processes and academic achievement for adolescents. Further, few studies have extended such an association into young adulthood. In this study, we examined the effect of three dimensions of parenting processes, including school-specific…

Gordon, Mellissa S.; Cui, Ming

2012-01-01

328

English Language Proficiency and Academic Achievement of International Students: A Meta-Analysis  

ERIC Educational Resources Information Center

Studies have been conducted to determine the impact of English language on the academic achievement of international students in higher education institutions in the United States. The results of these investigations have been varied and at times contradictory. The purpose of this meta-analysis was to investigate studies from 1987-2009 that…

Wongtrirat, Rachawan

2010-01-01

329

Experiences of Violence and Deficits in Academic Achievement among Urban Primary School Children in Jamaica  

ERIC Educational Resources Information Center

Objective: The aim of this study was to examine the relationship between children's experiences of three different types of violence and academic achievement among primary school children in Kingston, Jamaica. Methods: A cross-sectional study of 1300 children in grade 5 [mean (S.D.) age: 11 (0.5) years] from 29 government primary schools in urban…

Baker-Henningham, Helen; Meeks-Gardner, Julie; Chang, Susan; Walker, Susan

2009-01-01

330

Relationship between parental aspiration and academic achievement of Xhosa children from broken and intact families.  

PubMed

This study concerned the relationship between parental aspiration and academic achievement of Xhosa pupils (369 boys and 652 girls) whose ages ranged from 13 to 17 years (mean age, 15.3 yr.). Children were chosen at random from the Standard 7/Year 9 population of Transkei. A questionnaire administered to parents or parent surrogates identified 242 children of parents divorced or separated and 713 from intact homes and obtained parental aspiration for the education of children. Analysis of variance showed significant effects of parental aspiration on academic achievement of children whether the children were from broken or intact homes. PMID:8058861

Cherian, V I

1994-06-01

331

Examining the Academic Achievement of Black Youth: The Roles of Social Influence, Achievement Values and Behavioral Engagement  

E-print Network

The achievement gap between White youth and youth of color is a pervasive problem in the United States. Many cultural explanations have been provided within the academic literature to explain the differences in achievement between Black and White...

Darensbourg, Alicia Marie

2011-10-21

332

Perceived School and Neighborhood Safety, Neighborhood Violence and Academic Achievement in Urban School Children  

PubMed Central

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 of 3rd-5th grade students in an urban public school system. Community and school safety were assessed using the School Climate Survey, an annual city-wide assessment of student’s perception of school and community safety. Community violence was measured using the Neighborhood Inventory for Environmental Typology, an objective observational assessment of neighborhood characteristics. Academic achievement was measured using the Maryland State Assessment (MSA), a standardized exam given to all Maryland 3rd-8th graders. School Climate Data and MSA data were aggregated by school and grade. Objective assessments of neighborhood environment and students’ self-reported school and neighborhood safety were both strongly associated with academic performance. Increasing neighborhood violence was associated with statistically significant decreases from 4.2%-8.7% in math and reading achievement; increasing perceived safety was associated with significant increases in achievement from 16%-22%. These preliminary findings highlight the adverse impact of perceived safety and community violence exposure on primary school children’s academic performance. PMID:21197388

AJ, Milam; CDM, Furr-Holden; PJ, Leaf

2010-01-01

333

Two ecological models of academic achievement among diverse students with and without disabilities in transition.  

PubMed

School experiences can have positive effects on student academic achievement, yet less is known about intermediary processes that contribute to these positive effects. We examined pathways between school experiences and academic achievement among 117 low-income urban students of color, many with disabilities, who transitioned to other schools following a school closure. Using structural equation modeling, we tested two ecological models that examined the relationships among self-reported school experiences, school support, academic self-efficacy, and school-reported academic achievement. The model in which the relationship between school experiences and academic achievement is mediated by both school support and academic self-efficacy, and that takes previous academic achievement into account, was an excellent fit with the data. The roles of contextual and individual factors as they relate to academic achievement, and the implications of these findings, are discussed. PMID:24447155

Williams, Terrinieka T; McMahon, Susan D; Keys, Christopher B

2014-01-01

334

Single-Parent Families: The Role of Parent's and Child's Gender on Academic Achievement  

ERIC Educational Resources Information Center

Using national survey data, the present study investigated whether adolescents living with parents of their same gender fare better on academic achievement than their peers living with opposite-gender parents. Multiple analyses of covariance (MANCOVA) procedures were employed to examine the effects of the children's gender in single-father and…

Lee, Sang Min; Kushner, Jason

2008-01-01

335

Motivation Orientations, Academic Achievement, and Career Goals of Undergraduate Music Education Majors  

ERIC Educational Resources Information Center

This study is an examination of motivation orientations (mastery, intrinsic, cooperative, individual, competition, ego, approach success, avoid failure, hypercompetition, personal development competition) and musical self-concept in relation to measures of academic achievement and career goals of preservice music teachers. The research questions…

Schmidt, Charles P.; Zdzinski, Stephen F.; Ballard, Dennis L.

2006-01-01

336

Evoked Prior Learning Experience and Approach to Learning as Predictors of Academic Achievement  

ERIC Educational Resources Information Center

Background: In separate studies and research from different perspectives, five factors are found to be among those related to higher quality outcomes of student learning (academic achievement). Those factors are higher self-efficacy, deeper approaches to learning, higher quality teaching, students' perceptions that their workload is…

Trigwell, Keith; Ashwin, Paul; Millan, Elena S.

2013-01-01

337

Quest for the Best Non-Cognitive Predictor of Academic Achievement  

ERIC Educational Resources Information Center

This is a review of five studies that reported new empirical data relevant for the predictability gradient hypothesis. This hypothesis is focused on within-person psychological variables typically collected in background questionnaires that examine the role of non-cognitive influences on students' academic achievement. Broad measures of…

Stankov, Lazar; Lee, Jihyun

2014-01-01

338

Factors that Discriminate Best between Students Identified as Motivated or Not-Motivated to Achieve Academically  

ERIC Educational Resources Information Center

This study examined a host of variables the literature or focus groups showed to influence student motivation to achieve academically. Secondary school teachers in Doha, Qatar were asked to identify the five most and five least motivated students in their classrooms. They also were asked to estimate the degree of involvement the parents had in the…

Baker, Ahmad M.; Kanan, Hana M.; Al-Misnad, Sheikha A.

2008-01-01

339

Elementary Teacher Assessments of Principal Servant Leadership, Their Experience with Team Learning and Student Academic Achievement  

ERIC Educational Resources Information Center

This study compared teacher assessments of principal servant leadership and their experience with team learning in high, moderate, and low student academic achieving elementary schools. The participants were from fifteen moderate need elementary schools located in southern New York State counties. One hundred sixty two teachers responded to a 36…

Zahn, Brian

2011-01-01

340

The Relationship between Intrinsic Motivation and Academic Achievement for First Generation Latino College Students  

ERIC Educational Resources Information Center

Hispanic students are pursuing higher education more than in previous years and they often represent their family as the first member to attend college (Strage in "Coll Stud J" 33:198-205, 1999). Past educational research has studied the influence of intrinsic motivation on academic achievement in various ethnically diverse elementary,…

Trevino, Naomi Noel; DeFreitas, Stacie Craft

2014-01-01

341

Academic Performance in African American Undergraduates: Effects of Cultural Mistrust, Educational Value, and Achievement Motivation  

ERIC Educational Resources Information Center

The current study examined achievement motivation, the value of education, cultural mistrust, and academic performance in 202 African American college students attending both Historically Black Colleges and Universities (HBCUs) and a Predominately White Institution (PWI). Results using hierarchical multiple regression established that the three…

Caldwell, Taisha; Obasi, Ezemenari M.

2010-01-01

342

A's from Zzzz's? The Causal Effect of School Start Time on the Academic Achievement of Adolescents  

Microsoft Academic Search

Recent sleep research finds that many adolescents are sleep-deprived because of both early school start times and changing sleep patterns during the teen years. This study identifies the causal effect of school start time on academic achievement by using two policy changes in the daily schedule at the US Air Force Academy along with the randomized placement of freshman students

Scott E. Carrell; Teny Maghakian; James E. West

2011-01-01

343

The Effects of Participation in School Instrumental Music Programs on Student Academic Achievement and School Attendance  

ERIC Educational Resources Information Center

This study examined whether or not students that participated in a school sponsored instrumental music program had higher academic achievement and attendance than students that did not participate in a school sponsor instrumental music program. Units of measurement included standardized test scores and attendance, without taking into consideration…

Davenport, Kevin O.

2010-01-01

344

Resilience and Academic Achievement of Male and Female Secondary Level Students in Pakistan  

ERIC Educational Resources Information Center

Resilience is the ability to succeed despite barriers that make it difficult for the students to succeed. The purpose of this study was to investigate the relationship between resilience and academic achievement of secondary level students of Gujranwala, Pakistan. A Resilience scale was used to collect data. The sample consisted of 127 secondary…

Sarwar, Muhammad; Inamullah, Hafiz; Khan, Naeemullah; Anwar, Nadeem

2010-01-01

345

The Influence of Casual Elements of Locus of Control on Academic Achievement Satisfaction  

ERIC Educational Resources Information Center

This study attempted to explore the influence of causal elements (ability, effort, task difficulty, and luck) as the strongest elements of locus of control predicting students' academic achievement satisfaction among foreign students. Based on locus of control scale invented by Rotter (1966), the findings obtained from 210 foreign students in…

Uguak, Uget Apayo; Bt. Elias, Habibah; Uli, Jegak; Suandi, Turiman

2007-01-01

346

Instrumental Motivation, Critical Thinking, Autonomy and Academic Achievement of Iranian EFL Learners  

ERIC Educational Resources Information Center

Among the factors influencing learners' learning, instrumental motivation, critical thinking and autonomy are thought to be of crucial importance. The present study, thus, set out to investigate relationships between instrumental motivation, critical thinking, autonomy and academic achievement of Iranian EFL learners. To this end, 100 Iranian…

Afshar, Hassan Soodmand; Rahimi, Ali; Rahimi, Masoud

2014-01-01

347

Hierarchical Linear Modelling of Student and School Effects on Academic Achievement.  

ERIC Educational Resources Information Center

Used hierarchical linear modeling with data from the New Brunswick School Climate Study (Canada) to examine student background, school context, and school climate effects on Grade 6 student achievement in mathematics, science, reading, and writing. Gender, socioeconomic status, and Native ethnicity were significant predictors of academic

Ma, Xin; Klinger, Don A.

2000-01-01

348

The Impact of School Management Strategies on Academic Achievement in Texas Schools  

ERIC Educational Resources Information Center

This study analyzes the relationship between school management strategies and student's academic achievement, while controlling for factors such as the school principals' age, gender, experience, as well as school size and location, Student's Social Economics Status (SES), English as a Second Language learner's population…

Ogundokun, Olubunmi K.

2012-01-01

349

Effects of Jigsaw II Technique on Academic Achievement and Attitudes to Written Expression Course  

ERIC Educational Resources Information Center

This study aims to explore the effects of a cooperative technique Jigsaw II (experimental group, n=42) and instructional teacher-centered teaching method (control group, n=38) on Turkish language teacher education department students' attitudes to written expression course (a course in which writing skills were taught), their academic achievement,…

Sahin, Abdullah

2010-01-01

350

Academic Achievement of GED Graduates of the Community College of Allegheny County.  

ERIC Educational Resources Information Center

The tests of General Education Development (GED) provide adults with opportunities to attend and graduate from postsecondary institutions. A study investigated the academic achievement of GED recipients compared to that of high school diploma (HSD) students graduating from the Community College of Allegheny County (Pennsylvania) between June 1985…

Clark, Renee Smith

351

The Influence of Christian Programs on the Academic Achievement of Low-Literate Male Inmates  

ERIC Educational Resources Information Center

The purpose of this study was to measure whether Christian programs had a positive influence on the academic achievement of low-literate male inmates. The sample consisted of 124 male inmates in a closed security prison in the southeastern United States who were participating in an Adult Basic Education (ABE) program. The researcher grouped the…

Messemer, Jonathan E.

2007-01-01

352

Demographic and Educational Influences on Academic Motivation, Competence, and Achievement in Minority Urban Students.  

ERIC Educational Resources Information Center

Using the Scale of Intrinsic versus Extrinsic Orientation in the Classroom (S. Harter, 1980) and the Self-Perception Profile for Children (S. Harter, 1985), this study of 222 urban early adolescents (median age=149 months) examined differences in motivation that might affect academic achievement and perceptions of competence. Socioeconomic status…

Marcon, Rebecca A.

353

Parental Involvement of Mothers with Chronic Illness and Children's Academic Achievement  

ERIC Educational Resources Information Center

This study examined how maternal chronic illnesses may affect children's academic achievement through parental involvement. A total of 189 mothers diagnosed with chronic illnesses, such as multiple sclerosis, diabetes, cancer, HIV/AIDS, chronic pain, asthma, myelodysplasic syndrome, and fibromyalgia, and with a child in middle school or high…

Chen, Yung-Chi; Fish, Marian C.

2013-01-01

354

Teacher Attitudes toward Dyslexia: Effects on Teacher Expectations and the Academic Achievement of Students with Dyslexia  

ERIC Educational Resources Information Center

The present study examined teacher attitudes toward dyslexia and the effects of these attitudes on teacher expectations and the academic achievement of students with dyslexia compared to students without learning disabilities. The attitudes of 30 regular education teachers toward dyslexia were determined using both an implicit measure and an…

Hornstra, Lisette; Denessen, Eddie; Bakker, Joep; van den Bergh, Linda; Voeten, Marinus

2010-01-01

355

Trends in Academic Achievement Gaps in the Era of No Child Left Behind  

ERIC Educational Resources Information Center

The authors' goals in this study are to use both the National Assessment of Educational Progress (NAEP) and state accountability test score data to (1) provide a detailed description of the magnitude and trends of state-level academic achievement gaps among cohorts of students entering school in the 1990s and 2000s; (2) investigate the extent to…

Reardon, Sean F.; Greenberg, Erica; Kalogrides, Demetra; Shores, Kenneth A.; Valentino, Rachel A.

2012-01-01

356

Computer Science Majors: Sex Role Orientation, Academic Achievement, and Social Cognitive Factors  

ERIC Educational Resources Information Center

This study examined the sex role orientations endorsed by 188 male and female students majoring in computer science, a male-dominated college degree program. The relations among sex role orientation and academic achievement and social cognitive factors influential in career decision-making self-efficacy were explored. Findings revealed that…

Brown, Chris; Garavalia, Linda S.; Fritts, Mary Lou Hines; Olson, Elizabeth A.

2006-01-01

357

Peer Norm Salience for Academic Achievement, Prosocial Behavior, and Bullying: Implications for Adolescent School Experiences  

ERIC Educational Resources Information Center

This study investigated the significance of classroom-level norm salience, calculated as the within-classroom correlation between a behavior and peer-nominated popularity, by examining the extent to which norm salience moderated the relation of individual classroom behaviors (academic achievement, prosocial behavior, and bullying) with peer…

Dijkstra, Jan Kornelis; Gest, Scott D.

2015-01-01

358

Spatial Experiences of High Academic Achievers: Insights from a Developmental Perspective  

ERIC Educational Resources Information Center

The study explored the relationship between types of spatial experiences and spatial abilities among 13- to 14-year-old high academic achievers. Each participant completed two spatial tasks and a survey assessing favored spatial activities across five categories (computers, toys, sports, music, and art) and three developmental periods (early…

Weckbacher, Lisa Marie; Okamoto, Yukari

2012-01-01

359

Relevant Prior Knowledge Moderates the Effect of Elaboration during Small Group Discussion on Academic Achievement  

ERIC Educational Resources Information Center

This study set out to test whether relevant prior knowledge would moderate a positive effect on academic achievement of elaboration during small-group discussion. In a 2 × 2 experimental design, 66 undergraduate students observed a video showing a small-group problem-based discussion about thunder and lightning. In the video, a teacher asked…

Van Blankenstein, Floris M.; Dolmans, Diana H. J. M.; Van der Vleuten, Cees P. M.; Schmidt, Henk G.

2013-01-01

360

Characteristics of and Implications for Students Participating in Alternate Assessments Based on Alternate Academic Achievement Standards  

ERIC Educational Resources Information Center

Little research has precisely defined the population of students participating in alternate assessments based on alternate academic achievement standards (AA-AAAS). Therefore, the purpose of this article is twofold: (a) explicate the findings of a multistate study examining the characteristics of the population of students participating in…

Kearns, Jacqueline Farmer; Towles-Reeves, Elizabeth; Kleinert, Harold L.; Kleinert, Jane O'Regan; Thomas, Megan Kleine-Kracht

2011-01-01

361

Cambodian Early Adolescents' Academic Achievement: The Role of Social Capital  

ERIC Educational Resources Information Center

This study examined the associations of parents' cultural beliefs and attitudes with respect to fate, traditional gender roles, aspirations, and involvement in children's academic achievement in Cambodia. Based on Coleman's social capital theory, a good parent-child relationship enables children's school success because…

Eng, Sothy

2013-01-01

362

Does Sensitivity to Criticism Mediate the Relationship between Theory of Mind and Academic Achievement?  

ERIC Educational Resources Information Center

This study adds to the growing research on school outcomes associated with individual differences in preschoolers' theory of mind skills by considering whether "costs" of theory of mind (e.g., sensitivity to criticism) actually help to foster children's academic achievement. A group of 60 Italian children was tested during the last year of…

Lecce, Serena; Caputi, Marcella; Hughes, Claire

2011-01-01

363

An Analysis of the Relationship of Perceived Principal Instructional Leadership Behaviors and Student Academic Achievement  

ERIC Educational Resources Information Center

The primary purpose of the present study was to determine if a relationship existed between perceived instructional leadership behaviors of high school principals and student academic achievement. A total of 124 principals and 410 teachers representing 75 high school campuses completed the School Leadership Behaviors Survey (SLBS), an instrument…

Schindler, Kerry Andrew

2012-01-01

364

Achievement Goal Orientation and Differences in Self-Reported Copying Behaviour across Academic Programmes  

ERIC Educational Resources Information Center

This survey study investigated the relationship between achievement goal orientation and self-reported copying behaviour among college students (N = 2007) enrolled in five different academic programmes in Thailand. Results of statistical analysis showed several significant findings: performance approach goal orientation, performance avoidance goal…

Songsriwittaya, Alisa; Koul, Ravinder; Kongsuwan, Sak

2010-01-01

365

The Effects of Alcohol Use on Academic Achievement in High School  

ERIC Educational Resources Information Center

This paper examines the effects of alcohol use on high school students' quality of learning. We estimate fixed-effects models using data from the National Longitudinal Study of Adolescent Health. Our primary measure of academic achievement is the student's grade point average (GPA) abstracted from official school transcripts. We find that…

Balsa, Ana I.; Giuliano, Laura M.; French, Michael T.

2011-01-01

366

Obesity, High-Calorie Food Intake, and Academic Achievement Trends among U.S. School Children  

ERIC Educational Resources Information Center

The authors investigated children's self-reported high-calorie food intake in Grade 5 and its relationship to trends in obesity status and academic achievement over the first 6 years of school. They used 3-level hierarchical linear models in the large-scale database (the Early Childhood Longitudinal Study--Kindergarten Cohort). Findings indicated…

Li, Jian; O'Connell, Ann A.

2012-01-01

367

Preschool Teaching Students' Prediction of Decision Making Strategies and Academic Achievement on Learning Motivations  

ERIC Educational Resources Information Center

The purpose of this study was to identify problems and motivation sources and strategies of decision-making of the students' attending preschool education teacher department, was to determine the relationship between learning motivation and strategies of decision-making, academic achievement of students, was to determine whether strategies of…

Acat, M. Bahaddin; Dereli, Esra

2012-01-01

368

Academic Achievement, Self-Concept and Depression in Taiwanese Children: Moderated Mediation Effect  

ERIC Educational Resources Information Center

The primary purpose of this study was to utilize a multidimensional perspective to examine whether children's self-concept served as a mediator between academic achievement and depression, and to further investigate whether this mediation effect was moderated by the ages of children. The participants consisted of 632 Taiwanese children in the…

Wu, Pei-Chen; Kuo, Shin-Ting

2015-01-01

369

Faculty and Male Student Athletes: Racial Differences in the Environmental Predictors of Academic Achievement  

ERIC Educational Resources Information Center

Studies have examined the impact of environmental variables on academic achievement among student athletes in the revenue-generating sports of men's basketball and football. However, while evidence concerning the positive impact of male student athlete and faculty interaction is virtually unequivocal, we are not certain whether the benefits…

Comeaux, Eddie; Harrison, C. Keith

2007-01-01

370

Exploring Parental Factors, Adjustment, and Academic Achievement among White and Hispanic College Students  

ERIC Educational Resources Information Center

The purpose of this study was to examine whether college adjustment mediated the relationship between parental factors, such as parental attachment, parental education, and parental expectations, and academic achievement among White and Hispanic first-year college students. We found that adjustment mediated the relationship between parental…

Yazedjian, Ani; Toews, Michelle L.; Navarro, Alice

2009-01-01

371

Can College Actions Improve the Academic Achievement of At-Risk Minority Students?  

ERIC Educational Resources Information Center

This study examined factors affecting academic achievement of at-risk minority students to evaluate intervention strategies designed to assist such students. Data were obtained on 2,386 first-time college students entering Prince George's Community College (Maryland) in fall 1990. Factor analysis identified 10 variables that explained a…

Clagett, Craig A.

372

The Relationship of IEP Quality to Curricular Access and Academic Achievement for Students with Disabilities  

ERIC Educational Resources Information Center

The purpose of this study was to investigate the quality of Individualized Education Programs (IEPs) and its influence on academic achievement, inclusion in general education classrooms, and curricular access for students with disabilities. 130 teachers from the state of Indiana were asked to submit the most recent IEP of one of their students in…

La Salle, Tamika P.; Roach, Andrew T.; McGrath, Dawn

2013-01-01

373

The Effects of School Racial and Ethnic Composition on Academic Achievement during Adolescence  

ERIC Educational Resources Information Center

This research examines the effects of school racial and ethnic composition on students' academic achievement in the U.S. using the National Longitudinal Study of Adolescent Health and hierarchical linear models. This analysis includes Hispanics, which stands apart from other research in this area that has traditionally focused on only Black and…

Lee, Hedwig

2007-01-01

374

Undergraduate Nurse Variables that Predict Academic Achievement and Clinical Competence in Nursing  

ERIC Educational Resources Information Center

A hypothetical model was formulated to explore factors that influenced academic and clinical achievement for undergraduate nursing students. Sixteen latent variables were considered including the students' background, gender, type of first language, age, their previous successes with their undergraduate nursing studies and status given for…

Blackman, Ian; Hall, Margaret; Darmawan, I Gusti Ngurah.

2007-01-01

375

The effects of academic achievement on the critical thinking skills of college students  

Microsoft Academic Search

The purpose of this study was to examine how critical thinking skills are affected by the completion of college academic programs. The US Department of Labor Secretary's Commission on Achieving Necessary Skills (SCANS) set forth goals for educational institutions to prepare students for work opportunities beyond the year 2000. One of those goals included the need for educational institutions to

Michael Gregory Rucks

2001-01-01

376

Self-Regulation, Goal Orientation, and Academic Achievement of Secondary Students in Online University Courses  

ERIC Educational Resources Information Center

This study investigated the self-regulation, goal orientation, and academic achievement of 40 secondary students who completed online university courses in the sciences. Students were enrolled in one of three online university science courses. Each course was taught by a two-person team, made up of one university science professor and one…

Matuga, Julia M.

2009-01-01

377

African American and European American Students' Peer Groups during Early Adolescence: Structure, Status, and Academic Achievement  

ERIC Educational Resources Information Center

Focusing on a sample of 382 African American (206 female) and 264 European American (132 female) students in diverse fourth and fifth grade classrooms, this study investigated three questions concerning the connections between peer groups and academic achievement during early adolescence: (a) How is group structure (i.e., hierarchy and cohesion)…

Wilson, Travis; Karimpour, Ramin; Rodkin, Philip C.

2011-01-01

378

Cognition, academic achievement, language, and psychopathology in pediatric chronic epilepsy: Short-term outcomes  

Microsoft Academic Search

Children with epilepsy and control children were followed over a 2-year interval. Comorbidities of epilepsy, often defined as problems related to IQ, academic achievement, language, and psychopathology, were evaluated prospectively. It was hypothesized that over time (1) the presence of comorbidities would predict worse outcomes, and (2) epilepsy variables would negatively impact comorbidities. The study included 39 children with complex

Jana E. Jones; Prabha Siddarth; Suresh Gurbani; W. Donald Shields; Rochelle Caplan

2010-01-01

379

Relations between Student Perceptions of Their School Environment and Academic Achievement  

ERIC Educational Resources Information Center

This study examined student perceptions of their school environment (specifically, safety and inclusion in the school, experiences being bullied, and clear expectations for behaviour) and their relation with academic achievement at the school level. Participants were students in 969 elementary schools and 73 middle schools who took part in a…

Gietz, Carmen; McIntosh, Kent

2014-01-01

380

Effects of Remarriage Following Divorce on the Academic Achievement of Children.  

ERIC Educational Resources Information Center

Used data from the National Educational Longitudinal Survey to study the effects of remarriage following divorce on children's academic achievement. Results indicate that children from reconstituted families score no higher, and often lower than children of divorce from single-parent families. (SLD)

Jeynes, William H.

1999-01-01

381

Interpersonal Competence Configurations in Rural Appalachian Fifth Graders: Academic Achievement and Associated Adjustment Factors  

ERIC Educational Resources Information Center

This study examined interpersonal competence configurations in a sample of 315 fifth-grade students (170 girls and 145 boys) from 8 elementary schools in the Appalachian region. Teachers completed the Interpersonal Competence Scale-Teacher (ICS-T) for each student. The ICS-T consists of 18 7-point Likert scales to assess academic achievement,…

Farmer, Thomas W.; Irvin, Matthew J.; Sgammato, Adrienne N.; Dadisman, Kimberly; Thompson, Jana H.

2009-01-01

382

To Get Involved or Not: The Relation among Extracurricular Involvement, Satisfaction, and Academic Achievement  

ERIC Educational Resources Information Center

This study examined the relation among extracurricular involvement in psychology-related activities, satisfaction, and academic achievement in graduating psychology majors. We surveyed 71 seniors (53 women and 18 men, M[subscript age] = 24.84 years) about their involvement in psychology-related activities (e.g., Psi Chi, serving as a research…

Strapp, Chehalis M.; Farr, Rebecca J.

2010-01-01

383

Age of Entry to Kindergarten and Children's Academic Achievement and Socioemotional Development  

Microsoft Academic Search

Research Findings: Data on more than 900 children participating in the National Institute of Child Health and Human Development Study of Early Child Care were analyzed to examine the effect of age of entry to kindergarten on children's functioning in early elementary school. Children's academic achievement and socioemotional development were measured repeatedly from the age of 54 months through 3rd

2007-01-01

384

The effects of differentiated instruction on academic achievement in a second-grade science classroom  

Microsoft Academic Search

Education in the United States is moving quickly toward holding school districts more accountable for the academic success of all students. The purpose of this quasi-experimental study was to determine if utilizing differentiated instructional strategies had an impact on student achievement. Differentiated instruction, based on the theory of constructivism, is a means of meeting the needs of all learners within

Ann M. Ferrier

2007-01-01

385

Academic Achievement, Perfectionism and Social Support as Predictors of Test Anxiety  

ERIC Educational Resources Information Center

This study examined likelihood of high school students' gender, levels of academic achievement, perfectionism and perceived social support in predicting their degree of test anxiety. Participants were 505 students from high schools in the Ankara metropolitan area. The Test Anxiety Inventory, Multidimensional Perfectionism Scale and Perceived…

Yildirim, Ibrahim; Genctanirim, Dilek; Yalcin, Ilhan; Baydan, Yaprak

2008-01-01

386

Intrinsic Motivation, Extrinsic Motivation, and Academic Achievement among Indian Adolescents in Canada and India  

ERIC Educational Resources Information Center

The purpose of the present study was to examine the relationships among intrinsic motivation, extrinsic motivation, and academic achievement for the Indian immigrant adolescents in Canada in comparison to their counterparts in India. Descriptive discriminant analysis indicated that the Indian immigrant adolescents in Canada had higher intrinsic…

Areepattamannil, Shaljan; Freeman, John G.; Klinger, Don A.

2011-01-01

387

The Relationship between Inclusion and Academic Achievement in English Mainstream Schools  

ERIC Educational Resources Information Center

This article presents the key findings and discusses the implications of a major study that explored the relationship between academic achievement and the inclusion of pupils with special educational needs (SEN) in mainstream schools in England. It is based on a statistical analysis of nationally held data on all pupils in England that is…

Farrell, Peter; Dyson, Alan; Polat, Filiz; Hutcheson, Graeme; Gallannaugh, Frances

2007-01-01

388

Intellectual Interest Mediates Gene x Socioeconomic Status Interaction on Adolescent Academic Achievement  

ERIC Educational Resources Information Center

Recent studies have demonstrated that genetic influences on cognitive ability and academic achievement are larger for children raised in higher socioeconomic status (SES) homes. However, little work has been done to document the psychosocial processes that underlie this Gene x Environment interaction. One process may involve the conversion of…

Tucker-Drob, Elliot M.; Harden, K. Paige

2012-01-01

389

Examining the Self-Congruent Engagement Hypothesis: The Link between Academic Self-Schemas, Motivational Goals, Learning Approaches and Achievement within an Academic Year  

ERIC Educational Resources Information Center

Academic self-schemas are important cognitive frames capable of guiding students' learning engagement. Using a cohort of Year 10 Australian students, this longitudinal study examined the self-congruence engagement hypothesis which maintains that there is a close relationship among academic self-schemas, achievement goals, learning approaches,…

Ng, Chi-hung Clarence

2014-01-01

390

The Relationship Between Parenting Style and Academic Achievement and the Mediating Influences of Motivation, Goal Orientation and Academic Self-Efficacy  

Microsoft Academic Search

The purpose of the study was to test the relationship between parenting style and academic achievement, and to examine the mediating effects of motivation, goal orientation and academic self-efficacy on this relationship. The researcher surveyed 148 high school students from rural, south central Georgia. Demographically, the sample was comprised of 39% male, 61% female, 36% African American and 53% White.

Rivers Jewrell Jr

2006-01-01

391

The Impact of Academic Self-Concept, Expectations and the Choice of Learning Strategy on Academic Achievement: The Case of Business Students  

ERIC Educational Resources Information Center

This study provides evidence of the impact of two critical self-regulation components--academic self-concept and outcome expectations--on the selection of learning strategies conducive to academic achievement in undergraduate business education. Self-concept theory is the framework for the analysis of students' motivations and learning behaviors.…

Rodriguez, Carlos M.

2009-01-01

392

Effects of academic integration on the persistence and achievement of under-prepared college students  

Microsoft Academic Search

The purpose of this dissertation was to examine the effect of academic integration, defined in terms of instructor\\/student contact, on the persistence of under-prepared college students and the achievement of those who persist. The overall design of this study compared instructor-initiated contact with conventional contact. The dependent variables were persistence, achievement, motivation and anxiety. Information was collected by administering the

Joy H Beverly

2003-01-01

393

Consultation-based academic interventions for children with ADHD: effects on reading and mathematics achievement.  

PubMed

The purpose of this investigation was to evaluate the relative efficacy of two consultation-based models for designing academic interventions to enhance the educational functioning of children with attention-deficit/hyperactivity disorder (ADHD). Children (N=167) meeting DSM-IV criteria for ADHD were randomly assigned to one of two consultation groups: Individualized Academic Intervention (IAI; interventions designed using a data-based decision-making model that involved ongoing feedback to teachers) and Generic Academic Intervention (GAI; interventions designed based on consultant-teacher collaboration, representing "consultation as usual"). Teachers implemented academic interventions over 15 months. Academic outcomes (e.g., standardized achievement test, and teacher ratings of academic skills) were assessed on four occasions (baseline, 3 months, 12 months, 15 months). Hierarchical linear modeling analyses indicated significant positive growth for 8 of the 14 dependent variables; however, trajectories did not differ significantly across consultation groups. Interventions in the IAI group were delivered with significantly greater integrity; however, groups did not differ with respect to teacher ratings of treatment acceptability. The results of this study provide partial support for the effectiveness of consultation-based academic interventions in enhancing educational functioning in children with ADHD; however, the relative advantages of an individualized model over "consultation as usual" have yet to be established. PMID:17029027

DuPaul, George J; Jitendra, Asha K; Volpe, Robert J; Tresco, Katy E; Lutz, J Gary; Vile Junod, Rosemary E; Cleary, Kristi S; Flammer, Lizette M; Mannella, Mark C

2006-10-01

394

The Academic Achievement of Students at Colleges of Higher Education in Relation to Admission Requirements  

Microsoft Academic Search

The investigation attempts to define the relationship between college admission requirements and the academic achievement of students. The academic records of 600 students were taken at random from twelve colleges and analyzed statistically. The investigation revealed an almost complete lack of correlation, at 5% level of significance, between admission requirements and academic achievement. Recommendations are made to alter present admission

J. M. LABANI

1994-01-01

395

Effect of Direct Teaching Method on the Academic Achievement of High and Low Achievers in the Subject of English at the Secondary Level  

ERIC Educational Resources Information Center

The major objective of the study was to determine the role of the direct teaching method in the academic achievement of students in English at the secondary level. To achieve the said objective, the Solomon Four-Design pre-test/post-test equivalent group design was considered to be the most useful design for this study. The pre-test was used to…

Hussain, Ishtiaq; Hamdani, Syed Nisar Hussain; Quraishi, Uzma; Zeeshan, Muhammad

2010-01-01

396

Aggressive behavior and its associations with posttraumatic stress and academic achievement following a natural disaster.  

PubMed

Despite an abundance of evidence linking maltreatment and violence-related trauma exposure to externalizing problems in youth, there is surprisingly little evidence to support a direct link between disaster exposure and youth aggressive behavior. This study tested the theory that there is primarily an indirect association between disaster exposure and aggression via posttraumatic stress disorder (PTSD) symptoms. The current study also examined the association between aggression and academic achievement. A sample of 191 4th- to 8th-grade minority youth who experienced Hurricane Katrina were assessed for aggressive behavior using the Peer Conflict Scale (PCS), disaster exposure, PTSD symptoms, and academic achievement. Structural equation modeling of the set of associations was consistent with the theory suggesting that there is an indirect link between disaster exposure and aggression through PTSD symptoms. Aggression was negatively associated with academic achievement, and modeling indicated that the set of associations was age and gender invariant. Findings advance the theoretical understanding of the linkage between aggression and disaster exposure. Findings also support the utility of the PCS in disaster research and the link between PCS scores and academic achievement. PMID:23795776

Scott, Brandon G; Lapré, Genevieve E; Marsee, Monica A; Weems, Carl F

2014-01-01

397

Cognitive Ability, Academic Achievement and Academic Self-Concept: Extending the Internal/External Frame of Reference Model  

ERIC Educational Resources Information Center

Background: Marsh's internal/external (I/E) frame of reference model depicts the relationship between achievement and self-concept in specific academic domains. Few efforts have been made to examine concurrent relationships among cognitive ability, achievement, and academic self-concept (ASC) within an I/E model framework. Aim: To simultaneously…

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

2012-01-01

398

Motor coordination, working memory, and academic achievement in a normative adolescent sample: testing a mediation model.  

PubMed

The aim of the present study was to examine whether the relationship between motor coordination and academic achievement is mediated by working memory (WM) in a normative adolescent sample. Participants included 93 adolescents aged 12-16. The Movement Assessment Battery for Children-2 provided three indicators of motor coordination (Manual Dexterity, Aiming and Catching, and Balance), the WM Index of the Wechsler Intelligence Scale for Children-IV and the N-back paradigm provided two indicators of WM, and the Wechsler Individual Achievement Test-II provided three indicators of academic achievement (Word Reading, Spelling, and Numerical Operations). Structural equation modeling, controlling for verbal comprehension, attention deficit hyperactivity disorder symptoms, and socioeconomic status, suggested that the association between motor coordination and academic achievement may be best understood in terms of a mechanism whereby motor coordination (specifically, Aiming and Catching skills) has an indirect impact on academic outcomes via WM. These findings have important implications for the assessment and treatment of motor coordination and learning difficulties as well as in increasing the understanding of the possible neural mechanisms underpinning the relationship between these areas. PMID:22777140

Rigoli, Daniela; Piek, Jan P; Kane, Robert; Oosterlaan, Jaap

2012-11-01

399

Aerobic Fitness, Micronutrient Status, and Academic Achievement in Indian School-Aged Children  

PubMed Central

Aerobic fitness has been shown to have several beneficial effects on child health. However, research on its relationship with academic performance has been limited, particularly in developing countries and among undernourished populations. This study examined the association between aerobic fitness and academic achievement in clinically healthy but nutritionally compromised Indian school-aged children and assessed whether micronutrient status affects this association. 273 participants, aged 7 to 10.5 years, were enrolled from three primary schools in Bangalore, India. Data on participants’ aerobic fitness (20-m shuttle test), demographics, anthropometry, diet, physical activity, and micronutrient status were abstracted. School-wide exam scores in mathematics and Kannada language served as indicators of academic performance and were standardized by grade level. The strength of the fitness/achievement association was analyzed using Spearman’s rank correlation, multiple variable logistic regression, and multi-level models. Significant positive correlations between aerobic capacity (VO2 peak) and academic scores in math and Kannada were observed (P < 0.05). After standardizing scores across grade levels and adjusting for school, gender, socioeconomic status, and weight status (BMI Z-score), children with greater aerobic capacities (mL * kg-1 * min-1) had greater odds of scoring above average on math and Kannada exams (OR=1.08, 95% CI: 1.02 to 1.15 and OR=1.11, 95% CI: 1.04 to 1.18, respectively). This association remained significant after adjusting for micronutrient deficiencies. These findings provide preliminary evidence of a fitness/achievement association in Indian children. While the mechanisms by which aerobic fitness may be linked to academic achievement require further investigation, the results suggest that educators and policymakers should consider the adequacy of opportunities for physical activity and fitness in schools for both their physical and potential academic benefits. PMID:25806824

Desai, Ishaan K.; Kurpad, Anura V.; Chomitz, Virginia R.; Thomas, Tinku

2015-01-01

400

Academic Achievement of African American Boys: A City-Wide, Community-Based Investigation of Risk and Resilience  

ERIC Educational Resources Information Center

In light of persistent Black-White achievement gaps for boys, this study examined publicly monitored risks believed to be associated with being behind academically for an entire subpopulation of African American boys in a large urban public school district. Also examined were indicators of academic engagement hypothesized to mediate the relations…

Fantuzzo, John; LeBoeuf, Whitney; Rouse, Heather; Chen, Chin-Chih

2012-01-01

401

A longitudinal analysis of gender differences in academic self-concept and language achievement: A multivariate multilevel latent growth approach  

Microsoft Academic Search

This study investigated the development of academic self-concept and language achievement from Grade 7 to Grade 12 by repeated assessment of 2826 Flemish adolescents in 50 secondary schools. Latent growth curve modeling showed that both girls and boys experience a declining academic self-concept during the period of secondary education and that girls declined at a faster rate. Furthermore, girls were

Bieke De Fraine; Jan Van Damme; Patrick Onghena

2007-01-01

402

Can the Democratic Ideal of Participatory Research Be Achieved? An Inside Look at an Academic-Indigenous Community Partnership  

ERIC Educational Resources Information Center

Democratic or equal participation in decision making is an ideal that community and academic stakeholders engaged in participatory research strive to achieve. This ideal, however, may compete with indigenous peoples' right to self-determination. Study objectives were to assess the perceived influence of multiple community (indigenous) and academic

Cargo, Margaret; Delormier, Treena; Levesque, Lucie; Horn-Miller, Kahente; McComber, Alex; Macaulay, Ann C.

2008-01-01

403

Longitudinal Predictors of School-Age Academic Achievement: Unique Contributions of Toddler-Age Aggression, Oppositionality, Inattention, and Hyperactivity  

ERIC Educational Resources Information Center

This project examined the unique predictive validity of parent ratings of toddler-age aggression, oppositionality, inattention, and hyperactivity-impulsivity to academic achievement at school-age in a sample of 566 high-risk children and families. The study also investigated potential indirect effects of the Family Check-Up on school-age academic

Brennan, Lauretta M.; Shaw, Daniel S.; Dishion, Thomas J.; Wilson, Melvin

2012-01-01

404

Academic Capitalism and Academic Culture: A Case Study  

Microsoft Academic Search

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 department and they consider industrial sponsorship as a highly effective

Gustavo Fischman; Pilar Mendoza; Joseph B. Berger

2008-01-01

405

Relationships Between Problem Behaviors and Academic Achievement in AdolescentsThe Unique Role of Attention Problems  

Microsoft Academic Search

Numerous studies have documented relationships between a variety of problem behaviors and academic achievement measures. However, the results of these studies should be interpreted cautiously, given the considerable comorbidity of problem behaviors that often exists among school-age youth.This study addressed the relationships between 8 teacher-reported problem behavior syndromes (withdrawal, somatic complaints, anxiety\\/depression, social problems, thought problems, attention problems, delinquent behavior,

Alvaro Q. Barriga; Jeffrey W. Doran; Stephanie B. Newell; Elizabeth M. Morrison; Victor Barbetti; Brent Dean Robbins

2002-01-01

406

The Relationship between Advancement via Individual Determination (AVID) and Middle School Student Academic Achievement and Stakeholders' Perceptions: A Southern California Case Study  

ERIC Educational Resources Information Center

Advancement via Determination (AVID) is an innovative educational program designed to enhance student eligibility for 4-year college admissions. While much research has been done at the high school level, little is known about AVID's effect on the academic success of middle school students and how teachers, AVID participants, and parents of AVID…

Dean, Jonathan C.

2009-01-01

407

Effects of Simulated Interventions to Improve School Entry Academic Skills on Socioeconomic Inequalities in Educational Achievement  

PubMed Central

Randomized controlled trial evidence shows that interventions before age 5 can improve skills necessary for educational success; the effect of these interventions on socioeconomic inequalities is unknown. Using trial effect estimates, and marginal structural models with data from the Avon Longitudinal Study of Parents and Children (n = 11,764, imputed), simulated effects of plausible interventions to improve school entry academic skills on socioeconomic inequality in educational achievement at age 16 were examined. Progressive universal interventions (i.e., more intense intervention for those with greater need) to improve school entry academic skills could raise population levels of educational achievement by 5% and reduce absolute socioeconomic inequality in poor educational achievement by 15%. PMID:25327718

Chittleborough, Catherine R; Mittinty, Murthy N; Lawlor, Debbie A; Lynch, John W

2014-01-01

408

Academic attainment and the high school science experiences among high-achieving African American males  

NASA Astrophysics Data System (ADS)

This study examines the educational experiences of high achieving African American males. More specifically, it analyzes the influences on their successful navigation through high school science. Through a series of interviews, observations, questionnaires, science portfolios, and review of existing data the researcher attempted to obtain a deeper understanding of high achieving African American males and their limitations to academic attainment and high school science experiences. The investigation is limited to ten high achieving African American male science students at Woodcrest High School. Woodcrest is situated at the cross section of a suburban and rural community located in the southeastern section of the United States. Although this investigation involves African American males, all of whom are successful in school, its findings should not be generalized to this nor any other group of students. The research question that guided this study is: What are the limitations to academic attainment and the high school science experiences of high achieving African American males? The student participants expose how suspension and expulsion, special education placement, academic tracking, science instruction, and teacher expectation influence academic achievement. The role parents play, student self-concept, peer relationships, and student learning styles are also analyzed. The anthology of data rendered three overarching themes: (1) unequal access to education, (2) maintenance of unfair educational structures, and (3) authentic characterizations of African American males. Often the policies and practices set in place by school officials aid in creating hurdles to academic achievement. These policies and practices are often formed without meaningful consideration of the unintended consequences that may affect different student populations, particularly the most vulnerable. The findings from this study expose that high achieving African American males face major obstacles and limitations to achievement. Student study participants believe African American male students are targeted for suspension more often because of their gender and race, parents of high achieving African American males show some uncertainty about the school's ability to treat their sons in a fair and equitable manner, and teachers see indifference and the lack of science skills as the root cause of the diminished presence of African American male participation in higher level science classes.

Trice, Rodney Nathaniel

409

The relationship among Egyptian adolescents' perception of parental involvement, academic achievement, and achievement goals: A mediational analysis  

Microsoft Academic Search

A structural equation modelling analysis was used to test the mediating effect of achievement goal factors on the relationship between Egyptian adolescents' perception of parental involvement and academic achievement. The perception of Parental Involvement Scale and Achievement Goal Questionnaire was administered to a sample of 255 first-year students (135 males and 120 females) enrolled in a high school in El-Minia

Sabry M. Abd-El-Fattah

410

Relationship between academic motivation and mathematics achievement among Indian adolescents in Canada and India.  

PubMed

This study examined the relationships between academic motivation-intrinsic motivation, extrinsic motivation, amotivation-and mathematics achievement among 363 Indian adolescents in India and 355 Indian immigrant adolescents in Canada. Results of hierarchical multiple regression analyses showed that intrinsic motivation, extrinsic motivation, and amotivation were not statistically significantly related to mathematics achievement among Indian adolescents in India. In contrast, both intrinsic motivation and extrinsic motivation were statistically significantly related to mathematics achievement among Indian immigrant adolescents in Canada. While intrinsic motivation was a statistically significant positive predictor of mathematics achievement among Indian immigrant adolescents in Canada, extrinsic motivation was a statistically significant negative predictor of mathematics achievement among Indian immigrant adolescents in Canada. Amotivation was not statistically significantly related to mathematics achievement among Indian immigrant adolescents in Canada. Implications of the findings for pedagogy and practice are discussed. PMID:24940814

Areepattamannil, Shaljan

2014-01-01

411

Breaking the Tradition of Summer Vacation to Raise Academic Achievement  

ERIC Educational Resources Information Center

This study found that students in settings with a year-round calendar statistically outperformed students with traditional calendars in a school-within-a-school setting in mathematics. The study included reading and math achievement of fifth graders in three school-within-a-school year-round elementary schools. Overall, the study made 16…

Ramos, Barbara Kay

2011-01-01

412

The Effects of Small Classes on Academic Achievement: The Results of the Tennessee Class Size Experiment  

Microsoft Academic Search

The effects of class size on academic achievement have been studied for decades. Although the results of small scale randomized experiments and large-scale econometric studies point to positive effects of small classes, some scholar have seen the evidence as ambiguous. This paper reports analyses of a 4-year, large-scale randomized experiment on the effects of class size, project STAR in Tennessee.

Barbara Nye; Larry V. Hedges; Spyros Konstantopoulos

2000-01-01

413

Faculty and male student athletes: racial differences in the environmental predictors of academic achievement  

Microsoft Academic Search

Studies have examined the impact of environmental variables on academic achievement among student athletes in the revenue?generating sports of men’s basketball and football. However, while evidence concerning the positive impact of male student athlete and faculty interaction is virtually unequivocal, we are not certain whether the benefits accruing from particular types of interaction vary across different racial\\/ethnic groups. This study

Eddie Comeaux; C. Keith Harrison

2007-01-01

414

How is Taking Care of Caregivers of Children with Disabilities Related to Academic Achievement?  

Microsoft Academic Search

Respite care services have been linked to variety of positive outcomes for caregivers and families alike. The purpose of the\\u000a current study was to examine the association of receiving respite care with academic achievement for children with disabilities\\u000a across time. The study employed a nationally representative sample of children to examine this relationship using structural\\u000a models. Results indicate a positive

Lucy Barnard-Brak; David Thomson

2009-01-01

415

Working memory and executive functions: effects of training on academic achievement.  

PubMed

The aim of this review is to illustrate the role of working memory and executive functions for scholastic achievement as an introduction to the question of whether and how working memory and executive control training may improve academic abilities. The review of current research showed limited but converging evidence for positive effects of process-based complex working-memory training on academic abilities, particularly in the domain of reading. These benefits occurred in children suffering from cognitive and academic deficits as well as in healthy students. Transfer of training to mathematical abilities seemed to be very limited and to depend on the training regime and the characteristics of the study sample. A core issue in training research is whether high- or low-achieving children benefit more from cognitive training. Individual differences in terms of training-related benefits suggested that process-based working memory and executive control training often induced compensation effects with larger benefits in low performing individuals. Finally, we discuss the effects of process-based training in relation to other types of interventions aimed at improving academic achievement. PMID:24389706

Titz, Cora; Karbach, Julia

2014-11-01

416

The roles of ethnic identity, anti-white attitudes, and academic self-concept in African American student achievement  

Microsoft Academic Search

Conventional wisdom in much of the educational and psychological literatures states that the ethnic and racial identity of\\u000a African American students is related to their academic achievement. The purpose of this study was to determine whether ethnic\\u000a identity and anti-white attitudes predicted the academic achievement of African American students at a historically Black\\u000a university. A hypothesized path model was proposed

Kevin O. Cokley; Collette Chapman

2008-01-01

417

The role of parental involvement in the amelioration of the effects of low socioeconomic status on academic achievement  

E-print Network

THE ROLE OF PARENTAL INVOLVEMENT IN THE AMELIORATION OF THE EFFECTS OF LOW SOCIOECONOMIC STATUS ON ACADEMIC ACHIEVEMENT A Dissertation by NANCY E. GRAYSON Submitted to the Office of Graduate Studies of Texas A&M University... OF PARENTAL INVOLVEMENT IN THE AMELIORATION OF THE EFFECTS OF LOW SOCIOECONOMIC STATUS ON ACADEMIC ACHIEVEMENT A Dissertation by NANCY E. GRAYSON Submitted to Texas A&M University in partial fulfillment of the requirements for the degree...

Grayson, Nancy E.

2004-09-30

418

Academic Achievement in First Generation College Students: The Role of Academic Self-Concept  

ERIC Educational Resources Information Center

This study examined whether verbal and math self-concepts could help explain the academic performance of first generation college students. Participants were 167 ethnically diverse students at an inner city, commuter, open-enrollment, four-year university in the southwestern United States. Results indicated that students with lower verbal and…

DeFreitas, Stacie Craft; Rinn, Anne

2013-01-01

419

An Examination of Secondary School Students' Academic Achievement in Science Course and Achievement Scores in Performance Assignments with Regard to Different Variables: A Boarding School Example  

ERIC Educational Resources Information Center

The aim of the study is to explore the academic achievement and performance tasks of students studying in a regional primary boarding school in science course with regard to different variables. The study was carried out via survey method and total 96 students, 57 of them boarding students and 39 of them non-boarding students studying in the 5th,…

Bozdogan, Aykut Emre; Günaydin, Esra; Okur, Alperen

2014-01-01

420

Closing the Achievement Gap: Examining the Role of Cognitive Developmental Level in Academic Achievement  

Microsoft Academic Search

The achievement gap in mathematics between African American and Caucasian students has been observed for several decades, though previous research has been unable to fully explain why the gap exists. Using a sample of 56 kindergarten and first grade students, this study examined the role that cognitive developmental level plays in the achievement gap. Results indicated that African American students

Jennifer A. Cooper; Robert Schleser

2006-01-01

421

Development of brain systems for nonsymbolic numerosity and the relationship to formal math academic achievement.  

PubMed

A central question in cognitive and educational neuroscience is whether brain operations supporting nonlinguistic intuitive number sense (numerosity) predict individual acquisition and academic achievement for symbolic or "formal" math knowledge. Here, we conducted a developmental functional magnetic resonance imaging (MRI) study of nonsymbolic numerosity task performance in 44 participants including 14 school age children (6-12 years old), 14 adolescents (13-17 years old), and 16 adults and compared a brain activity measure of numerosity precision to scores from the Woodcock-Johnson III Broad Math index of math academic achievement. Accuracy and reaction time from the numerosity task did not reliably predict formal math achievement. We found a significant positive developmental trend for improved numerosity precision in the parietal cortex and intraparietal sulcus specifically. Controlling for age and overall cognitive ability, we found a reliable positive relationship between individual math achievement scores and parietal lobe activity only in children. In addition, children showed robust positive relationships between math achievement and numerosity precision within ventral stream processing areas bilaterally. The pattern of results suggests a dynamic developmental trajectory for visual discrimination strategies that predict the acquisition of formal math knowledge. In adults, the efficiency of visual discrimination marked by numerosity acuity in ventral occipital-temporal cortex and hippocampus differentiated individuals with better or worse formal math achievement, respectively. Overall, these results suggest that two different brain systems for nonsymbolic numerosity acuity may contribute to individual differences in math achievement and that the contribution of these systems differs across development. PMID:25327879

Haist, Frank; Wazny, Jarnet H; Toomarian, Elizabeth; Adamo, Maha

2015-02-01

422

Relationship between the learning style preferences of medical students and academic achievement  

PubMed Central

Objectives: To investigate the relationship between the learning style preferences of Saudi medical students and their academic achievements. Methods: A cross-sectional study was conducted among 600 medical students at King Saud University in Riyadh, Kingdom of Saudi Arabia from October 2012 to July 2013. The Visual, Aural, Read/Write, and Kinesthetic questionnaire (VARK) questionnaire was used to categorize learning style preferences. Descriptive and analytical statistics were used to identify the learning style preferences of medical students and their relationship to academic achievement, gender, marital status, residency, different teaching curricula, and study resources (for example, teachers’ PowerPoint slides, textbooks, and journals). Results: The results indicated that 261 students (43%) preferred to learn using all VARK modalities. There was a significant difference in learning style preferences between genders (p=0.028). The relationship between learning style preferences and students in different teaching curricula was also statistically significant (p=0.047). However, learning style preferences are not related to a student’s academic achievements, marital status, residency, or study resources (for example, teachers’ PowerPoint slides, textbooks, and journals). Also, after being adjusted to other studies’ variables, the learning style preferences were not related to GPA. Conclusion: Our findings can be used to improve the quality of teaching in Saudi Arabia; students would be advantaged if teachers understood the factors that can be related to students’ learning styles. PMID:25737179

Almigbal, Turky H.

2015-01-01

423

Patterns and predictors of adolescent academic achievement and performance in a sample of children with attention-deficit/hyperactivity disorder.  

PubMed

The current study examined predictors of academic achievement, measured by standardized test scores, and performance, measured by school grades, in adolescents (Mn age = 16.8) who met diagnostic criteria for Attention-Deficit/Hyperactivity Disorder (ADHD)-Combined type in early childhood (Mn age = 8.5; N = 579). Several mediation models were also tested to determine whether ADHD medication use, receipt of special education services, classroom performance, homework completion, or homework management mediated the relationship between symptoms of ADHD and academic outcomes. Childhood predictors of adolescent achievement differed from those for performance. Classroom performance and homework management mediated the relationship between symptoms of inattention and academic outcomes. PMID:21722025

Langberg, Joshua M; Molina, Brooke S G; Arnold, L Eugene; Epstein, Jeffery N; Altaye, Mekibib; Hinshaw, Stephen P; Swanson, James M; Wigal, Timothy; Hechtman, Lily

2011-01-01

424

The Role of Hope in the Academic and Sport Achievements of  

E-print Network

their academic and athletic achievements. Accordingly, the present study represents an attempt to address this relative void. In psychology, the topic of motivation is often linked to the work of Abraham Maslow, who articulated a hierarchy of needs.... At the lowest level are needs such as hunger, thirst and safety, which are hypothesized prerequisites to the satisfaction of higher level needs such as love, competence, and worth. Similar to Maslow?s theory are drive theories developed by early psychologists...

Boldridge, Elizabeth

2009-11-07

425

Exploring Parental Factors, Adjustment, and Academic Achievement Among White and Hispanic College Students  

Microsoft Academic Search

The purpose of this study was to examine whether college adjustment mediated the relationship between parental factors, such as parental attachment, parental education, and parental expectations, and academic achievement among White and Hispanic first-year college students. We found that adjustment mediated the relationship between parental factors—quality of the parental relationship and parental education—and GPA for White students. However, none of

Michelle L. Toews Ani Yazedjian; Alice Navarro

2009-01-01

426

Viewing of mass media violence, perception of violence, personality and academic achievement  

Microsoft Academic Search

The aim of this work was to study the relationship between the viewing of and interest in violent episodes on TV, whether they be in action and adventure films or cartoons, and both personality, measured by the Eysenck Personality Questionnaire(EPQ\\\\J), the Sensation Seeking Scale (SSS\\\\J) and the Sensitivity to Punishment and Sensitivity to Reward Scales (SP-SR), and academic achievement. The

Anton Aluja-Fabregat; Rafael Torrubia-Beltri

1998-01-01

427

Can learning style predict student satisfaction with different instruction methods and academic achievement in medical education?  

NSDL National Science Digital Library

The curriculum of our medical school has a hybrid structure including both traditional training (lectures) and problem-based learning (PBL) applications. The purpose of this study was to determine the learning styles of our medical students and investigate the relation of learning styles with each of satisfaction with different instruction methods and academic achievement in them. This study was carried out with the participation of 170 first-year medical students (the participation rate was 91.4%). The researchers prepared sociodemographic and satisfaction questionnaires to determine the characteristics of the participants and their satisfaction levels with traditional training and PBL. The Kolb learning styles inventory was used to explore the learning styles of the study group. The participants completed all forms at the end of the first year of medical education. Indicators of academic achievement were scores of five theoretical block exams and five PBL exams performed throughout the academic year of 2008Â?2009. The majority of the participants took part in the Â?divergingÂ? (n = 84, 47.7%) and Â?assimilatingÂ? (n = 73, 41.5%) groups. Numbers of students in the Â?convergingÂ? and Â?accommodatingÂ? groups were 11 (6.3%) and 8 (4.5%), respectively. In all learning style groups, PBL satisfaction scores were significantly higher than those of traditional training. Exam scores for Â?PBL and traditional trainingÂ? did not differ among the four learning styles. In logistic regression analysis, learning style (assimilating) predicted student satisfaction with traditional training and success in theoretical block exams. Nothing predicted PBL satisfaction and success. This is the first study conducted among medical students evaluating the relation of learning style with student satisfaction and academic achievement. More research with larger groups is needed to generalize our results. Some learning styles may relate to satisfaction with and achievement in some instruction methods.

2010-10-01

428

Parental Racial Socialization and the Academic Achievement of African American Children: A Cultural-Ecological Approach  

Microsoft Academic Search

Using a cultural-ecological approach, this study examined: (a) associations between parental racial socialization and child\\u000a academic achievement and (b) variations in these associations across child gender and family socio-economic status. Participants\\u000a were 134 fifth grade African American children and their mothers. Multiple linear regression analyses were used to examine\\u000a associations between two components of parental racial socialization (preparation for bias,

Christian A. Friend; Andrea G. Hunter; Anne C. Fletcher

2011-01-01

429

Socioeconomic advantage and achievement motivation: Important mediators of academic performance in minority children in urban schools  

Microsoft Academic Search

A correlational study examined relationships between socioeconomic advantage, achievement motivation, and academic performance in an urban elementary school population of 130 minority students (African-American, Hispanic). Level of socioeconomic advantage (more\\/less) was determined by school records and eligibility for participation in a compensatory school-lunch program for low-income children. A self-report measure of students' self-efficacy, intrinsic value, and self-regulatory learning orientation was

Geoffrey F. Schultz

1993-01-01

430

Predictors of early growth in academic achievement: the head-toes-knees-shoulders task.  

PubMed

Children's behavioral self-regulation and executive function (EF; including attentional or cognitive flexibility, working memory, and inhibitory control) are strong predictors of academic achievement. The present study examined the psychometric properties of a measure of behavioral self-regulation called the Head-Toes-Knees-Shoulders (HTKS) by assessing construct validity, including relations to EF measures, and predictive validity to academic achievement growth between prekindergarten and kindergarten. In the fall and spring of prekindergarten and kindergarten, 208 children (51% enrolled in Head Start) were assessed on the HTKS, measures of cognitive flexibility, working memory (WM), and inhibitory control, and measures of emergent literacy, mathematics, and vocabulary. For construct validity, the HTKS was significantly related to cognitive flexibility, working memory, and inhibitory control in prekindergarten and kindergarten. For predictive validity in prekindergarten, a random effects model indicated that the HTKS significantly predicted growth in mathematics, whereas a cognitive flexibility task significantly predicted growth in mathematics and vocabulary. In kindergarten, the HTKS was the only measure to significantly predict growth in all academic outcomes. An alternative conservative analytical approach, a fixed effects analysis (FEA) model, also indicated that growth in both the HTKS and measures of EF significantly predicted growth in mathematics over four time points between prekindergarten and kindergarten. Results demonstrate that the HTKS involves cognitive flexibility, working memory, and inhibitory control, and is substantively implicated in early achievement, with the strongest relations found for growth in achievement during kindergarten and associations with emergent mathematics. PMID:25071619

McClelland, Megan M; Cameron, Claire E; Duncan, Robert; Bowles, Ryan P; Acock, Alan C; Miao, Alicia; Pratt, Megan E

2014-01-01

431

Predictors of early growth in academic achievement: the head-toes-knees-shoulders task  

PubMed Central

Children's behavioral self-regulation and executive function (EF; including attentional or cognitive flexibility, working memory, and inhibitory control) are strong predictors of academic achievement. The present study examined the psychometric properties of a measure of behavioral self-regulation called the Head-Toes-Knees-Shoulders (HTKS) by assessing construct validity, including relations to EF measures, and predictive validity to academic achievement growth between prekindergarten and kindergarten. In the fall and spring of prekindergarten and kindergarten, 208 children (51% enrolled in Head Start) were assessed on the HTKS, measures of cognitive flexibility, working memory (WM), and inhibitory control, and measures of emergent literacy, mathematics, and vocabulary. For construct validity, the HTKS was significantly related to cognitive flexibility, working memory, and inhibitory control in prekindergarten and kindergarten. For predictive validity in prekindergarten, a random effects model indicated that the HTKS significantly predicted growth in mathematics, whereas a cognitive flexibility task significantly predicted growth in mathematics and vocabulary. In kindergarten, the HTKS was the only measure to significantly predict growth in all academic outcomes. An alternative conservative analytical approach, a fixed effects analysis (FEA) model, also indicated that growth in both the HTKS and measures of EF significantly predicted growth in mathematics over four time points between prekindergarten and kindergarten. Results demonstrate that the HTKS involves cognitive flexibility, working memory, and inhibitory control, and is substantively implicated in early achievement, with the strongest relations found for growth in achievement during kindergarten and associations with emergent mathematics. PMID:25071619

McClelland, Megan M.; Cameron, Claire E.; Duncan, Robert; Bowles, Ryan P.; Acock, Alan C.; Miao, Alicia; Pratt, Megan E.

2014-01-01

432

Academic Advising Assessment Practices: A Descriptive Study  

ERIC Educational Resources Information Center

In academic courses, assessment is used to evaluate the effect of teaching on student learning. Academic advising has been viewed as a form of teaching (Crookston, 1972); therefore, it is necessary to assess the effect of academic advising on student learning. The best practices of assessment of academic achievement involve the following three…

Powers, Keith L.

2012-01-01

433

Academic Identity Status and the Relationship to Achievement Goal Orientation  

ERIC Educational Resources Information Center

Introduction: Two constructs that have received a great deal of attention in Educational Psychology research are Achievement Orientation and Identity Status. However, the relationship between these two constructs has not received the attention that the current researcher feel is warranted. The impetus for the current study is the paucity of…

Was, Christopher A.; Al-Harthy, Ibrahim; Stack-Oden, Maura; Isaacson, Randall M.

2009-01-01

434

On the Relationship between Value Orientation, Valences, and Academic Achievement  

ERIC Educational Resources Information Center

Value orientations are believed to influence learning in school. We assume that this influence is mediated by the valences attached to specific school subjects. In a questionnaire study (704 students from 36 classes) achievement and well-being value orientations were measured. Students also rated valence scales for the school subjects German and…

Fries, Stefan; Schmid, Sebastian; Hofer, Manfred

2007-01-01

435

Statistics Anxiety, State Anxiety during an Examination, and Academic Achievement  

ERIC Educational Resources Information Center

Background: A large proportion of students identify statistics courses as the most anxiety-inducing courses in their curriculum. Many students feel impaired by feelings of state anxiety in the examination and therefore probably show lower achievements. Aims: The study investigates how statistics anxiety, attitudes (e.g., interest, mathematical…

Macher, Daniel; Paechter, Manuela; Papousek, Ilona; Ruggeri, Kai; Freudenthaler, H. Harald; Arendasy, Martin

2013-01-01

436

Early Gender Differences in Self-Regulation and Academic Achievement  

ERIC Educational Resources Information Center

This study examined gender differences in self-regulation in the fall and spring of kindergarten and their connection to gender differences in 5 areas of early achievement: applied problems (math), general knowledge, letter-word identification, expressive vocabulary, and sound awareness. Behavioral self-regulation was measured using both an…

Matthews, J. S.; Ponitz, Claire Cameron; Morrison, Frederick J.

2009-01-01

437

The Effects of Participation in Marching Band on Academic Achievement  

ERIC Educational Resources Information Center

As schools face tough decisions regarding budget cuts and program elimination, research regarding the importance of extracurricular activities is increasingly important. This study focused on the impact of involvement in band on student achievement as defined by GPA and attendance. Because students were only involved in band extracurricularly…

Vitucci, Mary Elizabeth

2010-01-01

438

The Harsher Side of Globalisation: Violent Conflict and Academic Achievement  

ERIC Educational Resources Information Center

The paper draws on the Trends in International Mathematics and Science Study (TIMSS) 2007 data for nearly 60 educational systems to explore the characteristics and patterns of school violence across a number of countries and the extent to which measures of violence are associated with achievement in mathematics and science. Using a multi-level…

Engel, Laura C.; Rutkowski, David; Rutkowski, Leslie

2009-01-01

439

Divorce, approaches to learning, and children's academic achievement: a longitudinal analysis of mediated and moderated effects.  

PubMed

Data from the Early Childhood Longitudinal Study--Kindergarten Cohort (ECLS-K) were used to test the hypothesis that approaches to learning (ATL) mediates the link between parental divorce and academic achievement. Fixed effects regression was utilized to test for mediation, and subsequent moderation analyses examining gender and age at time of divorce also were conducted. Results indicated that divorce was associated with less growth in test scores and that ATL mediated 18% and 12% of this association in reading and mathematics respectively. Parental divorce also was associated with larger negative effects for children who experienced divorce at an older age as well as for girls' mathematics test scores. These findings contribute to the understanding of the impact of parental divorce on children's academic achievement and underscore the importance of focusing on the variability of child outcomes following parental divorce. PMID:24930818

Anthony, Christopher J; DiPerna, James Clyde; Amato, Paul R

2014-06-01

440

Community Violence Exposure and Adolescents’ School Engagement and Academic Achievement Over Time  

PubMed Central

Objective This study examined the relationships between community violence exposure and two related, but meaningfully distinct, academic outcomes: school engagement and academic achievement (GPA). Psychological symptoms were investigated as mediators of these relationships. Method One hundred eighteen youth reported on community violence exposure and school engagement twice during adolescence, and both parents and adolescents reported on psychological symptoms. Cumulative GPA was also acquired from participants. A path model and hierarchical multiple regression analyses were used to assess these relationships longitudinally. Results Earlier community violence exposure inversely predicted later school engagement, but earlier school engagement did not predict later community violence exposure. School engagement mediated the association between community violence exposure and school GPA. Internalizing and externalizing symptoms, but not posttraumatic stress symptoms, mediated the association between community violence and school engagement. Conclusions When adolescents are exposed to community violence, they may become vulnerable to a cascade of events including psychological symptoms and decreased connectedness to school, which ultimately can lead to overall poor academic achievement. The more proximal, changeable experiences of school connectedness and psychological symptoms offer targets for interventions offsetting long-term adverse academic consequences in violence-exposed youth. PMID:24163782

Borofsky, Larissa A.; Kellerman, Ilana; Baucom, Brian; Oliver, Pamella H.; Margolin, Gayla

2013-01-01

441

Authoritarianism and Academic Achievement of Men and Women: A Canonical Profile.  

ERIC Educational Resources Information Center

Determined which authoritarian profiles correlate with which specific types of patterns of academic achievement in female and male college freshmen (N=150). Results indicated no pattern between females' academic achievement and authoritarian dimensions although males showed positive scores on authoritarian dimensions of superstition and stereotypy…

Badgett, John L. And Others

1984-01-01

442

Academic Achievement, Violent Victimization, and Bullying among U.S. High School Students  

ERIC Educational Resources Information Center

The authors examined the relationship between adolescents' experiences with violent victimization and academic achievement. Data from the 2009 Youth Risk Behavior Survey were analyzed for males (N = 8,537) and females (N = 7,816). Multinomial logistic regression analyses were employed to estimate the relationship between academic achievement

Hammig, Bart; Jozkowski, Kristen

2013-01-01

443

Improving Academic Achievement of At-Risk Students in English Education and Keyboarding I.  

ERIC Educational Resources Information Center

This report describes a program for improving the on-task behavior of at-risk students to increase their academic achievement. The targeted population consisted of high-school students in a growing middle-class community located in a rural area of a midwestern state. The problems of academic under-achievement were documented through data including…

Klinger, Barbara; Nelson, Denise

444

Why Try? Achievement Motivation and Perceived Academic Climate among Latino Youth  

ERIC Educational Resources Information Center

Elliot and McGregor's (2001) 2 x 2 model of achievement motivation (mastery approach, mastery-avoidance, performance-approach and performance-avoidance) was used among 143 Latino adolescents to examine how achievement motivation changes over time, and whether perception of academic climate influences eventual academic outcomes. A series of…

Wilkins, Natalie J.; Kuperminc, Gabriel P.

2010-01-01

445

Socioeconomic Advantage and Achievement Motivation: Important Mediators of Academic Performance in Minority Children in Urban Schools.  

ERIC Educational Resources Information Center

Examines relationships among socioeconomic advantage, achievement motivation, and academic performance in an urban elementary school population of 130 African-American and Hispanic fourth- through sixth-grade students. Results indicate that socioeconomic advantage and achievement motivation are significant mediators of academic performance among…

Schultz, Geoffrey F.

1993-01-01

446

Criterion-Related Validity of the Nowicki-Strickland Locus of Control Scale with Academic Achievement.  

ERIC Educational Resources Information Center

Investigated the relationships between student locus of control and academic achievement in grades five through eight. The Nowicki-Strickland Locus of Control Scale (NSLOCS) was used to measure motivation, and the Iowa Tests of Basic Skills (ITBS) to assess academic achievement. Results indicated moderate inverse relationships between level of…

Nunn, Gary D.; And Others

1986-01-01

447

Relations between Academic Achievement and Self-Concept among Adolescent Students with Disabilities over Time  

ERIC Educational Resources Information Center

Previous literature suggests that academic achievement and self-concept among adolescents in the general education population are positively related (e.g., Huang, 2011). For students with disabilities, however, the correlation between academic achievement and self-concept is sometimes negative and non-significant (Daniel & King, 1995; Feiwell,…

Emenheiser, David E.

2013-01-01

448

Children's Cognitive Ability and Their Academic Achievement: The Mediation Effects of Parental Expectations  

ERIC Educational Resources Information Center

It is generally accepted that cognitive ability predicts academic achievement, and that parental involvement and expectations form part of the constellation of factors that predict their children's academic achievement, particularly for families within the Chinese-heritage Cultures. Although a number of interactions between these parental factors…

Phillipson, Sivanes; Phillipson, Shane N.

2012-01-01

449

Effects of Identity Processing Styles on Academic Achievement of First Year University Students  

ERIC Educational Resources Information Center

Purpose: Academic achievement of first year university students in the international arena, as well as in South Africa, has been a point of concern for all stakeholders because of high failure and dropout rates. The purpose of this paper is to investigate the effects of identity processing styles on academic achievement in first year university…

Seabi, Joseph; Payne, Jarrod

2013-01-01

450

The Role of Motivation to the Academic Achievement of Gifted Secondary Students  

Microsoft Academic Search

A qualitative investigation was conducted to determine, in part, the role of motivation in academic achievement by gifted secondary students. By examining the function of both intrinsic and extrinsic motivation, it was possible to identify the impact of each on the achievement of academically gifted students from Year 7 to Year 9 in a number of schools in regional New

2001-01-01

451

Academic Achievement as a Moderator of Genetic Influences on Alcohol Use in Adolescence  

ERIC Educational Resources Information Center

Prior research suggests a link between academic performance and alcohol use during adolescence, but the degree to which this association reflects actual protective effects continues to be debated. We investigated the role of genetic factors in the association between academic achievement and adolescent alcohol use and whether achievement might…

Benner, Aprile D.; Kretsch, Natalie; Harden, K. Paige; Crosnoe, Robert

2014-01-01

452

Factors of a Low-SES Household: What Aids Academic Achievement?  

ERIC Educational Resources Information Center

The home factors of low-SES primary students, having high academic achievement, were investigated. Six second-grade students were identified as living in low-SES homes and qualifying for free and reduced lunch, while also having high academic achievement. Their primary caretakers were interviewed in order to investigate the factors within their…

Milne, Allison; Plourde, Lee A.

2006-01-01

453

The Chinese High School Student's Stress in the School and Academic Achievement  

ERIC Educational Resources Information Center

In a sample of 466 Chinese high school students, we examined the relationships between Chinese high school students' stress in the school and their academic achievements. Regression mixture modelling identified two different classes of the effects of Chinese high school students' stress on their academic achievements. One class contained 87% of…

Liu, Yangyang; Lu, Zuhong

2011-01-01

454

The Reciprocal Relations between Self-Concept, Motivation and Achievement: Juxtaposing Academic Self-Concept and Achievement Goal Orientations for Mathematics Success  

ERIC Educational Resources Information Center

Research suggests that motivated students and those with high academic self-concepts perform better academically. Although substantial evidence supports a reciprocal relation between academic self-concept and achievement, there is less evidence supporting a similar relation between achievement goal orientations and achievement. There is also a…

Seaton, Marjorie; Parker, Philip; Marsh, Herbert W.; Craven, Rhonda G.; Yeung, Alexander Seeshing

2014-01-01

455

LEARNING STYLES, TEACHING PERFORMANCE, AND STUDENT ACHIEVEMENT: A RELATIONAL STUDY  

Microsoft Academic Search

Learning styles have been shown to have an influence on students' academic achievement, how students learn, and student\\/teacher interaction. The purpose of this study was to describe relationships between students , learning styles, instructor 's teaching performance, and student achievement in an introductory animal science course. The Group Embedded Figures Test (GEFT) was used to assess students , preferred learning

Bryan L. Garton; James N. Spain; William R Lamberson; Donald E. Spiers

1999-01-01

456

An Investigation of Academic Self-Concept and its Relationship to Academic Achievement in African American College Students  

Microsoft Academic Search

This study examined the academic self-concept construct in a sample of 206 African American students attending historically Black colleges and universities (HBCUs) and predominantly White colleges and universities (PWCUs). Institutional, gender, and class status (i.e., year in college) differences in academic self-concept were investigated as well as factors that predict academic self-concept. Participants completed the Academic Self-Concept Scale. Findings indicated

Kevin Cokley

2000-01-01

457

The Effects of Maternal Parenting Style and Religious Commitment on Self-Regulation, Academic Achievement, and Risk Behavior among African-American Parochial College Students  

ERIC Educational Resources Information Center

This study explored relations between religiosity, both parent and student, and maternal parenting style and student academic self-regulation, academic achievement, and risk behavior among African-American youth attending a parochial college. Eighty-five students completed self-report survey measures of religiosity, self-regulation, academic

Abar, Beau; Carter, Kermit L.; Winsler, Adam

2009-01-01

458

Mediational Role of Academic Motivation in the Association between School Self-Concept and School Achievement among Indian Adolescents in Canada and India  

ERIC Educational Resources Information Center

The present study examined the mediational role of academic motivation in the association between school self-concept and school achievement among 355 Indian immigrant adolescents in Canada and 363 Indian adolescents in India. Surveys were administered among Grades 9-12 students in Canada and India to assess their academic self-concepts, academic

Areepattamannil, Shaljan

2012-01-01

459

Effect of a Counseling Intervention Program on Tenth Grade Students' Attendance, Discipline Referrals, and Academic Achievement  

ERIC Educational Resources Information Center

Poor student achievement, high discipline referrals, and student absenteeism were issues in a rural school with a population of approximately 400 students. The purpose of this study was to examine the influence of Effective Teens training on the attendance, discipline referrals, and academic achievement of 10th grade students. The theoretical…

Austin, Dorothy Deona Martin

2013-01-01

460

School-Family-Community Partnerships and the Academic Achievement of African American, Urban Adolescents. Report No. 7.  

ERIC Educational Resources Information Center

Drawing on J. Epstein's theory of overlapping spheres of influence (1991, 1995), this study explores the effects of teacher, family, and church support on the school-related attitudes, behaviors, and academic achievement of African American, urban adolescents. To achieve this objective, 826 students in an urban school district in the southeastern…

Sanders, Mavis G.

461

The Academic Achievement of Second, Third, and Fourth Grade Regular Education Students Involved in Special Education Inclusion Programs.  

ERIC Educational Resources Information Center

This study investigated the differences in academic achievement of regular education students in noninclusion classrooms and of same-grade students in special education inclusion programs, to assess the impact on regular education achievement of inclusion programs in a particular elementary school. All subjects were second, third, or fourth grade…

Liddiard, Hannah J.

462

Early childhood WIC participation, cognitive development and academic achievement.  

PubMed

For the 22% of American children who live below the federal poverty line, and the additional 23% who live below twice that level, nutritional policy is part of the safety net against hunger and its negative effects on children's development. The Special Supplemental Nutrition Program for Women, Infants and Children (WIC) provides steadily available food from the food groups essential for physical and cognitive development. The effects of WIC on dietary quality among participating women and children are strong and positive. Furthermore, there is a strong influence of nutrition on cognitive development and socioeconomic inequality. Yet, research on the non-health effects of U.S. child nutritional policy is scarce, despite the ultimate goal of health policies directed at children-to enable productive functioning across multiple social institutions over the life course. Using two nationally representative, longitudinal surveys of children-the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) and the Child Development Supplement (CDS) of the Panel Study of Income Dynamics-I examine how prenatal and early childhood exposure to WIC is associated in the short-term with cognitive development, and in the longer-term with reading and math learning. Results show that early WIC participation is associated with both cognitive and academic benefits. These findings suggest that WIC meaningfully contributes to children's educational prospects. PMID:25555255

Jackson, Margot I

2015-02-01

463

Preschool center care quality effects on academic achievement: an instrumental variables analysis.  

PubMed

Much of child care research has focused on the effects of the quality of care in early childhood settings on children's school readiness skills. Although researchers increased the statistical rigor of their approaches over the past 15 years, researchers' ability to draw causal inferences has been limited because the studies are based on nonexperimental designs. The purpose of the present study was to demonstrate how an instrumental variables approach can be used to estimate causal impacts of preschool center care quality on children's academic achievement when applied to a study in which preschool curricula were randomly assigned across multiple sites. We used data from the Preschool Curriculum Evaluation Research Initiative (PCER; n = 2,700), in which classrooms or preschools were randomly assigned to that grantee's treatment curriculum or "business as usual" conditions in 18 research sites. Using this method, we demonstrate how developmental researchers can exploit the random-assignment designs of multisite studies to investigate characteristics of programs, such as preschool center care quality, that cannot be randomly assigned and their impacts on children's development. We found that the quality of preschool care received by children has significant, albeit modest, effects on children's academic school readiness, with effect sizes of .03 to .14 standard deviation increases in academic achievement associated with a 1 standard deviation increase in quality. Applications and potential policy implications of this method are discussed. PMID:25437755

Auger, Anamarie; Farkas, George; Burchinal, Margaret R; Duncan, Greg J; Vandell, Deborah Lowe

2014-12-01

464

Examining the Academic Achievement of Latino Adolescents: The Role of Parent and Peer Beliefs and Behaviors  

ERIC Educational Resources Information Center

The achievement gap between Latino and White youth is well documented. This is of particular concern as children enter middle school because of the decline in school engagement and achievement noted in many students. The impact parent and peer beliefs and behaviors have on academic achievement, engagement, and achievement values of Latino middle…

Hayes, DeMarquis; Blake, Jamilia J.; Darensbourg, Alicia; Castillo, Linda G.

2015-01-01

465

Service Teachers' Academic Achievements in Online Distance Education: The Roles of Online Self-Regulation and Attitudes  

ERIC Educational Resources Information Center

The purpose of this study is to examine pre-service teachers' academic achievements in terms of different variables such as online self-regulated learning skills and attitudes towards distance education. This study is descriptive in nature. Survey study design was implemented to examine the relationships among variables. The study was…

Uzun, Ahmet Murat; Unal, Erhan; Yamac, Ahmet

2013-01-01

466

Health and Academic Achievement: Cumulative Effects of Health Assets on Standardized Test Scores Among Urban Youth in the United States*  

PubMed Central

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, and (2) examine cumulative effects of these assets on academic achievement. Methods Participants include 940 students (grades 5 and 6) from 12 schools randomly selected from an urban district. Data include physical assessments, fitness testing, surveys, and district records. Fourteen health indicators were gathered including physical health (eg, body mass index [BMI]), health behaviors (eg, meeting recommendations for fruit/vegetable consumption), family environment (eg, family meals), and psychological well-being (eg, sleep quality). Data were collected 3-6 months prior to standardized testing. Results On average, students reported 7.1 health assets out of 14. Those with more health assets were more likely to be at goal for standardized tests (reading/writing/mathematics), and students with the most health assets were 2.2 times more likely to achieve goal compared with students with the fewest health assets (both p < .001). Conclusions Schools that utilize nontraditional instructional strategies to improve student health may also improve academic achievement, closing equity gaps in both health and academic achievement. PMID:24320151

Ickovics, Jeannette R.; Carroll-Scott, Amy; Peters, Susan M.; Schwartz, Marlene; Gilstad-Hayden, Kathryn; McCaslin, Catherine

2014-01-01

467

Academic achievement in the Chinese context: the role of goals, strategies, and effort.  

PubMed

Previous studies have suggested that Western constructs of academic motivation may operate in different ways in Asian contexts due to differences in the cultural environment. In the present study, the integrative effects of achievement goals, strategy orientations, and effort expenditure on achievement outcomes were examined among 1950 seventh-grade Chinese students in Hong Kong. Participants completed separate questionnaires for mathematics and English. Results for the two subjects were largely similar. There were significant positive relationships between mastery and performance goals, between cooperative and competitive orientations, as well as between understanding and memorizing strategies. Regression analyses further revealed that goals and strategies were highly predictive of effort expenditure, but only goals and effort significantly predicted achievement outcome, with strategies being barely significant. The need to further investigate how Chinese students reconcile the apparently antithetical orientations in learning as well as the effective strategies contributing to their learning is indicated. PMID:22022794

Ho, Irene T; Hau, Kit-Tai

2008-10-01

468

A multidimensional diagnostic perspective on academic achievement goal orientation structure, using the Rasch measurement models.  

PubMed

This study is designed to investigate a multidimensional structure of academic achievement goal orientations from a diagnostic perspective, using the Rasch measurement models. A data set of Korean students who responded to the Patterns of Adaptive Learning Survey (PALS) was analyzed. Both consecutive unidimensional and multidimensional Rasch measurement models were applied for comparative purposes. Each goal orientation dimension (i.e., the attitude) was standardized and then classified into three categorical levels, i.e., low, middle and high. These categorizations of goal dimensions were used to examine the role of students' performance-approach goals on mathematics achievement in relation with the other achievement goals. Results indicate that the multidimensional partial credit model was the best model with respect to the fit of the data to the models. Findings of the current study also demonstrate that practitioners who need specific feedback for instruction and/or intervention can benefit from the multidimensional approach. PMID:23816592

Seo, Daeryong; Taherbhai, Husein; Paek, Insu

2013-01-01

469

Joint Contributions of Peer Acceptance and Peer Academic Reputation to Achievement in Academically At Risk Children: Mediating Processes  

PubMed Central

The longitudinal relationships between two dimensions of peer relationships and subsequent academic adjustment were investigated in a sample of 543 relatively low achieving children (M = 6.57 years at Year 1, 1st grade). Latent variable SEM was used to test a four stage model positing indirect effects of peer acceptance and peer academic reputation (PAR) assessed in Year 2 on academic achievement in Year 5, via the effects of the peer relationships variables on perceived academic competence in Year 3 and effortful engagement in Year 4. As expected, the effect of PAR on engagement was partially mediated by perceived academic competence, and the effect of perceived academic competence on achievement was partially mediated by engagement. In the context of PAR, peer acceptance did not contribute to the mediating variables or to achievement. Findings provide a clearer understanding of the processes by which early peer-relationships influence concurrent and future school-related outcomes. Implications for educational practice and future research are discussed. PMID:21113406

Chen, Qi; Hughes, Jan N.; Liew, Jeffrey; Kwok, Oi-Man

2010-01-01

470

A Comparative Analysis of Grade Span Configurations and Academic Achievement among 6-8 and K-8 Public Schools in Texas  

ERIC Educational Resources Information Center

Purpose: The purpose of this study was to determine the effect of grade span configurations on academic achievement in middle and K-8 public schools in the state of Texas. More specifically, academic achievement was examined and compared between two different school settings (i.e., middle schools and K-8 schools) for sixth-, seventh-, and…

Clark, David M.

2012-01-01

471

Urban Underrepresented Minority Students in Science, Technology, Engineering, and Math: An Analysis of the Differences between Developmental Assets and Academic Achievement  

ERIC Educational Resources Information Center

The purpose of this study is to determine the relationship between the developmental assets and academic achievement of urban underrepresented minority male and female students in a specialized science, technology, engineering, and math program, and the developmental assets and academic achievement of urban underrepresented minority male and…

Wells, Jovan Grant

2013-01-01

472

The Impact of Substance Use and Violence/Delinquency on Academic Achievement for Groups of Middle and High School Students in Washington.  

ERIC Educational Resources Information Center

Noting that little is known about how the social environment affects academic achievement among groups of students, this study examined the associations among substance use, violent/delinquent behavior, and academic achievement in groups of middle and high school students. Data sources for middle school students were the 1998 Washington State…

Mandell, Dorothy J.; Hill, Sheri L.; Carter, Louise; Brandon, Richard N.

473

Can Parental Expectations Compensate for the Negative Effects of Low-Birth Weight on Academic Achievement? A Cross-Sectional Analysis of the National PEELS Data  

ERIC Educational Resources Information Center

The purpose of this study is to examine the potential impact parental expectations have on the academic achievement of children born with low-birth weight to inform educational leaders. Literature on levels of children born with birth weights as low as 1 LB to as high as 9 LBS were evaluated based on: birth weight, academic achievement, and…

Cormier-Zenon, Dolores E.

2012-01-01

474

Academic Achievement: The Unique Contribution of Self-Efficacy Beliefs in Self-Regulated Learning beyond Intelligence, Personality Traits, and Self-Esteem  

ERIC Educational Resources Information Center

The present study examined the contribution of self-efficacy beliefs in self-regulated learning (SESRL) in predicting academic achievement at the end of junior high school above and beyond the effects of previous academic achievement, gender, socioeconomic status, intelligence, personality traits, and self-esteem. Participants included 170 (87…

Zuffiano, Antonio; Alessandri, Guido; Gerbino, Maria; Kanacri, Bernadette Paula Luengo; Di Giunta, Laura; Milioni, Michela; Caprara, Gian Vittorio

2013-01-01

475

Motivation, Self-Regulated Learning Efficacy, and Academic Achievement among International and Domestic Students at an Urban Community College: A Comparison  

ERIC Educational Resources Information Center

This study is designed to examine how intrinsic motivation, extrinsic motivation, and self-regulated learning efficacy influence academic achievement of international and domestic community college students. Results show that for both international and domestic students, motivation did not directly affect academic achievement. Self-regulated…

Liao, Hsiang-Ann; Ferdenzi, Anita Cuttita; Edlin, Margot

2012-01-01

476

Executive Impairment Determines ADHD Medication Response: Implications for Academic Achievement  

ERIC Educational Resources Information Center

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…

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

477

Factors Influencing Academic Achievement for Salt River Students  

ERIC Educational Resources Information Center

Native American students from the Salt River Pima-Maricopa Indian Community have attended Stapley Junior High, one of 13 junior high schools in the Mesa Unified School District, since its doors opened in the fall of 1994. Over the years a variety of instructional practices have been used in an effort to improve academic outcomes for these…

Williams, Sidney

2012-01-01

478

The Effectiveness of Academic Interest Scales in Predicting College Achievement.  

ERIC Educational Resources Information Center

The predictive validities of various SVIB academic interest scales were assessed with first semester freshman males at the University of Massachusetts. Both the Rust and Ryan and the Campbell and Johansson scales contributed significantly, albeit modestly, to a multiple correlation coefficient consisting of high school rank and scholastic aptitude…

Johnson, Richard W.

479

Is the Cure Worse than the Disease? A Longitudinal Study on the Effect of Grade Retention in Secondary Education on Achievement and Academic Self-Concept  

ERIC Educational Resources Information Center

Holding students back when they do not meet a specific attainment level is common practice in a lot of countries. However, this practice is not without controversy and recent studies point at the negative effects of grade retention, especially in the long-term. The majority of these studies focused on grade retention in primary education. In our…

Lamote, Carl; Pinxten, Maarten; Van Den Noortgate, Wim; Van Damme, Jan

2014-01-01

480

Predicting Reading Comprehension Academic Achievement in Late Adolescents with Velo-Cardio-Facial (22q11.2 Deletion) Syndrome (VCFS): A Longitudinal Study  

ERIC Educational Resources Information Center

Background: The primary objective of the current study was to examine the childhood predictors of adolescent reading comprehension in velo-cardio-facial syndrome (VCFS). Although much research has focused on mathematics skills among individuals with VCFS, no studies have examined predictors of reading comprehension. Methods: 69 late adolescents…

Antshel, K.; Hier, B.; Fremont, W.; Faraone, S. V.; Kates, W.

2014-01-01

481

Using Collaborative Planning and Teaching Practices to Improve the Academic Achievement of Students with Disabilities: A Case Study of Inclusive Classrooms in Two Schools  

ERIC Educational Resources Information Center

This study examines the collaborative practices between three sets of special education and English/Language Arts teachers involved in the co-teaching of inclusive classrooms--classrooms consisting of both general education and special education students (SWDs). The study took place in two middle schools in two different school districts in New…

Terranoud, Timothy Gerard

2010-01-01

482

The Will to Achieve: A Phenomenological Study of the Experiences of African American High Achieving Students and Their Parents  

ERIC Educational Resources Information Center

The purpose of this research study was to understand the experiences of high achieving African American students and their parents. The experiences of high achieving African American students and their parents have been missing from literature on the academic achievement of African American students. Much of the literature that has been published…

Spencer, Natalie Faye

2012-01-01

483

Study Abroad Academic Advisement Form  

E-print Network

Study Abroad Academic Advisement Form Name: ID Number: Study Abroad Location: University Country choosing your study abroad courses (i.e.: major advisor for coursework which applies to your major studying abroad, transfer credit cannot be guaranteed when you return to Cal State Fullerton. You

de Lijser, Peter

484

Relationships between study skills and academic performance  

NASA Astrophysics Data System (ADS)

Study skills play an important role in influencing academic performance of university students. These skills, which can be modified, can be used as an indicator on how a student would perform academically in his course of study. The purpose of the study is to determine the study skills profile among Universiti Selangor's (Unisel) students and to find the relationships of these skills with student's academic performance. A sample of seventy-eight (78) foundation studies and diploma students of Unisel were selected to participate in this study. Using Study Skills Inventory instrument, eight skills were measured. They are note taking; test taking; textbook study; concentration and memory; time management; analytical thinking and problem solving; nutrition; and vocabulary. Meanwhile, student's academic performance was measured through their current Grade Point Average (GPA). The result showed that vocabulary skill scored the highest mean with 3.01/4.00, followed by test taking (2.88), analytical thinking and problem solving (2.80), note taking (2.79), textbook study (2.58), concentration and memory (2.54), time management (2.25) and nutrition (2.21). Correlation analysis showed that test taking (r=0.286, p=0.011), note taking (r=0.224, p=0.048), and analytical thinking and problem solving (r=0.362, p=0.001) skills were positively correlated with GPA achievement.

Md Rahim, Nasrudin; Meon, Hasni

2013-04-01

485

Examining Gender and the Academic Achievement of Students with Emotional Disturbance  

ERIC Educational Resources Information Center

Students with emotional disturbance (ED) have significant academic deficits (Trout, Nordness, Pierce, & Epstein, 2003; Lane, 2004). Even after identification and school intervention, students with ED continue to demonstrate limited academic achievement and high rates of drop out and school failure, with 80-90% scoring below grade level on tests of…

Rice, Elisabeth Hess; Yen, Cherng-Jyh

2010-01-01

486

Examining the Relationship between Selected Variables and the Academic Achievement of African American High School Students  

ERIC Educational Resources Information Center

Research investigating the impact of factors such as gender, socioeconomic status, racial socialization, and academic self-concept on the academic achievement of African American high school students has been of interest to scholars for decades. Previous literature has focused much attention on the relationship of each of these constructs and…

Graham, David Mark

2009-01-01

487

Gender Disparity Analysis in Academic Achievement at Higher Education Preparatory Schools: Case of South Wollo, Ethiopia  

ERIC Educational Resources Information Center

Gender is among the determinant factors affecting students' academic achievement. This paper tried to investigate the impact of gender on academic performance of preparatory secondary school students based on 2014 EHEECE result. Ex post facto research design was used. To that end, data were collected from 3243 students from eight purposively…

Eshetu, Amogne Asfaw

2015-01-01

488

ALAS: Achievement for Latinos through Academic Success. What Works Clearinghouse Intervention Report  

ERIC Educational Resources Information Center

"ALAS," an acronym for "Achievement for Latinos through Academic Success" that means "wings" in Spanish, is a middle school (or junior high school) intervention designed to address student, school, family, and community factors that affect dropping out. Each student is assigned a counselor who monitors attendance, behavior, and academic

What Works Clearinghouse, 2006

2006-01-01

489

Coordinated School Health Programs and Academic Achievement: A Systematic Review of the Literature  

ERIC Educational Resources Information Center

Background: Few evaluations of school health programs measure academic outcomes. K-12 education needs evidence for academic achievement to implement school programs. This article presents a systematic review of the literature to examine evidence that school health programs aligned with the Coordinated School Health Program (CSHP) model improve…

Murray, Nancy G.; Low, Barbara J.; Hollis, Christine; Cross, Alan W.; Davis, Sally M.

2007-01-01

490

Relationship between Metacognition, Motivation, Locus of Control, Self-Efficacy, and Academic Achievement.  

ERIC Educational Resources Information Center

Examines the relationship between metacognition and certain personality variables and the role they play in academic achievement. Participants were grade 12 students (N=108) in New Brunswick and Newfoundland. Results indicate significant positive relationships between metacognition, motivation, locus of control, self-efficacy, and academic

Landine, Jeffrey; Stewart, John

1998-01-01

491

Academic Achievement and School Functioning among Nonincarcerated Youth Involved with the Juvenile Justice System  

ERIC Educational Resources Information Center

The relationship between academic problems and delinquency is well documented among incarcerated populations but has not been examined among nonincarcerated youth involved with the juvenile justice system. This research examined the school functioning and academic achievement of 157 youth who had brief contact with a state department of juvenile…

Brown, Jonathan D.; Riley, Anne W.; Walrath, Christine M.; Leaf, Philip J.; Valdez, Carmen

2008-01-01

492

The Relationship between Perceived Task Competence, Achievement Expectancies, and School Withdrawal of Academically Underprepared Adolescent Students.  

ERIC Educational Resources Information Center

Tracked the college careers of 378 students who entered college through a special program for academically underprepared students. Results indicated that students' academic self-concept and achievement expectancies were related to their subsequent school withdrawal. Found differences in the relationship between attitudes and school withdrawal of…

House, J. Daniel

1992-01-01

493

The Effects of School, Family, and Community Support on the Academic Achievement of African American Adolescents.  

ERIC Educational Resources Information Center

Effects of school, family, and community support on academic attitudes and achievement were examined in 827 eighth-grade black students in an urban school district in the southeastern U.S. Students' church involvement and perceptions of teacher and parental support positively influence academic self-concepts and school behaviors. (MMU)

Sanders, Mavis G.

1998-01-01

494

Closing the Gap in Academic Readiness and Achievement: The Role of Early Childcare  

ERIC Educational Resources Information Center

Background: Socially disadvantaged children with academic difficulties at school entry are at increased risk for poor health and psychosocial outcomes. Our objective is to test the possibility that participation in childcare--at the population level--could attenuate the gap in academic readiness and achievement between children with and without a…

Geoffroy, Marie-Claude; Cote, Sylvana. M.; Giguere, Charles-Edouard; Dionne, Ginette; Zelazo, Philip David; Tremblay, Richard E.; Boivin, Michel; Seguin, Jean. R.

2010-01-01

495

Perceived Social Support and Academic Achievement: Cross-Lagged Panel and Bivariate Growth Curve Analyses  

ERIC Educational Resources Information Center

As students transition to post-secondary education, they experience considerable stress and declines in academic performance. Perceived social support is thought to improve academic achievement by reducing stress. Longitudinal designs with three or more waves are needed in this area because they permit stronger causal inferences and help…

Mackinnon, Sean P.

2012-01-01

496

Academic Self-Concepts in Adolescence: Relations with Achievement and Ability Grouping in Schools  

ERIC Educational Resources Information Center

The effects of ability grouping in schools on students' self-concept were examined in a sample of 23 secondary schools with a range of structured ability groupings. Measures of general self-concept, academic self-concept, and achievement were collected from over 1600 students aged 14-15 years and again two years later. Students' academic

Ireson, Judith; Hallam, Susan

2009-01-01

497

Examining Levels of Alignment between School and Afterschool and Associations with Student Academic Achievement  

ERIC Educational Resources Information Center

In recent years, attention has been given to the academic impact of afterschool programs. Some schools collaborate with afterschool programs in an attempt to align the learning that occurs during the school day with the learning that occurs during afterschool hours, and thus maximize the potential to positively impact student academic achievement.…

Bennett, Tracy Leeann

2013-01-01

498

Academic Achievement and School Functioning Among Nonincarcerated Youth Involved With the Juvenile Justice System  

Microsoft Academic Search

The relationship between academic problems and delinquency is well documented among incarcerated populations but has not been examined among nonincarcerated youth involved with the juvenile justice system. This research examined the school functioning and academic achievement of 157 youth who had brief contact with a state department of juvenile justice and then returned to the community. More than half (62.4%)

Jonathan D. Brown; Anne W. Riley; Christine M. Walrath; Philip J. Leaf; Carmen Valdez

2008-01-01

499

Self-Concept and Academic Achievement: A Meta-Analysis of Longitudinal Relations  

ERIC Educational Resources Information Center

The relation between self-concept and academic achievement was examined in 39 independent and longitudinal samples through the integration of meta-analysis and path analysis procedures. For relations with more than 3 independent samples, the mean observed correlations ranged from 0.20 to 0.27 between prior self-concept and subsequent academic

Huang, Chiungjung

2011-01-01

500

Exploring the Role of Motivational Factors in the Academic Achievement of EFL Learners  

ERIC Educational Resources Information Center

The purpose of this research is to explore the role of motivational factors in the academic achievement of EFL learners. The research was conducted at a State University, Faculty of Education in Turkey. The participants were 230 freshman prospective teachers from four different academic majors taking English class. Attitude/Motivation Test Battery…

Solak, Ekrem

2012-01-01