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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

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

3

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

4

Academic Achievement and Nongradedness  

ERIC Educational Resources Information Center

A study designed to compare the academic achievement of pupils in graded and non-graded schools using an Index of Non-gradedness to determine the validity of the term non-graded" as applied to some schools. (Author/RY)

Engel, Barney M.; Cooper, Martin

1971-01-01

5

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

ERIC Educational Resources Information Center

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

Vrugt, Anneke; Oort, Frans J.

2008-01-01

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

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

8

Academic achievement of twins and singletons in early adulthood: Taiwanese cohort study  

Microsoft Academic Search

Objectives To examine the long term effects of low birth weight on academic achievements in twins and singletons and to determine whether the academic achievement of twins in early adulthood is inferior to that of singletons.Design Cohort study.Setting Taiwanese nationwide register of academic outcome.Participants A cohort of 218 972 singletons and 1687 twins born in Taiwan, 1983-5.Main outcome measure College

Meng-Ting Tsou; Meng-Wen Tsou; Ming-Ping Wu; Jin-Tan Liu

2008-01-01

9

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

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

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

12

Increasing Male Academic Achievement  

Microsoft Academic Search

The No Child Left Behind legislation has brought greater attention to the academic performance of American youth. Its emphasis on student achievement requires a closer analysis of assessment data by school districts. To address the findings, educators must seek strategies to remedy failing results. In a mid-Atlantic district of the Unites States, the failing of male students was manifested on

Barbara Talbert Jackson

13

Black Adolescents: A Descriptive Study of Their Self-Concepts and Academic Achievement.  

ERIC Educational Resources Information Center

Examined the relationships among global self-concept, self-concept of academic ability, and academic achievement of 211 10th-grade Black American adolescents. No significant relationship was found betwen global self-concept and academic achievement, although the relationship between self-concept of academic ability and academic achievement reached…

Mboya, Mzobanzi M.

1986-01-01

14

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

ERIC Educational Resources Information Center

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

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

2014-01-01

15

A quasi-experimental study of maternal smoking during pregnancy and offspring academic achievement  

PubMed Central

Maternal smoking during pregnancy (SDP) is associated with lower academic achievement in offspring. The current study, which was based on all births in Sweden from 1983 through 1991, explored the possible causal processes underlying the association between SDP and offspring school grades and a standardized assessment of mathematic proficiency at age 15. The analyses compared relatives who varied in their exposure to SDP and who varied in their genetic relatedness. Although SDP was statistically associated with academic achievement when comparing unrelated individuals, the results suggest that SDP does not cause poorer academic performance, as full siblings differentially exposed to SDP did not differ in their academic scores. The pattern of results suggests that genetic factors shared by parents and their offspring explain significant variance in why offspring opposed to SDP have lower levels of academic achievement. Nevertheless, SDP impacts pregnancy-related outcomes. Reducing SDP, therefore, remains a major public health issue. PMID:20331655

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

2013-01-01

16

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

17

Friends’ Influence on Adolescents’ Academic Achievement Motivation: An Experimental Study  

Microsoft Academic Search

To examine the influence of friends on adolescents’ motivation to achieve in school, each of 118 eighth graders was paired with a close friend. The pairs of friends were randomly assigned to either an experimental or a control condition. In the experimental condition, the friends discussed dilemmas that required them to decide between 2 actions reflecting different levels of achievement

Thomas J. Berndt; Ann E. Laychak

1990-01-01

18

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

19

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

20

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

21

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

22

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

23

A Study of the Influence of Academic Achievement on the Resident Selection Process.  

ERIC Educational Resources Information Center

Discusses a study, which indicated a significant difference between residency applicants considered finalists after their interview was completed, and those considered nonfinalists (among applicants representing differing levels of academic achievement as measured by National Board of Podiatry Examiners examination scores and clinical evaluation…

Goller, William L.

1980-01-01

24

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

25

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

26

Predictors of High Academic Achievement in Mathematics and Science by Mathematically Talented Students: A Longitudinal Study  

Microsoft Academic Search

Educational experiences of a cohort of 1,247 mathematically talented youths (initially identified in 7th\\/8th grade by the Study of Mathematically Precocious Youth) were analyzed after high school and after college to identify factors correlated with high and low academic achievement in math and science in college by students with extremely high ability. Almost all students had achieved highly by conventional

Camilla Persson Benbow; Olya Arjmand

1990-01-01

27

Personal project appraisals, academic achievement and related satisfaction: A prospective study  

Microsoft Academic Search

The impact of achievement project appraisals on academic achievement, satisfaction and test anxiety, as well as on subsequent\\u000a project appraisals, was examined. First, 303 university students filled in the Little’s Personal Project Analysis (PPA) at\\u000a the beginning of their studies. Six months later, 170 of them were examined according to their anxiety, and expected and received\\u000a grades in an examination

Katariina Salmela-Aro; Jari-Erik Nurmi

1997-01-01

28

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

29

Anxiety in academic achievement situations  

Microsoft Academic Search

Scales of general anxiety (Taylor, Welsh, and Freeman) and of anxiety specific to academic situations (Mandler-Sarason, Achievement Anxiety Test) were administered to college freshmen. Academic achievement included verbal aptitude, the Scholastic Aptitude Test, overall grade-point average, and performance in psychology courses. The 2 tests of specific anxiety were seen to be measuring something different than the more general tests and

R. Alpert; R. N. Haber

1960-01-01

30

Cognitive–Motivational Characteristics and Academic Achievement of Learning Disabled Children: A Longitudinal Study  

Microsoft Academic Search

Academic self-concept, academic locus of control, and achievement expectations were investigated over a 2-year period for 78 children identified as learning disabled (LD) and 71 non learning disabled, normally achieving children (NLD). The LD children had no remedial program for their learning problems and had not been classified by their schools as LD. The data were collected while the sample

James W. Chapman

1988-01-01

31

Ego Development and Adolescent Academic Achievement  

ERIC Educational Resources Information Center

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

Bursik, Krisanne; Martin, Timothy A.

2006-01-01

32

Academic Achievement Programs. Student Handbook.  

ERIC Educational Resources Information Center

This University of Maryland, College Park student handbook is intended as a reference to help academic achievement program (AAP) students successfully navigate the campus and the academic services available. Sections of the handbook cover the history, philosophy, and mission of the AAP; describe a summer transitional program; list the five program…

Maryland Univ., College Park.

33

Differentiating Biology Homework to Enhance Academic Achievement  

Microsoft Academic Search

The purpose of the study is to determine if differentiating homework for biology will motivate students to complete and turn in homework, address the needs of diverse learners, and improve academic achievement. The rationale assumes there is a positive relationship between homework completion and academic achievement and that students have different learning styles that can be addressed by allowing choice

Genevieve Finch Bertsos

2005-01-01

34

Academic Achievement Survey and Educational Assessment Research  

ERIC Educational Resources Information Center

The recent "Nationwide academic achievement and study situation survey" was clearly influenced by the idea of "authentic assessment", an educational assessment perspective focused on "quality" and "engagement". However, when "performance assessment", the assessment method corresponding to this focus, is adopted in academic achievement surveys, it…

Tanaka, Koji

2009-01-01

35

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

36

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

37

The Association Between Objectively Measured Physical Activity and Academic Achievement in Dutch Adolescents: Findings From the GOALS Study.  

PubMed

The main goal of this study was to investigate the association between objectively measured physical activity and academic achievement in adolescents. Students in Grades 7 and 9 (N = 255) were included. Overall, we found no significant dose-response association between physical activity and academic achievement. However, in Grade 7 total physical activity volume (Total PA) was negatively associated with academic achievement, while moderate-to-vigorous intensity physical activity (MVPA) was negatively associated with both academic achievement and mathematics performance. In contrast, in Grade 9 both Total PA and MVPA were positively associated with mathematics performance. In addition, the overall association between MVPA and academic achievement followed an inverted U-shaped curve. Finally, Total PA was positively associated with executive functioning, while executive functioning in turn mediated the associations between Total PA and both academic achievement and mathematics performance. These results indicate that the association between physical activity and academic achievement in adolescents is complex and might be affected by academic year, physical activity volume and intensity, and school grade. PMID:25356610

Van Dijk, Martin L; De Groot, Renate H; Savelberg, Hans H; Van Acker, Frederik; Kirschner, Paul A

2014-10-01

38

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

39

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

40

Homework style, homework environment, and academic achievement  

Microsoft Academic Search

The study examined the preferred and actual homework styles of 272 seventh graders (134 males and 138 females) who were characterized by (1) three levels of self-perceived homework achievement, (2) three levels of academic achievement, and (3) three levels of homework achievement. Consistencies and differences in the distinguishing components were found within and between the different types of achievement. Although

Eunsook Hong

2001-01-01

41

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

Microsoft Academic Search

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 students took stimulant medication and said the drugs helped them, yet

Claire Advokat; Chunqiao Luo

2011-01-01

42

Academic Achievement of Adolescents from Selected Ethnocultural Groups in Canada: A Study Consistent with John Ogbu's Theory.  

ERIC Educational Resources Information Center

Analyzed the results of a study that examined academic achievement of adolescents in selected ethnocultural groups in Canada. Surveyed Caribbean, Chinese, East European, Latin American, South Asian, and Canadian students (n=1954). Found that adolescents in voluntary groups had higher academic performance. Includes references. (CMK)

Samuel, Edith; Krugly-Smolska, Eva; Warren, Wendy

2001-01-01

43

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

44

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

45

The Causal Ordering of Self-Concept and Academic Motivation and Its Effect on Academic Achievement  

ERIC Educational Resources Information Center

Critical questions in educational psychology research to be addressed in this paper concern the casual relationship between academic self-concept, academic motivation and its effect on academic achievement. Do changes in academic self-concept and academic motivation lead to changes in subsequent academic achievement? Various studies have attempted…

Green, Jasmine; Nelson, Genevieve; Martin, Andrew J.; Marsh, Herb

2006-01-01

46

What makes a good program? A case study of a school admitting high academic achievers.  

PubMed

This paper reports the results of a qualitative study that explored the administration and implementation of the Tier 1 Program (Secondary 1 Curriculum) of the Project P.A.T.H.S. The case study method was used to explore perceptions of the teachers and the project coordinator of program effectiveness, and to identify various factors for program success. A school admitting high academic achievers was selected, and site visits, as well as individual and focus group interviews, were conducted with the program coordinator, social worker, and course teachers. The results suggested that clear vision and program goals, high quality of curriculum, helpful leadership, positive teacher attitude, and strong administrative support are factors for program success. Analyzing the data enables the researchers to understand the characteristics of a successful program as well as the interplay among factors for producing success. PMID:18956120

Lam, Ching Man

2008-01-01

47

Family and personal correlates of academic achievement.  

PubMed

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

García Bacete, F J; Rosel Remírez, J

2001-04-01

48

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

49

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

ERIC Educational Resources Information Center

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

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

2011-01-01

50

Academic Control and Action Control in the Achievement of College Students: A Longitudinal Field Study.  

ERIC Educational Resources Information Center

Two measures, perceived academic control and action control (i.e., preoccupation with failure), were administered to college students. Achievement-related cognitions, emotions, motivation, and final grades were measured at the end of the course. Of note, high-control, high-failure-preoccupied students outperformed the other groups by one to two…

Perry, Raymond P.; Hladkyj, Steven; Pekrun, Reinhard H.; Pelletier, Sarah T.

2001-01-01

51

A Pilot Study of Working Memory and Academic Achievement in College Students with ADHD  

ERIC Educational Resources Information Center

Objective: To investigate working memory (WM), academic achievement, and their relationship in university students with attention-deficit/hyperactivity disorder (ADHD). Method: Participants were university students with previously confirmed diagnoses of ADHD (n = 16) and normal control (NC) students (n = 30). Participants completed 3…

Gropper, Rachel J.; Tannock, Rosemary

2009-01-01

52

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

53

Academic achievement and involvement in hockey: a post-hoc longitudinal study.  

PubMed

Academic achievement, absenteeism, and athletic involvement (hockey) data were collected on 484 boys throughout British Columbia. School and minor hockey records were used to obtain longitudinal data for each boy from Grade 1 until high school graduation or school withdrawal. Results indicated that hockey players exhibit less school absenteeism than non hockey players, but are not different with respect to grade point averages. Hockey players, at the juvenile level or lower, tend to attain a slightly higher grade point average during the years they are playing hockey in comparison with their academic achievement during the years they are not playing hockey. Of the hockey players with lower than average I.Q.'s, those who exhibit poor achievement tend to drop out of hockey earlier than those who have average or above average grades. PMID:498405

Schutz, R W

1979-03-01

54

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

55

Academic Plan Year One: Progress and Achievements  

E-print Network

Academic Plan ­ Year One: Progress and Achievements Faculty of Applied Science & Engineering University of Toronto December 2012 #12; Faculty of Applied Science & Engineering Academic Plan.................................................................................................................... 21 #12; Faculty of Applied Science & Engineering Academic Plan -- Year One

56

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

57

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

58

Learning and study strategies, cognitive indicators, and demographic factors as related to academic achievement and retention among college freshmen  

Microsoft Academic Search

The purpose of the research was to examine the learning and study strategies used by college freshmen to determine if those strategies were related to academic achievement and student retention. Another purpose was to determine the contributions of learning and study strategies, the ASSET test, high school grade point average, gender, age, part-time\\/full-time enrollment status, time of attendance (day or

Mary Jane Heaney

1996-01-01

59

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

60

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

ERIC Educational Resources Information Center

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

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

2012-01-01

61

A study of the effects of students' feelings towards schoolwork and gender, race, and system size on academic achievement  

Microsoft Academic Search

The purpose of this study was to demonstrate whether or not students' feelings about school and schoolwork relate to academic achievement. Additionally, the subproblems of this study were to demonstrate if there is a significant difference in the following: (1) the way majority and minority students respond to questions of how they feel about school and schoolwork, (2) the way

Fretta Marlene Bunch

1989-01-01

62

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

63

The prediction of academic achievement by a British study habits inventory  

Microsoft Academic Search

The purpose of this study is to determine if the prediction of college success can be improved with the Student Attitude Inventory (SAI). This inventory was developed in Britain and contains 47 items which attempt to identify students in higher education on the basis of: (1) motivation, (2) study methods, (3) examination technique, and (4) lack of distractions toward academic

Mark E. Thompson

1976-01-01

64

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

65

A Study of the Association between High School Student Participation in Co-Curricular Activities and Academic Achievement  

ERIC Educational Resources Information Center

The purpose of this study was to take a look at the academic achievement of students who are involved in co-curricular when statistically compared to the performance of their peers who are not involved in co-curricular activities. The scope of the investigation only includes high school students and the relationship between their involvement in…

Streb, Arthur G.

2009-01-01

66

The Prediction of Academic Achievement by a British Study Habits Inventory  

ERIC Educational Resources Information Center

The effectiveness of the Student Attitude Inventory (SAI) in predicting college success was examined. The SAI contains 47 items that identify students on the basis of (1) motivation, (2) study methods, (3) examination technique, and (4) lack of distractions toward academic work. (Editor/LBH)

Thompson, Mark E.

1976-01-01

67

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

68

Testing for Causal Predominance between Academic Self-concept and Academic Achievement: A Developmental Perspective.  

ERIC Educational Resources Information Center

This study is an attempt to determine if it is possible to establish causal direction between academic self-concept and academic achievement, focusing on whether academic self-concept and the subject-matter self-concepts of English and mathematics serve to generate academic, English, and mathematics achievements, respectively. This study of causal…

Byrne, Barbara M.

69

Effects of parenting styles, academic self-efficacy, and achievement motivation on the academic achievement of university students in Ethiopia  

Microsoft Academic Search

The prime purpose of this study was to propose and test an integrated parental and social-cognitive model of academic achievement and examine the effects of parenting styles, academic self-efficacy, and achievement motivation on academic achievement by employing an ex-post facto prospective research design. The data on demographic characteristics, parenting styles, academic self-efficacy and achievement motivation were collected through self-report questionnaires

Abesha A. Gota

2012-01-01

70

Academic self-concept, autonomous academic motivation, and academic achievement: Mediating and additive effects  

Microsoft Academic Search

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 autonomous academic motivation and achievement, or 3) both motivational constructs have an additive effect on academic achievement.

Frédéric Guay; Catherine F. Ratelle; Amélie Roy; David Litalien

2010-01-01

71

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

ERIC Educational Resources Information Center

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

Dotterer, Aryn M.; Lowe, Katie

2011-01-01

72

SOME FACTORS AFFECTING UNDERGRADUATE ACADEMIC ACHIEVEMENT.  

PubMed

A related series of studies, most of which have been published previously, is described. These studies form a coherent whole and demonstrate the development of a theme, namely, the identification of factors in the student and the medical school which, in their interaction, influenced undergraduate academic performance at one medical school. In the population concerned no reliable positive or negative correlation could be demonstrated between cognitive ability and academic performance, when the former was measured by the Wechsler Adult Intelligence Scale and the Medical College Admission Test, and the latter by the current assessment methods of the medical school. Other factors, including socioeconomic and individual personality variables, are at present under investigation as to their effect on academic achievement. It is emphasized that the results of these studies cannot be regarded as valid for all medical schools, but the methods employed can be generalized. PMID:14278025

HUNTER, R C

1965-04-01

73

Study procrastination, achievement, and academic motivation in web-based and blended distance learning  

Microsoft Academic Search

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 that spaced study rather than last minute cramming would yield higher achievement,

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

2005-01-01

74

Negro academic motivation and scholastic achievement  

Microsoft Academic Search

Separate samples of 233 Negro and 515 Caucasian high school students of both sexes, randomly selected to represent a wide range of socioeconomic environments, were tested as to verbal aptitude, academic achievement, and academic motivation. Except for Negro males, both samples obtained significant correlations between verbal aptitude and achievement. The Negro males showed no such relationship between aptitude and achievement,

Robert L. Green; William W. Farquhar

1965-01-01

75

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

76

Kindergarten Entrance Age and Academic Achievement.  

ERIC Educational Resources Information Center

The practice of delaying students' entrance into kindergarten raises several questions. This literature review asks: (1) How does the entrance age of kindergarten children affect academic achievement?; (2) Do age-eligible older students perform better academically than younger students?; (3) Do year-older or "red-shirted" students have an academic

Narahara, May

77

Cognitive Factors in Academic Achievement.  

ERIC Educational Resources Information Center

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

Cuasay, Peter

1992-01-01

78

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

NASA Astrophysics Data System (ADS)

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

Skolnick, Ronald

79

The functional mediation of flow between achievement anxiety, academic procrastination, and academic performance  

Microsoft Academic Search

A substantial body of empirical literature supports the prevalence of academic procrastination as a self-perceived problem for college students, with consequences ranging from reduced academic achievement to substantially increased stress and poor quality of life. This study assessed the utility of Csikszentmihalyi's (1975) phenomenological theory of flow in explaining academic procrastination. Flow theory encompasses a number of correlates of academic

Naomi Mendelson

2007-01-01

80

The Impact of Personal Digital Assistants on Academic Achievement  

ERIC Educational Resources Information Center

A positive correlation has been found between laptops and student achievement. Laptops are similar to Personal Digital Assistants (PDAs) in many respects. This study seeks to determine the effect of PDA usage on high school student academic achievement. It was hypothesized that a positive correlation between PDA usage and academic achievement in…

Bick, Alexander

2005-01-01

81

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

ERIC Educational Resources Information Center

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

Fish, James

2012-01-01

82

Personal goals and academic achievement among theology students  

Microsoft Academic Search

Studying in higher education requires long?term commitment. Previous studies have shown that commitment, perceived competence, intrinsic motivation and work?life orientation are positively related to academic achievement. This study examines the kinds of goals theology students have at the beginning of studies, and whether these goals are related to academic achievement during their first three years at university. Personal project analysis

Topi Litmanen; Laura Hirsto; Kirsti Lonka

2010-01-01

83

Validation of the Teacher Rating of Academic Achievement Motivation  

Microsoft Academic Search

The Teacher Rating of Academic Achievement Motivation (TRAAM) is a scale in development designed to measure children's academic motivation and to be used in a multifactored assessment. This study examined construct and criterion-related validity of the TRAAM with an elementary school sample. Gender and grade differences in academic motivation also were examined. Construct validity was established by investigating the relationship

Terry A. Stinnett; Judy Oehler-Stinnett

1992-01-01

84

Cognitive abilities, sociocultural background and academic achievement.  

PubMed

The influence of students' sociocultural background on academic achievement is a well established fact. Research also points out that sociocultural background is related to students' cognitive abilities and these have an effect on their academic achievement. However, the mediator role of cognitive abilities on the relationship between sociocultural background and academic achievement is less well known. A structural equation model that represents these relationships was tested in a sample (N= 728) of Portuguese junior high school students. Multigroup analysis of the model showed the importance of the cognitive ability mediation effect between sociocultural background and academic achievement in the 7th and 9th grades, but not in the 8th grade. This difference may be the result of the academic transition experienced in the 7th and 9th grades in the Portuguese educational system, which requires parents' higher involvement in school. PMID:22047860

Diniz, António; Dias Pocinho, Margarida; Silva Almeida, Leandro

2011-11-01

85

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

ERIC Educational Resources Information Center

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

Levy, Lauren Anne

2010-01-01

86

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

87

Self-regulated learning and academic achievement in Malaysian undergraduates  

Microsoft Academic Search

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

Azlina Mohd Kosnin

2007-01-01

88

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

89

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

90

Academic Self-Concept and Academic Achievement: Cause and Effect.  

ERIC Educational Resources Information Center

The network of causal relations between academic self-concept and academic achievement was examined using five waves of the Flemish longitudinal research in secondary education project (J. Van Damme, et al, 1997). Participants were 6,411 students in 59 secondary schools in Flanders, followed for 7 years. Correlational and regression analyses were…

Van Damme, J.; Mertens, W.

91

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

92

Are SVIB interests correlated with differential academic achievement?  

Microsoft Academic Search

Segel's (1934) finding that SVIB scores correlated more highly with differential academic achievement than with absolute academic achievement has been often quoted, but little studied. The relationship between SVIB scores and ACT test scores for 1875 university freshman males was compared with the relationship between SVIB scores and the differences between pairs of ACT tests. The SVIB scale scores were

Richard W. Johnson

1965-01-01

93

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

ERIC Educational Resources Information Center

664 relatively low achieving first grade children were recruited into a longitudinal study. 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…

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

2009-01-01

94

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

95

Academic Identification as a Mediator of the Relationship between Parental Socialization and Academic Achievement  

ERIC Educational Resources Information Center

This study examines whether academic identification, or one's psychological and emotional investment in academics, mediates the association between child-reported parental educational socialization and standardized achievement test scores among a predominantly ethnic minority sample of 367 urban middle school students. We predicted that academic

Strambler, Michael J.; Linke, Lance H.; Ward, Nadia L.

2013-01-01

96

Classroom context, school engagement, and academic achievement in early adolescence.  

PubMed

Classroom context and school engagement are significant predictors of academic achievement. These factors are especially important for academically at-risk students. Grounded in an ecological systems perspective, this study examined links between classroom context, school engagement, and academic achievement among early adolescents. We took a multidimensional approach to the measurement of classroom context and school engagement, incorporating both observational and self-reported assessments of various dimensions of classroom context (instruction quality, social/emotional climate, and student-teacher relationship) and school engagement (psychological and behavioral engagement). Using data from the NICHD Study of Early Child Care and Youth Development, we tested whether school engagement mediated the link between classroom context and academic achievement among 5th grade students, and whether these pathways were the same for students with previous achievement difficulties identified in 3rd grade. Participants included 1,014 children (50% female) in 5th grade (mean age = 11). The majority of the participants were white (77%) and 23% were children of color. Results indicated that psychological and behavioral engagement mediated the link between classroom context and academic achievement for students without previous achievement difficulties. However, for students with previous achievement difficulties psychological and behavioral engagement did not mediate the link between classroom context and academic achievement. These results suggest that improving classroom quality may not be sufficient to improve student engagement and achievement for students with previous achievement difficulties. Additional strategies may be needed for these students. PMID:21400208

Dotterer, Aryn M; Lowe, Katie

2011-12-01

97

Genetic and Environmental Influences on Academic Achievement Trajectories during Adolescence  

ERIC Educational Resources Information Center

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

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

2006-01-01

98

Self-Regulated Learning and Academic Achievement in Malaysian Undergraduates  

ERIC Educational Resources Information Center

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

Kosnin, Azlina Mohd

2007-01-01

99

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

100

Relationships among properties of college students' self-set academic goals and academic achievement  

Microsoft Academic Search

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

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

2012-01-01

101

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

102

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

103

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

104

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

ERIC Educational Resources Information Center

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

Thorpe, Christin

2010-01-01

105

Academic Optimism of Schools: A Force for Student Achievement  

Microsoft Academic Search

Researchers have been challenged to go beyond socioeconomic status in the search for school-level characteristics that make a difference in student achievement. The purpose of the present study was to identify a new construct, academic optimism, and then use it to explain student achievement while controlling for socioeconomic status, previous achievement, and urbanicity. The study focused on a diverse sample

Wayne K. Hoy; C. John Tarter; Anita Woolfolk Hoy

2006-01-01

106

Are acculturation and parenting styles related to academic achievement among Latino students?.  

E-print Network

??Latino students are falling behind their Caucasian classmates with regard to their academic achievement. Previous studies have found a relationship between parenting, acculturation, and academic… (more)

Hillstrom, Kathryn Amanda

2009-01-01

107

Relation of achievement motivation to academic achievement in students of superior ability  

Microsoft Academic Search

The objectives of this study were to examine the relationship between achievement motivation and academic achievement, and to assess the predictive validity of achievement motivation. 72 honorary scholarship freshmen students were studied. The Edwards Personal Preference Schedule, the Goal Preference Inventory, The Incomplete Sentence Blank, and 3 types of students' grade average estimates were used. The hypothesis that high achievers

Carolyn A. Uhlinger; Mark A. Stephens

1960-01-01

108

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

109

Adolescent Mental Health, Behavior Problems, and Academic Achievement  

ERIC Educational Resources Information Center

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

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

2012-01-01

110

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

111

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

ERIC Educational Resources Information Center

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.,…

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

2011-01-01

112

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

113

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

114

Academic Achievement, Motivation and Future Selves  

Microsoft Academic Search

The study examined the relation between possible selves, academic performance, motivation, self?esteem and persistence on task. The assumption was that envisioning a desired end?state produces information processing favouring the desired state and, as a consequence, the action seems more likely and people are able to construct more efficient plans. We hypothesized that academic performance is best for subjects who are

Angeliki Leondari; Efi Syngollitou; Grigoris Kiosseoglou

1998-01-01

115

A Longitudinal Daily Diary Study of Family Assistance and Academic Achievement Among Adolescents from Mexican, Chinese, and European Backgrounds  

E-print Network

autonomy, and parent-adolescent relationships: A study offocuses on family relationships and adolescent developmentrelationship of language brokering to academic performance biculturalsm, and self-ef?cacy among Latino adolescents.

Telzer, Eva H.; Fuligni, Andrew J.

2009-01-01

116

Culture-fair prediction of academic achievement  

Microsoft Academic Search

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

Joseph F. Fagan; Cynthia R. Holland

2009-01-01

117

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

118

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

119

Is Preschool Executive Function Causally Related to Academic Achievement?  

PubMed Central

The primary objective of this study was to re-evaluate the well-established result that preschoolers’ performance on executive function tasks are positively associated with their performance on academic achievement tests. The current study replicated the previously established concurrent associations between children’s performance on EF tasks and academic achievement tests. Specifically, children’s performance on measures of inhibitory and motor control were positively associated with their performance on tests of reading, writing, and mathematics achievement (rs = .2 –.5); moreover, although diminished in magnitude, most of these associations held up even after including an earlier measure of academic achievement as a covariate (rs = .1 –.3). However, the application of an alternative analytic method, fixed effects analysis, a method which capitalizes on repeated measures data to control for all time stable measured and unmeasured covariates, rendered the apparent positive associations between executive function and academic achievement non-significant(rs = .0 –.1).Taken together, these results suggest that the well-replicated association between executive function abilities and academic achievement may be spurious. Results are discussed with respect to the importance of utilizing analytic methods and research designs that facilitate strong causal inferences between executive function and academic achievement in early childhood, as well as the limitations of making curriculum development recommendations and/or public policy decisions based on studies that have failed to do so. PMID:21707258

Willoughby, Michael T.; Kupersmidt, Janis; Voegler-Lee, Mary

2012-01-01

120

First Generation College Students: Motivation, Integration, and Academic Achievement  

Microsoft Academic Search

The study reported in this article investigated motivation and integration dimensions that influence college academic achievement of first-generation students compared to nonfirst-generation students. Participants consisted of 277 ethnically diverse students who were attending a community college. Bivariate and multivariate statistical analyses revealed that motivation and integration dimensions contributed significantly to academic achievement for first-generation students, but not for nonfirst-generation students.

Moisés Próspero; Shetal Vohra-Gupta

2007-01-01

121

Causal Ordering of Academic Self-Concept and Achievement: Effects of Type of Achievement Measure  

ERIC Educational Resources Information Center

Background: The relation between academic self-concept and achievement has been examined in a large number of studies. The majority of these studies have found evidence for a reciprocal effects model. However, there is an ongoing debate on how students' achievement should be measured and whether the type of achievement indicator (grades, tests,…

Pinxten, Maarten; De Fraine, Bieke; Van Damme, Jan; D'Haenens, Ellen

2010-01-01

122

Social agents, achievement goals, satisfaction and academic achievement in youth sport  

Microsoft Academic Search

ObjectivesThis study examined the contribution of motivational climate created by mothers, coaches, and best friends in the explanation of variance of athletes’ achievement goals, sport satisfaction and academic performance.

Athanasios G. Papaioannou; George Ampatzoglou; Periklis Kalogiannis; Alexandros Sagovits

2008-01-01

123

Learning Style, Academic Belief Systems, Self-report Student Proficiency and Academic Achievement in Higher Education  

Microsoft Academic Search

Both learning style and academic belief systems have been identified as significant factors contributing to academic achievement. This paper evaluates the efficacy of teaching and learning in higher education by investigating the relationship between students assessment of their own academic proficiency (in this case Research Methods Proficiency [RMP]), learning style, academic locus of control, academic self-efficacy and academic achievement. First

Simon Cassidy; Peter Eachus

2000-01-01

124

Self-regulated profiles and academic achievement  

Microsoft Academic Search

To date, research on the relation between learning self-regulation and academic achievement has generally show disparate results. This work intends to look into this relation from a new perspective, which consists in classifying the students as more or less self-regulated depending on diverse indicators and using cluster analysis. The aim of this work was to identify the possible self-regulated learning

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

2008-01-01

125

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

ERIC Educational Resources Information Center

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

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

2009-01-01

126

Graduate Student Academic Achievement and Learning Style Preferences: A Case Study Comparison of Graduate Students with Undergraduate Degrees from Predominantly White and Historically Black Colleges and Universities  

ERIC Educational Resources Information Center

This case study examines academic achievement and learning style preferences among Black and white graduate students attending a predominantly white university. Results provide evidence that Black students at this graduate school possess a stronger generalized preference for the dependent learning style, a less significant preference for the…

Rovai, Alfred P.; Gallien, Louis B., Jr.; Wighting, Mervyn J.

2008-01-01

127

Teams-Games-Tournament in the Social Studies Classroom: Effects on Academic Achievement, Student Attitudes, Cognitive Beliefs, and Classroom Climate. Report Number 173.  

ERIC Educational Resources Information Center

This study experimentally assessed the effectiveness of two variations of an instructional technique, Teams-Games-Tournament (TGT), in high school American history classes. A 3 x 2 (treatment by teacher) design was employed using intact classes over a 12-week period. TGT proved to have significant positive effects on academic achievement, student…

DeVries, David L.; And Others

128

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

ERIC Educational Resources Information Center

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

Wagner, Jeffrey P.

2012-01-01

129

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

ERIC Educational Resources Information Center

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

Zhou, Qing; Main, Alexandra; Wang, Yun

2010-01-01

130

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

131

Social Adjustment and Academic Achievement: A Predictive Model for Students with Diverse Academic and Behavior Competencies  

ERIC Educational Resources Information Center

This study examined the hypothesized relationship between social adjustment, as measured by perceived social support, self-concept, and social skills, and performance on academic achievement tests. Participants included 27 teachers and 77 fourth- and eighth-grade students with diverse academic and behavior competencies. Teachers were asked to…

Ray, Corey E.; Elliott, Stephen N.

2006-01-01

132

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

ERIC Educational Resources Information Center

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

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

2012-01-01

133

Gaps in Academic Achievement: WCPSS Status, 2001-02.  

ERIC Educational Resources Information Center

This report is the second in a series of periodic updates on the achievement gap among various demographic groups in the Wake County Public School System (WCPSS). For this report, students academic success in WCPSS was studied, based on outcomes such as achievement test scores, dropout rates, and course enrollment. In some areas, the gaps in…

Baenen, Nancy; Dulaney, Chuck; Yaman, Kimberly; Banks, Karen

134

The Role of Academic Achievement Growth in School Track Recommendations  

ERIC Educational Resources Information Center

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

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

2009-01-01

135

Longitudinal Effects of Perceived Control on Academic Achievement  

ERIC Educational Resources Information Center

It is well established that perceived control plays an important role in student academic achievement, but little is known about its longitudinal stability, ethnic variation, and developmental effects on subsequent achievement during adolescence. Findings from this study indicated (a) perceived control remains stable during adolescence for each of…

You, Sukkyung; Hong, Sehee; Ho, Hsiu-Zu

2011-01-01

136

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

137

A Study on the Trainee Teachers' Self Assessment in Physical Education Teaching Skills and Its Effect on Their Academic Achievement  

ERIC Educational Resources Information Center

Self-assessment is described as the students' decision about their own development and study according to some criteria. The sample group consists of 170 students of the 3rd graders of the Primary School Teachers Training Department. The data collection tools are a "Self-Assessment Checklist" and the students' academic grades of the related…

Inan, Mehmet

2010-01-01

138

Parenting Style as a Moderator for Students' Academic Achievement  

NASA Astrophysics Data System (ADS)

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

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

2012-08-01

139

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

140

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

141

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

142

Language Tests as Indicators of Academic Achievement.  

ERIC Educational Resources Information Center

This research study explores the concurrent and predictive validity of the English language proficiency screening test used by the University of Dar es Salaam (Tanzania) and the relationship of this measure to academic performance. It is concluded that (1) evidence of the predictive validity of the test supports its use for efficiently…

Rea, Pauline M.

143

Factors affecting bioscience students’ academic achievement  

Microsoft Academic Search

The examination of academic progression has become an essential tool for measuring the effectiveness of educational systems.\\u000a Research concerning the relationship between student learning and how they progress in their studies, however remains scarce.\\u000a The aim of this study is two-fold: Firstly, the study aims to analyse first-year bioscience students’ perceptions of their\\u000a teaching–learning environment and their approaches to learning

Henna Rytkönen; Anna Parpala; Sari Lindblom-Ylänne; Viivi Virtanen; Liisa Postareff

144

Middle School Friendships and Academic Achievement in Early Adolescence: A Longitudinal Analysis  

ERIC Educational Resources Information Center

Early adolescence is a critical transition period for the maintenance of academic achievement. One factor that school systems often fail to take into account is the influence of friends on academic achievement during middle school. This study investigated the influence of friends' characteristics on change in academic achievement from Grade 6 to…

Veronneau, Marie-Helene; Dishion, Thomas J.

2011-01-01

145

Self-Concept and Academic Achievement of Central and Western European Groups of Adolescents.  

ERIC Educational Resources Information Center

This study examined the hypothesis that academic achievement affects different components of self-concept. Also investigated was the possible influence of nationality in modifying the relationship between academic achievement and self-concept, by comparing Slovenian and French subjects. The findings of two-factor (academic achievement x…

Kobal-Palcic, Darja; Musek, Janek

146

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

147

Interpersonal Identity Development and Academic Achievement During Early Adolescence  

Microsoft Academic Search

The purpose of this study was to examine the interpersonal identity development of early adolescents from ages 11-14 and its effects on academic achievement. The study was also designed to allow for cross-sectional comparisons of early adolescent interpersonal identity development including the effects of gender and age. Two hundred forty six middle school students completed the interpersonal identity section of

Melissa C. Lilly

2008-01-01

148

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

149

Academic Achievement and Socioemotional Adjustment Among Chinese University Students  

Microsoft Academic Search

Chinese Americans have been considered as high achievers and excellent students. In this study, the academic performance, majors, study habits, and socioemotional adjustment of 177 Chinese university students were examined. Data were collected through official university records, questionnaires, and inventories. Students were divided into three groups, depending on place of birth and length of residency in the United States. Results

Stanley Sue; Nolan W. S. Zane

1985-01-01

150

Achievement Goals and Achievement Emotions: Testing a Model of Their Joint Relations With Academic Performance  

Microsoft Academic Search

The authors propose a theoretical model linking achievement goals and achievement emotions to academic performance. This model was tested in a prospective study with undergraduates (N = 213), using exam-specific assessments of both goals and emotions as predictors of exam performance in an introductory-level psychology course. The findings were consistent with the authors’ hypotheses and supported all aspects of the

Reinhard Pekrun; Andrew J. Elliot; Markus A. Maier

2009-01-01

151

Achievement Goals and Achievement Emotions: Testing a Model of Their Joint Relations with Academic Performance  

ERIC Educational Resources Information Center

The authors propose a theoretical model linking achievement goals and achievement emotions to academic performance. This model was tested in a prospective study with undergraduates (N = 213), using exam-specific assessments of both goals and emotions as predictors of exam performance in an introductory-level psychology course. The findings were…

Pekrun, Reinhard; Elliot, Andrew J.; Maier, Markus A.

2009-01-01

152

The Link between Musical Achievement and Academic Achievement of Young Children  

ERIC Educational Resources Information Center

During the twentieth century it has been theorized that there is a link between musical achievement and academic achievement of young children. In support of this controversial view, many educators and music specialists promote the relationship between, parent, teacher, and child. The theory is: with cooperative learning experiences in the study

Costley, Kevin C.

2011-01-01

153

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

154

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

155

The Relationship between Stress, Academic Confidence, Parental Involvement, and Academic Achievement in African American Urban Youth  

ERIC Educational Resources Information Center

The purpose of this study was to examine the relationship between stress, coping resources, and academic achievement in fourth-grade urban youth. The intent was to examine if students' perceptions of their stress and coping resources could predict reading and math achievement. The data were collected from 24 low-income African American students…

Ayers, Teresa Horne

2010-01-01

156

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

157

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

ERIC Educational Resources Information Center

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.…

Gouzouasis, Peter; Guhn, Martin; Kishor, Nand

2007-01-01

158

The relation between socioeconomic status and academic achievement  

Microsoft Academic Search

Using meta-analysis techniques, almost 200 studies that considered the relation between socioeconomic status (SES) and academic achievement (AA) were examined. Results indicate that as SES is typically defined and used, it is only weakly correlated with AA. With aggregated units of analysis, typically obtained correlations between SES and AA jump to .73. Family characteristics, sometimes incorrectly referred to as SES,

Karl R. White

1982-01-01

159

The Effects of Family Structures on Academic Achievement.  

ERIC Educational Resources Information Center

This study examined the effects of family structures on students' academic achievement in terms of self-reported grades. It also examined relevant factors that would explain the differences in student grades among students from intact two-parent families, step-families, and single-parent families. Data came from a statewide survey of students in…

Shim, Minsuk K.; Felner, Robert D.; Shim, Eunjae

160

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

161

The Effects of College Student Employment on Academic Achievement  

Microsoft Academic Search

ABSTRACT: With college tuition and the cost of living rising, many students find themselves in the position of needing employment,while trying to attend classes. This study examines the effects that employment,has on college students’ academic achievement,and other possible factors that might have contributed. Republication not permitted without written consent of the author. THE UNIVERSITY OF CENTRAL FLORIDA

Lauren E. Watanabe; Faculty Mentor; Jana Jasinski

162

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

163

Classroom Emotional Climate, Student Engagement, and Academic Achievement  

ERIC Educational Resources Information Center

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

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

2012-01-01

164

The Effects of Looping on Perceived Values and Academic Achievement  

ERIC Educational Resources Information Center

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

Rodriguez, Carmen; Arenz, Bernard

2007-01-01

165

Emotional Intelligence, Creativity and Academic Achievement of Business Administration Students  

ERIC Educational Resources Information Center

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

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

2010-01-01

166

Effect of School Population Socioeconomic Status on Individual Academic Achievement.  

ERIC Educational Resources Information Center

Reports a Louisiana study that investigated relationships between black high school students' academic achievement and their peers' and families' socioeconomic and social status. Test scores, school data, and student surveys indicated that family poverty status, family social status, and peers' family social status all influenced individual…

Caldas, Stephen J.; Bankston, Carl, III

1997-01-01

167

Self-Concepts, Academic Achievement, and Teacher's Rating  

ERIC Educational Resources Information Center

Pupils from fourth, fifth, and sixth grades (N=198) were studied to determine the relationship between children's self-concept, academic achievement, and teacher's rating of children's self-concept. The differences between grade levels, sex, and ethnic group membership were tested by analysis of variance. Results are discussed. (Author)

Chang, Theresa S.

1976-01-01

168

Academic optimism and student achievement in urban elementary schools  

Microsoft Academic Search

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 and multiple regression and factor analyses were used

Page A. Smith; Wayne K. Hoy

2007-01-01

169

The Effects of Class Size on Students' Academic Achievement  

ERIC Educational Resources Information Center

The purpose of this quantitative correlational research was to study the relationship between class size and students' academic achievement. Citywide language arts and math test scores for third and fifth grade students in four New York City public schools were examined using a variety of variables including (a) gender, (b) ethnicity, (c) grade…

Wilson, Claire

2011-01-01

170

Relationship between Grade Span Configuration and Academic Achievement  

ERIC Educational Resources Information Center

The relationship between grade span configuration and academic achievement of 6th-grade students as measured by the Arkansas Benchmark Examination, which is the approved NCLB criterion-referenced annual assessment, was examined. The results of a one-between two-within analysis of variance for the 3-year state-wide study of 6th graders' combined…

Dove, Mary Jane; Pearson, L. Carolyn; Hooper, Herbert

2010-01-01

171

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

172

First Generation College Students: Motivation, Integration, and Academic Achievement  

ERIC Educational Resources Information Center

The study reported in this article investigated motivation and integration dimensions that influence college academic achievement of first-generation students compared to nonfirst-generation students. Participants consisted of 277 ethnically diverse students who were attending a community college. Bivariate and multivariate statistical analyses…

Prospero, Moises; Vohra-Gupta, Shetal

2007-01-01

173

Studying the Relationship between Children's Self-Control and Academic Achievement: An Application of Second-Order Growth Curve Model Analysis.  

ERIC Educational Resources Information Center

The functional relationships between developmental change in children's self-control and academic achievement were examined using longitudinal family data. Multivariate latent growth models (LGM) were specified to determine whether the rate of growth in academic achievement changes as a function of developmental change in self-control. Data came…

Kim, Sooyeon; Murry, Velma McBride; Brody, Gene H.

174

The Impact and Racial Identity on Academic Achievement  

ERIC Educational Resources Information Center

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

Mulzac, Anica Camela

2012-01-01

175

Juvenile Delinquency and Recidivism: The Impact of Academic Achievement  

Microsoft Academic Search

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

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

2008-01-01

176

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

177

Relationships between university students’ achievement motivation, attitude and academic performance in Malaysia  

Microsoft Academic Search

Student achievement problems are often highlighted in academic literature and the mass media and therefore, it is pertinent for educators to be aware and to study the factors related to student achievements such as achievement motivation and attitude. The purpose of this study was to identify the relationships between the achievement motivation, attitude and student academic performance. The research design

Kamariah Abu Bakar; Rohani Ahmad Tarmizi; Rahil Mahyuddin; Habibah Elias; Wong Su Luan; Ahmad Fauzi Mohd Ayub

2010-01-01

178

Morningness-eveningness preferences and academic achievement of university students.  

PubMed

The present study investigates whether the circadian preferences of students are related to their academic achievements. This study explores whether different class times affect students' achievement and examines the performance of students on final exams administered at 09:30 h for differences according to chronotype. A total of 1471 university students between 18 and 25 yrs of age responded to a morningness-eveningness questionnaire (MEQ), and data on their cumulative grade point averages (CGPA) were also collected from their transcripts. Some of the students in the sample attended classes during the first teaching period, which started at 08:00 h and ended at 14:50 h, and the remaining students followed the second schedule, which started at 15:00 h and ended at 21:50 h. MEQ scores were found to differ by sex. MEQ scores partially predicted academic success and that students' academic achievements differed according to the time of the teaching period. Moreover, final exam (administered at 09:30 h) scores differed with respect to their circadian preferences; students with a morning preference achieved higher scores than either those with an evening or intermediate preference. Both teaching and test start times thus impact academic performance. PMID:21231873

Be?oluk, Senol; Onder, Ismail; Deveci, Isa

2011-03-01

179

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

180

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

181

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

182

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

ERIC Educational Resources Information Center

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

Reynolds, Amy L.; Weigand, Matthew J.

2010-01-01

183

Peer Victimization and Academic Achievement in a Multiethnic Sample: The Role of Perceived Academic Self-Efficacy  

ERIC Educational Resources Information Center

This study examines the link between perceived peer victimization and academic adjustment in an ethnically diverse sample of 1,895 Grade 6 students nested within 108 school classes. It was hypothesized that students' academic self-efficacy mediates the (negative) link between victimization experiences and academic achievement outcomes. Multilevel…

Thijs, Jochem; Verkuyten, Maykel

2008-01-01

184

Academic Motivation and Achievement Among Urban Adolescents  

Microsoft Academic Search

Although researchers report that motivational variables, such as interest and self-efficacy, positively relate to forms of achievement (e.g., standardized test scores, grades, number of problems solved correctly), other studies indicate that motivation's contribution to achievement is not consistent. Fewer studies, however, have examined these connections within African American samples. This 2-year, cross-sectional investigation of eighth- and ninth-grade students specifically focused

Joyce F. Long; Shinichi Monoi; Brian E. Harper; Dee Knoblauch; P. Karen Murphy

2007-01-01

185

Time use and change in academic achievement: A longitudinal follow-up  

Microsoft Academic Search

As a follow-up of the research of Smith in 1990, academic achievement results from two years later are added to the data for 1208 of the 1584 seventh and ninth graders for whom Smith studied relationships between achievement and time use. Growth in academic achievement over two years, like contemporaneous achievement, is not positively related to time spent on homework

Thomas Ewin Smith

1992-01-01

186

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

ERIC Educational Resources Information Center

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

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

2003-01-01

187

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

ERIC Educational Resources Information Center

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

Rutledge, Anthony B.

2010-01-01

188

Decomposing the reciprocal relationships between academic achievement and general self-esteem  

E-print Network

(Rosenberg et al. 1989) or the relative strengths of causal ordering among academic achievement, academic self-concept and/or general self- esteem (Marsh 1990; Skaalvik and Hagtvet 1990). These studies, however, have directed little attention towards... (Rosenberg et al. 1989) or the relative strengths of causal ordering among academic achievement, academic self-concept and/or general self- esteem (Marsh 1990; Skaalvik and Hagtvet 1990). These studies, however, have directed little attention towards...

Liu, Xiaoru

2012-06-07

189

The Prediction of Academic Achievement Using Non-Academic Variables.  

ERIC Educational Resources Information Center

Three proposed models were tested to explore the inter-relationships affecting student academic performance and nonacademic factors using structural equation modeling. Results with 147 undergraduates suggest that a Bio-Model and a Family Mediated Model serve to predict academic performance moderately well. (SLD)

Britt, Susan E.; Kim, Jwa K.

1996-01-01

190

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

191

Factors Affecting Academic Achievement in Graduate Management Education  

Microsoft Academic Search

This article describes a model developed to explain the variation in academic achievement among students in a graduate management education program. Results of its application show that the model explained 49% of the variation in academic performance. Results also show that the Graduate Management Admissions Test score was a more significant predictor of graduate academic performance than was undergraduate performance,

Richard F. Bieker

1996-01-01

192

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

193

Talented athletes and academic achievements: a comparison over 14 years  

Microsoft Academic Search

The purpose of this study was to gain insight into the academic achievements of 200 talented athletes in 1992\\/1993 and 200 in 2006\\/2007, aged 14–16 years. When compared with the national average, the athletes in 2006\\/2007 attended pre?university classes more often (? = 57.001, p<.05). Of the 2006\\/2007 athletes, a higher percentage participated in pre?university programs compared with that of

Laura Jonker; Chris Visscher

2009-01-01

194

Talented Athletes and Academic Achievements: A Comparison over 14 Years  

ERIC Educational Resources Information Center

The purpose of this study was to gain insight into the academic achievements of 200 talented athletes in 1992/1993 and 200 in 2006/2007, aged 14-16 years. When compared with the national average, the athletes in 2006/2007 attended pre-university classes more often (X[superscript 2] = 57.001, p less than 0.05). Of the 2006/2007 athletes, a higher…

Jonker, Laura; Elferink-Gemser, Marije T.; Visscher, Chris

2009-01-01

195

Middle School Friendships and Academic Achievement in Early Adolescence: A Longitudinal Analysis  

PubMed Central

Early adolescence is a critical transition period for the maintenance of academic achievement. One factor that school systems often fail to take into account is the influence of friends on academic achievement during middle school. This study investigated the influence of friends’ characteristics on change in academic achievement from Grade 6 through 8, and the role of students’ own characteristics as moderators of this relationship. The sample included 1,278 participants (698 girls). Linear regressions suggest that students with academically engaged friends may achieve to levels higher than expected in Grade 8. However, when considering the significant, negative influence of friends’ problem behavior, the role of friend's school engagement became nonsignificant. Low-achieving girls who had high-achieving friends in Grade 6 had lower academic achievement than expected by Grade 8. In contrast, high-achieving girls seemed to benefit from having high-achieving friends. Implications for theory and prevention efforts targeting young adolescents are discussed. PMID:21552353

Veronneau, Marie-Helene; Dishion, Thomas J.

2011-01-01

196

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

197

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

198

Factors contributing to the academic achievement of Hispanic limited English proficient high school students  

Microsoft Academic Search

The purpose of this investigation was to study school and individual factors that high school students perceived as important to their academic achievement, and a possible relation between this perceived importance and their academic achievement. The school factors selected were school climate, classroom environment, and language of instruction. The individual factors were achievement motivation and social goals. ^ The participants

Ana Maria Mistral

1998-01-01

199

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

200

Juvenile Delinquency and Recidivism: The Impact of Academic Achievement  

ERIC Educational Resources Information Center

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

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

2008-01-01

201

Academic Achievement, Intelligence, and Creativity: A Regression Surface Analysis  

ERIC Educational Resources Information Center

By using complex multiple regression models to generate regression surfaces, the relationships between academic achievement, creativity, and intelligence are examined. Findings indicate that for certain academic subjects creativity is related to achievement up to a threshold level of intelligence, but after the threshold has been reached…

Marjoribanks, Kevin

1976-01-01

202

Relationships of Selected Self-Concept and Academic Achievement Measures  

ERIC Educational Resources Information Center

This research, with 366 ninth-graders, determines (a) how three self-concept measures relate to each other; (b) the relationships these selected global and specific self-concept measures have to two indices of academic achievement; and (c) the significance of differences among these self-concept-academic achievement correlations. (Author)

Prendergast, Mary A.; Binder, Dorothy M.

1975-01-01

203

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

204

Does academic achievement in children with epilepsy change over time?  

PubMed

A 4-year follow-up study of academic achievement in children aged between 11 and 17 years with epilepsy or asthma was carried out to identify differences between the two samples and to identify change in achievement over time. Differences based on sex and seizure severity also were explored. There were 98 subjects in the group with epilepsy and 96 subjects in the group with asthma. Academic achievement in five areas (Composite, Reading, Mathematics, Language, and Vocabulary) was measured using school-administered group test scores. To explore change over time in condition severity, each child was categorized as having a low or high condition severity at baseline (time I) and again 4 years later, resulting in four groups: low-low, low-high, high-low, and high-high. There were too few cases in the low-high group to be included in the analyses. Data were processed using analysis of covariance (ANCOVA), intraclass correlation coefficients, and paired t tests. At follow-up the children with epilepsy continued to perform significantly worse in all five achievement areas than the children with asthma. Children with either inactive or low-severity epilepsy had mean scores comparable to national norms; those with high seizure severity had mean scores ranging from 3 to 5 points below national norms. No changes were found in academic achievement over time for either sample, even among those whose conditions improved. Although boys with high-severity epilepsy continued to have the lowest achievement scores, there was no trend for them to decline in achievement over time. PMID:10454231

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

1999-07-01

205

Community College Education in a Juvenile Residential Treatment Facility: A Case Study of the Academic Achievement of Incarcerated Juveniles  

Microsoft Academic Search

The Development Under College Level Outreach and Extension Program (D.U.C.L.O.U.X.) was an educational program designed to increase the level of quality education received by incarcerated juveniles. The objective was to provide an advanced level of education, in the form of basic level community college courses, to academically challenge responsible incarcerated juveniles and reduce the risk of recidivism. The D.U.C.L.O.U.X. program

Kelli DuCloux

2003-01-01

206

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

207

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

ERIC Educational Resources Information Center

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

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

2011-01-01

208

Families and Schools Influence Academic Achievements  

ERIC Educational Resources Information Center

Most people probably assume that the quality and type of education that children receive in school influences academic progress, but may be less clear about the ways in which parents can also influence outcomes. When a child has a developmental disability then the most people will be less confident about predicting the effects of schools or…

Buckley, Sue

2008-01-01

209

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

210

Implicit Identification with Academic Achievement among Latino College Students: The Role of Ethnic Identity and Significant Others  

Microsoft Academic Search

Two studies were conducted to test the hypothesis that identification with academic achievement among Latino college students was related to the extent to which their ethnic group and significant others were linked to academic achievement. Participants completed a series of implicit association tests measuring the interrelations among academic achievement, self, and ethnic groups (Study 1) or significant others (Study 2).

Thierry Devos; Jose A. Cruz Torres

2007-01-01

211

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

212

Relationship of experimentally aroused achievement motivation to academic achievement anxiety  

Microsoft Academic Search

180 Ss, balanced for sex, were administered the Achievement Anxiety Test (AAT) under experimental conditions producing either minimal or high arousal of achievement motivation. Regression of scholastic aptitude and AAT scores on grade-point average (GPA) showed both AAT scales accounting for the same variance in GPA. Analyses of variance of AAT scores showed no sex differences, but highly significant main

E. Wayne Herron

1964-01-01

213

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

214

Attributional Styles and Academic Achievement in University Students: A Longitudinal Investigation  

Microsoft Academic Search

Although a number of previous studies have examined the relation between attributional styles and academic achievement, they have yielded contradictory results. This study sought to further examine the relation between attributional styles assessed during the freshman year and academic achievement over the entire college career. Results suggest that, among students who tend to make internal or stable attributions for negative

Brandon E. Gibb; Lin Zhu; Lauren B. Alloy; Lyn Y. Abramson

2002-01-01

215

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

216

An Examination of the Relationship between Academic Achievement, Peer Tutoring, Academic Self-Concept, and Personal Self-Concept  

ERIC Educational Resources Information Center

The purpose of the present study was to examine the relationship between academic achievement, as measured by high school GPA and cumulative undergraduate GPA, peer tutoring, academic self-concept, and personal self-concept. A total of 50 students (treatment=29, control=21) from a university in Western, NY participated in this study. The results…

Rogers, Keba Marguerita

2010-01-01

217

Academic Self-Concept and Academic Achievement of African American Students Transitioning from Urban to Rural Schools  

ERIC Educational Resources Information Center

The relationship between academic self-concept and academic achievement in African American students who have experienced geographic mobility was the focus of this study. Specifically, this study used quantitative methods to assess African American students from counties in Iowa to obtain information about the students' relocation from urban to…

Bacon, La Shawn Catrice

2011-01-01

218

Self-concept of academic ability as a function of sex, age, and academic achievement among African adolescents.  

PubMed

This study examined (a) sex and age variations for scores on Self-concept of Academic Ability and academic achievement among 244 African adolescents attending a coeducational high school and (b) correlations between scores on Self-concept of Academic Ability and academic achievement by sex and age. No significant sex differences were found, but there were significant age differences on the Self-concept scores and measures of English, science, and history but not in mathematics. A significant positive correlation was found between Self-concept scores and academic achievement for boys and girls and in all age groups, but the magnitude of the correlations with achievement in mathematics was stronger among boys than among girls. PMID:9760641

Mboya, M M

1998-08-01

219

Sex differences in educational encouragement and academic achievement.  

PubMed

Sex differences in educational encouragement and their predictiveness of academic achievement were examined among 442 secondary school students (M age = 13.2 yr., SD = 1.9). Education-related encouragement received from mothers, fathers, friends, and teachers was assessed. Academic achievement was based on student self-reports and grades. Female adolescents reported receiving statistically significantly more educational encouragement from their mothers, fathers, friends, and teachers than did male adolescents. In regression, sex and educational encouragement from parents, friends, and teachers were found to be significant predictors of academic achievement. PMID:23045856

Khan, Aqeel

2012-08-01

220

Personality, Dopamine Receptor D4 Exon III Polymorphisms, and Academic Achievement in Medical Students  

Microsoft Academic Search

This study investigated the relationships between genetic polymorphisms, personality traits, and academic achievement in medical school students. Study subjects were 220 1st-year medical students at Korea University Medical School during two consecutive academic years (2003–2004). Grade-point averages (GPA) during the second semester of the 1st year of the medical school were obtained as a measure of academic achievement. In addition,

Byung-Joo Ham; Young-Mee Lee; Meyoung-Kon Kim; Juneyoung Lee; Duck-Sun Ahn; Myoung-Jin Choi; In Kyoon Lyoo; Ihn-Geun Choi; Min-Soo Lee

2006-01-01

221

Internet use and academic achievement: gender differences in early adolescence.  

PubMed

As a new medium of learning readily connected with the outside world, the Internet has brought unprecedented opportunities to students on the one hand, while becoming a major concern for parents on the other. For parents and educators alike, it is thus critical to stipulate whether and how Internet use is linked to academic achievement. Using panel survey data from middle-school students in northern Taiwan (N = 1,409), this study examines how patterns of Internet use in the 8th grade affect students' performance on their high school entrance exam a year later. The findings confirm that online searching for information helps boost exam scores, while using the Internet for socializing and gaming, as well as going to Internet Cafés, contributes to poorer exam performance. Male and female students differ not only in their patterns of Internet use, but in how these patterns affect their academic performance. While information searching helps both boys and girls, online socializing makes girls particularly vulnerable, and online gaming and Internet Cafés hurt only boys' academic achievement. PMID:20432601

Chen, Su-Yen; Fu, Yang-Chih

2009-01-01

222

Gender, Ethnicity, and Social Cognitive Factors Predicting the Academic Achievement of Students in Engineering  

Microsoft Academic Search

This study examines the relationships of measures of occupational and academic self-efficacy; vocational interests; outcome expectations; academic ability; and perceived stress, support, and coping to the academic achievement of women and men enrolled in university-level engineering\\/science programs. Students from diverse racial\\/ethnic backgrounds (N = 197) responded to scales measuring the variables of interest; high school and college academic data were

Gail Hackett; Nancy E. Betz; J. Manuel Casas; Indra A. Rocha-Singh

1992-01-01

223

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

ERIC Educational Resources Information Center

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

Mello, Zena R.; Worrell, Frank C.

2006-01-01

224

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

225

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

226

Deterioration of academic achievement and marijuana use onset among rural adolescents.  

PubMed

This study utilizes discrete-time survival analysis to assess the effect of level of academic achievement (both contemporaneously and prospectively) and changes in academic achievement 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 grade. Consistent with our hypothesis, poor academic achievement is a salient predictor of initiation of marijuana use among both boys and girls. Both contemporaneous and lagged levels of achievement significantly predict initiation. In addition, change in academic achievement is an important predictor of initiation. That is, students who demonstrate a deterioration of their academic achievement over time are more likely to start using marijuana. Poor academic achievement and deterioration of academic achievement should be considered as risk factors for initiation of marijuana use among rural adolescents. Initiatives targeted at improving academic achievement and/or drug use prevention initiatives designed for poor achieving students may help to prevent initiation of marijuana use. PMID:16968870

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

2007-06-01

227

Psychological correlates of academic and athletic achievement in high school students  

Microsoft Academic Search

Participation in school sports may be, for many students, as important as the degree of success attained in the classroom. This study investigated the relationships between academic achievement, athletic achievement, self-concept, locus of control, and achievement motivation. The Tennessee Self Concept Scale, Locus of Control Scale for Children, Achievement-Related Affect Scale, and Measure of Achievement Motivation were administered to 130

Scott Michael Smickley

1989-01-01

228

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

229

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

230

Effects of Minority-Language Literacy on the Academic Achievement of Vietnamese Youths in New Orleans.  

ERIC Educational Resources Information Center

Reports on a case study of the role of native-language literacy in the academic achievement of 387 Vietnamese high school students in New Orleans (Louisiana). Finds that literacy in Vietnamese is positively related to identification with the ethnic group and to academic achievement. (CFR)

Bankston, Carl L., III; Zhou, Min

1995-01-01

231

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

ERIC Educational Resources Information Center

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

Gaudreau, Patrick

2012-01-01

232

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

233

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

234

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

235

Intellectual ability, learning style, personality, achievement motivation and academic success of psychology students in higher education  

Microsoft Academic Search

This study is directed towards an integration of intellectual ability, learning style, personality and achievement motivation as predictors of academic success in higher education. Correlational analyses partly confirmed and partly disconfirmed our expectations in a sample of 409 first-year psychology students. Consistent with the literature, intellectual ability and achievement motivation were associated positively with academic success. For the meaning directed,

Vittorio V Busato; Frans J Prins; Jan J Elshout; Christiaan Hamaker

2000-01-01

236

Effects of Programmatic Selectivity on the Academic Achievement, Academic Self-Concepts, and Aspirations of Gifted College Students  

Microsoft Academic Search

The purpose of this study is to examine the academic achievement, academic self-concepts, and aspirations of gifted college students who are enrolled in an honors program and of gifted college students who are not enrolled in an honors program. Participants include 294 gifted college students, 248 of whom were enrolled in an honors program and 46 who were not enrolled

Anne N. Rinn

2007-01-01

237

Effects of Programmatic Selectivity on the Academic Achievement, Academic Self-Concepts, and Aspirations of Gifted College Students  

ERIC Educational Resources Information Center

The purpose of this study is to examine the academic achievement, academic self-concepts, and aspirations of gifted college students who are enrolled in an honors program and of gifted college students who are not enrolled in an honors program. Participants include 294 gifted college students, 248 of whom were enrolled in an honors program and 46…

Rinn, Anne N.

2007-01-01

238

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

ERIC Educational Resources Information Center

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

Peixoto, Francisco; Almeida, Leandro S.

2010-01-01

239

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

240

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

241

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

242

Childhood Obesity, Academic Achievement, and School Expenditures  

Microsoft Academic Search

The authors examine whether childhood obesity affects student achievement and whether these effects differ by family income level. Although childhood obesity is a national concern, the issue is even more urgent in West Virginia where obesity rates for fifth graders are near 30 percent. Using a 20032007 panel of school district data, the authors find evidence that obesity negatively affects

Tami Gurley-Calvez; Amy Higginbotham

2010-01-01

243

Catholic High Schools and Rural Academic Achievement  

Microsoft Academic Search

In this paper the effects of rural Catholic high schools on achievement in mathematics, high school graduation rates, and the likelihood that high school graduates go on to college are examined. Estimates that are corrected for selection bias indicate that rural Catholic high schools have a positive effect on mathematics test scores and no effect on graduation rates or on

William Sander

1997-01-01

244

International note: parenting, academic achievement and problem behaviour among Chinese adolescents.  

PubMed

In light of differing findings regarding the relations between parenting and adolescent academic/behavioural outcomes and the dearth of such research in a Chinese context, we conducted research to examine the relationship between parental supervision/attachment and academic achievement/problem behaviour among mainland Chinese adolescents. In the study, 636 Grade 11 students completed a questionnaire comprising parenting and problem behaviour variables complemented by academic achievement (GPA) data drawn from school records. The study found that the relations between parenting (parental supervision and attachment) and Chinese adolescents' academic and behavioural outcomes are very weak. PMID:24793385

Li, Haibin; Walker, Richard; Armstrong, Derrick

2014-06-01

245

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

246

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

247

School Uniforms, Academic Achievement, and Uses of Research  

Microsoft Academic Search

School uniforms are being advocated for a range of social, educational, economic, and familial reasons. In 1998, The Journal of Educational Research (The JER) published an article by D. Brunsma and K. Rockquemore that claims that uniforms correlate negatively with academic achievement, but data presented in this article actually show positive correlation between uniforms and achievement for the total sample,

Ann Bodine

2003-01-01

248

Parents' Achievement Goals and Perfectionism in Their Academically Talented Children  

Microsoft Academic Search

Parents of academically talented students have been accused of pushing their children to attain high levels of achievement, as well as fostering performance anxiety and perfectionism in their children. Parents' achievement goals for their children, in terms of the focus on high performance or learning for understanding, were examined in relation to children's perfectionism. Parents (127 sets) and their sixth-grade

Karen E. Ablard; Wayne D. Parker

1997-01-01

249

Gaps in Academic Achievement: WCPSS Status, 2000-01.  

ERIC Educational Resources Information Center

This report describes achievement gaps found in the Wake County Public School System (WCPSS), North Carolina, compares the status of the WCPSS to achievement in the past, and compares WCPSS to other similar school systems and national data when available. On almost all academic measures, white females were the most successful students in the…

Dulaney, Chuck; Baenen, Nancy; Banks, Karen; Yaman, Kimberly; Burch, Glenda

250

Fidelity as a Precondition for Integrity in Grading Academic Achievement  

ERIC Educational Resources Information Center

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

Sadler, D. Royce

2010-01-01

251

The Academic Achievement Gap: The Suburban Challenge. CSR Connection.  

ERIC Educational Resources Information Center

Suburban schoolchildren of color, in the aggregate, do not perform as well as their white counterparts. In fact, the academic achievement gaps in many suburban communities are actually greater than those in urban school districts. This research brief looks at the achievement gap in suburban schools, offering preliminary answers to the following…

Alson, Allan

252

The Relationship between Autonomy Support, Intrinsic Motivation and Academic Achievement in the Malaysian Classroom  

E-print Network

Abstract Using Self-Determination Theory as the framework, this study presented results from a convenience sampling study that evaluated the associations between perceived autonomy support (AS), intrinsic motivation (IM), and academic achievement...

Tham Yuen San, Sarah

2012-12-31

253

Teaching Beliefs and Teaching Styles of Mathematics Teachers and Their Relationship with Academic Achievement  

ERIC Educational Resources Information Center

The purpose of this study was to study the relationship between beliefs and teaching styles of teachers of mathematics and their students' academic performance in high schools of Yucatan. For this purpose, a questionnaire was administered to 72 high school mathematics teachers and the student academic achievement score of 1241 were used. A…

Canto-Herrera, Pedro; Salazar-Carballo, Humberto

2010-01-01

254

The influence of weak parental and peer attachment on academic achievement among late adolescent college students  

Microsoft Academic Search

The current study examined the influence of weak parental and peer attachment on academic achievement among late adolescent college students. In previous research, weak attachment to parents and\\/or peers had been found to have an adverse influence on the academic success of college students. This study also examined the potential moderating influence of several cognitive and non-cognitive psychosocial variables that

Michael Erik Fass

1998-01-01

255

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

ERIC Educational Resources Information Center

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

Kazu, Ibrahim Yasar; Demirkol, Mehmet

2014-01-01

256

Early Health Disparities and Academic Achievement  

Microsoft Academic Search

This study examines how racial differences in early health may contribute to subsequent disparities in cognitive and behavioral outcomes among children. Data come from the Panel Study of Income Dynamics (PSID). We begin by estimating between- group and within-group racial disparities in cognitive test scores, behavioral assessments, and educational outcomes. Next, we decompose disparities into measurable groups of characteristics such

Pinka Chatterji; Kajal Lahiri

2010-01-01

257

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

258

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

ERIC Educational Resources Information Center

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

Nelson, Patricia Diane

2009-01-01

259

The neural basis of academic achievement motivation  

Microsoft Academic Search

We have used functional magnetic resonance imaging to study the neural correlates of motivation, concentrating on the motivation to learn and gain monetary rewards. We compared the activation in the brain obtained during reported high states of motivation for learning, with the ones observed when the motivation was based on monetary reward. Our results show that motivation to learn correlates

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

2008-01-01

260

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

261

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

262

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

263

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

264

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

265

Blending Academic, Career/Technical and Fine Arts Instruction to Increase Achievement and Graduation Rates  

ERIC Educational Resources Information Center

Teachers who work together to blend academic and career/technical (CT) instruction have found a key to motivating students to complete high school and prepare for college, advanced training and careers. This newsletter highlights key strategies schools are using to join academic and technical studies to advance student motivation and achievement.…

Southern Regional Education Board (SREB), 2010

2010-01-01

266

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

267

The impact of academic eligibility requirements on student achievement as perceived by coaches, teachers, and students  

Microsoft Academic Search

The purpose of this study was to compare high school coaches', teachers', and students' perceptions of how academic eligibility requirements impacted student academic achievement. Participants were selected with random cluster sampling techniques. There were 513 usable surveys returned from 629 surveys distributed for an overall return rate of 81.6%. Nine null hypotheses were stated and tested at the .05 level

Henry Kenneth Staggs

2001-01-01

268

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

269

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

270

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

271

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.

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

2014-01-01

272

Physical activity and obesity mediate the association between childhood motor function and adolescents' academic achievement  

PubMed Central

The global epidemic of obesity and physical inactivity may have detrimental implications for young people’s cognitive function and academic achievement. This prospective study investigated whether childhood motor function predicts later academic achievement via physical activity, fitness, and obesity. The study sample included 8,061 children from the Northern Finland Birth Cohort 1986, which contains data about parent-reported motor function at age 8 y and self-reported physical activity, predicted cardiorespiratory fitness (cycle ergometer test), obesity (body weight and height), and academic achievement (grades) at age 16 y. Structural equation models with unstandardized (B) and standardized (?) coefficients were used to test whether, and to what extent, physical activity, cardiorespiratory fitness, and obesity at age 16 mediated the association between childhood motor function and adolescents’ academic achievement. Physical activity was associated with a higher grade-point average, and obesity was associated with a lower grade-point average in adolescence. Furthermore, compromised motor function in childhood had a negative indirect effect on adolescents’ academic achievement via physical inactivity (B = –0.023, 95% confidence interval = –0.031, –0.015) and obesity (B = –0.025, 95% confidence interval = –0.039, –0.011), but not via cardiorespiratory fitness. These results suggest that physical activity and obesity may mediate the association between childhood motor function and adolescents’ academic achievement. Compromised motor function in childhood may represent an important factor driving the effects of obesity and physical inactivity on academic underachievement. PMID:23277558

Kantomaa, Marko T.; Stamatakis, Emmanuel; Kankaanpaa, Anna; Kaakinen, Marika; Rodriguez, Alina; Taanila, Anja; Ahonen, Timo; Jarvelin, Marjo-Riitta; Tammelin, Tuija

2013-01-01

273

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

274

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

275

Sex of Teacher and Academic Achievement: A Review of Research  

ERIC Educational Resources Information Center

This article reviews research on the treatment of boys and girls by male and female elementary school teachers. Little support is found for a general hypothesis that male teachers, when compared with female teachers, improve boys' academic achievement and reduce the number of problems boys experience in elementary school. (SB)

Vroegh, Karen

1976-01-01

276

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

277

A Curious Incident: The Disappearing Class Differences in Academic Achievement.  

ERIC Educational Resources Information Center

Examines possible reasons for the disappearance of social class differences in students' academic achievement by seventh grade at the Community Preparatory School in Rhode Island serving grades 4 through 8. Possible reasons include intensifying commitment to the school, student community service, the move toward single sex math classes, a summer…

Clark, Roger

2001-01-01

278

Depressive Mood and Social Maladjustment: Differential Effects on Academic Achievement  

ERIC Educational Resources Information Center

The Children Depression Inventory (CDI) is a multidimensional instrument that includes items of social withdrawal, anhedonia, asthenia, low self-esteem (internalized) and behavioral problems (externalized). Child depression has been related with low academic achievement, neurotic and introverted personality traits and social maladjustment defined…

Aluja, Anton; Blanch, Angel

2004-01-01

279

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

280

Subliminal Self-Help Tapes and Academic Achievement: An Evaluation.  

ERIC Educational Resources Information Center

Investigated marketing claims of effectiveness in improving academic achievement through use of commercially prepared subliminal audiotapes in college students assigned to active treatment group (n=25), inactive treatment group (n=26), or control group (n=22). No treatment differences were found on final examination scores from class and current…

Russell, Tanya G.; And Others

1991-01-01

281

Health Behaviour and Academic Achievement in Icelandic School Children  

ERIC Educational Resources Information Center

Interest in the relationship between health behaviours and academic achievement has recently intensified in the face of an epidemic of childhood and adolescent obesity and converging school reforms in the United States and other nations with advanced economies. Epidemiologic research has demonstrated that poor diet and lack of adequate physical…

Sigfusdottir, Inga Dora; Kristjansson, Alfgeir Logi; Allegrante, John P.

2007-01-01

282

Neighborhood Social Processes and Academic Achievement in Elementary School  

ERIC Educational Resources Information Center

To examine how neighborhood characteristics influence academic achievement, data were drawn from a community survey of low-income neighborhoods and linked with data on performance on standardized testing for third-grade students attending elementary schools in those communities. Results of multilevel logistic regressions indicated that probability…

Emory, Ronya; Caughy, Margaret; Harris, T. Robert; Franzini, Luisa

2008-01-01

283

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

284

Factors Affecting Academic Achievement in Graduate Management Education.  

ERIC Educational Resources Information Center

Analysis of the academic achievement of 71 business administration graduates indicated that scores on the Graduate Management Admissions Test (GMAT) are more significant predictors of graduate performance than undergraduate performance is. The relationship between graduate performance and GMAT score differs for black students and white students.…

Bieker, Richard F.

1996-01-01

285

Purpose Plus: Supporting Youth Purpose, Control, and Academic Achievement  

ERIC Educational Resources Information Center

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

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

2011-01-01

286

Self-Concept and Academic Achievement: Investigating Their Importance as Discriminators of Academic Track Membership in High School.  

ERIC Educational Resources Information Center

Using linear discriminant analysis, two samples of Canadian high school students (n=929 and n=968) were tested using measures of self-concept, academic self-concept, and academic achievement. Academic self-concept was more effective than was academic achievement in differentiating between low-track and high-track students. (SLD)

Byrne, Barbara M.

1990-01-01

287

Self-concept, self-esteem and academic achievement: strategies for maintaining self-esteem in students experiencing academic failure  

Microsoft Academic Search

Previous research into the relationship between self-esteem and academic achievement shows that despite differences in academic\\u000a self-evaluation, students’ global self-representations do not differ as a result of their grades at school. In this study,\\u000a we will analyse the strategies that underachievers used to maintain their self-esteem at an acceptable level. The participants\\u000a were 955 adolescents in the 7th, 9th and

Francisco Peixoto; Leandro S. Almeida

2010-01-01

288

Preliminary Evaluation of Office of Academic Achievement's Programs 1990-1991. Report No. 91-4.  

ERIC Educational Resources Information Center

Three programs sponsored by the Seattle (Washington) public schools' Office of Academic Achievement were evaluated: the Academic Achievement Project, Early Childhood Model (ECM) Schools, and Pilot Projects. Academic Achievement projects were designed to increase the academic achievement of at-risk learners and to decrease disproportionality. The…

Swanson, Judy

289

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

290

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

291

A Study on Learners' Perceptional Typology and Relationships among the Learner's Types, Characteristics, and Academic Achievement in a Blended E-Education Environment  

ERIC Educational Resources Information Center

This study explores and describes different viewpoints on blended e-Education by using Q methodology to identify students' perspectives and classify them into perceptional types. It is also designed to examine possible relationships among learner's perceptional type, characteristics (i.e., academic self-efficacy, interest in blended e-Education,…

Kim, Jin-Young

2012-01-01

292

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

293

The effect of self-regulated learning strategy instruction on strategy use and academic achievement  

Microsoft Academic Search

This study investigated the effects of self-regulated learning strategy instruction on strategy use and academic achievement in middle school science classes. Gender differences in strategy use and academic achievement were evaluated. The research questions focused on the development of instructional strategies to help students become self-regulated learners. Groups of students were given the opportunity to use self-regulated learning strategies with

Catherine Helen Cekolin

2001-01-01

294

Exploring individual differences as determining factors in student academic achievement in higher education  

Microsoft Academic Search

The study investigated the association and relative influence of cognitive\\/motivational and demographic factors on final degree grade point average (GPA) in a single undergraduate cohort. Although academic self-efficacy, approaches to learning, prior achievement and age all produced significant correlations with GPA, regression analysis identified prior achievement (Rchange?=?.288), age (Rchange?=?.201) and academic self-efficacy (Rchange?=?.062) as the only significant predictors of GPA.

Simon Cassidy

2011-01-01

295

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

296

Exploring pathways from television viewing to academic achievement in school age children.  

PubMed

The author's purpose in this study was to test 4 hypotheses that proposed different paths for the influences of children's television viewing on their academic achievement. Data were drawn from the 1997 Child Development Supplement (CDS) to the Panel Study of Income Dynamics (PSID). The population for this study included 1,203 children between the ages of 6 and 13 years from the CDS-PSID data set. The author used structural equation modeling to test pathways from children's television viewing to their academic achievement. The author assumed that children's television viewing hindered their academic achievement by reducing certain traits that related to academic achievement. Results showed that 3 hypothetical models fit the data--the time-displacement hypothesis, the mental effort-passivity hypothesis, and the attention-arousal hypothesis. A 4th hypothetical model, the learning-information hypothesis, which proposed that children's television viewing practices stimulate their academic achievement, was not supported. In sum, children who watched more television tended to spend less time doing homework, studying, and reading for leisure. In addition, their behaviors became more impulsive, which resulted in an eventual decrease in their academic achievement. PMID:15636384

Shin, Nary

2004-12-01

297

Identifying Achievement Goals and Their Relationship to Academic Achievement in Undergraduate Pharmacy Students  

PubMed Central

Objectives. To compare the achievement goal orientations of first-year with those of third-year undergraduate Australian pharmacy students and to examine the relationship of goal orientations to academic achievement. Methods. The Achievement Goal Questionnaire was administered to first-year and third-year students during class time. Students’ grades were obtained from course coordinators. Results. More first-year students adopted performance-approach and mastery-approach goals than did third-year students. Performance-approach goals were positively correlated with academic achievement in the first year. Chinese Australian students scored the highest in adopting performance-approach goals. Vietnamese Australian students adopted mastery-avoidance goals more than other ethnicities. First-year students were more strongly performance approach goal-oriented than third-year students. Conclusion. Adopting performance-approach goals was positively correlated with academic achievement, while adopting avoidance goals was not. Ethnicity has an effect on the adoption of achievement goals and academic achievement.

Sainsbury, Erica; Rose, Grenville; Smith, Lorraine

2014-01-01

298

Identifying achievement goals and their relationship to academic achievement in undergraduate pharmacy students.  

PubMed

Objectives. To compare the achievement goal orientations of first-year with those of third-year undergraduate Australian pharmacy students and to examine the relationship of goal orientations to academic achievement. Methods. The Achievement Goal Questionnaire was administered to first-year and third-year students during class time. Students' grades were obtained from course coordinators. Results. More first-year students adopted performance-approach and mastery-approach goals than did third-year students. Performance-approach goals were positively correlated with academic achievement in the first year. Chinese Australian students scored the highest in adopting performance-approach goals. Vietnamese Australian students adopted mastery-avoidance goals more than other ethnicities. First-year students were more strongly performance approach goal-oriented than third-year students. Conclusion. Adopting performance-approach goals was positively correlated with academic achievement, while adopting avoidance goals was not. Ethnicity has an effect on the adoption of achievement goals and academic achievement. PMID:25258438

Alrakaf, Saleh; Sainsbury, Erica; Rose, Grenville; Smith, Lorraine

2014-09-15

299

Are Physical Activity and Academic Performance Compatible? Academic Achievement, Conduct, Physical Activity and Self-Esteem of Hong Kong Chinese Primary School Children  

ERIC Educational Resources Information Center

Education is so strongly emphasized in the Chinese culture that academic success is widely regarded as the only indicator of success, while too much physical activity is often discouraged because it drains energy and affects academic concentration. This study investigated the relations among academic achievement, self-esteem, school conduct and…

Yu, C. C. W.; Chan, Scarlet; Cheng, Frances; Sung, R. Y. T.; Hau, Kit-Tai

2006-01-01

300

Parenting styles, adolescent substance use, and academic achievement.  

PubMed

This article investigates how children and their parents rate their parenting styles, and how this rating is associated with academic achievement, alcohol, and tobacco use. We surveyed students and their parents in two public school districts. A total of 386 matched parent-child pairs from eighth- and ninth-grade students were analyzed for parent and student classification of parents as authoritative, authoritarian, permissive, or mixed parenting styles. Agreement on parenting styles between parents and children was poor. Students perceived parents as less authoritative, less permissive and more authoritarian than parents considered themselves. High grades were associated with child and parent perception of higher authoritativeness, lower permissiveness, and lower authoritarianism. Child tobacco and alcohol use was associated with child perception of lower authoritativeness, and higher permissiveness while parent perception of parenting style was not associated with child substance use. This study provides further evidence that parenting styles and adolescents' perceptions of them are associated with child achievement and substance use. While we cannot determine whether child or parent perception of parenting style is more accurate, child perception is more strongly associated with grades and substance use than is parent perception. It is likely that parents would benefit from understanding how they are perceived by their children. PMID:9270213

Cohen, D A; Rice, J

1997-01-01

301

Beyond academic reputation: Factors that influence the college of first choice for high achieving students  

Microsoft Academic Search

Studies that have investigated college choice factors for high-achieving students repeatedly cite academic reputation as one of the top indicators of choice but have not indicated why some high-achieving students choose to attend universities with a less prestigious reputation than the more highly prestigious options available to them. The purpose of this study was to examine whether differences exist between

Holly J Schoenherr

2009-01-01

302

Interaction of media, sexual activity and academic achievement in adolescents  

PubMed Central

Background Adolescence is a period when the individual is vulnerable and exposure to sexually implicit/explicit programs on television and internet can influence their sexual behaviour and make them more permissive towards premarital sex, which is known to influence their academic performance. This can be modified by parental discussion on these matters with their children. There have been only few studies from India that have explored such issues therefore this study aimed to explore the impact of television, internet and parental discussion on sexual activity and academic performance. Methods This study was conducted in two co-education schools using a self reporting questionnaire administered to students of class IX–XII. This study evaluated the relation of academic performance, exposure to media such as television & internet to sexual activity & academic performance of the students and the role of parental discussion on these. Results The study sample size was 586. There is no significant association between the number of hours of watching television per day and academic performance as measured by marks in examinations. Significant positive association was found among boys between sexual contact and average score in academics & unsupervised use of internet. In both genders a significant positive association was found between those watching English serials, movies and increased chances of indulging in sexual activity while a negative relation with those watching Cartoons. There is no significant difference in occurrence of sexual contact in those who discussed sexual matters with parents and those who did not. Conclusion This being first of it's kind of study from India and a cross sectional study, further prospective and detailed studies are warranted to delineate the interaction of media, parental discussion, academic performance and sexual activity. PMID:24600087

Shashi Kumar, R.; Das, R.C.; Prabhu, H.R.A.; Bhat, P.S.; Prakash, Jyoti; Seema, P.; Basannar, D.R.

2012-01-01

303

Birth order effects on young students’ academic achievement  

Microsoft Academic Search

We examine birth order effects on academic achievement for ten-year-old students using data for the entire population of fifth graders in Norway 2007\\/2008. The analysis thus adds to a thin empirical literature focusing on birth order effects among young children. We find that being firstborn confers a significant advantage in families with two, three and four children. The analysis makes

Hans Bonesrønning; Sofia Sandgren Massih

2011-01-01

304

Relations between aggression and adjustment in chinese children: moderating effects of academic achievement.  

PubMed

The primary purpose of the study was to examine the moderating effects of academic achievement on relations between aggressive behavior and social and psychological adjustment in Chinese children. A sample of children (N = 1,171; 591 boys, 580 girls; initial M age = 9 years) in China participated in the study. Two waves of longitudinal data were collected in Grades 3 and 4 from multiple sources including peer nominations, teacher ratings, self-reports, and school records. The results indicated that the main effects of aggression on adjustment were more evident than those of adjustment on aggression. Moreover, aggression was negatively associated with later leadership status and positively associated with later peer victimization, mainly for high-achieving children. The results suggested that consistent with the resource-potentiating model, academic achievement served to enhance the positive development of children with low aggression. On the other hand, although the findings indicated fewer main effects of adjustment on aggression, loneliness, depression, and perceived social incompetence positively predicted later aggression for low-achieving, but not high-achieving, children, which suggested that consistent with the stress-buffering model, academic achievement protected children with psychological difficulties from developing aggressive behavior. The results indicate that academic achievement is involved in behavioral and socioemotional development in different manners in Chinese children. Researchers should consider an integrative approach based on children's behavioral, psychological, and academic functions in designing prevention and intervention programs. PMID:23557214

Yang, Fan; Chen, Xinyin; Wang, Li

2014-01-01

305

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

306

The role of achievement motivation in the relationship between athletic and academic achievement  

Microsoft Academic Search

The connection between sports participation and academic achievement was investigated with a primary focus on the role that motivation plays in this relationship. Female high school student-athletes, who have been underrepresented in sports psychology literature in the past served as participants. The School Attitude Measure and the Sport Orientation Questionnaire were administered to 70 athletes defined as students who participate

Grace M Hickey

1992-01-01

307

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

308

African American Adolescents’ Discrimination Experiences and Academic Achievement: Racial Socialization as a Cultural Compensatory and Protective Factor  

Microsoft Academic Search

This study examines the interrelationships among racial discrimination experiences, parent race socialization practices, and academic achievement outcomes in a sample of 548 African American adolescents. Adolescents’ racial discrimination experiences were associated with a decrease in academic curiosity, persistence, and student self-reported grades. Racial pride, self-worth, egalitarian, and negative messages and racial socialization behaviors emerged as unique predictors of various academic

Enrique W. Neblett; Cheri L. Philip; Courtney D. Cogburn; Robert M. Sellers

2006-01-01

309

Using Above-Level Testing to Track Growth in Academic Achievement in Gifted Students  

ERIC Educational Resources Information Center

Above-level testing is the practice of administering aptitude or academic achievement tests that are designed for typical students in higher grades or older age-groups to gifted or high-achieving students. Although widely accepted in gifted education, above-level testing has not been subject to careful psychometric scrutiny. In this study, I…

Warne, Russell T.

2014-01-01

310

Beyond Academic Reputation: Factors that Influence the College of First Choice for High Achieving Students  

ERIC Educational Resources Information Center

Studies that have investigated college choice factors for high-achieving students repeatedly cite academic reputation as one of the top indicators of choice but have not indicated why some high-achieving students choose to attend universities with a less prestigious reputation than the more highly prestigious options available to them. The purpose…

Schoenherr, Holly J.

2009-01-01

311

The Relationship of School Design to Academic Achievement of Elementary School Children.  

ERIC Educational Resources Information Center

This study sought to determine if there are relationships between student achievement and educational facilities. It focused on the question: Does school design influence the academic achievement of elementary school students? Criteria used were scores on the Iowa Test of Basic Skills and 86 variables describing design patterns in various…

Yarbrough, Kathleen Ann

312

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

313

Relationship between Achievement Goals, Meta-Cognition and Academic Success in Pakistan  

ERIC Educational Resources Information Center

The research was the replication of the study done by Coutinho (2006) and it aimed at finding the relationship between achievement goals, meta-cognition and academic success. Achievement goals were further divided into two types: mastery and performance. The participants were 119 students enrolled in M. A. Education, Department of Education at the…

Sarwar, Muhammad; Yousuf, Muhammad Imran; Hussain, Shafqat; Noreen, Shumaila

2009-01-01

314

Self-Efficacy and Academic Achievement in Australian High School Students: The Mediating Effects of Academic Aspirations and Delinquency  

ERIC Educational Resources Information Center

Studies have shown that self-efficacy, aspirational, and other psychosocial influences account for considerable variance in academic achievement through a range of mediational pathways, although no research to date has tested the mediational relationships identified. The present research investigated the structural relations among self-efficacy,…

Carroll, Annemaree; Houghton, Stephen; Wood, Robert; Unsworth, Kerrie; Hattie, John; Gordon, Lisa; Bower, Julie

2009-01-01

315

Homework practices and academic achievement: The mediating role of self-efficacy and perceived responsibility beliefs  

Microsoft Academic Search

The present study investigated the role of students’ homework practices in their self-efficacy beliefs regarding their use of specific learning processes (e.g., organizing, memorizing, concentrating, monitoring, etc.), perceptions of academic responsibility, and academic achievement. One hundred and seventy-nine girls from multi-ethnic, mixed socioeconomic status families residing in a major metropolitan area of the United States were studied in a parochial

Barry J. Zimmerman; Anastasia Kitsantas

2005-01-01

316

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  

E-print Network

their motivation to perform in this context. The purpose ofaffect motivation to achieve in the classroom. The purposepurpose of the current study was to investigate the relationships that exist among achievement motivation,

Anderson, Christine Marie

2010-01-01

317

Trait emotional intelligence influences on academic achievement and school behaviour.  

PubMed

BACKGROUND. Trait emotional intelligence (trait EI or trait emotional self-efficacy) refers to individuals' emotion-related self-perceptions (Petrides, Furnham, & Mavroveli, 2007). The children's trait EI sampling domain provides comprehensive coverage of their affective personality. Preliminary evidence shows that the construct has important implications for children's psychological and behavioural adjustment. AIMS. This study investigates the associations between trait EI and school outcomes, such as performance in reading, writing, and maths, peer-rated behaviour and social competence, and self-reported bullying behaviours in a sample of primary school children. It also examines whether trait EI scores differentiate between children with and without special educational needs (SEN). SAMPLE. The sample comprised 565 children (274 boys and 286 girls) between the ages of 7 and 12 (M((age)) = 9.12 years, SD= 1.27 years) attending three English state primary schools. METHOD. Pupils completed the Trait Emotional Intelligence Questionnaire-Child Form (TEIQue-CF), the Guess Who peer assessment, the Peer-Victimization Scale, and the Bullying Behaviour Scale. Additional data on achievement and SEN were collected from the school archives. RESULTS. As predicted by trait EI theory, associations between trait EI and academic achievement were modest and limited to Year 3 children. Higher trait EI scores were related to more nominations from peers for prosocial behaviours and fewer nominations for antisocial behaviour as well as lower scores on self-reported bulling behaviours. Furthermore, SEN students scored lower on trait EI compared to students without SEN. CONCLUSIONS. Trait EI holds important and multifaceted implications for the socialization of primary schoolchildren. PMID:21199490

Mavroveli, Stella; Sánchez-Ruiz, María José

2011-03-01

318

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

319

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

320

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

321

THE RELATIONSHIP BETWEEN STUDENT ENTRY GRADES AND ACADEMIC ACHIEVEMENT AT THE KWARA STATE COLLEGE OF EDUCATION ILORIN  

Microsoft Academic Search

This study investigated the relationship between student entry grade and their academic achievement at the Kwara State College of Education, llorin. The entry grade and academic achievement of 202 Nigeria Certificate of Education grandaunt of the 1984\\/85 session were used. The result showed that, except in education theory, language and vocational studies, there was no statically significant relation between student

J. Y. Momoh-Olle

322

Children's effortful control and academic achievement: do relational peer victimization and classroom participation operate as mediators?  

PubMed

Given that early academic achievement is related to numerous developmental outcomes, understanding processes that promote early success in school is important. This study was designed to clarify how students' (N=291; M age in fall of kindergarten=5.66 years, SD=0.39 year) effortful control, relational peer victimization, and classroom participation relate to achievement, as students progress from kindergarten to first grade. Effortful control and achievement were assessed in kindergarten, classroom participation and relational peer victimization were assessed in the fall of first grade, and achievement was reassessed in the spring of first grade. Classroom participation, but not relational peer victimization, mediated relations between effortful control and first grade standardized and teacher-rated achievement, controlling for kindergarten achievement. Findings suggest that aspects of classroom participation, such as the ability to work independently, may be useful targets of intervention for enhancing academic achievement in young children. PMID:25107413

Valiente, Carlos; Swanson, Jodi; Lemery-Chalfant, Kathryn; Berger, Rebecca H

2014-08-01

323

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

324

The Relationship Between Classroom Motivation and Academic Achievement in Elementary-School-Aged Children  

Microsoft Academic Search

The relationship between motivation and academic success has been better established with older children and adults than with younger children. As part of a larger project, the purpose of this study was to examine the relation-ship between classroom motivation and academic achievement in young elementary-school-aged children. The participants were 122 first-grade and 129 third-grade children from a mid-sized city in

Sheri Coates Broussard; M. E. Betsy Garrison

2004-01-01

325

Role of Parental Motivational Practices in Children’s Academic Intrinsic Motivation and Achievement  

Microsoft Academic Search

In a longitudinal study of children at ages 9 and 10 years, the role of parental motivational practices in children’s academic intrinsic motivation and achievement was tested. Two types of motivational practices were assessed: mothers’ encouragement of children’s task endogeny and provision of task-extrinsic consequences. Structural equations path models for general-verbal and math academic areas supported the 2 predictions that

Adele Eskeles Gottfried; James S. Fleming; Allen W. Gottfried

1994-01-01

326

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.

2011-01-01

327

Behavior problems at ages 6 and 11 and high school academic achievement: longitudinal latent variable modeling.  

PubMed

Previous studies documented long-run effects of behavior problems at the start of school on academic achievement. However, these studies did not examine whether the observed effects of early behavior problems are explained by more proximate behavior problems, given the tendency of children's behavior problems to persist. Latent variable modeling was applied to estimate the effects of behavior problems at ages 6 and 11 on academic achievement at age 17, using data from a longitudinal study (n=823). Behavior problems at ages 6 and 11, each stage independently of the other, predicted lower math and reading test scores at age 17, controlling for intelligence quotient (IQ), birth weight, maternal characteristics, family and community environment, and taking into account behavior problems at age 17. Behavior problems at the start of school, independent of later behavior problems, exert lingering effects on achievement by impeding the acquisition of cognitive skills that are the foundation for later academic progress. PMID:20719395

Breslau, Naomi; Breslau, Joshua; Miller, Elizabeth; Raykov, Tenko

2011-02-28

328

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

329

The contribution of executive functioning to academic achievement among male adolescents.  

PubMed

Recent factor analytic work suggests that the dimensions of conceptual flexibility, monitoring, and inhibition are distinguishable under the executive functioning (EF) umbrella. We examine relations between these constructs and performances on academic achievement tests among a sample of 11-16-year-old males (N = 151). EF contributed to the prediction of all academic domains beyond general intellectual functioning in distinct ways: Conceptual flexibility predicted reading and science, monitoring predicted reading and social studies, and inhibition predicted mathematics and science. These findings suggest that demands related to specific academic domains access different cognitive abilities and have implications for both intervention and research science. PMID:19813129

Latzman, Robert D; Elkovitch, Natasha; Young, John; Clark, Lee Anna

2010-06-01

330

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

331

Relations among Academic Enablers and Academic Achievement in Children with and without High Levels of Parent-Rated Symptoms of Inattention, Impulsivity, and Hyperactivity  

ERIC Educational Resources Information Center

This study examined the relationships among academic enablers (i.e., engagement, interpersonal skills, motivation, study skills) and academic achievement in children with and without high levels of parent-rated symptoms of inattention, impulsivity, and hyperactivity (Symptoms of IIH Group). The study included 69 participants (29 [42%] in the IIH…

Demaray, Michelle Kilpatrick; Jenkins, Lyndsay N.

2011-01-01

332

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

333

Transactional Analysis of the Reciprocal Links between Peer Experiences and Academic Achievement from Middle Childhood to Early Adolescence  

ERIC Educational Resources Information Center

This study tested a transactional model of reciprocal influences regarding students' peer experiences (peer acceptance, peer rejection, and friends' academic achievement) and students' academic achievement from middle childhood to early adolescence. This longitudinal model was tested on 452 students (198 girls), mostly Caucasian and French…

Veronneau, Marie-Helene; Vitaro, Frank; Brendgen, Mara; Dishion, Thomas J.; Tremblay, Richard E.

2010-01-01

334

The predictive value of science process skills, cognitive development, attitude toward science on academic achievement in a Thai teacher institution  

Microsoft Academic Search

The purpose of this study was to examine the relationships among science process skills, attitude toward science, cognitive development and academic achievement of elementary preservice teachers. Especially, the combined predictive value of science process skills, attitude toward science and cognitive development on student academic achievement were determined. The data were obtained from 85 pre-service elementary teachers at a teachers college

Hussachai Sittirug

1997-01-01

335

The Roles of Ethnic Identity, Anti-White Attitudes, and Academic Self-Concept in African American Student Achievement  

ERIC Educational Resources Information Center

Conventional wisdom in much of the educational and psychological literatures states that the ethnic and racial identity of African American students is related to their academic achievement. The purpose of this study was to determine whether ethnic identity and anti-white attitudes predicted the academic achievement of African American students at…

Cokley, Kevin O.; Chapman, Collette

2008-01-01

336

Student Voices: A Phenomenological Exploration of Minority Girls' Experiences and Beliefs Related to Academic Achievement  

ERIC Educational Resources Information Center

For decades, measures of academic outcomes have demonstrated the underachievement of minority students. The purpose of this study was to include student voices in a discussion of achievement by exploring the experiences and beliefs of minority girls that related to academic achievement in one single-sex urban high school. Moreover, the research…

Alpren, Kathleen

2012-01-01

337

Measurement of Perceived Parenting Style Influence on Academic Achievement among Saudi College Students  

ERIC Educational Resources Information Center

The purpose of this study was to examine the relation between academic achievement and parenting styles among Saudi college students. The participants in this study consisted of 349 male and 219 female college students, whose age ranged from 18-25 years. The instruments for the current study were: (a) an Arabic translation of the Revised Parental…

Alanizi, Faris Mayoof Mokheimer

2010-01-01

338

Self-regulation, executive function, working memory, and academic achievement of female high school students  

Microsoft Academic Search

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 hypothesized that working memory performance would predict students' self-report of executive function and

Roberta Kathryn Halloran

2011-01-01

339

Exploring Pathways From Television Viewing to Academic Achievement in School Age Children  

Microsoft Academic Search

The author's purpose in this study was to test 4 hypotheses that proposed different paths for the influences of children's television viewing on their academic achievement. Data were drawn from the 1997 Child Development Supplement (CDS) to the Panel Study of Income Dynamics (PSID). The population for this study included 1,203 children between the ages of 6 and 13 years

Nary Shin

2004-01-01

340

Exploring Pathways from Television Viewing to Academic Achievement in School Age Children  

ERIC Educational Resources Information Center

The author's purpose in this study was to test 4 hypotheses that proposed different paths for the influences of children's television viewing on their academic achievement. Data were drawn from the 1997 Child Development Supplement (CDS) to the Panel Study of Income Dynamics (PSID). The population for this study included 1,203 children between the…

Shin, Nary

2004-01-01

341

The Effects of Using an Interactive Whiteboard on the Academic Achievement of University Students  

ERIC Educational Resources Information Center

The aim of this study was to identify the effects of the use of an interactive whiteboard on the academic achievement of university students on the topic of electricity in a science and technology laboratory class. The study was designed as a pretest/posttest control group experimental study. Mean, standard deviation and t- tests were used for…

Akbas, Oktay; Pektas, Huseyin Mirac

2011-01-01

342

The Relationship of Positive and Negative Perfectionism to Academic Achievement, Achievement Motivation, and Well-Being in Tertiary Students.  

E-print Network

??The relationship between positive and negative perfectionism, and academic achievement, motivation and well-being in tertiary students was investigated. It was hypothesized that higher levels of… (more)

Ram, Alison

2005-01-01

343

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

344

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

PubMed

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

345

Academic self-concept and academic achievement: relations and causal ordering.  

PubMed

BACKGROUND. A positive self-concept is valued as a desirable outcome in many disciplines of psychology as well as an important mediator to other outcomes. AIMS. The present review examines support for the reciprocal effects model (REM) that posits academic self-concept (ASC) and achievement are mutually reinforcing, each leading to gains in the other - and its extension to other achievement domains. METHOD. We review theoretical, methodological, and empirical support for the REM. Critical features in this research are a theoretical emphasis on multidimensional perspectives that focus on specific components of self-concept and a methodological focus on a construct validity approach to evaluating the REM. RESULTS. Consistent with these distinctions, REM research and a comprehensive meta-analysis show that prior ASC has direct and indirect effects on subsequent achievement, whilst the effects of self-esteem and other non-academic components of self-concept are negligible. We then provide an overview of subsequent support for the generality of the REM for: young children, cross-cultural, health (physical activity), and non-elite (gymnastics) and elite (international swimming championships) sport. CONCLUSION. This research is important in demonstrating that increases in ASC lead to increases in subsequent academic achievement and other desirable educational outcomes. Findings confirm that not only is self-concept an important outcome variable in itself, it also plays a central role in affecting other desirable educational outcomes. Implications for educational practice are discussed. PMID:21391964

Marsh, Herbert W; Martin, Andrew J

2011-03-01

346

Mentoring urban Black Middle-School Male Students: Implications for Academic Achievement  

PubMed Central

Researchers have called for innovative and culturally responsive intervention programs to enhance male, African American middle school students’ academic achievement. Mentoring has received considerable attention as a novel remedy. Although anecdotal evidence supports the positive role of mentoring on academic achievement, these results are not consistent. The Benjamin E. Mays Institute (BEMI) builds on the ideals of mentoring to counter the effects academic underachievement among adolescent Black males by building a model that is Afro-centric, uses pro-social modeling, and emphasizes cultural strengths and pride, and single-sex instruction in a dual-sex educational environment. Sixty-one middle-school Black males were enrolled (BEMI: n=29; Comparison: n=32) in this study. Results revealed that students in the BEMI program had significantly greater academic attachment scores and academic success than their non-mentored peers. Additionally, racial identity attitudes of immersion/emersion and internalization and identification with academics were also significantly associated with standardized achievement tests and GPA. Policy and practice implications are discussed. PMID:20379371

Gordon, Derrick M.; Iwamoto, Derek; Ward, Nadia; Potts, Randolph; Boyd, Elizabeth

2010-01-01

347

The relationship among self-regulation, internet use, and academic achievement in a computer literacy course  

NASA Astrophysics Data System (ADS)

This research was a correlational study of the relationship among self-regulation, students' nonacademic internet browsing, and academic achievement in an undergraduate computer literacy class. Nonacademic internet browsing during class can be a distraction from student academic studies. There has been little research on the role of self-regulation on nonacademic internet browsing in influencing academic achievement. Undergraduate computer literacy classes were used as samples (n= 39) for measuring these variables. Data were collected during three class periods in two sections of the computer literacy course taught by one instructor. The data consisted of a demographic survey, selected and modified items from the GVU 10th WWW User Survey Questionnaire, selected items of the Motivated Strategies for Learning Questionnaire, and measures of internet use. There were low correlations between self-regulation and academic grades (r= .18, p > .05) and self-regulation and internet use (r= -.14, p > .05). None of the correlations were statistically significant. Also, there was no statistically significant correlation between internet use and academic achievement (r= -.23, p >.05). Self-regulation was highly correlated to self-efficacy (r= .53, p < .05). Total internet access was highly correlated to nonacademic related internet browsing (r= .96, p < .01). Although not statistically significant, the consistent negative correlations between nonacademic internet use with both self-regulation and achievement indicate that the internet may present an attractive distraction to achievement which may be due to lack of self-regulation. The implication of embedded instruction of self-regulation in the computer literacy course was discussed to enhance self-regulated internet use. Further study of interaction of self-regulated internet use and academic achievement is recommended.

YangKim, SungHee

348

The Effects of Absences and Academic Self-Concept on Academic Achievement in Two Eleventh-Grade U.S. History Classes.  

ERIC Educational Resources Information Center

This study investigated the extent of relationships between the motivation-related independent variables of absences and academic self-concept and the dependent variable of academic achievement. A correlational research design was used to measure the extent of association between the study's variables. Participants were 34 11th graders (17 African…

Byer, John L.

349

Physically Developed and Exploratory Young Infants Contribute to Their Own Long-Term Academic Achievement  

PubMed Central

A developmental cascade defines a longitudinal relation in which one psychological characteristic uniquely affects another psychological characteristic later in time, separately from other intrapersonal and extrapersonal factors. Here, we report results of a large-scale (N = 374), normative, prospective, 14-year longitudinal, multivariate, multisource, controlled study of a developmental cascade from infant motor-exploratory competence at 5 months to adolescent academic achievement at 14 years, through conceptually related and age-appropriate measures of psychometric intelligence at 4 and 10 years and academic achievement at 10 years. This developmental cascade applied equally to girls and boys and was independent of children’s behavioral adjustment and social competence; mothers’ supportive caregiving, verbal intelligence, education, and parenting knowledge; and the material home environment. Infants who were more motorically mature and who explored more actively at 5 months of age achieved higher academic levels as 14-year-olds. PMID:23964000

Bornstein, Marc H.; Hahn, Chun-Shin; Suwalsky, Joan T. D.

2014-01-01

350

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

351

Factors Influencing the Academic Achievement of First-Generation College Students  

ERIC Educational Resources Information Center

First-generation college students face a number of unique challenges in college. These obstacles may have a disparate effect on educational outcomes such as academic achievement. This study presents findings from an analysis of the Baccalaureate & Beyond Longitudinal Study using hierarchical multiple regression techniques to measure the influence…

Strayhorn, Terrell L.

2006-01-01

352

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

353

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

354

The Impact of Online Discussion on Face-to-Face Discussion and Academic Achievement  

ERIC Educational Resources Information Center

The purpose of this study was to research the effects of online discussion on face-to-face (F2F) classroom participation and academic achievement for 18 public high school students in a senior English class. The teacher used a variety of data collection including surveys, test scores, journal reflections, and teacher observations to study the…

Yu, Serena W.

2009-01-01

355

Parental Involvement and Expectations of Children's Academic Achievement Goals in Botswana: Parent's Perceptions  

ERIC Educational Resources Information Center

This study examined the school related activities that parents in Botswana engage in with their children. The study also examined how parents in Botswana perceive their involvement and expectations of their children's academic achievement goals. Sixteen parents (15 females and 1 male) who had children in standards five, six, or seven participated…

Kgosidialwa, Keinyatse T.

2010-01-01

356

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

357

The Effects of Parental Age and Sibling Configurations on Family Environment and Academic Achievement of Children  

Microsoft Academic Search

In this study, we draw from the literature on sibling configurations and parental age to investigate the effects of these factors on the academic achievement of children. The study investigates the effects of maternal age at first birth, maternal age when the respondent was born, and father's age when the respondent was born on ACT scores, grade point averages over

Nancy Shields; Christine Hanneke

2008-01-01

358

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

359

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

360

Teaching Aptitude of Student Teachers and their Academic Achievements at Graduate Level  

ERIC Educational Resources Information Center

The present investigation aims at studying teaching aptitude of student teachers with respect to their gender and academic achievement at graduate level examination. The sample for this study is selected by stratified random sampling from the Teacher Education institutions of Malabar area of Kerala. Teaching Aptitude Test Battery (T A T B)…

Sajan, K. S.

2010-01-01

361

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

362

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

363

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

364

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

365

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

366

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

367

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

368

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

369

Linking Extracurricular Programming to Academic Achievement: Who Benefits and Why?  

ERIC Educational Resources Information Center

Analyzes National Educational Longitudinal Study 1988 data to test the effect of participation in extracurricular activities on high school achievement. Shows that participation in some activities improves achievement, while participation in others diminishes achievement. Concludes participation in interscholastic sports promote student…

Broh, Beckett A.

2002-01-01

370

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

371

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  

E-print Network

academic support may hinder a high-revenue student-athlete’s motivationsupport was also closely related to a student’s academic motivationStudents in the Moderate Motivation cluster felt the least amount of support overall from the academic

Anderson, Christine Marie

2010-01-01

372

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

373

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

374

The impact of academic self?concept, expectations and the choice of learning strategy on academic achievement: the case of business students  

Microsoft Academic Search

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. Path analysis suggests that high academic self?concept favors engagement in complex cognitive effort,

Carlos M. Rodriguez

2009-01-01

375

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

376

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

377

Career and Technical Education in the Balance: An Analysis of High School Persistence, Academic Achievement, and Postsecondary Destinations.  

ERIC Educational Resources Information Center

A study examined the relationship between: (1) the balance struck between career and technical education (CTE) and academic course-taking during the high school years; and (2) academic achievement, persistence in high school, and postsecondary destinations. Data for the study were drawn from the National Education Longitudinal Study of 1988. The…

Plank, Stephen

378

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

379

Effects of Student Uniforms on Attendance, Behavior Problems, Substance Use, and Academic Achievement.  

ERIC Educational Resources Information Center

Examined 10th-grade data from the 1988 National Educational Longitudinal Study to investigate the effects of school uniforms on student attendance, behavior problems, substance use, and academic achievement. Data from public, private, and Catholic schools indicated that uniforms had no direct effect on substance use, attendance, or behavior, and a…

Brunsma, David L.; Rockquemore, Kerry A.

1998-01-01

380

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

381

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

382

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

383

College Mothers' Academic Achievement Goals as Related to their Children's Attitudes Toward Learning  

Microsoft Academic Search

The present study considers the relationship between college mothers' academic achievement goals (both learning and performance) and the mothers' attitudes toward their children's schoolwork as well as the relationship between each of these sets of characteristics in mothers and their elementary-school-age children's attitudes about learning. Results indicate that a mother's adoption of learning goals in her college education is positively

Robert B. Ricco; Deanne G. McCollum; Sara Schuyten

2003-01-01

384

Teacher Competence and the Academic Achievement of Sixth Grade Students in Uganda  

ERIC Educational Resources Information Center

The study investigates the influence of teacher competence on the academic achievement of sixth grade students in Uganda. The investigation is based on data sourced from the 2009 Southern African Consortium for Monitoring Education Quality (SACMEQ) survey comprising 5,148 records of sixth grade students enrolled in primary schools in Uganda. The…

Wamala, Robert; Seruwagi, Gerald

2013-01-01

385

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.

386

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

387

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

388

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

389

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

390

Achievement Motivation Goals in Relation to Academic Performance in Traditional and Nontraditional College Students  

Microsoft Academic Search

This study extended Dweck's model of achievement motivation to the collegiate level, and it is the first to apply this model to nontraditional students. We examined the relationship between goal orientations and academic performance in 262 undergraduate students grouped by nontraditional vs. traditional status. Although both groups rated themselves higher on learning goals than on performance goals, non-traditional students endorsed

Marion A. Eppler; Beverly L. Harju

1997-01-01

391

Achievement Motivation Goals in Relation to Academic Performance in Traditional and Nontraditional College Students.  

ERIC Educational Resources Information Center

A study of the relationship between goal orientation and academic performance in 262 undergraduates, classified as traditional or nontraditional, found both groups rated themselves higher on learning goals than achievement goals, but nontraditional students endorsed learning goals more strongly. Goal orientations were a better predictor of…

Eppler, Marion; Harju, Beverly L.

1997-01-01

392

Effects of Instructional Grouping on Seventh Graders' Academic Motivation and Achievement.  

ERIC Educational Resources Information Center

This study tested the hypothesis that cooperative learning practices in heterogeneous classes would enhance students' academic motivation and achievement. Half the seventh graders entering a junior high school were randomly assigned to hetergenous classrooms in which their teachers implemented Student Team Learning (STL) techniques (Slavin, 1986).…

Reuman, David A.; Mac Iver, Douglas J.

393

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

394

Student Attitudes and Academic Background as Predictors of Achievement in College English.  

ERIC Educational Resources Information Center

This study investigated the predictive relationship between student attitudes and their subsequent achievement in a freshman composition course. Results indicated that academic background and student attitudes were significantly correlated with subsequent grade performance. Attitude variables were more closely related to overall grade performance…

House, J. Daniel; Prion, Susan K.

1998-01-01

395

Narrowing the Academic Achievement Gap among High School Latino Students through Parental Involvement  

ERIC Educational Resources Information Center

The low academic achievement among Latino students in many inner city high schools leads to higher failure, dropout, and absenteeism rates, as well as lower standardized test scores and graduation rates. The purpose of this study was to explore whether Latino parental attitudes toward and perceptions, level of, and form of involvement may be…

Parry, Douglas L.

2010-01-01

396

Academic Grades of Ninth-Grade Urban Learning-Disabled Students and Low-Achieving Peers.  

ERIC Educational Resources Information Center

The academic performance of 86 mainstreamed learning-disabled students was compared with that of 87 low-achieving students. Significant differences were found between the groups' grades in social studies and health but not in science. Of intelligence quotient, reading level, and absence rates, only absence rates differentiated between ninth grade…

Donahoe, Kathleen; Zigmond, Naomi

1990-01-01

397

The effect of athletic participation on academic achievement of middle school students  

Microsoft Academic Search

The purpose of this study was to determine the relationship between athletic participation and academic achievement with consideration of gender, ethnicity, participation, and test scores at the middle school level.^ It has been estimated that over 7 million children between the ages of 5 and 17 participate in organized school sports in the United States (Stryer, Tofler, & Lapchick, 1998).

Kendal Shriver Cathey

2008-01-01

398

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

399

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

400

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

401

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

402

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

403

Academic Achievement among Formerly Homeless Adolescents and Their Continuously Housed Peers  

ERIC Educational Resources Information Center

This study examined the school experiences and academic achievement of 46 adolescents in families who experienced homelessness and 87 permanently housed adolescents whose families received public assistance. Measures taken after the homeless students were rehoused showed that both groups valued school highly and were similar in cognitive abilities…

Rafferty, Yvonne; Shinn, Marybeth; Weitzman, Beth C.

2004-01-01

404

The Influence of Perceived Poverty and Academic Achievement on School Counselor Conceptualization  

ERIC Educational Resources Information Center

This analog study presented 173 practicing school counselors with one of four case scenarios depicting a student new to their school. Each scenario manipulated one of two levels of the independent variables, which were perceived poverty and academic achievement. Main effects indicate that participants rated students as more attractive counseling…

Hutchison, Brian

2011-01-01

405

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

406

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

407

African American and European American Students’ Peer Groups During Early Adolescence: Structure, Status, and Academic Achievement  

Microsoft Academic Search

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) associated with group centrality (i.e., status) in the classroom? (b)

Travis Wilson; Ramin Karimpour; Philip C. Rodkin

2011-01-01

408

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

409

THE RELATIONSHIP BETWEEN COMMUNICATION APPREHENSION AND ACADEMIC ACHIEVEMENT AMONG COLLEGE STUDENTS  

Microsoft Academic Search

A series of studies are reported which indicate that high communication apprehensives have lower academic achievement in traditional interaction-oriented educational sys- tems than low communication apprehensives. but that no similar relationship exists in a communication-restricted educational system. Data are also reported indicating that high communication apprehensives prefer mass lecture classes over small classes while moderate and low communication apprehensives' preferences

JAMES C. McCROSKEY; JANIS F. ANDERSEN

1976-01-01

410

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

411

Influences on Academic Achievement: A Comparison of Results from Uganda and More Industrialized Societies.  

ERIC Educational Resources Information Center

Findings in industrialized countries, such as those of Jencks and Coleman, indicate that socioeconomic status has a strong influence on academic achievement and that school effects are of lesser importance. This study of socioeconomic influences and school influences on the performance of 23,615 Ugandan children taking the Primary Leaving…

Heyneman, Stephen P.

412

Creating a Scale to Measure Motivation to Achieve Academically: Linking Attitudes and Behaviours Using Rasch Measurement  

Microsoft Academic Search

Background. Motivation to Achieve Academically has been used in many educational and other studies in many countries and the large majority has not used an interval level scale based on a good theoretical model in which the items are linked to behaviour. Aims. One, to create an interval level, unidimensional scale of Motivation, with attitude items linked to behaviour items,

Russell F. Waugh

2002-01-01

413

A Time Lag Analysis of Temporal Relations Between Motivation, Academic Achievement, and Two Cognitive Abilities  

Microsoft Academic Search

Research Findings: The present study employed a time lag design to assess temporal relationships between motivation, academic achievement, and cognitive development. Eighty-one children from 2 preschool programs were measured twice, with an 11-week time lag, on 2 measures of motivation (marble drop task, bean bag toss task), 2 measures of cognitive development (seriation task, oddity principle task), and 2 measures

Monica R. Greene; Robert Pasnak; Sandy L. Romero

2009-01-01

414

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

415

The Relationship between Self-Concept and Academic Achievement of Kindergarten Students.  

ERIC Educational Resources Information Center

A study was made to determine if a relationship could be found between the self-concept and academic achievement of 65 kindergarten children. Subjects were tested using the Bracken Basic Concept Scale, and 18 items from the Piers-Harris Children's Self-Concept Scale. Of the subjects, 37 were white, 25 were black, and 3 were from other groups.…

Trent, Janice Camella

416

Academic Achievement, Employment, Age and Gender and Students' Experience of Alternative School  

ERIC Educational Resources Information Center

The purpose of this cross-sectional study was to explore associations between academic achievement, employment, gender, and age in relation to students' sense of school membership and perception of adults in school. The sample consisted of 102 secondary, alternative school students. Results indicated that students with a more positive perception…

Poyrazli, Senel; Ferrer-Wreder, Laura; Meister, Denise G.; Forthun, Larry; Coatsworth, J. Doug; Grahame, Kamini Maraj

2008-01-01

417

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

418

College Students' Homework and Academic Achievement: The Mediating Role of Self-Regulatory Beliefs  

ERIC Educational Resources Information Center

The influence of homework experiences on students' academic grades was studied with 223 college students. Students' self-efficacy for learning and perceived responsibility beliefs were included as mediating variables in this research. The students' homework influenced their achievement indirectly via these two self-regulatory beliefs as well as…

Kitsantas, Anastasia; Zimmerman, Barry J.

2009-01-01

419

Exploring Individual Differences as Determining Factors in Student Academic Achievement in Higher Education  

ERIC Educational Resources Information Center

The study investigated the association and relative influence of cognitive/motivational and demographic factors on final degree grade point average (GPA) in a single undergraduate cohort. Although academic self-efficacy, approaches to learning, prior achievement and age all produced significant correlations with GPA, regression analysis identified…

Cassidy, Simon

2012-01-01

420

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

421

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

422

A Time Lag Analysis of Temporal Relations between Motivation, Academic Achievement, and Two Cognitive Abilities  

ERIC Educational Resources Information Center

Research Findings: The present study employed a time lag design to assess temporal relationships between motivation, academic achievement, and cognitive development. Eighty-one children from 2 preschool programs were measured twice, with an 11-week time lag, on 2 measures of motivation (marble drop task, bean bag toss task), 2 measures of…

Greene, Monica R.; Pasnak, Robert; Romero, Sandy L.

2009-01-01

423

The Inequality of Separation: Racial Composition of Schools and Academic Achievement  

Microsoft Academic Search

Using multilevel modeling, this study examines the effect of African American concentration in Louisiana public schools on the academic achievement of African American and White students. The authors consider this question as they control for a variety of individual and school-level sociodemographic factors, including socioeconomic status and student race. African American concentration is defined as the percentage of the student

Stephen J. Caldas; Carl L. Bankston

1998-01-01

424

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

425

The Relationship Between Children's Self-Concepts, Teacher's Rating, and Academic Achievement.  

ERIC Educational Resources Information Center

One hundred ninety-seven pupils from fourth, fifth, and sixth grades were studied to determine the relationship between children's self-concept, academic achievement, and teacher's rating of children's self-concept. The differences between grade levels, sex, and ethnic group membership were tested by analysis of variance. Significant correlations…

Chang, Theresa S.

426

The Structure and Development of Young Children's Self-Concepts and Relation to Academic Achievement.  

ERIC Educational Resources Information Center

This study employed a multi-cohort multi-occasion (MCMO) design to measure self-concept and academic achievement among 5- and 6-year-olds. Preliminary findings from the first two waves of data were used to examine: (1) the structure and development of a multidimensional self-concept; (2) the stability of self-concept responses over time; (3) the…

Craven, Rhonda G.; McInerney, Valentina; Marsh, Herbert W.

427

Children's academic achievement at school: Socioeconomic status, teacher-child relationship, home environment, and parental beliefs  

Microsoft Academic Search

The purpose of this study was to utilize an ecological perspective to extend and bring together research on home and school factors that affect children's academic achievement during kindergarten, including family and school SES, teacher-child relationships, home reading and math environments, parental beliefs, and parental expectations. A sample of 306 kindergarten children, their parents (N = 280), and their teachers

Jennifer M Graff

2004-01-01

428

The Impact of Inattention, Hyperactivity and Impulsivity on Academic Achievement in UK University Students  

ERIC Educational Resources Information Center

Increasing numbers of students in UK universities are presenting with a diagnosis of attention deficit hyperactivity disorder (ADHD). However, the impact of ADHD symptomatology on academic achievement in university students in the UK has not previously been explored. This study investigates the prevalence of self-reported ADHD symptoms…

Pope, Debbie J.

2010-01-01

429

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

430

The Impact of Age and Gender on Prep Children's Academic Achievements  

ERIC Educational Resources Information Center

Within the current climate of heightened interest in the education of young children, it is essential that consideration be given to different factors which may impact, either positively or negatively, on the achievement of young learners when their academic progress in literacy and numeracy is considered. The research study reported in this paper…

Boardman, Margot

2006-01-01

431

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

432

Family reading habits and academic achievement of children from polygynous, monogamous, divorced, and nondivorced families.  

PubMed

This study investigated the relationship between family reading habits and the academic achievement of 1021 Xhosa-speaking children whose mean age was 15.3 yr. A questionnaire was administered to identify each pupil's family status. Analysis of variance indicated positive and statistically significant main effects for the two variables on a reading habits score. PMID:7808893

Cherian, V I

1994-08-01

433

Preservice Teachers' Career Expectations by Gender, Socioeconomic Status, and Academic Achievement Levels.  

ERIC Educational Resources Information Center

The career expectations of 200 randomly selected preservice teachers (143 females and 57 males) were examined to determine differences associated with gender, socioeconomic status (SES), and academic achievement (as indicated by grade point average). The study was conducted at the University of Central Florida (Orlando) from 1986 to 1987. Subjects…

Biraimah, Karen

1988-01-01

434

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

435

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

436

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

437

Temperamental Attention and Activity, Classroom Emotional Support, and Academic Achievement in Third Grade  

ERIC Educational Resources Information Center

The purpose of this study is to examine the interplay of children's temperamental attention and activity (assessed when children were 4-and-a-half years old) and classroom emotional support as they relate to children's academic achievement in third grade. Particular focus is placed on the moderating role of classroom emotional support on the…

Rudasill, Kathleen Moritz; Gallagher, Kathleen Cranley; White, Jamie M.

2010-01-01

438

Effect of Pullout Lessons on the Academic Achievement of Eighth-Grade Band Students  

ERIC Educational Resources Information Center

This study examined the effect of pullout instrumental lessons on the academic achievement of eighth-grade band students. Participants (N = 353) included 292 nonband students and 61 band students pulled once per week for music lessons in a single suburban K-8 school district in Midwestern United States. Data indicated that eighth-grade band…

Hash, Phillip M.

2011-01-01

439

Situational Interest and Academic Achievement in the Active-Learning Classroom  

ERIC Educational Resources Information Center

The aim of the present study was to investigate how situational interest develops over time and how it is related to academic achievement in an active-learning classroom. Five measures of situational interest were administered at critical points in time to 69 polytechnic students during a one-day, problem-based learning session. Results revealed…

Rotgans, Jerome I.; Schmidt, Henk G.

2011-01-01

440

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

441

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

442

Learning science in a cooperative setting: Academic achievement and affective outcomes  

Microsoft Academic Search

A learning unit in earth science was taught to high school students, using a jigsaw-group mastery learning approach. The sample consisted of 73 students in the experimental group and 47 students who learned the topic in an individualized mastery learning approach. The study lasted 5 weeks. Pretests and posttests on academic achievement and affective outcomes were administered. Data were treated

Reuven Lazarowitz; Rachel Hertz-Lazarowitz; J. Hugh Baird

1994-01-01

443

Mathematics and Science Achievement: Effects of Motivation, Interest, and Academic Engagement  

Microsoft Academic Search

The purpose of the present study was to examine the effects of 3 school-related constructs—motivation, attitude, and academic engagement—on 8th-grade students' achievement in mathematics and science. Although cognitive abilities of the students and their home backgrounds are important predictors of achievement, in recent years affective variables have emerged as salient factors affecting success and persistence in mathematics and science subject

Kusum Singh; Monique Granville; Sandra Dika

2002-01-01

444

Inattention, working memory, and academic achievement in adolescents referred for attention deficit\\/hyperactivity disorder (ADHD)  

Microsoft Academic Search

This study investigated the role of inattention and working memory in predicting academic achievement in 145 adolescents aged 13 to 18 referred for attention deficit\\/hyperactivity disorder (ADHD). Path analysis was used to examine whether auditory-verbal and visual-spatial working memory would mediate the relationships between classroom inattention symptoms and achievement outcomes. Results provide support for the mediational model. Behavioral inattention significantly

Maria Rogers; Heungsun Hwang; Maggie Toplak; Margaret Weiss; Rosemary Tannock

2011-01-01

445

Manganese Exposure from Drinking Water and Children’s Academic Achievement  

PubMed Central

Drinking water manganese (WMn) is a potential threat to children’s health due to its associations with a wide range of outcomes including cognitive, behavioral and neuropsychological effects. Although adverse effects of Mn on cognitive function of the children indicate possible impact on their academic achievement little evidence on this issue is available.. Moreover, little is known regarding potential interactions between exposure to Mn and other metals, especially water arsenic (WAs). In Araihazar, a rural area of Bangladesh, we conducted a cross-sectional study of 840 children to investigate associations between WMn and WAs and academic achievement in mathematics and languages among elementary school-children, aged 8–11 years. Data on As and Mn exposure were collected from the participants at the baseline of an ongoing longitudinal study of school-based educational intervention. Annual scores of the study children in languages (Bangla and English) and mathematics were obtained from the academic achievement records of the elementary schools. WMn above the WHO standard of 400 ?g/L was associated with 6.4 percentage score loss (95% CI=0.5, 12.3) in mathematics achievement test scores, adjusted for WAs and other sociodemographic variables. We did not find any significant associations between WMn and academic achievement in either language. Neither WAs nor urinary As was significantly related to any of the three academic achievement scores. Our finding suggests that a large number of children in rural Bangladesh may experience deficits in mathematics due to high concentrations of Mn exposure in drinking water. PMID:22182530

Khan, Khalid; Wasserman, Gail A.; Liu, Xinhua; Ahmed, Ershad; Parvez, Faruque; Slavkovich, Vesna; Levy, Diane; Mey, Jacob; van Geen, Alexander; Graziano, Joseph H.; Factor-Litvak, Pam

2012-01-01

446

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

447

Testing Models of School Learning: Effects of Quality of Instruction, Motivation, Academic Coursework, and Homework on Academic Achievement  

Microsoft Academic Search

Tested the influence of ability, time, quality of instruction, motivation, and academic coursework on high school students’ achievement, also controlling for relevant background variables. Structural equation models were analyzed with longitudinal data from a national sample. Intellectual ability and academic coursework had powerful direct effects on achievement, and homework had a smaller direct effect. The indirect effects of quality of

Timothy Z. Keith; Valerie A. Cool

1992-01-01

448

Locus of Control, Interest in Schooling and Self-Efficacy as Predictors of Academic Achievement among Junior Secondary School Students in Osun State, Nigeria  

ERIC Educational Resources Information Center

Background: Academic achievement is interestingly an important issue; a fundamental premium upon which all teaching-learning activities are measured using some criteria of excellence e.g. good academic performance, poor academic performance and academic failure. Aims: This study examines locus of control, interest in schooling and self-efficacy as…

Tella, Adeyinka; Tella, Adedeji; Adeniyi, Sam Olufemi

2011-01-01

449

Trait complexes and academic achievement: old and new ways of examining personality in educational contexts.  

PubMed

BACKGROUND. Although recent research has provided evidence for the predictive validity of personality traits in academic settings, the path to an improved understanding of the nature of personality influences on academic achievement involves a reconceptualization of both criterion and predictor construct spaces. AIMS. For the criterion space, one needs to consider student behaviours beyond grades and level of educational attainment, and include what the student does among other things outside of the classroom. For the predictor space, it is possible to bring some order to the myriad personality constructs that have been developed over the last century, by focusing on common variance among personality and other non-ability traits. METHODS. We review these conceptual issues and several empirical studies. CONCLUSIONS. We demonstrate the possible increments in understanding non-ability determinants of academic achievement that may be obtained by focusing on areas where there is a theoretical convergence between predictor and criterion spaces. PMID:21391962

Ackerman, Phillip L; Chamorro-Premuzic, Tomas; Furnham, Adrian

2011-03-01

450

Generation Psy: Student Characteristics and Academic Achievement in a Three-Year Problem-Based Learning Bachelor Program  

ERIC Educational Resources Information Center

This study investigated the simultaneous impact of demographic, personality, intelligence, and (prior) study performance factors on students' academic achievement in a three-year academic problem-based psychology program. Information regarding students' gender, age, nationality, pre-university education, high school grades, Big Five personality…

de Koning, Bjorn B.; Loyens, Sofie M. M.; Rikers, Remy M. J. P.; Smeets, Guus; van der Molen, Henk T.

2012-01-01

451

An Investigation of Students' Meaningful Causal Thinking Abilities in Terms of Academic Achievement, Reading Comprehension and Gender  

ERIC Educational Resources Information Center

The main purpose of this study is to investigate whether students' meaningful causal thinking abilities vary with their academic achievement levels, reading comprehension abilities, and gender. The sample of the study consisted of 124 ninth grade students attending a secondary school in Adana City Seyhan District during 2008-2009 academic year.…

Berkant, Hasan Guner

2009-01-01

452

Academic Achievement among First Semester Undergraduate Psychology Students: The Role of Course Experience, Effort, Motives and Learning Strategies  

ERIC Educational Resources Information Center

This study investigated the relationship between multiple predictors of academic achievement, including course experience, students' approaches to learning (SAL), effort (amount of time spent on studying) and prior academic performance (high school grade point average--HSGPA) among 442 first semester undergraduate psychology students. Correlation…

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

2010-01-01

453

An explanatory model of academic achievement based on aptitudes, goal orientations, self-concept and learning strategies.  

PubMed

As a result of studies examining factors involved in the learning process, various structural models have been developed to explain the direct and indirect effects that occur between the variables in these models. The objective was to evaluate a structural model of cognitive and motivational variables predicting academic achievement, including general intelligence, academic self-concept, goal orientations, effort and learning strategies. The sample comprised of 341 Spanish students in the first year of compulsory secondary education. Different tests and questionnaires were used to evaluate each variable, and Structural Equation Modelling (SEM) was applied to contrast the relationships of the initial model. The model proposed had a satisfactory fit, and all the hypothesised relationships were significant. General intelligence was the variable most able to explain academic achievement. Also important was the direct influence of academic self-concept on achievement, goal orientations and effort, as well as the mediating ability of effort and learning strategies between academic goals and final achievement. PMID:22379697

Miñano Pérez, Pablo; Castejón Costa, Juan-Luis; Gilar Corbí, Raquel

2012-03-01

454

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

455

The Role of Short Term Memory and Academic Achievement  

Microsoft Academic Search

In order to see the affects of short-term memory on standardized achievement scores, this study compared the auditory and visual digit spans of 546 students from a private school located in the Southeastern part of the United States, to their scores on the Stanford Achievement Test (SAT). The data showed that as digit span increased, so did performance on the

John M. Jaquith

456

Academic achievement and educational resource use of very low birth weight (VLBW) survivors.  

PubMed

Thirty-nine very low birth weight (VLBW) and 32 normal birth weight (NBW) elementary school children were studied prospectively to determine patterns of academic achievement and special education resource use during the elementary school years. Reading, spelling, and mathematical abilities were evaluated. Mean scores for the VLBW children were significantly lower on the mathematic subtests. VLBW study participants experienced more grade retention (43% vs. 23%) and required 2.8 times more special academic assistance than their NBW peers. Thus, providing special educational resources for VLBW children is essential. PMID:9137018

Schraeder, B D; Heverly, M A; O'Brien, C; Goodman, R

1997-01-01

457

An Examination of the Effect of Elementary School Size on Student Academic Achievement  

NASA Astrophysics Data System (ADS)

Prior studies that have investigated the relationship between school size and student academic achievement have produced conflicting results. For example, some studies found a positive relationship between school size and student achievement; other studies found that the relationship is negative. Typically, however, these past studies have not accounted for the influence of student ability in their analysis of the impact of school size on student achievement. The purpose of this paper is to examine the effect of school size on student achievement while accounting for student ability, among other variables. The results reported in this paper suggest that school size has a nonlinear relationship with respect to student achievement. Thus, there is an optimal school size with respect to the maximization of student achievement.

Borland, Melvin V.; Howsen, Roy M.

2003-09-01

458

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

459

Ethnic Identity, Academic Achievement, and Global Self-Concept in Four Groups of Academically Talented Adolescents  

ERIC Educational Resources Information Center

In this study, academically talented African American (n = 28), Asian American (n = 171), Hispanic (n = 28), and White (n = 92) middle and high school students are compared on ethnic identity (EI) and other group orientation (OGO) attitudes as measured by the Multigroup Ethnic Identity Measure. The contributions of these variables to self-esteem…

Worrell, Frank C.

2007-01-01

460

Test Anxiety, Academic Achievement, and the Open Admissions Student  

ERIC Educational Resources Information Center

The prediction that among male college students, the relationship between test anxiety and college achievement would be greater for socially mobile than for socially stable students is not borne out in this study at Lehman College. (Author/JH)

Bronzaft, Arline L.; Epstein, Guilda F.

1974-01-01

461

Relationship between Social Context, Self-Efficacy, Motivation, Academic Achievement, and Intention to Drop Out of High School: A Longitudinal Study  

ERIC Educational Resources Information Center

By means of a longitudinal design the authors sought to determine the role of students' self-determined motivation in reducing the intention to drop out of high school over time, while taking into account the impact of academic performance and of socioeconomic status. The effects of students' self-efficacy and perceived support from parents and…

Alivernini, Fabio; Lucidi, Fabio

2011-01-01

462

Relationship Between Social Context, Self-Efficacy, Motivation, Academic Achievement, and Intention to Drop Out of High School: A Longitudinal Study  

Microsoft Academic Search

ABSTRACT. By means of a longitudinal design the authors sought to determine the role of students’ self-determined motivation in reducing the intention to drop out of high school over time, while taking into account the impact of academic performance and of socioeconomic status. The effects of students’ self-efficacy and perceived support from parents and teachers were examined. A total of

Fabio Alivernini; Fabio Lucidi

2011-01-01

463

Multilevel Causal Ordering of Academic Self-Concept and Achievement: Influence of Language of Instruction (English Compared with Chinese) for Hong Kong Students.  

ERIC Educational Resources Information Center

Studied relationships among academic self-concept, academic achievement, and language of instruction (Chinese or English) for 7,802 high school students in Hong Kong. Prior self-concept had significant effects on subsequent achievement beyond the effects of prior achievement, and prior achievement had effects on subsequent self-concept as well.…

Marsh, Herbert W.; Hau, Kit-Tai; Kong, Chit-Kwong

2002-01-01

464

A Longitudinal Analysis of Gender Differences in Academic Self-Concept and Language Achievement: A Multivariate Multilevel Latent Growth Approach  

ERIC Educational Resources Information Center

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…

De Fraine, Bieke; Van Damme, Jan; Onghena, Patrick

2007-01-01

465

The Influence of Parenting Styles, Achievement Motivation, and Self-Efficacy on Academic Performance in College Students  

Microsoft Academic Search

Parenting styles have consistently been shown to relate to various outcomes such as youth psychopathology, behavior problems, and academic performance. Building on the research in the parenting style literature, along with examining components of self-determination theory, the present study examined the relations among authoritative parenting style, academic performance, self-efficacy, and achievement motivation using a sample of college students (N =

Megan Chandler Erlanger A. Turner; Robert W. Heffer

2009-01-01

466

Multiple Dimensions of Parental Involvement and Its Links to Young Adolescent Self-Evaluation and Academic Achievement  

ERIC Educational Resources Information Center

Drawing on early research on parental involvement and its effect on children's school functioning, it was hypothesized in this study that parents' educational involvement is positively related to two indicators of school functioning: academic self-competence and academic achievement. However, in light of research on the distinction…

Kaplan Toren, Nurit

2013-01-01

467

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

468

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

469

Feminine gender role behavior and academic achievement: Their relation in a community sample of middle childhood boys  

Microsoft Academic Search

Previous studies on the relationship between gender role behavior and academic achievement and\\/or cognitive abilities in boys have led to somewhat conflicting hypotheses. The present study extends these hypotheses to a broadly representative school-based sample of boys (ages 6–10 years) and asks whether feminine and\\/or masculine gender role behavior is associated with lower academic achievement in general as well as

David E. Sandberg; Heino F. L. Meyer-Bahlburg; Thomas J. Yager

1993-01-01

470

Form of the relationship between creativity, IQ, and academic achievement  

Microsoft Academic Search

Representing an investigation of hypotheses concerning: (1) interaction between creativity and IQ as they affect achievement, and (2) IQ thresholds where creativity begins to affect achievement and where IQ itself has no further effect, the study involved 609 6th-grade pupils (IQ range 70-162), using a factorial design with 8 levels of IQ (CTMM) and 3 levels of creativity (Minnesota Tests

Victor G. Cicirelli

1965-01-01

471

Implicit theories of intelligence, perceived academic competence, and school achievement: testing alternative models.  

PubMed

In the present study 3 alternative causal models concerning the relationships between implicit theories of intelligence, perceived academic competence, and school achievement were tested. The direction of changes in implicit theories and perceived competence during early adolescence also was examined. A total of 187 fifth and sixth graders were tested and retested a year later, when they were sixth and seventh graders, respectively. Cross-lagged regression analyses indicated that school achievement determined the adoption of a particular implicit theory through the mediation of perceived competence. Implicit theories were found to change toward the adoption of more incremental beliefs and perceived academic competence declined; however, high achievers, as compared with their low- and middle-level classmates, adopted more incremental beliefs and had significantly higher perceived competence. PMID:16841779

Gonida, Eleftheria; Kiosseoglou, Grigoris; Leondari, Angeliki

2006-01-01

472

Effects of simulated interventions to improve school entry academic skills on socioeconomic inequalities in educational achievement.  

PubMed

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

2014-11-01

473

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

Microsoft Academic Search

Elliot and McGregor’s (2001) 2 × 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 hierarchical regressions revealed that perception of a task-focused academic climate moderated the association between mastery-approach achievement

Natalie J. Wilkins; Gabriel P. Kuperminc

2010-01-01

474

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

475

Library use and academic achievement among medical students.  

PubMed

Many factors play a part in determining the performance of students in examinations, but the extent to which students use library facilities does not appear to have been recently considered as a factor, in medicine or in any other academic subject. In this study, the number of books borrowed from the library by undergraduate medical students was used as a simple measure of library use, and significant differences in book-borrowing levels were found between students in different years of the medical course, students from different regions of the world, and men and women students. In the first year of the course, students who borrowed most also performed best in their end-of-year examinations, and this association was only partly explained by regional differences. No such association was found among final-year students, suggesting different study habits and different assessment criteria in the clinical years of the course. PMID:8736250

Brazier, H; Conroy, R M

1996-03-01

476

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

477

Public Speaking Anxiety, Test Anxiety, and Academic Achievement in Undergraduate Students.  

E-print Network

??Public speaking anxiety and test anxiety are both psychological difficulties which may adversely influence academic achievement in undergraduate students. Previous research has indicated that both… (more)

Ogden, Jeffrey S.

2010-01-01

478

Emotional Distress, Drinking, and Academic Achievement Across the Adolescent Life Course  

Microsoft Academic Search

Our study of the adolescent life course proposes that substantial maturation occurs within three intertwined arenas of development:\\u000a the social, the psychological, and the normative attainment. Further, each arena may be linked, respectively, to three youth\\u000a problem dimensions: drinking, depressive affect, and academic achievement. We use latent growth curves and the Youth Development\\u000a Study (effective N = 856) to track a panel

Timothy J. Owens; Nathan D. Shippee; Devon J. Hensel

2008-01-01

479

Self-concept and academic achievement: a meta-analysis of longitudinal relations.  

PubMed

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 .20 to .27 between prior self-concept and subsequent academic achievement and from .19 to .25 between prior academic achievement and subsequent self-concept. Globality/specificity of self-concept was the only significant moderating factor in the relation between (a) prior self-concept and subsequent academic achievement and (b) prior academic achievement and subsequent self-concept. As high self-concept is related to high academic performance and vice-versa, intervention programs that combine self-enhancement and skill development should be integrated. PMID:21930007

Huang, Chiungjung

2011-10-01

480

Joint Contributions of Peer Acceptance and Peer Academic Reputation to Achievement in Academically At-Risk Children: Mediating Processes  

ERIC Educational Resources Information Center

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

Chen, Qi; Hughes, Jan N.; Liew, Jeffrey; Kwok, Oi-Man

2010-01-01

481

Collective Responsibility, Academic Optimism, and Student Achievement in Taiwan Elementary Schools  

ERIC Educational Resources Information Center

Previous research indicates that collective efficacy, faculty trust in students and parents, and academic emphasis together formed a single latent school construct, called academic optimism. In the U.S., academic optimism has been proven to be a powerful construct that could effectively predict student achievement even after controlling for…

Wu, Hsin-Chieh

2012-01-01

482

Academic Dishonesty among Gifted and High-Achieving Students  

ERIC Educational Resources Information Center

Gifted high school students are essentially absent in the research concerning academic integrity; however, over the past few years, educators of gifted students have noticed an increase in the occurrences of academic dishonesty among students in gifted classrooms (Abilock, 2009). This research may be analyzed to provide some insight into the…

Geddes, Kimberly A.

2011-01-01

483

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

PubMed Central

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 achievement through changes in child behavior problems. The results demonstrated that toddler-age aggression was most consistently associated with school-age academic achievement, albeit modestly. Moreover, findings showed that the intervention predicted greater decreases in aggression from ages 2-3 to 4-5 compared to controls. The results suggest that in high-risk toddler-aged children, aggression may be a more consistent predictor of school-age academic achievement than other externalizing dimensions, which has implications for early identification and efforts to promote children's adaptation. PMID:22527610

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

2012-01-01

484

Ethnic Identity, Epistemological Development, and Academic Achievement in Underrepresented Students  

ERIC Educational Resources Information Center

Through 2 related studies, we investigated the relation between ethnic identity, epistemological development, and achievement among students of color. Findings suggest that the three variables are related, with ethnic identity and epistemological development together contributing to explaining variance in college GPA almost as well as a…

Pizzolato, Jane Elizabeth; Chaudhari, Prema; Murrell, Ennad Dyana; Podobnik, Sharon; Schaeffer, Zachary

2008-01-01

485

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

486

Student affiliation motives, teacher warmth, and academic achievement  

Microsoft Academic Search

The hypothesis that affiliation cues would interact with n Affiliation in determining achievement in a college class was tested in introductory courses in mathematics and psychology. In 3 separate studies, men high in n Affiliation made relatively better grades in classes characterized by a high level of affiliation cues, whereas low n Affiliation men did relatively better in classes low

W. J. McKeachie; Yi-Guang Lin; John Milholland; Robert Isaacson

1966-01-01

487

Motivating Academic Achievement in a Cellblock Token Economy  

Microsoft Academic Search

In this study an expanded withdrawl design was used to explore the effect of a variation of the chaining procedure upon inmates' participation ami performance in a remedial education program. In accord with the Premack Principle, high probability activity (participation in a cellblock token economy was made contingent upon a low probability activity (participation and achievement in a remedial education

Michael A. Milan; Larry F Wood; John M. McKee

1979-01-01

488

Work Placements and Academic Achievement: Undergraduate Computing Students  

ERIC Educational Resources Information Center

Purpose: The purpose of this paper is to investigate and understand whether students who complete a work placement as part of their degree course achieve a better classification of degree than those students who do not include a placement. Design/methodology/approach: The study was conducted by extracting the profiles of computing students from…

Patel, Nayna; Brinkman, Willem-Paul; Coughlan, Jane

2012-01-01

489

The Impact of Close Friends’ Academic Orientation and Deviancy on Academic Achievement, Engagement, and Competence Across the Middle School Transition  

E-print Network

were enrolled in bilingual classrooms and 11.4% received special education services. Measures Academic achievement. The Woodcock Johnson Tests of Achievement, Third Edition (WJ-III; Woodcock, McGrew, & Mather, 2001) is a measure of academic....92 - 0.93 (Woodcock et al., 2001). Much research supports the reliability and construct validity of the WJ-III and its predecessor (Woodcock, & Johnson, 1989; Woodcock, et al.). Analyses were conducted using Woodcock Johnson W scores, which are ideal...

Dyer, Nicole Estelle

2011-10-21

490

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

491

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 2008ÃÂ2009. The majority of the participants took part in the ÃÂdivergingÃÂ (n = 84, 47.7%) and ÃÂassimilatingÃÂ (n = 73, 41.5%) groups. Numbers of students in the ÃÂconvergingÃÂ and ÃÂaccommodatingÃÂ 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 ÃÂPBL and traditional trainingÃÂ 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

492

Does sensitivity to criticism mediate the relationship between theory of mind and academic achievement?  

Microsoft Academic Search

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 preschool (Time 1, mean age=5years 6months) and in

Serena Lecce; Marcella Caputi; Claire Hughes

2011-01-01

493

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

494

Racial identity beliefs and academic achievement: does being black hold students back?  

Microsoft Academic Search

The examination of a student’s racial identity beliefs along with the extent to which being Black is a central part of his\\u000a or her self-concept provides a novel, insightful approach to understanding the relationship between racial identity and academic\\u000a achievement (Chavous et al., 2003,). Using Sellers et al. (1998a) Multi-dimensional Model of Black Identity (MMBI) as a framework,\\u000a this study investigated racial

Brian E. Harper; Bruce W. Tuckman

2006-01-01

495

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

496

College students’ homework and academic achievement: The mediating role of self-regulatory beliefs  

Microsoft Academic Search

The influence of homework experiences on students’ academic grades was studied with 223 college students. Students’ self-efficacy\\u000a for learning and perceived responsibility beliefs were included as mediating variables in this research. The students’ homework\\u000a influenced their achievement indirectly via these two self-regulatory beliefs as well as directly. Self-efficacy for learning,\\u000a although moderately correlated with perceptions of responsibility, predicted course grades

Anastasia Kitsantas; Barry J. Zimmerman

2009-01-01

497

Parent Academic Involvement as Related to School Behavior, Achievement, and Aspirations: Demographic Variations Across Adolescence  

PubMed Central

A longitudinal model of parent academic involvement, behavioral problems, achievement, and aspirations was examined for 463 adolescents, followed from 7th (approximately 12 years old) through 11th (approximately 16 years old) grades. Parent academic involvement in 7th grade was negatively related to 8th-grade behavioral problems and positively related to 11th-grade aspirations. There were variations across parental education levels and ethnicity: Among the higher parental education group, parent academic involvement was related to fewer behavioral problems, which were related to achievement and then aspirations. For the lower parental education group, parent academic involvement was related to aspirations but not to behavior or achievement. Parent academic involvement was positively related to achievement for African Americans but not for European Americans. Parent academic involvement may be interpreted differently and serve different purposes across sociodemographic backgrounds. PMID:15369527

Hill, Nancy E.; Castellino, Domini R.; Lansford, Jennifer E.; Nowlin, Patrick; Dodge, Kenneth A.; Bates, John E.; Pettit, Gregory S.

2009-01-01

498

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

499

78 FR 69336 - Title I-Improving the Academic Achievement of the Disadvantaged  

Federal Register 2010, 2011, 2012, 2013

...DEPARTMENT OF EDUCATION 34 CFR Part 200 [Docket...Improving the Academic Achievement of the Disadvantaged...Elementary and Secondary Education, Department of Education...Director, Student Achievement and School Accountability...Elementary and Secondary Education, Attention:...

2013-11-19

500

Quasi-experimental nonequivalent (pretest and posttest) control-group study of the effects of microcomputer-based laboratory systems on academic achievement in high school chemistry students at two South Carolina high schools  

NASA Astrophysics Data System (ADS)

The literature on microcomputer-based laboratories (MBL) lacks quantitative studies that measure the effect of MBL on student achievement. The purpose of this study was to investigate the effect of MBL systems on the achievement of high school chemistry students. The first research question examined the effect of MBL systems on student achievement in high school chemistry laboratories. The second question analyzed the effect of MBL systems on the academic achievement of students of different genders, ethnicities, and socioeconomic backgrounds. This quasi-experimental quantitative research study evaluated the effects of MBL on student achievement in high school chemistry. The sample consisted of 124 college preparatory chemistry students at two high schools in a South Carolina school district. There were 42 participants in the experimental group and 82 participants in the control group. Both experimental and groups completed a pre- and post-test with MBL being the independent variable. The mean difference score for the experimental group was compared to that of the control group using an independent-measures t test and an analysis of variance. For the second research question, results were analyzed using a two-factor analysis of variance. Participant scores were broken down by gender, ethnicity, and socioeconomic status in order to identify potential differences. The results revealed no significant differences between the experimental and control groups, and no significant differences in effects of MBL on different segments of the population. Future studies should examine students using MBL for longer durations than one unit of study. As society continues to make technological advances, the effective assessment and implementation of technology resources for the classroom are becoming increasingly important.

Venables, Jeffrey M.