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1

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

2

Study Attitude and Academic Achievement at Secondary Level in Pakistan  

ERIC Educational Resources Information Center

The author compared study attitudes of low and high achievers by using a self-developed study attitude scale (SAS) consisting of 36 items. Academic performance was measured through marks obtained by the students in the 9th grade examination conducted by the external body. The analysis revealed that the study attitude of secondary school students…

Sarwar, Muhammad; Bashir, Muhamamd; Alam, Muhammad

2010-01-01

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

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

5

A Synthesis of Studies Examining Long-Term Language Minority Student Data on Academic Achievement  

Microsoft Academic Search

This article provides a research synthesis of studies that have examined language-minority students' academic achievement over a period of four or more years, for a comparison with the longitudinal findings on student academic achievement reported in the Ramírez study. One program variable is the focus of this synthesis--the use of a minority language for instructional purposes. Some of the limitations

Virginia P. Collier

1992-01-01

6

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

7

A Synthesis of Studies Examining Long-Term Language Minority Student Data on Academic Achievement.  

ERIC Educational Resources Information Center

Longitudinal studies from the 1980s suggest that the greater the amount of native language instructional support for language-minority students, combined with balanced second language support, the higher they are able to achieve academically in the second language in each succeeding academic year, in comparison to matched groups being schooled…

Collier, Virginia P.

1992-01-01

8

Bilingualism and Academic Achievement  

ERIC Educational Resources Information Center

Using the Early Childhood Longitudinal Study, Kindergarten Cohort, this study examines the role that bilingualism plays in children's academic developmental trajectories during their early school years, with particular attention on the school environment (N = 16,380). Growth-curve results showed that despite starting with lower math scores in…

Han, Wen-Jui

2012-01-01

9

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

10

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

11

Affective Correlates of Academic Achievement: A Longitudinal Study  

ERIC Educational Resources Information Center

A modified version of the Survey of Study Habits and Attitudes (SSHA) consisting of 122 items was administered to students in the eighth grades of three junior high schools. Implications for counseling are discussed. (Author)

Khan, S. B.

1970-01-01

12

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

ERIC Educational Resources Information Center

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

Gadzella, Bernadette M.; And Others

13

Sleeping Hours and Academic Achievements: A Study among Biomedical Science Students  

Microsoft Academic Search

This study was carried out to determine the sleeping hours and their effect on the academic achievements among year 2 and year 3 Biomedical Science students of Faculty of Allied Health Sciences, Universiti Kebangsaan Malaysia for the session 2009\\/2010. A total of 104 subjects were involved in the study in which close-ended questionnaires were used. The result showed that there

M. Nihayah; I. Ismarulyusda; H. L. Syarif; M. S. Nur Zakiah; O. Baharudin; M. H. Fadzil

2011-01-01

14

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

15

Academic Background and Achievement of Single and Married Mothers Undertaking Tertiary Study.  

ERIC Educational Resources Information Center

A survey of 185 single and married mothers enrolled at MacQuarie University and Macarthur Institute of Higher Education (Australia) investigated which mothers turn to college study, reasons for college entry, timing of entry, enrollment patterns, and academic achievement. This group was found to be exceptionally successful. Policy implications are…

Burns, Ailsa; Scott, Cath

1990-01-01

16

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

17

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

ERIC Educational Resources Information Center

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

Norton, Mary Kay

2010-01-01

18

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

19

Asperger Syndrome and Academic Achievement  

Microsoft Academic Search

This study focused on identifying the academic characteristics of children and youth Who have Asperger syndrome (AS). Significant numbers of school-age children have AS, yet little is knoWn about the unique educational features of individuals With this pervasive developmental disorder. TWenty-one children and youth With diagnoses of AS Were assessed using the Wechsler Individual Achievement Test (WIAT; Psychological Corp., 1992),

Deborah E. Griswold; Gena P. Barnhill; Brenda Smith Myles; Taku Hagiwara; Richard L. Simpson

2002-01-01

20

Stress Correlates and Academic Achievement.  

ERIC Educational Resources Information Center

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

Bentley, Donna Anderson; And Others

21

Test Anxiety and Academic Achievement.  

ERIC Educational Resources Information Center

Undoubtedly test anxiety is a troublesome condition found to be prevalent today among college students. Over the years various attempts have been made to explore how test anxiety influences academic achievement. This paper discusses the extent to which test anxiety affects academic achievement of college students, and the techniques found to be…

Chang, Moon K.

22

Predicting Academic Achievement with Cognitive Ability  

ERIC Educational Resources Information Center

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

Rohde, Treena Eileen; Thompson, Lee Anne

2007-01-01

23

A Physical Education trial improves adolescents' cognitive performance and academic achievement: the EDUFIT study.  

PubMed

To analyze the effects of an intervention focused on increasing the time and intensity of Physical Education (PE), on adolescents' cognitive performance and academic achievement. A 4-month group-randomized controlled trial was conducted in 67 adolescents from South-East Spain, 2007. Three classes were randomly allocated into control group (CG), experimental group 1 (EG1) and experimental group 2 (EG2). CG received usual PE (two sessions/week), EG1 received four PE sessions/week and EG2 received four PE sessions/week of high intensity. Cognitive performance (non-verbal and verbal ability, abstract reasoning, spatial ability, verbal reasoning and numerical ability) was assessed by the Spanish Overall and Factorial Intelligence Test, and academic achievement by school grades. All the cognitive performance variables, except verbal reasoning, increased more in EG2 than in CG (all P?academic achievement. This study contributes to the current knowledge by suggesting that the intensity of PE sessions might play a role in the positive effect of physical activity on cognition and academic success. Future studies involving larger sample sizes should confirm or contrast these preliminary findings. PMID:23826633

Ardoy, D N; Fernández-Rodríguez, J M; Jiménez-Pavón, D; Castillo, R; Ruiz, J R; Ortega, F B

2014-02-01

24

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.

25

Socioeconomic Status, Academic Achievement and Teacher Response.  

ERIC Educational Resources Information Center

A recent study examined the socioeconomic status (SES), parent participation, teacher awareness, and academic achievement of 76 elementary school students. Results were obtained through interpretation of data and review of relevant literature. A strong positive correlation was found between a student's SES and academic achievement in school. Some…

Shakiba-Nejad, Hadi; Yellin, David

26

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

27

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

28

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

29

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

30

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

31

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

ERIC Educational Resources Information Center

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

Mobilia-Jones, Karen

2010-01-01

32

Home Language as a Predictor of Academic Achievement: A Comparative Study of Mexican- and Asian-American Youth.  

ERIC Educational Resources Information Center

Researchers examined relationships between students' home language and academic achievement. National Education Longitudinal Study data indicated socioeconomic and social psychological variables explained the association of home language with academic performance for Mexican-Americans. For Asian Americans, speaking another language at home related…

Kennedy, Eugene; Park, Hae-Seong

1994-01-01

33

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

34

Motivation and academic achievement in medical students  

PubMed Central

Background: Despite their ascribed intellectual ability and achieved academic pursuits, medical students’ academic achievement is influenced by motivation. This study is an endeavor to examine the role of motivation in the academic achievement of medical students. Materials and Methods: In this cross-sectional correlational study, out of the total 422 medical students, from 4th to final year during the academic year 2007–2008, at School of Medicine, Isfahan University of Medical Sciences, 344 participated in completion of the Inventory of School Motivation (ISM), comprising 43 items and measuring eight aspects of motivation. The gold standard for academic achievement was their average academic marks at pre-clinical and clinical levels. Data were computer analyzed by running a couple of descriptive and analytical tests including Pearson Correlation and Student's t-student. Results: Higher motivation scores in areas of competition, effort, social concern, and task were accompanied by higher average marks at pre-clinical as well as clinical levels. However, the latter ones showed greater motivation for social power as compared to the former group. Task and competition motivation for boys was higher than for girls. Conclusion: In view of our observations, students’ academic achievement requires coordination and interaction between different aspects of motivation.

Yousefy, Alireza; Ghassemi, Gholamreza; Firouznia, Samaneh

2012-01-01

35

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

36

The Role of Developmental Assets in Predicting Academic Achievement: A Longitudinal Study  

ERIC Educational Resources Information Center

A sample of 370 students in the 7th-9th grades in 1998 was followed for 3 years through the 10th-12th grades in order to investigate the relation of ''developmental assets''--positive relationships, opportunities, skills, values, and self-perceptions--to academic achievement over time, using actual GPA as the key outcome variable. The greater the…

Scales, Peter C.; Benson, Peter L.; Roehlkepartain, Eugene C.; Sesma, Arturo, Jr.; van Dulmen, Manfred

2006-01-01

37

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

38

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

39

School Resources and the Academic Achievement of Canadian Students  

ERIC Educational Resources Information Center

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

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

2011-01-01

40

Computer Use, Parental Expectations, & Latino Academic Achievement  

ERIC Educational Resources Information Center

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

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

2008-01-01

41

Why Are Hyperactivity and Academic Achievement Related?  

ERIC Educational Resources Information Center

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

Saudino, Kimberly J.; Plomin, Robert

2007-01-01

42

Gifted Student Academic Achievement and Program Quality  

ERIC Educational Resources Information Center

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

Jordan, Katrina Ann Woolsey

2010-01-01

43

Health Risk Behaviors and Academic Achievement  

MedlinePLUS

... and Academic Achievement What is the relationship between health-risk behaviors and academic achievement? Data presented below from ... Percentage of high school students who engaged in health-risk behaviors, by type of grades earned (mostly A’s, ...

44

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

45

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

ERIC Educational Resources Information Center

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

Umunadi, Kennedy E.

2009-01-01

46

Differences between high and low academic achieving university students in learning and study strategies: a further investigation  

Microsoft Academic Search

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 their degrees using the distance-learning mode to participate

Michael C. W. Yip

2009-01-01

47

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

ERIC Educational Resources Information Center

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

Pedescleaux, Jonell

2010-01-01

48

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

49

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

50

Families' Goals, School Involvement, and Children's Academic Achievement: A Follow-Up Study Thirteen Years Later  

ERIC Educational Resources Information Center

A study conducted from 1996-2000 focused on the academic development of children within a statewide educational reform effort, including changing the organizational structure of the early years of schooling into nongraded primary programs (formerly age-based classrooms for kindergarteners through third grade). The multisite study involved children…

Kyle, Diane W.

2011-01-01

51

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

52

Adolescent Computer Use and Academic Achievement  

ERIC Educational Resources Information Center

The main purpose of this study was to investigate the relationship between adolescent computer use and academic achievement. Questionnaires and seven-day time logs were used to gather data from 101 tenth-grade students in southwestern Ohio. The adolescents both estimated and documented their computer use. The correlation between computer use and…

Hunley, Sawyer A.; Evans, James H.; Delgado-Hachey, Maria; Krise, Judy; Rich, Tammy; Schell, Connie

2005-01-01

53

The Protestant Work Ethic and Academic Achievement.  

ERIC Educational Resources Information Center

The factor make-up of the Protestant Work Ethic, first presented by M. Weber, was explored, and the relationship between endorsement of the Protestant Work Ethic and academic achievement was studied in a sample of 257 high school seniors. The independent variable was level of endorsement of the Protestant Work Ethic. The dependent variable was…

Warner, Stephen L.

54

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

ERIC Educational Resources Information Center

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…

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

2008-01-01

55

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

56

Genetic and Environmental Influences on Academic Achievement Trajectories During Adolescence  

Microsoft Academic Search

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, externalizing behavior, and family environmental risk on academic achievement (reported school grades) from ages 11

Wendy Johnson; Matt McGue; William G. Iacono

2006-01-01

57

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

58

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

59

Exploring Processes Linking Shyness and Academic Achievement in Childhood  

Microsoft Academic Search

The goal of the current study was to explore the relations between shyness, academic engagement, and academic achievement in childhood. Participants were (n = 125) children (aged 9–13 years) attending public school boards in Canada. Children completed self reports of shyness and were administered a test of nonverbal IQ. Academic achievement was assessed through both teacher ratings and standardized tests

Kathleen Hughes; Robert J. Coplan

2010-01-01

60

Exploring Processes Linking Shyness and Academic Achievement in Childhood  

ERIC Educational Resources Information Center

The goal of the current study was to explore the relations between shyness, academic engagement, and academic achievement in childhood. Participants were (n = 125) children (aged 9-13 years) attending public school boards in Canada. Children completed self reports of shyness and were administered a test of nonverbal IQ. Academic achievement was…

Hughes, Kathleen; Coplan, Robert J.

2010-01-01

61

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

ERIC Educational Resources Information Center

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

Gottlieb, Rosemary J.; Rogers, Janet L.

2002-01-01

62

Relationship between academic achievement and COMLEX-USA Level 1 performance: a multisite study.  

PubMed

The purpose of this study was to examine the relationship of performance on the Comprehensive Osteopathic Medical Licensing Examination (COMLEX-USA) Level 1 with academic performance at colleges accredited by the American Osteopathic Association (AOA). Eighteen (95%) of 19 AOA-accredited colleges and 2146 students (91% of those taking the June 1999 examination) met criteria and participated. Students were classified by school representatives on the basis of academic performance in the first 2 years of the curriculum. The relationships of Level 1 performance with assigned classifications and grade point averages (GPAs) were studied. Of students classified in the highest 20% academically, the Level 1 pass rate was 100%, with a mean score of 599. Of students classified in the lowest 5%, the pass rate was 63.5%, with a mean of 416.3. For 16 schools that provided GPAs, the within-school correlations between Level 1 scores and GPAs ranged from r = 0.76 to r = 0.85, with a mean correlation of r = 0.79. School representatives were also asked to indicate, for each student, whether they expected the student to pass the examination. Pass rate for students in the "sure pass" category was 98.9%; "borderline," 82.5%; and "concerns," 61.5%. Academic performance in the first 2 years of osteopathic medical school was strongly associated with performance on COMPLEX-USA Level 1. The national pass rate for this examination was similar to those in previous years, and it remains unclear why school representatives overpredicted the number of failures. Further research is needed. PMID:10808669

Baker, H H; Foster, R W; Bates, B P; Cope, M K; McWilliams, T E; Musser, A; Yens, D

2000-04-01

63

Does Parental Involvement Influence the Academic Achievement of Mexican-American Eighth Graders? Results From the National Education Longitudinal Study  

Microsoft Academic Search

Parental involvement is being touted as one mechanism by which academic achievement can be increased. If parental involvement is indeed effective, it may be one approach for improving the achievement of Mexican-American students. Many Mexican-American children are educationally disadvantaged, are at-risk for academic failure, and have not demonstrated the academic achievement that other immigrant groups have, even after they have

Patricia B. Keith; Marilyn V. Lichtman

1994-01-01

64

The Effects of Academic Optimism on Student Academic Achievement in Alabama  

ERIC Educational Resources Information Center

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

Bevel, Raymona King

2010-01-01

65

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

ERIC Educational Resources Information Center

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

Smith, Mitzi Harris

2010-01-01

66

Instructional Technology, Learning Styles and Academic Achievement  

Microsoft Academic Search

The paper presents results of an action research project, which took place between January and April 2001, and examined how differences in prior academic achievement of students and in their learning styles affected learning outcomes. All students received hypermedia instruction. The results show that hypermedia allowed previously lower-achieving students to improve their academic performance and therefore reduce the gap between

Malgorzata S. Zywno

2002-01-01

67

Black Students: Psychosocial Issues and Academic Achievement.  

ERIC Educational Resources Information Center

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

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

68

Black Working Class Adolescents' Attitudes Toward Academic Achievement.  

ERIC Educational Resources Information Center

This paper examines the discrepancy between black working class students' positive attitudes toward academic achievement and their failure to achieve good grades. The research presented was drawn from a study which altered a high school's reward structure, and then tested its effects on student attitudes toward academic achievement. The results of…

Mickelson, Roslyn Arlin

69

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

70

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

PubMed Central

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

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

2013-01-01

71

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

Microsoft Academic Search

The purpose of this longitudinal study was to investigate the neuropsychological and cognitive basis of early achievement and to determine the stability of this relation over a 2-year period. Portions of the Reitan-Indiana Neuropsychological Test Battery and the McCarthy Scales of Children’s Abilities were used to predict readiness skills in kindergarten (Year 1) and later achievement in first grade (Year

Phyllis Anne Teeter

1985-01-01

72

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

73

Why are Hyperactivity and Academic Achievement Related?  

PubMed Central

Although a negative association between hyperactivity and academic achievement is well documented, little is known about the genetic and/or environmental mechanisms responsible for the association. The present study explored links between parent and teacher ratings of hyperactive behavior problems and teacher-assessed achievement in a sample of 1,876 twin pairs (mean age 7.04 years). The results did not differ across rater, nor were there significant differences between males or females or for twins in the same or different classrooms. Hyperactivity was significantly correlated with achievement. Multivariate model-fitting analyses revealed significant genetic and nonshared environmental covariance between the two phenotypes. In addition, bivariate heritabilities were substantial, indicating that the phenotypic correlations between hyperactivity and achievement were largely mediated by genetic influences.

Saudino, Kimberly J.; Plomin, Robert

2014-01-01

74

ABILITY GROUPING IN SCHOOLS: A STUDY OF ACADEMIC ACHIEVEMENT IN FIVE SCHOOLS IN ESTONIA  

Microsoft Academic Search

The paper deals with the questions of the quality of schooling and the effect of ability grouping on students' achievement. One hundred and forty seven children from five schools participated in the study. Two schools were usual mainstream town schools, one a usual rural school, one Step-by-Step school and one \\

Aaro Toomela; Eve Kikas; Evi Mõttus

2006-01-01

75

The Relationship between Birth Order and Academic Achievement.  

ERIC Educational Resources Information Center

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

Cherry, Crystal M.

76

Academic Achievement and Minimal Brain Dysfunction  

ERIC Educational Resources Information Center

The investigation provided no evidence that a diagnosis of minimal brain dysfunction based on a pediatric neurological evaluation and/or visual-motor impairment as measured by the Bender-Gestalt, is a useful predictor of academic achievement. (Author)

Edwards, R. Philip; And Others

1971-01-01

77

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

National Technical Information Service (NTIS)

To provide a national picture of the academic achievements of American students, the National Center for Education Statistics has administered the National Assessment of Educational Progress (NAEP) periodically since 1969, but there has been no similar na...

M. Wagner L. Newman R. Cameto P. Levine

2006-01-01

78

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

ERIC Educational Resources Information Center

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

Leung, Chi-hung; Choi, Eudora

2010-01-01

79

The Role of Physical Fitness in Academic Achievement  

ERIC Educational Resources Information Center

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

Hannigan, William J.

2010-01-01

80

Identity Status and Academic Achievements in Female Adolescents.  

ERIC Educational Resources Information Center

Studied the relationship between identity status and academic achievement in female adolescents (N=20), based on the theories of Erikson and Marcia. Scoring of interviews suggested that experience and working through crises in beliefs were more closely associated with academic achievement and identity than specific commitments to career or…

Hummel, Raymond; Roselli, Linda L.

1983-01-01

81

Associations of Future Expectations, Negative Friends, and Academic Achievement in High-Achieving African American Adolescents  

ERIC Educational Resources Information Center

The relations of future expectations (general and academic) to academic outcomes were examined in a sample of 129 African American high-achieving adolescents (majority female participants, n = 92). This study was interested in the multidimensional nature of future expectations. Results from the study confirm the hypothesis that academic future…

Cunningham, Michael; Corprew, Charles S., III; Becker, Jonathan E.

2009-01-01

82

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

83

Teachers, Schools, and Academic Achievement  

Microsoft Academic Search

This paper disentangles the impact of schools and teachers in influencing achievement with special attention given to the potential problems of omitted or mismeasured variables and of student and school selection. Unique matched panel data from the UTD Texas Schools Project permit the identification of teacher quality based on student performance along with the impact of specific, measured components of

Steven G. Rivkin; Eric A. Hanushek; John F. Kain

2002-01-01

84

Teachers, Schools, and Academic Achievement  

Microsoft Academic Search

This paper disentangles the impact of schools and teachers in influencing achievement with special attention given to the potential problems of omitted or mismeasured variables and of student and school selection. Unique matched panel data from the UTD Texas Schools Project permit the identification of teacher quality based on student performance along with the impact of specific, measured components of

Steven G. Rivkin; Eric A. Hanushek; John F. Kain

2005-01-01

85

A longitudinal study of neuropsychological functioning and academic achievement in children with and without signs of attention-deficit/hyperactivity disorder.  

PubMed

Objective: Attention-deficit/hyperactivity disorder (ADHD) in childhood is associated with poor academic functioning. Deficits in academic functioning have proven to be less responsive to intervention than behavioral deficits in this population, yet the causes of this academic underperformance are not well understood. The purpose of this study is to examine the relationship between ADHD and academic performance in elementary-aged children in a developmental context. To do this, we study important cognitive variables and academic achievement over a three-year timeframe. Method: Based on teacher ratings of ADHD, children were divided into a high symptom group (n = 17) and a low symptom group (n = 34). A thorough battery of cognitive and academic tests was administered at Time 1 and again 2 years later. Cognitive measures focused specifically on working memory and response inhibition. Results: Results indicate that children who have high levels of ADHD signs differ from their low-sign peers in academic achievement and in several cognitive domains. Differences in cognitive functioning show a developmental trend consistent with earlier developmental delays in response inhibition and later delays in working memory. Working memory appears to be particularly important in several academic domains. Importantly, in a longitudinal model, working memory was more predictive of math achievement for students demonstrating signs of ADHD than for those who did not. Conclusion: The relationship between these cognitive variables and academic functioning are explicated in the domains of reading, math, and problem solving. PMID:24882447

Rennie, Brandon; Beebe-Frankenberger, Margaret; Swanson, H Lee

2014-08-01

86

Debating Values: Race, Class and Academic Achievement  

ERIC Educational Resources Information Center

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

Milton, Penny

2008-01-01

87

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

88

Washington State Student Achievement Initiative: Achievement Points Analysis for Academic Years 2007-2011. CCRC-IHELP Student Achievement Initiative Policy Study  

ERIC Educational Resources Information Center

In 2007, the Washington State Board for Community and Technical Colleges launched the Student Achievement Initiative (SAI), a system-wide policy to reward colleges for improvements in student achievement. Under the SAI, since 2009, the state has awarded some funds based on how much colleges have increased student achievement relative to their own…

Belfield, Clive

2012-01-01

89

Children's Achievement-Related Beliefs: Effects of Academic Area, Sex, and Achievement Level.  

ERIC Educational Resources Information Center

Results are reported from a study which examined how achievement-related beliefs (e.g., academic self-concept, causal attributions, perceptions of teacher feedback) of fifth graders (N=192) vary as a joint function of sex, achievement level, and academic area. (IAH)

Licht, Barbara G.; And Others

1989-01-01

90

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

91

A Performance Model for Academic Achievement in Early Adolescent Boys  

Microsoft Academic Search

This study tests a model for conduct-related school failure in young adolescent boys. In this model, family characteristics and child antisocial behavior serve as predictors of school adjustment and academic performance. Ss were 206 youths and their families, followed from the 4th through 8th grades. Results indicated that low parental academic achievement was associated with ineffective discipline practices and child

Barbara D. DeBaryshe; Gerald R. Patterson; Deborah M. Capaldi

1993-01-01

92

Eye Movement Models of Academic Achievement.  

ERIC Educational Resources Information Center

Current pscyhometric assessments, which are based on test score predictors providing information only on products of performance, fail to account for satisfactory amounts of variance in academic achievement or other criterion measures of interest. To corroborate and extend previous work on information processing measures, by examining the…

Dillon, Ronna F.

93

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

94

Early childhood nutrition and academic achievement  

Microsoft Academic Search

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

Paul Glewwe; Hanan Jocoby; Elizabeth M. King

1999-01-01

95

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

96

Is preschool executive function causally related to academic achievement?  

PubMed

The primary objective of this study was to reevaluate 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 that 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 nonsignificant (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 B; Voegler-Lee, Mary E

2012-01-01

97

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

ERIC Educational Resources Information Center

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

Nordmo, Ivar; Samara, Akylina

2009-01-01

98

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

99

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

ERIC Educational Resources Information Center

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

Ericsson, Ingegerd

2008-01-01

100

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

101

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

ERIC Educational Resources Information Center

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

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

2010-01-01

102

A National Study of School Effectiveness for Language Minority Students' Long-Term Academic Achievement.  

ERIC Educational Resources Information Center

This longitudinal study examined the education of language minority students in five school districts nationwide. Qualitative data included interviews, school visits, surveys, and source documents. Quantitative data included information from registration centers, language minority student databases, student information systems databases, testing…

Thomas, Wayne P.; Collier, Virginia P.

103

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

104

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

ERIC Educational Resources Information Center

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

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

2012-01-01

105

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

106

Developing an Additive Risk Model for Predicting Academic Index: School Factors and Academic Achievement  

Microsoft Academic Search

The impact of school factors on academic achievement has become an important focus for identifying, preventing, and intervening with youth at-risk for academic failure. This study was designed to develop and test a more comprehensive school factor risk index. Specifically, the relationship between cumulative grade point average (GPA) and an additive risk index (ARI) were tested and an analysis of

Robert Lucio; Lisa Rapp-Paglicci; William Rowe

2011-01-01

107

Adolescent Mental Health, Behavior Problems, and Academic Achievement  

PubMed Central

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 (N = 6,315). We estimated the associations of depression, attention problems, delinquency, and substance use with two indicators of academic achievement (high school GPA and highest degree received) with controls for academic aptitude. Attention problems, delinquency, and substance use were significantly associated with diminished achievement, but depression was not. Combinations of problems involving substance use were especially consequential. Our results demonstrate that the social consequences of mental health problems are not the inevitable result of diminished functional ability but, rather, reflect negative social responses. These results also encourage a broader perspective on mental health by demonstrating that behavior problems heighten the negative consequences of more traditional forms of distress.

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

2013-01-01

108

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

109

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

110

Predicting early academic achievement in a baccalaureate nursing program.  

PubMed

Baccalaureate nursing programs are under increased pressure to graduate greater numbers of students to meet the demands of the nurse workforce of the future. Schools of nursing are admitting larger cohorts of students, but early academic achievement in the nursing major and retention are problematic. Historical predictors of early academic achievement, such as scholastic aptitude, may not be the best for identifying students at risk of early academic failure. Increasingly, baccalaureate nursing programs are relying on standardized nursing aptitude tests to evaluate the readiness of applicants for the nursing major. However, reliable predictors of early academic achievement have yet to be identified. The purpose of this study was to explore whether scholastic aptitude and nursing aptitude are predictive of early academic achievement in a baccalaureate nursing program. Using an exploratory descriptive design, data from 164 sophomore nursing students were examined. The data indicated that scholastic aptitude and nursing aptitude together predicted 20.2% of the variance in early academic achievement, with scholastic aptitude accounting for 15.4% of the variance. PMID:17540317

Newton, Sarah E; Smith, Laureen H; Moore, Gary; Magnan, Morris

2007-01-01

111

Self-compassion, Achievement Goals, and Coping with Academic Failure  

Microsoft Academic Search

Two studies examined the relationship between self-compassion, academic achievement goals, and coping with perceived academic failure among undergraduates. Self-compassion entails being kind to oneself in instances of failure, perceiving one's experiences as part of the larger human experience, and holding painful feelings in mindful awareness. Study 1 (N?=?222) found that self-compassion was positively associated with mastery goals and negatively associated

KRISTIN D. NEFF; Ya-Ping Hsieh; Kullaya Dejitterat

2005-01-01

112

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

113

Academic Optimism of Schools: A Force for Student Achievement  

ERIC Educational Resources Information Center

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…

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

2006-01-01

114

Longitudinal Effects of Perceived Control on Academic Achievement  

Microsoft Academic Search

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 the four major ethnic groups in the United States; (b) perceived control

Sukkyung You; Sehee Hong; Hsiu-zu Ho

2011-01-01

115

Personality Characteristics Associated with Academic Achievement among Developmental College Students.  

ERIC Educational Resources Information Center

This study was conducted to identify the personality characteristics of high achieving developmental, or remedial, students and to discover how personality characteristics relate to academic performance among high-achieving developmental and non-developmental college students to determine if a correlation exists between personality and…

Hill, Allan B.

116

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

ERIC Educational Resources Information Center

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

Hodges, Kimberly

2010-01-01

117

Self-efficacy and academic achievement in Australian high school students: the mediating effects of academic aspirations and delinquency.  

PubMed

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, academic aspirations, and delinquency, on the academic achievement of 935 students aged 11-18 years from ten schools in two Australian cities. The Children's Self-Efficacy Scale, Adapted Self-Report Delinquency Scale (Revised), and Children's Academic Aspirations Scale were administered to participants prior to academic achievement being assessed using mid-year school grades. Structural equation modeling was employed to test three alternative models for the relationships from academic, social, and self-regulatory efficacy on academic achievement. A partial mediation model showed the best overall fit to the data. Academic and self-regulatory efficacy had an indirect negative effect through delinquency and a direct positive effect on academic achievement. Academic and social self-efficacy had positive and negative relationships, respectively, with academic aspiration and academic achievement; however, the relationship between academic aspiration and academic achievement was not significant in the final model. PMID:19027942

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

2009-08-01

118

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

119

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

120

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

121

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

122

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

ERIC Educational Resources Information Center

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

Lampe, John M.; And Others

1973-01-01

123

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

124

University studies science course selection and academic achievement in relation to the Myers-Briggs Type Indicator  

NASA Astrophysics Data System (ADS)

This research conducted at a southern regional university studied general education (University Studies - US) science course selection and academic success in US science in relation to Myers-Briggs Type Indicator (MBTI) preference categories (SF, ST, NF and NT). Additionally, differences in type preferences among students with mathematics and/or reading competency were explored. Data was examined for 755 students enrolled in the freshman success seminar course between Fall 1989 and Spring 1995 who had completed the MBTI test as part of that class. US science courses examined were grouped by science study: earth science, biology, chemistry and physics. Academic success was defined as a grade of "C" or higher and proficiency criteria were dictated by the university catalog. The study's nonparametric test results did not find any significant differences between MBTI type preferences and the two main areas of focus, US science course selection and academic success in US science courses. However, significant proportional differences were found between type preferences in relation to student reading competency (sig. = .03), as well as, reading competency and academic success in science (sig. = .04) even though fairly weak relationships existed between the variables with contingency coefficients of .11 and .10 respectively. All other relationships tested proved not significant. Each type's course selection closely reflected the overall sample: Earth Science 52.3%, Biology 34%, Chemistry 7.5% and Physics 6.1%. Nearly one-fifth (19.7%) of the sample were not successful in their selected science course. Less than two-fifths (37.7%) of student sample were not mathematics and/or reading competent. Academically in science intuitive types tended to do better than sensing types and feeling types tended to better than thinking types (NF 2.41, NT 2.36, SF 2.29 and ST 2.23). Further analysis found the TF preference scale contributed more toward the significant differences in reading competency with proportionally more feeling types being reading competent than thinking types. The SN preference scale contributed more toward the significant differences found in reading competency/academic success with proportionally more intuitive types being more reading competent and academically successful in US science course than sensing types.

Skauge, Suzanne Elizabeth

125

Achievement motives, self-efficacy, achievement goals, and academic achievement at multiple stages of education: a longitudinal analysis.  

PubMed

The present study investigated the joint effects of achievement motives, self-efficacy, and achievement goals as predictors of subsequent academic achievement among educational science students. A longitudinal research design allowed for measurement of motivational variables at several stages of education during bachelor courses (subsequent to the introductory courses), firstly by measuring achievement motives, secondly by self-efficacy and achievement goals. Subsequently, students' academic achievement level was measured at four different points in time, until they finished the last course for their bachelor degrees. A multivariate path analysis showed consistent relations between the motivational variables. The motive to avoid failure positively predicted the adoption of avoidance goals (both mastery and performance) and negatively predicted self-efficacy. Academic achievement was mainly predicted by the motive for success and performance-avoidance goals. The path analysis also showed strong relationships between the examination grades at different points in time. PMID:24245072

Bjørnebekk, Gunnar; Diseth, Age; Ulriksen, Robin

2013-06-01

126

Strategic Learning Abilities as a Predictor of Academic Achievement.  

ERIC Educational Resources Information Center

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

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

127

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

128

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

ERIC Educational Resources Information Center

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

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

2008-01-01

129

Perceived (Academic) Control and Causal Thinking in Achievement Settings  

Microsoft Academic Search

Striving to excel is a goal commonly shared by undergraduate students, graduate students, and faculty members in academic achievement settings. Periodically, however, their sense of personal control and mastery is undermined by low-control experiences arising from a greater emphasis on success and failure, heightened academic competition, increased pressure to excel, more frequent academic failures, unfamiliar academic tasks, new social networks,

Raymond P. Perry

2003-01-01

130

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

131

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

132

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

ERIC Educational Resources Information Center

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

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

2013-01-01

133

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

134

Academic Optimism and Student Achievement in Urban Elementary Schools  

ERIC Educational Resources Information Center

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

Smith, Page A.; Hoy, Wayne K.

2007-01-01

135

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

136

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

137

Parenting Practices, Ethnicity, Socioeconomic Status and Academic Achievement in Adolescents.  

ERIC Educational Resources Information Center

Study examines the relationship between parenting practices and academic achievement of high school students among a sample of Asian Americans, Hispanics, African Americans and European Americans. Results showed that European Americans are more authoritative than other ethnic groups, but the relationship between having an authoritative parenting…

Park, Hae-Seong; Bauer, Scott

2002-01-01

138

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

139

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

140

Personality Traits as a Predictor of Academic Achievement in Adolescents  

ERIC Educational Resources Information Center

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

Smrtnik-Vitulic, Helena; Zupancic, Maja

2011-01-01

141

Comparison Of Academic Achievement between Montessori and Traditional Education Programs  

ERIC Educational Resources Information Center

The purpose of this study was to compare the academic achievement of 543 urban 4th- (n=291) and 8th- (n=252) grade students who attended Montessori or traditional education programs. The majority of the sample consisted of minority students (approximately 53 percent), and was considered low income (approximately 67 percent). Students who attended…

Lopata, Christopher; Wallace, Nancy V.; Finn, Kristin V.

2005-01-01

142

Do Intelligence and Sustained Attention Interact in Predicting Academic Achievement?  

ERIC Educational Resources Information Center

Research in clinical samples suggests that the relationship between intelligence and academic achievement might be moderated by sustained attention. The present study aimed to explore whether this interaction could be observed in a non-clinical sample. We investigated a sample of 11th and 12th grade students (N = 231). An overall performance score…

Steinmayr, Ricarda; Ziegler, Mattias; Trauble, Birgit

2010-01-01

143

Classroom Management Strategies and Behavioral Interventions to Support Academic Achievement  

ERIC Educational Resources Information Center

This mixed method project study identified the need for effective classroom management strategies to dissuade student noncompliant behavior and to ensure academic success for all students. Enhancing classroom management practices is vital to improved student achievement and teacher self-efficacy. Within a constructivist framework, it is critical…

Gilpatrick, Robin Sue Holzworth

2010-01-01

144

Writing Apprehension and Academic Achievement among Undergraduate Honors Students.  

ERIC Educational Resources Information Center

This study examined the relationship between writing apprehension and academic achievement among undergraduate honors students at the University of Alabama. A total of 75 male honors students completed Daly and Miller's Writing Apprehension Test and self-reported their grade point averages (GPA). The test measured apprehension or anxiety and fear…

Boening, Carl H.; Anderson, Lara A.; Miller, Michael T.

145

Adolescent Substance Use and Academic Achievement and Motivation.  

ERIC Educational Resources Information Center

Previous research has found a relation between substance use and academic achievement and motivation, although the direction of the causal relation is unclear. Whereas numerous researchers have found that substance use is predictive of graduation from high school, others have found that poor academic achievement and low academic aspirations have a…

Andrews, Judy; And Others

146

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

147

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

148

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

149

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.

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

150

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

151

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

152

UNDERGRADUATE ACADEMIC ACHIEVEMENT AND TEACHING PERFORMANCE.  

ERIC Educational Resources Information Center

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

CARDOZIER, V.R.

153

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.

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

2013-01-01

154

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

ERIC Educational Resources Information Center

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

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

2006-01-01

155

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

ERIC Educational Resources Information Center

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

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

2010-01-01

156

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

ERIC Educational Resources Information Center

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

Erland, Jan Kuyper

157

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

NASA Astrophysics Data System (ADS)

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

Proach, John Ann

2000-11-01

158

Effects of Class Size and Length of Day on Kindergartners' Academic Achievement: Findings from Early Childhood Longitudinal Study  

ERIC Educational Resources Information Center

The study explored the effects of two kindergarten program organization factors--length of school day and class size--on kindergartners' reading, math and general knowledge achievement at the end of the kindergarten year. Two waves of data were drawn from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) with an…

Yan, Wenfan; Lin, Qiuyun

2005-01-01

159

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

160

Academic Orientation, Academic Achievement, and Noctcaelador: Does Interest in Night-Sky Watching Correlate with Students' Approach to the Academic Environment?  

ERIC Educational Resources Information Center

This study explored the relationship between academic orientation, academic achievement, and interest in night-sky watching (noctcaelador). Participants included 117 students enrolled in undergraduate psychology classes who completed the Survey of Academic Orientations (SAO; Davidson, Beck, & Silver, 1999), Noctcaelador Inventory (NI; Kelly,…

Kelly, William E.; Daughtry, Don

2007-01-01

161

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

ERIC Educational Resources Information Center

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

Howard, Anissa K.; Ziomek-Daigle, Jolie

2009-01-01

162

Academic achievement in high school: does emotional intelligence matter?  

Microsoft Academic Search

The relationship between emotional intelligence and academic achievement in high school was examined. Students (N=667) attending a high school in Huntsville, Alabama completed the Emotional Quotient Inventory (EQ-i:YV). At the end of the academic year the EQ-i:YV data was matched with students’ academic records for the year. When EQ-i:YV variables were compared in groups who had achieved very different levels

James D. A. Parker; Ronald E. Creque; David L. Barnhart; Jan Irons Harris; Sarah A. Majeski; Laura M. Wood; Barbara J. Bond; Marjorie J. Hogan

2004-01-01

163

The Relationship between Birth Order and Academic Achievement.  

ERIC Educational Resources Information Center

The author reviews some selected literature that reports higher academic achievement for first-borns and findings that large enough age gaps between siblings can offset first-born advantages in achievement. (Editor/SJL)

Ogletree, Earl J.

1980-01-01

164

Can We Relate Conceptions of Learning to Student Academic Achievement?  

ERIC Educational Resources Information Center

Examined the conceptions of learning held by second-year medical students in South Africa in relation to their academic achievement. Found that students with a good academic record expressed more transformative conceptions of learning than did their lower-achieving peers, who appeared to rely on memorization and recall. (EV)

McLean, Michelle

2001-01-01

165

Adolescent Environmental Tobacco Smoke Exposure Predicts Academic Achievement Test Failure  

Microsoft Academic Search

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

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

2007-01-01

166

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

167

Student Alienation, Academic Achievement, and WebCT Use  

ERIC Educational Resources Information Center

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

Johnson, Genevieve Marie

2005-01-01

168

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

169

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

170

Academic personal bests (PBs), engagement, and achievement: A cross-lagged panel analysis  

Microsoft Academic Search

Using a cross-lagged analytic framework, the present study examined (1) the relative salience of prior academic personal bests (PBs) in predicting subsequent engagement and achievement compared with (2) the relative salience of prior engagement and achievement in predicting subsequent PBs. Academic PBs, engagement, and achievement measures were administered to 1866 high school students at two time waves across a one-year

Andrew J. Martin; Gregory Arief D. Liem

2010-01-01

171

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

172

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

Microsoft Academic Search

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

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

2009-01-01

173

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

ERIC Educational Resources Information Center

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

McEwan, Lynn; Goldenberg, Dolly

1999-01-01

174

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

175

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

176

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

177

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

178

Supplementary Education: The Hidden Curriculum of High Academic Achievement  

ERIC Educational Resources Information Center

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

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

2004-01-01

179

Relationship between the Use of Timeout and Academic Achievement.  

ERIC Educational Resources Information Center

Timeout use was found to be low to moderate for the majority of 88 severely behaviorally disordered students in an elementary school self-contained program. Little evidence was found of a relationship between timeout use and academic achievement. In contrast, measures of school absence, in particular truancy, were correlated with poor academic

Skiba, Russell; Raison, Jeffrey

1990-01-01

180

Predicting Academic Achievement Over a One-Year Period.  

ERIC Educational Resources Information Center

The validity of the Short Form Test of Academic Aptitude and a set of biographical variables as predictors of future academic achievement was investigated. Results showed high levels of predictive validity in terms of multiple correlations, cross-validated correlations, and prediction intervals. (Author/GK)

Gross, Alan L.

1982-01-01

181

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

182

Undergraduate nurse variables that predict academic achievement and clinical competence in nursing Ian Blackman  

Microsoft Academic Search

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 previous studies. The academic and clinical achievement of 179 undergraduate nursing students were estimated by

Margaret Hall

183

A Model of Academic Enablers and Mathematics Achievement in the Elementary Grades  

ERIC Educational Resources Information Center

The purpose of this study was to test a model of the relations between specific academic enablers (motivation, interpersonal skills, engagement, and study skills) and mathematics achievement. Using teacher judgments of academic enablers and achievement, we examined the fit of this model for primary (Grades K-2) and intermediate (Grades 3-6)…

DiPerna, James C.; Volpe, Robert J.; Elliott, Stephen N.

2005-01-01

184

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

ERIC Educational Resources Information Center

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

Stankov, Lazar

2010-01-01

185

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

PubMed Central

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

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

2009-01-01

186

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

187

Academic achievement in first-year Portuguese college students: the role of academic preparation and learning strategies.  

PubMed

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 a questionnaire on learning strategies in the classroom at the end of the first semester, which consisted of 44 items organized in five dimensions: comprehensive approach, surface approach, personal competency perceptions, intrinsic motivation, and organization of study activities. Academic achievement (grade point average at the end of first year) and academic preparation (students' higher education access mark) were obtained through the academic records of the university. Results showed that academic preparation was the strongest predictor of first-year academic achievement, and only marginal additional variance was explained by learning strategies as assessed by the self-reported questionnaire. There were sex and academic field differences, but these variables do not seem strong enough to affect the results, although the different percentages of variance captured by each model and the different weights associated to higher education access mark, stimulate the use of these and/or other personal and contextual variables when analysing the phenomenon. PMID:22029496

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

2009-06-01

188

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

ERIC Educational Resources Information Center

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

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

2013-01-01

189

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

ERIC Educational Resources Information Center

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

Caro, Daniel H.

2009-01-01

190

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

191

The Effects of a Low Socioeconomic Environment on a Student's Academic Achievement.  

ERIC Educational Resources Information Center

A study was conducted to determine if students from low socioeconomic environments have lower academic achievement compared to the academic achievement of students from higher socioeconomic environments. The sample consisted of 66 6th-grade science students at Travis Middle School, Temple, Texas. The students were divided into a low-income group…

Kruse, Kim

192

Academic Achievement of Middle School Students with Specific Learning Disabilities in Inclusive Cotaught Classes  

ERIC Educational Resources Information Center

Despite the trend toward inclusive education for all students, there is little research that focuses on the academic achievement of students with specific learning disabilities (SLD) and other health impairments (OHI) in inclusive classrooms. The purpose of this nonexperimental quantitative study was to analyze and compare the academic achievement

Emery, Laurie

2009-01-01

193

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

ERIC Educational Resources Information Center

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

Jeong, Yu-Jin; Acock, Alan C.

2014-01-01

194

Variables Affecting University Academic Achievement in a Distance- versus a Conventional Education Setting.  

ERIC Educational Resources Information Center

The aim of this study was to investigate some of the learner variables that may have an influence on university academic achievement in a distance versus a conventional education setting. Descriptive and analytical statistics were used to analyze data by using "Pearson r," and "F-test." Results revealed that the university academic achievement for…

Darwazeh, Afnan N.

195

How Important Is Personal/Social Development to Academic Achievement? The Elementary School Counselor's Perspective  

ERIC Educational Resources Information Center

This study explored elementary school counselors' perceptions of importance and implementation for state standards in support of academic achievement. Results indicate that Academic and Personal/Social standards are important to achievement with no statistical difference between the standards. Further, counselors implement Personal/Social…

Barna, Jennifer S.; Brott, Pamelia E.

2011-01-01

196

Promoting Academic Achievement: The Role of Peers and Family in the Academic Engagement of African American Adolescents  

Microsoft Academic Search

While grades are frequently used as indicators of academic achievement, they provide little information about the processes that encourage academic success. Academic engagement, on the other hand, evaluates thoughts, motivations, and behaviors that predict achievement and helps elucidate achievement mechanisms. Understanding academic engagement can facilitate an examination of the forces influencing and hindering achievement and can guide researchers and educators

Pia Stanard; Faye Z. Belgrave; Maya A. Corneille; Karen D. Wilson; Kristal Owens

2010-01-01

197

Identity status and academic achievement in female adolescents.  

PubMed

Theories of Erikson and Marcia were applied to assess the relation between identity status and academic achievement in female adolescents. The differences in identity status between bright high achieving vs. underachieving students were ascertained separately for occupational planning, attitudes toward religion, and peer relations. It was hypothesized that the component of identity most closely linked to high achievement in school is having made commitments to certain goals and values. It was found instead that experiencing and working through crises in beliefs and values are more closely associated with successful academic achievement and formation of identity among adolescent girls than having made specific commitments to career or ideology. PMID:6858742

Hummel, R; Roselli, L L

1983-01-01

198

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

PubMed

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

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

2014-04-01

199

Academic Achievement, Technology and Race: Experimental Evidence  

ERIC Educational Resources Information Center

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

Fairlie, Robert W.

2012-01-01

200

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

201

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

202

A Preliminary Evaluation of the Academic Achievement and Social Adjustment of EMRs in a Nongraded School Placement. Studies in Learning Potential, Volume 2, Number 23.  

ERIC Educational Resources Information Center

The evaluation compared the social adjustment and academic achievement of seven educable mentally retarded (EMR) elementary school children who were integrated into a nongraded school with seven comparable EMRs (matched on IQ, sex and SES) who were assigned to segregated special classes. The results indicated that integrated children had…

Gottlieb, Jay; And Others

203

Predictors of Academic Achievement and Their Possible Applications  

ERIC Educational Resources Information Center

A significant amount of attention has been given to the predictors of academic achievement in higher education. However, the vast majority of articles have centred on entrance criteria and the learning approaches or personal habits of students. Investigations into how achievement depends on student efforts, being almost invariably based on…

Lockshin, Jeffrey; Zamkov, Oleg

2009-01-01

204

The Effects of Academic Optimism on Elementary Reading Achievement  

ERIC Educational Resources Information Center

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

Bevel, Raymona K.; Mitchell, Roxanne M.

2012-01-01

205

The Relationship between Physical Fitness and Academic Achievement in Ninth-Grade Students in Arkansas  

ERIC Educational Resources Information Center

Purpose, scope, and method of study. The purpose of this study was to determine if and to what degree a relationship existed between physical fitness and the academic achievement of ninth-grade public school students in Arkansas. A sample of 152 students from four different schools participated in the study. The dependent variable was academic

Hanna, Shellie Lyne

2009-01-01

206

Academic Self Concept and School Achievement: A Multiple Probe.  

ERIC Educational Resources Information Center

Because the Brookover Self-Concept of Ability Scale has been widely used during the past decade as an index of general academic self-concept, this scale was selected to investigate the hypotheses in the present study. The purpose of this study were twofold: (1) to investigate the dimensionality of academic self-concept through patterns of item…

Scott, Corinne C.

207

Academic Achievement through FLES: A Case for Promoting Greater Access to Foreign Language Study among Young Learners  

ERIC Educational Resources Information Center

The No Child Left Behind Act of 2001 established foreign languages as a core curricular content area; however, instructional emphasis continues to be placed on curricular areas that factor into state educational accountability programs. The present study explored whether foreign language study of first-year Grade 3 foreign language students who…

Taylor, Carolyn; Lafayette, Robert

2010-01-01

208

Academic Attribution of Secondary Students: Gender, Year Level and Achievement Level  

ERIC Educational Resources Information Center

This study is concerned with the attribution of secondary students. Causal interpretations for academic success and failure were analysed to investigate the effect of gender, year level and achievement level on students' academic attributions in Hong Kong, a Confucian Heritage Culture. The sample for the study comprised 14,846 students currently…

Mok, Magdalena Mo Ching; Kennedy, Kerry John; Moore, Phillip John

2011-01-01

209

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

210

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.

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

2013-01-01

211

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

ERIC Educational Resources Information Center

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

Al-Hendawi, Maha

2010-01-01

212

The Contribution of the Responsive Classroom Approach on Children's Academic Achievement: Results from a Three Year Longitudinal Study  

ERIC Educational Resources Information Center

This paper reports the results of a quasi-experimental study on the contribution of the Responsive Classroom ("RC") Approach to elementary school children's reading and math performance over one-, two-, and three-year periods. All children enrolled in six schools (3 intervention and 3 control schools in a single district) were the participants in…

Rimm-Kaufman, Sara E.; Fan, Xitao; Chiu, Yu-Jen; You, Wenyi

2007-01-01

213

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

ERIC Educational Resources Information Center

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

Diseth, Age; Kobbeltvedt, Therese

2010-01-01

214

Subjective Evaluations of Intelligence and Academic Self-Concept Predict Academic Achievement: Evidence from a Selective Student Population  

ERIC Educational Resources Information Center

The study examined the relationship between implicit theories, goal orientations, subjective and test estimates of intelligence, academic self-concept, and achievement in a selective student population (N=300). There was no direct impact of implicit theories of intelligence and goal orientations on achievement. However, subjective evaluations of…

Kornilova, Tatiana V.; Kornilov, Sergey A.; Chumakova, Maria A.

2009-01-01

215

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

ERIC Educational Resources Information Center

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

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

2011-01-01

216

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

217

The Head-Teacher's Instructional Role in Academic Achievement in Secondary Schools in Vihiga District, Kenya  

ERIC Educational Resources Information Center

The head teachers' role is to promote academic performance. It is therefore important that the performance of a school is appraised against the performance of the person who leads it. The purpose of the study was to investigate the instructional role of the head-teacher in academic achievement in Kenya Certificate of Secondary Education (KCSE)…

Musungu, L. L.; Nasongo, J. W.

2008-01-01

218

Work Valence as a Predictor of Academic Achievement in the Family Context  

ERIC Educational Resources Information Center

This study asserts a theoretical model of academic and work socialization within the family setting. The presumed associations between parents' work valences, children's work valences and valence perceptions, and children's academic interest and achievement are tested. The results suggest that children's perceptions of parents…

Porfeli, Erik; Ferrari, Lea; Nota, Laura

2013-01-01

219

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

220

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

221

The Utility of Kindergarten Teacher Ratings for Predicting Low Academic Achievement in First Grade.  

ERIC Educational Resources Information Center

A study assessed the predictive value of kindergarten teachers on 234 pupils for later first-grade academic achievement. Ratings of academic performance were significantly correlated with scores on outcome measures on math and reading ability. Results indicated high overall accuracy, sensitivity, specificity, and negative predictive value of the…

Teisl, James T.; Mazzocco, Michele M. M.; Myers, Gwen F.

2001-01-01

222

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

ERIC Educational Resources Information Center

This study featured validity evidence for scores from states' alternate assessments of alternate academic achievement standards (AA-AASs). It evaluated students from 6 states who were eligible for an AA-AAS concurrently with measures of academic competence and adaptive behavior. The investigators also assessed students with disabilities who were…

Kettler, Ryan J.; Elliott, Stephen N.; Beddow, Peter A.; Compton, Elizabeth; McGrath, Dawn; Kaase, Kristopher J.; Bruen, Charles; Ford, Lisa; Hinton, Kent

2010-01-01

223

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

224

Associations between Health-Related Physical Fitness, Academic Achievement and Selected Academic Behaviors of Elementary and Middle School Students in the State of Mississippi  

ERIC Educational Resources Information Center

A wide variety of school-based physical activity contexts have been recently associated with various measures of academic performance. Of these studies, a small number employing objective measures of student fitness have identified a relationship with academic achievements. However, even among these studies, the fitness-academic link has not been…

Blom, Lindsey C.; Alvarez, John; Zhang, Lei; Kolbo, Jerome

2011-01-01

225

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

226

Assuring Academic Achievement Standards: From Moderation to Calibration  

ERIC Educational Resources Information Center

The course (module) grades entered on higher education academic records (transcripts) purportedly represent substantive levels of student achievement. They are often taken at face value and accepted as comparable across courses. Research undertaken over several decades has shown that the underlying standards against which student works are…

Sadler, D. Royce

2013-01-01

227

The Relationship between Socioeconomic Status and Academic Achievement.  

ERIC Educational Resources Information Center

Meta-analysis techniques for integrating research findings are utilized in this report to determine the magnitude of the relationship between socioeconomic status (SES) and academic achievement. Also investigated are the factors which contribute to the large amount of variance in previously reported correlations between these two variables. Over…

White, Karl R.

228

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

229

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

230

Early childhood nutrition and academic achievement: a longitudinal analysis  

Microsoft Academic Search

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

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

2001-01-01

231

The Effect of Student Time Allocation on Academic Achievement  

ERIC Educational Resources Information Center

There is a large literature on the influence of institutional characteristics on student academic achievement. In contrast, relatively little research focusses on student time allocation and its effects on student performance. This paper contributes to the literature by investigating the effect of student time allocation on the average grade of…

Grave, Barbara S.

2011-01-01

232

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

233

Structure of Black Male Students Academic Achievement in Science  

NASA Astrophysics Data System (ADS)

Educational policies and practices have been largely unsuccessful in closing the achievement gap between Black and White students "Schwartz, 2001". This achievement gap is especially problematic for Black students in science "Maton, Hrabrowski, - Schmitt, 2000. Given the fact that the Black-White achievement gap is still an enigma, the purpose of this article is to address the Black female-Black male academic achievement gap in science majors. Addressing barriers that Black male students may experience as college science and engineering majors, this article presents marketing strategies relative to politics, emotional intelligence, and issues with respect to how science teaching, and Black male students' responses to it, are different. Many Black male students may need to experience a paradigm shift, which structures and enhances their science achievement. Paradigm shifts are necessary because exceptional academic ability and motivation are not enough to get Black males from their first year in a science, technology, education, and mathematics "STEM" major to a bachelor's degree in science and engineering. The conclusions focus on the balance of truth-slippery slopes concerning the confluence of science teachers' further ado and Black male students' theories, methods, and values that position their academic achievement in science and engineering majors.

Rascoe, Barbara

234

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

235

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

ERIC Educational Resources Information Center

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

Mitchell, Natasha

2005-01-01

236

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

ERIC Educational Resources Information Center

The study investigated the predictive nature of test anxiety on achievement in the presence of perceived general academic self-concept, study habits, parental involvement in children's learning and socio-economic status. From a population of 2482 Grade 6 students from seven government primary schools of a sub-city in Addis Ababa, 497 participants…

Raju, P. Mohan; Asfaw, Abebech

2009-01-01

237

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

238

The relationship between early childhood education and primary school academic achievement in Solomon Islands  

Microsoft Academic Search

This paper determines the relationship between early childhood education and primary school academic achievement in Solomon\\u000a Islands. By identifying factors within early childhood education programmes that influence children’s primary school academic\\u000a achievement, this study seeks to offer additional understanding about the relationships between early childhood and primary\\u000a education that may be utilized by educators, policy planners at all levels, and

Diana E. Guild

2000-01-01

239

Intrinsic motivation, extrinsic motivation, and academic achievement among Indian adolescents in Canada and India  

Microsoft Academic Search

The purpose of the present study was to examine the relationships among intrinsic motivation, extrinsic motivation, and academic\\u000a achievement for the Indian immigrant adolescents in Canada in comparison to their counterparts in India. Descriptive discriminant\\u000a analysis indicated that the Indian immigrant adolescents in Canada had higher intrinsic motivation and academic achievement\\u000a than their peers in India. By contrast, the Indian

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

240

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

Microsoft Academic Search

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.

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

2007-01-01

241

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

242

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.

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

2012-01-01

243

English Academic Language Skills: Perceived Difficulties by Undergraduate and Graduate Students, and Their Academic Achievement.  

ERIC Educational Resources Information Center

An English for academic purposes needs survey conducted at a Canadian university among first-year Bachelor's and Master's level students reveals native speakers (NS) and nonnative speakers (NNS) of English perceive that the language skills necessary for academic study are of different levels of difficulty. English language difficulties appear to…

Berman, Robert; Cheng, Liying

2001-01-01

244

Self Esteem, Academic Achievement, and Moral Development Among Adolescent Girls  

Microsoft Academic Search

Girls who play sports are known to display more self-confidence and tend to have a higher moral development. Using data on high school girls, we explore the effectiveness of competitive team sports on their self-confidence, use of drugs and alcohol, spirituality\\/religiosity, and academic achievement. Good performance in sports enables them to have some control over their behavior and their future.

Gwendolyn D. Perry-Burney; Baffour Kwaku Takyi

2002-01-01

245

Academic goals, achievement, and age at first sexual intercourse: longitudinal, bidirectional influences.  

PubMed

This study examined bidirectional relationships between age at first sexual intercourse and academic goals and achievement. It was hypothesized that lower educational goals and achievement would be associated with initiating sexual intercourse at a younger age, and that initiating sexual activity early would be associated with a decrease in subsequent academic achievement and goals. In longitudinal data spanning 11 years, evidence was found for bidirectional effects. One interpretation of these results is that adolescents with high educational goals and achievement delay having intercourse because of the perceived risks (e.g., pregnancy and sexually transmitted diseases may jeopardize their plans for the future). Conversely, adolescents who engage in sexual intercourse at young ages might undergo a change in attitudes, including reduced interest in academic achievement and goals. The specific educational variables most strongly related to adolescent sexual intercourse in this study differed substantially by race and gender. PMID:11928881

Schvaneveldt, P L; Miller, B C; Berry, E H; Lee, T R

2001-01-01

246

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

ERIC Educational Resources Information Center

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

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

2009-01-01

247

The association between academic engagement and achievement in health sciences students  

PubMed Central

Background Educational institutions play an important role in encouraging student engagement, being necessary to know how engaged are students at university and if this factor is involved in student success point and followed. To explore the association between academic engagement and achievement. Methods Cross-sectional study. The sample consisted of 304 students of Health Sciences. They were asked to fill out an on-line questionnaire. Academic achievements were calculated using three types of measurement. Results Positive correlations were found in all cases. Grade point average was the academic rate most strongly associated with engagement dimensions and this association is different for male and female students. The independent variables could explain between 18.9 and 23.9% of the variance (p?academic achievements of college students.

2013-01-01

248

Relationship between Broken Homes and Academic Achievement of Secondary School Students in Oredo Local Government Area of Edo State, Nigeria  

ERIC Educational Resources Information Center

The study investigated the relationship between broken homes and academic achievement of students. Three research hypotheses were formulated to guide the study. The study was correlational because the study sought to establish the extent of relationship between broken homes and academic achievement. The statistical method used in analyzing the…

Alika, Henrietta Ijeoma; Edosa, Ogboro Samson

2012-01-01

249

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

250

Associations among Measures of Perfectionism, Self-Concept and Academic Achievement Identified in Primary School Students in Hong Kong  

ERIC Educational Resources Information Center

This study investigated relationships among measures of perfectionism, academic self-concept, and academic achievement in fourth and fifth grade children from selective primary schools in Hong Kong where admission involves strict assessment of students' aptitude and potential. Based on their overall academic performance 331 students were…

Fong, Ricci W.; Yuen, Mantak

2009-01-01

251

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

ERIC Educational Resources Information Center

Examined relationships of measures of occupational and academic self-efficacy; vocational interests; outcome expectations; academic ability; and perceived stress, support, and coping to academic achievement of engineering/science majors (n=197). Self-efficacy for academic milestones, in combination with other academic and support variables, was…

Hackett, Gail; And Others

1992-01-01

252

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

253

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

ERIC Educational Resources Information Center

This article reexamines the conjecture of James S. Coleman that intergenerational social closure promotes student achievement in high schools, analyzing the best national data on academic achievement and social networks: the 2002 and 2004 waves of the Education Longitudinal Study. The results show that within the Catholic school sector, schools…

Morgan, Stephen L.; Todd, Jennifer J.

2009-01-01

254

Within the Pipeline: Self-Regulated Learning and Academic Achievement among College Students in Science Courses  

ERIC Educational Resources Information Center

The present study examined the associations between self-regulated learning and science achievement and whether the academic self-regulation variables described, such as self-efficacy, delay of gratification, and help seeking, predict science achievement in courses deemed necessary for a major in science. It was hypothesized that students who do…

DiBenedetto, Maria K.; Bembenutty, Hefer

2011-01-01

255

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

256

Self-Regulated Learning Behavior of College Students of Science 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 science. For students of science, their involvement in motivational components is closely tied to their performance in the examinations. Cognitive strategies have the strongest influence on scores of the English achievement.

Peng, Cuixin

257

Relational Effects of Reading Motivation and Academic Achievement among Adolescent Boys  

ERIC Educational Resources Information Center

This study explores the relationship between academic achievement and reading motivation among adolescent boys. We seek to understand (1) if motivational construct scores change meaningfully over time, (2) what relationship exists between the achievement scores and reported reading motivation, and (3) if students who report higher reading…

Bozack, Amanda R.; Salvaggio, Amy Nicole

2013-01-01

258

A Comparison of the Cooperative Learning Model and Traditional Learning Model on Academic Achievement  

Microsoft Academic Search

The present study compared the effects of the cooperative learning model and the traditional learning model on academic achievement. The main questions included (1) which learning model is more effective on school achievement (2) which has more consistency effects during the follow-up phase. Experimental and control (intact classes) were selected and comprised 23 students each. In Phase 1, an educational

Ali Fathi-Ashtiani; Seyed-Hossein Salimi; Manijeh Ayubi

2007-01-01

259

Educational Expectations and Academic Achievement among Middle and High School Students  

ERIC Educational Resources Information Center

Using data from the National Education Longitudinal Study (NELS), this report examined the prospective relationships between educational expectations and academic achievement among students (n = 10,262) surveyed and tested in Grades 8, 10, and 12. Cross-lagged analyses indicated that between Grades 8 and 10 the path from achievement to…

Bui, Khanh

2007-01-01

260

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

261

The Adolescent with Spina Bifida: Academic Achievement and Employment Prospects. Research Supplement.  

ERIC Educational Resources Information Center

A longitudinal study of 52 adolescents with spina bifida reveals information about their intelligence and attainments at age 16, achievement examinations, the relationship between IQ and academic achievement, and employment at 18 years. Among findings are significantly lower performance among Ss with shunts and intracranial complications. (CL)

Tew, Brian

1986-01-01

262

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

263

Factors Affecting the Algebra I Achievement of Academically Talented Learners  

Microsoft Academic Search

Understanding student performance in Algebra I is important because this course serves as the gateway to advanced coursework in mathematics and science through the remainder of high school and into post-secondary education. In the current study, we analyzed secondary data to evaluate the relationship between selected indicators of mathematics and the Algebra I performance of academically able and gifted learners

Michael S. Matthews; Jennie L. Farmer

2008-01-01

264

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

265

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

266

The Difference in the Academic Achievement of Hispanic High School Students Based on the Theme of the Small Learning Community  

ERIC Educational Resources Information Center

The purpose of this study is to describe the difference in the academic achievement of urban Hispanic high school students based on the small learning community theme. The study used a quantitative method of ex post facto research to examine how the academic achievement of Hispanic high school students differs across the themes of small…

Martinez, Beate M. Winter

2010-01-01

267

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

NASA Astrophysics Data System (ADS)

Using data from the National Education Longitudinal Study of 1988 (NELS:88), path analytic procedures were performed to test an ecological model of the effects of family, individual and school characteristics on the academic African American students. A distinctive study is the inclusion of school computer use in the model. The study results show that several of the variables directly or indirectly affected 12th grade academic achievement. Furthermore, most of the individual influence variables were directly related to 12 th grade achievement. Two surprising findings from this study were the insignificant effects of family income and school computer use on 12 th grade achievement. Overall, the findings support the notion that family, individual, and school characteristics are important predictors of academic success among African American students.

Stewart, Endya Bentley

268

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; John Geldhof, G; Warren, Daniel J A; Lerner, Richard M

2014-06-01

269

School-Family-Community Partnerships and the Academic Achievement of African American, Urban Adolescents. Report No. 7.  

National Technical Information Service (NTIS)

Drawing upon Epstein's theory of overlapping spheres of influence, this study explores the effects of teacher, family and church support on the school-related attitudes, behaviors, and academic achievement of African American, urban adolescents. To achiev...

M. G. Sanders

1996-01-01

270

Mobility: A Multivariate Study of Academic Achievement in Reading and Math for Eighth-Grade Students as Measured by the Tennessee Comprehensive Assessment Program  

ERIC Educational Resources Information Center

The primary purpose of this study was to determine if there was a difference between levels of student mobility in reading and mathematics achievement as measured by the 2007-2008 Tennessee Comprehensive Assessment Program (TCAP) achievement test. The study also sought to determine if there existed a difference in socioeconomic and attendance…

Donnelly, Margaret M.

2010-01-01

271

From Self-Theories of Intelligence to Academic Delay of Gratification: The Mediating Role of Achievement Goals  

ERIC Educational Resources Information Center

This study examined the relationships among implicit self-theories, achievement goals, and academic delay of gratification. Do achievement goals mediate the relationship between implicit self-theories and academic delay of gratification? A sample of 195 Omani high school students rated themselves on three measures tapping these constructs. A path…

Abd-El-Fattah, Sabry M.; AL-Nabhani, Hilal Z.

2012-01-01

272

A Rubric and an Individualized Educational Plan to Increase Academic Achievement in Middle School Students with Disabilities  

ERIC Educational Resources Information Center

Special educators struggle to develop legitimate Individualized Educational Plans (IEPs) that describe student needs and lead to academic achievement. The purpose of this study was to determine if using a rubric to create an IEP resulted in an increase in academic achievement. The conceptual framework is drawn from a synthesis of the literature on…

Morta, Antoinette L.

2010-01-01

273

Academic Expectations, Belief of Ability, and Involvement by Parents as Predictors of Child Achievement: A Cross-Cultural Comparison  

ERIC Educational Resources Information Center

The aim of the present study was to test the hypotheses that parents' academic expectations, their perception of children's cognitive ability, and their degree of involvement at home and school would predict children's academic achievement, and that there would be important differences in this achievement as a consequence of differences in…

Phillipson, Sivanes; Phillipson, Shane N.

2007-01-01

274

Health and Academic Achievement: Cumulative Effects of Health Assets on Standardized Test Scores among Urban Youth in the United States  

ERIC Educational Resources Information Center

Background: The Institute of Medicine (2012) concluded that we must "strengthen schools as the heart of health." To intervene for better outcomes in both health and academic achievement, identifying factors that impact children is essential. Study objectives are to (1) document associations between health assets and academic achievement,…

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

2014-01-01

275

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.

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

2010-01-01

276

Effects of Family Structure on High School Students' Academic Achievement and Behavior.  

ERIC Educational Resources Information Center

As students lose traditional family structure, some studies indicate that their academic behavior may be affected. The purpose of this study is to measure the difference in achievement of high school students from single-parent homes compared to those from intact homes. The study is limited to Snook Independent School District (Texas),…

Sears, Vikki

277

The effects of modeling instruction on high school physics academic achievement  

Microsoft Academic Search

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

Tiffanie L Wright

2012-01-01

278

Graduate-Entry Medical Student Variables that Predict Academic and Clinical Achievement  

Microsoft Academic Search

A hypothetical model was formulated to explore factors that influenced academic and clinical achievement for graduate-entry medical students completing their third year of university studies. Nine latent variables were considered including the students' background, previous successes with their undergraduate and postgraduate studies and their assessed ability to study graduate-entry medicine based on their scholastic aptitude and their interview selection scores.

Ian Blackman; I Gusti; Ngurah Darmawan

2004-01-01

279

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

280

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

281

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

282

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

ERIC Educational Resources Information Center

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

Ibrahim, Abdullah Y. A. A. A.

2011-01-01

283

Effects of Methylphenidate on Academic Achievement from First to Second Grade  

Microsoft Academic Search

The objectives of the current study were to identify the long?term effects of Methylphenidate (Ritalin) on cognitive ability and academic achievement. A retrospective\\/longitudinal design was utilised in the study with dependent measures being scores from the Iowa Tests of Basic Skills (ITBS). The study included 17 experimental subjects who were identified with ADHD and placed on Methylphenidate between first and

Jennifer L. Alto; William Frankenberger

1995-01-01

284

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

285

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

286

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

287

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

288

Low (Linear) Teacher Effect on Student Achievement in Pre-Academic Physics Education  

ERIC Educational Resources Information Center

This study investigates the effect of physics education on students' achievement in a large-scale quantitative study of pre-academic high school students throughout the Netherlands. Two aspects of teacher characteristics as perceived by their students are included: "pleasantness" principally defined by their perceived friendliness and positive…

Cottaar, Alice

2012-01-01

289

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

290

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

ERIC Educational Resources Information Center

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

Guzeller, Cem Oktay

2012-01-01

291

Engaging College Science Students and Changing Academic Achievement with Technology: A Quasi-Experimental Preliminary Investigation  

ERIC Educational Resources Information Center

Can modern, computer-based technology engage college students and improve their academic achievement in college? Although numerous examples detail technology's classroom uses, few studies empirically examine whether technologically oriented pedagogical changes factually lead to positive outcomes among college students. In this pilot study, we used…

Carle, Adam C.; Jaffee, David; Miller, Deborah

2009-01-01

292

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

ERIC Educational Resources Information Center

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

Butterfield, Earl C.; Weaver, S. Joseph

293

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

294

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

295

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

296

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

297

Factors Influencing the Academic Achievement of First-Generation College Students  

Microsoft Academic Search

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 of first-generation status on cumulative grade point average (GPA) in college, controlling

StrayhornTerrellL

2009-01-01

298

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

299

Sense of Belonging: Implications for Latino Students' Academic Achievement in U.S. Schools  

ERIC Educational Resources Information Center

The purpose of this study was to examine the degree to which academic achievement in U.S. schools could be explained by several indicators of belongingness (i.e., close teacher-student relationships, peer acceptance, school liking, low levels of loneliness in school and positive perceptions of peers) and school engagement. For this study, data…

Casillas, Rhonda Soledad

2010-01-01

300

Relations between Early Family Risk, Children's Behavioral Regulation, and Academic Achievement  

ERIC Educational Resources Information Center

This study examined relations among early family risk, children's behavioral regulation at 54 months and kindergarten, and academic achievement in first grade using data on 1298 children from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development. Family risk was indexed by ethnic…

Sektnan, Michaella; McClelland, Megan M.; Acock, Alan; Morrison, Frederick J.

2010-01-01

301

Academic Optimism of High School Teachers: Its Relationship to Organizational Citizenship Behaviors and Student Achievement  

ERIC Educational Resources Information Center

The purpose of this study is to build on an emergent research base for academic optimism by testing the construct and its relationship to student achievement and organizational citizenship behaviors in schools in a sample of public high schools. All participants in this study were full-time teachers, guidance counselors, and other full-time…

Wagner, Charles A.; DiPaola, Michael F.

2011-01-01

302

Attitude and Motivation as Predictors of Academic Achievement of Students in Clothing and Textiles  

ERIC Educational Resources Information Center

This study investigated attitude and motivation as predictors of academic achievement of students in clothing and textiles. Three colleges of education in Edo and Delta States were randomly selected for use in this study. From each school, 40 students were selected from Year III using simple random technique yielding a total of 240 students. The…

Uwameiye, B. E.; Osho, L. E.

2011-01-01

303

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

304

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

305

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

306

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

307

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

ERIC Educational Resources Information Center

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

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

2013-01-01

308

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

PubMed

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

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

2006-10-01

309

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

310

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

311

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

312

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

313

Reconceptualizing the Debate on School Climate and Students' Academic Motivation and Achievement: A Multilevel Analysis.  

ERIC Educational Resources Information Center

Theory on parenting styles was used as a theoretical framework to examine the relationship of aspects of school climate to the mathematics achievement, academic engagement, and locus of control orientation of eighth graders. Student and school data were drawn from the National Educational Longitudinal Study of 1988 for 19,435 students and 997…

Gregoire, Michele; Algina, James

314

Adolescents' Reports of Parental Engagement and Academic Achievement in Immigrant Families  

ERIC Educational Resources Information Center

The purpose of this study was to add to the understanding of the effects of perceived parental engagement on adolescents' academic achievement in immigrant families. Self-report data were collected from 1,245 adolescents in immigrant families from four high schools in Los Angeles County. The sample characteristics follow: 13-16 years old (M =…

Plunkett, Scott W.; Behnke, Andrew O.; Sands, Tovah; Choi, Brian Y.

2009-01-01

315

The Relationship of Internal Locus of Control, Academic Achievement, and IQ in Emotionally Disturbed Boys.  

ERIC Educational Resources Information Center

Results of a study involving 63 emotionally disturbed boys (10-15 years old) revealed that Ss with a higher degree of internal lows of control (LOC) made greater gains in academic achievement. Ss' chronological ages and IQ cores did not affect their degree of internal LOC. (Author/CL)

Perna, Samual J., Jr.; And Others

1983-01-01

316

Is the United States Really Losing the International Horse Race in Academic Achievement?  

ERIC Educational Resources Information Center

It is widely believed and lamented that U.S. students perform poorly on international comparisons of academic achievement. For example, Edward Silver reports that U.S. seventh- and eighth-grade students performed poorly on the mathematics section of the Third International Mathematics and Science Study (TIMSS 1995) and that this indicates "a…

Boe, Erling E.; Shin, Sujie

2005-01-01

317

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

318

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

319

Impact of the Inclusion of Students with Autism on the Academic Achievement of General Education Students  

ERIC Educational Resources Information Center

The impact of inclusion on general education students has barely been mentioned in the professional literature. The purpose of this quantitative study was to examine impact of inclusion of students with autism spectrum disorder (ASD) and the academic achievement of the general education students in inclusive classes using an independent measures…

Quinn, James P., Jr.

2011-01-01

320

The Impact of Inclusion on the Academic Achievement of High School Special Education Students  

ERIC Educational Resources Information Center

This dissertation examined the impact of inclusion on the academic achievement outcome of high school special education students as measured by English 1, biology, and algebra 1 as a function of gender, ethnicity, and years of inclusion. The study also examined the generalizations with confidence that could be made about the use of inclusion…

Dawkins, Harold Smith

2010-01-01

321

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.

322

Constructions of High Academic Achievement through the Analysis of Critical Events.  

ERIC Educational Resources Information Center

In this study, critical events in the career development of 26 Finnish Academy professors describe the trajectories of their achievement and success. Primary themes included mentors, academic years abroad, strong interest in the domain, and luck. Also described are transformative themes. Personal stories illustrate the individualistic nature of…

Koro-Ljungberg, Mirka

2002-01-01

323

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

324

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

325

Support Teachers' Beliefs about the Academic Achievement of Students with Special Educational Needs  

ERIC Educational Resources Information Center

Jos Castro Silva, lecturer in sciences of education, and Jos Morgado, assistant professor, both work at the Instituto Superior de Psicologica Aplicada in Lisboa, Portugal. In this article, they describe their study of support teachers beliefs about the academic achievement of school students with special educational needs. The support teachers who…

Silva, Jos Castro; Morgado, Jos

2004-01-01

326

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

327

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

ERIC Educational Resources Information Center

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

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

2010-01-01

328

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

329

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

330

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

ERIC Educational Resources Information Center

Our study of the adolescent life course proposes that substantial maturation occurs within three intertwined arenas of development: the social, the psychological, and the normative attainment. Further, each arena may be linked, respectively, to three youth problem dimensions: drinking, depressive affect, and academic achievement. We use latent…

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

2008-01-01

331

The Relationship between Coach Leadership Style and the Academic Achievement of the Student Athletes in Tennessee  

ERIC Educational Resources Information Center

The purpose of this study was to determine the relationship between a coach's leadership style and the academic achievement of the student athletes in Tennessee high schools. This dissertation examines the relationship between the leadership styles of high school coaches and how it affects the grade point average and ACT scores of student-athletes…

Sarver, Ronald C.

2010-01-01

332

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

333

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

334

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

335

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

ERIC Educational Resources Information Center

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

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

2012-01-01

336

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

337

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

338

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

339

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

340

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

341

Untangling the Global-Distant-Local Knot: The Politics of National Academic Achievement Testing in Japan  

ERIC Educational Resources Information Center

This study examines one of the most notable manifestations of Japanese education's incorporation into the global education restructuring movement: the 2007 reintroduction of national academic achievement testing ("zenkoku gakuryoku gakushuu joukyou chousa"). In so doing, I aim to untangle the complex intermingling of national and…

Takayama, Keita

2013-01-01

342

Achievement Goal Orientations and Academic Well-Being across the Transition to Upper Secondary Education  

ERIC Educational Resources Information Center

The aim of this study was to examine students' (N = 579) achievement goal orientation profiles, the temporal stability of these profiles across the transition to upper secondary education, and profile differences in academic well-being (i.e., school value, school burnout, schoolwork engagement, satisfaction with educational choice). By means of…

Tuominen-Soini, Heta; Salmela-Aro, Katariina; Niemivirta, Markku

2012-01-01

343

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

344

Using Clickers in Large College Psychology Classes: Academic Achievement and Perceptions  

ERIC Educational Resources Information Center

This research study explored the effects of the use of clicker technology as a means of formative assessment in large, college introductory psychology courses. Academic achievement, as measured by performance on tests of knowledge, was compared between students who used clickers and students that did not use clickers. There was a significant…

Powell, Selma; Straub, Carrie; Rodriguez, Jacqueline; VanHorn, Barbara

2011-01-01

345

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

346

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

ERIC Educational Resources Information Center

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…

Early Education and Development, 2007

2007-01-01

347

The Effects of Alcohol Use on Academic Achievement in High School  

ERIC Educational Resources Information Center

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

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

2011-01-01

348

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

ERIC Educational Resources Information Center

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

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

2008-01-01

349

The Quality of Family Communication and Academic Achievement in Early Adolescence.  

ERIC Educational Resources Information Center

This study focused on the role of family communication patterns as they affect children's academic achievement, as determined by grades. Sixty-two children (average age: 11.6 years) and their parents were observed and videotaped in dyadic settings (mother-child, father-child) in their homes while discussing everyday topics presented to them in a…

Ullrich, Manuela; Kreppner, Kurt

350

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

ERIC Educational Resources Information Center

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

Comeaux, Eddie; Harrison, C. Keith

2007-01-01

351

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

ERIC Educational Resources Information Center

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

Zahn, Brian

2011-01-01

352

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

353

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.

354

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

355

Preferences for Teaching Styles Matter in Academic Achievement: Scientific and Practical Implications  

ERIC Educational Resources Information Center

The two primary objectives of this study were: to identify the preferred teaching styles of secondary-school students and to compare these preferences with those of university students from past research; and to examine the contributions of students' preferred teaching styles to their academic achievement. A sample of 298 students from a Catholic…

Zhang, Li-fang

2008-01-01

356

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

357

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

358

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

ERIC Educational Resources Information Center

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

Weckbacher, Lisa Marie; Okamoto, Yukari

2012-01-01

359

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

360

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

361

Middle school children's strategic behavior: Classification and relation to academic achievement and mathematical problem solving  

Microsoft Academic Search

Theories of problem solving (e.g., Verschaffelet al., 2000) hold strategic behavior centralto processing mathematical word problems. Thepresent study explores 80 sixth- andseventh-grade students' self-reported use of 14categories of strategies (Zimmerman &Martinez-Pons, 1986) and the relationship ofstrategy use to academic achievement,problem-solving behaviors, and problem-solvingsuccess. High and low achievement groupsdiffered in the number of different strategiesand categories of strategies reported but notin

Stephen J. Pape; Chuang Wang

2003-01-01

362

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

363

Adolescent identification and academic achievement: Reporting the awareness of similarity to role models  

Microsoft Academic Search

Individualized identification grids were administered to 16–18-year-old males (N=49) in order to chart the complex of identification they have established with their parents, peers, and school personnel. It was hypothesized that patterns of identification with particular acquaintances would vary as a function of individuals' level of academic achievement. The results of this study indicated that high achievers identified more often

Peter Williams

1980-01-01

364

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

365

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

366

Examining the relations between science attitudes, logical thinking ability, information literacy and academic achievement through internet assisted chemistry education  

Microsoft Academic Search

Homework is often assigned in Chemistry classes to facilitate students’ learning. The main purpose of this study is to investigate the relations between students’ science teaching attitude, logical thinking ability, information literacy self efficacy and academic achievement through internet assisted chemistry education. The study was carried out in the spring term of the 2006-2007 academic years for 10 weeks and

Hale Bayram; Arif Comek

2009-01-01

367

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

368

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

369

EPPS Patterns and Academic Achievement in Counseling Clients.  

ERIC Educational Resources Information Center

In two college counseling client samples, 29 two-need Edwards Personal Preference Scale (EPPS) patterns were found to occur frequently, 13 involving high achievement. The prediction of college grades in these two samples was studied utilizing these EPPS patterns, a set of traditional aptitude/achievement measures, and patterns combined with…

Lunneborg, Patricia W.

370

Charter School Achievement Studies  

Microsoft Academic Search

A study on charter school performance always makes for a good news story. Unfortunately, like many press reports on medicine and other scientific issues, stories about student achievement in charter schools are premature and often misleading. Americans are just now starting to ask tough questions about the effectiveness of particular schools and to keep and analyze the hard data needed.

Paul T. Hill; Lawrence Angel; Jon Christensen

2006-01-01

371

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

372

Striving for Success: A Qualitative Exploration of Competing Theories of High-Achieving Black College Students' Academic Motivation  

ERIC Educational Resources Information Center

Research on the academic performance of Black students has focused on low-achievers, framing their academic motivation as maladaptive and driven by externally (e.g., competition or compliance) rather than internally (e.g., love of learning) generated forces. This qualitative study challenges this mono-dimensional deficit framework, examining the…

Griffin, Kimberly

2006-01-01

373

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

374

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

375

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

376

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

377

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

378

Academic achievement of African American boys: a city-wide, community-based investigation of risk and resilience.  

PubMed

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 between risks and low achievement. Findings indicated that the Black-White achievement gap for boys was matched by a comparable difference in risk experiences. Multilevel linear regression models controlling for poverty found that both the type and accumulation of risk experiences explained a significant amount of variation in reading and mathematics achievement for the subpopulation of African American boys. Socio-familial risks were related to the poorest academic outcomes. Academic engagement indicators significantly mediated relations between risks and achievement. Implications of this research for collective school and community actions to make race, gender, and place matter in educational public policy were discussed. PMID:23040755

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

2012-10-01

379

Relations between shyness-sensitivity and internalizing problems in Chinese children: moderating effects of academic achievement.  

PubMed

Shy-sensitive children are likely to develop adjustment problems in today's urban China as the country has evolved into an increasingly competitive, market-oriented society. The main purpose of this one-year longitudinal study was to examine the moderating effects of academic achievement on relations between shyness-sensitivity and later internalizing problems in Chinese children. A sample of 1171 school-age children (591 boys, 580 girls) in China, initially at the age of 9 years, participated in the study. Data on shyness, academic achievement, and internalizing problems were collected from multiple sources including peer evaluations, teacher ratings, self-reports, and school records. It was found that shyness positively and uniquely predicted later loneliness, depression, and teacher-rated internalizing problems, with the stability effect controlled, for low-achieving children, but not for high-achieving children. The results indicate that, consistent with the stress buffering model, academic achievement may be a buffering factor that serves to protect shy-sensitive children from developing psychological problems. PMID:23318940

Chen, Xinyin; Yang, Fan; Wang, Li

2013-07-01

380

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

381

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

382

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

383

Malaria with neurological involvement in Ugandan children: effect on cognitive ability, academic achievement and behaviour  

PubMed Central

Background Malaria is a leading cause of ill health and neuro-disability in children in sub-Saharan Africa. Impaired cognition is a common outcome of malaria with neurological involvement. There is also a possibility that academic achievement may be affected by malaria with neurological involvement given the association between cognitive ability and academic achievement. This study investigated the effect of malaria with neurological involvement on cognitive ability, behaviour and academic achievement. Methods This prospective case-control study was carried out in Kampala City, Uganda between February 2008 and October 2010. Sixty-two children with a history of malaria with neurological involvement were followed up and given assessments for cognitive ability (working memory, reasoning, learning, visual spatial skills and attention), behaviour (internalizing and externalizing problems) and academic achievement (arithmetic, spelling and reading) three months after the illness. Sixty-one community controls recruited from the homes or neighbouring families of the cases were also given the same assessments. Tests scores of the two groups were compared using analysis of covariance with age, sex, level of education, nutritional status and quality of the home environment as covariates. This study was approved by the relevant ethical bodies and informed consent sought from the caregivers. Results Children in the malaria group had more behavioural problems than the community controls for internalizing problems (estimated mean difference = -3.71, 95% confidence interval (CI), = -6.34 to -1.08, p = 0.007). There was marginal evidence of lower attention scores (0.40, CI = -0.05 to 0.86, p = 0.09). However, excluding one child from the analyses who was unable to perform the tests affected the attention scores to borderline significance (0.32, CI, = 0.01 to 0.62, p = 0.05). No significant differences were observed in other cognitive abilities or in academic achievement scores. Conclusion Malaria with neurological involvement affects behaviour, with a minimal effect on attention but no detectable effect on academic achievement at three months post discharge. This study provides evidence that development of cognitive deficits after malaria with neurological involvement could be gradual with less effect observed in the short term compared to the long term.

2011-01-01

384

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

Microsoft Academic Search

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

Eddie Comeaux; C. Keith Harrison

2007-01-01

385

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

PubMed

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

Areepattamannil, Shaljan

2014-01-01

386

Academic achievement and formal thought in engineering students  

Microsoft Academic Search

Abstract Introduction. Research on university-level academic ,performance ,has significantly linked failure and dropping out to formal ,reasoning deficiency. We have ,not found any papers on formal thought in Argentine university students, in spite of the obvious shortcomings ob- served in the classrooms. Thus, the main objective of this paper was exploring the relation between formal operational thought level and academic,performance,in

Stella Maris Vázquez; Hilda Difabio de Anglat

2009-01-01

387

A Plan for Academic Success: Helping Academically Dismissed Students Achieve Their Goals  

ERIC Educational Resources Information Center

This article describes a unique process which allows a select few students who have been dismissed for academic deficiency the opportunity to create a Plan for Academic Success (Plan), which, if accepted, reverses the academic dismissal for one semester. If the Plan is accepted, the individual student assumes responsibility for taking action to…

Cherry, Lynn; Coleman, Lindy

2010-01-01

388

Longitudinal predictors of school-age academic achievement: unique contributions of toddler-age aggression, oppositionality, inattention, and hyperactivity.  

PubMed

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

2012-11-01

389

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.

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

2009-01-01

390

From Dropout to High Achiever: An Understanding of Academic Excellence through the Ethnography of High and Low Achieving Secondary School Students.  

ERIC Educational Resources Information Center

This paper, a follow-up to a previous review of literature on academic excellence that synthesized information from the United States and Mexico, describes an ethnographic study of high-achieving and low-achieving Hispanic secondary school students from Calexico, California and Mexicali, Baja California Mexico. Five students for each group were…

Cuellar, Alfredo

391

The Harsher Side of Globalisation: Violent Conflict and Academic Achievement  

ERIC Educational Resources Information Center

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

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

2009-01-01

392

The Effects of Participation in Marching Band on Academic Achievement  

ERIC Educational Resources Information Center

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

Vitucci, Mary Elizabeth

2010-01-01

393

The Effects of Block Scheduling on High School Academic Achievement  

ERIC Educational Resources Information Center

The effect of block scheduling on high school student achievement in mathematics and reading was investigated in this study through the use of an ex post-facto, longitudinal research design. Specifically, student scores from 9th and 11th-grade standardized tests were matched and sorted by junior high and high school attended. Outcome measures…

Lewis, Chance W.; Dugan, James J.; Winokur, Marc A.; Cobb, Brian R.

2005-01-01

394

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

ERIC Educational Resources Information Center

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

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

2013-01-01

395

Early Gender Differences in Self-Regulation and Academic Achievement  

ERIC Educational Resources Information Center

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

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

2009-01-01

396

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

ERIC Educational Resources Information Center

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

Fries, Stefan; Schmid, Sebastian; Hofer, Manfred

2007-01-01

397

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.

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

2014-01-01

398

The association between academic achievement and health status among eighth-grade Hispanic students in Houston  

Microsoft Academic Search

This cross-sectional study examines the association between health and academic achievement among Hispanic eighth-grade students in the Houston Independent School District. As part of the district's 3 year Safe Schools\\/Healthy Students Initiative to enhance comprehensive educational programs, a brief anonymous questionnaire was administered in the classroom to 359 students in two schools during a one-month period in the early part

Barbara Joan Low

2001-01-01

399

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

400

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

PubMed

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 2008-2009. The majority of the participants took part in the "diverging" (n = 84, 47.7%) and "assimilating" (n = 73, 41.5%) groups. Numbers of students in the "converging" and "accommodating" 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 "PBL and traditional training" 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. PMID:21098386

Gurpinar, Erol; Alimoglu, Mustafa Kemal; Mamakli, Sumer; Aktekin, Mehmet

2010-12-01

401

Self-regulating academic learning and achievement: The emergence of a social cognitive perspective  

Microsoft Academic Search

For three decades, social cognitive researchers have studied children's development of self-regulation as an achievement of socialization processes. I recount historically the emergence of a social cognitive perspective on self-regulation and identify its unique features. Two essential characteristics of students' self-regulated academic learning have been identified — their use of strategies and perceptions of self-efficacy. A social cognitive model of

Barry J. Zimmerman

1990-01-01

402

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

403

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

404

Academic achievement and college persistence of African American students with trauma exposure.  

PubMed

This study examined the relationship between posttraumatic stress disorder (PTSD) symptomatology and college persistence in African American 1st-year students from 2 universities. Of the 569 participants, 423 (74%) reported lifetime exposure to traumatic events; 20.6% of these students met the criteria for PTSD. For trauma-exposed females, after controlling for academic and nonacademic factors, higher levels of PTSD symptomatology in the 1st semester of college were associated with increased likelihood of leaving college prior to the end of the 2nd year of college; the relationship between the 2 variables was partially mediated by 1st-year grade point average (GPA). PTSD symptomatology was not significantly associated with academic achievement or persistence for males. For trauma-exposed females, in addition to PTSD symptomatology, being a student at a predominantly White institution and entering college with low high school GPA were identified as risk factors for low academic achievement and college dropout; on the other hand, involvement in on-campus activities and higher levels of perceived academic integration in the 1st semester were associated with higher 1st-year GPA, which, in turn, was related to increased likelihood of remaining in college. Clinical implications and strategies to support students with trauma exposure and PTSD are discussed. PMID:23957769

Boyraz, Güler; Horne, Sharon G; Owens, Archandria C; Armstrong, Aisha P

2013-10-01

405

Long-Term Follow Up of CSRP: Understanding Students' Academic Achievement Post-Treatment  

ERIC Educational Resources Information Center

In this poster presentation, the authors examine the impact of Chicago School Readiness Project (CSRP) on students' academic achievement in elementary school. First, they provide upper- and lower-bound estimates of the impact of CSRP on students' academic achievement, taking into account their subsequent nonrandom selection into higher versus…

Lennon, Jaclyn M.; Li-Grining, Christine; Raver, C. Cybele; Pess, Rachel A.

2011-01-01

406

Impact of School Type on Parent Involvement and Academic Achievement of Kindergarten Students Controlling Socioeconomic Status.  

ERIC Educational Resources Information Center

Examines the impact of school type (public or private) on parent involvement and the academic achievement of kindergarten students. After controlling for student socioeconomic status, finds, for example, little or no difference in the academic achievement of kindergarteners in public and private schools or in the level of parent involvement.…

Park, Hae-Seong

2003-01-01

407

Mentoring Urban Black Middle School Male Students: Implications for Academic Achievement  

ERIC Educational Resources Information Center

Researchers have called for innovative and culturally responsive intervention programs to enhance male, Black 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.…

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

2009-01-01

408

Racial-Ethnic Identity in Mid-Adolescence: Content and Change as Predictors of Academic Achievement  

ERIC Educational Resources Information Center

Three aspects of racial-ethnic identity (REI)--feeling connected to one's racial-ethnic group (Connectedness), being aware that others may not value the in-group (Awareness of Racism), and feeling that one's in-group is characterized by academic attainment (Embedded Achievement)--were hypothesized to promote academic achievement. Youth randomly…

Altschul, Inna; Oyserman, Daphna; Bybee, Deborah

2006-01-01

409

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

Federal Register 2010, 2011, 2012, 2013

...34 CFR Part 200 Title I--Improving the Academic Achievement...1810-AA99 [Docket ID ED-2013-OESE-0119] Title I--Improving the Academic Achievement...records exchange mechanism mandated under title I, part C, of the Elementary and...

2013-12-27

410

Adolescent Academic Achievement, Bullying Behavior, and the Frequency of Internet Use  

ERIC Educational Resources Information Center

Using two waves of data from the National Longitudinal Survey of Youth (NLSY), I investigated the relationships among bullying behaviors, internet use, and academic achievement for Black, Hispanic, and White boys and girls. I assessed three measures of academic achievement, including scores on mathematics, reading comprehension, and vocabulary.…

Norris, Tina L.

2010-01-01

411

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

ERIC Educational Resources Information Center

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

Nunn, Gary D.; And Others

1986-01-01

412

Family Environment, Educational Aspirations, and Academic Achievement in Two Cultural Settings.  

ERIC Educational Resources Information Center

Tested a four-step model involving family background parental support and demandingness, educational aspirations, and academic achievement. Data came from Israeli eighth graders within two cultural settings: transition to modernity (Arabs) and Western (Jews). Family background directly and indirectly affected academic achievement among Arabs but…

Seginer, Rachel; Vermulst, Ad

2002-01-01

413

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

ERIC Educational Resources Information Center

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

Wilkins, Natalie J.; Kuperminc, Gabriel P.

2010-01-01

414

A Longitudinal Examination of the Bidirectional Links between Academic Achievement and Parent-Adolescent Conflict  

ERIC Educational Resources Information Center

We examined reciprocal associations between parent-adolescent conflict and academic achievement over a 2-year period. Participants were mothers, fathers, and adolescents from predominantly White, working and middle class families (N = 168). After accounting for previous academic achievement, parent-adolescent conflict predicted relative declines…

Dotterer, Aryn M.; Hoffman, Lesa; Crouter, Ann C.; McHale, Susan M.

2008-01-01

415

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

PubMed

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

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

2014-06-01

416

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

NASA Astrophysics Data System (ADS)

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 and without prompting. Gender differences within instructional group and strategy use were evaluated. According to these research findings, prompting appears to be a critical component of self-regulated learning strategy instruction with all groups. Selected groups showed greater increases in both academic achievement and self-regulated learning strategy use when prompting was a component of self-regulated learning strategy instruction. Students who demonstrated either below average self-regulated learning strategy skills, or lower GPAs showed the greatest gain from prompting plus instruction. Gender differences were demonstrated, with females showing greater self-regulated learning strategy use compared to males. The findings from this study emphasize the importance of self-regulated learning strategy instruction, especially for middle school students.

Cekolin, Catherine Helen

417

On the relationship between value orientation, valences, and academic achievement  

Microsoft Academic Search

Value orientations are believed to influence learning in school. We assume that this influence is mediated by the valences\\u000a attached to specific school subjects. In a questionnaire study (704 students from 36 classes) achievement and well-being value\\u000a orientations were measured. Students also rated valence scales for the school subjects German and Mathematics and reported\\u000a their respective grades. In order to

Stefan Fries; Sebastian Schmid; Manfred Hofer

2007-01-01

418

Is There a Relationship between Physical Fitness and Academic Achievement? Positive Results from Public School Children in the Northeastern United States  

ERIC Educational Resources Information Center

Objectives: To determine relationships between physical fitness and academic achievement in diverse, urban public school children. Methods: This cross-sectional study used public school data from 2004 to 2005. Academic achievement was assessed as a passing score on Massachusetts Comprehensive Assessment System (MCAS) achievement tests in…

Chomitz, Virginia R.; Slining, Meghan M.; McGowan, Robert J.; Mitchell, Suzanne E.; Dawson, Glen F.; Hacker, Karen A.

2009-01-01

419

The Relationship of Locus of Control and Self-Efficacy to Academic Achievement of First-Year Students  

ERIC Educational Resources Information Center

This correlation study assessed whether the psychological variables of college students' locus of control, self-efficacy, and achievement expectations strengthen the prediction of academic achievement beyond that of traditional cognitive measures of high school grade point average and scores on the ACT or SAT examination. The study used earned…

Hoover, Kathleen Geiger

2003-01-01

420

Moderating Effect of Achievement Motivation and Locus of Control on the Relationship between Academic Ability and Academic Performance.  

ERIC Educational Resources Information Center

The relationship between ability and grade point average was examined for the moderating effects of achievement motivation and locus of control for college students. Data indicated that achievement motivation did moderate the relationship between academic ability and cumulative grade point average for objective and subjective estimates of ability.…

Edwards, Jack E.; Waters, L. K.

1981-01-01

421

Academic Achievement and Formal Thought in Engineering Students  

ERIC Educational Resources Information Center

Introduction: Research on university-level academic performance has significantly linked failure and dropping out to formal reasoning deficiency. We have not found any papers on formal thought in Argentine university students, in spite of the obvious shortcomings observed in the classrooms. Thus, the main objective of this paper was exploring the…

Vazquez, Stella Maris; de Anglat, Hilda Difabio

2009-01-01

422

Executive Impairment Determines ADHD Medication Response: Implications for Academic Achievement  

ERIC Educational Resources Information Center

Methylphenidate (MPH) often ameliorates attention-deficit/hyperactivity disorder (ADHD) behavioral dysfunction according to "indirect" informant reports and rating scales. The standard of care behavioral MPH titration approach seldom includes "direct" neuropsychological or academic assessment data to determine treatment efficacy. Documenting…

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

2011-01-01

423

Structuring Out-of-School Time to Improve Academic Achievement.  

National Technical Information Service (NTIS)

This guide is intended to help educators, out-of-school time (OST) program providers, and school and district administrators structure academically focused out-of-school time programs. OST is an opportunity to supplement learning from the school day and p...

D. Parsley G. Borman J. Capizzano M. Beckett S. Ross

2009-01-01

424

Effect of a Career, Academic, Personal and Social Growth High School Transition Program Option on 9th-Grade Students' Achievement, Behavior, and Engagement  

ERIC Educational Resources Information Center

The purpose of this study was to determine the effect of a career, academic, personal, and social high school transition program option on 9th-grade students' achievement, behavior, and engagement. Students in the career, academic, personal, and social group (n = 30) and the comparison academic/elective course option programs group (n = 30)…

Gauchat, Tiffanie A.

2010-01-01

425

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.

426

Sense of coherence and academic achievement of domestic and international students: a comparative analysis  

Microsoft Academic Search

Traditional models of educational outcomes relate academic achievement to university experiences controlling for background\\u000a characteristics, like former levels of achievement. In these models, most of the variance in the outcome under consideration\\u000a is explained not by experiences inside the university but by background characteristics, such as prior levels of academic\\u000a achievement. In many instances the contribution of institutional experiences to

J. Paul Grayson

2008-01-01

427

Relations between Executive Function and Academic Achievement from Ages 5 to 17 in a Large, Representative National Sample  

ERIC Educational Resources Information Center

This study examined age-related changes in complex executive function (EF) in a large, representative sample (N=2036) aged 5 to 17 using the Cognitive Assessment System (CAS; Naglieri & Das, 1997a). Relations between complex EF and academic achievement were examined on a sub-sample (N = 1395) given the Woodcock-Johnson Tests of Achievement-Revised…

Best, John R.; Miller, Patricia H.; Naglieri, Jack A.

2011-01-01

428

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

NASA Astrophysics Data System (ADS)

Education in the United States is moving quickly toward holding school districts more accountable for the academic success of all students. The purpose of this quasi-experimental study was to determine if utilizing differentiated instructional strategies had an impact on student achievement. Differentiated instruction, based on the theory of constructivism, is a means of meeting the needs of all learners within a single classroom. Teachers must vary how and what they teach, as well as how they evaluate. Analysis of Covariance (ANCOVA) was used to determine the impact instruction using differentiated strategies had on the academic achievement of second-grade students in life science and in physical science. Students in the differentiated instructional classes were found to score significantly greater than their traditionally instructed peers. School districts across the United States can benefit from the findings of this study. Teachers at all levels should be trained in differentiated instruction to better serve their students. Differentiated instruction provides all children better opportunities to learn, resulting in more academically equipped and contributing members of society.

Ferrier, Ann M.

429

Multiculturalism as a dimension of school climate: the impact on the academic achievement of Asian American and Hispanic youth.  

PubMed

Multiculturalism constitutes an important element of school climate, but the relation between perceived multiculturalism and academic achievement has not been widely studied. This study examined the influence of students' perceptions of school support for multiculturalism on academic achievement among 280 Asian American and Hispanic youth, including ethnic identity and ethnocultural empathy as potential mediators. Results of structural equation modeling revealed that perceived multiculturalism was significantly positively related to ethnocultural empathy for Asian Americans and Hispanics, and that ethnocultural empathy, in turn, was predictive of academic achievement for Hispanics only. Results of bootstrapping to test for mediation effects revealed ethnocultural empathy to be a salient mediator for Hispanic youth. Although ethnic identity did not mediate the link between multiculturalism and academic achievement, ethnic identity was significantly predictive of achievement for Hispanics. On the whole, these findings suggest that fostering a school climate supportive of multiculturalism may improve empathy toward ethnic out-groups. Furthermore, schools that promote compassion and tolerance for diverse ethnic groups may achieve better academic outcomes among Hispanic youth. PMID:21058811

Chang, Janet; Le, Thao N

2010-10-01

430

Cognitive processes and academic achievement in EMR adolescents.  

PubMed

Twelve cognitive process variables were investigated as predictors of reading and arithmetic achievement and studied for internal structure, with 115 EMR adolescent subjects. Stepwise regression and factor analyses were employed to study prediction and structure, respectively. Memory variables were the most important predictors of reading. They were also involved in arithmetic but to a lesser extent. The data suggested that the ability to generate and utilize strategies facilitating the recall of unstructured material as well as the capacity to be sensitive to strategy-relevant structure embedded in stimuli were important prerequisites for the acquisition of reading skills. An oddity task, measuring the ability to maintain the same relational focus for successive applications to new stimulus material, was found to be most pertinent for predicting arithmetic computational skills. PMID:970410

Blackman, L S; Bilsky, L H; Mar, H

1976-09-01

431

Academic Achievement and School Functioning among Nonincarcerated Youth Involved with the Juvenile Justice System  

ERIC Educational Resources Information Center

The relationship between academic problems and delinquency is well documented among incarcerated populations but has not been examined among nonincarcerated youth involved with the juvenile justice system. This research examined the school functioning and academic achievement of 157 youth who had brief contact with a state department of juvenile…

Brown, Jonathan D.; Riley, Anne W.; Walrath, Christine M.; Leaf, Philip J.; Valdez, Carmen

2008-01-01

432

Turning around Reading Achievement: Predictors of High School Students' Academic Resilience.  

ERIC Educational Resources Information Center

In a national, longitudinal database, factors were examined that enabled public school students on a path toward failure to significantly improve reading achievement by high school graduation. Being Caucasian and female, having an internal locus of control, and taking an academic curriculum independently predicted academic resilience.…

Cappella, Elise; Weinstein, Rhona S.

2001-01-01

433

Examining Gender and the Academic Achievement of Students with Emotional Disturbance  

ERIC Educational Resources Information Center

Students with emotional disturbance (ED) have significant academic deficits (Trout, Nordness, Pierce, & Epstein, 2003; Lane, 2004). Even after identification and school intervention, students with ED continue to demonstrate limited academic achievement and high rates of drop out and school failure, with 80-90% scoring below grade level on tests of…

Rice, Elisabeth Hess; Yen, Cherng-Jyh

2010-01-01

434

Relationship between Metacognition, Motivation, Locus of Control, Self-Efficacy, and Academic Achievement.  

ERIC Educational Resources Information Center

Examines the relationship between metacognition and certain personality variables and the role they play in academic achievement. Participants were grade 12 students (N=108) in New Brunswick and Newfoundland. Results indicate significant positive relationships between metacognition, motivation, locus of control, self-efficacy, and academic

Landine, Jeffrey; Stewart, John

1998-01-01

435

The Effects of School, Family, and Community Support on the Academic Achievement of African American Adolescents.  

ERIC Educational Resources Information Center

Effects of school, family, and community support on academic attitudes and achievement were examined in 827 eighth-grade black students in an urban school district in the southeastern U.S. Students' church involvement and perceptions of teacher and parental support positively influence academic self-concepts and school behaviors. (MMU)

Sanders, Mavis G.

1998-01-01

436

Self-Concept and Academic Achievement: A Meta-Analysis of Longitudinal Relations  

ERIC Educational Resources Information Center

The relation between self-concept and academic achievement was examined in 39 independent and longitudinal samples through the integration of meta-analysis and path analysis procedures. For relations with more than 3 independent samples, the mean observed correlations ranged from 0.20 to 0.27 between prior self-concept and subsequent academic

Huang, Chiungjung

2011-01-01

437

Cultural Diversity and Academic Achievement. Urban Education Program. Urban Monograph Series.  

ERIC Educational Resources Information Center

Four papers on responding to diversity in the schools were presented at the North Central Regional Educational Laboratory's Urban School Leadership Mini-Conference. This document presents two, a framework for the discussions by John Attinasi and an exploration of how differences in culture and language affect academic achievement. "Academic

Bowman, Barbara T.

438

Closing the Gap in Academic Readiness and Achievement: The Role of Early Childcare  

ERIC Educational Resources Information Center

Background: Socially disadvantaged children with academic difficulties at school entry are at increased risk for poor health and psychosocial outcomes. Our objective is to test the possibility that participation in childcare--at the population level--could attenuate the gap in academic readiness and achievement between children with and without a…

Geoffroy, Marie-Claude; Cote, Sylvana. M.; Giguere, Charles-Edouard; Dionne, Ginette; Zelazo, Philip David; Tremblay, Richard E.; Boivin, Michel; Seguin, Jean. R.

2010-01-01

439

Health and Academic Achievement: Cumulative Effects of Health Assets on Standardized Test Scores Among Urban Youth in the United States*  

PubMed Central

Background The Institute of Medicine (2012) concluded that we must “strengthen schools as the heart of health.” To intervene for better outcomes in both health and academic achievement, identifying factors that impact children is essential. Study objectives are to (1) document associations between health assets and academic achievement, and (2) examine cumulative effects of these assets on academic achievement. Methods Participants include 940 students (grades 5 and 6) from 12 schools randomly selected from an urban district. Data include physical assessments, fitness testing, surveys, and district records. Fourteen health indicators were gathered including physical health (eg, body mass index [BMI]), health behaviors (eg, meeting recommendations for fruit/vegetable consumption), family environment (eg, family meals), and psychological well-being (eg, sleep quality). Data were collected 3-6 months prior to standardized testing. Results On average, students reported 7.1 health assets out of 14. Those with more health assets were more likely to be at goal for standardized tests (reading/writing/mathematics), and students with the most health assets were 2.2 times more likely to achieve goal compared with students with the fewest health assets (both p < .001). Conclusions Schools that utilize nontraditional instructional strategies to improve student health may also improve academic achievement, closing equity gaps in both health and academic achievement.

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

2014-01-01

440

Academic Jewish Studies Internet Directory  

NSDL National Science Digital Library

This addition to the WWW Virtual Libraries collection is maintained by Dr. Stefan Rohrbacher and staff at the Jewish Studies Department of the University of Duisburg, Germany. Jewish Studies researchers will find numerous items of interest, including extensive links to Academic Associations, Research Institutes, Jewish Studies Programs, and Archives. Researchers can also use this site to access online library catalogs and a number of other Internet resources, including RAMBI, the Index of Articles in Jewish Studies (telnet access only).

441

Academic achievement, employment, age and gender and students' experience of alternative school.  

PubMed

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 of school personnel also reported a greater sense of school membership. Male students and older students had a more negative perception of administrators relative to female and younger students. In addition, students who worked tended to report higher grades than students who did not. Study implications are discussed. PMID:19086669

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

2008-01-01

442

Cognitive Predictors of Academic Achievement in Young Children 1 Year Following Traumatic Brain Injury  

PubMed Central

Objective To examine cognitive predictors of academic achievement in young children with traumatic brain injury (TBI) and orthopedic injury (OI) shortly after injury and 1 year post-injury. Methods Participants included 3 to 6 year old children, 63 with TBI (46 with moderate TBI and 17 with severe TBI) and a comparison group of 80 children with OI. Academic achievement was assessed approximately 1 month and 12 months post injury, using three subtests from the Woodcock-Johnson Tests of Achievement-Third Edition and the School Readiness Composite from the Bracken Basic Concepts Scale-Revised. General intellectual functioning, memory, and executive functions were measured at the initial assessment using standardized tests. Results Hierarchical linear regression was used to predict academic achievement at the initial and 1-year follow-up assessments. Memory and executive functions were significant predictors of academic achievement at both assessments, after controlling for group membership and demographic variables. Executive function remained a significant predictor of some outcomes after taking general intellectual functioning into account. Predictive relationships did not vary across the TBI and OI groups. Similar results were obtained when regression analyses were completed with only TBI participants using the Glasgow Coma Scale (GCS) score as a predictor, although memory and executive functioning were somewhat less robust in predicting academic achievement than before. Conclusions Both memory and executive function predict academic achievement following TBI in preschool children, although some of the associations may be accounted for by general intellectual functioning.

Fulton, John B.; Yeates, Keith Owen; Taylor, H. Gerry; Walz, Nicolay C.; Wade, Shari L.

2012-01-01

443

Examining the Impact of Capital on Academic Achievement.  

ERIC Educational Resources Information Center

Examines the impact of variations in capital stock (physical assets) across school districts on student achievement. Uses level of bond indebtedness as a proxy for capital stock. Finds significant positive correlation between district per-student bonded indebtedness and student achievement measured by district mean scores on Michigan's Education…

Jones, John T.; Zimmer, Ron W.

2001-01-01

444

Is Alcohol Consumption Associated with Poor Academic Achievement in University Students?  

PubMed Central

Background: We assessed associations between educational achievement and alcohol consumption. Methods: We employed five alcohol consumption measures (length of time of and amount consumed during most recent drinking occasion, frequency of alcohol consumption, heavy episodic drinking, problem drinking); and three educational achievement indicators (students’ subjective importance of achieving good grades, students’ appraisal of their academic performance in comparison with peers, students’ actual module mark). Results: Males were positively associated with all five alcohol consumption measures. Age was negatively associated with three alcohol consumption measures. While students´ importance of good grades was negatively associated with three alcohol consumption measures, academic performance in comparison with peers was negatively associated with heavy episodic drinking. Actual module mark was not associated with any alcohol consumption measure. Conclusions: Alcohol consumption showed negative associations with motivation for and subjectively achieved academic performance. University alcohol prevention activities might have positive impact on students’ academic success.

El Ansari, Walid; Stock, Christiane; Mills, Claire

2013-01-01

445

Service Teachers' Academic Achievements in Online Distance Education: The Roles of Online Self-Regulation and Attitudes  

ERIC Educational Resources Information Center

The purpose of this study is to examine pre-service teachers' academic achievements in terms of different variables such as online self-regulated learning skills and attitudes towards distance education. This study is descriptive in nature. Survey study design was implemented to examine the relationships among variables. The study was…

Uzun, Ahmet Murat; Unal, Erhan; Yamac, Ahmet

2013-01-01

446

Academic Achievement and Depressive Symptoms in Low-Income Latino Youth  

Microsoft Academic Search

The Latino population in the United States is increasing rapidly, and Latino youth comprise a significant proportion of the\\u000a overall school-age population. Latino youth, however, demonstrate lower levels of academic achievement. Research also indicates\\u000a Latino youth consistently report higher levels of depressive symptoms. We examined the relation between academic achievement\\u000a and depressive symptoms in Latino youth. We additionally investigated the

Kristen E. Zychinski; Antonio J. Polo

447

The Effects of Pre-Collegiate Academic Outreach Programs on First-Year Financial Aid Attainment, Academic Achievement, and Persistence  

Microsoft Academic Search

National statistics continue to show substantial disparities in the postsecondary enrollment and completion rates between more and less advantaged groups. Despite gains made on the part of low-income, first generation, and minority students in the areas of access, persistence, and academic achievement, gaps still exist (Avery & Kane, 2004; Gladieux & Swail, 1998; NCES, 2002; 2006). Pre-collegiate outreach programs have

Angela Alvarado Coleman

2011-01-01

448

The Effects of Pre-Collegiate Academic Outreach Programs on First-Year Financial Aid Attainment, Academic Achievement and Persistence  

ERIC Educational Resources Information Center

National statistics continue to show substantial disparities in the postsecondary enrollment and completion rates between more and less advantaged groups. Despite gains made on the part of low-income, first generation, and minority students in the areas of access, persistence, and academic achievement, gaps still exist (Avery & Kane, 2004;…

Coleman, Angela Alvarado

2011-01-01

449

School Adjustment and Academic Achievement: Parental Expectations and Socio-Cultural Background.  

ERIC Educational Resources Information Center

Examined relationships between adjustment and academic achievement and effects of sociocultural background on parental expectations for primary school students in Italy. Found a significant relationship between adjustment and achievement. Parents were more willing than teachers to excuse poor adjustment or behavior in a high-achieving child.…

Balboni, Giulia; Pedrabissi, Luigi

1998-01-01

450

Achievement Motivation Profiles of 2010 Academic Year Graduates from Newberry College  

ERIC Educational Resources Information Center

This research examines the relationship of Achievement Motivation Profiles and a student's ability to persist through their chosen curriculum to graduate within an appropriate time. A population of 2010 Academic Year graduates from Newberry College were asked to complete the Achievement Motivation Profile. Comparison between achievement motivation…

Settlemyer, Jennifer B.

2010-01-01

451

“I’m Not Learning”: The Role of Academic Relevancy for Low-Achieving Students  

Microsoft Academic Search

When students enter high school with low achievement, they are likely to exit high school with low achievement. Given this stability in achievement, it is important to identify factors that can shift academic trajectories. Promising factors include the degree to which school is experienced as relevant and intrinsically motivating to students. Little is known about how these factors together are

Howard E. Crumpton; Anne Gregory

2011-01-01

452

Progress in Student Academic Achievement: Evaluation of New City Charter School in 2008-09  

ERIC Educational Resources Information Center

This report describes New City Charter School student achievement in the 2008-09 school year, the school's sixth operating year. The number of students enrolled in the school was 125, an increase from 60 students enrolled the first year of the school. Student academic achievement is measured using the Woodcock-Johnson III Tests of Achievement

Gozali-Lee, Edith

2010-01-01

453

Using Collaborative Planning and Teaching Practices to Improve the Academic Achievement of Students with Disabilities: A Case Study of Inclusive Classrooms in Two Schools  

ERIC Educational Resources Information Center

This study examines the collaborative practices between three sets of special education and English/Language Arts teachers involved in the co-teaching of inclusive classrooms--classrooms consisting of both general education and special education students (SWDs). The study took place in two middle schools in two different school districts in New…

Terranoud, Timothy Gerard

2010-01-01

454

The Relationship between Music and Visual Arts Formal Study and Academic Achievement on the Eighth-Grade Louisiana Educational Assessment Program (LEAP) Test  

ERIC Educational Resources Information Center

The purpose of this study was to examine the policy implications allowing administrators to exempt a student from required arts instruction if the student obtained unsatisfactory scores on the high-stake state mandated tests in English and mathematics. This study examined English language arts and math test scores for 37,222 eighth grade students…

Baker, Richard Allen, Jr.

2011-01-01

455

Academic Achievement: The Unique Contribution of Self-Efficacy Beliefs in Self-Regulated Learning beyond Intelligence, Personality Traits, and Self-Esteem  

ERIC Educational Resources Information Center

The present study examined the contribution of self-efficacy beliefs in self-regulated learning (SESRL) in predicting academic achievement at the end of junior high school above and beyond the effects of previous academic achievement, gender, socioeconomic status, intelligence, personality traits, and self-esteem. Participants included 170 (87…

Zuffiano, Antonio; Alessandri, Guido; Gerbino, Maria; Kanacri, Bernadette Paula Luengo; Di Giunta, Laura; Milioni, Michela; Caprara, Gian Vittorio

2013-01-01

456

Adolescent academic achievement and school engagement: an examination of the role of school-wide peer culture.  

PubMed

During adolescence, peer groups present an important venue for socializing school-related behaviors such as academic achievement and school engagement. While a significant body of research emphasizes the link between a youth's immediate peer group and academic outcomes, the current manuscript expands on this idea, proposing that, in addition to smaller peer groups, within each school exists a school-wide peer culture that is comprised of two components (a relational and a behavioral component), each of which is related to individual academic outcomes. The relational component describes the aggregate of students' perceptions of the quality of peer relationships within each school. The behavioral component is an aggregate representation of students' actual behaviors in regard to academic tasks. We used data from the 4-H Study of Positive Youth Development, which surveyed 1,718 5th grade students (45.9 % male, 51.4 % White, 17.8 % Hispanic, 7.6 % African American) in 30 schools, to explore the idea that, during adolescence, the relational and behavioral components of a school's peer culture are related to students' academic achievement and school engagement. Results suggested that above and beyond a variety of individual, familial, peer, and school characteristics that have previously been associated with academic outcomes, aspects of behavioral peer culture are associated with individual achievement while components of both relational and behavioral peer culture are related to school engagement. Implications for future research are discussed. PMID:23076767

Lynch, Alicia Doyle; Lerner, Richard M; Leventhal, Tama

2013-01-01

457

A Qualitative Interpretive Study of the Lived Educational Experiences of African American Male Students in Southeastern New Mexico: A Cross-Generational Exploration of Perceptions regarding Academic Achievement  

ERIC Educational Resources Information Center

This research is an interpretive qualitative study that explores the perceptions and perspectives of two generations of African American male students, as related to their educational experiences at the same southeastern New Mexico high school. The central question of this research is, has the educational experience for African American male…

Moore-Callahan, Tamara Y.

2010-01-01

458

How Academic Achievement, Attitudes, and Behaviors Relate to the Course of Substance Use During Adolescence: A 6Year, Multiwave National Longitudinal Study  

Microsoft Academic Search

Self-report data regarding alcohol, cigarette, and marijuana use were collected biennially from ages 14 to 20 in a nationally representative panel sample of adolescents (N 51,897) from the Monitoring the Future study. Growth curve analyses were performed using hierarchical linear modeling to consider psychosocial background, motivation and school attitudes, and parental and peer influences at age 14 as predictors of

Alison L. Bryant; John E. Schulenberg; Patrick M. O'Malley; Jerald G. Bachman; Lloyd D. Johnston

2003-01-01

459

Effective Parental Influence: Academic Home Climate Linked to Children's Achievement  

ERIC Educational Resources Information Center

What constitutes effective parenting? An international consensus has evolved that effective parenting makes important contributions to children's achievement. But the fundamental question is what constitutes effective parenting. Most of the research that has been done in answering this question has been done within existing school frameworks…

Campbell, James Reed; Verna, Marilyn Ann

2007-01-01

460

EPPS Patterns and Academic Achievement in Counseling Clients  

ERIC Educational Resources Information Center

Personality patterns did not improve prediction from aptitude and achievement variables in the weight determination sample and in cross-validation actually cancelled out predictability from traditional measures. Prediction of college grades from high school grades and aptitude tests was, on the other hand. both accurate and consistent. (Author)

Lunneborg, Patricia W.

1970-01-01

461

Bilingual Two-Way Immersion Programs Benefit Academic Achievement  

ERIC Educational Resources Information Center

The effects of bilingual education on reading and math achievement were examined by comparing test scores across different elementary school programs. Results revealed that bilingual Two-Way Immersion (TWI) programs benefited both minority-language and majority-language students. Minority-language students in TWI programs outperformed their peers…

Marian, Viorica; Shook, Anthony; Schroeder, Scott R.

2013-01-01

462

Assessment plan for student academic achievement: one college's perspective.  

PubMed

The general public has become increasingly concerned about the accomplishments of education. Accrediting bodies are holding institutions of higher education accountable for educational services and are demanding a variety of assessment activities. This article presents the plan for assessment of student achievement at the Kent State University College of Podiatric Medicine. PMID:23204206

Hetherington, Vincent J

2012-01-01

463

The impact of full inclusion on the academic achievement of students with disabilities in grades 3 to 6  

Microsoft Academic Search

This research study investigated the effectiveness of full inclusion on the academic achievement of students with disabilities in grades 3–6 in the DeKalb County Schools in Tennessee over a three-year period. The dependent variables in the study were students' reading\\/language and math achievement test scores. Independent variables in the study were gender, socioeconomic level, and school attendance. The research involved

Barbara Gayle Redmon

2007-01-01

464

Trust as a Mediator of the Relationships between Poverty, Racial Composition, and Academic Achievement: Evidence from Michigan's Public Elementary Schools  

ERIC Educational Resources Information Center

Purpose: Research shows that trust is significantly related to academic achievement. This study expands knowledge of this connection in two ways. First, because a stratified, random sample of elementary schools from an entire state was used, the results have considerable generalizability. Second, this study tested the relationship between trust…

Goddard, Roger D.; Salloum, Serena J.; Berebitsky, Dan

2009-01-01

465

Form One Students' Engagement with Computer Games and Its Effect on Their Academic Achievement in a Malaysian Secondary School  

ERIC Educational Resources Information Center

The main purpose of the study was to address the association between computer games and students' academic achievement. The exceptional growth in numbers of children playing computer games, the uneasiness and incomplete understanding foundation when starting the discussion on computer games have stimulated this study to be conducted. From a survey…

Eow, Yee Leng; Wan Ali, Wan Zah bte; Mahmud, Rosnaini bt.; Baki, Roselan

2009-01-01

466

The Black-White-Other Achievement Gap: Testing Theories of Academic Performance among Multiracial and Monoracial Adolescents  

ERIC Educational Resources Information Center

The study presented here tested three theories of racial differences in academic performance among monoracial and multiracial high school students. These theories (status attainment, oppositional culture, and educational attitudes) were developed to explain differences in achievement among monoracial groups, but the study tested how the theories…

Herman, Melissa R.

2009-01-01

467

Relations between Executive Function and Academic Achievement from Ages 5 to 17 in a Large, Representative National Sample  

PubMed Central

This study examined age-related changes in complex executive function (EF) in a large, representative sample (N = 2,036) aged 5 to 17 using the Cognitive Assessment System (CAS; Naglieri & Das, 1997a). Relations between complex EF and academic achievement were examined on a sub-sample (N = 1,395) given the Woodcock-Johnson Tests of Achievement–Revised (Woodcock & Johnson, 1989). Performance on the three complex EF tasks improved until at least age 15, although improvement slowed with increasing age and varied some across tasks. Moreover, the different developmental patterns in the correlations between completion time and accuracy provide clues to developmental processes. Examination of individual achievement subtests clarified the specific aspects of academic performance most related to complex EF. Finally, the correlation between complex EF and academic achievement varied across ages, but the developmental pattern of the strength of these correlations was remarkably similar for overall math and reading achievement, suggesting a domain-general relation between complex EF and academic achievement.

Best, John R.; Miller, Patricia H.; Naglieri, Jack A.

2011-01-01

468

Time use, time management and academic achievement among occupational therapy students.  

PubMed

The purpose of this study was to examine time use patterns and variables related to time use, including feelings about time use, time management, and academic achievement, among normal college students. Time use was examined from the perspective of the model of human occupation. One hundred and six male and female occupational therapy students enrolled at Worcester State College in Worcester, MA completed two self-report questionnaires and a demographic questionnaire. The subjects completed the Occupational Questionnaire (Riopel Smith, Kielhofner, and Watts, 1986) which measured time use (activities engaged in during a typical 24-h period), and feelings about time use (related to competence, value, enjoyment) for the activities they reported. In addition, they completed the Time Management Questionnaire (Britton and Tesser, 1990, which measured their time attitudes, preferences for short range planning, and preferences for long range planning. The results of the study suggest that older students and those experiencing role overload perceive themselves as less competent, and value and enjoy their time use less than younger students and those with fewer role demands. In addition, the use of time management was related to academic achievement. Implications of the findings are discussed. PMID:24441496

Henry, A D; Costa, C; Ladd, D; Robertson, C; Rollins, J; Roy, L

1996-01-01

469

Racial pride and religiosity among African American boys: implications for academic motivation and achievement.  

PubMed

The persistent underachievement among African American boys has led to increased empirical inquiry, yet little research considers within-group variation in achievement nor positive youth characteristics that help explain positive achievement outcomes. This study conceptualized culturally-based factors (racial pride and religiosity) as adolescent assets that would promote African American boys' achievement and also enhance positive effects of other youth assets (positive educational utility beliefs) on achievement. Our sample included 158 adolescent boys (M = 17.08) from a large, socioeconomically diverse suburban community context. Accounting for demographic background variables, educational utility beliefs were positively associated with academic grade performance. A significant educational utility beliefs and racial pride interaction indicated a stronger, positive association of educational utility beliefs with grade performance among boys with higher racial pride relative to those with lower racial pride. Also, there was a stronger positive association between educational utility beliefs and grades for boys reporting lower religious importance, but boys endorsing both lower educational utility beliefs and religious importance were at highest risk for low grade performance. Overall results suggest the importance of considering culturally-based factors in studying achievement motivation processes among ethnic minority adolescents. PMID:21611827

Butler-Barnes, Sheretta T; Williams, Terrinieka T; Chavous, Tabbye M

2012-04-01

470

Comparing Self-Regulatory and Early Academic Skills as Predictors of Later Math, Reading, and Science Elementary School Achievement  

NASA Astrophysics Data System (ADS)

The achievement score gaps between advantaged and disadvantaged children at school entry is a major problem in education today. Identifying the skills critical for school readiness is an important step in developing interventions aimed at addressing these score gaps. The purpose of this study is to compare a number of school readiness skills with an eye toward finding out which are the best predictors of later academic achievement in math, reading, and science. The predictors were early reading, math, general knowledge, socioemotional skills, and motor skills. Data were obtained from the Early Childhood Longitudinal Study of 1998 (NCES, 1998) database. While controlling for an extensive set of family characteristics, predictions were made across five years - from the end of kindergarten to the end of fifth grade. Consistent with current findings, reading and math skills predicted later achievement. Interestingly, general knowledge, attention, and fine motor skills also proved to be important predictors of later academic achievement, but socioemotional skills were not. The findings were interpreted from a neurobiological perspective involving the development of self-regulation. These school entry skills are used to predict later achievement in reading, math, and science. I argued that in addition to acquiring early academic knowledge, children need to regulate the use of this knowledge to meet academic goals.

Murrah, William M., III

471

Children's Beliefs in Internal-External Control and Self-Esteem as Related to Academic Achievement  

ERIC Educational Resources Information Center

An internal locus of control (LOC) orientation was significantly related to academic achievement and high self-esteem. For males, LOC was related to grade point averages and not achievement test scores, while the reverse held for females. Differential socialization of females from males might account for the lack of relationship between grades and…

Gordon, Donald A.

1977-01-01

472

Assessment and Instructional Implications of the Alternate Assessment Based on Modified Academic Achievement Standards (AAMAS)  

Microsoft Academic Search

The alternate assessment based on modified academic achievement standards (AA-MAS) is the latest flexibility added to the No Child Left Behind Act and the Individuals with Disabilities Education Act. It allows schools to count up to 2% of the total student population as proficient against a modified achievement standard. This new assessment option has significant implications for both what the

Martha L. Thurlow

2008-01-01

473

Principal Leadership: Creating a Culture of Academic Optimism to Improve Achievement for All Students  

ERIC Educational Resources Information Center

Since the Coleman Report (1966), educational researchers have tried to identify school properties that make a difference in student achievement and overcome the negative influence of low socioeconomic status. We theorized that academic optimism was a latent construct that enhanced student achievement and that enabling school structure provided a…

McGuigan, Leigh; Hoy, Wayne K.

2006-01-01

474

Schools that Overcome the Disparities of Academic Achievements among Children: Searching for Japanese Effective Schools  

ERIC Educational Resources Information Center

We reported the major findings of our research based on our own academic achievement tests towards elementary school and junior high school pupils in 2002. We then pointed out the fact that the differences of achievement between social groups have been expanded. Nowadays, that issue is seen to be one of the most serious educational problems in…

Shimizu, Kokichi

2007-01-01

475

Perceived Classroom Control, Self-Regulated Learning Strategies, and Academic Achievement  

Microsoft Academic Search

Relations between perceived classroom control, self-regulation strategies and academic achievement were investigated in a sample of 302 sixth grade students. Four distinct perceived classroom control styles were determined, based on the balance between teacher and student control over learning. It was hypothesised that student mathematics achievement would be contingent on the combined effects of teacher and student control: it would

YOHANAN ESHEL; REVITAL KOHAVI

2003-01-01

476

Social Psychological Dispositions and Academic Achievement of Inuit and Non-Inuit Students.  

ERIC Educational Resources Information Center

Examines differences between Inuit and non-Inuit students in activism (social attitude), self-concept, and academic achievement. Inuits scored lower in activism and self-concept than non-Inuits. Suggests teachers create personalized classroom environments to positively affect activism and self-concept, and thereby enhancing achievement.…

Clifton, Rodney A.; Roberts, Lance W.

1988-01-01

477

The Impact of Parents' Years since Migration on Children's Academic Achievement  

Microsoft Academic Search

In this paper, we employ register data for eight cohorts of second-generation immigrant pupils to identify the impact of each parent's years since migration on their children's school achievements. We exploit local variation in years since migration and within-family variation. We find evidence of a positive impact of parents' years since migration on children's academic achievement. Mothers' years of residence

Helena Skyt Nielsen; Beatrice Schindler Rangvid

2011-01-01

478

Early Reading Skills and Academic Achievement Trajectories of Students Facing Poverty, Homelessness, and High Residential Mobility  

ERIC Educational Resources Information Center

This investigation tested the importance of early academic achievement for later achievement trajectories among 18,011 students grouped by level of socioeconomic risk. Students considered to be at highest risk were those who experienced homelessness or high residential mobility (HHM). HHM students were compared with students eligible for free…

Herbers, Janette E.; Cutuli, J. J.; Supkoff, Laura M.; Heistad, David; Chan, Chi-Keung; Hinz, Elizabeth; Masten, Ann S.

2012-01-01

479

Subjective wellbeing and its relationship with academic achievement and multilinguality among Lebanese university students.  

PubMed

The study investigated three subjective wellbeing (SWB) components, namely positive affect (PA), negative affect (NA), and life satisfaction (LS), along with optimism and self-esteem and their association with academic achievement and multilinguality in a sample of 1401 Lebanese university students. As predicted, optimism and self-esteem correlated positively with LS and PA, and negatively with NA. Optimism, self-esteem and each of the SWB components jointly predicted academic achievement (GPA), with PA being an individually significant positive predictor. There were differences in the five key variables across language groups, specifically between Arabic-only speakers and some other groups: Compared Arabic-only speakers, bilingual speakers of Arabic and either English or French scored higher on self-esteem, PA and optimism, and lower on NA, while trilingual speakers of Arabic, English, and French scored higher on self-esteem, PA and LS. Language grouping was a significant predictor of the SWB components, optimism, and self-esteem even when controlling for GPA, socioeconomic status (SES), and religion. Lastly, the relevance of SES and religion for the prediction of SWB is discussed, and implications and future research questions are advanced. PMID:22047001

Ayyash-Abdo, Huda; Sánchez-Ruiz, María-José

2012-01-01

480

An application of belief-importance theory in the domain of academic achievement.  

PubMed

BACKGROUND. Belief-importance (belimp; Petrides, 2010a,b) theory posits that personality traits confer on the individual a propensity to perceive convergences and divergences between their belief that they can attain goals and the importance that they place on these goals. The theory suggests that these convergences and divergences have important implications for affect, motivation, and action. AIMS. To test belimp theory using performance-based criteria relating to academic achievement and constructs from the personality domain. SAMPLES. Two hundred and forty-two students, of whom 121 were male and 117 were female (4 unreported). They were approximately 18 years old at the time of testing. METHODS. Data were collected on the belief and importance of academic achievement, the Giant Three personality dimensions, and trait emotional intelligence (trait EI). Academic achievement was operationalized via Key Stage 3 and A-level assessment results. RESULTS. Four hypotheses concerning academic achievement were tested and confirmed, with the Motivation quadrant scoring higher than the other three belimp quadrants (Hubris, Depression, and Apathy). Four hypotheses concerning personality were tested, of which two were confirmed, with the Hubris quadrant scoring highest on psychoticism and the Depression quadrant scoring highest on neuroticism. Four hierarchical regressions demonstrated the incremental validity of the belief and importance belimp coordinates over the Giant Three personality dimensions in the prediction of academic achievement. CONCLUSIONS. The results are encouraging for belimp theory and complement similarly supportive findings in Petrides (2010b,c). PMID:21391965

Petrides, K V; Frederickson, Norah

2011-03-01

481

Predicting Early Adolescents' Academic Achievement, Social Competence, and Physical Health from Parenting, Ego Resilience, and Engagement Coping  

ERIC Educational Resources Information Center

This study examined ego resilience and engagement coping as mediators of the relationships between supportive and controlling parenting practices and early adolescents' academic achievement, social competence, and physical health. Participants were 240 predominantly Mexican American early adolescents, their parents, and their teachers. There were…

Swanson, Jodi; Valiente, Carlos; Lemery-Chalfant, Kathryn; O'Brien, T. Caitlin

2011-01-01

482

The Effect of Training in Instructional Designer Competencies on Teachers' Planning Routine and Their Students' Academic Achievement.  

ERIC Educational Resources Information Center

A class of 37 in-service government school teachers from the Nablus (Palestine) district was studied to investigate the effects of 18 hours of training in Instructional Designer's Competencies (IDC) on teachers' planning routine, and their students' academic achievement. A questionnaire measured IDC in five domains: analysis, design,…

Darwazeh, Afnan N.

483

Patterns of Organized Activity Participation in Urban, Early Adolescents: Associations with Academic Achievement, Problem Behaviors, and Perceived Adult Support  

ERIC Educational Resources Information Center

This study examines patterns of organized activity and their concurrent association with academic achievement, problem behavior, and perceived adult support in a sample of urban, early adolescent, middle school students (mean age = 13.01; N = 2,495). Cluster analyses yielded six activity profiles: an uninvolved group (n = 775, 31.1%), a multiply…

Metzger, Aaron; Crean, Hugh F.; Forbes-Jones, Emma L.

2009-01-01

484

Relationship of Second-Year College Student Wellness Behaviors to Academic Achievement by Gender, Race/Ethnicity, and Socioeconomic Status  

ERIC Educational Resources Information Center

The purpose of this study was to investigate second-year college student wellness behaviors and their relationship to academic achievement. The ten constructs of wellness within Hettler's model of wellness are physical fitness, nutrition, self-care and safety, environmental wellness, social awareness, emotional awareness and sexuality, emotional…

Howell, Cheryl A.

2010-01-01

485

Longitudinal Analysis of the Role of Perceived Self-Efficacy for Self-Regulated Learning in Academic Continuance and Achievement  

Microsoft Academic Search

The present study examined the developmental course of perceived efficacy for self-regulated learning and its contribution to academic achievement and likelihood of remaining in school in a sample of 412 Italian students (48% males and 52% females ranging in age from 12 to 22 years). Latent growth curve analysis revealed a progressive decline in self-regulatory efficacy from junior to senior

Gian Vittorio Caprara; Roberta Fida; Michele Vecchione; Giannetta Del Bove; Giovanni Maria Vecchio; Claudio Barbaranelli; Albert Bandura

2008-01-01

486

Academic Achievement Differences between Title I Students Enrolled in Music Classes and Title I Students Who Are Not  

ERIC Educational Resources Information Center

Purpose. The purpose of the study was to determine academic achievement differences between those Title I students enrolled in music classes and Title I students who are not enrolled in music classes. A second purpose was to determine educators' perceptions regarding the educational justice implications of excluding nonproficient Title I students…

McDaniel, Brian

2011-01-01

487

Matching of Learning Styles and Teaching Styles: Advantage and Disadvantage on Ninth-Grade Students' Academic Achievements  

ERIC Educational Resources Information Center

The purposes of this study were to identify learning styles of ninth-grade students, to identify teaching styles of four subject teachers, and to compare four academic achievements between different matching conditions of students' learning styles and teachers' teaching styles. The research participants comprised of 3,382 ninth-grade…

Damrongpanit, Suntonrapot; Reungtragul, Auyporn

2013-01-01

488

The Impact of Attendance and Student Characteristics on Academic Achievement: Findings from an Undergraduate Business Management Module  

ERIC Educational Resources Information Center

The article provides an empirical investigation into the impact of attendance and student characteristics on academic achievement in higher education. It is based on a study of 127 students who completed coursework for a taught undergraduate business management module at London Metropolitan University between 2003/4 and 2005/6. The article…

Halpern, Nigel

2007-01-01

489

The Relationship between Self Concept and Response towards Student's Academic Achievement among Students Leaders in University Putra Malaysia  

ERIC Educational Resources Information Center

This is a quantitative research using correlational method. The purpose of this research is to study the relationship between self concept and ability to handle stress on academic achievement of student leaders in University Putra Malaysia. The sample size consists of 106 respondents who are the Student Supreme Council and Student Representative…

Ahmad, Jamaludin; Ghazali, Mazila; Hassan, Aminuddin

2011-01-01

490

The Contributions of "Hot" and "Cool" Executive Function to Children's Academic Achievement, Learning-Related Behaviors, and Engagement in Kindergarten  

ERIC Educational Resources Information Center

Executive functioning (EF) refers to higher order thought processes considered foundational for problem-solving. EF has both "cool" cognitive and "hot" emotional components. This study asks: (a) what are the relative contributions of "hot" and "cool" EF to children's academic achievement? (b) What are the relative contributions of "hot" and "cool"…

Brock, Laura L.; Rimm-Kaufman, Sara E.; Nathanson, Lori; Grimm, Kevin J.

2009-01-01

491

Relations between the Development of Future Time Perspective in Three Life Domains, Investment in Learning, and Academic Achievement  

ERIC Educational Resources Information Center

Relations between the development of future time perspectives in three life domains (i.e., school and professional career, social relations, and leisure time) and changes in students' investment in learning and academic achievement were examined in this study. Participants were 584 students in the first and 584 in the second year of the lower…

Peetsma, Thea; van der Veen, Ineke

2011-01-01

492

Sleep Duration, Positive Attitude toward Life, and Academic Achievement: The Role of Daytime Tiredness, Behavioral Persistence, and School Start Times  

ERIC Educational Resources Information Center

Sleep timing undergoes profound changes during adolescence, often resulting in inadequate sleep duration. The present study examines the relationship of sleep duration with positive attitude toward life and academic achievement in a sample of 2716 adolescents in Switzerland (mean age: 15.4 years, SD = 0.8), and whether this relationship is…

Perkinson-Gloor, Nadine; Lemola, Sakari; Grob, Alexander

2013-01-01

493

Teacher Ratings of Academic Achievement of Children between 6 and 12 Years Old from Intact and Non-Intact Families  

ERIC Educational Resources Information Center

We investigated teacher ratings of the impact of parental divorce on academic achievement of children between 6 and 12 years old up to 12 months after their parents divorced. A purposive sample of 120 children attending four different primary schools in a small South African town took part in the study. One third (n = 40) of the children had…

Molepo, Lephodisa S.; Maunganidze, Levison; Mudhovozi, Pilot; Sodi, Tholene

2010-01-01

494

Associations between Emotional Intelligence, Socio-Emotional Adjustment, and Academic Achievement in Childhood: The Influence of Age  

ERIC Educational Resources Information Center

This study examined the relationship between trait emotional intelligence (EI) with children's socio-emotional adjustment at school and academic achievement. Children aged 8 to 10 (n = 106) and 11 to 13 years (n = 99) completed the youth version of the Emotional Quotient Inventory (EQ-i: YV). Their socio-emotional adjustment was measured with…

Brouzos, Andreas; Misailidi, Plousia; Hadjimattheou, Anastasia

2014-01-01

495

Academic Abilities in Children and Adolescents with a History of Autism Spectrum Disorders Who Have Achieved Optimal Outcomes  

ERIC Educational Resources Information Center

This study examines the academic abilities of children and adolescents who were once diagnosed with an autism spectrum disorder, but who no longer meet diagnostic criteria for this disorder. These individuals have achieved social and language skills within the average range for their ages, receive little or no school support, and are referred to…

Troyb, Eva; Orinstein, Alyssa; Tyson, Katherine; Helt, Molly; Eigsti, Inge-Marie; Stevens, Michael; Fein, Deborah

2014-01-01

496

Body Mass Index, Academic Achievement, and School Context: Examining the Educational Experiences of Adolescents at Risk of Obesity  

ERIC Educational Resources Information Center

Reflected self-appraisal suggests that individual functioning is related to the fit between individual characteristics and the norms of their primary contexts. To apply this social psychological concept to the study of obesity, we hypothesized that adolescents at risk of obesity would have lower academic achievement overall than other students,…

Crosnoe, Robert; Muller, Chandra

2004-01-01

497

Group Cohesiveness and Academic Achievement as Related to Residence Hall Students Assigned According to Holland's Theory of Vocational Choice.  

ERIC Educational Resources Information Center

The purpose of this study was to determine the cohesiveness and attitudes of students who had been assigned to their living units according to Holland's Theory and to determine the influence on academic achievement. According to Holland a person's behavior can be explained by the interaction of his personality pattern with his environment. The…

Caple, Richard

498

Setting the National Agenda: Academic Achievement and Transfer. A Policy Statement and Background Paper about Transfer Education.  

ERIC Educational Resources Information Center

Focusing on the academic dimensions of student transfer from two- to four-year institutions, this report seeks to provide a foundation for institutional and academic policy decisions affecting the transfer experience and student achievement. Part I presents a policy statement on academic achievement and transfer and a nine-point agenda for action.…

American Council on Education, Washington, DC. National Center for Academic Achievement and Transfer.

499

Social class and academic achievement in college: The interplay of rejection sensitivity and entity beliefs.  

PubMed

Undergraduates, especially those from lower income backgrounds, may perceive their social class background as different or disadvantaged relative to that of peers and worry about negative social treatment. We hypothesized that concerns about discrimination based on one's social class (i.e., class-based rejection sensitivity or RS-class) would be damaging to undergraduates' achievement outcomes particularly among entity theorists, who perceive their personal characteristics as fixed. We reasoned that a perceived capacity for personal growth and change, characteristic of incremental theorists, would make the pursuit of a college degree and upward mobility seem more worthwhile and attainable. We found evidence across 3 studies that dispositionally held and experimentally primed entity (vs. incremental) beliefs predicted college academic performance as a function of RS-class. Studies 1a and 1b documented that high levels of both entity beliefs and RS-class predicted lower self-reported and official grades, respectively, among undergraduates from socioeconomically diverse backgrounds. In Study 2, high entity beliefs and RS-class at matriculation predicted decreased year-end official grades among lower class Latino students. Study 3 established the causal relationship of entity (vs. incremental) beliefs on academic test performance as a function of RS-class. We observed worse test performance with higher RS-class levels following an entity (vs. incremental) prime, an effect driven by lower income students. Findings from a 4th study suggest that entity theorists with RS-class concerns tend to believe less in upward mobility and, following academic setbacks, are prone to personal attributions of failure, as well as hopelessness. Implications for education and intervention are discussed. (PsycINFO Database Record (c) 2014 APA, all rights reserved). PMID:24956316

Rheinschmidt, Michelle L; Mendoza-Denton, Rodolfo

2014-07-01

500

The Interrelation of First-Year College Students’ Critical Thinking Disposition, Perceived Academic Control, and Academic Achievement  

Microsoft Academic Search

While a great deal of research has examined students’ critical thinking skills, less is known about students’ tendencies to\\u000a use these skills. Specifically, little is known about what factors contribute to students developing a disposition to think\\u000a critically or what impact this disposition has on college students’ academic achievement. Perceived control, which has been\\u000a found to be an important factor

Robert H. Stupnisky; Robert D. Renaud; Lia M. Daniels; Tara L. Haynes; Raymond P. Perry

2008-01-01