Clinical significance of achieving a flexion limitation with a tension band system in grade 1 degenerative spondylolisthesis: a minimum 5-year follow-up.

PubMed

Lee, Sang-Ho; Lee, Ho-Yeon; Baek, Oon Ki; Bae, Jun Seok; Yoo, Seung-Hwa; Lee, June-Ho

2015-03-15

Retrospective clinical study. To evaluate the effect of the limitation of flexion rotation clinically and radiologically after interspinous soft stabilization using a tension band system in grade 1 degenerative spondylolisthesis. Although several studies have been published on the clinical effects of limiting rotatory motion using tension band systems, which mainly targets the limitation of flexion rather than that of extension, they were confined to the category of pedicle screw-based systems, revealing inconsistent long-term outcomes. Sixty-one patients with a mean age of 60.6 years (range, 28-76 yr) who underwent interspinous soft stabilization after decompression for grade 1 degenerative spondylolisthesis with stenosis between 2002 and 2004 were analyzed. At follow-up, the patients were divided into 2 groups on the basis of their achievement or failure to achieve flexion limitation. The clinical and radiological findings were analyzed. A multiple linear regression analysis was performed to determine the prognostic factors for surgical outcomes. At a mean follow-up duration of 72.5 months (range, 61-82 mo), 51 patients were classified into the flexion-limited group and 10 into the flexion-unlimited group. Statistically significant improvements were noted only in the flexion-limited group in all clinical scores. In the flexion-unlimited group, there were significant deteriorations in flexion angle (P = 0.009), axial thickness of the ligamentum flavum (P = 0.013), and the foraminal cross-sectional area (P = 0.011), resulting in significant intergroup differences. The preoperative extension angle was identified as the most influential variable for the flexion limitation and the clinical outcomes. The effects of the limitation of flexion rotation achieved through interspinous soft stabilization using a tension band system after decompression were related to the prevention of late recurrent stenosis and resultant radicular pain caused by flexion instability. The

Are studies reporting significant results more likely to be published?

PubMed

Koletsi, Despina; Karagianni, Anthi; Pandis, Nikolaos; Makou, Margarita; Polychronopoulou, Argy; Eliades, Theodore

2009-11-01

Our objective was to assess the hypothesis that there are variations of the proportion of articles reporting a significant effect, with a higher percentage of those articles published in journals with impact factors. The contents of 5 orthodontic journals (American Journal of Orthodontics and Dentofacial Orthopedics, Angle Orthodontist, European Journal of Orthodontics, Journal of Orthodontics, and Orthodontics and Craniofacial Research), published between 2004 and 2008, were hand-searched. Articles with statistical analysis of data were included in the study and classified into 4 categories: behavior and psychology, biomaterials and biomechanics, diagnostic procedures and treatment, and craniofacial growth, morphology, and genetics. In total, 2622 articles were examined, with 1785 included in the analysis. Univariate and multivariate logistic regression analyses were applied with statistical significance as the dependent variable, and whether the journal had an impact factor, the subject, and the year were the independent predictors. A higher percentage of articles showed significant results relative to those without significant associations (on average, 88% vs 12%) for those journals. Overall, these journals published significantly more studies with significant results, ranging from 75% to 90% (P = 0.02). Multivariate modeling showed that journals with impact factors had a 100% increased probability of publishing a statistically significant result compared with journals with no impact factor (odds ratio [OR], 1.99; 95% CI, 1.19-3.31). Compared with articles on biomaterials and biomechanics, all other subject categories showed lower probabilities of significant results. Nonsignificant findings in behavior and psychology and diagnosis and treatment were 1.8 (OR, 1.75; 95% CI, 1.51-2.67) and 3.5 (OR, 3.50; 95% CI, 2.27-5.37) times more likely to be published, respectively. Journals seem to prefer reporting significant results; this might be because of authors

Relationship between the Wide Range Achievement Test 3 and the Wechsler Individual Achievement Test.

PubMed

Smith, T D; Smith, B L

1998-12-01

The present study examined the relationship between the Wide Range Achievement Test 3 and the Wechsler Individual Achievement Test for a sample of children with learning disabilities in two rural school districts. Data were collected for 87 school children who had been classified as learning disabled and placed in special education resource services. Pearson product-moment correlations between scores on the two measures were significant and moderate to high; however, mean scores were not significantly different on Reading, Spelling, and Arithmetic subtests of the Wide Range Achievement Test 3 compared to those for the basic Reading, Spelling, and Mathematics Reasoning subtests of the Wechsler Individual Achievement Test. Although there were significant mean differences between scores on Reading and Reading Comprehension and on Arithmetic and Numerical Operations, magnitudes were small. It appears that the two tests provide similar results when screening for reading, spelling, and arithmetic.

Statistically significant performance results of a mine detector and fusion algorithm from an x-band high-resolution SAR

NASA Astrophysics Data System (ADS)

Williams, Arnold C.; Pachowicz, Peter W.

2004-09-01

Current mine detection research indicates that no single sensor or single look from a sensor will detect mines/minefields in a real-time manner at a performance level suitable for a forward maneuver unit. Hence, the integrated development of detectors and fusion algorithms are of primary importance. A problem in this development process has been the evaluation of these algorithms with relatively small data sets, leading to anecdotal and frequently over trained results. These anecdotal results are often unreliable and conflicting among various sensors and algorithms. Consequently, the physical phenomena that ought to be exploited and the performance benefits of this exploitation are often ambiguous. The Army RDECOM CERDEC Night Vision Laboratory and Electron Sensors Directorate has collected large amounts of multisensor data such that statistically significant evaluations of detection and fusion algorithms can be obtained. Even with these large data sets care must be taken in algorithm design and data processing to achieve statistically significant performance results for combined detectors and fusion algorithms. This paper discusses statistically significant detection and combined multilook fusion results for the Ellipse Detector (ED) and the Piecewise Level Fusion Algorithm (PLFA). These statistically significant performance results are characterized by ROC curves that have been obtained through processing this multilook data for the high resolution SAR data of the Veridian X-Band radar. We discuss the implications of these results on mine detection and the importance of statistical significance, sample size, ground truth, and algorithm design in performance evaluation.

Individuals Achieve More Accurate Results with Meters That Are Codeless and Employ Dynamic Electrochemistry

PubMed Central

Rao, Anoop; Wiley, Meg; Iyengar, Sridhar; Nadeau, Dan; Carnevale, Julie

2010-01-01

Background Studies have shown that controlling blood glucose can reduce the onset and progression of the long-term microvascular and neuropathic complications associated with the chronic course of diabetes mellitus. Improved glycemic control can be achieved by frequent testing combined with changes in medication, exercise, and diet. Technological advancements have enabled improvements in analytical accuracy of meters, and this paper explores two such parameters to which that accuracy can be attributed. Methods Four blood glucose monitoring systems (with or without dynamic electrochemistry algorithms, codeless or requiring coding prior to testing) were evaluated and compared with respect to their accuracy. Results Altogether, 108 blood glucose values were obtained for each system from 54 study participants and compared with the reference values. The analysis depicted in the International Organization for Standardization table format indicates that the devices with dynamic electrochemistry and the codeless feature had the highest proportion of acceptable results overall (System A, 101/103). Results were significant when compared at the 10% bias level with meters that were codeless and utilized static electrochemistry (p = .017) or systems that had static electrochemistry but needed coding (p = .008). Conclusions Analytical performance of these blood glucose meters differed significantly depending on their technologic features. Meters that utilized dynamic electrochemistry and did not require coding were more accurate than meters that used static electrochemistry or required coding. PMID:20167178

Mathematics beliefs and achievement of elementary school students in Japan and the United States: results from the Third International Mathematics and Science Study.

PubMed

House, J Daniel

2006-03-01

Student self-beliefs are significantly related to several types of academic achievement. In addition, results from international assessments have indicated that students in Japan have typically scored above international averages (D. L. Kelly, I. V. S. Mullis, & M. O. Martin, 2000). In this study, the author examined relationships between mathematics beliefs and achievement of elementary school-aged students in the United States and Japan. The students had participated in the Third International Mathematics and Science Study (TIMSS; A. E. Beaton et al., 1996). The author examined several self-beliefs and used variance estimation techniques for complex sampling designs. The author identified a number of significant relationships between self-beliefs and mathematics achievement. Students who attributed success in mathematics to controllable factors (e.g., hard work, studying at home) showed higher test scores whereas students who attributed success in mathematics at school to external factors (e.g., good luck) tended to earn lower mathematics test scores. These results extend the findings of previous research results because the author examined large national samples of students in cross-cultural settings as part of a comprehensive international assessment.

Assessing the statistical significance of the achieved classification error of classifiers constructed using serum peptide profiles, and a prescription for random sampling repeated studies for massive high-throughput genomic and proteomic studies.

PubMed

Lyons-Weiler, James; Pelikan, Richard; Zeh, Herbert J; Whitcomb, David C; Malehorn, David E; Bigbee, William L; Hauskrecht, Milos

2005-01-01

Peptide profiles generated using SELDI/MALDI time of flight mass spectrometry provide a promising source of patient-specific information with high potential impact on the early detection and classification of cancer and other diseases. The new profiling technology comes, however, with numerous challenges and concerns. Particularly important are concerns of reproducibility of classification results and their significance. In this work we describe a computational validation framework, called PACE (Permutation-Achieved Classification Error), that lets us assess, for a given classification model, the significance of the Achieved Classification Error (ACE) on the profile data. The framework compares the performance statistic of the classifier on true data samples and checks if these are consistent with the behavior of the classifier on the same data with randomly reassigned class labels. A statistically significant ACE increases our belief that a discriminative signal was found in the data. The advantage of PACE analysis is that it can be easily combined with any classification model and is relatively easy to interpret. PACE analysis does not protect researchers against confounding in the experimental design, or other sources of systematic or random error. We use PACE analysis to assess significance of classification results we have achieved on a number of published data sets. The results show that many of these datasets indeed possess a signal that leads to a statistically significant ACE.

Individuals achieve more accurate results with meters that are codeless and employ dynamic electrochemistry.

PubMed

Rao, Anoop; Wiley, Meg; Iyengar, Sridhar; Nadeau, Dan; Carnevale, Julie

2010-01-01

Studies have shown that controlling blood glucose can reduce the onset and progression of the long-term microvascular and neuropathic complications associated with the chronic course of diabetes mellitus. Improved glycemic control can be achieved by frequent testing combined with changes in medication, exercise, and diet. Technological advancements have enabled improvements in analytical accuracy of meters, and this paper explores two such parameters to which that accuracy can be attributed. Four blood glucose monitoring systems (with or without dynamic electrochemistry algorithms, codeless or requiring coding prior to testing) were evaluated and compared with respect to their accuracy. Altogether, 108 blood glucose values were obtained for each system from 54 study participants and compared with the reference values. The analysis depicted in the International Organization for Standardization table format indicates that the devices with dynamic electrochemistry and the codeless feature had the highest proportion of acceptable results overall (System A, 101/103). Results were significant when compared at the 10% bias level with meters that were codeless and utilized static electrochemistry (p = .017) or systems that had static electrochemistry but needed coding (p = .008). Analytical performance of these blood glucose meters differed significantly depending on their technologic features. Meters that utilized dynamic electrochemistry and did not require coding were more accurate than meters that used static electrochemistry or required coding. 2010 Diabetes Technology Society.

Assessment Results and Student Achievement; a Correlation Study Regarding Ability Grouping

ERIC Educational Resources Information Center

Slonaker, Richard V.

2013-01-01

School leaders face increased pressure to identify instructional and administrative practices that increase student achievement. However, achievement gaps persist between disadvantaged and non-disadvantaged student groups. This study highlighted relationships between ability grouping and academic achievement in a suburban school district.…

Examining Cultural Capital and Student Achievement: Results of a Meta-Analytic Review

ERIC Educational Resources Information Center

Tan, Cheng Yong

2017-01-01

This meta-analysis summarized the relationships between cultural capital and student achievement (155 effect sizes involving 685,393 K-12 students) published in education journals between 1981 and 2015. Results showed a small-to-medium overall mean effect size, and larger individual effect sizes for parental education and parental expectations…

Why are hyperactivity and academic achievement related?

PubMed

Saudino, Kimberly J; Plomin, Robert

2007-01-01

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.

Fifteen Years of Collaborative Innovation and Achievement: NASA Nebraska Space Grant Consortium 15-Year Program Performance and Results Report

NASA Technical Reports Server (NTRS)

Schaaf, Michaela M. (Editor); Bowen, Brent D.; Fink, Mary M.; Nickerson, Jocelyn S.; Avery Shelly; Calamaio, Caprice; Carstenson, Larry; Dugan, James; Farr, Lynne; Farritor, Shane

2003-01-01

This 15-year evaluation serves as a summary document highlighting the numerous and complete successes of the Nebraska Space Grant Program. Innovation has been highlighted through significant new endeavors during this 5-year period, such as placement of students and faculty at NASA Centers and the expansion of NSGC Native American Outreach Programs. While the last national program evaluation resulted in Nebraska s ranking as the top Capability Enhancement Consortium, and 5th best overall, Nebraska felt there was room for significant growth and development. This has been validated through the recent competitive attainment of Designated Grant status and has allowed for the exploration of new initiatives, as well as the expansion of already successful programs. A comprehensive strategic planning effort has involved all Nebraska representative entities and has guided Nebraska Space Grant through the evaluation period, providing a basis for continual advancement. Nebraska rigorously employs evaluation techniques to ensure that stated outcomes and metrics are achieved and that weaknesses are identified and corrected. With this coordinated approach, Nebraska expects that the next 5 years will yield new opportunities for significant achievement. Nebraska Space Grant will embrace new national endeavors, including the integration of Pender Public Schools -Nebraska s NASA Explorer School, geospatial initiatives, and the National Student Satellite Program.

Higher Education Counts: Achieving Results. 2007 Executive Summary

ERIC Educational Resources Information Center

Connecticut Department of Higher Education (NJ1), 2007

2007-01-01

"Higher Education Counts" is the annual accountability report on Connecticut's system of higher education. Since 2000, the report has been the primary vehicle for reporting higher education's progress toward achieving six, statutorily-defined state goals: (1) To enhance student learning and promote academic excellence; (2) To join with…

Higher Education Counts: Achieving Results, 2008. Executive Summary

ERIC Educational Resources Information Center

Connecticut Department of Higher Education (NJ1), 2008

2008-01-01

"Higher Education Counts" is the annual accountability report on Connecticut's system of higher education. Since 2000, the report has been the primary vehicle for reporting higher education's progress toward achieving six, statutorily-defined state goals: (1) To enhance student learning and promote academic excellence; (2) To join with…

Higher Education Counts: Achieving Results. 2009 Executive Summary

ERIC Educational Resources Information Center

Connecticut Department of Higher Education (NJ1), 2009

2009-01-01

"Higher Education Counts" is the annual accountability report on Connecticut's system of higher education. Since 2000, the report has been the primary vehicle for reporting higher education's progress toward achieving six, statutorily-defined state goals: (1) To enhance student learning and promote academic excellence; (2) To join with…

Visual-Motor Test Performance: Race and Achievement Variables.

ERIC Educational Resources Information Center

Fuller, Gerald B.; Friedrich, Douglas

1979-01-01

Rural Black and White children of variant academic achievement were tested on the Minnesota Percepto-Diagnostic Test, which consists of six gestalt designs for the subject to copy. Analyses resulted only in a significant achievement effect; when intellectual level was statistically controlled, race was not a significant variable. (Editor/SJL)

Mathematics beliefs and instructional strategies in achievement of elementary-school students in Japan: results from the TIMSS 2003 assessment.

PubMed

House, J Daniel

2007-04-01

Recent findings concerning mathematics assessment indicate that students in Japan consistently score above international averages. Researchers have examined specific mathematics beliefs and instructional strategies associated with mathematics achievement for students in Japan. This study examined relationships among self-beliefs, classroom instructional strategies, and mathematics achievement for a large national sample of students (N=4,207) from the TIMSS 2003 international sample of fourth graders in Japan. Several significant relationships between mathematics beliefs and test scores were found; a number of classroom teaching strategies were also significantly associated with test scores. However, multiple regression using the complete set of five mathematics beliefs and five instructional strategies explained only 25.1% of the variance in mathematics achievement test scores.

Monetary incentives in support of academic achievement: results of a randomized field trial involving high-achieving, low-resource, ethnically diverse urban adolescents.

PubMed

Spencer, Margaret Beale; Noll, Elizabeth; Cassidy, Elaine

2005-06-01

Significant resources have been directed at understanding and alleviating the achievement gap in education. Most programs focused on this aim rely on a top-down approach, including funding for infrastructure improvement, curriculum development, class size, and teacher salaries. This article presents findings from a randomized field trial that evaluates a bottom-up approach in which high-achieving students of diverse racial and ethnic backgrounds from poor families are given monetary incentives to maintain their academic standing. The evaluation was designed to explore the role of monetary incentives as a mechanism for promoting resiliency in the face of poverty-related challenge. Discussion of what motivates students to learn is framed as a function of normal cognitive and socioemotional development in challenging environments. Evaluation findings indicate that monetary incentives are effective in promoting academic success to different degrees and for different reasons depending on students' perception of the meaning of the incentive in relation to their emergent identity.

Mathematics Beliefs and Achievement of Elementary School Students in Japan and the United States: Results from the Third International Mathematics and Science Study

ERIC Educational Resources Information Center

House, J. Daniel

2006-01-01

Student self-beliefs are significantly related to several types of academic achievement. In addition, results from international assessments have indicated that students in Japan have typically scored above international averages (D. L. Kelly, I. V. S. Mullis, & M. O. Martin, 2000). In this study, the author examined relationships between…

Next Generation Scientists, Next Opportunities: EPA's Science To Achieve Results (STAR) Program

NASA Astrophysics Data System (ADS)

Jones, M.

2004-12-01

Scientific research is one of the most powerful tools we have for understanding and protecting our environment. It provides the foundation for what we know about our planet, how it has changed, and how it could be altered in the future. The National Center for Environmental Research (NCER) in the U.S. Environmental Protection Agency's (EPA) Office of Research and Development (ORD) supports high-quality, extramural research by the nation's leading scientists and engineers to strengthen the basis for decisions about local and national environmental issues. NCER works with academia, state and local governments, other federal agencies, and scientists in EPA to increase human knowledge of how to protect our health and natural resources through its three major programs: · Science to Achieve Results (STAR) Grants · Small Business Innovative Research (SBIR) · Science to Achieve Results (STAR) Fellowships STAR, NCER's primary program, funds research grants and graduate fellowships in environmental science and engineering. Developing the next generation of environmental scientists and engineers is one of NCER's most important objectives. Each year, NCER helps between 80 and 160 students achieve Master's or Ph.D. degrees in environmental science and engineering through its STAR and Greater Research Opportunities (GRO) fellowships. Some of these students have moved on to careers in government while others are now full-time professors and researchers. Still others are working for state environmental agencies or furthering their studies through postdoctoral positions at universities. Since the inception of the NCER program, STAR fellowships (along with grants and SBIR projects) have been awarded in every state in the country. With the help of STAR, current and future scientists and engineers have been able to explore ways to preserve and protect human health and our precious resources.

Attitudes and Achievement of Bruneian Science Students.

ERIC Educational Resources Information Center

Dhindsa, Harkirat S.; Chung, Gilbert

2003-01-01

Evaluates attitudes towards and achievement in science of Form 3 students studying in single-sex and coeducational schools in Brunei. Results demonstrated significant differences in attitudes towards and achievement in science of male and female students in single-sex schools and students in coeducational schools. (Contains 46 references.)…

Barnacle geese achieve significant energetic savings by changing posture.

PubMed

Tickle, Peter G; Nudds, Robert L; Codd, Jonathan R

2012-01-01

Here we report the resting metabolic rate in barnacle geese (Branta leucopsis) and provide evidence for the significant energetic effect of posture. Under laboratory conditions flow-through respirometry together with synchronous recording of behaviour enabled a calculation of how metabolic rate varies with posture. Our principal finding is that standing bipedally incurs a 25% increase in metabolic rate compared to birds sitting on the ground. In addition to the expected decrease in energy consumption of hindlimb postural muscles when sitting, we hypothesise that a change in breathing mechanics represents one potential mechanism for at least part of the observed difference in energetic cost. Due to the significant effect of posture, future studies of resting metabolic rates need to take into account and/or report differences in posture.

Testing for Results: Helping Families, Schools and Communities Understand and Improve Student Achievement.

ERIC Educational Resources Information Center

Department of Education, Washington, DC. Office of the Under Secretary.

Redefining the federal government's role in kindergarten through grade 12 education, the No Child Left Behind Act of 2001 is designed to close the achievement gap between disadvantaged and minority students and their peers. The act is based on four principles, the first of which is stronger accountability for results, entailing creation of…

Semiautomated System for Nonurgent, Clinically Significant Pathology Results.

PubMed

O'Connor, Stacy D; Khorasani, Ramin; Pochebit, Stephen M; Lacson, Ronilda; Andriole, Katherine P; Dalal, Anuj K

2018-04-01

 Failure of timely test result follow-up has consequences including delayed diagnosis and treatment, added costs, and potential patient harm. Closed-loop communication is key to ensure clinically significant test results (CSTRs) are acknowledged and acted upon appropriately. A previous implementation of the Alert Notification of Critical Results (ANCR) system to facilitate closed-loop communication of imaging CSTRs yielded improved communication of critical radiology results and enhanced adherence to institutional CSTR policies.  This article extends the ANCR application to pathology and evaluates its impact on closed-loop communication of new malignancies, a common and important type of pathology CSTR.  This Institutional Review Board-approved study was performed at a 150-bed community, academically affiliated hospital. ANCR was adapted for pathology CSTRs. Natural language processing was used on 30,774 pathology reports 13 months pre- and 13 months postintervention, identifying 5,595 reports with malignancies. Electronic health records were reviewed for documented acknowledgment for a random sample of reports. Percent of reports with documented acknowledgment within 15 days assessed institutional policy adherence. Time to acknowledgment was compared pre- versus postintervention and postintervention with and without ANCR alerts. Pathologists were surveyed regarding ANCR use and satisfaction.  Acknowledgment within 15 days was documented for 98 of 107 (91.6%) pre- and 89 of 103 (86.4%) postintervention reports ( p  = 0.2294). Median time to acknowledgment was 7 days (interquartile range [IQR], 3, 11) preintervention and 6 days (IQR, 2, 10) postintervention ( p  = 0.5083). Postintervention, median time to acknowledgment was 2 days (IQR, 1, 6) for reports with ANCR alerts versus 6 days (IQR, 2.75, 9) for reports without alerts ( p  = 0.0351). ANCR alerts were sent on 15 of 103 (15%) postintervention reports. All pathologists reported that the ANCR

Barnacle Geese Achieve Significant Energetic Savings by Changing Posture

PubMed Central

Tickle, Peter G.; Nudds, Robert L.; Codd, Jonathan R.

2012-01-01

Here we report the resting metabolic rate in barnacle geese (Branta leucopsis) and provide evidence for the significant energetic effect of posture. Under laboratory conditions flow-through respirometry together with synchronous recording of behaviour enabled a calculation of how metabolic rate varies with posture. Our principal finding is that standing bipedally incurs a 25% increase in metabolic rate compared to birds sitting on the ground. In addition to the expected decrease in energy consumption of hindlimb postural muscles when sitting, we hypothesise that a change in breathing mechanics represents one potential mechanism for at least part of the observed difference in energetic cost. Due to the significant effect of posture, future studies of resting metabolic rates need to take into account and/or report differences in posture. PMID:23071672

Using Bayes to get the most out of non-significant results

PubMed Central

Dienes, Zoltan

2014-01-01

No scientific conclusion follows automatically from a statistically non-significant result, yet people routinely use non-significant results to guide conclusions about the status of theories (or the effectiveness of practices). To know whether a non-significant result counts against a theory, or if it just indicates data insensitivity, researchers must use one of: power, intervals (such as confidence or credibility intervals), or else an indicator of the relative evidence for one theory over another, such as a Bayes factor. I argue Bayes factors allow theory to be linked to data in a way that overcomes the weaknesses of the other approaches. Specifically, Bayes factors use the data themselves to determine their sensitivity in distinguishing theories (unlike power), and they make use of those aspects of a theory’s predictions that are often easiest to specify (unlike power and intervals, which require specifying the minimal interesting value in order to address theory). Bayes factors provide a coherent approach to determining whether non-significant results support a null hypothesis over a theory, or whether the data are just insensitive. They allow accepting and rejecting the null hypothesis to be put on an equal footing. Concrete examples are provided to indicate the range of application of a simple online Bayes calculator, which reveal both the strengths and weaknesses of Bayes factors. PMID:25120503

Using Bayes to get the most out of non-significant results.

PubMed

Dienes, Zoltan

2014-01-01

No scientific conclusion follows automatically from a statistically non-significant result, yet people routinely use non-significant results to guide conclusions about the status of theories (or the effectiveness of practices). To know whether a non-significant result counts against a theory, or if it just indicates data insensitivity, researchers must use one of: power, intervals (such as confidence or credibility intervals), or else an indicator of the relative evidence for one theory over another, such as a Bayes factor. I argue Bayes factors allow theory to be linked to data in a way that overcomes the weaknesses of the other approaches. Specifically, Bayes factors use the data themselves to determine their sensitivity in distinguishing theories (unlike power), and they make use of those aspects of a theory's predictions that are often easiest to specify (unlike power and intervals, which require specifying the minimal interesting value in order to address theory). Bayes factors provide a coherent approach to determining whether non-significant results support a null hypothesis over a theory, or whether the data are just insensitive. They allow accepting and rejecting the null hypothesis to be put on an equal footing. Concrete examples are provided to indicate the range of application of a simple online Bayes calculator, which reveal both the strengths and weaknesses of Bayes factors.

The Effects of CSCOPE on Student Achievement as Measured by Both TAKS and STAAR Test Results

ERIC Educational Resources Information Center

Helm, Maricela Robledo

2013-01-01

The purpose of this study was to examine the effects of CSCOPE curriculum on student achievement. CSCOPE is a curriculum management system used in 750 of the 1,039 school districts in the state of Texas. Student achievement is based on the results acquired from the Texas Assessment of Knowledge and Skills (TAKS) and the new version of the state…

The Effects of Learning Strategy Instruction on Achievement, Attitude, and Achievement Motivation in a Physics Course

NASA Astrophysics Data System (ADS)

Sezgin Selçuk, Gamze; Sahin, Mehmet; Açıkgöz, Kamile Ün

2011-01-01

This article reports on the influence of learning strategy instruction on student teachers' physics achievement, attitude towards physics, and achievement motivation. A pre-test/post-test quasi-experimental design with matching control group was used in the study. Two groups of student teachers ( n = 75) who were enrolled in an introductory physics course participated in the study. In the experimental group, questioning, summarizing, and graphic organizers were taught. The control group did not receive any presentation on strategy learning. Data were collected via the pre- and post-administration of the Physics Course Achievement Test, the Scale of Attitudes towards Physics, and the Achievement Motivation Scale. Univariate and multivariate analyses of variance on the data revealed no significant differences in the attitude and achievement motivation between the strategy and control groups. However, the strategy group students were observed to have a tendency of more positive attitude and motivation than the control group students. Results also showed that explicit learning strategy instruction was more effective than traditional instruction in improving physics achievement of the participating students. The implications of these results for physics education are discussed.

The Impact of Time Management on Students’ Academic Achievement

NASA Astrophysics Data System (ADS)

Razali, S. N. A. M.; Rusiman, M. S.; Gan, W. S.; Arbin, N.

2018-04-01

Time management is very important and it may actually affect individual’s overall performance and achievements. Students nowadays always commented that they do not have enough time to complete all the tasks assigned to them. In addition, a university environment’s flexibility and freedom can derail students who have not mastered time management skills. Therefore, the aim of this study is to determine the relationship between the time management and academic achievement of the students. The factor analysis result showed three main factors associated with time management which can be classified as time planning, time attitudes and time wasting. The result also indicated that gender and races of students show no significant differences in time management behaviours. While year of study and faculty of students reveal the significant differences in the time management behaviours. Meanwhile, all the time management behaviours are significantly positively related to academic achievement of students although the relationship is weak. Time planning is the most significant correlated predictor.

Introduction of e-learning in dental radiology reveals significantly improved results in final examination.

PubMed

Meckfessel, Sandra; Stühmer, Constantin; Bormann, Kai-Hendrik; Kupka, Thomas; Behrends, Marianne; Matthies, Herbert; Vaske, Bernhard; Stiesch, Meike; Gellrich, Nils-Claudius; Rücker, Martin

2011-01-01

Because a traditionally instructed dental radiology lecture course is very time-consuming and labour-intensive, online courseware, including an interactive-learning module, was implemented to support the lectures. The purpose of this study was to evaluate the perceptions of students who have worked with web-based courseware as well as the effect on their results in final examinations. Users (n(3+4)=138) had access to the e-program from any networked computer at any time. Two groups (n(3)=71, n(4)=67) had to pass a final exam after using the e-course. Results were compared with two groups (n(1)=42, n(2)=48) who had studied the same content by attending traditional lectures. In addition a survey of the students was statistically evaluated. Most of the respondents reported a positive attitude towards e-learning and would have appreciated more access to computer-assisted instruction. Two years after initiating the e-course the failure rate in the final examination dropped significantly, from 40% to less than 2%. The very positive response to the e-program and improved test scores demonstrated the effectiveness of our e-course as a learning aid. Interactive modules in step with clinical practice provided learning that is not achieved by traditional teaching methods alone. To what extent staff savings are possible is part of a further study. Copyright © 2010 European Association for Cranio-Maxillo-Facial Surgery. Published by Elsevier Ltd. All rights reserved.

The Value of Full Correction: Achieving Excellent and Affordable Results.

PubMed

Kaplan, Julie Bass

2016-01-01

Patients often come to medical aesthetic offices with hopes to fully correct lost facial volume and achieve a natural appearance. Unfortunately, the cost per syringe of dermal filler can be a barrier to desired outcomes. Many aesthetic practitioners do the best they can with the amount of product the patient can afford, often falling short of the "wow" effect for the patient. This article describes what one office implemented to solve the conundrum of affordability while still allowing offices to cover its own financial realities. This tool can help patients achieve beautiful, natural, and affordable outcomes while helping offices advance in manufacturer's tiers, improve word-of-mouth advertising, and increase job satisfaction.

Correlation of nutritional status with academic achievement in adolescents

NASA Astrophysics Data System (ADS)

Sinurat, R. S.; Sembiring, T.; Azlin, E.; Faranita, T.; Pratita, W.

2018-03-01

Malnutrition is considered a problem that limits learning ability (cognitive function), which is related to poor academic achievement results. This study aimed to determine the relationship of nutritional status with academic achievement in adolescents. A cross-sectional study was conducted on 126 junior high school students ranging from 12 to 15 years in Batubara, North Sumatra in January 2015. Nutritional status is determined by weight for height. Academic achievement was recorded from the final results of their school exams. The value of intelligence quotient (IQ) was assessed by using the Aptitude Test. Data were then analyzed by using Spearman correlation and Chi-Square test. In conclusion, there was no significant difference between nutritional status with IQ score (p=0,540) but showed a significant relationship (p=0.003) between normal nutritional status with the total value of the report card with positive weak correlation strength (r=0.342). There was also a significant difference (p=0.020) and moderate positive correlation (r=0.541) between overweight with academic achievement based on mathematics.

Can paying for results help to achieve the Millennium Development Goals? Overview of the effectiveness of results-based financing.

PubMed

Oxman, Andrew D; Fretheim, Atle

2009-05-01

Results-based financing and pay-for-performance refer to the transfer of money or material goods conditional on taking a measurable action or achieving a predetermined performance target. Results-based financing is widely advocated for achieving health goals, including the Millennium Development Goals. We undertook an overview of systematic reviews of the effectiveness of RBF. We searched the Cochrane Library, EMBASE, and MEDLINE (up to August 2007). We also searched for related articles in PubMed, checked the reference lists of retrieved articles, and contacted key informants. We included reviews with a methods section that addressed the effects of any results-based financing in the health sector targeted at patients, providers, organizations, or governments. We summarized the characteristics and findings of each review using a structured format. We found 12 systematic reviews that met our inclusion criteria. Based on the findings of these reviews, financial incentives targeting recipients of health care and individual healthcare professionals are effective in the short run for simple and distinct, well-defined behavioral goals. There is less evidence that financial incentives can sustain long-term changes. Conditional cash transfers to poor and disadvantaged groups in Latin America are effective at increasing the uptake of some preventive services. There is otherwise very limited evidence of the effects of results-based financing in low- or middle-income countries. Results-based financing can have undesirable effects, including motivating unintended behaviors, distortions (ignoring important tasks that are not rewarded with incentives), gaming (improving or cheating on reporting rather than improving performance), widening the resource gap between rich and poor, and dependency on financial incentives. There is limited evidence of the effectiveness of results-based financing and almost no evidence of the cost-effectiveness of results-based financing. Based on the

Self-reflection, gender and science achievement

NASA Astrophysics Data System (ADS)

Shoop, Kathleen A.

Drawing on socio-cognitive learning theory, this study compared achievement scores of 134 male and female high school biology students randomly assigned to groups which either used self-reflection, used self-reflection and received feedback, or did not self-reflect. Following a pretest, the teacher provided self-reflection strategy instruction to students in the two intervention groups and then subsequently provided in-class self-reflection time for these groups. The posttest concluded the unit; the retention measure was five weeks later. A quasi-experimental 3 x 3 x 2 (time x intervention x gender) factorial repeated-measures control group design was used for this study; a repeated measures ANOVA and several one-way ANOVA's were used to answer the research questions. Results from the repeated-measures ANOVA revealed significant results for Time and Time x Intervention, with the reflection group demonstrating significantly lower gains from pretest to posttest than the other two groups. The ANOVA examining differences between those who reflected and those who reflected and received feedback provided significant results with similar results for the difference between the control group and the reflection group. For teachers and students this study provides several areas of practical significance. Primarily, teachers may find lower student achievement if students regularly self-reflect but do not receive feedback for their reflection.

Neuroanatomical correlates of the income-achievement gap.

PubMed

Mackey, Allyson P; Finn, Amy S; Leonard, Julia A; Jacoby-Senghor, Drew S; West, Martin R; Gabrieli, Christopher F O; Gabrieli, John D E

2015-06-01

In the United States, the difference in academic achievement between higher- and lower-income students (i.e., the income-achievement gap) is substantial and growing. In the research reported here, we investigated neuroanatomical correlates of this gap in adolescents (N = 58) in whom academic achievement was measured by statewide standardized testing. Cortical gray-matter volume was significantly greater in students from higher-income backgrounds (n = 35) than in students from lower-income backgrounds (n = 23), but cortical white-matter volume and total cortical surface area did not differ significantly between groups. Cortical thickness in all lobes of the brain was greater in students from higher-income than lower-income backgrounds. Greater cortical thickness, particularly in temporal and occipital lobes, was associated with better test performance. These results represent the first evidence that cortical thickness in higher- and lower-income students differs across broad swaths of the brain and that cortical thickness is related to scores on academic-achievement tests. © The Author(s) 2015.

Mathematics Beliefs, Instructional Strategies, and Algebra Achievement of Adolescent Students in Japan: Results from the TIMSS 1999 Assessment

ERIC Educational Resources Information Center

House, J. Daniel

2006-01-01

An important area for the application of instructional design is the development of effective teaching strategies for mathematics. Activities that include the use of computers, cooperative learning, and active learning materials are associated with mathematics achievement. Student self-beliefs are also significantly related to mathematics…

Does achievement motivation mediate the semantic achievement priming effect?

PubMed

Engeser, Stefan; Baumann, Nicola

2014-10-01

The aim of our research was to understand the processes of the prime-to-behavior effects with semantic achievement primes. We extended existing models with a perspective from achievement motivation theory and additionally used achievement primes embedded in the running text of excerpts of school textbooks to simulate a more natural priming condition. Specifically, we proposed that achievement primes affect implicit achievement motivation and conducted pilot experiments and 3 main experiments to explore this proposition. We found no reliable positive effect of achievement primes on implicit achievement motivation. In light of these findings, we tested whether explicit (instead of implicit) achievement motivation is affected by achievement primes and found this to be the case. In the final experiment, we found support for the assumption that higher explicit achievement motivation implies that achievement priming affects the outcome expectations. The implications of the results are discussed, and we conclude that primes affect achievement behavior by heightening explicit achievement motivation and outcome expectancies.

Music and Achievement.

ERIC Educational Resources Information Center

Smith, Ben A.; Davidson, Charles W.

1991-01-01

Discusses a study of the effects of music listening upon student achievement. Reports that seventh grade students listened to music while independently studying the earth-sun relationship. Concludes that there were no significant achievement differences among students who learned while listening to rock, classical, easy listening, or no music. (SG)

Exploring Differential Effects of Mathematics Courses on Mathematics Achievement

ERIC Educational Resources Information Center

Ma, Xin; McIntyre, Laureen J.

2005-01-01

Using data from the Longitudinal Study of Mathematics Participation (N = 1,518 students from 34 schools), we investigated the effects of pure and applied mathematics courses on mathematics achievement, controlling for prior mathematics achievement. Results of multilevel modelling showed that the effects of pure mathematics were significant after…

Sex differences in the significance of isolated reactive treponemal chemiluminescence immunoassay results.

PubMed

Bopage, Rohan I; Vollmer-Conna, Ute; Shand, Antonia W; Post, Jeffrey John

2018-05-01

The significance of sera with isolated reactive treponemal chemiluminescence immunoassay (IRTCIA) results is unclear. Women have this phenotype more commonly than men. Most cohorts examining this phenotype have included predominantly men and have demonstrated evidence of past or subsequently confirmed syphilis infection in a significant proportion of cases. We hypothesised that a proportion of sera with IRTCIA results would be positive on immunoblot testing and that sera from women with IRTCIA would have different results in immunoblot testing than men. IRTCIA sera from a tertiary referral serology laboratory serving multiple clinical sites were analysed with a syphilis line immunoblot assay (LIA) and analysed by sex. Logistic regression was undertaken to assess factors associated with LIA status. Medical record review and descriptive analysis of a separate cohort of women with the IRTCIA phenotype from a single campus was also undertaken. Overall, 19/63 (30.1%) subjects with the IRTCIA phenotype were positive in the LIA, including 13 men and 6 women. Women were significantly less likely to have definitive results (positive or negative) than men (p=0.015). Pregnant women were less likely than non-pregnant women to have a negative LIA result (OR 0.57; p=0.03). Record review of 22 different women with IRTCIA reactivity showed that 2/22 (9.1%) had HIV and previous syphilis infection, 15/22 (68.2%) were pregnant and 3 (13.6%) had autoimmune disease. A significant proportion of sera with IRTCIA results on serological tests are reactive on LIA testing and some may not be false positive results. The interpretation of IRTCIA results should be undertaken in conjunction with an assessment of factors such as sex, pregnancy, a history of syphilis and other STIs and syphilis risk. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Life insurance and genetic test results: a mutation carrier's fight to achieve full cover.

PubMed

Keogh, Louise A; Otlowski, Margaret F A

2013-09-02

Currently, there is debate about life insurance companies' use of genetic information for assessing applicants. In his early 20s, James (pseudonym) was denied full life insurance cover because he revealed that he had discussed genetic testing with a genetic counsellor. He was later tested and found to carry a mutation in the MSH6 gene; after disclosing this, he was denied cover for cancer by two other life insurance companies. Unsatisfied with the insurance companies' risk assessments, and based on his understanding that regular colonoscopy significantly reduced his risk of cancer, James made a complaint to the Australian Human Rights Commission. After informing the third insurance company that he had done so, he was offered full coverage, which suggests that the company did not have actuarial data to justify its decision. This case provides evidence of the high level of initiative and proactivity required for a consumer to achieve a fair result. Few Australians would be in a position to pursue the level of research and advocacy undertaken by James (a professional with scientific training). We call on a collaborative approach between industry, government and researchers to address the issues that James's case raises about genetic testing and life insurance.

Why publishing everything is more effective than selective publishing of statistically significant results.

PubMed

van Assen, Marcel A L M; van Aert, Robbie C M; Nuijten, Michèle B; Wicherts, Jelte M

2014-01-01

De Winter and Happee examined whether science based on selective publishing of significant results may be effective in accurate estimation of population effects, and whether this is even more effective than a science in which all results are published (i.e., a science without publication bias). Based on their simulation study they concluded that "selective publishing yields a more accurate meta-analytic estimation of the true effect than publishing everything, (and that) publishing nonreplicable results while placing null results in the file drawer can be beneficial for the scientific collective" (p.4). Using their scenario with a small to medium population effect size, we show that publishing everything is more effective for the scientific collective than selective publishing of significant results. Additionally, we examined a scenario with a null effect, which provides a more dramatic illustration of the superiority of publishing everything over selective publishing. Publishing everything is more effective than only reporting significant outcomes.

Why Publishing Everything Is More Effective than Selective Publishing of Statistically Significant Results

PubMed Central

van Assen, Marcel A. L. M.; van Aert, Robbie C. M.; Nuijten, Michèle B.; Wicherts, Jelte M.

2014-01-01

Background De Winter and Happee [1] examined whether science based on selective publishing of significant results may be effective in accurate estimation of population effects, and whether this is even more effective than a science in which all results are published (i.e., a science without publication bias). Based on their simulation study they concluded that “selective publishing yields a more accurate meta-analytic estimation of the true effect than publishing everything, (and that) publishing nonreplicable results while placing null results in the file drawer can be beneficial for the scientific collective” (p.4). Methods and Findings Using their scenario with a small to medium population effect size, we show that publishing everything is more effective for the scientific collective than selective publishing of significant results. Additionally, we examined a scenario with a null effect, which provides a more dramatic illustration of the superiority of publishing everything over selective publishing. Conclusion Publishing everything is more effective than only reporting significant outcomes. PMID:24465448

The important to growing self-efficacy to improve achievement motivation

NASA Astrophysics Data System (ADS)

Benawa, Arcadius

2018-03-01

The long-term goal of this research is to accommodate the students’ perceptions of the influence of the lecturer’s leadership in teaching and learning activities and the students’ self-efficacy to the students’ achievement motivation. This research used questionnaires which distributed to the respondents and the data obtained were processed quantitatively with path analysis. The results showed that the significance influence of leadership on the lecturer only accounted for 1.4%, while the effect of self-efficacy of the student is very significant on the students’ achievement motivation, which amounted to 84.5%. The conclusions are that the lecturer leadership has no significant effect on the students’ achievement motivation, but self-efficacy has a great effect. The implication of this conclusion is that important to growing self-efficacy’s students to improve the students’ achievement motivation.

Effective Teaching Results in Increased Science Achievement for All Students

ERIC Educational Resources Information Center

Johnson, Carla C.; Kahle, Jane Butler; Fargo, Jamison D.

2007-01-01

This study of teacher effectiveness and student achievement in science demonstrated that effective teachers positively impact student learning. A general linear mixed model was used to assess change in student scores on the Discovery Inquiry Test as a function of time, race, teacher effectiveness, gender, and impact of teacher effectiveness in…

The Correlation of Selected Nonmathematical Measures with Mathematics Achievement

ERIC Educational Resources Information Center

Cathcart, W. George

1974-01-01

Investigation of second- and third-graders' achievement in mathematics and its correlation with nonmathematical variables yielded the following results: listening ability and vocabulary levels were significant variables, intelligence was significant for grade three but not grade two, and sex and the ability to conserve were not significant for…

Impact of Chemistry Teachers' Knowledge and Practices on Student Achievement

NASA Astrophysics Data System (ADS)

Scantlebury, Kathryn

2008-10-01

Professional development programs promoting inquiry-based teaching are challenged with providing teachers content knowledge and using pedagogical approaches that model standards based instruction. Inquiry practices are also important for undergraduate students. This paper focuses on the evaluation of an extensive professional development program for chemistry teachers that included chemistry content tests for students and the teachers and the impact of undergraduate research experiences on college students' attitudes towards chemistry. Baseline results for the students showed that there were no gender differences on the achievement test but white students scored significantly higher than non-white students. However, parent/adult involvement with chemistry homework and projects, was a significant negative predictor of 11th grade students' test chemistry achievement score. This paper will focus on students' achievement and attitude results for teachers who are mid-way through the program providing evidence that on-going, sustained professional development in content and pedagogy is critical for improving students' science achievement.

Antecedents of students' achievement in statistics

NASA Astrophysics Data System (ADS)

Awaludin, Izyan Syazana; Razak, Ruzanna Ab; Harris, Hezlin; Selamat, Zarehan

2015-02-01

The applications of statistics in most fields have been vast. Many degree programmes at local universities require students to enroll in at least one statistics course. The standard of these courses varies across different degree programmes. This is because of students' diverse academic backgrounds in which some comes far from the field of statistics. The high failure rate in statistics courses for non-science stream students had been concerning every year. The purpose of this research is to investigate the antecedents of students' achievement in statistics. A total of 272 students participated in the survey. Multiple linear regression was applied to examine the relationship between the factors and achievement. We found that statistics anxiety was a significant predictor of students' achievement. We also found that students' age has significant effect to achievement. Older students are more likely to achieve lowers scores in statistics. Student's level of study also has a significant impact on their achievement in statistics.

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

PubMed

Areepattamannil, Shaljan

2014-01-01

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.

Differences in Middle School Science Achievement by School District Size

ERIC Educational Resources Information Center

Mann, Matthew James; Maxwell, Gerri M.; Holland, Glenda

2013-01-01

This study examined differences in Texas middle school student achievement in science by school district enrollment size. Quantitative research utilized analysis of variance to determine whether significant differences existed between student achievement on the 2010 Texas Assessment of Knowledge and Skills 8th grade science results and four school…

Computer-Based Training in Math and Working Memory Improves Cognitive Skills and Academic Achievement in Primary School Children: Behavioral Results

PubMed Central

Sánchez-Pérez, Noelia; Castillo, Alejandro; López-López, José A.; Pina, Violeta; Puga, Jorge L.; Campoy, Guillermo; González-Salinas, Carmen; Fuentes, Luis J.

2018-01-01

Student academic achievement has been positively related to further development outcomes, such as the attainment of higher educational, employment, and socioeconomic aspirations. Among all the academic competences, mathematics has been identified as an essential skill in the field of international leadership as well as for those seeking positions in disciplines related to science, technology, and engineering. Given its positive consequences, studies have designed trainings to enhance children's mathematical skills. Additionally, the ability to regulate and control actions and cognitions, i.e., executive functions (EF), has been associated with school success, which has resulted in a strong effort to develop EF training programs to improve students' EF and academic achievement. The present study examined the efficacy of a school computer-based training composed of two components, namely, working memory and mathematics tasks. Among the advantages of using a computer-based training program is the ease with which it can be implemented in school settings and the ease by which the difficulty of the tasks can be adapted to fit the child's ability level. To test the effects of the training, children's cognitive skills (EF and IQ) and their school achievement (math and language grades and abilities) were evaluated. The results revealed a significant improvement in cognitive skills, such as non-verbal IQ and inhibition, and better school performance in math and reading among the children who participated in the training compared to those children who did not. Most of the improvements were related to training on WM tasks. These findings confirmed the efficacy of a computer-based training that combined WM and mathematics activities as part of the school routines based on the training's impact on children's academic competences and cognitive skills. PMID:29375442

Computer-Based Training in Math and Working Memory Improves Cognitive Skills and Academic Achievement in Primary School Children: Behavioral Results.

PubMed

Sánchez-Pérez, Noelia; Castillo, Alejandro; López-López, José A; Pina, Violeta; Puga, Jorge L; Campoy, Guillermo; González-Salinas, Carmen; Fuentes, Luis J

2017-01-01

Student academic achievement has been positively related to further development outcomes, such as the attainment of higher educational, employment, and socioeconomic aspirations. Among all the academic competences, mathematics has been identified as an essential skill in the field of international leadership as well as for those seeking positions in disciplines related to science, technology, and engineering. Given its positive consequences, studies have designed trainings to enhance children's mathematical skills. Additionally, the ability to regulate and control actions and cognitions, i.e., executive functions (EF), has been associated with school success, which has resulted in a strong effort to develop EF training programs to improve students' EF and academic achievement. The present study examined the efficacy of a school computer-based training composed of two components, namely, working memory and mathematics tasks. Among the advantages of using a computer-based training program is the ease with which it can be implemented in school settings and the ease by which the difficulty of the tasks can be adapted to fit the child's ability level. To test the effects of the training, children's cognitive skills (EF and IQ) and their school achievement (math and language grades and abilities) were evaluated. The results revealed a significant improvement in cognitive skills, such as non-verbal IQ and inhibition, and better school performance in math and reading among the children who participated in the training compared to those children who did not. Most of the improvements were related to training on WM tasks. These findings confirmed the efficacy of a computer-based training that combined WM and mathematics activities as part of the school routines based on the training's impact on children's academic competences and cognitive skills.

Cost-Effectiveness of Comprehensive School Reform in Low Achieving Schools

ERIC Educational Resources Information Center

Ross, John A.; Scott, Garth; Sibbald, Tim M.

2012-01-01

We evaluated the cost-effectiveness of Struggling Schools, a user-generated approach to Comprehensive School Reform implemented in 100 low achieving schools serving disadvantaged students in a Canadian province. The results show that while Struggling Schools had a statistically significant positive effect on Grade 3 Reading achievement, d = 0.48…

Optimized distributed systems achieve significant performance improvement on sorted merging of massive VCF files.

PubMed

Sun, Xiaobo; Gao, Jingjing; Jin, Peng; Eng, Celeste; Burchard, Esteban G; Beaty, Terri H; Ruczinski, Ingo; Mathias, Rasika A; Barnes, Kathleen; Wang, Fusheng; Qin, Zhaohui S

2018-06-01

Sorted merging of genomic data is a common data operation necessary in many sequencing-based studies. It involves sorting and merging genomic data from different subjects by their genomic locations. In particular, merging a large number of variant call format (VCF) files is frequently required in large-scale whole-genome sequencing or whole-exome sequencing projects. Traditional single-machine based methods become increasingly inefficient when processing large numbers of files due to the excessive computation time and Input/Output bottleneck. Distributed systems and more recent cloud-based systems offer an attractive solution. However, carefully designed and optimized workflow patterns and execution plans (schemas) are required to take full advantage of the increased computing power while overcoming bottlenecks to achieve high performance. In this study, we custom-design optimized schemas for three Apache big data platforms, Hadoop (MapReduce), HBase, and Spark, to perform sorted merging of a large number of VCF files. These schemas all adopt the divide-and-conquer strategy to split the merging job into sequential phases/stages consisting of subtasks that are conquered in an ordered, parallel, and bottleneck-free way. In two illustrating examples, we test the performance of our schemas on merging multiple VCF files into either a single TPED or a single VCF file, which are benchmarked with the traditional single/parallel multiway-merge methods, message passing interface (MPI)-based high-performance computing (HPC) implementation, and the popular VCFTools. Our experiments suggest all three schemas either deliver a significant improvement in efficiency or render much better strong and weak scalabilities over traditional methods. Our findings provide generalized scalable schemas for performing sorted merging on genetics and genomics data using these Apache distributed systems.

The relationship between twelve-month home stimulation and school achievement.

PubMed

van Doorninck, W J; Caldwell, B M; Wright, C; Frankenburg, W K

1981-09-01

Home Observation for Measurement of the Environment (HOME) was designed to reflect parental support of early cognitive and socioemotional development. 12-month HOME scores were correlated with elementary school achievement, 5--9 years later. 50 low-income children were rank ordered by a weighted average of centile estimates of achievement test scores, letter grades, and curriculum levels in reading and math. 24 children were classified as having significant school achievement problems. The HOME total score correlated significantly, r = .37, with school centile scores among the low-income families. The statistically more appropriate contingency table analysis revealed a 68% correct classification rate and a significantly reduced error rate over random or blanket prediction. The results supported the predictive value of the 12-month HOME for school achievement among low-income families. In an additional sample of 21 middle-income families, there was insufficient variability among HOME scores to allow prediction. The HOME total scores were highly correlated, r = .86, among siblings tested at least 10 months apart.

Attitudes and achievement of Bruneian science students

NASA Astrophysics Data System (ADS)

Dhindsa, Harkirat S.; Chung, Gilbert

2003-08-01

The aim of this study was to evaluate attitudes towards and achievement in science of Form 3 students studying in single-sex and coeducational schools in Brunei. The results demonstrated significant differences in attitudes towards and achievement in science of male and female students in single-sex schools and students in coeducational schools. These differences were at moderate level. In single-sex schools, the girls achieved moderately better in science than the boys despite their attitudes were only marginally better than the boys. However, there were no gender differences in attitudes towards and achievement in science of students in coeducational schools. The attitudes towards and achievement in science of girls in single-sex schools were moderately better than those of girls in coeducational schools. Whereas the attitudes towards and achievement in science of boys in single-sex schools were only marginally better than the boys in coeducational schools. However, further research to investigate (a) if these differences are repeated at other levels as well as in other subjects, and (b) the extent to which school type contributed towards these differences is recommended.

Reporting of statistically significant results at ClinicalTrials.gov for completed superiority randomized controlled trials.

PubMed

Dechartres, Agnes; Bond, Elizabeth G; Scheer, Jordan; Riveros, Carolina; Atal, Ignacio; Ravaud, Philippe

2016-11-30

Publication bias and other reporting bias have been well documented for journal articles, but no study has evaluated the nature of results posted at ClinicalTrials.gov. We aimed to assess how many randomized controlled trials (RCTs) with results posted at ClinicalTrials.gov report statistically significant results and whether the proportion of trials with significant results differs when no treatment effect estimate or p-value is posted. We searched ClinicalTrials.gov in June 2015 for all studies with results posted. We included completed RCTs with a superiority hypothesis and considered results for the first primary outcome with results posted. For each trial, we assessed whether a treatment effect estimate and/or p-value was reported at ClinicalTrials.gov and if yes, whether results were statistically significant. If no treatment effect estimate or p-value was reported, we calculated the treatment effect and corresponding p-value using results per arm posted at ClinicalTrials.gov when sufficient data were reported. From the 17,536 studies with results posted at ClinicalTrials.gov, we identified 2823 completed phase 3 or 4 randomized trials with a superiority hypothesis. Of these, 1400 (50%) reported a treatment effect estimate and/or p-value. Results were statistically significant for 844 trials (60%), with a median p-value of 0.01 (Q1-Q3: 0.001-0.26). For the 1423 trials with no treatment effect estimate or p-value posted, we could calculate the treatment effect and corresponding p-value using results reported per arm for 929 (65%). For 494 trials (35%), p-values could not be calculated mainly because of insufficient reporting, censored data, or repeated measurements over time. For the 929 trials we could calculate p-values, we found statistically significant results for 342 (37%), with a median p-value of 0.19 (Q1-Q3: 0.005-0.59). Half of the trials with results posted at ClinicalTrials.gov reported a treatment effect estimate and/or p-value, with significant

Understanding text-based persuasion and support tactics of concerned significant others

PubMed Central

van Stolk-Cooke, Katherine; Hayes, Marie; Baumel, Amit

2015-01-01

The behavior of concerned significant others (CSOs) can have a measurable impact on the health and wellness of individuals attempting to meet behavioral and health goals, and research is needed to better understand the attributes of text-based CSO language when encouraging target significant others (TSOs) to achieve those goals. In an effort to inform the development of interventions for CSOs, this study examined the language content of brief text-based messages generated by CSOs to motivate TSOs to achieve a behavioral goal. CSOs generated brief text-based messages for TSOs for three scenarios: (1) to help TSOs achieve the goal, (2) in the event that the TSO is struggling to meet the goal, and (3) in the event that the TSO has given up on meeting the goal. Results indicate that there was a significant relationship between the tone and compassion of messages generated by CSOs, the CSOs’ perceptions of TSO motivation, and their expectation of a grateful or annoyed reaction by the TSO to their feedback or support. Results underscore the importance of attending to patterns in language when CSOs communicate with TSOs about goal achievement or failure, and how certain variables in the CSOs’ perceptions of their TSOs affect these characteristics. PMID:26312172

Understanding text-based persuasion and support tactics of concerned significant others.

PubMed

van Stolk-Cooke, Katherine; Hayes, Marie; Baumel, Amit; Muench, Frederick

2015-01-01

The behavior of concerned significant others (CSOs) can have a measurable impact on the health and wellness of individuals attempting to meet behavioral and health goals, and research is needed to better understand the attributes of text-based CSO language when encouraging target significant others (TSOs) to achieve those goals. In an effort to inform the development of interventions for CSOs, this study examined the language content of brief text-based messages generated by CSOs to motivate TSOs to achieve a behavioral goal. CSOs generated brief text-based messages for TSOs for three scenarios: (1) to help TSOs achieve the goal, (2) in the event that the TSO is struggling to meet the goal, and (3) in the event that the TSO has given up on meeting the goal. Results indicate that there was a significant relationship between the tone and compassion of messages generated by CSOs, the CSOs' perceptions of TSO motivation, and their expectation of a grateful or annoyed reaction by the TSO to their feedback or support. Results underscore the importance of attending to patterns in language when CSOs communicate with TSOs about goal achievement or failure, and how certain variables in the CSOs' perceptions of their TSOs affect these characteristics.

Marital Adjustment and Children's Academic Achievement.

ERIC Educational Resources Information Center

Westerman, Michael A.; La Luz, Edgar J.

1995-01-01

Investigated the relationship between marital adjustment and children's functioning at school and home. Marital adjustment was significantly related to two achievement measures (grades and teacher reports of school performance) and a trend was found for a third (achievement test scores). Significant associations also were found for other measures…

Optimized distributed systems achieve significant performance improvement on sorted merging of massive VCF files

PubMed Central

Gao, Jingjing; Jin, Peng; Eng, Celeste; Burchard, Esteban G; Beaty, Terri H; Ruczinski, Ingo; Mathias, Rasika A; Barnes, Kathleen; Wang, Fusheng

2018-01-01

Abstract Background Sorted merging of genomic data is a common data operation necessary in many sequencing-based studies. It involves sorting and merging genomic data from different subjects by their genomic locations. In particular, merging a large number of variant call format (VCF) files is frequently required in large-scale whole-genome sequencing or whole-exome sequencing projects. Traditional single-machine based methods become increasingly inefficient when processing large numbers of files due to the excessive computation time and Input/Output bottleneck. Distributed systems and more recent cloud-based systems offer an attractive solution. However, carefully designed and optimized workflow patterns and execution plans (schemas) are required to take full advantage of the increased computing power while overcoming bottlenecks to achieve high performance. Findings In this study, we custom-design optimized schemas for three Apache big data platforms, Hadoop (MapReduce), HBase, and Spark, to perform sorted merging of a large number of VCF files. These schemas all adopt the divide-and-conquer strategy to split the merging job into sequential phases/stages consisting of subtasks that are conquered in an ordered, parallel, and bottleneck-free way. In two illustrating examples, we test the performance of our schemas on merging multiple VCF files into either a single TPED or a single VCF file, which are benchmarked with the traditional single/parallel multiway-merge methods, message passing interface (MPI)–based high-performance computing (HPC) implementation, and the popular VCFTools. Conclusions Our experiments suggest all three schemas either deliver a significant improvement in efficiency or render much better strong and weak scalabilities over traditional methods. Our findings provide generalized scalable schemas for performing sorted merging on genetics and genomics data using these Apache distributed systems. PMID:29762754

High-risk population health management--achieving improved patient outcomes and near-term financial results.

PubMed

Lynch, J P; Forman, S A; Graff, S; Gunby, M C

2000-07-01

A managed care organization sought to achieve efficiencies in care delivery and cost savings by anticipating and better caring for its frail and least stable members. Time sequence case study of program intervention across an entire managed care population in its first year compared with the prior baseline year. Key attributes of the intervention included predictive registries of at-risk members based on existing data, relentless focus on the high-risk group, an integrated clinical and psychosocial approach to assessments and are planning, a reengineered care management process, secured Internet applications enabling rapid implementation and broad connectivity, and population-based outcomes metrics derived from widely used measures of resource utilization and functional status. Concentrating on the highest-risk group, which averaged just 1.1% prevalence in the total membership, yielded bottom line results. When the year before program implementation (July 1997 through June 1998) was compared with the subsequent year, the total population's annualized commercial admission rate was reduced 5.3%, and seniors' was reduced 3.0%. A claims-paid analysis exclusively of the highest-risk group revealed that their efficiencies and savings overwhelmingly contributed to the membershipwide effect. This subgroup's costs dropped 35.7% from preprogram levels of $2590 per member per month (excluding pharmaceuticals). During the same time, patient-derived cross-sectional functional status rose 12.5%. A sharply focused, Internet-deployed case management strategy achieved economic and functional status results on a population basis and produced systemwide savings in its first year of implementation.

Improving Achievement in Low-Performing Schools: Key Results for School Leaders

ERIC Educational Resources Information Center

Ward, Randolph E.; Burke, Mary Ann

2004-01-01

As accountability in schools becomes more crucial, educators are looking for comprehensive and innovative management practices that respond to challenges and realities of student academic achievement. In order to improve academic performance and the quality of instruction, the entire school community needs to be involved. This book provides six…

Parenting Style and Parental Involvement: Relations with Adolescent Achievement.

ERIC Educational Resources Information Center

Paulson, Sharon E.

1994-01-01

Eighty ninth-grade students completed questionnaires regarding their parents' demandingness, responsiveness, school involvement, and commitment to achievement. Boys' reports of both maternal and paternal parenting significantly predicted their achievement, with parental values toward achievement significantly predicting achievement in boys above…

Adolescent Mental Health, Behavior Problems, and Academic Achievement

PubMed Central

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

2013-01-01

Prior research on the association of mental health and behavior problems with academic achievement is limited because it does not consider multiple problems simultaneously, take co-occurring problems into account, and control for academic aptitude. We addressed these limitations using data from the National Longitudinal Study of Adolescent Health (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. PMID:23197485

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

ERIC Educational Resources Information Center

Nakamoto, Jonathan; Schwartz, David

2010-01-01

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

Competence with Fractions Predicts Gains in Mathematics Achievement

PubMed Central

Bailey, Drew H.; Hoard, Mary K.; Nugent, Lara; Geary, David C.

2012-01-01

Competence with fractions predicts later mathematics achievement, but the co-developmental pattern between fractions knowledge and mathematics achievement is not well understood. We assessed this co-development through examination of the cross-lagged relation between a measure of conceptual knowledge of fractions and mathematics achievement in sixth and seventh grade (n = 212). The cross-lagged effects indicated that performance on the sixth grade fractions concepts measure predicted one year gains in mathematics achievement (β = .14, p<.01), controlling for the central executive component of working memory and intelligence, but sixth grade mathematics achievement did not predict gains on the fractions concepts measure (β = .03, p>.50). In a follow-up assessment, we demonstrated that measures of fluency with computational fractions significantly predicted seventh grade mathematics achievement above and beyond the influence of fluency in computational whole number arithmetic, performance on number fluency and number line tasks, and central executive span and intelligence. Results provide empirical support for the hypothesis that competence with fractions underlies, in part, subsequent gains in mathematics achievement. PMID:22832199

Competence with fractions predicts gains in mathematics achievement.

PubMed

Bailey, Drew H; Hoard, Mary K; Nugent, Lara; Geary, David C

2012-11-01

Competence with fractions predicts later mathematics achievement, but the codevelopmental pattern between fractions knowledge and mathematics achievement is not well understood. We assessed this codevelopment through examination of the cross-lagged relation between a measure of conceptual knowledge of fractions and mathematics achievement in sixth and seventh grades (N=212). The cross-lagged effects indicated that performance on the sixth grade fractions concepts measure predicted 1-year gains in mathematics achievement (ß=.14, p<.01), controlling for the central executive component of working memory and intelligence, but sixth grade mathematics achievement did not predict gains on the fractions concepts measure (ß=.03, p>.50). In a follow-up assessment, we demonstrated that measures of fluency with computational fractions significantly predicted seventh grade mathematics achievement above and beyond the influence of fluency in computational whole number arithmetic, performance on number fluency and number line tasks, central executive span, and intelligence. Results provide empirical support for the hypothesis that competence with fractions underlies, in part, subsequent gains in mathematics achievement. Copyright © 2012 Elsevier Inc. All rights reserved.

Why Evaluations Fail: To Achieve Meaningful Results, Address These Common Challenges

ERIC Educational Resources Information Center

Killion, Joellen

2017-01-01

Evaluation of professional learning illuminates the interactions that occur in the implementation of planned learning experiences and the necessary supports designed to improve professional practice and its effects on students. It investigates how a set of actions designed to achieve defined short- and long-term outcomes occur over time and how…

Ethnic Differences in Achievement of Cholesterol Treatment Goals

PubMed Central

Clark, Luther T; Maki, Kevin C; Galant, Ron; Maron, David J; Pearson, Thomas A; Davidson, Michael H

2006-01-01

BACKGROUND African Americans (AA) have the highest coronary heart disease mortality rate of any ethnic group in the United States. Data from the National Cholesterol Education Program Evaluation ProjecT Utilizing Novel E-Technology (NEPTUNE) II survey were used to assess ethnic differences in low-density lipoprotein cholesterol (LDL-C) goal achievement. METHODS NEPTUNE II surveyed patients with treated dyslipidemia to assess achievement of treatment goals established by the Adult Treatment Panel III of the National Cholesterol Education Program. United States physicians working in primary care or relevant subspecialties enrolled 10 to 20 consecutive patients (May to September 2003), and patient data were recorded in Personal Digital Assistants and uploaded to a central database via the internet. RESULTS Among 4,885 patients receiving treatment for dyslipidemia, 79.7% were non-Hispanic white (NHW) and 8.4% were AA. Non-Hispanic white and AA patients had significantly different frequencies of treatment success, with 69.0% and 53.7%, respectively, having achieved their LDL-C goal (P <.001). African-American patients were more likely to be in the highest risk category, and less likely to be using lipid drug therapy, taking high-efficacy statins, and receiving care from a subspecialist, but the difference in goal achievement remained significant (P <.001) after adjustment for these and other predictors of treatment success. CONCLUSIONS The frequency of treatment success in dyslipidemia management was significantly lower in AA than NHW patients. Additional research is needed to elucidate reasons for this disparity and to evaluate strategies for improving goal achievement among AA patients receiving therapy for dyslipidemia. PMID:16686806

Can paying for results help to achieve the Millennium Development Goals? A critical review of selected evaluations of results-based financing.

PubMed

Oxman, Andrew D; Fretheim, Atle

2009-08-01

Results-based financing (RBF) refers to the transfer of money or material goods conditional on taking a measurable action or achieving a predetermined performance target. RBF is being promoted for helping to achieve the Millennium Development Goals (MDGs). We undertook a critical appraisal of selected evaluations of RBF schemes in the health sector in low and middle-income countries (LMIC). In addition, key informants were interviewed to identify literature relevant to the use of RBF in the health sector in LMIC, key examples, evaluations, and other key informants. The use of RBF in LMIC has commonly been a part of a package that may include increased funding, technical support, training, changes in management, and new information systems. It is not possible to disentangle the effects of financial incentives as one element of RBF schemes, and there is very limited evidence of RBF per se having an effect. RBF schemes can have unintended effects. When RBF schemes are used, they should be designed carefully, including the level at which they are targeted, the choice of targets and indicators, the type and magnitude of incentives, the proportion of financing that is paid based on results, and the ancillary components of the scheme. For RBF to be effective, it must be part of an appropriate package of interventions, and technical capacity or support must be available. RBF schemes should be monitored for possible unintended effects and evaluated using rigorous study designs. © 2009 Blackwell Publishing Asia Pty Ltd and Chinese Cochrane Center, West China Hospital of Sichuan University.

Sex Differences in Attribution of Achievement and Actual Achievement.

ERIC Educational Resources Information Center

Erkut, Sumru

One-hundred-seventy-six male and 116 female college freshmen took part in a questionnaire study of sex differences in attribution of achievemnt. Achievement was operationalized as grade point index, a performance measure of significance to the subjects, where success-failure feedback is contingent on one's own performance. The best predictor of…

Reading Achievement State by State, 1999. Goal 3: Student Achievement and Citizenship.

ERIC Educational Resources Information Center

National Education Goals Panel (ED), Washington, DC.

Noting that performance at the highest levels of achievement on the National Assessment of Educational Progress (NAEP) is evidence that students have demonstrated competency over challenging subject matter and achieved the third National Educational Goal, this report presents the most up-to-date results in reading achievement for the states and…

Effects of Single-Gender Middle School Classes on Science Achievement and Attitude

NASA Astrophysics Data System (ADS)

Brooks, Tanisha

Many girls continue to achieve below their male counterparts and portray negative attitudes towards science classes. Some school districts are using single-gender education as a way to shrink the gender gap in school achievement and science related attitude. The purpose of this study was to compare achievement and science-related attitudes of 7th grade girls in single-gender education to 7th grade girls in mixed-gender education. The theoretical base for this study included knowledge from brain-based learning and assimilation, accommodation and age factors of Piaget's theory of cognitive development. The 12-week study included 48 7th grade girls, 21 in the single-gender classroom and 14 in each mixed-gender classroom. This quantitative randomized posttest only control group design utilized the TerraNova Science Assessment and the Test of Science Related Attitudes. Analysis of Variance (ANOVA) was used to determine if significant differences existed in the achievement and attitudes of girls in single and mixed-gender science classes. ANOVA analyses revealed that the girls in the single-gender classroom showed a significantly higher achievement level when compared to girls in the mixed-gender classrooms. Results showed no significant difference in attitude between the two groups. The results of this study contribute to social change by raising awareness about gender issues in science achievement and attitude, addressing a deficiency in the single-gender science education literature, and assisting educational systems in decision making to address achievement gaps while moving toward adequate yearly progress and meeting the requirements of the No Child Left Behind Act of 2001.

Predictors of cultural capital on science academic achievement at the 8th grade level

NASA Astrophysics Data System (ADS)

Misner, Johnathan Scott

The purpose of the study was to determine if students' cultural capital is a significant predictor of 8th grade science achievement test scores in urban locales. Cultural capital refers to the knowledge used and gained by the dominant class, which allows social and economic mobility. Cultural capital variables include magazines at home and parental education level. Other variables analyzed include socioeconomic status (SES), gender, and English language learners (ELL). This non-experimental study analyzed the results of the 2011 Eighth Grade Science National Assessment of Educational Progress (NAEP). The researcher analyzed the data using a multivariate stepwise regression analysis. The researcher concluded that the addition of cultural capital factors significantly increased the predictive power of the model where magazines in home, gender, student classified as ELL, parental education level, and SES were the independent variables and science achievement was the dependent variable. For alpha=0.05, the overall test for the model produced a R2 value of 0.232; therefore the model predicted 23.2% of variance in science achievement results. Other major findings include: higher measures of home resources predicted higher 2011 NAEP eighth grade science achievement; males were predicted to have higher 2011 NAEP 8 th grade science achievement; classified ELL students were predicted to score lower on the NAEP eight grade science achievement; higher parent education predicted higher NAEP eighth grade science achievement; lower measures of SES predicted lower 2011 NAEP eighth grade science achievement. This study contributed to the research in this field by identifying cultural capital factors that have been found to have statistical significance on predicting eighth grade science achievement results, which can lead to strategies to help improve science academic achievement among underserved populations.

Personality traits and achievement motives: theoretical and empirical relations between the NEO Personality Inventory-Revised and the Achievement Motives Scale.

PubMed

Diseth, Age; Martinsen, Øyvind

2009-04-01

Theoretical and empirical relations between personality traits and motive dispositions were investigated by comparing scores of 315 undergraduate psychology students on the NEO Personality Inventory-Revised and the Achievement Motives Scale. Analyses showed all NEO Personality Inventory-Revised factors except agreeableness were significantly correlated with the motive for success and the motive to avoid failure. A structural equation model showed that motive for success was predicted by Extraversion, Openness, Conscientiousness, and Neuroticism (negative relation), and motive to avoid failure was predicted by Neuroticism and Openness (negative relation). Although both achievement motives were predicted by several personality factors, motive for success was most strongly predicted by Openness, and motive to avoid failure was most strongly predicted by neuroticism. These findings extended previous research on the relations of personality traits and achievement motives and provided a basis for the discussion of motive dispositions in personality. The results also added to the construct validity of the Achievement Motives Scale.

Minimum MD simulation length required to achieve reliable results in free energy perturbation calculations: case study of relative binding free energies of fructose-1,6-bisphosphatase inhibitors.

PubMed

Rathore, R S; Aparoy, P; Reddanna, P; Kondapi, A K; Reddy, M Rami

2011-07-30

In an attempt to establish the criteria for the length of simulation to achieve the desired convergence of free energy calculations, two studies were carried out on chosen complexes of FBPase-AMP mimics. Calculations were performed for varied length of simulations and for different starting configurations using both conventional- and QM/MM-FEP methods. The results demonstrate that for small perturbations, 1248 ps simulation time could be regarded a reasonable yardstick to achieve convergence of the results. As the simulation time is extended, the errors associated with free energy calculations also gradually tapers off. Moreover, when starting the simulation from different initial configurations of the systems, the results are not changed significantly, when performed for 1248 ps. This study carried on FBPase-AMP mimics corroborates well with our previous successful demonstration of requirement of simulation time for solvation studies, both by conventional and ab initio FEP. The establishment of aforementioned criteria of simulation length serves a useful benchmark in drug design efforts using FEP methodologies, to draw a meaningful and unequivocal conclusion. Copyright © 2011 Wiley Periodicals, Inc.

Presenting the Students’ Academic Achievement Causal Model based on Goal Orientation

PubMed Central

NASIRI, EBRAHIM; POUR-SAFAR, ALI; TAHERI, MAHDOKHT; SEDIGHI PASHAKY, ABDULLAH; ASADI LOUYEH, ATAOLLAH

2017-01-01

Introduction: Several factors play a role in academic achievement, individual's excellence and capability to do actions and tasks that the learner is in charge of in learning areas. The main goal of this study was to present academic achievement causal model based on the dimensions of goal orientation and learning approaches among the students of Medical Science and Dentistry courses in Guilan University of Medical Sciences in 2013. Methods: This study is based on a cross-sectional model. The participants included 175 first and second students of the Medical and Dentistry schools in Guilan University of Medical Sciences selected by random cluster sampling [121 persons (69%) Medical Basic Science students and 54 (30.9%) Dentistry students]. The measurement tool included the Goal Orientation Scale of Bouffard and Study Process Questionnaire of Biggs) and the students’ Grade Point Average. The study data were analyzed using Pearson correlation coefficient and structural equations modeling. SPSS 14 and Amos were used to analyze the data. Results: The results indicated a significant relationship between goal orientation and learning strategies (P<0.05). In addition, the results revealed that a significant relationship exists between learning strategies[Deep Learning (r=0.37, P<0.05), Surface Learning (r=-0.21,P<0.05)], and academic achievement.The suggested model of research is fitted to the data of the research. Conclusion: Results showed that the students' academic achievement model fits with experimental data, so it can be used in learning principles which lead to students’ achievement in learning. PMID:28979914

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

PubMed Central

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

2010-01-01

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

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

PubMed

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

2009-07-01

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

Mutagenicity in drug development: interpretation and significance of test results.

PubMed

Clive, D

1985-03-01

The use of mutagenicity data has been proposed and widely accepted as a relatively fast and inexpensive means of predicting long-term risk to man (i.e., cancer in somatic cells, heritable mutations in germ cells). This view is based on the universal nature of the genetic material, the somatic mutation model of carcinogenesis, and a number of studies showing correlations between mutagenicity and carcinogenicity. An uncritical acceptance of this approach by some regulatory and industrial concerns is over-conservative, naive, and scientifically unjustifiable on a number of grounds: Human cancers are largely life-style related (e.g., cigarettes, diet, tanning). Mutagens (both natural and man-made) are far more prevalent in the environment than was originally assumed (e.g., the natural bases and nucleosides, protein pyrolysates, fluorescent lights, typewriter ribbon, red wine, diesel fuel exhausts, viruses, our own leukocytes). "False-positive" (relative to carcinogenicity) and "false-negative" mutagenicity results occur, often with rational explanations (e.g., high threshold, inappropriate metabolism, inadequate genetic endpoint), and thereby confound any straightforward interpretation of mutagenicity test results. Test battery composition affects both the proper identification of mutagens and, in many instances, the ability to make preliminary risk assessments. In vitro mutagenicity assays ignore whole animal protective mechanisms, may provide unphysiological metabolism, and may be either too sensitive (e.g., testing at orders-of-magnitude higher doses than can be ingested) or not sensitive enough (e.g., short-term treatments inadequately model chronic exposure in bioassay). Bacterial systems, particularly the Ames assay, cannot in principle detect chromosomal events which are involved in both carcinogenesis and germ line mutations in man. Some compounds induce only chromosomal events and little or no detectable single-gene events (e.g., acyclovir, caffeine

[The significance of the contamination of dental care articles. The results of a field study].

PubMed

Hingst, V

1989-04-01

Permissible conclusions both from recent available literature and our own field-study results concerning the problematic nature of microbial contamination of dental hygiene articles and the resulting possible health hazard for the consumer can be summarized as follows: Manufacturing practices as are given in the basic instructions for production sites of the cosmetic industry, render a possible degree of microbial contamination. This largely rules out the danger of infection of the consumer upon acquisition of the dental hygiene product. Secondary contamination of these products, as inevitably is the case during use of dental hygiene articles, leads to microbial colonization especially of toothbrush bristles. The extent of this colonization depends at least partially upon the utilization age of the toothbrush. Also for this reason a toothbrush should be replaced by a new one after period of three months, six months at the latest and in all cases of inflammatory changes of the mouth and throat region. The contamination of both the glass or plastic container used for rinsing the teeth after brushing or for gargling can be held within certain limits by dry storage. Only in exceptional cases do mouthwashes show a small degree of contamination. Provided they contain antimicrobial substances, no therapeutically serviceable possibilities worth mentioning follow for the reduction of oropharyngeal flora. Microbial colonization of toothpastes as a result of secondary contamination following use is observed only in exceptional cases due to their preservative content. Significant germination of stagnated residual water in waterpicks often occurs, achieving germ counts up to more than 10(7) cfu per ml. Moreover, waterpicks can represent a biotope for Pseudomonas aeruginosa, and should be used neither by patients with open wounds or mucous membrane lesions in the oropharyngeal area, nor by patients with reduced immune resistance. Manufacturers of waterpicks are urged to impede

Usage of Computers and Calculators and Students' Achievement: Results from TIMSS 2003

ERIC Educational Resources Information Center

Antonijevic, Radovan

2007-01-01

The paper deals with the facts obtained from TIMSS 2003 (Trends in International Mathematics and Science Study). This international comparative study, which includes 47 participant countries worldwide, explores dependence between eighth grade students' achievement in the areas of mathematics, physics, chemistry, biology and geography, and basic…

The Link Between Nutrition and Physical Activity in Increasing Academic Achievement.

PubMed

Asigbee, Fiona M; Whitney, Stephen D; Peterson, Catherine E

2018-06-01

Research demonstrates a link between decreased cognitive function in overweight school-aged children and improved cognitive function among students with high fitness levels and children engaging in regular physical activity (PA). The purpose of this study was to examine whether regular PA and proper nutrition together had a significant effect on academic achievement. Using the seventh wave of the Early Childhood Longitudinal Study, Kindergarten Class 1998-99 (ECLS-K) dataset, linear regression analysis with a Jackknife resampling correction was conducted to analyze the relationship among nutrition, PA, and academic achievement, while controlling for socioeconomic status, age, and sex. A nonactive, unhealthy nutrition group and a physically active, healthy nutrition group were compared on standardized tests of academic achievement. Findings indicated that PA levels and proper nutrition significantly predicted achievement scores. Thus, the active, healthy nutrition group scored higher on reading, math, and science standardized achievement tests scores. There is a strong connection between healthy nutrition and adequate PA, and the average performance within the population. Thus, results from this study suggest a supporting relationship between students' health and academic achievement. Findings also provide implications for school and district policy changes. © 2018, American School Health Association.

Personality, Motivation, and Math Achievement Among Turkish Students.

PubMed

Akben-Selcuk, Elif

2017-04-01

Using the Turkish portion of the Programme for International Student Assessment dataset ( N = 4,848; 51% boys, 49% girls; age, M = 15.81 years, SD = 0.28), this study investigated factors associated with mathematics achievement among Turkish students. Three different models were estimated using the method of balanced repeated replication with Fay's method and taking into account the presence of five plausible values of the dependent variable. Results showed that male students and older students had better mathematics proficiency. Socio-economic status and school resources also played a significant role in explaining student achievement in mathematics. Finally, students who were more open to problem solving, who attributed their failure to external factors, and who were intrinsically motivated to learn mathematics achieved higher scores. Policy implications are provided.

Teacher-child relationships and academic achievement: a multilevel propensity score model approach.

PubMed

McCormick, Meghan P; O'Connor, Erin E; Cappella, Elise; McClowry, Sandee G

2013-10-01

A robust body of research finds positive cross-sectional and longitudinal associations between teacher-child relationships and children's academic achievement in elementary school. Estimating the causal effect of teacher-child relationships on children's academic achievement, however, is challenged by selection bias at the individual and school level. To address these issues, we used two multilevel propensity score matching approaches to estimate the effect of high-quality teacher-child relationships in kindergarten on math and reading achievement during children's transition to first grade. Multi-informant data were collected on 324 low-income, Black and Hispanic students, and 112 kindergarten and first-grade teachers. Results revealed significant effects of high-quality teacher-child relationships in kindergarten on math achievement in first grade. No significant effects of teacher-child relationships were detected for reading achievement. Implications for intervention development and public policy are discussed. Copyright © 2013 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Preschool Predictors of School-Age Academic Achievement in Autism Spectrum Disorder

PubMed Central

Miller, Lauren E.; Burke, Jeffrey D.; Troyb, Eva; Knoch, Kelley; Herlihy, Lauren E.; Fein, Deborah A.

2017-01-01

Objective Characterization of academic functioning in children with autism spectrum disorder (ASD), particularly predictors of achievement, may have important implications for intervention. The current study aimed to characterize achievement profiles, confirm associations between academic ability and concurrent intellectual and social skills, and explore preschool predictors of school-age academic achievement in a sample of children with ASD. Method Children with ASD (N = 26) were evaluated at the approximate ages of two, four, and ten years. Multiple regression was used to predict school-age academic achievement in reading and mathematics from both concurrent (i.e., school-age) and preschool variables. Results Children with ASD demonstrated a weakness in reading comprehension relative to word reading. There was a smaller difference between mathematics skills; math reasoning was lower than numerical operations, but this did not quite reach trend level significance. Concurrent IQ and social skills were associated with school-age academic achievement across domains. Preschool verbal abilities significantly predicted school-age reading comprehension, above and beyond concurrent IQ, and early motor functioning predicted later math skills. Conclusions Specific developmental features of early ASD predict specific aspects of school-age achievement. Early intervention targeting language and motor skills may improve later achievement in this population. PMID:27705180

Minnesota Developmental Achievement Centers: 1987 Survey Results. Policy Analysis Series, No. 28.

ERIC Educational Resources Information Center

Minnesota Governor's Planning Council on Developmental Disabilities, St. Paul.

This paper presents data collected from rehabilitation centers serving individuals with developmental disabilities in Minnesota, called Developmental Achievement Centers (DACs). The data focus on finances, programs, and clients, and are compared with data from previous years. All 97 providers of adult services in Minnesota completed the survey,…

Organized leisure-time sport participation and academic achievement in preadolescents.

PubMed

Sævarsson, Elvar Smari; Svansdottir, Erla; Sveinsson, Thorarinn; Asgeirsdottir, Tinna Laufey; Arngrimsson, Sigurbjorn Arni; Johannsson, Erlingur

2017-12-01

The aims of this study were to study the correlation between lifestyle-related factors, such as organized leisure-time sport participation (OLSP), cardiorespiratory fitness, and adiposity, and academic achievement among preadolescents. A cross-sectional study involving 248 nine-year-old school children was carried out. OLSP was self-reported with parental assistance, categorized as ≤ 1× a week, 2-3× a week, and ≥ 4× times a week or more. Academic achievement was estimated with results from standardized test scores in Icelandic and math. Cardiorespiratory fitness was estimated using a maximal cycle ergometer test. The sum of four skinfolds was used to estimate adiposity. Tests of between-subjects effect indicated that OLSP significantly correlated with achievement in math only (F(2,235) = 3.81, p = 0.024). Further analysis showed that the two less active groups had significantly lower scores in math compared to the most active group with OLSP ≥ 4× times a week or more (2-3× times a week, unstandardized coefficient (b) = -4.08, 95% confidence interval (CI) [-7.09, -1.07]; ≤ 1× a week, b = -3.84, 95% CI [-7.59, -0.08]), independent of sex, age, maturity level (age to/from peak height velocity), family structure, and parental education. Neither cardiorespiratory fitness nor adiposity significantly correlated with academic achievements. The study's result indicates that frequent (four times per week or more often) sport participation is not harmful but may be beneficial to learning. However, further intervention-based study of this topic is needed to determine if this relationship is causal.

The Effects of Chess Instruction on the Mathematics Achievement of Southern, Rural, Black Secondary Students.

ERIC Educational Resources Information Center

Smith, James P.; Cage. Bob N.

2000-01-01

Studied the effects of 120 hours of chess instruction on the mathematics achievement of southern, rural, black secondary students. Analysis of covariance results show the treatment group (11 females, 9 males) scored significantly higher than the control group (10 females, 10 males) in mathematics achievement. Discusses results in terms of altering…

Relationship between the Learning Styles Preferences and Academic Achievement

NASA Astrophysics Data System (ADS)

Awang, H.; Samad, N. Abd; Faiz, N. S. Mohd; Roddin, R.; Kankia, J. D.

2017-08-01

The individual learning differences that have been much explored relate to differences in personality, learning styles, strategies and conceptual of learning. This article studies the learning style profile exhibited by students towards the academic achievement in Malaysian Polytechnic. The relationship between learning styles of Polytechnic students and their academic achievement based on VARK learning styles model. The target population was international business students of Malaysian Polytechnic. By means of randomly sampling method, 103 students were selected as sample of research. By descriptive - survey research method and a questionnaire adapted from VARK Learning Style Index, required data were collected. According to the results, no significantly difference between learning style and academic achievement of students. Students academic achievement was quite similar to their individual learning styles. These facts reveal that each learning style has its own strengths and weaknesses.

Refractive Errors and Academic Achievements of Primary School Children.

PubMed

Joseph, Lucyamma

2014-01-01

The current study was conducted among school children of selected schools of Thiruvananthapuram district of Kerala. It was designed to investigate the effect of refractive errors on academic achievement of primary school children. Experimental method was used in the study and the study used a sample of 185 children. An equated sample without myopia were selected as control group. Academic achievement tests based on the study syllabus were prepared and administered to both groups. The children with myopia were given corrective devices such as glasses prescribed by the ophthalmologist. After five months academic achievement tests were again given to both groups and the results of the scores between two groups as well as the scores before and after correction of errors were compared, which showed a significant influence of myopia on academic achievement and examination anxiety of children.

Raising Minority Academic Achievement: The Department of Defense Model. Pedagogical Inquiry and Praxis.

ERIC Educational Resources Information Center

Bridglall, Beatrice L.; Gordon, Edmund W.

2003-01-01

This paper describes U.S. Department of Defense Schools, an education system with significant outcomes that may be pertinent to raising academic achievement among minority students. A research group examined the high achievement of African American and Hispanic students in Department of Defense Education Activity (DoDEA) schools. Results find that…

The Effects of Various High School Scheduling Models on Student Achievement in Michigan

ERIC Educational Resources Information Center

Pickell, Russell E.

2017-01-01

This study reviews research and data to determine whether student achievement is affected by the high school scheduling model, and whether changes in scheduling models result in statistically significant changes in student achievement, as measured by the ACT Composite, ACT English Language Arts, and ACT Math scores. The high school scheduling…

Confidence in Science and Achievement Outcomes of Fourth-Grade Students in Korea: Results from the TIMSS 2011 Assessment

ERIC Educational Resources Information Center

House, J. Daniel; Telese, James A.

2017-01-01

Findings from assessments of fourth-grade science have indicated that students in Korea scored higher than international averages. Research results have also shown that attitudes toward science were related to achievement outcomes for Korean students. The purpose of this study was to examine the relationship between confidence in science and…

Can Professional Development Programs Help Close the Achievement Gap?

ERIC Educational Resources Information Center

Brahler, C. Jayne; Bainbridge, William L.; Stevens, Margaret

2004-01-01

This paper explores the question of whether it is possible to design professional development programs for teachers that can significantly improve student test results and reduce the achievement gap for students. The Dayton (Ohio) Foundation and the Montgomery County (Ohio) Educational Service Center, sponsors of The Miami Valley Teacher/…

Methane mitigation shows significant benefits towards achieving the 1.5 degree target.

NASA Astrophysics Data System (ADS)

Collins, W.; Webber, C.; Cox, P. M.; Huntingford, C.; Lowe, J. A.; Sitch, S.

2017-12-01

Most analyses of allowable carbon emissions to achieve the 1.5 degree target implicitly assume that the ratio of CO2 to non-CO2 greenhouse gases remains near constant, and that all radiative forcing factors have similar impacts on land and ocean carbon storage. Here we determine how plausible reductions in methane emissions will make the carbon targets more feasible. We account for the latest estimates of the methane radiative effect as well as the indirect effects of methane on ozone. We particularly address the differing effects of methane and CO2 mitigation on the land carbon storage including via reduced concentrations of surface ozone. The methodology uses an intermediate complexity climate model (IMOGEN) coupled to a land surface model (JULES) which represents the details of the terrestrial carbon cycle. The carbon emissions inputs to IMOGEN are varied to find allowable pathways consistent with the Paris 1.5 K or 2.0 K targets. The IMOGEN physical parameters are altered to represent the climate characteristics of 38 CMIP5 models (such as climate sensitivity) to provide bounds on the range of allowable CO2 emissions. We examine the effects of three different methane mitigation options that are broadly consistent with the ranges in the SSP scenarios: little mitigation, cost-optimal mitigation, and maximal mitigation. The land and ocean carbon storage increases with methane mitigation, allowing more flexibility in CO2 emission reduction. This is mostly since CO2 fertilisation is reduced less with high methane mitigation, with a small contribution from reduced plant damage with lower surface ozone levels.

Manufacturing of glassy thin shell for adaptive optics: results achieved

NASA Astrophysics Data System (ADS)

Poutriquet, F.; Rinchet, A.; Carel, J.-L.; Leplan, H.; Ruch, E.; Geyl, R.; Marque, G.

2012-07-01

Glassy thin shells are key components for the development of adaptive optics and are part of future & innovative projects such as ELT. However, manufacturing thin shells is a real challenge. Even though optical requirements for the front face - or optical face - are relaxed compared to conventional passive mirrors, requirements concerning thickness uniformity are difficult to achieve. In addition, process has to be completely re-defined as thin mirror generates new manufacturing issues. In particular, scratches and digs requirement is more difficult as this could weaken the shell, handling is also an important issue due to the fragility of the mirror. Sagem, through REOSC program, has recently manufactured different types of thin shells in the frame of European projects: E-ELT M4 prototypes and VLT Deformable Secondary Mirror (VLT DSM).

Performance-based alternative assessments as a means of eliminating gender achievement differences on science tests

NASA Astrophysics Data System (ADS)

Brown, Norman Merrill

1998-09-01

Historically, researchers have reported an achievement difference between females and males on standardized science tests. These differences have been reported to be based upon science knowledge, abstract reasoning skills, mathematical abilities, and cultural and social phenomena. This research was designed to determine how mastery of specific science content from public school curricula might be evaluated with performance-based assessment models, without producing gender achievement differences. The assessment instruments used were Harcourt Brace Educational Measurement's GOALSsp°ler: A Performance-Based Measure of Achievement and the performance-based portion of the Stanford Achievement Testspcopyright, Ninth Edition. The identified independent variables were test, gender, ethnicity, and grade level. A 2 x 2 x 6 x 12 (test x gender x ethnicity x grade) factorial experimental design was used to organize the data. A stratified random sample (N = 2400) was selected from a national pool of norming data: N = 1200 from the GOALSsp°ler group and N = 1200 from the SAT9spcopyright group. The ANOVA analysis yielded mixed results. The factors of test, gender, ethnicity by grade, gender by grade, and gender by grade by ethnicity failed to produce significant results (alpha = 0.05). The factors yielding significant results were ethnicity, grade, and ethnicity by grade. Therefore, no significant differences were found between female and male achievement on these performance-based assessments.

SLS-1 flight experiments preliminary significant results

NASA Technical Reports Server (NTRS)

1992-01-01

Spacelab Life Sciences-1 (SLS-1) is the first of a series of dedicated life sciences Spacelab missions designed to investigate the mechanisms involved in the physiological adaptation to weightlessness and the subsequent readaptation to 1 gravity (1 G). Hypotheses generated from the physiological effects observed during earlier missions led to the formulation of several integrated experiments to determine the underlying mechanisms responsible for the observed phenomena. The 18 experiments selected for flight on SLS-1 investigated the cardiovascular, cardiopulmonary, regulatory physiology, musculoskeletal, and neuroscience disciplines in both human and rodent subjects. The SLS-1 preliminary results gave insight to the mechanisms involved in the adaptation to the microgravity environment and readaptation when returning to Earth. The experimental results will be used to promote health and safety for future long duration space flights and, as in the past, will be applied to many biomedical problems encountered here on Earth.

Values, achievement goals, and individual-oriented and social-oriented achievement motivations among Chinese and Indonesian secondary school students.

PubMed

Liem, Arief Darmanegara; Nie, Youyan

2008-10-01

This study examined how values related to achievement goals and individual-oriented and social-oriented achievement motivations among secondary school students in China (N = 355) and Indonesia (N = 356). Statistical comparisons showed the Chinese students endorsed more strongly than the Indonesian students on self-direction and hedonism values, individual-oriented achievement motivation, and mastery-approach goals. Conversely, the Indonesian students endorsed more strongly than their Chinese counterparts on security, conformity, tradition, universalism and achievement values, social-oriented achievement motivation, and performance-approach and mastery-avoidance goals. Values explained a significant amount of the variance in almost all of the dimensions of motivation. Etic and emic relationships between values and achievement motivations were found.

Mathematics beliefs and achievement of a national sample of Native American students: results from the Trends in International Mathematics and Science Study (TIMSS) 2003 United States assessment.

PubMed

House, J Daniel

2009-04-01

Recent mathematics assessment findings indicate that Native American students tend to score below students of the ethnic majority. Findings suggest that students' beliefs about mathematics are significantly related to achievement outcomes. This study examined relations between self-beliefs and mathematics achievement for a national sample of 130 Grade 8 Native American students from the Trends in International Mathematics and Science Study (TIMSS) 2003 United States sample of (M age = 14.2 yr., SD = 0.5). Multiple regression indicated several significant relations of mathematics beliefs with achievement and accounted for 26.7% of the variance in test scores. Students who earned high test scores tended to hold more positive beliefs about their ability to learn mathematics quickly, while students who earned low scores expressed negative beliefs about their ability to learn new mathematics topics.

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

PubMed

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

2015-01-01

Drawing on the background of positive psychology, there has only recently been a focus on adolescents' life satisfaction (LS) in the context of education. Studies examining the relationship between adolescents' academic achievement and LS have shown conflicting results and the reasons are not fully understood. The present study investigated the role of parents' education as a potential moderator of the relationship between adolescents' academic achievement and LS. A sample of German high school students (N = 411) reported parents' educational attainment, as an indicator of family socio-economic status, and students' academic achievement was operationalized by grade point average in five subjects. Results indicated that only mothers' education functioned as a moderator of the relationship between academic achievement and students' LS. The association between academic achievement and LS was only found in the group of students whose mothers had achieved the same or a higher education (at least high school diploma) as their own children. Fathers' educational attainment, however, was not a significant moderator of the respective relationship. Directions for future research and the differential influences of fathers' and mothers' education are discussed with regard to potential underlying processes.

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

PubMed Central

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

2015-01-01

Drawing on the background of positive psychology, there has only recently been a focus on adolescents’ life satisfaction (LS) in the context of education. Studies examining the relationship between adolescents’ academic achievement and LS have shown conflicting results and the reasons are not fully understood. The present study investigated the role of parents’ education as a potential moderator of the relationship between adolescents’ academic achievement and LS. A sample of German high school students (N = 411) reported parents’ educational attainment, as an indicator of family socio-economic status, and students’ academic achievement was operationalized by grade point average in five subjects. Results indicated that only mothers’ education functioned as a moderator of the relationship between academic achievement and students’ LS. The association between academic achievement and LS was only found in the group of students whose mothers had achieved the same or a higher education (at least high school diploma) as their own children. Fathers’ educational attainment, however, was not a significant moderator of the respective relationship. Directions for future research and the differential influences of fathers’ and mothers’ education are discussed with regard to potential underlying processes. PMID:25691877

Effects of collaboration and inquiry on reasoning and achievement in biology

NASA Astrophysics Data System (ADS)

Jensen, Jamie Lee

The primary purpose of the present study was to compare the effectiveness of two collaborative grouping strategies and two instructional methods in terms of gains in reasoning ability and achievement in college biology. In order to do so, a quasi-experimental study was performed in which students were placed in one of four treatment conditions: heterogeneous grouping within inquiry instruction, homogeneous grouping within inquiry instruction, heterogeneous grouping within non-inquiry instruction, and homogeneous grouping within non-inquiry instruction. Students were placed in groups based on initial reasoning level. Reasoning levels and achievement gains were assessed at the end of the study. Results showed that within non-inquiry instruction, heterogeneous mean group scores were higher in both reasoning and achievement than homogeneous groups. In contrast, within inquiry instruction, homogeneous mean group scores were higher in both reasoning and achievement. Inquiry instruction, as a whole, significantly outperformed non-inquiry instruction in the development of reasoning ability. Within inquiry instruction, low-ability students had significantly greater reasoning gains when grouped homogeneously. These results support Piaget's developmental theory and contradict Vygotsky's developmental theory. These results also suggest that the success of one grouping strategy over another is highly dependent upon the nature of instruction, which may be a cause for such conflicting views on grouping strategies within the educational literature. In addition, inquiry instruction led to students having greater confidence in their reasoning ability as well as a more positive attitude toward collaboration. Instructional implications are discussed.

Brain structure links everyday creativity to creative achievement.

PubMed

Zhu, Wenfeng; Chen, Qunlin; Tang, Chaoying; Cao, Guikang; Hou, Yuling; Qiu, Jiang

2016-03-01

Although creativity is commonly considered to be a cornerstone of human progress and vital to all realms of our lives, its neural basis remains elusive, partly due to the different tasks and measurement methods applied in research. In particular, the neural correlates of everyday creativity that can be experienced by everyone, to some extent, are still unexplored. The present study was designed to investigate the brain structure underlying individual differences in everyday creativity, as measured by the Creative Behavioral Inventory (CBI) (N=163). The results revealed that more creative activities were significantly and positively associated with larger gray matter volume (GMV) in the regional premotor cortex (PMC), which is a motor planning area involved in the creation and selection of novel actions and inhibition. In addition, the gray volume of the PMC had a significant positive relationship with creative achievement and Art scores, which supports the notion that training and practice may induce changes in brain structures. These results indicate that everyday creativity is linked to the PMC and that PMC volume can predict creative achievement, supporting the view that motor planning may play a crucial role in creative behavior. Published by Elsevier Inc.

Effects of individualized assignments on biology achievement

NASA Astrophysics Data System (ADS)

Kremer, Philip L.

A pretest-posttest, randomized, two groups, experimental, factorial design compared effects of detailed and nondetailed assignments on biology achievement over seven and a half months. Detailed assignments (favoring field independence and induction) employed block diagrams and stepwise directions. Nondetailed assignments (favoring field dependence and deduction) virtually lacked these. The accessible population was 101 tenth grade preparatory school male students. The 95 students enrolled in first year biology constituted the sample. Two by three ANOVA was done on residualized posttest score means of the students. Totally, the detailed students achieved significantly higher than the nondetailed students. This significantly higher achievement was only true of detailed students in the middle thirds of the deviation intelligence quotient (DIQ) range and of the grade point average (G.P.A.) range after the breakdown into upper, middle, and lower thirds of intellectual capability (ability and achievement). The upper third detailed DIQ grouping indirectly achieved higher than its peers, whereas the lower detailed DIQ third achieved lower than its peers. Thus, high capability students apparently benefit from flow and block diagrams, inductions, field independence, and high structure, whereas low capability students may be hindered by these.

The Effect of Teacher Performance in Implementation of The 2013 Curriculum Toward Chemistry Learning Achievement

NASA Astrophysics Data System (ADS)

Dewi, L. P.; Djohar, A.

2018-04-01

This research is a study about implementation of the 2013 Curriculum on Chemistry subject. This study aims to determine the effect of teacher performance toward chemistry learning achievement. The research design involves the independent variable, namely the performance of Chemistry teacher, and the dependent variable that is Chemistry learning achievement which includes the achievement in knowledge and skill domain. The subject of this research are Chemistry teachers and High School students in Bandung City. The research data is obtained from questionnaire about teacher performance assessed by student and Chemistry learning achievement from the students’ report. Data were analyzed by using MANOVA test. The result of multivariate significance test shows that there is a significant effect of teacher performance toward Chemistry learning achievement in knowledge and skill domain with medium effect size.

Teaching science in a technology rich environment: Probeware's effect on student attitude and achievement

NASA Astrophysics Data System (ADS)

Zelmanowicz, Marc

Purpose The use of technology in the science classroom has been a major part of the initiative toward increasing student attitude and achievement in Science, Technology, Education and Math [STEM] education in the United States. The purpose of this study was to determine the extent to which the use of probeware in a high school science living environment classroom impacts student attitude towards science and/or student achievement on standards-based assessments. This study sought to answer the following quantitative questions with a qualitative component: To what extent does the use of probeware in a high school level living environment course influence student attitudes toward science compared to students who are not using probeware? What is the impact, if any, on student achievement in a living environment course, as measured by New York State Living Environment Regents [NYSLER] exam grades, between students who use probeware and students who do not? Is there a significant difference between the two groups with regard to achieving mastery on the NYSLER exam? Sample The participants in the study were Living Environment students of a suburban high school outside of New York City. Methods The quasiexperimental study examined the effects of the replacement of traditional scientific equipment with probeware on student attitude and achievement in a living environment classroom. Student attitude was measured by the modified Attitude Toward Science Inventory [mATSI] and student achievement was measured by the New York State Living Environment Regents [NSLER] Exam. Descriptive statistics, ANCOVA and hierarchical regression analysis were conducted to answer the research questions in this study. A qualitative component was included to enhance the understanding of the quantitative analysis. Major Findings Through this study, results demonstrated a statistically significant impact of probeware on student attitude, but did not show a statistically significant impact of

Sex differences in educational encouragement and academic achievement.

PubMed

Khan, Aqeel

2012-08-01

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

Ethnic Group Differences in Educational Achievement in Fiji.

ERIC Educational Resources Information Center

Basow, Susan A.

1984-01-01

No significant relationship was found between ethnic Fijian 10th graders' scores on tests of Competitiveness, Mastery, Work Orientation, Personal Unconcern, and Self Esteem and educational achievement. It is concluded that factors relating to the meaning of achievement are more important in understanding ethnic group achievement differences in…

Relationship between affect and achievement in science and mathematics in Malaysia and Singapore

NASA Astrophysics Data System (ADS)

Thoe Ng, Khar; Fah Lay, Yoon; Areepattamannil, Shaljan; Treagust, David F.; Chandrasegaran, A. L.

2012-11-01

Background : The Trends in International Mathematics and Science Study (TIMSS) assesses the quality of the teaching and learning of science and mathematics among Grades 4 and 8 students across participating countries. Purpose : This study explored the relationship between positive affect towards science and mathematics and achievement in science and mathematics among Malaysian and Singaporean Grade 8 students. Sample : In total, 4466 Malaysia students and 4599 Singaporean students from Grade 8 who participated in TIMSS 2007 were involved in this study. Design and method : Students' achievement scores on eight items in the survey instrument that were reported in TIMSS 2007 were used as the dependent variable in the analysis. Students' scores on four items in the TIMSS 2007 survey instrument pertaining to students' affect towards science and mathematics together with students' gender, language spoken at home and parental education were used as the independent variables. Results : Positive affect towards science and mathematics indicated statistically significant predictive effects on achievement in the two subjects for both Malaysian and Singaporean Grade 8 students. There were statistically significant predictive effects on mathematics achievement for the students' gender, language spoken at home and parental education for both Malaysian and Singaporean students, with R 2 = 0.18 and 0.21, respectively. However, only parental education showed statistically significant predictive effects on science achievement for both countries. For Singapore, language spoken at home also demonstrated statistically significant predictive effects on science achievement, whereas gender did not. For Malaysia, neither gender nor language spoken at home had statistically significant predictive effects on science achievement. Conclusions : It is important for educators to consider implementing self-concept enhancement intervention programmes by incorporating 'affect' components of academic

The impact of including children with intellectual disability in general education classrooms on the academic achievement of their low-, average-, and high-achieving peers.

PubMed

Sermier Dessemontet, Rachel; Bless, Gérard

2013-03-01

This study aimed at assessing the impact of including children with intellectual disability (ID) in general education classrooms with support on the academic achievement of their low-, average-, and high-achieving peers without disability. A quasi-experimental study was conducted with an experimental group of 202 pupils from classrooms with an included child with mild or moderate ID, and a control group of 202 pupils from classrooms with no included children with special educational needs (matched pairs sample). The progress of these 2 groups in their academic achievement was compared over a period of 1 school year. No significant difference was found in the progress of the low-, average-, or high-achieving pupils from classrooms with or without inclusion. The results suggest that including children with ID in primary general education classrooms with support does not have a negative impact on the progress of pupils without disability.

Taking advantage of ground data systems attributes to achieve quality results in testing software

NASA Technical Reports Server (NTRS)

Sigman, Clayton B.; Koslosky, John T.; Hageman, Barbara H.

1994-01-01

During the software development life cycle process, basic testing starts with the development team. At the end of the development process, an acceptance test is performed for the user to ensure that the deliverable is acceptable. Ideally, the delivery is an operational product with zero defects. However, the goal of zero defects is normally not achieved but is successful to various degrees. With the emphasis on building low cost ground support systems while maintaining a quality product, a key element in the test process is simulator capability. This paper reviews the Transportable Payload Operations Control Center (TPOCC) Advanced Spacecraft Simulator (TASS) test tool that is used in the acceptance test process for unmanned satellite operations control centers. The TASS is designed to support the development, test and operational environments of the Goddard Space Flight Center (GSFC) operations control centers. The TASS uses the same basic architecture as the operations control center. This architecture is characterized by its use of distributed processing, industry standards, commercial off-the-shelf (COTS) hardware and software components, and reusable software. The TASS uses much of the same TPOCC architecture and reusable software that the operations control center developer uses. The TASS also makes use of reusable simulator software in the mission specific versions of the TASS. Very little new software needs to be developed, mainly mission specific telemetry communication and command processing software. By taking advantage of the ground data system attributes, successful software reuse for operational systems provides the opportunity to extend the reuse concept into the test area. Consistency in test approach is a major step in achieving quality results.

An Empirical Study on the Effect of School Consolidation in Rural Areas on Student Achievement

ERIC Educational Resources Information Center

Mei, Dong; Fang, Chang; Yuanyan, Bai

2013-01-01

With Shaanxi province as an example, this study presents empirical evidence on the effect of primary school consolidation in rural areas on student achievement, using the difference-in-differences method. The results show no significant differences in student achievement between consolidated schools and nonconsolidated schools. If student…

Examining the Relationship of Textbooks and Labs on Student Achievement in Eighth-Grade Science

NASA Astrophysics Data System (ADS)

Sugalan, Anacita Noromor

One of the most important objectives of teachers, parents, school administrators, and students is to improve student scores on standardized tests such as the State of Texas Assessment for Academic Readiness (STAAR) in eighth-grade science. This quasi experimental study examined the science achievement scores between schools that use textbooks and labs when delivering instruction. This study utilized a quantitative approach using archival data and survey design. Analysis of covariance (ANCOVA) and multiple regression were used to analyze the data while controlling STAAR eighth-grade reading scores to reveal significant differences between classes. The sample and population for this study were predominantly eighth-grade Hispanic students in South Texas. Analysis of covariance showed that classes that used high labs got higher science scores and that the reading scores were significantly related to science scores. Multiple regression findings indicated that textbooks and labs were significant predictors of student achievement on the STAAR eighth- grade science class result in South Texas for Spring 2015. The findings of this study may serve as a catalyst for improving student achievement in science through changes in textbook adoption and doing labs in science. The result suggests the need to research further to investigate other contributing factors of student achievement.

Protein's electronic polarization contributes significantly to its catalytic function

NASA Astrophysics Data System (ADS)

Xiang, Yun; Duan, Lili; Zhang, John Z. H.

2011-05-01

Ab initio quantum mechanical/molecular mechanical method is combined with the polarized protein-specific charge to study the chemical reactions catalyzed by protein enzymes. Significant improvement in the accuracy and efficiency of free-energy simulation is demonstrated by calculating the free-energy profile of the primary proton transfer reaction in triosephosphate isomerase. Quantitative agreement with experimental results is achieved. Our simulation results indicate that electronic polarization makes important contribution to enzyme catalysis by lowering the energy barrier by as much as 3 kcal/mol.

How do different components of Effortful Control contribute to children's mathematics achievement?

PubMed

Sánchez-Pérez, Noelia; Fuentes, Luis J; Pina, Violeta; López-López, Jose A; González-Salinas, Carmen

2015-01-01

This work sought to investigate the specific contribution of two different components of Effortful Control (EC) -attentional focusing (AF) and inhibitory control- to children's mathematics achievement. The sample was composed of 142 children aged 9-12 year-old. EC components were measured through the Temperament in Middle Childhood Questionnaire (TMCQ; parent's report); math achievement was measured via teacher's report and through the standard Woodcock-Johnson test. Additionally, the contribution of other cognitive and socio-emotional processes was taken into account. Our results showed that only AF significantly contributed to the variance of children's mathematics achievement; interestingly, mediational models showed that the relationship between effortful attentional self-regulation and mathematics achievement was mediated by academic peer popularity, as well as by intelligence and study skills. Results are discussed in the light of the current theories on the role of children's self-regulation abilities in the context of school.

Significant achievements in the planetary geology program

NASA Technical Reports Server (NTRS)

Head, J. W. (Editor)

1984-01-01

Recent developments in planetology research are summarized. Important developments are summarized in topics ranging from solar system evolution, comparative planetology, and geologic processes active on other planetary bodies, to techniques and instrument development for exploration.

The Achievement Gap: Factors That Influenced the Achievement of Successful Black Students

ERIC Educational Resources Information Center

Morton, Kwame R., Sr.

2011-01-01

The academic underperformance of Black students when compared to their White peers has confounded educators nationwide. This discrepancy in academic performance commonly referred to as the achievement gap has become a national crisis which has led to one of the most significant educational reforms undertaken in the United States of America in the…

The effect of differentiated curriculum enhancements on the achievement of at-risk and normally achieving students in 5th grade science

NASA Astrophysics Data System (ADS)

Simpkins, Pamela Mccrea

2007-12-01

unit over the other, and that there was a difference between the achievements of the general education students over the at-risk/special education students. Findings also revealed a significant correlation between time on task and student test scores. There was a difference between student reports of engagement and teacher reports of allocated time. Results indicated that the use of the activities was a preferred method of review for quizzes and tests. Finally, taken as a whole, teachers' perceptions of the activities were positive.

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

ERIC Educational Resources Information Center

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

2014-01-01

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

Right brain is important for students' achievements in science.

PubMed

Dogar, Cetin; Dane, Arif; Dane, Senol; Tan, Uner

2008-08-01

Relations between the hearing durations of right and left ears and points on the introductory examination for entrance to the Science School of Ataturk University in Erzurum were investigated in 31 male and 13 female students. The hearing duration of the left ear was significantly associated with the scores of the examination for the university entrance, the hearing duration for the right ear being not significantly related to the examination scores. The results suggest that the right brain would be beneficial for the students' achievements in science.

The effect of inquiry-flipped classroom model toward students' achievement on chemical reaction rate

NASA Astrophysics Data System (ADS)

Paristiowati, Maria; Fitriani, Ella; Aldi, Nurul Hanifah

2017-08-01

The aim of this research is to find out the effect of Inquiry-Flipped Classroom Models toward Students' Achievement on Chemical Reaction Rate topic. This study was conducted at SMA Negeri 3 Tangerang in Eleventh Graders. The Quasi Experimental Method with Non-equivalent Control Group design was implemented in this study. 72 students as the sample was selected by purposive sampling. Students in experimental group were learned through inquiry-flipped classroom model. Meanwhile, in control group, students were learned through guided inquiry learning model. Based on the data analysis, it can be seen that there is significant difference in the result of the average achievement of the students. The average achievement of the students in inquiry-flipped classroom model was 83,44 and the average achievement of the students in guided inquiry learning model was 74,06. It can be concluded that the students' achievement with inquiry-flipped classroom better than guided inquiry. The difference of students' achievement were significant through t-test which is tobs 3.056 > ttable 1.994 (α = 0.005).

The effects of using guided notes and review of science achievement for male and female students

NASA Astrophysics Data System (ADS)

Tyrrell, Diann Marie

2000-11-01

The National Science Foundation predicts a shortage of scientists and engineers within the next 15 years. Some agree that the participation of women in science will be required to help meet the future demand for scientists (Malcom, 1990). Consequently, conscientious teachers search for learning strategies that provide opportunities for young women to achieve success with others in their science classes. This research concerns a note taking and teaching strategy that involves seventh grade science students. The investigation measured student achievement under three prescribed conditions. The treatment conditions were reviewing, guided notes, and guided notes with reviewing. For this experiment, the Solomon four-group design was utilized. This 2 x 2 factorial design tested for treatment effect and pretest sensitivity. Data was collected on seventh grade boys (n = 119) and seventh grade girls (n = 139) in science. Comparisons were made between the boys and girls groups. The results showed that achievement improved significantly when reviewing car using guided notes independently. The results also shower that significant improvements in achievement were not observed when participants used guided notes and reviewing together. Analysis was completed to measure how well the participants performed according to gender. This research showed that both boys and girls significantly improved their achievement in science equally well for all treatment conditions. This research went a step further by factoring in cognitive ability test scores and comparing them to the treatment results. This provided the researcher with information on which treatment condition worked best for high or low achieving students.

Achievement orientation and fear of success in Asian American college students.

PubMed

Lew, A S; Allen, R; Papouchis, N; Ritzler, B

1998-01-01

One hundred eighty-five Asian American undergraduates participated in a study designed to examine the relationships among gender, acculturation, achievement orientation, and fear of academic success. Acculturation was modestly correlated with achievement orientation. Endorsement of Asian and Anglo values were significantly related to individual-oriented achievement. Marginal significance, however, was obtained for endorsement of Asian values and beliefs to social-oriented achievement. These findings suggest that persons with a bicultural identity tend to adopt a multifaceted achievement style. Achievement orientation, in turn, predicted fear of academic success, with gender and perceived discrepancies from parental achievement values contributing minimal additional variance. Social-oriented achievement was related to high fear of academic success, whereas an individualistic orientation buffered against such conflicts.

Can baseline ultrasound results help to predict failure to achieve DAS28 remission after 1 year of tight control treatment in early RA patients?

PubMed

Ten Cate, D F; Jacobs, J W G; Swen, W A A; Hazes, J M W; de Jager, M H; Basoski, N M; Haagsma, C J; Luime, J J; Gerards, A H

2018-01-30

At present, there are no prognostic parameters unequivocally predicting treatment failure in early rheumatoid arthritis (RA) patients. We investigated whether baseline ultrasonography (US) findings of joints, when added to baseline clinical, laboratory, and radiographical data, could improve prediction of failure to achieve Disease Activity Score assessing 28 joints (DAS28) remission (<2.6) at 1 year in newly diagnosed RA patients. A multicentre cohort of newly diagnosed RA patients was followed prospectively for 1 year. US of the hands, wrists, and feet was performed at baseline. Clinical, laboratory, and radiographical parameters were recorded. Primary analysis was the prediction by logistic regression of the absence of DAS28 remission 12 months after diagnosis and start of therapy. Of 194 patients included, 174 were used for the analysis, with complete data available for 159. In a multivariate model with baseline DAS28 (odds ratio (OR) 1.6, 95% confidence interval (CI) 1.2-2.2), the presence of rheumatoid factor (OR 2.3, 95% CI 1.1-5.1), and type of monitoring strategy (OR 0.2, 95% CI 0.05-0.85), the addition of baseline US results for joints (OR 0.96, 95% CI 0.89-1.04) did not significantly improve the prediction of failure to achieve DAS28 remission (likelihood ratio test, 1.04; p = 0.31). In an early RA population, adding baseline ultrasonography of the hands, wrists, and feet to commonly available baseline characteristics did not improve prediction of failure to achieve DAS28 remission at 12 months. Clinicaltrials.gov, NCT01752309 . Registered on 19 December 2012.

Earth observations and photography experiment: Summary of significant results

NASA Technical Reports Server (NTRS)

El-Baz, F.

1978-01-01

Observation and photographic data from the Apollo Soyuz Test Project are analyzed. The discussion is structured according to the fields of investigation including: geology, desert studies, oceanography, hydrology, and meteorology. The data were obtained by: (1) visual observations of selected Earth features, (2) hand-held camera photography to document observations, and (3) stereo mapping photography of areas of significant scientific interest.

EPA Science to Achieve Results (STAR) Centers for Water Research on National Priorities Related to a Systems View of Nutrient Management

EPA Science Inventory

This poster describes the missions and objectives of four newly-awarded Science to Achieve Results (STAR) Centers. There is also a description of how the projects fit together to meet solicitation research questions.

Regional gray matter density is associated with achievement motivation: evidence from voxel-based morphometry.

PubMed

Takeuchi, Hikaru; Taki, Yasuyuki; Nouchi, Rui; Sekiguchi, Atsushi; Kotozaki, Yuka; Miyauchi, Carlos Makoto; Yokoyama, Ryoichi; Iizuka, Kunio; Hashizume, Hiroshi; Nakagawa, Seishu; Kunitoki, Keiko; Sassa, Yuko; Kawashima, Ryuta

2014-01-01

Achievement motivation can be defined as a recurrent need to improve one's past performance. Despite previous functional imaging studies on motivation-related functional activation, the relationship between regional gray matter (rGM) morphology and achievement motivation has never been investigated. We used voxel-based morphometry and a questionnaire (achievement motivation scale) to measure individual achievement motivation and investigated the association between rGM density (rGMD) and achievement motivation [self-fulfillment achievement motivation (SFAM) and competitive achievement motivation (CAM) across the brain in healthy young adults (age 21.0 ± 1.8 years, men (n = 94), women (n = 91)]. SFAM and rGMD significantly and negatively correlated in the orbitofrontal cortex (OFC). CAM and rGMD significantly and positively correlated in the right putamen, insula, and precuneus. These results suggest that the brain areas that play central roles in externally modulated motivation (OFC and putamen) also contribute to SFAM and CAM, respectively, but in different ways. Furthermore, the brain areas in which rGMD correlated with CAM are related to cognitive processes associated with distressing emotions and social cognition, and these cognitive processes may characterize CAM.

Science Achievement of Elementary and Secondary School Students in Japan: The Results of the IEA Study. NIER Occasional Paper 01/89.

ERIC Educational Resources Information Center

Miyake, Misao

This document reports the state of science achievement of Japanese students based on the Second International Science study conducted in 1983-84. Results are compared to the first study conducted in 1970. The target populations, samples, and structure of the second study are described. Test results including score distribution and high and low…

Psychological Barriers to Achievement in Women.

ERIC Educational Resources Information Center

Goldberg, Lois S.

1982-01-01

This study explored the relationships among birth order, number of course credits achieved, and personality integration for 56 women graduate students. No evidence of significant stress was found as these women approached career choice points, nor was there a significant effect from birth order. (Author/RD)

Childhood Obesity and Cognitive Achievement.

PubMed

Black, Nicole; Johnston, David W; Peeters, Anna

2015-09-01

Obese children tend to perform worse academically than normal-weight children. If poor cognitive achievement is truly a consequence of childhood obesity, this relationship has significant policy implications. Therefore, an important question is to what extent can this correlation be explained by other factors that jointly determine obesity and cognitive achievement in childhood? To answer this question, we exploit a rich longitudinal dataset of Australian children, which is linked to national assessments in math and literacy. Using a range of estimators, we find that obesity and body mass index are negatively related to cognitive achievement for boys but not girls. This effect cannot be explained by sociodemographic factors, past cognitive achievement or unobserved time-invariant characteristics and is robust to different measures of adiposity. Given the enormous importance of early human capital development for future well-being and prosperity, this negative effect for boys is concerning and warrants further investigation. Copyright © 2015 John Wiley & Sons, Ltd.

Simple and fast polydimethylsiloxane (PDMS) patterning using a cutting plotter and vinyl adhesives to achieve etching results.

PubMed

Hyun Kim; Sun-Young Yoo; Ji Sung Kim; Zihuan Wang; Woon Hee Lee; Kyo-In Koo; Jong-Mo Seo; Dong-Il Cho

2017-07-01

Inhibition of polydimethylsiloxane (PDMS) polymerization could be observed when spin-coated over vinyl substrates. The degree of polymerization, partially curing or fully curing, depended on the PDMS thickness coated over the vinyl substrate. This characteristic was exploited to achieve simple and fast PDMS patterning method using a vinyl adhesive layer patterned through a cutting plotter. The proposed patterning method showed results resembling PDMS etching. Therefore, patterning PDMS over PDMS, glass, silicon, and gold substrates were tested to compare the results with conventional etching methods. Vinyl stencils with widths ranging from 200μm to 1500μm were used for the procedure. To evaluate the accuracy of the cutting plotter, stencil designed on the AutoCAD software and the actual stencil widths were compared. Furthermore, this method's accuracy was also evaluated by comparing the widths of the actual stencils and etched PDMS results.

Student Achievement in Edison Schools: Mixed Results in an Ongoing Enterprise. Research Report.

ERIC Educational Resources Information Center

American Federation of Teachers, Washington, DC.

A study examined student achievement in selected Edison schools through an analysis of test-score data. To qualify for the study, each school had to be in operation for more than 1 year and had to have solid student testing data from a solid evaluation design. Eight schools were selected, and their reading data were compared with those of…

Achieving Kaiser Permanente Quality

PubMed Central

McHugh, Matthew D.; Aiken, Linda H.; Eckenhoff, Myra E.; Burns, Lawton R.

2015-01-01

Background The Kaiser Permanente model of integrated health delivery is highly regarded for high quality and efficient health care. Efforts to reproduce Kaiser’s success have mostly failed. One factor that has received little attention and that could explain Kaiser’s advantage is its commitment to and investment in nursing as a key component of organizational culture and patient-centered care. Purpose The aim of this study was to investigate the role of Kaiser’s nursing organization in promoting quality of care. Methodology This was a cross-sectional analysis of linked secondary data from multiple sources, including a detailed survey of nurses, for 564 adult, general acute care hospitals from California, Florida, Pennsylvania, and New Jersey in 2006–2007. We used logistic regression models to examine whether patient (mortality and failure-to-rescue) and nurse (burnout, job satisfaction, and intent-to-leave) outcomes in Kaiser hospitals were better than in non-Kaiser hospitals. We then assessed whether differences in nursing explained outcomes differences between Kaiser and other hospitals. Finally, we examined whether Kaiser hospitals compared favorably with hospitals known for having excellent nurse work environments — Magnet hospitals. Findings Patient and nurse outcomes in Kaiser hospitals were significantly better compared with non-Magnet hospitals. Kaiser hospitals had significantly better nurse work environments, staffing levels, and more nurses with bachelor’s degrees. Differences in nursing explained a significant proportion of the Kaiser outcomes advantage. Kaiser hospital outcomes were comparable to Magnet hospitals, where better outcomes have been largely explained by differences in nursing. Implications An important element in Kaiser’s success is its investment in professional nursing, which may not be evident to systems seeking to achieve Kaiser’s advantage. Our results suggest that a possible strategy for achieving outcomes like Kaiser

The influence of optimism and pessimism on student achievement in mathematics

NASA Astrophysics Data System (ADS)

Yates, Shirley M.

2002-11-01

Students' causal attributions are not only fundamental motivational variables but are also critical motivators of their persistence in learning. Optimism, pessimism, and achievement in mathematics were measured in a sample of primary and lower secondary students on two occasions. Although achievement in mathematics was most strongly related to prior achievement and grade level, optimism and pessimism were significant factors. In particular, students with a more generally pessimistic outlook on life had a lower level of achievement in mathematics over time. Gender was not a significant factor in achievement. The implications of these findings are discussed.

Achievement Goals and Achievement Emotions: A Meta-Analysis

ERIC Educational Resources Information Center

Huang, Chiungjung

2011-01-01

This meta-analysis synthesized 93 independent samples (N = 30,003) in 77 studies that reported in 78 articles examining correlations between achievement goals and achievement emotions. Achievement goals were meaningfully associated with different achievement emotions. The correlations of mastery and mastery approach goals with positive achievement…

Older Australians Can Achieve High Adherence to the Mediterranean Diet during a 6 Month Randomised Intervention; Results from the Medley Study

PubMed Central

Davis, Courtney; Hodgson, Jonathan; Bryan, Janet; Garg, Manohar; Woodman, Richard; Murphy, Karen

2017-01-01

Adherence to a Mediterranean diet (MedDiet) is thought to be achievable in non-Mediterranean regions, but this has yet to be investigated. We aimed to determine if an older Australian population could adhere to a MedDiet for six months. We conducted a randomised, parallel dietary intervention trial with two dietary arms: the Mediterranean diet (MedDiet) group and the habitual diet (HabDiet) control group. A 15-point Mediterranean diet adherence score and food and nutrient intakes were estimated from three-day weighed food records collected at baseline, two and four months. Erythrocyte fatty acids, serum carotenoids and urinary metabolites were assessed at baseline, three and six months. We enrolled 166 participants; 152 commenced and 137 completed the study (70 in the MedDiet group, 67 in the HabDiet group). Adherence scores were significantly higher in the MedDiet group at two months (between group difference 2.2, 95% CI 1.3, 2.9) and four months (between group difference 2.6, 95% CI 1.9, 3.3). Consumption of vegetables, fruits, fish, legumes, nuts and olive oil significantly increased in the MedDiet group compared to the control, and discretionary food intake decreased (p < 0.01). Measures of compliance including serum β-carotene, lycopene and erythrocyte monounsaturated fatty acids were significantly higher in the MedDiet group at three and six months (p < 0.05). Our results indicate that a population of older Australians can adopt a Mediterranean diet over a six month period. PMID:28538676

Older Australians Can Achieve High Adherence to the Mediterranean Diet during a 6 Month Randomised Intervention; Results from the Medley Study.

PubMed

Davis, Courtney; Hodgson, Jonathan; Bryan, Janet; Garg, Manohar; Woodman, Richard; Murphy, Karen

2017-05-24

Adherence to a Mediterranean diet (MedDiet) is thought to be achievable in non-Mediterranean regions, but this has yet to be investigated. We aimed to determine if an older Australian population could adhere to a MedDiet for six months. We conducted a randomised, parallel dietary intervention trial with two dietary arms: the Mediterranean diet (MedDiet) group and the habitual diet (HabDiet) control group. A 15-point Mediterranean diet adherence score and food and nutrient intakes were estimated from three-day weighed food records collected at baseline, two and four months. Erythrocyte fatty acids, serum carotenoids and urinary metabolites were assessed at baseline, three and six months. We enrolled 166 participants; 152 commenced and 137 completed the study (70 in the MedDiet group, 67 in the HabDiet group). Adherence scores were significantly higher in the MedDiet group at two months (between group difference 2.2, 95% CI 1.3, 2.9) and four months (between group difference 2.6, 95% CI 1.9, 3.3). Consumption of vegetables, fruits, fish, legumes, nuts and olive oil significantly increased in the MedDiet group compared to the control, and discretionary food intake decreased ( p < 0.01). Measures of compliance including serum β-carotene, lycopene and erythrocyte monounsaturated fatty acids were significantly higher in the MedDiet group at three and six months ( p < 0.05). Our results indicate that a population of older Australians can adopt a Mediterranean diet over a six month period.

Genetic and Environmental Influences on Achievement Outcomes Based on Family History of Learning Disabilities Status.

PubMed

Erbeli, Florina; Hart, Sara A; Taylor, Jeanette

2018-05-01

A risk to develop a learning disability has been shown to run in families. Having a positive family history of learning disability seems to account for mean differences in achievement outcomes (reading, math) in that children with a positive family history score significantly lower compared to their peers with no such family history. However, the role of family history status in explaining etiological (genetic and environmental) differences among these subgroups of children has yet to be established. The present study of 872 twins ( M age = 13.30, SD age = 1.40) from the Florida Twin Project on Reading, Behavior, and Environment utilized a multigroup approach to examine etiological differences on reading, spelling, and math among two subgroups defined by family history status. Results showed significant mean differences on all achievement outcomes, aside from math; however, no significant etiological differences on any achievement outcome were found among the two subgroups. Results support previous literature that the risk for developing a learning disability is transmitted through a family, but this is seemingly not manifested by differential etiology.

Relationship between Achievement Goals and Students' Self-Reported Personal and Social Responsibility Behaviors.

PubMed

Agbuga, Bulent; Xiang, Ping; McBride, Ron E

2015-04-21

This study utilized the 2x2 achievement goal model (mastery-approach, mastery-avoidance, performance-approach, performance-avoidance goals) to explore the relationships between achievement goals and self-reported personal and social responsibility behaviors in high school physical education settings. Two hundred and twenty one Turkish students completed questionnaires assessing their achievement goals, personal and social responsibility behaviors. Results of the one-way repeated measures ANOVA revealed significant differences among the four achievement goals, F(3, 660) = 137.05, p < .001, η2 = .39. The result also revealed that students were more likely to endorse the mastery-approach goal than three other goals. The simple correlations revealed mastery-approach and performance-approach goals were positively related to students' self-reported personal (r = .54, p < .001; r = .37, p < .001, respectively) and social responsibility (r = .38, p < .001; r = .22, p < .001, respectively) behaviors. However, hierarchical regression analyses indicated only the mastery-approach goal emerged as the significant positive predictor, b = .52, t(216) = 7.19, p < .001 for personal responsibility behaviors, and b = .41, t(216) = 5.23, p < .001 for social responsibility behaviors. These findings seem to provide convergent evidence that mastery-approach goals are positively related to positive educational outcomes.

Toy-playing behavior, sex-role orientation, spatial ability, and science achievement

NASA Astrophysics Data System (ADS)

Tracy, Dyanne M.

The purpose of this correlational study was to examine the possible relationships among children's extracurricular toy-playing habits, sex-role orientations, spatial abilities, and science achievement. Data were gathered from 282 midwestern, suburban, fifth-grade students. It was found that boys had significantly higher spatial skills than girls. No significant differences in spatial ability were found among students with different sex-role orientations. No significant differences in science achievement were found between girls and boys, or among students with the four different sex-role orientations. Students who had high spatial ability also had significantly higher science achievement scores than students with low spatial ability. Femininely oriented boys who reported low playing in the two-dimensional, gross-body-movement, and proportional-arrangement toy categories scored significantly higher on the test of science achievement than girls with the same sex-role and toy-playing behavior.

Achieving Benchmark Results for Neonatal Palliation of Hypoplastic Left Heart Syndrome and Related Anomalies in an Emerging Program.

PubMed

Dodge-Khatami, Ali; Chancellor, William Z; Gupta, Bhawna; Seals, Samantha R; Ebeid, Makram R; Batlivala, Sarosh P; Taylor, Mary B; Salazar, Jorge D

2015-07-01

Results of surgical management of hypoplastic left heart syndrome (HLHS) and related anomalies are often compared to published benchmark data which reflect the use of a variety of surgical and hybrid protocols. We report encouraging results achieved in an emerging program, despite a learning curve at all care levels. Rather than relying on a single preferred protocol, surgical management was based on matching surgical strategy to individual patient factors. From 2010 to 2014, a total of 47 consecutive patients with HLHS or related anomalies with ductal-dependent systemic circulation underwent initial surgical palliation, including 30 Norwood stage I, 8 hybrid stage I, and 9 salvage-to-Norwood procedures. True hybrid procedures entailed bilateral pulmonary artery banding and ductal stenting. In the salvage-to-Norwood strategy, ductal stenting was withheld in favor of continued prostaglandin infusion in anticipation of a deferred Norwood procedure. Cardiac comorbidities (obstructed pulmonary venous return, poor ventricular function, and atrioventricular valve regurgitation) and noncardiac comorbidities influenced the choice of treatment strategies and were analyzed as potential risk factors for extracorporeal membrane oxygenation (ECMO) support or in-hospital mortality. Overall hospital survival was 81% (Norwood 83.3%, hybrid 88%, "salvage" 67%; P = .4942). Extracorporeal membrane oxygenation support was used for eight (17%) patients with two survivors. For cases with obstructed pulmonary venous return (n = 10, 21%), management choices favored a hybrid or salvage strategy (P = .0026). Aortic atresia (n = 22, 47%) was treated by a Norwood or salvage-to-Norwood. No cardiac, noncardiac, or genetic comorbidities were identified as independent risk factors for ECMO or discharge mortality in a multivariable analysis. Our emerging program achieved outcomes that compare favorably to published benchmark data with respect to hospital survival. These results reflect rigorous

Creative motivation: creative achievement predicts cardiac autonomic markers of effort during divergent thinking.

PubMed

Silvia, Paul J; Beaty, Roger E; Nusbaum, Emily C; Eddington, Kari M; Kwapil, Thomas R

2014-10-01

Executive approaches to creativity emphasize that generating creative ideas can be hard and requires mental effort. Few studies, however, have examined effort-related physiological activity during creativity tasks. Using motivational intensity theory as a framework, we examined predictors of effort-related cardiac activity during a creative challenge. A sample of 111 adults completed a divergent thinking task. Sympathetic (PEP and RZ) and parasympathetic (RSA and RMSSD) outcomes were assessed using impedance cardiography. As predicted, people with high creative achievement (measured with the Creative Achievement Questionnaire) showed significantly greater increases in sympathetic activity from baseline to task, reflecting higher effort. People with more creative achievements generated ideas that were significantly more creative, and creative performance correlated marginally with PEP and RZ. The results support the view that creative thought can be a mental challenge. Copyright © 2014 Elsevier B.V. All rights reserved.

Chaotic homes and school achievement: a twin study

PubMed Central

Hanscombe, Ken B; Haworth, Claire MA; Davis, Oliver SP; Jaffee, Sara R; Plomin, Robert

2011-01-01

Background Chaotic homes predict poor school performance. Given that it is known that genes affect both children's experience of household chaos and their school achievement, to what extent is the relationship between high levels of noise and environmental confusion in the home, and children's school performance, mediated by heritable child effects? This is the first study to explore the genetic and environmental pathways between household chaos and academic performance. Method Children's perceptions of family chaos at ages 9 and 12 and their school performance at age 12 were assessed in more than 2,300 twin pairs. The use of child-specific measures in a multivariate genetic analysis made it possible to investigate the genetic and environmental origins of the covariation between children's experience of chaos in the home and their school achievement. Results Children's experience of family chaos and their school achievement were significantly correlated in the expected negative direction (r = −.26). As expected, shared environmental factors explained a large proportion (63%) of the association. However, genetic factors accounted for a significant proportion (37%) of the association between children's experience of household chaos and their school performance. Conclusions The association between chaotic homes and poor performance in school, previously assumed to be entirely environmental in origin, is in fact partly genetic. How children's home environment affects their academic achievement is not simply in the direction environment → child → outcome. Instead, genetic factors that influence children's experience of the disordered home environment also affect how well they do at school. The relationship between the child, their environment and their performance at school is complex: both genetic and environmental factors play a role. PMID:21675992

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

PubMed Central

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

2014-01-01

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

Alabama's Education Report Card, 2000: Significant Predictors of Student Achievement at the District and School Level. Research Brief.

ERIC Educational Resources Information Center

Miller-Whitehead, Marie

This paper examines Alabama's State Education Report Card for the year 2000. It identifies predictors for student academic achievement at both the district and school levels for 128 public school systems and 1,272 public schools. Separate analyses were conducted for 61 city and 67 county school systems. The variables included number of students,…

Test Anxiety and Academic Performance among Undergraduates: The Moderating Role of Achievement Motivation.

PubMed

Balogun, Anthony Gbenro; Balogun, Shyngle Kolawole; Onyencho, Chidi Victor

2017-02-13

This study investigated the moderating role of achievement motivation in the relationship between test anxiety and academic performance. Three hundred and ninety three participants (192 males and 201 females) selected from a public university in Ondo State, Nigeria using a purposive sampling technique, participated in the study. They responded to measures of test anxiety and achievement motivation. Three hypotheses were tested using moderated hierarchical multiple regression analysis. Results showed that test anxiety had a negative impact on academic performance (β = -.23; p < .05). Achievement motivation had a positive impact on academic performance (β = .38; p < .05). Also, achievement motivation significantly moderated the relationship between test anxiety and academic performance (β = .10; p < .01). These findings suggest that university management should design appropriate psycho-educational interventions that would enhance students' achievement motivation.

Nebraska STARS: Achieving Results

ERIC Educational Resources Information Center

Roschewski, Pat; Isernhagen, Jody; Dappen, Leon

2006-01-01

In 2000, the state of Nebraska passed legislation requiring the assessment of student performance on content standards, but its requirements were very different from those of any other state. Nebraska created what has come to be known as STARS (School-based Teacher-led Assessment and Reporting System). Under STARS, each of Nebraska's nearly 500…

Perspectives of High-Achieving Women on Teaching

ERIC Educational Resources Information Center

Snodgrass, Helen

2010-01-01

High-achieving women are significantly less likely to enter the teaching profession than they were just 40 years ago. Why? While the social and economic reasons for this decline have been well documented in the literature, what is lacking is a discussion with high-achieving women, as they make their first career decisions, about their perceptions…

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

ERIC Educational Resources Information Center

House, J. Daniel; Prion, Susan K.

1998-01-01

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…

A simulation study of the strength of evidence in the recommendation of medications based on two trials with statistically significant results

PubMed Central

Ioannidis, John P. A.

2017-01-01

A typical rule that has been used for the endorsement of new medications by the Food and Drug Administration is to have two trials, each convincing on its own, demonstrating effectiveness. “Convincing” may be subjectively interpreted, but the use of p-values and the focus on statistical significance (in particular with p < .05 being coined significant) is pervasive in clinical research. Therefore, in this paper, we calculate with simulations what it means to have exactly two trials, each with p < .05, in terms of the actual strength of evidence quantified by Bayes factors. Our results show that different cases where two trials have a p-value below .05 have wildly differing Bayes factors. Bayes factors of at least 20 in favor of the alternative hypothesis are not necessarily achieved and they fail to be reached in a large proportion of cases, in particular when the true effect size is small (0.2 standard deviations) or zero. In a non-trivial number of cases, evidence actually points to the null hypothesis, in particular when the true effect size is zero, when the number of trials is large, and when the number of participants in both groups is low. We recommend use of Bayes factors as a routine tool to assess endorsement of new medications, because Bayes factors consistently quantify strength of evidence. Use of p-values may lead to paradoxical and spurious decision-making regarding the use of new medications. PMID:28273140

Parental Involvement and Academic Achievement

ERIC Educational Resources Information Center

Goodwin, Sarah Christine

2015-01-01

This research study examined the correlation between student achievement and parent's perceptions of their involvement in their child's schooling. Parent participants completed the Parent Involvement Project Parent Questionnaire. Results slightly indicated parents of students with higher level of achievement perceived less demand or invitations…

Video analysis of the biomechanics of a bicycle accident resulting in significant facial fractures.

PubMed

Syed, Shameer H; Willing, Ryan; Jenkyn, Thomas R; Yazdani, Arjang

2013-11-01

This study aimed to use video analysis techniques to determine the velocity, impact force, angle of impact, and impulse to fracture involved in a video-recorded bicycle accident resulting in facial fractures. Computed tomographic images of the resulting facial injury are presented for correlation with data and calculations. To our knowledge, such an analysis of an actual recorded trauma has not been reported in the literature. A video recording of the accident was split into frames and analyzed using an image editing program. Measurements of velocity and angle of impact were obtained from this analysis, and the force of impact and impulse were calculated using the inverse dynamic method with connected rigid body segments. These results were then correlated with the actual fracture pattern found on computed tomographic imaging of the subject's face. There was an impact velocity of 6.25 m/s, impact angles of 14 and 6.3 degrees of neck extension and axial rotation, respectively, an impact force of 1910.4 N, and an impulse to fracture of 47.8 Ns. These physical parameters resulted in clinically significant bilateral mid-facial Le Fort II and III pattern fractures. These data confer further understanding of the biomechanics of bicycle-related accidents by correlating an actual clinical outcome with the kinematic and dynamic parameters involved in the accident itself and yielding a concrete evidence of the velocity, force, and impulse necessary to cause clinically significant facial trauma. These findings can aid in the design of protective equipment for bicycle riders to help avoid this type of injury.

Disentangling the relationship between children’s motor ability, executive function and academic achievement

PubMed Central

Egger, Fabienne; Benzing, Valentin; Jäger, Katja; Conzelmann, Achim; Roebers, Claudia M.; Pesce, Caterina

2017-01-01

Even though positive relations between children’s motor ability and their academic achievement are frequently reported, the underlying mechanisms are still unclear. Executive function has indeed been proposed, but hardly tested as a potential mediator. The aim of the present study was therefore to examine the mediating role of executive function in the relationship between motor ability and academic achievement, also investigating the individual contribution of specific motor abilities to the hypothesized mediated linkage to academic achievement. At intervals of ten weeks, 236 children aged between 10 and 12 years were tested in terms of their motor ability (t1: cardiovascular endurance, muscular strength, motor coordination), core executive functions (t2: updating, inhibition, shifting), and academic achievement (t3: mathematics, reading, spelling). Structural equation modelling revealed executive function to be a mediator in the relation between motor ability and academic achievement, represented by a significant indirect effect. In separate analyses, each of the three motor abilities were positively related to children’s academic achievement. However, only in the case of children’s motor coordination, the mediation by executive function accounted for a significance percentage of variance of academic achievement data. The results provide evidence in support of models that conceive executive function as a mechanism explaining the relationship that links children’s physical activity-related outcomes to academic achievement and strengthen the advocacy for quality physical activity not merely focused on health-related physical fitness outcomes, but also on motor skill development and learning. PMID:28817625

Adiposity and Physical Activity Are Not Related to Academic Achievement in School-Aged Children

PubMed Central

LeBlanc, Monique M.; Martin, Corby K.; Han, Hongmei; Newton, Robert; Sothern, Melinda; Webber, Larry S.; Davis, Allison B.; Williamson, Donald A.

2012-01-01

Objective To investigate the hypotheses that in elementary school students: 1) adiposity and academic achievement are negatively correlated and 2) physical activity and academic achievement are positively correlated. Method Participants were 1963 children in fourth through sixth grades. Adiposity was assessed by calculating body mass index (BMI) percentile and percent body fat and academic achievement with statewide standardized tests in four content areas. Socioeconomic status and age were control variables. A subset of participants (n = 261) wore an accelerometer for three days to provide objective measurement of physical activity. Additionally, the association between weight status and academic achievement was examined by comparing children who could be classified as “extremely obese” and the rest of the sample, as well as comparing children who could be classified as normal weight, overweight, or obese. Extreme obesity was defined as >= 1.2 times the 95th percentile. Results Results indicated that there were no significant associations between adiposity or physical activity and achievement in students. No academic achievement differences were found between children with BMI percentiles within the extreme obesity range and those who did not fall within the extreme obesity classification. Additionally, no academic achievement differences were found for children with BMI percentiles within the normal weight, overweight, or obese ranges. Conclusion These results do not support the hypotheses that increased adiposity is associated with decreased academic achievement or that greater physical activity is related to improved achievement. However, these results are limited by methodological weaknesses, especially the use of cross-sectional data. PMID:22617499

Significantly Increasing the Ductility of High Performance Polymer Semiconductors through Polymer Blending.

PubMed

Scott, Joshua I; Xue, Xiao; Wang, Ming; Kline, R Joseph; Hoffman, Benjamin C; Dougherty, Daniel; Zhou, Chuanzhen; Bazan, Guillermo; O'Connor, Brendan T

2016-06-08

Polymer semiconductors based on donor-acceptor monomers have recently resulted in significant gains in field effect mobility in organic thin film transistors (OTFTs). These polymers incorporate fused aromatic rings and have been designed to have stiff planar backbones, resulting in strong intermolecular interactions, which subsequently result in stiff and brittle films. The complex synthesis typically required for these materials may also result in increased production costs. Thus, the development of methods to improve mechanical plasticity while lowering material consumption during fabrication will significantly improve opportunities for adoption in flexible and stretchable electronics. To achieve these goals, we consider blending a brittle donor-acceptor polymer, poly[4-(4,4-dihexadecyl-4H-cyclopenta[1,2-b:5,4-b']dithiophen-2-yl)-alt-[1,2,5]thiadiazolo[3,4-c]pyridine] (PCDTPT), with ductile poly(3-hexylthiophene). We found that the ductility of the blend films is significantly improved compared to that of neat PCDTPT films, and when the blend film is employed in an OTFT, the performance is largely maintained. The ability to maintain charge transport character is due to vertical segregation within the blend, while the improved ductility is due to intermixing of the polymers throughout the film thickness. Importantly, the application of large strains to the ductile films is shown to orient both polymers, which further increases charge carrier mobility. These results highlight a processing approach to achieve high performance polymer OTFTs that are electrically and mechanically optimized.

The effects of chronic achievement motivation and achievement primes on the activation of achievement and fun goals.

PubMed

Hart, William; Albarracín, Dolores

2009-12-01

This research examined the hypothesis that situational achievement cues can elicit achievement or fun goals depending on chronic differences in achievement motivation. In 4 studies, chronic differences in achievement motivation were measured, and achievement-denoting words were used to influence behavior. The effects of these variables were assessed on self-report inventories, task performance, task resumption following an interruption, and the pursuit of means relevant to achieving or having fun. Findings indicated that achievement priming (vs. control priming) activated a goal to achieve and inhibited a goal to have fun in individuals with chronically high-achievement motivation but activated a goal to have fun and inhibited a goal to achieve in individuals with chronically low-achievement motivation.

The Effects of Chronic Achievement Motivation and Achievement Primes on the Activation of Achievement and Fun Goals

PubMed Central

Hart, William; Albarracín, Dolores

2013-01-01

This research examined the hypothesis that situational achievement cues can elicit achievement or fun goals depending on chronic differences in achievement motivation. In 4 studies, chronic differences in achievement motivation were measured, and achievement-denoting words were used to influence behavior. The effects of these variables were assessed on self-report inventories, task performance, task resumption following an interruption, and the pursuit of means relevant to achieving or having fun. Findings indicated that achievement priming (vs. control priming) activated a goal to achieve and inhibited a goal to have fun in individuals with chronically high-achievement motivation but activated a goal to have fun and inhibited a goal to achieve in individuals with chronically low-achievement motivation. PMID:19968423

Students’ Achievement Goals, Learning-Related Emotions and Academic Achievement

PubMed Central

Lüftenegger, Marko; Klug, Julia; Harrer, Katharina; Langer, Marie; Spiel, Christiane; Schober, Barbara

2016-01-01

In the present research, the recently proposed 3 × 2 model of achievement goals is tested and associations with achievement emotions and their joint influence on academic achievement are investigated. The study was conducted with 388 students using the 3 × 2 Achievement Goal Questionnaire including the six proposed goal constructs (task-approach, task-avoidance, self-approach, self-avoidance, other-approach, other-avoidance) and the enjoyment and boredom scales from the Achievement Emotion Questionnaire. Exam grades were used as an indicator of academic achievement. Findings from CFAs provided strong support for the proposed structure of the 3 × 2 achievement goal model. Self-based goals, other-based goals and task-approach goals predicted enjoyment. Task-approach goals negatively predicted boredom. Task-approach and other-approach predicted achievement. The indirect effects of achievement goals through emotion variables on achievement were assessed using bias-corrected bootstrapping. No mediation effects were found. Implications for educational practice are discussed. PMID:27199836

Examination of the Relationship Between Autonomy and English Achievement as Mediated by Foreign Language Classroom Anxiety.

PubMed

Ghorbandordinejad, Farhad; Ahmadabad, Roghayyeh Moradian

2016-06-01

This study investigated the relationship between autonomy and English language achievement among third-grade high school students as mediated by foreign language classroom anxiety in a city in the north-west of Iran. A sample of 400 students (187 males, and 213 females) was assessed for their levels of autonomy and foreign language anxiety using the Autonomy Questionnaire and Foreign Language Classroom Anxiety Scale (FLCAS), respectively. Participants' scores on their final English exam were also used as the measurement of their English achievement. The results of Pearson correlation revealed a strong correlation between learners' autonomy and their English achievement (r [Formula: see text] .406, n [Formula: see text] 400, [Formula: see text]). Also, foreign language classroom anxiety was found to be significantly and negatively correlated with English achievement (r [Formula: see text] [Formula: see text].472, n [Formula: see text] 400, [Formula: see text]). Hierarchical multiple regression was used to assess the ability of autonomy to predict language learning achievement, after controlling for the influence of anxiety. In sum, the results of hierarchical multiple regressions revealed that foreign language classroom anxiety significantly mediates the relationship between autonomy and English language achievement. Implications for both teachers and learners, and suggestions for further research are provided.

Clinically significant and sustained weight loss is achievable in obese women with polycystic ovary syndrome followed in a regular medical practice.

PubMed

Pelletier, Lysanne; Baillargeon, Jean-Patrice

2010-12-01

To determine the proportion of obese women with polycystic ovary syndrome (PCOS) losing clinically significant amounts of weight during a standard follow-up by an endocrinologist. Retrospective cohort study. Reproductive Endocrinology Clinic of an academic center. Obese patients with PCOS assessed between May 2002 and September 2008. General nonstandardized advice on weight loss and exercise. Proportion of women losing ≥5% or ≥10% of their initial weight at each of the following time interval: 2-6 months, 6-12 months, 12-18 months, 18-24 months, 24-36 months, and beyond 36 months. One hundred seventeen patients with PCOS and with a mean body mass index (BMI) of 38.7 kg/m(2) and mean age of 28.5 years were followed-up for a median duration of 21.9 months (range, 2.0-61.8 months), with a median of two visits per year. More than 40% of these women lost ≥5% of their initial weight after >6 months of follow-up, and ≥20% lost ≥10% after 1 year of follow-up. More important, these proportions were maintained up to ≥3 years. It is possible for obese women with PCOS to achieve clinically significant and sustained weight loss by following simple advices given in a regular clinical care setting. Therefore, practitioners should not underestimate their impact to facilitate weight loss in women with PCOS. Copyright © 2010 American Society for Reproductive Medicine. Published by Elsevier Inc. All rights reserved.

Improving preschoolers' mathematics achievement with tablets: a randomized controlled trial

NASA Astrophysics Data System (ADS)

Schacter, John; Jo, Booil

2017-09-01

With a randomized field experiment of 433 preschoolers, we tested a tablet mathematics program designed to increase young children's mathematics learning. Intervention students played Math Shelf, a comprehensive iPad preschool and year 1 mathematics app, while comparison children received research-based hands-on mathematics instruction delivered by their classroom teachers. After 22 weeks, there was a large and statistically significant effect on mathematics achievement for Math Shelf students (Cohen's d = .94). Moderator analyses demonstrated an even larger effect for low achieving children (Cohen's d = 1.27). These results suggest that early education teachers can improve their students' mathematics outcomes by integrating experimentally proven tablet software into their daily routines.

Genetic variation in aryl N-acetyltransferase results in significant differences in the pharmacokinetic and safety profiles of amifampridine (3,4-diaminopyridine) phosphate.

PubMed

Haroldsen, Peter E; Garovoy, Marvin R; Musson, Donald G; Zhou, Huiyu; Tsuruda, Laurie; Hanson, Boyd; O'Neill, Charles A

2015-02-01

The clinical use of amifampridine phosphate for neuromuscular junction disorders is increasing. The metabolism of amifampridine occurs via polymorphic aryl N-acetyltransferase (NAT), yet its pharmacokinetic (PK) and safety profiles, as influenced by this enzyme system, have not been investigated. The objective of this study was to assess the effect of NAT phenotype and genotype on the PK and safety profiles of amifampridine in healthy volunteers (N = 26). A caffeine challenge test and NAT2 genotyping were used to delineate subjects into slow and fast acetylators for PK and tolerability assessment of single, escalating doses of amifampridine (up to 30 mg) and in multiple daily doses (20 mg QID) of amifampridine. The results showed that fast acetylator phenotypes displayed significantly lower C max, AUC, and shorter t 1/2 for amifampridine than slow acetylators. Plasma concentrations of the N-acetyl metabolite were approximately twofold higher in fast acetylators. Gender differences were not observed. Single doses of amifampridine demonstrated dose linear PKs. Amifampridine achieved steady state plasma levels within 1 day of dosing four times daily. No accumulation or time-dependent changes in amifampridine PK parameters occurred. Overall, slow acetylators reported 73 drug-related treatment-emergent adverse events versus 6 in fast acetylators. Variations in polymorphic NAT corresponding with fast and slow acetylator phenotypes significantly affects the PK and safety profiles of amifampridine.

Superstorm Sandy and the academic achievement of university students.

PubMed

Doyle, Matthew D; Lockwood, Brian; Comiskey, John G

2017-10-01

Much of the literature on the consequences of natural disasters has focused on their physical and psychological ramifications. Few researchers have considered how the impacts of a natural disaster can influence academic achievement. This study analyses data collected from nearly 300 students at a mid-sized, private university in the northeast United States to determine if the effects of Cyclone Sandy in 2012 are associated with measures of academic achievement. The findings reveal that experiencing headaches after the event resulted in a higher likelihood of students suffering a loss of academic motivation. In addition, experiencing headaches and a loss of academic motivation were correlated with a lower grade point average (GPA) during the semester in which Sandy made landfall. However, the more direct effects of the superstorm, including displacement and a loss of power, did not have a significant bearing on academic achievement. Lastly, the paper examines the implications for higher education policy and future research. © 2017 The Author(s). Disasters © Overseas Development Institute, 2017.

The Effect of a State Department of Education Teacher Mentor Initiative on Science Achievement

NASA Astrophysics Data System (ADS)

Pruitt, Stephen L.; Wallace, Carolyn S.

2012-06-01

This study investigated the effectiveness of a southern state's department of education program to improve science achievement through embedded professional development of science teachers in the lowest performing schools. The Science Mentor Program provided content and inquiry-based coaching by teacher leaders to science teachers in their own classrooms. The study analyzed the mean scale scores for the science portion of the state's high school graduation test for the years 2004 through 2007 to determine whether schools receiving the intervention scored significantly higher than comparison schools receiving no intervention. The results showed that all schools achieved significant improvement of scale scores between 2004 and 2007, but there were no significant performance differences between intervention and comparison schools, nor were there any significant differences between various subgroups in intervention and comparison schools. However, one subgroup, economically disadvantaged (ED) students, from high-level intervention schools closed the achievement gap with ED students from no-intervention schools across the period of the study. The study provides important information to guide future research on and design of large-scale professional development programs to foster inquiry-based science.

Nutrition and educational achievement of urban primary schoolchildren in Malaysia.

PubMed

Shariff, Z M; Bond, J T; Johnson, N E

2000-12-01

The relationship between nutrition, health and educational achievement of school-age population in less developed countries has been of interest to many researchers due to the frequent observation that many children did not complete primary school and those who completed, did not do as well as children in the developed countries. Nevertheless, nutritional and health status by itself is not the only variable affecting educational achievement, since biological, psychological, socioeconomic and cultural factors could directly or indirectly affect both nutrition, health status and educational achievement. The mechanism by which health and nutrition influence educational achievement is not well established, but poor health and malnutrition in early childhood may affect cognitive abilities, necessary for learning process and consequently educational achievement. A study was conducted in Kuala Lumpur, Malaysia, to investigate the relationship between nutritional status and educational achievement among primary schoolchildren from low income households (n = 399). A high percentage of them were mild-significantly underweight (52%), stunted (47%) and wasted (36%) and increasingly overweight (6%). In general, more boys than girls were found to experience some form of malnutrition. While weight-for-height did not differ significantly according to family, child and school factors, weight-for-age and height-for-age differed significantly by gender. Also, height-for-age was significantly related to household income. This indicates that stunting may be a consequence of prolonged socioeconomic deprivation. Educational achievement was measured based on test scores for Malay language (ML), English language (EL) and mathematics (MT). While a majority of the schoolchildren obtained optimum scores (>75) for ML and MT, the majority of them had insufficient scores (<50) for EL. Children's total score (TS) for the three subjects was significantly associated with household socioeconomic

5 a day Achievement Badge for African-American Boy Scouts: pilot outcome results.

PubMed

Baranowski, Tom; Baranowski, Janice; Cullen, Karen W; deMoor, Carl; Rittenberry, LaTroy; Hebert, David; Jones, Lovell

2002-03-01

Boy Scouts are an important channel to complement school-based programs to enable boys to eat more fruit, 100% juice, and vegetables (FJV) for chronic disease prevention. The "5 a Day Achievement Badge" program was presented on a pilot study basis to African-American Boy Scout troops in Houston. Troops were the unit of recruitment and random assignment to treatment and control groups. The badge program was presented in Fall 1997 by trained dietitians and included activities to increase availability and accessibility of fruit and vegetables at scouts' homes, increase preferences for vegetables, and train in the preparation of FaSST (fast, simple, safe, and tasty) recipes. Weekly comic books demonstrated and reinforced what scouts were expected to do at home. A weekly newsletter with recipes was sent to parents. The program was revised and presented to the control group in Winter 1998. Two 24-h recalls were the primary assessment tools. Telephone interviews were conducted with parents. The intervention resulted in a 0.8 FJV serving difference (post values of treatment versus control groups with pre value covaried). The changes obtained suggest that the intervention was effective in promoting dietary change. (C)2002 American Health Foundation and Elsevier Science (USA).

The Effects of Homework Activities and Teaching Strategies for New Mathematics Topics on Achievement of Adolescent Students in Japan: Results from the TIMSS 1999 Assessment

ERIC Educational Resources Information Center

House, J. Daniel

2004-01-01

The importance of homework activities for student achievement has been extensively discussed. Research has indicated that, in general, students who spend more time on homework tend to show higher levels of academic achievement. For instance, results from the Third International Mathematics Study (TIMSS) indicated that adolescent students in Japan…

The Effects of School Entry Age and Gender on Reading Achievement Scores of Second Grade Students.

ERIC Educational Resources Information Center

Trapp, Carol M.

A study determined if either school entry age or gender had any effect on the reading achievement of 121 second-grade students from the Metuchen, New Jersey, public school district. The subjects were administered the California Achievement Test in the Spring of 1994. Results indicated that late starters scored significantly better than early…

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

PubMed

Montague, Marjorie; van Garderen, Delinda

2003-01-01

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

Low velocity gunshot wounds result in significant contamination regardless of ballistic characteristics.

PubMed

Weinstein, Joseph; Putney, Emily; Egol, Kenneth

2014-01-01

Controversy exists among the orthopedic community regarding the treatment of gunshot injuries. No consistent treatment algorithm exists for treatment of low energy gunshot wound (GSW) trauma. The purpose of this study was to critically examine the wound contamination following low velocity GSW based upon bullet caliber and clothing fiber type found within the injury track. Four types of handguns were fired at ballistic gel from a 10-foot distance. Various clothing materials were applied (denim, cotton, polyester, and wool) circumferentially around the tissue agar in a loose manor. A total of 32 specimens were examined. Each caliber handgun was fired a minimum of 5 times into a gel. Regardless of bullet caliber there was gross contamination of the entire bullet track in 100% of specimens in all scenarios and for all fiber types. Furthermore, as would be expected, the degree of contamination appeared to increase as the size of the bullet increased. Low velocity GSWs result in significant contamination regardless of bullet caliber and jacket type. Based upon our results further investigation of low velocity GSW tracks is warranted. Further clinical investigation should focus on the degree to which debridement should be undertaken.

How do different components of Effortful Control contribute to children’s mathematics achievement?

PubMed Central

Sánchez-Pérez, Noelia; Fuentes, Luis J.; Pina, Violeta; López-López, Jose A.; González-Salinas, Carmen

2015-01-01

This work sought to investigate the specific contribution of two different components of Effortful Control (EC) -attentional focusing (AF) and inhibitory control- to children’s mathematics achievement. The sample was composed of 142 children aged 9–12 year-old. EC components were measured through the Temperament in Middle Childhood Questionnaire (TMCQ; parent’s report); math achievement was measured via teacher’s report and through the standard Woodcock–Johnson test. Additionally, the contribution of other cognitive and socio-emotional processes was taken into account. Our results showed that only AF significantly contributed to the variance of children’s mathematics achievement; interestingly, mediational models showed that the relationship between effortful attentional self-regulation and mathematics achievement was mediated by academic peer popularity, as well as by intelligence and study skills. Results are discussed in the light of the current theories on the role of children’s self-regulation abilities in the context of school. PMID:26441758

AchieveNJ and Its Effects on Hiring Principals

ERIC Educational Resources Information Center

Cinotti, Gina; Gutmore, Daniel

2016-01-01

The study described the influence, if any, AchieveNJ might have on superintendents' hiring decisions of principals. According to superintendents, there is not one accepted standard in principal leadership characteristics, although there are commonalities regarding traits associated with improving student achievement. The significance of this study…

Lifetime Achievement Patterns, Retirement and Life Satisfaction of Gifted Aged Women.

ERIC Educational Resources Information Center

Holahan, Carole Kovalic

1981-01-01

Investigated the relationship of lifetime achievement patterns and retirement, to life satisfaction for gifted aging women (N=352). Results showed a significant interaction between marital status and work pattern on overall life satisfaction suggesting an additive negative effect of loss of spouse and a work history of working for income alone.…

The Variation in Student Achievement and Behavior within a Portfolio Management Model: Early Results from New Orleans

ERIC Educational Resources Information Center

McEachin, Andrew J.; Welsh, Richard Osbourne; Brewer, Dominic James

2016-01-01

A growing number of states experimented with alternative governance structures in response to pressure to raise student achievement. Post-Katrina experimentation in New Orleans was widely regarded as a model example of new governance reforms and provided a unique opportunity to learn about the variation in student achievement and behavior within…

Integrated Curriculum and Subject-based Curriculum: Achievement and Attitudes

NASA Astrophysics Data System (ADS)

Casady, Victoria

The research conducted for this mixed-method study, qualitative and quantitative, analyzed the results of an academic year-long study to determine whether the use of an integrated fourth grade curriculum would benefit student achievement in the areas of English language arts, social studies, and science more than a subject-based traditional curriculum. The research was conducted based on the international, national, and state test scores, which show a slowing or lack of growth. Through pre- and post-assessments, student questionnaires, and administrative interviews, the researcher analyzed the phenomenological experiences of the students to determine if the integrated curriculum was a beneficial restructuring of the curriculum. The research questions for this study focused on the achievement and attitudes of the students in the study and whether the curriculum they were taught impacted their achievement and attitudes over the course of one school year. The curricula for the study were organized to cover the current standards, where the integrated curriculum focused on connections between subject areas to help students make connections to what they are learning and the world beyond the classroom. The findings of this study indicated that utilizing the integrated curriculum could increase achievement as well as students' attitudes toward specific content areas. The ANOVA analysis for English language arts was not determined to be significant; although, greater growth in the students from the integrated curriculum setting was recorded. The ANOVA for social studies (0.05) and the paired t-tests (0.001) for science both determined significant positive differences. The qualitative analysis led to the discovery that the experiences of the students from the integrated curriculum setting were more positive. The evaluation of the data from this study led the researcher to determine that the integrated curriculum was a worthwhile endeavor to increase achievement and attitudes

The Achievement Ideology and Whiteness: "Achieving Whiteness" or "Achieving Middle Class?"

ERIC Educational Resources Information Center

Allen, Ricky Lee

Over the past few decades, social reproduction theorists have criticized achievement ideology as a dominant and dominating myth that hides the true nature of class immobility. Social reproductionists' primary criticism of achievement ideology is that it blinds the working class, regardless of race or gender, to the possibilities of collective…

Effect of Ability Grouping in Reciprocal Teaching Technique of Collaborative Learning on Individual Achievements and Social Skills

ERIC Educational Resources Information Center

Sumadi; Degeng, I Nyoman S.; Sulthon; Waras

2017-01-01

This research focused on effects of ability grouping in reciprocal teaching technique of collaborative learning on individual achievements dan social skills. The results research showed that (1) there are differences in individual achievement significantly between high group of homogeneous, middle group of homogeneous, low group of homogeneous,…

Study Habits as a Factor in the Locus of Control-Academic Achievement Relationship

ERIC Educational Resources Information Center

Bass, Barry A.; And Others

1974-01-01

Results of an investigation to determine if differential study habits between internal and external individuals could be a significant factor in the link between locus of control and academic achievement indicate that the study habits are an important factor. (Author/KM)

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

PubMed

Chang, Janet; Le, Thao N

2010-10-01

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. PsycINFO Database Record (c) 2010 APA, all rights reserved.

Mathematics anxiety and mathematics achievement

NASA Astrophysics Data System (ADS)

Sherman, Brian F.; Wither (Post.), David P.

2003-09-01

This paper is a distillation of the major result from the 1998 Ph.D. thesis of the late David Wither. It details a longitudinal study over five years of the relationship between mathematics anxiety and mathematics achievement. It starts from the already well documented negative correlation between the two, and seeks to establish one of the three hypotheses—that mathematics anxiety causes an impairment of mathematics achievement; that lack of mathematics achievement causes mathematics anxiety; or that there is a third underlying cause of the two.

Basic Education Curriculum Reform in Rural China: Achievements, Problems, and Solutions

ERIC Educational Resources Information Center

Wang, Jiayi; Zhao, Zhichun

2011-01-01

The latest wave of basic education curriculum reform, carried out over the past ten years, has achieved significant results and promoted the development of rural education. There are still some problems in the reform of basic education in rural areas, however, such as a serious shortage of funds for rural school curriculum reform, the continuing…

Paradoxical Personality and Academic Achievement in College Students From Buenos Aires

PubMed Central

Freiberg Hoffmann, Agustín; Fernández Liporace, María Mercedes

2015-01-01

This paper presents a study on paradoxical personality, defined as a distinctive feature in creative persons, developed with 350 college students from Buenos Aires. Goals aimed at describing and analysing possible significant differences of paradoxical traits in students from diverse majors representing seven different fields of study, and examining the relationship between each bipolar trait and academic achievement. The sample was composed of 7 groups (n = 50 by group) representing fields of study typically offered in public universities, Biology, Computer Science, Engineering, Law, Nutrition, Psychology, and History of Art. Analyses by career provided descriptive information about students of these majors, concerning their paradoxical personality profiles. Correlational studies verified significant associations between academic achievement and most paradoxical traits in majors such as Computer Science, Nutrition and Psychology. Results are discussed regarding practical outcomes and teaching programs. PMID:27247680

Which Preschool Mathematics Competencies Are Most Predictive of Fifth Grade Achievement?

PubMed Central

Nguyen, Tutrang; Watts, Tyler W.; Duncan, Greg J.; Clements, Douglas H.; Sarama, Julie S.; Wolfe, Christopher; Spitler, Mary Elaine

2016-01-01

In an effort to promote best practices regarding mathematics teaching and learning at the preschool level, national advisory panels and organizations have emphasized the importance of children’s emergent counting and related competencies, such as the ability to verbally count, maintain one-to-one correspondence, count with cardinality, subitize, and count forward or backward from a given number. However, little research has investigated whether the kind of mathematical knowledge promoted by the various standards documents actually predict later mathematics achievement. The present study uses longitudinal data from a primarily low-income and minority sample of children to examine the extent to which preschool mathematical competencies, specifically basic and advanced counting, predict fifth grade mathematics achievement. Using regression analyses, we find early numeracy abilities to be the strongest predictors of later mathematics achievement, with advanced counting competencies more predictive than basic counting competencies. Our results highlight the significance of preschool mathematics knowledge for future academic achievement. PMID:27057084

Which Preschool Mathematics Competencies Are Most Predictive of Fifth Grade Achievement?

PubMed

Nguyen, Tutrang; Watts, Tyler W; Duncan, Greg J; Clements, Douglas H; Sarama, Julie S; Wolfe, Christopher; Spitler, Mary Elaine

In an effort to promote best practices regarding mathematics teaching and learning at the preschool level, national advisory panels and organizations have emphasized the importance of children's emergent counting and related competencies, such as the ability to verbally count, maintain one-to-one correspondence, count with cardinality, subitize, and count forward or backward from a given number. However, little research has investigated whether the kind of mathematical knowledge promoted by the various standards documents actually predict later mathematics achievement. The present study uses longitudinal data from a primarily low-income and minority sample of children to examine the extent to which preschool mathematical competencies, specifically basic and advanced counting, predict fifth grade mathematics achievement. Using regression analyses, we find early numeracy abilities to be the strongest predictors of later mathematics achievement, with advanced counting competencies more predictive than basic counting competencies. Our results highlight the significance of preschool mathematics knowledge for future academic achievement.

Achievement goal profiles and developments in effort and achievement in upper elementary school.

PubMed

Hornstra, Lisette; Majoor, Marieke; Peetsma, Thea

2017-12-01

The multiple goal perspective posits that certain combinations of achievement goals are more favourable than others in terms of educational outcomes. This study aimed to examine longitudinally whether students' achievement goal profiles and transitions between profiles are associated with developments in self-reported and teacher-rated effort and academic achievement in upper elementary school. Participants were 722 fifth-grade students and their teachers in fifth and sixth grade (N = 68). Students reported on their achievement goals and effort in language and mathematics three times in grade 5 to grade 6. Teachers rated students' general school effort. Achievement scores were obtained from school records. Goal profiles were derived with latent profile and transition analyses. Longitudinal multilevel analyses were conducted. Theoretically favourable goal profiles (high mastery and performance-approach goals, low on performance-avoidance goals), as well as transitions from less to more theoretically favourable goal profiles, were associated with higher levels and more growth in effort for language and mathematics and with stronger language achievement gains. Overall, these results provide support for the multiple goal perspective and show the sustained benefits of favourable goal profiles beyond effects of cognitive ability and background characteristics. © 2017 The Authors. British Journal of Education Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society.

A Long-Gap Peripheral Nerve Injury Therapy Using Human Skeletal Muscle-Derived Stem Cells (Sk-SCs): An Achievement of Significant Morphological, Numerical and Functional Recovery

PubMed Central

Hirata, Maki; Nakajima, Nobuyuki; Saito, Kosuke; Hashimoto, Hiroyuki; Soeda, Shuichi; Uchiyama, Yoshiyasu; Watanabe, Masahiko

2016-01-01

Losses in vital functions of the somatic motor and sensory nervous system are induced by severe long-gap peripheral nerve transection injury. In such cases, autologous nerve grafts are the gold standard treatment, despite the unavoidable sacrifice of other healthy functions, whereas the prognosis is not always favorable. Here, we use human skeletal muscle-derived stem cells (Sk-SCs) to reconstitute the function after long nerve-gap injury. Muscles samples were obtained from the amputated legs from 9 patients following unforeseen accidents. The Sk-SCs were isolated using conditioned collagenase solution, and sorted as CD34+/45- (Sk-34) and CD34-/45-/29+ (Sk-DN/29+) cells. Cells were separately cultured/expanded under optimal conditions for 2 weeks, then injected into the athymic nude mice sciatic nerve long-gap model (7-mm) bridging an acellular conduit. After 8–12 weeks, active cell engraftment was observed only in the Sk-34 cell transplanted group, showing preferential differentiation into Schwann cells and perineurial/endoneurial cells, as well as formation of the myelin sheath and perineurium/endoneurium surrounding regenerated axons, resulted in 87% of numerical recovery. Differentiation into vascular cell lineage (pericyte and endothelial cells) were also observed. A significant tetanic tension recovery (over 90%) of downstream muscles following electrical stimulation of the sciatic nerve (at upper portion of the gap) was also achieved. In contrast, Sk-DN/29+ cells were completely eliminated during the first 4 weeks, but relatively higher numerical (83% vs. 41% in axon) and functional (80% vs. 60% in tetanus) recovery than control were observed. Noteworthy, significant increase in the formation of vascular networks in the conduit during the early stage (first 2 weeks) of recovery was observed in both groups with the expression of key factors (mRNA and protein levels), suggesting the paracrine effects to angiogenesis. These results suggested that the human Sk

A Long-Gap Peripheral Nerve Injury Therapy Using Human Skeletal Muscle-Derived Stem Cells (Sk-SCs): An Achievement of Significant Morphological, Numerical and Functional Recovery.

PubMed

Tamaki, Tetsuro; Hirata, Maki; Nakajima, Nobuyuki; Saito, Kosuke; Hashimoto, Hiroyuki; Soeda, Shuichi; Uchiyama, Yoshiyasu; Watanabe, Masahiko

2016-01-01

Losses in vital functions of the somatic motor and sensory nervous system are induced by severe long-gap peripheral nerve transection injury. In such cases, autologous nerve grafts are the gold standard treatment, despite the unavoidable sacrifice of other healthy functions, whereas the prognosis is not always favorable. Here, we use human skeletal muscle-derived stem cells (Sk-SCs) to reconstitute the function after long nerve-gap injury. Muscles samples were obtained from the amputated legs from 9 patients following unforeseen accidents. The Sk-SCs were isolated using conditioned collagenase solution, and sorted as CD34+/45- (Sk-34) and CD34-/45-/29+ (Sk-DN/29+) cells. Cells were separately cultured/expanded under optimal conditions for 2 weeks, then injected into the athymic nude mice sciatic nerve long-gap model (7-mm) bridging an acellular conduit. After 8-12 weeks, active cell engraftment was observed only in the Sk-34 cell transplanted group, showing preferential differentiation into Schwann cells and perineurial/endoneurial cells, as well as formation of the myelin sheath and perineurium/endoneurium surrounding regenerated axons, resulted in 87% of numerical recovery. Differentiation into vascular cell lineage (pericyte and endothelial cells) were also observed. A significant tetanic tension recovery (over 90%) of downstream muscles following electrical stimulation of the sciatic nerve (at upper portion of the gap) was also achieved. In contrast, Sk-DN/29+ cells were completely eliminated during the first 4 weeks, but relatively higher numerical (83% vs. 41% in axon) and functional (80% vs. 60% in tetanus) recovery than control were observed. Noteworthy, significant increase in the formation of vascular networks in the conduit during the early stage (first 2 weeks) of recovery was observed in both groups with the expression of key factors (mRNA and protein levels), suggesting the paracrine effects to angiogenesis. These results suggested that the human Sk

Achievement as Resistance: The Development of a Critical Race Achievement Ideology among Black Achievers

ERIC Educational Resources Information Center

Carter, Dorinda J.

2008-01-01

In this article, Dorinda Carter examines the embodiment of a critical race achievement ideology in high-achieving black students. She conducted a yearlong qualitative investigation of the adaptive behaviors that nine high-achieving black students developed and employed to navigate the process of schooling at an upper-class, predominantly white,…

Predictors of Academic Achievement and Their Possible Applications

ERIC Educational Resources Information Center

Lockshin, Jeffrey; Zamkov, Oleg

2009-01-01

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…

The relationship between physical fitness and academic achievement among adolescent in South Korea.

PubMed

Han, Gun-Soo

2018-04-01

[Purpose] The purpose of this study was to identify the relationship between physical fitness level and academic achievement in middle school students. [Subjects and Methods] A total of 236 students aged 13-15 from three middle schools in D city, South Korea, were selected using a random sampling method. Academic achievement was measured by students' 2014 fall-semester final exam scores and the level of physical fitness was determined according to the PAPS (Physical Activity Promotion System) score administrated by the Korean Ministry of Education. A Pearson correlation test with SPSS 20.0 was employed. [Results] The Pearson correlation test revealed a significant correlation between physical fitness and academic achievement. Specifically, students with higher levels of physical fitness tend to have higher academic performance. In addition, final exam scores of core subjects (e.g., English, mathematics, and science) were significantly related to the PAPS score. [Conclusion] Results of this study can be used to develop more effective physical education curricula. In addition, the data can also be applied to recreation and sport programs for other populations (e.g., children and adult) as well as existing national physical fitness data in various countries.

Position Paper: Applying Machine Learning to Software Analysis to Achieve Trusted, Repeatable Scientific Computing

DOE Office of Scientific and Technical Information (OSTI.GOV)

Prowell, Stacy J; Symons, Christopher T

2015-01-01

Producing trusted results from high-performance codes is essential for policy and has significant economic impact. We propose combining rigorous analytical methods with machine learning techniques to achieve the goal of repeatable, trustworthy scientific computing.

Impatience versus achievement strivings in the Type A pattern: Differential effects on students' health and academic achievement

NASA Technical Reports Server (NTRS)

Spence, Janet T.; Helmreich, Robert L.; Pred, Robert S.

1987-01-01

Psychometric analyses of college students' responses to the Jenkins Activity Survey, a self-report measure of the Type A behavior pattern, revealed the presence of two relatively independent factors. Based on these analyses, two scales, labeled Achievement Strivings (AS) and Impatience and Irritability (II), were developed. In two samples of male and female college students, scores on AS but not on II were found to be significantly correlated with grade point average. Responses to a health survey, on the other hand, indicated that frequency of physical complaints was significantly correlated with II but not with AS. These results suggest that there are two relatively independent factors in the Type A pattern that have differential effects on performance and health. Future research on the personality factors related to coronary heart disease and other disorders might more profitably focus on the syndrome reflected in the II scale than on the Type A pattern.

Problem-Based Learning Environment in Basic Computer Course: Pre-Service Teachers' Achievement and Key Factors for Learning

ERIC Educational Resources Information Center

Efendioglu, Akin

2015-01-01

This experimental study aims to determine pre-service teachers' achievements and key factors that affect the learning process with regard to problem-based learning (PBL) and lecture-based computer course (LBCC) conditions. The research results showed that the pre-service teachers in the PBL group had significantly higher achievement scores than…

The Effect of Co-Teaching on Student Achievement in Ninth Grade Physical Science Classrooms

NASA Astrophysics Data System (ADS)

LaFever, Karen M.

Co-teaching is a method that is increasing within schools across the US as educators strive to leave no child behind. It is a costly method, having two paid instructors in one classroom, with an average of 24 students shared between them. If it significantly increases the achievement of all students, it is well worth the costs involved. However, few studies have analyzed the effectiveness of this method on student achievement. This research follows the academic accomplishments of students in a ninth grade physical science course. Nine sections of the course "Force and Motion" were taught with a single teacher, and two additional sections were co-taught, one led by a science-certified and special educator, and another co-taught by two science certified teachers. Subgroup achievement performance was analyzed to determine whether significant differences exist between students with or without IEPs, as well as other factors such as free and reduced lunch status or gender. The results show significance with the presence of a co-teacher, while there is minimal effect size of co-teaching in this study for students with IEPs. The benefactors in these ninth grade co-taught classes were the students without IEPs, an unintended result of co-teaching.

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

PubMed

Brook, Christina A; Willoughby, Teena

2015-05-01

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

The Profiles of Students with Significant Cognitive Disabilities and Known Hearing Loss

ERIC Educational Resources Information Center

Erickson, Karen; Quick, Nancy

2017-01-01

The present study describes the characteristics of students in Grades 3-12 with significant cognitive disabilities (SCD) and known hearing loss. The study analyzed results of a survey of teachers of students with SCD (n = 38,367) who were slated to participate in an alternate assessment based on alternate achievement standards in 14 states in the…

A Path Analysis of Basic Need Support, Self-Efficacy, Achievement Goals, Life Satisfaction and Academic Achievement Level among Secondary School Students

ERIC Educational Resources Information Center

Diseth, Age; Danielsen, Anne G.; Samdal, Oddrun

2012-01-01

Teachers' support of basic psychological needs, self-efficacy, achievement goals, life satisfaction and academic achievement level was measured in a sample of 240 secondary school students (8th and 10th grades). Correlation analysis showed significant positive relations between all of the variables, except for the relation between need support of…

Early Intervention and Student Achievement

ERIC Educational Resources Information Center

Hormes, Mridula T.

2009-01-01

The United States Department of Education has been rigorous in holding all states accountable with regard to student achievement. The No Child Left Behind Act of 2001 clearly laid out federal mandates for all schools to follow. K-12 leaders of public schools are very aware of the fact that results in terms of student achievement need to improve…

Making it without losing it: Type A, achievement motivation, and scientific attainment revisited.

PubMed

Helmreich, R L; Spence, J T; Pred, R S

1988-09-01

In a study by Matthews, Helmreich, Beane, and Lucker (1980), responses by academic psychologists to the Jenkins Activity Survey for Health Prediction (JAS), a measure of the Type A construct, were found to be significantly, positively correlated with two measures of attainment, citations by others to published work and number of publications. In the present study, JAS responses from the Matthews et al. sample were subjected to a factor analysis with oblique rotation and two new subscales were developed on the basis of this analysis. The first, Achievement Strivings (AS) was found to be significantly correlated with both the publication and citation measures. The second scale, Impatience and Irritability (I/I), was uncorrelated with the achievement criteria. Data from other samples indicate that I/I is related to a number of health symptoms. The results suggest that the current formulation of the Type A construct may contain two components, one associated with positive achievement and the other with poor health.

Making it without losing it: Type A, achievement motivation, and scientific attainment revisited

NASA Technical Reports Server (NTRS)

Helmreich, R. L.; Spence, J. T.; Pred, R. S.

1988-01-01

In a study by Matthews, Helmreich, Beane, and Lucker (1980), responses by academic psychologists to the Jenkins Activity Survey for Health Prediction (JAS), a measure of the Type A construct, were found to be significantly, positively correlated with two measures of attainment, citations by others to published work and number of publications. In the present study, JAS responses from the Matthews et al. sample were subjected to a factor analysis with oblique rotation and two new subscales were developed on the basis of this analysis. The first, Achievement Strivings (AS) was found to be significantly correlated with both the publication and citation measures. The second scale, Impatience and Irritability (I/I), was uncorrelated with the achievement criteria. Data from other samples indicate that I/I is related to a number of health symptoms. The results suggest that the current formulation of the Type A construct may contain two components, one associated with positive achievement and the other with poor health.

Making it without losing it: Type A, achievement motivation, and scientific attainment revisited

NASA Technical Reports Server (NTRS)

Helmreich, Robert L.; Spence, Janet T.; Pred, Robert S.

1987-01-01

In a study by Matthews et al. (1980), responses by academic psychologists to the Jenkins Activity Survey for Health Prediction, a measure of the Type A construct, were found to be significantly, positively correlated with two measures of attainment, citations by others to published work and number of publications. In the present study, JAS responses from the Matthews et al. sample were subjected to a factor analysis with oblique rotation and two new subscales were developed on the basis of this analysis. The first, Achievement Strivings (AS) was found to be significantly correlated with both the publication and citation measures. The second scale, Impatience and Irritability (I/I), was uncorrelated with the achievement criteria. Data from other samples indicate that I/I is related to a number of health symptoms. The results suggest that the current formulation of the Type A construct may contain two components, one associated with positive achievement and the other with poor health.

Targeting of Repeated Sequences Unique to a Gene Results in Significant Increases in Antisense Oligonucleotide Potency

PubMed Central

Vickers, Timothy A.; Freier, Susan M.; Bui, Huynh-Hoa; Watt, Andrew; Crooke, Stanley T.

2014-01-01

A new strategy for identifying potent RNase H-dependent antisense oligonucleotides (ASOs) is presented. Our analysis of the human transcriptome revealed that a significant proportion of genes contain unique repeated sequences of 16 or more nucleotides in length. Activities of ASOs targeting these repeated sites in several representative genes were compared to those of ASOs targeting unique single sites in the same transcript. Antisense activity at repeated sites was also evaluated in a highly controlled minigene system. Targeting both native and minigene repeat sites resulted in significant increases in potency as compared to targeting of non-repeated sites. The increased potency at these sites is a result of increased frequency of ASO/RNA interactions which, in turn, increases the probability of a productive interaction between the ASO/RNA heteroduplex and human RNase H1 in the cell. These results suggest a new, highly efficient strategy for rapid identification of highly potent ASOs. PMID:25334092

FACTORS CONTRIBUTING TO STUDENT ACHIEVEMENT.

ERIC Educational Resources Information Center

Ohio State Dept. of Education, Columbus. Trade and Industrial Education Service.

FACTORS WHICH MIGHT CONTRIBUTE SIGNIFICANTLY TOWARD STUDENT ACHIEVEMENT IN SELECTED TRADE AND INDUSTRIAL EDUCATION AREAS WERE EXAMINED -- WHAT IS THE BACKGROUND AND PREPARATION OF OHIO'S TEACHER IN TRADE AND INDUSTRIAL EDUCATION, IS THERE ANY RELATIONSHIP BETWEEN THE AMOUNT OF MONEY SPENT PER STUDENT AND QUALITY PROGRAMS, DO LOCAL SUPERVISORS'…

Predictive Relation between Early Numerical Competencies and Mathematics Achievement in First Grade Portuguese Children.

PubMed

Marcelino, Lilia; de Sousa, Óscar; Lopes, António

2017-01-01

Early numerical competencies (ENC) (counting, number relations, and basic arithmetic operations) have a central position in the initial learning of mathematics, and their assessment is useful for predicting later mathematics achievement. Using a regression model, this study aims to analyze the correlational and predictive evidence between ENC and mathematics achievement in first grade Portuguese children ( n = 123). The children's ENC were examined at the point of school entry. Three criterion groups (low, moderate, and high ENC) were formed based on the results of the early numerical brief screener and mathematics achievement measured at the end of first grade. The following hypotheses were tested: children who started first grade with low numerical competencies remained low mathematics achievement at the end of first grade; and children who started with high numerical competencies, finished the first grade with high mathematics achievement. The results showed that ENC contributed to a significant amount of explained variance in mathematics achievement at the end of the first grade. Children with low numerical competencies performed lower than children with moderate and high numerical competencies. Findings suggest that ENC are meaningful for predicting first-grade mathematics difficulties.

Predictive Relation between Early Numerical Competencies and Mathematics Achievement in First Grade Portuguese Children

PubMed Central

Marcelino, Lilia; de Sousa, Óscar; Lopes, António

2017-01-01

Early numerical competencies (ENC) (counting, number relations, and basic arithmetic operations) have a central position in the initial learning of mathematics, and their assessment is useful for predicting later mathematics achievement. Using a regression model, this study aims to analyze the correlational and predictive evidence between ENC and mathematics achievement in first grade Portuguese children (n = 123). The children’s ENC were examined at the point of school entry. Three criterion groups (low, moderate, and high ENC) were formed based on the results of the early numerical brief screener and mathematics achievement measured at the end of first grade. The following hypotheses were tested: children who started first grade with low numerical competencies remained low mathematics achievement at the end of first grade; and children who started with high numerical competencies, finished the first grade with high mathematics achievement. The results showed that ENC contributed to a significant amount of explained variance in mathematics achievement at the end of the first grade. Children with low numerical competencies performed lower than children with moderate and high numerical competencies. Findings suggest that ENC are meaningful for predicting first-grade mathematics difficulties. PMID:28713308

Manipulating Expectancy in the Affective Domain and its Effects on Achievement, Intelligence and Personality

ERIC Educational Resources Information Center

Mahmoudi, Homayoun M.; Snibbe, John R.

1974-01-01

This research studies and measures in what direction and how students will change when some degree of expectancy in human relationships is changed. Results of data analysis indicate that manipulation in the affective domain in a classroom setting can have significant results for achievement scores, mental health, and IQ. (Author/PC)

Reducing the racial achievement gap: a social-psychological intervention.

PubMed

Cohen, Geoffrey L; Garcia, Julio; Apfel, Nancy; Master, Allison

2006-09-01

Two randomized field experiments tested a social-psychological intervention designed to improve minority student performance and increase our understanding of how psychological threat mediates performance in chronically evaluative real-world environments. We expected that the risk of confirming a negative stereotype aimed at one's group could undermine academic performance in minority students by elevating their level of psychological threat. We tested whether such psychological threat could be lessened by having students reaffirm their sense of personal adequacy or "self-integrity." The intervention, a brief in-class writing assignment, significantly improved the grades of African American students and reduced the racial achievement gap by 40%. These results suggest that the racial achievement gap, a major social concern in the United States, could be ameliorated by the use of timely and targeted social-psychological interventions.

Self-regulated learning and achievement by middle-school children.

PubMed

Sink, C A; Barnett, J E; Hixon, J E

1991-12-01

The relationship of self-regulated learning to the achievement test scores of 62 Grade 6 students was studied. Generally, the metacognitive and affective variables correlated significantly with teachers' grades and standardized test scores in mathematics, reading, and science. Planning and self-assessment significantly predicted the six measures of achievement. Step-wise multiple regression analyses using the metacognitive and affective variables largely indicate that students' and teachers' perceptions of scholastic ability and planning appear to be the most salient factors in predicting academic performance. The locus of control dimension had no utility in predicting classroom grades and performance on standardized measures of achievement. The implications of the findings for teaching and learning are discussed.

Counterstereotypic Identity among High-Achieving Black Students

ERIC Educational Resources Information Center

Harpalani, Vinay

2017-01-01

This article examines how racial stereotypes affect achievement and identity formation among low income, urban Black adolescents. Specifically, the major question addressed is: how do high-achieving Black students succeed academically despite negative stereotypes of their intellectual abilities? Results indicate that high-achieving Black youth,…

Problem-based learning versus traditional science instruction: Achievement and interest in science of middle grades minority females

NASA Astrophysics Data System (ADS)

Mungin, Rochelle E.

This quantitative study examined science interest and achievement of middle school minority females in both traditional science classes and Problem-based Learning (PBL) science classes. The purpose of this study was to determine if there is a significant difference between traditional teaching and the PBL teaching method. The researcher also looked for a significant relationship between interest in science and achievement in science. This study used survey data from parents of female middle school science students to measure student interest in science concepts. The population of interest for this study was 13--15 year old eighth grade females from various racial make-ups such as, African American, Hispanic, Bi-racial, Asian, and Other Pacific Islander. Student achievement data was retrieved from the 8th grade science fall common assessed benchmark exam of both test groups. The results of the survey along with the benchmark data was to shed light on the way adolescent females learn and come to embrace science. The findings may provide guidance for science educators seeking to reach their minority female students and guide their achievement levels higher than before. From the results of the t-test and Pearson correlation test of this study, it can be concluded that while this study did not show a significant difference in academic achievement or interest between the two teaching styles, it revealed that interest in science has a positive role to play in the academic success of minority girls in science. The practical implications for examining these issues are to further the research on solutions for closing the minority and gender achievement gaps. The results of this study have implications for researchers as well as practitioners in the field of education.

Explaining Math Achievement: Personality, Motivation, and Trust

ERIC Educational Resources Information Center

Kilic-Bebek, Ebru

2009-01-01

This study investigated the statistical significance of student trust next to the well-tested constructs of personality and motivation to determine whether trust is a significant predictor of course achievement in college math courses. Participants were 175 students who were taking undergraduate math courses in an urban public university. The…

Achievement goals, self-handicapping, and performance: a 2 x 2 achievement goal perspective.

PubMed

Ntoumanis, Nikos; Thøgersen-Ntoumani, Cecilie; Smith, Alison L

2009-11-01

Elliot and colleagues (2006) examined the effects of experimentally induced achievement goals, proposed by the trichotomous model, on self-handicapping and performance in physical education. Our study replicated and extended the work of Elliot et al. by experimentally promoting all four goals proposed by the 2 x 2 model (Elliot & McGregor, 2001), measuring the participants' own situational achievement goals, using a relatively novel task, and testing the participants in a group setting. We used a randomized experimental design with four conditions that aimed to induce one of the four goals advanced by the 2 x 2 model. The participants (n = 138) were undergraduates who engaged in a dart-throwing task. The results pertaining to self-handicapping partly replicated Elliot and colleagues' findings by showing that experimentally promoted performance-avoidance goals resulted in less practice. In contrast, the promotion of mastery-avoidance goals did not result in less practice compared with either of the approach goals. Dart-throwing performance did not differ among the four goal conditions. Personal achievement goals did not moderate the effects of experimentally induced goals on self-handicapping and performance. The extent to which mastery-avoidance goals are maladaptive is discussed, as well as the interplay between personal and experimentally induced goals.

Teacher Certification and Student Achievement

ERIC Educational Resources Information Center

Moss, Patricia Lewis

2012-01-01

The purpose of this mixed-method study was to determine if there is a significant difference between the achievement of students who are taught by traditionally prepared teachers and that of students who are taught by alternatively prepared teachers. The study further addressed the perspectives of both groups of teachers regarding selected…

Utilization of variation theory in the classroom: Effect on students' algebraic achievement and motivation

NASA Astrophysics Data System (ADS)

Jing, Ting Jing; Tarmizi, Rohani Ahmad; Bakar, Kamariah Abu; Aralas, Dalia

2017-01-01

This study investigates the effect of utilizing Variation Theory Based Strategy on students' algebraic achievement and motivation in learning algebra. The study used quasi-experimental non-equivalent control group research design and involved 56 Form Two (Secondary Two) students in two classes (28 in experimental group, 28 in control group) in Malaysia The first class of students went through algebra class taught with Variation Theory Based Strategy (VTBS) while the second class of students experienced conventional teaching strategy. The instruments used for the study were a 24-item Algebra Test and 36-item Instructional Materials Motivation Survey. Result from analysis of Covariance indicated that experimental group students achieved significantly better test scores than control group. Result of Multivariate Analysis of Variance also shows evidences of significant effect of VTBS on experimental students' overall motivation in all the five subscales; attention, relevance, confidence, and satisfaction. These results suggested the utilization of VTBS would improve students' learning in algebra.

The Relationship of School Absenteeism with Body Mass Index, Academic Achievement, and Socioeconomic Status among Fourth-Grade Children

PubMed Central

Royer, Julie A.; Hardin, James W.; Guinn, Caroline H.; Devlin, Christina M.

2014-01-01

Background Data from a school-based study concerning fourth-grade children’s dietary recall accuracy were linked with data from the South Carolina Department of Education (SCDE) through the South Carolina Budget and Control Board Office of Research and Statistics (ORS) to investigate the relationships of children’s school absenteeism with body mass index (BMI), academic achievement, and socioeconomic status (SES). Methods Data for all variables were available for 920 fourth-grade children during two school years (2005–2006, 2006–2007). Number of school days absent for each child and eligibility for free/reduced-price school meals (SES measure) were provided to ORS by SCDE. Children’s weight and height were measured by research staff; age/sex specific BMI percentile was calculated and grouped into categories. For academic achievement, Palmetto Achievement Challenge Tests scores were provided by the school district. The associations of absenteeism with BMI, academic achievement, SES, and school year were investigated with logistic binomial models using the modified sandwich variance estimator to adjust for multiple outcomes within schools. Results The relationships between absenteeism and each of BMI percentile category and SES were not significant (all coefficient p values > 0.118). The relationship between absenteeism and academic achievement was inversely significant (p value < 0.0001; coefficient = −0.087). Conclusions These results support the inverse relationship between absenteeism and academic achievement that was expected and has been found by other researchers. The lack of significant results concerning the relationships between absenteeism and both BMI and SES disagrees with earlier, limited research. More research to investigate these relationships is needed. PMID:21668882

There Seems To Be Uncertainty about the Use of Significant Figures in Reporting Uncertainties of Results.

ERIC Educational Resources Information Center

Caballero, Julio F.; Harris, Delphia F.

1998-01-01

Shares examples of reports of uncertainties that exceed the guideline of one or two significant figures. Points out that scientists should take great care in deciding on the appropriate form for reporting their results. (DDR)

The influence of achievement goals on the constructive activity of low achievers during collaborative problem solving.

PubMed

Gabriele, Anthony J

2007-03-01

Previous research on small-group learning has found that level of constructive activity (solving or explaining how to solve problems using ideas stated or implied in the explanation provided by a partner) was a better predictor of post-test achievement than either a student's prior achievement or the quality of help received (Webb, Troper, & Fall, 1995). The purpose of this study was to extend this research by examining the influence of additional factors, in particular, achievement goals and comprehension monitoring, on low achieving students' constructive activity after receiving help from a high achieving peer. Thirty-two low achieving upper elementary students from an urban school district in the mid-west of the United States were paired with high achieving partners. Videotape data from a previously reported study on peer collaboration were transcribed and reanalyzed. In that study, dyads were randomly assigned instructions designed to induce either a learning or performance goal and were videotaped as they worked together to solve a set of mathematical word problems. The following day, students were individually post-tested on problems similar to the ones worked on in pairs. Consistent with previous research, low achieving students' level of constructive activity predicted post-test performance. In addition, constructive activity was found to mediate the relationship between achievement goals and learning. However, achievement goals were not related to low achievers constructive use of help. Instead, achievement goals were related to low achievers' relative accuracy in comprehension monitoring, which in turn was related to level of constructive activity. The meaning of these results for understanding the processes by which low achievers learn from peer help and implications for classroom practice are discussed.

The Impact of Learning Styles on Student Achievement in a Web-Based versus an Equivalent Face-to-Face Course

ERIC Educational Resources Information Center

Zacharis, Nick Z.

2010-01-01

This study investigated the relationship between students' learning styles and their achievement in two different learning environments: online instruction and traditional instruction. The results indicated that a) students in the traditional learning group had higher, but not statistically significant higher, levels of achievement than students…

Classroom Instruction and Science Achievement in Japan, Hong Kong, and Chinese Taipei: Results from the TIMSS 1999 Assessment

ERIC Educational Resources Information Center

House, J. Daniel

2005-01-01

The Third International Mathematics and Science Study represents the most comprehensive international assessment of educational contexts and student achievement yet conducted. As part of the examination of the effects of contextual factors on student achievement, a model was constructed that considered the effects of variables such as…

The Role of Neighborhood Context and School Climate in School-Level Academic Achievement.

PubMed

Ruiz, Linda D; McMahon, Susan D; Jason, Leonard A

2018-06-01

In recent years, the quality of education available to children has become increasingly dependent on the social and economic demographics of neighborhoods in which the children live. This study assesses the role of community violence in explaining the relation between socio-economic status (SES) and academic outcomes and the potential of positive school climate to promote academic achievement. With a sample of 297 Chicago public elementary schools, we examine community-level and school-level data and use Geographic Information Systems (GIS) mapping to illustrate how school academic achievement coincides with neighborhood economics and crime statistics. Results support the hypothesized mediation, such that lower SES was associated with lower academic achievement, and violent crime partially mediated this relation. School climate was positively associated with academic achievement, and student safety significantly moderated the relation between SES and academic achievement. Implications for theory, research, and intervention are discussed. © Society for Community Research and Action 2018.

The role of chronotype, gender, test anxiety, and conscientiousness in academic achievement of high school students.

PubMed

Rahafar, Arash; Maghsudloo, Mahdis; Farhangnia, Sajedeh; Vollmer, Christian; Randler, Christoph

2016-01-01

Previous findings have demonstrated that chronotype (morningness/intermediate/eveningness) is correlated with cognitive functions, that is, people show higher mental performance when they do a test at their preferred time of day. Empirical studies found a relationship between morningness and higher learning achievement at school and university. However, only a few of them controlled for other moderating and mediating variables. In this study, we included chronotype, gender, conscientiousness and test anxiety in a structural equation model (SEM) with grade point average (GPA) as academic achievement outcome. Participants were 158 high school students and results revealed that boys and girls differed in GPA and test anxiety significantly, with girls reporting better grades and higher test anxiety. Moreover, there was a positive correlation between conscientiousness and GPA (r = 0.17) and morningness (r = 0.29), respectively, and a negative correlation between conscientiousness and test anxiety (r = -0.22). The SEM demonstrated that gender was the strongest predictor of academic achievement. Lower test anxiety predicted higher GPA in girls but not in boys. Additionally, chronotype as moderator revealed a significant association between gender and GPA for evening types and intermediate types, while intermediate types showed a significant relationship between test anxiety and GPA. Our results suggest that gender is an essential predictor of academic achievement even stronger than low or absent test anxiety. Future studies are needed to explore how gender and chronotype act together in a longitudinal panel design and how chronotype is mediated by conscientiousness in the prediction of academic achievement.

2×2 dominant achievement goal profiles in high-level swimmers.

PubMed

Fernandez-Rio, Javier; Cecchini Estrada, Jose A; Mendez-Giménez, Antonio; Fernández-Garcia, Benjamín; Saavedra, Pablo

2014-01-01

The goal of this study was to assess achievement goal dominance, self-determined situational motivation and competence in high-level swimmers before and after three training sessions set at different working intensities (medium, sub-maximal and maximal). Nineteen athletes (males, n=9, 18.00±2.32 years; females, n=10, 16.30±2.01 years, range = 14-18) agreed to participate. They completed a questionnaire that included the Dominant Achievement Goal assessment instrument, the 2×2 Achievement Goals Questionnaire for Sport (AGQ-S), The Situational Motivation Scale (SIMS) and the Competence subscale of the Basic Psychological Needs in Exercise questionnaire (BPNES). Results indicated that participants overwhelmingly showed mastery-approach achievement goal dominance, and it remained stable at the conclusion of the different training sessions under all intensity levels. This profile was positively correlated to self-determined situational motivation and competence. However, swimmers' feelings of competence increased only after the medium intensity level training session. After the completion of the maximal intensity training session, swimmers' self-determined motivation was significantly lower compared to the other two training sessions, which could be caused by a temporary period of burnout. Results indicated that high-level swimmers had a distinct mastery-approach dominant achievement goal profile that was not affected by the workload of the different training sessions. They also showed high levels of self-determined situational motivation and competence. However, heavy workloads should be controlled because they can cause transitory burnout.

The impact of single-gender classrooms on science achievement of middle school gifted girls

NASA Astrophysics Data System (ADS)

Ulkins, David S.

Studies indicate a gap in science achievement and positive attitudes towards science between gifted male and female students with females performing less than the males. This study investigated the impact of a single-gender classroom environment as opposed to a mixed-gender classroom, on motivation, locus of control, self-concept, and science achievement of middle school gifted girls. The Motivated Strategies for Learning Questionnaire (MSLQ), Review of Personal Effectiveness with Locus of Control (ROPELOC), Test of Science Related Attitudes (TOSRA), and Stanford Achievement Test 10th Edition, were used to measure the dependent variables respectively. The independent-measure t test was used to compare the differences between girls in a single-gender classroom with the ones in a mixed-gender classroom. A significant difference in the external locus of control resulted for girls in the single gender classroom. However, there were no significant differences found in science achievement, motivation, and the attitudes toward science between the two groups. The implication is that a single-gender learning environment and the use of differentiated teaching strategies can help lessen the negative effects of societal stereotypes in today's classrooms. These, along with being cognizant of the differences in learning styles of girls and their male counterparts, will result in a greater level of success for gifted females in the area of science education.

Longitudinal, reciprocal effects of social skills and achievement from kindergarten to eighth grade.

PubMed

Caemmerer, Jacqueline M; Keith, Timothy Z

2015-08-01

Previous research suggests that students' social skills and achievement are interrelated, and some findings support bi-directional effects between the two constructs. The purpose of this research study was to estimate the possible longitudinal and reciprocal effects of social skills and achievement for kindergarten through eighth grade students. Data from the Early Childhood Longitudinal Study program were analyzed; teachers' ratings of students' social skills and students' standardized math and reading achievement performance were collected 4 and 5 times, respectively. Latent variable structural equation modeling was used to test a panel model of reciprocal, longitudinal effects of social skills and achievement. The results suggest that the effects of students' social skills and achievement are bi-directional, but the effects of students' achievement on their later social skills are stronger than the effects of social skills on achievement. The significant effects of students' social skills on their later achievement are mostly indirect. These findings suggest that the future social skills of students who struggle academically may be of particular concern to educators, and intervention and prevention efforts aimed to address both social and achievement skills may help remediate the other skill in the future. Copyright © 2015 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

A Multigrade, Multiyear Statewide Examination of Reading Achievement: Examination of Reading Achievement Examining Variability between Districts, Schools, and Students

ERIC Educational Resources Information Center

Adelson, Jill L.; Dickinson, Emily R.; Cunningham, Brittany C.

2016-01-01

This brief examined the patterns of reading achievement using statewide data from all students (Grades 3-10) in multiple years to examine gaps based on student, school, and district characteristics. Results indicate reading achievement varied most between students within schools and that students' prior achievement was the strongest predictor of…

The School Climate-Student Achievement Connection: If We Want Achievement Gains, We Need to Begin by Improving the Climate

ERIC Educational Resources Information Center

Shindler, John; Jones, Albert; Williams, A. Dee; Taylor, Clint; Cardenas, Hermenia

2016-01-01

This study examined the relationship between school climate and student achievement ratings in urban school districts in five states (N = 230). Many educators view school climate and student achievement as separate considerations. However the results of this study suggest that climate and student achievement were highly related. In fact, the…

Impact of cognitive absorption on Facebook on students' achievement.

PubMed

Rouis, Sana

2012-06-01

In the great expansion of the social networking activity, young people are the main users whose choices have vast influence. This study uses the flow theory to gauge the impact of Facebook usage on Tunisian students' achievements, with the presumption that the high usage level might reduce students' scholar achievements. The research design suggests that this impact would vary among students with different interests for the university and multitasking capabilities. Facebook usage would develop students' satisfaction with friends and family, which could enhance their academic performance. Analyses from 161 Tunisian students show that Facebook usage does not affect significantly students' academic performance and their satisfaction with the family, whereas it decreases their actual satisfaction with friends. Yet, a high level of satisfaction of the student with his family continues to enhance his academic performance. Overall, though, Facebook usage appears to do not have a significant effect on undergraduate students' academic performance. However, this interdependency is significantly moderated by the student's interest for the university and his multitasking capabilities. Students with multitasking skills and students with initial interest for the university might experience a positive effect of Facebook usage on their studies, as they keep control over their activity and make it a beneficial leisure activity. However, students who do not have these characteristics tend to not have any significant effect. Results help to understand the psychological attitude and consequent behavior of the youths on this platform. Implications, limitations, and further research directions are offered.

Significant achievements in the planetary geology program, 1981

NASA Technical Reports Server (NTRS)

Mouginis-Mark, P. J.

1982-01-01

Recent developments in planetology research are summarized. Important developments are summarized in topics ranging from solar system evolution, comparative planetology, and geologic processes, to techniques and instrument development for future exploration.

Significant achievements in the planetary geology program, 1981

NASA Technical Reports Server (NTRS)

Holt, H. E. (Editor)

1981-01-01

Recent developments in planetology research as reported at the 1981 NASA Planetary Geology Principal Investigators meeting are summarized. The evolution of the solar system, comparative planetology, and geologic processes active on other planets are considered. Galilean satellites and small bodies, Venus, geochemistry and regoliths, volcanic and aeolian processes and landforms, fluvial and periglacial processes, and planetary impact cratering, remote sensing, and cartography are discussed.

Significant achievements in the planetary geology program, 1980

NASA Technical Reports Server (NTRS)

Holt, H. E. (Editor)

1980-01-01

Recent developments in planetology research as reported at the 1980 NASA Planetology Program Principal Investigators meeting are summarized. Important developments are summarized in topics ranging from solar system evolution and comparative planetology to geologic processes active on other planetary bodies.

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

PubMed Central

Almigbal, Turky H.

2015-01-01

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

Novel Architectures for Achieving Direct Electron Transfer in Enzymatic Biofuel Cells

NASA Astrophysics Data System (ADS)

Blaik, Rita A.

Enzymatic biofuel cells are a promising source of alternative energy for small device applications, but still face the challenge of achieving direct electron transfer with high enzyme concentrations in a simple system. In this dissertation, methods of constructing electrodes consisting of enzymes attached to nanoparticle-enhanced substrates that serve as high surface area templates are evaluated. In the first method described, glucose oxidase is covalently attached to gold nanoparticles that are assembled onto genetically engineered M13 bacteriophage. The resulting anodes achieve a high peak current per area and a significant improvement in enzyme surface coverage. In the second system, fructose dehydrogenase, a membrane-bound enzyme that has the natural ability to achieve direct electron transfer, is immobilized into a matrix consisting of binders and carbon nanotubes to extend the lifetime of the anode. For the cathode, bilirubin oxidase is immobilized in a carbon nanotube and sol-gel matrix to achieve direct electron transfer. Finally, a full fuel cell consisting of both an anode and cathode is constructed and evaluated with each system described.

Visual-spatial abilities relate to mathematics achievement in children with heavy prenatal alcohol exposure

PubMed Central

Crocker, N.; Riley, E.P.; Mattson, S.N.

2014-01-01

Objective The current study examined the relationship between mathematics and attention, working memory, and visual memory in children with heavy prenatal alcohol exposure and controls. Method Fifty-six children (29 AE, 27 CON) were administered measures of global mathematics achievement (WRAT-3 Arithmetic & WISC-III Written Arithmetic), attention, (WISC-III Digit Span forward and Spatial Span forward), working memory (WISC-III Digit Span backward and Spatial Span backward), and visual memory (CANTAB Spatial Recognition Memory and Pattern Recognition Memory). The contribution of cognitive domains to mathematics achievement was analyzed using linear regression techniques. Attention, working memory and visual memory data were entered together on step 1 followed by group on step 2, and the interaction terms on step 3. Results Model 1 accounted for a significant amount of variance in both mathematics achievement measures, however, model fit improved with the addition of group on step 2. Significant predictors of mathematics achievement were Spatial Span forward and backward and Spatial Recognition Memory. Conclusions These findings suggest that deficits in spatial processing may be related to math impairments seen in FASD. In addition, prenatal alcohol exposure was associated with deficits in mathematics achievement, above and beyond the contribution of general cognitive abilities. PMID:25000323

Low Achievers' Parent-Child Relations and Liking of School

ERIC Educational Resources Information Center

Hon, Rachel Yuk Hung; Yeung, Alexander Seeshing

2005-01-01

Educators and researchers have suggested that positive relations with their parents would have significant impacts on children's attitudes and behaviours. The present study has two purposes: (a) to examine whether parent-child relations would influence low achievers' liking of school, and (b) to investigate whether low achievers' parent-child…

The effects of integrated mathematics/science curriculum and instruction on mathematics achievement and student attitudes in grade six

NASA Astrophysics Data System (ADS)

Hill, Mary Denise

The purpose of this study was to determine whether integrating mathematics and science curriculum and teaching practices significantly improves achievement in mathematics and attitudes towards mathematics among sixth grade students in South Texas. The study was conducted during the 2001--2002 school year. A causal-comparative ex post facto research design was used to explore the effects of integrated mathematics and science classrooms compared to classrooms of traditional, isolated mathematics and science teaching practices on student achievement and student attitudes. Achievement was based on the Spring 2002 Mathematics portion of the standardized Texas Assessment of Academic Skills (TAAS) Texas Learning Index (TLI) scores and individual student's mathematics Grade Point Average (GPA). Measurement of student attitudes was based on the results of the Integrated Mathematics Attitudinal Survey (IMAS), created by the researcher for this study. The sample population included 349 Grade 6 mathematics students attending one middle school involved in a pilot program utilizing integrated mathematics/science curriculum and teaching practices in a South Texas urban school district. The research involved 337 of the 349 sixth grade students to study the effects of mathematics/science curriculum and teaching practices on achievement and 207 of the 349 sixth grade students to study the effects of mathematics/science curriculum on attitudes concerning mathematics. The data were analyzed using chi square analyses, independent samples t-tests, and the analysis of variance (ANOVA). Statistical significance was determined at the .05 level of significance. Significant relationships were found when analyzing the proficiency of mathematics skills and individual growth of mathematics achievement. Chi square analyses indicated that the students in the integrated mathematics/science classrooms were more likely to exhibit individual growth and proficiency of mathematics skills based on the

Student academic achievement in college chemistry

NASA Astrophysics Data System (ADS)

Tabibzadeh, Kiana S.

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

How Do Student Prior Achievement and Homework Behaviors Relate to Perceived Parental Involvement in Homework?

PubMed

Núñez, José C; Epstein, Joyce L; Suárez, Natalia; Rosário, Pedro; Vallejo, Guillermo; Valle, Antonio

2017-01-01

This study investigated how students' prior achievement is related to their homework behaviors (i.e., time spent on homework, homework time management, and amount of homework), and to their perceptions of parental involvement in homework (i.e., parental control and parental support). A total of 1250 secondary students from 7 to 10th grade participated in the study. Structural equation models were fitted to the data, compared, and a partial mediation model was chosen. The results indicated that students' prior academic performance was significantly associated with both of the students' homework variables, with direct and indirect results linking achievement and homework behaviors with perceived parental control and support behaviors about homework. Low-achieving students, in particular, perceived more parental control of homework in the secondary grades. These results, together with those of previous research, suggest a recursive relationship between secondary school students' achievement and their perceptions of parental involvement in homework, which represents the process of student learning and family engagement over time. Study limitations and educational implications are discussed.

How Do Student Prior Achievement and Homework Behaviors Relate to Perceived Parental Involvement in Homework?

PubMed Central

Núñez, José C.; Epstein, Joyce L.; Suárez, Natalia; Rosário, Pedro; Vallejo, Guillermo; Valle, Antonio

2017-01-01

This study investigated how students’ prior achievement is related to their homework behaviors (i.e., time spent on homework, homework time management, and amount of homework), and to their perceptions of parental involvement in homework (i.e., parental control and parental support). A total of 1250 secondary students from 7 to 10th grade participated in the study. Structural equation models were fitted to the data, compared, and a partial mediation model was chosen. The results indicated that students’ prior academic performance was significantly associated with both of the students’ homework variables, with direct and indirect results linking achievement and homework behaviors with perceived parental control and support behaviors about homework. Low-achieving students, in particular, perceived more parental control of homework in the secondary grades. These results, together with those of previous research, suggest a recursive relationship between secondary school students’ achievement and their perceptions of parental involvement in homework, which represents the process of student learning and family engagement over time. Study limitations and educational implications are discussed. PMID:28798702

What factors determine academic achievement in high achieving undergraduate medical students? A qualitative study.

PubMed

Abdulghani, Hamza M; Al-Drees, Abdulmajeed A; Khalil, Mahmood S; Ahmad, Farah; Ponnamperuma, Gominda G; Amin, Zubair

2014-04-01

Medical students' academic achievement is affected by many factors such as motivational beliefs and emotions. Although students with high intellectual capacity are selected to study medicine, their academic performance varies widely. The aim of this study is to explore the high achieving students' perceptions of factors contributing to academic achievement. Focus group discussions (FGD) were carried out with 10 male and 9 female high achieving (scores more than 85% in all tests) students, from the second, third, fourth and fifth academic years. During the FGDs, the students were encouraged to reflect on their learning strategies and activities. The discussion was audio-recorded, transcribed and analysed qualitatively. Factors influencing high academic achievement include: attendance to lectures, early revision, prioritization of learning needs, deep learning, learning in small groups, mind mapping, learning in skills lab, learning with patients, learning from mistakes, time management, and family support. Internal motivation and expected examination results are important drivers of high academic performance. Management of non-academic issues like sleep deprivation, homesickness, language barriers, and stress is also important for academic success. Addressing these factors, which might be unique for a given student community, in a systematic manner would be helpful to improve students' performance.

The Achievement Impacts of Arkansas Open-Enrollment Charter Schools

ERIC Educational Resources Information Center

Mills, Jonathan N.

2013-01-01

This article examines the impacts of Arkansas charter schools on the academic achievement of participating students. Our findings are that charter schools have small but statistically significant, negative impacts on student achievements for both math and literacy. Such negative effects, however, tend to decline with the number of years of charter…

Achievement Attributions of Preparatory Class Learners in Learning English

ERIC Educational Resources Information Center

Paker, Turan; Özkardes-Dögüs, Alev

2017-01-01

The aim of the study is to find out the achievement attributions of preparatory class learners studying at preintermediate and intermediate levels for their perceived success or failure, and to investigate whether there is a significant relationship between achievement attributions of learners, their gender and level of language proficiency. The…

Examination of Gender Differences on Cognitive and Motivational Factors That Influence 8th Graders' Science Achievement in Turkey

ERIC Educational Resources Information Center

Acar, Ömer; Türkmen, Lütfullah; Bilgin, Ahmet

2015-01-01

We examined the influence of several students' cognitive and motivational factors on 8th graders' science achievement and also gender differences on factors that significantly contribute to the science achievement model. A total of 99 girls and 83 boys responded all the instruments used in this study. Results showed that girls outperformed boys on…

The Achiever. Volume 6, Number 7

ERIC Educational Resources Information Center

Ashby, Nicole, Ed.

2007-01-01

"The Achiever" is a monthly publication for parents and community leaders from the Office of Communications and Outreach, U.S. Department of Education. This issue contains the following articles: (1) President Seeks to Build on Law's Results; (2) Bridging the Gap: Ohio Charter School Surmounts Age, Achievement Barriers; (3) Spellings'…

The significance of the Skylab altimeter experiment results and potential applications. [measurement of sea surface topography

NASA Technical Reports Server (NTRS)

Mourad, A. G.; Gopalapillai, S.; Kuhner, M.

1975-01-01

The Skylab Altimeter Experiment has proven the capability of the altimeter for measurement of sea surface topography. The geometric determination of the geoid/mean sea level from satellite altimetry is a new approach having significant applications in many disciplines including geodesy and oceanography. A Generalized Least Squares Collocation Technique was developed for determination of the geoid from altimetry data. The technique solves for the altimetry geoid and determines one bias term for the combined effect of sea state, orbit, tides, geoid, and instrument error using sparse ground truth data. The influence of errors in orbit and a priori geoid values are discussed. Although the Skylab altimeter instrument accuracy is about + or - 1 m, significant results were obtained in identification of large geoidal features such as over the Puerto Rico trench. Comparison of the results of several passes shows that good agreement exists between the general slopes of the altimeter geoid and the ground truth, and that the altimeter appears to be capable of providing more details than are now available with best known geoids. The altimetry geoidal profiles show excellent correlations with bathymetry and gravity. Potential applications of altimetry results to geodesy, oceanography, and geophysics are discussed.

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

PubMed Central

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

2013-01-01

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

Clones in the Classroom: A Daily Diary Study of the Nonshared Environmental Relationship Between Monozygotic Twin Differences in School Experience and Achievement

PubMed Central

Asbury, Kathryn; Almeida, David; Hibel, Jacob; Harlaar, Nicole; Plomin, Robert

2010-01-01

Do genetically identical children experience the same classroom differently? Are nonshared classroom experiences associated with differences in achievement? We designed a telephone diary measure which we administered every school day for 2 weeks to 122 10-year-olds in 61 monozygotic (MZ) twin pairs. Each pair shared genes, a classroom, peers and a teacher. We found that MZ twins did experience their classrooms differently (rMZ < 0.65 for all measures of classroom experience). Furthermore, MZ differences in peer problems were significantly associated with MZ differences in Mathematics achievement (ES = 8%); differences in positivity about school were significantly associated with differences in Mathematics (ES = 15%) and Science (ES = 8%) achievement; and differences in ‘flow’ in Science lessons were associated with differences in Science achievement (ES = 12%). In a multiple regression analysis, MZ differences in positivity about school significantly predicted MZ differences in Mathematics achievement (R2 = 0.16, p < .01) and MZ differences in ‘flow’ in Science significantly predicted MZ differences in Science achievement (R2 = 0.10, p < .05). These results indicate that MZ twins experience the classroom differently and that differences in their experience are associated with differences in their achievement. PMID:19016614

Academic achievement in children with epilepsy: a review.

PubMed

Reilly, Colin; Neville, Brian G R

2011-11-01

To examine published studies which have focussed on academic achievement in children with epilepsy with respect to prevalence rates of academic difficulties and possible correlates of academic achievement. This review examines studies which have focussed on prevalence rates of academic difficulties and correlates of academic achievement in children with epilepsy from 1990 to 2010. Prevalence rates of low academic achievement and academic underachievement are reported and correlates of academic achievement including seizure/epilepsy variables, demographic variables, and child/family variables are examined with respect to published studies. Published studies suggest that low academic achievement is more common than academic underachievement (achievement below that expected on basis of IQ scores) and it is not clear from published studies if rates of academic underachievement are significantly higher than in the general population. Clear patterns with regard to the identification of correlates of academic underachievement have not emerged although low achievement may be influenced in many cases by lower than average levels of cognitive functioning. Most studies have not focussed on the IQ-achievement discrepancy definitions of (specific) learning disability. Children with epilepsy who are experiencing academic difficulties may not qualify for formal educational supports to address these difficulties if eligibility criteria for such supports stress an IQ-achievement discrepancy. Copyright © 2011 Elsevier B.V. All rights reserved.

Online High School Achievement versus Traditional High School Achievement

ERIC Educational Resources Information Center

Blohm, Katherine E.

2017-01-01

The following study examined the question of student achievement in online charter schools and how the achievement scores of students at online charter schools compare to achievement scores of students at traditional schools. Arizona has seen explosive growth in charter schools and online charter schools. A study comparing how these two types of…

Why I Believe I Achieve Determines Whether I Achieve

ERIC Educational Resources Information Center

Siegle, Del; McCoach, D. Betsy; Roberts, Anne

2017-01-01

The beliefs and values students hold toward themselves, given tasks, and achievement itself can influence what tasks students seek, and whether they are able to obtain them. On the basis of previous research on underachievement and motivation, we developed the Achievement Orientation Model (AOM) to explore the issue of student achievement. The…

Measuring Metacognition and Reaction Time: Further Findings on the Performances of General Education, Low-Achieving, and Institutionally Raised Students

ERIC Educational Resources Information Center

Al-Hilawani, Yasser A.; Abdullah, Ahmad A.

2010-01-01

The purpose of this study was to use the picture format to examine in depth the metacognitive performances and reaction time in general education, low-achieving, and institutionally raised students. Results revealed that institutionally raised students, unlike low-achieving students, took significantly the longest reaction time to finish the test…

[Perceptions of classroom goal structures, personal achievement goal orientations, and learning strategies].

PubMed

Miki, Kaori; Yamauchi, Hirotsugu

2005-08-01

We examined the relations among students' perceptions of classroom goal structures (mastery and performance goal structures), students' achievement goal orientations (mastery, performance, and work-avoidance goals), and learning strategies (deep processing, surface processing and self-handicapping strategies). Participants were 323 5th and 6th grade students in elementary schools. The results from structural equation modeling indicated that perceptions of classroom mastery goal structures were associated with students' mastery goal orientations, which were in turn related positively to the deep processing strategies and academic achievement. Perceptions of classroom performance goal stractures proved associated with work avoidance-goal orientations, which were positively related to the surface processing and self-handicapping strategies. Two types of goal structures had a positive relation with students' performance goal orientations, which had significant positive effects on academic achievement. The results of this study suggest that elementary school students' perceptions of mastery goal structures are related to adaptive patterns of learning more than perceptions of performance goal structures are. The role of perceptions of classroom goal structure in promoting students' goal orientations and learning strategies is discussed.

Comparison of student achievement among two science laboratory types: traditional and virtual

NASA Astrophysics Data System (ADS)

Reese, Mary Celeste

Technology has changed almost every aspect of our daily lives. It is not surprising then that technology has made its way into the classroom. More and more educators are utilizing technological resources in creative ways with the intent to enhance learning, including using virtual laboratories in the sciences in place of the "traditional" science laboratories. This has generated much discussion as to the influence on student achievement when online learning replaces the face-to-face contact between instructor and student. The purpose of this study was to discern differences in achievement of two laboratory instruction types: virtual laboratory and a traditional laboratory. Results of this study indicate statistical significant differences in student achievement defined by averages on quiz scores in virtual labs compared with traditional face-to-face laboratories and traditional laboratories result in greater student learning gains than virtual labs. Lecture exam averages were also greater for students enrolled in the traditional laboratories compared to students enrolled in the virtual laboratories. To account for possible differences in ability among students, a potential extraneous variable, GPA and ACT scores were used as covariates.

Can Achievement Goals be Primed in Competitive Tasks?

PubMed Central

Greenlees, Iain; Figgins, Sean; Kearney, Philip

2014-01-01

This study examined whether achievement goal priming effects would be observed within an overtly competitive setting. Male soccer players (N = 66) volunteered to participate in a soccer penalty-kick taking competition during which they took 20 penalty-kicks on 2 occasions. Following a pretest, participants were allocated to 1 of 5 priming conditions. Immediately prior to the posttest, participants in the priming conditions were asked to complete what was presented as an ostensibly unrelated task that took the form of either a computer task (subliminal priming) or wordsearch task (supraliminal priming). Results revealed that priming had no significant influence on performance. PMID:25031692

An initiative to improve the management of clinically significant test results in a large health care network.

PubMed

Roy, Christopher L; Rothschild, Jeffrey M; Dighe, Anand S; Schiff, Gordon D; Graydon-Baker, Erin; Lenoci-Edwards, Jennifer; Dwyer, Cheryl; Khorasani, Ramin; Gandhi, Tejal K

2013-11-01

The failure of providers to communicate and follow up clinically significant test results (CSTR) is an important threat to patient safety. The Massachusetts Coalition for the Prevention of Medical Errors has endorsed the creation of systems to ensure that results can be received and acknowledged. In 2008 a task force was convened that represented clinicians, laboratories, radiology, patient safety, risk management, and information systems in a large health care network with the goals of providing recommendations and a road map for improvement in the management of CSTR and of implementing this improvement plan during the sub-force sequent five years. In drafting its charter, the task broadened the scope from "critical" results to "clinically significant" ones; clinically significant was defined as any result that requires further clinical action to avoid morbidity or mortality, regardless of the urgency of that action. The task force recommended four key areas for improvement--(1) standardization of policies and definitions, (2) robust identification of the patient's care team, (3) enhanced results management/tracking systems, and (4) centralized quality reporting and metrics. The task force faced many challenges in implementing these recommendations, including disagreements on definitions of CSTR and on who should have responsibility for CSTR, changes to established work flows, limitations of resources and of existing information systems, and definition of metrics. This large-scale effort to improve the communication and follow-up of CSTR in a health care network continues with ongoing work to address implementation challenges, refine policies, prepare for a new clinical information system platform, and identify new ways to measure the extent of this important safety problem.

Effectiveness of creative and productive instructional method towards students' learning achievement in steel structure course

NASA Astrophysics Data System (ADS)

Sugiyanto, Pribadi, Supriyanto, Bambang

2017-09-01

The purpose of this study was to investigate the effectiveness of Creative & Productive instructional method compared with conventional method. This research was a quasi-experimental study involving all Civil Engineering students at Universitas Negeri Malang who were taking a course of Steel Structure. The students were randomly assigned to two different treatment groups, 30 students in experimental group and 37 students in the control group. It was assumed that these groups were equal in all relevant aspects; they differed only in the treatment administered. We used the t-test to test the hypothesis. The results of this research suggest that: (l) the use of Creative & Productive instructional method can significantly improve students' learning achievement, (2) the use of Creative & Productive instructional method can significantly improve students' retention, (3) students' motivation has a significant effect on their learning achievement, and (4) students' motivation has a significant effect on their retention.

Achieving Metacognition through Cognitive Strategy Instruction

ERIC Educational Resources Information Center

Apaydin, Marina; Hossary, Mohamad

2017-01-01

Purpose: The purpose of this paper is to present hands-on techniques that could help achieve higher forms of cognitive work of Bloom's learning taxonomy and progress toward self-actualization, the top of Maslow's hierarchy of needs. These results can be achieved by the combination of Apaydin's 3A approach and integrative learning.…

Achievement Motivation Training and Executive Advancement

ERIC Educational Resources Information Center

Aronoff, Joel; Litwin, George H.

1971-01-01

Executives who were given a program designed to strengthen their need for achievement were matched with comparable executives chosen to attend the corporation's executive development course during approximately the same period. In a followup study, participants in the motivation training course had performed significantly better than their matched…

Parents' Attitudes Towards Science and their Children's Science Achievement

NASA Astrophysics Data System (ADS)

Perera, Liyanage Devangi H.

2014-12-01

Although countries worldwide are emphasizing the importance of science education for technological development and global economic competition, comparative findings from standardized international student assessments reveal a huge gap in science scores between developed and developing countries. Certain developed economies too have made little progress in raising science achievement over the past decade. Despite school improvement being placed high on the policy agenda, the results of such actions have been poor. Therefore, there is a need to explore additional ways in which science achievement can be enhanced. This study focuses on the family and examines whether parents' attitudes towards science (how much they value science and the importance they place on it) can influence their children's science achievement. Individual- and school-level data are obtained from the Program for International Student Assessment 2006 survey for 15 Organisation for Economic Co-operation and Development (OECD) and non-OECD countries. Hierarchical linear modelling is employed to estimate the equations. The findings indicate that parents' attitudes towards science have a positive and statistically significant effect on science achievement, after controlling for other important student- and school-level variables. Moreover, students from poor backgrounds appear to benefit from more positive parental science attitudes as much as students from high socioeconomic status, such that equality of student achievement is not affected. This study recommends that schools and teachers encourage parents to play a more pro-active role in their children's science education, as well as educate parents about the importance of science and strategies that can be adopted to support their children's science learning.

The effect of authentic leadership, organizational justice, and achievement motivation on teachers' performance in vocational high school seventeen Temanggung

NASA Astrophysics Data System (ADS)

Sugi, Slamet, Achmad; Martono, S.

2018-03-01

Teachers' performance in Temanggung in 2016 did not show maximal result. It was shown from many indicators. The low score of UN, UKG and PKB result. Individual performance was different. Achievement motivation could be seen through their attitude and behavior performances. The purpose of this research is to know the effect of authentic leadership, organizational justice, and achievement motivation on teachers' performance. The objects of this research are authentic leadership, organizational justice, achievement motivation and teachers' performance in Vocational High School Seventeen in Temanggung. The research method used is quantitative. Data collection was done by questioners. Then, the data were analyzed by using Path SPSS 16. The result of this research showed that authentic leadership, organizational justice, achievement motivation had significant effect on teachers' performance in Vocational High School Seventeen in Temanggung.

The Impact of School Climate and School Identification on Academic Achievement: Multilevel Modeling with Student and Teacher Data

PubMed Central

Maxwell, Sophie; Reynolds, Katherine J.; Lee, Eunro; Subasic, Emina; Bromhead, David

2017-01-01

School climate is a leading factor in explaining student learning and achievement. Less work has explored the impact of both staff and student perceptions of school climate raising interesting questions about whether staff school climate experiences can add “value” to students' achievement. In the current research, multiple sources were integrated into a multilevel model, including staff self-reports, student self-reports, objective school records of academic achievement, and socio-economic demographics. Achievement was assessed using a national literacy and numeracy tests (N = 760 staff and 2,257 students from 17 secondary schools). In addition, guided by the “social identity approach,” school identification is investigated as a possible psychological mechanism to explain the relationship between school climate and achievement. In line with predictions, results show that students' perceptions of school climate significantly explain writing and numeracy achievement and this effect is mediated by students' psychological identification with the school. Furthermore, staff perceptions of school climate explain students' achievement on numeracy, writing and reading tests (while accounting for students' responses). However, staff's school identification did not play a significant role. Implications of these findings for organizational, social, and educational research are discussed. PMID:29259564

The Impact of School Climate and School Identification on Academic Achievement: Multilevel Modeling with Student and Teacher Data.

PubMed

Maxwell, Sophie; Reynolds, Katherine J; Lee, Eunro; Subasic, Emina; Bromhead, David

2017-01-01

School climate is a leading factor in explaining student learning and achievement. Less work has explored the impact of both staff and student perceptions of school climate raising interesting questions about whether staff school climate experiences can add "value" to students' achievement. In the current research, multiple sources were integrated into a multilevel model, including staff self-reports, student self-reports, objective school records of academic achievement, and socio-economic demographics. Achievement was assessed using a national literacy and numeracy tests ( N = 760 staff and 2,257 students from 17 secondary schools). In addition, guided by the "social identity approach," school identification is investigated as a possible psychological mechanism to explain the relationship between school climate and achievement. In line with predictions, results show that students' perceptions of school climate significantly explain writing and numeracy achievement and this effect is mediated by students' psychological identification with the school. Furthermore, staff perceptions of school climate explain students' achievement on numeracy, writing and reading tests (while accounting for students' responses). However, staff's school identification did not play a significant role. Implications of these findings for organizational, social, and educational research are discussed.

Impact of instructional Approaches to Teaching Elementary Science on Student Achievement

NASA Astrophysics Data System (ADS)

Kensinger, Seth H.

professional development. The five schools which provided its students with inquiry science and high quality professional development were Science Its Elementary (SIE) schools, as provided through a grant from the Pennsylvania Department of Education (PDE). The findings of the study indicated that there is evidence to suggest that elementary science achievement improves significantly when teachers have utilized inquiry instruction after receiving high-quality professional development. Specifically, the analysis of the whole group and the majority of the triad sub-groupings did result in a consistent trend to support science instruction utilizing inquiry with high-quality professional development compared to a traditional approach and an inquiry-based approach with little or no professional development. The gender analysis of this study focused on whether or not girls at the elementary school level would perform better than boys depending upon method of science instruction. The study revealed no relationship between approach to teaching science and achievement level based on gender. The whole group results and sub-group triads produced no significant findings for this part of the data analysis.

Preschool predictors of school-age academic achievement in autism spectrum disorder.

PubMed

Miller, Lauren E; Burke, Jeffrey D; Troyb, Eva; Knoch, Kelley; Herlihy, Lauren E; Fein, Deborah A

2017-02-01

Characterization of academic functioning in children with autism spectrum disorder (ASD), particularly predictors of achievement, may have important implications for intervention. The current study aimed to characterize achievement profiles, confirm associations between academic ability and concurrent intellectual and social skills, and explore preschool predictors of school-age academic achievement in a sample of children with ASD. Children with ASD (n = 26) were evaluated at the approximate ages of two, four, and ten. Multiple regression was used to predict school-age academic achievement in reading and mathematics from both concurrent (i.e. school-age) and preschool variables. Children with ASD demonstrated a weakness in reading comprehension relative to word reading. There was a smaller difference between mathematics skills; math reasoning was lower than numerical operations, but this did not quite reach trend level significance. Concurrent IQ and social skills were associated with school-age academic achievement across domains. Preschool verbal abilities significantly predicted school-age reading comprehension, above and beyond concurrent IQ, and early motor functioning predicted later math skills. Specific developmental features of early ASD predict specific aspects of school-age achievement. Early intervention targeting language and motor skills may improve later achievement in this population.

Effects of a Follow through Program on School Achievement.

ERIC Educational Resources Information Center

Schweinhart, Lawrence J.; Wallgren, Charles R.

1993-01-01

Tested the effects on achievement of the High/Scope K-3 Curriculum. Found that the High/Scope Follow through children scored significantly better on achievement tests than they would have in regular classes without this program. However, the evaluation was incomplete in that such tests do not assess important High/Scope K-3 Curriculum goals. (WP)

Achieving Safety through Security Management

NASA Astrophysics Data System (ADS)

Ridgway, John

Whilst the achievement of safety objectives may not be possible purely through the administration of an effective Information Security Management System (ISMS), your job as safety manager will be significantly eased if such a system is in place. This paper seeks to illustrate the point by drawing a comparison between two of the prominent standards within the two disciplines of security and safety management.

Sickle Cell Trait and Scholastic Achievement

ERIC Educational Resources Information Center

Jackson, Yvonne; Ayrer, James

1974-01-01

In a preliminary study, no significant interaction effects were found between scholastic achievement and sickle cell trait in black children currently in eight and ninth grades, as measured by the Iowa Tests of Basic Skills over a consecutive period of four years, 1968 through 1971, grades four through seven. (EH)

Extracurricular involvement among affluent youth: a scapegoat for "ubiquitous achievement pressures"?

PubMed

Luthar, Suniya S; Shoum, Karen A; Brown, Pamela J

2006-05-01

It has been suggested that over-scheduling of upper-class youth might underlie the high distress and substance use documented among them. This assumption was tested by considering suburban 8th graders' involvement in different activities along with their perceptions of parental attitudes toward achievement. Results indicated negligible evidence for deleterious effects of high extracurricular involvement per se. Far more strongly implicated was perceived parent criticism for both girls and boys as well as the absence of after-school supervision. Low parent expectations connoted significant vulnerability especially for boys. The findings indicate that at least among early adolescents, converging scientific and media reports may have scapegoated extracurricular involvements, to some degree, as an index of ubiquitous achievement pressures in affluent communities. ((c) 2006 APA, all rights reserved).

Academic Achievement in Physics-Chemistry: The Predictive Effect of Attitudes and Reasoning Abilities.

PubMed

Vilia, Paulo N; Candeias, Adelinda A; Neto, António S; Franco, Maria Da Glória S; Melo, Madalena

2017-01-01

Science education plays a critical role as political priority due to its fundamental importance in engaging students to pursue technological careers considered essential in modern societies, in order to face scientific development challenges. High-level achievement on science education and positive attitudes toward science constitutes a crucial challenge for formal education. Several studies indicate close relationships between students' attitudes, cognitive abilities, and academic achievement. The main purpose of this study is to analyze the impact of student's attitudes toward the school discipline of Physics and Chemistry and their reasoning abilities on academic achievement on that school subject, among Portuguese 9th grade students using the data collected during the Project Academic Performance and Development: a longitudinal study on the effects of school transitions in Portuguese students (PTDC/CPE-CED/104884/2008). The participants were 470 students (267 girls - 56.8% and 203 boys - 43.2%), aged 14-16 years old (μ = 14.3 ± 0.58). The attitude data were collected using the Attitude toward Physics-Chemistry Questionnaire (ATPCQ) and, the Reasoning Test Battery (RTB) was used to assess the students reasoning abilities. Achievement was measured using the students' quarterly (9-week) grades in the physics and chemistry subject. The relationships between the attitude dimensions toward Physics-chemistry and the reasoning dimensions and achievement in each of the three school terms were assessed by multiple regression stepwise analyses and standardized regression coefficients (β), calculated with IBM SPSS Statistics 21 software. Both variables studied proved to be significant predictor variables of school achievement. The models obtained from the use of both variables were always stronger accounting for higher proportions of student's grade variations. The results show that ATPCQ and RTB had a significantly positive relationship with student's achievement in

Achieving across-laboratory replicability in psychophysical scaling

PubMed Central

Ward, Lawrence M.; Baumann, Michael; Moffat, Graeme; Roberts, Larry E.; Mori, Shuji; Rutledge-Taylor, Matthew; West, Robert L.

2015-01-01

It is well known that, although psychophysical scaling produces good qualitative agreement between experiments, precise quantitative agreement between experimental results, such as that routinely achieved in physics or biology, is rarely or never attained. A particularly galling example of this is the fact that power function exponents for the same psychological continuum, measured in different laboratories but ostensibly using the same scaling method, magnitude estimation, can vary by a factor of three. Constrained scaling (CS), in which observers first learn a standardized meaning for a set of numerical responses relative to a standard sensory continuum and then make magnitude judgments of other sensations using the learned response scale, has produced excellent quantitative agreement between individual observers’ psychophysical functions. Theoretically it could do the same for across-laboratory comparisons, although this needs to be tested directly. We compared nine different experiments from four different laboratories as an example of the level of across experiment and across-laboratory agreement achievable using CS. In general, we found across experiment and across-laboratory agreement using CS to be significantly superior to that typically obtained with conventional magnitude estimation techniques, although some of its potential remains to be realized. PMID:26191019

The effect of homework choices on achievement and intrinsic motivation

NASA Astrophysics Data System (ADS)

Christensen, Emily Fast

The purpose of this research was to test an intervention of choices in homework on the achievement and intrinsic motivation of seventh-grade science students at a middle school. The intervention was based on concepts from the cognitive evaluation theory of Edward L. Deci and Richard M. Ryan (1985). The subjects were sixteen heterogeneous classes of seventh-grade students, who were divided among four teachers. Two randomly chosen classes from each teacher received choices in their homework and the remaining two classes of each teacher received similar homework assignments without choices. Two hypotheses were developed for this study: (1) Seventh-grade science students given choices in their homework would show an increase in intrinsic motivation as measured on a motivation orientation measure, compared to students not given choices in their homework, and (2) Seventh-grade science students given choices in their homework would show an increase in achievement on an achievement measure, compared to students not given choices in their homework. Having choices in homework did not increase intrinsic motivation or achievement. However, students who did their homework did significantly better on the posttest, and students who were more intrinsically motivated did significantly better on the posttest. Just doing the homework was important for achievement, and intrinsic motivation was linked to achievement.

Academic Self-Concept, Achievement Goals, and Achievement: Is Their Relation the Same for Academic Achievers and Underachievers?

ERIC Educational Resources Information Center

Preckel, Franzis; Brunner, Martin

2015-01-01

This longitudinal study investigated the contribution of achievement goals and academic self-concept for the prediction of unexpected academic achievement (i.e., achievement that is higher or lower than expected with respect to students' cognitive ability) in general and when comparing groups of extreme over- and underachievers. Our sample…

An Examination of Paternal Influence on High-Achieving Gifted Males

ERIC Educational Resources Information Center

Hebert, Thomas P.; Pagnani, Alexander R.; Hammond, Daniel R.

2009-01-01

The challenges facing contemporary boys are complex, highlighting the importance of positive paternal influence for young men to achieve success. This study examines the father-son relationships of 10 prominent gifted men of achievement to identify factors influencing talent development. Through biographical analysis, 6 significant themes were…

Student Participation and Parental Involvement in Relation to Academic Achievement

ERIC Educational Resources Information Center

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

2015-01-01

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

Growth Models for Students with Significant Cognitive Disabilities. Research Brief 1

ERIC Educational Resources Information Center

Farley, Dan; Saven, Jessica L.; Tindal, Gerald

2013-01-01

Alternate assessments based on alternate achievement standards (AA-AAS) are designed to measure the academic achievement of students with the most significant cognitive disabilities (SWSCDs). AA-AAS present unique measurement challenges because of the inherent need for individualization in item presentation and response, combined with expectations…

Black Working Class Adolescents' Attitudes Toward Academic Achievement.

ERIC Educational Resources Information Center

Mickelson, Roslyn Arlin

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…

A mediation analysis of achievement motives, goals, learning strategies, and academic achievement.

PubMed

Diseth, Age; Kobbeltvedt, Therese

2010-12-01

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. To investigate the relationship between achievement motives, achievement goals, learning strategies (deep, surface, and strategic), and academic achievement in a hierarchical model. Participants were 229 undergraduate students (mean age: 21.2 years) of psychology and economics at the University of Bergen, Norway. Variables were measured by means of items from the Achievement Motives Scale (AMS), the Approaches and Study Skills Inventory for Students, and an achievement goal scale. Correlation analysis showed that academic achievement (examination grade) was positively correlated with performance-approach goal, mastery goal, and strategic learning strategies, and negatively correlated with performance-avoidance goal and surface learning strategy. A path analysis (structural equation model) showed that achievement goals were mediators between achievement motives and learning strategies, and that strategic learning strategies mediated the relationship between achievement goals and academic achievement. This study integrated previous findings from several studies and provided new evidence on the direct and indirect effects of different types of motives and learning strategies as predictors of academic achievement.

Creativity: The Hub of Real Achievement

ERIC Educational Resources Information Center

Forster, Jill

2012-01-01

The aim of this article is to encourage a greater emphasis on creativity across and between varied fields of endeavour. It has been written to underline the interdisciplinary significance of creativity and the role of creativity in truly enhancing achievement. There is a reinvigorated awareness of the need for "big thinking", a global…

Improving Student Achievement in Math and Science

NASA Technical Reports Server (NTRS)

Sullivan, Nancy G.; Hamsa, Irene Schulz; Heath, Panagiota; Perry, Robert; White, Stacy J.

1998-01-01

As the new millennium approaches, a long anticipated reckoning for the education system of the United States is forthcoming, Years of school reform initiatives have not yielded the anticipated results. A particularly perplexing problem involves the lack of significant improvement of student achievement in math and science. Three "Partnership" projects represent collaborative efforts between Xavier University (XU) of Louisiana, Southern University of New Orleans (SUNO), Mississippi Valley State University (MVSU), and the National Aeronautics and Space Administration (NASA), Stennis Space Center (SSC), to enhance student achievement in math and science. These "Partnerships" are focused on students and teachers in federally designated rural and urban empowerment zones and enterprise communities. The major goals of the "Partnerships" include: (1) The identification and dissemination of key indices of success that account for high performance in math and science; (2) The education of pre-service and in-service secondary teachers in knowledge, skills, and competencies that enhance the instruction of high school math and science; (3) The development of faculty to enhance the quality of math and science courses in institutions of higher education; and (4) The incorporation of technology-based instruction in institutions of higher education. These goals will be achieved by the accomplishment of the following objectives: (1) Delineate significant ?best practices? that are responsible for enhancing student outcomes in math and science; (2) Recruit and retain pre-service teachers with undergraduate degrees in Biology, Math, Chemistry, or Physics in a graduate program, culminating with a Master of Arts in Curriculum and Instruction; (3) Provide faculty workshops and opportunities for travel to professional meetings for dissemination of NASA resources information; (4) Implement methodologies and assessment procedures utilizing performance-based applications of higher order

Testing a Model of the Relationship of Demographic, Affective, and Fitness Variables to Academic Achievement among Non-Science Majors at an Independent University

NASA Astrophysics Data System (ADS)

Dutra, Andrew Martin

The purpose of this study was to determine the relationship of specific attributes of college students to their academic achievement at an independent university in central Florida. Academic achievement was measured as the numeric score on the final exam in a survey-of-science course (EDS 1032) required for non-science majors. Attribute sets included personological, affective, and fitness variables. A hypothesized diagram of the direct and indirect effects among these attributes relative to academic achievement was developed and tested using data collected Spring 2014 from 168 students in four sections of EDS 1032 at Florida Institute of Technology. Multiple regression results revealed that 19% of the variance in a students' academic achievement was due to the influence of these three sets of research factors; this was found to be statistically significant. The results of mediation analyses also indicated that three variables had significant direct effects on academic achievement, namely gender, number of academic credits, and sports motivation. In addition, gender had a significant indirect effect on academic achievement via stress, and the number of academic credits had a significant indirect effect on academic achievement via sports motivation. These findings indicated that female students scored roughly six points higher than male students on this final exam. Also, gender's influence on academic achievement was partially attributable to the student's level of stress (e.g., male students with high levels of stress had lower grades on this final exam than female students with the same level of stress). In addition, it was found that students taking more academic credits were likely to score higher on this final exam than those students taking fewer credits. Further, as students' level of sports amotivation increased, the strength of the relationship between the number of student academic credits and academic achievement decreased. These results support Self

Relations between early family risk, children’s behavioral regulation, and academic achievement

PubMed Central

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

2010-01-01

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 1,298 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 minority status, low maternal education, low average family income from 1 – 54 months, and high maternal depressive symptoms from 1 - 54 months. Results of structural equation modeling indicated that minority status, low maternal education, and low family income had significant negative effects on reading, math, and vocabulary achievement in first grade. Modest indirect effects were also found from ethnicity, maternal education, and maternal depressive symptoms, through 54-month and kindergarten behavioral regulation to first-grade achievement. Discussion focuses on the importance of behavioral regulation for school success especially for children facing early risk. PMID:20953343

Attitude Towards Physics and Additional Mathematics Achievement Towards Physics Achievement

ERIC Educational Resources Information Center

Veloo, Arsaythamby; Nor, Rahimah; Khalid, Rozalina

2015-01-01

The purpose of this research is to identify the difference in students' attitude towards Physics and Additional Mathematics achievement based on gender and relationship between attitudinal variables towards Physics and Additional Mathematics achievement with achievement in Physics. This research focused on six variables, which is attitude towards…

The Influence of Laboratory Instruction on Science Achievement and Attitude Toward Science across Gender Differences

NASA Astrophysics Data System (ADS)

Freedman, Michael P.

This study investigated the use of a hands-on laboratory program to improve attitudes toward science and increase achievement levels in science knowledge among students in a ninth grade physical science course. An objective final examination measured achievement in science knowledge, and a Q sort survey measured attitude toward science. A t test compared the groups' differences in achievement and attitude toward science. An analysis of covariance determined the effect of the laboratory treatment on the dependent variable, with attitude toward science as the covariable. The findings showed that students with regular laboratory instruction scored significantly higher (p < .05) on achievement in science knowledge than those without laboratory instruction, girls with regular laboratory instruction scored significantly higher (p < .05) on achievement in science knowledge than those without laboratory instruction, and girls and boys within the treatment group did not differ significantly on achievement in science knowledge. No significant differences were reported in attitude toward science between or within groups.

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

PubMed Central

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

2010-01-01

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

Postinfancy growth, schooling, and cognitive achievement: Young Lives1234

PubMed Central

Schott, Whitney; Cueto, Santiago; Dearden, Kirk A; Engle, Patrice; Georgiadis, Andreas; Lundeen, Elizabeth A; Penny, Mary E; Stein, Aryeh D; Behrman, Jere R

2013-01-01

Background: Early life growth failure and resulting cognitive deficits are often assumed to be very difficult to reverse after infancy. Objective: We used data from Young Lives, which is an observational cohort of 8062 children in Ethiopia, India, Peru, and Vietnam, to determine whether changes in growth after infancy are associated with schooling and cognitive achievement at age 8 y. Design: We represented the growth by height-for-age z score at 1 y [HAZ(1)] and height-for-age z score at 8 y that was not predicted by the HAZ(1). We also characterized growth as recovered (stunted at age 1 y and not at age 8 y), faltered (not stunted at age 1 y and stunted at age 8 y), persistently stunted (stunted at ages 1 and 8 y), or never stunted (not stunted at ages 1 and 8 y). Outcome measures were assessed at age 8 y. Results: The HAZ(1) was inversely associated with overage for grade and positively associated with mathematics achievement, reading comprehension, and receptive vocabulary. Unpredicted growth from 1 to 8 y of age was also inversely associated with overage for grade (OR range across countries: 0.80–0.84) and positively associated with mathematics achievement (effect-size range: 0.05–0.10), reading comprehension (0.02–0.10), and receptive vocabulary (0.04–0.08). Children who recovered in linear growth had better outcomes than did children who were persistently stunted but were not generally different from children who experienced growth faltering. Conclusions: Improvements in child growth after early faltering might have significant benefits on schooling and cognitive achievement. Hence, although early interventions remain critical, interventions to improve the nutrition of preprimary and early primary school–age children also merit consideration. PMID:24067665

Emotional Intelligence and Gender as Predictors of Academic Achievement among Some University Students in Barbados

ERIC Educational Resources Information Center

Fayombo, Grace A.

2012-01-01

This study investigated emotional intelligence (attending to emotion, positive expressivity and negative expressivity) and gender as predictors of academic achievement among 163 undergraduate psychology students in The University of the West Indies (UWI), Cave Hill Campus, Barbados. Results revealed significant positive and negative correlations…

The Little District that Could: Literacy Reform Leads to Higher Achievement in California District

ERIC Educational Resources Information Center

Kelly, Patricia R.; Budicin-Senters, Antoinette; King, L. McLean

2005-01-01

This article describes educational reform developed over a 10-year period in California's Lemon Grove School District, which resulted in a steady and remarkable upward shift in achievement for the students of this multicultural district just outside San Diego. Six elements of literacy reform emerged as the most significant factors affecting…

Test Results for Entry Guidance Methods for Space Vehicles

NASA Technical Reports Server (NTRS)

Hanson, John M.; Jones, Robert E.

2004-01-01

There are a number of approaches to advanced guidance and control that have the potential for achieving the goals of significantly increasing reusable launch vehicle (or any space vehicle that enters an atmosphere) safety and reliability, and reducing the cost. This paper examines some approaches to entry guidance. An effort called Integration and Testing of Advanced Guidance and Control Technologies has recently completed a rigorous testing phase where these algorithms faced high-fidelity vehicle models and were required to perform a variety of representative tests. The algorithm developers spent substantial effort improving the algorithm performance in the testing. This paper lists the test cases used to demonstrate that the desired results are achieved, shows an automated test scoring method that greatly reduces the evaluation effort required, and displays results of the tests. Results show a significant improvement over previous guidance approaches. The two best-scoring algorithm approaches show roughly equivalent results and are ready to be applied to future vehicle concepts.

Leader Perceptions and Student Achievement: An Examination of Reading and Mathematics International Test Results in Korea and the USA

ERIC Educational Resources Information Center

Shin, Seon-Hi; Slater, Charles L.; Ortiz, Steve

2017-01-01

Purpose: The purpose of this paper is to examine what factors affect student achievement in reading and mathematics. The research questions addressed the perceptions of school principals and background characteristics related to student achievement in Korea and the USA with respect to differences among students in low, middle and high quantiles.…

Effects of Collaborative Group Composition and Inquiry Instruction on Reasoning Gains and Achievement in Undergraduate Biology

PubMed Central

Jensen, Jamie Lee; Lawson, Anton

2011-01-01

This study compared the effectiveness of collaborative group composition and instructional method on reasoning gains and achievement in college biology. Based on initial student reasoning ability (i.e., low, medium, or high), students were assigned to either homogeneous or heterogeneous collaborative groups within either inquiry or didactic instruction. Achievement and reasoning gains were assessed at the end of the semester. Inquiry instruction, as a whole, led to significantly greater gains in reasoning ability and achievement. Inquiry instruction also led to greater confidence and more positive attitudes toward collaboration. Low-reasoning students made significantly greater reasoning gains within inquiry instruction when grouped with other low reasoners than when grouped with either medium or high reasoners. Results are consistent with equilibration theory, supporting the idea that students benefit from the opportunity for self-regulation without the guidance or direction of a more capable peer. PMID:21364101

The Effect of a State Department of Education Teacher Mentor Initiative on Science Achievement

NASA Astrophysics Data System (ADS)

Pruitt, Stephen L.

This study analyzed a state department of education's ability to have actual influence over the improvement of science achievement and proficiency by having direct relationships with science teachers in Georgia's lowest performing schools. The study employed a mixed ANOVA analysis of the mean scale scores and proficiency rates of the science portion of the Georgia High School Graduation Test (GHSGT) for the years 2004 through 2007 to determine if the intervention by the Science Mentor Program (SMP) had significant effect on the science achievement and proficiency within the cohort of schools, as compared to a set of schools receiving no intervention, on various subgroups within the schools, and on various levels of intervention within the SMP. All data used in this study are available to the public through the Georgia Department of Education (GaDOE). SMP schools were selected based on their level of intervention for three consecutive years. Non-SMP schools were selected based on demographic similarities in economically disadvantaged, white, African-American, and students with disabilities to ensure a match of pairings for analyses. The results of this study showed significant improvement of scale scores and proficiency rates between 2004 and 2007. The study showed significant increases in all schools regardless of treatment. The study also showed significant differences in performance within the subgroups. Males, white, non-Economically Disadvantaged, and regular education students were all found to have significantly better performance in both achievement and proficiency rate. Economically Disadvantaged students were found to have a significant difference with regard to treatment groups. There was a significant difference between the mean scale score and proficiency rates of Economically Disadvantaged students in schools receiving high-intervention and schools receiving no-intervention. Further analysis showed that the only significant difference was in 2004, the

Achieving definitive results in long-chain polyunsaturated fatty acid supplementation trials of term infants: factors for consideration.

PubMed

Meldrum, Suzanne J; Smith, Michael A; Prescott, Susan L; Hird, Kathryn; Simmer, Karen

2011-04-01

Numerous randomized controlled trials (RCTs) have been undertaken to determine whether supplementation with long-chain polyunsaturated fatty acids (LCPUFAs) in infancy would improve the developmental outcomes of term infants. The results of such trials have been thoroughly reviewed with no definitive conclusion as to the efficacy of LCPUFA supplementation. A number of reasons for the lack of conclusive findings in this area have been proposed. This review examines such factors with the aim of determining whether an optimal method of investigation for RCTs of LCPUFA supplementation in term infants can be ascertained from previous research. While more research is required to completely inform a method that is likely to achieve definitive results, the findings of this literature review indicate future trials should investigate the effects of sex, genetic polymorphisms, the specific effects of LCPUFAs, and the optimal tests for neurodevelopmental assessment. The current literature indicates a docosahexaenoic acid dose of 0.32%, supplementation from birth to 12 months, and a total sample size of at least 286 (143 per group) should be included in the methodology of future trials. © 2011 International Life Sciences Institute.

National IQs predict differences in scholastic achievement in 67 countries.

PubMed

Lynn, Richard; Meisenberg, Gerhard; Mikk, Jaan; Williams, Amandy

2007-11-01

This paper examines the relationship of the national IQs reported by Lynn & Vanhanen (2002, 2006) to national achievement in mathematics and science among 8th graders in 67 countries. The correlation between the two is 0.92 and is interpreted as establishing the validity of the national IQs. The correlation is so high that national IQs and educational achievement appear to be measures of the same construct. National differences in educational achievement are greater than differences in IQ, suggesting an amplifier effect such that national differences in IQs amplify differences in educational achievement. Controlling for national differences in IQ, slight inverse relationships of educational achievement are observed with political freedom, subjective well-being, income inequality, and GDP. However, public expenditure on education (as % of GDP) was not a significant predictor of differences in educational achievement.

Reasoning Abilities in Primary School: A Pilot Study on Poor Achievers vs. Normal Achievers in Computer Game Tasks

ERIC Educational Resources Information Center

Dagnino, Francesca Maria; Ballauri, Margherita; Benigno, Vincenza; Caponetto, Ilaria; Pesenti, Elia

2013-01-01

This paper presents the results of preliminary research on the assessment of reasoning abilities in primary school poor achievers vs. normal achievers using computer game tasks. Subjects were evaluated by means of cognitive assessment on logical abilities and academic skills. The aim of this study is to better understand the relationship between…

Leadership, self-efficacy, and student achievement

NASA Astrophysics Data System (ADS)

Grayson, Kristin

This study examined the relationships between teacher leadership, science teacher self-efficacy, and fifth-grade science student achievement in diverse schools in a San Antonio, Texas, metropolitan school district. Teachers completed a modified version of the Leadership Behavior Description Question (LBDQ) Form XII by Stogdill (1969), the Science Efficacy and Belief Expectations for Science Teaching (SEBEST) by Ritter, Boone, and Rubba (2001, January). Students' scores on the Texas Assessment of Knowledge and Skills (TAKS) measured fifth-grade science achievement. At the teacher level of analysis multiple regressions showed the following relationships between teachers' science self-efficacy and teacher classroom leadership behaviors and the various teacher and school demographic variables. Predictors of teacher self efficacy beliefs included teacher's level of education, gender, and leadership initiating structure. The only significant predictor of teacher self-efficacy outcome expectancy was gender. Higher teacher self-efficacy beliefs predicted higher leadership initiating structure. At the school level of analysis, higher school levels of percentage of students from low socio-economic backgrounds and higher percentage of limited English proficient students predicted lower school student mean science achievement. These findings suggest a need for continued research to clarify relationships between teacher classroom leadership, science teacher self-efficacy, and student achievement especially at the teacher level of analysis. Findings also indicate the importance of developing instructional methods to address student demographics and their needs so that all students, despite their backgrounds, will achieve in science.

The Importance of Physical Activity in Closing the Achievement Gap

ERIC Educational Resources Information Center

Burton, Laura J.; VanHeest, Jaci L.

2007-01-01

The most significant concern within the US educational community is the academic achievement gap. Investigation of the achievement gap reveals that minority students across all levels of education are not meeting the same academic measures as their non-Hispanic White peers. In addition, a disproportionate number of minority children are identified…

Self-regulated learning and science achievement in a community college

NASA Astrophysics Data System (ADS)

Maslin, (Louisa) Lin-Yi L.

Self-regulated learning involves students' use of strategies and skills to adapt and adjust towards achievement in school. This research investigates the extent to which self-regulated learning is employed by community college students, and also the correlates of self-regulated learning: Is it used more by students in advanced science classes or in some disciplines? Is there a difference in the use of it by students who complete a science course and those who do not? How does it relate to GPA and basic skills assessments and science achievement? Does it predict science achievement along with GPA and assessment scores? Community college students (N = 547) taking a science course responded to the Motivated Strategies for Learning Questionnaire (MSLQ). The scales measured three groups of variables: (1) cognitive strategies (rehearsal, elaboration, organization, and critical thinking); (2) metacognitive self-regulation strategies (planning, monitoring, and self-regulation); and (3) resource management strategies (time and study environment, effort regulation, peer learning, and help-seeking). Students' course scores, college GPA, and basic skills assessment scores were obtained from faculty and college records. Students who completed a science course were found to have higher measures on cumulative college GPAs and assessment scores, but not on self-regulated learning. Self-regulated learning was found not to be used differently between students in the advanced and beginning science groups, or between students in different disciplines. The exceptions were that the advanced group scored higher in critical thinking but lower in effort regulation than the beginning group. Course achievement was found to be mostly unrelated to self-regulated learning, except for several significant but very weak and negative relationships in elaboration, self-regulation, help-seeking, and effort regulation. Cumulative GPA emerged as the only significant predictor of science achievement

Achievement goals affect metacognitive judgments

PubMed Central

Ikeda, Kenji; Yue, Carole L.; Murayama, Kou; Castel, Alan D.

2017-01-01

The present study examined the effect of achievement goals on metacognitive judgments, such as judgments of learning (JOLs) and metacomprehension judgments, and actual recall performance. We conducted five experiments manipulating the instruction of achievement goals. In each experiment, participants were instructed to adopt mastery-approach goals (i.e., develop their own mental ability through a memory task) or performance-approach goals (i.e., demonstrate their strong memory ability through getting a high score on a memory task). The results of Experiments 1 and 2 showed that JOLs of word pairs in the performance-approach goal condition tended to be higher than those in the mastery-approach goal condition. In contrast, cued recall performance did not differ between the two goal conditions. Experiment 3 also demonstrated that metacomprehension judgments of text passages were higher in the performance-approach goal condition than in the mastery-approach goals condition, whereas test performance did not differ between conditions. These findings suggest that achievement motivation affects metacognitive judgments during learning, even when achievement motivation does not influence actual performance. PMID:28983496

Interaction between examination type, anxiety state, and academic achievement in college science; an action-oriented research

NASA Astrophysics Data System (ADS)

Zoller, Uri; Ben-Chaim, David

The trait anxiety profile of future science teachers, as well as their preferences concerning types of examinations in science and mathematics, have been surveyed prior to the administration - within the various science courses - of several traditional and nontraditional types of examinations and the assessment of students' state anxieties as well as their respective performance, i.e., their academic achievements. Our major findings are that(a)Our students prefer by far examinations in which the emphasis is on understanding and analyzing rather than on knowing and remembering, that the use of any relevant material during the examinations be permitted, and that the time duration be practically unlimited (e.g., take-home-type examinations).(b)Students' state anxiety correlates with the type of the examination, with a tendency towards somewhat higher anxiety for females. The preferred types of examinations reduce test anxiety significantly, and result in higher grades accordingly.(c)The reduction of anxiety and the improvement in achievements as a function of the examination type are far more significant for low achievers compared with medium and high achievers.(d)Although teachers are aware of the student preferences, they persist in giving their students their own pet-type examinations.These results are discussed in terms of the implications for upgrading both science education and college student testing and assessment mechanisms.

Manganese exposure from drinking water and children's academic achievement.

PubMed

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

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 400μg/L was associated with 6.4% score loss (95% CI=-12.3 to -0.5) in mathematics achievement test scores, adjusted for WAs and other sociodemographic variables. We did not find any statistically 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. Copyright © 2011 Elsevier Inc. All rights reserved.

Study the relationship between medical sciences students’ self-esteem and academic achievement of Guilan university of medical sciences

PubMed Central

Jirdehi, Maryam Mirzaee; Asgari, Fariba; Tabari, Rasool; Leyli, Ehsan Kazemnejad

2018-01-01

BACKGROUND: Achievement of productivity and improvement of quality in the educational system is the effective, influential factors for countries development. Academic achievement is the main objective of the training program and the most important concerns of teachers, education officials, and university Student's families. Self-esteem is one of the factors affecting student academic achievement. This study is aimed to investigate the relationship between self-esteem and academic achievement in Medical Sciences students of in 2014–2015. SUBJECTS AND METHODS: This is a descriptive–correlational study. In this study, 537 university students were selected using random stratified sampling method from Guilan University of Medical Sciences in 2014–2015. Data were collected using the standard self-esteem questionnaire of Cooper Smith consisting of four elements (general, social, familial, and educational) and a demographic questionnaire. Data were analyzed using SPSS software version 21 and descriptive statistics such as Spearman correlation and Logistic Regression. RESULTS: The results indicated a significant relationship between grade point average and educational self-esteem (P = 0.002, r = 0.135) and global self-esteem (P = 0.02, r = 0.102). There was also a significant relationship between composite Index educational status and general self-esteem (P = 0.019, r = 0.102) and academic achievement (P = 0.007, r = 0.116) and global self-esteem (P = 0.020, r = 0.102). CONCLUSIONS: According to the results, the highest mean score of self-esteem was related to the familial element, and the lowest average was in terms of social self-esteem, therefore, given the importance and necessity of self-esteem in academic achievement, strengthening of all aspects of self-esteem is suggested. PMID:29693033

Incorporating E-Mail into the Learning Process: Its Impact on Student Academic Achievement and Attitudes.

ERIC Educational Resources Information Center

Yu, Fu-Yun; Yu, Hsin-Jin Jessy

2002-01-01

Describes a study of Taiwan university students that investigated the impacts of incorporating email into the classroom on student achievement and attitudes using a posttest-only control-group design. Results showed a statistically significant difference in academic performance but not in student attitudes toward computers. (Author/LRW)

Photointerpretation of Skylab 2 multispectral camera (S-190A) data: Advance report of significant results

NASA Technical Reports Server (NTRS)

Jensen, M. L. (Principal Investigator)

1973-01-01

The author has identified the following significant results. A significant and possible major economic example of the practical value of Skylab photographs was provided by locating on Skylab Camera Station Number 4, frame 010, SL-2, an area of exposures of limestone rocks which were thought to be completely covered by volcanic rocks based upon prior mapping. The area is located less than 12 miles north of the Ruth porphyry copper deposit, White Pine County, Nevada. This is a major copper producing open pit mine owned by Kennecott Copper Corporation. Geophysical maps consisting of gravity and aeromagnetic studies have been published indicating three large positive magnetic anomalies located at the Ruth ore deposits, the Ward Mountain, not a mineralized area, and in the area previously thought to be completely covered by post-ore volcanics. Skylab photos indicate, however, that erosion has removed volcanic cover in specific sites sufficient to expose the underlying older rocks suggesting, therefore, that the volcanic rocks may not be the cause of the aeromagnetic anomaly. Field studies have verified the initial interpretations made from the Skylab photos. The potential significance of this study is that the large positive aeromagnetic anomaly suggests the presence of cooled and solidified magma below the anomalies, in which ore-bearing solutions may have been derived forming possible large ore deposits.

Achievement of Eighth-Grade Students in Korea on the TIMSS 2011 Assessment: Effects of Confidence in Mathematics and Engagement in Mathematics Lessons

ERIC Educational Resources Information Center

House, J. Daniel; Telese, James A.

2016-01-01

Research studies have identified several factors related to mathematics achievement of students in Korea. Further, results from the Trends in International Mathematics and Science Study (TIMSS) assessments have shown that instructional practices and beliefs about mathematics were significantly associated with mathematics achievement of students in…

Beliefs and Achievement in Seventh-Grade Mathematics.

ERIC Educational Resources Information Center

Kloosterman, Peter

1991-01-01

This study highlights the correlation between seventh grade students' (n=429) beliefs about how mathematics is learned and their achievement in mathematics. Results from structural relation modeling indicate that, when beliefs are considered as a single construct, the relationship between beliefs and achievement is much stronger than when beliefs…

The Efforts to Improve Mathematics Learning Achievement Results of High School Students as Required by Competency-Based Curriculum and Lesson Level-Based Curriculum

ERIC Educational Resources Information Center

Sidabutar, Ropinus

2016-01-01

The research was aimed to investigate the effect of various, innovated teaching models to improved the student's achievement in various topic in Mathematics. The study was conduct experiment by using innovated teaching with contextual, media and web which are the compared. with conventional teaching method. The result showed the innovation in the…

Social and Musical Objectives or Experiences School Music Teachers Anticipate Their Students Will Achieve as a Result of Attending a Summer Music Camp

ERIC Educational Resources Information Center

Richards, Eric W.

2011-01-01

The purpose of this study was to investigate specific social and musical objectives or experiences school music teachers anticipate their students will achieve as a result of attending a summer music camp. A survey instrument was developed to collect demographic data and responses to questions regarding 14 specific musical and social variables.…

Significant results from Apollo 14 lunar orbital photography.

NASA Technical Reports Server (NTRS)

El-Baz, F.; Roosa, S. A.

1972-01-01

Apollo 14 obtained 950 photographs from lunar orbit using the Hasselblad and Hycon cameras. The photographs reveal a number of new geologic features as well as previously unrecognized details of the morphology, structure, and stratigraphy of lunar surface units. The primary result is the verification of the extensive role of volcanism in the formation and modification of the lunar highlands, especially on the far side. Terra volcanism appears to be manifest in the formation of (1) constructional units of hilly and furrowed materials of regional extent as in the Kant Plateau in the central near-side highlands and northwest of the crater Pasteur near the eastern limb of the moon; (2) somewhat viscous lava flows and pools associated with fracture systems and/or what appear to be volcanic craters; (3) craters, crater chains, and irregular depressions, particularly on the lunar far side. The first photographs of a flow channel, a leveed sinuous rille that apparently originated by lava flowage on the surface, were obtained by Apollo 14. Another first is a high-resolution photograph of the interior of what appears to be the youngest lunar crater yet photographed in the 20- 40-km size range.

An empirical examination of the effects of family commitment in education on student achievement in seventh grade science

NASA Astrophysics Data System (ADS)

Wang, Jianjun; Wildman, Louis

A national data base from the Longitudinal Study of American Youth (LSAY) was employed to examine the effects of family commitment in education on student achievement in seventh grade science. The backward elimination procedure in the Statistical Analysis System (SAS) was adopted in this study to select significant variables of family commitment at = .05. The results show that around 22% of the variance in student science achievement can be explained by the selected significant LSAY variables. An analysis of the impact of family commitment seems to indicate that parental education and encouragement are important factors in the improvement of student achievement. However, educators, including school personnel and parents, should exercise caution regarding how they help students with their homework and how they reward students for good grades.Received: 14 June 1994; Revised: 31 October 1994;

Short-Term Attentional Perseveration Associated with Real-Life Creative Achievement

PubMed Central

Zabelina, Darya L.; Beeman, Mark

2013-01-01

There are at least two competing hypotheses of how attention interacts with creative cognition, although they are not mutually exclusive. The first hypothesis is that highly creative people are particularly flexible at switching their attention – that is, they adaptively shift focus among different attentional levels using cognitive control. The second, less common, view is that creative people exhibit attentional persistence, or an ability for sustained attention. We suggest these two views need not be competing, as they may both operate, but on different time scales or on different components of creativity. In the present study we examined the role of attention in real-world creative achievement and in divergent thinking. In Experiment 1 participants with high and low real-world creative achievements identified whether the stimulus contained letters S or H within hierarchically constructed letters (e.g., large S made of small Es – global level; large E made up of small Ss – local level), which were presented in blocks of eight trials per level. In Experiment 2 participants with high, medium, and low creative achievements identified the same stimulus letters, but in blocks of five, seven, and nine trials per level. Results from both experiments indicated that people with high creative achievements made significantly more errors on trials in which they had to switch the level of attention, even after controlling for general intelligence. In Experiment 2, divergent thinking was also assessed, but it was not related to switching cost. Results from both experiments demonstrate that real-world creative acts relate to increased levels of attentional persistence, even if it comes with the cost of perseveration in certain circumstances. PMID:23630508

Relationships Among Teacher Preparedness and Instructional Approaches to Secondary Student Achievement in STEM: A Secondary Analysis of TIMSS Data

NASA Astrophysics Data System (ADS)

Miller-Ricks, Karen A.

Educational reform efforts in Science, Technology, Engineering, Math (STEM) place emphasis on teachers as conduits for student achievement. The purpose of this study was to use TIMSS 2011 data to examine relationships between Science-Technology-Society (STS) instructional practices (student-centered instruction established to promote learning through real-world applications) teacher preparedness, and student achievement and identify variations of achievement between and among eighth-grade science and math classes. The research was framed by both Harper's Anti-Deficit Achievement Theory and Bronfenbrenner's Ecological Systems Theory (BEST). 501 U.S. schools contributed to the TIMSS 2011 data from both the teacher questionnaires and student booklets. Chi-Square, Spearman Correlation, and 2-level hierarchical linear modeling (HLM) were used to analyze data about teachers' preparedness to teach science and math, frequency of using STS instructional practices, and student achievement. The chi-square null hypothesis for math teachers was rejected, providing the assumption that there was an association between the frequency of using STS instruction in math and teacher preparedness. However, the chi-square null hypothesis for science teachers failed to be rejected, providing the assumption that there was no significant association between the frequency of using STS instruction in science and science teacher preparedness. The Spearman Correlation revealed statistically positively significant differences between STS instruction and science achievement, as well as between teacher preparedness and science achievement. The HLM results suggested that 33% of the variance of mathematics achievement was at the individual level and 66% was at the group level. The results for science teachers suggested that 54% of the variance of science achievement was at the individual level and 46% of the variance was at the group level. The data findings support the conclusion that secondary STEM

Middle school science curriculum design and 8th grade student achievement in Massachusetts public schools

NASA Astrophysics Data System (ADS)

Clifford, Betsey A.

The Massachusetts Department of Elementary and Secondary Education (DESE) released proposed Science and Technology/Engineering standards in 2013 outlining the concepts that should be taught at each grade level. Previously, standards were in grade spans and each district determined the method of implementation. There are two different methods used teaching middle school science: integrated and discipline-based. In the proposed standards, the Massachusetts DESE uses grade-by-grade standards using an integrated approach. It was not known if there is a statistically significant difference in student achievement on the 8th grade science MCAS assessment for students taught with an integrated or discipline-based approach. The results on the 8th grade science MCAS test from six public school districts from 2010 -- 2013 were collected and analyzed. The methodology used was quantitative. Results of an ANOVA showed that there was no statistically significant difference in overall student achievement between the two curriculum models. Furthermore, there was no statistically significant difference for the various domains: Earth and Space Science, Life Science, Physical Science, and Technology/Engineering. This information is useful for districts hesitant to make the change from a discipline-based approach to an integrated approach. More research should be conducted on this topic with a larger sample size to better support the results.

Significance and popularity in music production

NASA Astrophysics Data System (ADS)

Monechi, Bernardo; Gravino, Pietro; Servedio, Vito D. P.; Tria, Francesca; Loreto, Vittorio

2017-07-01

Creative industries constantly strive for fame and popularity. Though highly desirable, popularity is not the only achievement artistic creations might ever acquire. Leaving a longstanding mark in the global production and influencing future works is an even more important achievement, usually acknowledged by experts and scholars. `Significant' or `influential' works are not always well known to the public or have sometimes been long forgotten by the vast majority. In this paper, we focus on the duality between what is successful and what is significant in the musical context. To this end, we consider a user-generated set of tags collected through an online music platform, whose evolving co-occurrence network mirrors the growing conceptual space underlying music production. We define a set of general metrics aiming at characterizing music albums throughout history, and their relationships with the overall musical production. We show how these metrics allow to classify albums according to their current popularity or their belonging to expert-made lists of important albums. In this way, we provide the scientific community and the public at large with quantitative tools to tell apart popular albums from culturally or aesthetically relevant artworks. The generality of the methodology presented here lends itself to be used in all those fields where innovation and creativity are in play.

Significance and popularity in music production.

PubMed

Monechi, Bernardo; Gravino, Pietro; Servedio, Vito D P; Tria, Francesca; Loreto, Vittorio

2017-07-01

Creative industries constantly strive for fame and popularity. Though highly desirable, popularity is not the only achievement artistic creations might ever acquire. Leaving a longstanding mark in the global production and influencing future works is an even more important achievement, usually acknowledged by experts and scholars. 'Significant' or 'influential' works are not always well known to the public or have sometimes been long forgotten by the vast majority. In this paper, we focus on the duality between what is successful and what is significant in the musical context. To this end, we consider a user-generated set of tags collected through an online music platform, whose evolving co-occurrence network mirrors the growing conceptual space underlying music production. We define a set of general metrics aiming at characterizing music albums throughout history, and their relationships with the overall musical production. We show how these metrics allow to classify albums according to their current popularity or their belonging to expert-made lists of important albums. In this way, we provide the scientific community and the public at large with quantitative tools to tell apart popular albums from culturally or aesthetically relevant artworks. The generality of the methodology presented here lends itself to be used in all those fields where innovation and creativity are in play.

Essays on Educational Achievement

ERIC Educational Resources Information Center

Ampaabeng, Samuel Kofi

2013-01-01

This dissertation examines the determinants of student outcomes--achievement, attainment, occupational choices and earnings--in three different contexts. The first two chapters focus on Ghana while the final chapter focuses on the US state of Massachusetts. In the first chapter, I exploit the incidence of famine and malnutrition that resulted to…

Parenting styles and adolescents' achievement strategies.

PubMed

Aunola, K; Stattin, H; Nurmi, J E

2000-04-01

The aim of the study was to investigate the extent to which adolescents' achievement strategies are associated with the parenting styles they experience in their families. Three hundred and fifty-four 14-year-old adolescents completed a Strategy and Attribution Questionnaire and a family parenting style inventory. Analogous questionnaires were also completed by the adolescents' parents. Based on adolescents' report of the parenting styles, four types of families were identified: those with Authoritative, Authoritarian, Permissive, and Neglectful parenting styles. The results further showed that adolescents from authoritative families applied most adaptive achievement strategies characterized by low levels of failure expectations, task-irrelevant behaviour and passivity, and the use of self-enhancing attributions. Adolescents from neglectful families, in turn, applied maladaptive strategies characterized by high levels of task-irrelevant behaviour, passivity and a lack of self-enhancing attributions. The results provide a basis for understanding some of the processes by which parenting styles may influence adolescents' academic achievement and performance.

Achievement Test Provincial Report, June 1987 Administration.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton. Student Evaluation and Records Branch.

This document summarizes results of province-wide achievement tests given in Alberta, Canada in June 1987. These tests evaluated student achievement in third grade science, sixth grade mathematics, and ninth grade social studies. The test questions for each subject area reflected Alberta's curriculum specifications for that subject. The grade 3…

Female teachers' math anxiety affects girls' math achievement.

PubMed

Beilock, Sian L; Gunderson, Elizabeth A; Ramirez, Gerardo; Levine, Susan C

2010-02-02

People's fear and anxiety about doing math--over and above actual math ability--can be an impediment to their math achievement. We show that when the math-anxious individuals are female elementary school teachers, their math anxiety carries negative consequences for the math achievement of their female students. Early elementary school teachers in the United States are almost exclusively female (>90%), and we provide evidence that these female teachers' anxieties relate to girls' math achievement via girls' beliefs about who is good at math. First- and second-grade female teachers completed measures of math anxiety. The math achievement of the students in these teachers' classrooms was also assessed. There was no relation between a teacher's math anxiety and her students' math achievement at the beginning of the school year. By the school year's end, however, the more anxious teachers were about math, the more likely girls (but not boys) were to endorse the commonly held stereotype that "boys are good at math, and girls are good at reading" and the lower these girls' math achievement. Indeed, by the end of the school year, girls who endorsed this stereotype had significantly worse math achievement than girls who did not and than boys overall. In early elementary school, where the teachers are almost all female, teachers' math anxiety carries consequences for girls' math achievement by influencing girls' beliefs about who is good at math.

Strategic Staffing? How Performance Pressures Affect the Distribution of Teachers within Schools and Resulting Student Achievement

ERIC Educational Resources Information Center

Grissom, Jason A.; Kalogrides, Demetra; Loeb, Susanna

2017-01-01

School performance pressures apply disproportionately to tested grades and subjects. Using longitudinal administrative data--including achievement data from untested grades--and teacher survey data from a large urban district, we examine schools' responses to those pressures in assigning teachers to high-stakes and low-stakes classrooms. We find…

Isolated traumatic brain injury results in significant pre-hospital derangement of cardiovascular physiology.

PubMed

Gavrilovski, M; El-Zanfaly, M; Lyon, R M

2018-04-20

Major trauma can result in both life-threatening haemorrhage and traumatic brain injury (TBI). The pre-hospital management of these conditions, particularly in relation to the cardiovascular system, is very different. TBI can result in cardiovascular instability but the exact incidence remains poorly described. This study explores the incidence of cardiovascular instability in patients undergoing pre-hospital anaesthesia for suspected TBI. Retrospective case series of all pre-hospital trauma patients attended by Kent, Surrey & Sussex Air Ambulance Trust (United Kingdom) trauma team during the period 1 January 2015-31 December 2016. Patients were included if they showed clinical signs of TBI, underwent pre-hospital anaesthesia and hospital computed tomography scanning subsequently confirmed an isolated TBI. Out of 121 patients with confirmed isolated TBI, 68 were cardiovascularly stable throughout the pre-anaesthesia phase, whilst 53 (44%) showed signs of instability (HR > 100bpm and/or SBP < 100 mmHg pre-anaesthesia). Hypotension (SBP < 100) with or without tachycardia was present in 14 (12%) patients. 10 (8%) patients with isolated TBI received pre-hospital blood product transfusion. Increased awareness that traumatic brain injury can cause significant derangement to heart rate and blood pressure, even in the absence of major haemorrhage, would allow the pre-hospital clinician to treat cardiovascular instability with the most appropriate means, such as crystalloid and vasopressors, to limit secondary brain injury. Copyright © 2018. Published by Elsevier Ltd.

Robert M. Finley Middle School: Building Community, Respect, and Achievement

ERIC Educational Resources Information Center

Principal Leadership, 2011

2011-01-01

This article features Robert M. Finley Middle School, a school that is considered by the entire Glen Cove, New York, community as important and successful. Gaps in student achievement have decreased significantly and all student achievement has improved over the last five years in this school, where nearly half of the 652 students are from…

Aggression, social competence, and academic achievement in Chinese children: a 5-year longitudinal study.

PubMed

Chen, Xinyin; Huang, Xiaorui; Chang, Lei; Wang, Li; Li, Dan

2010-08-01

The primary purpose of this longitudinal study was to examine, in a sample of Chinese children (initial M age = 8 years, N = 1,140), contributions of aggression to the development of social competence and academic achievement. Five waves of panel data on aggression and social and school performance were collected from peer evaluations, teacher ratings, and school records in Grades 2 to 5. Structural equation modeling revealed that aggression had unique effects on later social competence and academic achievement after their stabilities were controlled, particularly in the junior grades. Aggression also had significant indirect effects on social and academic outcomes through multiple pathways. Social competence and academic achievement contributed to the development of each other, but not aggression. The results indicate cascade effects of aggression in Chinese children from a developmental perspective.

Relationships among constructivist learning environment perceptions, motivational beliefs, self-regulation and science achievement

NASA Astrophysics Data System (ADS)

Kingir, Sevgi; Tas, Yasemin; Gok, Gulsum; Sungur Vural, Semra

2013-11-01

Background. There are attempts to integrate learning environment research with motivation and self-regulation research that considers social context influences an individual's motivation, self-regulation and, in turn, academic performance. Purpose. This study explored the relationships among constructivist learning environment perception variables (personal relevance, uncertainty, shared control, critical voice, student negotiation), motivational beliefs (self-efficacy, intrinsic interest, goal orientation), self-regulation, and science achievement. Sample. The sample for this study comprised 802 Grade 8 students from 14 public middle schools in a district of Ankara in Turkey. Design and methods. Students were administered 4 instruments: Constructivist Learning Environment Survey, Goal Achievement Questionnaire, Motivated Strategies for Learning Questionnaire, and Science Achievement Test. LISREL 8.7 program with SIMPLIS programming language was used to test the conceptual model. Providing appropriate fit indices for the proposed model, the standardized path coefficients for direct effects were examined. Results. At least one dimension of the constructivist learning environment was associated with students' intrinsic interest, goal orientation, self-efficacy, self-regulation, and science achievement. Self-efficacy emerged as the strongest predictor of both mastery and performance avoidance goals rather than the approach goals. Intrinsic value was found to be significantly linked to science achievement through its effect on self-regulation. The relationships between self-efficacy and self-regulation and between goal orientation and science achievement were not significant. Conclusion. In a classroom environment supporting student autonomy and control, students tend to develop higher interest in tasks, use more self-regulatory strategies, and demonstrate higher academic performance. Science teachers are highly recommended to consider these findings when designing

Examining science achievement of African American females in suburban middle schools: A mixed methods study

NASA Astrophysics Data System (ADS)

Topping, Kecia C.

This dissertation examined factors that affected the science achievement of African American females in suburban middle schools. The research literature informed that African American females are facing the barriers of race, gender, socioeconomic status, and cultural learning style preferences. Nationally used measurements of science achievement such as the Standardized Achievement Test, Tenth edition (SAT-10), National Assessment for Educational Progress, and National Center for Educational Statistics showed that African American females are continuing to falter in the areas of science when compared to other ethnic groups. This study used a transformative sequential explanatory mixed methods design. In the first, quantitative, phase, the relationships among the dependent variables, science subscale SAT-10 NCE scores, yearly averages, and the independent variables, attitude toward science scores obtained from the Modified Fennema-Sherman Attitudes toward Science Scale, socioeconomics, and caregiver status were tested. The participants were 150 African American females in grades 6 through 8 in four suburban middle schools located in the Southeastern United States. The results showed a positive, significant linear relationship between the females' attitude and their science subscale SAT-10 NCE scores and a positive, significant linear relationship between the females' attitudes and their yearly averages in science. The results also confirmed that attitude was a significant predictor of science subscale SAT-10 NCE scores for these females and that attitude and socioeconomics were significant predictors of the females' yearly averages in science. In the second, qualitative, phase, nine females purposefully selected from those who had high and low attitude towards science scores on the scale in the quantitative phase were interviewed. The themes that emerged revealed seven additional factors that impacted the females' science achievement. They were usefulness of science

Writing for understanding: The effect of using informational writing on student science achievement

NASA Astrophysics Data System (ADS)

Parson, Atiya

The purpose of this quantitative study was to investigate whether or not informational writing in the science curriculum would impact fifth grade students' science achievement and conceptual understanding. The population of this study came from a metropolitan school district in the state of Georgia for school year 2012-2013. The quantitative data included students' pretest, posttest, and writing assessment scores. Examination approaches for this study included (a) examining theories and research on learning views for children, (b) determining how writing across the curriculum has worked, and (c) developing a research design for the present study that was based on findings from previous studies. The study was designed to find (a) whether there is a significant differences in science achievement between fifth-grade students who use informational writing weekly during science instruction and ones that do not, and (b) whether there is a significant differences in conceptual understanding of fifth-grade science content for students who use informational writing weekly and fifth-grade students who do not. To answer these questions, students pretest and posttest results were compared to determine if a statistical significance existed after informational writing was implemented in the experimental group for 10 weeks. The results indicate that there was no significant difference in test scores between students receiving the informational writing intervention and students without this intervention. However, this study found that students receiving informational writing intervention had better performance scores on conceptual writing assessment than the students without the intervention.

Black Achievement in a Desegregated School District.

PubMed

Sheehan, Daniel S

1979-04-01

This study compared the achievement of black students (N = 1115) who attended segregated schools with the achievement of black students (N = 810) who attended desegregated schools. Analyses of covariance indicated that after controlling for previous achievement level, student sex, prior school experience, social status, parental involvement, and attitude toward education the segregated black students had the highest adjusted language arts, reading, and mathematics posttest scores. In addition to differences in ethnic composition between the segregated and desegregated schools, several potential confounding factors could have caused these results.

Repeated testing improves achievement in a blended learning approach for risk competence training of medical students: results of a randomized controlled trial.

PubMed

Spreckelsen, C; Juenger, J

2017-09-26

Adequate estimation and communication of risks is a critical competence of physicians. Due to an evident lack of these competences, effective training addressing risk competence during medical education is needed. Test-enhanced learning has been shown to produce marked effects on achievements. This study aimed to investigate the effect of repeated tests implemented on top of a blended learning program for risk competence. We introduced a blended-learning curriculum for risk estimation and risk communication based on a set of operationalized learning objectives, which was integrated into a mandatory course "Evidence-based Medicine" for third-year students. A randomized controlled trial addressed the effect of repeated testing on achievement as measured by the students' pre- and post-training score (nine multiple-choice items). Basic numeracy and statistical literacy were assessed at baseline. Analysis relied on descriptive statistics (histograms, box plots, scatter plots, and summary of descriptive measures), bootstrapped confidence intervals, analysis of covariance (ANCOVA), and effect sizes (Cohen's d, r) based on adjusted means and standard deviations. All of the 114 students enrolled in the course consented to take part in the study and were assigned to either the intervention or control group (both: n = 57) by balanced randomization. Five participants dropped out due to non-compliance (control: 4, intervention: 1). Both groups profited considerably from the program in general (Cohen's d for overall pre vs. post scores: 2.61). Repeated testing yielded an additional positive effect: while the covariate (baseline score) exhibits no relation to the post-intervention score, F(1, 106) = 2.88, p > .05, there was a significant effect of the intervention (repeated tests scenario) on learning achievement, F(1106) = 12.72, p < .05, d = .94, r = .42 (95% CI: [.26, .57]). However, in the subgroup of participants with a high initial numeracy score no similar

Promising Practices in Professional Growth & Support: "Case Study of Achievement First"

ERIC Educational Resources Information Center

Education Resource Strategies, 2013

2013-01-01

Four organizations with promising practices in teacher Professional Growth & Support have significantly raised outcomes for low-income students. The charter management networks, Achievement First and Aspire Public Schools, and the two reform organizations, Teach Plus and Agile Mind, have successfully increased student achievement with a…

Extracurricular Involvement Among Affluent Youth: A Scapegoat for “Ubiquitous Achievement Pressures”?

PubMed Central

Luthar, Suniya S.; Shoum, Karen A.; Brown, Pamela J.

2007-01-01

It has been suggested that overscheduling of upper-class youth might underlie the high distress and substance use documented among them. This assumption was tested by considering suburban 8th graders’ involvement in different activities along with their perceptions of parental attitudes toward achievement. Results indicated negligible evidence for deleterious effects of high extracurricular involvement per se. Far more strongly implicated was perceived parent criticism for both girls and boys as well as the absence of after-school supervision. Low parent expectations connoted significant vulnerability especially for boys. The findings indicate that at least among early adolescents, converging scientific and media reports may have scapegoated extracurricular involvements, to some degree, as an index of ubiquitous achievement pressures in affluent communities. PMID:16756447

BIBLIOGRAPHY ON ACHIEVEMENT.

ERIC Educational Resources Information Center

Harvard Univ., Cambridge, MA. Graduate School of Education.

THIS BIBLIOGRAPHY LISTS MATERIAL ON VARIOUS ASPECTS OF ACHIEVEMENT. APPROXIMATELY 40 UNANNOTATED REFERENCES ARE PROVIDED TO DOCUMENTS DATING FROM 1952 TO 1965. JOURNALS, BOOKS, AND REPORT MATERIALS ARE LISTED. SUBJECT AREAS INCLUDED ARE BEHAVIOR TESTS, ACHIEVEMENT BEHAVIOR, ACADEMIC ACHIEVEMENT, AND SOCIAL-CLASS BACKGROUND. A RELATED REPORT IS ED…

The impact of three instructional styles of teaching physics on students' achievement and attitudes

NASA Astrophysics Data System (ADS)

Al-Arfaj, Maher Mohammed

The aim of this study was to investigate the impact of three instructional styles (traditional teaching, problem-based instruction, and teaching by demonstration) of teaching physics on students' attitudes and achievement. The sample consisted of 106 Saudi students in three physics classes in the second semester of the academic year 1998--1999. Three instruments were used in collecting the data for both quantitative and qualitative parts of the study. For the quantitative part, the researcher developed and pilot tested a 35-item questionnaire with versions to measure students' attitudes before the start of the experiment and then to measure students' attitudes toward the method of teaching. In addition, the researcher developed a 12-item achievement test to measure students gain scores which was administered at the beginning and the end of the treatment. For the qualitative part, the researcher constructed an interview guide consisting of five-open ended questions. The questions were geared to discover students' attitudes toward the implemented instructional style, and if this instructional style assisted them to acquire a good understanding of the studied unit. In the quantitative part, the results showed a significant correlation between students' attitudes toward the method of teaching and their achievement on the posttests. Furthermore, the findings from the one-way ANOVA indicated that there was a significant difference among the three groups in terms of achievement. The mean of achievement gain scores was highest for the problem-based group, followed by the group that was taught by demonstration, and then the traditional teaching group. The findings from the ANOVA indicated that there was also no significant difference between the three groups in terms of attitudes. In the qualitative part, the answers of the five questions revealed four themes: attitudes toward the method of teaching, reasons for liking or disliking the method of teaching, methods of

Achievement Goals and Discrete Achievement Emotions: A Theoretical Model and Prospective Test

ERIC Educational Resources Information Center

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

2006-01-01

A theoretical model linking achievement goals to discrete achievement emotions is proposed. The model posits relations between the goals of the trichotomous achievement goal framework and 8 commonly experienced achievement emotions organized in a 2 (activity/outcome focus) x 2 (positive/negative valence) taxonomy. Two prospective studies tested…

Comparison of the effect of multiple intelligence pedagogy and traditional pedagogy on grade 5 students' achievement and attitudes towards science

NASA Astrophysics Data System (ADS)

Mussen, Kimberly S.

This quantitative research study evaluated the effectiveness of employing pedagogy based on the theory of multiple intelligences (MI). Currently, not all students are performing at the rate mandated by the government. When schools do not meet the required state standards, the school is labeled as not achieving adequate yearly progress (AYP), which may lead to the loss of funding. Any school not achieving AYP would be interested in this study. Due to low state standardized test scores in the district for science, student achievement and attitudes towards learning science were evaluated on a pretest, posttest, essay question, and one attitudinal survey. Statistical significance existed on one of the four research questions. Utilizing the Analysis of Covariance (ANCOVA) for data analysis, student attitudes towards learning science were statically significant in the MI (experimental) group. No statistical significance was found in student achievement on the posttest, delayed posttest, or the essay question test. Social change can result from this study because studying the effects of the multiple intelligence theory incorporated into classroom instruction can have significant effect on how children learn, allowing them to compete in a knowledge society.

The Phantom Collapse of Student Achievement in New York

ERIC Educational Resources Information Center

Cronin, John; Jensen, Nate

2014-01-01

When New York state released the first results of the exams under the Common Core State Standards, many wrongly believed that the results showed dramatic declines in student achievement. A closer look at the results showed that student achievement may have increased. Another lesson from the exams is that states need to closely coordinate new data…

Advanced Guidance and Control Methods for Reusable Launch Vehicles: Test Results

NASA Technical Reports Server (NTRS)

Hanson, John M.; Jones, Robert E.; Krupp, Don R.; Fogle, Frank R. (Technical Monitor)

2002-01-01

There are a number of approaches to advanced guidance and control (AG&C) that have the potential for achieving the goals of significantly increasing reusable launch vehicle (RLV) safety/reliability and reducing the cost. In this paper, we examine some of these methods and compare the results. We briefly introduce the various methods under test, list the test cases used to demonstrate that the desired results are achieved, show an automated test scoring method that greatly reduces the evaluation effort required, and display results of the tests. Results are shown for the algorithms that have entered testing so far.

Which Achievement Gap?

ERIC Educational Resources Information Center

Anderson, Sharon; Medrich, Elliott; Fowler, Donna

2007-01-01

From the halls of Congress to the local elementary school, conversations on education reform have tossed around the term "achievement gap" as though people all know precisely what that means. As it's commonly used, "achievement gap" refers to the differences in scores on state or national achievement tests between various…

An evaluation of Teaching-Family (Achievement Place) group homes for juvenile offenders.

PubMed

Kirigin, K A; Braukmann, C J; Atwater, J D; Wolf, M M

1982-01-01

Juvenile crime is a serious problem for which treatment approach has been found to be reliably effective. This outcome evaluation assessed during and posttreatment effectiveness of Teaching-Family group home treatment programs for juvenile offenders. The evaluation included the original Achievement Place program, which was the prototype for the development of the Teaching-Family treatment approach, 12 replications of Achievement Place, and 9 comparison group home programs. Primary dependent measures were retrieved from court and police files and included number of alleged offenses, percentage of youths involved in those alleged offenses, and percentage of youths institutionalized. Other dependent measures were subjective ratings of effectiveness obtained from the program consumers, including the group home residents. The results showed difference during treatment favoring the Teaching-Family programs on rate of alleged criminal offenses, percentage of youths involved in those offenses, and consumer ratings of the programs. The consumer ratings provided by the youths and their school teachers were found to be inversely and significantly correlated with the reduction of criminal offenses during treatment. There were no significant differences during treatment on measures of noncriminal offenses (e.g., truancy, runaway, and curfew violations). In the posttreatment year, none of the differences between the groups was significant on any of the outcome measures. The results are discussed in terms of measurement and design issues in the evaluation of delinquency treatment programs and in relation to the evaluation; of Teaching-Family group homes by Richard Jones and his colleagues.

An evaluation of Teaching-Family (Achievement Place) group homes for juvenile offenders.

PubMed Central

Kirigin, K A; Braukmann, C J; Atwater, J D; Wolf, M M

1982-01-01

Juvenile crime is a serious problem for which treatment approach has been found to be reliably effective. This outcome evaluation assessed during and posttreatment effectiveness of Teaching-Family group home treatment programs for juvenile offenders. The evaluation included the original Achievement Place program, which was the prototype for the development of the Teaching-Family treatment approach, 12 replications of Achievement Place, and 9 comparison group home programs. Primary dependent measures were retrieved from court and police files and included number of alleged offenses, percentage of youths involved in those alleged offenses, and percentage of youths institutionalized. Other dependent measures were subjective ratings of effectiveness obtained from the program consumers, including the group home residents. The results showed difference during treatment favoring the Teaching-Family programs on rate of alleged criminal offenses, percentage of youths involved in those offenses, and consumer ratings of the programs. The consumer ratings provided by the youths and their school teachers were found to be inversely and significantly correlated with the reduction of criminal offenses during treatment. There were no significant differences during treatment on measures of noncriminal offenses (e.g., truancy, runaway, and curfew violations). In the posttreatment year, none of the differences between the groups was significant on any of the outcome measures. The results are discussed in terms of measurement and design issues in the evaluation of delinquency treatment programs and in relation to the evaluation; of Teaching-Family group homes by Richard Jones and his colleagues. PMID:7096223

Personality and achievement along medical training: Evidence from a cross-lagged analysis

PubMed Central

2017-01-01

Introduction Evidence on personality traits change implies it should be studied as an outcome and not only as an explanatory effect. Therefore, we aimed to assess how personality and academic achievement sway each other. Three cohorts of medical students (n = 181) comprised of school leavers and graduates, completed NEO-FFI when admitted (baseline) and later on medical training (follow-up). Previous achievement was measured as mean scores on national school examinations, and academic achievement as medical course average. Causal relations were studied by cross-lagged analysis. Results Cross-sectional analysis at baseline showed differences between graduates and school leavers on personality, with graduates scoring lower on neuroticism (β = -12.344, p<0.001), and higher on openness to experience (β = 5.257, p<0.001), conscientiousness (β = 2.345, p = 0.004,) and agreeableness (β = 6.993, p<0.001). Longitudinal analyses indicated that personality traits and achievement tracked over time. Cross-lagged analysis found a positive significant association between academic achievement and neuroticism at baseline (β = 0.031, p = 0.014) and with being a graduate student (β = 0.766, p = 0.006). After adjusting, no association was found between previous achievement and personality at follow-up. Conclusions Some neuroticism may enhance medical academic achievement. The blurring of the initial differences between graduates and school leavers suggests a reasonable possibility of personality traits change along the medical course. Future research on medical selection processes cannot afford to ignore the influence of the medical school environment on personality traits change. PMID:29040277

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

NASA Astrophysics Data System (ADS)

Baragona, Michelle

The purpose of this study was to investigate the interactions between multiple intelligence strengths and alternative teaching methods on student academic achievement, conceptual understanding and attitudes. The design was a quasi-experimental study, in which students enrolled in Principles of Anatomy and Physiology, a developmental biology course, received lecture only, problem-based learning with lecture, or peer teaching with lecture. These students completed the Multiple Intelligence Inventory to determine their intelligence strengths, the Students' Motivation Toward Science Learning questionnaire to determine student attitudes towards learning in science, multiple choice tests to determine academic achievement, and open-ended questions to determine conceptual understanding. Effects of intelligence types and teaching methods on academic achievement and conceptual understanding were determined statistically by repeated measures ANOVAs. No significance occurred in academic achievement scores due to lab group or due to teaching method used; however, significant interactions between group and teaching method did occur in students with strengths in logical-mathematical, interpersonal, kinesthetic, and intrapersonal intelligences. Post-hoc analysis using Tukey HSD tests revealed students with strengths in logical-mathematical intelligence and enrolled in Group Three scored significantly higher when taught by problem-based learning (PBL) as compared to peer teaching (PT). No significance occurred in conceptual understanding scores due to lab group or due to teaching method used; however, significant interactions between group and teaching method did occur in students with strengths in musical, kinesthetic, intrapersonal, and spatial intelligences. Post-hoc analysis using Tukey HSD tests revealed students with strengths in logical-mathematical intelligence and enrolled in Group Three scored significantly higher when taught by lecture as compared to PBL. Students with

Relationship between Motivation to Achieve and Professional Competence in the Performance of Elementary School Teachers

ERIC Educational Resources Information Center

Sumantri, Mohamad Syarif; Whardani, Prayuningtyas Angger

2017-01-01

This study aims to determine the relationship between achievement motivation and professional competence with regard to the performance of teachers in public elementary schools in Central Java. The quantitative method is used in this study. The results of this study indicate that (1) there is a significant positive relationship between achievement…

Increasing Male Academic Achievement

ERIC Educational Resources Information Center

Jackson, Barbara Talbert

2008-01-01

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

Academic Achievement in Physics-Chemistry: The Predictive Effect of Attitudes and Reasoning Abilities

PubMed Central

Vilia, Paulo N.; Candeias, Adelinda A.; Neto, António S.; Franco, Maria Da Glória S.; Melo, Madalena

2017-01-01

Science education plays a critical role as political priority due to its fundamental importance in engaging students to pursue technological careers considered essential in modern societies, in order to face scientific development challenges. High-level achievement on science education and positive attitudes toward science constitutes a crucial challenge for formal education. Several studies indicate close relationships between students’ attitudes, cognitive abilities, and academic achievement. The main purpose of this study is to analyze the impact of student’s attitudes toward the school discipline of Physics and Chemistry and their reasoning abilities on academic achievement on that school subject, among Portuguese 9th grade students using the data collected during the Project Academic Performance and Development: a longitudinal study on the effects of school transitions in Portuguese students (PTDC/CPE-CED/104884/2008). The participants were 470 students (267 girls – 56.8% and 203 boys – 43.2%), aged 14–16 years old (μ = 14.3 ± 0.58). The attitude data were collected using the Attitude toward Physics-Chemistry Questionnaire (ATPCQ) and, the Reasoning Test Battery (RTB) was used to assess the students reasoning abilities. Achievement was measured using the students’ quarterly (9-week) grades in the physics and chemistry subject. The relationships between the attitude dimensions toward Physics-chemistry and the reasoning dimensions and achievement in each of the three school terms were assessed by multiple regression stepwise analyses and standardized regression coefficients (β), calculated with IBM SPSS Statistics 21 software. Both variables studied proved to be significant predictor variables of school achievement. The models obtained from the use of both variables were always stronger accounting for higher proportions of student’s grade variations. The results show that ATPCQ and RTB had a significantly positive relationship with student�

Test Results for Entry Guidance Methods for Reusable Launch Vehicles

NASA Technical Reports Server (NTRS)

Hanson, John M.; Jones, Robert E.

2003-01-01

There are a number of approaches to advanced guidance and control (AG&C) that have the potential for achieving the goals of significantly increasing reusable launch vehicle (RLV) safety and reliability, and reducing the cost. This paper examines some approaches to entry guidance. An effort called Integration and Testing of Advanced Guidance and Control Technologies (ITAGCT) has recently completed a rigorous testing phase where these algorithms faced high-fidelity vehicle models and were required to perform a variety of representative tests. The algorithm developers spent substantial effort improving the algorithm performance in the testing. This paper lists the test cases used to demonstrate that the desired results are achieved, shows an automated test scoring method that greatly reduces the evaluation effort required, and displays results of the tests. Results show a significant improvement over previous guidance approaches. The two best-scoring algorithm approaches show roughly equivalent results and are ready to be applied to future reusable vehicle concepts.

Teachers' Sense of Efficacy: Examining the Relationship of Teacher Efficacy and Student Achievement

NASA Astrophysics Data System (ADS)

Alrefaei, Nouf

The purpose of this study was to investigate which teachers' characteristics have an impact on teachers' sense of efficacy. In addition, the relationship between mathematics and science fifth grade teachers' sense of efficacy and student achievement was examined. Two characteristics related to teachers were examined: teachers' years of teaching experience and teachers' highest degree. Participants included 62 mathematics and science teachers from three school districts in Northwest Arkansas. When comparing fifth grade mathematics and science teachers' efficacy beliefs based on their highest degree, a significant difference in teachers' efficacy beliefs was found based on their degrees. Teachers with a Bachelor degree have higher total efficacy than teachers who hold Master's degrees. Moreover, an investigation to determine if there is a difference in mathematics and science teachers' efficacy beliefs in the three subscale of teachers' efficacy (for classroom management, for student engagement, and for instructional strategies) revealed a significant difference in teachers' efficacy for two of the three constructs. However, when examining teachers' sense of efficacy based on their teaching experience, no differences in teachers' efficacy were found. A correlation was conducted and the results indicated that there was no significant relationship between fifth grade teachers' sense of efficacy and students' achievement in the benchmark test in mathematics and science. The recommendations from this study should be used to inform other scholars and administrators of the importance of teachers' sense of efficacy in order to improve students' achievement gains.

Class Size, Academic Achievement and Public Policy.

ERIC Educational Resources Information Center

Ziegler, Suzanne

1997-01-01

This report addresses some of the concerns surrounding smaller classes and looks at whether reduced class sizes result in higher achievement levels, and concludes that it in fact does increase student achievement, so long as classes do not exceed 17 students. But many critics question whether the high cost of reducing classes to 17 or fewer…

Subgroup Achievement and Gap Trends: New Hampshire

ERIC Educational Resources Information Center

Center on Education Policy, 2009

2009-01-01

This year the Center on Education Policy analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps between…

Do achievement goals mediate stereotype threat?: an investigation on females' soccer performance.

PubMed

Chalabaev, Aina; Sarrazinr, Philippe; Stone, Jeff; Cury, François

2008-04-01

This research investigated stereotype threat effects on women's performance in sports and examined the mediation of this effect by achievement goals. The influence of two stereotypes-relative to the poor athletic ability and the poor technical soccer ability of women-were studied. Fifty-one female soccer players were randomly assigned to one of three conditions, introducing the task as diagnostic of athletic ability, technical soccer ability, or sports psychology. Next, they filled out a questionnaire measuring achievement goals and performed a soccer dribbling task. Results showed that compared with the control condition, females' performance significantly decreased in the athletic ability condition and tended to decrease in the technical soccer ability condition. Moreover, participants endorsed a performance-avoidance (relative to performance-approach) goal when the stereotypes were activated. However, this goal endorsement was not related to performance. The implications of these results for understanding the role of stereotypes in gender inequalities in sports are discussed.

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

PubMed

Almigbal, Turky H

2015-03-01

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

An International Comparison Study of Pharmacy Students’ Achievement Goals and their Relationship to Assessment Type and Scores

PubMed Central

Anderson, Claire; Coulman, Sion A.; John, Dai N.; Tordoff, June; Sainsbury, Erica; Rose, Grenville; Smith, Lorraine

2015-01-01

Objective: To identify pharmacy students’ preferred achievement goals in a multi-national undergraduate population, to investigate achievement goal preferences across comparable degree programs, and to identify relationships between achievement goals, academic performance, and assessment type. Methods: The Achievement Goal Questionnaire was administered to second year students in 4 universities in Australia, New Zealand, England, and Wales. Academic performance was measured using total scores, multiple-choice questions, and written answers (short essay). Results: Four hundred eighty-six second year students participated. Students showed an overall preference for the mastery-approach goal orientation across all sites. The predicted relationships between goal orientation and multiple-choice questions, and written answers scores, were significant. Conclusion: This study is the first of its kind to examine pharmacy students’ achievement goals at a multi-national level and to differentiate between assessment type and measures of achievement motivation. Students adopting a mastery-approach goal are more likely to gain high scores in assessments that measure understanding and depth of knowledge. PMID:25995510

Postinfancy growth, schooling, and cognitive achievement: Young Lives.

PubMed

Crookston, Benjamin T; Schott, Whitney; Cueto, Santiago; Dearden, Kirk A; Engle, Patrice; Georgiadis, Andreas; Lundeen, Elizabeth A; Penny, Mary E; Stein, Aryeh D; Behrman, Jere R

2013-12-01

Early life growth failure and resulting cognitive deficits are often assumed to be very difficult to reverse after infancy. We used data from Young Lives, which is an observational cohort of 8062 children in Ethiopia, India, Peru, and Vietnam, to determine whether changes in growth after infancy are associated with schooling and cognitive achievement at age 8 y. We represented the growth by height-for-age z score at 1 y [HAZ(1)] and height-for-age z score at 8 y that was not predicted by the HAZ(1). We also characterized growth as recovered (stunted at age 1 y and not at age 8 y), faltered (not stunted at age 1 y and stunted at age 8 y), persistently stunted (stunted at ages 1 and 8 y), or never stunted (not stunted at ages 1 and 8 y). Outcome measures were assessed at age 8 y. The HAZ(1) was inversely associated with overage for grade and positively associated with mathematics achievement, reading comprehension, and receptive vocabulary. Unpredicted growth from 1 to 8 y of age was also inversely associated with overage for grade (OR range across countries: 0.80-0.84) and positively associated with mathematics achievement (effect-size range: 0.05-0.10), reading comprehension (0.02-0.10), and receptive vocabulary (0.04-0.08). Children who recovered in linear growth had better outcomes than did children who were persistently stunted but were not generally different from children who experienced growth faltering. Improvements in child growth after early faltering might have significant benefits on schooling and cognitive achievement. Hence, although early interventions remain critical, interventions to improve the nutrition of preprimary and early primary school-age children also merit consideration.

Childhood vaccination: achievements and challenges.

PubMed

Ndumbe, P

1996-09-01

As the goal of eradicating smallpox was being met, the World Health Organization created its Expanded Programme on Immunisation (EPI) in 1974 and reached its initial goal of achieving full vaccination of 80% of the world's children by 1990. This effort was aided by the creation of "cold chain" delivery systems and resulted in the annual saving of 3.5 million children in less-developed countries. Current EPI vaccination goals include 1) eradication of poliomyelitis by the year 2000, 2) elimination of neonatal tetanus by the year 1995, 3) control of measles and hepatitis B, and 4) immunization of 90% of the world's children 1 year or younger by the year 2000. Goals of the Children's Vaccine Initiative (formed in 1991) include 1) provision of an adequate supply of affordable, safe, and effective vaccines; 2) production of improved and new vaccines; and 3) simplification of the logistics of vaccine delivery. Future challenges are to sustain high vaccination coverage, reach the unreached, achieve proper storage of vaccines and reduce waste, integrate new vaccines into national programs, and achieve vaccine self-sufficiency. The fact that these challenges will be difficult to achieve is illustrated by the situation in Africa where the high immunization levels achieved in 1990 have dropped dramatically. Those who must act to implement immunization programs are health personnel, families, governments, and development partners. In order to achieve equity in health, every child must be reached, governments must be made accountable for programs, health workers must convince families of the importance of vaccination, delivery systems must be in place to take advantage of the new vaccines being delivered, and a multisectoral approach must be taken to assure sustainability.

Results of a workplace health campaign: what can be achieved?

PubMed

Leyk, Dieter; Rohde, Ulrich; Hartmann, Nadine D; Preuß, Philipp A; Sievert, Alexander; Witzki, Alexander

2014-05-02

Effective health promotion in the workplace is now essential because of the rising health-related costs for businesses, the increasing pressure arising from international competition, prolonged working lives, and the aging of the work force. The basic problem of prevention campaigns is that the target groups are too rarely reached and sustainable benefits too rarely achieved. In 2011, we carried out a broad-based health and fitness campaign to assess how many personnel could be motivated to participate in a model study under nearly ideal conditions. 1010 personnel were given the opportunity to participate in various kinds of sports, undergo sports-medicine examinations, attend monthly expert lectures, and benefit from nutritional offerings and Intranet information during work hours. Pseudonymized questionnaires were used to classify the participants according to their exercise behavior as non-active, not very active, and very active. The participants' subjective responses (regarding, e.g., health, exercise, nutrition, and the factors that motivated them to participate in sports or discouraged them from doing so) were recorded, as were their objective data (measures of body size and strength). The duration of the study was one year. 490 of the 1010 personnel (48.5%, among whom 27.2% were nonactive, 44.1% not very active, and 28.7% very active) participated in the initial questionnaire and testing. By the end of the study, this figure had dropped to 17.8%; diminished participation affected all three groups to a comparable extent. A comparison of dropouts and non-dropouts revealed that older age was a stable predictor for drop-out (bivariate odds ratio [OR] 1.028, p = 0.006; multivariate OR 1.049, p = 0.009). The study participants reported beneficial effects on their health and health awareness, performance ability, psychological balance, stress perception, exercise and dietary behavior. Even under optimal conditions and with high use of staff resources, this model

How to Achieve Better Results Using Pass-Based Virtual Screening: Case Study for Kinase Inhibitors

NASA Astrophysics Data System (ADS)

Pogodin, Pavel V.; Lagunin, Alexey A.; Rudik, Anastasia V.; Filimonov, Dmitry A.; Druzhilovskiy, Dmitry S.; Nicklaus, Mark C.; Poroikov, Vladimir V.

2018-04-01

Discovery of new pharmaceutical substances is currently boosted by the possibility of utilization of the Synthetically Accessible Virtual Inventory (SAVI) library, which includes about 283 million molecules, each annotated with a proposed synthetic one-step route from commercially available starting materials. The SAVI database is well-suited for ligand-based methods of virtual screening to select molecules for experimental testing. In this study, we compare the performance of three approaches for the analysis of structure-activity relationships that differ in their criteria for selecting of “active” and “inactive” compounds included in the training sets. PASS (Prediction of Activity Spectra for Substances), which is based on a modified Naïve Bayes algorithm, was applied since it had been shown to be robust and to provide good predictions of many biological activities based on just the structural formula of a compound even if the information in the training set is incomplete. We used different subsets of kinase inhibitors for this case study because many data are currently available on this important class of drug-like molecules. Based on the subsets of kinase inhibitors extracted from the ChEMBL 20 database we performed the PASS training, and then applied the model to ChEMBL 23 compounds not yet present in ChEMBL 20 to identify novel kinase inhibitors. As one may expect, the best prediction accuracy was obtained if only the experimentally confirmed active and inactive compounds for distinct kinases in the training procedure were used. However, for some kinases, reasonable results were obtained even if we used merged training sets, in which we designated as inactives the compounds not tested against the particular kinase. Thus, depending on the availability of data for a particular biological activity, one may choose the first or the second approach for creating ligand-based computational tools to achieve the best possible results in virtual screening.

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

ERIC Educational Resources Information Center

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

2011-01-01

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

Longitudinal Predictors of Achievement: Achievement History, Family Environment, and Mental Health.

ERIC Educational Resources Information Center

Petersen, Anne C.; Kellam, Sheppard G.

In this seven year longitudinal study predictors of achievement for first graders were measured against actual school achievement of the same students in the seventh and eight grades. Three sets of variables were obtained in the first grade. Achievement history, family environment, and mental health were used as measures. Mental health was…

Can Within-Race Achievement Comparisons Help Narrow Between-Race Achievement Gaps?

ERIC Educational Resources Information Center

Duke, Daniel L.

2017-01-01

Reports on the low achievement of African American students tend to focus on Black-White achievement gaps. This study draws from official reports that also consider within-race achievement differences. An argument is presented that within-race comparisons are likely to reveal important causal factors that may go unnoticed when between-race…

Racial and Social Class Differences in How Parents Respond to Inadequate Achievement: Consequences for Children’s Future Achievement

PubMed Central

Robinson, Keith; Harris, Angel L.

2013-01-01

Objective Despite numerous studies on parental involvement in children’s academic schooling, there is a dearth of knowledge on how parents respond specifically to inadequate academic performance. This study examines whether 1) racial differences exist in parenting philosophy for addressing inadequate achievement, 2) social class has implications for parenting philosophy, and 3) parents’ philosophies are consequential for children’s academic achievement. Methods Using data from the Child Development Supplement (N=1041) to the Panel Study of Income Dynamics, we sort parents into two categories—those whose parenting repertoires for addressing poor achievement include punitive responses and those whose repertoires do not. We then determine whether racial differences exist between these categories and how various responses within the aforementioned categories are related to students’ academic achievement. Results The findings show that white and black parents have markedly different philosophies on how to respond to inadequate performance, and these differences appear to impact children’s achievement in dramatically different ways. Conclusion Educators and policy makers should pay particular attention to how parents respond to inadequate achievement as imploring parents of inadequately performing students to be more involved without providing them with some guidance might exacerbate the problem. PMID:24563554

Associations between Dietary Intake and Academic Achievement in College Students: A Systematic Review.

PubMed

Burrows, Tracy L; Whatnall, Megan C; Patterson, Amanda J; Hutchesson, Melinda J

2017-09-25

The impact of diet on academic achievement is a growing area of research. The aim of this systematic review was to evaluate the current evidence examining dietary intake and academic achievement in college/university students. Eight electronic databases were searched for studies published in English to January 2016. To be included, studies must have been conducted in higher education (i.e., college, university) students, reported measures of dietary intake and academic achievement, and reported the association between these. Data were extracted using a standardised tool, and studies were assessed for methodological quality. Seven studies were included, with four rated as positive quality, and the remaining three rated as neutral. Most studies were cross-sectional ( n = 4), and conducted in America ( n = 5). The most common dietary outcomes were fruit and vegetable ( n = 3), and breakfast consumption ( n = 3). Standardised grade point average (GPA) was the most common measure of academic achievement ( n = 4). Five studies reported small to moderate significant positive associations between diet and academic achievement, including for breakfast, regular meal consumption, and meeting national recommendations for fruit intake. This review examines the current evidence regarding diet and academic achievement in college/university students. The results demonstrate that few studies exist in this population group. Future studies should consider the use of validated dietary assessment methods, comprehensive measures of overall diet, and use standardised assessment and reporting of academic outcomes.

Contributions of Hot and Cool Self-Regulation to Preschool Disruptive Behavior and Academic Achievement

PubMed Central

Willoughby, Michael; Kupersmidt, Janis; Voegler-Lee, Mare; Bryant, Donna

2017-01-01

The construct of self-regulation can be meaningfully distinguished into hot and cool components. The current study investigated self-regulation in a sample of 926 children aged 3–5 years old. Children’s performance on self-regulatory tasks was best described by two latent factors representing hot and cool regulation. When considered alone, hot and cool regulation were both significantly correlated with disruptive behavior and academic achievement. When considered together, cool regulation was uniquely associated with academic achievement, while hot regulation was uniquely associated with inattentive-overactive behaviors. Results are discussed with respect to treatment studies that directly target improvement in children’s self-regulation. PMID:21347919

Attention Deficit Hyperactivity Disorder Symptoms and Low Educational Achievement: Evidence Supporting A Causal Hypothesis.

PubMed

de Zeeuw, Eveline L; van Beijsterveldt, Catharina E M; Ehli, Erik A; de Geus, Eco J C; Boomsma, Dorret I

2017-05-01

Attention Deficit Hyperactivity Disorder (ADHD) and educational achievement are negatively associated in children. Here we test the hypothesis that there is a direct causal effect of ADHD on educational achievement. The causal effect is tested in a genetically sensitive design to exclude the possibility of confounding by a third factor (e.g. genetic pleiotropy) and by comparing educational achievement and secondary school career in children with ADHD who take or do not take methylphenidate. Data on ADHD symptoms, educational achievement and methylphenidate usage were available in a primary school sample of ~10,000 12-year-old twins from the Netherlands Twin Register. A substantial group also had longitudinal data at ages 7-12 years. ADHD symptoms were cross-sectionally and longitudinally, associated with lower educational achievement at age 12. More ADHD symptoms predicted a lower-level future secondary school career at age 14-16. In both the cross-sectional and longitudinal analyses, testing the direct causal effect of ADHD on educational achievement, while controlling for genetic and environmental factors, revealed an association between ADHD symptoms and educational achievement independent of genetic and environmental pleiotropy. These findings were confirmed in MZ twin intra-pair differences models, twins with more ADHD symptoms scored lower on educational achievement than their co-twins. Furthermore, children with ADHD medication, scored significantly higher on the educational achievement test than children with ADHD who did not use medication. Taken together, the results are consistent with a direct causal effect of ADHD on educational achievement.

Eyes on the Prize: A Struggling Wisconsin School Forges a Steady Path toward Academic Achievement

ERIC Educational Resources Information Center

Antonovich, Jane; Jones, Kelly; Hoffman, Deborah

2012-01-01

Some schools make significant contributions to a child's growth and development with little to show on a standardized test, while other schools do little, with acceptable results on those same tests. This article describes how Lincoln Elementary School in Madison, Wisconsin, made creative use of resources to promote student achievement and meet…

Modeling stability of growth between mathematics and science achievement during middle and high school.

PubMed

Ma, Xin; Ma, Lingling

2004-04-01

In this study, the authors introduced a multivariate multilevel model to estimate the consistency among students and schools in the rates of growth between mathematics and science achievement during the entire middle and high school years with data from the Longitudinal Study of American Youth (LSAY). There was no evident consistency in the rates of growth between mathematics and science achievement among students, and this inconsistency was not much influenced by student characteristics and school characteristics. However, there was evident consistency in the average rates of growth between mathematics and science achievement among schools, and this consistency was influenced by student characteristics and school characteristics. Major school-level variables associated with parental involvement did not show any significant impacts on consistency among either students or schools. Results call for educational policies that promote collaboration between mathematics and science departments or teachers.

Correlations between academic achievement and anxiety and depression in medical students experiencing integrated curriculum reform.

PubMed

Yeh, Yi-Chun; Yen, Cheng-Fang; Lai, Chung-Sheng; Huang, Chun-Hsiung; Liu, Keh-Min; Huang, In-Ting

2007-08-01

This study aimed to examine the correlations between academic achievement and levels of anxiety and depression in medical students who were experiencing curriculum reform. The differences in academic achievement and the directions of correlations between academic achievement and anxiety and depression among the medical students with different levels of anxiety and depression were also examined. Grade 1 students from graduate-entry program and grade 3 students from undergraduate-entry program in their first semester of the new curriculum were recruited to complete the Zung's Anxiety and Depression Scale twice to examine their levels of anxiety and depression. Their academic achievement ratings in the four blocks of the first semester of the new curriculum were collected. The results indicated that no significant correlation was found between academic achievement and global anxiety and depression. However, by dividing the medical students into low, moderate and high level anxiety or depression groups, those who had poorer academic achievement in the first learning block were more likely to have higher levels of depression in the first psychologic assessment. Among the medical students who were in the high anxiety level group in the first psychologic assessment, those who had more severe anxiety had poorer academic achievement in the fourth learning block. Among the medical students who were in the low anxiety level group in the second psychologic assessment, those who had more severe anxiety had better academic achievement in the fourth learning block. Among the medical students who were in the moderate anxiety level group in the second psychologic assessment, those who had more severe anxiety had poorer academic achievement in the second learning block. Among the medical students who were in the high depression level group in the second psychologic assessment, those who had more severe depression had poorer academic achievement in the fourth learning block. The

Mathematics Achievement in High- and Low-Achieving Secondary Schools

ERIC Educational Resources Information Center

Mohammadpour, Ebrahim; Shekarchizadeh, Ahmadreza

2015-01-01

This paper identifies the amount of variance in mathematics achievement in high- and low-achieving schools that can be explained by school-level factors, while controlling for student-level factors. The data were obtained from 2679 Iranian eighth graders who participated in the 2007 Trends in International Mathematics and Science Study. Of the…

Academic Achievement in Children With Oral Clefts Versus Unaffected Siblings

PubMed Central

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

2014-01-01

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

Museum-based learning: Informal learning settings and their role in student motivation and achievement in science

NASA Astrophysics Data System (ADS)

Holmes, Julie Ann

This study examined changes in student motivation and achievement in science in relationship with a visit to the IDEA Place Experiment Gallery. The study was based on the pretest-posttest control comparison group design with four treatment groups: control, exhibit, lesson, and exhibit/lesson. The sample was 228 sixth grade students from a public north central Louisiana school who were randomly assigned to one of the four experimental groups. Pretest, posttest, and delayed posttest measures of intrinsic motivation and achievement in science were determined using the Children's Academic Intrinsic Motivation Inventory and an achievement test written to measure areas of science incorporated in the Experiment Gallery exhibits. The data were analyzed using a one way Analysis of Variance (ANOVA), dependent t tests, and Pearson r. Statistical analysis revealed: (a) no significant differences in motivation or achievement on pretest and posttest scores between groups and, (b) no significant relationships between motivation level and achievement between groups on the posttest. Significant differences were found within groups for (a) the lesson group in motivation, and (b) the exhibit group in achievement from pretest to posttest and from posttest to delayed posttest. A significant relationship between level of motivation and science achievement was revealed for the exhibit group on the delayed posttests. There were no other significant findings to support that the effects of the treatment led to any long term effects on motivation or achievement within any of the four experimental groups.

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

PubMed

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

2015-02-01

A central question in cognitive and educational neuroscience is whether brain operations supporting nonlinguistic intuitive number sense (numerosity) predict individual acquisition and academic achievement for symbolic or "formal" math knowledge. Here, we conducted a developmental functional magnetic resonance imaging (MRI) study of nonsymbolic numerosity task performance in 44 participants including 14 school age children (6-12 years old), 14 adolescents (13-17 years old), and 16 adults and compared a brain activity measure of numerosity precision to scores from the Woodcock-Johnson III Broad Math index of math academic achievement. Accuracy and reaction time from the numerosity task did not reliably predict formal math achievement. We found a significant positive developmental trend for improved numerosity precision in the parietal cortex and intraparietal sulcus specifically. Controlling for age and overall cognitive ability, we found a reliable positive relationship between individual math achievement scores and parietal lobe activity only in children. In addition, children showed robust positive relationships between math achievement and numerosity precision within ventral stream processing areas bilaterally. The pattern of results suggests a dynamic developmental trajectory for visual discrimination strategies that predict the acquisition of formal math knowledge. In adults, the efficiency of visual discrimination marked by numerosity acuity in ventral occipital-temporal cortex and hippocampus differentiated individuals with better or worse formal math achievement, respectively. Overall, these results suggest that two different brain systems for nonsymbolic numerosity acuity may contribute to individual differences in math achievement and that the contribution of these systems differs across development. © 2014 Wiley Periodicals, Inc.

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

PubMed Central

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

2015-01-01

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

Tracking chemistry self-efficacy and achievement in a preparatory chemistry course

NASA Astrophysics Data System (ADS)

Garcia, Carmen Alicia

Self-efficacy is a person's own perception about performing a task with a certain level of proficiency (Bandura, 1986). An important affective aspect of learning chemistry is chemistry self-efficacy (CSE). Several researchers have found chemistry self-efficacy to be a fair predictor of achievement in chemistry. This study was done in a college preparatory chemistry class for science majors exploring chemistry self-efficacy and its change as it relates to achievement. A subscale of CAEQ, Chemistry Attitudes and Experiences Questionnaire (developed by Dalgety et al, 2003) as well as student interviews were used to determine student chemistry self-efficacy as it changed during the course. The questionnaire was given to the students five times during the semester: in the first class and the class before each the four tests taken through the semester. Twenty-six students, both men and women, of the four major races/ethnicities were interviewed three times during the semester and events that triggered changes in CSE were followed through the interviews. HLM (hierarchical linear modeling) was used to model the results of the CSE surveys. Among the findings, women who started at significantly lower CSE than men accomplished a significant gain by the end of the semester. Blacks' CSE trends through the semester were found to be significantly different from the rest of the ethnicities.

The development of science achievement in middle and high school. Individual differences and school effects.

PubMed

Ma, Xin; Wilkins, Jesse L M

2002-08-01

Using data from the Longitudinal Study of American Youth (LSAY), hierarchical linear models (HLMs) were used to model the growth of student science achievement in three areas (biology, physical science, and environmental science) during middle and high school. Results showed significant growth in science achievement across all areas. The growth was quadratic across all areas, with rapid growth at the beginning grades of middle school but slow growth at the ending grades of high school. At the student level, socioeconomic status (SES) and age were related to the rate of growth in all areas. There were no gender differences in the rate of growth in any of the three areas. At the school level, variables associated with school context (school mean SES and school size) and variables associated with school climate (principal leadership, academic expectation, and teacher autonomy) were related to the growth in science achievement. Initial (Grade 7) status in science achievement was not associated with the rate of growth in science achievement among either students or schools in any of the three areas.

Balanced Reading Basals and the Impact on Third-Grade Reading Achievement

ERIC Educational Resources Information Center

Dorsey, Windy

2015-01-01

This convergent parallel mixed method sought to determine if the reading program increased third-grade student achievement. The research questions of the study examined the reading achievement scores of third-grade students and the effectiveness of McGraw-Hill Reading Wonders™. Significant differences were observed when a paired sample t test…

Self-Concept Predicts Academic Achievement Across Levels of the Achievement Distribution: Domain Specificity for Math and Reading.

PubMed

Susperreguy, Maria Ines; Davis-Kean, Pamela E; Duckworth, Kathryn; Chen, Meichu

2017-09-18

This study examines whether self-concept of ability in math and reading predicts later math and reading attainment across different levels of achievement. Data from three large-scale longitudinal data sets, the Avon Longitudinal Study of Parents and Children, National Institute of Child Health and Human Development-Study of Early Child Care and Youth Development, and Panel Study of Income Dynamics-Child Development Supplement, were used to answer this question by employing quantile regression analyses. After controlling for demographic variables, child characteristics, and early ability, the findings indicate that self-concept of ability in math and reading predicts later achievement in each respective domain across all quantile levels of achievement. These results were replicated across the three data sets representing different populations and provide robust evidence for the role of self-concept of ability in understanding achievement from early childhood to adolescence across the spectrum of performance (low to high). © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

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

PubMed

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

2012-04-01

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.

Synergies and trade-offs in achieving global biodiversity targets.

PubMed

Di Marco, Moreno; Butchart, Stuart H M; Visconti, Piero; Buchanan, Graeme M; Ficetola, Gentile F; Rondinini, Carlo

2016-02-01

After their failure to achieve a significant reduction in the global rate of biodiversity loss by 2010, world governments adopted 20 new ambitious Aichi biodiversity targets to be met by 2020. Efforts to achieve one particular target can contribute to achieving others, but different targets may sometimes require conflicting solutions. Consequently, lack of strategic thinking might result, once again, in a failure to achieve global commitments to biodiversity conservation. We illustrate this dilemma by focusing on Aichi Target 11. This target requires an expansion of terrestrial protected area coverage, which could also contribute to reducing the loss of natural habitats (Target 5), reducing human-induced species decline and extinction (Target 12), and maintaining global carbon stocks (Target 15). We considered the potential impact of expanding protected areas to mitigate global deforestation and the consequences for the distribution of suitable habitat for >10,000 species of forest vertebrates (amphibians, birds, and mammals). We first identified places where deforestation might have the highest impact on remaining forests and then identified places where deforestation might have the highest impact on forest vertebrates (considering aggregate suitable habitat for species). Expanding protected areas toward locations with the highest deforestation rates (Target 5) or the highest potential loss of aggregate species' suitable habitat (Target 12) resulted in partially different protected area network configurations (overlapping with each other by about 73%). Moreover, the latter approach contributed to safeguarding about 30% more global carbon stocks than the former. Further investigation of synergies and trade-offs between targets would shed light on these and other complex interactions, such as the interaction between reducing overexploitation of natural resources (Targets 6, 7), controlling invasive alien species (Target 9), and preventing extinctions of native

Achievement Motivation: A Rational Approach to Psychological Education

ERIC Educational Resources Information Center

Smith, Robert L.; Troth, William A.

1975-01-01

Investigated the achievement motivation training component of psychological education. The subjects were 54 late-adolescent pupils. The experimental training program had as its objectives an increase in academic achievement motivation, internal feelings of control, and school performance, and a reduction of test anxiety. Results indicated…

Early math and reading achievement are associated with the error positivity.

PubMed

Kim, Matthew H; Grammer, Jennie K; Marulis, Loren M; Carrasco, Melisa; Morrison, Frederick J; Gehring, William J

2016-12-01

Executive functioning (EF) and motivation are associated with academic achievement and error-related ERPs. The present study explores whether early academic skills predict variability in the error-related negativity (ERN) and error positivity (Pe). Data from 113 three- to seven-year-old children in a Go/No-Go task revealed that stronger early reading and math skills predicted a larger Pe. Closer examination revealed that this relation was quadratic and significant for children performing at or near grade level, but not significant for above-average achievers. Early academics did not predict the ERN. These findings suggest that the Pe - which reflects individual differences in motivational processes as well as attention - may be associated with early academic achievement. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

Elementary School Achievement Profiles, Portland Public Schools. A School-by-School Report of Basic Skills Test Results and School/Student/Staff Data. School Year 1985-86.

ERIC Educational Resources Information Center

Portland Public Schools, OR. Dept. of Research, Evaluation, and Testing.

This report contains Portland Achievement Levels Tests results for the 63 elementary schools, 16 middle schools, and 1 special program school in the Portland (Oregon) School District for the 1985-86 school year. Results in reading, language usage, and mathematics are reported for children in grades 3 to 8. Each school data page presents the…

Implications of failure to achieve a result from prenatal maternal serum cell-free DNA testing: a historical cohort study.

PubMed

Chan, N; Smet, M-E; Sandow, R; da Silva Costa, F; McLennan, A

2017-11-01

To investigate the pregnancy outcomes in a cohort of women who failed to obtain a result in non-invasive prenatal testing (NIPT). Historical cohort study. A multicentre private practice in Sydney, Australia. Women who failed to obtain a result from NIPT (n = 131). The maternal characteristics, antenatal investigations and pregnancy outcomes for these women were compared with those who obtained a result at the same practice and to the general Australian obstetric population. Antenatal investigations: pregnancy-associated plasma protein-A (PAPP-A), free β-human chorionic gonadotrophin (β-hCG), placental growth factor (PlGF), uterine artery pulsatility index (PI), mean arterial pressure (MAP). Pregnancy outcomes: chromosomal abnormality, pre-eclampsia, gestational diabetes, small-for-gestational-age (SGA), preterm delivery. Only 1.1% of NIPT samples failed to return a result. This cohort was significantly older and had significantly increased weight compared with the general Australian obstetric population. Pregnancy outcomes were available for 94% of the cohort. There were significantly higher rates of chromosomal aneuploidies (6.5% versus 0.2%, P < 0.0001), pre-eclampsia (11% versus 1.5%, P < 0.0001) and gestational diabetes (23% versus 7.5%, P < 0.0001) compared with the general obstetric population. Rates of preterm delivery and SGA were elevated but did not reach significance. Antenatal investigations demonstrated decreased PAPP-A MoM (0.75 versus 1.14, P < 0.0001), decreased free β-hCG (0.71 versus 1.01, P < 0.0001) and increased uterine artery PI (1.79 versus 1.65, P = 0.02). Women who fail to obtain a result from NIPT are at increased risk of adverse pregnancy outcomes, in particular chromosomal aneuploidy, gestational diabetes and pre-eclampsia. None received. Women who fail to obtain a result from cell-free DNA NIPT are at increased risk of adverse pregnancy outcomes. © 2017 Royal College of Obstetricians and Gynaecologists.

Effects on seventh-grade students' achievement and science anxiety of alternatives to conventional frog dissection

NASA Astrophysics Data System (ADS)

Marszalek, Christine Susan

1998-12-01

The purpose of this study in a suburban school district was to investigate and compare the level of learning and long-term retention of frog internal anatomy between seventh-grade students using an interactive CD tutorial, a desktop microworld, and conventional frog dissection. Students' anxiety toward science was also compared across the three treatment groups and between genders. Additional data on the students' preferred learning style were used to explore possible interaction effects with their respective instructional activity. Subjects participating in the study were all seventh-grade students in one junior-high school, numbering 280 in total. Classes were randomly assigned to the three modes of instruction for the dissection of a frog: a CD-tutorial dissection, a desktop microworld dissection, and a conventional dissection. The Conventional treatment was the traditional physical dissection using a preserved frog specimen and lab dissection tools. The CD-Tutorial treatment was the interactive tutorial Digital Frog from Digital Frog International. The Microworld treatment was a desktop microworld environment composed of Operation Frog on CD supplemented with other programs to provide additional avenues for learning. Data collection and testing occurred prior to treatment, one day after treatment, and three months after treatment. Data collected showed mixed results for all measures taken. The differences in achievement gained favoring the conventional treatment from pretest to both posttests appear to have leveled out somewhat over time. Although anxiety levels declined for both genders after treatment, females continued to report significantly higher science anxiety than males. There appears to be a relationship between treatment and gender in terms of effect on science anxiety. For all three measures taken--pretest, immediate posttest and delayed posttest--no significant difference in achievement by learning style was observed. Learning style alone does not

Performance on large-scale science tests: Item attributes that may impact achievement scores

NASA Astrophysics Data System (ADS)

Gordon, Janet Victoria

Significant differences in achievement among ethnic groups persist on the eighth-grade science Washington Assessment of Student Learning (WASL). The WASL measures academic performance in science using both scenario and stand-alone question types. Previous research suggests that presenting target items connected to an authentic context, like scenario question types, can increase science achievement scores especially in underrepresented groups and thus help to close the achievement gap. The purpose of this study was to identify significant differences in performance between gender and ethnic subgroups by question type on the 2005 eighth-grade science WASL. MANOVA and ANOVA were used to examine relationships between gender and ethnic subgroups as independent variables with achievement scores on scenario and stand-alone question types as dependent variables. MANOVA revealed no significant effects for gender, suggesting that the 2005 eighth-grade science WASL was gender neutral. However, there were significant effects for ethnicity. ANOVA revealed significant effects for ethnicity and ethnicity by gender interaction in both question types. Effect sizes were negligible for the ethnicity by gender interaction. Large effect sizes between ethnicities on scenario question types became moderate to small effect sizes on stand-alone question types. This indicates the score advantage the higher performing subgroups had over the lower performing subgroups was not as large on stand-alone question types compared to scenario question types. A further comparison examined performance on multiple-choice items only within both question types. Similar achievement patterns between ethnicities emerged; however, achievement patterns between genders changed in boys' favor. Scenario question types appeared to register differences between ethnic groups to a greater degree than stand-alone question types. These differences may be attributable to individual differences in cognition

Manganese Exposure from Drinking Water and Children’s Academic Achievement

PubMed Central

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

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 μg/L was associated with 6.4 percentage score loss (95% CI=0.5, 12.3) in mathematics achievement test scores, adjusted for WAs and other sociodemographic variables. We did not find any significant associations between WMn and academic achievement in either language. Neither WAs nor urinary As was significantly related to any of the three academic achievement scores. Our finding suggests that a large number of children in rural Bangladesh may experience deficits in mathematics due to high concentrations of Mn exposure in drinking water. PMID:22182530

Garrison's model of self-directed learning: preliminary validation and relationship to academic achievement.

PubMed

Abd-El-Fattah, Sabry M

2010-11-01

In this project, 119 undergraduates responded to a questionnaire tapping three psychological constructs implicated in Garrison's model of self-directed learning: self-management, self-monitoring, and motivation. Mediation analyses showed that these psychological constructs are interrelated and that motivation mediates the relationship between self-management and self-monitoring. Path modeling analyses revealed that self-management and self-monitoring significantly predicted academic achievement over two semesters with self-management being the strongest predictor. Motivation significantly predicted academic achievement over the second semester only. Implications of these findings for self-directed learning and academic achievement in a traditional classroom setting are discussed.

Optimized Clustering Estimators for BAO Measurements Accounting for Significant Redshift Uncertainty

DOE Office of Scientific and Technical Information (OSTI.GOV)

Ross, Ashley J.; Banik, Nilanjan; Avila, Santiago

2017-05-15

We determine an optimized clustering statistic to be used for galaxy samples with significant redshift uncertainty, such as those that rely on photometric redshifts. To do so, we study the BAO information content as a function of the orientation of galaxy clustering modes with respect to their angle to the line-of-sight (LOS). The clustering along the LOS, as observed in a redshift-space with significant redshift uncertainty, has contributions from clustering modes with a range of orientations with respect to the true LOS. For redshift uncertaintymore » $$\\sigma_z \\geq 0.02(1+z)$$ we find that while the BAO information is confined to transverse clustering modes in the true space, it is spread nearly evenly in the observed space. Thus, measuring clustering in terms of the projected separation (regardless of the LOS) is an efficient and nearly lossless compression of the signal for $$\\sigma_z \\geq 0.02(1+z)$$. For reduced redshift uncertainty, a more careful consideration is required. We then use more than 1700 realizations of galaxy simulations mimicking the Dark Energy Survey Year 1 sample to validate our analytic results and optimized analysis procedure. We find that using the correlation function binned in projected separation, we can achieve uncertainties that are within 10 per cent of of those predicted by Fisher matrix forecasts. We predict that DES Y1 should achieve a 5 per cent distance measurement using our optimized methods. We expect the results presented here to be important for any future BAO measurements made using photometric redshift data.« less

Intelligence and Academic Achievement With Asymptomatic Congenital Cytomegalovirus Infection.

PubMed

Lopez, Adriana S; Lanzieri, Tatiana M; Claussen, Angelika H; Vinson, Sherry S; Turcich, Marie R; Iovino, Isabella R; Voigt, Robert G; Caviness, A Chantal; Miller, Jerry A; Williamson, W Daniel; Hales, Craig M; Bialek, Stephanie R; Demmler-Harrison, Gail

2017-11-01

To examine intelligence, language, and academic achievement through 18 years of age among children with congenital cytomegalovirus infection identified through hospital-based newborn screening who were asymptomatic at birth compared with uninfected infants. We used growth curve modeling to analyze trends in IQ (full-scale, verbal, and nonverbal intelligence), receptive and expressive vocabulary, and academic achievement in math and reading. Separate models were fit for each outcome, modeling the change in overall scores with increasing age for patients with normal hearing ( n = 78) or with sensorineural hearing loss (SNHL) diagnosed by 2 years of age ( n = 11) and controls ( n = 40). Patients with SNHL had full-scale intelligence and receptive vocabulary scores that were 7.0 and 13.1 points lower, respectively, compared with controls, but no significant differences were noted in these scores among patients with normal hearing and controls. No significant differences were noted in scores for verbal and nonverbal intelligence, expressive vocabulary, and academic achievement in math and reading among patients with normal hearing or with SNHL and controls. Infants with asymptomatic congenital cytomegalovirus infection identified through newborn screening with normal hearing by age 2 years do not appear to have differences in IQ, vocabulary or academic achievement scores during childhood, or adolescence compared with uninfected children. Copyright © 2017 by the American Academy of Pediatrics.

Enriching the hierarchical model of achievement motivation: autonomous and controlling reasons underlying achievement goals.

PubMed

Michou, Aikaterini; Vansteenkiste, Maarten; Mouratidis, Athanasios; Lens, Willy

2014-12-01

The hierarchical model of achievement motivation presumes that achievement goals channel the achievement motives of need for achievement and fear of failure towards motivational outcomes. Yet, less is known whether autonomous and controlling reasons underlying the pursuit of achievement goals can serve as additional pathways between achievement motives and outcomes. We tested whether mastery approach, performance approach, and performance avoidance goals and their underlying autonomous and controlling reasons would jointly explain the relation between achievement motives (i.e., fear of failure and need for achievement) and learning strategies (Study 1). Additionally, we examined whether the autonomous and controlling reasons underlying learners' dominant achievement goal would account for the link between achievement motives and the educational outcomes of learning strategies and cheating (Study 2). Six hundred and six Greek adolescent students (Mage = 15.05, SD = 1.43) and 435 university students (Mage M = 20.51, SD = 2.80) participated in studies 1 and 2, respectively. In both studies, a correlational design was used and the hypotheses were tested via path modelling. Autonomous and controlling reasons underlying the pursuit of achievement goals mediated, respectively, the relation of need for achievement and fear of failure to aspects of learning outcomes. Autonomous and controlling reasons underlying achievement goals could further explain learners' functioning in achievement settings. © 2014 The British Psychological Society.

Pasireotide treatment significantly improves clinical signs and symptoms in patients with Cushing's disease: results from a Phase III study.

PubMed

Pivonello, Rosario; Petersenn, Stephan; Newell-Price, John; Findling, James W; Gu, Feng; Maldonado, Mario; Trovato, Andrew; Hughes, Gareth; Salgado, Luiz R; Lacroix, André; Schopohl, Jochen; Biller, Beverly M K

2014-09-01

Signs and symptoms of Cushing's disease are associated with high burden of illness. In this analysis, we evaluated the effect of pasireotide treatment on signs and symptoms in patients with Cushing's disease. Phase III study with double-blind randomization of two pasireotide doses. Patients (n = 162) with persistent/recurrent or de novo Cushing's disease and urinary free cortisol (UFC) levels ≥1·5× upper limit of normal (ULN) were randomized to receive subcutaneous pasireotide (600/900 μg bid). At month 3, patients with UFC ≤2 × ULN and not exceeding the baseline value continued their randomized dose; all others received 300 μg bid uptitration. At month 6, patients could enter an open-label phase until month 12 with a maximal dose of 1200 μg bid. Changes in signs and symptoms of hypercortisolism over 12 months' treatment in patients still enroled in the study and with evaluable measurements were assessed in relation to degree of UFC control. Reductions in blood pressure were observed even without full UFC control and were greatest in patients who did not receive antihypertensive medications during the study. Significant reductions in total cholesterol and low-density lipoprotein (LDL)-cholesterol were observed in patients who achieved UFC control. Reductions in BMI, weight and waist circumference occurred during the study even without full UFC control. Adverse effects were typical of somatostatin analogues except for hyperglycaemia-related events, which were experienced by 72·8% of patients. In the largest Phase III study of medical therapy in Cushing's disease, significant improvements in signs and symptoms were seen during 12 months of pasireotide treatment, as UFC levels decreased. © 2014 John Wiley & Sons Ltd.

How university students with reading difficulties are supported in achieving their goals.

PubMed

Stack-Cutler, Holly L; Parrila, Rauno K; Jokisaari, Markku; Nurmi, Jari-Erik

2015-01-01

We examine (a) what social ties university students with a history of reading difficulty (RD) report assisting them to achieve their goals, (b) outlets available for developing social ties, (c) resources mobilized within these relationships, and (d) the impact of social ties' status on academic achievement. Participants were 107 university students with RD who were currently completing or had recently completed a university degree. Results showed that university students with RD named friends, parents, and significant others (e.g., boy/girlfriend, spouse) as social ties most often. Personal social ties were developed through social media networking sites and within close relationships, and institutional social ties through academic centers and university general services, among others. Resources mobilized among personal and institutional social ties included emotional and social support, advice and planning, writing and studying help, and goal setting. Institutional social ties also afforded job search assistance, accommodations, skill development, financial support, and mental health services. Finally, the status of employed, but not student, social ties explained academic achievement. © Hammill Institute on Disabilities 2013.

Pathways to achieve universal household access to modern energy by 2030

NASA Astrophysics Data System (ADS)

Pachauri, Shonali; van Ruijven, Bas J.; Nagai, Yu; Riahi, Keywan; van Vuuren, Detlef P.; Brew-Hammond, Abeeku; Nakicenovic, Nebojsa

2013-06-01

A lack of access to modern energy impacts health and welfare and impedes development for billions of people. Growing concern about these impacts has mobilized the international community to set new targets for universal modern energy access. However, analyses exploring pathways to achieve these targets and quantifying the potential costs and benefits are limited. Here, we use two modelling frameworks to analyse investments and consequences of achieving total rural electrification and universal access to clean-combusting cooking fuels and stoves by 2030. Our analysis indicates that these targets can be achieved with additional investment of US200565-86 billion per year until 2030 combined with dedicated policies. Only a combination of policies that lowers costs for modern cooking fuels and stoves, along with more rapid electrification, can enable the realization of these goals. Our results demonstrate the critical importance of accounting for varying demands and affordability across heterogeneous household groups in both analysis and policy setting. While the investments required are significant, improved access to modern cooking fuels alone can avert between 0.6 and 1.8 million premature deaths annually in 2030 and enhance wellbeing substantially.

Motivation and social contexts: a crossnational pilot study of achievement, power, and affiliation motives.

PubMed

Xu, Xiaoyan; Xu, Yangang; Mellor, David; Duan, Liqiong

2012-01-01

Previous research suggests that there is a relationship between social contexts (e.g., economic growth, engagement in wars) and motives within populations. In particular, high achievement motive is associated with subsequent economic growth, which in turn increases power motive. Increased national achievement and power motives have been argued to precede social changes that lead to decreased affiliation motives, and engagement in wars. The present study aimed to examine differences in achievement, power, and affiliation motives between 266 college students in China (a nation with sustained high economic growth) and 255 college students in the USA (a nation with previously strong but now slowing economic growth, and engaged in war). Analysis of personal strivings suggested that Chinese college students showed significantly higher levels of achievement motive than the American college students, but American college students showed significantly higher levels of affiliation motive than Chinese college students. Overall, males exhibited higher achievement motivation than females. No significant interaction effects were found for gender by location for any of the three motives. The findings are discussed in relation to previous research.

Study the relationship between medical sciences students' self-esteem and academic achievement of Guilan university of medical sciences.

PubMed

Jirdehi, Maryam Mirzaee; Asgari, Fariba; Tabari, Rasool; Leyli, Ehsan Kazemnejad

2018-01-01

Achievement of productivity and improvement of quality in the educational system is the effective, influential factors for countries development. Academic achievement is the main objective of the training program and the most important concerns of teachers, education officials, and university Student's families. Self-esteem is one of the factors affecting student academic achievement. This study is aimed to investigate the relationship between self-esteem and academic achievement in Medical Sciences students of in 2014-2015. This is a descriptive-correlational study. In this study, 537 university students were selected using random stratified sampling method from Guilan University of Medical Sciences in 2014-2015. Data were collected using the standard self-esteem questionnaire of Cooper Smith consisting of four elements (general, social, familial, and educational) and a demographic questionnaire. Data were analyzed using SPSS software version 21 and descriptive statistics such as Spearman correlation and Logistic Regression. The results indicated a significant relationship between grade point average and educational self-esteem ( P = 0.002, r = 0.135) and global self-esteem ( P = 0.02, r = 0.102). There was also a significant relationship between composite Index educational status and general self-esteem ( P = 0.019, r = 0.102) and academic achievement ( P = 0.007, r = 0.116) and global self-esteem ( P = 0.020, r = 0.102). According to the results, the highest mean score of self-esteem was related to the familial element, and the lowest average was in terms of social self-esteem, therefore, given the importance and necessity of self-esteem in academic achievement, strengthening of all aspects of self-esteem is suggested.

Mathematics achievement and anxiety and their relation to internalizing and externalizing behaviors.

PubMed

Wu, Sarah S; Willcutt, Erik G; Escovar, Emily; Menon, Vinod

2014-01-01

Although behavioral difficulties are well documented in reading disabilities, little is known about the relationship between math ability and internalizing and externalizing behaviors. Here, we use standardized measures to investigate the relation among early math ability, math anxiety, and internalizing and externalizing behaviors in a group of 366 second and third graders. Math achievement was significantly correlated with attentional difficulties and social problems but not with internalizing symptoms. The relation between math achievement and externalizing behavioral problems was stronger in girls than in boys. Math achievement was not correlated with trait anxiety but was negatively correlated with math anxiety. Critically, math anxiety differed significantly between children classified as math learning disabled (MLD), low achieving (LA), and typically developing (TD), with math anxiety significantly higher in the MLD and LA groups compared to the TD group. Our findings suggest that, even in nonclinical samples, math difficulties at the earliest stages of formal math learning are associated with attentional difficulties and domain-specific anxiety. These findings underscore the need for further examination of the shared cognitive, neural, and genetic influences underlying problem solving and nonverbal learning difficulties and accompanying internalizing and externalizing behaviors. © Hammill Institute on Disabilities 2013.

Mathematics Achievement and Anxiety and Their Relation to Internalizing and Externalizing Behaviors

PubMed Central

Wu, Sarah S.; Willcutt, Erik G.; Escovar, Emily; Menon, Vinod

2013-01-01

Although behavioral difficulties are well documented in reading disabilities, little is known about the relationship between math ability and internalizing and externalizing behaviors. Here, we use standardized measures to investigate the relation among early math ability, math anxiety, and internalizing and externalizing behaviors in a group of 366 second and third graders. Math achievement was significantly correlated with attentional difficulties and social problems but not with internalizing symptoms. The relation between math achievement and externalizing behavioral problems was stronger in girls than in boys. Math achievement was not correlated with trait anxiety but was negatively correlated with math anxiety. Critically, math anxiety differed significantly between children classified as math learning disabled (MLD), low achieving (LA), and typically developing (TD), with math anxiety significantly higher in the MLD and LA groups compared to the TD group. Our findings suggest that, even in nonclinical samples, math difficulties at the earliest stages of formal math learning are associated with attentional difficulties and domain-specific anxiety. These findings underscore the need for further examination of the shared cognitive, neural, and genetic influences underlying problem solving and nonverbal learning difficulties and accompanying internalizing and externalizing behaviors. PMID:23313869

The Impact of Achieve3000 on Elementary Literacy Outcomes: Randomized Control Trial Evidence, 2013-14 to 2014-15. Eye on Evaluation. DRA Report No. 16.02

ERIC Educational Resources Information Center

Hill, Darryl V.; Lenard, Matthew A.

2016-01-01

In 2013-14, the Wake County Public School System (WCPSS) launched Achieve3000 as a randomized controlled trial in 16 elementary schools. Achieve3000 is an early literacy program that differentiates non-fiction reading passages based on individual students' Lexile scores. Twoyear results show that Achieve3000 did not have a significant impact on…

Low-dose vaporized cannabis significantly improves neuropathic pain.

PubMed

Wilsey, Barth; Marcotte, Thomas; Deutsch, Reena; Gouaux, Ben; Sakai, Staci; Donaghe, Haylee

2013-02-01

We conducted a double-blind, placebo-controlled, crossover study evaluating the analgesic efficacy of vaporized cannabis in subjects, the majority of whom were experiencing neuropathic pain despite traditional treatment. Thirty-nine patients with central and peripheral neuropathic pain underwent a standardized procedure for inhaling medium-dose (3.53%), low-dose (1.29%), or placebo cannabis with the primary outcome being visual analog scale pain intensity. Psychoactive side effects and neuropsychological performance were also evaluated. Mixed-effects regression models demonstrated an analgesic response to vaporized cannabis. There was no significant difference between the 2 active dose groups' results (P > .7). The number needed to treat (NNT) to achieve 30% pain reduction was 3.2 for placebo versus low-dose, 2.9 for placebo versus medium-dose, and 25 for medium- versus low-dose. As these NNTs are comparable to those of traditional neuropathic pain medications, cannabis has analgesic efficacy with the low dose being as effective a pain reliever as the medium dose. Psychoactive effects were minimal and well tolerated, and neuropsychological effects were of limited duration and readily reversible within 1 to 2 hours. Vaporized cannabis, even at low doses, may present an effective option for patients with treatment-resistant neuropathic pain. The analgesia obtained from a low dose of delta-9-tetrahydrocannabinol (1.29%) in patients, most of whom were experiencing neuropathic pain despite conventional treatments, is a clinically significant outcome. In general, the effect sizes on cognitive testing were consistent with this minimal dose. As a result, one might not anticipate a significant impact on daily functioning. Published by Elsevier Inc.

Hospital IT adoption strategies associated with implementation success: implications for achieving meaningful use.

PubMed

Ford, Eric W; Menachemi, Nir; Huerta, Timothy R; Yu, Feliciano

2010-01-01

Health systems are facing significant pressure to either implement health information technology (HIT) systems that have "certified" electronic health record applications and that fulfill the federal government's definition of "meaningful use" or risk substantial financial penalties in the near future. To this end, hospitals have adopted one of three strategies, described as "best of breed," "best of suite," and "single vendor," to meet organizational and regulatory demands. The single-vendor strategy is used by the simple majority of U.S. hospitals, but is it the most effective mode for achieving full implementation? Moreover, what are the implications of adopting this strategy for achieving meaningful use? The simple answer to the first question is that the hospitals using the hybrid best of suite strategy had fully implemented HIT systems in significantly greater proportions than did hospitals employing either of the other strategies. Nonprofit and system-affiliated hospitals were more likely to have fully implemented their HIT systems. In addition, increased health maintenance organization market penetration rates were positively correlated with complete implementation rates. These results have ongoing implications for achieving meaningful use in the near term. The federal government's rewards and incentives program related to the meaningful use of HIT in hospitals has created an organizational imperative to implement such systems. For hospitals that have not begun systemwide implementation, pursuing a best of suite strategy may provide the greatest chance for achieving all or some of the meaningful use targets in the near term or at least avoiding future penalties scheduled to begin in 2015.

Lifetime achievement patterns, retirement and life satisfaction of gifted aged women.

PubMed

Holahan, C K

1981-11-01

The relationship of lifetime achievement patterns and retirement to life satisfaction for gifted aging women was investigated. Participants were 352 women in Terman's study of the gifted who were surveyed in 1977 at a mean age of 66. Lifetime achievement pattern was defined by either homemaker, job, or career work history. Dependent variables included health, happiness, life satisfaction, work attitudes, ambitions and aspirations, and participation in leisure activities. Results showed variations on life satisfaction measures as a function of lifetime career, with job holders generally less satisfied. There was a significant interaction between marital status and work pattern on overall life satisfaction suggesting an additive negative effect on the older woman of loss of spouse and a work history of working for income alone. Activity involvement varied as a function of retirement status and was differentially related to life satisfaction as a function of retirement status and career pattern.

Factors associated with middle-school mathematics achievement in Greece: the case of algebra

NASA Astrophysics Data System (ADS)

Skouras, A. S.

2014-01-01

This study presents a subset of factors and their association with students' achievement in school algebra. The participants were students who had enrolled in 2007 at the ninth year of Greek public education (third year of middle school). A total of 735 students participated (aged 14-15 years) from 37 public secondary schools. The sample consisted of 378 girls (51.4%) and 357 boys (48.6%). A written algebra test and a questionnaire including demographic survey items were used to collect data. The results show that attitude towards mathematics (ATM) and the current teacher rating of mathematics performance were identified as the more significant predictors of algebra achievement, contributing by 18.1% and 24.7%, respectively, in total variance of mean at the end of ninth grade.

Examining Charter Student Achievement Effects across Seven States

ERIC Educational Resources Information Center

Zimmer, Ron; Gill, Brian; Booker, Kevin; Lavertu, Stephane; Witte, John

2012-01-01

Since their inception, charter schools have been a lighting rod for controversy, with much of the debate revolving around their effectiveness in improving student achievement. Previous research has shown mixed results for student achievement; this could be the consequence of different policy environments or varying methodological approaches with…

Web-based thyroid imaging reporting and data system: Malignancy risk of atypia of undetermined significance or follicular lesion of undetermined significance thyroid nodules calculated by a combination of ultrasonography features and biopsy results.

PubMed

Choi, Young Jun; Baek, Jung Hwan; Shin, Jung Hee; Shim, Woo Hyun; Kim, Seon-Ok; Lee, Won-Hong; Song, Dong Eun; Kim, Tae Yong; Chung, Ki-Wook; Lee, Jeong Hyun

2018-05-13

The purpose of this study was to construct a web-based predictive model using ultrasound characteristics and subcategorized biopsy results for thyroid nodules of atypia of undetermined significance/follicular lesion of undetermined significance (AUS/FLUS) to stratify the risk of malignancy. Data included 672 thyroid nodules from 656 patients from a historical cohort. We analyzed ultrasound images of thyroid nodules and biopsy results according to nuclear atypia and architectural atypia. Multivariate logistic regression analysis was performed to predict whether nodules were diagnosed as malignant or benign. The ultrasound features, including spiculated margin, marked hypoechogenicity, calcifications, biopsy results, and cytologic atypia, showed significant differences between groups. A 13-point risk scoring system was developed, and the area under the curve (AUC) of the receiver operating characteristic (ROC) curve of the development and validation sets were 0.837 and 0.830, respectively (http://www.gap.kr/thyroidnodule_b3.php). We devised a web-based predictive model using the combined information of ultrasound characteristics and biopsy results for AUS/FLUS thyroid nodules to stratify the malignant risk. © 2018 Wiley Periodicals, Inc.

Enriching the Hierarchical Model of Achievement Motivation: Autonomous and Controlling Reasons Underlying Achievement Goals

ERIC Educational Resources Information Center

Michou, Aikaterini; Vansteenkiste, Maarten; Mouratidis, Athanasios; Lens, Willy

2014-01-01

Background: The hierarchical model of achievement motivation presumes that achievement goals channel the achievement motives of need for achievement and fear of failure towards motivational outcomes. Yet, less is known whether autonomous and controlling reasons underlying the pursuit of achievement goals can serve as additional pathways between…

The relationship between academic self-concept, intrinsic motivation, test anxiety, and academic achievement among nursing students: mediating and moderating effects.

PubMed

Khalaila, Rabia

2015-03-01

The impact of cognitive factors on academic achievement is well documented. However, little is known about the mediating and moderating effects of non-cognitive, motivational and situational factors on academic achievement among nursing students. The aim of this study is to explore the direct and/or indirect effects of academic self-concept on academic achievement, and examine whether intrinsic motivation moderates the negative effect of test anxiety on academic achievement. This descriptive-correlational study was carried out on a convenience sample of 170 undergraduate nursing students, in an academic college in northern Israel. Academic motivation, academic self-concept and test anxiety scales were used as measuring instruments. Bootstrapping with resampling strategies was used for testing multiple mediators' model and examining the moderator effect. A higher self-concept was found to be directly related to greater academic achievement. Test anxiety and intrinsic motivation were found to be significant mediators in the relationship between self-concept and academic achievement. In addition, intrinsic motivation significantly moderated the negative effect of test anxiety on academic achievement. The results suggested that institutions should pay more attention to the enhancement of motivational factors (e.g., self-concept and motivation) and alleviate the negative impact of situational factors (e.g., test anxiety) when offering psycho-educational interventions designed to improve nursing students' academic achievements. Copyright © 2014 Elsevier Ltd. All rights reserved.

STEM after school programming: The effect on student achievement and attitude

NASA Astrophysics Data System (ADS)

Ashford, Vanessa Dale

Science, technology, engineering and math (STEM) curriculum has become a major component in to 21st century teaching and learning. STEM skills and STEM careers are in demand globally. Disadvantaged and minority students continue to have an achievement gap in STEM classes. They do not perform well in elementary and middle school and frequently do not pursue STEM-based studies in high school or careers in the field. One innovation in STEM education is after-school programming to increase student interest, attitudes, and achievement. This mixed-methods study examines the Discovery Place After-School STEM Program to compare the achievement levels of participants to non-participants in the program and provides recommendations for STEM after-school programming across the district. As part of the study, teachers were interviewed to examine attitudes and perceptions about the program. This study was conducted at an elementary school in a large urban school district in the southeastern United States which has a unique STEM-based after-school program. Student performance data indicated a significant difference in achievement between participants and non-participants in the program as measured by fifth grade science End-of-Grade test. Data from the seven units of study in the program showed significant achievement for three of the seven units.

Does neuropsychological performance impact on real-life functional achievements in obsessive-compulsive disorder? A preliminary study.

PubMed

Perna, Giampaolo; Cavedini, Paolo; Harvey, Philip D; Di Chiaro, Nunzia Valentina; Daccò, Silvia; Caldirola, Daniela

2016-11-01

We investigated the association between neuropsychological performance and real-life functioning in obsessive-compulsive disorder (OCD). As a secondary aim, we investigated the association between neuropsychological performance and self-reported quality of life (QoL). We retrospectively selected 68 of 240 inpatients with OCD, who had been hospitalised for a 4-week psychiatric rehabilitation programme. We used clinical information recorded in the patients' electronic medical records. We considered the following variables: neuropsychological performance (verbal/visual memory, sustained attention, visual-constructive ability, and language fluency; in a sub-sample of 37 subjects, divided attention, working memory, and attentional shifting were also available); real-life functional achievements (social/vocational outcomes and independent living); subjectively reported QoL (WHOQOL-BREF); obsessive-compulsive (OC) symptoms severity (DY-BOCS). We found significant associations between poorer neuropsychological performance and poorer achievements in independent living and vocational outcomes. Among the different neuropsychological tests, we found significant associations between language fluency/executive processing and independent living, and between divided attention, attentional shifting, working memory and vocational outcome. We found no significant associations between neuropsychological performance and subjectively reported QoL. OC symptoms severity was not associated with real-life functional achievements. Our preliminary results suggest that poorer neuropsychological performance may be associated with impaired real-life functioning in subjects with OCD.

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

PubMed Central

Véronneau, Marie-Hélène; Dishion, Thomas J.

2011-01-01

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

The Unique Trio: Academic Achievement, Sport, and Gender

ERIC Educational Resources Information Center

Shachaf, Miri; Katz, Yaacov J.; Shoval, Ella

2013-01-01

This study examined gender, participation in sport and academic achievement of Israeli high school students. The study examined the academic achievement of those who participated in competitive or non-competitive sport and those who did not participate in sport. Results indicate that female athletes who participated in competitive sport attained…

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

PubMed

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

2013-01-01

Children with sickle cell disease (SCD) are at risk for neurocognitive impairment and poor academic achievement, although there is limited research on factors predicting academic achievement in this population. This study explores the relative contribution to academic achievement of a comprehensive set of factors, such as environmental (socioeconomic status), disease-related (stroke, transfusion therapy, adherence), and psychosocial variables (child behavior, child quality of life (QoL)), controlling for intellectual functioning (IQ). 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. Hierarchical regression analyses indicated that 55% of the variance in academic skills was accounted for by IQ, parent education, chronic transfusion status, and QoL [ R 2 = .55, F (5, 77) = 18.34, p < .01]. Follow-up analyses for broad reading [ R 2 = .52, F (5, 77) = 16.37, p < .01], and math calculation [ R 2 = .44, F (5, 77) = 12.14, p < .01] were also significant. 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.

Associations between Dietary Intake and Academic Achievement in College Students: A Systematic Review

PubMed Central

2017-01-01

The impact of diet on academic achievement is a growing area of research. The aim of this systematic review was to evaluate the current evidence examining dietary intake and academic achievement in college/university students. Eight electronic databases were searched for studies published in English to January 2016. To be included, studies must have been conducted in higher education (i.e., college, university) students, reported measures of dietary intake and academic achievement, and reported the association between these. Data were extracted using a standardised tool, and studies were assessed for methodological quality. Seven studies were included, with four rated as positive quality, and the remaining three rated as neutral. Most studies were cross-sectional (n = 4), and conducted in America (n = 5). The most common dietary outcomes were fruit and vegetable (n = 3), and breakfast consumption (n = 3). Standardised grade point average (GPA) was the most common measure of academic achievement (n = 4). Five studies reported small to moderate significant positive associations between diet and academic achievement, including for breakfast, regular meal consumption, and meeting national recommendations for fruit intake. This review examines the current evidence regarding diet and academic achievement in college/university students. The results demonstrate that few studies exist in this population group. Future studies should consider the use of validated dietary assessment methods, comprehensive measures of overall diet, and use standardised assessment and reporting of academic outcomes. PMID:28946663

Improving the Academic Achievement of Third and Fourth Grade Underachievers as a Result of Improved Self-Esteem.

ERIC Educational Resources Information Center

Coakley, Barbara Fairfax

This study was designed to improve the academic achievement of 35 third- and fourth-grade underachievers through improved self-esteem. Specific goals included focusing on self-concept and learning skills reinforcement, with the ultimate goal of increasing academic performance and motivation. Large group sessions with students focused on…

Impact of body weight on the achievement of minimal disease activity in patients with rheumatic diseases: a systematic review and meta-analysis.

PubMed

Lupoli, Roberta; Pizzicato, Paolo; Scalera, Antonella; Ambrosino, Pasquale; Amato, Manuela; Peluso, Rosario; Di Minno, Matteo Nicola Dario

2016-12-13

In this study, we evaluated the impact of obesity and/or overweight on the achievement of minimal disease activity (MDA) in patients with psoriatic arthritis (PsA) and patients with rheumatoid arthritis (RA) receiving an anti-rheumatic treatment. Obesity can be considered a low-grade, chronic systemic inflammatory disease and some studies suggested that obese patients with rheumatic diseases exhibit a lower rate of low disease activity achievement during treatment with anti-rheumatic drugs. A systematic search was performed in major electronic databases (PubMed, Web of Science, Scopus, Embase) to identify studies reporting MDA achievement in obese and/or overweight patients with RA or PsA and in normal-weight RA or PsA control subjects. Results were expressed as Odds Ratios (ORs) with pertinent 95% Confidence Intervals (95%CIs). We included 17 studies (10 on RA and 7 on PsA) comprising a total of 6693 patients (1562 with PsA and 5131 with RA) in the analysis. The MDA achievement rate was significantly lower in obese patients than in normal-weight subjects (OR 0.447, 95% CI 0.346-0.577, p < 0.001, I 2  = 62.6%, p < 0.001). Similarly, overweight patients showed a significantly lower prevalence of MDA achievement than normal-weight subjects (OR 0.867, 95% CI 0.757-0.994, p = 0.041, I 2  = 64%, p = 0.007). Interestingly, the effect of obesity on MDA was confirmed when we separately analyzed data on patients with RA and patients with PsA. In contrast, when we evaluated the effect of overweight, our results were confirmed for PsA but not for RA. A meta-regression analysis showed that follow-up duration, age, male sex, and treatment duration are covariates significantly affecting the effect of obesity/overweight on MDA achievement. The results of our meta-analysis suggest that obesity and overweight reduce the chances to achieve MDA in patients with rheumatic diseases receiving treatment with traditional or biologic disease-modifying antirheumatic

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

ERIC Educational Resources Information Center

Goodale, Timothy A.

2009-01-01

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…

Diet models with linear goal programming: impact of achievement functions.

PubMed

Gerdessen, J C; de Vries, J H M

2015-11-01

Diet models based on goal programming (GP) are valuable tools in designing diets that comply with nutritional, palatability and cost constraints. Results derived from GP models are usually very sensitive to the type of achievement function that is chosen.This paper aims to provide a methodological insight into several achievement functions. It describes the extended GP (EGP) achievement function, which enables the decision maker to use either a MinSum achievement function (which minimizes the sum of the unwanted deviations) or a MinMax achievement function (which minimizes the largest unwanted deviation), or a compromise between both. An additional advantage of EGP models is that from one set of data and weights multiple solutions can be obtained. We use small numerical examples to illustrate the 'mechanics' of achievement functions. Then, the EGP achievement function is demonstrated on a diet problem with 144 foods, 19 nutrients and several types of palatability constraints, in which the nutritional constraints are modeled with fuzzy sets. Choice of achievement function affects the results of diet models. MinSum achievement functions can give rise to solutions that are sensitive to weight changes, and that pile all unwanted deviations on a limited number of nutritional constraints. MinMax achievement functions spread the unwanted deviations as evenly as possible, but may create many (small) deviations. EGP comprises both types of achievement functions, as well as compromises between them. It can thus, from one data set, find a range of solutions with various properties.

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

PubMed

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

2014-09-15

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

Math at home adds up to achievement in school.

PubMed

Berkowitz, Talia; Schaeffer, Marjorie W; Maloney, Erin A; Peterson, Lori; Gregor, Courtney; Levine, Susan C; Beilock, Sian L

2015-10-09

With a randomized field experiment of 587 first-graders, we tested an educational intervention designed to promote interactions between children and parents relating to math. We predicted that increasing math activities at home would increase children's math achievement at school. We tested this prediction by having children engage in math story time with their parents. The intervention, short numerical story problems delivered through an iPad app, significantly increased children's math achievement across the school year compared to a reading (control) group, especially for children whose parents are habitually anxious about math. Brief, high-quality parent-child interactions about math at home help break the intergenerational cycle of low math achievement. Copyright © 2015, American Association for the Advancement of Science.

Locus of Control or Self-Esteem; Which One is the Best Predictor of Academic Achievement in Iranian College Students

PubMed Central

Hosseini, Seyyed Nasrollah; Mirzaei Alavijeh, Mehdi; Karami Matin, Behzad; Hamzeh, Behrooz; Ashtarian, Hossein; Jalilian, Farzad

2016-01-01

Background Self-esteem and behavioral consequences, which are due to external or internal locus of control, are effective on academic achievement of students. Objectives The aim of this study was to determine the prediction of locus of control and self-esteem in academic achievement among the students. Materials and Methods This cross-sectional study was conducted on 300 college students in Kermanshah University of Medical Sciences in 2014. Data collection tools were in three sections: demographic, Rotter internal-external locus of control scale and Coopersmith self-esteem inventory. Data were analyzed using the SPSS software version 21. Results Results showed that 29.8% and 76.2% of the participants had internal locus of control, and high self-esteem, respectively. There was a significant correlation between self-esteem, locus of control and academic achievement of the students. Self-esteem accounted for 39.5% of the variation in academic achievement. Conclusions It seems that interventions to increase self-esteem among student can help improve academic achievement among them. PMID:27284277

Trajectories of Achievement within Race/Ethnicity: "Catching Up" in Achievement across Time

ERIC Educational Resources Information Center

Davis-Kean, Pamela E.; Jager, Justin

2014-01-01

The achievement gap has long been the focus of educational research, policy, and intervention. The authors took a new approach to examining the achievement gap by examining achievement trajectories within each racial group. To identify these trajectories they used the Early Childhood Longitudinal Study-Kindergarten Cohort, which is a nationally…

Relationship Between Teacher Inquiry Science Instruction Self-Efficacy and Student Achievement

NASA Astrophysics Data System (ADS)

Hanners, Grace D.

Standardized test data indicate that student achievement in science is a problem both nationally and locally. At the study site, only a small percentage of fifth-grade students score at the advanced level on the Maryland state science assessment (MSA). In addition, the performance of African American, economically disadvantaged, and special education students is well below that of the general student population. Some studies have shown that teacher self-efficacy affects student achievement. Therefore, the purpose of this study was to explore the relationship between fifth-grade teacher inquiry science instruction self-efficacy scores and the scores of their students on the MSA. Bandura's work on the effect of self-efficacy on human behavior provided the theoretical basis for this study. The research questions examined the relationship between teacher inquiry science instructional self-efficacy scores and students' science MSA scores as well as the relationship by student subgroups. A correlational research design was used. The Teaching Science as Inquiry survey instrument was used to quantify teacher self-efficacy, and archival MSA data were the source for student scores. The study included data from 22 teachers and 1,625 of their students. A 2-tailed Pearson coefficient analysis revealed significant, positive relationships with regard to overall student achievement ( r20 = .724, p < .01) and the achievement of each of the subgroups (African American: r20 = .549, p < .01; economically disadvantaged: r20 = .655, p < .01; and special education: r18 = .532, p < .05). The results of this study present an opportunity for positive social change because the local school system can provide professional development that may increase teacher inquiry science instruction self-efficacy as a possible means to improve overall science achievement and to reduce achievement gaps.