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1

High School Braille Readers: Achieving Academic Success.  

ERIC Educational Resources Information Center

A survey of five teachers of students with visual impairments and 10 students found that teachers spent 4 hour per week in preparing for these students, there was a significant use of transcribers to help prepare the student materials, and students felt reasonably satisfied with their high school experience. (Contains three references.) (CR)

Leigh, Stephanie A.; Barclay, Lizabeth A.

2000-01-01

2

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

ERIC Educational Resources Information Center

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

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

2012-01-01

3

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

ERIC Educational Resources Information Center

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

Stankov, Lazar

2010-01-01

4

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

NASA Astrophysics Data System (ADS)

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

Trice, Rodney Nathaniel

5

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

ERIC Educational Resources Information Center

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

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

2013-01-01

6

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

ERIC Educational Resources Information Center

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

Cappella, Elise; Weinstein, Rhona S.

2001-01-01

7

The Effect Of Athletic Participation On Academic Achievement for High School Seniors in Eastern Tennessee  

Microsoft Academic Search

This causal-comparative study with a narrative component investigated the effect athletic participation on the academic achievement of senior student-athletes and non-athletes who attended three public high schools in Eastern Tennessee. The impetus for the study was the conflicting research as it relates to the impact athletics participation had on academic success at the college and high school levels. Through student

David Andrew Gorman

2010-01-01

8

Examining Familial-Based Academic Success Factors in Urban High School Students: The Case of Puerto Rican Female High Achievers  

Microsoft Academic Search

This article works to dispel the myth that Puerto Rican female urban high school students living in poverty are not capable of performing at high academic levels. This article attempts to counteract these beliefs by describing the four success factors that seven Puerto Rican female high school students attribute to their high academic achievement. These success factors are: (1) religiosity

René Antrop-González; William Vélez; Tomás Garrett

2008-01-01

9

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

Microsoft Academic Search

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

Camilla Persson Benbow; Olya Arjmand

1990-01-01

10

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

PubMed

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

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

2014-06-01

11

The effects of modeling instruction on high school physics academic achievement  

Microsoft Academic Search

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

Tiffanie L Wright

2012-01-01

12

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

PubMed

Studies have shown that self-efficacy, aspirational, and other psychosocial influences account for considerable variance in academic achievement through a range of mediational pathways, although no research to date has tested the mediational relationships identified. The present research investigated the structural relations among self-efficacy, academic aspirations, and delinquency, on the academic achievement of 935 students aged 11-18 years from ten schools in two Australian cities. The Children's Self-Efficacy Scale, Adapted Self-Report Delinquency Scale (Revised), and Children's Academic Aspirations Scale were administered to participants prior to academic achievement being assessed using mid-year school grades. Structural equation modeling was employed to test three alternative models for the relationships from academic, social, and self-regulatory efficacy on academic achievement. A partial mediation model showed the best overall fit to the data. Academic and self-regulatory efficacy had an indirect negative effect through delinquency and a direct positive effect on academic achievement. Academic and social self-efficacy had positive and negative relationships, respectively, with academic aspiration and academic achievement; however, the relationship between academic aspiration and academic achievement was not significant in the final model. PMID:19027942

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

2009-08-01

13

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

Microsoft Academic Search

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

Lisa Marie Weckbacher; Yukari Okamoto

2012-01-01

14

An Analysis of the Academic Achievement of Indian High School Students in Federal and Public Schools.  

ERIC Educational Resources Information Center

A longitudinal study was designed to determine whether there were significant differences in academic achievement between senior high American Indian students in Federal on-reservation, Federal off-reservation, public on-reservation, and public off-reservation schools. The purpose of the study was to gather a variety of data on psychological and…

Bass, Willard P.

15

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

ERIC Educational Resources Information Center

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

Wagner, Charles A.; DiPaola, Michael F.

2011-01-01

16

The Effects of Alcohol Use on Academic Achievement in High School  

ERIC Educational Resources Information Center

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

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

2011-01-01

17

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

ERIC Educational Resources Information Center

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

Li, Jian; O'Connell, Ann A.

2012-01-01

18

Health Risk Behaviors and Academic Achievement  

MedlinePLUS

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

19

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

ERIC Educational Resources Information Center

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

Martinez, Beate M. Winter

2010-01-01

20

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

ERIC Educational Resources Information Center

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

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

2012-01-01

21

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

ERIC Educational Resources Information Center

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

Cuellar, Alfredo

22

The Impact of Principal Perception on Student Academic Climate and Achievement in High School: How Does It Measure Up?  

ERIC Educational Resources Information Center

The purpose of this study is to examine the independent direct effects of student and principal perceptions of academic climate on student achievement in high school. To date, few studies have considered the influence of principal perceptions of academic climate on student achievement. In the present study, we test a set of two-level hierarchical…

Urick, Angela; Bowers, Alex J.

2014-01-01

23

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

ERIC Educational Resources Information Center

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

Liu, Yangyang; Lu, Zuhong

2011-01-01

24

The effect of music participation on mathematical achievement and overall academic achievement of high school students  

Microsoft Academic Search

A study was conducted on high school students, comparing those with some music credits to those with none. No statistically significant difference was found in their mean math grade point averages (GPA) or their mean cumulative GPAs. Students were then separated into two groups based on the number of music credits. Students who had earned at least two music credits

H. A. Cox; L. J. Stephens

2006-01-01

25

The Effect of Music Participation on Mathematical Achievement and Overall Academic Achievement of High School Students  

ERIC Educational Resources Information Center

A study was conducted on high school students, comparing those with some music credits to those with none. No statistically significant difference was found in their mean math grade point averages (GPA) or their mean cumulative GPAs. Students were then separated into two groups based on the number of music credits. Students who had earned at least…

Cox, H. A.; Stephens, L. J.

2006-01-01

26

Academic achievement and career choice in science: Perceptions of African American urban high school students  

NASA Astrophysics Data System (ADS)

Low test scores in science and fewer career choices in science among African American high school students than their White counterparts has resulted in lower interest during high school and an underrepresentation of African Americans in science and engineering fields. Reasons for this underachievement are not known. This qualitative study used a grounded theory methodology to examine what influence parental involvement, ethnic identity, and early mentoring had on the academic achievement in science and career choice in science of African American urban high school 10th grade students. Using semi-structured open-ended questions in individual interviews and focus groups, twenty participants responded to questions about African American urban high school student achievement in science and their career choice in science. The median age of participants was 15 years; 85% had passed either high school biology or physical science. The findings of the study revealed influences and interactions of selected factors on African American urban high school achievement in science. Sensing potential emerged as the overarching theme with six subthemes; A Taste of Knowledge, Sounds I Hear, Aromatic Barriers, What Others See, The Touch of Others, and The Sixth Sense. These themes correlate to the natural senses of the human body. A disconnect between what science is, their own individual learning and success, and what their participation in science could mean for them and the future of the larger society. Insight into appropriate intervention strategies to improve African American urban high school achievement in science was gained.

Jones, Sheila Kay

2007-12-01

27

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

ERIC Educational Resources Information Center

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

Kazu, Ibrahim Yasar; Demirkol, Mehmet

2014-01-01

28

Affective Processes and Academic Achievement.  

ERIC Educational Resources Information Center

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

Feshbach, Norma Deitch; Feshbach, Seymour

1987-01-01

29

Stress Correlates and Academic Achievement.  

ERIC Educational Resources Information Center

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

Bentley, Donna Anderson; And Others

30

PHYSICAL FITNESS AND ACADEMIC ACHIEVEMENT  

Microsoft Academic Search

Grissom JB. Physical Fitness And Academic Achievement. JEPonline 2005;8(1):11-25 . The purpose of this study was to evaluate the relationship between physical fitness and academic achievement. To do so, scores on the FITNESSGRAM®, a physical fitness test, were compared to reading and mathematics scores on the Stanford Achievement Test 9th edition, a standardized norm-referenced achievement test. Subjects were all 5th,

Robert Robergs; Grissom JB

31

Expanding Opportunities for High Academic Achievement: An International Baccalaureate Diploma Program in an Urban High School  

ERIC Educational Resources Information Center

Students of color are consistently underrepresented in honors and gifted programs nationwide, and even high-achieving students share many of the risk factors with their low-achieving peers. The study presented in this paper employed mixed methods to investigate the relationship between the design of a rigorous college preparatory program, the…

Mayer, Anysia P.

2008-01-01

32

Not choosing nursing: work experience and career choice of high academic achieving school leavers.  

PubMed

Work experience has been a feature of the secondary school curriculum in the United Kingdom for a number of years. Usually requested by the pupil, it aims to provide opportunities for school pupils to enhance their knowledge and understanding of an occupation. The main benefits are claimed to be that it can help pupils develop an insight into the skills and attitudes required for an occupation and an awareness of career opportunities. However the quality and choice of placements are considered to be of great importance in this process and in influencing career choice [Department for Education and Skills (DfES), 2002a. Work Experience: A Guide for Employers. Department for Education and Skills, London]. As university departments of nursing experience a decline in the number of school pupils entering student nurse education programmes, and with the competition for school leavers becoming even greater, it is important to consider whether school pupils have access to appropriate work placements in nursing and what influence their experience has on pursuing nursing as a career choice. This paper is based on interview data from 20 high academic achieving fifth and sixth year school pupils in Scotland, paradigmatic cases from a larger survey sample (n=1062), who had considered nursing as a possible career choice within their career preference cluster, but then later disregarded nursing and decided to pursue medicine or another health care profession. This was partly reported by Neilson and Lauder [Neilson, G.R., Lauder, W., 2008. What do high academic achieving school pupils really think about a career in nursing: analysis of the narrative from paradigmatic case interviews. Nurse Education Today 28(6), 680-690] which examined what high academic achieving school pupils really thought about a career in nursing. However, the data was particularly striking in revealing the poor quality of nursing work experience for the pupils, and also their proposal that there was a need for work experience which was more representative of the reality of nursing. Participants reported that proper work experience in nursing could make it more attractive as a career choice but that there were difficulties and barriers in obtaining an appropriate work experience in nursing. These included unhelpful attitudes of teachers towards work experience in nursing in general and the placements themselves which were typically in a nursing home or a care home. They felt that departments of nursing within universities should have an input into organising more realistic work placements and that their involvement could foster greater interest amongst pupils in nursing as a career. PMID:19560236

Neilson, Gavin R; McNally, James G

2010-01-01

33

Academic Achievement Trajectories of Homeless and Highly Mobile Students: Resilience in the Context of Chronic and Acute Risk  

ERIC Educational Resources Information Center

Analyses examined academic achievement data across third through eighth grades ("N" = 26,474), comparing students identified as homeless or highly mobile (HHM) with other students in the federal free meal program (FM), reduced price meals (RM), or neither (General). Achievement was lower as a function of rising risk status (General greater than RM…

Cutuli, J. J.; Desjardins, Christopher David; Herbers, Janette E.; Long, Jeffrey D.; Heistad, David; Chan, Chi-Keung; Hinz, Elizabeth; Masten, Ann S.

2013-01-01

34

Socioeconomic Determinants of Academic Achievement  

ERIC Educational Resources Information Center

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

Tomul, Ekber; Savasci, Havva Sebile

2012-01-01

35

Closing the Academic Achievement Gap on the California High School Exit Exam (CAHSEE) through Professional Learning Communities (PLC) Characteristics  

ERIC Educational Resources Information Center

Purpose: The purpose of this study was to determine the degree of importance that DuFour's nine characteristics of highly effective schools have on closing the academic achievement gap on the California High School Exit Exam, as perceived by high school principals. The study also examined the strategies believed to be most important in…

Buenrostro, Samuel

2012-01-01

36

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

ERIC Educational Resources Information Center

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

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

2010-01-01

37

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

ERIC Educational Resources Information Center

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

Flores, Agnes L. Acker

2012-01-01

38

Academic Achievement Trajectories of Homeless and Highly Mobile Students: Resilience in the Context of Chronic and Acute Risk  

PubMed Central

Analyses examined academic achievement data across 3rd through 8th grades (N = 26,474), comparing students identified as homeless or highly mobile (HHM) to other students in the federal free meal program (FM), reduced-price meals (RM), or neither (General). Achievement was lower as a function of rising risk status (General > RM > FM > HHM). Achievement gaps appeared stable or widened between HHM students and lower-risk groups. Math and reading achievement were lower and growth in math was slower in years of HHM identification, suggesting acute consequences of residential instability. Nonetheless, 45% of HHM students scored within or above the average range, suggesting academic resilience. Results underscore the need for research on risk and resilience processes among HHM students to address achievement disparities. PMID:23110492

Cutuli, J. J.; Desjardins, Christopher David; Herbers, Janette E.; Long, Jeffrey D.; Heistad, David; Chan, Chi-Keung; Hinz, Elizabeth; Masten, Ann S.

2012-01-01

39

Students' Peer Relationships, Social and Academic Goals, and Academic Achievement: A Social Network Analysis Approach.  

E-print Network

??A multiwave study examined how high school students’ peer relationships impact with their academic motivation, social motivation, and academic achievement. Students’ motivation was framed in… (more)

Makara, Kara A.

2013-01-01

40

A Comparison of Career Technical Education--16 Career Pathway High School Participants with Non-Participants on Academic Achievement, School Engagement, and Development of Technical Skills  

ERIC Educational Resources Information Center

The objective of this research was to compare Career Technical Education--16 Career Pathway high school participants with non-participants on academic achievement, development of technical skills and school engagement. Academic achievement was measured by Exit Level Math and English Language Arts Texas Assessment of Knowledge and Skills (TAKS)…

Orozco, Edith Aimee

2010-01-01

41

Academic Achievement And Work In West  

E-print Network

Academic Achievement And Work In West Virginia 2007 Results By ACT Score And College Grade Point.......................................................................................................15 #12;#12;Academic Achievement And Work In West Virginia 2007 1 Executive Summary Public

Mohaghegh, Shahab

42

Perceptions of Parent Involvement in Academic Achievement  

ERIC Educational Resources Information Center

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

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

2007-01-01

43

How Does School Mobility Impact Indicators of Academic Achievement for Highly Mobile Students?  

ERIC Educational Resources Information Center

Children who are homeless or in foster care change schools more often than their non-mobile peers. The impact of school mobility increases their risk of academic failure (Evans, 1996; Ingersoll, Scamman, & Eckerling, 1989; Mao, 1997, Mehana & Reynolds, 2003; Reynolds & Wolf, 1999). Laws enforcing the right of students to remain in their "original…

Tanner-McBrien, Laura

2010-01-01

44

Differences in Academic Achievement among Texas High School Students as a Function of Music Enrollment  

ERIC Educational Resources Information Center

Purpose: The purpose of this study was to examine the score differences on the Texas Academic Knowledge and Skills (TAKS) Reading and Mathematics measures among students in Grades 10 and 11 as a function of music enrollment. Specifically, gender, ethnicity, socioeconomic status, and enrollment in choir, band, or orchestra or no music enrollment…

Horton, Robert Wayne

2012-01-01

45

High school students' perceptions of EFL teacher control orientations and their English academic achievement.  

PubMed

BACKGROUND. Theories distinguish between student-initiated and teacher-initiated regulation of students' learning activities, or between strong, shared, or loose teacher control during the completion of learning tasks. Empirical validations for such distinctions are scarce, however. AIM. The present study aimed at (a) investigating students' perceptions of control behaviours exhibited by their English teachers; and (b) exploring the contribution of different types of teacher control behaviours to students' cognitive outcomes (English Achievement). SAMPLE. The sample comprised 732 English as a Foreign Language (EFL) students studying in three major fields of high school (Mathematics, Natural Science, and Humanities). The participants (16-17 years of age) were selected from third-grade classes of 27 EFL teachers working in 25 high schools of 6 main different geographical regions in the Isfahan province, Iran. METHOD. To obtain a comprehensive picture of different control types exhibited by Iranian EFL teachers, the control subscales of the two existing questionnaires, i.e., the Questionnaire on Instructional Behaviours (QIB), adapted by Den Brok et al. (2004) and the Questionnaire on Lesson Activities (QLA) used by Den Brok (2001) were merged to form the Questionnaire of Teacher Control (QTC). The development of this Persian instrument involved several steps: translation and back translation by the researchers, one expert translator, and two EFL teachers; piloting; and a final administration of the questionnaire to the student sample. With respect to the second aim of the study, data regarding students' performances on the Standardized National English Achievement Tests were gathered from local educational offices and schools. RESULTS AND CONCLUSION. Statistical analyses supported acceptable reliability and validity of the instrument. A main factor structure with three types of teacher control (strong/high, shared/mid, and loose/low) was found to underlie students' perceptions. The results of multi-level analyses indicated that a relatively large amount of variance was explained by the control variables and student variables, and teacher control had a statistically significant effect on student outcomes. Students' English achievement was lowest when they felt control was their teachers' prerogative, higher when they themselves exerted their own control (low teacher control), and highest under shared (mid) control behaviours. PMID:21770916

Kiany, Gholam Reza; Shayestefar, Parvaneh

2011-09-01

46

Academic Plan Year One: Progress and Achievements  

E-print Network

and Influence 7. Resource Allocation These themes form the central goals of the Academic Plan. Assigned within Academic Plan ­ Year One: Progress and Achievements Faculty of Applied Science & Engineering University of Toronto December 2012 #12; Faculty of Applied Science & Engineering Academic Plan

47

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

ERIC Educational Resources Information Center

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

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

2010-01-01

48

Academic achievement of Vietnamese American adolescents: A community perspective  

Microsoft Academic Search

This article investigates influences on academic achievement among Vietnamese American high school students. Theorists have offered a variety of explanations for Asian American academic success, and characteristics of individual families have received particular attention in many of these explanations. Here, it is argued that the academic success of Vietnamese American students may be understood as the product of “social capital,”

Carl L. Bankston III

1996-01-01

49

Black Students: Psychosocial Issues and Academic Achievement.  

ERIC Educational Resources Information Center

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

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

50

Improving Academic Achievement Through Success (IMPAACTS)  

Microsoft Academic Search

It is the purpose of this paper to describe Improving Academic Achievement Through Success (IMPAACTS), a program designed to assist first-time juvenile offenders, participating in a deferred prosecution program, in improving their academic achievement. IMPAACTS was designed in response to a problem situation presented by staff of the State Attorney's Office, 4th Judicial Circuit of Florida, Jacksonville, Florida.

Bruce Gutknecht

1988-01-01

51

Does Segregation Still Matter? The Impact of Student Composition on Academic Achievement in High School  

ERIC Educational Resources Information Center

The Coleman report, published 12 years after the Brown decision, confirmed that widespread school segregation in the United States created inequality of educational opportunity. This study examines whether racial and socioeconomic segregation, which is on the rise in the United States, is still contributing to the achievement differences among…

Rumberger, Russell W.; Palardy, Gregory J.

2005-01-01

52

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

ERIC Educational Resources Information Center

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

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

2008-01-01

53

Recognizing Internet Addiction: Prevalence and Relationship to Academic Achievement in Adolescents Enrolled in Urban and Rural Greek High Schools  

ERIC Educational Resources Information Center

This study aims: a) to estimate the prevalence of internet addiction among adolescents of urban and rural areas in Greece, b) to examine whether the Internet Addiction Test cut-off point is applicable to them and c) to investigate the phenomenon's association with academic achievement. Participants were 2090 adolescents (mean age 16, 1036 males,…

Stavropoulos, Vasilis; Alexandraki, Kiriaki; Motti-Stefanidi, Frosso

2013-01-01

54

Helping Middle and High School Age English Language Learners Achieve Academic Success.  

ERIC Educational Resources Information Center

Provides brief case studies of middle and high school English language learners representing the diversity of these students in terms of their educational and language backgrounds. Presents four research-based keys for working successfully with struggling learners and describes how one teacher implements the four keys with her ELLs. (Author/VWL)

Freeman, Yvonne; Freeman, David; Mercuri, Sandra

2003-01-01

55

Biculturalism, cultural identity, self-esteem, and academic achievement of African-American high school students  

Microsoft Academic Search

This study used Alternation Theory and Orthogonal Cultural Identification Theory to investigate how African-American high school students' level of biculturalism (an individual's sense of belonging to two different cultures without losing sense of one's original cultural identity; being able to differentiate between the rules, norms, and values of both; and being able to interact in both cultures alternating as necessary)

Jonathan Peter Rust

2008-01-01

56

High Enrollment Course Success Factors in Virtual School: Factors influencing student academic achievement  

Microsoft Academic Search

This paper describes a study of success factors in high enrollment courses in a K-12 virtual school learning environment. The influence of variables: time student spent in the learning management system (LMS), number of times logged into the LMS, teacher comment, participation in free or reduced lunch programs, student status in the virtual school (full time or part time student),

Feng Liu; Cathy Cavanaugh

2011-01-01

57

[Research Reports on Academic Achievement.  

ERIC Educational Resources Information Center

Four counselors studied the relation between achievement and choice of major, achievement and motivation, counseling and motivation, and achievement and employment. To see if those with definite majors or career choices in mind did better than those without, 300 students were tested according to the certainty of their choice. No significant…

Latts, Sander; And Others

1969-01-01

58

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

Microsoft Academic Search

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

Kevin Cokley; Shannon McClain; Samoan Johnson

2012-01-01

59

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

Microsoft Academic Search

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

Kevin Cokley; Shannon McClain; Samoan Johnson

2012-01-01

60

How Does the Science Writing Heuristic Approach Affect Students' Performances of Different Academic Achievement Levels? A Case for High School Chemistry  

ERIC Educational Resources Information Center

This study investigates the effects of the Science Writing Heuristic (SWH), known as an argumentation-based science inquiry approach, on Grade 9 students' performance on a post-test in relation to their academic achievement levels. Four intact classes taught by 2 chemistry teachers from a Turkish public high school were selected for the study; one…

Kingir, Sevgi; Geban, Omer; Gunel, Murat

2012-01-01

61

An Examination of the Influence of Self Efficacy, Locus of Control, and Perceptions of Parent Involvement on Academic Achievement of Urban High School Students  

ERIC Educational Resources Information Center

Current research indicates that there is an on-going concern for the graduation rate of African American students in urban settings. This particular study sought to investigate the impact of students' self-efficacy, locus of control, and parental involvement on academic achievement via a targeted sample of urban African American high school…

Myree, Claudia

2011-01-01

62

Can Judges Improve Academic Achievement?  

ERIC Educational Resources Information Center

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

Greene, Jay P.; Trivitt, Julie R.

2008-01-01

63

Academic Achievement in Effective Schools  

ERIC Educational Resources Information Center

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

Basque, Marc; Bouchamma, Yamina

2013-01-01

64

Teachers, Schools, and Academic Achievement  

Microsoft Academic Search

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

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

2002-01-01

65

Objective Academic Achievement and Subjective Personal Well-Being  

ERIC Educational Resources Information Center

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

McDonald, Betty

2012-01-01

66

Gifted Student Academic Achievement and Program Quality  

ERIC Educational Resources Information Center

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

Jordan, Katrina Ann Woolsey

2010-01-01

67

Computer Use, Parental Expectations, & Latino Academic Achievement  

ERIC Educational Resources Information Center

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

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

2008-01-01

68

Debating Values: Race, Class and Academic Achievement  

ERIC Educational Resources Information Center

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

Milton, Penny

2008-01-01

69

Academic Achievement Among Juvenile Detainees.  

PubMed

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

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

2013-09-24

70

Personality Characteristics Associated with Academic Achievement among Developmental College Students.  

ERIC Educational Resources Information Center

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

Hill, Allan B.

71

Predictors of Academic Self-Handicapping and Achievement: Examining Achievement Goals, Classroom Goal Structures, and Culture  

Microsoft Academic Search

The purposes of this study were to examine the predictors and achievement consequences of academic self-handicapping and to explore cultural variations in the pursuit and effects of performance goals and perceived classroom performance goal structures. Data were collected in 2 consecutive academic years from a diverse sample of high school students (N = 675). Performance-avoidance and classroom performance goal structure

Tim Urdan

2004-01-01

72

Academic achievement orientation of West Indian American parents and adolescents  

Microsoft Academic Search

Literature addressing academic achievement orientation of Black adolescents in the United States often depicts poor school related attitudes and adaptation patterns, low academic achievement, and deficient family backgrounds. However, some researchers maintained that certain Black immigrant groups possessed positive academic achievement orientations and exemplary academic achievements (Ogbu, 1991; Gibson, 1991; Vernez, & Abrahamse, 1996). In this study, I attempted to

Nelson DaCosta Small

2000-01-01

73

Student Academic Achievement: Report to the Provost.  

ERIC Educational Resources Information Center

In fall 1991, the faculty and staff of New Mexico State University-Alamogordo (NMSU-A) designed and implemented a strategic planning process which incorporates a comprehensive annual review of various aspects of student academic achievement (SAA). The faculty-based SAA assessment process includes activities focused on classroom instruction,…

Leas, David E.

74

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

ERIC Educational Resources Information Center

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

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

2012-01-01

75

Activities and Academic Achievement Among College Students  

Microsoft Academic Search

According to self-regulated learning theory, the activities of studying and using learning strategies, which reflect self-regulated learning, promote academic achievement. In contrast, a student's participation in other activities may not produce positive effects. In the present study, structural equation modeling was used to test these hypotheses in a sample of 593 full-time, 1st-year undergraduates in Hong Kong. The results indicated

Chau-Kiu Cheung; Siu-Tong Kwok

1998-01-01

76

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

ERIC Educational Resources Information Center

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

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

2011-01-01

77

School Resources and the Academic Achievement of Canadian Students  

ERIC Educational Resources Information Center

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

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

2011-01-01

78

Achievement goals, interest, study strategies, and academic achievement  

Microsoft Academic Search

This study used cluster analysis to examine whether undergraduates with high-mastery\\/high-performance-approach (i.e., HM\\/HP) and high-mastery\\/low-performance-approach goals (i.e., HM\\/LP) sustained their academic performance throughout a semester, used more deep processing study strategies, and were more interested than those with low-mastery\\/high-performance-approach (i.e., LM\\/HP) and low-mastery\\/low-performance-approach (i.e., LM\\/LP) goal profiles. One hundred nineteen undergraduates enrolled in Introductory Biology and 57 students in an

Thomas Anthony Costello

2011-01-01

79

Effect of Cooperative Learning on Academic Achievement of Physics Course  

ERIC Educational Resources Information Center

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

Keramati, Mohammadreza

2010-01-01

80

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

ERIC Educational Resources Information Center

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

Mitchell, Natasha

2005-01-01

81

Estimating the Effects of Teacher Certification on the Academic Achievement of Exceptional High School Students in North Carolina  

ERIC Educational Resources Information Center

Legislative amendments contained in the most recent reauthorization of IDEA and NCLB have mandated that all students, including those with special needs, be taught by an appropriately certified teacher. Specifically, both of these laws require that teachers of special education students in core academic classes must meet state special education…

Montrosse, Bianca Elizabeth

2009-01-01

82

Small Learning Communities versus Small Schools: Describing the Difference in the Academic Achievement of African American High School Students  

ERIC Educational Resources Information Center

In 1999, the United States Department of Education began its Small Learning Community Program in an effort to support the breakup of large schools into smaller learning communities. In an effort to improve the academic success rate of students, President George W. Bush signed into law the "No Child Left Behind Act of 2001" (NCLB). NCLB had as its…

Owens, Carol L.

2010-01-01

83

Exploring Processes Linking Shyness and Academic Achievement in Childhood  

Microsoft Academic Search

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

Kathleen Hughes; Robert J. Coplan

2010-01-01

84

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

ERIC Educational Resources Information Center

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

Howard, Anissa K.; Ziomek-Daigle, Jolie

2009-01-01

85

Profiling High Numeracy Achievement  

ERIC Educational Resources Information Center

Profiling high numeracy achievement is the South Australian Department of Education and Children's Services component of the Australian Government funded Strategic Numeracy Research and Development Initiative. This article presents the Profiling High Numeracy Achievement Project Team report on the South Australian Department of Education and…

Australian Primary Mathematics Classroom, 2004

2004-01-01

86

Students’ perceptions of parental and teacher academic involvement: Consequences on achievement goals  

Microsoft Academic Search

The present study examined whether students’ perceptions of two major facets of parental and teacher academic involvement\\u000a (i.e., academic support and academic monitoring), contribute to the process of students’ achievement goals adoption. French\\u000a junior high-school students completed two questionnaires assessing first their perceptions of parental and teacher academic\\u000a involvement, and then their achievement goals three months later. Factorial analyses showed

Isabelle Régner; Florence Loose; Florence Dumas

2009-01-01

87

The Reciprocal Relations between Self-Concept, Motivation and Achievement: Juxtaposing Academic Self-Concept and Achievement Goal Orientations for Mathematics Success  

ERIC Educational Resources Information Center

Research suggests that motivated students and those with high academic self-concepts perform better academically. Although substantial evidence supports a reciprocal relation between academic self-concept and achievement, there is less evidence supporting a similar relation between achievement goal orientations and achievement. There is also a…

Seaton, Marjorie; Parker, Philip; Marsh, Herbert W.; Craven, Rhonda G.; Yeung, Alexander Seeshing

2014-01-01

88

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

ERIC Educational Resources Information Center

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

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

2009-01-01

89

Examining the relation between academic rumination and achievement goal orientation.  

E-print Network

??The current study investigated the relation between academic rumination and achievement goal orientation using hierarchical regression. One hundred and ninety-six first year undergraduate students completed… (more)

Van Boekel, Martin

2011-01-01

90

Birth weight and academic achievement in childhood.  

PubMed

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

Chatterji, Pinka; Kim, Dohyung; Lahiri, Kajal

2014-09-01

91

Classroom Intellectual Composition and Academic Achievement.  

ERIC Educational Resources Information Center

Assuming that the intellectual level of the classroom affects learning environment quality and student achievement, separating students into homogeneous groupings enriches the environment for high-resource students and impoverishes it for low-resource students. The converse occurs under heterogenous mixing. This argument is supported by data from…

Dar, Yehezkel; Resh, Nura

1986-01-01

92

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

ERIC Educational Resources Information Center

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

Regner, Isabelle; Loose, Florence; Dumas, Florence

2009-01-01

93

Academic Achievement, Motivation and Future Selves  

Microsoft Academic Search

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

Angeliki Leondari; Efi Syngollitou; Grigoris Kiosseoglou

1998-01-01

94

The Effects of Academic Optimism on Student Academic Achievement in Alabama  

ERIC Educational Resources Information Center

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

Bevel, Raymona King

2010-01-01

95

ACADEMIC ASSESSMENT PLAN 2003 A Plan for Assessment of Student Academic Achievement  

E-print Network

to evaluate student learning as measured against program goals. The plan focuses on individual academic unitsACADEMIC ASSESSMENT PLAN 2003 A Plan for Assessment of Student Academic Achievement REVISED 2008 Learning A Preface to the UW-Madison 2003 Academic Assessment Plan Adopted by the University Assessment

Sheridan, Jennifer

96

Academic Goal Orientations and Student Classroom Achievement  

Microsoft Academic Search

We examined whether college students? goal orientations affect achievement, strategy use, and metacognition. Dweck and Leggett?s (1988) framework was used to distinguish between learning (i.e., concern for improving one?s competence) and performance (i.e., concern for proving one?s competence) orientations. Individuals were classified as normatively high or low on each dimension, creating a 2 × 2 summary table. ANCOVAs indicated that

Gregory Schraw; Christy Horn; Tracy Thorndike-Christ; Roger Bruning

1995-01-01

97

Juvenile Delinquency and Recidivism: The Impact of Academic Achievement  

ERIC Educational Resources Information Center

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

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

2008-01-01

98

Personal goals and academic achievement among theology students  

Microsoft Academic Search

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

Topi Litmanen; Laura Hirsto; Kirsti Lonka

2010-01-01

99

Academic Achievement and Its Impact on Friend Dynamics  

ERIC Educational Resources Information Center

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

Flashman, Jennifer

2012-01-01

100

Student Alienation, Academic Achievement, and WebCT Use  

ERIC Educational Resources Information Center

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

Johnson, Genevieve Marie

2005-01-01

101

A Study of Motivational Influences on Academic Achievement  

ERIC Educational Resources Information Center

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

Dishon-Berkovits, Miriam

2014-01-01

102

Personality Type and Academic Achievement of Secondary School Students  

ERIC Educational Resources Information Center

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

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

2014-01-01

103

Context of academic achievement: lessons from Hong Kong  

Microsoft Academic Search

Vygotsky speculated that parents play an important role in the intellectual development of their children, and that this role includes the transfer of expectations related to their children's academic achievement. Consequently, different parents can produce different contexts of academic achievement for their children. The participants were 215 Primary 5 and 6 students from four primary schools in Hong Kong, and

Sivanes Phillipson

2009-01-01

104

Predictors of Academic Achievement for Latino Middle Schoolers  

Microsoft Academic Search

The aim of this study was to examine specific child, home, and school factors that predict academic achievement for Latino middle school students. The sample for this study (N = 173) was drawn from seven public schools located in three school districts in the northeastern United States. Hierarchical multiple regression analyses were used to predict academic achievement from a combination

Yvonne Ruiz

2009-01-01

105

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

Microsoft Academic Search

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

Sabry M. Abd-El-Fattah

106

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

PubMed

This study investigated the effects of proximal and distal constructs on adolescent's academic achievement through self-efficacy. Participants included 482 ninth- and tenth- grade Norwegian students who completed a questionnaire designed to assess school-goal orientations, organizational citizenship behavior, academic self-efficacy, and academic achievement. The results of a bootstrapping technique used to analyze relationships between the constructs indicated that school-goal orientations and organizational citizenship predicted academic self-efficacy. Furthermore, school-goal orientation, organizational citizenship, and academic self-efficacy explained 46% of the variance in academic achievement. Mediation analyses revealed that academic self-efficacy mediated the effects of perceived task goal structure, perceived ability structure, civic virtue, and sportsmanship on adolescents' academic achievements. The results are discussed in reference to current scholarship, including theories underlying our hypothesis. Practical implications and directions for future research are suggested. (PsycINFO Database Record (c) 2014 APA, all rights reserved). PMID:24708286

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

2014-04-01

107

The Relationship of Non-Verbal Intelligence Measures to Academic Achievement among Deaf Adolescents.  

ERIC Educational Resources Information Center

The study examined the correlations between academic achievement and scores on the Hiskey-Nebraska Test of Learning Aptitude, the Wechsler Adult Intelligence Scale-Revised (WAIS-R) Performance Scale, with 35 deaf high school students. Results validated the use of the WAIS-R as a predictor of academic achievement for this population. (DB)

Paal, Nicholaus; And Others

1988-01-01

108

Achievement motivation, anxiety and academic success in first year Master of Nursing students  

Microsoft Academic Search

Forty-one first semester master level nursing students from three Canadian universities participated in this descriptive correlational study to identify the influence of achievement motivation and anxiety on their academic success. Academic success was determined by their first semester grade point average (GPA). Participants had high achieving tendencies (M = 73.5) and academic ability (M = 81.9), supporting Atkinson’s (1957, 1964)

Lynn McEwan; Dolly Goldenberg

1999-01-01

109

Factors Affecting Bioscience Students' Academic Achievement  

ERIC Educational Resources Information Center

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

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

2012-01-01

110

Academic Talent and Grade Achievement of Graduates.  

ERIC Educational Resources Information Center

Among students and faculty as well, there are widespread beliefs that some departmental programs impose stringent demands on students while others are relatively undemanding. A second notion is that students with a given level of academic talent gravitate to departments whose demands correspond with the student's talent. It was therefore the…

Chase, Clinton I.

111

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

ERIC Educational Resources Information Center

664 relatively low achieving first grade children were recruited into a longitudinal study. Measures of peer academic reputation (PAR), peer acceptance, teacher-rated academic engagement and achievement, and reading and math achievement were obtained in Year 2, when the majority of students were in second grade, and 1 year later. Measures of…

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

2009-01-01

112

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

ERIC Educational Resources Information Center

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

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

2013-01-01

113

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

ERIC Educational Resources Information Center

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

Licht, Barbara G.; And Others

1989-01-01

114

Minority Achievement and Parental Support: Academic Resocialization through Mentoring.  

ERIC Educational Resources Information Center

Academic socialization is a process whereby students acquire the competencies necessary to function in the classroom. Academic competencies include not only a high level of proficiency in English, critical thinking skills, and the ability to control the relationship between language and logic, but also social and cultural skills. Although academic

Trueba, Henry T.; Delgado-Gaitan, Concha

115

Gendered Habitus and Gender Differences in Academic Achievement  

ERIC Educational Resources Information Center

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

Edgerton, Jason; Peter, Tracey; Roberts, Lance

2014-01-01

116

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

ERIC Educational Resources Information Center

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

Preckel, Franzis; Holling, Heinz; Vock, Miriam

2006-01-01

117

Enhancing Academic Achievement through Direct Instruction of Social Skills.  

ERIC Educational Resources Information Center

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

Bendt, Lori; Nunan, Jan

118

Severity of Academic Achievement and Social Skills Deficits  

ERIC Educational Resources Information Center

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

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

2007-01-01

119

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

ERIC Educational Resources Information Center

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

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

2011-01-01

120

Essays on Academic Achievement and Student Behavior in Public Schools  

ERIC Educational Resources Information Center

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

Moussa, Wael Soheil

2013-01-01

121

Sociodemographic Moderators of Middle School Transition Effects on Academic Achievement  

ERIC Educational Resources Information Center

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

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

2015-01-01

122

A Performance Model for Academic Achievement in Early Adolescent Boys  

Microsoft Academic Search

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

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

1993-01-01

123

Factors affecting bioscience students’ academic achievement  

Microsoft Academic Search

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

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

124

Dopaminergic Polymorphisms, Academic Achievement, and Violent Delinquency.  

PubMed

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

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

2014-10-16

125

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

ERIC Educational Resources Information Center

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

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

2013-01-01

126

Is preschool executive function causally related to academic achievement?  

PubMed

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

Willoughby, Michael T; Kupersmidt, Janis B; Voegler-Lee, Mary E

2012-01-01

127

Student alienation, academic achievement, and WebCT use  

E-print Network

The current investigation sought to understand the relationships between college student alienation, academic achievement, and use of WebCT. Fifty-three students enrolled in an undergraduate educational psychology course provided three types of data: 1) self-rating of eight Likert scale alienation items, 2) academic achievement measured with four types of multiple choice questions evaluating mastery of course content, and 3) use of WebCT defined as total number of Hits, Articles Posted, and Articles Read. Findings suggest that peer alienation was associated with increased WebCT use; learning alienation and course alienation were associated with low WebCT use. Learning alienation demonstrated an inverse relation to academic achievement. In most cases, significant predictive relationships between academic achievement and student use of WebCT were curvilinear.

unknown authors

2005-01-01

128

Performance in English Skills Courses and Overall Academic Achievement.  

ERIC Educational Resources Information Center

Describes a study undertaken at Brock University that correlates performance of students in English-as-a-Second-Language courses in spoken and written English with achievement in their other academic courses. (eight references) (GLR)

Black, Jean

1991-01-01

129

Student Centered Homogeneous Ability Grouping: Using Bronfenbrenner's Theory of Human Development to Investigate the Ecological Factors Contributing to the Academic Achievement of High School Students in Mathematics  

ERIC Educational Resources Information Center

The purpose of this qualitative study was to explore the interconnectedness of the environment, human development, and the factors that influence students' academic performance in a homogeneous ability grouped mathematics classroom. The study consisted of four African American urban high school juniors, 2 male and 2 female. During the 12 week…

Webb, Karla Denise

2011-01-01

130

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

Microsoft Academic Search

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

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

2012-01-01

131

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

Microsoft Academic Search

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

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

2010-01-01

132

Academic training and clinical placement problems to achieve nursing competency  

PubMed Central

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

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

2015-01-01

133

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

Microsoft Academic Search

This study examined the discriminant and criterion-related validity of achievement goals in predicting academic achievement. Analysis of 151 studies yielded 172 independent samples (N = 52,986) with correlations among achievement goals and between achievement goals and academic achievement. The discriminant validity of achievement goals in the 2-, 3-, and 4-factor achievement models was sound, as the correlations among achievement goals

Chiungjung Huang

2012-01-01

134

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

Federal Register 2010, 2011, 2012, 2013, 2014

...Title I--Improving the Academic Achievement of the Disadvantaged AGENCY...regarding modified academic achievement standards and alternate assessments...on those modified academic achievement standards. This notice...

2013-11-19

135

Baby Bears @ Cal: campus support for expectant and new parents Academic achievement and progress to degree  

E-print Network

Baby Bears @ Cal: campus support for expectant and new parents Academic achievement and progress · Distribution point for new parent and Bear Pantry donations: (diapers, baby clothes, baby food, car seats, high

Jacobs, Lucia

136

Achievement motivation training for underachieving high-school boys  

Microsoft Academic Search

An experiment testing the effect of a training program in achievement motivation on the academic performance of underachieving high-school boys. 20 boys with IQs above 120 and school grades below C received the training program designed to teach characteristics of the person with high n Achievement in addition to an academic summer-school program. They were compared to a control group

David A. Kolb

1965-01-01

137

IQ and Neuropsychological Predictors of Academic Achievement  

ERIC Educational Resources Information Center

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

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

2009-01-01

138

The relationship between parenting styles and children's academic achievement in a sample of Iranian families  

Microsoft Academic Search

The relationship between parenting styles and children's academic achievement was examined in a sample of Iranian families. 371 high school students (191 girls, 180 boys) along with their parents (342 fathers, 364 mothers) were included in this study. All parents were asked to complete Parental Authority Questionnaire (PAQ; Buri, 1991). The current grade-point-average (GPA) was calculated for the students’ academic

Mohammad Ali Besharat; Koorosh Azizi; Hamid Poursharifi

2011-01-01

139

Interactive SMART Board Techology: Does it Promote Individual Student Academic Achievment?  

Microsoft Academic Search

The purpose of this two-phase, sequential mixed methods study will be to explore academic stimulation with the intent of using this information to develop and test an intrinsic relationship between SMART Board technology and academic achievement. The first phase will be a qualitative exploration of student stimulation by collecting observational data within a high school mathematics classroom. Themes from this

Jason D. Ellis

2010-01-01

140

Academic Optimism of Schools: A Force for Student Achievement  

ERIC Educational Resources Information Center

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

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

2006-01-01

141

The Effects of Academic Optimism on Elementary Reading Achievement  

ERIC Educational Resources Information Center

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

Bevel, Raymona K.; Mitchell, Roxanne M.

2012-01-01

142

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

ERIC Educational Resources Information Center

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

Diseth, Age; Kobbeltvedt, Therese

2010-01-01

143

Rigor and academic achievement: Career academies versus traditional class structure  

NASA Astrophysics Data System (ADS)

The purpose of this study was to determine if students who attended high school Career Academy classes, as part of Career and Technical Education, showed greater academic achievement than students who attended traditional high school classes. While all participants attended schools in the same school district, and were seeking the same goal of graduation with a standard diploma, the Career Academy students had the benefit of all classes being directed by a team of teachers who helped them connect their learning to their desired career through collaborative learning projects and assignments. The traditional high school classes taught each subject independent of other subjects and did not have specific connections to desired career goals of the students. The study used a causal-comparative research design and the participants included 1,142 students from 11th and 12th grades who attended 9 high schools in a diversely populated area of central Florida with 571 enrolled in the Career Academies and 571 enrolled in traditional classes. The 10th-grade FCAT scores served as the dependent variable. All students attended similar classes with similar content, making the primary variable the difference in academic gains between students participating in the Career Academy design and the traditional design classes. Using the Man-Whitney U Test resulted in the Career Academy group achieving the higher scores overall. This resulted in rejection of the first null-hypothesis. Further examination determined that the 10th-grade FCAT scores were greater for the average students group, which comprised the largest portion of the participant group, also resulted in rejection of the second null-hypothesis. The gifted and at-risk student group scores resulted in failure to reject the third and fourth null-hypotheses.

Kyees, Linda L.

144

Academic Achievement and Social Functioning of Children With and Without Learning Difficulties  

Microsoft Academic Search

The academic achievement and social functioning of children with learning difficulties (LD) and children without LD (7–12 years old) was examined. Attainment scores in mathematics and English were obtained for each child, and a sample of children without LD was further classified as low achieving (LA) or high achieving (HA) on the basis of these scores. Sociometric and peer behavioural

Ann Walker; Dabie Nabuzoka

2007-01-01

145

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

ERIC Educational Resources Information Center

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

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

2011-01-01

146

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

Microsoft Academic Search

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

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

2011-01-01

147

22nd Annual Survey of High Achievers: Attitudes and Opinions from the Nation's High Achieving Teens.  

ERIC Educational Resources Information Center

This study surveyed high school students (N=1,879) who were student leaders or high achievers in the spring of 1991 for the purpose of determining their attitudes. Students were members of the junior or senior high school class during the 1990-91 academic year and were selected for recognition by their principals or guidance counselors, other…

Who's Who among American High School Students, Northbrook, IL.

148

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

ERIC Educational Resources Information Center

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

Huang, Chiungjung

2012-01-01

149

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

Microsoft Academic Search

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

Robert Lucio; Lisa Rapp-Paglicci; William Rowe

2011-01-01

150

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

ERIC Educational Resources Information Center

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

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

2012-01-01

151

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

PubMed Central

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

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

2008-01-01

152

The Link between Musical Achievement and Academic Achievement of Young Children  

ERIC Educational Resources Information Center

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

Costley, Kevin C.

2011-01-01

153

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

ERIC Educational Resources Information Center

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

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

2009-01-01

154

Independents, Actives, and Pledges: A Comparison of Academic Achievement.  

ERIC Educational Resources Information Center

This study investigated differences in academic achievement between undergraduate students involved with Greek organizations and undergraduate students independent of Greek organizations. Subjects (N=593) were undergraduate students at Murray State University in Murray, Kentucky in the fall semester of 1990, subdivided by sex, Greek status…

Porta, Andrew Douglas

155

The Relationship between Non-Standard Dialect and Academic Achievement.  

ERIC Educational Resources Information Center

Social dialect is demonstrated as an important factor in the low performance of Black children on language based academic achievement tests. The dialect measure accounted for a substantial percentage of the variance in reading and spelling while the IQ measure and social attitude accounted for a negligible amount of variance in these areas. The…

Desberg, Peter; And Others

156

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

ERIC Educational Resources Information Center

Promoting marriage, especially among low-income single mothers with children, is increasingly viewed as a promising public policy strategy for improving developmental outcomes for disadvantaged children. Previous research suggests, however, that children's academic achievement either does not improve or declines when single mothers marry. In this…

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

2010-01-01

157

Early Home Experience, Classroom Social Competence and Academic Achievement.  

ERIC Educational Resources Information Center

As part of a larger, on-going study conducted through the Center for Child Development and Education at the University of Arkansas at Little Rock, this paper explores the influence of the home environment on children's psychological functioning in school and on their academic achievement. Data were obtained on home experience, classroom social…

Tedesco, Lisa; Bradley, Robert H.

158

Neighborhood Social Processes and Academic Achievement in Elementary School  

ERIC Educational Resources Information Center

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

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

2008-01-01

159

Against All Odds: A Socioeconomic Analysis of Academic Achievement  

ERIC Educational Resources Information Center

Research has shown that the adolescent African American male, in comparison to his peers of other races, is challenged by a diversity of destructive factors that significantly affect his future. This study examined the disparity in academic achievement that exists between African American male students and other student populations in the United…

Foote Sykes, Darold E.

2012-01-01

160

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

ERIC Educational Resources Information Center

Recent efforts to identify non-cognitive predictors of academic achievement and school success have largely focused on self-constructs such as self-efficacy, self-concept and anxiety that are measured with respect to a specific domain (e.g. mathematics). We extend the measurement of the non-cognitive realm in education to incorporate both social…

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

2014-01-01

161

Health Behaviour and Academic Achievement in Icelandic School Children  

ERIC Educational Resources Information Center

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

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

2007-01-01

162

Academic Effort and Achievement in Science: Beyond a Gendered Relationship  

ERIC Educational Resources Information Center

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

Adamuti-Trache, Maria; Sweet, Robert

2013-01-01

163

Classroom Management Strategies and Behavioral Interventions to Support Academic Achievement  

ERIC Educational Resources Information Center

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

Gilpatrick, Robin Sue Holzworth

2010-01-01

164

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

ERIC Educational Resources Information Center

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

Marschark, Marc; Rhoten, Cathy; Fabich, Megan

2007-01-01

165

Academic Optimism and Student Achievement in Urban Elementary Schools  

ERIC Educational Resources Information Center

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

Smith, Page A.; Hoy, Wayne K.

2007-01-01

166

Parental Involvement and Students' Academic Achievement: A Meta-Analysis  

Microsoft Academic Search

The idea that parental involvement has positive influence on students' academic achievement is so intuitively appealing that society in general, and educators in particular, have considered parental involvement an important ingredient for the remedy for many problems in education. The vast proportion of the literature in this area, however, is qualitative and nonempirical. Among the empirical studies that have investigated

Xitao Fan; Michael Chen

2001-01-01

167

English Language Learners and Academic Achievement: Revisiting the Threshold Hypothesis  

ERIC Educational Resources Information Center

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

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

2012-01-01

168

Sex of Teacher and Academic Achievement: A Review of Research  

ERIC Educational Resources Information Center

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

Vroegh, Karen

1976-01-01

169

Teacher expectations and cognitive style: Implications for students’ academic achievement  

Microsoft Academic Search

This study investigated the effects second and fifth grade teachers' expectations and cognitive styles have on their students' academic achievement. Second and fifth grade teachers (20 from each grade) and a sample of their students (six males and six females) were administered the Embedded Figures Test to be identified as more FD or Fl. After school had been in session

Olivia N. Saracho

1991-01-01

170

Accelerating the Academic Achievement of Students Referred to Developmental Education  

E-print Network

strategy at community colleges for improving the outcomes of developmental education students. This paper of acceleration on student outcomes. After examining various definitions of acceleration to better understand whatAccelerating the Academic Achievement of Students Referred to Developmental Education Nikki

Su, Xiao

171

Personal Goals and Academic Achievement among Theology Students  

ERIC Educational Resources Information Center

Studying in higher education requires long-term commitment. Previous studies have shown that commitment, perceived competence, intrinsic motivation and work-life orientation are positively related to academic achievement. This study examines the kinds of goals theology students have at the beginning of studies, and whether these goals are related…

Litmanen, Topi; Hirsto, Laura; Lonka, Kirsti

2010-01-01

172

Organizational Culture and Academic Achievement in Secondary Schools  

ERIC Educational Resources Information Center

A number of factors have been identified that affect academic achievement of learners. Among these factors, organizational culture seems to be a key factor. This is a complex factor characterized by many variables. To classify the variables included in organizational culture, a theoretical model was constructed. Two sets of variables were…

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

2005-01-01

173

Improving academic achievement and motivation through online peer learning  

Microsoft Academic Search

The motivation to engage students has been a challenge in teaching and learning statistics. This study investigates the effectiveness of online peer learning in enhancing students’ academic achievement and promoting their motivation. The researcher employed a quasi-nonequivalent (pre- and posttest) control group design to investigate the effectiveness of online peer learning. The participants in this study involved a total of

Rafiza Abdul Razak; Yee Chen See

2010-01-01

174

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

PubMed Central

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

Sainsbury, Erica; Rose, Grenville; Smith, Lorraine

2014-01-01

175

Relationship between Attitude towards Technical Education and Academic Achievement in Mathematics and Science of the First and Second Year High School Students, Caritas Don Bosco School, SY 2002-2003  

ERIC Educational Resources Information Center

Background: This study made use of the "Model of Academic Choice" by Meece et al. (1982). It is a general model of academic choice, expectation and value of attitude leading to achievement. The model links achievement with constructs of expectation of success on a task and the subjective value of the task influencing the attitude of students.…

Magno, Carlo

2003-01-01

176

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

ERIC Educational Resources Information Center

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

Ayers, Teresa Horne

2010-01-01

177

Attributions for Academic Success and Failure: An Individual Difference Investigation of Academic Achievement and Gender  

Microsoft Academic Search

Ability, effort, and external attributions for academic success\\/failure as a function of achievement and gender were investigated for 237 elementary school children. Six attributions were the dependent measures for two 2 (achievement) × 2 (gender) MANOVAs. Groups were formed by Total Reading and Total Math scores on the Comprehensive Test of Basic Skills\\/4; for both MANOVAs results yielded significant main

Sherry Mee Bell; R. Steve McCallum; Janna Bryles; Karla Driesler; Jama McDonald; Soo Hee Park; Audrey Williams

1994-01-01

178

Between and Within-Domain Relations of Academic Motivation Among Middle and High School Students: Self-Efficacy, Task-Value, and Achievement Goals  

Microsoft Academic Search

The author used confirmatory factor analysis to examine between-domain relations of self-efficacy, task-value, and achievement goal orientations among 424 Korean middle and high school students. All motivational constructs demonstrated strong subject specificity in both age groups. Strengths of between-domain associations differed substantially by individual constructs. Performance-approach and performance-avoidance goals were highly correlated across domains, whereas task-value and mastery goals were

Mimi Bong

2001-01-01

179

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

PubMed Central

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.

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

2015-01-01

180

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

Microsoft Academic Search

The excellent academic performance among East-Asian students has drawn international attention from educators and psychologists. However, the process that underlies student academic achievement for this particular group has rarely been documented. The present study examines how the relation between perceived parental involvement and Taiwanese students’ academic achievement is mediated by student academic beliefs (i.e., beliefs about effort, academic self-concept, and

Wei-Wen Chen; Hsiu-Zu Ho

2012-01-01

181

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

PubMed

Promoting marriage, especially among low-income single mothers with children, is increasingly viewed as a promising public policy strategy for improving developmental outcomes for disadvantaged children. Previous research suggests, however, that children's academic achievement either does not improve or declines when single mothers marry. In this paper, we argue that previous research may understate the benefits of mothers' marriages to children from single-parent families because (1) the short-term and long-term developmental consequences of marriage are not adequately distinguished and (2) child and family contexts in which marriage is likely to confer developmental advantages are not differentiated from those that do not. Using multiple waves of data from the ECLS-K, we find that single mothers' marriages are associated with modest but statistically significant improvements in their children's academic achievement trajectories. However, only children from more advantaged single-parent families benefit from their mothers' marriage. PMID:21611134

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

2010-01-01

182

Poor Results for High Achievers  

ERIC Educational Resources Information Center

Three million students in the United States are classified as gifted, yet little is known about the effectiveness of traditional gifted and talented (G&T) programs. In theory, G&T programs might help high-achieving students because they group them with other high achievers and typically offer specially trained teachers and a more advanced…

Bui, Sa; Imberman, Scott; Craig, Steven

2012-01-01

183

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

ERIC Educational Resources Information Center

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

Alpren, Kathleen

2012-01-01

184

Systems and Cascades in Cognitive Development and Academic Achievement  

PubMed Central

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

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

2012-01-01

185

Factors Influencing Academic Achievement for Salt River Students  

ERIC Educational Resources Information Center

Native American students from the Salt River Pima-Maricopa Indian Community have attended Stapley Junior High, one of 13 junior high schools in the Mesa Unified School District, since its doors opened in the fall of 1994. Over the years a variety of instructional practices have been used in an effort to improve academic outcomes for these…

Williams, Sidney

2012-01-01

186

Study of academic achievements using spatial analysis tools  

NASA Astrophysics Data System (ADS)

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

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

2012-04-01

187

Academic Achievement and Adolescent Drug Use: An Examination of Reciprocal Effects and Correlated Growth Trajectories  

ERIC Educational Resources Information Center

Background: The primary aim was to examine correlated growth trajectories and reciprocal effects between academic achievement and drug use over the course of junior high school. Methods: One hundred and three male and 98 female students from 3 rural junior high schools were surveyed 4 times over the course of 3 years. Dual trajectory latent growth…

Henry, Kimberly L.

2010-01-01

188

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

ERIC Educational Resources Information Center

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

Schindler, Kerry Andrew

2012-01-01

189

Prediction of academic and extra-curricular achievement in college  

Microsoft Academic Search

Achievement in college of a large group of high aptitude students was predicted from an assessment of their interests, goals, activities, self-conceptions, aptitudes, and personality traits. Criteria of achievement included grades and checklists of accomplishments in art, science, leadership, music, dramatic arts, and writing. Cross validation of results revealed that records of past achievement and Potential Achievement Scales developed from

John L. Holland; Robert C. Nichols

1964-01-01

190

Academic Achievement Bias in Vocational Preference and Career Development Measures.  

ERIC Educational Resources Information Center

Holland's Vocational Preference Inventory (VPI) and Super and Forrest's Career Development Inventory (CDI) are recommended in the their respective manuals for use with secondary school students regardless of academic ability. Scores on both instruments for 245 suburban high school seniors in this investigation were well below reported means.…

Rodgers, Ronald C.; Lee, Margaret B.

191

Cultural Enrichment: Connecting African American Elementary Children to Academic Achievement  

ERIC Educational Resources Information Center

A large, growing number of mis-educated American citizens are being produced by America's public schools. Many of these students are being funneled into the penal system shortly after dropping out of high school. This phenomenon is especially prevalent among African American male students, many of whom have withdrawn academically years prior…

Winston, Deborah L.

2011-01-01

192

Parental Involvement and Students' Academic Achievement: A Growth Modeling Analysis  

Microsoft Academic Search

The major research objective of this study was to assess the effect of parental involvement on students' academic growth during the high school years. The National Education Longitudinal Study of 1988 (NELS:88) data were used, and latent growth curve analysis within the framework of structural equation modeling was the major analytic tool. The following are the major findings of the

Xitao Fan

2001-01-01

193

Academic Effort and Achievement in Science: Beyond a Gendered Relationship  

NASA Astrophysics Data System (ADS)

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

Adamuti-Trache, Maria; Sweet, Robert

2013-12-01

194

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

Microsoft Academic Search

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

Peter Gouzouasis; Martin Guhn; Nand Kishor

2007-01-01

195

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

ERIC Educational Resources Information Center

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

Gouzouasis, Peter; Guhn, Martin; Kishor, Nand

2007-01-01

196

Preschools Reduce Early Academic Achievement Gaps: A Longitudinal Twin Approach  

PubMed Central

Preschools may reduce inequalities in early academic achievement by providing children from disadvantaged families higher quality learning environments than they would otherwise receive. Longitudinal data from a nationally representative sample of over 600 twin pairs was used to estimate the contributions of genes, the shared environment, and the nonshared environment to cognition and achievement scores, in children enrolled versus not enrolled in preschool. Attending preschool at age 4 was associated with reduced shared environmental influences on reading and math skills at age 5, but not with shared environmental influences on cognition at age 2. These prospective effects were mediated by reductions in achievement gaps associated with minority status, socioeconomic status, and ratings of parental stimulation of cognitive development from a videotaped dyadic task. Lower socioeconomic status was associated with lower rates of preschool enrollment, suggesting that the very children who would most benefit from preschools are the least likely be enrolled in them. PMID:22368155

Tucker-Drob, Elliot M.

2013-01-01

197

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

Microsoft Academic Search

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

Johan Ferla; Martin Valcke; Gilberte Schuyten

2010-01-01

198

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

ERIC Educational Resources Information Center

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

Kobal-Palcic, Darja; Musek, Janek

199

Relationships between Academic Achievement and Personality Characteristics: A Quasi-Longitudinal Study  

Microsoft Academic Search

A conceptual model which relates patterns of academic achievement to the personality characteristics of learners was tested by a quasi-longitudinal study. The results of the study provide strong evidence for a model which emphasizes the influence of histories of successful academic achievement on personality characteristics. The findings suggest, additionally, that rewards for academic achievement provided by the home are related

Edward Kifer

1975-01-01

200

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

ERIC Educational Resources Information Center

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

Chen, Yung-Chi; Fish, Marian C.

2013-01-01

201

Academic Achievement among Formerly Homeless Adolescents and Their Continuously Housed Peers  

ERIC Educational Resources Information Center

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

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

2004-01-01

202

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

ERIC Educational Resources Information Center

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

Zahn, Brian

2011-01-01

203

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

PubMed

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

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

2014-01-01

204

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

ERIC Educational Resources Information Center

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

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

2002-01-01

205

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

ERIC Educational Resources Information Center

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

Reynolds, Amy L.; Weigand, Matthew J.

2010-01-01

206

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

ERIC Educational Resources Information Center

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

Thijs, Jochem; Verkuyten, Maykel

2008-01-01

207

Do Teachers Favor High Achievers?  

ERIC Educational Resources Information Center

The study found that teachers of seventh grade mathematics classes interacted less frequently and for less time with the best students. At the grade 10 level teachers also spent less time interacting with high achievers but called on them more frequently in some situations. Sex differences were not observed. (Author/DB)

Leder, Gilah C.

1988-01-01

208

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

ERIC Educational Resources Information Center

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

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

2012-01-01

209

Children’s Social Behaviors as Predictors of Academic Achievement: A Longitudinal Analysis  

Microsoft Academic Search

This study was an investigation of the relationships among a diverse sample of elementary students’ social skills, problem behaviors, academic competence, and academic achievement. The primary research question addressed the relationship between social behaviors and academic achievement. All data were collected and examined at two timepoints within a school year, which allowed for a replication of the relationships among the

Christine Kerres Malecki; Stephen N. Elliott

2002-01-01

210

A NEUROSCIENTIFIC PERSPECTIVE ON SECOND-LANGUAGE LEARNING AND ACADEMIC ACHIEVEMENT  

Microsoft Academic Search

A review of current perspectives on the relationship between academic achievement and second-language learning reveals that there is little agreement as to which factors influencing academic outcomes for second-language learners are of primary importance. Concern is expressed with respect to the linking of academic achievement and cognitive consequences, and the Threshold Hypothesis proposed by Cummins is examined closely as a

Anne Hawson

1996-01-01

211

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

Microsoft Academic Search

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

Thomas Ewin Smith

1992-01-01

212

Interaction of psychological type and anxiety sensitivity on academic achievement.  

PubMed

The Myers-Briggs Type Indicator and the Anxiety Sensitivity Index were administered to 143 undergraduate college students. Analyses of variance were performed to assess the relationship between these indices and semester grades (Grade Point Average). The Myers-Briggs Sensing-Intuitive and Judging-Perceiving dimensions showed significant main effects on GPA. The interaction of Judging-Perceiving and Anxiety Sensitivity was also significant (F = 18.00, p<.0001), although that of Sensing-Intuition and Anxiety Sensitivity was not (F = 3.51, p=.06). These findings suggest that personality factors measured by the Myers-Briggs Type Indicator may serve as mediating variables in evaluating whether trait anxiety has a facilitating or debilitating effect on academic achievement. PMID:10883751

Nyland, J L; Ybarra, K M; Sammut, K L; Rienecker, E M; Kameda, D M

2000-06-01

213

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

PubMed Central

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

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

2009-01-01

214

Spread of Academic Success in a High School Social Network  

PubMed Central

Application of social network analysis to education has revealed how social network positions of K-12 students correlate with their behavior and academic achievements. However, no study has been conducted on how their social network influences their academic progress over time. Here we investigated correlations between high school students’ academic progress over one year and the social environment that surrounds them in their friendship network. We found that students whose friends’ average GPA (Grade Point Average) was greater (or less) than their own had a higher tendency toward increasing (or decreasing) their academic ranking over time, indicating social contagion of academic success taking place in their social network. PMID:23418483

Blansky, Deanna; Kavanaugh, Christina; Boothroyd, Cara; Benson, Brianna; Gallagher, Julie; Endress, John; Sayama, Hiroki

2013-01-01

215

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

ERIC Educational Resources Information Center

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

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

2012-01-01

216

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

PubMed

This project examined the unique predictive validity of parent ratings of toddler-age aggression, oppositionality, inattention, and hyperactivity-impulsivity to academic achievement at school-age in a sample of 566 high-risk children and families. The study also investigated potential indirect effects of the Family Check-Up on school-age academic achievement through changes in child behavior problems. The results demonstrated that toddler-age aggression was most consistently associated with school-age academic achievement, albeit modestly. Moreover, findings showed that the intervention predicted greater decreases in aggression from ages 2-3 to 4-5 compared to controls. The results suggest that in high-risk toddler-aged children, aggression may be a more consistent predictor of school-age academic achievement than other externalizing dimensions, which has implications for early identification and efforts to promote children's adaptation. PMID:22527610

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

2012-11-01

217

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

ERIC Educational Resources Information Center

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

Scoggins, Donna K.

2009-01-01

218

The Relationship among Egyptian Adolescents' Perception of Parental Involvement, Academic Achievement, and Achievement Goals: A Mediational Analysis  

ERIC Educational Resources Information Center

A structural equation modelling analysis was used to test the mediating effect of achievement goal factors on the relationship between Egyptian adolescents' perception of parental involvement and academic achievement. The perception of Parental Involvement Scale and Achievement Goal Questionnaire was administered to a sample of 255 first-year…

Abd-El-Fattah, Sabry M.

2006-01-01

219

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

E-print Network

and parent influences have a significant effect on students' achievement values and behavioral engagement. Intervention strategies including fostering the development of positive and academically supportive peer relationships, creating opportunities...

Darensbourg, Alicia Marie

2011-10-21

220

Academic Achievement and Social Identity Among Bilingual Students in the U.S  

Microsoft Academic Search

This chapter discusses academic achievement and social identity development among bilingual students with respect to changing\\u000a demographics of increased linguistic diversity and poverty for school-aged children in the United States. Institutional policies\\u000a and practices are described that lead to blaming the victims of institutional inequity for low test scores and high dropout\\u000a rates. Contrasting paradigms in literacy research are also

Shelley Wong; Rachel Grant

221

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

ERIC Educational Resources Information Center

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

Balkis, Murat; Duru, Erdinc; Bulus, Mustafa

2013-01-01

222

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

ERIC Educational Resources Information Center

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

Kelly, William E.; Daughtry, Don

2007-01-01

223

The Relation between Parent Involvement and Student Academic Achievement: Parent, Teacher, and Child Perspectives.  

E-print Network

??Using a multidimensional conceptualization of parent involvement, this study examined the relations between academic achievement and parent involvement across three informants (parents, teachers, and children),… (more)

Mahoney, Margaret A.

2010-01-01

224

Active procrastination, self-regulated learning and academic achievement in university undergraduates.  

E-print Network

??The purpose of this study was to explore the relationship between active procrastination, self-regulated learning and academic achievement. Participants included 108 undergraduate students enrolled in… (more)

Gendron, Amy Lilas

2011-01-01

225

The Efforts of a Web-Based Academic Record and Feedback System on Student Achievement at the Junior High School Level.  

ERIC Educational Resources Information Center

With the advent of computer technology, students can now be informed about their progress and provided feedback limited only to the level of efficiency. For the 1999-2000 school year, a computer reporting program, TigerNet, was instituted in a junior high school in Pennsylvania. Through a year-long investigation, data were collected to determine…

Sonak, Brian C.; Suen, Hoi K.; Zappe, Steve M.; Hunter, Maxwell W.

226

Improving Secondary Students' Academic Achievement through a Focus on Reform Reliability: 4- and 9-Year Findings from the High Reliability Schools Project  

ERIC Educational Resources Information Center

The authors describe a reform effort in which characteristics derived from High Reliability Organization research were used to shape whole school reform. Longitudinal analyses of outcome data from 12 Welsh secondary schools indicated that 4 years after the effort was initiated, student outcomes at the sites were strongly positive. Additional…

Stringfield, Sam; Reynolds, David; Schaffer, Eugene C.

2008-01-01

227

Improving secondary students' academic achievement through a focus on reform reliability: 4- and 9-year findings from the High Reliability Schools project  

Microsoft Academic Search

The authors describe a reform effort in which characteristics derived from High Reliability Organization research were used to shape whole school reform. Longitudinal analyses of outcome data from 12 Welsh secondary schools indicated that 4 years after the effort was initiated, student outcomes at the sites were strongly positive. Additional quantitative and qualitative data, gathered 5 years after the end

Sam Stringfield; David Reynolds; Eugene C. Schaffer

2008-01-01

228

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

ERIC Educational Resources Information Center

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

Wu, Hsin-Chieh

2012-01-01

229

Predicting Change in Academic Achievement: A Model of Peer Experiences and Self-System Processes  

Microsoft Academic Search

The purpose of this study was to test a model of peer experiences and academic achievement among elementary school children. This model postulates that the quality of children's social relations (e.g., social preference) in the peer group can foster or inhibit feelings of connectedness (e.g., loneliness), which in turn affects children's perceptions of academic competence. Finally, perceptions of academic competence

Frédéric Guay; Michel Boivin; Ernest V. E. Hodges

1999-01-01

230

Coordinated School Health Programs and Academic Achievement: A Systematic Review of the Literature  

Microsoft Academic Search

BACKGROUND: Few evaluations of school health programs measure academic outcomes. K-12 education needs evidence for academic achievement to implement school programs. This article presents a systematic review of the literature to examine evidence that school health programs aligned with the Coordinated School Health Program (CSHP) model improve academic success. METHODS: A multidisciplinary panel of health researchers searched the literature related

Nancy G. Murray; Barbara J. Low; Christine Hollis; Alan W. Cross; Sally M. Davis

2007-01-01

231

The Sir William Stephenson Scholarship has been established to encourage students at The University of Winnipeg, who combine outstanding academic achievement and exceptional  

E-print Network

at The University of Winnipeg, who combine outstanding academic achievement and exceptional leadership qualities for the Dr. and Mrs. Roderick Hunter Scholarship awarded to a student with high academic standing average of at least 3.75 Be a registered student at The University of Winnipeg for the 2014-15 academic

Martin, Jeff

232

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

ERIC Educational Resources Information Center

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

Bacon, La Shawn Catrice

2011-01-01

233

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

ERIC Educational Resources Information Center

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

Peixoto, Francisco; Almeida, Leandro S.

2010-01-01

234

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

ERIC Educational Resources Information Center

The longitudinal relationships between two dimensions of peer relationships and subsequent academic adjustment were investigated in a sample of 543 relatively low achieving children (M = 6.57 years at Year 1, 1st grade). Latent variable SEM was used to test a four stage model positing indirect effects of peer acceptance and peer academic

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

2010-01-01

235

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

PubMed Central

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

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

2009-01-01

236

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

ERIC Educational Resources Information Center

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

Robertson, Schellia Arnette

2012-01-01

237

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

ERIC Educational Resources Information Center

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

Duru, Erdinç; Duru, Sibel; Balkis, Murat

2014-01-01

238

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

ERIC Educational Resources Information Center

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

Lee, Julie

2013-01-01

239

The Relationship between Child Sexual Abuse and Academic Achievement in a Sample of Adolescent Psychiatric Inpatients  

ERIC Educational Resources Information Center

Objectives: To examine the relationship between sexual abuse and academic achievement in an adolescent inpatient psychiatric population. Individual factors expected to influence this relationship were measured to explore the way they each interacted with sexual abuse and its relationship to academic achievement. Method: Eighty-one adolescent…

Buckle, Sarah K.; Lancaster, Sandra; Powell, Martin B.; Higgins, Daryl J.

2005-01-01

240

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

ERIC Educational Resources Information Center

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

Kestrom, Joyce M.

1998-01-01

241

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

ERIC Educational Resources Information Center

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

Wilkins, Natalie J.; Kuperminc, Gabriel P.

2010-01-01

242

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

Microsoft Academic Search

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

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

2000-01-01

243

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

ERIC Educational Resources Information Center

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

Gaudreau, Patrick

2012-01-01

244

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

ERIC Educational Resources Information Center

Investigated the effects of student motivation, attitude, and academic engagement on eighth graders' mathematics and science achievement. Data from the National Education Longitudinal Study of 1988 supported the positive effects of the two motivation factors, attitude, and academic time on mathematics and science achievement. The strongest effects…

Singh, Kusum; Granville, Monique; Dika, Sandra

2002-01-01

245

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

ERIC Educational Resources Information Center

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

Nunn, Gary D.; And Others

1986-01-01

246

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

E-print Network

with attention to age and gender differences. In addition, this study examined particular types of problem behaviors related to academic achievement. Results indicate that stuAents with E/BD showed large academic achievement deficits across all of the content...

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

2004-01-01

247

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

ERIC Educational Resources Information Center

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

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

2011-01-01

248

A Meta-AnalysisThe Effects of Parental Involvement on Minority Children's Academic Achievement  

Microsoft Academic Search

A meta-analysis was undertaken, including 21 studies, to determine the impact of parental involvement on the academic achievement of minority children. Statistical analyses were undertaken to determine the overall effects of parental involvement obtained for each study as well as specific components of parental involvement. Four different measures of academic achievement were used. The possible differing effects of parental involvement

William H. Jeynes

2003-01-01

249

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

ERIC Educational Resources Information Center

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

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

2014-01-01

250

Academic Achievement and Problem Behaviors among Asian Pacific Islander American Adolescents  

ERIC Educational Resources Information Center

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

Choi, Yoonsun

2007-01-01

251

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

ERIC Educational Resources Information Center

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

Jeong, Yu-Jin; Acock, Alan C.

2014-01-01

252

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

ERIC Educational Resources Information Center

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

Phillipson, Sivanes; Phillipson, Shane N.

2012-01-01

253

Relation Between Academic Achievement and Social Adjustment: Evidence From Chinese Children  

Microsoft Academic Search

A sample of children in Shanghai, P. R. China, initially aged 10 and 12 years, participated in this 2-year longitudinal project. Information on academic achievement and indexes of social adjustment, including social competence, aggression, social inhibition, leadership, and peer acceptance, was collected from multiple sources. It was found that academic achievement predicted children’s social competence and peer acceptance. In turn,

Xinyin Chen; Kenneth H. Rubin; Dan Li

1997-01-01

254

Arabic language proficiency and the academic achievement of foreign university students at the University of Jordan  

Microsoft Academic Search

This study examined how the academic achievement of foreign university students at the University of Jordan was related to their Arabic proficiency. The aim of this study is to shed light on and to provide an understanding of the factors that link the Arabic language proficiency of foreign students with their academic achievement. To elaborate, one of the significant factors

Hadia Adel Khazna Katbi

2000-01-01

255

Centre for Academic Achievement `Aiming High'  

E-print Network

The programme was evaluated using surveys and focus groups with parents, students and the primary school in knowledge in university-styled subjects and also a great interest in learning both in and outside the school since the CAA began in 2006 and over 1,200 adults have attended graduation ceremonies including parents

Humphrys, Mark

256

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

ERIC Educational Resources Information Center

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

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

2011-01-01

257

Alternative Explanations for the Confucian Asian High Performance and High Self Doubt Paradox: Commentary on "Unforgiving Confucian Culture: A Breeding Ground for High Academic Achievement, Test Anxiety and Self-Doubt?" by Lazar Stankov  

ERIC Educational Resources Information Center

This commentary reflects upon Lazar Stankov's thesis which regards "unforgiving nature of Confucian Asian societies" as the driving force underpinning academic success of students from these societies. The commentary considers theoretical perspectives put forward by Jian Wang and Emily Lin (2008), and by Chiu and Klassen (2010) as two alternative…

Mok, Magdalena Mo Ching

2010-01-01

258

Academic achievement among first semester undergraduate psychology students: the role of course experience, effort, motives and learning strategies  

Microsoft Academic Search

This study investigated the relationship between multiple predictors of academic achievement, including course experience,\\u000a students’ approaches to learning (SAL), effort (amount of time spent on studying) and prior academic performance (high school\\u000a grade point average—HSGPA) among 442 first semester undergraduate psychology students. Correlation analysis showed that all\\u000a of these factors were related to first semester examination grade in psychology. Profile

Åge Diseth; Ståle Pallesen; Geir Scott Brunborg; Svein Larsen

2010-01-01

259

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

ERIC Educational Resources Information Center

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

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

2013-01-01

260

Can Parental Expectations Compensate for the Negative Effects of Low-Birth Weight on Academic Achievement? A Cross-Sectional Analysis of the National PEELS Data  

ERIC Educational Resources Information Center

The purpose of this study is to examine the potential impact parental expectations have on the academic achievement of children born with low-birth weight to inform educational leaders. Literature on levels of children born with birth weights as low as 1 LB to as high as 9 LBS were evaluated based on: birth weight, academic achievement, and…

Cormier-Zenon, Dolores E.

2012-01-01

261

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

PubMed Central

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

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

2013-01-01

262

Examining the Academic Achievement of Latino Adolescents: The Role of Parent and Peer Beliefs and Behaviors  

ERIC Educational Resources Information Center

The achievement gap between Latino and White youth is well documented. This is of particular concern as children enter middle school because of the decline in school engagement and achievement noted in many students. The impact parent and peer beliefs and behaviors have on academic achievement, engagement, and achievement values of Latino middle…

Hayes, DeMarquis; Blake, Jamilia J.; Darensbourg, Alicia; Castillo, Linda G.

2015-01-01

263

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

PubMed Central

The longitudinal relationships between two dimensions of peer relationships and subsequent academic adjustment were investigated in a sample of 543 relatively low achieving children (M = 6.57 years at Year 1, 1st grade). Latent variable SEM was used to test a four stage model positing indirect effects of peer acceptance and peer academic reputation (PAR) assessed in Year 2 on academic achievement in Year 5, via the effects of the peer relationships variables on perceived academic competence in Year 3 and effortful engagement in Year 4. As expected, the effect of PAR on engagement was partially mediated by perceived academic competence, and the effect of perceived academic competence on achievement was partially mediated by engagement. In the context of PAR, peer acceptance did not contribute to the mediating variables or to achievement. Findings provide a clearer understanding of the processes by which early peer-relationships influence concurrent and future school-related outcomes. Implications for educational practice and future research are discussed. PMID:21113406

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

2010-01-01

264

A multidimensional diagnostic perspective on academic achievement goal orientation structure, using the Rasch measurement models.  

PubMed

This study is designed to investigate a multidimensional structure of academic achievement goal orientations from a diagnostic perspective, using the Rasch measurement models. A data set of Korean students who responded to the Patterns of Adaptive Learning Survey (PALS) was analyzed. Both consecutive unidimensional and multidimensional Rasch measurement models were applied for comparative purposes. Each goal orientation dimension (i.e., the attitude) was standardized and then classified into three categorical levels, i.e., low, middle and high. These categorizations of goal dimensions were used to examine the role of students' performance-approach goals on mathematics achievement in relation with the other achievement goals. Results indicate that the multidimensional partial credit model was the best model with respect to the fit of the data to the models. Findings of the current study also demonstrate that practitioners who need specific feedback for instruction and/or intervention can benefit from the multidimensional approach. PMID:23816592

Seo, Daeryong; Taherbhai, Husein; Paek, Insu

2013-01-01

265

Some Approaches to Black Academic Achievement in White Universities.  

ERIC Educational Resources Information Center

This paper reports several activities of the Coalition for the Use of Learning Skills (CULS), an academic supportive services program directed to the needs of black and Chicano students at the University of Michigan. The CULS approach assumes that, in order to meet the demands of quality education for black students, the University must be…

Yates, J. Frank; And Others

266

Principals' Use of Assessment Data to Drive Student Academic Achievement  

ERIC Educational Resources Information Center

Principals are expected to use data to develop a clear vision, stimulate meaningful dialogue among stakeholders, create interventions for struggling students, and improve school programs. The purpose of this three-phase, sequential, mixed-methods study was to examine how principals use summative and formative assessment data to improve academic

Henry, Stephanie Stewart

2011-01-01

267

Executive Impairment Determines ADHD Medication Response: Implications for Academic Achievement  

ERIC Educational Resources Information Center

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

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

2011-01-01

268

The relationship between intelligence and academic achievements in spina bifida adolescents.  

PubMed

I.Q. scores taken at sixteen years were significantly related to external examination results in both spina bifida and control groups. An I.Q. of 110 or more was associated with a high probability of GCE passes and an I.Q. under 90 with no passes. Three interrelated factors were responsible for poor academic achievement. These were: special school attendance shunt insertion, and severe physical handicap Only 6% of the aggressively treated children in this study are likely to enter higher education; those leaving school without qualifications and a physical handicap are much more likely to be unemployed. PMID:6395544

Tew, B; Laurence, K M

1984-12-01

269

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

NASA Astrophysics Data System (ADS)

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

Peng, Cuixin

270

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

PubMed Central

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

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

2013-01-01

271

Career Orientation and Academic Achievement among Elementary Education Majors  

ERIC Educational Resources Information Center

Hypothesis suggested that due to class curricula differences, strong teaching career orientation would enhance upperclass student achievement but would hinder freshmen achievement. Results support hypothesis for freshmen, sophomores and juniors but not for seniors. (Author/CJ)

Reitz, H. Joseph

1970-01-01

272

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

E-print Network

family life, and achievement motivation among Latinoachievement and going to college (Fuligni 2001). Fur- thermore, although academic motivationmotivation (Fuligni 2001). Yet, their actual family assistance behaviors may impede their academic achievement,

Telzer, Eva H.; Fuligni, Andrew J.

2009-01-01

273

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

ERIC Educational Resources Information Center

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

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

2008-01-01

274

Perceived Social Support and Academic Achievement: Cross-Lagged Panel and Bivariate Growth Curve Analyses  

ERIC Educational Resources Information Center

As students transition to post-secondary education, they experience considerable stress and declines in academic performance. Perceived social support is thought to improve academic achievement by reducing stress. Longitudinal designs with three or more waves are needed in this area because they permit stronger causal inferences and help…

Mackinnon, Sean P.

2012-01-01

275

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

ERIC Educational Resources Information Center

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

Porfeli, Erik; Ferrari, Lea; Nota, Laura

2013-01-01

276

Gender Differences in Math and Verbal Self-Concept and the Impact on Academic Achievement  

ERIC Educational Resources Information Center

This study examined the relationship between academic domain specific self-concept (specifically mathematical and verbal) and the academic achievement in mathematics and English of young adolescents. Middle school students in grades seven and eight ranging in age from 12 to 15 years completed three subscales of the Self-Description…

Drysdale, Maureen T. B.; Milne, Sarah

2004-01-01

277

Learning Opportunities for Your Child Through Alternate Assessments: Alternate Assessments Based on Modified Academic Achievement Standards  

ERIC Educational Resources Information Center

This booklet helps parents understand an assessment option that can be made available to certain students who receive special education. This option is called an "alternate assessment based on modified academic achievement standards" (AA-MAS). Parents will learn how this option can work to improve their child's academic performance and ensure that…

Cortiella, Candace

2007-01-01

278

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

ERIC Educational Resources Information Center

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

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

2014-01-01

279

HEALTH, FITNESS AND SPORT DEPARTMENT ASSESSMENT OF STUDENT ACADEMIC ACHIEVEMENT AT  

E-print Network

HEALTH, FITNESS AND SPORT DEPARTMENT ASSESSMENT OF STUDENT ACADEMIC ACHIEVEMENT AT WITTENBERG for a culminating endpoint evaluation. The following academic mission statements of the University and of the Health, Fitness and Sport Department address and support the unique contributions of this department. Affirmation

Bogaerts, Steven

280

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

ERIC Educational Resources Information Center

University inductees may be increasingly vulnerable to stressors during transition into higher education (HE), requiring psychological resilience to achieve academic success. This study aimed to profile inductees' resilience and to investigate links to prospective end of year academic outcomes. Scores for resilience were based on a validated…

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

2014-01-01

281

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

ERIC Educational Resources Information Center

Community and school violence continue to be a major public health problem, especially among urban children and adolescents. Little research has focused on the effect of school safety and neighborhood violence on academic performance. This study examines the effect of the school and neighborhood climate on academic achievement among a population…

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

2010-01-01

282

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

ERIC Educational Resources Information Center

Although educational experts recommend the use of formative assessment, there is a dearth of empirical studies on its impact on academic achievement. In this research the authors analyse to what extent participation and performance in formative assessment are associated with positive academic outcomes of pre-graduate students of health sciences. A…

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

2009-01-01

283

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

ERIC Educational Resources Information Center

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

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

2013-01-01

284

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

ERIC Educational Resources Information Center

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

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

2011-01-01

285

Family Background and Academic Achievement: Does Self-Efficacy Mediate Outcomes?  

ERIC Educational Resources Information Center

Research indicates both family background and self-efficacy influence academic outcomes; however, family background also impacts self-efficacy development. The purpose of the current study was to establish whether self-efficacy mediates the relationship between family background and academic achievement. Results indicated family background…

Weiser, Dana A.; Riggio, Heidi R.

2010-01-01

286

A Structural Equation Model of Parental Involvement, Motivational and Aptitudinal Characteristics, and Academic Achievement  

Microsoft Academic Search

The authors used the structural equation model (SEM) approach to test a model hypothesizing the influence of parental involvement on students' academic aptitudes, self-concept, and causal attributions, as well as the influence of the 3 variables on academic achievement. The theoretical model was contrasted in a group of 12- to 18-year-old adolescents (N = 261) attending various educational centers. The

Julio Antonio Gonzalez-pienda; Jose Carlos Nunez; Soledad Gonzalez-pumariega; Luis Alvarez; Cristina Roces; Marta Garcia

2002-01-01

287

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

Microsoft Academic Search

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

Michael Erik Fass

1998-01-01

288

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

Microsoft Academic Search

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

Geir Scott Brunborg; Ståle Pallesen; Åge Diseth; Svein Larsen

2010-01-01

289

Locus of control and aptitude test scores as predictors of academic achievement  

Microsoft Academic Search

The experimenters studied the relationships among academic achievement in graduate school, perceived locus of control, and a relevant aptitude test. Grades in 15 individual courses and overall grade point average (GPA) were used as the criteria of academic success. Three I-E scores (total scores and ideological and personal control subscores) and the Admissions Test for Graduate Study in Business (ATGSB)

Walter R. Nord; Francis Connelly; George Daignault

1974-01-01

290

Achievement Motivation Profiles of 2010 Academic Year Graduates from Newberry College  

ERIC Educational Resources Information Center

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

Settlemyer, Jennifer B.

2010-01-01

291

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

ERIC Educational Resources Information Center

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

Gozali-Lee, Edith

2010-01-01

292

A Study of the Effectiveness of Ability Grouping on the Academic Achievement of Middle School Students.  

ERIC Educational Resources Information Center

This study examined the effects of grouping students by ability or achievement on middle school students' academic achievement. Mathematics achievement scores from the California Test of Basic Skills (CTBS) were obtained from 25 seventh graders randomly selected from a group of 80 who had received instruction in an ability-grouped setting for…

Phares, Barbara Georgeson

293

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

E-print Network

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

Tham Yuen San, Sarah

2012-12-31

294

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

PubMed Central

Background: We assessed associations between educational achievement and alcohol consumption. Methods: We employed five alcohol consumption measures (length of time of and amount consumed during most recent drinking occasion, frequency of alcohol consumption, heavy episodic drinking, problem drinking); and three educational achievement indicators (students’ subjective importance of achieving good grades, students’ appraisal of their academic performance in comparison with peers, students’ actual module mark). Results: Males were positively associated with all five alcohol consumption measures. Age was negatively associated with three alcohol consumption measures. While students´ importance of good grades was negatively associated with three alcohol consumption measures, academic performance in comparison with peers was negatively associated with heavy episodic drinking. Actual module mark was not associated with any alcohol consumption measure. Conclusions: Alcohol consumption showed negative associations with motivation for and subjectively achieved academic performance. University alcohol prevention activities might have positive impact on students’ academic success. PMID:24319558

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

2013-01-01

295

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

E-print Network

A Study of The Academic Achievement and Self- Concept of Male and Female Hearing-Impaired Students of llorin, llorin. Nigeria. The main purpose of the study was to examine the academic achievement and self measures of their academic achievement. The data collected were analyzed using the t-test statistical

Mather, Patrick T.

296

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

ERIC Educational Resources Information Center

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

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

2009-01-01

297

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

Microsoft Academic Search

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

Simon Cassidy

2011-01-01

298

Improving Academic Achievement and Self-Esteem in Secondary Students through Parental Involvement and Teacher Cooperative Consultation.  

ERIC Educational Resources Information Center

The purpose of this practicum was to develop a program to increase high school juniors' and seniors' academic achievement by one grade level, their self-esteem by one level (as measured by the North York Secondary School Self-Concept Inventory), and to increase parent positive responses and interest in the program and its continuation. Examination…

Basford, Linda Douglas

299

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

ERIC Educational Resources Information Center

A longitudinal daily diary method was employed to examine the implications of family assistance for the academic achievement of 563 adolescents (53% female) from Mexican (n = 217), Chinese (n = 206), and European (n = 140) backgrounds during the high school years (mean age 14.9 years in 9th grade to 17.8 years in 12th grade). Although changes in…

Telzer, Eva H.; Fuligni, Andrew J.

2009-01-01

300

The Influence of Achievement Goals and Social Goals on Help-Seeking from Peers in an Academic Context  

ERIC Educational Resources Information Center

The influence of achievement goals and social goals on help-seeking from peers in an academic context was examined in two studies. A total of 551 high school students participated in the two studies. The results across the studies demonstrated strong convergence, revealing that mastery-approach, mastery-avoidance, and friendship-approach goals…

Roussel, Peggy; Elliot, Andrew J.; Feltman, Roger

2011-01-01

301

The Impact of Leadership Practices on the Academic Achievement of Elementary Students in Satisfactory Schools and Unsatisfactory Schools in Georgia  

ERIC Educational Resources Information Center

Our nation's k-12 schools are faced with numerous critical challenges: elevating academic achievement, recruitment and retention of high-caliber teachers, improving teacher quality, and meeting the mandates of the "No Child Left Behind" ("NCLB") legislation and state standards (Simpson, Lacava, & Graner, 2004; & (Kowalski, 2009). Today's school…

Hill, Antonio

2011-01-01

302

Use of the Self-Concept in Forming Preferences by French Students of Different Levels of Academic Achievement.  

ERIC Educational Resources Information Center

Examines, through two studies, the tendency of French students of different academic levels to use the prototype-matching strategy (a decision-making strategy where self-concept guides one's choices). Results suggest that not only high achieving students use the prototype-matching strategy. (CMK)

Martinot, Delphine; Monteil, Jean-Marc

2000-01-01

303

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

Microsoft Academic Search

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

Mary Jane Heaney

1996-01-01

304

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

Microsoft Academic Search

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

Thomas J. Berndt; Ann E. Laychak

1990-01-01

305

Following Different Pathways: Social Integration, Achievement, and the Transition to High School  

PubMed Central

This study expands research on an academic and social turning point for adolescents, the transition to high school, by analyzing how students’ level of social integration into school can affect high school academic performance. Using nationally representative data, three different pathways emerged as students transition to high school, characterized by varying amounts of disruption and opportunity for new social relationships upon entering high school. Findings suggest that elements of middle school social integration, including teacher bonding, popularity, and extracurricular participation, affect academic achievement when students enter high school. However, the association between integration into school and academic performance appears to be contingent upon the pathway students follow. PMID:20664813

LANGENKAMP, AMY G.

2010-01-01

306

Academic Socialization and the Transition to Elementary School: Parents' Conceptions of School Readiness, Practices, and Children's Academic Achievement Trajectories  

ERIC Educational Resources Information Center

By the time children enter kindergarten, significant socioeconomic and racial gaps in academic achievement exist (Coley, 2002; Rouse, Brooks-Gunn, & Mclanahan, 2005). Kindergarten is considered to be a pivotal point of educational transition, as academic achievement upon kindergarten entry is associated with subsequent academic success…

Puccioni, Jaime Lynn

2012-01-01

307

Determinants of Academic Achievement: The Interaction of Children's Achievement Orientations with Skill Area.  

ERIC Educational Resources Information Center

Examines the degree to which experiencing confusion during the acquisition of new academic material differentially affects classroom performance of helpless and mastery-oriented fifth-graders. Provides an initial test of a theoretical approach to understanding differences between male and female performances in different subject areas. (AS)

Licht, Barbara G.; Dweck, Carol S.

1984-01-01

308

The association between academic engagement and achievement in health sciences students  

PubMed Central

Background Educational institutions play an important role in encouraging student engagement, being necessary to know how engaged are students at university and if this factor is involved in student success point and followed. To explore the association between academic engagement and achievement. Methods Cross-sectional study. The sample consisted of 304 students of Health Sciences. They were asked to fill out an on-line questionnaire. Academic achievements were calculated using three types of measurement. Results Positive correlations were found in all cases. Grade point average was the academic rate most strongly associated with engagement dimensions and this association is different for male and female students. The independent variables could explain between 18.9 and 23.9% of the variance (p?academic achievements of college students. PMID:23446005

2013-01-01

309

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

ERIC Educational Resources Information Center

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

Coleman, Angela Alvarado

2011-01-01

310

WWC Review of the Report "Staying on Track: Testing Higher Achievement's Long-Term Impact on Academic Outcomes and High School Choice." What Works Clearinghouse Single Study Review  

ERIC Educational Resources Information Center

This study of 952 fifth and sixth graders in Washington, DC, and Alexandria, Virginia, found that students who were offered the "Higher Achievement" program had higher test scores in mathematical problem solving and were more likely to be admitted to and attend private competitive high schools. "Higher Achievement" is a…

What Works Clearinghouse, 2014

2014-01-01

311

Bilingual Two-Way Immersion Programs Benefit Academic Achievement  

ERIC Educational Resources Information Center

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

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

2013-01-01

312

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

ERIC Educational Resources Information Center

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

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

2008-01-01

313

Reexamining the Relationship between Academic Achievement and Social Behavior  

ERIC Educational Resources Information Center

Numerous studies have demonstrated the comorbidity of achievement and behavior problems in students identified with learning disabilities and emotional disturbance. The causal basis for this relationship has not been demonstrated, but several theories regarding the association have been posited, and potential benefits related to prevention keep…

Algozzine, Bob; Wang, Chuang; Violette, Amy S.

2011-01-01

314

Work Placements and Academic Achievement: Undergraduate Computing Students  

ERIC Educational Resources Information Center

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

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

2012-01-01

315

Survival Skills and First Grade Academic Achievement. Report #1.  

ERIC Educational Resources Information Center

As part of a continuing effort to find educationally relevant variables for handicapped children the present investigation focused on the relationship of observable behaviors to first grade achievement. Subjects were 134 first graders who were observed in reading and arithmetic periods (survival skills) for 10 to 14 days. The data collected were…

Cobb, Joseph A.

316

The Harsher Side of Globalisation: Violent Conflict and Academic Achievement  

ERIC Educational Resources Information Center

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

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

2009-01-01

317

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

ERIC Educational Resources Information Center

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

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

2013-01-01

318

Relationships Among Three Measures of Bilingualism and Academic Achievement  

ERIC Educational Resources Information Center

The rationale for using multiple measures to assess language ability in bilingual students is examined. The relationships among the Language Facility Test, teacher judgment, home bilingual usage estimate, and, where possible, standardized achievement tests are investigated, utilizing data from a study of 1800 Washington State students. (Author/GC)

Silverman, Robert J.; Russell, Randall H.

1978-01-01

319

Breaking the Tradition of Summer Vacation to Raise Academic Achievement  

ERIC Educational Resources Information Center

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

Ramos, Barbara Kay

2011-01-01

320

To Achieve or Not to Achieve: A Self-Regulation Perspective on Adolescents’ Academic Decision Making  

Microsoft Academic Search

In 2 studies, the authors investigated the utility of the self-regulation model of decision making for explaining and predicting adolescents’ academic decision making. Participants were mostly 9th and 11th graders. The 1st study consisted of all boys, and a 2nd similar study consisted of boys and girls. Measures included a newly developed assessment of decision-making skill (the Decision-Making-Competency Inventory), select

David C. Miller; James P. Byrnes

2001-01-01

321

Early childhood WIC participation, cognitive development and academic achievement.  

PubMed

For the 22% of American children who live below the federal poverty line, and the additional 23% who live below twice that level, nutritional policy is part of the safety net against hunger and its negative effects on children's development. The Special Supplemental Nutrition Program for Women, Infants and Children (WIC) provides steadily available food from the food groups essential for physical and cognitive development. The effects of WIC on dietary quality among participating women and children are strong and positive. Furthermore, there is a strong influence of nutrition on cognitive development and socioeconomic inequality. Yet, research on the non-health effects of U.S. child nutritional policy is scarce, despite the ultimate goal of health policies directed at children-to enable productive functioning across multiple social institutions over the life course. Using two nationally representative, longitudinal surveys of children-the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) and the Child Development Supplement (CDS) of the Panel Study of Income Dynamics-I examine how prenatal and early childhood exposure to WIC is associated in the short-term with cognitive development, and in the longer-term with reading and math learning. Results show that early WIC participation is associated with both cognitive and academic benefits. These findings suggest that WIC meaningfully contributes to children's educational prospects. PMID:25555255

Jackson, Margot I

2015-02-01

322

The Effects of Web-Based/Non-Web-Based Problem-Solving Instruction and High/Low Achievement on Students' Problem-Solving Ability and Biology Achievement  

ERIC Educational Resources Information Center

This study investigates the effects of two factors: the mode of problem-solving instruction (i.e. Web-based versus non-Web-based) and the level of academic achievement (i.e. high achievers versus low achievers) on students' problem-solving ability and biology achievement. A quasi-experimental design was used, in which the experimental group…

Yu, Wen-Feng; She, Hsiao-Ching; Lee, Yu-Mei

2010-01-01

323

The Impact of Music Education and Athletic Participation on Academic Achievement.  

ERIC Educational Resources Information Center

This study sought to determine if participation as a musician or an athlete had an effect on academic achievement as measured by standardized test scores. It was hypothesized that students who received training as musicians would score higher on the core battery composite of reading, language, and mathematics sections of the California Achievement

Schneider, Timothy W.; Klotz, Jack

324

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

ERIC Educational Resources Information Center

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

DiBenedetto, Maria K.; Bembenutty, Hefer

2011-01-01

325

Relational Effects of Reading Motivation and Academic Achievement among Adolescent Boys  

ERIC Educational Resources Information Center

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

Bozack, Amanda R.; Salvaggio, Amy Nicole

2013-01-01

326

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

Microsoft Academic Search

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

Mary Keegan Eamon

2005-01-01

327

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

ERIC Educational Resources Information Center

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

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

2004-01-01

328

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

Microsoft Academic Search

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

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

2004-01-01

329

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

ERIC Educational Resources Information Center

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

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

2010-01-01

330

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

ERIC Educational Resources Information Center

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

Goodale, Timothy A.

2009-01-01

331

Hierarchical Linear Modelling of Student and School Effects on Academic Achievement  

Microsoft Academic Search

Hierarchical linear modelling (HLM) and data from the New Brunswick School Climate Study were used to examine student background, school context, and school climate effects on Grade 6 student achievement in mathematics, science, reading, and writing. Gender, socioeconomic status (SES), and Native ethnicity were significant predictors of academic achievement. Schools showed the smallest variation in reading, the largest in mathematics.

Xin Ma; Don A. Klinger

2000-01-01

332

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

ERIC Educational Resources Information Center

The purpose of this study was to determine whether age differences affect students' academic achievement, and whether age differences affect students in low-income areas differently than those in mixed or higher-income areas. Student achievement data for grades 3, 7, and 11 in language arts and math were obtained from a variety of schools…

Ryken, Klazina

2012-01-01

333

Employment during Middle School: The Effects on Academic Achievement in the U.S. and Abroad.  

ERIC Educational Resources Information Center

Proposed a framework for analyzing the relationship between academic achievement and student employment and applied this framework to results from the National Education Longitudinal Study of 1988 and the Third International Mathematics and Science Study. Findings show negative effects on achievement from adolescent employment, even after…

Post, David; Pong, Suet-ling

2000-01-01

334

The Effect of Parental Involvement on Academic Achievement in Elementary Urban Schools.  

ERIC Educational Resources Information Center

This paper summarizes research related to parental involvement and academic achievement in urban schools, and discusses an approach to parent participation in an urban school in Minnesota. It includes discussion of barriers, values, visionary leadership, achievement, action plans, and conclusions. Barriers to parental involvement include language,…

Edwards, Sandra L.

335

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

ERIC Educational Resources Information Center

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

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

2009-01-01

336

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

ERIC Educational Resources Information Center

Few researchers have addressed student achievement outcomes as a function of grade configurations for older elementary-aged students. Thus, this study was designed to determine differences between students' Grade 5 reading and mathematics achievement in elementary schools (K-5) as compared to intermediate schools (Grade 5, 5-6) for 5 academic

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

2011-01-01

337

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

NASA Astrophysics Data System (ADS)

A learning unit in earth science was taught to high school students, using a jigsaw-group mastery learning approach. The sample consisted of 73 students in the experimental group and 47 students who learned the topic in an individualized mastery learning approach. The study lasted 5 weeks. Pretests and posttests on academic achievement and affective outcomes were administered. Data were treated with an analysis of covariance. The results show that students of the experimental group achieved significantly higher on academic outcomes, both normative and objective scores. On the creative essay test, the differences in number of ideas and total essay score were not significant between the groups, although the mean scores for number of words were higher for the individualized mastery learning group. On the affective domain, jigsaw-group mastery learning students scored significantly higher on self-esteem, number of friends, and involvement in the classroom. No differences were found in cohesiveness, cooperation, competition, and attitudes toward the subject learned. The results are discussed through the evaluation and comparison of the two methods of instruction used in this study.The cooperative learning movement began in junior high schools as part of the desegregation process, aiming at facilitating positive ethnic relations and increasing academic achievement and social skills among diverse students (Aronson, Stephan, Sikes, Blaney, & Snapp, 1978; Sharan & Hertz-Lazarowitz, 1980; Slavin, 1980). However, elementary teachers quickly recognized the potential of cooperative methods, and such methods were adopted freely in elementary schools before becoming widespread on the junior and senior high level. It has only been during the past few years that application of cooperative learning has been studied extensively with these older students.Cooperative learning methods generally involve heterogeneous groups working together on tasks that are deliberately structured to provide specific assignments and individual contributions from each group member. Cognitive as well as social benefits are expected, as students clarify their own understanding and share their insights and ideas with each other as they interact within the group (Deutsch, 1949).Experiments in the science laboratory have always required students to work in groups of two to four, due to the constraints of experimental processes and limited equipment and sup- plies. Thus, science courses are a natural curriculum area for examining cooperative learning practices. Now that cooperative methods are being refined to develop particular capabilities in the students, science teachers need to examine ways of structuring specific tasks to achieve the academic, affective, and socialization goals for their students. Although most of the studies of cooperative learning in the high school science classroom have centered around the cognitive outcomes of achievement testing and process skills, affective and social outcomes are also significant with students of this age. But few studies in science classes have attempted to assess such aspects of students' progress.As part of a previous revision, the science faculty at the high school where this study was conducted developed an exemplary individualized mastery learning (1ML) program for teaching science. This program seemed to alleviate the severe motivational problems and the extreme individual differences among the students in this rural/bhe-collar community. Students learned to work independently on their science studies. They had almost no lectures and few large group activities. As they worked through their assignments, however, they were free to interdct with other students. Looking in on a typical class, one would see several clusters of two or three students working together, sometimes tutoring each other, sometimes just talking through an assignment. Yet at least half of the class members would be working all alone. The importance of the overall social setting in the classroom as it relates to learning (Bruner, 1986,

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

338

Academic Self-Handicapping and Achievement Goals: A Further Examination  

Microsoft Academic Search

This study extends previous research on the relations among students' personal achievement goals, perceptions of the classroom goal structure, and reports of the use of self-handicapping strategies. Surveys, specific to the math domain, were given to 484 7th-grade students in nine middle schools. Personal performance-avoid goals positively predicted handicapping, whereas personal performance-approach goals did not. Personal task goals negatively predicted

Carol Midgley; Tim Urdan

2001-01-01

339

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

Microsoft Academic Search

The major purposes of the present study were (a) to examine the degree to which gender moderates the relationship between ethnic identity and academic achievement and (b) to examine whether psychological disengagement (i.e., devaluing academic success [DAS]) mediates gender differences in the academic achievement of African American college students. Data from 274 participants (79% female) were examined using measures of

Kevin Cokley; Paula Moore

2007-01-01

340

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

PubMed Central

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

Frndak, Seth E.

2014-01-01

341

Cluster-Randomized Trial Demonstrating Impact on Academic Achievement of Elementary Social-Emotional Learning.  

PubMed

This study evaluated the results of a social and emotional learning (SEL) program on academic achievement among students attending a large, urban, high-risk school district. Using a cluster-randomized design, 24 elementary schools were assigned to receive either the intervention curriculum (Promoting Alternative Thinking Strategies, or PATHS) or a curriculum that delivered few if any SEL topics (i.e., the control group). In addition to state mastery test scores, demographic data, school attendance, and dosage information were obtained from 705 students who remained in the same group from the 3rd to the 6th grade. Analyses of odds ratios revealed that students enrolled in the intervention schools demonstrated higher levels of basic proficiency in reading, writing, and math at some grade levels. Although these between-groups differences held for race/ethnicity, gender, and socioeconomic status, significant within-group differences also were noted across these variables. Collectively, these findings indicated that social development instruction may be a promising approach to promote acquisition of academic proficiency, especially among youth attending high-risk school settings. Implications of these findings with respect to SEL programs conclude the article. (PsycINFO Database Record (c) 2014 APA, all rights reserved). PMID:25485463

Schonfeld, David J; Adams, Ryan E; Fredstrom, Bridget K; Weissberg, Roger P; Gilman, Richard; Voyce, Charlene; Tomlin, Ricarda; Speese-Linehan, Dee

2014-12-01

342

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

Microsoft Academic Search

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

Barry J. Zimmerman; Anastasia Kitsantas

2005-01-01

343

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

Microsoft Academic Search

A longitudinal model of parent academic involvement, behavioral problems, achievement, and aspirations was examined for 463 adolescents, followed from 7th (approximately 12 years old) through 11th (approximately 16 years old) grades. Parent academic involvement in 7th grade was negatively related to 8th-grade behavioral problems and positively related to 11th-grade aspirations. There were variations across parental education levels and ethnicity: Among

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

2004-01-01

344

Perceived Social Support and Academic Achievement: Cross-Lagged Panel and Bivariate Growth Curve Analyses  

Microsoft Academic Search

As students transition to post-secondary education, they experience considerable stress and declines in academic performance.\\u000a Perceived social support is thought to improve academic achievement by reducing stress. Longitudinal designs with three or\\u000a more waves are needed in this area because they permit stronger causal inferences and help disentangle the direction of relationships.\\u000a This study uses a cross-lagged panel and a

Sean P. Mackinnon

345

Bilingual Two-Way Immersion Programs Benefit Academic Achievement  

PubMed Central

The effects of bilingual education on reading and math achievement were examined by comparing test scores across different elementary-school programs. Results revealed that bilingual Two-Way Immersion programs benefited both minority-language and majority-language students. Minority-language students in Two-Way Immersion outperformed their peers in Transitional Programs of Instruction, while majority-language students in Two-Way Immersion outperformed their peers in Mainstream monolingual classrooms. Bilingual Two-Way Immersion programs may enhance reading and math skills in both minority-language and majority-language elementary-school children. PMID:24277993

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

2013-01-01

346

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

ERIC Educational Resources Information Center

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

DeFreitas, Stacie Craft; Rinn, Anne

2013-01-01

347

The Effects of Magnet Schools on Neighborhood High Schools: An Examination of Achievement among Entering Freshmen  

ERIC Educational Resources Information Center

Magnet schools have been criticized for intensifying the concentration of disadvantaged, low-achieving students at neighborhood high schools. This article investigates the impact of academically selective magnet high schools on the average achievement of ninth graders enrolling in neighborhood high schools in a large urban school district. The…

Neild, Ruth Curran

2004-01-01

348

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

PubMed Central

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

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

2010-01-01

349

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

PubMed

The present research tests the hypothesis that self-reactivity following an achievement prime reflects the strength of achievement goals and is a predictor of future goal-relevant performance. In Studies 1-3, undergraduates reported their grade-point averages (GPAs) following either an achievement goal prime or a control prime. Academic exaggeration (higher self-reported than official GPA) was the indicator of self-reactivity to the prime. Study 1 involved a direct achievement goal prime, whereas Studies 2 and 3 involved indirect priming techniques. In all 3 experiments, greater academic exaggeration following the achievement goal prime (but not the control prime) predicted better academic performance a semester later (based on official records). Study 4 demonstrated that the magnitude of students' GPA goals mediated the association between academic exaggeration and subsequent performance (1 year later). The fact that self-reactivity to a single achievement goal prime in the lab predicted later performance in "real life" suggests that individual differences in reactivity to a specific prime can signal much broader motivational orientations related to the primed goal. PMID:24588092

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

2014-03-01

350

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

ERIC Educational Resources Information Center

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

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

2006-01-01

351

Stories of Success: Understanding Academic Achievement of Hispanic Students in Science  

NASA Astrophysics Data System (ADS)

A review of the literature shows that there is much evidence to suggest the challenges facing Hispanic students in American public schools. Hispanic enrollment in K--12 public schools has increased from 6 to 19% in the last thirty years, yet schools have not made adequate adjustments to accommodate this changing population. Issues such as remedial tracking and cultural differences have led to low high school graduate rates for Hispanic students and inequities in schooling experiences (Gay, 2000). Particularly in the area of science, Hispanic students struggle with academic success (Cole & Espinoza, 2008). Despite these obstacles, some Hispanic students are academically successful (Rochin & Mello, 2007; Merisotis & Kee, 2006). This dissertation tells the stories of these Hispanic students who have been successful in science in secondary public schools. This study followed a grounded theory methodology and utilized individual interviews to collect data about Hispanics who have demonstrated achievement in the area of science. Through the analysis of these interviews, factors were identified which may have contributed to the success of these Hispanics in the field of science. Implications for future practice in public schools are also discussed.

Harris, Amanda

352

School Violent Crime and Academic Achievement in Chicago  

ERIC Educational Resources Information Center

Educational outcomes vary dramatically across schools in the United States. Many underperforming schools, especially in Chicago, also deal with high levels of violent crime on school grounds. Exposure to this type of frequent violence may be an important factor shaping already disadvantaged students' educational experiences. However,…

Burdick-Will, Julia

2013-01-01

353

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

ERIC Educational Resources Information Center

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

Gadzella, Bernadette M.; And Others

354

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

Microsoft Academic Search

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

Patricia B. Keith; Marilyn V. Lichtman

1994-01-01

355

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

Microsoft Academic Search

A longitudinal daily diary method was employed to examine the implications of family assistance for the academic achievement\\u000a of 563 adolescents (53% female) from Mexican (n = 217), Chinese (n =  206), and European (n = 140) backgrounds during the high school years (mean age 14.9 years in 9th grade to 17.8 years in 12th grade). Although\\u000a changes in family assistance time within individual adolescents were not associated

Eva H. Telzer; Andrew J. Fuligni

2009-01-01

356

Moving beyond academic achievement goal measures: A study of social achievement goals  

Microsoft Academic Search

The current research explored the theory of social goal orientation. More specifically, we conducted three studies utilizing six-independent university student samples to evaluate the construct validity of the Social Achievement Goal Orientation Scale (SAGOS; Ryan & Hopkins, 2003), a measure representing the construct of social goal orientation. The purpose of Study 1 was to: (1) compare the three-dimensional (mastery, performance-approach,

S. Jeanne Horst; Sara J. Finney; Kenneth E. Barron

2007-01-01

357

Intellectual Interest Mediates Gene-by-SES Interaction on Adolescent Academic Achievement  

PubMed Central

Recent studies have demonstrated that genetic influences on cognitive ability and academic achievement are larger for children raised in higher socioeconomic status (SES) homes. However, little work has been done to document the psychosocial processes that underlie this gene-by-environment interaction. One process may involve the conversion of intellectual interest into academic achievement. Analyses of data from 777 pairs of 17-year-old twins indicated that gene-by-SES effects on achievement scores can be accounted for by stronger influences of genes for intellectual interest on achievement at higher levels of SES. These findings are consistent with the hypothesis that higher SES affords greater opportunity for children to seek out and benefit from learning experiences that are congruent with their genetically influenced intellectual interests. PMID:22288554

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

2011-01-01

358

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

ERIC Educational Resources Information Center

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

Strapp, Chehalis M.; Farr, Rebecca J.

2010-01-01

359

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

ERIC Educational Resources Information Center

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

Sajan, K. S.

2010-01-01

360

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

ERIC Educational Resources Information Center

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

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

2012-01-01

361

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

ERIC Educational Resources Information Center

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

Akbas, Oktay; Pektas, Huseyin Mirac

2011-01-01

362

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

ERIC Educational Resources Information Center

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

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

2014-01-01

363

Measure for Measure: How Proficiency-Based Accountability Systems Affect Inequality in Academic Achievement  

ERIC Educational Resources Information Center

How do proficiency-based accountability systems affect inequality in academic achievement? This article reconciles mixed findings in the literature by demonstrating that three factors jointly determine accountability's impact. First, by analyzing student-level data from a large urban school district, we find that when educators face…

Jennings, Jennifer; Sohn, Heeju

2014-01-01

364

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

ERIC Educational Resources Information Center

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

Wilson, Mary

2012-01-01

365

Understanding Community College Students' Learning Styles and the Link to Academic Achievement  

ERIC Educational Resources Information Center

Learning styles have been an area of interest in educational psychology for many decades. However, community college students have been overlooked in learning styles research. To enhance teacher efficacy and student success, it is important to continue to evaluate the relationship between learning styles and academic achievement. The purpose of…

Peters, Kathleen

2012-01-01

366

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

ERIC Educational Resources Information Center

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

Polat, Soner

2011-01-01

367

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

ERIC Educational Resources Information Center

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

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

2011-01-01

368

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

ERIC Educational Resources Information Center

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

Acat, M. Bahaddin; Dereli, Esra

2012-01-01

369

Academic Achievement and Depressive Symptoms in Low-Income Latino Youth  

ERIC Educational Resources Information Center

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

Zychinski, Kristen E.; Polo, Antonio J.

2012-01-01

370

Adolescent Substance Use, Sleep, and Academic Achievement: Evidence of Harm Due to Caffeine  

ERIC Educational Resources Information Center

Using academic achievement as the key outcome variable, 7377 Icelandic adolescents were surveyed for cigarette smoking, alcohol use, daytime sleepiness, caffeine use, and potential confounders. Structural equation modeling (SEM) was used to examine direct and indirect effects of measured and latent variables in two models: the first with caffeine…

James, Jack E.; Kristjansson, Alfgeir Logi; Sigfusdottir, Inga Dora

2011-01-01

371

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

ERIC Educational Resources Information Center

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

Lecce, Serena; Caputi, Marcella; Hughes, Claire

2011-01-01

372

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

ERIC Educational Resources Information Center

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

Young, Shakebra L.

2012-01-01

373

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

Microsoft Academic Search

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

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

2008-01-01

374

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

ERIC Educational Resources Information Center

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

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

2014-01-01

375

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

ERIC Educational Resources Information Center

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

Moore, Glenn M.

2012-01-01

376

Predictors of Academic Achievement for African American Males at a Predominantly White Institution  

ERIC Educational Resources Information Center

African American male college students are graduating at rates lower than their White male college counterparts. This epidemic is a result of the historical implications of institutional racism within American society. Despite these barriers, there are African American males that achieve academically and graduate college. This phenomenological…

Watson, Jarvis M.

2013-01-01

377

Predicting Achievement Goals in Two Different Academic Contexts: A longitudinal study  

Microsoft Academic Search

The relative contribution is examined of epistemological beliefs and implicit theories of intelligence to students' adoption of mastery, performance?approach and performance?avoidance goals in two different academic contexts, business administration and teacher education, in the short as well as the long term. The results showed that epistemological beliefs about the speed of knowledge acquisition predicted achievement goals. Students who believed that

Ivar Bråten; Helge I. Strømsø

2006-01-01

378

The impact of physical activity and fitness on academic achievement and cognitive performance in children  

Microsoft Academic Search

The potential for physical activity and fitness to improve cognitive function, learning and academic achievement in children has received attention by researchers and policy makers. This paper reports a systematic approach to identification, analysis and review of published studies up to early 2009. A three-step search method was adopted to identify studies that used measures of physical activity or fitness

Thomas J. H. Keeley; Kenneth R. Fox

2009-01-01

379

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

ERIC Educational Resources Information Center

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

Hash, Phillip M.

2011-01-01

380

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

ERIC Educational Resources Information Center

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

Davenport, Kevin O.

2010-01-01

381

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

Microsoft Academic Search

The importance of music in our schools is often overlooked, and its true power is unrealized. Music deserves a place with the core subjects of math, science, history, and language arts. If it is given the opportunity, music can make a difference in the academic achievement of our students.

Joyce M. Kelstrom

1998-01-01

382

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

Microsoft Academic Search

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

Michelle Baragona

2009-01-01

383

The effects of participation in school instrumental music programs on student academic achievement and school attendance  

Microsoft Academic Search

This study examined whether or not students that participated in a school sponsored instrumental music program had higher academic achievement and attendance than students that did not participate in a school sponsor instrumental music program. Units of measurement included standardized test scores and attendance, without taking into consideration variables such as gender, ethnicity, or socioeconomic status. This study concentrated on

Kevin O Davenport

2010-01-01

384

The relationship between instrumental music instruction and academic achievement in fourth-grade students  

Microsoft Academic Search

The purpose of this research is to investigate the relationship between academic achievement in elementary school children participating in an instrumental music program (band or orchestra) to those children not participating in an instrumental music program. While research in this area has suggested a positive correlation between exposure to music and cognitive abilities (spatial, temporal, mathematical, language abilities), it is

Jennifer Anne Haley

2001-01-01

385

Arts Involvement Predicts Academic Achievement Only When the Child Has a Musical Instrument  

ERIC Educational Resources Information Center

We examined the associations between academic achievement and arts involvement (access to a musical instrument for the child at home, participation in unspecified after-school arts activities) in a sample of 2339 11-12-year-olds surveyed in the USA between 1998 and 2008. We compared the contributions of these variables to other kinds of cognitive…

Young, Laura N.; Cordes, Sara; Winner, Ellen

2014-01-01

386

Work and family life: parental work schedules and child academic achievement  

Microsoft Academic Search

This review essay deals with interconnectivity between work life and family life. Specifically, it explores the relationship between parental work schedules and child academic achievement. Existing research focused on that relationship has been somewhat narrow in scope and has largely ignored the issue of underlying mechanisms. This review essay seeks to address those shortcomings by introducing a conceptual framework that

Chrissy D. Vincent; Barbara L. Neis

2011-01-01

387

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

ERIC Educational Resources Information Center

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

Dijkstra, Jan Kornelis; Gest, Scott D.

2015-01-01

388

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

ERIC Educational Resources Information Center

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

Comeaux, Eddie; Harrison, C. Keith

2007-01-01

389

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

ERIC Educational Resources Information Center

This study examined different factors affecting the perceptions of barriers in academic achievement of Latino K-12 students. The study used data from 1,508 participants who identified themselves as being of Hispanic or Latino heritage in the 2004 National Survey of Latinos: Education, compiled by the Pew Hispanic Center between August 7 and…

Becerra, David

2012-01-01

390

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

ERIC Educational Resources Information Center

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

Muola, J. M.

2010-01-01

391

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

ERIC Educational Resources Information Center

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

Caldwell, Taisha; Obasi, Ezemenari M.

2010-01-01

392

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

ERIC Educational Resources Information Center

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

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

2010-01-01

393

An Analysis of the Relationships of Academic Success and Selected Achievement/Attitude Tests.  

ERIC Educational Resources Information Center

A study was conducted at Dabney S. Lancaster Community College (DSLCC) to examine the relationships between reading achievement, academic major, selected personality variables, grade point average (GPA), and scores on the College Guidance and Placement Test (CGPT). The Iowa Silent Reading Test, the Survey of Study Habits and Attitudes, and the…

Dutrow, Anita Marceca; Houston, Charles A.

394

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

ERIC Educational Resources Information Center

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

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

2006-01-01

395

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

ERIC Educational Resources Information Center

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

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

2007-01-01

396

Academic Achievement among African American Adolescents: Direct and Indirect Effects of Demographic, Individual, and Contextual Variables  

ERIC Educational Resources Information Center

A path model examining the direct and indirect effects of demographic, individual, and contextual variables on the academic achievement of 174 African American adolescents was assessed. Results indicated that participant sex indirectly impacted participants' sense of self-worth through their perceptions of themselves as possessing leadership or…

Zand, Debra H; Thomson, Nicole Renick

2005-01-01

397

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

ERIC Educational Resources Information Center

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

Lawrence, A. S. Arul

2014-01-01

398

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

ERIC Educational Resources Information Center

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

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

2012-01-01

399

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

ERIC Educational Resources Information Center

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

Kgosidialwa, Keinyatse T.

2010-01-01

400

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

ERIC Educational Resources Information Center

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

Eng, Sothy

2013-01-01

401

The Impact of Instrumental Music Instruction on the Academic Achievement of Fifth Grade Students.  

ERIC Educational Resources Information Center

This study investigated the influence of instrumental music instruction on the academic achievement of fifth grade students. The sample consisted of 270 fifth grade students (135 boys and 135 girls) located in a southwestern Kansas school district in a city of approximately 20,000 people. The independent variables considered were: instrumental…

Dryden, Susannah

402

Relations between Student Perceptions of Their School Environment and Academic Achievement  

ERIC Educational Resources Information Center

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

Gietz, Carmen; McIntosh, Kent

2014-01-01

403

Relating Aspects of Adolescent Emotional Autonomy to Academic Achievement and Deviant Behavior.  

ERIC Educational Resources Information Center

Used a structural-equation model with latent constructs to differentiate the domains of adolescent emotional autonomy from parents and specify the intervening processes. Found that individuation was associated with lower academic achievement and higher rates of deviant behavior through the intervening effects of higher susceptibility to negative…

Chen, Zeng-Yin; Dornbusch, Sanford M.

1998-01-01

404

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

ERIC Educational Resources Information Center

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

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

2011-01-01

405

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

ERIC Educational Resources Information Center

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

Fayombo, Grace Adebisi

2011-01-01

406

The Sternberg Triarchic Abilities Test (STAT) as a measure of academic achievement and general intelligence  

Microsoft Academic Search

The degree to which practical, creative, and analytical abilities, measured by the Sternberg Triarchic Abilities Test (STAT) (Sternberg, 1993), significantly contribute to the prediction of academic achievement, independent of general intelligence, was investigated. Although Sternberg et al. (2000) claim that the STAT is not related to, nor a measure of, general intelligence, data obtained by Sternberg, Ferrari, Clinkenbeard, and Grigorenko

Lena C. Koke; Philip A. Vernon

2003-01-01

407

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

ERIC Educational Resources Information Center

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

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

2013-01-01

408

Longitudinal Effects of Parenting on Children's Academic Achievement in African American Families  

ERIC Educational Resources Information Center

A study explores the concurrent and longitudinal effects of parenting practice on children's academic achievement in 2,247 African American families using data from the Early Childhood Longitudinal Study Kindergarten Class of 1998-1999. Results show that parental expectations of children's highest educational attainment and parental beliefs in…

Qi, Sen

2006-01-01

409

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

ERIC Educational Resources Information Center

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

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

2014-01-01

410

Situational Interest and Academic Achievement in the Active-Learning Classroom  

ERIC Educational Resources Information Center

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

Rotgans, Jerome I.; Schmidt, Henk G.

2011-01-01

411

Initial investigations into academic survival-skill training, direct instruction, and first-grade achievement  

Microsoft Academic Search

Compared training in academic survival skills with direct instruction via curriculum individualization on reading achievement. Teachers in 2 1st-grade classrooms were trained in the contingent reinforcement of group survival skills (GSS); 1 teacher was given specific instructions in the construction and use of a programed, individualized reading curriculum (DI), and 1 teacher was given no new instructions. Children in all

Hyman Hops; Joseph A. Cobb

1974-01-01

412

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

ERIC Educational Resources Information Center

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

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

2010-01-01

413

Gender, Geographic Locations, Achievement Goals and Academic Performance of Secondary School Students from Borno State, Nigeria  

ERIC Educational Resources Information Center

The paper examined gender, geography location, achievement goals and academic performance of senior secondary school students in Borno State, Nigeria. The sample consists of 827 students from 18 public boarding secondary schools across South and North of Borno State: 414 (50.1 per cent) males and 413 (49.9 per cent) are females; 414 (50.1 per…

Musa, Alice K.J.

2013-01-01

414

Academic Achievement and Television Viewing: The Case of the College Student.  

ERIC Educational Resources Information Center

This study investigated the relationship between work habits, television viewing, and academic achievement. Analysis of a cross-sectional sample of 471 urban college students was performed in two stages. First, data were cross tabulated and chi-square hypothesis tests were performed. The second stage was formulation of a tentative model…

Arafat, Ibtihaj S.; And Others

415

An Empirical Study of Relationship between Schoolwork Burden and Academic Achievements  

ERIC Educational Resources Information Center

According to the sample survey on 6,050 students in Shanghai, there is a low correlation between schoolwork burden and academic achievements. Moreover, schoolwork burden seems to even have some negative effects on test performances. Therefore, it is suggested further studies be conducted regarding ways for students to make the best use of their…

Tang, Linchun; Fu, Lujian

2008-01-01

416

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

ERIC Educational Resources Information Center

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

Wu, Pei-Chen; Kuo, Shin-Ting

2015-01-01

417

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

Microsoft Academic Search

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

Michael Gregory Rucks

2001-01-01

418

Effortful Control and Impulsivity as Concurrent and Longitudinal Predictors of Academic Achievement  

ERIC Educational Resources Information Center

The goal of this study was to test if both effortful control (EC) and impulsivity, a reactive index of temperament, uniquely predict adolescents' academic achievement, concurrently and longitudinally (Time 1: "N" = 168, X-bar[subscript age] = 12 years). At Time 1, parents and teachers reported on students' EC and impulsivity.…

Valiente, Carlos; Eisenberg, Nancy; Spinrad, Tracy L.; Haugen, Rg; Thompson, Marilyn S.; Kupfer, Anne

2013-01-01

419

Distance Education and Academic Achievement in Business Administration: The Case of the University of Akureyri  

ERIC Educational Resources Information Center

This paper first presents the development of distance education in Icelandic universities. Its second aim is to present a detailed analysis of the distance education practice at the University of Akureyri (UNAK), Iceland. Finally, the paper aims at analysing academic achievement, as well as attitudes towards courses, among campus and distance…

Edvardsson, Ingi Runar; Oskarsson, Gudmundur Kristjan

2008-01-01

420

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

ERIC Educational Resources Information Center

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

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

2014-01-01

421

WISC-R Incentives and the Academic Achievement of Conduct Disordered Adolescent Females: A Validity Study.  

ERIC Educational Resources Information Center

Studied the relationship between Wechsler Intelligence Scale for Children (Revised) scores obtained through three testing conditions (praise, neutral feedback, and token reinforcement) and previous records of academic achievement for conduct-disordered adolescent girls (N=51). Results showed that regardless of testing conditions, the subtests were…

Saigh, Philip A.; Antoun, Fuad T.

1983-01-01

422

The Relationship between Young Children's Academic Achievement and Measures of Intelligence.  

ERIC Educational Resources Information Center

To test the validity of brief measures of intelligence and explore how well these instruments relate to academic performance, the WPPSI-R, the Kaufman Brief Intelligence Scale, Draw-A-Person: Quantitative Scoring System, and the K-ABC Achievement Scale were administered to 50 kindergarten and first-grade children. Results indicated all measures…

Lassiter, Kerry S.

1995-01-01

423

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

ERIC Educational Resources Information Center

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

Trevino, Naomi Noel; DeFreitas, Stacie Craft

2014-01-01

424

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

ERIC Educational Resources Information Center

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

Guzeller, Cem Oktay

2012-01-01

425

Effects of Full-Day Kindergarten on Academic Achievement and Social Development  

ERIC Educational Resources Information Center

A meta-analysis found that attending full-day (or all-day) kindergarten had a positive association with academic achievement (compared to half-day kindergarten) equal to about one quarter standard deviation at the end of the kindergarten year. But the association disappeared by third grade. Reasons for this fade-out are discussed. Social…

Cooper, Harris; Batts Allen, Ashley; Patall, Erika A.; Dent, Amy L.

2010-01-01

426

Effects of Parental Separation on the Academic Achievement of Children of Military Personnel  

ERIC Educational Resources Information Center

Purpose: The purpose of this study was to gauge the effects of parental separation on the academic achievement and social/emotional behavior of children of military personnel. The research design was descriptive-exploratory in nature, utilizing both qualitative and quantitative methodologies. The Teacher's Perception of Social Attributes (TPSA)…

Ramirez, Pedro

2008-01-01

427

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

PubMed

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

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

2014-01-01

428

Quest for the Best Non-Cognitive Predictor of Academic Achievement  

ERIC Educational Resources Information Center

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

Stankov, Lazar; Lee, Jihyun

2014-01-01

429

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

ERIC Educational Resources Information Center

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

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

2008-01-01

430

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

ERIC Educational Resources Information Center

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

McDonald, Betty

2004-01-01

431

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

ERIC Educational Resources Information Center

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

Songsriwittaya, Alisa; Koul, Ravinder; Kongsuwan, Sak

2010-01-01

432

The Association of Athletic Expenditures with Student Academic Achievement in Arkansas Secondary Public Schools  

ERIC Educational Resources Information Center

Data on public secondary schools in Arkansas were gathered for two separate school years, 2005-2006 (N = 278) and 2006-2007 (N = 279), to determine if there was an association between athletic expenditures and student academic achievement. Prior to this research, there was little empirical evidence demonstrating any effect that athletic spending…

Skelton, Mike

2009-01-01

433

Parental Behavioural Control and Academic Achievement: Striking the Balance between Control and Involvement  

ERIC Educational Resources Information Center

Using a longitudinal US dataset (N = 6,134) we examine the relationship between parental behavioural control and academic achievement and explore the moderating role of parental involvement and parental warmth. Analyses using multiple hierarchical regression with clustering controls shows that parental behavioural control is negatively associated…

Kramer, Karen Z.

2012-01-01

434

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

ERIC Educational Resources Information Center

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

Gordon, Mellissa S.; Cui, Ming

2012-01-01

435

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

ERIC Educational Resources Information Center

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

House, J. Daniel; Prion, Susan K.

1998-01-01

436

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

ERIC Educational Resources Information Center

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

Bulus, Mustafa

2011-01-01

437

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

ERIC Educational Resources Information Center

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

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

2013-01-01

438

Socially Oriented Motivational Goals and Academic Achievement: Similarities between Native and Anglo Americans  

ERIC Educational Resources Information Center

The authors examined the relations between two socially oriented dimensions of student motivation and academic achievement of Native (Navajo) American and Anglo American students. Using confirmatory factor analysis, a multidimensional and hierarchical model was found to explain the relations between performance and social goals. Four first-order…

Ali, Jinnat; McInerney, Dennis M.; Craven, Rhonda G.; Yeung, Alexander Seeshing; King, Ronnel B.

2014-01-01

439

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

Microsoft Academic Search

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

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

2003-01-01

440

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

ERIC Educational Resources Information Center

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

Karadag, Engin; Kilicoglu, Gökhan; Yilmaz, Derya

2014-01-01

441

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

ERIC Educational Resources Information Center

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

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

2007-01-01

442

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

Microsoft Academic Search

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

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

2009-01-01

443

In Search of the Effects of Academic Achievement in Postgraduation Earnings  

Microsoft Academic Search

The relationship between academic achievement and the financial success of baccalaureate recipients in the workplace is the focal point of an investigation that covers the first 3 years following graduation. Employment activity and quarterly earnings of university baccalaureate recipients were tracked in a comprehensive study that merged state unemployment insurance records with student data files. Quarterly earnings were regressed on

Gary L. Donhardt

2004-01-01

444

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

ERIC Educational Resources Information Center

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

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

2011-01-01

445

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

ERIC Educational Resources Information Center

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

Zhang, Li-fang

2008-01-01

446

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

ERIC Educational Resources Information Center

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

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

2011-01-01

447

Out-of-School Factors Affecting Academic Achievement. Information Capsule. Volume 1004  

ERIC Educational Resources Information Center

This Information Capsule is the third in a series of papers addressing factors contributing to low academic achievement. The two previous papers addressed issues relevant to class size reduction and teacher quality/preparation. The premise of this Information Capsule is that there is no single smoking gun relative to improving school performance.…

Romanik, Dale

2010-01-01

448

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

ERIC Educational Resources Information Center

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

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

2013-01-01

449

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

ERIC Educational Resources Information Center

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

Hutchison, Brian

2011-01-01

450

Relationships among Selected Personality Variables, Academic Achievement and Student Teaching Behavior.  

ERIC Educational Resources Information Center

Study investigated relationships among personality and academic achievement measures and supervisors' ratings of student teacher behaviors using undergraduate grade point average (GPA), Preprofessional Skills Test (PPST), Myers-Briggs Type Indicator (MBTI), and Classroom Procedures Evaluation Form (CPEF). Results indicate significant relationships…

McCutcheon, John W.; And Others

1991-01-01

451

Is the Study Process Questionnaire (SPQ) a good predictor of academic achievement? Examining the mediating role of achievement-related classroom behaviours  

Microsoft Academic Search

Studies have shown that the Study Process Questionnaire (SPQ)—which provides a measure of student approaches to learning—is\\u000a a relatively weak predictor of academic achievement. The present study sought to explore whether students’ achievement-related\\u000a classroom behaviours, as observed by teachers, can be used as a mediator between student approaches to learning and academic\\u000a achievement. The SPQ was administered to 1,608 students

Jeanette Lyn Fung ChoyGlen; Glen O’Grady; Jerome I. Rotgans

452

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

Microsoft Academic Search

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

Kusum Singh; Monique Granville; Sandra Dika

2002-01-01

453

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

ERIC Educational Resources Information Center

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

Fong, Ricci W.; Yuen, Mantak

2009-01-01

454

Parental Involvement and General Cognitive Ability as Predictors of Domain-Specific Academic Achievement in Early Adolescence  

ERIC Educational Resources Information Center

Numerous studies showed that general cognitive ability (GCA) is a reliable predictor of academic achievement. In addition, parental involvement in their children's academic development is of major importance in early adolescence. This study investigated the incremental validity of parental involvement over GCA in the prediction of academic

Karbach, Julia; Gottschling, Juliana; Spengler, Marion; Hegewald, Katrin; Spinath, Frank M.

2013-01-01

455

Language Proficiency and Academic Success: Relationships Between Proficiency in Two Langauges and Achievement Among Mexican American Students  

Microsoft Academic Search

While considerable research has focused on second language development and academic success, the debate continues on how the development of the first language benefits the acquisition of the second. The intent of the present study was to examine the strength of the relation among proficiency in English and Spanish and academic success. Relations among oral language, literacy, and academic achievement

Enedina García-Vázquez; Luis A. Vázquez; Isabel C. López; Wendy Ward

1997-01-01

456

Strategic Planning as a Tool for Achieving Alignment in Academic Health Centers  

PubMed Central

After the passage of the Patient Protection and Affordable Care Act in March 2010, there is an urgent need for medical schools, teaching hospitals, and practice plans to work together seamlessly across a common mission. Although there is agreement that there should be greater coordination of initiatives and resources, there is little guidance in the literature to address the method to achieve the necessary transformation. Traditional approaches to strategic planning often engage a few leaders and produce a set of immeasurable initiatives. A nontraditional approach, consisting of a Whole-Scale (Dannemiller Tyson Associates, Ann Arbor, MI) engagement, appreciative inquiry, and a balanced scorecard can, more rapidly transform an academic health center. Using this nontraditional approach to strategic planning, increased organizational awareness was achieved in a single academic health center. Strategic planning can be an effective tool to achieve alignment, enhance accountability, and a first step in meeting the demands of the new landscape of healthcare. PMID:23303997

Higginbotham, Eve J.; Church, Kathryn C.

2012-01-01

457

Academic abilities in children and adolescents with a history of autism spectrum disorders who have achieved optimal outcomes.  

PubMed

This study examines the academic abilities of children and adolescents who were once diagnosed with an autism spectrum disorder, but who no longer meet diagnostic criteria for this disorder. These individuals have achieved social and language skills within the average range for their ages, receive little or no school support, and are referred to as having achieved "optimal outcomes." Performance of 32 individuals who achieved optimal outcomes, 41 high-functioning individuals with a current autism spectrum disorder diagnosis (high-functioning autism), and 34 typically developing peers was compared on measures of decoding, reading comprehension, mathematical problem solving, and written expression. Groups were matched on age, sex, and nonverbal IQ; however, the high-functioning autism group scored significantly lower than the optimal outcome and typically developing groups on verbal IQ. All three groups performed in the average range on all subtests measured, and no significant differences were found in performance of the optimal outcome and typically developing groups. The high-functioning autism group scored significantly lower on subtests of reading comprehension and mathematical problem solving than the optimal outcome group. These findings suggest that the academic abilities of individuals who achieved optimal outcomes are similar to those of their typically developing peers, even in areas where individuals who have retained their autism spectrum disorder diagnoses exhibit some ongoing difficulty. PMID:24096312

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

2014-04-01

458

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

ERIC Educational Resources Information Center

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

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

2010-01-01

459

Comparing self-esteem and perceived control as predictors of first-year college students’ academic achievement  

Microsoft Academic Search

Due to its widespread popularity, self-esteem is continually being promoted to students despite limited empirical support\\u000a for its effectiveness in improving their academic achievement. As a result, constructs that are potentially more salient to\\u000a academic performance, such as perceived control, have gone relatively unnoticed. Although past research has examined the link\\u000a between students’ academic achievement and either their self-esteem or

Robert H. Stupnisky; Robert D. Renaud; Raymond P. Perry; Joelle C. Ruthig; Tara L. Haynes; Rodney A. Clifton

2007-01-01

460

Implicit Theories of Ability of Grade 6 Science Students: Relation to Epistemological Beliefs and Academic Motivation and Achievement in Science  

ERIC Educational Resources Information Center

We investigated: (a) the associations of implicit theories and epistemological beliefs and their effects on the academic motivation and achievement of students in Grade 6 science and (b) the mean differences of implicit theories, epistemological beliefs, and academic motivation and achievement as a function of gender and race/ethnicity (N=508).…

Chen, Jason A.; Pajares, Frank

2010-01-01

461

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

Microsoft Academic Search

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

Masoud Gholamali Lavasani; Mokhtar Weisani; Javad Ejei

2011-01-01

462

THE RELATIONSHIP OF MUSICAL APTITUDE, ACADEMIC ACHIEVEMENT AND INTELLIGENCE IN MERIT (GIFTED) STUDENTS OF MURFREESBORO CITY SCHOOLS (TENNESSEE)  

Microsoft Academic Search

Murfreesboro City School System, Murfreesboro, Tennessee, authorized a study of the relationship of musical aptitude to academic achievement and intelligence. Sixty-two gifted students enrolled in the Merit Program of Murfreesboro City Schools, grades one through six, served as subjects. The question of whether musical aptitude could be predicted in gifted students by academic achievement and intelligence considered together was investigated.

CYNTHIA BELCHER DRENNAN

1984-01-01

463

Structuring Out-of-School Time to Improve Academic Achievement. IES Practice Guide. NCEE 2009-012  

ERIC Educational Resources Information Center

Out-of-school time programs can enhance academic achievement by helping students learn outside the classroom. The purpose of this practice guide is to provide recommendations for organizing and delivering school-based out-of-school time (OST) programs to improve the academic achievement of student participants. The five recommendations in this…

Beckett, Megan; Borman, Geoffrey; Capizzano, Jeffrey; Parsley, Danette; Ross, Steven; Schirm, Allen; Taylor, Jessica

2009-01-01

464

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

ERIC Educational Resources Information Center

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

Gulo, E. Vaughn

1973-01-01

465

Teachers on Perceived Traits and Academic Achievements of Regular Pupils and Pupils with Special Needs in Mainstream Primary Schools  

ERIC Educational Resources Information Center

When looking for answers to the question of academic (non)achievement of regular pupils and pupils with special needs, it is necessary to take into account the extraordinary complexity of factors, ranging from psychological across instructional to home environment variables. The academic achievement is not only a reflection of the pupil's…

Lesar, Irena; Cuk, Ivan; Pecek, Mojca

2014-01-01

466

Achieving Academic Goals through Place-Based Learning: Students in Five States Show How To Do It.  

ERIC Educational Resources Information Center

Place-based education roots learning in real issues and needs and helps students become both academic achievers and good citizens. This article profiles programs in five states that are fostering academic achievement. The Alaska Rural Systemic Initiative (AKRSI) links Alaska Native culture and indigenous knowledge with the formal educational…

Loveland, Elaina

2003-01-01

467

Sociocultural Theories, Academic Achievement, and African American Adolescents in a Multicultural Context: A Review of the Cultural Compatibility Perspective  

ERIC Educational Resources Information Center

Several theories suggest that African American culture facilitates academic achievement, but others suggest that identifying with Black culture contributes to the achievement gap by undermining the academic performance among youth. These opposing perspectives are labeled "cultural compatibility theories" and "cultural incompatibility theories,"…

Whaley, Arthur L.; Noel, La Tonya

2012-01-01

468

The Determination of the Relationship between Academic Achievement in Nursing Courses and Success on the Registered Nurse Licensure Examination.  

ERIC Educational Resources Information Center

The objective of a study was to determine if academic achievement in nursing courses could be used to predict success on the National Council Licensure Examination for Registered Nurses (NCLEX-RN). It investigated the relationship between NCLEX outcomes and academic achievement in theory and clinical courses and the relationship between NCLEX…

Millican, Julie E.

469

Relationship of WISC-R Factor Scores to Academic Achievement and Classroom Behaviors of Native American Navajos.  

ERIC Educational Resources Information Center

Reports data on the predictive utility of the WISC-R factor scores for Native American Navajos and examines the diagnostic utility of the FD scores as a correlate of academic achievement. Results indicate limited utility of the WISC-R factor scores in predicting academic achievement for Native American Navajos. (Author/RC)

Mishra, Shitala P.

1981-01-01

470

Distinguishing the Influences of Father's and Mother's Involvement on Adolescent Academic Achievement: Analyses of Taiwan Education Panel Survey Data  

ERIC Educational Resources Information Center

Using a sample drawn from Taiwan, this study evaluated the role of mother and father involvement in adolescent academic achievement. The participants were drawn from the Taiwan Education Panel Survey (TEPS) and consisted of 8,108 adolescents who studied seventh grade in 2001. Father and mother involvement related to academic achievement was…

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

2011-01-01

471

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

ERIC Educational Resources Information Center

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

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

2014-01-01

472

A Model of Student Engagement and Academic Achievement: The Role of Teacher-Student Relationships and Teacher Expectations  

ERIC Educational Resources Information Center

The purpose of this study was to examine patterns of academic achievement among minority students and investigate teacher-student relationships, teachers' classroom and future educational expectations for students, and students' levels of classroom engagement in order to better understand their patterns of academic achievement.…

Temple, Aja

2012-01-01

473

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

ERIC Educational Resources Information Center

Household assets as part of youth's family background have been found to have a significant impact on youth's academic achievement. In this study, the impact of household possessions on youth's academic achievement in the Ghana YouthSave experiment is investigated. Findings support the hypothesized positive direction of the impact of household…

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

2013-01-01

474

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

Microsoft Academic Search

This study tested a transactional model of reciprocal influences regarding students' peer experiences (peer acceptance, peer rejection, and friends' academic achievement) and students' academic achievement from middle childhood to early adolescence. This longitudinal model was tested on 452 students (198 girls), mostly Caucasian and French speaking, who were assessed yearly from Grades 2 through 7. Structural equation models revealed that,

Marie-Hélène Véronneau; Frank Vitaro; Mara Brendgen; Thomas J. Dishion; Richard E. Tremblay

2010-01-01

475

A comparative study on academic achievement gains of Paideia students versus students attending a traditional school setting  

Microsoft Academic Search

The purpose of the study was to compare the academic achievement gains of students exposed to six years of a traditional school setting versus academic achievement gains of students exposed to three years of traditional school experiences and three years of the Paideia program with emphasis placed on critical thinking skills development.^ The samples were selected from two Nashville Davidson

Loretta Kay Shepard

1996-01-01

476

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

ERIC Educational Resources Information Center

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

Alika, Henrietta Ijeoma; Edosa, Ogboro Samson

2012-01-01

477

The Impact of Placement on Reading and Mathematics Achievement of Students with High Incidence Disabilities  

ERIC Educational Resources Information Center

The question of where best to educate students with disabilities to maximize their academic achievement has been discussed and researched for over four decades, with inconsistent and contradictory results. This study focused on the mathematics and reading achievement of middle and high school students with mild disabilities in an urban district in…

Harrington, Jennifer Stell

2011-01-01

478

RELATIONSHIPS BETWEEN ACHIEVEMENT IN HIGH SCHOOL, COLLEGE, AND OCCUPATION--A FOLLOWUP STUDY.  

ERIC Educational Resources Information Center

THE ACADEMIC, OCCUPATIONAL, AND SOCIAL ACHIEVEMENTS OF A SAMPLE OF HIGH SCHOOL GRADUATES (STUDIED PREVIOUSLY WHILE IN SCHOOL) WERE EXAMINED TO ISOLATE THE FACTORS OF ADOLESCENCE WHICH ARE RELATED TO LATER ACHIEVEMENT OR FAILURE IN COLLEGE OR AN OCCUPATION. THE PROJECT WAS A FOLLOWUP STUDY AND WAS CONCERNED WITH AN ANALYSIS OF DATA GATHERED AT TWO…

DAVIS, ALLISON; AND OTHERS

479

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

PubMed Central

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

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

2014-01-01

480

The association between objectively measured physical activity and academic achievement in Dutch adolescents: findings from the GOALS study.  

PubMed

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

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

2014-10-01

481

Teacher attitudes toward dyslexia: effects on teacher expectations and the academic achievement of students with dyslexia.  

PubMed

The present study examined teacher attitudes toward dyslexia and the effects of these attitudes on teacher expectations and the academic achievement of students with dyslexia compared to students without learning disabilities. The attitudes of 30 regular education teachers toward dyslexia were determined using both an implicit measure and an explicit, self-report measure. Achievement scores for 307 students were also obtained. Implicit teacher attitudes toward dyslexia related to teacher ratings of student achievement on a writing task and also to student achievement on standardized tests of spelling but not math for those students with dyslexia. Self-reported attitudes of the teachers toward dyslexia did not relate to any of the outcome measures. Neither the implicit nor the explicit measures of teacher attitudes related to teacher expectations. The results show implicit attitude measures to be a more valuable predictor of the achievement of students with dyslexia than explicit, self-report attitude measures. PMID:20445201

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

2010-01-01

482

Factors positively influencing academically successful, highly motivated African-American high school students  

Microsoft Academic Search

The purpose of this study is two-fold: (1) to investigate the common factors positively influencing academically successful, highly motivated African-American high school students in their educational pursuits; and (2) to determine ways in which educators can facilitate an increased positive impact on minority students' achievement motivation and transition to higher education. ^ Three sources of data inform the qualitative study.

Linda Caldwell Grant

2001-01-01

483

Are physical activity and academic performance compatible? Academic achievement, conduct, physical activity and self?esteem of Hong Kong Chinese primary school children  

Microsoft Academic Search

Education is so strongly emphasized in the Chinese culture that academic success is widely regarded as the only indicator of success, while too much physical activity is often discouraged because it drains energy and affects academic concentration. This study investigated the relations among academic achievement, self?esteem, school conduct and physical activity level. The participants were 333 Chinese pre?adolescents (aged 8–12)

C. C. W. Yu; Scarlet Chan; Frances Cheng; R. Y. T. Sung

2006-01-01

484

The relationships among academic self-concept, academic achievement, and persistence with self-attribution, study habits, and perceived school environment  

Microsoft Academic Search

Based upon an unidimensional, global model of academic self-concept and nineteen years of public school teaching experience, the purpose of this study was to determine the relationship among the constructs of academic self-concept, academic achievement, persistence, self-attribution, study habits, and perceived school environment. The participants in this study were seventh- and eighth-grade students (N = 214), in a rural mid-western

Darlene Gordon

1997-01-01

485

The study of growth between academic self-concept, nonacademic self-concept, and academic achievement of ninth-grade students: a multiple group analysis  

Microsoft Academic Search

The two purposes of this research were to develop and validate latent growth curve model between academic self-concept, nonacademic self-concept, and academic achievement and to test invariance of model form and parameters in the model between boy and girl groups of students. The research samples were 820 nine-grade students. The research instruments consisted of Self-descriptive Questionnaire and The student academic

Suntonrapot Damrongpanit

486

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

PubMed

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

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

2014-06-01

487

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

NSDL National Science Digital Library

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

2010-10-01

488

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

Microsoft Academic Search

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

Barbara Nye; Larry V. Hedges; Spyros Konstantopoulos

2000-01-01

489

From Guide to Practice: Improving Your After School Science Program to Increase Student Academic Achievement  

NASA Astrophysics Data System (ADS)

Numerous science organizations, such as NASA, offer educational outreach activities geared towards after school. For some programs, the primary goal is to grow students' love of science. For others, the programs are also intended to increase academic achievement. For those programs looking to support student learning in out-of-school time environments, aligning the program with learning during the classroom day can be a challenge. The Institute for Education Sciences, What Works Clearinghouse, put together a 'Practice Guide' for maximizing learning time beyond the regular school day. These practice guides provide concrete recommendations for educators supported by research. While this guide is not specific to any content or subject-area, the recommendations provided align very well with science education. After school science is often viewed as a fun, dynamic environment for students. Indeed, one of the recommendations to ensure time is structured according to students' needs is to provide relevant and interesting experiences. Given that our after school programs provide such creative environments for students, what other components are needed to promote increased academic achievement? The recommendations provided to academic achievement, include: 1. Align Instruction, 2. Maximize Attendance and Participation, 3. Adapt Instruction, 4. Provide Engaging Experiences, and 5. Evaluate Program. In this session we will examine these five recommendations presented in the Practice Guide, discuss how these strategies align with science programs, and examine what questions each program should address in order to provide experiences that lend themselves to maximizing instruction. Roadblocks and solutions for overcoming challenges in each of the five areas will be presented. Jessica Taylor will present this research based on her role as an author on the Practice Guide, 'Improving Academic Achievement in Out-of-School Time' and her experience working in various informal science programs for NASA.

Taylor, J.

2013-12-01

490

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

Microsoft Academic Search

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

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

2011-01-01

491

The relationship between self-determination and academic achievement for adolescents with intellectual disabilities.  

PubMed

Previous research has demonstrated that for students with intellectual disabilities, improved self-determination skills are positively correlated with productivity and organization during school and quality of life outcomes in adulthood. Despite extensive investigation in these areas, the predictive relationship between self-determination and academic achievement for students with intellectual disabilities has not been fully established. This study utilized the sample from the National Longitudinal Transition Study-2 of 480 adolescents with intellectual disabilities in the United States in an attempt to provide a possible empirical explanation of the relationship between academic achievement and self-determination, taking into account the covariates of gender, family income and urbanicity. The structural equation model was found to closely fit the data: all path coefficients were statistically significant. The results of this study identify a strong correlation between self-determination and academic achievement for adolescents with intellectual disabilities, indicating a linear relationship of these skills and supporting an increased focus on the teaching of self-determination skills. PMID:25314099

Gaumer Erickson, Amy S; Noonan, Patricia M; Zheng, Chunmei; Brussow, Jennifer A

2015-01-01

492

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

ERIC Educational Resources Information Center

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

Ng, Chi-hung Clarence

2014-01-01

493

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

ERIC Educational Resources Information Center

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

Wilson, Linda Louise

2009-01-01

494

Academic Performance and Substance Use: Findings from a State Survey of Public High School Students  

ERIC Educational Resources Information Center

Background: Previous investigations have shown that low academic achievers are more likely to smoke cigarettes, drink alcohol, and use marijuana and other illicit drugs. This study investigated the relationship between academic performance and substance use among public high school students in Mississippi. Methods: The sampling frame for the 2003…

Cox, Regan G.; Zhang, Lei; Johnson, William D.; Bender, Daniel R.

2007-01-01

495

Perceived parenting and social support: can they predict academic achievement in Argentinean college students?  

PubMed Central

The aim of this study was to test the ability to predict academic achievement through the perception of parenting and social support in a sample of 354 Argentinean college students. Their mean age was 23.50 years (standard deviation =2.62 years) and most of them (83.3%) were females. As a prerequisite for admission to college, students are required to pass a series of mandatory core classes and are expected to complete them in two semesters. Delay in completing the curriculum is considered low academic achievement. Parenting was assessed taking into account the mother and the father and considering two dimensions: responsiveness and demandingness. Perceived social support was analyzed considering four sources: parents, teachers, classmates, and best friend or boyfriend/girlfriend. Path analysis showed that, as hypothesized, responsiveness had a positive indirect effect on the perception of social support and enhanced achievement. Demandingness had a different effect in the case of the mother as compared to the father. In the mother model, demandingness had a positive direct effect on achievement. In the case of the father, however, the effect of demandingness had a negative and indirect impact on the perception of social support. Teachers were the only source of perceived social support that significantly predicted achievement. The pathway that belongs to teachers as a source of support was positive and direct. Implications for possible interventions are discussed. PMID:25258563

de la Iglesia, Guadalupe; Freiberg Hoffmann, Agustin; Fernández Liporace, Mercedes

2014-01-01

496

Expectancies, Values, and Achievement in Junior High School  

Microsoft Academic Search

Many theorists have suggested that students’ motivation to achieve in school depends on their expectancies for success and the value they attach to success. There are few data, however, on the relation between expectancies and values or their relative contribution to achievement. To examine these issues, we asked 153 seventh graders to complete multiple measures of academic expectancies and values.

Thomas J. Berndt; Kristelle E. Miller

1990-01-01

497

Does Recreational Computer Use Affect High School Achievement?  

ERIC Educational Resources Information Center

Historically, the relationship between student academic achievement and use of computers for fun and video gaming has been described from a multitude of perspectives, from positive, to negative, to neutral. However, recent research has indicated that computer use and video gaming may be positively associated with achievement, yet these studies…

Bowers, Alex J.; Berland, Matthew

2013-01-01

498

A path analysis of basic need support, self-efficacy, achievement goals, life satisfaction and academic achievement level among secondary school students  

Microsoft Academic Search

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 competence and performance goals. A subsequent path analysis showed that these variables

Åge Diseth; Anne G. Danielsen; Oddrun Samdal

2012-01-01

499

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

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…

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

2012-01-01

500

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

ERIC Educational Resources Information Center

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

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

2012-01-01