These are representative sample records from Science.gov related to your search topic.
For comprehensive and current results, perform a real-time search at Science.gov.
1

Biculturalism and Academic Achievement of African American High School Students  

ERIC Educational Resources Information Center

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

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

2011-01-01

2

Catholic High Schools and Rural Academic Achievement  

Microsoft Academic Search

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

William Sander

1997-01-01

3

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

ERIC Educational Resources Information Center

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

Byrne, Barbara M.

1990-01-01

4

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

5

Academic Dishonesty among Gifted and High-Achieving Students  

ERIC Educational Resources Information Center

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

Geddes, Kimberly A.

2011-01-01

6

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

Microsoft Academic Search

Students of color are consistently underrepresented in honors and gifted programs nationwide. Research suggests that even high-achieving students share many of the risk factors with their low-achieving peers. As a result, their continued academic success is far from assured. In addition, research on academic intervention programs designed to help these students suggests these programs are not widespread or institutionalized in

Anysia P. Mayer

2008-01-01

7

The Chinese high school student’s stress in the school and academic achievement  

Microsoft Academic Search

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

Yangyang Liu; Zuhong Lu

2011-01-01

8

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

ERIC Educational Resources Information Center

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

Liu, Yangyang; Lu, Zuhong

2011-01-01

9

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

Microsoft Academic Search

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

Ana Maria Mistral

1998-01-01

10

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

11

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

Microsoft Academic Search

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

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

1997-01-01

12

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

13

Examining the Relationship between Selected Variables and the Academic Achievement of African American High School Students  

ERIC Educational Resources Information Center

Research investigating the impact of factors such as gender, socioeconomic status, racial socialization, and academic self-concept on the academic achievement of African American high school students has been of interest to scholars for decades. Previous literature has focused much attention on the relationship of each of these constructs and…

Graham, David Mark

2009-01-01

14

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

Microsoft Academic Search

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

Holly J Schoenherr

2009-01-01

15

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

ERIC Educational Resources Information Center

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

Schoenherr, Holly J.

2009-01-01

16

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

ERIC Educational Resources Information Center

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

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

2012-01-01

17

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

18

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

19

Small Classes in the Early Grades, Academic Achievement, and Graduating From High School  

Microsoft Academic Search

This investigation addressed 3 questions about the long-term effects of early school experiences: (a) Is participation in small classes in the early grades (K-3) related to high school graduation? (b) Is academic achievement in K-3 related to high school graduation? (c) If class size is related to graduation, is the relationship explained by the effect of participation in small classes

Jeremy D. Finn; Susan B. Gerber; Jayne Boyd-Zaharias

2005-01-01

20

Academic Achievement and Nongradedness  

ERIC Educational Resources Information Center

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

Engel, Barney M.; Cooper, Martin

1971-01-01

21

Increasing Male Academic Achievement  

Microsoft Academic Search

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

Barbara Talbert Jackson

22

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

ERIC Educational Resources Information Center

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

Parry, Douglas L.

2010-01-01

23

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

24

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

ERIC Educational Resources Information Center

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

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

2013-01-01

25

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

26

Psychological correlates of academic and athletic achievement in high school students  

Microsoft Academic Search

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

Scott Michael Smickley

1989-01-01

27

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

ERIC Educational Resources Information Center

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

Hammig, Bart; Jozkowski, Kristen

2013-01-01

28

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

29

The effects of modeling instruction on high school physics academic achievement  

NASA Astrophysics Data System (ADS)

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. The treatment variable was Modeling Instruction and the control variable was traditional lecture instruction. The Treatment Group consisted of participants in Physical World Concepts who received Modeling Instruction. The Control Group consisted of participants in Physical Science who received traditional lecture instruction. The dependent variable was gains scores on the Force Concepts Inventory (FCI). The participants for this study were 133 students each in both the Treatment and Control Groups (n = 266), who attended a public, high school in rural middle Tennessee. The participants were administered the Force Concepts Inventory (FCI) prior to being taught the mechanics of physics. The FCI data were entered into the computer-based Statistical Package for the Social Science (SPSS). Two independent samples t-tests were conducted to answer the research questions. There was a statistically significant difference between the treatment and control groups concerning the instructional method. Modeling Instructional methods were found to be effective in increasing the academic achievement of students in high school physics. There was no statistically significant difference between FCI gains scores for gender. Gender was found to have no effect on the academic achievement of students in high school physics classes. However, even though there was not a statistically significant difference, female students' gains scores were higher than male students' gains scores when Modeling Instructional methods of teaching were used. Based on these findings, it is recommended that high school science teachers should use Modeling Instructional methods of teaching daily in their classrooms. A recommendation for further research is to expand the Modeling Instructional methods of teaching into different content areas, (i.e., reading and language arts) to explore academic achievement gains.

Wright, Tiffanie L.

30

Playing the Game and Paying the Price: Academic Resilience among Three High-Achieving African American Males  

ERIC Educational Resources Information Center

This article examines themes of academic resilience in the descriptions of academic achievement by three students at Benjamin High School, one of the least affluent high schools in Bayside, Florida. Through ethnographically informed interviews conducted during their senior year, coherent themes emerge that provide insight into these students'…

Gayles, Jonathan

2005-01-01

31

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

ERIC Educational Resources Information Center

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

Plank, Stephen

32

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

33

Negro academic motivation and scholastic achievement  

Microsoft Academic Search

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

Robert L. Green; William W. Farquhar

1965-01-01

34

Academic Delay of Gratification and Academic Achievement  

ERIC Educational Resources Information Center

The ability to delay gratification is the cornerstone of all academic achievement and education. It is by delaying gratification that learners can pursue long-term academic and career goals. In general, "delay of gratification" refers to an individual's ability to forgo immediate rewards for the sake of more valuable ones later (Mischel, 1996).…

Bembenutty, Hefer

2011-01-01

35

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

ERIC Educational Resources Information Center

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

Demaray, Michelle Kilpatrick; Jenkins, Lyndsay N.

2011-01-01

36

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

ERIC Educational Resources Information Center

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

Levy, Lauren Anne

2010-01-01

37

Ego Development and Adolescent Academic Achievement  

ERIC Educational Resources Information Center

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

Bursik, Krisanne; Martin, Timothy A.

2006-01-01

38

Anxiety in academic achievement situations  

Microsoft Academic Search

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

R. Alpert; R. N. Haber

1960-01-01

39

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

ERIC Educational Resources Information Center

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

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

2009-01-01

40

Balancing Career and Technical Education with Academic Coursework: The Consequences for Mathematics Achievement in High School  

ERIC Educational Resources Information Center

Federal legislation has attempted to move career and technical education (CTE) from a segregated component of the high school curriculum to an integrated element that jointly improves both academic and career readiness. However, concerns remain about the ability of CTE to improve academic learning. Using a nationally representative sample of high

Bozick, Robert; Dalton, Benjamin

2013-01-01

41

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

PubMed

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

Lam, Ching Man

2008-01-01

42

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

PubMed

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

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

2011-02-28

43

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

44

Academic Achievement Programs. Student Handbook.  

ERIC Educational Resources Information Center

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

Maryland Univ., College Park.

45

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

46

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

Microsoft Academic Search

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

Roberta Kathryn Halloran

2011-01-01

47

High school athletics and academics: Exploring the path from participation to achievement  

Microsoft Academic Search

For many years it has been assumed that school-based sports activities contribute to the healthy social, psychological, and cognitive development of American youth. Yet, sound, empirical evidence on these benefits continues to be limited. One area that has generated considerable interest and debate is that of the effects of interscholastic sport participation on academic achievement. The overall body of research

Lorrine Rene Basinger-Fleischman

2002-01-01

48

Analyzing Academic Achievement of Junior High School Students by an Improved Rough Set Model  

ERIC Educational Resources Information Center

Rough set theory (RST) is an emerging technique used to deal with problems in data mining and knowledge acquisition. However, the RST approach has not been widely explored in the field of academic achievement. This investigation developed an improved RST (IMRST) model, which employs linear discriminant analysis to determine a reduct of RST, and…

Pai, Ping-Feng; Lyu, Yi-Jia; Wang, Yu-Min

2010-01-01

49

Characteristics of Academically Talented Women Who Achieve at High Levels on the Scholastic Achievement Test-Mathematics  

ERIC Educational Resources Information Center

The issue of gender differences in female math achievement, especially among highly able females has been studied by researchers over the last few decades. The Scholastic Achievement Test (SAT), the most widely used instrument in the screening of college applicants, continues to show large and consistent differences among high-ability students,…

O'Shea, Margaret; Heilbronner, Nancy N.; Reis, Sally M.

2010-01-01

50

Cognitive abilities, sociocultural background and academic achievement.  

PubMed

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

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

2011-11-01

51

An Assessment of the Perceived Benefits of Extracurricular Activity on Academic Achievement at Paramount High School  

ERIC Educational Resources Information Center

The problem is the perceived academic shortcomings of America's public schools because of high stakes testing that is expected to increase along with limited funds and resources. The purpose of this study was to find the benefits of the extracurricular activity that students are already participating in at Paramount High School. This is a…

Zwart, Mike

2006-01-01

52

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

53

Academic achievement trajectories of homeless and highly mobile students: resilience in the context of chronic and acute risk.  

PubMed

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 > 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

2013-01-01

54

Academic Achievement and Emotional Intelligence: Predicting the Successful Transition from High School to University  

ERIC Educational Resources Information Center

This study examined the impact of emotional intelligence (EI) on the successful transition from high school to university. The short form of the Emotional Quotient Inventory (EQ-i) was completed by 1,426 first-year students attending four different universities within the first week of classes (September). At the end of the academic year (May),…

Parker, James D. A.; Duffy, Jon M.; Wood, Laura M.; Bond, Barbara J.; Hogan, Marjorie J.

2005-01-01

55

Relating emotional intelligence to social competence and academic achievement in high school students.  

PubMed

This study investigated the discriminant, criterion and incremental validity of an ability measure of Emotional Intelligence (EI). High school students (N = 77) took the Mayer-Salovey-Caruso Emotional Intelligence Test - Spanish Version (MSCEIT V. 2.0, 2002), a measure of Big Five personality traits (BFQ; Caprara, Barbanelli, & Borgogni , 1993), an General Intelligence test (IGF-r 5; Yuste, 2002), and a social competence inventory (AECS; Moraleda, González, & García-Gallo, 1998). Students' academic grades also were obtained from official school records at the end of the school year. As predicted, the MSCEIT was discriminable from well-established measures of personality and intelligence. The test was also moderately related to social competence and predicted students' final grades. Most of the findings remained significant after personality and academic intelligence were statistically controlled. The potential utility of EI in the context of academic institutions is discussed. PMID:17295968

Gil-Olarte Márquez, Paloma; Palomera Martín, Raquel; Brackett, Marc A

2006-01-01

56

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

ERIC Educational Resources Information Center

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

Yip, Michael C. W.

2009-01-01

57

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

ERIC Educational Resources Information Center

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

Streb, Arthur G.

2009-01-01

58

Where Are the Academically Successful Puerto Rican Students? Five Success Factors of High Achieving Puerto Rican High School Students. JSRI Working Paper No. 61  

ERIC Educational Resources Information Center

High achieving Puerto Rican high school students are largely missing not only from urban high schools, but also from the educational research. The purpose of this article, then, is to describe the five success factors that ten low-income urban high school students from this ethnic group attributed to their high academic achievement. These success…

Antrop-Gonzalez, Rene; Velez, William; Garrett, Tomas

2003-01-01

59

The Racial Academic Achievement Gap  

ERIC Educational Resources Information Center

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

Green, Toneka M.

2008-01-01

60

Comparing Academic Achievement of African-American Males Who Do and Do Not Participate in High School Athletics  

Microsoft Academic Search

This study was conducted to investigate the impact on academic achievement that high school athletics had on African-American male students who participated in high school athletics against African-American male students who did not participate in high school athletics during the 2008-2009 school year. The results were measured by grade point averages (GPAs) and surveys developed by the researcher. The purpose

Montgomery III Thomas Victor

2010-01-01

61

Computer simulations in the high school: students' cognitive stages, science process skills and academic achievement in microbiology  

NASA Astrophysics Data System (ADS)

Computer-assisted learning, including simulated experiments, has great potential to address the problem solving process which is a complex activity. It requires a highly structured approach in order to understand the use of simulations as an instructional device. This study is based on a computer simulation program, 'The Growth Curve of Microorganisms', which required tenth grade biology students to use problem solving skills whilst simultaneously manipulating three independent variables in one simulated experiment. The aims were to investigate the computer simulation's impact on students' academic achievement and on their mastery of science process skills in relation to their cognitive stages. The results indicate that the concrete and transition operational students in the experimental group achieved significantly higher academic achievement than their counterparts in the control group. The higher the cognitive operational stage, the higher students' achievement was, except in the control group where students in the concrete and transition operational stages did not differ. Girls achieved equally with the boys in the experimental group. Students' academic achievement may indicate the potential impact a computer simulation program can have, enabling students with low reasoning abilities to cope successfully with learning concepts and principles in science which require high cognitive skills.

Huppert, J.; Michal Lomask, S.; Lazarowitz, R.

2002-08-01

62

Turkish high school students' biology achievement in relation to academic self-regulation  

Microsoft Academic Search

This study aimed at investigating the contribution of motivational beliefs, cognitive, and metacognitive strategy use to Turkish high school students' achievement in biology. In order to investigate the specified purpose of the study, 519 tenth-grade students were administered the Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1991) and a Biology Achievement Test developed by the researchers. Results

Necmettin Yumusak; Semra Sungur; Jale Cakiroglu

2007-01-01

63

Academic Plan Year One: Progress and Achievements  

E-print Network

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

64

The Effect of Racial Dissonance on Academic Self-Esteem and Achievement in Elementary, Junior High, and High School Students.  

ERIC Educational Resources Information Center

Examined the relationship between school racial composition, academic achievement, and self-esteem in black and in white students. Found that racially balanced schools generally--though not universally--were associated with the best self-esteem outcomes for black and for white students, but the effects varied by grade, possibly by race, and were…

Gray-Little, Bernadette; Carels, Robert A.

1997-01-01

65

Turkish High School Students' Biology Achievement in Relation to Academic Self-Regulation  

ERIC Educational Resources Information Center

This study aimed at investigating the contribution of motivational beliefs, cognitive, and metacognitive strategy use to Turkish high school students' achievement in biology. In order to investigate the specified purpose of the study, 519 tenth-grade students were administered the Motivated Strategies for Learning Questionnaire (Pintrich, Smith,…

Yumusak, Necmettin; Sungur, Semra; Cakiroglu, Jale

2007-01-01

66

Measuring Academic Motivation to Achieve for Malaysian High School Students Using a Rasch Measurement Model  

Microsoft Academic Search

A conceptual model of academic motivation was based on striving for excellence (standards, goals, tasks, effort, values, and ability), desire to learn (interest, responsibility for learning, and learning from others), and personal incentives (extrinsic, intrinsic, and social rewards). A unidimensional, linear scale of academic motivation was created by analysing student data using the Extended Logistic Model of Rasch (Andrich, 1988a,

Russell Waugh; Joseph Njiru

2005-01-01

67

Recognizing internet addiction: prevalence and relationship to academic achievement in adolescents enrolled in urban and rural Greek high schools.  

PubMed

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, 1050 females). Young's (1998) Internet Addiction Test and her Diagnostic Questionnaire were applied. School records' grades were retrieved. A 3.1% prevalence revealed, while boys {F (1, 1642) = 6.207, p < .05}, urban residents {F (1, 1642) = 5.53, p > .05} and academic track high school students {F (1, 1642) = 5.30, p < .05} were at higher risk. An Internet Addiction Test score of 51 points (sample's mean = 27.69, SD = 17.38) was proposed as the optimal cut-off point combining high sensitivity (98%) and specificity (91%). Finally, findings illustrated the syndrome's relation to worse academic achievement {F (1, 1725) = 0.93, p > .05}. PMID:23608781

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

2013-06-01

68

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

69

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

Microsoft Academic Search

Three conceptual models were tested to examine the relationships among academic self-concept, autonomous academic motivation, and academic achievement. This allowed us to determine whether 1) autonomous academic motivation mediates the relation between academic self-concept and achievement, 2) academic self-concept mediates the relation between autonomous academic motivation and achievement, or 3) both motivational constructs have an additive effect on academic achievement.

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

2010-01-01

70

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

NASA Astrophysics Data System (ADS)

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

Skolnick, Ronald

71

Effects of Cooperative Teaching on Academic Achievement of Regular and Special Education High School Students.  

ERIC Educational Resources Information Center

A service delivery model that could unite general and special education is cooperative teaching. Cooperative teaching is an educational approach in which general and special educators work in coactive and coordinated fashion to jointly teach academically and behaviorally heterogeneous groups in educationally integrated settings. There is…

Needels, Christie

72

The Relationship of High School Students in Inclusive Settings: Emotional Health and Academic Achievement  

ERIC Educational Resources Information Center

Academic success has become increasingly important in determining future quality of life. Many educational programs and institutions at various levels stress the need for students to score well on standardized tests and other methods of evaluation, in order to demonstrate their knowledge of various concepts and skills. The relationship between…

Wilson, Carolyn H.; Stith-Russell, Lafawndra S.

2010-01-01

73

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

74

An exploration of the relationship between personal motivation, academic achievement, and social concepts among select groups of African-american high school males  

Microsoft Academic Search

This study explores the relationship between personal motivation, academic concept and social concepts and academic achievement among select groups of African- American high school males. Ninety-one respondents were selected for the study. They were comprised of 45 students from the Advanced Placement track with grade point averages of 3.00 or higher and 46 from the General Education track with grade

Eddie L Morris

2008-01-01

75

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

Microsoft Academic Search

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

Theresa J. Jordan

1981-01-01

76

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

77

NONINTELLECTIVE VARIABLES RELATED TO ACADEMIC ACHIEVEMENT OF BRIGHT JUNIOR HIGH SCHOOL BOYS.  

ERIC Educational Resources Information Center

IN PREVIOUS STUDIES, A NUMBER OF PERSONALITY VARIABLES, INCLUDING ADJUSTMENT, MOTIVE-TO-ACHIEVE, MOTIVE-TO-AFFILIATE, ACCEPTANCE OF SELF AND OTHERS, AND ACCEPTANCE OF ADULT VALUES HAVE BEEN STUDIED TO DETERMINE THEIR RELATIONSHIPS TO SCHOOL ACHIEVEMENT. INTERRELATIONSHIPS AMONG THESE VARIABLES WERE EXAMINED IN THIS STUDY. THE CALIFORNIA TEST OF…

RINGNESS, THOMAS A.

78

The Impact of Personal Digital Assistants on Academic Achievement  

ERIC Educational Resources Information Center

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

Bick, Alexander

2005-01-01

79

Kindergarten Entrance Age and Academic Achievement.  

ERIC Educational Resources Information Center

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

Narahara, May

80

Cognitive Factors in Academic Achievement.  

ERIC Educational Resources Information Center

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

Cuasay, Peter

1992-01-01

81

Exam High Schools and Academic Achievement: Evidence from New York City. NBER Working Paper No. 17286  

ERIC Educational Resources Information Center

Publicly funded exam schools educate many of the world's most talented students. These schools typically contain higher achieving peers, more rigorous instruction, and additional resources compared to regular public schools. This paper uses a sharp discontinuity in the admissions process at three prominent exam schools in New York City to provide…

Dobbie, Will; Fryer, Roland G., Jr.

2011-01-01

82

Differentiating Biology Homework to Enhance Academic Achievement  

Microsoft Academic Search

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

Genevieve Finch Bertsos

2005-01-01

83

Academic Achievement Survey and Educational Assessment Research  

ERIC Educational Resources Information Center

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

Tanaka, Koji

2009-01-01

84

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

Microsoft Academic Search

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

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

2008-01-01

85

Computer Simulations in the High School: Students' Cognitive Stages, Science Process Skills and Academic Achievement in Microbiology.  

ERIC Educational Resources Information Center

Investigates the impact of computer simulation on students' academic achievement and their mastery of science process skills with regard to their cognitive stages. Based on the computer simulation program "The Growth Curve of Microorganisms" which requires 10th grade biology students to use problem solving skills while simultaneously manipulating…

Huppert, J.; Lomask, S. Michal; Lazarowitz, R.

2002-01-01

86

High School Students' Compositions of Ranch Designs: Implications for Academic and Personal Achievement  

ERIC Educational Resources Information Center

This research analyzed the composing processes of two high school students designing horse ranch plans for a course in equine management and production. The investigation focused on understanding the problems driving the design process, the tools through which the students inscribed and encoded meaning in their compositions, and the integration,…

Smagorinsky, Peter; Pettis, Victoria; Reed, Patty

2004-01-01

87

Academic Achievement in First-Year University: Who Maintains Their High School Average?  

ERIC Educational Resources Information Center

The present study investigates the characteristics which differentiate between first-year university students who maintain their high school averages (Maintainers: n = 165) and those whose averages decrease at least one letter grade (Decliners: n = 435). The 600 students entered first year at one of six Canadian Universities, which varied in size…

Wintre, Maxine Gallander; Dilouya, Barry; Pancer, S. Mark; Pratt, Michael W.; Birnie-Lefcovitch, Shelly; Polivy, Janet; Adams, Gerald

2011-01-01

88

Homework style, homework environment, and academic achievement  

Microsoft Academic Search

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

Eunsook Hong

2001-01-01

89

Are SVIB interests correlated with differential academic achievement?  

Microsoft Academic Search

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

Richard W. Johnson

1965-01-01

90

Family and personal correlates of academic achievement.  

PubMed

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

García Bacete, F J; Rosel Remírez, J

2001-04-01

91

Gender Differences in the Academic Ethic and Academic Achievement  

ERIC Educational Resources Information Center

This paper investigates gender differences in the academic ethic and academic achievement among college students. The authors used the survey data collected from students attending Georgia Southern University, a unit of the University System of Georgia and one of two regional universities in the state. Results from the analysis indicate that…

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

2005-01-01

92

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

ERIC Educational Resources Information Center

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

Van Damme, J.; Mertens, W.

93

The Effect of a Zoo-Based Experiential Academic Science Program on High School Students' Math and Science Achievement and Perceptions of School Climate  

NASA Astrophysics Data System (ADS)

The purpose of this study was to determine the effect of an 11th-grade and 12th-grade zoo-based academic high school experiential science program compared to a same school-district school-based academic high school experiential science program on students' pretest and posttest science, math, and reading achievement, and student perceptions of program relevance, rigor, and relationships. Science coursework delivery site served as the study's independent variable for the two naturally formed groups representing students (n = 18) who completed a zoo-based experiential academic high school science program and students (n = 18) who completed a school-based experiential academic high school science program. Students in the first group, a zoo-based experiential academic high school science program, completed real world, hands-on projects at the zoo while students in the second group, those students who completed a school-based experiential academic high school science program, completed real world, simulated projects in the classroom. These groups comprised the two research arms of the study. Both groups of students were selected from the same school district. The study's two dependent variables were achievement and school climate. Achievement was analyzed using norm-referenced 11th-grade pretest PLAN and 12th-grade posttest ACT test composite scores. Null hypotheses were rejected in the direction of improved test scores for both science program groups---students who completed the zoo-based experiential academic high school science program (p < .001) and students who completed the school-based experiential academic high school science program (p < .001). The posttest-posttest ACT test composite score comparison was not statistically different ( p = .93) indicating program equipoise for students enrolled in both science programs. No overall weighted grade point average score improvement was observed for students in either science group, however, null hypotheses were rejected in the direction of improved science grade point average scores for 11th-grade (p < .01) and 12th-grade (p = .01) students who completed the zoo-based experiential academic high school science program. Null hypotheses were not rejected for between group posttest science grade point average scores and school district criterion reference math and reading test scores. Finally, students who completed the zoo-based experiential academic high school science program had statistically improved pretest-posttest perceptions of program relationship scores (p < .05) and compared to students who completed the school-based experiential academic high school science program had statistically greater posttest perceptions of program relevance (p < .001), perceptions of program rigor (p < .001), and perceptions of program relationships (p < .001).

Mulkerrin, Elizabeth A.

94

The Paradox of Low Academic Achievement but High Self-Esteem in African American Students: An Attributional Account  

Microsoft Academic Search

Despite evidencing on average lower academic achievement than White students, African American students are usually found to have higher self-esteem. An attributional account is provided to explain this paradox. This account focuses on the expectancies, attributions, and self-esteem of African American college students. The existing literature with regard to attributions, expectancies, and self-esteem is reviewed, and the findings from two

Colette van Laar

2000-01-01

95

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

96

The effectiveness of a standards-based integrated chemistry and mathematics curriculum on improving the academic achievement in chemistry for high school students in Southern California  

NASA Astrophysics Data System (ADS)

The purpose of this study was to determine whether integrating chemistry and mathematics curricula and teaching practices significantly improves academic achievement in chemistry among high school students in Southern California. The study was conducted during the 2008--2009 academic year. A quasi-experimental research design was used to explore the effects of a standards-based integrated chemistry and mathematics curriculum (Integrated CHEMAT) and teaching practices on student academic achievement when compared to a traditional standards-based chemistry curriculum (Regular CHEM) and teaching practices. Academic achievement was based on a researcher-created Chemistry Achievement Assessment (CHAAS). The sample population involved in the research included 136 high school chemistry students attending high school in a Southern California rural school district. The research involved 2 groups of 68 students each: the experimental group and the control group. The data were analyzed using SPSS independent samples t-test, one-way multivariate analysis of covariance (MANCOVA), and profile analysis. Statistical significance was determined at the .05 and .001 levels. Significant differences were found when analyzing the effects of the standards-based integrated chemistry and mathematics curriculum and teaching practices. All 3 statistical analysis procedures (the independent samples t-test, MANCOVA, and profile analysis) indicated that students in the integrated CHEMAT program scored significantly higher than the students in the regular CHEM program in achievement scores based on the results of the CHAAS.

Mupanduki, Blessing T.

97

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

PubMed

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

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

2013-06-01

98

Student Course-Taking Delivered through a High School Block Schedule: The Relationship between the Academic Core and Student Achievement.  

ERIC Educational Resources Information Center

The hypothesis of this study was that student course-taking on the block schedules contributes to the comprehensive nature of the high school and the differentiated curriculum. Because of the shift of time associated with the block schedule, it was hypothesized that students would spend significantly less time studying the core academic

Brake, Nicholas L.

99

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

100

Behavioral Regulation and Early Academic Achievement in Taiwan  

ERIC Educational Resources Information Center

Research Findings: Behavioral regulation (the integration of attention, working memory, and inhibitory control) is critical for school readiness and early academic achievement. In Taiwan, however, where academic success is highly valued, there is a dearth of assessments available to measure young children's behavioral regulation. The present study…

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

2011-01-01

101

Objective Academic Achievement and Subjective Personal Well-Being  

ERIC Educational Resources Information Center

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

McDonald, Betty

2012-01-01

102

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

Microsoft Academic Search

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

Carolyn A. Uhlinger; Mark A. Stephens

1960-01-01

103

Parents' Achievement Goals and Perfectionism in Their Academically Talented Children  

Microsoft Academic Search

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

Karen E. Ablard; Wayne D. Parker

1997-01-01

104

Culture-fair prediction of academic achievement  

Microsoft Academic Search

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

Joseph F. Fagan; Cynthia R. Holland

2009-01-01

105

Optimism versus Pessimism and Academic Achievement Evaluation  

ERIC Educational Resources Information Center

This article integrates three central theories of optimism-pessimism (OP). The combination of the shared components of these theories--outcome expectancies, emotions, and behavioral intention--may produce an integrative academic achievement evaluation. Little has been written regarding the differentiation between general and domain-specific OP, a…

Harpaz-Itay, Yifat; Kaniel, Shlomo

2012-01-01

106

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

ERIC Educational Resources Information Center

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

Rutledge, Anthony B.

2010-01-01

107

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

ERIC Educational Resources Information Center

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

Anderson, Christine Marie

2010-01-01

108

Monetary Incentives in Support of Academic AchievementResults of a Randomized Field Trial Involving High-Achieving, Low-Resource, Ethnically Diverse Urban Adolescents  

Microsoft Academic Search

Significant resources have been directed at understanding and alleviating the achievement gap in education. Most programs focused on this aim rely on a top-down approach, including funding for infrastructure improvement, curriculum development, class size, and teacher salaries. This article presents findings from a randomized field trial that evaluates a bottom-up approach in which high-achieving students of diverse racial and ethnic

Margaret Beale Spencer; Elizabeth Noll; Elaine Cassidy

2005-01-01

109

SOME FACTORS AFFECTING UNDERGRADUATE ACADEMIC ACHIEVEMENT.  

PubMed

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

HUNTER, R C

1965-04-01

110

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

ERIC Educational Resources Information Center

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

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

2006-01-01

111

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

Microsoft Academic Search

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

Simon Cassidy; Peter Eachus

2000-01-01

112

Self-regulated profiles and academic achievement  

Microsoft Academic Search

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

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

2008-01-01

113

The Lives of Academic Achievers: The Career Aspirations of Male and Female High School Valedictorians and Salutatorians.  

ERIC Educational Resources Information Center

A longitudinal study was undertaken in 1981 to examine the educational and career achievements of 81 individuals who graduated from an Illinois high school in 1981 either as a valedictorian, salutatorian, or top honors student. These individuals completed questionnaires and were given in-depth interviews. One pattern emerged from the data…

Arnold, Karen D.; Denny, Terry

114

From Dropout to High Achiever: An Understanding of Academic Excellence through an Analysis of Dropouts and Students-at-Risk.  

ERIC Educational Resources Information Center

This report attempts to demonstrate that dropouts follow a path inverse to the one that students follow to academic excellence by presenting a review of literature pertaining to dropouts and students at risk. It examines the process by which at-risk students are separated from academic excellence, and attempts to understand the factors behind…

Cuellar, Alfredo; Cuellar, Mariano-Florentino

115

Understanding the factors that influence high science achievers' academic choices and intent to pursue or opt out of the hard sciences  

NASA Astrophysics Data System (ADS)

Drawing on Eccles and her colleagues' Expectancy-Value model of academic behavior and choice, this dissertation study set out to serve three purposes: (1) to understand how high achieving high school students who aspire to science college degrees compare, in terms of motivational beliefs and social experiences, with other high achievers who do not aspire to science college degrees; (2) to understand why some high school students who excel in the hard sciences are unsure about pursuing a science degree in college; and (3) to examine whether gender differences in motivational beliefs and social experiences found in previous research on math (see Eccles 1984) exist for science among high achieving high school students. Survey and interview data showed that gender differences previously found in Eccles' research on math exist for science among a select group of high achieving high school students. Yet, these gender differences did not explain students' aspirations for science. Motivation, classroom perceptions, science engagement, as well as other science-related experiences at home and school, including parent and teacher influences, were also important factors associated with students' aspirations for science. Results and implications for this study are encouraging because they suggest that both parents and educators can help more high achievers become interested in science. Parents can expose their children, male and female alike, to science at home early on in their childhood and teachers can help students sustain and further develop an interest in science at school. In this manner, both parents and teachers can work together as a team to encourage more high achievers to aspire to science degrees in their future. Lastly, it is important to note that this study found Eccles' model of motivation and choice helpful in understanding not only gender differences in math and the hard sciences, but also aspiration differences that cut across gender among students. Researchers interested in understanding students' motivation and academic-related choices may want to consider the applicability of Eccles' Expectancy-Value model to studies that do not focus on gender differences and that include academic domains aside from mathematics.

Quihuis, Gisell

116

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

117

Relationship of experimentally aroused achievement motivation to academic achievement anxiety  

Microsoft Academic Search

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

E. Wayne Herron

1964-01-01

118

Cultural Identification and Academic Achievement among African American Males  

ERIC Educational Resources Information Center

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

Irving, Miles Anthony; Hudley, Cynthia

2008-01-01

119

Communication Apprehension and Academic Achievement Implications for Industrial Education Students.  

ERIC Educational Resources Information Center

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

Miller, Michael T.; Edmunds, Niel A.

1992-01-01

120

Effect of School Population Socioeconomic Status on Individual Academic Achievement.  

ERIC Educational Resources Information Center

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

Caldas, Stephen J.; Bankston, Carl, III

1997-01-01

121

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

122

Academic Achievement and Socioemotional Adjustment Among Chinese University Students  

Microsoft Academic Search

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

Stanley Sue; Nolan W. S. Zane

1985-01-01

123

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

Microsoft Academic Search

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

Abesha A. Gota

2012-01-01

124

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

125

The Impact and Racial Identity on Academic Achievement  

ERIC Educational Resources Information Center

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

Mulzac, Anica Camela

2012-01-01

126

Juvenile Delinquency and Recidivism: The Impact of Academic Achievement  

Microsoft Academic Search

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

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

2008-01-01

127

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

ERIC Educational Resources Information Center

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

Dotterer, Aryn M.; Lowe, Katie

2011-01-01

128

Does academic achievement in children with epilepsy change over time?  

PubMed

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

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

1999-07-01

129

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

ERIC Educational Resources Information Center

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

Byrne, Barbara M.

130

Monetary Incentives in Support of Academic Achievement: Results of a Randomized Field Trial Involving High-Achieving, Low-Resource, Ethnically Diverse Urban Adolescents  

ERIC Educational Resources Information Center

Significant resources have been directed at understanding and alleviating the achievement gap in education. Most programs focused on this aim rely on a top-down approach, including funding for infrastructure improvement, curriculum development, class size, and teacher salaries. This article presents findings from a randomized field trial that…

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

2005-01-01

131

Utilizing Modality Theory to Achieve Academic Success  

ERIC Educational Resources Information Center

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

Lister, Dena; Ansalone, George

2006-01-01

132

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

E-print Network

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

Anderson, Christine Marie

2010-01-01

133

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

Microsoft Academic Search

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

Grace M Hickey

1992-01-01

134

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

PubMed Central

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

Veronneau, Marie-Helene; Dishion, Thomas J.

2011-01-01

135

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

Microsoft Academic Search

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

Timothy Z. Keith; Valerie A. Cool

1992-01-01

136

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

ERIC Educational Resources Information Center

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

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

2003-01-01

137

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

138

Staying on Track: Testing Higher Achievement's Long-Term Impact on Academic Outcomes and High School Choice  

ERIC Educational Resources Information Center

One crucial decision that middle schoolers (and their families) make is where they will attend high school. Many districts employ school choice systems designed to allow students to pick a high school that will meet their needs and interests. Yet most students prefer high schools that are close to home, and for youth in low-income neighborhoods,…

Herrera, Carla; Grossman, Jean Baldwin; Linden, Leigh L.

2013-01-01

139

The Prediction of Academic Achievement Using Non-Academic Variables.  

ERIC Educational Resources Information Center

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

Britt, Susan E.; Kim, Jwa K.

1996-01-01

140

Factors Affecting Academic Achievement in Graduate Management Education  

Microsoft Academic Search

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

Richard F. Bieker

1996-01-01

141

Validation of the Teacher Rating of Academic Achievement Motivation  

Microsoft Academic Search

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

Terry A. Stinnett; Judy Oehler-Stinnett

1992-01-01

142

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

143

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

144

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

Microsoft Academic Search

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

Naomi Mendelson

2007-01-01

145

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

146

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

147

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

148

School Environment and Academic Achievement of Standard IX Students  

ERIC Educational Resources Information Center

The present study School Environment and Academic Achievement of standard IX students was probed to find the relationship between School Environment and Academic Achievement of standard IX students. Data for the study were collected using self-made School Environment Scale (SES). The investigator used stratified random sampling technique for…

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

2012-01-01

149

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

150

Self-regulated learning and academic achievement in Malaysian undergraduates  

Microsoft Academic Search

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

Azlina Mohd Kosnin

2007-01-01

151

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

ERIC Educational Resources Information Center

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

Marjoribanks, Kevin

1976-01-01

152

Relationships of Selected Self-Concept and Academic Achievement Measures  

ERIC Educational Resources Information Center

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

Prendergast, Mary A.; Binder, Dorothy M.

1975-01-01

153

LEARNING STYLE AWARENESS AND ACADEMIC ACHIEVEMENT AMONG COMMUNITY COLLEGE STUDENTS  

Microsoft Academic Search

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

Lenda Cook

1991-01-01

154

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

155

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

156

Potential Causal Relationship Between Depressive Symptoms and Academic Achievement in the Hawaiian High Schools Health Survey Using Contemporary Longitudinal Latent Variable Change Models  

PubMed Central

There is a relatively consistent negative relationship between adolescent depressive symptoms and educational achievement (e.g., grade-point average [GPA]). However, we are less certain of the causal direction for this association due to the lack of longitudinal data with both indicators measured across at least two time periods, and due to the lack of application of more sophisticated contemporary statistical techniques. We present multivariate results from a large longitudinal cohort-sequential study of high school students (N = 7,317) with measures of self-reported depressive symptoms and self-reported GPAs across multiple time points (following McArdle, 2009; McArdle et al., 2001) using an ethnically diverse sample from Hawai‘i. Contemporary statistical techniques included: bivariate dynamic structural equation modeling (DSEM); multi-group gender-and-ethnic DSEMs; ordinal scale measurement of key outcomes; and imputation for incomplete longitudinal data. The findings suggest that depressive symptoms affect subsequent academic achievement, and not the other way around, especially for Native Hawaiians as compared to non-Hawaiian females. We further discuss the scientific, applied, and methodological-statistical implications of the results, including the need for further theorizing and research on mediating variables. We also discuss the need for increased prevention, early intervention, screening, identification, and treatment of depressive symptoms and disorders. Finally, we argue for utilization of more contemporary methodological-statistical techniques, especially when violating parametric-test assumptions. PMID:22268606

Hishinuma, Earl S.; Chang, Janice Y.; McArdle, John J.; Hamagami, Fumiaki

2012-01-01

157

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

PubMed

The relation between self-concept and academic achievement was examined in 39 independent and longitudinal samples through the integration of meta-analysis and path analysis procedures. For relations with more than 3 independent samples, the mean observed correlations ranged from .20 to .27 between prior self-concept and subsequent academic achievement and from .19 to .25 between prior academic achievement and subsequent self-concept. Globality/specificity of self-concept was the only significant moderating factor in the relation between (a) prior self-concept and subsequent academic achievement and (b) prior academic achievement and subsequent self-concept. As high self-concept is related to high academic performance and vice-versa, intervention programs that combine self-enhancement and skill development should be integrated. PMID:21930007

Huang, Chiungjung

2011-10-01

158

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

Microsoft Academic Search

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

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

1992-01-01

159

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

PubMed

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

Mboya, M M

1998-08-01

160

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

PubMed

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

Dotterer, Aryn M; Lowe, Katie

2011-12-01

161

Language Tests as Indicators of Academic Achievement.  

ERIC Educational Resources Information Center

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

Rea, Pauline M.

162

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

163

Families and Schools Influence Academic Achievements  

ERIC Educational Resources Information Center

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

Buckley, Sue

2008-01-01

164

Deterioration of academic achievement and marijuana use onset among rural adolescents  

Microsoft Academic Search

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

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

2006-01-01

165

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

ERIC Educational Resources Information Center

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

Bankston, Carl L., III; Zhou, Min

1995-01-01

166

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

ERIC Educational Resources Information Center

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

Seabi, Joseph; Payne, Jarrod

2013-01-01

167

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

PubMed

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

Chen, Su-Yen; Fu, Yang-Chih

2009-01-01

168

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

169

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

170

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

ERIC Educational Resources Information Center

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

Rogers, Keba Marguerita

2010-01-01

171

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

PubMed

This study utilizes discrete-time survival analysis to assess the effect of level of academic achievement (both contemporaneously and prospectively) and changes in academic achievement on initiation of marijuana use among rural adolescents in junior high school. In the sample under consideration, 36% of boys and 23% of girls initiated use of marijuana by the end of ninth grade. Consistent with our hypothesis, poor academic achievement is a salient predictor of initiation of marijuana use among both boys and girls. Both contemporaneous and lagged levels of achievement significantly predict initiation. In addition, change in academic achievement is an important predictor of initiation. That is, students who demonstrate a deterioration of their academic achievement over time are more likely to start using marijuana. Poor academic achievement and deterioration of academic achievement should be considered as risk factors for initiation of marijuana use among rural adolescents. Initiatives targeted at improving academic achievement and/or drug use prevention initiatives designed for poor achieving students may help to prevent initiation of marijuana use. PMID:16968870

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

2007-06-01

172

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

173

Sex differences in educational encouragement and academic achievement.  

PubMed

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

Khan, Aqeel

2012-08-01

174

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

ERIC Educational Resources Information Center

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

Mello, Zena R.; Worrell, Frank C.

2006-01-01

175

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

176

Genetic and Environmental Influences on Academic Achievement Trajectories during Adolescence  

ERIC Educational Resources Information Center

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

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

2006-01-01

177

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

178

Exploring First-Year Academic Achievement through Structural Equation Modelling  

ERIC Educational Resources Information Center

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

McKenzie, Kirsten; Gow, Kathryn; Schweitzer, Robert

2004-01-01

179

Adolescent Mental Health, Behavior Problems, and Academic Achievement  

ERIC Educational Resources Information Center

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

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

2012-01-01

180

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

181

Self-Regulated Learning and Academic Achievement in Malaysian Undergraduates  

ERIC Educational Resources Information Center

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

Kosnin, Azlina Mohd

2007-01-01

182

Is Preschool Executive Function Causally Related to Academic Achievement?  

PubMed Central

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

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

2012-01-01

183

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

184

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

ERIC Educational Resources Information Center

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

Alivernini, Fabio; Lucidi, Fabio

2011-01-01

185

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

Microsoft Academic Search

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

Fabio Alivernini; Fabio Lucidi

2011-01-01

186

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

187

Academic Optimism of Schools: A Force for Student Achievement  

Microsoft Academic Search

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

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

2006-01-01

188

The Honors College brings together high-achieving students from across the country and across disciplines for a unique academic experience. Offering a rigorous core curriculum, innovative seminars given by UNLV's most  

E-print Network

HONORS COLLEGE HigHligHts The Honors College brings together high-achieving students from across to conduct and publish original research, the Honors College creates learning communities of students who opportunities abound and many Honors College students complement their academic studies with on-site supervised

Hemmers, Oliver

189

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

ERIC Educational Resources Information Center

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

Allocca, Rose; Muth, Rodney

190

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

Microsoft Academic Search

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

Moisés Próspero; Shetal Vohra-Gupta

2007-01-01

191

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

ERIC Educational Resources Information Center

The study examined the self-reported academic achievement, academic self-concept, and academic motivation of 573 immigrant and nonimmigrant adolescents in the Greater Toronto Area (GTA) secondary schools. Descriptive Discriminant Analyses indicated that the immigrant adolescents had higher performance in mathematics, higher math and school…

Areepattamannil, Shaljan; Freeman, John G.

2008-01-01

192

Academic Motivation and Achievement Among Urban Adolescents  

Microsoft Academic Search

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

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

2007-01-01

193

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

ERIC Educational Resources Information Center

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

Canto-Herrera, Pedro; Salazar-Carballo, Humberto

2010-01-01

194

Childhood Obesity, Academic Achievement, and School Expenditures  

Microsoft Academic Search

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

Tami Gurley-Calvez; Amy Higginbotham

2010-01-01

195

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

ERIC Educational Resources Information Center

Despite the current theoretical momentum for the importance of academic English and the acknowledgment that academic materials increase in complexity through the grades, little empirical attention has been devoted to the role of academic English in academic achievement. This study examined the amount of variance in academic achievement explained…

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

2012-01-01

196

Parenting Style as a Moderator for Students' Academic Achievement  

NASA Astrophysics Data System (ADS)

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

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

2012-08-01

197

School Uniforms, Academic Achievement, and Uses of Research  

Microsoft Academic Search

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

Ann Bodine

2003-01-01

198

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

ERIC Educational Resources Information Center

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

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

199

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

ERIC Educational Resources Information Center

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

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

200

Fidelity as a Precondition for Integrity in Grading Academic Achievement  

ERIC Educational Resources Information Center

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

Sadler, D. Royce

2010-01-01

201

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

ERIC Educational Resources Information Center

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

Alson, Allan

202

The Role of Academic Achievement Growth in School Track Recommendations  

ERIC Educational Resources Information Center

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

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

2009-01-01

203

Longitudinal Effects of Perceived Control on Academic Achievement  

ERIC Educational Resources Information Center

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

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

2011-01-01

204

Student Perceptions of High-Achieving Classmates  

ERIC Educational Resources Information Center

The reported study investigated students' perceptions of their high-performing classmates in terms of intelligence, social skills, and conscientiousness in different school subjects. The school subjects for study were examined with regard to cognitive, physical, and gender-specific issues. The results show that high academic achievements in…

Händel, Marion; Vialle, Wilma; Ziegler, Albert

2013-01-01

205

Elementary School Counselors' Motivation to Support Student Academic Achievement through Identified Standards  

ERIC Educational Resources Information Center

The researchers explored the relationship between elementary school counselors' motivational orientation, perceptions of importance and levels of implementation of Academic and Personal/Social Standards as a strategy for supporting academic achievement. Responses from 212 elementary school counselors confirm both types of Standards as being highly

Barna, Jennifer S.; Brott, Pamelia E.

2012-01-01

206

Examining Gender and the Academic Achievement of Students with Emotional Disturbance  

ERIC Educational Resources Information Center

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

Rice, Elisabeth Hess; Yen, Cherng-Jyh

2010-01-01

207

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

ERIC Educational Resources Information Center

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

Southern Regional Education Board (SREB), 2010

2010-01-01

208

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

Microsoft Academic Search

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

Henry Kenneth Staggs

2001-01-01

209

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

NASA Astrophysics Data System (ADS)

This study is surveying some of personality characteristics of adolescents and their associations with academic achievement: Accordingly, 1314 randomly allocated students of Tehran`s high schools were assessed by Beck self-concept inventory, Coopersmith self-esteem inventory, Spielberger State-Trait anxiety inventory, Beck depression inventory. Results indicate that self-concept is correlated with self-esteem and these two have positive impacts on augment of academic achievement. Moreover, the increase of self-concept and self-esteem are related to the decrease of anxiety and a negative significant relation exists between self-concept, self-esteem and depression which will ensue decrease in academic achievement.

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

210

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

ERIC Educational Resources Information Center

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

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

2009-01-01

211

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

ERIC Educational Resources Information Center

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

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

2010-01-01

212

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

Microsoft Academic Search

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

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

2008-01-01

213

The neural basis of academic achievement motivation  

Microsoft Academic Search

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

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

2008-01-01

214

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

ERIC Educational Resources Information Center

This study examined the prediction of academic self-concept (English and Mathematics) and learning strategies (deep and surface), and their direction of effect, on academic achievement (English and Mathematics) of 8,354 students from 16 secondary schools in Hong Kong. Two competing models were tested to ascertain the direction of effect: Model A…

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

2012-01-01

215

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

ERIC Educational Resources Information Center

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

Ray, Corey E.; Elliott, Stephen N.

2006-01-01

216

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

217

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

218

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

ERIC Educational Resources Information Center

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

Mboya, Mzobanzi M.

1986-01-01

219

Academic Momentum at University/College: Exploring the Roles of Prior Learning, Life Experience, and Ongoing Performance in Academic Achievement across Time  

ERIC Educational Resources Information Center

In the context of "academic momentum," a longitudinal study of university students (N = 904) showed high school achievement and ongoing university achievement predicted subsequent achievement through university. However, the impact of high school achievement diminished, while additive effects of ongoing university achievement continued.…

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

2014-01-01

220

The relation between socioeconomic status and academic achievement  

Microsoft Academic Search

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

Karl R. White

1982-01-01

221

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

ERIC Educational Resources Information Center

How will hostilities occurring around today's world influence future generations in affected areas? Cambodia may be one place where this question can be answered, and academic achievement is one way to measure these effects. Cambodian adolescent/caregiver dyads (n=288) were examined for links between caregiver trauma history and adolescent…

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

2009-01-01

222

Morningness-eveningness preferences and academic achievement of university students.  

PubMed

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

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

2011-03-01

223

The Effects of Family Structures on Academic Achievement.  

ERIC Educational Resources Information Center

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

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

224

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

225

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

226

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

ERIC Educational Resources Information Center

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

Clark, Roger

2001-01-01

227

Parenting Style as a Moderator for Students' Academic Achievement  

ERIC Educational Resources Information Center

Parenting styles have always been a crucial factor in influencing all aspects of a person's development. The purpose of this study is to test the structural equation model of academic achievement among the students using parenting styles as a moderator. The sample comprised 493 students from eight schools. Parenting styles are determined using the…

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

2012-01-01

228

The Effects of College Student Employment on Academic Achievement  

Microsoft Academic Search

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

Lauren E. Watanabe; Faculty Mentor; Jana Jasinski

229

Depressive Mood and Social Maladjustment: Differential Effects on Academic Achievement  

ERIC Educational Resources Information Center

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

Aluja, Anton; Blanch, Angel

2004-01-01

230

Helping Students Improve Academic Achievement and School Success Behavior  

ERIC Educational Resources Information Center

This article describes a study evaluating the impact of school-counselor-led interventions on student academic achievement and school success behavior. A group counseling and classroom guidance model called student success skills (SSS) was the primary intervention. The focus of the SSS model was on three sets of skills identified in several…

Brigman, Greg; Campbell, Chari

2003-01-01

231

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

ERIC Educational Resources Information Center

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

Russell, Tanya G.; And Others

1991-01-01

232

Classroom Emotional Climate, Student Engagement, and Academic Achievement  

ERIC Educational Resources Information Center

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

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

2012-01-01

233

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

234

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

235

The Effects of Looping on Perceived Values and Academic Achievement  

ERIC Educational Resources Information Center

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

Rodriguez, Carmen; Arenz, Bernard

2007-01-01

236

Interpersonal Identity Development and Academic Achievement During Early Adolescence  

Microsoft Academic Search

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

Melissa C. Lilly

2008-01-01

237

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

238

Emotional Intelligence, Creativity and Academic Achievement of Business Administration Students  

ERIC Educational Resources Information Center

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

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

2010-01-01

239

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

ERIC Educational Resources Information Center

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

Chang, Theresa S.

1976-01-01

240

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

241

Factors Affecting Academic Achievement in Graduate Management Education.  

ERIC Educational Resources Information Center

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

Bieker, Richard F.

1996-01-01

242

Academic optimism and student achievement in urban elementary schools  

Microsoft Academic Search

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

Page A. Smith; Wayne K. Hoy

2007-01-01

243

The Effects of Class Size on Students' Academic Achievement  

ERIC Educational Resources Information Center

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

Wilson, Claire

2011-01-01

244

Relationship between Grade Span Configuration and Academic Achievement  

ERIC Educational Resources Information Center

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

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

2010-01-01

245

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

ERIC Educational Resources Information Center

Research in the past decade suggests that a persistent achievement gap between students from low-income minority backgrounds and higher-income white backgrounds may be rooted in theories of student motivation and youth purpose. Yet limited research exists regarding the role of purpose on positive youth development as it pertains to academic

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

2011-01-01

246

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

ERIC Educational Resources Information Center

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

Prospero, Moises; Vohra-Gupta, Shetal

2007-01-01

247

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

248

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

Microsoft Academic Search

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

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

2009-01-01

249

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

250

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

251

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

ERIC Educational Resources Information Center

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

Swanson, Judy

252

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

NASA Astrophysics Data System (ADS)

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

Venables, Jeffrey M.

253

Parenting styles, adolescent substance use, and academic achievement.  

PubMed

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

Cohen, D A; Rice, J

1997-01-01

254

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

PubMed Central

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

Sainsbury, Erica; Rose, Grenville; Smith, Lorraine

2014-01-01

255

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

PubMed

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

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

2014-09-15

256

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.

257

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

258

An Early College Initiative in an Urban, High-Poverty High School: First-Year Effects on Student Achievement and Non-Academic Indicators  

ERIC Educational Resources Information Center

The Early College High School (ECHS) initiative developed in response to calls to significantly decrease the number of first-generation college and underserved students of color and from poverty who are high school dropouts or marginally graduates (i.e., ill prepared for college). The ECHS model is different from other educational reforms in that…

Muñoz, Marco A.; Fischetti, John C.; Prather, Joseph R.

2014-01-01

259

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

260

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

PubMed

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

Yang, Fan; Chen, Xinyin; Wang, Li

2014-01-01

261

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

ERIC Educational Resources Information Center

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

Warne, Russell T.

2014-01-01

262

Equipping Adolescent English Learners for Academic Achievement: An Interview with Susana Dutro and Ellen Levy  

ERIC Educational Resources Information Center

Susana Dutro and Ellen Levy are leaders of E.L. Achieve, an organization dedicated to assisting educators in equipping English learners for academic achievement. They see adolescent English learners regularly confronting the challenge of developing the language needed to fully participate in middle and high school classrooms. Their approach to…

Dutro, Susana; Levy, Ellen; Moore, David W.

2012-01-01

263

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

ERIC Educational Resources Information Center

Using multilevel modeling, examines effects of African- American concentration in Louisiana public schools on African- American and white students' academic achievement. Student achievement equaled a factor score derived from the 10th grade component of the Louisiana Graduation Exit Examination. Controlling for all variables, high African-American…

Caldas, Stephen J; Bankston, Carl, III

1998-01-01

264

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

E-print Network

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

Hillstrom, Kathryn Amanda

2009-01-01

265

PREDICTING ACADEMIC SUCCESS BEYOND HIGH SCHOOL.  

ERIC Educational Resources Information Center

THESE TABLES ARE INTENDED TO PREDICT WHICH UTAH COLLEGE CURRICULUM GIVES A STUDENT THE MOST LIKELIHOOD OF SUCCESS. THEY USE HIGH SCHOOL AVERAGE (HSA) AND ACADEMIC ACHIEVEMENT OR APTITUDE TESTS. THE STUDY IS DESIGNED ON CONCLUSIONS FROM EARLIER WORK--(1) THE MAIN HURDLE FOR THE FRESHMAN IS THE REQUIRED GENERAL EDUCATION CORE, (2) GPA'S ARE…

JEX, FRANK B.

266

Talented athletes and academic achievements: a comparison over 14 years  

Microsoft Academic Search

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

Laura Jonker; Chris Visscher

2009-01-01

267

Birth order effects on young students’ academic achievement  

Microsoft Academic Search

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

Hans Bonesrønning; Sofia Sandgren Massih

2011-01-01

268

Talented Athletes and Academic Achievements: A Comparison over 14 Years  

ERIC Educational Resources Information Center

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

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

2009-01-01

269

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

PubMed

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

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

2014-03-01

270

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

271

The Impact of the Length of Preschool Attendance on the Academic Achievement and Retention of Third and Fourth Grade Students  

ERIC Educational Resources Information Center

The purpose of this study was to examine the impact of the length of years of preschool attendance on the academic achievement and retention of third and fourth grade students in high and low achieving schools. The study consisted of the analysis of secondary data, i.e., mathematics and language arts literacy scores as the measurement of academic

Brooks-Bey, Michelle Rubee

2011-01-01

272

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

273

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

274

The Effectiveness of Academic Interest Scales in Predicting College Achievement.  

ERIC Educational Resources Information Center

The predictive validities of various SVIB academic interest scales were assessed with first semester freshman males at the University of Massachusetts. Both the Rust and Ryan and the Campbell and Johansson scales contributed significantly, albeit modestly, to a multiple correlation coefficient consisting of high school rank and scholastic aptitude…

Johnson, Richard W.

275

Coexisting Disorders and Academic Achievement among Children with ADHD  

ERIC Educational Resources Information Center

Objective: ADHD is a commonly diagnosed neuropsychological disorder among school-aged children with reported high rates of coexisting or comorbid disorders. As ADHD has been associated with academic underachievement, the current study examines this association in view of the presence of coexisting disorders. The purpose of the current study is to…

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

2011-01-01

276

Academic Achievement and Problem Behaviors among Asian Pacific Islander American Adolescents  

PubMed Central

Using data from the National Longitudinal Study of Adolescent Health, this study tests whether the relationship between academic achievement and problem behaviors is the same across racial and ethnic groups. Some have suggested that academic achievement may be a weaker predictor of problem behaviors among Asian Pacific Islander American (API) youth; that they can have high grades but still exhibit problem behaviors. This study finds that academic performance is a significant predictor of aggressive and nonaggressive delinquent offenses, gang initiation, sexual behaviors, and substance use, and that the relationship generally does not vary by race and ethnicity. Thus, there is little evidence that API youth are high achievers who are also engaging significantly in problem behaviors. The existing perceptions of API youth may be largely based on stereotype and ambivalence.

2011-01-01

277

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

ERIC Educational Resources Information Center

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

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

2001-01-01

278

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

ERIC Educational Resources Information Center

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

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

2008-01-01

279

THE RELATIONSHIP BETWEEN COMMUNICATION APPREHENSION AND ACADEMIC ACHIEVEMENT AMONG COLLEGE STUDENTS  

Microsoft Academic Search

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

JAMES C. McCROSKEY; JANIS F. ANDERSEN

1976-01-01

280

Relationship Between Psychosocial Factors and Academic Achievement among African American Students.  

ERIC Educational Resources Information Center

Surveyed African American high school students to determine psychosocial factors associated with high school achievement (e.g., community support, academic motivation, social support, and students' methods of handling unfair treatment). After controlling for gender and absenteeism, only the method of handling unfair treatment positively related to…

Powell, Cecil L.; Arriola, Kimberly R. Jacob

2003-01-01

281

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

282

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

ERIC Educational Resources Information Center

This study investigated whether academic achievement motivation and social identity explain variation in children's conformity to positive academic behaviors (n = 455 children in grades three through five). Structural equation modeling suggested that academic value and peer group academic norms were positively related to academic conformity.…

Masland, Lindsay C.; Lease, A. Michele

2013-01-01

283

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

284

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

285

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

286

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

287

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

ERIC Educational Resources Information Center

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

Broh, Beckett A.

2002-01-01

288

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

PubMed Central

The low success rate of first-year college students in Science, Technology, Engineering, and Mathematics (STEM) programs has spurred many academic achievement studies in which explanatory factors are studied. In this study, we investigated from a person-oriented perspective whether different motivational and academic self-concept profiles could be discerned between male and female first-year college students in STEM and whether differences in early academic achievement were associated with these student groups. Data on autonomous motivation, academic self-concept, and early academic achievement of 1,400 first-year STEM college students were collected. Cluster analyses were used to distinguish motivational profiles based on the relative levels of autonomous motivation and academic self-concept for male and female students. Differences in early academic achievement of the various profiles were studied by means of ANCOVA. Four different motivational profiles were discerned based on the dimensions of autonomous motivation (A) and academic self-concept (S): students scoring high and respectively low on both dimensions (HA-HS or LA-LS), and students scoring high on one dimension and low on the other (HA-LS or LA-HS). Also gender differences were found in this study: male students with high levels of academic self-concept and autonomous motivation had higher academic achievement compared to male students with low levels on both motivational dimensions. For female students, motivational profiles were not associated with academic achievement. The findings partially confirm the internal and external validity of the motivational theories underpinning this study and extend the present insights on identifying subgroup(s) of at risk students in contemporary STEM programs at university level. PMID:25390942

Van Soom, Carolien; Donche, Vincent

2014-01-01

289

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

PubMed

The low success rate of first-year college students in Science, Technology, Engineering, and Mathematics (STEM) programs has spurred many academic achievement studies in which explanatory factors are studied. In this study, we investigated from a person-oriented perspective whether different motivational and academic self-concept profiles could be discerned between male and female first-year college students in STEM and whether differences in early academic achievement were associated with these student groups. Data on autonomous motivation, academic self-concept, and early academic achievement of 1,400 first-year STEM college students were collected. Cluster analyses were used to distinguish motivational profiles based on the relative levels of autonomous motivation and academic self-concept for male and female students. Differences in early academic achievement of the various profiles were studied by means of ANCOVA. Four different motivational profiles were discerned based on the dimensions of autonomous motivation (A) and academic self-concept (S): students scoring high and respectively low on both dimensions (HA-HS or LA-LS), and students scoring high on one dimension and low on the other (HA-LS or LA-HS). Also gender differences were found in this study: male students with high levels of academic self-concept and autonomous motivation had higher academic achievement compared to male students with low levels on both motivational dimensions. For female students, motivational profiles were not associated with academic achievement. The findings partially confirm the internal and external validity of the motivational theories underpinning this study and extend the present insights on identifying subgroup(s) of at risk students in contemporary STEM programs at university level. PMID:25390942

Van Soom, Carolien; Donche, Vincent

2014-01-01

290

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

E-print Network

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

Ram, Alison

2005-01-01

291

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

NASA Astrophysics Data System (ADS)

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

YangKim, SungHee

292

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

Microsoft Academic Search

This study provides evidence of the impact of two critical self?regulation components – academic self?concept and outcome expectations – on the selection of learning strategies conducive to academic achievement in undergraduate business education. Self?concept theory is the framework for the analysis of students’ motivations and learning behaviors. Path analysis suggests that high academic self?concept favors engagement in complex cognitive effort,

Carlos M. Rodriguez

2009-01-01

293

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

ERIC Educational Resources Information Center

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

Veronneau, Marie-Helene; Dishion, Thomas J.

2011-01-01

294

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

295

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

ERIC Educational Resources Information Center

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

Sinha, Sudhir K.

2010-01-01

296

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

PubMed

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

Marsh, Herbert W; Martin, Andrew J

2011-03-01

297

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

ERIC Educational Resources Information Center

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

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

298

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

ERIC Educational Resources Information Center

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

Yu, Serena W.

2009-01-01

299

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

300

Academic Achievement of Elementary School Children in Small-Group versus Whole-Class Instruction.  

ERIC Educational Resources Information Center

Academic achievement of pupils working in small cooperation groups was compared to that of students taught in the traditional whole-class approach. Pupils in grades 2, 4 and 6 from small-group classrooms excelled on high level items; the groups did not differ on items measuring low level cognitive functioning. (Author/GSK)

Sharan, Shlomo; And Others

1979-01-01

301

Parental Characteristics, Ecological Factors, and the Academic Achievement of African American Males  

ERIC Educational Resources Information Center

Parental characteristics, ecological factors, and the academic achievement of African American male high school students were examined. One hundred fifty-three 11th and 12th grade African American males completed the Parenting Style Index (Steinberg, Lamborn, Darling, Mounts, & Dornbusch, 1994) and a demographic questionnaire. Results…

Hines, Erik M.; Holcomb-McCoy, Cheryl

2013-01-01

302

Self-Efficacy, Goal Orientations and Learning Strategies as Mediators between Preceding and Subsequent Academic Achievement  

ERIC Educational Resources Information Center

High school grade point average (HSGPA), self-efficacy, goal orientations, learning strategies, and examination grade were measured in a sample of Norwegian undergraduate psychology students in order to investigate motives and strategies as mediators between preceding and subsequent academic achievement. Correlation analysis showed strong…

Diseth, Age

2011-01-01

303

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

304

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

Microsoft Academic Search

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

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

1994-01-01

305

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

ERIC Educational Resources Information Center

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

Vrugt, Anneke; Oort, Frans J.

2008-01-01

306

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

307

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

308

Examining the Long-Term Impact of Achievement Loss during the Transition to High School  

ERIC Educational Resources Information Center

Research shows that prior academic achievement is a strong predictor of future academic performance. For some students, the transition from one educational environment to another is associated with academic challenges and achievement loss. This study examined the extent to which achievement loss during the transition from middle school to high

Smith, Joshua S.

2006-01-01

309

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

310

Spread of academic success in a high school social network.  

PubMed

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

311

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

E-print Network

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

Darensbourg, Alicia Marie

2011-10-21

312

The influence of habitus in the relationship between cultural capital and academic achievement.  

PubMed

Scholars routinely use cultural capital theory in an effort to explain class differences in academic success but often overlook the key concept of habitus. Rich, longstanding debates within the literature suggest the need for a closer examination of the individual effects of cultural capital and habitus. Drawing upon the writings of Pierre Bourdieu, I use a longitudinal dataset to examine the effects of multiple operationalizations of cultural capital on academic achievement and the mediating effects of habitus. Using first difference models to control for time-invariant unobserved characteristics, I find that typical operationalizations of cultural capital (i.e. high-arts participation and reading habits) have positive effects on GPA that are completely mediated through habitus. These results stress the importance of habitus in the relationship between cultural capital and academic achievement for disadvantaged youth. PMID:23146594

Gaddis, S Michael

2013-01-01

313

Alcohol Exposure In Utero and Child Academic Achievement  

PubMed Central

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

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

2014-01-01

314

The Academic Resilience of Mexican American High School Students  

Microsoft Academic Search

This study sought to identify factors that contribute to the academic resilience and achievement among Mexican American high school students. High-and low-achieving students were selectedfrom a database that included 2,169 Mexican American students in three California high schools. Resilient students (N = 133) reported receiving mostly A grades in high school, whereas nonresilient students (N = 81) reported mostly grades

Rosemary Gonzalez; Amado M. Padilla

1997-01-01

315

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

316

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

ERIC Educational Resources Information Center

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

Worrell, Frank C.

2007-01-01

317

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

ERIC Educational Resources Information Center

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

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

2012-01-01

318

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

ERIC Educational Resources Information Center

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

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

2010-01-01

319

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

320

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

321

Academic Achievement and Personality in University Students Who Are Visually Impaired  

ERIC Educational Resources Information Center

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

Klinkosz, Waldemar; Sekowski, Andrzej; Brambring, Michael

2006-01-01

322

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

Microsoft Academic Search

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

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

2010-01-01

323

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

324

Manganese Exposure from Drinking Water and Children’s Academic Achievement  

PubMed Central

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

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

2012-01-01

325

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

E-print Network

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

Anderson, Christine Marie

2010-01-01

326

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

E-print Network

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

Liu, Xiaoru

2012-06-07

327

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

PubMed

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

Gonida, Eleftheria; Kiosseoglou, Grigoris; Leondari, Angeliki

2006-01-01

328

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

PubMed

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

Schutz, R W

1979-03-01

329

Student affiliation motives, teacher warmth, and academic achievement  

Microsoft Academic Search

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

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

1966-01-01

330

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

PubMed Central

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

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

2012-01-01

331

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

332

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

PubMed

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

Titz, Cora; Karbach, Julia

2014-11-01

333

Teamwork: Profile of High Achieving Schools and Their Leaders.  

ERIC Educational Resources Information Center

Discusses the challenge of providing an educational program for young adolescents that balances a commitment to academic achievement with a commitment to providing a caring, nurturing learning environment. Outlines 10 characteristics of the continuous process of school improvement in the high achieving school. (TJQ)

Kanthak, Laurel Martin

1995-01-01

334

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.

335

Accuracy of High School Grades and College Admissions Test Scores for Predicting Different Levels of Academic Achievement in College. AIR 2002 Forum Paper.  

ERIC Educational Resources Information Center

This study compared the cross-validated accuracy of American College Test (ACT) Composite score and high school grade point average (GPA) (HSAV) for predicting different levels of first-year college GPA. Logistic regression models were developed by institution, for predicting GPA levels of 2.00, 2.50, 3.00, 3.25, 3.50, and 3.75 or higher. These…

Noble, Julie; Sawyer, Richard

336

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

337

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

Microsoft Academic Search

Elliot and McGregor’s (2001) 2 × 2 model of achievement motivation (mastery approach, mastery-avoidance, performance-approach and performance-avoidance) was used among 143 Latino adolescents to examine how achievement motivation changes over time, and whether perception of academic climate influences eventual academic outcomes. A series of hierarchical regressions revealed that perception of a task-focused academic climate moderated the association between mastery-approach achievement

Natalie J. Wilkins; Gabriel P. Kuperminc

2010-01-01

338

Trait emotional intelligence influences on academic achievement and school behaviour.  

PubMed

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

Mavroveli, Stella; Sánchez-Ruiz, María José

2011-03-01

339

Academic Motivation in Self-Efficacy, Task Value, Achievement Goal Orientations, and Attributional Beliefs  

Microsoft Academic Search

The author assessed academic self-efficacy, task value, ability and effort attributions and mastery, performanceapproach, and performance-avoidance achievement-goal orientations in reference to English, Korean, mathematics, and general school learning among 389 Korean high school girls. Results corroborated M. Bong's (2001) previous report that students form motivational beliefs that are subject-matter specific and that some beliefs generalize more than others across multiple

Mimi Bong

2004-01-01

340

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

Microsoft Academic Search

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

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

2009-01-01

341

Motivating Academic Achievement in a Cellblock Token Economy  

Microsoft Academic Search

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

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

1979-01-01

342

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

E-print Network

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

Ogden, Jeffrey S.

2010-01-01

343

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

Microsoft Academic Search

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

Anne N. Rinn

2007-01-01

344

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

345

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

PubMed

The excellent academic performance among East-Asian students has drawn international attention from educators and psychologists. However, the process that underlies student academic achievement for this particular group has rarely been documented. The present study examines how the relation between perceived parental involvement and Taiwanese students' academic achievement is mediated by student academic beliefs (i.e., beliefs about effort, academic self-concept, and perceived control). The study further explores whether this mediating effect varies with types of filial piety. Participants were 468 first-year students from colleges and universities in Taiwan. Multiple-group mediating models were analyzed using structural equation modeling (SEM). Results indicated that, for the Taiwanese sample, students' academic beliefs mediated the relation between perceived parental involvement and academic achievement. Furthermore, the mediational effect was significant for the reciprocal filial type, but not for the authoritarian filial type. The importance of the quality of the parent-child relationship and the internalization process related to children's assumptions of their parents' educational values indicate the need for a contextual view when examining predictors of student academic achievement. PMID:22288600

Chen, Wei-Wen; Ho, Hsiu-Zu

2012-01-01

346

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

ERIC Educational Resources Information Center

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

Rinn, Anne N.

2007-01-01

347

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

348

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

349

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

350

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

ERIC Educational Resources Information Center

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

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

2011-01-01

351

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

PubMed

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

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

2013-10-01

352

Centre for Academic Achievement `Aiming High'  

E-print Network

National School, Ballymun Astronomy Forensics Sport Science Chemistry Engineering Architecture Experimental Physics Zoology Me & My Body Computers & Animation Medicine Investigative Science Have you learnt new educational disadvantage. 4) To promote positive attitudes to science and education in the community. 5

Humphrys, Mark

353

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

354

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

E-print Network

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

Dyer, Nicole Estelle

2011-10-21

355

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

356

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

Federal Register 2010, 2011, 2012, 2013

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

2013-11-19

357

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

Microsoft Academic Search

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

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

2008-01-01

358

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

Microsoft Academic Search

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

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

2006-01-01

359

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

360

Racial Differences in Indices of Ego Functioning Relevant to Academic Achievement.  

ERIC Educational Resources Information Center

The following hypotheses were investigated: (1) Negro children have lower academic achievement than whites, (2) the ego variables of sense personal control and willingness to delay gratification are significantly related to academic achievement and (3) Negro children score significantly lower on both ego variables. Subjects included 237 eighth…

Lessing, Elise E.

361

Do More Friends Mean Better Grades?: Student Popularity and Academic Achievement  

Microsoft Academic Search

Peer interactions have been argued to play a major role in student academic achievement. Recent work has focused on measuring the structure of peer interactions with the location of the student in their social network and has found a positive relationship between student popularity and academic achievement. Here the author ascertains the robustness of previous findings to controls for endogenous

Kata Mihaly

2009-01-01

362

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

363

A Review of Academic Achievement Tests: Recommendations for Age Appropriate Administration  

ERIC Educational Resources Information Center

Comprehensive academic achievement tests are routinely used by school psychologists in psycho-educational assessment batteries to identify learning disabled students. A variety of assessment measures are used across age groups to determine if a discrepancy exists between academic achievement and intellectual functioning; however, among the most…

Kozloff, Allison Burstein

2009-01-01

364

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

ERIC Educational Resources Information Center

Researchers have called for innovative and culturally responsive intervention programs to enhance male, Black middle school students' academic achievement. Mentoring has received considerable attention as a novel remedy. Although anecdotal evidence supports the positive role of mentoring on academic achievement, these results are not consistent.…

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

2009-01-01

365

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

ERIC Educational Resources Information Center

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

Norris, Tina L.

2010-01-01

366

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

367

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

ERIC Educational Resources Information Center

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

Park, Hae-Seong

2003-01-01

368

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

369

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

Microsoft Academic Search

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

2001-01-01

370

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

Microsoft Academic Search

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

James W. Chapman

1988-01-01

371

Self-Beliefs and Behavioural Development as Related to Academic Achievement in Canadian Aboriginal Children  

ERIC Educational Resources Information Center

The authors explored the relationship between measures of self-belief, behavioural development, and academic achievement in Canadian Aboriginal children. Standardized measures of intelligence are unable to consistently predict academic achievement in students from indigenous populations. Exploring alternative factors that may be both predictive…

Baydala, Lola; Rasmussen, Carmen; Birch, June; Sherman, Jody; Wikman, Erik; Charchun, Julianna; Kennedy, Merle; Bisanz, Jeffrey

2009-01-01

372

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

373

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

Microsoft Academic Search

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

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

2002-01-01

374

Predictive Validity of the Teacher Rating of Academic Achievement Motivation (TRAAM) with Hispanic Students  

Microsoft Academic Search

Academic motivation is an important construct that has been shown to be related to children's achievement outcomes. It may be an especially important factor to consider when one is examining the achievement patterns of Hispanic children. These children have not fared as well in the educational milieu as majority group children, and academic motivation may account for some of that

Lisa A. Schuck; Judy Oehler-Stinnett; Terry A. Stinnett

1995-01-01

375

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

376

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

377

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

ERIC Educational Resources Information Center

Since the 1980s, research has been examining the role of temperament in education. In particular, academic achievement and school adjustment were among the first variables to be examined. Subsequently, several studies have documented associations between temperament and either academic achievement or school adjustment. However, no review of this…

Al-Hendawi, Maha

2013-01-01

378

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

ERIC Educational Resources Information Center

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

Nakamoto, Jonathan; Schwartz, David

2010-01-01

379

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

380

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

ERIC Educational Resources Information Center

This study examined the relationship of academic achievement to time perspective (future, present) and school membership (belonging, acceptance, rejection) among 232 low-income, urban African American adolescents. Findings indicated positive, significant relationships among academic achievement, future time perspective, school belonging, and…

Adelabu, Detris Honora

2007-01-01

381

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

382

Interaction of media, sexual activity and academic achievement in adolescents  

PubMed Central

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

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

2012-01-01

383

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

PubMed Central

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

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

2013-01-01

384

The Black Box: How High-Achieving Blacks Resist Stereotypes about Black Americans  

ERIC Educational Resources Information Center

This qualitative study explores the academic and social experiences of nine Black high achievers attending a large public university. Findings indicate that despite their participation in the honors program and high degree of academic ability, Black high achievers felt that they were judged based on prevalent social stereotypes regarding the…

Fries-Britt, Sharon; Griffin, Kimberly A.

2007-01-01

385

Relationships among Stress, Coping, and Mental Health in High-Achieving High School Students  

ERIC Educational Resources Information Center

This study investigates the relationships among stress, coping, and mental health in 139 students participating in an International Baccalaureate (IB) high school diploma program. Mental health was assessed using both positive indicators (life satisfaction, academic achievement, academic self-efficacy) and negative indicators (psychopathology) of…

Suldo, Shannon M.; Shaunessy, Elizabeth; Hardesty, Robin

2008-01-01

386

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

PubMed

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

Li, Haibin; Walker, Richard; Armstrong, Derrick

2014-06-01

387

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

388

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

ERIC Educational Resources Information Center

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

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

2011-01-01

389

Academic Achievement and Formal Thought in Engineering Students  

ERIC Educational Resources Information Center

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

Vazquez, Stella Maris; de Anglat, Hilda Difabio

2009-01-01

390

Middle Level Activities Programs: Helping Achieve Academic Success.  

ERIC Educational Resources Information Center

The middle school athletic program should be based on the same philosophy governing academics and nonathletic activities. Essential criteria include total participation, no emphasis on winning, administrative and staff encouragement, short athletic sessions providing several choices, no tournaments or community "all-star" teams, appropriately…

Hovland, Don

1990-01-01

391

The Admissions Dilemma: Teacher Competency vs. Academic Achievement.  

ERIC Educational Resources Information Center

The ability of personality and interest measures to predict faculty ratings of student performance better than academic measures was examined with 84 graduate and senior level undergraduate special education university students and 11 faculty members. Data from eight criteria measures, such as the Beta Biographical Inventory, California…

Benjamins, John K.; Erdman, Robert L.

392

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

393

Project Coach: Youth Development and Academic Achievement through Sport  

ERIC Educational Resources Information Center

Researchers and educators have long tried to find the connection between participation in sport-related activities and academic and social development among youths. This article traces the conceptual ideas that led to the design of an after-school sports program (Project Coach). This program promotes positive youth and community development…

Intrator, Sam M.; Siegel, Donald

2008-01-01

394

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

Microsoft Academic Search

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

J. Paul Grayson

2008-01-01

395

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

396

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

Microsoft Academic Search

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

Francisco Peixoto; Leandro S. Almeida

2010-01-01

397

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

PubMed Central

This study examined relations among early family risk, children’s behavioral regulation at 54 months and kindergarten, and academic achievement in first grade using data on 1,298 children from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development. Family risk was indexed by ethnic minority status, low maternal education, low average family income from 1 – 54 months, and high maternal depressive symptoms from 1 - 54 months. Results of structural equation modeling indicated that minority status, low maternal education, and low family income had significant negative effects on reading, math, and vocabulary achievement in first grade. Modest indirect effects were also found from ethnicity, maternal education, and maternal depressive symptoms, through 54-month and kindergarten behavioral regulation to first-grade achievement. Discussion focuses on the importance of behavioral regulation for school success especially for children facing early risk. PMID:20953343

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

2010-01-01

398

Predicting the academic achievement of gifted students with autism spectrum disorder.  

PubMed

We are not well informed regarding the ability-achievement relationship for twice-exceptional individuals (very high cognitive ability and a diagnosed disability, e.g., autism spectrum disorder [ASD]). The research question for this investigation (N = 59) focused on the predictability of achievement among variables related to ability and education in a twice-exceptional sample of students (cognitive ability of 120 [91st percentile], or above, and diagnosed with ASD). We determined that WISC-IV Working Memory and Processing Speed Indices were both significantly positively correlated with achievement in math, reading, and written language. WISC Perceptual Reasoning Index was uniquely predictive of Oral Language test scores. Unexpected findings were that ASD diagnosis, Verbal Comprehension Index, and forms of academic acceleration were not related to the dependent variables. PMID:22105142

Assouline, Susan G; Foley Nicpon, Megan; Dockery, Lori

2012-09-01

399

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

400

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

PubMed Central

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

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

2013-01-01

401

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

PubMed Central

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

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

2013-01-01

402

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

403

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

ERIC Educational Resources Information Center

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

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

2014-01-01

404

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

ERIC Educational Resources Information Center

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

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

2010-01-01

405

Academic Self-Concepts in Adolescence: Relations with Achievement and Ability Grouping in Schools  

ERIC Educational Resources Information Center

The effects of ability grouping in schools on students' self-concept were examined in a sample of 23 secondary schools with a range of structured ability groupings. Measures of general self-concept, academic self-concept, and achievement were collected from over 1600 students aged 14-15 years and again two years later. Students' academic

Ireson, Judith; Hallam, Susan

2009-01-01

406

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

ERIC Educational Resources Information Center

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

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

2006-01-01

407

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

ERIC Educational Resources Information Center

The aim of the present study was to examine the intraindividual level and instability of perceived academic control (PC) among first-year college students, and their predictive effects on academic achievement. Two studies were conducted measuring situational (state) PC on different schedules: Study 1 (N = 242) five times over a 6-month period and…

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

2012-01-01

408

Motivational level and response to academic encouragement among low-achieving college males  

Microsoft Academic Search

Investigated the relationship between academic achievement motivation and response to academic encouragement, using 2 different counseling letters. Ss were 150 male college freshmen who had received 1 or 2 failing grades in their 1st semester. Motivation was measured by Biggs' College Opinion Survey Questionnaire. No differences were found between the experimental letter groups and no-contact controls on either posttreatment GPA

John M. McGuire; Frank C. Noble

1973-01-01

409

Parenting Beliefs and Academic Achievement across African-American and Caucasian Family Contexts  

ERIC Educational Resources Information Center

The purpose of this research was to examine the role of parents' child-rearing beliefs in determining the academic achievement of African-American and Caucasian children, with a particular emphasis on describing the differential impact of parenting beliefs across these family contexts. Models were specified in which third-grade academic outcome…

Mulvaney, Matthew K.; Morrissey, Rebecca A.

2012-01-01

410

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

ERIC Educational Resources Information Center

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…

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

2004-01-01

411

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

ERIC Educational Resources Information Center

The freshman year represents a stressful transition for college students. Despite a multitude of social, academic, and emotional stressors, most college students successfully cope with a complex new life role and achieve academic success. Other students are less able to successfully manage this transition and decide to leave higher education…

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

2004-01-01

412

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

413

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

ERIC Educational Resources Information Center

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

Lockett, Charles T.; Harrell, Jules P.

2003-01-01

414

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

415

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

ERIC Educational Resources Information Center

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

Huang, Chiungjung

2011-01-01

416

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

417

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

418

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

PubMed Central

Objective To examine cognitive predictors of academic achievement in young children with traumatic brain injury (TBI) and orthopedic injury (OI) shortly after injury and 1 year post-injury. Methods Participants included 3 to 6 year old children, 63 with TBI (46 with moderate TBI and 17 with severe TBI) and a comparison group of 80 children with OI. Academic achievement was assessed approximately 1 month and 12 months post injury, using three subtests from the Woodcock-Johnson Tests of Achievement-Third Edition and the School Readiness Composite from the Bracken Basic Concepts Scale-Revised. General intellectual functioning, memory, and executive functions were measured at the initial assessment using standardized tests. Results Hierarchical linear regression was used to predict academic achievement at the initial and 1-year follow-up assessments. Memory and executive functions were significant predictors of academic achievement at both assessments, after controlling for group membership and demographic variables. Executive function remained a significant predictor of some outcomes after taking general intellectual functioning into account. Predictive relationships did not vary across the TBI and OI groups. Similar results were obtained when regression analyses were completed with only TBI participants using the Glasgow Coma Scale (GCS) score as a predictor, although memory and executive functioning were somewhat less robust in predicting academic achievement than before. Conclusions Both memory and executive function predict academic achievement following TBI in preschool children, although some of the associations may be accounted for by general intellectual functioning. PMID:22563873

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

2012-01-01

419

The Role of Short Term Memory and Academic Achievement  

Microsoft Academic Search

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

John M. Jaquith

420

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

421

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

422

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

ERIC Educational Resources Information Center

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

Nelson, Patricia Diane

2009-01-01

423

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

Microsoft Academic Search

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

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

1992-01-01

424

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

425

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

ERIC Educational Resources Information Center

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

Sungur, Semra; Senler, Burcu

2010-01-01

426

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

427

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

Microsoft Academic Search

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

Catherine Helen Cekolin

2001-01-01

428

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

429

Maternal Employment and Children?s Academic Achievement: Parenting Styles as Mediating Variable  

Microsoft Academic Search

This paper provides a review and an integration of findings on the effects of parenting styles and maternal employment on children?s academic achievement. A model is presented in which it is argued that maternal employment status has little, if any, direct effect on children?s academic achievement. Instead, maternal employment is hypothesized to affect parenting styles which in turn affect children?s

Sylvia Beyer

1995-01-01

430

Locus of control, test anxiety, academic procrastination, and achievement among college students.  

PubMed

114 undergraduates completed the Internal-External Locus of Control scale, the Procrastination Scale, and the Achievement Anxiety Test. They also provided a self-report of their cumulative GPA. Students were divided into two groups by a median-split of 10.5, yielding an internally oriented group of 57 and an externally oriented group of 57. The former students showed significantly lower academic procrastination, debilitating test anxiety, and reported higher academic achievement than the latter. PMID:15587223

Carden, Randy; Bryant, Courtney; Moss, Rebekah

2004-10-01

431

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

Microsoft Academic Search

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

Frédéric Guay; Robert J. Vallerand

1996-01-01

432

Racial-Ethnic Identity And Academic Achievement: Psychological And Motivational Mediators  

E-print Network

participants throughout each academic year. If a student or their parent was identified as a Spanish speaker, they were administered the Woodcock-Munoz Language Scale (WMLS; Woodcock & Munoz- Sandoval, 1993) to determine their language proficiency in English... (Fast Track, www.fasttrackproject.org/techrept/e/eio/eio9tech.pdf), and .58 ? .74 (Oyserman, Bybee, et al., 2003); as cited in Altschul, Oyserman, Bybee (2006). Academic Achievement The Woodcock-Johnson Tests of Achievement, Third Edition (WJ...

Thomas, Hillary M.

2013-07-30

433

Test Anxiety, Academic Achievement, and the Open Admissions Student  

ERIC Educational Resources Information Center

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

Bronzaft, Arline L.; Epstein, Guilda F.

1974-01-01

434

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

Microsoft Academic Search

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

Victor G. Cicirelli

1965-01-01

435

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

PubMed

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

Shin, Nary

2004-12-01

436

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

Microsoft Academic Search

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

Thierry Devos; Jose A. Cruz Torres

2007-01-01

437

Library use and academic achievement among medical students.  

PubMed

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

Brazier, H; Conroy, R M

1996-03-01

438

Addition by Subtraction: The Relation Between Dropout Rates and School-Level Academic Achievement  

PubMed Central

Background/Context Efforts to improve student achievement should increase graduation rates. However, work investigating the effects of student-level accountability has consistently demonstrated that increases in the standards for high school graduation are correlated with increases in dropout rates. The most favored explanation for this finding is that high-stakes testing policies that mandate grade repetition and high school exit exams may be the tipping point for students who are already struggling academically. These extra demands may, in fact, push students out of school. Purpose/Objective/Focus This article examines two hypotheses regarding the relation between school-level accountability and dropout rates. The first posits that improvements in school performance lead to improved success for everyone. If school-level accountability systems improve a school for all students, then the proportion of students performing at grade level increases, and the dropout rate decreases. The second hypothesis posits that schools facing pressure to improve their overall accountability score may pursue this increase at the cost of other student outcomes, including dropout rate. Research Design Our approach focuses on the dynamic relation between school-level academic achievement and dropout rates over time—that is, between one year’s achievement and the subsequent year’s dropout rate, and vice versa. This article employs longitudinal data of records on all students in North Carolina public schools over an 8-year period. Analyses employ fixed-effects models clustering schools and districts within years and controls each year for school size, percentage of students who were free/reduced-price lunch eligible, percentage of students who are ethnic minorities, and locale. Findings/Results This study finds partial evidence that improvements in school-level academic performance will lead to improvements (i.e., decreases) in school-level dropout rates. Schools with improved performance saw decreased dropout rates following these successes. However, we find more evidence of a negative side of the quest for improved academic performance. When dropout rates increase, the performance composites in subsequent years increase. Conclusions/recommendations Accountability systems need to remove any indirect benefit a school may receive from increasing its dropout rate. Schools should be held accountable for those who drop out of school. Given the personal and social costs of dropping out, accountability systems need to place more emphasis on dropout prevention. Such an emphasis could encompass increasing the dropout age and having the school’s performance composite include scores of zero on end-of-grade tests for those who leave school. PMID:24013958

GLENNIE, ELIZABETH; BONNEAU, KARA; VANDELLEN, MICHELLE; DODGE, KENNETH A.

2013-01-01

439

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

440

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

441

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

ERIC Educational Resources Information Center

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

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

2012-01-01

442

Using Technology to Support Academic Achievement for At-Risk Teens During Out-of-School Time. Literature Review  

ERIC Educational Resources Information Center

This review conducted by the National Institute on Out-of-School Time (NIOST) explores the use of technology to support academic achievement for at risk high school age youth during their out of school time. The task of this literature review was to sort through the many publications, research briefs, and observations in this arena, with a…

Hall, Georgia; Israel, Laura

2004-01-01

443

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

ERIC Educational Resources Information Center

This applied dissertation was designed to provide a formal evaluation of the academic achievement of homeschooled students compared to traditionally schooled students attending a relatively young, Catholic university located in South Florida. As approximately 30% of the university's current student population has been homeschooled through high

Snyder, Marc

2011-01-01

444

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

Microsoft Academic Search

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

Angela Alvarado Coleman

2011-01-01

445

The Illinois Institute of Technology (IIT) Boeing Scholars Academy is a free, two-year academic enrichment program that inspires high-achieving Chicago-area high school students to make a difference in their communities through  

E-print Network

The Illinois Institute of Technology (IIT) Boeing Scholars Academy is a free, two-year academic in their communities through STEM (science, technology, engineering, mathematics) and to pursue higher education. We do Chicago-area teens per year. For more information, visit admission.iit.edu/boeingscholars. Eligibility

Saniie, Jafar

446

Temperament-based learning styles as moderators of academic achievement.  

PubMed

Considerable interest in applications of temperament theory has led to proposals of four temperament-related learning styles. The hypothesis that achievement is higher when instructional strategies utilize methods consistent with students' preferred learning styles was tested using 417 seventh graders, the majority of whom were from minority and low SES families. The hypothesis was not supported; instead, student achievement was significantly higher with instructional strategies designed to promote personalized learning. The need to extend temperament-based learning styles by considering additional qualities that are important to learning is discussed. PMID:9105497

Horton, C B; Oakland, T

1997-01-01

447

After Exit: Academic Achievement Patterns of Former English Language Learners  

ERIC Educational Resources Information Center

With few exceptions, accountability systems for programs for English language learners (ELLs) have focused on the achievement patterns of ELLs who are still considered "limited English proficient" and program evaluations have been unable to answer the question whether ELLs actually catch up with English proficient peers after attending a bilingual…

de Jong, Ester J.

2004-01-01

448

After Exit: Academic Achievement Patterns of Former English Language Learners  

Microsoft Academic Search

Abstract With few exceptions, accountability systems for programs for English language learners (ELLs) have focused on the achievement patterns of ELLs who are still considered “limited English proficient” and program evaluations have been unable to answer the question whether ELLs actually catch up with English proficient peers after attending a bilingualor English as a Second Language (ESL) program. Disaggregating data

Ester J. De Jong

449

Predicting Academic Achievement Among Specially Admitted Black Female College Students  

Microsoft Academic Search

Reports have indicated that minority students generally perform well in predominantly white colleges, in spite of low scholastic apti tude test scores. Although the cost of underpredicting their achieve ment has been discussed, the actual incidence of this under prediction seldom has been investigated. By means of stepwise multiple regression analysis, the relationship between college grade- point average (GPA) as

Lawrence N. Houston

1980-01-01

450

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

451

Academic Identity Status and the Relationship to Achievement Goal Orientation  

ERIC Educational Resources Information Center

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

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

2009-01-01

452

Effective Parental Influence: Academic home climate linked to children's achievement  

Microsoft Academic Search

What constitutes effective parenting? An international consensus has evolved that effective parenting makes important contributions to children's achievement. But the fundamental question is what constitutes effective parenting. Most of the research that has been done in answering this question has been done within existing school frameworks inside the educational bureaucracy. We answer this question by taking a different tact. We

James Reed Campbell; Marilyn Ann Verna

2007-01-01

453

External Factors Affecting Gifted Girls' Academic and Career Achievements.  

ERIC Educational Resources Information Center

This article discusses the unique position that teachers have for observing the environmental influences affecting the career choices of gifted girls. It suggests ways for teachers to educate parents on the family's role in education and career achievement and to create an educational environment that promotes the development of talent. (Contains…

Nelson, Mary Ann; Smith, Stephen W.

2001-01-01

454

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

455

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

456

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

457

Early Gender Differences in Self-Regulation and Academic Achievement  

Microsoft Academic Search

This study examined gender differences in self-regulation in the fall and spring of kindergarten and their connection to gender differences in 5 areas of early achievement: applied problems (math), general knowledge, letter–word identification, expressive vocabulary, and sound awareness. Behavioral self-regulation was measured using both an objective direct measure (N = 268; Head-Toes-Knees-Shoulders task) and, for a subsample of children, a

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

2009-01-01

458

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

ERIC Educational Resources Information Center

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

DeFreitas, Stacie Craft; Rinn, Anne

2013-01-01

459

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

PubMed

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

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

2014-08-01

460

Sense of Coherence and Academic Achievement of Domestic and International Students: A Comparative Analysis  

ERIC Educational Resources Information Center

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

Grayson, J. Paul

2008-01-01

461

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

ERIC Educational Resources Information Center

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

Yarbrough, Kathleen Ann

462

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

463

Self-Efficacy and Academic Achievement: Why Do Implicit Beliefs, Goals, and Effort Regulation Matter?  

ERIC Educational Resources Information Center

We examined motivational orientations, cognitive-metacognitive strategies, and resource management in predicting academic achievement. Undergraduates (407) completed the Motivated Strategies Learning Questionnaire, Implicit Theories of Intelligence Scale, Achievement Goal Inventory, and self-reported grade point average. A MANCOVA (controlling for…

Komarraju, Meera; Nadler, Dustin

2013-01-01

464

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

465

Compensatory Education Process Evaluation: Elementary and Secondary Academic Achievement (A2) 1987-1988.  

ERIC Educational Resources Information Center

The School District of the City of Saginaw, Michigan operates a compensatory education delivery system in reading and mathematics consisting of two programs, elementary and secondary Academic Achievement (A2). The goal of the programs is to improve the reading and mathematics achievement of a designated number of educationally disadvantaged…

Claus, Richard N.; Quimper, Barry E.

466

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

467

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

468

Effects of health-related physical education on academic achievement: project SPARK.  

PubMed

The effects of a 2-year health-related school physical education program on standardized academic achievement scores was assessed in 759 children who completed Metropolitan Achievement Tests before and after the program. Schools were randomly assigned to condition: (a) Specialists taught the Sports, Play, and Active Recreation for Kids curriculum; (b) classroom teachers were trained to implement the curriculum; and (c) controls continued their usual programs. The Trained Teacher condition was superior to Control on Language, Reading, and Basic Battery. The Specialist condition was superior to Control on Reading, but inferior on Language. Despite devoting twice as many minutes per week to physical education as Controls, the health-related physical education program did not interfere with academic achievement. Health-related physical education may have favorable effects on students' academic achievement. PMID:10380244

Sallis, J F; McKenzie, T L; Kolody, B; Lewis, M; Marshall, S; Rosengard, P

1999-06-01

469

Secondary school physics availability in an urban setting: Issues related to academic achievement and course offerings  

NASA Astrophysics Data System (ADS)

High school physics is a gateway course for post-secondary study in science, and an essential component in the formation of students' scientific literacy. The opportunity to study physics is not universally available for children in U.S. schools, particularly in urban areas. Restricted science opportunities result in inequitable participation and a barrier to future participation in STEM-related fields. Although the national trend in physics enrollment has recently shown an increase, the percentage of participation is much lower for students in urban schools. We examined the availability of physics in New York City, and whether access was related to academic achievement measures, such as prior science performance, and graduation and college attendance percentages. High schools that offered physics were compared to those that did not, and patterns in types of available physics courses were examined. The findings substantiate the compelling need to explore the barriers to increased physics access and participation for urban youth.

Kelly, Angela M.; Sheppard, Keith

2009-10-01

470

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

471

Cognitive processes and academic achievement in EMR adolescents.  

PubMed

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

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

1976-09-01

472

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

PubMed

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

Petrides, K V; Frederickson, Norah

2011-03-01

473

Structural and socio-psychological influences on adolescents' educational aspirations and subsequent academic achievement.  

PubMed

Previous literature indicates that educational aspirations are an important predictor of achievement at school and beyond. This paper examines the factors that are associated with high educational aspirations. It also looks at the relationship between aspirations and achievement at the General Certificate of Secondary Education in a deprived area of London. The results show that educational aspirations are associated with individual characteristics. Girls were more likely than boys to express a wish to remain in education beyond the age of 16. For the most academic route post-16, there were substantial ethnic differences, with minority ethnic groups generally being more likely to state a desire to follow this path. Students who were eligible for free school meals tended to have lower aspirations. Socio-psychological variables were also shown to be of importance, particularly self-esteem and psychological distress. Importantly, educational aspirations had a strong association with actual achievement at age 16, remaining associated even after controlling for a number of other variables, including prior achievement. These findings are discussed in light of previous research and potential intervention strategies. PMID:21532940

Rothon, Catherine; Arephin, Muna; Klineberg, Emily; Cattell, Vicky; Stansfeld, Stephen

2011-06-01

474

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

Microsoft Academic Search

Utilizing mixed methodology, this paper investigates the relationship between self-esteem and academic achievement for young adolescents within two Western cultural contexts: the United States and England. Quantitative and qualitative data from 86 North American and 86 British adolescents were utilized to examine the links between self-esteem and academic achievement from the beginning to the end of their academic year during

Margaret Zoller Booth; Jean M. Gerard

2011-01-01

475

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

476

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

Microsoft Academic Search

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

Sheri Coates Broussard; M. E. Betsy Garrison

2004-01-01

477

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

Microsoft Academic Search

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

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

1994-01-01

478

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

PubMed

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

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

2010-06-01

479

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

PubMed

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

Rheinschmidt, Michelle L; Mendoza-Denton, Rodolfo

2014-07-01

480

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

NASA Astrophysics Data System (ADS)

The purpose of this study was to examine the relationships among science process skills, attitude toward science, cognitive development and academic achievement of elementary preservice teachers. Especially, the combined predictive value of science process skills, attitude toward science and cognitive development on student academic achievement were determined. The data were obtained from 85 pre-service elementary teachers at a teachers college in Thailand. Science process skills, attitude toward science in school and cognitive development were addressed by the Thai translation of the respective instruments: Dillashaw and Okey's (1980) Test of Science Process Skills (TIPS), Germann's (1988) Attitude Toward Science in School Assessment (ATSSA) and Tobin and Capie's (1981) Test Of Logical Thinking (TOLT). Grade point average (GPA) in science courses and overall college grade point average (GPA) as a measure of academic achievement were taken from students' records. Data were analyzed through the use of descriptive statistic, the Pearson Product Moment correlation, stepwise multiple linear regression and canonical correlation. Results indicated a significant high correlation between pre-service teachers' science process skills and cognitive development, overall college GPA, GPA in science courses, and between overall college GPA and GPA in science courses; significant moderate correlation between cognitive development and overall college GPA, and GPA in science courses; significant low correlation between attitude toward science and GPA in science courses. In addition, science process skills was an effective predictor of individual academic achievement.

Sittirug, Hussachai

481

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

PubMed Central

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

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

2010-01-01

482

Raising Academic Achievement of Vocational Students: A Case Study.  

ERIC Educational Resources Information Center

Data collected from National Assessment of Educational Progress scores, transcripts, graduate follow-up, and interviews at Trigg County (Kentucky) High School showed that parent involvement, expanded tutoring, higher expectations, more homework, and positive school climate contributed to significantly improved reading and science scores. (SK)

Logan, Joyce P.; Tulloch, Charlotte

1992-01-01

483

Sex Differences on Standardized Academic Achievement Tests - A Longitudinal Study.  

ERIC Educational Resources Information Center

The records of graduates of Iowa high schools who entered the University of Iowa as freshmen in the fall of 1977 were secured in cooperation with the Iowa Testing Program. Test scores for grades 4, 6, and 8 on the Iowa Tests of Basic Skills and for grade 11 on the Iowa Tests of Educational Development were obtained for all students whose scores…

Lewis, Janice; Hoover, H. D.

484

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

485

Predicting kindergarten children's academic achievement from the Kindergarten Screening Inventory  

Microsoft Academic Search

Kindergarten is one of the most important school years. It is a time when a child's motivation for learning is typically high and when important educational foundations are established. Recently, federal and state laws have been enacted mandating the educational screening of children entering school. For example, early identification and intervention of young children with special needs was clearly established

Lena Lopardo Padovano

2001-01-01

486

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

PubMed Central

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

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

2014-01-01

487

Population-Based Exploration of Academic Achievement Outcomes in Pediatric Acute Lymphoblastic Leukemia Survivors  

PubMed Central

Objective?Examine academic achievement among pediatric acute lymphoblastic leukemia survivors diagnosed during the years 1993–2008.?Method?A deterministic linkage of the Iowa Cancer Registry and Iowa Testing Programs databases was performed and yielded 147 survivors. Achievement data, in the form of Iowa Percentile Rank scores, were obtained and analyzed by grade and content domain.?Results?Children diagnosed before age 5 evidenced more underachievement than those diagnosed later (p?=?.05). Underachievement was noted in mathematics in grades 8 and 11 (p's?academic achievement between males and females.?Conclusions?Utilization of a population-based approach with a nationally recognized, standardized instrument indicates that academic underachievement is subtle yet exists, most notably in mathematics. PMID:22271791

Harshman, Lyndsay A.; Barron, Sheila; Button, Anna M.; Smith, Brian J.; Link, Brian K.; Lynch, Charles F.

2012-01-01

488

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

489

The effect of differing intensities of acute cycling on preadolescent academic achievement.  

PubMed

The present study examined the effects of differing intensity levels of acute exercise on preadolescent academic ability. In a repeated measures design, 18 preadolescent participants (mean age±S.D.= 9.8±1.4 years: 9 male and 9 female) completed the Wide Range Achievement Test (WRAT 4) following 20 minutes of rest, 20-minutes on a cycling ergometer at 50% maximal heart rate reserve (HRR), and 20-minutes on a cycling ergometer at 75% HRR on separate days. Exercise was found to improve spelling irrespective of intensity level. Moderate levels of exercise improved reading although the effect of high levels of intensity is less clear. Both intensity levels impaired arithmetic, whilst sentence comprehension was unaffected. These findings further support the past research that indicates acute bouts of exercise can selectively improve cognition in preadolescent children. However, the present study finds no support for the notion that increasing the intensity of exercise accentuates benefits. PMID:23724796

Duncan, Michael; Johnson, Andrew

2014-01-01

490

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

491

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

492

Academic self-concept in high school: predictors and effects on adjustment in higher education.  

PubMed

Academic self-concept is considered a relevant psychological construct influencing many educational outcomes directly or indirectly. Therefore, the major focus of the current study is on the predictors and effects of academic self-concept in late adolescence. First, we studied the simultaneous effects of individual, class-average and school-average achievement (i.e., assessed by school grades) on academic self-concept in the final year of high school, thereby replicating and extending previous research on the big-fish-little-pond effect model. Second, the predictive value of high school academic self-concept for academic adjustment and success in the first year of higher education was examined. The sample comprised 536 twelfth grade students (44% boys) recruited from 24 schools (67 classes) that were representative with regard to geographical region and educational network in Flanders. Structural equation modeling showed that, when examining the joint contribution of school- and class-average achievement, only class-average achievement was significantly and negatively associated with academic self-concept. Furthermore, a significant effect of academic self-concept in high school on academic adjustment and success in higher education (in addition to any effects of high school academic achievement) was found. These results highlight the importance of considering academic self-concept in educational research and policy. PMID:21843183

Wouters, Sofie; Germeijs, Veerle; Colpin, Hilde; Verschueren, Karine

2011-12-01

493

Breakfast, midday meals and academic achievement in rural primary schools in Uganda: implications for education and school health policy  

PubMed Central

Background Underachievement in schools is a global problem and is especially prevalent in developing countries. Indicators of educational performance show that Uganda has done remarkably well on education access-related targets since the introduction of universal primary education in 1997. However, educational outcomes remain disappointing. The absence of school feeding schemes, one of the leading causes of scholastic underachievement, has not been given attention by the Ugandan authorities. Instead, as a national policy, parents are expected to provide meals even though many, especially in the rural areas, cannot afford to provide even the minimal daily bowl of maize porridge. Objective To assess and demonstrate the effect of breakfast and midday meal consumption on academic achievement of schoolchildren. Design, Materials and Methods We assessed household characteristics, feeding patterns and academic achievement of 645 schoolchildren (aged 9–15 years) in Kumi district, eastern Uganda, in 2006–2007, using a modified cluster sampling design which involved only grade 1 schools (34 in total) and pupils of grade four. Household questionnaires and school records were used to collect information on socio-demographic factors, feeding patterns and school attendance. Academic achievement was assessed using unstandardized techniques, specifically designed for this study. Results Underachievement (the proportion below a score of 120.0 points) was high (68.4%); in addition, significantly higher achievement and better feeding patterns were observed among children from the less poor households (p<0.05). Achievement was significantly associated with consumption of breakfast and a midday meal, particularly for boys (p<0.05), and a greater likelihood of scoring well was observed for better nourished children (all OR values>1.0). Conclusion We observed that underachievement was relatively high; inadequate patterns of meal consumption, particularly for the most poor, significantly higher scores among children from ‘less poor’ households and a significant association between academic achievement and breakfast and midday meal consumption. PMID:22347147

Acham, Hedwig; Kikafunda, Joyce K.; Malde, Marian K.; Oldewage-Theron, Wilna H.; Egal, AbdulKadir A.

2012-01-01

494

The Constraints of Poverty on High Achievement  

ERIC Educational Resources Information Center

Research studies on school success often focus on the impact of discrete elements such as race, culture, ethnicity, gender, language, or school location on high achievement. The condition of poverty, however, may be the most important of all student differences in relation to high achievement; although not all schools have racial diversity, nearly…

Burney, Virginia H.; Beilke, Jayne R.

2008-01-01

495

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

PubMed

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

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

2011-03-01

496

Factors that Differentiate Underachieving Gifted Students from High-Achieving Gifted Students.  

ERIC Educational Resources Information Center

This study examined whether gifted high school achievers (n=122) and gifted underachievers (n=56) differed in their general academic self-perceptions, attitudes toward school and teachers, motivation and self-regulation, and goal valuation. The two groups differed in all measured areas except academic self-perceptions. Group membership was usually…

McCoach, D. Betsy; Siegle, Del

2003-01-01

497

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

ERIC Educational Resources Information Center

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

Goller, William L.

1980-01-01

498

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

ERIC Educational Resources Information Center

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

Lee, Hedwig

2007-01-01

499

Supporting Instructional Improvement in Low-Performing Schools to Increase Students' Academic Achievement  

ERIC Educational Resources Information Center

This is an impact evaluation of the Technical Support to Failing Schools Program, a Chilean compensatory program that provided 4-year in-school technical assistance to low-performing schools to improve students' academic achievement. The author implemented a quasi-experimental design by using difference-in-differences estimation combined with…

Bellei, Cristian

2013-01-01

500

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