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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

Supplementary Education: The Hidden Curriculum of High Academic Achievement  

ERIC Educational Resources Information Center

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

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

2004-01-01

4

High School Order and Academic Achievement.  

ERIC Educational Resources Information Center

In contrast to public opinion, the relationship between school order and achievement is neither simple nor certain. While research shows individuals who misbehave perform poorly in school, it has not made clear why. Further, the evidence on order and achievement at the school level is even more limited. One inference drawn here is that failure to…

Gaddy, Gary D.

5

Coach Brogan: South Central High School's Answer to Academic Achievement.  

ERIC Educational Resources Information Center

|This article reviews the literature on high school athletics and the dynamics of athlete-coach relationships, describes the methodology of an ethnographic study of the culture of an inner-city high school swim team, and examines the characteristics and impact of one coach as he encouraged high academic achievement and talent development in his…

Hebert, Thomas P.

1995-01-01

6

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

Microsoft Academic Search

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 strongest predictors of high school GPA and (b) psychosocial and behavioral factors

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

2012-01-01

7

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

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

The Effects of Block Scheduling on High School Academic Achievement  

ERIC Educational Resources Information Center

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

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

2005-01-01

10

International Note: Between-Domain Relations of Chinese High School Students' Academic Achievements  

ERIC Educational Resources Information Center

|The present study examined the between-domain relations of Chinese high school students' academic achievements. In a sample of 1870 Chinese 10th grade students, the results indicated that Chinese high school students' academic achievements were correlated across nine subjects. In line with the previous Western findings, the findings suggested…

Yangyang, Liu

2012-01-01

11

Study Skills, Self-Concept and Academic Achievement for High School Students.  

ERIC Educational Resources Information Center

Although research has investigated study skills, self-concept, and academic achievement in college populations, no study has focused on these variables with high school students. To investigate changes in study skills, and the relationships among study skills, self-concept, and academic achievement for high school students, 54 students (28 males,…

Gadzella, Bernadette M.; Williamson, James David

12

Study-Orientation of High and Low Academic Achievers at Secondary Level in Pakistan  

ERIC Educational Resources Information Center

|The study orientation of low and high academic achievers was compared, measured through a self-developed study orientation scale (SOS) primarily based on 47 items comparing study habits and attitude. Students' marks obtained in the 10th grade Examination determined the measure of academic performance. The analysis revealed that the high achievers

Sarwar, Muhammad; Bashir, Muhammad; Khan, Muhammad Naemullah; Khan, Muhammad Saeed

2009-01-01

13

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

ERIC Educational Resources Information Center

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

Stankov, Lazar

2010-01-01

14

Leisure Activity, Motivation, and Academic Achievement in High School Students.  

ERIC Educational Resources Information Center

Study investigated relationships between secondary students' school achievement, leisure activities, and motivation. Leisure activity variables predicted school achievement but were weak compared to motivation variables, which were weak compared to goals for college. Number of leisure activities and hours spent in leisure activities correlated…

Bergin, David A.

1992-01-01

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

Unforgiving Confucian culture: A breeding ground for high academic achievement, test anxiety and self-doubt?  

Microsoft Academic Search

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

Lazar Stankov

2010-01-01

17

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

Microsoft Academic Search

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

René Antrop-González; William Vélez; Tomás Garrett

2008-01-01

18

Impact of principal leadership on Catholic high school students' academic achievement in Edo state, Nigeria  

Microsoft Academic Search

Over the years, students of Catholic High\\/Senior secondary schools in Edo state, Nigeria have maintained a significantly higher level of academic achievement than their counterparts in public schools in the state. This development has not only been a cause of serious concern for parents of students who attend public High\\/Senior secondary schools and the government that runs them but also

Osayamen Samson Imhangbe

2012-01-01

19

Impact of Principal Leadership on Catholic High School Students' Academic Achievement in Edo State, Nigeria  

ERIC Educational Resources Information Center

|Over the years, students of Catholic High/Senior secondary schools in Edo state, Nigeria have maintained a significantly higher level of academic achievement than their counterparts in public schools in the state. This development has not only been a cause of serious concern for parents of students who attend public High/Senior secondary schools…

Imhangbe, Osayamen Samson

2012-01-01

20

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

Microsoft Academic Search

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

Lisa Marie Weckbacher; Yukari Okamoto

2012-01-01

21

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

ERIC Educational Resources Information Center

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

Weckbacher, Lisa Marie; Okamoto, Yukari

2012-01-01

22

The Effects of Alcohol Use on Academic Achievement in High School  

ERIC Educational Resources Information Center

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

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

2011-01-01

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

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

ERIC Educational Resources Information Center

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

Weckbacher, Lisa Marie; Okamoto, Yukari

2012-01-01

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

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

27

Student Health and Academic Achievement  

MedlinePLUS

... The Association Between School-Based Physical Activity, Including Physical Education, and Academic Performance [pdf 2.5M] (Full report) ... M, Drown DR, Kohl III HW, Dietz WH. Physical education and academic achievement in elementary school: data from ...

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

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

30

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

Microsoft Academic Search

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

H. A. Cox; L. J. Stephens

2006-01-01

31

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

ERIC Educational Resources Information Center

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

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

2006-01-01

32

A Gendered Look at the Academic Achievement of Low Income African-American High School Students: Strategies of Success.  

ERIC Educational Resources Information Center

This paper analyzes the academic success of 30 low-income African-American high school students. The 20 females and 10 males were participants in the Advancement via Individual Determination (AVID) program, a high school program that places previously low-achieving, low-income, and minority students in a special class that offers them academic and…

Hubbard, Lea

33

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

34

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

35

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

NASA Astrophysics Data System (ADS)

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

Jones, Sheila Kay

36

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

37

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

38

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…

Tomul, Ekber; Savasci, Havva Sebile

2012-01-01

39

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

ERIC Educational Resources Information Center

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

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

2010-01-01

40

Self-Regulation, Executive Function, Working Memory, and Academic Achievement of Female High School Students  

ERIC Educational Resources Information Center

|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…

Halloran, Roberta Kathryn

2011-01-01

41

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

42

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

43

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

44

Media Use and Academic Achievement of Mexican-American High School Students  

ERIC Educational Resources Information Center

|A survey of 93 Mexican American high school seniors revealed no relationship between total use of English-language mass media and academic performance, a negative relationship between grade point average and television use for entertainment, and a positive relationship between grade point average and newspaper use for public affairs information.…

Tan, Alexis S.; Gunter, Dell

1979-01-01

45

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

Microsoft Academic Search

Middle and high school-age English language learners present a challenge for teachers. Some arrive with adequate formal schooling. Others have limited formal or interrupted schooling. A third group consists of long-term English learners who may have conversational proficiency in two languages but lack the academic language required for school success. The authors provide brief case studies of students representing each

Yvonne Freeman; David Freeman

2003-01-01

46

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

47

Part-Time Employment in High School and Its Effect on Academic Achievement  

Microsoft Academic Search

Part-time employment during high school has grown dramatically. High school students are twice as likely to be working part-time as they were in 1950. Despite the fact that many adolescents work between the ages of 12 and 17, little empirical evidence exists about the impact of part-time employment on academic performance. In the present research, the nationally representative sample of

Kusum Singh

1998-01-01

48

Academic achievement of homeless and highly mobile children in an urban school district: Longitudinal evidence on risk, growth, and resilience  

Microsoft Academic Search

Abstract Longitudinalgrowthtrajectoriesofreadingandmathachievementwerestudiedinfourprimaryschoolgradecohorts(GCs)of a large urban district to examine academic risk and resilience in homeless and highly mobile (H\\/HM) students. Initial achievement was assessed when student cohorts were in the second, third, fourth, and fifth grades, and again 12 and 18 monthslater.AchievementtrajectoriesofH\\/HMstudentswerecomparedtolow-incomebutnonmobilestudentsandallother tested students in the district, controlling for four well-established covariates of achievement: sex, ethnicity, attendance, and English language skills.

Jelena Obradovi?; Jeffrey D. Long; J. J. Cutuli; Chi-Keung Chan; Elizabeth Hinz; David Heistad; Ann S. Masten

2009-01-01

49

Otitis media and academic achievements  

Microsoft Academic Search

Objective: This is a study of whether there are any long-term differences in academic achievements between children with and without observed or treated middle ear disease in a population with a stable long-standing treatment policy. Methods: A birth cohort of 2156 children was previously studied through a questionnaire to the parents at 4 years of age, follow-up after audiometric screening

Ingrid Augustsson; Ingemar Engstand

2001-01-01

50

Cultivating Students of Color: Strategies for Ensuring High Academic Achievement in Middle and Secondary Schools  

ERIC Educational Resources Information Center

Opportunity gaps are not just a phenomenon that exists among low-achieving and average students; they are a significant feature among high-performing students as well. We present a review of research-based practices that support students of color such that they achieve at high levels in middle and secondary schools. We identify five key strategies…

Mayer, Anysia P.; Tucker, Shuana K.

2010-01-01

51

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

52

The negative influence of significant others on high academic achieving school pupils' choice of nursing as a career.  

PubMed

The International Council of Nurses proposes that the shortage of nurses is global in scale and is expected to become much worse in the years ahead. A major factor impacting on the worldwide nursing shortage is the diminishing number of young people choosing nursing as a career (International Council of Nurses, 2008). One important dimension of the school pupils' career choice process is their interactions with significant others and the influence of these significant others (Hodkinson and Sparkes, 1997). As Schools/Departments of Nursing endeavour to attract more intellectual school leavers it is important to examine what advice and opinions are significant others giving regarding nursing as a career choice and how influential is this advice. This paper is based on interview data from 20 high academic achieving 5th and 6th year school pupils in Scotland, paradigmatic cases from a larger sample, who had considered nursing as a possible career choice within their career preference cluster, but then later disregarded nursing and decided to pursue medicine or another health care profession. The data was particularly striking in revealing the negative influence of significant others on high academic achieving school pupils' choice of nursing as a career. The influence of significant others, these being specifically parents, guardians, guidance teachers and career advisors was very apparent in the data in that they had a very negative view regarding nursing as a career choice for high academic achieving school pupils. PMID:22464633

Neilson, Gavin R; McNally, Jim

2012-03-30

53

The Relationship between Principals' Instructional Focus and Academic Achievement of High Poverty Students  

ERIC Educational Resources Information Center

|The purpose of the study was to determine the relationship between teacher perceptions of the frequency and effectiveness of principal instructional leadership behaviors and student achievement in high-poverty elementary schools. In order to accomplish the purpose, survey methodology was employed. Teachers from six high-poverty elementary schools…

Aste, Mahri

2009-01-01

54

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

ERIC Educational Resources Information Center

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

Orozco, Edith Aimee

2010-01-01

55

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

ERIC Educational Resources Information Center

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

Orozco, Edith Aimee

2010-01-01

56

A Question of Balance: CTE, Academic Courses, High School Persistence, and Student Achievement.  

ERIC Educational Resources Information Center

Analysis of National Education Longitudinal Survey data indicates that a balance between career-technical and academic course taking influences test scores and dropout. A ratio of approximately three career-technical credits to four academic credits was associated with the lowest likelihood of dropping out. (Contains 26 references.) (SK)

Plank, Stephen B.

2001-01-01

57

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

58

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

2013-04-19

59

Prosocial foundations of children's academic achievement.  

PubMed

The present longitudinal research demonstrates robust contributions of early prosocial behavior to children's developmental trajectories in academic and social domains. Both prosocial and aggressive behaviors in early childhood were tested as predictors of academic achievement and peer relations in adolescence 5 years later. Prosocialness included cooperating, helping, sharing, and consoling, and the measure of antisocial aspects included proneness to verbal and physical aggression. Prosocialness had a strong positive impact on later academic achievement and social preferences, but early aggression had no significant effect on either outcome. The conceptual model accounted for 35% of variance in later academic achievement, and 37% of variance in social preferences. Additional analysis revealed that early academic achievement did not contribute to later academic achievement after controlling for effects of early prosocialness. Possible mediating processes by which prosocialness may affect academic achievement and other socially desirable developmental outcomes are proposed. PMID:11273389

Caprara, G V; Barbaranelli, C; Pastorelli, C; Bandura, A; Zimbardo, P G

2000-07-01

60

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

ERIC Educational Resources Information Center

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

Tanner-McBrien, Laura

2010-01-01

61

Scholastic achievement, academic self-schemata, and normative clearsightedness  

Microsoft Academic Search

This study based directly on Markus’s (1977) paradigm demonstrates the greater prevalence of an academic success self-schema\\u000a in high academic achievers and of an academic failure self-schema in low academic achievers. The results also suggest that\\u000a this achievementbased schema is modulated by clearsightedness (Py & Somat, 1991) in both good and poor students. Because more\\u000a clearsighted individuals are probably better

Cyril Tarquinio; Alain Somat

2001-01-01

62

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

63

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

2011-03-09

64

Instructional Technology, Learning Styles and Academic Achievement  

Microsoft Academic Search

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

Malgorzata S. Zywno

2002-01-01

65

Predictors of Academic Achievement During Early Childhood  

Microsoft Academic Search

Although research in the area of academic achievement has expanded over the past several years, questions about the individual and social factors, especially in early childhood, remain unanswered. The purpose of this study is to examine to what extent parents and teacher\\/school’s social capital and resource capital predict academic achievement in early childhood. It is also the purpose of this

Bethanne McKenna Schlee

2007-01-01

66

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

67

How the Family Influences Children's Academic Achievement.  

ERIC Educational Resources Information Center

|Children's academic achievement has been shown to be influenced by many family factors, including family structure, socioeconomic status, and parenting styles. This study investigated the relationships among family structure, socioeconomic status, authoritative parenting, and children's academic achievement in a sample of 181 eighth graders in 2…

Lam, Shui Fong

68

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

69

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

70

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

ERIC Educational Resources Information Center

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

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

2008-01-01

71

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

72

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

ERIC Educational Resources Information Center

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

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

2013-01-01

73

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

74

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

75

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

ERIC Educational Resources Information Center

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

Freeman, Yvonne; Freeman, David; Mercuri, Sandra

2003-01-01

76

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

77

High Enrollment Course Success Factors in Virtual School: Factors Influencing Student Academic Achievement  

ERIC Educational Resources Information Center

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

Liu, Feng; Cavanaugh, Cathy

2011-01-01

78

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.

79

Challenging the Academic (Mis)Categorization of Urban Youth: Building a Case for Puerto Rican High Achievers  

ERIC Educational Resources Information Center

This article is intended to dispel the myth that Latinas and Latinos and other urban high school youths of color are not capable of performing at high academic levels. Much research shows that youths of color are underrepresented and underserved in gifted education programs. The authors describe the four success factors to which 10 working-class…

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

2004-01-01

80

Education Reform in the Trenches: Increased Academic Course Taking in High Schools With Lower Achieving Students in States With Higher Graduation Requirements  

Microsoft Academic Search

Increased academic course taking was a major goal of the education reforms of the 1980s, and increased graduation requirements were the most common change in state policies. This study analyzes transcript data on changes in course taking among graduates of high schools enrolling mostly lower achieving students in four states adopting high graduation requirements during the 1980s. The changes that

William H. Clune; Paula A. White

1992-01-01

81

Academic Achievement Profiles of Children with High Functioning Autism and Asperger Syndrome: A Review of the Literature  

ERIC Educational Resources Information Center

|High functioning autism (HFA) and Asperger syndrome (AS) are foremost social disorders (Church, Alisanski, & Amanullah, 2000; Myles & Simpson, 2001) yet many students with HFA/AS experience difficulties with academic functioning. Educators report difficulties in teaching and identifying appropriate educational interventions for children with…

Whitby, Peggy J. Schaefer; Mancil, G. Richmond

2009-01-01

82

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.

83

Academic Achievement in the First Year of College: Evidence of the Pervasive Effects of the High School Context  

Microsoft Academic Search

This study aims to improve our understanding of the postsecondary impacts of high schools by investigating whether or not\\u000a exposure to different high school contexts may explain academic performance once in college. Drawing on a sample of 3,750\\u000a participants from the National Longitudinal Survey of Freshmen, descriptive and multivariate analyses examine relationships\\u000a between students’ precollege characteristics, the high school context,

Gregory C. WolniakMark; Mark E. Engberg

2010-01-01

84

School Board Member Practices in Governance, Teamwork and Board Development, and Their Sense of Effectiveness in High and Low Math Academic Achievement Districts of New York State  

ERIC Educational Resources Information Center

The purpose of this study was to examine the relationships among New York State school board member attitudes toward components of school board governance and their sense of effectiveness in high and low math academic achievement districts in New York State. The study examined board members' perceptions of their actual practices in policy…

Siegel, Kyrie

2009-01-01

85

The effects of problem based learning and traditional teaching methods on students’ academic achievements, conceptual developments and scientific process skills according to their graduated high school types  

Microsoft Academic Search

The aim of this study is to determine the effects of problem based learning (PBL) and traditional teaching methods (TTM) on students’ academic achievements, conceptual developments and scientific process skills according to their graduated high school types. In this research, the pre\\/post test control group design was applied and the research was conducted with 46 students attended of 1th class

Asl?han Kartal Ta?o?lu; Mustafa Bakaç

2010-01-01

86

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

ERIC Educational Resources Information Center

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

Kingir, Sevgi; Geban, Omer; Gunel, Murat

2012-01-01

87

A Study of Field-Independent/Field-Dependent Cognitive Styles of Japanese Students and Correlations with their Academic Achievement in Two American High Schools.  

ERIC Educational Resources Information Center

|A study identified cognitive styles (as measured by field independence/dependence, FI/D) of 21 Japanese students in two American high schools, in comparison with 63 white-American students. It examined how cognitive styles may relate to academic achievement (as measured by grade point average (GPA) and test scores), gender, and number of years in…

Buckley, Setsuko

88

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

89

School Board Member Practices in Governance, Teamwork and Board Development, and Their Sense of Effectiveness in High and Low Math Academic Achievement Districts of New York State  

ERIC Educational Resources Information Center

|The purpose of this study was to examine the relationships among New York State school board member attitudes toward components of school board governance and their sense of effectiveness in high and low math academic achievement districts in New York State. The study examined board members' perceptions of their actual practices in policy…

Siegel, Kyrie

2009-01-01

90

The Effect of Graphic Organizers on the Academic Achievement of High School Students in United States History who Receive Instruction in a Blended, Computer-Based Learning Environment  

Microsoft Academic Search

The purpose of this study was to investigate the effect of graphic organizers on the academic achievement of high school students receiving instruction in United States History via an online blended learning environment. With 60 participants in the study, the students were equally divided into two groups of 30 participants each. Group I was designated as the treatment group, while

George Kim Conley

2008-01-01

91

The Relationship between Resources and Academic Achievement.  

ERIC Educational Resources Information Center

This paper evaluates whether or not there is a direct academic-achievement benefit from additional expenditures on education in the United States. Numerous critics have said that education is already overfunded and that it can never be funded enough to make any appreciable difference. Berliner's study of 900 school districts in Texas in the 1993…

Womack, Sid T.

92

Family Environment, Socioeconomic Status and Academic Achievement.  

ERIC Educational Resources Information Center

|Numerous investigations have used father's occupation as the central index in reports showing, in heterogeneous samples, a definite relationship between socioeconomic status (SES) and measured intelligence on academic achievement in favour of the upper SES individual. Thus, commonly used terms have emerged, such as "middle-class bias" and "formal…

Kennett, Keith F.; Grant, Edward

93

Empowering African Americans to Achieve Academic Success.  

ERIC Educational Resources Information Center

This article reviews pertinent factors, such as the need to encourage a positive home environment, transform peer group influences, establish goals early in life, foster racial pride and awareness, use African-American culture to foster achievement, encourage a sense of self-control, initiate and expand mentor programs, and cultivate academic

Gary, Lawrence E.; Booker, Christopher B.

1992-01-01

94

Early childhood nutrition and academic achievement  

Microsoft Academic Search

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

Paul Glewwe; Hanan Jocoby; Elizabeth M. King

1999-01-01

95

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

96

Empowering African Americans To Achieve Academic Success  

Microsoft Academic Search

Many problems confront educators who seek to overcome roadblocks to the academic success of black stu dents, particularly those in urban areas. These writers review some of the factors of which educators should be cognizant as they develop inter vention strategies to help black urban students achieve such success.

Lawrence E. Gary; Christopher B. Booker

1992-01-01

97

Culture-Fair Prediction of Academic Achievement  

ERIC Educational Resources Information Center

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…

Fagan, Joseph F.; Holland, Cynthia R.

2009-01-01

98

Student Academic Achievement Assessment Plan, April 1995.  

ERIC Educational Resources Information Center

Resulting from a project undertaken by Iowa's Des Moines Area Community College (DMACC) to develop course and program competencies for the assessment of student academic achievement, this plan describes the assessment model developed by the college. Introductory sections describe the process used to develop the plan and provide responses to…

Des Moines Area Community Coll., Ankeny, IA.

99

Eye Movement Models of Academic Achievement.  

ERIC Educational Resources Information Center

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

Dillon, Ronna F.

100

Academic Freedom, Achievement Standards and Professional Identity  

ERIC Educational Resources Information Center

|The tension between the freedom of academics to grade the achievements of their students without interference or coercion and the prerogative of higher education institutions to control grading standards is often deliberated by weighing up the authority and rights of the two parties. An alternative approach is to start with an analysis of the…

Sadler, D. Royce

2011-01-01

101

Aptitude, anxiety, study habits, and academic achievement  

Microsoft Academic Search

Confirmed the hypothesis that significant differences in academic performance between extreme anxiety groups may be largely due to differences in ability. Both male and female undergraduates were used as samples in 2 studies using analysis of covariance. Student study habits, however, do make a contribution to achievement independent of ability.

Yi-Guang Lin; Wilbert J. McKeachie

1970-01-01

102

Identity status and academic achievement in female adolescents.  

PubMed

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

Hummel, R; Roselli, L L

1983-01-01

103

Personality Characteristics Associated with Academic Achievement among Developmental College Students.  

ERIC Educational Resources Information Center

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

Hill, Allan B.

104

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

105

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

Microsoft Academic Search

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

Tim Urdan

2004-01-01

106

Purpose plus: supporting youth purpose, control, and academic achievement.  

PubMed

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 achievement. Using a sample of 209 high school students, this study examines the effectiveness of an intervention designed to promote purpose development and internal control over academic success in high school students from a low-socioeconomic-status community. Findings reveal that a short-term intervention was effective in significantly increasing internal control over academic success and purpose in life for students participating in the intervention group. In addition, analysis of academic achievement for students who experienced positive gains in internal control and purpose demonstrates significant gains in academic achievement as measured by grade point average. Implications are made for further study of internal control and life purpose as a means of academic intervention in the effort to address the achievement gap. PMID:22275280

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

2011-01-01

107

The digital divide and academic achievement  

Microsoft Academic Search

Purpose – This paper aims to find out the degrees of students' access to computers and the internet, and to explore the relationship between technology accessibility and academic achievement. Design\\/methodology\\/approach – The research, conducted through questionnaires, focuses on fifth-grade students in the Oklahoma City metropolitan area because state-mandated test results for core subjects are available at the state Department of

Jie Huang; Susan Russell

2006-01-01

108

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

109

The impact of maternal parenting style on achievement goals, academic performance, and personal interest in school among high school students  

Microsoft Academic Search

The purpose of this study was to examine the direct effects of maternal parenting style (authoritative, authoritarian, and permissive) on high school students’ achievement goals (mastery, performance-approach, and performance-avoidance), GPA, and personal interest in school. This study also investigated the indirect effects of maternal parenting style on GPA and personal interest in school via students’ achievement goals. Data were collected

Sonya Britt Mital

2011-01-01

110

School Resources and the Academic Achievement of Canadian Students  

ERIC Educational Resources Information Center

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

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

2011-01-01

111

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

112

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

113

How important are omitted variables, censored scores and self-selection in analysing high-school academic achievement?  

Microsoft Academic Search

Using a rich longitudinal data set from birth, we explore three estimation issues related to academic performance analysis. Our paper primarily examines the effect of omitting childhood and teenage characteristics (childhood ability, parental resources at different times and peer effects), which are traditionally unavailable in data sets. Additionally, we explore the potential endogeneity of pre-exam school-leaving choices (self-selection) to academic

Guyonne Kalb; Sholeh Maani

2011-01-01

114

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

115

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

116

Longitudinal effects of educational expectations and achievement attributions on adolescents' academic achievements.  

PubMed

This study used nationwide data from the Taiwan Education Panel Survey (TEPS) to examine the longitudinal effects of educational expectations and achievement attributions on the academic achievements of adolescents. The sample included 2,000 Taiwanese secondary school students, each of whom completed three waves of questionnaires and cognitive tests: the first in grade 7 (in 2001), the second in grade 9 (in 2003), and the third in grade 11 (in 2005). Through multilevel longitudinal analysis, the results showed: (1) educational expectations accounted for a moderate amount of the variance in academic achievements; (2) students with high educational expectations and effort attribution exhibited higher growth rates in their academic achievements; and (3) studentswith lower educational expectations and those attributing success to others showed significantly fewer academic achievements and significantly lower growth rates in such achievements. The results demonstrated that adolescents' educational expectations and achievement attributions play crucial roles in the long-term course of academic accomplishments. Implications for educational practice and further studies are also discussed. PMID:20432607

Liu, Kun-Shia; Cheng, Ying-Yao; Chen, Yi-Ling; Wu, Yuh-Yih

2009-01-01

117

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

118

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

ERIC Educational Resources Information Center

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

Owens, Carol L.

2010-01-01

119

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

ERIC Educational Resources Information Center

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

Owens, Carol L.

2010-01-01

120

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

121

Achievement-Related Expectancies, Academic Self-Concept, and Mathematics Performance of Academically Underprepared Adolescent Students  

Microsoft Academic Search

The relationship between achievement-related expectancies, academic self-concept, and mathematics performance of 191 academically underprepared adolescent students was examined. After the effects of prior academic achievement were controlled for, a significant main effect for academic self-concept was found; as expected, students with higher academic self-concept earned significantly higher mathematics grades. In addition, after the effects of prior achievement were controlled for,

J. Daniel House

1993-01-01

122

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

123

Manganese Exposure from Drinking Water and Children's Academic Achievement  

PubMed Central

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

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

2012-01-01

124

Different forces, same consequence: conscientiousness and competence beliefs are independent predictors of academic effort and achievement.  

PubMed

Conscientiousness and domain-specific competence beliefs are known to be highly important predictors of academic effort and achievement. Given their basis in distinct research traditions, however, these constructs have rarely been examined simultaneously. Three studies with 571, 415, and 1,535 students, respectively, found a moderate association between conscientiousness and competence beliefs. Both conscientiousness and competence beliefs meaningfully predicted academic effort, irrespective of how academic effort was measured (single-measurement questionnaire or diary data). The associations of competence beliefs with academic effort were highly domain specific, whereas conscientiousness was predictive of academic effort across a wide range of academic subjects. Conscientiousness and competence beliefs were also associated with academic achievement. Figural and verbal reasoning ability, although associated with academic achievement, only loosely predicted academic effort. PMID:19968422

Trautwein, Ulrich; Lüdtke, Oliver; Roberts, Brent W; Schnyder, Inge; Niggli, Alois

2009-12-01

125

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

126

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

127

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.

Veronneau, Marie-Helene; Dishion, Thomas J.

2011-01-01

128

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

129

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

Microsoft Academic Search

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

Gwendolyn D. Perry-Burney; Baffour Kwaku Takyi

2002-01-01

130

The Effects of Academic Optimism on Student Academic Achievement in Alabama  

ERIC Educational Resources Information Center

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

Bevel, Raymona King

2010-01-01

131

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

132

Accelerating Academic Achievement of English Language Learners  

Microsoft Academic Search

This chapter reports the results of five evaluations of the Cognitive Academic Language Learning Approach (CALLA) conducted\\u000a in different school settings with various content emphases. CALLA provides instruction through a combination of academic content,\\u000a language development, and learning strategies in which a five-phase instructional sequence is used to integrate these components\\u000a in materials design and instruction. Results indicated that English

Anna Uhl Chamot

133

Reassessing the Big-Fish-Little-Pond Affect: Examining academic self concept and scholastic achievement among urban high schools students as they transition to college  

Microsoft Academic Search

Abstract Previous sociological research has emphasized,the role of social comparison,on academic self- concept over time in elementary and secondary schools, but has not assessed these effects over the transition from high school to college. This research utilizes Herbert Marsh’s ‘big-fish-little-pond’ (BFLPE) theory to investigate how academic self concept differs among,urban high school students from magnet and comprehensive,public high schools as

Jennifer McKnight; Kimberly Torres; Ruth Curran-Neild

134

Support at Home and Academic Achievement of Nigerian Pupils.  

ERIC Educational Resources Information Center

Reports results of a study of fourth-grade students in Nigeria. Examines the relationship between parents' willingness and ability to provide financial and psychological support and the academic achievement of Nigerian students. Concludes that parental support influences academic achievement along with other factors such as parental occupation and…

Bolarin, T. A.

1992-01-01

135

Adolescent Environmental Tobacco Smoke Exposure Predicts Academic Achievement Test Failure  

Microsoft Academic Search

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

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

2007-01-01

136

The Role of Physical Fitness in Academic Achievement  

ERIC Educational Resources Information Center

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

Hannigan, William J.

2010-01-01

137

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

138

Teachers' and Mothers' Academic Achievement Expectations for Learning Disabled Children.  

ERIC Educational Resources Information Center

Investigated teachers' and mothers' academic achievement expectations for learning disabled and normally achieving Grade 3 children. Found that teachers and mothers had significantly lower academic expectations for learning disabled children. Results are discussed in terms of the importance of positive affective development for learning disabled…

Boersma, Frederic J.; Chapman, James W.

1982-01-01

139

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

140

Student Alienation, Academic Achievement, and WebCT Use  

ERIC Educational Resources Information Center

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

Johnson, Genevieve Marie

2005-01-01

141

Student Alienation, Academic Achievement, and WebCT Use  

ERIC Educational Resources Information Center

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

Johnson, Genevieve Marie

2005-01-01

142

Classroom-based physical activity, cognition, and academic achievement  

Microsoft Academic Search

BackgroundThere is increasing evidence for the association between physical activity, cardiovascular fitness, fatness, and cognitive function during childhood and adolescence. Evidence also suggests that these variables are linked to academic achievement. Classroom-based physical activity provides a viable approach to improve fitness, body mass index (BMI), cognitive function, and ultimately academic achievement.

Joseph E. Donnelly; Kate Lambourne

2011-01-01

143

Marijuana Use and Academic Achievement Among Mexican American School-Age Students: Underlying Psychosocial and Behavioral Characteristics  

Microsoft Academic Search

While there is some research examining the relationship between academic achievement, substance use, and related psychosocial factors, few studies have used standardized achievement scores as measures of academic achievement. Further, few investigations have been conducted in which high academic achieving substance users have been examined. The primary objective of the present study was to identify characteristics related to marijuana use

G. Edward Codina; Zenong Yin; David S. Katims; Jesse T. Zapata

1998-01-01

144

Teachers' perceptions and the effectiveness of instructional strategies to promote academic achievement among Arab\\/Chaldean students in an urban high school  

Microsoft Academic Search

Placing Arab\\/Chaldean students into mainstream classrooms has presented challenges to teachers within urban school systems. Teachers who have not taught immigrant students with different cultures and language may have problems with these students in their classrooms. Because of this inclusion, it was important to investigate teachers' perceptions toward this group of students, their academic achievement, and selection of instructional strategies

Nadwa Roumayah

1997-01-01

145

Impact of nutritional status at the onset of elementary school on academic aptitude test achievement at the end of high school in a multicausal approach.  

PubMed

Like in many other countries, few investigations have been carried out in Chile to measure the long-term effects of nutritional status at an early age on scholastic achievement in a multicausal approach. The objectives of the present study were to describe the impact of nutritional, intellectual, family, educational and socio-economic variables at the onset of elementary school in 1987 that may affect achievement on the academic aptitude test (AAT) taken in 1998 at the end of high school, and to quantify the impact of these independent variables on the AAT. The present study comprises two cross-sectional stages: in 1987, a representative sample of 813 elementary school first-grader Chilean children from the Metropolitan Region was randomly chosen; in 1998, 12 years later, 632 school-age children were located and only 351 of them graduated from high school and, from these, 260 students took the AAT. In 1987 nutritional status was assessed through anthropometric parameters, intellectual ability by the Raven's Progressive Matrices Test, scholastic achievement through Spanish language and mathematics tests, and socio-economic status using Graffar's modified scale; family variables were also recorded. Maternal schooling, scholastic achievement, intellectual ability and head circumference-for-age z-score (anthropometric indicator of both nutritional background and brain development) all in 1987 were the independent variables with the greatest explanatory power for AAT variance in 1998 (r2 0.402). These results provide a foundation to identify the risk factors at an early age that affect AAT scores and should be useful to improve nutritional and educational policies. PMID:19138441

Ivanovic, Daniza M; Rodríguez, María Del Pilar N; Pérez, Hernán T; Alvear, Jorge A; Almagià, Atilio F; Toro, Triana D; Urrutia, María Soledad C; Cruz, Arturo L; Ivanovic, Rodolfo M

2009-01-13

146

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

147

Academic Achievement of Student-Athletes.  

ERIC Educational Resources Information Center

|This study examined the cumulative grade point averages of collegiate student-athletes at Fort Hays State University (Kansas) as related to the variables of gender, academic classification, type of sport participation, and transfer status. The measure used as dependent variable was mean cumulative grade point average which consisted of the number…

Foltz, Roger A.

148

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

149

Achievement-related expectancies, academic self-concept, and mathematics performance of academically underprepared adolescent students.  

PubMed

The relationship between achievement-related expectancies, academic self-concept, and mathematics performance of 191 academically underprepared adolescent students was examined. After the effects of prior academic achievement were controlled for, a significant main effect for academic self-concept was found; as expected, students with higher academic self-concept earned significantly higher mathematics grades. In addition, after the effects of prior achievement were controlled for, female students were found to earn significantly higher mathematics grades than did male students. A significant three-way (Sex x Ethnic Group x Achievement-Related Expectancies) interaction was also noted. Unlike in several previous studies, no significant racial differences in mathematics performance were found. These students had a similar socioeconomic status (SES), and the effects of prior academic achievement were controlled for, suggesting that racial and gender differences in mathematics achievement may be partially explained by prior schooling and SES background, as posited by Reyes and Stanic (1988). PMID:8331332

House, J D

1993-03-01

150

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

151

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

152

Minority Achievement and Parental Support: Academic Resocialization through Mentoring.  

ERIC Educational Resources Information Center

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

Trueba, Henry T.; Delgado-Gaitan, Concha

153

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

154

The Impact of the Academic Achievement Gap on the African American Family  

Microsoft Academic Search

The academic achievement gap impacts the African American family in various ways. It can influence how African American children experience school; and it has implications for their high school dropout and graduation rates, college attendance, and college completion rates. For parents, the academic achievement gap may influence their own socioeconomic status via their educational attainment, which then has direct implications

Monica T. Leach; Sheara A. Williams

2007-01-01

155

Examining Gender and the Academic Achievement of Students with Emotional Disturbance  

Microsoft Academic Search

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 reading and math achievement (Anderson, Kutash, & Duchnowski, 2001). In

Cherng-Jyh Yen; Elisabeth Hess Rice

2010-01-01

156

Examining Gender and the Academic Achievement of Students with Emotional Disturbance  

Microsoft Academic Search

: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 reading and math achievement (Anderson, Kutash, & Duchnowski, 2001). In

Cherng-Jyh Yen; Elisabeth Hess Rice

2010-01-01

157

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

Microsoft Academic Search

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

Lynn McEwan; Dolly Goldenberg

1999-01-01

158

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

159

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

160

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

161

Technology Effect: The Promise of Enhanced Academic Achievement.  

ERIC Educational Resources Information Center

The purpose of this paper is to examine the literature in regard to technology and its effect on learner academic achievement. It explores early assumptions and current academic practices, examines several seminal studies on technology effect, and looks at possible future directions for technology and learning research. The paper offers the…

Rampp, Lary C.; Guffey, J. Stephen

162

Enhancing Academic Achievement through Direct Instruction of Social Skills.  

ERIC Educational Resources Information Center

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

Bendt, Lori; Nunan, Jan

163

A Performance Model for Academic Achievement in Early Adolescent Boys  

Microsoft Academic Search

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

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

1993-01-01

164

Relationship between the Use of Timeout and Academic Achievement.  

ERIC Educational Resources Information Center

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

Skiba, Russell; Raison, Jeffrey

1990-01-01

165

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

Microsoft Academic Search

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

Sabry M. Abd-El-Fattah

166

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.

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

2012-01-01

167

Is preschool executive function causally related to academic achievement?  

PubMed

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

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

2011-06-27

168

Fidelity as a precondition for integrity in grading academic achievement  

Microsoft Academic Search

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 technically non?achievements

D. Royce Sadler

2010-01-01

169

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

170

Academic Achievement, Technology and Race: Experimental Evidence  

ERIC Educational Resources Information Center

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

Fairlie, Robert W.

2012-01-01

171

Assessing Student Academic Achievement: Western Michigan University.  

ERIC Educational Resources Information Center

|Reports on Western Michigan University's efforts to assess programs at the undergraduate level. Describes the steps involved in deciding which student achievement areas to assess, which instruments to use, and who to test. Discusses effects on students and confidentiality issues. Reviews problems in implementing assessment. (DMM)|

Bunda, Mary Anne

1991-01-01

172

Predicting early academic achievement in a baccalaureate nursing program.  

PubMed

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

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

173

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

174

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

175

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

176

The Effects of Academic Optimism on Elementary Reading Achievement  

ERIC Educational Resources Information Center

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

Bevel, Raymona K.; Mitchell, Roxanne M.

2012-01-01

177

The Effect of Student Mobility on Academic Achievement.  

ERIC Educational Resources Information Center

The impact of mobility on academic achievement has been the focus of many studies. The findings are generally consistent and suggest that mobility lowers student achievement, particularly when the students are from low-income, less educated families. For this study, 30 students, classified as either mobile or stable, were randomly selected from a…

Evans, Dolores A.

178

Predictors of Academic Achievement and Their Possible Applications  

ERIC Educational Resources Information Center

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

Lockshin, Jeffrey; Zamkov, Oleg

2009-01-01

179

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

Microsoft Academic Search

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

Howard E. Crumpton; Anne Gregory

2011-01-01

180

Do parents make a difference to children’s academic achievement? Differences between parents of higher and lower achieving students  

Microsoft Academic Search

Differences in family factors in determining academic achievement were investigated by testing 432 parents in nine independent, coeducational Melbourne schools. Schools were ranked and categorized into three groups (high, medium and low), based on student achievement (ENTER) scores in their final year of secondary school and school improvement indexes. Parents completed a questionnaire investigating their attitudes towards the school environment,

Nicky Jacobs; David Harvey

2005-01-01

181

Boosting Black Academic Achievement and AP Enrollments  

ERIC Educational Resources Information Center

|Minority students were about 25% of the student population at Central High School in Omaha, Nebraska, in 1995. But the composition of its honors and challenge classes did not reflect this diversity: Few minority students were taking challenge classes as underclassmen and even fewer were taking Advanced Placement (AP) courses as seniors. This…

Saunders, Terrie; Maloney, Kathy

2005-01-01

182

Anxiety, study habits, and academic achievement  

Microsoft Academic Search

Followed an unsuccessful attempt to confirm for college women C. D. Spielberger's finding that high scores on the MA scale are related to impaired GPA in men of average scholastic aptitude. While a forced-choice form of the MA scale was also unrelated to GPA, it was found that women scoring at the extreme end of the Alpert-Haber scales of debilitating

Otello Desiderato; Patricia Koskinen

1969-01-01

183

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

184

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

185

The Relationship of Trait Anxiety and Academic Performance to Achievement Anxiety: Students at Risk.  

ERIC Educational Resources Information Center

Two studies investigated anxiety in two groups of 270 and 171 college sophomores. The first study ascertained whether high anxiety can improve academic performance, and the second specified the effects of anxiety and academic performance on achievement anxiety while controlling for the effect of scholastic aptitude. Results suggest that anxiety,…

Chapin, Theodore J.

1989-01-01

186

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

Microsoft Academic Search

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

Mohammad Ali Besharat; Koorosh Azizi; Hamid Poursharifi

2011-01-01

187

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

188

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

Microsoft Academic Search

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

Jason D. Ellis

2010-01-01

189

Self-regulation and academic achievement and resilience: A longitudinal study  

Microsoft Academic Search

There is a growing body of research indicating that students who can self-regulate cognitive, motivational, and behavioral aspects of their academic functioning are more effective as learners. We studied relations between the self-regulation strategies used by a group of Italian students during the final years of high school and their subsequent academic achievement and resilience in pursuing higher education. We

Laura Nota; Salvatore Soresi; Barry J. Zimmerman

2004-01-01

190

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

191

Familism and Social Capital in the Academic Achievement of Mexican Origin and Anglo Adolescents.  

ERIC Educational Resources Information Center

|Reports on a study of the relationship of family role and structure with academic achievement among 2,666 Anglo and 492 Mexican American high school students. Relates behavioral, attitudinal, and structural dimensions of families to students' self-reported grades. Finds that familistic attitudes are important to academic success. (CFR)|

Valenzuela, Angela; Dornbusch, Sanford M.

1994-01-01

192

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…

Rice, Elisabeth Hess; Yen, Cherng-Jyh

2010-01-01

193

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

PubMed Central

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

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

2008-01-01

194

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

195

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

196

Academic Achievement and Social Functioning of Children with and without Learning Difficulties  

ERIC Educational Resources Information Center

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

Walker, Ann; Nabuzoka, Dabie

2007-01-01

197

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

Microsoft Academic Search

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

Ann Walker; Dabie Nabuzoka

2007-01-01

198

Academic Achievement and Problem Behaviors among Asian Pacific Islander American Adolescents  

Microsoft Academic Search

Using data from the National Longitudinal Study of Adolescent Health, this study tests whether the relationship between academic\\u000a achievement and problem behaviors is the same across racial and ethnic groups. Some have suggested that academic achievement\\u000a may be a weaker predictor of problem behaviors among Asian Pacific Islander American (API) youth; that they can have high\\u000a grades but still exhibit

Yoonsun Choi

2007-01-01

199

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

200

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

201

Early childhood nutrition and academic achievement: a longitudinal analysis  

Microsoft Academic Search

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

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

2001-01-01

202

Comparison Of Academic Achievement between Montessori and Traditional Education Programs  

ERIC Educational Resources Information Center

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

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

2005-01-01

203

Personality Traits as a Predictor of Academic Achievement in Adolescents  

ERIC Educational Resources Information Center

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

Smrtnik-Vitulic, Helena; Zupancic, Maja

2011-01-01

204

Do Intelligence and Sustained Attention Interact in Predicting Academic Achievement?  

ERIC Educational Resources Information Center

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

Steinmayr, Ricarda; Ziegler, Mattias; Trauble, Birgit

2010-01-01

205

Childhood Nutrition and Academic Achievement: A Longitudinal Analysis  

Microsoft Academic Search

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

P. Glewwe; H. Jacoby; E. King

1999-01-01

206

Metacognitive awareness and academic achievement in college students  

Microsoft Academic Search

The researchers examined the Metacognitive Awareness Inventory (MAI) (Schraw and Dennison,1994) to determine how it relates to broad and single measures of academic achievement in college students. Correlations were found between the MAI and cumulative GPA as well as end of course grades. Scores on the MAI significantly differ between graduate and undergraduate students. Professors' use of the MAI as

Andria Young; Jane D. Fry

2008-01-01

207

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

208

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

209

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

210

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

211

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

ERIC Educational Resources Information Center

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

Porta, Andrew Douglas

212

Classroom Emotional Climate, Student Engagement, and Academic Achievement  

Microsoft Academic Search

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 classrooms (N = 1,399 students) and included classroom observations, student

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

2012-01-01

213

Parenting Style as a Moderator for Students' Academic Achievement  

Microsoft Academic Search

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

Zahari Ishak; Suet Fin Low; Poh Li Lau

2011-01-01

214

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

ERIC Educational Resources Information Center

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

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

2008-01-01

215

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

216

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

217

Helping students with a disability achieve their academic aims  

Microsoft Academic Search

This paper considers the situation of students with a disability studying in institutions of higher education, and how they can be helped to achieve their academic aims with the minimum of personal discomfort. Three main groups of students are identified—ambulant disabled and wheelchair bound students, students with partial or complete loss of sight, and students with hearing impairments—and their particular

David McConnell

1981-01-01

218

Health behaviour and academic achievement in Icelandic school children  

Microsoft Academic Search

Interest in the relationship between health behaviours and academic achievement has re- cently intensified in the face of an epidemic of childhood and adolescent obesity and converg- ing school reforms in the United States and other nations with advanced economies. Epide- miologic research has demonstrated that poor diet and lack of adequate physical activity place children at risk for being

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

2006-01-01

219

Parental Divorce, Psychological Distress and Academic Achievement of College Students  

Microsoft Academic Search

Parental divorce is a stressful process that has been associated with long-term developmental implications for the children involved. There have been mixed results from research regarding specific effects of parents' marital status on levels of psychological distress and academic achievement in late adolescence and early adulthood. Research using a clinical sample from a college counseling center was lacking altogether. The

Julie Ellen Hawkins

2008-01-01

220

The New School Counselor: Strategies for Universal Academic Achievement  

Microsoft Academic Search

The New School Counselor provides school administrators and school counselor educators, supervisors, and practitioners with a unified understanding of the new roles and functions of the school counselor. Schellenberg introduces standards blending, a systems-focused, integrated, and student-centered approach that directly and overtly aligns school counseling programs with academic achievement missions. Each chapter includes relevant research, literature, key players, real world

Rita C. Schellenberg

2008-01-01

221

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

222

Classroom Management Strategies and Behavioral Interventions to Support Academic Achievement  

ERIC Educational Resources Information Center

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

Gilpatrick, Robin Sue Holzworth

2010-01-01

223

Levels of Processing, Academic Achievement and Locus of Control.  

ERIC Educational Resources Information Center

Several researchers have examined the relationship between scales of the Inventory of Learning Processes (ILP) and the academic performance of college students. This study sought to determine whether there were significant correlations among levels of processing, locus of control, and achievement for college students. Subjects (N=50) enrolled in…

Gadzella, B. M.; And Others

224

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

225

Personality Traits as a Predictor of Academic Achievement in Adolescents  

ERIC Educational Resources Information Center

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

Smrtnik-Vitulic, Helena; Zupancic, Maja

2011-01-01

226

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…

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

2008-01-01

227

The Effect of Student Time Allocation on Academic Achievement  

ERIC Educational Resources Information Center

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

Grave, Barbara S.

2011-01-01

228

English Language Learners and Academic Achievement: Revisiting the Threshold Hypothesis  

ERIC Educational Resources Information Center

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

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

2012-01-01

229

Community and Institutional Correlates of Academic Achievement in Georgia Schools.  

ERIC Educational Resources Information Center

|This study sought to determine the degree to which school and community factors influence mathematics and science achievement of public school students in Georgia. Of particular concern was identifying variables to assist educators, parents, and other child advocates in providing academic programs that are responsive to the needs of learners.…

Boggs, Olivia M.

230

Do Intelligence and Sustained Attention Interact in Predicting Academic Achievement?  

ERIC Educational Resources Information Center

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

Steinmayr, Ricarda; Ziegler, Mattias; Trauble, Birgit

2010-01-01

231

Community Social Disorganization Theory Applied to Adolescent Academic Achievement.  

ERIC Educational Resources Information Center

|This study used community contextual variables to investigate adolescent academic achievement, examining school districts and individual schools with 8th grade students. The first analyses were conducted for school year 1997-98. The school district model was replicated for 1996-97. Data came from the Department of Health and Human Services,…

Baker, Spencer, R.; Robinson, Jack E.; Danner, Mona J. E.; Neukrug, Edward S.

232

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…

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

2012-01-01

233

Structure of Black Male Students Academic Achievement in Science  

NASA Astrophysics Data System (ADS)

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

Rascoe, Barbara

234

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

235

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

236

Academic correlates of Taiwanese senior high school students' happiness.  

PubMed

This study examined the relation between academic factors and senior high school students' general happiness using a nationally representative sample of 11,061 11th graders in Taiwan. Pearson correlation analyses indicated that English teacher-perceived academic performance, mathematics teacher-perceived academic performance, teacher academic support, classmate academic support, organizational processes, and school satisfaction were positively related to students' general happiness,while disturbance in class was negatively related. Regression analysis found that objective academic achievement, mathematics teacher-perceived academic achievement, classmate academic support, disturbance in class, organizational processes, and most importantly, students' overall appraisals of their own happiness with school helped predict students' general happiness, account for 18.4% of the total variance. Among these variables, objective academic achievement and disturbance in class were negatively associated with general happiness. Some of the study's findings are consistent with those in the literature and some extend established accounts, while others point to future research directions. PMID:20432611

Chen, Su-Yen; Lu, Luo

2009-01-01

237

Comparative Validities of Standardized Academic Self-Concept Scales and Achievement Test Measures and of Teacher Ratings of Citizenship and Effort in Forecasting Performance of Junior High School Students  

Microsoft Academic Search

For a sample of 240 junior high school (eighth-grade) students (128 boys and 112 girls) from a suburban middle-class community in Orange County, California, criterion-related validities of each of the five scales of the academic self-concept measure Dimensions of Self-Concept (DOSC), of each of six achievement subtests from the SRA Assessment Survey, and of two teacher ratings pertaining to student

Gregory P. Darakjian; William B. Michael

1982-01-01

238

16th Annual Survey of High Achievers: Attitudes and Opinions from the Nation's High Achieving Teens.  

ERIC Educational Resources Information Center

The report presents data from 2,043 questionnaires completed by secondary student leaders and high achievers. Ss were selected for recognition in "Who's Who Among American High School Students" by their principals or guidance counselors, national youth organizations, or the publishing company because of high achievement in academics, activities,…

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

239

A Multifaceted Academic Self-Concept: Its Hierarchical Structure and Its Relation to Academic Achievement  

Microsoft Academic Search

Academic self-concept, originally posited by Shavelson as a single higher-order facet, was found by Marsh and Shavelson to comprise at least two higher-order academic facets (verbal and math). Marsh developed the internal\\/external (I\\/E) frame of reference model to account for the extreme separation of math and verbal self-concepts and their relations to math and verbal achievements. In our investigation, students

Herbert W. Marsh; Barbara M. Byrne; Richard J. Shavelson

1988-01-01

240

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

Microsoft Academic Search

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

Wei-Wen Chen; Hsiu-Zu Ho

2012-01-01

241

Impact of Positive Interdependence and Academic Group Contingencies on Achievement  

Microsoft Academic Search

The effects of positive goal interdependence and positive goal and positive reward interdependence on achievement were investigated. The control group (n = 26) consisted of American students in a 10th-grade social studies class, and the experimental group (n = 28) consisted of American students in a 10th-grade social studies class that included four academically disabled and isolated 10th-grade students (3

Debra Mesch; David W. Johnson; Roger Johnson

1988-01-01

242

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

Microsoft Academic Search

Studies that examine the effects of exercise on children’s intelligence, cognition, or academic achievement were reviewed\\u000a and results were discussed in light of (a) contemporary cognitive theory development directed toward exercise, (b) recent\\u000a research demonstrating the salutary effects of exercise on adults’ cognitive functioning, and (c) studies conducted with animals\\u000a that have linked physical activity to changes in neurological development

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

2008-01-01

243

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

ERIC Educational Resources Information Center

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

Bridglall, Beatrice L.; Gordon, Edmund W.

2003-01-01

244

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

ERIC Educational Resources Information Center

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

Gordon, Donald A.

1977-01-01

245

Does Lengthening the School Day Increase Students' Academic Achievement? Results from a Natural Experiment in Chile  

ERIC Educational Resources Information Center

This study (an impact evaluation of the Chilean full school day program) uses difference-in-differences to estimate the effect of a large increase in instructional time on high school students' academic achievement. The main findings are (i) the program had a positive effect on students' achievement in both mathematics and language; (ii) the…

Bellei, Cristian

2009-01-01

246

The Linkages among the Home Environment and Academic Self-Concepts on Achievement of Intact and Nonintact Family Structures of American High School Students.  

ERIC Educational Resources Information Center

Cognizant of the American high school students' waning test scores and a decreased desire to pursue higher level courses in mathematics and science, there has been a categorical effort to identify the demographic and motivational variables that contribute to mathematics and science achievement. This study utilized the 1992 panel members (8,140…

O'Connor, Sharon Anne; Miranda, Kathleen; Beasley, T. Mark

247

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

248

Factors Affecting the Algebra I Achievement of Academically Talented Learners  

Microsoft Academic Search

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

Michael S. Matthews; Jennie L. Farmer

2008-01-01

249

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

250

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

2013-05-01

251

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

252

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.

253

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.

254

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

255

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

PubMed

A robust body of research finds positive cross-sectional and longitudinal associations between teacher-child relationships and children's academic achievement in elementary school. Estimating the causal effect of teacher-child relationships on children's academic achievement, however, is challenged by selection bias at the individual and school level. To address these issues, we used two multilevel propensity score matching approaches to estimate the effect of high-quality teacher-child relationships in kindergarten on math and reading achievement during children's transition to first grade. Multi-informant data were collected on 324 low-income, Black and Hispanic students, and 112 kindergarten and first-grade teachers. Results revealed significant effects of high-quality teacher-child relationships in kindergarten on math achievement in first grade. No significant effects of teacher-child relationships were detected for reading achievement. Implications for intervention development and public policy are discussed. PMID:24060063

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

2013-05-24

256

Arizona Academic Standards, High School  

ERIC Educational Resources Information Center

|This publication contains Arizona public schools' updated academic standards for high school. The contents of this document contain: (1) The Arts Standard 2006--High School; (2) Comprehensive Health Education/Physical Activity Standards 1997--Proficiency and Distinction (Grades 9-12); (3) Foreign and Native Language Standards 1997--Proficiency…

Arizona Department of Education, 2009

2009-01-01

257

Arizona Academic Standards, High School  

ERIC Educational Resources Information Center

|This publication contains Arizona public schools' academic standards for high school. The contents of this document contain: (1) The Arts Standard 2006--High School; (2) Comprehensive Health Education Physical Activity Standards 1997--Proficiency and Distinction (Grades 9-12); (3) Foreign and Native Language Standards 1997--Proficiency and…

Arizona Department of Education, 2007

2007-01-01

258

The Relationship Between Parenting Style and Academic Achievement and the Mediating Influences of Motivation, Goal Orientation and Academic Self-Efficacy  

Microsoft Academic Search

The purpose of the study was to test the relationship between parenting style and academic achievement, and to examine the mediating effects of motivation, goal orientation and academic self-efficacy on this relationship. The researcher surveyed 148 high school students from rural, south central Georgia. Demographically, the sample was comprised of 39% male, 61% female, 36% African American and 53% White.

Rivers Jewrell Jr

2006-01-01

259

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…

Reynolds, Amy L.; Weigand, Matthew J.

2010-01-01

260

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

261

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

ERIC Educational Resources Information Center

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

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

2009-01-01

262

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

ERIC Educational Resources Information Center

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

Cottaar, Alice

2012-01-01

263

Promoting Rural Students' Academic Achievements: An Examination of Self-Regulated Learning Strategies.  

ERIC Educational Resources Information Center

Identifying the specific self-regulated learning strategies students use as they move toward higher academic achievement has important educational implications. This may be particularly true for rural students, who often have fewer available resources than their suburban peers. In this study, 75 eleventh- and twelfth-graders in 12 rural high

Williams, Janice E.

264

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

265

Using Cooperative Learning To Improve the Academic Achievements of Inner-City Middle School Students.  

ERIC Educational Resources Information Center

|Whether using cooperative learning can improve the academic achievement of inner city middle school students was studied in Gary, Indiana at a school with a population of 503 students. Two seventh-grade classes taught by 1 African American male teacher served as 1 treatment group of 20 at-risk students and one nontreatment group of 24 high

Holliday, Dwight C.

266

The Effects of Japanese Heritage Language Maintenance on Scholastic Verbal and Academic Achievement in English  

ERIC Educational Resources Information Center

|This article investigates the effects of the maintenance of Japanese as a heritage language on English and overall academic achievement. The interrelationships among Japanese oral and writing proficiency, SAT I Verbal, SAT I, and high school grade point average (GPA) were examined. The participants were 31 second generation Japanese-American…

Shibata, Setsue

2004-01-01

267

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

ERIC Educational Resources Information Center

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

Zahn, Brian

2011-01-01

268

The Effects of Japanese Heritage Language Maintenance on Scholastic Verbal and Academic Achievement in English  

ERIC Educational Resources Information Center

This article investigates the effects of the maintenance of Japanese as a heritage language on English and overall academic achievement. The interrelationships among Japanese oral and writing proficiency, SAT I Verbal, SAT I, and high school grade point average (GPA) were examined. The participants were 31 second generation Japanese-American…

Shibata, Setsue

2004-01-01

269

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

ERIC Educational Resources Information Center

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

Zahn, Brian

2011-01-01

270

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

271

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

Microsoft Academic Search

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

Peter Williams

1980-01-01

272

Interaction of psychological type and anxiety sensitivity on academic achievement.  

PubMed

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

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

2000-06-01

273

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

274

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

275

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  

Microsoft Academic Search

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

Jeffrey M. Venables

2008-01-01

276

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

277

Time management behaviors as potential explanatory factors in dental academic achievement.  

PubMed

DAT scores and predental GPAs have made the greatest but an imperfect contribution to the reliable estimation of dental students' academic success. One variable unaddressed yet having potential in accounting for unexplained variability in dental school performance is time management behaviors (TMB), a multidimensional attribute that is critical to success in a dental curriculum. Research has indicated a relationship of TMB dimensions (Setting Goals and Priorities, Mechanics of Time Management, Preference for Organization) with undergraduate academic achievement. The purposes of this study were: 1) to ascertain the levels of TMB dimensions reflected in predental students; 2) to validate in predental students the relationship of TMB dimensions and undergraduate academic achievement; and 3) to explore the relationship of TMB dimensions of predental students as explanatory variables of their early academic achievement in the dental curriculum. All individuals who were applicants interviewed for the 1997 entering D.D.S. class and the majority of members of the 1996 entering D.D.S. class participated in this study (n = 192). Each completed the TMB scale. High levels of TMB across dimensions were observed in predental and dental students. Unlike prior research, results showed virtually no relationship of TMB dimensions with undergraduate GPA of these subjects. Though a small relationship was found between dimensions and first-year dental GPAs, no dimension explained a significant amount of variance in any of these dental GPAs beyond that of undergraduate science GPA. PMID:10572539

Mace, J G; Tira, D E

1999-10-01

278

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

279

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

Microsoft Academic Search

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 school later impacted college outcomes. Using data from the National

Joshua S. Smith

2006-01-01

280

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

PubMed

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

Chen, Xinyin; Yang, Fan; Wang, Li

2013-07-01

281

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

PubMed

This paper analyses the role of academic preparation and learning strategies in the prediction of first-year Portuguese college students' academic achievement, considering students' sex and academic field attended. A sample of 445 first-year college students (68.5% female) from the University of Minho (25.8% enrolled in economics, 35.3% in science/technology, and 38.9% in humanities degrees) participated in the study. Students answered a questionnaire on learning strategies in the classroom at the end of the first semester, which consisted of 44 items organized in five dimensions: comprehensive approach, surface approach, personal competency perceptions, intrinsic motivation, and organization of study activities. Academic achievement (grade point average at the end of first year) and academic preparation (students' higher education access mark) were obtained through the academic records of the university. Results showed that academic preparation was the strongest predictor of first-year academic achievement, and only marginal additional variance was explained by learning strategies as assessed by the self-reported questionnaire. There were sex and academic field differences, but these variables do not seem strong enough to affect the results, although the different percentages of variance captured by each model and the different weights associated to higher education access mark, stimulate the use of these and/or other personal and contextual variables when analysing the phenomenon. PMID:22029496

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

2009-06-01

282

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

283

Workshop on Excellence Empowered by a; Diverse Academic Workforce: Achieving; Racial & Ethnic Equity in Chemistry  

Microsoft Academic Search

The purpose of the Workshop 'Excellence Empowered by a Diverse Academic Workforce: Achieving Racial & Ethnic Equity in Chemistry' was to promote the development of a cadre of academic leaders who create, implement and promote programs and strategies for increasing the number of racial and ethnic minorities to equitable proportions on the faculties of departments throughout the academic chemistry community.

Hassan. B. Ali

2008-01-01

284

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

Microsoft Academic Search

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

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

1999-01-01

285

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

Microsoft Academic Search

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

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

2007-01-01

286

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.

287

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

ERIC Educational Resources Information Center

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

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

2008-01-01

288

A Program that Combines Character Development and Academic Achievement.  

ERIC Educational Resources Information Center

|Describes the Child Development Project in California, which holds that academic and character education are equally important goals for schools. The project has been established to produce long-lasting effects on children's "prosocial" development. (MD)|

Schaps, Eric; And Others

1986-01-01

289

Urban High School Students' Academic Communities and Their Effects on Mathematics Success  

Microsoft Academic Search

This article reports findings from a study exploring the roles of peer influences in cultivating urban high school students' academic success in mathematics. While the literature describing family\\/school influences on the academic achievement of students of color is compelling, much of it suggests that urban students' peer groups do not support academic achievement. This study of high school students sought

Erica N. Walker

2006-01-01

290

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

291

GateWay Community College Assessment Plan for the Documentation of Student Academic Achievement, Fall 1992.  

ERIC Educational Resources Information Center

|As part of a plan to assess institutional effectiveness in terms of academic achievement, faculty in the instructional subunits at Gateway Community College in Phoenix, Arizona, have developed and/or revised mission and purpose statements for their respective areas, have specified outcomes related to both student academic achievement and other…

GateWay Community Coll., Phoenix, AZ.

292

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

ERIC Educational Resources Information Center

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

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

2005-01-01

293

A Model of Academic Enablers and Elementary Reading/Language Arts Achievement.  

ERIC Educational Resources Information Center

|A theoretical model is proposed of the relationships between specific academic enablers (motivation, interpersonal skills, engagement, and study skills) and academic achievement. The results of these modeling analyses indicate that prior achievement and interpersonal skills influence motivation, which in turn influences study skills and…

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

2002-01-01

294

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

295

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

296

Parents social and resource capital: Predictors of academic achievement during early childhood  

Microsoft Academic Search

Although research in the area of academic achievement has expanded over the past several years, questions about the individual and social factors, especially in early childhood, remain unanswered. The purpose of this study is to examine to what extent parents and teacher\\/school's social capital and resource capital predict academic achievement in early childhood. It is also the purpose of this

Bethanne M. Schlee; Ann K. Mullis; Michael Shriner

2009-01-01

297

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

298

Effect of Physical Education and Activity Levels on Academic Achievement in Children  

Microsoft Academic Search

COE, D. P., J. M. PIVARNIK, C. J. WOMACK, M. J. REEVES, and R. M. MALINA. Effect of Physical Education and Activity Levels on Academic Achievement in Children. Med. Sci. Sports Exerc., Vol. 38, No. 8, pp. 1515-1519, 2006. Purpose: This study was conducted to determine the effect of physical education class enrollment and physical activity on academic achievement in

DAWN PODULKA COE; JAMES M. PIVARNIK; CHRISTOPHER J. WOMACK; MATHEW J. REEVES; ROBERT M. MALINA

2006-01-01

299

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

300

Learned Helplessness and Psychological Adjustment: Effects of Age, Gender and Academic Achievement.  

ERIC Educational Resources Information Center

|Studied the relationships among academic achievement, learned helplessness, and psychological adjustment (self-esteem and depression), controlled for gender and age, for 1,580 students with data collected in grades 3 and 4, 6 and 7, and 8 and 9. Results show that academic achievement is directly and indirectly related to the pattern of…

Valas, Harald

2001-01-01

301

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

ERIC Educational Resources Information Center

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

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

2008-01-01

302

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

303

The Diversified School Campus: Ethnic Diversity, School Violence, and Academic Achievement  

Microsoft Academic Search

The representative democracy literature investigating the effects of ethnic diversity on educational performance has put forth conflicting messages. Some suggest that increased minority teacher representation boosts minority students? academic achievement, while others point to negligible effects of representative democracy on students. The present study takes on school violence and drug use beyond the academic achievement arena in order to address

Chang-Ho Ji

304

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

305

Parental Warmth, Control, and Involvement in Schooling: Predicting Academic Achievement among Korean American Adolescents.  

ERIC Educational Resources Information Center

|Explored the relationship between parenting style and academic achievement of Korean American adolescents, investigating the influence of perceived parental warmth and control and improvement in schooling. Survey data indicated that authoritative paternal parenting related to optimal academic achievement. Differences in maternal parenting styles…

Kim, Kyoungho; Rohner, Ronald P.

2002-01-01

306

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

307

The effects of an arts-based curriculum on academic achievement  

Microsoft Academic Search

The purpose of this study was to determine whether attending an arts-based middle school appeared to positively impact student academic achievement as measured by standardized achievement tests. In order to determine whether patterns of improved academic achievement were discernible following attendance at a four-year arts-based middle school, achievement data from the grade four and grade eight Tennessee Comprehensive Assessment Program

Melissa D McClure

2009-01-01

308

The effects of neglect on academic achievement and disciplinary problems: a developmental perspective.  

PubMed

The present study examines the effect of child neglect, alone and in combination with abuse, on academic achievement and school disciplinary problems for elementary, junior high, and senior high students. The sample included 324 neglected children and adolescents, and a matched nonmaltreated sample of 420 children and adolescents. All subjects were in grades K through 12 in a small city in New York state. The results revealed that neglected children did perform more poorly than their nonmaltreated counterparts, having lower grades, more suspensions, more disciplinary referrals, and more grade repetitions, even when controlling for gender of child and SES. Neglect alone and neglect in combination with physical or sexual abuse was related to lower grades and more suspensions. The combination of abuse and neglect had a particularly strong effect on the number of disciplinary referrals and grade repetitions. Abused/neglected students in junior high had the highest number of grade repetitions. The number of disciplinary referrals continued to increase through senior high for both neglected and abused/neglected students. Interestingly, the academic performance of all subjects dropped during junior high. Neglect and neglect in combination with abuse appeared to exacerbate a decline in academic performance that occurs as children enter junior high school. PMID:8734546

Kendall-Tackett, K A; Eckenrode, J

1996-03-01

309

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

310

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

311

Torque, Academic Achievement, and Behavorial Problems in Early Adolescents  

Microsoft Academic Search

A basic problem has been the assessment of significant neuropsychological processes in an unobtrusive manner. A- literature search produced a simple neuropsychological procedure called the Torque Test claimed to successfully identify children at risk for academic problems and aberrant behavior. The purpose of the study was to investigate the Torque Test as a screening device for identifying children at risk

Thomas D. Carter; Richard R. DeBlassie

1984-01-01

312

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

313

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

314

Community challenge: Enhancing the academic achievement of children and youth  

Microsoft Academic Search

This article discusses the 1991 and 1992 programs of the Baltimore and Washington D.C. Community Outreach Project of The Johns Hopkins University Center for Talented Youth (CTY). The project's two goals were to identify additional urban students who could qualify for the traditional CTY Summer Academic Programs, and to identify and serve other students whose substantial ability had previously gone

Linda Boliek Barnett; William C. Gustin; James C. DuSel

1996-01-01

315

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

316

Closing the gap in academic readiness and achievement: the role of early childcare  

PubMed Central

Background Socially disadvantaged children with academic difficulties at school entry are at increased risk for poor health and psychosocial outcomes. Our objective is to test the possibility that participation in childcare – at the population level – could attenuate the gap in academic readiness and achievement between children with and without a social disadvantage (indexed by low levels of maternal education). Methods A cohort of infants born in the Canadian province of Quebec in 1997/1998 was selected through birth registries and followed annually until 7 years of age (n = 1,863). Children receiving formal childcare (i.e., center-based or non-relative out-of-home) were distinguished from those receiving informal childcare (i.e., relative or nanny). Measures from 4 standardized tests that assessed cognitive school readiness (Lollipop Test for School Readiness), receptive vocabulary (Peabody Picture Vocabulary Test Revised), mathematics (Number Knowledge Test), and reading performance (Kaufman Assessment Battery for children) were administered at 6 and 7 years. Results Children of mothers with low levels of education showed a consistent pattern of lower scores on academic readiness and achievement tests at 6 and 7 years than those of highly educated mothers, unless they received formal childcare. Specifically, among children of mothers with low levels of education, those who received formal childcare obtained higher school readiness (d = 0.87), receptive vocabulary (d = 0.36), reading (d = 0.48) and math achievement scores (d = 0.38; although not significant at 5%) in comparison with those who were cared for by their parents. Childcare participation was not associated with cognitive outcomes among children of mothers with higher levels of education. Conclusions Public investments in early childcare are increasing in many countries with the intention of reducing cognitive inequalities between disadvantaged and advantaged children. Our findings provide further evidence suggesting that formal childcare could represent a preventative means of attenuating effects of disadvantage on children’s early academic trajectory.

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

2012-01-01

317

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

318

Academic achievement in the Chinese context: the role of goals, strategies, and effort.  

PubMed

Previous studies have suggested that Western constructs of academic motivation may operate in different ways in Asian contexts due to differences in the cultural environment. In the present study, the integrative effects of achievement goals, strategy orientations, and effort expenditure on achievement outcomes were examined among 1950 seventh-grade Chinese students in Hong Kong. Participants completed separate questionnaires for mathematics and English. Results for the two subjects were largely similar. There were significant positive relationships between mastery and performance goals, between cooperative and competitive orientations, as well as between understanding and memorizing strategies. Regression analyses further revealed that goals and strategies were highly predictive of effort expenditure, but only goals and effort significantly predicted achievement outcome, with strategies being barely significant. The need to further investigate how Chinese students reconcile the apparently antithetical orientations in learning as well as the effective strategies contributing to their learning is indicated. PMID:22022794

Ho, Irene T; Hau, Kit-Tai

2008-10-01

319

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.

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

2010-01-01

320

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

321

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.

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

2013-01-01

322

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

Microsoft Academic Search

The purpose of this study was to add to the understanding of the effects of perceived parental engagement on adolescents’\\u000a academic achievement in immigrant families. Self-report data were collected from 1,245 adolescents in immigrant families from\\u000a four high schools in Los Angeles County. The sample characteristics follow: 13–16 years old (M = 14.5); 58.9% female, 41.1% male; 57.5% Latino; 40.6% 1st generation youth

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

2009-01-01

323

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

324

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

ERIC Educational Resources Information Center

Background: Few evaluations of school health programs measure academic outcomes. K-12 education needs evidence for academic achievement to implement school programs. This article presents a systematic review of the literature to examine evidence that school health programs aligned with the Coordinated School Health Program (CSHP) model improve…

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

2007-01-01

325

Attention Deficit Hyperactivity Disorder and Scholastic Achievement: A Model of Mediation via Academic Enablers  

Microsoft Academic Search

The current study examined the influence of symptoms of attention deficit hyperactivity disorder (ADHD) on student academic achievement in read- ing and in mathematics in a sample of 146 first- through fourth-grade students, 103 of which were identified as having ADHD and academic problems in reading and\\/or math. A theoretical model was examined using structural equation mod- eling wherein student

Robert J. Volpe; George J. DuPaul; James C. DiPerna

2006-01-01

326

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

Microsoft Academic Search

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

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

2010-01-01

327

Academic Achievement and School Functioning Among Nonincarcerated Youth Involved With the Juvenile Justice System  

Microsoft Academic Search

The relationship between academic problems and delinquency is well documented among incarcerated populations but has not been examined among nonincarcerated youth involved with the juvenile justice system. This research examined the school functioning and academic achievement of 157 youth who had brief contact with a state department of juvenile justice and then returned to the community. More than half (62.4%)

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

2008-01-01

328

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

ERIC Educational Resources Information Center

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

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

2010-01-01

329

Physical Fitness and Academic Achievement in Third and Fifth-Grade Students  

Microsoft Academic Search

The relationship between physical fitness and academic achievement has received much attention owing to the increasing prevalence of children who are overweight and unfit, as well as the inescapable pressure on schools to produce students who meet academic standards. This study examined 259 public school students in third and fifth grades and found that field tests of physical fitness were

Darla M. Castelli; Charles H. Hillman; Sarah M. Buck; Heather E. Erwin

330

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

ERIC Educational Resources Information Center

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

Hanna, Shellie Lyne

2009-01-01

331

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

ERIC Educational Resources Information Center

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

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

2010-01-01

332

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

Microsoft Academic Search

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

Brian Hutchison

2011-01-01

333

The effects of learning style activities on academic achievement, attitudes and recall level  

Microsoft Academic Search

This study aimed at revealing the learner attitudes toward this course, recall level and efficiency of the course to academic achievement with the applications of the course to academic success with the applications of the course that is carried out appropriate to field learning styles dimension in the 5th grade of the social studies course in elementary school. The design

Özge Yazicilar; Bülent Güven

2009-01-01

334

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

ERIC Educational Resources Information Center

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

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

2010-01-01

335

The impact of mentoring on academic achievement of at-risk youth  

Microsoft Academic Search

Planned mentoring programs have flourished as one possible solution to the problems affecting youth. Unfortunately, little research has been conducted evaluating mentoring programs in spite of the generally accepted belief that only positive effects can result from their implementation. The present study examined the impact of mentoring on the academic achievement of at-risk youth involved in Big Brothers\\/Big Sisters. Academic

Lynn A. Thompson; Lisa Kelly-Vance

2001-01-01

336

Computer Use and Its Relations to Academic Achievement in Mathematics, Reading, and Writing. NAEP Validity Studies.  

ERIC Educational Resources Information Center

|The purpose of this study was to examine patterns of computer use in U.S. schools and the relation of computer use to academic achievement in mathematics, reading, and writing. The report discusses methodological issues and presents the results of analyses of the social distribution of computer use and the relation of computer use to academic

Hedges, Larry V.; Konstantopoulos, Spyros; Thoreson, Amy

337

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

ERIC Educational Resources Information Center

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

Weiser, Dana A.; Riggio, Heidi R.

2010-01-01

338

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

339

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

340

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

341

The Relation between Time Management Skills and Academic Achievement of Potential Teachers  

ERIC Educational Resources Information Center

|The aim of this study is to determine the relationship between the time management skills and academic achievement of students who are potential teachers studying in faculties of education. The research was conducted in the 2007-08 academic term among 849 graduate students in the Faculty of Education at Gazi University. The "Time Management…

Cemaloglu, Necati; Filiz, Sevil

2010-01-01

342

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

343

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

344

A case study of knowledge discovery on academic achievement, student desertion and student retention  

Microsoft Academic Search

This paper presents an applied research study on knowledge discovery based on academic data analysis. The main objectives of this research study were to get knowledge about academic achievement success and failure, student retention and student desertion. Automatic clustering and decision rule data mining techniques were used. The application of the C-mean algorithm on statistically homogeneous data subsets provided a

A. Salazar; J. Gosalbez; I. Bosch; R. Miralles; L. Vergara

2004-01-01

345

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

346

The Academic Achievement of Minority Students: Perspectives, Practices, and Prescriptions.  

ERIC Educational Resources Information Center

|This book presents a collection of papers by educators and researchers who discuss various methods of improving minority student achievement. The 19 chapters highlight the achievement of students from kindergarten through college as follows: (1) "Discrepancies between Aspirations and Preparation of Low SES Elementary Students" (Dianne L. Mark);…

Gregory, Sheila T., Ed.

347

The Academic Achievement of Minority Students: Perspectives, Practices, and Prescriptions.  

ERIC Educational Resources Information Center

This book presents a collection of papers by educators and researchers who discuss various methods of improving minority student achievement. The 19 chapters highlight the achievement of students from kindergarten through college as follows: (1) "Discrepancies between Aspirations and Preparation of Low SES Elementary Students" (Dianne L. Mark);…

Gregory, Sheila T., Ed.

348

Academic Intrinsic Motivation in Elementary and Junior High School Students  

Microsoft Academic Search

Results of three studies are presented that demonstrate the significance of academic intrinsic motivation for children's education. As predicted, academic intrinsic motivation was found to be significantly and positively correlated with children's school achievement and perceptions of academic competence and negatively correlated with academic anxiety. Evidence supported the view that academic intrinsic motivation is differentiated into school subject areas (reading,

Adele Eskeles Gottfried

1985-01-01

349

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

ERIC Educational Resources Information Center

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

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

2009-01-01

350

Filipino Adolescents' Parental Socialization for Academic Achievement in the United States.  

ERIC Educational Resources Information Center

|Explored the processes whereby parental socialization practices lead to Filipino adolescents' academic achievement. Family reputation and internal attribution were found to mediate the relation between authoritative parenting and grade-point average. (JPB)|

Salazar, Lilia P.; Schludermann, Shirin M.; Schludermann, Eduard H.; Huynh, Cam-Loi

2000-01-01

351

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

352

Are Children Being Left Behind? The Effects of SES and Learning Styles on Academic Achievement  

Microsoft Academic Search

Why does there tend to be such a difference in achievement between students with varying socioeconomic status (SES)? Many researchers have tried to determine why such a correlation exists between SES and academic achievement and, furthermore, how this can be alleviated. The intent of this research is to explore the relationship between SES and achievement and to determine whether or

Lehan Kristy; Teschner Megan; Nillas

2006-01-01

353

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

Settlemyer, Jennifer B.

2010-01-01

354

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

Microsoft Academic Search

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

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

355

Interparental Conflict and Academic Achievement: An Examination of Mediating and Moderating Factors  

Microsoft Academic Search

Using a risk and resiliency theoretical framework, the association between interparental conflict and academic achievement\\u000a was examined. The sample consisted of 2,297 6th grade youth with a mean age of 11.92. Participants were mostly European American\\u000a (81.8%) and 52% were girls. Results demonstrated that interparental conflict is a risk factor for lower academic achievement,\\u000a suggesting that family interactions play a

Sharon R. Ghazarian; Cheryl Buehler

2010-01-01

356

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

Microsoft Academic Search

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

Diana E. Guild

2000-01-01

357

Social relations and academic achievement in inner-city early elementary classrooms  

Microsoft Academic Search

There is a great deal of research documenting the relationship of peers to academic achievement in late childhood and adolescence, but little work documenting the extent to which this holds for younger children. The current research examined the classroom social structure and academic achievement of inner-city African-American early elementary schoolchildren. Ninety-two (53 boys, 39 girls) first-graders from two inner-city schools

David B. Estell; Thomas W. Farmer; Robert B. Cairns; Beverley D. Cairns

2002-01-01

358

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

359

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

360

Predicting Academic Achievement from Cumulative Home Risk: The Mediating Roles of Effortful Control, Academic Relationships, and School Avoidance  

ERIC Educational Resources Information Center

Components of the home environment are associated with children's academic functioning. The accumulation of risks in the home are expected to prove more detrimental to achievement than any one risk alone, but the processes accounting for this relation are unclear. Using an index of cumulative home risk (CHR) inclusive of protective factors, as…

Swanson, Jodi; Valiente, Carlos; Lemery-Chalfant, Kathryn

2012-01-01

361

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

ERIC Educational Resources Information Center

|While a great deal of research has examined students' critical thinking skills, less is known about students' tendencies to use these skills. Specifically, little is known about what factors contribute to students developing a disposition to think critically or what impact this disposition has on college students' academic achievement. Perceived…

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

2008-01-01

362

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

363

The Effects of Participation in Marching Band on Academic Achievement  

ERIC Educational Resources Information Center

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

Vitucci, Mary Elizabeth

2010-01-01

364

Family Composition, Parental Involvement and Young Children's Academic Achievement  

Microsoft Academic Search

This study examined whether first?, second?, and third?grade students’ achievement in language and mathematics was affected by factors from both the family context, including family size, number of adult caregivers, and parents’ educational level, and the type of school related activities practised by parents. Participants in the study were 333 students (grades 1?3) whose parents had completed and returned a

Ithel Jones; C. Stephen White

2000-01-01

365

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

PubMed

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

Hetherington, Vincent J

366

Crossed dominance and its relationship to intelligence and academic achievement  

Microsoft Academic Search

Measures of handedness have long been utilized as part of the neuropsychological assessment due to evidence that hand preference is related to cerebral dominance for language. Many lateral dominance examinations also include measurement of eye, ear, and\\/or foot preference, presumably for assessment of crossed laterality. Although a reliable relationship between crossed laterality and intelligence or achievement has not been demonstrated,

Stephen Sulzbacher; Jennifer Thomson; Jacqueline R. Farwell; Nancy R. Temkin; Ann Lu Holubkov

1994-01-01

367

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

ERIC Educational Resources Information Center

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

Basford, Linda Douglas

368

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

369

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

370

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

371

Academic Self-Handicapping and Achievement Goals: A Further Examination  

Microsoft Academic Search

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

Carol Midgley; Tim Urdan

2001-01-01

372

Chronic illness and its impact on academic achievement.  

PubMed

With chronic illness in children becoming increasingly evident, there is a need to tease out primary from secondary effects of the illness on scholastic achievement. Early multidisciplinary diagnosis of chronic illness is critical and requires a community setting with careful long-term individual follow-up and research. This will enable pediatricians and school doctors to be more helpful to the education authorities. PMID:3822947

Bloch, A

1986-01-01

373

School Factors That Promote Academic Resilience in Urban Latino High School Students  

Microsoft Academic Search

The purpose of this ex post facto quantitative study was to examine the relationship between the academic optimism of schools and academic resilience in urban Latino high school students attending those schools. This study sought to address three research ideas. First, it was hypothesized that, consistent with previous research, student achievement is related to the level of academic optimism of

Christine Michelle Fallon

2010-01-01

374

Cross-National Differences in Academic Achievement: Beyond Etic Conceptions of Children's Understandings.  

ERIC Educational Resources Information Center

|Reviews theory and research on cross-national (Asian versus American) differences in academic achievement and shows that current research has made claims about achievement motivation with little regard for contemporary theory and formed broad assumptions about the influence of culture while paying only cursory attention to cultural contexts of…

Bempechat, Janine; Drago-Severson, Eleanor

1999-01-01

375

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

376

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

Microsoft Academic Search

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

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

2004-01-01

377

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

ERIC Educational Resources Information Center

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

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

2011-01-01

378

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

Microsoft Academic Search

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

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

2007-01-01

379

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

Microsoft Academic Search

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

YOHANAN ESHEL; REVITAL KOHAVI

2003-01-01

380

Socioeconomic Status and Academic Achievement: A Meta-Analytic Review of Research  

ERIC Educational Resources Information Center

|This meta-analysis reviewed the literature on socioeconomic status (SES) and academic achievement in journal articles published between 1990 and 2000. The sample included 101,157 students, 6,871 schools, and 128 school districts gathered from 74 independent samples. The results showed a medium to strong SES-achievement relation. This relation,…

Sirin, Selcuk R.

2005-01-01

381

The Impact of Schooling on Academic Achievement: Evidence From Homeschooled and Traditionally Schooled Students  

Microsoft Academic Search

Although homeschooling is growing in prevalence, its educational outcomes remain unclear. The present study compared the academic achievements of homeschooled children with children attending traditional public school. When the homeschooled group was divided into those who were taught from organized lesson plans (structured homeschoolers) and those who were not (unstructured homeschoolers), the data showed that structured homeschooled children achieved higher

Sandra Martin-Chang; Odette N. Gould; Reanne E. Meuse

2011-01-01

382

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

ERIC Educational Resources Information Center

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

Tew, Brian

1986-01-01

383

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

ERIC Educational Resources Information Center

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

DiBenedetto, Maria K.; Bembenutty, Hefer

2011-01-01

384

The Relation Between Self-Beliefs and Academic Achievement: A Meta-Analytic Review  

ERIC Educational Resources Information Center

There has been extensive debate among scholars and practitioners concerning whether self-beliefs influence academic achievement. To address this question, findings of longitudinal studies investigating the relation between self-beliefs and achievement were synthesized using meta-analysis. Estimated effects are consistent with a small, favorable…

Valentine, Jeffrey C.; DuBois, David L.; Cooper, Harris

2004-01-01

385

The impact of students' conceptions of constructivist assumptions on academic achievement and drop?out  

Microsoft Academic Search

This study investigated the impact of students' conceptions of constructivist learning activities on academic achievement and drop?out. Although constructivism represents an influential view of learning, studies investigating how students conceptualize this perspective have not been conducted before. A structural equation modelling approach was adopted to test different models relating students' conceptions to their achievement in the university setting. Results suggested

Sofie M. M. Loyens; Remy M. J. P. Rikers; Henk G. Schmidt

2007-01-01

386

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

387

Socialized Personality, Scholastic Aptitudes, Study Habits, and Academic Achievement: Exploring the Link  

Microsoft Academic Search

This study analyzed the relationships among Cattellian personality factors, scholastic aptitudes, study habits, and academic achievement. A total of 887 volunteer students from primary education (453 males and 434 females), enrolled in 29 public schools, participated in this research. It was found that the scholastic aptitudes were the most predictive variables of achievement, while the personality traits had a low

Anton Aluja; Angel Blanch

2004-01-01

388

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

389

Racial Identity and Academic Achievement in the Neighborhood Context: A Multilevel Analysis  

Microsoft Academic Search

Increasingly, researchers have found relationships between a strong, positive sense of racial identity and academic achievement\\u000a among African American youth. Less attention, however, has been given to the roles and functions of racial identity among\\u000a youth experiencing different social and economic contexts. Using hierarchical linear modeling, the authors examined the relationship\\u000a of racial identity to academic outcomes, taking into account

Christy M. Byrd; Tabbye M. Chavous

2009-01-01

390

Achieving generalization with general versus specific self-instructions: Effects on academically deficient children  

Microsoft Academic Search

Teacher-referred academically deficient children were randomly assigned to a general self-instruction training group, a specific self-instruction training group, or a didactic training group. Subjects in each group were trained on addition problems. Maintenance and generalization were measured by performance on the Peabody Individual Achievement Test (PIAT), an academic skill rating scale (ASRS), and a mathematics skill test. Children in the

Donna Thackwray; Andrew Meyers; Robert Schleser; Robert Cohen

1985-01-01

391

Maternal Education and Children’s Academic Achievement During Middle Childhood  

Microsoft Academic Search

Despite much evidence that links mothers’ educational attainment to children’s academic outcomes, studies have not established whether increases in mothers’ education will improve their children’s academic achievement. Using data from the National Longitudinal Survey of Youth on children between the ages of 6 and 12, this study examined whether increases in mothers’ educational attainment are associated with changes in children’s

Katherine Magnuson

2007-01-01

392

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

393

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

394

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

Microsoft Academic Search

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

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

2004-01-01

395

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

Microsoft Academic Search

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

Sean P. Mackinnon

396

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

397

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

398

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

PubMed Central

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

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

2010-01-01

399

Pupils' Abilities and Academic Achievement in an Individualised Biology Curriculum  

Microsoft Academic Search

An individualised audio?tutorial (IAT) learning unit in biology ‘The Cell’ was implemented in ninth grade junior high school. The cell subject was divided in three subunits: the cell membrane, the cell nucleus and the cell organelles. The sample included 180 pupils (115 pupils in the experimental group which learned in an IAT mode of instruction, and 65 pupils in the

Jehuda Huppert; Reuven Lazarowitz

1990-01-01

400

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

401

Parenting and Academic Achievement: Intergenerational Transmission of Educational Advantage  

ERIC Educational Resources Information Center

A growing body of research has examined how cultural capital, recently broadened to include not only high-status cultural activities but also a range of different parenting practices, influences children's educational success. Most of this research assumes that parents' current class location is the starting point of class transmission. However,…

Roksa, Josipa; Potter, Daniel

2011-01-01

402

Parenting and Academic Achievement: Intergenerational Transmission of Educational Advantage  

ERIC Educational Resources Information Center

|A growing body of research has examined how cultural capital, recently broadened to include not only high-status cultural activities but also a range of different parenting practices, influences children's educational success. Most of this research assumes that parents' current class location is the starting point of class transmission. However,…

Roksa, Josipa; Potter, Daniel

2011-01-01

403

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

404

No Child Left Behind Act of 2001. Title I: Improving the Academic Achievement of the Disadvantaged. 107th Congress, 1st Session.  

ERIC Educational Resources Information Center

The purpose of Title I of the Elementary and Secondary Education Act of 1965 is to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging state academic achievement standards and state academic assessments. After presenting a statement of…

National Clearinghouse for Bilingual Education, Washington, DC.

405

No Child Left Behind Act of 2001. Title I: Improving the Academic Achievement of the Disadvantaged. 107th Congress, 1st Session.  

ERIC Educational Resources Information Center

|The purpose of Title I of the Elementary and Secondary Education Act of 1965 is to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging state academic achievement standards and state academic assessments. After presenting a statement of…

National Clearinghouse for Bilingual Education, Washington, DC.

406

Incremental validity of thinking styles in predicting academic achievements: an experimental study in hypermedia learning environments  

Microsoft Academic Search

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 End?Of?Semester test was designed to examine the students’ achievement in the course of General Psychology. The results

Weiqiao Fan; David Watkins

2010-01-01

407

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.

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

2012-01-01

408

Physically developed and exploratory young infants contribute to their own long-term academic achievement.  

PubMed

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

2013-08-20

409

Moving beyond Academic Achievement Goal Measures: A Study of Social Achievement Goals  

ERIC Educational Resources Information Center

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

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

2007-01-01

410

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

Microsoft Academic Search

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

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

2007-01-01

411

Child and familial pathways to academic achievement and behavioral adjustment: A prospective six-year study of children with and without ADHD  

Microsoft Academic Search

This longitudinal study examined familial and child predictors of academic achievement and behavioral adjustment.Participants included 115 children with ADHD and 59 normative comparisons. Data analyses spanned three assessment waves from elementary-through secondary-school grades. We evaluated the degree to which child and familial factors present during middle school mediated relationships between childhood ADHD, subsequent academic achievement, and behavioral adjustment during high

W. W. Latimer; G. J. August; M. D. Newcomb; G. M. Realmuto; J. M. Hektner; R. M. Mathy

2003-01-01

412

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

ERIC Educational Resources Information Center

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

Hutchison, Brian

2011-01-01

413

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

ERIC Educational Resources Information Center

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

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

2010-01-01

414

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

ERIC Educational Resources Information Center

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

Davenport, Kevin O.

2010-01-01

415

Short-Run Effects of Parental Job Loss on Children's Academic Achievement  

ERIC Educational Resources Information Center

|We study the relationship between parental job loss and children's academic achievement using data on job loss and grade retention from the 1996, 2001, and 2004 panels of the Survey of Income and Program Participation. We find that a parental job loss increases the probability of children's grade retention by 0.8 percentage points, or around 15%.…

Stevens, Ann Huff; Schaller, Jessamyn

2011-01-01

416

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

ERIC Educational Resources Information Center

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

Becerra, David

2012-01-01

417

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

ERIC Educational Resources Information Center

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

Ibrahim, Abdullah Y. A. A. A.

2011-01-01

418

Goal Orientations, Locus of Control and Academic Achievement in Prospective Teachers: An Individual Differences Perspective  

ERIC Educational Resources Information Center

|The aim of this study is to investigate the role of the prospective teachers' locus of control in goal orientations and of both orientations in academic achievement. The participants were 270 undergraduate students studying in different majors at the Faculty of Education in Pamukkale University. Goal Orientations and Locus of Control Scales were…

Bulus, Mustafa

2011-01-01

419

Parental Behavioural Control and Academic Achievement: Striking the Balance between Control and Involvement  

ERIC Educational Resources Information Center

|Using a longitudinal US dataset (N = 6,134) we examine the relationship between parental behavioural control and academic achievement and explore the moderating role of parental involvement and parental warmth. Analyses using multiple hierarchical regression with clustering controls shows that parental behavioural control is negatively associated…

Kramer, Karen Z.

2012-01-01

420

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

ERIC Educational Resources Information Center

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

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

2009-01-01

421

Utilizing Cognitive Behavioral Interventions to Positively Impact Academic Achievement in Middle School Students  

ERIC Educational Resources Information Center

|Empirical research suggests a correlation between Cognitive Behavioral Therapy (CBT) interventions and increased academic achievement of students in middle schools. An argument was presented for utilizing CBT intervention within the delivery system of comprehensive school counseling programs in middle schools; specifically in individual…

Zyromski, Brett; Joseph, Arline Edwards

2008-01-01

422

Intellectual Interest Mediates Gene x Socioeconomic Status Interaction on Adolescent Academic Achievement  

ERIC Educational Resources Information Center

|Recent studies have demonstrated that genetic influences on cognitive ability and academic achievement are larger for children raised in higher socioeconomic status (SES) homes. However, little work has been done to document the psychosocial processes that underlie this Gene x Environment interaction. One process may involve the conversion of…

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

2012-01-01

423

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

424

Mapping Academic Achievement and Public School Choice Under the No Child Left Behind Legislation  

Microsoft Academic Search

The geography of educational outcomes and school choice remains an under-researched area. This article investigates factors associated with the spatial aspects of academic achievement gap and explores the geographical inequalities of public school choice in South Carolina in the context of the No Child Left Behind (NCLB) Act. It is found that public schools with large minority enrollments and concentrated

Haifeng Zhang; David J. Cowen

2009-01-01

425

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

ERIC Educational Resources Information Center

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

Hutchison, Brian

2011-01-01

426

Motivation Orientations, Academic Achievement, and Career Goals of Undergraduate Music Education Majors  

ERIC Educational Resources Information Center

This study is an examination of motivation orientations (mastery, intrinsic, cooperative, individual, competition, ego, approach success, avoid failure, hypercompetition, personal development competition) and musical self-concept in relation to measures of academic achievement and career goals of preservice music teachers. The research questions…

Schmidt, Charles P.; Zdzinski, Stephen F.; Ballard, Dennis L.

2006-01-01

427

Proof of the Power: Quality Library Media Programs Affect Academic Achievement.  

ERIC Educational Resources Information Center

|Discusses the results of four statewide studies on the impact of school library media programs on the academic achievement of public school students. Topics include roles of media specialists; teaching; information access and delivery; program administration; staff activities; media center use; and the availability of technology. (LRW)|

Lance, Keith Curry

2001-01-01

428

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

ERIC Educational Resources Information Center

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

Comeaux, Eddie; Harrison, C. Keith

2007-01-01

429

Predictors of Academic Achievement of Student ICT Teachers with Different Learning Styles  

Microsoft Academic Search

The main purpose of this study was to determine the predictors of academic achievement of student Information and Communications Technologies (ICT) teachers with different learning styles. Participants were 148 student ICT teachers from Ankara University. Participants were asked to fill out a personal information sheet, the Turkish version of Kolb's Learning Style Inventory, Weinstein's Learning and Study Strategies Inventory, Schommer's

Deniz Deryakulu; Hüseyin Özçinar

2010-01-01

430

Interparental Conflict and Academic Achievement: An Examination of Mediating and Moderating Factors  

ERIC Educational Resources Information Center

|Using a risk and resiliency theoretical framework, the association between interparental conflict and academic achievement was examined. The sample consisted of 2,297 6th grade youth with a mean age of 11.92. Participants were mostly European American (81.8%) and 52% were girls. Results demonstrated that interparental conflict is a risk factor…

Ghazarian, Sharon R.; Buehler, Cheryl

2010-01-01

431

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

ERIC Educational Resources Information Center

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

Casillas, Rhonda Soledad

2010-01-01

432

Peer Victimization and Effortful Control: Relations to School Engagement and Academic Achievement  

ERIC Educational Resources Information Center

|The relations among peer victimization, effortful control, school engagement, and academic achievement were examined in a group of 390 (212 boys and 178 girls) racially diverse (38.20% Latino and 46.70% White) 6- to 10-year-old children. Specifically, a multimethod, multi-informant approach was used in which data were gathered using self-report,…

Iyer, Roopa V.; Kochenderfer-Ladd, Becky; Eisenberg, Nancy; Thompson, Marilyn

2010-01-01

433

The Association of Athletic Expenditures with Student Academic Achievement in Arkansas Secondary Public Schools  

ERIC Educational Resources Information Center

Data on public secondary schools in Arkansas were gathered for two separate school years, 2005-2006 (N = 278) and 2006-2007 (N = 279), to determine if there was an association between athletic expenditures and student academic achievement. Prior to this research, there was little empirical evidence demonstrating any effect that athletic spending…

Skelton, Mike

2009-01-01

434

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

ERIC Educational Resources Information Center

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

Shin, Nary

2004-01-01

435

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

ERIC Educational Resources Information Center

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

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

2009-01-01

436

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

Microsoft Academic Search

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

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

2009-01-01

437

School Context and the Academic Achievement of Students with Emotional Disturbance  

ERIC Educational Resources Information Center

|The authors examined the academic characteristics of 140 elementary-aged students served under the category of emotional disturbance (ED) from schools that differed in income level, performance on state testing, and suspension rates. School income accounted for a large amount of the variance in the reading and math achievement of students with ED…

Wiley, Andrew L.; Siperstein, Gary N.; Bountress, Kaitlin E.; Forness, Steven R.; Brigham, Frederick J.

2008-01-01

438

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

Microsoft Academic Search

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

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

2008-01-01

439

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

Microsoft Academic Search

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

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

2010-01-01

440

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

Microsoft Academic Search

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

Nancy Shields; Christine Hanneke

2008-01-01

441

The Recommended Dietary Allowances: Can They Inform the Development of Standards of Academic Achievement?  

ERIC Educational Resources Information Center

A review of the development of the Recommended Dietary Allowances (RDAs), the most widely used standard in the field of nutrition, provides guidelines for the development of standards of academic achievement that will be accepted by a wide range of users. Five decades of experience developing RDAs have many lessons for educators. (SLD)

Goldberg, Jeanne P.

1998-01-01

442

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

ERIC Educational Resources Information Center

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

Becerra, David

2012-01-01

443

Academic Goals, Achievement, and Age at First Sexual Intercourse: Longitudinal, Bidirectional Influences.  

ERIC Educational Resources Information Center

|Data from the National Survey of Children were used to test the hypothesis that lower educational goals and achievement is associated with initiating sexual intercourse at a younger age. Adolescents who had lower educational goals and who performed at lower academic levels were more likely to engage in sexual intercourse earlier. This was true…

Schvaneveldt, Paul L.; Miller, Brent C.; Berry, E. Helen; Lee, Thomas R.

2001-01-01

444

Motivation Orientations, Academic Achievement, and Career Goals of Undergraduate Music Education Majors  

ERIC Educational Resources Information Center

|This study is an examination of motivation orientations (mastery, intrinsic, cooperative, individual, competition, ego, approach success, avoid failure, hypercompetition, personal development competition) and musical self-concept in relation to measures of academic achievement and career goals of preservice music teachers. The research questions…

Schmidt, Charles P.; Zdzinski, Stephen F.; Ballard, Dennis L.

2006-01-01

445

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

ERIC Educational Resources Information Center

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

Boe, Erling E.; Shin, Sujie

2005-01-01

446

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

Microsoft Academic Search

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

Nary Shin

2004-01-01

447

In the Academic and Think Tank World, Pondering Achievement-Gap Remedies Takes Center Stage.  

ERIC Educational Resources Information Center

Provides highlights from a conference titled "Closing the Gap: Promising Strategies for Narrowing the Achievement Gap" held in Washington, DC and sponsored by the Brookings Institution and the Edison Schools organization. The conference included presentations by notable scholars concerning ideas and research on strategies to boost the academic

Roach, Ronald

2001-01-01

448

The Recommended Dietary Allowances: Can They Inform the Development of Standards of Academic Achievement?  

ERIC Educational Resources Information Center

|A review of the development of the Recommended Dietary Allowances (RDAs), the most widely used standard in the field of nutrition, provides guidelines for the development of standards of academic achievement that will be accepted by a wide range of users. Five decades of experience developing RDAs have many lessons for educators. (SLD)|

Goldberg, Jeanne P.

1998-01-01

449

Achievement Goal Orientation and Differences in Self-Reported Copying Behaviour across Academic Programmes  

ERIC Educational Resources Information Center

|This survey study investigated the relationship between achievement goal orientation and self-reported copying behaviour among college students (N = 2007) enrolled in five different academic programmes in Thailand. Results of statistical analysis showed several significant findings: performance approach goal orientation, performance avoidance…

Songsriwittaya, Alisa; Koul, Ravinder; Kongsuwan, Sak

2010-01-01

450

Examining the Dependability of Academic Achievement Measures for English Language Learners  

Microsoft Academic Search

The dependability of academic achievement measures for English language learners (ELLs) is influenced by three facts: (a) Each ELL has unique strengths and weaknesses in each language mode (listening, speaking, reading, and writing) both in English and in his or her first language, (b) each test item poses a different set of linguistic demands that do not replicate across languages,

Guillermo Solano-Flores; Min Li

2008-01-01

451

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

ERIC Educational Resources Information Center

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

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

2011-01-01

452

Impact of Teacher's Behaviour on the Academic Achievement of University Students  

ERIC Educational Resources Information Center

|This research article discusses the impact of teacher's behaviour on the academic achievement of university students. All the teachers and students of public sector universities constituted the population. From the 15 public sector universities, 375 teachers and 1500 students from five departments were selected as a sample. Two questionnaires…

Shah, Syed Shafqat Ali

2009-01-01

453

Do Thinking Styles Contribute to Academic Achievement Beyond Self-Rated Abilities?  

Microsoft Academic Search

This research identifies individual differences in academic achievement attributable to thinking styles over and above what can be explained by self-rated abilities. Participants were 209 university students from Hong Kong and 215 university students from mainland China. Participants responded to the Thinking Styles Inventory (Chinese version) that is based on Sternberg's theory of mental self-government (R. J. Sternberg, 1988). They

Li-Fang Zhang

2001-01-01

454

Cognitive Style, Gender, Attitude toward Computer?assisted Learning and Academic Achievement  

Microsoft Academic Search

This paper reports an investigation of cognitive style, gender, attitude toward using computer?assisted learning (CAL) and academic achievement among university students. A Group Embedded Figures Test was used to assess students’ cognitive style and a questionnaire was used for the evaluation of students’ attitude toward CAL. The results revealed that students have positive attitudes toward CAL but they were not

Reda Abouserie; Dennis Moss; Stephen Barasi

1992-01-01

455

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

Microsoft Academic Search

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

Michelle Baragona

2009-01-01

456

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

Microsoft Academic Search

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

Jennifer M Graff

2004-01-01

457

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

ERIC Educational Resources Information Center

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

Burns, Ailsa; Scott, Cath

1990-01-01

458

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

ERIC Educational Resources Information Center

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

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

2008-01-01

459

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

Microsoft Academic Search

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

Kendal Shriver Cathey

2008-01-01

460

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

ERIC Educational Resources Information Center

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

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

2011-01-01

461

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

ERIC Educational Resources Information Center

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

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

2009-01-01

462

Family Financial Stress, Parental Support, and Young Adolescents' Academic Achievement and Depressive Symptoms  

Microsoft Academic Search

This study investigated the relationship among family financial stress, parents' emotional-affective support for their children, and academic achievement and depressive symptoms in 105 sixth-, seventh-, and eighth-graders from farm and nonfarm families. ANOVA results indicated that parents from farm families reported higher levels of family financial stress and of depression than parents from nonfarm families. While multiple regression analyses did

Dania S. Clark-Lempers; Jacques D. Lempers; Anton J. Netusil

1990-01-01

463

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

ERIC Educational Resources Information Center

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

Shin, Nary

2004-01-01

464

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

ERIC Educational Resources Information Center

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

Akbas, Oktay; Pektas, Huseyin Mirac

2011-01-01

465

From Noncompetence to Exceptional Talent: Exploring the Range of Academic Achievement within and between Grade Levels  

ERIC Educational Resources Information Center

This article analyzes the magnitude of individual differences in academic achievement and their growth over the first 9 years of schooling. The author anchors the widening-gap phenomenon on the theoretical recognition of large individual differences in learning pace, which logically leads over time to an increasing gap in knowledge and skills…

Gagne, Francoys

2005-01-01

466

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

ERIC Educational Resources Information Center

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

Caldwell, Taisha; Obasi, Ezemenari M.

2010-01-01

467

Initial investigations into academic survival-skill training, direct instruction, and first-grade achievement  

Microsoft Academic Search

Compared training in academic survival skills with direct instruction via curriculum individualization on reading achievement. Teachers in 2 1st-grade classrooms were trained in the contingent reinforcement of group survival skills (GSS); 1 teacher was given specific instructions in the construction and use of a programed, individualized reading curriculum (DI), and 1 teacher was given no new instructions. Children in all

Hyman Hops; Joseph A. Cobb

1974-01-01

468

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

ERIC Educational Resources Information Center

|A hypothetical model was formulated to explore factors that influenced academic and clinical achievement for graduate-entry medical students completing their third year of university studies. Nine latent variables were considered including the students' background, previous successes with their undergraduate and postgraduate studies and their…

Blackman, Ian; Darmawan, I Gusti Ngurah

2004-01-01

469

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

ERIC Educational Resources Information Center

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

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

2006-01-01

470

Single-Parent Families: The Role of Parent's and Child's Gender on Academic Achievement  

ERIC Educational Resources Information Center

|Using national survey data, the present study investigated whether adolescents living with parents of their same gender fare better on academic achievement than their peers living with opposite-gender parents. Multiple analyses of covariance (MANCOVA) procedures were employed to examine the effects of the children's gender in single-father and…

Lee, Sang Min; Kushner, Jason

2008-01-01

471

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

ERIC Educational Resources Information Center

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

Butterfield, Earl C.; Weaver, S. Joseph

472

Defining and achieving quality in cataloging in academic libraries: a literature review  

Microsoft Academic Search

The subject of quality has received much attention in the past twenty years. Yet quality has remained an ill-defined and subjective term. This article explores the meaning of quality in terms of cataloging for the academic library. The evolving nature of quality in cataloging is discussed. Attempts at achieving quality in cataloging are viewed in terms of Deming's 14 points

Marsha Starr Paiste

2003-01-01

473

Cultural Capital and Academic Achievement of First Generation Domestic and International Students in Canadian Universities  

ERIC Educational Resources Information Center

|In Canada little research has been conducted on those who are the first in their families to attend university. Cultural reproduction theory suggests that such students would be less likely to engage in the type of activities that, according to the college impact model, contribute to academic achievement. In order to test these and other…

Grayson, J. Paul

2011-01-01

474

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

ERIC Educational Resources Information Center

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

Kitsantas, Anastasia; Zimmerman, Barry J.

2009-01-01

475

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

ERIC Educational Resources Information Center

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

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

2012-01-01

476

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

ERIC Educational Resources Information Center

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

Strapp, Chehalis M.; Farr, Rebecca J.

2010-01-01

477

Academic Achievement and Depressive Symptoms in Low-Income Latino Youth  

ERIC Educational Resources Information Center

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

Zychinski, Kristen E.; Polo, Antonio J.

2012-01-01

478

NAEP Validity Studies: Computer Use and Its Relation to Academic Achievement in Mathematics, Reading and Writing.  

National Technical Information Service (NTIS)

The purpose of this study is to examine patterns of computer use in U.S. schools and the relation of computer use to academic achievement in mathematics, reading and writing. In this report, we first discuss methodological issues. We then present the resu...

2003-01-01

479

Peer Victimization and Effortful Control: Relations to School Engagement and Academic Achievement  

ERIC Educational Resources Information Center

The relations among peer victimization, effortful control, school engagement, and academic achievement were examined in a group of 390 (212 boys and 178 girls) racially diverse (38.20% Latino and 46.70% White) 6- to 10-year-old children. Specifically, a multimethod, multi-informant approach was used in which data were gathered using self-report,…

Iyer, Roopa V.; Kochenderfer-Ladd, Becky; Eisenberg, Nancy; Thompson, Marilyn

2010-01-01

480

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

ERIC Educational Resources Information Center

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

Quinn, James P., Jr.

2011-01-01

481

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

ERIC Educational Resources Information Center

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

Chang, Theresa S.

482

Academic Achievement in Norwegian Secondary Schools: The Impact of Violence during Childhood  

ERIC Educational Resources Information Center

|Using data from a national survey (N = 6,979) of young people in their last year in Norwegian secondary schools in 2007 (aged 18 and 19), this paper examines the effect of experience of violence including sexual abuse during childhood (before the age of 13) on the later academic achievement of young people. This investigation includes three types…

Huang, Lihong; Mossige, Svein

2012-01-01

483

The Relationship between Black Racial Identity and Academic Achievement in Urban Settings  

ERIC Educational Resources Information Center

|This article examines the relationship between Black racial identity and academic achievement in urban settings. Using Mary Shelley's Frankenstein (1918) as a comparative framework, the author describes current practices and suggests practical applications of empirical findings for practicing classroom teachers of African American students.…

Harper, Brian E.

2007-01-01

484

Adolescent substance use, sleep, and academic achievement: Evidence of harm due to caffeine  

Microsoft Academic Search

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

Jack E. James; Álfgeir Logi Kristjánsson; Inga Dóra Sigfúsdóttir

2011-01-01

485

What Influences Eighth-Grade Hispanic Students' Academic Achievement? A Structural Equation Analysis.  

ERIC Educational Resources Information Center

A structural model of school learning was tested to examine both direct and indirect influences of previous grades, quality of instruction, motivation, quantity of instruction, and homework on Hispanic-American eighth-grade students' academic achievement, while controlling for background variables. The model was analyzed with path analytic…

Hernandez-Gantes, Victor M.

486

How Is Taking Care of Caregivers of Children with Disabilities Related to Academic Achievement?  

ERIC Educational Resources Information Center

|Respite care services have been linked to variety of positive outcomes for caregivers and families alike. The purpose of the current study was to examine the association of receiving respite care with academic achievement for children with disabilities across time. The study employed a nationally representative sample of children to examine this…

Barnard-Brak, Lucy; Thomson, David

2009-01-01

487

Experiences of Violence and Deficits in Academic Achievement among Urban Primary School Children in Jamaica  

ERIC Educational Resources Information Center

Objective: The aim of this study was to examine the relationship between children's experiences of three different types of violence and academic achievement among primary school children in Kingston, Jamaica. Methods: A cross-sectional study of 1300 children in grade 5 [mean (S.D.) age: 11 (0.5) years] from 29 government primary schools in urban…

Baker-Henningham, Helen; Meeks-Gardner, Julie; Chang, Susan; Walker, Susan

2009-01-01

488

Library Skills, Study Habits and Attitudes, and Sex as Related to Academic Achievement  

Microsoft Academic Search

This study investigated the relationship of library skills, study habits and attitudes, and sex to the academic achievement of college freshmen. The multiple regression equation was used to determine the relationships. The Library Orientation Test appeared to be valid for forecasting college success.

Donna Corlett

1974-01-01

489

Academic Achievement and Transcendental Meditation: A Study with At-Risk Urban Middle School Students  

ERIC Educational Resources Information Center

|The middle school level is of particular concern to educators because of poor standardized test performance. This study evaluated change in academic achievement in public middle school students practicing the Transcendental Meditation[R] program compared to controls. A total of 189 students who were below proficiency level at baseline in English…

Nidich, Sanford; Mjasiri, Shujaa; Nidich, Randi; Rainforth, Maxwell; Grant, James; Valosek, Laurent; Chang, Walter; Zigler, Ronald L.

2011-01-01

490

The Relationship between Bible Literacy and Academic Achievement and School Behavior  

ERIC Educational Resources Information Center

|This study assessed the relationship between Bible literacy among secondary school students and their academic achievement and school behavior. One hundred and forty students in the 7th to 12th grade were randomly selected from a Christian school. Four measures of Bible knowledge were combined to obtain an overall measure of Bible literacy. They…

Jeynes, William H.

2009-01-01

491

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

ERIC Educational Resources Information Center

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

Alanizi, Faris Mayoof Mokheimer

2010-01-01

492

Demographic and Educational Influences on Academic Motivation, Competence, and Achievement in Minority Urban Students.  

ERIC Educational Resources Information Center

Using the Scale of Intrinsic versus Extrinsic Orientation in the Classroom (S. Harter, 1980) and the Self-Perception Profile for Children (S. Harter, 1985), this study of 222 urban early adolescents (median age=149 months) examined differences in motivation that might affect academic achievement and perceptions of competence. Socioeconomic status…

Marcon, Rebecca A.

493

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

ERIC Educational Resources Information Center

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

Sajan, K. S.

2010-01-01

494

Preadmission Academic Achievement Criteria as Predictors of Nursing Program Completion and NCLEX-RN Success  

ERIC Educational Resources Information Center

|Admission policies and practices in higher education, including those in nursing programs, are diverse; yet administrators have traditionally relied upon preadmission academic achievement for selection of qualified students. Higher education administrators have the responsibility to serve the institution and all of its constituents, ensuring that…

Rogers, Tanya L.

2009-01-01

495

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

ERIC Educational Resources Information Center

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

Lecce, Serena; Caputi, Marcella; Hughes, Claire

2011-01-01

496

Middle School Children's Strategic Behavior: Classification and Relation to Academic Achievement and Mathematical Problem Solving.  

ERIC Educational Resources Information Center

|Explores 80 sixth- and seventh-grade students' self-reported use of 14 categories of strategies for processing mathematical word problems and the relationship of strategy use to academic achievement, problem-solving behaviors, and problem-solving success. A chart of categories of strategic behavior and examples from middle schools students is…

Pape, Stephen J.; Wang, Chuang

2003-01-01

497

The impact of inattention, hyperactivity and impulsivity on academic achievement in UK university students  

Microsoft Academic Search

Increasing numbers of students in UK universities are presenting with a diagnosis of attention deficit hyperactivity disorder (ADHD). However, the impact of ADHD symptomatology on academic achievement in university students in the UK has not previously been explored. This study investigates the prevalence of self?reported ADHD symptoms (inattention, hyperactivity and impulsivity) in 464 undergraduate psychology students across two year cohorts.

Debbie J. Pope

2010-01-01

498

Incorporating Student Input in Developing Alternate Assessments Based on Modified Academic Achievement Standards  

ERIC Educational Resources Information Center

|In developing alternate assessments based on modified academic achievement standards (AA-MAS), several states have modified existing test items with the aim of enhancing accessibility and reducing difficulty for students with disabilities. Using Grade 8 multiple-choice test items in unmodified and modified forms, two studies examined student…

Roach, Andrew T.; Beddow, Peter A.; Kurz, Alexander; Kettler, Ryan J.; Elliott, Stephen N.

2010-01-01

499

Does Cultural Capital Really Affect Academic Achievement? New Evidence from Combined Sibling and Panel Data  

ERIC Educational Resources Information Center

|This article provides new estimates of the causal effect of cultural capital on academic achievement. The author analyzes data from the National Longitudinal Survey of Youth--Children and Young Adults and uses a fixed effect design to address the problem of omitted variable bias, which has resulted in too optimistic results in previous research.…

Jaeger, Mads Meier

2011-01-01

500

Large-Scale Academic Achievement Testing of Deaf and Hard-of-Hearing Students: Past, Present, and Future  

ERIC Educational Resources Information Center

The first large-scale, nationwide academic achievement testing program using Stanford Achievement Test (Stanford) for deaf and hard-of-hearing children in the United States started in 1969. Over the past three decades, the Stanford has served as a benchmark in the field of deaf education for assessing student academic achievement. However, the…

Qi, Sen; Mitchell, Ross E.

2012-01-01