Kalenkoski, Charlene Marie; Pabilonia, Sabrina Wulff
Although previous research has shown that homework improves students' academic achievement, the majority of these studies use data on students' homework time from retrospective questionnaires, which may be less accurate than time-diary data. We use data from the combined Child Development Supplement (CDS) and the Transition to Adulthood Survey…
Keister, Mary; Hall, Joshua
Educators are often in a position to affect student decisions to work during the school term. This study reviews and summarizes the literature on the effect that employment during high school has on academic achievement. The available evidence suggests that part-time jobs for high school students are beneficial as long as the number of hours…
Moradi Sheykhjan, Tohid; Jabari, Kamran; Rajeswari, K.
The primary purpose of this study was to determine the influence of self-esteem on academic achievement among high school students in Miandoab City of Iran. The methodology of the research is descriptive and correlation that descriptive and inferential statistics were used to analyze the data. Statistical Society includes male and female high…
Casillas, Alex; Robbins, Steve; Allen, Jeff; Kuo, Yi-Lung; Hanson, Mary Ann; Schmeiser, Cynthia
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…
Datu, Jesus Alfonso D
Recent literature has recognized the advantageous role of low-arousal positive affect such as feelings of peacefulness and internal harmony in collectivist cultures. However, limited research has explored the benefits of low-arousal affective states in the educational setting. The current study examined the link of peace of mind (PoM) to academic motivation (i.e., amotivation, controlled motivation, and autonomous motivation) and academic achievement among 525 Filipino high school students. Findings revealed that PoM was positively associated with academic achievement β = .16, p < .05, autonomous motivation β = .48, p < .001, and controlled motivation β = .25, p < .01. As expected, PoM was negatively related to amotivation β = -.19, p < .05, and autonomous motivation was positively associated with academic achievement β = .52, p < .01. Furthermore, the results of bias-corrected bootstrap analyses at 95% confidence interval based on 5,000 bootstrapped resamples demonstrated that peace of mind had an indirect influence on academic achievement through the mediating effects of autonomous motivation. In terms of the effect sizes, the findings showed that PoM explained about 1% to 18% of the variance in academic achievement and motivation. The theoretical and practical implications of the results are elucidated.
Lutzke, Steven Ronald
This mixed-methods study investigated relationships among gender, academic motivation and achievement in a mid-sized Wisconsin high school. A questionnaire was developed that focused on perceived ability, achievement motives and achievement goals. Interviews with teachers focused on relationships among academic motivation and gender achievement.…
The present study was undertaken to compare the scientific temper of high and low achieving adolescent girl students. Random sampling technique was used to draw the sample from various high schools of District Srinagar. The sample for the present study consisted of 120 school going adolescent girls (60 high and 60 low achievers). Data was…
Liu, Yangyang; Lu, Zuhong
In a sample of 466 Chinese high school students, we examined the relationships between Chinese high school students' stress in the school and their academic achievements. Regression mixture modelling identified two different classes of the effects of Chinese high school students' stress on their academic achievements. One class contained 87% of…
The 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 that…
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…
Sarwar, Muhammad; Bashir, Muhammad; Khan, Muhammad Naemullah; Khan, Muhammad Saeed
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…
Trice, Rodney Nathaniel
This study examines the educational experiences of high achieving African American males. More specifically, it analyzes the influences on their successful navigation through high school science. Through a series of interviews, observations, questionnaires, science portfolios, and review of existing data the researcher attempted to obtain a deeper understanding of high achieving African American males and their limitations to academic attainment and high school science experiences. The investigation is limited to ten high achieving African American male science students at Woodcrest High School. Woodcrest is situated at the cross section of a suburban and rural community located in the southeastern section of the United States. Although this investigation involves African American males, all of whom are successful in school, its findings should not be generalized to this nor any other group of students. The research question that guided this study is: What are the limitations to academic attainment and the high school science experiences of high achieving African American males? The student participants expose how suspension and expulsion, special education placement, academic tracking, science instruction, and teacher expectation influence academic achievement. The role parents play, student self-concept, peer relationships, and student learning styles are also analyzed. The anthology of data rendered three overarching themes: (1) unequal access to education, (2) maintenance of unfair educational structures, and (3) authentic characterizations of African American males. Often the policies and practices set in place by school officials aid in creating hurdles to academic achievement. These policies and practices are often formed without meaningful consideration of the unintended consequences that may affect different student populations, particularly the most vulnerable. The findings from this study expose that high achieving African American males face major
Graham, David Mark
Research investigating the impact of factors such as gender, socioeconomic status, racial socialization, and academic self-concept on the academic achievement of African American high school students has been of interest to scholars for decades. Previous literature has focused much attention on the relationship of each of these constructs and…
Honken, Nora B.; Ralston, Patricia A. S.
This study investigated the relationship among lack of self-control, academic ability, and academic performance for a cohort of freshman engineering students who were, with a few exceptions, extremely high achievers in high school. Structural equation modeling analysis led to the conclusion that lack of self-control in high school, as measured by…
Measuring the quality of the "product" is elemental in education, and most studies depend on observational data about student achievement factors, focusing overwhelmingly on quantitative data namely achievement scores, school data like attendance, facilities, expenditure class size, etc. But there is little evidence of learner…
Schoenherr, Holly J.
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…
This study aimed at recognizing the effect of the Time Management Art on academic achievement among high school students in the Hashemite Kingdom of Jordan. The researcher employed the descriptive-analytic research to achieve the purpose of the study where he chose a sample of (2000) high school female and male students as respondents to the…
Wright, Tiffanie L.
The purpose of this study was to explore whether Modeling Instruction, compared to traditional lecturing, is an effective instructional method to promote academic achievement in selected high school physics classes at a rural middle Tennessee high school. This study used an "ex post facto," quasi-experimental research methodology. The…
Flores, Agnes L. Acker
The "ex post facto" causal-comparative study examined the academic achievement of high school students who took their dual credit English or mathematics college credit-bearing course in two different environments, namely, the college setting and the high school setting. Due to non-experimental nature of the study, no causal inferences…
Finn, Jeremy D.; Gerber, Susan B.; Boyd-Zaharias, Jayne
This investigation addressed 3 questions about the long-term effects of early school experiences: (a) Is participation in small classes in the early grades (K-3) related to high school graduation? (b) Is academic achievement in K-3 related to high school graduation? (c) If class size is related to graduation, is the relationship explained by the…
Regueiro, Bibiana; Núñez, José C; Valle, Antonio; Piñeiro, Isabel; Rodríguez, Susana; Rosário, Pedro
This work examined whether combinations of academic and non-academic goals generated different motivational profiles in high school students. Besides, differences in homework behavioural engagement (i.e. amount of homework, time spent in homework, homework time management), homework emotional engagement (i.e. homework anxiety) and academic achievement were analysed. Participants were 714 high school students (43.4% boys and 56.6% girls). The study of potential motivational profiles was conducted by latent profile analysis, and the differences between the motivational profiles regarding homework variables and academic achievement were analysed using multivariate analysis. The results indicate the existence of five groups of motivational profiles: a group of students with multiple goals, a group of unmotivated students, two groups of students with a predominance of learning goals and, finally, a group comprising students with a high fear of failure. Both the group with multiple goals and the learning goals-oriented groups reported to do more homework, spending more time on homework, making better use of that time and having a higher academic achievement than counterparts. The avoidance-failure group and the group with multiple goals showed higher levels of homework anxiety. Globally, these results provide support for a person-centred approach.
Jackson, Barbara Talbert
The No Child Left Behind legislation has brought greater attention to the academic performance of American youth. Its emphasis on student achievement requires a closer analysis of assessment data by school districts. To address the findings, educators must seek strategies to remedy failing results. In a mid-Atlantic district of the Unites States,…
Balsa, Ana I.; Giuliano, Laura M.; French, Michael T.
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…
Burkhalter, Bettye B.
To study the relationship of the physical environment to high school students' academic achievement, 60 students participated in an experiential career exploration program at the Alabama Space and Rocket Center while 108 students participated in a traditional careers program. Tests indicated the former group improved more in career choice…
Dawkins, Harold Smith
This dissertation examined the impact of inclusion on the academic achievement outcome of high school special education students as measured by English 1, biology, and algebra 1 as a function of gender, ethnicity, and years of inclusion. The study also examined the generalizations with confidence that could be made about the use of inclusion…
Li, Weiwei; Yang, Wenjing; Li, Wenfu; Li, Yadan; Wei, Dongtao; Li, Huimin; Qiu, Jiang; Zhang, Qinglin
Creative persons play an important role in technical innovation and social progress. There is little research on the neural correlates with researchers with high academic achievement. We used a combined structural (regional gray matter volume, rGMV) and functional (resting-state functional connectivity analysis, rsFC) approach to examine the…
In a world that is now a global village, enterprising individuals, especially from Third World countries, who make it to greener pastures do not leave their children behind. But with a long list of barriers to academic achievement associated with immigrant and minority students in American high schools, an understanding of the experiences and…
Lawrence, A. S. Arul; Deepa, T.
The objective of the study is to find the significant relationship between emotional intelligence and academic achievement of high school students with reference to the background variables. Survey method was employed. Two tools are used in this study namely self-made Trait Emotional Intelligence Questionnaire Short Form (TEIQue SF) and the…
Weckbacher, Lisa Marie; Okamoto, Yukari
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…
This study uses self-determination theory to explore the mechanisms of filial piety in the academic motivation of eight high-achieving secondary school seniors at an international school in South Korea, resulting in several findings. First, the students attributed their parents' values and expectations as a major source of the students'…
Li, Jian; O'Connell, Ann A.
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…
Neto, Roque; Golz, Nancy; Polega, Meaghan
This study explored the association between social media use, loneliness, and academic achievement in high school students and identified the demographic characteristics associated with these three elements. This study also aimed to identify the percentage of variance in loneliness accounted for by social media use and GPA. Participants were 345…
Morris, David S.
Participation in Organized Activities (OA) is associated with positive behavioral and developmental outcomes in children. However, less is known about how particular aspects of participation affect the academic achievement of high school students from different social class positions. Using the Education Longitudinal Study of 2002, this study…
Rahafar, Arash; Maghsudloo, Mahdis; Farhangnia, Sajedeh; Vollmer, Christian; Randler, Christoph
Previous findings have demonstrated that chronotype (morningness/intermediate/eveningness) is correlated with cognitive functions, that is, people show higher mental performance when they do a test at their preferred time of day. Empirical studies found a relationship between morningness and higher learning achievement at school and university. However, only a few of them controlled for other moderating and mediating variables. In this study, we included chronotype, gender, conscientiousness and test anxiety in a structural equation model (SEM) with grade point average (GPA) as academic achievement outcome. Participants were 158 high school students and results revealed that boys and girls differed in GPA and test anxiety significantly, with girls reporting better grades and higher test anxiety. Moreover, there was a positive correlation between conscientiousness and GPA (r = 0.17) and morningness (r = 0.29), respectively, and a negative correlation between conscientiousness and test anxiety (r = -0.22). The SEM demonstrated that gender was the strongest predictor of academic achievement. Lower test anxiety predicted higher GPA in girls but not in boys. Additionally, chronotype as moderator revealed a significant association between gender and GPA for evening types and intermediate types, while intermediate types showed a significant relationship between test anxiety and GPA. Our results suggest that gender is an essential predictor of academic achievement even stronger than low or absent test anxiety. Future studies are needed to explore how gender and chronotype act together in a longitudinal panel design and how chronotype is mediated by conscientiousness in the prediction of academic achievement.
Thomas-Brantley, Betty J.
This study investigated the relationship between self-esteem and academic achievement in a group of 150 high, medium, and low achievers at a large midwestern public high school. Correlating data from the Coopersmith Inventory of self-esteem with grades, cumulative grade point averages, and class rank, the study disclosed a positive correlation…
Marsh, Herbert W.; Richards, Garry
The Outward Bound Bridging Course is a 6-week residential program designed to improve academic achievement and self-concepts in low-achieving high school males. During 1980-1984, five courses were conducted for 66 Australian high school males. Most of them were ninth grade students, chosen on the basis of poor academic performance, an apparent…
Bryan, Julia; Moore-Thomas, Cheryl; Gaenzle, Stacey; Kim, Jungnam; Lin, Chia-Huei; Na, Goeun
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…
Martinez, Beate M. Winter
The purpose of this study is to describe the difference in the academic achievement of urban Hispanic high school students based on the small learning community theme. The study used a quantitative method of ex post facto research to examine how the academic achievement of Hispanic high school students differs across the themes of small…
Liu, Yangyang; Lu, Zuhong
The present study identified the different patterns of Chinese students' academic achievement trajectories over the high school transition period and examined the relationships between students' sense of school belonging trajectories and the different patterns of academic achievement trajectories. In a sample of 567 Chinese high school students, a…
Cromartie, Michael Tyrone
The aim of this study was to determine the organizational characteristics and behaviors that contribute to sustaining a culture of academic optimism as a mechanism of student achievement. While there is a developing research base identifying both the individual elements of academic optimism as well as the academic optimism construct itself as…
Crystal, D S; Chen, C; Fuligni, A J; Stevenson, H W; Hsu, C C; Ko, H J; Kitamura, S; Kimura, S
Psychological maladjustment and its relation to academic achievement, parental expectations, and parental satisfaction were studied in a cross-national sample of 1,386 American, 1,633 Chinese, and 1,247 Japanese eleventh-grade students. 5 indices of maladjustment included measures of stress, depressed mood, academic anxiety, aggression, and somatic complaints. Asian students reported higher levels of parental expectation and lower levels of parental satisfaction concerning academic achievement than their American peers. Nevertheless, Japanese students reported less stress, depressed mood, aggression, academic anxiety, and fewer somatic complaints than did American students. Chinese students reported less stress, academic anxiety, and aggressive feelings than their American counterparts, but did report higher frequencies of depressed mood and somatic complaints. High academic achievement as assessed by a test of mathematics was generally not associated with psychological maladjustment. The only exception was in the United States, where high achievers indicated more frequent feelings of stress than did low achievers.
This paper, a follow-up to a previous review of literature on academic excellence that synthesized information from the United States and Mexico, describes an ethnographic study of high-achieving and low-achieving Hispanic secondary school students from Calexico, California and Mexicali, Baja California Mexico. Five students for each group were…
Sahin, Mehmet; Gumus, Yusuf Yasin; Dincel, Sezen
The primary aim of this study was to investigate the correlation between game addiction and academic achievement. The secondary aim was to adapt a self-report instrument to measure game addiction. Three hundred and seventy high school students participated in this study. Data were collected via an online questionnaire that included a brief…
Liu, Yangyang; Lu, Zuhong
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…
Hardinger, Regina Gail
Many educational administrators in Georgia continue to struggle with low student academic achievement and low high school graduation rates. DuFour's professional learning community (PLC) theory suggests a positive relationship between levels of PLC implementation and academic achievement and between levels of PLC implementation and graduation…
Cox, H. A.; Stephens, L. J.
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…
Wright, Tiffanie L.
The purpose of this study was to explore whether Modeling Instruction, compared to traditional lecturing, is an effective instructional method to promote academic achievement in selected high school physics classes at a rural middle Tennessee high school. This study used an ex post facto , quasi-experimental research methodology. The independent variables in this study were the instructional methods of teaching. The treatment variable was Modeling Instruction and the control variable was traditional lecture instruction. The Treatment Group consisted of participants in Physical World Concepts who received Modeling Instruction. The Control Group consisted of participants in Physical Science who received traditional lecture instruction. The dependent variable was gains scores on the Force Concepts Inventory (FCI). The participants for this study were 133 students each in both the Treatment and Control Groups (n = 266), who attended a public, high school in rural middle Tennessee. The participants were administered the Force Concepts Inventory (FCI) prior to being taught the mechanics of physics. The FCI data were entered into the computer-based Statistical Package for the Social Science (SPSS). Two independent samples t-tests were conducted to answer the research questions. There was a statistically significant difference between the treatment and control groups concerning the instructional method. Modeling Instructional methods were found to be effective in increasing the academic achievement of students in high school physics. There was no statistically significant difference between FCI gains scores for gender. Gender was found to have no effect on the academic achievement of students in high school physics classes. However, even though there was not a statistically significant difference, female students' gains scores were higher than male students' gains scores when Modeling Instructional methods of teaching were used. Based on these findings, it is recommended
Jones, Sheila Kay
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.
Ebadi, Setareh; Shakoorzadeh, Reza
The present study was carried out with the aim of Investigation of academic procrastination prevalence and its relationship with academic self-regulation and achievement motivation among high-school students in Tehran city. The sample included 624 high school students (312 Boys & 312 Girls) from different areas and regions that selected using…
Kazu, Ibrahim Yasar; Demirkol, Mehmet
This study analyzes the students' academic performance by comparing the blended learning environment and traditional learning environment. It has been observed whether there is a significant difference between the academic achievement grade dispersions and the male-female students' grades. The study has been carried out in Diyarbakir Anatolian…
FARQUHAR, WILLIAM M.; CHRISTENSEN, EDWARD W.
THIS STUDY INVOLVED--(1) EXPLORING ACADEMIC MOTIVATIONAL FACTORS IN PUERTO RICAN 11TH-GRADE STUDENTS, (2) CREATING A MEASURE FOR THESE FACTORS WHICH MIGHT BE USABLE IN OTHER LATIN AMERICAN AREAS, AND (3) INVESTIGATING THE CHILD-REARING AND OTHER PSYCHO-SOCIAL FACTORS RELATED TO ACADEMIC ACHIEVEMENT. THE METHOD INVOLVED THREE STAGES--(1)…
Demaray, Michelle Kilpatrick; Jenkins, Lyndsay N.
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…
Roulette-McIntyre, Ovella; Bagaka's, Joshua G.; Drake, Daniel D.
This study identified parental practices that relate positively to high school students' academic performance. Parents of 643 high school students participated in the study. Data analysis, using a multiple linear regression model, shows parent-school connection, student gender, and race are significant predictors of student academic performance.…
Lam, Ching Man
This paper reports the results of a qualitative study that explored the administration and implementation of the Tier 1 Program (Secondary 1 Curriculum) of the Project P.A.T.H.S. The case study method was used to explore perceptions of the teachers and the project coordinator of program effectiveness, and to identify various factors for program success. A school admitting high academic achievers was selected, and site visits, as well as individual and focus group interviews, were conducted with the program coordinator, social worker, and course teachers. The results suggested that clear vision and program goals, high quality of curriculum, helpful leadership, positive teacher attitude, and strong administrative support are factors for program success. Analyzing the data enables the researchers to understand the characteristics of a successful program as well as the interplay among factors for producing success.
Neilson, Gavin R; McNally, James G
Work experience has been a feature of the secondary school curriculum in the United Kingdom for a number of years. Usually requested by the pupil, it aims to provide opportunities for school pupils to enhance their knowledge and understanding of an occupation. The main benefits are claimed to be that it can help pupils develop an insight into the skills and attitudes required for an occupation and an awareness of career opportunities. However the quality and choice of placements are considered to be of great importance in this process and in influencing career choice [Department for Education and Skills (DfES), 2002a. Work Experience: A Guide for Employers. Department for Education and Skills, London]. As university departments of nursing experience a decline in the number of school pupils entering student nurse education programmes, and with the competition for school leavers becoming even greater, it is important to consider whether school pupils have access to appropriate work placements in nursing and what influence their experience has on pursuing nursing as a career choice. This paper is based on interview data from 20 high academic achieving fifth and sixth year school pupils in Scotland, paradigmatic cases from a larger survey sample (n=1062), who had considered nursing as a possible career choice within their career preference cluster, but then later disregarded nursing and decided to pursue medicine or another health care profession. This was partly reported by Neilson and Lauder [Neilson, G.R., Lauder, W., 2008. What do high academic achieving school pupils really think about a career in nursing: analysis of the narrative from paradigmatic case interviews. Nurse Education Today 28(6), 680-690] which examined what high academic achieving school pupils really thought about a career in nursing. However, the data was particularly striking in revealing the poor quality of nursing work experience for the pupils, and also their proposal that there was a need
Griswold, Deborah E.; Barnhill, Gena P.; Myles, Brenda Smith; Hagiwara, Taku; Simpson, Richard L.
A study focused on identifying the academic characteristics of 21 children and youth who have Asperger syndrome. Students had an extraordinary range of academic achievement scores, extending from significantly above average to far below grade level. Lowest achievement scores were shown for numerical operations, listening comprehension, and written…
Bentley, Donna Anderson; And Others
An ongoing concern for educators is the identification of factors that contribute to or are associated with academic achievement; one such group of variables that has received little attention are those involving stress. The relationship between perceived sources of stress and academic achievement was examined to determine if reactions to stress…
Bursik, Krisanne; Martin, Timothy A.
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).…
Becker, Michael; Neumann, Marko; Tetzner, Julia; Böse, Susanne; Knoppick, Henrike; Maaz, Kai; Baumert, Jürgen; Lehmann, Rainer
The present study investigates school context effects on psychosocial characteristics (academic self-concept, peer relations, school satisfaction, and school anxiety) of high-achieving and gifted students. Students who did or did not make an early transition from elementary to secondary schools for high-achieving and gifted students in 5th grade…
Breslau, Naomi; Breslau, Joshua; Miller, Elizabeth; Raykov, Tenko
Previous studies documented long-run effects of behavior problems at the start of school on academic achievement. However, these studies did not examine whether the observed effects of early behavior problems are explained by more proximate behavior problems, given the tendency of children's behavior problems to persist. Latent variable modeling was applied to estimate the effects of behavior problems at ages 6 and 11 on academic achievement at age 17, using data from a longitudinal study (n=823). Behavior problems at ages 6 and 11, each stage independently of the other, predicted lower math and reading test scores at age 17, controlling for intelligence quotient (IQ), birth weight, maternal characteristics, family and community environment, and taking into account behavior problems at age 17. Behavior problems at the start of school, independent of later behavior problems, exert lingering effects on achievement by impeding the acquisition of cognitive skills that are the foundation for later academic progress.
Bozick, Robert; Dalton, Benjamin
Federal legislation has attempted to move career and technical education (CTE) from a segregated component of the high school curriculum to an integrated element that jointly improves both academic and career readiness. However, concerns remain about the ability of CTE to improve academic learning. Using a nationally representative sample of high…
Using the Early Childhood Longitudinal Study, Kindergarten Cohort, this study examines the role that bilingualism plays in children's academic developmental trajectories during their early school years, with particular attention on the school environment (N = 16,380). Growth-curve results showed that despite starting with lower math scores in…
Using the Early Childhood Longitudinal Study, Kindergarten Cohort, this study examines the role that bilingualism plays in children's academic developmental trajectories during their early school years, with particular attention on the school environment (N = 16,380). Growth-curve results showed that despite starting with lower math scores in kindergarten, Mixed Bilingual children fully closed the math gap with their White English Monolingual peers by fifth grade. However, because non-English-Dominant Bilinguals and non-English Monolinguals started kindergarten with significantly lower reading and math scores compared to their English Monolingual peers, by fifth grade the former groups still had significantly lower scores. School-level factors explained about one third of the reductions in the differences in children's academic performance.
Simner, Marvin L.; Barnes, Michael J.
The major purpose of this study was to determine what relationship currently exists between grade 1 marks and later school achievement. Complete academic records were obtained on two samples of students from rural towns in Southwestern Ontario. Each sample contained all the children born between 1964 and 1971 who attended their town's major public…
Puar, Surjit Singh
The present study has been designed to investigate the non-cognitive variables like anxiety, emotional maturity and social maturity and their relationship with academic achievement and also to see the locale-wise differences on the basis of their anxiety, emotional maturity and social maturity. The study was conducted over a sample of 400 (200…
Carolan, Brian V.
Building from the classic Wisconsin model of status attainment, this study examines whether a specific style of parenting, concerted cultivation, and a close friend's school-related attitudes and behaviors mediate the relationship between a family's socioeconomic status and their child's academic achievement in the United States. Using a recursive…
Pai, Ping-Feng; Lyu, Yi-Jia; Wang, Yu-Min
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…
Beaver, Kevin M.; Vaughn, Michael G.; Wright, John Paul; DeLisi, Matt; Howard, Matthew O.
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…
Halloran, Roberta Kathryn
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…
Cutuli, J. J.; Desjardins, Christopher David; Herbers, Janette E.; Long, Jeffrey D.; Heistad, David; Chan, Chi-Keung; Hinz, Elizabeth; Masten, Ann S.
Analyses examined academic achievement data across third through eighth grades ("N" = 26,474), comparing students identified as homeless or highly mobile (HHM) with other students in the federal free meal program (FM), reduced price meals (RM), or neither (General). Achievement was lower as a function of rising risk status (General…
Tomul, Ekber; Savasci, Havva Sebile
This study aims to investigate the relationship between academic achievement and the socioeconomic characteristics of elementary school 7th grade students in Burdur. The population of the study are 7th grade students who had education at elementary schools in Burdur in the 2007-2008 academic year. Two staged sampling was chosen as suitable for the…
Purpose: The purpose of this study was to determine the degree of importance that DuFour's nine characteristics of highly effective schools have on closing the academic achievement gap on the California High School Exit Exam, as perceived by high school principals. The study also examined the strategies believed to be most important in developing…
Gigliette, Linda Marie
The purpose of this research was to investigate the effect of a trust-building technique called "positive-framing" (Lemov, 2010, p. 204) on the level of student-teacher trust and students' science academic achievement. The existing literature was reviewed under the constructs of trust, types of trust, trust-building strategies, and student academic achievement. The identified problem is a lack of research into the effect of trust from the high school student perspective and the effect of trust on student academic achievement in science. In addition, there is no empirical evidence to support the effectiveness of the "positive-framing" (Lemov, 2010, p. 204) trust-building intervention. The study involved a volunteer, convenience sample of 9th-grade science students at one high school in Northern California (N=240). The study employed a quasi-experimental, pretest, posttest non-equivalent control group design to examine the level of student trust in the teacher, using the "Student trust in faculty scale" (Forsyth, Adams, & Hoy, 2011, p. 180), and the students' academic achievement, according to the Integrated Process Skills Test II (Okey, Wise, & Burns, 1982). The independent variable was the "positive-framing" (Lemov, 2010, p. 204) trust-building intervention; the two dependent variables were the level of student-teacher trust and student academic achievement. The composite data from the "Student trust in faculty scale" and the academic achievement test were evaluated by a multivariate analysis of covariance (MANCOVA). Results of this study indicated that the null hypothesis was accepted. The "positive-framing" (Lemov, 2010, p. 204) trust-building intervention did not have a significant effect on either the student-teacher trust level or academic achievement in science.
Hammig, Bart; Jozkowski, Kristen
The authors examined the relationship between adolescents' experiences with violent victimization and academic achievement. Data from the 2009 Youth Risk Behavior Survey were analyzed for males (N = 8,537) and females (N = 7,816). Multinomial logistic regression analyses were employed to estimate the relationship between academic achievement and violent victimization. Among males and females, 6.6% and 4.4%, respectively, earned grades of mostly Ds or Fs during the past year. Among males, those earning mostly Ds or Fs had an increased odds of having been injured in a fight (adjusted odds ratio [OR] = 2.2, 95% confidence interval [95% CI]: 1.5-3.3) or threatened at school (OR = 2.0, 95% CI: 1.3-2.9) when compared to males who earned mostly As or Bs. Moreover, those who earned mostly Cs were at increased odds of having been threatened at school when compared to males who earned mostly As or Bs (OR = 1.4, 95% CI: 1.1-1.9). Among females, those earning mostly Ds or Fs had a higher odds of having been bullied at school (OR = 1.6, 95% CI: 1.1-2.3 ), threatened at school (OR = 1.5, 95% CI: 1.1-2.3), or violently victimized by an intimate partner (OR = 2.0, 95% CI: 1.4-3.0) when compared to females who earned mostly As or Bs. Similar findings were observed when examining females earning mostly C grades. Academic achievement is linked to victimization patterns among male and female adolescents. Although the temporality of the relationship is unclear, the strength of the associations increase as academic achievement decreases.
The academic achievement and attrition of high school equivalency students attending Brandon University, a small undergraduate Canadian university, were studied, as were the students' reactions to college life. The students, who received a high school equivalency certificate after completing the Tests of General Educational Development (GED), were…
Sarouni, Ali Sedigh; Jenaabadi, Hossein; Pourghaz, Abdulwahab
The present study aimed to examine the relationship of mental pressure with optimism and academic achievement motivation among second grade second period male high school students. This study followed a descriptive-correlational method. The sample included 200 second grade second period male high school students in Sooran. Data collection tools in…
Dickinson, Mary J.; Dickinson, David A. G.
This study focuses on a pan-disciplinary scheme that targeted high-achieving undergraduate students. Earlier research from the scheme argued that high achievers have discernibly different learning and personal development support needs. One of the most frequent self-reported challenges within this high-achieving group is perfectionism. This…
Gil-Olarte Márquez, Paloma; Palomera Martín, Raquel; Brackett, Marc A
This study investigated the discriminant, criterion and incremental validity of an ability measure of Emotional Intelligence (EI). High school students (N = 77) took the Mayer-Salovey-Caruso Emotional Intelligence Test - Spanish Version (MSCEIT V. 2.0, 2002), a measure of Big Five personality traits (BFQ; Caprara, Barbanelli, & Borgogni , 1993), an General Intelligence test (IGF-r 5; Yuste, 2002), and a social competence inventory (AECS; Moraleda, González, & García-Gallo, 1998). Students' academic grades also were obtained from official school records at the end of the school year. As predicted, the MSCEIT was discriminable from well-established measures of personality and intelligence. The test was also moderately related to social competence and predicted students' final grades. Most of the findings remained significant after personality and academic intelligence were statistically controlled. The potential utility of EI in the context of academic institutions is discussed.
Cutuli, J. J.; Desjardins, Christopher David; Herbers, Janette E.; Long, Jeffrey D.; Heistad, David; Chan, Chi-Keung; Hinz, Elizabeth; Masten, Ann S.
Analyses examined academic achievement data across 3rd through 8th grades (N = 26,474), comparing students identified as homeless or highly mobile (HHM) to other students in the federal free meal program (FM), reduced-price meals (RM), or neither (General). Achievement was lower as a function of rising risk status (General > RM > FM > HHM). Achievement gaps appeared stable or widened between HHM students and lower-risk groups. Math and reading achievement were lower and growth in math was slower in years of HHM identification, suggesting acute consequences of residential instability. Nonetheless, 45% of HHM students scored within or above the average range, suggesting academic resilience. Results underscore the need for research on risk and resilience processes among HHM students to address achievement disparities. PMID:23110492
Arslantas, Halis Adnan
This study aimed to identify the relationship between teacher candidates' epistemological beliefs and academic achievement. The participants of the study were 353 teacher candidates studying their fourth year at the Education Faculty. The Epistemological Belief Scale was used which adapted to Turkish through reliability and validity work by…
Neilson, Gavin R; McNally, Jim
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.
Elemen, Jennifer E.
The purpose of this quantitative study was to analyze high school leadership praxis for its inclusion of students in organizational leadership dialogue and decision-making and the influences of these factors on student achievement and civic participation. Survey questionnaire data were provided by 215 full-time enrolled undergraduate students from…
Yumusak, Necmettin; Sungur, Semra; Cakiroglu, Jale
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,…
Collie, Rebecca J.; Martin, Andrew J.; Malmberg, Lars-Erik; Hall, James; Ginns, Paul
Background: Previous research has indicated that although academic buoyancy and student's achievement are associated, the relationship is relatively modest. Aims: We sought to determine whether another construct might link academic buoyancy and student's achievement. Based on prior theoretical and empirical work, we examined a sense of control as…
Orozco, Edith Aimee
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)…
Mandell, Dorothy J.; Hill, Sheri L.; Carter, Louise; Brandon, Richard N.
Noting that little is known about how the social environment affects academic achievement among groups of students, this study examined the associations among substance use, violent/delinquent behavior, and academic achievement in groups of middle and high school students. Data sources for middle school students were the 1998 Washington State…
DePlanty, Jennifer; Coulter-Kern, Russell; Duchane, Kim A.
The authors sought to understand the types of parent involvement that teachers, parents, and students believe affect the academic achievement of adolescent learners at the junior high school level. Research that included focus groups, interviews, and surveys indicated that teachers and students believed that parent involvement at school was…
Simasiku, Liswani; Kasanda, Choshi; Smit, Talita
There has been a high failure rate of Grade 10 learners in the year end examinations in the Caprivi Education Region of Namibia over a number of years. The objective of this study was to investigate whether the use of mother tongue in English medium classrooms enhanced learners' academic achievement.The study investigated 12 teachers at 12 schools…
Antrop-Gonzalez, Rene; Velez, William; Garrett, Tomas
This article describes the 4 success factors that 10 working class Puerto Rican urban high school students attributed to their high academic achievement. These success factors were (a) the acquisition of social capital through religiosity and participation in school and community-based extracurricular activities, (b) having a strong Puerto Rican…
Palumbo, Anthony; Kramer-Vida, Louisa
America's unyielding academic achievement gap has been a national priority for a long time; yet, some schools have succeeded with academically disadvantaged youth. Usually, these institutions embrace a culture of success and follow an academic curriculum that is grounded in core knowledge and scholastic vocabulary. Academically disadvantaged…
Mulkerrin, Elizabeth A.
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…
The purpose of this study was to examine the constructivist-based " case study teaching methodology" in High School Biology classes, specifically investigating the effect this methodology had on Academic Achievement, Science Attitudes, Problem Solving Skills, and Teamwork Skills. The effect of Teacher Beliefs toward constructivist learning environments was also explored and investigated, using a quantitative measure (the Constructivist Learning Environment Survey, or CLES). A quasi-experimental design used eleven classes, five teachers, and two hundred fifty two high school biology students over two separate, consecutive quarters of a school year. Two researcher-made instruments measured Academic Achievement after each study quarter. T-Tests were used to compare the Experimental Group (Case Study Teaching Methodology) to the Control Group (Traditional Teaching) during each study quarter. Otis-Lennon School Ability Test (OLSAT) scores were used as a covariate for ANCOVA tests. Case Study Teaching Methodology had a statistically significant improvement on Academic Achievement during the first study quarter, but not the second quarter. Case Study Teaching Methodology had a statistically significant improvement on four of seven Science Attitudes, Problem Solving Skills, and Teamwork Skills during the second quarter of the study. This study is significant in that it addresses a knowledge gap regarding the effects of the constructivist-based case study teaching methodology on secondary science education. The theoretical implications of this study are meaningful: empirical evidence is added to the growing knowledge base regarding the benefits of constructivist theory. The practical implications are equally meaningful: case study teaching methodology is supported as an effective application of constructivist theory in the secondary science classroom.
Tsai, Hsien-Chang; Liu, Shih-Hsiung
Effective time-management skills and interpersonal interactions with familiar friends for learning matters on Facebook are desired characteristics for adolescents attempting to improve their academic achievements. This study identifies the relationships between time-management skills and Facebook interpersonal skills with the academic achievement…
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…
Horton, Robert Wayne
Purpose: The purpose of this study was to examine the score differences on the Texas Academic Knowledge and Skills (TAKS) Reading and Mathematics measures among students in Grades 10 and 11 as a function of music enrollment. Specifically, gender, ethnicity, socioeconomic status, and enrollment in choir, band, or orchestra or no music enrollment…
Kiany, Gholam Reza; Shayestefar, Parvaneh
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
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Caprara, G V; Barbaranelli, C; Pastorelli, C; Bandura, A; Zimbardo, P G
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.
Hussain, Ishtiaq; Hamdani, Syed Nisar Hussain; Quraishi, Uzma; Zeeshan, Muhammad
The major objective of the study was to determine the role of the direct teaching method in the academic achievement of students in English at the secondary level. To achieve the said objective, the Solomon Four-Design pre-test/post-test equivalent group design was considered to be the most useful design for this study. The pre-test was used to…
Rohde, Treena Eileen; Thompson, Lee Anne
The purpose of the present study is to explain variation in academic achievement with general cognitive ability and specific cognitive abilities. Grade point average, Wide Range Achievement Test III scores, and SAT scores represented academic achievement. The specific cognitive abilities of interest were: working memory, processing speed, and…
Guay, Frederic; Ratelle, Catherine F.; Roy, Amelie; Litalien, David
Three conceptual models were tested to examine the relationships among academic self-concept, autonomous academic motivation, and academic achievement. This allowed us to determine whether 1) autonomous academic motivation mediates the relation between academic self-concept and achievement, 2) academic self-concept mediates the relation between…
De Clercq, Mikaël; Galand, Benoît; Frenay, Mariane
Although a vast body of studies regarding the variables related to students' achievement exists, only a handful has investigated how these variables combine and interact together. Such an investigation might make it possible to more accurately illustrate the heterogeneity of students enrolling in university and assess the impact of this diversity…
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,…
Whipps-Johnson, Jamellah Renee
High school graduation rates are higher than they have ever been in 40 years, but disparities continue to exist for students of color and students from poverty when compared to their counterparts. High school reform efforts like creating small learning communities are promising, but small schools alone do not improve student outcomes.…
Shakiba-Nejad, Hadi; Yellin, David
A recent study examined the socioeconomic status (SES), parent participation, teacher awareness, and academic achievement of 76 elementary school students. Results were obtained through interpretation of data and review of relevant literature. A strong positive correlation was found between a student's SES and academic achievement in school. Some…
Mahmood, Khalid; Iqbal, Muhammad Maqsood
This study was studied that emotional and behavioural problems of young students who are directly related to their academic achievement and thus play a vital role in the development of young learners carrier. This study helped to fill a gap by conducting an exploration of psychological adjustment and academic achievement among adolescents. It also…
Berry, Gordon LaVern, Ed.; Asamen, Joy Keiko, Ed.
This collection examines the history and current status of the economic, political, social, and psychological factors that influence the academic achievement of low-income African Americans. The introduction, "Afro-American Students and Academic Achievement" (J. K. Asamen), outlines the historical development of black education and…
Wintre, Maxine Gallander; Dilouya, Barry; Pancer, S. Mark; Pratt, Michael W.; Birnie-Lefcovitch, Shelly; Polivy, Janet; Adams, Gerald
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…
Liu, Feng; Cavanaugh, Cathy
This paper describes a study of success factors in high enrollment courses in a K-12 virtual school learning environment. The influence of variables: time student spent in the learning management system (LMS), number of times logged into the LMS, teacher comment, participation in free or reduced lunch programs, student status in the virtual school…
Smagorinsky, Peter; Pettis, Victoria; Reed, Patty
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,…
Neilson, Gavin R; Lauder, William
As many Departments of Nursing within universities consider raising their academic entry requirements in an attempt to attract a more high academic achieving entrant and also endeavour to attract more school leavers one of the fundamental questions that needs to be answered is--are high academic achieving school pupils really interested in pursuing a career in nursing? The aim of this paper is to report on the findings from paradigmatic case interviews of high academic achieving school pupils who at one stage in their career choice process had considered nursing as a possible career choice but had ultimately disregarded nursing and had decided to pursue medicine or another health care profession. The study reports interview data from a sub-sample of (n=20) high academic achieving 5th and 6th year school pupils who participated in a larger survey of 5th and 6th year school pupils (n=1062). These were paradigmatic cases--high academic achieving school pupils who had considered nursing as a possible career choice within their career preference cluster but had ultimately disregarded nursing and decided to pursue medicine or another health care profession as a career choice. Participants reported that nursing was eventually not viewed as using their examination grades to the maximum benefit. Also the participants reported a belief that the work of the doctor is more important and academic as they cure patients whereas the work of the nurse is practical and routine as they only care for patients. The pupils in addition asserted a negative image of nursing and a low status level of nursing as a career. They also articulated the unremarkable typical school pupils they perceived would pursue nursing as a career choice and the type of school pupil that they had witnessed being encouraged toward nursing within their schools, both of which conflicted with their own typology. Ultimately the high academic achieving school pupils were doubtful and suspicious as to the credibility
Jimmefors, Alexander; Mousavi, Fariba; Adrianson, Lillemor; Rosenberg, Patricia; Archer, Trevor
Background. Self-regulation is the procedure implemented by an individual striving to reach a goal and consists of two inter-related strategies: assessment and locomotion. Moreover, both subjective and psychological well-being along exercise behaviour might also play a role on adolescents academic achievement. Method. Participants were 160 Swedish high school pupils (111 boys and 49 girls) with an age mean of 17.74 (sd = 1.29). We used the Regulatory Mode Questionnaire to measure self-regulation strategies (i.e., locomotion and assessment). Well-being was measured using Ryff’s Psychological Well-Being Scales short version, the Temporal Satisfaction with Life Scale, and the Positive Affect and Negative Affect Schedule. Exercise behaviour was self-reported using questions pertaining to frequency and intensity of exercise compliance. Academic achievement was operationalized through the pupils’ mean value of final grades in Swedish, Mathematics, English, and Physical Education. Both correlation and regressions analyses were conducted. Results. Academic achievement was positively related to assessment, well-being, and frequent/intensive exercise behaviour. Assessment was, however, negatively related to well-being. Locomotion on the other hand was positively associated to well-being and also to exercise behaviour. Conclusions. The results suggest a dual (in)direct model to increase pupils’ academic achievement and well-being—assessment being directly related to higher academic achievement, while locomotion is related to frequently exercising and well-being, which in turn, increase academic achievement. PMID:25861553
Yildirim, Osman; Acar, Ahmet Cevat; Bull, Susan; Sevinc, Levent
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…
Back, Lindsey T.; Polk, Elizabeth; Keys, Christopher B.; McMahon, Susan D.
Urban learning environments pose distinct instructional challenges for teachers and administrators, and can lead to lower achievement compared to suburban or rural schools. Today's educational climate increasingly emphasises a need for positive academic outcomes, often measured by standardised tests, on which student educational opportunities,…
Huppert, J.; Lomask, S. Michal; Lazarowitz, R.
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…
Cirillo, Joseph John
This mixed-methods study with a narrative component explored the effect athletic participation played on the academic achievement of senior student-athletes and non-athlete in a public school in Northern New Jersey. The motivation for the study was the conflicting perceptions and research as related to the impact athletic participation had on…
Stavropoulos, Vasilis; Alexandraki, Kiriaki; Motti-Stefanidi, Frosso
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,…
Else-Quest, Nicole M.; Peterca, Oana
Publicly funded single-sex schooling (SSS) has proliferated in recent years and is touted as a remedy to gaps in academic attitudes and achievement, particularly for low-income students of color. Research on SSS is rife with limitations, stemming from selective admissions processes, selection effects related to socioeconomic status, a lack of…
Mizuno, Kei; Tanaka, Masaaki; Ishii, Akira; Tanabe, Hiroki C; Onoe, Hirotaka; Sadato, Norihiro; Watanabe, Yasuyoshi
We have used functional magnetic resonance imaging to study the neural correlates of motivation, concentrating on the motivation to learn and gain monetary rewards. We compared the activation in the brain obtained during reported high states of motivation for learning, with the ones observed when the motivation was based on monetary reward. Our results show that motivation to learn correlates with bilateral activity in the putamen, and that the higher the reported motivation, as derived from a questionnaire that each subject filled prior to scanning, the greater the change in the BOLD signals within the putamen. Monetary motivation also activated the putamen bilaterally, though the intensity of activity was not related to the monetary reward. We conclude that the putamen is critical for motivation in different domains and the extent of activity of the putamen may be pivotal to the motivation that drives academic achievement and thus academic successes.
Savasci, Havva Sebile; Tomul, Ekber
The educational resources of schools play an important role in order to diminish the effect of socioeconomic features on academic achievement, and create equal opportunities for students. In this sense, it is highly crucial to investigate the relationship between the educational resources of schools and the academic achievement of students. This…
Churchwell, Dawn Earheart
This study examined the relationship between reading achievement and achievement in other subject areas. The purpose of this study was to determine if there was a correlation between reading scores as measured by the Standardized Test for the Assessment of Reading (STAR) and academic achievement in language arts, math, science, and social studies…
Goodwin, Sarah Christine
This research study examined the correlation between student achievement and parent's perceptions of their involvement in their child's schooling. Parent participants completed the Parent Involvement Project Parent Questionnaire. Results slightly indicated parents of students with higher level of achievement perceived less demand or invitations…
Utilizing data on approximately 16,000 children from the Early Childhood Longitudinal Survey-Kindergarten Cohort and a rich set of mediating factors on 16 immigrant groups, this paper examined the associations between children's immigrant generation status and their academic performance. The changes in academic achievements during kindergarten and…
Tabibzadeh, Kiana S.
General Chemistry is required for variety of baccalaureate degrees, including all medical related fields, engineering, and science majors. Depending on the institution, the prerequisite requirement for college level General Chemistry varies. The success rate for this course is low. The purpose of this study is to examine the factors influencing student academic achievement and retention in General Chemistry at the college level. In this study student achievement is defined by those students who earned grades of "C" or better. The dissertation contains in-depth studies on influence of Intermediate Algebra as a prerequisite compared to Fundamental Chemistry for student academic achievement and student retention in college General Chemistry. In addition the study examined the extent and manner in which student self-efficacy influences student academic achievement in college level General Chemistry. The sample for this part of the study is 144 students enrolled in first semester college level General Chemistry. Student surveys determined student self-efficacy level. The statistical analyses of study demonstrated that Fundamental Chemistry is a better prerequisite for student academic achievement and student retention. The study also found that student self-efficacy has no influence on student academic achievement. The significance of this study will be to provide data for the purpose of establishing a uniform and most suitable prerequisite for college level General Chemistry. Finally the variables identified to influence student academic achievement and enhance student retention will support educators' mission to maximize the students' ability to complete their educational goal at institutions of higher education.
Edwards, R. Philip; And Others
The investigation provided no evidence that a diagnosis of minimal brain dysfunction based on a pediatric neurological evaluation and/or visual-motor impairment as measured by the Bender-Gestalt, is a useful predictor of academic achievement. (Author)
Caplan, Nathan; And Others
The children of the Southeast Asian boat people excel in the U.S. school system. A review of the factors underlying this achievement suggests that the U.S. educational crisis is more social than academic. (KR)
Greene, Jay P.; Trivitt, Julie R.
Over the last 3 decades student achievement has remained essentially unchanged in the United States, but not for a lack of spending. Over the same period a myriad of education reforms have been suggested and per-pupil spending has more than doubled. Since the 1990s the education reform attempts have frequently included judicial decisions to revise…
Francois, Lucas D.
The purpose of this study was to determine whether or not a significant difference existed in the overall academic performance of athletes when compared to non-athletes at one rural high school in Wisconsin. The study was important to the field of educational leadership because in the current environment of accountability, educational leaders need…
Whitby, Peggy J. Schaefer; Mancil, G. Richmond
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…
Verna, Marilyn Ann; Campbell, James Reed; Beasley, Mark
A study involving 109 male and 116 female high achieving high school students (ages 16-18) and their parents investigated the causal linkages among home environment, self-concepts, prior ability, and socioeconomic status on mathematics achievement, science achievement, and Scholastic Aptitude Test-Quantitative (SAT-Q) and Verbal scores. Students…
Barratt, Ernest S.
The author attempts to determine the value of psychometric measures of impulsiveness and anxiety for predicting potential disciplinary problems among high school males. A secondary purpose is to relate these personality factors to academic achievement. Approximately 320 sophomores were administered a psychometric battery which included: (1) an…
The purpose of this empirical research is to investigate the relationship between web-based learning time and academic achievement in German. 36 learners of L3 German with L1 Turkish and L2 English from Vocational High School of Kahta at Adiyaman University were the participants of this study. The empirical process of the study continued 6 weeks…
Monachino, Kimberly S.
This research study examined the impact of the Advancement Via Individual Determination (AVID) program on students' self-efficacy and academic achievement outcome measures at the middle and high school level. AVID is a college readiness system designed to prepare at-risk students in the fourth through 12th grade for college. The main focus of this…
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…
Kingir, Sevgi; Geban, Omer; Gunel, Murat
This study investigates the effects of the Science Writing Heuristic (SWH), known as an argumentation-based science inquiry approach, on Grade 9 students' performance on a post-test in relation to their academic achievement levels. Four intact classes taught by 2 chemistry teachers from a Turkish public high school were selected for the study; one…
Jordan, Katrina Ann Woolsey
Gifted academic achievement has been identified as a major area of interest for educational researchers. The purpose of this study was to ascertain whether there was a relation between the quality of gifted programs as perceived by teachers, coordinators and supervisors of the gifted and the achievement of the same gifted students in 6th and 7th…
The relationships among race, class and academic achievement are complex, yet have been well documented in Canada for the last thirty years. Generations of students have experienced them--lowered expectations for achievement, gross generalizations about parents' backgrounds and aspirations, negative stereotypes of communities, and curricula that…
Grigorenko, Elena L.; Macomber, Donna; Hart, Lesley; Naples, Adam; Chapman, John; Geib, Catherine F.; Chart, Hilary; Tan, Mei; Wolhendler, Baruch; Wagner, Richard
The literature has long pointed to heightened frequencies of learning disabilities (LD) within the population of law offenders; however, a systematic appraisal of these observations, careful estimation of these frequencies, and investigation of their correlates and causes have been lacking. Here we present data collected from all youth (1,337 unique admissions, mean age 14.81, 20.3% females) placed in detention in Connecticut (January 1, 2010–July 1, 2011). All youth completed a computerized educational screener designed to test a range of performance in reading (word and text levels) and mathematics. A subsample (n = 410) received the Wide Range Achievement Test, in addition to the educational screener. Quantitative (scale-based) and qualitative (grade-equivalence-based) indicators were then analyzed for both assessments. Results established the range of LD in this sample from 13% to 40%, averaging 24.9%. This work provides a systematic exploration of the type and severity of word and text reading and mathematics skill deficiencies among juvenile detainees and builds the foundation for subsequent efforts that may link these deficiencies to both more formal, structured, and variable definitions and classifications of LD, and to other types of disabilities (e.g., intellectual disability) and developmental disorders (e.g., ADHD) that need to be conducted in future research. PMID:24064502
Grigorenko, Elena L; Macomber, Donna; Hart, Lesley; Naples, Adam; Chapman, John; Geib, Catherine F; Chart, Hilary; Tan, Mei; Wolhendler, Baruch; Wagner, Richard
The literature has long pointed to heightened frequencies of learning disabilities (LD) within the population of law offenders; however, a systematic appraisal of these observations, careful estimation of these frequencies, and investigation of their correlates and causes have been lacking. Here we present data collected from all youth (1,337 unique admissions, mean age 14.81, 20.3% females) placed in detention in Connecticut (January 1, 2010-July 1, 2011). All youth completed a computerized educational screener designed to test a range of performance in reading (word and text levels) and mathematics. A subsample (n = 410) received the Wide Range Achievement Test, in addition to the educational screener. Quantitative (scale-based) and qualitative (grade-equivalence-based) indicators were then analyzed for both assessments. Results established the range of LD in this sample from 13% to 40%, averaging 24.9%. This work provides a systematic exploration of the type and severity of word and text reading and mathematics skill deficiencies among juvenile detainees and builds the foundation for subsequent efforts that may link these deficiencies to both more formal, structured, and variable definitions and classifications of LD, and to other types of disabilities (e.g., intellectual disability) and developmental disorders (e.g., ADHD) that need to be conducted in future research.
Crosnoe, Robert; Smith, Chelsea; Leventhal, Tama
Applying latent class and regression techniques to data from the NICHD Study of Early Child Care and Youth Development (n = 997), this study explored the potential academic advantages of time spent in out-of-school activities. Of particular interest was how these potential advantages played out in relation to the timing and duration of activity participation and the family contexts in which it occurred. Participation closer to the start of high school—including consistent participants and latecomers—was associated with higher grades at the transition into high school, especially for youth from low-income families. Sensitivity analyses indicated that this link between school-age activity participation and adolescent academic progress was unlikely to be solely a function of selection. It also tended to be more pronounced among youth from lower-income families, although without varying by other aspects of family status or process. PMID:26279615
Traditional measures of predicting academic achievement in college such as high school grades and standardized test scores account for approximately 25% of the difference between predicted and actual grade point average (GPA). Researchers have also examined the relationship between psychological factors and academic self-efficacy which may account…
This paper examines the relationship between objective academic achievement (OAA) and subjective well-being (SWB). Using a sample of 515 adolescents from ten different high schools across a small country, semi-structured interviews, academic records and observations provided relevant data for the study. OAA was measured from examination results…
Lüftenegger, Marko; Klug, Julia; Harrer, Katharina; Langer, Marie; Spiel, Christiane; Schober, Barbara
In the present research, the recently proposed 3 × 2 model of achievement goals is tested and associations with achievement emotions and their joint influence on academic achievement are investigated. The study was conducted with 388 students using the 3 × 2 Achievement Goal Questionnaire including the six proposed goal constructs (task-approach, task-avoidance, self-approach, self-avoidance, other-approach, other-avoidance) and the enjoyment and boredom scales from the Achievement Emotion Questionnaire. Exam grades were used as an indicator of academic achievement. Findings from CFAs provided strong support for the proposed structure of the 3 × 2 achievement goal model. Self-based goals, other-based goals and task-approach goals predicted enjoyment. Task-approach goals negatively predicted boredom. Task-approach and other-approach predicted achievement. The indirect effects of achievement goals through emotion variables on achievement were assessed using bias-corrected bootstrapping. No mediation effects were found. Implications for educational practice are discussed. PMID:27199836
Purim-Shem-Tov, Yanina A; Melgoza, Normal; Haw, Janet; Schaer, Gary L; Calvin, James E; Rumoro, Dino P
Management of acute myocardial infarction with ST elevation (STEMI) remains a challenge for academic institutions. There are numerous factors at play from the time electrocardiogram is obtained to the time the patient arrives to a catheterization laboratory and the balloon is inflated. Academic hospitals that are located in large urban centers have to deal with staff living long distances from the facility, and therefore, assembling the catheterization team after-hours and on the weekends becomes a difficult task to achieve. There are other factors that contribute to time delays, such as, administering electrocardiograms in timely fashion, having emergency physicians activate the catheterization team, instead of contacting the cardiologist to discuss the case, and other time-sensitive factors. All of the aforementioned issues contribute to the delay. Yet, primary percutaneous coronary intervention is clearly demonstrated as the modality of choice in treatment of STEMI, which improves patient's morbidity and mortality. Therefore, it is imperative that institutions do all they can to improve their protocols and meet the core measures in the treatment of STEMI patients, including the door-to-balloon time of less than 90 minutes. Our institution started a quality improvement program for STEMI care in 1993 and has showed progressive improvement in use of aspirin, beta-blockers, angiotensin-converting enzyme inhibitors, and other medication, culminating in 95% to 100% use of these medications in 2003-2004, when we operated in accordance with the Get With The Guidelines program. Door-to-balloon time in less than 90 minutes became a new phase in our quality improvement process, and we achieved 100% compliance in the last 2 years.
Womack, Sid T.
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…
There has been an increased interest in personality traits (especially the five-factor model) in relation to education and learning over the last decade. Previous studies have shown a relation between personality traits and learning, and between personality traits and academic achievement. The latter is typically described in terms of Grade Point…
This study examines the relationship between athletics, athletic leadership, and academic achievement. This is likely to be a tricky issue as athletes and athletic leaders are not likely to be a random group of students. To address this issue I control for school fixed effects and instrument the endogenous variables with height. I find that…
Sadler, D. Royce
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…
Linking Perceptions of School Belonging to Academic Motivation and Academic Achievement amongst Student Athletes: A Comparative Study between High-Revenue Student Athletes and Non-Revenue Student Athletes
Anderson, Christine Marie
In this study, I examined the relationship that exists among school belonging, achievement motivation, and academic achievement in a sample of student-athletes at UC Berkeley. The goal of the study was to achieve a deeper understanding of how and why achievement motivation and academic achievement is often discrepant between revenue and…
Pizzolato, Jane Elizabeth; Brown, Elizabeth Levine; Kanny, Mary Allison
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.
Cokley, Kevin; McClain, Shannon; Jones, Martinique; Johnson, Samoan
The purpose of this study was to examine academic disidentification along with demographic and psychological factors related to the academic achievement of African American adolescents. Participants included 96 African American students (41 males, 55 females) in an urban high school setting located in the Southwest. Consistent with previous…
McLeod, Jane D; Uemura, Ryotaro; Rohrman, Shawna
Prior research on the association of mental health and behavior problems with academic achievement is limited because it does not consider multiple problems simultaneously, take co-occurring problems into account, and control for academic aptitude. We addressed these limitations using data from the National Longitudinal Study of Adolescent Health (N = 6,315). We estimated the associations of depression, attention problems, delinquency, and substance use with two indicators of academic achievement (high school GPA and highest degree received) with controls for academic aptitude. Attention problems, delinquency, and substance use were significantly associated with diminished achievement, but depression was not. Combinations of problems involving substance use were especially consequential. Our results demonstrate that the social consequences of mental health problems are not the inevitable result of diminished functional ability but, rather, reflect negative social responses. These results also encourage a broader perspective on mental health by demonstrating that behavior problems heighten the negative consequences of more traditional forms of distress.
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 academic achievement and the quality of their home environments. Results suggest that children of young mothers with low levels of education perform better on tests of academic skills and have higher quality home environments when their mothers complete additional schooling, whereas increased maternal education does not predict improvements in the achievement or home environments of children with older and more highly educated mothers. The estimated effects of additional maternal schooling for children of these younger mothers appear to be more pronounced for children's reading than math skills.
Green, Jasmine; Nelson, Genevieve; Martin, Andrew J.; Marsh, Herb
Critical questions in educational psychology research to be addressed in this paper concern the casual relationship between academic self-concept, academic motivation and its effect on academic achievement. Do changes in academic self-concept and academic motivation lead to changes in subsequent academic achievement? Various studies have attempted…
Núñez, J. C.; Suárez, N.; Rosário, P.; Vallejo, G.; Valle, A.; Epstein, J. L.
This study aims to produce a deeper understanding of the relationship between perceived parental homework involvement (i.e., parental homework control and parental homework support), student homework behaviors (i.e., time spend on homework completion, time management, and amount of homework completed), and student academic achievement. Using…
Bennett-Garraway, Jocelyn M.
Do parents play a significant role in the academic achievement and career decision making process of African American children? Studies have confirmed the importance of the role of parents and have even identified preferred parenting styles as having the best academic achievement (Dornbusch, Ritter, Leiderman, Roberts, & Fraleigh, 1987;…
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
Wei, Yichun; Clifton, Rodney A.; Roberts, Lance W.
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, &…
Zhang, Baoshan; Wang, Mo; Li, Juan; Yu, Guoliang; Bi, Yan-Ling
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…
McArdle, Jack; Hamagami, Fumiaki; Chang, Janice Y.; Hishinuma, Earl S.
The scientific literature consistently supports a negative relationship between adolescent depression and educational achievement, but we are certainly less sure on the causal determinants for this robust association. In this paper we present multivariate data from a longitudinal cohort-sequential study of high school students in Hawai‘i (following McArdle, 2009; McArdle, Johnson, Hishinuma, Miyamoto, & Andrade, 2001). We first describe the full set of data on academic achievements and self-reported depression. We then carry out and present a progression of analyses in an effort to determine the accuracy, size, and direction of the dynamic relationships among depression and academic achievement, including gender and ethnic group differences. We apply three recently available forms of longitudinal data analysis: (1) Dealing with Incomplete Data -- We apply these methods to cohort-sequential data with relatively large blocks of data which are incomplete for a variety of reasons (Little & Rubin, 1987; McArdle & Hamagami, 1992). (2) Ordinal Measurement Models (Muthén & Muthén, 2006) -- We use a variety of statistical and psychometric measurement models, including ordinal measurement models to help clarify the strongest patterns of influence. (3) Dynamic Structural Equation Models (DSEMs; McArdle, 2009). We found the DSEM approach taken here was viable for a large amount of data, the assumption of an invariant metric over time was reasonable for ordinal estimates, and there were very few group differences in dynamic systems. We conclude that our dynamic evidence suggests that depression affects academic achievement, and not the other way around. We further discuss the methodological implications of the study. PMID:25598650
The purpose of this study was to compare three groups: JROTC students, student athletes, and other students, to determine if there were differences in academic achievement. Gaining an understanding of the necessary skills required to become academically successful and make healthy life choices, could provide educators working within an urban…
Montrosse, Bianca Elizabeth
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…
Owens, Carol L.
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…
Liu, Kun-Shia; Cheng, Ying-Yao; Chen, Yi-Ling; Wu, Yuh-Yih
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.
Couch, James V.; And Others
An investigation of self-statements, test anxiety and academic achievement studied 426 college students. Research methodology is defined, demographics and student profiles for both facilitative and debilitative test anxiety are presented, with the resulting findings for each testing component. The student profile for high facilitative test anxiety…
This article discusses an approach to teaching used at Calexico Unified School District, a California-Mexican border high school, by a group of teachers working to make teaching and learning more relevant to Chicano and Mexican students' lives and to improve their academic achievement in writing. An off-shoot of a training program for English…
Mason, Hope I.
With the push for teacher accountability and the controversy concerning high-stakes testing, more teachers are looking for systematic ways to increase academic achievement. If the U.S. is to regain its global position as number 1 in the education arena, education policy must dictate that teachers integrate technology as a regular part of core…
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…
Fundi, Shaaban Kitindi
This study explored the matching hypothesis by examining the effect of matching students' learning style preferences with teachers' instructional strategies on students' academic performance and lesson enjoyment in a high school general chemistry course. To achieve the study aims, the researcher utilized a single-participant study design with a baseline phase and four treatment phases. Determination of students' learning style preferences involved using the Visual, Audial, Read/Write, and Kinesthetic (VARK) Learning Style Inventory. During the one-week baseline phase, students received instruction using regular instructional strategies, followed by four treatment phases: visual intervention, audial intervention, read/write intervention, and a kinesthetic intervention. Each intervention phase lasted one week. During each phase, the researcher measured academic achievement using three teacher-created quiz scores. Student enjoyment was measured using the Test of Science-Related Attitudes (TOSRA). A total of 14 students completed the VARK Questionnaire. Of these, eight students (2 boys and 6 girls) exhibited a multimodal learning style were subsequently excluded from study participation. An additional student was excluded due to excessive absenteeism, leaving five students who completed all phases of the study. Results indicated that matching students' learning style preferences with teachers' instructional strategies did not improve students' academic performance as measured by teacher-created quizzes. However, weekly switching of the instructional strategies did improve student enjoyment of chemistry lessons. Student enjoyment increased for all participants in all intervention phases regardless of whether or not instruction matched students' learning style preferences compared to baseline phase. The results of this study do not support the matching hypothesis. The students in this study, preferred to learn with multiple teaching strategies. Alternating instructional
Spencer, Margaret Beale; Noll, Elizabeth; Cassidy, Elaine
Significant resources have been directed at understanding and alleviating the achievement gap in education. Most programs focused on this aim rely on a top-down approach, including funding for infrastructure improvement, curriculum development, class size, and teacher salaries. This article presents findings from a randomized field trial that…
Mulzac, Anica Camela
Research has shown that academic achievement among racial minority groups, particularly African Americans, and the majority Caucasian group is profoundly disproportionate. A number of variables have been shown to influence the academic achievement of students, such as stereotype threat, racial identity, and academic self-concept (Awad, 2007;…
Reviews research findings on academic self-concept, including the multidimensional character of academic self-concept, the role of frame of reference in academic self-concept formation, and the relationship between academic achievement and academic self-concept. Explores implications of this research for educational practice and suggests areas for…
Rattermann, Mary Jo
This research presents data linking the impact of substance disorder to academic achievement, using data gathered at a recovery high school. Recovery schools provide recovery supports and a high-quality education to students with substance use disorders. The Global Appraisal of Individual Needs -- Short Screener and the Northwest Evaluation…
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
Drinking water manganese (WMn) is a potential threat to children's health due to its associations with a wide range of outcomes including cognitive, behavioral and neuropsychological effects. Although adverse effects of Mn on cognitive function of the children indicate possible impact on their academic achievement little evidence on this issue is available. Moreover, little is known regarding potential interactions between exposure to Mn and other metals, especially water arsenic (WAs). In Araihazar, a rural area of Bangladesh, we conducted a cross-sectional study of 840 children to investigate associations between WMn and WAs and academic achievement in mathematics and languages among elementary school-children, aged 8-11 years. Data on As and Mn exposure were collected from the participants at the baseline of an ongoing longitudinal study of school-based educational intervention. Annual scores of the study children in languages (Bangla and English) and mathematics were obtained from the academic achievement records of the elementary schools. WMn above the WHO standard of 400μg/L was associated with 6.4% score loss (95% CI=-12.3 to -0.5) in mathematics achievement test scores, adjusted for WAs and other sociodemographic variables. We did not find any statistically significant associations between WMn and academic achievement in either language. Neither WAs nor urinary As was significantly related to any of the three academic achievement scores. Our finding suggests that a large number of children in rural Bangladesh may experience deficits in mathematics due to high concentrations of Mn exposure in drinking water.
Trautwein, Ulrich; Lüdtke, Oliver; Roberts, Brent W; Schnyder, Inge; Niggli, Alois
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.
Howard, Anissa K.; Ziomek-Daigle, Jolie
Utilizing a single-group interrupted time series design (Creswell, 2003), this pilot study examined the relationship between academic achievement, school bonding, and the extracurricular activity participation of "uninvolved" students (n=11) who participated in a voluntary support group at a suburban high school in the southeast. Results…
Madigan, Kathleen; Cross, Richard W.; Smolkowski, Keith; Strycker, Lisa A.
This study evaluated the long-term impact of schoolwide positive behavioural interventions and supports (PBIS) on student academic achievement. In this quasi-experimental study, academic achievement data were collected over 9 years. The 21 elementary, middle, and high schools that achieved moderate to high fidelity to the Save & Civil Schools'…
Pop, Eleonora Ioana; Negru-Subtirica, Oana; Crocetti, Elisabetta; Opre, Adrian; Meeus, Wim
The present three-wave longitudinal study provides empirical evidence for the mechanisms of the bright and dark sides of identity development in the academic context. First, we investigated the patterns of stability and change in educational identity and academic achievement among adolescents. Second, we examined the reciprocal associations between identity processes (i.e., commitment, in-depth exploration, and reconsideration of commitment) and academic achievement. The main results of the study highlighted that academic achievement predicts the manner in which adolescents deal with their identity issues in the academic context. Thus, high academic achievement leads to high levels of commitment (identity synthesis), while low academic achievement leads to high levels of reconsideration of commitment (identity confusion). This unidirectional pattern of effects applied equally to adolescent boys and girls, early-to-middle and middle-to-late adolescents, and to adolescents attending theoretical and vocational schools. Practical implications are discussed.
Herrera, Carla; Grossman, Jean Baldwin; Linden, Leigh L.
One crucial decision that middle schoolers (and their families) make is where they will attend high school. Many districts employ school choice systems designed to allow students to pick a high school that will meet their needs and interests. Yet most students prefer high schools that are close to home, and for youth in low-income neighborhoods,…
Kellow, J. Thomas; Jones, Brett D.
This study investigated whether African American high school freshman students experience stereotype threat when taking a test that is seen as a predictor of their success on a high-stakes test. The authors conceptually replicated a previous study by Kellow and Jones (2005) using a true experimental design, as opposed to a quasi-experimental…
Blankenship, Tashauna L.; O’Neill, Meagan; Ross, Alleyne; Bell, Martha Ann
The contributions of working memory and recollection to academic achievement are typically examined separately and most often with children who have learning difficulties. This study is the first to observe both types of memory in the same study and in typically developing children. Academic achievement focused on standardized assessments of math fluency, calculation, reading fluency, and passage comprehension. As noted in previous studies, working memory was associated with each assessed measure of academic achievement. Recollection, however, specifically contributed to math fluency and passage comprehension. Thus, recollection should be considered alongside working memory in studies of academic achievement. PMID:26644761
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
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.
Bevel, Raymona King
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…
Hale, James B; Reddy, Linda A; Semrud-Clikeman, Margaret; Hain, Lisa A; Whitaker, James; Morley, Jessica; Lawrence, Kyle; Smith, Alex; Jones, Nicole
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 "cool" executive-working memory (EWM) and "hot" self-regulation (SR) neuropsychological impairments could aid in differential diagnosis of ADHD subtypes and determining cognitive and academic MPH response. In this study, children aged 6 to 16 with ADHD inattentive type (IT; n = 19) and combined type (n = 33)/hyperactive-impulsive type (n = 4) (CT) participated in double-blind placebo-controlled MPH trials with baseline and randomized placebo, low MPH dose, and high MPH dose conditions. EWM/ SR measures and behavior ratings/classroom observations were rank ordered separately across conditions, with nonparametric randomization tests conducted to determine individual MPH response. Participants were subsequently grouped according to their level of cool EWM and hot SR circuit dysfunction. Robust cognitive and behavioral MPH response was achieved for children with significant baseline EWM/SR impairment, yet response was poor for those with adequate EWM/ SR baseline performance. Even for strong MPH responders, the best dose for neuropsychological functioning was typically lower than the best dose for behavior. Findings offer one possible explanation for why long-term academic MPH treatment gains in ADHD have not been realized. Implications for academic achievement and medication titration practices for children with behaviorally diagnosed ADHD will be discussed.
Dryer, Rachel; Henning, Marcus A.; Tyson, Graham A.; Shaw, Rosemary
This study examined whether: (1) the non-academic constructs of psychological well-being, motivation to learn and quality of life (QOL) explained the variance in the academic achievement of students with disability; and (2) students with a mental health disability (MHD) differed from students with other disability on academic achievement and on…
Claro, Susana; Paunesku, David; Dweck, Carol S
Two largely separate bodies of empirical research have shown that academic achievement is influenced by structural factors, such as socioeconomic background, and psychological factors, such as students' beliefs about their abilities. In this research, we use a nationwide sample of high school students from Chile to investigate how these factors interact on a systemic level. Confirming prior research, we find that family income is a strong predictor of achievement. Extending prior research, we find that a growth mindset (the belief that intelligence is not fixed and can be developed) is a comparably strong predictor of achievement and that it exhibits a positive relationship with achievement across all of the socioeconomic strata in the country. Furthermore, we find that students from lower-income families were less likely to hold a growth mindset than their wealthier peers, but those who did hold a growth mindset were appreciably buffered against the deleterious effects of poverty on achievement: students in the lowest 10th percentile of family income who exhibited a growth mindset showed academic performance as high as that of fixed mindset students from the 80th income percentile. These results suggest that students' mindsets may temper or exacerbate the effects of economic disadvantage on a systemic level.
Claro, Susana; Paunesku, David; Dweck, Carol S.
Two largely separate bodies of empirical research have shown that academic achievement is influenced by structural factors, such as socioeconomic background, and psychological factors, such as students’ beliefs about their abilities. In this research, we use a nationwide sample of high school students from Chile to investigate how these factors interact on a systemic level. Confirming prior research, we find that family income is a strong predictor of achievement. Extending prior research, we find that a growth mindset (the belief that intelligence is not fixed and can be developed) is a comparably strong predictor of achievement and that it exhibits a positive relationship with achievement across all of the socioeconomic strata in the country. Furthermore, we find that students from lower-income families were less likely to hold a growth mindset than their wealthier peers, but those who did hold a growth mindset were appreciably buffered against the deleterious effects of poverty on achievement: students in the lowest 10th percentile of family income who exhibited a growth mindset showed academic performance as high as that of fixed mindset students from the 80th income percentile. These results suggest that students’ mindsets may temper or exacerbate the effects of economic disadvantage on a systemic level. PMID:27432947
Respondek, Lisa; Seufert, Tina; Stupnisky, Robert; Nett, Ulrike E
The present study addressed concerns over the high risk of university students' academic failure. It examined how perceived academic control and academic emotions predict undergraduate students' academic success, conceptualized as both low dropout intention and high achievement (indicated by GPA). A cross-sectional survey was administered to 883 undergraduate students across all disciplines of a German STEM orientated university. The study additionally compared freshman students (N = 597) vs. second-year students (N = 286). Using structural equation modeling, for the overall sample of undergraduate students we found that perceived academic control positively predicted enjoyment and achievement, as well as negatively predicted boredom and anxiety. The prediction of dropout intention by perceived academic control was fully mediated via anxiety. When taking perceived academic control into account, we found no specific impact of enjoyment or boredom on the intention to dropout and no specific impact of all three academic emotions on achievement. The multi-group analysis showed, however, that perceived academic control, enjoyment, and boredom among second-year students had a direct relationship with dropout intention. A major contribution of the present study was demonstrating the important roles of perceived academic control and anxiety in undergraduate students' academic success. Concerning corresponding institutional support and future research, the results suggested distinguishing incoming from advanced undergraduate students.
Respondek, Lisa; Seufert, Tina; Stupnisky, Robert; Nett, Ulrike E.
The present study addressed concerns over the high risk of university students' academic failure. It examined how perceived academic control and academic emotions predict undergraduate students' academic success, conceptualized as both low dropout intention and high achievement (indicated by GPA). A cross-sectional survey was administered to 883 undergraduate students across all disciplines of a German STEM orientated university. The study additionally compared freshman students (N = 597) vs. second-year students (N = 286). Using structural equation modeling, for the overall sample of undergraduate students we found that perceived academic control positively predicted enjoyment and achievement, as well as negatively predicted boredom and anxiety. The prediction of dropout intention by perceived academic control was fully mediated via anxiety. When taking perceived academic control into account, we found no specific impact of enjoyment or boredom on the intention to dropout and no specific impact of all three academic emotions on achievement. The multi-group analysis showed, however, that perceived academic control, enjoyment, and boredom among second-year students had a direct relationship with dropout intention. A major contribution of the present study was demonstrating the important roles of perceived academic control and anxiety in undergraduate students' academic success. Concerning corresponding institutional support and future research, the results suggested distinguishing incoming from advanced undergraduate students. PMID:28326043
Kristjansson, Alfgeir Logi; Sigfusdottir, Inga Dora; Allegrante, John P.; Helgason, Asgeir R.
Objectives: To examine the association between health behavior indicators, school contentment, and academic achievement. Methods: Structural equation modeling with 5810 adolescents. Results: Our model explained 36% of the variance in academic achievement and 24% in school contentment. BMI and sedentary lifestyle were negatively related to school…
Lawrence, A. S. Arul; Vimala, A.
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…
Shropshire, Delia F. B.
The purpose of the study was to determine to what extent teaching style relates to third grade African American male academic achievement. The problem in this study addressed the factors affecting the academic achievement of the African American third grade male. This problem led the researcher to investigate the teaching styles of the…
Cherry, Crystal M.
This paper reviews the literature on the relationship between birth order and several variables, especially academic achievement. One study found a relationship between leadership skills and birth order for males. Several studies found no relationship between birth order and academic achievement; grade point average; self-esteem; locus of control…
Hannigan, William J.
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…
Katsiyannis, Antonis; Ryan, Joseph B.; Zhang, Dalun; Spann, Anastasia
For well over a century, behavioral researchers have attempted to understand the relation between juvenile delinquency and academic achievement. The authors review current literature pertaining to academic achievement and its effect on delinquency. While researchers have not yet been able to establish a direct causal relation between these two…
Niia, Anna; Almqvist, Lena; Brunnberg, Elinor; Granlund, Mats
This study shows that students, teachers, and parents in Swedish schools ascribe differing meanings and significance to students' participation in school in relation to academic achievement. Students see participation as mainly related to social interaction and not academic achievement, whilst teachers view students' participation as more closely…
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…
Lawrence, Arul A. S.; Lawrence, John A.
Personality is the man. The successful living of an individual, as a man, depends to a large extent on the academic achievement of that individual, as a student. This article attempts to find out personality type, academic achievement of secondary school students and relationship between them by selecting a sample of 300 secondary school students…
Schmitt, Sara A.; Finders, Jennifer K.; McClelland, Megan M.
Research Findings: The present study investigated the direct effects of residential mobility on children's inhibitory control and academic achievement during the preschool year. It also explored fall inhibitory control and academic skills as mediators linking residential mobility and spring achievement. Participants included 359 preschool children…
Schmitt, Sara A.; Finders, Jennifer K.; McClelland, Megan M.
The present study investigated the direct effects of residential mobility on children's inhibitory control and academic achievement during the preschool year. It also explored fall inhibitory control and academic skills as mediators linking residential mobility and spring achievement. Participants included 359 preschool children (49% female)…
This study examined the influence of motivation on academic achievement. The theoretical rationale for the study is grounded in bridging two influential yet isolated literatures of motivation: goal setting theory and achievement goal theory. Although it is clear that academic performance should be influenced by assigned learning goals,…
Schwinger, Malte; Wirthwein, Linda; Lemmer, Gunnar; Steinmayr, Ricarda
Self-handicapping represents a frequently used strategy for regulating the threat to self-esteem elicited by the fear of failing in academic achievement settings. Several studies have documented negative associations between self-handicapping and different educational outcomes, inter alia academic achievement. However, studies on the relation…
Karagöl, Ibrahim; Bekmezci, Sinan
The aim of this study is to examine the relationship between academic achievements and critical thinking dispositions of teacher candidates in Faculty of Education and to find out whether critical thinking dispositions and academic achievements scores of teacher candidates differ according to different variables. The population consists of the…
Gajda, Aleksandra; Karwowski, Maciej; Beghetto, Ronald A.
This article reports on a meta-analysis of 120 studies (total N = 52,578; 782 effects) examining the relationship between creativity and academic achievement in research conducted since the 1960s. Average correlation between creativity and academic achievement was r = 0.22, 95% CI [0.19, 0.24]. An analysis of moderators revealed that this…
McEwan, Lynn; Goldenberg, Dolly
A study of 41 graduate nursing students found they had high achievement motivation and academic ability. Trait anxiety was the only valid predictor of academic success. Academic ability and inherent anxiety had greater potential for predicting students who would succeed. (Author/SK)
Regner, Isabelle; Loose, Florence; Dumas, Florence
The present study examined whether students' perceptions of two major facets of parental and teacher academic involvement (i.e., academic support and academic monitoring), contribute to the process of students' achievement goals adoption. French junior high-school students completed two questionnaires assessing first their perceptions of parental…
Seaton, Marjorie; Parker, Philip; Marsh, Herbert W.; Craven, Rhonda G.; Yeung, Alexander Seeshing
Research suggests that motivated students and those with high academic self-concepts perform better academically. Although substantial evidence supports a reciprocal relation between academic self-concept and achievement, there is less evidence supporting a similar relation between achievement goal orientations and achievement. There is also a…
Tanaka, A; Yamauchi, H
This study investigated the effect of achievement motive on goal orientation, and that of goal orientation on intrinsic interest in learning and academic achievement, based on the model proposed by Elliot and Church (1997). A sample of 222 fifth and sixth grade students of an elementary school, and another of 307 seventh, eighth and ninth grade students of a junior high school participated in the study. The approach-avoidance framework of Elliot and Harackiewicz (1996) was used to classify goal orientations. With multiple-sample structural equation modeling, the paths in two causal models, one for each of the elementary and junior high school samples, were compared. A path was found from hope for success to mastery orientation, from both hope for success and fear of failure to performance-approach orientation, and from fear of failure to performance-avoidance orientation. Mastery and performance-approach orientations each had a positive effect on intrinsic interest in learning. For elementary school children, performance-approach orientation enhanced academic achievement, and for junior high school students, mastery orientation mainly facilitated it. Performance-avoidance orientation had a negative effect on both intrinsic interest and academic achievement.
Høigaard, Rune; Kovač, Velibor Bobo; Øverby, Nina Cecilie; Haugen, Tommy
This study investigated the effects of proximal and distal constructs on adolescent's academic achievement through self-efficacy. Participants included 482 ninth- and tenth- grade Norwegian students who completed a questionnaire designed to assess school-goal orientations, organizational citizenship behavior, academic self-efficacy, and academic achievement. The results of a bootstrapping technique used to analyze relationships between the constructs indicated that school-goal orientations and organizational citizenship predicted academic self-efficacy. Furthermore, school-goal orientation, organizational citizenship, and academic self-efficacy explained 46% of the variance in academic achievement. Mediation analyses revealed that academic self-efficacy mediated the effects of perceived task goal structure, perceived ability structure, civic virtue, and sportsmanship on adolescents' academic achievements. The results are discussed in reference to current scholarship, including theories underlying our hypothesis. Practical implications and directions for future research are suggested.
Hughes, Jan N; Dyer, Nicole; Luo, Wen; Kwok, Oi-Man
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.
Rytkonen, Henna; Parpala, Anna; Lindblom-Ylanne, Sari; Virtanen, Viivi; Postareff, Liisa
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…
Shipman, Larry Douglas, Sr.
Middle and high schools across America are striving to equip their students with the tools necessary for achieving their highest academic potential to become model citizens. The purpose of this qualitative case study was to examine the strategies and interventions available for middle and high school students referred to In-school suspension (ISS)…
Johnson, Ryan A.
The purpose of this study was to explore the academic experiences of highly successful African-American male graduates of small, private liberal arts colleges using a qualitative approach. Fourteen highly successful alumni from selective, private colleges were purposefully selected for the study, including seven African-American males and seven…
Rimfeld, Kaili; Kovas, Yulia; Dale, Philip S.; Plomin, Robert
Grit -- perseverance and passion for long-term goals -- has been shown to be a significant predictor of academic success, even after controlling for other personality factors. Here, for the first time, we use a UK-representative sample and a genetically sensitive design to unpack the etiology of grit and its prediction of academic achievement in comparison to well-established personality traits. For 4,642 16-year-olds (2,321 twin pairs), we used the Grit-S scale (Perseverance of Effort and Consistency of Interest), along with the Big-5 personality traits, to predict scores on the General Certificate of Secondary Education (GCSE) exams, which are administered UK-wide at the end of compulsory education. Twin analyses of Grit Perseverance yielded a heritability estimate of 37% (20% for Consistency of Interest) and no evidence for shared environmental influence. Personality, primarily Conscientiousness, predicts about 6% of the variance in GCSE scores, but Grit adds little to this prediction. Moreover, multivariate twin analyses showed that roughly two-thirds of the GCSE prediction is mediated genetically. Grit Perseverance of Effort and Big-5 Conscientiousness are to a large extent the same trait both phenotypically (r=0.53) and genetically (genetic correlation = 0. 86). We conclude that the etiology of Grit is highly similar to other personality traits, not only in showing substantial genetic influence but also in showing no influence of shared environmental factors. Personality significantly predicts academic achievement, but Grit adds little phenotypically or genetically to the prediction of academic achievement beyond traditional personality factors, especially Conscientiousness. PMID:26867111
Dotterer, Aryn M; Lowe, Katie
Classroom context and school engagement are significant predictors of academic achievement. These factors are especially important for academically at-risk students. Grounded in an ecological systems perspective, this study examined links between classroom context, school engagement, and academic achievement among early adolescents. We took a multidimensional approach to the measurement of classroom context and school engagement, incorporating both observational and self-reported assessments of various dimensions of classroom context (instruction quality, social/emotional climate, and student-teacher relationship) and school engagement (psychological and behavioral engagement). Using data from the NICHD Study of Early Child Care and Youth Development, we tested whether school engagement mediated the link between classroom context and academic achievement among 5th grade students, and whether these pathways were the same for students with previous achievement difficulties identified in 3rd grade. Participants included 1,014 children (50% female) in 5th grade (mean age = 11). The majority of the participants were white (77%) and 23% were children of color. Results indicated that psychological and behavioral engagement mediated the link between classroom context and academic achievement for students without previous achievement difficulties. However, for students with previous achievement difficulties psychological and behavioral engagement did not mediate the link between classroom context and academic achievement. These results suggest that improving classroom quality may not be sufficient to improve student engagement and achievement for students with previous achievement difficulties. Additional strategies may be needed for these students.
Cerda, Carissa A.; Im, Myung Hee; Hughes, Jan N.
Using an academically at-risk, ethnically diverse sample of 744 first-grade children, this study tested a multi-method (i.e., child performance measures, teacher ratings, and peer ratings) measurement model of learning-related skills (i.e., effortful control [EC], behavioral self-regulation [BSR], and social competence [SC]), and their shared and unique contributions to children's reading and math achievement, above the effect of demographic variables. The hypothesized correlated factor measurement model demonstrated relatively good fit, with BSR and SC correlated highly with one another and moderately with EC. When entered in separate regression equations, EC and BSR each predicted children's reading and math achievement; SC only predicted reading achievement. When considered simultaneously, neither EC, BSR, nor SC contributed independently to reading achievement; however, EC had a direct effect on math achievement and an indirect effect on reading achievement via both BSR and SC. Implications for research and early intervention efforts are discussed. PMID:25908886
House, J D
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).
Maville, J; Huerta, C G
This article describes two studies examining the effects of stress and social support on the academic achievement of Hispanic associate degree nursing students. The first study investigated stress, measured by the Life Experiences Survey (LES), and its relationship to academic achievement. Data analysis revealed a relationship between negative stress and academic achievement. Student level and ethnic origin were found to be predictive of stress. Ethnic origin and age also had an effect on academic achievement. Qualitative data indicated that students experienced stresses as a result of the academic environment. The second study investigated the effect of social support, measured by the Norbeck Social Support Questionnaire (NSSQ), on student persistence. No significant relationship was found. Qualitative data revealed less than desired social support in lower achieving students. Conclusions from these studies form the basis for identification of the high risk student and strategies to remediate the academically handicapped Hispanic student.
Villavicencio, Felicidad T.; Bernardo, Allan B. I.
Background: Research has shown how academic emotions are related to achievement and to cognitive/motivational variables that promote achievement. Mediated models have been proposed to account for the relationships among academic emotions, cognitive/motivational variables, and achievement, and research has supported such mediated models,…
Rogers, Keba Marguerita
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…
Lam, Un Fong; Chen, Wei-Wen; Zhang, Jingqi; Liang, Ting
This study examined the relationships between school belonging, academic emotions, and academic achievement in Macau adolescents. A survey of 406 junior high school students in Macau was used to collect information on the extent to which these students felt accepted and respected in their schools (school belonging), the emotions they experienced…
Seabi, Joseph; Payne, Jarrod
Purpose: Academic achievement of first year university students in the international arena, as well as in South Africa, has been a point of concern for all stakeholders because of high failure and dropout rates. The purpose of this paper is to investigate the effects of identity processing styles on academic achievement in first year university…
Student Centered Homogeneous Ability Grouping: Using Bronfenbrenner's Theory of Human Development to Investigate the Ecological Factors Contributing to the Academic Achievement of High School Students in Mathematics
Webb, Karla Denise
The purpose of this qualitative study was to explore the interconnectedness of the environment, human development, and the factors that influence students' academic performance in a homogeneous ability grouped mathematics classroom. The study consisted of four African American urban high school juniors, 2 male and 2 female. During the 12 week…
Doyle, Matthew D; Lockwood, Brian; Comiskey, John G
Much of the literature on the consequences of natural disasters has focused on their physical and psychological ramifications. Few researchers have considered how the impacts of a natural disaster can influence academic achievement. This study analyses data collected from nearly 300 students at a mid-sized, private university in the northeast United States to determine if the effects of Cyclone Sandy in 2012 are associated with measures of academic achievement. The findings reveal that experiencing headaches after the event resulted in a higher likelihood of students suffering a loss of academic motivation. In addition, experiencing headaches and a loss of academic motivation were correlated with a lower grade point average (GPA) during the semester in which Sandy made landfall. However, the more direct effects of the superstorm, including displacement and a loss of power, did not have a significant bearing on academic achievement. Lastly, the paper examines the implications for higher education policy and future research.
Mello, Zena R.; Worrell, Frank C.
Time perspective is a useful psychological construct associated with educational outcomes (Phalet, Andriessen, & Lens, 2004) and may prove fruitful for research focusing on academically talented adolescents. Thus, the relationship of time perspective to age, gender, and academic achievement was examined among 722 academically talented middle and…
Edgerton, Jason; Peter, Tracey; Roberts, Lance
Bourdieu's theory of cultural and social reproduction posits that students' habitus--learned behavioural and perceptual dispositions rooted in family upbringing--is a formative influence on how they react to their educational environments, affecting academic practices and academic achievement. Although originally conceived as a "class"…
Sariçoban, Arif; Behjoo, Bahram Mohammadi
This study aims to scrutinize the possible relationship between academic self-efficacy beliefs and foreign language achievement among prospective ELT teachers. To do so, the data for the study were collected through a questionnaire, "College Academic Self-Efficacy Scale" adapted from Owen & Froman (1988), consisting of 33 items…
Redd, Zakia; Cochran, Stephanie; Hair, Elizabeth; Moore, Kristin
Based on the view that programs with a strong academic component may reduce the substantial educational disparities for American students from disadvantaged backgrounds or in chronically underperforming schools and school districts, this synthesis of research on academic achievement programs describes how such programs may help children and…
Moussa, Wael Soheil
This dissertation examines the student academic achievement through various mechanisms, put in place by the public school district, classroom student behavior, and negative external shocks to the students' living environment. I examine the impacts of various treatments on student short and long run academic outcomes such as math and English test…
Coohey, Carol; Renner, Lynette M.; Hua, Lei; Zhang, Ying J.; Whitney, Stephen D.
Purpose: Although researchers have concluded that child maltreatment has a negative effect on children's learning and academic achievement, not all children are negatively affected by maltreatment, and some children seem to succeed academically despite being maltreated. Drawing on risk and resilience theory, we examined a broad range of potential…
Morrissey, Taryn W.; Hutchison, Lindsey; Winsler, Adam
Low family income is associated with poor academic achievement among children. Higher rates of school absence and tardiness may be one mechanism through which low family income impacts children's academic success. This study examines relations between family income, as measured by receipt of free or reduced-price lunch, school attendance, and…
Valiente, Carlos; Eisenberg, Nancy; Haugen, Rg; Spinrad, Tracy L.; Hofer, Claire; Liew, Jeffrey; Kupfer, Anne
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.,…
Akos, Patrick; Rose, Roderick A.; Orthner, Dennis
The academic impact of the transition from elementary to middle school has significant consequences for many early adolescents. This study examines academic growth across the transition, as well as sociodemographic moderators. Rather than defining the transition effect as a decline in student achievement between fifth and sixth grade, these data…
Lanciano, Tiziana; Curci, Antonietta
We tested the incremental validity of an ability measure of emotional intelligence (El) in predicting academic achievement in undergraduate students, controlling for cognitive abilities and personality traits. Academic achievement has been conceptualized in terms of the number of exams, grade point average, and study time taken to prepare for each exam. Additionally, gender differences were taken into account in these relationships. Participants filled in the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), the Raven's Advanced Progressive Matrices, the reduced version of the Eysenck Personality Questionnaire, and academic achievement measures. Results showed that El abilities were positively related to academic achievement indices, such as the number of exams and grade point average; total El ability and the Perceiving branch were negatively associated with the study time spent preparing for exams. Furthermore, El ability adds a percentage of incremental variance with respect to cognitive ability and personality variables in explaining scholastic success. The magnitude of the associations between El abilities and academic achievement measures was generally higher for men than for women. Jointly considered, the present findings support the incremental validity of the MSCEIT and provide positive indications of the importance of El in students' academic development. The helpfulness of El training in the context of academic institutions is discussed.
Rivera, Manuel G.
The life of Benito Juarez--who broke all odds to achieve academically, politically, and socially--serves proof that Hispanics can achieve without sacrificing their cultural heritage. The current educational achievement of Hispanics in California and elsewhere in the nation is a matter for serious consideration. Nearly 50% of all Hispanics enrolled…
Areepattamannil, Shaljan; Freeman, John G.
The study examined the self-reported academic achievement, academic self-concept, and academic motivation of 573 immigrant and nonimmigrant adolescents in the Greater Toronto Area (GTA) secondary schools. Descriptive Discriminant Analyses indicated that the immigrant adolescents had higher performance in mathematics, higher math and school…
Tracz, Susan M.; Gibson, Sherri
Teacher efficacy is a critical variable in teacher and school effectiveness. The Teacher Efficacy Scale was used to assess teacher efficacy and investigate its relationship to teacher use of time, student time on task, and student achievement. Classroom observations were gathered from 14 teachers, grades 4-6, at two schools. Teacher allocation of…
Mayes, Susan Dickerson; Calhoun, Susan L.; Bixler, Edward O.; Zimmerman, Dennis N.
Word reading and math computation scores were predicted from Wechsler Abbreviated Scale of Intelligence Full Scale IQ, 10 neuropsychological tests, and parent attention deficit hyperactivity disorder (ADHD) ratings in 214 general population elementary school children. IQ was the best single predictor of achievement. In addition, Digit Span…
Harvard Educational Review, 2004
Using data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development, the NICHD Early Child Care Research Network (ECCRN) constructed a structural model predicting reading and mathematics achievement in first-grade children from parenting, child-care, and first-grade schooling…
Barlow, Kathy A.; Hickey, Ann
A study of 215 athletes at a small private liberal arts Division III college revealed that athletes (a) begin their college experience with SATs no different from non-athletes; (b) attain GPAs that do not significantly differ from those of nonathletes; (c) achieve GPAs that do not significantly differ between their "in-season" semester…
Fairlie, Robert W.
Although a large literature explores the achievement gap between minority and non-minority students, very little is known about whether disparities in access to technology are partly responsible. Data from the first-ever field experiment involving the random provision of free computers to low-income community college students for home use are used…
Canto-Herrera, Pedro; Salazar-Carballo, Humberto
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…
Stäbler, Franziska; Dumont, Hanna; Becker, Michael; Baumert, Jürgen
Empirical studies have demonstrated that students who are taught in a group of students with higher average achievement benefit in terms of their achievement. However, there is also evidence showing that being surrounded by high-achieving students has a negative effect on students' academic self-concept, also known as the big-fish--little-pond…
Ishak, Zahari; Low, Suet Fin; Lau, Poh Li
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.
Händel, Marion; Vialle, Wilma; Ziegler, Albert
The reported study investigated students' perceptions of their high-performing classmates in terms of intelligence, social skills, and conscientiousness in different school subjects. The school subjects for study were examined with regard to cognitive, physical, and gender-specific issues. The results show that high academic achievements in…
Lockshin, Jeffrey; Zamkov, Oleg
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…
Inglehart, Marita Rosch; Brown, Donald R.
Gender differences in academic achievement of students in the medical school at the University of Michigan were investigated in this study. Observed achievement differences were attributed to gender differences in values which influence student motivation. Three hypotheses were tested: (1) that men place more importance on mastery-related issues,…
Caro, Daniel H.; Lenkeit, Jenny; Lehmann, Rainer; Schwippert, Knut
Students in Germany are tracked into different forms of secondary schooling based on teachers' recommendations. The literature shows that school tracking is largely affected by academic achievement levels, but neglects the influence of individual achievement growth. The authors used data from the Berlin study ELEMENT (N = 2242) to characterize…
Schmid, Megan E.; Gillian-Daniel, Donald L.; Kraemer, Sara; Kueppers, Mark
The achievement gap, disparities in the academic achievement of marginalized students (e.g., underrepresented minority, first generation in their family to attend college, and low socio-economic status undergraduate students) relative to their non-minority peers is a pervasive problem in higher education. It impacts student access to the major and…
Townsend, Dianna; Filippini, Alexis; Collins, Penelope; Biancarosa, Gina
Despite the current theoretical momentum for the importance of academic English and the acknowledgment that academic materials increase in complexity through the grades, little empirical attention has been devoted to the role of academic English in academic achievement. This study examined the amount of variance in academic achievement explained…
Olofsson, Åke; Taube, Karin; Ahl, Astrid
Broadened recruitment to higher education is on the agenda in many countries, and it is also widely recognized that the number of dyslexic students entering higher education is increasing. In Sweden, as in many other European countries, higher education institutions are required to accommodate students with dyslexia. The present study focuses on the study outcome for 50 students with diagnosed dyslexia, mainly in teacher education and nurses' training, at three universities in Northern Sweden. The students trusted their own ability to find information on the Internet but mistrusted their own abilities in reading course books and articles in English and in taking notes. The mean rate of study was 23.5 European Credit Transfer and Accumulation System credits per semester, which is slightly below the national baseline of 26.7. The results show that more than half of the students are examined at a normal rate of study but that about one fifth have a very low rate of study. Messages Most students with dyslexia can compensate for their reading problems. Taking notes during lessons and reading in foreign language may be especially difficult for students with dyslexia. Diagnoses should distinguish between reading comprehension and word decoding. More than half of the students with dyslexia can achieve at a normal rate of study. One-fifth of the students with dyslexia may need a longer period of study than other students.
What Works Clearinghouse, 2014
This study of 952 fifth and sixth graders in Washington, DC, and Alexandria, Virginia, found that students who were offered the "Higher Achievement" program had higher test scores in mathematical problem solving and were more likely to be admitted to and attend private competitive high schools. "Higher Achievement" is a…
Saunders, Terrie; Maloney, Kathy
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 paper…
... 2009 † Health-Risk Behaviors Percentage of U.S. high school students who engaged in each risk behavior, by type of grades mostly earned A’s B’s C’s D’s/F’s Unintentional Injury and Violence-Related Behaviors Rarely or never wore a seat ...
Simon, William E.
Forty-four undergradute marihuana users were asked to complete the Edwards Personal Preference Schedule and to report their high school and college grade-point averages. Ss were compared to a control group of 44 Ss who never had used marihuana. (Author)
In a sample of 520 Chinese high school students, the present study aimed to replicate the prior Western findings about the relationship between achievement goals and academic boredom. Our findings indicated that mastery-approach goals and performance-avoidance goals predicted academic boredom, but mastery-avoidance goals and performance-approach goals did not.
Southern Regional Education Board (SREB), 2010
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.…
Rice, Elisabeth Hess; Yen, Cherng-Jyh
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…
Diseth, Age; Kobbeltvedt, Therese
Background: Previous research is inconclusive regarding antecedents and consequences of achievement goals, and there is a need for more research in order to examine the joint effects of different types of motives and learning strategies as predictors of academic achievement. Aims: To investigate the relationship between achievement motives,…
Afolabi, Olukayode Ayooluwa; Ogunmwonyi, Edosa; Okediji, Abayomi
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…
The purpose of this study was to investigate the effects of private tutoring expenditure on two types of Korean students' academic achievements as measured by standardized test achievement and by school performance achievement, applying 5-year data from Korean Educational Longitudinal Study (KELS). It was found that private tutoring expenditure…
Pinxten, Maarten; De Fraine, Bieke; Van Damme, Jan; D'Haenens, Ellen
Background: The relation between academic self-concept and achievement has been examined in a large number of studies. The majority of these studies have found evidence for a reciprocal effects model. However, there is an ongoing debate on how students' achievement should be measured and whether the type of achievement indicator (grades, tests,…
Ray, Corey E.; Elliott, Stephen N.
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…
Acee, Taylor W.; Cho, Yoonjung; Kim, Jung-In; Weinstein, Claire Ellen
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…
Høigaard, Rune; Kovac, Velibor Bobo; Øverby, Nina Cecilie; Haugen, Tommy
This study investigated the effects of proximal and distal constructs on adolescent's academic achievement through self-efficacy. Participants included 482 ninth-and tenth-grade Norwegian students who completed a questionnaire designed to assess school-goal orientations, organizational citizenship behavior, academic self-efficacy, and academic…
McInerney, Dennis M.; Cheng, Rebecca Wing-yi; Mok, Magdalena Mo Ching; Lam, Amy Kwok Hap
This study examined the prediction of academic self-concept (English and Mathematics) and learning strategies (deep and surface), and their direction of effect, on academic achievement (English and Mathematics) of 8,354 students from 16 secondary schools in Hong Kong. Two competing models were tested to ascertain the direction of effect: Model A…
Wang, Hongyu; Cai, Tianji
Self-determined learning is essential to academic success. The motivational resources development model argues that parents promote academic success in their children indirectly by nurturing self-determined learner. In this study, applying a structural equation modelling and using data collected from 8th graders in Zhuhai, China (n = 1009) in 2012, we aim to answer 2 research questions: (a) What forms of parental involvement are highly correlated with self-determined learning and (b) Can self-determined learning fully mediate the relationship between parental involvement and students' academic performance? We find that parental leisure involvement is positively and significantly associated with the development of self-determined learning, which in turn is significantly and positively correlated with academic achievement. Parental provision of structure or parental academic assistance is not significantly associated with students' self-regulation and students' academic achievement.
Professor Neil Carson, who is to retire as Chairman of Monash University's Department of Community Medicine at the end of this year, has completed a significant and successful term marked by many achievements. His energy, vision and ability to acquire and channel resources have helped develop a vibrant and productive department. His wise counsel and negotiating skills have led to important achievements for the cause of general practice in both the political sphere and in academic institutions. He was the founder and first president of the Australian Association for Academic General Practice. His impact on medical education, especially for general practice in Australia, has been far reaching.
Sewell, Trevor; And Others
Examined the relationship of cognitive and personality variables to achievement in 49 Black junior high school students. Results showed a higher achievement motivation for males. Neither personality nor social reinforcement showed much predictive value. The relationship between achievement motive and academic measures was not significant. (JAC)
Jiraporncharoen, Wichuda; Angkurawaranon, Chaisiri; Chockjamsai, Manoch; Deesomchok, Athavudh; Euathrongchit, Juntima
Purpose: This study aimed to explore the associations between learning styles and high academic achievement and to ascertain whether the factors associated with high academic achievement differed between preclinical and clinical students. Methods: A survey was conducted among undergraduate medical students in Chiang Mai University, Thailand. The Index of Learning Styles questionnaire was used to assess each student’s learning style across four domains. High academic achievement was defined as a grade point average of at least 3.0. Results: Of the 1,248 eligible medical students, 1,014 (81.3%) participated. Learning styles differed between the preclinical and clinical students in the active/reflective domain. A sequential learning style was associated with high academic achievement in both preclinical and clinical students. A reflective learning style was only associated with high academic achievement among preclinical students. Conclusion: The association between learning styles and academic achievement may have differed between preclinical and clinical students due to different learning content and teaching methods. Students should be encouraged to be flexible in their own learning styles in order to engage successfully with various and changing teaching methods across the curriculum. Instructors should be also encouraged to provide a variety of teaching materials and resources to suit different learning styles. PMID:26165948
Abd-El-Fattah, Sabry M.; Patrick, Rosan R.
The aim of the present study is to examine the relationships among achievement motivation orientations and academic achievement and interest and whether achievement goals mediate these relationships. A sample of 503 students aged 14-16 years from 8 secondary schools in two Australia cities responded to a questionnaire package, comprising measures…
Suárez, Natalia; Regueiro, Bibiana; Epstein, Joyce L; Piñeiro, Isabel; Díaz, Sara M; Valle, Antonio
Homework is a debated issue in society and its relationship with academic achievement has been deeply studied in the last years. Nowadays, schools are multicultural stages in which students from different cultures and ethnicities work together. In this sense, the present study aims to compare homework involvement and academic achievement in a sample of native and immigrant students, as well as to study immigrant students' relationship between homework involvement and Math achievement. The sample included 1328 students, 10-16 years old from Spanish families (85.6%) or immigrant students or students of immigrant origin (14.4%) from South America, Europe, Africa, and Asia. The study was developed considering three informants: elementary and secondary students, their parents and their teachers. Results showed higher involvement in homework in native students than in immigrant. Between immigrants students, those who are more involved in homework have better academic achievement in Math at secondary grades. There weren't found gender differences on homework involvement, but age differences were reported. Immigrant students are less involved in homework at secondary grades that students in elementary grades. The study highlights the relevance of homework involvement in academic achievement in immigrant students.
Suárez, Natalia; Regueiro, Bibiana; Epstein, Joyce L.; Piñeiro, Isabel; Díaz, Sara M.; Valle, Antonio
Homework is a debated issue in society and its relationship with academic achievement has been deeply studied in the last years. Nowadays, schools are multicultural stages in which students from different cultures and ethnicities work together. In this sense, the present study aims to compare homework involvement and academic achievement in a sample of native and immigrant students, as well as to study immigrant students’ relationship between homework involvement and Math achievement. The sample included 1328 students, 10–16 years old from Spanish families (85.6%) or immigrant students or students of immigrant origin (14.4%) from South America, Europe, Africa, and Asia. The study was developed considering three informants: elementary and secondary students, their parents and their teachers. Results showed higher involvement in homework in native students than in immigrant. Between immigrants students, those who are more involved in homework have better academic achievement in Math at secondary grades. There weren’t found gender differences on homework involvement, but age differences were reported. Immigrant students are less involved in homework at secondary grades that students in elementary grades. The study highlights the relevance of homework involvement in academic achievement in immigrant students. PMID:27757097
Miller, Tracie M.
Despite the research that has been conducted on the quality and effectiveness of teachers being linked to student achievement, little research has explored the perspectives of the teachers in comparison to those of both high performing and low performing high school African-American students. Since students and teachers are the two individuals who…
Collet, Brent; Barron, Sheila; Romitti, Paul A.; Ansley, Timothy N.; Speltz, Matthew
BACKGROUND AND OBJECTIVE: Previous studies of academic achievement of children with oral clefts have mostly relied on small, clinic-based samples prone to ascertainment bias. In the first study in the United States to use a population-based sample with direct assessment, we evaluated the academic achievement of children with oral clefts relative to their classmates. METHODS: Children born with isolated oral clefts in Iowa from 1983 to 2003 were identified from the Iowa Registry for Congenital and Inherited Disorders and matched to unaffected classmates by gender, school/school district, and month and year of birth. Academic achievement was assessed by using standardized tests of academic progress developed by the Iowa Testing Programs. Iowa Testing Programs data were linked to birth certificates for all children. Regression models controlled for household demographic and socioeconomic factors. The analytical sample included 588 children with clefts contributing 3735 child-grade observations and 1874 classmates contributing 13 159 child-grade observations. RESULTS: Children with oral clefts had lower scores than their classmates across all domains and school levels, with a 5-percentile difference in the overall composite score. Children with clefts were approximately one-half grade level behind their classmates and had higher rates of academic underachievement and use of special education services by 8 percentage points. Group differences were slightly lower but remained large and significant after adjusting for many background characteristics. CONCLUSIONS: Children with oral clefts underperformed across all academic areas and grade levels compared with their classmates. The results support a model of early testing and intervention among affected children to identify and reduce academic deficits. PMID:24753523
Martin, Andrew J.; Wilson, Rachel; Liem, Gregory Arief D.; Ginns, Paul
In the context of "academic momentum," a longitudinal study of university students (N = 904) showed high school achievement and ongoing university achievement predicted subsequent achievement through university. However, the impact of high school achievement diminished, while additive effects of ongoing university achievement continued.…
Gray, Sarah Anne; Dueck, Katherine; Rogers, Maria; Tannock, Rosemary
Background: A body of literature has emerged that links inattentive symptoms of attention deficit hyperactivity disorder (ADHD) to poor academic achievement. Major variation across studies renders conclusions about this relationship complex. Purpose: This review will provide a qualitative synthesis of these studies that (1) use community samples…
Gilpatrick, Robin Sue Holzworth
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…
Bieker, Richard F.
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.…
Planchard, Matthew; Daniel, Kristy L.; Maroo, Jill; Mishra, Chandrani; McLean, Tim
We conducted a mixed methods study in an upper-level genetics course exploring the relationships between student motivation, homework completion, and academic achievement at the college level. We used data from an open-ended questionnaire, homework grades and completion reports, and exam scores. We used these data sources to measure self-perceived…
Sulak, Tracey N.
School climate research has indicated a relationship between the climate of a school and academic achievement. The majority of explanatory models have been developed in urban schools with less attention given to suburban schools. Due to the process of formation of suburban schools, there is a likelihood these campuses differ from the traditional…
Adamuti-Trache, Maria; Sweet, Robert
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…
Sigfusdottir, Inga Dora; Kristjansson, Alfgeir Logi; Allegrante, John P.
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…
Hubbard, Trina; Newell, Michelle
This study describes a program designed to increase academic achievement in reading and writing among first and second grade students in a rural, middle-income area. Evidence for the existence of the problem includes reading comprehension tests, observation checklists for reading skills and reading behaviors, and writing samples. Analysis of…
Hendriks, A. A. Jolijn; Kuyper, Hans; Lubbers, Miranda J.; Van der Werf, Margaretha P. C.
We investigated whether personality moderates group influence of classmates on academic achievement and whether these so-called context effects can be attributed to peer pressure. The sample consisted of 2498 students in their first year of Dutch secondary education. The data were analyzed by a two-level (students within classes) analysis,…
Franklin, Marshalynn Morgan
This study investigated teacher impact on the academic achievement of students of poverty. Teacher impact was analyzed based on two factors: (1) teacher emotional empathy and (2) teacher professional development experiences. The results of this study indicate a non-correlative relationship between teachers' overall emotional empathy and…
Smrtnik-Vitulic, Helena; Zupancic, Maja
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'…
Bazelais, Paul; Lemay, David John; Doleck, Tenzin
Research has suggested that achievement is not solely based on the cognitive abilities of the learner, but rather on the combination of cognitive ability and personality traits. This paper explores how grit affects student academic performance and success in first-year college physics students in the context of a Quebec Collège d'enseignement…
Foote Sykes, Darold E.
Research has shown that the adolescent African American male, in comparison to his peers of other races, is challenged by a diversity of destructive factors that significantly affect his future. This study examined the disparity in academic achievement that exists between African American male students and other student populations in the United…
This study examined the associations of parents' cultural beliefs and attitudes with respect to fate, traditional gender roles, aspirations, and involvement in children's academic achievement in Cambodia. Based on Coleman's social capital theory, a good parent-child relationship enables children's school success because resources are created as a…
Olatoye, R. Ademola; Akintunde, S. O.; Yakasai, M. I.
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)…
Front Range Community Coll., Westminster, CO.
This report describes student academic achievement assessment activities at Front Range Community College (FRCC) (Colorado). According to this plan, all major decisions within the college will be based on four strategic initiatives: quality of student experience; excellence of human resources; college flexibility and responsibility; and…
Beşoluk, Senol; Onder, Ismail; Deveci, Isa
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.
English language learners (ELL students) were not attaining and maintaining sufficient proficiency at public schools in Northern California, as measured by students' achievement scores on state and district assessments. The purpose of this quasi-experimental research was to determine whether there were differences in academic language arts…
Brigman, Greg; Campbell, Chari
This article describes a study evaluating the impact of school-counselor-led interventions on student academic achievement and school success behavior. A group counseling and classroom guidance model called student success skills (SSS) was the primary intervention. The focus of the SSS model was on three sets of skills identified in several…
Tomporowski, Phillip D.; Davis, Catherine L.; Miller, Patricia H.; Naglieri, Jack A.
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…
Burford, Charles Thomas
The purpose of this study was to report on the academic achievement of Red Deer College transfer students at three Alberta Universities for 1968-1971. Transfer students were matched with native students from the universities using session year, year of program, degree sought, age, sex, and first year cumulative grade-point average. These matched…
Ishak, Zahari; Low, Suet Fin; Lau, Poh Li
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…
This study aimed to investigate the relationship between social studies pre-service teachers' (SSPTs) learning style, test anxiety and academic achievement. A total of 315 SSPTs participated in the study. Data were collected using Turkish versions of Grasha-Reichmann learning style scale (GRLSS) and test anxiety scale (TAS) by Spielberger.…
Matlock, Ki; Song, Joon Jin; Goering, Christian Z.
This study investigated the influences of district-related variables on a district's academic performance. Arkansas augmented benchmark examination scores were used to measure a district's scholastic achievement. Spatial analysis fit each district's performance to its geographical location; spatial autocorrelation measured the amount of influence…
Reyes, Maria R.; Brackett, Marc A.; Rivers, Susan E.; White, Mark; Salovey, Peter
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…
Georgakis, Steve; Evans, John Robert; Warwick, Leanne
While sport and student-athletes have featured in the Australian education system since compulsory schooling, there has been no analysis to date of the link between academic achievement and elite student-athletes. However, this is in stark contrast to the United States of America (US), where student-athletes have been the subject of sustained…
Bendt, Lori; Nunan, Jan
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…
Prusank, Diane T.; Comadena, Mark E.
A study examined the relationship between communication apprehension (CA) and academic achievement among elementary school students and whether that relationship was different for males and females. Subjects were 144 (74 females, 70 males) students enrolled in grades 2-5 at a laboratory school on the campus of a midwestern university. Academic…
Wuensch, Karl L.; Lao, Rosina C.
Nine groups of undergraduate students were formed on the basis of one-third splits of the distributions of their scores on an internality-externality measure and on an achievement motive measure. Academic performance was measured by obtaining grade point averages for all subjects. Analysis of variance showed that internal students made higher…
Aluja, Anton; Blanch, Angel
The Children Depression Inventory (CDI) is a multidimensional instrument that includes items of social withdrawal, anhedonia, asthenia, low self-esteem (internalized) and behavioral problems (externalized). Child depression has been related with low academic achievement, neurotic and introverted personality traits and social maladjustment defined…
Wagmiller, Robert L., Jr.; Gershoff, Elizabeth; Veliz, Philip; Clements, Margaret
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…
Towner, Terri L.
Research on the influence of class size on student academic achievement is important for university instructors, administrators, and students. The article examines the influence of class size--a small section versus a large section--in introductory political science courses on student grades in two comparable semesters. It is expected that…
McKinney, James D.; And Others
This study investigated the relationship between learning styles, classroom behaviors, ability levels, and academic achievement in an open classroom kindergarten setting. Thirty subjects were selected (ten children from each of the 4-, 5-, and 6-year-old groups). Each child was tested on the following measures: Matching Familiar Figures (MMF);…
The purpose of this quantitative correlational research was to study the relationship between class size and students' academic achievement. Citywide language arts and math test scores for third and fifth grade students in four New York City public schools were examined using a variety of variables including (a) gender, (b) ethnicity, (c) grade…
Jurich, Sonia; Estes, Steve
This document contains information about the methodology and findings of a study that identified 20 programs across the United States that have been successful in raising student's academic achievement. Part 1 contains the following items: (1) an explanation of the process and criteria used to select the 20 examples of excellence drawn from the 96…
Johnson, Wendy; McGue, Matt; Iacono, William G
Most studies have considered the effects of particular characteristics on academic achievement individually, which means that little is known about how they function together. Using the population-based Minnesota Twin Family Study, the authors investigated the effects of child academic engagement (interest, involvement, effort), IQ, depression, externalizing behavior, and family environmental risk on academic achievement (reported school grades) from ages 11 through 17. Hierarchical linear growth curve modeling showed main effects on initial reported Grades for all variables, and IQ mitigated the deleterious effects of family risk and externalizing. Only engagement affected change in Grades through adolescence. Influences on initial Grades were strongly genetically influenced, associated primarily with IQ, engagement, and externalizing behavior. Shared environmental influences on initial Grades linked engagement, IQ, and family risk. Genetic influences on change in Grades were substantial, but they were not associated with the academic, family risk, and mental health covarying factors. These results indicate that age 11 achievement and change in achievement through adolescence show systematic patterns and document the existence of individual differences in the commonly shared developmental experience of adapting to the school environment.
Stankov, Lazar; Morony, Suzanne; Lee, Yim Ping
Recent efforts to identify non-cognitive predictors of academic achievement and school success have largely focused on self-constructs such as self-efficacy, self-concept and anxiety that are measured with respect to a specific domain (e.g. mathematics). We extend the measurement of the non-cognitive realm in education to incorporate both social…
DeBaryshe, Barbara D.; And Others
This study followed 206 adolescent boys and their families from the fourth through eighth grade to test a model for conduct-related school failure. Results indicated that low parental academic achievement was associated with ineffective discipline practices and child antisocial behavior in the sixth grade and that ineffective discipline had a…
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.
Costley, Kevin C.
During the twentieth century it has been theorized that there is a link between musical achievement and academic achievement of young children. In support of this controversial view, many educators and music specialists promote the relationship between, parent, teacher, and child. The theory is: with cooperative learning experiences in the study…
Nasser, Ramzi; McInerney, Dennis
This study investigated the relation between motivational goals and university intentions, school valuing and school achievement. The premise of this study is that motivational goals play a key role in academic values and achievement. Confirmatory factor analysis was conducted to establish the construct validity of the motivational measures drawn…
A school-family-community partnership to improve student achievement was examined at a comprehensive high school located in a low income urban community in Long Island City, New York. In this causal comparative analyses study, the researcher examines the effect of a school-family-community partnership on the educational outcomes of economically…
Cohen, D A; Rice, J
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.
Three programs sponsored by the Seattle (Washington) public schools' Office of Academic Achievement were evaluated: the Academic Achievement Project, Early Childhood Model (ECM) Schools, and Pilot Projects. Academic Achievement projects were designed to increase the academic achievement of at-risk learners and to decrease disproportionality. The…
Who's Who among American High School Students, Northbrook, IL.
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…
Background: This study made use of the "Model of Academic Choice" by Meece et al. (1982). It is a general model of academic choice, expectation and value of attitude leading to achievement. The model links achievement with constructs of expectation of success on a task and the subjective value of the task influencing the attitude of…
Marschark, Marc; Rhoten, Cathy; Fabich, Megan
This article presents a critical analysis of empirical studies assessing literacy and other domains of academic achievement among children with cochlear implants. A variety of recent studies have demonstrated benefits to hearing, language, and speech from implants, leading to assumptions that early implantation and longer periods of implant should be associated with higher reading and academic achievement. This review, however, reveals that although there are clear benefits of cochlear implantation to achievement in young deaf children, empirical results have been somewhat variable. Examination of the literature with regard to reading achievement suggests that the lack of consistent findings might be the result of frequent failures to control potentially confounding variables such as age of implantation, language skills prior to implantation, reading ability prior to implantation, and consistency of implant use. Studies of academic achievement beyond reading are relatively rare, and the extent to which performance in such domains is mediated by reading abilities or directly influenced by hearing, language, and speech remains unclear. Considerations of methodological shortcomings in existing research as well as theoretical and practical questions yet to be addressed provide direction for future research.
Ayers, Teresa Horne
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…
Berry, James J.; Plecha, Michelle D.
Three pilot studies are used to examine the relationships between academic performance, student ability, and motivation among community college students. The first study analyzed the association between motivation and academic performance in order to test the hypothesis that students who are highly motivated will earn higher grades. Results…
Bridglall, Beatrice L.; Gordon, Edmund W.
This paper describes U.S. Department of Defense Schools, an education system with significant outcomes that may be pertinent to raising academic achievement among minority students. A research group examined the high achievement of African American and Hispanic students in Department of Defense Education Activity (DoDEA) schools. Results find that…
We reported the major findings of our research based on our own academic achievement tests towards elementary school and junior high school pupils in 2002. We then pointed out the fact that the differences of achievement between social groups have been expanded. Nowadays, that issue is seen to be one of the most serious educational problems in…
Dutro, Susana; Levy, Ellen; Moore, David W.
Susana Dutro and Ellen Levy are leaders of E.L. Achieve, an organization dedicated to assisting educators in equipping English learners for academic achievement. They see adolescent English learners regularly confronting the challenge of developing the language needed to fully participate in middle and high school classrooms. Their approach to…
Lawson, Gwendolyn M.; Farah, Martha J.
Childhood socioeconomic status (SES), as measured by parental education and family income, is highly predictive of academic achievement, but little is known about how specific cognitive systems shape SES disparities in achievement outcomes. This study investigated the extent to which executive function (EF) mediated associations between parental…
Geesa, Rachel Louise
South Korean adolescents' motivation for high academic achievement is strongly influenced by extraordinary parental support, pressures to achieve, and the practice of utilizing both public and private learning environments in South Korea. To remain competitive, educational leaders may benefit from observations of other countries' academic…
Native American students from the Salt River Pima-Maricopa Indian Community have attended Stapley Junior High, one of 13 junior high schools in the Mesa Unified School District, since its doors opened in the fall of 1994. Over the years a variety of instructional practices have been used in an effort to improve academic outcomes for these…
Morrissey, Taryn W; Hutchison, Lindsey; Winsler, Adam
Low family income is associated with poor academic achievement among children. Higher rates of school absence and tardiness may be one mechanism through which low family income impacts children's academic success. This study examines relations between family income, as measured by receipt of free or reduced-price lunch, school attendance, and academic achievement among a diverse sample of children from kindergarten to 4th grade (N = 35,419) using both random and within-child fixed-effects models. Generally, results suggest that the receipt of free or reduced-price lunch and duration of receipt have small but positive associations with school absences and tardies. Poor attendance patterns predict poorer grades, with absences more associated with grades than tardies. Given the small associations between receipt of free or reduced-price lunch and school attendance, and between the duration of receipt of free or reduced-price lunch and children's grades, results do not provide strong evidence that absences and tardies meaningfully attenuate relations between the duration of low family income and student achievement; poorer attendance and persistent low income independently predict poorer grades. Implications for policy and future research are discussed.
Educational outcomes vary dramatically across schools in the United States. Many under-performing schools, especially in Chicago, also deal with high levels of violent crime on school grounds. Exposure to this type of frequent violence may be an important factor shaping already disadvantaged students’ educational experiences. However, estimating the effect of school violence on learning is difficult due to potential selection bias and the confounding of other school-level problems. Using detailed crime data from the Chicago Police Department, complete administrative records from the Chicago Public Schools, and school climate surveys conducted by the Consortium on Chicago School Research (2002–10), this study exploits variation in violent crime rates within schools over time to estimate its effect on academic achievement. School and neighborhood fixed-effects models show that violent crime rates have a negative effect on test scores, but not on grades. This effect is more likely related to direct reductions in learning, through cognitive stress and classroom disruptions, than changes in perceived safety, general school climate, or discipline practices. PMID:24259755
González, C.; Velilla, C.; Sánchez-Girón, V.
In the 2010/12 academic year the College of Agricultural Engineering of the Technical University of Madrid implemented three new degrees all of them adapted to the European Space for Higher Education. These degrees are namely: Graduate in Agricultural Engineering and Science, Graduate in Food Engineering and Graduate in Agro-Environmental Engineering. A total of 382 new incoming students were finally registered and a survey study was carried out with these students about their academic achievement with the aim of finding the level of dependence among the following variables: the final mark in their secondary studies, the option followed in the secondary studies (Art, Science and Technology, and Humanities and Social Sciences), the mark obtained in the entering examination to the university and in which of the two opportunities per year this examination takes place the latter mark was obtained. Similarly, another group of 77 students were evaluated independently to the former group. These students were those entering the College in the previous academic year (2009/10) and decided to change their curricula to the new ones. Subsequently, using the tools of spatial analysis of geographic information systems, we analyzed the possible relationship between the success or failure at school and the socioeconomic profile of new students in a grade. For this purpose every student was referenced assigning UTM coordinates to their postal addresses. Furthermore, all students' secondary schools were geographically coded considering their typology (public, private, and private subsidized) and fares. Each student was represented by its average geometric point in order to be correlated to their respective record. Following this procedure a map of the performance of each student could be drawn. This map can be used as a reference system, as it includes variables as the distance from the student home to the College, that can be used as a tool to calculate the probability of success or
Crede, Julia; Wirthwein, Linda; McElvany, Nele; Steinmayr, Ricarda
Drawing on the background of positive psychology, there has only recently been a focus on adolescents’ life satisfaction (LS) in the context of education. Studies examining the relationship between adolescents’ academic achievement and LS have shown conflicting results and the reasons are not fully understood. The present study investigated the role of parents’ education as a potential moderator of the relationship between adolescents’ academic achievement and LS. A sample of German high school students (N = 411) reported parents’ educational attainment, as an indicator of family socio-economic status, and students’ academic achievement was operationalized by grade point average in five subjects. Results indicated that only mothers’ education functioned as a moderator of the relationship between academic achievement and students’ LS. The association between academic achievement and LS was only found in the group of students whose mothers had achieved the same or a higher education (at least high school diploma) as their own children. Fathers’ educational attainment, however, was not a significant moderator of the respective relationship. Directions for future research and the differential influences of fathers’ and mothers’ education are discussed with regard to potential underlying processes. PMID:25691877
A study analyzed family decision-making style, peer group affiliation, and academic achievement in 10th grade as predictors of academic achievement of African American students in 12th grade. Findings indicated that though peer groups were known to influence academic performance, affiliation with learning oriented peers in 10th grade did not…
Valle, Antonio; Regueiro, Bibiana; Núñez, José C; Rodríguez, Susana; Piñeiro, Isabel; Rosário, Pedro
There seems to be a general consensus in the literature that doing homework is beneficial for students. Thus, the current challenge is to examine the process of doing homework to find which variables may help students to complete the homework assigned. To address this goal, a path analysis model was fit. The model hypothesized that the way students engage in homework is explained by the type of academic goals set, and it explains the amount of time spend on homework, the homework time management, and the amount of homework done. Lastly, the amount of homework done is positively related to academic achievement. The model was fit using a sample of 535 Spanish students from the last three courses of elementary school (aged 9 to 13). Findings show that: (a) academic achievement was positively associated with the amount of homework completed, (b) the amount of homework completed was related to the homework time management,
Rattan, Aneeta; Savani, Krishna; Chugh, Dolly; Dweck, Carol S
The United States must improve its students' educational achievement. Race, gender, and social class gaps persist, and, overall, U.S. students rank poorly among peers globally. Scientific research shows that students' psychology-their "academic mindsets"-have a critical role in educational achievement. Yet policymakers have not taken full advantage of cost-effective and well-validated mindset interventions. In this article, we present two key academic mindsets. The first, a growth mindset, refers to the belief that intelligence can be developed over time. The second, a belonging mindset, refers to the belief that people like you belong in your school or in a given academic field. Extensive research shows that fostering these mindsets can improve students' motivation; raise grades; and reduce racial, gender, and social class gaps. Of course, mindsets are not a panacea, but with proper implementation they can be an excellent point of entry. We show how policy at all levels (federal, state, and local) can leverage mindsets to lift the nation's educational outcomes.
Deiorio, Nicole M; Carney, Patricia A; Kahl, Leslie E; Bonura, Erin M; Juve, Amy Miller
Background Individualized education is emerging as an innovative model for physician training. This requires faculty coaching to guide learners' achievements in academic performance, competency development, and career progression. In addition, coaching can foster self-reflection and self-monitoring using a data-guided approach to support lifelong learning. Context Coaching differs from mentoring or advising, and its application in medical education is novel. Because of this, definitions of the concept and the constructs of coaching as applied to medical education are needed to accurately assess the coaching relationship and coaching processes. These can then be linked to learner outcomes to inform how coaching serves as a modifier of academic and competency achievement and career satisfaction. Innovation We developed definitions and constructs for academic coaching in medical education based on review of existing education and non-education coaching literature. These constructs focus on 1) establishing relationship principles, 2) conducting learner assessments, 3) developing and implementing an action plan, and 4) assessing results and revising plans accordingly. Implication Coaching is emerging as an important construct in the context of medical education. This article lays the vital groundwork needed for evaluation of coaching programs aimed at producing outstanding physicians.
Deiorio, Nicole M.; Carney, Patricia A.; Kahl, Leslie E.; Bonura, Erin M.; Juve, Amy Miller
Background Individualized education is emerging as an innovative model for physician training. This requires faculty coaching to guide learners’ achievements in academic performance, competency development, and career progression. In addition, coaching can foster self-reflection and self-monitoring using a data-guided approach to support lifelong learning. Context Coaching differs from mentoring or advising, and its application in medical education is novel. Because of this, definitions of the concept and the constructs of coaching as applied to medical education are needed to accurately assess the coaching relationship and coaching processes. These can then be linked to learner outcomes to inform how coaching serves as a modifier of academic and competency achievement and career satisfaction. Innovation We developed definitions and constructs for academic coaching in medical education based on review of existing education and non-education coaching literature. These constructs focus on 1) establishing relationship principles, 2) conducting learner assessments, 3) developing and implementing an action plan, and 4) assessing results and revising plans accordingly. Implication Coaching is emerging as an important construct in the context of medical education. This article lays the vital groundwork needed for evaluation of coaching programs aimed at producing outstanding physicians. PMID:27914193
Hamlen, Karla R.
The purpose of this study was to investigate relationships between strategies students use to overcome challenges in both video games and homework assignments, and whether or not these are predictors of academic performance in school. Data were collected through an online survey of students, primarily in middle and high school, assessing both…
Gama, Elizabeth M. P.; de Jesus, Denise M.
The purpose of this study was to identify teachers' expectations of schooling and their causal attributions regarding the academic performance of their students. Data were collected by means of a questionnaire administered to 451 elementary school teachers. Analyses led to the following conclusions: (1) teachers hold high expectations of schooling…
Barnard-Brak, Lucy; Sulak, Tracey N.; Fearon, Danielle D.
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…
Rodgers, Ronald C.; Lee, Margaret B.
Holland's Vocational Preference Inventory (VPI) and Super and Forrest's Career Development Inventory (CDI) are recommended in the their respective manuals for use with secondary school students regardless of academic ability. Scores on both instruments for 245 suburban high school seniors in this investigation were well below reported means.…
Winston, Deborah L.
A large, growing number of mis-educated American citizens are being produced by America's public schools. Many of these students are being funneled into the penal system shortly after dropping out of high school. This phenomenon is especially prevalent among African American male students, many of whom have withdrawn academically years prior…
Johnson, Richard W.
The predictive validities of various SVIB academic interest scales were assessed with first semester freshman males at the University of Massachusetts. Both the Rust and Ryan and the Campbell and Johansson scales contributed significantly, albeit modestly, to a multiple correlation coefficient consisting of high school rank and scholastic aptitude…
Adamuti-Trache, Maria; Sweet, Robert
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.
Zahra, Asma-Tuz; Arif, Manzoor H.; Yousuf, Muhammad Imran
This study investigated relationship between self-concept and academic achievement of bachelor degree students. Female students at bachelor were considered the target population. A sample of 1500 students was selected by using two stage cluster sampling technique. An amended form of Self-Descriptive Questionnaire developed by Marsh (1985) was used…
Arizona Department of Education, 2009
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 and…
The academic success of migrants' children in France is explored, with an emphasis on the family characteristics that may determine such an outcome. "How can the surprising academic achievement of a minority of migrants' children who gain admission to university be explained? According to our hypothesis, such an explanation should be found in the families' migration trajectories. Taking them into account allows one to correct the well-known deficient indicator of social origin: father's occupation when in France. Families' strategies and mobilization toward an educational project, part and parcel of their migration project, can thus be explained. This hypothesis has been tested through the interviewing of two [predominantly Algerian] groups of migrants' children of the Lille region, one having experienced school failure, the second having gained admittance to university." (SUMMARY IN ENG)
Abd-El-Fattah, Sabry M.; AL-Nabhani, Hilal Z.
This study examined the relationships among implicit self-theories, achievement goals, and academic delay of gratification. Do achievement goals mediate the relationship between implicit self-theories and academic delay of gratification? A sample of 195 Omani high school students rated themselves on three measures tapping these constructs. A path…
For decades, measures of academic outcomes have demonstrated the underachievement of minority students. The purpose of this study was to include student voices in a discussion of achievement by exploring the experiences and beliefs of minority girls that related to academic achievement in one single-sex urban high school. Moreover, the research…
Using data from the National Longitudinal Study of Adolescent Health, this study tests whether the relationship between academic achievement and problem behaviors is the same across racial and ethnic groups. Some have suggested that academic achievement may be a weaker predictor of problem behaviors among Asian Pacific Islander American (API) youth; that they can have high grades but still exhibit problem behaviors. This study finds that academic performance is a significant predictor of aggressive and nonaggressive delinquent offenses, gang initiation, sexual behaviors, and substance use, and that the relationship generally does not vary by race and ethnicity. Thus, there is little evidence that API youth are high achievers who are also engaging significantly in problem behaviors. The existing perceptions of API youth may be largely based on stereotype and ambivalence. PMID:25170181
Valle, Antonio; Regueiro, Bibiana; Núñez, José C.; Rodríguez, Susana; Piñeiro, Isabel; Rosário, Pedro
There seems to be a general consensus in the literature that doing homework is beneficial for students. Thus, the current challenge is to examine the process of doing homework to find which variables may help students to complete the homework assigned. To address this goal, a path analysis model was fit. The model hypothesized that the way students engage in homework is explained by the type of academic goals set, and it explains the amount of time spend on homework, the homework time management, and the amount of homework done. Lastly, the amount of homework done is positively related to academic achievement. The model was fit using a sample of 535 Spanish students from the last three courses of elementary school (aged 9 to 13). Findings show that: (a) academic achievement was positively associated with the amount of homework completed, (b) the amount of homework completed was related to the homework time management, (c) homework time management was associated with the approach to homework, (d) and the approach to homework, like the rest of the variables of the model (except for the time spent on homework), was related to the student's academic motivation (i.e., academic goals). PMID:27065928
Masland, Lindsay C.; Lease, A. Michele
This study investigated whether academic achievement motivation and social identity explain variation in children's conformity to positive academic behaviors (n = 455 children in grades three through five). Structural equation modeling suggested that academic value and peer group academic norms were positively related to academic conformity.…
Yildirim, Ibrahim; Genctanirim, Dilek; Yalcin, Ilhan; Baydan, Yaprak
This study examined likelihood of high school students' gender, levels of academic achievement, perfectionism and perceived social support in predicting their degree of test anxiety. Participants were 505 students from high schools in the Ankara metropolitan area. The Test Anxiety Inventory, Multidimensional Perfectionism Scale and Perceived…
Sarver, Ronald C.
The purpose of this study was to determine the relationship between a coach's leadership style and the academic achievement of the student athletes in Tennessee high schools. This dissertation examines the relationship between the leadership styles of high school coaches and how it affects the grade point average and ACT scores of student-athletes…
Schindler, Kerry Andrew
The primary purpose of the present study was to determine if a relationship existed between perceived instructional leadership behaviors of high school principals and student academic achievement. A total of 124 principals and 410 teachers representing 75 high school campuses completed the School Leadership Behaviors Survey (SLBS), an instrument…
Lee, Steven K.
A study investigated the relationship between students' level of interest in maintaining their cultural identity and their academic achievement. Subjects were 105 United States-born Chinese-American and Korean-American high school students attending two public high schools in Southern California. The two groups represented the largest minority…
McCormick, Meghan P; O'Connor, Erin E; Cappella, Elise; McClowry, Sandee G
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.
Gouzouasis, Peter; Guhn, Martin; Kishor, Nand
The relationship between musical training and general intellectual capacity as well as academic achievement has been discussed in numerous contexts. In our study, we examined the relationship between participation and achievement in music and achievement in academic courses, based on data from three consecutive British Columbia student cohorts.…
Veas, Alejandro; Castejón, Juan-Luis; Gilar, Raquel; Miñano, Pablo
The present study examined the predictive effects of intellectual ability, self-concept, goal orientations, learning strategies, popularity and parent involvement on academic achievement. Hierarchical regression analysis and path analysis were performed among a sample of 1398 high school students (mean age = 12.5; SD =.67) from eight education centers from the province of Alicante (Spain). Cognitive and non-cognitive variables were measured using validated questionnaires, whereas academic achievement was assessed using end-of-term grades obtained by students in nine subjects. The results revealed significant predictive effects of all of the variables. The model proposed had a satisfactory fit, and all of the hypothesized relationships were significant. These findings support the importance of including non-cognitive variables along with cognitive variables when predicting a model of academic achievement.
McCord, Gregory A.
The impact of school locale, size and poverty levels (SES) on student achievement has been of great interest in school research for more than the last five decades. The increasing public demand to hold schools accountable for their effects on student outcomes lends urgency to the task of exploring variables related to student achievement that are…
Marsh, Herbert W; Martin, Andrew J
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.
McClelland, Megan M; Cameron, Claire E
Self-regulation is a key construct in children's healthy and adaptive development. In this chapter, the authors situate self-regulation in a theoretical context that describes its underlying components that are most important for early school success: flexible attention, working memory, and inhibitory control. The authors review evidence that supports substantive links between these aspects of self-regulation and academic achievement in young children. They also discuss methodological challenges in reliably and validly assessing these skills (involving measures that are biased, are not applicable across broad age ranges, or triangulated) and describe some recent advances in measures of self-regulation (involving the NIH Toolbox or the Head-Toes-Knees-Shoulders assessment) that are reliable, ecologically valid, and predictive of children's school achievement.
Van Soom, Carolien; Donche, Vincent
The low success rate of first-year college students in Science, Technology, Engineering, and Mathematics (STEM) programs has spurred many academic achievement studies in which explanatory factors are studied. In this study, we investigated from a person-oriented perspective whether different motivational and academic self-concept profiles could be discerned between male and female first-year college students in STEM and whether differences in early academic achievement were associated with these student groups. Data on autonomous motivation, academic self-concept, and early academic achievement of 1,400 first-year STEM college students were collected. Cluster analyses were used to distinguish motivational profiles based on the relative levels of autonomous motivation and academic self-concept for male and female students. Differences in early academic achievement of the various profiles were studied by means of ANCOVA. Four different motivational profiles were discerned based on the dimensions of autonomous motivation (A) and academic self-concept (S): students scoring high and respectively low on both dimensions (HA-HS or LA-LS), and students scoring high on one dimension and low on the other (HA-LS or LA-HS). Also gender differences were found in this study: male students with high levels of academic self-concept and autonomous motivation had higher academic achievement compared to male students with low levels on both motivational dimensions. For female students, motivational profiles were not associated with academic achievement. The findings partially confirm the internal and external validity of the motivational theories underpinning this study and extend the present insights on identifying subgroup(s) of at risk students in contemporary STEM programs at university level. PMID:25390942
Van Soom, Carolien; Donche, Vincent
The low success rate of first-year college students in Science, Technology, Engineering, and Mathematics (STEM) programs has spurred many academic achievement studies in which explanatory factors are studied. In this study, we investigated from a person-oriented perspective whether different motivational and academic self-concept profiles could be discerned between male and female first-year college students in STEM and whether differences in early academic achievement were associated with these student groups. Data on autonomous motivation, academic self-concept, and early academic achievement of 1,400 first-year STEM college students were collected. Cluster analyses were used to distinguish motivational profiles based on the relative levels of autonomous motivation and academic self-concept for male and female students. Differences in early academic achievement of the various profiles were studied by means of ANCOVA. Four different motivational profiles were discerned based on the dimensions of autonomous motivation (A) and academic self-concept (S): students scoring high and respectively low on both dimensions (HA-HS or LA-LS), and students scoring high on one dimension and low on the other (HA-LS or LA-HS). Also gender differences were found in this study: male students with high levels of academic self-concept and autonomous motivation had higher academic achievement compared to male students with low levels on both motivational dimensions. For female students, motivational profiles were not associated with academic achievement. The findings partially confirm the internal and external validity of the motivational theories underpinning this study and extend the present insights on identifying subgroup(s) of at risk students in contemporary STEM programs at university level.
This research was a correlational study of the relationship among self-regulation, students' nonacademic internet browsing, and academic achievement in an undergraduate computer literacy class. Nonacademic internet browsing during class can be a distraction from student academic studies. There has been little research on the role of self-regulation on nonacademic internet browsing in influencing academic achievement. Undergraduate computer literacy classes were used as samples (n= 39) for measuring these variables. Data were collected during three class periods in two sections of the computer literacy course taught by one instructor. The data consisted of a demographic survey, selected and modified items from the GVU 10th WWW User Survey Questionnaire, selected items of the Motivated Strategies for Learning Questionnaire, and measures of internet use. There were low correlations between self-regulation and academic grades (r= .18, p > .05) and self-regulation and internet use (r= -.14, p > .05). None of the correlations were statistically significant. Also, there was no statistically significant correlation between internet use and academic achievement (r= -.23, p >.05). Self-regulation was highly correlated to self-efficacy (r= .53, p < .05). Total internet access was highly correlated to nonacademic related internet browsing (r= .96, p < .01). Although not statistically significant, the consistent negative correlations between nonacademic internet use with both self-regulation and achievement indicate that the internet may present an attractive distraction to achievement which may be due to lack of self-regulation. The implication of embedded instruction of self-regulation in the computer literacy course was discussed to enhance self-regulated internet use. Further study of interaction of self-regulated internet use and academic achievement is recommended.
Smith, Kelsey E.; Patterson, Chavis A.; Szabo, Margo M.; Tarazi, Reem A.; Barakat, Lamia P.
Children with sickle cell disease (SCD) are at risk for neurocognitive impairment and poor academic achievement, although there is limited research on factors predicting academic achievement in this population. This study explores the relative contribution to academic achievement of a comprehensive set of factors, such as environmental…
Munoz, Marco A.; Portes, Pedro R.
This study examined the effect of specified demographic and psychological variables on the academic achievement of high school students from urban and rural settings (n=177). Psychosocial variables considered in this study were familism (perceived closeness of the family), perceived discrimination, time management, and home and school factors.…
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…
What Works Clearinghouse, 2006
"ALAS," an acronym for "Achievement for Latinos through Academic Success" that means "wings" in Spanish, is a middle school (or junior high school) intervention designed to address student, school, family, and community factors that affect dropping out. Each student is assigned a counselor who monitors attendance,…
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…
Hines, Erik M.; Holcomb-McCoy, Cheryl
Parental characteristics, ecological factors, and the academic achievement of African American male high school students were examined. One hundred fifty-three 11th and 12th grade African American males completed the Parenting Style Index (Steinberg, Lamborn, Darling, Mounts, & Dornbusch, 1994) and a demographic questionnaire. Results…
Suleman, Qaiser; Hussain, Ishtiaq
The purpose of the research paper was to investigate the effect of eclectic learning approach on the academic achievement and retention of students in English at elementary level. A sample of forty students of 8th grade randomly selected from Government Boys High School Khurram District Karak was used. It was an experimental study and that's why…
Ohaya, Ngozi Chidinma
Meeting the goal of increasing academic achievement for students with disabilities in general education classes remains a challenge in the research district's high schools. Coteachers need to know if the teaching strategies of Project Instruction, Collaboration, and Environment, known as Project ICE, are effective in addressing the problem of poor…
Vrugt, Anneke; Oort, Frans J.
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…
Blansky, Deanna; Kavanaugh, Christina; Boothroyd, Cara; Benson, Brianna; Gallagher, Julie; Endress, John; Sayama, Hiroki
Application of social network analysis to education has revealed how social network positions of K-12 students correlate with their behavior and academic achievements. However, no study has been conducted on how their social network influences their academic progress over time. Here we investigated correlations between high school students' academic progress over one year and the social environment that surrounds them in their friendship network. We found that students whose friends' average GPA (Grade Point Average) was greater (or less) than their own had a higher tendency toward increasing (or decreasing) their academic ranking over time, indicating social contagion of academic success taking place in their social network.
Reynolds, Amy L.; Weigand, Matthew J.
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…
Jenkins, Lyndsay N.; Demaray, Michelle Kilpatrick
Peer victimization is a concern because victimized youth are more likely to have social, emotional, and academic difficulties. The current study examined the link between peer victimization and academic achievement by exploring the indirect effect of academic self-concept on two variables. The sample consisted of 140 middle school students (40%…
Gremmen, Mariola Claudia; Dijkstra, Jan Kornelis; Steglich, Christian; Veenstra, René
This study concerns peer selection and influence dynamics in early adolescents' friendships regarding academic achievement. Using longitudinal social network analysis (RSiena), both selection and influence processes were investigated for students' average grades and their cluster-specific grades (i.e., language, exact, and social cluster). Data were derived from the SNARE (Social Network Analysis of Risk behavior in Early adolescence) study, using 6 waves (N = 601; Mage = 12.66, 48.9% boys at first wave). Results showed developmental differences between the first and second year of secondary school (seventh and eighth grade). Whereas selection processes were found in the first year on students' cluster-specific grades, influence processes were found in the second year, on both students' average and cluster-specific grades. These results suggest that students initially tend to select friends on the basis of similar cluster-based grades (first year), showing that similarity in achievement is attractive for friendships. Especially for low-achieving students, similar-achieving students were highly attractive as friends, whereas they were mostly avoided by high-achieving students. Influence processes on academic achievement take place later on (second year), when students know each other better, indicating that students' grades become more similar over time in response to their connectedness. Concluding, this study shows the importance of developmental differences and specific school subjects for understanding peer selection and influence processes in adolescents' academic achievement. (PsycINFO Database Record
Williams, Terrinieka T; McMahon, Susan D; Keys, Christopher B
School experiences can have positive effects on student academic achievement, yet less is known about intermediary processes that contribute to these positive effects. We examined pathways between school experiences and academic achievement among 117 low-income urban students of color, many with disabilities, who transitioned to other schools following a school closure. Using structural equation modeling, we tested two ecological models that examined the relationships among self-reported school experiences, school support, academic self-efficacy, and school-reported academic achievement. The model in which the relationship between school experiences and academic achievement is mediated by both school support and academic self-efficacy, and that takes previous academic achievement into account, was an excellent fit with the data. The roles of contextual and individual factors as they relate to academic achievement, and the implications of these findings, are discussed.
Gottlieb, Rosemary J; Rogers, Janet L
Students enrolled in a selected admissions program, in which there are a limited number of student positions available, were assessed for academic self-concept using the Dimensions of Self-Concept upon entry into the program. This study was performed to explore whether academic self-concept scores could predict successful completion of an academic program and the impact of self-concept scores on academic achievement and professional leadership.
Gaddis, S Michael
Scholars routinely use cultural capital theory in an effort to explain class differences in academic success but often overlook the key concept of habitus. Rich, longstanding debates within the literature suggest the need for a closer examination of the individual effects of cultural capital and habitus. Drawing upon the writings of Pierre Bourdieu, I use a longitudinal dataset to examine the effects of multiple operationalizations of cultural capital on academic achievement and the mediating effects of habitus. Using first difference models to control for time-invariant unobserved characteristics, I find that typical operationalizations of cultural capital (i.e. high-arts participation and reading habits) have positive effects on GPA that are completely mediated through habitus. These results stress the importance of habitus in the relationship between cultural capital and academic achievement for disadvantaged youth.
Salla, Julie; Michel, Grégory; Pingault, Jean Baptiste; Lacourse, Eric; Paquin, Stéphane; Galéra, Cédric; Falissard, Bruno; Boivin, Michel; Tremblay, Richard E; Côté, Sylvana M
Few prospective studies spanning early childhood to early adolescence have examined separately the contribution of inattention and hyperactivity to academic achievement. The aim of the present study was to investigate whether the developmental trajectories of inattention and hyperactivity symptoms during early and middle childhood are independently associated with academic achievement at age 12 years. The independent associations between inattention and hyperactivity trajectories during early and middle childhood and academic performance at age 12 years were examined in a population-based longitudinal birth cohort (n = 2120). In adjusted analyses, high early childhood inattention trajectories were associated with teacher-rated academic performance in reading, writing and mathematics and with government exam score in writing. High and moderate inattention trajectories during middle childhood predicted lower performance on both teacher-rated academic performance and government exam scores in reading, writing, and mathematics. Hyperactivity was not a consistent predictor of educational outcomes. Childhood inattention symptoms rather than hyperactivity carry risk of poor educational outcomes at age 12 years. Children with high levels of inattention can be identified during the preschool years. Prevention programs supporting the development of attentional capacities and executive functions could help reduce the negative consequences of inattention.
Masland, Lindsay C.; Lease, A. Michele
The contributions of academic achievement motivation and social status to peer-reported academic influence were explored in a sample of 322 children in grades three through five. Latent moderated structural equation modeling indicated that children who value academics are more likely to be rated by peers as academically influential. Social status…
Pasnak, Robert; Kidd, Julie K; Gadzichowski, K Marinka; Gallington, Debbie A; Schmerold, Katrina Lea; West, Heather
The ability to understand sequences of items may be an important cognitive ability. To test this proposition, 8 first-grade children from each of 36 classes were randomly assigned to four conditions. Some were taught sequences that represented increasing or decreasing values, or were symmetrical, or were rotations of an object through 6 or 8 positions. Control children received equal numbers of sessions on mathematics, reading, or social studies. Instruction was conducted three times weekly in 15-min sessions for seven months. In May, the children taught sequences applied their understanding to novel sequences, and scored as well or better on three standardized reading tests as the control children. They outscored all children on tests of mathematics concepts, and scored better than control children on some mathematics scales. These findings indicate that developing an understanding of sequences is a form of abstraction, probably involving fluid reasoning, that provides a foundation for academic achievement in early education.
Davis, Catherine L.; Miller, Patricia H.; Naglieri, Jack A.
Studies that examine the effects of exercise on children’s intelligence, cognition, or academic achievement were reviewed and results were discussed in light of (a) contemporary cognitive theory development directed toward exercise, (b) recent research demonstrating the salutary effects of exercise on adults’ cognitive functioning, and (c) studies conducted with animals that have linked physical activity to changes in neurological development and behavior. Similar to adults, exercise facilitates children’s executive function (i.e., processes required to select, organize, and properly initiate goal-directed actions). Exercise may prove to be a simple, yet important, method of enhancing those aspects of children’s mental functioning central to cognitive development. PMID:19777141
Klinkosz, Waldemar; Sekowski, Andrzej; Brambring, Michael
This study compared academic achievement by sighted versus visually impaired students at Polish universities and analyzed potential between-group differences on various personality traits and their impact on academic grades. Although there was no main effect of visual status on academic achievement, there were some significant differences between…
Andersen, Mikkel P.; Mortensen, Rikke N.; Vardinghus-Nielsen, Henrik; Franch, Jesper; Torp-Pedersen, Christian; Bøggild, Henrik
Background: Time spent on physical activity in elementary school has been altered to improve core academics. However, little is known about the relationship between physical fitness and academic achievement. We examined the association between physical fitness and academic achievement and investigated the influence of parental socioeconomic status…
Kennedy, Renea F.
The purpose of this study was to examine the relationship between GEAR UP academic support services and student achievement. GEAR UP is an evidence-based college readiness program. This study focused on a subset of academic support services designed to impact student achievement including: academic mentoring, math tutoring, English tutoring, study…
Schellenberg, James; Halteman, John
Results covering a period of two years (including three academic years) fail to give any evidence that elementary school children who are bussed do any better academically than those who remain in inner-city schools. (Author/AM)
de Koning, Bjorn B.; Loyens, Sofie M. M.; Rikers, Remy M. J. P.; Smeets, Guus; van der Molen, Henk T.
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…
Markelz, Andrew M.; Taylor, Jonte C.
Students with emotional and behavioral disorders exhibit high levels of inappropriate behaviors. As a consequence, engagement in class as well as academic progress suffers. A review of the literature was conducted to examine the effects of teacher praise on attending behaviors and academic achievement of students with emotional disabilities.…
Morton, Brenda M.
Foster children have been identified as one of the most high-risk groups for academic failure in schools today. However, a small number of foster youth are beating the odds by achieving academically. How are they able to overcome tremendous barriers and succeed? This phenomenological study reports the findings of former foster youth and their P-12…
Martin, Andrew J.; Elliot, Andrew J.
This study assessed the role of prior personal best goals in predicting subsequent academic motivation and engagement. A total of 1160 high school students participated in a longitudinal survey study exploring the extent to which personal best and mastery and performance (dichotomous) achievement goals predict students' academic motivation and…
Tucker-Drob, Elliot M; Briley, Daniel A; Engelhardt, Laura E; Mann, Frank D; Harden, K Paige
Researchers and the general public have become increasingly intrigued by the roles that systematic tendencies toward thinking, feeling, and behaving might play in academic achievement. Some measures of constructs belonging to this group have been well studied in genetics and psychometrics, while much less is known about measures of other such constructs. The current study focuses on 7 character traits prominently featured in influential intervention-oriented and/or socialization theories of academic achievement: grit, intellectual curiosity, intellectual self-concept, mastery orientation, educational value, intelligence mindset, and test motivation. In a population-based sample of 811 school-aged twins and triplets from the Texas Twin Project, we tested (a) how each measure relates to indices of the Big Five personality traits, (b) how the measures relate to one another, (c) the extent to which each measure is associated with genetic and environmental influences and whether such influences operate through common dimensions of individual differences, and (d) the extent to which genetic and environmental factors mediate the relations between fluid intelligence, character measures, verbal knowledge, and academic achievement. We find moderate relations among the measures that can be captured by a highly heritable common dimension representing a mixture of Openness and Conscientiousness. Moreover, genetically influenced variance in the character measures is associated with multiple measures of verbal knowledge and academic achievement, even after controlling for fluid intelligence. In contrast, environmentally influenced variance in character is largely unrelated to knowledge and achievement outcomes. We propose that character measures popularly used in education may be best conceptualized as indexing facets of personality that are of particular relevance to academic achievement. (PsycINFO Database Record
This study involved an investigation related to student ability to carry out inquiry tasks, and to investigate the effectiveness of a technique of set induction through rule learning. Biology students from 13 high school classes were randomly selected and assigned to an experimental group, A, or to one of three control groups, B, C, or D. The…
Lueger, Robert J.; And Others
Examined neuropsychological and academic achievement correlates of statistically abnormal verbal-performance discrepancies on the Wechsler Intelligence Scale for Children (Revised). Results indicated that abnormal discrepancies reflect specific aphasia deficits rather than generalized neuropsychological dysfunction and that academic achievement…
Díaz-Morales, Juan F; Escribano, Cristina
Adolescents in high school suffer from circadian misalignment, undersleeping on weekdays and oversleeping on weekends. Since high schools usually impose early schedules, adolescents suffer from permanent social jetlag (SJL) and thus are a suitable population to study the effects of SJL on both academic and cognitive performance. In this study, 796 adolescents aged 12-16 years reported information about their sleep habits, morningness-eveningness (M-E), cognitive abilities and grade point average (GPA). Time in bed on both weekdays and weekends was not related to cognitive abilities, and only time in bed on weekdays was related to academic achievement. SJL was negatively related to academic achievement, cognitive abilities (except for vocabulary and verbal fluency abilities) and general cognitive ability (g), whereas M-E was slightly positively related to academic achievement and marginally negatively related to inductive reasoning. Results separated by sex/gender indicated that SJL may be more detrimental to girls' performance, as it was negatively related to a greater number of cognitive abilities and GPA.
A Comparison of the Career Maturity, Self Concept and Academic Achievement of Female Cooperative Vocational Office Training Students, Intensive Business Training Students, and Regular Business Education Students in Selected High Schools in Mississippi.
Seaward, Marty Robertson
The purpose of this study was to compare the career maturity, self concept, and academic achievement of female students enrolled in intensive business training (IBT), cooperative vocational office training (CVOT), and regular business education programs. A sample of 240 students, equalized into three groups on the basis of IQ scores, were given…
Gonida, Eleftheria; Kiosseoglou, Grigoris; Leondari, Angeliki
In the present study 3 alternative causal models concerning the relationships between implicit theories of intelligence, perceived academic competence, and school achievement were tested. The direction of changes in implicit theories and perceived competence during early adolescence also was examined. A total of 187 fifth and sixth graders were tested and retested a year later, when they were sixth and seventh graders, respectively. Cross-lagged regression analyses indicated that school achievement determined the adoption of a particular implicit theory through the mediation of perceived competence. Implicit theories were found to change toward the adoption of more incremental beliefs and perceived academic competence declined; however, high achievers, as compared with their low- and middle-level classmates, adopted more incremental beliefs and had significantly higher perceived competence.
Kelly, William E.; Daughtry, Don
This study explored the relationship between academic orientation, academic achievement, and interest in night-sky watching (noctcaelador). Participants included 117 students enrolled in undergraduate psychology classes who completed the Survey of Academic Orientations (SAO; Davidson, Beck, & Silver, 1999), Noctcaelador Inventory (NI; Kelly,…
Balkis, Murat; Duru, Erdinc; Bulus, Mustafa
The purpose of this study was to investigate the relations between academic rational/irrational beliefs, academic procrastination, and time preferences to study for exams and academic achievement by using the structural equation model. The sample consisted of 281 undergraduate students who filled in questionnaires at the 7-week-long summer course.…
Mura, Gioia; Vellante, Marcello; Nardi, Antonio Egidio; Machado, Sergio; Carta, Mauro Giovanni
Schools are an ideal setting to implement physical activity programs targeted at youths' learning and intellectual abilities, as exercise has been associated with improvement in cognitive skills and academic proficiency. A systematic review of the literature was performed to examine the effects of school-based physical activity interventions on academic achievement and cognitive outcomes. A search for relevant papers was carried out on PubMed/Medline, Scopus and Google Scholar. Only quasi-experimental and experimental studies were included, if focused on school-based physical activity interventions targeting 3 to 18 year-old healthy pupils, and designed to establish a relationship between exercise performed in a school setting and cognitive/academic performance. Thirty-one papers were retrieved by the search, reporting the findings of twenty-eight school-based physical activity interventions. Most of the included studies were published in the past five years. A large majority of the studies showed positive results in terms of academic achievement and, above all, cognitive skills. In the recent years, the number of studies on school-based physical interventions aimed to establish a relationship between physical activity performed in school setting and cognitive/academic outcomes significantly increased, as well as high quality assessments and designs. This review highlights the effectiveness of school-based physical activity interventions on academic achievement and, above all, on youths' cognitive performance. Some interesting findings come from studies assessing brain functional changes, from interventions targeting culturally diverse or low-income samples, and from interventions where physical activity is in the form of active videogames.
Monir, Zeinab M.; El-Din, Ebtissam M. Salah; El-Alameey, Inas R.; Yamamah, Gamal A.; Megahed, Hala S.; Salem, Samar M.; Ibrahim, Tarek S.
BACKGROUND: Population of South Sinai has suffered from negligence for many years. Solving educational problems of this population is the main concern nowadays. AIM: To assess academic achievement in primary school children in South Sinai in relation to intelligence and psychosocial profile. SUBJECTS AND METHODS: A descriptive cross-sectional survey was conducted on 407 Bedouin and urban students randomly selected from twelve public primary schools in six cities in South Sinai. Intelligence was assessed using Goodenough-Harris test. The midyear Arabic language and Arithmetic scores were used to assess academic achievement. The teachers completed a Pediatric-Symptom Checklist for evaluation of children behaviour. RESULTS: A statistically significant difference in academic achievement (P < 0.001), total psychosocial scores, (P < 0.05), and externalization (P < 0.05) was found between urban and Bedouin students with significant gender differences (P < 0.05). Highly significant positive correlations were observed between IQ percentile and mid-year Arabic language scores and Arithmetic scores (P < 0.001), and significant negative correlations with the total score of PSCL and its subscale scores (externalising, inattention, and internalising behaviour) (P < 0.001) among the students. CONCLUSION: Comorbid academic and psychosocial dysfunction in primary school children were observed in South Sinai. A national strategy to minimise the educational gap between Bedouin and urban areas should be implemented. PMID:28028402
Chen, Xinyin; Yang, Fan; Wang, Li
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.
Mavroveli, Stella; Sánchez-Ruiz, María José
BACKGROUND. Trait emotional intelligence (trait EI or trait emotional self-efficacy) refers to individuals' emotion-related self-perceptions (Petrides, Furnham, & Mavroveli, 2007). The children's trait EI sampling domain provides comprehensive coverage of their affective personality. Preliminary evidence shows that the construct has important implications for children's psychological and behavioural adjustment. AIMS. This study investigates the associations between trait EI and school outcomes, such as performance in reading, writing, and maths, peer-rated behaviour and social competence, and self-reported bullying behaviours in a sample of primary school children. It also examines whether trait EI scores differentiate between children with and without special educational needs (SEN). SAMPLE. The sample comprised 565 children (274 boys and 286 girls) between the ages of 7 and 12 (M((age)) = 9.12 years, SD= 1.27 years) attending three English state primary schools. METHOD. Pupils completed the Trait Emotional Intelligence Questionnaire-Child Form (TEIQue-CF), the Guess Who peer assessment, the Peer-Victimization Scale, and the Bullying Behaviour Scale. Additional data on achievement and SEN were collected from the school archives. RESULTS. As predicted by trait EI theory, associations between trait EI and academic achievement were modest and limited to Year 3 children. Higher trait EI scores were related to more nominations from peers for prosocial behaviours and fewer nominations for antisocial behaviour as well as lower scores on self-reported bulling behaviours. Furthermore, SEN students scored lower on trait EI compared to students without SEN. CONCLUSIONS. Trait EI holds important and multifaceted implications for the socialization of primary schoolchildren.
Véronneau, Marie-Hélène; Vitaro, Frank; Brendgen, Mara; Dishion, Thomas J; Tremblay, Richard E
This study tested a transactional model of reciprocal influences regarding students' peer experiences (peer acceptance, peer rejection, and friends' academic achievement) and students' academic achievement from middle childhood to early adolescence. This longitudinal model was tested on 452 students (198 girls), mostly Caucasian and French speaking, who were assessed yearly from Grades 2 through 7. Structural equation models revealed that, for boys and for girls, higher academic achievement predicted (a) increases in peer acceptance from Grades 2 through 6, (b) decreases in peer rejection from Grades 2 through 4 (through Grade 5 for girls), and (c) increases in friends' achievement from Grades 4 through 7. Also, rejection predicted decreases in academic achievement from Grades 3 through 5. These results suggest that academic achievement is a good predictor of peer group status in middle childhood and that high-achieving students start selecting each other as friends as they enter early adolescence. These data also suggest that peer rejection in childhood may disrupt future academic achievement. Possible mediating mechanisms, as well as peer selection and influences in the context of social development, are discussed.
Scoggins, Donna K.
Single-sex education is an instructional innovation implemented to improve student academic achievement by teaching to the learning styles and interests of boys and/or girls. This ex post facto quantitative study examined the differences in academic achievement between single-sex education and coeducation classes on students' achievement in…
Landeau, Reginald H., Jr.
The study evaluates the relationship between middle school principals' leadership characteristics and academic achievement of African American male students in grades 6, 7, and 8 in a large urban school district. Academic achievement is typically defined as the cognitive knowledge, skills, and abilities that are measured by achievement tests. The…
Delgado, Melissa Y; Ettekal, Andrea Vest; Simpkins, Sandra D; Schaefer, David R
Are Latino adolescents' friendships an untapped resource for academic achievement or perhaps one of the reasons why these youth struggle academically? Using data from the National Longitudinal Study of Adolescent Health (N = 6782; 7th through 12th graders; 52.9 % female), we examined whether the process of Latino students' school belonging mediated the relationships between the context of friendships (i.e., friendship network indicators) and their academic outcomes (i.e., a context-process-outcomes model), and tested whether the process-context link varied by friends' characteristics (i.e., GPA and problem behavior; social capital). Moreover, we tested whether all relationships varied across the four largest Latino subgroups in the U.S. (i.e., Mexican, Central/South American, Puerto Rican, and Cuban). Our findings indicate that being nominated as a friend by peers and perceiving to have friends exerted both direct effects on school belonging in all but one of the Latino ethnic samples (i.e., Puerto Rican samples) and indirect effects on academic achievement in the full Latino, Mexican, and Central/South American samples. As such, school belonging was more likely to explain the links between academic achievement with nominations by peers as a friend and perceived friends than with having close-knit friendship groups. However, having a close-knit group of average or low-achieving friends predicted more school belonging for Mexican youth, but less school belonging for Cubans. Our findings suggest that friendships may be particularly beneficial for the school belonging process of highly marginalized groups in the U.S. (i.e., Mexican-origin).
Gonzalez-Espada, Wilson J.; Hall-Barrow, Julie; Hall, R. Whit; Burke, Bryan L.; Smith, Christopher E.
Objective Practicing clinicians, especially in rural areas, are often isolated from learning opportunities and interaction with subspecialty providers. The Pediatric Physician Learning and Collaborative Education (Peds PLACE), an interactive educational telemedicine program, was developed to address this need. We evaluated the success of this program through surveys with practicing and academic physicians. Methods Peds PLACE was assessed using two evaluation forms collected from October 2007 to May 2008. One of them was completed by 197 attendees from the University of Arkansas for Medical Sciences (UAMS) and 172 from remote sites. Another form was completed by 131 participants from Arkansas Children's Hospital (ACH), an academic free standing children's hospital. Both evaluation forms asked participants to use a 5-point Likert scale to rank a number of criteria and included a section for participants to write comments and recommendations. Additional data was collected through an open-response email survey of participants. Results 95% of the participants agreed that the presentations related to their professional needs, 98% agreed that it increased their subject matter knowledge, 81% evaluated the presentations as some of the best they have attended, and 93% agreed that the information would translate into professional practice, enhancing patient care. Health personnel from UAMS evaluated the presentations significantly higher than remote participants. Nursing staff evaluated the presentations significantly higher than medical staff. Comments were generally positive and correlated with the Likert scale data. Conclusion Participants reported being highly satisfied with Peds PLACE and considered it an effective way to address the continuing education needs of practitioners throughout Arkansas, especially in rural and underserved areas. PMID:19204057
Soares, Ana Paula; Guisande, Adelina M; Almeida, Leandro S; Páramo, Fernanda M
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.
Lyon, M A; MacDonald, N T
This study examined the relationship of academic self-concept scores of 122 children with their achievement in Grade 6 as compared to general self-concept and locus of control. Academic self-concept correlated significantly higher with teachers' grades and standardized measures of achievement than either general self-concept or locus of control. A multiple regression analysis also confirmed the potential usefulness of academic self-concept for predicting students' achievement. Academic self-concept may be a more useful construct in helping understand students' achievement than frequently administered measures of general self-concept.
Bacon, La Shawn Catrice
The relationship between academic self-concept and academic achievement in African American students who have experienced geographic mobility was the focus of this study. Specifically, this study used quantitative methods to assess African American students from counties in Iowa to obtain information about the students' relocation from urban to…
Chen, Wei-Wen; Ho, Hsiu-Zu
The excellent academic performance among East-Asian students has drawn international attention from educators and psychologists. However, the process that underlies student academic achievement for this particular group has rarely been documented. The present study examines how the relation between perceived parental involvement and Taiwanese students' academic achievement is mediated by student academic beliefs (i.e., beliefs about effort, academic self-concept, and perceived control). The study further explores whether this mediating effect varies with types of filial piety. Participants were 468 first-year students from colleges and universities in Taiwan. Multiple-group mediating models were analyzed using structural equation modeling (SEM). Results indicated that, for the Taiwanese sample, students' academic beliefs mediated the relation between perceived parental involvement and academic achievement. Furthermore, the mediational effect was significant for the reciprocal filial type, but not for the authoritarian filial type. The importance of the quality of the parent-child relationship and the internalization process related to children's assumptions of their parents' educational values indicate the need for a contextual view when examining predictors of student academic achievement.
Rinn, Anne N.
The purpose of this study is to examine the academic achievement, academic self-concepts, and aspirations of gifted college students who are enrolled in an honors program and of gifted college students who are not enrolled in an honors program. Participants include 294 gifted college students, 248 of whom were enrolled in an honors program and 46…
Peixoto, Francisco; Almeida, Leandro S.
Previous research into the relationship between self-esteem and academic achievement shows that despite differences in academic self-evaluation, students' global self-representations do not differ as a result of their grades at school. In this study, we will analyse the strategies that underachievers used to maintain their self-esteem at an…
Previous research indicates that collective efficacy, faculty trust in students and parents, and academic emphasis together formed a single latent school construct, called academic optimism. In the U.S., academic optimism has been proven to be a powerful construct that could effectively predict student achievement even after controlling for…
Jiang, Ying Hong; Yau, Jenny; Bonner, Patricia; Chiang, Linda
Introduction: Driven by an overarching conceptual framework adapted from Self-Determination Theory, this study tested the direct and indirect effects of perceived parental academia autonomy support vs. academic planning control on the interrelated variables of adolescents' self-esteem, academic motivation, and academic achievement, using…
Boyraz, Güler; Horne, Sharon G; Owens, Archandria C; Armstrong, Aisha P
This study examined the relationship between posttraumatic stress disorder (PTSD) symptomatology and college persistence in African American 1st-year students from 2 universities. Of the 569 participants, 423 (74%) reported lifetime exposure to traumatic events; 20.6% of these students met the criteria for PTSD. For trauma-exposed females, after controlling for academic and nonacademic factors, higher levels of PTSD symptomatology in the 1st semester of college were associated with increased likelihood of leaving college prior to the end of the 2nd year of college; the relationship between the 2 variables was partially mediated by 1st-year grade point average (GPA). PTSD symptomatology was not significantly associated with academic achievement or persistence for males. For trauma-exposed females, in addition to PTSD symptomatology, being a student at a predominantly White institution and entering college with low high school GPA were identified as risk factors for low academic achievement and college dropout; on the other hand, involvement in on-campus activities and higher levels of perceived academic integration in the 1st semester were associated with higher 1st-year GPA, which, in turn, was related to increased likelihood of remaining in college. Clinical implications and strategies to support students with trauma exposure and PTSD are discussed.
Hale, James B.; Reddy, Linda A.; Semrud-Clikeman, Margaret; Hain, Lisa A.; Whitaker, James; Morley, Jessica; Lawrence, Kyle; Smith, Alex; Jones, Nicole
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…
Spencer, Natalie Faye
The purpose of this research study was to understand the experiences of high achieving African American students and their parents. The experiences of high achieving African American students and their parents have been missing from literature on the academic achievement of African American students. Much of the literature that has been published…
Hill, Nancy E; Castellino, Domini R; Lansford, Jennifer E; Nowlin, Patrick; Dodge, Kenneth A; Bates, John E; Pettit, Gregory S
A longitudinal model of parent academic involvement, behavioral problems, achievement, and aspirations was examined for 463 adolescents, followed from 7th (approximately 12 years old) through 11th (approximately 16 years old) grades. Parent academic involvement in 7th grade was negatively related to 8th-grade behavioral problems and positively related to 11th-grade aspirations. There were variations across parental education levels and ethnicity: Among the higher parental education group, parent academic involvement was related to fewer behavioral problems, which were related to achievement and then aspirations. For the lower parental education group, parent academic involvement was related to aspirations but not to behavior or achievement. Parent academic involvement was positively related to achievement for African Americans but not for European Americans. Parent academic involvement may be interpreted differently and serve different purposes across sociodemographic backgrounds.
Brooks-Bey, Michelle Rubee
The purpose of this study was to examine the impact of the length of years of preschool attendance on the academic achievement and retention of third and fourth grade students in high and low achieving schools. The study consisted of the analysis of secondary data, i.e., mathematics and language arts literacy scores as the measurement of academic…
Nakamoto, Jonathan; Schwartz, David
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 =…
Nunn, Gary D.; And Others
Investigated the relationships between student locus of control and academic achievement in grades five through eight. The Nowicki-Strickland Locus of Control Scale (NSLOCS) was used to measure motivation, and the Iowa Tests of Basic Skills (ITBS) to assess academic achievement. Results indicated moderate inverse relationships between level of…
Since the 1980s, research has been examining the role of temperament in education. In particular, academic achievement and school adjustment were among the first variables to be examined. Subsequently, several studies have documented associations between temperament and either academic achievement or school adjustment. However, no review of this…
The present paper interrogates the dominance of formal education. As formal education system relies on ability based academic achievement as a goal, exploring post-formal approaches, such as sociocultural notion of academic achievement is the hallmark of present paper. An attempt is made to interrogate the existing cultural dominance in formal…
Georgakis, Steve; Wilson, Rachel; Ferguson, Jamaya
Elite athletes and their academic achievement in higher education have long been subject to considerable debate within North American scholarship. This interest proliferated especially after the release of the Knight Report (2001), which, amongst other findings, revealed a clear negative link between elite athletes and their academic achievement.…
Cherian, Varghese I.
Compares relationship between family size and academic achievement of children from broken and intact families among Black African Xhosa-speaking children between the ages of 13 and 17. Results indicate a negative relationship between family size and academic achievement, regardless of broken or intact families. (Author/NL)
Lennon, Jaclyn M.; Li-Grining, Christine; Raver, C. Cybele; Pess, Rachel A.
In this poster presentation, the authors examine the impact of Chicago School Readiness Project (CSRP) on students' academic achievement in elementary school. First, they provide upper- and lower-bound estimates of the impact of CSRP on students' academic achievement, taking into account their subsequent nonrandom selection into higher versus…
Norris, Tina L.
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.…
Gilbert, Marianne C.
This study asked the question: Do spiritual factors impact academic achievement? The subjects in this study were all students in grades 3, 4, 5, 6, 7, 8, 9, and 11, in Seventh-day Adventist schools in the United States and Bermuda, from 2006 to 2008. The compilation of the results of 75 questions as correlated to academic achievement, controlled…
Introduction: Students are daily exposed to a variety of assessment tasks in the classroom. It has long been recognized that students' perceptions of the assessment tasks may influence student academic achievement. The present study aimed at predicting academic achievement in mathematics from perceptions of the assessment tasks after controlling…
Wilkins, Natalie J.; Kuperminc, Gabriel P.
Elliot and McGregor's (2001) 2 x 2 model of achievement motivation (mastery approach, mastery-avoidance, performance-approach and performance-avoidance) was used among 143 Latino adolescents to examine how achievement motivation changes over time, and whether perception of academic climate influences eventual academic outcomes. A series of…
MacCann, Carolyn; Fogarty, Gerard J.; Zeidner, Moshe; Roberts, Richard D.
Research examining the relationships between performance measures of emotional intelligence (EI), coping styles, and academic achievement is sparse. Two studies were designed to redress this imbalance. In each of these studies, both EI and coping styles were significantly related to academic achievement. In Study 1, 159 community college students…
Robertson, Schellia Arnette
The researcher focused on the elementary principal's influence on academic achievement of minority students in mathematics in grade four. The sample population was from a parish where three schools were identified to have improved academic achievement in mathematics with the minority population. The study was a mixed method. The study was…
This study examined the effective strategies, resources, and programs urban superintendents utilize to improve the academic achievement for African-American males. This study employed a mixed-methods approach to answer the following research questions regarding urban superintendents and the academic achievement for African-American males: What…
Bas, Gökhan; Sentürk, Cihad; Cigerci, Fatih Mehmet
The main purpose of this study was to determine the effect of homework assignments on students' academic achievement. This meta-analysis sought an answer to the research question: "What kind of effect does homework assignment have on students' academic achievement levels?" In this research, meta-analysis was adopted to determine the…
The present paper attempts to interrogate the existing approach to understand academic achievement in the mainstream educational psychology. The paper explores the persistent question of "why academic achievement gap" in the modern society from the cultural ecological and postformalist framework of John Ogbu and Joe Kincheloe…
Manichander, T.; Brindhamani, M.
The investigator attempted to find out the significant relationship between Academic Achievement and Scientific Aptitude in Science among the Students of Standard X. Scientific Aptitude Inventory was developed and Academic Achievement in Science Test as a tool was used to assess the Variables for this study. The Investigators employed Stratified…
Mrowka, Karyn Anne Kowalski
Whether academic achievement is defined as passing a state-mandated test for graduation or earning "A's" in a rigorous course load and having a resume full of extra-curricular accomplishments, the pressure to achieve is pervading public education, creating a culture of competition and causing academic stress. A culture of competition…
Gul, Showkeen Bilal Ahmad
The study examined the impact of socio-emotional adjustment on academic achievement of adolescent girls of Jammu and Kashmir. The purpose of the investigation was to study the relationship and effect of socio-emotional adjustment on academic achievement among adolescent girls. The descriptive survey research method was used for the study and the…
Becker, Derek R.; McClelland, Megan M.; Loprinzi, Paul; Trost, Stewart G.
Research Findings: The present study investigated whether active play during recess was associated with self-regulation and academic achievement in a prekindergarten sample. A total of 51 children in classes containing approximately half Head Start children were assessed on self-regulation, active play, and early academic achievement. Path…
Sudkamp, Anna; Kaiser, Johanna; Moller, Jens
This meta-analysis summarizes empirical results on the correspondence between teachers' judgments of students' academic achievement and students' actual academic achievement. The article further investigates theoretically and methodologically relevant moderators of the correlation between the two measures. Overall, 75 studies reporting…
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)…
Smith-Groves, Michelle S.
Within the last decade, several school and government-level administrations have been attempting to circumvent the incidence of poor academic achievement in relation to school transition. Military children already challenged by frequent moves and parental absences may also be challenged with the impact on their academic achievement. Due to a lack…
Coe, Dawn P.; Peterson, Thomas; Blair, Cheryl; Schutten, Mary C.; Peddie, Heather
Background: This study examined the association between physical fitness and academic achievement and determined the influence of socioeconomic status (SES) on the association between fitness and academic achievement in school-aged youth. Methods: Overall, 1,701 third-, sixth-, and ninth-grade students from 5 school districts participated in the…
Garn, Alex C.; Jolly, Jennifer L.
This study investigated achievement-oriented parent socialization as it pertains to school avoidance in a sample of gifted students. A serial mediation model examining relationships among parental achievement-oriented psychological control (APC), fear of academic failure, academic amotivation, and school avoidance was tested. The sample included…
Emenheiser, David E.
Previous literature suggests that academic achievement and self-concept among adolescents in the general education population are positively related (e.g., Huang, 2011). For students with disabilities, however, the correlation between academic achievement and self-concept is sometimes negative and non-significant (Daniel & King, 1995; Feiwell,…
Jeong, Yu-Jin; Acock, Alan C.
Drawing on the National Educational Longitudinal Survey 1988 (NELS:88), this study identified (1) the growth pattern of academic achievement of adolescent children from Mexican and East Asian immigrant families; (2) investigated to what extent ethnicity and family capital influenced the trajectories in the academic achievement of children from…
Duru, Erdinç; Duru, Sibel; Balkis, Murat
This study examined the relationships among burnout, academic achievement, and self-regulation with two structural models. The participants were 383 undergraduates with different majors in a university in the western part of Turkey. The results showed that academic achievement was negatively associated with three dimensions of burnout and was…
Phillipson, Sivanes; Phillipson, Shane N.
It is generally accepted that cognitive ability predicts academic achievement, and that parental involvement and expectations form part of the constellation of factors that predict their children's academic achievement, particularly for families within the Chinese-heritage Cultures. Although a number of interactions between these parental factors…
Akinsola, Mojeed Kolawole; Tella, Adedeji; Tella, Adeyinka
Procrastination is now a common phenomenon among students, particularly those at the higher level. And this is doing more harm to their academic achievement than good. Therefore, this study examined the correlates between academic procrastination and mathematics achievement among the university mathematics undergraduate students. The study used a…
Liu, Junsheng; Bullock, Amanda; Coplan, Robert J
The goal of this study was to explore longitudinal associations between peer victimization and academic achievement in Chinese children. Participants were N = 805 3rd-grade students (486 boys, 319 girls; M(age) = 9.5 years, SD = 3 months) attending primary schools in Shanghai, People's Republic of China. At Time 1 and Time 2 (2 years later), peers nominated classmates who were victims of peer maltreatment using the Chinese version of the Revised Class Play (Chen, Rubin, & Sun, 1992), and teachers rated students' academic achievement. Among the results, peer victimization was negatively related to academic achievement at both time points. Also, peer victimization and academic achievement displayed considerable stability across the 2 years. Results from cross-lagged hierarchical analyses demonstrated that peer victimization at Grade 3 predicted lower academic achievement at Grade 5. However, academic achievement at Grade 3 was not predictive of peer victimization at Grade 5. These results suggest that peer victimization appears to function more as a precursor rather than a consequence of lower academic achievement. Results are discussed in terms of the cross-cultural similarities in the links between peer maltreatment and academic achievement and their educational implications.
Gordon, Derrick M.; Iwamoto, Derek K.; Ward, Nadia; Potts, Randolph; Boyd, Elizabeth
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.…
Whitinger, Jamie Hilton
The purpose of this study was to identify significant differences in academic achievement among virtual students of various backgrounds, demographics, and virtual learning environments. The study also sought to identify factors that may predict the academic achievement, as defined by final course grade, of virtual students. This study examined…
Lessing, Elise E.
The following hypotheses were investigated: (1) Negro children have lower academic achievement than whites, (2) the ego variables of sense personal control and willingness to delay gratification are significantly related to academic achievement and (3) Negro children score significantly lower on both ego variables. Subjects included 237 eighth…
Benner, Aprile D.; Kretsch, Natalie; Harden, K. Paige; Crosnoe, Robert
Prior research suggests a link between academic performance and alcohol use during adolescence, but the degree to which this association reflects actual protective effects continues to be debated. We investigated the role of genetic factors in the association between academic achievement and adolescent alcohol use and whether achievement might…
Heaton, Patrick Michael
The purpose of this study was to examine what effect the Freshmen Interest Group (FIG) program, a variation of a non-residential learning community had on academic achievement scores and institutional rates of persistence. Study variables included: gender; race; pre-collegiate academic achievement (GPA scores); educational preferences (major…
Kim, Kyoungho; Rohner, Ronald P.
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…
Objective: Previous studies have shown that academic achievement has a significant effect on juvenile delinquency, with the reverse reported as well. This study, therefore, examined the reciprocal causal relationships between academic achievement and juvenile delinquency. Methods: The participants were 3449 Korean adolescents (mean age 13.2 years,…
Kim, You Lim; Lee, Suk Min
[Purpose] The purpose of this study was to investigate satisfaction in major among physical therapy students and to identify the sub-factors of satisfaction in major affecting academic achievement. [Subjects and Methods] We distributed a self-administered questionnaire, comprising items relating to satisfaction in major and academic achievement to 369 physical therapy students located in Seoul, Daejeon, Jinju, Pohang, and Gunsan. [Results] General satisfaction and academic achievement showed the greatest correlation (r = 0.235), followed by course satisfaction (r = 0.123). [Conclusion] Several sub-factors were found to affect academic achievement. The results of this study can be used as the basis for programs that aim at development of satisfaction in major and academic achievement among clinical physical therapists. PMID:25729179
Sockalingam, Nachamma; Rotgans, Jerome I; Schmidt, Henk G
This study investigated the influence of five problem characteristics on students' achievement-related classroom behaviors and academic achievement. Data from 5,949 polytechnic students in PBL curricula across 170 courses were analyzed by means of path analysis. The five problem characteristics were: (1) problem clarity, (2) problem familiarity, (3) the extent to which the problem stimulated group discussion, (4) self-study, and (5) identification of learning goals. The results showed that problem clarity led to more group discussion, identification of learning goals, and self-study than problem familiarity. On the other hand, problem familiarity had a stronger and direct impact on academic achievement.
Kendall-Tackett, K A; Eckenrode, J
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.
Brook, Christina A; Willoughby, Teena
Given that engagement and integration in university/college are considered key to successful academic achievement, the identifying features of social anxiety, including fear of negative evaluation and distress and avoidance of new or all social situations, may be particularly disadvantageous in the social and evaluative contexts that are integral to university/college life. Thus, the purpose of this study was to examine the direct effects of social anxiety on academic achievement, as well as investigate an indirect mechanism through which social anxiety might impact on academic achievement, namely, the formation of new social ties in university. The participants were 942 (71.7 % female; M = 19 years at Time 1) students enrolled in a mid-sized university in Southern Ontario, Canada. Students completed annual assessments of social anxiety, social ties, and academic achievement for three consecutive years. The results from an autoregressive cross-lag path analysis indicated that social anxiety had a significant and negative direct relationship with academic achievement. Moreover, the negative indirect effect of social anxiety on academic achievement through social ties was significant, as was the opposing direction of effects (i.e., the indirect effect of academic achievement on social anxiety through social ties). These findings highlight the critical role that social ties appear to play in successful academic outcomes and in alleviating the effects of social anxiety during university/college.
Rimfeld, Kaili; Ayorech, Ziada; Dale, Philip S.; Kovas, Yulia; Plomin, Robert
We have previously shown that individual differences in educational achievement are highly heritable throughout compulsory education. After completing compulsory education at age 16, students in England can choose to continue to study for two years (A-levels) in preparation for applying to university and they can freely choose which subjects to study. Here, for the first time, we show that choosing to do A-levels and the choice of subjects show substantial genetic influence, as does performance after two years studying the chosen subjects. Using a UK-representative sample of 6584 twin pairs, heritability estimates were 44% for choosing to do A-levels and 52–80% for choice of subject. Achievement after two years was also highly heritable (35–76%). The findings that DNA differences substantially affect differences in appetites as well as aptitudes suggest a genetic way of thinking about education in which individuals actively create their own educational experiences in part based on their genetic propensities. PMID:27310577
Leasa, Marleny; Duran Corebima, Aloysius
Learning models and academic ability may affect students’ achievement in science. This study, thus aimed to investigate the effect of numbered heads together (NHT) cooperative learning model on elementary students’ cognitive achievement in natural science. This study employed a quasi-experimental design with pretest-posttest non-equivalent control group with 2 x 2 factorial. There were two learning models compared NHT and the conventional, and two academic ability high and low. The results of ana Cova test confirmed the difference in the students’ cognitive achievement based on learning models and general academic ability. However, the interaction between learning models and academic ability did not affect the students’ cognitive achievement. In conclusion, teachers are strongly recommended to be more creative in designing learning using other types of cooperative learning models. Also, schools are required to create a better learning environment which is more cooperative to avoid unfair competition among students in the classroom and as a result improve the students’ academic ability. Further research needs to be conducted to explore the contribution of other aspects in cooperative learning toward cognitive achievement of students with different academic ability.
Chen, Qi; Hughes, Jan N.; Liew, Jeffrey; Kwok, Oi-Man
The longitudinal relationships between two dimensions of peer relationships and subsequent academic adjustment were investigated in a sample of 543 relatively low achieving children (M = 6.57 years at Year 1, 1st grade). Latent variable SEM was used to test a four stage model positing indirect effects of peer acceptance and peer academic reputation (PAR) assessed in Year 2 on academic achievement in Year 5, via the effects of the peer relationships variables on perceived academic competence in Year 3 and effortful engagement in Year 4. As expected, the effect of PAR on engagement was partially mediated by perceived academic competence, and the effect of perceived academic competence on achievement was partially mediated by engagement. In the context of PAR, peer acceptance did not contribute to the mediating variables or to achievement. Findings provide a clearer understanding of the processes by which early peer-relationships influence concurrent and future school-related outcomes. Implications for educational practice and future research are discussed. PMID:21113406
In recent years a dramatic increase in enrollments of mature age students has occurred in courses of arts, social sciences, and humanities. The main objective of this study was to examine the predictive value of the age factor in the academic performance of behavioral science students at a regional college of advanced education in Australia. (SSH)
Tlhoaele, Malefyane; Hofman, Adriaan; Winnips, Koos; Beetsma, Yta
Interactive engagement (IE) is a process that promotes students' conceptual understanding through activities, combined with immediate feedback from peers and/or instructors. The present study investigates the impact of IE on students' academic performance, using the comprehensive model of educational effectiveness. Engineering students (n?=?158),…
Swenson Goguen, Lisa M.; Hiester, Marnie A.; Nordstrom, Alicia H.
Developmental theory describes the central importance of peer relationships in the lives of young adults (e.g., Erikson, 1963). In this study we tested the importance of peer relationships to academic outcomes. First-year undergraduates completed a self-report survey to indicate the number and closeness of their friendships. We compared these…
Intrator, Sam M.; Siegel, Donald
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…
Bowman, Robert L.; Partin, Kenneth E.
Examined grade point averages (GPAs) of students (n=80) residing off-campus or in university dormitories. Data collected from official university records included GPA, American College Testing (ACT) scores, and housing accommodations. Found no significant differences between GPAs of on-campus and off-campus students. Academic ability, as measured…
Vazquez, Stella Maris; de Anglat, Hilda Difabio
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…
Suldo, Shannon M.; Shaunessy, Elizabeth; Hardesty, Robin
This study investigates the relationships among stress, coping, and mental health in 139 students participating in an International Baccalaureate (IB) high school diploma program. Mental health was assessed using both positive indicators (life satisfaction, academic achievement, academic self-efficacy) and negative indicators (psychopathology) of…
Wang, Clare Wen; Neihart, Maureen
Many studies have reported that twice-exceptional (2e) students were vulnerable in psychological traits and exhibited low-academic self-concept and academic self-efficacy. Such vulnerability may cause their academic failures. This study applied interpretative phenomenological analysis (IPA), a qualitative approach to investigate the perceptions of…
Dutra, Andrew Martin
The purpose of this study was to determine the relationship of specific attributes of college students to their academic achievement at an independent university in central Florida. Academic achievement was measured as the numeric score on the final exam in a survey-of-science course (EDS 1032) required for non-science majors. Attribute sets included personological, affective, and fitness variables. A hypothesized diagram of the direct and indirect effects among these attributes relative to academic achievement was developed and tested using data collected Spring 2014 from 168 students in four sections of EDS 1032 at Florida Institute of Technology. Multiple regression results revealed that 19% of the variance in a students' academic achievement was due to the influence of these three sets of research factors; this was found to be statistically significant. The results of mediation analyses also indicated that three variables had significant direct effects on academic achievement, namely gender, number of academic credits, and sports motivation. In addition, gender had a significant indirect effect on academic achievement via stress, and the number of academic credits had a significant indirect effect on academic achievement via sports motivation. These findings indicated that female students scored roughly six points higher than male students on this final exam. Also, gender's influence on academic achievement was partially attributable to the student's level of stress (e.g., male students with high levels of stress had lower grades on this final exam than female students with the same level of stress). In addition, it was found that students taking more academic credits were likely to score higher on this final exam than those students taking fewer credits. Further, as students' level of sports amotivation increased, the strength of the relationship between the number of student academic credits and academic achievement decreased. These results support Self
Geoffroy, Marie-Claude; Côté, Sylvana. M.; Giguère, Charles-Édouard; Dionne, Ginette; Zelazo, Philip David; Tremblay, Richard E.; Boivin, Michel; Séguin, Jean. R.
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
Hayes, DeMarquis; Blake, Jamilia J.; Darensbourg, Alicia; Castillo, Linda G.
The achievement gap between Latino and White youth is well documented. This is of particular concern as children enter middle school because of the decline in school engagement and achievement noted in many students. The impact parent and peer beliefs and behaviors have on academic achievement, engagement, and achievement values of Latino middle…
Beall, Kristen Ann
The population of United States Latino students is growing at a rapid rate but their academic achievement lags behind white and Asian students. This issue has significant consequences for the nation's economy, as the job market continues to demand more education and better skills. Early College High School programs have the potential to improve…
Sklarz, David P.
A plan for the academic magnet high school (AMHS) program offered by the Charleston County (South Carolina) School District is presented in this report. A program overview describes general goals for students, which would emphasize thinking skills in all academic core areas, problem-solving skills in mathematics and research-based science,…
Soemantri, Diantha; Jusuf, Anwar
Objectives This study applied self-determination theory (SDT) to investigate the relationship between students’ autonomous motivation and tutors’ autonomy support in medical students’ academic achievement. Methods This was a cross-sectional study. Out of 204 students in a fundamental medical science course, 199 participated in the study. Data was collected using two questionnaires: the Learning Self-Regulation and Learning Climate Questionnaires. The score of the course assessment was the measure of academic achievement. Data was analyzed and reported with descriptive and inferential statistics (mean, standard deviation and multiple regression analysis). Results Mean score (±standard deviation) of the autonomous motivation, tutors’ autonomy support, and academic achievement were 5.48±0.89, 5.22±0.92, and 5.22±0.92. Multiple regression results reported students’ autonomous motivation was associated with improvement of students’ academic achievement (β=15.2, p=0.004). However, augmentation of tutors’ autonomy support was not reflected in the improvement of students’ academic achievement (β = -12.6, p = 0.019). Both students’ autonomous motivation and tutors’ autonomy support had a contribution of about 4.2% students’ academic achievement (F = 4.343, p = 0.014, R2 = 0.042). Conclusions Due to the unique characteristic of our medical students’ educational background, our study shows that tutors’ autonomy support is inconsistent with students’ academic achievement. However, both autonomous motivation and support are essential to students’ academic achievement. Further study is needed to explore students’ educational background and self-regulated learning competence to improve students’ academic achievement. PMID:28035054
Ho, Irene T; Hau, Kit-Tai
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.
Mboya, Mzobanzi M.; Nesengani, Ralintho I.
Study seeks to determine whether there are significant differences in academic achievement between father-present and father-absent (due to migrant labor) adolescents. Academic achievement of 276 high school students in South Africa was measured covering biology, English (second language), and mathematics.. Father-present students were found to…
Zuffiano, Antonio; Alessandri, Guido; Gerbino, Maria; Kanacri, Bernadette Paula Luengo; Di Giunta, Laura; Milioni, Michela; Caprara, Gian Vittorio
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…
Cormier-Zenon, Dolores E.
The purpose of this study is to examine the potential impact parental expectations have on the academic achievement of children born with low-birth weight to inform educational leaders. Literature on levels of children born with birth weights as low as 1 LB to as high as 9 LBS were evaluated based on: birth weight, academic achievement, and…
The purpose of this study was to determine whether academic motivation and academic self-regulated learning predicted students' GPAs in the Early Childhood Education Department. The study participants consisted of 166 early childhood education majors enrolled in the 2014 spring semester at Georgia Southern University, USA. Data were gathered using…
Balogun, Anthony Gbenro; Balogun, Shyngle Kolawole; Onyencho, Chidi Victor
This study investigated the moderating role of achievement motivation in the relationship between test anxiety and academic performance. Three hundred and ninety three participants (192 males and 201 females) selected from a public university in Ondo State, Nigeria using a purposive sampling technique, participated in the study. They responded to measures of test anxiety and achievement motivation. Three hypotheses were tested using moderated hierarchical multiple regression analysis. Results showed that test anxiety had a negative impact on academic performance (β = -.23; p < .05). Achievement motivation had a positive impact on academic performance (β = .38; p < .05). Also, achievement motivation significantly moderated the relationship between test anxiety and academic performance (β = .10; p < .01). These findings suggest that university management should design appropriate psycho-educational interventions that would enhance students' achievement motivation.
This study focuses on the relationship between self-regulated learning behavior and their academic achievement of college students of art. The results show that for students of art, the involvements in self-efficacy, intrinsic value and cognitive strategies are closely tied to their performance in the examination. However, test anxiety, as a negative emotional factor is negatively correlated with academic performance. And among the five variables, self-efficacy has the strongest influence on students of art's academic performance.
Baanu, Titilayo Funmisho; Oyelekan, Oloyede Solomon; Olorundare, Adekunle Solomon
Self-efficacy reflects the extent to which students believe that they can successfully perform in school. It usually positively correlated with outcome expectations but it is possible that a student's has high self-efficacy does not transform into a high academic achievement. This study sought to find out the relationship between chemistry…
Kantomaa, Marko T.; Stamatakis, Emmanuel; Kankaanpää, Anna; Kaakinen, Marika; Rodriguez, Alina; Taanila, Anja; Ahonen, Timo; Järvelin, Marjo-Riitta; Tammelin, Tuija
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 (β) coefficients were used to test whether, and to what extent, physical activity, cardiorespiratory fitness, and obesity at age 16 mediated the association between childhood motor function and adolescents’ academic achievement. Physical activity was associated with a higher grade-point average, and obesity was associated with a lower grade-point average in adolescence. Furthermore, compromised motor function in childhood had a negative indirect effect on adolescents’ academic achievement via physical inactivity (B = –0.023, 95% confidence interval = –0.031, –0.015) and obesity (B = –0.025, 95% confidence interval = –0.039, –0.011), but not via cardiorespiratory fitness. These results suggest that physical activity and obesity may mediate the association between childhood motor function and adolescents’ academic achievement. Compromised motor function in childhood may represent an important factor driving the effects of obesity and physical inactivity on academic underachievement. PMID:23277558
Kantomaa, Marko T; Stamatakis, Emmanuel; Kankaanpää, Anna; Kaakinen, Marika; Rodriguez, Alina; Taanila, Anja; Ahonen, Timo; Järvelin, Marjo-Riitta; Tammelin, Tuija
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 (β) 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.
Gregory, Sheila T., Ed.
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.…
Cemaloglu, Necati; Filiz, Sevil
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…
Barna, Jennifer S.; Brott, Pamelia E.
The researchers explored the relationship between elementary school counselors' motivational orientation, perceptions of importance and levels of implementation of Academic and Personal/Social Standards as a strategy for supporting academic achievement. Responses from 212 elementary school counselors confirm both types of Standards as being highly…
Carrillo-de-la-Pena, Maria T.; Bailles, Eva; Caseras, Xavier; Martinez, Alvar; Ortet, Generos; Perez, Jorge
Although educational experts recommend the use of formative assessment, there is a dearth of empirical studies on its impact on academic achievement. In this research the authors analyse to what extent participation and performance in formative assessment are associated with positive academic outcomes of pre-graduate students of health sciences. A…
This study aims to examine the relation between pre-service music teachers' psychological resilience and academic achievement levels and to determine what variables influence their psychological resilience levels. The study sample consisted of students enrolled in a music education program in the 2013-2014 academic year (N = 333). In respect with…