共查询到20条相似文献，搜索用时 218 毫秒
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Jens Möller Lilian Streblow Britta Pohlmann Olaf Köller 《European Journal of Psychology of Education - EJPE》2006,21(4):467-487
Beside interindividual social comparisons, intraindividual dimensional comparisons in which students compare their achievements
in one subject with their achievements in other subjects have an impact on their academic self-concepts. The internal/external
frame of reference (I/E) model by Marsh (1986) assumes that dimensional comparisons lead to negative paths from achievement
in one subject (e.g., math) to self-concept in another subject (e.g., English). In the present study, the I/E model was extended
to two verbal domains (German as the native language and English as a foreign language) and two numerical domains (mathematics
and physics). Grades and domain-specific academic self-concepts ofN=1440 students from 63 classes were assessed. In support of the extended I/E model, (a) math, physics, German, and English
achievement were positively correlated, as were; (b) self-conceptswithin the verbal and numerical domains, while; (c) self-conceptsbetween the verbal and the numerical domains were almost uncorrelated; (d) positive paths were received from math, physics, German,
and English achievement on the corresponding self-concepts; (e) negative paths were found from achievement in one domain to
self-concept in the other; (f) positive paths were found from math (physics) achievement to physics (math) self-concept. Finally,
(g), almost no effects were found within the verbal domain, i.e., from English (German) achievement to German (English) self-concept.
Therefore, there is some support for the I/E model between domains; whereas effects from achievements on self-concepts within
the domains were not negative. 相似文献
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The authors used structural equation modeling to map the relationships between student race–ethnicity via the mediating variable physical activity on English language arts (ELA) and mathematics achievement among 964 fourth- and fifth-grade students. The students attended a New York City Metropolitan area school district and completed the Physical Activity Questionnaire for Older Children, which measured weekly average activity levels. Confirmatory factor analysis validated the use of this instrument. Physical activity had a significant, substantive effect on both ELA and mathematics achievement for students, but was most pronounced among White students on ELA and among Black students on mathematics. Hispanic ethnicity had significant direct and indirect negative associations with ELA and mathematics achievement via their decreased physical activity levels relative to White and Black students. These findings help confirm the important link between physical activity and academic achievement and the need to foster more healthy physical activities for students of all races and ethnicities. 相似文献
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Randall J. Souviney 《Educational Studies in Mathematics》1983,14(2):183-212
A case study was conducted of mathematics instruction at five sites in Papua New Guinea. Trial instructional materials were developed, teachers received inservice training and implementation was carefully monitored for a six-week period. English and mathematics achievement instruments and eight measures of cognitive development were administered to a sample of 201 students in grades two, four and six. Mathematics and language achievement varied significantly among the five sites. Students at all grade levels exhibited poor application of problem solving skills while showing computation, measurement and mathematical language abilities superior to results previously reported. English reading and measures of conservation and classification competence were highly correlated with mathematics achievement. Correlations between memory measures and mathematics achievement decreased from grade two to grade six while correlations between measures of language and cognitive development and mathematics achievement tended to increase. The results indicated that the non-consumable student textbooks ameliorated to some extent the problems associated with non-native language instruction for the students involved in the study. It was concluded that locally developed textbooks with an appropriate language load would enhance mathematics learning, particularly in remote-rural areas where current teaching conditions and lack of materials interact with poor English skills to create an imbalance in achievement. 相似文献
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Alison E. Baroody 《School Effectiveness & School Improvement》2017,28(2):314-335
This study examined the contribution of classroom format on teaching effectiveness and achievement in English language arts (ELA) and mathematics. Secondary data analyses of the Measures of Effective Teaching database included 464 US classrooms. Classrooms were defined as self-contained if a generalist teacher provided instruction on all subjects and departmentalized if a specialist teacher provided instruction on a specific subject. Beginning-of-the-year classroom-level covariates were compared. Both ELA and mathematics self-contained classrooms had larger class sizes, served more students of color, served students with lower initial achievement, and had teachers with fewer years of teaching experience but more likely to have a Master’s degree. Regression models were used to determine if classroom format predicted teaching effectiveness and achievement while controlling for beginning-of-the-year classroom-level covariates. Departmentalization had a small positive association with higher teaching effectiveness ratings in ELA classes. Classroom format was not a significant predictor of achievement in ELA or math. 相似文献
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万青林 《沙洋师范高等专科学校学报》2012,13(5):48-51
怎样提高英语学习者的成绩与水平向来是英语研究者关注的核心问题.近年来,随着社会心理学的兴起,运用态度理论研究英语成为新的热点.文章通过对荆楚理工学院2012级110名非英语专业大学生的问卷调查和访问,发现他们的英语语言态度与英语成绩之间成正相关,由此,建议英语教育者要大力发挥积极英语语言态度的作用,尽量克服教师、教材和教法上存在的问题,积极改变学生消极的英语语言态度,努力提高学生的英语成绩. 相似文献
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Kwok K. Ho 《科学教学研究杂志》1982,19(9):761-767
This study investigated the relationship between physics achievement and language of instruction in a situation where instruction was in the second language of both students and teachers. One hundred and seventy-six grade ten physics students (first language was Chinese) were selected from four classes of two secondary schools in Hong Kong. For three months (with four lessons per week), two classes of students learned the content material (light and sound) in Chinese and two classes learned the material in English. Group differences were controlled by using individual aptitude scores as covariates in the analysis. There were no differences in achievement, students' motivation, and effort spent in physics in that controlled teaching period. This was probably because the Anglo-Chinese group was sufficiently proficient in English so they did not encounter additional difficulty in learning physics when compared with the Chinese group. 相似文献
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The present study was conducted to analyze whether in-class friends influence each other's grades, and whether adolescents tend to select friends that are similar to them in terms of academic achievement. During 1 academic year, 542 eighth-grade students (M age = 13.3 years) reported on 3 different occasions on their in-class friendship networks. At these occasions their report card grades for 3 subjects were copied from their files. We tested whether academic achievement functions as a selection criterion for friendship, and whether academic achievement is influenced by in-class friends, using social network analytic techniques. Socialization effects for Dutch and English language grades, but not for mathematics grades, were found. We found no support for selection effects of grades. 相似文献
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This study examined the relation of parental involvement with Korean adolescent academic achievement and self-efficacy, and the mediating role of academic self-efficacy in this relationship. We investigated the effects of parental involvement in both overall and domain-specific self-efficacy and academic achievement across three academic subjects (reading, English and mathematics). We conducted structural equation modelling analysis with the responses of 6,334 students from the Korean Education Longitudinal Survey. Our results were that first, academic self-efficacy partially mediated the relation between parental involvement and academic achievement. Specifically, domain-specific self-efficacy mediated the relations between parental involvement and academic achievement across three academic subjects (reading, English and mathematics), but these relations varied across subjects. Second, among multidimensions of parental involvement, parental participation and parental supervision had significant effects on adolescent academic achievement compared to parental expectation. This indicates that higher parental participation and parental supervision increased academic self-efficacy in Korean youth, which in turn, improved their academic achievement. 相似文献
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Jillian L. Wendt Amanda Rockinson-Szapkiw Megan Cordes 《The Journal of educational research》2018,111(6):666-677
The authors of this exploratory study examine the influence of the Georgia science, technology, engineering, and mathematics (STEM) model; gender; race; and other achievement on elementary students’ science outcomes in Title I schools. Results of the study demonstrate that a positive relationship exists between students participating in a STEM-certified school and science achievement at the third-grade level (n = 339), and that race, gender, and mathematics and reading achievement did not significantly explain science achievement. At the Grade 5 level (n = 279), a negative relationship was found between science achievement and type of school, with students participating in STEM schools scoring lower than those students participating in non-STEM schools. Moreover, in Grade 5, the combination of demographic variables, race and gender, did significantly explain science achievement. The practical and empirical implications of the results are discussed. 相似文献
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Joost Jansen in de Wal Lisette Hornstra Frans J. Prins Thea Peetsma Ineke van der Veen 《教育心理学》2016,36(7):1303-1322
This study’s aim was to examine the prevalence, development and domain specificity of fifth- and sixth-grade elementary school students’ achievement goal profiles. Achievement goals were measured for language and mathematics among 722 pupils at three points in time. These data were analysed through latent profile analysis and latent transition analysis. Results indicated that three similar goal profiles could be discerned at all measurement waves for both language and mathematics. Profiles were labelled ‘multiple goals’, ‘approach oriented’ and ‘moderate/indifferent’. In both mathematics and language, around 80% of the participants remained stable in their goal profiles across measurements. Students who transitioned between goal profiles mostly moved from less to more favourable profiles. Profile membership and transitions between profiles were found to be relatively domain general with 60% overlap between domains. The high level of stability over time and across domains suggests that students’ goal profiles represent relatively stable personal dispositions. 相似文献
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This paper explores the relationship among ICT infrastructure (i.e., computing devices and Internet), one-to-one computing program and student ICT activities in school. It also looks into the differences of how ICT is being used in the teaching of English, mathematics and science at the elementary school level in relation to the availability of computing devices, Internet connection and one-to-one program. A total of 360 Grade 5 students from three schools (120 students from each school) in the western part of Singapore participated in a questionnaire adapted from the Program for International Student Assessment (PISA) ICT Familiarity Component for Student Questionnaire regarding students’ ICT use. One of the participating schools has implemented a school-based one-to-one computing program for all its students for the past nine years, with the school providing the necessary computing devices for all its Grade 1 to 3 students and a student computer ownership program to encourage all its Grade 4 students to procure their own computing devices to be used till completion of elementary education at Grade 6. The regression analyses suggest that how ICT is being used plays a more significant role in predicting the frequency of ICT use for the various subject areas than ICT infrastructure and one-to-one computing program. Further analysis also reveals that one-to-one computing program and availability of computing devices have a significant interaction effect on the frequency of ICT usage for English but not for mathematics and science—the presence of computing devices seem to have an impact for the usage of ICT for English but not the other two subject areas. The findings concur with earlier studies that there are differences in frequency and how ICT is being used in the teaching of English, mathematics and science. 相似文献
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采用特瑞—肖特的积极、消极完美主义量表中文修订版和霍维茨外语课堂焦虑量表,对长沙理工大学一年级非英语专业的267名学生进行问卷调查分析发现:大学生外语焦虑与外语成绩呈现显著的负相关关系,完美主义整体与外语焦虑和外语成绩不存在显著的相关关系,其中消极完美主义维度与外语焦虑呈显著正相关,而积极维度与外语焦虑和外语成绩不相关。 相似文献
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Sehee Hong Sung-Kyung Yoo Sukkyung You Chih-Chun Wu 《Journal of Experimental Education》2013,81(4):419-439
This study focused on comparing the longitudinal associations between two types of parental involvement (i.e., mathematics value and academic reinforcement) and high school students’ mathematics achievement, using data from the Longitudinal Study of American Youth(LSAY). Results, based on multivariate autoregressive cross-lagged modeling, indicated that parents’ academic reinforcement had no effect on students’ mathematics achievement and vice versa; however, a statistically significant positive reciprocal influence existed between parents’ mathematics value and students’ mathematics achievement throughout high school. This result not only reaffirms that parental involvement is a multidimensional construct but also implies that parental involvement has a domain-specific effect. Results from multigroup analyses revealed that students’ gender did not have a differential effect on these associations. 相似文献
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The purpose of this study was to evaluate the gender stereotypes endorsed by elementary and high school students regarding mathematics and language. We developed a questionnaire allowing students to rate mathematics and language as either male or female domains and administered it to a sample of 984 elementary and high school French‐speaking Canadian students (Grades 6, 8, and 10). Results showed that, with the exception of Grade 6 boys, students did not believe that mathematics was a male domain, or even conceived of mathematics as a predominantly female domain, suggesting that the traditional stereotype favouring boys in mathematics might have changed over the past few years. Moreover, language was clearly viewed as a female domain. Overall, our findings suggest that boys seem to be in need of encouragement in school, especially regarding language, where the advantage given to girls is particularly salient. 相似文献
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Tiberio Garza Margarita Huerta Rafael Lara-Alecio Beverly J. Irby Fuhui Tong 《The Journal of educational research》2018,111(4):487-496
The purpose of this study was to compare and describe 8 fifth-grade classrooms by their teachers pedagogy during a quasiexperimental, longitudinal, and field-based project focused on increasing English language learners' (ELLs') achievement in science and language. The larger study found statistically significant and positive intervention effects in favor of the treatment group on measures of science and language achievement. This study adds an in-depth analysis of the teacher pedagogical practices contributing to students' science and language achievement as captured by an observational instrument used during the project. Results from the analysis show how treatment teachers, when compared to control teachers, focused on activities promoting verbal and written interaction among the students and dense cognitive language use during science inquiry instruction. The findings support the importance of effectively using language in the science classroom to improve ELLs' science and language achievement. Implications for future research and practice are discussed. 相似文献
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In a multilingual context, this study investigates the role on mathematics achievement of the provision of instruction in the home language. It compares characteristics of 5048 Grade 6 learners in 275 Namibian schools. The outcome variable is the standardized SACMEQ mathematics score collected in year 2000. Hierarchical linear modeling is used to partition the total variance in mathematics achievement into its within- and between-school components. The results do confirm the significant role of low language skills on the overall low mathematics scores, which may question the effectiveness and equity of the current bilingual policy. 相似文献
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This study examined the reciprocal relations among basic psychological need satisfaction at school (BPNSS), positivity, and academic achievement in Chinese early adolescents, using a six-wave longitudinal design. A total of 712 students from Grades 7 in China (Mage = 12.92 years, 375 girls) completed measures of BPNSS and positivity in the middle of three consecutive semesters. Students exam scores for Chinese, mathematics, and English courses were obtained from school records at the end of each semester. Structural equation modeling indicated that: (a) BPNSS directly predicted academic achievement and vice versa; (b) positivity directly predicted academic achievement but not vice versa; (c) BPNSS directly predicted positivity and vice versa; (d) BPNSS indirectly predicted academic achievement via positivity; and (e) academic achievement indirectly predicted positivity via BNPSS. The findings are helpful for understanding how BPNSS and positivity temporally interrelate with academic outcomes from a positive youth development perspective. 相似文献
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Jaana Viljaranta Asko Tolvanen Kaisa Aunola Jari-Erik Nurmi 《Scandinavian Journal of Educational Research》2014,58(6):734-756
Only a few studies have examined the direction of associations between academic achievement, interest, and self-concept of ability simultaneously by using longitudinal data over several school years. To examine the cross-lagged relationships between students' interest, self-concept of ability, and performance in mathematics and reading, longitudinal data from Grade 1 to Grade 7 of comprehensive school was gathered from 216 students. The results showed that, in both reading and math, performance predicted students' subsequent self-concept of ability. Some evidence was also found that math performance predicts subsequent interest in mathematics, and that self-concept of math ability mediates the impact of math performance on interest. No evidence was found for the assumption that self-concept of ability or interest would predict subsequent academic performance. 相似文献