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1.
Isabelle Régner Florence Loose Florence Dumas 《European Journal of Psychology of Education - EJPE》2009,24(2):263-277
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 and teacher academic
involvement, and then their achievement goals three months later. Factorial analyses showed that students differentiated parental
academic monitoring from parental academic support, while predominantly perceiving their teacher academic involvement as reflecting
monitoring. Multilevel modeling analyses indicated that, as expected, students’ perceptions of parental academic support were
positively related to mastery goals while unrelated to performance goals. Also as expected, perceived academic monitoring
was associated with performance goals, although the findings revealed an equal contribution of perceived parental and teacher
involvement. This new insight about the antecedents of students’ achievement goals emphasizes how important is the role of
parental and teacher academic socialization. 相似文献
2.
Willy Lens Marlies Lacante Maarten Vansteenkiste Dora Herrera 《European Journal of Psychology of Education - EJPE》2005,20(3):275-287
In order to understand and predict students’ achievement and persistence at learning activities, many contemporary motivational
models consider how much students are motivated for their school work. However, students’ achievement and persistence might
not only be affected by their amount of study motivation, but also by the motivation to engage in competing alternative activities,
as suggested three decades ago by Atkinson and Birch in their “Dynamics of Action” (1970). Building on this line of theorizing,
the present contribution indicates that it is not only instructive to consider the level of students’ motivation for these
competing activities, but also the type of activities they engage in, that is leisure vs. working activities. Two studies
demonstrated that whereas time spent on working activities is inversely related to study motivation, attitude, persistence
and academic achievement, such relationships were not found for leisure time engagement. Spending some time on leisure time
activities does not interfere with optimal learning. 相似文献
3.
The relations among students’ motivational beliefs, cognitive processes, and academic achievement were investigated. A 51-item
questionnaire together with a mathematics achievement test was administered to 459 fifth graders in Korean elementary school
mathematics classrooms. Results indicated that, in general, students’ cognitive processes related closely to competence beliefs,
task values, and achievement goals, and more importantly their success or failure in mathematics achievement was closely linked
to competence beliefs, performance-avoidance goals, and persistence strategies. Positive evidence of performance-approach
goals was observed in math learning relative to task goals. As expected, performance-avoidance goals turned out to be detrimental
to students’ math learning. These findings are generally congruent with the motivational theories and support the position
that students should be encouraged to adopt task goals and actively involve themselves in math class activities. However,
it also behooves us to recognize the potential benefits of performance-approach goals in different cultural contexts, such
as the Korean elementary school math classrooms. 相似文献
4.
The purpose of this research was to examine the relationship between students’ interests, their use of certain specific learning
strategies and causal attributions which they made for their academic achievement. In this manner, we attempted to explore
the relationships between some important variables from three different, but connected phases of self-regulated learning:
the forethought phase (interests), the performance control phase (learning strategies) and the self-reflective phase (causal
attributions).
Results confirmed the presumption that learning strategies could be a potential mediator in the relationship between students’
interests and their academic achievement. Also, results indicate that the causal dimension of controllability could have a
partial mediating role between students’ academic achievement and their interests. Generally, our findings indicate a dynamic
and cyclical nature of learning process — interest is an integral part of this process and it could be conceptualized as both
a consequence and an antecedent of cognitive aspects of learning. 相似文献
5.
The Interrelation of First-Year College Students’ Critical Thinking Disposition, Perceived Academic Control, and Academic Achievement 总被引：2，自引：0，他引：2
Robert H. Stupnisky Robert D. Renaud Lia M. Daniels Tara L. Haynes Raymond P. Perry 《Research in higher education》2008,49(6):513-530
While a great deal of research has examined students’ critical thinking skills, less is known about students’ tendencies to
use these skills. Specifically, little is known about what factors contribute to students developing a disposition to think
critically or what impact this disposition has on college students’ academic achievement. Perceived control, which has been
found to be an important factor in college students’ academic success, may be an important factor in developing this disposition.
The current longitudinal study examined the reciprocal-effects between critical thinking disposition and perceived academic
control, and their comparative influences on academic achievement in 1196 first-year college students. Using a two-wave, two-variable
cross-lag structural equation model, a reciprocal-effect was found whereby students’ perceived academic control predicted
their subsequent critical thinking disposition, and students’ critical thinking disposition predicted their subsequent perceived
academic control. Furthermore, after controlling for high school academic performance, perceived academic control was found
to have a stronger impact on students’ GPAs than critical thinking disposition. Implications of fostering a critical thinking
disposition and perceived academic control among college students are discussed.
相似文献
| Robert H. StupniskyEmail: |
6.
We designed and developed an emotion control treatment and investigated its effects on college students’ academic emotions,
motivation, and achievement in an online remedial mathematics course. The treatment group showed more positive emotions of
enjoyment and pride than the control group. The treatment group also showed a higher level of motivation than the control
group but there was no difference between the two groups in achievement. Implications for the design and development of interventions
or systems for students’ emotion control are discussed. 相似文献
7.
This paper estimates the effect of students’ background characteristics on the academic outcomes of their college roommates.
It uses data from four classes of students at Wellesley College, where roommate assignment is credibly random, conditional
on student responses to a housing preference form. In linear specifications, there are no peer effects on students’ grade
point averages. There is some evidence that students’ SAT scores have nonlinear effect on their roommates’ achievement, but
the results are not robust. We conclude that roommate peer effects might exist among small groups of students, but they are
not a key determinant of students’ average academic outcomes at Wellesley College. 相似文献
8.
Chun-Yen Chang Chien-Hua Hsiao Yueh-Hsia Chang 《Journal of Science Education and Technology》2011,20(2):136-145
This study investigated students’ learning environment preferences and compared the relative effectiveness of instructional
approaches on students’ learning outcomes in achievement and attitude among 10th grade earth science classes in Taiwan. Data
collection instruments include the Earth Science Classroom Learning Environment Inventory and Earth Science Learning Outcomes
Inventory. The results showed that most students preferred learning in a classroom environment where student-centered and
teacher-centered instructional approaches coexisted over a teacher-centered learning environment. A multivariate analysis
of covariance also revealed that the STBIM students’ cognitive achievement and attitude toward earth science were enhanced
when the learning environment was congruent with their learning environment preference. 相似文献
9.
The influence of homework experiences on students’ academic grades was studied with 223 college students. Students’ self-efficacy
for learning and perceived responsibility beliefs were included as mediating variables in this research. The students’ homework
influenced their achievement indirectly via these two self-regulatory beliefs as well as directly. Self-efficacy for learning,
although moderately correlated with perceptions of responsibility, predicted course grades more strongly than the latter variable.
No gender differences were found for any of the variables, a finding that extends prior research based on high school girls.
Educational implications about the importance of students’ homework completion and its relationship to college students’ development
of self-regulation and positive self-efficacy beliefs is discussed from a social cognitive perspective. 相似文献
10.
Factors affecting bioscience students’ academic achievement 总被引：1，自引：0，他引：1
Henna Rytk?nen Anna Parpala Sari Lindblom-Yl?nne Viivi Virtanen Liisa Postareff 《Instructional Science》2012,40(2):241-256
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 students’ perceptions of their
teaching–learning environment and their approaches to learning as well as the relationship of these to academic achievement
as measured by students’ progression in studies and how they succeed. Secondly, the present study explores factors students
feel either enhance or impede their studying as well as the relationship of those factors with their approaches to learning
and academic achievement. The data consist of responses from 188 first-year students who began their studies in the fall 2007
and 2008. The data were collected in a Finnish context with a modified and shortened version of the Experiences in Teaching
and Learning Questionnaire (ETLQ). The analyses were carried out using factor analysis, one-way ANOVA and structural equation
modeling. According to the results, organised studying was related to both academic progression and study success. In addition,
academic progression was positively related to peer support. Furthermore, most of the students found that problems in time
management impeded their studies and that pre-set schedules enhanced them. Results indicate that social support and self-regulation
skills are important for academic achievement. 相似文献
11.
This study was designed to compare the effects of Team Assisted Individualization (TAI) and Student Teams-Achievement Divisions
(STAD) on fourth grade students’ academic achievement in and attitudes towards mathematics. Seven classes of a school were
randomly selected for this experimental study. Two of these were given instruction through TAI; two through STAD, and the
remaining three were treated as a control group. For the purpose of the data analysis regarding academic achievement, the
3 X 1 covariance analysis was used to compare the groups. As a result of this comparison, both the TAI and STAD methods were
found to have positive effects (d = 1.003 for TAI and d = 0.40 for STAD) on students’ academic achievement in mathematics. The pairwise comparisons showed that the TAI method had
a more significant effect than the STAD method. The scores for the attitude towards mathematics were analyzed by using non-parametric
statistics. As a result of this analysis, no significant difference was observed regarding students’ attitudes towards mathematics. 相似文献
12.
Margarida César Isolina Oliveira 《European Journal of Psychology of Education - EJPE》2005,20(1):29-43
Portuguese schools in urban areas became multicultural during the 90s. Some students are quite distanced from the school culture.
Many repeat grades. The curriculum emerges as a means of (re)organizing school practice, so that it is designed to foster
inclusion. It is a tool for social mediation between the culture and knowledge of teenagers, and academic ones. It shapes
the interactions between participants, cultural tools and knowledge. The principles of inclusive schooling promote the respect
for diversity, underlining the need to listen to all voices of a learning community. According to the sociocultural approach
appropriating knowledge and developing competencies is a complex process. Interactive practices shape students’ academic performances.
Collaborative project work has been used to promote students’ engagement. This action-research project developed an alternative
curriculum in a class (grades 5 and 6) from a poor and multicultural school in Lisbon. A follow-up investigated the impact
of the educational changes on the learners’ participation in school and in social practices, and on their future life. We
aim at analyzing this alternative curriculum process by focussing on students’ narratives. Results highlight improvements
in students’ academic and social competencies. Changing practices during compulsory education facilitated achievement and
resulted in a better socialization. 相似文献
13.
This study investigated the relationship between multiple predictors of academic achievement, including course experience,
students’ approaches to learning (SAL), effort (amount of time spent on studying) and prior academic performance (high school
grade point average—HSGPA) among 442 first semester undergraduate psychology students. Correlation analysis showed that all
of these factors were related to first semester examination grade in psychology. Profile analyses showed significant mean
level differences between subgroups of students. A structural equation model showed that surface and strategic approaches
to learning were mediators between course experience and exam performance. This model also showed that SAL, effort and HSGPA
were independent predictors of exam performance, also when controlling for the effect of the other predictors. Hence, academic
performance is both indirectly affected by the learning context as experienced by the students and directly affected by the
students’ effort, prior performance and approaches to learning. 相似文献
14.
Francisco Cano 《European Journal of Psychology of Education - EJPE》2007,22(2):131-151
In the framework of the SAL (Students’ approaches to learning) poosition, the learning experience (approaches to learning
and study orchestrations) of 572 high school students was explored, examining its interrelationships with some personal and
familial variables. Three major results emerged. First, links were found between family’s intellectual climate and students’
approaches to learning, in particular with Deep appraoch: The better the family’s intellectual climate the higher student’
scores on Deep approach. Second, along with general intelligence, these approaches predicted students’ academic achievement,
higher grades being obtained by these students who scored lower in Surface learning approach and higher in Deep learning approach.
Three, students from the four study orchestrations reported in previous research (two displaying conceptual consonance: Deep
and Surface approaches, and the other two conceptual dissonance: high-high and low-low, in both Deep and Surface approaches)
showed different profiles in some variables (e.g., metacognitive learning strategies, family’s intellectual climate, academic
achievement), worse scores being obtained by those who orchestrated their study either in surface or in conceptually dissonant
ways. These relationships shed more light on the nature of high school students ‘learning experience, and help to provide
an integrated view of students’ webs of experience. 相似文献
15.
This paper presents a meta-analytic review (k = 237, N = 44,668) of the adjustment to college literature. The review, based on studies using the Student Adaptation to College Questionnaire,
is organized around three primary themes: (1) the structure of students’ adjustment to college, (2) the relationship of adjustment
to college constructs with possible antecedents and correlates, and (3) the relationship of adjustment to college constructs
with college grades and college retention. Meta-analytic results indicate that adjustment to college is multidimensional,
predictive of college grades, and an unusually good predictor of college retention. Adjustment to college is also shown to
be moderately related to individual traits, social support, and students’ relationships with their parents. Weaker relationships
are evident with demographic variables, prior achievement, coping approaches, and variables that reflect students’ psychological
independence from their parents. Theoretical and practical implications for the study of students’ adjustment to college,
academic performance, and retention are discussed. 相似文献
16.
Maeghan N. Edwards Kelli Higley Jill A. Zeruth P. Karen Murphy 《Instructional Science》2007,35(5):443-465
Teachers routinely make decisions regarding the best pedagogical methods for altering students’ understandings about academic
content. Such practices are at the root of teaching as persuasion, and have been shown to be related to academic achievement.
Yet very little research has investigated the extent to which individuals learning to be teachers (i.e., preservice teachers)
feel they are capable of performing the practices underlying teaching as persuasion. As such, the purpose of this study was
to examine the extent to which preservice teachers see themselves as capable of performing persuasive pedagogical practices
compared to more general teaching practices as operationalized on well-researched measures of teacher efficacy. Results indicated
that undergraduates enrolled in preservice teacher education courses perceived themselves as less capable of performing persuasive
pedagogical practices than more generally accepted practices. In addition, preservice teachers perceived they were more capable
of altering students’ knowledge about content than at modifying their beliefs about content. Implications for research and
practice are forwarded. 相似文献
17.
Greg Wiggan 《The Urban Review》2008,40(4):317-349
Influential research on African American students has examined their school failure in terms of students’ opposition to school
achievement. Only a few studies have explored school engagement and success among these students, and even fewer have examined
the experiences of high achieving black students. This study illustrates the school context and school processes that high
achieving African American students identify as contributing to their academic success. The findings reveal three main school
effects impacting the students’ performance: 1) teacher practices, engaging pedagogy versus disengaging pedagogy; 2) participation
in extracurricular activities and; 3) the state scholarship as performance incentive. According to the students, teacher practices
were the most instrumental school effect benefiting their outcomes. Recognizing the processes that promote high achievement
among African American students can help to improve our understanding of student performance, while promoting success among
these students.
The author wishes to thank Ron DePeter and Tekla Johnson for their comments on a previous draft of this article 相似文献
18.
Joshua Gisemba Bagaka��s 《International Journal of Science and Mathematics Education》2011,9(4):817-842
The study identified two dimensions of teacher self-efficacy and practices and five dimensions of students’ mathematics self-efficacy
and sought to determine the extent to which teacher characteristics and practices can enhance secondary school students’ self-efficacy.
Data were collected from 13,173 students in 193 teachers’ classrooms from 141 schools in the 10 districts of Lake Victoria
Region of Kenya. Two-level hierarchical linear model revealed that teachers’ frequent use of mathematics homework, their level
of interest and enjoyment of mathematics, as well as their ability and competence in teaching mathematics were found to play
a key role in promoting students’ mathematics self-efficacy. Teachers’ ability and competence in teaching were also found
to be effective in narrowing the gender gap in students’ self-confidence and competence in mathematics. The study recommends
that teacher training colleges emphasize such teacher practices and values in order to enhance students’ mathematics self-efficacy,
reduce their level of anxiety and fear of mathematics, and consequently, enhance their achievement in mathematics. Professional
development opportunities should also be made available to in-service teachers to continually update their knowledge and skills
and develop new strategies for teacher effectiveness. 相似文献
19.
This study was set up in a Chinese university in Beijing by implementing a Flemish e-learning course in a Chinese setting.
A main feature of the e-learning environment is the asynchronous ‘task-based’ online group discussion. The purpose of the
study is to understand Chinese students’ perceptions of a collaborative e-learning environment and the factors that affect
their online performance and academic achievement. The results of the study indicate that the students had less positive perceptions
of the e-learning environment as compared to their perceptions of a more conventional environment. However, the students reported
to a higher level of preferences of peer learning, critical thinking, and problem-based learning (PBL) after one semester
e-learning experience. In addition, we examined variables that might have affected students’ performance in e-learning environments.
The results show that students with higher motivational orientations perform better in the online group discussions. 相似文献
20.
This study is conducted with self-developed questionnaire on 910 middle school students, aimed at describing middle school
students’ academic subjective well-being and exploring its influential factors. Results show that (1) Academic subjective
well-being of middle school students is generally low and there exist differences in different schools and grades. Students
from non-key middle schools have lower academic subjective well-being than those from the key schools. Grade 2 students in
both junior and senior middle schools have the lowest academic subjective well-being. (2) Factors directly affecting middle
school students’ academic subjective well-being are academic experience and the present academic achievements · · with the
former playing a major role. (3) Factors indirectly influencing middle school students’ academic subjective well-being are
social pressure and expected academic achievements, both of which influence students’ academic subjective well-being through
students’ academic experience or their present academic achievements.
__________
Translated from Educational Research and Experiment, 2004:4 相似文献