共查询到20条相似文献，搜索用时 31 毫秒
1.
Naglieri JA 《Journal of learning disabilities》2001,34(4):304-5; discussion 306-10
2.
Why are hyperactivity and academic achievement related? 总被引：1，自引：0，他引：1
Although a negative association between hyperactivity and academic achievement is well documented, little is known about the genetic and/or environmental mechanisms responsible for the association. The present study explored links between parent and teacher ratings of hyperactive behavior problems and teacher-assessed achievement in a sample of 1,876 twin pairs (mean age 7.04 years). The results did not differ across rater, nor were there significant differences between males or females or for twins in the same or different classrooms. Hyperactivity was significantly correlated with achievement. Multivariate model-fitting analyses revealed significant genetic and nonshared environmental covariance between the two phenotypes. In addition, bivariate heritabilities were substantial, indicating that the phenotypic correlations between hyperactivity and achievement were largely mediated by genetic influences. 相似文献
3.
Aubrey H. Wang 《美中教育评论》2008,5(9):23-31
This study examined the degree to which achievement gaps existed among different ethnic and racial groups before kindergarten entry. Using published data on the Early Childhood Longitudinal Study-Birth Cohort, this study found statistically significant differences in language knowledge and skills, literacy knowledge and skills, and mathematics knowledge and skills between Black children and White children, Hispanic children and White children, and Asian and White children as early as 4-years-old. The largest achievement gap was found between Hispanic children and White children, followed by Black children and White children. Asian children were found to perform better than White children on measures of literacy, mathematics, and fine motor skills. Implications of this study were discussed. 相似文献
4.
We study teachers’ choices about how to allocate class time across different instructional activities, for example, lecturing, open discussion, or individual practice. Our data come from secondary schools in England, specifically classes preceding GCSE exams. Students score higher in math when their teacher devotes more class time to individual practice and assessment. In contrast, students score higher in English if there is more discussion and work with classmates. Class time allocation predicts test scores separate from the quality of the teacher's instruction during the activities. These results suggest opportunities to improve student achievement without changes in teachers’ skills. 相似文献
5.
Primary mathematics teachers’ (N = 521) personal goal orientation and instructional practices were examined based on questionnaire responses. The teachers (grades 2 and 3) were oriented towards mastery goals and mastery approaches to instruction, and reported high teaching efficacy. Strong positive relation between performance orientation and performance instructional practices was established, and correspondingly between mastery orientation and mastery instructional practices. Positive relations between students’ (N = 9,980) basic mathematics performance (measured by paper and pencil tests) and both teacher mastery orientation and teaching efficacy were also found. Results indicate that mastery oriented teaching strategies are crucial for fostering basic mathematical competencies in primary students. 相似文献
6.
David W. Putwain Rebecca Kearsley Wendy Symes 《Learning and individual differences》2012,22(3):370-374
Previous work has suggested that creativity self-beliefs show only small relations with academic achievement and may only be related to intrinsic, not extrinsic motivation. We set out to re-examine these relationships accounting for the multifaceted and process embedded nature of creativity self-beliefs and the full domain range of extrinsic motivation. One hundred and twenty-two secondary school pupils completed self-report measures of creativity self-beliefs and motivation and were administered as test of fluid intelligence. Creativity self-beliefs were positively related to teacher assessed literacy attainment, intrinsic and extrinsic motivation, and also inversely related to amotivation. Creativity self-beliefs accounted for a significant additional proportion of variance in both literacy achievement and in motivational measures, beyond that already accounted for by fluid intelligence. These findings suggest that it is important to attend to the multifaceted nature of creative self-beliefs and the full domain range of extrinsic motivation. 相似文献
7.
Angus Alton Alf Massey 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):105-109
General Certificate of Secondary Education (GCSE) examinations are taken by almost all pupils in England, Wales and Northern Ireland at age 16 years. General Certificate of Education Advanced level (GCE A‐level) examinations are normally taken by relatively able students at age 18. The effect of month of birth on attainment in these public examinations is investigated through a database which brings together the 1991 GCSE results and the 1993 GCE A‐level results of all candidates born between September 1974 and August 1975. Older pupils perform best at GCSE but not at GCE A‐level. Selection effects on entry to A‐level courses appear to explain why this is the case. 相似文献
8.
Francisco Peixoto Cristina Sanches Lourdes Mata Vera Monteiro 《European Journal of Psychology of Education - EJPE》2017,32(3):385-405
This study analyzes the relationships between cognitive appraisals, classroom and test emotions, and math achievement in a sample of 1219 Portuguese students from the 6th and 8th grades. Participants completed measures of perceived value, perceived competence, and seven math achievement emotions (boredom, hopelessness, anger, anxiety, enjoyment, pride, and relief) experienced in two different settings: classroom and tests. Math achievement was obtained from school records. Results showed significant associations between student competence and value appraisals, their emotional experiences in test and classroom situations, and their math achievement. However, when emotions were considered simultaneously in structural equation modeling, only anger in test situations and hopelessness were significant negative predictors of students’ math achievement. Hopelessness appears to play a particular role in the interplay between cognitive appraisals, emotions, and academic achievement as it is the only emotion that relates to math achievement both in test and classroom situations. Furthermore, findings also support the existence of differences in the relationships between cognitive appraisals and the achievement emotions students experience in these two settings. 相似文献
9.
We examine the intrinsic value students placed on schoolwork (i.e. academic intrinsic value) and social relationships (i.e. social intrinsic value). We then look at how these values predict middle and high school achievement. To do this, we came up with four profiles based on cluster analyses of 6,562 South Korean middle school students. The four are made up of students who are (1) high in both academic and social intrinsic values (Both-High), (2) high in academic and low in social intrinsic value (Academic), (3) low in academic and high in social intrinsic value (Social) and (4) low in both academic and social intrinsic values (Both-Low). For middle schoolers, the highest academic achievement scores belong to students fitting the Academic profile. For high schoolers, however, such scores belong to two profile groups – the Academic and Both-High profiles. The findings suggest that one component fundamentally important to academic achievement is academic intrinsic value. 相似文献
10.
Brett D. Jones Jesse L. M. Wilkins Margaret H. Long Feihong Wang 《European Journal of Psychology of Education - EJPE》2012,27(1):1-20
Blackwell et al. (Child Development 78(1):246–263, 2007) tested a motivational model of achievement in which an incremental theory of intelligence leads to learning goals and positive
effort beliefs, which leads to fewer ability-based, helpless attributions, and more positive strategies, which leads to improved
grades. In the present study, we tested this model by using a different population, using domain-specific items, comparing
the results across gender, including “interest” as another variable in the model, and assessing the impact of achievement
as an antecedent and outcome variable in the model. Participants included 163, mostly White, ninth-grade Algebra students
from a suburban school in southwest Virginia, USA. We established that the model had a relatively good fit to the data and
all paths were statistically significant when achievement was used as both an antecedent and outcome variable. The standardized
path coefficients were consistent with those reported by Blackwell et al. and the model was invariant across genders. Furthermore,
we documented that interest could be included as another mediating variable in the model. The results of this study provide
evidence to support the validity of the relationships between the constructs in the Blackwell et al. model for the population
examined. 相似文献
11.
Piret Soodla Anna-Liisa Jõgi Eve Kikas 《European Journal of Psychology of Education - EJPE》2017,32(2):201-218
The study examined the relationships between teachers’ metacognitive knowledge of reading strategies and their students’ metacognitive knowledge and reading comprehension. The study was carried out among language art teachers (N?=?34) and their students (N?=?534) in the last year of primary school (ninth grade) in Estonia. Multilevel modeling was used to test the hypotheses of relationships between students’ metacognitive knowledge and reading comprehension, while controlling for students’ previous reading comprehension (in eighth grade) as well as the relations between teachers’ metacognitive knowledge of reading strategies and students’ metacognitive knowledge and comprehension. The results showed that students’ metacognitive knowledge of reading strategies related to their reading comprehension, concurring with previous findings. The main finding was that teachers’ metacognitive knowledge of reading strategies significantly related to their students’ metacognitive knowledge, but not to reading comprehension. These results indicate that students’ reading comprehension may be supported by improving their metacognitive knowledge of reading strategies. In addition, the findings highlight the importance of teachers’ metacognitive knowledge in students’ metacognitive knowledge. 相似文献
12.
Recent scholarship references indicate that integration of the student body can result in an enhanced learning experience for students and also greater satisfaction. This paper reports the results of a case study whereby mechanical engineering students studying at a newly established branch campus in Dubai of a British university were exposed to vertical and horizontal integration. Different activities have been embedded to ensure that students integrated and worked together with their peers and colleagues at different levels. The implemented processes and practices led to improved academic achievements, which were better than those of a similar cohort of students where no effort had been made to integrate. The analysis revealed that cooperative learning and the degree of academic support provided by teachers are positively and directly correlated with academic as well as the students’ own sense of personal achievement. The results are discussed in light of previous research and with reference to the cultural context of the study. 相似文献
13.
《International Journal of Educational Development》2000,20(1):65-84
This paper reports findings from a large-scale research project exploring female attainment and male underachievement in representative samples of students from the islands of Barbados and St Vincent. It also reports findings from case studies of secondary classrooms in various stratified schools in Trinidad. In reporting these findings, the paper will show that simplistic gender-based, matrilineal and male marginal explanations are not adequate explanations for school attainment. A more adequate explanation requires a complex methodological approach which draws upon quantitative and qualitative studies and the ability to integrate school-based, cultural and home factors. Findings show that, generally, girls attained at higher levels than boys, but this is qualified by type of school attended, pre-school attendance, with whom the student lives and occupations of mother and father. 相似文献
14.
Peter Noack 《European Journal of Psychology of Education - EJPE》1998,13(4):503-513
This article explores effects of parents’ and friends’ behaviour in verbal interactions with adolescents concerning adolescents’ school achievement. The behaviour of adolescents’ partners was observed in interactions elicited by a plan-something-together task at first measurement of a two-year longitudinal investigation. Grades in school and perceived school success at measurement points 1, 2, and 3 were included to capture adolescents’ academic achievement. Cross-sectional correlations (n=32) and longitudinal partial correlations (n=24–26) served to analyse contemporaneous associations and directed effects across a one-and two-year time interval. Findings confirmed systematic influences of parents’ as well as friends’ behaviours on the objective and subjective measures of school achievement. Patterns of effects, however, partly depending on the type of partner in interactions. The differential effects are discussed with reference to structural differences between adolescents’ family and friendship relationships. 相似文献
15.
Males are often found to outperform females in tests of mathematics achievement and it has been proposed that this may in part be explained by differences in cognitive style. This study investigated the relation between Wholistic-Analytic and Verbal-Imagery cognitive style, gender and mathematics achievement in a sample of 190 Australian primary school students aged between 8–11?years (M?=?9.77, SD?=?1.05). It was hypothesised that males would outperform females in mathematics achievement tests, and that gender would interact with cognitive style on mathematics performance. A significant gender/cognitive style interaction was found. Boys with an Analytic/Imagery style achieved significantly higher results than the girls with an Analytic/Imagery style, supporting the contention that certain cognitive styles affect boys and girls mathematics performance differently. Implications of results and strategies for improving mathematics achievement among girls are discussed. 相似文献
16.
The purpose of this review was to organize the results of studies conducted during the last 18 years into a body of knowledge concerning the link between physical education (PE) and academic achievement (AA). Such knowledge may help in clarifying the role of PE in the schools, whose main focus is on improving the AA of the children. The term PE is used to denote those classes taught in the framework of a school curriculum in which physical activity is at the centre. The reviewed studies were divided into three categories: the ‘political’, in which a rationale is provided for PE in mainly achievement-oriented academic schools (n = 10); the ‘interventionist’, in which it is shown that PE given in accordance with a defined intervention programme influences AA (n = 10); and the ‘integrative’, in which it is determined how physical activity incorporated into the daily routine of academic studies contributes to AA (n = 5). The significance of the reviewed studies in each category is discussed, as well as the advantages and limitations of the studies. Ideas for future research on the link between PE and AA are proposed. 相似文献
17.
The relation between teacher-set performance goals for 361 individual students and these students’ mathematics achievement was investigated. High performance goals were found to strongly relate to student performance, with an effect size of d = 0.80. The performance goals were set by the teachers at the end of a step-by-step procedure, consisting of initial teacher expectations, the use of data, and team input. This procedure was expected to decrease negative expectancy bias. Higher teacher performance goals than teachers’ initial expectations, so-called positive changes, were positively associated with the performance of initially low achievers. Initially high achievers, for whom the teachers made a positive change, performed worse than comparable students for whom initial expectation and final goal were the same. 相似文献
18.
Spyros Konstantopoulos Wei Li Shazia R. Miller Arie van der Ploeg 《The Journal of educational research》2017,110(4):319-330
The authors examined differential effects of interim assessments on minority and low socioeconomic status students' achievement in Grades K–6. They conducted a large-scale cluster randomized experiment in 2009–2010 to evaluate the impact of Indiana's policy initiative introducing interim assessments statewide. The authors used 2-level models to analyze the single-grade data and determine whether interim assessments interacted with student ethnicity, socioeconomic status, gender, or school composition (i.e., percent of minority or disadvantaged students). The authors also combined estimates across grades using fixed effects meta-analysis. Results indicated little evidence about differential effects. The majority of interaction estimates were insignificant and close to zero. There is some indication that in Grades K–2 Indiana's interim assessment may have closed the Hispanic–White gap in reading. In kindergarten and Grade 3 the treatment may have widened the gap between schools with higher and lower percentages of minority students and may have reduced the gap between schools with higher and lower percentages of economically disadvantaged students in mathematics. 相似文献
19.
School tasks interact with student motivation, cognition, and instruction to influence learning and achievement. Heeding calls for additional research linking motivational and cognitive factors in learning and instruction on specific tasks within authentic classroom settings we quantitatively and qualitatively track 90 tenth‐grade science students’ motivation, reported use of learning strategies, achievement, calibration, and task perceptions as they engage in a well‐structured task (WST) and an ill‐structured task (IST). Students achieved higher grades on, and reported more ease and value for, the WST whereas they utilised critical thinking and peer learning strategies more on the IST. Lower academic achievers calibrated their achievement less accurately on each task and experienced lower grades, interest, ease, and management capability on the IST. Conversely, higher academic achieving students reported more self‐efficacy and effort regulation and lower anxiety and elaboration on the IST. Motivation – notably less intrinsic goal orientation in low academic achievers and higher task value and self‐efficacy – predicted performance on the IST. The structure of tasks may provide prompts that illicit unique self‐regulated learning responses in students. 相似文献
20.
Orhan Agirdag 《Educational Research and Evaluation》2018,24(3-5):264-276
ABSTRACTPrevious studies have shown that schools’ socioeconomic-status (SES) composition has an impact on the academic performance of pupils. Less attention has been given to the explanation of this effect. This study examined whether the teachability culture among the school staff (teachers’ collective beliefs about how teachable their pupils are) mediated the school SES effect on science achievement and achievement growth. Multilevel analyses were conducted with data from 1,761 pupils and 1,255 teachers across 66 primary schools in Flanders. First, the analyses indicated that there was a positive association between school SES composition and teachability culture: Even after controlling for cognitive ability and performance of pupils, there was a more pessimist culture in socioeconomically disadvantaged schools. Second, the association between school SES and academic performance was explained/mediated by the teachability culture. However, no school effects or mediation effects were found for achievement growth as the covered period of academic growth was too short. 相似文献