首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 31 毫秒
1.
Abstract

This investigation of 133 first grade Ss (25 percent Ilispano-75 percent Anglo and 50 percent male-50 percent female), found no significant correlations between objective scores of young children’s self-concept (SC) and their first or second grade reading achievement (RA). Moreover, SC correlations with other predictor variables, ethnic background (E), intelligence (IQ), and reading readiness (RR), were essentially zero. Only IQ, RR, and E were related to RA in a highly significant manner. At this age, RA, and possibly school in general, may not greatly influence the SC. Future investigation might profitably examine the change of SC as a function of age, mood, and stress.  相似文献   

2.
Abstract

In an attempt to examine the structure of achievement measures used in public school systems, assessments of achievement at different points in the child's academic career were obtained for a sample of 671 students. A factor analysis of 21 achievement variables yielded a clearly defined three-factor structure. The factors emerging from this analysis were: (1) Objective Achievement defined by all the intelligence measures and most of the standard achievement test scores; (2) Early Citizenship defined by early measures of citizenship and marks; and (3) High School Achievement defined primarily by 9th and 12th grade marks. From this analysis, it would appear that children are assessed relatively independently on each of these three factors as they proceed through their school career.  相似文献   

3.
The present study examines high school students with a prior history of grade retention (N = 38) compared to a matched control group of nonretained students. The retained students were lower on a number of scholastic variables (i.e., achievement, intelligence, grades), more often absent from school, and lower on three subscales of a self-esteem measure (the Self-Perception Profile for Adolescents). The authors explored the correlates of grade retained with the measured variables and found that the later a student was retained was associated with lower grades, less-positive school attitudes, less time on homework, lower educational expectations, more discipline problems, lower self-control, and a more external locus of control.  相似文献   

4.
Abstract

This study investigated the miscue patterns of 120 high and low ability readers in Grades 2, 4, and 6. The subjects’ miscues were analyzed with the Qualitative Analysis System, yielding percentages for the following variables: (a) graphic similarity, (b) acceptability in context, and (c) contextually unacceptable miscues, self-corrected. Results revealed that the percentage of miscues acceptable in context increased as a function of both grade level and reading ability. In addition, there were statistically significant grade X ability interactions for the other two miscue variables. It was concluded that both grade level and reading ability should be taken into consideration when interpreting children’s miscue patterns. The instructional implications of these findings are discussed.  相似文献   

5.
为探讨中学生情绪智力与课外休闲活动状况的关系,采用情绪智力量表、中学生课外休闲活动状况问卷对濮阳市初中、高中共291名学生进行研究。发现:(1)情绪智力存在年级差异,初二学生显著高于初一、高一、高二学生;(2)休闲偏好、休闲参与的性别差异显著,年级差异显著;(3)情绪智力与休闲偏好、休闲参与、休闲满意都极其显著正相关;(4)休闲参与、休闲满意两个预测变量进入回归方程,它们联合解释情绪智力变异的12%。由此可见,中学生课外休闲状况对情绪智力有一定的影响。  相似文献   

6.
为了探讨汉、回、维吾尔族学龄儿童在自我意识及其各因子上的差异性特点,采用Piers-Harris儿童自我意识量表对808名汉、回、维吾尔族学龄儿童进行施测。结果表明:在自我意识总分及行为、智力与学校情况、躯体外貌与属性、合群因子上女生显著高于男生;维吾尔族学龄儿童在自我意识总分及行为、智力与学校情况、躯体外貌与属性、焦虑、幸福与满足因子上显著高于回族学龄儿童,在自我意识总分及智力与学校情况、躯体外貌与属性因子上显著高于汉族学龄儿童;五年级和六年级学龄儿童自我意识总分及智力与学校情况、躯体外貌与属性、合群、幸福与满足因子上显著高于四年级儿童,四年级学龄儿童在合群因子上显著低于六年级儿童,在幸福与满足因子上显著低于五年级儿童。  相似文献   

7.
This study investigated 13 predictors of self-reported high school leadership. The study utilized the Project TALENT national sample of high school students. Two leadership criteria were studied. The internal consistency of the criteria ranged from .48 to .67. Multiple correlations between the observed and predicted leadership scores for regression analyses ranged from .45 to .63. Cross validities ranged from .32 to .58. The leadership characteristics of males and females were found to be similar. Results of this study characterize the high school leader as mature, interested in business management, self-confident, socially sensitive, vigorous, and having high socioeconomic status. Cognitive variables were not found to be significant predictors of either leadership criterion.  相似文献   

8.
Abstract

A critical analysis of recent reviews on the effects of early entrance to first grade by prominent educators and organizations demonstrated that most of the reviewers relied heavily on the same few sources, and that the findings in these sources were frequently misinterpreted. Further analysis of the studies in the reviews indicated that pupils who had entered first grade early were one year ahead in grade and approximately three months ahead in average achievement of pupils of similar intelligence and age who had not entered school early; but when early entrants were compared upon anticipated achievement scores with pupils of similar intelligence and grade level, but one year older, it was discovered that the early entrants were approximately seven months behind this criterion group in average achievement.  相似文献   

9.
Abstract

This study involves investigation of the relationships between a number of sociological background variables (including general categories of Social Class, Family Structure, Sibling Structure, and Religion) and school achievement at various periods in the child's academic career. The twelve achievement variables were organized into categories of Intelligence, Objective Achievement, Early Citizenship, High School Achievement, and After School Aspirations. The data was obtained from school files for 663 high-school graduates in a Midwestern city.

Using a regression analysis, significant relationships between sociological variables and achievement were examined. Each relationship was further investigated with the variables of socio-economic status and intelligence held constant in order to eliminate the effects of these two well-known predictive variables.  相似文献   

10.
《Africa Education Review》2013,10(3):361-380
ABSTRACT

Multiple Intelligence Theory suggests that individuals perceive knowledge in eight different ways. This article reports on a study that explored the role of manipulatives in the teaching and learning of trigonometric ratios in grade 10. The approach attempts in addressing three domains of the Multiple Intelligence Theory (linguistic/verbal intelligence, logical/mathematical intelligence and spatial intelligence). The foundation of this research was a case study contained in the interpretative paradigm involving five grade 10 mathematics pupils at a high school in South Africa. The data was collected from: (1) activity sheet containing written responses of pupils; (2) observations; and (3) semi-structured interviews. The data was analysed and it was found that the use of manipulatives in teaching and learning mathematics played a positive role in leaners understanding of trigonometric ratios at grade 10 level. In general the findings of this study supported other research findings that confirm that manipulatives were important mediating tools in the development of conceptual and procedural understanding of mathematical concepts. Besides these pedagogical implications the study proved that the manipulatives effectively consolidated the features of Lesh's model.  相似文献   

11.
Methodological problems, have limited the usefulness of findings from experiments into learning by discovery. By using programmed instruction materials, a within-class design, and other controls, an attempt was made to remove confounding. Two tasks were used: concept learning and principle learning. For each task, a separate 2x2x2 factorial design containing sixteen Ss in each cell was used. Independent variables were instructional method (egrule and ruleg), school grade (9 and 5), and intelligence (high and average). A set of eight different measures, involving retention, transfer, and ease of relearning, was used for each task. It was found that the egrule and ruleg methods did not differ significantly, and that interaction between instructional method and the other variables was low.  相似文献   

12.
Abstract

The purpose of this investigation is to examine whether or not the physical fitness (max. oxygen intake measured on cycle ergometer) of school children interacts with their intelligence and school achievement. If there is any interaction, will this change from grade 4 to 7? Another question is whether or not the socioeco‐nomic status of the parents is correlated with the children's development of physical fitness. The results show that there is a significant negative relationship between physical fitness (max. oxygen intake) and intelligence in grades 4 and 7, and that this relationship is significantly less pronounced in grade 7 than in grade 4: while the bright children have a favourable development the dull have an unfavourable development of physical fitness from ages 10 to 14. No relationship was found between physical fitness and school achievement in grades 4 and 7. Both in grades 4 and 7 there was found a significant relationship between the socioeconomic status of the parents and the children's physical fitness. No change in this relationship was found from ages 10 to 14.  相似文献   

13.
Few studies have explored the differential contribution of general intelligence, short-term memory and study habits has on academic achievement during elementary school, especially during a two-year follow-up. The aim of this study is to determine whether there is a relationship between intelligence quotient (IQ), short-term memory and study habits and their ability to predict the academic achievement of children in elementary school (74 pupils aged 8–9 years old). The instruments used are the General and Factorial Intelligence Test (GFI-3 revised), the Yuste Memory Test (MY), the Study Habits and Techniques Questionnaire (SHTQ) and the average score obtained in the final exams in both 3rd and 4th grade. IQ, short-term memory and study habits are significantly related to academic achievement. These variables can predict 56–59 % (p < .001) of the variability of academic achievement. The study concludes that IQ and study habits are two significant predictor variables of academic achievement.  相似文献   

14.
Abstract

The purpose of the study was to determine the effect of same-sex class organization on junior high school (seventh and eighth grade) students’ academic achievement, self-discipline, self-concept, sex role identification, and attitude toward school. A pretest and posttest experimental design with randomly assigned groups (with some adjustments in assignment) was employed. Each experimental group was in English, social studies, mathematics, science, and physical education classes for a full school year. The instructional content and method were essentially the same for both the control and experimental groups. Five null hypotheses, one for each dependent variable, were tested by application of analysis of covariance using a 2X2X2 factorial design. While the data did not warrant the rejection of any of the null hypotheses, significant differences were found for factors not effected by the experimental treatment. Differences in academic achievement and general maturity were consistent with the research about early adolescence in that the differences favored the girls.  相似文献   

15.
This study examines the extent to which personality traits and intelligence scores predict school level academic performance (AP), (British GCSE: General Certificate of Secondary Education; America Grade 10) in different disciplines. The participant sample consisted of approximately 250 school pupils from three schools in the South East of England. A series of hierarchical regressions were performed with participant discipline-specific subject grades being the criterion variable and demographic, as well and intelligence and personality test scores, the predictor variables. For overall grade intelligence accounted for a fifth of the variance and personality an incremental validity of 8%. Whilst a combination of intelligence, personality and sex accounted for around a quarter of the variance in all four core subjects the pattern was rather different for elected subjects. The results are discussed in terms of the usefulness of psychometric assessments of candidates at selection.  相似文献   

16.
Abstract

A series of multivariate statistical analyses was used to determine what relationships exist among three demographic variables, the Otis-Lennon Mental Ability Test (OLMAT), and the Stanford Achievement Test (SA T) at Grades 2 and 4. Data were obtained from the second grade classes in 1977-78 (V = 91) and 1979-80 (V = 103), and from the 1979-80 fourth grade class (/V = 91) in a rural middle income school district in southeastern New Hampshire. The best predictor of achievement at either Grade 2 or Grade 4 was the IQ variable alone. The correlations among the SAT subtests led to questions concerning that test’s construct validity and its use for differential diagnosis of educational problems of children. Among the Grade 2 variables, the best predictor of achievement at Grade 4 was the SAT; IQ was a negligible factor. Detailed study of the correlations between the OLMAT and SAT did not support the continued use of the group IQ test as part of the district’s comprehensive testing program; the costs expended cannot be justified by the value of the information obtained.  相似文献   

17.
Abstract

Using 35 elementary schools (3,350 fourth and sixth grade students), 10 secondary schools (3,613 eight and eleventh grade students), and 1,145 teachers, this study presents data summarizing the relationships between student' perceptions of "verified" principal competencies and selected school climate indices and outcome variables. The results indicated that there is a general tendency for positive teacher attitudes towards various dimensions of the school and working environment and higher student standardized achievement test performance to be associated with students' reports of a low frequency of interaction with die principal. A student "independence factor" was hypothesized to account for these results, with the implication being that principal/student interaction is minimized in schools where teacher and student attitudes are positive and student achievement is high. In addition, effective principal performance in dealing with student misbehavior was highly and positively associated with school average daily attendance at the secondary level. Supplementary analyses indicated that teacher and student attitudes "mediating" the school environment were relatively independent for both elementary and secondary samples. General support was found for higher correlations between student assessments of principal competencies and school environment measures than with student performance measures.  相似文献   

18.
Abstract

The purpose of the study was to investigate the effects of formal reading instruction on kindergartners with respect to reading achievement, attitude toward reading, and attitude toward school.

Altogether 220 children, classified on intelligence and reading readiness variables, were randomly assigned to formal reading and readiness programs for four months. Criterion data respecting to achievement and attitudes were collected by means of the California Reading Test and constructed attitude inventories.

Analyses of data reveal that in terms of reading achievement, the reading program was more effective than the readiness program, but that attitudes toward school and reading were a function of intelligence and reading readiness when attitudes were measured by a teacher-reporting scale. When measured by a pupil self-reporting scale, attitudes were a function of the type of instruction, with children in the readiness program showing more favorable attitudes.  相似文献   

19.
Abstract

In this investigation we report two studies of the school behavior adjustment status of two groups of middle school‐age boys—an antisocial group (N = 39) and an at‐risk control group (N = 41). In study one, we compared the two groups on a series of behavioral measures across grades five, six, and seven that included (1) teacher ratings of social skills, (2) classroom observations, (3) playground observations, and (4) school archival records. Results indicated extremely problematic behavioral profiles for the antisocial subjects and much more favorable profiles for the at‐risk control students. The behavioral profiles for the two groups appeared to be quite consistent and stable across the middle school years with the exception that several variables (social skills ratings, attendance, math achievement, and school discipline contacts) tended to show gradually increasing negative trends for the antisocial subjects. In the second study, we used a series of selected fifth‐grade variables, derived from the four major clusters of study measures, as predictors in regression analyses of subjects' status on a series of seventh‐grade criterion measures of school success or failure. The criterion measures predicted in these analyses were reading and math achievement, school discipline contacts, attendance, and time spent within a nonregular classroom. There were low multiple Rs for reading achievement and time spent in a nonregular classroom setting. The multiple Rs for math achievement, school discipline contacts, and attendance were moderate to moderately high.  相似文献   

20.
Abstract

Teachers’ expectations as they relate to student achievement outcomes have received much research attention. Student expectations for their own achievement have not. Noninduced student expectations for their individual achievement, and for male and female differential achievement, in mathematics classes were assessed for 698 eighth grade students. Expectations were measured early in the school year via written self-report. Student ability level was also ascertained and controlled. Individual achievement expectations were found to relate to students’ subsequent achievement across criterion variables and times of the year.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号