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1.
WISC and WISC-R test results were correlated with achievement test scores and school grades of 36 children who had completed two years of school. Global intelligence estimates from both scales correlated at significant levels with all achievement test measures. Individual subtests from the two scales were unevenly correlated with grades in specific school subjects over both school years. Data suggest that while the two scales may be grossly equivalent as global predictors of school achievement, the individual subtests from the two scales may not correlate equivalently with specific external criteria such as school grades.  相似文献   

2.
During the transition from elementary school to secondary school, in Germany, students are assigned to different school tracks, academic or non-academic, that differ markedly in compositional and institutional characteristics, e.g., the level of cognitive activation and performance standards are higher in academic tracks than in non-academic tracks. Currently, there is a lack of research examining the changes in achievement goals (mastery-approach, performance-approach, and performance-avoidance goals) and in the association between achievement goals and school achievement during the transition to these different school tracks. There were 1646 students who participated in a large-scale, three-wave longitudinal study from Grade 4 to Grade 6. While results revealed only slight differences between the two school tracks, the three types of achievement goals declined over time. In elementary school mastery-approach goals were positively and performance-approach goals negatively associated with school grades. After the transition to secondary school mastery-approach goals predicted school grades positively, whereas performance-approach goals negatively influenced achievement (academic track). Overall, the results indicate that between-school-tracking plays a minor role for the development of achievement goals and the relation between goals and achievement.  相似文献   

3.
This chapter reports the results of an investigation into the stability across both years and subjects of school effects in Dutch secondary education. What distinguishes the present study from previous ones dealing with the stability of school effects is the fact that two types of instability have been investigated simultaneously. Not only the instability across years and subjects has been established, but also their interaction. This interaction effect should be interpreted as follows: a school may produce outstanding results with respect to a certain subject one year, while the next year the same school may reveal rather poor results for the same subject. The following specific research questions were addressed:(1) What percentage of the total variance in student achievement per subject can be attributed to differences between schools and to what extent are these effects stable across years? (2) To what extent are school effects stable across subjects? (3) To what extent does the instability across years interact with the instability across subjects?The school effects per subject were found to be fairly stable across years, but schools appeared to produce remarkably divergent results across subjects. A substantial interaction effect of instability across years and subjects was detected as well. The findings largely corroborate the conclusions of recent studies stressing the important role of departments in secondary schools. The general differences between schools with respect to student achievement turned out to be very modest, making up no more than 4% of the total variance in student achievement.  相似文献   

4.
Models of achievement goals suggest that different tasks and contexts influence the goals students adopt at a given time. However, many studies of achievement goals rely on measures assessed at the class level, analyze results with a variable-centered approach, and employ self-report questionnaires, which may reduce understanding of the contextual factors that arise as students interact with tasks. We compared a behavioral, task-level measure of middle school students' achievement goals to a self-reported, class-level measure and analyzed both measures' relations to task performance and quarterly grades using both variable-centered and person-centered approaches. Task-level goals predicted task performance but not quarterly grades, while class-level goals predicted grades but not task performance. The two measures of achievement goals were not related. This work demonstrates the importance of measuring goals at multiple levels and suggests opportunities for changing students' behaviors and achievement through motivation at the task level.  相似文献   

5.
Effective schools should be superior in both enhancing students’ achievement levels and reducing the gap between high- and low-achieving students in the school. However, the focus has been placed mainly on schools’ achievement levels in most school effect studies. In this article, we focused our attention upon the school-specific achievement dispersion as well as achievement level in determining effective schools. The achievement dispersion in a particular school can be captured by within-school variance in achievement (σ2). Assuming heterogeneous within-school variance across schools in hierarchical modeling, it is possible to identify school factors related to high achievement levels and a small gap between high- and low-achieving students. By analyzing data from the TIMMS-R, we illustrated how to detect variance heterogeneity and how to find a systematic relationship between within-school variance and school practice. In terms of our results, we found that schools with a high achievement level tended to be more homogeneous in achievement dispersion, but even among schools with the same achievement level, schools varied in their achievement dispersion, depending on classroom practices.  相似文献   

6.
This study examined the relationship of self-concept, school belonging, school engagement to school performance of Caucasian- and African-American students. The main purpose is to assess the ethnicity-based differences in these psycho-social constructs and to explore their differential relationship to school achievement in high-school students from different ethnic background. The data were collected through a survey questionnaire in three school divisions in the Southwest region of Virginia of the United States. The results showed significant ethnicity-based difference in self-concept and in school engagement, but no significant difference in school belonging. The achievement differences were also significant, Caucasian students being higher on self-reported grades. In the regression model, self-concept was not a significant predictor of school outcomes, while school belonging had a significant relationship to school achievement for African-American students. Both self-concept and school engagement were significant for Caucasian students. The findings of the study provide better understanding of the relationship of these variables to school achievement and point to some policy-relevant implications.  相似文献   

7.
This 2-year longitudinal study examined relations between enjoyment of learning in Chinese and mathematics, two major subjects in Chinese schools, and indexes of school performance. The participants included 1041 students (501 boys) initially in third, fifth, and seventh grades (mean age = 10.49 years) in China. Data on enjoyment of Chinese and mathematics were collected from students' self-reports and data on school performance were collected from multiple sources in 2017 and 2019. The results showed that enjoyment of mathematics positively predicted later academic achievement, self-perceptions of academic competence, teacher-rated school competence, and peer-assessed leadership-social competence. Enjoyment of Chinese negatively predicted later mathematics achievement and self-perceptions of academic competence and nonsignificantly predicted other school performance variables. The results were discussed in Chinese context.  相似文献   

8.
The literature describes research comparing scholastic success in the morning and afternoon in elementary and high schools. The present study examines the relationship between time of day and scholastic performance in middle school. The progress of 850 seventh and eighth grade students in academic subjects taught at different hours of the day was studied. Mean achievement, as expressed in final grades, rose moderately from morning lessons to those conducted at later hours. Significant but temporary declines in achievement were observed immediately after the 10:00 recess and again during the 13:00 lesson. Variance within classes increased sharply during the day. Previous studies attributed such changes to biological rhythms. This paper indicates that many diurnal changes in scholastic performance may be clarified by integration of concepts of biological rhythms with current theories with respect to attention level. Implications of these findings for planning daily school schedules are discussed.  相似文献   

9.
本研究采用陈国鹏等人修订的Marsh等人编制的“自我描述文卷（SOQ-Ⅱ）”,对西安市航天中学的156名学生进行了问卷调查,重点考察了自我概念的年级、性别的特点,以及在不同学业成绩上的差异。结果发现：（1）在自我概念的总量表和分量表上存在显著的年级差异,而未发现性别差异,无年级和性别的交互作用。（2）在自我概念的子量表上,性别差异显著。（3）在言语自我、数学自我、一般学校自我、体能自我等子量表,以及学业自我,非学业自我和总量表上,不同学业水平的学生有显著差异。表明学业成绩与中学生的自我概念有着密切的联系。  相似文献   

10.
The bulk of public debate on education focuses on schools and school differences. Ideally, the characteristics of schools that add value to student performance can be identified and implemented for other schools. However, such scenarios assume that school effects are sizable, stable across cohorts, and consistent across subject areas. This study tests these assumptions by analysing school effects in both primary and secondary schools in 5 achievement domains with administrative data from almost all government school students in Victoria, Australia. Gross school effects are reasonably large but show only moderate stability. However, in net progress models which control for prior achievement, school effects are substantially smaller, display only low levels of stability across cohorts, and are not consistent across achievement domains. Therefore, it is difficult to identify schools that consistently increase (or decrease) student performance across subject areas beyond that expected by students’ intake characteristics, most notably prior student performance. Other policy goals are recommended.  相似文献   

11.
Applying two-level structural equation modelling techniques, the current study examined the dimensionality of socio-economic status (SES) and its relationship with mathematics and science performance at student and school levels. Data were drawn from population 2 (13-year-olds) of 17 countries in the Third International Mathematics and Science study (TIMSS). A set of items about the ownership of household materials was used to measure the dimensions of SES. For most of the countries, a general economic dimension and a cultural dimension were identified at the student level. The cultural dimension had the greatest impact on students' mathematics and science achievement. At the school level, however, only a general economic dimension was found in most countries. This dimension was interpreted to represent community wealth. It was found to be highly related to school mean maths-science achievement, except for the countries where an additional cultural dimension is identified. This cultural dimension can be interpreted as the community cultural resources and atmosphere, and is strongly related to average school mathematics and science achievement. The current study confirmed that the ownership of a set of household materials can be used as SES indicators in exploring its multifaceted feature at both individual and school levels. A similar model structure is found in different countries by applying these indicators, despite the fact that the content of the set of household possessions is different. The findings show that the latent structure of SES at individual level is different from that at the school level, and that SES dimensions have different effects on mathematics and science achievement at individual and school levels.  相似文献   

12.
This paper reports on research undertaken in a middle-class Australian school. The focus of the research was on the relationship between gender and students’ engagement with high school chemistry. Achievement data from many OECD countries suggest that middle-class girls are achieving equally as well as, if not better than, boys in many subjects. This has led to claims that the ‘girls and science’ agenda is no longer necessary, and indeed may have been detrimental to boys’ achievements in science subjects. The data collected from students at this site indicate that at this school this agenda is far from a completed one. These data indicate that whilst girls’ achievement levels are comparable with those of the boys, for many students chemistry is still perceived as a masculine subject. Hence, the girls in the chemistry classrooms at this school construct themselves, and are constructed, as outsiders in the subject.  相似文献   

13.
Middle school has been documented as the period in which a drop in students’ science interest and achievement occurs. This trend indicates a lack of motivation for learning science; however, little is known about how different aspects of motivation interact with student engagement and science learning outcomes. This study examines the relationships among motivational factors, engagement, and achievement in middle school science (grades 6–8). Data were obtained from middle school students in the United States (N?=?2094). The theoretical relationships among motivational constructs, including self-efficacy, and three types of goal orientations (mastery, performance approach, and performance avoid) were tested. The results showed that motivation is best modeled as distinct intrinsic and extrinsic factors; lending evidence that external, performance based goal orientations factor separately from self-efficacy and an internal, mastery based goal orientation. Second, a model was tested to examine how engagement mediated the relationships between intrinsic and extrinsic motivational factors and science achievement. Engagement mediated the relationship between intrinsic motivation and science achievement, whereas extrinsic motivation had no relationship with engagement and science achievement. Implications for how classroom practice and educational policy emphasize different student motivations, and in turn, can support or hinder students’ science learning are discussed.  相似文献   

14.
The purpose of the study was to investigate how grading of students in primary school affected achievement measured by grades one year later, and how the effect varied as a function of cognitive ability, gender and socio-economic status. The data derive from The Evaluation Through Follow Up longitudinal project. Through a national curriculum change one group of students received grades and one group of students did not receive grades in the 6th Grade, while both groups of students received grades in the 7th Grade. A quasi-experimental design was thus created, with two comparable groups of students. The subjects were 8558 students born in 1967. Several multiple regression models were fitted to the data. The results showed no main effects of grading on subsequent achievement, but there were important differential effects: graded students with low cognitive ability received lower subsequent grades. The results also showed interaction effects between gender and grading and between gender and cognitive ability.  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.
Grades and Test Scores: Accounting for Observed Differences   总被引：1，自引：0，他引：1  
Why do grades and test scores often differ? A framework of possible differences is proposed in this article. An approximation of the framework was tested with data on 8,454 high school seniors from the National Education Longitudinal Study. Individual and group differences in grade versus test performance were substantially reduced by focusing the two measures on similar academic subjects, correcting for grading variations and unreliability, and adding teacher ratings and other information about students. Concurrent prediction of high school average was thus increased from 0.62 to 0.90; differential prediction in eight subgroups was reduced to 0.02 letter‐grades. Grading variation was a major source of discrepancy between grades and test scores. Other major sources were teacher ratings and Scholastic Engagement, a promising organizing principle for understanding student achievement. Engagement was defined by three types of observable behavior: employing school skills, demonstrating initiative, and avoiding competing activities. While groups varied in average achievement, group performance was generally similar on grades and tests. Major factors in achievement were similarly constituted and similarly related from group to group. Differences between grades and tests give these measures complementary strengths in high‐stakes assessment. If artifactual differences between the two measures are not corrected, common statistical estimates of validity and fairness are unduly conservative.  相似文献   

17.
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, teacher benefits and school funding can be based. By applying an ecological framework to the urban school environment, it could be possible to better understand and ultimately improve the educational context at multiple levels. This study examined how classroom management, staff relations and school climate contribute to academic achievement, as measured by ACT scores. In a large urban American public school system, 208 teachers from 38 high schools were surveyed. A model was tested in which, when academic achievement was accounted for over time, classroom management and staff relations contributed positively to school climate, and climate in turn contributed to academic achievement. Structural equation modeling revealed that the data fitted the proposed model. Results illustrate the roles of school and classroom factors related to academic performance and underline the importance of classroom management strategies and positive learning environments. Results suggest avenues for interventions to increase academic achievement by supporting students through the lens of an ecological framework.  相似文献   

18.
School success is closely linked to intelligence but also to non-cognitive factors such as achievement motivation. The present study examines which non-cognitive factors predict secondary school grades and looks at reasons why female students tend to outperform their male counterparts. A sample of 554 German freshman students provided measures of general intelligence, achievement motivation, science course choice, self-efficacy, self-perceived academic achievement, and test anxiety. Results show that achievement motivation, self-perceived academic achievement, and sex significantly contribute to the final secondary school success above intelligence. Females’ advantage in final secondary school grades becomes even larger after controlling for general intelligence. This advantage can be explained by females’ higher achievement motivation. Showing more compensatory effort as well as self-control and taking more pride in their own productivity helps females to outperform their male counterparts at secondary school.  相似文献   

19.
To refine selective admission models, we investigate which measure of prior achievement has the best predictive validity for academic success in university. We compare the predictive validity of three core high school subjects to the predictive validity of high school grade point average (GPA) for academic achievement in a liberal arts university programme. Predictive validity is compared between the Dutch pre-university (VWO) and the International Baccalaureate (IB) diploma. Moreover, we study how final GPA is predicted by prior achievement after students complete their first year. Path models were separately run for VWO (n = 314) and IB (n = 113) graduates. For VWO graduates, high school GPA explained more variance than core subject grades in first-year GPA and final GPA. For IB graduates, we found the opposite. Subsequent path models showed that after students’ completion of the first year, final GPA is best predicted by a combination of first-year GPA and high school GPA. Based on our small-scale results, we cautiously challenge the use of high school GPA as the norm for measuring prior achievement. Which measure of prior achievement best predicts academic success in university may depend on the diploma students enter with.  相似文献   

20.
The author examined the simultaneous influence of Japanese middle school student and school socioeconomic status (SES) on student math achievement with two-level multilevel analysis models by utilizing the Trends in International Mathematics and Science Study (TIMSS) Japan data sets. The theoretical framework used in this study was Bronfenbrenner’s bioecological theory (Bronfenbrenner and Morris 1998). The data sets contained 4,856 students from 146 public and private middle schools. The results indicated that at the student level, different aspects of student SES (i.e., number of books, the possession of computers, paternal, and maternal educational achievements) were positively related to Japanese student math achievement. At the school level, two aspects of school SES (i.e., less populated schools and economically disadvantaged schools) were negatively related to Japanese student math achievement. None of the cross-level interactions were significant, but the random effect for the computer slope was significant. Although this study found both student and school SES effects on student achievement, the proportional reduction of prediction error explained by both student and school SES were was small, meaning the residual variances at student and school levels did not capture the majority of variance explained by math achievement. The implications of theoretical framework and educational policy are discussed.  相似文献   

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