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1.
Carolyn MacCann Anastasiya A. Lipnevich Jeremy Burrus Richard D. Roberts 《Learning and individual differences》2012,22(2):235-241
This study examines whether problem-focused, emotion-focused, and avoidant coping strategies predict key outcomes in a sample of 354 high school students. The four outcomes considered are: academic achievement, life satisfaction, positive feelings towards school, and negative feelings towards school. Results demonstrate that coping incrementally predicts all four outcomes above and beyond the effects of the Big Five personality factors, vocabulary, and demographic variables. Incremental prediction is strongest for school feeling variables, where coping predicts 17.4% of the variance in positive feelings, and 15.9% of the variance in negative feelings. All three coping styles are important in predicting different outcomes: problem-focused coping predicts grades, life satisfaction, and positive feelings about school; emotion-focused coping predicts negative feelings only; and avoidant-focused coping predicts both positive and negative feelings about school. Results suggest that coping styles are an important variable for school outcomes, and that the effectiveness of different strategies differs depending on the outcome considered. 相似文献
2.
Elin Borg 《British Journal of Sociology of Education》2015,36(8):1127-1148
Latent profile analysis was used to identify different categories of students having different ‘profiles’ using self-reported classroom behaviour. Four categories of students with unique classroom behaviour profiles were identified among secondary school students in Oslo, Norway (n = 1570). Analyses examined how classroom behaviour categories are related to gender and school performance and whether a dual understanding of gender in school is helpful when trying to explain achievement differences as supposed to classroom behaviour categories. Analyses showed that gender was a better predictor of school achievement than classroom behaviour categories, even though the behaviour categories did contribute to the explanation of variance in students’ academic marks above and beyond gender. 相似文献
3.
汉藏中学生被嘲笑的特点及差异性比较 总被引：1，自引：1，他引：0
目的了解汉藏中学生被嘲笑的状况,初步探讨我国中学生被嘲笑的特点及差异性.方法采用整体随机抽查法,选取四川、青海地区6所中学786名学生,以TQ-R嘲笑量表对所有被试进行测试.结果96.85%的中学生受到过不同程度的嘲笑,其中身体外貌被嘲笑最多,家庭背景被嘲笑最少,而且同伴是中学生被嘲笑的首要嘲笑者.从人口统计变量及年级上的差异性看:中学生被嘲笑不存在民族差异性;动作举止和身体外貌的嘲笑有显著的性别差异;社会行为嘲笑在父母亲的文化程度上差异显著.家庭背景嘲笑只有在母亲的文化程度上有差异性.中学生被嘲笑在城乡和家庭月收入高低及年级上差异非常显著.来自于农村的中学生被嘲笑的得分显著高于来自于城镇的;家庭月收入越低中学生被嘲笑是越多的;中学生被嘲笑总量表平均分的年级趋势呈波峰型趋势,被嘲笑频率最多是高一,最少是初一,而且学业成绩、动作举止和家庭背景的被嘲笑分数随年级增加而升高.结论中学生被嘲笑具有普遍性,没有民族性差异,多个维度的嘲笑不存在性别和父母亲文化程度的差异;但在城乡和家庭月收入及年级上中学生被嘲笑有显著差异,在教育干预和对策上应区别对待. 相似文献
4.
This study examines the extent to which deaf students' perceptions of their teachers' effectiveness and ease of communication in the classroom are related to the teachers' sign skills. Thirty-three faculty, teaching a variety of courses at the National Technical Institute for the Deaf (NTID), were rated on "teaching effectiveness" and "communication ease" by their students over a 2-year period. Faculty sign proficiency was evaluated independently using the Sign Communication Proficiency Interview (SCPI). Results indicate a moderate relation between students' perceptions of communication ease and teaching effectiveness, and a weak relation of these two variables to the teachers' assessed level of sign skill. The data also show that the students could clearly differentiate three levels of teacher sign skill in the classroom. Results are discussed in relation to the component parts of effective communication from the perspective of students in the classroom. 相似文献
5.
在当前如此重视美术素质教育的背景下,小学美术教育在一定程度上培养了学生的审美能力及鉴赏能力;同时,美术课堂评价可以有效提高小学生进行美术学习的兴趣,使学生在得到美术教师肯定评价时获得成就感,从而使美术课堂效率得到提高。 相似文献
6.
The Academic Achievement of Adolescents from Immigrant Families: The Role of Family Background, Attitudes, and Behavior 总被引：4，自引：0，他引：4
Andrew J. Fuligni 《Child development》1997,68(2):351-363
The goal of this study was to determine the relative impact of family background, parental attitudes, peer support, and adolescents' won attitudes and behaviors on the academic achievement of students from immigrant families. Approximately 1,100 adolescents with Latino, East Asian, Filipino, and European backgrounds reported on their own academic attitudes and behaviors as well as those of their parents and peers. In addition, students' course grades were obtained from their official school records. Results indicated that first and second generation students received higher grades in mathematics and English than their peers from native families. Only a small portion of their success could be attributed to their socioeconomic background; a more significant correlate of their achievement was a strong emphasis on education that was shared by the students, their parents, and their peers. These demographic and psychosocial factors were also important in understanding the variation in academic performance among the immigrant students themselves. 相似文献
7.
The purpose of the study was to examine the relationship of classroom environment to attitudes toward science and achievement in science among tenth grade biology students. An attitude instrument was administered at three times during the school year to measure student attitudes toward science and the classroom environment. The classroom environment measures examined six areas: emotional climate of the science classroom, science curriculum, physical environment of the science classroom, science teacher, other students in the science classroom, and friends attitudes toward science. Student achievement in science was measured by teacher reported semester grades. The results of the study indicated: (1) student attitudes toward the classroom environment predicted between 56 to 61% of the variance in attitudes toward science, (2) student attitudes toward the classroom environment predicted between 5 to 14% of the variance in achievement in science, (3) student attitudes toward science and attitudes toward the classroom environment predicted between 8 and 18% of the variance in achievement in science. 相似文献
8.
In sub-Saharan Africa, where there is limited financial and human capital, it is important to examine how social relationships may serve to promote or undermine human capital formation. However, little is known about the contributions of social relations to human capital development, especially in terms of academic achievement in Africa. This study examined how variations in key aspects of social relations among teachers; between teachers and students; between principals, teachers, parents and students affect achievement in mathematics among sixth graders in 70 schools in six districts in Kenya. We modeled mathematics achievement as a function of measures of social perception and support while adjusting for school-, classroom- and student level background characteristics. We found that net of teacher subject knowledge and background characteristics, teachers who display commitment to teaching by always correcting homework and keeping students engaged during math lessons had their students performing better. Teacher absenteeism and lack of interest in teaching were negatively associated with performance in math. Lack of parental involvement in the classroom also had negative effects on grades. At the school level, the level of engagement of the principal, measured by supervision of teachers and good interpersonal interactions with parents had positive effects on math achievement. Schools where parents provided material and financial support had better grades, while student delinquency and absenteeism negatively affected grades. 相似文献
9.
Are effective teachers like good parents? Teaching styles and student adjustment in early adolescence 总被引：1，自引：0，他引：1
Wentzel KR 《Child development》2002,73(1):287-301
This study examined the utility of parent socialization models for understanding teachers' influence on student adjustment in middle school. Teachers were assessed with respect to their modeling of motivation and to Baumrind's parenting dimensions of control, maturity demands, democratic communication, and nurturance. Student adjustment was defined in terms of their social and academic goals and interest in class, classroom behavior, and academic performance. Based on information from 452 sixth graders from two suburban middle schools, results of multiple regressions indicated that the five teaching dimensions explained significant amounts of variance in student motivation, social behavior, and achievement. High expectations (maturity demands) was a consistent positive predictor of students' goals and interests, and negative feedback (lack of nurturance) was the most consistent negative predictor of academic performance and social behavior. The role of motivation in mediating relations between teaching dimensions and social behavior and academic achievement also was examined; evidence for mediation was not found. Relations of teaching dimensions to student outcomes were the same for African American and European American students, and for boys and girls. The implications of parent socialization models for understanding effective teaching are discussed. 相似文献
10.
Susan M. Brookhart 《Educational Assessment》2013,18(4):268-296
Twenty-eight studies of grades, over a century, were reviewed using the argument-based approach to validity suggested by Kane as a theoretical framework. The review draws conclusions about the meaning of graded achievement, its relation to tested achievement, and changes in the construct of graded achievement over time. Graded achievement reflects students' broad accomplishment of classroom and school learning goals, including goals about how to learn. Both high school and elementary grades contain information about school achievement that includes being socialized into the way learning happens in classrooms. Graded achievement reflects specific course learning goals and therefore varies according to subject; academic course grades align more closely with tested achievement than noncore course grades. Graded achievement also reflects individual teachers' grading practices and emphases about what is important to learn. Report card grades can be reliable and valid measures of graded achievement, but may not be depending on individual teachers' grading practices. 相似文献
11.
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
12.
The purpose of this study was to determine associations between science students' perceptions of their interactions with their
teachers, the cultural background of students and their attitudinal and cognitive achievement outcomes. A sample of 3,215
students from 158 secondary school science classes in 43 schools completed a survey including the Questionnaire on Teacher
Interaction (QTI), an attitude to calss scale, an enquiry skills scale and questions relating to cultural background. The
sample was chosen in order tobe representative, though only coeducational classes were used in order to permit an unconfounded
test of sex differences. Statistical analyses confirmed the reliability and validity of the QTI for secondary school science
students. Generally, the dimensions of the QTI were found to besignificantly associated with student attitude scores. In particular,
students' attitude scores were higher in classrooms in which students perceived greater leadership, helping/friendly, and
understanding behaviours in their teachers. Correlations between cognitive achievement and interpersonal behaviour were not
as strong, but there were positive associations with cooperative behaviours and negative associations with oppositional behaviours.
Females perceived their teachers in a more positive way than did males and students from an Asian background tended to perceive
their teachers more positively than those from the other cultural groups identified in the study. 相似文献
13.
Olugbemiro J. Jegede Barry J. Fraser Peter Akinsola Okebukola 《Instructional Science》1994,22(2):137-152
Recent studies in educational productivity and effectiveness of schooling have shown that certain factors could be altered within the classroom to result in enhanced achievement and positive attitude towards the study of science. A learner who is not positively disposed to, or has a socio-cultural background that is indifferent to the learning of science would find it hard to learn science effectively. If, as suggested by recent research, the socio-cultural characteristics which children in non-western society bring into the classroom from their environment create a wedge between what they are taught and what they learn, it is plausible to hypothesise that school based alterations of the socio-cultural prior knowledge of the learner could result in school effectiveness. This study attempted to determine whether or not instruction based on a socio-cultural model could significantly alter students' attitudes towards the learning of and achievement in science. The sample consisted of 600 senior secondary year one students (442 boys, 156 girls) from 15 secondary schools in Nigeria. The Socio-Cultural Environment Scale (SCES) and the Biology Achievement Test (BAT) were used to measure the change in attitude and achievement of subjects respectively in a pretest — posttest situation after a six-week treatment. Evidence was found from the study to support the hypothesis that science instruction which deliberately involved the discussion of socio-cultural views about science concepts altered students' attitudes toward the study of science. The finding also indicated that some socio-cultural factors were amenable to alterations in such a way as to promote the subjects' positive attitudes towards the study of science. 相似文献
14.
The current study examined the link between academic enablers and different types of reading achievement measures. Academic enablers are skills and behaviors that support, or enable, students to perform well academically, such as engagement, interpersonal skills, motivation, and study skills. The sample in this study consisted of 61 third‐, fourth‐, and fifth‐grade students (54% male). Academic enablers were rated by classroom teachers via the Academic Competence Evaluation Scales (ACES; DiPerna & Elliott, 2000 ). Four different measures of reading achievement were included: classroom grades, global ratings of reading skills, standardized test scores, and Reading CBM scores. Results indicated that academic enablers were significantly related to each type of reading outcome. Academic enablers accounted for the greatest amount of variance for classroom grades (45%) and the least amount of variance in standardized test scores (11%). Results suggest that academic enablers are an important part of academic success in reading, particularly classroom grades, but when considering the variance accounted for by academic enablers, they alone are not likely to improve Reading CBM scores or standardized test scores. 相似文献
15.
As cultural diversity is increasing around the globe, a more nuanced understanding of the cultural diversity climate in classroom settings is needed, including how its different aspects relate to student outcomes. We developed the Classroom Cultural Diversity Climate Scale (CCDCS), integrating theory and research from social psychology and multicultural education and including novel facets like polyculturalism, which has not been studied in the school context before. We then studied associations with intergroup relations, socio-emotional adjustment, and school achievement among students of immigrant and non-immigrant background at the individual and classroom levels. The scale includes six subscales in the two broad dimensions of equality and inclusion: contact and cooperation, (un)equal treatment, and color-evasion, and cultural pluralism: heritage and intercultural learning, critical consciousness, and polyculturalism. Using data from 1,335 secondary school students in Germany (Mage = 14.7; 51% male; 51% immigrant background), the scale demonstrated measurement invariance by immigrant background, gender, and school track, and reliability at individual and classroom levels. A more positive diversity climate, with better intercultural relations (equality and inclusion) and more opportunities to learn about cultural diversity (cultural pluralism), was associated with more positive student outcomes. Interestingly, polyculturalism was not associated with negative effects observed for other facets of cultural pluralism. Relations for different climate aspects also varied by outcome and students’ immigrant background. This underscores the importance of a nuanced perspective when evaluating different approaches to cultural diversity in context. 相似文献
16.
Barbara A. Greene Raymond B. Miller H. Michael Crowson Bryan L. Duke Kristine L. Akey 《Contemporary educational psychology》2004,29(4):462-482
Path analysis was used to test predictions of a model explaining the impact of students' perceptions of classroom structures (tasks, autonomy support and mastery and evaluation) on their self-efficacy, perceptions of the instrumentality of class work, and their achievement goals in a particular classroom setting. Additionally, the impact of self-efficacy, instrumentality, and goals on students' cognitive engagement and achievement was tested. There were 220 high school students who completed a series of questionnaires over a three-month period in their English classes. Data strongly supported the model demonstrating that student perceptions of classroom structures are important for their motivation. Also supported was the importance of perceiving the current class work as being instrumental for future success. Implications were discussed. 相似文献
17.
Heather A. Davis 《Contemporary educational psychology》2001,26(4):431
The purpose of the present study was to begin to examine, from the expectancy-value framework, several cognitive and motivational variables believed to affect the development of the student/teacher relationship and, in turn, classroom success. Guided by the expectancy-value framework, three student variables are viewed as essential in guiding the success of the student/teacher relationship: (1) their social self-concept beliefs, (2) the value they place on developing a positive relationship with their primary teacher, and (3) their nonverbal communication skills. Eighty-two fourth- and fifth-grade students participated in the study. Variation in the students' perceptions of the quality of their relationship with their primary teacher and their classroom achievement were examined. In general, results suggest students develop schemas, their social self-concept beliefs, about their relationships with teachers that are consistent with their nonverbal communication skills. Furthermore, results suggest that for both positive perceptions of the relationship and academic achievement, valuing the relationship with the primary teacher may compensate for nonverbal difficulties. 相似文献
18.
This study, which is based on a longer report by Willms and Somers (2000), employs hierarchical linear regression models to examine the relationships between 3 schooling outcomes (language and mathematics achievement, and time to complete primary schooling) and family background, as well as various school policies and practices. The analyses employ data from the Primer Estudio Internacional Comparativo (PEIC ; UNESCO, 1998), which includes data for 13 Latin American countries, with samples of approximately 100 schools in each country, and 40 grades 3 and 4 pupils sampled in each school. The study finds that the relationship between schooling outcomes and family background varies among countries. The most successful country, Cuba, has uniformly effective schools, and relatively small inequities along social class lines and between the sexes. Across all countries, the most effective schools tend to be those with: high levels of school resources; classrooms which are not multigrade, and where students are not grouped by ability; classrooms where children are tested frequently; classrooms and schools with a high level of parental involvement; and classrooms that have a positive classroom climate, especially with respect to classroom discipline. The article concludes with a discussion about how we might improve capability to monitor school performance in low-income countries. 相似文献
19.
Knowing that grades can have long-term consequences for students, teachers voice concern about being fair in the grading process. However, their interpretations of fairness are varied and sometimes contradictory. This study looked at how teachers in one standards-based educational system determined secondary students’ grades, focusing specifically on the extent to which they followed a specific set of principles for grading. The results support previous research, and suggest that a better understanding of essential principles is needed for grades to accurately reflect students’ achievement. 相似文献
20.
Manfred Hofer Claudia Kuhnle Britta Kilian Stefan Fries 《Learning and Instruction》2012,22(5):368-375
The predictive power of cognitive ability and self-control strength for self-reported grades and an achievement test were studied. It was expected that the variables use of time structure, academic procrastination, and motivational interference during learning further aid in predicting students’ achievement because they are operative in situations of school-leisure conflict. A sample of 697 eighth-graders was tested twice within the interval of a single school year (about eight months). Cognitive ability and self-control explained substantial variance of grade changes. Procrastination displayed a further portion of the variance. Personality variables were better predictors of grades, while cognitive ability showed higher variance with the achievement test. Variables tapping aspects of self-control strength have been interpreted as key determinants of learning outcomes. The findings suggest that it might be useful to identify students who are at risk, allowing these students to train their ability to shield studying from leisure distractions. 相似文献