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1.
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
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This study was conducted to examine the factors that influence informational text comprehension and to determine how these vary for students with higher and lower component skills. The sample included 177 students in grades 3–5. Regression analyses were used to predict informational text comprehension with decoding efficiency, vocabulary knowledge, prior knowledge, and intrinsic motivation. This model, that also included age and grade as control variables, explained 62.5 % of the variance in informational text comprehension. Each component skill explained unique variance, and vocabulary knowledge accounted for the largest portion. Next, we examined whether the factors contributed differently to informational text comprehension for students with higher and lower component skills. Overall, the regressions were better predictors for students with higher than those with lower component skills. For students with lower component skills, motivation and vocabulary were consistent predictors, whereas vocabulary and decoding efficiency were consistent predictors for students with higher component skills. The findings indicate multiple factors are important for informational text comprehension, particularly vocabulary, and research should examine this topic for different types of readers. 相似文献
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Bonnie Doren Christopher Murray Jeff M. Gau 《Learning disabilities research & practice》2014,29(4):150-159
The purpose of this study was to identify the unique contributions of a comprehensive set of predictors and the most salient predictors of school dropout among a nationally representative sample of students with learning disabilities (LD). A comprehensive set of theoretically and empirically relevant factors was selected for examination. Analyses were conducted to explore the unique contribution and relative importance of these factors in predicting dropout. Results indicated that the most salient predictors of school dropout included a set of malleable individual (grades, and engagement in high‐risk behaviors), family (parent expectations), and school (quality of students’ relationship with teachers and peers) factors. The findings validate multicomponent dropout prevention and intervention models for this population while at the same time illuminating specific key components that appear to be of particular importance in school dropout among students with LD. 相似文献
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Matthew J. Mayhew 《Research in higher education》2012,53(3):282-310
This multi-level, longitudinal study investigated the ecumenical worldview development of 13,932 students enrolled in one
of 126 institutions. Results indicated that the final hierarchical linear model, consisting of institution-and-student-level
predictors as well as slopes explaining the relationships among some of these predictors, explained 39.98% of variance in
Time 2 ecumenical worldview. Specifically, differences in ecumenical development trajectories for men and women could be partially
explained by the average amount of religious struggle reported by students. Implications for college impact researchers and
student development scholars are discussed. 相似文献
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《Journal of Further & Higher Education》2012,36(7):989-1007
AbstractAlthough the number of engineering students is increasing, dropout rates remain high. This problem is also present in the Faculty of Engineering Technology (FET) at KU Leuven, Belgium, which resulted in the need for an in-depth analysis of the academic achievement of the bridging students there. This study examines the contribution of a range of predictors, both cognitive and non-cognitive. The examined predictors are: general characteristics, academic background variables and variables tested in a diagnostic test. A multiple linear regression model for the 2015–2016 chohort accounted for an explained variance of 36% of the students’ academic achievement. After combining three cohorts, we managed to explain 43% of the variance in students’ academic achievement. As expected, the academic background variables are the most important predictors. The diagnostic tests are less predictive but their role is important, since they encourage students to participate in associated interventions. 相似文献
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A 2 × 2 quasi-experimental design was used to investigate the impact of extrinsic incentives and reflection on students’ calibration
of exam performance. We further examined the relationships among attributional style, performance, and calibration judgments.
Participants were 137 college students enrolled in an educational psychology course. Results differed as a function of exam
performance. Higher-performing students were very accurate in their calibration and did not show significant improvements
across a semester-length course. Attributional style did not significantly contribute to their calibration judgments. Lower-performing
students, however, were less accurate in their calibration, and students in the incentives condition showed significant increases
in calibration. Beyond exam scores, attributional style constructs were significant predictors of calibration judgments for
these students. The constructs targeting study and social variables accounted for most of the additional explained variance.
The qualitative data also revealed differences by performance level in open-ended explanations for calibration judgments. 相似文献
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Vahide Taskin Sascha Bernholt Ilka Parchmann 《International Journal of Science and Mathematics Education》2017,15(1):39-55
Chemical representations serve as a communication tool not only in exchanges between scientists but also in chemistry lessons. The goals of the present study were to measure the extent of student teachers’ knowledge about chemical representations, focusing on chemical formulae and structures in particular, and to explore which factors related to the education in school and university contribute to inter-individual differences. Using a quantitative cross-sectional design, 322 students from 12 German universities in different stages of their university education were tested with the Chemical Representations Inventory (CRI, Taskin, Bernholt, & Parchmann, 2015). In addition, a short questionnaire was administered containing demographic data and possible factors that could have an effect on students’ success in solving the items of the inventory. The data was analyzed by using Rasch modeling. The results show that student teachers’ knowledge about chemical representations is quite low, with an average of students’ total achievement of 50 % in the corresponding inventory on chemical representations. A multivariate linear model revealed that passing exam(s) in organic chemistry at university, the grade of school leaving certificate, gender as well as studying chemistry in upper secondary school on basic and advanced levels are significant predictors of student teachers’ knowledge. In total, these predictors are able to explain 30.3 % of the variance in the test results. The dominance of school-related variables in the regression analysis indicates that school education seems to be still important after several years of studying and is not equalized by education at university. 相似文献
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This study examines the relationship between Tongan students’ attitudes and beliefs towards their school experiences and their academic achievement on the high-stakes National Certificate of Educational Achievement (NCEA) assessments in English and mathematics. Data were obtained from using previously published self-reported inventories on a sample of Tongan senior students in New Zealand secondary schools. Confirmatory factor analysis of students’ conceptions found good fit measurement models for each domain (teaching, learning, and assessment). Structural equation modelling was used to identify the effect of the various beliefs upon students’ total score in each subject and upon internal and externally assessed performance. It was noted that different beliefs became statistically significant predictors of performance, depending on the subject and type of assessment. Nonetheless, all three constructs played some role in at least one subject. A small-to-moderate proportion of variance in NCEA performance could be attributed to student beliefs, suggesting that efforts to help students adopt adaptive beliefs will have beneficial consequences for those students. 相似文献
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This study investigated the relationships among different forms of peer victimization and prosocial experiences and early adolescent emotional well‐being. A total of 571 students in grades 6–8 were administered the Positive and Negative Affect Scale–Children, Multidimensional Students' Life Satisfaction Scale, and the Children's Self Experience Questionnaire–Self Report. Females reported more prosocial experiences; males reported more overt and relational victimization. Differential predictors were observed for the emotional well‐being variables of life satisfaction, positive affect, and negative affect in a series of hierarchical multiple regression equations. Overt victimization experiences added significant variance to all three well‐being equations. Relational victimization experiences added significant variance to the negative affect equation. After accounting for overt and relational experiences, prosocial experiences added significant variance to the life satisfaction and positive affect equations. The experience of prosocial peer interactions thus appears to serve as a protective factor with respect to the relationship between victimization and life satisfaction and positive affect for early adolescents. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 199–208, 2007. 相似文献
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《The Journal of educational research》2012,105(1):3-15
Abstract The ability of cognitive, affective, personality, and demographic variables to predict second-language acquisition among college students was investigated. An all possible subsets regression analysis was used to compare the proportion of variance in foreign-language achievement explained by each variable. The analysis revealed that variables from each of the 4 domains were important predictors of foreign-language achievement. Overall, academic achievement, as measured by GPA average, was the best predictor, explaining 11.5% of the variance in foreign-language achievement. Foreign-language anxiety, the next best predictor, explained 10.5% of the variance. The educational implications of these findings for understanding foreign-language achievement are discussed, along with suggestions for future research. 相似文献
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Wolff-Michael Roth 《科学教学研究杂志》1990,27(6):509-521
This article examines the predictive value of the cognitive variables of developmental level, mental capacity, cognitive style, short-term storage space, and numerical inductive reasoning for student achievement in college science. Achievement was analyzed for each of the categories of pure recall, computational, complex items, and total score of a midterm exam as well as for the composite score on a final exam. The sample for this study consisted of a class of 32 nonscience majors enrolled in Physical Science I at the University of Southern Mississippi. The results showed that developmental level was the single best predictor of achievement. Short-term storage space and mental capacity were significant predictors of achievement for computational and complex items, but, as expected from theoretical considerations, not for pure recall items. The degree of field dependence did not well predict performance on pure recall or computational items. The results also indicate that mental capacity and field dependence do not contribute significantly to the variance if developmental level is held constant. The pattern of the predictive power of numerical inductive reasoning parallels, in magnitude, that of mental capacity. The results of this study and its implications indicate that the construct of short-term storage space has great potential to guide classroom practice and the development of instructional materials. A strategy is outlined that would guide curriculum planners and classroom teachers in the development of materials which would allow students to develop complex problem-solving behaviors. 相似文献
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Stacy Overstreet Joel Devine Katherine Bevans Yael Efreom 《Psychology in the schools》2005,42(1):101-111
Predictors of parental school involvement were examined within a sample of 159 economically disadvantaged, African American parents living in an urban setting. School involvement was defined in terms of parent activity within the school. Parent demographics, attitudes about education, and community engagement behaviors as well as parent perceptions of school receptivity to parental involvement were evaluated as predictors of school involvement. Predictors of school involvement were examined separately for parents of elementary school students and for parents of middle and high school students. Results indicated that school receptivity was the strongest predictor of parental school involvement within both groups of parents. In addition, parental educational aspirations for the child and community engagement behaviors were significant predictors for both groups of parents. Parent level of employment was a significant predictor of school involvement only for parents of middle/high school students. Implications for school psychologists based on the findings are discussed. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 101–111, 2005. 相似文献
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Dr. Al Gibbs 《Research in Science Education》1991,21(1):348-348
This paper reports on 11 measures used as predictors of students' achievement in their first semester subjects. The students
were enrolled in the same four core subjects of a university general science course. Although a number of statistically significant
correlations were found, only one predictor variable, HSC aggregate mark, correlated significantly with each of the achievement
variables. One predictor variable entered four of the achievement regression equations, while two variables entered the fifth,
accounting for 34 to 54% of the variance. *** DIRECT SUPPORT *** A05A9011 00020 相似文献
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Policy changes in the higher education landscape have given way to increased interest in the way students perceive engagement in UK higher education. This paper examines whether we can reliably distinguish between institutions and disciplines, and what key student and institutional variables are a predictor of engagement of undergraduate students. Using data from two waves of the United Kingdom Engagement Survey (UKES), a national survey of undergraduate student engagement, we constructed multilevel models for different aspects of student engagement. The results show that the vast majority of the variance of the models is at the student level, indicating that demographic characteristics seem to contribute most to differential aspects of engagement. Some variance at student level could be explained: females, distance learners, part-time students, and disabled student indicators were negative predictors of engagement, while indicators for Black and minority ethnic (BME) students and for students from Africa and Asia were positive predictors of engagement. 相似文献
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This study investigated students' achievement regarding photosynthesis and respiration in plants in relation to reasoning ability, prior knowledge and gender. A total of 117 eighth‐grade students participated in the study. Test of logical thinking and the two‐tier multiple choice tests were administered to determine students' reasoning ability and achievement, respectively. An analysis of covariance (ANCOVA) was conducted to assess the effect of reasoning ability on students' achievement. The independent variable was the reasoning ability (low, medium, high), the dependent variable was the scores on the two‐tier test. Students' grades in science in previous year were used as a covariate. Analysis revealed a statistically significant mean difference between students at high and low formal levels with respect to achievement. Stepwise multiple regression analysis revealed that reasoning ability, prior knowledge and gender were significant predictors of students' achievement in photosynthesis and respiration in plants, explaining 42% of the variance. 相似文献
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This study examined the relationships between primary schoolteachers’ attitudes, efficacy beliefs and perceived support and their behavioural intentions in regard to teaching students who display inappropriate behaviour in regular classrooms. Ajzen’s Theory of Planned Behaviour (TPB) was used to guide the conceptual framework of the study. A total of 1090 teachers from 263 government primary schools located in urban, suburban and rural areas of one educational region of Bangladesh were surveyed. Hierarchical regression was utilized to analyse data. Results revealed that attitudes and efficacy beliefs were significant predictors of teachers’ behavioural intentions in teaching students who exhibit inappropriate behaviour. The three predictive variables (attitudes, efficacy beliefs and perceived support) accounted for 59% of the variance in teachers’ intentions. The findings of the study indicate possible implications for policymakers and teacher educators in Bangladesh. 相似文献
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Web 2.0 technologies such as Facebook, a popular social networking site, provide educators with new possibilities for reaching
their students. As these technologies are new, there is not a total understanding of how these technologies could best be
used in education. This study helps to develop this understanding by investigating how appropriate students find student-teacher
interactions on Facebook. The results indicate that students find passive behaviors more appropriate than active behaviors
with no difference depending on whether students or teachers perform the behaviors. Additionally, men find student-teacher
interactions on Facebook more appropriate than women while no difference exists between undergraduate and graduate students,
and age was not related to finding the interactions more or less appropriate. 相似文献
20.
Although there is considerable evidence that the Law School Admission Test (LSAT) and the undergraduate grade-point average (UGPA) have a useful degree of predictive validity, there is also a large variation in the magnitude of the coefficients across schools. Understanding this variation has important implications for the use and interpretation of results of a validity study conducted at an individual school. A meta analysis of the validity results and data on applicants to 154 law schools was conducted in an effort to better understand this observed variation. The standard deviation (SD) on the LSAT and the correlation between the LSAT and UGPA for accepted students at each law school accounted for 58.5% of the between-school variance in the multiple correlations of these two predictors with first-year average grade in law school. Sampling error accounted for an additional 12% of the variance. Hence, only a small fraction of the between-school variability in validities remains to be explained by other statistical artifacts of situational specificity factors. Mean validities and 90% credibility values for four adjustment procedures are reported as are the mean observed validities for different combinations of predictors. 相似文献