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1.
Abstract

Ability grouping is supposedly undesirable because it leads to deficits in academic self-concept and academic achievement. However, it appears to be justifiable for its improvement of teaching and learning in schools, perhaps more so in a collectivist culture. In view of the paucity of data examining the controversy in Hong Kong, the authors collected data from 2,720 junior high school students with a random sampling procedure and obtained teachers' reports about the students' subsequent academic achievement, ability grouping, and the ability level of the class. The authors maintained students' past academic achievement as a control variable in predicting their subsequent academic achievement and self-concepts. Results revealed no significant detrimental effect caused by the ability-grouped class and the ability level of the ability-grouped class. Rather, students in classes that were more homogeneous according to past academic achievement tended to have significantly higher subsequent academic achievement and self-esteem. Results revealed no variation attributable to each student's gender and IQ in the effects of ability grouping.  相似文献   

2.
The Achievement Orientation Model posits students are motivated to do well in school when they believe they have the necessary skills to perform a task (self-efficacy), find the task meaningful (goal valuation), and see their environment as supportive. When these factors are present, students self-regulate and achieve. We examined these factors from underachieving gifted students', their parents', and teachers' perspectives. Results indicated teachers recognize students who are confident and not confident about their abilities to be academically successful; however, they are less able to recognize when students value the work they are encountering in school. Parents' perceptions of students' attitudes more closely correlated with students' perceptions than teachers' perceptions correlated with students' perceptions. Teachers and parents appeared to base their perception of the importance students hold for school on their perception of students' self-regulation. Furthermore, gender differences existed in students' perceptions. Females' self-efficacy scores were statistically lower than males' self-efficacy scores, and males' self-regulation scores were lower than females' self-regulation scores. We provide suggestions for how school psychologists may use these findings to (a) collect important information from students, teachers, and parents, (b) interpret these data to identify underlying influential factors, and (c) guide the development of appropriate interventions to address student underachievement.  相似文献   

3.
This study examines the degree to which students' perceptions of teacher support are related to school type (primary versus secondary). The sample included 7,205 students from years 5 to 7 in primary school and years 8 to 10 in secondary school. Previous research has concluded that perceptions of school change negatively when students move from primary to secondary school. However, this research has been criticized for not accounting for age‐related changes in students' perception of school. Results from this study show a linear downwards tendency for perceived teacher support, with no obvious abrupt change between primary and secondary school. Our findings do not, therefore, support the idea that the transition from primary to secondary school affects students' perception of teacher support in a negative way.  相似文献   

4.
Social skills are important to the successful social and academic functioning of all students and play a significant role in avoiding or preventing negative responses from others. Social skills also are important aspects of effective schools. In this article, we emphasize the assessment and intervention of the academic side of social skills. That is, we examine the role that social skills play in facilitating individuals' learning and creation of a school environment where others can feel supported and motivated to learn. As a basis for this examination, we first review several key studies documenting interrelations among social skills and academic competence. Next, we briefly review current assessment practices focusing on rating scale methods for documenting students' social skills and perceptions of social support. Finally, we introduce an instructional approach called the Responsive Classroom (Charney, 1992) that has been shown to advance the development of elementary and middle school students' social skills and academic achievement, and result in supportive school environments for learners and teachers. We conclude with recommendations for researchers and practitioners to continue to consider the strong interrelations among social skills, academic functioning, and social support when working with all students in elementary and middle schools.  相似文献   

5.
The purposes of this study were to examine the relations of both family and school contexts on students' academic achievement and to explore the mediating effects of students' perceptions of their motivations and academic self‐competence between the family and school contexts and achievement. Participants were 230 fifth‐ and sixth‐grade students. Students' perceptions of parenting style (demandingness and responsiveness), parental involvement (parental values and involvement in school functions), teaching style (teacher control and responsiveness), and school atmosphere (school responsiveness and supportive social environment) significantly predicted their school achievement; however, students' motivations and self‐competence mediated the relations between students' contexts and their academic achievement. Furthermore, parental values, teacher responsiveness, school responsiveness, and supportive social environment predicted students' motivations and academic competence above and beyond parenting style, parental involvement, and teacher control. The importance of students' supportive relationships and the internalization of the messages conveyed to them underscore the need for a contextual view by school psychologists when consulting with parents and education staff regarding achievement concerns. © 2001 John Wiley & Sons, Inc.  相似文献   

6.
This longitudinal study examined how school belonging changes over the years of high school, and how it is associated with academic achievement and motivation. Students from Latin American, Asian, and European backgrounds participated (N = 572; age span = 13.94–19.15 years). In ninth grade, girls' school belonging was higher than boys'. Over the course of high school, however, girls' school belonging declined, whereas boys' remained stable. Within‐person longitudinal analyses indicated that years in which students had higher school belonging were also years in which they felt that school was more enjoyable and more useful, above and beyond their actual level of achievement. Results highlight the importance of belonging for maintaining students' academic engagement during the teenage years.  相似文献   

7.
This is an exploratory study conducted on mathematics anxiety, test anxiety and some interpersonal correlates with mathematics achievement of a sample of 206 Secondary Four female students from a Singapore school. Spielbergers' (1977) Test Anxiety Inventory (TAI) and the Fennema-Sherman Mathematics Attitudes Scales (Fennema-Sherman, 1976) were the instruments us ed. Some significant findings are: high mathematics anxiety is associated with low mathematics achievement and so is high test anxiety with low mathematics achievement. However, for the most capable students, test anxiety seems to act as a facilitator in their mathematics performance. Of the three interpersonal variables explored, students' scores on the perception of their mathematics teachers have the strongest correlation with their mathematics anxiety scores.  相似文献   

8.
This article reports about the development and validation of a measurement instrument assessing elementary school students' achievement emotions (Achievement Emotions Questionnaire-Elementary School, AEQ-ES). Specifically, the instrument assesses students' enjoyment, anxiety, and boredom pertaining to three types of academic settings (i.e., attending class, doing homework, and taking tests and exams). Scale construction was based on Pekrun's (2006) control-value theory of achievement emotions. The instrument was tested using samples from German and American elementary school classrooms. The results of Study 1 (German sample) corroborate the reliability and structural validity of the new emotion measure. Moreover, they show that students' achievement emotions were linked with their control and value appraisals as well as their academic performance, thus supporting the external validity of the measure as well as propositions of Pekrun's (2006) control-value theory of achievement emotions. Study 2 (American sample) corroborated the cross-cultural equivalence of the measure and the generalizability of findings across the German and American samples. Implications for research on achievement emotions and educational practice are discussed.  相似文献   

9.
This paper explores female and male students' attitudes towards school work in terms of application and achievement. The data are drawn from interviews with students, teachers, careers officers and welfare officers in three semi‐rural comprehensive schools in one local education authority (LEA) [1]. (The students were in their last year of compulsory schooling, Year 11, and were aged 16 [2].) The three schools had invited the authors to explore why boys were achieving below their potential in terms of course work and end of course grades. The findings of the study show how school, peer group and community factors influence students' attitudes towards school work and homework. However, the situation is not just one of boys' under‐performance: the pattern of girls' achievement at 16 (the school leaving age) is not always carried through post‐16 or into career destinations. The problem is one of ‘equalising opportunities’ for all young people, taking into account the different patterns of need at different stages in their school careers.  相似文献   

10.
The Big-Fish-Little-Pond Effect (BFLPE) suggests that school-average achievement has a negative effect on academic self-concept (ASC); some research has also verified a negative effect on students' academic achievement. Our study evaluates the compositional effects of school-average achievement on both outcomes, using a longitudinal sample of English early primary school students in Year 1 and Year 4. We provide evidence for BFLPEs in children as young as six to nine years of age. Further, we show that the BFLPE is a potential mechanism in the negative compositional effect of school average achievement in Year 1 on students' achievement in Year 4. Once adjustments for measurement error are made, the negative effect of school-average achievement on students' self-concept, and on their subsequent achievement, becomes even more negative. Our findings question previous research suggesting that attending a school with higher average achievement necessarily advances students’ outcomes.  相似文献   

11.
The meaning of belief in a just world and students' subjective experience of the justice of their teachers' behavior toward them personally for academic achievement was examined. Sample 1 involved 947 secondary school students from 67 classes (grade levels 9 to 11), and Sample 2 718 students from 48 classes (grade level 9). Multilevel analyses revealed that the more the students believed in a personal just world, the more they felt their teachers' behavior toward them personally to be just and the better grades they received; the association between BJW and student achievement was fully mediated by teacher justice experience. It was concluded that personally experienced teacher justice is a key feature of a school environment that is conducive to student achievement.  相似文献   

12.
Schools are supposed to be places where students learn academic and technical skills while also expanding their social networks. Although much research exists that examines academic achievement from a variety of lenses, schools and educators continue to lack insight into the various strengths—or capital—students bring with them to school alongside the barriers—or costs—they face once there. To help bridge the gap between the extant research and what is practiced in schools, we provide insight into what educators can do to capitalize on students' strengths and minimize the barriers to achievement. This article draws from two theoretical frameworks, Community Cultural Wealth (CCW) and Racial Opportunity Cost (ROC), and two qualitative research projects that examined Latina high school students' academic achievement from a capitals and costs perspective. Although significant research has identified assets-based approaches to schooling, our results indicate that the interplay between the norms of the school and the norms the students embraced played a critical role in terms of creating conditions for a positive school experience. Based on our findings, we offer recommendations for educators to address the costs that students experience.  相似文献   

13.
Abstract

The authors of this cross-sectional study used surveys based on the noncognitive model of W. E. Sedlacek and C. G. Brooks (1976) to determine psychosocial factors associated with African American students' high school achievement Psychosocial variables explored included community service, academic motivation, social support, and students' methods of handling unfair treatment. Results showed that after gender and absenteeism were controlled for, only the method of handling unfair treatment was positively associated with grade point average (GPA), p < .05. Those findings suggest that students who talk to others about being treated unfairly instead of keeping it to themselves are more likely to have higher GPAs; the findings also have important implications for individuals involved in the counseling and education of high school students. Sedlacek and Brooks's model provides an effective guide for predicting academic achievement and for developing programs to improve academic achievement among students of color. Further research is needed into psychosocial factors and their effects on academic achievement.  相似文献   

14.
This study aims at both investigating bullying episodes occurring at school across different grades (from 6 to 8) and evaluating whether educational achievement in math can be predicted on the ground of students' perception of school violence. The sample was composed of 11,064 students coming from middle schools of Southern Italy. Standardized tests were submitted to measure students' performance in mathematics. Background questionnaires were used to assess students' perception of school violence in relation to some bullying episodes occurring in the last month. Students' perception of school violence, which tends to decrease from Grade 6 to 8, can be considered a valid predictor of their math performance, also controlling for both individual and family background, school context, and geographical characteristics.  相似文献   

15.
Abstract

One aspect of charter schools that is often overlooked when one evaluates their success is the support that they receive from students. By using data from a survey of Texas charter school students, supplemented with statistics from the Texas Education Agency, the author examined students' satisfaction with their charter school, especially as it compared with their previous educational experiences. Results suggest that when students perceived that the charter school had higher quality teachers, better classes, and a more caring environment, they were more satisfied with their charter school than with their previous school. Furthermore, students most at risk for dropping out also were those who tended to be more supportive of their charter school.  相似文献   

16.
学业焦虑是学生在学业情境中较为常见的消极情绪状态。本文运用元分析方法探究中国中学生学业焦虑与学习成绩的关系状态及其影响因素。研究发现，学业焦虑与学习成绩之间的关系显著，学习成绩获取途径和学科类型对二者之间的关系有显著的调节作用。主效应显著的研究发现支持学业情绪控制价值理论和认知动机理论的核心观点，同时提示教育工作者不能忽视学业焦虑对学生学习成绩的负面影响，建议通过培养学生的健康人格、指导家庭教育方式、改革成绩排名方式、建立同辈互助小组等举措帮助学生减少学业焦虑。学习成绩获取途径的调节效应显著，提示教育研究者在开展相关研究时，最好根据学生成绩单上报告的学习成绩进行科学计算；学科类型的调节效应显著，提示教育工作者在开展中学生学业焦虑干预时，应该重点关注英语和数学两门学科。  相似文献   

17.
Abstract

Using education survey data from 6,883 Grade 6 students in 148 schools and from 6,868 Grade 8 students in 92 schools in New Brunswick, Canada, the author applied student and school characteristics to explain differences among students and schools regarding students' sense of belonging to school. Results of hierarchical linear modeling showed that in Grades 6 and 8, discrepancies in students' sense of belonging were mainly within schools, rather than between schools. At the student level, sense of belonging in both grades was affected more by students' mental and physical conditions and less by their individual and family characteristics. Students' self-esteem was the single most important predictor of their sense of belonging, followed by their health status. At the school level, school climate (academic press or expectation in Grade 6 and disciplinary climate in Grade 8) was more important than school context in shaping students' sense of belonging.  相似文献   

18.
This study examined the relationship of school ethical climate and students' school performance within the context of a Chinese high school. Gender and grade‐level differences in ethical climate perceptions were also explored. Survey data on perceptions of school ethical climate based upon the dimensions of student‐to‐teacher, student‐to‐student and teacher‐to‐student interactions and relationships were obtained from 754 students. Results of the study showed that students' perceptions of their high school's ethical climate were related to academic achievement, gender and grade level. Students' involvement in extracurricular activities and student leadership generally did not seem to relate to their perceptions of ethical climate. Based upon these findings, the school's moral education intervention programs should increase their focus on the area of teacher‐to‐student relationships and interactions and the subgroups of male students, students in higher grades and students with lower academic achievement. Implications for future research on school climate are also discussed.  相似文献   

19.
This study examined the relationship of perfectionism with measures of achievement and achievement motivation and mental health aspects of depression and self‐esteem in high school students. Participants were 123 tenth‐ through twelfth‐grade students. Results of multiple regression analyses indicated that students' personal standards were significant predictors of academic achievement. Students' personal standards also significantly predicted achievement motivation. Analyses of the relationship between perfectionism and depression and self‐esteem found that as students' personal standards increased, their levels of depression decreased and self‐esteem increased. Furthermore, when students experienced a discrepancy between their personal standards and actual performance, their depression levels increased and self‐esteem decreased. © 2000 John Wiley & Sons, Inc.  相似文献   

20.
Identifying and understanding predictors of school safety perceptions is important due to its consequences for students. However, it is not clear what school‐related factors most contribute to explaining students’ perception of school safety, and how they relate to community‐related factors such as neighborhood safety. The purpose of this study was to understand the factors associated with Chilean elementary and middle school students’ perceptions of school safety. We used a sample of 5,455 students from low socioeconomic status public schools, and analyzed the predictive value of peer physical and verbal victimization; teacher and school staff victimization; teacher's social support; and perception of safety in the students’ neighborhoods on perceptions of school safety. Findings showed that although different forms of school violence, particularly peer physical victimization and physical and sexual victimization from teachers and school staff, contribute to students’ perception of school safety, the highest contribution came from students perceiving their neighborhoods as unsafe. In contrast, teacher social support contributed to increased levels of perceived school safety. We discuss the need for school‐based interventions that address physical victimization and engage teachers in prosocial and less punitive approaches to foster a positive and safe school climate, and in fostering school–community partnerships.  相似文献   

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