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1.
Nancy Dodge Reyome 《Psychology in the schools》1994,31(4):253-260
This study investigated in what ways, if any, maltreated children differ from nonmaltreated children in regard to achievement-related classroom behaviors. Elementary school teachers completed the Hahnemann Elementary School Behavior Rating Scale on 33 maltreated children, 33 non-maltreated public assistance children, and 33 non-maltreated lower middle class children. The maltreated children were matched to the comparison children on gender and grade level. Results indicated that the maltreated children exhibited significantly less classroom behavior that is positively linked with academic achievement than did a comparable group of non-maltreated, public assistance children. However, the maltreated children did not differ significantly as a group from the public assistance children in most behaviors that are negatively linked with academic achievement, such as disruptive social involvement in the classroom. When compared with the lower middle class children, the maltreated children were rated as engaging in significantly less classroom behavior that is positively related to academic achievement and significantly more classroom behavior that is negatively related to academic achievement. 相似文献
2.
Studies have shown that the Study Process Questionnaire (SPQ)—which provides a measure of student approaches to learning—is
a relatively weak predictor of academic achievement. The present study sought to explore whether students’ achievement-related
classroom behaviours, as observed by teachers, can be used as a mediator between student approaches to learning and academic
achievement. The SPQ was administered to 1,608 students enrolled in six different diploma programmes offered by a polytechnic
in Singapore. Data were analysed by means of correlation and path analysis. In line with existing studies, the results revealed
that student approaches to learning was a weak predictor of academic achievement. However, achievement-related classroom behaviours
turned out to be a significant mediator between student approaches to learning and academic achievement, effectively doubling
the explained variance in academic achievement. Implications of these findings for using the SPQ are discussed. 相似文献
3.
In this study we examined change in students’ situational interest as a function of student and task characteristics. Fifth- and sixth-graders (n = 52) were assigned to one of two task conditions that used a different version of a science simulation. The versions differed in how concrete vs. abstract the simulation elements were. Students’ prior knowledge, achievement goal orientations, and subject-specific interest were assessed before the task and situational interest was measured repeatedly in different phases of the task. Post-task performance was assessed 1 day after the task. The results showed different mean-level changes in situational interest in the two task conditions; students working with the more concrete version of the simulation reported increase in their interest while the opposite was true for students working with the more abstract version. The ratings of situational interest were nevertheless rather stable over time, regardless of the task condition. Students’ situational interest at the beginning of the task was predicted by mastery-intrinsic goal orientation and subject-specific interest. Post-task performance was predicted by prior knowledge and the task condition; students working in the more concrete task condition performed better. The importance of acknowledging both individual characteristics and task elements in the emergence of students’ situational interest is discussed. 相似文献
4.
Lerato Sonia Tladi 《Open Learning》2017,32(3):243-261
This paper sought to determine the effects of three self-efficacy measures on the academic attainment of students who were enrolled for the first time at the University of South Africa (Unisa) in 2015. The measures of interest were self-regulated learning efficacy, distance learning self-efficacy and computer and online technologies self-efficacy. Overall, only DLSE was found to have a significant effect on academic attainment albeit with a low effect (r = ?.13), explaining only 1.7% of the variation in the academic achievement between successful and unsuccessful students. DLSE also explained 10% of the variation in academic achievement between successful and unsuccessful students who, although new to Unisa, were not new to higher education. 相似文献
5.
Alexandra Ursache Rebecca Robbins Alicia Chung Spring Dawson-McClure Dimitra Kamboukos Esther J. Calzada Girardin Jean-Louis Laurie Miller Brotman 《Child development》2021,92(5):1932-1950
Children of color are more likely to have poor sleep health than White children, placing them at risk for behavioral problems in the classroom and lower academic performance. Few studies, however, have utilized standardized measures of both classroom behavior and achievement. This study examined whether children’s sleep (parent and teacher report) in first grade concurrently related to independent observations of classroom behavior and longitudinally predicted achievement test scores in second grade in a sample of primarily Black (86%) children (n = 572; age = 6.8) living in historically disinvested neighborhoods. Higher teacher-reported child sleepiness was associated with lower adaptive behaviors and higher problem behaviors in the classroom, and predicted lower achievement. Parent-reported bedtime resistance and disordered breathing also predicted lower achievement. 相似文献
6.
Lindsey T. Back Elizabeth Polk Christopher B. Keys Susan D. McMahon 《Learning Environments Research》2016,19(3):397-410
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
7.
The role of teachers in facilitating situational interest in an active-learning classroom 总被引：2，自引：0，他引：2
The study sought to explore whether interactional teacher characteristics such as social congruence, subject-matter expertise, and cognitive congruence increase situational interest in students. Correlational and path analyses were conducted on a sample of 498 polytechnic students to assess potential differences in situational interest based on these three teacher characteristics and how well these characteristics predicted situational interest. Results revealed that students supported by teachers who scored high on these characteristics reported significantly higher levels of situational interest. Cognitive congruence was the most significant predictor of situational interest. Overall, the findings suggest that teachers play an influential role in increasing students’ situational interest in the active-learning classroom. 相似文献
8.
Mothers' total weekly work hours and psychological work involvement were examined in relation to children's achievement behaviors and mothers' parenting. 105 middle-class children ( M = 6 years old) and their mothers (both employed and not employed) participated in this study. Data were collected from lab observations, teacher ratings, and parent surveys. Findings of interest include. (1) for the full sample, higher weekly work hours were associated with poorer teacher ratings of children's grades, school work habits, and aspects of personality conducive to achievement: (2) within the employed sample, as mothers' weekly hours of work increased, daughters' grades were higher but sons' grades, work habits, and ego control were poorer, and (3) mothers' psychological motivation to work related to mothers' support of children's achievement and girls' stronger achievement motivation. The study findings point to the utility of including multiple measures of work involvement and children's achievement-related behaviors. 相似文献
9.
The issue of how to increase student motivation and achievement in science subjects is considered to be a major challenge in modern school systems. Lab-work learning environments in which students get direct (“hands-on”) experience with science content that is related to their everyday lives are posited to have positive effects on state/trait motivation and achievement, but there is a lack of sound empirical evidence to support this claim. In the present study, the effectiveness of a lab-work learning unit on the topic of “the chemistry of starch” was examined by applying a cluster randomized field study with three treatment conditions with lab-work elements and a control group. The first group was taught with lab-work elements in School only, the second group (SCOL & school) was taught in a combined condition encompassing both a SCOL (Science Center Outreach Lab) visit and classroom learning, the third group was taught entirely outside the school environment (SCOL only), and the fourth group was a wait-list control group, which was not exposed to a “starch” curriculum at the time of this study. Data from 1854 students were gathered in 67 ninth-grade classes on state motivation during the intervention and on trait motivation and achievement at pretest, posttest, and follow-up. Multilevel regression analyses revealed several differences between the lab-work conditions and the control group: Whereas the hands-on practical approach effectively enhanced state motivation with positive effects on joy, situational interest, situational competence, and reduced boredom in all three treatment conditions (School only, SCOL & school, and SCOL only), there were differences in trait effects: learning at school (School only and SCOL &school) increased achievement (posttest and follow-up), whereas the SCOL visit resulted in a small and spurious increase in trait motivation (reduced cost and increased competence beliefs only on the posttest). 相似文献
10.
Academic boredom,approaches to learning and the final-year degree outcomes of undergraduate students
John G. Sharp Brian Hemmings Russell Kay Chris Atkin 《Journal of Further & Higher Education》2018,42(8):1055-1077
Academic boredom is a largely negative and disabling achievement-related emotion. In this mixed-methods exploration of 224 students attending a single university in England, academic boredom was found to arise at the point of course delivery, while studying at other times and during the completion of assignments for assessment. Quantitative data from the recently adapted Boredom Proneness Scale for use across the UK higher education sector (the BPS-UKHE) and the Approaches and Study Skills Inventory for Students (ASSIST), enriched with qualitative data from 10 semi-structured research interviews, indicate that those with a higher propensity towards academic boredom than others displayed the deep, strategic and surface profiles of ‘less effective learners’. This was reflected in their interest in ideas, their ability to organise resources and manage time, what they had to memorise or do to ‘get by’, their achievement motivation and their sense of purpose. As part of a greater evolving network of other contributing factors, this translated into lower final degree marks and fewer ‘good’ degree awards. Recommendations surrounding boredom mitigation and approaches to learning are suggested which warrant serious consideration. The work presented here makes an important contribution to a surprisingly neglected field of UK higher education research and the student engagement agenda. 相似文献
11.
The aim of this study was to investigate how finnish students explain factors that contribute to their achievement in classroom learning activities and whether these factors are related to support of self-regulated learning (SRL) in classroom. Over seven weeks, 24 primary school students were videotaped during their typical classroom activities in 28 lessons to capture moments when they succeeded in learning tasks. From the video observations, 62 episodes were edited and used in stimulated recall interviews in which students were asked to report the reasons they related to their achievement in learning situations. Data-driven content analysis was used to analyse the open-ended interview data. The video observation data were analysed and sorted into theory-driven categories in order to find out how SRL was supported in classrooms. The results showed that students describe achievement through the actions that they took in the learning situations, such as being able accomplish the task. The reasons given for their achievement dealt with ability to accomplish the tasks or doing academic activities in order to achieve in the task. Furthermore, the students recognised classroom activities that support SRL, acknowledging their contribution to their achievement, mostly through the support that they received from their teachers and peers. 相似文献
12.
The objective of the three studies presented here was to investigate how situational interest is related to knowledge acquisition. Situational interest is construed as a motivational response to a perceived knowledge deficit. It is triggered in situations where this knowledge deficit becomes manifest, such as in the confrontation with a problem. In Study 1 we manipulated prior knowledge of 32 secondary-school students about a particular problem (i.e., reasons for the conquest of Singapore by the Japanese during the Second World War). Only students who lacked the appropriate knowledge showed an increase in situational interest after the problem was presented. In Study 2 (N = 60), students who showed awareness that they lacked knowledge to understand a problem (i.e., causes of erosion of an island) showed increased situational interest in that problem. In Study 3 (N = 86), situational interest and knowledge acquisition were monitored over the course of a 3-h lesson in a natural classroom. We were able to demonstrate that situational interest decreased with increasing knowledge of the problem-at-hand. We argue that the findings support a knowledge-deprivation account of situational interest. Our findings are at variance with the broadly held conviction that situational interest and knowledge necessarily influence each other positively. 相似文献
13.
《The Journal of educational research》2012,105(3):163-173
Abstract The authors examined the effects of implementing an instructional system that automates application of evidence-based components of effective instruction on student mathematics achievement and on classroom behaviors known to be related to overall student achievement outcomes. A treatment group of 157 4th- and 5th-grade students used the intervention in conjunction with the Everyday Math curriculum. Student performance was compared with a within-school control group of 61 4th- und 5th-grade students, as well as all 4th- and 5th-grade students in the district (N = 6,385). The students in the control groups received only the Everyday Math curriculum. Results indicate that the implementation of the instructional management system as an enhancement to Everyday Math resulted in an increase in the amount of time spent on classroom activities that researchers have identified as contributing to positive academic outcomes. Furthermore, students who used the Accelerated Math program demonstrated greater mathematics achievement gains than did the control groups. 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.
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
16.
Kreng Heng 《Educational Research for Policy and Practice》2014,13(3):233-250
Research on the faculty impact on students’ academic achievement has been disproportionately confined to the context of countries with developed higher education systems. Few studies have been undertaken in the developing world like Cambodia. This study employed hierarchical linear modeling to examine the relationships between faculty behaviors and the academic achievement of university students in Cambodia, using the data of 923 first-year students from nine universities in Phnom Penh City. Results indicated that faculty behavior, namely their support and feedback to students, was a unique factor that had a strong and positive influence on students’ academic achievement. Its effect was the same for all students regardless of their pre-university academic experience and geographical origin and partially moderated by student engagement in time spent on course-related tasks outside the classroom, assigned homework/tasks, class participation, and class preparation. Contrary to existing findings from faculty impact studies, no relation was found for faculty’s instructional organization and clarity or classroom practices that challenge students on academic achievement. Practical implications for assessment policies and instructional practices are discussed. 相似文献
17.
Colin Wayne Leach Sergio S. Queirolo Sanford DeVoe Martin Chemers 《Contemporary educational psychology》2003,28(4):495-509
We examined how achievement (learning and performance) goals and academic self-efficacy predicted three achievement-related outcomes in a college sample. Self-efficacy tended to moderate the effects of (learning and performance) goals on number of courses taken for a letter grade as well as achievement in letter graded and pass/fail courses. Thus, learning goals better predicted choosing letter grades when self-efficacy was high than when it was low. In contrast, performance goals better predicted choosing letter grades when self-efficacy was low than when it was high. Through their prediction of the choice to receive letter grades these interactions predicted achievement in pass/fail courses. In addition, achievement goals and self-efficacy directly predicted achievement in letter graded courses. 相似文献
18.
In this study, through using the flipped classroom and cooperative learning methods both together and separately, this study examines the changes in the motivation and academic achievement levels of 4th-grade students in primary school. Three experimental groups and one control group were used in the research. As a result of this work, the flipped classroom, the cooperative learning method in the flipped classroom environment and the cooperative learning method used separately achieved both a positive and significant effect on the students' levels of academic achievement and motivation in both the pre-experiment and post-experiment groups, when compared with the control group. At the end of this study, we've provided recommendations on how to use the flipped classroom and cooperative learning methods, both together and separately. 相似文献
19.
Klaus Boehnke 《European Journal of Psychology of Education - EJPE》2005,20(3):227-241
The present paper offers an exploration of the role achievement values play in the generation of mathematical achievement
as measured in school grades and test scores. Based on a comparative study of 1665 German, Israeli, and Canadian 14-year-olds
two hypotheses are tested. First, it is assumed that achievement value preferences have a dual role in the generation of high
academic performance. On the one hand, they are assumed to facilitate a high achievement-related self-esteem, which itself
is a strong covariate of good academic performance. On the other hand, they are expected to sensitize for achievement pressure
from parents, which in turn increases anxiety, and henceforth lowers the achievement-related self-esteem. Secondly, it is
assumed that one will find cross-cultural variation in the strength of the two postulated effects. The “positive” role of
achievement values is assumed to be stronger in cultures with a more positive view on achievement (Canada, Israel), whereas
the “negative” role is assumed to be stronger in cultures with a less positive view on achievement (Germany). Hypotheses were
tested in a structural equation modeling frame, and are essentially confirmed. Effect sizes are, however, low, and confirmation
pertains almost exclusively to grades, not to test scores as measures of mathematical abilities. 相似文献
20.
The purpose of this study was to investigate the academic responding of students at-risk for reading difficulties in beginning reading instruction. Opportunities for kindergarten students at-risk for reading difficulties to respond academically during teacher-facilitated reading instruction in the general education classroom were examined in relation to student reading achievement as well as social behaviors. Student academic responding during teacher-facilitated instruction significantly predicted end of year reading achievement. Teacher perceptions of students’ social skills (positive correlation) and problem behaviors (negative correlation) were significantly correlated with academic responding. When academic responding and teacher perceptions of social behaviors were examined together, only teacher perceptions of academic competence and problem behaviors predicted spring outcomes. 相似文献