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1.
Using structural equation modeling techniques, this exploratory study investigated the differences in the factor structure of academic self‐perceptions in a sample of gifted students and within a general population of students. The factor structure exhibited partial measurement invariance, suggesting that two of the items on the factor work differently in the gifted sample than in the sample from the general population. The gifted sample demonstrated higher academic self‐perceptions than the general school sample and higher self‐reported GPAs than the general school sample. However, the relationship between academic self‐perceptions and self‐reported GPA was invariant across groups. For both gifted students and the general population of high school students, GPA and academic self‐perceptions were moderately and positively related. Therefore, although there are large mean differences between gifted students and the general population of students on the academic self‐perceptions scale, the structure of the relationship between academic self‐perceptions and GPA was similar. 相似文献
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Yohanan Eshel Michael Katz Sara Gilat Carlos Nagler 《International Journal of Disability, Development & Education》1994,41(3):185-200
Two studies compared students with a mild learning disability who were enrolled in the Israeli version of self‐contained classes, with comparable peers who were assigned to mainstreamed classes. The first sample comprised 33 pupils in self‐contained and 34 children in mainstreamed elementary school classes. The second sample consisted of 20 high school students in self‐contained and 21 students in regular classes. The data did not support the contention that student growth was fostered more readily in the self‐contained classes. Students of these classes tended to have somewhat higher academic self‐concept, whereas their academic attainment was generally similar to the academic performance of mainstreamed students. Results were discussed in terms of learning opportunities extended to students in the self‐contained classroom. 相似文献
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Using structural equation models, with gender, parent education, and prior grade point average (GPA) as control variables, we examined the relationships among intrinsic motivation to learn, learning goals, behavioral engagement at school, and academic performance (measured by GPA) in 1,575 students in an ethnically and racially diverse high school. Intrinsic motivation to learn was indirectly and positively related to academic performance via classroom engagement. Seventy‐five percent of the variance in engagement and 33% of the variance in GPA were explained by variables in the study. Results were generally replicated when the model was tested separately with the 336 African American students and the 311 Latin@ students. The significant indirect effect of intrinsic motivation to learn on GPA via engagement, as well as the positive direct association between learning goals and academic performance, suggest that students will benefit from schools fostering intrinsic motivation to learn and learning goals. 相似文献
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DeWayne A. Mason 《Educational Research and Evaluation》2013,19(4):318-346
ABSTRACT In this study I explored how elementary school students are initially assigned to homeroom classrooms (criteria used and heterogeneous vs. homogeneous grouping), subsequently assigned to mathematics classes (e.g., self‐contained, regrouped, departmentalized), and grouped for mathematics instruction within classes (e.g., whole‐class, two groups, individualized). This three‐dimensional typology of school and classroom organization was used to survey 571 elementary school principals from 12 states. Results showed that students were generally assigned to heterogeneous self‐contained homeroom classes, that they remained in these same classes for mathematics, and that mathematics was usually taught to entire classes (whole class). Within‐class ability grouping, within‐grade regrouping, and departmentalized plans were used increasingly for mathematics at the intermediate grades, but across‐grade or Joplin Plan programs were infrequent. 相似文献
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The study examined the predictive value of adolescents’ personality trait ratings by different groups of informants in explaining academic achievement [grade point average (GPA)] while controlling for students’ sex and their mothers’ education. The Inventory of Child/Adolescent Individual Differences was employed as a measure of students’ personality traits at the end of elementary schooling (mean age = 14.7 years) and two years later when the participants attended secondary schools. The trait ratings were obtained through self‐, maternal and peer reports at both measurement occasions. They explained substantial portions of unique variance in the students’ GPA concurrently, and over time. Ratings by each of the three groups of informants had an incremental validity over one another in predicting school grades. Among personality variables, conscientiousness and low extraversion were consistently predictive of GPA. 相似文献
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ABSTRACT Implementation of educational integration policy in Israel creates heterogeneous student compositions in the schools. Principals and teachers who, as a result, confront instructional difficulties, and who are ambiguous about this policy and its expected efficacy, press to counter‐balance this heterogeneity by resegregating students within the school in ability‐based classes. In this paper we deal with three inter‐related topics:
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the degree of learning segregation within integrated junior high schools in Israel;
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several factors which may explain the degree of learning segregation; (3) the effect of learning segregation on academic outcomes: achievement (in reading and science) and subsequent school career (student placement in high school track).
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Kenneth M. Wilson 《Research in higher education》1981,15(4):351-375
This is a comparative longitudinal analysis of the performance of minority and nonminority students in four successive entering classes at a highly selective college. Graduation rates were comparable, but the two groups were found to be as sharply differentiated with respect to cumulative grade point average (GPA) at the end of 4 years as they were at the end of the first year. Unanticipated across-class increases in mean GPA relative to ability, greater for minority than for nonminority students, were found and their implications considered. The validity of admissions tests with respect to long-term cumulative GPA was comparable to that obtained when first-year GPA was used. Questions are raised regarding the possible effect on minority students of persistent minority-nonminority differences in academic performance, especially in settings in which the two groups are sharply differentiated on academic ability measures. Findings of a similarly designed study in a less selective setting are also considered. 相似文献
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Ronald H. Sherron 《Journal of Experimental Education》2013,81(3):72-82
This is an investigation of the relationships and differences among selected personality, demographic, and intellective variables in a sample of 267 Morehead Scholars, at the University of North Carolina at Chapel Hill, from the classes of 1965 through 1970 to determine the feasibility and practicality of their use as predictors and criteria of academic and nonacademic achievements. Analysis of variance was used to determine the differences among the various groups. Stepwise regression analysis was used to determine the association among the variables and to select the most efficient predictors of academic and nonacademic criteria.There was a significant relationship between high school nonacademic achievements and (a) Opinion, Attitude, and Interest Survey (OAIS) scores, (b) high school rank in class and (c) Scholastic Aptitude Test (SAT) scores. High school nonacademic achievements and selected OAIS scales, when combined with SAT scores and high school rank in class, increase the efficiency of predicting subsequent college grade point average (GPA). The addition of high school nonacademic achievements to SAT scores increased the efficiency of predicting freshman and senior cumulative GPA for all groups. The OAIS scales, freshman GPA, and high school nonacademic achievements can be used to predict college nonacademic achievements. 相似文献
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《The Journal of educational research》2012,105(5):181-183
AbstractEntering high school freshmen (N-421) during the 1971-72 academic year in a rural Arizona high school were evaluated as to their dropout potential on several criteria. Of the 154 identified as potential dropouts, 36 were randomly selected and received a special academic program and 118 were placed in vocational educational classes. A control group of 94 students was randomly selected from those assigned to the regular classroom. The special academic class was designed to hold potential dropouts in school, as w ell as to modify some of the negative attitudes toward school with which they entered as freshmen. It was found that the special academic group maintained their attitude toward school with no drop in attitude occurring. In contrast, the potential dropouts which were assigned to vocational classes showed a slight drop in attitude toward school while the control group showed a significant decrease. A lower dropout rate also was found among the special academic students than the other two groups, a fact which attests to the effectiveness of the program. 相似文献
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Predicting academic achievement by class‐level emotions and perceived homeroom teachers’ emotional support 
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下载免费PDF全文 Gabriela Kashy‐Rosenbaum Oren Kaplan Yael Israel‐Cohen 《Psychology in the schools》2018,55(7):770-782
Using a multilevel approach, this study examined the role of classroom emotional climate on students' academic achievement. Positive and negative emotions and homeroom teachers' support were used to assess the classroom emotional climate on the individual and class levels. To our knowledge, no study to date has investigated these specific aspects of the classroom emotional climate in relation to students' GPA. Data were collected from 73 classrooms in grades 7‐12 (N = 1,641, students; 53% female) across three schools in Israel. Findings revealed that aggregated levels of both positive affect and perceived homeroom teacher support were positively tied to GPA and that aggregated levels of negative affect were negatively tied to GPA. The final model included gender, teacher support, individual and class emotions and explained 14% of within‐class GPA. A central implication of this study is the relevance of having an emotionally supportive homeroom teacher for students' academic achievement. 相似文献
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Philippe Tremblay 《Journal of Research in Special Educational Needs》2013,13(4):251-258
We compared two instructional models (co‐teaching inclusion and solo‐taught special education) for students with learning disabilities (LD) with regard to their effect on academic achievement and class attendance. Twelve inclusive classes (experimental group) and 13 special education classes (control group) participated in the study. In grade 1, there were eight inclusive classes and nine special education classes with a total of 353 students (195 without disabilities, 58 with LD in inclusion and 100 with LD in special education classes). The data were collected from academic tests. Although our results revealed no significant difference between the two models in terms of target population, objectives and assigned resources, significant differences were observed in the effects on student outcomes in reading/writing and on attendance, as the inclusion model was shown to be globally more effective compared with the special education setting. 相似文献
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Developmental outcomes of children in classes for special educational needs: results from a longitudinal study 下载免费PDF全文
下载免费PDF全文 Minna R.K. Törmänen Claudia M. Roebers 《Journal of Research in Special Educational Needs》2018,18(2):83-93
This longitudinal study investigates the differences in cognitive and socio‐emotional development and academic achievement between children educated in special education classes (N = 37) and regular classes (N = 37). The study is retrospective. The first measurement point was while children were attending play‐oriented kindergarten and no decision about their education had yet been made. The second measurement point followed after 2 years of schooling. Comparing carefully matched groups, no differences in executive functions (EFs) were found before beginning school. Children assigned to special education had poorer language, fine motor skills and a lower pre‐academic self‐concept, self‐regulatory skills and social integration. Notably, every fourth child in special education was an immigrant, 9% of whom later attended regular classes. After 2 years of schooling in either setting, the groups differed significantly in academic achievement, EFs, fine motor skills and cognitive self‐regulatory skills. However, it was not – as school officials had intended – that children in special education classes had caught up, except in regard to their academic self‐concept and social integration. 相似文献
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Brian P. An 《Research in higher education》2013,54(4):407-432
I examine the influence of dual enrollment, a program that allows students to take college courses and earn college credits while in high school, on academic performance and college readiness. Advocates consider dual enrollment as a way to transition high school students into college, and they further claim that these programs benefit students from low socioeconomic status (SES). However, few researchers examine the impact of dual enrollment on academic performance and college readiness, in particular, whether SES differences exist in the impact of dual enrollment. Even fewer researchers consider the extent to which improved access to dual enrollment reduces SES gaps in academic performance and college readiness. I find that participation in dual enrollment increases first-year GPA and decreases the likelihood for remediation. I conduct sensitivity analysis and find that results are resilient to large unobserved confounders that could affect both selection to dual enrollment and the outcome. Moreover, I find that low-SES students benefit from dual enrollment as much as high-SES students. Finally, I find that differences in program participation account for little of the SES gap in GPA and remediation. 相似文献
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The purpose of this study was to examine the potential of a 1-year tutorial program to reduce the incidence of academic failure and attrition problems among freshman engineering students. A year-long program in English, mathematics, and physics plus general tutoring was provided for freshman engineering students (ninety-four fall, ninety-four winter, and ninety-three spring quarters) throughout the 1967-68 school year.In eleven of the nineteen comparisons between tutored and non-tutored, the tutored group’s mean adjusted grade point average (GPA) was either significantly higher or approached significance. A higher percentage of tutored students were achieving at above a 2. 00 GPA after 1 year when compared with two separate non-tutored samples (51% - 43% - 22%). A lower percentage of tutored students withdrew during the first year when compared with two separate non-tutored samples (14% - 24% - 35%). The results support the use of a tutoring program at the freshman level as a means of reducing the number of academic and attrition problems. 相似文献
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In this paper the relationship between academic load (the number of modules attempted) and academic performance is investigated in a Scottish and an Australian university. An engagement approach to academic integration is employed, in which there is feedback between load and performance, and in which there is scope for diminishing returns to the study of additional modules once loads become high. The results indicate that full‐time students reduced module load in response to information on academic performance. At the Scottish business school many non‐traditional students had taken up opportunities to enter university under the UK government's drive to widen participation. In that school load reduction was undertaken at twice the rate of the Australian business school. For women, reductions from full‐time loads by one or two modules appear rational in that better average marks result. There are indications that status as a widening participation entrant, the learning and assessment environment, the funding regime and rest‐of‐life demands have influences on load reduction and on academic performance. 相似文献
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JiHye Lee 《Educational studies》2019,45(2):259-269
This study examined changes in the structural relationship among learner-centred classes perceived by Korean junior high school students, attitudes during class and academic achievement. A linear change model was identified as optimal, showing a steady increase over time for each parameter. The higher the initial value for learner-centred classes, the higher both the initial value and rate of change was for attitudes during class and academic achievement. The initial values for attitudes during class also had a significant effect on initial values of academic achievement, suggesting that attitudes are important in increasing academic achievement. The rate of change of both learner-centred classes and attitudes during class significantly influenced the rate of change of academic achievement. 相似文献
19.
Lee Ann Truesdell 《The Urban Review》1988,20(1):42-58
Mainstreaming in an urban middle school was examined for three years by a participant observer. It was hypothesized that the school's organization and culture would affect mainstreaming. Findings confirmed this hypothesis. Homogeneity of academic classes and the requirement that students fit into academic groups limited access for special education students to classes where they could function academically as the students did in general education. Criteria for selecting students were not delineated; special and general education teachers communicated informally and irregularly about their students' functioning in mainstream classes; and students received little help with their academic mainstream responsibilities. Students from special education were added to regular classes that were already very large and teacher permission was necessary to include a mainstream student in a general education class. Some school factors facilitated mainstreaming. The principal advocated it and supported its implementation. Special education teachers initiated mainstreaming through their social networks in the school. Heterogeneous groups in minor subjects offered classes with a wider range of ability within which special education students could function, and low track homogeneous classes provided environments that were more like special education classes. 相似文献
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This study investigates the effects of class-average ability (intelligence) and class type (gifted vs. regular) on Math academic self-concept. The sample comprised 722 fifth-grade students (376 female) in a setting of full-time ability grouping at the top track of the German secondary high school system. Students came from 34 different classes at five schools; nine of these classes were part of a gifted track (n = 179). Academic self-concept and school grades were assessed by a self-report questionnaire, intelligence by a standardized test. Higher class-average ability led to lower academic self-concepts after controlling for the positive influence of individual ability (contrast effect). Class type had a counterbalancing positive effect on self-concept (assimilation effect). For students in gifted classes, both effects were of comparable size. Thus, no evidence for a big-fish-little-pond effect (stronger contrast than assimilation effect) was found. Effects of individual and group level ability were partially mediated by school grades. Implications for educational practice of highly able students are discussed. 相似文献