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1.
During the last decades numerous studies have been conducted with the aim of finding predictors of an effective school measured in terms of the average level of the students' academic achievement. Few of these studies have examined how the students' perception of their work environment at school influences their academic achievement. The present article applies theory and findings from research on the adult work environment to the daily school life of children and adolescents. The analyses are based on self-reported data from the "Health Behaviour in School-aged Children Survey" (the HBSC study), using data from countries in both Eastern and Western Europe. Data from 11, 13 and 15 year old students in Finland, Latvia, Norway and Slovakia are used. The findings suggest that the most important psychosocial school setting predictors of students' perception of their academic achievement are that they feel satisfied with school, that they feel the teachers do not expect too much of them, and that they have a good relationship with their fellow students. The findings imply that interventions which enhance the students' satisfaction with school are likely to improve their achievement as well. 相似文献
2.
Research Findings: A structural equation model (SEM) and multiple indicators and multiple causes (MIMIC) model were used to test family factors, parent psychological well-being, parent–child home activity, and parent school involvement in relation to children's school achievement. Data for this study were drawn from the Early Childhood Longitudinal Study–Kindergarten (ECLS-K), conducted by the U.S. Department of Education's National Center for Education Statistics (NCES). The sample for this study was 1,100 Asian American kindergartners and their parents. Practice or Policy: The results of this study are as follows: (a) Family factors, especially parental education levels and family income, were significantly associated with Asian American students' school achievement; (b) parent–child home activity was significantly related to students' school achievement but in a negative direction; (c) parental school involvement was not found to be significant in predicting students' school achievement; (d) parental psychological well-being was significantly associated with both parent–child home activity and students' school achievement; (e) family income was significantly associated with parental psychological well-being, parental school involvement, and children's school achievement; and (f) family structure was not significantly associated with school achievement. 相似文献
3.
《The Journal of educational research》2012,105(4):241-254
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
4.
Leslie Ann Locke Lolita A. Tabron Terah T. Venzant Chambers 《Educational Studies A Journal of the American Educational Studies Association》2017,53(1):13-36
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
5.
Previous research has demonstrated positive relations between intrinsic reading motivation and reading competence. However, the causal direction of these relations and the moderating role of relevant background variables (e.g., students' achievement level) are not well understood. In the present study, a cross‐lagged panel model was applied to academic track and nonacademic track fifth grade students (N = 396) to test whether intrinsic reading motivation and reading competence are reciprocally related depending on the students' achievement level (indicated by school track affiliation). According to expectations, the cross‐lagged effect of intrinsic reading motivation on reading competence was only significant for academic track students. In the nonacademic track group, neither the effect of intrinsic reading motivation on reading competence nor the reverse effect proved to be significant. Thus, the nature of the relation between intrinsic reading motivation and reading competence seems to depend on students' school track affiliation. 相似文献
6.
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
7.
Huy P. Phan 《高等教育研究与发展》2014,33(2):325-340
Existing research has yielded evidence to indicate that the expectancy-value theoretical model predicts students' learning in various achievement contexts. Achievement values and self-efficacy expectations, for example, have been found to exert positive effects on cognitive process and academic achievement outcomes. We tested a conceptual model that depicted the interrelations between the non-cognitive (task value, self-efficacy) and cognitive (deep-learning approach, reflective-thinking) processes of learning, and academic achievement outcomes in mathematics. University students (n = 289) were administered a number of Likert-scale inventories and LISREL 8.80 was used to test various a priori and a posteriori models. Structural equation modeling yielded some important findings: (1) the positive temporally displaced effects of prior academic achievement, self-efficacy expectations and task value on achievement in mathematics, (2) the positive relations between self-efficacy expectations and task values and cognitive process outcomes and (3) the possible mediating role of self-efficacy expectations and task value between prior academic achievement and deep learning, reflective-thinking practice and academic achievement. Overall, our research investigation has provided empirical groundings for further advancement into this area of students' learning. 相似文献
8.
《The Journal of educational research》2012,105(5):400-405
ABSTRACTThe Advanced Placement (AP) program is an educational program that permits high school students to take introductory college-level courses and receive college credit by passing a standardized end-of-course exam. Data were obtained from a statewide database of 2 high school graduating cohorts (N = 90,044). We used a series of propensity score analyses and marginal mean weighting through stratification to examine the impact of the AP program on students' academic achievement as measured by ACT scores. Results indicate that merely enrolling in an AP course produces very little benefit for students. Students who take and pass the AP exam, however, obtain higher ACT scores, even after controlling for a wide variety of academic, socioeconomic, and demographic variables. The authors conclude the article by discussing aspects of the AP program that remain unanswered. 相似文献
9.
《The Journal of educational research》2012,105(2):130-132
ABSTRACTThe author empirically tests the conceptual model of academic socialization, which suggests that parental cognitions about schooling influence parenting practices and child outcomes during the transition to school (Taylor, Clayton, &; Rowley, 2004). More specifically, the author examines associations among parents’ conceptions of school readiness, transition practices, and children's academic achievement in reading and mathematics from kindergarten through Grade 1 using data from the Early Childhood Longitudinal Study-Kindergarten Cohort (N = 12,622). A latent growth curve model was estimated, and results show that parents’ school readiness beliefs were positively associated with children's beginning achievement and growth. Parents’ transition practices were positively associated with children's achievement at the onset of kindergarten. Parents’ beliefs also positively predicted their use of transition practices. The analysis largely confirmed the conceptual model of academic socialization. Furthermore, findings suggest that early interventions seeking to change parenting practices should consider parents’ school readiness beliefs and expectations. 相似文献
10.
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
11.
This study explored factors predicting the extent to which high school students (N = 140) acquired meaningful understanding of the biological topics of meiosis, the Punnett-square method, and the relationships between these topics. This study (a) examined mental modeling as a technique for measuring students' meaningful understanding of the topics, (b) measured students' predisposed, generalized tendency to learn meaningfully (meaningful learning orientation), (c) determined the extent to which students' meaningful learning orientation predicted meaningful understanding beyond that predicted by aptitude and achievement motivation, (d) experimentally tested two instructional treatments (relationships presented to students, relationships generated by students), (e) explored the relationships of meaningful learning orientation, prior knowledge, instructional treatment, and all interactions of these variables in predicting meaningful understanding. The results of correlations and multiple regressions indicated that meaningful learning orientation contributed to students' attainment of meaningful understanding independent of aptitude and achievement motivation. Meaningful learning orientation and prior knowledge interacted in unique ways for each topic to predict students' attainment of meaningful understanding. Instructional treatment had relatively little relationship to students' acquisition of meaningful understanding, except for learners midrange between meaningful and rote. These findings imply that a meaningful learning approach among students may be important, perhaps as much or more than aptitude and achievement motivation, for their acquisition of interrelated, meaningful understandings of science. 相似文献
12.
This article works to dispel the myth that Latino urban high-school students are not capable of performing at high academic levels. Whereas much educational research emphasizes the academic underachievement of urban Latino students, this article counteracts this research by describing the four success factors that three working-class Puerto Rican male high-school students attribute to their high academic achievement. These success factors are: (a) the acquisition of social capital through religiosity and participation in school and community-based extracurricular activities, (b) having a strong Puerto Rican identity, (c) the influence of these students' mothers/sisters on their academic achievement, and (d) the potential for caring and sincere teachers and other school staff to influence high academic achievement. These findings have implications for Latina/o education and recommendations are provided. 相似文献
13.
The authors, with Swedish elementary school students (N = 201), 9–12 years old, examined the potential significance to self-perceived academic competence of students' cross-ethnic friendship ties and prosocial behavior to better understand education's minority achievement gap. A crossed-lagged panel model was tested to investigate potential relationships between these variables over time, while controlling for temporal associations. The results revealed that higher levels of prosocial behavior were related to more positive academic performance six months later. However, higher levels of cross-ethnic friendship did not. The findings further establish the predictive influence of prosocial behavior on academic competence, indicating that this over-time relation is applicable also in the North European context, with its increasingly diverse ethnicity. 相似文献
14.
Interactive engagement (IE) is a process that promotes students' conceptual understanding through activities, combined with immediate feedback from peers and/or instructors. The present study investigates the impact of IE on students' academic performance, using the comprehensive model of educational effectiveness. Engineering students (n?=?158), randomly divided into three groups (self-assessment, collaborative learning, and control) provided the study data on questionnaires as well as with their test scores. Analyses of covariance reveal significant differences across groups, along with significant interaction effects. These findings have notable implications for improving students' academic achievement. 相似文献
15.
Relatively little is known about how and by whom curriculum leadership and management occur inside secondary schools, especially in Asian contexts. This article aims to analyse curriculum decision-making in two academically effective secondary schools in Hong Kong. It employs qualitative methods to capture the contributions made by various school personnel, and in particular the principals, to curriculum leadership and management. Data for the two schools show that whilst neither of the principals plays a significant role in curriculum monitoring and innovation, the vice-principal (male), the senior teachers and teachers in one school were perceived to place more emphasis on curriculum monitoring and innovation than their counterparts in the other school. Whilst teachers in both schools shared high expectations for students' academic achievement, one subtle difference between them related to the pursuit of academic excellence. In one school, students did not exert much pressure on their teachers whereas in the other school, teachers felt they had to fulfil students' demands for good lesson preparation and take account of students' opinions of their teaching. 相似文献
16.
Gregory J. Marchant Sharon E. Paulson Barbara A. Rothlisberg 《Psychology in the schools》2001,38(6):505-519
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
17.
This study examined relations among attachment to parents and peers, cognitive ability, psychosocial functioning variables, and academic achievement in a multiethnic sample of college students (n = 357). A small subgroup (14.8%) of students reported low levels of attachment to both parents and peers. Significant positive correlations were documented between parent and peer attachment and several indices of psychosocial competence. Results from hierarchical multiple regression analyses revealed that indices of cognitive ability were significant predictors of college students' grade point averages, while broader measures of functioning in early adulthood (attachment, intellectual ability, self‐esteem) were significant predictors of scholastic competence. Results suggest that perceived attachment to both parents and peers is a component of wider patterns of social competence and adjustment that may function as protective or compensatory factors during key transitions in young adulthood, such as participation in college, and with its attendant demands for academic achievement. © 2002 Wiley Periodicals, Inc. 相似文献
18.
Jazira Asanova 《Educational studies》2005,31(2):181-195
This paper explores the academic and psychosocial outcomes of immigrant students from the former Soviet Union (FSU) in an ethnic school in Toronto. Based on interviews with the principal, teachers, students and parents, together with questionnaire responses, the paper describes school programmes and practices that contribute to FSU immigrant students' high academic achievement, within the categories of curriculum, pedagogy, discipline policy and teacher–student relationships. The creation of this ethnic school suggests that Canada's educational system has not met the needs of the immigrant group. The paper seeks to further understanding of educating FSU immigrant students, and discusses the implications of ethnic schools for educating children in a multicultural society. 相似文献
19.
《Journal of moral education》2012,41(1):93-111
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
20.
Introduction to Motivation at School: Interventions That Work 总被引：1，自引：0，他引：1
This article provides an introduction and overview to this special issue of Educational Psychologist, titled Promoting Motivation at School: Interventions That Work. This issue is devoted to the topic of interventions that emphasize different aspects of motivation for enhancing students' academic and social outcomes in school. The interventions range from programs focused on individual students to large-scale school reform. The programs described in this issue emphasize both students' academic motivation and their social motivation and focus on a variety of important achievement outcomes. Authors also discuss the effectiveness of various interventions for ethnic minority children. The importance of attending to social aspects of motivation in these kinds of interventions is a major theme of this special issue. Brief overviews of each article are provided. 相似文献