共查询到20条相似文献，搜索用时 27 毫秒
1.
Héctor H. Rivera Hersh C. Waxman 《Journal of Education for Students Placed at Risk》2013,18(3):185-200
This study examines resilient and nonresilient characteristics in mathematics among Hispanic students in a major metropolitan city located in the south central region of the United States. The study examined data from semistructure interviews of 118 resilient and nonresilient English language learners (ELLs) in 4th and 5th grade. The interviews focused on a variety of factors including: (a) individual attributes (e.g., students’ motivation); (b) school and classroom factors (e.g., satisfaction, involvement, and affiliation); (c) family factors (e.g., parent involvement in academics); and (d) students’ use of time (e.g., doing homework). Additional indicators that were examined include help-seeking behaviors and skills that allow students to cope with academic difficulties. Overall, the findings indicate significant differences between resilient and nonresilient students on academic performance and their self-efficacy on perceived mathematical abilities. Significant differences were also found in the home learning environment, indicating that resilient students receive more assistance at home on academic tasks than non-resilient students. 相似文献
2.
AbstractThe present study investigated whether and how learning-specific inner speech predicted students’ learning strategy and academic performance. Frequencies of inner speech use in specific learning settings were assessed. Four dimensions of inner speech including self-criticism, self-reinforcement, self-management, and social assessment were investigated and linked to the learning strategy and academic performance. Data were collected from both secondary school students and university students. The results indicated that both the cognitive regulative function (self-management) and the affective regulatory function (self-criticism or self-reinforcement) of inner speech contributed to students’ learning strategy, while only the cognitive regulative function of inner speech significantly predicted students’ academic performance. Furthermore, the prediction of inner speech to academic performance was partly mediated by the learning strategy. 相似文献
3.
Several studies provide preliminary evidence that computer use is positively related to academic performance; however, no clear relationship has yet been established. Using a national database, we analyzed how students’ school behavior (i.e., evaluated by English and math teachers) and standardized test scores (e.g., math and reading) are related to computer use for school work or other than school work for the tenth grade student. While controlling socioeconomic status (SES), home computer access, parental involvement, and students’ academic expectation variables, the students who used a computer for one hour per day showed more positive school behaviors and higher reading and math test scores. This article concludes with implications for future study to better understand the impact of computer use on adolescent academic development. 相似文献
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5.
Guill Karin Ömeroğulları Melike Köller Olaf 《European Journal of Psychology of Education - EJPE》2022,37(4):1093-1114
Private supplementary tutoring is a widespread phenomenon. However, evidence that private tutoring has positive effects on academic achievement or about the specific conditions of successful private tutoring is rare. Adapting Carroll’s (1963) model for school learning to private tutoring, we expected to find positive effects of tutoring duration, tutoring intensity, and students’ motivation to attend private tutoring. In a sample of eighth-grade students in German secondary schools (N = 8510, 18.6% currently being tutored), we conducted regression analyses with multiple covariates and did not find a positive main effect of private tutoring attendance in any of the school subjects examined. Moreover, within the subsamples of tutored students, we were not able to identify positive effects of tutoring duration, tutoring intensity, tutoring content (such as a focus on homework completion, test preparation, or study behavior), or students’ motivation to attend private tutoring. Given these disillusioning findings, we primarily derive suggestions for future research.
相似文献6.
The effect of primary school mergers on academic performance of students in rural China 总被引：1，自引：0，他引：1
Chengfang Liu Linxiu Zhang Renfu Luo Scott Rozelle Prashant Loyalka 《International Journal of Educational Development》2010
We examine the impact of primary school mergers on academic performance of students using a dataset that we collected using a survey designed specifically to examine changes in the academic performance of students before and after their schools were merged. We use difference-in-differences and propensity score matching approaches and demonstrate that overall the primary school merger has not harmed the academic performance of students, as some have claimed. We do find, however, that the timing of mergers matter; when students are older (e.g., the fourth grade) their grades rise after merging. The grades of younger students, however, fall. 相似文献
7.
Brady Michael Jack 《Studies in Science Education》2017,53(2):137-164
Generations of students are graduating from secondary school disinterested in post-secondary study of science or pursuing careers in science-related fields beyond formal education. We propose that destabilising such disinterest among future students requires science educators to begin listening to secondary school students regarding their views of how science learning is made interesting within the science classroom. Studies on students’ interest in response to instructional strategies applied in the classroom communicate the opinions (i.e. the ‘voice’) of students about the strategies they believe make their classroom learning interesting. To this end, this scoping study (1) collects empirical studies that present from various science and non-science academic domains students’ views about how to make classroom learning interesting; (2) identifies common instructional strategies across these domains that make learning interesting; and (3) forwards an instructional framework called TEDI ([T]ransdisciplinary Connections; Mediated [E]ngagement; Meaningful [D]iscovery; and Self-determined [I]nquiry), which may provide secondary school science teachers with a practical instructional approach for making learning science genuinely interesting among their students within the secondary school science classroom context. 相似文献
8.
Students experience increasing pressure to perform well and worry about their academic performance before critical school transitions. These challenges may compromise students' school well-being. Drawing on the Model of Personality and Affect for Education (Matthews et al., 2005) as well as on the Conservation of Resources Theory (Hobfoll, 1989), we investigated the buffering role of high academic buoyancy and supportive class- and school climate against decreases in school well-being (i.e., school-related stress, anti-school attitude, and satisfaction with school) among Finnish lower secondary school students (N = 1024) from grades seven to nine. Controlling for gender, fluid intelligence, and parental education, the results of latent structural equation models indicate that academic buoyancy contributed to school satisfaction, while class- and school climate buffered against the increase of anti-school attitude. The study underlines the importance of both personal and contextual factors, contributing differently to students’ school well-being. 相似文献
9.
Michael C.W. Yip 《教育心理学》2013,33(7):817-827
The present study examines the dynamic relationship between academic performance of high school students and their respective learning and study strategies. Two hundred thirty-six high school students were recruited to participate in this study by completing a Chinese version of the Learning and Study Strategies Inventory - LASSI, to probe into the relationship. Results found that (1) there were clear differences to the learning and study strategies used by high school students with high academic performance, and those with low academic performance; (2) all the three components (Will; Self-regulation and Skill) were equally important to differentiate high academic achieving high school students from low academic achieving high school students within the strategic model of learning; and (3) a numbers of learning and study strategies were effectively predicting the academic performance of the high school students. All of these result patterns confirm that learning and study strategies used by high academic achievers and low academic achievers as well as the components used to predict students’ academic performance in the high school setting are quite different from the patterns revealed in the tertiary education sector. 相似文献
10.
Carol Ward Benjamin G. Gibbs Rilee Buttars Patricia Grace Gaither Bert Burraston 《Journal of Education for Students Placed at Risk》2013,18(4):312-335
This study examines math and English standardized test score progress of students who participated in the 21st century program across 2 years of involvement with a focus on the learning trajectories of limited English proficiency (LEP) students. We find that math and English scores are highly associated with the school and program type—even within a single school district. LEP participants are the furthest behind but have the highest gains compared to other participants. Results vary based on the type of outcome (math or reading), the type of activity (academic or enrichment), and the grade level (elementary or middle school). 相似文献
11.
‘Motivation’ is a significant concept for teachers and students during programmes of learning which lead explicitly to high stakes assessments and examinations. This systematic literature review surveys current research evidence to find out how secondary school teachers use motivational strategies specifically in respect of student academic assessment and performance. Six research studies were identified describing the behaviours secondary school teachers engaged in to improve student performance in assessment. Taken together, the studies presented show the importance of teacher behaviours to students’ academic performance, with both positive and negative impacts. The review highlights a need for further research on teacher knowledge of the effects of teacher behaviour upon the motivation of students. The review recommends collaboration between teachers and students specific to the context of learning programmes that lead to high-stakes assessments, in order to provide a locally sensitive knowledge base for teachers’ practice. 相似文献
12.
Björn B. de Koning Sofie M.M. Loyens Remy M.J.P. Rikers Guus Smeets Henk T. van der Molen 《Learning and individual differences》2012,22(3):313-323
This study investigated the simultaneous impact of demographic, personality, intelligence, and (prior) study performance factors on students' academic achievement in a three-year academic problem-based psychology program. Information regarding students' gender, age, nationality, pre-university education, high school grades, Big Five personality traits, intelligence (i.e., numerical, verbal, spatial), observed learning activities, and self-study time was collected among almost 1800 students enrolled in this psychology bachelor program at Erasmus University Rotterdam between 2003 and 2009. Academic achievement was measured by students' yearly number of acquired credit points, a course test, and a knowledge progress test. Multiple regression analyses showed that observed learning activities, first- and second-year performance, high school grades, conscientiousness, and verbal ability were most strongly and consistently related to academic achievement in the bachelor. Other student factors also contributed to academic achievement, but their influence was less prominent and mainly restricted to the first year. These results suggest that (prior) educational achievements and observable learning activities are most important for academic success in a problem-based learning bachelor program. 相似文献
13.
《Africa Education Review》2013,10(1):84-108
Abstract Unsatisfactory motivation levels related to learning and studying among students is a universal problem. Students represent a diverse collection of abilities, talents, personalities and aspirations and come from different social and political backgrounds which may affect their motivation to learn and study. Some students are taught in schools where there is an abundance of resources and facilities, whereas others are taught in schools with inadequate resources and facilities. Student motivation, however, is a prerequisite for academic performance. Consequently, students’ potential, qualified teachers and school resources and facilities count very little if students are not motivated. This article examines the development of the lack of student motivation and academic performance in township secondary schools. The study has found that the motivation of students in these schools has been eroded by the students’ and teachers’ protracted involvement in anti-academic activities which have disrupted the education process. Due to the poor motivation of students, academic performance has deteriorated markedly and this situation should be resolved. 相似文献
14.
Eline Meijer Marc P. H. D. Cleiren Elise Dusseldorp Vincent J. C. Buurman Roel M. Hogervorst Willem J. Heiser 《Educational Measurement》2019,38(1):36-47
Early prediction of academic performance is important for student support. The authors explored, in a multivariate approach, whether pre‐entry data (e.g., high school study results, preparative activities, expectations, capabilities, motivation, and attitude) could predict university students’ first‐year academic performance. Preregistered applicants for a bachelor's program filled out an intake questionnaire before study entry. Outcome data (first‐year grade point average, course credits, and attrition) were obtained 1 year later. Prediction accuracy was assessed by cross‐validation. Students who performed better in preparatory education, followed a conventional educational path before entering, and expected to spend more time on a program‐related organization performed better during their first year at university. Concrete preuniversity behaviors were more predictive than psychological attributions such as self‐efficacy. Students with a “love of learning” performed better than leisure‐oriented students. The intake questionnaire may be used for identifying up front who may need additional support, but is not suitable for student selection. 相似文献
15.
This paper examines the role of after-class learning time in educational performance. In the Program for International Student Assessment (PISA) 2015, Chinese students spent the longest time on study out of school compared with OECD countries but ranked only 10th in mathematics, reading and science. It is doubtful that the longer students study after school, the better their academic performance will be. Based on a representative survey of middle school students in China, we draw on generalized propensity score matching to explore the causal effect between after-class learning time and academic performance, find that the two have a relatively stable “inverted U” relation, and determine that the best academic performance can be achieved when after-class learning time is kept at 3 h per day on weekdays and 8 h per day on weekends. More than these optimal times will hinder academic performance. We further find that the effect of after-class study time on academic performance varies among different groups. There is evidence that after-class learning time influences academic performance through two channels: students’ perceived learning difficulty and self-efficacy. This paper concludes that in addition to the appropriate homework assigned by teachers, parents should keep extracurricular tutoring for their children within a reasonable amount of time to maximize students’ academic performance. 相似文献
16.
刘盛敏 《湖州师范学院学报》2014,(6):84-87
通过对1773名中学生施测班级集体效能感量表(CCEI)和学业自我效能感量表,探讨中学生班级集体效能感、学业自我效能感与学业成绩之间的关系。经统计结果表明中学生在班级集体效能感水平上中等偏上,在学校类型、年级、是否班干部、是否独生子女、生源以及用功程度这几个变量上存在显著差异;回归分析表明,部分人口学变量、学业自我效能感变量对于班级集体效能感具有显著的预测作用;进一步结构模型分析发现,班级集体效能感对学生的学业成绩具有正向预测作用,学生自我效能感对学生的学业成绩也具有正向预测作用,且对学生班级集体效能感也具有正向预测作用。 相似文献
17.
David Aparisi Cándido J. Inglés José M. García-Fernández María C. Martínez-Monteagudo Juan C. Marzo Estefanía Estévez 《Cultura y Educación》2013,25(1):93-124
AbstractThe aim of this study was to analyse the relationship between sociometric types, behavioural categories and academic achievement in a sample of 1,349 compulsory secondary education students (51.7% boys), ranging in age from 12 to 16 years. The students’ sociometric identification was performed by using the Programa Socio and academic performance was measured by school marks provided by teachers in the subjects of Spanish language, mathematics and average academic performance. The results show that sociometric types were significant predictors of academic achievement, as students who were rated positively by their peers (popular, leaders, collaborators and good students) were more likely to have high academic achievement (in mathematics, Spanish language and average academic achievement) than students rated negatively by peers (rejected-aggressive, rejected-shy, neglected and bullies). 相似文献
18.
Luisa Molinari Giuseppina Speltini Stefano Passini 《Educational Research and Evaluation》2013,19(1):58-76
In this study, we have investigated the associations between the students’ perceptions of teachers’ interpersonal behaviour and some school outcomes – namely, academic achievement, learning motivation, and a sense of class belonging – considering the mediating role of classroom justice. Moreover, the impact of the school type was analysed. The research was performed on a population of 614 Italian students enrolled in 2 different types of secondary school, one with an academic orientation, the other with a vocational orientation. Structural equation modelling (SEM) was used to see the effect of the teachers’ behaviour on the dimensions of justice (i.e., equality, equity, needs, and interpersonal) and that of all these variables on academic achievement, learning motivation, and class belonging. The mediation role of classroom justice was confirmed by the analyses, and so was the impact of the school's orientation. Limitations to the study and future research ideas have also been outlined. 相似文献
19.
We analyze the effect of the Community Eligibility Provision (CEP), a universal free-lunch program, on elementary and middle school students' academic performance and attendance in the state of South Carolina. As part of the program, eligible schools can provide free lunches to all students, regardless of whether an individual student qualifies for free or reduced lunch. Using a difference-in-differences approach, we show that CEP leads to about 0.06 of a standard deviation increase in math test scores for elementary school students. We find smaller effects on reading scores and on middle school students. These effects also vary by student poverty, school poverty, and locality. In particular, we find students that were previously eligible for free lunches but not on other public assistance programs benefit the most from CEP. The results may suggest that the expansion of access to free lunch help improve students' academic outcomes. 相似文献
20.
This study was aimed to find which tutoring styles significantly predict learners’ satisfaction with an e-learning service, academic involvement, and academic achievement. The tutoring styles included subject expert, facilitator, guider, and administrator. In this study, 818 Korean sixth-grade students (ages 11–12 years), enrolled in the e-study program, and completed tutoring style and academic satisfaction evaluation surveys. Students’ login and posting frequency in the e-study program were measured to assess their academic involvement. Academic achievement was computed using completion rates and assessment scores. Multiple regression analyses indicated that there is some association between tutoring styles and academic outcomes. Of the four tutoring styles, facilitating tutoring styles particularly showed strong associations with the three outcome variables. Tutors’ guiding activities as opposed to facilitating were not significant contributors to students’ academic outcomes. The effect of tutors’ facilitating styles in an online learning environment was significant as being found in the existent literature. 相似文献