中学生学习压力、成就目标与学业成绩的关系研究

运用问卷对686名中学生进行调查，探索学习压力、成就目标与学业成绩的关系。结果发现：对于掌握目标组，掌握目标对学业成绩起正向直接作用，学习压力起负向直接作用，成绩目标通过学习压力对学业成绩起负向间接作用。对于成绩目标组，成绩目标通过学习压力对学业成绩存在间接消极作用，掌握目标通过学习压力对学业成绩存在间接积极作用。     

The Relationship Between Homework and Achievement—Still Much of a Mystery

Despite the long history of homework and homework research, the role that homework plays in enhancing student achievement is, at best, only partly understood. In this review, we give an overview of twentieth-century homework research and discuss the reasons why the relationship between homework and achievement remains unclear. We identify the operationalization of homework and achievement and the problematic handling of hierarchically ordered data as two important factors affecting the validity of many of the studies performed over the last century. We then describe a new generation of homework studies using multilevel modeling to deal with hierarchically nested data. Finally, we argue that homework research should be more closely connected to well-founded psychological theories of learning and instruction, and we offer three potential links (theories of instruction time, self-regulation theory and expectancy-value theory, and teaching behavior).     

初中生认知灵活性与学习风格的关系及其对学业成绩的影响

采用《认知灵活性问卷》和《所罗门学习风格自测问卷》对273名初中生进行调查,考察认知灵活性、学习风格对学业成绩的影响,结果表明：（1）认知灵活性与学习风格关系密切,认知灵活性高的学生偏爱直觉型、沉思型的学习风格;（2）认知灵活性与语文、数学及各学科总成绩均呈显著正相关,并对语文、数学及各学科总成绩均具有显著的正向预测作用;（3）学习风格各维度中,信息输入对数学及各学科总成绩具有显著的正向预测作用,信息感知对数学成绩具有显著的正向预测作用。     

初一学生数学学业自尊、成就目标和成绩的相关性研究

研究初一学生数学学业自尊、成就目标和数学学习成绩关系。采用数学学业自尊量表和成就目标量表,调查成都和平学校268名初一学生数学学业自尊、成就目标。使男女生数学成绩无显著性差异;男生数学学业自尊显著高于女生;男生掌握趋近目标高于女生;女生成绩回避目标高于男生。数学掌握趋近目标、成绩趋近目标以及数学自尊和数学成绩呈正相关;掌握回避目标与数学自尊、掌握趋近以及数学成绩呈负相关。成绩回避和成绩趋近是影响数数学学业自尊和数学学习成绩主要因素。本研究对于促进初一学生数学学业自尊和学习成绩的教育实践具有理论指导意义。     

教师支持、学业自我效能感与中小学生学业成绩的关系：元分析结构方程模型

本研究利用元分析与结构方程模型相结合的方法,综合分析了教师支持、学业自我效能感与中小学生学业成绩的152项独立研究结果,随机效应模型结果表明:教师支持、学业自我效能感与学业成绩显著正相关,教师支持与学业自我效能感显著正相关。调节分析发现,城乡调节了教师支持、学业自我效能感与学业成绩的关系。元分析结构方程模型结果发现,教师支持不仅直接影响学业成绩,而且通过学业自我效能感产生间接影响。这一结果为教师支持和学业自我效能感能预测学业成绩提供了有力的证据,表明该理论模型在中小学生群体中的普遍适用性。     

Perceived School and Neighborhood Safety, Neighborhood Violence and Academic Achievement in Urban School Children

Community and school violence continue to be a major public health problem, especially among urban children and adolescents. Little research has focused on the effect of school safety and neighborhood violence on academic performance. This study examines the effect of the school and neighborhood climate on academic achievement among a population of 3rd–5th grade students in an urban public school system. Community and school safety were assessed using the School Climate Survey, an annual City-wide assessment of student’s perception of school and community safety. Community violence was measured using the Neighborhood Inventory for Environmental Typology, an objective observational assessment of neighborhood characteristics. Academic achievement was measured using the Maryland State Assessment (MSA), a standardized exam given to all Maryland 3rd–8th graders. School Climate Data and MSA data were aggregated by school and grade. Objective assessments of neighborhood environment and students’ self-reported school and neighborhood safety were both strongly associated with academic performance. Increasing neighborhood violence was associated with statistically significant decreases from 4.2 to 8.7% in math and reading achievement; increasing perceived safety was associated with significant increases in achievement from 16 to 22%. These preliminary findings highlight the adverse impact of perceived safety and community violence exposure on primary school children’s academic performance.     

Relationship Between Children's Social Competence,Learning Motivation and School Achievement

The influences of the social environment and affective factors on academic achievement were identified as early as the 1970s. This line of research continued in the following decades, but the relationship between social competence and academic achievement remained a neglected issue. The aim of the empirical research presented in this paper was to define those components of social competence that influence learning motivation and academic achievement. The following components of social competence were selected for analysis: dynamism, dominance, cooperativeness, politeness, scrupulousness, perseverance, emotional control, impulse control, openness, external-internal control attitude and attachments. Four questionnaires were administered to a sample of 6th and 10th grade students (altogether 438 subjects). The results show that the assessed social factors are not affected considerably by age. The correlation analyses reveal the importance of intrinsic motivation within learning motivation, manifested in its strong relationship to the variables representing the social factors of personality except for emotional stability. The results of the regression analysis indicate that friendliness and openness have the largest impact on each other among social factors extraversion. The results show that conscientiousness, openness and academic self-concept explains most of the variance in intrinsic motivation. Intrinsic motivation seems to exert considerable effect on these three variables.     

The Relationship Between School Composition,School Process and Mathematics Achievement in Secondary Education in Argentina

Using data from the 1998 High School National Census from the Ministry of Education and Culture of Argentina, the present study examines relationships between school composition, some characteristics of schooling (such as institutional culture and climate), and students’ achievement in Mathematics in the last year of high school. The study applies multilevel linear modeling on the levels of student, school and state. It finds a close relationship between achievement in Mathematics and the variables of school composition and schooling processes. It shows that when both variables act together, the effect of all other variables significantly decreases. The variables of schooling processes, however, even when diminished in influence, nonetheless notably continue to affect students’ achievements. The study also identifes a reference model for future studies evaluating other institutional factors of learning.     

The Relationship Between School Composition, School Process and Mathematics Achievement in Secondary Education in Argentina

Using data from the 1998 High School National Census from the Ministry of Education and Culture of Argentina, the present study examines relationships between school composition, some characteristics of schooling (such as institutional culture and climate), and students’ achievement in Mathematics in the last year of high school. The study applies multilevel linear modeling on the levels of student, school and state. It finds a close relationship between achievement in Mathematics and the variables of school composition and schooling processes. It shows that when both variables act together, the effect of all other variables significantly decreases. The variables of schooling processes, however, even when diminished in influence, nonetheless notably continue to affect students’ achievements. The study also identifes a reference model for future studies evaluating other institutional factors of learning.     

A Meta-analysis of the Longitudinal Relationship Between Academic Self-Concept and Academic Achievement

Educational Psychology Review - The reciprocal relationship between academic self-concept (ASC) and academic achievement has been documented in multiple studies. However, this relationship has not...     

Academic Self-Perceptions and Academic Achievement in Chinese Children: A Multiwave Longitudinal Study

This study examined reciprocal contributions between academic self-perceptions and academic achievement. Data were collected each year in four consecutive years from a sample of children in China (initial N = 1,156; 581 boys; initial M_age = 9.33 years). Analyses using random intercept cross-lagged panel models revealed that the effects of academic achievement on self-perceptions tended to be more evident in lower grades and the effects of academic self-perceptions on achievement tended to be more evident in higher grades. Latent growth curve analyses showed that the initial level of academic self-perceptions and achievement moderated the growth of each other. The results indicate the contributions between academic self-perceptions and achievement that occur in a progressive cascading manner in Chinese children.     

Open-Skilled Sport,Sport Intensity,Executive Function,and Academic Achievement in Grade School Children

ABSTRACT

Research Findings: The present study examines connections among participation in open- and closed-skilled sports; the metabolic intensity of each sport; and executive function (EF), literacy, and math achievement in a sample of 3rd-grade children. Utilizing data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development, we categorized 15 youth sports (e.g., soccer, tennis, swimming, running track) as open or closed skilled and assigned them a metabolic intensity value. Results showed that the connection between sport intensity and EF was curvilinear, with a positive association between EF and sport intensity below 25 metabolic equivalents (METs) and a negative association with METs above 25. For math, results differed for the number of open-skilled sports and the intensity of a sport, with higher intensity associated with lower math scores and playing more open-skilled sports associated with higher math scores. Literacy skills were not significantly related to sport participation. Practice or Policy: The preschool years may offer a promising opportunity to encourage participation in both complex and intense physical activity. These findings highlight domain-specific connections among sports and EF and math achievement and offer insight into connections among sport intensity (METs), the type of sports children play, and cognitive development.     

初中生主要人际关系与社会行为、学业成绩的关系

对524名初中生的主要人际关系、社会行为和学业成绩进行问卷调查,旨在探讨学生主要人际问的关系及其对学校发展的影响.结果发现,学生主要的人际关系间联系不密切,师生关系对学生的学业成绩具有强的预测力,同伴关系对学生社会行为的影响最大.这表明学生人际关系是影响其社会行为和学业成绩的重要因素.     

Relationship Between Psychosocial Factors and Academic Achievement Among African American Students

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.     

学业自我概念和学业成绩的纵向关系:流动与城市儿童的比较分析

为了探讨学业自我概念和学业成绩的纵向关系,以及该纵向关系在城市与流动儿童之间的差异,本研究使用问卷调查法对653名城市儿童和686名流动儿童进行连续五次追踪。交叉滞后结构方程模型分析发现:(1)虽然总体上学业自我概念和学业成绩的纵向关系支持了交互影响模型,但儿童类型具有显著调节作用,城市儿童支持了发展观,而流动儿童则支持了交互影响模型;(2)在七年级上学期到八年级下学期期间,流动儿童先前的学业成绩对后来的学业自我概念的影响显著大于城市儿童。未来教育实践中要注重群体差异,因材施教,努力培养流动儿童的积极学业心理品质。     

成就目标、自我效能、学习策略和学业成就的关系研究

对545名中学生进行测量，以探讨成就目标、自我效能、学习策略与学业成绩的关系。结果表明：掌握目标、成绩目标与自我效能、学习策略有显著的正相关，回避目标与自我效能、学习策略存在显著的负相关，自我效能与学习策略有显著的正相关；掌握目标、自我效能和学习策略与学业成绩有显著的正相关，而回避目标与学业成绩则有显著的负相关；学习策略直接影响学业成绩，成就目标和自我效能对学业成绩的影响是间接的。     

高中生学业成就归因、心理韧性与心理资源投入的关系

为了解高中生学业成就归因、心理韧性与心理资源投入之间的现状及其关系,采用多维度—多归因因果问卷、中学生心理资源投入量表、中学生心理韧性问卷对1113名高中生进行调查。结果表明:(1)高中生学业成就归因整体呈内归因倾向,心理资源投入与心理韧性整体处于中上水平;(2)高中生内归因显著预测心理韧性与心理资源投入,心理韧性显著预测心理资源投入;(3)高中生心理韧性在学业成就内归因与心理资源投入之间具有部分中介效应。     

成就动机、家庭影响力及学业成就的关系研究

以570名中小学生为研究对象,以成就动机问卷和家庭影响力调查表为工具探讨了家庭影响力、成就动机及学业成就的关系。主要获得以下结果:1.家庭影响力与成就动机关系密切;2.不同水平的学校在家庭影响力和学生的成就动机上有差异;3.成就动机对学业成就有一定预测作用,但是,在不同年级会有不同表现。     

The Relationship between Self Concept and Academic Achievement

It was hypothesized that children, both white and Negro, attending a de facto segregated school have less positive self concepts than do children attending desegregated schools, and that there is a significant positive relationship between self concept and academic achievement. Sixty children from the intermediate grades of each of the elementary schools in a small city in northern New Jersey were matched on the basis of age, grade, ex, race, intelligence, and socio-economic status. Analyses of variance were computed on the scores obtained rom the self-report instrument administered and correlations between these scores and achievement scores were alculated. It was found that children attending the de facto segregated school had less positive self concepts. There was also a significant positive relationship between self concept and academic achievement. That is, those children having more positive self concepts had higher academic achievement.     

Social Acceptance,Academic Achievement,and Academic Aptitude Among High School Students

Abstract

While evaluating a project designed to improve certain skills and motivation of disadvantaged tenth graders, the authors developed a unique scoring system for measuring college interest with the Kuder Occupational Interest Survey (OIS) Form DD. This system permits the user to obtain a single score which if obtained from both pretest and posttest administrations attempts to measure change in interest toward college related occupations. In effect, it is anticipated that this would reflect change in interest in pursuing a college education.