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Two experiments were conducted with senior high school pupils in the North‐West Province of South Africa to examine relationships of metacognitive strategies and nonverbal reasoning ability to their performance in tests of mathematics and English comprehension. The analyses of data revealed that both metacognitive ability and nonverbal reasoning ability have significant positive association with mathematics and English achievement scores. Significant sex differences in mathematics performance were also found. The findings of the two experiments suggested that some intervention programmes to teach metacognitive strategies to students, who lack such skills, may improve their academic attainment 相似文献
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根据高等职业教育是一种培养技能型人才的教育的普遍观点,通过技能型人才短缺和高等职业教育规模扩张之间反差的分析,提出技能型人才有自己的成长规律的结论。在此基础上,根据高等职业院校毕业生的双重身份特点,提出高等职业院校毕业生有学业成就和职场表现两种质量的结论。 相似文献
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《The Journal of educational research》2012,105(8):359-362
AbstractTo study the relationship of parental occupation with academic achievement of the students, the Progressive Matrices Test was administered to 1359 randomly selected high-school students (age range 14-17 years) studying in 22 urban and six rural secondary schools in the Lucknow district. Data for parental occupation and marks in the high-school examination were also collected. It was observed that there was positive relationship between the level of parental occupation and mean high-school marks. Analysis of variance showed that the differences in the mean achievement scores of the students belonging to different occupational groups were statistically significant (F = 32.50 p<.01). Analysis of covariance showed that this relationship held good even when intelligence as measured by Progressive Matrices Test was held constant (F = 24.34 p<.01). 相似文献
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《The Journal of educational research》2012,105(3):101-106
AbstractWhile 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. 相似文献
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Marisa Castellano Kirsten Ewart Sundell George B. Richardson 《Peabody Journal of Education》2017,92(2):254-274
This study investigated the relationships between completing the high school portion of a college- and career-preparatory program of study and high school achievement outcomes in a large urban district in the West. Programs of study are secondary-to-postsecondary educational programs mandated by the federal legislation (Perkins IV) governing career and technical education (CTE) in the United States. At graduation, 49.5% of students in the sample who began a program of study had completed their programs. Using multiple regression models, we compared graduates who completed a program of study (hereafter POS completers) to graduates who completed a number of CTE courses in a specific occupational area (CTE concentrators), and to graduates who may have taken a CTE course or two during high school but were neither POS completers nor CTE concentrators (All Others). POS completers were more likely to (a) have a higher overall GPA, (b) have a higher CTE GPA, and (c) earn more STEM (science, technology, engineering, and mathematics) credits than All Other students. Compared with CTE concentrators, POS completers were more likely to (a) have a higher overall GPA and (b) earn more STEM credits. Qualitative data describe contextual elements of programs of study as offered in West District that could explain these results. Study results suggest that districts should consider implementing career-themed programs such as programs of study that enhance their existing college- and career-readiness initiatives. We also call for further study of the postsecondary and labor market outcomes associated with programs of study in order to generate a clearer picture of their potential to increase academic and technical achievement and promote successful student transitions to higher education and the workplace. 相似文献
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高中生的压力应对方式及其与学业成绩关系的研究 总被引:1,自引:0,他引:1
采用中学生应对方式评定问卷,对649名高中生面对挫折和烦恼时应对方式的特点及其与学业成绩的关系进行了考察。结果表明:(1)不同性别的高中生在发泄、幻想和忍耐应对方式上存在显著差异;(2)不同学校类型高中生在问题解决、退避和幻想应对方式上存在显著差异;(3)来自城市和农村的高中生的应对方式差异不显著,处于不同家庭气氛的高中生在问题解决应对方式上存在显著差异,父母教养方式不同的高中生在问题解决和幻想应对上存在极显著差异;(4)高中生学业成绩与问题解决应对方式有显著正相关。 相似文献
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《课程.教材.教法》2019,(7)
高中学业水平考试标准是考试命题的理论依据和实践指南。从学业水平考试的功能定位出发,依据高中课程标准和高考评价体系,突破以往考试大纲知识要求和能力要求的框架,探索从考查内容、考查要求、考查情境等方面制定学业水平考试标准,构建有利于核心素养测评的框架,促进高中课程改革和新高考改革的顺利实施。 相似文献
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Kathleen Orme 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):199-201
This study investigated the relationship of personality, ability and school achievement. The findings here were that:
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intelligence is the major determinant of school achievement;
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bright children tend to come from smaller families than dull children;
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relatively unstable children have a better level of school achievement than stable children;
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extraversion‐introversion had no effect on school achievement.
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中学生自我监控能力和CPFS结构对数学学业成绩的影响 总被引:4,自引:4,他引:4
探讨个体的自我监控、CPFS结构与数学学业成绩之间的关系对指导数学教学具有重要作用.研究结果表明:(1)解题自我监控能力和个体的CPFS结构与数学学业成绩之间有密切联系.(2)数学成绩优良组与数学成绩不良组的被试,在解题自我监控能力和CPFS结构方面都存在显著性差异.(3)数学自我监控能力和个体CPFS结构对数学学业成绩有显著影响.其中,个体CPFS结构对数学成绩的影响更大.(4)解题自我监控能力与个体CPFS结构在解答数学问题中有独立的作用,2者没有显著性相关,但可以相互补偿. 相似文献
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目的:探讨大学新生学业成绩与心理健康状况之间的关系.方法:选取某二级本科院校2008级全体大学新生3310名,集中进行UPI和SCL-90测试,与其第一学年学业成绩进行相关分析.结果:大学新生中约两成学生心理异常,男女学生心理正常异常状态比例相当,理科学生心理健康状况弱于文科学生.大学新生学业成绩与心理健康状况之间的关系是:成绩越优秀的学生在UPI的精神病性、抑郁、神经症方面更容易出现问题,而成绩较差的学生在这几个方面的心理健康状况反而要好;而不同群体学业成绩与心理健康状况的相关性存在差异,不同专业新生间这种差异不显著,男女生之间和独生子女和非独生子女间在UPI的多项因子上差异显著.结论:2008级大学新生心理健康水平良好,学业成绩与心理健康状况之间存在显著相关,且不同群体相关性有差异,提示我们对大学新生要分群体有针对性地开展心理健康教育和学习辅导工作. 相似文献
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《Journal of School Choice》2013,7(4):77-88
Abstract The issue of school choice and its effects on student performance have become a prevalent part of the educational landscape. This longitudinal investigation examines a group of students not typically associated with the school choice movement: high ability or “gifted” students. The study analyzed whether attending a private school through participation in the Cleveland Scholarship and Tutoring Program, which is among the longest running experimental evaluations of a school voucher program in the United States, resulted in differential performance on standardized achievement tests for topperforming students. Analyses showed that no statistically or practically significant differences were found between gifted students participating in the program and control group students who attended public schools. 相似文献
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《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
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关注自我评价,在于将学生的自我评价作为学习过程的一个重要组成部分,并作为整个评价过程的有机组成部分。自我评价能力与学业成绩之间存在正相关,自我评价能力强的,学业成绩普遍较好。可以通过有意识地培养与提高学生的自我评价能力,达到提高学生学业成绩的目的。 相似文献