高中生成就动机与学业情绪、学业成绩的关系研究

为探讨高中生成就动机与学业情绪、学业成绩的关系,采用问卷对285名高中生进行调查.结果显示,趋近动机(Ms)与积极学业情绪和学业成绩呈正相关,且对两种积极学业情绪和学业成绩均有正向预测作用,对消极低唤醒学业情绪有负向预测作用;回避动机(Mf)与积极学业情绪和学业成绩呈负相关,而与消极学业情绪呈正相关,并能正向预测消极低唤醒学业情绪,负向预测积极低唤醒学业情绪和学业成绩.积极低唤醒情绪和消极低唤醒情绪在成就动机和学业成绩之间起部分中介效应,积极高唤醒情绪只在趋近动机和学业成绩间部分中介效应.     

Parental involvement and academic achievement among elementary and middle school students

Asia Pacific Education Review - This study investigates the associations between parental involvement and academic achievement across three criteria: school level (elementary and middle school),...     

Relations of middle school students' perceptions of family and school contexts with academic achievement

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.     

Dominant achievement goals and academic outcomes across tracks in high school

The self-reported grades Dutch, English and Math of 13,970 students in the third grade of Dutch secondary education (US grade 9) were investigated with regard to educational track-level and dominant achievement goal (DAG). The performance approach goal group scored significantly higher on all three subjects than the performance avoidance group, the mastery approach group, the mastery avoidance group and the group without a DAG. In addition, the differences between the performance approach group and the other groups with regard to the three school subjects were of the same size, suggesting that the DAG is associated with the same processes across various school subjects. The magnitude of the differences between the other DAG groups, however, decreased with decreasing track level, suggesting that the DAGs’ adaptive value varies systematically with ability level.     

The effect of school entrance age on academic achievement and social-emotional adjustment of children: Follow-up study of fourth graders

One hundred and thirty-seven fourth-grade pupils participated in a follow-up study of the effect of school-entrance age on academic achievement and social-emotional functioning. The sample included 73 oldest pupils, born in the months of January to March, and 64 youngest pupils, born in October to December of the same calendar year. Results indicated that differences between the two groups in academic and social-emotional measures, found when the subjects were in first grade, persisted in part to the fourth grade. The youngest subjects continued to score lowest in mathematics and in oral and silent reading comprehension; they were slower readers; and they had higher trait anxiety scores. In addition, the differences between the groups in oral and silent reading comprehension performance were found to increase over the years.     

Bilingualism and academic achievement

Using the Early Childhood Longitudinal Study, Kindergarten Cohort, this study examines the role that bilingualism plays in children's academic developmental trajectories during their early school years, with particular attention on the school environment (N = 16,380). Growth-curve results showed that despite starting with lower math scores in kindergarten, Mixed Bilingual children fully closed the math gap with their White English Monolingual peers by fifth grade. However, because non-English-Dominant Bilinguals and non-English Monolinguals started kindergarten with significantly lower reading and math scores compared to their English Monolingual peers, by fifth grade the former groups still had significantly lower scores. School-level factors explained about one third of the reductions in the differences in children's academic performance.     

Age of entry,sex, and academic achievement in elementary school children

It was hypothesized that children who enter school at a relatively early age do less well on standard measures of school achievement than do their older peers. One hundred fifty-two children born in 1970 and attending grades one through six in an upper-middle-class, suburban school district were studied. In general, it was found that children born in the later quarters of the year did, in fact, perform less well than children in the same grade born earlier through grades one to four. Analyses of covariance yielded a main effect for birth quartile (p < .05) in most cases. A significant main effect for sex was found for language scores at grades two and three. Implications of these findings for age of school entry, educational programming, and screening procedures are discussed.     

Popularity versus respect: school structure,peer groups and Latino academic achievement

This article begins with a discussion of recent critiques of Fordham and Ogbu’s argument on the ‘burden of acting white’. These critiques point to the stereotypical and homogeneous characterization of the black peer group by Fordham and Ogbu, as well as their inattention to the ways in which schools relegate into the lower tracks those students who behave too ethnically and who do not demonstrate proficiency with dominant cultural attributes. The second half of the article presents data showing that academic achievement is related to peer‐group membership and that schools are largely responsible for which peer group students join. Based on an ethnographic study at a predominantly Latino urban high school, I argue that Latino high achievers do not necessarily experience the ‘burden of acting white’ as Fordham and Ogbu suggest. This was due to the institutional practices at Hernandez High School, which ensured that high achievers and low achievers occupied different academic and social spaces, resulting in little interaction between the groups, and to the very different culture that prescribed the ways in which members of each group could achieve status.     

The effect of relative age on achievement in middle school

To determine the relationship between relative age and achievement in middle school, standardized math and reading scores for a sample of middle-class, suburban middle school students (N = 933) were examined. Analysis of variance revealed a significant difference among relative age groups in only one area, sixth-grade reading, F(2, 146) = 3.1, p < .05. There was no main effect for gender and no interaction between age and gender in sixth, seventh, or eighth grade. When the birth month of students who had repeated one or more grades was examined, it was revealed that a large percentage of these students would have been the youngest in the class when beginning school. Results suggest that a relationship between relative age and achievement may exist in the lower grades but diminishes or disappears by seventh or eighth grade because of the retention of a larger proportion of the youngest children.     

Impact of instructional leadership on high school student academic achievement in China

Asia Pacific Education Review - The purpose of this study was to examine the impact of instructional leadership on high school students’ academic achievement in the Chinese context and to...     

Achievement-oriented beliefs and their relation to academic expectations and school achievement among Qatari students

This study investigated the relation between motivational goals and university intentions, school valuing and school achievement. The premise of this study is that motivational goals play a key role in academic values and achievement. Confirmatory factor analysis was conducted to establish the construct validity of the motivational measures drawn from the Inventory of School Motivation (ISM): mastery (effort and task), performance (competition and social power), social solidarity (social concern and affiliation), extrinsic (praise and token). A set of eight regression analyses was conducted to examine the relations among these eight motivational measures, future goals to attend college, the value of school and six school subjects. Eight regression equations revealed that effort and task were the most significant predictors of the dependent variables of university intention, valuing school and school achievement scores. Students in Qatar exhibited ‘effort and task’ in goal motivation in relation to students’ beliefs regarding future academic goals and achievement scores in school subjects. As Qatar is a highly gender-segregated society, analyses were also conducted by gender.     

Affective processes and academic achievement

Achievement, empathy, depressive affectivity, aggression, and self-concept measures were obtained for 8-9- and 10-11-year-olds. Depressive affectivity and aggression were assessed by teacher ratings and self-reports. Empathy was assessed by audiovisual tapes. Measures were readministered to the younger group 2 years later. Achievement scores were highly stable. Significant test-retest correlations were also found for the affective measures. Self-reports were negligibly related to achievement. For girls, strong relations were found between empathy at age 8-9 and achievement in reading and spelling at age 10-11. Teacher ratings of depressive affectivity were inversely related to achievement for boys and girls at age 8-9, but significant at age 10-11 for girls only. Initial ratings of depressive affectivity were predictive of girls' subsequent achievement. A similar pattern was found for teacher ratings of aggression.     

Game addiction and academic achievement

The primary aim of this study was to investigate the correlation between game addiction and academic achievement. The secondary aim was to adapt a self-report instrument to measure game addiction. Three hundred and seventy high school students participated in this study. Data were collected via an online questionnaire that included a brief explanation of the aim of the study, demographical questions, game addiction scale (GAS) and the grade point average of the current year. The GAS had two forms: (i) 21-item and (ii) 7-item. Game addiction and academic achievement were negatively correlated but this correlation was not supported by regression and structural equation modelling analyses. The present study primarily suggests that there may be a negative correlation between game addiction and academic achievement; however, this correlation may be qualified as negligible. In addition, the two forms of the GAS were adapted for Turkish language with reliability and validity to measure computer and video game addiction in adolescents as promising instruments.     

Validity and bias of academic achievement measures in the first year of elementary school

We tested the criterion-related validity and potential bias of two measures of pupils' academic achievement: the Teacher Rating Scale (TRS) and the Mathematics and Literacy Achievement Tests (MLTs). These measures are representative of assessment methods largely used in the elementary school. The aims were: (1) to verify the extent to which TRS and MLTs can be predicted by external criteria collected at kindergarten and (2) to estimate the degree to which each measure might be biased by family, teacher and children's characteristics. A total of 239 children were assessed during kindergarten. At the end of the first grade, they were tested for social-emotional adjustment and academic achievement (TRS and MLTs). Results suggest that family socioeconomic status and children's school readiness at kindergarten were associated with both measures; however, the predictors accounted for significantly more variance in TRS than in MLTs. Regarding the presence of bias, results indicate that TRS seems more sensitive to children's social competence, whereas the MLTs appears to be more sensitive to pupils' anxiety.     

Learned Helplessness and Psychological Adjustment: Effects of age,gender and academic achievement

The present study deals with relations between academic achievement, learned helplessness and psychological adjustment (self-esteem and depression), controlled for gender and age. A preliminary study was conducted to test the direction of the relationship between learned helplessness, assessed by the teacher, and own expectation about academic achievement. The sample consisted of 1580 students with data collected in grades 3 and 4, 6 and 7 and 8 and 9. The relation between these two variables was reciprocal, with the strongest effect between helplessness and expectations. Hypotheses concerning the relations between achievement, helplessness and psychological adjustment were tested by means of a cross-sectional sample consisting of 1575 students in grades 4, 7 and 9. The analyses of structural equation models showed that academic achievement was directly and indirectly related to the pattern of attributions, expectations, helplessness and psychological adjustment. Moreover, helplessness and academic expectations were significantly related to psychological adjustment. The results also clearly found that boys showed more helpless behaviour, as assessed by the teacher, than did girls, while, on the other hand, girls reported more psychological maladjustment. Some practical implications of the findings are reported at the end of the paper.     

The genetic-environmental etiology of cognitive school readiness and later academic achievement in early childhood

Using a genetic design of 840 60-month-old twins, this study investigated the genetic and environmental contributions to (a) individual differences in four components of cognitive school readiness, (b) the general ability underlying these four components, and (c) the predictive association between school readiness and school achievement. Results revealed that the contribution of the shared environment for cognitive school readiness was substantial. Genetic effects were more important for the core abilities underlying school readiness than for each specific skill, although shared environment remained the largest factor overall. Genetic, shared, and nonshared environmental factors all accounted for the predictive association between school readiness and early school achievement. These results contribute to a better understanding of the early determinants of school readiness.     

Mentor support and academic achievement

How does the support of mentors based in Study Centres affect the performance of distance education students, both in their course assignments and in their final examinations? Helmut Fritsch and Gerhard Ströhlein ‐ from the Central Institute for Distance Education Research (ZIFF) in the FemUniversitat in West Germany ‐ address this question through an analysis of some of the data collected at the University. In their discussion, they also shed light on some of the methodological problems raised by this kind of analysis, while stressing the system‐specific nature of their findings.