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.     

Adolescent academic achievement: A model of social support and grit

Grit has been defined as passionate perseverance toward long-term challenging goals and it is associated with various positive outcomes for youth, including academic achievement. However, less is known about these associations for the two facets of grit (i.e., perseverance of effort, consistency of interest) and few studies have examined the link between grit and perceived social support. The present study examined the group-level demographic differences (i.e., gender, grade, socioeconomic status, and special education status) of grit in a high school sample (N = 1,077). In addition, direct associations between grit and perceived social support from multiple sources (i.e., teacher, classmate, parent) were examined, as well as a potential enhancing effect of social support as a moderator of the relation between grit and academic achievement. Results indicated positive associations among grit and its facets with social support from parents and classmates. Furthermore, the positive relation between grit and achievement was stronger for students reporting high social support from teachers, but not other sources (i.e., classmates, parents). Practical and theoretical implications for promoting student success are discussed.     

A path analysis of basic need support,self-efficacy,achievement goals,life satisfaction and academic achievement level among secondary school students

Teachers’ support of basic psychological needs, self-efficacy, achievement goals, life satisfaction and academic achievement level was measured in a sample of 240 secondary school students (8th and 10th grades). Correlation analysis showed significant positive relations between all of the variables, except for the relation between need support of competence and performance goals. A subsequent path analysis showed that these variables could be accounted for by a structural model that described basic need support as predictors of self-efficacy and achievement goals, which in turn predicted academic achievement level and perceived life satisfaction. Analysis of intra-class correlation and design effect showed that need support of relatedness also was accounted for by class level responses. Theoretical and practical implications were discussed in terms of the importance of basic need support as a predictor of personal motives in educational settings as well as the students adjustment to school and life.     

An exploratory study in school assessment: The relationship between achievement and attitude scales

Conclusion Increased emphasis on school based curriculum development and assessment, with stress placed on attitudinal aims, together with the policy of the N.S.W. Schools Board that attitudes should be included in school assessment programmes, has created a major dilemma for N.S.W. science teachers. The results of this study indicate that such a dilemma can be a very real one, particularly for young teachers just out of training. Out of 23 sets of results obtained from 12 cognitive achievement tests, set by a class of 19 Diploma in Education students, only two produced a coefficient alpha reliability of the order of 0.80 and none had an alpha of 0.85 or above. In their first year of teaching, these students will be participating in test construction exercises for internal assessment purposes, where their results will be expected to discriminate between individual students. The attitude instrument developed by the class was promising, for an early stage of instrument development, producing an alpha of 0.65, with item analysis indications that it has the potential for further refinement to produce a useful instrument. However, correlations between the attitude scales and those achievement tests which had reliabilities sufficiently high to allow reasonable interpretation of results, were very low, indicating very little relationship between the attitude as measured by the scale and science achievement as measured by the cognitive tests. Obtaining a set of student results by adding scores from this instrument to results of achievement tests would be of very doubtful validity. In addition, there is the whole complex issue of the unknown degree to which respondents give socially desirable answers, when it is known that the results of such a test will be used for assessment purposes, influencing crucial decisions about their future. Analysis of the results of the attitude test by grade level showed a predictable and statistically significant upward shift in scores with increasing Grade level, except for grade 8 which had the lowest mean, but the increase in the mean between junior and senior grades was only a moderate magnitude, tentatively suggesting that the influence of five years of high school science is not a major one in developing a belief in the value of conservation of the natural environment.     

Learner instruction,attitudes during class and academic achievement of junior high school students in Korea: a panel analysis

This study examined changes in the structural relationship among learner-centred classes perceived by Korean junior high school students, attitudes during class and academic achievement. A linear change model was identified as optimal, showing a steady increase over time for each parameter. The higher the initial value for learner-centred classes, the higher both the initial value and rate of change was for attitudes during class and academic achievement. The initial values for attitudes during class also had a significant effect on initial values of academic achievement, suggesting that attitudes are important in increasing academic achievement. The rate of change of both learner-centred classes and attitudes during class significantly influenced the rate of change of academic achievement.     

Parent-child cohesion,self-esteem,and academic achievement: The longitudinal relations among elementary school students

This study addressed the longitudinal reciprocal relations among parent-child cohesion, self-esteem, and academic achievement in elementary school students. A total of 659 students from Grades 4–5 in China (M_age = 10.09 years, 46.3% female) was investigated on five occasions across 12 months. The results indicated that: (a) For the direct reciprocal relations, mother-child cohesion and academic achievement reciprocally enhanced each other; self-esteem and academic achievement transactionally facilitated each other; father-child cohesion and self-esteem reciprocally enhanced each other; self-esteem facilitated mother-child cohesion, but not vice versa. (b) For the indirect relations, father-child cohesion and students’ academic achievement facilitated each other indirectly via self-esteem; students’ academic achievement influenced mother-child cohesion indirectly via self-esteem, but not vice versa. These results delineated the dynamic system among these study variables, and also revealed that father-child cohesion and mother-child cohesion showed both similarities and differences. Implications for educational practices were discussed.     

The role of teachers' instrumental and emotional support in students' academic buoyancy,engagement, and academic skills: A study of high school and elementary school students in different national contexts

In this investigation of high school students (N = 2510) in Singapore (Study 1) and elementary school students (N = 119) in Australia (Study 2), we examined the role of instrumental and emotional forms of teacher support in students' academic buoyancy and academic outcomes (engagement and academic skills). In both studies, perceived instrumental support (but not perceived emotional support) was positively associated with academic buoyancy (moderate effect size in Study 1, large effect in Study 2). In Study 1, academic buoyancy was positively associated with students' academic engagement (specifically, effort and persistence [large effect], perceived importance of school [moderate effect], and feelings of school belonging [moderate effect]). In Study 2 academic buoyancy was positively associated with gains in students' academic skills and engagement (specifically, class participation [large effect] and future aspirations [large effect]). In both studies, there was tentative support for a mediating role of academic buoyancy linking students' perceived teacher support to academic outcomes.     

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),...     

The academic progress of foreign students: study achievement and study behaviour

In this study we investigated associations between studying in a foreign language and students' academic achievement and study behaviour. Data were gathered in the Netherlands, at the Delft University of Technology (DUT). The results show that the success rate of foreign students was about the same as that of the Dutch students, but that foreign students needed more time to pass the examination. Language proficiency played a major part in explaining differences in study achievement as did the presence or absence of a selection procedure in the student's country of origin. Furthermore, the results show that the study behaviour of foreign students was significantly different from the Dutch students: their average grades on examinations were lower, they made more attempts before passing an examination, they were more likely to postpone examinations and to follow a different order from the recommended one. Suggested measures to improve foreign students' study success include requiring higher levels of language proficiency and stricter selection of foreign students in the country of origin. It is suggested that a system of mentors which provides for intensive coaching of foreign students in their first year may prevent a slow start.     

Moving beyond academic achievement goal measures: A study of social achievement goals

The current research explored the theory of social goal orientation. More specifically, we conducted three studies utilizing six-independent university student samples to evaluate the construct validity of the Social Achievement Goal Orientation Scale (SAGOS; Ryan & Hopkins, 2003), a measure representing the construct of social goal orientation. The purpose of Study 1 was to: (1) compare the three-dimensional (mastery, performance-approach, and performance-avoidance) model of social goal orientation to three theoretically based competing models, (2) examine item functioning, and (3) assess generalizability of the factor structure. The fit of the proposed three-factor model was promising; however, areas of misfit and problematic items were identified. Stronger support for the three-factor structure of goal orientation was found using scores from an abbreviated 13-item SAGOS. In Study 2, item wording was altered slightly to evaluate a revised Social Achievement Goal Scale (SAGS), yet resulted in similar findings. Study 3 examined external validity evidence for the SAGS, garnering some support for the meaning of the scores. Although continued refinement of the SAGOS and SAGS is recommended, the findings help contribute to our general understanding and conceptualization of social goal theory and the role that social goals may play in academic contexts.     

Concept mapping,vee mapping,and achievement: Results of a field study with black high school students

This article reports on the results of a project that studied the effectiveness of two specific learning heuristics, concept mapping and Vee mapping, in helping black, inner-city, high school students learn biology concepts meaningfully. The project sought to assess the effects on achievement of the use of these two heuristics as part of a carefully designed sequence of instruction. Two instructional treatments were compared, one that utilized the two experimental heuristics as study aids and one that utilized outlining as a comparison study aid. The instructional treatments were administered over approximately a one semester period. Two hundred and fifty subjects, nearly all black, from two urban high schools in Indiana took part in the study. Achievement instruments designed to measure meaningful (higher order) learning were developed. Analysis of variance of the achievement test means failed to reveal statistically significant differences between the experimental and comparison treatment at the 0.05 alpha level. However, there were suggestions of a tendency toward an effect of the experimental treatment, and several factors contributing to the difficulty in distinguishing achievement differences were identified.     

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.     

Classroom management,school staff relations,school climate,and academic achievement: testing a model with urban high schools

Urban learning environments pose distinct instructional challenges for teachers and administrators, and can lead to lower achievement compared to suburban or rural schools. Today’s educational climate increasingly emphasises a need for positive academic outcomes, often measured by standardised tests, on which student educational opportunities, teacher benefits and school funding can be based. By applying an ecological framework to the urban school environment, it could be possible to better understand and ultimately improve the educational context at multiple levels. This study examined how classroom management, staff relations and school climate contribute to academic achievement, as measured by ACT scores. In a large urban American public school system, 208 teachers from 38 high schools were surveyed. A model was tested in which, when academic achievement was accounted for over time, classroom management and staff relations contributed positively to school climate, and climate in turn contributed to academic achievement. Structural equation modeling revealed that the data fitted the proposed model. Results illustrate the roles of school and classroom factors related to academic performance and underline the importance of classroom management strategies and positive learning environments. Results suggest avenues for interventions to increase academic achievement by supporting students through the lens of an ecological framework.     

Metacognition, achievement goals, study strategies and academic achievement: pathways to achievement

The purpose of this research was to develop and test a model of effective self-regulated learning. Based on effort expenditure we discerned effective self-regulators and less effective self-regulators. The model comprised achievement goals (mastery, performance-approach and -avoidance goals), metacognition (metacognitive knowledge, regulation and experience), study strategies (metacognitive, deep cognitive, surface cognitive and resource management strategies) and academic achievement. The relationships in the model were tested with controlling for intellectual ability, gender and age. The results showed that effective self-regulated learning involved two pathways: a metacognitive and a strategy pathway. The first pathway involved a positive relationship of mastery goals and a negative relationship of performance-avoidance goals with metacognition. Metacognition positively affected the use of the four study strategies. The strategy pathway involved positive effects of mastery and performance-approach goals on the use of metacognitive and deep cognitive strategies. Further, performance-approach goals positively affected the use of surface cognitive and resource management strategies. The use of metacognitive and resource management strategies had a positive and the use of surface cognitive strategies had a negative effect on exam scores.     

Teaching social studies to high school students with academic handicaps in a mainstreamed setting: effects of a computerized study guide

This research investigated the effectiveness of a computerized study guide, in comparison to a notetaking condition, as a method to increase textbook comprehension among students with learning disabilities and remedial education pupils enrolled in a ninth-grade world geography class. Results indicated that the computerized study guide produced significantly higher performance than notetaking for both groups of students. There was no significant difference in the performance of the two groups within treatments. Several practical issues concerning the implementation of computerized study guides in secondary programs serving students with academic handicaps are discussed.     

The transition to junior high school: a longitudinal study of self-esteem, psychological symptomatology, school life, and social support

This research examined the psychological well-being of 159 white and black students during the transition to junior high school. Adjustment patterns were found to be complex and highly differentiated. Self-esteem was unchanged from the end of sixth through the middle of seventh grades, rising by the end of seventh grade. Girls reported an increase in depressive and other symptoms over time relative to boys. Perceived quality of school life plunged. Peer social support increased only for blacks of high academic competence. Although there were no race differences on overall self-esteem, multivariate analyses of symptom data revealed that blacks reported greater distrust of the environment than they reported negative internal states, whereas whites reported the opposite pattern. The discussion emphasizes the developmental and ecological context of the transition.     

Transition from high school to university: a person-centered approach to academic achievement

Although a vast body of studies regarding the variables related to students’ achievement exists, only a handful has investigated how these variables combine and interact together. Such an investigation might make it possible to more accurately illustrate the heterogeneity of students enrolling in university and assess the impact of this diversity on academic achievement. The current study focused on the person-centered approach and investigated the possibility of determining significant subgroups of freshmen in the very first week of the academic year in the Belgian educational context. Using k-mean clustering, 2178 freshmen were classified according to their past performance, socioeconomic status, study choice process, and academic self-efficacy beliefs at the beginning of the first year at university. Analyses of variance were also conducted to analyze the relationship between these student clusters and academic achievement outcomes. Six distinct profiles of students were identified representing different combinations of achievement predictors. Results revealed different odds of success among these profiles. The implications of our approach to the understanding of the heterogeneity of freshmen and the first-year achievement process are discussed.