Relationships between attitude and achievement among college biology students

The purposes of this study were to (1) study changes in attitude toward science, school, and academic self among college biology students, and (2) to examine relationships between attitudes and achievement in an introductory college course in biology. The three attitude variables were assessed at the beginning and end of the study. Each of the three constructs was measured by the semantic differential and one additional instrument. One cognitive measure, biology achievement, was taken at the beginning and end of the study. This was accomplished by using the Nelson Biology Test. Another cognitive measure, grade in the course, as given by the instructor, was recorded at the end of the course. Normative data and correlation coefficients among pre- and postadministrations were calculated for each institution and the composite sample as well. An analysis of variance showed that while gains in scores on the Nelson Biology Test were significant beyond the 0.01 level of probability, changes in attitude scores were not. Correlations were calculated between the attitude and cognitive variables in this study. Relationships between academic self-concept and achievement in biology were the strongest. Data from this study show that while student cognitive behavior was changed during an introductory college biology course, selected attitudes either stayed the same or became slightly more negative. Affective as well as cognitive gains would appear to be desirable goals in college courses. As we learn more about relationships that exist between cognition and affect, science educators at all levels will become better equipped to improve learning in science.     

Predicting genetics achievement in nonmajors college biology

Students enrolled in a non-majors college biology course were pretested to determine their level of intellectual development, degree of field independence, mental capacity, amount of prior genetics knowledge, and amount of fluid intelligence. They were then taught a unit on Mendelian genetics. The only student variables found to not account for a significant amount of variance on a test of reading comprehension and/or a test of genetics achievement was amount of prior genetics knowledge. Developmental level was found to be the most consistent predictor of performance, suggesting that a lack of general hypothetico-deductive reasoning ability is a major factor limiting achievement among these students.     

A causal model of students' achievement in a college physics course

To explain students' achievement in the mechanics segment of a college physics course, a causal model is proposed whose variables are the three constructs: Newtonian physics, math ability, and science experience. Each variable specifies several variates, whose numerical values were measured and intercorrelations computed. The Factorial Modeling (FaM) procedure is applied to the data to estimate the coefficients of the proposed model's structural equations. The FaM results indicate that the model is plausible and that its first two variables account for approximately 34% of the variance in the criterion variate, students' mechanics achievement. The implications of the findings for physics instruction are discussed.     

Relationships between self-concept and directly observed behaviors in kindergarten children

Twenty kindergarten children who were nominated by teachers as not being socially and academically competent (low-rated) and 36 kindergarten children who were nominated by teachers as competent (high-rated) participated in this study. Self-concept and academic achievement data were gathered on each subject. In addition, all children were observed in class, with particular attention to compliance/non-compliance with adult requests, on-task/off-task behavior, and positive/negative social behaviors with peers. The results indicate that: (a) The factor structure of the self-concept instrument (Primary Self-concept Inventory) was replicated in both groups of children. (b) There were no significant differences in self-concept scores among high- vs. low-rated children. (c) There were profound differences in academic and social behaviors that were found to covary with positive self-evaluations within the two study groups. In general, high-rated children who felt best about themselves were higher achievers and more compliant than were their study group cohorts. Low-rated children who felt best about themselves were, on the contrary, more off-task, more negative in their peer contacts, and inferior academically to their study group cohorts.     

Relationships between Cattell-Horn-Carroll (CHC) cognitive abilities and math achievement within a sample of college students with learning disabilities

This study examined the relationship between cognitive abilities and math achievement within a sample of college students with learning disabilities (LD). The cognitive abilities were seven areas identified by Stratum II of the Cattell-Horn-Carroll (CHC) theory of cognitive abilities, in addition to the eighth area of Working Memory. Math performance was assessed via math calculation and math reasoning tasks. Instruments include the Woodcock-Johnson III Tests of Cognitive Abilities and Tests of Achievement. Participants were 158 college students with a diagnosed LD in math. Multiple regression analyses found that Processing Speed and Working Memory were related to Math Calculation scores and that Comprehension-Knowledge, Fluid Reasoning, and Working Memory were related to Math Reasoning. Implications for the assessment of math LD in the college populations are discussed.     

Relationships between mathematics achievement and various English language proficiencies

The article suggests that correlational studies between English language proficiency and success in mathematics have not been specific. English is composed of many proficiencies which are not always closely related. The article examines correlations between mathematics success and various English language skills, including vocabulary, reading comprehension, reading speed, listening, structure, and expression. Tests of these skills were given to incoming science students at the National University of Lesotho in both 1978 and 1979, and the results were compared with the students' success in first-year mathematics. In all cases, correlations were low. But correlations in 1978 were higher than in 1979. Attempts are made to explain these differences. The possibility is explored that speakers of different languages may learn mathematics (in English) in various ways. Finally, implications for the teaching of Use of English courses are discussed.     

The relationship between self-concept and achievement in TIMSS 2007: A comparison between American and Japanese students

The purpose of this research was to investigate the relationship between eighth-grade students?? maths-related self-concepts and their achievements in the Trends in International Mathematics and Science Study (TIMSS) 2007. The students?? maths self-concept was compared with other variables, namely their mothers?? education, their fathers?? education and the amount of books held in the students?? households. To investigate the potential role of culture, a comparison between American and Japanese students?? scores was also included. The findings demonstrated that students?? maths self-concept was positively associated with their achievement both in the United States and Japan, but Japanese students, while having higher achievement, had a lower maths self-concept than American students. Maternal education, paternal education and the number of books at home were also found to be positively related to achievement. Examining standardised coefficients, the study confirmed a strong interaction between maths self-concept and country, as well as a positive connection between maths self-concept as such (irrespective of the country) with maths achievement.     

Relations between mathematics achievement growth and the development of mathematics self-concept in elementary and middle grades

Creating an educational program that results in positive science, technology, engineering, and mathematics or STEM-oriented outcomes for all students is an important education objective and federal policy directive in the United States. In addition to developing strong mathematics foundations in Grades K–8 that are closely associated with successful STEM outcomes, intrapersonal skill development is also critical to academic and postsecondary success. Using nationally representative data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998–99 the current study applied structural equation growth modeling to examine relationships among mathematics achievement in Grades K–1 and Grades 3–8, and mathematics self-concept development across Grades 3–8. Study results revealed that students reported declining levels of mathematics self-concept across the middle grades. Importantly, third grade reports of self-concept were associated with both mathematics achievement at kindergarten entry and third grade mathematics achievement; however, mathematics achievement at kindergarten entry was also associated with the development of mathematics self-concept in third through eighth grade. In addition, after accounting for mathematics achievement in Grades K–1, mathematics achievement growth in Grades 3–8 was directly associated with mathematics self-concept development across the same time period. Implications for future research, mathematics instruction, and curriculum development are discussed.     

Science identity development trajectories in a gateway college chemistry course: Predictors and relations to achievement and STEM pursuit

This investigation of undergraduates’ heterogeneous science identity trajectories within a gateway chemistry course identified three latent classes (High and Stable, Moderate and Slightly Increasing, Moderate and Declining) using growth mixture modeling. Underrepresented minorities were more likely to exhibit Moderate-and-Slightly-Increasing science identities versus High-and-Stable patterns. Students with higher perceived competence were more likely classified into the High-and-Stable class compared to the other classes. Students classified into the High-and-Stable class scored significantly higher on the final exam and appeared to be more likely to remain in a STEM major across fall and spring semesters compared to the other two classes. Results suggest that some students’ identities shift within a single semester and supporting science perceived competence before college may support students’ science identity development.     

Race,academic achievement,and self-concept of ability

In the year-and-a-half since the College Board released detailed tables on SAT scores by race, much of the heated reaction has now abated. This study explores the data behind those tables and seeks a fuller explanation of the observed differences in SAT scores among racial and ethnic segments of college-bound test takers. It highlights a social psychological correlate that mediates between environmental factors and SAT performance, beginning with the finding that blacks at the same level of test performance exhibit greater self-esteem than whites on a series of self-rated abilities. Implications of the analysis are discussed and directions for further research suggested.Presented at the 24th Annual Forum of the Association for Institutional Research, Fort Worth, Texas, May 1984.     

Relationships between formal-operational thought and conceptual difficulties in genetics problem solving

Seventy-one college general biology students were taught a unit in Mendelian genetics by the traditional lecture method. Emphasis was placed on meiotic formation of gametes, the Law of Segregation, and the Law of Independent Assortment. The Punnett-square model was used for all practice problems. Eight weeks later, a content-validated retention test was given to evaluate the students' retention of problem-solving skills. The test required students to use proportional reasoning (identifying ratios from the Punnett squares), combinatorial reasoning (identifying combinations of gametes from parental genotypes), and probabilistic reasoning (estimating gamete or offspring probabilities). Each of the 71 students was also given three Piagetian interview tasks to evaluate intellectual development in the areas of reasoning under question. The balance-beam task, the electronic switch-box task, and colored squares and diamonds were used to test for proportional reasoning, combinatorial reasoning, and probabilistic reasoning, respectively. Pearson correlations and factor analysis failed to show direct relationships among Piagetian tasks for the three kinds of reasoning and their corresponding occurrence in genetics problems. Some correlations were higher between different reasoning types than between similar types. Analysis of variance showed significant differences for all three reasoning types among concrete-operational, transitional, and formal-operational students with the retention test. Post-hoc analysis of ANOVAs indicated that formal-operational students had significantly more success in the three reasoning areas than transitional students, and transitional students had significantly more success than concrete-operational students.     

Special education, academic self-concept and achievement: profile differences between six groups of students

The aims of the study presented in this paper were twofold:

• to analyse if and how pupils who received some kind of special education differed from students who received no such support with respect to different self-concept and ability factors; and

• to investigate substantive consequences of different theoretical bases for statistical modelling.

     

高校英语教师自我概念与职业倦怠关系研究

对高校英语教师自我概念与职业倦怠之间的关系进行了研究,结果发现教师存在一定程度的职业倦怠现象,但整体并不严重,自我概念与职业倦怠存在显著的负相关,其中工作满意、师生关系和人际知觉对职业倦怠有显著的预测作用。