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The Relationship between Trait Emotional Intelligence and Vocational Interests of Greek 10th and 11th Grade Students  [PDF]
Alexander-Stamatios Antoniou, Natassa Kaprara, Nikos Drosos
Psychology (PSYCH) , 2016, DOI: 10.4236/psych.2016.74053
Abstract:

The aim of this study was to explore the relationship between emotional intelligence and vocational interests using a sample of 272 Greek 10th and 11th Grade students. Trait Emotional Intelligence model (Petrides & Furnham, 2000, 2001, 2003) and Holland’s RIASEC (Realistic, Investigative, Artistic, Social, Enterprising & Conventional) vocational interest model are used. Trait Emotional Intelligence is assessed with the Trait Emotional Intelligence Questionnaire-Adolescent Short Form (TEIQue-ASF) (Petrides, Sangareeau, Furnhum, & Frederickson, 2006) and the RIASEC types are assessed with the Self-Directed Search-SDS (Holland, 1994). The results show that trait emotional intelligence is positively correlated to the Enterprising Type in all SDS subscales. Additionally, emotional intelligence has low positive correlations with the Investigative and Realistic Types (only in the “Competencies” and “Self-Estimates” subscales), and the Social and Conservative Types (only in the “Competencies” subscale). Implications for research and adolescents’ career counselling are also discussed.

The Effects Of Cooperative Learning Method Supported by Multiple Intelligence Theory on Elementary School 4th Grade Students’ Academics Achievement
Kas?m YILDIRIM
Journal of Kirsehir Education Faculty , 2006,
Abstract: In this experimental research, the effects of cooperative learning method supported by multiple intelligence theory on elementary 4th grade students’ academic achievement was investigated.The study, which lasted five weeks, was carried out at public school in the discrit of Yüreir-Adana in 2004-2005 academic year. The participants of the study were 46 students that They were divided in a experimental group and control group. For the purpose of thisstudy, the experimental group was instructed using cooperative learning method supported by multiple intelligence theory, whereas the control group was instructed utilizing the traditional teacher oriented method. The measurement instrument used in the study was mathematics achievement test. Mathematics achievement test was used as pretest and posttest to the experimantal and control group.Findings indicated that cooperative learning method supported by multiple intelligence theory instructional teaching has a more significant effect on academic achievement than the traditional teacher oriented method.
ACHIEVEMENT IN RELATION TO MATHEMATICAL CREATIVITY OF EIGHTH GRADE STUDENTS
Pooja Walia
Indian Streams Research Journal , 2012,
Abstract: The present study was conducted to examine the relationship of mathematical creativity with achievement and differences between boys and girls with regard to their mathematical creativity (along with its dimensions) and achievement. Simple random sampling was used to select the participants. Participants (N= 180, boys = 99 and girls = 81) completed creativity test. Mathematical creativity was measured using the Creative Ability in Mathematics Test developed by Balka (1974). Pearson's Product Moment Correlation analysis indicated that mathematical creativity (along with its dimensions) is related to achievement in mathematics of eighth grade students. No significant difference was found between boys and girls with regard to their achievement and mathematical creativity (along with its dimensions). However, girls were found better than boys on one dimension of mathematical creativity i.e. flexibility.
Grade of ideals with respect to torsion theories  [PDF]
Mohsen Asgharzadeh,Massoud Tousi
Mathematics , 2010,
Abstract: This paper deals with the notion of grade of ideals with respect to torsion theories defined via some homological tools such as Ext-modules, Koszul cohomology modules, \v{C}ech and local cohomology modules over commutative rings which are not necessarily Noetherian. We also compare these approaches of grade.
Achievement of Serbian eighth grade students in science  [PDF]
Antonijevi? Radovan
Zbornik Instituta za Pedago?ka Istra?ivanja , 2006, DOI: 10.2298/zipi0602333a
Abstract: The paper considers the main results and some educational implications of the TIMSS 2003 assessment conducted in Serbia in the fields of the science achievement of Serbian eighth grade students and the science curriculum context of their achievement. There were 4264 students in the sample. It was confirmed that Serbian eighth graders had made average scale score of 468 points in the science, and with this achievement they are placed in the zone of the top of low international benchmarking level, very close to the point of intermediate benchmark. The average science achievement of the Serbian eighth graders is somewhat below the general international science achievement. The best results were achieved in the science content domain of "chemistry", and the lower results in the content domain of "environmental science". Across the defined science cognitive domains, it was confirmed that the Serbian students had achieved the best results in cognitive domain of "factual knowledge" and weaker results in "reasoning and analysis". The achieved results raise many questions about contents of the science curriculum in Serbia, its overall quality and basic characteristics of its implementation. These results can be eligibly used to improve the science curricula and teaching in Serbian primary school. .
Improving Student Achievement: Can Ninth Grade Academies Make A Difference?
Ronald Anthony Styron,Eddie J Peasant
International Journal of Education Policy and Leadership , 2010,
Abstract: This study focused on student achievement in ninth grade schools or academies compared to ninth grade students enrolled in traditional high schools. Student achievement was measured by standardized test scores. Other variables tested were gender and ethnicity. All students used in this study were enrolled in the ninth grade during the 2005-2006 school year at one of six schools selected for this research. Participants were enrolled in Algebra I and/or Biology I course(s) and therefore took the standardized Subject Area Test in these disciplines. Data indicated students enrolled in ninth grade academies scored significantly higher then ninth graders enrolled in traditional high schools on both the Algebra I and Biology test. Further analysis of data revealed significant differences based on ethnicity in achievement of Biology I students in the ninth grade academies when compared to the Biology I students in the traditional high schools. The African American students in the ninth grade academies had a higher mean score on the Biology I SAPT than Caucasian and African American students enrolled in the traditional high schools. Additionally, the Caucasian students in the ninth grade academies scored only .03 higher than the mean score of African American students in the ninth grade academies.
Mathematics achievement of Serbian eighth grade students and characteristics of mathematics curriculum
Antonijevi? Radovan M.
Zbornik Instituta za Pedago?ka Istra?ivanja , 2006, DOI: 10.2298/zipi0601225a
Abstract: This paper considers the main results and some educational implications of the TIMSS 2003 assessment conducted in Serbia, in the fields of mathematics achievement of Serbian eighth grade students and the mathematics curriculum context of their achievement. It was confirmed that Serbian eighth graders have made average scale score of 477 points, and with this achievement they are placed in the zone of intermediate international benchmarking level. The average mathematics achievement of the Serbian eighth graders is somewhat above the average international mathematics achievement. The best result was achieved in the content domain of "algebra", and the lower result in the content domains of "measurement" and "data". In the defined cognitive domains the Serbian students have achieved the best results in "solving routine problems" and "knowing facts and procedures", and the weaker result in "reasoning". Statistically significant difference was found in the mathematics achievement between girls and boys in the Serbian TIMSS 2003 sample, so the girls’ average scale score was 480 points and the same value for the boys was 473 points. The achieved results raise many questions about the contents of mathematics curriculum in Serbia, its quality and basic characteristics of its implementation. These results can be eligibly used to improve the mathematics curriculum and teaching in Serbian primary school.
The Effect of Social &Token Economy Reinforcements on Academic Achievement of 9th Grade Boy Students with Intellectual Disabilities in a Science Course
Seyed-Mahmood Mirzamani,Mohammad Ashoori,Narges Adib Sereshki
Iranian Journal of Psychiatry , 2011,
Abstract: "n Objective: This study investigates the effect of social and token economy reinforcements on academic achievement of 9th grade boy students with intellectual disabilities in an experimental science class in Tehran Province. "n "nMethod: The method used for this study was experimental by pre-test, post- test with a control group. The boy students with intellectual disabilities from three junior high schools participated in this study. The sample consisted of thirty, 9th grade boy students with intellectual disabilities in the selected schools; the schools were chosen by the multistage cluster method. To measure the progress of students in the science class, a teacher made test and theWechsler intelligence test for matching the groups for IQ were used. To ensure validity, the content validity criteria depended tests calculated by the Lashe method and teachers' perspective were used. The reliability coefficient was obtained by the reliability coefficient of related tests; the percent agreement method and the obtained data were analyzed using one-way variance analysis and Shefe prosecution test. "nResults: The results showed that there was a significant increase in academic achievement of students with intellectual disabilities when using token economy than using social reinforcements compared with the control group. Also, when using social reinforcements, the academic achievement of students was more than the control group. "nConclusion: Token economy and social reinforcements increased the academic achievement of students with intellectual disabilities in the science class; and also the effect of token economy reinforcements was more than social reinforcements on the subjects.
DIFFERENCES BETWEEN MEN AND WOMEN ADOLESCENTS IN 11TH GRADE IN THE AREAS OF ADAPTATION AND WAYS OF REACTING
Rosario Valdivielso Alba
Indivisa : Boletin de Estudios e Investigación , 2011,
Abstract: Adolescence is a crucial stage in the development of an individual’s personality as it paves the way to adulthood. This stage entails a biological and a psychological change. This adaptation to one-self and the environment does not escape this change, as it can alter the levels of personal, family, school and social adaptation, giving way to different ways of reacting. This article is divided into two distinct sections: The first section deals with an analysis of the areas of adaptation (personal, family, school and social) and the characteristics of seventeen year old adolescents in key areas of their development. The second section presents a study of a sample of 156 seventeen year old adolescents, attending 11th grade at a High School in the Autonomous Community of Madrid, which examines the areas of adaptation and ways of reacting of male and female adolescents, using the MRA Test (Modes of Reaction and Adaptation) (García, Izquierdo y Sánchez-Cabezudo 1989). These results show that, in general and at all levels of adaptation and ways of reacting, there are no differences between men and women adolescents. In the same way, the given areas of adaptation are low and the ways they react are similar, showing that they only tend to give socially positive adaptation responses.
The Effects of Cooperative Learning Method Supported by Multiple Intelligence Theory on Elementary School Third Grade Students’ Academic Achievement on Mathematics Course
Dilek I?IK,Kamuran TARIM,Ayten ?FLAZO?LU
Journal of Kirsehir Education Faculty , 2007,
Abstract: In the present experimental study, the effects of cooperative learning method supported by mutliple intelligence theory (CLMI) on elementary school third grade students’ achievement on mathematics were investigated. The study, which had lasted nine consecutive weeks, was conducted at a public elementary school in thedistrict of Seyhan-Adana, Turkey in 2004-2005 academic year. The participants of the study were 85 students. For the purpose of this study, on experimental group cooperative learning method supported by mutliple intelligence theory (CLMI) was used as the method of instruction whereas the control groups were instructured utilizing the traditional teacher oriented method. “Mathematics Achievement Test (MAT)”, “Teele Inventory of Multiple Intelligences (TIMI)” and “Personal Information Form (PIF)” were used as the measurement instruments of the study. MAT was administered as pretest and posttest to the experimental and control groups. Furthermore, prior to the study TIMI and PIF (for getting personal information about students) were administered to all the participants. They also were used in order to constitute the cooperative learning teams in the experimental group. In this research, the data obtained by achivement test was analysed by using statistical techniques of covariance analysis.As a result, there was a statistically significant difference among experimental group and second control group in favor of the experimental group in the achivement test. Moreover, no statically significant differences were observed among the experimental group and the observed – directed group (first control group).
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