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Students’ Mindsets for Learning and Their Neural Underpinnings  [PDF]
Kirsi Tirri, Teija Kujala
Psychology (PSYCH) , 2016, DOI: 10.4236/psych.2016.79125
Abstract: It has been shown that individuals with a growth mindset for learning see mistakes as opportunities to learn and improve, whereas for fixed-minded individuals mistakes indicate lack of ability. Earlier empirical research on mindsets includes both quantitative surveys and qualitative approaches with observations and stimulated recall method. During performance monitoring it is possible to probe event-related brain potentials (ERPs), enabling the investigation of the neural basis of students’ different reactions to mistakes. ERP studies have shown that growth mindset is associated with an enhancement of the error positivity (Pe), an ERP reflecting awareness of and attention allocation to mistakes. More growth-minded individuals also show superior accuracy after mistakes compared to those endorsing more of a fixed mindset. Most importantly, Pe amplitude mediates the relationship between mindset and post-error accuracy. These results suggest that neural activity indexing online awareness of and attention to mistakes is intimately involved in growth-minded individuals’ ability to rebound from mistakes. In this article we review and connect educational, psychological and neuroscientific points of view to investigate the role of mindsets related to learning.
The Relationship between Educational Resources of School and Academic Achievement  [cached]
Havva Sebile SAVASCI,Ekber TOMUL
International Education Studies , 2013, DOI: 10.5539/ies.v6n4p114
Abstract: The educational resources of schools play an important role in order to diminish the effect of socioeconomic features on academic achievement, and create equal opportunities for students. In this sense, it is highly crucial to investigate the relationship between the educational resources of schools and the academic achievement of students. This study aims to determine the relationship between the academic achievement level of 7th grade students and the educational resources of schools. The population of the study was the elementary schools in the province of Burdur in 2007-2008 academic years. Two-stage cluster sampling was conducted in conformity with the aim of the study. First, settlements were chosen with geographical cluster sampling. As settlement, city centers, town centers, small towns and villages were considered in the study.Considering the relationship between the educational resources of the schools and the academic achievement as a whole, there are negative and significant relationships between the SBS scores of the students, and the average service length of the teachers, the lack of qualified science teachers, the lack of qualified Turkish teachers, the lack of the teachers in other courses and the lack of the laboratory technicians. It can be said that there is a relationship between the educational resources and academic achievement. However, this relationship is fairly limited. It is still not possible to say that the educational resources do not have the strength to diminish the effect of the socioeconomic features.
A Study Of Emotional Intelligence In Relation To Academic Achievement And Academic Stress Of Student-teachers
Rakesh Bharti,Jeewan Jyoti Sidana
Indian Streams Research Journal , 2012,
Abstract: In recent years, Emotional intelligence is emerging as a critical factor for sustaining high achievement, retention, and positive behaviour as well as improving life success. The purpose of this study is to see the impact of emotional intelligence on academic achievement and academic stress of student-teachers. A total of 600 studentteachers (M=300 and F=300) of various colleges of education affiliated to University of Jammu, Jammu selected as a sample randomly for the purpose of classification in low and high emotional intelligent student-teachers. Finally 80 student-teachers (40 low and 40 high emotionally intelligent student-teachers) were selected randomly. To test hypotheses t-test was used. Results of this study indicated significant differences between high and low emotional intelligent student teachers on academic achievement and academic stress in favour of high emotional intelligent student-teachers
Golden Research Thoughts , 2012, DOI: 10.9780/22315063
Abstract: The world is becoming more and more competitive. Quality of performance has become the key factor for personal progress. Parents desire that their children climb the ladder of performance to as high a level as possible. This desire for a high level of achievement puts a lot of pressure on students, teachers, schools, and, in general, the educational system itself. In fact, it appears as if, the whole system of education revolves round the academic achievement of students, though various other outcomes are also expected from the system. In the present study the researcher made an attempt to explore how the achievement motivation influences the higher secondary students to achieve in English.
A Study of Relationship between Achievement Motivation, Academic Self Concept and Achievement in English and Mathematics at Secondary Level  [cached]
Riffat -un-Nisa Awan,Noureen Ghazala,Naz Anjum
International Education Studies , 2011, DOI: 10.5539/ies.v4n3p72
Abstract: The study examined the achievement and its relationship with achievement motivation and academic self concept. The subjects consisted of 336 students (146 males and 172 females) from four public and four private schools of the Sargodha district at secondary level. Intact groups of all eight schools enrolled in 9th grade were involved in the study. An Urdu translated version of ‘Academic Self-Description Questionnaire II’ (Marsh, 1990) and ‘General Achievement Goal Orientation Scale’ (McInerney, 1997) was used for data collection. The results revealed that achievement motivation and self concept were significantly related to academic achievement. Significant gender differences were discovered which were in favor of girls. It was suggested that teachers must use motivational strategies to involve students in academic activities for improving their self concept and grades.
Correlarelate of Teachers Profiles and Pupils Academic Achievement
G.A. Kosoko Oyedeko
The Social Sciences , 2013,
Abstract: This study examined correlate of teacher`s profiles and academic achievement of primary school pupil`s. It drawn on 250 primary schools pupils and 50 teachers from 5 primary schools in Epe, Lagos State, Nigeria. Data was collected through teacher`s profile questionnaire and pupil`s achievement test. Three hypotheses were developed and tested. Data collected were analysed using Pearson Correlation Method. The results indicate generally that relationship exists among the 3 teacher`s profile focused on the study (teacher`s self-efficacy, teacher training and teacher`s attitude) and pupil`s academic achievement.
Indian Streams Research Journal , 2013,
Abstract: Only 223 student-teachers were included in this study out of which 94 male and 129 female trainees randomly selected, and were administered Ahuliwalia's “Attitude Inventory” and Deva's 'Teaching Efficiency Scale' Academic achievement divisions obtained by the student-teachers from bachelor degree examination onwards. The data was collected from student-teachers of three training colleges of Sabarkantha district, Gujarat Stat. The collected data was analysed mean, S.D. and Co-efficient of correlation between the factors were calculated for testing the hypotheses. It was found that there was no inter relationship between attitude towards teaching performance and academic achievement in both the sexes. Academic achievement does not have any relationship with teaching efficiency of the student-teachers studied in this study. The study can be repeated with other tools and bigger sample from other education colleges also may give more valid and reliable results
The Effect of Science Teacher Candidates’ Self-Efficacy towards Science Education on Academic Achievement
Journal of Kirsehir Education Faculty , 2011,
Abstract: The aim of study is to determinate the effect of self-efficacy beliefs towards science instruction on the academic achievement. In addition, it is investigated that effect of gender on self-efficacy and academic achievement. The sample of this research consist of total 127 candidates science teachers who attend II. III. IV. grades of Gazi University, Educational Faculty, Science Teaching Program on the spring semester of 2008-2009 educational period. In this study, to collect data, “System in Our Body Achievement Test” and “Science Instruction Self-efficacy Beliefs Scale” were used. The results showed that most of the science teacher candidates general achievement level and self-efficacy beliefs are not sufficient. In addition the teacher candidates general achievement level and self-efficacy beliefs do not vary according to the gender and it can be concluded that, self-efficacy beliefs predicts the academic achievement in system in our body concept positively in meaningful way.
National Board Certified Teachers andTheir Students' Achievement
Leslie G. Vandevoort,Audrey Amrein-Beardsley,David C. Berliner
Education Policy Analysis Archives , 2004,
Abstract: Contemporary research on teaching indicates that teachers are powerful contributors to students’ academic achievement, though the set and interrelationships of characteristics that make for high-quality and effective teaching have yet to be satisfactorily determined. Nevertheless, on the basis of the extant research and a vision of exemplary teaching, the National Board for Professional Teaching Standards stipulated a definition of a superior teacher. The Board did this without empirical evidence to support their claim that teachers’ who meet the standards set by the Board were superior in promoting academic achievement to those who did not meet those standards. In the 17 years since the founding of the National Board, only a few empirical studies have addressed this important issue. In this study we compare the academic performance of students in the elementary classrooms of 35 National Board Certified teachers and their non-certified peers, in 14 Arizona school districts. Board Certified teachers and their principals provide additional information about these teachers and their schools. Four years of results from the Stanford Achievement Tests in reading, mathematics and language arts, in grades three through six, were analyzed. In the 48 comparisons (four grades, four years of data, three measures of academic performance), using gain scores adjusted for students’ entering ability, the students in the classes of National Board Certified Teachers surpassed students in the classrooms of non-Board certified teachers in almost threequarters of the comparisons. Almost one-third of these differences were statistically significant. In the cases where the students of non-Board certified teachers gained more in an academic year, none of the differences found were statistically significant. Effect size, translated into grade equivalents, informs us that the gains made by students of Board Certified teachers were over one month greater than the gains made by the students of non-Board certified peer teachers. Teachers identified through the assessments of the National Board for Professional Teaching Standards are, on average, more effective teachers in terms of academic achievement, one of the many outcomes of education for which teachers are responsible. This study does not address whether other, cheaper, or better alternatives to the National Boards exist, as some critics suggest. On the other hand, the results of this study provide support for the policies in many states that honor and provide extra remuneration for National Board Certified Teachers.
Teachers’ Nonverbal Behavior and Its Impact on Student Achievement  [cached]
Noureen Asghar Chaudhry,Manzoor Arif
International Education Studies , 2012, DOI: 10.5539/ies.v5n4p56
Abstract: The observational study was conducted to see the impact of teachers’ nonverbal behavior on academic achievement of learners. This also investigated the relationship of nonverbal communication of teachers working in different educational institutions. Main objectives of study were to measure nonverbal behavior of teachers’ both male and female working in English medium Federal Government Cantt Garrison schools, Army Public schools and Private schools and to find out the relationship between teachers’ nonverbal behavior and academic achievement of students. 90 science teachers were randomly chosen through cluster sampling technique. An observation form with seven-point rating scale (semantic differential) based on Galloways’ categories of nonverbal communication was developed. The rating scale complemented verbal dimension of Flanders’ interaction categories through nonverbal dimension. Design of research was descriptive cum observational. The statistical techniques of frequency distribution, mean, standard deviation, and ANNOVA and t-test were used for analysis. The results were generalized to the population by means of appropriate inferential statistics. It was found that the nonverbal behavior of the teachers was found to be consistent with their verbal behavior.
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