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Search Results: 1 - 10 of 2823 matches for " academic achievement "
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Predicting School Achievement Rather than Intelligence: Does Metacognition Matter?  [PDF]
Cristiano Mauro Assis Gomes, Hudson F. Golino, Igor Gomes Menezes
Psychology (PSYCH) , 2014, DOI: 10.4236/psych.2014.59122
Abstract:

This paper investigates the role of specific and general metacognitive ability on specific and general academic achievement, controlling for the effects of intelligence. Four hypotheses were elaborated and empirically tested through structural equation modelling. The sample was composed by 684 students (6th to 12th graders) from a private Brazilian school, which answered to three intelligence tests and three metacognitive tests. The modeled hypotheses presented a good data-fit (χ2 = 51.18; df = 19; CFI = 1.00; RMSEA = 0.05), showing that the general metacognitive ability explained general academic achievement rather than intelligence, but did not explain specific academic achievement. On the other hand, specific metacognitive ability explained specific academic achievement rather than intelligence, but did not explain general academic achievement. The predictive power of the general metacognitive ability was greater than fluid intelligence in the explanation of general academic achievement. In the same line, specific metacognitive ability had a greater predictive power than intelligence and specific knowledge in the explanation of specific academic achievement. Finally, a new structural model of metacognition and its role in academic achievement are proposed.

Music Education, Aesthetics, and the Measure of Academic Achievement  [PDF]
Karl Madden, David Orenstein, David Orenstein, Alexei Oulanov, Yelena Novitskaya, Ida Bazan, Thomas Ostrowski, Min Hyung Ahn
Creative Education (CE) , 2014, DOI: 10.4236/ce.2014.519194
Abstract: Grades and test scores are the traditional measurement of academic achievement. Quantitative improvements on standardized scores in Math/Science/Language are highly-coveted outcomes for meeting accreditation standards required for institutional program funding. Music and the Fine Arts, difficult to assess by traditional academic achievement measurement, and often devalued as so-called “luxury” subjects, struggle for necessary funding. Showing measureable collateral value to other academic subjects—such as math—in order to justify music program funding is dubious. To objectify the purpose of music education in terms of its influence on other subjects is to overlook aesthetic value. The scholarly literature recognizes an historical tendency to correlate music activities and aptitude to other subjects (and to intelligence in general), but quantitative cause-effect claims are not supported scientifically. Music participation from childhood helps build productive, well-socialized, excellent people, but to quantitatively trace the cause to music itself remains unproven. To recognize the benefits of music and the arts by aesthetic merit involves practical, holistic views of education not based on quantifiable test scoring.
Aggression in Boys and Girls as Related to Their Academic Achievement and Residential Background  [PDF]
Md Shahinoor Rahman, Lailun Nahar
Psychology (PSYCH) , 2013, DOI: 10.4236/psych.2013.45065
Abstract:

The study was conducted to explore aggression in boys and girls as related to their academic achievement and residential background in Bangladesh. Stratified random sampling technique was used and total 80 respondents constituted the sample of the study. They were equally divided into boys and girls. Each group was again equally divided into high and low grade. Each subgroup was again equally divided into urban and rural residential background. Thus the study used a 2 × 2 × 2 factorial design consisting of two levels of gender (boy/girl), two levels of academic achievement (high grade/low grade) and two levels of residential background (urban/rural). The Bengali version of measure of aggressive behavior (Rahman, A. K. M. R., 2003) originally developed by Buss and Perry (1992) was used for the collection of data. It was found that regardless of gender, boys expressed more aggression than girls. Similarly, regardless of academic achievement, students with high academic grade will show more aggressive behavior than low academic grade students. Finally, students of urban areas will not show significantly more aggressive behavior than rural areas students. Thus the differential treatment in gender, academic achievement and residential background provides a new dimension in understanding aggression in rural and urban boys and girls.

EFFECTIVENESS OF STRUCTURED TEACHING PROGRAMME ON KNOWLEDGE AND PRACTICE REGARDING PREVENTION OF WORM INFESTATION, AMONG MOTHERS WITH UNDER FIVE CHILDREN IN SELECTED RURALAREAS AT UTTARAHALLI, BANGALORE
SEENA P THOMAS
Golden Research Thoughts , 2012, DOI: 10.9780/22315063
Abstract: :All children are most vulnerable group in the society, certain disease affect them, and result in increased morbidity and mortality rates. These diseases include diarrhea, vector borne diseases, helminthic infestation, respiratory infections and injuries. (Health action; 2003)The term parasite relates to “any living thing that lives on or in another living organism”. Many parasites interfere with bodily function, cause irritation; some destroy the host's tissues and release toxin into the blood stream.
ACHIEVEMENT MOTIVATION AND ACHIEVEMENT IN ENGLISH OF HIGHER SECONDARY STUDENTS
V.AMBEDKAR
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.
Valores, metas de realiza??o e desempenho acadêmico: proposta de modelo explicativo
Gouveia, Valdiney V.;Sousa, Deliane Macedo Farias de;Fonseca, Patrícia Nunes da;Gouveia, Rildésia S. V.;Gomes, Ana Isabel Araújo Silva de Brito;Araújo, Rafaella de Carvalho Rodrigues;
Psicologia Escolar e Educacional , 2010, DOI: 10.1590/S1413-85572010000200014
Abstract: the current study aimed to know to what extent values explain achievement goals and whether the latter predict good academic performance. participants were 307 high school students from jo?o pessoa (pb), most of them women (61.2%) and from public schools (68%), with a mean age of 17.6 years old. they answered the achievement goals questionnaire, the basic values survey, academic performance indicators and demographic questions. based on linear regressions, an explanatory model was proposed in which value priorities predicted the goal achievements and these, in turn, predicted the academic performance. results suggested the model presented satisfactory goodness of fit indices. however, further research was suggested to test this model in different samples, as well as taking into account other variables that could contribute to a better understanding of academic performance and its determinants.
A STUDY OF REASONING ABILITY AMONG HIGH SCHOOL STUDENTS OF JAMMU DISTRICT IN RELATION TO SEX AND ACADEMIC ACHIEVEMENT
SHALIKA GUPTA
Review of Research , 2012,
Abstract: Reasoning is a highly purposeful, controlled, selective thinking process.Learning usually results from the process of the reasoning. Broadly speaking dull childfails in two ways- first from inability to combine the relations and related data into asystematic whole, secondly from inability to sustain the direct idea that should guide theevolution of his appreciative process. Learning usually results from the process of thereasoning. The reasoning ability develops gradually. In reasoning, we try to explorementally the reason or cause of an event or happening. The attempts to find the solutionsof the questions like “why is it so? How does it happen?” Is nothing but application ofour reasoning ability to find the cause and effect relationship. Not only, we are engagedin finding the cause but we are also interested to know the possible effects of actions andstimuli. In thinking what will happen if this or that is done. One is able to make use ofone's reasoning ability. In this way reasoning has a unique advantage that it helps us toassure at certain conclusions concerning the problem without actually engaged in anymotor exploration. The investigator selected this topic in order to assess whetherreasoning ability depends on the academic achievement and sex. Further the variablesof sex and academic achievement are dependent of each other, when reasoning ability istaken as the dependent variable is also measured.
Reading Performance and Academic Achievement in Early Childhood Bilingual and Monolinguals  [PDF]
Abootaleb Seadatee-Shamir, Zohreh Siavoshi
Open Journal of Applied Sciences (OJAppS) , 2014, DOI: 10.4236/ojapps.2014.46031
Abstract: Relationship between reading performance and academic achievement is theoretically predictable. However, this relationship could be higher among early childhood bilingual (ECBL) students than monolingual peers. For evaluating this claim, two groups of randomly selected female second graders (150 Farsi speaking and 150 Farsi and Turkish speaking) were tested and compared on these characteristics. The measures used were Kormi-Nouri and associates’ tests of reading performance. Moreover, academic achievement was defined to be the average of scores obtained by students at their final school exams in Math, Science and Farsi. Analysis of regression was then performed to determine which construct served as the best predictor of academic achievement in both groups. Based on the results, ECBL girls were superior to their monolingual (ML) counterparts in all three areas. Findings also show that reading performance was a strong predictor of school achievement for both groups.
How Teachers’ and Students’ Mindsets in Learning Have Been Studied: Research Findings on Mindset and Academic Achievement  [PDF]
Junfeng Zhang, Elina Kuusisto, Kirsi Tirri
Psychology (PSYCH) , 2017, DOI: 10.4236/psych.2017.89089
Abstract: Empirical research on mindset has indicated that mindset can predict numerous individual achievement, including academic, cognitive, motivational, affective and even socioeconomic, through mediation of social-cognitive approaches. The purpose of this paper is to compile and synthesize articles published from 1998 to 2017 on the relationship between mindset and academic achievement and explore the role of mindset in academic achievement. The studies indicate that students’ mindsets play several roles of cause and mediator in academic achievement. Mindset can also be an outcome of students’ academic achievement. Furthermore, in some studies, the relationship between mindset and achievement is non-correlational. Meanwhile, teachers’ mindsets play the role of cause or mediator in students’ academic achievement, but no role of outcome. Limitations and recommendations for future studies are discussed.
Percepción de rendimiento académico en estudiantes de Odontología
Oliva Mella,Patricio; Narváez,Carmen Gloria;
Educaci?3n M??dica Superior , 2013,
Abstract: this research work focused on the perception of the academic achievement of the undergraduate students of dentistry in universidad del desarrollo, concepcion, chile, by making a comparison with several variables linked to this concept in order to set an overall vision through the statistical associations among them. this is a cross-sectional, comparative and quantitative research using an expert-validated survey and pilotage from which a spss program-analyzed database was derived. data were distributed parametrically; the kolmogorov-smirnow test and the t-student test were applied. the results proved that the perceptions of academic achievement are linked with variables that are in turn associated to the student and to exogenous variables. it was concluded that the perception of the academic achievement is a social-educational construction made up of many interacting variables that have a bearing on the result of a formal qualification.
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