Thematische Bibliographien / Academic achievement

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Academic achievement“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 31. Juli 2024

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Zeitschriftenartikel zum Thema "Academic achievement"

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Moore, Phillip J. „Academic achievement“. Educational Psychology 39, Nr. 8 (01.08.2019): 981–83. http://dx.doi.org/10.1080/01443410.2019.1643971.

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Maclellan, Effie. „Academic achievement“. Active Learning in Higher Education 6, Nr. 3 (November 2005): 194–206. http://dx.doi.org/10.1177/1469787405057750.

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Ndze, Yekpu Eleen. „An Assessment of Self Confidence as A Determinant of Students Academic Achievements in The University of Bamenda“. International Journal of Research and Innovation in Social Science 06, Nr. 12 (2022): 544–49. http://dx.doi.org/10.47772/ijriss.2022.61230.

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This study sets out to study self confidence as a determinant of students Academic achievements in the University of Bamenda. Building self confidence is salient as far as success in academics is concerned. Low academic achievements are indicators of internal inefficiency which could equally affect external efficiency adversely. Low academic achievements could to a certain extent be attributed to lapses in self confidence building by students. This to a large extent could adversely influence students’ self efficacy in academics. Within the context of this study, 412 students were selected to constitute the sample of the study. The purposive sampling technique was adopted and the main instrument for data collection was the questionnaire. The tool for data analysis was the spearman rank correlation and the following results were obtained: for the hypothesis one, it was found that goal setting significantly influences students academic achievement by 73.9%(p-value<0.05), while in the second hypothesis vicarious learning influences students academic achievement by 63.2%(p-value<0.05). Based on these results we conclude that self confidence significantly affects students academic achievement in the university of Bamenda.
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Dr. V. V. Kulkarni, Dr V. V. Kulkarni. „Academic Achievement Among Tribal Students“. Indian Journal of Applied Research 3, Nr. 3 (01.10.2011): 366–68. http://dx.doi.org/10.15373/2249555x/mar2013/125.

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Varghese, Soumya Thankam, und Dr Maya Rathnasabapathy. „The Factors of Academic Achievement“. International Journal of Psychosocial Rehabilitation 24, Nr. 03 (18.02.2020): 1062–64. http://dx.doi.org/10.37200/ijpr/v24i3/pr200858.

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T.Manichander, T. Manichander. „Emotional Intelligence and Academic Achievement“. Indian Journal of Applied Research 3, Nr. 9 (01.10.2011): 170–71. http://dx.doi.org/10.15373/2249555x/sept2013/53.

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Xia, Tao. „Effects of Academic Expectations Stress on Academic Achievements“. Lecture Notes in Education Psychology and Public Media 13, Nr. 1 (26.10.2023): 153–59. http://dx.doi.org/10.54254/2753-7048/13/20230872.

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High academic expectations tend to be one of most significant features of Asian families, compared to non-Asian families. Parents expectations for high academic achievement of their children leads to high academic stress on students. Academic expectation stress (AES) is an important variable that reflects on-campus students mental state. However, relatively few studies specifically examine the impact of AES. Thus, the present study focuses on the effect of AES on academic achievements. Moreover, the relation between family educated level and academic achievements is also examined. The statistics are collected by questionnaires, and differences between groups were analyzed. Results show that academic expectation stress might affect academic achievement. In addition, family educated level might also have an impact on academic achievements. The results emphasize the influence of AES on students. Future research could focus on whether stress-relieving interventions are effective in reducing students academic expectation stress levels. Educators should focus on helping students develop reasonable academic expectations to avoid the effects of stress.
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Berkowitz, Ruth, Hagit Glickman, Rami Benbenishty, Elisheva Ben-Artzi, Tal Raz, Nurit Lipshtat und Ron Avi Astor. „Compensating, Mediating, and Moderating Effects of School Climate on Academic Achievement Gaps in Israel“. Teachers College Record: The Voice of Scholarship in Education 117, Nr. 7 (Juli 2015): 1–34. http://dx.doi.org/10.1177/016146811511700703.

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Background It is widely agreed among educational researchers and practitioners that schools with positive climates can effectively mitigate the influence of students’ and schools’ socioeconomic status (SES) on academic achievement. Nevertheless, the exact mechanisms by which this occurs are unclear. Objective This study aimed to fill that gap, examining student perceptions of school climate, student academic achievement, and student and school SES in Israel to develop a reliable and comprehensive assessment of the role of school climate in the relationship between student and school SES and achievement. Specifically, the study tested whether school climate has an additive contribution to academics beyond students’ and schools’ SES (compensation model), whether the school's SES influences its social climate, which in turn influences academic achievement (mediation model); or whether the relationship between SES and academics changes across schools with different climates (moderation model). Research Design Secondary analysis of a large-scale, nationally representative sample of fifth- and eighth-grade Hebrew-speaking students in public schools in Israel (N = 53,946). Data Analysis Hierarchical linear modeling (HLM) was used to examine models with variables both on the student and the school levels. Linear regressions were used to examine student level and school level only models. Results School climate had an additive compensation contribution to academic achievements, both on the student and the school levels. School climate moderated the relationship between students’ SES and academic achievements. However, findings did not support the hypothesis that school climate mediated the relationship between SES background and academic achievement, both at the student and school levels. Conclusions School climate plays an important role in accounting for achievements, beyond students’ and schools’ SES. Results highlight the need to improve school climate, especially in schools serving communities of low SES, to enhance social mobility and equality of opportunity.
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Epstein, Michael H., Edward A. Polloway und James R. Patton. „Academic Achievement Probes“. Special Services in the Schools 5, Nr. 1-2 (21.08.1989): 23–31. http://dx.doi.org/10.1300/j008v05n01_02.

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Anderson, Daniel R., Aletha C. Huston, Kelly L. Schmitt, Deborah L. Linebarger und John C. Wright. „IV. Academic Achievement“. Monographs of the Society for Research in Child Development 66, Nr. 1 (Februar 2001): 36–66. http://dx.doi.org/10.1111/1540-5834.00124.

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Dissertationen zum Thema "Academic achievement"

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Abdelnoor, Adam Simon Edward. „Childhood bereavement and academic achievement“. Thesis, St George's, University of London, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266581.

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Baessa, Yetilú de, und Francisco Javier Fernández. „Borne factors in academic achievement“. Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/100361.

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The objective of this research was to examine the relationship between academic achievement and home factors in third grade students attending urban and rural schools in Guatemala. The sample consisted of 4,952 students selected at random (52% males and 48% females). Mathematics and reading tests were administered to the students and other associated factors were obtained through a questionnaire. The data was analyzed using two statistical approaches: multiple regression and analysis of multiple correspondence. Results showed that an important percentage of the variance in reading achievement is explained by the variables related to home environment. The rest is probably related to factors associated to the teacher or school per se or by individual characteristics of the students that were not possible to measure.
La presente investigación tuvo como objetivo examinar la relación que existe entre el rendimiento escolar y los factores asociados al hogar de alumnos de tercer grado de primaria que asisten a escuelas primarias localizadas en áreas urbanas y rurales de Guatemala. Se tomó al azar una muestra de 4,952 estudiantes (52% niños y 48% niñas) de tercer grado a nivel nacional. Se aplicaron pruebas de lectura y matemática y se obtuvo información de los factores asociados al rendimiento. Se analizaron los datos mediante dos técnicas estadísticas: análisis de regresión múltiple y análisis de correspondencia múltiple. Los resultados obtenidos muestran que un porcentaje importante de la varianza en el rendimiento, especialmente en lectura, se explica  por ciertas variables relacionadas con el entorno del hogar. El resto, probablemente, se podría explicar por factores relacionados con el docente y con la escuela en sí, o por características individuales de los alumnos, que no pudieron ser medidos.
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Lòpez, Muriel del Castillo. „Academic achievement in Filipino children“. CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/890.

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Skamfer, Christi. „Psychosocial influences on the academic achievement of adolescents“. Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999skamferc.pdf.

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Smits, Niels. „Academic specialization choices and academic achievement prediction and incomplete data /“. [S.l. : Amsterdam : s.n.] ; Universiteit van Amsterdam [Host], 2003. http://dare.uva.nl/document/66978.

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Kite, Toby G. „Academic Interventions and Academic Achievement in the Middle School Grades“. Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10027597.

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After the passing of the Individuals with Disabilities Act of 2004, many schools began to use a Response to Intervention (RtI) model instead of the discrepancy model when identifying students with specific learning disabilities (National Center on Response to Intervention, 2011). When elementary schools adopted the RtI model, it was shown to be successful with any students who need academic interventions (National Center on Response to Intervention, 2011). The success at the elementary level has led to middle schools adopting the model with varying success (National Center on Response to Intervention, 2011). In this study, middle schools that have developed an academic RtI program through the Professional Learning Community (PLC) process were compared to non-PLC middle schools that may not provide a systemic process of academic interventions to determine if PLC schools produce higher academic achievement. Academic achievement was determined by students’ Missouri Assessment Program (MAP) index scores in communication arts for seventh and eighth graders. As a result of the application of a t-test, there was not a significant difference between the scores of PLC schools and the scores of non-PLC schools. Building principals of the middle schools in the PLC group were surveyed to identify the characteristics of the RtI model that were in place. The survey results of the six top-performing PLC schools were analyzed and compared to the entire PLC group to determine what characteristics lead to improved academic achievement. The components of RtI present in the top-performing schools included interventions that were implemented for at least three years, interventions provided a minimum of three days per week, and a maximum of 70 minutes of intervention per week.

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Majdub, Giuma. „The psychological determining of academic achievement“. Thesis, University of Bristol, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.279730.

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Flynt, Cynthia J. „Predicting Academic Achievement from Classroom Behaviors“. Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/28996.

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This study examined the influence of behaviors exhibited in the classroom on reading and math achievement in the first, third and eighth grades; and the influence of teacher perceptions on reading and math achievement of African-Americans versus White students and male versus female students. Lastly, the study examined teacher ratings of student behavior and standardized measures of intelligence in predicting reading and math achievement. The Classroom Behavior Inventory (CBI) was used to measure student classroom behavior. The CBI contains 10 subscales of classroom behaviors: extroversion, introversion, independence, dependence, creativity/curiosity, task orientation, verbal intelligence, hostility, distractibility, and considerateness. Reading and math achievement were measured using reading and math subtests from the Woodcock-Johnson Psychoeducational Battery. The Peabody Picture Vocabulary Test (PPVT) in first grade, and the Weschler Intelligence Scale for Children-Revised (WISC-R) in third grade, were used as standardized measures of intelligence.Results revealed that overall, teacher ratings, as measured by the CBI, were better predictors of reading and math achievement than standardized measures of intelligence in first, third and eighth grades. Students who were rated higher on positive behaviors had overall higher achievement scores than students who were rated higher on negative behaviors. Minor differences in teacher ratings of classroom behavior based on race and gender were observed. Teachers rated White students higher on consideration and independence, while African American students were rated as more dependent and hostile. Males were rated as more hostile, introverted and distracted, while females were rated higher on consideration.
Ph. D.
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McKune, Benjamin Allen. „Religion and Academic Achievement Among Adolescents“. Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd1879.pdf.

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Hillyer, F. James, und University of Lethbridge Faculty of Education. „Fostering achievement motivation“. Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1991, 1991. http://hdl.handle.net/10133/50.

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Researchers defined achievement motivation as a viable research construct in the early 1950s. Adults increased their achievement motivation scores--often with correlative increased achievement. The literature is replete with ways to increase achievement but researchers paid less attention to what could be a core issue--affecting achievement motication itself. McClelland demonstrated repeatedly that adult business people could develop achievement motivation. Alschuler and deCharms found that classroom treatment procedures could yield increased student achievement motivation. The purpose of this study was to investigate the extent to which treatment activites could foster achievement motivation in a sample of rural Southern Alberta grade four students. To accomplish this, the investigator in the present study employed a combination of the methods used by Alschuler with adolescents and deCharms with younger students. The treatment group experienced achievement motivation action strategies, conceptualized achievement motivation thoughts, related the achievement motivation syndrome to three areas of personal life, and practised what they learned. Two control groups were grade four classes in rural Alberta; one received a pre-test, the other received the post-test only. This investigator used Gumpgookies (Ballif & Adkins, 1968) to quantify achievement motivation. Grade four students in rural Southern Alberta did not obtain significantly different Gumpgookies (Ballif & Adkins, 1968) (achievement motivation) scores following four weeks of achievement motivation training modelled after Alschuler and deCharms. Birth order and rank in class emerged as significant variables.
ix, 161 leaves : ill. ; 28 cm.
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Bücher zum Thema "Academic achievement"

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Tian, Huisheng, und Zhichang Sun. Academic Achievement Assessment. Berlin, Heidelberg: Springer Berlin Heidelberg, 2018. http://dx.doi.org/10.1007/978-3-662-56198-0.

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Gupta, Meenu. Determinants of academic achievement. New Delhi: Intellectual Pub. House, 1993.

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Linville, Linda K. ASAP: Academic skills achievement program. Burr Ridge, Ill: Irwin Mirror Press, 1994.

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Hanushek, Eric Alan. Teachers, schools and academic achievement. Cambridge, MA: National Bureau of Economic Research, 1998.

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H, Owen Eugene, Phillips Gary W, Educational Testing Service, National Assessment of Educational Progress (Project), National Center for Education Statistics. und United States. Office of Educational Research and Improvement., Hrsg. America's challenge: Accelerating academic achievement. Princeton, NJ: Office of Educational Reserch and Improvement, U.S. Dept. of Education, 1990.

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Zimmerman, Barry J., und Dale H. Schunk, Hrsg. Self-Regulated Learning and Academic Achievement. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3618-4.

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Zhou, Mingming. Goal Frustration in Academic Achievement Settings. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-7477-9.

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Yıldız, Yunus. Eliciting Academic Achievement by Extracurricular Activities. Saarbrücken: LAP LAMBERT Academic Publishing, 2017.

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Woods, James E. The dyslexic's guide to academic achievement. [Dallas, Tex.]: Semco Books, 1995.

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Woods, James E. The dyslexic's guide to academic achievement. [Dallas, Tex.]: Semco Books, 2000.

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Buchteile zum Thema "Academic achievement"

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Bolt, Nicholas. „Academic Achievement“. In Encyclopedia of Child Behavior and Development, 8–9. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_20.

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Gage, Nicholas, und Wilhelmina van Dijk. „Academic Achievement“. In Disproportionality and Social Justice in Education, 199–220. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13775-4_10.

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Martin-Chang, Sandra, und Kyle Levesque. „Academic Achievement“. In The Wiley Handbook of Home Education, 121–34. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2017. http://dx.doi.org/10.1002/9781118926895.ch5.

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Moss, Nancy E., und Lauren Moss-Racusin. „Academic Achievement“. In Best Practices in Child and Adolescent Behavioral Health Care, 85–91. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73515-9_13.

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Trail, Beverly A. „Encouraging Academic Achievement“. In Twice-Exceptional Gifted Children, 103–19. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003239253-6.

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Trail, Beverly A. „Encourage Academic Achievement“. In Twice-Exceptional Gifted Children, 135–60. 2. Aufl. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003261216-6.

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Tian, Huisheng, und Zhichang Sun. „Historical Development of Academic Achievement Assessment“. In Academic Achievement Assessment, 3–13. Berlin, Heidelberg: Springer Berlin Heidelberg, 2018. http://dx.doi.org/10.1007/978-3-662-56198-0_1.

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Tian, Huisheng, und Zhichang Sun. „Questionnaire Design for Academic Achievement Assessment“. In Academic Achievement Assessment, 293–307. Berlin, Heidelberg: Springer Berlin Heidelberg, 2018. http://dx.doi.org/10.1007/978-3-662-56198-0_10.

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Tian, Huisheng, und Zhichang Sun. „Organization and Implementation of Academic Achievement Survey“. In Academic Achievement Assessment, 309–38. Berlin, Heidelberg: Springer Berlin Heidelberg, 2018. http://dx.doi.org/10.1007/978-3-662-56198-0_11.

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Tian, Huisheng, und Zhichang Sun. „Academic Achievement Surveys and the Improvement of Education and Teaching“. In Academic Achievement Assessment, 339–57. Berlin, Heidelberg: Springer Berlin Heidelberg, 2018. http://dx.doi.org/10.1007/978-3-662-56198-0_12.

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Konferenzberichte zum Thema "Academic achievement"

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Esleta, Leonell L., Imelda O. Onquit, Ahl G. Balitaon und Aera Ruth V. Aguila. „Reading Ability and Academic Achievement“. In –The Asian Conference on Education & International Development 2024. The International Academic Forum(IAFOR), 2024. http://dx.doi.org/10.22492/issn.2189-101x.2024.71.

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Hunerli, Selcuk. „ACADEMIC�ACHIEVEMENT�MEASSUREMENT�BASED�ON�PERSONALITY“. In SGEM2012 12th International Multidisciplinary Scientific GeoConference and EXPO. Stef92 Technology, 2012. http://dx.doi.org/10.5593/sgem2012/s23.v3002.

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Podungge, Robiyati, Mintarti Rahayu, Margono Setiawan und Achmad Sudiro. „Teacher Competence and Student Academic Achievement“. In 23rd Asian Forum of Business Education(AFBE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/aebmr.k.200606.011.

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Mustika, Bunga, Tantri Adiwijaya, Windy Yudiawati Putri, Wilodati Wilodati, Ade Gafar Abdullah und Ari Arifin Danuwijaya. „Student's Economic Level to Academic Achievement“. In The 2nd International Conference on Sociology Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007113111931196.

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Nuankaew, Wongpanya, Pratya Nuankaew, Sittichai Bussaman und Passakorn Tanasirathum. „Hidden academic relationship between academic achievement and higher education institutions“. In 2017 International Conference on Digital Arts, Media and Technology (ICDAMT). IEEE, 2017. http://dx.doi.org/10.1109/icdamt.2017.7904982.

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Pusvitasari, Rita, Chantana Viriyavejakul und Piyapong Sumettikoon. „Do Academic Stress, Academic Burnout, Resilience Influence Student Achievement Motivation?“ In 2023 11th International Conference on Information and Education Technology (ICIET). IEEE, 2023. http://dx.doi.org/10.1109/iciet56899.2023.10111276.

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Křeménková, Lucie, und Jan Sebastian Novotný. „NEW MEASURE OF ACADEMIC ACHIEVEMENT: TESTING THE RELIABILITY AND FACTOR STRUCTURE OF THE ACADEMIC ACHIEVEMENT QUESTIONNAIRE (AAQ)“. In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1007.

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Lukkarinen, Anna, und Paula Koivukangas. „Relationship between student guidance and academic achievement“. In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8180.

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We assess how different types of guidance offered to first-year students are related to the students’ subsequent academic performance. Using data from a student survey conducted at a Finnish business university, as well as the university’s student database, we build regression models to predict student performance. We find that guidance on choosing a major subject and guidance on study methods are significant predictors of subsequent performance. More tactical types of guidance are not statistically significant, and can be rather considered as enablers. The quantitative findings are supported by verbal feedback collected from students. We conclude that guidance offered to students at the start of their university careers can bear fruit still several years afterwards. The findings have implications for university educators and staff responsible for the orientation of first-year students. Educators and staff can seek to enhance academic achievement by ensuring that students are equipped with sufficient methods and skills necessary for their university studies and by providing students with extensive information on possible study paths beyond the first year.
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Kosasi, Sandy, Vedyanto, I. Dewa Ayu Eka Yuliani und Robertus Laipaka. „The Antecedent of Student Academic Achievement Prediction“. In 2020 2nd International Conference on Cybernetics and Intelligent System (ICORIS). IEEE, 2020. http://dx.doi.org/10.1109/icoris50180.2020.9320788.

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Johnson, Leona. „COVID-19: CLASSROOM ATTENDANCE AND ACADEMIC ACHIEVEMENT“. In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.2419.

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Berichte der Organisationen zum Thema "Academic achievement"

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Hanushek, Eric, John Kain und Steven Rivkin. Teachers, Schools, and Academic Achievement. Cambridge, MA: National Bureau of Economic Research, August 1998. http://dx.doi.org/10.3386/w6691.

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Rivkin, Steven, und Jeffrey Schiman. Instruction Time, Classroom Quality, and Academic Achievement. Cambridge, MA: National Bureau of Economic Research, September 2013. http://dx.doi.org/10.3386/w19464.

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Scholder, Stephanie von Hinke Kessler, George Wehby, Sarah Lewis und Luisa Zuccolo. Alcohol Exposure In Utero and Child Academic Achievement. Cambridge, MA: National Bureau of Economic Research, Januar 2014. http://dx.doi.org/10.3386/w19839.

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Jaureguiberry, Florencia, Elena Arias Ortiz und Iván Bornacelly. CIMA Brief #4: Have academic achievement gaps closed? Inter-American Development Bank, März 2018. http://dx.doi.org/10.18235/0006054.

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The expansion of access to education in the region has been accompanied by greater inclusion: more poor students and those in rural areas are attending school at all levels. In pre-primary and secondary, the educational gap between rich and poor students remains large.
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5

Fortin, Nicole, Philip Oreopoulos und Shelley Phipps. Leaving Boys Behind: Gender Disparities in High Academic Achievement. Cambridge, MA: National Bureau of Economic Research, August 2013. http://dx.doi.org/10.3386/w19331.

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6

Clotfelter, Charles, Helen Ladd und Jacob Vigdor. The Academic Achievement Gap in Grades 3 to 8. Cambridge, MA: National Bureau of Economic Research, Mai 2006. http://dx.doi.org/10.3386/w12207.

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7

Bobba, Matteo, und Verónica Frisancho. Self-Perceptions about Academic Achievement: Evidence from Mexico City. Inter-American Development Bank, Januar 2020. http://dx.doi.org/10.18235/0002167.

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8

Hanushek, Eric, John Kain und Steven Rivkin. Does Special Education Raise Academic Achievement for Students with Disabilities? Cambridge, MA: National Bureau of Economic Research, August 1998. http://dx.doi.org/10.3386/w6690.

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9

Hastings, Justine, und Jeffrey Weinstein. Information, School Choice, and Academic Achievement: Evidence from Two Experiments. Cambridge, MA: National Bureau of Economic Research, November 2007. http://dx.doi.org/10.3386/w13623.

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10

Dobbie, Will, und Roland Fryer. Exam High Schools and Academic Achievement: Evidence from New York City. Cambridge, MA: National Bureau of Economic Research, August 2011. http://dx.doi.org/10.3386/w17286.

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