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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, and 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.<br>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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<p> 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 <i>t</i>-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.</p>
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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.<br>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, and 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.<br>ix, 161 leaves : ill. ; 28 cm.
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Harris, Laura M. "Disparity between boys' and girls' academic achievement /." View online, 2009. http://repository.eiu.edu/theses/docs/32211131566326.pdf.
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Kwan, Sze-wai David, and 關思偉. "Thinking styles, learning approaches, and academic achievement." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961666.
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Snyder, Samantha H. "Impact of sport participation on academic achievement." Honors in the Major Thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1498.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Sciences<br>Sociology
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Niño, de Guzmán Isabel, Arturo Calderón, and Mónica Cassaretto. "Personality and academic achievement in nniversity students." Pontificia Universidad Católica del Perú, 2003. http://repositorio.pucp.edu.pe/index/handle/123456789/99879.
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The correlations among personality, academic performance and other variables in 170 university students were studied, using two instruments validated into the population: the NEOPJ-R, and the EPPS. Other variables as age, study level, self perception of academic achievement and self perception of motivation, and sources of support were included. Jt was confirmed the reliability and validity of both tests and the correlations between them. The results showed associations among academic performance and conscientiousness, endurance,change, and aggression. The academic performance was better explained by achievements triving, deliberation, change, self perception of academic achievement and age.<br>Se investigó la relación entre personalidad, rendimiento académico y otras variables en 170 universitarios, mediante dos instrumentos validados para esta población: el NEO PI-R de Costay McCrae y el EPPS de Edwards4• Se consideró las variables edad, ciclo académico, percepcióndel rendimiento, de la propia motivación para estudiar, y fuentes de apoyo. Se confirmo la validez y confiabilidad de ambas pruebas y sus respectivas correlaciones. Se encontraron asociaciones entre el rendimiento y conciencia, perseverancia, cambio y agresión. El rendimiento fue mejor explicado por la aspiraciones de logro, reflexión, cambio, percepción del rendimientoy edad del estudiante.
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Hall, Kate. "Looping and Academic Achievement in Elementary Schools." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/etd/3878.
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The purpose of the quantitative study was to determine if there was a significant difference in the academic performance of students at the elementary level who loop compared to those who do not. This study also assessed if there was a significant difference in academic achievement among subgroups in students who loop compared to those who do not. A quantitative, ex post-facto, comparative design was used to analyze data to determine if there is a signficiant relationship between looping and academic achievement for elementary students. The scores of students enrolled in two looping classrooms at two schools were compared to those of two nonlooping classrooms at two schools. The data that were analyzed included students’ reading scores on the Developmental Reading Assessment (DRA), math benchmark scores, and a district writing assessment. The results of the quantitative study revealed that students who participated in looped classrooms scored significantly higher on the math benchmark than students who participated in nonlooped classrooms. However, there was no significant difference in reading or writing benchmark scores between students who participate in looped classrooms compared to students who participated in nonlooped classrooms. The results also revealed that there was a significant difference in writing scores between males and females in nonlooped classrooms, with females scoring significantly higher than males. However, there was no significant difference in writing scores between males and females in looped classrooms. In addition, no significant difference was found between males and females in looped and nonlooped classrooms in either reading or math scores. Finally, there was a significant difference in math scores between minority and nonminority students in nonlooped classrooms, with nonminority students scoring significantly higher than minority students. However, there was no significant difference in math scores between minority and nonminority students in looped classrooms. In addition, no significant difference was found between minority and nonminority students in looped and nonlooped classrooms in either reading or writing scores.
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Strohmaier, Mahla. "Alaskan Native Social Integration and Academic Achievement." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc500923/.
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The variables communication skills, state anxiety, communication apprehension, and level of integration are studied in relation to the assimilation of Alaskan Natives into a western-culture university. Specifically, the differences in communication skills between the two cultures and their effects on course grades are addressed. Results of the statistical analyses (ANOVA, MANOVA, discriminant function analysis, multiple regression) were not significant, most likely due to the small Alaskan Native sample size. The most significant relationship appeared between situational communication apprehension and the ethnicity of the interaction partner. Other results were directional, indicating that variables may be related to assimilation of Native students into a western university environment. Further research and replication is warranted, using an adequate sample of Alaskan Natives.
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Toussaint, Jeffrey Guy. "Adoptive Status, Social Capital, and Academic Achievement." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/27815.
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This dissertation examined the relationships among adoptive status, social capital, and academic achievement. Data from the National Longitudinal Study of Adolescent Health (Add Health) had 609 adopted and 11, 940 non-adopted adolescents. I used OLS regression models to help explain why adopted adolescents have significantly lower grade point averages (GPA) than non-adopted adolescents. Potential mediators were family social capital, closeness to family, mother and father, mothers' and fathers' involvement in their children's education, self-esteem, academic expectations, and in-school behavioral difficulties. Only closeness to fathers and in-school behavioral difficulties differed by adoptive status. Compared to non-adopted adolescents, adopted adolescents were closer to their fathers and had more in-school behavioral difficulties. Adopted adolescents also had lower GPA's, even when all other predictors were in the model. However, were it not for greater closeness to their fathers, adopted adolescents' would have had even more in-school behavioral difficulties and consequently, lower academic achievement. The results have implications for social capital theory and theory and research concerning adoptive families.<br>Ph. D.
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Spruill, Nicklaus R. "Predicting Academic Achievement of Male College Students." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/26839.
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Post-secondary academic achievement in the United States has shifted dramatically over the past 30 years in terms of gender; men are underrepresented within the ivory tower (Postsecondary participation rates by sex and race/ethnicity: 1974 - 2003 , 2005). When the intersection of race and gender is examined, enrollment gaps widen even further. Sixty-five percent of Black college enrollment is comprised of female students while Black men make up only 35%. In comparison, Asian college women outnumber Asian college men 54% to 46%, White women outnumber White men 56% to 44%, and Hispanic/Latina women outnumber Hispanic/Latino men 59% to 41% (Chronicle of Higher Education Almanac, 2009). College enrollment patterns are inextricably linked to academic success (i.e., GPA, degree attainment). Currently, more opportunities are available for African Americans and Hispanics to attend college than ever before; however, GPA and the rate of attainment of a Bachelor of Arts degree are significantly lower for African American and Hispanic men when compared to other ethnic/gender combinations (Carter, 2001; Perna, 2000; Porter, 2006; Strayhorn, 2006).
The purpose of this study was to determine what factors predict post-secondary education academic success of male students. Academic success was defined as college GPA and degree attainment. I employed a modified version of the Bandura, et al. (1996) theoretical model that identified four factors that influence self efficacy, hence academic success: SES, familial, peer, and self. In my study, I used SES as a control variable and also controlled for high school preparation, two factors that prior research has revealed influence college GPA and degree attainment (Clark, Lee, Goodman, & Yacco, 2008; Perna, 2000).
The findings suggest that race and select parental and peer factors can have both negative and positive effects on the academic achievement and persistence of male students in college. One parental and one peer factor were significantly positively associated with success. The remaining factors were significantly, but negatively associated with academic success.<br>Ph. D.
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Pamperien, Kelvin C. "Student academic achievement in middle level schools /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841357.
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Baize, Sheila J. "Student-athletes, academic achievement and self-esteem." Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185044.
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The purpose of this study was to examine the relationship between high school interscholastic athletic team participation and self-esteem when considering three indexes of academic achievement. A self-report student survey was designed to elicit demographic and academic achievement information, including gender, ethnicity, grade point average, number of missed school days, and number of behavioral referrals during the last school year. Additionally, the Rosenberg (1965) Self-Esteem Scale and the Savin-Williams and Demo (1983) Self-Esteem Inventory were incorporated to measure levels of self-esteem. The sample included 477 seniors from two comprehensive high schools in southwest Arizona, evenly split across gender and athletic status (participant and non-participant). Analyses of the data indicated that both the Rosenberg and Savin-Williams self-esteem measures yielded similar results in that males scored significantly higher than females on the self-esteem measures, and that students participating in high school interscholastic athletics scored significantly higher than did non-participating students. In examining the data when considering the indexes of academic achievement, females, on average, have higher GPA's than males, and high school athletes have significantly higher GPA's than their non-participating peers. Results also reported that males miss fewer school days than females, and athletic participants miss significantly fewer school days than non-participants. Additionally, on average, males receive more behavioral referrals than females, and again, athletic participants scored significantly better than non-participants as they also receive fewer behavioral referrals. In knowing that self-esteem differences exist, additional analyses focused upon the indexes of academic achievement while controlling for these known self-esteem differences. Results indicated that when factoring out the self-esteem differences the same results were maintained. Students participating in high school athletics have higher self-esteem scores, maintain higher grade point average, miss fewer school days, and receive fewer behavioral referrals.
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Grafft, Amanda Jo. "Academic achievement following childhood onset brain injury." Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/3304.
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The degree of academic achievement following early onset brain injury is poorly understood. Furthermore, it is unclear if academic success can be predicted by age of onset or other lesion variables (e.g., size, laterality). The purpose of the current study was to describe patterns of academic achievement in individuals with childhood-onset focal brain lesions and to determine the role of variables in the plasticity or vulnerability of the developing brain with regard to achievement. Academic achievement data were collected from 58 individuals with childhood-onset focal brain lesions. The participants' reading, spelling, and arithmetic scores, as measured by the Wide Range Achievement Test, were analyzed in relation to several neuroanatomical variables, including lesion laterality, lesion site, and lesion size. The relationship between achievement and gender, age of onset, etiology, age at testing, and time since lesion onset was also identified.
As a group, achievement scores did not differ from normative data, and the majority of the sample demonstrated adequate skills in each domain. However, the frequency of deficits was larger than expected when compared to base rates, suggesting vulnerability to early insult. Achievement scores were correlated with intelligence scores, but did not differ based on lesion laterality, lesion site, age of onset, or etiology. Size of lesion was significantly correlated with reading and spelling but not with arithmetic outcomes. Gender differences were identified, with males performing significantly better on the arithmetic measure than females. The age of onset, age at testing, and time since lesion onset were not correlated with achievement scores in any domain. No interactions were found between lesion laterality and gender or lesion site and lesion laterality. An interaction between gender and lesion site was found, but the significance of the finding is unclear. The current findings provide mixed evidence for the plasticity-vulnerability debate, as many individuals were able to achieve adequate academic skills whereas others demonstrated significant impairments. Further research is needed to elucidate factors that may predict achievement outcomes in individuals with childhood-onset focal brain injury.
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Gota, Abesha A. "Effects of parenting styles, academic self-efficacy, and achievement motivation on the academic achievement of university students in Ethiopia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2012. https://ro.ecu.edu.au/theses/461.
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The prime purpose of this study was to propose and test an integrated parental and social-cognitive model of academic achievement and examine the effects of parenting styles, academic self-efficacy, and achievement motivation on academic achievement by employing an ex-post facto prospective research design. The data on demographic characteristics, parenting styles, academic self-efficacy and achievement motivation were collected through self-report questionnaires from a sample of 2116 (763 females and 1353 males) undergraduate first year students selected via multi-stage cluster random sampling technique from Addis Ababa University, Kotebe College of Teacher Education, and Wolayta Soddo University in Ethiopia and accessing their second semester Grade-Point-Averages (GPAs) of 2008/09 academic year from the Registrars’ Offices of the respective Higher Education Institutions. Preliminary analyses of the data consisted of percentage and correlational analyses. Structural Equation Modeling (SEM) analyses with Analysis of MOment Structures (AMOS 18.0 version) were employed to test the adequacy of the hypothesized model and examine the relationships among the variables. A one-way Multivariate Analysis of Variance (MANOVA) was also used to assess sex differences in the academic self-efficacy, achievement motivation, and academic achievement of students. The results of preliminary analyses pertaining to the most predominantly practiced parenting style in the families of Ethiopia revealed that authoritative parenting was the most commonly adopted parenting style; however, parenting styles varied as a function of late adolescent and young adult children’s sex (i.e., parents were authoritative for their daughters but neglectful for their sons). The results from tests of the proposed parental and social-cognitive model of academic achievement showed that the hypothesized model provided a good fit to the empirical data for both the overall sample and the sub-samples of female and male students. The results of the path analyses provided partial support for the hypothesized model, in that, irrespective of students’ sex, parenting styles had a significant and positive direct effect on academic self-efficacy, as well as significant and positive mediated effects on achievement motivation (i.e., via academic self-efficacy) and academic achievement (i.e., via achievement motivation for female students and via academic self-efficacy for male students). Parenting styles had also a significant and positive direct effect on achievement motivation for female students, but not for male students. Specifically, regardless of sex, students who rated their parents as authoritative had higher academic self-efficacy than their counterparts who perceived their parents as non-authoritative; however, only female students who described their parents as authoritative had higher achievement motivation when compared with their counterparts who characterized their parents as non-authoritative. The results also revealed that both female and male students who described their parents as authoritative had higher academic self-efficacy and these students in turn had higher achievement motivation than their counterparts who characterized their parents as non-authoritative. In addition, female students who rated their parents as authoritative had higher achievement motivation and these students in turn had higher academic achievement when compared with their counterparts from non-authoritative families. Similarly, male students who characterized their parents as authoritative had higher academic self-efficacy and these students in turn had higher academic achievement when compared with their counterparts from non-authoritative families. With regard to the interrelationships among academic self-efficacy, achievement motivation, and academic achievement, irrespective of students’ sex, academic self-efficacy had a significant and positive direct effect on achievement motivation and a significant and positive mediated effect (i.e., through achievement motivation) on academic achievement. Furthermore, regardless of students’ sex, achievement motivation had a significant and positive direct effect on academic achievement. Academic self-efficacy had also a significant and positive direct effect on academic achievement for male students, but not for female students. The results of a one-way Multivariate Analysis of Variance (MANOVA) indicated that there were significant sex differences in the academic achievement of students (i.e., favouring male students); however, there were no significant differences among female and male students in their academic self-efficacy and achievement motivation. The findings also uncovered that undergraduate first year university students in Ethiopia who participated in the present study had high academic selfefficacy and achievement motivation but low academic achievement. Based on the findings, some practical and theoretical implications of the study for designing interventions to maximize students’ academic achievement in higher education institutions are addressed.
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McGuigan, Leigh. "The role of enabling bureaucracy and academic optimism in academic achievement growth." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1123098409.
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Thesis (Ph. D.)--Ohio State University, 2005.<br>Title from first page of PDF file. Document formatted into pages; contains ix, 178 p.; also includes graphics. Includes bibliographical references (p. 160-178). Available online via OhioLINK's ETD Center
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Barbour, Vanessa C. "Freshman academies and academic achievement by race, gender, and student ability a dissertation presented to the faculty of the Graduate School, Tennessee Technological University /." Click to access online, 2009. http://proquest.umi.com/pqdweb?index=23&did=1908035951&SrchMode=1&sid=1&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1264698768&clientId=28564.
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Karzon, Lindsay S. "Effects of implicit theories of intelligence and gender on self-defining academic memories." Diss., Connect to the thesis, 2007. http://hdl.handle.net/10066/1001.
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Branch, Joy Joiner Zugazaga Carole B. "Factors associated with the Black and White student achievement gap an exploratory study /." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Summer/Theses/BRANCH_JOY_35.pdf.
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Johnson, David M. Halpin Glennelle. "An investigation of the effects of community drug use on academic achievement in the public school systems of the state of Alabama." Auburn, Ala., 2003. http://repo.lib.auburn.edu/EtdRoot/2003/SPRING/Educational_Foundations/Dissertation/johnsd2_9_Combined%20Dissertation%20With%20Title%20Pages%20031002.pdf.
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Wells, Rossano S. "The impact of motivation on academic success: using the imposter phenomenon to understand the experiences of a selected group in a ‘black’ higher education institution." Thesis, University of Zululand, 2011. http://hdl.handle.net/10530/1097.
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A dissertation submitted in partial fulfillment of the requirements for the degree PhD Psychology in the Department of Psychology, at the University of Zululand, South Africa, 2011.<br>The present study investigated the impact of motivation on academic success by using the impostor phenomenon to understand the experiences of a selected group in a Black Higher Education institution.
The researcher used a questionnaire, interviewed and observed research participants. Questionnaires were sent out in the first week of term to ascertain maximum number of participants as well as receive demographical information. The Impostor Phenomenon questionnaire [IP; 6]: which is a 20- item scale developed by Clarence (1985), was used to assess impostor feelings, that is, feelings of not being deserving of one’s success with an associated fear of being found out as a “fake” . The interview was used to obtain narrative information that would have been difficult to gather through the questionnaire. Recordings from the interviews and observations during interviews were captured, forming data for the final analysis.
The study revealed that a positive student –teacher relationship enhanced positive self- concepts in students. This support from teachers was found to engender goal motivations despite situational conditions. I have argued in this study that the social, gender based disparities expressed as culture in South African society, impact negatively on the maintenance of intrinsic motivation. The study also supports the impression that psycho-social development of students needs to be integrated into student’s academic lives for a holistic understanding and possibly enhance their academic performance. Findings in this study were found to correspond with other studies of resiliency, especially among traditional African women.
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Humphreys, Jo Ann. "Academic and non-academic predictors of future success on the NCLEX-RN licensure examination for nurses." Click here for access, 2008. http://www.csm.edu/Academics/Library/Institutional_Repository/.
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Thesis (Ph. D.)--College of Saint Mary -- Omaha, 2008.<br>A dissertation submitted to the doctoral program of College of Saint Mary in partial fulfillment of the requirements for the degree of Doctorate in Education with an emphasis on Health Professions Education. Includes bibliographical references.
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Chan, Po-wah. "Visual-motor development and its relationship with the academic performance in the Hong Kong young children : the Bender Gestalt Test /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18876729.
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Adams, Athena. "THE ACADEMIC ACHIEVEMENT OF AFRICAN-AMERICAN STUDENTS IN ORANGE COUNTY PUBLIC HIGH SCHOOLS." Master's thesis, University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3615.
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The study was conducted to determine the disparity between the academic achievement of African American students and the academic achievement of white American students in the state of Florida, and more specifically, in five high schools in Orange County Public Schools. The term "African American" included all students who self-identified as that race upon enrollment into an Orange County public school. The study included male and female African American students from different socio-economic levels. The term "differences in academic achievement" is most commonly referred to as "achievement gap." Additionally, this study sought to determine the relationship, if any, in the achievement of African American students' academic achievement in five high schools in Orange County Public Schools, Orlando, Florida. In addition, the purpose was to identify differences in achievement level based upon the school attended, gender, socio-economic levels, class size, and qualifications of the teachers. The methods and procedures used to determine if there was an achievement gap between African-American and white American high school students was to review: (a) gain in African-American students on the reading portion of the Florida Comprehensive Assessment Test, from the 2003-2004 administration to the 2004-2005 administration in five Orange County public high schools, (b) difference between African-American students' 2004-2005 reading portion of the Florida Comprehensive Assessment Test percentage at proficient (level 3 and above) and white American students in five public high schools in Orange, (c) the relationship between African-American students' 2004-2005 reading portion of the Florida Comprehensive Assessment Test percent at proficient (level 3 and above) and the school poverty rate in all public high schools in Orange County, (d) the characteristics of schools making gains in reading. There were four conclusions based on the review of literature, as well as the data collected from the five high schools. Under the provision and penalties attached to the No Child Left Behind legislation, there was a noticeable gap in achievement between African-American students and their white American counterparts in each of the examined schools over a two year time period. In schools with a greater percentage of white students, African-American students, overall, performed at a higher level. The achievement gap was narrower and the percent at proficient and above was higher for all students in schools where white students represented a greater percentage of the students. In schools with a lower percentage of students on free and/or reduced lunch, the percent of students reading at proficient or above was higher and the achievement gap was less between African-American students and their white counterparts. Furthermore, the data indicated that as the percent of students on free and reduced lunch at a given school increases, the rate of those reading at proficient and above for African-American students was lower. In schools with a wide array of diversity, students overall have higher achievement scores. Based on the data in the study, the school with the highest rate of student proficient and above, was the school with the greatest diversity population of students.<br>Ed.D.<br>Department of Educational Research, Technology and Leadership<br>Education<br>Educational Leadership EdD
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Yumusak, Necmettin. "Predicting Academic Achievement With Cognitive And Motivational Variables." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/2/12607582/index.pdf.
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This study aimed at investigating the contribution of motivational beliefs (intrinsic goal orientation, extrinsic goal orientation, task value, control of learning beliefs, self-efficacy and test anxiety), cognitive and metacognitive strategy use (rehearsal, elaboration, organization, critical thinking, metacognitive self-regulation, time and study environment, effort regulation, peer learning, help seeking) to Turkish high school students&rsquo<br>achievement in biology.
In this study Turkish version of the Motivated Strategies for Learning Questionnaire developed by Pintrich, Smith, Garcia, and McKeachie (1991) and a Biology Achievement Test developed by the researcher were used as measuring instruments. The study was conducted in 15 selected schools throughout the five districts in Yozgat (Sorgun, Yerkö<br>y, Bogazliyan and Saraykent districts and city center) with a total of 519 tenth grade General and Anatolian high school students attending Mathematics and Science group in spring 2004&ndash<br>2005 semester.
The data obtained from the administration of the measuring instruments were analyzed by using Multiple Linear Regression Analyses and a Canonical Correlation Analysis.
Results of the statistical analyses indicated that extrinsic goal orientation and task value each made a statistically significant contribution to the prediction of students&rsquo<br>achievement (p&<br>#61500<br>0.05), while intrinsic goal orientation, control of learning beliefs, self-efficacy for learning and performance, and test anxiety failed to achieve significance (p ><br>0.05). Rehearsal strategy use, organization strategy use, management of time and study environment, and peer learning each made a statistically significant contribution to the prediction of students&rsquo<br>achievement in biology. The first pair of canonical variates indicated that higher levels of intrinsic goal orientation, task value, and self-efficacy for learning and performance were associated with higher levels of cognitive and metacognitive strategy use except rehearsal strategy use and help seeking.
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Andersson, Håkan. "Childhood Self-Regulation, Academic Achievement, and Occupational Attainment." Doctoral thesis, Stockholms universitet, Psykologiska institutionen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-75715.
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The general aim of this thesis was to extend knowledge of the interplay between self-regulation (SR) skills during childhood in relation to academic achievement and later adult educational and occupational attainment. Previous research has shown that cool SR (i.e., cognitive) is more closely linked to academic achievement than hot SR (i.e., motivational/emotional). However, studies investigating both cool and hot SR in relation to academic achievement have been restricted to young children. Therefore, Study I assessed cool and hot SR in relation to academic achievement over a longer time period. The results showed that cool SR at age 3 was related to achievement already at age 6. Hot SR at age 3 did not predict achievement until later on in elementary school. Study II investigated the contribution of interference control and attention skills at age 6 to concurrent and later academic achievement at age 10. As the learning material becomes increasingly more complex throughout elementary school and teachers may give less support, interference control was expected to have a delayed effect on academic achievement relative to attention skills. Results showed that attention skills were related to academic achievement at age 6, whereas interference control only predicted academic achievement at age 10. Study III investigated task persistence in young adolescence in relation to academic achievement later in school and educational and occupational attainment in midlife. Results showed that task persistence contributed to change in grades between ages 13 and 16. Further, task persistence predicted later educational and occupational attainment (men only). Importantly, individual differences in intelligence, motivation, social background, and later educational attainment did not account for these effects. The findings point to a fundamental role of self-regulation in childhood for successful academic achievement and later attainment in adulthood.<br>At the time of doctoral defense, the following papers were unpublished and had a status as follows: Paper 1: Manuscript. Paper 2: Manuscript.
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Wright, Chrysalis L. "Parental Absence and Academic Achievement in Immigrant Students." FIU Digital Commons, 2010. http://digitalcommons.fiu.edu/etd/322.
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Academic achievement and educational expectations as a function of parental absence were examined among 268 newly immigrant elementary, middle, and high-school students from Spanish-speaking countries. Data collected as part of a longitudinal study of adaptation and achievement in newly immigrant students were analyzed. Participants had varying experiences with parental absence, in terms of length of absence, gender of absent parent, and reason for absence. Reasons for parental absence included parental divorce, parental death, and serial migration, a cause unique to immigrant children. Students who experienced parental absence reported lower educational expectations. Students who experienced the death of a parent had lower achievement scores and lower expectations than students who did not experience parental death. Prolonged absence was also important, with students who experienced parental absence for more than one year performing worse than students who had minimal parental separation. In addition, boys who experienced parental absence because of serial migration performed worse academically than boys who did not have this occurrence. Educational expectations were reduced among students who experienced parental absence as a result of the migratory process, especially for younger students. The extent to which parental absence related to achievement and expectations through potential mediating factors, such as economic hardship, perceived school support, and parental school involvement was assessed with structural equation modeling. Overall, the model was able to explain some of the relationship between parental absence and the academic achievement and educational expectations of immigrant students from Spanish-speaking countries.
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Smith, Samantha Lynn. "Academic target setting : Formative use of achievement data." Thesis, University of Auckland, 2009. http://hdl.handle.net/2292/5863.
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Improving student achievement is an ongoing challenge for schools with a great deal of data collected to ascertain improvement trends. In this thesis, possibilities for using this achievement data to improve outcomes for students, through establishing academic achievement targets was explored. Longitudinal achievement data were collected about students, over time and analysed for patterns and trends. This information was then used to formulate individual academic achievement targets for students in Year 9 and Year 11. All the academic targets for the students incorporated an element of challenge and were intended to lift individual student performance but were not designed to be predictive. The targets (specifying standards, credits and levels of achievement) were then shared with students as part of an academic counselling programme. The study also explored classroom teachers’ experiences of the target setting process in the subject areas of English and mathematics. The results indicated statistically significant higher achievement outcomes for students with academic targets compared to those without such targets. The students involved in the intervention were 1.9 times more likely to gain the Level 1 National Certificate of Educational Achievement, than those students not in the intervention, when controlling for prior achievement, ethnicity and gender variables. In addition, being part of the intervention allowed those students who entered the school with a significantly lower intake score (as measured by the Middle Years Information System (MidYIS)) to be more successful in gaining the Level 1 Certificate, than students in previous years. The quality of achievement in Year 11 was also improved as measured by a grade point score in the subjects of English and mathematics. The study demonstrated the benefits of the systematic use of longitudinal achievement data as a basis for establishing achievement targets for students. The teachers reported that discussing the targets with students helped improve relationships between themselves and the students. However, the provision of targets did not change teaching practices and in some cases created an element of tension when teachers’ expectations of students conflicted with the targets established through the models explained in the early parts of the study.<br>Whole document restricted until August 2011, but available by request, use the feedback form to request access.
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Roche, Cathy. "Making the grade academic achievement among Latino adolescents /." unrestricted, 2005. http://etd.gsu.edu/theses/available/etd-11112005-134602/.
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Thesis (M.A.)--Georgia State University, 2005.<br>Title from title screen. Gabriel Kuperminc, committee chair; Julia Perilla, Rod Watts, committee members. Electronic text (42 p. : ill.) : digital, PDF file. Description based on contents viewed June 12, 2007. Includes bibliographical references (p. 33-36).
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Hildenbrand, Kasandra J. "An examination of college student athletes' academic achievement." Diss., Manhattan, Kan. : Kansas State University, 2005. http://hdl.handle.net/2097/138.
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Zaller, Andrew B. "The relationship between school bureaucratization and academic achievement /." Access abstract and link to full text, 1987. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/8711960.
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Dallah, Dorothy M. "Child rearing practices as antecedents to academic achievement /." Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11167567.
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Thesis (Ed.D.) -- Teachers College, Columbia University, 1991.<br>Typescript; issued also on microfilm. Sponsor: Francis A.J. Ianni. Dissertation Committee: Edith V. Francis. Includes bibliographical references: (leaves 148-155).
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Roche, Cathy. "Making the Grade: Academic Achievement among Latino Adolescents." Digital Archive @ GSU, 2006. http://digitalarchive.gsu.edu/psych_theses/10.
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Academic achievement among Latino adolescents was examined to determine what contextual factors contribute to school success. ANCOVA analyses indicated that lower levels of perceived discrimination and a higher sense of school belonging were associated with better grades. Neighborhood social capital was not associated with school grades. More adaptation stress was associated with lower grades for US-reared students, but it was not associated with grades for more recent Latino immigrants. The findings suggest that discrimination, school belonging, and adaptation stress play an important role in academic achievement among Latino youth. They also suggest that immigrants may be more academically resilient than their second generation peers in the face of adaptation stress.
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Klein, Abby E. "Academic achievement of children in single father families." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1272766.
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This paper uses the National Education Longitudinal Study of 1988 (NELS:88) to compare academic achievement of children in two-parent, single mother and single father families. Academic achievement is measured by a math and reading composite score from a standardized achievement test. Ordinary least squares (OLS) regression models are used to test three competing theories of children's academic achievement: economic theory, individualistic perspective of gender and evolutionary parental investment theory. Findings do not support the evolutionary parental investment theory. The economic theory, which states that single fathers are more capable of offering economic resources to their children compared to single mothers, is supported. This economic advantage of children in single father families allows children in this family type to achieve at the same level as (keep up with) children in single mother families. The individual perspective of gender, which states that children in single mother families fare better because women fulfill the caregiver and homemaker roles, is supported by this study. It is also possible that other factors play a role in differing levels of academic achievement between children in different family types.<br>Department of Sociology
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Taylor, Tresa S. "Do Minutes Matter? Connecting Tardiness to Academic Achievement." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc700113/.
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Within the scope of all that is expected to be accomplished in education, what difference does a tardy make? This study was designed to examine the significance of tardiness, as it relates to student achievement, as measured by the results of the state math test. It also investigated the generation of change by the campus administrator to improve punctuality, with a new method of enforcing the tardy policy with the use of an electronic data system. This study used archived data from the one high school in a suburban school district in Texas. From a student population of 2,631, two subject groups of 919 and 1,310 were determined. Spearman rho results confirmed a moderate inverse relationship between student tardiness and results on the state math test. Descriptive discriminant analysis indicated that tardiness contributed to 25% of the variance in the results on the state math test, when considered alone, and had a smaller contribution when considered with other variables. A visual review of the data portrayed an inverse relationship between the occurrences of tardiness and the pass/fail results on the state math test; as tardiness increased, passing rates decreased. Wilcoxon signed rank test results revealed a reduction in the magnitude of tardiness with the implementation of a new method of enforcing the tardy policy. Tardiness does impact academic achievement, as affirmed in this study. Also, the campus administrator can implement changes that improve punctuality. This study signified that the phenomenon of tardiness should be given greater consideration as a factor impacting both cognitive and non-cognitive development and endorsed that minutes do matter.
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Chapman, James B. M. S. "Professional Treatment of Teachers and Student Academic Achievement." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30444.
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The effect of a principal's leadership on school climate and instructional organization seems apparent to parents and teachers. However, there is little evidence that a principal's leadership has a direct measurable effect on student achievement. Maehr's (1990) causal model, that ties school culture to student motivation and student motivation to student achievement, and Heck's (1990) structural equation model, that relates instructional leadership to student achievement, were the basis for posing relationships among professional treatment of teachers, school climate, instructional organization, and student achievement.
A professional treatment index, derived from highly correlated school climate variables, was used to separate elementary schools in Virginia Beach, Virginia, into four groups. Analysis of variance, followed by Duncan's new multiple range test, indicated that the academic achievement of students was significantly higher in the schools where teachers recorded the highest levels of professional treatment than in schools where teachers recorded the lowest levels of professional treatment for three of the four years studied.
Focus-group interviews at schools recording high levels of professional treatment enabled teachers to describe how their principals treated them. Key attributes of treatment were trust and confidence, a comfortable and caring environment, professional and personal respect, delegation of decision making, no fear of taking risks, listening, support, high expectations, and encouragement and praise. By emulating the attributes described as professional treatment by teachers, principals may influence student academic achievement.<br>Ed. D.
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White, Nathan Benjamin. "THE EFFECTS OF ATHLETIC PARTICIPATION ON ACADEMIC ACHIEVEMENT." Marietta College / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1124134979.
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Ach, Emily Lauren. "Academic Achievement in Survivors of Pediatric Brain Tumors." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1279645449.
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Davis, Jodi. "Impact of Early Childhood Education on Academic Achievement." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1609085/.
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Two groups of students were compared to determine the impact of early intervention at the Early Childhood School on academic outcomes in later elementary school years for both math and reading. Students who were determined to be disadvantaged in some way, either by income, limited English proficiency, or having been identified as needing specialized instruction and who attended an early intervention program, prior to kindergarten, were compared to a similar group who did not attend the intervention program. Scores on district level assessments in math and reading were tracked for both groups of students through the third grade. Scores on high stakes standardized testing of the students in third grade were also analyzed. Results indicated that students in the control group outperformed students in the treatment group on the majority of district level assessments. However, the opposite was true for high stakes testing where the treatment group outperformed the control group on a consistent basis. These results were consistent, regardless of the nature of the disadvantage. Students who attended the prekindergarten program at the Early Childhood School had higher scores on the State of Texas Assessment of Academic Readiness (STAAR) exam than disadvantaged students who did not attend. Since this was not the case for district level assessments, it is recommended that the district revisit their local assessments and testing administration practices. It is also recommended that this cohort of students continue to be studied to see of the outcomes last beyond the third grade.
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Redford, Jeremy Brandon. "The Effects of Concerted Cultivation on Academic Achievement." VCU Scholars Compass, 2007. http://scholarscompass.vcu.edu/etd/1455.
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Anne Lareau (2003) argues that parents' child-rearing practices have a profound effect on academic and later occupational success for children, even holding constant such important factors as gender, race and school effects. She says that social class impacts these child-rearing practices and that middle-class families use a specific type of practice called concerted cultivation. Concerted cultivation involves parents organizing children's daily activities, using reasoning skills in talking with children, and teaching them how to interact with the institutions around them. Using the National Education Longitudinal Study (NELS) of 1988, the current study tests the theoretical validity of concerted cultivation. Results show that concerted cultivation significantly predicts both student GPA and standardized test scores. Amongst the elements of concerted cultivation, parent and student habitus, in the form of expectations, play the largest roles.
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Roberts, Theresa Linam. "Relationships between students' fitness levels and academic achievement." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.
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Cronin, Kelli K. "Academic Achievement in Schoolwide Title 1 Elementary Schools." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3555.
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Title I federal funds are provided to schools with high percentages of children from low-income families to help ensure that all students meet academic standards. Despite this and other efforts by the federal government to assist low-income families with the problems associated with poverty, the minimum proficiency levels required by the No Child Left Behind Act have not been met by all students. Little research has been conducted to assess performance of South Dakota schools receiving federal funding under Title 1 to alleviate these deficits in academic achievement. The purpose of this study was to determine whether Title 1 had an effect on low socioeconomic schools by determining if Schoolwide Title 1 elementary schools in South Dakota demonstrated significant student gains in math and reading as measured by state standardized assessments. This nonexperimental quantitative study, guided by Bourdieu's theory of social and cultural reproduction, used archived school report card data to examine standardized testing results in math and reading during the school years of 2008-2009 through 2012-2013 for the 48 elementary Schoolwide Title 1 schools in South Dakota having complete data for these years. The results of the one-way repeated measures ANOVA followed by a Bonferroni post hoc test indicated no significant difference over time on standardized test scores in Schoolwide Title 1 elementary schools for reading, but there was a significant increase for math. The positive social change implications include providing data to inform school and state administrators of the effect of Title 1 of the ESEA on student achievement, and the need to reevaluate Title 1 programs to improve student achievement.
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Vaux, Nicole Danielle. "Academic optimism and organizational climate as predictors of academic achievement and school effectiveness." Thesis, The University of Alabama, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3711942.
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<p> An investigation into the relationship of organizational climate and academic optimism as predictors of student achievement and school effectiveness was conducted. De-identified secondary data from 67 elementary schools in the Northern portion of Alabama were used. The instrumentation for this study included School Academic Optimism Survey (SAOS), Organizational Climate Index (OCI), the Index of Perceived Organizational Effectiveness (IPOE) which is now known as the SE Index (School Effectiveness Index), a composite score for Academic Achievement (AA), and socioeconomic status (SES). Ordinary Least Squares Block Regression method was used to test the effects of the independent variables separately and together on school effectiveness and academic achievement. The results suggested that all variables had a moderate correlation with each other. Also, when controlling for SES both optimism and climate served as independent predictors for achievement and effectiveness. When entered into a regression model together while controlling for SES, climate predicted achievement while optimism did not. This was likely due to the small sample size as compared to the number of predictors in the model. Both climate and optimism served as predictors for effectiveness when in the regression model. The results of this study lend further support to the importance of School Academic Optimism and Organizational Climate as predictors of academic achievement and organizational effectiveness.</p>