Thematische Bibliographien / Achievement motivation

Inhaltsverzeichnis

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

Auswahl der wissenschaftlichen Literatur zum Thema „Achievement motivation“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 30. Juli 2024

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Zeitschriftenartikel zum Thema "Achievement motivation"

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Biatun, Noor. „Pengaruh Motivasi Belajar terhadap Prestasi Belajar PAI di MIN 3 Bantul“. Jurnal Pendidikan Madrasah 5, Nr. 2 (23.11.2020): 253–58. http://dx.doi.org/10.14421/jpm.2020.52-11.

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This research aims to find out the level of motivation of students and the influence of motivation on PAI learning achievement in schools on MIN 3 Bantul students. This research is a quantitative study using product moment correlation statistics technique. The analytical technique used is an associative hypothesis. The variables studied include learning motivations that are divided into sub variables namely personal needs, school assignments, as well as the environment and people around. While dependent variables (bound variables) are learning achievements that include: academic achievement, non-academic achievement, social achievement and discipline-related achievements. The results showed that learning motivation affects PAI students' learning achievement of MIN 3 Bantul by 51.4%. This means that learning motivation is one of the determining factors of PAI's learning achievements. While 48.6% of PAI students' learning achievement of MIN 3 Bantul students is influenced by internal factors such as IQ, perseverance; and external factors such as family issues, friendships etc.). This indicates that motivation is both a driver and a direction in learning activities.
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Putri, Ida Ayu Sasmitha, Putu Ngurah Suyatna Yasa und Ni Luh Anik Puspa Ningsih. „The Influence of Teacher Teaching and Guidance of Parents on Student Achievement with Mediation of Learning Motivation in Santo Yoseph Denpasar“. Jurnal Ekonomi & Bisnis JAGADITHA 7, Nr. 2 (30.09.2020): 138–47. http://dx.doi.org/10.22225/jj.7.2.2498.138-147.

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The study aims to determine the influence of teacher teaching methods on student achievement, the influence of teacher teaching methods on the motivation of Learning, the influence of parental guidance on the motivation of Learning, the influence of parental guidance on student achievement, the influence of motivation to learn to students ' achievements, how the motivation to learn to influence teacher teaching methods on student achievement. This study was conducted on the SMAK of Santo Yoseph Denpasar. In this research student achievement is influenced by teacher teaching methods, parental guidance and motivational learning. The respondent in this study was 120 students of SMAK Santo Yoseph Denpasar. Data analysis is done using PLS (partial least square). The results showed that teacher teaching methods are positively and significantly impactful to student achievement. Then, teacher teaching methods have positive and significant influence on student achievement, proven. Furthermore, parental guidance positively and insignificant towards learning motivation, on student achievement, not proven. Learning motivation positive and significant impact on student achievement. The motivation to learn to process the relationship between teacher teaching methods to student achievement, is not proven. The motivation to learn to publish the relationship between parents ' guidance on student achievement, proven.
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Tilley, Christine M. „Achievement motivation“. International Library Review 21, Nr. 3 (Juli 1989): 279–87. http://dx.doi.org/10.1016/0020-7837(89)90039-3.

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Hyde, Janet Shibley, und Kristen C. Kling. „Women, Motivation, and Achievement“. Psychology of Women Quarterly 25, Nr. 4 (Dezember 2001): 364–78. http://dx.doi.org/10.1111/1471-6402.00035.

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Women's educational and occupational achievements are crucial to the economic productivity and prosperity of the nation, as well as to the mental health of women and their families. In this article we review psychological research on motivation and on educational achievement, focusing on gender and the contributions that have been made by feminist researchers. Feminist psychologists noted the sex bias and methodological flaws in traditional research on achievement motivation and proposed vastly improved models, such as Eccles's expectancy x value model of achievement behavior. Contrary to stereotypes, gender similarities are typically found in areas such as mathematics performance. Policymakers should be concerned about gender bias in the SAT and about the Female Underprediction Effect. Additional threats to girls' and women's achievements include stereotype threat and peer sexual harassment in the schools.
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Moneva, Jerald C., Linive C. Japos und Rosalie L. Ohayas. „Parental Motivation and Achievement“. International Journal of Social Science Research 8, Nr. 2 (02.04.2020): 102. http://dx.doi.org/10.5296/ijssr.v8i2.16790.

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The motivation that parents provide to their students can have a significant impact on achievements in school. The study intends to assess the level of parental motivation and achievers of junior high and senior high. Parental motivation is given by the parents towards their students to make them work harder or being determine their studies that leads them to have better achievements in school. The checklist is made up of two parts, parental motivation and the level of achievement. The research was a quantitative correlation design. The respondents are the achievers from junior high and senior high and consist of overall respondents of 145 respondents. To treat the data, the researcher used a statistical test the weighted mean, chi – square to determine the relationship of the two variables. The study revealed that parents do not always provided a motivation to their students most of the parents sometimes give a motivation to their student. However, the achievements of students are still in high level. The achievements of students do not always depend on their parents’ motivation yet their achievement is based on their personality of being determined and consistent in their studies. Not all the time that the motivation of parents can enhance the educational achievements of students.
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Liem, Gregory Arief D. „Achievement and motivation“. Educational Psychology 41, Nr. 4 (21.04.2021): 379–82. http://dx.doi.org/10.1080/01443410.2021.1924475.

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Ermolova, T. V., A. V. Litvinov, E. A. Balygina und A. V. Guzova. „Formation of Adolescents’ Achievement Motivation in Modern Educational Space“. Современная зарубежная психология 8, Nr. 2 (2019): 7–18. http://dx.doi.org/10.17759/jmfp.2019080201.

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Analyzing studies on motivation carried out by foreign scholars in 2017–2019 one can identify the following trends in search of motivational factors of achievements at school level and family miсrocommunity: the desire to stand out and assimilate, attractiveness and popularity, family tradition of education, relationships with parents, self-image, resilience. These studies distinctly show the value of motivational climate and suspended individual supporting strategies focused on life goals, including emotional involvement. Deep involvement in school life and the authority of the teacher can be regarded as predictors of high achievement motivation of junior adolescents. The review analyzes the reasons of reduction in learning motivation of high schoolers. The article discusses the models that demonstrate the role of belief in self-efficacy and role of mother and father in the formation of school achievement motivation. The authors show that scientists gradually shift the emphasis in the direction of non-invasive ways of shaping the «induced» learning motivation and targeted motivation for learning of particular top-requested disciplines.
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Evans, Monica, Erin Jennings und Michael Andreen. „Assessment through Achievement Systems“. International Journal of Game-Based Learning 1, Nr. 3 (Juli 2011): 16–29. http://dx.doi.org/10.4018/ijgbl.2011070102.

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Educational games have great potential as tools for motivating and engaging students, in addition to teaching learning content and objectives, but have had difficulty proving their potential through traditional means. This article proposes that recent advances in the achievement systems of entertainment games can be used to measure motivation and engagement in educational games, and can serve as a self-assessing tool for both students and teachers. Achievements may also be utilized as a way to measure things that have been traditionally difficult to measure, such as creativity, curiosity, and the nuances of problem-solving ability. This article proposes a structure for categorizing achievements in relation to assessment, and discusses future research directions for achievements as measures of assessment for educational games. The article covers both traditional and non-traditional measures of assessment as they relate to gaming achievement systems, as well as the psychological aspects of achievements and player behavior, good design principles for learning assessment achievements, and potential for achievements as an additional measure of motivational engagement by students.
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Al Mamun, Molla Muhammad Abdullah, Kazi Khairul Alam, Humayun Kabir Talukder, Sharmin Jahan, Nazifa Islam und Mahfuza Chowdhury. „Medical students’ motivational factors and academic performance – undergraduate level of Bangladesh“. Bangladesh Journal of Medical Education 15, Nr. 1 (12.01.2024): 67–74. http://dx.doi.org/10.3329/bjme.v15i1.70951.

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Background: Motivation is the most essential influencing factor in academic performance. It plays an important role in academics, through its persistence and involvement which correlates with different academic dimensions and achievements. Motivational processes influence an individual’s acquisition, transfer, and use of knowledge and skills. Educationally relevant concept of motivation is yet to be revealed. High intrinsic and extrinsic motivation scores are associated with higher academic achievement; whereas low intrinsic and extrinsic motivations are associated with low academic achievement. Aim: To determine students’ academic motivational factors and its relationship with professional result. Method: A descriptive cross-sectional quantitative study conducted from January 2022 to December 2022 over 540 students; among the students 209, 119, 101 and 111 were from first, second, third and fourth phases of MBBS course respectively. A self-administered semi structured questionnaire was used for quantitative data collection. For statistical analysis chi squared tests were applied. Result: Important motivational factor for the learning was to become a good doctor (80.00%) and then to pass in the examination (65.40%). Most of the students were motivated by combined intrinsic and extrinsic mode of motivation; but these findings had no association with the performance of professional examinations. Conclusion: This study has found that academic motivation of medical students could be influence by different factors. The existence of correlations between academic motivation and professional performance is still questionable and nonconclusive. BJME, Volume-15, Issue-01, January 2024: 67-74
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Isnaini, Muhammad Yusuf. „HUBUNGAN PERSEPSI SISWA TENTANG GURU BAHASA INDONESIA, MINAT BELAJAR, DAN MOTIVASI BELAJAR DENGAN PRESTASI BELAJAR SISWA DI MTsN SEMANU GUNUNGKIDUL“. Diksi 27, Nr. 1 (15.08.2019): 56–64. http://dx.doi.org/10.21831/diksi.v27i1.26177.

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(Title: Perceptions About Indonesian Teachers, Learning Interests, and Learning Motivation with Student Learning Achievements in MTsN Semanu Gunungkidul). Teachers have a big role in fostering positive perceptions about Indonesian language learning. This positive perception will foster interest in students to learn Indonesian seriously. The purpose of this study was to analyze the relationship between students 'perceptions of Indonesian teachers, students' interests and motivations in learning Indonesian subject matter with the learning achievements of Gunungkidul's 3 MTsN students. The correlation between students 'perceptions of Indonesian language teachers, students' interests and motivation in learning Indonesian language material with the students 'achievement in Gunungkidul's MTsN 3 is evidenced by the students' perceptions of Indonesian Language teachers (X1), which are included in quite a category (63.10%). Student perceptions of Indonesian language teachers have a positive relationship with student learning achievement as indicated by the value of b1 of 0.413. The relationship between students' perceptions of Indonesian teachers and student learning achievement is significant as indicated by the value of tcount (8,352) greater than ttable (1,960).Keywords: perception, interest, motivation, learning achievement
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Dissertationen zum Thema "Achievement motivation"

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Zenzen, Thomas G. „Achievement motivation“. Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002zenzent.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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Bruner, Yolanda Kaye. „Racial Differences in Female Achievement Motivation and Motivation to Work“. Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc279022/.

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In the present project racial differences in female achievement motivation and motivation to work were examined, and related this information to the theory that African American females, when compared to White females, are less likely to marry someone equal to themselves in the areas of education, employment, and earning potential because of an assumed shortage of suitable African-American males. It was hypothesized that African-American females would score higher on assessments of achievement motivation and motivation to work, and rate lower the likelihood of meeting and marrying a partner equal in education level, employment level, and earning potential than would White females. Data analysis supported all hypotheses. The results were discussed in the context of the female achievement motivation literature as well as the literature concerning female motivation to work.
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Kan, Yat-man, und 簡逸民. „Parenting styles and students' achievement motivation“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957882.

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嚴佩珊 und Pui-shan Amy Yim. „Effects of praises on achievement motivation“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B30253767.

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Kan, Yat-man. „Parenting styles and students' achievement motivation“. Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14778373.

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Yim, Pui-shan Amy. „Effects of praises on achievement motivation /“. Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23668027.

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Davis, Michele. „Student achievement motivation : single or multiple goals? /“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0006/MQ42367.pdf.

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Kilic-Bebek, Ebru. „Explaining Math Achievement: Personality, Motivation, and Trust“. Cleveland State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1258571646.

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Kiliç-Bebek, Ebru. „Explaining math achievement personality, motivation, and trust /“. Cleveland, Ohio : Cleveland State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1258571646.

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Thesis (Ph.D.)--Cleveland State University, 2009.
Abstract. Title from PDF t.p. (viewed on Dec. 11, 2009). Includes bibliographical references (p. 111-127). Available online via the OhioLINK ETD Center and also available in print.
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Bücher zum Thema "Achievement motivation"

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S, Pittman Thane, Hrsg. Achievement and motivation. Cambridge [England]: Cambridge University Press, 1992.

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Heckhausen, Heinz. Achievement motivation in perspective. Orlando [Fla.]: Academic Press, 1985.

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Bercken, J. H. L. van den., Bruyn, Eric E. J. de. und Bergen Theo C. M, Hrsg. Achievement and task motivation. Berwyn [Pa.]: Swets North America Inc., 1986.

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Tracy, Brian. Maximum Achievement. Reno: Eagle House Publishing Corporation, 2004.

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Carr, Sam. Motivation, Educational Policy and Achievement. perspective / Sam Carr.Description: New York, NY : Routledge,: Routledge, 2015. http://dx.doi.org/10.4324/9781315777245.

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L, Maehr Martin, und Pintrich Paul R, Hrsg. Advances in motivation and achievement. Greenwich, Conn: Jai Press, 1993.

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Ojha, Hardeo. The Origin of achievement motivation. New Delhi: Classical Pub. Co., 1991.

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Zajda, Joseph. Engagement, Motivation, and Students’ Achievement. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-61613-6.

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Haire, Debbie Jane. Participation motivation, achievement motivation, and drop-out in sport. [s.l: The Author], 1997.

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S, Pittman Thane, Hrsg. Achievement and motivation: A social-developmental perspective. Cambridge [England]: Cambridge University Press, 1992.

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Buchteile zum Thema "Achievement motivation"

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Heckhausen, Heinz. „Achievement Motivation“. In Motivation and Action, 199–242. Berlin, Heidelberg: Springer Berlin Heidelberg, 1991. http://dx.doi.org/10.1007/978-3-642-75961-1_8.

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Levesque, Roger J. R. „Achievement Motivation“. In Encyclopedia of Adolescence, 45–47. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_23.

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Hsieh, Pei-Hsuan. „Achievement Motivation“. In Encyclopedia of Child Behavior and Development, 20–21. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_31.

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Levesque, Roger J. R. „Achievement Motivation“. In Encyclopedia of Adolescence, 61–64. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-33228-4_23.

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Furchtgott, Ernest. „Achievement Motivation“. In Aging and Human Motivation, 279–87. Boston, MA: Springer US, 1999. http://dx.doi.org/10.1007/978-1-4757-4463-7_14.

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Brunstein, Joachim C., und Heinz Heckhausen. „Achievement Motivation“. In Motivation and Action, 221–304. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-65094-4_6.

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Winter, David G. „Achievement motivation.“ In Encyclopedia of psychology, Vol. 1., 25–26. Washington: American Psychological Association, 2000. http://dx.doi.org/10.1037/10516-009.

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Levesque, Roger J. R. „Achievement Motivation“. In Encyclopedia of Adolescence, 1–4. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32132-5_23-2.

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Merrick, Kathryn E. „Achievement Motivation“. In Computational Models of Motivation for Game-Playing Agents, 69–82. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-33459-2_4.

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Weiner, Bernard. „Achievement Theory“. In Human Motivation, 179–228. New York, NY: Springer New York, 1985. http://dx.doi.org/10.1007/978-1-4612-5092-0_5.

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Konferenzberichte zum Thema "Achievement motivation"

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Ljubin-Golub, Tajana. „THE ROLE OF ACHIEVEMENT GOALS IN MOTIVATIONAL REGULATION AND FLOW IN LEARNING“. In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact037.

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"Appropriate self-regulation in motivation and experiencing flow in learning and other academic activities are important factors for success in study and psychological wellbeing. Previous studies suggested that achievement goals have role in student’s motivation for learning, but there is only partial knowledge regarding the role of achievement goals in motivational regulation and academic flow. The aim of this study was to explore: a) the role of achievement goals in motivational self-regulation and study-related flow; b) the incremental role of mastery self-talk motivational strategy in academic flow over the mastery-approach goal; c) the mediating role of mastery self-talk motivational strategy in the relationship between mastery-approach goal and academic flow. It was expected that both mastery-approach goal and mastery self-talk motivational strategy will have positive and incremental role in academic flow, and that the relationship between mastery-approach goal and academic flow would be mediated through using motivational strategy of mastery self-talk. The participants were 113 university undergraduate students studying mathematics (M= 20 years, 61% females). Self-report questionnaires assessing achievement goals, strategies used for self-regulation of motivation, and study-related flow were applied. Data analysis included regression analyses and mediational analyses. Regression analyses revealed that personal goal achievements explained 43% of variance in mastery self-talk strategy, 32% of variance in performance-approach self-talk strategy, 18% of variance in performance-avoidance self-talk strategy, 11% of variance in environmental control strategy, 7% of variance in self-consequating strategy, and 10% of variance in proximal goal strategy. Personal achievement goals explained 45% of variance in academic flow. Mastery-approach goal was predictive for explaining individual variance in most of positive motivational strategies and academic flow. In line with hypothesis, it was found that mastery self-talk mediated the relationship between mastery-approach goal and flow. The results underscore the importance of adopting mastery-approach goal and using mastery self-talk strategy in order to experience study-related flow."
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Kashirskaya, Irina K. „Educational Motivation and Achievement Motivation among Students with Different Academic Performance“. In Culture and Education: Social Transformations and Multicultural Communication. RUDN University Press, 2019. http://dx.doi.org/10.22363/09669-2019-205-211.

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Gamzaeva, Madina Vagidovna. „Relationship Of Cognitive Motivation And Achievement Motivation Among Distance Learning Students“. In International Scientific Congress «Knowledge, Man and Civilization». European Publisher, 2022. http://dx.doi.org/10.15405/epsbs.2022.12.58.

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Zulkifly, Adam, Ian Lewis und Kristy de Salas. „Do Achievement systems undermine intrinsic player motivation?“ In 2013 18th International Conference on Computer Games: AI, Animation, Mobile, Interactive Multimedia, Educational & Serious Games (CGAMES). IEEE, 2013. http://dx.doi.org/10.1109/cgames.2013.6632598.

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Xiao, Huabo, und Zhendong Mu. „Achievement Motivation in the Java Programming Teaching“. In 2015 International Conference on Education, Management, Information and Medicine. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/emim-15.2015.192.

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Wu, Tao, und Maiga Chang. „From Motivation Components to Academic Achievement Prediction“. In ICETC 2021: 2021 13th International Conference on Education Technology and Computers. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3498765.3498773.

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Elshemy, Nader. „IMPACT OF GAMIFICATION STRATEGY ON ACADEMIC ACHIEVEMENT AND ACHIEVEMENT MOTIVATION TOWARD LEARNING“. In 4th Teaching & Education Conference, Venice. International Institute of Social and Economic Sciences, 2017. http://dx.doi.org/10.20472/tec.2017.004.003.

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Ilmawati, Hilda, Adang Suherman, Lasrina Lasrina, Stephani Stephani und Friskawati Friskawati. „Correlation between Emotional Quotient (EQ) and Achievement Motivation on Pencak Silat Achievement“. In 2nd International Conference on Sports Science, Health and Physical Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007060102890291.

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Parma, I. Putu Gede, I. Nyoman Natajaya und Ni Nyoman Lisna Handayani. „Determination of School Culture and Achievement Motivation to Tourism Learning Achievement Learning“. In Proceedings of the International Conference on Tourism, Economics, Accounting, Management, and Social Science (TEAMS 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/teams-18.2019.5.

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Bozinovska, Liljana, und Stevo Bozinovski. „An Achievement Motivation Space for Brain-Robot Interface“. In SoutheastCon 2019. IEEE, 2019. http://dx.doi.org/10.1109/southeastcon42311.2019.9020562.

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Berichte der Organisationen zum Thema "Achievement motivation"

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Gentry, William. “It’s not about me. It’s me & you.” How being dumped can help first-time managers. Center for Creative Leadership, März 2016. http://dx.doi.org/10.35613/ccl.2016.1071.

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This paper presents research from the Center for Creative Leadership that found (1) the type of motivation first-time managers have for learning and development; and (2) the skill gaps first-time managers have in four specific leadership competencies: communication, influence, leading team achievement, and coaching and developing others.
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Santiago, Ana, Marina Bassi und Mariana Alfonso. Estimating the Impact of Placing Top University Graduates in Vulnerable Schools in Chile. Inter-American Development Bank, Dezember 2010. http://dx.doi.org/10.18235/0008834.

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Enseña Chile (ECh) is one model in the direction of helping close the achievement gap between low-income and high-income students in Chile, and is a first adaptation of the Teach for America (TFA) model in Latin America. This paper provides the first evidence on the impact of the implementation, and is the first evaluation of Teach For America model to shed light on how it affects non-cognitive skills. While it is still premature to speculate the full effect of ECh corps members on student academic achievement and cognitive and non-cognitive abilities, preliminary results from the follow-up wave seem to suggest that ECh-treated schools have made greater gains in Spanish and Mathematics test scores, as well as in non-cognitive abilities such as self-esteem, self-efficacy, intellectual and meta-cognitive abilities. One could expect these effects to help improve the overall comprehension of other subjects in the future. Further, the impact on motivation and studying abilities could also impact the student's schooling outcomes beyond their exposure to the Enseña Chile teachers. The forthcoming analysis will provide a fuller picture of the effect of ECh corps members on student achievement, cognitive and non-cognitive abilities, and a wide array of other measures, as well as the heterogeneity of the impacts and their effect over time.
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Santiago, Ana, und Mariana Alfonso. Selection into Teaching: Evidence from Enseña Perú. Inter-American Development Bank, Oktober 2010. http://dx.doi.org/10.18235/0008836.

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Having a good teacher is the most important school-related factor for student achievement, to the point of closing the gap between low and high-income students. However, the empirical literature is almost silent regarding teacher selection. This paper estimates a teacher selection model using recruitment data from Enseña Perú, a program that recruits top university graduates from all majors and places them in vulnerable schools. Our results suggest that candidates with volunteering experience and who finished their college degree in the top third of their class are significantly more likely to be selected into the program. Teacher recruitment policy that identifies these qualities, which might be related to leadership, high motivation, social commitment and deep content knowledge, could considerably improve the quality of the teaching force.
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Hernandez, Laura E., und Eddie Rivero. Striving for relationship-centered schools: Insights from a community-based transformation campaign. Learning Policy Institute, Oktober 2023. http://dx.doi.org/10.54300/621.856.

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Research shows that youth who have positive connections with adults at their schools demonstrate higher levels of motivation, self-esteem, and prosocial behavior than their peers in less relationship-centered contexts. Relationship-centered schools also enable a range of positive student academic outcomes, including increased attendance, graduation rates, achievement on English language arts and math assessments, and college-going rates.This report focuses on one relationship-centered high school transformation effort—the Relationship Centered Schools (RCS) campaign, a youth-led effort supported by the community-based organization Californians for Justice (CFJ). Through interviews with CFJ organizers, district and school leaders, practitioners, and current and former youth organizers, this report highlights examples of uptake in two settings—the Long Beach Unified School District and Fresno’s McLane High School. The cases demonstrate how local schools and districts have furthered relationship-centered schooling, the conditions and factors that have enabled or hindered RCS work, and the emerging impacts of RCS efforts on practice and policy.
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas und Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, Februar 2010. http://dx.doi.org/10.15365/ceel.seal2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas und Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, Februar 2010. http://dx.doi.org/10.15365/ceel.promise2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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SOLOVEVA, N., und V. TARAKANOVA. TECHNOLOGICAL APPROACHES TO TRAINING IN HIGHER EDUCATION INSTITUTION. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-27-39.

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The article discusses technological approaches to training in Higher Education Institution. The essence of technological approach to training consists in the transformation of educational processes into process with the guaranteed result. It supplements scientific approaches of pedagogy, psychology, sociology and other directions of science and practice. Purpose. To reveal how technological approaches to training in higher education institution influence on knowledge got by students. Scientific novelty. The article reveals development of the personality, creative abilities and it is necessary to use technological approaches of training, various creative tasks, research projects at the lectures. On the first and second years of education the pedagogical technology which is based on motivation of educational cognitive activity through communication and cooperation influences on the intellectual and behavioral status of students. Training is more effective, than the better methodology and technology of educational process will be coordinated with technology of assimilation the knowledge. It is important that all students in a higher educational institution could acquire material and began to use it in practice in the work. The signs of technology, a model of pedagogical technology, the scheme of technological creation of educational process and the results of expense of time in digestion of material by students are described in the article. Technological approach modernizes training on a basis of activity of students. Thanks to it, students achieve goals in the form of assimilation the knowledge in easier and productive way. When using technological approach there is an involvement of each student in educational process, knowledge is put into practice, there is always an access to necessary information (including the Internet), there is a communication and cooperation not only with the lecturer, but also with fellow students and what is more important is a constant test of the forces for overcoming the arising problems. Features of pedagogical technologies consist in activity of the lecturers and students. The activity of the lecturers is in that he knows well psychological and personal features of students and can introduce amendments on the training process course. The lecturer, as directly, and by means of technical means carries out the organizing, operating, motivating and controlling functions in the course of training. Practical significance. The practical importance consists in the use in practice of technological approaches to training in Higher Education Institution that promotes the guaranteed achievement of the set educational objects, the organization of all course of training in compliance to the purposes and tasks, assessment of the current results and their correction in case of need and also final assessment of results.
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Brule, Heather. Developmental Perspectives on Motivational Resilience: Predictors of Eighth-grade At-risk Students' Academic Engagement and Achievement. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.2111.

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Савченко, Лариса Олексіївна. Characteristic of the future specialists professional preparation to the quality educational assessment. Педагогічна думка, 2015. http://dx.doi.org/10.31812/0564/365.

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To consider the characteristics of the levels of formation of professional readiness of future specialists to pedagogical diagnostics of quality of education. Diagnostics of levels of formation of professional training of future teachers is realized through a number of research methods: observation, testing, interview, analysis of the results. The basis of the diagnostic systems research on three-level assessment scale, supplemented by «high level», which allows to adapt to local conditions and to enrich the features of a particular region. Analysis of modern works on the organization of control of educational achievements of students; the log books of progress and attendance of students in classes, conversations with teachers and our own observations have proved that in educational practice there are different models of the organization of control of educational achievements of students in pedagogical disciplines and professional subject training, validation should be carried out using various schemes and scales of evaluation present different approaches to the calculation of rating of students (in some cases even within the same University) and others. The analysis proved that the existing complex control tasks and tasks for independent work is only seventy percent of jobs differentiated by professional orientation, the rest of the job for the overall development of pedagogical competence of students. In our opinion, well developed task, that is, those that consist mainly of problems of professional and pedagogical orientation that enhance future teachers ‘ motivation to learn pedagogical disciplines. The quality of education becomes the main reference point that determines the credibility and competitiveness of educational institutions on regional, national level and international arena.
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Acosta Mejía, Camilo, Gina Itzel Cambra Carrizo, José Martinez-Carrasco, Maikol Cerda, Minji Kang, Harold Villalba und Consuelo Yépez. Unveiling the IDB’s Project Executing Units: Performance Indicators, Results-Based Management, and Demand for Knowledge. Inter-American Development Bank, Juni 2024. http://dx.doi.org/10.18235/0013040.

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The implementation of Inter-American Development Bank (IDB) projects rests with the borrowers through project executing units (PEUs), where the strong collaboration, capacity, and commitment of all stakeholders, including other government entities, are paramount to achieving results. This technical note highlights the potential approaches the IDB can adopt to promote results ownership among borrowers and PEUs. Results are based on a comprehensive survey of 36 PEUs from the public sector that examines motivations, internal key performance indicators, proactive engagement levels in achieving development outcomes, and needs for IDB knowledge and technical support in project execution. Three key insights emerge among the findings. First, while PEUs extensively utilize key performance indicators to gauge performance, there remains a predominant focus on monitoring products rather than development outcomes. Second, to instill ownership of key results, a deeper understanding of impact-achievement management through timely discussions on the project theory of change is imperative. Finally, while all PEUs acknowledge the value of lessons and findings from previous projects and maintain mechanisms for documentation, utilization of this evidence is still limited.
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