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Dissertations / Theses on the topic 'Achievement motication in children'

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Published: 4 June 2021
Last updated: 19 February 2022

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1

Wellman, David Allen, and mikewood@deakin edu au. "Towards an integration of theories of achievement motivation." Deakin University. School of Psychology, 2001. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051017.123821.

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This thesis investigated children's school achievement in terms of an integration of three theories of achievement motivation. The three theoretical outlooks were expectancy-value theory (EVT), implicit theories of intelligence (ITI), and flow theory (FT). The first of two studies was an exploratory investigation of the effectiveness of each theory independently and combined to predict children's achievement in four school subjects. The subject areas were maths, reading, instrumental music and sport. Participants were 84 children (40 females and 44 males) aged 9 to 10 years, one of each child's parents, and school teachers of each child in the four subject areas. All data were collected through questionnaires based on the three models. The results indicated that EVT and FT but not ITI accounted for a significant amount of the variance in children's achievement, including effects for subject area and gender. A second confirmatory study tested EVT, FT and an integrated model for the prediction of achievement in maths, reading and instrumental music. The participants were a further 141 children (74 females and 67 males) aged 10 to 11 years, and a parent and teachers of each child. Data collection using questionnaires occurred early in the school year (Timel) and approximately five months later (Time2). For EVT, children and parents’ competence beliefs were significant predictors of children's achievement in each subject area. Females tended to believe themselves more competent at reading and instrumental music and also valued these subjects more highly than boys. Modeling results for flow theory indicated that children's emotional responses to classes (happiness and confusion) were significant predictors of achievement, the type of emotion varying between subject areas and time periods. Females generally had a more positive emotional reaction to reading and instrumental music classes than males did. The integrated model results indicated significant relationships between EVT and flow theories for each subject area, with EVT explaining most achievement variance in the integrated model. Children's and parents’ competence beliefs were the main predictors of achievement at Timel and 2, Subject area and gender differences were found which provide direction for future research. Anecdotal reports of parents and teachers often attest to individual differences in children's involvement in various school domains. Even among children of apparently similar intelligence, it is not uncommon to find one who likes nothing better than to work on a mathematics problem while another much prefers to read a novel or play a musical instrument Some children appear to achieve good results for most of the activities in which they are engaged while others achieve in a less consistent manner, sometimes particularly excelling in one activity. Some children respond to failure experiences with a determination to improve their performance in the future while others react with resignation and acceptance of their low ability. Some children appear to become totally absorbed in the activity of playing sport while others cannot wait for the game to end. The primary research objective guiding the current thesis is how children's thoughts and feelings about school subjects differ and are related to their school achievement. A perusal of the achievement motivation literature indicates several possible models and concepts that can be applied to explain individual differences in children's school achievement. Concepts such as academic self-concept, multiple intelligences, intrinsic and extrinsic motivation, self-beliefs, competence beliefs, subjective task values, mastery and performance goals, ‘Flow’ experiences and social motivation are just some of the constructs used to explain children's achievement motivation, both within and between various activity domains. These constructs are proposed by researchers from different theoretical perspectives to achievement motivation. Although there is much literature relevant to each perspective, there is little research indicating how the various perspectives may relate to each other. The current thesis will begin by reviewing three currently popular theoretical orientations cited in achievement motivation research: subjective beliefs and values; implicit theories of intelligence, and flow experience and family complexity. Following this review, a framework will be proposed for testing the determinants of children's school achievement, both within each of the three theoretical perspectives and also in combination.
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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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3

Zenzen, Thomas G. "Achievement motivation." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002zenzent.pdf.

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4

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.
Department of Sociology
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5

Cumbie, Emily Harbison Mize Jacquelyn. "Young children's vulnerability to achievement goals a validation study /." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Spring/master's/CUMBIE_EMILY_53.pdf.

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6

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.
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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7

Waring, Jennifer W. "The impact of writing on student achievement /." Electronic version (PDF), 2007. http://dl.uncw.edu/etd/2007-2/waringj/jenniferwaring.pdf.

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8

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.
ix, 161 leaves : ill. ; 28 cm.
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9

Coombes, Nigel J. "Mathematical achievement of eleven year old children in Wales." Thesis, University of South Wales, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343413.

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10

Jacobsen, Wade Clinton. "Parental Involvement and Academic Achievement Among Children of Immigrants." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2390.

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Using Bourdieu's model of social and cultural reproduction, I examine student achievement and parental involvement levels across seven immigrant nationalities: Cambodian, Cuban, Filipino, Laotian, Mexican, Nicaraguan, and Vietnamese. I then analyze the relationships between five parental involvement types and GPA, while controlling for student, family, and school characteristics. Finally, I test for interaction effects to examine variations across groups. Results point to parent expectations as a strong predictor of student success, especially among Cubans, Filipinos, and Vietnamese, while other dimensions of parental involvement have little or no effect. Bourdieu's model may not be adequate among immigrant parents and their children who follow a pattern of dissonant acculturation.
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11

Cook, Stephen B. "Perceived Control: Precursors to Achievement in Oglala Lakota Children." DigitalCommons@USU, 1993. https://digitalcommons.usu.edu/etd/6008.

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The discrepancy between American Indian and Caucasian children in academic achievement is well documented. Theorists suggest a connection between perceived locus of control and the level of educational performance. This study first sought to determine if the factor structure of a measure of the perception of lo cu s of control ( Multidimensional Measure of Children's Perceptions of Control) was similar for Caucasian and American Indian (Oglala Lakota) children. Second, the study sought to determine if there were differences between the groups on the MMCPC subtest scores. Finally, the study sought to determine the relationship between locus of control and academic achievement in Oglala Lakota children. The study found the the factor structure of the MMCPC was similar for both groups. There were significant differences between the responses of Oglala Lakota and Caucasian children on the Powerful Others and Unknown Source of Control subtests of the MMCPC. However, there was no significant difference between the groups on the Internal Source of Control subtest. This is contrary to previous research. An inverse relationship was found between unknown locus of control and academic achievement in the Oglala Lakota group.
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Donohue, Dana Karen. "Self-concept in Children with Intellectual Disabilities." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/psych_theses/46.

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Self-concept, or feelings about oneself, encompasses various areas including social and academic domains and has been suggested to be a predictor and mediator of other outcomes (Bryne, 1996). In this study, the relationships between achievement, intelligence scores, and self-concept in children with mild intellectual disabilities were examined. Self-concept and WISC verbal intelligence scores evidenced significant relationships. Additionally, relationships were demonstrated between gains in achievement and higher ratings of self-concept. These results suggest that relationships exist between intelligence, achievement, and self-concept in elementary school children with MID. Specifically, a positive relationship was demonstrated between achievement gains and self-concept. Associations between intelligence and self-concept also were demonstrated, where higher intelligence scores were related to both lower nonacademic self-concept and higher cognitive self-concept.
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13

Copper, Michael C. "Teacher expectations and student achievement." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720325.

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The 1989 Teacher Expectations and Student Achievement (TESA) study analyzed whether students perceived as low achievers, having been taught by TESA-trained instructors in the Metropolitan School District (MSD) of Warren Township over a three-year period, achieved significantly (p < .05) higher academic gain than a similar control group of students not taught by TESA-trained instructors as measured by the Comprehensive Test of Basic Skills (CTBS).Federal Judge S. Hugh Dillin, in 1971, found the Indianapolis Public Schools (IPS) system to be racially segregated in violation of the Constitution. The ruling indicated that the school system was denying equal opportunity to black children because of race. Following ten years of review and appeals to higher courts, one-way busing of black students from IPS to six suburban school districts began in the fall of 1981 in Marion County, including the MSD of Warren Township. Some of the greatest concerns for one-way busing included the steps being taken to ensure fair treatment and full academic opportunity for all children involved in desegregation.As a result of the desegregation order, the MSD of Warren Township and several other Indianapolis suburban school systems adopted the TESA staff development program. TESA is an intervention program designed to encourage non-discriminatory behavior toward all students in the classroom in order to increase academic performance.The original TESA research was conducted in 1974 by Sam Kerman and Mary Martin in school districts in Los Angeles, California. This 1989 TESA study covered five school years from 1982-1983 through 1986-1987, and followed the progress of 102 students through three consecutive years of being taught by a TESA-trained teacher, or a teacher not trained in TESA skills, in 246 classrooms.A multivariate analysis of variance (MANOVA) indicated that neither group (TESA or other) or race (black or other) were found to be statistically significant in improving students' academic achievements on the CTBS. Although some academic gains were noted for students taught by TESA-trained teachers over a three-year period, the gains were not statistically significant. TESA continues to be a staff development program many school systems support, but perhaps the interest should not include the expectation that low achieving students will significantly improve academic achievement.
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14

Tang, Choi-ping. "Family factors affecting immigrant student language achievement : a case study /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20379675.

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15

Schmidt, Kristine H. "The effects of nutritional intake on the math achievement of first grade students." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1998. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M. Ed.)--Kutztown University of Pennsylvania, 1998.
Source: Masters Abstracts International, Volume: 45-06, page: 2772. Abstract precedes thesis as preliminary leaves 1-2. Typescript. Includes bibliographical references (leaves 45-50).
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16

Huda, Syed Nazmul. "Iodine nutrition, cognition and school achievement of Bangladeshi school children." Thesis, University College London (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286539.

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17

Valcarce, Rebecca W. "Academic Achievement of Bereaved Children: Comparison With a Nonbereaved Population." DigitalCommons@USU, 1987. https://digitalcommons.usu.edu/etd/5972.

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The purpose of this research was to study the effects of bereavement on the academic achievement of secondary school students who had lost a parent through death by comparing them with students attending the same schools but who were living with both natural parents. The subjects in both groups were matched on pretest scores and demographic characteristics at the beginning of the study. Achievement posttest scores and overall high school grade point averages of both groups were compared using ANCOVA and multiple regression analyses. None of the analyses were found to be statistically significant, implying that academic achievement is not adversely affected by the experience of parental death. Recommendations for further research are presented.
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18

Yoon, Aimee Jean Yoon. "Racial Achievement Gaps among Young Children: How Do Schools Matter?" The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1498142602172034.

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19

Kerr, Zuzana. "Parental influences on mathematics achievement of children of immigrant backgrounds." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31364.

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The goal of the present study was to compare the mathematical performance of children who have foreign born parents and English as a second language (ESL) to the performance of native English speaking children with Canadian born parents from kindergarten to grade 6. The function of the country of origin as a possible variable having an impact on mathematical achievement was also considered. In grades 5 and 6, children and parents were given a questionnaire addressing attitudes towards education and mathematics, parental involvement and the home learning environment. The relationship between these factors and the children's performance was investigated. It was found that, on all numeracy measures, immigrant/ESL children performed as well or better than native English speaking children with Canadian born parents. This difference was more profound in grades 3 to 6, in which immigrant/ESL children performed higher on a number of numeracy measures compared to native English speaking children with Canadian born parents. In grades 2 to 6, East Asian students had the highest scores on numeracy measures compared to Europeans, Middle Eastern and Filipino students. Immigrant parents showed higher involvement in their children's mathematical learning (e.g., tutoring, aspiration for higher education and better grades for their children) when compared to Canadian born parents. These attitudes were reflected in the children's beliefs about mathematics and their performance. There were only a few significant differences between the questionnaire responses of the three immigrant groups (East Asian, Filipino and Middle Eastern). Both parents' and children's attitudes towards mathematics and the learning environment at home were related to the children's numeracy performance. Findings of the present study help to understand the factors associated with the school achievement of students with recent immigrant backgrounds and the importance of family influences on motivation and school success of these students.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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20

Bisnaire, Lise M.-C. "Factors associated with academic achievement in children following parental separation." Thesis, University of Ottawa (Canada), 1988. http://hdl.handle.net/10393/21134.

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21

Lee, Tien-Ying. "The relationships of achievement, instruction, and family background to elementary school science achievement in the Republic of China /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487327695623592.

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22

Biggs, Patrick F. "The relationship of achievement motivation and academic achievement with externalizing and internalizing emotionally and behaviorally handicapped children." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720148.

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The purpose of this study was to examine the relationship between achievement motivation and academic achievement with externalizing (i.e., aggressive, acting-out) and Internalizing (i.e., Immature withdrawal) emotionally and behaviorally handicapped children. Furthermore, the mean difference in academic achievement of externalizers and Internalizers was examined. Analysis of variance, regression analysis, and t-test procedures were employed to analyze the data.Eighty-two subjects, in grades two through six, currently enrolled In special education programs for emotionally and behaviorally handicapped children, participated in this study. The Child Behavior Checklist-Teacher's Report Form (TRF), and the resultant Child Behavior Profile (CBP) were used to differentiate between externalizing and internalizing emotionally and behaviorally handicapped children. Furthermore, the TRF yielded information on school performance and adaptive functioning. The Thematic Apperception Test of Need for Achievement (TAT), and the Wide Range Achievement Test-Revised (WRAT-R) were administered by the researcher to gather data on achievement motivation and academic achievement, respectively.In general, the children in this study showed little or no motivation for achievement. An analysis of variance, comparing externalizers and internalizers in achievement motivation was not significant. A regression analysis, controlling for Intelligence, showed no difference in achievement motivation between externalizers and internalizers. Knowledge of group membership (i.e., externalizing or internalizing) added little to the explained variance of academic achievement. After controlling for intelligence and achievement motivation, externalizers and internalizers showed no difference in mean academic achievement.On the basis of teacher ratings of adaptive functioning skills considered necessary for success In the classroom, more than 75% of emotionally and behaviorally handicapped children were rated in the clinical range. More than two-thirds of the children were rated below average in school performance. T-tests revealed no difference between externalizers and internalizers in adaptive functioning skills or school performance.ConclusionsBased on the results of this study, the following conclusions were drawn:Emotionally and behaviorally handicapped children are generally lacking in motivation for achievement.Externalizing emotionally and behaviorally handicapped children, and Internalizing emotionally and behaviorally handicapped children do not differ in motivation for achievement.Achievement motivation and academic achievement are not significantly related with emotionally and behaviorally handicapped children.Externalizing emotionally and behaviorally handicapped children, and internalizing emotionally and behaviorally handicapped children show no difference in mean academic achievement.5. Emotionally and behaviorally handicapped children are generally deficient in the adaptive functioning skills judged necessary for school success.
Department of Educational Psychology
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23

McKenna, Moira K. "The role of function-based academic and behavior support to improve reading achievement /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1253488171&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2006.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 151-157). Also available for download via the World Wide Web; free to University of Oregon users.
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24

Schaar, Sue Ann. "Gifted children of the clergy : an exploratory study of systemic influences on achievement /." Access Digital Full Text version, 1992. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11301454.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1992.
Includes tables. Typescript; issued also on microfilm. Sponsor: James H. Borland. Dissertation Committee: Russell F. Seabright. Includes bibliographical references (leaves 370-377).
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Herbst, Sydney Roberts Ruth Ann. "Teacher perceptions of poverty and elementary school student achievement." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6127.

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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 15, 2010) The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Ruth Ann Roberts Vita. Includes bibliographical references.
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Rich, Laura M. "A comparison of achievement-related parenting styles for children with average or low achievement and with learning disabilities." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1019478.

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In order to study Maccoby & Martin's (1983) dimensions of parental responsiveness and demandingness among different achievement groups, 237 students were divided into average and low achievers and those with learning disabilities. The students completed the Children's Report of Parental Behavior Inventory (Schaefer, 1965) and their group scores on the three demandingness (Lax Discipline, Enforcement of Discipline, and Extreme Autonomy) and three responsiveness (Child-Centeredness, Rejection, and Acceptance of Individuation) subscales were compared. The MANOVA investigating responsiveness uncovered no differences among the three groups of achievers while only one subscale on the demandingness dimension significantly differentiated students with learning disabilities from the other groups. These findings are intriguing in that they do not support existing literature indicating that higher levels ofresponsiveness and demandingness relate to higher student achievement.
Department of Educational Psychology
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27

Ramos, Oscar. "U.S. citizen children, undocumented immigrant parents how parental undocumented status affects citizen children's educational achievement /." Diss., [La Jolla] : University of California, San Diego, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p1463895.

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Thesis (M.A.)--University of California, San Diego, 2009.
Title from first page of PDF file (viewed June 16, 2009). Available via ProQuest Digital Dissertations. Includes bibliographical references (p. 95-98).
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Ho, Hoe Yan Greenly. "Cognitive functioning and academic achievement in children and adolescents with chronic pain /." Burnaby B.C. : Simon Fraser University, 2005. http://ir.lib.sfu.ca/handle/1892/2354.

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29

Campbell, Krystal. "Correlations between the WISC-IV, SB: V, and the WJ-III Tests of Achievement which has a better relationship with reading achievement? /." Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=618.

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30

DeJarnette, Nancy Kay. "Effect of the 6+1 trait writing model on student writing achievement." Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.

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Tarr, Katherine Anne. "Mathematical achievement at age nine years of children born very preterm." Thesis, University of Canterbury. Psychology, 2012. http://hdl.handle.net/10092/7602.

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Children born very preterm (VPT) are known to be at high risk of under-achievement in mathematics. However the nature of these difficulties is poorly understood. In this study, a regionally representative cohort of 102 children born VPT and a comparison group of 108 children born full term (FT) during 1998-2000 were followed from birth to nine years. At age nine, children were tested using the Woodcock-Johnson III maths fluency subtest, and teacher reports of mathematical achievement and curriculum-based (numeracy project) achievement data were collected. The data was analysed using group comparisons and multiple regression. Parent and teacher ratings of executive function at age six were included as predictors. Findings indicated that children born VPT had elevated rates of mathematical difficulties across all measures including the standardised and curriculum-based measures, and teacher ratings. They also had higher rates of mathematical learning disability. With the exception of curriculum-based measures, these results remained significant even after controlling for socioeconomic status and severe neurodevelopmental impairment. Children born VPT showed particular difficulty using operational strategies, rather than with factual knowledge, and this effect was most marked for addition and multiplication. As well as difficulties in mathematics, children born VPT also showed more difficulty than children born FT in almost all areas of executive function. Difficulties with working memory at age six were significantly associated with poor performance in aspects of curriculum-based measures at age nine.
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Cuidon, Lauren Jayne Berry. "Spelling achievement of third culture children compared to United States norms." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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Hailu, Selamawit. "Skin-Tone and Academic Achievement Among 5-year-old Mexican Children." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5508.

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Skin-tone based social stratification has been characterized as an enduring part of the U.S. racial landscape (Hunter, 2002). Despite the plethora of research that examines the racial disparities in education (e.g., Reardon & Portilla, 2015), and an emerging literature finding that lighter skin-tones are associated with higher educational attainment among adults (Hunter, 2002) few studies have examined whether similar processes emerge during early childhood. Thus, grounded in Garcia Coll and colleagues’ (1996) integrative model, we tested whether skin-tone predicted children’s academic achievement, and whether these relations were modified by children’s ethnic-racial identification (i.e., positive ethnic-racial attitudes and centrality). Consistent with expectations, darker skin-tones were associated with lower math scores. Positive attitudes did not significantly moderate the relation between skin-tone and academic achievement. However, contrary to our hypothesis, high levels of ethnic racial centrality strengthened the association between skin-tone and academic achievement. Conclusions: These findings contribute to the literature by providing evidence for the early development of within race skin-tone based disparities in academic achievement and underscoring the need for further exploration of ethnic racial identification as protective or risk factors in the positive development of minority children.
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Bodas, Jaee. "The Moderating Role of Anxiety in Predicting Academic Achievement in Children." Thesis, Virginia Tech, 2003. http://hdl.handle.net/10919/9674.

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The present study examined the relationship between anxiety and academic achievement in a sample of clinic-referred children. Specifically, the study investigated whether anxiety contributed to the prediction of academic achievement above and beyond the influence of IQ. Furthermore, the study explored whether anxiety moderated the already established relationship between IQ and academic achievement. In the present study, the WISC-III Verbal IQ, the RCMAS factors of physiological anxiety (i.e., emotionality) and worry/oversensitivity, and the WIAT total and composite achievement scores were examined to investigate these relationships. Results indicate that anxiety failed, for the most part, to moderate these relationships.
Master of Science
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35

Clancy, Kathleen Ann. "Second Grade Academic Performance in Normal Children, Children with a History of, and Children with Expressive Language Delay." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4740.

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Interest in children who are diagnosed with expressive language delay has increased over the years. This has resulted in follow-up studies which have suggested that these children would have difficulties in academics during their elementary school years (Hall & Tomblin, 1978; Weiner, 1974) The current study sought to determine if children with a history of and children with continued expressive language delay would have problems with academics once they reached the second grade. The Peabody Individual Achievement Test (PIAT) was used to measure academic performance. It was chosen for it's reliable standardization and use of five different subtest areas to determine overall academic achievement. The purpose of this study was to determine if there are significant differences in academic performance on PIAT between three groups of second grade children with different language histories. The three groups are: 1) children with normal language history 2) children with a history of expressive language delay (HELD) who were identified as late to talk between 20 and 34 months of age, but who received a score at or above the tenth percentile in the second grade on the DSS (Developmental Sentence Scoring, Lee 1974), and 3) children with chronic expressive language delay (ELD) who were identified as late to talkers between 20 and 34 months of age, and received a score below the tenth percentile in the second grade on the DSS. Significant differences were found between the ELD group and the Normal group in the areas of Math and General Information as well as the Total Test Score. The ELD group also performed significantly lower than the HELD group in the areas of Math and the Total Test Score. There were no significant differences found between the HELD group and the Normals or between the ELD and HELD groups on the General Information subtest. These results were consistent with the most recent research article by Whitehurst and Fischel (1994) which looked at three longitudinal studies and found that by five years of age most children diagnosed with specific expressive language delay were performing within the normal range in ·various areas of language development.
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36

Fong, Wai-tsz Ricci. "Perfectionism, self-concepts and academic achievement among preadolescents in Hong Kong /." View the Table of Contents & Abstract, 2007. http://sunzi.lib.hku.hk/hkuto/record/B39872798.

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37

Hatfield, Carrie. "A correlational study of fourth grade students' self-concepts and their achievement performance." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998hatfieldc.pdf.

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38

Moore, Debra. "IQ and achievement verbal-performance differences as moderators /." Access abstract and link to full text, 1988. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/8805400qm.

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39

Broomall, Hugh T. Jr. "A proposal for raising the academic performance of disruptive students and their classmates." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file Mb., p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3221085.

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40

Chow, Priscilla En-Yi Camp William E. "The effects of socioeconomic status on growth rates in academic achievement." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-5193.

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41

Abusaloum, Abdulkarim S. "Rearing practice, family background and primary school achievement in eastern Libya." Thesis, University of Sussex, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.363584.

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42

Patel, Dhvani M. "The effects of temperament and schooling on achievement motivation in first-grade children." Fairfax, VA : George Mason University, 2008. http://hdl.handle.net/1920/3307.

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Thesis (Ph.D.)--George Mason University, 2008.
Vita: p. 168. Thesis director: Elyse B. Lehman. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Psychology. Title from PDF t.p. (viewed Jan. 11, 2009). Includes bibliographical references (p. 158-167). Also issued in print.
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43

Schmidt, Dolf W. "Examining the relationship between scores on measures in hyperactivity and math and language achievement." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004schmidtd.pdf.

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44

Wacha, Victoria Helen. "Attachment Patterns Relationship to Intelligence and Academic Achievement in School-Age Children." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/195072.

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The purpose of this study was to investigate the links among children's representations of attachment and their intelligence and academic achievement. John Bowlby's attachment theory is the framework used in this study to understand and explain differences in children's intelligence and academic achievement. Bowlby maintained that the quality of children's attachment to their caregivers exerts a strong influence on their ability and interest in investigating their environment. According to attachment theory, the quality of children's attachment to their primary caregivers would be expected to be associated with their intelligence and scholastic achievement. The findings from this study suggest that attachment patterns are significantly related to children's crystallized intelligence, which involves learning, knowledge and skills that are accumulated from past experiences. Attachment patterns were not significantly related to children's global intelligence or their academic achievement. The results of this study are relevant not only to attachment researchers but also school psychologists, parents, and teachers.
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45

Cox, Lashia. "Effectiveness of Early Childhood Programs on the Literacy Achievement of Kindergarten Children." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2400.

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Early childhood development programs enhance children's development of knowledge, skills, and processes. Despite efforts to improve early childhood education in the United States, poor student performance in early literacy and kindergarten achievement is still occurring, and questions remain unanswered about the utility of early childhood education programs. Drawing from the theory of constructivism, the purpose of this quantitative, quasi-experimental, retrospective study was to determine the effectiveness of early childhood programs on the literacy achievement of kindergarten children. The research question addressed the differences in literacy achievement of kindergarten children based on the early childhood programs they attended. Using repeated measures analysis of variance tests for 501 student test scores, no significant interaction effects existed between program participation and gains across time for prewriting (F [2, 998] = 0.87, p = .42), cognitive (F [2, 998] = 0.84, p = .43), or language (F [2, 998] = 1.26, p = .28). However, using the Pearson correlation coefficient, younger participants had significantly more gain from pretest to posttest for prewriting (r [499] = .14, p = .002) and cognitive (r [499] = .21, p = .001) but less gain for language (r [499] = .10, p = .03). Knowing that literacy achievement can be improved in an early childhood setting contributes to the knowledge base on the effects of early learning. Educators could benefit from these findings when implementing early childhood policies and adopting effective practices to help develop successful readers in kindergarten and beyond.
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Dalton, Randi Kay Rose. "Relationships of Gender on Mathematics Achievement in High Achieving Military-Connected Children." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6006.

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The purpose of this quantitative correlational study was to describe the relationship between gender and grade level to mathematics achievement for high achieving military-connected students in Grades 3 through 9 who attended American public schools between 2012 and 2016. The theoretical framework was based on Sax's research on gender differences in learning. The research questions were: if there was a statistically significant difference between the percentage of military-connected students scoring in the top 2 quartiles (at or above the national average) for normal curve equivalent (NCE) mathematics scores on the Terra Nova Third Edition (TNTE) using gender as a predictor; and if there was a statistically significant difference between the percentage of military-connected students scoring in the top two quartiles for NCE mathematics scores on the TNTE by gender and grade band. The sample size consisted of archival scores from 135,571 students, aggregated into 136 representative grades and provided by the participating school district's Research Center. A two-tailed t test was conducted to answer Research Question 1. The results were alpha = .05, t(-.696), df = 134, and p = .000. An ANOVA and logistical regression were conducted to answer Research Question 2, alpha = .05, F(.168),and p =.984. There were no statistical differences between the mean numbers of females and males by grade level or grade band. There was gender equity within the population studied. Therefore, the null hypotheses were accepted for both research questions. This study contributes to positive social change by adding to the limited body of knowledge about mathematics achievement for high achieving military-connected students relative to gender.
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Petchko, Ekaterina. "Predicting reading achievement in a transparent orthography: Russian children learn to read." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/26602.

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CITE/Language Arts
Ed.D.
This study investigated the cognitive, linguistic, and reading skills of 79 Russian-speaking first and second graders to determine the strongest concurrent predictors of reading achievement. The children were administered a battery of 15 tests from which nine objective, interval-scale measures were derived: phonological awareness, verbal short-term memory, decoding accuracy, listening comprehension, reading comprehension, nonverbal ability (IQ), vocabulary, decoding rate, and rapid naming. In a series of multiple regression analyses, phonological awareness accounted for a small amount of unique variance in both decoding accuracy and decoding rate whereas rapid naming was a unique predictor of decoding rate only. Neither verbal short-term memory nor IQ accounted for any variance in decoding. For reading comprehension, IQ and linguistic comprehension contributed a substantial amount of variance to the prediction of achievement whereas decoding rate did not. However, in a series of direct discriminant function analyses, reliable differences emerged between good and poor decoders on reading comprehension, indicating that decoding is
Temple University--Theses
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48

Wilson, Beth. "A descriptive study of selected kindergarten children in relation to academic achievement." Scholarly Commons, 1990. https://scholarlycommons.pacific.edu/uop_etds/3233.

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The purpose of this study was to describe, for a selected group of kindergarten children, the commonalities and differences related to present or expected low academic achievement. The sample of 81 students included only those students who entered the regular education segment of the district's kindergarten in the years 1983-84 and 1984-85 and who were evaluated by a school psychologist at some point in their kindergarten year. The following variables were considered: age, gender, ethnicity, socioeconomic status, primary language, significant family history, significant health history, perinatal influence, social behavior, ability, achievement, perceptual motor skill, attention span, speech and/or language disorder, fine motor coordination, and gross motor coordination. These data were analyzed and described in terms of frequencies, percentages, correlations, means, standard deviations, analysis of variance, and multiple regression procedures. No single ethnic group or gender had a significantly high or low percentage of children described by any of the variables studied. Of all the variables included in the study, only ability and perceptual motor skill were significantly related to academic achievement in the kindergarten year. Kindergarten achievement was the only variable which predicted academic achievement in the following year. In years two and three post evaluation, academic achievement tended to be predicted by the previous year's achievement scores.
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Burdett, John M. Huffman Jane Bumpers. "The effects of professional learning communities on student achievement." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/ark:/67531/metadc12089.

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50

Doss, Roger Ron. "The Relationship Between Low Achievement and Bodily-kinesthetic Intelligence in Fourth and Fifth Graders." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc332760/.

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The problem of this study was an examination of the relationship between low achievement and physical abilities.This study focuses on the areas of musical, interpersonal, intrapersonal, spatial and bodily-kinesthetic abilities. This correlational study found that low achievers as a group, identified by achievement test scores, scored above the mean on a measure of motor ability. For children who are struggling to achieve in school, it would seem prudent to explore their strengths in other areas of intelligence. Further research is suggested in the areas of high and average achieving students' motor development.
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