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Journal articles on the topic 'Achievements'
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1
Pritchard, Duncan. "ACHIEVEMENTS, LUCK AND VALUE." Think 9, no. 25 (2010): 19–30. http://dx.doi.org/10.1017/s1477175610000035.
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Achievements are clearly something that we care about. We want a life rich in achievements, and we value the achievements of others. To be appointed to the job of one's dreams as a result of one's hard work and raw talent, such that it constitutes an achievement on one's part, is far more satisfying and worthy than getting it through other means where no achievement is involved (e.g. as a result of nepotism). Similarly, the Olympic goal medal winner who gets her award by being the best in a strong field exhibits an achievement and is lauded for it, but her counterpart who attains the same result through, say, mere good luck (e.g. none of her competitors is able to compete due to injury), and who thus does not exhibit an achievement, is not gifted nearly as much praise. But what is an achievement, and what is it about achievements that makes us care about them so much?
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Abdullah, Robi Wariyanto, Sri Wulandari, Muqorobin Muqorobin, Fendy Prasetyo Nugroho, and Wahyu Wijaya Widiyanto. "KEAMANAN BASIS DATA PADA PERANCANGAN SISTEM KEPAKARAN PRESTASI SMAN DIKOTA SURAKARTA." CCIT Journal 12, no. 1 (February 6, 2019): 13–21. http://dx.doi.org/10.33050/ccit.v12i1.596.
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State high schools in Surakarta City have different achievements. To see these achievements, it is necessary to have an expert system that provides information about the achievements of the school to the community, both student achievement and the achievements of teachers or educators. In designing the expertise system of school achievement, it is also necessary to design the database system. Often developers don't pay attention to data security in the database when designing a system. System design is made into the concept of data mapping, Context Diagrams, and Table Relations. This research will also discuss restrictions on database access rights in MySQL which is useful to restrict users from accessing the database. Based on the design, the writer presents a web-based school achievement expertise design system as a means of information on the achievements of public high schools in the city of Surakarta. The method in this study covers literature review, data collection, designing achievement expertise systems, and designing and security procedures for the expert system database at Surakarta Senior High School. The results of this study are the system of school achievement expertise in Surakarta Senior High School based on the categories of achievement, level of achievement, and year of achievement as well as the design database of the school achievement system with regard to database security
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Thilavongsa, Veleriy, Peter Phoumai, and Souvandee Souvandee. "Developing the Talents and Creativity of Students." Journal La Edusci 1, no. 6 (December 31, 2020): 37–41. http://dx.doi.org/10.37899/journallaedusci.v1i6.288.
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This paper aims to discuss the relationship between talent, creativity and achievement. Talent can affect a person's achievement so that he is able to make achievements, in addition to realizing talent, it is necessary to have extensive knowledge, experience and motivation that support that talent. A person with supportive talent and creativity is able to score good achievements because someone with talent and creativity that is developed from an early age will be realized in the form of superior achievements. They are able to develop their talents through their unlimited creativity so that they can make superior achievements.
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SANFO, Jean-Baptiste M. B., and Inoussa MALGOUBRI. "Teaching Quality and Students' EFL Achievements in Ethiopia: Analysis From the Perspective of the Basic Dimensions of Teaching Quality." Theory and Practice in Language Studies 11, no. 10 (October 1, 2021): 1131–45. http://dx.doi.org/10.17507/tpls.1110.01.
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Teaching quality is important for students’ English as a Foreign Language (EFL) Achievements. The three basic dimensions of teaching quality (student support, classroom management, and cognitive activation) showed effectiveness in some subjects in developed countries, but there is very little investigation on its effectiveness in developing ones. Using hierarchical linear modeling and re-centered influence function regression, this study investigates the extent to which the three basic dimensions of teaching quality affect students’ EFL achievements and how much the effect varies across achievement distributions in the context of Ethiopia. Findings reveal that classroom management does not affect students’ EFL achievements and this is consistent across achievement distributions. However, cognitive activation positively affects students’ EFL learning achievements and the effect is consistent across the distribution of achievements. Similarly, student support affects students’ EFL achievements positively, but its effect is higher for high-achieving students. Implications of the findings were discussed.
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Strong, Samuel. "Achievements." Journal of Internationalization and Localization 4, no. 1 (December 31, 2017): 22–39. http://dx.doi.org/10.1075/jial.4.1.02str.
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Abstract Achievements perform an essential entertainment function in video games. They instruct and reward gamers, and they serve as status symbols or bragging rights within gaming communities. These texts can be challenging for localisers, since they have multiple functions, align with or subvert game mechanics and narrative, and can contain a range of intertextual references, understood as references to other texts, genres, or popular culture (Mangiron and O’Hagan, 2006). Their localisation, therefore, warrants special handling. In this article, I make the case for achievement texts being a unique text type based on Bernal-Merino’s (2014) classification. Further, I propose a macro-level analysis approach that enables localisers to re-render these texts’ essential component parts.
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S.P, Aulia Regia, Bambang Wasito, Sri Lestari, and R. Moh Radix Agustiono. "Pengaruh Gaya Kepemimpinan Suportif, Palayanan dan Fasilitas Belajar terhadap Prestasi Belajar Taruna Lalu Lintas Udara Angkatan VIII untuk Mengoptimalkan Daya Serap Lulusan Politeknik Penerbangan Surabaya." Jurnal Penelitian 3, no. 3 (September 3, 2018): 67–77. http://dx.doi.org/10.46491/jp.v3e3.50.67-77.
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This study is entitled "Analysis of the Effect of Supportive Leadership Style, Learning Services and Facilities on Learning Achievement of Air Traffic Youth Class VIII to optimize the Absorption of Graduates at Aviation Polytechnic of Surabaya Supportive leadership style influences the learning achievement of cadets at Aviation Polytechnic of Surabaya Services affect the learning achievements of cadets Air Traffic Surabaya Flight Polytechnic.
Learning facilities have an effect on the learning achievements of cadets at Aviation Polytechnic of Surabaya Air Traffic cadets learning achievements affect the absorption capacity of Surabaya Aviation Polytechnic graduates.
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Evans, Monica, Erin Jennings, and Michael Andreen. "Assessment through Achievement Systems." International Journal of Game-Based Learning 1, no. 3 (July 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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Ompusunggu, Henny Erina Saurmauli. "Hubungan Antara Motivasi Belajar Dengan Prestasi Belajar Mahasiswa/i Fakultas Kedokteran Universitas HKBP Nommensen." Nommensen Journal of Medicine 6, no. 1 (November 2, 2020): 32–35. http://dx.doi.org/10.36655/njm.v6i1.247.
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Background : Quality human resource are needed by our country in order to compete with other countries. Indicator of quality human resources graduated from university are good academic achievements. Academic achievement is affected by several factors, such as learning motivation. The aim of this study is to determine the correlation between learning motivation and academic achievements in Medical Faculty of Universitas HKBP Nommensen students.
Methods: This research was an analytic study. Respondents of this study were 148 active students of Universitas HKBP Nommensen. Learning motivation skor were obtained using an intrinsic motivation questionnaire and academic achievements were obtained from cumulative achievement index. Pearson test was used to analyzed the correlation between learning motivation and academic achievements of respondents.
Results: Medical Faculty of Universitas HKBP Nommensen students majority had high learning motivation with academic achievments 3,19 ± 0,28. There was no correlation between learning motivation and academic achievements in Medical Faculty of Universitas HKBP Nommensen students (p = 0,227).
Conclusion: There is no correlation between learning motivation and academic achievements in Medical Faculty of Universitas HKBP Nommensen students.
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Cheng, Dazhi, Kaihui Shi, Naiyi Wang, Xinyang Miao, and Xinlin Zhou. "Examining the Differential Role of General and Specific Processing Speed in Predicting Mathematical Achievement in Junior High School." Journal of Intelligence 10, no. 1 (December 21, 2021): 1. http://dx.doi.org/10.3390/jintelligence10010001.
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Processing speed is divided into general (including perceptual speed and decision speed) and specific processing speed (including reading fluency and arithmetic fluency). Despite several study findings reporting the association between processing speed and children’s mathematical achievement, it is still unclear whether general or specific processing speed differentially predicts mathematical achievement. The current study aimed to examine the role of general and specific processing speed in predicting mathematical achievements of junior high school students. Cognitive testing was performed in 212 junior school students at the beginning of the 7th grade year, along with assessment of general and specific processing speed. Relevant academic achievement scores were also recorded at the end of the 7th and 9th grade years. Hierarchical regression analyses showed that specific processing speed made a significant unique contribution in mathematical achievement by the end of the 7th grade and could significantly predict mathematical achievements in the high school entrance examinations by end of the 9th grade after controlling for age, gender, and general cognitive abilities. However, general processing speed could not predict mathematical achievements. Moreover, specific processing speed could significantly predict all academic achievements for both the 7th and 9th grade. These results demonstrated that specific processing speed, rather than general processing speed, was able to predict mathematical achievement and made a generalised contribution to all academic achievements in junior school. These findings suggest that specific processing speed could be a reflection of academic fluency and is therefore critical for long-term academic development.
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SOH, HOOI LING, and HIROKI NOMOTO. "Degree achievements, telicity and the verbal prefixmeN-in Malay." Journal of Linguistics 51, no. 1 (June 4, 2014): 147–83. http://dx.doi.org/10.1017/s002222671400019x.
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One issue in the analysis of degree achievements is whether or not what are called degree achievements are in fact achievements (Hay, Kennedy & Levin 1999, Kearns 2007, Rothstein 2008a). In this paper, we offer evidence from Malay that they are. Our evidence involves findings about the aspectual effect of the verbal prefixmeN-in degree achievement sentences, which may receive a natural account under an approach where degree achievements are lexically specified as achievements, but are difficult to explain if they are not. We propose thatmeN-merges with a verbal projection (VP) that describes eventualities with stages, in the sense of Landman (1992, 2008). This requirement explainsmeN-'s apparent effect on telicity in degree achievement sentences and the absence of such an effect in non-degree achievement sentences. It also accounts for the restricted distribution ofmeN-in stative sentences (Soh & Nomoto 2009) and regular achievement sentences. While certain aspectual parallels exist between the verbal prefixmeN-and the English progressive, we argue thatmeN-is not a progressive marker, and that the parallels with the English progressive are due to the subcategorization requirement ofmeN-, which makes event stages more prominent in sentences withmeN-compared to ones without. Our analysis supports the treatment ofmeN-as a light verb (v) (Aldridge 2008; Nomoto 2008, 2011; Sato 2012), rather than a marker of voice (Voice) (Cole, Hermon & Yanti 2008).
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Hafeez, Muhammad. "Assessment of academic achievements of special children." International Journal of Learning and Teaching 14, no. 1 (January 26, 2022): 01–11. http://dx.doi.org/10.18844/ijlt.v14i1.5967.
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Life skills play a key role in the academic achievement of students and the development of a society and nation. This research aims to investigate the life skills of male and female mentally retarted students, to assess the life skills of female and male mentally retarded students as perceived by their teachers, to analyze the academic achievements of the mentally retarded students, and to investigate the impact of the life skills of mentally retarded students on their academic achievement. A total of 20 students in the 10th grade and their teachers were selected for the current study. The researcher used a questionnaire for data collection and they were analyzed by using descriptive statistics and percentage formula. The results of the study showed that students with mental retardation achieved low academic scores. These low academic achievements of students with mental retardation indicated that children with mental retardation need special care and extra efforts to achieve better academic achievements. Keywords: Life Skills; Academic Achievement; Mental Retardation; Students, Teachers
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Gamtessa, Lalisa Chewaka. "Correlation of Students’ Academic Achievements at a Professional Course of Ethics and Pediatrics Clinical Practice at Mizan-Tepi University, South Nations, Nationalities and People’s Region, Ethiopia." Global Pediatric Health 8 (January 2021): 2333794X2110037. http://dx.doi.org/10.1177/2333794x211003799.
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Nursing is a respect for dignity and treating every person equally. Qualifying competent and ethical nurses requires the incorporation of a professional code of ethics with clinical nursing practice. However, no study was conducted on the relationship between professional ethics and clinical nursing practice. Therefore this study aimed to determine correlation between professional ethics and pediatrics clinical practice from an achievement perspective. Accordingly, cross-sectional study design was conducted at Mizan-Tepi University using nursing students’ academic achievements at professional ethics and pediatric practice. Collected data were entered into Epi info 7. SPSS version 21.0 was used to calculate spearman’s rho correlation ( rs) and coefficient of determination ( R2) at P < .05. A total of 316 study participants comprising of 209 (66.14%) male and 107 (33.86%) female nursing students included in the current study. Nursing students’ academic achievements at professional ethics was significantly and positively associated with achievements at pediatrics clinical practice ( rs = 0.4-0.6), P < .001. Linear regression results revealed 25% to 26.7% coefficient determination for regular students and 18% to 22.9% for summer nursing students. To sum up, there was a significant positive association between achievements of students at professional ethics and pediatrics clinical practice. Therefore increasing students’ academic achievement in professional ethics can further improve their achievements at pediatrics clinical practice. However, academic achievement in professional ethics explained 22.35% of the variability in achievements at pediatric clinical practice. 77.65% of the variability in pediatrics clinical practice was due to other factors that deserve another study.
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Prihatini, Nani, Amie Primarni, and Nanat Fatah Natsir. "PENGARUH KECERDASAN EMOSIONAL DAN KOMPETENSI KEPRIBADIAN GURU TERHADAP PRESTASI BELAJAR SISWA MADRASAH ALIYAH DI PONDOK PESANTREN QOTRUN NADA DEPOK." Jurnal Dirosah Islamiyah 1, no. 2 (November 20, 2019): 108–29. http://dx.doi.org/10.47467/jdi.v1i2.80.
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ABSTRACTThe purpose of this research is to examine the influence of the teacher's emotional intelligence to the students ' learning achievements, there is no influence of the teacher's personality competence on student learning achievements, and there is no influence on the emotional intelligence and personality competence of the teacher simultaneously on student learning achievement. The method used in this study is quantitative. With the number of respondents 154 students Madrasah Aliyah Qotrun Nada Depok. The approach used is multiple linear regression, consisting of two free variables, i.e. emotional intelligence and teacher personality competence. The variables are students ' learning achievements. From the results of research obtained, that there is the influence of the teacher's emotional intelligence to the learning achievement students of Madrasah Aliyah Qotrun Nada. It is evidenced by the test value T, the value of sig 0.001 < 0.05 then Ho rejected and Ha accepted. There is the influence of teacher personality competence on learning achievement of Madrasah Aliyah Qotrun Nada. It is evidenced by the test value T, the value of sig 0.000 < 0.05 then Ho rejected and Ha accepted. The emotional intelligence and personality competence of the teacher contributed concurrently to the learning achievement as much as 35.5%, it is evidenced by the test F.Keywords: Emotional intelligence, personality competence and achievements.
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Sundari, Ayu. "Manajemen Kegiatan Ekstrakurikuler Dalam Meningkatkan Prestasi Non Akademik Siswa." Munaddhomah: Jurnal Manajemen Pendidikan Islam 2, no. 1 (April 21, 2021): 1–8. http://dx.doi.org/10.31538/munaddhomah.v2i1.45.
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Extracurricular activities are a place for students who have interests and talents. Extracurricular activities can help develop self-potential in increasing student achievement. Student achievement is not only obtained from academic achievement, with non-academic achievements students can be able to communicate and socialize well. Good extracurricular management will result in achievements in non-academic fields. Madrasah Aliyah Negeri 1 Mojokerto is one of the madrasas that has produced many students with non-academic achievements. The results of this study are (1) the management of extracurricular activities at Madrasah Aliyah Negeri 1 Mojokerto includes, first planning for extracurricular activities carried out at the beginning of the new academic year, secondly organizing is carried out by extracurricular guidance teachers by assigning assignments to coaches who have competence in their fields. The third implementation of extracurricular activities is carried out every day according to a predetermined schedule, the fourth supervision is carried out with the presence of the supervisor and students. (2) students' non-academic achievement after the management of extracurricular activities is good and is increasing. Judging from the educational process that went well and smoothly, the existence of good extracurricular management at Madrasah Aliyah Negeri 1 Mojokerto was able to achieve achievements, both at the district and provincial levels.
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Qomarudin, Qomarudin, Nanat Fatah Natsir, and Mohamad Jaenudin. "PENGARUH KEPEMIMPINAN KEPALA SEKOLAH DAN KINERJA GURU TERHADAP PRESTASI PESERTA DIDIK DI MA NURUL FURQON KECAMATAN CIBINONG KABUPATEN BOGOR." Jurnal Dirosah Islamiyah 1, no. 2 (November 20, 2019): 149–63. http://dx.doi.org/10.47467/jdi.v1i2.85.
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ABSTRACTThe problem of this research is about improving the quality of education output which is reflected in the achievements of the students, is the expectation of all schools starting from the principal and also teachers who teach as well as both parents, but in reality there are still many students who actually have achievements but not yet seen or even do not know the achievements in themselves, so they can and have the achievements as expected. The problem in this study is limited around the principal's leadership and teacher performance, as well as the achievement of the students themselves.The research method used in this study is a quantitative method. This research is correlational because this study seeks to investigate the effect of school principal leadership and teacher performance on student achievement.The results showed that (1) there was a positive influence between the principals' leadership variables on the achievement of students obtained the value of the analysis of 2.464 so that the positive results were concluded, the level of strong influence. (2) there is a positive influence between teacher performance on student achievement obtained value of 2.868 so that concluded positive results, the level of influence is strong. (3) simultaneously the leadership of the school principal and the performance of the teacher have a very significant effect on the achievement of students in MA NurulFurqon, Cibinong District, Bogor Regency.keywords of Education, Leadership, school, teacher, achievement
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Bradford, Gwen. "Evil achievements." Philosophers' Magazine, no. 59 (2012): 51–56. http://dx.doi.org/10.5840/tpm201259116.
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Jones, Sue. "Nursing achievements." Paediatric Nursing 11, no. 2 (March 1, 1999): 16. http://dx.doi.org/10.7748/paed.11.2.16.s22.
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Stathopoulos, Alexander. "Knowing Achievements." Philosophy 91, no. 3 (April 12, 2016): 361–74. http://dx.doi.org/10.1017/s0031819116000073.
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AbstractAnscombe claims that whenever a subject is doing something intentionally, this subject knows that they are doing it. This essay defends Anscombe's claim from an influential set of counterexamples, due to Davidson. It argues that Davidson's counterexamples are tacit appeals to an argument, on which knowledge can't be essential to doing something intentionally, because some things that can be done intentionally require knowledge of future successes, and because such knowledge can't ever be guaranteed when someone is doing something intentionally. The essay argues that there are apparently sensible grounds for denying each of these two premises.
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Karalis, Maria. "CRN Achievements." Journal of Renal Nutrition 19, no. 2 (March 2009): 193–94. http://dx.doi.org/10.1053/j.jrn.2008.12.003.
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BODECHTEL, J., and M. FREI. "Geoscientific achievements." International Journal of Remote Sensing 13, no. 6-7 (April 1992): 1305–18. http://dx.doi.org/10.1080/01431169208904192.
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Baggott, J. E. "Real achievements." Nachrichten aus Chemie, Technik und Laboratorium 40, no. 12 (December 1992): 1398–401. http://dx.doi.org/10.1002/nadc.19920401215.
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LIPKIN, HARRY J. "Sakharov's achievements." Nature 320, no. 6060 (March 1986): 302. http://dx.doi.org/10.1038/320302a0.
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Symons, Susan E. "Celebrating achievements." Medical Education 50, no. 8 (July 11, 2016): 792. http://dx.doi.org/10.1111/medu.13133.
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Mittelstraß, Jürgen. "Olympian achievements." Nature 374, no. 6518 (March 1995): 128–29. http://dx.doi.org/10.1038/374128a0.
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&NA;. "Notable Achievements." Advances in Skin & Wound Care 27, no. 11 (November 2014): 487. http://dx.doi.org/10.1097/01.asw.0000456450.08262.78.
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&NA;. "NOTABLE ACHIEVEMENTS." Advances in Skin & Wound Care 26, no. 7 (July 2013): 296. http://dx.doi.org/10.1097/01.asw.0000431959.45024.7f.
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Young, Martin. "Admirable achievements." Clinical Chiropractic 11, no. 2 (June 2008): 55. http://dx.doi.org/10.1016/j.clch.2008.06.002.
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Moneva, Jerald C., Linive C. Japos, and Rosalie L. Ohayas. "Parental Motivation and Achievement." International Journal of Social Science Research 8, no. 2 (April 2, 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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Sibomana, Aimable, Claude Karegeya, and John Sentongo. "Factors Affecting Secondary School Students’ Academic Achievements in Chemistry." International Journal of Learning, Teaching and Educational Research 20, no. 12 (December 30, 2021): 114–26. http://dx.doi.org/10.26803/ijlter.20.12.7.
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Secondary school students continue to consider chemistry as difficult to learn and develop a negative attitude towards it. This leads to low achievement in the subject and reduces their interest. Studies on students' achievement in chemistry have been conducted and different instructional strategies of teaching and learning have been provided. Nonetheless, there are persisting misconceptions and factors that hinder the achievement of students, even after the implementation of suggested strategies. By applying innovative teaching approaches as remedial to teaching and learning barriers, students' achievement may be improved; and the retention of the learned material may be enhanced. In this study, we conducted a literature search to collect any related literature. Sixty-one studies were obtained; some of them were not related to our investigation; and those which did not answer the research question were excluded, we remained with 13 studies. The selection of studies was based on year of publication, and language. These studies were published in English and between 2011 and 2021. Consequently, this review highlights the influence of teaching methods on students' achievements, updating teachers on the factors affecting students' achievements in Chemistry, misconceptions in chemistry instruction, and ways for remedying those misconceptions, as well as methods for improving students’ academic achievements.
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Kurniawati, Kurniawati. "Peranan Motivasi Berprestasi, Budaya Keluarga dan Perilaku Mengajar Guru terhadap Prestasi Belajar PAI." DAYAH: Journal of Islamic Education 1, no. 2 (July 10, 2018): 223. http://dx.doi.org/10.22373/jie.v1i2.2963.
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In order to obtain the learning achievements of Islamic Religious Education, a number of factors play an important role on students. The study of this thesis examined whether there was an influence of achievement motivation, family culture and teaching behavior of teachers on the student achievements of Islamic Religious Education at SMA Negeri (public senior high school) 2 Sabang. The study employed a quantitative descriptive research method, a method whose problem solving process concerning on a current research subject or object described in; the total samples were 63 students, consisting of the independent variables: achievement motivation (X1), family culture (X2), teachers’ teaching behavior (X3), and the dependent variable: learning achievements (Y). The research findings showed that there was no significant influence on the students’ learning achievements of Islamic Religious Education, with the value of r = -0.090, between variable X1 with variable Y, indicating a weak or non linear correlation. Further, it also showed that family culture (X2) did not give a significant effect on Y with r = -0.158. Similarly, the teachers’ teaching behavior (X3) with Y amounted to r = -0.001 which referred to a weak correlation or non linear and negative correlation. It can be concluded that the students’ learning achievements of Islamic Religious Education of SMA Negeri 2 Sabang were not fully influenced by these three variables.
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Jafari, Sakineh, and Ali Asgari. "Predicting Students’ Academic Achievement Based on the Classroom Climate, Mediating Role of Teacher-Student Interaction and Academic Motivation." Integration of Education 24, no. 1 (March 31, 2020): 62–74. http://dx.doi.org/10.15507/1991-9468.098.024.202001.062-074.
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Introduction. The present study aims to predict students’ academic achievements based on the classroom climate, the mediating role of teacher-student interaction and academic motivation among Semnan University students. Materials and Methods. This study relied on correlation-and-description method of data collection. The sample population consisted of all undergraduate and postgraduate students at the Faculty of Engineering of Semnan University in the academic year of 2017–2018. Using a random stratified method, 200 subjects were selected as the sample (135 undergraduate and 65 master). Questionnaires of Patrick, Kaplan and Ryan’s classroom climate, Hernandez-Lopez’ teacher-student scale, Vallerand’s academic motivation questionnaire and Pace and Kuh’s student academic achievement scale were used. Reliability of the questionnaires was confirmed using Cronbach’s alpha test. Results. There is significant positive relationship between academic achievement and classroom climate, teacher-student interaction and academic motivation. Classroom climate has a direct and meaningful effect on students’ academic achievements. Also, the climate of the classroom by mediating the teacher-student interaction has indirect and significant effects on students’ academic achievements. Classroom climate by mediating educational motivation has an indirect and significant effect on students’ academic achievement. Discussion and Conclusion. The results of this study suggest the importance of openness to the classroom climate, interaction between teacher-student and academic motivation is to increase students’ academic achievements.
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Daulay, Ahmad Arif, and Hanesman Hanesman Hanesman. "KONTIBUSI MOTIVASI DAN KESIAPAN PRAKTEK KERJA INDUSTRI TERHADAP PRESTASI PRAKTEK KERJA INDUSTRI." Voteteknika (Vocational Teknik Elektronika dan Informatika) 7, no. 2 (June 1, 2019): 144. http://dx.doi.org/10.24036/voteteknika.v7i2.104427.
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This study aims to determine the Contribution of Motivation and Readiness of Industrial Internship Practices to Industrial Job Training Achievement of Class XI Students in Audio Video Engineering Skills Program at SMK Negeri 1 West Sumatra. The population of this study was all students of class XI audio video engineering expertise program at SMK Negeri 1 West Sumatra 2018/2019 academic year totaling 31 students. data retrieval uses a type of saturated sample, sampling 31 students. Data collection methods in the study used documentation and questionnaires that were shared with students. This data analysis technique uses multiple regression analysis. The results showed that (1) contributing to the Motivation and Readiness of Industrial Internships together contributed 45.15% to the industrial work practice achievement, (2) motivation giving a contribution of 34.69% of the industrial work practice achievements, (3) the readiness of industrial work practices together contributed 21.62% to the achievement of industrial work practices. So, it can be concluded that the Motivation and Readiness of Industrial Work Practices Contribute to the Achievements of Industry. Keywords: Motivation,industry practicereadiness,industrial work practice achievements.
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Hayat, Khizar, and Muhammad Hafeez. "Assessment of Academic Achievements of Special Children." Indonesian Journal Of Educational Research and Review 4, no. 3 (December 1, 2021): 431. http://dx.doi.org/10.23887/ijerr.v4i3.39530.
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Life skills are the social and psychological abilities that are very helpful in the learning process and to develop a healthy and sound society. These skills play a key role in academic achievement of students. The better academic achievements and life skills provide a way to the better academic achievements. Life skills development also played an important role for the development of a society and nation. So, knowing the importance of life skills a research study was conducted. This study aims to investigate the life skills of male and female mentally retarted students (ii) to assess the life skills of female and male mentally retarded students as perceived by their teachers (iii) to analyze the academic achievements of the mentally retarded students (iv) to investigate the impact of the life skills of mentally retarded students on their academic achievement. The total 20 students of 10th grade were selected for the current study. The researcher used questionnaire for data collection. The questionnaires were distributed among the concerned teachers. The academic achievements of 10th grade students with mental retardation were analysed by using descriptive statistics and percentage formula. The results of the study showed that students with mental retardation achieved low academic scores. Out of 20 students, 4 students got 33% marks, 7 students got 33-40% marks, 5 students got 41-50% marks, 4 students got 51-60% marks and no students got more than 60% marks. This low academic achievements of students with mental retardation indicated that children with mental retardation needs special care and extra efforts to achieve better academic achievements. So, it is suggested that special care children must be cared with special attention.
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Satria, Muhammad Najib Dwi. "SISTEM INFORMASI PEMERINGKATAN PRESTASI SISWA BERBASIS WEB PADA SMK PELITA PESAWARAN." Journal of Social Sciences and Technology for Community Service (JSSTCS) 3, no. 1 (March 14, 2022): 114. http://dx.doi.org/10.33365/jsstcs.v3i1.1908.
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Pelita Pesawaran Vocational School is a university that has a myriad of achievements by students, both academic and non-academic. In reporting every year there is an increase in terms of the number of achievements that have been achieved, so that some adjustments to conditions are needed. Student achievements that have been achieved should actually be archived into a system that can be processed in order to obtain accurate and relevant results. Therefore we need a system that can process achievement data accurately and integrated and can display the ranking of student achievement at the level of study programs, faculties and university levels. With the creation of a system entitled Web-Based Student Achievement Rating System at Pelita Pesawaran Vocational School, it is hoped that it will be able to help Pelita Pesawaran Vocational School in processing achievement data every year and be able to rank student achievement so that Pelita Pesawaran Vocational School can obtain accurate and relevant information on outstanding students in accordance with the data provided. there is. The Web-Based Student Achievement Ranking System at Pelita Pesawaran Vocational School is designed using PHP, CSS, JavaScript, and HTML programming languages which are used as interfaces while for data storage media using MySql.languages which are used as interfaces while for data storage media using MySql.
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Ardiwansyah, Bayu. "STUDI KOMPARASI PRESTASI BELAJAR PAI ANTARA SISWA AKTIVIS DAN NON AKTIVIS ROHIS." At-Tajdid : Jurnal Pendidikan dan Pemikiran Islam 3, no. 01 (September 17, 2019): 34. http://dx.doi.org/10.24127/att.v3i01.975.
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This study aims to 1) find out the significance of the differences in PAI learning achievement between activist students and Spiritual non-visionary students in Accounting majors at SMKN 1 Metro 2) knowing the causes of differences in PAI learning achievement between activist students and non-religious Spiritual students in Accounting at SMKN 1 Metro. Rohis activist students referred to in this study are students who in addition to learning, they are also active in carrying out the activities of the Rohis organization. Whereas the non-religious Spiritual students referred to in this study were students who did not follow the Rohis organization. The results of the research at SMK Negeri 1 Metro, which researchers did to students Spiritual and Non-activist Rohis activists concluded that: 1) There are differences in learning achievement of Islamic Education between activist students and Non-Christian Spiritual Accounting Department at Metro 1 Vocational School. Where the learning achievements of Spiritual activist PAI students are better than the learning achievements of Rohan Nonaktivis students. The difference in learning achievement of Islamic Education between activist students and Spiritual Non-Service Students is significant, based on the results of t count = 4.630 consulted with t table (tt) at the significance level of 5% = 1.998 and at 1% significance level = 2.655. or 1,998 <4,630> 2,655. which means significant. 2) There are causes of differences in PAI learning achievements between activist students and non-religious Rohis students in the Accounting Department at SMK Negeri 1 Metro.Keywords: Activists, Non Activists, PAI Achievements, Comparative
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von Kriegstein, Hasko. "Succeeding competently: towards an anti-luck condition for achievement." Canadian Journal of Philosophy 49, no. 3 (May 2019): 394–418. http://dx.doi.org/10.1080/00455091.2018.1492837.
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AbstractAchievements are among the things that make a life good. Assessing the plausibility of this intuitive claim requires an account of the nature of achievements. One necessary condition for achievement appears to be that the achieving agent acted competently, i.e. was not just lucky. I begin by critically assessing existing accounts of anti-luck conditions for achievements in both the ethics and epistemology literature. My own proposal is that a goal is reached competently (and thus an achievement), only if the actions of the would-be-achiever make success likely, and that this is the reason why she acts that way.
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Uzuni, Naim, Kurtuluş Atli, Cem Saraç, Necdet Sağlam, and Semran Sağlam. "The relationship between students’ ecocentric, anthropocentric and antipathic attitudes towards the environment and their academic achievement." International Journal of Innovative Research in Education 1, no. 2 (December 18, 2015): 61. http://dx.doi.org/10.18844/ijire.v0i0.124.
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<p>The purpose of the current study is to determine the relationship between secondary and high school students’ ecocentric, anthropocentric and antiphatic attitudes towards the environment and their academic achievement. The study was conducted with the participation of totally 854 students attending secondary and high schools in the city of Aksaray in the spring term of 2013-2014 school year. In the collection of the data, “Ecocentric, Anthropocentric and Antipathic Environmental Attitude Scale” developed by Thompson and Barton (1994) and adapted to Turkish by Erten (2007) was used. In the analysis of the data, one-way variance analysis and Pearson Correlation analysis were conducted. At the end of the study, a significant difference was found in the ecocentric attitude mean scores of the secondary school students in favor of the students having higher academic achievement (F=3.161; p<.05) and a significant difference was found in the antipathic attitude scores of the students in favor of those having lower academic achievement (F=14.700; p<.001). No significant difference based on the students’ academic achievement was found in the students’ anthropocentric attitude scores (F=.755; p>.05). The high school students’ ecocentric, anthropocentric and anthipatic attitude scores were found to be not significantly varying depending on their academic achievement (F=.749, .287 and 2.113; p>.05, respectively). On the other hand, a low and positive correlation was found between the secondary school students’ academic achievements in Science and Social Studies courses and their ecocentric attitude scores (r=.139, .144; p<.01, respectively) and a negative correlation was found with their achievements and antipathic attitude scores (r=-.242, -.284; p<.001, respectively). No significant correlation was found between their achievements in these courses and anthropocentric attitude scores. A low and positive correlation was found between the high school students’ ecocentric attitude scores and their academic achievement in Geography course (r=.126; p<.05). A low and negative correlation was found between the students’ antipathic attitude scores and their achievements in Biology course (r=-.237; p<.01), in Chemistry course (r=-.145; p<.05) and in Geography course (r=-.128; p<.05). No significant correlation was found between the students’ anthropocentric attitude scores and their achievements in these courses. No significant correlation was found between the students’ anthropocentric and antipathic environmental attitudes and their academic achievements in Physics and Health Knowledge courses. In light of the findings of the study, some suggestions were made.</p><p>Keywords: ecocentric, anthropocentric and antipathetic attitude, environmental attitude, secondary school, high school, academic achievement</p>
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Rusmiyati, Febti. "PENGARUH KEMANDIRIAN DAN KEBIASAAN BELAJAR TERHADAP PRESTASI BELAJAR METEMATIKA SISWA KELAS X SMA NEGERI 1 RONGKOP." UNION: Jurnal Ilmiah Pendidikan Matematika 5, no. 1 (March 1, 2017): 77. http://dx.doi.org/10.30738/.v5i1.931.
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This research intent to know influence: (1) Independence with math learned achievement; (2) Study habits with math learned achievement, and (3) are jointly between independence and study habits with math taught achievement student class X Senior High School 1 Rongkop. This observational type is ex post facto . This study population in observational is exhaustive student class X Senior High School 1 Rongkop year 2013 / 2014. Elected sample 3 classes which is 65 students. The sampling technique used was saturated sampling. Technique of data collecting used the technique questionnaire to get independence data and study habits and UAS point documentation to get achievement data studies math. The data analysis technique is the descriptive statistical analysis and correlation analysis. The result showed that: (1) There is a positive influence of independence to math learned achievements student class X Senior High School 1 Rongkop year 2013/2014 by correlations 0,443; (2) There is a positif influence of study habits to math learned achievements student class X Senior High School 1 Rongkop year 2013/2014 by correlations 0,447; (3) There is a positif influence of independence and study habits to math learned achievements student class X Senoir High School 1 rongkop year 2013/2014 by correlations 0,874.
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Mecek, Saniye, and Erdal Taşlıdere. "Investigation of gifted students mathematics and physics achievements in terms of different variables." Pegem Eğitim ve Öğretim Dergisi 5, no. 5 (December 1, 2015): 733–46. http://dx.doi.org/10.14527/pegegog.2015.040.
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The purpose of this study was to investigate whether 7th and 8th grade gifted students' academic achievements in mathematics and physics differ in terms of age, gender, grade level and number of siblings. Survey research method was used and 339 students, attending Science and Art Centers from 27 province, formed the sample of study. Mathematics and physics achievement tests and a demographic survey scale were developed by the researchers to measure and collect information about students' achievements and demographics properties. The validity and reliability evidences were established. The results denoted that there was a significant difference between students' collective dependent variables of mathematics and physics in terms of grade level and gender at the .05 significance level. But no significant differences were found for the gender and the number of sibling. Moreover 8th grade students' achievement in both physics and mathematics were significantly greater than those of 7th grade students. The results also denoted that students' mathematics and physics achievements differ significantly in terms of age. Although mathematics achievement increases with respect to age level, the same relation was not detected for the physics achievement. It is thought that the results of current study would contribute to the literature for the gifted students who comprised approximately 2% of the society.
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Kruseova, Jarmila, Anna Sarah Kovacova, Michal Zapotocky, David Sumerauer, Ivana Pernikova, Darja Starkova, Adela Misove, et al. "Older age is a protective factor for academic achievements irrespective of treatment modalities for posterior fossa brain tumours in children." PLOS ONE 15, no. 12 (December 16, 2020): e0243998. http://dx.doi.org/10.1371/journal.pone.0243998.
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The treatment of children with posterior fossa brain tumours (PFBT) impacts their long term functional and imaging outcomes. This study aimed to evaluate academic achievement correlated with long-term sequelae after different PFBT treatment modalities. The study cohort consisted of 110 survivors (median age at diagnosis 10.1 years and median time of follow up 13.2 years) who completed hearing questionnaires, neurological assessment and MRI of the brain ≥5 years after the end of treatment. There were three treatment groups. A cisplatin group which underwent cisplatin chemotherapy, radiotherapy and surgery (medulloblastoma N = 40), a radiotherapy group which underwent radiotherapy and surgery (astrocytoma/ependymoma N = 30), and a surgery group (astrocytoma N = 40). Academic achievement was correlated to the age at diagnosis, ototoxicity, Karnofsky score (KS), and MRI findings (Fazekas Score (FS)- treatment related parenchymal changes). For a modelled age at diagnosis of five years, the cisplatin group had lower academic achievements compared to the radiotherapy (p = 0.028) and surgery (p = 0.014) groups. Academic achievements evaluated at a modelled age of 10 years at diagnosis did not significantly differ among the treatment groups. The cisplatin group exhibited a higher occurrence of ototoxicity than the radiotherapy (p<0.019) and surgery groups (p<0.001); however, there was no correlation between ototoxicity and academic achievements (p = 0.722) in older age at diagnosis. The radiotherapy group exhibited lower KS than the surgery group (p<0.001). KS significantly influenced academic achievements in all groups (p<0.000). The cisplatin group exhibited higher FS than the surgery group (p<0.001) while FS did not correlate with academic achievement (p = 0.399). Older age is a protective factor for academic achievements irrespective of a treatment modality.
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Hassan, Mehboob Ul. "TEACHERS’ SELF-EFFICACY: EFFECTIVE INDICATOR TOWARDS STUDENTS’ SUCCESS IN MEDIUM OF EDUCATION PERSPECTIVE." Problems of Education in the 21st Century 77, no. 5 (October 16, 2019): 667–79. http://dx.doi.org/10.33225/pec/19.77.667.
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School is a subculture of any society having different educational diversity. This diversity affects on teachers and students achievements; pillars of teaching learning process. Teachers have great concerns towards students’ success. They deliver plethora of information to improve students’ achievements. Present quantitative ex-post-facto research was framed to explore the effect of teachers’ self-efficacy on students’ achievement scores applying multilingual instructions for students’ success on sample of randomly selected 1100 male respondents; 300 secondary school teachers and 800 students of District Kasur, of Lahore Division. Data from teachers were collected by administering long form of Teachers’ Self-Efficacy Scale whereas students’ achievement scores were obtained from annual gazette notification of Board of Intermediate and Secondary Education, Lahore. Cronbach’s Alpha Score was applied to confirm instrument’s reliability .851. Normality of the data were confirmed by calculating Shapiro-Wilk’s test. Findings of regression analysis depict that overall teachers’ self-efficacy has affected 65 % whereas students’ engagement 59 %, educational strategies 60 %, classroom management 59 % and teachers’ medium of education has affected 30 % on students’ achievement scores. Present research recommends that Government structure teachers’ self-efficacious believes through providing training, conducting workshops before joining teaching professions and ensuring certificates; once teachers’ confidence structure, less possible to alter to obtained desired achievements during teaching learning process. Furthermore, it is dire need to implement single medium of instructions; English / Urdu in public sector secondary schools of Punjab as bilingual medium of education have been remaining one of the barrier that lead students towards poor achievements. Keywords: achievement scores, classroom management, instructional strategies, education medium, secondary level, self-efficacy, students’ engagement.
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Maamin, Martina, Siti Mistima Maat, and Zanaton H. Iksan. "Analysis of the factors that influence mathematics achievement in the ASEAN countries." Cypriot Journal of Educational Sciences 16, no. 1 (February 25, 2021): 371–88. http://dx.doi.org/10.18844/cjes.v16i1.5535.
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Mathematical achievements affect students in determining their future careers and the economy of a country. However, mathematical achievement in Association of Southeast Asian Nations (ASEAN) countries has not reached the target, except in Singapore. However, no systematic studies have examined this problem yet. Thus, this study was conducted to identify the factors that influence mathematical achievement in ASEAN countries. Using the guidance of the Preferred Reporting Items for Systematic Review and Meta-Analyses statement’s review methodology, systematic reviews using the Scopus and Web of Science databases identified 40 studies related to mathematics achievement in ASEAN countries. The results show that the factors of students, families, teachers, schools and policymakers influence mathematical achievements in ASEAN countries. Thus, mathematical achievement in ASEAN countries is not influenced by students alone. Suggestions in the future should pay serious attention to all factors in order to improve mathematical achievement in ASEAN countries.
Keywords: Mathematics achievement, factors, ASEAN countries, systematic review;
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Baek, Youngkyun, and Achraf Touati. "Comparing Collaborative and Cooperative Gameplay for Academic and Gaming Achievements." Journal of Educational Computing Research 57, no. 8 (January 24, 2019): 2110–40. http://dx.doi.org/10.1177/0735633118825385.
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This article reports an empirical study that explores gender differences in both cooperative and collaborative social gaming in relation to achievements and attitudes. Another aim was to compare students’ game attitudes, feelings toward group work, and achievements in cooperative versus collaborative digital game-based learning environments. One hundred sixty-four, sixth-grade students from five different classrooms at an elementary school in South Korea participated voluntarily in this study. A total of 2 boys and 2 girls were randomly assigned to each group, resulting in 20 groups for each of the grouping conditions. Based on interaction effects, results suggest that male students show more positive game attitudes in collaborative conditions, whereas female students show more positive game attitudes in cooperative conditions. Data also suggest that males show more positive feelings toward group work than females, irrespective of grouping conditions. Regarding academic and gaming achievements, female students showed higher academic achievement in collaborative conditions, while male students scored higher on academic achievement under cooperative conditions. Findings from this study indicate that gender-balanced groups show significantly higher gaming achievement in collaboration compared with cooperation. Results are interpreted with reference to future research and classroom practices.
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Tjahjadinata, Christine, Natalia Puspadewi, and Elisabeth Rukmini. "PRECLINICAL STUDENTS’ PERCEPTION TOWARDS FACTORS OF ACHIEVING MEDICAL COMPETENCE." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 9, no. 3 (November 16, 2020): 193. http://dx.doi.org/10.22146/jpki.45370.
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Background: Based on the existing research, medical competence achievements in DKI Jakarta’s primary health care was lower than other provinces in Indonesia. Some of the competence achievements in preclinical years were also lower than the level of competence achievement in the Standard of Indonesian Doctor Competence, regardless the diseases are at the third and fourth levels. This research aimed at exploring the factors which influenced the competence achievement of the preclinical years based on student’s perceptions.Methods: The research was a descriptive analytic study with a qualitative approach using Focus Group Disscussion (FGD). Nine preclinical students of 2013 batch were chosen purposefully based on the recommendation from faculty members and students. Data were analyzed qualitatively using thematic analysis method.Results: There are several factors that influence the competence achievement of the preclinical students. These included the factors of student, curriculum, faculty, environmental, and facility. There were four participants in the first meeting and five participants in the second meeting.Conclusion: Based on student’s perception, the factors which affect the competence achievements in preclinical years are student factors, curriculum factors, faculty factors, environmental factors, and facility factors. Keywords: competence, medical education, preclinical, qualitative
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Dewi, Meiriska Nirmala. "STUDENTS’ ATTITUDE AND PERSONALITY TRAITS TOWARD ENGLISH LEARNING ACHIEVEMENTS." TANJAK: Journal of Education and Teaching 2, no. 1 (February 24, 2021): 35–44. http://dx.doi.org/10.35961/tanjak.v2i1.134.
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There are some factors that may influence students English learning achievements. They may be internal and external factors. This study focuses on internal factors of students which assumed affecting their English learning achievements; they are students’ attitude and personality traits. To find out the influence of students’ attitude and personality traits towards their English learning achievement, some theories and previous related research have been carried out. Based on the theories, people’ attitudes influence on how they behave, think, and respond to something. Besides, students’ personality traits are also assumed has influence to their English learning achievements. Goldberg (2001) proposes International Personality Item Pool (IPIP) to assess partcipants’ perception of personality traits. This study adopted questionnaires of IPIP about personality traits and provided another questionnaire about attitudes. Design of this study is a correlational research design which used simple and multiple regression analysis. The finding shows that there is significant influence of students’ attitude and personality traits towards their English learning achievements.
Keywords: attitudes, personality traits, English achievements.
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Agustiani, Hendriati, Surya Cahyad, and Muwaga Musa. "Self-efficacy and Self-Regulated Learning as Predictors of Students Academic Performance." Open Psychology Journal 9, no. 1 (February 4, 2016): 1–6. http://dx.doi.org/10.2174/1874350101609010001.
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In this research, correlations between self-efficacy, self-regulation of learning and academic achievements in a sample of 101 students of the Psychology Faculty at Universitas Padjadjaran were investigated. The study revealed that self-efficacy, self-regulation of learning and academic achievements are positively correlated, which implies that if one of the three variables experience a positive or negative change, the other two will also experience change. The coefficient correlations found in this research are 0.456 for correlation between self-efficacy and self-regulation of learning, 0.304 for correlation between self-regulation of learning and achievement; and 0.263 for correlation between self-efficacy and academic achievement.
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Sordia, Natia, Khatuna Martskvishvili, and Aljoscha Neubauer. "From Creative Potential to Creative Achievements." Swiss Journal of Psychology 78, no. 3-4 (August 2019): 115–23. http://dx.doi.org/10.1024/1421-0185/a000227.
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Abstract. Creative potential realized in creative achievement changes the world and defines progress. Accordingly, the investigation of factors that contribute to the process of achieving creative accomplishments seems essential. The relationship between creativity and personality was a thoroughly studied subject almost from the very beginning of creativity research, yet even today it is still unclear whether emotion-related personality traits – specifically, trait emotional intelligence and emotional creativity – are the driving factors that help individuals with creative potential to gain creative achievements. In this study, 342 participants ( Mage = 21.87, SD = 5.84) took the Alternative Uses and Instances tasks (creative potential); the Inventory of Creative Activities and Achievements (ICAA); the Trait Emotional Intelligence Questionnaire (TEIQue); and the Emotional Creativity Inventory (ECI). Results show that trait emotional intelligence (specifically, the sociability factor) and emotional creativity (namely, the novelty aspect) moderate the relationship between creative potential and creative achievements, while this relationship is mediated by creative activities. The study provides insight into which emotional personality traits can facilitate the path from creative potential to real-life creative achievements.
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Susongko, P., and M. A. Fatkhurrahman. "DETERMINANTS FACTORS ANALYSIS OF INDONESIAN STUDENTS� PHYSICS ACHIEVEMENT IN TIMSS 2011." Jurnal Pendidikan Fisika Indonesia 13, no. 1 (January 3, 2017): 49–58. http://dx.doi.org/10.15294/jpfi.v13i1.8641.
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This study aimed to find the structure of the theoretical model that can illustrate the achievements of Indonesian students in the field of physics. This study also examines the variables that directly or indirectly influence the physics achievement of Indonesian students. The data in this study are data of TIMSS 2011 on physics test with population involved were 4572 Indonesian students grade 8. This research used path analysis from LISREL 8.30. The physics achievement model of Indonesian students based on TIMSS 2011 results are as follows: (1) physics achievement is directly influenced by self-confidence, interest in learning, and students 'attitudes toward the importance of physics; (2) physics achievement indirectly influenced by students' involvement in physics learning indicated from their interest and confidence in physics learning; (3) attitudes toward the importance of physics have an indirectly positive impact on physics achievement. Students' self-confidence in physics learning has a stronger direct influence on their achievements than their interest in physics.
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Hyde, Janet Shibley, and Kristen C. Kling. "Women, Motivation, and Achievement." Psychology of Women Quarterly 25, no. 4 (December 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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Areisy, Hafiidhiya Janata, Muhammad Akhyar, and Husin Bugis. "CORRELATION OF THE LEARNING ACHIEVEMENTS IN MICROTEACHING AND FIELD EXPERIENCE PROGRAM TO PREPAREDNESS TO BECOME TEACHERS OF THE STUDENTS OF THE STUDY PROGRAM OF MECHANICAL ENGINEERING EDUCATION OF THE CLASS OF 2012." Journal of Mechanical Engineering and Vocational Education (JoMEVE) 1, no. 1 (April 2, 2018): 20. http://dx.doi.org/10.20961/jomeve.v1i1.18976.
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The objectives of this research are to investigate: (1) the correlation between the learning achievement in Microteaching and the preparedness to become teachers of the students of the Mechanical Engineering Education of the Class of 2012; (2) the correlation between the learning achievement in Field Experience Program (PPL) and the preparedness to become teachers; (3) the correlation of the learning achievements in Microteaching and PPL to the preparedness to be teachers. Its population was all of the students as many as 69 of the Mechanical Engineering Education, the Class of 2012. The number of the samples of research was determined by using the simple random sampling technique. They consisted of 58 students. The data of research were collected through documentation for the variables of learning achievements in Microteaching and PPL and questionnaire for the variable of preparedness to become teachers. The data of research were analyzed by using the partial correlation analysis and multiple regression analysis at the significance level of 5%. The results of research show that (1) there is a positive and significant correlation between the learning achievement in Microteaching and the preparedness to become teachers; (2) there is a positive and significant correlation between the learning achievement in PPL and the preparedness to become teachers; and (3) there is a positive and significant correlation of the learning achievements in Microteaching and PPL to the preparedness to become teachers.