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Journal articles on the topic 'Student achievement'

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Author: Grafiati

Published: 4 June 2021

Last updated: 5 March 2023

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1

Parmin, Agus Yulianto, Eling Purwantoyo, Ibnul Mubarok, and Iwan Junaedi. "The Coaching Model for Prospective Science and Mathematics Teachers from the Achievement and KIPK Paths." Mimbar Ilmu 27, no. 2 (August 23, 2022): 183–87. http://dx.doi.org/10.23887/mi.v27i2.51340.

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Analysis of students' achievement in 2019 found new facts that there was a tendency to decrease in achievement from the achievement path and the Indonesian Smart College Card students. The percentage of students' achievement from both paths is less than 5%. This study aims to develop a student achievement coaching model for prospective science and mathematics teachers from the achievement and KIPK paths. The research uses research and development methods to develop a student coaching model involving education management experts to validate the model. The study obtained results where the student achievement coaching model was declared suitable for use by experts. The results of a large-scale model applicability test involve 240 prospective science and mathematics teachers. The percentage of students who made achievement for one semester from the achievement path was 16%, and from the KIPK path was 25%. The coaching model increased students' achievements, which was less than 5% for both paths. In conclusion, the student achievement coaching model from this research can be a new way to continue the culture to make achievements during school and college.

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Putri, Ida Ayu Sasmitha, Putu Ngurah Suyatna Yasa, and Ni Luh Anik Puspa Ningsih. "The Influence of Teacher Teaching and Guidance of Parents on Student Achievement with Mediation of Learning Motivation in Santo Yoseph Denpasar." Jurnal Ekonomi & Bisnis JAGADITHA 7, no. 2 (September 30, 2020): 138–47. http://dx.doi.org/10.22225/jj.7.2.2498.138-147.

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The study aims to determine the influence of teacher teaching methods on student achievement, the influence of teacher teaching methods on the motivation of Learning, the influence of parental guidance on the motivation of Learning, the influence of parental guidance on student achievement, the influence of motivation to learn to students ' achievements, how the motivation to learn to influence teacher teaching methods on student achievement. This study was conducted on the SMAK of Santo Yoseph Denpasar. In this research student achievement is influenced by teacher teaching methods, parental guidance and motivational learning. The respondent in this study was 120 students of SMAK Santo Yoseph Denpasar. Data analysis is done using PLS (partial least square). The results showed that teacher teaching methods are positively and significantly impactful to student achievement. Then, teacher teaching methods have positive and significant influence on student achievement, proven. Furthermore, parental guidance positively and insignificant towards learning motivation, on student achievement, not proven. Learning motivation positive and significant impact on student achievement. The motivation to learn to process the relationship between teacher teaching methods to student achievement, is not proven. The motivation to learn to publish the relationship between parents ' guidance on student achievement, proven.

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Khanifam, Prihandhika Ardhian. "The Effect of Student Engagement to Student Academic Achievement at Faculty of Industrial Engineering Telkom University." Jurnal Ilmu Sosial Politik dan Humaniora 3, no. 1 (March 26, 2020): 22–32. http://dx.doi.org/10.36624/jisora.v3i1.54.

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To get a superior quality, human resources is certainly not in spite of the achievements, accomplishments in educational institutions can certainly be measured by the value of academic and one of the factors that may affect the achievement of learning is student engagement because when learners are able to give all his efforts to understand the material provided they are likely to have a good record. This research was conducted at the Faculty of Industrial Engineering Telkom University with student engagement as independent variables and academic achievement as the dependent variable. The purpose of this study was to determine how high student engagement, academic achievement of students as well as, to examine how high the influence of student engagement to academic achievement in students of Industrial Engineering Telkom. The respondents are 310 active students at the Faculty of Industrial Engineering Telkom University. The analysis technique used is descriptive analysis and simple linear regression. Based on the results of the study showed that student engagement at the high category and learning achievement in honors. While the statistical test results obtained that student, engagement has no effect on academic achievement in students of Industrial Engineering Telkom University.

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Isnaini, Muhammad Yusuf. "HUBUNGAN PERSEPSI SISWA TENTANG GURU BAHASA INDONESIA, MINAT BELAJAR, DAN MOTIVASI BELAJAR DENGAN PRESTASI BELAJAR SISWA DI MTsN SEMANU GUNUNGKIDUL." Diksi 27, no. 1 (August 15, 2019): 56–64. http://dx.doi.org/10.21831/diksi.v27i1.26177.

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

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Hafid, Abd, Sri Asirrah, Sudirman Sudirman, and Muhammad Amran. "Hubungan Kreativitas Belajar dengan Prestasi Belajar Siswa Kelas V Gugus XVI Kecamatan Liliriaja Kabupaten Soppeng." DIKDAS MATAPPA: Jurnal Ilmu Pendidikan Dasar 5, no. 1 (March 31, 2022): 101. http://dx.doi.org/10.31100/dikdas.v5i1.1857.

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The problem in this study is the lack of students' ability to develop answers or not being able to think creatively, tend to have poor learning achievements. However, it is possible for students who have high creativity to have good learning achievements, while students who have low creativity have high and low learning achievements. This study is a quantitative study with a correlation design that aims to determine the relationship between the implementation of creativity and the learning achievement of class V Cluster XVI students, Liliriaja District, Soppeng Regency. The results showed that there was a significant relationship between learning creativity and student achievement in class V Cluster XVI, Liliriaja District, Soppeng Regency with a tcount value (5.7855) greater (>) ttable value (1.66792) which means H0 is rejected and H1 is accepted. Based on the analysis of the data above, it can be concluded that learning creativity will have an impact on students' learning habits in learning so that it will affect their learning achievement in the classroom. So the better the learning creativity, the better student achievement will be. From these conclusions, the impact of this research is that good learning creativity will increase student achievement.

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Wisudanto, Wisudanto, Prawitra Thalib, Mohamad Nur Kholiq, Tri Vena Putri, and Tri Veny Putri. "Social Action Of Student In Achieving Non-Academic Achievements In Interest And Talent-Based School." Airlangga Development Journal 6, no. 1 (June 27, 2022): 55–65. http://dx.doi.org/10.20473/adj.v6i1.32861.

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This article describes the social action of students' non-academic achievement. Student achievement in education is a measure of student success. Achievement has two categories, namely academic achievement and non-academic achievement. SMA Muhammadiyah 10 Surabaya has a gifted title. In accordance with this predicate, this school focuses on developing the potential interests and talents of students. This study uses social action theory by Max Weber in assessing the motivation for non-academic achievement goals. Researchers used qualitative methods through in-depth interviews and observation primary data, as well as secondary data through the development of student championship news on internet pages. The results showed that in achieving students' non-academic achievements, they achieved these goals through instrumental rational actions in the form of regular physical readiness exercises, value-oriented rational actions on aspects of spirituality, traditional actions on aspects of choosing extracurricular activities based on experience and advice from parents. , affective actions choose extracurricular activities because of feelings of pleasure and interest. The researcher hopes that this article can be a new contribution to society in the field of education and social affairs, especially the achievement of non-academic achievements which the community considers not a significant achievement for the future of students compared to academic achievement.

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Farida, Intan Nur, and Ratih Kumalasari Niswatin. "Penggunaan Algoritma Naive Bayes Untuk Mengevaluasi Prestasi Akademik Mahasiswa Universitas Nusantara PGRI Kediri." Jurnal Sains dan Informatika 3, no. 2 (November 30, 2017): 122–27. http://dx.doi.org/10.34128/jsi.v3i2.113.

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Students' academic activities result in achievements that can be known in each semester until the graduation stage. This study classifies student achievement in the appropriate graduation category or not in the fifth semester. As attributes used include attributes of origin, High School origin, employment and income of parents, Comrade Achievement Index (IPK) and Achievement Index (IP) semesters one to five. The purpose of this study is the application to obtain academic achievement of students Nusantara PGRI Kediri University uses the naÃ¯ve bayes algorithm. Train data used is the data of student class 2010 to 2012 on the Faculty of Engineering, with a focus on Informatics Engineering courses. Next is calculated using naÃ¯ve bayes algorithm to classify student achievement. While the test data using student academic data generation 2013. Research results Student's previous academic achievement. This research is useful to know the factors that influence student achievement that can be used to support the making of university policy, for example on the target of new student admission promotion.

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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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Thaher, Shadi, and Ibrahim El Saied. "The School Improvement and the Role of Principal on Enhancing Student Learning Outcomes." Journal of Education and Culture Studies 4, no. 2 (March 24, 2020): p22. http://dx.doi.org/10.22158/jecs.v4n2p22.

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This article reviews literature related to school principals and their role in improving student learning outcomes, by presenting and providing many information and evidence provided by academic research related to the principals and their role in student achievement. The article emphasizes that the managers are able to play a positive role in improving students’ achievement and results. Although the academic materials indicate indirect influence of managers on student achievement, this indirect influence is important and necessary and contributes greatly to the development of the students and to raising their achievements.

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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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Cahyono, Cahyono. "PENGARUH KEDISIPLINAN TERHADAP PENINGKATAN PRESTASI BELAJAR PESERTA DIDIK PADA MATA PELAJARAN PKN DI SMK PASUNDAN 1 SUBANG." Didaktik : Jurnal Ilmiah PGSD STKIP Subang 1, no. 2 (December 31, 2015): 169–80. http://dx.doi.org/10.36989/didaktik.v1i2.23.

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Discipline is berperanguh to increased student achievement. This study aims to collect information on students' disciplinary effect on student achievement in the subjects of Civics at SMK Pasundan 1 Subang. Using the theory of discipline (Maman Rachman and A. Kosasih Djahiri) and the theory of learning achievement (Moh. Surya). By using a quantitative approach. Penenlitian sample as many as 108 students and 2 teachers Civics. The results showed that the discipline of the students have a significant influence on the improvement of student achievement that is, True 0, 832. It can be concluded that the higher discipline learners, it will be a good learning achievements of learners, especially on the subjects PPKn in SMK Pasundan 1 Subang

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Berkowitz, Ruth, Hagit Glickman, Rami Benbenishty, Elisheva Ben-Artzi, Tal Raz, Nurit Lipshtat, and Ron Avi Astor. "Compensating, Mediating, and Moderating Effects of School Climate on Academic Achievement Gaps in Israel." Teachers College Record: The Voice of Scholarship in Education 117, no. 7 (July 2015): 1–34. http://dx.doi.org/10.1177/016146811511700703.

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

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Kim, Gyeonghoe. "Learning Related-Variables According to Online Classroom Types that Influence the General English Speaking Classroom." Korean Association of General Education 16, no. 4 (August 31, 2022): 101–20. http://dx.doi.org/10.46392/kjge.2022.16.4.101.

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The influence between the diverse learning variables affecting the academic achievement of learners according to class types should be studied extensively for the effectiveness of the Korean online general English classroom. Therefore, within the overall online non face-to-face class situation due to the prolonged COVID-19 pandemic, for 15 weeks 80 Korean university students experienced general English classes according to the non face-to-face class format. The purpose of this study was to investigate learner interactions (student-to-student vs. student-to-instructor), their motivation and satisfaction levels, and their English speaking achievement with a particular focus on lecture types (real-time Zoom classes vs. video-recorded classes). In addition, learning variables which can affect English speaking achievement and satisfaction were measured using a survey. By studying these variables, which have been insufficient so far, the intention was to provide some implications for the effective online class operation for the university general English classroom.</br>Correlation analysis, t-test, and multiple linear regression were conducted, and the results were as follows: First, students’ interaction and academic achievements showed significant correlation and student-to-student and student-to-instructor interactions showed significant correlation. However, there was not any significant correlation between student-to-student interaction and their English speaking achievement. Second, significantly different lecture types had an impact on student interactions, their learning motivation, and academic achievements, but not on their level of satisfaction. Third, there were not any significant variables affecting course satisfaction, and student-to-instructor and student-to-student interactions had a significant effect on academic achievement. The 54.4% of English speaking achievement is explained through student-to-instructor and studentto-student interactions.</br>Therefore, lecturers should take into regard the students’ diverse learning related-variables, which can affect the online English speaking class, and try to enhance the students’ satisfaction, motivation, and interaction levels. By doing so, we hope to maximize the educational effect of the online English speaking classes.

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Arsalna, Arsalna, Apridar Apridar, and Mohd Heikal. "PENGARUH LINGKUNGAN SEKOLAH DAN KOMPETENSI PROFESIONAL GURU TERHADAP PRESTASI SISWA MELALUI MOTIVASI BELAJAR SEBAGAI VARIABEL INTERVENING PADA SMAN 2 SEULIMEUM KABUPATEN ACEH BESAR." J-MIND (Jurnal Manajemen Indonesia) 5, no. 2 (August 8, 2021): 94. http://dx.doi.org/10.29103/j-mind.v5i2.3438.

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ABSTRACTThe purpose of this study was to analyze the influence of the school environment, teacher professional competence on student achievement through learning motivation as an intervening variable at SMAN 2 Seulimeum Aceh Besar District. This study used two stages of sampling, namely the Proportionate stratified random sampling technique and the simple random sampling technique (simple random sampling) , which amounted to 156 students . The analysis tool uses the SEM ( structural equation modeling ) A MOS method . the study result showed that variables school environment positive and significant effect on student achievement and motivation, professional competence of teachers and a significant positive effect on student achievement and motivation, and learning motivation also has a positive and significant effect on student achievement . To me see mediation analysis of the school environment and teachers' professional competence and a significant positive effect is partially mediated the achievements of students of SMAN 2 Seulimeum Aceh Besar district.Keywords: school environment , professional competence of teachers , motivation to learn , and student achievement.

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Fletcher, Heather, Amanda Krause, and Jane Davidson. "Examining How Voice Teachers Influence Student Achievement." Journal of Singing 79, no. 4 (February 22, 2023): 445–56. http://dx.doi.org/10.53830/hhjh1114.

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While studies have defined voice teacher expertise, seldom have associations been made between voice teachers and their students’ performing achievements. This study investigated which characteristics and attributes of successful classical and music theatre voice teachers influence student success. A sample of 123 Australian voice teachers (77% females, 22% males, 1% non-binary), aged 26–78 years old (M=48.23), completed an online, quantitative survey examining teacher background, experience, and genre. Additionally, standardized, quantitative measures examined psychological components such as teacher empathy and leadership. Findings demonstrated statistically significant associations between greater student achievement and the teacher’s own performance and teacher training and achievements as well as the number of students they have taught. Additionally, teacher leadership, specifically training facilitation and positive feedback, was statistically positively associated with student achievement. Teacher genre was not found to influence student success. These findings indicate that incorporating leadership training into voice pedagogy courses, while facilitating ongoing performing and professional development, could contribute to voice teacher expertise which would conceivably produce more successful students.

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Downing, Skip. "Celebrating Student Achievement." Academic.Writing: Interdisciplinary Perspectives on Communication Across the Curriculum 1, no. 8 (2000): 1. http://dx.doi.org/10.37514/awr-j.2000.1.8.35.

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Radocy, Rudolf E. "Evaluating Student Achievement." Music Educators Journal 76, no. 4 (December 1989): 30–33. http://dx.doi.org/10.2307/3401012.

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Weiher, Gregory R., and Kent L. Tedin. "Minority Student Achievement." Review of Policy Research 23, no. 5 (September 2006): 963–67. http://dx.doi.org/10.1111/j.1541-1338.2006.00244.x.

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Masters, Geofferey N., Raymond Adams, and Jan Lokan. "Mapping student achievement." International Journal of Educational Research 21, no. 6 (January 1994): 595–609. http://dx.doi.org/10.1016/0883-0355(94)90013-2.

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Fintor, János Gábor. "Factors Determining Student Achievement." Hungarian Educational Researcch Journal 3, no. 3 (October 15, 2013). http://dx.doi.org/10.14413/herj2013.03.06.

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"Student Achievement." Higher Education Abstracts 56, no. 1 (January 2021): 47–49. http://dx.doi.org/10.1111/hea.34_12162.

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"Student Achievement." Higher Education Abstracts 56, no. 2 (April 2021): 159–64. http://dx.doi.org/10.1111/hea.37_12166.

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"Student Achievement." Higher Education Abstracts 56, no. 3 (July 2021): 260–66. http://dx.doi.org/10.1111/hea.32_12174.

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"Student Achievement." Higher Education Abstracts 56, no. 4 (October 2021): 361–65. http://dx.doi.org/10.1111/hea.36_12178.

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"STUDENT ACHIEVEMENT." Higher Education Abstracts 37, no. 1 (October 2001): 63–66. http://dx.doi.org/10.1111/j.2150-1092.2001.tb00301.x.

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"STUDENT ACHIEVEMENT." Higher Education Abstracts 37, no. 2 (January 2002): 167–69. http://dx.doi.org/10.1111/j.2150-1092.2002.tb00347.x.

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"STUDENT ACHIEVEMENT." Higher Education Abstracts 37, no. 3 (April 2002): 267–70. http://dx.doi.org/10.1111/j.2150-1092.2002.tb00391.x.

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"STUDENT ACHIEVEMENT." Higher Education Abstracts 37, no. 4 (July 2002): 347–50. http://dx.doi.org/10.1111/j.2150-1092.2002.tb00432.x.

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"STUDENT ACHIEVEMENT." Higher Education Abstracts 38, no. 1 (October 2002): 61–64. http://dx.doi.org/10.1111/j.2150-1092.2002.tb00476.x.

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"STUDENT ACHIEVEMENT." Higher Education Abstracts 38, no. 2 (January 2003): 165–68. http://dx.doi.org/10.1111/j.2150-1092.2003.tb00518.x.

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"STUDENT ACHIEVEMENT." Higher Education Abstracts 38, no. 3 (April 2003): 260–62. http://dx.doi.org/10.1111/j.2150-1092.2003.tb00561.x.

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"STUDENT ACHIEVEMENT." Higher Education Abstracts 38, no. 4 (July 2003): 363–65. http://dx.doi.org/10.1111/j.2150-1092.2003.tb00609.x.

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"STUDENT ACHIEVEMENT." Higher Education Abstracts 39, no. 1 (October 2003): 64–68. http://dx.doi.org/10.1111/j.2150-1092.2003.tb00654.x.

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"STUDENT ACHIEVEMENT." Higher Education Abstracts 39, no. 2 (January 2004): 158–59. http://dx.doi.org/10.1111/j.2150-1092.2004.tb00699.x.

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"STUDENT ACHIEVEMENT." Higher Education Abstracts 39, no. 3 (April 2004): 257–59. http://dx.doi.org/10.1111/j.2150-1092.2004.tb00741.x.

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"STUDENT ACHIEVEMENT." Higher Education Abstracts 39, no. 4 (July 2004): 355–56. http://dx.doi.org/10.1111/j.2150-1092.2004.tb00784.x.

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"STUDENT ACHIEVEMENT." Higher Education Abstracts 40, no. 1 (October 2004): 66–69. http://dx.doi.org/10.1111/j.2150-1092.2004.tb00828.x.

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"STUDENT ACHIEVEMENT." Higher Education Abstracts 40, no. 2 (January 2005): 173–74. http://dx.doi.org/10.1111/j.2150-1092.2005.tb00876.x.

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"STUDENT ACHIEVEMENT." Higher Education Abstracts 40, no. 3 (April 2005): 265–66. http://dx.doi.org/10.1111/j.2150-1092.2005.tb00921.x.

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"STUDENT ACHIEVEMENT." Higher Education Abstracts 40, no. 4 (July 2005): 352. http://dx.doi.org/10.1111/j.2150-1092.2005.tb00965.x.

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"STUDENT ACHIEVEMENT." Higher Education Abstracts 41, no. 1 (October 2005): 50–52. http://dx.doi.org/10.1111/j.2150-1092.2005.tb01009.x.

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"STUDENT ACHIEVEMENT." Higher Education Abstracts 41, no. 2 (January 2006): 164–65. http://dx.doi.org/10.1111/j.2150-1092.2006.tb01058.x.

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"STUDENT ACHIEVEMENT." Higher Education Abstracts 41, no. 3-4 (April 7, 2006): 287–91. http://dx.doi.org/10.1111/j.2150-1092.2006.tb01103.x.

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"STUDENT ACHIEVEMENT." Higher Education Abstracts 42, no. 1 (October 2006): 65–69. http://dx.doi.org/10.1111/j.2150-1092.2006.tb01149.x.

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"STUDENT ACHIEVEMENT." Higher Education Abstracts 42, no. 2 (January 2007): 160–64. http://dx.doi.org/10.1111/j.2150-1092.2007.tb01192.x.

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"STUDENT ACHIEVEMENT." Higher Education Abstracts 42, no. 3 (April 2007): 257–58. http://dx.doi.org/10.1111/j.2150-1092.2007.tb01234.x.

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"STUDENT ACHIEVEMENT." Higher Education Abstracts 42, no. 4 (July 2007): 344–46. http://dx.doi.org/10.1111/j.2150-1092.2007.tb01275.x.

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"STUDENT ACHIEVEMENT." Higher Education Abstracts 43, no. 1 (October 2007): 56–59. http://dx.doi.org/10.1111/j.2150-1092.2007.tb01321.x.

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"STUDENT ACHIEVEMENT." Higher Education Abstracts 43, no. 2 (January 2008): 144–47. http://dx.doi.org/10.1111/j.2150-1092.2008.tb01366.x.

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"STUDENT ACHIEVEMENT." Higher Education Abstracts 43, no. 3-4 (April 7, 2008): 265–71. http://dx.doi.org/10.1111/j.2150-1092.2008.tb01410.x.

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