Rozprawy doktorskie: „Achievement”

1

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

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Blohm, Katherine Elizabeth. "Online High School Achievement versus Traditional High School Achievement". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4041.

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The following study examined the question of student achievement in online charter schools and how the achievement scores of students at online charter schools compare to achievement scores of students at traditional schools. Arizona has seen explosive growth in charter schools and online charter schools. A study comparing how these two types of schools are educating students will benefit parents who are considering the viability of online charter schools for their children's education. This study investigated the difference between educational achievements at online charter schools versus traditional schools. The study compared 16 online high schools to 16 similar traditional high schools. This study used the state standardized assessment, Arizona Instrument to Measure Standards (AIMS), scores to compare the two different types of schools. This study used ANOVA to compare the online charter school scores and students have in Arizona, this study identified which of these two schools is achieving greater academic success. By a significant margin the traditional brick and mortar schools achieved higher scores on the AIMS test in both reading and math. The traditional schools also achieved higher scores across the three years examined. In 2012 traditional school students earned an average of 51 points higher in reading and 41 points higher in math. In 2013 traditional school students earned an average of 84 points higher in reading and 28 points higher in math. In 2014 traditional school students earned an average of 52 points higher in reading and 35 points higher in math. This research hopes to direct positive social change by calling into question the validity of online high schools and how they are currently managed and accredited in AZ.

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3

Hillyer, F. James, i University of Lethbridge Faculty of Education. "Fostering achievement motivation". Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1991, 1991. http://hdl.handle.net/10133/50.

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Researchers defined achievement motivation as a viable research construct in the early 1950s. Adults increased their achievement motivation scores--often with correlative increased achievement. The literature is replete with ways to increase achievement but researchers paid less attention to what could be a core issue--affecting achievement motication itself. McClelland demonstrated repeatedly that adult business people could develop achievement motivation. Alschuler and deCharms found that classroom treatment procedures could yield increased student achievement motivation. The purpose of this study was to investigate the extent to which treatment activites could foster achievement motivation in a sample of rural Southern Alberta grade four students. To accomplish this, the investigator in the present study employed a combination of the methods used by Alschuler with adolescents and deCharms with younger students. The treatment group experienced achievement motivation action strategies, conceptualized achievement motivation thoughts, related the achievement motivation syndrome to three areas of personal life, and practised what they learned. Two control groups were grade four classes in rural Alberta; one received a pre-test, the other received the post-test only. This investigator used Gumpgookies (Ballif & Adkins, 1968) to quantify achievement motivation. Grade four students in rural Southern Alberta did not obtain significantly different Gumpgookies (Ballif & Adkins, 1968) (achievement motivation) scores following four weeks of achievement motivation training modelled after Alschuler and deCharms. Birth order and rank in class emerged as significant variables.
ix, 161 leaves : ill. ; 28 cm.

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4

Broomhead, Gordon Paul. "Individual expressive performance achievement in the choral ensemble : its relationship to ensemble achievement, technical achievement, and musical background /". Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/11438.

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5

Doran, Timothy. "Hidden extremes : identifying health over-achievement and under-achievement in England". Thesis, University of Liverpool, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439616.

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6

Hinkley, John W., University of Western Sydney, of Arts Education and Social Sciences College i School of Psychology. "School achievement motivation among Navajo High School students : a study of school achievement goals, achievement values, and ability beliefs". THESIS_CAESS_PSY_Hinkley_J.xml, 2001. http://handle.uws.edu.au:8081/1959.7/365.

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Navajo school students, it is believed, underachieve at school in terms of school attendance, dropout rates, and standardized performance tests. Among the many reasons proposed to explain the persistent school underachievement is that school culture is largely based on individualism, interpersonal competition, and other Western norms and values. These, it is argued, are an anathema to Native Americans. Hence, school culture may predispose many Navajo High School students to failure. To test this belief I constructed a model of school achievement motivation drawn from Western conceptualizations of achievement motivation described Navajo High School students achievement motivation. Using confirmatory factor analyses tests of equivalency were conducted that contrasted non-traditional Navajo students and females with near traditional Navajo students and males. Using structural equation modeling, I examined the relations of the language, location, and gender variables on the achievement goal factors, mediated by school measures of achievement, ability beliefs, social goals and achievement goals. I concluded that non-traditional and near traditional Navajo students are more similar than dissimilar. Clearly this raises concerns regarding the making of policy based on assumptions regarding presumed differences between non-traditional and near traditional Navajo High School students. I also concluded that, school achievement measures, the ability beliefs, and the social approval and social concern goals are important factors that influence the school achievement goals Navajo students emphasize. This has implications for the manner in which schools and teachers emphasize these factors in classrooms.
Doctor of Philosophy (PhD)

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7

Odom, Natalie. "Elementary School Student Achievement: An Analysis of School Size and Student Achievement". Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2983.

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Student achievement is the cornerstone of educational intuitions. Having a comprehensive understanding of what factors into having a successful student achievement rate requires the use of previous research and analyzing of historical accounts. The purpose of this study was to determine if there was a difference in student achievement when elementary school size was a factor. The analysis of the results offered beneficial information pertaining to Florida's public schools while providing a stepping stone towards future research. The results of this study and subsequent studies can provide information and guidance to decision makers regarding school size relative to student achievement. The population for this data was obtained from the Florida Department of Education's Florida Schools Indicator Reports. Three elementary schools were selected from each school district in the state of Florida based on its student enrollment. A small school consisted of an enrollment of 1-300 students, a medium school consisted of 301-500 students, and a school was considered large if its enrollment was 600 students or more. From these schools, the 3rd, 4th, and 5th grade Florida Comprehensive Assessment Test (FCAT) mathematics and reading scores were analyzed. Analysis of the data revealed that there was no statistically significant difference found for student achievement in mathematics when school size was a factor. However, there was a statistically significant difference found in student achievement in reading. The significance was found to lie between medium and large schools, with large schools scoring significantly better than medium schools.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership EdD

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8

Lee-Corbin, Hilary Mary. "Portraits of the able child : factors associated with achievement and under achievement". Thesis, University of Reading, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388399.

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9

Odom, Natalie M. "Elementary school student achievement an analysis of school size and student achievement /". Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002696.

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10

Rimmer, James Anthony. "Creativity, skill, and achievement". Thesis, University of Leeds, 2017. http://etheses.whiterose.ac.uk/19244/.

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11

Wall, Gabrielle Julya Howard. "What Affects Student Achievement". Thesis, University of Canterbury. Psychology, 2010. http://hdl.handle.net/10092/4978.

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This study aimed to identify student-level variables that influence academic outcomes, and to determine the extent of their influence. In Study 1, final year secondary students (N = 654) completed a questionnaire gathering demographic information and measuring possible influencing variables. A number of these variables predicted academic achievement, including demographic, attitudinal, personality, study strategy and intelligence variables. Mathematical intelligence was the strongest predictor of achievement for all three achievement variables used, and was followed by school decile. Openness to experience and critical reasoning intelligence were the next strongest predictors of two achievement variables (proportion of Merit and Excellence credits attained and Level 3 attainment), while the third achievement variable (credits attained) was next best predicted by participant sex and verbal intelligence. Self-regulation skills were more beneficial when used by high intelligence participants. Likewise, critical thinking skills were more beneficial for high intelligence participants, high socio-economic participants and non-Māori participants. These interactions and the influence of participant openness to experience were further explored in a subsequent study, in which a second group of final year secondary students (N = 122) participated in a year-long study. Participants were divided into three groups: one group was taught critical thinking skills; a second group was taught strategies relating to the facets of openness to experience; and the third group was a control group. The control group was taught peer learning skills, which the previous study found did not relate to student achievement. The results of the interventions did not show a change in either the target variables or in student achievement for any of the three groups. Study 3 aimed to identify the student-level variables that influence academic outcomes for first year tertiary students and to determine the relative influence of each variable. This longitudinal study involved students at a New Zealand tertiary institution (N = 62) who had previously participated in Study 1 during their Year 13 year. Participants completed a questionnaire that collected demographic, attitudinal, personality and study strategy variables. Year 13 achievement and the use of critical thinking skills were the strongest predictors of student achievement.

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12

Pointet, Andrew John. "Boys and achievement : a case study investigation into boys' achievement at secondary school". Thesis, University of Southampton, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.427709.

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13

Warren, Annmarie Maione 1968. "Gender identity and educational achievement: Correlations of children's self perception with educational achievement". Thesis, The University of Arizona, 1993. http://hdl.handle.net/10150/291677.

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The Children's Self-Perception Scale (CSPS), an instrument to measure self-perceived gender identity in school age children, was developed based on the Bem Sex Role Inventory (BSRI; Bem, 1974). The children's scores on the CSPS were correlated with two measures of educational achievement, grade point average (GPA) and Iowa Test of Basic Skills (ITBS; Hieronymus, et al., 1986) to determine the relationship between femininity and masculinity in males and females and educational achievement. The subjects were 950 third, fourth, and seventh grade students from two school districts. The majority of students was Hispanic. The CSPS was not able to differentiate reliably between masculinity and femininity; reliabilities for the CSPS ranged from .17-.78. Although results were inconsistent across grades, significant (p<.05) positive correlations were found between femininity and GPA, .25, and masculinity and achievement (.23-.31) for seventh graders in only one district. Several possible explanations for the non-significance and inconsistencies are explored.

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14

Adams, Athena. "THE ACADEMIC ACHIEVEMENT OF AFRICAN-AMERICAN STUDENTS IN ORANGE COUNTY PUBLIC HIGH SCHOOLS". Master's thesis, University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3615.

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The study was conducted to determine the disparity between the academic achievement of African American students and the academic achievement of white American students in the state of Florida, and more specifically, in five high schools in Orange County Public Schools. The term "African American" included all students who self-identified as that race upon enrollment into an Orange County public school. The study included male and female African American students from different socio-economic levels. The term "differences in academic achievement" is most commonly referred to as "achievement gap." Additionally, this study sought to determine the relationship, if any, in the achievement of African American students' academic achievement in five high schools in Orange County Public Schools, Orlando, Florida. In addition, the purpose was to identify differences in achievement level based upon the school attended, gender, socio-economic levels, class size, and qualifications of the teachers. The methods and procedures used to determine if there was an achievement gap between African-American and white American high school students was to review: (a) gain in African-American students on the reading portion of the Florida Comprehensive Assessment Test, from the 2003-2004 administration to the 2004-2005 administration in five Orange County public high schools, (b) difference between African-American students' 2004-2005 reading portion of the Florida Comprehensive Assessment Test percentage at proficient (level 3 and above) and white American students in five public high schools in Orange, (c) the relationship between African-American students' 2004-2005 reading portion of the Florida Comprehensive Assessment Test percent at proficient (level 3 and above) and the school poverty rate in all public high schools in Orange County, (d) the characteristics of schools making gains in reading. There were four conclusions based on the review of literature, as well as the data collected from the five high schools. Under the provision and penalties attached to the No Child Left Behind legislation, there was a noticeable gap in achievement between African-American students and their white American counterparts in each of the examined schools over a two year time period. In schools with a greater percentage of white students, African-American students, overall, performed at a higher level. The achievement gap was narrower and the percent at proficient and above was higher for all students in schools where white students represented a greater percentage of the students. In schools with a lower percentage of students on free and/or reduced lunch, the percent of students reading at proficient or above was higher and the achievement gap was less between African-American students and their white counterparts. Furthermore, the data indicated that as the percent of students on free and reduced lunch at a given school increases, the rate of those reading at proficient and above for African-American students was lower. In schools with a wide array of diversity, students overall have higher achievement scores. Based on the data in the study, the school with the highest rate of student proficient and above, was the school with the greatest diversity population of students.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership EdD

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15

Wilhelmsson, Martin. "A Personalized Achievement System for Educational Games : Targeting the achievement goals of the student". Thesis, Högskolan i Skövde, Institutionen för kommunikation och information, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-8273.

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This thesis is an interdisciplinary project based on motivation research in educational games and research on psychological achievement goals. The purpose was to present a model for a gaming achievement system that adapts to suit the player. The player profile is constructed using an achievement goal questionnaire based on educational achievement goals from previous research. To test the model appropriately, a game prototype was developed. The results derived from the thesis project and the included study is based mainly on qualitative data from game sessions as well as questionnaires. The results indicates that the model works as intended, but that individual choice of gaming achievements can be more useful for some people. The results also show that the model is a viable for implementation in future projects and a suitable alternative for low-budget educational games. The model still needs further evaluation to ensure its efficacy, but shows great promise.

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16

Deevers, Matthew D. "Teacher goal endorsement, student achievement goals, and student achievement in mathematics: a longitudinal study". Cleveland State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=csu1279737483.

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17

Potter, Charles J. "Understanding Wellness Goal Achievement: Applying Achievement Goal Theory to the Pursuit of Wellness Goals". The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1585240857141769.

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18

Wang, Ze. "Academic motivation, mathematics achievement, and the school context building achievement models using TIMSS 2003 /". Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5520.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2008.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on July 31, 2009) Includes bibliographical references.

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19

Skamfer, Christi. "Psychosocial influences on the academic achievement of adolescents". Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999skamferc.pdf.

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Carson, Linda A. "Predictors of early reading achievement". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ28182.pdf.

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Prehoda, Lauren. "Teacher unions and student achievement". CONNECT TO ELECTRONIC THESIS, 2007. http://dspace.wrlc.org/handle/1961/4158.

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

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

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23

Hillman, Alana S. "Early Interventions and Student Achievement". Thesis, Lindenwood University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3619165.

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Educating children is a costly endeavor; however, when children with special needs enter kindergarten unprepared emotionally, socially, or academically, the increased costs and support systems have to be absorbed by the schools and communities. The purpose of this study was to determine if there was a significant difference between the academic achievement of students participating in Early Childhood Special Education (ECSE) compared to students without ECSE services with DIAL-3 scores ranked in the 20^th percentile or below. Achievement scores for second and third graders in one urban school district were utilized to compare the scores of ECSE and non-ECSE students. The sample included the TerraNova and Performance Series assessment scaled scores of 30 ECSE students and 30 non-ECSE students for a total of 60 students from academic years 2008 to 2012 from the participating school district. A stratified sampling was utilized within the two groups of students' assessment scores. Standard calculations included means, standard deviations, and a t-test. When comparing the second grade achievement scores, ECSE students had statistically significant gains on the overall scaled scores than the non-ECSE students. When comparing the third grade Performance Series reading, language arts, and math scaled scores of the ECSE students to the non-ECSE students, the ECSE students had statistically higher achievement scaled scores compared to the non-ECSE students. When comparing the third grade Performance Series reading and language arts standard item pool scores of the ECSE students to the non-ECSE students, the ECSE students had statistically higher achievement standard item pool compared to the non-ECSE students. The Performance Series standard item pool scores were not statistically significant between the two groups.

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24

Abdelnoor, Adam Simon Edward. "Childhood bereavement and academic achievement". Thesis, St George's, University of London, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266581.

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Kreide, Anita Therese. "Literacy Achievement in Nongraded Classrooms". Digital Commons at Loyola Marymount University and Loyola Law School, 2011. https://digitalcommons.lmu.edu/etd/265.

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This longitudinal quantitative study compared literacy achievement of students from second through sixth grade based on two organizational systems: graded (traditional) and nongraded (multiage) classrooms. The California Standards Test (CST) scaled and proficiency scores for English-Language Arts (ELA) were used as the study’s independent variable to measure student performance. A matched control was utilized in which nongraded students were compared with graded students based on gender, ethnicity, and date of birth. Data analysis included independent samples t-test, analysis of variance (ANOVA), and effect size. Results showed that nongraded students had a significant advantage over their graded counterparts in literacy achievement (p=0.000). Effect size for the matched group increased with length of exposure in the nongraded program from Cohen’s d=0.49 to d=0.99. It is difficult to determine if significant outcomes were the result of classroom structure or instructional strategies used in the nongraded setting. However, a unique quality of this study involves the rare conditions and matched control design that allowed for variables to be controlled, which have yet to be simultaneously accounted for in multiage studies to date. Based on the results, this study suggested that nongraded education, by responding to the developmental nature of children in the classroom, may offer a viable alternative to the graded system. In nations such as Australia, New Zealand, Netherlands, Finland, and Canada with the highest literacy rates in the world, nongraded classrooms are common educational practice.

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Baessa, Yetilú de, i Francisco Javier Fernández. "Borne factors in academic achievement". Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/100361.

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The objective of this research was to examine the relationship between academic achievement and home factors in third grade students attending urban and rural schools in Guatemala. The sample consisted of 4,952 students selected at random (52% males and 48% females). Mathematics and reading tests were administered to the students and other associated factors were obtained through a questionnaire. The data was analyzed using two statistical approaches: multiple regression and analysis of multiple correspondence. Results showed that an important percentage of the variance in reading achievement is explained by the variables related to home environment. The rest is probably related to factors associated to the teacher or school per se or by individual characteristics of the students that were not possible to measure.
La presente investigación tuvo como objetivo examinar la relación que existe entre el rendimiento escolar y los factores asociados al hogar de alumnos de tercer grado de primaria que asisten a escuelas primarias localizadas en áreas urbanas y rurales de Guatemala. Se tomó al azar una muestra de 4,952 estudiantes (52% niños y 48% niñas) de tercer grado a nivel nacional. Se aplicaron pruebas de lectura y matemática y se obtuvo información de los factores asociados al rendimiento. Se analizaron los datos mediante dos técnicas estadísticas: análisis de regresión múltiple y análisis de correspondencia múltiple. Los resultados obtenidos muestran que un porcentaje importante de la varianza en el rendimiento, especialmente en lectura, se explica por ciertas variables relacionadas con el entorno del hogar. El resto, probablemente, se podría explicar por factores relacionados con el docente y con la escuela en sí, o por características individuales de los alumnos, que no pudieron ser medidos.

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Atkins, Rosa Stocks. "School Practices and Student Achievement". Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/29565.

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After implementing a statewide standardized testing program in 1998, the Virginia Department of Education realized that some schools were making great gains in student achievement while other schools continued to struggle. The Department conducted a study to identify the practices used by schools showing improvement. Six effective practice domains were identified. The current study was a follow-up to the research conducted by the Virginia Department of Education. A questionnaire measuring the six effective practice domains: (a) curriculum alignment, (b) time and scheduling, (c) use of data, (d) professional development, (e) school culture, and (f) leadership was administered to teachers in 148 schools in Virginia; 80 schools participated. Two questions guided the study: (1) How frequently do schools use the Virginia Department of Education effective practices, and (2) what is the relationship between the use of the effective practices and school pass rates on the 3rd grade 2005 Standards of Learning (SOL) reading test? Descriptive statistics, linear regression, and discriminant function analysis were applied to explore the relationships between the predictor variables (percentage of students receiving free or reduced-price lunch and the use of the effective practices) and the criterion variable (school pass rate on the 2005 SOL 3rd grade reading test). Academic culture and the percentage of students receiving free or reduced-price lunch accounted for significant amounts of the variance in school pass rates. The remaining five effective practice measures were not related to school pass rates. The measures may have affected the results. In most cases, one person was used as the proxy for the school, and this person may have provided a biased assessment of what was happening in the school.
Ed. D.

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28

Blankenship, Jessica. "Machine Learning and Achievement Games". University of Akron / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=akron1590713726030926.

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Taylor, Mark C. "Winning an independence achievement game". [Johnson City, Tenn. : East Tennessee State University], 2003. http://etd-submit.etsu.edu/etd/theses/available/etd-0714103-153343/unrestricted/TaylorM072203f.pdf.

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Thesis (M.S.)--East Tennessee State University, 2003.
Title from electronic submission form. ETSU ETD database URN: etd-0714103-153343. Includes bibliographical references. Also available via Internet at the UMI web site.

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30

Melaragno, Stella Mello. "School calendar and student achievement". reponame:Repositório Institucional do FGV, 2016. http://hdl.handle.net/10438/17017.

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Este estudo tem como objetivo analisar como o calendário escolar impacta o esforço dos alunos quando estão estudando para os exames de final do ano e na pontuação no Exame Nacional do Ensino Médio (ENEM). Verificou-se que cidades com mais feriados tem menos alunos estudando nestas datas. Quando o ENEM aproxima, esse efeito se torna ainda maior. Cidades com mais feriados na vespera do ENEM estão associadas com menor nota. Usando o modelo two sample instrumental variable e considerando que os feriados impactam o ENEM exclusivamente por meio do esforço do aluno, estima-se que um maior esforço na vespera do exame leva a uma maior pontuação.
This study aims to analyze how school calendar impacts students’ effort when studying for end of year exams and how it impacts score in the Brazilian High School National Exam (Exame Nacional do Ensino Médio – ENEM). It was verified that cities with more holidays have less students studying during these dates. When the ENEM approaches, this effect is even greater. Cities with more holidays close to the exam are associated with lower scores. Using two-sample instrumental variable and considering the hypothesis that holidays impact the ENEM score exclusively by students’ effort, it can be inferred that more studying effort prior to the exam can lead to a higher score.

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Olson, Ted. "The Achievement of James Still". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1121.

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Lòpez, Muriel del Castillo. "Academic achievement in Filipino children". CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/890.

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Olson, Ted S. "Elektra Records: Jac Holzman's Achievement". Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5524.

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Featured interview with Elektra Records founder and FAI Lifetime Achievement Award Recipient, Jac Holzman. Cme to hear a retrospective conversation with one of the early fixtures of the American Folk Music revival who produced and popularized some of the most iconic acts of the 60s and 70s.

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Urso, Christopher J. "Student Achievement in High-Poverty Schools: A Grounded Theory on School Success on Achievement Tests". Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1206493498.

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Alrakaf, Saleh Mohammed A. "Identifying undergraduate pharmacy students’ achievement goals and their effects on academic achievement and teachers’ qualities". Thesis, The University of Sydney, 2015. http://hdl.handle.net/2123/12549.

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The work for this thesis started with generic questions about achievement motivation and its application in pharmacy education settings. Questions like: what are pharmacy students’ preferred achievement goals? Are there any relationships between these achievement goals and academic performance? Is there any relationship between exam types and adopted achievement goals? Is student motivation in any way related to the qualities they value in their teachers? Such questions have guided this doctoral work since August 2010. For more than three decades, achievement goal theory has been one of the most influential theories investigating students’ motivation to learn (Conley, 2012). Four types of achievement goals have been identified by scholars (Huang, 2012; Hulleman et al., 2010): (1) mastery-approach, where individuals strive to understand and learn the tasks and material at hand as thoroughly as possible; (2) mastery-avoidance, where the individual’s aim is to avoid not understanding and learning the task thoroughly; (3) performance-approach, where the individual’s aim is to demonstrate superior performance compared to one’s peers; and (4) performance-avoidance, where the individual strives to avoid the demonstration of a perceived lack of ability or avoid appearing less talented than others. In order to begin to answer the above questions, a qualitative study was undertaken to investigate first year students’ and teaching academics’ expectations and perceptions of the university learning environment, including students’ preferences for what they expect and value in their teachers. The findings of this study yielded some important preliminary insights regarding learning and teaching in the Faculty of Pharmacy at the University of Sydney, Australia. From this preliminary work emerged the chief aims of the program of doctoral work – 1) to investigate achievement goals in pharmacy students and their relationships to academic achievement both cross-sectionally and longitudinally; 2) to tease out the influence of ethnic background on goal orientation and academic achievement; and 3) to examine the relationships between achievement goals, assessment type and academic performance. A further aim was 4) to examine the effects of goal orientation on students’ preferences for teachers’ qualities. A two-step psychometric validation of two measures of achievement goal orientations was undertaken first of all. The first analysis was conducted by sampling pharmacy students from the Faculty of Pharmacy at the University of Sydney, Australia, and in the second analysis, pharmacy students from four countries (England, New Zealand, Wales and United States) were further sampled to confirm the replicability of the instrument in comparable pharmacy education settings. The outcome of this validation study was a robust instrument suited for research into pharmacy student achievement goals. This process paved the way for a further four studies. The first study sought to identify Australian undergraduate pharmacy students’ achievement goals and their relationship to both academic achievement and ethnicity, and to conduct a cross-sectional analysis of two cohorts. The second study followed these two cohorts (Cohort I from year one to year two and Cohort II from year three to year four) to assess the extent to which students’ goal orientations changed over time. The third study investigated the relationship between achievement goals, academic performance and assessment types in undergraduate pharmacy students, again with international participation by pharmacy cohorts from four countries; England, Wales, New Zealand and Australia. The fourth and final study aimed to examine how pharmacy students’ adopted achievement goals might influence their preferences regarding the qualities they would like to see in their teachers. The outcomes of these studies provide important and novel findings regarding students’ perceptions and preferences regarding their motivations for learning; the significance of validating apparently robust measuring instruments for local conditions; the importance of avoiding global measures of academic achievement when studying their relationship with achievement motivation ; the significant role that ethnicity plays in student achievement motivation; and how students’ achievement goals influence their preferred teaching styles of their teachers. This is the first project of its kind conducted into undergraduate pharmacy students’ achievement goal orientations and academic performance. The implications for pedagogical practices are discussed.

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Barr, Marilyn Frances. "Fostering student achievement: A study of the relationship of collective teacher efficacy and student achievement". W&M ScholarWorks, 2002. https://scholarworks.wm.edu/etd/1539618575.

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The purpose of this research was to determine if there was a relationship between collective teacher efficacy and student achievement and if collective teacher efficacy made an independent contribution in explaining student achievement beyond socioeconomic status. The conceptual basis for this study was Bandura's theory of self-efficacy.;Relationships between collective teacher efficacy and student achievement on the Virginia grade 8 math, writing, and English Standards of Learning (SOL) tests were found to be significant. The relationship between collective teacher efficacy and student achievement on the grade 8 writing SOL test made an independent contribution when controlling for socioeconomic status. However, the relationship between collective teacher efficacy and student achievement on the grade 8 math and English test did not make an independent contribution when socioeconomic status was controlled. This study contributes to other research findings indicating a positive relationship between collective teacher efficacy and student achievement.

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Bogdon, Tara. "Achievement in the classroom what teachers can do to increase student learning and reduce achievement gaps /". Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Bogdon_TMIT2010.pdf.

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Kizilgunes, Berna. "Predictive Influence Of Students Achievement Motivation, Meaningful Learning Approach And Epistemological Beliefs On Classification Concept Achievement". Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/2/12608931/index.pdf.

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The purpose of the present study was to investigate the predictive influences of epistemological beliefs, achievement motivation, learning approaches on sixth grade students&rsquo
achievement in classification concepts. The study was carried out in the fall 2006-2007 semester. One thousand forty one 6th grade students from twenty five randomly selected elementary schools in Ç
ankaya district of Ankara participated in this study. In this study Turkish version of the Learning Approach Questionnaire, Epistemological Beliefs Questionnaire, Achievement Motivation Questionnaire and Classification Concept Test were used as measuring instruments to collect relevant data. Multiple Regression Correlation Analyses was computed in order to find out the contribution of students&rsquo
learning approaches, epistemological beliefs and achievement motivation to their achievement in classification concepts. The results revealed that these variables explaining 14% of the variation in students&rsquo
achievement in classification concepts. Stepwise multiple regression analyses was conducted in order to find out which variable best predicted students&rsquo
achievement in classification concepts. Students&rsquo
learning approaches were found to be the best predictor of achievement explaining 12% of the variance. The remaining 2% of variance was explained by epistemological beliefs of the students. Achievement motivation, however did not contribute to students&rsquo
achievement in classification concepts. Results also revealed significant positive correlations between students&rsquo
achievement in classification concepts, their learning goal orientations, epistemological beliefs and learning approaches. Students&rsquo
performance goal orientations, and self efficacy beliefs, however, were not found to be related to their achievement in classification concepts.

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Nears, Kennard. "The achievement gap effects of a resilience-based after school program on indicators of academic achievement /". NCSU, 2007. http://www.lib.ncsu.edu/theses/available/etd-08062007-152049/.

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The present study examined the Wake County Super Opportunities with After-School Resources (SOAR) after-school program to determine its effectiveness concerning students? academic success. One thousand two hundred and four SOAR participants, including those students who were asked to attend, but did not, and 18,407 Wake County students who had not attended SOAR participated in the study using their End of Course (EOC) actual and expected scores. It was hypothesized that: (1) students involved with the SOAR after-school program would perform significantly better than students not involved with the program; (2) greater attendance in the SOAR after-school program would produce significant gains in academic achievement; (3) African American students involved in the SOAR program would perform significantly better than African American students in the same school district (Wake County) not involved in SOAR; and (4) African Americans students involved in the SOAR program would perform significantly better than European Americans students in the same school district (Wake County) not involved in SOAR. All hypotheses were supported. Participants in the SOAR program significantly outperformed students not involved in the program or attended once; students who attended ten or more times in the SOAR program significantly outperformed students who attended less than ten times. African Americans in the SOAR program who attended ten or more times, significantly outperformed European Americans in the SOAR program who attended ten or more times and African Americans and European Americans in Wake County not involved in SOAR. African Americans in SOAR did not outperform European Americans participating in SOAR when the entire sample was analyzed. This suggests that the group affect was greater for African Americans. The present study provides evidence that a well-designed after-school program, which focuses on increasing students? resiliency by building their academic skills, their sense of belonging, their sense of usefulness, and their personal potency can close the achievement gap between African Americans and European Americans and can yield positive results for all students involved in the after-school program.

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Chen, Chen, i 陈陈. "The impact of temperament, personality, and perceived parenting on Chinese adolescents' achievement motivation and academic achievement". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B43703938.

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Amos, Zachary S. "The Relationship of Readability on the Science Achievement Test: A Study of 5th Grade Achievement Performance". Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1237770679.

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Amos, Zachary Scott. "The relationship of readability on the science achievement test a study of 5th grade achievement performance /". Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1237770679.

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Chen, Chen. "The impact of temperament, personality, and perceived parenting on Chinese adolescents' achievement motivation and academic achievement". Click to view the E-thesis via HKUTO, 2010. http://sunzi.lib.hku.hk/hkuto/record/B43703938.

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Sullivan, Anne Klare. "The effect of group counseling on academic achievement and achievement motivation of alternative high school students". W&M ScholarWorks, 1986. https://scholarworks.wm.edu/etd/1539618760.

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This study compared the effectiveness of two structured small-group counseling techniques, Peer Counseling and Achievement Motivation Training, on the school attendance and academic achievement of underachieving alternative high school students. It also investigated whether participation in daily counseling sessions over a six-week period positively effected measures of self-concept, locus of control, and tendency to achieve.;Experimental subjects were 81 high school students in grades nine through twelve in a public open alternative high school. Subjects were students who had passed fewer than 75 percent of their classes during the marking period preceding the study.;Subjects were assigned randomly to one of four treatment groups: Achievement Motivation Training (AMT), Peer Counseling Training (PC), Attention Placebo control, and No-Treatment control. The AMT group participated in a structured training program designed to facilitate behaviors characteristic of high achievers.;The PC group participated in a structured program in human relations training designed to develop communication skills. The Attention Placebo group engaged in unstructured group discussions, while the No-Treatment control group pursued the normal Groups met daily for fifty minutes for six weeks.;Academic grade point averages and percentage of classes attended were calculated pre- and post-treatment for all subjects. The Tennessee Self Concept Scale, Rotter's I-E Scale, and Mehrabian and Bank's Measure of Achieving Tendency were also administered pre- and post-treatment. It was hypothesized that students participating in the AMT group would show greater increase in achievement motivation and movement toward internal locus of control than those participating in the PC group or control groups. It was also hypothesized that students participating in AMT and PC groups would show greater increase in self-esteem, and greater improvement in attendance and achievement than control group subjects.;Data analysis did not support any of the experimental hypotheses. All groups, experimental and control, showed significant improvement in grade point average subsequent to the experimental treatment period.;It was concluded that neither experimental treatment significantly effected the academic achievement, class attendance, achievement motivation, locus of control, or self-concept for this population. Several possible reasons were discussed for the failure to obtain the hypothesized results.

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

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

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Messaoudi, Abderrahmen. "Arab Maghreb Union : achievement and prospects /". Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1994. http://handle.dtic.mil/100.2/ADA283604.

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Frick, Susan. "Strategies to enhance achievement for boys". [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/SFrick2006.pdf.

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Lawson, Sonia Kristi. "Achievement goal orientations in physical rehabilitation". College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/3146.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2005.
Thesis research directed by: Human Development. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Kahraman, Nurcan. "Antecedents And Consequences Of Achievement Goals". Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613322/index.pdf.

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This study aimed to investigate the antecedents and consequences ofachievement goals. While self efficacy, task value, fear of failure, perceived parents&rsquo
and teachers&rsquo
achievement goals were investigated as antecedents of achievement goals in science, students&rsquo
metacognition and coping strategies were examined as consequences of achievement goals in science. In this investigation, a model of the potential associations among these variables was proposed and tested by using path analysis. 977, 7th grade, elementary students participated in the study. According to the results, students&rsquo
higher levels of task value, perceived parents&rsquo
mastery goals, and perceived teachers&rsquo
mastery goals were positively related to mastery approach goals. Additionally, students&rsquo
higher levels of perceived parents&rsquo
mastery goals, fear of shame and embarrassment, fear of devaluing one&rsquo
s self-estimate were positively related to mastery avoidance goals. Concerning to performance goals, the model suggest that higher levels of self efficacy and perceived parents&rsquo
performance goals were positively related to performance approach goals. Furthermore, students&rsquo
higher level of task value, perceived parents&rsquo
performance goals and fear of upsetting important others were positively related to performance avoidance goals. The path model also suggest that students who adopt mastery approach goals tend to use more adaptive coping strategies, and less maladaptive coping strategies than others. Besides, students who adopt mastery avoidance goals tend to use maladaptive coping strategies when they face an academic failure in science. Moreover, students&rsquo
performance approach goals are related to both adaptive and maladaptive coping strategies. Lastiy students&rsquo
performance avoidance goals positively associated to metacognition.

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Farkas, Sandra Irene. "Gender differences in science achievement tests". Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/26465.

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The primary intent of this study was to examine the possible role of early learning experiences in contributing to sex-related differences in selected science achievement items. The science achievement items were drawn from the 1982 BC Science Assessment on the basis of a difference in P value (percent correct) of 10% or greater between males and females. The items were administered to a group of 23 8 high school students randomly selected from three schools in the Vancouver School District. The major data base for this study was obtained through interviewing 15 students with the basic question, "Can you tell me what you were thinking when you chose your answer for question 1.. 2.. ?" The interviews were audio-taped, transcribed, and condensed into five major categories which provided the main analytical framework for the study. Among the significant findings of this study were: 1. Boys' explanations for their responses to the test items referred to considerably more informal learning experiences than girls. 2. Girls' explanations for their responses to the test items referred to considerably more formal learning experiences than boys. 3. Even though girls used more formal experiences than boys to justify their answers, their performance was still substantially lower than boys for the majority of test items. 4. Girls expressed some negative reactions to a number of test items, particularly items in the physical sciences. 5. A substantial number of girls expressed uncertainty in their responses for a number of items.None of this uncertainty appeared among the boys. The findings of this study suggest that prior experiences appear to contribute to some of the sex-related differences observed in the science achievement items. It appears from this study that informal experiences reinforce and enhance school learning and could possibly result in superior performance levels.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

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