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Dissertations / Theses on the topic 'Academic achievement'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

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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2

Baessa, Yetilú de, and 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

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3

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

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4

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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5

Smits, Niels. "Academic specialization choices and academic achievement prediction and incomplete data /." [S.l. : Amsterdam : s.n.] ; Universiteit van Amsterdam [Host], 2003. http://dare.uva.nl/document/66978.

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6

Kite, Toby G. "Academic Interventions and Academic Achievement in the Middle School Grades." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10027597.

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<p> After the passing of the Individuals with Disabilities Act of 2004, many schools began to use a Response to Intervention (RtI) model instead of the discrepancy model when identifying students with specific learning disabilities (National Center on Response to Intervention, 2011). When elementary schools adopted the RtI model, it was shown to be successful with any students who need academic interventions (National Center on Response to Intervention, 2011). The success at the elementary level has led to middle schools adopting the model with varying success (National Center on Response to

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7

Majdub, Giuma. "The psychological determining of academic achievement." Thesis, University of Bristol, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.279730.

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8

Flynt, Cynthia J. "Predicting Academic Achievement from Classroom Behaviors." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/28996.

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This study examined the influence of behaviors exhibited in the classroom on reading and math achievement in the first, third and eighth grades; and the influence of teacher perceptions on reading and math achievement of African-Americans versus White students and male versus female students. Lastly, the study examined teacher ratings of student behavior and standardized measures of intelligence in predicting reading and math achievement. The Classroom Behavior Inventory (CBI) was used to measure student classroom behavior. The CBI contains 10 subscales of classroom behaviors: extroversion

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9

McKune, Benjamin Allen. "Religion and Academic Achievement Among Adolescents." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd1879.pdf.

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10

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

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Researchers defined achievement motivation as a viable research construct in the early 1950s. Adults increased their achievement motivation scores--often with correlative increased achievement. The literature is replete with ways to increase achievement but researchers paid less attention to what could be a core issue--affecting achievement motication itself. McClelland demonstrated repeatedly that adult business people could develop achievement motivation. Alschuler and deCharms found that classroom treatment procedures could yield increased student achievement motivation. The purpose of this

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11

Harris, Laura M. "Disparity between boys' and girls' academic achievement /." View online, 2009. http://repository.eiu.edu/theses/docs/32211131566326.pdf.

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12

Kwan, Sze-wai David, and 關思偉. "Thinking styles, learning approaches, and academic achievement." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961666.

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13

Snyder, Samantha H. "Impact of sport participation on academic achievement." Honors in the Major Thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1498.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Sciences<br>Sociology

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14

Niño, de Guzmán Isabel, Arturo Calderón, and Mónica Cassaretto. "Personality and academic achievement in nniversity students." Pontificia Universidad Católica del Perú, 2003. http://repositorio.pucp.edu.pe/index/handle/123456789/99879.

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The correlations among personality, academic performance and other variables in 170 university students were studied, using two instruments validated into the population: the NEOPJ-R, and the EPPS. Other variables as age, study level, self perception of academic achievement and self perception of motivation, and sources of support were included. Jt was confirmed the reliability and validity of both tests and the correlations between them. The results showed associations among academic performance and conscientiousness, endurance,change, and aggression. The academic performance was better expla

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15

Hall, Kate. "Looping and Academic Achievement in Elementary Schools." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/etd/3878.

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The purpose of the quantitative study was to determine if there was a significant difference in the academic performance of students at the elementary level who loop compared to those who do not. This study also assessed if there was a significant difference in academic achievement among subgroups in students who loop compared to those who do not. A quantitative, ex post-facto, comparative design was used to analyze data to determine if there is a signficiant relationship between looping and academic achievement for elementary students. The scores of students enrolled in two looping classrooms

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16

Strohmaier, Mahla. "Alaskan Native Social Integration and Academic Achievement." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc500923/.

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The variables communication skills, state anxiety, communication apprehension, and level of integration are studied in relation to the assimilation of Alaskan Natives into a western-culture university. Specifically, the differences in communication skills between the two cultures and their effects on course grades are addressed. Results of the statistical analyses (ANOVA, MANOVA, discriminant function analysis, multiple regression) were not significant, most likely due to the small Alaskan Native sample size. The most significant relationship appeared between situational communication apprehen

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17

Toussaint, Jeffrey Guy. "Adoptive Status, Social Capital, and Academic Achievement." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/27815.

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This dissertation examined the relationships among adoptive status, social capital, and academic achievement. Data from the National Longitudinal Study of Adolescent Health (Add Health) had 609 adopted and 11, 940 non-adopted adolescents. I used OLS regression models to help explain why adopted adolescents have significantly lower grade point averages (GPA) than non-adopted adolescents. Potential mediators were family social capital, closeness to family, mother and father, mothers' and fathers' involvement in their children's education, self-esteem, academic expectations, and in-school beha

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18

Spruill, Nicklaus R. "Predicting Academic Achievement of Male College Students." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/26839.

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Post-secondary academic achievement in the United States has shifted dramatically over the past 30 years in terms of gender; men are underrepresented within the ivory tower (Postsecondary participation rates by sex and race/ethnicity: 1974 - 2003 , 2005). When the intersection of race and gender is examined, enrollment gaps widen even further. Sixty-five percent of Black college enrollment is comprised of female students while Black men make up only 35%. In comparison, Asian college women outnumber Asian college men 54% to 46%, White women outnumber White men 56% to 44%, and Hispanic/Latina wo

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19

Pamperien, Kelvin C. "Student academic achievement in middle level schools /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841357.

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20

Baize, Sheila J. "Student-athletes, academic achievement and self-esteem." Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185044.

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The purpose of this study was to examine the relationship between high school interscholastic athletic team participation and self-esteem when considering three indexes of academic achievement. A self-report student survey was designed to elicit demographic and academic achievement information, including gender, ethnicity, grade point average, number of missed school days, and number of behavioral referrals during the last school year. Additionally, the Rosenberg (1965) Self-Esteem Scale and the Savin-Williams and Demo (1983) Self-Esteem Inventory were incorporated to measure levels of self-es

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21

Grafft, Amanda Jo. "Academic achievement following childhood onset brain injury." Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/3304.

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The degree of academic achievement following early onset brain injury is poorly understood. Furthermore, it is unclear if academic success can be predicted by age of onset or other lesion variables (e.g., size, laterality). The purpose of the current study was to describe patterns of academic achievement in individuals with childhood-onset focal brain lesions and to determine the role of variables in the plasticity or vulnerability of the developing brain with regard to achievement. Academic achievement data were collected from 58 individuals with childhood-onset focal brain lesions. The parti

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22

Gota, Abesha A. "Effects of parenting styles, academic self-efficacy, and achievement motivation on the academic achievement of university students in Ethiopia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2012. https://ro.ecu.edu.au/theses/461.

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The prime purpose of this study was to propose and test an integrated parental and social-cognitive model of academic achievement and examine the effects of parenting styles, academic self-efficacy, and achievement motivation on academic achievement by employing an ex-post facto prospective research design. The data on demographic characteristics, parenting styles, academic self-efficacy and achievement motivation were collected through self-report questionnaires from a sample of 2116 (763 females and 1353 males) undergraduate first year students selected via multi-stage cluster random samplin

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23

McGuigan, Leigh. "The role of enabling bureaucracy and academic optimism in academic achievement growth." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1123098409.

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Thesis (Ph. D.)--Ohio State University, 2005.<br>Title from first page of PDF file. Document formatted into pages; contains ix, 178 p.; also includes graphics. Includes bibliographical references (p. 160-178). Available online via OhioLINK's ETD Center

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24

Barbour, Vanessa C. "Freshman academies and academic achievement by race, gender, and student ability a dissertation presented to the faculty of the Graduate School, Tennessee Technological University /." Click to access online, 2009. http://proquest.umi.com/pqdweb?index=23&did=1908035951&SrchMode=1&sid=1&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1264698768&clientId=28564.

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25

Karzon, Lindsay S. "Effects of implicit theories of intelligence and gender on self-defining academic memories." Diss., Connect to the thesis, 2007. http://hdl.handle.net/10066/1001.

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26

Branch, Joy Joiner Zugazaga Carole B. "Factors associated with the Black and White student achievement gap an exploratory study /." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Summer/Theses/BRANCH_JOY_35.pdf.

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27

Johnson, David M. Halpin Glennelle. "An investigation of the effects of community drug use on academic achievement in the public school systems of the state of Alabama." Auburn, Ala., 2003. http://repo.lib.auburn.edu/EtdRoot/2003/SPRING/Educational_Foundations/Dissertation/johnsd2_9_Combined%20Dissertation%20With%20Title%20Pages%20031002.pdf.

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28

Wells, Rossano S. "The impact of motivation on academic success: using the imposter phenomenon to understand the experiences of a selected group in a ‘black’ higher education institution." Thesis, University of Zululand, 2011. http://hdl.handle.net/10530/1097.

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A dissertation submitted in partial fulfillment of the requirements for the degree PhD Psychology in the Department of Psychology, at the University of Zululand, South Africa, 2011.<br>The present study investigated the impact of motivation on academic success by using the impostor phenomenon to understand the experiences of a selected group in a Black Higher Education institution. The researcher used a questionnaire, interviewed and observed research participants. Questionnaires were sent out in the first week of term to ascertain maximum number of participants as well as receive demographic

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29

Humphreys, Jo Ann. "Academic and non-academic predictors of future success on the NCLEX-RN licensure examination for nurses." Click here for access, 2008. http://www.csm.edu/Academics/Library/Institutional_Repository/.

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Thesis (Ph. D.)--College of Saint Mary -- Omaha, 2008.<br>A dissertation submitted to the doctoral program of College of Saint Mary in partial fulfillment of the requirements for the degree of Doctorate in Education with an emphasis on Health Professions Education. Includes bibliographical references.

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30

Chan, Po-wah. "Visual-motor development and its relationship with the academic performance in the Hong Kong young children : the Bender Gestalt Test /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18876729.

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31

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 ga

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32

Yumusak, Necmettin. "Predicting Academic Achievement With Cognitive And Motivational Variables." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/2/12607582/index.pdf.

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This study aimed at investigating the contribution of motivational beliefs (intrinsic goal orientation, extrinsic goal orientation, task value, control of learning beliefs, self-efficacy and test anxiety), cognitive and metacognitive strategy use (rehearsal, elaboration, organization, critical thinking, metacognitive self-regulation, time and study environment, effort regulation, peer learning, help seeking) to Turkish high school students&rsquo<br>achievement in biology. In this study Turkish version of the Motivated Strategies for Learning Questionnaire developed by Pintrich, Smith, Garcia,

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33

Andersson, Håkan. "Childhood Self-Regulation, Academic Achievement, and Occupational Attainment." Doctoral thesis, Stockholms universitet, Psykologiska institutionen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-75715.

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The general aim of this thesis was to extend knowledge of the interplay between self-regulation (SR) skills during childhood in relation to academic achievement and later adult educational and occupational attainment. Previous research has shown that cool SR (i.e., cognitive) is more closely linked to academic achievement than hot SR (i.e., motivational/emotional). However, studies investigating both cool and hot SR in relation to academic achievement have been restricted to young children. Therefore, Study I assessed cool and hot SR in relation to academic achievement over a longer time perio

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34

Wright, Chrysalis L. "Parental Absence and Academic Achievement in Immigrant Students." FIU Digital Commons, 2010. http://digitalcommons.fiu.edu/etd/322.

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Academic achievement and educational expectations as a function of parental absence were examined among 268 newly immigrant elementary, middle, and high-school students from Spanish-speaking countries. Data collected as part of a longitudinal study of adaptation and achievement in newly immigrant students were analyzed. Participants had varying experiences with parental absence, in terms of length of absence, gender of absent parent, and reason for absence. Reasons for parental absence included parental divorce, parental death, and serial migration, a cause unique to immigrant children. Studen

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35

Smith, Samantha Lynn. "Academic target setting : Formative use of achievement data." Thesis, University of Auckland, 2009. http://hdl.handle.net/2292/5863.

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Improving student achievement is an ongoing challenge for schools with a great deal of data collected to ascertain improvement trends. In this thesis, possibilities for using this achievement data to improve outcomes for students, through establishing academic achievement targets was explored. Longitudinal achievement data were collected about students, over time and analysed for patterns and trends. This information was then used to formulate individual academic achievement targets for students in Year 9 and Year 11. All the academic targets for the students incorporated an element of challen

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36

Roche, Cathy. "Making the grade academic achievement among Latino adolescents /." unrestricted, 2005. http://etd.gsu.edu/theses/available/etd-11112005-134602/.

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Thesis (M.A.)--Georgia State University, 2005.<br>Title from title screen. Gabriel Kuperminc, committee chair; Julia Perilla, Rod Watts, committee members. Electronic text (42 p. : ill.) : digital, PDF file. Description based on contents viewed June 12, 2007. Includes bibliographical references (p. 33-36).

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37

Hildenbrand, Kasandra J. "An examination of college student athletes' academic achievement." Diss., Manhattan, Kan. : Kansas State University, 2005. http://hdl.handle.net/2097/138.

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38

Zaller, Andrew B. "The relationship between school bureaucratization and academic achievement /." Access abstract and link to full text, 1987. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/8711960.

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39

Dallah, Dorothy M. "Child rearing practices as antecedents to academic achievement /." Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11167567.

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Thesis (Ed.D.) -- Teachers College, Columbia University, 1991.<br>Typescript; issued also on microfilm. Sponsor: Francis A.J. Ianni. Dissertation Committee: Edith V. Francis. Includes bibliographical references: (leaves 148-155).

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40

Roche, Cathy. "Making the Grade: Academic Achievement among Latino Adolescents." Digital Archive @ GSU, 2006. http://digitalarchive.gsu.edu/psych_theses/10.

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Academic achievement among Latino adolescents was examined to determine what contextual factors contribute to school success. ANCOVA analyses indicated that lower levels of perceived discrimination and a higher sense of school belonging were associated with better grades. Neighborhood social capital was not associated with school grades. More adaptation stress was associated with lower grades for US-reared students, but it was not associated with grades for more recent Latino immigrants. The findings suggest that discrimination, school belonging, and adaptation stress play an important role in

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41

Klein, Abby E. "Academic achievement of children in single father families." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1272766.

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This paper uses the National Education Longitudinal Study of 1988 (NELS:88) to compare academic achievement of children in two-parent, single mother and single father families. Academic achievement is measured by a math and reading composite score from a standardized achievement test. Ordinary least squares (OLS) regression models are used to test three competing theories of children's academic achievement: economic theory, individualistic perspective of gender and evolutionary parental investment theory. Findings do not support the evolutionary parental investment theory. The economic theory,

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42

Taylor, Tresa S. "Do Minutes Matter? Connecting Tardiness to Academic Achievement." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc700113/.

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Within the scope of all that is expected to be accomplished in education, what difference does a tardy make? This study was designed to examine the significance of tardiness, as it relates to student achievement, as measured by the results of the state math test. It also investigated the generation of change by the campus administrator to improve punctuality, with a new method of enforcing the tardy policy with the use of an electronic data system. This study used archived data from the one high school in a suburban school district in Texas. From a student population of 2,631, two subject g

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43

Chapman, James B. M. S. "Professional Treatment of Teachers and Student Academic Achievement." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30444.

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The effect of a principal's leadership on school climate and instructional organization seems apparent to parents and teachers. However, there is little evidence that a principal's leadership has a direct measurable effect on student achievement. Maehr's (1990) causal model, that ties school culture to student motivation and student motivation to student achievement, and Heck's (1990) structural equation model, that relates instructional leadership to student achievement, were the basis for posing relationships among professional treatment of teachers, school climate, instructional organizat

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44

White, Nathan Benjamin. "THE EFFECTS OF ATHLETIC PARTICIPATION ON ACADEMIC ACHIEVEMENT." Marietta College / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1124134979.

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Ach, Emily Lauren. "Academic Achievement in Survivors of Pediatric Brain Tumors." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1279645449.

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46

Davis, Jodi. "Impact of Early Childhood Education on Academic Achievement." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1609085/.

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Two groups of students were compared to determine the impact of early intervention at the Early Childhood School on academic outcomes in later elementary school years for both math and reading. Students who were determined to be disadvantaged in some way, either by income, limited English proficiency, or having been identified as needing specialized instruction and who attended an early intervention program, prior to kindergarten, were compared to a similar group who did not attend the intervention program. Scores on district level assessments in math and reading were tracked for both groups

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47

Redford, Jeremy Brandon. "The Effects of Concerted Cultivation on Academic Achievement." VCU Scholars Compass, 2007. http://scholarscompass.vcu.edu/etd/1455.

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Anne Lareau (2003) argues that parents' child-rearing practices have a profound effect on academic and later occupational success for children, even holding constant such important factors as gender, race and school effects. She says that social class impacts these child-rearing practices and that middle-class families use a specific type of practice called concerted cultivation. Concerted cultivation involves parents organizing children's daily activities, using reasoning skills in talking with children, and teaching them how to interact with the institutions around them. Using the Nationa

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48

Roberts, Theresa Linam. "Relationships between students' fitness levels and academic achievement." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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49

Cronin, Kelli K. "Academic Achievement in Schoolwide Title 1 Elementary Schools." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3555.

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Title I federal funds are provided to schools with high percentages of children from low-income families to help ensure that all students meet academic standards. Despite this and other efforts by the federal government to assist low-income families with the problems associated with poverty, the minimum proficiency levels required by the No Child Left Behind Act have not been met by all students. Little research has been conducted to assess performance of South Dakota schools receiving federal funding under Title 1 to alleviate these deficits in academic achievement. The purpose of this study

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50

Vaux, Nicole Danielle. "Academic optimism and organizational climate as predictors of academic achievement and school effectiveness." Thesis, The University of Alabama, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3711942.

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<p> An investigation into the relationship of organizational climate and academic optimism as predictors of student achievement and school effectiveness was conducted. De-identified secondary data from 67 elementary schools in the Northern portion of Alabama were used. The instrumentation for this study included School Academic Optimism Survey (SAOS), Organizational Climate Index (OCI), the Index of Perceived Organizational Effectiveness (IPOE) which is now known as the SE Index (School Effectiveness Index), a composite score for Academic Achievement (AA), and socioeconomic status (SES). Ordin

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