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1
Strilets, Andriy. "Kharkiv regional school of chromatic button accordion playing: the history, the personalities and the priorities of performing." Problems of Interaction Between Arts, Pedagogy and the Theory and Practice of Education 49, no. 49 (2018): 141–56. http://dx.doi.org/10.34064/khnum2-49.10.
Full textAbstract:
Background. The article focuses on articulating the role of chromatic button accordion in the modern sociocultural system of Ukrainian musical art, based on the case of one leading school established in 1951 on the basis of Kharkiv National Kotlyarevskyj University of Arts. Objectives. The objective of the article is to provide an analysis of Kharkiv regional accordion school (since the second half of the 20th century to the present day), as well as its personalities using as an example five generations of performersteachers. Methodology of the study includes researching of the history and practice of performing chromatic button accordion (the fundamental works of M. Imkhanycjkyj, U. Loshkova, I. Snjedkov, A. Mirek, А. Stashevskyj) Results. After the invention of the chromatic button accordion a little over 100 years ago, it went from a primitive musical instrument satisfying everyday needs to one recognized on the professional concert stage. The status of the instrument has been changing hand in hand with its improvement and the creation of original repertoire. Now the chromatic button accordion is on par with other academic instruments recognized worldwide. Currently there are four chromatic button accordion schools in Ukraine - in Kyiv, Odessa, Lviv and Kharkiv. Kharkiv has been viewed as a regional center of development of the chromatic button accordion performing since early 20-ies of the 20th century. However, the original “Kharkiv school of performing” was fully established with the opening of the chromatic button accordion class at the orchestra department of the University in 1951. This event became final in the formation of the system of professional chromatic button accordionists and teachers preparation. It is as follows: music school, music college, conservatory. The founder of the chromatic button accordion class was L. M. Horenko (1925- 1989). Volodymyr Yakovych Podgornyj (1928-2010), an outstanding performer, composer and teacher, played the key role in the formation of Kharkiv original chromatic button accordion school. His unique compositional and performing style dramatically changed the teaching methodology, performance priorities, approaches to transcription and translation of works for an chromatic button accordion, the “harmonic mindset”. Volodymyr Yakovych contributed greatly to the creation of original chromatic button accordion repertoire which surpassed existing samples in its quality, giving a new direction to the chromatic button accordion development not only in Kharkiv, Ukraine but also abroad. Thus, L. M. Horenko and V. Y. Podgornyj became the first generation of chromatic button accordion teachers in Kharkiv National Kotlyarevskyj University of Arts. The second generation of teachers at the department including Podgornyj’s students O. I. Nasarenko and A. P. Ghaidenko used to uphold these principles, but they also brought additional details generally related to their inherent features of character. The representatives of the third generation at the department - professors O. V. Mishhenko and I. I. Snjedkov brought innovative characteristics to the general terms of the performing school. They have been known to pay attention to the logic of dramatic development, conciseness of musical forms, technical perfection, academicism, the balance of the emotional and rational performance components, the perfection of small intonation pieces. The fourth generation includes Andrij Ghetman who`d been working since 1995 to 2007, and Andrij Strilets who started his career in 1998. They both were students of Kharkiv chromatic button accordion school taught by Professor I. I. Snjedkov. Following general principles of “Podgornyj school”, those personalities deviate significantly from the original source. A. Ghetman’s performing is characterized by specific academicism both in the quality of performing and in selecting a concert repertoire. A. Strilets distinguishes by advanced orchestral thinking, focused work with the viewer, attention to a musical phrase structure, expressiveness and emotional completeness of performance. The fifth generation consists of Dmytro Zharikov (a soloist of the regional Philharmonic society) who has received a Master’s degree at Rostov Academy of Music named after. S. V. Rakhmaninov under the direction of the world-famous accordion player Yurij Shyshkin and Yurij Djjachenko (a student of O. I. Nasarenko) who teaches the conducting course. They have worked at the department since 2015. Conclusion. The modern chromatic button accordion through developing in the plane of professional instrumental performing, repeats the path of other famous academic musical instruments. Moreover, Kharkiv regional accordion school, being one of the leading development centers of the chromatic button accordion in Ukraine, has entered the value system of the 21st century culture. Its development and increasing authority in the world arena are related to: 1) the further integration into the extensive network of European music universities; 2) experience exchange not only at the level of teaching methods, but also through the introduction of exchange programs with students from leading conservatories of different countries worldwide; 3) the creation of the conditions for the training of a certain unification specialists according to the existing genre and stylistic directions of performance on chromatic button accordion; 4) the orientation on the implementation of all the advanced instruments constructive capabilities (sound production and strokes) and timbral coloring; 5) the search for forms of the chromatic button accordion (as an academic instrument) creative synthesis: from established forms of ensembles (such as strings or wind) to modern theatrical, vocal and dance performances, music and light show.
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Strilets, Andriy. "Kharkiv regional school of chromatic button accordion playing: the history, the personalities and the priorities of performing." Problems of Interaction Between Arts, Pedagogy and the Theory and Practice of Education 49, no. 49 (2018): 141–56. http://dx.doi.org/10.34064/khnum1-49.10.
Full textAbstract:
Background. The article focuses on articulating the role of chromatic button accordion in the modern sociocultural system of Ukrainian musical art, based on the case of one leading school established in 1951 on the basis of Kharkiv National Kotlyarevskyj University of Arts. Objectives. The objective of the article is to provide an analysis of Kharkiv regional accordion school (since the second half of the 20th century to the present day), as well as its personalities using as an example five generations of performersteachers. Methodology of the study includes researching of the history and practice of performing chromatic button accordion (the fundamental works of M. Imkhanycjkyj, U. Loshkova, I. Snjedkov, A. Mirek, А. Stashevskyj) Results. After the invention of the chromatic button accordion a little over 100 years ago, it went from a primitive musical instrument satisfying everyday needs to one recognized on the professional concert stage. The status of the instrument has been changing hand in hand with its improvement and the creation of original repertoire. Now the chromatic button accordion is on par with other academic instruments recognized worldwide. Currently there are four chromatic button accordion schools in Ukraine - in Kyiv, Odessa, Lviv and Kharkiv. Kharkiv has been viewed as a regional center of development of the chromatic button accordion performing since early 20-ies of the 20th century. However, the original “Kharkiv school of performing” was fully established with the opening of the chromatic button accordion class at the orchestra department of the University in 1951. This event became final in the formation of the system of professional chromatic button accordionists and teachers preparation. It is as follows: music school, music college, conservatory. The founder of the chromatic button accordion class was L. M. Horenko (1925- 1989). Volodymyr Yakovych Podgornyj (1928-2010), an outstanding performer, composer and teacher, played the key role in the formation of Kharkiv original chromatic button accordion school. His unique compositional and performing style dramatically changed the teaching methodology, performance priorities, approaches to transcription and translation of works for an chromatic button accordion, the “harmonic mindset”. Volodymyr Yakovych contributed greatly to the creation of original chromatic button accordion repertoire which surpassed existing samples in its quality, giving a new direction to the chromatic button accordion development not only in Kharkiv, Ukraine but also abroad. Thus, L. M. Horenko and V. Y. Podgornyj became the first generation of chromatic button accordion teachers in Kharkiv National Kotlyarevskyj University of Arts. The second generation of teachers at the department including Podgornyj’s students O. I. Nasarenko and A. P. Ghaidenko used to uphold these principles, but they also brought additional details generally related to their inherent features of character. The representatives of the third generation at the department - professors O. V. Mishhenko and I. I. Snjedkov brought innovative characteristics to the general terms of the performing school. They have been known to pay attention to the logic of dramatic development, conciseness of musical forms, technical perfection, academicism, the balance of the emotional and rational performance components, the perfection of small intonation pieces. The fourth generation includes Andrij Ghetman who`d been working since 1995 to 2007, and Andrij Strilets who started his career in 1998. They both were students of Kharkiv chromatic button accordion school taught by Professor I. I. Snjedkov. Following general principles of “Podgornyj school”, those personalities deviate significantly from the original source. A. Ghetman’s performing is characterized by specific academicism both in the quality of performing and in selecting a concert repertoire. A. Strilets distinguishes by advanced orchestral thinking, focused work with the viewer, attention to a musical phrase structure, expressiveness and emotional completeness of performance. The fifth generation consists of Dmytro Zharikov (a soloist of the regional Philharmonic society) who has received a Master’s degree at Rostov Academy of Music named after. S. V. Rakhmaninov under the direction of the world-famous accordion player Yurij Shyshkin and Yurij Djjachenko (a student of O. I. Nasarenko) who teaches the conducting course. They have worked at the department since 2015. Conclusion. The modern chromatic button accordion through developing in the plane of professional instrumental performing, repeats the path of other famous academic musical instruments. Moreover, Kharkiv regional accordion school, being one of the leading development centers of the chromatic button accordion in Ukraine, has entered the value system of the 21st century culture. Its development and increasing authority in the world arena are related to: 1) the further integration into the extensive network of European music universities; 2) experience exchange not only at the level of teaching methods, but also through the introduction of exchange programs with students from leading conservatories of different countries worldwide; 3) the creation of the conditions for the training of a certain unification specialists according to the existing genre and stylistic directions of performance on chromatic button accordion; 4) the orientation on the implementation of all the advanced instruments constructive capabilities (sound production and strokes) and timbral coloring; 5) the search for forms of the chromatic button accordion (as an academic instrument) creative synthesis: from established forms of ensembles (such as strings or wind) to modern theatrical, vocal and dance performances, music and light show.
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Andriy, Strilets. "THE CONCERT AND PEDAGOGICAL REPERTORY OF KHARKIV BUTTON ACCORDION SCHOOL IN TERMS OF THE GENRE AND STYLE DYNAMIC." Aspects of Historical Musicology 22, no. 22 (2021): 7–27. http://dx.doi.org/10.34064/khnum2-22.01.
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Introduction. The article is devoted to the study of the historical stages of the modern button accordion repertoire formation based on the genre and stylistic analysis of the repertoire models used in the process of teaching the students in the Kharkiv button accordion school. The actualization of the current research topic has set up a need for relying to a greater extent not on the printed sources, but on the reports of the witnesses, the first button accordion students of Kharkiv Conservatory, such as University professors Alexander Ivanovich Nazarenko, Anatoly Pavlovich Haydenko, Igor Ivanovich Kharkiv, as well as college professors Yevhen Leonidovych Vashchenko and Yevhen Heorhiyovych Malykhin, who were the first-hand participants in the process of the regional school formation. Theoretical background. Although the historiography of the Ukrainian button accordion art contains a fairly large amount of scientific and methodological studies (M. Imkhanitsky, V. Semeshko, A. Stashevsky, I. Snedkov, A. Svetov), many problems of the modern academic folk instrumental music remain unresolved. In particular, the concert repertoire formation in terms of a pragmatic dimension of the button accordion teachers approaches study within the Kharkiv school has not been the subject of a special interest of researchers in this area yet. The purpose of the research is to trace the stages of formation of the button accordionists’ modern concert and pedagogical repertoire on the basis of the genre and stylistic models’ analysis used in the process of teaching in the Kharkiv regional button accordion school. The object of the article is historical experience of the Kharkiv button accordion school as a component of academic folk and instrumental performance. Methods of research are conditioned by the material and formulation of the problem itself, in particular, a historical method is used to explain the organic connection of the facts, preconditions and personalities that brings together the historical experience of the Kharkiv button accordion school, a genre and stylistic method provides the embodiment of the performers original creative achievements. Results and Discussion. There are three main factors which have influenced the formation of the concert and pedagogical repertoire of the button accordion students of the Ukrainian Folk Instruments Department in KhNUA: ● the performing school and its genesis represented by particular teachers with their own repertoire preferences; ● improving the design of the instrument itself; ● the volume and quality of the original repertoire, as well as the productivity level and number of the composers working to develop it. Considering the general condition of the Kharkiv regional button accordion school of the 1950s, we can point out the prospects of the core guidelines underlying its basis: the formation of a list of clearly regulated and systematized program requirements; the impossibility of the requirements for the performance of genre forms (the absence of full-fledged imitation polyphony in the pedagogical repertoire) in full compliance with the “classical canons”; the predominance of small forms over large ones, as well as their obvious genre affiliation (songs, dances, marches); a significant shortage of the original works inciting the adaptation skills formation. Since the late 1960s the original pedagogical repertoire has been characterized by a great variety of genre and stylistic forms, such as a concert, a sonata, a suite, a partita, a fantasy, small cycles, a scherzo, a prelude, a concertino, a play, an arrangement of folk songs, arrangements of popular works, a concert etude. The representatives of five generations provide an inheritance of the traditions that represent the Kharkiv button accordion school creative experience and simultaneously transform it in accordance with the modern challenges. Conclusions. The conclusions emphasize the fact that the historically settled genre models of the performing and pedagogical repertoire of accordionists were established in the process of the Kharkiv button accordion school activity. The diversity of the original music for a button accordion is now represented by almost all existing genres and stylistic performance directions. It was the high culture of the Kharkiv musicians’ performance that brought the status of the academic art of playing folk instruments into a scientific level, as a new standard of sound and creative thinking.
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Calmis, Dumitru. "The constitution of the academic accordion art in the Moldavian SSR in the period 1940–1960." Arta 30, no. 2 (2021): 38–44. http://dx.doi.org/10.52603/arta.2021.30-2.05.
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With the annexation of Bessarabia to the USSR, the process of professionalization of accordionists, convering all levels of artistic education in the country, is influenced by the evolution of performing arts in Eastern Europe (especially Russia, Belarus, Ukraine). The academic bases are consolidated by illustrious pedagogues, such as Iziaslav Birbraier, Valentin Zagumionov (I. Birbraier’s student), Ivan Folomkin (one of the first graduates of the Gnesin State Musical-Pedagogical Institute in Moskow) and others. Durind the years 1940–1960, the establishment of the accordion interpretive art in the Moldavian SSR was directly conditioned by the massive ideologization of the ex-Soviet cultural space, which largely blurred the national identity aspect in the accordion academization process. Based on the classical-romantic aesthetics „adjusted” by the doctrine of socialist realism, the professionalization of Bessarabian instrumentalists is distinguished by a prominent conservatism compared to other accordion schools of that period, such as German, Danish, Czech etc. (we refer primarily to the compositional domain). Even if in this time segment the accordion failed to fully integrate into the „family” of European academic instruments, taking into account some areas (organological, compositional, pedagogical, interpretive) that needed to be intensely perfected, the first postwar decades can still be considered the reference point for establishing the academic status of chromatic harmonics in the Moldavian SSR
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B. Bostancı, Aynur, and Sebila Bülbül. "Do the teachers' organizational trust levels predict their academic optimism?" Journal of Human Sciences 15, no. 4 (2019): 2626. http://dx.doi.org/10.14687/jhs.v15i4.5642.
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This research was conducted to determine the relationship between teachers' organizational trust levels and academic optimism perception about their schools. The research is in relational screening model. The sample of the study consisted of 299 teachers working in primary, secondary and high schools in Uşak province. In the study, simple random sampling was employed. The data were collected by The Organizational Trust Scale and the Organizational Trust in Colleagues Scale and School Academic Optimism Scale. In the analysis of the data, arithmetic mean, one way variance analysis, Pearson Product Moment Coefficient and multiple regression analysis were used. According to the results of the study; It is observed that teachers who work in primary school and secondary schools have high levels of trust in the organization and teachers who work in high schools have a moderate level of trust in the organization. The level of teachers’ trust in the administrator working in all school levels is moderate. Again teachers’ perceptions about academic optimism of their schools is high in all school levels. In the research, the school academic optimism levels of primary school teachers was found higher than that of high school teachers. A significant relationship between teachers’ trust in the organizational and the level of school academic optimism was found only in secondary schools. While there is a low positive relationship between the teachers’ trust in the administrator and school academic optimism levels in primary school, there is a moderate positive relationship in secondary and high schools. While primary teachers' trust in the administrator does not predict school academic optimism levels; level of trust of secondary and high schools teachers to administrators predicts about school academic optimism levels of their schools.
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Schmida, Mirjam, and Yaacov J. Katz. "Prestige of National-Religious High Schools and Social and Religious Orientations of Students." Psychological Reports 70, no. 3_suppl (1992): 1043–50. http://dx.doi.org/10.2466/pr0.1992.70.3c.1043.
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To examine the relationship between differential levels of school prestige and social, religious, and demographic characteristics of students of the Israeli national-religious high school system, 221 students in Grade 11 of a boys' theological academic high school, a girls' theological academic high school, a coeducational academic high school, a coeducational comprehensive high school, and a coeducational vocational high school were administered the Student Religiosity Questionnaire, the Student Social Orientations Questionnaire, and the Conservatism Scale. Also, the School Prestige Questionnaire was given to the 5 headmasters of the schools. Statistical analyses indicated that the schools were characterized by two different levels of prestige based upon academic and social clusters of institutional variables. A differential relationship between school prestige and students' demographic backgrounds and some of their attitudinal attributes was noted. Students with more liberal orientations attended the higher prestige schools; those students with less liberal attributes attended lower prestige schools. The results were explained according to the process-approach model.
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Bonyong Khu. "The Effects of Perfectionism on The Middle and High School Student's School Adjustment According to Academic Achievement Adjustment According to Academic Achievement." Korea Journal of Counseling 8, no. 2 (2007): 707–18. http://dx.doi.org/10.15703/kjc.8.2.200706.707.
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Lytvyshchenko, O. V. "O. I. Nazarenko as a coryphaeus of the Kharkiv accordion school: formation of the authorial style." Problems of Interaction Between Arts, Pedagogy and the Theory and Practice of Education 56, no. 56 (2020): 43–56. http://dx.doi.org/10.34064/khnum1-56.03.
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Problem statement. The pedagogical activity of the Merited Artist of Ukraine, Professor O. I. Nazarenko is more than fifty years old. The maestro’s name will become history of the Department of Folk Instruments of Kharkiv I. P. Kotliarevskyi National University of Arts. It is impossible to disregard O. Nazarenko’s creative achievements and multifaceted activity, first, because his enormous contribution to the development of the academic accordion in Kharkiv and his authority reaches far beyond Kharkiv and Ukraine. Well-known modern accordionists and orchestral ensembles perform the composer’s works with great respect and persistence. The artist’s pedagogical activity, his talent as a teacher and mentor was found itself in students who achieved outstanding success thanks to high-quality professional training. The object of the research is O. Nazarenko’s musical activity. The aim is to determine characteristic features of O. Nazarenko’s authorial style in the context of Kharkiv Accordion School traditions. Methodology. This study is based on historical, genre and stylystic as well as interpretive method. The methodological basis is formed by the works of Yu. Diachenko (2012), M. Pliushenko (2017), I. Sniedkov (2016), A. Strilets (2018), which partly appeal to O. Nazarenko’s work and the history of Kharkiv Accordion School. Presenting the main material. One of the brightest representatives of Kharkiv Accordion School is the teacher, performer, composer and conductor O. I. Nazarenko. In the context of Kharkiv Accordion School formation and development, O. Nazarenko was remembered for his networking with famous Kharkiv composers. From 1967 to 1987 O. Nazarenko performed many authorial programs of such Kharkiv composers as V. Bibik, F.Bogdanov, O. Zhuk, V. Zolotukhin, D. Klebanov, I. Kovach, T. Kravtsov, G. Finarovsky, S. Faintukh and N. Yukhnovska. Working as a solo accordionist and accompanist, O. Nazarenko gained richer experience and recognition of stage colleagues; he accompanied the People’s Artists of the USSR such as Ye. Chervoniuk, M. Manoilo, Yu. Bogatykov and N. Surzhina, People’s and Merited Artists of Ukraine as V. Arkanova, A. Rezilova, Yu. Ivanov and others. While setting piano vocal works by Kharkiv composers, O. Nazarenko made editions for accordion and enriched the texture of his own works in every possible way. Materials of arrangements, settings, transcriptions were periodically published in such publishing houses’ collections as “Music” (Moscow), “Musical Ukraine” (Kyiv). We cannot ignore the maestro’s creative contacts with V. Podgorny, who influenced his further activity and made a contributive mark on the path of his professional development. Mastering the technique of influencing the listener through emotional and expressive accordion playing was important for O. Nazarenko. V. Podgorny who possessed a brilliant technique of working with sound, was mentioned by O. Nazarenko as “the artist of sound”. It was communication and creative contact with V.Podgorny that enriched the professional background and stimulation of the composer’s talents in young Olexandr’s soul. O. Nazarenko’s specific performing and composing style was formed under V. Podgorny’s influence also. As one of his brightest students, he collaborated with him, was interested in new creative ideas and imitated the teacher’s manner. O. Nazarenko’s work is more connected with singing and folklore; Ukrainian, Russian, Gypsy, Georgian and Latin American motives became the basis of his musical compositions. Based on folk and authorial melodies, he created largescale complex structures with vivid musical images. A typical feature of topics for adaptation, transcription and arrangement was the idea of taking unfamiliar works, which no one had previously addressed to. This attracts performers to search for their own interpretations without imitating already known performer interpretations. Many works in the maestro’s interpretation are characterized by a waltz manner. During his life, from childhood, all the memories and experiences accumulated and became the basis for many of his works. According to his words, he actively attended music evenings in a village club and school after the war, where he could listen to modern waltz-like music by Soviet composers. The first author’s melody, “Elegy Waltz”, which represents lyrics and romantic images as memories, was a dedication to his brother Volodymyr. The author comments that it was his brother who showed him waltz and taught him to dance it in his childhood. Many accordion works by O. Nazarenko are characterized by symphonic principles of development, which are also used in fantasia genre. In this genre, a dramatic and deeply psychological work interpreting Russian folk song “Thin Rowan” was written, which absorbed the emotions of the author’s inner experiences (being a dedication to his mother Alexandra Monakova). Being an excellent accordionist, he is aware of the instrument’s possibilities and implements this knowledge in working on musical works. He pays much attention to image intonation and the specifics of imitation of other instruments. His performance methods were based on the works by S. Richter, E. Hilels, L. Kohan, Ya. Heifetz and many other maestros. These ideas gave him, as a performer, an extremely subtle feeling of timbre. In the manner of his performance, he made the audience not only listen, but also hear, which is very important for perception of musical work. O. I. Nazarenko managed to raise a large number of students for many years of pedagogical activity. They represent his name not only in Ukraine but also abroad. Conclusions. O. Nazarenko’s authorial style is original and multifaceted, it consists of composition, performance and pedagogical activities. The authorial style formation was greatly influenced by Kharkiv cultural environment, creative connection with V. Podgorny and performing traditions of Kharkiv Accordion School in general. O. Nazarenko’s original compositional style is manifested in the genres of transcription, fantasia and arrangement of folk songs for accordion. O. Nazarenko’s works include a number of ones written and dedicated to people who left a great dramatic imprint in his life. Works dedicated to his mother, father, wife and brother are a musical word where dramatic images emphasize the expression and specificity of addressing close people. Due to the bright timbres, rich texture and registers, the composer’s musical compositions become symphonic, going far beyond the basic thematic material. Based on folk and authorial melodies, he created large-scale complex structures with vivid musical images. O. Nazarenko’s works require a performer’s high level of technical training, an intellectual approach to understanding all the musical text details, fastidious work on the sound. These components of performing skills are inherent in the maestro as a representative of Kharkiv Accordion School.
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Benítez Díaz, Luis Miguel, M. ª. Luisa Sevillano García, and Esteban Vázquez Cano. "Effects on academic performance in secondary students according to the use of ICT." IJERI: International Journal of Educational Research and Innovation, no. 12 (June 14, 2019): 90–108. http://dx.doi.org/10.46661/ijeri.4045.
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The main interest of this study was to evaluate the degree of association that the use of ICT could have to school performance in mathematics, within a limited geographical area. The data was obtained thanks to the International Student Assessment Program (PISA). 1376 students from the Canary Islands participated. To obtain the best possible approximation to the phenomenon, a mixed research method was used, in which a linear hierarchical model (HLM) analysis was used to assess the characteristics of students and schools. The results reflected positive changes in school performance influenced by the effective use of ICT. It was shown that learning can be enhanced thanks to ICT, unless its use is not appropriate.
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Lagos San Martín, Nelly Gromiría, María Vicent Juan, Carolina Gonzálvez Maciá, Ricardo Sanmartín López, and José Manuel García Fernández. "Differences in school anxiety according to sex and academic year in elementary school students." Psicología desde el Caribe 35, no. 3 (2019): 242–51. http://dx.doi.org/10.14482/psdc.35.3.152.46.
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Al-Raqqad, Hana Khaled, Eman Saeed Al-Bourini, Fatima Mohammad Al Talahin, and Raghda Michael Elias Aranki. "The Impact of School Bullying On Students’ Academic Achievement from Teachers Point of View." International Education Studies 10, no. 6 (2017): 44. http://dx.doi.org/10.5539/ies.v10n6p44.
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The study aimed to investigate school bullying impact on students’ academic achievement from teachers’ perspective in Jordanian schools. The study used a descriptive analytical methodology. The research sample consisted of all schools’ teachers in Amman West Area (in Jordan). The sample size consisted of 200 teachers selected from different schools from Amman West area in Jordan. A self-administrated questionnaire was designed according to research objectives and hypotheses and distributed over research sample subjects. All distributed questionnaire were collected. They were, coded and analyzed by using SPSS version 18. The research results indicated that school bullying exists in all schools regardless if they are governmental or private ones. The study also concluded that school bullying affect student’s academic achievement either victims or the bullies.
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Gaxiola-García, Miguel Angel, José de Jesús Villalpando-Casas, Sebastián García-Saisó, Manuel García-Minjares, and Adrián Martínez-González. "National examination for medical residency admission: academic variables and performance among different schools." Salud Pública de México 63, no. 1, ene-feb (2020): 60–67. http://dx.doi.org/10.21149/11576.
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Objective. To identify medical school characteristics associated with performance in a medical residency admission test. Materials and methods. Performance and selection rates according to type of medical school (Student´s t-test, Chi-squared test), accreditation status (Student´s t-test) and geographic regions (Anova) were analyzed from a database comprising 153 654 physicians who took the residency admission test Examen Nacional de Aspirantes a Residencias Médicas (ENARM) in the period 2014-2018. Results. Performance was 62.5% for accredited programs and 61.4% for non-accredited programs (p<0.001); public schools reached 62.3% and private schools 62.2% (p<0.001). Northern regions performed above 63% while South-Southeast at 58.9% (p<0.001). Selection rate was 26.2% for accredited programs and 22.9% for non-accredited (p<0.001); 26.6% for public schools and 23.6% for private schools (p<0.001). North-East and North-West reached 31% while South-Southeast 20.7%. Conclusions. Type of school, accreditation status and geographic region may influence performance and selection rate.
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Alayan, Rowaidah. "The Influence of School Practices on Academic Self-Efficacy Towards Mathematics Achievement." Studia Edukacyjne, no. 51 (December 15, 2018): 491–502. http://dx.doi.org/10.14746/se.2018.51.30.
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The purpose of this article is to specify whether there is any influence of school practices towards mathematics self-efficacy and mathematics outcomes. The studies about the effect of school practice on student achievement have a long history both domestically and abroad. However, the investigation of how the social context of school and practices affect student performance is not clear, especially in mathematics. To investigate this, I will chose al-touri secondary school where I teach as a case-study for my research. The instrument use for the article will be based on a questionnaire, which contains 2 sections. Section 1 will contain “School Level Environment Questionnaire” (SLEQ). Section 2 will contain “Mathematic Self-efficacy Questionnaire” (MSEQ). The mathematic scores of students will be taken for the first and second semester to compare between them and to see if there is a significant relationship between school practices and mathematics self-efficacy and mathematics outcomes. The findings indicate that there is a significant difference in students’ perception about their school practice and mathematic self-efficacy based on their achievement and according to ANOVA test, there is a relationship between school practices and mathematic self-efficacy. The result from this study can be generalized to the population of all schools in the Arab Sectors in Israel. Moreover, we can use the questionnaires obtained in the study to identify the strengths and weaknesses of schools in their teaching and learning process and to focus on improving their latter, at the same time maintaining the strength of their teaching strategies.
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Alayan, Rowaidah. "The Influence of School Practices on Academic Self-Efficacy Towards Mathematics Achievement." Studia Edukacyjne, no. 51 (December 15, 2018): 491–502. http://dx.doi.org/10.14746/se.2018.51.30.
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The purpose of this article is to specify whether there is any influence of school practices towards mathematics self-efficacy and mathematics outcomes. The studies about the effect of school practice on student achievement have a long history both domestically and abroad. However, the investigation of how the social context of school and practices affect student performance is not clear, especially in mathematics. To investigate this, I will chose al-touri secondary school where I teach as a case-study for my research. The instrument use for the article will be based on a questionnaire, which contains 2 sections. Section 1 will contain “School Level Environment Questionnaire” (SLEQ). Section 2 will contain “Mathematic Self-efficacy Questionnaire” (MSEQ). The mathematic scores of students will be taken for the first and second semester to compare between them and to see if there is a significant relationship between school practices and mathematics self-efficacy and mathematics outcomes. The findings indicate that there is a significant difference in students’ perception about their school practice and mathematic self-efficacy based on their achievement and according to ANOVA test, there is a relationship between school practices and mathematic self-efficacy. The result from this study can be generalized to the population of all schools in the Arab Sectors in Israel. Moreover, we can use the questionnaires obtained in the study to identify the strengths and weaknesses of schools in their teaching and learning process and to focus on improving their latter, at the same time maintaining the strength of their teaching strategies.
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Kimball, Bruce A. "The Principle, Politics, and Finances of Introducing Academic Merit as the Standard of Hiring for “the teaching of law as a career,” 1870–1900." Law & Social Inquiry 31, no. 03 (2006): 617–48. http://dx.doi.org/10.1111/j.1747-4469.2006.00024.x.
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Compared to the practice in other professional schools and academic fields at universities, law professors are hired at a young age based primarily upon their academic merit determined through grades, class rank, and school rank. This emphasis upon narrowly defined academic merit—apart from achievement demonstrated through original scholarship or experience in professional practice—first emerged during “the professionalization of the American law professor” between 1870 and 1900 at Harvard Law School (HLS). Though normative today, this outcome was neither necessary nor uncontested. In the late nineteenth century the new standard of hiring faculty according to their academic merit was energetically opposed by those favoring the antecedent standard of professional experience and reputation. Only when financial considerations counterbalanced that traditional standard did hiring decisions tip in favor of the new principle. Not until the early 1900s, when the second generation of academic meritocrats dominated the HLS faculty, did the new hiring standard become unequivocally established as policy in the school and, by extension, in legal education.
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Savi Çakar, Firdevs, and Kıvanç Uzun. "Teacher abuse, school burnout and school attachment as predictors of adolescents’ risky behaviors." Pegem Eğitim ve Öğretim Dergisi 11, no. 1 (2021): 217–58. http://dx.doi.org/10.14527/pegegog.2021.007.
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The aim of this study is to determine the predictive level of teacher abuse, school burnout and school attachment for risky behaviors in adolescents, and to examine risky behaviors according to some demographic variables. Relational survey model was employed in the study. The study group consisted of 446 adolescents with an average age of 15.49 years studying in secondary schools. Personal information form, Risky Behaviors Scale, Teacher Emotional Abuse Scale, School Burnout Scale and School Attachment Scale for Adolescents were used to obtain demographic information about students. As for data analysis, Pearson's Correlation Coefficient Analysis, Multiple Linear Regression Analysis, Independent Samples t-Test and One-Way Variance Analysis were employed. As a result, it was found that teacher abuse and school burnout predicted adolescents’ risky behaviors in a positively significant direction whereas school attachment predicted adolescents’ risky behaviors in a negatively significant direction. It was revealed that the score averages taken from the total and sub-dimensions of risky behaviors differed significantly according to gender, grade level, academic average, perceived socioeconomic level and family structure variables. In addition, it was determined that suicidal tendencies did not differ based on gender, academic average and class level; antisocial behaviors and school dropout did not significantly differ according to the grade level.
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Kalaivani, M., and V. Rajeswari. "THE ROLE OF ACADEMIC MOTIVATION AND ACADEMIC SELF CONCEPT IN STUDENT’S ACADEMIC ACHIEVEMENT." International Journal of Research -GRANTHAALAYAH 4, no. 9(SE) (2016): 37–49. http://dx.doi.org/10.29121/granthaalayah.v4.i9(se).2016.2508.
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Education is important to cultivate good values among the public in society. Education helps men to develop their life style. The ultimate goal of school is to educate young people to become responsible. Education is the complete development of individuality of the child so that the man can make an original contribution to human life according to the best of his capacity.. Both academic motivation and academic self-concept promote positive learning environment among the students. It is not just a desire only to achieve but it makes every student to excel in every actions. Proper motivation helps them to do their studies in the best way. Likewise highest self-concept students can easily achieve high in their academics. Both academic motivation and academic self-concept bring out the students’ potentialities and make the students to be successful in their academic prospects. Hence this paper attempts to explore the importance of academic motivation and academic self-concept in academic achievement.
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Valencia, Emelito L., and Johnny T. Roberto. "Parental Involvement and Academic Performance of High School Students with Solo Parents in a Catholic School." Philippine Social Science Journal 3, no. 2 (2020): 41–42. http://dx.doi.org/10.52006/main.v3i2.159.
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Parental involvement is the foundation of a child's education that has been recognized to positively impact students' academic outcomes. However, a lack of parents’ support and involvement in the children's education persists in a catholic school in the Philippines. It leads to issues concerning its role in children's academic performance with single parents. Thus, this study describes the extent of involvement of solo parents based on Epstein's framework covering parenting, communicating, volunteering, learning at home, decision-making, and collaborating in relation to their demographics. It also describes the level of academic performance of high school students with solo parents in a catholic school during the School Year 2019 – 2020 as a whole and according to the academic level. It also explores the differences in the extent of involvement and level of the students' academic performance and the relationship between these two variables.
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Deveci, Ceyda Çavusoglu, and Rabia Karatoprak Ersen. "Predictors of Academic Achievement at Different Levels of Socioeconomic Status." International Education Studies 15, no. 3 (2022): 39. http://dx.doi.org/10.5539/ies.v15n3p39.
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Success is a concept that is desired by everyone. In the Turkish education system, Anatolian high schools are considered one of the most prestigious schools which accept students via national central exams. The purpose of this study is to reveal indicators explaining the placement into Anatolian high schools, which is an important sign of success, in socioeconomically different regions. Logistic regression analyses were used as a prediction design. Data was collected from the 1049 10th grade high school students in Istanbul. According to findings, the indicators affecting the probability of studying in Anatolian high school differ between the low life quality indexed region (LLQR) and the high life quality indexed region (HLQR). In LLQR GPA, gender, number of people in the household, and mother&rsquo;s monetary contribution were found as significant indicators. In HLQR GPA, father&rsquo;s income and mother&rsquo;s education level were found as significant indicators. These results are discussed using the main theories of educational sociology.
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Sözen, Erol, and Mücahit Coşkun. "Evaluation of Some School Applications in Turkish National Education according to Students’ Viewpoints." Journal of Education and Training Studies 5, no. 3 (2017): 201. http://dx.doi.org/10.11114/jets.v5i3.2243.
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The purpose of this study is to evaluate students’ perspectives according to various variables about use of smart boards and tablet computers in class rooms, academic performance tasks, distribution of course books, and changes made in exam grading regulation at high schools which came into effect as of academic year 2013-2014 under Faith Project. Formulation and application of measurement techniques and data collection were performed with high school students in Düzce province. A correlational comparative survey method was applied with quantitative research approach in this study. Statistical Package Program SPSS 20.0 was used in data analysis. Descriptive statistics analysis was performed to evaluate frequency values, percentages and arithmetic average values, while, One-Way Variance Analysis (ANOVA) and t-test were used for unrelated sampling. A sample of 606 students was selected from various high schools in Düzce during academic year 2015-2016. Students’ viewpoints on the categories defined in measurement scale were determined generally as “I am indecisive” or “I agree”.Resultantly, no significant differences were found in students’ opinions according to gender and residential area variables. On the other hand, significant differences were detected in students’ perspectives on use of smart boards, performance tasks and course books distribution according to the school type variable. Use of smart board was found to be considered more positively in Anatolian high schools, while, performance task and course book distribution were considered more positively in vocational schools. Moreover, it was also found that students’ viewpoints on use of tablet computers and distribution of course books showed significant differences according to the variable of class size. Students’ viewpoints on use of smart board and tablet computers, performance task, and distribution of course books were found to be viewed more positively in classes with strength of 21-25 students.
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Sakk, Monica. "Coping at School - Academic Success or/and Sustainable Coping in Future?" Journal of Teacher Education for Sustainability 15, no. 1 (2013): 84–106. http://dx.doi.org/10.2478/jtes-2013-0006.
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Abstract The purpose of the research was to monitor opinions of learners, parents and teachers on the aspects of coping at the second level of primary school in both Estonian-medium and Russian-medium schools. The research was carried out from 2006 to 2011. The research used a questionnaire which was administered to 652 learners and their parents in Forms 4 through 6 at both Estonian-medium and Russian-medium general education schools. In the second part of the research, 30 teachers from the same selection were interviewed. The results of the research show that the learners, parents and teachers who took part in the research in both Estonian-medium and Russian-medium schools link the aspects of coping with academic success. Additionally, teachers in schools with Estonian as the language of instruction consider the learnersí skills of social coping also important. Both the Estonian-medium and Russian-medium school teachers consider home and parents the main factors that influence coping skills. According to the teachers, changes in society have changed common beliefs, attitudes and the way of thinking among the parents and the learners, causing difficulties in learnersí academic as well as social coping. Based on the rapid changes in society, it is important to reorient teacher education. Social skills, forming the basic skills of learning, and accessing different websites for studying will become crucial in teaching the new generation.
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Baños, Raúl, Antonio Baena-Extremera, and María del Mar Ortiz-Camacho. "Prediction Model of Academic Performance and Satisfaction With School According to Some Subjects of Compulsory Secondary Education." Psychological Reports 123, no. 2 (2018): 435–51. http://dx.doi.org/10.1177/0033294118805004.
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The purpose of the study was to know which subjects in the curriculum best predict school satisfaction and boredom as well as the student’s academic grade. The sample was of 680 adolescents of physical education (339 males, 341 females) with age between 12 and 18 years (M = 14.83; SD = 1.45). We used a questionnaire composed of the satisfaction scales with the subjects, intrinsic satisfaction in the school and related to academic grades. Descriptive analyses, correlations, and structural regression models were performed. The high levels of satisfaction and academic performance in physical education stand out. In the structural model, English is the subject that most predicts academic grades, while language predicts satisfaction at school and physical education boredom at it.
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Muhammad Asbeeh Salameh, Muhammad Asbeeh Salameh. "The role of the school environment in increasing the academic achievement of basic stage students in Mafraq city schools from the point of view of its teachers: دور البيئة المدرسية في زيادة التحصيل الدراسي لدى طلبة المرحلة الأساسية في مدارس مدينة المفرق من وجهة نظر معلميها". مجلة العلوم التربوية و النفسية 5, № 50 (2021): 68–51. http://dx.doi.org/10.26389/ajsrp.b200621.
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This study aimed to identify the role of the school environment in increasing the academic achievement of the students of the basic stage in the schools of Mafraq city from the point of view of its teachers. To verify its validity and reliability, it was distributed among the available (30) of the study population, and it was processed statistically using the Statistical Package (SPSS) program, where the study concluded that there is a significant role for the school environment in increasing the academic achievement of the students. Students of the basic stage in Mafraq city schools from the point of view of their teachers, and it was found that there are statistically significant differences at the significance level (α ≤ 0.05) in the average responses of the study sample members towards the role of the school environment in increasing the academic achievement of stage students. The primary school in Mafraq city schools according to the study variable (gender, years of experience, educational qualification, specialization), and based on the results of this study, the researcher recommended several recommendations, the most important of which was that primary school teachers in Mafraq schools should rely on the encouragement method instead. About punishment, and it's on teachers b Their plans denied that the student is the focus of the educational process and not following the old curriculum system.
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Özaslan Caliskan, Burcu Özgen, and Burcu Adigüzel Mercangöz. "Satisfaction and Academic Engagement among Undergraduate Students." International Journal of Research in Business and Social Science (2147-4478) 2, no. 4 (2013): 84–92. http://dx.doi.org/10.20525/ijrbs.v2i4.83.
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 Academic engagement used to refer to the extent to which students identify with and value schooling outcomes, and participate in academic and non-academic school activities. This study aims to investigate the academic engagement and satisfaction from the school among the university students. The data is taken from the undergraduate students in School of Transportation & Logistics in Istanbul University. We used a questionnaire that consisted of two parts. First part of the questionnaire is about to measure the students’ academic engagement that is improved by Schaufeli et al. Second part of the questionnaire is about to measure the students’ satisfaction from the school. K-means cluster analysis is used to determine two groups of students, group the students in to two clusters based on their school satisfaction scores. We named these two groups as “satisfied” and “unsatisfied” students. Secondly we investigate the relationships between the satisfaction scores and the academic engagement. By means of T Test we investigate whether the academic engagement differs between the clusters that are determined according to the students’ satisfaction scores. Finally we found that academic engagement differs according to the identified clusters.
 
 
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Cetinkaya, Seher. "Investigation of Academic Success, Self-esteem and Academic Self-Concept in 4th Class Primary School Students." Higher Education Studies 7, no. 4 (2017): 96. http://dx.doi.org/10.5539/hes.v7n4p96.
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In Turkey due to changes in the age starting school implemented during the 2012-2013 academic year, children ages from 60 months to 84 months were subject to the same educational program in the same class. By the 2015-2016 academic year these children were at the end of 4th class. This research aimed to investigate the Turkish and mathematic lesson success, academic self-concepts and self-esteem of 4th class students and determine the opinions of class teachers on this topic. The research used a mixed method pattern with convergent parallel pattern. At the end of the research quantitative findings relating to Turkish and mathematic lesson success according to age starting school and educational level of parents; Turkish and mathematic lesson academic self-concept and self-esteem according to age starting school; and qualitative findings of class teacher opinions were compared, interpreted and discussed in light of the literature.
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Andiek Widodo, Yatim Riyanto, and Erni Roesminingsih. "Implementation of Islamic Senior Hight School Academic Quality Assurance (Multi-Site Study at Islamic Senior High School of Surabaya and Islamic Senior High School of 2 Malang)." IJORER : International Journal of Recent Educational Research 1, no. 3 (2020): 233–45. http://dx.doi.org/10.46245/ijorer.v1i3.61.
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This study aims to examine the implementation of academic quality assurance, as well as the strategies and models used in improving academic quality assurance in the Islamic Senior High School of Surabaya and Islamic Senior High School of 2 Malang. This study used a qualitative approach with a multi-site research design. Based on the results of the research that has been done, it is concluded that the implementation of academic quality assurance in the process of implementing education at Madrasahs has been carried out well in improving the quality of learning, academic achievement, and competitiveness of these madrasah graduates. The implementation of quality assurance can be done using the first strategy, the leadership has given trust and responsibility in implementing management guidelines, second, the madrasah activity program is socialized intensively, and third, the preparation of learning tools that are carried out collaboratively. Overall, the implementation of madrasah academic quality assurance has been carried out according to national education standards.
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Et al., Phramaha Padet Chirakulo. "A Model of High Efficient Academic Administration for Phrapariyatidhamma School." Psychology and Education Journal 58, no. 1 (2021): 1558–62. http://dx.doi.org/10.17762/pae.v58i1.946.
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The purposes of this research were 1) to study the state of area, high efficient academic administration of Phrapariyattidhamma school, 2) to develop and propose the high efficient academic administration of Phrapariyattidhamma school. The mixed research methods; quantitative research and quantitative research were used and research tools were interview form and questionnaires. Results indicated that 1) the status of academic administration in Phrapariyattidhamma schools, was at a high appropriate level in 5 aspects. 2) In development of high efficient academic administration, personnel consisting of administrators, teachers, staffs and student must be developed in 6 aspects: 1) The curriculum must be continuously adjusted according to community contexts. 2) A new body of knowledge must be created in teaching and learning system. 3) Media and instruments must be up-to-date and can be accessed unlimitedly. 4) Teachers and staffs must create teaching innovation and generate the knowledge to community. 5) Learning area must cover academic, career training and ways to live a life for every level of people. 6) Learning sources must support physical, mental, moral and ethical values of society. The form of high efficient academic administration consisted of 5 aspects in academic administration and 6 aspects of high efficient qualification as 5A 6Q Model.
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Mulyono, Ibnu Utomo Wahyu, Novita Kurnia Ningrum, Zahrotul Umami, and Karis Widyatmoko. "E-Report System to Help Monitor Student Academic Progress Using Forward Chaining for Grade Promotion According to Student Development Level." Journal of Applied Intelligent System 6, no. 2 (2021): 144–50. http://dx.doi.org/10.33633/jais.v6i2.5318.
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The COVID-19 pandemic that has occurred in the world and Indonesia is one of the affected countries. To limit the rate of transmission of COVID-19, the Ministry of Education issued regulations relating to online schools. With this online school, both parents and teachers need media to be able to monitor students' academic progress as long as online schools are implemented. Therefore, we need a system that can assist teachers and parents in monitoring students' academic progress. In this study, an e-report was designed by incorporating the components of students' academic aspect and students' character aspect. This system is supported by a decision support system using forward chaining to determine the feasibility of a grade increase according to the level of development of the student. The output of this system is student grade reports, advice given to parents and grade promotion decisions based on academic and character aspect.
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Ngatini, Ngatini, and Bambang Ismanto. "PENGELOLAAN SUPERVISI AKADEMIK KEPALA SEKOLAH DI SEKOLAH DASAR NEGERI KOTA SEMARANG." Kelola: Jurnal Manajemen Pendidikan 2, no. 2 (2015): 127. http://dx.doi.org/10.24246/j.jk.2015.v2.i2.p127-138.
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<p>This study aimed to know the management of school academic supervision activity that conducted by principal in the state primary school Pongangan, Gunungpati, Semarang area that included the planning, implementation, and the follow-up to increacse teachers’ performace. This research was conducted with qualitative descriptive method. The collecting data used interview, observation, and documentation. Research results revealed that (1) the planning of academic supervision by the principal at SDN Pongangan rated very good. (2) the implementation of academic supervision in SDN Pongangan a great fit the program, the schedule, the instruments that used according to the design, aspects that disupervisi votes had been lead on target academic supervision adapted to the needs of teachers and schools, the approach was with the program, academic supervision techniques used varied enough, the academic supervision of implementation constraints by the head of the school is the limited time; (3) the principal efforts made in the follow-up assessed academic supervision has been very good and hard-wired. Activities performed were: a) the beginning of each semester were held in groups/joint supervision of teachers meeting school/KKG school; b) performs the inverse to the teacher in order to reflect ourselves; c) implementing guidance on drafting/administration/creation of learning; d) emphasize on teachers that always paid attention to the discipline of work in carrying out the task of teaching as a teacher; e) provided guidance for teachers on how to teach in interesting and fun way; f) conducted coaching and guidance for teachers in the use of learning media, techniques/methods of teaching; g) provide a learning device formats that are new to the teacher, and taught how to fill them; g) For School Superintendent gave a complete written report in the end of years.</p>
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Postigo, Álvaro, Rubén Fernández-Alonso, Eduardo Fonseca-Pedrero, Covadonga González-Nuevo, and José Muñiz. "Academic Self-Concept Dramatically Declines in Secondary School: Personal and Contextual Determinants." International Journal of Environmental Research and Public Health 19, no. 5 (2022): 3010. http://dx.doi.org/10.3390/ijerph19053010.
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Academic self-concept is one of the most important non-cognitive variables in determining students’ attitudes towards school and their performance. The objective of this study was to use a longitudinal approach to analyze how academic self-concept changed between primary and secondary schools and to analyze the factors that affected that progression. The sample consisted of 7379 students (47.4% girls) evaluated at two time-points: fourth grade and eighth grade. Six schooling pathways were analyzed: repeating a year before fourth grade, repeating between fourth and eighth grade, and repeating eighth grade. Five two-level hierarchical linear models of intrasubject means were assessed. The results indicate that academic self-concept falls dramatically between primary school and secondary school, varying according to background variables. Nevertheless, the most influential factor was the students’ schooling pathway. This study reinforces the evidence that, at least in the Spanish context, educational policies need to address alternatives to repetition.
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Yilmaz Bodur, Zeynep, and Sumer Aktan. "A Research on the Relationship between Parental Attitudes, Students’ Academic Motivation and Personal Responsibility." International Journal on Social and Education Sciences 3, no. 4 (2021): 636–55. http://dx.doi.org/10.46328/ijonses.187.
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This study examines the predictive effect of parental attitudes on high school students’ academic motivation and personal responsibility levels. In this research predictive correlation model, which is one of the quantitative research methods, was used. 368 students attending the 10th grade in 6 different high schools participated in the study. Parental Attitudes Scale, Academic Motivation Scale and Personal Responsibility Scale were used as data collection tools. Independent samples t-test and MANOVA were performed to determine gender effect on parental attitudes, academic motivation and personal responsibility and Pearson Correlation and Multiple Linear Regression were performed to determine the relationship between parental attitudes, academic motivation and personal responsibility. According to the results, parental attitudes are a significant predictor of personal responsibility and academic motivation of high school students. Democratic parental attitude predicts personal responsibility levels by 31.2% and academic motivation level by 25.7%. In this context, it can be said that the support of parents with democratic attitude provides a positive contribution to students’ academic success, social and personal competencies.
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Ragmoun, Wided, and Abdullah Alwehabie. "The Role of HRM Policy on Academic Innovativeness Case of Business School on Saudi Arabia." Journal of Management Research 9, no. 2 (2017): 187. http://dx.doi.org/10.5296/jmr.v9i2.10893.
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This study aims to understand the role of HRM on academic innovativeness. We will try to identify the adequate policy of HRM for the development of academic innovativeness.The most important is the way in which HRM will be treated as a composite construct of many practices, working in synergistic way, to generate a capacity of innovation or innovativeness according to our definition presented here.Our interest is oriented to the academic field due to importance of its role on social development. And our interest is oriented to the ability to innovate rather than innovation which still difficult to identify and measure. Academic innovativeness here is represented by five dimensions: behavior, product, process, market and strategic innovativeness.The analyze of the variance explained for our variables, provides empirical evidence that the academic innovativeness depends in majority on behavioral dimension and process. The HRM policy in this case is a distinct construction which depends on training and promotion. Added to this, some relations here must be revisited specially the link between behavior dimension of academic innovativeness and the policy of HRM as a construct.At the end of this research, we propose what we have called `the one best way` of academic innovativeness. Our theory model can be considered as user`s guide for academics to innovate based on HRM policy.
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Lam, Y. Raymond, Kam-cheung Wong, and Lai-ming Ho. "School Effectiveness of a Streamed-School System: A Multilevel Modelling of the Hong Kong Secondary Schools." Australian Journal of Education 46, no. 3 (2002): 287–304. http://dx.doi.org/10.1177/000494410204600304.
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This study has two distinct features that are different from current studies using multilevel analysis on school effectiveness. First, it uses a very large dataset, and second, the analysis is on a streamed-school system. The initial findings of this study record three differences from studies in the West: (a) the relatively large size of school effect in the Hong Kong schools; (b) the negative correlation between intercepts and slopes for prior attainment; and (c) the differential effectiveness for low and high ability students. The study highlights the issue of whether or not the results of school effectiveness research based on mixed ability schools can be generalised to some countries in East Asia where students are streamed to schools according to their academic ability. It suggests the need to explore whether the contextual factors that influence the effectiveness of schools in a mixed system are duplicated in a streamed-school system.
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Lubovsky, D. V. "Studies of the psychological well-being of low-performing students in US schools." Современная зарубежная психология 8, no. 1 (2019): 36–42. http://dx.doi.org/10.17759/jmfp.2019080104.
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The article analyzes the psychological well-being of poorly performing schoolchildren and the personal correlates of academic failure as they are presented in the US school psychology. One of the most important areas is the study of academic engagement as a predictor of academic performance / failure. Research tools are being developed to assess engagement in learning for both primary and secondary schools. The article also analyzes the study of personal factors of poor school performance in representatives of different racial and ethnic groups, including Afro-Americans, the studies of family factors that adversely affect school performance. Examples of research in the field of psychological assistance to poorly performing schoolchildren and their families, as well as programs developed for the prevention of negative emotions as a factor of academic failure, including positive education according to M. Seligman, are discussed. The article considers the contradictions in this field of research, shows the possibilities of overcoming them on the basis of the principles of the theory of developmental education and the theoretical foundations of the Russian educational psychology
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Malaga, Xerxes G., and Ryan Michael F. Oducado. "Does Senior High School Strand Matter in Nursing Students’ Academic Self-Regulated Learning and Academic Performance?" South East Asia Nursing Research 3, no. 1 (2021): 1. http://dx.doi.org/10.26714/seanr.3.1.2021.1-7.
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The Philippines recently adopted the K to 12 program in basic education. Under this program, students can choose their track and strand relative to their interests or career choices when they reach senior high school. However, issues surfaced when the K to 12 graduates were admitted to the college courses not aligned with the strand they have completed. This cross-sectional study was conducted to determine the difference in the academic self-regulated learning and performance of the STEM (Science and Technology, Engineering, and Mathematics) and non-STEM graduates in senior high school among freshmen nursing students in a city-subsidized college in the Philippines. The Academic Self-Regulation Learning Scale and grades of students in the first semester were used and analyzed in this study. Results showed that there was a significant difference in the academic self-regulated learning (p=0.045) and academic performance (p=0.000) of freshmen nursing students when grouped according to their senior high school strand. The STEM graduates had significantly higher academic self-regulated learning and academic performance than the non-STEM completers. Unfortunately, no significant relationship was established between academic self-regulated learning and academic performance (p=0.559). Students who are graduates of the STEM strand from senior high school appear to be better prepared to take up the nursing course. Colleges of nursing may consider the academic strand of students in senior high school when admitting students in the nursing program.
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Kiuru, Noona, Jari-Erik Nurmi, Esko Leskinen, et al. "Elementary school teachers adapt their instructional support according to students’ academic skills." International Journal of Behavioral Development 39, no. 5 (2015): 391–401. http://dx.doi.org/10.1177/0165025415575764.
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This study examined the longitudinal associations between children’s academic skills and the instructional support teachers gave individual students. A total of 253 Finnish children were tested on reading and math skills twice in the first grade and once in the second grade. The teachers of these children rated the instructional support that they gave each child in reading and mathematics. The results showed that the poorer the student’s reading and math skills were, the more support and attention the student received from his or her teacher later on. However, instructional support did not contribute positively to the subsequent development of the students’ academic skills. The person-oriented analyses showed that a relatively small group of children, that is, those showing the poorest academic skills, received the largest dose of teacher support, both with respect to reading and mathematics.
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Bett, Winrose C., and Shadrack Bett. "Strategic Leadership Practices and Academic Performance in Public Secondary Schools in Kericho County, Kenya." International Journal of Business Management, Entrepreneurship and Innovation 3, no. 3 (2021): 52–71. http://dx.doi.org/10.35942/jbmed.v3i3.215.
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Academic performance among learners has been pulled into much consideration in the worldwide field in this manner, requiring the execution of the essential procedures to help improve and keep up performance in auxiliary schools. Strategic leadership practices are fundamental in schools due to the changing climate, unpredictable, dubious, and vague. It stays to be one of the significant impacts on the academic performance of understudies in auxiliary schools. The examination tries to discover the strategic leadership practices and academic performance in open auxiliary schools in Kericho County, Kenya. The essential objective of the study was; to inspect the impacts of strategic leadership styles, the stakeholder's involvement, resource allocation, and school laws and guidelines on academic performance in public secondary schools in the Kericho county. This investigation was founded on Path-goal theory, transformational leadership approach, and trait leadership theory. The investigation utilized a descriptive examination design because the design focuses on finding relationships between variables. A stratified random sampling method was utilized to choose the respondents from the sampling outline. The objective populace for the examination was 540 subjects. The sample size of the examination was 108, including 18 school heads, 36 departmental heads, and 54 class educators in optional schools in Kericho County. Information was gathered utilized an organized survey with both open and closed questionnaires. Information was dissected by use of both descriptive and inferential statistics with the guide of SPSS software. The outcomes were introduced in different configurations, including diagrams, pie graphs, and recurrence tables. Cronbach's alpha was used to estimate the degree of reliability of the exploration instruments. The ANOVA and T test were used in data analysis to generate quantitative reports through tabulations, percentages, frequencies and measures of central tendency. The study found out that there is a significant relationship between strategic leadership practices and academic performance. The study found out that the leadership style, stakeholder’s involvement, resource allocation, and school rules and regulations greatly influence academic performance in public secondary schools in Kericho County, Kenya. According to the study, the principal should use the most appropriate leadership styles that facilitate collective responsibility in order to create a conducive environment for teaching and learning; school management should develop capacity building programs to empower both the principal and teachers in their leadership skills and styles; and teachers should be involved. To guarantee that academic performance in the region is improved, the principal should work closely with school boards of management and the ministry of education. Besides, there is need for keen management of schools and continuous meetings between the principal, teachers, and the parents for planning and monitoring academic progress of the pupils. Lastly, the recruitment of principals and teachers should be taken as a serious practice by the teacher’s service Commission to ensure the deployment of the most qualified and experienced principals and teachers.
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Et al., Phra Poompanya Athimootto (Ngamprom). "Model of Participative Academic Administration for Buddhist Temple Charity Schools." Psychology and Education Journal 58, no. 1 (2021): 5510–17. http://dx.doi.org/10.17762/pae.v58i1.2167.
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The objectives of this research were 1) to study problems of participative academic administration for Buddhist Temple Charity Schools, 2) to develop a participative academic administration model for Buddhist Temple Charity Schools, and 3) to propose a participative academic administration model for Buddhist Temple Charity Schools. Mixed methods research was designed. In qualitative research, data were collected by in-depth interviews from 5 school administrators and from focus group discussion with 10 experts. The research tools were interview form and questions for focus group discussion, and data was analyzed by content analysis. In quantitative research, data were collected by using questionnaires from 381 teachers and 115 school administrators by multistage randomization. Data were analyzed using descriptive statistic consisted of percentage, frequency, mean, standard deviation and PNIModified of needs assessment. Results indicated that 1) problems of participative academic administration for Buddhist Temple Charity Schools in all 5 aspects has shown the suitability at a high level. 2) Development of a participative academic administration model for Buddhist Temple Charity Schools consisted of 1) curriculum development by managing teaching and learning in accordance with core curriculum, 2) teaching and learning management by arranging to encourage learners to do their own actions for students to think critically, 3) development and use of innovative media and educational technology by encouraging learners participate in activities and explore the need for courses, 4) educational supervision by organizing a teacher meeting before visiting students' homes and always evaluate the results of supervision, and 5) learning assessment and the transfer of grades according to the actual situation without bias. 3) A participative academic administration model for Buddhist Temple Charity Schools conducted the curriculum with the core curriculum, focus on students taking action and taking part in activities, encourage supervision, and evaluating results according to activities.
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Щербакова, О. "ТИПОЛОГІЯ АКАДЕМІЧНИХ ЗДІБНОСТЕЙ УЧНІВ ОСНОВНОЇ ШКОЛИ З РІЗНОЮ УСПІШНІСТЮ У НАВЧАННІ". Вісник ХНПУ імені Г. С. Сковороди "Психология", № 61 (2019): 169–85. http://dx.doi.org/10.34142/23129387.2019.61.10.
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Aim of the study to determine the typology of academic ability of the middle school students. Methodology. The study used the Amthauer test to evaluate verbal, non-verbal (spatial) and mathematical intelligence for students in grades 7-9, a non-verbal subtest of the E. Torrens method, an adapted method for the psychodiagnostics of E. Deci and R. Ryan's academic self-regulation for students. In total, 331 pupils of 7-9 grades participated in the study (204 pupils study under the Intelligence of Ukraine project, 127 pupils of gymnasiums), including 189 academically successful pupils and 142 academically unsuccessful pupils aged 11-15. Results. Using cluster analysis, five profiles of academic abilities of successful pupils and three profiles of academically unsuccessful pupils were obtained. Conclusions. According to the results of a cluster analysis of academic abilities of successful and unsuccessful students of the middle school, a typology of academic abilities was obtained. Academically successful pupils are presented with five types of academic ability, characterized by different ratios of high levels of verbal, mathematical, and spatial intelligence, high or moderate levels of creativity, different levels of internal and external motivation, and high or moderately high overall and partial success. High academic performance is ensured by high intelligence in different ratios of creativity, motivation, partial and overall success. Academically unsuccessful pupils within the three typological profiles differ in the level of intelligence, motivation and partial success. Against the background of a sufficiently high level of intelligence with low motivation, or with insufficient intellectual talent against a background of high intrinsic motivation, or with a decrease in all parameters of academic ability, students have a decline in academic performance.
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Erdoğdu, M. Yüksel. "The Mediating Role of School Engagement in the Relationship between Attitude toward Learning and Academic Achievement." International Journal of Education and Literacy Studies 7, no. 2 (2019): 75. http://dx.doi.org/10.7575/aiac.ijels.v.7n.2p.75.
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The aim of the present study was to investigate the mediating role of school engagement in the relationship between attitude toward learning and academic achievement. The study was carried out on 438 high school students. The Scale of Attitudes Toward Learning and the School Engagement Scale were applied to the participants, and students’ academic achievement scores were obtained from the school administration. In the study, the Pearson product-moment correlation coefficient and the ordinary least squares regression-based approach and Bootstrap method were used to determine the effects of the mediation model. According to the research findings, a relationship between attitude toward learning, academic achievement, and school engagement was found. It was determined that school engagement plays a partial mediating role in the relationship between attitude toward learning and academic achievement. The results revealed the importance of school engagement in improving students’ attitude toward learning and academic achievement, and it was recommended to discuss and interpret the results.
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Nasrulloh, Moh Eko, Imam Safi'i, and Faridatus Sa’adah. "Improving the Quality of Education Through Academic Culture at SMP Islam Sabilurrosyad Malang." Tadbir : Jurnal Studi Manajemen Pendidikan 5, no. 2 (2021): 248. http://dx.doi.org/10.29240/jsmp.v5i2.3217.
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Quality educational institutions have a vision to produce graduates who are competent and able to compete in the future. To achieve the vision of educational institutions, various programs are needed to produce graduate competencies. Academic culture is a supporting factor to produce quality graduates. Meanwhile, in the application of academic culture there are various obstacles that occur. Therefore, the purpose of this study is to describe how to plan the development of academic culture in schools. How to implement academic culture according to plan. and how the influence of academic culture on the competence of graduates. Qualitative Method Case studies are used to examine quality improvement through academic culture at Sabilurrosyad Islamic Junior High School. Collecting data through observation, interviews, and documentation. The results of the study indicate that planning for the development of academic culture is carried out by developing several factors that influence academic culture and the management of academic culture. Implementation is used in an academic culture with school review and benchmarking in all programs. Meanwhile, quality assurance and quality control are carried out in most programs. The impact on graduate competence from the application of academic culture is that students can play a very good role in critical, creative, constructive, dialogical, partnership, productive aspects and appreciate achievements.
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Raza, Muhammad Aqeel, Farhat Nasim, and Muhammad Latif Javed. "Academic Qualification and Teaching Competences; A Comparative Study of Primary School Teachers." Pakistan Journal of Humanities and Social Sciences 10, no. 1 (2022): 234–40. http://dx.doi.org/10.52131/pjhss.2022.1001.0191.
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This study aims to compare the teaching competencies of primary school teachers through academic qualifications. It may be helpful to find out the abilities of the teachers in government primary schools. It may also help the administration for training programs according to present needs. The population of this study comprises headteachers of all high schools (administrating primary section), of both genders of Multan district. There were 119 male head teachers of high schools and 63 female headteachers of high schools. The sample was selected by using cluster sampling and systematic random sampling technique, which resulted in 25 male head teachers of high schools and 25 female headteachers of high schools being included in the sample. For data collection, two questionnaires based on Likert’s Scale about their primary teachers’ competencies, one for highly qualified and one for low qualified teachers were used. The analysis of the data shows that majority of teachers have no such required competencies but highly qualified teachers are better than low qualified teachers. To improve the outcome through developing the competencies of teachers some recommendations are also presented in the last section of the study.
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Gökyer, Necmi, and İsmail Türkoğlu. "Teachers' Development Approaches of High School Administrators." World Journal of Education 8, no. 4 (2018): 118. http://dx.doi.org/10.5430/wje.v8n4p118.
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The purpose of this research is to determine the level of teacher development approaches of high school managers,according to their views and the opinions of teachers. The universe of the study constitutes of 2805 teachers in 47high schools in Elazığ province in 2016-2017 academic year conducted in screening research type. The sampleconsists of eight schools determined by random sampling method and 356 teachers and 150 managers working inthese schools. According to the results of the research, managers use the approaches which are in the sub-dimensionsof teacher development activities and the continuous professional development, and the whole scale at the level of“sometimes”; and the approaches which are in sub-dimensionof the educative role of administrators of at the level of“always”. According to the views of high school teachers, school administrators use the approaches in thesubdimensions of educative role of managers, teacher development activities and in the whole scale at the level ofmostly.
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Fusheini, Karim, and Hussein Salia. "The contribution of corporate social responsibility (CSR) initiatives to student enrollment and performance in Ghana." International Journal of Educational Management 35, no. 3 (2021): 606–20. http://dx.doi.org/10.1108/ijem-07-2020-0348.
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PurposeFinancing is a major obstacle to achieving quality education for all persons of school-going age in less-developed countries. Consequently, corporate institutions through corporate social responsibility (CSR) initiatives are increasingly becoming government partners in financing education sector projects. The effect of these CSR interventions on education funding gap, school enrollment and academic performance is yet to be adequately evaluated, hence the reason for this study.Design/methodology/approachThis study used in-depth interviews and focus group discussions on examining the contributions of CSR initiatives to school funding, enrollment and academic performance from the viewpoint of teachers, students and heads of schools. The interviews were tape-recorded, transcribed, reviewed and sorted according to key and recurrent themes.FindingsThe study shows that CSR interventions have contributed to student enrollment in beneficiary schools, improved academic and core-curricular performances of students. Funding gaps in schools have also being unraveled through this study which will inform policy decisions going forward. However, the informal financiers may have other reasons unknown to the resource recipients for investing in the education sector.Research limitations/implicationsThe research only considered the perspectives of teachers, students, pupils and heads of schools on the effect of CSR interventions on enrollment and performance. The views of CSR initiators (corporations), opinion leaders and other stakeholders of the schools are reserved for future research.Practical implicationsIt is therefore imperative that managers of school systems are cautious in establishing exchange relationship with informal financiers as there may be other hidden reasons behind the corporate support to the beneficiary schools.Originality/valueThe addition of other stakeholders' perspective on the effect of CSR initiatives on school enrollment and students' performance is a novelty.
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Et al., Abdullah Ibrahim. "The Influence in Principal Leadership Styles and Its Role in the Academic Achievement of Secondary School Students in Malaysia." Psychology and Education Journal 58, no. 1 (2021): 5120–25. http://dx.doi.org/10.17762/pae.v58i1.2067.
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Developing academic goals amongst students is a key aspect for achieving excellence across schools in Malaysia. It is meant to act as a benchmark to determine the effectiveness of a principal’s leadership. The leadership of a principal, and the school’s climate are the main issues which drive the achievement of students across national secondary schools (SMK) in Malaysia. This quantitative study aims to examine the influence and role of a principal’s leadership on the school climate, as well as its impact on the student’s academic achievement in domestic national secondary schools nationals on the East Coast of Malaysia. A total of 348 teachers were selected across vocational schools in the states of Kelantan, Terengganu and Pahang, through the use of simple random sampling, for the purpose of quantitative reviews. The researchers used the Multifactor Leadership Questionnaire (MLQ) to measure the leadership aspects of the principals, and the Organizational Health Inventory (OHI-M) to measure the climate of the school, as well as the achievement of academic students, which was measured using the CGPA of the schools in the examination areas over the last three years. The analysis of descriptive traits, for example, the number, percentage, scoring average, and the standard deviation was used to describe the demographics of the respondents, and analyse the data using regression, Pearson t-test correlations, and ANOVA. This helped to understand several key leadership factors, i.e., the International Transform Leadership, Tran Witness Leadership, Laissez-Faire Leadership, School Climate , and the Academic Achievement of the hypothesis testing, which was built according to the obtained statistics . The findings showed that the principal’s leadership influenced the climate across the school, and the achievement of the students. Therefore, it was proposed that the principal’s leadership needs to adopt the Transformational leadership, Transactional leadership, and Laissez-faire leadership as a guide in managing the school’s climate, especially in ensuring the teacher’s commitments, and the Student Academic Achievements, which can be further enhanced in line with the Malaysian
 Education Quality Standards 2010 (SKPM), and the Malaysian Education Development Plan 2013 -2025. 
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İDİKUT, Serap, Mahmut Oğuz KUTLU, and Pınar AKMAN. "Comparison of State and Private Elementary School Students’ Motivational Attitudes Towards the English Course-Adana Province Example in Turkey." Journal of Education and Learning 10, no. 2 (2021): 71. http://dx.doi.org/10.5539/jel.v10n2p71.
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The role of motivation in foreign language teaching has been a debated issue for long years. One of the problematic issues is the motivation problem encountered in foreign language courses. Because, the most important factor affecting academic success is motivation. Most researchers argued that as the motivation level increases, the level of foreign language learning will increase and students will learn foreign languages more easily. In this research, motivation attitudes of state and private elementary school students in foreign language courses in Turkey were examined. At the same time, the relationship between foreign language and motivation attitude of state and private elementary school students was tried to be determined. The sample of the research is 747 students in 5th, 6th, 7th and 8th grades selected by random sampling from a Private Elementary School and a State Elementary School in Adana Province, Turkey, in 2018-2019 academic year. In the research, the participants were applied the Academic Motivation Scale-AMS and there was a significant effect on the motivation of different school type (state and private), gender, school and primary school was not examined. The difference between motivation levels of the students in state and private schools was tried to be determined. In the study, Pearson Product Moment Correlation Coefficiency and Independent Sample t-test Analysis were performed by using Statistical Package for Social Sciences&mdash;SPSS 22 Programme. According to the results, it was found that the motivation level differed according to the gender and school type.
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Simonsen, Inge-Ernald, and Torbjørn Rundmo. "The role of school identification and self-efficacy in school satisfaction among Norwegian high-school students." Social Psychology of Education 23, no. 6 (2020): 1565–86. http://dx.doi.org/10.1007/s11218-020-09595-7.
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AbstractSchool satisfaction is a key indicator of education quality in addition to academic achievement and student’s coping efficacy, as well as an important factor to prevent school dropout. The primary aim of this study was to investigate how high-school students’ school identification and self-efficacy were associated with school satisfaction. The study included controls for gender, education programme and parental education level. A self-report questionnaire was administered to high-school students at three upper secondary schools in Norway. The sample included 794 first year students. No respondents refrained from participating in the study. Most of the students in the study were satisfied with school. The current study underscores the importance of school identification. School identification was found to be more important for the students’ school satisfaction than self-efficacy. Moreover, according to the results, teachers’ social identity leadership appears to play an important role in students’ school satisfaction. The findings imply that the teachers’ social identity leadership is imperative in classroom management.
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Yılmaz, Ercan, and Atila Yıldırım. "Study of the academic optimism levels of the teachers ın terms of certain variablesÖğretmenlerin akademik iyimserlik düzeylerinin bazı değişkenler açısından incelenmesi." Journal of Human Sciences 14, no. 2 (2017): 1215. http://dx.doi.org/10.14687/jhs.v14i2.4126.
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The aim of this study is investigate teachers' academic optimism levels by following variables; teachers' education levels, branches, location of their schools, their participation in educational activities. Working group of the study includes total of 329 teachers from 14 schools selected by random sampling. School Academic Optimism Scale to collect data were used in this study. School Academic Optimism Scale has been developed by Çoban and Demirtas (2011). School Academic Optimism Scale consists of three sub-dimensions, self-efficacy, confidence and the academic emphasis and 19 questions. The reliability coefficient of the scale was calculated as 0.82. According to the survey, the average score in the academic teachers emphasize academic optimism and confidence levels differed according to the study, the mean score of self-sufficiency size does not differ. The mean score of self-efficacy and academic emphasis in optimism compared to the size of the academic teacher of the branches differ variable and there is no differentiation in the security dimension. Based on the location of the school they work the teachers do not differ in the size of the average score of academic optimism. Certified teachers perform their social activities and participated in their courses according to the state's academic self-efficacy, optimism, confidence and academic scores in the average size of emphasis differ in a meaningful way. ÖzetBu araştırmanın amacı, çeşitli değişkenlere göre (Öğretmenlerin eğitim düzeyi, branşları, okulun yerleşim yeri) öğretmenlerin akademik iyimserlik düzeylerinin incelenmesidir. Araştırmanın çalışma grubunu; 2016 yılında Konya ilinde çalışan ve tesadüfî küme örnekleme yoluyla 14 okuldan seçilen toplam 329 öğretmen oluşturmuştur. Örneklemi oluşturan öğretmenlerin, 162’si erkek, 167’si ise kadındır. Veri toplama aracı olarak; Hoy (2006) tarafından geliştirilen ve Çoban ve Demirtaş (2011) tarafından Türkçeye uyarlanan “Okul Akademik İyimserlik Ölçeği” kullanılmıştır. Ölçek, ortak öz yeterlilik, güven ve akademik vurgu olmak üzere üç alt boyuttan oluşmaktadır. Ölçek 5’li Likert tarzında hazırlanmıştır. Bu araştırmada ölçek için hesaplanan güvenirlik katsayısı 0.872’dir. Öğretmenlerin akademik iyimserlik düzeyleri; öğretmenlerin öğrenim düzeyleri, branşları, okullarda görev yapan öğretmen sayısı ve çalıştıkları okulların bulunduğu yere göre incelenmiştir. Akademik iyimserliğin ortak öz yeterlik ve güven alt boyutlarının puan ortalamasında öğretmenlerin branşlarına göre anlamlı bir farklılık gözlenmemiştir. Öğretmenlerin branşlarına akademik iyimserliğin toplam puan ortalaması ve akademik vurgu alt boyutu puan ortalaması arasında sınıf öğretmenlerinin lehine anlamlı bir farklılık gözlenmiştir. Öğretmenlerin öğrenim durumu değişkenlerine göre akademik iyimserliğin ortak öz yeterlik alt boyutu puan ortalaması anlamlı bir farklılık göstermezken, akademik iyimserliğin toplam puan ortalaması ve güven, akademik vurgu alt boyutlarının puan ortalamasında anlamlı bir farklılık gözlenmiştir. Okulun bulunduğu yerleşim türüne göre ve okullarda görev yapan öğretmen sayısı değişkenlerine göre, toplam akademik iyimserlik puan ortalaması ve tüm alt boyutlarının (ortak öz yeterlik, güven, akademik vurgu) puan ortalaması anlamlı bir farklılık göstermemiştir.
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Yildiz, Yunus. "Reading Habit and Its Role on Students’ Academic Success at Language Preparatory School: A Research on Tishk International University Preparatory School Students." Revista Amazonia Investiga 9, no. 27 (2020): 189–94. http://dx.doi.org/10.34069/ai/2020.27.03.20.
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The purpose of the research was to examine the impact of students’ reading habits on their academic success. For this matter, among 110 students, 44 students of language Preparatory School of Tishk International University have been selected randomly to respond the survey questions. According to the 24-week annual language teaching curriculum in Preparatory School, 44 students' annual academic success has been observed. Data has been analyzed by SPSS software and the results were shown in the heading of the effect level and quality of reading habit on students' academic achievement. In this empirical study, students were not forced to read. They read books as an extracurricular reading activity during their academic year.
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Marsh, Herbert W., Ulrich Trautwein, Oliver Lüdtke, Jürgen Baumert, and Olaf Köller. "The Big-Fish-Little-Pond Effect: Persistent Negative Effects of Selective High Schools on Self-Concept After Graduation." American Educational Research Journal 44, no. 3 (2007): 631–69. http://dx.doi.org/10.3102/0002831207306728.
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According to the big-fish-little-pond effect (BFLPE), attending academically selective high schools negatively affects academic self-concept. Does the BFLPE persist after graduation from high school? In two large, representative samples of German high school students (Study 1: 2,306 students, 147 schools; Study 2: 1,758 students, 94 schools), the predictive effects of individual achievement test scores and school grades on math self-concept are very positive, whereas the predictive effects of school-average achievement are negative (the BFLPE). Both studies showed that the BFLPE was substantial at the end of high school and was still substantial 2 years (Study 1) or 4 years (Study 2) later. In addition, because of the highly salient system of school tracks within the German education system, the authors are able to show that negative effects associated with school type (highly academically selective schools, the Gymnasium) were similar—but smaller—than the BFLPE based on school-average achievement.