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Journal articles on the topic 'Perceived grade'

Author: Grafiati

Published: 4 June 2025

Last updated: 1 August 2025

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1

Nagai, Yukiyo, Kayo Nomura, Masako Nagata, Shohei Ohgi, and Mitsuji Iwasa. "Children’s Perceived Competence Scale." Journal of Child Health Care 19, no. 4 (2014): 532–41. http://dx.doi.org/10.1177/1367493513519295.

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To support children with chronic diseases, reference values to measure developmental changes in self-perception and self-esteem are considered a useful yardstick. To develop reference values to measure self-perceived competence and self-esteem in Japanese children, the Children’s Perceived Competence Scale (CPCS) was administered to 768 children of elementary school grade 1 (6 years) to grade 6 (11 years) at four public schools in Japan, from November to December 2012. After excluding 74 with chronic diseases and/or incomplete responses, 694 children were included. CPCS measures children’s sel

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Ebbeck, Vicki, and Moira E. Stuart. "Predictors of Self-Esteem with Youth Basketball Players." Pediatric Exercise Science 8, no. 4 (1996): 368–78. http://dx.doi.org/10.1123/pes.8.4.368.

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This investigation examined the extent to which perceptions of competence and importance predicted self-esteem. Players (N = 214) from three grade levels (3–4, 5–6, 7–8) completed questionnaires that assessed perceived basketball competence, as well as each player’s perception of how important it was to himself, his parents, his coach, and his team to be good at basketball. Three nonstepwise multiple regression analyses revealed that the set of predictor variables accounted for 20–28% of the variance in self-esteem across grade levels. The individual predictor variables significantly related t

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Graham, Sandra, and Jessica Morales-Chicas. "The Ethnic Context and Attitudes Toward 9th Grade Math." International Journal of Educational Psychology 4, no. 1 (2015): 1–32. http://dx.doi.org/10.4471/ijep.2015.01.

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The present study examined the relations between ethnic context and attitudes about 9th grade math in youth from different ethnic groups who had recently transitioned to high school. The large sample comprised African American, Latino, White, and Asian youth (n = 2265, 55% girls, Mage = 14.6 yrs.) A new questionnaire was developed assessing four math attitudes (perceived competence, feelings of belonging, perceive importance and anxiety in math) and two ethnic context variables (perceived same-ethnic peers in one’s math class and perceptions of the school ethnic climate). Participants listed t

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Tørris, Christine, Mona Elisabeth Meyer, Ida Hellum Sandbekken, Hedvig Halvorsrud, and Marianne Molin. "Nursing Students’ Perceived Learning Outcomes, Motivation to Learn and Grade Achieved in a Digital Blended Learning Course: A Norwegian Cross-Sectional Study." Education Sciences 12, no. 7 (2022): 467. http://dx.doi.org/10.3390/educsci12070467.

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The COVID-19 pandemic forced educational institutions to move online, and it is important to understand how students perceive learning in a digital learning environment. We aimed to investigate students’ perceived learning outcomes in a digital learning environment and associations between perceived learning outcomes and grades achieved. An anonymous electronic survey was used (n = 230, response rate 34%). A significant linear relationship between overall perceived learning outcome and grade achieved was found (B 0.644, 95% CI 0.52 to 0.77). Of the different learning activities, attending digi

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YON, Kasım, and Leyla SARAÇ. "DIGITAL CITIZENSHIP AMONG PHYSICAL EDUCATION TEACHING MAJORS." Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi 12, no. 4 (2022): 2075–90. http://dx.doi.org/10.30783/nevsosbilen.1122035.

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The aim of this study is to examine whether the digital citizenship levels of physical education teacher candidates differ according to their gender, grade level, and perceived computer skills and whether there is a relationship between the candidates' digital citizenship levels and ages and daily internet use levels. 171 teacher candidates with an average age of 21.96 participated in the research. The Demographic Information Form, which included questions about gender, age, grade level, perceived computer skill level, and daily internet usage time, and the Digital Citizenship Scale were used

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Palac, Necijim Carl Joshua C., Kathleen Joy C. Baldo, Nicell Mae G. Socorro, and Julie S. Berame. "Determining the Intermediate Grade Pupils’ Perceived Learning Difficulties in Science Class Experiences." American Journal of Education and Technology 4, no. 1 (2024): 1–11. https://doi.org/10.54536/ajet.v4i1.3886.

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This study aimed to determine the pupils’ perception of science classes in terms of five factors: learner-centered pedagogy, science inquiry activities, positive affect and attitudes, grades as feedback, and support for self-learning and effort, using an adopted and modified version of the Perception of Science Classes Survey. The researchers conducted a survey from Grades IV to VI with 186 pupils as participants. Among the five factors, learner-centered strategies got a very high level of perception followed by science-inquiry activities, grades as feedback, and positive affects and beliefs.

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Okada, Ryo. "Autonomy-Supportive Classroom Climate in Mixed-Grade Classes in a Japanese Elementary School." Journal of Educational and Developmental Psychology 11, no. 2 (2021): 39. http://dx.doi.org/10.5539/jedp.v11n2p39.

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The purpose of this study was to examine the effects of an autonomy-supportive classroom climate on intrinsic motivation in mixed-grade classes. A total of 398 children (eight to twelve years old) in a Japanese elementary school participated in a questionnaire study with two measurement occasions. Path analysis revealed that perceived autonomy-supportive classroom climate was related to perceived active participation structure, which, in turn, was related to intrinsic motivation. The effects of perceived autonomy-supportive classroom climate on intrinsic motivation were mediated by the perceiv

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Perlman, Baron, Lee I. McCann, and Adam Prust. "Students' Grades and Ratings of Perceived Effectiveness of Behaviors Influencing Academic Performance." Teaching of Psychology 34, no. 4 (2007): 236–40. http://dx.doi.org/10.1080/00986280701700284.

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We studied undergraduate psychology students' grades and their ratings of the helpfulness of behaviors related to good academic performance. On average students desired an AB (3.5 on a 4-point scale) and would have been satisfied with a B; 31% of students expressed satisfaction with a BC or lower. Overall, students averaged a BC final grade, a B in nonintroductory courses. In every course but introductory psychology, students earned the grade they find satisfactory. Students rated only 7 of 59 behaviors as helping earn desired grades to a great extent; all involved basic studying. Moreover, th

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Galang, Bernard R., and Jumar G. Basco. "RELATIONSHIP BETWEEN ACADEMIC ACHIEVEMENT AND PERCEIVED LEARNING ENVIRONMENT AMONG ELEMENTARY PUPILS." Ignatian International Journal for Multidisciplinary Research 3, no. 2 (2025): 1018–52. https://doi.org/10.5281/zenodo.14965538.

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This study explored the relationship between academic achievement and the perceived learning environment of pupils in public elementary school. The research also aimed to describe the respondents based on sex and grade level, assess the perceived learning environment in terms of various factors, describe academic achievement based on General Point Average, and analyze the differences and relationships between variables. A descriptive correlational and comparative research design was employed with 238 intermediate pupils participating in a survey using a modified Dundee Ready Educational Enviro

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Sakız, Halis, Faysal Özdaş, İdris Göksu, and Abdurrahman Ekinci. "A Longitudinal Analysis of Academic Achievement and Its Correlates in Higher Education." SAGE Open 11, no. 1 (2021): 215824402110030. http://dx.doi.org/10.1177/21582440211003085.

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Achievement in higher education is gaining importance and attracting attention among educational psychologists who seek for determining its correlates. This study examined longitudinal associations between academic achievement in higher education, university entrance exam performance, the psychosocial climate of the campus, and instructional behavior and socioeconomic status. Data concerning 2,361 students from three universities were collected via surveys and university records at Year 1, Year 2, and Year 4. Socioeconomic status (SES), university exam performance, perceived instructional beha

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Ebbert, Ashley M., Frank J. Infurna, and Suniya S. Luthar. "Mapping developmental changes in perceived parent–adolescent relationship quality throughout middle school and high school." Development and Psychopathology 31, no. 04 (2018): 1541–56. http://dx.doi.org/10.1017/s0954579418001219.

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AbstractThis study examined changes in adolescents’ perceived relationship quality with mothers and fathers from middle school to high school, gender differences, and associated mental health consequences using longitudinal data from the New England Study of Suburban Youth cohort (n = 262, 48% female) with annual assessments (Grades 6–12). For both parents, alienation increased, and trust and communication decreased from middle school to high school, with greater changes among girls. Overall, closeness to mothers was higher than with fathers. Girls, compared to boys, perceived more trust and c

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Slavin, Roberta L. "Perception of Self, Attitude toward One's College Class, Cohesion, and Grade." Perceptual and Motor Skills 83, no. 1 (1996): 211–17. http://dx.doi.org/10.2466/pms.1996.83.1.211.

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Relationships between measures of self-perception, attitude within a particular class, cohesion, and final grade were examined. College students completed Self-perception scales (forced and free-choice), Attitude-Toward-Class scale, and a cohesion scale, scores on which correlated with final grades. Analysis indicated that students clearly differentiated themselves into the three designated self-perceived types; however, the perceptive types were not significantly differentiated from each other, with the exception of the Objective Thinker for Category 5 (Evaluation of Others). Subjects were no

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Landrum, Brittany, and Gilbert Garza. "What's in a Name? Exploring the Impact of Naming Assignments." Alberta Journal of Educational Research 62, no. 3 (2017): 306–17. http://dx.doi.org/10.55016/ojs/ajer.v62i3.56255.

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Past research has examined how various elements and style of a syllabus influence students’ perceptions of the class. Furthermore, students’ learning and grade orientations have been shown to impact academic performance and effort. We sought to add to this literature by exploring how an assignment’s name might impact estimates of time to be spent on and the importance of the assignment. We also explored the separate interaction effect of the attitudes and behaviors subscales of these orientations on students’ perceptions separately. In total, 159 undergraduate students completed a survey with

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Valle, Antonio, Bibiana Regueiro, Isabel Piñeiro, Benigno Sánchez, Carlos Freire, and Mar Ferradás. "Attitudes towards math in primary school students: Differences depending on the grade and gender." European Journal of Investigation in Health, Psychology and Education 6, no. 2 (2016): 119–32. http://dx.doi.org/10.1989/ejihpe.v6i2.161.

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The main aim of this study is to check whether there are differences in some variables related to attitudes towards math in primary school students according to the course and gender. The sample consists of 897 students of the fifth and sixth year of primary education (50.2% boys and 49.8% girls). The results indicate that the boys, compared to girls, have a higher perceived competence in math, they are more intrinsically motivated extrinsic and exhibit lower levels of anxiety. As for the differences in terms of this variable, the results indicate that students in grade 5 have a higher perceiv

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Valle, Antonio, Bibiana Regueiro, Isabel Piñeiro, Benigno Sánchez, Carlos Freire, and Mar Ferradás. "Attitudes towards math in primary school students: Differences depending on the grade and gender." European Journal of Investigation in Health, Psychology and Education 6, no. 2 (2016): 119–32. http://dx.doi.org/10.3390/ejihpe6020009.

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The main aim of this study is to check whether there are differences in some variables related to attitudes towards math in primary school students according to the course and gender. The sample consists of 897 students of the fifth and sixth year of primary education (50.2% boys and 49.8% girls). The results indicate that the boys, compared to girls, have a higher perceived competence in math, they are more intrinsically motivated extrinsic and exhibit lower levels of anxiety. As for the differences in terms of this variable, the results indicate that students in grade 5 have a higher perceiv

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Field, Stephanie, Jeff Crane, Patti-Jean Naylor, and Viviene Temple. "A Longitudinal Examination of the Accuracy of Perceived Physical Competence in Middle Childhood." Journal of Motor Learning and Development 8, no. 3 (2020): 457–74. http://dx.doi.org/10.1123/jmld.2019-0045.

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Children who underestimate their physical abilities have lower motivation, higher anxiety, and lack of understanding as to why they may be succeeding or struggling in sports settings, which can result in withdrawal from physical activities. Theoretically, middle childhood is a time when perceptions of physical competence (PPC) become more accurate as children develop the cognitive capacity to interpret new sources of feedback and develop a realistic sense of their physical abilities. The purpose of this study was to investigate the extent to which accuracy of PPC changed from grade 2 to grade

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Sofo, Seidu, and Tontie Lurimua Kanton. "Determinants of Competence and Self-Regulation among Secondary Physical Education Students in Ghana." International Journal for Innovation Education and Research 4, no. 12 (2016): 86–95. http://dx.doi.org/10.31686/ijier.vol4.iss12.51.

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The satisfaction of the needs for both competence and self-regulation influence student motivation. Guided by Self-Determination Theory (SDT), this study examined the influence of gender, grade level, program type, and school sport participation (SSP) on perceived competence and self-regulation among secondary physical education students. Participants included 158 students (109 males and 49 females) aged 14 to 24 years old (M = 18.91; SD = 1.48) enrolled in compulsory second and third year (Grades 11-12) PE at one high school in Ghana. The students completed the Perceived Competence Scale (PCS

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Teppo, Moonika, Regina Soobard, and Miia Rannikmae. "Predictors of Change in Intrinsic Motivation Factors on Adolescent Science Learning." Science Education International 36, no. 2 (2025): 117–26. https://doi.org/10.33828/sei.v36.i2.1.

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Non-cognitive factors, such as motivation, have shown to play a significant role in adolescences science learning. However, there is little longitudinal research investigating students’ intrinsic motivation in science learning over school years. Based on self-determination theory, this study examines the change in, and associations between, students’ intrinsic motivation factors, such as interest/enjoyment, perceived competence, and perceived choice toward science learning over a 3-year period. Utilizing data from 171 lower secondaryschool students who have twice completed a self-reported ques

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Puente-Maxera, Federico, Diego Martínez de Ojeda, Antonio Méndez-Giménez, Juan José Valverde, and Isabel Jiménez-Martínez. "Effects of a Sport Education Season of an Alternative Sport on School Climate, Emotional Intelligence, and Perceived Competence of Elementary School Students in a Culturally Diverse Context." Retos 50 (September 8, 2023): 1019–28. http://dx.doi.org/10.47197/retos.v50.99063.

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Purpose: The aim of this study was to explore the influence of a Sport Education Model (SEM) season about colpbol on primary education students’ school climate, emotional intelligence, and perceived competence. Method: 77 (42 boys, 35 girls; 64% immigrant) fourth-to-sixth grade students (Mage = 10.87; SD = 1.09) from a southern Spain school took part in this study. Sixth-grade students were taught through co-teaching, while other grades followed traditional teaching. Over a five-week period, students participated in a season of 10 sessions of colpbol. Dependent variables were measured through

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Kleinfeld, Lorry Liotta, Kari Mason, Kate Korsgard, Erika Muether, and Evelyn Sholar. "Perceived Competence and Handwriting Performance in Third-Grade Students." American Journal of Occupational Therapy 69, Suppl. 1 (2015): 6911500011p1. http://dx.doi.org/10.5014/ajot.2015.69s1-po2096.

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Aminah, Robinson Situmorang, and M Syarif Sumantri. "Perception Of Early Grade Teachers Of Madrasah Ibtadaiyah Towards Attributes Innovations Of Thematic Learning." JTP - Jurnal Teknologi Pendidikan 25, no. 1 (2023): 91–100. http://dx.doi.org/10.21009/jtp.v25i1.33290.

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Thematic learning is an integrated learning model that links or combines several subjects in one particular theme, in order to make it easier for students to see meaningful relationships, and make it easier for them to understand the material/concept as a whole. This study aims to analyze the perceptions of early grade MI teachers in Bireuen Regency towards thematic learning as an innovation based on its attributes (relative advantage, compatibility, complexity, trialability and observability). This study used a quantitative approach and diffusion research procedures developed by Rogers. The d

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Meira, Thiago Martins, Orlando Tanaka, Aline Cristina Batista Rodrigues Johann, Ariel Adriano Reyes, Gil Guilherme Gasparello, and Sérgio Aparecido Ignácio. "Qualification of postgraduate programs in Dentistry on the perceived stress and QoL of faculty members and students." Research, Society and Development 11, no. 7 (2022): e34911730076. http://dx.doi.org/10.33448/rsd-v11i7.30076.

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The objective of the present study was to compare the perceived stress and quality of life (QoL) between Brazilian graduate students and faculty members and to evaluate the influence of the CAPES qualification grade on these outcomes. Self-administered questionnaires were sent to faculty members and students of the CAPES (Coordenação de Aperfeiçoamento de Pessoal de Nível Superior) accredited institutions in Brazil. A total of 348 faculty members and 707 students answered the questionnaires, from all parts of the country. Students had fewer hours of sleep and presented lower scores (p<0.05)

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Blower, Aileen. "Profile of staff grade psychiatrists." Psychiatric Bulletin 23, no. 1 (1999): 24–29. http://dx.doi.org/10.1192/pb.23.1.24.

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Aims and methodStaff grade psychiatrists working in Scotland were surveyed by postal questionnaire in order to determine their demographic profile, career aspirations and experience of the grade.ResultsA heterogeneous group of doctors was identified, from a variety of professional backgrounds, and with a range of ambitions. Respondents generally held a favourable view of the grade, but expressed concern over perceived lack of opportunities for training, education and career progression. This is despite considerable recent efforts by the College to include non-consultant career grades in its pr

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Pugh, Melody. "“Just to Get the Grade”." Pedagogy 20, no. 1 (2020): 59–71. http://dx.doi.org/10.1215/15314200-7879035.

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Using a case study of a Christian college student, this article develops a framework for understanding when and why students may choose to perform neutrality. The author argues that students may choose this form of “invisible” resistance in an effort to mitigate perceived power imbalances within an educational ecology.

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Stubblebine, Patrick C. "Effect of Threatening Feedback on Expected Grade, Self-Efficacy, and Motivation." Perceptual and Motor Skills 86, no. 1 (1998): 67–77. http://dx.doi.org/10.2466/pms.1998.86.1.67.

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The purpose of this study was to investigate the influence of perceived threat on expecred course grade, self-efficacy, and motivation. The study required college students to decide whether they perceived their most recent examination grade in a statistics course to be threatening to achievement of their over-all expected course grade and, based on that assessment of threat, subsequently place themselves into one of three feedback categories (positive nonthreatening, negative nonthreatening, or negative outcome-threatening). Expected course grade, self-efficacy, and motivation (intended effort

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Field, Stephanie C., John T. Foley, Patti-Jean Naylor, and Viviene A. Temple. "Perceptions Matter! Active Physical Recreation Participation of Children with High and Low Actual and Perceived Physical Competence." International Journal of Environmental Research and Public Health 21, no. 9 (2024): 1129. http://dx.doi.org/10.3390/ijerph21091129.

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Emerging evidence suggests that the accuracy of a child’s perceived physical competence (PPC) impacts participation in physical activity. We examined differences in active physical recreation (APR) participation based on clusters of high and low motor competence and perceptions from grades 3–5. Participants were a longitudinal sample (n = 155; 85 girls) of grade three, four, and five children. Fundamental motor skills (FMSs) were assessed using the TGMD-2, perceptions were assessed using the Self-Perception Profile for Children, and APR was measured using the Children’s Assessment of Participa

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Yüce, Erkan. "The Role of Learning Climate on Self-Efficacy Beliefs and Self- Perceived Communication Competences of EFL Learners in Higher Education." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. 39 (January 31, 2023): 231–47. http://dx.doi.org/10.30827/portalin.vi39.24106.

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This study explored the role of learning climate on self-efficacy beliefs and self-perceived communication competences of EFL learners in higher education. The learning climate perceptions, self-efficacy beliefs, and self-perceived communication competence levels of EFL students were found to be moderate. There was not a significant difference among students' learning climate, self-efficacy, and self-perceived communication points in terms of their sex. There was a difference between 1st Grade and 2nd Grade students for learning climate, and there was not a significant difference among student

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Yamauchi, Hirotsugu, Yukiko Kumagai, and Yuko Kawasaki. "Perceived Control, Autonomy, and Self-Regulated Learning Strategies among Japanese High School Students." Psychological Reports 85, no. 3 (1999): 779–98. http://dx.doi.org/10.2466/pr0.1999.85.3.779.

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This study investigated relations among measures of perceived control, autonomy, and self-regulated learning strategies for 228 junior high school (90 in Grade 7 and 138 in Grade 8) and 306 senior high school (184 in Grade 11 and 122 in Grade 12) students. Participants completed three self-report questionnaires designed to measure control beliefs, strategy beliefs, capacity beliefs, seven types of motivation, and two types of self-regulated strategies. Confirmatory factor analysis identified the structure of perceived control modeled by Skinner, Chapman, and Baltes (1988), the seven-factor str

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Sandstrom, Marlene J., and Antonius H. N. Cillessen. "Likeable versus popular: Distinct implications for adolescent adjustment." International Journal of Behavioral Development 30, no. 4 (2006): 305–14. http://dx.doi.org/10.1177/0165025406072789.

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In the current study, 466 children completed a peer nomination survey assessing both perceived and sociometric popularity at the end of the 5th grade. Measures of behavior problems were assessed through a composite of peer-, teacher- and self-reports at the end of the 8th grade. Examination of the unique concurrent associations of each popularity type with peer nominated social characteristics in 5th grade demonstrated that sociometric popularity was positively associated with prosocial behavior and inclusive behavior, while perceived popularity was positively associated with overt and relatio

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Chesterton, Paul, Thomas Wing, Sam Elkington, and Matthew Wright. "Students’ Perceptions of Academic Achievement, Fairness, and Satisfaction on Practical Examinations: A Case Study of a U.K. Healthcare Degree." Journal of Assessment and Institutional Effectiveness 13, no. 1-2 (2023): 124–44. https://doi.org/10.5325/jasseinsteffe.13.1-2.0124.

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ABSTRACT Authentic practical assessment is a critical examination strategy in healthcare courses. The key aims of this article were to (a) investigate students’ ability to predict their awarded grade, (b) understand students’ satisfaction with the marks awarded, and (c) identify students’ perception of assessment fairness. Students on a preregistration healthcare course (n = 124) from Levels 4 to 6 were surveyed via an online questionnaire. Students were asked to grade their own examination, questioned if their mark met their expectation, and consider if they felt their mark was fair. Students

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Goldberg, Marc D., and Dewey G. Cornell. "The Influence of Intrinsic Motivation and Self-concept on Academic Achievement in Second- and Third-Grade Students." Journal for the Education of the Gifted 21, no. 2 (1998): 179–205. http://dx.doi.org/10.1177/016235329802100204.

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This study examined the influence of intrinsic motivation and perceived competence on subsequent academic achievement among second- and third-grade students participating in a national study of students in gifted programs. Measures of intrinsic motivation, perceived competence, and academic achievement were administered near the beginning and end of one school year. Factor analyses supported the internal validity of the intrinsic motivation and perceived competence measures in subgroups of second- and third-grade students and in students in gifted versus regular education programs. Structural

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Wang, Likun, Meijin Li, Yang Xu, and Chengfu Yu. "Predicting Adolescent Internet Gaming Addiction from Perceived Discrimination, Deviant Peer Affiliation and Maladaptive Cognitions in the Chinese Population: A Two-Year Longitudinal Study." International Journal of Environmental Research and Public Health 19, no. 6 (2022): 3505. http://dx.doi.org/10.3390/ijerph19063505.

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A robust positive association between perceived discrimination and Internet gaming addiction (IGA) among adolescents has been demonstrated by existing research; however, the mediating mechanisms underlying this relationship remain largely unknown. This study, grounded in the cognitive–behavioral and social development models, examined whether deviant peer affiliation and maladaptive cognitions mediated the predictive effect of perceived discrimination on adolescent IGA. Six-hundred-and-sixty students (Meanage = 13.43 years; 367 female participants) recruited from southern China participated in

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Şaşmaz, Zuhal, and Sevim Sevgi. "Metacognition Awareness and Perceived Teacher Behaviors of Fifth-Grade Students." Journal of Educational Studies in Science and Mathematics 1, no. 1 (2022): 41–55. http://dx.doi.org/10.29329/jessm.2022.498.3.

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Usca, Yildiz, and Hatice Serap Kocak. "Knowledge, Beliefs and Vaccination Status of Nursing Students about Human Papilloma Virus." Asian Pacific Journal of Cancer Care 9, no. 3 (2024): 481–88. http://dx.doi.org/10.31557/apjcc.2024.9.3.481-488.

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Objective: Human papilloma virus (HPV-Human Papilloma Virus) is a small, non-enveloped double-stranded DNA virus from the Papilo mavirada family. This study was conducted to determine the effect of HPV on the knowledge, beliefs and vaccination status of first and fourth year nursing students. Method: Data were collected by personal information form, health belief model scale about human papillomavirus infection and vaccination, and human papillomavirus knowledge scale. Results: The mean perceived benefit score of the students participating in the study was 2.4±0.7 in the first grade and 3.1±0.

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Arzaga, Jaybie S. "Examining Self-Perceived Competence in Biology Among Junior High School Students: A Descriptive Analysis." European Journal of Contemporary Education and E-Learning 1, no. 3 (2023): 82–90. http://dx.doi.org/10.59324/ejceel.2023.1(3).08.

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Students' self-perceived competence refers to students own perception of their level of competence or ability in a particular area or skill. This study aimed to provide a comprehensive understanding of the self-perceived competencies of Grade 10 students in the field of biology education, specifically focusing on Biology 7, 8, 9, and 10. The study was conducted in a public junior high school in the Philippines. Using a descriptive quantitative research design, data were collected from 76 Grade 10 students through a Rapid Competency Assessment Questionnaire. The questionnaire consisted of a com

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Arzaga, Jaybie S. "Examining Self-Perceived Competence in Biology Among Junior High School Students: A Descriptive Analysis." European Journal of Contemporary Education and E-Learning 1, no. 3 (2023): 82–90. https://doi.org/10.59324/ejceel.2023.1(3).08.

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Students' self-perceived competence refers to students own perception of their level of competence or ability in a particular area or skill. This study aimed to provide a comprehensive understanding of the self-perceived competencies of Grade 10 students in the field of biology education, specifically focusing on Biology 7, 8, 9, and 10. The study was conducted in a public junior high school in the Philippines. Using a descriptive quantitative research design, data were collected from 76 Grade 10 students through a Rapid Competency Assessment Questionnaire. The questionnaire consisted of a com

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Gao, Zan. "Perceived Competence and Enjoyment in Predicting Students' Physical Activity and Cardiorespiratory Fitness." Perceptual and Motor Skills 107, no. 2 (2008): 365–72. http://dx.doi.org/10.2466/pms.107.2.365-372.

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This study investigated the predictive strength of perceived competence and enjoyment on students' physical activity and cardiorespiratory fitness in physical education classes. Participants ( N = 307; 101 in Grade 6, 96 in Grade 7, 110 in Grade 8; 149 boys, 158 girls) responded to questionnaires assessing perceived competence and enjoyment of physical education, then their cardiorespiratory fitness was assessed on the Progressive Aerobic Cardiovascular Endurance Run (PACER) test. Physical activity in one class was estimated via pedometers. Regression analyses showed enjoyment ( R2 = 16.5) and

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Juvy O and Marmito EdD. "RESPONSIVE PRACTICES OF PRIMARY GRADE TEACHERS IN ADDRESSING NUMERACY SKILLS GAPS OF GRADES 1-3 LEARNERS IN THE SCHOOLS DIVISION OF ZAMBALES, PHILIPPINES." International Journal of Education Humanities and Social Science 07, no. 02 (2024): 117–31. http://dx.doi.org/10.54922/ijehss.2024.0665.

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The study determined the responsive practices of primary grade teachers in addressing the numeracy skills gaps of grades 1-3 learners in the Schools Division of Zambales and basis of crafting the responsive numeracy skills teaching model. The study used survey questionnaires as a research tool to collect data. The findings revealed that teacher-respondents assessed the numeracy skills of the learners as numerates and perceived that their responsive practices in addressing the numeracy skills gaps of the learners were practiced. There was a significant relationship between the numeracy skills o

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Butzer, Bethany, Danielle Day, Adam Potts, et al. "Effects of a Classroom-Based Yoga Intervention on Cortisol and Behavior in Second- and Third-Grade Students." Journal of Evidence-Based Complementary & Alternative Medicine 20, no. 1 (2014): 41–49. http://dx.doi.org/10.1177/2156587214557695.

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This uncontrolled pilot study examined the effects of a classroom-based yoga intervention on cortisol concentrations and perceived behavior in children. A 10-week Yoga 4 Classrooms intervention was implemented in one second-grade and one third-grade classroom. Students’ salivary cortisol responses were assessed at 3 time points. Classroom teachers also documented their perceptions of the effects of the intervention on students’ cognitive, social, and emotional skills. Second, but not third, graders showed a significant decrease in baseline cortisol from before to after the intervention. Second

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Karen, Joy A. Masepequeña, Ric L. Pangalaya Jay, V. Planteras Jennievive, and R. Bacatan Jovenil. "Perceived Effectiveness of Virtual Classrooms in Enhancing Communication Skills of Grade 12 Students." International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH) 11, no. 3 (2024): 82–90. https://doi.org/10.5281/zenodo.13120428.

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<strong>Abstract:</strong> This study aimed to determine the significant difference in the perceived effectiveness of virtual classrooms in enhancing the communication skills of Grade 12 students when categorized according to their demographic profile. Total population sampling was used, and it included forty-seven students. Through non-experimental quantitative descriptive-comparative technique, validated questionnaire, frequency and percentage, Mean, and t-test for independent samples showed that the majority of the respondents were female and belonged to 18 years old and above. It was also

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Schiel, Kimberly Zoberi, and Kelly M. Everard. "Grade Inflation in the Family Medicine Clerkship." Family Medicine 51, no. 10 (2019): 806–10. http://dx.doi.org/10.22454/fammed.2019.614620.

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Background and Objectives: Medical educators perceive grade inflation to be a serious problem. There is some literature discussing the magnitude of the problem and ways to remediate it, but little literature is available in the field of family medicine. We sought to examine what methods of remediating grade inflation have been tried by family medicine clerkship directors, and what factors influence the chosen method of addressing this problem. Methods: We conducted a national Council of Academic Family Medicine’s (CAFM) Educational Research Alliance (CERA) survey of family medicine clerkship d

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Musto, Michela. "Brilliant or Bad: The Gendered Social Construction of Exceptionalism in Early Adolescence." American Sociological Review 84, no. 3 (2019): 369–93. http://dx.doi.org/10.1177/0003122419837567.

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From kindergarten through college, students perceive boys as more intelligent than girls, yet few sociological studies have identified how school processes shape students’ gender status beliefs. Drawing on 2.5 years of longitudinal ethnography and 196 interviews conducted at a racially diverse, public middle school in Los Angeles, this article demonstrates how educators’ differential regulation of boys’ rule-breaking by course level contributed to gender-based differences in students’ perceptions of intelligence. In higher-level courses—where affluent, White, and Asian American students were o

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Sze, Tat-Ming, Sieh-Hwa Lin, Pei-Jung Hsieh, and I.-Jung Chen. "Sex Differences in the Development of Perceived Family Cohesion and Depressive Symptoms in Taiwanese Adolescents." Psychological Reports 113, no. 1 (2013): 54–72. http://dx.doi.org/10.2466/10.02.pr0.113x18z2.

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This study investigates the progression of family cohesion perceptions and depressive symptoms during the character development stage in adolescents. Data were used from the Taiwan Youth Project. The final sample comprised 2,690 adolescents with 1,312 girls (48.8%; M age = 13.0 yr., SD = 0.5). Latent curve growth analysis was employed to explore these developments. Seventh-grade girls reported greater family cohesion and more depressive symptoms than boys, and boys reported greater growth in family cohesion than girls. However, progression of depressive symptoms was not associated with the chi

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Gwiazdowska-Stańczak, Sylwia. "School engagement and school climate of students with high and low grade point averages." Kwartalnik Naukowy Fides et Ratio 48, no. 4 (2021): 427–39. http://dx.doi.org/10.34766/fetr.v48i4.974.

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For adolescents, school life and learning is one of the most important domains of their lives. School achievement, depending on whether it is high or low, can motivate students to learn or make them reluctant to engage in school learning. Students' engagement in learning is closely related to their perceived school climate. The present study set out to investigate how these two variables distinguish between groups of students with high and low grade point averages. The participants in this study were students from secondary schools from among whom the students with the lowest and the highest g

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Chatterjee, Mandrita. "Assessment of Perceived Stress among Dental Students in India - A Cross Sectional Study." Journal of Medical Science and clinical Research 12, no. 05 (2024): 05–14. http://dx.doi.org/10.18535/jmscr/v12i05.02.

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Dinç, Zeynep, and Leyla Saraç. "Disaster Preparedness: Beliefs of Physical Education Teacher Education Majors." Sakarya University Journal of Education 14, no. 2 (2024): 268–87. http://dx.doi.org/10.19126/suje.1336176.

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This study examined the differences in disaster preparedness beliefs among physical education teacher candidates based on gender and grade level. A total of one hundred and forty-nine physical education teacher candidates, 61 male and 88 female took part in the study. The General Disaster Preparedness Belief Scale, which encompasses six sub-dimensions (Self-efficacy, Cues to Action, Perceived Susceptibility, Perceived Barriers, Perceived Benefits, and Perceived Severity) was used to collect data. An independent samples t-test was used to analyze normally distributed data to determine whether p

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Sabellano, Krisha Geian M., Jake M. Amac, Jay C. Balbarino, et al. "The Relationship between Perceived Social Support and Adolescent Stress among Grade 12 Students." International Journal of Research and Innovation in Social Science VIII, no. IV (2024): 3067–74. http://dx.doi.org/10.47772/ijriss.2024.804286.

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The study investigated the impact of perceived social support on adolescent stress among Grade 12 students at Lorenzo S. Sarmiento Sr. National High School. Its primary objective was to assess the levels of perceived social support and adolescent stress, discern significant relationship between these variables, and identify which domains of perceived social support most strongly influenced adolescent stress. Employing a quantitative-correlational design, 221 Grade 12 students participated in the study, utilizing statistical tools such as average weighted mean, Pearson R, and multiple regressio

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Chapman, Bethany, Stefanie Helmrath, and Nazanin Derakshan. "Perceived cognitive functioning and its influence on emotional vulnerability in breast cancer." Health Psychology Open 6, no. 2 (2019): 205510291987166. http://dx.doi.org/10.1177/2055102919871661.

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We investigated the relationship between perceived cognitive function and emotional vulnerability of breast cancer survivors while examining the moderating effect of various risk factors. Results confirmed that perceived cognitive function predicted emotional vulnerability with grade of breast cancer moderating this relationship. Age at diagnosis exhibited a trend towards significance for emotional vulnerability, and time since diagnosis as well as grade significantly predicted quality of life. Our findings imply that (younger) women with a higher breast cancer grade are at a greater risk for

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Pekarova, Veronika, Lenka Kolcunova, Estera Koverova, Eva Rajcaniova, Robert Tomsik, and Petra Ferencikova. "PSYCHOLOGICAL ASPECTS OF VERBAL FEEDBACK FROM THE STUDENTS´ POINT OF VIEW." Slavonic Pedagogical Studies Journal 10, no. 2 (2021): 94–110. http://dx.doi.org/10.18355/pg.2021.10.2.1.

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The presented research was focused on the opinions of students on verbal feedback which they received during the distance form of education implemented in the school year 2019/2020 as a reaction to the COVID-19 pandemic. The aim of the research was to find out how students perceive verbal feedback in comparison with other forms of assessment and to examine its psychological aspects with regard to the primary school grade and gender. The research involved 309 primary school students who were administered the questionnaire developed by the authors of the study. Students in the first grade of pri

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N. Go, Agrix, and Rosario F. Quicho. "Perceived Attitude, Perceived Self-Efficacy and Performance in Calculus of the Grade 12 Students in Shanghai China." International Journal of Research and Innovation in Social Science IX, IIIS (2025): 3256–70. https://doi.org/10.47772/ijriss.2025.903sedu0244.

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The study was undertaken to find the relationship between Perceived Attitude, and Self-Efficacy to the Performance in Calculus of Grade 12 students in Shanghai, China. A group of 23 Grade 12 students (treatment group) who are taking International Baccalaureate Degree Program (IBPD) Mathematics: Analysis and Approaches – Higher Level Class were invited to take part in the study, and they provided their responses answering the online survey through Wechat mini app. The “Attitudes toward Mathematics Inventory” (ATMI) through Likert-style, was modified into a set of distinguished answers. Forty (4

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