Relevant bibliographies by topics / Physics Academic achievement

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Physics Academic achievement'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Physics Academic achievement"

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Hart, Gerald E., and Paul D. Cottle. "Academic backgrounds and achievement in college physics." Physics Teacher 31, no. 8 (November 1993): 470–75. http://dx.doi.org/10.1119/1.2343848.

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Cirovic, Ivana, and Dusica Malinic. "Academic gender stereotypes of pre-service teachers." Zbornik Instituta za pedagoska istrazivanja 45, no. 2 (2013): 322–41. http://dx.doi.org/10.2298/zipi1302322c.

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This research was aimed at studying the content of academic gender stereotypes of pre-service teachers who are being prepared for working in different cycles of education. The sample included 408 students of teaching programmes of the Teacher Training College, Faculty of Mathematics and Faculty of Philology in Belgrade. It has been established that future class and subject teachers have gender stereotypes about the interests and achievements of students in different school subjects. pre-service teachers from both groups are of the opinion that girls get interested more easily than boys in the majority of school subjects, as well as that girls are more talented for the subjects in the field of humanities and languages, while boys are more talented for the subjects in the field of sciences. Pre-service teachers estimate that boys typically have a low achievement in languages, arts and music, while girls have a low achievement in physics, computer science, technical sciences and physical education. Since teachers? gender stereotypes can affect students? achievement, educational and career choices, it is important to raise awareness about the content and consequences of such beliefs in teachers and focus on certain actions towards their altering.
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Mecek, Saniye, and Erdal Taşlıdere. "Investigation of gifted students mathematics and physics achievements in terms of different variables." Pegem Eğitim ve Öğretim Dergisi 5, no. 5 (December 1, 2015): 733–46. http://dx.doi.org/10.14527/pegegog.2015.040.

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The purpose of this study was to investigate whether 7th and 8th grade gifted students' academic achievements in mathematics and physics differ in terms of age, gender, grade level and number of siblings. Survey research method was used and 339 students, attending Science and Art Centers from 27 province, formed the sample of study. Mathematics and physics achievement tests and a demographic survey scale were developed by the researchers to measure and collect information about students' achievements and demographics properties. The validity and reliability evidences were established. The results denoted that there was a significant difference between students' collective dependent variables of mathematics and physics in terms of grade level and gender at the .05 significance level. But no significant differences were found for the gender and the number of sibling. Moreover 8th grade students' achievement in both physics and mathematics were significantly greater than those of 7th grade students. The results also denoted that students' mathematics and physics achievements differ significantly in terms of age. Although mathematics achievement increases with respect to age level, the same relation was not detected for the physics achievement. It is thought that the results of current study would contribute to the literature for the gifted students who comprised approximately 2% of the society.
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Erdemir, Mustafa, and Hurmus Tomar. "The influence of time management behaviours before starting general physics laboratory-I experiments on academic achievement in the course." Cypriot Journal of Educational Sciences 14, no. 3 (September 30, 2019): 457–70. http://dx.doi.org/10.18844/cjes.v14i3.4133.

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The purpose of this study is to determine the time management behaviours before starting experiments in the laboratory environment and to find out whether such behaviours are influential on academic achievement in the laboratory course. Nine pre-service science teachers were observed for 9–11 minutes per week before starting experiments for 6 weeks. The findings were obtained through analysis of observation records and the time management behaviours before starting experiments by two domain experts. The pre-service teachers reading experiment leaflets prior to experiments were found to have a higher academic achievement level compared to those not reading them. In addition, a positive relationship was identified between academic achievement and the time management behaviour involving having textbooks, lecture notes and other sources about subjects present before experiments. Getting tools and materials before experiments, organising experiment desks, cooperation with groupmates and having experiment leaflets present were also found to influence academic achievement. Keywords: Time management, academic achievement, general physics laboratory-I, pre-service science teachers.
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Uzuni, Naim, Kurtuluş Atli, Cem Saraç, Necdet Sağlam, and Semran Sağlam. "The relationship between students’ ecocentric, anthropocentric and antipathic attitudes towards the environment and their academic achievement." International Journal of Innovative Research in Education 1, no. 2 (December 18, 2015): 61. http://dx.doi.org/10.18844/ijire.v0i0.124.

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<p>The purpose of the current study is to determine the relationship between secondary and high school students’ ecocentric, anthropocentric and antiphatic attitudes towards the environment and their academic achievement. The study was conducted with the participation of totally 854 students attending secondary and high schools in the city of Aksaray in the spring term of 2013-2014 school year. In the collection of the data, “Ecocentric, Anthropocentric and Antipathic Environmental Attitude Scale” developed by Thompson and Barton (1994) and adapted to Turkish by Erten (2007) was used. In the analysis of the data, one-way variance analysis and Pearson Correlation analysis were conducted. At the end of the study, a significant difference was found in the ecocentric attitude mean scores of the secondary school students in favor of the students having higher academic achievement (F=3.161; p&lt;.05) and a significant difference was found in the antipathic attitude scores of the students in favor of those having lower academic achievement (F=14.700; p&lt;.001). No significant difference based on the students’ academic achievement was found in the students’ anthropocentric attitude scores (F=.755; p&gt;.05). The high school students’ ecocentric, anthropocentric and anthipatic attitude scores were found to be not significantly varying depending on their academic achievement (F=.749, .287 and 2.113; p&gt;.05, respectively). On the other hand, a low and positive correlation was found between the secondary school students’ academic achievements in Science and Social Studies courses and their ecocentric attitude scores (r=.139, .144; p&lt;.01, respectively) and a negative correlation was found with their achievements and antipathic attitude scores (r=-.242, -.284; p&lt;.001, respectively). No significant correlation was found between their achievements in these courses and anthropocentric attitude scores. A low and positive correlation was found between the high school students’ ecocentric attitude scores and their academic achievement in Geography course (r=.126; p&lt;.05). A low and negative correlation was found between the students’ antipathic attitude scores and their achievements in Biology course (r=-.237; p&lt;.01), in Chemistry course (r=-.145; p&lt;.05) and in Geography course (r=-.128; p&lt;.05). No significant correlation was found between the students’ anthropocentric attitude scores and their achievements in these courses. No significant correlation was found between the students’ anthropocentric and antipathic environmental attitudes and their academic achievements in Physics and Health Knowledge courses. In light of the findings of the study, some suggestions were made.</p><p>Keywords: ecocentric, anthropocentric and antipathetic attitude, environmental attitude, secondary school, high school, academic achievement</p>
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Ugwuanyi, Christian Sunday, Chinedu I. O. Okeke, and Terpase A. Ageda. "Psychological predictors of physics learners’ achievement: The moderating influence of gender." Cypriot Journal of Educational Sciences 15, no. 4 (August 31, 2020): 834–42. http://dx.doi.org/10.18844/cjes.v15i4.4635.

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This study sought the predictive powers of motivation and self-efficacy on physics learners’ achievement within the theoretical framework of Skinner Theory of Operant Conditioning. Correlational research design was adopted for the study with a population of 6,205 SSII Physics students in public schools in Benue State and a sample of 375 SSII learners. Learners’ Psychosocial Factors scales and Physics Academic Achievement Proforma were used for data collection. The internal consistency reliability indices of 0.78 and 0.81 using Cronbach alpha method for the two clusters of the Learners’ Psychosocial Factors scales. Data were analysed using regression analysis. Results showed that motivation and self-efficacy had 51% and 63% predictive powers on learners’ academic achievement in physics respectively. One of the implications of the findings is that low motivation and self-efficacy of learners will result to low achievement in physics. It was recommended that favourable academic environment should be provided for the learners to promote their motivation and self-efficacy.
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Suprayogi, M. N., L. Ratriana, and A. P. J. Wulandari. "The interplay of academic efficacy and goal orientation toward academic achievement." Journal of Physics: Conference Series 1175 (March 2019): 012132. http://dx.doi.org/10.1088/1742-6596/1175/1/012132.

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Choudhary, Farkhunda Rasheed, Tariq Javeed, and Sobia Zaman. "Learners and Instructors Attitude towards Physics Achievement at Secondary Level." Global Regional Review IV, no. IV (December 30, 2019): 441–49. http://dx.doi.org/10.31703/grr.2019(iv-iv).48.

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Scientific attitude towards science education facilitates twenty first century learning and provides a strong foundation for learners academic achievement. Science education at secondary level is placed as a backbone towards higher secondary level. The focus of the present study was to investigate the instructors and learners scientific attitudes towards physics at secondary level. Quantitative data were collected through questionnaires by using survey research from 1000 random sampled respondents i.e. instructors and learners. Multistage stratified sampling technique was applied in the present research and the collected data were analyzed through descriptive and inferential statistics. A low level of learners attitude towards physics was found which reflects in learners academic achievement level in physics. Scientific approach among learners can be promoted through instructors attitudes towards physics at the secondary level, which will be beneficial for the development of Pakistan.
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Batman, Demet, Ahmet Zeki Saka, Sabri Kan, and Tolga Saka. "Effects of Using the Learning Stations Technique to Teach the Electrical Current Topic on Students’ Physics Subject Performance." Journal of Education and Training Studies 7, no. 11 (August 26, 2019): 23. http://dx.doi.org/10.11114/jets.v7i11.4384.

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The purpose of this study is to determine the effects of using the learning stations technique in teaching about the electrical current on students’ physics course achievement. The sample of the experimental study designed with a pretest-posttest model consists of 50 10th grade students studying in a Science High School in Trabzon, in the 2016-2017 academic year. A multiple-choice achievement test with .80 reliability coefficient was used as the data collection tool. The obtained data were analyzed by applying the Wilcoxon Signed Ranks test in SPSS 20.00 program and a statistically significant difference was found between the experimental and control group achievement test scores in favor of the experimental group, which indicates that the learning stations technique practices performed to teach about the electrical current are effective in increasing the 10th grade students’ physics course achievements.
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Cottaar, Alice. "Low (linear) teacher effect on student achievement in pre-academic physics education." Journal of Research in Science Teaching 49, no. 4 (February 28, 2012): 465–88. http://dx.doi.org/10.1002/tea.21011.

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Dissertations / Theses on the topic "Physics Academic achievement"

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Lau, Chi-ho Humphrey, and 劉智豪. "Thinking styles, motivational orientations, and academic achievement in learning physics among Hong Kong secondary school students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/208076.

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The purpose of this research was to investigate the nature of thinking styles as it relates to style value and style malleability through examining the relationships between thinking styles, motivational orientations, and academic achievement in learning physics among secondary school students in Hong Kong. Specifically, the research aimed to determine whether or not teaching styles change students’ thinking styles, and if so, the association of these changes on students’ motivational orientations; and to determine the extent to which motivational orientations and thinking styles link academic achievement in physics. This quantitative research employed a quasi-experimental longitudinal design and was composed of one pilot study and one main study. The pilot study purposed to evaluate the two inventories used in the main study: the Motivational Orientation Scales in Learning Physics (MOSLP) and the Thinking Styles Inventory Revised II (TSI-R2). A total of 76 secondary school students participated in the pilot study. Results revealed that the MOSLP and the TSI-R2 were applicable to Hong Kong school students. The main study was an experimental study aimed at determining the impact of teaching styles on students’ thinking styles, motivational orientations, and academic achievement in physics. A total of six teachers and 449 secondary students constituted the experimental group, and five teachers and 347 students constituted the control group. The intervention, involved students in physics lessons instructed under Type I teaching styles, was implemented in each participating teacher’s school for one semester. Pre-and post-tests were conducted, in which students’ thinking styles and motivational orientations were measured by the TSI-R2 and the MOSLP respectively. Students’ physics examination results were also collected at the time of the post-test. A series of statistical analyses were conducted to reveal the effects of thinking styles on motivational orientations, to identify changes in students’ thinking styles, and to determine their relationships with academic achievement in both the experimental and control groups. Overall results demonstrated that Type I thinking styles were positively associated with task orientation and negatively connected with work avoidance orientation, thus which indicated adaptive value of Type I styles; Type II styles were not particularly associated with any of the motivational orientation scales, which suggested that they were value-differentiated; and Type III styles were found to be associated with ego orientation (in the pre-test), which suggested that they had less adaptive value. Moreover, students in the experimental group unexpectedly demonstrated a decreasing trend in their use of some Type I styles, some maladaptive Type II styles, and some Type III thinking styles for learning physics, whereas students in the control group decreased their use of some Type III thinking styles. Also, reduction in ego orientation among students in the experimental group was found to be greater than that of the control group. Finally, results demonstrated that teaching styles played a mediating role in boosting academic achievement. Students in the experiment and control groups studying in different forms modified either their thinking styles or motivational orientations. The magnitudes of these changes positively associated with students’ levels of achievement in physics.
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Yu, Mei-fong. "A study of physical fitness and academic performance of teenagers." [Hong Kong] : University of Hong Kong, 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13786982.

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Dorfman, Jocelyn C. "Associations Between Physical Fitness and Academic Achievement: A Meditational Analysis." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc799486/.

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Research has illustrated the interrelatedness of childhood physical fitness and psychological wellbeing, psychological wellbeing and academic achievement, as well as physical fitness and academic achievement. In this study, we proposed that psychological wellbeing (self-esteem and depression) serves as a mediator between physical fitness and academic achievement during adolescence. In a sample of middle school children (N = 1,530), significant correlations were found between all three variables (p.0001). A hierarchical regression analysis was performed to assess the associations between physical fitness, psychological wellbeing, and academic achievement. The regression analysis reported a significant partial mediation effect. The results of this study supported the proposed hypotheses, including a mechanism of psychological wellbeing partially mediating the relationship between physical fitness and academic achievement. The findings of this study support the importance of encouraging activities to promote both physical fitness and psychological wellbeing in schools.
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Frauhiger, Lynnette. "The effects of daily physical activity on student academic achievement and physical health." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1237761.

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The purpose of this study was to discover if daily physical activity affects students' academic achievement on standardized tests and their physical health as measured by their body composition, body mass index, cholesterol levels, and blood pressure.Purposeful sampling was used to recruit participants in this study. The experimental group consisted of 17 fourth-grade students who attend a rural Indiana school. The control group for this study consisted of 20 fourth-grade students who attend the same rural Indiana elementary school.After parental permission forms were returned from students in the experimental group, those 17 students participated in the daily physical activity program that met for approximately 20 minutes each day from January 31, 2002 through April 12, 2002. The researcher taught the daily physical activity program that involved aerobic activities during which the students wore heart rate monitors to help them monitor their heart rates. The goal for each activity time was for the students to maintain a heart rate between 150 and 200 beats per minute. The focus of the daily physical activity program was on cardiovascular wellness. The control group consisted of 20 students who participated in their school's regular physical education program offered one day a week for 45 minutes. During the time that the experimental group participated in the daily physical activity program, the students in the control group were at recess where they could participate in unstructured activities of their choice.Data was collected and compared from standardized test scores, and health data provided by an independent organization, The Caylor Nickel Foundation, to determine if there was a significant difference between the control group and experimental group in their academic achievement and physical health factors.Univariate analyses of variance (ANOVA) were used to determine any significant differences between the groups (p =.05). The results indicated no significant difference between the control and experimental groups in academic achievement as measured by the NWEA Test in the areas of language, reading, and math. No significant difference was found in the cholesterol levels or the diastolic blood pressure of the two groups of students. A significant difference was found between the groups in their body composition, body mass index and systolic blood pressure. It was found that the experimental group had healthier results in their body composition, body mass index, and lower systolic blood pressure levels.
School of Physical Education
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Roberts, Theresa Linam. "Relationships between students' fitness levels and academic achievement." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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O’Brien, Caroline Clark. "Physical Activity Impact on Executive Function and Academic Achievement with Elementary Students." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804873/.

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This study tested the hypothesis that daily physical activity improves the executive function and academic achievement of 9- to 11-year-old children. The quasi-experimental, pretest–posttest design included 60 eligible fourth and fifth grade students (51.7% female, 98% Hispanic; 10.26 years of age). Twenty-five students elected to participate in school day, zero-hour (1 hour before school starts) physical activity program for 8 weeks. The 35 students who did not sign up for the program served as the control group as masked data provided by the school. Standardized measures, Adele Diamond flanker task and the Wide Range Achievement Test 4, assessed executive function and academic achievement, respectively. Repeated-measures analysis of variance was used to determine differences between groups on executive function and academic achievement. There were no observable benefits from daily physical activity on executive function and academic achievement. Convenience sampling and voluntary attendance potentially limited the effect of exercise on performance.
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Shook, Shannon Usco. "The Relationship Between Physical Fitness and Academic Achievement in Sixth Grade Students." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2273.

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Researchers have reported on the relationship between academic achievement and physical fitness levels. At one rural middle school, 25% of the students enrolled were either overweight or obese and failing at least one course. Educators at the local site were seeking methods to improve the academic achievement of their students. The purpose of this quantitative study was to examine the relationship between academic achievement and physical fitness of middle school students at the study site. Framed by the theoretical connection between improved physical fitness levels and academic achievement, the research questions examined the relationship between physical fitness levels of 6th grade students (N = 216) as measured by their Presidential Youth Fitness Test (PYFT) and the state-mandated Criterion Referenced Competency Test (CRCT) scores in the areas of mathematics and reading. Findings from correlational analyses indicated small, significant positive relationships between students' CRCT in mathematics and reading and their PYFT levels. The link between personal fitness and academic achievement should be further explored; researchers should also consider potential moderating variables related to demographics, motivation levels, and educational and community support. Based on the findings of the study, physical educators at the local site should advocate for physical fitness and promote the connection between physical fitness and academic achievement. The implications for positive social change include providing local research findings to the school leadership that may have a positive effect on academic achievement.
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Beane, Amber. "Health and Academic Achievement in College and University Students." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3702.

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The purpose of this non-experimental quantitative correlational study was to investigate the relationship between academic achievement and health in a national sample of college students using quantitative data analysis. Specifically, the researcher analyzed the relationship between three health-promoting behaviors (physical activity, strength training, and fruit and vegetable consumption), three negative health behaviors (cigarette, e-cigarette, and opioid use) and obesity with GPA. Cross-sectional data on student health collected from the American College Health Association’s National College Health Assessment II (ACHA-NCHA-II) and completed by 426,650 college students from 650 U.S. colleges during the semesters between 2015 and 2019 formed the foundation for this research. Nine research questions were addressed using a series of chi square tests. Results showed there was a significant positive relationship between health behaviors and grade average. Students who met the recommendations for fruit and vegetable consumption, moderate activity and vigorous physical activity were more likely to have GPAs than those who did not. Students who used cigarettes, opioids, or were obese were more likely to have GPAs.
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Yu, Mei-fong, and 余美芳. "A study of physical fitness and academic performance of teenagers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B3197756X.

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Stathakos, John. "The relationship between physical activity and academic achievement in senior secondary school students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ29178.pdf.

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Books on the topic "Physics Academic achievement"

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(Firm), Education Advantage. Physics 20. Edmonton, AB: Education Advantage, 1997.

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Garden, Robert A. TIMSS advanced 2008 assessment frameworks. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College, 2006.

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Katrin, Stickert, and Kappel Hans-Henning, eds. Studienprobleme konkret: Am Beispiel von Germanisten und Physikern der Universität Frankfurt/Main : Analysen und Perspektiven. Alsbach/Bergstr: Leuchtturm-Verlag, 1986.

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Monitoring Standards in Education Project. Student achievement in health and physical education in Western Australian government schools, 1998. [Perth]: Education Dept. of Western Australia, 1999.

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Ethnicity, race and education: An introduction. New York: Continuum, 2012.

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Hazari, Zahra Sana. Gender differences in introductory university physics performance: The influence of high school physics preparation and affect. 2006.

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The relationship between health-related physical fitness levels and academic achievement in elementary students. 1990.

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Student achievement in health and physical education in Western Australian government schools, 1994. [Perth]: Education Dept. of Western Australia, 1996.

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Borthwick, Ann Marie. Self-esteem among post-secondary students with orthopedic physical disabilities. 2002.

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Winn, Krista L. A study of the relationship between the physical fitness levels and the academic achievement of fourth and fifth grade students. 1993.

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Book chapters on the topic "Physics Academic achievement"

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Stevens, Tara. "Executive Function and Academic Achievement." In Physical Activity and Student Learning, 38–68. New York, NY : Routledge, 2019. | Series: Ed psych insights: Routledge, 2019. http://dx.doi.org/10.4324/9780429436567-3.

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Rule, Audrey C., and Latisha L. Smith. "Fine Motor Skills, Executive Function, and Academic Achievement." In Physical Activity and Health Promotion in the Early Years, 19–40. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-76006-3_2.

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Chaves, Covadonga. "Wellbeing and Flourishing." In The Palgrave Handbook of Positive Education, 273–95. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_11.

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AbstractThe presence of childhood and adolescent mental illness has risen significantly in recent years. The challenges that modern society poses necessitate providing children with the cognitive, social, and emotional competencies that help them avoid future mental illness as well as flourish socially and professionally. Positive psychology has introduced models of mental health in childhood to incorporate both the ‘treatment/prevention approach’ (i.e., treating and preventing mental disorders; removing negative states) as well as the ‘promotion approach’ (promoting life satisfaction; increasing positive states). In that sense, wellbeing can be defined as feeling good, functioning well, and doing good for others. Flourishing implies feeling satisfied with life and having the ability to live to the fullest. School and family contexts are important in the promotion of wellbeing in childhood. Nowadays, there is evidence that points to the positive association between levels of wellbeing and students’ academic performance, social abilities, and physical and psychological health. Many of the lifelong habits, beliefs, behaviours, and attitudes that a person carries are established in the family context. In this chapter, advances in the incorporation of positive psychology in these developmental environments are reviewed. Special attention is paid to the efficacy of interventions in preventing future psychological problems as well as in promoting childhood wellbeing, and the importance of political commitment to the achievement of generalized and sustainable changes over time is analysed.
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Marques, Adilson, Charles Hillman, and Luís Sardinha. "Physical Activity, Aerobic Fitness and Academic Achievement." In Health and Academic Achievement. InTech, 2018. http://dx.doi.org/10.5772/intechopen.71284.

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Ruiz-Pérez, Luis M., Miguel A. Gómez-Ruano, and José A. Navia-Manzano. "Physical Activity Practice, Sleeping Habits and Academic Achievement." In Health and Academic Achievement. InTech, 2018. http://dx.doi.org/10.5772/intechopen.71282.

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Cunningham, Tiffany. "Action Research Is Cyclical." In Handbook of Research on the Global Empowerment of Educators and Student Learning Through Action Research, 397–414. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6922-1.ch017.

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Due to the global pandemic, teachers have had to find and implement effective instructional strategies through distance learning. Current research surrounding “flipped learning” indicates this may be a viable option during distance learning. This study takes place in a 9th grade conceptual physics course taught entirely online. It focuses upon the cyclical nature of action research using four curricular units, concluding that the process of continual reflection, modifications, and improvements made as a result of data analysis contributes to student engagement and academic achievement. Finally, it brings to light the importance in guiding students to understand that teachers are always learning, modifying, and adapting, and that learning is a lifelong process. This transparency is crucial when developing rapport with students, especially during a global pandemic that we are all working through together.
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Moore, R. Davis, Jacob J. Kay, and Eric S. Drollette. "The integrative neuroscience of physical activity, fitness and academic proficiency." In Physical Activity and Educational Achievement, 230–46. Routledge, 2017. http://dx.doi.org/10.4324/9781315305790-14.

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Ta-tsien, Li. "Professor Gu Chaohao's Notable Achievements in His Academic Career." In Collection of Papers on Geometry, Analysis and Mathematical Physics, 2–13. WORLD SCIENTIFIC, 1997. http://dx.doi.org/10.1142/9789812812896_0002.

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Shava, Herring, and Willie Tafadzwa Chinyamurindi. "The Influence of Career Adaptability on Career Calling and Health of Teachers." In Health and Academic Achievement - New Findings [Working Title]. IntechOpen, 2020. http://dx.doi.org/10.5772/intechopen.93563.

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The challenge of work often imposes a range of physical and mental health challenges to teachers. There is a need not only to find strategies that promote the health of teachers but also to assist teachers in their profession, albeit challenges that may exist. The chapter explains whether the presence of a career calling predicts employee mental and physical health. Focusing on a sample of teachers in rural high schools, the moderating effect of career adaptability on the relationship between the presence of a career calling and employee mental and physical health was investigated. Quantitative data were collected from a sample of 214 teachers through a self-administered questionnaire. Simple linear regression and hierarchical regression analysis were the statistical techniques performed to make meaning of the data. Simple linear regression results indicated that the presence of a career calling significantly influenced mental health but had no statistical significant influence on physical health. The hierarchical regression results revealed that career adaptability negatively influenced the relationship between the presence of a career calling and both aspects of health (mental and physical). Based on the findings, strategies are put in place that are three fold aimed at improving career development and health of teachers.
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Graham, Patricia Albjerg. "Achievement: 1983–Present." In Schooling America. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195172225.003.0009.

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Milton Goldberg Worried. As he entered the White House State Dining Room with the members of the commission that he had staffed for the previous two years, the teacher and administrator from Philadelphia pondered what the president of the United States, Ronald Reagan, would say about the report on which they had labored so vigorously. Everyone understood that most federal commission documents descend into immediate obscurity. He feared that destiny for their report. He also feared that the president would call again for policies, such as prayer in schools, vouchers for private school tuition, tuition tax credits, or abolition of the Department of Education (Goldberg’s current employer), that the commission had not endorsed. The president strode vigorously into the room as Goldberg rose anxiously. Reagan genially introduced the report, saying that it fully accorded with his earlier enunciated views on education. Obviously he had not read the report since it did not deal with any of those issues. This report was Reagan’s last major presidential effort on education, although he continued to discuss education in various speeches. The commissioners, who sought public attention for their report as a stimulus to change, feared that the press would now ignore the report, believing they had written a Reagan-support document. As one of the commissioners, physicist Gerald Holton, reported, the authors were appalled and one said loudly enough for the press to hear, “We have been had.” Hearing the remark, journalists in attendance suddenly developed an intense interest in the report. They immediately recognized a profound disconnect between the Reagan administration’s rhetoric about education and the content of the report. Both the political disconnect and the subject matter initially intrigued them, but the substance of the document caught the public’s attention and has remained there for nearly a quarter of a century. A Nation at Risk alerted the American people, often in rather colorful and occasionally purple and erroneous prose, to the danger the country faced if the academic achievement of schoolchildren did not improve.
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Conference papers on the topic "Physics Academic achievement"

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Ahmadi, F., F. Hamidi, A. Mohammadzadeh, M. K. A. Ahmadi, Boonchoat Paosawatyanyong, and Pornrat Wattanakasiwich. "Effectiveness of Problem Solving Method In Dynamics And Academic Achievement of High School Students." In INTERNATIONAL CONFERENCE ON PHYSICS EDUCATION: ICPE-2009. AIP, 2010. http://dx.doi.org/10.1063/1.3479900.

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Perkins, Katherine K., Mindy Gratny, Chandralekha Singh, Mel Sabella, and Sanjay Rebello. "Who Becomes a Physics Major? A Long-term Longitudinal Study Examining the Roles of Pre-college Beliefs about Physics and Learning Physics, Interest, and Academic Achievement." In 2010 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2010. http://dx.doi.org/10.1063/1.3515214.

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Prabandari, Fatchurrohmah Ines, R. B. Soemanto, and Vitri Widyaningsih. "The Effect of Physical Activity on The Academic Achievement in Primary School Students: Meta-Analysis." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.128.

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ABSTRACT Background: It is widely known that physical activity has benefits on overall quality of life. Several studies have reported that children with higher physical activity levels had greater whitematter integrity and subcortical structures which critical for learning and memory than children in lower physical activity levels. The purpose of this study was to investigate the effect of physical activity on the academic achievement in primary school students. Subjects and Method: This was meta-analysis and systematic review. The study was conducted by collecting published articles from Google Scholar, PubMed, Springer Link, and Research Gate databases, from 2011-2020. Keywords used “Physical activity” OR “Academic achievement” AND “Cross sectional”. The inclusion criteria were full text, using English or Indonesian language, using cross-sectional study design, and reporting adjusted odds ratio. The study population (P) was primary school students. Intervention (I) was physical activity with comparison (C) sedentary behavior. The study outcome (O) was academic achievement. The collected articles were selected by PRISMA flow chart. The quantitative data were analyzed using Revman 5.3. Results: 6 studies from Saudi Arabia, Malaysia, Chili, United Kingdom, Spanish, and Norway, were met the criteria 6. This study showed that high physical activity improved academic achievement in primary school students (aOR= 1.44; 95% CI= 1.16 to 1.80; p<0.001, with I2= 94%). Conclusion: High physical activity improves academic achievement in primary school students. Keywords: physical activity, academic achievement Correspondence: Fatchurrohmah Ines Prabandari. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java. Email: inesfatchur@gmail.com. Mobile: 087836588843. DOI: https://doi.org/10.26911/the7thicph.03.128
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Nan, Wan, and Wan Lu. "Research on the Influence of Physical Exercise on Students' Academic Achievement." In 2017 3rd International Conference on Economics, Social Science, Arts, Education and Management Engineering (ESSAEME 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/essaeme-17.2017.281.

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Bayu, Wahyu Indra, and Puguh Satya Hasmara. "The Relationship between Physical Fitness and Academic Achievement in Physical Education, Sport, and Health." In 2nd International Conference on Sports Science, Health and Physical Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007056301240128.

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Robaeni, Rizaldo Septiano, Amung Ma’mun, and Berliana Berliana. "Learning Approaches and Academic Background towards Problem Solving and Learning Achievements." In 2nd International Conference on Sports Science, Health and Physical Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007065605660570.

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Madialagan, S., and D. Ramani. "Relationship of Health Related Physical Fitness, Skill Related Physical Fitness and Cognitive Variables with Academic Achievement of Adolescents." In Third International Conference on Current Trends in Engineering Science and Technology ICCTEST-2017. Grenze Scientific Society, 2017. http://dx.doi.org/10.21647/icctest/2017/49037.

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Diana, Rosanna A. "Academic Achievement and Athletic Performance of Freshmen Athletes in the Special Program for Sports of the Philippine Normal University Academic Year 2013–2014." In 2nd International Conference on Sports Science, Health and Physical Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007060803410348.

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Mete, Ipek, and Yonca Toker. "Relative importance of college success predictors: fluid intelligence, crystallized intelligence, and grit." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5568.

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This study aimed to compare the predictive power of grit and two cognitive ability tests of fluid and crystallized intelligence used for university admission on the success of college students in Turkey. Utilizing Cattell’s Investment Theory and Ackerman’s PPIK Theory of Adult Intelligence, we hypothesized that knowledge tests would be a better predictor of academic achievement in college than tests of fluid intelligence. We collected data from 441 students enrolled in engineering, physical sciences, social sciences, and administrative sciences majors in a technical university. Our results based on hierarchical regression and dominance analyses provided support for our hypothesis. For science, technology, engineering and math (STEM) students, the test of crystallized intelligence not only was a better predictor of college GPA compared to the test of fluid intelligence but also explained incremental variance over and above the fluid intelligence test. For social-administrative sciences, the predictive powers of tests were equivalent to each other. We also found that the perseverance of effort dimension of grit was the best predictor of GPA. Our findings support the notions of the adult intelligence theories suggesting that domain knowledge is a better predictor of typical performance in adults.
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Chudinsky, Ruslan, Alexander Volodin, and Anatoly Bykanov. "The Research on the Relationship Between the Results of the Monitoring of the 9th Grade Students' Individual Academic Achievements in Mathematics, Physics and Chemistry at the Level of Basic General Education." In Proceedings of the 5th International Conference on Arts, Design and Contemporary Education (ICADCE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icadce-19.2019.121.

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