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Thèses sur le sujet « Academic achievement Australia »

Auteur : Grafiati

Publié le 4 juin 2021

Mis à jour le 29 janvier 2023

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1

Dowson, Martin, University of Western Sydney, of Arts Education and Social Sciences College, and School of Teaching and Educational Studies. "Relations between students' academic motivation, cognition and achievement in Australian school settings." THESIS_CAESS_TES_Dowson_M.xml, 2000. http://handle.uws.edu.au:8081/1959.7/729.

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The purpose of this research was to investigate relations between students' academic motivation, cognition, and achievement. In particular, substantial issues are investigated involving the interaction of students' academic motivation and cognition, and specifies how selected motivational and cognitive variables may influence student academic achievement. In order to do this, this study develops a causal model of student achievement which, using goal theory as a framework, incorporates both motivational and cognitive variables to account for students' academic achivement. In total, the results

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2

Ru, Chelsea Chew Liang. "Parenting processes associated with academic self-regulation : a cross-cultural comparison between Australia and Singapore /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18459.pdf.

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3

Malik, Ranbir Singh. "Influence of home and school environments on the academic performance of Chinese-Australian and Anglo-Australian students studying at an academically-oriented high school in Perth, Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1390.

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Although minority status has been associated with low academic achievement, the “high Asian achieving syndrome" remains as one of the unresolved sociological puzzles. Consistent evidence suggests that regardless of the family status, children from the Asian migrant families, settled in the industrialised countries, tend to perform academically better than their counterparts from the dominant group. This disparity is attributed to a number of factors, which taken separately, do not address this complex issue. In Australia little research has been done to compare the home environment and school

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Oliver, Clive P. "Some determinants of success and failure in first-year university business units at private colleges." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1202.

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This study investigates some of the determinates of academic success and failure (and dropout) from first year university level Business units at two private business colleges in Perth, Western Australia. Private business colleges are convenient vehicles for international and Western Australian students who do not possess adequate academic assessments for direct entry into university, and for students who might benefit from an enhanced pastoral support system, in the transition from secondary education to tertiary education. The study is important to private providers and to universities who a

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Mikulsky, Jacqueline. "“In or ‘Out?’”: An examination of the effects of school climate on same-sex attracted students in Australia." University of Sydney, 2007. http://hdl.handle.net/2123/1969.

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Doctor of Philosophy<br>Research has shown that the school-based experiences of same-sex attracted (SSA) young people are frequently less than ideal, often fraught with verbal and physical harassment and social isolation from peers. School-based victimisation of SSA students has been correlated with their negative mental health outcomes, drug and alcohol use, decreased academic outcomes and lowered tertiary aspirations. These outcomes raise issues related to duty of care for educators, including the general responsibility of schools to create safe, equitable learning environments for all of

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6

Dandy, Justine Kate. "IQ and academic achievement among Australian students from Chinese and Vietnamese backgrounds /." Title page, table of contents and summary only, 2000. http://web4.library.adelaide.edu.au/theses/09PH/09phd1782.pdf.

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7

Webster, Beverley Joyce. "Modelling mathematics achievement : an Australian study of learning environments in education /." Curtin University of Technology, Science and Mathematics Education Centre, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=14255.

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This thesis describes a research study that investigated the relationships between school level environment and student outcomes. The study involved 620 teachers and 4645 students from 57 Australian secondary schools in all states and territories. Student outcome measures included mathematics achievement, attitudes and beliefs toward mathematics and were collected as part of the Third International Mathematics and Science Study. Teachers perceptions of their school environment were measured using the School Level Environment Questionnaire and included variables such as student support, affilia

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Razmjoee, Maryam. "Classroom assessment adjustments, academic achievement, academic wellbeing: a mixed methods study of australian secondary school students with and without disabilities." Phd thesis, Australian Catholic University, 2021. https://acuresearchbank.acu.edu.au/download/680024b4711da8cc38cabe6daaf7dc9e6836c063b678b7e040e7d19e0527d12c/6772219/Razmjoee_2021_Classroom_assessment_adjustments_academic_achievement_academic_%5BREDACTED%5D.pdf.

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This mixed methods study examined the relationship between academic achievement and academic wellbeing for students with and without disabilities, and the effect of the provision of assessment adjustments on achievement and academic wellbeing for students with disabilities, in Australian mainstream secondary schooling. The study is framed through the biopsychosocial model of disability and social-cognitive theory, emphasising the interactional nature of disability with personal and environmental factors. Although correlational studies examining relationships between achievement and academic w

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Webster, Beverley Joyce. "Modelling mathematics achievement: an Australian study of learning environments in education." Thesis, Curtin University, 2002. http://hdl.handle.net/20.500.11937/1432.

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This thesis describes a research study that investigated the relationships between school level environment and student outcomes. The study involved 620 teachers and 4645 students from 57 Australian secondary schools in all states and territories. Student outcome measures included mathematics achievement, attitudes and beliefs toward mathematics and were collected as part of the Third International Mathematics and Science Study. Teachers perceptions of their school environment were measured using the School Level Environment Questionnaire and included variables such as student support, affilia

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10

Suliman, Rosemary, University of Western Sydney, of Arts Education and Social Sciences College, and School of Psychology. "The motivational and linguistic context of the school achievement of Lebanese-background students in high schools in South-western Sydney." THESIS_CAESS_PSY_Suliman_R.xml, 2001. http://handle.uws.edu.au:8081/1959.7/94.

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The purpose of this thesis is to examine the educational outcomes of Lebanese-background students in high schools in South-western Sydney, and to investigate some of the factors contributing to their pattern of achievement. The main thrust of this study is to empirically examine in detail two factors which are strong contributors to school achievement. The first is the motivational goals of these students. The second is the Language proficiency of Lebanese-background students in their first language (Arabic) and their second lanaguage (English). The study involves quantitative analyses of two

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Quinn, Petrina. "Factors influencing student outcomes in university agricultural courses : building and testing explanatory models." 2000. http://www.csu.edu.au/division/library/ereserve/thesesbyauthor.htm.

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Latimer, Shane Leon. "Characteristics of university students with self-reported learning disabilities on selected measures of basic academic achievement and cognitive ability." Thesis, 1997. http://hdl.handle.net/1885/145349.

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13

Werner, Mark C. "Cultural and social factors related to student participation and academic achievement at the University of Adelaide / Mark C. Werner." 1992. http://hdl.handle.net/2440/20411.

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Bibliography: leaves [245]-268<br>xiv, 268 leaves ; 30 cm.<br>Title page, contents and abstract only. The complete thesis in print form is available from the University Library.<br>Thesis (Ph.D.)--University of Adelaide, 1993

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Werner, Mark C. "Cultural and social factors related to student participation and academic achievement at the University of Adelaide / Mark C. Werner." Thesis, 1992. http://hdl.handle.net/2440/20411.

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Dandy, Justine Kate. "IQ and academic achievement among Australian students from Chinese and Vietnamese backgrounds / Justine Dandy." Thesis, 2000. http://hdl.handle.net/2440/19598.

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Gecz, Ellen. "The Impact of Major Depressive Disorder on the Academic Achievement of Australian Adolescents." Thesis, 2021. https://hdl.handle.net/2440/133193.

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This item is only available electronically.<br>Academic achievement attained by adolescents is important for future career success as well as personal and social growth. Major Depressive Disorder (MDD) has the potential to adversely affect both academic outcomes and personal development. This thesis investigated the association between MDD and academic achievement in Australian adolescents. The thesis analysed de-identified data describing 13 to 15 year old’s, who participated in the second Australian Child and Adolescent Survey of Mental Health and Wellbeing (n=1077), undertaken in 2013 to 20

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17

Kouzma, Nadya M. "Group Differences in the Achievement-Related Cognitions of Australian High School Students." Thesis, 2005. https://vuir.vu.edu.au/428/.

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The aims of this study were to gain a more highly defined understanding of academic achievement by examining possible demographic differences in students' achievement-related cognitions; and provide information that may allow future researchers to design programs aimed at improving students' academic achievement within specified demographic strata. More specifically, the aims of the present study were two-fold, (a) to investigate sociodemographic differences in students' achievement-related cognitions and (b) to examine the role of identity status in students' achievement-related cognitions. T

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