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Tesi sul tema "Psychology. Academic achievement. Middle school students Middle school students"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 8 febbraio 2022

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1

Naragon, Ann Louise. "Students Who Reject Academic Advice: A Longitudinal Study of Middle School". Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/93110.

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Educational Psychology
Ph.D.
This study investigated whether lower achieving students, students whose cumulative academic progress was below the predetermined benchmark needed in order to be recommended for an honors course, showed gains in academic achievement after rejecting their teachers' advice and choosing placement in an academically challenging environment by considering levels of motivation, attitudinal factors toward learning, and other background information. Two groups were considered throughout this research, specifically, "Group Z" was defined as students who selected enrollment in an honors course over a less rigorous academic class despite their teachers' recommendations which were based on prior academic performances. "Group A" was defined as students who selected enrollment in courses which were felt by their teachers to appropriately suit their needs in terms of academic challenges as evidenced by prior achievement. A secondary purpose of this study examined characteristics that distinguish high achieving students from average and low achieving students by considering levels of self-efficacy, academic achievement, standardized statewide assessment scores, and propensity to reject teachers' advice. A mixed methods approach utilized achievement data from archived records on 343 middle school students and assessed attitudes toward learning through questionnaires. A Repeated Measures ANOVA revealed that "Group A" maintained significantly higher cumulative GPAs when compared to "Group Z". Repeated Measures ANOVAs were conducted in each of the four curricular areas and revealed that honors students significantly outperformed academic students and those that rejected their teachers' recommendations in all four curricular areas. In math, honors students outperformed academic students and academic students significantly outperformed students who rejected their teachers' recommendations. High achieving "Group Z" students reported higher levels of parental support and past academic accomplishments/increased self-efficacy, when compared to their high achieving "Group A" peers. A Discriminant Function Analysis confirmed that high achieving students are distinguishable from average and low achieving students due to their higher levels of past academic accomplishments/increased self-efficacy, a decreased propensity to reject their teachers' advice, and higher PSSA reading scores.
Temple University--Theses

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2

Gecevis, Ann V. "Outdoor challenge programs in middle school : effects on self-concept and achievement". Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1290970.

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3

Schuyten, Pierce Sara Elizabeth. "The relationship between epistemological beliefs and academic achievement goals in middle school children". CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2738.

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4

Bateman, Lisa Paige. "Relationships Between Life Satisfaction, Symptoms Of Adhd, And Associated Outcomes In Middle School Students". Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3001.

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Given increased evidence related to the importance of fostering life satisfaction in the overall population (Diener & Diener, 1996), as well as recent suggestions regarding the importance of increasing positive academic and social outcomes for youth with ADHD (DuPaul, 2007), it is important to gain a clearer understanding of how life satisfaction may be related to ADHD symptoms. Although research has examined the relationship between life satisfaction and externalizing behavior (Suldo & Huebner, 2004a), research on the relationship between life satisfaction and ADHD is currently limited. This study examined if levels of ADHD symptoms predicted reports of life satisfaction in a middle school population (n = 172). Hyperactive/impulsive and inattentive symptoms explained 2.5% of the variance in the dependent variable, life satisfaction, which is not a statistically significant amount, F(2, 169) = 2.2, p = .12. Results of this study also demonstrated that perceived interparental conflict did not moderate the relationship between ADHD symptoms and life satisfaction. Additionally, results of this study demonstrated that life satisfaction did not moderate the relationship between inattentive symptoms and academic achievement in reading, academic achievement in mathematics, and depressive symptoms. Implications of these findings and suggestions for future research are discussed.

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5

Brule, Heather Anne. "Developmental Perspectives on Motivational Resilience: Predictors of Eighth-grade At-risk Students' Academic Engagement and Achievement". PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2113.

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This study uses the concept of stage-environment fit (Eccles et al., 1993) in conjunction with self-determination theory (Deci & Ryan, 1985) to guide an investigation of at-risk eighth graders' motivational and academic resilience. A developmentally-calibrated method was used to divide students into motivational and academic resilience groups based on their resilient, average, or stress-affected levels of academic engagement and GPA. Data from 167 eighth graders and 155 sixth graders were used to examine the extent to which students' ratings of autonomy, teacher support, peer support, and engagement in garden-based education were related to resilience group membership, and whether these four resources seemed more important to eighth graders than to sixth graders. Results provided support for the overall hypothesis that the four developmental resources (autonomy, teacher support, peer support, and garden engagement) seemed to serve as motivational and/or academic resources, but did not, generally, provide support for their being more important for eighth graders than for sixth graders. Analyses of variance and regressions showed that autonomy, teacher support, and garden engagement were all resources for eighth graders' motivation and achievement, with autonomy and teacher support as the strongest resources. Peer support was only a resource for motivation, and only for eighth-grade boys. In terms of unique effects, only autonomy uniquely predicted eighth graders' dual (motivational and academic) resilience group membership when controlling for the other developmental resources. In contrast, autonomy, teacher support, and garden engagement all uniquely predicted sixth graders' dual resilience group membership. Autonomy's status as the only unique predictor of eighth-grade resilience contrasted with an overall trend in which correlations among all variables were weaker for eighth graders than sixth graders. This contrast suggested that one part of eighth-grade risk might be an increased immunity to motivational resources. Autonomy seemed to fully mediate the relationship between teacher support and dually-resilient group membership for eighth graders, highlighting autonomy's role as a key component in motivational processes for at-risk eighth-graders. The study shed light on the educational risk posed by "eighth-gradeness" in conjunction with having an at-risk demographic status and a being traditional middle school setting, and suggested that autonomy might be a necessary, if not sufficient, route to eighth-grade motivational and academic resilience in light of this risk.

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6

Atik, Gokhan. "The Role Of Locus Of Control, Self-esteem, Parenting Style, Loneliness, And Academic Achievement In Predicting Bullying Among Middle School Students". Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607442/index.pdf.

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This study aimed at determining the prevalence rate of bullying and victimization among middle school students and investigating the role of locus of control, self-esteem, parenting style, loneliness, and academic achievement in predicting participation in bullying and victimization. The sample consisted of 742 participants recruited from 6th, 7th, and 8th grades. Results revealed that of the total 742 students: 4.6 % of the students were bullies, 21.3 % were victims, 6.5 % were bully/victims, 44.7% were pure not involved and 22.9 % were not involved. Regarding the types of bullying, the most common bullying behavior used by the bullies and experienced by the victims was verbal bullying. When gender and grade level were investigated in relation to bullying, meaningful gender differences were found. However, no significant grade level differences were found. The binary logistic regression analysis indicated that
female students who involved in bullying had low acceptance/involvement and academic achievement scores, but higher loneliness and psychological autonomy scores. Furthermore, male involved students had external locus of control, higher self-esteem, and loneliness scores, and lower strictness/supervision scores. Logistic regression analysis also revealed external locus of control and higher loneliness scores
but lower acceptance/involvement and academic achievement scores among the victim group.

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7

Clay-Spotser, Helen Faye. "Self-Efficacy, Locus of Control, and Parental Involvement on Students' Academic Achievement". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/258.

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Minority students are lagging behind their non-minority peers in academic achievement. Compounding this problem is the lack of research on minority students' perceptions on their connections to school, their feelings of autonomy, and their relationship with their parents. These variables are important considerations in this problem, as Ryan and Deci's self-determination theory suggests a strong relationship between student performance in school and students' perceptions of their intrinsic and extrinsic motivators. To address that gap, this cross-sectional, quantitative research study examined the relationship between minority high school students' perceived self-efficacy, locus of control, and parents' educational involvement on their self-reported academic achievement at a suburban charter high school. Differences in these variables by grade level and gender were also assessed. A convenience sample of 158 male and female students in the 10th, 11th, and 12th grades completed the Self-in-School instrument, Levenson Multidimensional Locus of Control Inventory, Importance of Parent Involvement Scale, and a demographic survey that included self-reported academic achievement. Regression analyses and multivariate analysis of variance revealed that school self-efficacy and students' perception of parental involvement of minority students were statistically significant predictors of self-reported academic achievement. No statistically significant differences were found on the 3 scales by grade, but statistically significant differences were obtained between male and female minority students' perception of parental involvement on their academic achievement. These findings may contribute to social change by helping mental health professionals and educators understand the importance of psychosocial variables in charter students' academic performance.

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8

Carranza, Francisco David. "The effects of perceived parental educational involvement, acculturation and self-esteem on the academic performance and aspirations of Mexican-American adolescents". CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2213.

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The purpose of this study was to investigate the effects of parental educational involvement, acculturation and self-esteem on the academic performance and academic aspirations of Mexican American adolescents.

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9

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

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10

Patton, David Kent. "Demographic and education related factors that influence student behavior /". free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9998502.

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11

Bornfield, Alva Jo Anne Gail. "A CBA model's effect on middle school students in math achievement". Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185934.

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The present study was an investigation of the effects of a CBA model on mathematical achievement of middle school students. Nine subjects in the seventh and eighth grades were selected to participate in the study. A multiple baseline single subject design was used. Results indicated that a CBA model designed in the form of a pullout program can be very effective in identifying and remediating problems in mathematics for middle school students who are at-risk for failing mathematics. Implications of the current findings for the use of a CBA model were discussed. The use of a CBA model for students identified as at-risk for failing mathematics in middle school was supported.

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12

Backus, Angela S. "The Relationship between Bullying Behaviors and Perceived School Connectedness among Middle School Students". Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1278441371.

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13

Ives, Denise Kay. ""We stranded in school" survival literacy through adaptive colorations among high-achieving African American middle school students /". Diss., Connect to online resource - MSU authorized users, 2008.

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Thesis (Ph.D.)--Michigan State University. Curriculum, Teaching & Educational Policy, 2008.
Title from PDF t.p. (viewed on July 7, 2009) Includes bibliographical references (p. 167-173). Also issued in print.

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14

Johnson, Stacy Eugene. "Closing the minority achievement gap in Georgia middle schools principals' perspectives /". Click here to access dissertation, 2006. http://www.georgiasouthern.edu/etd/archive/fall2006/stacy_e_johnson/johnson_stacy_e_200608_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2006.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education" ETD. Includes bibliographical references (p. 178-188) and appendices.

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15

Jackson, Charles R. "The relationship between the perceived ability of middle school students to meet the expectations of significant others and measured levels of stress in both gifted and average populations /". Access abstract and link to full text, 1993. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9412290.

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16

Jackson, Cassandra J. "The relationship between pupil control ideology/pupil control behavior and academic achievement in middle school students". Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1290971.

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17

Simpson, Faith Mims. "An analysis of factors that Influence success in a low socioeconomic Georgia Middle School". Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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18

Mott, Jennifer Lee. "Mothers' perception of the influence of extrinsic reward systems on academic achievement". Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998mottj.pdf.

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19

Smitt, Shauna M. "Impact of Teachers' Common Planning Time on the Academic Performance of Students in a Middle School Setting". Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5431/.

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The purpose of this study was to assess the impact of the common planning time for a team of middle school teachers by comparing the standardized test scores of middle school students selected from two school districts located in North Texas. An analysis of variance (ANOVA) 2 * 4 design was utilized to measure the Texas Assessment of Knowledge and Skills (TAKS) math and reading scale score for 7th grade students from the test administered in spring 2005. The data for this study were compared by the variables of school, gender, and ethnicity. The measuring tool utilized in this study determined the ratio of the amount of variance of the scores for individuals of between-groups as opposed to the amount of variance of within-groups, indicating if there were a statistically significant difference on the scores in any one particular variable compared to the variances of scores for the other variables in this study. The statistical results indicated that there were no statistical significant differences in the scores of students attending a middle school where the teachers received a common planning time. However, there was a noted difference in the percentage ratings on the Academic Excellence Indicator System (AEIS) report published by TEA for the African American students who attended the school with the common planning time. These students had higher scores on the TAKS reading test. The TAKS math scores did not indicate any notable differences.

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20

Peltz, Lindsay J. "At-Risk Students' Participation in After School Programs: Impact on Academic Achievement". University of Dayton / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1406745855.

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21

Olivo, Julio C. II. "The Relationship Between Academic Emphasis and Academic Achievement for African-American Students in Predominately White Suburban Schools". The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275048236.

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22

Parry, Douglas L. "Narrowing the academic achievement gap among high school Latino students through parental involvement". ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/792.

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The low academic achievement among Latino students in many inner city high schools leads to higher failure, dropout, and absenteeism rates, as well as lower standardized test scores and graduation rates. The purpose of this study was to explore whether Latino parental attitudes toward and perceptions, level of, and form of involvement may be linked to this low student achievement. The theoretical framework for this study was Epstein's parental involvement model. The research questions investigated the relationship between Latino parental attitudes toward and perceptions, level of, and form of involvement and student academic achievement. Fifty-eight parents participated in a parent survey for this mixed methods study. Ten parents were interviewed to obtain the qualitative data. Based on Pearson's product-moment correlation, the survey data revealed that there were no statistically significant relationships between Latino student academic achievement and parental attitudes toward and perceptions, level of, and form of involvement. Parent interview data identified parent work schedules, the inability to communicate in English, and parents' lack of education as potential barriers to their involvement. Parent recommendations to overcome these barriers included adjusting school office hours, providing bilingual school personnel, and offering parenting classes that may make high schools more accessible for Latino parents and, by extension, may challenge school personnel to better understand and address the needs of their students' parents in an attempt to promote educational equity.

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23

Greenfield, Norma Beth. "Perceptions and attitudes of students, teachers, and parents about middle school science fairs". CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1283.

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The problem addressed in this study was to determine what students, parents, and teachers perceive to be the main reason a school has a science fair, and whether they believe science fairs accomplish their goals. Attitudes toward competition, awarding of prizes, voluntary versus required participation, and alternatives to science fairs were also examined and compared among the groups.

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24

Fetzer, Deborah M. "A job-embedded model of professional development the path to increased literacy achievement for middle school students /". Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 155 p, 2008. http://proquest.umi.com/pqdweb?did=1456290491&sid=4&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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25

Terry, LaVerne. "Looping : perceptions and realities at Gauger-Cobbs Middle School /". Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 168 p, 2008. http://proquest.umi.com/pqdweb?did=1456299401&sid=1&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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26

Wood, Osie Leon Jr. "Family Support Factors in African American Families That Promote Academic Achievement for Male Middle-School Students". Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cgu_etd/37.

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One of the most consistently reported challenges in the education literature is the underachievement of African American males at all levels of the education pipeline - from elementary and secondary schools through to postsecondary education. African American boys are falling behind and they are falling behind early. This research focuses on resources within the home environment that are available to support the educational achievement of African American boys. There are a number of mechanisms through which parental involvement in the home and at school may promote academic success that are being examined: parental involvement in school activities, expectations that parents share with their sons and for which they hold them accountable, and parental trust and support for both their sons and their sons' schools. This research sampled families of African American boys in the eighth grade attending Middle Schools in the North Long Beach area of Southern California. It employed a mixed methods approach in using both questionnaires and surveys for collecting data. Thirty two parents were selected at random and completed questionnaires about attitudes and behaviors related to the home environment that impact their sons' educations. An additional group of randomly selected parents were personally interviewed to gain more in-depth responses. The sample was then divided into two groups according to the STAR Math scores attained by eighth grade boys in the families responding. This measure was used as an indicator of academic success because the STAR test score determines the Math class level for children in the local school district - with those scoring above 325 advancing to Geometry and those scoring below 325 taking lower level classes. The results of the questionnaires and interviews indicate an overall relationship in both groups showing trust and high expectations as being very important in fostering academic success in African American boys in the eighth grade. The consistency of positive home structural factors contributed to the academic success of boys in the families studied in spite of negative factors such as economic deprivation, parental unemployment, previous parental incarceration and lack of transportation.

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27

Nicholas, Kirk S. "The perceived impact of campus beautification in middle school students' behavior and academic performance". Scholarly Commons, 2004. https://scholarlycommons.pacific.edu/uop_etds/2523.

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If a school is valued, it will inspire pride of ownership among students, staff, and community members. A sustainable campus beautification effort can be a source of inspiration. The purpose of this study was to determine if campus beautification projects made a positive impact on student behavior and academic performance. This study was based on qualitative research methods. Theoretical applications compared the results of a case study involving five middle/junior high schools in Region VI of the Statewide System of School Support for the Delta/Sierra Region. Interviews measured the perceptions of one administrator and three teachers at each school site. Interview responses were coded and analyzed to discover emerging themes in the data. In general, the teachers and the administrators agreed that campus beautification projects had positively impacted student behavior and academic performance. Teachers stated that involving students in the process of improving the quality of their school environment taught pride of ownership, community spirit, and leadership skills. Students who took part in campus beautification continued to seek experiences in campus improvement. Administrators reported a positive change in student behaviors and that beautification experience benefited students from all academic levels and behavioral backgrounds. The majority of the interviewees expressed that students benefited most directly from campus beautification. Others stated that the staff was most positively affected. In either case, interviewees' overall perceptions were that campus beautification improved student behavior and academic performance. Campus beautification projects should be investigated at every school level. Projects provide a simple solution to the rising problem of aging school facilities. Schools should pursue campus beautification as a means of improving staff and student morale. District office and site administrations should support beautification efforts and allow students the opportunity to improve their campus environment. Schools should enlist parents and community members to participate in beautification projects. Recommendations for further study include the impact of beautification at the elementary and high school levels, on urban, suburban and rural schools, and into how school administrations and district administrations can best support beautification efforts.

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28

Huff-Franklin, Clairie Louisa. "AN EXPLORATORY STUDY OF VALUE-ADDED AND ACADEMIC OPTIMISM OF URBAN READING TEACHERS". Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1492180577150475.

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Rodriguez, Cory R. "The Relationship of the Parental Involvement of Latino Immigrant Parents of Middle School Students and Student Academic Achievement". FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2449.

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The Latino population in the United States is projected to increase significantly in the upcoming years as well as the numbers of Latino students enrolled in public schools. These schools are challenged with a gap in Latino student achievement when compared to White non-Hispanic students. Studies indicate that parental involvement in school settings has been correlated to student achievement and that parental involvement is lower for Latino parents than White parents. The purpose of this research study was to examine the relationship between parental involvement of seventh grade middle school Latino students and students’ reading and mathematics achievement. The study also examined selected relevant demographic variables, including socioeconomic status, parents’ level of education, single versus two-parent families, and the gender of the students and parents. The theoretical framework that supported this research study was derived from Joyce Epstein’s (1991) model for parental involvement.

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30

Rhyne, Brenda. "Urban middle school students' perceptions of math and science teachers' caring behaviors and students' self reports of academic competence /". Online version of thesis, 2007. http://hdl.handle.net/1850/4891.

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31

Hopson-Lamar, Rochelle Lenea. "No Child Left Behind Act the impact on the performance levels of gifted students relative to those of non-gifted students /". Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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32

Roehrick, Mathew Tony. "A study of selected components of intervention programs that impact academic achievement in reading among fluent-english-proficient students in selected middle schools /". La Verne, Calif. : University of La Verne, 2003. http://0-wwwlib.umi.com.garfield.ulv.edu/dissertations/fullcit/3098899.

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33

Ashley, Samuel. "The effects of informal science education on students' attitudes and academic performance". Master's thesis, Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002166.

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Ogato, Beyene G. "An experimental investigation of the relationships between perceptual modality preferences of middle school students and their academic achievement". Diss., This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-07282008-134452/.

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35

Karakus, Melissa. "UNDERSTANDING THE MASTERY-AVOIDANCE GOALS CONSTRUCT: AN INVESTIGATION AMONG MIDDLE SCHOOL STUDENTS IN TWO DOMAINS". Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/373902.

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Educational Psychology
Ph.D.
This dissertation addressed knowledge gaps concerning “mastery-avoidance goals”—a construct within the prominent motivational perspective Achievement Goal Theory. Mastery-avoidance goals refer to students’ engagement in an achievement task with the purpose of avoiding failure to develop competence. While it was introduced to the achievement goal literature over a decade and a half ago, the construct of mastery-avoidance goals still lacks intuitive relevance, conceptual clarity, and evidence of prevalence among young students. In addition, so far, research has not established clear patterns of relations of mastery-avoidance goals with the other personal achievement goals (mastery-approach, performance-approach, and performance-avoidance), with contextual motivational emphases, or with adaptive and maladaptive educational outcomes. This dissertation aimed to contribute to knowledge in these gaps by investigating mastery-avoidance goals among middle school students in two subject domains that concern different types of competence: science and instrumental music. The dissertation describes two studies. In Study 1, I administered a self-report measure to middle school students (N=126) that included summated scales to investigate the empirical distinction between mastery-avoidance goals and other achievement goals, the components of its conceptual definition, its prevalence of adoption by young students in the two different domains, as well as its relations with contextual emphases and adaptive and maladaptive educational outcomes. Multidimensional scaling analysis indicated that while students in both science and instrumental music made a distinction between mastery and performance goals, these students did not make a complete distinction between mastery-approach and mastery-avoidance goals, at least according to the conceptual definition investigated in these studies. Regression analyses indicated that students’ perceptions of their teachers’ emphasis on mastery-approach and mastery-avoidance goals were significantly related to their reports of mastery-avoidance goals. Cluster analysis suggested a pattern of two general motivational profiles in the sample of more and less motivated students that differed on their simultaneous and respective high and low endorsements of both mastery-approach and mastery-avoidance goals, intrinsic and extrinsic motivation, sense of academic efficacy, and also academic achievement. In Study 2, I aimed to further knowledge of the meaning that students make of mastery-avoidance goals by examining students’ (N=79) qualitative responses to questions asking them to interpret items from the summated-scales self-report measure. Findings from a qualitative content analysis supported the findings from Study 1 about students’ lack of distinction between mastery-approach and mastery-avoidance goals, and indicated that students interpreted mastery-avoidance goals items in ways that were different from those intended by the researchers. These findings suggested that students form meanings of mastery-avoidance goals that are potentially different from the formal conceptual definition in the literature. The findings are interpreted as suggesting that students’ meaning-making about mastery-avoidance goals in both science and instrumental music may be contextualized by their personal characteristics (e.g., age), by characteristics of their school and classroom environments, and by situational characteristics (e.g., proximity of evaluative tasks). Further research should investigate systematically the different personal and contextual factors that may contribute to the meaning students make of mastery-avoidance goals.
Temple University--Theses

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36

Kay, James Edward. "Improving academic achievement of students with problematic attendance by implementing a multisystemic school-based model". ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/718.

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This study addressed the problem of poor attendance adversely affecting grades and learning. Current school policies do not address problematic attendance for all school-aged children, perpetuating trends of academic failure. The research objective was to determine if unexcused absences had a greater negative impact on a high-stakes test compared to excused absences and then develop a manual of best attendance policies to better serve all school-aged children. This study sampled 10,403 students in a southern United States county. Bivariate regression and ANOVA analyses examined the scores students earned on their first attempt at the Social Studies Georgia High School Graduation Test (SSGHSGT) in relation to these students' excused and unexcused absences for grades 9 through 11. Unexcused absences had a significantly greater impact than excused absences on SSGHSGT scores. Scores decreased an average of 1.33 points for every unexcused absence, whereas each excused absence resulted in a score reduction of only 0.47 points. Given the need demonstrated by these results, a manual of best practices was developed from initiatives that had been empirically proven successful in preventing absences. The initiatives, drawn from the theoretical foundation of family systems, employ schools, parents, neighborhoods, peers, government agencies, and teachers to cumulatively influence student decisions about attendance. By preventing students from developing problematic attendance, positively impacting student grades, raising graduation rates, and reducing delinquency-related crimes these improvements can create a positive social change for students, parents, and particularly school personnel who are held responsible for academic achievement.

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37

Hawkins, Torrance N. "The relationship between verve and the academic achievement of African American and European American middle school students". Texas A&M University, 2005. http://hdl.handle.net/1969.1/3122.

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The purpose of this study was to examine if verve had any impact on the academic achievement of African American middle school students. The three guiding questions of this research were: 1. Is there a significant difference in the verve levels between African American and European American students? 2. Is there a significant difference in verve levels of African American male and African American female students in middle school? 3. Is there a significant difference in the academic achievement of African American and European American students who possess high and low verve in the areas of reading and math? A 24-item questionnaire was administered to 211 middle school students to determine if any verve levels were present, and if so, to what degree did the verve levels impact academic performance? The findings were: 1. The verve levels were different between the African American and the European American students. The African American students in this study possessed higher amounts of verve. 2. The verve levels were different between the African American males and the African American females. The African American females in this study had higher amounts of verve than the African American males. 3. There was no relationship between the higher verve levels among the African American and European American students and their academic achievement in reading and math.

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38

Bruno, Lynn Q. "Lifelong learning characteristics and academic achievement of eighth -grade students: Lessons for educators in preparing students for global citizenship". ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/708.

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Researchers have expressed concern that current educational reform and its focus on psychometrics does not address the skills students will need to prosper in the 21st century. Several researchers have attempted to identify and measure those skills. The purpose of this quasi-experimental mixed-methods study was: (a) to test for a strong link between the emotional components of learning and academic achievement, and (b) to determine if direct teaching of the learning domains as identified by the Effective Lifelong Learning Inventory (ELLI) strengthens learning confidence. Using a convenience sample of 103 eighth-grade students at a Midwest suburban middle school, this study sought to determine if a correlation existed between growth in students' learning profiles and their growth in academic achievement in reading and mathematics, as measured by the Measure of Academic Progress (MAP) test. Pre- and posttests on the ELLI and the MAP tests, student self-assessments, and student, parent, and teacher surveys comprised the data. Data analysis consisted of independent t-tests to determine variation in growth between the treatment and control groups for the ELLI and MAP tests, and a one-way ANOVA to determine differences in growth in learning domains and in academic performance between the two groups. The t-tests indicated a significant difference between groups on the ELLI but not the MAP tests. A statistically significant correlation was found between growth in resilience and mathematics and between direct instruction and learning confidence. Qualitative data, coded for learning domains and emerging themes, indicated perceived growth in learning confidence. Educators, students, and policy makers may benefit from incorporating the ELLI into educational reform efforts that seek to develop students into lifelong learners who are prepared for the 21st century.

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39

Opalinski, Gail B. "The effects of a middle school summer school program on the achievement of NCLB identified subgroups /". view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1196411681&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (D. Ed.)--University of Oregon, 2006.
Typescript. Includes vita and abstract. An analysis of 2 studies of a summer school program in Anchorage, Alaska. The main study compared 8th grade students who attended summer school in 2003 with 8th grade students who did not attend; achievement was measured with the April 2003 CAT 6/Terra Nova examinations and the April 2004 Alaska Benchmarks examinations. The follow up study compared low socio-economic status (SES) 8th grade students who attended summer school in 2004 with low SES 8th grade students who did not attend; reading achievement was measured with the April 2004 CAT 6/Terra Nova reading examination and the fall 2004/05 Gates MacGinitie reading examination. Includes bibliographical references (leaves 124-132). Also available for download via the World Wide Web; free to University of Oregon users.

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40

Trevillian, Melissa Clark. "The effects of the graduation coach on the attendance and math and reading Georgia Criterion Referenced Competency Test Scores of At-Risk Students in a north Georgia middle school". Lynchburg, Va. : Liberty University, 2010. http://digitalcommons.liberty.edu.

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41

Engoron-March, Sandra Lyn. "Sociocultural adjustment and academic achievement of Mexican males with learning disabilities in U.S. middle schools: Parent and student perspectives". Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/289210.

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This comparative ethnographic study examined factors hypothesized to be relevant to the success or failure to graduate from high school. Student participants were male Mexicans with learning disabilities (LD), enrolled in U.S. middle schools, who were nominated by two of their teachers as either "Likely to Graduate from High School," (LGHS) or "Unlikely to Graduate from High School," (UGHS). The theoretical perspective was that students' life circumstances are all intricately related and academic outcomes are mediated by the overall evaluation students have of their contextual events (Alva & Padilla, 1989). The objectives for the in-depth interviews with students and their parents, were developed from an ecological perspective of human development (Bronfenbrenner, 1977). Through interviews and archival reviews, an understanding was sought of the personal, social, and familial resources these students access to survive and eventually academically succeed. Among the findings were that students nominated as LGHS and their parents were comparatively more receptive to the exigencies of U.S. culture than their counterparts, the UGHS students and their parents. This greater receptivity contributed to the LGHS' greater progress in overcoming initial language limitations and effectively utilizing available resources. Also, parents of the LGHS group of students had attained a substantially higher average level of education than the parents of the UGHS students. The perceptions of the parents of the LGHS students had of themselves in terms of capacity to assist their children in their learning, differed markedly from the self-perceptions of the parents of the UGHS students who believed they were unable to support their children's learning-related experiences. Whereas LGHS students displayed social competence, problem-solving skills, autonomy, and orientation towards goals, UGHS students were commonly off-task, impulsive, and unable to self-regulate behaviors. Their maladaptive behaviors also negatively affected their acquisition of academic knowledge and development of skills. Among the recommendations are the implementation of intervention programs to enculturate parents into the social and literacy practices of the classroom and the school, and the promotion of cooperative linkages between school and families. Parents are the precursors of improvement in special education programs for minority students.

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42

White, Loriann M. "A middle school under review a study on the effectiveness of two implementation models of the Read 180 program on special education students' reading performance /". Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 117 p, 2008. http://proquest.umi.com/pqdweb?did=1475171001&sid=22&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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43

Woodward, James B. "A study of physical fitness academic performance levels of sixth and seventh grade students". Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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44

Scott, Judith. "Perceptions of low SES, high academic achievement Vietnamese middle grades students of factors that have contributed to their school achievement". ScholarWorks@UNO, 2005. http://louisdl.louislibraries.org/u?/NOD,248.

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Thesis (Ph. D.)--University of New Orleans, 2005.
Title from electronic submission form. "A dissertation ... in partial fulfillment of the requirements for the degree of in the Department of Special Education and Habilitative Services"--Dissertation t.p. Vita. Includes bibliographical references.

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45

Harmon, Larry G. "The Effects of an Inquiry-based American History Program on the Achievement of Middle School and High School Students". Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5273/.

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Implicit in the call for educational reform in the teaching of social studies has been the suggestion that pursuing inquiry-based principles will lead to improvement in student achievement. The purpose of this study was to compare the effectiveness of two types of pedagogy: traditional and inquiry-based upon student achievement as measured by a standards-based, state administered examination. Second, this study examined the relationship between the treatment teachers' level of implementation and student achievement. A nonequivalent control group posttest and experimental design was used in this study. Subjects involved in this study include 84 secondary American history teachers and their respective students from a large urban public school district in Texas. The sample consisted of two groups, one taught by traditional/didactic instruction (n=48) and the other taught by inquiry-based pedagogy (n=36). Data for this study were collected using a classroom observation protocol based upon the level of use rubric developed by the concerns-based adoption model. An analysis of variance (ANOVA) (p<.05) was used to measure the effects of inquiry-based instruction and traditional pedagogy on student achievement. Student achievement results were measured by the Texas Assessment of Knowledge and Skills (TAKS) for American history, grades 8 and 11. The study found that mean scores of the Grade 8 History Alive! group were significantly higher than the scores of the control group, but not for the Grade 11 History Alive! group. However, a comparison of mean scores by teachers' level-of-use suggested that the more faithful the teacher in designing standards-based lessons and delivering them through inquiry, the greater retention of American history student's knowledge about the subject.

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46

Poindexter, Debby S. "Effects of chronological age on middle level students' academic achievement, self-esteem, satisfaction with school and activity participation /". free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924913.

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47

Johnson, Kellie Carter. "Mentoring At-Risk Youth: A Case Study of an Intervention for Academic Achievement with Middle School Aged Students". Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etd/2070.

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Students without caring, positive role models often make poor decisions. School personnel are aware of the need to help these students be productive members of society; therefore, they examine strategies and reforms to reach them. A mentoring program is one such intervention that is gaining in popularity. This research study examined a mentoring program entitled the LISTEN (Linking Individual Students To Educational Needs) Mentoring Program that I developed in 2003. For the purposes of this research, the mentoring program was developed and implemented in one middle school in Northeast Tennessee. The goal of the LISTEN mentoring program was to identify at-risk students and provide them with positive adult role models, who were not necessarily their classroom teachers. The mentors worked with the students to assist in developing positive behaviors and better decision making skills. The implementation of LISTEN was assessed throughout this study. The second component of the investigation focused on program perceptions by teachers and students. The final component of this research centered on recommendations for improving the program and enhancing the program's components for further development. This experimental study analyzed archival data from 2004-2005 to determine the effects of the LISTEN mentoring program on identified at-risk students in grades 6 through 8 in a Northeast Tennessee middle school. Specifically, the study investigated the effects of a mentor program on students' grade-point average, discipline referrals, and attendance records. Findings indicated that there were significant differences in students' grade-point averages, school attendance, and discipline referrals from 1 school year to the next among students who participated in the LISTEN mentor program. Students' grade-point averages increased significantly from 2003-2004 to 2004-2005 for 5 of the 6 six-week grading periods and for the entire year. Mean numbers of student discipline referrals and days absent decreased significantly for 5 of the 6 six-week grading periods from 2003-2004 to 2004-2005 and for the entire year. Contrary to typical at-risk behavior, this study showed that 54 of the original 57 participants returned to the school in the 2004-2005 school year, while only 3 students transferred to other schools.

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48

Whorrall, Amy Lee. "Academic Motivation and Achievement of Middle School Hispanic Students| Exploring the Use of Mindset and Brainology in Education". Thesis, Northcentral University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10829651.

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The lack of academic motivation is one contributing factor affecting the lack of education achievement among Hispanic middle school students. However, the limited research on what motivates Hispanic students to want to succeed academically is significantly lacking. Addressing the lack of motivation could increase academic achievement. The Self-Determination Theory (SDT) was applied because of the relevancy to the current study and its approach to correlate academic achievement and motivation. The problem addressed in this study was that Hispanic students in middle school tend to become unmotivated, disengaged, and form negative perceptions of schools that can impact their later lives, such as deciding to drop out of high school. The current research implemented a quantitative, quasi-experimental research method to identify a potential cause and effect relationship between a growth mindset intervention, and the impact it may have on academic achievement, intrinsic motivation, and mindset. The study involved participants from a large middle school, located in a socially demographically diverse community, in northern California. Despite the large candidate pool, a small sample size resulted due to specific selection criteria including ethnicity, GPA, intrinsic motivation level, and a fixed mindset. Findings of the study yielded no difference in pre to post GPA in the treatment participants compared to a matched control group. However, results did indicate a difference between changes in pre to post motivation and mindset. More research is necessary in order to investigate further the effectiveness of the Brainology mindset program.

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49

Richardson, Antoine Rafael Reed Cynthia J. "An examination of teacher qualifications and student achievement in mathematics". Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SUMMER/Educational_Foundations/Dissertation/Richardson_Antoine_8.pdf.

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50

Akintunde, Omowale Achebe. "The effect of using rapping to teach selected musical forms to urban African American middle school students /". free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9712792.

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