Segui questo link per vedere altri tipi di pubblicazioni sul tema: Psychology. Academic achievement. Middle school students Middle school students.
Articoli di riviste sul tema "Psychology. Academic achievement. Middle school students Middle school students"
Cita una fonte nei formati APA, MLA, Chicago, Harvard e in molti altri stili
Vedi i top-50 articoli di riviste per l'attività di ricerca sul tema "Psychology. Academic achievement. Middle school students Middle school students".
Accanto a ogni fonte nell'elenco di riferimenti c'è un pulsante "Aggiungi alla bibliografia". Premilo e genereremo automaticamente la citazione bibliografica dell'opera scelta nello stile citazionale di cui hai bisogno: APA, MLA, Harvard, Chicago, Vancouver ecc.
Puoi anche scaricare il testo completo della pubblicazione scientifica nel formato .pdf e leggere online l'abstract (il sommario) dell'opera se è presente nei metadati.
Vedi gli articoli di riviste di molte aree scientifiche e compila una bibliografia corretta.
1
Sink, Christopher A., Jerrold E. Barnett e Becky A. Pool. "Perceptions of Scholastic Competence in Relation to Middle-School Achievement". Perceptual and Motor Skills 76, n. 2 (aprile 1993): 471–78. http://dx.doi.org/10.2466/pms.1993.76.2.471.
Testo completoAbstract (sommario):
This follow-up study examined the role of affective variables in predicting academic achievement among middle-school students. In a 1991 study, Sink, Barnett, and Hixon found moderate to strong correlations among self-perceived competence scores, teachers' ratings of students' competence, and Grade 6 achievement. To extend these findings, Grade 7 teachers' ratings, parents' ratings of students' academic competence, and seventh grade achievement test scores were collected from the same sample. Similar positive correlations were found between the students' academic self-concept and achievement in Grades 6 and 7. Parents' and teachers' ratings yielded moderate correlations with academic achievement. Step-wise multiple regression analyses showed teachers' perceptions and fathers' perceptions to be the strongest predictors of Grade 7 students' achievement in three of the four subject areas tested. These results underscore the stability and the importance of affective variables in understanding and predicting middle-school academic performance.
2
Senler, Burcu, e Semra Sungur. "Parental Influences on Students' Self-Concept, Task Value Beliefs, and Achievement in Science". Spanish journal of psychology 12, n. 1 (maggio 2009): 106–17. http://dx.doi.org/10.1017/s1138741600001529.
Testo completoAbstract (sommario):
The aim of this study was twofold: firstly, to investigate the grade level (elementary and middle school) and gender effect on students' motivation in science (perceived academic science self-concept and task value) and perceived family involvement, and secondly to examine the relationship among family environment variables (fathers' educational level, mothers' educational level, and perceived family involvement), motivation, gender and science achievement in elementary and middle schools. Multivariate Analysis of Variance (MANOVA) showed that elementary school students have more positive science self-concept and task value beliefs compared to middle school students. Moreover, elementary school students appeared to perceive more family involvement in their schooling. Path analyses also suggested that family involvement was directly linked to elementary school students' task value and achievement. Also, in elementary school level, significant relationships were found among father educational level, science self-concept, task value and science achievement. On the other hand, in middle school level, family involvement, father educational level, and mother educational level were positively related to students' task value which is directly linked to students' science achievement. Moreover, mother educational level contributed to science achievement through its effect on self-concept.
3
Hixon, Jon E. "Assessing Similarity and Middle-School Students' Self-Perceived Academic Competence". Perceptual and Motor Skills 76, n. 3 (giugno 1993): 874. http://dx.doi.org/10.2466/pms.1993.76.3.874.
Testo completoAbstract (sommario):
An index of similarity can measure absolute agreement between pairs (e.g., student-teacher, student-parent, student-peer) on corresponding self-report items related to perceived academic competence. Differing similarity between pairs may affect middle-school students' self-perception of actual scholastic competence and achievement.
4
Montague, Marjorie, Craig Enders e Marcelo Castro. "Academic and Behavioral Outcomes for Students at Risk for Emotional and Behavioral Disorders". Behavioral Disorders 31, n. 1 (novembre 2005): 84–94. http://dx.doi.org/10.1177/019874290503100106.
Testo completoAbstract (sommario):
The purpose of this study is to describe academic and behavioral outcomes for adolescents who were identified when they were in kindergarten and first grade as being at risk for developing emotional and behavioral disorders. Results indicated that primary school academic achievement and teacher ratings of academic competence were highly predictive of middle school reading achievement and moderately predictive of math achievement. Teacher ratings of behavior across time were consistent and reliable, and behavioral ratings by primary school teachers were predictive of students' behavioral ratings by middle school teachers. These findings suggest that young students with academic and behavioral problems continue to display problems into adolescence, placing them at serious risk for school failure and dropping out. Results have implications for early identification and prevention/intervention programs for at-risk students.
5
Sink, Christopher A., Jerrold E. Barnett e Jon E. Hixon. "Self-Regulated Learning and Achievement by Middle-School Children". Psychological Reports 69, n. 3 (dicembre 1991): 979–89. http://dx.doi.org/10.2466/pr0.1991.69.3.979.
Testo completoAbstract (sommario):
The relationship of self-regulated learning to the achievement test scores of 62 Grade 6 students was studied. Generally, the metacognitive and affective variables correlated significantly with teachers' grades and standardized test scores in mathematics, reading, and science. Planning and self-assessment significantly predicted the six measures of achievement. Step-wise multiple regression analyses using the metacognitive and affective variables largely indicate that students' and teachers' perceptions of scholastic ability and planning appear to be the most salient factors in predicting academic performance. The locus of control dimension had no utility in predicting classroom grades and performance on standardized measures of achievement. The implications of the findings for teaching and learning are discussed.
6
Moore, Joann L., Jason D. Way, Alex Casillas, Jeremy Burrus, Jeff Allen e Mary Ann Hanson. "Effects of Psychosocial Characteristics of Middle School Students on High School Grades and On-Time Graduation". European Journal of Psychological Assessment 32, n. 1 (gennaio 2016): 75–83. http://dx.doi.org/10.1027/1015-5759/a000334.
Testo completoAbstract (sommario):
Abstract. Research has shown that psychosocial factors (PSFs) have a positive impact on high school outcomes, including grades and persistence. However, few longitudinal studies have examined the nature of these relationships. We report on a longitudinal study of middle school students followed through high school completion. We found that high school GPA mediates the effects of prior academic achievement, demographics, and most PSFs on on-time high school graduation. A measure of self-regulation had a significant direct effect on on-time graduation. The results underscore the importance of PSFs in predicting academic outcomes, even after accounting for prior achievement and demographics. Implications of examining PSFs early in students’ academic progression are discussed.
7
Motti-Stefanidi, Frosso, Ann Masten e Jens B. Asendorpf. "School engagement trajectories of immigrant youth". International Journal of Behavioral Development 39, n. 1 (7 maggio 2014): 32–42. http://dx.doi.org/10.1177/0165025414533428.
Testo completoAbstract (sommario):
We examined behavioral school engagement trajectories of immigrant and non-immigrant early adolescents in relation to their academic achievement. Data were based on teacher judgments and school records. Students from immigrant families living in Greece and their non-immigrant classmates ( N = 1057) were assessed over the three years of middle school (ages 13 to 15). Academic achievement influenced later school engagement more strongly than vice versa for both immigrant and non-immigrant students. Low achievement, being an immigrant student and social adversity were found to be risk factors for the initial level of behavioral engagement. An overall increase in students’ absenteeism over the course of the study was stronger for immigrant students. The immigrant status effect was due to immigrant students’ lower achievement. The results suggest that immigrant youth may disengage from school to protect themselves from academic failure. This would also be a plausible explanation for earlier findings that immigrant and non-immigrant students do not differ in psychological well-being, even though immigrant students have significantly lower academic achievement. Implications for interventions to promote academic achievement and to prevent disengagement in immigrant students are discussed.
8
Afacan, Kemal, e Kimber L. Wilkerson. "The Effectiveness of Behavior-Focused Alternative Middle Schools for Students With Disabilities". Behavioral Disorders 45, n. 1 (27 maggio 2019): 41–52. http://dx.doi.org/10.1177/0198742919846619.
Testo completoAbstract (sommario):
Behavior-focused alternative schools serve students who are identified by school personnel as exhibiting behavior difficulties, often coupled with low academic achievement. Students can be referred to behavior-focused alternative schools as an alternative to expulsion. In this study, we examined the demographic characteristics of students who attended behavior-focused alternative middle schools, as well as the effectiveness of these schools on two outcomes: (a) standardized state reading assessment scores and (b) number of suspensions received. Using a retrospective cohort design study, we investigated whether students attending behavior-focused alternative middle schools experienced significantly different reading and suspension outcomes compared with a matched sample of students attending traditional middle schools. The majority of students in behavior-focused alternative middle schools were male, Black, and receiving special education services. Results showed that students attending behavior-focused alternative middle schools performed significantly lower on standardized assessments of reading in the eighth grade. No significant differences were noted for the number of suspensions experienced.
9
Vaillancourt, Marie Claire, Alexandra Oliveira Paiva, Marie-Hélène Véronneau e Thomas J. Dishion. "How Do Individual Predispositions and Family Dynamics Contribute to Academic Adjustment Through the Middle School Years? The Mediating Role of Friends’ Characteristics". Journal of Early Adolescence 39, n. 4 (29 maggio 2018): 576–602. http://dx.doi.org/10.1177/0272431618776124.
Testo completoAbstract (sommario):
This study examined the mediating effect of friends’ characteristics (problem behavior and academic achievement) in the association between students’ background (family and individual factors) and later academic adjustment, as operationalized by problem behavior and academic achievement. We recruited 998 participants in three public middle schools and used three annual waves of data collection (Grades 6, 7, and 8). We found that students’ own academic achievement and problem bahvior are predictors of later adjustment. Friendship choices are identified as a mediation mechanism that contributes to consistent adjustment from the beginning to the end of middle school. Specifically, high-achieving students in Grade 6 tend to associate with high-achieving friends and are unlikely to associate with friends who exhibit problem behavior in Grade 7, which results in continued achievement in Grade 8. Associating with high-achieving friends in Grade 7 also mediated the link between adolescent problem behavior in Grade 6 and academic achievement by Grade 8. Friends’ characteristics in Grade 7 did not mediate the effect of any family factor measured in Grade 6. In general, our results suggest friendship selection is central to sustained success throughout the middle school years.
10
Curlee, Alexandria S., Leona S. Aiken e Suniya S. Luthar. "Middle school peer reputation in high-achieving schools: Ramifications for maladjustment versus competence by age 18". Development and Psychopathology 31, n. 02 (24 luglio 2018): 683–97. http://dx.doi.org/10.1017/s0954579418000275.
Testo completoAbstract (sommario):
AbstractIn an upper-middle class setting, we explored associations between students’ peer reputation in Grades 6 and 7 with adjustment at Grade 12. With a sample of 209 students, a confirmatory factor analysis (CFA) of peer reputation dimensions supported a 4-factor model (i.e., popular, prosocial, aggressive, isolated). Structural equation models were used to examine prospective links between middle school peer reputation and diverse Grade 12 adjustment indices, including academic achievement (Scholastic Aptitude Test scores and grade point average), internalizing and externalizing symptoms, and use of cigarettes, alcohol, and marijuana. Prosocial reputation was connected to higher academic achievement levels and fewer externalizing symptoms. Both prosocial and isolated reputations were negatively associated with dimensions of substance use, whereas popularity was positively associated. Implications for future research and interventions are discussed.
11
Green, Marissa, Alyssa Emery, Megan Sanders e Lynley H. Anderman. "Another Path to Belonging: A Case Study of Middle School Students’ Perspectives". Educational and Developmental Psychologist 33, n. 1 (13 giugno 2016): 85–96. http://dx.doi.org/10.1017/edp.2016.4.
Testo completoAbstract (sommario):
This qualitative study explored students’ experiences in a small, early-college secondary school in the United States that intentionally aims to create a culture promoting accelerated academic achievement, particularly in the areas of science, technology, engineering, and math (STEM). Past research in the fields of both educational and developmental psychology has suggested that students’ sense of belonging plays a significant role in their social and academic functioning. Few studies, however, have explored how students’ sense of belonging is supported in settings that emphasise accelerated academic performance. The present study focused on students’ own understanding of the factors that contribute to their sense of belonging in this academically rigorous environment and extends current accounts of belonging, most of which have been quantitative in nature. The results of the present study highlight a distinction between social and academic belonging. Social belonging originated from students’ descriptions of their relationships with teachers and friends, alongside a noted lack of bullying behaviour, and an open and accepting social environment. Academic belonging originated from students’ accounts of meeting rigorous expectations, participating in a range of educational opportunities, receiving academic support from teachers, and sharing similar academic interests with peers. Some students reported experiencing one type of belonging without the other, suggesting that social and academic belonging are distinct aspects of students’ overall sense of school belonging. Future research should examine whether academic belonging provides an alternative pathway to the sense of school belonging in academic environments beyond the context examined in the present study.
12
Donolato, Enrica, Tatiana Marci, Gianmarco Altoè e Irene C. Mammarella. "Measuring Test Anxiety in Primary and Middle School Children". European Journal of Psychological Assessment 36, n. 5 (settembre 2020): 839–51. http://dx.doi.org/10.1027/1015-5759/a000556.
Testo completoAbstract (sommario):
Abstract. The increasing use of tests to assess academic competences has been associated with higher levels of test anxiety (TA) in children, underlining the importance of identifying this emotional problem and sustain academic achievement. This study aimed to contribute to the extant literature on the assessment of TA by examining the psychometric properties of the Test Anxiety Questionnaire for Children (TAQ-C), in primary and middle school children. In Study 1 ( N = 123), we selected 24 items from a wider initial pool, dividing them into scales measuring Thoughts, Autonomic Reactions, Off-Task Behaviors, and Social Derogation, to develop the TAQ-C. In Study 2 ( N = 899), the psychometric properties of this set of scales were assessed in students attending primary and middle school. Analyses supported the bifactor latent structure of the TAQ-C, invariance across educational levels and gender, concurrent and convergent validity, and test–retest reliability. Overall, the TAQ-C is a promising tool for assessing TA in primary and middle school students. Implications and directions for future research are discussed.
13
Martin, Tamica G., Andrew J. Martin e Paul Evans. "Student engagement in the Caribbean region: Exploring its role in the motivation and achievement of Jamaican middle school students". School Psychology International 38, n. 2 (25 dicembre 2016): 184–200. http://dx.doi.org/10.1177/0143034316683765.
Testo completoAbstract (sommario):
Using an expectancy-value framework, the present investigation is the first to explore the generality of this theorizing and research in the emerging regional context of the Caribbean. Given high underachievement in the Caribbean region, we addressed the need to better understand the role of engagement in students’ academic motivation and achievement. A total of 585 year 6 to 9 students from five Jamaican schools responded to a survey assessing their motivation milieu (academic expectations and values held by their parents, teachers, and peers), their self-motivation (expectancies and values), behavioral engagement (class participation, homework completion, school absenteeism), and their academic achievement (in mathematics, language arts, and science). Structural equation modeling showed that (a) students’ own motivation was influenced by their motivation milieu, and (b) students’ behavioral engagement significantly mediated the relationship between their motivation and their academic achievement. Findings confirm the generality of behavioral engagement effects among students in the developing Caribbean region and represent a novel contribution to the study of developing and emerging educational contexts more broadly.
14
Özer, Arif, Tarik Totan e Gökhan Atik. "Individual Correlates of Bullying Behaviour in Turkish Middle Schools". Australian Journal of Guidance and Counselling 21, n. 2 (1 dicembre 2011): 186–202. http://dx.doi.org/10.1375/ajgc.21.2.186.
Testo completoAbstract (sommario):
AbstractThis study investigated the relationship between bullying involvement (bully, victim, bully/victim, and not involved) and gender, academic achievement, self-efficacies (academic, social, and emotional self-efficacies). Data were collected by administering the Revised Olweus Bully/Victim Questionnaire (Olweus, 1996), the Self-Efficacy Questionnaire for Children (Murris, 2001), and a demographic information form to 721 middle school students (50.3% female, 49.7% male). The associations between bullying involvement and the independent variables were evaluated using a multiple correspondence analysis. Results showed that females tended to be not involved or victims, whereas males tended to be bullies or both bullies and victims. There were moderate associations between all self-efficacies, academic achievement, and bullying involvement. In particular, high self-efficacies and high academic achievement were related to being not involved in bullying, while low self-efficacies and low academic achievement were associated with either being a victim or both bully and victim.
15
Williams, Amanda L., Zachary Giano, Michael J. Merten, Angel Herring, Cheryl A. Delk, Kami L. Gallus, Ronald B. Cox e Karina M. Shreffler. "Middle School Teachers’ Academic and Behavioral Perceptions of Their Students and Expectations for High School Graduation". Journal of Early Adolescence 40, n. 8 (5 dicembre 2019): 1061–86. http://dx.doi.org/10.1177/0272431619891244.
Testo completoAbstract (sommario):
Teacher expectations of students have been consistently linked with student academic achievement. What is less known is how students’ actual behaviors and performance shape teachers’ perceptions of them, particularly when considering student gender and race/ethnicity. A diverse dyadic sample of 1,653 seventh graders with 63 reporting teachers was used to examine how teaching experience, student behavioral citations, and grade point average were related to teachers’ perceptions of each student’s antisocial behavior, academic motivation, and likelihood of graduating high school. Results showed that more experienced teachers perceived students more positively, which in turn shaped more favorable perspectives of student graduation. Unsurprisingly, when students were cited for behavioral disruptions, they were perceived more negatively by teachers. Similarly, when students were more academically successful, teachers perceived them more positively. However, several nuances were found based on student gender and race/ethnicity that point to a potentially significant role of teacher expectations in student outcomes.
16
Martín, Elena, Rosario Martínez-Arias, Alvaro Marchesi e Eva M. Pérez. "Variables that Predict Academic Achievement in the Spanish Compulsory Secondary Educational System: A Longitudinal, Multi-Level Analysis". Spanish Journal of Psychology 11, n. 2 (novembre 2008): 400–413. http://dx.doi.org/10.1017/s113874160000442x.
Testo completoAbstract (sommario):
This article presents a study whose objective was to identify certain personal and institutional variables that are associated with academic achievement among Spanish, secondary school students, and to analyze their influence on the progress of those students over the course of that stage of their education. In order to do this, a longitudinal, multi-level study was conducted in which a total of 965 students and 27 different schools were evaluated in Language, Math and Social Science at three different times (beginning, middle and end of the period). The results show progress in all the schools and in all areas. As for the personal, student variables, the longitudinal, HLM analyses confirmed the importance of sex and sociocultural background and, distinguishing it from other studies, also the predictive capacity of meta-cognitive abilities and learning strategies on success in school. On the institutional level, the school climate and teachers' expectations of their students were the most relevant of the variables studied. The size of the school, the percentage of students who repeat grades, and the leadership of the administration also explained a portion of the variance in some areas.
17
Seo, Eun Hee. "Private Tutoring and Academic Achievement: Self-Study as a Mediator". Social Behavior and Personality: an international journal 46, n. 5 (1 maggio 2018): 823–30. http://dx.doi.org/10.2224/sbp.6689.
Testo completoAbstract (sommario):
I examined the relationships among private tutoring in mathematics, self-study, and academic achievement, in particular, the potential mediating role of self-study in the relationship between private tutoring and academic achievement. The responses of 3,689 Korean middle school students were analyzed. Results showed that private tutoring time positively predicted self-study time and academic achievement. Number of hours of self-study also predicted academic achievement and mediated the relationship between private tutoring and academic achievement. These findings showed that private tutoring increased the time students spent on self-study rather than replacing it. In addition, the positive effect of private tutoring on academic achievement was mediated by increased self-study time. Practical and theoretical implications are discussed.
18
Simmons, Nathan, e Ian Hay. "Early Adolescents' Friendship Patterns in Middle School: Social–Emotional and Academic Implications". Australian Educational and Developmental Psychologist 27, n. 2 (1 dicembre 2010): 59–69. http://dx.doi.org/10.1375/aedp.27.2.59.
Testo completoAbstract (sommario):
AbstractThis research examined the interactions between friendship patterns, school achievement, coping skills, self-concept and the classroom learning environment for 182 early adolescents, mean age 13 years 5 months (47.25% male). Participants completed the Friendship Nomination Form. The second phase of data collection focused on adolescents with high or low friendship ratings, who then completed four social and two academic measures. The social measures were: (1) Friendship Quality Scale (FQS; Bukowski, Hoza, & Boivin, 1994), (2) Self-Description Questionnaire II–Short Form (Marsh, 1990), (3) Coping Strategy Indicator–Short Form (CSI-S; Amirkhan, 1990) and (4) What is Happening in this Classroom Scale (WIHIC; Fraser, Fisher, & McRobbie, 1996). Adolescents with more friends reported more companionship and help from friends. Those with fewer friends perceived their classroom to be less cohesive and less cooperative. Females reported more closeness and friendship commitment than males. Friendship patterns had a significant influence on students' English achievement but not their mathematics achievement. The implications of the findings for school professional are discussed.
19
Stevenson, Nathan A. "Comparing Curriculum-Based Measures and Extant Datasets for Universal Screening in Middle School Reading". Assessment for Effective Intervention 42, n. 4 (1 febbraio 2017): 195–208. http://dx.doi.org/10.1177/1534508417690399.
Testo completoAbstract (sommario):
As a school-wide framework, Multi-Tiered Systems of Support (MTSS) relies on the prevention and early identification of students at risk of academic failure. Approaches to early identification of students in need of support include the administration of universal screening assessments and the analysis of existing student data such as attendance, grades, office discipline referrals, and prior performance on statewide assessments. However, there is little research that directly compares the accuracy and reliability of these approaches, particularly in middle grades. This investigation provides a direct comparison of curriculum-based measures in reading and the examination of archival data at the middle school level for the identification of students at risk for academic failure. Data were collected for students in Grades 7 ( n = 197) and 8 ( n = 237). Data were analyzed through hierarchical logistic regression using statewide reading achievement tests as the dependent variable. Results inform how data from universal screening assessments and existing sources can be used to accurately and efficiently identify students in need of academic support.
20
North, Elizabeth A., e Allison M. Ryan. "The Association of Peer Academic Reputations in Math and Science With Achievement Beliefs and Behaviors During Early Adolescence". Journal of Early Adolescence 38, n. 6 (13 febbraio 2017): 772–94. http://dx.doi.org/10.1177/0272431617692441.
Testo completoAbstract (sommario):
This study examines the nature and implications of peer academic reputations in math and science classes for early adolescents’ achievement beliefs and behaviors. The sample was 840 students (51% girls; 36% African American, 47% European American, 7% Latino, 6% Asian American, and 3% Other). About half the sample (47%) was from 27 fifth-grade classrooms in elementary schools and about half the sample (53%) was from 28 sixth-grade classrooms in middle schools. Peer academic reputations and student adjustment were assessed in the fall and spring of the school year. Peer academic reputation in the fall was associated with students’ self-concept, worry, and engagement (but not intrinsic value) in the spring, controlling for fall levels. Peer academic reputation operated similarly across gender, ethnicity, and grade level. Thus, peers’ opinions and expectations about each other’s math and science achievement matter for the development of students’ achievement beliefs and behaviors in math and science.
21
Lacey, Anna, Dewey Cornell e Timothy Konold. "The Relations Between Teasing and Bullying and Middle School Standardized Exam Performance". Journal of Early Adolescence 37, n. 2 (27 luglio 2016): 192–221. http://dx.doi.org/10.1177/0272431615596428.
Testo completoAbstract (sommario):
This study examined the relations between the schoolwide prevalence of teasing and bullying (PTB) and schoolwide academic performance in a sample of 271 Virginia middle schools. In addition, the study examined the mediating effects of student engagement. A three-step sequence of path models investigated associations between schoolwide PTB and state-mandated Standards of Learning test pass rates, with effects examined both directly and indirectly through student engagement while controlling for important school-level characteristics. Separate models were examined for two 7th-grade and four 8th-grade tests. Results indicated that higher levels of both teacher and student perceptions of schoolwide teasing and bullying were significantly associated with lower achievement pass rates and student engagement. The relationship between perceptions of schoolwide teasing and bullying and achievement was partially mediated by student engagement. These findings bring new support for the need for schoolwide interventions to reduce teasing and bullying among middle school students.
22
Storlie, Cassandra A., e Russell B. Toomey. "Facets of Career Development in a New Immigrant Destination: Exploring the Associations Among School Climate, Belief in Self, School Engagement, and Academic Achievement". Journal of Career Development 47, n. 1 (12 febbraio 2019): 44–58. http://dx.doi.org/10.1177/0894845319828541.
Testo completoAbstract (sommario):
With contemporary career challenges facing Latino/a youth, particularly those from immigrant communities, counselors and career development professionals may find it challenging to provide effective career services for this unique population. Students from one middle school and one high school located in a new immigrant destination were surveyed to test the hypothesis that belief in self and school engagement (i.e., behavioral, emotional, and cognitive engagement) played a serial mediating role in the association between school safety and academic achievement (i.e., grade point average). Moderation of the mediation model by ethnicity was also examined. Results from the sample ( N = 877) indicated that school safety was associated with higher levels of belief in self, which in turn was associated with higher levels of school engagement. Only behavioral engagement, however, was associated with greater academic achievement. Associations did not differ by ethnicity. Career implications on the importance of behavioral engagement among teachers, counselors, career development professionals, and administrators to support the academic achievement of marginalized youth are provided.
23
Borman, Geoffrey D., Jeffrey Grigg, Christopher S. Rozek, Paul Hanselman e Nathaniel A. Dewey. "Self-Affirmation Effects Are Produced by School Context, Student Engagement With the Intervention, and Time: Lessons From a District-Wide Implementation". Psychological Science 29, n. 11 (5 settembre 2018): 1773–84. http://dx.doi.org/10.1177/0956797618784016.
Testo completoAbstract (sommario):
Self-affirmation shows promise for reducing racial academic-achievement gaps; recently, however, mixed results have raised questions about the circumstances under which the self-affirmation intervention produces lasting benefits at scale. In this follow-up to the first district-wide scale-up of a self-affirmation intervention, we examined whether initial academic benefits in middle school carried over into high school, we tested for differential impacts moderated by school context, and we assessed the causal effects of student engagement with the self-affirming writing prompted by the intervention. Longitudinal results indicate that self-affirmation reduces the growth of the racial achievement gap by 50% across the high school transition ( N = 920). Additionally, impacts are greatest within school contexts that cued stronger identity threats for racial minority students, and student engagement is causally associated with benefits. Our results imply the potential for powerful, lasting academic impacts from self-affirmation interventions if implemented broadly; however, these effects will depend on both contextual and individual factors.
24
Wehmeyer, Michael L., Karrie A. Shogren, Jessica R. Toste e Stephanie Mahal. "Self-Determined Learning to Motivate Struggling Learners in Reading and Writing". Intervention in School and Clinic 52, n. 5 (8 dicembre 2016): 295–303. http://dx.doi.org/10.1177/1053451216676800.
Testo completoAbstract (sommario):
Promoting self-determined learning through student-directed learning strategies has been documented to promote more positive school-related outcomes for upper elementary grade learners with disabilities and other students who are struggling. These strategies are typically introduced in multicomponent interventions combining several student-directed learning strategies such as self-monitoring, self-evaluation, antecedent cue regulation, and self-instruction. Such interventions have established efficacy in promoting a wide array of academic outcomes. Students’ motivation is consistently related to academic achievement, but it has been found to change over time, with intrinsic motivation’s having marked decreases into the later elementary years and into middle school. This article reviews the literature on the impact of promoting self-determination and self-determined learning strategies that can be used to promote more positive reading and writing outcomes to enable students to become autonomous learners.
25
Caprara, Gian Vittorio, Bernadette Paula Luengo Kanacri, Maria Gerbino, Antonio Zuffianò, Guido Alessandri, Giovanni Vecchio, Eva Caprara, Concetta Pastorelli e Beatrice Bridglall. "Positive effects of promoting prosocial behavior in early adolescence". International Journal of Behavioral Development 38, n. 4 (17 aprile 2014): 386–96. http://dx.doi.org/10.1177/0165025414531464.
Testo completoAbstract (sommario):
The purpose of this study was to evaluate the effects of a pilot school-based intervention called CEPIDEA, designed to promote prosocial behavior in early adolescence. The study took place in a middle school located in a small city near Rome. The intervention group included 151 students (52.3% males; Mage = 12.4), and the control group 173 students (50.3% females; Mage = 13.0). Both groups were assessed at three time points, each 6 months apart. A Latent Growth Curve analysis revealed that the intervention group, compared to the control group, showed an increase of helping behavior along with a decrease of physical and verbal aggression across time. Current results also showed that the increase of helping behavior mediated the decline of verbal aggression in adolescents who had attended the intervention. Participants of CEPIDEA also attained higher grades than the control group at the end of middle school. Overall, findings suggest that promoting prosocial behavior may serve to counteract aggressive conduct and enhance academic achievement during adolescence.
26
Park, Yujeong, Dong Gi Seo, Jaekook Park, Byungkeon Kim e Jeongwook Choi. "The influence of behavioral and emotional characteristics on academic achievement of middle school students: A growth modeling approach". School Psychology International 40, n. 5 (2 giugno 2019): 433–55. http://dx.doi.org/10.1177/0143034319853010.
Testo completoAbstract (sommario):
The purpose of this study was to examine the associations between behavioral and emotional characteristics and middle school student achievement across different grades based on a growth modeling approach. Using a total of 1,874 students, target predictor variables (i.e., attention, aggressiveness, behavioral control, social withdrawal, depression, self-esteem) and dependent variables (i.e., Korean language arts, mathematics) were extracted from a national and longitudinal data set, and four predictor models were formulated to examine the influence of behavioral/emotional characteristics on student growth trajectories. Results showed that (a) students' initial performance at seventh grade did not predict their over-time growth; and (b) self-esteem and behavioral control variables impacted on the seventh graders' achievement as well as their growth from the seventh to ninth grade. Based on the findings, practical implications and future research are discussed.
27
Gungor, Abdi. "Investigating the relationship between social support and school burnout in Turkish middle school students: The mediating role of hope". School Psychology International 40, n. 6 (22 agosto 2019): 581–97. http://dx.doi.org/10.1177/0143034319866492.
Testo completoAbstract (sommario):
The literature has documented the relationships between school burnout and mental health, academic achievement, and overall quality of life. Furthermore, hope and social support have been identified as important factors for coping with stress and have been found to be negatively related to undesirable emotional states. The present study aimed to examine the effects of demographic variables, social support, and hope on school burnout in Turkish middle school students. More importantly, hope was investigated as a possible mediator of the relationship between social support and school burnout. Hierarchical regression analyses were performed to investigate the effects of social support and hope on school burnout. Additionally, a bootstrapping procedure was employed to test mediational effects of hope on the effects of social support. The results revealed that, after controlling demographic variables, social support and hope negatively predicted school burnout. Mediation analyses showed that hope significantly and partially mediated the link between social support and school burnout. Specifically, students with higher levels of social support reported having higher levels of hope, which in turn was associated with lower levels of school burnout. The results and limitations are discussed along with implications for future research and educational planning.
28
Young, Adena E., e Frank C. Worrell. "Comparing Metacognition Assessments of Mathematics in Academically Talented Students". Gifted Child Quarterly 62, n. 3 (15 febbraio 2018): 259–75. http://dx.doi.org/10.1177/0016986218755915.
Testo completoAbstract (sommario):
Two studies were conducted to examine and compare the construct validity of scores on the Junior Metacognition Awareness Inventory (JMAI) and problem-solving interview protocols. Participants consisted of 183 middle and high school students attending a university summer program for academically talented youth. Study 1 results indicated that JMAI scores were internally consistent and yielded an interpretable two-factor structure after the elimination of several items; however, the scores were not significantly or meaningfully related to GPA or current and future mathematics achievement. In Study 2 ( n = 30), JMAI scores did not predict students’ metacognitive behaviors during mathematics problem-solving tasks. In contrast, students’ metacognitive behaviors observed during problem solving were meaningfully related to mathematics achievement with medium to high effect sizes. Findings support the predictive validity of metacognition with regard to academic achievement when operationalized with problem-solving interviews, but call into question the criterion-related validity of JMAI scores.
29
Yang, Fuyi, e Jianzhong Xu. "Homework Expectancy Value Scale: Measurement Invariance and Latent Mean Differences Across Gender". Journal of Psychoeducational Assessment 36, n. 8 (16 giugno 2017): 863–68. http://dx.doi.org/10.1177/0734282917714905.
Testo completoAbstract (sommario):
This study validated the Homework Expectancy Value Scale (HEVS) based on 918 middle school students from China. The factor analytic results showed that the HEVS consisted of two distinct yet related subscales: Expectancy and Value. Results further revealed that latent factor means for the HEVS were invariant across gender. Finally, consistent with theoretical expectations, Expectancy and Value were negatively correlated with homework distraction, and positively correlated with homework effort, emotion regulation, completion, and academic achievement.
30
Day, Stephanie L., e Carol McDonald Connor. "Examining the Relations Between Self-Regulation and Achievement in Third-Grade Students". Assessment for Effective Intervention 42, n. 2 (28 settembre 2016): 97–109. http://dx.doi.org/10.1177/1534508416670367.
Testo completoAbstract (sommario):
Children with stronger self-regulation skills generally demonstrate greater overall success in school both academically and socially. However, there are few valid and reliable measures of self-regulation in middle elementary school. Such a measure could help identify whether a child is truly having difficulties. Thus, the Remembering Rules and Regulation Picture Task (RRRP) was developed. The aim of this study was to develop scoring systems for the RRRP and then to examine the associations between RRRP and independent measures of self-regulation and academic achievement in mathematics and reading. Children ( N = 282) from 34 third-grade classrooms in Florida participated in this study. Results revealed that the RRRP captured three constructs: working memory, attentional flexibility, and inhibitory control. Hierarchical linear modeling (HLM) demonstrated that the RRRP was significantly and positively associated with other measures of self-regulation. The RRRP was significantly and positively associated with mathematics and reading as well. The RRRP appears to be a promising measure of children’s self-regulation skills.
31
Alkhateeb, Haitham M. "Reading Anxiety, Classroom Anxiety, Language Motivation, Reader Self-Perception, and Arabic Achievement of Arab-American Students Learning Arabic as a Second Language". Psychological Reports 115, n. 3 (dicembre 2014): 918–31. http://dx.doi.org/10.2466/11.pr0.115c27z6.
Testo completoAbstract (sommario):
The present study assessed the relations between reading anxiety, classroom anxiety, language motivation, and readers' self-perception for a sample of Arab-American students in Arabic classes. The effects of sex, grade, and years studying Arabic on academic achievement were examined as well. Measures were administered to 118 middle school students (56 boys, 62 girls; M age = 13.0 yr., SD = 0.8), and teachers reported academic grades in Arabic. Reading anxiety was significantly correlated with classroom anxiety and reader self-perception. Classroom anxiety scores were significantly correlated with motivation and reader self-perception. Significant positive correlations were found between language motivation and reader self-perception scores, and between years studying Arabic and reader self-perception scores. Boys in the second year of Arabic had significantly lower classroom anxiety than girls, and students in Grade 7 had higher reader self-perception than those in Grade 8. Classroom anxiety, language motivation, and reader self-perception significantly predicted Arabic achievement. Pedagogical implications are discussed.
32
Khan, Shaila, Linden Haynes, Alfredlene Armstrong e Ronald P. Rohner. "Perceived Teacher Acceptance, Parental Acceptance, Academic Achievement, and School Conduct of Middle School Students in the Mississippi Delta Region of the United States". Cross-Cultural Research 44, n. 3 (7 giugno 2010): 283–94. http://dx.doi.org/10.1177/1069397110368030.
Testo completo
33
Verma, Suman, Deepali Sharma e Reed W. Larson. "School stress in India: Effects on time and daily emotions". International Journal of Behavioral Development 26, n. 6 (novembre 2002): 500–508. http://dx.doi.org/10.1080/01650250143000454.
Testo completoAbstract (sommario):
Like adolescents in East Asia, Indian middle-class adolescents face a highly competitive examination system. This study examines the influence of school demands on the daily time use and subjective states of Indian young people. One hundred urban, middle-class, 8th-grade students carried alarm watches for 1 week and provided 4764 reports on their activities and subjective states at random times, following the procedures of the Experience Sampling Method. These adolescents were found to spend one third of their waking time in school-related activities, with girls spending more time than boys. Schoolwork generated negative subjective states as reflected in low affect state, below-average activation levels, lower feeling of choice, and higher social anxiety. These negative states were most frequent during homework. The trade-off faced by Indian adolescents were evident in the findings that those who spent more time doing homework experienced lower average emotional states and more internalising problems, while those who spent more time in leisure experienced more favourable states but also reported higher academic anxiety and lower scholastic achievement.
34
Endrika, Sujarwo e Said Suhil Achmad. "Relationship between Socio-Economic Status, Interpersonal Communication, and School Climate with Parental Involvement in Early Childhood Education". JPUD - Jurnal Pendidikan Usia Dini 14, n. 2 (30 novembre 2020): 361–78. http://dx.doi.org/10.21009/jpud.142.14.
Testo completoAbstract (sommario):
Parental Involvement in their children's schooling has long been recognized as a critical component of good education. This study aims to find out the relationship between socioeconomic status, interpersonal communication, and school climate with parental involvement in early childhood education. Using survey and correlational research design, data collection was carried out through accumulation techniques with tests and questionnaires. The data analysis technique used statistical analysis and multiple regressions. The findings in the socio-economic context of parents show that the measure of power is an indicator in the very high category with a total score of 5, while the measures of wealth, honour and knowledge are included in the high category with a total score of 4 in relation to parental involvement. The form of interpersonal communication, the openness of parents in responding happily to information / news received from schools about children is a finding of a significant relationship with parental involvement in early childhood education. The school climate describes the responsibility for their respective duties and roles, work support provided, and interpersonal communication relationships, parents at home and teachers at school.
Keywords: Socio-economic Status, Interpersonal Communication, Climate School, Parental Involvement, Early Childhood Education
References
Amato, P. R. (2005). The Impact of Family Formation Change on the Cognitive, Social, and Emotional Well-Being of the Next Generation. The Future of Children, 15(2), 75–96. https://doi.org/10.1353/foc.2005.0012
Arnold, D. H., Zeljo, A., Doctoroff, G. L., & Ortiz, C. (2008). Parent Involvement in Preschool: Predictors and the Relation of Involvement to Preliteracy Development. School Psychology Review, 37(1), 74–90. https://doi.org/10.1080/02796015.2008.12087910
Barbato, C. A., Graham, E. E., & Perse, E. M. (1997). Interpersonal communication motives and perceptions of humor among elders. Communication Research Reports, 14(1), 48–57. https://doi.org/10.1080/08824099709388644
Barbato, C. A., Graham, E. E., & Perse, E. M. (2003). Communicating in the Family: An Examination of the Relationship of Family Communication Climate and Interpersonal Communication Motives. Journal of Family Communication, 3(3), 123–148. https://doi.org/10.1207/S15327698JFC0303_01
Barnard, W. M. (2004). Parent involvement in elementary school and educational attainment. Children and Youth Services Review, 26(1), 39–62. https://doi.org/10.1016/j.childyouth.2003.11.002
Benner, A. D., Boyle, A. E., & Sadler, S. (2016). Parental Involvement and Adolescents’ Educational Success: The Roles of Prior Achievement and Socioeconomic Status. Journal of Youth and Adolescence, 45(6), 1053–1064. https://doi.org/10.1007/s10964-016-0431-4
Berkowitz, R., Astor, R. A., Pineda, D., DePedro, K. T., Weiss, E. L., & Benbenishty, R. (2021). Parental Involvement and Perceptions of School Climate in California. Urban Education, 56(3), 393–423. https://doi.org/10.1177/0042085916685764
Berkowitz, R., Moore, H., Astor, R. A., & Benbenishty, R. (2017). A Research Synthesis of the Associations Between Socioeconomic Background, Inequality, School Climate, and Academic Achievement. Review of Educational Research, 87(2), 425–469. https://doi.org/10.3102/0034654316669821
Brand, S., Felner, R. D., Seitsinger, A., Burns, A., & Bolton, N. (2008). A large-scale study of the assessment of the social environment of middle and secondary schools: The validity and utility of teachers’ ratings of school climate, cultural pluralism, and safety problems for understanding school effects and school improvement. Journal of School Psychology, 46(5), 507–535. https://doi.org/10.1016/j.jsp.2007.12.001
Brand, S., Felner, R., Shim, M., Seitsinger, A., & Dumas, T. (2003). Middle school improvement and reform: Development and validation of a school-level assessment of climate, cultural pluralism, and school safety. Journal of Educational Psychology, 95(3), 570–588. https://doi.org/10.1037/0022-0663.95.3.570
Culp, A. M., Hubbs-Tait, L., Culp, R. E., & Starost, H.-J. (2000). Maternal Parenting Characteristics and School Involvement: Predictors of Kindergarten Cognitive Competence Among Head Start Children. Journal of Research in Childhood Education, 15(1), 5–17. https://doi.org/10.1080/02568540009594772
Dearing, E., McCartney, K., Weiss, H. B., Kreider, H., & Simpkins, S. (2004). The promotive effects of family educational involvement for low-income children’s literacy. Journal of School Psychology, 42(6), 445–460. https://doi.org/10.1016/j.jsp.2004.07.002
Desforges, C., Abouchaar, A., Great Britain, & Department for Education and Skills. (2003). The impact of parental involvement, parental support and family education on pupil achievements and adjustment: A literature review. DfES.
El Nokali, N. E., Bachman, H. J., & Votruba-Drzal, E. (2010). Parent Involvement and Children’s Academic and Social Development in Elementary School: Parent Involvement, Achievement, and Social Development. Child Development, 81(3), 988–1005. https://doi.org/10.1111/j.1467-8624.2010.01447.x
Englund, M. M., Luckner, A. E., Whaley, G. J. L., & Egeland, B. (2004). Children’s Achievement in Early Elementary School: Longitudinal Effects of Parental Involvement, Expectations, and Quality of Assistance. Journal of Educational Psychology, 96(4), 723–730. https://doi.org/10.1037/0022-0663.96.4.723
Epstein, J. L. (Ed.). (2002). School, family, and community partnerships: Your handbook for action (2nd ed). Corwin Press.
Fan, X. (2001). Parental Involvement and Students’ Academic Achievement: A Growth Modeling Analysis. The Journal of Experimental Education, 70(1), 27–61. https://doi.org/10.1080/00220970109599497
Fan, X., & Chen, M. (2001). Parental Involvement and Students’ Academic Achievement: A Meta-Analysis. Educational Psychology Review, 23.
Georgiou, S. N., & Tourva, A. (2007). Parental attributions and parental involvement. 10.
Gorski, P. (2008). The Myth of the Culture of Poverty. Educational Leadership, 65(7), 32–36.
Hamre, B. K., & Pianta, R. C. (2005). Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure? Child Development, 76(5), 949–967. https://doi.org/10.1111/j.1467-8624.2005.00889.x
Hill, N. E., & Taylor, L. C. (2004). Parental School Involvement and Children’s Academic Achievement: Pragmatics and Issues. Current Directions in Psychological Science, 13(4), 161–164. https://doi.org/10.1111/j.0963-7214.2004.00298.x
Hong, S., & Ho, H.-Z. (2005). Direct and Indirect Longitudinal Effects of Parental Involvement on Student Achievement: Second-Order Latent Growth Modeling Across Ethnic Groups. 11.
Hornby, G., & Lafaele, R. (2011). Barriers to parental involvement in education: An explanatory model. Educational Review, 63(1), 37–52. https://doi.org/10.1080/00131911.2010.488049
Hoy, W. K., Tarter, C. J., & Hoy, A. W. (2006). Academic Optimism of Schools: A Force for Student Achievement. American Educational Research Journal, 43(3), 425–446. https://doi.org/10.3102/00028312043003425
Jeynes, W.H. (2014). Parent involvement for urban youth and student of color. In Handbook of urban education (In H. R. Milner&K. Lomotey (Eds.)). NY: Routledge.
Jeynes, William H. (2005). Effects of Parental Involvement and Family Structure on the Academic Achievement of Adolescents. Marriage & Family Review, 37(3), 99–116. https://doi.org/10.1300/J002v37n03_06
Jeynes, William H. (2007). The Relationship Between Parental Involvement and Urban Secondary School Student Academic Achievement: A Meta-Analysis. Urban Education, 42(1), 82–110. https://doi.org/10.1177/0042085906293818
Kaplan, D. S., Liu, X., & Kaplan, H. B. (2010). Influence of Parents’ Self-Feelings and Expectations on Children’s Academic Performance. 12.
Kuperminc, G. P., Leadbeater, B. J., & Blatt, S. J. (2001). School Social Climate and Individual Differences in Vulnerability to Psychopathology among Middle School Students. Journal of School Psychology, 39(2), 141–159. https://doi.org/10.1016/S0022-4405(01)00059-0
Kutsyuruba, B., Klinger, D. A., & Hussain, A. (2015). Relationships among school climate, school safety, and student achievement and well-being: A review of the literature. Review of Education, 3(2), 103–135. https://doi.org/10.1002/rev3.3043
Long, H., & Pang, W. (2016). Family socioeconomic status, parental expectations, and adolescents’ academic achievements: A case of China. Educational Research and Evaluation, 22(5–6), 283–304. https://doi.org/10.1080/13803611.2016.1237369
Loukas, A. (2007). High-quality school climate is advantageous for all students and may be particularly beneficial for at-risk students. 3.
Mattingly, D. J., Prislin, R., McKenzie, T. L., Rodriguez, J. L., & Kayzar, B. (2002). Evaluating Evaluations: The Case of Parent Involvement Programs. Review of Educational Research, 72(4), 549–576. https://doi.org/10.3102/00346543072004549
McWayne, C., Hampton, V., Fantuzzo, J., Cohen, H. L., & Sekino, Y. (2004). A multivariate examination of parent involvement and the social and academic competencies of urban kindergarten children. Psychology in the Schools, 41(3), 363–377. https://doi.org/10.1002/pits.10163
Miedel, W. T., & Reynolds, A. J. (1999). Parent Involvement in Early Intervention for Disadvantaged Children: Does It Matter? Journal of School Psychology, 24.
N.A., A., S.A., H., A.R., A., L.N., C., & N, O. (2017). Parental Involvement in Learning Environment, Social Interaction, Communication, and Support Towards Children Excellence at School. Journal of Sustainable Development Education and Research, 1(1), 77. https://doi.org/10.17509/jsder.v1i1.6247
Poon, K. (2020). The impact of socioeconomic status on parental factors in promoting academic achievement in Chinese children. International Journal of Educational Development, 75, 102175. https://doi.org/10.1016/j.ijedudev.2020.102175
Porumbu, D., & Necşoi, D. V. (2013). Relationship between Parental Involvement/Attitude and Children’s School Achievements. Procedia - Social and Behavioral Sciences, 76, 706–710. https://doi.org/10.1016/j.sbspro.2013.04.191
Potvin, R. D. P., & Leclerc, D. (1999). Family Characteristics as Predictors of School Achievement: Parental Involvement as a Mediator. MCGILLJOURNAL OF EDUCATION, 34(2), 19.
Reynolds, A. J. (1991). Early Schooling of Children at Risk. 31.
Reynolds, A. J. (1992). Comparing measures of parental involvement and their effects on academic achievement. Early Childhood Research Quarterly, 7(3), 441–462. https://doi.org/10.1016/0885-2006(92)90031-S
Reynolds, A. J., Ou, S.-R., & Topitzes, J. W. (2004). Paths of Effects of Early Childhood Intervention on Educational Attainment and Delinquency: A Confirmatory Analysis of the Chicago Child-Parent Centers. Child Development,75(5), 1299–1328. https://doi.org/10.1111/j.1467-8624.2004.00742.x
Reynolds, A. J., Temple, J. A., Ou, S.-R., Arteaga, I. A., & White, B. A. B. (2011). School-Based Early Childhood Education and Age-28 Well-Being: Effects by Timing, Dosage, and Subgroups. 333, 6.
Shute, V. J., Hansen, E. G., Underwood, J. S., & Razzouk, R. (2011). A Review of the Relationship between Parental Involvement and Secondary School Students’ Academic Achievement. Education Research International, 2011, 1–10. https://doi.org/10.1155/2011/915326
Simons-Morton, B. G., & Crump, A. D. (2003). Association of Parental Involvement and Social Competence with School Adjustment and Engagement Among Sixth Graders. 6.
Steinberg, L., Lamborn, S. D., Dornbusch, S. M., & Darling, N. (1992). Impact of Parenting Practices on Adolescent Achievement: Authoritative Parenting, School Involvement, and Encouragement to Succeed. Child Development, 63(5), 1266. https://doi.org/10.2307/1131532
Sun, S., Hullman, G., & Wang, Y. (2011). Communicating in the multichannel age: Interpersonal communication motivation, interaction involvement and channel affinity. 9.
Sy, S., & Schulenberg, J. (2005). Parent beliefs and children’s achievement trajectories during the transition to school in Asian American and European American families. International Journal of Behavioral Development, 29(6), 505–515. https://doi.org/10.1080/01650250500147329
Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A Review of School Climate Research. 29.
Turney, K., & Kao, G. (2009). Barriers to School Involvement: Are Immigrant Parents Disadvantaged? The Journal of Educational Research, 102(4), 257–271. https://doi.org/10.3200/JOER.102.4.257-271
Wong, S. W., & Hughes, J. N. (2006). Ethnicity and Language Contributions to Dimensions of Parent Involvement. School Psychology Review, 35(4), 645–662. https://doi.org/10.1080/02796015.2006.12087968
35
Bong, Mimi. "Between- and within-domain relations of academic motivation among middle and high school students: Self-efficacy, task value, and achievement goals." Journal of Educational Psychology 93, n. 1 (marzo 2001): 23–34. http://dx.doi.org/10.1037/0022-0663.93.1.23.
Testo completo
36
Zayer, Lect Iman Muhammad Khudair, Prof Dr Saad Ali. "The impact of employing the realistic model on the academic achievement of history subject and the development of critical thinking among the literary fifth-grade female students". Psychology and Education Journal 58, n. 2 (1 febbraio 2021): 3938–46. http://dx.doi.org/10.17762/pae.v58i2.2659.
Testo completoAbstract (sommario):
The research aims at studying the impact of employing the realistic model in the academic achievement of history subject and the development of critical thinking among fifth-grade literary female students. The research was applied to the research sample adopting the experimental approach with the post-test of achievement, pre and post-test for critical thinking, where the sample was divided into an experimental group (30 female students) using the realistic model and a control group (30 female students) using the standard method. After conducting equivalence between the two groups in (chronological age, intelligence, the criterion of pre-critical thinking, and the grades of students in the history subject for the fourth grade of middle school) the scientific material represented in the first and second semesters of the subject to be taught to fifth-grade literary students at the Ministry of Education was determined.The behavioral purposes were extracted, preparing therequired plans, and students were taught according to their steps.After applying the experiment and applying the two research tools, the following results were reached:
1- There is a statistically significant difference at the level of (0.05) in achievement in favor of the experimental group.
2- There is a difference of statistical significance at the level (0.05) between the mean scores of the two groups in developing critical thinking in favor of the experimental group.
37
Bacete, Francisco-Juan García, e Juan Carlos Oliver Rodríguez. "Family and Ability Correlates of Academic Grades: Social Status Group Differences". Psychological Reports 95, n. 1 (agosto 2004): 10–12. http://dx.doi.org/10.2466/pr0.95.1.10-12.
Testo completoAbstract (sommario):
In a continuation of work by Marjoribanks (2003), using a sample of 150 seventh grade students, relationships among Parent Involvement as defined by factor scores of four measures of parents' involvement completed by teachers: teacher-parent contacts, teacher-parent communication, parents' involvement at home, and parents' participation in school, Intellectual Ability as defined by Verbal Intelligence using the Yuste's Differential and General Aptitudes Battery-M, and Academic Grades as defined by the average grade for all subject matter were examined. Analysis showed different predictive models for children's academic achievement as a function of social status. For children of low and middle social status, Intellectual Ability was the single predictor. For children of high social status the predictors were Parents' Involvement and the interaction of Parents' Involvement and Intellectual Ability.
38
Karwowski, Maciej, e Bogusław Milerski. "Educational Rationality: Measurement, Correlates, and Consequences". Education Sciences 11, n. 4 (12 aprile 2021): 182. http://dx.doi.org/10.3390/educsci11040182.
Testo completoAbstract (sommario):
This paper introduces and empirically tests the model of tetragonal educational rationality that consists of four interrelated categories: hermeneutic, emancipatory, praxeological, and negational rationalities. Based on a large longitudinal study on primary and middle school students (total N = 1990), we investigated the psychometric properties of the Educational Rationalities Questionnaire (ERQ) and examined relevant correlates, antecedents and longitudinal consequences of the four rationalities. Confirmatory factor analysis corroborated the four-factor structure of the ERQ. Praxeological rationality was more prevalent than hermeneutic rationality, which was accepted more often than emancipatory and negational rationality. Structural equation modeling demonstrated that hermeneutic rationality was primarily driven by participants’ academic self-concept in their native language, as well as extraversion, neuroticism, and valuing creativity. Emancipatory rationality was linked to academic self-concept, valuing creativity, and agreeableness, while praxeological rationality was predicted by extraversion, school achievement, and valuing creativity. Finally, negational rationality was inversely linked with several individual characteristics: academic self-concept, agreeableness, and school achievement. Longitudinal analyses demonstrated that negational rationality was associated with lower grades and more negative emotions during lessons, while hermeneutic rationality was associated with school grades improvement. Emancipatory rationality was related to positive emotions felt during classes, yet negatively with grades. We discuss potential reasons and consequences of these findings.
39
Ansary, Nadia S., Thomas J. McMahon e Suniya S. Luthar. "Trajectories of emotional–behavioral difficulty and academic competence: A 6-year, person-centered, prospective study of affluent suburban adolescents". Development and Psychopathology 29, n. 1 (22 febbraio 2016): 215–34. http://dx.doi.org/10.1017/s0954579416000110.
Testo completoAbstract (sommario):
AbstractThis longitudinal study of affluent suburban youth (N = 319) tracked from 6th to 12th grade is parsed into two segments examining prospective associations concerning emotional–behavioral difficulties and academic achievement. In Part 1 of the investigation, markers of emotional–behavioral difficulty were used to cluster participants during 6th grade. Generalized estimating equations were then used to document between-cluster differences in academic competence from 6th to 12th grade. In Part 2 of the study, indicators of academic competence were used to cluster the same students during 6th grade, and generalized estimating equations were used to document between-cluster differences in emotional–behavioral difficulty from 6th to 12th grade. The results from Part 1 indicated that patterns of emotional–behavioral difficulty during 6th grade were concurrently associated with poorer grades and classroom adjustment with some group differences in the rate of change in classroom adjustment over time. In Part 2, patterns of academic competence during 6th grade were concurrently associated with less emotional–behavioral difficulty and some group differences in the rate of change in specific forms of emotional–behavioral difficulty over time. These results suggest that the youth sampled appeared relatively well adjusted and any emotional–behavioral–achievement difficulty that was evident at the start of middle school was sustained through the end of high school.
40
Daily, Shay M., Michael J. Mann, Alfgeir L. Kristjansson, Megan L. Smith e Keith J. Zullig. "School Climate and Academic Achievement in Middle and High School Students". Journal of School Health 89, n. 3 (24 gennaio 2019): 173–80. http://dx.doi.org/10.1111/josh.12726.
Testo completo
41
Harveson, Andrew T., James C. Hannon, Timothy A. Brusseau, Leslie Podlog, Charilaos Papadopoulos, Morgan S. Hall e EvaRose Celeste. "Acute Exercise and Academic Achievement in Middle School Students". International Journal of Environmental Research and Public Health 16, n. 19 (20 settembre 2019): 3527. http://dx.doi.org/10.3390/ijerph16193527.
Testo completoAbstract (sommario):
(1) The purpose of this study was to examine the acute effects of aerobic exercise, resistance exercise, and non-exercise on measures of academic achievement and cognition in pre-adolescent students. (2) In a randomized crossover design, sixty-three participants with a mean age of 13.7 ± 0.47 years completed 20 min of aerobic exercise, resistance exercise, or non-exercise with a period of seven days between each bout. Immediately after each bout, participants were tested for academic achievement and cognitive performance. Academic achievement was assessed using standardized, age-appropriate mathematics tests. Cognition was measured using the Dot, Word, and Color tasks of the Stroop Test (Victoria version). (3) Participants scored significantly higher on the mathematics tests (F1,62 = 4.50, p = 0.038) and all elements of the Stroop Test (Dot: F1,62 = 8.14, p = 0.006; Word: F1,62 = 9.90, p = 0.003; Color: F1,62 = 7.57, p = 0.008) following acute resistance exercise as compared to non-exercise. Math test performance was not statistically different between the aerobic and resistance exercise treatments (F1,62 = 0.214, p = 0.645), but participants did perform significantly better on all elements of the Stroop Test following resistance exercise as compared to aerobic exercise (Dot: F1,61 = 25.82, p < 0.001; Word: F1,62 = 14.73, p < 0.001; Color: F1,62 = 20.14, p < 0.001). (4) Resistance exercise acutely influenced academic achievement and cognition in a positive manner. Such results add to the growing body of research that may support an increase in the prescription of varied exercise modalities within school settings for the purposes of improving academic performance and student health.
42
문경용, 김보람 e 이상민. "Examining the Academic Demand-Resource Model on Middle School Students’ Academic Achievement". Korean Journal of Educational Methodology Studies 30, n. 1 (febbraio 2018): 121–46. http://dx.doi.org/10.17927/tkjems.2018.30.1.121.
Testo completo
43
LEE, Shin-Sook. "An Analysis of Middle School Students' Academic procrastination on Their Academic Achievement". Journal of the Korea Society of Computer and Information 20, n. 6 (30 giugno 2015): 99–106. http://dx.doi.org/10.9708/jksci.2015.20.6.099.
Testo completo
44
Plucker, Jonathan A., e Jay Mclntire. "Academic Survivability in High-Potential, Middle School Students". Gifted Child Quarterly 40, n. 1 (gennaio 1996): 7–14. http://dx.doi.org/10.1177/001698629604000102.
Testo completo
45
Saygili, Gizem. "Identification of students’ learning motivation". New Trends and Issues Proceedings on Humanities and Social Sciences 5, n. 4 (17 settembre 2018): 74–82. http://dx.doi.org/10.18844/prosoc.v5i4.3706.
Testo completoAbstract (sommario):
The purpose of this study is to identify the overall learning motivation of primary and middle school students. In this research study, the effect of such variables as gender, parents’ educational status, academic achievement and grade level on primary and middle school students’ intrinsic and extrinsic motivation levels were investigated. This study has a descriptive model as it aims to reveal and explain the current situation in detail. The participants of this study were primary and middle school students from different schools in Isparta. The motivation level detection scale was administered to determine the overall learning motivation of the participants. Mann–Whitney U and Kruskal–Wallis T tests were used to compare the mean scores with respect to variables. The results imply that the intrinsic and extrinsic motivation levels of the primary school students who participated in this study did not differ in their gender, academic achievement and their parents’ educational status.Keywords: Primary school education, learning, learning motivation.
46
황여정. "Impacts of Ability Grouping on Academic Achievement of Middle School Students". Korean journal of sociology of education 20, n. 4 (dicembre 2010): 191–222. http://dx.doi.org/10.32465/ksocio.2010.20.4.008.
Testo completo
47
Comadena, Mark E., e Diane T. Prusank. "Communication apprehension and academic achievement among elementary and middle school students". Communication Education 37, n. 4 (ottobre 1988): 270–77. http://dx.doi.org/10.1080/03634528809378728.
Testo completo
48
Bass, Ronald W., Dale D. Brown, Kelly R. Laurson e Margaret Coleman. "Relationships Between Physical Fitness And Academic Achievement In Middle School Students". Medicine & Science in Sports & Exercise 42 (maggio 2010): 524. http://dx.doi.org/10.1249/01.mss.0000385285.33453.64.
Testo completo
49
Lam, Brian Trung, e Elena Ducreux. "Parental Influence and Academic Achievement among Middle School Students: Parent Perspective". Journal of Human Behavior in the Social Environment 23, n. 5 (luglio 2013): 579–90. http://dx.doi.org/10.1080/10911359.2013.765823.
Testo completo
50
Otani, Midori. "Parental involvement and academic achievement among elementary and middle school students". Asia Pacific Education Review 21, n. 1 (31 agosto 2019): 1–25. http://dx.doi.org/10.1007/s12564-019-09614-z.
Testo completo