Showing papers on "Academic achievement published in 1973"
TL;DR: The Nowicki-Strickland Locus of Control Scale appears to offer an objective, relatively precise, quick method for assessing a generalized belief in locus of control and is a significant correlate of a number of competence related behaviors in children as mentioned in this paper.
Abstract: The relationships between locus of control and other personality variables were studied, using the Nowicki-Strickland Scale. The broad hypotheses were that internal locus of control would be related to a number of other competence-type behaviors and adaptive social functioning. Results of various studies are presented, and it is concluded that the Nowicki-Strickland Locus of Control Scale appears to offer an objective, relatively precise, quick method for assessing a generalized belief in locus of control and that the locus of control dimension is a significant correlate of a number of competence related behaviors in children. (DB) Paper presented at American P5ychologica1 Association meetings, Washington, D. C., 1971 U.S. DEPARTMENT OF HEALTH. EDUCATION & WELFARE
1,620 citations
229 citations
198 citations
138 citations
TL;DR: In this article, the authors reproduce the original study in showing that the relationship between athletic participation and higher educational goals is not eliminated when controlling for parental SES, parental academic encouragement, and student grade average.
Abstract: This paper represents a replication and extension of a study reported by Rehberg and Schafer in 1968. Our findings reproduce the original study in showing that the relationship between athletic participation and higher educational goals is not eliminated when controlling for parental SES, parental academic encouragement, and student grade average. The extension of the original study involves introducing perceived peer status and school value climate as intervening variables between athletic involvement and educational expectations.
113 citations
TL;DR: In this article, the authors examined the relationship between performance on tests of auditory and visual perception and learning rate in reading lessons and concluded that perceptual deficiencies may be more frequent in disabled readers, but learning rate and achievement are not related to the degr...
Abstract: The present study examined the relationship between performance on tests of auditory and visual perception and learning rate in reading lessons. Subjects were 69 children with severe dyslexia (2-5 years below grade level) who participated in a standard tutorial program designed along behavior therapy lines. Prior to placement in the tutorial reading program, children were tested with the Wide Range Achievement Test, the Bender-Gestolt, the Raven, a test of auditory-visual integration, and a test of visual-spatial perception. Learning rates were determined for 42 children. Significant correlations were found among the psychometric tests but not between psychometric tests and learning rate. Children achieving above and below expectancy in tutoring differed significantly in learning rate and amount of gain over 6 months but not on any of the psychometric tests. It was concluded that perceptual deficiencies may be more frequent in disabled readers, but learning rate and achievement are not related to the degr...
108 citations
TL;DR: Nygard and Gjesme as discussed by the authors reviewed and appraised the measuring instruments usually employed in achievement motivation research and concluded that the validity of the need for achievement tests, especially when used among females, is questionable, and that the objective tests assumed to indicate the motive to approach success are too little directed toward the affects, and too much directed towards the criterion in terms of behavior in performance situations.
Abstract: Nygard, R. & Gjesme, T. 1973. Assessment of Achievement Motives: Comments and Suggestions. Scand. J. educ. Res. 17, 39‐46. Measuring instruments usually employed in achievement motivation research are reviewed and appraised. The following conclusions are drawn; (a) the validity of the need for achievement tests, especially when used among females, is questionable; (b) the objective tests assumed to indicate the motive to approach success (Ms) are too little directed toward the affects, and too much directed toward the criterion in terms of behavior in performance situations; (c) the validity of objective tests assumed to measure the motive to avoid failure (Mf) seems questionable as far as females are concerned; (d) objective tests refer to specific situations (usually school situations) and thereby the scores reflect the degree of motivation more than the strength of the underlying motive. Suggestions for construction of new instruments are offered.
95 citations
TL;DR: In this article, the causal relationship between reading achievement and classroom behaviors of attending, working, volunteering, and looking around was investigated, and the experimental children had significantly greater gains in the behaviors and in achievement than did the controls.
Abstract: Eighteen first-grade children, twelve experimental and six controls, were involved in a study to investigate the causal relationship between reading achievement and the classroom behaviors of attending, working, volunteering, and looking around. These behaviors were chosen as prior research had demonstrated a correlational relationship between them and first-grade reading achievement. An intervention program was introduced to increase the behaviors of the experimental children. The experimental children had significantly greater gains in the behaviors and in achievement than did the controls. The implications of these findings for handicapped children are discussed.
93 citations
01 Jun 1973
TL;DR: This paper investigated how a child's level and pattern of performance affected teachers' perception of the cause of the hild's performance and teacher's evaluation of the child and his characteristics and found that participants sometimes appeared to be trying hard to be non-biased and to avoid ego-protecting or enhancing attributions.
Abstract: This study investigated how a child's level and pattern of performance affected teachers' perception of the cause of the hild's performance and teacher's evaluation of the child and his characteristics. Pairs of either teachers, student teachers, or education students participated in the study, accepting the role of participant or observer. The participants taught a fifth grade student a mathematics lesson for three 5-minute trials, while the observer watched the participant during-her task. Data from 108 subjects were subjected to analysis of variance. The results provided some support for the presence of ego-relevant attributional biases in teachers. In some instances participants appeared to show ego-defensive biases, while in other cases, participant responses were identical to those of observers. Participants sometimes appeared to be trying hard to be non-biased and to avoid ego-protecting or enhancing attributions. This study observes the interaction of the participant and observer, to find who influences whom. Further research is needed to assess the influence of other persons upon teachers. Included in this study is a ten-item bibliography and appendixes with testing instructions, post-experimental and post-trial questionnaires, and lessons. plalq U.S, DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OE ECM. CATION POSITION OR POLICY, FINAL REPORT Grant No. 0EG-9-70-0065-0-1-031 TEACHERS' AND OBSERVERS' PERCEPTION OF CAUSALITY FOR A CHILD'S PERFORMANCE Linda J. Beckman Neuropsychiatric Institute Center for the Health Sciences University of California Los Angeles, California 90024
TL;DR: In this paper, three 40 minute science lessons, which had been carefully planned to minimize extraneous teacher behavior, were taken by the writer with Form II (Grade 7) classes.
Abstract: Three 40 minute science lessons, which had been carefully planned to minimize extraneous teacher behavior, were taken by the writer with Form II (Grade 7) classes. During the lessons pupil responding and teacher reacting variables were experimentally manipulated. A posttest of achievement was administered following the lessons and predicted posttest scores were calculated from the regression of a number of pretest measures (e.g., verbal ability, prior knowledge, attitudes) on this posttest. Residual achievement scores, calculated by subtracting predicted from obtained posttest scores, were used in analyses of variance to determine treatment effects. Results indicated that pupil participation, in the form of overt pupil responses to teacher questions, was a weak variable having little effect on pupil achievement. However, regular positive teacher reactions to pupil responses facilitated pupil achievement significantly more than minimal teacher reactions.
TL;DR: Literature pertaining to research done on academic achievement of Mexican American students is reviewed in this paper, which deals with such variables as socioeconomic, physical, psychological, and cultural aspects; language factors; attitudes; language development; and environment.
Abstract: Literature pertaining to research done on academic achievement of Mexican American students is reviewed in this paper. The literature deals with such variables as socioeconomic, physical, psychological, and cultural aspects; language factors; attitudes; language development; and environment. A 15-page discussion of recommendations for improving curriculum, instruction, and teacher education for educating the Mexican American is included. Also included is a bibliography containing over 200 relevant citations.
TL;DR: The linguistic abilities, cognitive abilities, and educational achievements of the deaf are reviewed and three conclusions about the abilities of deaf persons relative to hearing people are indicated.
Abstract: The linguistic abilities, cognitive abilities, and educational achievements of the deaf are reviewed. The reviewed indicates three conclusions about the abilities of deaf persons relative to hearing p
01 Jan 1973
TL;DR: It is suggested that “students are less than perfect judges of teaching effectiveness”—at least if teaching effectiveness is measured by how much students learn.
Abstract: Rodin and Rodin point out that there are two ways of judging teaching through students—ascertaining how much students have learned and obtaining student evaluations of teacher effectiveness Some commonly accepted notions regarding student evaluations are challenged in this article, which comments on the results obtained in a number of studies The authors suggest that “students are less than perfect judges of teaching effectiveness”—at least if teaching effectiveness is measured by how much students learn This paper, reprinted from Science, helps to set the stage for the remaining articles in this issue
TL;DR: In this article, a three-way analysis of variance procedure was employed using the variables of mobility, IQ, and socioeconomic status to determine if any differences in academic achievement exist between high and low mobility students.
Abstract: The purpose of this study was to determine if any differences in academic achievement exist between high and low mobility students, A three-way analysis of variance procedure was employed using the variables of mobility, IQ, and socioeconomic status. The statistical data indicated that high mobility students of high intelligence had higher achievement scores than low mobility students of high intelligence; and high mobility students of low intelligence elicited lower achievement scores than low mobility students of low intelligence.
TL;DR: The three ethnic groups do not differ appreciably or systematically, nor do the school grades from 4 to 8 (ages 9 to 13), although there are significant and systematic age and ethnic group differences in mean scores on the JEPI scales.
Abstract: Summary. Scores on the Junior Eysenck Personality Inventory of some 2,000 white, Negro, and Mexican-American school children, ages 9 to 13, were examined in relation to measures of intelligence and home environment as predictors of scholastic achievement. The JEPI scales show quite low, but significant and systematic, correlations with achievement; Extraversion (E) correlates positively and Neuroticism (N) and the Lie (L) scale correlate negatively with achievement. The independent contributions separately of E, N, and L. to achievement variance over the variance accounted for by the ability and background measures are negligible, but the three JEPI scales combined in a multiple regression equation along with measures of intelligence and home background independently contribute a small share of the predicted part of the scholastic achievement variance. In this the three ethnic groups do not differ appreciably or systematically, nor do the school grades from 4 to 8 (ages 9 to 13), although there are significant and systematic age and ethnic group differences in mean scores on the JEPI scales.
TL;DR: The first two years of the Study of Mathematically and Scientifically Precocious Youth (SMPY) as discussed by the authors were examined to show that considerable educational acceleration is not only feasible but also desirable for those young people who are eager to move ahead.
Abstract: Aptitude and achievement tests designed for much older students are invaluable for finding extremely high ability at younger ages. Results of the first two years of the Study of Mathematically and Scientifically Precocious Youth are examined to show that considerable educational acceleration is not only feasible but also desirable for those young people who are eager to move ahead. Skipping school grades, taking college courses part‐time, studying in special courses, and entering college early are inexpensive and supplemental to regular school practices. We do not advocate the usual in‐grade, non‐accelerative “enrichment”; procedures often recommended for intellectually gifted children. An heuristic overview is presented of the main assumptions and findings of the Study thus far.
TL;DR: Results indicate that the handicapped and nonhandicapped children in the integrated setting improved as much or more than did their controls in academic skills, social behavior, and attitude change.
Abstract: Three educable mentally retarded children who had previously been placed in special self contained classrooms were integrated with 22 nonhandicapped children in a third grade classroom during the first year of the North Sacramento Model Program. A similar number were integrated into a fourth grade classroom during the second year of the project. A precision teaching procedure was used with both experimental groups. Control groups of educable mentally retarded and educationally handicapped children in regular classrooms were maintained. Results indicate that the handicapped and nonhandicapped children in the integrated setting improved as much or more than did their controls in academic skills, social behavior, and attitude change.
TL;DR: Brown and Dubois as mentioned in this paper compared Science and Humanities students with Engineering students on MMPI scales, ability measures and biographical measures and found that high achievement Engineering students were hard-working, energetic and tending toward conformity while high-achieving science and humanities students were characterized as more flexible, aesthetic and relaxed.
Abstract: A study techniques questionnaire was administered to 538 students enrolled in upper division college classes. Multivariate analysis of variance was employed to compare the centroids of questionnaire responses of students in four major fields who had above and below average grades. There were significant differences in group centroids for the comparison between major fields and between grade levels. There was no significant interaction. The major differences between students with above and below average grades appeared to be reflected in "clerical diligence" and cognitive "activity." Successful students were not only more diligent in their study habits, but also more likely to transform actively scholastic information. For the comparison of major field groups, two discriminant functions were significant. One function seemed to reflect mathematical-logical thinking while the other reflected "appliedsubjective" thinking. The major field groups formed a science-nonscience continuum on the first function but not on the second. Different major fields present the college student with different types of problems to be solved. The solution of mathematical equations bears little superficial resemblance to the writings of literary critiques. Biggs (1970a) compared Science students with Liberal Arts students on six factors derived from the Study Behaviour Questionnaire (SBQ) and found significant differences in tolerance of ambiguity (Liberal Arts more tolerant), intrinsic motivation (Science students higher), and dogmatism (Science students more dogmatic). He attributed these results to "task structure" differences between Science and Liberal Arts curricula. The Science curriculum was considered less ambiguous and more structured than the Liberal Arts curriculum. Other investigators have found correlates of academic major field that are more appropriately considered as personality traits rather than as study habits (e.g. Cropley and Field, 1969; Brown and Dubois, 1964). Cropley and Field found that intellectual style traits were predictive of achievement on a standardized test of scientific achievement even after IQ had been removed as a covariate. Brown and Dubois compared Science and Humanities students with Engineering students on MMPI scales, ability measures and biographical measures. In the personality domain they found that high achievement Engineering students were hard-working, energetic and tending toward conformity while high-achieving Science and Humanities students were characterized as more flexible, aesthetic and relaxed. These findings were interpreted to support the idea that different behaviors are rewarded in different curricula.
TL;DR: In this paper, a group of 25 students chosen at random from a larger class was taught in a Keller-plan (self-paced) format following the method of Green and compared with that of the students in the lecture-recitation section through a common final examination and through a retest taken approximately two months after the end of the course.
Abstract: A group of 25 students chosen at random from a larger class was taught in a Keller-plan (self-paced) format following the method of Green. The performance of these students was compared with that of the students in the lecture-recitation section through a common final examination and through a retest taken approximately two months after the end of the course. In each case the Keller-plan students did substantially better. Suggestions are made for improvements in the usual Keller-plan format.