Showing papers on "Academic achievement published in 1992"
TL;DR: In this paper, the authors examine the classroom learning environment in relation to achievement goal theory of motivation and argue for an identification of classroom structures that can contribute to a mastery orientation, a systematic analysis of these structures, and a determination of how these structures relate to each other.
Abstract: This article examines the classroom learning environment in relation to achievement goal theory of motivation. Classroom structures are described in terms of how they make different types of achievement goals salient and as a consequence elicit qualitatively different patterns of motivation. Task, evaluation and recognition, and authority dimensions of classrooms are presented as examples of structures that can influence children's orientation toward different achievement goals. Central to the thesis of this article is a perspective that argues for an identification of classroom structures that can contribute to a mastery orientation, a systematic analysis of these structures, and a determination of how these structures relate to each other
6,050 citations
TL;DR: In this paper, the causal role of students' self-efficacy beliefs and academic goals in self-motivated academic attainment was studied using path analysis procedures, where a path model of four selfmotivation variables and prior grades predicted students' final grades in social studies, R =.56.
Abstract: The causal role of students’ self-efficacy beliefs and academic goals in self-motivated academic attainment was studied using path analysis procedures. Parental goal setting and students’ self-efficacy and personal goals at the beginning of the semester served as predictors of students’ final course grades in social studies. In addition, their grades in a prior course in social studies were included in the analyses. A path model of four self-motivation variables and prior grades predicted students ‘final grades in social studies, R = .56. Students’ beliefs in their efficacy for self-regulated learning affected their perceived self-efficacy for academic achievement, which in turn influenced the academic goals they set for themselves and their final academic achievement. Students’ prior grades were predictive of their parents’ grade goals for them, which in turn were linked to the grade goals students set for themselves. These findings were interpreted in terms of the social cognitive theory of academic sel...
2,518 citations
TL;DR: Examination of the impact of authoritative parenting, parental involvement in schooling, and parental encouragement to succeed on adolescent school achievement in an ethnically and socio-economically heterogeneous sample of approximately 6,400 American 14-18-year-olds finds parental involvement is much more likely to promote adolescent school success when it occurs in the context of an authoritative home environment.
Abstract: This article examines the impact of authoritative parenting, parental involvement in schooling, and parental encouragement to succeed on adolescent school achievement in an ethnically and socio-economically heterogeneous sample of approximately 6,400 American 14-18-year-olds. Adolescents reported in 1987 on their parents' general child-rearing practices and on their parents' achievement-specific socialization behaviors. In 1987, and again in 1988, data were collected on several aspects of the adolescents' school performance and school engagement. Authoritative parenting (high acceptance, supervision, and psychological autonomy granting) leads to better adolescent school performance and stronger school engagement. The positive impact of authoritative parenting on adolescent achievement, however, is mediated by the positive effect of authoritativeness on parental involvement in schooling. In addition, nonauthoritativeness attenuates the beneficial impact of parental involvement in schooling on adolescents achievement. Parental involvement is much more likely to promote adolescent school success when it occurs in the context of an authoritative home environment.
1,973 citations
TL;DR: This paper found that the ego-involved goal of superiority was associated with the belief that success requires high ability, whereas task orientation (the goal of gaining knowledge) was associated to beliefs that success required interest, effort, and collaboration with peers.
Abstract: Both sport and academic work play large roles in school life, yet there is little comparativeevidence on the nature or generality of achievement motivation across these domains. In thisstudy, beliefs about the causes of success in school and sport of 207 high school students werefound to be related in a logical fashion to their personal goals. The ego-involved goal of superioritywas associated with the belief that success requires high ability, whereas task orientation (the goalof gaining knowledge) was associated with beliefs that success requires interest, effort, andcollaboration with peers. These goal-belief dimensions, or theories about success, cut across sportand schoolwork. However, little cross-domain generality was found for perceptions of ability andintrinsic satisfaction. Intrinsic satisfaction in sport primarily related to perceived ability in thatsetting. Task orientation, not perceived ability, was the major predictor of satisfaction inschoolwork.
1,457 citations
TL;DR: It is found that White youngsters benefit from the combination of authoritative parenting and peer support for achievement, whereas Hispanic youngsters suffer from a combination of parental authoritarianism and low peer support.
Abstract: Using data collected from a large sample of high school students, the authors challenge three widely held explanations for the superior school performance of Asian-American adolescents, and the inferior performance of African- and Hispanic-American adolescents: group differences in (a) parenting practices, (b) familial values about education, and (c) youngsters' beliefs about the occupational rewards of academic success. They found that White youngsters benefit from the combination of authoritative parenting and peer support for achievement, whereas Hispanic youngsters suffer from a combination of parental authoritarianism and low peer support. Among Asian-American students, peer support for academic excellence offsets the negative consequences of authoritarian parenting. Among African-American youngsters, the absence of peer support for achievement undermines the positive influence of authoritative parenting.
1,184 citations
Book•
01 Jan 1992
TL;DR: In this paper, Gamoran, Lamborn, Seashore Louis, and Wehlage present the findings of one of these studies, as carried out by the National Center of Effective Secondary Schools located at the University of Wisconsin-Madison.
Abstract: In 1985 the federal government funded two 5-year centres to conduct research on effective schools. "Student Engagement and Achievement in American Secondary Schools" presents the findings of one of these studies, as carried out by the National Center of Effective Secondary Schools located at the University of Wisconsin-Madison. Editor Fred M. Newmann and the other contributors to this study examine existing research, detail their own findings, and propose concrete strategies for improving students' achievement in secondary schools. The range of topics discussed include: the significance and sources of student engagement; taking students seriously; higher-order thinking and prospects for classroom thoughtfulness; building new programmes for students at risk; cultivating teacher engagement; and putting schools in perspective. A conclusion by Newmann rounds out the book and asks the question, "What have we learned about how to enhance student engagement and achievement in American secondary schools?" Chapter authors include Adam Gamoran, Susie D. Lamborn, Karen Seashore Louis, and Gary G. Wehlage. This book should be useful for anyone interested in helping secondary school students be successful, including researchers, curriculum and instruction supervisors, secondary school principals, and pre- and in-service teachers.
839 citations
Journal Article•
815 citations
TL;DR: In this article, an anthropological analysis of student participation in college is presented, focusing on the role of race and gender in student participation and participation in the process of college admission.
Abstract: (1992). An Anthropological Analysis of Student Participation in College. The Journal of Higher Education: Vol. 63, No. 6, pp. 603-618.
709 citations
01 Jan 1992
TL;DR: In this article, the concept and measurement of interest strategies and methods of research research conducted prior to 1965: a summary of reviews, and research conducted since 1965: meta-analysis.
Abstract: Content: Concept and measurement of interest Strategies and methods of research Research conducted prior to 1965: a summary of reviews Research conducted since 1965: a meta-analysis
553 citations
TL;DR: In this paper, the effects of total extracurricular activity participation (TEAP) during the last two years of high school were examined using the large, nationally representative High School and Beyond data.
Abstract: Effects of total extracurricular activity participation (TEAP) during the last 2 years of high school were examined using the large, nationally representative High School and Beyond data. After controlling background variables and sophomore outcomes, TEAP had small but statistically significant and positive relations with 17 of 22 senior and postsecondary outcomes (e.g., social and academic self-concept, educational aspirations, coursework selection, homework, absenteeism, academic achievement, and subsequent college attendance). Whereas there were small nonlinear components, increases in TEAP across almost the whole range of TEAP scores were associated with increases in benefits for most of the outcomes
TL;DR: The authors investigated the relation between personality and intelligence in the context or the distinction between intelligence as typical engagement and intelligence as maximal engagement and suggested that intelligence as a typical engagement results in clearer understanding or personality-intelligence relations.
Abstract: Relations between personality and intelligence were investigated in the context or the distinction between intelligence as typical engagement and intelligence as maximal engagement The traditional approach to investigating the association between intelligence as maximal performance and personality was reviewed, and suggestions were made, including the suggestion that intelligence as typical engagement results in clearer understanding or personality-intelligence relations Thirteen personality/interest constructs hypothesized to surround a core construct or typical intellectual engagement and related to typical intellectual performance were operationalized
Book•
01 Jan 1992
TL;DR: Hertz-Lazarowitz et al. as discussed by the authors presented an overview of the theoretical anatomy of cooperation in the classroom and the implications of current research for classroom application, including role reversal and minority empowerment strategies on decision making in numerically unbalanced cooperative groups.
Abstract: Introduction: an overview of the theoretical anatomy of cooperation in the classroom Rachel Hertz-Lazarowitz, Valerie Benveniste Kirkus and Norman Miller Part I. Developmental Foundations and the Social Construction of Knowledge: 1. From convention to invention: three approaches to peer interaction during writing Sarah J. McCarthey and Susan McMahon 2. Cooperative problem solving: a link to inner speech Barbara L. Bershon 3. Children's instrumental help seeking: its role in the social acquisition and construction of knowledge Sharon Nelson-LeGall Part II. Social Skills and Classroom Factors Influencing Peer Interactions: 4. Understanding interactive behaviours: looking at six mirrors of the classroom Rachel Hertz-Lazarowitz 5. Testing a theoretical model of student interaction and learning in small groups Noreen M. Webb 6. Scripted cooperation in student dyads: a method for analysing and enhancing academic learning and performance Angela M. O'Donnell and Donald F. Danscreau Part III. The Effects of Task and Reward Structure on Academic Achievement: 7. When and why does cooperative learning increase achievement: theoretical and empirical perspectives Robert E. Slavin 8. Positive interdependence: key to effective cooperation Part IV. Factors Influencing the Promotion of Positive Intergroup Relations: 9. Social categorisation and intergroup acceptance: Principles for the design and development of cooperative learning teams Norman Miller and Hugh J. Harrington 10. The impacts of role reversal and minority empowerment strategies on decision-making in numerically unbalanced cooperative groups Geoffrey M. Maruyama, Sharon Knechel and Renec Peterson Conclusion: cooperative interaction: implications of current research for classroom application Rachel Hertz-Lazarowitz, Valerie Benveniste Kirkus and Norman Miller.
TL;DR: A culturally relevant approach to literacy teaching is presented in this article, where the authors present reading between the lines and beyond the pages as an approach to teaching African-American learners to read.
Abstract: (1992). Reading between the lines and beyond the pages: A culturally relevant approach to literacy teaching. Theory Into Practice: Vol. 31, Literacy and the African-American Learner/The Struggle Between Access and Denial, pp. 312-320.
TL;DR: Results indicate that, for both boys and girls, poor school achievement was a necessary component of the causal path between Grade 1 disruptive behavior and age 14 delinquent personality.
Abstract: Three alternative models concerning the causal links between early disruptive behavior, poor school achievement, and delinquent behavior or antisocial personality were tested with linear structural equation modeling. Subjects were boys and girls followed from first grade to age 14. Disruptive behavior was assessed in Grade 1; school achievement was assessed in Grades 1 and 4; delinquent behavior and antisocial personality were assessed at age 14. With regard to self-reported delinquent behavior at age 14, results indicate that the best model for boys was a direct causal link between Grade 1 disruptive behavior and delinquent behavior. Poor school achievement was not a necessary causal factor. For girls, none of the tested models were a good fit to the delinquent behavior data. As for delinquent personality, results indicate that, for both boys and girls, poor school achievement was a necessary component of the causal path between Grade 1 disruptive behavior and age 14 delinquent personality.
TL;DR: In this paper, meta-analytic reviews have focused on five distinct instructional programs that separate students by ability: multilevel dasses, cross-grade programs, within-class grouping, enriched classes for learners, and cross-class enrichment.
Abstract: Meta-analytic reviews have focused on five distinct instructional programs that separate students by ability: multilevel dasses, cross-grade programs, within-class grouping, enriched classes for th...
TL;DR: The authors used longitudinal data relating 98 6th-grade math teachers' expectations to 1,731 students' performance and found that teacher expectations predicted changes in student achievement beyond effects accounted for by previous achievement and motivation.
Abstract: Hypotheses regarding self-fulfilling prophecies, perceptual biases, and accuracy were tested using longitudinal data relating 98 6th-grade math teachers' expectations to 1,731 students' performance. Consistent with the self-fulfilling prophecy hypothesis, teacher expectations predicted changes in student achievement beyond effects accounted for by previous achievement and motivation. Consistent with the perceptual bias hypothesis, teacher expectations predicted their own evaluations of students' performance more strongly than they predicted standardized test scores
Book•
23 Jul 1992
TL;DR: In this paper, the EDURURAL project was used to evaluate the performance of primary schools in rural northeast Brazil and showed that improving the quality of schools could lead to gains in efficiency that more than offset the direct costs of the improvements.
Abstract: Education policy in developing countries is often expressed as a tradeoff between quality of schools and equity of access by students. The analysis behind this book demonstrates that such a distinction may be artificial. The research, which emerged from an effort to improve educational performance in rural northeast Brazil, shows that improving the quality of schools could lead to gains in efficiency that more than offset the direct costs of the improvements. Through the cost savings they generate, quality improvements can also increase equity of access. This quantitative assessment of eduational performance and school promotion in primary schools is unique in its ability to address directly a range of important policy concerns facing developing countries. The study relies on longitudinal data collected over seven years to evaluate the EDURURAL project, an educational intervention by the Brazilian government supported by the World Bank. The extensive data base permits more precise analysis of the underlying determinants of student achievement and promotion than was previously possible. The study includes a standard investigation of teachers and resources. In addition it examines the relationships between both achievement and promotion and student health and promotion and considers the likely effects of differences in teachers' skills and knowledge of subject matter.
TL;DR: The authors investigate the distribution of track-related opportunities and students' day-to-day school experiences associated with these practices, and find that trackrelated differences across the board, with some of the most dramatic evidence showing trackingVpartirnlqrjy. negative impact on low-income, African-American, and Latino students.
Abstract: O ver the past decade, researchers interested intracking^nd_ability^grouping have moved beyond an almost exclusive Concern with effects on student outcomes Jx)_investigate the distributionof Jearning opportunities and students' day-to-day school experiences associated with these practices. The latter studies reveal striking track-related differences across the board, with some of the most dramatic evidence showing trackingVpartirnlqrjy. negativejmpact_pn the opportunities of low;income, AfricanAmerlcan^jind^Latino students. This work, together with new research investigating track-related student outcomes and reanalysis of earlier studies, supports the increasingly clear and consistent (if not yet universally accepted) conclusion that this common way of organizing students for instruction is, in most instances, neither eguitable norj^ffective^
TL;DR: In this paper, a set of 14 academic self-concept scales was related to school performances in 8 school subjects for a sample of 507 high school boys, and the results indicated that components of academic selfconcepts are more differential-less correlated than are achievement scores.
Abstract: In extension of research on the Marsh/Shavelson model of self-concept, a set of 14 academic self-concept scales was related to school performances in 8 school subjects for a sample of 507 high school boys. Correlations between matching areas of self-concept and achievement (.45 to .70; mean r=.57) were much larger than those typically found in previous research. Path models and multitrait-multimethod analyses demonstrated that self-concept/academic achievement relations were very specific to particular shcool subjects. The findings indicate that components of academic self-concepts are more differential-less correlated-than are achievement scores and that relations between academic self-concepts and academic achievements are more content specific than has been previously assumed
TL;DR: This paper examined four structural characteristics of tracking systems: selectivity, electivity, inclusiveness, and scope, and found that differences in these characteristics lead to variation in between-track inequality (the achievement gap between tracks) and school productivity.
Abstract: The effects of tracking in high schools depend in part on the way tracking is organized: To the extent that the structure of tracking varies across schools, tracking's impact on achievement also varies. I examine four structural characteristics of tracking systems: selectivity, electivity, inclusiveness, and scope. I predict that differences in these characteristics lead to variation in between-track inequality (the achievement gap between tracks) and school productivity (average achievement of students in the school), net of the composition of the student body. In addition, I hypothesize that Catholic schools have less inequality between tracks and higher productivity overall than public schools. I test the hypotheses using data from High School and Beyond, a national survey of high schools and their students. The results show that schools vary significantly in the magnitude of track effects on math achievement, and they differ in net average achievement on both math and verbal tests. Schools with more mobility in their tracking systems produce higher math achievement overall. They also have smaller gaps between tracks in both math and verbal achievement when compared to schools with more rigid tracking systems. Moderately inclusive systems also have less between-track inequality in math; and overall school achievement tends to rise in both subjects as inclusiveness increases. The hypotheses about Catholic schools are also supported, especially for math achievement. The way Catholic schools implement tracking partially accounts for their advantages.
TL;DR: This paper provided a synthesis of studies that have examined language-minority students' academic achievement over a period of four or more years, for a comparison with the longitudinal findings on student academic achievement reported in the Ramirez study.
Abstract: This article provides a research synthesis of studies that have examined language-minority students' academic achievement over a period of four or more years, for a comparison with the longitudinal findings on student academic achievement reported in the Ramirez study. One program variable is the focus of this synthesis--the use of a minority language for instructional purposes. Some of the limitations to long-term research are discussed, followed by a summary of results from a variety of language-minority studies conducted in the United States on two-way bilingual education, late-exit bilingual education, early-exit bilingual education, and programs with no first language support. Implications for program effectiveness decisions for language-minority students are provided.
01 Jan 1992
Book•
01 Jan 1992TL;DR: Perkins as discussed by the authors examines the ways in which children learn and think and shows how current teaching methods leave children with a flimsy grasp of what they are taught, and suggests strategies for deepening knowledge and stimulating independent thought.
Abstract: In response to the crisis in American education, Perkins examines the ways in which children learn and think. He shows how current teaching methods leave children with a flimsy grasp of what they are taught, and suggests strategies for deepening knowledge and stimulating independent thought.
TL;DR: This paper investigated the correspondence among parents, teachers, and children in ratings of parent involvement (PI) and found that all sources of PI were significant predictors of Year 2 and Year 3 achievement beyond that accounted for by the control variables.
TL;DR: In this paper, the authors present data from a study to determine whether principal instructional leadership is predictive of school outcomes and discuss the implications of the research for developing school improvement strategies, concluding that personnel decisions about principal effectiveness made by educational policymakers or lay-controlled school site councils should be made only after careful consideration of research on the relationship between principal instructional leaders and school outcomes.
Abstract: Currently, many districts and states are pursuing reforms that focus on holding principals accountable for school performance. While effective schools research has established that strong principal leadership affects school academic achievement at least indirectly, this relationship is more complex than originally thought. Personnel decisions about principal effectiveness made by educational policymakers or lay-controlled school site councils should be made only after careful consideration of research on the relationship between principal instructional leadership and school outcomes. This article presents data from a study to determine whether principal instructional leadership is predictive of school outcomes and discusses the implications of the research for developing school improvement strategies.
TL;DR: This article explored the relation of four hypothesized sources of self-efficacy information to high school students' math selfefficacy and found that prior performance was the most efficient predictor of selfefficacies.
Abstract: The relation of four hypothesized sources of self-efficacy information to high school students' math self-efficacy was explored. Results indicated that (a) of the hypothesized sources, prior performance was the most efficient predictor of self-efficacy; (b) global academic self-concept did not explain unique self-efficacy variation beyond prior performance; and (c) the effect of self-efficacy on the perceived utility of math to future life and work plans was mediated by students' math/science interests.