Showing papers on "Academic achievement published in 2016"
TL;DR: Evidence indicates that PA has a relationship to areas of the brain that support complex cognitive processes during laboratory tasks, and there are positive associations among PA, fitness, cognition, and academic achievement.
Abstract: Background: The relationship among physical activity (PA), fitness, cognitive function, and academic achievement in children is receiving considerable attention. The utility of PA to improve cognition and academic achievement is promising but uncertain; thus, this position stand will provide clarity from the available science. Objective: The purpose of this study was to answer the following questions: 1) among children age 5–13 yr, do PA and physical fitness influence cognition, learning, brain structure, and brain function? 2) Among children age 5–13 yr, do PA, physical education (PE), and sports programs influence standardized achievement test performance and concentration/attention? Study Eligibility Criteria: This study used primary source articles published in English in peer-reviewed journals. Articles that presented data on, PA, fitness, or PE/sport participation and cognition, learning, brain function/structure, academic achievement, or concentration/attention were included. Data Sources: Two separate searches were performed to identify studies that focused on 1) cognition, learning, brain structure, and brain function and 2) standardized achievement test performance and concentration/attention. PubMed, ERIC, PsychInfo, SportDiscus, Scopus, Web of Science, Academic Search Premier, and Embase were searched (January 1990–September 2014) for studies that met inclusion criteria. Sixty-four studies met inclusion criteria for the first search (cognition/learning/brain), and 73 studies met inclusion criteria for the second search (academic achievement/concentration). Study Appraisal and Synthesis Methods: Articles were grouped by study design as cross-sectional, longitudinal, acute, or intervention trials. Considerable heterogeneity existed for several important study parameters; therefore, results were synthesized and presented by study design. Results: A majority of the research supports the view that physical fitness, single bouts of PA, and PA interventions benefit children’s cognitive functioning. Limited evidence was available concerning the effects of PA on learning, with only one cross-sectional study meeting the inclusion criteria. Evidence indicates that PA has a relationship to areas of the brain that support complex cognitive processes during laboratory tasks. Although favorable results have been obtained from cross-sectional and longitudinal studies related to academic achievement, the results obtained from controlled experiments evaluating the benefits of PA on academic performance are mixed, and additional, well-designed studies are needed. Limitations: Limitations in evidence meeting inclusion criteria for this review include lack of randomized controlled trials, limited studies that are adequately powered, lack of information on participant characteristics, failure to blind for outcome measures, proximity of PA to measurement outcomes, and lack of accountability for known confounders. Therefore, many studies were ranked as high risk for bias because of multiple design limitations. Conclusions: The present systematic review found evidence to suggest that there are positive associations among PA, fitness, cognition, and academic achievement. However, the findings are inconsistent, and the effects of numerous elements of PA on cognition remain to be explored, such as type, amount, frequency, and timing. Many questions remain regarding how to best incorporate PA within schools, such as activity breaks versus active lessons in relation to improved academic achievement. Regardless, the literature suggests no indication that increases in PA negatively affect cognition or academic achievement and PA is important for growth and development and general health. On the basis of the evidence available, the authors concluded that PA has a positive influence on cognition as well as brain structure and function; however, more research is necessary to determine mechanisms and long-term effect as well as strategies to translate laboratory findings to the school environment. Therefore, the evidence category rating is B. The literature suggests that PA and PE have a neutral effect on academic achievement. Thus, because of the limitations in the literature and the current information available, the evidence category rating for academic achievement is C.
1,098 citations
TL;DR: In this article, the consequences of teacher self-efficacy for the quality of classroom processes, students' academic adjustment, and teachers' psychological well-being were explored. But, negative associations were found between TSE and burnout factors.
Abstract: This study integrates 40 years of teacher self-efficacy (TSE) research to explore the consequences of TSE for the quality of classroom processes, students’ academic adjustment, and teachers’ psychological well-being. Via a criteria-based review approach, 165 eligible articles were included for analysis. Results suggest that TSE shows positive links with students’ academic adjustment, patterns of teacher behavior and practices related to classroom quality, and factors underlying teachers’ psychological well-being, including personal accomplishment, job satisfaction, and commitment. Negative associations were found between TSE and burnout factors. Last, a small number of studies indicated indirect effects between TSE and academic adjustment, through instructional support, and between TSE and psychological well-being, through classroom organization. Possible explanations for the findings and gaps in the measurement and analysis of TSE in the educational literature are discussed.
773 citations
TL;DR: Analysis of academic achievement and cognitive profiles of students with high math anxiety and low math anxiety showed that HMA students were weak in several measures of mathematics achievement, but not in reading and writing skills, and that students with HMA reported lower scores on short-term memory and WM performances.
Abstract: Mathematics anxiety (MA) has been defined as “a feeling of tension and anxiety that interferes with the manipulation of numbers and the solving of math problems in a wide variety of ordinary life and academic situations”. Previous studies have suggested that a notable proportion of children in primary and secondary school suffer from MA, which is negatively correlated with calculation skills. The processing efficiency and attentional control theories suggest that working memory (WM) also plays an important part in such anxious feelings. The present study aimed to analyze the academic achievement and cognitive profiles of students with high math anxiety (HMA) and low math anxiety (LMA). Specifically, 32 students with HMA and 34 with LMA matched for age, gender, generalized anxiety, and vocabulary attending sixth to eighth grades were selected from a larger sample. The two groups were tested on reading decoding, reading comprehension, mathematics achievement, and on verbal short-term memory and WM. Our findings showed that HMA students were weak in several measures of mathematics achievement, but not in reading and writing skills, and that students with HMA reported lower scores on short-term memory and WM performances (with associated difficulties in inhibiting irrelevant information) than children with LMA. In addition, a logistic regression showed that weaknesses in inhibitory control and fact retrieval were the strongest variables for classifying children as having HMA or LMA.
654 citations
TL;DR: This study is the first, to the authors' knowledge, to show that a growth mindset reliably predicts achievement across a national sample of students, including virtually all of the schools and socioeconomic strata in Chile, and extends prior research to find that family income is a strong predictor of achievement.
Abstract: Two largely separate bodies of empirical research have shown that academic achievement is influenced by structural factors, such as socioeconomic background, and psychological factors, such as students’ beliefs about their abilities. In this research, we use a nationwide sample of high school students from Chile to investigate how these factors interact on a systemic level. Confirming prior research, we find that family income is a strong predictor of achievement. Extending prior research, we find that a growth mindset (the belief that intelligence is not fixed and can be developed) is a comparably strong predictor of achievement and that it exhibits a positive relationship with achievement across all of the socioeconomic strata in the country. Furthermore, we find that students from lower-income families were less likely to hold a growth mindset than their wealthier peers, but those who did hold a growth mindset were appreciably buffered against the deleterious effects of poverty on achievement: students in the lowest 10th percentile of family income who exhibited a growth mindset showed academic performance as high as that of fixed mindset students from the 80th income percentile. These results suggest that students’ mindsets may temper or exacerbate the effects of economic disadvantage on a systemic level.
456 citations
TL;DR: The authors investigated the independent and interactive effects of race and social class as moderators of an intervention designed to promote performance, measured by grade in the course, in a double-blind randomized experiment conducted over four semesters of an introductory biology course.
Abstract: Many college students abandon their goal of completing a degree in science, technology, engineering, or math (STEM) when confronted with challenging introductory-level science courses. In the U.S., this trend is more pronounced for underrepresented minority (URM) and first-generation (FG) students, and contributes to persisting racial and social-class achievement gaps in higher education. Previous intervention studies have focused exclusively on race or social class, but have not examined how the 2 may be confounded and interact. This research therefore investigates the independent and interactive effects of race and social class as moderators of an intervention designed to promote performance, measured by grade in the course. In a double-blind randomized experiment conducted over 4 semesters of an introductory biology course (N = 1,040), we tested the effectiveness of a utility-value intervention in which students wrote about the personal relevance of course material. The utility-value intervention was successful in reducing the achievement gap for FG-URM students by 61%: the performance gap for FG-URM students, relative to continuing generation (CG)-Majority students, was large in the control condition, .84 grade points (d = .98), and the treatment effect for FG-URM students was .51 grade points (d = 0.55). The UV intervention helped students from all groups find utility value in the course content, and mediation analyses showed that the process of writing about utility value was particularly powerful for FG-URM students. Results highlight the importance of intersectionality in examining the independent and interactive effects of race and social class when evaluating interventions to close achievement gaps and the mechanisms through which they may operate. (PsycINFO Database Record
330 citations
TL;DR: In this article, the authors explored how academic achievement relates to two main components of self-regulated learning for students in elementary and secondary school and found that average correlations significantly differed based on the specific process or strategy, academic subject, grade level, type of selfregulated learning measure, and type of achievement measure.
Abstract: This research synthesis explores how academic achievement relates to two main components of self-regulated learning for students in elementary and secondary school. Two meta-analyses integrated previous findings on (1) the defining metacognitive processes of self-regulated learning and (2) students’ use of cognitive strategies. Overall correlations were small (metacognitive processes, r = 0.20; cognitive strategies, r = 0.11), but there was systematic variation around both of them. Five moderator analyses were conducted to explain this variation. Average correlations significantly differed based on the specific process or strategy, academic subject, grade level, type of self-regulated learning measure, and type of achievement measure. Follow-up tests explored the nature of these differences and largely support the hypotheses. Theoretical, methodological, and practical implications of these findings are discussed.
324 citations
TL;DR: In this paper, a meta-analysis examined which classroom management strategies and programs enhanced students' academic, behavioral, social-emotional, and motivational outcomes in primary education and found that focusing on the students' social emotional development appeared to have the largest contribution to the interventions' effectiveness.
Abstract: This meta-analysis examined which classroom management strategies and programs enhanced students’ academic, behavioral, social-emotional, and motivational outcomes in primary education. The analysis included 54 random and nonrandom controlled intervention studies published in the past decade (2003–2013). Results showed small but significant effects (average g = 0.22) on all outcomes, except for motivational outcomes. Programs were coded for the presence/absence of four categories of strategies: focusing on the teacher, on student behavior, on students’ social-emotional development, and on teacher–student relationships. Focusing on the students’ social-emotional development appeared to have the largest contribution to the interventions’ effectiveness, in particular on the social-emotional outcomes. Moreover, we found a tentative result that students’ academic outcomes benefitted from teacher-focused programs.
298 citations
TL;DR: Investigation of how motivation and participation influence students' performance in a MOOC found that the strongest predictor of performance was participation, followed by motivation, which influenced and was influenced by students' participation during the course.
Abstract: Over the last 5years, massive open online courses MOOCs have increasingly provided learning opportunities across the world in a variety of domains. As with many emerging educational technologies, why and how people come to MOOCs needs to be better understood and importantly what factors contribute to learners' MOOC performance. It is known that online learning environments require greater levels of self-regulation, and that high levels of motivation are crucial to activate these skills. However, motivation is a complex construct and research on how it functions in MOOCs is still in its early stages. Research presented in this article investigated how motivation and participation influence students' performance in a MOOC, more specifically those students who persist to the end of the MOOC. Findings indicated that the strongest predictor of performance was participation, followed by motivation. Motivation influenced and was influenced by students' participation during the course. Moreover, situational interest played a crucial role in mediating the impact of general intrinsic motivation and participation on performance. The results are discussed in relation to how educators and designers of MOOCs can use knowledge emerging from motivational assessments and participation measures gleaned from learning analytics to tailor the design and delivery of courses. © 2016 John Wiley & Sons Ltd
280 citations
TL;DR: The etiology of Grit is highly similar to other personality traits, not only in showing substantial genetic influence but also in showing no influence of shared environmental factors.
Abstract: Grit-perseverance and passion for long-term goals-has been shown to be a significant predictor of academic success, even after controlling for other personality factors. Here, for the first time, we use a U.K.-representative sample and a genetically sensitive design to unpack the etiology of Grit and its prediction of academic achievement in comparison to well-established personality traits. For 4,642 16-year-olds (2,321 twin pairs), we used the Grit-S scale (perseverance of effort and consistency of interest), along with the Big Five personality traits, to predict grades on the General Certificate of Secondary Education (GCSE) exams, which are administered U.K.-wide at the end of compulsory education. Twin analyses of Grit perseverance yielded a heritability estimate of 37% (20% for consistency of interest) and no evidence for shared environmental influence. Personality, primarily conscientiousness, predicts about 6% of the variance in GCSE grades, but Grit adds little to this prediction. Moreover, multivariate twin analyses showed that roughly two-thirds of the GCSE prediction is mediated genetically. Grit perseverance of effort and Big Five conscientiousness are to a large extent the same trait both phenotypically (r = 0.53) and genetically (genetic correlation = 0.86). We conclude that the etiology of Grit is highly similar to other personality traits, not only in showing substantial genetic influence but also in showing no influence of shared environmental factors. Personality significantly predicts academic achievement, but Grit adds little phenotypically or genetically to the prediction of academic achievement beyond traditional personality factors, especially conscientiousness. (PsycINFO Database Record
279 citations
TL;DR: This paper found that academic achievement gaps between high and low-income students born in the 1990s were much larger than between cohorts born two decades earlier, and that racial/ethnic achievement gaps declined during the same period.
Abstract: Academic achievement gaps between high- and low-income students born in the 1990s were much larger than between cohorts born two decades earlier. Racial/ethnic achievement gaps declined during the ...
273 citations
TL;DR: The authors used self-report surveys to gather information on a broad set of non-cognitive skills from 1,368 eighth graders and found positive impacts of charter school attendance on achievement and attendance but negative impacts on these non cognitive skills.
Abstract: We used self-report surveys to gather information on a broad set of non-cognitive skills from 1,368 eighth graders. At the student level, scales measuring conscientiousness, self-control, grit, and growth mindset are positively correlated with attendance, behavior, and test-score gains between fourth grade and eighth grade. Conscientiousness, self-control, and grit are unrelated to test-score gains at the school level, however, and students attending over-subscribed charter schools score lower on these scales than do students attending district schools. Exploiting admissions lotteries, we find positive impacts of charter school attendance on achievement and attendance but negative impacts on these non-cognitive skills. We provide suggestive evidence that these paradoxical results are driven by reference bias or the tendency for survey responses to be influenced by social context.
Posted Content•
TL;DR: Significant links between both school-based involvement and parental educational expectations and adolescents’ cumulative high school grades and educational attainment are observed and academic interventions and supports could be carefully targeted to better support the educational success of all young people.
Abstract: Parental educational involvement in primary and secondary school is strongly linked to students' academic success; however; less is known about the long-term effects of parental involvement. In this study, we investigated the associations between four aspects of parents' educational involvement (i.e., home- and school-based involvement, educational expectations, academic advice) and young people's proximal (i.e., grades) and distal academic outcomes (i.e., educational attainment). Attention was also placed on whether these relations varied as a function of family socioeconomic status or adolescents' prior achievement. The data were drawn from 15,240 10th grade students (50 % females; 57 % White, 13 % African American, 15 % Latino, 9 % Asian American, and 6 % other race/ethnicity) participating in the Education Longitudinal Study of 2002. We observed significant links between both school-based involvement and parental educational expectations and adolescents' cumulative high school grades and educational attainment. Moderation analyses revealed that school-based involvement seemed to be particularly beneficial for more disadvantaged youth (i.e., those from low-SES families, those with poorer prior achievement), whereas parents' academic socialization seemed to better promote the academic success of more advantaged youth (i.e., those from high-SES families, those with higher prior achievement). These findings suggest that academic interventions and supports could be carefully targeted to better support the educational success of all young people.
TL;DR: The authors examined the age of onset, over-time dynamics, and mechanisms underlying science achievement gaps in U.S. elementary and middle schools, and found that general knowledge was the strongest predictor of first grade general knowledge.
Abstract: We examined the age of onset, over-time dynamics, and mechanisms underlying science achievement gaps in U.S. elementary and middle schools. To do so, we estimated multilevel growth models that included as predictors children’s own general knowledge, reading and mathematics achievement, behavioral self-regulation, sociodemographics, other child- and family-level characteristics (e.g., parenting quality), and school-level characteristics (e.g., racial, ethnic, and economic composition; school academic climate). Analyses of a longitudinal sample of 7,757 children indicated large gaps in general knowledge already evident at kindergarten entry. Kindergarten general knowledge was the strongest predictor of first-grade general knowledge, which in turn was the strongest predictor of children’s science achievement from third to eighth grade. Large science achievement gaps were evident when science achievement measures first became available in third grade. These gaps persisted until at least the end of eighth grad...
TL;DR: This paper identified and synthesized the empirical research on how leadership influences student achievement and provided evidence on how school leaders should direct their efforts, and grouped the 28 practices according to systematic criteria and found five overarching domains.
Abstract: The field of educational leadership has accrued a body of research that explains how leaders influence student achievement through the enactment of various practices. Yet, differences exist in the substance of the frameworks that assert the areas to which leaders should attend. The specific purposes of this article are to identify and synthesize the empirical research on how leadership influences student achievement and to provide evidence on how school leaders should direct their efforts. During the literature review, we consulted experts for recommendations and searched peer-reviewed journals from 2000 to 2014. The literature review yielded 56 empirical research studies of relevance to the topic and 3 frameworks consisting of clustered practices. We then grouped the 28 practices according to systematic criteria and found 5 overarching domains. In doing so, this study unifies existing frameworks through developing a cohesive set of practices to inform the work of researchers and practitioners.
01 Jan 2016
TL;DR: This article examined the age of onset, over-time dynamics, and mechanisms underlying science achievement gaps in U.S. elementary and middle schools, and found that general knowledge was the strongest predictor of first grade general knowledge.
Abstract: We examined the age of onset, over-time dynamics, and mechanisms underlying science achievement gaps in U.S. elementary and middle schools. To do so, we estimated multilevel growth models that included as predictors children’s own general knowledge, reading and mathematics achievement, behavioral self-regulation, sociodemographics, other child- and family-level characteristics (e.g., parenting quality), and school-level characteristics (e.g., racial, ethnic, and economic composition; school academic climate). Analyses of a longitudinal sample of 7,757 children indicated large gaps in general knowledge already evident at kindergarten entry. Kindergarten general knowledge was the strongest predictor of first-grade general knowledge, which in turn was the strongest predictor of children’s science achievement from third to eighth grade. Large science achievement gaps were evident when science achievement measures first became available in third grade. These gaps persisted until at least the end of eighth grad...
TL;DR: The use of mAR applications in anatomy education contributed to the formation of an effective and productive learning environment and the sensory experience and real time interaction with environment may provide learning satisfaction and enable students to structure their knowledge to complete the learning tasks.
Abstract: Augmented reality (AR), a new generation of technology, has attracted the attention of educators in recent years. In this study, a MagicBook was developed for a neuroanatomy topic by using mobile augmented reality (mAR) technology. This technology integrates virtual learning objects into the real world and allow users to interact with the environment using mobile devices. The purpose of this study was to determine the effects of learning anatomy via mAR on medical students' academic achievement and cognitive load. The mixed method was applied in the study. The random sample consisted of 70 second-year undergraduate medical students: 34 in an experimental group and 36 in a control group. Academic achievement test and cognitive load scale were used as data collection tool. A one-way MANOVA test was used for analysis. The experimental group, which used mAR applications, reported higher achievement and lower cognitive load. The use of mAR applications in anatomy education contributed to the formation of an effective and productive learning environment. Student cognitive load decreased as abstract information became concrete in printed books via multimedia materials in mAR applications. Additionally, students were able to access the materials in the MagicBook anytime and anywhere they wanted. The mobile learning approach helped students learn better by exerting less cognitive effort. Moreover, the sensory experience and real time interaction with environment may provide learning satisfaction and enable students to structure their knowledge to complete the learning tasks. Anat Sci Educ 9: 411-421. © 2016 American Association of Anatomists.
TL;DR: This paper examined the relationship among intrinsic motivation to learn, learning goals, behavioral engagement at school, and academic performance (measured by GPA) in 1,575 students in an ethnically and racially diverse high school.
Abstract: Using structural equation models, with gender, parent education, and prior grade point average (GPA) as control variables, we examined the relationships among intrinsic motivation to learn, learning goals, behavioral engagement at school, and academic performance (measured by GPA) in 1,575 students in an ethnically and racially diverse high school. Intrinsic motivation to learn was indirectly and positively related to academic performance via classroom engagement. Seventy-five percent of the variance in engagement and 33% of the variance in GPA were explained by variables in the study. Results were generally replicated when the model was tested separately with the 336 African American students and the 311 Latin@ students. The significant indirect effect of intrinsic motivation to learn on GPA via engagement, as well as the positive direct association between learning goals and academic performance, suggest that students will benefit from schools fostering intrinsic motivation to learn and learning goals.
TL;DR: Two second-order meta-analyses synthesized approximately 100 years of research on the effects of ability grouping and acceleration on K-12 students' academic achievement as discussed by the authors, and the results of 13 ability groups were analyzed.
Abstract: Two second-order meta-analyses synthesized approximately 100 years of research on the effects of ability grouping and acceleration on K–12 students’ academic achievement. Outcomes of 13 ability gro...
Posted Content•
TL;DR: This article studied the impact of post-1990 school finance reforms, during the so-called "adequacy" era, on absolute and relative spending and achievement in low-income school districts, using an event study research design that exploits the apparent randomness of reform timing.
Abstract: We study the impact of post-1990 school finance reforms, during the so-called “adequacy” era, on absolute and relative spending and achievement in low-income school districts. Using an event study research design that exploits the apparent randomness of reform timing, we show that reforms lead to sharp, immediate, and sustained increases in spending in low-income school districts. Using representative samples from the National Assessment of Educational Progress, we find that reforms cause increases in the achievement of students in these districts, phasing in gradually over the years following the reform. The implied effect of school resources on educational achievement is large.
TL;DR: A meta-analysis of 36 studies examining the relations between parent autonomy support and child outcomes indicated that PAS was related to greater academic achievement and indicators of adaptive psychosocial functioning, including autonomous motivation, psychological health, perceived competence, engagement, and positive attitudes toward school, among other outcomes as mentioned in this paper.
Abstract: A meta-analysis of 36 studies examining the relations between parent autonomy support (PAS) and child outcomes indicated that PAS was related to greater academic achievement and indicators of adaptive psychosocial functioning, including autonomous motivation, psychological health, perceived competence, engagement, and positive attitudes toward school, among other outcomes. The strongest relation emerged between PAS and psychological health. Results indicated that the strength of the PAS relation was stronger when PAS was reflective of both parents, rather than of just mothers or just fathers among five of six outcomes for which moderators could be examined. Moderator analyses also suggested that PAS correlations are stronger when the outcome is better aligned to the predictor and the relation between PAS and psychosocial outcomes may vary by grade level. Implications for theory and future research are discussed.
TL;DR: Using regression analyses, this study finds early numeracy abilities to be the strongest predictors of later mathematics achievement, with advanced counting competencies more predictive than basic counting competency.
TL;DR: This article reviewed 65 journal articles and 31 doctoral dissertations published from January 2001 to May 2015 to examine the effect of one-to-one laptop programs on teaching and learning in K-12 schools.
Abstract: Over the past decade, the number of one-to-one laptop programs in schools has steadily increased. Despite the growth of such programs, there is little consensus about whether they contribute to improved educational outcomes. This article reviews 65 journal articles and 31 doctoral dissertations published from January 2001 to May 2015 to examine the effect of one-to-one laptop programs on teaching and learning in K–12 schools. A meta-analysis of 10 studies examines the impact of laptop programs on students’ academic achievement, finding significantly positive average effect sizes in English, writing, mathematics, and science. In addition, the article summarizes the impact of laptop programs on more general teaching and learning processes and perceptions as reported in these studies, again noting generally positive findings.
TL;DR: In this article, the authors explored relationships between motivation, university adaptation and indicators of mental health and well-being and academic performance of 184 first-year university students (73% female, mean age = 19.3 years).
Abstract: High rates of mental illness among students and discontinuation with university studies are regularly reported. The current study sought to explore relationships between motivation, university adaptation and indicators of mental health and well-being and academic performance of 184 first-year university students (73% female, mean age = 19.3 years). As expected, intrinsic motivation was associated with greater subjective well-being, meaning in life and academic performance. Extrinsic motivations showed few relationships to outcome variables, while amotivation was consistently associated with poor outcomes. Hierarchical regression revealed that after accounting for adjustment, motivational orientations provided a small, though significant, contribution to the prediction of outcomes. These results are discussed in relation to Self-Determination Theory, the eudaimonic/hedonic dichotomy and implications for career counselling and teaching.
TL;DR: This paper found that children can accurately perceive their parents' failure mind-sets but not their parents’ intelligence mindsets, and that children’s perceptions of their parents failure mindset also predicted their own intelligence mind-set.
Abstract: Children’s intelligence mind-sets (i.e., their beliefs about whether intelligence is fixed or malleable) robustly influence their motivation and learning. Yet, surprisingly, research has not linked parents’ intelligence mind-sets to their children’s. We tested the hypothesis that a different belief of parents—their failure mind-sets—may be more visible to children and therefore more prominent in shaping their beliefs. In Study 1, we found that parents can view failure as debilitating or enhancing, and that these failure mind-sets predict parenting practices and, in turn, children’s intelligence mind-sets. Study 2 probed more deeply into how parents display failure mind-sets. In Study 3a, we found that children can indeed accurately perceive their parents’ failure mind-sets but not their parents’ intelligence mind-sets. Study 3b showed that children’s perceptions of their parents’ failure mind-sets also predicted their own intelligence mind-sets. Finally, Study 4 showed a causal effect of parents’ failure ...
TL;DR: In this paper, a meta-analysis integrates the results of 308 empirical studies on associations of general parenting dimensions and styles with academic achievement of children and adolescents assessed via grade point average or academic achievement tests.
Abstract: Parents and researchers alike are interested in how to promote children’s academic competence. The present meta-analysis integrates the results of 308 empirical studies on associations of general parenting dimensions and styles with academic achievement of children and adolescents assessed via grade point average or academic achievement tests. Parental responsiveness (warmth), behavioral control, autonomy granting, and an authoritative parenting style were associated with better academic performance both concurrently and in longitudinal studies, although these associations were small in a statistical sense. Parental harsh control, and psychological control, as well as neglectful, authoritarian, and permissive parenting styles were related to lower achievement with small to very small effect sizes. With three exceptions, parenting dimensions and styles also predicted change in academic achievement over time. Moderating effects of child age, ethnicity, reporter on parenting and academic achievement, quality of the parenting and achievement measure, and publication status were identified. It is concluded that associations of academic achievement with general parenting dimensions/styles tend to be smaller than associations of school-specific parental involvement which have been addressed in previous meta-analyses.
TL;DR: In this paper, the authors examined the effects of teachers' implicit and explicit ethnicity-based expectations for academic achievement and implicit prejudiced attitudes about academic achievement on students' actual academic success over time and found that students benefited most academically when their implicit biases favored the ethnic group to which the student belonged.
TL;DR: There is a strong relationship between learner’s behaviors and their academic achievement, and the proposed model based on data mining techniques with new data attributes/features, which are called student's behavioral features proves the reliability of this proposed model.
Abstract: Educational data mining has received considerable attention in the last few years. Many data mining techniques are proposed to extract the hidden knowledge from educational data. The extracted knowledge helps the institutions to improve their teaching methods and learning process. All these improvements lead to enhance the performance of the students and the overall educational outputs. In this paper, we propose a new student’s performance prediction model based on data mining techniques with new data attributes/features, which are called student’s behavioral features. These type of features are related to the learner’s interactivity with the e-learning management system. The performance of student’s predictive model is evaluated by set of classifiers, namely; Artificial Neural Network, Naive Bayesian and Decision tree. In addition, we applied ensemble methods to improve the performance of these classifiers. We used Bagging, Boosting and Random Forest (RF), which are the common ensemble methods used in the literature. The obtained results reveal that there is a strong relationship between learner’s behaviors and their academic achievement. The accuracy of the proposed model using behavioral features achieved up to 22.1% improvement comparing to the results when removing such features and it achieved up to 25.8% accuracy improvement using ensemble methods. By testing the model using newcomer students, the achieved accuracy is more than 80%. This result proves the reliability of the proposed model.
TL;DR: A systematic review of contemporary empirical studies on executive function is presented in this paper, which identifies both points of convergence and divergence, as well as issues with both the conceptualization and operationalization of executive function.
Abstract: Executive function is comprised of different behavioral and cognitive elements and is considered to play a significant role in learning and academic achievement. Educational researchers frequently study the construct. However, because of its complexity functionally, the research on executive function can at times be both confusing and contradictory. To attempt to bring some clarity to the construct, a systematic review of contemporary empirical studies was conducted. A PsycInfo database search was conducted and 106 empirical studies were selected for review. The analyses explored specific aspects of these studies such as how executive function is defined and measured, and in what domains and population groups is it studied. The resulting analyses identified both points of convergence and divergence, as well as issues with both the conceptualization and operationalization of executive function.
TL;DR: In this paper, the authors examined the relation between teachers' emotional exhaustion and educational outcomes among students, including cognitive (i.e., achievement in terms of school grades and standardized achievement test scores) and noncognitive (competence self-perceptions, school satisfaction, and perceptions of teacher support) outcomes.
Abstract: Studies investigating the effects of emotional exhaustion among teachers have primarily focused on its relations with teacher-related outcome variables but little research has been done for examining its relations with student outcomes. Therefore, this study examines the relations between teachers’ emotional exhaustion and educational outcomes among students. Students’ educational outcomes considered here cover a wide range of cognitive (i.e., achievement in terms of school grades and standardized achievement test scores) and noncognitive (competence self-perceptions, school satisfaction, and perceptions of teacher support) outcomes. The analyses are based on the PIRLS 2006 German data including 380 teachers and 7,899 4th grade students. The results demonstrated direct negative relations between teachers’ emotional exhaustion and the class average of students’ school grades, standardized achievement test scores, school satisfaction, and perceptions of teacher support, but not competence self-perceptions. At the individual student level, the results showed significant relations between noncognitive outcomes and academic achievement. (PsycINFO Database Record (c) 2016 APA, all rights reserved)