Academic achievement

About: Academic achievement is a research topic. Over the lifetime, 69460 publications have been published within this topic receiving 2227289 citations. The topic is also known as: academic performance & educational achievement.

Student Differences in Self-Regulated Learning: Relating Grade, Sex, and Giftedness to Self-Efficacy and Strategy Use.

Abstract: Forty-five boys and 45 girls of the 5th, 8th, and 1 lth grades from a school for the academicallygifted and an identical number from regular schools were asked to describe their use of 14 self-regulated learning strategies and to estimate their verbal and mathematical efficacy. The groupsof students from both schools included Whites, Blacks, Hispanics, and Asians. Students camefrom middle-class homes. Gifted students displayed significantly higher verbal efficacy, mathe-matical efficacy, and strategy use than regular students. In general, 1 lth-grade students surpassed8th graders, who in turn surpassed 5th graders on the three measures of self-regulated learning.Students' perceptions of both verbal and mathematical efficacy were related to their use of self-regulated strategies. Evidence of relations between students' strategic efforts to learn and percep-tions of academic self-efficacy is concordant with a triadic view of self-regulated learning.

Relationships Matter: Linking Teacher Support to Student Engagement and Achievement.

Abstract: An emerging consensus exists in the school reform literature about what conditions contribute to student success.'** Conditions include high standards for academic learning and conduct, meaningful and engaging pedagogy and curriculum, professional learning communities among staff, and personalized learning environments. Schools providing such supports are more likely to have students who are engaged in and connected to school. Professionals and parents readily understand the need for high standards and quality curriculum and pedagogy in school. Similarly, the concept of teachers working together as professionals to ensure student success is not an issue. But the urgency to provide a personalized learning environment for students especially with schools struggling to provide textbooks to all students, hot meals, security, and janitorial services is not as great in many quarters. While parents would prefer their children experience a caring school environment, does such an environment influence student academic performance? Research suggests it does. For students to take advantage of high expectations and more advanced curricula, they need support from the people with whom they interact in school.^''

Effective Schools: A Review

Abstract: questions that must be addressed

Development of a Structured Interview for Assessing Student Use of Self-Regulated Learning Strategies

Abstract: Forty male and female l0th-grade students from a high achievement track and 40 from other (lower) achievement tracks of a suburban high school were interviewed concerning their use of self-regulated learning strategies during class, homework, and study. Fourteen categories of self-regulation strategies were identified from student answers that dealt with six learning contexts. High achieving students displayed significantly greater use of 13 categories of self-regulated learning. The students’ membership in their respective achievement group was predicted with 93% accuracy using their reports of self-regulated learning. When compared to students’ gender and socioeconomic status indices in regression analyses, self-regulated learning measures proved to be the best predictor of standardized achievement test scores. The results were discussed in terms of a social learning view of self-regulated learning.