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.

Academic Self-Concept: Theory, Measurement, and Research

Abstract: The purpose of this chapter is to summarize research on the role of academic selfconcept in educational settings and to relate these results to broader issues in selfconcept research For purposes of this chapter, consistent with theoretical and empirical research to be considered, self-concept is assumed to have an evalua­ tive character so that the terms self-concept and self-esteem are used inter­ changeably (but see discussion of global self-concept) A positive self-concept is valued as a desirable outcome in many disciplines such as social, clinical, and developmental psychology as well as in education Self-concept and related processes are also frequently posited as a mediating variable that facilitates the attainment of other desired outcomes In education, for example, research sug­ gests that the attainment of a positive academic self-concept affects academic behaviors, academic choices, educational aspirations, and subsequent academic achievement It is also likely that intervention programs that successfully pro­ duce short-term changes in skills and aptitudes will not have long-term effects unless there are concomitant changes in corresponding areas of self-concept

Low-income children's after-school care: are there beneficial effects of after-school programs?

Abstract: 4 types of after-school care (formal after-school programs, mother care, informal adult supervision, and self-care) were examined for 216 low-income children (M age = 9.1 years). After-school care was associated with maternal education, race, and family income but not with child gender, family marital status, neighborhood safety, or parenting style. When maternal education, race, and family income were controlled, attending a formal after-school program was associated with better academic achievement an social adjustment in comparison to other types of after-school care. Children's activities and experiences also varied in different after-school settings. Children in formal programs spent more time in academic activities and enrichment lessons and less time watching TV and playing outside unsupervised than other children. They also spent more time doing activities with peers and adults and less time with siblings than did other children. The time that children spent in these activities was correlated with their academic and conduct grades, peer relations, and emotional adjustment.

Self-Regulation and Academic Procrastination

Abstract: The role of autonomous self-regulation as a predictor of academic procrastination was assessed. French-Canadian students from a junior college (N = 498) completed the Academic Motivation Scale as well as an academic procrastination scale and other measures (anxiety, self-esteem, and depression) that have been found to be related to fear of failure. Correlation results indicated that students with intrinsic reasons for pursuing academic tasks procrastinated less than those with less autonomous reasons (external regulation and amotivation). Regression results indicated that the measures of depression, self-esteem, and anxiety accounted for 14% of the variance in academic procrastination, whereas the self-regulation variables accounted for 25%. These results support the notion that procrastination is a motivational problem that involves more than poor time management skills or trait laziness.

An Interaction-Based Approach to Enhancing Secondary School Instruction and Student Achievement.

Abstract: Improving teaching quality is widely recognized as critical to addressing deficiencies in secondary school education, yet the field has struggled to identify rigorously evaluated teacher-development approaches that can produce reliable gains in student achievement. A randomized controlled trial of My Teaching Partner–Secondary—a Web-mediated approach focused on improving teacher-student interactions in the classroom—examined the efficacy of the approach in improving teacher quality and student achievement with 78 secondary school teachers and 2237 students. The intervention produced substantial gains in measured student achievement in the year following its completion, equivalent to moving the average student from the 50th to the 59th percentile in achievement test scores. Gains appeared to be mediated by changes in teacher-student interaction qualities targeted by the intervention.

Report on the Effectiveness of Technology in Schools, 1990-1994.

Abstract: This report summarizes the educational technology research conducted from 1990 through 1994. It is based on 133 research reviews and reports on original research projects from both published and unpublished sources. This researcil varied in methodology: some studies used a technique for synthesizing and analyzing data from many different studies; some compared the use of technology to traditional instructional methods; some compared the use of technology under different learning conditions; and some utilized classroom observation. The report is divided into three sections: (1) "Effects of Technology on Student Achievement"; (2) "Effects of Technology on Student Self-Concept and Attitudes about Learning"; and (3) "Effects of Technology on Interactions Involving Teachers and Students in the Learning Environment." A list of conclusions drawn from the analysis is included, as well as a bibliography of the research cited. (Contains 170 references.)