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.

Continuity and Change in Early School Engagement: Predictive of Children’s Achievement Trajectories from First to Eighth Grade?

Abstract: Premises about the effects of early engagement on achievement were investigated with 383 children who were followed from ages 5.5 to 13.5. Change and continuity in behavioral (cooperative-resistant classroom participation) and emotional (school liking-avoidance) engagement were assessed during Grades 1-3 and were examined within variable- and person-oriented analyses as antecedents of scholastic progress from Grades 1 to 8. Findings corroborated the premises that change as well as continuity in early school engagement is predictive of children's long-term scholastic growth. Compared to children who participated cooperatively in classrooms, those who became increasingly resistant across the primary grades displayed lesser scholastic growth. Among children who manifested enduring engagement patterns, those who exhibited a combination of higher behavioral and emotional engagement across the primary grades made greater academic progress than those who displayed lower levels of these two forms of engagement. Overall, the results of this investigation were consistent with the school engagement hypothesis and extend what is known about the predictive contributions of early school engagement to children's achievement.

Low Examinee Effort in Low-Stakes Assessment: Problems and Potential Solutions.

Abstract: Student test-taking motivation in low-stakes assessment testing is examined in terms of both its relationship to test performance and the implications of low student effort for test validity. A theoretical model of test-taking motivation is presented, with a synthesis of previous research indicating that low student motivation is associated with a substantial decrease in test performance. A number of assessment practices and data analytic procedures for managing the problems posed by low student motivation are discussed.

The Potential for School-Based Interventions That Target Executive Function to Improve Academic Achievement: A Review

Abstract: This article systematically reviews what is known empirically about the association between executive function and student achievement in both reading and math and critically assesses the evidence for a causal association between the two. Using meta-analytic techniques, the review finds that there is a moderate unconditional association between executive function and achievement that does not differ by executive function construct, age, or measurement type but finds no compelling evidence that a causal association between the two exists.

Family background, educational resources, and educational attainment.

Abstract: Family background has been prominent in models of educational attainment. In most research, family background has been measured by socioeconomic indicators (e.g., parents' education, family income), to the exclusion of other family characteristics that also affect educational attainment. This paper argues that parents use resources to create a home environment conducive to higher attainment in education. Data from the National Longitudinal Study of the High School Class of 1972 are used to test several hypotheses concerning the impact of educational resources. The results support the notion that educational resources increase educational attainment.