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.

The Relationship between Physical Activity, Self-Esteem, and Academic Achievement in 12-Year-Old Children

Abstract: This study examined the relationships between children’s reported levels of physical activity, body-mass index, self-esteem, and reading and mathematics scores, while controlling for sex, family structure, and socioeconomic status. The data were collected from the full population of Grade 6 students (N = 6,923) in New Brunswick (NB), Canada in 1996, as part of the Elementary School Climate Study, and the NB Department of Education’s Grade 6 Assessment. Physical activity had a negative relationship with body-mass index. Physical activity had a positive relationship with self-esteem, and a trivial negative relationship with academic achievement. The analysis revealed that both females and males who were more physically active had considerably higher levels of self-esteem. The study suggests that the relationship between physical activity and academic achievement is weak. For some children, physical activity may be indirectly related to enhanced academic performance by improving physical health and self-esteem.

School Structural Characteristics, Student Effort, Peer Associations, and Parental Involvement: The Influence of School- and Individual-Level Factors on Academic Achievement

Abstract: This research examines the extent to which individual-level and school structural variables are predictors of academic achievement among a sample of 10th-grade students abstracted from the National Educational Longitudinal Study database. A secondary analysis of the data produced the following findings. The study results show that individual-level predictors, such as student effort, parent—child discussion, and associations with positive peers, play a substantial role in increasing students' achievement. Furthermore, the results also suggest that school climate—in particular, the sense of school cohesion felt by students, teachers, and administrators—is important to successful student outcomes. In total, school structural characteristics were found to have relatively small effects on student achievement when compared with individual-level characteristics. Given these results, interventions aimed at improving academic achievement need take into consideration the impact of individual-level and school struct...

Contemporaneous and longitudinal associations between social behavior and literacy achievement in a sample of low-income elementary school children.

Abstract: This study investigates associations between social skills (aggression and prosocial behavior) and literacy achievement in a sample of low-income children (between 4 and 6 years old when the study began) during elementary school. Results revealed consistent associations between social skills and literacy achievement in the first, third, and fifth grades, but the patterns of the associations were different for aggression and prosocial behavior. While the strength of the association between aggression and literacy achievement increased over the elementary grades, the association between prosocial behavior and literacy achievement decreased. In addition, path analyses revealed that poor literacy achievement in the first and third grades predicted relatively high aggressive behavior in the third and fifth grades, respectively.

Warm Demander Pedagogy: Culturally Responsive Teaching that Supports a Culture of Achievement for African American Students.

Abstract: This study operationalizes warm demander pedagogy as a component of culturally responsive teaching. These instructional methods emerged during a study that examined the pedagogy of two African American urban teachers as compared to the literature. Through observations and interviews, the study examined the following: (a) How did each teacher describe her instructional practices and beliefs? (b) What similarities and differences existed between the teachers’ practices and beliefs? (c) Was there evidence that the shared cultural/ethnic background of teachers and students influenced instructional practices? The study proposes warm demander and culturally responsive pedagogy to support a culture of achievement for students of color.

Parental Involvement: The Missing Link in School Achievement

Abstract: The value of parental participation is widely accepted, but participation is difficult to promote and maintain. Schools are becoming more diverse, and a great challenge facing educators is meeting the needs of all students. Closing the achievement gap and increasing student learning requires the collaboration of various interested groups, most notably parents. Families play an important role in creating a school that meets their child's needs, yet teachers admit they have little information or training on how to effectively work with diverse parents. In this article, numerous strategies for addressing barriers to school involvement and participation are presented. Methods for using families' cultures and experiences are also explored as a base for new learning and understanding.