Topic
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.
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01 Jan 1998
TL;DR: In this article, the authors discuss the importance of supportive relationships in the development of a child's developing system and how school policy affects the child-teacher relationship, and how strong relationships mean less risk.
Abstract: Why Supportive Relationships Are Essential How the Parts Affect the Whole - Systems Theory in Classroom Relationships The Child as a Developing System The Emotional Bond Between Children and Adults Examples from Life Counselling Teachers - the Key to Affecting Child-Teacher Relationships Enhancing the Relationships of the Classroom How School Policy Affects the Child Teacher Relationship Strong Relationships Mean Less Risk - an Agenda for Practice and Research.
1,506 citations
TL;DR: Six studies demonstrated that praise for intelligence had more negative consequences for students' achievement motivation than praise for effort, and children praised for intelligence described it as a fixed trait more than children praising for hard work, who believed it to be subject to improvement.
Abstract: Praise for ability is commonly considered to have beneficial effects on motivation. Contrary to this popular belief, six studies demonstrated that praise for intelligence had more negative consequences for students' achievement motivation than praise for effort. Fifth graders praised for intelligence were found to care more about performance goals relative to learning goals than children praised for effort. After failure, they also displayed less task persistence, less task enjoyment, more lowability attributions, and worse task performance than children praised for effort. Finally, children praised for intelligence described it as a fixed trait more than children praised for hard work, who believed it to be subject to improvement. These findings have important implications for how achievement is best encouraged, as well as for more theoretical issues, such as the potential cost of performance goals and the socialization of contingent self-worth.
1,484 citations
TL;DR: This paper found that the ego-involved goal of superiority was associated with the belief that success requires high ability, whereas task orientation (the goal of gaining knowledge) was associated to beliefs that success required interest, effort, and collaboration with peers.
Abstract: Both sport and academic work play large roles in school life, yet there is little comparativeevidence on the nature or generality of achievement motivation across these domains. In thisstudy, beliefs about the causes of success in school and sport of 207 high school students werefound to be related in a logical fashion to their personal goals. The ego-involved goal of superioritywas associated with the belief that success requires high ability, whereas task orientation (the goalof gaining knowledge) was associated with beliefs that success requires interest, effort, andcollaboration with peers. These goal-belief dimensions, or theories about success, cut across sportand schoolwork. However, little cross-domain generality was found for perceptions of ability andintrinsic satisfaction. Intrinsic satisfaction in sport primarily related to perceived ability in thatsetting. Task orientation, not perceived ability, was the major predictor of satisfaction inschoolwork.
1,457 citations
TL;DR: In this paper, the origins of bias in IQ tests were identified as the construct of "learning disability" underachievement among minority children language proficiency, bilingualism and academic achievement learning difficulties in "immersion" programmes assessment of bilingual exceptional students.
Abstract: Referral and assessment of minority students the origins of bias in IQ tests the construct of "learning disability" underachievement among minority children language proficiency, bilingualism and academic achievement learning difficulties in "immersion" programmes assessment of bilingual exceptional students pedagogical assumptions underlying special education from research and theory to policy and practice.
1,445 citations
TL;DR: In this article, the authors examined the relative magnitude of teacher effects on student achievement while simultaneously considering the influences of intraclassroom heterogeneity, student achievement level, and class size on academic growth.
Abstract: The Tennessee Value-Added Assessment System (TVAAS) has been designed to use statistical mixed-model methodologies to conduct multivariate, longitudinal analyses of student achievement to make estimates of school, class size, teacher, and other effects. This study examined the relative magnitude of teacher effects on student achievement while simultaneously considering the influences of intraclassroom heterogeneity, student achievement level, and class size on academic growth. The results show that teacher effects are dominant factors affecting student academic gain and that the classroom context variables of heterogeneity among students and class sizes have relatively little influence on academic gain. Thus, a major conclusion is that teachers make a difference. Implications of the findings for teacher evaluation and future research are discussed.
1,445 citations