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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TL;DR: Assessment of scholastic attainment, shifting, updating, inhibition, and verbal and visuo-spatial working memory in 11- and 12-year-old children found domain-specific associations existed between verbal working memory and attainment in English, and between visuo -spatialWorking memory and achievement inEnglish, mathematics and science.
Abstract: Links have recently been established between measures of educational attainment and both verbal and visuo-spatial aspects of working memory. Relationships have also been identified between specific executive functions-shifting, updating, and inhibition-and scholastic achievement. In the present study, scholastic attainment, shifting, updating, inhibition, and verbal and visuo-spatial working memory were assessed in 11- and 12-year-old children. Exploratory factor analysis identified two executive factors: one associated with updating functions and one associated with inhibition. Updating abilities were closely linked with performance on both verbal and visuo-spatial working memory span tasks. Working memory was closely linked with attainment in English and mathematics, and inhibition was associated with achievement in English, mathematics, and science. Domain-specific associations existed between verbal working memory and attainment in English, and between visuo-spatial working memory and attainment in English, mathematics and science. Implications of the findings for the theoretical analysis of executive functioning, working memory and children's learning are discussed.
1,152 citations
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TL;DR: In this paper, the authors report on the construction, reliability, internal validity, and external validity of the Achievement Emotions Questionnaire (AEQ) which is designed to assess various achievement emotions experienced by students in academic settings.
1,150 citations
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TL;DR: The need to revise prevailing theories of school adjustment, and the research agendas that evolve from these perspectives, so as to incorporate interpersonal risk factors that operate within the school environment is illustrated.
Abstract: Evidence from two studies conducted with kindergarten samples (N = 200, M age = 5.58 years; N = 199, M age = 5.47 years) supported a series of interrelated hypotheses derived from a child × environment model of early school adjustment. The findings obtained were consistent with the following inferences: (1) Entry factors, such as children's cognitive maturity and family backgrounds, directly as well as indirectly influence children's behavior, participation, and achievement in kindergarten; (2) as children enter school, their initial behavioral orientations influence the types of relationships they form with peers and teachers; (3) stressful aspects of children's peer and teacher relationships in the school environment adversely impact classroom participation and achievement; and (4) classroom participation is an important prerequisite for achievement during kindergarten. Collectively, these findings illustrate the need to revise prevailing theories of school adjustment, and the research agendas that evolve from these perspectives, so as to incorporate interpersonal risk factors that operate within the school environment.
1,149 citations
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13 May 2013
TL;DR: Self-regulated learning (SRL) as discussed by the authors is defined as the self-directive process through which learners transform their mental abilities into task-related academic skills, rather than as a covert event that happens to them reactively as a result of teaching experiences.
Abstract: Theory and research on self-regulated academic learning emerged in the mid1980s to address the question of how students become masters of their own
learning processes. Neither a mental ability nor an academic performance skill,
self-regulation refers instead to the self-directive process through which learners
transform their mental abilities into task-related academic skills. This approach
views learning as an activity that students do for themselves in a proactive way,
rather than as a covert event that happens to them reactively as a result of
teaching experiences. Self-regulated learning (SRL) theory and research are not
limited to asocial forms of education, such as discovery learning, self-education
through reading, studying, programmed instruction, or computer-assisted
instruction, but can include social forms of learning such as modeling, guidance,
and feedback from peers, coaches, and teachers. The key issue defining learning
as self-regulated is not whether it is socially isolated, but rather whether the
learner displays personal initiative, perseverance, and adaptive skill in pursuing
it. In this initial chapter, I discuss self-regulation theories as a distinctive
approach to academic learning and instruction historically and then identify their
common features. Finally, I briefly introduce and compare seven prominent
theoretical perspectives on self-regulated learning-operant, phenomenological,
information processing, social cognitive, volitional, Vygotskian, and cognitive
constructivist approaches-in terms of those common features. In the chapters
that follow, each theoretical perspective is discussed at length by prominent
researchers who have used it to guide their research and instruction.
1,148 citations
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TL;DR: The authors empirically test how 12th-grade students of teachers with probationary certification, emergency certification, private school certification, or no certification in their subject area compare relative to students who have standard certification in the subject area.
Abstract: We empirically test how 12th-grade students of teachers with probationary certification, emergency certification, private school certification, or no certification in their subject area compare relative to students of teachers who have standard certification in their subject area. We also determine whether specific state-by-state differences in teacher licensure requirements systematically affect student achievement. In mathematics, we find teachers who have a standard certification have a statistically significant positive impact on student test scores relative to teachers who either hold private school certification or are not certified in their subject area. Contrary to conventional wisdom, mathematics and science students who have teachers with emergency credentials do no worse than students whose teachers have standard teaching credentials.
1,142 citations