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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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30 Sep 2002
TL;DR: This paper argued that it is unreasonable to expect schools to completely eliminate any large pre-existing inequalities soon after children first enter the education system, especially if those schools are under-funded and over-challenged.
Abstract: But the inequalities facing children before they enter school are less publicized. We should expect schools to increase achievement for all students, regardless of race, income, class, and prior achievement. But it is unreasonable to expect schools to completely eliminate any large pre-existing inequalities soon after children first enter the education system, especially if those schools are under-funded and over-challenged.

1,111 citations

Journal ArticleDOI
TL;DR: Evidence indicates that PA has a relationship to areas of the brain that support complex cognitive processes during laboratory tasks, and there are positive associations among PA, fitness, cognition, and academic achievement.
Abstract: Background: The relationship among physical activity (PA), fitness, cognitive function, and academic achievement in children is receiving considerable attention. The utility of PA to improve cognition and academic achievement is promising but uncertain; thus, this position stand will provide clarity from the available science. Objective: The purpose of this study was to answer the following questions: 1) among children age 5–13 yr, do PA and physical fitness influence cognition, learning, brain structure, and brain function? 2) Among children age 5–13 yr, do PA, physical education (PE), and sports programs influence standardized achievement test performance and concentration/attention? Study Eligibility Criteria: This study used primary source articles published in English in peer-reviewed journals. Articles that presented data on, PA, fitness, or PE/sport participation and cognition, learning, brain function/structure, academic achievement, or concentration/attention were included. Data Sources: Two separate searches were performed to identify studies that focused on 1) cognition, learning, brain structure, and brain function and 2) standardized achievement test performance and concentration/attention. PubMed, ERIC, PsychInfo, SportDiscus, Scopus, Web of Science, Academic Search Premier, and Embase were searched (January 1990–September 2014) for studies that met inclusion criteria. Sixty-four studies met inclusion criteria for the first search (cognition/learning/brain), and 73 studies met inclusion criteria for the second search (academic achievement/concentration). Study Appraisal and Synthesis Methods: Articles were grouped by study design as cross-sectional, longitudinal, acute, or intervention trials. Considerable heterogeneity existed for several important study parameters; therefore, results were synthesized and presented by study design. Results: A majority of the research supports the view that physical fitness, single bouts of PA, and PA interventions benefit children’s cognitive functioning. Limited evidence was available concerning the effects of PA on learning, with only one cross-sectional study meeting the inclusion criteria. Evidence indicates that PA has a relationship to areas of the brain that support complex cognitive processes during laboratory tasks. Although favorable results have been obtained from cross-sectional and longitudinal studies related to academic achievement, the results obtained from controlled experiments evaluating the benefits of PA on academic performance are mixed, and additional, well-designed studies are needed. Limitations: Limitations in evidence meeting inclusion criteria for this review include lack of randomized controlled trials, limited studies that are adequately powered, lack of information on participant characteristics, failure to blind for outcome measures, proximity of PA to measurement outcomes, and lack of accountability for known confounders. Therefore, many studies were ranked as high risk for bias because of multiple design limitations. Conclusions: The present systematic review found evidence to suggest that there are positive associations among PA, fitness, cognition, and academic achievement. However, the findings are inconsistent, and the effects of numerous elements of PA on cognition remain to be explored, such as type, amount, frequency, and timing. Many questions remain regarding how to best incorporate PA within schools, such as activity breaks versus active lessons in relation to improved academic achievement. Regardless, the literature suggests no indication that increases in PA negatively affect cognition or academic achievement and PA is important for growth and development and general health. On the basis of the evidence available, the authors concluded that PA has a positive influence on cognition as well as brain structure and function; however, more research is necessary to determine mechanisms and long-term effect as well as strategies to translate laboratory findings to the school environment. Therefore, the evidence category rating is B. The literature suggests that PA and PE have a neutral effect on academic achievement. Thus, because of the limitations in the literature and the current information available, the evidence category rating for academic achievement is C.

1,098 citations

Journal ArticleDOI
TL;DR: Normative data on Ss in grades 3-12 indicate that self-responsibility is already established by third grade, that older girls give more self-responsible answers than older boys, and that slight but significant age changes occur in subscale scores dependent upon the sex of the child.
Abstract: This study describes a scale for assessing children's beliefs that they, rather than other people, are responsible for their intellectual-academic successes and failures. Subscale scores assessing responsibility for successes and for failures were generally independent of each other. Split-half and test-retest reliabilities were moderately high. Normative data on 923 Ss in grades 3-12 indicate that self-responsibility is already established by third grade, that older girls give more self-responsible answers than older boys, and that slight but significant age changes occur in subscale scores dependent upon the sex of the child. Responsibility scores were moderately related to intelligence, ordinal position, and size of family, and inconsistently related to social class. Evidence of prediction to intellectual-achievement performance is presented.

1,097 citations

Journal ArticleDOI
TL;DR: In this paper, a review of the theorized sources of self-efficacy beliefs proposed by A. Bandura (1986) are described and explained, including how they are typically assessed and analyzed, and problems and oversights in current research and in conceptualizations of the sources.
Abstract: The purpose of this review was threefold. First, the theorized sources of self-efficacy beliefs proposed by A. Bandura (1986) are described and explained, including how they are typically assessed and analyzed. Second, findings from investigations of these sources in academic contexts are reviewed and critiqued, and problems and oversights in current research and in conceptualizations of the sources are identified. Although mastery experience is typically the most influential source of self-efficacy, the strength and influence of the sources differ as a function of contextual factors such as gender, ethnicity, academic ability, and academic domain. Finally, suggestions are offered to help guide researchers investigating the psychological mechanisms at work in the formation of self-efficacy beliefs in academic contexts.

1,087 citations


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Performance
Metrics
No. of papers in the topic in previous years
YearPapers
20241
2023760
20221,530
20211,695
20202,633
20192,737