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 influence of ethnic discrimination and ethnic identification on African American adolescents' school and socioemotional adjustment.

Abstract: Do experiences with racial discrimination at school predict changes in African American adolescents' academic and psychological functioning? Does African American ethnic identity buffer these relations? This paper addresses these two questions using two waves of data from a longitudinal study of an economically diverse sample of African American adolescents living in and near a major East Coast metropolis. The data were collected at the beginning of the 7th grade and after the completion of the 8th grade. As expected, experiences of racial discrimination at school from one's teachers and peers predicts declines in grades, academic ability self-concepts, academic task values, mental health (increases in depression and anger, decreases in self-esteem and psychological resiliency), and increases in the proportion of one's friends who are not interested in school and who have problem behaviors. A strong, positive connection to one's ethnic group (our measure of ethnic identity) reduced the magnitude of the association of racial discrimination experiences with declines in academic self-concepts, school achievement, and perception of friends' positive characteristics, as well as the association of the racial discrimination experiences with increases in problem behaviors.

Self-compassion, Achievement Goals, and Coping with Academic Failure.

Abstract: Two studies examined the relationship between self-compassion, academic achievement goals, and coping with perceived academic failure among undergraduates. Selfcompassion entails being kind to oneself in instances of failure, perceiving one’s experiences as part of the larger human experience, and holding painful feelings in mindful awareness. Study 1 (N = 222) found that self-compassion was positively associated with mastery goals and negatively associated with performance goals, a relationship that was mediated by the lesser fear of failure and greater perceived competence of self-compassionate individuals. Study 2 confirmed these findings among students who perceived their recent midterm grade as a failure (N = 110), with results also indicating that self-compassion was positively associated with emotion-focused coping strategies and negatively associated with avoidance-oriented strategies.

The Relationship of School Belonging and Friends' Values to Academic Motivation Among Urban Adolescent Students

Abstract: Students' subjective sense of school belonging recently has been identified as a potentially important influence on academic motivation, engagement, and participation, especially among students from groups at risk of school dropout. Students' friends also influence their academic motivation, sometimes negatively. In this study, the relationship among early adolescent students' sense of school belonging, perceptions of their friends' academic values, and academic motivation was investigated among 301 African-American, White/Anglo, and Hispanic students in two urban junior high schools. School belonging was significantly associated with several motivation-related measures—expectancy of success, valuing schoolwork, general school motivation, and self-reported effort. Students' beliefs about their friends' academic values were more weakly related to these outcomes. The correlations between school belonging and the motivation-related measures remained positive and statistically significant even after ...

Sources of science self‐efficacy beliefs of middle school students

Abstract: The purpose of this study was to investigate the degree to which A. Bandura's (1997) hypothesized sources of self-efficacy predict the science self-efficacy beliefs of middle school students (N ¼ 319), to replicate previous findings that science self-efficacy predicts science achievement, and to explore how science self-efficacy and its antecedents differ by gender. Significant correlations were found between mastery experiences, vicarious experiences, social persuasions, physiological arousal, and self- efficacy. Only mastery experiences significantly predicted science self-efficacy. Girls reported stronger science self-efficacy than did boys. Findings support and extend the theoretical tenets of Bandura's social cognitive theory. 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 485-499, 2006 The purpose of this study was to investigate the degree to which Bandura's (1997) hypothesized sources of self-efficacy predict the science self-efficacy beliefs of middle school students. Self-efficacy has been found to be a strong predictor of academic achievement, course selection, and career decisions across domains and age levels. Information about the antecedents of self-efficacy may help science educators facilitate student progress in science during the middle school years and into high school. Although virtually all students take at least 1 year of science in high school, the number who take additional science courses is considerably lower. Only 60% of students take 2 years of high school science and the percentage drops to 25% who take 3 years of science (National Center for Educational Statistics (NCES), 2002). Even fewer students take advanced science courses: 16% take Advanced Placement (AP) biology, 6% AP chemistry, and 4% AP physics. Seeking to increase science course-taking and achievement, science educators have examined a wide range of factors that influence academic choices and performance. One potentially powerful influence is the confidence with which students approach science (Andre,