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.

Interpreting the Early Language Trajectories of Children From Low-SES and Language Minority Homes: Implications for Closing Achievement Gaps

Abstract: On average, children from low socioeconomic status (SES) homes and children from homes in which a language other than English is spoken have language development trajectories that are different from those of children from middle-class, monolingual English-speaking homes. Children from low-SES and language minority homes have unique linguistic strengths, but many reach school age with lower levels of English language skill than do middle-class, monolingual children. Because early differences in English oral languageskill have consequences for academic achievement, low levels of English language skill constitute a deficit for children about to enter school in the United States. Declaring all developmental trajectories to be equally valid would not change the robust relation between English oral language skills and academic achievement and would not help children with poor English skills to be successful in school. Remedies aimed at supporting the development of the English skills required for academic success need not and should not entail devaluing or diminishing children’s other language skills.

Intelligence: New findings and theoretical developments.

Abstract: We review new findings and new theoretical developments in the field of intelligence New findings include the following: (a) Heritability of IQ varies significantly by social class (b) Almost no genetic polymorphisms have been discovered that are consistently associated with variation in IQ in the normal range (c) Much has been learned about the biological underpinnings of intelligence (d) "Crystallized" and "fluid" IQ are quite different aspects of intelligence at both the behavioral and biological levels (e) The importance of the environment for IQ is established by the 12-point to 18-point increase in IQ when children are adopted from working-class to middle-class homes (f) Even when improvements in IQ produced by the most effective early childhood interventions fail to persist, there can be very marked effects on academic achievement and life outcomes (g) In most developed countries studied, gains on IQ tests have continued, and they are beginning in the developing world (h) Sex differences in aspects of intelligence are due partly to identifiable biological factors and partly to socialization factors (i) The IQ gap between Blacks and Whites has been reduced by 033 SD in recent years We report theorizing concerning (a) the relationship between working memory and intelligence, (b) the apparent contradiction between strong heritability effects on IQ and strong secular effects on IQ, (c) whether a general intelligence factor could arise from initially largely independent cognitive skills, (d) the relation between self-regulation and cognitive skills, and (e) the effects of stress on intelligence

Beyond a Two-Goal Theory of Motivation and Achievement: A Case for Social Goals

Abstract: Research on academic achievement motivation has increasingly focused on students’ goals. Most of that research has focused on two particular types of achievement goals: task goals and ability goals. In this review, we propose that a more thorough understanding of motivation and achievement in schools can be developed if we examine social goals—defined as perceived social purposes for academic achievement—in addition to task and ability goals. We review research on achievement goal theory, social goals, social motives, and social influences on students’ school-related attitudes and behaviors to develop hypotheses about the antecedents and consequences of social goals. In addition, we discuss ways in which the learning environment may influence students’ social goal orientations. We conclude with a discussion of seven areas for future research on the nature and function of social goals.

Predictors of Academic Achievement and Retention among College Freshmen: A Longitudinal Study.

Abstract: This research examines potential psychosocial predictors of freshman academic achievement and retention College students were assessed on various dimensions, (ie, demographics, prior academic record, smoking, drinking, health-related quality of life, social support, coping) during the first week of their freshman year, and at the beginning of the next academic year A multiple linear regression equation predicting cumulative GPA using 10 predictors accounted for 56% of the variance in academic achievement while a logistic equation predicting retention rates was not statistically significant The amount of variance accounted for in first year cumulative GPA (56%) represents a substantial improvement in prediction over using highschool GPA and SAT scores alone (25%; Wolfe & Johnson, 1995) However, similar to past research, some health and psychosocial variables (eg, smoking, drinking, health-related quality of life, social support, and maladaptive coping strategies) were related to retention This model may be used as a tool to proactively identify students at high risk for poor academic performance during their freshman year and to provide direction regarding proactive intervention strategies for maladaptive behaviors predictive of poor academic performance (eg, smoking, binge-drinking, social support, coping) ********** The freshman year represents a stressful transition for college students (Lu, 1994) Despite a multitude of social, academic, and emotional stressors, most college students successfully cope with a complex new life role and achieve academic success Other students are less able to successfully manage this transition and decide to leave higher education during or at the end of their freshman year It is estimated that 40% of college students will leave higher education without getting a degree (Porter, 1990) with 75% percent of such students leaving within their first two years of college (Tinto, 1987) Freshman class attrition rates are typically greater than any other academic year and are commonly as high as 20-30% (Mallinckrodt & Sedlacek, 1987) The implications of leaving college without obtaining a degree are many Each student that leaves before degree completion costs the college or university thousands of dollars in unrealized tuition, fees, and alumni contributions The decision to leave college is also frequently economically deleterious to the college dropout, whose decision to leave often leaves him or her in a position to earn much less over a lifetime of work (National Center for Educational Statistics, 1989) Despite these considerable negative consequences for universities and students, attrition rates have not changed appreciably over the last few decades (Porter, 1990) This fact has provided an impetus to understand risk factors for college student attrition If such risk factors can be identified, then intervention programs can be designed to increase retention rates (Clark & Halpern, 1993) There is a consistent relationship between college academic achievement and retention, with higher performing students persisting in their studies to a greater degree than their lower achieving cohorts (Kirby & Sharpe, 2001; McGrath & Braunstein, 1997; Ryland, Riordan, & Brack, 1994) Given the consistent relationship between these variables, it is prudent and efficient to identify common risk factors for these student outcomes in order to best develop targeted intervention programs This study will examine a number of potentially predictive variables of academic achievement and retention that have been examined in prior studies and also examine some new potential risk factors, such as student health status, that have yet to be examined The goal of this research was to create a multidimensional risk model that would optimize prediction of both academic achievement and attrition The following is a brief literature overview and rationale for the inclusion of certain variables in this comprehensive risk model …