Search results for " achievement"
showing 10 items of 348 documents
How University Students With Reading Difficulties Are Supported in Achieving Their Goals
2015
We examine (a) what social ties university students with a history of reading difficulty (RD) report assisting them to achieve their goals, (b) outlets available for developing social ties, (c) resources mobilized within these relationships, and (d) the impact of social ties’ status on academic achievement. Participants were 107 university students with RD who were currently completing or had recently completed a university degree. Results showed that university students with RD named friends, parents, and significant others (e.g., boy/girlfriend, spouse) as social ties most often. Personal social ties were developed through social media networking sites and within close relationships, and…
Role of sensorimotor areas in early detection of motor errors: An EEG and TMS study
2019
Abstract Action execution is prone to errors and, while engaged in interaction, our brain is tuned to detect deviations from what one expects from other’s action. Prior research has shown that Event-Related-Potentials (ERPs) are specifically modulated by the observation of action mistakes interfering with goal achievement. However, in complex and modular actions, embedded motor errors do not necessarily produce an immediate effect on the global goal. Here we dissociate embedded motor goals from global action goals by asking subjects to observe familiar but untrained knotting actions. During knotting an embedded motor error (i.e. the rope is inserted top-down instead of bottom-up during the …
Drinking, smoking, and educational achievement: Cross-lagged associations from adolescence to adulthood
2014
Background Adolescent substance use is associated with lower educational achievement but the directionality of the association remains uncertain. We analyzed data on drinking, smoking and educational achievement to study the associations between substance use and education from early adolescence to young adulthood. Methods Longitudinal data from four time points (ages 12, 14, 17, and 19–27 years) from a population-based cohort study of Finnish twin individuals were used to estimate bivariate cross-lagged path models for substance use and educational achievement, adjusting for sex, parental covariates, and adolescent externalizing behavior. A total of 4761 individuals (49.4% females) were in…
Aggressive and nonaggressive rejected students: An analysis of their differences
2006
The present study aimed to analyze differences between aggressive and nonaggressive rejected students in four sets of variables: personal, family, school, and social. Participants in the study were 843 Spanish adolescents ranging in age from 11 to 16 years old, of whom 47% were boys. Results indicated that these two subgroups of rejected students show a different profile. Aggressive rejected students informed of lower levels of family self-esteem, less parental support, higher levels of aggression between their parents at home, and a more offensive parent–child communication in comparison with nonaggressive rejected adolescents. Moreover, aggressive rejected students showed lower levels of …
A Meta-Analysis of the Effects of Teacher Personality on Teacher Effectiveness and Burnout
2019
The question of what makes a good teacher has been asked by practitioners, policymakers, and researchers for decades. However, there is no guiding framework about which qualities are important for teachers. Thus, it is necessary to examine these qualities using a recognized framework and to summarize the previous literature on this topic. We conducted a meta-analysis on the 25 studies (total N = 6294) reporting the relationships between teacher Big Five personality domains (openness, conscientiousness, extraversion, agreeableness, and emotional stability) and two teacher job-related outcomes (i.e., teacher effectiveness and burnout). Furthermore, the influence of three moderators was assess…
Vecāku audzināšanas stila un skolēna mācību motivācijas saistība ar mācību sasniegumiem
2022
Bakalaura darba mērķis ir noskaidrot, vai pastāv saistība starp mātes un tēva audzināšanas stilu un bērna mācību motivāciju un mācību sasniegumiem. Pamatojoties uz analizētajiem pētījumiem, bakalaura darbā tiek pārbaudīts, vai pastāv saistība starp autoritatīvo, autoritāro un visatļaujošo audzināšanas stilu un bērna mācību sasniegumiem, mācību motivāciju. Bakalaura darba ietvaros tika aptaujāti 73 skolēni vecumā no 13 – 16 gadiem. Empīriskajā daļā tika izmantotas Vecāku autoritātes aptauja, Iekšējās motivācijas aptauja. Lai konstatētu mācību sasniegumus, respondenti tika lūgti norādīt vidējo vērtējumu visos mācību priekšmetos kopā, kā arī matemātikā un latviešu valodā atsevišķi par iepriekš…
Autonomy Support, Psychological Needs Satisfaction, School Engagement and Academic Success: A Mediation Model
2018
School engagement is a construct of relevance in education and educational psychology, as it has been related to multiple educational constructs and outcomes: school drop-out, satisfaction with school, disruptive behavior, motivational climate, teacher-student relationships, or academic progress and achievement. The current research surveyed 2034 Angolan students and 2302 Dominican Republic students in order to predict academic achievement. The model tested was supported by the data in both samples, and the chain of explicative effects hold again in both samples. School engagement was a powerful mediator among needs satisfaction and academic success. Results are discussed in light of existi…
The Role of Motivation, Cognition, and Conscientiousness for Academic Achievement
2013
Based on a cognitive motivational process model of learning, the impact of studying behavior on learning outcome is investigated. First-year students ( N = 488) participated in the study. Two research questions were addressed: (1) Can cognitive-motivational variables and objective study behavior predict individual learning? (2) Which factors drive studying behavior? Results show low to moderate correlations between cognitive-motivational variables and performance. A cluster analysis yielded three profiles: (1) interested learners with high academic self-concept and effort investment; (2) low interest learners with high academic self-concept and low effort investment; and (3) interested lear…
Longitudinal associations of student–teacher relationships and behavioural and emotional strengths on academic achievement
2017
Positive student–teacher relationships are related to students’ academic achievement and behavioural and emotional adjustment. How a student’s behavioural and emotional strengths are associated with these relationships and how the relationships influence students’ academic performance remains unknown. We examined this framework using a cross-lagged panel model with a group of Finnish students and their parents from Grade 5 to Grade 7. The results revealed that the parents rated behavioural and emotional strengths are stable over a 1-year (r = .78) and 2-year (r = .71) period and that students’ perceptions of student–teacher relationships demonstrated greater change over time (r’s = .54, .35…
Cross-lagged relations between task motivation and performance in arithmetic and literacy in kindergarten
2009
Abstract To examine the cross-lagged relationships between children's task motivation in mathematics and literacy, and their related performance, 139 children aged 5–6 years were examined twice during their kindergarten year. The results showed that only math-related task motivation and arithmetic performance showed cross-lagged relationship: the higher the math-related task motivation children reported in the beginning of the kindergarten year the higher the level of their arithmetic performance at the end of the kindergarten year. Moreover, the higher the level of children's arithmetic performance the more the interest in mathematics children reported later on. Literacy-related task motiv…