Search results for "Achievement"
showing 10 items of 470 documents
New frontiers for psychology and education: Robotics
2004
The paper reviews the first attempts to study the educational and psychological usefulness of robotics: (1) the social and cooperative dimensions involved in the robot-building activities; (2) the reasoning strategies implied in building and programming robots; (3) the influences of robotics on mathematical and scientific achievement; (4) the use of robotics in modification of social skills of autistic children.
Differences in achievement not in intelligence in the north and south of Italy: Comments on Lynn (2010a, 2010b)
2012
Lynn (2010a, 2010b) argued that individuals from south Italy have a lower IQ than individuals from north Italy, and that these differences in IQ are at the basis of north–south gap in income, education, infant mortality, stature, and literacy. In the present paper, we discuss several theoretical and methodological aspects which we regard as flaws of Lynn's studies. Moreover, we report scores of southern Italian children on Raven's Progressive Matrices and a north–south comparison for the PASS theory of intelligence as measured by the Cognitive Assessment System (Taddei & Naglieri, 2006). Both results reveal similar levels of performance of northern and southern Italian children in fluid int…
Cross-lagged relations between task-avoidant behavior and literacy skills in Chinese
2013
Abstract We examined the cross-lagged relations between children's task-avoidant behavior and their performance in reading and spelling in Chinese. Eighty Grade 2 and 103 Grade 4 Mandarin-speaking Taiwanese children were assessed on measures of nonverbal IQ, task value, reading accuracy, fluency, and spelling. A year later, the children were reassessed on the literacy tasks. The teachers also assessed the children's task-avoidant behavior at both testing times. The results indicated that task-avoidant behavior was a significant predictor of spelling and to a lesser extent of reading accuracy, even after controlling for the effects of the previous level of literacy skill, nonverbal IQ, and t…
Peer group homogeneity in adolescents' school adjustment varies according to peer group type and gender
2009
This study investigated whether the members of adolescents' peer groups are similar in terms of their school adjustment and whether this homogeneity varies according to peer group type and gender. A total of 1262 peer group members who had recently moved to post-comprehensive education filled in questionnaires measuring their academic achievement, satisfaction with their educational track, school engagement, and school burnout. They also gave positive peer nominations on the basis of which 360 peer groups were identified and categorized as cliques, loose groups, and isolate dyads. The results showed that the members of adolescents' peer groups particularly resembled each other in terms of …
Changes in achievement values from primary to lower secondary school among students with and without externalizing problems
2017
This study examined the effect of students' externalizing problems on changes in values that they attach to math across the transition from primary to lower secondary school. Data pertaining to externalizing problems and to intrinsic, attainment, and utility values in math were gathered using the self-ratings of students in Grades 6 and 7. The analysis involved a comparison between students who reported persistent high externalizing problems before and after the transition (n = 63; 59% boys) and those who had low or non-existent externalizing problems before and after the transition (n = 1352; 50% boys). The results of a mixed-design analysis of covariance (ANCOVA) showed uniformly that stu…
Students’ evocative impact on teacher instruction and teacher–child relationships
2015
Classroom research has typically focused on the role of teaching practices and the quality of instruction in children’s academic performance, motivation and adjustment—in other words, classroom interactions initiated by the teacher. The present article presents a model of classroom interactions initiated by the child, that is, the notion that a child’s characteristics and active efforts may evoke different instructional patterns and responses among teachers. Then follows a review of previous research on the role of children’s academic performance, their motivation and their socio-emotional characteristics in their teachers’ instruction methods and teacher–child relationships. Some of the m…
Mesurer l'effet du travail salarié sur la réussite : une analyse statistique sur les étudiants d'une université française
2018
L’emploi étudiant est généralement considéré comme un frein à la réussite scolaire et universitaire. Nos travaux portant sur une enquête réalisée dans une université française en 2012 visent à mesurer les effets des caractéristiques de l’emploi et, notamment, de son intensité. À partir d’une modélisation statistique prenant en compte la probabilité d’accès au travail salarié, nous montrons un effet négatif de l’emploi salarié pour les étudiants qui travaillent plus de 8 heures par semaine. Le type d’emploi exercé a également un effet sur les chances de réussite : les jeunes ayant un emploi dans le secteur public et ceux qui ont la possibilité d’aménager leur emploi du temps paraissent moins…
How does academic achievement come about: cross-cultural and methodological notes
2001
Abstract This chapter discusses the possible impact of cross-national diversity in academic institutions, in the selection of students, in the importance of national achievement tests, and cross-national differences in the variation of social background factors. It ends with the strengths and limitations of using path modeling in cross-sectional research. It is of particular interest to note whether study behaviors mediate the impact of students’ abilities on college success, or whether students’ abilities mediate the effect of study behaviors on achievement. A secondary concern is the extent to which the same causal model applies equally to different universities in different countries.
The balancing act of combining school and football in the transition from a non-professional club into junior-elite academy football
2021
Football players in the transition from junior-to-senior are usually involved in dual careers, combining school and football – a process that makes them dependent on a holistic talent-development journey. The aim of the current study was to describe how male junior elite football players (N=10; 5=living at home, 5=living away from home) perceived stressors in the transition from a non-professional club into a junior elite academy. Furthermore, the school transition (between lower- and upper-secondary school) and social transition (based on the school and football transitions) as a consequence of the football transition into academy football. Based on Wylleman and Lavallee’s (2004) and Stamb…
Examining a negative halo effect to anabolic steroids users through perceived achievement goals, sportspersonship orientations, and aggressive tenden…
2013
We investigated the social image of anabolic steroids (AS) users grounding our analysis on the achievement goal theory of Nicholls. Our main goal was to explore how an athlete's acceptance of AS use would impact on the way that athlete will be perceived by others. Non-AS-using participants reacted to one of two scenarios portraying a male athlete either accepting or refusing to engage in drug use behavior. The results suggested that the acceptance of anabolic steroids yielded an unfavorable social image--perceivers inferred a predominant ego orientation to characterize the AS-user's motivation as well as weaker sportspersonship and a stronger proclivity for reactive aggression than instrume…