Search results for "Achievement"
showing 10 items of 470 documents
The Developmental Dynamics between Interest, Self-concept of Ability, and Academic Performance
2014
Abstract. Only a few studies have examined the direction of associations between academic achievement, interest, and sel f-concept of ability simultaneously by using longitudinal data over several school years. To exam ine the cross-lagged relationships between students’ interest, self-concept of ability, and performance in mathematics and reading, longitudinal data from Grade 1 to Grade 7 of comprehensive school was gathered from 216 students. The results showed that, in both reading and math, performance predicted students’ subsequent self-concept of ability. Some evidence was also found that math performance predicts subsequent interest in mathematics, and that self- concept of math abil…
The feasibility of working memory tablet tasks in predicting scholastic skills in classroom settings
2019
Cognitive assessment in natural group settings facilitates data collection but poses threats to the validity. In this study, tablet‐based working memory (WM) tasks, the counting span, and reading span were used in predicting 12‐year‐old children's (N = 837) scholastic skills and fluid intelligence in a classroom with environmental noise. WM tasks had excellent internal consistency, correlated with scholastic skills, and accounted for more of the variance in cognitive performance (grade point average, fluid intelligence, scholastic skills) compared with individually administered (n = 190) digit span task. Furthermore, the multilevel analysis revealed that compared with the classrooms with no…
Prematurity and overlap between reading and arithmetic: The cognitive mechanisms behind the association
2019
It is well-known that very preterm children perform at lower levels than full-term children in reading and arithmetic at school. Whether the lower performance levels of preterm children in these two separate domains have the same or different origins, however, is not clear. The present study examined the extent to which prematurity is associated with the overlap (i.e., common variance) of reading and arithmetic among Finnish school beginners. We also examined the extent to which the association of prematurity with the overlap between reading and arithmetic is due to different prereading skills, basic number skills, and general cognitive abilities. The participants (age 6-7) consisted of 193…
Physical activity and sedentary time in relation to academic achievement in children
2017
Objectives To investigate the independent and combined associations of objectively measured moderate-to-vigorous physical activity (MVPA) and sedentary time (ST) with reading and arithmetic skills. Design Cross-sectional/prospective. Methods Participants were 89 boys and 69 girls aged 6–8 years. MVPA and ST were measured using a combined heart rate and movement sensor and body fat percentage by dual-energy X-ray absorptiometry in Grade 1. Reading fluency, reading comprehension, and arithmetic skills were assessed using standardized tests in Grades 1–3. The data were analyzed using linear regression analyses and analyses of covariance with repeated measures. Results In boys, MVPA was directl…
Unwanted Literal Translation: An Underdiscussed Problem in International Achievement Studies
2012
In international achievement studies, a common test is typically used which is translated into the languages of the participating countries. For the test to be valid, all the translations and different-language test versions need to be equally difficult to read and answer. An underestimated and underdiscussed threat to this validity is unwanted literal translation. This paper discusses the problem of unwanted literal translation in international achievement studies. It defines what is meant by unwanted literal translation and explains why it is a threat to the validity of international achievement studies and why it is so difficult to avoid. It also discusses problems there have been when t…
Problems and Issues in Translating International Educational Achievement Tests
2013
The article reviews research and findings on problems and issues faced when translating international academic achievement tests. The purpose is to draw attention to the problems, to help to develop the procedures followed when translating the tests, and to provide suggestions for further research. The problems concentrate on the following: the unique and demanding purpose of the translation task, the partly contradictory task specifications and translation instructions, the indecision as to whether to produce one or two target versions, the indecision as to whether to use one or two source versions, inadequate revision and verification, deficient translator competences, and a lack of time.…
Technology-Supported Educational Innovations in Finland and Hong Kong: A Tale of Two Systems
2005
The paper presents a comparison of case studies about innovative ICT-supported pedagogical practices in two educational systems, namely Finland and Hong Kong. The two systems were selected for this in-depth comparison for three main reasons. First, Finland and Hong Kong performed well in several international comparative studies of educational achievement. Second, the case studies collected via the SITES Module 2 indicated rather different profiles between Finnish and Hong Kong schools in terms of ICT infrastructure and pedagogical practices. Third, further analysis of the case studies data indicated differences in emergent pedagogical characteristics between the cases collected in Asia and…
School burnout, depressive symptoms and engagement : Their combined effect on student achievement
2017
Abstract Prior studies have shown that student burnout becomes more prevalent during adolescence and is associated with both depressive symptoms and school engagement. Little is known about how burnout, engagement, and depressive symptoms jointly affect students’ school achievement in terms of grades and skipping class. The main purpose of the current study was to analyse these variables within a full model in order to examine the direct and indirect effects of burnout, engagement and depression on student achievement, while controlling for gender and age. Participants were 210 Italian high school students aged 14 to 16. Student burnout was found to exert the strongest effect on school achi…
A meta-analysis of the relation between RAN and mathematics.
2017
Several studies have shown that rapid automatized naming (RAN) is a significant predictor of mathematics, but the nature of their relationship remains elusive. Thus, the purpose of this meta-analysis was to estimate the size of their relationship and determine the conditions under which they correlate. We used a random-effects model analysis of data from 38 studies (33 unique samples, 151 correlations, 7,135 participants) to examine the size of the RAN–mathematics relationship and the role of different moderators (i.e., math measure and variable, type of RAN task, math age, study design, and sample characteristics). The results showed a significant correlation between RAN and mathematics (r…
Mathematics Skills of Kosovar Primary School Children: A Special View on Children with Mathematical Learning Difficulties
2018
The present study examined the development of mathematics skills of Kosovar primary school children in terms of their gender, living area, socio-economic status, and achievement level. A special emphasis was placed on longitudinal investigations of the development of mathemat-ics skills in children with learning difficulties in mathematics over a 2-year and 4-month period. Participants were 553 fourth-graders, 85 of whom identified with mathematical learning difficulties were classified into two subgroups: children with low mathematics achievement and children with limited mathematics ability. Results have shown that there were no gender differences in mathematics achievement. Children’s li…