Motivation as a Mediator of Social Disparities in Academic Achievement

2012 ◽  
Vol 26 (3) ◽  
pp. 335-349 ◽  
Author(s):  
Ricarda Steinmayr ◽  
Felix C. Dinger ◽  
Birgit Spinath
Keyword(s):  
Academic Achievement ◽  
School Performance ◽  
Economic Status ◽  
General Intelligence ◽  
Social Disparities ◽  
Mediation Effects ◽  
Chemistry Students ◽  
Domain Specific ◽  
And Mathematics ◽  
The Impact

The present study aimed at contributing to the understanding of social disparities in relation to students‘ academic achievement in the science, technology, engineering and mathematics domains. A sample of n = 321 German 11th graders completed measures of their family socio–economic status (SES), general intelligence, domain–specific ability self–concepts and subjective scholastic values in math, physics and chemistry. Students‘ grades in these subjects received four months after testing served as criteria. Significant mediation effects were found for all motivational variables between fathers‘ SES and students‘ achievement, whereas for mothers‘ SES, only children's academic self–concept in chemistry was a significant mediator. These results also held when students‘ general intelligence was controlled. Additionally, we controlled for students‘ grades before testing to investigate which variables mediated the influence of SES on change in school performance. Motivational variables significantly mediated the influence of fathers‘ SES on change in school performance in math but not in chemistry and physics. Intelligence significantly mediated the influence of fathers‘ SES on change in school performance in physics and chemistry but not in mathematics. The impact of mothers‘ SES on change in grades in chemistry was mediated by intelligence. Among others, the reasons potentially accounting for the differential influences of fathers‘ and mothers‘ SES are discussed. Copyright © 2011 John Wiley & Sons, Ltd.

scholarly journals RELAÇÃO ENTRE A INTELIGÊNCIA EMOCIONAL E O RENDIMENTO ESCOLAR EM CRIANÇAS DO 1.º CICLO DO ENSINO BÁSICO DA RAM

2016 ◽  
Vol 2 (1) ◽  
pp. 419
Author(s):  
Elisabete Porto Silva ◽  
Glória Franco
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
School Performance ◽  
Economic Status ◽  
Demographic Data ◽  
Socio Economic Status ◽  
Language And Mathematics ◽  
And Mathematics ◽  
The Relationship ◽  
School Retention

Abstract:The growing interest in emotional intelligence has motivated, since the ‘ 90, the development of numerous studies on the topic. One of the approaches of these studies has been the relationship between emotional intelligence and academic achievement, without much agreement on the results (Angelo, 2007; Newsome et al., 2000; O’Connor & Little, 2003; Parker et al.,2004; Parker et al., 2006; Silva & Duarte, 2012) and was developed further this research. The survey was developed with a set de129 individuals of both sexes of RAM (Autonomy Region of Madeira) in order to respond to the questions: is there any relationship between IE, the IE perceived and school performance? Does gender, age, social participation, socio-economic status of parents and school retention influence the IE and the school performance? The instruments used were: A demographic and educational survey where they gathered, in addition to the socio-demographic data, academic performance data as: retention, the notes of the Portuguese language, Mathematics, the Study of the Middle note of calibration tests: Portuguese language and Mathematics; and the Emotional Intelligence survey of Bar-On (Candeias & Rebocho, 2007, Candeias et al., 2008). The results reveal that only some aspects of IE relate to some of the variables of school performance, in particular the classifications to Portuguese and Mathematics.Key-words: Emotional intelligence, school performance.Resumo:O crescente interesse pela Inteligência Emocional tem motivado, desde os anos 90, o desenvolvimento de numerosos estudos sobre o tema. Um dos enfoques desses estudos tem sido a relação entre a Inteligência Emocional e o rendimento escolar, não existindo muita concordância nos resultados (Ângelo, 2007; Newsome et al., 2000; O’Connor & Little, 2003; Parker et al.,2004; Parker et al.,2006; Silva & Duarte, 2012), pelo que se desenvolveu mais esta pesquisa. A pesquisa foi desenvolvida com um conjunto de 129 indivíduos de ambos os sexos da RAM (Região Autónoma da  Madeira), no sentido de dar resposta às questões: Será que existe alguma relação entre a IE, a IE percebida e o rendimento escolar? Será que o género, a idade, o índice de participação social, o estatuto socioeconómico dos pais e a retenção escolar influenciam a IE e o rendimento escolar? Os instrumentos usados foram: um questionário Sociodemográfico e Educativo onde se recolheram, para além dos dados sociodemográficos, os dados do rendimento académico como: a retenção, as notas da Língua Portuguesa, da Matemática, do Estudo do Meio, nota das provas de aferição a: Língua Portuguesa e Matemática; e o questionário de Inteligência Emocional de Bar-On (Candeias & Rebocho,2007, Candeias et al., 2008). Os resultados revelam que apenas alguns aspetos da IE se relacionam com algumas das variáveis do rendimento escolar, nomeadamente as classificações a Português e a Matemática.Palavras-chave: Inteligência emocional, rendimento escolar.

Association of perinatal factors and school performance in primary school Chilean children

2013 ◽  
Vol 4 (3) ◽  
pp. 232-238 ◽  
Author(s):  
L. Villarroel ◽  
L. Karzulovic ◽  
J. Manzi ◽  
J. G. Eriksson ◽  
F. Mardones
Keyword(s):  
Cognitive Function ◽  
School Performance ◽  
Cognitive Abilities ◽  
Test Scores ◽  
Economic Status ◽  
Cognitive Outcomes ◽  
Economic Factors ◽  
Prenatal Growth ◽  
And Mathematics ◽  
Socio Economic Factors

The associations between school performance and cognitive abilities with birth characteristics have mostly been studied without taking into consideration the effects of gestational age (GA). Our aim was to study the association between prenatal growth and cognitive function in term-born Chilean school children. A cohort of over 200,000 term-born fourth graders who took the regular national test for school performance was studied. Outcome parameters were language and mathematics test scores in relation to prenatal growth. A total of 256,040 subjects took the test and 220,940 were included in the final study sample. Prenatal growth was modestly, but significantly, associated with school performance. Adjusted β coefficients for 1 cm increase in birth length were 1.28 and 0.77 for mathematics and language, respectively; the corresponding values for 100 g increase in birth weight were 0.59 and 0.34, respectively. Increased GA was associated with lower test scores. Adjusted β coefficients for the birth measurements generally had a lower strength of association than those of socio-economic factors. However, the confounders most strongly associated with educational achievements were socio-economic factors, known to be associated with birth size. Lower socio-economic status is known to negatively influence both prenatal growth and cognitive function, supporting the overall importance of prenatal growth in relation to cognitive outcomes.

scholarly journals Domain-Specific Inhibitory Control Training to Improve Children’s Learning of Counterintuitive Concepts in Mathematics and Science

2019 ◽  
Vol 4 (3) ◽  
pp. 296-314 ◽  
Author(s):  
Hannah R. Wilkinson ◽  
◽  
Claire Smid ◽  
Su Morris ◽  
Emily K. Farran ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Inhibitory Control ◽  
Science Achievement ◽  
Science Content ◽  
Cross Sectional ◽  
Achievement Data ◽  
Domain Specific ◽  
And Mathematics ◽  
Counterintuitive Concepts ◽  
Mathematics And Science

AbstractEvidence from cognitive neuroscience suggests that learning counterintuitive concepts in mathematics and science requires inhibitory control (IC). This prevents interference from misleading perceptual cues and naïve theories children have built from their experiences of the world. Here, we (1) investigate associations between IC, counterintuitive reasoning, and academic achievement and (2) evaluate a classroom-based computerised intervention, called Stop & Think, designed to embed IC training within the learning domain (i.e. mathematics and science content from the school curricula). Cross-sectional analyses of data from 627 children in Years 3 and 5 (7- to 10-year-olds) demonstrated that IC, measured on a Stroop-like task, was associated with counterintuitive reasoning and mathematics and science achievement. A subsample (n = 456) participated either in Stop & Think as a whole-class activity (teacher-led, STT) or using individual computers (pupil-led, STP), or had teaching as usual (TAU). For Year 3 children (but not Year 5), Stop & Think led to better counterintuitive reasoning (i.e. near transfer) in STT (p < .001, ηp2 = .067) and STP (p < .01, ηp2 = .041) compared to TAU. Achievement data was not available for Year 3 STP or Year 5 STT. For Year 3, STT led to better science achievement (i.e. far transfer) compared to TAU (p < .05, ηp2 = .077). There was no transfer to the Stroop-like measure of IC. Overall, these findings support the idea that IC may contribute to counterintuitive reasoning and mathematics and science achievement. Further, we provide preliminary evidence of a domain-specific IC intervention with transferable benefits to academic achievement for Year 3 children.

Impact of Parents’ Socio Economic Status on Academic Achievement of Secondary School Agricultural Students in Konshisha Local Government

2019 ◽  
Vol 4 (1) ◽  
Keyword(s):  
Academic Achievement ◽  
Local Government ◽  
Secondary School ◽  
Secondary Schools ◽  
Economic Status ◽  
Educational Background ◽  
Socio Economic Status ◽  
Reliability Method ◽  
Agricultural Students ◽  
The Impact

This study was on the impact of parents’ socio economic status on academic achievement of secondary schools agricultural students in Konsisha Local Government. Specific objectives for the study were: identify the impact of family structure on academic achievement of secondary school agricultural students in Konshisha Local Government, investigate the impact of parents’ educational background on academic achievement of secondary school agricultural students in Konshisha Local Government and ascertain the impact of parents’ income on academic achievement of secondary school agricultural students in Konshisha Local Government. Three research questions were raised and answered by the study. The design for the study was survey research design. Population for the study was 440 while purposive sampling technique was adopted for this study. A structured questionnaire titled: Parents’ Socio-economic Status Questionnaire (PSESQ) was used for data collection. The instrument was validated by three experts. Cronbach Alpha reliability method was used to determine the internal consistency of the instrument and a coefficient of 0.81 was obtained. All the administered copies of the questionnaire were retrieved and analyzed using Mean, Standard Deviation and t – test. It was found out that academic achievement of students in secondary schools could be impacted by 4 family structures, 6 parents’ educational background and 6 impact of parents’ income on academic achievement of students in secondary schools. It was therefore, recommended that, Students from good socio economic background should use the opportunity to attain good academic heights, parents should provide basic school needs for their children to enable them attain good academic heights and parents should seek varying sources of income so that they can meet up with the school needs of their children.

Exploring the impact of the framing of a laboratory experiment on the nature of student argumentation

2021 ◽  
Author(s):  
Steven J. Petritis ◽  
Colleen Kelley ◽  
Vicente Talanquer
Keyword(s):  
Organic Chemistry ◽  
Laboratory Experiment ◽  
Substitution Reaction ◽  
Research Study ◽  
Laboratory Frame ◽  
Chemistry Students ◽  
Domain Specific ◽  
Chemical Concepts ◽  
The Impact

Research on student argumentation in chemistry laboratories has mainly focused on evaluating the quality of students’ arguments and analyzing the structure of such arguments (i.e. claims, evidence, and rationale). Despite advances in these areas, little is known about the impact of activity framing on the nature of student argumentation in laboratory settings. In this research study, we analyzed the arguments generated by college organic chemistry students working on a substitution reaction experiment that was framed in two distinct ways: predict-verify and observe-infer. The arguments constructed by students in their post-laboratory reports under each laboratory frame were characterized by paying attention to both domain-specific and domain-general features. Our analysis revealed significant differences in the chemical concepts and ideas that students under the two conditions invoked, as well as in the level of integration, specificity, alignment, and type of reasoning observed within and across different argument components. Our findings highlight the importance of paying attention to how experiments are framed in terms of the goals, procedures, information, and tools available to students as these decisions can have a major impact on the nature of the claims students make, their use of evidence, and the approach to reasoning that they follow.

scholarly journals The Interaction Between Socioeconomic Status and Preschool Education on Academic Achievement of Elementary School Students

2021 ◽  
Vol 14 (8) ◽  
pp. 60
Author(s):  
Moosa Jaafar Fateel ◽  
Samar Mukallid ◽  
Bani Arora
Keyword(s):  
Academic Achievement ◽  
Socioeconomic Status ◽  
Economic Status ◽  
Preschool Education ◽  
Marital Relationships ◽  
School Age ◽  
School Students ◽  
Socio Economic Status ◽  
Private And Public ◽  
The Impact

Preschool education may help increase the academic achievement of school-age students. Still, for a segment in society, this is not feasible and children are not admitted into preschool due to parents&rsquo; socioeconomic status. The purpose of this study was to measure the interaction between socioeconomic status and preschool education on students&rsquo; academic achievement in Bahraini government elementary schools. The study adopted a quantitive approach. The sample was 402 girls and boys in grades 1 through 6. The results showed that students who had preschool education had better academic achievement than those who did not. There were no significant differences in students&rsquo; later academic achievement with reference to socioeconomic status, and there was no interaction between preschool education and socioeconomic status on academic achievement. It was recommended that policymakers should encourage the private and public sectors to invest in preschool education, to conduct further research on the impact of socio-economic status on academic achievement at different school levels and to expand the dimensions of SES to include parents&rsquo; skills and marital relationships and their impact on children&rsquo;s achievement.

scholarly journals Noncognitive Factors Affecting Academic Achievement of Juvenile Delinquents

2021 ◽  
Vol 9 (3) ◽  
pp. 341-368
Author(s):  
David Coker
Keyword(s):  
Academic Achievement ◽  
Juvenile Delinquents ◽  
The United States ◽  
Self Esteem ◽  
Predictor Variables ◽  
Prosocial Skills ◽  
And Mathematics ◽  
Noncognitive Factors ◽  
The Impact ◽  
First Time

The present study provides a description and analysis of the plight of first-time detained juvenile delinquents in the United States and the impact of noncognitive attributes and academic achievement on grades. Juvenile delinquents have poor outcomes as adults in higher rates of drug abuse, poor high school graduation rates, and lowered employment well into adulthood. The research questions examined the correlation among the noncognitive attributes of grit, academic self-concept, mental health, and self-esteem, academic achievement, and English and Mathematics grades for first-time detained juvenile delinquents aged 10-18. A multiple regression analysis of archival records of students in a short-term juvenile detention center was conducted. Findings showed three predictor variables were statistically significant and influenced academic performance measured by grades: verbal ability, social self-esteem, and prosocial skills. For juvenile delinquents (n = 72; males = 58, females = 14) aged 10-18 (M =15.3; SD = 1.6; range 10-18), the three predictor variables predicted English grades (adjusted R2 = .280) and Mathematics grades (adjusted R2 = .225). There was a discussion and recommendations for policies and research. The results support the need to consider noncognitive factors and the consideration of communication skills in the education of juvenile delinquents.

scholarly journals Impact of Private Tuition on the Mathematics Achievements of Secondary School Students

sjesr ◽  
2021 ◽  
Vol 4 (1) ◽  
pp. 539-544
Author(s):  
Mubashrah Jamil ◽  
Zunaira Fatima Syeda ◽  
Haji Karim Khan
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Private School ◽  
Significant Relationship ◽  
Secondary School Students ◽  
School Students ◽  
Independent Variable ◽  
And Mathematics ◽  
Level Of Significance ◽  
The Impact

Private or additional tutoring has a greater impact on learning. It is more frequent among the secondary school students of Science and Mathematics. The purpose of this study was to explore the impact of additional tutoring on the academic achievements of Grad 9 students in Mathematics. In this study, there was one independent variable i. e. additional tuition, and one dependent variable academic achievement. A self-developed questionnaire was administered to conveniently sampled students of three public and one private school from district Sargodha. In total 118 students responded. The research hypothesis was ‘there is no significant relationship between additional tuition and academic achievement’. Collected data were analyzed at α=0.05 (the level of significance) to test the hypothesis. Although nonparametric statistic (Spearman rho and Kruskal-Wallis) was suitable to the type of data we had; nevertheless, we calculated parametric statistic (Pearson r and ANOVA) as well, using SPSS to have a comparative look at the two different types of statistic. Based on our analyses we reject the null hypotheses i. e. there is no significant relationship between additional tuition and academic achievement. We, henceforth, conclude that the additional tuition has a greater impact on the achievement of 9th graders in Mathematics. Thus, we recommend increasing the sample size. A similar investigation in other institutes of higher education could also be an extension to our study. The study may be carried out by adding more variables to academic achievement.

Emotions and health: The impact of emotions, emotions regulation, music, and acculturation on health

2008 ◽  
Vol 16 (3) ◽  
pp. 112-115 ◽  
Author(s):  
Stephan Bongard ◽  
Volker Hodapp ◽  
Sonja Rohrmann
Keyword(s):  
Stress Responses ◽  
Physiological Stress ◽  
Anger Expression ◽  
Domain Specific ◽  
Cardiovascular Stress ◽  
Expression Behavior ◽  
Cardio Vascular ◽  
And Coping ◽  
Relationship Of ◽  
The Impact

Abstract. Our unit investigates the relationship of emotional processes (experience, expression, and coping), their physiological correlates and possible health outcomes. We study domain specific anger expression behavior and associated cardio-vascular loads and found e.g. that particularly an open anger expression at work is associated with greater blood pressure. Furthermore, we demonstrated that women may be predisposed for the development of certain mental disorders because of their higher disgust sensitivity. We also pointed out that the suppression of negative emotions leads to increased physiological stress responses which results in a higher risk for cardiovascular diseases. We could show that relaxation as well as music activity like singing in a choir causes increases in the local immune parameter immunoglobuline A. Finally, we are investigating connections between migrants’ strategy of acculturation and health and found e.g. elevated cardiovascular stress responses in migrants when they where highly adapted to the German culture.

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