The effects of architectural change, individualized instruction, and group contigencies on the academic performance and social behavior of sixth graders

1975 ◽  
Vol 13 (1) ◽  
pp. 28-40 ◽  
Author(s):  
Richard A. Winett ◽  
Charles D. Battersby ◽  
Sharon M. Edwards
Keyword(s):  
Academic Performance ◽  
Social Behavior ◽  
Sixth Graders ◽  
Individualized Instruction ◽  
Architectural Change

scholarly journals Predictive Influence of Executive Functions, Effortful Control, Empathy, and Social Behavior on the Academic Performance in Early Adolescents

2017 ◽  
Vol 39 (2) ◽  
pp. 253-279 ◽  
Author(s):  
Juan P. Zorza ◽  
Julián Marino ◽  
Alberto Acosta Mesas
Keyword(s):  
Academic Performance ◽  
Social Behavior ◽  
Executive Functions ◽  
Effortful Control ◽  
Social Preference ◽  
Self Regulation ◽  
Early Adolescents ◽  
Self Report ◽  
Mediating Role

In this study, we explored the predictive role of behavioral measures of Executive Functions (EFs) and a self-report measure of Effortful Control (EC) on the academic performance of early adolescents. We also analyzed the mediating role of self-reported empathy and social behavior rated by peers (i.e., prosocial behavior and social preference) and by the lead teacher (i.e., social competence). A sample of 244 adolescents aged between 12 and 13 years participated in the study. The resulting structural equation model indicated that EFs and EC predict academic performance in a complementary and independent way. Results also confirmed the mediating role of empathy and social behavior. The final model explained 64% of academic performance. We discuss the appropriateness of obtaining complementary measures of EFs and EC in predictions of academic performance as well as the importance of introducing activities involving self-regulation, empathy, and socioemotional skills in the school setting.

Academic Performance and Social Behavior

1990 ◽  
Vol 7 (3) ◽  
pp. 291-309 ◽  
Author(s):  
John B. Neziek ◽  
Ladd Wheeler ◽  
Harry Reis
Keyword(s):  
Academic Performance ◽  
Social Behavior

Children’s Concepts of Ability, Effort, and Conduct

1986 ◽  
Vol 23 (1) ◽  
pp. 95-104 ◽  
Author(s):  
Phyllis C. Blumenfeld ◽  
Paul R. Pintrich ◽  
V. Lee Hamilton
Keyword(s):  
Academic Performance ◽  
Sixth Graders ◽  
Classroom Context ◽  
General Ability ◽  
Self Perceptions ◽  
Performance Determinants ◽  
The Impact

Children’s self-perceptions of ability may reflect assessments of their effort and good conduct as well as academic performance. Determinants of ability judgments were assessed in 158 second and sixth graders by examining intercorrelations among self-ratings of ability, effort, and conduct and by exploring criteria used for these judgments. In general, ability was linked to effort and effort to conduct, but not ability to conduct, in either ratings or judgment criteria. Children generally used absolute standards in judging ability and did so almost exclusively in judging effort and conduct. The meaning and interrelationship of children’s ability, effort, and conduct self-perceptions did not differ substantially by grade or sex. The results suggest that children’s judgments of ability, effort, and conduct are interrelated but distinguishable. The pattern of results points to the importance of further attention to the impact of classroom context on children’s judgments of ability, effort, and conduct.

The Effects of Reinforcing Academic Performance on Social Behavior: A Brief Report

1973 ◽  
Vol 23 (3) ◽  
pp. 391-396 ◽  
Author(s):  
Richard A. Winett ◽  
Allen M. Roach
Keyword(s):  
Academic Performance ◽  
Social Behavior

scholarly journals Diseño e implementación de una propuesta didáctica para la enseñanza de la filosofía y las ciencias naturales según el modelo Flippedclassroom / Design and Implementation of a Didactic Proposal for the Teaching of Philosophy and Natural Sciences according to the Flippedclassroom Model

2018 ◽  
Vol 6 (3) ◽  
pp. 109-118
Author(s):  
Armando Solano Suárez ◽  
Diego Germán Pérez Villamarín
Keyword(s):  
Academic Performance ◽  
Flipped Classroom ◽  
Sixth Graders ◽  
Natural Sciences ◽  
Control Groups ◽  
Design And Implementation ◽  
Post Test ◽  
Alternative Methodology ◽  
And Control ◽  
Formación Docente

ABSTRACTThe study shows the implementation of a flipped classroom as an alternative methodology for improving students´ academic performance. Experimental and control groups were formed with sixth-graders to whom pre and post-tests were administered in the areas of philosophy and natural sciences. In the end, this methodology was used with 224 students. Once these activities were conducted, a post-test was administered to the participants. The results of the post-test showed that 85% of the students who participated in the study answered the questions correctly. The researchers concluded that a flipped classroom methodology improves learning.RESUMENEl estudio muestra la implementación del aula invertida como metodología para mejorar los resultados académicos. El diseño cuasi experimental contó con un grupo experimental y de control, en donde participaron estudiantes de sexto grado a quienes se les aplicó un pre test y pos test, según los programas del área Filosofía y Ciencias Naturales; se organizó un plan de formación docente. Se aplicó la experiencia a 224 estudiantes través de videos como herramientas pedagógicas; luego se aplica el post test evidenciando en las evaluaciones que el 85 % de la población respondieron de manera acertada. Se concluyó que la puesta en práctica del aula invertida mejora los resultados del aprendizaje; adicionalmente, el aula pasa a ser un espacio participativo, en el que se articulan las habilidades de los estudiantes con los saberes del maestro, haciendo que el aula esté mejor dispuesta para profundizar y consolidar el conocimiento.

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