scholarly journals Motivation at school: Differentiation between and within school subjects matters in the prediction of academic achievement

2018 ◽  
Vol 54 ◽  
pp. 42-54 ◽  
Author(s):  
Frédéric Guay ◽  
Julien S. Bureau
Keyword(s):  
Academic Achievement ◽  
School Subjects ◽  
School Differentiation

Music training and the academic achievement of Hong Kong students

2018 ◽  
Vol 40 (2) ◽  
pp. 244-264 ◽  
Author(s):  
Dianne M. Tai ◽  
Shane N. Phillipson ◽  
Sivanes Phillipson
Keyword(s):  
Academic Achievement ◽  
Hong Kong ◽  
Structural Equation ◽  
Perceived Value ◽  
Equation Model ◽  
Music Training ◽  
Moderator Effect ◽  
School Subjects ◽  
Negative Effect ◽  
Effect Of Age

Many Hong Kong Chinese parents believe that music training enhances the academic achievement of their children. The current study investigates the relationship between the extent and outcome of students’ music training, their perceptions of the value of the subjects they study and their academic achievement. A total of 286 students in Primary 4, 5 and 6 from one school in Hong Kong reported the extent and outcome of their music training, including the number of instruments they studied, the number of years spent training, highest grade and highest level achieved. For value, students completed a subscale of the Achievement Task Value Questionnaire to measure their liking and interest, perceived importance and usefulness of their school subjects. A nested structural equation model showed that, for both boys and girls, the extent and outcome of music training positively predicts academic achievement in Chinese, English and mathematics. Furthermore, the model shows that for both boys and girls, students’ perceived value of their school subjects negatively predicts academic achievement in Chinese, and age has a direct and negative effect on mathematics achievement. For girls, age positively moderates the extent and outcome of music training on academic achievement whereas the moderator effect of age on students’ perceived value of academic subjects is non-significant. For boys, in contrast, the moderator effect of age on extent and outcome of music training is non-significant, whereas its effect on students’ perceived value of academic subjects is negative. In broad terms, the results show that parents are justified in believing that music training is positively related to academic achievement. However, the results differ for boys and girls in connection to the role of age in this relationship.

Problems Arising in the Course of Teaching Younger Schoolchildren with Different Levels of Academic Achievement, and Ways to Solve Them

2021 ◽  
pp. 3-9
Author(s):  
Natalya Vinogradova
Keyword(s):  
Academic Achievement ◽  
Elementary School ◽  
General Education ◽  
Primary School ◽  
Professional Activity ◽  
Primary School Students ◽  
School Students ◽  
Education Development ◽  
School Subjects ◽  
Different Levels

The article presents the results of a study carried out in the laboratory of primary general education of the Institute of Education Development Strategy of the Russian Academy of Education, to determine the reasons for the difficulties that appear in younger schoolchildren in the process of mastering the content of elementary school subjects. Typical general didactic problems arising in the professional activity of a teacher and provoking mistakes and difficulties of the student are discussed. The groups of primary school students with different levels of success in educational activities are characterized, recommendations are given to the teacher on the organization of individually differentiated work, taking into account the level of success of each student.

Self-Attitudes of the Intellectually and Socially Advantaged Student: Normative Study of the Piers-Harris Children's Self-Concept Scale

1977 ◽  
Vol 40 (1) ◽  
pp. 111-116 ◽  
Author(s):  
Bunty Ketcham ◽  
Robert T. Snyder
Keyword(s):  
Academic Achievement ◽  
School Environment ◽  
Self Concept ◽  
Normative Study ◽  
School Subjects ◽  
School Variables ◽  
High Intelligence ◽  
The Mean ◽  
The Relationship ◽  
Score Point

Research shows a significant relationship between self-concept and academic achievement for the low up through average intellectual levels. There are, however, no like data for students of superior intelligence. The three primary objects of this research were to determine (1) the relationship between high intelligence/socioeconomic level and self-concept; (2) the significance of variance in age, sex, and reading achievement; and, (3) significant within-school variables. 148 economically advantaged elementary children were tested. The mean IQ was 131 ( SD, 12.5) and for this group, 70% had at least one parent who had completed graduate school. Subjects differed significantly from the normative group of the Piers-Harris; 83% exceeded their mean. Correlations between the self-concept scale and age, sex, IQ, and academic achievement were all nonsignificant. Students rated by their teachers as doing poorly academically did not score significantly differently from those rated satisfactory (less than 1 raw score point difference), and a study of specific items reflective of qualities of the school environment felt by Erickson to be vital showed that these children saw their teachers as fostering autonomy, initiative, and trust.

Problems Arising in the Course of Teaching Younger Schoolchildren with Different Levels of Academic Achievement, and Ways to Solve Them

2021 ◽  
pp. 3-7
Author(s):  
Natalya Vinogradova
Keyword(s):  
Academic Achievement ◽  
Elementary School ◽  
General Education ◽  
Development Strategy ◽  
Professional Activity ◽  
Primary School Students ◽  
School Students ◽  
Education Development ◽  
School Subjects ◽  
Different Levels

The article presents the results of a study carried out in the laboratory of primary general education of the Institute of Education Development Strategy of the Russian Academy of Education, to determine the reasons for the difficulties that appear in younger schoolchildren in the process of mastering the content of elementary school subjects. Typical general didactic problems arising in the professional activity of a teacher and provoking mistakes and difficulties of the student are discussed. The groups of primary school students with different levels of success in educational activities are characterized, recommendations are given to the teacher on the organization of individually differentiated work, taking into account the level of success of each student.

scholarly journals Interests, Gender Differences, Impulsivity and Reflectivity among Year Three Pupils in London (U.K.) Schools

2020 ◽  
Vol 1 (1) ◽  
pp. 1-12
Author(s):  
Walifa Rasheed-Karim
Keyword(s):  
Academic Achievement ◽  
Gender Differences ◽  
Primary Schools ◽  
Successful Completion ◽  
London Borough ◽  
School Subjects ◽  
Problem Solve ◽  
Global Strategies ◽  
Complete Matching

The achievement of year 3 pupils in the classroom may be influenced by how they are taught familiar topics. That is, it is suggested that pupils may develop interests such as hobbies which are related to academic studies at school. It is therefore hypothesised that the extent to which year 3 pupils are interested in school subjects is a major factor contributing to performances in terms of time taken to complete tasks, errors made during completion and the type of strategies pupils use for successful completion of tasks. The extent to which pupils make errors and the time it takes to complete matching tasks of interest, is used as an indicator of how ‘reflective or impulsive’ pupils are, and this has implications for academic achievement. Thirty girls and thirty boys, (7-8 years old) were recruited for a study across five primary schools in a London Borough (England, U.K.). Interest and lack of interest in things was elicited using an interview and simple matching tasks were used to establish performance on tasks of interest and disinterest. Boys generally made slightly more errors than girls and were quicker when making matches. Girls used ordered strategies to make matches compared with random/global strategies for boys. The implications for this research are: - training of pupils to problem-solve using appropriate strategies; establishing ways of developing students’ subject interests and encouraging teachers to find ways of using suitable styles for individual students’ needs who are either reflective or impulsive.

Helping the General Education Team Support Students Who Use AAC

2012 ◽  
Vol 21 (3) ◽  
pp. 82-91 ◽  
Author(s):  
Carole Zangari
Keyword(s):  
Academic Achievement ◽  
General Education ◽  
Communication Skills ◽  
Communication Systems ◽  
General Education Teachers ◽  
Practice Opportunities ◽  
Support Students ◽  
Successful Students

Abstract To be successful, students who use AAC and attend general education classes require extensive supports and frequent practice with their communication systems. In this article, I explore the challenges faced by educational teams and discuss strategies for helping general education teachers, paraprofessionals, and others provide the AAC learning and practice opportunities these students need to maximize their communication skills and academic achievement.

Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement

2020 ◽  
Vol 51 (3) ◽  
pp. 509-513
Author(s):  
Ashley Bourque Meaux ◽  
Julie A. Wolter ◽  
Ginger G. Collins
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Literacy Development ◽  
Morphological Awareness ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
School Based ◽  
Literacy Success ◽  
Key Factor ◽  
Language And Literacy Development

Purpose This article introduces the Language, Speech, and Hearing Services in Schools Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement. The goal of this forum is to relate the influence morphological awareness (MA) has on overall language and literacy development with morphology acting as the “binding agent” between orthography, phonology, and semantics ( Perfetti, 2007 ) in assessment and intervention for school-aged children. Method This introduction provides a foundation for MA development and explores the influence MA has over the course of school-aged language and literacy development. Through summaries of the 11 articles in this forum, school-based speech-language pathologists will be able to convey the importance of MA to promote successful educational outcomes for kindergarten to adolescent students. The forum explores researcher-developed assessments used to help identify MA skill level in first- through eighth-grade students at risk for literacy failure to support instructional needs. The forum also provides school-based speech-language pathologists with details to design and implement MA interventions to support academic success for school-aged students with varying speech-language needs (e.g., dual language emersion, vocabulary development, reading comprehension) using various service delivery models (e.g., small group, classroom-based, intensive summer camps). Conclusion MA is effective in facilitating language and literacy development and as such can be an ideally focused on using multilinguistic approaches for assessment and intervention. The articles in this issue highlight the importance in assessment measures and intervention approaches that focus on students' MA to improve overall academic success in children of all ages and abilities.

Orosensory Perception, Speech Production, and Deafness

1973 ◽  
Vol 16 (2) ◽  
pp. 257-266 ◽  
Author(s):  
Milo E. Bishop ◽  
Robert L. Ringel ◽  
Arthur S. House
Keyword(s):  
High School ◽  
Speech Production ◽  
Poor Performance ◽  
Normal Hearing ◽  
The Other ◽  
Functional Disorders ◽  
Form Discrimination ◽  
School Subjects ◽  
Oral Form ◽  
Similarities And Differences

The oral form-discrimination abilities of 18 orally educated and oriented deaf high school subjects were determined and compared to those of manually educated and oriented deaf subjects and normal-hearing subjects. The similarities and differences among the responses of the three groups were discussed and then compared to responses elicited from subjects with functional disorders of articulation. In general, the discrimination scores separated the manual deaf from the other two groups, particularly when differences in form shapes were involved in the test. The implications of the results for theories relating orosensory-discrimination abilities are discussed. It is postulated that, while a failure in oroperceptual functioning may lead to disorders of articulation, a failure to use the oral mechanism for speech activities, even in persons with normal orosensory capabilities, may result in poor performance on oroperceptual tasks.

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