scholarly journals What makes high achievers different from low achievers? Self-regulated learners in the context of a high-stakes academic long-term task

2021 ◽  
Vol 92 ◽  
pp. 102085
Author(s):  
Carmen Nadja Hirt ◽  
Yves Karlen ◽  
Katharina Maag Merki ◽  
Francesca Suter
Keyword(s):  
Low Achievers ◽  
High Achievers ◽  
High Stakes

Goal Proximity and Achievement Motivation of High School Boys in a Basketball Shooting Task

1992 ◽  
Vol 11 (3) ◽  
pp. 248-255 ◽  
Author(s):  
Bruce Howe ◽  
Rob Poole
Keyword(s):  
Physical Education ◽  
Achievement Motivation ◽  
Low Achievers ◽  
High Achievers ◽  
Physical Education Class ◽  
Short Term ◽  
Education Class ◽  
Group A ◽  
Basketball Shooting

The purpose of this study was to test the effects of goal proximity and achievement motivation on basketball shooting performance in a regular physical education class setting. Data were collected on 79 male Grade 10 students. One week prior to the beginning of a 4-week basketball unit, students were categorized as high achievers and low achievers based on their achievement score on the Howe Sport Behavior Assessment Scale. Within each achievement group, subjects were randomly assigned to either a weekly short-term goal group, a long-term goal group, or a short-term-plus-longterm goal group. Subjects completed the Speed Spot Shooting Test once every week to measure their performance in relation to their assigned goals. No significant differences among the variables were revealed. A postexperimental questionnaire revealed that a majority of students from all goal conditions were setting their own short-term goals. Results are discussed in terms of Bandura’s self-efficacy theory of motivation and the use of goals in motor skill tasks in physical education.

scholarly journals WASHBACK OF ENGLISH NATIONAL EXAMINATION IN THE INDONESIAN CONTEXT

2015 ◽  
Vol 26 (1) ◽  
pp. 36 ◽  
Author(s):  
Furaidah Furaidah ◽  
Ali Saukah ◽  
Utami Widiati
Keyword(s):  
Low Achievers ◽  
High Achievers ◽  
High Stakes ◽  
National Examination ◽  
Context Data ◽  
The Government ◽  
Examination Preparation ◽  
Depth Interviews

This study examines how teachers teach English to prepare students for high-stakes English national examination in the Indonesian context. Data were collected from two high-achieving and three low-achieving schools with eleven teachers as the subjects of in-depth interviews and nonparticipatory classroom observations. The findings reveal that bi-directional washback was found in both groups of schools. The schools of low achievers were found to have more intensive negative washback than those of high achievers. The different intensity of negative washback is likely related to the teachers’ perspective about their students’ level of competence for passing the national examination and about the quality of their schools. The consistently unsatisfactory national examination scores of the low-achieving schools, despite their concerted efforts in the examination preparation program, suggest that the government should focus on supporting such schools with more empirically-based empowerment programs, which would become an indispensable follow-up actions regarding the implementation of the highstakes national examination.

Transfer of Training on Location of a Fault: Effects of Trainer's Observation, Prompting, and Achievement Level

1974 ◽  
Vol 38 (3) ◽  
pp. 987-999
Author(s):  
Vernon R. Putz
Keyword(s):  
Transfer Of Training ◽  
Social Factor ◽  
Transfer Task ◽  
Time Trial ◽  
Low Achievers ◽  
High Achievers ◽  
Trial And Error ◽  
Achievement Level ◽  
Training Conditions ◽  
The Social

Four training conditions were investigated with human Ss differentiated according to high achievement and low achievement academic histories. Trainer's presence or absence was paired with conditions of trial and error and prompting in a complete factorial. It was hypothesized based on a Hull-Spence interpretation of social facilitation that trainer's presence with prompting during training would lead to superior transfer over conditions of trainer's absence and prompting, while the lowest transfer was expected with the combined condition of trainer's presence and trial and error. It was further assumed that high achievers would learn the task readily and be relatively unaffected by the four training conditions. On the transfer task for both fault-misses and response time trial and error for the low achievers was superior to prompting. Trainer's presence was insignificant, while achievement level was influential. The results suggested that active learning involving the task-activity of trial and error was more arousing than the social factor of the trainer's presence, particularly in view of the fact that the trainer lacked significant evaluative ability for the trainee- Ss in the laboratory setting.

scholarly journals STUDENTS’ COGNITIVE PROCESSES IN SOLVING PROBLEM RELATED TO THE CONCEPT OF AREA CONSERVATION

2019 ◽  
Vol 10 (1) ◽  
pp. 21-36 ◽  
Author(s):  
Rooselyna Ekawati ◽  
Ahmad Wachidul Kohar ◽  
Elly Matul Imah ◽  
Siti Maghfirotun Amin ◽  
Shofan Fiangga
Keyword(s):  
Problem Solving ◽  
Cognitive Processes ◽  
Cognitive Process ◽  
Low Achievers ◽  
High Achievers ◽  
Seventh Graders ◽  
Test Results ◽  
Area Formula ◽  
High Achiever ◽  
Cyclic Processes

This study aimed to determine the cognitive process employed in problem-solving related to the concept of area conservation for seventh graders. Two students with different mathematical ability were chosen to be the subjects of this research. Each of them was the representative of high achievers and low achievers based on a set of area conservation test. Results indicate that both samples performed more cyclic processes on formulating solution planning, regulating solution part and detecting and correcting error during the problem-solving. However, it was found that the high achiever student performed some processes than those of low achiever. Also, while the high achiever student did not predict any outcomes of his formulated strategies, the low achiever did not carry out the thought process after detecting errors of the initial solution gained. About the concept of area conservation, the finding also reveals that within the samples’ cognitive processes, the use of area formula come first before students decided to look for another strategy such as doing ‘cut-rotate-paste’ for the curved planes, which do not have any direct formula. The possible causes of the results were discussed to derive some recommendation for future studies.

scholarly journals The Use of Recast in Teaching of Grammar for High and Low Achievers (The Case of Spoken Use of English by the Tenth Graders of Nahdhatul Ulama Vocational High School of Ungaran

2015 ◽  
Vol 1 (2) ◽  
pp. 108
Author(s):  
Olyvia Revalita Candraloka
Keyword(s):  
High School ◽  
Teaching Strategy ◽  
Low Achievers ◽  
High Achievers ◽  
Vocational High School ◽  
Tenth Graders ◽  
Significant Difference ◽  
Tenth Grade ◽  
The Difference ◽  
Clarification Request

The goals of this study were (1) to find out the effectiveness of recast in teachingof grammar for high achievers, (2) to find out the effectiveness of recast in teaching ofgrammar for low achievers, (3) to find out the effectiveness of clarification request inteaching of grammar for high achievers, (4) to find out the effectiveness of clarificationrequest in teaching of grammar for low achievers, (5) to find out the difference ofgrammar of high and low achievers taught using recast, (6) to find out the difference ofgrammar of high and low achievers taught using clarification request, and the last (7)to explain to what extent the interaction of teaching strategy (recast and clarificationrequest) and the influence of students’ achievements (high and low) to the students’grammar at the tenth grade of SMK NU Ungaran is. This research applies aquantitative method with a factorial design. The experiment class was treated by usingrecast, while the control class was treated by using clarification request. The studiedsubjects were 48 students of grade ten of Nahdhatul Ulama vocational high school ofUngaran which consists of 24 students of an experiment class and 24 students of acontrol class. The results of the research revealed (1) recast is effective to teachgrammar for high achievers,(2 recast is effective to teach grammar for low achievers,(3) clarification request is effective to teach grammar for high achievers,(4) clarificationrequest is not effective to teach grammar for low achievers, (5) there is no significantdifference between high and low achievers on grammar taught by using recast, (6)there is significant difference between high and low achievers on grammar taught byusing clarification request, (7) there is significant interaction of teaching strategy(recast and clarification request) and types of students of achievement (high and low) tothe students’ grammar at the tenth grade of Nahdhatul Ulama vocational high school ofUngaran.Keywords : Achievement, Grammar, Recast

scholarly journals The Paris Agreement: Historic Breakthrough or High Stakes Experiment?

Climate Law ◽  
2016 ◽  
Vol 6 (1-2) ◽  
pp. 1-20 ◽  
Author(s):  
Meinhard Doelle
Keyword(s):  
Kyoto Protocol ◽  
Paris Agreement ◽  
Climate Regime ◽  
Top Down ◽  
High Stakes ◽  
Flexible Approach ◽  
Climate Negotiations ◽  
Loss And Damage ◽  
Self Differentiation

This article offers an overview of the two key outcomes of the 2015 Paris climate negotiations, the Paris cop decision, and the Paris Agreement. Collectively, they chart a new course for the un climate regime that started in earnest in Copenhagen in 2009. The Paris Agreement represents a path away from the top-down approach and rigid differentiation among parties reflected in the Kyoto Protocol, toward a bottom-up and flexible approach focused on collective long-term goals and principles. It represents an approach to reaching these long-term goals that is focused on self-differentiation, support, transparency, and review. The article highlights the key elements of the agreement reached in Paris, including its approach to mitigation, adaptation, loss and damage, finance, transparency, and compliance.

An Empirical Study of the Incidence, Diagnosis, Treatment and Follow-Up of Academically Under-Achieving Children

1982 ◽  
Vol 3 (4) ◽  
pp. 219-230 ◽  
Author(s):  
L.F. Lowenstein
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Low Achievers ◽  
Parental Influences ◽  
High Achievers ◽  
Parent Child Relationship ◽  
School Students ◽  
Child Relationship ◽  
Males And Females

The well-known view that success leads to success and failure or frustration with learning to more failure has been investigated by Keister and Updegraff (1937). This has also been proved correct in recent years (Latta, 1978). Ample research observations exist concerning under-achievement and its aetiology or associated features. One of the more recent pieces of research refers to parental influences on a child's capacity to achieve academically (Su, 1976). Su surveyed the perceptions of parents of 352 male and female Junior high-school students who were classified as high, medium or low achievers on the basis of the differences between their expected and actual scores in school examinations. Only students scoring between 90 and 135 on the Army General Classification Test were included. Attitudes towards parents were assessed with ‘the parent/child relationship questionnaire’. Results indicate that high achievers perceive their parents more favourably than do low achievers, rating them higher in giving love and respect. Low achievers felt more rejection and neglect, and received fewer symbolic rewards and more symbolic punishments. Males more than females perceived their parents as demanding and not as showing love and care. Both males and females felt their mothers were more rejecting than their fathers.

Use of the Mmpi Underachievement Scale as an Aid in Counseling Academic Low Achievers in College

1973 ◽  
Vol 32 (1) ◽  
pp. 151-157 ◽  
Author(s):  
Gary S. Felton
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Early Detection ◽  
Low Achievers ◽  
High Achievers ◽  
Low Achievement ◽  
Achievement Level ◽  
High Achieving ◽  
College Dropouts

47 high-achieving college students and 47 college dropouts were compared on the 24-item MMPI Underachievement Scale. The high achievers' mean score of 8.00 differed significantly ( p < .001) from the low achievers' mean score of 13.44. Probabilities of academic achievement level and score on the Underachievement Scale suggest that the scale may be useful in early detection of academic low achievement.

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