Classroom Model and Peer Influence: The Relation Between Preschoolers' Behavior and Academic Achievement in the Classroom

2008 ◽  
Author(s):  
Rhonda S. Jamison ◽  
Rebecca A. Marcon ◽  
Susan M. Perez
Keyword(s):  
Academic Achievement ◽  
Peer Influence

scholarly journals PENGARUH ORIENTASI PEMBELAJARAN DAN KONSEPSI BELAJAR TERHADAP PRESTASI AKADEMIK MAHASISWA TAHUN PERTAMA

2020 ◽  
Vol 5 (1) ◽  
pp. 8
Author(s):  
Agatha Rizky
Keyword(s):  
Academic Achievement ◽  
Learning Styles ◽  
Multiple Regression ◽  
Peer Influence ◽  
Self Regulation ◽  
Private University ◽  
Student Academic Achievement ◽  
Learning Orientation ◽  
Grade Point ◽  
Learning Conceptions

ABSTRACTThis study aims to give an overview of learning orientation and learning conception on academic achievement of first year university students. learning orientation are the reason that motivates one to study, while learning conceptions are student’s beliefs and views on learning and related phenomena, both are affective dimension known to influence the quality of learning. This study used a mixed-methods approach, quantitative and qualitative. Third semester psychology student (N=207)from private university filled out Inventarisasi Cara Belajar (Part B), the adapted translated versions of the Inventory of Learning Styles, which used to measure learning orientation and student learning conceptions and their influence on academic achievement, which is seen through the Grade Point Average. Qualitative data is obtained through focus group discussions conducted in a group of students with high GPA and one group of students with a low GPA. The mean age of participants was 18,8 years with 11% males and 89% females. Data analysis using multiple regression showed, certificate directed variables, and ambivalent in learning orientation and cooperation variables in the conception of learning were able to predict student academic achievement with a negative correlation. Several other factors that influenced student academic achievement, including regulation of learning Self-regulation, peer influence, and leadership initiative.  ABSTRAKPenelitian bertujuan untuk memperoleh gambaran pengaruh orientasi pembelajaran dan konsepsi belajar terhadap prestasi akademik mahasiswa tahun pertama. Orientasi belajar adalah alasan yang mendorong seseorang untuk belajar dan kuliah, sedangkan konsepsi pembelajaran adalah keyakinan dan pandangan tentang pembelajaran dan fenomena terkait, keduanya merupakan dimensi afektif proses belajar yang ikut menentukan kualitas hasil belajar mahasiswa. Penelitian ini menggunakan mixed method, yakni pendekatan kuantitatif dan kualitatif. Sebagai data kuantitatif sejumlah 207 mahasiswa semester tiga dari fakultas psikologi universitas swasta mengisi kuesioner Inventarisasi Cara Belajar (Bagian B) sebuah alat ukur adaptasi dari Inventory of Learning Styles. Inventarisasi Cara Belajar digunakan untuk mengukur gambaran orientasi pembelajaran dan konsepsi belajar mahasiswa serta pengaruhnya terhadap prestasi akademis, yang dilihat melalui Indeks Prestasi Kumulatif. Data kualitatif diperoleh melalui diskusi kelompok terarah pada satu kelompok mahasiswa dengan IPK tinggi dan satu kelompok mahasiswa dengan IPK rendah. Usia rata-rata partisipan adalah 18,8 tahun, dengan 11% laki-laki dan 89% perempuan. Hasil analisis data menggunakan multiple regression menunjukkan bahwa variabel certificate directed, dan ambivalent dalam orientasi pembelajaran dan variabel cooperation dalam konsepsi belajar mampu memprediksi prestasi akademis mahasiswa dengan korelasi negatif. Beberapa faktor lain yang ditemukan memengaruhi prestasi akademis mahasiswa, di antaranya regulasi pembelajaran Self-regulation, Peer influence, dan Initiative Leadership.

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.

Stereotype Internalization, Math Perceptions, and Occupational Choices of Women With Counter-Stereotypical University Majors

2007 ◽  
Vol 66 (3) ◽  
pp. 169-178 ◽  
Author(s):  
Virginie Bonnot ◽  
Jean-Claude Croizet
Keyword(s):  
Academic Achievement ◽  
Negative Impact ◽  
Self Concept ◽  
Occupational Choices ◽  
Men And Women ◽  
Performance Expectancies ◽  
Subjective Value ◽  
Stereotype Endorsement

Based on Eccles’ (1987) model of academic achievement-related decisions, we tested whether women, who are engaged in mathematical fields at university, have internalized, to some extent, the stereotype about women’s inferiority in math. The results indicate that men and women do not assess their ability self-concept, subjective value of math, or performance expectancies differently. However, women’s degree of stereotype endorsement has a negative impact on their ability self-concept and their performance expectancies, but does not affect their value of the math domain. Moreover, members of both genders envisage stereotypical careers after university graduation.

Use of the TOEFL as a Standard for University Admission: A Position Statement by the Canadian Psychological Association

1998 ◽  
Vol 14 (3) ◽  
pp. 261-265 ◽  
Author(s):  
Marvin L. Simner
Keyword(s):  
Academic Achievement ◽  
Foreign Language ◽  
Position Statement ◽  
Considerable Evidence ◽  
Canadian Universities ◽  
Weak Relationship ◽  
University Admission ◽  
Canadian Psychological Association

Nearly all Canadian universities employ, as a standard for university admission, the Test of English as a Foreign Language (TOEFL). In light of considerable evidence indicating only a weak relationship between TOEFL scores and academic achievement, the Canadian Psychological Association recently issued a report containing a position statement that called upon Canadian universities to refrain from employing the TOEFL in this manner. Because the concerns raised in the report are likely to apply to many universities outside Canada, the entire report is reproduced in this article.

Validating the Resource-Management Inventory (ReMI)

2020 ◽  
Vol 36 (5) ◽  
pp. 777-786 ◽  
Author(s):  
Julia Waldeyer ◽  
Jens Fleischer ◽  
Joachim Wirth ◽  
Detlev Leutner
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Resource Management ◽  
Measurement Invariance ◽  
Factor Structure ◽  
Management Strategies ◽  
Group Analysis ◽  
Management Skills ◽  
First Year Students ◽  
Management Competency

Abstract. There is substantial evidence that students in higher education who have sophisticated resource-management skills are more successful in their studies. Nevertheless, research shows that students are often not adequately prepared to use resource-management strategies effectively. It is thus crucial to screen and identify students who are at risk of poor resource management (and consequently, reduced academic achievement) to provide them with appropriate support. For this purpose, we extend the validation of a situational-judgment-based instrument called Resource-Management Inventory (ReMI), which assesses resource-management competency (including knowledge of resource-management strategies and the self-reported ability to use this knowledge in learning situations). We evaluated the ReMI regarding factor structure, measurement invariance, and its impact on academic achievement in different study domains in a sample of German first-year students ( N = 380). The results confirm the five-factor structure that has been found in a previous study and indicate strong measurement invariance. Furthermore, taking cognitive covariates into account, the results confirm that the ReMI can predict students’ grades incrementally. Finally, a multi-group analysis shows that the findings can be generalized across different study domains. Overall, we provide evidence for a valid and efficient instrument for the assessment of resource-management competency in higher education.

Must We Suffer to Succeed?

2017 ◽  
Vol 38 (2) ◽  
pp. 113-124 ◽  
Author(s):  
Juliane Strack ◽  
Paulo Lopes ◽  
Francisco Esteves ◽  
Pablo Fernandez-Berrocal
Keyword(s):  
Job Satisfaction ◽  
Academic Achievement ◽  
Trait Anxiety ◽  
The Relationship

Abstract. Why do some people work best under pressure? In two studies, we examined whether and how people use anxiety to motivate themselves. As predicted, clarity of feelings moderated the relationship between trait anxiety and the tendency to use this emotion as a source of motivation (i.e., anxiety motivation). Furthermore, anxiety motivation mediated the relationship between trait anxiety and outcomes – including academic achievement (Study 1) as well as persistence and job satisfaction (Study 2). These findings suggest that individuals who are clear about their feelings are more likely to thrive on anxiety and eustress and possibly use these to achieve their goals and find satisfaction at work.

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