العلاقة بين الكفاءة الاجتماعية و الدافعية للإنجاز لدى طلاب المرحلة الثانوية المتفوقين دراسيا في منطقة الرياض = The Relationship between Social Competence and Achievement Motivation among High-Achieving Students of the Secondary Schools in Riyadh Region

2016 ◽  
Vol 43 (Suppl. 4) ◽  
pp. 1781-1794
Author(s):  
عبد الرحمن بن سليمان النملة
Keyword(s):  
Social Competence ◽  
Secondary Schools ◽  
Achievement Motivation ◽  
High Achieving Students ◽  
High Achieving ◽  
The Relationship

scholarly journals Investigation of Affective and Socioeconomic Variables Predicting the Achievement Level of Low- and High-Achieving Students

2019 ◽  
Vol 5 (1) ◽  
pp. 209
Author(s):  
Ercan Çoban ◽  
Ömer Kamış
Keyword(s):  
Test Anxiety ◽  
Achievement Motivation ◽  
Self Efficacy ◽  
Epistemological Beliefs ◽  
Environmental Awareness ◽  
Binary Logistic Regression ◽  
Achievement Level ◽  
Socioeconomic Variables ◽  
High Achieving Students ◽  
High Achieving

This study aimed to determine the affective and socioeconomic variables significantly predicting achievement level of low- and high-achieving students. The data of 1323 low-achieving and 2022 high-achieving Turkish students participated in the PISA 2015 were used in the study. The data were analyzed by using binary logistic regression. The findings showed that test anxiety; achievement motivation; enjoyment of cooperation; environmental awareness; environmental optimism; science self-efficacy; epistemological beliefs; economic, cultural and social status index (ESCS), and the information and communication technology (ICT) resources index were significant predictors of the achievement level of low- and high-achieving students. While test anxiety and environmental optimism scores of low- achieving students were higher, achievement motivation, enjoyment of cooperation, environmental awareness, science self-efficacy, epistemological beliefs, ESCS, and ICT resources scores were higher among high-achieving students. 

High Achieving Students and Moral Judgment

1993 ◽  
Vol 16 (3) ◽  
pp. 268-279 ◽  
Author(s):  
Darcia Narváez
Keyword(s):  
Moral Judgment ◽  
High Achievers ◽  
Alternative View ◽  
General Factor ◽  
Domain Specific ◽  
High Achieving Students ◽  
High Achieving ◽  
Relationship Of ◽  
The Relationship ◽  
Reporting Data

Research exploring the relationship of intellectual aptitude to moral judgment has indicated that, as a group, those with a high intellectual aptitude score significantly above their age peers on measures of moral judgment. These data support the contention that intelligence is a “general factor” that cuts across domains. Some theorists have advocated an alternative view, that intelligence is domain specific. In looking at high achievers, the current study offers support for both views by reporting data that indicate a dependence of moral judgment precocity upon high intellectual achievement. As a group, the high achieving students scored higher on the Defining Issues Test's Principled score. However, there was a wide variation in scores among the high achievers, indicating that apparent intellectual aptitude was not enough for high scores in moral judgment. This variance, along with the fact that no low achiever received an unusually high score, supports the “independent domains” hypothesis of intelligence.

The Relationship of the Students to the Future

2016 ◽  
Vol 6 (3) ◽  
pp. 53-80
Author(s):  
Veronika Vitošková ◽  
Isabella Pavelková
Keyword(s):  
Secondary Schools ◽  
Achievement Motivation ◽  
Time Perspective ◽  
Case Reports ◽  
Human Life ◽  
Career Counselling ◽  
Time Dimension ◽  
The Future ◽  
Relationship Of ◽  
The Relationship

The paper deals with the relationship of students to the future, a relationship between time perspective and achievement motivation and the paper also implies a close connection of this issue with individual’s volition. The article focuses on the presentation of a research on how students relate to the future which was conducted in the years 2011-2014 (defended in 2014 as a doctoral thesis). On the theoretical level we deal with scientific basis of the time dimension in the human life, with a relation between time perspective and achievement motivation and the connection of these concepts to the theoretical approach to the topic of volition. The main emphasis is on cognitive-motivational and self-motivational concepts of time perspective (works of Gjesme, Nuttin, Lens, Zimbardo, from the Czech authors namely concept of perspective orientation by Pavelková) and on classical works on achievement motivation by Atkinson, Raynor and Heckhausen. Within the analysis of these theoretical concepts, we focused predominantly on the identification of overlaps, narrow ties and connections in described systems. In the field of volition research, we were inspired by the concept of self-control and self-regulatory aspects of volition by Kuhl and Fuhrmann. The main objective of the paper is to present a structured research of time perspective, achievement motivation and volition in students of primary and secondary schools. On the research we worked with data received from more than four hundred students of primary and secondary schools in the Czech Republic. The key objective is to obtain a basic description of the students’ relationship to future through individual research areas, further to empirically examine the relation between time perspective and achievement motivation of students and also to compare different approaches to time perspective (the concept of perspective orientation by Pavelková and Zimbardo’s theory of time perspective). Finally, through created students’ case reports we present inter-individually different authenticity of student’s relating to future. In the research, which was carried out on three levels, we benefited from combination of quantitative and qualitative research. In the conclusion, we suggest possible ways of further work with the findings within the career counselling at schools and which areas of career counselling we consider to be essential for improvement of self-regulatory skills of students.

How Do High-Achieving Students Approach Web-Based, Copy and Paste Note Taking? Selective Pasting and Related Learning Outcomes

2007 ◽  
Vol 18 (4) ◽  
pp. 512-529 ◽  
Author(s):  
L. Brent Igoa ◽  
Kenneth A. Kiewra
Keyword(s):  
Learning Outcomes ◽  
Note Taking ◽  
Web Based ◽  
High Achieving Students ◽  
High Achieving ◽  
Copy And Paste ◽  
Types Of Information ◽  
The Relationship ◽  
Large Sections

Previous research has indicated that most students copy and paste notes from Internet sources in a mindless way; they typically paste large sections of text into their notes and then later can recall little of what they have stored. However, supplying students with a note-taking framework that restricts the amount of text that may be pasted can prompt them to engage in more selective pasting, and this seems to result in greater learning. But the extant research has not specifically addressed copy and paste note-taking behaviors of high-achieving students. The high-achieving high school and college students in the present study used a note-taking tool on the computer that consisted of an electronic matrix to cue students to note certain types of information. In one condition, the number of words that could be included in each cell was restricted, whereas in the other group, the students’ cells were unrestricted. After the note-taking sessions, all students completed assessments to document the amount of information they learned. High-achieving students in both conditions learned the same amount through the note-taking process. These results were inconsistent with the previous research. Follow-up analyses of students’ notes indicated that although the high-achieving students in the unrestricted note-taking group were not limited in the number of words they copied, many of them selectively chose which information they pasted into the grid. The relationship between text-pasting selectivity and learning remained: High-achieving students were more selective in their note taking, and they also were more successful on the posttests.

Effective Characteristics of Learning Multimedia

2009 ◽  
pp. 167-188 ◽  
Author(s):  
Piret Luik
Keyword(s):  
Learning Outcomes ◽  
Educational Software ◽  
Effective Characteristics ◽  
Multimedia Software ◽  
High Achieving Students ◽  
Low Achieving Students ◽  
High Achieving ◽  
The Relationship

Developing effective educational software requires an understanding of the complexity of multimedia components. The relationship between the characteristics of learning multimedia and learning outcomes of students is explored in two studies carried out in Estonia with multimedia textbooks and multimedia drills. Included are those characteristics likely to be effective for all students, boys, girls, high-achieving students, and low achieving students. Concluding recommendations based on the results of these studies should be useful for teachers and for developers of multimedia software.

How Achievement Motivation Influences the Attitude of Schoolchildren and Students Towards Independent Sports Activities

2019 ◽  
Vol 6 (1) ◽  
pp. 38-46
Author(s):  
A.S. Grachev
Keyword(s):  
Physical Education ◽  
Achievement Motivation ◽  
Russian Federation ◽  
Male Students ◽  
Way Of Life ◽  
Education Material ◽  
State Technological ◽  
Technological University ◽  
The Relationship ◽  
Sports Activities

Summary Purpose: to determine the relationship between achievement motivation and the attitudes of schoolchildren of 11-17 years old and students of 18-21 years old to independent sports and passing control standards in the discipline \”Physical Education\”. Material: 1576 schoolchildren (boys n = 780 and girls n = 796) of comprehensive schools of Belgorod, Stary Oskol, Stroitel and Shebekino (Belgorod region, Russian Federation) and 246 students (men n = 127) were surveyed. and women n = 119) Belgorod State Technological University named after V.G. Shukhov (Belgorod, Russian Federation). The questionnaire consisted of three blocks of questions: the 1st block of questions - questions aimed at determining the age, sex, place of study of the respondent; 2nd block of questions - 8 questions, allowing to assess the attitude of the respondent to independent sports activities and the desire to take control standards of the discipline Y’Physical Education\”; 3rd block of questions is a test of 20 questions, developed by A.A. Rean, to assess the motivation to achieve success and avoid failures. Results: the motivation for avoiding failures was diagnosed in 5% male students and 10% female students. A direct correlation between achievement motivation and the attitude of schoolchildren and students towards independent sports activities and passing control standards has been revealed. Conclusions: there are no differences in the correlation between the relationship between achievement motivation and attitudes toward independent sports by gender. Schoolchildren and students with motivation to achieve regular self-exercise. Schoolchildren and students with a pronounced motivation for avoiding failures prefer a passive way of life. They do not want to pass standards on the discipline \”Physical Education\” and do not go in for sports on their own.

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