scholarly journals Peculiarities of the influence of autonomic state on academic performance depending on the evaluation system

2020 ◽  
Vol 10 (6) ◽  
pp. 40-54
Author(s):  
Nadezhda Yurevna Val'kova ◽  
◽  
Elena Vladimirovna Komarovskaya ◽  
Keyword(s):  
Academic Performance ◽  
High School Students ◽  
Evaluation System ◽  
Autonomous System ◽  
Paired Comparison ◽  
Comparison Method ◽  
Autonomic Regulation ◽  
Average Level ◽  
Method Of Evaluation ◽  
The Evaluation System

Introduction. Academic performance is a criterion of adaptation to the learning environment and depends on individual and typological characteristics of the effects of the autonomous system on the activity. Different evaluation systems characterize different facets of learning capacity. The purpose of this research is to identify the properties of the effects of the autonomous system on schoolchildren’s academic performance using traditional evaluation system and paired-comparison method. Materials and Methods. The sample consisted of 30 eleventh year students of a comprehensive secondary school. Autonomic regulation was assessed using a questionnaire. Academic performance was measured retrospectively using two methods. The results of continuous academic assessment during the Year 9 were analyzed. At the end of the school year the teacher evaluated academic performance using a paired-comparison method. Data were processed using cluster analysis. Results. The findings suggest that regardless of the evaluation system, academic performance is more determined by the functional condition of the sympathetic divisions which are responsible for actions requiring quick responses than by parasympathetic divisions which are associated with automatic activity in ‘rest’ conditions. Evaluation conducted by means of paired-comparison method has shown correlations between academic performance and intensity of sympathicotonia. Students with average sympathicotonia demonstrated below average level of academic achievements. Above average level of performance was shown in students with maximal or minimal sympathicotonia intensity depending on the discipline. The authors believe that paired-comparison method of evaluation is accompanied by including not only the performance but its physiological cost as well. It is expressed in the correlation between the academic performance and intensity of sympathicotonia which is demonstrated in tension or anxiety. Conclusions. The study concludes that the peculiarities of the effects of the autonomous system on schoolchildren’s academic performance when using paired-comparison method include the correlation between the academic performance and functional status of autonomous regulation segmental mechanisms with greatest impact being made by intensity of sympathicotonia. Keywords High school students; Academic performance; Paired-comparison method; Autonomic regulation; Sympathicotonia; Sympathetic division; Parasympathetic division.

Training autonomous managers for a dynamic environment

2018 ◽  
Vol 32 (4) ◽  
pp. 719-731
Author(s):  
M. Valle Santos ◽  
Rosa M. Mayoral
Keyword(s):  
Academic Performance ◽  
Evaluation System ◽  
Teaching Strategy ◽  
Self Regulation ◽  
Dynamic Environment ◽  
Motivational Orientation ◽  
Self Directed Learning ◽  
Content Type ◽  
The Impact ◽  
The Evaluation System

PurposeThe purpose of this paper is to explore self-regulated learning among university students, the role played by motivation and its impact on academic performance. This paper presents a teaching strategy aimed at self-regulation which draws on the educational value provided by the evaluation system.Design/methodology/approachThis research includes a quantitative analysis to examine the dependency relation between self-regulation, motivational orientation and academic performance. The impact of the teaching strategy on the relation between self-regulation and academic performance is also explored.FindingsThe findings indicate that self-regulation is closely linked to motivational orientation and is a determining factor in academic performance. In addition, implementing a teaching strategy focussing on self-regulation alters said relation.Practical implicationsThis research reflects the value of fostering the level of student self-regulation with a view to enhancing not only their current learning, but also the self-directed learning that will ensure professional success. The research also evidences the potential of the evaluation system for encouraging the development of self-regulation.Originality/valueThe conclusions to emerge from this research will help educators gain an awareness of the usefulness of strengthening student self-regulation and the potential offered by the evaluation system as a teaching resource. This research also merges extremely interesting elements – student self-regulation and the evaluation system – which to date have not been explored jointly.

scholarly journals Sistema Permanente de Avaliação da Educação Básica do Ceará (Spaece) na vertente da avaliação do rendimento escolar

2019 ◽  
Vol 81 (197) ◽  
Author(s):  
Maria Iaci Pequeno
Keyword(s):  
Academic Performance ◽  
Evaluation System ◽  
Educational Evaluation ◽  
The State ◽  
Evaluation Systems ◽  
Methodological Procedures ◽  
The Evaluation System

Focaliza a avaliação educacional no Estado do Ceará, desde as primeiras experiências no fim da década de 70 até a institucionalização do sistema próprio de avaliação do Estado, denominado Sistema Permanente de Avaliação da Educação Básica do Ceará (Spaece). Enfatiza os procedimentos metodológicos adotados nesse sistema de avaliação, bem como alguns resultados e o uso pelas audiências principais. Apresenta, finalmente, reflexões e lições que foram extraídas dessas experiências que possam servir de balizamento para outros sistemas similares de avaliação. Palavras-chave: sistema de avaliação; rendimento escolar; uso de avaliações. Abstract This paper describes educational evaluation in the State of Ceará, from the first experiences at the end of the seventies, to the institutionalization of the State's own evaluation system, called Sistema Permanente de Avaliação da Educação Básica (Spaece). The paper emphasizes the methodological procedures used in the evaluation system, as well as some of the results and its use by the main audiences. The paper also presents thoughts and lessons issued from these experiences that may be useful for other evaluation systems. Keywords: evaluation system, academic performance, use of evaluations.

How the interpretation of social comparison affects academic performance among high school students

2007 ◽  
Author(s):  
Maike Wehrens ◽  
Bram Buunk ◽  
Miranda Lubbers ◽  
Hans Kuyper ◽  
Greetje van der Werf
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Social Comparison ◽  
School Students

Living with grandparents: Multi-generational families and the academic performance of grandchildren in China

2021 ◽  
pp. 2057150X2110283
Author(s):  
Fan Zhang ◽  
Yuxiao Wu
Keyword(s):  
Social Capital ◽  
Academic Performance ◽  
High School Students ◽  
Junior High School ◽  
Social Stratification ◽  
Capital Investment ◽  
Nuclear Family ◽  
Single Parent ◽  
Positive Effects ◽  
Single Parent Families

Previous studies on social stratification and intergenerational mobility have mostly focused on the effects of parents on their children’s socioeconomic status (SES) attainment, but less attention has been paid to the important role played by grandparents in the life chances of their grandchildren, and its underlying mechanism. By analyzing a national survey sample data of junior high school students in China, this study examines the influence factors of living with grandparents and their effect on the academic performance of adolescents, and the intermediate mechanism. The study finds that (a) three-generation cohabitation occurs when there is a functional need for the nuclear family, and children with lower SES, working mothers, or single-parent families are more likely to experience cohabitation between grandparents and grandchildren; (b) living with grandparents has significant positive effects on adolescents’ academic performance after controlling for other factors; (c) the effect of living with grandparents is moderated by the family’s SES and family structure, and students from lower-SES or single-parent families benefit more from living with grandparents; and (d) living with grandparents to a certain extent benefits grandchildren’s academic performance by enhancing family social capital investment. Households in which grandparents cohabit invest significantly more in the social capital of children than those who do not have grandparents cohabiting. The results of this study show that in modern society, family kinship networks still play a very important role in the status attainment and social mobility of individuals. Therefore, scholars should pay more attention to the important role of extended families in social stratification and mobility and its micro-mechanisms.

An Analysis of Affect and Expectancy Evaluations in Causal Attributions

1987 ◽  
Vol 60 (3_part_2) ◽  
pp. 1115-1120
Author(s):  
Hirotsugu Yamauchi
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Elementary School Children ◽  
Causal Attributions ◽  
Paired Comparison ◽  
Junior High School Students ◽  
Successful Outcome ◽  
School Students ◽  
The Relationship ◽  
Comparison Data

Two relationships were examined, the relationship between the achievement-related affect and causal attributions for success or failure and the relationship between the expectancy shift and causal ascriptions for success or failure. Subjects were 417 elementary school children, 459 junior high school students, and 175 college students. Two hypothetical boys or girls who received similar marks on an examination but who attributed the results to different causes (ability, effort or luck) were described in a booklet. Subjects were asked to judge which person feels more pleasant (or unpleasant) and which person should expect the same outcome on further similar exams. The method of dual scaling was applied to the paired-comparison data for each sample. Two-dimensional solutions were extracted in the positive affect with success, the expectancy of success after success and the expectancy of failure after failure. Whereas a unidimensional solution was extracted in the negative affect with failure. Developmental shifts were found for successful outcome.

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