Prediction of Music Achievement in the Elementary School

1982 ◽  
Vol 30 (1) ◽  
pp. 61-68 ◽  
Author(s):  
Steven K. Hedden
Keyword(s):  
Academic Achievement ◽  
Sixth Grade ◽  
Self Concept ◽  
Elementary Grades ◽  
Moderate Increase ◽  
Music Achievement ◽  
Sixth Grade Students ◽  
Music Attitude ◽  
Music Specialist ◽  
And Gender

This study examined several predictors of music achievement for general music students in the upper elementary grades: attitude toward music, self-concept in music, music background, academic achievement, and gender. Subjects were 144 fifth- and sixth-grade students in two Midwestern towns who received regularly-scheduled instruction from a music specialist. Multiple regression analysis revealed that the best single predictor of music achievement was the academic achievement test. The addition of the music attitude or self-concept measure produced a moderate increase in predictive power; the remaining variables were not effective predictors. The results of the study suggest that a teacher may be able to heighten music achievement by stressing music attitude or self-concept during music classes.

scholarly journals Effect of Socratic dialogic teaching on sixth grade students' attention and academic achievement

2019 ◽  
Vol 21 (2) ◽  
pp. 94-107
Author(s):  
Nouri Ali ◽  
Fataneh Esmaeili ◽  
Saman Seifpour ◽  
Anahita Khorami ◽  
Samira Anvar ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Sixth Grade ◽  
Dialogic Teaching ◽  
Sixth Grade Students

Teaching Decision-Making Skills to a Sixth Grade Population

1986 ◽  
Vol 16 (3) ◽  
pp. 233-242 ◽  
Author(s):  
Michael Hammes ◽  
Dan Petersen
Keyword(s):  
Social Status ◽  
School Health ◽  
Sixth Grade ◽  
Study Data ◽  
Self Concept ◽  
Control Group ◽  
Chi Square ◽  
Control Group Design ◽  
Resistance To Persuasion ◽  
Sixth Grade Students

The purpose of the study was to determine whether sixth grade students could learn resistance to persuasion skills (RPS) and identify those skills after viewing a videotape where child actors responded to group pressure to smoke. Also to determine if a child's self-concept and/or social status is associated with his/her ability to learn the RPS. Subjects for the study were sixth grade students ( N = 95) in four elementary schools. Two classes consisting of fifty-four subjects were randomly assigned to the control group. A randomized pretest-posttest control group design was used as the research format for the study. Data were analyzed using the Mantel Haenszel Chi Square statistic and the Analysis of Variance. Findings suggest that resistance to persuasion skills can be taught and successfully learned in a school health education environment, and that a child's self-concept and social status is not associated with learning RPS. Command of such skills may induce in young students greater independence from high pressure tactics often used by associates in social settings.

scholarly journals ¿Qué ocurre entre el autoconcepto y el rendimiento académico, en un contexto pluricultural?

2014 ◽  
Vol 18 (2) ◽  
pp. 201
Author(s):  
Mª Inmaculada Herrera Ramírez ◽  
Francisco Herrera Clavero ◽  
Mª Inmaculada Ramírez Salguero
Keyword(s):  
Academic Achievement ◽  
Self Concept ◽  
Educational Context ◽  
Different Types ◽  
Different Dimensions ◽  
And Gender

RESUMENEste trabajo pretende describir y explicar los diferentes tipos (dimensiones), niveles y relaciones del autoconcepto y el rendimiento académico del alumnado en un contexto educativo pluricultural, como base para poder diseñar, desarrollar y evaluar la intervención más adecuada.Los análisis llevados a cabo han permitido constatar diferencias estadísticamente significativas en diversas dimensiones del autoconcepto y el rendimiento, por curso, cultura y sexo; destacando particularmente la desventaja del alumnado musulmán.Asimismo, se han podido observar correlaciones moderadas entre las variables estudiadas y, además, el poder de predicción del autoconcepto sobre el rendimiento, en sus distintas dimensiones.ABSTRACTThis work tries to describe and to explain the different types (dimensions), levels and relations of self-concept and academic achievement of pupils in a pluricultural educational context, as a basis to be able to design, develop and evaluate the most suitable intervention.The analyses carried out have allowed to state statistically significant differences in diverse dimensions of self-concept and academic achievement, by course, culture and gender; particularly emphasizing the disadvantage of the Muslim pupils.Also, it has been possible to observe moderate correlations between the studied variables and, in addition, the power of prediction of self-concept on academic achievement, in its different dimensions.

Body Satisfaction and Self-Concept of Third-And Sixth-Grade Students

1993 ◽  
Vol 76 (2) ◽  
pp. 547-553 ◽  
Author(s):  
Lori Folk ◽  
Jan Pedersen ◽  
Salvatore Cullari
Keyword(s):  
Body Satisfaction ◽  
Pubertal Development ◽  
Sixth Grade ◽  
Sixth Graders ◽  
Third Graders ◽  
Self Concept ◽  
Satisfaction Questionnaire ◽  
The Third ◽  
Sixth Grade Students ◽  
The Relationship

Pubertal development has been implicated as the point of origin for decreased body satisfaction and self-concept for girls from prepubertal levels and an increase in body satisfaction and self-concept for boys. Two groups of boys and girls in Grades 3 and 6 completed a Body Satisfaction Questionnaire and the Piers-Harris Self-concept Scale to test this assumption. The third graders were considered to be prepubertal and sixth graders as early pubertal. The sixth-grade boys scored lower on body satisfaction than third-grade boys, and their self-concept scores were positively correlated with body satisfaction scores. For girls, body satisfaction scores were correlated with self-concept in both grades, and few significant differences were found between grades. For girls apparently the relationship between body satisfaction and self-concept may be present before the onset of puberty.

scholarly journals Research in Homework as the Motivating Factor in Reading Achievement

1970 ◽  
Vol 3 (3) ◽  
pp. 51-60 ◽  
Author(s):  
Jane M. Singh
Keyword(s):  
Academic Achievement ◽  
Reading Achievement ◽  
Reading Development ◽  
Sixth Grade ◽  
Sixth Grade Students ◽  
Economic Background ◽  
Motivating Factor

Using approximately 400 fourth, fifth and sixth grade students with varying socio-economic background, this study was designed to investigate individualized enrichment homework upon the academic achievement of these children as it relates to total reading development.

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