Affective Responses and School Achievement among Eighth Grade Boys and Girls

1974 ◽  
Vol 38 (3_suppl) ◽  
pp. 1295-1301 ◽  
Author(s):  
William F. White ◽  
John McConnell
Keyword(s):  
Rural Community ◽  
Test Scores ◽  
School Achievement ◽  
Achievement Test ◽  
Eighth Grade ◽  
Achievement Test Scores ◽  
Factor I ◽  
Scale Scores ◽  
Eighth Grade Students ◽  
And Mathematics

In a small rural community, 267 eighth grade students completed the Junior Index of Motivation as well as the California Achievement Test and the Iowa Tests of Basic Skills in reading and mathematics. Significant small to moderate correlations ( P < .01) between the total motivational scale scores and achievement test scores were observed. Factor I, labeled “General Adequacy,” in the motivational scale seemed to contribute most to the achievement test scores.

A New Look (Again) at Gifted Girls and Mathematics Achievement

1996 ◽  
Vol 7 (4) ◽  
pp. 459-475 ◽  
Author(s):  
Shelagh A. Gallagher
Keyword(s):  
Mathematics Achievement ◽  
Gender Gap ◽  
Test Scores ◽  
Achievement Test ◽  
Research Data ◽  
Problem Definition ◽  
Achievement Test Scores ◽  
Psychological Differences ◽  
And Mathematics ◽  
Gifted Girls

Despite improvement in mathematics achievement test scores for females in general, there persists a gender gap in the achievement test scores among the gifted. “Old” perspectives on the problem, including biological or psychological differences and a broad problem definition, are no longer helpful or supported by the research data. The Autonomous Learning Behavior (ALB) model is presented as an alternative model to explain the continued presence of the gap and as a basis for finding effective solutions. Ideas for change and some new avenues for research are proposed, consistent with the ALB framework.

scholarly journals The Relationship between Teacher Autonomy Support and the Attitude and Anxiety toward Mathematics Course

2018 ◽  
Vol 11 (6) ◽  
pp. 109
Author(s):  
Cengiz Erdik
Keyword(s):  
Mathematics Teachers ◽  
Autonomy Support ◽  
Learner Autonomy ◽  
Teacher Autonomy ◽  
Eighth Grade ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
And Mathematics ◽  
The Relationship ◽  
Mathematics Course

The purpose of the present research is to determine the correlation between attitude and anxiety of seventh and eighth grade students toward mathematics course and behaviors of mathematics teachers to support and exhibit learner autonomy toward mathematics course. The population of the research was consisted of 1.563 students and 35 mathematics teachers from 22 schools. Research data was collected by means of Learner Autonomy Support Scale and Mathematics Course Attitude and Anxiety Scale. Conclusively, it was revealed that eighth grade students were more anxious, their anxiety levels and attitudes differed according to their success levels, and that they did not exhibit statistically significant difference according to their genders and teachers’ genders. It was determined that there is no statistically significant correlation between level of teachers’ support for learner autonomy and students’ anxiety and attitude levels toward mathematics course.

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