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Assessing the Relationship Between Adverse Childhood Experiences and Academic Performance: A Systematic Review ...
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Influencia del sexo y la lengua materna en el rendimiento académico
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In: Propósitos y Representaciones: Revista de Psichología Educativa ; 8 ; 1 (2022)
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The Effect of Anxiety on Academic Performance among English Language Learners College Students
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In: Doctoral Dissertations and Projects (2021)
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Impact of Teachers’ Classroom Manners, Teaching Strategies, and Parents’ Socioeconomic Status on Students’ Performance
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In: Health Policy and Community Health Faculty Publications (2021)
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Influence of Sex and Mother Tongue on Academic Performance ; Influencia del sexo y la lengua materna en el rendimiento académico
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In: ISSN: 2307-7999 ; EISSN: 2310-4635 ; Propósitos y Representaciones ; https://halshs.archives-ouvertes.fr/halshs-03628786 ; Propósitos y Representaciones, Universidad San Ignacio de Loyola, Lima, 2020, 8 (1), pp.e382. ⟨10.20511/pyr2020.v8n1.382⟩ ; https://revistas.usil.edu.pe/index.php/pyr/article/view/382 (2020)
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Identity-Work Techniques Among Undergraduate Students: Coping Strategies for Academic Setbacks
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Linking Rubrics and Academic Performance: An Engagement Theory Perspective
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In: Journal of University Teaching & Learning Practice (2018)
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Narrative Medicine in the Native Tongue: The Effect of the L1 as a Moderating Variable of Exam Performance in Experimental Disclosure Therapy
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A Causal-Comparative Inquiry into the Significance of Implementing A Flipped Classroom Strategy in Nursing Education
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In: Doctoral Dissertations and Projects (2016)
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Impact of Embedded Remediation in Literacy Skills for First Semester Practical Nursing Students in one Ontario College Program
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Relationship between Undergraduate Student Activity and Academic Performance
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In: Purdue Polytechnic Directed Projects (2010)
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Using cluster analysis to evaluate the academic performance of demographic homogeneous subsets
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In: UNLV Retrospective Theses & Dissertations (2007)
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Socio-Academic Interaction as Predictors of Academic-Performance for Vietnamese Government Scholarship Recipients in US Graduate Programs
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In: Master's Capstone Projects (2006)
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國中學生主觀控制感與教學情境及學習行為之相關研究 ; The Relationships Among Perceived Control Teacher Context and Engagement Among Junior High School Students
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Abstract:
教育心理與輔導學系 ; 本研究主要目的在瞭解目前國中學生的主觀控制感型態、感受到教師的教學情境、學生的學習行為與學業表現之間的關係以及效應。研究樣本為台灣地區中、南部九個縣市國中一年級學生共577人。受測者回答一份問卷，其內容測量主觀控制感、教學情境、學習行為與學業表現。學生在施測完畢四個月後，再施測一次以求貫時性的資料。本研究的主觀控制感採用多重向度控制概念（Skinner 1990）。其中包含對學業成敗主觀的認知（控制信念）、對學業成敗因素的認知（策略信念），以及對自身擁有某些潛在能力以達到學業成功目的的認知（潛能信念）。 研究發現可歸納成為下列幾點：（1）國中學生在主觀控制感各變項之間的關係方面，控制信念和潛能信念中的所有變項（努力、能力、重要他人與幸運），以及「努力」的策略信念之間有正相關；而和策略信念中的其他變項（能力、重要他人、幸運與不知道）之間有負相關。（2）在同時性迴歸分析中發現，教學情境中能夠預測學童的主觀控制感；主觀控制感能夠預測學童的學習行為；而學習行為能夠預測學生學業表現的成績。（3）另外、利用貫時性的資料，在延時性的迴歸分析中發現，教學情境無法預測一段時間之後的主觀控制感。但是主觀控制感能夠預測一段時間後的學習行為，而學業表現也能夠預測一段時間後學童的主觀控制感型態。此結果大致支持了主觀控制感與學業表現的循環模式（4）最後，跨文化比較發現，我國與其他國家之發現有一些是一樣的，但也發現，我國學童若認為「努力」是學業表現重要因素，相對也提高在課堂上積極正向的學習行為；而美國學童在相隔8年的兩次調查研究中發現，雖然對於「努力」的策略認同，但卻沒有因此增進其在課堂上積極正向的學習行為。 個人主觀控制感塑造的過程中，是個體經由情境與事件不斷溝通交流所形成的一個系統。因此，在學業成就的控制感領域上，個人可以因接收到教師的教學情境、或經由對自己學業表現的詮釋，建立起個人的主觀控制感型態。 ; The main purpose of this study was to explore the effects of perceived control on the engagement of learning and academic performance of junior high school students 577 students enrolled in the seventh grade of nine schools were sampled from nine cities of central and southern Taiwan They were administered a questionnaire that assessed student's perceived control perceived teacher context student’s engagement in class and academic performance Four months later the same subjects answered the same instrument again to obtain the Time-Lagged data The study was based on the multidimensional conceptions of perceived control (Skinner 1990) which contains Control Beliefs Strategy Beliefs and Capacity Beliefs The major findings of the study were as follows：（1）Control belief was positively related to both capacity beliefs and strategy beliefs of efforts Control belief was negatively related to beliefs of strategy ability strategy powerful others belief strategy luck and strategy unknown （2）Regression analysis showed that teacher context may influence students’ perceived control which in turn has a positive effect on the extent to which the students actively engaged in classroom activities This engagement has a direct effect on the level of students' actual academic performance （3）Time-Lagged regression analysis results provided support for the circle model although the teacher context did not predict students’ perceived control after a period of time （4）Some cultural differences in the effects of perceived control were found There existed a predictable positive effect of strategy effort beliefs on students’ engagement on the students in Taiwan In contrast there was no correlation between the two variables among American students Based on the above findings suggestions to education counseling institution and further research are presented
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Keyword:
Academic Performance; Capacity Beliefs; Control Beliefs; Engagement; Perceived Control; Strategy Beliefs; Teacher Context; The Circle Model of Perceived Control and Academic Performance; 主觀控制感; 主觀控制感與學業表現循環模式; 學業表現; 學習行為; 控制信念; 教學情境; 潛能信念; 策略信念
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URL: http://140.127.82.166/bitstream/987654321/3484/1/index.html
http://140.127.82.166/handle/987654321/3484
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Reading Habits Among Students and its Effect on Academic Performance: A Study of Students of Koforidua Polytechnic BY
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In: http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article%3D2908%26context%3Dlibphilprac
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