Barnacle geese achieve significant energetic savings by changing posture.

Science.gov (United States)

Tickle, Peter G; Nudds, Robert L; Codd, Jonathan R

2012-01-01

Here we report the resting metabolic rate in barnacle geese (Branta leucopsis) and provide evidence for the significant energetic effect of posture. Under laboratory conditions flow-through respirometry together with synchronous recording of behaviour enabled a calculation of how metabolic rate varies with posture. Our principal finding is that standing bipedally incurs a 25% increase in metabolic rate compared to birds sitting on the ground. In addition to the expected decrease in energy consumption of hindlimb postural muscles when sitting, we hypothesise that a change in breathing mechanics represents one potential mechanism for at least part of the observed difference in energetic cost. Due to the significant effect of posture, future studies of resting metabolic rates need to take into account and/or report differences in posture.

Barnacle geese achieve significant energetic savings by changing posture.

Directory of Open Access Journals (Sweden)

Peter G Tickle

Full Text Available Here we report the resting metabolic rate in barnacle geese (Branta leucopsis and provide evidence for the significant energetic effect of posture. Under laboratory conditions flow-through respirometry together with synchronous recording of behaviour enabled a calculation of how metabolic rate varies with posture. Our principal finding is that standing bipedally incurs a 25% increase in metabolic rate compared to birds sitting on the ground. In addition to the expected decrease in energy consumption of hindlimb postural muscles when sitting, we hypothesise that a change in breathing mechanics represents one potential mechanism for at least part of the observed difference in energetic cost. Due to the significant effect of posture, future studies of resting metabolic rates need to take into account and/or report differences in posture.

School climate, peer victimization, and academic achievement: results from a multi-informant study.

Science.gov (United States)

Wang, Weijun; Vaillancourt, Tracy; Brittain, Heather L; McDougall, Patricia; Krygsman, Amanda; Smith, David; Cunningham, Charles E; Haltigan, J D; Hymel, Shelley

2014-09-01

School-level school climate was examined in relation to self-reported peer victimization and teacher-rated academic achievement (grade point average; GPA). Participants included a sample of 1,023 fifth-grade children nested within 50 schools. Associations between peer victimization, school climate, and GPA were examined using multilevel modeling, with school climate as a contextual variable. Boys and girls reported no differences in victimization by their peers, although boys had lower GPAs than girls. Peer victimization was related to lower GPA and to a poorer perception of school climate (individual-level), which was also associated with lower GPA. Results of multilevel analyses revealed that peer victimization was again negatively associated with GPA, and that lower school-level climate was associated with lower GPA. Although no moderating effects of school-level school climate or sex were observed, the relation between peer victimization and GPA remained significant after taking into account (a) school-level climate scores, (b) individual variability in school-climate scores, and (c) several covariates--ethnicity, absenteeism, household income, parental education, percentage of minority students, type of school, and bullying perpetration. These findings underscore the importance of a positive school climate for academic success and viewing school climate as a fundamental collective school outcome. Results also speak to the importance of viewing peer victimization as being harmfully linked to students' academic performance. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Achievement Motivation and EEG Spectral Power

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Elena V. Vorobyeva

2011-01-01

Full Text Available Achievement motivation is a psychological category which implies a desire to achieve significant (powerful results in certain sphere. According to the results of psychophysiological research people who are motivated for success are very active before they are instructed by the researcher which proves that they aimed at the perception of the referent situation and the intense level of expectations. One of the vital issues today is a problem how genes influence human behaviour. Thus on the basis of contemporary researches we can conclude that such influence is regulated by brain processes.

Influence of Family Background on Academic Achievement of ...

African Journals Online (AJOL)

The results revealed that family structure, parents‟ occupation and educational level of parents, did not have significant influence on students‟ achievement in biology. Based on the findings, the paper concludes that family background did not have much influence on students‟ achievement in science (biology) as against ...

The Impact of Time Management on Students’ Academic Achievement

Science.gov (United States)

Razali, S. N. A. M.; Rusiman, M. S.; Gan, W. S.; Arbin, N.

2018-04-01

Time management is very important and it may actually affect individual’s overall performance and achievements. Students nowadays always commented that they do not have enough time to complete all the tasks assigned to them. In addition, a university environment’s flexibility and freedom can derail students who have not mastered time management skills. Therefore, the aim of this study is to determine the relationship between the time management and academic achievement of the students. The factor analysis result showed three main factors associated with time management which can be classified as time planning, time attitudes and time wasting. The result also indicated that gender and races of students show no significant differences in time management behaviours. While year of study and faculty of students reveal the significant differences in the time management behaviours. Meanwhile, all the time management behaviours are significantly positively related to academic achievement of students although the relationship is weak. Time planning is the most significant correlated predictor.

Introduction of e-learning in dental radiology reveals significantly improved results in final examination.

Science.gov (United States)

Meckfessel, Sandra; Stühmer, Constantin; Bormann, Kai-Hendrik; Kupka, Thomas; Behrends, Marianne; Matthies, Herbert; Vaske, Bernhard; Stiesch, Meike; Gellrich, Nils-Claudius; Rücker, Martin

2011-01-01

Because a traditionally instructed dental radiology lecture course is very time-consuming and labour-intensive, online courseware, including an interactive-learning module, was implemented to support the lectures. The purpose of this study was to evaluate the perceptions of students who have worked with web-based courseware as well as the effect on their results in final examinations. Users (n(3+4)=138) had access to the e-program from any networked computer at any time. Two groups (n(3)=71, n(4)=67) had to pass a final exam after using the e-course. Results were compared with two groups (n(1)=42, n(2)=48) who had studied the same content by attending traditional lectures. In addition a survey of the students was statistically evaluated. Most of the respondents reported a positive attitude towards e-learning and would have appreciated more access to computer-assisted instruction. Two years after initiating the e-course the failure rate in the final examination dropped significantly, from 40% to less than 2%. The very positive response to the e-program and improved test scores demonstrated the effectiveness of our e-course as a learning aid. Interactive modules in step with clinical practice provided learning that is not achieved by traditional teaching methods alone. To what extent staff savings are possible is part of a further study. Copyright © 2010 European Association for Cranio-Maxillo-Facial Surgery. Published by Elsevier Ltd. All rights reserved.

The Value of Full Correction: Achieving Excellent and Affordable Results.

Science.gov (United States)

Kaplan, Julie Bass

2016-01-01

Patients often come to medical aesthetic offices with hopes to fully correct lost facial volume and achieve a natural appearance. Unfortunately, the cost per syringe of dermal filler can be a barrier to desired outcomes. Many aesthetic practitioners do the best they can with the amount of product the patient can afford, often falling short of the "wow" effect for the patient. This article describes what one office implemented to solve the conundrum of affordability while still allowing offices to cover its own financial realities. This tool can help patients achieve beautiful, natural, and affordable outcomes while helping offices advance in manufacturer's tiers, improve word-of-mouth advertising, and increase job satisfaction.

Correlation of nutritional status with academic achievement in adolescents

Science.gov (United States)

Sinurat, R. S.; Sembiring, T.; Azlin, E.; Faranita, T.; Pratita, W.

2018-03-01

Malnutrition is considered a problem that limits learning ability (cognitive function), which is related to poor academic achievement results. This study aimed to determine the relationship of nutritional status with academic achievement in adolescents. A cross-sectional study was conducted on 126 junior high school students ranging from 12 to 15 years in Batubara, North Sumatra in January 2015. Nutritional status is determined by weight for height. Academic achievement was recorded from the final results of their school exams. The value of intelligence quotient (IQ) was assessed by using the Aptitude Test. Data were then analyzed by using Spearman correlation and Chi-Square test. In conclusion, there was no significant difference between nutritional status with IQ score (p=0,540) but showed a significant relationship (p=0.003) between normal nutritional status with the total value of the report card with positive weak correlation strength (r=0.342). There was also a significant difference (p=0.020) and moderate positive correlation (r=0.541) between overweight with academic achievement based on mathematics.

Relating emotional intelligence to academic achievement among university students in Barbados

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Grace A. Fayombo

2012-11-01

Full Text Available This study investigated the relationships between emotional intelligence and academic achievement among 151 undergraduate psychology students at The University of the West Indies (UWI, Barbados, making use of Barchard (2001's Emotional Intelligence Scale and an Academic Achievement Scale. Findings revealed significant positive correlations between academic achievement and six of the emotional intelligence components, and a negative correlation with negative expressivity. The emotional intelligence components also jointly contributed 48% of the variance in academic achievement. Attending to emotions was the best predictor of academic achievement while positive expressivity, negative expressivity and empathic concern were other significant predictors. Emotion-based decision-making, responsive joy and responsive distress did not make any significant relative contribution to academic achievement, indicating that academic achievement is only partially predicted by emotional intelligence. These results were discussed in the context of the influence of emotional intelligence on university students' academic achievement.

Barnacle Geese Achieve Significant Energetic Savings by Changing Posture

OpenAIRE

Tickle, Peter G.; Nudds, Robert L.; Codd, Jonathan R.

2012-01-01

Here we report the resting metabolic rate in barnacle geese (Branta leucopsis) and provide evidence for the significant energetic effect of posture. Under laboratory conditions flow-through respirometry together with synchronous recording of behaviour enabled a calculation of how metabolic rate varies with posture. Our principal finding is that standing bipedally incurs a 25% increase in metabolic rate compared to birds sitting on the ground. In addition to the expected decrease in energy con...

Interpreting Statistical Significance Test Results: A Proposed New "What If" Method.

Science.gov (United States)

Kieffer, Kevin M.; Thompson, Bruce

As the 1994 publication manual of the American Psychological Association emphasized, "p" values are affected by sample size. As a result, it can be helpful to interpret the results of statistical significant tests in a sample size context by conducting so-called "what if" analyses. However, these methods can be inaccurate…

Influence of certain tactical attacking patterns on the result achieved by the teams participants of the 2010 FIFA World Cup in South Africa

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Janković Aleksandar

2011-01-01

Full Text Available The aim of this study is to compare tactical manifestations of soccer teams, different competitive success, defined on the basis of the achieved results in one match at the 2010 FIFA World Cup in South Africa. The teams were divided into 3 groups based on the match results, the tactical analysis included a total of 60 matches of 2010 FIFA World Cup in South Africa. The first sub-sample of the subjects (winning was consisted of the teams that won in the final result, the second sub-sample (draw were the teams that ended in tied score (no winner, while the third subs ample (defeat consisted of the teams which were defeated in the course of regular 90-minute game. Based on the previously processed data, which were taken from the official website of the International Federation of Association Soccer (www.fi fa.com, the observed parameters refer to the game efficiency, tactical attacking resource - passing the ball and the ball passing structure. Based on the analysis of the successful attacks frequency, it was revealed that there is a statistically significant difference in the number of successful attacks between the teams that had achieved different results (p = 0.003, in favor of the winning teams. Additionally, the successfulness of attacks, observed through their accuracy, indicates the differences in their distribution (p = 0.000 between the aforesaid groups. The results also indicate that the total run distance, on the level of one team is not associated with the final result. However, ball possession (P = 0.001, overall number of passes (p = 0.015 and overall number of correct passes (P = 0.013 were figured as important factors in achieving better results, while the analysis of the efficacy percentage and the structure of the game that applied passing, i.e., pass length is little or not associated with the final result. The results of this study can help identify those tactical attacking resources in soccer, which contribute to achieving

Self-reflection, gender and science achievement

Science.gov (United States)

Shoop, Kathleen A.

Drawing on socio-cognitive learning theory, this study compared achievement scores of 134 male and female high school biology students randomly assigned to groups which either used self-reflection, used self-reflection and received feedback, or did not self-reflect. Following a pretest, the teacher provided self-reflection strategy instruction to students in the two intervention groups and then subsequently provided in-class self-reflection time for these groups. The posttest concluded the unit; the retention measure was five weeks later. A quasi-experimental 3 x 3 x 2 (time x intervention x gender) factorial repeated-measures control group design was used for this study; a repeated measures ANOVA and several one-way ANOVA's were used to answer the research questions. Results from the repeated-measures ANOVA revealed significant results for Time and Time x Intervention, with the reflection group demonstrating significantly lower gains from pretest to posttest than the other two groups. The ANOVA examining differences between those who reflected and those who reflected and received feedback provided significant results with similar results for the difference between the control group and the reflection group. For teachers and students this study provides several areas of practical significance. Primarily, teachers may find lower student achievement if students regularly self-reflect but do not receive feedback for their reflection.

Mathematics Beliefs, Instructional Strategies, and Algebra Achievement of Adolescent Students in Japan: Results from the TIMSS 1999 Assessment

Science.gov (United States)

House, J. Daniel

2006-01-01

An important area for the application of instructional design is the development of effective teaching strategies for mathematics. Activities that include the use of computers, cooperative learning, and active learning materials are associated with mathematics achievement. Student self-beliefs are also significantly related to mathematics…

Exploring Differential Effects of Mathematics Courses on Mathematics Achievement

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Ma, Xin; McIntyre, Laureen J.

2005-01-01

Using data from the Longitudinal Study of Mathematics Participation (N = 1,518 students from 34 schools), we investigated the effects of pure and applied mathematics courses on mathematics achievement, controlling for prior mathematics achievement. Results of multilevel modelling showed that the effects of pure mathematics were significant after…

Approaches to learning as predictors of academic achievement: Results from a large scale, multi-level analysis

DEFF Research Database (Denmark)

Herrmann, Kim Jesper; McCune, Velda; Bager-Elsborg, Anna

2017-01-01

The relationships between university students’ academic achievement and their approaches to learning and studying continuously attract scholarly attention. We report the results of an analysis in which multilevel linear modelling was used to analyse data from 3,626 Danish university students....... Controlling for the effects of age, gender, and progression, we found that the students’ end-of-semester grade point averages were related negatively to a surface approach and positively to organised effort. Interestingly, the effect of the surface approach on academic achievement varied across programmes....... While there has been considerable interest in the ways in which academic programmes shape learning and teaching, the effects of these contexts on the relationship between approaches to learning and academic outcomes is under-researched. The results are discussed in relation to findings from recent meta...

The European Integrated Tokamak Modelling (ITM) effort: achievements and first physics results

International Nuclear Information System (INIS)

Falchetto, G.L.; Nardon, E.; Artaud, J.F.; Basiuk, V.; Huynh, Ph.; Imbeaux, F.; Coster, D.; Scott, B.D.; Coelho, R.; Alves, L.L.; Bizarro, João P.S.; Ferreira, J.; Figueiredo, A.; Figini, L.; Nowak, S.; Farina, D.; Kalupin, D.; Boulbe, C.; Faugeras, B.; Dinklage, A.

2014-01-01

A selection of achievements and first physics results are presented of the European Integrated Tokamak Modelling Task Force (EFDA ITM-TF) simulation framework, which aims to provide a standardized platform and an integrated modelling suite of validated numerical codes for the simulation and prediction of a complete plasma discharge of an arbitrary tokamak. The framework developed by the ITM-TF, based on a generic data structure including both simulated and experimental data, allows for the development of sophisticated integrated simulations (workflows) for physics application. The equilibrium reconstruction and linear magnetohydrodynamic (MHD) stability simulation chain was applied, in particular, to the analysis of the edge MHD stability of ASDEX Upgrade type-I ELMy H-mode discharges and ITER hybrid scenario, demonstrating the stabilizing effect of an increased Shafranov shift on edge modes. Interpretive simulations of a JET hybrid discharge were performed with two electromagnetic turbulence codes within ITM infrastructure showing the signature of trapped-electron assisted ITG turbulence. A successful benchmark among five EC beam/ray-tracing codes was performed in the ITM framework for an ITER inductive scenario for different launching conditions from the equatorial and upper launcher, showing good agreement of the computed absorbed power and driven current. Selected achievements and scientific workflow applications targeting key modelling topics and physics problems are also presented, showing the current status of the ITM-TF modelling suite. (paper)

The important to growing self-efficacy to improve achievement motivation

Science.gov (United States)

Benawa, Arcadius

2018-03-01

The long-term goal of this research is to accommodate the students’ perceptions of the influence of the lecturer’s leadership in teaching and learning activities and the students’ self-efficacy to the students’ achievement motivation. This research used questionnaires which distributed to the respondents and the data obtained were processed quantitatively with path analysis. The results showed that the significance influence of leadership on the lecturer only accounted for 1.4%, while the effect of self-efficacy of the student is very significant on the students’ achievement motivation, which amounted to 84.5%. The conclusions are that the lecturer leadership has no significant effect on the students’ achievement motivation, but self-efficacy has a great effect. The implication of this conclusion is that important to growing self-efficacy’s students to improve the students’ achievement motivation.

Gender, abilities, cognitive style and students' achievement in cooperative learning

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Cirila Peklaj

2003-12-01

Full Text Available The purpose of the study was to investigate the effects of cooperative learning on achievement in mathematics and native language and to analyze students' achievement in cooperative learning according to their gender, abilities and cognitive style. Three hundred and seventy three (170 in the experimental and 203 in the control group fifth grade students from nine different primary schools participated in the study. In experimental group, cooperative learning was introduced in one quarter of the hours dedicated to mathematics and Slovene language during the school year. Control group received the traditional way of teaching in both courses. The results were analyzed with ANOVA. Positive effects of cooperative learning were found in both courses. Results in cooperative learning group were further analyzed according to students' gender, abilities and cognitive style. No significant interaction between students' achievement and their gender or abilities were found. Statistically significant interactions between students' cognitive style and achievement were found in both courses. Field-dependent students benefited most from cooperative learning.

Impact of Chemistry Teachers' Knowledge and Practices on Student Achievement

Science.gov (United States)

Scantlebury, Kathryn

2008-10-01

Professional development programs promoting inquiry-based teaching are challenged with providing teachers content knowledge and using pedagogical approaches that model standards based instruction. Inquiry practices are also important for undergraduate students. This paper focuses on the evaluation of an extensive professional development program for chemistry teachers that included chemistry content tests for students and the teachers and the impact of undergraduate research experiences on college students' attitudes towards chemistry. Baseline results for the students showed that there were no gender differences on the achievement test but white students scored significantly higher than non-white students. However, parent/adult involvement with chemistry homework and projects, was a significant negative predictor of 11th grade students' test chemistry achievement score. This paper will focus on students' achievement and attitude results for teachers who are mid-way through the program providing evidence that on-going, sustained professional development in content and pedagogy is critical for improving students' science achievement.

Relationship between academic motivation and mathematics achievement among Indian adolescents in Canada and India.

Science.gov (United States)

Areepattamannil, Shaljan

2014-01-01

This study examined the relationships between academic motivation-intrinsic motivation, extrinsic motivation, amotivation-and mathematics achievement among 363 Indian adolescents in India and 355 Indian immigrant adolescents in Canada. Results of hierarchical multiple regression analyses showed that intrinsic motivation, extrinsic motivation, and amotivation were not statistically significantly related to mathematics achievement among Indian adolescents in India. In contrast, both intrinsic motivation and extrinsic motivation were statistically significantly related to mathematics achievement among Indian immigrant adolescents in Canada. While intrinsic motivation was a statistically significant positive predictor of mathematics achievement among Indian immigrant adolescents in Canada, extrinsic motivation was a statistically significant negative predictor of mathematics achievement among Indian immigrant adolescents in Canada. Amotivation was not statistically significantly related to mathematics achievement among Indian immigrant adolescents in Canada. Implications of the findings for pedagogy and practice are discussed.

Computer-Based Training in Math and Working Memory Improves Cognitive Skills and Academic Achievement in Primary School Children: Behavioral Results

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Noelia Sánchez-Pérez

2018-01-01

Full Text Available Student academic achievement has been positively related to further development outcomes, such as the attainment of higher educational, employment, and socioeconomic aspirations. Among all the academic competences, mathematics has been identified as an essential skill in the field of international leadership as well as for those seeking positions in disciplines related to science, technology, and engineering. Given its positive consequences, studies have designed trainings to enhance children's mathematical skills. Additionally, the ability to regulate and control actions and cognitions, i.e., executive functions (EF, has been associated with school success, which has resulted in a strong effort to develop EF training programs to improve students' EF and academic achievement. The present study examined the efficacy of a school computer-based training composed of two components, namely, working memory and mathematics tasks. Among the advantages of using a computer-based training program is the ease with which it can be implemented in school settings and the ease by which the difficulty of the tasks can be adapted to fit the child's ability level. To test the effects of the training, children's cognitive skills (EF and IQ and their school achievement (math and language grades and abilities were evaluated. The results revealed a significant improvement in cognitive skills, such as non-verbal IQ and inhibition, and better school performance in math and reading among the children who participated in the training compared to those children who did not. Most of the improvements were related to training on WM tasks. These findings confirmed the efficacy of a computer-based training that combined WM and mathematics activities as part of the school routines based on the training's impact on children's academic competences and cognitive skills.

Computer-Based Training in Math and Working Memory Improves Cognitive Skills and Academic Achievement in Primary School Children: Behavioral Results.

Science.gov (United States)

Sánchez-Pérez, Noelia; Castillo, Alejandro; López-López, José A; Pina, Violeta; Puga, Jorge L; Campoy, Guillermo; González-Salinas, Carmen; Fuentes, Luis J

2017-01-01

Student academic achievement has been positively related to further development outcomes, such as the attainment of higher educational, employment, and socioeconomic aspirations. Among all the academic competences, mathematics has been identified as an essential skill in the field of international leadership as well as for those seeking positions in disciplines related to science, technology, and engineering. Given its positive consequences, studies have designed trainings to enhance children's mathematical skills. Additionally, the ability to regulate and control actions and cognitions, i.e., executive functions (EF), has been associated with school success, which has resulted in a strong effort to develop EF training programs to improve students' EF and academic achievement. The present study examined the efficacy of a school computer-based training composed of two components, namely, working memory and mathematics tasks. Among the advantages of using a computer-based training program is the ease with which it can be implemented in school settings and the ease by which the difficulty of the tasks can be adapted to fit the child's ability level. To test the effects of the training, children's cognitive skills (EF and IQ) and their school achievement (math and language grades and abilities) were evaluated. The results revealed a significant improvement in cognitive skills, such as non-verbal IQ and inhibition, and better school performance in math and reading among the children who participated in the training compared to those children who did not. Most of the improvements were related to training on WM tasks. These findings confirmed the efficacy of a computer-based training that combined WM and mathematics activities as part of the school routines based on the training's impact on children's academic competences and cognitive skills.

Cost-Effectiveness of Comprehensive School Reform in Low Achieving Schools

Science.gov (United States)

Ross, John A.; Scott, Garth; Sibbald, Tim M.

2012-01-01

We evaluated the cost-effectiveness of Struggling Schools, a user-generated approach to Comprehensive School Reform implemented in 100 low achieving schools serving disadvantaged students in a Canadian province. The results show that while Struggling Schools had a statistically significant positive effect on Grade 3 Reading achievement, d = 0.48…

Exploring Mathematics Achievement Goals Using Kolb’s Learning Style Model

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Avelino G. Ignacio Jr.

2017-02-01

Full Text Available This research work is an exploration of causality connection of learning styles to mathematics achievement goals. The objectives of the study are as follows: (1 to identify the mathematics achievement goal of students when grouped according to preferred learning style (2 to identify the learning style of students when grouped according to preferred mathematics achievement goal and (3 to determine if there is a significant difference in each mathematics achievement goal when grouped according to learning style. The researcher used explanatory cross-sectional design. The Revised Achievement Goal Questionnaire and Kolb’s Learning Style Inventory 3.1 were utilized to collect data. Results show that respondents hold mastery-approach achievement goals regardless of learning styles. Also, students with approach type of mathematics achievement goals hold assimilative learning style which operates on reflective observation and abstract conceptualization; and students with avoidance type of mathematics achievement goals hold accommodative learning style which operates on active experimentation and concrete experimentation. Furthermore, findings show that there is no significant difference in the mathematics achievement goals based on learning style. Exploratory research is recommended to understand why students with approach type of mathematics achievement goals hold assimilative learning style and why students with avoidance type of mathematics achievement goals hold accommodative learning style.

Optimized distributed systems achieve significant performance improvement on sorted merging of massive VCF files.

Science.gov (United States)

Sun, Xiaobo; Gao, Jingjing; Jin, Peng; Eng, Celeste; Burchard, Esteban G; Beaty, Terri H; Ruczinski, Ingo; Mathias, Rasika A; Barnes, Kathleen; Wang, Fusheng; Qin, Zhaohui S

2018-06-01

Sorted merging of genomic data is a common data operation necessary in many sequencing-based studies. It involves sorting and merging genomic data from different subjects by their genomic locations. In particular, merging a large number of variant call format (VCF) files is frequently required in large-scale whole-genome sequencing or whole-exome sequencing projects. Traditional single-machine based methods become increasingly inefficient when processing large numbers of files due to the excessive computation time and Input/Output bottleneck. Distributed systems and more recent cloud-based systems offer an attractive solution. However, carefully designed and optimized workflow patterns and execution plans (schemas) are required to take full advantage of the increased computing power while overcoming bottlenecks to achieve high performance. In this study, we custom-design optimized schemas for three Apache big data platforms, Hadoop (MapReduce), HBase, and Spark, to perform sorted merging of a large number of VCF files. These schemas all adopt the divide-and-conquer strategy to split the merging job into sequential phases/stages consisting of subtasks that are conquered in an ordered, parallel, and bottleneck-free way. In two illustrating examples, we test the performance of our schemas on merging multiple VCF files into either a single TPED or a single VCF file, which are benchmarked with the traditional single/parallel multiway-merge methods, message passing interface (MPI)-based high-performance computing (HPC) implementation, and the popular VCFTools. Our experiments suggest all three schemas either deliver a significant improvement in efficiency or render much better strong and weak scalabilities over traditional methods. Our findings provide generalized scalable schemas for performing sorted merging on genetics and genomics data using these Apache distributed systems.

The relationship between twelve-month home stimulation and school achievement.

Science.gov (United States)

van Doorninck, W J; Caldwell, B M; Wright, C; Frankenburg, W K

1981-09-01

Home Observation for Measurement of the Environment (HOME) was designed to reflect parental support of early cognitive and socioemotional development. 12-month HOME scores were correlated with elementary school achievement, 5--9 years later. 50 low-income children were rank ordered by a weighted average of centile estimates of achievement test scores, letter grades, and curriculum levels in reading and math. 24 children were classified as having significant school achievement problems. The HOME total score correlated significantly, r = .37, with school centile scores among the low-income families. The statistically more appropriate contingency table analysis revealed a 68% correct classification rate and a significantly reduced error rate over random or blanket prediction. The results supported the predictive value of the 12-month HOME for school achievement among low-income families. In an additional sample of 21 middle-income families, there was insufficient variability among HOME scores to allow prediction. The HOME total scores were highly correlated, r = .86, among siblings tested at least 10 months apart.

Competence with fractions predicts gains in mathematics achievement.

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Bailey, Drew H; Hoard, Mary K; Nugent, Lara; Geary, David C

2012-11-01

Competence with fractions predicts later mathematics achievement, but the codevelopmental pattern between fractions knowledge and mathematics achievement is not well understood. We assessed this codevelopment through examination of the cross-lagged relation between a measure of conceptual knowledge of fractions and mathematics achievement in sixth and seventh grades (N=212). The cross-lagged effects indicated that performance on the sixth grade fractions concepts measure predicted 1-year gains in mathematics achievement (ß=.14, pmathematics achievement did not predict gains on the fractions concepts measure (ß=.03, p>.50). In a follow-up assessment, we demonstrated that measures of fluency with computational fractions significantly predicted seventh grade mathematics achievement above and beyond the influence of fluency in computational whole number arithmetic, performance on number fluency and number line tasks, central executive span, and intelligence. Results provide empirical support for the hypothesis that competence with fractions underlies, in part, subsequent gains in mathematics achievement. Copyright © 2012 Elsevier Inc. All rights reserved.

The association between educational achievements, career aspirations, achievement motives and oral hygiene behavior among dental students of Udaipur, India.

Science.gov (United States)

Asawa, Kailash; Chaturvedi, Pulkit; Tak, Mridula; Nagarajappa, Ramesh; Bhat, Nagesh; Bapat, Salil; Gupta, Vivek; Jalihal, Sagar

2014-10-01

There are several factors which influence oral hygiene behavior of an individual. Educational achievements, career aspirations and achievement motives of individuals are some of those factors. The objective of this study was to investigate whether educational achievements, career aspirations and achievement motives have associations with oral hygiene behavior among dental students of Udaipur, India. A descriptive cross-sectional study was conducted among all (n=200) 1st year dental students from all dental colleges of Udaipur City, India. Self-administered structured questions were used to assess their educational achievements, career aspirations and oral hygiene behavior (OHB). Achievement motives were assessed using Achievement Motive Scale developed by Lang and Fries (2006). Chi-square test and multivariate logistic regression tests were used in data analysis. Confidence level and level of significance were set at 95% and 5% respectively. Students with better educational achievements undergone regular dental check-up (30.48%) (p=0.03) and used other oral hygiene aids (90.24%) (p=0.01). Tooth brushing frequency, time and replacement time of tooth brush were found to be significantly associated with career aspiration (p=0.007; p=0.002; p=0.00 respectively). Achievement motives did not have statistically significant association with oral hygiene behavior. Educational achievements and career aspirations appear to be associated with oral hygiene behavior of young dental students. Students with higher career aspirations practiced better oral hygiene behavior. There was no significant relationship between achievement motives and oral hygiene behavior.

Attitudes and achievement of Bruneian science students

Science.gov (United States)

Dhindsa, Harkirat S.; Chung, Gilbert

2003-08-01

The aim of this study was to evaluate attitudes towards and achievement in science of Form 3 students studying in single-sex and coeducational schools in Brunei. The results demonstrated significant differences in attitudes towards and achievement in science of male and female students in single-sex schools and students in coeducational schools. These differences were at moderate level. In single-sex schools, the girls achieved moderately better in science than the boys despite their attitudes were only marginally better than the boys. However, there were no gender differences in attitudes towards and achievement in science of students in coeducational schools. The attitudes towards and achievement in science of girls in single-sex schools were moderately better than those of girls in coeducational schools. Whereas the attitudes towards and achievement in science of boys in single-sex schools were only marginally better than the boys in coeducational schools. However, further research to investigate (a) if these differences are repeated at other levels as well as in other subjects, and (b) the extent to which school type contributed towards these differences is recommended.

Understanding text-based persuasion and support tactics of concerned significant others

Directory of Open Access Journals (Sweden)

Katherine van Stolk-Cooke

2015-08-01

Full Text Available The behavior of concerned significant others (CSOs can have a measurable impact on the health and wellness of individuals attempting to meet behavioral and health goals, and research is needed to better understand the attributes of text-based CSO language when encouraging target significant others (TSOs to achieve those goals. In an effort to inform the development of interventions for CSOs, this study examined the language content of brief text-based messages generated by CSOs to motivate TSOs to achieve a behavioral goal. CSOs generated brief text-based messages for TSOs for three scenarios: (1 to help TSOs achieve the goal, (2 in the event that the TSO is struggling to meet the goal, and (3 in the event that the TSO has given up on meeting the goal. Results indicate that there was a significant relationship between the tone and compassion of messages generated by CSOs, the CSOs’ perceptions of TSO motivation, and their expectation of a grateful or annoyed reaction by the TSO to their feedback or support. Results underscore the importance of attending to patterns in language when CSOs communicate with TSOs about goal achievement or failure, and how certain variables in the CSOs’ perceptions of their TSOs affect these characteristics.

Mathematics achievement of Serbian eighth grade students and characteristics of mathematics curriculum

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Antonijević Radovan M.

2006-01-01

Full Text Available This paper considers the main results and some educational implications of the TIMSS 2003 assessment conducted in Serbia, in the fields of mathematics achievement of Serbian eighth grade students and the mathematics curriculum context of their achievement. It was confirmed that Serbian eighth graders have made average scale score of 477 points, and with this achievement they are placed in the zone of intermediate international benchmarking level. The average mathematics achievement of the Serbian eighth graders is somewhat above the average international mathematics achievement. The best result was achieved in the content domain of "algebra", and the lower result in the content domains of "measurement" and "data". In the defined cognitive domains the Serbian students have achieved the best results in "solving routine problems" and "knowing facts and procedures", and the weaker result in "reasoning". Statistically significant difference was found in the mathematics achievement between girls and boys in the Serbian TIMSS 2003 sample, so the girls’ average scale score was 480 points and the same value for the boys was 473 points. The achieved results raise many questions about the contents of mathematics curriculum in Serbia, its quality and basic characteristics of its implementation. These results can be eligibly used to improve the mathematics curriculum and teaching in Serbian primary school.

Immigrant Students’ Achievements in Croatia, Serbia and Slovenia in Context

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Nika Šušterič

2011-01-01

Full Text Available Achievement gaps between immigrant and native students indicate failure to assure educational equity in the majority of countries assessed by the Programme for International Student Assessment in 2009 (PISA, 2009. The present article explains disparate achievement results in Europe, first testing the hypothesis of old and new democracies. In further contextualisation of the achievement results, the analysis seeks explanations beyond the common education system explanatory model. Specifically, the article considers results from Croatia, Serbia and Slovenia, highlighting the significance of language distance between native and immigrant students as well as migration regimes as important factors in creating or reducing the achievement gap between native and immigrant students. Evidence has been found that immigrant students score worse in countries with guest labour immigration regimes than in the countries with large scale forced immigration of people of the same ethnic (linguistic origin.

Safety Significance of the Halden IFA-650 LOCA Test Results

International Nuclear Information System (INIS)

Fuketa, Toyoshi; Nagase, Fumihisa; Grandjean, Claude; Petit, Marc; Hozer, Zoltan; Kelppe, Seppo; Khvostov, Grigori; Hafidi, Biya; Therache, Benjamin; Heins, Lothar; Valach, Mojmir; Voglewede, John; Wiesenack, Wolfgang

2010-01-01

CSNI therefore posed the question to the Working Group on Fuel Safety (WGFS): How could the Halden LOCA tests affect regulation? The WGFS agreed that the main safety concern would be fuel dispersal (and hence the potential for loss of coolable geometry) occurring at relatively low temperature, i.e. 800 deg. C. In order to assess the applicability of the IFA-650.4 results to actual power plant situations and the possible impact on safety criteria, a number of aspects should be clarified before considering a safety significance of the Halden IFA-650 series results: - Representativeness for NPP cases - Gas flow - Relocation - Burnup effect - Repeatability - Power history These items will be discussed one by one in this CSNI report. On April 17, 2009, test 650.9 was carried out with 650.4 sibling fuel. The target cladding peak temperature was 1100 deg. C in this case, but otherwise the experimental conditions were very similar. In many respects, 650.9 repeated the 650.4 experiment, e.g. by showing clear signs of fuel relocation which was confirmed by gamma scanning later on. The WGFS therefore decided that 650.9 should be considered as well for this CSNI report. Mention is also made of IFA-650.3, which failed with a small crack in a weak spot induced by thermocouple welding, and IFA-650.5 which involved ballooning and fuel ejection under conditions of restricted gas flow

Estimation of the genetically significant dose resulting from diagnostic radiology

International Nuclear Information System (INIS)

Angerstein, W.

1978-01-01

Based on the average gonad dose received per examination or per film and on the frequency of x-ray examinations (36 million per annum), the mean annual gonad dose to individuals in the GDR has been determined to be 33 mR. Considering different age groups of patients and the fact that the gonad dose to children is often significantly reduced in comparison to adults, estimates of the genetically significant dose (GSD) range from 7 to 19 mR per annum. Examinations of women have accounted for about 66 per cent of the GSD. The highest contribution to the GSD result from examinations of the following organs: kidneys, colon, bile duct (only in women), lumbar spine, pelois, hips, and proximal femur. Despite their high frequency, examinations of the stomach account for only about 3 per cent of the GSD. All thorax examinations (nearly 10,000,000 per annum) contribute less than 0.5 per cent, and the most frequent x-ray examinations of the skeletal system, skull, cervical spine, and teeth account for less than 3 per cent. The GSD values obtained are comparable with those from countries such as India, Japan, Netherlands, USSR, and USA. (author)

Parenting Style and Parental Involvement: Relations with Adolescent Achievement.

Science.gov (United States)

Paulson, Sharon E.

1994-01-01

Eighty ninth-grade students completed questionnaires regarding their parents' demandingness, responsiveness, school involvement, and commitment to achievement. Boys' reports of both maternal and paternal parenting significantly predicted their achievement, with parental values toward achievement significantly predicting achievement in boys above…

Ghana's achievement in mathematics in TIMSS 2007 | Mereku ...

African Journals Online (AJOL)

performance on the international benchmarks also improved significantly. The mathematics score, 309, placed Ghana at the 47th position on the overall mathematics achievement results table when the 48 participating countries, which met the TIMSS sampling requirements, were ranked by their mean performances.

Croatian Energy Sector Reform - Results Achieved

International Nuclear Information System (INIS)

Nota, R.

2001-01-01

During the past ten years, the energy sector has passed through significant changes including fundamental market, economic, legislative and institutional aspects of sector operation. As the main goal of the Republic of Croatia is the integration into the European Union, the energy sector reform ought to be conducted in keeping with the present market development processes of the EU in such a way as to fulfil all safety criteria. In view of the above mentioned, the Croatian Parliament brought a number of laws during its session in July 2001 (''Official Gazette'' 68/01): 1. Energy Law 2. Energy Activities Regulation Law 3. Electricity Market Law 4. Gas Market Law 5. Oil and Oil Derivatives Market Law, which present the commencement of the energy sector reform (www.mingo.hr).(author)

Influences on Academic Achievement of Primary School Pupils in Cambodia

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Sopheak Song

2012-12-01

Full Text Available Employing education production function approach, this article investigates the influences of school and pupil background factors on academic achievement of primary school pupils in Cambodia. Based on achievement data of 1,080 Grade 6 pupils from one rural and one semi-urban area, the study reveals that school and teacher quality exerts a considerable effect on pupils’ performance. Teachers’ experience and teacher guides are positively correlated with academic achievement, while instructional time loss is significantly associated with poor performance. In light of these results, policies to boost academic achievement of primary school pupils in Cambodia are discussed.

The Relationship between The Level of Intelligence, Achievement Motivation, Mathematics Learning Habits and Learning Achievement

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Farkhatu Sikhah

2017-03-01

correlative so data were analyzed to describe the relationship between the level of intelligence, achievement motivation and study habits mathematics with mathematics learning achievement of students. Instrument documentation and data retrieval using a questionnaire and analyzed using simple linear regression and correlation, as well as multiple linear regression and correlation. The results showed that there is a significant relationship between: (1 the level of intelligence with mathematics learning achievement of students, (2 achievement motivation and academic achievement of student mathematics, (3 study habits and academic achievement of student mathematics (4 the level of intelligence, achievement motivation and study habits mathematics with mathematics learning achievement of students.

Perception of coaching behaviors, coping, and achievement in a sport competition.

Science.gov (United States)

Nicolas, Michel; Gaudreau, Patrick; Franche, Veronique

2011-06-01

This study examined the relationship between perceived coaching behaviors, coping strategies during a sport competition, and sport achievement. A prospective design was used in which 80 athletes from individual sports completed measures of perceived coaching behaviors two days before a competition (Time 1) and measures of coping and sport achievement within three hours after a sport competition (Time 2). As expected, results of multiple regressions indicated that supportive coaching was a positive predictor of task-oriented coping and sport achievement whereas unsupportive coaching was a positive predictor of disengagement-oriented coping. Both types of coping were significantly associated with sport achievement. Task-oriented coping was a significant partial mediator in the relation between supportive coaching and sport achievement. This study, which contributes to both the coaching and coping literatures, highlights the role of supportive coaching behaviors in the initiation of effective stress management during sport competitions.

Summary of the most significant results reported in this session

CERN Document Server

Sens, J C

1980-01-01

D1e most interesting although speculative result is the observation of a 4 standard deviation effect at 5. 3 GeV in the l)JK 0TI - and lj!K- 'ff+ mass plots (SPS Exp. WJ\\11) with a crosssection of 180 nb (assuming 1 % branching ratio). This is a cancliclatc bare b-state. + Tiw next most significant experimental result is the observation of Ac at the CERN Intersecting Storage Rings (ISR). TI1is state was discovered at BNL by Samios et al. and has since been seen in several neutrino experiments. It was seen at the ISR by Lockman ct al. about a year ago (reported at Budapest) but not in a convincing way. The analysis has now been improved, and the result shows a peak which is most clearly present in the stnnmed A(31T)+ and K-p1T+ mass spectra. 'TI1e signal has furthennore been seen in Exp. R606 (reported - + by F. Muller in this parallel session) in both A3TI and pK TI . 111e most convincing signal comes from the Spli t-Ficlcl Magnet (SFM) in K-pn + 'TI1e three observations together, all at the ISR, make this an...

A patient/family-centered strategic plan can drive significant improvement.

Science.gov (United States)

Brilli, Richard J; Crandall, Wallace V; Berry, Janet C; Stoverock, Linda; Rosen, Kerry; Budin, Lee; Kelleher, Kelly J; Gleeson, Sean P; Davis, J Terrance

2014-08-01

The use of a PFCSP, as a road map to operationalize the hospital's vision, has been a compelling paradigm to achieve significant QI results. The framework is simple yet directly aligns with the IOM domains of quality. It has inspired and helped actively engage hospital personnel in the work required to achieve the goals and vision of the hospital system. Five years after initiating this type of plan, activity is flourishing in each of the domains and midterm results are substantial. We think that the nature of this strategic plan has been an important aspect of our success to date.

Effects of Single-Gender Middle School Classes on Science Achievement and Attitude

Science.gov (United States)

Brooks, Tanisha

Many girls continue to achieve below their male counterparts and portray negative attitudes towards science classes. Some school districts are using single-gender education as a way to shrink the gender gap in school achievement and science related attitude. The purpose of this study was to compare achievement and science-related attitudes of 7th grade girls in single-gender education to 7th grade girls in mixed-gender education. The theoretical base for this study included knowledge from brain-based learning and assimilation, accommodation and age factors of Piaget's theory of cognitive development. The 12-week study included 48 7th grade girls, 21 in the single-gender classroom and 14 in each mixed-gender classroom. This quantitative randomized posttest only control group design utilized the TerraNova Science Assessment and the Test of Science Related Attitudes. Analysis of Variance (ANOVA) was used to determine if significant differences existed in the achievement and attitudes of girls in single and mixed-gender science classes. ANOVA analyses revealed that the girls in the single-gender classroom showed a significantly higher achievement level when compared to girls in the mixed-gender classrooms. Results showed no significant difference in attitude between the two groups. The results of this study contribute to social change by raising awareness about gender issues in science achievement and attitude, addressing a deficiency in the single-gender science education literature, and assisting educational systems in decision making to address achievement gaps while moving toward adequate yearly progress and meeting the requirements of the No Child Left Behind Act of 2001.

Predictors of cultural capital on science academic achievement at the 8th grade level

Science.gov (United States)

Misner, Johnathan Scott

The purpose of the study was to determine if students' cultural capital is a significant predictor of 8th grade science achievement test scores in urban locales. Cultural capital refers to the knowledge used and gained by the dominant class, which allows social and economic mobility. Cultural capital variables include magazines at home and parental education level. Other variables analyzed include socioeconomic status (SES), gender, and English language learners (ELL). This non-experimental study analyzed the results of the 2011 Eighth Grade Science National Assessment of Educational Progress (NAEP). The researcher analyzed the data using a multivariate stepwise regression analysis. The researcher concluded that the addition of cultural capital factors significantly increased the predictive power of the model where magazines in home, gender, student classified as ELL, parental education level, and SES were the independent variables and science achievement was the dependent variable. For alpha=0.05, the overall test for the model produced a R2 value of 0.232; therefore the model predicted 23.2% of variance in science achievement results. Other major findings include: higher measures of home resources predicted higher 2011 NAEP eighth grade science achievement; males were predicted to have higher 2011 NAEP 8 th grade science achievement; classified ELL students were predicted to score lower on the NAEP eight grade science achievement; higher parent education predicted higher NAEP eighth grade science achievement; lower measures of SES predicted lower 2011 NAEP eighth grade science achievement. This study contributed to the research in this field by identifying cultural capital factors that have been found to have statistical significance on predicting eighth grade science achievement results, which can lead to strategies to help improve science academic achievement among underserved populations.

p-Curve and Effect Size: Correcting for Publication Bias Using Only Significant Results.

Science.gov (United States)

Simonsohn, Uri; Nelson, Leif D; Simmons, Joseph P

2014-11-01

Journals tend to publish only statistically significant evidence, creating a scientific record that markedly overstates the size of effects. We provide a new tool that corrects for this bias without requiring access to nonsignificant results. It capitalizes on the fact that the distribution of significant p values, p-curve, is a function of the true underlying effect. Researchers armed only with sample sizes and test results of the published findings can correct for publication bias. We validate the technique with simulations and by reanalyzing data from the Many-Labs Replication project. We demonstrate that p-curve can arrive at conclusions opposite that of existing tools by reanalyzing the meta-analysis of the "choice overload" literature. © The Author(s) 2014.

Study of Styles of Creativity and Achievement Motivation among Iranian EFL and Non- EFL Learners

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Hengameh Haniefi

2018-05-01

Full Text Available The present study was an attempt to investigate the relationship between styles of creativity and achievement motivation in EFL and Non- EFL learners. There were few studies conducted on the relationship between styles of creativity and achievement motivation among nursing, midwifery and foreign language learners. To this end, an ex-post facto study was done. Ninety EFL and Non- EFL learners took part in the study. It was a correlational descriptive study and sampling method was convenient. The values of these variables were measured through- Creativity Questionnaire (Duckworth, 2007; Runco, 2001 and Motivation Questionnaire (Vallerand, 1992. Cronbach's alpha coefficient for achievement motivation was 0.713, and for styles of creativity was 0.818. Based on the results, it can be said that there was a significant correlation between the RIBS and achievement motivation among Non- EFL learners. However, another creativity styles and achievement motivation were not statistically significant. The results also revealed that there were significant differences between learner's creativity in two groups on RIBS scale, avoiding novelty scale and academic selfefficacy scale. The results of the test have also shown that there were significant differences between learners' creativity in two groups in RIBS Scale. Therefore, the creativity of individuals changes the direction of achievement motivation. As implications, educators and teachers can apply efficient strategies and techniques in language classes in order to promote positive motivation and increase creativity among the students to learn language and raise the proficiency of their learners.

Presenting the students’ academic achievement causal model based on goal orientation

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EBRAHIM NASIRI

2017-10-01

Full Text Available Introduction: Several factors play a role in academic achievement, individual’s excellence and capability to do actions and tasks that the learner is in charge of in learning areas. The main goal of this study was to present academic achievement causal model based on the dimensions of goal orientation and learning approaches among the students of Medical Science and Dentistry courses in Guilan University of Medical Sciences in 2013. Methods: This study is based on a cross-sectional model. The participants included 175 first and second year students of the Medical and Dentistry schools in Guilan University of Medical Sciences selected by random cluster sampling [121 persons (69% Medical Basic Science students and 54 (30.9% Dentistry students]. The measurement tool included the Goal Orientation Scale of Bouffard and Study Process Questionnaire of Biggs and the students’ Grade Point Average. The study data were analyzed using Pearson correlation coefficient and structural equations modeling. SPSS 14 and Amos were used to analyze the data. Results: The results indicated a significant relationship between goal orientation and learning strategies (P<0.05. In addition, the results revealed that a significant relationship exists between learning strategies [Deep Learning (r=0.37, P<0.05, Surface Learning (r=-0.21, P<0.05], and academic achievement. The suggested model of research is fitted to the data of the research. Conclusion: Results showed that the students’ academic achievement model fits with experimental data, so it can be used in learning principles which lead to students’ achievement in learning.

THE EFFECT OF SELF-CONCEPT ON THE MATHEMATICS LEARNING ACHIEVEMENT

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Rosliana Siregar

2018-05-01

Full Text Available Abstract. This study aims to determine the effect of self-concepts on mathematics learning achievement of students of class X at State Senior High School 14 Medan. The population in this study is all students of class X State Senior High School 14 Medan which amounted to 304 students. Technique of sampling using technique of Proportionate Stratified Random Sampling counted 40 student for research sample. Data collection using questionnaire method and documentation method. Data analysis technique used is regression analysis, correlation analysis and t test with significance level of 5%. Testing data in this study using the help of SPSS 15 for Windows program for each test result. The results showed that there is a significant influence between self-concept and mathematics learning achievement obtained from the t count (3,572> t table (1.68, with a probability significance of 0.01 <0.05. The magnitude of the determination coefficient of 25.1%

Strategic Market Entry Factors and Market Share Achievement in Japan

OpenAIRE

Adrian B Ryans

1988-01-01

In developing entry marketing strategies for new product markets companies might be advised to target product markets where significant market shares are likely to be achieved. The literature on market share change is reviewed to identify situational and marketing strategy factors associated with market share achievement. Certain hypotheses suggested by this and related literatures were then tested using a database of products introduced into the Japanese market. The results of this analysis ...

Neighborhoods and Academic Achievement: Results from the Moving to Opportunity Experiment

OpenAIRE

Lisa Sanbonmatsu; Jeffrey R. Kling; Greg J. Duncan; Jeanne Brooks-Gunn

2006-01-01

Families originally living in public housing were assigned housing vouchers by lottery, encouraging moves to neighborhoods with lower poverty rates. Although we had hypothesized that reading and math test scores would be higher among children in families offered vouchers (with larger effects among younger children), the results show no significant effects on test scores for any age group among over 5000 children ages 6 to 20 in 2002 who were assessed four to seven years after randomization. P...

Mutagenicity in drug development: interpretation and significance of test results.

Science.gov (United States)

Clive, D

1985-03-01

The use of mutagenicity data has been proposed and widely accepted as a relatively fast and inexpensive means of predicting long-term risk to man (i.e., cancer in somatic cells, heritable mutations in germ cells). This view is based on the universal nature of the genetic material, the somatic mutation model of carcinogenesis, and a number of studies showing correlations between mutagenicity and carcinogenicity. An uncritical acceptance of this approach by some regulatory and industrial concerns is over-conservative, naive, and scientifically unjustifiable on a number of grounds: Human cancers are largely life-style related (e.g., cigarettes, diet, tanning). Mutagens (both natural and man-made) are far more prevalent in the environment than was originally assumed (e.g., the natural bases and nucleosides, protein pyrolysates, fluorescent lights, typewriter ribbon, red wine, diesel fuel exhausts, viruses, our own leukocytes). "False-positive" (relative to carcinogenicity) and "false-negative" mutagenicity results occur, often with rational explanations (e.g., high threshold, inappropriate metabolism, inadequate genetic endpoint), and thereby confound any straightforward interpretation of mutagenicity test results. Test battery composition affects both the proper identification of mutagens and, in many instances, the ability to make preliminary risk assessments. In vitro mutagenicity assays ignore whole animal protective mechanisms, may provide unphysiological metabolism, and may be either too sensitive (e.g., testing at orders-of-magnitude higher doses than can be ingested) or not sensitive enough (e.g., short-term treatments inadequately model chronic exposure in bioassay). Bacterial systems, particularly the Ames assay, cannot in principle detect chromosomal events which are involved in both carcinogenesis and germ line mutations in man. Some compounds induce only chromosomal events and little or no detectable single-gene events (e.g., acyclovir, caffeine

[The significance of the contamination of dental care articles. The results of a field study].

Science.gov (United States)

Hingst, V

1989-04-01

Permissible conclusions both from recent available literature and our own field-study results concerning the problematic nature of microbial contamination of dental hygiene articles and the resulting possible health hazard for the consumer can be summarized as follows: Manufacturing practices as are given in the basic instructions for production sites of the cosmetic industry, render a possible degree of microbial contamination. This largely rules out the danger of infection of the consumer upon acquisition of the dental hygiene product. Secondary contamination of these products, as inevitably is the case during use of dental hygiene articles, leads to microbial colonization especially of toothbrush bristles. The extent of this colonization depends at least partially upon the utilization age of the toothbrush. Also for this reason a toothbrush should be replaced by a new one after period of three months, six months at the latest and in all cases of inflammatory changes of the mouth and throat region. The contamination of both the glass or plastic container used for rinsing the teeth after brushing or for gargling can be held within certain limits by dry storage. Only in exceptional cases do mouthwashes show a small degree of contamination. Provided they contain antimicrobial substances, no therapeutically serviceable possibilities worth mentioning follow for the reduction of oropharyngeal flora. Microbial colonization of toothpastes as a result of secondary contamination following use is observed only in exceptional cases due to their preservative content. Significant germination of stagnated residual water in waterpicks often occurs, achieving germ counts up to more than 10(7) cfu per ml. Moreover, waterpicks can represent a biotope for Pseudomonas aeruginosa, and should be used neither by patients with open wounds or mucous membrane lesions in the oropharyngeal area, nor by patients with reduced immune resistance. Manufacturers of waterpicks are urged to impede

Effects of Success for All on Reading Achievement

Directory of Open Access Journals (Sweden)

Alan C. K. Cheung

2016-10-01

Full Text Available This study examined the effects of the Success for All (SFA whole-school reform approach on student reading achievement. The data were collected for the Study of Instructional Improvement by the University of Michigan, which did not previously report the achievement outcomes in detail but did make the data available online. Using propensity matching, we matched 27 SFA with 27 comparable schools based on several key demographic variables. The evaluation used hierarchical linear modeling with students nested within schools. Results showed that SFA students significantly outperformed their counterparts in the matched schools on reading achievement, with an effect size of +0.26 for students in a 3-year longitudinal comparison. Effect sizes were similar for 2-year cohorts (mean effect size = +0.31. Policy implications are discussed.

Personality, Motivation, and Math Achievement Among Turkish Students.

Science.gov (United States)

Akben-Selcuk, Elif

2017-04-01

Using the Turkish portion of the Programme for International Student Assessment dataset ( N = 4,848; 51% boys, 49% girls; age, M = 15.81 years, SD = 0.28), this study investigated factors associated with mathematics achievement among Turkish students. Three different models were estimated using the method of balanced repeated replication with Fay's method and taking into account the presence of five plausible values of the dependent variable. Results showed that male students and older students had better mathematics proficiency. Socio-economic status and school resources also played a significant role in explaining student achievement in mathematics. Finally, students who were more open to problem solving, who attributed their failure to external factors, and who were intrinsically motivated to learn mathematics achieved higher scores. Policy implications are provided.

Class size, type of exam and student achievement

DEFF Research Database (Denmark)

Madsen, Erik

Education as a road to growth has been on the political agenda in recent years and promoted not least by the institutions of higher education. At the same time the universities have been squeezed for resources for a long period and the average class size has increased as a result. However......, the production technology for higher education is not well known and this study highlights the relation between class size and student achievement using a large dataset of 80.000 gradings from the Aarhus School of Business. The estimations show a large negative effect of larger classes on the grade level...... of students. The type of exam also has a large and significant effect on student achievements and oral exam, take-home exam and group exam reward the student with a significantly higher grade compared with an on-site written exam....

Class Size, Type of Exam and Student Achievement

DEFF Research Database (Denmark)

Madsen, Erik Strøjer

2011-01-01

Education as a road to growth has been on the political agenda in recent years and promoted not least by the institutions of higher education. At the same time the universities have been squeezed for resources for a long period and the average class size has increased as a result. However......, the production technology for higher education is not well known and this study highlights the relation between class size and student achievement using a large dataset of 80.000 gradings from the Aarhus School of Business. The estimations show a large negative effect of larger classes on the grade level...... of students. The type of exam also has a large and significant effect on student achievements and oral exam, take-home exam and group exam reward the student with a significantly higher grade compared with an on-site written exam....

Islamic Senior High School Students’ Language Learning Strategies and their English Achievement

Directory of Open Access Journals (Sweden)

ISTI QOMARIAH

2018-05-01

Full Text Available This study investigated the correlation between language learning strategies and English achievement, and explored the influence of language learning strategies on English achievement of eleventh grade students’ of MAN 3 Palembang. A total of 141 eleventh grade students participated in this study. The questionnaire and test were used to collect the data. For this purpose, the language learning strategies (SILL questionnaire developed by Oxford (1989 measured language learning strategies and TOEFL junior (2015 was used to know students’ English achievement. There were three levels from high to low based on the results of SILL questionnaire and five categories English achievement test. Descriptive stastistic, pearson product moment correlation and regression anlaysis were employed to analyze the data. Based on the data analysis, it was found that r (.665 > rtable (.165 with significant level which was lower than 0.05. Thus, it indicated that there was significant correlation between language learning strategies and English achievement. It was implied that good language learners caused good in English achievement.

Social Media Influence and Intensity of Watching Television Drama on Achievement of Students

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Ali Akbar Himawan

2017-10-01

Full Text Available The aims of this study are to get: (1 the influence of the social media use on achievement of students; (2 the influence of the watching television drama intensity on achievement of students grade X TKJ in SMK Batik 1 Surakarta; and (3 the influence both of social media use and the watching television drama intensity on achievement of students. The sample used was 78 from 100 student population based on Isaac and Michael table. This study was quantitative research using ex post facto method. The data were collected by questionnaire and documentation. Data analysis used single and multi-linear regression. The result showed that there was significance influence between the used of social media towards the achievement of the students, there was significance influence between the intensity of watching television drama towards the achievement of the students, there was significance influence between the social media use and the intensity of watching television drama towards the achievement of students. Out of the two independent variables, the use of social media is a variable that contributes more influence to student learning outcomes.

Organized leisure-time sport participation and academic achievement in preadolescents.

Science.gov (United States)

Sævarsson, Elvar Smari; Svansdottir, Erla; Sveinsson, Thorarinn; Asgeirsdottir, Tinna Laufey; Arngrimsson, Sigurbjorn Arni; Johannsson, Erlingur

2017-12-01

The aims of this study were to study the correlation between lifestyle-related factors, such as organized leisure-time sport participation (OLSP), cardiorespiratory fitness, and adiposity, and academic achievement among preadolescents. A cross-sectional study involving 248 nine-year-old school children was carried out. OLSP was self-reported with parental assistance, categorized as ≤ 1× a week, 2-3× a week, and ≥ 4× times a week or more. Academic achievement was estimated with results from standardized test scores in Icelandic and math. Cardiorespiratory fitness was estimated using a maximal cycle ergometer test. The sum of four skinfolds was used to estimate adiposity. Tests of between-subjects effect indicated that OLSP significantly correlated with achievement in math only (F(2,235) = 3.81, p = 0.024). Further analysis showed that the two less active groups had significantly lower scores in math compared to the most active group with OLSP ≥ 4× times a week or more (2-3× times a week, unstandardized coefficient (b) = -4.08, 95% confidence interval (CI) [-7.09, -1.07]; ≤ 1× a week, b = -3.84, 95% CI [-7.59, -0.08]), independent of sex, age, maturity level (age to/from peak height velocity), family structure, and parental education. Neither cardiorespiratory fitness nor adiposity significantly correlated with academic achievements. The study's result indicates that frequent (four times per week or more often) sport participation is not harmful but may be beneficial to learning. However, further intervention-based study of this topic is needed to determine if this relationship is causal.

The Effects of Chess Instruction on the Mathematics Achievement of Southern, Rural, Black Secondary Students.

Science.gov (United States)

Smith, James P.; Cage. Bob N.

2000-01-01

Studied the effects of 120 hours of chess instruction on the mathematics achievement of southern, rural, black secondary students. Analysis of covariance results show the treatment group (11 females, 9 males) scored significantly higher than the control group (10 females, 10 males) in mathematics achievement. Discusses results in terms of altering…

Language arts achievement level, attitude survey format, and adolescents' attitudes towards reading.

Science.gov (United States)

Smith, L R; Ryan, B E

1997-01-01

The joint effects of student achievement level and attitude survey format upon attitudes toward reading were investigated. Sixth-grade students completed reading attitude surveys involving a standard Likert-type format or one involving pictures of the comic strip character, Garfield. The survey items were identical for both formats; only the presentation format was varied. There was no significant main effect on attitude responses due to achievement level, but the main effect due to survey format was significant, with the Likert-type format producing significantly higher attitude responses than the Garfield format. The interaction between achievement level and format also was significant, with above average students and average students giving higher attitude responses than did below average students when the Garfield format was used. When the Likert-type format was used, average students and below average students gave higher attitude responses than did above average students. The results imply that attitude responses of adolescents can be manipulated by varying the format of the survey.

Relationship between the Learning Styles Preferences and Academic Achievement

Science.gov (United States)

Awang, H.; Samad, N. Abd; Faiz, N. S. Mohd; Roddin, R.; Kankia, J. D.

2017-08-01

The individual learning differences that have been much explored relate to differences in personality, learning styles, strategies and conceptual of learning. This article studies the learning style profile exhibited by students towards the academic achievement in Malaysian Polytechnic. The relationship between learning styles of Polytechnic students and their academic achievement based on VARK learning styles model. The target population was international business students of Malaysian Polytechnic. By means of randomly sampling method, 103 students were selected as sample of research. By descriptive - survey research method and a questionnaire adapted from VARK Learning Style Index, required data were collected. According to the results, no significantly difference between learning style and academic achievement of students. Students academic achievement was quite similar to their individual learning styles. These facts reveal that each learning style has its own strengths and weaknesses.

Confidence in Science and Achievement Outcomes of Fourth-Grade Students in Korea: Results from the TIMSS 2011 Assessment

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House, J. Daniel; Telese, James A.

2017-01-01

Findings from assessments of fourth-grade science have indicated that students in Korea scored higher than international averages. Research results have also shown that attitudes toward science were related to achievement outcomes for Korean students. The purpose of this study was to examine the relationship between confidence in science and…

Can baseline ultrasound results help to predict failure to achieve DAS28 remission after 1 year of tight control treatment in early RA patients?

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Ten Cate, D F; Jacobs, J W G; Swen, W A A; Hazes, J M W; de Jager, M H; Basoski, N M; Haagsma, C J; Luime, J J; Gerards, A H

2018-01-30

At present, there are no prognostic parameters unequivocally predicting treatment failure in early rheumatoid arthritis (RA) patients. We investigated whether baseline ultrasonography (US) findings of joints, when added to baseline clinical, laboratory, and radiographical data, could improve prediction of failure to achieve Disease Activity Score assessing 28 joints (DAS28) remission (baseline. Clinical, laboratory, and radiographical parameters were recorded. Primary analysis was the prediction by logistic regression of the absence of DAS28 remission 12 months after diagnosis and start of therapy. Of 194 patients included, 174 were used for the analysis, with complete data available for 159. In a multivariate model with baseline DAS28 (odds ratio (OR) 1.6, 95% confidence interval (CI) 1.2-2.2), the presence of rheumatoid factor (OR 2.3, 95% CI 1.1-5.1), and type of monitoring strategy (OR 0.2, 95% CI 0.05-0.85), the addition of baseline US results for joints (OR 0.96, 95% CI 0.89-1.04) did not significantly improve the prediction of failure to achieve DAS28 remission (likelihood ratio test, 1.04; p = 0.31). In an early RA population, adding baseline ultrasonography of the hands, wrists, and feet to commonly available baseline characteristics did not improve prediction of failure to achieve DAS28 remission at 12 months. Clinicaltrials.gov, NCT01752309 . Registered on 19 December 2012.

The role of self-regulated strategies and goal orientation in predicting achievement of elementary school children

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Anastasia Kitsantas

2009-10-01

Full Text Available The present study examined the predictiveness of self-regulated learning strategies and goal orientation of elementary students’ academic achievement. Eighty one (n = 81 fifth graders were asked to respond to two scales. It was hypothesized that student achievement would be predicted by prior achievement, use of self-regulation strategies, and goal orientation. Results showed that prior achievement and use of self-regulation strategies accounted for a significant amount of variance in students’ academic achievement. Overall, goal orientation was not a significant predictor of students’ outcomes measures across different subject areas. Areas for future research are explored and implications for school personnel are provided.

The Effect of Computer Games on Students’ Critical Thinking Disposition and Educational Achievement

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Mohammad Seifi

2015-10-01

Full Text Available The main aim of this research was to investigate the effect of computer games on student’ critical thinking disposition and educational achievement. The research method was descriptive, and its type was casual-comparative. The sample included 270 female high school students in Andimeshk town selected by multistage cluster method. Ricketts questionnaire was used to test critical thinking and the researcher made questionnaires were used to test computer games. T-test and one-way ANOVA were employed to analysis of the data. The findings of the study showed that playing computer games has no significant effect on critical thinking, however, there were a significant effect of playing computer games on students’ educational achievement (P<0/05. Furthermore, the results showed that the type of computer game has no significant effect on students’ disposition to critical thinking and their educational achievement. Keywords: Computer games, disposition to critical thinking, educational achievement, secondary students

Active Learning Strategies and Academic Achievement among Some Psychology Undergraduates in Barbados

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Grace Adebisi Fayombo

2013-01-01

This study investigated the relationships between the active learning strategies (discussion, video clips, game show, role– play, five minute paper, clarification pauses, and small group) and academic achievement among a sample of 158 undergraduate psychology students in The University of the West Indies (UWI), Barbados. Results revealed statistically significant positive correlations between active learning strategies and students’ academic achievement; so also the activ...

Replacing gasoline with corn ethanol results in significant environmental problem-shifting.

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Yang, Yi; Bae, Junghan; Kim, Junbeum; Suh, Sangwon

2012-04-03

Previous studies on the life-cycle environmental impacts of corn ethanol and gasoline focused almost exclusively on energy balance and greenhouse gas (GHG) emissions and largely overlooked the influence of regional differences in agricultural practices. This study compares the environmental impact of gasoline and E85 taking into consideration 12 different environmental impacts and regional differences among 19 corn-growing states. Results show that E85 does not outperform gasoline when a wide spectrum of impacts is considered. If the impacts are aggregated using weights developed by the National Institute of Standards and Technology (NIST), overall, E85 generates approximately 6% to 108% (23% on average) greater impact compared with gasoline, depending on where corn is produced, primarily because corn production induces significant eutrophication impacts and requires intensive irrigation. If GHG emissions from the indirect land use changes are considered, the differences increase to between 16% and 118% (33% on average). Our study indicates that replacing gasoline with corn ethanol may only result in shifting the net environmental impacts primarily toward increased eutrophication and greater water scarcity. These results suggest that the environmental criteria used in the Energy Independence and Security Act (EISA) be re-evaluated to include additional categories of environmental impact beyond GHG emissions.

THE EFFECT OF A READING COMPREHENSION SOFTWARE PROGRAM ON STUDENT ACHIEVEMENT IN MATHEMATICS

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David E. Proudfoot

2016-06-01

Full Text Available In an effort to increase student achievement, research was conducted to determine the degree in which a reading comprehension software program effected the reading and math abilities of fourth and fifth grade students. Cognitive and educational studies were examined to select a reading comprehension software program as an intervention that would produce positive results in reading comprehension and possibly transfer positive results to achievement in other academic areas, specifically in math. The effects of the intervention were measured by assigning subjects to an experimental group. The total sample consisted of 39 students who were deficient in reading comprehension, and also exposed a significant weakness with word problem items on mathematical assessments. Four instruments were used to collect data before and after the treatment to measure student achievement. To determine the degree to which the software program effected student achievement, data from the four instruments were analyzed using SPSS software. A paired-samples dependent t test and a Pearson Product Moment Correlation Coefficient was computed with ratio level data to test for a correlation between increased math scores and reading comprehension scores. Results yielded statistically significant and positive results in increasing reading comprehension skills that could possibly benefit students in reading and understanding mathematical problems. Results did not conclusively support that the increase of reading-comprehension skills had a collateral effect on students scoring higher with math word problems. The results are conducive to providing insight to educational leaders who plan to implement software as a means for increasing student achievement.

Performance-based alternative assessments as a means of eliminating gender achievement differences on science tests

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Brown, Norman Merrill

1998-09-01

Historically, researchers have reported an achievement difference between females and males on standardized science tests. These differences have been reported to be based upon science knowledge, abstract reasoning skills, mathematical abilities, and cultural and social phenomena. This research was designed to determine how mastery of specific science content from public school curricula might be evaluated with performance-based assessment models, without producing gender achievement differences. The assessment instruments used were Harcourt Brace Educational Measurement's GOALSsp°ler: A Performance-Based Measure of Achievement and the performance-based portion of the Stanford Achievement Testspcopyright, Ninth Edition. The identified independent variables were test, gender, ethnicity, and grade level. A 2 x 2 x 6 x 12 (test x gender x ethnicity x grade) factorial experimental design was used to organize the data. A stratified random sample (N = 2400) was selected from a national pool of norming data: N = 1200 from the GOALSsp°ler group and N = 1200 from the SAT9spcopyright group. The ANOVA analysis yielded mixed results. The factors of test, gender, ethnicity by grade, gender by grade, and gender by grade by ethnicity failed to produce significant results (alpha = 0.05). The factors yielding significant results were ethnicity, grade, and ethnicity by grade. Therefore, no significant differences were found between female and male achievement on these performance-based assessments.

Achieving Kaiser Permanente quality.

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McHugh, Matthew D; Aiken, Linda H; Eckenhoff, Myra E; Burns, Lawton R

2016-01-01

The Kaiser Permanente model of integrated health delivery is highly regarded for high-quality and efficient health care. Efforts to reproduce Kaiser's success have mostly failed. One factor that has received little attention and that could explain Kaiser's advantage is its commitment to and investment in nursing as a key component of organizational culture and patient-centered care. The aim of this study was to investigate the role of Kaiser's nursing organization in promoting quality of care. This was a cross-sectional analysis of linked secondary data from multiple sources, including a detailed survey of nurses, for 564 adult, general acute care hospitals from California, Florida, Pennsylvania, and New Jersey in 2006-2007. We used logistic regression models to examine whether patient (mortality and failure-to-rescue) and nurse (burnout, job satisfaction, and intent-to-leave) outcomes in Kaiser hospitals were better than in non-Kaiser hospitals. We then assessed whether differences in nursing explained outcomes differences between Kaiser and other hospitals. Finally, we examined whether Kaiser hospitals compared favorably with hospitals known for having excellent nurse work environments-Magnet hospitals. Patient and nurse outcomes in Kaiser hospitals were significantly better compared with non-Magnet hospitals. Kaiser hospitals had significantly better nurse work environments, staffing levels, and more nurses with bachelor's degrees. Differences in nursing explained a significant proportion of the Kaiser outcomes advantage. Kaiser hospital outcomes were comparable with Magnet hospitals, where better outcomes have been largely explained by differences in nursing. An important element in Kaiser's success is its investment in professional nursing, which may not be evident to systems seeking to achieve Kaiser's advantage. Our results suggest that a possible strategy for achieving outcomes like Kaiser may be for hospitals to consider Magnet designation, a proven and

Teacher Variables As Predictors of Academic Achievement of Primary School Pupils Mathematics

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Adedeji TELLA

2008-10-01

Full Text Available This study examined the relationship between Teacher self- efficacy, interest, attitude, qualification, experience and pupils’ academic achievement in primary school mathematics. The participants of the study comprises of 254 primary school teachers and 120 primary school pupils. Data collected on the study were analysed using a stepwise multiple regression analysis. The results reveals that teacher self – efficacy and interest had significant correlation with pupils achievement scores. Teacher’s self-efficacy being the best predictor of pupils’ academic achievement in mathematics was followed by teacher’s interest. Attitude, qualification and experience were not significant correlation with pupil’s achievement in mathematics. The study recommended that it is high time for primary school mathematics teachers to have a change of attitude towards the teaching of the subject so that the achievement of universal basic education will not be hindered. Furthermore, primary school educational authorities were called upon to ensure that only teachers who are qualified to teach the subject are employed. Not these alone, their attention was also drawn to the fact that they should design educational programmes that will enhance the teacher self- efficacy for a better prediction of pupils’ achievement in mathematics.

Mathematics beliefs and achievement of a national sample of Native American students: results from the Trends in International Mathematics and Science Study (TIMSS) 2003 United States assessment.

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House, J Daniel

2009-04-01

Recent mathematics assessment findings indicate that Native American students tend to score below students of the ethnic majority. Findings suggest that students' beliefs about mathematics are significantly related to achievement outcomes. This study examined relations between self-beliefs and mathematics achievement for a national sample of 130 Grade 8 Native American students from the Trends in International Mathematics and Science Study (TIMSS) 2003 United States sample of (M age = 14.2 yr., SD = 0.5). Multiple regression indicated several significant relations of mathematics beliefs with achievement and accounted for 26.7% of the variance in test scores. Students who earned high test scores tended to hold more positive beliefs about their ability to learn mathematics quickly, while students who earned low scores expressed negative beliefs about their ability to learn new mathematics topics.

After exit: Academic achievement patterns of former English language learners.

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Ester J. de Jong

2004-09-01

Full Text Available With few exceptions, accountability systems for programs for English language learners (ELLs have focused on the achievement patterns of ELLs who are still considered “limited English proficient” and program evaluations have been unable to answer the question whether ELLs actually catch up with English proficient peers after attending a bilingual or English as a Second Language (ESL program. Disaggregating data for former ELLs can therefore provide important information for long-term district and program accountability. The study was concerned with the achievement patterns in English language arts, Math, and Science of former ELLs who attended a bilingual and a English as a Second Language (ESL program. It also explored whether length of program participation and grade level exited played a significant role in predicting academic achievement patterns for these exited students. Results indicate that 4th grade students more closely paralleled non- ELL students’ achievement patterns than 8th grade students, particularly for the BE students. While length of program participation is not a significant predictor of former ELLs’ academic success, exit grade does emerge as an important variable to take into consideration in setting exit guidelines.

Adolescents' academic achievement and life satisfaction: the role of parents' education.

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Crede, Julia; Wirthwein, Linda; McElvany, Nele; Steinmayr, Ricarda

2015-01-01

Drawing on the background of positive psychology, there has only recently been a focus on adolescents' life satisfaction (LS) in the context of education. Studies examining the relationship between adolescents' academic achievement and LS have shown conflicting results and the reasons are not fully understood. The present study investigated the role of parents' education as a potential moderator of the relationship between adolescents' academic achievement and LS. A sample of German high school students (N = 411) reported parents' educational attainment, as an indicator of family socio-economic status, and students' academic achievement was operationalized by grade point average in five subjects. Results indicated that only mothers' education functioned as a moderator of the relationship between academic achievement and students' LS. The association between academic achievement and LS was only found in the group of students whose mothers had achieved the same or a higher education (at least high school diploma) as their own children. Fathers' educational attainment, however, was not a significant moderator of the respective relationship. Directions for future research and the differential influences of fathers' and mothers' education are discussed with regard to potential underlying processes.

Adolescents’ academic achievement and life satisfaction: the role of parents’ education

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Crede, Julia; Wirthwein, Linda; McElvany, Nele; Steinmayr, Ricarda

2015-01-01

Drawing on the background of positive psychology, there has only recently been a focus on adolescents’ life satisfaction (LS) in the context of education. Studies examining the relationship between adolescents’ academic achievement and LS have shown conflicting results and the reasons are not fully understood. The present study investigated the role of parents’ education as a potential moderator of the relationship between adolescents’ academic achievement and LS. A sample of German high school students (N = 411) reported parents’ educational attainment, as an indicator of family socio-economic status, and students’ academic achievement was operationalized by grade point average in five subjects. Results indicated that only mothers’ education functioned as a moderator of the relationship between academic achievement and students’ LS. The association between academic achievement and LS was only found in the group of students whose mothers had achieved the same or a higher education (at least high school diploma) as their own children. Fathers’ educational attainment, however, was not a significant moderator of the respective relationship. Directions for future research and the differential influences of fathers’ and mothers’ education are discussed with regard to potential underlying processes. PMID:25691877

Effects of collaboration and inquiry on reasoning and achievement in biology

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Jensen, Jamie Lee

The primary purpose of the present study was to compare the effectiveness of two collaborative grouping strategies and two instructional methods in terms of gains in reasoning ability and achievement in college biology. In order to do so, a quasi-experimental study was performed in which students were placed in one of four treatment conditions: heterogeneous grouping within inquiry instruction, homogeneous grouping within inquiry instruction, heterogeneous grouping within non-inquiry instruction, and homogeneous grouping within non-inquiry instruction. Students were placed in groups based on initial reasoning level. Reasoning levels and achievement gains were assessed at the end of the study. Results showed that within non-inquiry instruction, heterogeneous mean group scores were higher in both reasoning and achievement than homogeneous groups. In contrast, within inquiry instruction, homogeneous mean group scores were higher in both reasoning and achievement. Inquiry instruction, as a whole, significantly outperformed non-inquiry instruction in the development of reasoning ability. Within inquiry instruction, low-ability students had significantly greater reasoning gains when grouped homogeneously. These results support Piaget's developmental theory and contradict Vygotsky's developmental theory. These results also suggest that the success of one grouping strategy over another is highly dependent upon the nature of instruction, which may be a cause for such conflicting views on grouping strategies within the educational literature. In addition, inquiry instruction led to students having greater confidence in their reasoning ability as well as a more positive attitude toward collaboration. Instructional implications are discussed.

Influence of Math Club Activities on Primary Students’ Mathematics Achievement

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Alenka Lipovec

2014-12-01

Full Text Available An intervention program called Didactic pentagon is described. Participants are teachers, students, parents, pre-service teachers and teacher educators. The programme is shaped as a math club activity. Empirical results focus on comparing mathematics achievements of students included in the programme and mathematically promising students taking part in TIMSS 2003. Experimental group has surpassed control group in overall results. Statistically significant differences in favour of experimental group can be found at intermediate international benchmark of mathematics achievements and at problem solving cognitive domain. The results can be assigned to pentagon activities guided by pre-service teachers. Cooperation between university and schools has evidently overcome the lack of pre-service teachers’ experience and helped in raising mathematical knowledge of school youth.

Corellation Between Achievement Motivation and Entrepreneurial Leadership Quality: Meta Analysis

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Arman Hakim Nasution

2010-11-01

Full Text Available This article presents a meta analysis of the experimental and survey literature that has examined the effect of achievement motivation, as a part of the big five personality factors, and entrepreneurial leadership quality. This quantitative study review 20 studies based on independent samples (N = 6209. Summary analysis is provided to support the hypothesis in which the achievement motivation has a correlation with entrepreneurial leadership quality on a fairness procedural. Result indicates that the achievement motivation influences the quality of entrepreneurial leadership in a significant value (rc = 0.26. This finding is relevant to all stakeholders (educators, governments, and parents to make a better decision on the development of entrepreneurial leadership policies.

Brain structure links everyday creativity to creative achievement.

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Zhu, Wenfeng; Chen, Qunlin; Tang, Chaoying; Cao, Guikang; Hou, Yuling; Qiu, Jiang

2016-03-01

Although creativity is commonly considered to be a cornerstone of human progress and vital to all realms of our lives, its neural basis remains elusive, partly due to the different tasks and measurement methods applied in research. In particular, the neural correlates of everyday creativity that can be experienced by everyone, to some extent, are still unexplored. The present study was designed to investigate the brain structure underlying individual differences in everyday creativity, as measured by the Creative Behavioral Inventory (CBI) (N=163). The results revealed that more creative activities were significantly and positively associated with larger gray matter volume (GMV) in the regional premotor cortex (PMC), which is a motor planning area involved in the creation and selection of novel actions and inhibition. In addition, the gray volume of the PMC had a significant positive relationship with creative achievement and Art scores, which supports the notion that training and practice may induce changes in brain structures. These results indicate that everyday creativity is linked to the PMC and that PMC volume can predict creative achievement, supporting the view that motor planning may play a crucial role in creative behavior. Published by Elsevier Inc.

Study strategies and beliefs about learning as a function of academic achievement and achievement goals.

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Geller, Jason; Toftness, Alexander R; Armstrong, Patrick I; Carpenter, Shana K; Manz, Carly L; Coffman, Clark R; Lamm, Monica H

2018-05-01

Prior research by Hartwig and Dunlosky [(2012). Study strategies of college students: Are self-testing and scheduling related to achievement? Psychonomic Bulletin & Review, 19(1), 126-134] has demonstrated that beliefs about learning and study strategies endorsed by students are related to academic achievement: higher performing students tend to choose more effective study strategies and are more aware of the benefits of self-testing. We examined whether students' achievement goals, independent of academic achievement, predicted beliefs about learning and endorsement of study strategies. We administered Hartwig and Dunlosky's survey, along with the Achievement Goals Questionnaire [Elliot, A. J., & McGregor, H. A. (2001). A 2 × 2 achievement goal framework. Journal of Personality & Social Psychology, 80, 501-519] to a large undergraduate biology course. Similar to results by Hartwig and Dunlosky, we found that high-performing students (relative to low-performing students) were more likely to endorse self-testing, less likely to cram, and more likely to plan a study schedule ahead of time. Independent of achievement, however, achievement goals were stronger predictors of certain study behaviours. In particular, avoidance goals (e.g., fear of failure) coincided with increased use of cramming and the tendency to be driven by impending deadlines. Results suggest that individual differences in student achievement, as well as the underlying reasons for achievement, are important predictors of students' approaches to studying.

SELF-EFFICACY BELIEFS, ACHIEVEMENT MOTIVATION AND GENDER AS RELATED TO EDUCATIONAL SOFTWARE DEVELOPMENT

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Alev ATES

2011-07-01

Full Text Available This study aims to investigate preservice computer teachers’ self-efficacy beliefs and achievement motivation levels for educational software development before and after the “Educational Software Design, Development and Evaluation (ESDDE” course. A pretest and post test design without a control group was employed. In 2008, 46 senior students (25 male and 21 female who were enrolled at Computer Education and Instructional Technology department participated in this study.The data were collected by the scale of self-efficacy beliefs towards Educational Software Development (ESD, achievement motivation scale besides student demographics form. Positively, the results revealed that the students’ self efficacy beliefs towards educational software development significantly improved after ESDDE course. Before the course, the students’ self-efficacy beliefs were significantly different according to perceived level of programming competency and gender in favor of male, however after the course there was no significant difference in self-efficacy beliefs regarding gender and perceived level of programming competency. Hence, achievement motivation levels after the course were significantly higher than before while gender and perceived level of programming competency had no significant effect on achievement motivation for ESD. The study is considered to contribute studies investigating gender and computer related self efficacy beliefs in IT education.

The relationship among self-determination, self-concept, and academic achievement for students with learning disabilities.

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Zheng, Chunmei; Gaumer Erickson, Amy; Kingston, Neal M; Noonan, Patricia M

2014-01-01

Research suggests that self-determination skills are positively correlated with factors that have been shown to improve academic achievement, but the direct relationship among self-determination, self-concept, and academic achievement is not fully understood. This study offers an empirical explanation of how self-determination and self-concept affect academic achievement for adolescents with learning disabilities after taking into consideration the covariates of gender, income, and urbanicity. In a nationally representative sample (N = 560), the proposed model closely fit the data, with all proposed path coefficients being statistically significant. The results indicated that there were significant correlations among the three latent variables (i.e., self-determination, self-concept, and academic achievement), with self-determination being a potential predictor of academic achievement for students with learning disabilities. © Hammill Institute on Disabilities 2012.

The Effect of Teacher Performance in Implementation of The 2013 Curriculum Toward Chemistry Learning Achievement

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Dewi, L. P.; Djohar, A.

2018-04-01

This research is a study about implementation of the 2013 Curriculum on Chemistry subject. This study aims to determine the effect of teacher performance toward chemistry learning achievement. The research design involves the independent variable, namely the performance of Chemistry teacher, and the dependent variable that is Chemistry learning achievement which includes the achievement in knowledge and skill domain. The subject of this research are Chemistry teachers and High School students in Bandung City. The research data is obtained from questionnaire about teacher performance assessed by student and Chemistry learning achievement from the students’ report. Data were analyzed by using MANOVA test. The result of multivariate significance test shows that there is a significant effect of teacher performance toward Chemistry learning achievement in knowledge and skill domain with medium effect size.

Identifying Achievement Goals and Their Relationship to Academic Achievement in Undergraduate Pharmacy Students

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Sainsbury, Erica; Rose, Grenville; Smith, Lorraine

2014-01-01

Objectives. To compare the achievement goal orientations of first-year with those of third-year undergraduate Australian pharmacy students and to examine the relationship of goal orientations to academic achievement. Methods. The Achievement Goal Questionnaire was administered to first-year and third-year students during class time. Students’ grades were obtained from course coordinators. Results. More first-year students adopted performance-approach and mastery-approach goals than did third-year students. Performance-approach goals were positively correlated with academic achievement in the first year. Chinese Australian students scored the highest in adopting performance-approach goals. Vietnamese Australian students adopted mastery-avoidance goals more than other ethnicities. First-year students were more strongly performance approach goal-oriented than third-year students. Conclusion. Adopting performance-approach goals was positively correlated with academic achievement, while adopting avoidance goals was not. Ethnicity has an effect on the adoption of achievement goals and academic achievement. PMID:25258438

Teaching science in a technology rich environment: Probeware's effect on student attitude and achievement

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Zelmanowicz, Marc

Purpose The use of technology in the science classroom has been a major part of the initiative toward increasing student attitude and achievement in Science, Technology, Education and Math [STEM] education in the United States. The purpose of this study was to determine the extent to which the use of probeware in a high school science living environment classroom impacts student attitude towards science and/or student achievement on standards-based assessments. This study sought to answer the following quantitative questions with a qualitative component: To what extent does the use of probeware in a high school level living environment course influence student attitudes toward science compared to students who are not using probeware? What is the impact, if any, on student achievement in a living environment course, as measured by New York State Living Environment Regents [NYSLER] exam grades, between students who use probeware and students who do not? Is there a significant difference between the two groups with regard to achieving mastery on the NYSLER exam? Sample The participants in the study were Living Environment students of a suburban high school outside of New York City. Methods The quasiexperimental study examined the effects of the replacement of traditional scientific equipment with probeware on student attitude and achievement in a living environment classroom. Student attitude was measured by the modified Attitude Toward Science Inventory [mATSI] and student achievement was measured by the New York State Living Environment Regents [NSLER] Exam. Descriptive statistics, ANCOVA and hierarchical regression analysis were conducted to answer the research questions in this study. A qualitative component was included to enhance the understanding of the quantitative analysis. Major Findings Through this study, results demonstrated a statistically significant impact of probeware on student attitude, but did not show a statistically significant impact of

Comprehension of atypical literary text and scholastic achievement

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Božin Aurel A.

2009-01-01

Full Text Available With the aim of gaining insight into literary text comprehension and the linkage between that comprehension and scholastic achievement during the first years of schooling, a research was conducted on the sample of 152 third and fourth grade pupils from one urban and one rural school. After having read silently a selected atypical excerpt from one literary text, interviewed pupils filled out the questionnaire constructed for the purposes of this research starting from the 11 categories of text comprehension singled out based on the theory of comprehension and interpretation of literary text and the current curriculum. In the first part of the research we applied the Children's orientation scale by Malka Margalit, and school marks were used as a measurement of scholastic achievement. Research results point out that, among other things, inferring on the basis of what has been read poses the greatest difficulty for third and fourth graders, that is, that almost three quarters of them are not capable of determining the meaning of some representative sentences from that text. In the positive sense, it was established that almost three quarters of them perceive beautiful poetic expressions and about 80% of them can at least to a certain extent recognize character descriptions, emotional situations and moods, that is, discover significant facts. Answers to the questions regarding the majority of categories of text comprehension are significantly correlated with scholastic achievement. As expected, the highest correlations between the measures on text comprehension categories are with the marks in native (Serbian language. Partial correlations between the measures on certain categories of text comprehension and measurements of scholastic achievement (excluding the influence of feeling of coherence are not significantly different from bivariate. Based on the obtained data, authors conclude that the utilized system of categories can be a useful tool for

Unconscious motivation. Part II: Implicit attitudes and L2 achievement

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Ali H. Al-Hoorie

2016-12-01

Full Text Available This paper investigates the attitudinal/motivational predictors of second language (L2 academic achievement. Young adult learners of English as a foreign language (N = 311 completed several self-report measures and the Single-Target Implicit Association Test. Examination of the motivational profiles of high and low achievers revealed that attachment to the L1 community and the ought-to L2 self were negatively associated with achievement, while explicit attitudes toward the L2 course and implicit attitudes toward L2 speakers were positively associated with it. The relationship between implicit attitudes and achievement could not be explained either by social desirability or by other cognitive confounds, and remained significant after controlling for explicit self-report measures. Explicit–implicit congruence also revealed a similar pattern, in that congruent learners were more open to the L2 community and obtained higher achievement. The results also showed that neither the ideal L2 self nor intended effort had any association with actual L2 achievement, and that intended effort was particularly prone to social desirability biases. Implications of these findings are discussed.

Relationship between affect and achievement in science and mathematics in Malaysia and Singapore

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Thoe Ng, Khar; Fah Lay, Yoon; Areepattamannil, Shaljan; Treagust, David F.; Chandrasegaran, A. L.

2012-11-01

Background : The Trends in International Mathematics and Science Study (TIMSS) assesses the quality of the teaching and learning of science and mathematics among Grades 4 and 8 students across participating countries. Purpose : This study explored the relationship between positive affect towards science and mathematics and achievement in science and mathematics among Malaysian and Singaporean Grade 8 students. Sample : In total, 4466 Malaysia students and 4599 Singaporean students from Grade 8 who participated in TIMSS 2007 were involved in this study. Design and method : Students' achievement scores on eight items in the survey instrument that were reported in TIMSS 2007 were used as the dependent variable in the analysis. Students' scores on four items in the TIMSS 2007 survey instrument pertaining to students' affect towards science and mathematics together with students' gender, language spoken at home and parental education were used as the independent variables. Results : Positive affect towards science and mathematics indicated statistically significant predictive effects on achievement in the two subjects for both Malaysian and Singaporean Grade 8 students. There were statistically significant predictive effects on mathematics achievement for the students' gender, language spoken at home and parental education for both Malaysian and Singaporean students, with R 2 = 0.18 and 0.21, respectively. However, only parental education showed statistically significant predictive effects on science achievement for both countries. For Singapore, language spoken at home also demonstrated statistically significant predictive effects on science achievement, whereas gender did not. For Malaysia, neither gender nor language spoken at home had statistically significant predictive effects on science achievement. Conclusions : It is important for educators to consider implementing self-concept enhancement intervention programmes by incorporating 'affect' components of academic

2 x 2 achievement goals profilEs in chilean CompetiTIve and recreational athletes: a first look

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Marc R. Lochbaum

2016-02-01

Full Text Available Purpose: was to examine the 2 x 2 achievement goal profiles of Chilean young adults regularly participating in competitive and recreational sport. Materials: participants were 108 female and 132 males who were recruited from the Valparaiso and Viña del Mar areas of Chile. Participants completed a valid and reliable measure of the 2 x 2 achievement goals referenced to sport participation. Results: indicated that the entire sample significantly ( p - .05 and very meaningfully (Hedges’ g range 1.13 - 2.91 endorsed the mastery-approach goal more so than the other three achievement goals. Male participants significantly ( p - .05 endorsed both approach goals and the mastery goal contrast more so than the female participants. These differences approached medium in meaningfulness (Hedges’ g range .40 - .46. Significant differences did not exist between competitive and recreational athletes on any of the achievement goals or goal contrasts. Confirming the lack of significant differences were the computed small to negligible in magnitude effect sizes. Conclusions: the present data were a first look into profiling sport participants on the 2 x 2 achievement goals in Chile. Given this sample of Chilean participants endorsed the performance goals far less than found in the sport psychology 2 x 2 achievement goal literature, more research is needed before these results are generalized to Chilean sport participants. Future research must also examine the relationships of antecedents and consequences to the 2 x 2 achievement goals to advance sport psychology in Chile.

INFLUENCE OF BODY HEIGHT, BODY WEIGHT AND THE AGE ON THE RESULTS ACHIEVED BY MAN-MARATHONERS IN A MARATHON RACE

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Naser Rašiti Naser

2011-09-01

Full Text Available The research is conducted on a sample of 100 successful man marathoners who has taken part in ten of the most popular marathon races. The sample of entities includes ten of the best placed marathoners in each race held during the year 2008. The aim of the research is to assess the influence of the body height, weight and the age of the marathoners on the final result in the race. The collected data is processed by the basic descriptive parameters. The entities have the average weight of 56.94 kg, with the average height of 168.98 cm, at the average age of 29.75, with the achieved average result of 2:13.23 hours in the race. In the intercorrelation matrix only one significant coefficient of correlation is obtained (p<0.001 between the body height and body weight. By the regressive analysis the influence of the predictory variables (height, weight and age on the criteria variable – sig. =0, 21 (the result of the marathon is not confirmed, which provides only 15% (RO²=.302 of analysis in the common ground of variability. The rest of 91% in analysing the total variability of the criteria variable can be ascribed to some other anthropologic characteristics, and mainly to the functional characteristics of anaerobic type.

The impact of including children with intellectual disability in general education classrooms on the academic achievement of their low-, average-, and high-achieving peers.

Science.gov (United States)

Sermier Dessemontet, Rachel; Bless, Gérard

2013-03-01

This study aimed at assessing the impact of including children with intellectual disability (ID) in general education classrooms with support on the academic achievement of their low-, average-, and high-achieving peers without disability. A quasi-experimental study was conducted with an experimental group of 202 pupils from classrooms with an included child with mild or moderate ID, and a control group of 202 pupils from classrooms with no included children with special educational needs (matched pairs sample). The progress of these 2 groups in their academic achievement was compared over a period of 1 school year. No significant difference was found in the progress of the low-, average-, or high-achieving pupils from classrooms with or without inclusion. The results suggest that including children with ID in primary general education classrooms with support does not have a negative impact on the progress of pupils without disability.

Taking advantage of ground data systems attributes to achieve quality results in testing software

Science.gov (United States)

Sigman, Clayton B.; Koslosky, John T.; Hageman, Barbara H.

1994-01-01

During the software development life cycle process, basic testing starts with the development team. At the end of the development process, an acceptance test is performed for the user to ensure that the deliverable is acceptable. Ideally, the delivery is an operational product with zero defects. However, the goal of zero defects is normally not achieved but is successful to various degrees. With the emphasis on building low cost ground support systems while maintaining a quality product, a key element in the test process is simulator capability. This paper reviews the Transportable Payload Operations Control Center (TPOCC) Advanced Spacecraft Simulator (TASS) test tool that is used in the acceptance test process for unmanned satellite operations control centers. The TASS is designed to support the development, test and operational environments of the Goddard Space Flight Center (GSFC) operations control centers. The TASS uses the same basic architecture as the operations control center. This architecture is characterized by its use of distributed processing, industry standards, commercial off-the-shelf (COTS) hardware and software components, and reusable software. The TASS uses much of the same TPOCC architecture and reusable software that the operations control center developer uses. The TASS also makes use of reusable simulator software in the mission specific versions of the TASS. Very little new software needs to be developed, mainly mission specific telemetry communication and command processing software. By taking advantage of the ground data system attributes, successful software reuse for operational systems provides the opportunity to extend the reuse concept into the test area. Consistency in test approach is a major step in achieving quality results.

Metacognitive Language Learning Strategies Use, Gender, and Learning Achievement: a Correlation Study

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Ahlam Bouirane

2015-06-01

Full Text Available This study investigates the relationship between metacognitive language learning strategies (MLLS and gender and achievement of EFL students. Metacognitive language learning strategies are crucial for students of English as a foreign language to learn effectively. The theoretical issues discuss metacognitive language learning strategies in particular, and language learning strategies (LLS in general. The practical research took place at the English language department at Farhat Abbes University, Sétif, Algeria, with third year students learning English as a foreign language. The study hypothesized that there is a positive correlation between metacognitive language learning strategies use and achievement. Two main parts following a qualitative design constitute the body of the present research. The first part uses the Metacognitive Language Learning Strategies Questionnaire (MLLSQ to account for differences in the reported frequency of metacognitive strategies use across all the students, and across gender differences. The second part uses interviews to account for the use of these strategies at the individual level, in their relation to the students’ gender and achievement in language learning. The results of the first part revealed a significant use of metacognitive strategies among all the students and significant differences between male students and female students in the frequency of use of these strategies. Moreover, the results of the second part reflected more significant differences in the use of Metacognitive strategies at the level of gender and learning achievement. The study concludes by bringing together key findings and some suggestions for further research.

Achievement Level and Sex Differences in Levels of Interests and the Interest-Educational Choice Relationship

Science.gov (United States)

Schmitt, Neal

1978-01-01

The prediction of level of post-high-school educational choice was investigated using the theme scores of the Strong Vocational Interest Blank, sex and achievement level as predictors. Results indicated significant relationships between interests and educational choice, moderated in some cases by sex and achievement level. (Author)

How do different components of Effortful Control contribute to children's mathematics achievement?

Science.gov (United States)

Sánchez-Pérez, Noelia; Fuentes, Luis J; Pina, Violeta; López-López, Jose A; González-Salinas, Carmen

2015-01-01

This work sought to investigate the specific contribution of two different components of Effortful Control (EC) -attentional focusing (AF) and inhibitory control- to children's mathematics achievement. The sample was composed of 142 children aged 9-12 year-old. EC components were measured through the Temperament in Middle Childhood Questionnaire (TMCQ; parent's report); math achievement was measured via teacher's report and through the standard Woodcock-Johnson test. Additionally, the contribution of other cognitive and socio-emotional processes was taken into account. Our results showed that only AF significantly contributed to the variance of children's mathematics achievement; interestingly, mediational models showed that the relationship between effortful attentional self-regulation and mathematics achievement was mediated by academic peer popularity, as well as by intelligence and study skills. Results are discussed in the light of the current theories on the role of children's self-regulation abilities in the context of school.

TOP PRIORITI QMS PRINCIPLES FOR ACHIEVING BUSINESS EXCELLENCE

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Aleksandar Vujović

2010-06-01

Full Text Available The main target of this paper is to select top priority principles of QMS for achieving business excellence. This could be done from the standpoint of significant of principles. That means that. organization should make more attention to this principles in the way for making excellent results. This paper has been developed as a tendency of researchers in the Center for quality-Faculty of mechanical engineering in Podgorica to establish a model for improvement of business processes performances based on quality management system through comparison with top organizational performances characterized by criteria i.e. particularities of the business excellence model. Correlation of principles of the quality management system with QMS principles has been established to that effect. Weight coefficients have been also determined for each principle individually. Thereby key principles were identified, namely priorities in terms of achieving business excellence i.e. areas (principles were given priorities, that is to say principles that play the biggest part in achieving business excellence.

Schooling Background and Academic Academic Achievement of Agricultural Students

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N. Jayakumar

2016-05-01

Full Text Available In our society academic achievement is considered as a key criterion to judge one’s total potentiality and capability. Academic achievement is seen as a students’ grade point averages in many academic settings. Academic achievement has become an index of students’ future in this highly competitive world and Agricultural education is no exception.  Hence it becomes necessary to find out the factors that determine better academic performance. In this context the present study had been carried out to find out the possible relationship between schooling background and academic achievement of agriculture students. The students admitted in Adhiparasakthi Agricultural College, Kalavai, Vellore between 1999 and 2009 formed the subjects of the study. Findings of the study revealed that determinants like gender, type of school and stream of education had a significant role in the academic achievement of the students. Medium of instruction in HSC did influence the academic achievement but not significantly. It was also found that students who performed well in their HSC did perform well in their undergraduate programme also. This confirms that previous educational outcomes are the most important indicators of student’s future achievement and schooling background has a significant role in academic achievement of students.

The Achievement Gap: Factors That Influenced the Achievement of Successful Black Students

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Morton, Kwame R., Sr.

2011-01-01

The academic underperformance of Black students when compared to their White peers has confounded educators nationwide. This discrepancy in academic performance commonly referred to as the achievement gap has become a national crisis which has led to one of the most significant educational reforms undertaken in the United States of America in the…

The influence of professional teachers on Padang vocational school students' achievement

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Ramli Bakar

2018-01-01

Full Text Available This study determined: (1 the competency of professional teachers teaching in the classroom, (2 students' achievement in vocational schools in Padang, and (3 the influence of professional teachers on vocational school students' achievement in Padang. The population was 2,647 students in vocational schools. The sample, consisting of 160 students, was selected using a multistage, random sampling technique. Data were collected using questionnaires and documentation, and then analyzed and presented using the SPSS software. The results showed: (1 overall, the professional teachers of vocational schools in Padang had good qualifications in pedagogical competence, professional competence, social competence, and personal competence, (2 the learning process of vocational schools in Padang was going well and in general, student achievement was at a good level of performance, and (3 there was a significant influence of professional teachers on vocational school students' achievement in Padang. Keywords: professional teacher, student achievement, vocational school

School Climate, Peer Victimization, and Academic Achievement: Results from a Multi-Informant Study

Science.gov (United States)

Wang, Weijun; Vaillancourt, Tracy; Brittain, Heather L.; McDougall, Patricia; Krygsman, Amanda; Smith, David; Cunningham, Charles E.; Haltigan, J. D.; Hymel, Shelley

2014-01-01

School-level school climate was examined in relation to self-reported peer victimization and teacher-rated academic achievement (grade point average; GPA). Participants included a sample of 1,023 fifth-grade children nested within 50 schools. Associations between peer victimization, school climate, and GPA were examined using multilevel modeling,…

Disentangling the relationship between children's motor ability, executive function and academic achievement.

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Mirko Schmidt

Full Text Available Even though positive relations between children's motor ability and their academic achievement are frequently reported, the underlying mechanisms are still unclear. Executive function has indeed been proposed, but hardly tested as a potential mediator. The aim of the present study was therefore to examine the mediating role of executive function in the relationship between motor ability and academic achievement, also investigating the individual contribution of specific motor abilities to the hypothesized mediated linkage to academic achievement. At intervals of ten weeks, 236 children aged between 10 and 12 years were tested in terms of their motor ability (t1: cardiovascular endurance, muscular strength, motor coordination, core executive functions (t2: updating, inhibition, shifting, and academic achievement (t3: mathematics, reading, spelling. Structural equation modelling revealed executive function to be a mediator in the relation between motor ability and academic achievement, represented by a significant indirect effect. In separate analyses, each of the three motor abilities were positively related to children's academic achievement. However, only in the case of children's motor coordination, the mediation by executive function accounted for a significance percentage of variance of academic achievement data. The results provide evidence in support of models that conceive executive function as a mechanism explaining the relationship that links children's physical activity-related outcomes to academic achievement and strengthen the advocacy for quality physical activity not merely focused on health-related physical fitness outcomes, but also on motor skill development and learning.

The effect of inquiry-flipped classroom model toward students' achievement on chemical reaction rate

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Paristiowati, Maria; Fitriani, Ella; Aldi, Nurul Hanifah

2017-08-01

The aim of this research is to find out the effect of Inquiry-Flipped Classroom Models toward Students' Achievement on Chemical Reaction Rate topic. This study was conducted at SMA Negeri 3 Tangerang in Eleventh Graders. The Quasi Experimental Method with Non-equivalent Control Group design was implemented in this study. 72 students as the sample was selected by purposive sampling. Students in experimental group were learned through inquiry-flipped classroom model. Meanwhile, in control group, students were learned through guided inquiry learning model. Based on the data analysis, it can be seen that there is significant difference in the result of the average achievement of the students. The average achievement of the students in inquiry-flipped classroom model was 83,44 and the average achievement of the students in guided inquiry learning model was 74,06. It can be concluded that the students' achievement with inquiry-flipped classroom better than guided inquiry. The difference of students' achievement were significant through t-test which is tobs 3.056 > ttable 1.994 (α = 0.005).

The Big Fish-Little Pond Effect on Affective Factors Based on PISA 2012 Mathematics Achievement

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Dilara BAKAN KALAYCIOĞLU

2017-03-01

Full Text Available In this study, the 2012 PISA Turkey student questionnaire data is considered to determine the big fish-little pond effect. The mathematics self-efficacy, self-concept and anxiety affective factors are examined to explain the relation of each of them with the school type, gender, socioeconomic status, student’s mathematics achievement and school’s mathematics achievement covariates. A total number of 771 students from 88 high schools are in the sample. Factor analyses’ results support the construct validity of the Student Questionnaire’s mathematics self-efficacy, anxiety and self-concept items. Data set is analyzed with Multiple Indicator Multiple Cause Model and the patterns of association with covariates and affective factors were tested simultaneously. According to the results, Anatolian high school students have a higher mathematics self-efficacy and lower mathematics anxiety than do the general high school students. However, when the student mathematics achievement and school mathematics achievement variables were inserted to the model, school type was not associated with mathematics self-efficacy. Moreover, Anatolian high school student’s mathematics anxiety was higher than that of the general high school students. Student’s mathematics achievement was the most significant predictor of the mathematics self-efficacy, anxiety and self-concept factors. Finally, school’s mathematics achievement was a significant predictor of only mathematics self-concept. The identification of increase in school’s mathematics achievement yields a decrease in the student’s mathematics self-concept may be considered as the most important result of this study. These results provide evidence about the Anatolian high schools’ students experience big fish-little pond effect.

Regional gray matter density is associated with achievement motivation: evidence from voxel-based morphometry.

Science.gov (United States)

Takeuchi, Hikaru; Taki, Yasuyuki; Nouchi, Rui; Sekiguchi, Atsushi; Kotozaki, Yuka; Miyauchi, Carlos Makoto; Yokoyama, Ryoichi; Iizuka, Kunio; Hashizume, Hiroshi; Nakagawa, Seishu; Kunitoki, Keiko; Sassa, Yuko; Kawashima, Ryuta

2014-01-01

Achievement motivation can be defined as a recurrent need to improve one's past performance. Despite previous functional imaging studies on motivation-related functional activation, the relationship between regional gray matter (rGM) morphology and achievement motivation has never been investigated. We used voxel-based morphometry and a questionnaire (achievement motivation scale) to measure individual achievement motivation and investigated the association between rGM density (rGMD) and achievement motivation [self-fulfillment achievement motivation (SFAM) and competitive achievement motivation (CAM) across the brain in healthy young adults (age 21.0 ± 1.8 years, men (n = 94), women (n = 91)]. SFAM and rGMD significantly and negatively correlated in the orbitofrontal cortex (OFC). CAM and rGMD significantly and positively correlated in the right putamen, insula, and precuneus. These results suggest that the brain areas that play central roles in externally modulated motivation (OFC and putamen) also contribute to SFAM and CAM, respectively, but in different ways. Furthermore, the brain areas in which rGMD correlated with CAM are related to cognitive processes associated with distressing emotions and social cognition, and these cognitive processes may characterize CAM.

Gene expression results in lipopolysaccharide-stimulated monocytes depend significantly on the choice of reference genes

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Øvstebø Reidun

2010-05-01

Full Text Available Abstract Background Gene expression in lipopolysaccharide (LPS-stimulated monocytes is mainly studied by quantitative real-time reverse transcription PCR (RT-qPCR using GAPDH (glyceraldehyde 3-phosphate dehydrogenase or ACTB (beta-actin as reference gene for normalization. Expression of traditional reference genes has been shown to vary substantially under certain conditions leading to invalid results. To investigate whether traditional reference genes are stably expressed in LPS-stimulated monocytes or if RT-qPCR results are dependent on the choice of reference genes, we have assessed and evaluated gene expression stability of twelve candidate reference genes in this model system. Results Twelve candidate reference genes were quantified by RT-qPCR in LPS-stimulated, human monocytes and evaluated using the programs geNorm, Normfinder and BestKeeper. geNorm ranked PPIB (cyclophilin B, B2M (beta-2-microglobulin and PPIA (cyclophilin A as the best combination for gene expression normalization in LPS-stimulated monocytes. Normfinder suggested TBP (TATA-box binding protein and B2M as the best combination. Compared to these combinations, normalization using GAPDH alone resulted in significantly higher changes of TNF-α (tumor necrosis factor-alpha and IL10 (interleukin 10 expression. Moreover, a significant difference in TNF-α expression between monocytes stimulated with equimolar concentrations of LPS from N. meningitides and E. coli, respectively, was identified when using the suggested combinations of reference genes for normalization, but stayed unrecognized when employing a single reference gene, ACTB or GAPDH. Conclusions Gene expression levels in LPS-stimulated monocytes based on RT-qPCR results differ significantly when normalized to a single gene or a combination of stably expressed reference genes. Proper evaluation of reference gene stabiliy is therefore mandatory before reporting RT-qPCR results in LPS-stimulated monocytes.

How do different components of Effortful Control contribute to children's mathematics achievement?

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Noelia eSánchez-Pérez

2015-09-01

Full Text Available This work sought to investigate the specific contribution of two different components of Effortful Control -attentional focusing and inhibitory control- to children’s mathematics achievement. The sample was composed of 142 children aged 9 to 12 years old. Effortful Control components were measured through the Temperament in Middle Childhood Questionnaire (TMCQ; parent´s report; math achievement was measured via teacher’s report and through the standard Woodcock-Johnson test. Additionally, the contribution of other cognitive and socio-emotional processes was taken into account. Our results showed that only attentional focusing significantly contributed to the variance of children’s mathematics achievement; interestingly, mediational models showed that the relationship between effortful attentional self-regulation and mathematics achievement was mediated by academic peer popularity, as well as by intelligence and study skills. Results are discussed in the light of the current theories on the role of children’ self-regulation abilities in the context of school.

TV Commercials as Achievement Scripts for Women.

Science.gov (United States)

Geis, F. L.; And Others

1984-01-01

Women who viewed four current, sex-stereotyped commercials emphasized homemaking over other achievement concerns in imagining their lives 10 years hence. Women who saw same commercials with sex roles reversed put significantly greater emphasis on their own achievement aspirations. Their more equal weighting of home and career matched men's. (CMG)

Psychological Barriers to Achievement in Women.

Science.gov (United States)

Goldberg, Lois S.

1982-01-01

This study explored the relationships among birth order, number of course credits achieved, and personality integration for 56 women graduate students. No evidence of significant stress was found as these women approached career choice points, nor was there a significant effect from birth order. (Author/RD)

Simple and fast polydimethylsiloxane (PDMS) patterning using a cutting plotter and vinyl adhesives to achieve etching results.

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Hyun Kim; Sun-Young Yoo; Ji Sung Kim; Zihuan Wang; Woon Hee Lee; Kyo-In Koo; Jong-Mo Seo; Dong-Il Cho

2017-07-01

Inhibition of polydimethylsiloxane (PDMS) polymerization could be observed when spin-coated over vinyl substrates. The degree of polymerization, partially curing or fully curing, depended on the PDMS thickness coated over the vinyl substrate. This characteristic was exploited to achieve simple and fast PDMS patterning method using a vinyl adhesive layer patterned through a cutting plotter. The proposed patterning method showed results resembling PDMS etching. Therefore, patterning PDMS over PDMS, glass, silicon, and gold substrates were tested to compare the results with conventional etching methods. Vinyl stencils with widths ranging from 200μm to 1500μm were used for the procedure. To evaluate the accuracy of the cutting plotter, stencil designed on the AutoCAD software and the actual stencil widths were compared. Furthermore, this method's accuracy was also evaluated by comparing the widths of the actual stencils and etched PDMS results.

The relationship between family atmosphere and motivation for achievement in year 12 high school students in Yazd 2006-2007

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G.A Heidary

2012-02-01

Results: Six factors were analyzed as predictors of achievement motivation including (rational, cultural based, ethical, religious circuit, control and organization. None of them were significant predictors. The relationship between gender and achievement motivation were significant. A correlation between gender, family atmosphere and achievement motivation was not observed in this study. Conclusion: The family atmosphere with various aspects of motivation may effect on development of students and educational success in Yazd high school students.

Factors that affect South African Reading Literacy Achievement: evidence from prePIRLS 2011

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Surette van Staden

2014-03-01

Full Text Available This study aims to identify factors that predict reading literacy achievement among Grade 4 learners in South Africa by utilising aspects of Carroll's model of school learning. The study draws on the preProgress in International Reading Literacy Study (prePIRLS 2011 data, which places South African Grade 4 learners' results substantially below the international centre point of 500 at 461 (SE = 3.7. Selected items from the prePIRLS 2011 learner, parent and teacher questionnaires were used in a two-level model to determine the effect of learner aptitude, opportunity to learn and quality of instructional events on reading literacy achievement. The results point to the statistical significance of engaged reading and cultivating motivation for reading among learners from an early age, specifically through parental involvement in introducing early literacy activities as foundation of reading literacy by school-going age. Other results provide evidence for the importance of the value of reading across the curriculum not confined to formal reading lessons only. The teaching of reading comprehension skills and strategies is identified as a significant predictor of reading literacy achievement, instruction of which should form an integral part of teaching reading in the classroom.

Achievement of Serbian eighth grade students in science

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Antonijević Radovan

2006-01-01

Full Text Available The paper considers the main results and some educational implications of the TIMSS 2003 assessment conducted in Serbia in the fields of the science achievement of Serbian eighth grade students and the science curriculum context of their achievement. There were 4264 students in the sample. It was confirmed that Serbian eighth graders had made average scale score of 468 points in the science, and with this achievement they are placed in the zone of the top of low international benchmarking level, very close to the point of intermediate benchmark. The average science achievement of the Serbian eighth graders is somewhat below the general international science achievement. The best results were achieved in the science content domain of "chemistry", and the lower results in the content domain of "environmental science". Across the defined science cognitive domains, it was confirmed that the Serbian students had achieved the best results in cognitive domain of "factual knowledge" and weaker results in "reasoning and analysis". The achieved results raise many questions about contents of the science curriculum in Serbia, its overall quality and basic characteristics of its implementation. These results can be eligibly used to improve the science curricula and teaching in Serbian primary school. .

Relationship between self-efficacy, academic achievement and ...

African Journals Online (AJOL)

50.08), and there is no significant difference in their self-efficacy between sexes (t (98) = 0.161, p> 0.1), but there is a statistically significant difference in achievement between sexes (t (98) = 0.68, p< 0.1) and also a significant relationship exists ...

Achievement Goals and Achievement Emotions: A Meta-Analysis

Science.gov (United States)

Huang, Chiungjung

2011-01-01

This meta-analysis synthesized 93 independent samples (N = 30,003) in 77 studies that reported in 78 articles examining correlations between achievement goals and achievement emotions. Achievement goals were meaningfully associated with different achievement emotions. The correlations of mastery and mastery approach goals with positive achievement…

Genetic and Environmental Influences on Achievement Outcomes Based on Family History of Learning Disabilities Status.

Science.gov (United States)

Erbeli, Florina; Hart, Sara A; Taylor, Jeanette

2018-05-01

A risk to develop a learning disability has been shown to run in families. Having a positive family history of learning disability seems to account for mean differences in achievement outcomes (reading, math) in that children with a positive family history score significantly lower compared to their peers with no such family history. However, the role of family history status in explaining etiological (genetic and environmental) differences among these subgroups of children has yet to be established. The present study of 872 twins ( M age = 13.30, SD age = 1.40) from the Florida Twin Project on Reading, Behavior, and Environment utilized a multigroup approach to examine etiological differences on reading, spelling, and math among two subgroups defined by family history status. Results showed significant mean differences on all achievement outcomes, aside from math; however, no significant etiological differences on any achievement outcome were found among the two subgroups. Results support previous literature that the risk for developing a learning disability is transmitted through a family, but this is seemingly not manifested by differential etiology.

Relationship between Achievement Goals and Students' Self-Reported Personal and Social Responsibility Behaviors.

Science.gov (United States)

Agbuga, Bulent; Xiang, Ping; McBride, Ron E

2015-04-21

This study utilized the 2x2 achievement goal model (mastery-approach, mastery-avoidance, performance-approach, performance-avoidance goals) to explore the relationships between achievement goals and self-reported personal and social responsibility behaviors in high school physical education settings. Two hundred and twenty one Turkish students completed questionnaires assessing their achievement goals, personal and social responsibility behaviors. Results of the one-way repeated measures ANOVA revealed significant differences among the four achievement goals, F(3, 660) = 137.05, p social responsibility (r = .38, p responsibility behaviors, and b = .41, t(216) = 5.23, p social responsibility behaviors. These findings seem to provide convergent evidence that mastery-approach goals are positively related to positive educational outcomes.

Disciplinary climate and student achievement

DEFF Research Database (Denmark)

Sortkær, Bent; Reimer, David

Disciplinary climate has emerged as one of the single most important factors related to student achievement. Using data from the OECD Programme for International Student Assessment (PISA) 2003 for Canada, Denmark, Finland, Iceland, Latvia and Norway we find a significant and nontrivial association...... between the perceived disciplinary climate in the classroom and students’ mathematics performance in Canada, Denmark and Norway. Furthermore we exploit country specific class-size rules in order to single out a subsample with classroom-level data (PISA is sampled by age and not by classes) and find...... that the estimates based on school-level data might underestimate the relationship between disciplinary climate and student achievement. Finally we find evidence for gender differences in the association between disciplinary climate and student achievement that can partly be explained by gender-specific perceptions...

A Multilevel, Longitudinal Analysis of Middle School Math and Language Achievement

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Keith Zvoch

2003-07-01

Full Text Available The performance of schools in a large urban school district was examined using achievement data from a longitudinally matched cohort of middle school students. Schools were evaluated in terms of the mean achievement and mean growth of students in mathematics and language arts. Application of multilevel, longitudinal models to student achievement data revealed that 1 school performance varied across both outcome measures in both subject areas, 2 significant proportions of variation were associated with school-to-school differences in performance, 3 evaluations of school performance differed depending on whether school mean achievement or school mean growth in achievement was examined, and 4 school mean achievement was a weak predictor of school mean growth. These results suggest that assessments of school performance depend on choices of how data are modeled and analyzed. In particular, the present study indicates that schools with low mean scores are not always “poor performing” schools. Use of student growth rates to evaluate school performance enables schools that would otherwise be deemed low performing to demonstrate positive effects on student achievement. Implications for state accountability systems are discussed.

Nebraska STARS: Achieving Results

Science.gov (United States)

Roschewski, Pat; Isernhagen, Jody; Dappen, Leon

2006-01-01

In 2000, the state of Nebraska passed legislation requiring the assessment of student performance on content standards, but its requirements were very different from those of any other state. Nebraska created what has come to be known as STARS (School-based Teacher-led Assessment and Reporting System). Under STARS, each of Nebraska's nearly 500…

Perspectives of High-Achieving Women on Teaching

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Snodgrass, Helen

2010-01-01

High-achieving women are significantly less likely to enter the teaching profession than they were just 40 years ago. Why? While the social and economic reasons for this decline have been well documented in the literature, what is lacking is a discussion with high-achieving women, as they make their first career decisions, about their perceptions…

Confronting the effects of unemployment on achievement motivation ...

African Journals Online (AJOL)

significantly after the intervention (team player, competitiveness, self-confidence and achiever). Other changes following the intervention included an overall increase in the scores in the subscale 'work habits' (planning/organisation, initiative, team player). Apart from revealing an increase in achievement motivation, the ...

Context factors and student achievement in the IEA studies: evidence from TIMSS

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Elisa Caponera

2016-08-01

Full Text Available Abstract Background The present study investigates what factors related to the school context influence student achievement on TIMSS mathematics tests across countries. A systematic review of the literature on PIRLS, TIMSS, and ICCS was conducted upstream to identify those school, teacher, and classroom factors shown to be useful predictors of student performance in previous IEA studies. Data of student samples representative of grade 8 students from 28 countries who participated in TIMSS 2011 were analysed. The main aim of the present study is to verify what school and teacher characteristics are positively associated with students’ mathematics achievement, mainly focusing on disadvantaged schools. Furthermore, it aims at identifying how school context variables contribute to explaining the performance of students in disadvantaged schools in comparison with more advantaged schools. Methods A separate analysis was carried out for each considered country, and the same multilevel regression model was used on the sampled schools as a whole and treating schools with high (highest tertile and low (lowest tertile socio-economic backgrounds as distinct groups. Results The results confirmed that a high socio-economic status has a significant and positive effect on student achievement: compared with students from socio-economic disadvantaged schools, students from advantaged schools performed better in mathematics achievement. This difference is more evident in countries where the gap between rich and poor people as measured by the Gini coefficient, which measures how much an economy deviates from perfect equality, is wider. However, this difference is restricted in countries with a smaller gap between rich and poor people. Conclusions According to the literature in the field, the results show significant differences across countries in relation to the school and teacher characteristics that have an impact on mathematics achievement of students from

Parental Involvement and Academic Achievement

Science.gov (United States)

Goodwin, Sarah Christine

2015-01-01

This research study examined the correlation between student achievement and parent's perceptions of their involvement in their child's schooling. Parent participants completed the Parent Involvement Project Parent Questionnaire. Results slightly indicated parents of students with higher level of achievement perceived less demand or invitations…

SU-E-T-357: Semi-Automated Knowledge-Based Radiation Therapy (KBRT) Planning for Head-And-Neck Cancer (HNC): Can KBRT Plans Achieve Better Results Than Manual Planning?

International Nuclear Information System (INIS)

Lutzky, C; Grzetic, S; Lo, J; Das, S

2014-01-01

Purpose: Knowledge Based Radiation Therapy Treatment (KBRT) planning can be used to semi-automatically generate IMRT plans for new patients using constraints derived from previously manually-planned, geometrically similar patients. We investigate whether KBRT plans can achieve greater dose sparing than manual plans using optimized, organspecific constraint weighting factors. Methods: KBRT planning of HNC radiotherapy cases geometrically matched each new (query) case to one of the 105 clinically approved plans in our database. The dose distribution of the planned match was morphed to fit the querys geometry. Dose-volume constraints extracted from the morphed dose distribution were used to run the IMRT optimization with no user input. In the first version, all constraints were multiplied by a weighting factor of 0.7. The weighting factors were then systematically optimized (in order of OARs with increasing separation from the target) to maximize sparing to each OAR without compromising other OARs. The optimized, second version plans were compared against the first version plans and the clinically approved plans for 45 unilateral/bilateral target cases using the dose metrics: mean, median and maximum (brainstem and cord) doses. Results: Compared to the first version, the second version significantly reduced mean/median contralateral parotid doses (>2Gy) for bilateral cases. Other changes between the two versions were not clinically meaningful. Compared to the original clinical plans, both bilateral and unilateral plans in the second version had lower average dose metrics for 5 of the 6 OARs. Compared to the original plans, the second version achieved dose sparing that was at least as good for all OARs and better for the ipsilateral parotid (bilateral) and oral cavity (bilateral/unilateral). Differences in planning target volume coverage metrics were not clinically significant. Conclusion: HNC-KBRT planning generated IMRT plans with at least equivalent dose sparing to

SU-E-T-357: Semi-Automated Knowledge-Based Radiation Therapy (KBRT) Planning for Head-And-Neck Cancer (HNC): Can KBRT Plans Achieve Better Results Than Manual Planning?

Energy Technology Data Exchange (ETDEWEB)

Lutzky, C; Grzetic, S; Lo, J; Das, S [Duke University Medical Center, Durham, NC (United States)

2014-06-01

Purpose: Knowledge Based Radiation Therapy Treatment (KBRT) planning can be used to semi-automatically generate IMRT plans for new patients using constraints derived from previously manually-planned, geometrically similar patients. We investigate whether KBRT plans can achieve greater dose sparing than manual plans using optimized, organspecific constraint weighting factors. Methods: KBRT planning of HNC radiotherapy cases geometrically matched each new (query) case to one of the 105 clinically approved plans in our database. The dose distribution of the planned match was morphed to fit the querys geometry. Dose-volume constraints extracted from the morphed dose distribution were used to run the IMRT optimization with no user input. In the first version, all constraints were multiplied by a weighting factor of 0.7. The weighting factors were then systematically optimized (in order of OARs with increasing separation from the target) to maximize sparing to each OAR without compromising other OARs. The optimized, second version plans were compared against the first version plans and the clinically approved plans for 45 unilateral/bilateral target cases using the dose metrics: mean, median and maximum (brainstem and cord) doses. Results: Compared to the first version, the second version significantly reduced mean/median contralateral parotid doses (>2Gy) for bilateral cases. Other changes between the two versions were not clinically meaningful. Compared to the original clinical plans, both bilateral and unilateral plans in the second version had lower average dose metrics for 5 of the 6 OARs. Compared to the original plans, the second version achieved dose sparing that was at least as good for all OARs and better for the ipsilateral parotid (bilateral) and oral cavity (bilateral/unilateral). Differences in planning target volume coverage metrics were not clinically significant. Conclusion: HNC-KBRT planning generated IMRT plans with at least equivalent dose sparing to

The effects of chronic achievement motivation and achievement primes on the activation of achievement and fun goals.

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Hart, William; Albarracín, Dolores

2009-12-01

This research examined the hypothesis that situational achievement cues can elicit achievement or fun goals depending on chronic differences in achievement motivation. In 4 studies, chronic differences in achievement motivation were measured, and achievement-denoting words were used to influence behavior. The effects of these variables were assessed on self-report inventories, task performance, task resumption following an interruption, and the pursuit of means relevant to achieving or having fun. Findings indicated that achievement priming (vs. control priming) activated a goal to achieve and inhibited a goal to have fun in individuals with chronically high-achievement motivation but activated a goal to have fun and inhibited a goal to achieve in individuals with chronically low-achievement motivation.

Twin specific risk factors in primary school achievements.

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de Zeeuw, Eveline L; van Beijsterveldt, Catherina E M; de Geus, Eco J C; Boomsma, Dorret I

2012-02-01

The main aim of this study was to examine twin specific risk factors that influence educational achievement in primary school. We included prenatal factors that are not unique to twins, except for zygosity, but show a higher prevalence in twins than in singletons. In addition, educational achievement was compared between twins and their nontwin siblings in a within-family design. Data were obtained from parents and teachers of approximately 10,000 twins and their nontwin siblings registered with the Netherlands Twin Register. Teachers rated the proficiency of the children on arithmetic, language, reading, and physical education, and reported a national educational achievement test score (CITO). Structural equation modeling showed that gestational age, birth weight, and sex were significant predictors of educational achievement, even after correction for socioeconomic status. Mode of delivery and zygosity did not have an effect, while parental age only influenced arithmetic. Mode of conception, incubator time, and birth complications negatively affected achievement in physical education. The comparison of educational achievement of twins and singletons showed significantly lower ratings on arithmetic, reading, and language in twins, compared to their older siblings, but not compared to their younger siblings. Low gestational age and low birth weight were the most important risk factors for lower educational achievement of twins in primary school. It seems that the differences observed between twins and their nontwin siblings in educational achievement can largely be explained by birth order within the family.

Students' Achievement Goals, Learning-Related Emotions and Academic Achievement

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Marko eLüftenegger

2016-05-01

Full Text Available In the present research, the recently proposed 3x2 model of achievement goals is tested and associations with achievement emotions and their joint influence on academic achievement are investigated. The study was conducted with 388 students using the 3x2 Achievement Goal Questionnaire including the six proposed goal constructs (task-approach, task-avoidance, self-approach, self-avoidance, other-approach, other-avoidance and the enjoyment and boredom scales from the Achievement Emotion Questionnaire. Exam grades were used as an indicator of academic achievement. Findings from CFAs provided strong support for the proposed structure of the 3x2 achievement goal model. Self-based goals, other-based goals and task-approach goals predicted enjoyment. Task-approach goals negatively predicted boredom. Task-approach and other-approach predicted achievement. The indirect effects of achievement goals through emotion variables on achievement were assessed using bias-corrected bootstrapping. No mediation effects were found. Implications for educational practice are discussed.

Examination of the Relationship Between Autonomy and English Achievement as Mediated by Foreign Language Classroom Anxiety.

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Ghorbandordinejad, Farhad; Ahmadabad, Roghayyeh Moradian

2016-06-01

This study investigated the relationship between autonomy and English language achievement among third-grade high school students as mediated by foreign language classroom anxiety in a city in the north-west of Iran. A sample of 400 students (187 males, and 213 females) was assessed for their levels of autonomy and foreign language anxiety using the Autonomy Questionnaire and Foreign Language Classroom Anxiety Scale (FLCAS), respectively. Participants' scores on their final English exam were also used as the measurement of their English achievement. The results of Pearson correlation revealed a strong correlation between learners' autonomy and their English achievement (r [Formula: see text] .406, n [Formula: see text] 400, [Formula: see text]). Also, foreign language classroom anxiety was found to be significantly and negatively correlated with English achievement (r [Formula: see text] [Formula: see text].472, n [Formula: see text] 400, [Formula: see text]). Hierarchical multiple regression was used to assess the ability of autonomy to predict language learning achievement, after controlling for the influence of anxiety. In sum, the results of hierarchical multiple regressions revealed that foreign language classroom anxiety significantly mediates the relationship between autonomy and English language achievement. Implications for both teachers and learners, and suggestions for further research are provided.

Clinically significant and sustained weight loss is achievable in obese women with polycystic ovary syndrome followed in a regular medical practice.

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Pelletier, Lysanne; Baillargeon, Jean-Patrice

2010-12-01

To determine the proportion of obese women with polycystic ovary syndrome (PCOS) losing clinically significant amounts of weight during a standard follow-up by an endocrinologist. Retrospective cohort study. Reproductive Endocrinology Clinic of an academic center. Obese patients with PCOS assessed between May 2002 and September 2008. General nonstandardized advice on weight loss and exercise. Proportion of women losing ≥5% or ≥10% of their initial weight at each of the following time interval: 2-6 months, 6-12 months, 12-18 months, 18-24 months, 24-36 months, and beyond 36 months. One hundred seventeen patients with PCOS and with a mean body mass index (BMI) of 38.7 kg/m(2) and mean age of 28.5 years were followed-up for a median duration of 21.9 months (range, 2.0-61.8 months), with a median of two visits per year. More than 40% of these women lost ≥5% of their initial weight after >6 months of follow-up, and ≥20% lost ≥10% after 1 year of follow-up. More important, these proportions were maintained up to ≥3 years. It is possible for obese women with PCOS to achieve clinically significant and sustained weight loss by following simple advices given in a regular clinical care setting. Therefore, practitioners should not underestimate their impact to facilitate weight loss in women with PCOS. Copyright © 2010 American Society for Reproductive Medicine. Published by Elsevier Inc. All rights reserved.

Improving preschoolers' mathematics achievement with tablets: a randomized controlled trial

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Schacter, John; Jo, Booil

2017-09-01

With a randomized field experiment of 433 preschoolers, we tested a tablet mathematics program designed to increase young children's mathematics learning. Intervention students played Math Shelf, a comprehensive iPad preschool and year 1 mathematics app, while comparison children received research-based hands-on mathematics instruction delivered by their classroom teachers. After 22 weeks, there was a large and statistically significant effect on mathematics achievement for Math Shelf students (Cohen's d = .94). Moderator analyses demonstrated an even larger effect for low achieving children (Cohen's d = 1.27). These results suggest that early education teachers can improve their students' mathematics outcomes by integrating experimentally proven tablet software into their daily routines.

Scientific-creative thinking and academic achievement

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Rosario Bermejo

2014-07-01

Full Text Available The aim of this work is to study the relationship between scientific-creative thinking construct and academic performance in a sample of adolescents. In addition, the scientific-creative thinking instrument’s reliability will be tested. The sample was composed of 98 students (aged between 12-16 years old attending to a Secondary School in Murcia Region (Spain. The used instruments were: a the Scientific-Creative Thinking Test designed by Hu and Adey (2002, which was adapted to the Spanish culture by the High Abilities research team at Murcia University. The test is composed of 7 task based in the Scientific Creative Structure Model. It assesses the dimensions fluency, flexibility and originality; b The General and Factorial Intelligence Test (IGF/5r; Yuste, 2002, which assess the abilities of general intelligence and logic reasoning, verbal reasoning, numerical reasoning and spatial reasoning; c Students’ academic achievement by domains (scientific-technological, social-linguistic and artistic was collected. The results showed positive and statistical significant correlations between the scientific-creative tasks and academic achievement of different domains.

Superstorm Sandy and the academic achievement of university students.

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Doyle, Matthew D; Lockwood, Brian; Comiskey, John G

2017-10-01

Much of the literature on the consequences of natural disasters has focused on their physical and psychological ramifications. Few researchers have considered how the impacts of a natural disaster can influence academic achievement. This study analyses data collected from nearly 300 students at a mid-sized, private university in the northeast United States to determine if the effects of Cyclone Sandy in 2012 are associated with measures of academic achievement. The findings reveal that experiencing headaches after the event resulted in a higher likelihood of students suffering a loss of academic motivation. In addition, experiencing headaches and a loss of academic motivation were correlated with a lower grade point average (GPA) during the semester in which Sandy made landfall. However, the more direct effects of the superstorm, including displacement and a loss of power, did not have a significant bearing on academic achievement. Lastly, the paper examines the implications for higher education policy and future research. © 2017 The Author(s). Disasters © Overseas Development Institute, 2017.

Changes in heparin dose response slope during cardiac surgery: possible result in inaccuracy in predicting heparin bolus dose requirement to achieve target ACT.

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Ichikawa, Junko; Mori, Tetsu; Kodaka, Mitsuharu; Nishiyama, Keiko; Ozaki, Makoto; Komori, Makiko

2017-09-01

The substantial interpatient variability in heparin requirement has led to the use of a heparin dose response (HDR) technique. The accuracy of Hepcon-based heparin administration in achieving a target activated clotting time (ACT) using an HDR slope remains controversial. We prospectively studied 86 adult patients scheduled for cardiac surgery requiring cardiopulmonary bypass. The total dose of calculated heparin required for patient and pump priming was administered simultaneously to achieve a target ACT of 450 s for HDR on the Hepcon HMS system. Blood samples were obtained after the induction of anesthesia, at 3 min after heparin administration and after the initiation of CPB to measure kaolin ACT, HDR slope, whole-blood heparin concentration based on the HDR slope and anti-Xa heparin concentration, antithrombin and complete blood count. The target ACT of 450 s was not achieved in 68.6% of patients. Compared with patients who achieved the target ACT, those who failed to achieve their target ACT had a significantly higher platelet count at baseline. Correlation between the HDR slope and heparin sensitivity was poor. Projected heparin concentration and anti-Xa heparin concentration are not interchangeable based on the Bland-Altman analysis. It can be hypothesized that the wide discrepancy in HDR slope versus heparin sensitivity may be explained by an inaccurate prediction of the plasma heparin level and/or the change in HDR of individual patients, depending on in vivo factors such as extravascular sequestration of heparin, decreased intrinsic antithrombin activity level and platelet count and/or activity.

The Effect of a State Department of Education Teacher Mentor Initiative on Science Achievement

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Pruitt, Stephen L.; Wallace, Carolyn S.

2012-06-01

This study investigated the effectiveness of a southern state's department of education program to improve science achievement through embedded professional development of science teachers in the lowest performing schools. The Science Mentor Program provided content and inquiry-based coaching by teacher leaders to science teachers in their own classrooms. The study analyzed the mean scale scores for the science portion of the state's high school graduation test for the years 2004 through 2007 to determine whether schools receiving the intervention scored significantly higher than comparison schools receiving no intervention. The results showed that all schools achieved significant improvement of scale scores between 2004 and 2007, but there were no significant performance differences between intervention and comparison schools, nor were there any significant differences between various subgroups in intervention and comparison schools. However, one subgroup, economically disadvantaged (ED) students, from high-level intervention schools closed the achievement gap with ED students from no-intervention schools across the period of the study. The study provides important information to guide future research on and design of large-scale professional development programs to foster inquiry-based science.

Instructional Interventions and Affective Beliefs as Predictors of Achievement and Retention of Learning

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Ambrose Hans G. Aggabao

2015-11-01

Full Text Available Path and factor analyses were used in this study to investigate direct and indirect influences of instructional interventions on achievement and retention of learning among freshmen students in Mathematics as mediated by affective beliefs. The varying classroom contexts were hypothesized to influence affective beliefs through the application of varying instructional interventions – traditional teaching, radical constructivist, and social constructivist. The randomized equivalent groups pre-posttest experimental design was used to generate the needed data for analysis. Results showed that constructivist instructional approaches directly and indirectly influenced achievement measures with the indirect effects mediated by control orientation belief of students which was found to be the only one among four affective beliefs considered in this study to influence achievement measures. Social constructivist interventions did not show direct influence on retention of conceptual understanding and procedural fluency while traditional instructional intervention was not found to be a significant predictor of both affective beliefs and achievement measures.These results confirm for the most part the hypothesized relations among instructional interventions, affective beliefs, and achievement measures.

The Effects of Homework Activities and Teaching Strategies for New Mathematics Topics on Achievement of Adolescent Students in Japan: Results from the TIMSS 1999 Assessment

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House, J. Daniel

2004-01-01

The importance of homework activities for student achievement has been extensively discussed. Research has indicated that, in general, students who spend more time on homework tend to show higher levels of academic achievement. For instance, results from the Third International Mathematics Study (TIMSS) indicated that adolescent students in Japan…

Assessing the Effect of Cooperative Learning on Financial Accounting Achievement among Secondary School Students

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Umar Inuwa

2017-07-01

Full Text Available This study examined the effect of cooperative learning approach on financial accounting achievement among secondary school students in Gombe state, Nigeria. A pre-test-post-test-control group design was adopted. 120 students participated in the study were selected randomly from six schools. The students were divided into two equal groups, namely: experimental (i.e., cooperative learning approach and control group (i.e., conventional approach, both at random. A Financial Accounting Achievement Test (FAAT was used as an instrument for data collection. The study found that at the pre-test stage, there was no statistically significant difference between the achievement of cooperative learning students and conventional approach students, the results suggested that the students were initially equal in terms of their achievements. Nevertheless, at the post-test stage, the achievement of students who were exposed to the cooperative learning was found to be significantly better than the achievement of students who were exposed to the conventional approach. The findings further suggested that cooperative learning approach effectively enhanced the financial accounting achievement of the secondary school students. It is, therefore, recommended that government should encourage both curriculum planners and secondary schools’ teachers to adopt cooperative learning approach as an instructional approach for teaching financial accounting in secondary schools to improve students’ achievement in the subject.

A cross-sectional study of mathematics achievement, estimation skills, and academic self-perception in students of varying ability.

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Montague, Marjorie; van Garderen, Delinda

2003-01-01

This study investigated students' mathematics achievement, estimation ability, use of estimation strategies, and academic self-perception. Students with learning disabilities (LD), average achievers, and intellectually gifted students (N = 135) in fourth, sixth, and eighth grade participated in the study. They were assessed to determine their mathematics achievement, ability to estimate discrete quantities, knowledge and use of estimation strategies, and perception of academic competence. The results indicated that the students with LD performed significantly lower than their peers on the math achievement measures, as expected, but viewed themselves to be as academically competent as the average achievers did. Students with LD and average achievers scored significantly lower than gifted students on all estimation measures, but they differed significantly from one another only on the estimation strategy use measure. Interestingly, even gifted students did not seem to have a well-developed understanding of estimation and, like the other students, did poorly on the first estimation measure. The accuracy of their estimates seemed to improve, however, when students were asked open-ended questions about the strategies they used to arrive at their estimates. Although students with LD did not differ from average achievers in their estimation accuracy, they used significantly fewer effective estimation strategies. Implications for instruction are discussed.

Low velocity gunshot wounds result in significant contamination regardless of ballistic characteristics.

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Weinstein, Joseph; Putney, Emily; Egol, Kenneth

2014-01-01

Controversy exists among the orthopedic community regarding the treatment of gunshot injuries. No consistent treatment algorithm exists for treatment of low energy gunshot wound (GSW) trauma. The purpose of this study was to critically examine the wound contamination following low velocity GSW based upon bullet caliber and clothing fiber type found within the injury track. Four types of handguns were fired at ballistic gel from a 10-foot distance. Various clothing materials were applied (denim, cotton, polyester, and wool) circumferentially around the tissue agar in a loose manor. A total of 32 specimens were examined. Each caliber handgun was fired a minimum of 5 times into a gel. Regardless of bullet caliber there was gross contamination of the entire bullet track in 100% of specimens in all scenarios and for all fiber types. Furthermore, as would be expected, the degree of contamination appeared to increase as the size of the bullet increased. Low velocity GSWs result in significant contamination regardless of bullet caliber and jacket type. Based upon our results further investigation of low velocity GSW tracks is warranted. Further clinical investigation should focus on the degree to which debridement should be undertaken.

How do different components of Effortful Control contribute to children’s mathematics achievement?

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Sánchez-Pérez, Noelia; Fuentes, Luis J.; Pina, Violeta; López-López, Jose A.; González-Salinas, Carmen

2015-01-01

This work sought to investigate the specific contribution of two different components of Effortful Control (EC) -attentional focusing (AF) and inhibitory control- to children’s mathematics achievement. The sample was composed of 142 children aged 9–12 year-old. EC components were measured through the Temperament in Middle Childhood Questionnaire (TMCQ; parent’s report); math achievement was measured via teacher’s report and through the standard Woodcock–Johnson test. Additionally, the contribution of other cognitive and socio-emotional processes was taken into account. Our results showed that only AF significantly contributed to the variance of children’s mathematics achievement; interestingly, mediational models showed that the relationship between effortful attentional self-regulation and mathematics achievement was mediated by academic peer popularity, as well as by intelligence and study skills. Results are discussed in the light of the current theories on the role of children’s self-regulation abilities in the context of school. PMID:26441758

The Variation in Student Achievement and Behavior within a Portfolio Management Model: Early Results from New Orleans

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McEachin, Andrew J.; Welsh, Richard Osbourne; Brewer, Dominic James

2016-01-01

A growing number of states experimented with alternative governance structures in response to pressure to raise student achievement. Post-Katrina experimentation in New Orleans was widely regarded as a model example of new governance reforms and provided a unique opportunity to learn about the variation in student achievement and behavior within…

Integrated Curriculum and Subject-based Curriculum: Achievement and Attitudes

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Casady, Victoria

The research conducted for this mixed-method study, qualitative and quantitative, analyzed the results of an academic year-long study to determine whether the use of an integrated fourth grade curriculum would benefit student achievement in the areas of English language arts, social studies, and science more than a subject-based traditional curriculum. The research was conducted based on the international, national, and state test scores, which show a slowing or lack of growth. Through pre- and post-assessments, student questionnaires, and administrative interviews, the researcher analyzed the phenomenological experiences of the students to determine if the integrated curriculum was a beneficial restructuring of the curriculum. The research questions for this study focused on the achievement and attitudes of the students in the study and whether the curriculum they were taught impacted their achievement and attitudes over the course of one school year. The curricula for the study were organized to cover the current standards, where the integrated curriculum focused on connections between subject areas to help students make connections to what they are learning and the world beyond the classroom. The findings of this study indicated that utilizing the integrated curriculum could increase achievement as well as students' attitudes toward specific content areas. The ANOVA analysis for English language arts was not determined to be significant; although, greater growth in the students from the integrated curriculum setting was recorded. The ANOVA for social studies (0.05) and the paired t-tests (0.001) for science both determined significant positive differences. The qualitative analysis led to the discovery that the experiences of the students from the integrated curriculum setting were more positive. The evaluation of the data from this study led the researcher to determine that the integrated curriculum was a worthwhile endeavor to increase achievement and attitudes

Impact significance determination-Back to basics

International Nuclear Information System (INIS)

Lawrence, David P.

2007-01-01

Impact significance determination is widely recognized as a vital and critical EIA activity. But impact significance related concepts are poorly understood. And the quality of approaches for impact significance determination in EIA practice remains highly variable. This article seeks to help establish a sound and practical conceptual foundation for formulating and evaluating impact significance determination approaches. It addresses the nature (what is impact significance?), the core characteristics (what are the major properties of significance determination?), the rationale (why are impact significance determinations necessary?), the procedural and substantive objectives (what do impact significance determinations seek to achieve?), and the process for making impact significance judgments (how is impact significance determination conducted?). By identifying fundamental attributes and key distinctions associated with impact significance determinations, a basis is provided for designing and evaluating impact significance determination procedures at both the regulatory and applied levels

ASSOCIATION BETWEEN EMOTIONAL VARIABLES AND SCHOOL ACHIEVEMENT

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Christoph Randler

2009-07-01

Full Text Available Recent psychological studies highlight emotional aspects, and they show an important role within individual learning processes. Hereby, positive emotions were supposed to positively influence learning and achievement processes and negative ones do the contrary. In this study, an educational unit “ecosystem lake” was used during which achievement (three tests and emotional variables (interest, well-being, anxiety and boredom; measured at the end of three pre-selected lessons were monitored. The research question was to explore correlations between emotional variables and the learning outcome of the teaching unit. Prior knowledge was regressed against the subsequent tests to account for its confounding effect. Regressions showed a highly significant influence of prior knowledge on the subsequent measurements of achievement. However, after accounting for prior knowledge, a positive correlation between interest/well-being and achievement and a negative correlation between anxiety/boredom and achievement was found. Further research and interventions should try to enhance positive emotions in biology lessons to positively influence achievement.

The Achievement Ideology and Whiteness: "Achieving Whiteness" or "Achieving Middle Class?"

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Allen, Ricky Lee

Over the past few decades, social reproduction theorists have criticized achievement ideology as a dominant and dominating myth that hides the true nature of class immobility. Social reproductionists' primary criticism of achievement ideology is that it blinds the working class, regardless of race or gender, to the possibilities of collective…

Effect of Ability Grouping in Reciprocal Teaching Technique of Collaborative Learning on Individual Achievements and Social Skills

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Sumadi; Degeng, I Nyoman S.; Sulthon; Waras

2017-01-01

This research focused on effects of ability grouping in reciprocal teaching technique of collaborative learning on individual achievements dan social skills. The results research showed that (1) there are differences in individual achievement significantly between high group of homogeneous, middle group of homogeneous, low group of homogeneous,…

THE CORRELATION OF LEARNING INDEPENDENCE ATTITUDES AND STUDENT’S LEARNING ACHIEVEMENT ON PHYSICS LEARNING BASED-PORTFOLIO

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Asep Saefullah

2017-05-01

Full Text Available This study aimed to determine correlation between learning independence attitudes and student’s learning achievement. Type of this research is a correlation study to detect the connection of learning independence attitude’s variance in relation to learning achievement variance. This study used an attitude scale to measure the student’s learning independence attitude and objective multiple-choice questions to measure the student’s learning achievement. The results showed that there is a positive correlation (unidirectional and significant betweenthe learning independence attitude and learning achievement. This means that the better student’s learning independence attitude, it will be the better students learning achievement. The attitude of learning independence contributed to 40.96% of students learning achievement.

Basic Education Curriculum Reform in Rural China: Achievements, Problems, and Solutions

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Wang, Jiayi; Zhao, Zhichun

2011-01-01

The latest wave of basic education curriculum reform, carried out over the past ten years, has achieved significant results and promoted the development of rural education. There are still some problems in the reform of basic education in rural areas, however, such as a serious shortage of funds for rural school curriculum reform, the continuing…

Test Anxiety and Academic Performance among Undergraduates: The Moderating Role of Achievement Motivation.

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Balogun, Anthony Gbenro; Balogun, Shyngle Kolawole; Onyencho, Chidi Victor

2017-02-13

This study investigated the moderating role of achievement motivation in the relationship between test anxiety and academic performance. Three hundred and ninety three participants (192 males and 201 females) selected from a public university in Ondo State, Nigeria using a purposive sampling technique, participated in the study. They responded to measures of test anxiety and achievement motivation. Three hypotheses were tested using moderated hierarchical multiple regression analysis. Results showed that test anxiety had a negative impact on academic performance (β = -.23; p motivation had a positive impact on academic performance (β = .38; p motivation significantly moderated the relationship between test anxiety and academic performance (β = .10; p students' achievement motivation.

Paradoxical Personality and Academic Achievement in College Students From Buenos Aires

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Agustín Freiberg Hoffmann

2015-11-01

Full Text Available This paper presents a study on paradoxical personality, defined as a distinctive feature in creative persons, developed with 350 college students from Buenos Aires. Goals aimed at describing and analysing possible significant differences of paradoxical traits in students from diverse majors representing seven different fields of study, and examining the relationship between each bipolar trait and academic achievement. The sample was composed of 7 groups (n = 50 by group representing fields of study typically offered in public universities, Biology, Computer Science, Engineering, Law, Nutrition, Psychology, and History of Art. Analyses by career provided descriptive information about students of these majors, concerning their paradoxical personality profiles. Correlational studies verified significant associations between academic achievement and most paradoxical traits in majors such as Computer Science, Nutrition and Psychology. Results are discussed regarding practical outcomes and teaching programs.

Cognitive performance and academic achievement: How do family and school converge?

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Ana Filipa Alves

2017-12-01

Full Text Available Children enter the school system with different educational experiences, leaving also with different levels of learning and school results. In this study, we intend to understand the impact of family and school on children's cognitive performance and academic achievement during elementary education. The sample consists of 406 Portuguese children, from preschool and the 1st cycle of Basic Education, aged from 4 to 10 years old. Through full structural equation model, it was observed that the latent variable family (parents’ schooling and socioeconomic level and the latent variable school (community and type of school have a significant impact on academic achievement. However, only family presents a significant impact on cognitive performance. These data suggest that the impact of school on intelligence quotient is not expressive in early academic years, where family present higher explanation of the variance.

Which Preschool Mathematics Competencies Are Most Predictive of Fifth Grade Achievement?

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Nguyen, Tutrang; Watts, Tyler W.; Duncan, Greg J.; Clements, Douglas H.; Sarama, Julie S.; Wolfe, Christopher; Spitler, Mary Elaine

2016-01-01

In an effort to promote best practices regarding mathematics teaching and learning at the preschool level, national advisory panels and organizations have emphasized the importance of children’s emergent counting and related competencies, such as the ability to verbally count, maintain one-to-one correspondence, count with cardinality, subitize, and count forward or backward from a given number. However, little research has investigated whether the kind of mathematical knowledge promoted by the various standards documents actually predict later mathematics achievement. The present study uses longitudinal data from a primarily low-income and minority sample of children to examine the extent to which preschool mathematical competencies, specifically basic and advanced counting, predict fifth grade mathematics achievement. Using regression analyses, we find early numeracy abilities to be the strongest predictors of later mathematics achievement, with advanced counting competencies more predictive than basic counting competencies. Our results highlight the significance of preschool mathematics knowledge for future academic achievement. PMID:27057084

CryoSat: Mission Status, Achievements and New Results

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Francis, R.; Wingham, D.; Cullen, R.; Parrinello, T.

2010-12-01

After 10 years of development and one failed launch attempt the CryoSat mission was successfully launched on 8 April 2010. The main payload instrument, the advanced SIRAL radar altimeter, was switched on just 3 days after launch and made its first measurements during a pass over Antarctica. Although data flow to the expert team at UCL was operational from the start, two more months were needed to iron out some system issues and bugs before data could be released to the calibration and validation teams. The process of further optimising the system performance as well as comparing measurements to known surface data has continued through the commissioning phase, ending in October 2010. The end of the commissioning phase marks the transition to routine operations and the release of data to registered Principal Investigators. The results from SIRAL are unlike those from previous altimeters. Representative results will be described, highlighting improvements and demonstrating the level of detail which can be observed and measured. In addition to its ‘design’ targets CryoSat has made measurements over various ocean and land areas. The ocean results, in particular, are indicative of the measurements which will be delivered by Sentinel-3’s SRAL instrument. These will also be described. The satellite in flight has proved to be using less propellant than foreseen and, based on the commissioning results, the prognosis for its future performance will be outlined.

Achievement goal profiles and developments in effort and achievement in upper elementary school.

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Hornstra, Lisette; Majoor, Marieke; Peetsma, Thea

2017-12-01

The multiple goal perspective posits that certain combinations of achievement goals are more favourable than others in terms of educational outcomes. This study aimed to examine longitudinally whether students' achievement goal profiles and transitions between profiles are associated with developments in self-reported and teacher-rated effort and academic achievement in upper elementary school. Participants were 722 fifth-grade students and their teachers in fifth and sixth grade (N = 68). Students reported on their achievement goals and effort in language and mathematics three times in grade 5 to grade 6. Teachers rated students' general school effort. Achievement scores were obtained from school records. Goal profiles were derived with latent profile and transition analyses. Longitudinal multilevel analyses were conducted. Theoretically favourable goal profiles (high mastery and performance-approach goals, low on performance-avoidance goals), as well as transitions from less to more theoretically favourable goal profiles, were associated with higher levels and more growth in effort for language and mathematics and with stronger language achievement gains. Overall, these results provide support for the multiple goal perspective and show the sustained benefits of favourable goal profiles beyond effects of cognitive ability and background characteristics. © 2017 The Authors. British Journal of Education Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society.

A Long-Gap Peripheral Nerve Injury Therapy Using Human Skeletal Muscle-Derived Stem Cells (Sk-SCs: An Achievement of Significant Morphological, Numerical and Functional Recovery.

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Tetsuro Tamaki

Full Text Available Losses in vital functions of the somatic motor and sensory nervous system are induced by severe long-gap peripheral nerve transection injury. In such cases, autologous nerve grafts are the gold standard treatment, despite the unavoidable sacrifice of other healthy functions, whereas the prognosis is not always favorable. Here, we use human skeletal muscle-derived stem cells (Sk-SCs to reconstitute the function after long nerve-gap injury. Muscles samples were obtained from the amputated legs from 9 patients following unforeseen accidents. The Sk-SCs were isolated using conditioned collagenase solution, and sorted as CD34+/45- (Sk-34 and CD34-/45-/29+ (Sk-DN/29+ cells. Cells were separately cultured/expanded under optimal conditions for 2 weeks, then injected into the athymic nude mice sciatic nerve long-gap model (7-mm bridging an acellular conduit. After 8-12 weeks, active cell engraftment was observed only in the Sk-34 cell transplanted group, showing preferential differentiation into Schwann cells and perineurial/endoneurial cells, as well as formation of the myelin sheath and perineurium/endoneurium surrounding regenerated axons, resulted in 87% of numerical recovery. Differentiation into vascular cell lineage (pericyte and endothelial cells were also observed. A significant tetanic tension recovery (over 90% of downstream muscles following electrical stimulation of the sciatic nerve (at upper portion of the gap was also achieved. In contrast, Sk-DN/29+ cells were completely eliminated during the first 4 weeks, but relatively higher numerical (83% vs. 41% in axon and functional (80% vs. 60% in tetanus recovery than control were observed. Noteworthy, significant increase in the formation of vascular networks in the conduit during the early stage (first 2 weeks of recovery was observed in both groups with the expression of key factors (mRNA and protein levels, suggesting the paracrine effects to angiogenesis. These results suggested that the

A Long-Gap Peripheral Nerve Injury Therapy Using Human Skeletal Muscle-Derived Stem Cells (Sk-SCs): An Achievement of Significant Morphological, Numerical and Functional Recovery.

Science.gov (United States)

Tamaki, Tetsuro; Hirata, Maki; Nakajima, Nobuyuki; Saito, Kosuke; Hashimoto, Hiroyuki; Soeda, Shuichi; Uchiyama, Yoshiyasu; Watanabe, Masahiko

2016-01-01

Losses in vital functions of the somatic motor and sensory nervous system are induced by severe long-gap peripheral nerve transection injury. In such cases, autologous nerve grafts are the gold standard treatment, despite the unavoidable sacrifice of other healthy functions, whereas the prognosis is not always favorable. Here, we use human skeletal muscle-derived stem cells (Sk-SCs) to reconstitute the function after long nerve-gap injury. Muscles samples were obtained from the amputated legs from 9 patients following unforeseen accidents. The Sk-SCs were isolated using conditioned collagenase solution, and sorted as CD34+/45- (Sk-34) and CD34-/45-/29+ (Sk-DN/29+) cells. Cells were separately cultured/expanded under optimal conditions for 2 weeks, then injected into the athymic nude mice sciatic nerve long-gap model (7-mm) bridging an acellular conduit. After 8-12 weeks, active cell engraftment was observed only in the Sk-34 cell transplanted group, showing preferential differentiation into Schwann cells and perineurial/endoneurial cells, as well as formation of the myelin sheath and perineurium/endoneurium surrounding regenerated axons, resulted in 87% of numerical recovery. Differentiation into vascular cell lineage (pericyte and endothelial cells) were also observed. A significant tetanic tension recovery (over 90%) of downstream muscles following electrical stimulation of the sciatic nerve (at upper portion of the gap) was also achieved. In contrast, Sk-DN/29+ cells were completely eliminated during the first 4 weeks, but relatively higher numerical (83% vs. 41% in axon) and functional (80% vs. 60% in tetanus) recovery than control were observed. Noteworthy, significant increase in the formation of vascular networks in the conduit during the early stage (first 2 weeks) of recovery was observed in both groups with the expression of key factors (mRNA and protein levels), suggesting the paracrine effects to angiogenesis. These results suggested that the human Sk

Correlations between radiological technology graduates academic achievement and their obtainment of a license

International Nuclear Information System (INIS)

Park, Myeong Hwan; Kwon, Deok Moon; Seo, Soo Kyo

2006-01-01

The study analyzed the correlations between variables like characteristics related to admission, academic achievement, obtainment of a radiological technology license. A majority of participants were from Daegu and academic high schools. Many participants were accepted by general admission selection, and their reason to apply to Daegu Health College was high graduate employment. Their selection for the academic program was made by their parents and themselves. Those who took the same course twice held 35.1%, and those who got an academic warning took 8.5%. The degree of participants' academic achievement showed somewhat low, and they had difficulty in taking their major courses. The average grade for admission was lower in a following selection order: college graduates, general, special, and rural areas. The admission selections and taking science courses in high school showed little significant correlations with obtainment of a radiological technology license. However, the obtainment of the license had significant correlations with retaking the same course, getting an academic warning, and the degree of academic achievement. The results also revealed that the obtainment of the license had little significant correlations with a part-time job experience, having a boy/girlfriend, and student club participation, but it had significant correlations with accommodations and study club participation. In conclusion, it is important to point out that radiological technology graduates' obtainment of a license is closely related with the degree of their academic achievement and their college life

CRITICAL COMPONENTS OF ONLINE LEARNING READINESS AND THEIR RELATIONSHIPS WITH LEARNER ACHIEVEMENT

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Harun CIGDEM

2016-04-01

Full Text Available This study aimed to examine the relationship between certain factors of online learning readiness and learners’ end-of-course achievements. The study was conducted at a two-year post-secondary Turkish military school within the scope of the course titled Computer Literacy, which was designed and implemented in a blended way. The data were collected from 155 post-secondary military students through an online questionnaire. Three sub-scales of Hung et al.’s Online Learning Readiness Scale were used to collect the data during the first two weeks of the course. Descriptive and inferential statistics, such as Pearson correlation coefficients and linear regression analyses were performed to analyze the data. The descriptive results of the study indicated that students’ motivation for online learning was higher than both their computer/Internet self-efficacy and their orientations to self-directed learning. The inferential results revealed that the students’ end-of-course grades had significantly positive relationships with their computer/Internet self-efficacy and self-directed learning orientations. Finally, the students’ self-direction towards online learning appeared to be the strongest predictor of their achievements within the course; whereas computer/Internet self-efficacy and motivation for learning did not predict the learner achievement significantly.

ENHANCING THE LISTENING MOTIVATION AND ACHIEVEMENT OF THE ELEVENTH GRADERS BY USING DRAMA MOVIES VIEWING TECHNIQUES

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Suramto Suramto

2016-09-01

Full Text Available The present study aimed to investigate whether or not there was a significant differencein students’ listening motivation and achievement after they were taught by dramamovies viewing technique. The objects of the study were 60 eleventh graders. A quasiexperimental design was used in this study.Data were collected by using motivationquestionnaire and listening achievement tests. The results showed that the students whowere treated by drama movies viewing technique achieved higher mean score inlistening motivation (80.57 and listening achievement (81.46. Drama movies viewingtechnique also gave contribution in listening motivation (31.9% and listeningachievement (61.8%.Keywords: drama movies viewing techniques, listening motivation, and listeningAchievement.

Achievement gaps and correlates of early mathematics achievement: Evidence from the ECLS K—first grade sample. Vol. 13 No. 46

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Madhabi Chatterji

2005-11-01

Full Text Available In light of the NCLB Act of 2001, this study estimated mathematics achievement gaps in different subgroups of kindergartners and first graders, and identified child- and school-level correlates and moderators of early mathematics achievement. A subset of 2300 students nested in 182 schools from the Early Childhood Longitudinal Study K-First Grade data set was analyzed with hierarchical linear models. Relative to school mean estimates at the end of kindergarten, significant mathematics achievement gaps were found in Hispanics, African Americans and high poverty students. At the end of Grade 1, mathematics gaps were significant in African American, high poverty, and female subgroups, but not in Hispanics. School-level correlates of Grade 1 Mathematics achievement were class size (with a small negative main effect, at-home reading time by parents (with a large positive main effect and school size (with a small positive main effect. Cross-level interactions in Grade 1 indicated that schools with larger class and school sizes had a negative effect on African American children's math scores; schools giving more instructional time to reading and math had a positive effect on high poverty students' scores, and schools with higher elementary teacher certification rates had a positive effect on boys' mathematics achievement.

Position Paper: Applying Machine Learning to Software Analysis to Achieve Trusted, Repeatable Scientific Computing

Energy Technology Data Exchange (ETDEWEB)

Prowell, Stacy J [ORNL; Symons, Christopher T [ORNL

2015-01-01

Producing trusted results from high-performance codes is essential for policy and has significant economic impact. We propose combining rigorous analytical methods with machine learning techniques to achieve the goal of repeatable, trustworthy scientific computing.

Impatience versus achievement strivings in the Type A pattern: Differential effects on students' health and academic achievement

Science.gov (United States)

Spence, Janet T.; Helmreich, Robert L.; Pred, Robert S.

1987-01-01

Psychometric analyses of college students' responses to the Jenkins Activity Survey, a self-report measure of the Type A behavior pattern, revealed the presence of two relatively independent factors. Based on these analyses, two scales, labeled Achievement Strivings (AS) and Impatience and Irritability (II), were developed. In two samples of male and female college students, scores on AS but not on II were found to be significantly correlated with grade point average. Responses to a health survey, on the other hand, indicated that frequency of physical complaints was significantly correlated with II but not with AS. These results suggest that there are two relatively independent factors in the Type A pattern that have differential effects on performance and health. Future research on the personality factors related to coronary heart disease and other disorders might more profitably focus on the syndrome reflected in the II scale than on the Type A pattern.

The Effect of Perceived Motivational Structure of Classroom on Achievement Behaviors

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Siavash Talepasand

2013-06-01

Full Text Available The aim of the study was to investigate the effect of perceived motivational structure of classroom on achievement behaviors (the choice of problem, effort, persistence in solving algorithm and flowchart problems. There were 45 high school male students (Mean age = 17 years old in the third grade of computer field in three classes. Classes were divided into two experimental and one control group. Instructional content was given in 10 sessions for 180 minutes. The variables of choice, effort, and persistence were collected by direct as-sessment method. A pre-test and post-test design was used. The Data were analyzed by using multivariate analysis of variance. Results indicated that mastery structure had positive effect on the amount of effort and persistence in solving algorithm and flowchart problems in comparison with control group. Mastery structure in comparison with performance structure increased the amount of effort in solving problems significantly. In addition, an interactive effect between previous achieve-ment and perceived structure of classroom was achieved in a mastery level. The amount of persistence in that of students with very weak previous achievement was more than students with average previous achievement. The find-ing of this study is compatible with the theory of achievement goal and illustrates that the mastery structure plays an effective role in forming achievement behaviors.

Games, Game Flow, and Gender as They Affect Mathematics Achievement of Pupils in Nigeria

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A. Aremu

2016-08-01

Full Text Available Game flow experience in the use of games has the potential of determining whether games used for learning would achieve the desired goal of improved achievement. With a subject like Mathematics, it is vital to ensure that if game based strategies are to be used, the games must possess this very important construct. Furthermore, the games must be able to produce the flow experience in both males and females, so that the observed gender gap in the learning of the subject would not be further widened. It is therefore important to investigate the gender differences in a game based learning environment for a subject such as Mathematics. This is the purpose of this research. This research investigated games, game flow, and gender as they affect Mathematics achievement of pupils in Nigeria. Through the use of Achievement of Pupils in Fraction-concepts Test (APFT and Game Flow Questionnaire (GFQ, data were collected. The result was a significant difference in mathematics achievements of pupils exposed to game based strategy and those exposed to modified conventional method of teaching. However, there was no significant difference in game flow experiences, as well as in mathematics achievement of male and female pupils exposed to game based strategy.

The social ties that bind: social anxiety and academic achievement across the university years.

Science.gov (United States)

Brook, Christina A; Willoughby, Teena

2015-05-01

Given that engagement and integration in university/college are considered key to successful academic achievement, the identifying features of social anxiety, including fear of negative evaluation and distress and avoidance of new or all social situations, may be particularly disadvantageous in the social and evaluative contexts that are integral to university/college life. Thus, the purpose of this study was to examine the direct effects of social anxiety on academic achievement, as well as investigate an indirect mechanism through which social anxiety might impact on academic achievement, namely, the formation of new social ties in university. The participants were 942 (71.7 % female; M = 19 years at Time 1) students enrolled in a mid-sized university in Southern Ontario, Canada. Students completed annual assessments of social anxiety, social ties, and academic achievement for three consecutive years. The results from an autoregressive cross-lag path analysis indicated that social anxiety had a significant and negative direct relationship with academic achievement. Moreover, the negative indirect effect of social anxiety on academic achievement through social ties was significant, as was the opposing direction of effects (i.e., the indirect effect of academic achievement on social anxiety through social ties). These findings highlight the critical role that social ties appear to play in successful academic outcomes and in alleviating the effects of social anxiety during university/college.

The relationship between Persecution and perfectionism with Academic achievement and Burnout in medical students

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Zahra Dasht Bozorgi

2016-04-01

Full Text Available Aims: The aim of this study was to investigate the relationship between Persecution, Maladjustment perfectionism and Adjustment perfectionism with Academic achievement and Academic Burnout among medical students. Methods: This cross-sectional and correlational study which was performed by medical students from the Medical University of Gondi Shapoor in Ahvaz in 2015. The sample group included 200 medical students who were selected by random-stratified sampling. Procrastination Assessment Scale, Perfectionism Inventory, Academic Burnout Inventory were used for collecting data. Data analysis was conducted by SPSS 20 software using Pearson correlation coefficient and Canonical Correlation Analysis. Results: The findings indicated that there is a significant relationship between the Predicting Variables (Persecution, Maladjustment perfectionism and Adjustment perfectionism and the Criteria Variables (Academic achievement and Academic Burnout. The amount of Canonical Correlation (0.91, (P<0.05 is an indication of a significant relationship between the two sets of variables. Conclusion: It can be concluded from this study that academic achievement not Academic Burnout was predicted by Persecution, Maladjustment perfectionism and adjustment perfectionism. Maladjustment perfectionism showed the greatest relationship with academic achievement. So Persecution, Maladjustment perfectionism and adjustment perfectionism can interfere with academic achievement.

A Path Analysis of Basic Need Support, Self-Efficacy, Achievement Goals, Life Satisfaction and Academic Achievement Level among Secondary School Students

Science.gov (United States)

Diseth, Age; Danielsen, Anne G.; Samdal, Oddrun

2012-01-01

Teachers' support of basic psychological needs, self-efficacy, achievement goals, life satisfaction and academic achievement level was measured in a sample of 240 secondary school students (8th and 10th grades). Correlation analysis showed significant positive relations between all of the variables, except for the relation between need support of…

[Psychopathology and achievement motivation in adolescents with pathological internet use].

Science.gov (United States)

Wartberg, Lutz; Sack, Peter-Michael; Petersen, Kay-Uwe; Thomasius, Rainer

2011-01-01

In Germany, the internet is used by 69.4% of the population or 49 million people, and 100% of adolescents (between 14 to 19 years of age) spend time in the internet at least occasionally. An excessive use of the internet may lead to negative psychosocial consequences and changes in behaviour. This phenomenon is named "pathological internet use". Until now, there are only few studies published that investigate mental well being in German adolescents with pathological internet use. 16 participants of an outpatient treatment program for pathological internet use and 16 healthy adolescents were compared on self-reported levels of psychopathology (SPS-J), achievement motivation (FLM 7-13) and personal experience of attention deficit (FEDA). There were no differences in age, gender, intelligence or education between the two groups. Pathological internet users exhibited significantly elevated scores on self-esteem problems and the summary score of the SPS-J and significantly lower scores on FLM 7-13-dimensions "achievement ambition" and "perseverance/diligence" compared to controls. The results revealed that adolescents with pathological internet use report a higher level of psychopathology and lower levels of achievement motivation and drive. These findings should be taken into account when conceptualizing treatments for pathological internet users.

Making it without losing it: Type A, achievement motivation, and scientific attainment revisited

Science.gov (United States)

Helmreich, R. L.; Spence, J. T.; Pred, R. S.

1988-01-01

In a study by Matthews, Helmreich, Beane, and Lucker (1980), responses by academic psychologists to the Jenkins Activity Survey for Health Prediction (JAS), a measure of the Type A construct, were found to be significantly, positively correlated with two measures of attainment, citations by others to published work and number of publications. In the present study, JAS responses from the Matthews et al. sample were subjected to a factor analysis with oblique rotation and two new subscales were developed on the basis of this analysis. The first, Achievement Strivings (AS) was found to be significantly correlated with both the publication and citation measures. The second scale, Impatience and Irritability (I/I), was uncorrelated with the achievement criteria. Data from other samples indicate that I/I is related to a number of health symptoms. The results suggest that the current formulation of the Type A construct may contain two components, one associated with positive achievement and the other with poor health.

Making it without losing it: Type A, achievement motivation, and scientific attainment revisited

Science.gov (United States)

Helmreich, Robert L.; Spence, Janet T.; Pred, Robert S.

1987-01-01

In a study by Matthews et al. (1980), responses by academic psychologists to the Jenkins Activity Survey for Health Prediction, a measure of the Type A construct, were found to be significantly, positively correlated with two measures of attainment, citations by others to published work and number of publications. In the present study, JAS responses from the Matthews et al. sample were subjected to a factor analysis with oblique rotation and two new subscales were developed on the basis of this analysis. The first, Achievement Strivings (AS) was found to be significantly correlated with both the publication and citation measures. The second scale, Impatience and Irritability (I/I), was uncorrelated with the achievement criteria. Data from other samples indicate that I/I is related to a number of health symptoms. The results suggest that the current formulation of the Type A construct may contain two components, one associated with positive achievement and the other with poor health.

Relationships Between Achievement Emotions, Motivation and Language Learning Strategies of High, Mid and Low English Language Achievers

Institute of Scientific and Technical Information of China (English)

TAN; Jun-ming

2017-01-01

Overseas research has shown that achievement emotions have direct relationships with ＂achievement outcome＂ and＂achievement activities＂. The purpose of the present study aimed to compare the relationships betweenachievement emotions, motivation, and language learning strategies of high, mid and low achievers in Englishlanguage learning at an international university in a southern province in China. Quantitative data were collectedthrough a questionnaire survey of 74 （16 males, 58 females） TESL major students. Results indicated that studentsin general experienced more positive than negative achievement emotions; more intrinsically rather thanextrinsically motivated to learn English; and quite frequently used a variety of learning strategies to overcome theirlearning difficulties. However, Year Four low-achievers experienced more negative achievement emotions. Theyseldom used metacognitive, affective and social learning strategies, and they had lower degrees of intrinsicmotivation. Implications for institutional support for at risk students are discussed.

The relation between math self-concept, test and math anxiety, achievement motivation and math achievement in 12 to 14-year-old typically developing adolescents

OpenAIRE

Timmerman, H.L.; Toll, S.W.M.; van Luit, J.E.H.

2017-01-01

:This study examines the relation between math self-concept, test and math anxiety, achievement motivation, and math achievement in typically developing 12 to 14-year-old adolescents (N = 108) from a school for secondary education in the Netherlands. Data was obtained using a math speed test, achievement motivation test, and the math experience questionnaire. A significant positive correlation was found between math self-concept and math achievement in all four math domains (measurement, rela...

Significant ELCAP analysis results: Summary report. [End-use Load and Consumer Assessment Program

Energy Technology Data Exchange (ETDEWEB)

Pratt, R.G.; Conner, C.C.; Drost, M.K.; Miller, N.E.; Cooke, B.A.; Halverson, M.A.; Lebaron, B.A.; Lucas, R.G.; Jo, J.; Richman, E.E.; Sandusky, W.F. (Pacific Northwest Lab., Richland, WA (USA)); Ritland, K.G. (Ritland Associates, Seattle, WA (USA)); Taylor, M.E. (USDOE Bonneville Power Administration, Portland, OR (USA)); Hauser, S.G. (Solar Energy Research Inst., Golden, CO (USA))

1991-02-01

The evolution of the End-Use Load and Consumer Assessment Program (ELCAP) since 1983 at Bonneville Power Administration (Bonneville) has been eventful and somewhat tortuous. The birth pangs of a data set so large and encompassing as this have been overwhelming at times. The early adolescent stage of data set development and use has now been reached and preliminary results of early analyses of the data are becoming well known. However, the full maturity of the data set and the corresponding wealth of analytic insights are not fully realized. This document is in some sense a milestone in the brief history of the program. It is a summary of the results of the first five years of the program, principally containing excerpts from a number of previous reports. It is meant to highlight significant accomplishments and analytical results, with a focus on the principal results. Many of the results have a broad application in the utility load research community in general, although the real breadth of the data set remains largely unexplored. The first section of the document introduces the data set: how the buildings were selected, how the metering equipment was installed, and how the data set has been prepared for analysis. Each of the sections that follow the introduction summarize a particular analytic result. A large majority of the analyses to date involve the residential samples, as these were installed first and had highest priority on the analytic agenda. Two exploratory analyses using commercial data are included as an introduction to the commercial analyses that are currently underway. Most of the sections reference more complete technical reports which the reader should refer to for details of the methodology and for more complete discussion of the results. Sections have been processed separately for inclusion on the data base.

Problem-based learning versus traditional science instruction: Achievement and interest in science of middle grades minority females

Science.gov (United States)

Mungin, Rochelle E.

This quantitative study examined science interest and achievement of middle school minority females in both traditional science classes and Problem-based Learning (PBL) science classes. The purpose of this study was to determine if there is a significant difference between traditional teaching and the PBL teaching method. The researcher also looked for a significant relationship between interest in science and achievement in science. This study used survey data from parents of female middle school science students to measure student interest in science concepts. The population of interest for this study was 13--15 year old eighth grade females from various racial make-ups such as, African American, Hispanic, Bi-racial, Asian, and Other Pacific Islander. Student achievement data was retrieved from the 8th grade science fall common assessed benchmark exam of both test groups. The results of the survey along with the benchmark data was to shed light on the way adolescent females learn and come to embrace science. The findings may provide guidance for science educators seeking to reach their minority female students and guide their achievement levels higher than before. From the results of the t-test and Pearson correlation test of this study, it can be concluded that while this study did not show a significant difference in academic achievement or interest between the two teaching styles, it revealed that interest in science has a positive role to play in the academic success of minority girls in science. The practical implications for examining these issues are to further the research on solutions for closing the minority and gender achievement gaps. The results of this study have implications for researchers as well as practitioners in the field of education.

Explaining Math Achievement: Personality, Motivation, and Trust

Science.gov (United States)

Kilic-Bebek, Ebru

2009-01-01

This study investigated the statistical significance of student trust next to the well-tested constructs of personality and motivation to determine whether trust is a significant predictor of course achievement in college math courses. Participants were 175 students who were taking undergraduate math courses in an urban public university. The…

Achievement goals, self-handicapping, and performance: a 2 x 2 achievement goal perspective.

Science.gov (United States)

Ntoumanis, Nikos; Thøgersen-Ntoumani, Cecilie; Smith, Alison L

2009-11-01

Elliot and colleagues (2006) examined the effects of experimentally induced achievement goals, proposed by the trichotomous model, on self-handicapping and performance in physical education. Our study replicated and extended the work of Elliot et al. by experimentally promoting all four goals proposed by the 2 x 2 model (Elliot & McGregor, 2001), measuring the participants' own situational achievement goals, using a relatively novel task, and testing the participants in a group setting. We used a randomized experimental design with four conditions that aimed to induce one of the four goals advanced by the 2 x 2 model. The participants (n = 138) were undergraduates who engaged in a dart-throwing task. The results pertaining to self-handicapping partly replicated Elliot and colleagues' findings by showing that experimentally promoted performance-avoidance goals resulted in less practice. In contrast, the promotion of mastery-avoidance goals did not result in less practice compared with either of the approach goals. Dart-throwing performance did not differ among the four goal conditions. Personal achievement goals did not moderate the effects of experimentally induced goals on self-handicapping and performance. The extent to which mastery-avoidance goals are maladaptive is discussed, as well as the interplay between personal and experimentally induced goals.

Self-regulation of learning from the student's perspective and it relatedness with academic achievement

Directory of Open Access Journals (Sweden)

Kuzmanović Biljana

2015-01-01

Full Text Available Self-regulation of learning is an important concept for understanding and enhancing the learning process. Self-regulation skills are often associated with the student's academic achievements. The paper offers different approaches and models of learning self-regulation and stresses the most important characteristics of the process of learning self-regulation. The empirical research was aimed at establishing the connectedness of some components of self-regulation and academic achievement. The Motivation and Self-regulation of Learning Scale, based on Pintrich's model of learning self-regulation (Pintrich & De Groot, 1990 was adapted for our research. The sample included 111 students from two elementary and two secondary schools. The results show that academic achievement is most positively linked with self-efficiency as a motivational factor of self-regulation, and two more factors of self-regulation, cognitive strategies and social factors showed significant correlations with academic achievement. Based on the accepted model of self-regulation of learning and the obtained results relevant pedagogic implications are discussed.

Utilization of variation theory in the classroom: Effect on students' algebraic achievement and motivation

Science.gov (United States)

Jing, Ting Jing; Tarmizi, Rohani Ahmad; Bakar, Kamariah Abu; Aralas, Dalia

2017-01-01

This study investigates the effect of utilizing Variation Theory Based Strategy on students' algebraic achievement and motivation in learning algebra. The study used quasi-experimental non-equivalent control group research design and involved 56 Form Two (Secondary Two) students in two classes (28 in experimental group, 28 in control group) in Malaysia The first class of students went through algebra class taught with Variation Theory Based Strategy (VTBS) while the second class of students experienced conventional teaching strategy. The instruments used for the study were a 24-item Algebra Test and 36-item Instructional Materials Motivation Survey. Result from analysis of Covariance indicated that experimental group students achieved significantly better test scores than control group. Result of Multivariate Analysis of Variance also shows evidences of significant effect of VTBS on experimental students' overall motivation in all the five subscales; attention, relevance, confidence, and satisfaction. These results suggested the utilization of VTBS would improve students' learning in algebra.

INTELLIGENCE QUOTIENT (IQ AS A PREDICTOR OF READING COMPREHENSION AND WRITING ACHIEVEMENT OF EFL LEARNERS

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Ary Setya B. Ningrum

2017-05-01

Full Text Available This study aimed at investigating Intelligent Quotient (IQ as a predictor of reading comprehension and writing achievement as well as to correlate the students‟ reading comprehension with their writing achievement. The participant of the study were 32 senior high school Indonesian students. There are three instruments used in this study, those are IQ test, reading comprehension test, and writing test. Upon obtaining the whole data needed, Pearson Product Moment formula was employed to determine the correlation of IQ with reading comprehension and writing achievement as well as reading comprehension with writing achievement. The result of this study revealed that IQ made significant contribution in predicting reading comprehension (23.42% and writing achievement (16.08%. In addition, the correlation coefficient of reading comprehension and writing achievement shows that they are moderately correlated (r=.587, meaning that reading comprehension contributes as many as 34.45% to writing achievement.

Strategies to Improve Students’ Educational Achievement Motivation at Guilan University of Medical Sciences

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Mahdokht Taheri

2015-12-01

Full Text Available Introduction: In view of the fact that motivation is linked directly to the learning process and educational achievement, this study endeavored to identify strategies to improve students’ educational achievement motivation at Guilan University of Medical Sciences. Methods: To conduct this descriptive-analytical study, 368 students from Guilan University of Medical Sciences were selected using simple random sampling from 2013-2014. All of the Guilan University of Medical Sciences’ students met the general eligibility criteria except guest students. The questionnaire included five domains of economic, socio-cultural, educational, geo-regional, and personality factors in educational achievement motivation. Through using descriptive and inferential statistics (Kolmogorov-Smirnov, Mann-Whitney U and Kruskal-Wallis tests, the compiled data were analyzed at the significance level of 0.05. Results: Data analysis revealed that socio-cultural factors have the maximum score (64.14 ± 9.92 and geo-regional factors have the minimum score (19.01±3.63 on the participants’ educational achievement motivation. What is more, a significant difference was revealed between educational field and educational effective factors as well as educational level and educational effective factors (p<0.011, p<0.004, respectively. Conclusion: Given that the socio-cultural factors had the maximum score on the students’ educational achievement motivation, it is recommended that university officials take these factors into account, and attempt to plan to provide appropriate strategies to enhance their students’ motivation, specifically their educational achievement motivation.

The Role of Neighborhood Context and School Climate in School-Level Academic Achievement.

Science.gov (United States)

Ruiz, Linda D; McMahon, Susan D; Jason, Leonard A

2018-03-30

In recent years, the quality of education available to children has become increasingly dependent on the social and economic demographics of neighborhoods in which the children live. This study assesses the role of community violence in explaining the relation between socio-economic status (SES) and academic outcomes and the potential of positive school climate to promote academic achievement. With a sample of 297 Chicago public elementary schools, we examine community-level and school-level data and use Geographic Information Systems (GIS) mapping to illustrate how school academic achievement coincides with neighborhood economics and crime statistics. Results support the hypothesized mediation, such that lower SES was associated with lower academic achievement, and violent crime partially mediated this relation. School climate was positively associated with academic achievement, and student safety significantly moderated the relation between SES and academic achievement. Implications for theory, research, and intervention are discussed. © Society for Community Research and Action 2018.

The significance of appearance in physician-nurse collaboration

DEFF Research Database (Denmark)

Konradsen, H.; Christensen, O.M.; Berthelsen, C.

2009-01-01

INTRODUCTION: According to nurses' assessment, physician-nurse collaboration is problematic. The aim of the study was to investigate whether nurses believe physicians' appearances is significant for their ability to collaborate. MATERIAL AND METHODS: This is a single-blinded, quasi-experimental i......-depth interviews to achieve harmonic interaction leading to a prolific and close future collaboration Udgivelsesdato: 2009/12/14......INTRODUCTION: According to nurses' assessment, physician-nurse collaboration is problematic. The aim of the study was to investigate whether nurses believe physicians' appearances is significant for their ability to collaborate. MATERIAL AND METHODS: This is a single-blinded, quasi....... The Jefferson Scale of Attitudes Toward Physician-Nurse Collaboration will be used for baseline and follow-up study of the nurses' assessment. RESULTS: Due to ethical considerations, researchers had difficulties finding surgeons prepared to perform procedures aiming at weakening the physicians' physical...

The role of chronotype, gender, test anxiety, and conscientiousness in academic achievement of high school students.

Science.gov (United States)

Rahafar, Arash; Maghsudloo, Mahdis; Farhangnia, Sajedeh; Vollmer, Christian; Randler, Christoph

2016-01-01

Previous findings have demonstrated that chronotype (morningness/intermediate/eveningness) is correlated with cognitive functions, that is, people show higher mental performance when they do a test at their preferred time of day. Empirical studies found a relationship between morningness and higher learning achievement at school and university. However, only a few of them controlled for other moderating and mediating variables. In this study, we included chronotype, gender, conscientiousness and test anxiety in a structural equation model (SEM) with grade point average (GPA) as academic achievement outcome. Participants were 158 high school students and results revealed that boys and girls differed in GPA and test anxiety significantly, with girls reporting better grades and higher test anxiety. Moreover, there was a positive correlation between conscientiousness and GPA (r = 0.17) and morningness (r = 0.29), respectively, and a negative correlation between conscientiousness and test anxiety (r = -0.22). The SEM demonstrated that gender was the strongest predictor of academic achievement. Lower test anxiety predicted higher GPA in girls but not in boys. Additionally, chronotype as moderator revealed a significant association between gender and GPA for evening types and intermediate types, while intermediate types showed a significant relationship between test anxiety and GPA. Our results suggest that gender is an essential predictor of academic achievement even stronger than low or absent test anxiety. Future studies are needed to explore how gender and chronotype act together in a longitudinal panel design and how chronotype is mediated by conscientiousness in the prediction of academic achievement.

2×2 dominant achievement goal profiles in high-level swimmers.

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Fernandez-Rio, Javier; Cecchini Estrada, Jose A; Mendez-Giménez, Antonio; Fernández-Garcia, Benjamín; Saavedra, Pablo

2014-01-01

The goal of this study was to assess achievement goal dominance, self-determined situational motivation and competence in high-level swimmers before and after three training sessions set at different working intensities (medium, sub-maximal and maximal). Nineteen athletes (males, n=9, 18.00±2.32 years; females, n=10, 16.30±2.01 years, range = 14-18) agreed to participate. They completed a questionnaire that included the Dominant Achievement Goal assessment instrument, the 2×2 Achievement Goals Questionnaire for Sport (AGQ-S), The Situational Motivation Scale (SIMS) and the Competence subscale of the Basic Psychological Needs in Exercise questionnaire (BPNES). Results indicated that participants overwhelmingly showed mastery-approach achievement goal dominance, and it remained stable at the conclusion of the different training sessions under all intensity levels. This profile was positively correlated to self-determined situational motivation and competence. However, swimmers' feelings of competence increased only after the medium intensity level training session. After the completion of the maximal intensity training session, swimmers' self-determined motivation was significantly lower compared to the other two training sessions, which could be caused by a temporary period of burnout. Results indicated that high-level swimmers had a distinct mastery-approach dominant achievement goal profile that was not affected by the workload of the different training sessions. They also showed high levels of self-determined situational motivation and competence. However, heavy workloads should be controlled because they can cause transitory burnout.

Repeated testing improves achievement in a blended learning approach for risk competence training of medical students: results of a randomized controlled trial.

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Spreckelsen, C; Juenger, J

2017-09-26

Adequate estimation and communication of risks is a critical competence of physicians. Due to an evident lack of these competences, effective training addressing risk competence during medical education is needed. Test-enhanced learning has been shown to produce marked effects on achievements. This study aimed to investigate the effect of repeated tests implemented on top of a blended learning program for risk competence. We introduced a blended-learning curriculum for risk estimation and risk communication based on a set of operationalized learning objectives, which was integrated into a mandatory course "Evidence-based Medicine" for third-year students. A randomized controlled trial addressed the effect of repeated testing on achievement as measured by the students' pre- and post-training score (nine multiple-choice items). Basic numeracy and statistical literacy were assessed at baseline. Analysis relied on descriptive statistics (histograms, box plots, scatter plots, and summary of descriptive measures), bootstrapped confidence intervals, analysis of covariance (ANCOVA), and effect sizes (Cohen's d, r) based on adjusted means and standard deviations. All of the 114 students enrolled in the course consented to take part in the study and were assigned to either the intervention or control group (both: n = 57) by balanced randomization. Five participants dropped out due to non-compliance (control: 4, intervention: 1). Both groups profited considerably from the program in general (Cohen's d for overall pre vs. post scores: 2.61). Repeated testing yielded an additional positive effect: while the covariate (baseline score) exhibits no relation to the post-intervention score, F(1, 106) = 2.88, p > .05, there was a significant effect of the intervention (repeated tests scenario) on learning achievement, F(1106) = 12.72, p blended learning approach can be improved significantly by implementing a test-enhanced learning design, namely repeated testing. As

The impact of single-gender classrooms on science achievement of middle school gifted girls

Science.gov (United States)

Ulkins, David S.

Studies indicate a gap in science achievement and positive attitudes towards science between gifted male and female students with females performing less than the males. This study investigated the impact of a single-gender classroom environment as opposed to a mixed-gender classroom, on motivation, locus of control, self-concept, and science achievement of middle school gifted girls. The Motivated Strategies for Learning Questionnaire (MSLQ), Review of Personal Effectiveness with Locus of Control (ROPELOC), Test of Science Related Attitudes (TOSRA), and Stanford Achievement Test 10th Edition, were used to measure the dependent variables respectively. The independent-measure t test was used to compare the differences between girls in a single-gender classroom with the ones in a mixed-gender classroom. A significant difference in the external locus of control resulted for girls in the single gender classroom. However, there were no significant differences found in science achievement, motivation, and the attitudes toward science between the two groups. The implication is that a single-gender learning environment and the use of differentiated teaching strategies can help lessen the negative effects of societal stereotypes in today's classrooms. These, along with being cognizant of the differences in learning styles of girls and their male counterparts, will result in a greater level of success for gifted females in the area of science education.

Longitudinal, reciprocal effects of social skills and achievement from kindergarten to eighth grade.

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Caemmerer, Jacqueline M; Keith, Timothy Z

2015-08-01

Previous research suggests that students' social skills and achievement are interrelated, and some findings support bi-directional effects between the two constructs. The purpose of this research study was to estimate the possible longitudinal and reciprocal effects of social skills and achievement for kindergarten through eighth grade students. Data from the Early Childhood Longitudinal Study program were analyzed; teachers' ratings of students' social skills and students' standardized math and reading achievement performance were collected 4 and 5 times, respectively. Latent variable structural equation modeling was used to test a panel model of reciprocal, longitudinal effects of social skills and achievement. The results suggest that the effects of students' social skills and achievement are bi-directional, but the effects of students' achievement on their later social skills are stronger than the effects of social skills on achievement. The significant effects of students' social skills on their later achievement are mostly indirect. These findings suggest that the future social skills of students who struggle academically may be of particular concern to educators, and intervention and prevention efforts aimed to address both social and achievement skills may help remediate the other skill in the future. Copyright © 2015 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

The Effect of Realistic Mathematics Education Approach on Students' Achievement And Attitudes Towards Mathematics

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Effandi Zakaria

2017-02-01

Full Text Available This study was conducted to determine the effect of Realistic Mathematics Education Approach on mathematics achievement and student attitudes towards mathematics. This study also sought determine the relationship between student achievement and attitudes towards mathematics. This study used a quasi-experimental design conducted on 61 high school students at SMA Unggul Sigli. Students were divided into two groups, the treatment group $(n = 30$ namely, the Realistic Mathematics Approach group (PMR and the control group $(n = 31$ namely, the traditional group. This study was conducted for six weeks. The instruments used in this study were the achievement test and the attitudes towards mathematics questionnaires. Data were analyzed using SPSS. To determine the difference in mean achievement and attitudes between the two groups, data were analyzed using one-way ANOVA test. The result showed significant differences between the Realistic Mathematics Approach and the traditional approach in terms of achievement. The study showed no significant difference between the Realistic Mathematics Approach and the traditional approach in term of attitudes towards mathematics. It can be concluded that the use of realistic mathematics education approach enhanced students' mathematics achievement, but not attitudes towards mathematics. The Realistic Mathematics Education Approach encourage students to participate actively in the teaching and learning of mathematics. Thus, Realistic Mathematics Education Approach is an appropriate methods to improve the quality of teaching and learning process.

An interrelation of physical and technical readiness as a basis in sport result achievement of 400 m hurdlers

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Oleg Grebeniuk

2017-04-01

Full Text Available Purpose: to establish the relationship of physical and technical preparedness to achieve sports results of 400 m hurdlers at the stage of preliminary base preparation. Material & Methods: study involved the first grade athletes in the amount of 18 people. Methods of research: pedagogical observation, pedagogical experiment, pedagogical testing of physical and technical readiness, telepodometry, methods of mathematical statistics. Results: it found that the major indicators of special physical readiness in the step of preliminary base preparation are: run at 100 m. result which was 96.4% from the model; run at 200 m – 96,0% from the model; run at 400 m – 98,7% from the model; hopping run 100 m – 93,4% and jumps 20 m on one leg – 91,1% % from the model. Conclusion: study of individual elements technique allows us to characterize not only the technique of movements, but also the level of physical qualities.

Effect of school learning culture on achievement in physics ...

African Journals Online (AJOL)

Findings revealed that there is a significant relationship between school learning culture and achievement in student in Physics. The paper therefore recommended that stake holders in the education sector should encourage a congenial school learning culture capable of raising a high level achievement in the senior ...

Impact of cognitive absorption on Facebook on students' achievement.

Science.gov (United States)

Rouis, Sana

2012-06-01

In the great expansion of the social networking activity, young people are the main users whose choices have vast influence. This study uses the flow theory to gauge the impact of Facebook usage on Tunisian students' achievements, with the presumption that the high usage level might reduce students' scholar achievements. The research design suggests that this impact would vary among students with different interests for the university and multitasking capabilities. Facebook usage would develop students' satisfaction with friends and family, which could enhance their academic performance. Analyses from 161 Tunisian students show that Facebook usage does not affect significantly students' academic performance and their satisfaction with the family, whereas it decreases their actual satisfaction with friends. Yet, a high level of satisfaction of the student with his family continues to enhance his academic performance. Overall, though, Facebook usage appears to do not have a significant effect on undergraduate students' academic performance. However, this interdependency is significantly moderated by the student's interest for the university and his multitasking capabilities. Students with multitasking skills and students with initial interest for the university might experience a positive effect of Facebook usage on their studies, as they keep control over their activity and make it a beneficial leisure activity. However, students who do not have these characteristics tend to not have any significant effect. Results help to understand the psychological attitude and consequent behavior of the youths on this platform. Implications, limitations, and further research directions are offered.

Factors Predicting Mathematics Achievement of 8th Graders in TIMSS 2015

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Mehmet Hayri SARI

2017-09-01

Full Text Available In the study, it is aimed to investigate the student, teacher and school factors predicting mathematics achievement of Turkish 8th grade students in TIMSS 2015. The group of the study consists of 6079 students and 220 teachers who attended TIMSS from Turkey. The data of the study was obtained from student and teacher questionnaires and mathematics cognitive test scores. In the data analysis, multilevel regression analysis was used in which dependent variables were plausible mathematics scores and independent variables were student, teacher and school scale scores. According to results, 34% percent of student-level variance was explained by student-level variables. It was found that self-confidence level of students was the most important predictor of mathematics achievement among student-level variables. Additionally, educational resources at home variable was also among the important predictors of mathematics achievement. Teacher and school factors explained 29% of between school variance. Among these variables, school emphasis on academic success and teaching limited by student needs were two significant variables that could predict mathematics achievement of students.

How Do Student Prior Achievement and Homework Behaviors Relate to Perceived Parental Involvement in Homework?

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José C. Núñez

2017-07-01

Full Text Available This study investigated how students’ prior achievement is related to their homework behaviors (i.e., time spent on homework, homework time management, and amount of homework, and to their perceptions of parental involvement in homework (i.e., parental control and parental support. A total of 1250 secondary students from 7 to 10th grade participated in the study. Structural equation models were fitted to the data, compared, and a partial mediation model was chosen. The results indicated that students’ prior academic performance was significantly associated with both of the students’ homework variables, with direct and indirect results linking achievement and homework behaviors with perceived parental control and support behaviors about homework. Low-achieving students, in particular, perceived more parental control of homework in the secondary grades. These results, together with those of previous research, suggest a recursive relationship between secondary school students’ achievement and their perceptions of parental involvement in homework, which represents the process of student learning and family engagement over time. Study limitations and educational implications are discussed.

What factors determine academic achievement in high achieving undergraduate medical students? A qualitative study.

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Abdulghani, Hamza M; Al-Drees, Abdulmajeed A; Khalil, Mahmood S; Ahmad, Farah; Ponnamperuma, Gominda G; Amin, Zubair

2014-04-01

Medical students' academic achievement is affected by many factors such as motivational beliefs and emotions. Although students with high intellectual capacity are selected to study medicine, their academic performance varies widely. The aim of this study is to explore the high achieving students' perceptions of factors contributing to academic achievement. Focus group discussions (FGD) were carried out with 10 male and 9 female high achieving (scores more than 85% in all tests) students, from the second, third, fourth and fifth academic years. During the FGDs, the students were encouraged to reflect on their learning strategies and activities. The discussion was audio-recorded, transcribed and analysed qualitatively. Factors influencing high academic achievement include: attendance to lectures, early revision, prioritization of learning needs, deep learning, learning in small groups, mind mapping, learning in skills lab, learning with patients, learning from mistakes, time management, and family support. Internal motivation and expected examination results are important drivers of high academic performance. Management of non-academic issues like sleep deprivation, homesickness, language barriers, and stress is also important for academic success. Addressing these factors, which might be unique for a given student community, in a systematic manner would be helpful to improve students' performance.

Academic Achievement and Its Impact on Friend Dynamics.

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Flashman, Jennifer

2012-01-01

Academic achievement in adolescence is a key determinant of future educational and occupational success. Friends play an important role in the educational process. They provide support and resources and can both encourage and discourage academic achievement. As a result, the friends adolescents make may help to maintain and exacerbate inequality if friends are sorted on the basis of academic achievement. These observations prompt the question: How does academic achievement affect the friendship ties made? Using data from the high schools in the Add Health saturated sample, the author models network change using a stochastic actor-based Markov model for the co-evolution of networks and behavior. This model is carried out at the school level for each of the high schools included in the saturated sample. Results show that in the most typical American schools, similarity in academic achievement is an important and consistent predictor of friendship ties in a dynamic context. High-achieving students are more likely to extend ties to other high-achieving students, net of other sociodemographic, network, and proximity characteristics, while low-achieving students are more likely to extend ties to other low-achieving students. Adolescents respond to changes in academic achievement by changing their friendship ties.

Discovering the Significance of Scientific Design Practice

DEFF Research Database (Denmark)

Pries-Heje, Jan; Baskerville, Richard

2016-01-01

This paper discusses and defines the achievement of significance in design science research. We review the values and processes of old-science and how this mode of science attacks the complexity of scientific knowledge production through analysis. We then explain how new-science attacks...... the complexity of scientific knowledge production through synthesis. The work argues that significance of the new-science contribution in design science can be obfuscated when wrapped in old-science. This understanding helps reveal how new-science, such as design science research, constitutes its significance...

Comparing Faculty and Students Perceptions on Clinical Competency Achievement in Rehabilitation Programs

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Foroozan Shokooh

2009-10-01

Full Text Available Objectives: Clinical competencies are learning outcomes the student should display by the end of the program and competency based instruction measures what participants have learned as opposed to what instructors think they have thought. Objective of this study was to compare student and faculty perceptions of the importance and achievement of clinical competencies in rehabilitation programs. Methods: The survey instrument was a dual-response 5-point Likert-type questionnaire consisting of 29 competencies based on content and skill areas in the management of patient with chronic illnesses. The instrument was administered to all faculty members and final year undergraduate students of three rehabilitation programs including Speech therapy, physiotherapy and occupational therapy at the University of Rehabilitation and Social Welfare in Iran. Results: 45 students and 19 faculty members participated in the study. Overall, most of the students (81% rated themselves as moderately competent (mean between 2 to 4. Perceived self-efficacy of male students was significantly higher than female students. (P=0.014 Differences between perceived importance and perceived achievement were statistically significant in each subject group. (P=0.000. Discussion: Faculty members and students shared very similar perceptions on the importance & achievement of competencies. Difference between importance and achievement of competencies may suggest a failure in consideration of required competencies or successful implementation of them in the current curriculum.

Sodium fires. Progress achieved in research and experimental results

International Nuclear Information System (INIS)

Malet, J.C.; Duverger de Cuy, G.; Casselman, C.; Charpenel, J.; Natta, M.; Devillers, C.

1979-08-01

This paper describes the sodium fire programs undertaken by the CEA's Nuclear Safety Department. Experimental results concerning sodium ignition and combustion, sodium fire suppression, sodium aerosol filtration and sodium-concrete contact reactions are given and the applications of these results in the Super-Phenix reactor is discussed

A Comparison of Students' Achievement and Attitude Changes Resulting From a Laboratory and Non-Laboratory Approach to General Education Physical Science Courses.

Science.gov (United States)

Gunsch, Leonhardt Maurice

Student achievement and attitude changes resulting from two different approaches to teaching of physical science were studied among 94 non-science freshmen enrolled at Valley City State College during the 1970-71 winter quarter. Thirty-four students were taught the laboratory-oriented Physical Science for Nonscience Students (PSNS) Project course…

Academic achievement in children with epilepsy: a review.

Science.gov (United States)

Reilly, Colin; Neville, Brian G R

2011-11-01

To examine published studies which have focussed on academic achievement in children with epilepsy with respect to prevalence rates of academic difficulties and possible correlates of academic achievement. This review examines studies which have focussed on prevalence rates of academic difficulties and correlates of academic achievement in children with epilepsy from 1990 to 2010. Prevalence rates of low academic achievement and academic underachievement are reported and correlates of academic achievement including seizure/epilepsy variables, demographic variables, and child/family variables are examined with respect to published studies. Published studies suggest that low academic achievement is more common than academic underachievement (achievement below that expected on basis of IQ scores) and it is not clear from published studies if rates of academic underachievement are significantly higher than in the general population. Clear patterns with regard to the identification of correlates of academic underachievement have not emerged although low achievement may be influenced in many cases by lower than average levels of cognitive functioning. Most studies have not focussed on the IQ-achievement discrepancy definitions of (specific) learning disability. Children with epilepsy who are experiencing academic difficulties may not qualify for formal educational supports to address these difficulties if eligibility criteria for such supports stress an IQ-achievement discrepancy. Copyright © 2011 Elsevier B.V. All rights reserved.

[Formula: see text]Determination of the smoking gun of intent: significance testing of forced choice results in social security claimants.

Science.gov (United States)

Binder, Laurence M; Chafetz, Michael D

2018-01-01

Significantly below-chance findings on forced choice tests have been described as revealing "the smoking gun of intent" that proved malingering. The issues of probability levels, one-tailed vs. two-tailed tests, and the combining of PVT scores on significantly below-chance findings were addressed in a previous study, with a recommendation of a probability level of .20 to test the significance of below-chance results. The purpose of the present study was to determine the rate of below-chance findings in a Social Security Disability claimant sample using the previous recommendations. We compared the frequency of below-chance results on forced choice performance validity tests (PVTs) at two levels of significance, .05 and .20, and when using significance testing on individual subtests of the PVTs compared with total scores in claimants for Social Security Disability in order to determine the rate of the expected increase. The frequency of significant results increased with the higher level of significance for each subtest of the PVT and when combining individual test sections to increase the number of test items, with up to 20% of claimants showing significantly below-chance results at the higher p-value. These findings are discussed in light of Social Security Administration policy, showing an impact on policy issues concerning child abuse and neglect, and the importance of using these techniques in evaluations for Social Security Disability.

Comparison of student achievement among two science laboratory types: traditional and virtual

Science.gov (United States)

Reese, Mary Celeste

Technology has changed almost every aspect of our daily lives. It is not surprising then that technology has made its way into the classroom. More and more educators are utilizing technological resources in creative ways with the intent to enhance learning, including using virtual laboratories in the sciences in place of the "traditional" science laboratories. This has generated much discussion as to the influence on student achievement when online learning replaces the face-to-face contact between instructor and student. The purpose of this study was to discern differences in achievement of two laboratory instruction types: virtual laboratory and a traditional laboratory. Results of this study indicate statistical significant differences in student achievement defined by averages on quiz scores in virtual labs compared with traditional face-to-face laboratories and traditional laboratories result in greater student learning gains than virtual labs. Lecture exam averages were also greater for students enrolled in the traditional laboratories compared to students enrolled in the virtual laboratories. To account for possible differences in ability among students, a potential extraneous variable, GPA and ACT scores were used as covariates.

[Perceptions of classroom goal structures, personal achievement goal orientations, and learning strategies].

Science.gov (United States)

Miki, Kaori; Yamauchi, Hirotsugu

2005-08-01

We examined the relations among students' perceptions of classroom goal structures (mastery and performance goal structures), students' achievement goal orientations (mastery, performance, and work-avoidance goals), and learning strategies (deep processing, surface processing and self-handicapping strategies). Participants were 323 5th and 6th grade students in elementary schools. The results from structural equation modeling indicated that perceptions of classroom mastery goal structures were associated with students' mastery goal orientations, which were in turn related positively to the deep processing strategies and academic achievement. Perceptions of classroom performance goal stractures proved associated with work avoidance-goal orientations, which were positively related to the surface processing and self-handicapping strategies. Two types of goal structures had a positive relation with students' performance goal orientations, which had significant positive effects on academic achievement. The results of this study suggest that elementary school students' perceptions of mastery goal structures are related to adaptive patterns of learning more than perceptions of performance goal structures are. The role of perceptions of classroom goal structure in promoting students' goal orientations and learning strategies is discussed.

National Board Certified Teachers andTheir Students' Achievement

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Leslie G. Vandevoort

2004-09-01

Full Text Available Contemporary research on teaching indicates that teachers are powerful contributors to students’ academic achievement, though the set and interrelationships of characteristics that make for high-quality and effective teaching have yet to be satisfactorily determined. Nevertheless, on the basis of the extant research and a vision of exemplary teaching, the National Board for Professional Teaching Standards stipulated a definition of a superior teacher. The Board did this without empirical evidence to support their claim that teachers’ who meet the standards set by the Board were superior in promoting academic achievement to those who did not meet those standards. In the 17 years since the founding of the National Board, only a few empirical studies have addressed this important issue. In this study we compare the academic performance of students in the elementary classrooms of 35 National Board Certified teachers and their non-certified peers, in 14 Arizona school districts. Board Certified teachers and their principals provide additional information about these teachers and their schools. Four years of results from the Stanford Achievement Tests in reading, mathematics and language arts, in grades three through six, were analyzed. In the 48 comparisons (four grades, four years of data, three measures of academic performance, using gain scores adjusted for students’ entering ability, the students in the classes of National Board Certified Teachers surpassed students in the classrooms of non-Board certified teachers in almost threequarters of the comparisons. Almost one-third of these differences were statistically significant. In the cases where the students of non-Board certified teachers gained more in an academic year, none of the differences found were statistically significant. Effect size, translated into grade equivalents, informs us that the gains made by students of Board Certified teachers were over one month greater than the

Environmental significance of atmospheric emission resulting from in situ burning of oiled salt marsh

International Nuclear Information System (INIS)

Devai, I.; DeLaune, R.D.; Henry, C.B. Jr.; Roberts, P.O.; Lindau, C.W.

1998-01-01

The environmental significance of atmospheric emissions resulting from in-situ burning used as remediation technique for removal of petroleum hydrocarbons entering Louisiana coastal salt marshes was quantified. Research conducted documented atmospheric pollutants produced and emitted to the atmosphere as the result of burning of oil contaminated wetlands. Samples collected from the smoke plume contained a variety of gaseous sulfur and carbon compounds. Carbonyl sulfide and carbon disulfide were the main volatile sulfur compounds. In contrast, concentrations of sulfur dioxide were almost negligible. Concentrations of methane and carbon dioxide in the smoke plume increased compared to ambient levels. Air samples collected for aromatic hydrocarbons in the smoke plume were dominated by pyrogenic or combustion derived aromatic hydrocarbons. The particulate fraction was dominated by phenanthrene and the C-1 and C-2 alkylated phenanthrene homologues. The vapor fraction was dominated by naphthalene and the C-1 to C-3 naphthalene homologues. (author)

Exercise and Academic Achievement in Children: Effects of Acute Class-Based Circuit Training

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Dickinson Ben D.

2016-03-01

Full Text Available Purpose. For schools, the increasingly imposed requirement to achieve well in academic tests puts increasing emphasis on improving academic achievement. While treadmill exercise has been shown to have beneficial effects on cognitive function and cycling ergometers produce stronger effect sizes than treadmill running, it is impractical for schools to use these on a whole-class basis. There is a need to examine if more ecologically valid modes of exercise might have a similar impact on academic achievement. Circuit training is one such modality shown to benefit cognitive function and recall ability and is easily operationalised within schools. Methods. In a repeated measures design, twenty-six children (17 boys, 8 girls aged 10-11 years (mean age 10.3; SD ± 0.46 years completed the Wide Range Achievement Test (WRAT 4 at rest and following 30 minutes of exercise. Results. Standardised scores for word reading were significantly higher post exercise (F(1,18 = 49.9, p = 0.0001 compared to rest. In contrast, standardised scores for sentence comprehension (F(1,18 = 0.078, p = 0.783, spelling (F(1,18 = 4.07, p = 0.06 mathematics (F(1,18 = 1.257, p = 0.277, and reading (F(1,18 = 2.09, p = 0.165 were not significantly different between rest and exercise conditions. Conclusions. The results of the current study suggest acute bouts of circuit based exercise enhances word reading but not other areas of academic ability in 10-11 year old children. These findings support prior research that indicates acute bouts of exercise can selectively improve cognition in children.

Selected personality traits and achievement motivation in university students of physical culture, education and natural sciences

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Martin Sigmund

2013-09-01

Full Text Available BACKGROUND: Understanding personality variables and other important psychological traits in the university population appears topical particularly with respect to personality, motivation, health as well as overall academic achievement. A significant role is played by correlations of the monitored variables in relation to selected study specialization. OBJECTIVE: The main objective of the present study is to extend the knowledge on selected personality traits and the level of achievement motivation in a specific group of university students with respect to the diversity of their study specialization. METHODS: The study included a total of 522 students from Palacký University. These were students from the Faculty of Physical Culture (n = 118, Faculty of Education (n = 218 and Faculty of Science (n = 186. In terms of age, the study focused on young adults aged 19 to 26. In the research, psychodiagnostic methods were used to perform diagnostics and to fulfil the overall research plan. All diagnostic methods used are fully standardized and contain domestic normative values. We monitored variables such as personality, achievement motivation and achievement anxiety. Statistical result processing was conducted using the Statgraphics programme v. 9.0. Result processing was made using parametric as well as non-parametric statistical methods (Shapiro-Wilk, Mann-Whitney, Kruskal-Wallis, Spearman’s correlation. RESULTS: University students specialized in physical culture showed the highest values of extraversion and psychoticism, and clearly the lowest values of neuroticism compared to the students of education and natural sciences. The highest values of openness were observed in the students specialized in sports. In terms of the overall achievement motivation related to study specialization, almost identical values were observed. However, the students of physical culture showed significantly lower values of achievement debilitating anxiety

An initiative to improve the management of clinically significant test results in a large health care network.

Science.gov (United States)

Roy, Christopher L; Rothschild, Jeffrey M; Dighe, Anand S; Schiff, Gordon D; Graydon-Baker, Erin; Lenoci-Edwards, Jennifer; Dwyer, Cheryl; Khorasani, Ramin; Gandhi, Tejal K

2013-11-01

The failure of providers to communicate and follow up clinically significant test results (CSTR) is an important threat to patient safety. The Massachusetts Coalition for the Prevention of Medical Errors has endorsed the creation of systems to ensure that results can be received and acknowledged. In 2008 a task force was convened that represented clinicians, laboratories, radiology, patient safety, risk management, and information systems in a large health care network with the goals of providing recommendations and a road map for improvement in the management of CSTR and of implementing this improvement plan during the sub-force sequent five years. In drafting its charter, the task broadened the scope from "critical" results to "clinically significant" ones; clinically significant was defined as any result that requires further clinical action to avoid morbidity or mortality, regardless of the urgency of that action. The task force recommended four key areas for improvement--(1) standardization of policies and definitions, (2) robust identification of the patient's care team, (3) enhanced results management/tracking systems, and (4) centralized quality reporting and metrics. The task force faced many challenges in implementing these recommendations, including disagreements on definitions of CSTR and on who should have responsibility for CSTR, changes to established work flows, limitations of resources and of existing information systems, and definition of metrics. This large-scale effort to improve the communication and follow-up of CSTR in a health care network continues with ongoing work to address implementation challenges, refine policies, prepare for a new clinical information system platform, and identify new ways to measure the extent of this important safety problem.

Effectiveness of creative and productive instructional method towards students' learning achievement in steel structure course

Science.gov (United States)

Sugiyanto, Pribadi, Supriyanto, Bambang

2017-09-01

The purpose of this study was to investigate the effectiveness of Creative & Productive instructional method compared with conventional method. This research was a quasi-experimental study involving all Civil Engineering students at Universitas Negeri Malang who were taking a course of Steel Structure. The students were randomly assigned to two different treatment groups, 30 students in experimental group and 37 students in the control group. It was assumed that these groups were equal in all relevant aspects; they differed only in the treatment administered. We used the t-test to test the hypothesis. The results of this research suggest that: (l) the use of Creative & Productive instructional method can significantly improve students' learning achievement, (2) the use of Creative & Productive instructional method can significantly improve students' retention, (3) students' motivation has a significant effect on their learning achievement, and (4) students' motivation has a significant effect on their retention.

Achieving Metacognition through Cognitive Strategy Instruction

Science.gov (United States)

Apaydin, Marina; Hossary, Mohamad

2017-01-01

Purpose: The purpose of this paper is to present hands-on techniques that could help achieve higher forms of cognitive work of Bloom's learning taxonomy and progress toward self-actualization, the top of Maslow's hierarchy of needs. These results can be achieved by the combination of Apaydin's 3A approach and integrative learning.…

Predictive value of parenting styles on the academic achievement of ...

African Journals Online (AJOL)

This study investigated the relationship between parenting styles and the academic achievement level of secondary school students in Benin City. A correlational ... of the Ministry of Education. The findings revealed that authoritative parenting significantly predict the academic achievement of students in English Language.

Parents' Attitudes Towards Science and their Children's Science Achievement

Science.gov (United States)

Perera, Liyanage Devangi H.

2014-12-01

Although countries worldwide are emphasizing the importance of science education for technological development and global economic competition, comparative findings from standardized international student assessments reveal a huge gap in science scores between developed and developing countries. Certain developed economies too have made little progress in raising science achievement over the past decade. Despite school improvement being placed high on the policy agenda, the results of such actions have been poor. Therefore, there is a need to explore additional ways in which science achievement can be enhanced. This study focuses on the family and examines whether parents' attitudes towards science (how much they value science and the importance they place on it) can influence their children's science achievement. Individual- and school-level data are obtained from the Program for International Student Assessment 2006 survey for 15 Organisation for Economic Co-operation and Development (OECD) and non-OECD countries. Hierarchical linear modelling is employed to estimate the equations. The findings indicate that parents' attitudes towards science have a positive and statistically significant effect on science achievement, after controlling for other important student- and school-level variables. Moreover, students from poor backgrounds appear to benefit from more positive parental science attitudes as much as students from high socioeconomic status, such that equality of student achievement is not affected. This study recommends that schools and teachers encourage parents to play a more pro-active role in their children's science education, as well as educate parents about the importance of science and strategies that can be adopted to support their children's science learning.

The effect of authentic leadership, organizational justice, and achievement motivation on teachers' performance in vocational high school seventeen Temanggung

Science.gov (United States)

Sugi, Slamet, Achmad; Martono, S.

2018-03-01

Teachers' performance in Temanggung in 2016 did not show maximal result. It was shown from many indicators. The low score of UN, UKG and PKB result. Individual performance was different. Achievement motivation could be seen through their attitude and behavior performances. The purpose of this research is to know the effect of authentic leadership, organizational justice, and achievement motivation on teachers' performance. The objects of this research are authentic leadership, organizational justice, achievement motivation and teachers' performance in Vocational High School Seventeen in Temanggung. The research method used is quantitative. Data collection was done by questioners. Then, the data were analyzed by using Path SPSS 16. The result of this research showed that authentic leadership, organizational justice, achievement motivation had significant effect on teachers' performance in Vocational High School Seventeen in Temanggung.

Negotiation genius how to overcome obstacles and achieve brilliant results at the bargaining table and beyond

CERN Document Server

Malhotra, Deepak

2008-01-01

From two leaders in executive education at Harvard Business School, here are the mental habits and proven strategies you need to achieve outstanding results in any negotiation. Whether you’ve “seen it all” or are just starting out, Negotiation Genius will dramatically improve your negotiating skills and confidence. Drawing on decades of behavioral research plus the experience of thousands of business clients, the authors take the mystery out of preparing for and executing negotiations—whether they involve multimillion-dollar deals or improving your next salary offer. What sets negotiation geniuses apart? They are the men and women who know how to: •Identify negotiation opportunities where others see no room for discussion •Discover the truth even when the other side wants to conceal it •Negotiate successfully from a position of weakness •Defuse threats, ultimatums, lies, and other hardball tactics •Overcome resistance and “sell” proposals using proven influence tactics •Negotia...

Building America Residential System Research Results: Achieving 30% Whole House Energy Savings Level in Cold Climates

Energy Technology Data Exchange (ETDEWEB)

Building Industry Research Alliance (BIRA); Building Science Consortium (BSC); Consortium for Advanced Residential Buildings (CARB); Florida Solar Energy Center (FSEC); IBACOS; National Renewable Energy Laboratory (NREL)

2006-08-01

The Building America program conducts the system research required to reduce risks associated with the design and construction of homes that use an average of 30% to 90% less total energy for all residential energy uses than the Building America Research Benchmark, including research on homes that will use zero net energy on annual basis. To measure the program's progress, annual research milestones have been established for five major climate regions in the United States. The system research activities required to reach each milestone take from 3 to 5 years to complete and include research in individual test houses, studies in pre-production prototypes, and research studies with lead builders that provide early examples that the specified energy savings level can be successfully achieved on a production basis. This report summarizes research results for the 30% energy savings level and demonstrates that lead builders can successfully provide 30% homes in Cold Climates on a cost-neutral basis.

Student motivation and achievement in learning English as a second language using Second Life

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Tosti H. C. Chiang

2014-03-01

Full Text Available This study investigates the impact of a 3D virtual learning environment based on Second Life on student motivation and achievement in learning English as a second language. Twenty-one university students participate in this study, with the support of an English instructor. The Motivated Strategies for Learning Questionnaire (MSLQ was used to evaluate students’ intrinsic and extrinsic goal orientation and self-efficacy in Second Life. The pre-test and post-test were used to assess students’ learning achievement. The results showed that students’ intrinsic and extrinsic goal orientations in English learning in Second Life had a positive influence on their self-efficacy. In addition, students’ self-efficacy of English learning in Second Life was found to positively relate to their learning achievement. Moreover, students’ intrinsic and extrinsic goal orientations were found to significantly influence their learning achievement via self-efficacy. In other words, instructors can utilize Second Life to enhance student motivation and achievement in English learning.

The Impact of School Climate and School Identification on Academic Achievement: Multilevel Modeling with Student and Teacher Data.

Science.gov (United States)

Maxwell, Sophie; Reynolds, Katherine J; Lee, Eunro; Subasic, Emina; Bromhead, David

2017-01-01

School climate is a leading factor in explaining student learning and achievement. Less work has explored the impact of both staff and student perceptions of school climate raising interesting questions about whether staff school climate experiences can add "value" to students' achievement. In the current research, multiple sources were integrated into a multilevel model, including staff self-reports, student self-reports, objective school records of academic achievement, and socio-economic demographics. Achievement was assessed using a national literacy and numeracy tests ( N = 760 staff and 2,257 students from 17 secondary schools). In addition, guided by the "social identity approach," school identification is investigated as a possible psychological mechanism to explain the relationship between school climate and achievement. In line with predictions, results show that students' perceptions of school climate significantly explain writing and numeracy achievement and this effect is mediated by students' psychological identification with the school. Furthermore, staff perceptions of school climate explain students' achievement on numeracy, writing and reading tests (while accounting for students' responses). However, staff's school identification did not play a significant role. Implications of these findings for organizational, social, and educational research are discussed.

The Impact of School Climate and School Identification on Academic Achievement: Multilevel Modeling with Student and Teacher Data

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Sophie Maxwell

2017-12-01

Full Text Available School climate is a leading factor in explaining student learning and achievement. Less work has explored the impact of both staff and student perceptions of school climate raising interesting questions about whether staff school climate experiences can add “value” to students' achievement. In the current research, multiple sources were integrated into a multilevel model, including staff self-reports, student self-reports, objective school records of academic achievement, and socio-economic demographics. Achievement was assessed using a national literacy and numeracy tests (N = 760 staff and 2,257 students from 17 secondary schools. In addition, guided by the “social identity approach,” school identification is investigated as a possible psychological mechanism to explain the relationship between school climate and achievement. In line with predictions, results show that students' perceptions of school climate significantly explain writing and numeracy achievement and this effect is mediated by students' psychological identification with the school. Furthermore, staff perceptions of school climate explain students' achievement on numeracy, writing and reading tests (while accounting for students' responses. However, staff's school identification did not play a significant role. Implications of these findings for organizational, social, and educational research are discussed.

Research on the Achievement Motivation of the University Student Village Officials in the Suburbs of Beijing

Institute of Scientific and Technical Information of China (English)

YANG Xin

2011-01-01

[Objective] The aim was to explore the achievement motivation of the university student village officials in the suburbs of Beijing.[Method] The research made an investigation on 429 university student village officials in the suburbs of Beijing by the Achievements Motive Scale (AMS). [ Result] The achievement motivation of these student village officials was not on a high level, but they tended to pursue the success motivation rather than the motivation to avoid failures obviously. There was a significant difference in the achievement motivation between different genders, majors and jobs. The males' motivation for success was higher than the females'. The motivation of avoiding failures among officials in Humanities was higher than in Science and in Fine Art. And the university student village officials in professional and technical posts or in business posts rated the motivation to avoid failures more important than in basic management posts. But achievement motivations in different urban-rural areas, educational levels, political backgrounds, whether student leaders or not, and durations were no definite differences. Besides, it had a significant effect on these student village officials' achievement motivation whether advices and suggestions were accepted; if yes,the motivation was higher. [ Conclusion] This study had provided stability and development for building rural talent groups.

THE CORRELATION BETWEEN STUDENTS’ FREQUENCY OF LISTENING TO ENGLISH SONGS AND THEIR LISTENING ACHIEVEMENT

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Elvira Rosyida M. R.

2016-04-01

Full Text Available This study is aimed at investigating whether there is a significant correlation between students’ frequency of listening to English songs and their listening achievement This study was conducted at the first year students of State Senior High School 9 Bandarlampung, Lampung. A descriptive quantitative was employed in this study which used ex-post facto design and the data were taken from questionnaire, semi-structured interview, and listening test. The data were analyzed by using Statistical Package for Social Science (SPSS version 16.0. The hypothesis was tested by using Pearson Product Moment Correlation Coefficient. The test result showed that there is a significant correlation between students’ frequency of listening to English songs and their listening achievement. From the result of interview, it showed that most of the students believe that by having high frequency of listening to English songs, it helps them in recognizing the spoken language and get high score in listening ability.Keywords: listening to English song, listening ability, frequency of listening

Factors affecting Mathematics achievement of first-year secondary school students in Central Uganda

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Henry Nsubuga Kiwanuka

2015-08-01

Full Text Available This study explores the sources of variability in Mathematics achievement of Ugandan students at the student, classroom and school level. The Mathematics score and questionnaire responses of 4,819 first-year secondary school students (Grade Seven, about 14-15 years old from 78 classrooms of 49 schools were analysed. A three-level linear model was used. The results indicate that out of the total variance in Mathematics achievement 68.8%, 14.2% and 17.0% are situated at student, classroom and school level, respectively. Of all the considered explanatory variables at the three levels, i.e. socio-economic status, gender, prior Mathematics achievement, parental support, peer influence, class mean of prior Mathematics achievement and of students' perception of good classroom assessment, school mean of class climate (class mean of attitude toward mathematics and of parental support were significant predictors of Mathematics achievement. The relevant factors could explain 7.6%, 73.1% and 84.3%, respectively, of student-, classroom- and school-level differences. Implications of our study are considered.

Climate Wise Achievement Awards: A profile of the award winners

International Nuclear Information System (INIS)

Martin, K.; Milmoe, P.H.; Haydel, J.

1999-01-01

Climate Wise is a partnership initiative sponsored by the US Environmental Protection Agency designed to stimulate the voluntary reduction of greenhouse gas emissions among participating manufacturing companies. Because energy use in the manufacturing sectors accounts for nearly 30% of total US anthropogenic greenhouse gas emissions, industrial energy-efficiency actions can have a significant effect on reducing these emissions. Climate Wise works with US manufacturers to help them take advantage of the environmental and economic benefits of energy-efficiency improvements. The Climate Wise Partnership, Representing 13% of total US industrial energy use, currently has more than 500 partners that are saving money and energy by implementing a wide range of efficiency and waste reduction projects. In November of 1998, Climate Wise held its first annual partner Achievement Awards, recognizing its leading partners for their exceptional achievements in the areas of Leadership, Innovation, Action Planning, and Results. Fourteen companies were recognized for overall environmental performance, and three others were acknowledged for special achievement in specific areas. This paper summarizes the achievements of the Climate Wise partners recognized for their outstanding accomplishments. These case studies highlight their corporate climate goals and strategies, specific energy-efficiency actions implemented, and the anticipated financial benefits, fuel savings, and environmental impacts of these actions

Academic achievement of junior high school students with sleep disorders

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Fijri Auliyanti

2015-03-01

Full Text Available Background Sleep disorders are prevalent in adolescents and may influence their academic achievement. To date, no study has been done in Indonesia on academic achievement in students with sleep disorders and its related factors. Objective To assess for relationships between academic achievement and related factors, including gender, motivation and learning strategies, IQ level, maternal educational level, socioeconomic status, family structure, after-hours education program, presence of TV/computer in the bedroom, sleep duration during school days, as well as bedtime and wakeup time difference in junior high school students with sleep disorders. Methods This cross-sectional study was performed from January to March 2013. Subjects were students from five junior high schools in Jakarta who fulfilled the criteria for sleep disorders based on the Sleep Disturbance Scale for Children questionnaire. Results There were 111 study subjects. The prevalence of sleep disorders was 39.7%, mostly in difficulties initiating and maintaining sleep (70.2%. Below-average academic achievement was seen in 47.6% of subjects. Factors significantly related to below-average academic achievement were after-hours education program (prevalence ratio 5.6; 95%CI 1.36 to 23.18; P = 0.017, average IQ level (prevalence ratio 3.26; 95%CI 1.38 to 7.71; P = 0.007, and male gender (prevalence ratio 2.68; 95%CI 1.06 to 6.78; P = 0.037. Conclusion Among junior high school students with sleep disorders, factors related to below-average academic achievement are afterhours education program (more than 2 types, the average IQ level, and male gender.

High academic achievement in psychotic students.

Science.gov (United States)

Defries, Z; Grothe, L

1978-02-01

The authors studied 21 schizophrenic and borderline college students who achieved B+ or higher grade averages and underwent psychotherapy while in college. High academic achievement was found to provide relief from feelings of worthlessness and ineffectuality resulting from poor relationships with parents, siblings, and peers. Psychotherapy and the permissive yet supportive college atmosphere reinforced the students' self-esteem.

[False positive results or what's the probability that a significant P-value indicates a true effect?

Science.gov (United States)

Cucherat, Michel; Laporte, Silvy

2017-09-01

The use of statistical test is central in the clinical trial. At the statistical level, obtaining a Pinformation about the plausibility of the existence of treatment effect. With "Pfalse positive is very high. This is the case if the power is low, if there is an inflation of the alpha risk or if the result is exploratory or chance discoveries. This possibility is important to take into consideration when interpreting the results of clinical trials in order to avoid pushing ahead significant results in appearance, but which are likely to be actually false positive results. Copyright © 2017 Société française de pharmacologie et de thérapeutique. Published by Elsevier Masson SAS. All rights reserved.

GHG emission scenarios in Asia and the world: The key technologies for significant reduction

International Nuclear Information System (INIS)

Akashi, Osamu; Hijioka, Yasuaki; Masui, Toshihiko; Hanaoka, Tatsuya; Kainuma, Mikiko

2012-01-01

In this paper, we explore GHG emission scenarios up to 2050 in Asia and the world as part of the Asian Modeling Exercise and assess technology options for meeting a 2.6 W/m 2 radiative forcing target using AIM/Enduse[Global] and AIM/Impact[Policy]. Global GHG emissions in 2050 are required to be reduced by 72% relative to a reference scenario, which corresponds to a 57% reduction from the 2005 level, in order to meet the above target. Energy intensity improvement contributes a lot to curbing CO 2 emission in the short-term. Meanwhile, carbon intensity reduction and CO 2 capture play a large role for further emission reduction in the mid to long-term. The top five key technologies in terms of reduction amount are CCS, solar power generation, wind power generation, biomass power generation and biofuel, which, in total, account for about 60% of global GHG emissions reduction in 2050. We implement additional model runs, each of which enforced limited availability of one of the key technology. The result shows that the 2.6 W/m 2 target up to 2050 is achievable even if availability of any one of the key technologies is limited to half the level achieved in the default simulation. However, if the use of CCS or biomass is limited, the cumulative GHG abatement cost until 2050 increases considerably. Therefore CCS and biomass have a vital role in curbing costs to achieve significant emission reductions. - Highlights: ► We explore GHG emission scenarios up to 2050 in Asia and the world. ► Significant GHG emission reduction is required to limit radiative forcing at low level. ► We assess technology options for achieving significant GHG emission reduction. ► CCS, solar power, wind power, and biomass are the key technologies for reduction. ► Especially, CCS and biomass play a vital role in curbing costs to achieve significant emission reductions.

How the detector resolution affects the clinical significance of SBRT pre-treatment quality assurance results.

Science.gov (United States)

Bruschi, A; Esposito, M; Pini, S; Ghirelli, A; Zatelli, G; Russo, S

2017-12-01

Aim of this work was to study how the detector resolution can affect the clinical significance of SBRT pre-treatment volumetric modulated arc therapy (VMAT) verification results. Three detectors (PTW OCTAVIUS 4D 729, 1500 and 100 SRS) used in five configurations with different resolution were compared: 729, 729 merged, 1500, 1500 merged and 1000 SRS. Absolute local gamma passing rates of 3D pre-treatment quality assurance (QA) were evaluated for 150 dose distributions in 30 plans. Five different kinds of error were introduced in order to establish the detection sensitivity of the three devices. Percentage dosimetric differences were evaluated between planned dosevolume histogram (DVH) and patients' predicted DVH calculated by PTW DVH 4D® software. The mean gamma passing rates and the standard deviations were 92.4% ± 3.7%, 94.6% ± 1.8%, 95.3% ± 4.2%, 97.4% ± 2.5% and 97.6% ± 1.4 respectively for 729, 729 merged, 1500, 1500 merged and 1000 SRS with 2% local dose/2mm criterion. The same trend was found on the sensitivity analysis: using a tight gamma analysis criterion (2%L/1mm) only the 1000 SRS detected every kind of error, while 729 and 1500 merged detected three and four kinds of error respectively. Regarding dose metrics extracted from DVH curves, D50% was within the tolerance level in more than 90% of cases only for the 1000 SRS. The detector resolution can significantly affect the clinical significance of SBRT pre-treatment verification results. The choice of a detector with resolution suitable to the investigated field size is of main importance to avoid getting false positive. Copyright © 2017 Associazione Italiana di Fisica Medica. Published by Elsevier Ltd. All rights reserved.

RELATIONSHIP BETWEEN ATTITUDES LEARNING AND ACHIEVEMENT OF INTEREST LEARNING WITH LEARNING THE BASICS OF COST OF DISCUSSION AUTOMOTIVE AUTOMOTIVE DEPARTMENT OF CLASS X SMK PIRI SLEMAN EVEN SEMESTER OF STUDY 2013/2014

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Deril Gusa Wijaya

2014-12-01

Based on the analysis of the results obtained the following results: (1 There is a positive and significant relationship between the attitude of Learning (X1 with Achievement Automotive Basics (Y; (2 There is a positive and significant relationship between Interests Learning (X2 with Achievement Automotive Basics (Y; (3 There is a positive and significant relationship Attitude Study (X1 and Interest in Learning (X2 with Achievement Automotive Basics (Y.

Description of test facilities bound to the research on sodium aerosols - some significant results

Energy Technology Data Exchange (ETDEWEB)

Dolias, M; Lafon, A; Vidard, M; Schaller, K H [DRNR/STRS - Centre de Cadarache, Saint-Paul-lez-Durance (France)

1977-01-01

This communication is dedicated to the description of the CEA (French Atomic Energy Authority) testing located at CADARACHE and which are utilized for the study of sodium aerosols behavior. These testing loops are necessary for studying the operating of equipment such as filters, sodium vapour traps, condensers and separators. It is also possible to study the effect of characteristics parameters on formation, coagulation and carrying away of sodium aerosols in the cover gas. Sodium aerosols deposits in a vertical annular space configuration with a cold area in its upper part are also studied. Some significant results emphasize the importance of operating conditions on the formation of aerosols. (author)

Non-intellectual predictors of achievement in mathematics

Directory of Open Access Journals (Sweden)

Milošević Nikoleta M.

2003-01-01

Full Text Available Findings presented herein are a part of a large international study of primary school final grade student achievement in mathematics and science (TIMSS 2003. Studies were also conducted on the degree of correlation between student family socioeconomic status, mathematical self-concept and achievement in mathematics. Pilot studies, whose findings are discussed comprised 112 seventh-grade students. "Family socioeconomic status" was defined by variables such as the number of family members, economically disadvantaged/affluent home, and parental educational status. "Mathematical self-concept" was defined as one of the more narrow domains of academic self-concept. "Achievement in mathematics" was measured by the test assessing two dimensions of knowledge of mathematics: content and cognitive skills. The analyses of partial correlations indicate that the most significant predictors of achievement in mathematics test are as follows mathematical self-concept, mother’s educational status and some indicators of family socioeconomic status (access to the Internet, number of household members, number of books available at home. Concerning the correlation found between family characteristics and mathematical self-concept and achievement in mathematics, the developers of current changes in mathematics teaching should not disregard the findings of this study.

Coping strategies as mediators in the relationship between test anxiety and academic achievement

Directory of Open Access Journals (Sweden)

Genc Ana

2017-01-01

Full Text Available In most modern societies, nearly every realm of life involves some form of evaluation of our knowledge, abilities and skills. Given the potentially significant consequences of exams, it is not surprising that they are often very stressful. This study aimed to determine the existence and nature of the relationships between level of test anxiety, coping strategies, and achieved success on a mid-term test. As well as examining the direct relations between the given variables, our primary interest was to investigate the potential mediating role of coping mechanisms between the input and output variables of the examined stressful transaction. The study was conducted on a sample of 263 students from the Psychology and German Studies Departments of the Faculty of Philosophy at the University of Novi Sad. According to our results, only emotion-focused coping mechanisms were statistically significant mediators in the relationship between level of test anxiety and mid-term test achievement. The results indicate that students with high test anxiety who employ predominantly emotion-focused coping strategies score lower on a pre-exam knowledge test.

Achievement and Demographics of Home School Students: 1998

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Lawrence M. Rudner

1999-03-01

Full Text Available This report presents the results of the largest survey and testing program for students in home schools to date. In Spring 1998, 20,760 K-12 home school students in 11,930 families were administered either the Iowa Tests of Basic Skills (ITBS or the Tests of Achievement and Proficiency (TAP, depending on their current grade. The parents responded to a questionnaire requesting background and demographic information. Major findings include: the achievement test scores of this group of home school students are exceptionally high--the median scores were typically in the 70th to 80th percentile; 25% of home school students are enrolled one or more grades above their age-level public and private school peers; this group of home school parents has more formal education than parents in the general population; the median income for home school families is significantly higher than that of all families with children in the United States; and almost all home school students are in married couple families. Because this was not a controlled experiment, the study does not demonstrate that home schooling is superior to public or private schools and the results must be interpreted with caution. The report clearly suggests, however, that home school students do quite well in that educational environment.

Investigating the Impact of Lighting Educational Spaces on Learning and Academic Achievement of Elementary Students

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Abdolreza Gilavand

2016-05-01

Full Text Available Background In modern education, physical space is considered as a dynamic factor in students' educational activities. This study was conducted to investigating the impact of lighting educational spaces on learning and academic achievement of elementary students. Materials and Methods At a cross-sectional study (2015-2016, a total of 210 students were selected randomly as sample of study. Cluster sampling was done by appropriate allocation and questionnaires were randomly divided among students. Data collection tools included Hermance’s achievement motivation questionnaire and researcher-constructed questionnaire (observation checklist to examine the physical parameters of learning environment lighting and interviews with students. Data of study were analyzed using SPSS- 21 software. Results Results of this study showed that lighting educational spaces has a significant impact on learning and academic achievement of elementary school students in Ahvaz, Iran (P

Investigating the Impact of Schools' Open Space on Learning and Educational Achievement of Elementary Students

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Abdolreza Gilavand

2016-04-01

Full Text Available Background It is obvious that most of informal learnings of social skills and constructive plays occur in school yards and play-fields where children spend much of their non-official time of teaching. This study aimed to investigate the impact of schools' open space on learning and educational achievement of elementary students in Ahvaz, Southwest of Iran. Materials and Methods At a cross-sectional study, 210 students were selected randomly as sample of study. Data collection tools included Hermance’s achievement motivation questionnaire and researcher-constructed questionnaire (observation checklist to examine the physical parameters of learning schools' open space and interviews with students. Data of study were analyzed in SPSS- 21 software. Results Results of this study showed that schools' open space has a significant impact on learning and academic achievement of elementary school students in Ahvaz- Iran (P

The effect of homework choices on achievement and intrinsic motivation

Science.gov (United States)

Christensen, Emily Fast

The purpose of this research was to test an intervention of choices in homework on the achievement and intrinsic motivation of seventh-grade science students at a middle school. The intervention was based on concepts from the cognitive evaluation theory of Edward L. Deci and Richard M. Ryan (1985). The subjects were sixteen heterogeneous classes of seventh-grade students, who were divided among four teachers. Two randomly chosen classes from each teacher received choices in their homework and the remaining two classes of each teacher received similar homework assignments without choices. Two hypotheses were developed for this study: (1) Seventh-grade science students given choices in their homework would show an increase in intrinsic motivation as measured on a motivation orientation measure, compared to students not given choices in their homework, and (2) Seventh-grade science students given choices in their homework would show an increase in achievement on an achievement measure, compared to students not given choices in their homework. Having choices in homework did not increase intrinsic motivation or achievement. However, students who did their homework did significantly better on the posttest, and students who were more intrinsically motivated did significantly better on the posttest. Just doing the homework was important for achievement, and intrinsic motivation was linked to achievement.

Academic Self-Concept, Achievement Goals, and Achievement: Is Their Relation the Same for Academic Achievers and Underachievers?

Science.gov (United States)

Preckel, Franzis; Brunner, Martin

2015-01-01

This longitudinal study investigated the contribution of achievement goals and academic self-concept for the prediction of unexpected academic achievement (i.e., achievement that is higher or lower than expected with respect to students' cognitive ability) in general and when comparing groups of extreme over- and underachievers. Our sample…

Student Participation and Parental Involvement in Relation to Academic Achievement

Science.gov (United States)

Niia, Anna; Almqvist, Lena; Brunnberg, Elinor; Granlund, Mats

2015-01-01

This study shows that students, teachers, and parents in Swedish schools ascribe differing meanings and significance to students' participation in school in relation to academic achievement. Students see participation as mainly related to social interaction and not academic achievement, whilst teachers view students' participation as more closely…

A mediation analysis of achievement motives, goals, learning strategies, and academic achievement.

Science.gov (United States)

Diseth, Age; Kobbeltvedt, Therese

2010-12-01

Previous research is inconclusive regarding antecedents and consequences of achievement goals, and there is a need for more research in order to examine the joint effects of different types of motives and learning strategies as predictors of academic achievement. To investigate the relationship between achievement motives, achievement goals, learning strategies (deep, surface, and strategic), and academic achievement in a hierarchical model. Participants were 229 undergraduate students (mean age: 21.2 years) of psychology and economics at the University of Bergen, Norway. Variables were measured by means of items from the Achievement Motives Scale (AMS), the Approaches and Study Skills Inventory for Students, and an achievement goal scale. Correlation analysis showed that academic achievement (examination grade) was positively correlated with performance-approach goal, mastery goal, and strategic learning strategies, and negatively correlated with performance-avoidance goal and surface learning strategy. A path analysis (structural equation model) showed that achievement goals were mediators between achievement motives and learning strategies, and that strategic learning strategies mediated the relationship between achievement goals and academic achievement. This study integrated previous findings from several studies and provided new evidence on the direct and indirect effects of different types of motives and learning strategies as predictors of academic achievement.

The Association between Educational Achievements, Career ...

African Journals Online (AJOL)

Chi-square test and multivariate logistic regression tests were used in data analysis. Confidence level and level of ... Tooth brushing frequency, time and replacement time of tooth brush were found to be significantly associated with career aspiration (p=0.007; p=0.002; p=0.00 respectively). Achievement motives did not ...

Student self-esteem and academic achievement

Directory of Open Access Journals (Sweden)

Milošević Nikoleta M.

2005-01-01

Full Text Available There is a growing belief that academic achievement is the product of a complex network of teacher-student relations, where the identity of successful and unsuccessful student is developing with high, moderate or low self-esteem level. Self-esteem is most often defined as a conscious cognitive-affective expression of self-evaluation which is one of the most immediate indicators of self-concept integration degree. A number of authors view high self-esteem level as an important prerequisite for high academic achievement. In contrast, academic achievement and other experiences related to teaching and learning are considered to exert significant influence on self-esteem and a student should be successful at school first so as to develop a positive self-image and his academic abilities. The debate on what comes first - self-esteem or academic achievement - is in its character more academic than practical. This claim is supported by an increasing number of studies indicating the dynamism and reciprocity of correlation between academic achievement and self-esteem. The paper gives recommendations for educational practice to promote self-esteem and development of personal and social responsibility, which contributes to better student academic achievement. It is pointed out that teacher education in the field is necessary and that self-esteem and responsibility must become essential segments of curricula. Teacher is expected to become sensitive to the needs of students who are at risk to be unsuccessful and to largely apply cooperative learning methods. Findings demonstrate that cooperative learning either sustain or increase student self-esteem, whereas traditional teaching methods, in general, lead to its decline. Cooperative relations improve student self-image in respect of academic abilities and social interactions. Positive feedback, peer support, more frequent experience of learning achievement leads mainly to general increase in self-esteem and

Improving Student Achievement in Math and Science

Science.gov (United States)

Sullivan, Nancy G.; Hamsa, Irene Schulz; Heath, Panagiota; Perry, Robert; White, Stacy J.

1998-01-01

As the new millennium approaches, a long anticipated reckoning for the education system of the United States is forthcoming, Years of school reform initiatives have not yielded the anticipated results. A particularly perplexing problem involves the lack of significant improvement of student achievement in math and science. Three "Partnership" projects represent collaborative efforts between Xavier University (XU) of Louisiana, Southern University of New Orleans (SUNO), Mississippi Valley State University (MVSU), and the National Aeronautics and Space Administration (NASA), Stennis Space Center (SSC), to enhance student achievement in math and science. These "Partnerships" are focused on students and teachers in federally designated rural and urban empowerment zones and enterprise communities. The major goals of the "Partnerships" include: (1) The identification and dissemination of key indices of success that account for high performance in math and science; (2) The education of pre-service and in-service secondary teachers in knowledge, skills, and competencies that enhance the instruction of high school math and science; (3) The development of faculty to enhance the quality of math and science courses in institutions of higher education; and (4) The incorporation of technology-based instruction in institutions of higher education. These goals will be achieved by the accomplishment of the following objectives: (1) Delineate significant ?best practices? that are responsible for enhancing student outcomes in math and science; (2) Recruit and retain pre-service teachers with undergraduate degrees in Biology, Math, Chemistry, or Physics in a graduate program, culminating with a Master of Arts in Curriculum and Instruction; (3) Provide faculty workshops and opportunities for travel to professional meetings for dissemination of NASA resources information; (4) Implement methodologies and assessment procedures utilizing performance-based applications of higher order

Testing a Model of the Relationship of Demographic, Affective, and Fitness Variables to Academic Achievement among Non-Science Majors at an Independent University

Science.gov (United States)

Dutra, Andrew Martin

The purpose of this study was to determine the relationship of specific attributes of college students to their academic achievement at an independent university in central Florida. Academic achievement was measured as the numeric score on the final exam in a survey-of-science course (EDS 1032) required for non-science majors. Attribute sets included personological, affective, and fitness variables. A hypothesized diagram of the direct and indirect effects among these attributes relative to academic achievement was developed and tested using data collected Spring 2014 from 168 students in four sections of EDS 1032 at Florida Institute of Technology. Multiple regression results revealed that 19% of the variance in a students' academic achievement was due to the influence of these three sets of research factors; this was found to be statistically significant. The results of mediation analyses also indicated that three variables had significant direct effects on academic achievement, namely gender, number of academic credits, and sports motivation. In addition, gender had a significant indirect effect on academic achievement via stress, and the number of academic credits had a significant indirect effect on academic achievement via sports motivation. These findings indicated that female students scored roughly six points higher than male students on this final exam. Also, gender's influence on academic achievement was partially attributable to the student's level of stress (e.g., male students with high levels of stress had lower grades on this final exam than female students with the same level of stress). In addition, it was found that students taking more academic credits were likely to score higher on this final exam than those students taking fewer credits. Further, as students' level of sports amotivation increased, the strength of the relationship between the number of student academic credits and academic achievement decreased. These results support Self

Attitude Towards Physics and Additional Mathematics Achievement Towards Physics Achievement

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Veloo, Arsaythamby; Nor, Rahimah; Khalid, Rozalina

2015-01-01

The purpose of this research is to identify the difference in students' attitude towards Physics and Additional Mathematics achievement based on gender and relationship between attitudinal variables towards Physics and Additional Mathematics achievement with achievement in Physics. This research focused on six variables, which is attitude towards…

Indicators of Achievement in EFL Classes at a Taiwanese University

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Brent Allan Kelsen

2012-01-01

Full Text Available Understanding the factors that contribute to student success is crucial for educators. This study estimated the indicators of success in the context of student achievement in university EFL courses in Taiwan. Data was collected from two classes of sophomore students and various student assessment aspects served as dependent variables: overall final grade, final exam score, oral test performance, and scores received on the listening, reading, and writing sections of the final exam. Explanatory variables included: years of English study, gender, part-time work, total hours studying English, participation in English-taught program, English language aptitude, first language ability, intrinsic motivation, extrinsic motivation, language anxiety, attendance, reading English for pleasure, and socioeconomic status. Pearson product-moment correlations were calculated and stepwise multiple regression analyses identified selections of variables that explained the dependent variables. Multiple regressions using the selected variables suggested that hours spent studying English, participation in the English taught program, first language ability, attendance and reading for pleasure were the most significant indicators of achievement. All models provided statistically significant moderate to strong explanatory power. Finally, this paper offers pedagogical considerations based on the results, as well as suggestions for future research.

Achieving definitive results in long-chain polyunsaturated fatty acid supplementation trials of term infants: factors for consideration.

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Meldrum, Suzanne J; Smith, Michael A; Prescott, Susan L; Hird, Kathryn; Simmer, Karen

2011-04-01

Numerous randomized controlled trials (RCTs) have been undertaken to determine whether supplementation with long-chain polyunsaturated fatty acids (LCPUFAs) in infancy would improve the developmental outcomes of term infants. The results of such trials have been thoroughly reviewed with no definitive conclusion as to the efficacy of LCPUFA supplementation. A number of reasons for the lack of conclusive findings in this area have been proposed. This review examines such factors with the aim of determining whether an optimal method of investigation for RCTs of LCPUFA supplementation in term infants can be ascertained from previous research. While more research is required to completely inform a method that is likely to achieve definitive results, the findings of this literature review indicate future trials should investigate the effects of sex, genetic polymorphisms, the specific effects of LCPUFAs, and the optimal tests for neurodevelopmental assessment. The current literature indicates a docosahexaenoic acid dose of 0.32%, supplementation from birth to 12 months, and a total sample size of at least 286 (143 per group) should be included in the methodology of future trials. © 2011 International Life Sciences Institute.

Is emotional functioning related to academic achievement among university students? Results from a cross-sectional Iranian sample

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Dena Sadeghi Bahmani

2018-03-01

Full Text Available Objective: Whereas several studies have predicted academic achievement (AA as a function of favorable cognitive factors and low negative emotional functioning (such as depression and anxiety, little is known about its associations with cognitive-emotional states of positive emotional functioning, such as social satisfaction. The present study sought to evaluate associations of AA with dimensions of negative and positive emotional functioning. Method: This cross-sectional study enrolled 275 students (mean age, 21.24 years; 66.1% females, who completed questionnaires covering sociodemographic parameters and AA scores, as well as measures of loneliness and depression (representing negative emotional functioning and social satisfaction (representing positive emotional functioning. Results: Lower scores for negative and higher scores for positive emotional functioning were associated with higher AA scores. Multiple regression analysis showed that AA was predicted independently by both low negative and high positive emotional functioning. No gender differences were observed. Conclusions: The pattern of results observed in this study suggests that opposing dimensions of emotional functioning are independently related to AA. Students, educators, and health professionals dealing with students should focus both on increasing social satisfaction and on decreasing feelings of loneliness and depression.

Reasoning Abilities in Primary School: A Pilot Study on Poor Achievers vs. Normal Achievers in Computer Game Tasks

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Dagnino, Francesca Maria; Ballauri, Margherita; Benigno, Vincenza; Caponetto, Ilaria; Pesenti, Elia

2013-01-01

This paper presents the results of preliminary research on the assessment of reasoning abilities in primary school poor achievers vs. normal achievers using computer game tasks. Subjects were evaluated by means of cognitive assessment on logical abilities and academic skills. The aim of this study is to better understand the relationship between…

Factors Influencing Junior High School Students’ English Language Achievement in Taiwan: A Bronfenbrenner’s Ecological System Approach

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Hsin-Yi Kung

2016-06-01

Full Text Available This study aimed to construct a social profile of Taiwanese students’ English language achievement by employing Bronfenbrenner’s perspectives. Data were collected on a sample of 709 ninth graders in central Taiwan via survey questionnaires and were analyzed using structural equation modeling. The results indicated that, first, a Taiwanese Students' English Language Achievement model was constructed by parental involvement, teachers’ beliefs/attitudes, parent–teacher interaction, and mass media/the Internet. Second, mass media/the Internet significantly predicted parental involvement and teachers’ beliefs/attitudes; parental involvement and teachers’ beliefs/attitudes significantly predicted students’ English language achievement; the correlation between parental involvement and teachers’ beliefs/attitudes was significant. Third, the completely mediating effects of parental involvement and teachers’ beliefs/attitudes in predicting students’ English language achievement from mass media/the Internet were supported, and the effect of teachers’ beliefs/attitudes tended to be stronger than parental involvement. These findings were in line with Bronfenbrenner’s theory and demonstrate that the influence of the mass media/the Internet (exosystem in students’ English language achievement conveyed the degree of parental involvement (microsystem, teachers’ beliefs/attitudes (microsystem, and the interaction between parents and teachers (mesosystem, especially within the context of the socio-cultural atmosphere in Taiwan (macrosystem. Implications and suggestions were discussed and provided to enhance students’ English language learning.

[Actively promote nutrition and health surveillance, achieve the national nutrition and health goals].

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Ding, Gangqiang; Zhao, Wenhua; Chen, Junshi

2016-03-01

The results of Chinese Nutrition and Health Surveillance (2010-2012) showed that the anemia prevalence in China reduced significantly compared with 2002, and people's nutrition and health status have improved. Unbalanced diet still exist, such as low intake of vegetables and fruits, and high intake of salt. The serum total cholesterol level and the prevalence of hypercholesterolemia and borderline high cholesterolemia were high among urban adults, and more attention should be paid for high serum total cholesterol level among older adults. These results are significant to the development of nutrition and health intervention strategy, carry out nutrition intervention and the achievement of national nutrition and health goals.

The Importance of Physical Activity in Closing the Achievement Gap

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Burton, Laura J.; VanHeest, Jaci L.

2007-01-01

The most significant concern within the US educational community is the academic achievement gap. Investigation of the achievement gap reveals that minority students across all levels of education are not meeting the same academic measures as their non-Hispanic White peers. In addition, a disproportionate number of minority children are identified…

Self-regulated learning and science achievement in a community college

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Maslin, (Louisa) Lin-Yi L.

Self-regulated learning involves students' use of strategies and skills to adapt and adjust towards achievement in school. This research investigates the extent to which self-regulated learning is employed by community college students, and also the correlates of self-regulated learning: Is it used more by students in advanced science classes or in some disciplines? Is there a difference in the use of it by students who complete a science course and those who do not? How does it relate to GPA and basic skills assessments and science achievement? Does it predict science achievement along with GPA and assessment scores? Community college students (N = 547) taking a science course responded to the Motivated Strategies for Learning Questionnaire (MSLQ). The scales measured three groups of variables: (1) cognitive strategies (rehearsal, elaboration, organization, and critical thinking); (2) metacognitive self-regulation strategies (planning, monitoring, and self-regulation); and (3) resource management strategies (time and study environment, effort regulation, peer learning, and help-seeking). Students' course scores, college GPA, and basic skills assessment scores were obtained from faculty and college records. Students who completed a science course were found to have higher measures on cumulative college GPAs and assessment scores, but not on self-regulated learning. Self-regulated learning was found not to be used differently between students in the advanced and beginning science groups, or between students in different disciplines. The exceptions were that the advanced group scored higher in critical thinking but lower in effort regulation than the beginning group. Course achievement was found to be mostly unrelated to self-regulated learning, except for several significant but very weak and negative relationships in elaboration, self-regulation, help-seeking, and effort regulation. Cumulative GPA emerged as the only significant predictor of science achievement

The effects of functional group counseling on inspiring low-achieving students' self-worth and self-efficacy in Taiwan.

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Hong, Zuway-R; Lin, Huann-shyang; Wang, Hsin-Hui; Chen, Hsiang-Ting; Yu, Tien-chi

2012-01-01

In this study, we investigated the effects of functional group counseling on inspiring low achievers' self-worth and self-efficacy in Taiwan. Forty-three 10th grade low-achieving students volunteered as the Experimental Group to join a 24-week intervention, which integrated and utilized functional group counseling; another 51 10th grade low-achieving students volunteered to be Comparison Group I. In addition, 43 10th grade moderate or high academic achieving students volunteered to be Comparison Group II. All participants completed the Vocational School Student Questionnaire at the beginning and end of this study to measure their self-worth and self-efficacy. In addition, six target students (two boys and four girls) with the lowest total scores on self-worth or self-efficacy in the pretest were selected from the Experimental Group to be interviewed at the end of the intervention and observed weekly. Analyses of variance, analyses of covariance, and paired t-tests assessed the similarity and differences among groups. The initial findings were as follows: Experimental group students had significantly higher scores on self-efficacy and self-worth than both Comparison Group I and Group II students and functional group counseling was shown to significantly affect the low-achieving students. Qualitative results from interviews and observations were used for triangulation and consolidation of quantitative results. Implications of the study included the recommended use of functional group counseling with low-achieving students.

Achievement goals affect metacognitive judgments

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Ikeda, Kenji; Yue, Carole L.; Murayama, Kou; Castel, Alan D.

2017-01-01

The present study examined the effect of achievement goals on metacognitive judgments, such as judgments of learning (JOLs) and metacomprehension judgments, and actual recall performance. We conducted five experiments manipulating the instruction of achievement goals. In each experiment, participants were instructed to adopt mastery-approach goals (i.e., develop their own mental ability through a memory task) or performance-approach goals (i.e., demonstrate their strong memory ability through getting a high score on a memory task). The results of Experiments 1 and 2 showed that JOLs of word pairs in the performance-approach goal condition tended to be higher than those in the mastery-approach goal condition. In contrast, cued recall performance did not differ between the two goal conditions. Experiment 3 also demonstrated that metacomprehension judgments of text passages were higher in the performance-approach goal condition than in the mastery-approach goals condition, whereas test performance did not differ between conditions. These findings suggest that achievement motivation affects metacognitive judgments during learning, even when achievement motivation does not influence actual performance. PMID:28983496

Interaction between examination type, anxiety state, and academic achievement in college science; an action-oriented research

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Zoller, Uri; Ben-Chaim, David

The trait anxiety profile of future science teachers, as well as their preferences concerning types of examinations in science and mathematics, have been surveyed prior to the administration - within the various science courses - of several traditional and nontraditional types of examinations and the assessment of students' state anxieties as well as their respective performance, i.e., their academic achievements. Our major findings are that(a)Our students prefer by far examinations in which the emphasis is on understanding and analyzing rather than on knowing and remembering, that the use of any relevant material during the examinations be permitted, and that the time duration be practically unlimited (e.g., take-home-type examinations).(b)Students' state anxiety correlates with the type of the examination, with a tendency towards somewhat higher anxiety for females. The preferred types of examinations reduce test anxiety significantly, and result in higher grades accordingly.(c)The reduction of anxiety and the improvement in achievements as a function of the examination type are far more significant for low achievers compared with medium and high achievers.(d)Although teachers are aware of the student preferences, they persist in giving their students their own pet-type examinations.These results are discussed in terms of the implications for upgrading both science education and college student testing and assessment mechanisms.

Study the relationship between medical sciences students’ self-esteem and academic achievement of Guilan university of medical sciences

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Jirdehi, Maryam Mirzaee; Asgari, Fariba; Tabari, Rasool; Leyli, Ehsan Kazemnejad

2018-01-01

BACKGROUND: Achievement of productivity and improvement of quality in the educational system is the effective, influential factors for countries development. Academic achievement is the main objective of the training program and the most important concerns of teachers, education officials, and university Student's families. Self-esteem is one of the factors affecting student academic achievement. This study is aimed to investigate the relationship between self-esteem and academic achievement in Medical Sciences students of in 2014–2015. SUBJECTS AND METHODS: This is a descriptive–correlational study. In this study, 537 university students were selected using random stratified sampling method from Guilan University of Medical Sciences in 2014–2015. Data were collected using the standard self-esteem questionnaire of Cooper Smith consisting of four elements (general, social, familial, and educational) and a demographic questionnaire. Data were analyzed using SPSS software version 21 and descriptive statistics such as Spearman correlation and Logistic Regression. RESULTS: The results indicated a significant relationship between grade point average and educational self-esteem (P = 0.002, r = 0.135) and global self-esteem (P = 0.02, r = 0.102). There was also a significant relationship between composite Index educational status and general self-esteem (P = 0.019, r = 0.102) and academic achievement (P = 0.007, r = 0.116) and global self-esteem (P = 0.020, r = 0.102). CONCLUSIONS: According to the results, the highest mean score of self-esteem was related to the familial element, and the lowest average was in terms of social self-esteem, therefore, given the importance and necessity of self-esteem in academic achievement, strengthening of all aspects of self-esteem is suggested. PMID:29693033

Intensity-Modulated Radiotherapy Results in Significant Decrease in Clinical Toxicities Compared With Conventional Wedge-Based Breast Radiotherapy

International Nuclear Information System (INIS)

Harsolia, Asif; Kestin, Larry; Grills, Inga; Wallace, Michelle; Jolly, Shruti; Jones, Cortney; Lala, Moinaktar; Martinez, Alvaro; Schell, Scott; Vicini, Frank A.

2007-01-01

Purpose: We have previously demonstrated that intensity-modulated radiotherapy (IMRT) with a static multileaf collimator process results in a more homogenous dose distribution compared with conventional wedge-based whole breast irradiation (WBI). In the present analysis, we reviewed the acute and chronic toxicity of this IMRT approach compared with conventional wedge-based treatment. Methods and Materials: A total of 172 patients with Stage 0-IIB breast cancer were treated with lumpectomy followed by WBI. All patients underwent treatment planning computed tomography and received WBI (median dose, 45 Gy) followed by a boost to 61 Gy. Of the 172 patients, 93 (54%) were treated with IMRT, and the 79 patients (46%) treated with wedge-based RT in a consecutive fashion immediately before this cohort served as the control group. The median follow-up was 4.7 years. Results: A significant reduction in acute Grade 2 or worse dermatitis, edema, and hyperpigmentation was seen with IMRT compared with wedges. A trend was found toward reduced acute Grade 3 or greater dermatitis (6% vs. 1%, p = 0.09) in favor of IMRT. Chronic Grade 2 or worse breast edema was significantly reduced with IMRT compared with conventional wedges. No difference was found in cosmesis scores between the two groups. In patients with larger breasts (≥1,600 cm 3 , n = 64), IMRT resulted in reduced acute (Grade 2 or greater) breast edema (0% vs. 36%, p <0.001) and hyperpigmentation (3% vs. 41%, p 0.001) and chronic (Grade 2 or greater) long-term edema (3% vs. 30%, p 0.007). Conclusion: The use of IMRT in the treatment of the whole breast results in a significant decrease in acute dermatitis, edema, and hyperpigmentation and a reduction in the development of chronic breast edema compared with conventional wedge-based RT

COMPARATIVE PERSPECTIVES OF STUDY STRATEGIES AMONG HIGH AND LOW ACHIEVERS DISTANCE LEARNING STUDENTS

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Muhammad Imran YOUSUF

2009-07-01

Full Text Available The main aim of this research is to better understand and draw perceptions of low and high achiever distance learners about their study patterns. The study indicates the areas where significant difference is found among low and high achievers of Allama Iqbal Open University, Pakistan through a self developed questionnaire covering their preferred study location, study times, number of hours spent on study, the difficulties affecting their study patterns and the organization of study strategies in comparative perspective. Greater difficulties were being faced by low achievers in their study. Increased difficulties were encountered by low achievers with study material, volume of study, self-motivation and other factors. There was no significant difference between low and high achievers for their study strategies of studying materials without taking notes and reading aloud. Greater low achievers attempted easy portions of their study material first and took notes simultaneously as compared to high achievers.

Explaining differences for Serbia and Slovenia in mathematics achievement in fourth grade

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Kadijević Đorđe

2015-01-01

Full Text Available This paper presents the findings that are parts of a larger international project studying the achievements in mathematics and science for students in primary and lower secondary education. Specifically, we focused on the study of differences in mathematics achievement for Serbian and Slovenian fourth-graders. The study used a sample of 7,861 fourth-grade students from Serbia (N = 3,736 and Slovenia (N = 4,125. The results showed that Serbian students had higher overall achievement and scored higher in both the number content and the knowing cognitive domains, whereas Slovenian students scored higher on the geometry content and the data content domains, also having a higher balance among achievements for both content and cognitive domains. It was also found that Slovenian students had higher self-confidence in learning mathematics. Because there were no other significant differences between Serbia and Slovenia with respect to two other contextual variables and the correlations among these three contextual variables, the explanations of the achievement differences were based upon the consideration of various aspects of curriculum, teaching practice, and teachers' professional development in Serbia and Slovenia. The paper raises the question of educational implications of these findings and the possible directions of improving the quality of mathematics teaching.

Achievement of Eighth-Grade Students in Korea on the TIMSS 2011 Assessment: Effects of Confidence in Mathematics and Engagement in Mathematics Lessons

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House, J. Daniel; Telese, James A.

2016-01-01

Research studies have identified several factors related to mathematics achievement of students in Korea. Further, results from the Trends in International Mathematics and Science Study (TIMSS) assessments have shown that instructional practices and beliefs about mathematics were significantly associated with mathematics achievement of students in…

The effects of a digital formative assessment tool on spelling achievement : Results of a randomized experiment

NARCIS (Netherlands)

Faber, Janke M.; Visscher, Adrie J.

2018-01-01

In this study, a randomized experimental design was used to examine the effects of a digital formative assessment tool on spelling achievement of third grade students (eight-to nine-years-olds). The sample consisted of 30 experimental schools (n = 619) and 39 control schools (n = 986). Experimental

Do boys and girls achieve different results?" Changes in physical activity and adiposity: acorda project

OpenAIRE

Aires, Luísa; Silva, Gustavo; Lagoa, Maria João; Martins, Clarice; Ribeiro, José Carlos; Ferro-Lebres, Vera; Mota, Jorge

2013-01-01

School-based interventions show inconsistent results in reducing obesity-related problems. Most of intervention studies are targeting girls because they have shown lower rates of physical activity and higher prevalence of obesity. ! The aim of this study was to compare the changes observed in BMI, percentage of Body Fat, percentage of Trunk Fat and Moderate to Vigorous physical activity (MVPA) levels between boys and girls engaged in a school-based intervention program.Significant im...

Study habits and skills, and academic achievement of students in Kerman University of medical sciences

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Esmat Noohi

2009-08-01

Full Text Available Background and purpose: Study skills is one important factor influencing academic achievement of students . We must replace ineffective models and habits of study with more fruitful skills in order to gain better learning. This study investigates the study skills and habits of medical students and their educational achievement.Methods: Based on a pilot study the sample size was estimates as 400. Systematic cluster sampling based on medical school registry of students was used. The subjects were medical sciences students of different program. Data gathered with a researcher – made questioner of study skills containing five part including demographic question ; 14 items on planning and time management; 20 on active reading , 8 on concentration and 18 on note taking; and 20 on study habits.Results: The mean score was 163/1±28/2 (range 50-250 for study skill and 25/6±6/86 (range 20-60 for study habits. The mean scores of students for different components of study skills were 16.89±1.7 for planning and time management (Possible of 14-70, 59.1±14.1 for reading comprehension and speed (20-100, 19.8±6.6 for concentration (8-40, and 46.43±13.8 for note taking (18-90.The major defects in students’ study skills were planning and time management followed by concentration and note taking skills. Study skills had a significant correlation with educational achievement (r = 0.101, P < 0.05 while study habits correlation with educational achievement was not significant (r = 0.085, P > 0.05. Although males scored slightly better in study habits and all components of study skills but this superiority was only significant for reading comprehension and speed.Conclusion: Students need to learn study skills early in their university life. results showed weakness in study habits and study skill and deficit in planning and time management ,concentration and note taking skill. We suggest educational course or workshop about university skills for students

Relationships Among Teacher Preparedness and Instructional Approaches to Secondary Student Achievement in STEM: A Secondary Analysis of TIMSS Data

Science.gov (United States)

Miller-Ricks, Karen A.

Educational reform efforts in Science, Technology, Engineering, Math (STEM) place emphasis on teachers as conduits for student achievement. The purpose of this study was to use TIMSS 2011 data to examine relationships between Science-Technology-Society (STS) instructional practices (student-centered instruction established to promote learning through real-world applications) teacher preparedness, and student achievement and identify variations of achievement between and among eighth-grade science and math classes. The research was framed by both Harper's Anti-Deficit Achievement Theory and Bronfenbrenner's Ecological Systems Theory (BEST). 501 U.S. schools contributed to the TIMSS 2011 data from both the teacher questionnaires and student booklets. Chi-Square, Spearman Correlation, and 2-level hierarchical linear modeling (HLM) were used to analyze data about teachers' preparedness to teach science and math, frequency of using STS instructional practices, and student achievement. The chi-square null hypothesis for math teachers was rejected, providing the assumption that there was an association between the frequency of using STS instruction in math and teacher preparedness. However, the chi-square null hypothesis for science teachers failed to be rejected, providing the assumption that there was no significant association between the frequency of using STS instruction in science and science teacher preparedness. The Spearman Correlation revealed statistically positively significant differences between STS instruction and science achievement, as well as between teacher preparedness and science achievement. The HLM results suggested that 33% of the variance of mathematics achievement was at the individual level and 66% was at the group level. The results for science teachers suggested that 54% of the variance of science achievement was at the individual level and 46% of the variance was at the group level. The data findings support the conclusion that secondary STEM

Middle school science curriculum design and 8th grade student achievement in Massachusetts public schools

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Clifford, Betsey A.

The Massachusetts Department of Elementary and Secondary Education (DESE) released proposed Science and Technology/Engineering standards in 2013 outlining the concepts that should be taught at each grade level. Previously, standards were in grade spans and each district determined the method of implementation. There are two different methods used teaching middle school science: integrated and discipline-based. In the proposed standards, the Massachusetts DESE uses grade-by-grade standards using an integrated approach. It was not known if there is a statistically significant difference in student achievement on the 8th grade science MCAS assessment for students taught with an integrated or discipline-based approach. The results on the 8th grade science MCAS test from six public school districts from 2010 -- 2013 were collected and analyzed. The methodology used was quantitative. Results of an ANOVA showed that there was no statistically significant difference in overall student achievement between the two curriculum models. Furthermore, there was no statistically significant difference for the various domains: Earth and Space Science, Life Science, Physical Science, and Technology/Engineering. This information is useful for districts hesitant to make the change from a discipline-based approach to an integrated approach. More research should be conducted on this topic with a larger sample size to better support the results.

Achievement motive of future physical education teachers

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Lazarević Dušanka

2007-01-01

Full Text Available This paper presents the results of the research of the characteristics of achievement motive of future physical education teachers. Starting from understanding of the importance of achievement motive for the successful accomplishment of professional goals and roles of teachers, the aim of our research is to examine the level of achievement motive, the characteristics of its structure and differences according to gender. The instrument MOP2002 (Franceško et al., 2002a was applied, which presupposes the complex structure of this motive. The sample consisted of 373 students (263 male and 110 female of the Faculty of Sport and Physical Education in Belgrade. The results show that their achievement motive is characterized by the tendency towards high level of presence, and its structure is in the largest degree determined by the components accomplishing goals as a source of pleasure and perseverance in accomplishing goals, which is followed by orientation towards planning. The component competing with others is demonstrated in a moderate degree and it is least expressed. It was shown that female students have a larger degree of achievement motive when compared to male students, and accomplishing goals as a source of pleasure and perseverance in accomplishing goals mostly contribute to the difference in structure of achievement motive. It can be expected that the achievement motive, with the structure and degree of presence determined in our respondents, will contribute that they, as future teachers, become a good motivational model and the creators of a desirable motivational climate.

Significance and popularity in music production

Science.gov (United States)

Monechi, Bernardo; Gravino, Pietro; Servedio, Vito D. P.; Tria, Francesca; Loreto, Vittorio

2017-07-01

Creative industries constantly strive for fame and popularity. Though highly desirable, popularity is not the only achievement artistic creations might ever acquire. Leaving a longstanding mark in the global production and influencing future works is an even more important achievement, usually acknowledged by experts and scholars. `Significant' or `influential' works are not always well known to the public or have sometimes been long forgotten by the vast majority. In this paper, we focus on the duality between what is successful and what is significant in the musical context. To this end, we consider a user-generated set of tags collected through an online music platform, whose evolving co-occurrence network mirrors the growing conceptual space underlying music production. We define a set of general metrics aiming at characterizing music albums throughout history, and their relationships with the overall musical production. We show how these metrics allow to classify albums according to their current popularity or their belonging to expert-made lists of important albums. In this way, we provide the scientific community and the public at large with quantitative tools to tell apart popular albums from culturally or aesthetically relevant artworks. The generality of the methodology presented here lends itself to be used in all those fields where innovation and creativity are in play.

Significance and popularity in music production.

Science.gov (United States)

Monechi, Bernardo; Gravino, Pietro; Servedio, Vito D P; Tria, Francesca; Loreto, Vittorio

2017-07-01

Creative industries constantly strive for fame and popularity. Though highly desirable, popularity is not the only achievement artistic creations might ever acquire. Leaving a longstanding mark in the global production and influencing future works is an even more important achievement, usually acknowledged by experts and scholars. 'Significant' or 'influential' works are not always well known to the public or have sometimes been long forgotten by the vast majority. In this paper, we focus on the duality between what is successful and what is significant in the musical context. To this end, we consider a user-generated set of tags collected through an online music platform, whose evolving co-occurrence network mirrors the growing conceptual space underlying music production. We define a set of general metrics aiming at characterizing music albums throughout history, and their relationships with the overall musical production. We show how these metrics allow to classify albums according to their current popularity or their belonging to expert-made lists of important albums. In this way, we provide the scientific community and the public at large with quantitative tools to tell apart popular albums from culturally or aesthetically relevant artworks. The generality of the methodology presented here lends itself to be used in all those fields where innovation and creativity are in play.

Parenting styles and adolescents' achievement strategies.

Science.gov (United States)

Aunola, K; Stattin, H; Nurmi, J E

2000-04-01

The aim of the study was to investigate the extent to which adolescents' achievement strategies are associated with the parenting styles they experience in their families. Three hundred and fifty-four 14-year-old adolescents completed a Strategy and Attribution Questionnaire and a family parenting style inventory. Analogous questionnaires were also completed by the adolescents' parents. Based on adolescents' report of the parenting styles, four types of families were identified: those with Authoritative, Authoritarian, Permissive, and Neglectful parenting styles. The results further showed that adolescents from authoritative families applied most adaptive achievement strategies characterized by low levels of failure expectations, task-irrelevant behaviour and passivity, and the use of self-enhancing attributions. Adolescents from neglectful families, in turn, applied maladaptive strategies characterized by high levels of task-irrelevant behaviour, passivity and a lack of self-enhancing attributions. The results provide a basis for understanding some of the processes by which parenting styles may influence adolescents' academic achievement and performance.

Female teachers' math anxiety affects girls' math achievement.

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Beilock, Sian L; Gunderson, Elizabeth A; Ramirez, Gerardo; Levine, Susan C

2010-02-02

People's fear and anxiety about doing math--over and above actual math ability--can be an impediment to their math achievement. We show that when the math-anxious individuals are female elementary school teachers, their math anxiety carries negative consequences for the math achievement of their female students. Early elementary school teachers in the United States are almost exclusively female (>90%), and we provide evidence that these female teachers' anxieties relate to girls' math achievement via girls' beliefs about who is good at math. First- and second-grade female teachers completed measures of math anxiety. The math achievement of the students in these teachers' classrooms was also assessed. There was no relation between a teacher's math anxiety and her students' math achievement at the beginning of the school year. By the school year's end, however, the more anxious teachers were about math, the more likely girls (but not boys) were to endorse the commonly held stereotype that "boys are good at math, and girls are good at reading" and the lower these girls' math achievement. Indeed, by the end of the school year, girls who endorsed this stereotype had significantly worse math achievement than girls who did not and than boys overall. In early elementary school, where the teachers are almost all female, teachers' math anxiety carries consequences for girls' math achievement by influencing girls' beliefs about who is good at math.

Relationships among constructivist learning environment perceptions, motivational beliefs, self-regulation and science achievement

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Kingir, Sevgi; Tas, Yasemin; Gok, Gulsum; Sungur Vural, Semra

2013-11-01

Background. There are attempts to integrate learning environment research with motivation and self-regulation research that considers social context influences an individual's motivation, self-regulation and, in turn, academic performance. Purpose. This study explored the relationships among constructivist learning environment perception variables (personal relevance, uncertainty, shared control, critical voice, student negotiation), motivational beliefs (self-efficacy, intrinsic interest, goal orientation), self-regulation, and science achievement. Sample. The sample for this study comprised 802 Grade 8 students from 14 public middle schools in a district of Ankara in Turkey. Design and methods. Students were administered 4 instruments: Constructivist Learning Environment Survey, Goal Achievement Questionnaire, Motivated Strategies for Learning Questionnaire, and Science Achievement Test. LISREL 8.7 program with SIMPLIS programming language was used to test the conceptual model. Providing appropriate fit indices for the proposed model, the standardized path coefficients for direct effects were examined. Results. At least one dimension of the constructivist learning environment was associated with students' intrinsic interest, goal orientation, self-efficacy, self-regulation, and science achievement. Self-efficacy emerged as the strongest predictor of both mastery and performance avoidance goals rather than the approach goals. Intrinsic value was found to be significantly linked to science achievement through its effect on self-regulation. The relationships between self-efficacy and self-regulation and between goal orientation and science achievement were not significant. Conclusion. In a classroom environment supporting student autonomy and control, students tend to develop higher interest in tasks, use more self-regulatory strategies, and demonstrate higher academic performance. Science teachers are highly recommended to consider these findings when designing

Examining science achievement of African American females in suburban middle schools: A mixed methods study

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Topping, Kecia C.

This dissertation examined factors that affected the science achievement of African American females in suburban middle schools. The research literature informed that African American females are facing the barriers of race, gender, socioeconomic status, and cultural learning style preferences. Nationally used measurements of science achievement such as the Standardized Achievement Test, Tenth edition (SAT-10), National Assessment for Educational Progress, and National Center for Educational Statistics showed that African American females are continuing to falter in the areas of science when compared to other ethnic groups. This study used a transformative sequential explanatory mixed methods design. In the first, quantitative, phase, the relationships among the dependent variables, science subscale SAT-10 NCE scores, yearly averages, and the independent variables, attitude toward science scores obtained from the Modified Fennema-Sherman Attitudes toward Science Scale, socioeconomics, and caregiver status were tested. The participants were 150 African American females in grades 6 through 8 in four suburban middle schools located in the Southeastern United States. The results showed a positive, significant linear relationship between the females' attitude and their science subscale SAT-10 NCE scores and a positive, significant linear relationship between the females' attitudes and their yearly averages in science. The results also confirmed that attitude was a significant predictor of science subscale SAT-10 NCE scores for these females and that attitude and socioeconomics were significant predictors of the females' yearly averages in science. In the second, qualitative, phase, nine females purposefully selected from those who had high and low attitude towards science scores on the scale in the quantitative phase were interviewed. The themes that emerged revealed seven additional factors that impacted the females' science achievement. They were usefulness of science

Osteoporosis Prevention—A Worthy and Achievable Strategy

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Howard A. Morris

2010-10-01

Full Text Available This special issue of Nutrients records seven of the presentations made to the very successful meeting titled “Osteoporosis Prevention: A Workshop on Calcium, Vitamin D and other Nutritional Aspects” held in Adelaide, Australia on 5 and 6 March 2010 [1-7]. Seventy six delegates attended from across Australia and New Zealand to review the current evidence that dietary calcium intake, vitamin D status, other nutrients and exercise play a significant role in bone mineral homeostasis and act to prevent the development of osteoporosis. The Workshop promoted the concept that osteoporosis is a predictable and preventable disease and that significant benefit would be achieved to reduce the incidence of osteoporosis and the risk of fractures from nutrition and life style activities. Such an achievement will not only save considerable pain, suffering and morbidity but will also have a major financial benefit for the healthcare system for which the cost of treatment for osteoporotic fractures already amounts to billions of dollars.

Math anxiety in second and third graders and its relation to mathematics achievement

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Sarah eWu

2012-06-01

Full Text Available Although the detrimental effects of math anxiety in adults are well understood, few studies have examined how it affects younger children who are beginning to learn math in a formal academic setting. Here, we examine the relationship between math anxiety and math achievement in 2nd and 3rd graders. In response to the need for a grade-appropriate measure of assessing math anxiety in this group we first describe the development of Scale for Early Mathematics Anxiety (SEMA, a new measure for assessing math anxiety in 2nd and 3rd graders that is based on the Math Anxiety Rating Scale. We demonstrate the construct validity and reliability of the SEMA and use it to characterize the effect of math anxiety on standardized measures of math abilities, as assessed using the Wechsler Individual Achievement Test (WIAT-II. Math achievement, as measured by the WIAT-II Math Composite score, was significantly and negatively correlated with SEMA but not with trait anxiety scores. Additional analyses showed that SEMA scores were significantly correlated with scores on the Math Reasoning subtest, which involves more complex verbal problem solving, but not with the Numerical Operations subtest which assesses basic computation skills. Our results suggest that math anxiety has a pronounced effect on more demanding calculations. Our results further suggest that math anxiety has an equally detrimental impact on math achievement regardless of whether children have an anxiety related to numbers or to the situational and social experience of doing math. Critically, these effects were unrelated to trait anxiety, providing the first evidence that the specific effects of math anxiety can be detected in the earliest stages of formal math learning in school. Our findings provide new insights into the developmental origins of math anxiety, and further underscore the need to remediate math anxiety and its deleterious effects on math achievement in young children.

BIBLIOGRAPHY ON ACHIEVEMENT.

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Harvard Univ., Cambridge, MA. Graduate School of Education.

THIS BIBLIOGRAPHY LISTS MATERIAL ON VARIOUS ASPECTS OF ACHIEVEMENT. APPROXIMATELY 40 UNANNOTATED REFERENCES ARE PROVIDED TO DOCUMENTS DATING FROM 1952 TO 1965. JOURNALS, BOOKS, AND REPORT MATERIALS ARE LISTED. SUBJECT AREAS INCLUDED ARE BEHAVIOR TESTS, ACHIEVEMENT BEHAVIOR, ACADEMIC ACHIEVEMENT, AND SOCIAL-CLASS BACKGROUND. A RELATED REPORT IS ED…

Nuclear power station achievement 1968-1980

International Nuclear Information System (INIS)

Howles, L.R.

This report reviews and gives an analysis of the achievement of operating nuclear power stations in the Western world on three relevant bases: (1) both annual and cumulative achievement of all nuclear power stations at a particular time; (2) cumulative achievement of all nuclear power stations at the end of the first and subsequent years of their lives to show trends with age; (3) achievement based on refuelling period considerations. Nowhere in the report are any operating details ignored, omitted or eliminated in the method of analysis. Summarising the results of the reviews shows: an improvement with time from initial electricity generation on all bases; that initially, larger sizes of reactor/turbine operate less well than smaller sizes (except for PHWR's); that after an initial number of years, the largest size units operate as well as the intermediate and smaller sizes, or better in the PHWR case; that a 75 per cent cumulative load factor achievement in the middle years of a reactor/turbines life can be expected on the refuelling period considerations base; that at June 1980, 35 nuclear power stations achieved an annual load factor over 75 per cent; that the above achievement was possible despite the repercussions following the Three Mile Island 'accident' and the shutdowns in the USA for piping system seismic adequacy checks required by the Nuclear Regulatory Commission for five nuclear power stations; and that even when reactors/turbines are reaching towards the end of their design life, there is no rapid deterioration in their achievements. (author)

The impact of three instructional styles of teaching physics on students' achievement and attitudes

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Al-Arfaj, Maher Mohammed

The aim of this study was to investigate the impact of three instructional styles (traditional teaching, problem-based instruction, and teaching by demonstration) of teaching physics on students' attitudes and achievement. The sample consisted of 106 Saudi students in three physics classes in the second semester of the academic year 1998--1999. Three instruments were used in collecting the data for both quantitative and qualitative parts of the study. For the quantitative part, the researcher developed and pilot tested a 35-item questionnaire with versions to measure students' attitudes before the start of the experiment and then to measure students' attitudes toward the method of teaching. In addition, the researcher developed a 12-item achievement test to measure students gain scores which was administered at the beginning and the end of the treatment. For the qualitative part, the researcher constructed an interview guide consisting of five-open ended questions. The questions were geared to discover students' attitudes toward the implemented instructional style, and if this instructional style assisted them to acquire a good understanding of the studied unit. In the quantitative part, the results showed a significant correlation between students' attitudes toward the method of teaching and their achievement on the posttests. Furthermore, the findings from the one-way ANOVA indicated that there was a significant difference among the three groups in terms of achievement. The mean of achievement gain scores was highest for the problem-based group, followed by the group that was taught by demonstration, and then the traditional teaching group. The findings from the ANOVA indicated that there was also no significant difference between the three groups in terms of attitudes. In the qualitative part, the answers of the five questions revealed four themes: attitudes toward the method of teaching, reasons for liking or disliking the method of teaching, methods of

Achievement Goals and Discrete Achievement Emotions: A Theoretical Model and Prospective Test

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Pekrun, Reinhard; Elliot, Andrew J.; Maier, Markus A.

2006-01-01

A theoretical model linking achievement goals to discrete achievement emotions is proposed. The model posits relations between the goals of the trichotomous achievement goal framework and 8 commonly experienced achievement emotions organized in a 2 (activity/outcome focus) x 2 (positive/negative valence) taxonomy. Two prospective studies tested…

The Phantom Collapse of Student Achievement in New York

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Cronin, John; Jensen, Nate

2014-01-01

When New York state released the first results of the exams under the Common Core State Standards, many wrongly believed that the results showed dramatic declines in student achievement. A closer look at the results showed that student achievement may have increased. Another lesson from the exams is that states need to closely coordinate new data…

2 x 2 achievement goals profilEs in chilean CompetiTIve and recreational athletes: a first look

OpenAIRE

Marc R. Lochbaum; Javan Jean-Noel; Zişan Kazak Çetinkalp; Felipe Andrés Vallejo-Reyes; Jose Mena-Campbell

2016-01-01

Purpose: was to examine the 2 x 2 achievement goal profiles of Chilean young adults regularly participating in competitive and recreational sport. Materials: participants were 108 female and 132 males who were recruited from the Valparaiso and Viña del Mar areas of Chile. Participants completed a valid and reliable measure of the 2 x 2 achievement goals referenced to sport participation. Results: indicated that the entire sample significantly ( p - .05) and very meaningfully (Hedges’ g range ...

Achievement motivation features of female servants of government and local self-government bodies

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T.U. Kulakovsk

2018-03-01

Full Text Available The article makes the theoretical analysis of the features of professional performance of civil servants and officials of local self-government bodies. The significant level of staff turnover among civil servants and the significant level of registered unemployed among the persons who had previously worked in these structures was revealed. The article carries out the theoretical analysis of psychological researches, which testify to the existence of direct correlation between the level of achievement motivation and success in an entrepreneurial activity. The purpose has been set to study the peculiar properties of achievement motivation of civil servants and officials of local self-government bodies. The researches have shown that the level of motivation for the achievement has a straightforward connection with the success of entrepreneurship. The purpose is to study the peculiarities of the motivation of achievement of civil servants and officials of local self-government bodies. There is the possibility for engagement of fired civil servants to entrepreneurial activities. The empirical study of achievement motivation peculiarities of female employees has been conducted. A statistically significant inverse correlation between the level of achievement motivation and the length of civil service has been established. The paper substantiates the need in further research aimed at uncovering the factors responsible for the inverse correlation between the level of achievement motivation and the term of service in the civil service.

Sex differences in mathematical achievement: Grades, national test, and self-confidence

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Egorova, Marina S.

2016-09-01

Full Text Available Academic achievement, which is inherently an indicator of progress in the curriculum, can also be viewed as an indirect measure of cognitive development, social adaptation, and motivational climate characteristics. In addition to its direct application, academic achievement is used as a mediating factor in the study of various phenomena, from the etiology of learning disabilities to social inequality. Analysis of sex differences in mathematical achievement is considered particularly important for exploring academic achievement, since creating an adequate educational environment with equal opportunities for boys and girls serves as a prerequisite for improving the overall mathematical and technical literacy that is crucial for modern society, creates balanced professional opportunities, and destroys traditional stereotypes about the roles of men and women in society. The objective of our research was to analyze sex differences in mathematical achievement among high school students and to compare various methods for diagnosing academic performance, such as school grades, test scores, and self-concept. The results were obtained through two population studies whose samples are representative of the Russian population in the relevant age group. Study 1 looked at sex differences in math grades among twins (n = 1,234 pairs and singletons (n = 2,227 attending high school. The sample of Study 2 comprised all twins who took the Unified State Examination in 2010–2012. The research analyzed sex differences in USE math scores across the entire sample and within the extreme subgroups. It also explored differences between boys and girls in opposite-sex dizygotic (DZ twin pairs. The key results were as follows. No difference in mathematical achievement was observed between twins and singletons. Sex differences were found in all measures of mathematical achievement. Girls had higher school grades in math than boys, while boys outperformed girls in USE math

The Effect of CTL Approach Based on NHT Learning Model toward Students’ motivation, Science Achievement, and Retention

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Muhammad Mifta Fausan

2017-07-01

Full Text Available The learning is an interaction process between students and their environment in order to improve good behavior. The results of observation which has been done in grade V SDN No. 4 Tanjung Batu showed that the students’ motivation and science achievement were low. This was becaused by the learning process which was still product oriented (based on material content, consequently, this lead to limit the learning is merely on memorizing concept activities. One of the learning approach that can be used to solve this problem is the Contextual Teaching and Learning (CTL based on Numbered Head Together (NHT. This research aims to determine the effect of CTL based on NHT toward student’s motivation, science achievement, and retention. Subjects in this research were the students of grade V SDN No. 4 Tanjung Batu. This research is a quasi-experimental using post-test only control design. The data obtained were analyzed by using descriptive and inferential statistical analysis. The research instruments were observation sheets and written test. The results showed that there was significant effect of CTL based on NHT toward students’ motivation, science achievement, and retention. It can be seen from the independent sample t-test results which showed significant value less than 0.05.

Multiple intelligences and alternative teaching strategies: The effects on student academic achievement, conceptual understanding, and attitude

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Baragona, Michelle

The purpose of this study was to investigate the interactions between multiple intelligence strengths and alternative teaching methods on student academic achievement, conceptual understanding and attitudes. The design was a quasi-experimental study, in which students enrolled in Principles of Anatomy and Physiology, a developmental biology course, received lecture only, problem-based learning with lecture, or peer teaching with lecture. These students completed the Multiple Intelligence Inventory to determine their intelligence strengths, the Students' Motivation Toward Science Learning questionnaire to determine student attitudes towards learning in science, multiple choice tests to determine academic achievement, and open-ended questions to determine conceptual understanding. Effects of intelligence types and teaching methods on academic achievement and conceptual understanding were determined statistically by repeated measures ANOVAs. No significance occurred in academic achievement scores due to lab group or due to teaching method used; however, significant interactions between group and teaching method did occur in students with strengths in logical-mathematical, interpersonal, kinesthetic, and intrapersonal intelligences. Post-hoc analysis using Tukey HSD tests revealed students with strengths in logical-mathematical intelligence and enrolled in Group Three scored significantly higher when taught by problem-based learning (PBL) as compared to peer teaching (PT). No significance occurred in conceptual understanding scores due to lab group or due to teaching method used; however, significant interactions between group and teaching method did occur in students with strengths in musical, kinesthetic, intrapersonal, and spatial intelligences. Post-hoc analysis using Tukey HSD tests revealed students with strengths in logical-mathematical intelligence and enrolled in Group Three scored significantly higher when taught by lecture as compared to PBL. Students with

Relationship between Motivation to Achieve and Professional Competence in the Performance of Elementary School Teachers

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Sumantri, Mohamad Syarif; Whardani, Prayuningtyas Angger

2017-01-01

This study aims to determine the relationship between achievement motivation and professional competence with regard to the performance of teachers in public elementary schools in Central Java. The quantitative method is used in this study. The results of this study indicate that (1) there is a significant positive relationship between achievement…

Perceptions around teacher's social support with student achievement motivation

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Maria Oktasari

2017-11-01

Full Text Available Several indications that indicate student in low achievement motivation, among others: (1 lack of enthusiasm to follow the lesson, (2 less attention to the teacher, (3 the students have not targeted yet, (4 students tend to ignore the task, (5 (6 students are less harmonious with teachers, (7 students are lazy to learn, and (8 some students feel scared with the teacher. Students 'perceptions of teacher's social support are factors that allegedly influence students' achievement motivation. This study aims to determine the relationship of students' perceptions of the social support of teachers with achievement motivation. The method used throughout this research is quantitative with regression technique. Samples numbered to 206 students of SMA Negeri 1 V Koto Timur Padang Pariaman, and selected by proportional random sampling. The instrument used is the student's perception scale of teacher's social support and achievement motivation. The research findings indicate that there is a significant correlation between around teacher's social support with student achievement motivation.

Effect of brain-based learning strategy on students achievement in senior secondary school mathematics in Oyo State, Nigeria

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Samuel Adejare Awolola

2011-06-01

Full Text Available One dominant factor on how well students learn mathematics is the quality of teaching. Studies have shown that typical mathematics classroom is frosted with teaching technique that centered on explain – practice – memorize. There is a paucity particularly in Nigeria. This study therefore, investigated the effect of brain-based learning strategy on the achievement regarding the learning of Mathematics of 522 Senior Secondary School Students in Oyo State, Nigeria. The moderator effect of cognitive style was also examined on independent variable (instructional strategy and dependent variable (mathematics achievement. The study adopted a pretest-posttest non-equivalent control group design in a quasi – experimental setting. The ANCOVA statistic was used to analyzed the data collected fro the study. The result revealed significant main effect of treatment, (F(1,510 = 75.0; P < 0.05, cognitive style (F(1,510 = 23.78; P < 0.05 and significant interaction effect of treatment and cognitive style (F(1,510 = 5.027; P < 0.05 on achievement in mathematics. The result showed that brain-based instructional strategy enhanced students’ achievement in mathematics more than the conventional lecture method. It is therefore recommended that Teachers of mathematics should adopt the strategy in teaching mathematics in senior secondary school.

Early math and reading achievement are associated with the error positivity

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Matthew H. Kim

2016-12-01

Full Text Available Executive functioning (EF and motivation are associated with academic achievement and error-related ERPs. The present study explores whether early academic skills predict variability in the error-related negativity (ERN and error positivity (Pe. Data from 113 three- to seven-year-old children in a Go/No-Go task revealed that stronger early reading and math skills predicted a larger Pe. Closer examination revealed that this relation was quadratic and significant for children performing at or near grade level, but not significant for above-average achievers. Early academics did not predict the ERN. These findings suggest that the Pe – which reflects individual differences in motivational processes as well as attention – may be associated with early academic achievement.

Academic Achievement in Physics-Chemistry: The Predictive Effect of Attitudes and Reasoning Abilities

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Paulo N. Vilia

2017-06-01

Full Text Available Science education plays a critical role as political priority due to its fundamental importance in engaging students to pursue technological careers considered essential in modern societies, in order to face scientific development challenges. High-level achievement on science education and positive attitudes toward science constitutes a crucial challenge for formal education. Several studies indicate close relationships between students’ attitudes, cognitive abilities, and academic achievement. The main purpose of this study is to analyze the impact of student’s attitudes toward the school discipline of Physics and Chemistry and their reasoning abilities on academic achievement on that school subject, among Portuguese 9th grade students using the data collected during the Project Academic Performance and Development: a longitudinal study on the effects of school transitions in Portuguese students (PTDC/CPE-CED/104884/2008. The participants were 470 students (267 girls – 56.8% and 203 boys – 43.2%, aged 14–16 years old (μ = 14.3 ± 0.58. The attitude data were collected using the Attitude toward Physics-Chemistry Questionnaire (ATPCQ and, the Reasoning Test Battery (RTB was used to assess the students reasoning abilities. Achievement was measured using the students’ quarterly (9-week grades in the physics and chemistry subject. The relationships between the attitude dimensions toward Physics-chemistry and the reasoning dimensions and achievement in each of the three school terms were assessed by multiple regression stepwise analyses and standardized regression coefficients (β, calculated with IBM SPSS Statistics 21 software. Both variables studied proved to be significant predictor variables of school achievement. The models obtained from the use of both variables were always stronger accounting for higher proportions of student’s grade variations. The results show that ATPCQ and RTB had a significantly positive relationship with

Physics Learning using Inquiry-Student Team Achievement Division (ISTAD and Guided Inquiry Models Viewed by Students Achievement Motivation

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S. H. Sulistijo

2017-04-01

Full Text Available This study aims to determine the differences in learning outcomes of between students that are given the Physics learning models of Inquiry-Student Team Achievement Division (ISTAD and guided inquiry, between students who have high achievement motivation and low achievement motivation. This study was an experimental study with a 2x2x2 factorial design. The study population was the students of class X of SMAN 1 Toroh Grobogan of academic year 2016/2017. Samples were obtained by cluster random sampling technique consists of two classes, class X IPA 3 is used as an experimental class using ISTAD model and class X IPA 4 as the control class using guided inquiry model. Data collection techniques using test techniques for learning outcomes, and technical questionnaire to obtain the data of students' achievement motivation. Analysis of data using two-way ANOVA. The results showed that: (1 there is a difference between the learning outcomes of students with the ISTAD Physics models and with the physics model of guided inquiry. (2 There are differences in learning outcomes between students who have high achievement motivation and low achievement motivation. (3 There is no interaction between ISTAD and guided inquiry Physics models learning and achievement motivation of students.

An International Comparison Study of Pharmacy Students’ Achievement Goals and their Relationship to Assessment Type and Scores

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Anderson, Claire; Coulman, Sion A.; John, Dai N.; Tordoff, June; Sainsbury, Erica; Rose, Grenville; Smith, Lorraine

2015-01-01

Objective: To identify pharmacy students’ preferred achievement goals in a multi-national undergraduate population, to investigate achievement goal preferences across comparable degree programs, and to identify relationships between achievement goals, academic performance, and assessment type. Methods: The Achievement Goal Questionnaire was administered to second year students in 4 universities in Australia, New Zealand, England, and Wales. Academic performance was measured using total scores, multiple-choice questions, and written answers (short essay). Results: Four hundred eighty-six second year students participated. Students showed an overall preference for the mastery-approach goal orientation across all sites. The predicted relationships between goal orientation and multiple-choice questions, and written answers scores, were significant. Conclusion: This study is the first of its kind to examine pharmacy students’ achievement goals at a multi-national level and to differentiate between assessment type and measures of achievement motivation. Students adopting a mastery-approach goal are more likely to gain high scores in assessments that measure understanding and depth of knowledge. PMID:25995510

Postinfancy growth, schooling, and cognitive achievement: Young Lives.

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Crookston, Benjamin T; Schott, Whitney; Cueto, Santiago; Dearden, Kirk A; Engle, Patrice; Georgiadis, Andreas; Lundeen, Elizabeth A; Penny, Mary E; Stein, Aryeh D; Behrman, Jere R

2013-12-01

Early life growth failure and resulting cognitive deficits are often assumed to be very difficult to reverse after infancy. We used data from Young Lives, which is an observational cohort of 8062 children in Ethiopia, India, Peru, and Vietnam, to determine whether changes in growth after infancy are associated with schooling and cognitive achievement at age 8 y. We represented the growth by height-for-age z score at 1 y [HAZ(1)] and height-for-age z score at 8 y that was not predicted by the HAZ(1). We also characterized growth as recovered (stunted at age 1 y and not at age 8 y), faltered (not stunted at age 1 y and stunted at age 8 y), persistently stunted (stunted at ages 1 and 8 y), or never stunted (not stunted at ages 1 and 8 y). Outcome measures were assessed at age 8 y. The HAZ(1) was inversely associated with overage for grade and positively associated with mathematics achievement, reading comprehension, and receptive vocabulary. Unpredicted growth from 1 to 8 y of age was also inversely associated with overage for grade (OR range across countries: 0.80-0.84) and positively associated with mathematics achievement (effect-size range: 0.05-0.10), reading comprehension (0.02-0.10), and receptive vocabulary (0.04-0.08). Children who recovered in linear growth had better outcomes than did children who were persistently stunted but were not generally different from children who experienced growth faltering. Improvements in child growth after early faltering might have significant benefits on schooling and cognitive achievement. Hence, although early interventions remain critical, interventions to improve the nutrition of preprimary and early primary school-age children also merit consideration.

Results of a workplace health campaign: what can be achieved?

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Leyk, Dieter; Rohde, Ulrich; Hartmann, Nadine D; Preuß, Philipp A; Sievert, Alexander; Witzki, Alexander

2014-05-02

Effective health promotion in the workplace is now essential because of the rising health-related costs for businesses, the increasing pressure arising from international competition, prolonged working lives, and the aging of the work force. The basic problem of prevention campaigns is that the target groups are too rarely reached and sustainable benefits too rarely achieved. In 2011, we carried out a broad-based health and fitness campaign to assess how many personnel could be motivated to participate in a model study under nearly ideal conditions. 1010 personnel were given the opportunity to participate in various kinds of sports, undergo sports-medicine examinations, attend monthly expert lectures, and benefit from nutritional offerings and Intranet information during work hours. Pseudonymized questionnaires were used to classify the participants according to their exercise behavior as non-active, not very active, and very active. The participants' subjective responses (regarding, e.g., health, exercise, nutrition, and the factors that motivated them to participate in sports or discouraged them from doing so) were recorded, as were their objective data (measures of body size and strength). The duration of the study was one year. 490 of the 1010 personnel (48.5%, among whom 27.2% were nonactive, 44.1% not very active, and 28.7% very active) participated in the initial questionnaire and testing. By the end of the study, this figure had dropped to 17.8%; diminished participation affected all three groups to a comparable extent. A comparison of dropouts and non-dropouts revealed that older age was a stable predictor for drop-out (bivariate odds ratio [OR] 1.028, p = 0.006; multivariate OR 1.049, p = 0.009). The study participants reported beneficial effects on their health and health awareness, performance ability, psychological balance, stress perception, exercise and dietary behavior. Even under optimal conditions and with high use of staff resources, this model

Self-regulated processes as predictors of students' achievement in music theory in Slovenian elementary music schools

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Barbara Smolej Fritz

2010-01-01

Full Text Available The aim of the present research was to examine the relation between processes of selfregulated learning and achievement in Music Theory (MT, a basic and obligatory subject in Slovenian music schools. A total of 457 fifth- and sixth- grade students (153 boys and 303 girls from 10 different elementary music schools in Slovenia participated in the study. Students completed a questionnaire about affective-motivational processes and a questionnaire about (metacognitive processes of selfregulated learning in MT, as well as achievement test. The final grades were collected at the end of the school year. The results showed that significant correlation exists between almost all affective-motivational and (metacognitive processes of self-regulated learning and achievement. Affective-motivational factors emerged as better predictors of students' achievement than (metacognitive factors. The most important individual predictors were anxiety and competence. It was also found that self-regulated processes explain a greater amount of variance for final grades than for the achievement test.

Evaluation of Achievement, Self-Esteem, Depression and Anxiety Levels in Children who Preparing for College Examination

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Cemaliye DIREKTOR

2017-12-01

Full Text Available The aim of this study was to investigate the relationship between academic achievement, self-esteem, depression and state-trial anxiety of children who were preparing for college examination. 285 students who were preparing for college examination were recruited in Northern Cyprus. All data were obtained by using Sociodemographical Questionnaire, Rosenberg Self-Esteem Inventory for Children, Childhood Depression Inventory, State and Trait Anxiety Inventory, during 15-23 October 2016. It has been found that male students have a higher academic achievement and self-esteem levels than female students’. There was a significant negative correlation between students’ self-esteem and depression levels. Results showed that self-esteem and depression predicted academic achievement. Also on the area of child education, extensive studies should be carried out on examination, how the national examinations affect psychological problems. Obtained results were discussed in the light of literature

Modeling stability of growth between mathematics and science achievement during middle and high school.

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Ma, Xin; Ma, Lingling

2004-04-01

In this study, the authors introduced a multivariate multilevel model to estimate the consistency among students and schools in the rates of growth between mathematics and science achievement during the entire middle and high school years with data from the Longitudinal Study of American Youth (LSAY). There was no evident consistency in the rates of growth between mathematics and science achievement among students, and this inconsistency was not much influenced by student characteristics and school characteristics. However, there was evident consistency in the average rates of growth between mathematics and science achievement among schools, and this consistency was influenced by student characteristics and school characteristics. Major school-level variables associated with parental involvement did not show any significant impacts on consistency among either students or schools. Results call for educational policies that promote collaboration between mathematics and science departments or teachers.

Correlations between academic achievement and anxiety and depression in medical students experiencing integrated curriculum reform.

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Yeh, Yi-Chun; Yen, Cheng-Fang; Lai, Chung-Sheng; Huang, Chun-Hsiung; Liu, Keh-Min; Huang, In-Ting

2007-08-01

This study aimed to examine the correlations between academic achievement and levels of anxiety and depression in medical students who were experiencing curriculum reform. The differences in academic achievement and the directions of correlations between academic achievement and anxiety and depression among the medical students with different levels of anxiety and depression were also examined. Grade 1 students from graduate-entry program and grade 3 students from undergraduate-entry program in their first semester of the new curriculum were recruited to complete the Zung's Anxiety and Depression Scale twice to examine their levels of anxiety and depression. Their academic achievement ratings in the four blocks of the first semester of the new curriculum were collected. The results indicated that no significant correlation was found between academic achievement and global anxiety and depression. However, by dividing the medical students into low, moderate and high level anxiety or depression groups, those who had poorer academic achievement in the first learning block were more likely to have higher levels of depression in the first psychologic assessment. Among the medical students who were in the high anxiety level group in the first psychologic assessment, those who had more severe anxiety had poorer academic achievement in the fourth learning block. Among the medical students who were in the low anxiety level group in the second psychologic assessment, those who had more severe anxiety had better academic achievement in the fourth learning block. Among the medical students who were in the moderate anxiety level group in the second psychologic assessment, those who had more severe anxiety had poorer academic achievement in the second learning block. Among the medical students who were in the high depression level group in the second psychologic assessment, those who had more severe depression had poorer academic achievement in the fourth learning block. The

Correlations between Academic Achievement and Anxiety and Depression in Medical Students Experiencing Integrated Curriculum Reform

Directory of Open Access Journals (Sweden)

Yi-Chun Yeh

2007-08-01

Full Text Available This study aimed to examine the correlations between academic achievement and levels of anxiety and depression in medical students who were experiencing curriculum reform. The differences in academic achievement and the directions of correlations between academic achievement and anxiety and depression among the medical students with different levels of anxiety and depression were also examined. Grade 1 students from graduate-entry program and grade 3 students from undergraduate-entry program in their first semester of the new curriculum were recruited to complete the Zung's Anxiety and Depression Scale twice to examine their levels of anxiety and depression. Their academic achievement ratings in the four blocks of the first semester of the new curriculum were collected. The results indicated that no significant correlation was found between academic achievement and global anxiety and depression. However, by dividing the medical students into low, moderate and high level anxiety or depression groups, those who had poorer academic achievement in the first learning block were more likely to have higher levels of depression in the first psychologic assessment. Among the medical students who were in the high anxiety level group in the first psychologic assessment, those who had more severe anxiety had poorer academic achievement in the fourth learning block. Among the medical students who were in the low anxiety level group in the second psychologic assessment, those who had more severe anxiety had better academic achievement in the fourth learning block. Among the medical students who were in the moderate anxiety level group in the second psychologic assessment, those who had more severe anxiety had poorer academic achievement in the second learning block. Among the medical students who were in the high depression level group in the second psychologic assessment, those who had more severe depression had poorer academic achievement in the fourth

Significant achievements in the planetary geology program. Final report

International Nuclear Information System (INIS)

Head, J.W.

1978-12-01

Developments reported at a meeting of principal investigators for NASA's planetology geology program are summarized. Topics covered include the following: constraints on solar system formation; asteriods, comets, and satellites; constraints on planetary interiors; volatiles and regoliths; instrument development techniques; planetary cartography; geological and geochemical constraints on planetary evolution; fluvial processes and channel formation; volcanic processes; Eolian processes; radar studies of planetary surfaces; cratering as a process, landform, and dating method; and the Tharsis region of Mars. Activities at a planetary geology field conference on Eolian processes are reported and techniques recommended for the presentation and analysis of crater size-frequency data are included

Resilience and Emotional Intelligence: which role in achievement motivation

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Paola Magnano

2016-01-01

Full Text Available In the framework of Positive Organizational Behavior, the construct of Psychological Capital identifies four psychological capacities that affect motivation and performance in the workplace: self-efficacy, hope, optimism and resilience. Emotional Intelligence, then, addresses self-regulatory processes of emotions and motivation that enable people to make adjustments to achieve individual, group, and organizational goals; Emotional Intelligence is strongly correlated with individual advancement and success in an organizational setting and with individual performance. Moreover, Emotional Intelligence is considered an antecedent to resilience. The present study aims to investigate the role of resilience and emotional intelligence in achievement motivation, verifying if emotional intelligence mediates the relationship among resilience and achievement motivation. Participants are 488 Italian workers, aged between 18 and 55 years. The findings confirm the significant role played by emotional intelligence on resilience and on motivation to achievement.

Development of brain systems for nonsymbolic numerosity and the relationship to formal math academic achievement.

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Haist, Frank; Wazny, Jarnet H; Toomarian, Elizabeth; Adamo, Maha

2015-02-01

A central question in cognitive and educational neuroscience is whether brain operations supporting nonlinguistic intuitive number sense (numerosity) predict individual acquisition and academic achievement for symbolic or "formal" math knowledge. Here, we conducted a developmental functional magnetic resonance imaging (MRI) study of nonsymbolic numerosity task performance in 44 participants including 14 school age children (6-12 years old), 14 adolescents (13-17 years old), and 16 adults and compared a brain activity measure of numerosity precision to scores from the Woodcock-Johnson III Broad Math index of math academic achievement. Accuracy and reaction time from the numerosity task did not reliably predict formal math achievement. We found a significant positive developmental trend for improved numerosity precision in the parietal cortex and intraparietal sulcus specifically. Controlling for age and overall cognitive ability, we found a reliable positive relationship between individual math achievement scores and parietal lobe activity only in children. In addition, children showed robust positive relationships between math achievement and numerosity precision within ventral stream processing areas bilaterally. The pattern of results suggests a dynamic developmental trajectory for visual discrimination strategies that predict the acquisition of formal math knowledge. In adults, the efficiency of visual discrimination marked by numerosity acuity in ventral occipital-temporal cortex and hippocampus differentiated individuals with better or worse formal math achievement, respectively. Overall, these results suggest that two different brain systems for nonsymbolic numerosity acuity may contribute to individual differences in math achievement and that the contribution of these systems differs across development. © 2014 Wiley Periodicals, Inc.

Tracking chemistry self-efficacy and achievement in a preparatory chemistry course

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Garcia, Carmen Alicia

Self-efficacy is a person's own perception about performing a task with a certain level of proficiency (Bandura, 1986). An important affective aspect of learning chemistry is chemistry self-efficacy (CSE). Several researchers have found chemistry self-efficacy to be a fair predictor of achievement in chemistry. This study was done in a college preparatory chemistry class for science majors exploring chemistry self-efficacy and its change as it relates to achievement. A subscale of CAEQ, Chemistry Attitudes and Experiences Questionnaire (developed by Dalgety et al, 2003) as well as student interviews were used to determine student chemistry self-efficacy as it changed during the course. The questionnaire was given to the students five times during the semester: in the first class and the class before each the four tests taken through the semester. Twenty-six students, both men and women, of the four major races/ethnicities were interviewed three times during the semester and events that triggered changes in CSE were followed through the interviews. HLM (hierarchical linear modeling) was used to model the results of the CSE surveys. Among the findings, women who started at significantly lower CSE than men accomplished a significant gain by the end of the semester. Blacks' CSE trends through the semester were found to be significantly different from the rest of the ethnicities.

Self-Concept Predicts Academic Achievement Across Levels of the Achievement Distribution: Domain Specificity for Math and Reading.

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Susperreguy, Maria Ines; Davis-Kean, Pamela E; Duckworth, Kathryn; Chen, Meichu

2017-09-18

This study examines whether self-concept of ability in math and reading predicts later math and reading attainment across different levels of achievement. Data from three large-scale longitudinal data sets, the Avon Longitudinal Study of Parents and Children, National Institute of Child Health and Human Development-Study of Early Child Care and Youth Development, and Panel Study of Income Dynamics-Child Development Supplement, were used to answer this question by employing quantile regression analyses. After controlling for demographic variables, child characteristics, and early ability, the findings indicate that self-concept of ability in math and reading predicts later achievement in each respective domain across all quantile levels of achievement. These results were replicated across the three data sets representing different populations and provide robust evidence for the role of self-concept of ability in understanding achievement from early childhood to adolescence across the spectrum of performance (low to high). © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

Racial pride and religiosity among African American boys: implications for academic motivation and achievement.

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Butler-Barnes, Sheretta T; Williams, Terrinieka T; Chavous, Tabbye M

2012-04-01

The persistent underachievement among African American boys has led to increased empirical inquiry, yet little research considers within-group variation in achievement nor positive youth characteristics that help explain positive achievement outcomes. This study conceptualized culturally-based factors (racial pride and religiosity) as adolescent assets that would promote African American boys' achievement and also enhance positive effects of other youth assets (positive educational utility beliefs) on achievement. Our sample included 158 adolescent boys (M = 17.08) from a large, socioeconomically diverse suburban community context. Accounting for demographic background variables, educational utility beliefs were positively associated with academic grade performance. A significant educational utility beliefs and racial pride interaction indicated a stronger, positive association of educational utility beliefs with grade performance among boys with higher racial pride relative to those with lower racial pride. Also, there was a stronger positive association between educational utility beliefs and grades for boys reporting lower religious importance, but boys endorsing both lower educational utility beliefs and religious importance were at highest risk for low grade performance. Overall results suggest the importance of considering culturally-based factors in studying achievement motivation processes among ethnic minority adolescents.

Examining instruction, achievement, and equity with NAEP mathematics data.

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Sarah Theule Lubienski

2006-06-01

Full Text Available The purpose of this article is two-fold. First, it reports on a study of the distribution of reform-oriented instructional practices among Black, White and Hispanic students, and the relationship between those practices and student achievement. The study identified many similarities in instruction across student groups, but there were some differences, such as Black and Hispanic students being assessed with multiple-choice tests significantly more often than were White students. Using hierarchical linear modeling, this study identified several significant positive—and no negative—relationships between reform-oriented practices and 4th-grade student achievement. Specifically, teacher emphasis on non-number mathematics strands, collaborative problem solving, and teacher knowledge of the NCTM Standards were positive predictors of achievement. An analysis of interaction effects indicated that the relationships between various instructional practices and achievement were roughly similar for White, Black and Hispanic students. The second purpose of this article is to make comparisons with another study that used the same NAEP data, but drew very different conclusions about the potential for particular instructional practices to alleviate inequities. A study published in EPAA by Wenglinsky (2004 concluded that school personnel can eliminate race-related gaps within their schools by changing their instructional practices. Similarities and differences between these two studies are discussed to illuminate how a researcher's framing, methods, and interpretations can heavily influence a study's conclusions. Ultimately, this article argues that the primary conclusion of Wenglinsky's study is unwarranted. Keywords: equity, hierarchical linear modeling; mathematics achievement; mathematics instruction; NAEP.

Synergies and trade-offs in achieving global biodiversity targets.

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Di Marco, Moreno; Butchart, Stuart H M; Visconti, Piero; Buchanan, Graeme M; Ficetola, Gentile F; Rondinini, Carlo

2016-02-01

After their failure to achieve a significant reduction in the global rate of biodiversity loss by 2010, world governments adopted 20 new ambitious Aichi biodiversity targets to be met by 2020. Efforts to achieve one particular target can contribute to achieving others, but different targets may sometimes require conflicting solutions. Consequently, lack of strategic thinking might result, once again, in a failure to achieve global commitments to biodiversity conservation. We illustrate this dilemma by focusing on Aichi Target 11. This target requires an expansion of terrestrial protected area coverage, which could also contribute to reducing the loss of natural habitats (Target 5), reducing human-induced species decline and extinction (Target 12), and maintaining global carbon stocks (Target 15). We considered the potential impact of expanding protected areas to mitigate global deforestation and the consequences for the distribution of suitable habitat for >10,000 species of forest vertebrates (amphibians, birds, and mammals). We first identified places where deforestation might have the highest impact on remaining forests and then identified places where deforestation might have the highest impact on forest vertebrates (considering aggregate suitable habitat for species). Expanding protected areas toward locations with the highest deforestation rates (Target 5) or the highest potential loss of aggregate species' suitable habitat (Target 12) resulted in partially different protected area network configurations (overlapping with each other by about 73%). Moreover, the latter approach contributed to safeguarding about 30% more global carbon stocks than the former. Further investigation of synergies and trade-offs between targets would shed light on these and other complex interactions, such as the interaction between reducing overexploitation of natural resources (Targets 6, 7), controlling invasive alien species (Target 9), and preventing extinctions of native

Achievement Motivation: A Rational Approach to Psychological Education

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Smith, Robert L.; Troth, William A.

1975-01-01

Investigated the achievement motivation training component of psychological education. The subjects were 54 late-adolescent pupils. The experimental training program had as its objectives an increase in academic achievement motivation, internal feelings of control, and school performance, and a reduction of test anxiety. Results indicated…

Implications of failure to achieve a result from prenatal maternal serum cell-free DNA testing: a historical cohort study.

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Chan, N; Smet, M-E; Sandow, R; da Silva Costa, F; McLennan, A

2017-11-01

To investigate the pregnancy outcomes in a cohort of women who failed to obtain a result in non-invasive prenatal testing (NIPT). Historical cohort study. A multicentre private practice in Sydney, Australia. Women who failed to obtain a result from NIPT (n = 131). The maternal characteristics, antenatal investigations and pregnancy outcomes for these women were compared with those who obtained a result at the same practice and to the general Australian obstetric population. Antenatal investigations: pregnancy-associated plasma protein-A (PAPP-A), free β-human chorionic gonadotrophin (β-hCG), placental growth factor (PlGF), uterine artery pulsatility index (PI), mean arterial pressure (MAP). Pregnancy outcomes: chromosomal abnormality, pre-eclampsia, gestational diabetes, small-for-gestational-age (SGA), preterm delivery. Only 1.1% of NIPT samples failed to return a result. This cohort was significantly older and had significantly increased weight compared with the general Australian obstetric population. Pregnancy outcomes were available for 94% of the cohort. There were significantly higher rates of chromosomal aneuploidies (6.5% versus 0.2%, P < 0.0001), pre-eclampsia (11% versus 1.5%, P < 0.0001) and gestational diabetes (23% versus 7.5%, P < 0.0001) compared with the general obstetric population. Rates of preterm delivery and SGA were elevated but did not reach significance. Antenatal investigations demonstrated decreased PAPP-A MoM (0.75 versus 1.14, P < 0.0001), decreased free β-hCG (0.71 versus 1.01, P < 0.0001) and increased uterine artery PI (1.79 versus 1.65, P = 0.02). Women who fail to obtain a result from NIPT are at increased risk of adverse pregnancy outcomes, in particular chromosomal aneuploidy, gestational diabetes and pre-eclampsia. None received. Women who fail to obtain a result from cell-free DNA NIPT are at increased risk of adverse pregnancy outcomes. © 2017 Royal College of Obstetricians and Gynaecologists.

Achieving maximum baryon densities

International Nuclear Information System (INIS)

Gyulassy, M.

1984-01-01

In continuing work on nuclear stopping power in the energy range E/sub lab/ approx. 10 GeV/nucleon, calculations were made of the energy and baryon densities that could be achieved in uranium-uranium collisions. Results are shown. The energy density reached could exceed 2 GeV/fm 3 and baryon densities could reach as high as ten times normal nuclear densities

Performance on large-scale science tests: Item attributes that may impact achievement scores

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Gordon, Janet Victoria

Significant differences in achievement among ethnic groups persist on the eighth-grade science Washington Assessment of Student Learning (WASL). The WASL measures academic performance in science using both scenario and stand-alone question types. Previous research suggests that presenting target items connected to an authentic context, like scenario question types, can increase science achievement scores especially in underrepresented groups and thus help to close the achievement gap. The purpose of this study was to identify significant differences in performance between gender and ethnic subgroups by question type on the 2005 eighth-grade science WASL. MANOVA and ANOVA were used to examine relationships between gender and ethnic subgroups as independent variables with achievement scores on scenario and stand-alone question types as dependent variables. MANOVA revealed no significant effects for gender, suggesting that the 2005 eighth-grade science WASL was gender neutral. However, there were significant effects for ethnicity. ANOVA revealed significant effects for ethnicity and ethnicity by gender interaction in both question types. Effect sizes were negligible for the ethnicity by gender interaction. Large effect sizes between ethnicities on scenario question types became moderate to small effect sizes on stand-alone question types. This indicates the score advantage the higher performing subgroups had over the lower performing subgroups was not as large on stand-alone question types compared to scenario question types. A further comparison examined performance on multiple-choice items only within both question types. Similar achievement patterns between ethnicities emerged; however, achievement patterns between genders changed in boys' favor. Scenario question types appeared to register differences between ethnic groups to a greater degree than stand-alone question types. These differences may be attributable to individual differences in cognition

Exploring the Relations of Inquiry-Based Teaching to Science Achievement and Dispositions in 54 Countries

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Cairns, Dean; Areepattamannil, Shaljan

2017-06-01

This study, drawing on data from the third cycle of the Program for International Student Assessment (PISA) and employing three-level hierarchical linear modeling (HLM) as an analytic strategy, examined the relations of inquiry-based science teaching to science achievement and dispositions toward science among 170,474 15-year-old students from 4780 schools in 54 countries across the globe. The results of the HLM analyses, after accounting for student-, school-, and country-level demographic characteristics and students' dispositions toward science, revealed that inquiry-based science teaching was significantly negatively related to science achievement. In contrast, inquiry-based science teaching was significantly positively associated with dispositions toward science, such as interest in and enjoyment of science learning, instrumental and future-oriented science motivation, and science self-concept and self-efficacy. Implications of the findings for policy and practice are discussed.

Metacognition, achievement goals, study strategies and academic achievement: pathways to achievement

NARCIS (Netherlands)

Vrugt, A.; Oort, F.J.

2008-01-01

The purpose of this research was to develop and test a model of effective selfregulated learning. Based on effort expenditure we discerned effective self-regulators and less effective self-regulators. The model comprised achievement goals (mastery, performance-approach and -avoidance goals),

Garrison's model of self-directed learning: preliminary validation and relationship to academic achievement.

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Abd-El-Fattah, Sabry M

2010-11-01

In this project, 119 undergraduates responded to a questionnaire tapping three psychological constructs implicated in Garrison's model of self-directed learning: self-management, self-monitoring, and motivation. Mediation analyses showed that these psychological constructs are interrelated and that motivation mediates the relationship between self-management and self-monitoring. Path modeling analyses revealed that self-management and self-monitoring significantly predicted academic achievement over two semesters with self-management being the strongest predictor. Motivation significantly predicted academic achievement over the second semester only. Implications of these findings for self-directed learning and academic achievement in a traditional classroom setting are discussed.

Optimized Clustering Estimators for BAO Measurements Accounting for Significant Redshift Uncertainty

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Ross, Ashley J. [Portsmouth U., ICG; Banik, Nilanjan [Fermilab; Avila, Santiago [Madrid, IFT; Percival, Will J. [Portsmouth U., ICG; Dodelson, Scott [Fermilab; Garcia-Bellido, Juan [Madrid, IFT; Crocce, Martin [ICE, Bellaterra; Elvin-Poole, Jack [Jodrell Bank; Giannantonio, Tommaso [Cambridge U., KICC; Manera, Marc [Cambridge U., DAMTP; Sevilla-Noarbe, Ignacio [Madrid, CIEMAT

2017-05-15

We determine an optimized clustering statistic to be used for galaxy samples with significant redshift uncertainty, such as those that rely on photometric redshifts. To do so, we study the BAO information content as a function of the orientation of galaxy clustering modes with respect to their angle to the line-of-sight (LOS). The clustering along the LOS, as observed in a redshift-space with significant redshift uncertainty, has contributions from clustering modes with a range of orientations with respect to the true LOS. For redshift uncertainty $\\sigma_z \\geq 0.02(1+z)$ we find that while the BAO information is confined to transverse clustering modes in the true space, it is spread nearly evenly in the observed space. Thus, measuring clustering in terms of the projected separation (regardless of the LOS) is an efficient and nearly lossless compression of the signal for $\\sigma_z \\geq 0.02(1+z)$. For reduced redshift uncertainty, a more careful consideration is required. We then use more than 1700 realizations of galaxy simulations mimicking the Dark Energy Survey Year 1 sample to validate our analytic results and optimized analysis procedure. We find that using the correlation function binned in projected separation, we can achieve uncertainties that are within 10 per cent of of those predicted by Fisher matrix forecasts. We predict that DES Y1 should achieve a 5 per cent distance measurement using our optimized methods. We expect the results presented here to be important for any future BAO measurements made using photometric redshift data.

Intelligence and Academic Achievement With Asymptomatic Congenital Cytomegalovirus Infection.

Science.gov (United States)

Lopez, Adriana S; Lanzieri, Tatiana M; Claussen, Angelika H; Vinson, Sherry S; Turcich, Marie R; Iovino, Isabella R; Voigt, Robert G; Caviness, A Chantal; Miller, Jerry A; Williamson, W Daniel; Hales, Craig M; Bialek, Stephanie R; Demmler-Harrison, Gail

2017-11-01

To examine intelligence, language, and academic achievement through 18 years of age among children with congenital cytomegalovirus infection identified through hospital-based newborn screening who were asymptomatic at birth compared with uninfected infants. We used growth curve modeling to analyze trends in IQ (full-scale, verbal, and nonverbal intelligence), receptive and expressive vocabulary, and academic achievement in math and reading. Separate models were fit for each outcome, modeling the change in overall scores with increasing age for patients with normal hearing ( n = 78) or with sensorineural hearing loss (SNHL) diagnosed by 2 years of age ( n = 11) and controls ( n = 40). Patients with SNHL had full-scale intelligence and receptive vocabulary scores that were 7.0 and 13.1 points lower, respectively, compared with controls, but no significant differences were noted in these scores among patients with normal hearing and controls. No significant differences were noted in scores for verbal and nonverbal intelligence, expressive vocabulary, and academic achievement in math and reading among patients with normal hearing or with SNHL and controls. Infants with asymptomatic congenital cytomegalovirus infection identified through newborn screening with normal hearing by age 2 years do not appear to have differences in IQ, vocabulary or academic achievement scores during childhood, or adolescence compared with uninfected children. Copyright © 2017 by the American Academy of Pediatrics.

Enriching the hierarchical model of achievement motivation: autonomous and controlling reasons underlying achievement goals.

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Michou, Aikaterini; Vansteenkiste, Maarten; Mouratidis, Athanasios; Lens, Willy

2014-12-01

The hierarchical model of achievement motivation presumes that achievement goals channel the achievement motives of need for achievement and fear of failure towards motivational outcomes. Yet, less is known whether autonomous and controlling reasons underlying the pursuit of achievement goals can serve as additional pathways between achievement motives and outcomes. We tested whether mastery approach, performance approach, and performance avoidance goals and their underlying autonomous and controlling reasons would jointly explain the relation between achievement motives (i.e., fear of failure and need for achievement) and learning strategies (Study 1). Additionally, we examined whether the autonomous and controlling reasons underlying learners' dominant achievement goal would account for the link between achievement motives and the educational outcomes of learning strategies and cheating (Study 2). Six hundred and six Greek adolescent students (Mage = 15.05, SD = 1.43) and 435 university students (Mage M = 20.51, SD = 2.80) participated in studies 1 and 2, respectively. In both studies, a correlational design was used and the hypotheses were tested via path modelling. Autonomous and controlling reasons underlying the pursuit of achievement goals mediated, respectively, the relation of need for achievement and fear of failure to aspects of learning outcomes. Autonomous and controlling reasons underlying achievement goals could further explain learners' functioning in achievement settings. © 2014 The British Psychological Society.

The Effect of Teaching Methods and Learning Styles on Students’ English Achievement (An Experimental Study at Junior High School 1 Pasangkayu

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Syahrul Munir

2019-10-01

Full Text Available The objectives of the research are to determine the effects of teaching methods (STAD and jigsaw and learning styles (visual, auditory, and kinesthetic on students’ English achievement. This research is an experimental study conducted at Junior High School Pasangkayu in 2014 with 213 sample which is selected stratified-randomly (n = 68. The results of the research are as follow: (1 English achievement of students taught with STAD is better than those of taught with jigsaw; (2 there is no significant difference in  English achievement among visual, auditory, and kinesthetic students; (3 there is any significant effect of interaction among teaching method and learning styles on students’ learning English achievement. The research also find out that for visual students, studying English achievement of students taught with STAD is better than that of students taught with jigsaw; for auditory students, learning English achievement  of students taught with jigsaw is better than that of students taught with STAD; and for kinesthetic students, English achievement of students taught with STAD is better than that of students taught with jigsaw. To sum up, STAD is more effective than jigsaw in improving students’ English achievement. STAD is suitable to improve English achievement of visual and kinesthetic students, and jigsaw is suitable to improve English achievement of auditory students.

How university students with reading difficulties are supported in achieving their goals.

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Stack-Cutler, Holly L; Parrila, Rauno K; Jokisaari, Markku; Nurmi, Jari-Erik

2015-01-01

We examine (a) what social ties university students with a history of reading difficulty (RD) report assisting them to achieve their goals, (b) outlets available for developing social ties, (c) resources mobilized within these relationships, and (d) the impact of social ties' status on academic achievement. Participants were 107 university students with RD who were currently completing or had recently completed a university degree. Results showed that university students with RD named friends, parents, and significant others (e.g., boy/girlfriend, spouse) as social ties most often. Personal social ties were developed through social media networking sites and within close relationships, and institutional social ties through academic centers and university general services, among others. Resources mobilized among personal and institutional social ties included emotional and social support, advice and planning, writing and studying help, and goal setting. Institutional social ties also afforded job search assistance, accommodations, skill development, financial support, and mental health services. Finally, the status of employed, but not student, social ties explained academic achievement. © Hammill Institute on Disabilities 2013.

Pathways to achieve universal household access to modern energy by 2030

Science.gov (United States)

Pachauri, Shonali; van Ruijven, Bas J.; Nagai, Yu; Riahi, Keywan; van Vuuren, Detlef P.; Brew-Hammond, Abeeku; Nakicenovic, Nebojsa

2013-06-01

A lack of access to modern energy impacts health and welfare and impedes development for billions of people. Growing concern about these impacts has mobilized the international community to set new targets for universal modern energy access. However, analyses exploring pathways to achieve these targets and quantifying the potential costs and benefits are limited. Here, we use two modelling frameworks to analyse investments and consequences of achieving total rural electrification and universal access to clean-combusting cooking fuels and stoves by 2030. Our analysis indicates that these targets can be achieved with additional investment of US200565-86 billion per year until 2030 combined with dedicated policies. Only a combination of policies that lowers costs for modern cooking fuels and stoves, along with more rapid electrification, can enable the realization of these goals. Our results demonstrate the critical importance of accounting for varying demands and affordability across heterogeneous household groups in both analysis and policy setting. While the investments required are significant, improved access to modern cooking fuels alone can avert between 0.6 and 1.8 million premature deaths annually in 2030 and enhance wellbeing substantially.

Pathways to achieve universal household access to modern energy by 2030

International Nuclear Information System (INIS)

Pachauri, Shonali; Nagai, Yu; Riahi, Keywan; Nakicenovic, Nebojsa; Van Ruijven, Bas J; Van Vuuren, Detlef P; Brew-Hammond, Abeeku

2013-01-01

A lack of access to modern energy impacts health and welfare and impedes development for billions of people. Growing concern about these impacts has mobilized the international community to set new targets for universal modern energy access. However, analyses exploring pathways to achieve these targets and quantifying the potential costs and benefits are limited. Here, we use two modelling frameworks to analyse investments and consequences of achieving total rural electrification and universal access to clean-combusting cooking fuels and stoves by 2030. Our analysis indicates that these targets can be achieved with additional investment of US$ 2005 65–86 billion per year until 2030 combined with dedicated policies. Only a combination of policies that lowers costs for modern cooking fuels and stoves, along with more rapid electrification, can enable the realization of these goals. Our results demonstrate the critical importance of accounting for varying demands and affordability across heterogeneous household groups in both analysis and policy setting. While the investments required are significant, improved access to modern cooking fuels alone can avert between 0.6 and 1.8 million premature deaths annually in 2030 and enhance wellbeing substantially. (letter)

ANXIETY AND SCHOLASTIC ACHIEVEMENT OF MOROCCAN EFL COLLEGE LEARNERS

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Akhajam Saad Eddine

2016-05-01

Full Text Available The main purpose of this study is to investigate the relationship between anxiety and scholastic achievement among students of English department at the faculty of Arts and Humanities of Meknes, Morocco. This study focuses on the level of anxiety among English department students and how they can reduce anxiety inside and outside the classroom in a foreign language speaking environment without instructors‟ intervention. This quantitative research used two instruments; Cattle‟s anxiety questionnaire to test the level of anxiety and achievement test to measure their scholastic achievement. The results revealed that girls are more anxious than boys, boys achieve higher marks in scholastic achievement, and there is no relationship between anxiety and scholastic achievement.

Online Mathematics Homework Increases Student Achievement

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Jeremy Roschelle

2016-10-01

Full Text Available In a randomized field trial with 2,850 seventh-grade mathematics students, we evaluated whether an educational technology intervention increased mathematics learning. Assigning homework is common yet sometimes controversial. Building on prior research on formative assessment and adaptive teaching, we predicted that combining an online homework tool with teacher training could increase learning. The online tool ASSISTments (a provides timely feedback and hints to students as they do homework and (b gives teachers timely, organized information about students’ work. To test this prediction, we analyzed data from 43 schools that participated in a random assignment experiment in Maine, a state that provides every seventh-grade student with a laptop to take home. Results showed that the intervention significantly increased student scores on an end-of-the-year standardized mathematics assessment as compared with a control group that continued with existing homework practices. Students with low prior mathematics achievement benefited most. The intervention has potential for wider adoption.

Motivation and social contexts: a crossnational pilot study of achievement, power, and affiliation motives.

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Xu, Xiaoyan; Xu, Yangang; Mellor, David; Duan, Liqiong

2012-01-01

Previous research suggests that there is a relationship between social contexts (e.g., economic growth, engagement in wars) and motives within populations. In particular, high achievement motive is associated with subsequent economic growth, which in turn increases power motive. Increased national achievement and power motives have been argued to precede social changes that lead to decreased affiliation motives, and engagement in wars. The present study aimed to examine differences in achievement, power, and affiliation motives between 266 college students in China (a nation with sustained high economic growth) and 255 college students in the USA (a nation with previously strong but now slowing economic growth, and engaged in war). Analysis of personal strivings suggested that Chinese college students showed significantly higher levels of achievement motive than the American college students, but American college students showed significantly higher levels of affiliation motive than Chinese college students. Overall, males exhibited higher achievement motivation than females. No significant interaction effects were found for gender by location for any of the three motives. The findings are discussed in relation to previous research.

Study the relationship between medical sciences students' self-esteem and academic achievement of Guilan university of medical sciences.

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Jirdehi, Maryam Mirzaee; Asgari, Fariba; Tabari, Rasool; Leyli, Ehsan Kazemnejad

2018-01-01

Achievement of productivity and improvement of quality in the educational system is the effective, influential factors for countries development. Academic achievement is the main objective of the training program and the most important concerns of teachers, education officials, and university Student's families. Self-esteem is one of the factors affecting student academic achievement. This study is aimed to investigate the relationship between self-esteem and academic achievement in Medical Sciences students of in 2014-2015. This is a descriptive-correlational study. In this study, 537 university students were selected using random stratified sampling method from Guilan University of Medical Sciences in 2014-2015. Data were collected using the standard self-esteem questionnaire of Cooper Smith consisting of four elements (general, social, familial, and educational) and a demographic questionnaire. Data were analyzed using SPSS software version 21 and descriptive statistics such as Spearman correlation and Logistic Regression. The results indicated a significant relationship between grade point average and educational self-esteem ( P = 0.002, r = 0.135) and global self-esteem ( P = 0.02, r = 0.102). There was also a significant relationship between composite Index educational status and general self-esteem ( P = 0.019, r = 0.102) and academic achievement ( P = 0.007, r = 0.116) and global self-esteem ( P = 0.020, r = 0.102). According to the results, the highest mean score of self-esteem was related to the familial element, and the lowest average was in terms of social self-esteem, therefore, given the importance and necessity of self-esteem in academic achievement, strengthening of all aspects of self-esteem is suggested.

The Impact of Achieve3000 on Elementary Literacy Outcomes: Randomized Control Trial Evidence, 2013-14 to 2014-15. Eye on Evaluation. DRA Report No. 16.02

Science.gov (United States)

Hill, Darryl V.; Lenard, Matthew A.

2016-01-01

In 2013-14, the Wake County Public School System (WCPSS) launched Achieve3000 as a randomized controlled trial in 16 elementary schools. Achieve3000 is an early literacy program that differentiates non-fiction reading passages based on individual students' Lexile scores. Twoyear results show that Achieve3000 did not have a significant impact on…

Low-dose vaporized cannabis significantly improves neuropathic pain.

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Wilsey, Barth; Marcotte, Thomas; Deutsch, Reena; Gouaux, Ben; Sakai, Staci; Donaghe, Haylee

2013-02-01

We conducted a double-blind, placebo-controlled, crossover study evaluating the analgesic efficacy of vaporized cannabis in subjects, the majority of whom were experiencing neuropathic pain despite traditional treatment. Thirty-nine patients with central and peripheral neuropathic pain underwent a standardized procedure for inhaling medium-dose (3.53%), low-dose (1.29%), or placebo cannabis with the primary outcome being visual analog scale pain intensity. Psychoactive side effects and neuropsychological performance were also evaluated. Mixed-effects regression models demonstrated an analgesic response to vaporized cannabis. There was no significant difference between the 2 active dose groups' results (P > .7). The number needed to treat (NNT) to achieve 30% pain reduction was 3.2 for placebo versus low-dose, 2.9 for placebo versus medium-dose, and 25 for medium- versus low-dose. As these NNTs are comparable to those of traditional neuropathic pain medications, cannabis has analgesic efficacy with the low dose being as effective a pain reliever as the medium dose. Psychoactive effects were minimal and well tolerated, and neuropsychological effects were of limited duration and readily reversible within 1 to 2 hours. Vaporized cannabis, even at low doses, may present an effective option for patients with treatment-resistant neuropathic pain. The analgesia obtained from a low dose of delta-9-tetrahydrocannabinol (1.29%) in patients, most of whom were experiencing neuropathic pain despite conventional treatments, is a clinically significant outcome. In general, the effect sizes on cognitive testing were consistent with this minimal dose. As a result, one might not anticipate a significant impact on daily functioning. Published by Elsevier Inc.

Hospital IT adoption strategies associated with implementation success: implications for achieving meaningful use.

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Ford, Eric W; Menachemi, Nir; Huerta, Timothy R; Yu, Feliciano

2010-01-01

Health systems are facing significant pressure to either implement health information technology (HIT) systems that have "certified" electronic health record applications and that fulfill the federal government's definition of "meaningful use" or risk substantial financial penalties in the near future. To this end, hospitals have adopted one of three strategies, described as "best of breed," "best of suite," and "single vendor," to meet organizational and regulatory demands. The single-vendor strategy is used by the simple majority of U.S. hospitals, but is it the most effective mode for achieving full implementation? Moreover, what are the implications of adopting this strategy for achieving meaningful use? The simple answer to the first question is that the hospitals using the hybrid best of suite strategy had fully implemented HIT systems in significantly greater proportions than did hospitals employing either of the other strategies. Nonprofit and system-affiliated hospitals were more likely to have fully implemented their HIT systems. In addition, increased health maintenance organization market penetration rates were positively correlated with complete implementation rates. These results have ongoing implications for achieving meaningful use in the near term. The federal government's rewards and incentives program related to the meaningful use of HIT in hospitals has created an organizational imperative to implement such systems. For hospitals that have not begun systemwide implementation, pursuing a best of suite strategy may provide the greatest chance for achieving all or some of the meaningful use targets in the near term or at least avoiding future penalties scheduled to begin in 2015.

The Diffusion of Academic Achievements: Social Selection and Influence in Student Networks

OpenAIRE

Sofia Dokuka; Diliara Valeeva; Maria Yudkevich

2015-01-01

Peer group effects show the influence of student social environments on their individual achievements. Traditionally, a social environment is considered by researchers of peer effects as exogenously given. However, significant peers that affect performance are often those that are deliberately chosen. Students might choose their friends among peers with similar academic achievements. A dynamic analysis of student social networks and academic achievements is needed to disentangle social select...

EFFECT OF PERCEPTUAL TRAINING ON INTELLIGENCE AND ACHIEVEMENT.

Science.gov (United States)

CHANSKY, NORMAN M.

THE PERCEPTUAL-MOTOR BEHAVIOR IN LEARNING WAS STUDIED IN RELATIONSHIP TO INTELLIGENCE AND SCHOOL ACHIEVEMENT. THE SAMPLE CONSISTED OF 178 THIRD-GRADE PUPILS, WHO WERE MATCHED ON RACE, SEX, INTELLIGENCE AND ACHIEVEMENT, RESULTING IN FOUR EQUIVALENT GROUPS. TRAINING METHODS INCLUDED BLOCKS, PUZZLES, AND READING. POST-TEST PROCEDURES WERE EMPLOYED…

Web-based thyroid imaging reporting and data system: Malignancy risk of atypia of undetermined significance or follicular lesion of undetermined significance thyroid nodules calculated by a combination of ultrasonography features and biopsy results.

Science.gov (United States)

Choi, Young Jun; Baek, Jung Hwan; Shin, Jung Hee; Shim, Woo Hyun; Kim, Seon-Ok; Lee, Won-Hong; Song, Dong Eun; Kim, Tae Yong; Chung, Ki-Wook; Lee, Jeong Hyun

2018-05-13

The purpose of this study was to construct a web-based predictive model using ultrasound characteristics and subcategorized biopsy results for thyroid nodules of atypia of undetermined significance/follicular lesion of undetermined significance (AUS/FLUS) to stratify the risk of malignancy. Data included 672 thyroid nodules from 656 patients from a historical cohort. We analyzed ultrasound images of thyroid nodules and biopsy results according to nuclear atypia and architectural atypia. Multivariate logistic regression analysis was performed to predict whether nodules were diagnosed as malignant or benign. The ultrasound features, including spiculated margin, marked hypoechogenicity, calcifications, biopsy results, and cytologic atypia, showed significant differences between groups. A 13-point risk scoring system was developed, and the area under the curve (AUC) of the receiver operating characteristic (ROC) curve of the development and validation sets were 0.837 and 0.830, respectively (http://www.gap.kr/thyroidnodule_b3.php). We devised a web-based predictive model using the combined information of ultrasound characteristics and biopsy results for AUS/FLUS thyroid nodules to stratify the malignant risk. © 2018 Wiley Periodicals, Inc.

Calculation of limits for significant unidirectional changes in two or more serial results of a biomarker based on a computer simulation model

DEFF Research Database (Denmark)

Lund, Flemming; Petersen, Per Hyltoft; Fraser, Callum G

2015-01-01

BACKGROUND: Reference change values (RCVs) were introduced more than 30 years ago and provide objective tools for assessment of the significance of differences in two consecutive results from an individual. However, in practice, more results are usually available for monitoring, and using the RCV...... the presented factors. The first result is multiplied by the appropriate factor for increase or decrease, which gives the limits for a significant difference.......BACKGROUND: Reference change values (RCVs) were introduced more than 30 years ago and provide objective tools for assessment of the significance of differences in two consecutive results from an individual. However, in practice, more results are usually available for monitoring, and using the RCV......,000 simulated data from healthy individuals, a series of up to 20 results from an individual was generated using different values for the within-subject biological variation plus the analytical variation. Each new result in this series was compared to the initial measurement result. These successive serial...

The relationship between academic self-concept, intrinsic motivation, test anxiety, and academic achievement among nursing students: mediating and moderating effects.

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Khalaila, Rabia

2015-03-01

The impact of cognitive factors on academic achievement is well documented. However, little is known about the mediating and moderating effects of non-cognitive, motivational and situational factors on academic achievement among nursing students. The aim of this study is to explore the direct and/or indirect effects of academic self-concept on academic achievement, and examine whether intrinsic motivation moderates the negative effect of test anxiety on academic achievement. This descriptive-correlational study was carried out on a convenience sample of 170 undergraduate nursing students, in an academic college in northern Israel. Academic motivation, academic self-concept and test anxiety scales were used as measuring instruments. Bootstrapping with resampling strategies was used for testing multiple mediators' model and examining the moderator effect. A higher self-concept was found to be directly related to greater academic achievement. Test anxiety and intrinsic motivation were found to be significant mediators in the relationship between self-concept and academic achievement. In addition, intrinsic motivation significantly moderated the negative effect of test anxiety on academic achievement. The results suggested that institutions should pay more attention to the enhancement of motivational factors (e.g., self-concept and motivation) and alleviate the negative impact of situational factors (e.g., test anxiety) when offering psycho-educational interventions designed to improve nursing students' academic achievements. Copyright © 2014 Elsevier Ltd. All rights reserved.

STEM after school programming: The effect on student achievement and attitude

Science.gov (United States)

Ashford, Vanessa Dale

Science, technology, engineering and math (STEM) curriculum has become a major component in to 21st century teaching and learning. STEM skills and STEM careers are in demand globally. Disadvantaged and minority students continue to have an achievement gap in STEM classes. They do not perform well in elementary and middle school and frequently do not pursue STEM-based studies in high school or careers in the field. One innovation in STEM education is after-school programming to increase student interest, attitudes, and achievement. This mixed-methods study examines the Discovery Place After-School STEM Program to compare the achievement levels of participants to non-participants in the program and provides recommendations for STEM after-school programming across the district. As part of the study, teachers were interviewed to examine attitudes and perceptions about the program. This study was conducted at an elementary school in a large urban school district in the southeastern United States which has a unique STEM-based after-school program. Student performance data indicated a significant difference in achievement between participants and non-participants in the program as measured by fifth grade science End-of-Grade test. Data from the seven units of study in the program showed significant achievement for three of the seven units.

Timing of Family Income, Borrowing Constraints, and Child Achievement

DEFF Research Database (Denmark)

Humlum, Maria Knoth

2011-01-01

to many earlier studies, the results suggest that the timing of income does not matter for long-term child outcomes. This is a reasonable result given the setting in a Scandinavian welfare state with generous child and education subsidies. Actually, later family income (age 12–15) is a more important......I investigate the effects of the timing of family income on child achievement production. Detailed administrative data augmented with Programme for International Student Assessment test scores at age 15 are used to analyze the effects of the timing of family income on child achievement. Contrary...... determinant of child achievement than earlier income....

Is Blended e-Learning as Measured by an Achievement Test and Self-Assessment Better than Traditional Classroom Learning for Vocational High School Students?

Directory of Open Access Journals (Sweden)

Chi-Cheng Chang

2014-04-01

Full Text Available The purpose of this study is to examine the effects of blended e-learning on electrical machinery performance (achievement test and self-assessment. Participants were two classes of 11th graders majoring in electrical engineering and taking the electrical machinery class at a vocational high school in Taiwan. The participants were randomly selected and assigned to either the experimental group (n = 33 which studied through blended e-learning or the control group (n = 32 which studied through traditional classroom learning. The experiment lasted for five weeks. The results showed that (a there were no significant differences in achievement test scores between blended e-learning and traditional learning; (b students in the experimental group obtained significantly higher scores on self-assessment than students in the control group; (c students’ scores on self-assessment were significantly higher after studying through blended e-learning than before. Overall, blended e-learning did not significantly affect students’ achievement test scores, but significantly affected their self-assessment scores.

The Unique Trio: Academic Achievement, Sport, and Gender

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Shachaf, Miri; Katz, Yaacov J.; Shoval, Ella

2013-01-01

This study examined gender, participation in sport and academic achievement of Israeli high school students. The study examined the academic achievement of those who participated in competitive or non-competitive sport and those who did not participate in sport. Results indicate that female athletes who participated in competitive sport attained…

Prognostic significance of metallothionein in B-cell lymphomas

DEFF Research Database (Denmark)

Poulsen, Christian Bjørn; Borup, Rehannah; Borregaard, Niels

2006-01-01

-cell (ABC) and 3 of 9 type-3 lesions. In contrast, MT mRNA was low to undetectable in 16 germinal center B-cell (GCB)-type DLBCLs. Only 1 of 15 patients with up-regulated MT mRNA achieved a sustained remission, suggesting that up-regulated MT mRNA constitutes a significant risk factor for treatment failure...

Achieving patient satisfaction: resolving patient complaints.

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Oxler, K F

1997-07-01

Patients demand to be active participants on and partners with the health care team to design their care regimen. Patients bring unique perceptions and expectations and use these to evaluate service quality and satisfaction. If customer satisfaction is not achieved and a patient complaint results, staff must have the skills to respond and launch a service recovery program. Service recovery, when done with style and panache, can retain loyal customers. Achieving patient satisfaction and resolving patient complaints require commitment from top leadership and commitment from providers to dedicate the time to understand their patients' needs.

Diet models with linear goal programming: impact of achievement functions.

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Gerdessen, J C; de Vries, J H M

2015-11-01

Diet models based on goal programming (GP) are valuable tools in designing diets that comply with nutritional, palatability and cost constraints. Results derived from GP models are usually very sensitive to the type of achievement function that is chosen.This paper aims to provide a methodological insight into several achievement functions. It describes the extended GP (EGP) achievement function, which enables the decision maker to use either a MinSum achievement function (which minimizes the sum of the unwanted deviations) or a MinMax achievement function (which minimizes the largest unwanted deviation), or a compromise between both. An additional advantage of EGP models is that from one set of data and weights multiple solutions can be obtained. We use small numerical examples to illustrate the 'mechanics' of achievement functions. Then, the EGP achievement function is demonstrated on a diet problem with 144 foods, 19 nutrients and several types of palatability constraints, in which the nutritional constraints are modeled with fuzzy sets. Choice of achievement function affects the results of diet models. MinSum achievement functions can give rise to solutions that are sensitive to weight changes, and that pile all unwanted deviations on a limited number of nutritional constraints. MinMax achievement functions spread the unwanted deviations as evenly as possible, but may create many (small) deviations. EGP comprises both types of achievement functions, as well as compromises between them. It can thus, from one data set, find a range of solutions with various properties.

Math at home adds up to achievement in school.

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Berkowitz, Talia; Schaeffer, Marjorie W; Maloney, Erin A; Peterson, Lori; Gregor, Courtney; Levine, Susan C; Beilock, Sian L

2015-10-09

With a randomized field experiment of 587 first-graders, we tested an educational intervention designed to promote interactions between children and parents relating to math. We predicted that increasing math activities at home would increase children's math achievement at school. We tested this prediction by having children engage in math story time with their parents. The intervention, short numerical story problems delivered through an iPad app, significantly increased children's math achievement across the school year compared to a reading (control) group, especially for children whose parents are habitually anxious about math. Brief, high-quality parent-child interactions about math at home help break the intergenerational cycle of low math achievement. Copyright © 2015, American Association for the Advancement of Science.

Note-taking Strategies and Academic Achievement

OpenAIRE

Haghverdi, Hamid; Biria, Reza; Karimi, Lotfollah

2014-01-01

The purpose of the present article is two fold. That is, revealing the significance, underlying theory and findings concerning note-taking in the literature related and exploring, through a survey study, the Iranian professors‘ and students‘ attitudes towards the effect of teaching note-taking strategies on the students‘ academic achievement. To this end, many previous studies were reviewed and we knew that many scholars, conducting empirical studies, surveys and interviews, have highlighted ...

Locus of Control or Self-Esteem; Which One is the Best Predictor of Academic Achievement in Iranian College Students

Science.gov (United States)

Hosseini, Seyyed Nasrollah; Mirzaei Alavijeh, Mehdi; Karami Matin, Behzad; Hamzeh, Behrooz; Ashtarian, Hossein; Jalilian, Farzad

2016-01-01

Background Self-esteem and behavioral consequences, which are due to external or internal locus of control, are effective on academic achievement of students. Objectives The aim of this study was to determine the prediction of locus of control and self-esteem in academic achievement among the students. Materials and Methods This cross-sectional study was conducted on 300 college students in Kermanshah University of Medical Sciences in 2014. Data collection tools were in three sections: demographic, Rotter internal-external locus of control scale and Coopersmith self-esteem inventory. Data were analyzed using the SPSS software version 21. Results Results showed that 29.8% and 76.2% of the participants had internal locus of control, and high self-esteem, respectively. There was a significant correlation between self-esteem, locus of control and academic achievement of the students. Self-esteem accounted for 39.5% of the variation in academic achievement. Conclusions It seems that interventions to increase self-esteem among student can help improve academic achievement among them. PMID:27284277

Trajectories of Achievement within Race/Ethnicity: "Catching Up" in Achievement across Time

Science.gov (United States)

Davis-Kean, Pamela E.; Jager, Justin

2014-01-01

The achievement gap has long been the focus of educational research, policy, and intervention. The authors took a new approach to examining the achievement gap by examining achievement trajectories within each racial group. To identify these trajectories they used the Early Childhood Longitudinal Study-Kindergarten Cohort, which is a nationally…

Relationship Between Teacher Inquiry Science Instruction Self-Efficacy and Student Achievement

Science.gov (United States)

Hanners, Grace D.

Standardized test data indicate that student achievement in science is a problem both nationally and locally. At the study site, only a small percentage of fifth-grade students score at the advanced level on the Maryland state science assessment (MSA). In addition, the performance of African American, economically disadvantaged, and special education students is well below that of the general student population. Some studies have shown that teacher self-efficacy affects student achievement. Therefore, the purpose of this study was to explore the relationship between fifth-grade teacher inquiry science instruction self-efficacy scores and the scores of their students on the MSA. Bandura's work on the effect of self-efficacy on human behavior provided the theoretical basis for this study. The research questions examined the relationship between teacher inquiry science instructional self-efficacy scores and students' science MSA scores as well as the relationship by student subgroups. A correlational research design was used. The Teaching Science as Inquiry survey instrument was used to quantify teacher self-efficacy, and archival MSA data were the source for student scores. The study included data from 22 teachers and 1,625 of their students. A 2-tailed Pearson coefficient analysis revealed significant, positive relationships with regard to overall student achievement ( r20 = .724, p < .01) and the achievement of each of the subgroups (African American: r20 = .549, p < .01; economically disadvantaged: r20 = .655, p < .01; and special education: r18 = .532, p < .05). The results of this study present an opportunity for positive social change because the local school system can provide professional development that may increase teacher inquiry science instruction self-efficacy as a possible means to improve overall science achievement and to reduce achievement gaps.

The Effect of School Principals' Leadership Styles on Elementary School Students' Reading Achievement Scores

Science.gov (United States)

Jones, James M.

2013-01-01

Principal leadership studies have indicated that leadership can play an important role in augmenting students' achievement scores. One significant influence that can affect achievement scores is the leadership style of the principal. This study focuses on fourth-grade achievement scores within urban elementary schools and explores the relationship…

Achievement goals, social goals, and motivational regulations in physical education settings.

Science.gov (United States)

Cecchini Estrada, José A; González González-Mesa, Carmen; Méndez-Giménez, Antonio; Fernández-Río, Javier

2011-02-01

This study examined the relationship between achievement and social goals, and explored how both goals affect students' level of informed self-determination in Physical Education. Participants were 395 high school students. Three scales were used to assess achievement, social goals, and motivation. Several hierarchical regression analyses revealed that mastery-approach goals were the greatest contributors to the individuals' levels of self-determination. Achievement and social goals were found to be separate predictors of students' levels of self-determination, and this highlights the importance of separating mastery and performance goals into avoidance and approach profiles. Girls reported significantly higher values than boys on responsibility, relationship, and mastery-avoidance goals, whereas boys scored higher on performance-approach goals. Researchers could use achievement and social goals to study students' motivation and achievement in Physical Education settings.

The relationship of attitudes toward science, cognitive style, and self-concept to achievement in chemistry at the secondary school level

Science.gov (United States)

Kirk, Gerald Richard

There is currently a crisis in science education in the United States. This statement is based on the National Science Foundation's report stating that the nation's students, on average, still rank near the bottom in science and math achievement internationally. This crisis is the background of the problem for this study. This investigation studied learner variables that were thought to play a role in teaching chemistry at the secondary school level, and related them to achievement in the chemistry classroom. Among these, cognitive style (field dependence/independence), attitudes toward science, and self-concept had been given considerable attention by researchers in recent years. These variables were related to different competencies that could be used to measure the various types of achievement in the chemistry classroom at the secondary school level. These different competencies were called academic, laboratory, and problem solving achievement. Each of these chemistry achievement components may be related to a different set of learner variables, and the main purpose of this study was to investigate the nature of these relationships. Three instruments to determine attitudes toward science, cognitive style, and self-concept were used for data collection. Teacher grades were used to determine chemistry achievement for each student. Research questions were analyzed using Pearson Product Moment Correlation Coefficients and t-tests. Results indicated that field independence was significantly correlated with problem solving, academic, and laboratory achievement. Educational researchers should therefore investigate how to teach students to be more field independent so they can achieve at higher levels in chemistry. It was also true that better attitudes toward the social benefits and problems that accompany scientific progress were significantly correlated with higher achievement on all three academic measures in chemistry. This suggests that educational researchers

The relationship between competitive anxiety, achievement goals, and motivational climates.

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Ntoumanis, N; Biddle, S

1998-06-01

The purpose of this study was to examine the relationships of achievement goal orientations and perceived motivational climate to perceptions of the intensity and direction of competitive state anxiety in a sample of university athletes representing various team sports. Although some studies have demonstrated that task orientation and mastery climate are associated with adaptive emotional patterns and ego orientation and performance climate are linked to less adaptive emotions, others have not verified these findings. In the present study, structural equation modeling was used to test these links. The results showed that perceptions of a performance climate were associated with ego orientation, whereas perceptions of a mastery climate were linked to task orientation. Furthermore, no significant links were found between task orientation and direction of competitive anxiety, while it was shown that the impact of ego orientation on the intensity and direction of cognitive and somatic anxiety was exerted through self-confidence. No significant direct links were found between motivational climates and competitive anxiety, thus implying that motivational climates may have an indirect impact on affective responses through the different goal orientations. The findings of the present study are discussed along with suggestions for examining situational and individual difference variables that may explain the relationships between intensity and direction of competitive anxiety and achievement goals and motivational climates.

Influence of the motivational class climate on adolescents’ school engagement and their academic achievement

Directory of Open Access Journals (Sweden)

Melchor GUTIÉRREZ

2017-06-01

Full Text Available The scientific literature provides empirical evidence on the relationship between school engagement and numerous important variables of the adolescents’ educational context. The school engagement has been related, among other important constructs, with burnout of both teachers and students, school performance, satisfaction with the school, behavioral disruption, goal orientation and motivational climate in the classroom. Because of it, the aim of this study was to analyze the relationship between perceived motivational class climate and students’ academic achievement, with school engagement acting as a mediator. A sample of 2028 teenagers completed various instruments to measure the perception of motivational climate, perceived basic psychological needs satisfaction, perceived autonomy support provided by the teacher, and academic achievement. The data were analyzed using a structural equation model with observed variables (path analysis. The results have shown a significant relationship between motivational climate and school engagement, and of this with academic achievement. It should also be highlighted the direct relationship of perceived competence and perceived autonomy support with perception of academic success. Of the three variables to be predicted (Portuguese and Mathematics marks and Academic success, the largest percentage of variance explained was the one of academic success. The results are discussed within the framework of achievement goal theory, the self-determined motivation, and in terms of contributing practical issues to adolescents’ teaching-learning process.

Flux consumption optimization and the achievement of 1 MA discharges on NSTX

International Nuclear Information System (INIS)

Menard, J.; LeBlanc, B.; Sabbagh, S.A.

2001-01-01

The spherical tokamak (ST), because of its slender central column, has very limited volt-second capability relative to a standard aspect ratio tokamak of similar plasma cross-section. Recent experiments on the National Spherical Torus Experiment (NSTX) have begun to quantify and optimize the ohmic current drive efficiency in a MA-class ST device. Sustainable ramp-rates in excess of 5MA/sec during the current rise phase have been achieved on NSTX, while faster ramps generate significant MHD activity. Discharges with I P exceeding 1MA have been achieved in NSTX with nominal parameters: aspect ratio A=1.3-1.4, elongation κ=2-2.2, triangularity δ=0.4, internal inductance l i =0.6, and Ejima coefficient C E =0.35. Flux consumption efficiency results, performance improvements associated with first boronization, and comparisons to neoclassical resistivity are described. (author)

Componential Analysis of Analogical-Reasoning Performance of High and Low Achievers.

Science.gov (United States)

Armour-Thomas, Eleanor; Allen, Brenda A.

1990-01-01

Assessed analogical reasoning in high- and low-achieving students at the high school level and determined whether analogical reasoning was related to academic achievement in ninth grade students (N=54). Results indicated that high achievers performed better than low achievers on all types of analogical-reasoning processes. (Author/ABL)

How to Achieve Better Results Using PASS-Based Virtual Screening: Case Study for Kinase Inhibitors

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Pavel V. Pogodin

2018-04-01

Full Text Available Discovery of new pharmaceutical substances is currently boosted by the possibility of utilization of the Synthetically Accessible Virtual Inventory (SAVI library, which includes about 283 million molecules, each annotated with a proposed synthetic one-step route from commercially available starting materials. The SAVI database is well-suited for ligand-based methods of virtual screening to select molecules for experimental testing. In this study, we compare the performance of three approaches for the analysis of structure-activity relationships that differ in their criteria for selecting of “active” and “inactive” compounds included in the training sets. PASS (Prediction of Activity Spectra for Substances, which is based on a modified Naïve Bayes algorithm, was applied since it had been shown to be robust and to provide good predictions of many biological activities based on just the structural formula of a compound even if the information in the training set is incomplete. We used different subsets of kinase inhibitors for this case study because many data are currently available on this important class of drug-like molecules. Based on the subsets of kinase inhibitors extracted from the ChEMBL 20 database we performed the PASS training, and then applied the model to ChEMBL 23 compounds not yet present in ChEMBL 20 to identify novel kinase inhibitors. As one may expect, the best prediction accuracy was obtained if only the experimentally confirmed active and inactive compounds for distinct kinases in the training procedure were used. However, for some kinases, reasonable results were obtained even if we used merged training sets, in which we designated as inactives the compounds not tested against the particular kinase. Thus, depending on the availability of data for a particular biological activity, one may choose the first or the second approach for creating ligand-based computational tools to achieve the best possible results in

Differences in Learning Strategies, Goal Orientations, and Self-Concept between Overachieving, Normal-Achieving, and Underachieving Secondary Students

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Castejón, Juan L.; Gilar, Raquel; Veas, Alejandro; Miñano, Pablo

2016-01-01

The aims of this work were to identify and establish differential characteristics in learning strategies, goal orientations, and self-concept between overachieving, normal-achieving and underachieving secondary students. A total of 1400 Spanish first and second year high school students from the South-East geographical area participated in this study. Three groups of students were established: a group with underachieving students, a group with a normal level of achievement, and a third group with overachieving students. The students were assigned to each group depending on the residual punctuations obtained from a multiple regression analysis in which the punctuation of an IQ test was the predictor and a measure composed of the school grades of nine subjects was the criteria. The results of one-way ANOVA and the Games-Howell post-hoc test showed that underachieving students had significantly lower punctuations in all of the measures of learning strategies and learning goals, as well as all of the academic self-concept, personal self-concept, parental relationship, honesty, and personal stability factors. In contrast, overachieving students had higher punctuations than underachieving students in the same variables and higher punctuations than normal-achieving students in most of the variables in which significant differences were detected. These results have clear educational implications. PMID:27729879

The Effect of Learned Optimism on Achievement Motivation and Academic Resilience in Female Adolescents

Directory of Open Access Journals (Sweden)

M Khademi

2015-08-01

Full Text Available The aim of this study was to investigate the effect of learned optimism on achievement motivation and academic resilience in female adolescents. This study was a quasi design, pre- and post-test control group and the subjects were selected among adolescents who were members of the Center for Intellectual Development of Children and Adolescents in Isfahan. These subjects selected by randomly style and divided into two experimental and control groups. They were 20 female adolescents aged between 13 to 15 years. The experimental group received optimism training in 7 sessions. Measuring tools were Hermance Achievement motivation questionnaire and Samuel’s academic resilience questionnaire. Data were analyzed by multivariate analysis of covariance (MANCOVA. The results showed that learned optimism had a significant effect on achievement motivation and it’s subscales (confidence and perseverance but it had no effect on other subscales (foresight and hard working. As well as learned optimism had no effect on academic resilience and it’s subscales (communication skills, orientation for the future, orientation for the problem-based. Based on these results focus on emotional and optimism in educational system leads to increase motivation in students and prevent failure and school drop.

Psychomotor Ability and Short-term Memory, and Reading and Mathematics Achievement in Children.

Science.gov (United States)

Murrihy, Cherée; Bailey, Maria; Roodenburg, John

2017-08-01

The aim of our study was to examine whether the findings from previous research, indicating the role of short-term memory as a mediator of the relationship between motor coordination and academic achievement in adolescents, is also evident in a younger child population. The study utilized a quantative cross-sectional design involving 133 children aged 8-12. The McCarron Assessment of Neuromuscular Development (MAND) provided four indicators of psychomotor ability (Finger Nose, Walking, Balancing, and Jumping). The Woodcock-Johnson Cognitive battery and the Automated Working Memory Assessment (AWMA) provided two measures of short-term memory (Numbers Reversed and Digit Recall) and the WJIII Achievement battery provided two measures of reading achievement (Letter-word Identification and Passage Comprehension) and two measures of mathematics achievement (Applied Problems and Calculation). Structural equation modeling was used, controlling for age, processing speed, crystallized, and fluid intelligence where appropriate. The results found support for the hypothesis that short-term memory fully mediates the relationship between psychomotor ability and reading and mathematics achievement. These findings indicate the significant affect of psychomotor ability on learning outcomes and consequently the need to assess these in considering learning difficulties, and as such these findings also advance understanding of developmental neural mechanisms underpinning the relationships. © The Author 2017. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Differential participation in formative assessment and achievement in introductory calculus

OpenAIRE

Dibbs, Rebecca-Anne

2015-01-01

International audience; Prior formative assessment research has shown positive achievement gains when classes using formative assessment are compared to classes that do not. However, little is known about what, if any, benefits of formative assessment occur within a class. The purpose of this study was to investigate the achievement of the students in introductory calculus using formative assessment at the two different participation levels observed in class. Although there was no significant...

The Relationship between Sleep Quality and Academic Achievement with Migraine Headaches among Alborz Medical Sciences University Students

Directory of Open Access Journals (Sweden)

Leila Sadati

2017-03-01

Full Text Available Background : Considering the issue of sleep quality in medical students as a stratum of society who are concerned with human health and its relationship with other psychological variables (in particular academic achievement and headaches seems essential. So, the present study was done to evaluate the relationship between Sleep Quality and academic achievement with migraine headaches. Materials and Methods: The present study was descriptive _ correlation. The population in this study includes all the students in Alborz Medical Sciences University in the academic year of 2014. 256 students (156 females and 100 males who were selected according to research entrance criteria by stratified sampling method; and they answered to the Sleep of Quality Test and Examine Migraine Headaches Symptom Questionnaires. Also, the mean of first term scores were considered as an index of the academic achievement. The data were analyzed by SPSS 19 software. Results: The results showed that there were statistically significant correlation between migraine headaches with academic achievement, Sleep of Quality and substandard mental sleep quality, delay into going to sleep, sleep disorders, taking hypnotic pills, and daily function disorder; and sleep disorders, daily function disorder, academic achievement and taking hypnotic pills could predict and explain 25/6 changes associated to migraine headaches. Conclusion: Those students with inappropriate Sleep of Quality; they experienced more migraine headaches and failure in academic achievements.

Achievement Emotions and Peer Acceptance Get Together in Game Design at School

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Margherita BRONDINO

2014-12-01

Full Text Available This paper presents a game design experience in primary schools, with children creating game design ideas and prototypes. Children were organized in cooperative groups. Game design tasks were organized following gamification principles, with ad-hoc gamified material. Cooperative learning and gamification served to elicit emotions and social inclusion. This paper measures them as follows. It operationalizes social inclusion with peer acceptance in three different social contexts, measured before and after the game design activity. It tracks achievement emotions experienced during game design at school. Then the paper examines the relationships between achievement emotions and peer acceptance. In this manner, it tackles an open problem in the literature concerning the links between emotions and social well-being in a game design experience. Path analyses indicate that, respectively for received choices and mutual friendships, positive emotions played a significant role in improving children’s social relations, and negative emotions were associated with a significant deterioration of social relations, but only for the extra-school leisure context. The paper concludes assessing the study limits and results in relation to game design with and for children.

Achievement in Physics

Science.gov (United States)

1999-03-01

Naomi Moran, a student at the Arnewood School, New Milton, Hampshire was the first recipient of the `Achievement in Physics' prize awarded by the South Central Branch of The Institute of Physics. Naomi received an award certificate and cheque for £100 from Dr Ruth Fenn, Chairman of the Branch, at the annual Christmas lecture held at the University of Surrey in December. She is pictured with Dr Fenn and Steve Beith, physics teacher at the Arnewood School.  Photo Figure 1. Naomi Moran receiving her award (photograph courtesy of Peter Milford). The award is intended to celebrate personal achievement in physics at any level at age 16-17 and is not restricted to those who gain the highest academic results. Schools across the county were invited to nominate suitable candidates; Naomi's nomination by the school's deputy head of science impressed the judges because of her ability to grasp the most difficult parts of the subject quickly, in addition to the fact that she took her AS-level science in year 11 when she was only 16. She is currently studying A-level physics, chemistry and mathematics and hopes to continue her studies at university later this year.

The impact of fashion competence and achievement motivation toward college student’s working readiness on “Cipta Karya” subject

Science.gov (United States)

Marniati; Wibawa, S. C.

2018-01-01

This experiment aimed to know the rate of college student’s working readiness of fashion’s program study to perform ‘Cipta Karya’ related to cognitive readiness, manner readiness and skill readiness from a variable of fashion’s workmanship and achievement motivation. The subject of the experiment was 43 college students who took Cipta Karya subject. Method of collecting data used questionnaire with five alternative answers to Likert ratio model. Data analysis technique used path analysis (double regression). The instrument validity test used product moment correlation while for instrument reliability used Alpha Cronbach’s grade. The results showed (1) fashion competence was taking effect significantly on working readiness for ‘Cipta Karya’ (2) achievement motivation is taking effect significantly on working readiness for ‘cipta karya’ (3) both variables are positive. This means that fashion competence and achievement motivation have a positive effect on working readiness for ‘cipta karya’ performance.

An explanatory model of academic achievement based on aptitudes, goal orientations, self-concept and learning strategies.

Science.gov (United States)

Miñano Pérez, Pablo; Castejón Costa, Juan-Luis; Gilar Corbí, Raquel

2012-03-01

As a result of studies examining factors involved in the learning process, various structural models have been developed to explain the direct and indirect effects that occur between the variables in these models. The objective was to evaluate a structural model of cognitive and motivational variables predicting academic achievement, including general intelligence, academic self-concept, goal orientations, effort and learning strategies. The sample comprised of 341 Spanish students in the first year of compulsory secondary education. Different tests and questionnaires were used to evaluate each variable, and Structural Equation Modelling (SEM) was applied to contrast the relationships of the initial model. The model proposed had a satisfactory fit, and all the hypothesised relationships were significant. General intelligence was the variable most able to explain academic achievement. Also important was the direct influence of academic self-concept on achievement, goal orientations and effort, as well as the mediating ability of effort and learning strategies between academic goals and final achievement.

Effect of Blended-Learning on Academic Achievement of Students in the University of Jordan

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Ruba Obiedat

2014-03-01

Full Text Available The purpose of this study is to evaluate the effectiveness of blended learning on the academic achievement of students in the University of Jordan. To gain in depth understanding of the phenomena under investigation, survey method is employed to collect natural data. For the sake of respondent convince all the questions asked in this survey are directed in Arabic language. Conventional sampling technique is employed due to the subjectivity of the issue. A sample of (427 students from King Abdulla II School for Information Technology at Jordan University are randomly selected. SPSS10 software is used to make statistical analysis. The robust checks of the result are made through arithmetic average, standard deviation statistics and Pearson correlation matrix. Statistical results of the study report that there is a significant and positive impact of blended learning on academic achievement of the students in university of Jordan.

Online formative tests linked to microlectures improving academic achievement.

Science.gov (United States)

Bouwmeester, Rianne A M; de Kleijn, Renske A M; Freriksen, Astrid W M; van Emst, Maarten G; Veeneklaas, Rob J; van Hoeij, Maggy J W; Spinder, Matty; Ritzen, Magda J; Ten Cate, Olle Th J; van Rijen, Harold V M

2013-12-01

Online formative tests (OFTs) are powerful tools to direct student learning behavior, especially when enriched with specific feedback. In the present study, we have investigated the effect of OFTs enriched with hyperlinks to microlectures on examination scores. OFTs, available one week preceding each midterm and the final exams, could be used voluntarily. The use of OFTs was related to scores on midterm and final exams using ANOVA, with prior academic achievement as a covariate. On average, 74% of all students used the online formative tests (OFT+) while preparing for the summative midterm exam. OFT+ students obtained significantly higher grades compared to OFT-students, both without and with correction for previous academic achievement. Two out of three final exam scores did not significantly improve. Students using online formative tests linked to microlectures receive higher grades especially in highly aligned summative tests.

An exploration of the impact of reform-based science instruction on second graders' academic achievement

Science.gov (United States)

Ellis, Valeisha Michelle

The purpose of this study was to examine whether possible relationships might exist between the quality of reform-based science instruction and science and reading achievement in second grade. The study also examined separately possible interactions between quality of instruction and gender and race. The study involved an analysis of data previously collected in a larger one-group pre/post test study of a science instructional intervention (ISI Science) (Connor et al., 2010). In the original study, six teachers and two graduate assistants taught two science units designed based upon constructivist principles and reform-based practices. Using the 5-E Learning Cycle (Bybee, 1997), reading and science were integrated into each lesson. Videotapes were made of all lessons and science and reading achievement data were collected. For the current study, dependent achievement variables were science achievement measured by the Iowa Science Test; reading comprehension, by the Woodcock Passage Comprehension; and vocabulary, by the Iowa Vocabulary. Pre- and post-tests scores on the dependent measures were available for 96 children from the original study. Quality of instruction was measured using the Reformed Teaching Observation Protocol (RTOP) (Sawanda & Piburn, 2000). Videotapes of 24 science lessons from the larger study were analyzed using the RTOP. Reliability of ratings for the RTOP in the study was determined to be .96. No significant results were found for relations between instructional quality (RTOP) and any of the achievement variables although significant pre to post increases on all three measures were observed. No differences by race or gender were found. This latter finding was noteworthy given the research in science identifying both gender and race differences in science achievement. Recommendations for future research and teacher education are discussed.

The Effect of General Objectives Defined by Behavioral Objectives on Achievement in a College Zoology Course.

Science.gov (United States)

Rushin, John W.; Baller, William

1981-01-01

Tests the effect of developmental level objectives on student achievement and efficiency in a zoology course. These objectives were found to have no significant effect on achievement, but they did significantly increase student efficiency in learning the content material of the module. (Author)

Self-concept and academic achievement: a meta-analysis of longitudinal relations.

Science.gov (United States)

Huang, Chiungjung

2011-10-01

The relation between self-concept and academic achievement was examined in 39 independent and longitudinal samples through the integration of meta-analysis and path analysis procedures. For relations with more than 3 independent samples, the mean observed correlations ranged from .20 to .27 between prior self-concept and subsequent academic achievement and from .19 to .25 between prior academic achievement and subsequent self-concept. Globality/specificity of self-concept was the only significant moderating factor in the relation between (a) prior self-concept and subsequent academic achievement and (b) prior academic achievement and subsequent self-concept. As high self-concept is related to high academic performance and vice-versa, intervention programs that combine self-enhancement and skill development should be integrated. Copyright © 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Co-operative Learning Approach and Students' Achievement in ...

African Journals Online (AJOL)

This study set out to investigate cooperative learning approach and students' achievement in Sociology. One research question and one hypothesis tested at 0.05 level of significance were formulated to guide the study. The study adopted a quasi-experimental design. One hundred and one (101) students of the schools of ...

Parent involvement and science achievement: A latent growth curve analysis

Science.gov (United States)

Johnson, Ursula Yvette

This study examined science achievement growth across elementary and middle school and parent school involvement using the Early Childhood Longitudinal Study - Kindergarten Class of 1998--1999 (ECLS-K). The ECLS-K is a nationally representative kindergarten cohort of students from public and private schools who attended full-day or half-day kindergarten class in 1998--1999. The present study's sample (N = 8,070) was based on students that had a sampling weight available from the public-use data file. Students were assessed in science achievement at third, fifth, and eighth grades and parents of the students were surveyed at the same time points. Analyses using latent growth curve modeling with time invariant and varying covariates in an SEM framework revealed a positive relationship between science achievement and parent involvement at eighth grade. Furthermore, there were gender and racial/ethnic differences in parents' school involvement as a predictor of science achievement. Findings indicated that students with lower initial science achievement scores had a faster rate of growth across time. The achievement gap between low and high achievers in earth, space and life sciences lessened from elementary to middle school. Parents' involvement with school usually tapers off after elementary school, but due to parent school involvement being a significant predictor of eighth grade science achievement, later school involvement may need to be supported and better implemented in secondary schooling.

Effects of Problem-Based Learning Model versus Expository Model and Motivation to Achieve for Student's Physic Learning Result of Senior High School at Class XI

Science.gov (United States)

Prayekti

2016-01-01

"Problem-based learning" (PBL) is one of an innovative learning model which can provide an active learning to student, include the motivation to achieve showed by student when the learning is in progress. This research is aimed to know: (1) differences of physic learning result for student group which taught by PBL versus expository…

USING THINK-PAIR-SHARE TO IMPROVE SPEAKING ACHIEVEMENT OF THE SECOND SEMESTER ENGLISH STUDY PROGRAM OF TRIDINANTI UNIVERSITY PALEMBANG

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Jenny Elvinna Manurung

2017-09-01

Full Text Available The study aimed at improving the speaking achievement of the second semester students of Tridinanti Palembang by using Think-Pair-Share strategy (TPR. This study was an action research study. The steps in conducting the study were planning, actions and observation of action and reflections. The population of the study was all of the second semester students of Tridinanti University in the academic year 2016/2017. The sample used one class (10students. The data collections used by the researcher were tests and observation. The learning improvement indicators included in two things; (1 learning achievement, (2 teaching and learning process. In the study, the implementation was conducted into two cycles. The results showed that the average score of students’ speaking achievement was 66 in cycle I and the observation result was 62.82. The result had not been reached the target yet that was >70. At least more than 85% students could achieve the score above 70. Thus, cycle II was necessary to be implemented. In cycle II, the average score of speaking test was 81and the observation result was 81.06. The students had reached the target and the cycle was stopped. In conclusion, the implementation of TPR had brought significant improvement to the students’ speaking achievement.

Research on the achievement motivation levels of the amateur football players

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Yalçın İlimdar

2017-01-01

Full Text Available This study was conducted to determine the achievement motivation levels of the amateur football players based upon the importance of motivation on the athletes’ successes. The research group comprises 243 voluntary amateur football players who actively participated in the competitions during 2016-2017 season in Elazig. In the study, “Sports-Specific Achievement Motivation Scale” that was developed by Willis (1982 and adapted to Turkish by Tiryaki and Godelek (1997 was used. The collected data were analyzed through SPSS 22 programme. The margin of error was accepted as p<0.05. The cronbach alpha value was found as ,78. Consequently; when the subscales of achievement motivation of the amateur soccer players participating in the study were analyzed with some variables, it was found that there was a statistically significant difference between those aged 22-24 years and those aged 25-27 years in approach success. In the team playing year variable, the statistical significance was found between the ones who have 1 year football history in the team and those who are 5 years or more in the approach success. It was observed the approach to achievement motivation increased as the experience of playing for a team increased. As for the year of working with a trainer variable, it was found that there was a statistically significant difference between those who had 1 year past with coach and those who had 2 years past with the motivation to avoid failure.

Achieving compliance when legal sanctions are non-deterrent

DEFF Research Database (Denmark)

Tyran, Jean-Robert; Feld, Lars P.

2006-01-01

Law backed by nondeterrent sanctions (mild law) has been hypothesized to achieve compliance because of norm activation. We experimentally investigate the effects of mild law in the provision of public goods by comparing it to severe law (deterrent sanctions) and no law. The results show that exog......Law backed by nondeterrent sanctions (mild law) has been hypothesized to achieve compliance because of norm activation. We experimentally investigate the effects of mild law in the provision of public goods by comparing it to severe law (deterrent sanctions) and no law. The results show...... that exogenously imposing mild law does not achieve compliance, but compliance is much improved if mild law is endogenously chosen, i.e., selfimposed. We show that voting for mild law induces expectations of cooperation, and that people tend to comply with the law if they expect many others to do so...

[Effects of long-term isolation and anticipation of significant event on sleep: results of the project "Mars-520"].

Science.gov (United States)

Zavalko, I M; Rasskazova, E I; Gordeev, S A; Palatov, S Iu; Kovrov, G V

2013-01-01

The purpose of the research was to study effect of long-term isolation on night sleep. The data were collected during international ground simulation of an interplanetary manned flight--"Mars-500". The polysomnographic recordings of six healthy men were performed before, four times during and after 520-days confinement. During the isolation sleep efficiency and delta-latency decreased, while sleep latency increased. Post-hoc analysis demonstrate significant differences between background and the last (1.5 months before the end of the experiment) measure during isolation. Frequency of nights with low sleep efficiency rose on the eve of the important for the crew events (simulation of Mars landing and the end of the confinement). Two weeks after the landing simulation, amount of the nights with a low sleep efficiency significantly decreased. Therefore, anticipation of significant event under condition of long-term isolation might result in sleep worsening in previously healthy men, predominantly difficulties getting to sleep.

Significant skin-tightening by closure of fractional ablative laser holes.

Science.gov (United States)

Russe, Elisabeth; Purschke, Martin; Limpiangkanan, Wikunda; Farinelli, William A; Wang, Ying; Doukas, Apostolos G; Sakamoto, Fernanda H; Wechselberger, Gottfried; Anderson, Richard Rox

2018-01-01

Ablative fractional laser treatment uses thousands of very small laser beam wounds to damage a fraction of the skin, which stimulates tissue remodeling. Each open micro-wound heals without scarring, but the amount of skin tightening achieved is limited. This animal study was performed to test the hypothesis that immediate temporary closure of fractional laser wounds could increase skin tightening after fractional ablative laser treatment. Four adult swine were used for the study; 98 square test sites (3 × 3 cm) were tattooed on the abdomen and flanks of each pig. An ablative fractional Erbium:YAG laser (Sciton Profile, Sciton Inc, Palo Alto, CA) was used to treat the test areas. A laser micro-spot fluence of 375 J/cm 2 was delivered in 150-250 microseconds pulses, resulting in an array of ablation channels extending 1.5 mm deep into the skin, with a spot size of 250 µm, with 10% treatment density. Immediately following laser exposure the resulting holes were closed using a stretched elastic adhesive dressing, which, when applied, recoiled and compressed the diameter of the ablation holes. The compressive dressings were removed after 7 days. This procedure was compared to removing the same amount of skin (10%) mechanically by specially designed 19 gauge coring needles, as well as to the same laser and coring methods without compression closure. Area and shape of test sites were measured by digital photography before and 28 days after treatment. Data analysis included compensation for animal growth, as measured by increase in the area of the untreated control sites. All treated and control sites healed within a week, without scarring evident at 28 days. Laser treatment combined with compressive wound closure caused significant shrinkage at 28 days compared with untreated control sites. The treated skin area was reduced by 11.5% (P = 0.0001). Needle coring with wound closure produced similar, significant shrinkage (8%, P < 0.0021), whereas laser

AREVA - 2012 annual results: significant turnaround in performance one year after launching the Action 2016 plan

International Nuclear Information System (INIS)

Duperray, Julien; Berezowskyj, Katherine; Kempkes, Vincent; Rosso, Jerome; Thebault, Alexandre; Scorbiac, Marie de; Repaire, Philippine du

2013-01-01

One year after launching Areva's Action 2016 strategic plan, the first results are in. AREVA is ahead of schedule in executing its recovery plan. While pursuing its efforts in the management of a few difficult projects (such as OL3), Areva group was able to return to a virtuous performance cycle rooted in strong growth in nuclear order intake and good progress on its cost reduction program. Commercially, despite the difficult economic environment, AREVA was able to capitalize on its leadership in the installed base and on its long-term partnerships with strategic customers, beginning with EDF, with which AREVA renewed a confident and constructive working relationship. Areva has secured 80% of its objective of one billion euros of savings by the end of 2015 to improve its competitiveness. The group also continued efforts to optimize working capital requirement and control the capital expenditure trajectory. Together, these results enabled AREVA to exceed the objectives set for 2012 for two key indicators of its strategic plan: EBITDA and free operating cash flow. Nearly 60% of the 2.1 billion euros devoted to capital expenditures for future growth in 2012 were funded by operations, a quasi-doubled share compared to 2011. Areva's floor target for asset disposals was achieved one year ahead of schedule, also helping the Group to control its net debt, which remained below 4 billion euros. In 2013, Areva is continuing to implement the Action 2016 plan to keep its turnaround on track. In summary: - Backlog renewed over the year 2012 to euro 45.4 bn thanks to the increase in nuclear order intake; - Sales revenue growth: euro 9.342 bn (+5.3% vs. 2011), led by nuclear and renewables operations; - Very sharp upturn in EBITDA: euro 1.007 bn (+euro 586 m vs. 2011) - Very net improvement in free operating cash flow: -euro 854 m (+euro 512 m vs. 2011); - Back to positive reported operating income: euro 118 m (+euro 1.984 bn vs. 2011); - 2012-2013 floor target for asset disposals

THE CORRELATION AMONG ATTITUDE, MOTIVATION AND SPEAKING ACHIEVEMENT OF COLLEGE STUDENTS ACROSS PERSONALITY FACTORS

Directory of Open Access Journals (Sweden)

Siti Lailatul Khoiriyah

2016-05-01

Full Text Available Considering the important of understanding about the attitude, motivation and the personality of the students in the English learning process, this research is aimed at finding the relationship between attitude and motivation which are acknowledged as influential factors in speaking achievement across their personality factors. Sixty Non-EFL students of Maulana Malik Ibrahim State Islamic University of Malang who take English as their compulsory subject were participated as the research sample. They were the fourth semester undergraduate taking TOEFL and Speaking Course. Attitude and Motivation Test Battery (AMTB, The Myers-Briggs Type Indicator (MBTI, speaking test and TOEFL-like test were administered. The results of this research revealed that there was significant correlation among attitude, motivation and speaking achievement of extrovert and Introvert students.

The Perception of Same Gender Coaches by Iranian Skaters and its Influence on Sport Achievement Motivation and Commitment

Directory of Open Access Journals (Sweden)

Negar HOMAYONI IZAD

2016-03-01

Full Text Available Aim: To examine the relationship between the perception of same gender coaches by male and female Iranian skaters and their sport achievement motivation and commitment. Participants: Fifty two female and forty two male skaters, age range 13 to 18 years, from the province of Isfahan in Iran. Materials: The following 3 questionnaires, tested for reliability and validity for the Iranian population and adapted for Farsi, were used: i Pelletier, Fortier, Vallerand and Briere (2001 Interpersonal Behaviour Scale to measure social support of trainers, ii Gill and Deeter (1988 Sport Orientation Questionnaire (SOQ to measure achievement motivation, and iii Scanlan, Simons, Car penter, Schmidt and Keeler (1993 Sport Commitment Model to measure sport commitment. Procedure: The questionnaires were administered to participants in person by the first author after training sessions in sport stadiums. Results: There was a significant positive correlation between perceived coaches' social support and sport achievement motivation and commitment for both male and female participants. However, on all of the above measures females scored significantly more positive ratings than their male c ounterparts. Results of regression analyses conducted separately for males and females showed that relatedness support is the strongest predictor for sport achievement motivation and commitment for males, whereas autonomy support was the strongest predicto r for sport commitment amongst females. Implications: These findings are of particular interest in understanding the impact of perceived coaching support for young male and female athletes, especially if coached exclusively by the same gender.

"What If" Analyses: Ways to Interpret Statistical Significance Test Results Using EXCEL or "R"

Science.gov (United States)

Ozturk, Elif

2012-01-01

The present paper aims to review two motivations to conduct "what if" analyses using Excel and "R" to understand the statistical significance tests through the sample size context. "What if" analyses can be used to teach students what statistical significance tests really do and in applied research either prospectively to estimate what sample size…

The influence of selected teacher inputs on students’ academic achievement in the junior secondary school certificate mathematics in Namibia

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Simon E. Akpo

2013-12-01

Full Text Available This study explored the link between teachers’ inputs and students’ academic achievement in the JSC Mathematics for the period 2006 to 2010. One hundred and fifty secondary schools selected from 573 secondary schools in the country constituted the target population. One hundred and sixty-four JSC mathematics teachers from the 150 secondary schools participated in the study, with the final JSC Mathematics results of the students serving as the dependent variable of the study. Mathematics teachers’ input data (academic qualifications, teaching experience and subject specialisation were collected from a questionnaire developed by the researchers. Standard multiple regression was used to analyse the link between teachers’ inputs and students’ academic achievement in JSC Mathematics at P < 0.05and P < 0.10 respectively. The study found that teachers’ academic qualifications and subject specialisation had a significant and positive relationship with students’ academic achievement in JSC Mathematics. Teachers’ gender, however, was not significantly related to students’ academic achievement in JSC Mathematics. This is the first time within the Namibian context that we have empirically demonstrated the link between teachers’ inputs and students’ academic achievement in JSC Mathematics. The study therefore provides support for the policy initiatives that seek to link teachers’ academic qualifications, subject specialisation and teaching experience to employment and classroom allocation.

Peer harassment, school connectedness, and academic achievement.

Science.gov (United States)

Eisenberg, Marla E; Neumark-Sztainer, Dianne; Perry, Cheryl L

2003-10-01

This study described peer harassment in a large, multiethnic sample of adolescents, and explored the relationship between experiencing peer harassment and both school connectedness and achievement. Survey data came from 4,746 students in grades 7-12 at 31 public schools in ethnically and socioeconomically diverse communities in a Midwestern state. Frequency of five types of harassment were analyzed with data on school connectedness and grades. Multivariate analysis controlled for gender, grade level, race/ethnicity, and socioeconomic status. Results indicate that most students periodically experience mistreatment; 10% to 17% report being treated disrespectfully, having others act superior, or being insulted at least once per week, and an additional 14% to 22% of students report suffering these behaviors a few times per month. Girls, Whites, Native Americans, and middle school students reported more harassment than boys, other ethnic groups, and high school students, respectively. Peer harassment related significantly to both aspects of school life; those who disliked school tended to suffer more mistreatment, and "B" students reported the least harassment on average. Young people mistreated by peers may not want to be in school and may thereby miss out on the benefits of school connectedness as well as educational advancement. The high prevalence of peer harassment and its association with school connectedness and school achievement provide justification for interventions aimed at prevention of peer harassment. A schoolwide approach using educational and policy components may provide an appropriate prevention strategy.

Self-concept of academic ability as a function of sex, age, and academic achievement among African adolescents.

Science.gov (United States)

Mboya, M M

1998-08-01

This study examined (a) sex and age variations for scores on Self-concept of Academic Ability and academic achievement among 244 African adolescents attending a coeducational high school and (b) correlations between scores on Self-concept of Academic Ability and academic achievement by sex and age. No significant sex differences were found, but there were significant age differences on the Self-concept scores and measures of English, science, and history but not in mathematics. A significant positive correlation was found between Self-concept scores and academic achievement for boys and girls and in all age groups, but the magnitude of the correlations with achievement in mathematics was stronger among boys than among girls.

Placement Work Experience May Mitigate Lower Achievement Levels of Black and Asian vs. White Students at University

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Elisabeth Moores

2017-09-01

Full Text Available Ethnic minority groups have been shown to obtain poorer final year degree outcomes than their majority group counterparts in countries including the United States, the United Kingdom and The Netherlands. Obtaining a lower degree classification may limit future employment prospects of graduates as well as opportunities for higher level study. To further investigate this achievement gap, we analyzed performance levels across three academic years of study of 3,051 Black, Asian and White students from a United Kingdom University. Analyses of covariance investigated effects of ethnicity and work placement experience (internships on first, second and final year marks, whilst statistically controlling for a number of factors thought to influence achievement, including prior academic performance. Results demonstrated superior achievement of White students consistently across all years of study. Placement experience reduced, but did not eliminate, the size of the achievement gap exhibited by final year students. Sex, parental education and socioeconomic status had no significant main effects. Female students showed a more complex pattern of results than males, with Black females not showing the same final year uplift in marks as their Asian and White counterparts. Implications and possible explanations are discussed.

Does early career achievement lead to earlier death? Assessment of the precocity-longevity effect in professional basketball players

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Nick Wattie

2016-11-01

Full Text Available Objectives: To examine the precocity-longevity (P-L effect in North American professional basketball players who debuted between 1946 and 1979, and to determine whether playing position and decade of play influenced the relationship between age of career achievements and lifespan. Methods: 1852 players were evaluated from a recognized sports archive (i.e., sports-reference.com, which provided information on date of birth, death, and career debut, playing position, and indicators of achievement (i.e., All-Star team and/or All-League team selection. Athletes were categorized as above or below the median age of professional debut, and median age of selection to first All-Star team and/or All-League team. Analyses of deceased players (n = 598 were comprised of bivariate correlations between age of achievement (age of debut, age of first All-Star game and age of first All-League team selection and age of death, and t-tests to compared the average age of death of early and late achievers (p < .05. Survival analyses, using the entire sample (living and deceased players, compared the lifespans between those who debuted above and below the median age of achievement for each indicator of achievement. Results: Only the correlation between age of professional debut and age of death (r = .33, p < .001 and age of first all-star game and age of death (r = .29, p < .05 and the t-test comparing the average death age of early (66.4 y and later (69.3 y debut age groups (p =.01, reached statistical significance. However, survival analyses demonstrated a trend for lower risk of death for early achievers, with one exception (i.e., age of debut this trend was not statistically significant. Conclusions: Results did not support the P-L hypothesis, suggesting that sample characteristics (i.e., physical fitness of high performance athletes, and measurement methodologies, may influence support for the proposed hypothesis in sport. However, future research would benefit

Low and high achievers in math

DEFF Research Database (Denmark)

Overgaard, Steffen; Tonnesen, Pia Beck; Weng, Peter

2016-01-01

In this session we will present the results of the preliminary analysis of the qualitative and quantitative data, which can be used to enhance the teaching of low and high mathematics achievers so as to increase their mathematical knowledge and confidence....

Mindmapping: Its effects on student achievement in high school biology

Science.gov (United States)

Cunningham, Glennis Edge

The primary goal of schools is to promote the highest degree of learning possible. Yet teachers spend the majority of their time engaged in lecturing while students spend the majority of their time passively present (Cawelti, 1997, Grinder, 1991; Jackson & Davis, 2000; Jenkins, 1996). Helping students develop proficiency in learning, which translates into using that expertise to construct knowledge in subject domains, is a crucial goal of education. Students need exposure to teaching and learning practices that prepare them for both the classroom and their places in the future workforce (Ettinger, 1998; Longley, Goodchild, Maguire, & Rhind, 2001; NRC, 1996; Texley & Wild, 1996). The purpose of this study was to determine if achievement in high school science courses could be enhanced utilizing mindmapping. The subjects were primarily 9th and 10th graders (n = 147) at a suburban South Texas high school. A pretest-posttest control group design was selected to determine the effects of mindmapping on student achievement as measured by a teacher-developed, panel-validated instrument. Follow-up interviews were conducted with the teacher and a purposive sample of students (n = 7) to determine their perceptions of mindmapping and its effects on teaching and learning. Mindmapping is a strategy for visually displaying large amounts of conceptual, hierarchical information in a concise, organized, and accessible format. Mindmaps arrange information similar to that found on the traditional topic outline into colorful spatial displays that offer the user a view of the "forest" as well as the "trees" (Hyerle, 1996; Wandersee, 1990b). An independent samples t-test and a one-way analysis of covariance (ANCOVA) determined no significant difference in achievement between the groups. The experimental group improved in achievement at least as much as the control group. Several factors may have played a role in the lack of statistically significant results. These factors include the

Flipped Classroom in Organic Chemistry Has Significant Effect on Students’ Grades

Directory of Open Access Journals (Sweden)

Caroline Cormier

2018-01-01

Full Text Available The flipped classroom as a form of active pedagogy in postsecondary chemistry has been developed during the last 10 years and has been gaining popularity with instructors and students ever since. In the current paradigm in science, technology, engineering, and mathematics education, it is widely recognized that active learning has significant positive effects on students’ grades. Postsecondary organic chemistry is a difficult course for students, and the traditional way of teaching does not foster students’ active involvement. Implementation of active pedagogy could increase students’ achievement in this course. However, few quantitative data are available on the impact of active pedagogy in general, or flipped classrooms in particular, on learning in organic chemistry at a postsecondary level. Thus, in this study, we evaluated the gain on final grade scores in organic chemistry after implementing a flipped classroom approach to promote active learning in this course. We encouraged students to be active by having them watch educational videos before each class and then having them work during class time on problems that focused on applying the concepts presented in the videos. Exams were the same as those completed by students in the traditional classrooms of our college. In an a posteriori analysis of our students’ grades, we compared final grades in traditional classrooms (control group, N = 66 and in flipped classrooms (experimental group, N = 151. The sample was stratified in three categories depending on students’ academic ability in college, from low-achieving to high-achieving students. Our results show that students in the experimental group have significantly higher final grades in organic chemistry than those in the control group, that is, 77% for students in the active classroom vs. 73% in the traditional classroom (p < 0.05. The effect was the greatest for low-achieving students, with final scores of 70% in

Converting customer expectations into achievable results.

Science.gov (United States)

Landis, G A

1999-11-01

It is not enough in today's environment to just meet customers' expectations--we must exceed them. Therefore, one must learn what constitutes expectations. These needs have expanded during the past few years from just manufacturing the product and looking at the outcome from a provincial standpoint. Now we must understand and satisfy the entire supply chain. To manage this process and satisfy the customer, the process now involves the supplier, the manufacturer, and the entire distribution system.

High fat diet promotes achievement of peak bone mass in young rats

Energy Technology Data Exchange (ETDEWEB)

Malvi, Parmanand; Piprode, Vikrant; Chaube, Balkrishna; Pote, Satish T. [National Centre for Cell Science, Savitribai Phule Pune University Campus, Ganeshkhind, Pune 411 007 (India); Mittal, Monika; Chattopadhyay, Naibedya [Division of Endocrinology and Center for Research in Anabolic Skeletal Targets in Health and Illness (ASTHI), CSIR-Central Drug Research Institute, Jankipuram Extension, Sitapur Road, Lucknow 226 031 (India); Wani, Mohan R. [National Centre for Cell Science, Savitribai Phule Pune University Campus, Ganeshkhind, Pune 411 007 (India); Bhat, Manoj Kumar, E-mail: manojkbhat@nccs.res.in [National Centre for Cell Science, Savitribai Phule Pune University Campus, Ganeshkhind, Pune 411 007 (India)

2014-12-05

Highlights: • High fat diet helps in achieving peak bone mass at younger age. • Shifting from high fat to normal diet normalizes obese parameters. • Bone parameters are sustained even after withdrawal of high fat diet. - Abstract: The relationship between obesity and bone is complex. Epidemiological studies demonstrate positive as well as negative correlation between obesity and bone health. In the present study, we investigated the impact of high fat diet-induced obesity on peak bone mass. After 9 months of feeding young rats with high fat diet, we observed obesity phenotype in rats with increased body weight, fat mass, serum triglycerides and cholesterol. There were significant increases in serum total alkaline phosphatase, bone mineral density and bone mineral content. By micro-computed tomography (μ-CT), we observed a trend of better trabecular bones with respect to their microarchitecture and geometry. This indicated that high fat diet helps in achieving peak bone mass and microstructure at younger age. We subsequently shifted rats from high fat diet to normal diet for 6 months and evaluated bone/obesity parameters. It was observed that after shifting rats from high fat diet to normal diet, fat mass, serum triglycerides and cholesterol were significantly decreased. Interestingly, the gain in bone mineral density, bone mineral content and trabecular bone parameters by HFD was retained even after body weight and obesity were normalized. These results suggest that fat rich diet during growth could accelerate achievement of peak bone mass that is sustainable even after withdrawal of high fat diet.

High fat diet promotes achievement of peak bone mass in young rats

International Nuclear Information System (INIS)

Malvi, Parmanand; Piprode, Vikrant; Chaube, Balkrishna; Pote, Satish T.; Mittal, Monika; Chattopadhyay, Naibedya; Wani, Mohan R.; Bhat, Manoj Kumar

2014-01-01

Highlights: • High fat diet helps in achieving peak bone mass at younger age. • Shifting from high fat to normal diet normalizes obese parameters. • Bone parameters are sustained even after withdrawal of high fat diet. - Abstract: The relationship between obesity and bone is complex. Epidemiological studies demonstrate positive as well as negative correlation between obesity and bone health. In the present study, we investigated the impact of high fat diet-induced obesity on peak bone mass. After 9 months of feeding young rats with high fat diet, we observed obesity phenotype in rats with increased body weight, fat mass, serum triglycerides and cholesterol. There were significant increases in serum total alkaline phosphatase, bone mineral density and bone mineral content. By micro-computed tomography (μ-CT), we observed a trend of better trabecular bones with respect to their microarchitecture and geometry. This indicated that high fat diet helps in achieving peak bone mass and microstructure at younger age. We subsequently shifted rats from high fat diet to normal diet for 6 months and evaluated bone/obesity parameters. It was observed that after shifting rats from high fat diet to normal diet, fat mass, serum triglycerides and cholesterol were significantly decreased. Interestingly, the gain in bone mineral density, bone mineral content and trabecular bone parameters by HFD was retained even after body weight and obesity were normalized. These results suggest that fat rich diet during growth could accelerate achievement of peak bone mass that is sustainable even after withdrawal of high fat diet

Using the instructional congruence model to change a science teacher's practices and English language learners' attitudes and achievement in science

Science.gov (United States)

Salame, Hania Moussa

The purpose of the current study was to examine the effects of adapting the instructional congruence model on the English Language Learners' (ELL) attitudes and achievement in science. Changes in teacher's views and practices were documented. The mixed-method approach was adapted. Data sources were the "Attitude Towards Science" survey, VNOS-C questionnaire, Luykx and Lee (2007) observational instrument, Gee (1997) discussion categories, video recordings, and pre- and post-tests. A science teacher and a class of 24 ELL female students in a charter school participated in this research. The results of this study indicated that student achievement increased significantly and students' attitudes improved in all contexts. At the conclusion of the study, all teacher's views on NOS were reported to be informed, teacher's practices were rated higher, and different classroom interactions increased significantly. The instructional congruence model in science education has been successful in reaching different learners, improving students' attitudes and achievement in science and enhancing teacher's views and practices. This model has significant potential for meeting the challenging goals of reformed science education.

Family Background, Gender and Reading Achievement in Romania

Directory of Open Access Journals (Sweden)

Sebastian Țoc

2015-08-01

Full Text Available In the last years, Romania formally tried to overcome the problems related to inequality of opportunity in education. This paper examines the role of home resources and gender in determining academic performance. Based on secondary data drawn from Progress in International Reading Literacy Study we suggest that both gender and home resources have a significant impact on the reading achievement of students. The existing work operationalizes the differences in reading achievement as an indicator for life chances, being proportional with economic success later in life. Our findings contradict ideas about equality of opportunity promoted by the official curriculum regarding the individual merit as the main factor that places students in privileged social positions.

The Effect of Prior Knowledge and Gender on Physics Achievement

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Stewart, John; Henderson, Rachel

2017-01-01

Gender differences on the Conceptual Survey in Electricity and Magnetism (CSEM) have been extensively studied. Ten semesters (N=1621) of CSEM data is presented showing male students outperform female students on the CSEM posttest by 5 % (p qualitative in-semester test questions by 3 % (p = . 004), but no significant difference between male and female students was found on quantitative test questions. Male students enter the class with superior prior preparation in the subject and score 4 % higher on the CSEM pretest (p questions correctly (N=822), male and female differences on the CSEM and qualitative test questions cease to be significant. This suggests no intrinsic gender bias exists in the CSEM itself and that gender differences are the result of prior preparation measured by CSEM pretest score. Gender differences between male and female students increase with pretest score. Regression analyses are presented to further explore interactions between preparation, gender, and achievement.

Achieving Public Schools

Science.gov (United States)

Abowitz, Kathleen Knight

2011-01-01

Public schools are functionally provided through structural arrangements such as government funding, but public schools are achieved in substance, in part, through local governance. In this essay, Kathleen Knight Abowitz explains the bifocal nature of achieving public schools; that is, that schools are both subject to the unitary Public compact of…

Computer simulations in the high school: students' cognitive stages, science process skills and academic achievement in microbiology

Science.gov (United States)

Huppert, J.; Michal Lomask, S.; Lazarowitz, R.

2002-08-01

Computer-assisted learning, including simulated experiments, has great potential to address the problem solving process which is a complex activity. It requires a highly structured approach in order to understand the use of simulations as an instructional device. This study is based on a computer simulation program, 'The Growth Curve of Microorganisms', which required tenth grade biology students to use problem solving skills whilst simultaneously manipulating three independent variables in one simulated experiment. The aims were to investigate the computer simulation's impact on students' academic achievement and on their mastery of science process skills in relation to their cognitive stages. The results indicate that the concrete and transition operational students in the experimental group achieved significantly higher academic achievement than their counterparts in the control group. The higher the cognitive operational stage, the higher students' achievement was, except in the control group where students in the concrete and transition operational stages did not differ. Girls achieved equally with the boys in the experimental group. Students' academic achievement may indicate the potential impact a computer simulation program can have, enabling students with low reasoning abilities to cope successfully with learning concepts and principles in science which require high cognitive skills.

The Mediating Role of School Motivation in Linking Student Victimization and Academic Achievement

Science.gov (United States)

Fan, Weihua; Dempsey, Allison G.

2017-01-01

This study examined the mediating role of student school motivation in linking student victimization experiences and academic achievement among a nationally representative sample of students in 10th grade. Structural equation modeling supported that there were significant associations between student victimization and academic achievement for high…

BIBLIOGRAPHY ON ACHIEVEMENT. SUPPLEMENT I.

Science.gov (United States)

Harvard Univ., Cambridge, MA. Graduate School of Education.

THIS BIBLIOGRAPHY SUPPLEMENT LISTS MATERIALS ON VARIOUS ASPECTS OF ACHIEVEMENT. APPROXIMATELY 60 REFERENCES ARE PROVIDED TO DOCUMENTS DATING FROM 1961 TO 1966. JOURNALS, BOOKS, AND REPORT MATERIALS ARE LISTED. SUBJECT AREAS INCLUDED ARE ACHIEVEMENT LEVEL, ACADEMIC ACHIEVEMENT, ACHIEVEMENT MOTIVATION, UNDERACHIEVERS, PROBABILITY ESTIMATES, AND…

Parenting Styles and Adolescents' Achievement Strategies.

Science.gov (United States)

Aunola, Kaisa; Stattin, Hakan; Nurmi, Jari-Erik

2000-01-01

Investigates the extents to which adolescents' achievement strategies are associated with the parenting styles they experience in their families. Respondents (N=354) identified four types of families: those with Authoritative; Authoritarian; Permissive; and Neglectful parenting styles. Results further reveal that adolescents from authoritative…

Flipping College Algebra: Effects on Student Engagement and Achievement

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Ichinose, Cherie; Clinkenbeard, Jennifer

2016-01-01

This study compared student engagement and achievement levels between students enrolled in a traditional college algebra lecture course and students enrolled in a "flipped" course. Results showed that students in the flipped class had consistently higher levels of achievement throughout the course than did students in the traditional…

Comparative Associations Between Achieved Bicultural Identity, Achieved Ego Identity, and Achieved Religious Identity and Adaptation Among Australian Adolescent Muslims.

Science.gov (United States)

Abu-Rayya, Hisham M; Abu-Rayya, Maram H; White, Fiona A; Walker, Richard

2018-04-01

This study examined the comparative roles of biculturalism, ego identity, and religious identity in the adaptation of Australian adolescent Muslims. A total of 504 high school Muslim students studying at high schools in metropolitan Sydney and Melbourne, Australia, took part in this study which required them to complete a self-report questionnaire. Analyses indicated that adolescent Muslims' achieved religious identity seems to play a more important role in shaping their psychological and socio-cultural adaptation compared to adolescents' achieved bicultural identity. Adolescents' achieved ego identity tended also to play a greater role in their psychological and socio-cultural adaptation than achieved bicultural identity. The relationships between the three identities and negative indicators of psychological adaptation were consistently indifferent. Based on these findings, we propose that the three identity-based forces-bicultural identity development, religious identity attainment, and ego identity formation-be amalgamated into one framework in order for researchers to more accurately examine the adaptation of Australian adolescent Muslims.

Modeling the Relations among Students' Epistemological Beliefs, Motivation, Learning Approach, and Achievement

Science.gov (United States)

Kizilgunes, Berna; Tekkaya, Ceren; Sungur, Semra

2009-01-01

The authors proposed a model to explain how epistemological beliefs, achievement motivation, and learning approach related to achievement. The authors assumed that epistemological beliefs influence achievement indirectly through their effect on achievement motivation and learning approach. Participants were 1,041 6th-grade students. Results of the…

The Impact of YouTube and Facebook on the Achievement of Jordan University Students in English Language Course

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Mohammad Faraj Saleh Al-Abdallat

2018-03-01

Full Text Available This study aimed to investigate the impact of YouTube and Facebook on the Achievement of Jordan University students in the English Language course, and the impact of the variables of GPA and the experience in e-learning. The study was conducted in the first semester of the academic year 2016/2017. The participants of the study were classified into three groups: two groups were experimental; the first group, of 16 participants, was taught using YouTube, and the second group, of 27 participants, was taught using Facebook whereas and the third one, of 34 participants, was set as a control group. Quasi-experimental method was used, and the two tools of the study were: an educational material designed in a manner consistent with the ways of the YouTube and Facebook, and an achievement test consisting of (25 items to measure the results of Jordan University students in the English Language. The validity and reliability of the study tools were checked and verified using standard. The results showed that there was a statistically significant effect in the results of the English language course at the Jordan University students due to the teaching method in favor of the two experimental groups, which were taught using the methods of the YouTube and Facebook. There were also statistically significant differences (α = 0.05 attributed to the GPA, and in favor of those with the Pass grade. Finally, there were statistically significant differences (α= 0.05 attributed to variables of limited experience, moderate experience and extensive experience, and in favor of those extensive experience. Keywords: Achievement, English language, Facebook, YouTube.

Determination of the structure of γ-alumina from interatomic potential and first-principles calculations: The requirement of significant numbers of nonspinel positions to achieve an accurate structural model

International Nuclear Information System (INIS)

Paglia, Gianluca; Rohl, Andrew L.; Gale, Julian D.; Buckley, Craig E.

2005-01-01

We have performed an extensive computational study of γ-Al 2 O 3 , beginning with the geometric analysis of approximately 1.47 billion spinel-based structural candidates, followed by derivative method energy minimization calculations of approximately 122 000 structures. Optimization of the spinel-based structural models demonstrated that structures exhibiting nonspinel site occupancy after simulation were more energetically favorable, as suggested in other computational studies. More importantly, none of the spinel structures exhibited simulated diffraction patterns that were characteristic of γ-Al 2 O 3 . This suggests that cations of γ-Al 2 O 3 are not exclusively held in spinel positions, that the spinel model of γ-Al 2 O 3 does not accurately reflect its structure, and that a representative structure cannot be achieved from molecular modeling when the spinel representation is used as the starting structure. The latter two of these three findings are extremely important when trying to accurately model the structure. A second set of starting models were generated with a large number of cations occupying c symmetry positions, based on the findings from recent experiments. Optimization of the new c symmetry-based structural models resulted in simulated diffraction patterns that were characteristic of γ-Al 2 O 3 . The modeling, conducted using supercells, yields a more accurate and complete determination of the defect structure of γ-Al 2 O 3 than can be achieved with current experimental techniques. The results show that on average over 40% of the cations in the structure occupy nonspinel positions, and approximately two-thirds of these occupy c symmetry positions. The structures exhibit variable occupancy in the site positions that follow local symmetry exclusion rules. This variation was predominantly represented by a migration of cations away from a symmetry positions to other tetrahedral site positions during optimization which were found not to affect the

From concrete horror to symbolic significance in Ülo Pikkov's Body Memory

DEFF Research Database (Denmark)

Kau, Edvin

2014-01-01

Body Memory confronts the viewer with a tale of deported people's experience of hopelessness and terror. In this article, I engage with the film and analyse elements of its concrete cinematic practice, in order to investigate how it achieves symbolic significance and universality.......Body Memory confronts the viewer with a tale of deported people's experience of hopelessness and terror. In this article, I engage with the film and analyse elements of its concrete cinematic practice, in order to investigate how it achieves symbolic significance and universality....

Modelling the potential to achieve deep carbon emission cuts in existing UK social housing: The case of Peabody

International Nuclear Information System (INIS)

Reeves, Andrew; Taylor, Simon; Fleming, Paul

2010-01-01

As part of the UK's effort to combat climate change, deep cuts in carbon emissions will be required from existing housing over the coming decades. The viability of achieving such emission cuts for the UK social housing sector has been explored through a case study of Peabody, a housing association operating in London. Various approaches to stock refurbishment were modelled for Peabody's existing stock up to the year 2030, incorporating insulation, communal heating and micro-generation technologies. Outputs were evaluated under four future socio-economic scenarios. The results indicate that the Greater London Authority's target of a 60% carbon emission cut by 2025 can be achieved if extensive stock refurbishment is coupled with a background of wider societal efforts to reduce carbon emissions. The two key external requirements identified are a significant reduction in the carbon intensity of grid electricity and a stabilisation or reduction in householder demand for energy. A target of achieving zero net carbon emissions across Peabody stock by 2030 can only be achieved if grid electricity becomes available from entirely zero-carbon sources. These results imply that stronger action is needed from both social landlords and Government to enable deep emission cuts to be achieved in UK social housing.

Effects of an additional small group discussion to cognitive achievement and retention in basic principles of bioethics teaching methods

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Dedi Afandi

2009-03-01

Full Text Available Aim The place of ethics in undergraduate medical curricula is essential but the methods of teaching medical ethics did not show substantial changes. “Basic principles of bioethics” is the best knowledge to develop student’s reasoning analysis in medical ethics In this study, we investigate the effects of an additional small group discussion in basic principles of bioethics conventional lecture methods to cognitive achievement and retention. This study was a randomized controlled trial with parallel design. Cognitive scores of the basic principles of bioethics as a parameter was measured using basic principles of bioethics (Kaidah Dasar Bioetika, KDB test. Both groups were attending conventional lectures, then the intervention group got an additional small group discussion.Result Conventional lectures with or without small group discussion significantly increased cognitive achievement of basic principles of bioethics (P= 0.001 and P= 0.000, respectively, and there were significant differences in cognitive achievement and retention between the 2 groups (P= 0.000 and P= 0.000, respectively.Conclusion Additional small group discussion method improved cognitive achievement and retention of basic principles of bioethics. (Med J Indones 2009; 18: 48-52Keywords: lecture, specification checklist, multiple choice questions