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The Psychology of Academic Achievement
Annual Review of Psychology, 2010Educational psychology has generated a prolific array of findings about factors that influence and correlate with academic achievement. We review select findings from this voluminous literature and identify two domains of psychology: heuristics that describe generic relations between instructional designs and learning, which we call the psychology of ...
Philip H, Winne, John C, Nesbit
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Journal of Youth and Adolescence, 1990
In questionnaire and achievement-test data from 1584 seventh- and ninth-grade students, relationships between academic achievement and amounts of time devoted to various uses related to school, family, peers, and the mass media are examined, with relevant demographic factors controlled.
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In questionnaire and achievement-test data from 1584 seventh- and ninth-grade students, relationships between academic achievement and amounts of time devoted to various uses related to school, family, peers, and the mass media are examined, with relevant demographic factors controlled.
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Bilingualism and Academic Achievement
Child Development, 2012Abstract Using the Early Childhood Longitudinal Study, Kindergarten Cohort, this study examines the role that bilingualism plays in children’s academic developmental trajectories during their early school years, with particular attention on the school environment (N = 16,380).
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Anxiety, Ability, and Academic Achievement
The Journal of Social Psychology, 1984Ralies a la theorie de Spielberger selon laquelle anxiete elevee facilite le succes scolaire d'eleves intelligents et inhibe les performances des moins doues, les auteurs ont evalue l'anxiete et l'intelligence de 222 etudiants, par la S.T.A.I., les matrices progressives de Raven et les tests d'intelligence canadiens de Lorge ...
S J, McCann, K S, Meen
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Powers of Attention and Academic Achievement
Perceptual and Motor Skills, 1963The frequency with which a group of academically underachieving teenage students complained of difficulties in concentration led to this exploratory investigation of relationships between powers of attention and academic achievement. These boys, who were participants in a summer academic potential program (APP) for underachievers at Brown University ...
M, SILVERMAN, A, DAVIDS, J M, ANDREWS
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The digital divide and academic achievement
The Electronic Library, 2006Purpose – This paper aims to find out the degrees of students' access to computers and the internet, and to explore the relationship between technology accessibility and academic achievement.Design/methodology/approach – The research, conducted through questionnaires, focuses on fifth‐grade students in the Oklahoma City metropolitan area because state ...
Jie Huang, Susan Russell
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2014
Academic achievement represents performance outcomes that indicate the extent to which a person has accomplished specific goals that were the focus of activities in instructional environments, specifically in school, college, and university. School systems mostly define cognitive goals that either apply across multiple subject areas (e.g., critical ...
Ricarda Steinmayr +3 more
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Academic achievement represents performance outcomes that indicate the extent to which a person has accomplished specific goals that were the focus of activities in instructional environments, specifically in school, college, and university. School systems mostly define cognitive goals that either apply across multiple subject areas (e.g., critical ...
Ricarda Steinmayr +3 more
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Social role and academic achievement.
Journal of Personality and Social Psychology, 1965Investigates the relationship between social role and academic achievement in college students. A sample of 28 males and 28 females were selected from a large sample of college sophomores and classified into 4 groups on the basis of their academic aptitude and academic performance.
Wyer jr, Robert S., Terrell, G.
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Affective Processes and Academic Achievement
Child Development, 1987Achievement, empathy, depressive affectivity, aggression, and self-concept measures were obtained for 8-9- and 10-11-year-olds. Depressive affectivity and aggression were assessed by teacher ratings and self-reports. Empathy was assessed by audiovisual tapes. Measures were readministered to the younger group 2 years later.
N D, Feshbach, S, Feshbach
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Otitis media and academic achievements
International Journal of Pediatric Otorhinolaryngology, 2001This is a study of whether there are any long-term differences in academic achievements between children with and without observed or treated middle ear disease in a population with a stable long-standing treatment policy.A birth cohort of 2156 children was previously studied through a questionnaire to the parents at 4 years of age, follow-up after ...
I, Augustsson, I, Engstand
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