Independence training,need achievement and need affiliation

American white and American Indian grade school boys and girls from the North Central Plains are studied. The previously shown significant and positive relationship between high need achievement and low need affiliation is hypothesized to be a culturally based and sex related phenomenon. The early training of Plains Indian children especially that of boys emphasizes early independence rather than either affiliation or achievement. As hypothesized, it was found in this study both that white children had significantly higher need affiliation scores than Indian children and that boys indicated higher need achievement than girls, indicating cultural and sexual differences. It appeared also that success is a more potent condition for Indian boys in intensifying need achievement scores, whereas failure intensifies the need achievement scores of white children. This suggests that perceived success and failure operate differentially between these cultural groups. Other results also corroborate earlier findings of the culture bias of « standard » intelligence tests.     

家庭作业与学业成绩的关系

家庭作业不仅是一种被广泛采用的教学手段,也是学生课后最为重要的学习活动。本文从家庭作业特征、家庭作业完成过程、家庭作业中父母参与和家庭作业对学习效果影响的机制几个方面探讨了家庭作业与学业成绩的关系。最后指出了家庭作业学习效果研究的实践价值和未来研究方向。     

The role of need level and/or need salience as moderators of the relationship between need satisfaction and work alienation-involvement

Contrary to previous findings documenting the importance of higher-order need satisfaction, a recent study by G. J. Gorn and R. N. Kanungo (Organizational Behavior and Human Performance, 1980, 26, 265–277) has indicated that satisfaction of lower-order needs may lead to job involvement if such needs are salient. Data from a heterogeneous sample of 632 employees from six organizations were used to test six hypotheses concerning the effects of need level (higher vs lower order) and need salience as moderators of the relationship between need satisfaction and alienation-involvement. Three different ways of operationalizing need saliency were used, including a replication of Gorn and Kanungo's procedure. Higherorder need satisfaction was correlated with alienation-involvement scores to a significantly greater degree than was lower-order need satisfaction, even for those for whom lower-order needs were most salient. Need saliency was not found to moderate the need satisfaction-involvement relationship when need level was controlled. Issues regarding the operationalization of “need salience” were discussed and a new measure of alienation-involvement (the A-I Scale) was introduced. Implications for further empirical investigations of the need saliency issue were noted, as was the universal application of job enrichment programs aimed at promoting higher-order need satisfaction.     

Academic enablers as dynamic moderators: Exploring academic enablers and achievement across elementary school

The purpose of the current study was to advance the understanding of the cross-grade dynamics of academic enablers in three ways: (a) to compare overall levels of academic enablers across children's elementary school years, (b) to determine if the relationship between academic enablers and academic achievement remained consistent across children's elementary school years, and (c) to determine if the interrelationships between academic enablers remained consistent across elementary school. We examined cross-grade dynamics using a sample of elementary-aged children (N = 536) and structural equation modeling methodology to compare primary (K–3rd grade) and intermediate (4th–5th grade) students. After establishing measurement invariance, we tested whether (a) academic enabler means and variances were equivalent for younger and older elementary students, (b) the relationships between academic enablers and academic achievement were equivalent for younger and older elementary students, and (c) the interrelations between academic enablers were equivalent for younger versus older students. The findings revealed few differences in mean levels of academic enablers but several differences in the relationships between academic enablers and academic achievement, as well as academic enabler interrelations across grade groups. Implications of these findings for research and practice are discussed.     

Positive academic emotions moderate the relationship between self‐regulation and academic achievement

Background. Research has shown how academic emotions are related to achievement and to cognitive/motivational variables that promote achievement. Mediated models have been proposed to account for the relationships among academic emotions, cognitive/motivational variables, and achievement, and research has supported such mediated models, particularly with negative emotions. Aims. The study tested the hypotheses: (1) self‐regulation and the positive academic emotions of enjoyment and pride are positive predictors of achievement; and (2) enjoyment and pride both moderate the relationship between self‐regulation and achievement. Sample. Participants were 1,345 students enrolled in various trigonometry classes in one university. Methods. Participants answered the Academic Emotions Questionnaire‐Math (Pekrun, Goetz, & Frenzel, 2005) and a self‐regulation scale (Pintrich, Smith, Garcia, & McKeachie, 1991) halfway through their trigonometry class. The students’ final grades in the course were regressed to self‐regulation, positive emotions, and the interaction terms to test the moderation effects. Results and Conclusions. Enjoyment and pride were both positive predictors of grades; more importantly, both moderated the relationship between self‐regulation and grades. For students who report higher levels of both positive emotions, self‐regulation was positively associated with grades. However, for those who report lower levels of pride, self‐regulation was not related to grades; and, for those who reported lower levels of enjoyment, self‐regulation was negatively related to grades. The results are discussed in terms of how positive emotions indicate positive appraisals of task/outcome value, and thus enhance the positive links between cognitive/motivational variables and learning.     

The relationship between intelligence,working memory,academic self-esteem,and academic achievement

Academic achievement is crucial for life and long-term outcomes. The aim of the present study is to examine the joint role of cognitive (intelligence and working memory) and non-cognitive (academic self-esteem) factors in predicting academic achievement (mathematics and reading literacy) in a sample of Italian sixth and eighth graders. The results showed that within the cognitive factors considered, intelligence was the best predictor of achievement. As regards to non-cognitive factors, academic self-esteem was effective at predicting achievement after controlling for cognitive measures. Academic self-esteem was also found to have an indirect effect, mediated by intelligence, on academic achievement. Both theoretical and practical implications of the present results are discussed.     

Revisiting the relationship between attributional style and academic performance

Previous research into the relationship between attributions and academic performance has produced contradictory findings that have not been resolved. The present research examines the role of specific dimensions of attributional style in predicting subsequent academic performance in a sample of pupils (N = 979) from both high‐ and low‐achieving schools. Hierarchical regression and moderation analyses indicate that internal, stable, and global, attributional styles for positive events predict higher levels of academic performance. Global attributions for negative events were related to poorer performance across all schools. Stable attributions for negative events were related to higher levels of performance in high‐achieving schools but not in low‐achieving schools. Higher levels of internality for negative events were associated with higher performance only in low achieving schools.     

The relationship between intrinsic motivation and academic achievement for first generation Latino college students

Hispanic students are pursuing higher education more than in previous years and they often represent their family as the first member to attend college (Strage in Coll Stud J 33:198–205, 1999). Past educational research has studied the influence of intrinsic motivation on academic achievement in various ethnically diverse elementary, middle school and high school student populations (Areepattamannil in Soc Psychol Educ 15:367–386, 2012; Crumpton and Gregory in J Educ Psychol 104:42–53, 2011; Lepper et al. in J Educ Psychol 92:184–196, 2005). Despite the fact that many studies using college student samples have also shown the positive role of intrinsic motivation with achievement outcomes (Harackiewicz et al. in Educ Psychol 33:1–21, 1998; Simons et al. in Br J Educ Psychol 74:343–360, 2004; Vallerand and Bissonnette in J Pers 60:599–620, 1992), few studies focus on Latino samples. We expect that intrinsic motivation may play an important role in the academic achievement of Latino students, particularly first generation college students. The current review will examine self-determination theory, including intrinsic motivation and extrinsic motivation, as well as relevant research pertaining to the connection between intrinsic motivation and academic achievement. The relationship between intrinsic motivation and academic achievement for first generation Latino college students will be examined along with ways to increase intrinsic motivation and academic achievement in turn. Implications for future research will be discussed.     

Acceptance and need for approval as moderators of self-esteem and satisfaction with a romantic relationship or closest friendship

According to predictions of self-esteem theorists, the association between self-esteem and satisfaction with a relationship will be negative under perceptions of high acceptance and positive under perceptions of low acceptance; consistency theorists make the opposite prediction. The author primarily sought to test those predictions. By completing 4 measures, 88 female and 62 male students described their main current romantic relationship (defined as being in love and physically intimate), and 54 female and 32 male students described their relationship with their closest friend. Results supported only the self-esteem predictions for the romantic relationship. Contrary to this perspective, need for approval did not mediate this effect. In addition, self-esteem was significantly and positively correlated with satisfaction with the romantic relationship under high but not low need for approval.     

Sociocultural antecedents of academic motivation and achievement: Role of values and achievement motives in achievement goals and academic performance

With a view to understand the influence of culture on achievement motivation, the study aimed to test the hypothesized mediating role of individual‐oriented and social‐oriented achievement motives in linking value orientations (e.g. achievement, security, conformity, hedonism) to achievement goals (i.e. mastery‐approach, mastery‐avoidance, performance‐approach, and performance‐avoidance goals) as predictors of English and mathematics achievements. These hypothesized relationships were tested in the one‐path analytic model with a sample of Indonesian high‐school students (n = 356; 46% girls, M age = 16.20 years). The findings showed that security and conformity values positively predicted social‐oriented achievement motive; self‐direction values positively predicted individual‐oriented achievement motive; and hedonism values negatively predicted both achievement motive orientations. Both individual‐oriented and social‐oriented achievement motives positively predicted mastery‐approach and performance‐approach goals. Interestingly, social‐oriented achievement motive also positively predicted mastery‐avoidance and performance‐avoidance goals, which in turn, negatively predicted English and mathematic achievement. There was also some evidence for the direct effects of values on performance‐approach goals and achievement. Taken together, the findings evinced the relevance of achievement goal constructs to Indonesian students and the psychometric properties of the Indonesian version of the Achievement Goals Questionnaire for further use in Indonesia. The study concludes that the meanings of academic motivation and achievement should be seen from a sociocultural perspective relevant to the context in which they are being studied.     

Need for uniqueness,self-schemas,and thought as moderators of the false-consensus effect

L. Ross and his colleagues (L. Ross, D. Greene, & P. House, 1977, Journal of Experimental Social Psychology, 32, 880–892) have demonstrated the tendency for people to expect peer similarity in behavior, termed the “false-consensus” bias. The present study was concerned with factors that might affect the generality of this bias. Specifically, we looked at the impact of level of need for uniqueness (C. R. Snyder & H. L. Fromkin, 1977, Journal of Abnormal Psychology, 5, 518–527), existence of a self-schema (H. Markus, 1977, Journal of Personality and Social Psychology, 35, 63–78), and thought on expectations of peer similarity. It was predicted that thought would polarize the estimates of high and low N Uniq individuals in opposite directions, but only when the individual possessed a self-schema along the relevant behavioral dimension. The results for behaviors reflecting independence supported this prediction. Discussion centered around limits of the false-consensus bias, along with consideration of the complexities involved in the link between availability factors and interpersonal judgments.     

Need for achievement and performance on measures of behavioral fluency.

This investigation was designed to assess the relationship between a validated personality characteristic, need for achievement (nAch), and performance on measures of behavioral fluency. To infer this relationship, 50 neurologically intact college undergraduates were administered a questionnaire assessing nAch and a battery of tests including a short form of the WAIS and measures of behavioral fluency (i.e., verbal fluency). Statistical analysis indicated that subjects high on nAch obtained higher scores than subjects low on nAch on the measures of figural fluency and the WAIS Verbal Scale. No significant difference on verbal fluency was seen between the two groups. Secondly, the group high on nAch also had a higher mean Verbal IQ but not a higher mean Performance IQ as measured by a short form of the WAIS than did subjects scoring low on nAch.     

Multivariate autoregressive cross-lagged modeling of the reciprocal longitudinal relationship between perceived control and academic achievement

Although many studies have demonstrated positive associations between perceived control and academic achievement, few studies have actually explored which of the two constructs is the determinant of the other. There are only a few longitudinal studies on the relationship of perceived control and academic achievement. The present study examined the reciprocal longitudinal relation between perceived control and academic achievement. Further, considering the multiethnic background of the USA, this study investigated how the relationship between two constructs varies with ethnicity. Using a randomly selected sample of 1,500 students from Asian, Black, Hispanic, and White groups in the National Education Longitudinal Study data, Autoregressive Cross-lagged Modeling was performed to get a complete picture of the longitudinal relationship. Results showed a positive longitudinal effect of academic achievement on perceived control across the ethnic groups. Explanations for these findings are discussed.