Peer Evaluation and Academic Achievement in Performance Classes

The investigator previously reported (Muma, 1965) that academic achievement was related to extremes in peer evaluation (high acceptance, high rejection, and neglect). The present study supplements the previous one in that it deals with the same hypothesis and the same student population (3,917 students from 7 junior and senior high schools) but differs in that the previous study was based on achievement in academic classes, whereas the present study deals with achievement in performance classes. The present findings support the hypothesis that achievement in performance classes is related to extremes in peer choice but not in the same manner as was previously reported for achievement in academic classes.     

Activities and Academic Achievement

A quantitative scale of preferences for activities (APAS) which differentiates between high and low achievers as measured by GPA, was developed and validated. Mean APAS scale scores for high and low achievers were significantly different (p < .001). Intercorrelation between APAS scores, high school rank, CEEB-Verbal scores, CEEB-Mathematics scores, and GPA of college freshmen showed that the APAS scale predicts GPA (r = .35) almost as well as the CEEB-Verbal test (r = .36) and better than the CEEB-Mathematics test (r = .13). Computation of a multiple-regression equation pointed to the usefulness of the APAS scale in prediction.     

成就目标、社会目标、自我效能及学习成绩与学业求助的关系

本研究以152名初中二年级学生为被试,采用问卷法研究了成就目标、社会目标、自我效能及学习成绩与学业求助的关系。结果表明：(1)自我取向的成就目标的确可以区分出自我一趋向型目标和自我一逃避目标,它们对学业求助的影响模式是不同的,自我一逃避型目标对学业求助有更大的负面作用。(2)社会目标与学业求助有显著关系,支持本研究的假设。(3)自我效能低及学习成绩差的学生更不愿求助,支持脆弱假说。     

Academic Achievement Probes

Academic instruction continues to be an important componenet of curriculum for students with mild mental retardation, although relatively little recent research has been reported on basic skills assessment and programming. In the current study, students in elementary EMR programs were administered a series of two academic probes in spelling and in two computational skill areas in arithmetic to determine their stability of performance and thus the reliability of the measures, indicating that these academic probes were reliable assessment tools. Implications for the use of such curriculum-based measures with handicapped students are discussed.     

Long-term Effects of Subliminal Priming on Academic Performance

This research examines the temporal range of subliminal priming effects on complex behavior. In Experiments 1 and 2, participants were subliminally primed with words either related or unrelated to intelligence before completing a practice exam, administered 1 to 4 days before an actual course midterm. Results revealed that the intelligence primes increased performance on the midterm compared to neutral primes. Experiment 1 demonstrated that being told that the priming task was designed to help exam performance moderated the effect of the intelligence primes. In Experiment 2, practice test performance mediated the effect of the primes on midterm performance. These experiments demonstrated that subliminal priming may have long-term effects on real-world behavior, and demonstrates one means by which long-term priming effects may occur.     

大脑两半球功能不对称性与儿童学业成绩

本研究调查了 3 1 8名小学一至三年级学生大脑两半球优势情况 ,然后对不同优势半球学生的语文和数学成绩进行了比较。结果发现优势半球为右半球的学生人数较少 ,只有 3 .8% ,明显少于优势半球为左半球的学生 (χ2 =2 3 9.83 0 ,p<0 .0 0 1 )。对不同优势半球学生的语文和数学成绩的比较 ,未发现两者有显著差异 (语文 :F=1 .1 3 0 ,p>0 .0 5 ;数学 :F=0 .5 75 ,p>0 .0 5 )。     

Peer-Reputational Influences and Academic Achievement: Exploring Gender Differences

This study explored the impact of peer-reputations for academic ability and affect/liking on academic outcomes in a sample of preadolescents. In light of the popular stereotypes regarding the differential academic abilities of girls and boys (favoring girls in English, and boys in math and science), it was hypothesized that peer-reputations in English would be more predictive of academic outcomes (measured via school-grades and standardized test-scores) for girls than for boys, while math and science reputations would be most predictive of boys’ academic outcomes. Further, it was also hypothesized that these links would be stronger for school-grades than for standardized test-scores. As expected, overall, peer-reputations were found to be predictive of school-grades but not standardized test-scores. Further, the results reveal that although ability reputations in most areas were predictive of grades for both sexes, gender differences were observed which were consistent with hypotheses. Results suggest that children’s peer-reputations may play an important role in their academic achievement, especially within domains most central to their gender identities.     

竞争合作与学业成绩的关系：学业自我概念的中介作用

该研究旨在探讨学业自我概念对竞争合作与学业成就关系的影响。研究采用合作竞争态度量表、学业自我描述问卷对397名初中生进行调查。结果发现：1）竞争与学业成就间存在显著的正相关,竞争意识强者学业成绩越好;2）合作与学业成绩间不存在显著相关关系;3）学业自我概念在竞争与学业成绩之间起着完全中介作用。     

初中生感恩与学业成就的关系:学习投入的中介作用

采用青少年感恩量表、学习投入量表和学业成就量表对669名初一、初二年级的中学生进行调查,考察中国文化背景下初中生感恩与学业成就的关系,探讨学习投入的情感、认知和行为三大成分在其中的系列中介效应,以及学业成就性别差异的可能来源。结果表明:(1)初中生的感恩与学业成就正相关;(2)学习投入三大成分在感恩与学业成就之间具有系列中介效应;(3)女生比男生具有更高的感恩和行为投入水平,有助于解释初中生学业成就性别差异的来源。     

Effects of Academic Achievement and Gender on Academic and Social Self-Concept: A Replication Study

Female and male eighth-grade students representing very high, moderately high, and average levels of achievement were compared on measures of academic and social self-concept. Most of the differences were in academic self-concept, which was positively related to level of academic achievement. There also was an interaction of gender and academic achievement on academic self-concept. Average achieving girls had lower academic self-concept scores than all other groups of students. In addition, boys scored higher than girls on measures of academic self-concept and job competence. There were no significant differences on any of the social self-concept measures. The counseling implications of these findings for gifted students and girls of average achievement are discussed.     

学业自我概念及其与学业成绩关系的研究述评

自1976年Shavelson将自我概念区分为学业自我概念和非学业自我概念以来,教育心理学家对学业自我概念的结构及学业自我概念与学业成绩的关系进行了广泛研究。本文在阐述学业自我概念的多侧面结构和等级结构模型的基础上,着重探讨了学业自我概念与学业成绩的关系,并对学业自我概念的研究进行了展望。     

成就目标、学业情绪及学业成绩的关系研究述评

成就目标(Achievement Goal)是个体对从事成就活动的目的或意义的知觉,学业情绪(Academic Emotion)是指与学业学习、班级指导和学业成就直接相关的各种情绪。成就目标与学业情绪相互作用,即成就目标会影响学生的学业情绪,学业情绪反过来也会影响成就目标。同时,成就目标和学业情绪对学生的学业成绩具有综合预测作用,学业情绪在成就目标和学业成绩间起中介作用。未来研究的方向主要在于深入探讨成就目标与更细分的学业情绪的关系,以及成就目标、学业情绪和成绩之间的相互作用。     

父母教养与学业成就：心理因素的中介作用

近十几年来,研究者们致力于探究父母教养与子女学业成就关系的内在机制。认知、大五人格、动机与自我概念作为学习者的心理特质,在父母教养与学业成就间起着重要的中介作用。父母教养能通过影响这些心理因素间接地影响子女的学业成就。尽管研究者们在该领域已经取得较为丰富的研究成果,仍需要在将来加强综合性研究、应用研究和跨文化比较研究,以深化和拓展对这一领域的探索,同时促进已有研究成果的应用。     

Effectiveness of a Universal,Interdependent Group Contingency Program on Children's Academic Achievement: A Countywide Evaluation

The Good Behavior Game (GBG) is a universal prevention program designed to increase academic engagement and to decrease disruptive behavior in elementary school-age children. Teachers and other school personnel use interdependent group contingencies to improve students’ behavior in the classroom. Previous research indicates the GBG is efficacious in reducing behavior problems; however, little research has examined its effects on academic achievement in real-world settings. In this study, the authors evaluated the PAX GBG, a commercially available version of the GBG, as it is typically administered in elementary schools. The authors examined standardized reading and mathematics scores across one academic year for 949 students enrolled in the GBG or comparison classrooms. Results showed significant but small effects of the GBG on reading and mathematics. Results were greatest for boys, children with lower achievement scores at baseline, and students from more economically disadvantaged school districts. School personnel may find the PAX GBG useful in improving children's behavior and academic skills.     

粗暴养育与青少年学业成绩:有调节的中介分析

以往研究表明消极的养育行为损害青少年学业成绩,但对两者之间的关系机制缺乏探究。本研究通过检验一个有调节的中介模型,考察了父母消极归因情境下努力控制在粗暴养育和青少年学业成绩之间的中介作用。880名初中生作为被试,填写粗暴养育问卷、努力控制分量表、儿童责任归因分量表,并以语文、数学和英语的成绩均值作为学业成绩的指标。结果显示：（1）控制性别、年龄、社会经济地位后,粗暴养育与学业成绩呈显著负相关;（2）努力控制是粗暴养育与学业成绩之间的中介变量;（3）粗暴养育通过努力控制对学业成绩的间接效应受父母消极归因的调节。因此,矫正父母消极的养育行为和归因模式,改善孩子的自控能力,有利于改善其学业成绩。