Rate as a Measure of Academic Success for Mildly Handicapped Students

In large numbers, students variously categorized as learning disabled, behavior disordered, or mentally retarded, are being educated in the "least restrictive environment" (LRE). The article examines the relationship between carrying out instruction in the LRE and traditional versus contemporary assessment practices. It is shown that the selection of performance measures, i.e., measures of frequency, percent, or rate of academic responding, should be linked ot the learning stage of the student(s), i.e., acquisition to proficiency. An argument is made for wider use of rate measures and establish peer-referenced standards for guiding decisions regarding functional performance criteria. Impliactions for the increased use of rate standards within and across special and mainstream classroom settings are discussed.     

大学生学习成功感的初步研究

本研究以上海市1362名大学生为被试,编制了大学生学习成功感量表,并分析了不同性别、年级大学生的学习成功感.研究结果表明,大学生学习成功感量表具有较高的信度和效度,可以作为评鉴大学生学习成功感的有效工具;因素分析结果表明大学生学习成功感量表包括:与学习本身有关的积极情感、与他人有关的积极情感、积极的自我评价和消极的自我评价四个因子.不同性别大学生的学习成功感有显著性差异,女生的学习成功感显著高于男生;不同年级大学生的学习成功感也有显著差异,大学一年级学生的学习成功感比大学三年级学生的学习成功感高.     

中学生学习成绩抱负水平的指导对学习成功感的影响研究

研究以100名中学生为被试,进行了学习成绩抱负水平指导的实验。研究采用集体指导和个别谈话的方式,配以强化问卷,经过半年的实证研究,发现指导中学生设置恰当的学习成绩抱负水平,可以促进其学习成功感的提高。研究表明,可以采取适当的方法,发挥学习成绩(分数)(抱负水平)的积极作用。     

学习成功感的影响因素研究

在理沦研究的基础上．从情境、抱负和归因等方而时学习成功感的影响因素加以研究,并尝试用结构方程建模的方法将主要的影响因素建构成一个理论模型。结构方程模型的研究结果表甽,积极的课堂情境、积极的家庭情境、抱负和归因都对学习成功感有着直接的影响;而a,积极的课堂情境和积缴的家庭情境也会通过影响个体的抱负水平和归因方式而间接地影响学习成功感．     

Ethics in Academic Writing Help for International Students in Higher Education: Perceptions of Faculty and Students

International students often turn to various sources for help, including writing center tutors, friends, faculty mentors, online sources such as Google translate, and proofreading and editorial services, among others. While receiving help from these sources is both understandable and somewhat expected, what type and level of help is appropriate or ethical is not always clearly defined. The current research study investigates perceptions of faculty and international students at one U.S. university as to what is ethical in academic writing help for international students in 17 different scenarios. Findings suggest that students, far more than faculty, lacked certainty and agreement on whether certain help they may receive is ethical. The two groups’ views also varied on machine translation and the use of for-pay editors. Faculty, in general, had the least agreement on the use of machine translation and the use of a for-pay editing service for sentence- and discourse-level help and expressed that specific contexts and instructor’s expectations should be taken into consideration. Also, perceptions of students from East Asia showed notable differences. We argue that establishing and communicating clear guidelines concerning writing help should be part of any policy of academic integrity and present an “ethicality index” to help begin conversations as each institution, program, or faculty establishes the boundaries of ethical writing help in a specific context.     

Predicting the Academic Success of Student-Athletes Using SAT and Noncognitive Variables

Noncognitive variables were better predictors of grades for athletes than were Scholastic Aptitude Test (SAT) scores. If is suggested that athletes be considered nontraditional students rather than student-athletes.     

The Role of Emotion Regulation and Children's Early Academic Success

This study investigated the role of emotion regulation in children's early academic success using a sample of 325 kindergarteners. A mediational analysis addressed the potential mechanisms through which emotion regulation relates to children's early academic success. Results indicated that emotion regulation was positively associated with teacher reports of children's academic success and productivity in the classroom and standardized early literacy and math achievement scores. Contrary to predictions, child behavior problems and the quality of the student teacher relationship did not mediate these relations. However, emotion regulation and the quality of the student-teacher relationship uniquely predicted academic outcomes even after accounting for IQ. Findings are discussed in terms of how emotion regulation skills facilitate children's development of a positive student-teacher relationship as well as cognitive processing and independent learning behavior, all of which are important for academic motivation and success.     

Hope and the Academic Trajectory of College Students

Previous longitudinal studies of student hope have established a connection between how people think about the future and their college achievement. This study examined the role of hope in predicting the achievement and retention of college students while controlling for educational history and two other psychological constructs, academic self-efficacy and engagement. Hope, self-efficacy, engagement were all correlated with both the number of semesters enrolled and cumulative grade point averages (GPAs) for the first 4 years of college. Hope was the only factor that had unique effects when examining predictors simultaneously and controlling for academic history. Hope uniquely predicted the number of enrolled semesters, whether students returned for the 2nd semester of college, whether students graduated in 4 years, and students’ GPAs across 4 years of college. Results therefore indicate that hope was the most robust predictor of academic achievement in college after controlling for educational history. These findings point to a need to help students develop the capacity to initiate and sustain movement toward goals in the pursuit of higher academic achievement.     

Predicting the Academic Achievement of Secondary School Negro Students

The efficiency of aptitude and mental ability measures to predict high school grade-point average for Negro students in secondary school was studied. The total sample of 222 students was randomly divided into two samples in order to determine the consistency with which the variables predicted the criteria. The predictor variables were: The Differential Aptitude Tests, the California Test of Mental Maturity, The Cooperative Ability Tests, The Sequential Tests of Educational Progress, Junior High School Grade-Point Average, and Social Status Ratings. The data were analyzed by multiple linear regression. The instruments consistently yielded substantial correlations with High School Grade-Point Average. Negro students appeared to be as predictable as other groups.     

师范大学生学业自我概念差异分析

1　引言　　回顾学业自我概念研究的历史 ,1890年Ｊａｍｅｓ首开自我概念研究的先河。 1976年 ,Ｓｈａｖｅｌｓｏｎ将一般自我概念划分为学业自我概念和非学业自我概念 ,学业自我概念就是学生在各门具体学科对自己的认识和评价。 1984年 ,Ｓｏｎｇ和Ｈａｔｔｉｅ发展了自我概念等级模型 ,将学业自我概念分成能力、成就和班级三个方面。从此 ,学业自我概念 (ａｃａｄｅｍｉｃｓｅｌｆ-ｃｏｎｃｅｐｔ)可视为自我概念 (ｓｅｌｆ-ｃｏｎｃｅｐｔ)的亚概念 ,是构成自我概念的成分之一。在学业自我概念的测量方面 ,Ｓｈａｖｅｌｓｏｎ和Ｂｏｌｕ…     

中学生学习成功感量表的初步研究

在访谈、开放式问卷等的基础上,自编了中学生学习成功感量表,并对上海市随机抽取的642名中学生进行了测量。结果表明：该量表的49个项目均有较好的区分度;四个分量表之间的相关表明该量表的建构是正确的;因素分析表明成功感分量表可以分为：与学习本身有关的积极情感、与他人有关的积极情感、满意感和学业自我效能感四个因子;该量表有较高的信度和效度,可以作为评鉴中学生学习成功感的有效工具。     

Improving Prediction of Academic Achievement for Transfer Students

The most widely used index for admission of transfer students, grade-point average at prior college, was found to be minimally correlated with subsequent grades. Better predictors of transfer GPA were high school GPA and scores on tests of English usage and mechanical reasoning. While based on 260 transfers at one university, these results suggest that a combination of other academic and intellective variables should replace the traditional transfer predictor—a C average at some other school.     

College Student Personnel and Academic Freedom for Students

The issue of academic freedom for students is frequently a source of heated controversy. In the emotionally charged atmosphere that surrounds this question the true nature and purpose of academic freedom are too often obscured. This discussion focuses attention on the philosophical and educational premises that underlie this concept and attempts to examine it from several frames of reference. A brief summary tracing the historical evolution of academic freedom for students to the present is developed and 8 common points of emphasis as interpreted from several current statements on the subject are outlined. An additional concern of some moment involving the relationship and responsibility of the college student personnel worker to these 8 significant points of common emphasis is noted.     

Thinking Styles and Academic Achievement Among Filipino Students

The authors' objective in this study was to determine whether the precepts of R. J. Sternberg's (1988, 1997) theory of mental self-government apply to a non-Western culture. They administered R. J. Sternberg and R. K. Wagner's (1992) Thinking Styles Inventory, which is based on the theory of mental self-government, to 429 Filipino university students. The results of item analysis, scale intercorrelations, and factor analysis were consistent with the general provisions of the theory. Correlational analysis between thinking styles and grade point average showed that thinking styles are related to academic achievement. The results are explained with respect to the concepts and practices of Philippine culture and schools and discussed in relation to the developmental assumptions of the theory of mental self-government.     

Personal Values and Academic Performance Among Engineering Students

Independently drawn random samples of 20 dean's list and 20 academic probation engineering sophomores were the subjects in this investigation of student academic status in relation to personal values and aptitude variables. Dean's list students differed significantly (.05 level) from academic probation students on variables such as need for achievement, direction of aspirations, peer group values, independence in planning, persistence, self-control, and high school record. No statistically significant differences were found on variables such as socio-economic status, influence of the home, self-insight or scholastic aptitude. It was concluded that the successful engineering student differs from the relatively less successful engineering student in certain measurable characteristics. These results elucidate the efficacy of the utilization of nonintellective variables in such differentiation.     

The Value of Certain Non-Intellectual Factors for Direct and Differential Prediction of Academic Success

Summary

To examine the convergent and discriminant validity of an attitudinal questionnaire measure of traditionalism-modernism in Thai exchange students, questionnaire scores were correlated with self and peer measures of traditionalism-modernism and with a measure of “culture-shock.” For the latter, it was anticipated that high scores on modernism would inversely correlate with culture-shock scores. Results indicated that the questionnaire measures were positively correlated with self and peer measures at significant levels; however, the relationship was not very substantial. Thus, there appears to be only a tenuous degree of convergent validity for questionnaire measures of traditionalism-modernism. The results further indicate a marginal amount of discriminant validity as measured by the relationship between the traditionalism-modernism questionnaire and the culture-shock questionnaire. Caution was suggested in using unvalidated attitudinal questionnaire measures of traditionalism-modernism, and the need for recognizing the multidimensional rather than unidimensional nature of traditionalism-modernism as a personality characteristic was pointed out.