Spelling suggestions: "subject:"academic achievement"" "subject:"cademic achievement""
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Does Grit Protect against the Adverse Effects of Depression?Kilgore, Jenna 03 May 2019 (has links)
Grit, or the ability to persevere toward a long-term goal despite adversity, has been linked to academic success. Grit may also potentially buffer against the negative effects of depressive symptoms in an academic domain. The current study explores the relationship between depression, grit, and GPA, while also accounting for defensive responding, which has been proposed as a confound of grit but not empirically assessed in this context. We examined how social desirability affects the relationship between grit and GPA and hypothesized that social desirability would moderate the effect of grit between depressive symptoms and GPA. We found support for all hypothesized direct relationships. However, the interaction between depression, grit, social desirability, and GPA was non-significant. Results suggested modest construct validity of grit with it predicting GPA at low levels of social desirability but demonstrated no buffering effect against depression on GPA, highlighting the complexity of the relationship between these variables.
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Interactive effects of locus of control and instructional strategy on academic achievement and student attitudes /Medlen, Linda Sue January 1980 (has links)
No description available.
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The relationship of attitudes toward parenting and academic achievement of children in a small Ohio city /Jones, Alene Smith January 1980 (has links)
No description available.
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The educational-expectations, aspirations and academic-achievement of academically-deficient minority students /Ducksworth, Theoclaire Barrett, January 1986 (has links)
No description available.
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The effect of background factors on achievement in second-year shorthand at selected universities /Utley, Kenneth Wayne,1936- January 1970 (has links)
No description available.
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An investigation of the nature of comprehension gained through reading and its relationship to other aspects of reading and to academic achievement /Wright, James Clyde January 1954 (has links)
No description available.
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The effects on achievement of using behavioral objectives with fifth grade students /Kalish, Daniel M. January 1972 (has links)
No description available.
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Achievement and interest levels of 1967-1968 Industrial Arts Curriculum Project students in 1972.Browder, Larry Wayne January 1972 (has links)
No description available.
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Variables related to academic performance of minority college students /Clark, Catherine Marie January 1976 (has links)
No description available.
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The Relationship Between School Building Conditions and Student Achievement at the Middle School Level in the Commonwealth of VirginiaBullock, Calvin 24 September 2007 (has links)
The purpose of this study was to investigate the relationship between school building condition and student achievement as measured by their performance on the Standards of Learning (SOL) examinations at the middle school level in the Commonwealth of Virginia. Three major data components were used to complete this study. The first component was the condition of the school buildings. To obtain this information, principals were asked to complete the Commonwealth Assessment of Physical Environment (CAPE) assessment instrument. The second component was the percentage of passing scores from SOL examinations for each middle school in the Commonwealth of Virginia. The third component was the socioeconomic status of the students attending the schools as measured by the percentage of students participating in the free and reduced lunch program. Three research questions were used to examine this topic. The first research question examined the differences in the SOL results of students in school buildings rated as standard and substandard. The second research question examined the differences in the SOL results of students in school buildings rated cosmetically as standard and substandard. The third research question examined the differences in the SOL results of students in school buildings rated structurally as standard and substandard. This study found that building condition is related to student achievement. Students performed better in newer or recently renovated buildings than they did in older buildings. The percentage of students passing the Commonwealth of Virginia Standards of Learning Examination at the middle school level was higher in English, mathematics and science in standard buildings than it was in substandard buildings. One of the largest differences in percentage of students passing was in English at 6.10 percentage points. This difference was significant at the .05 level of significance. This is noteworthy because student's ability to read affects all other academic areas. Building age, windows in the instructional area, and overall building condition were positively related to student achievement.Finally the data from this study were compared to the results of earlier studies that examined high schools in the Commonwealth of Virginia, finding that these results were consistent with the findings of other studies. / Ph. D.
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