The main purpose of this study was to understand whether students¡¦ emotional intelligence, self-concept and academic performance would influenced while they got along with their homeroom teacher. This study adopts Stratified Random Sampling, selecting the subjects from vocational high school students in Tainan county. A total of 331 (male 211, female 120) vocational high school students from nine classes of the 10 th, 11th, 12 th grades were sampled to respond to ¡§Scales of Homeroom Teacher¡¦s Emotional Intelligence¡¨, ¡§Scales of Student¡¦s Emotional Intelligence¡¨, and ¡§Scales of Self-Concept ¡¨, in which the students were guided by four male homeroom teachers and three female homeroom teachers. Subjects will be tested two times every six months, to explore whether their emotional intelligence, self-concept and academic performance will be influenced during the six months of getting along with their homeroom teacher. The employed methods included Descriptive Statistics, t-test, one-way ANOVA, Pearson Correlation Analysis, and Regression Analysis. The main findings of this study were as follows¡G 1¡BThere are positive correlations between the students¡¦ emotional intelligence ( before the test )¡Xthe expression of emotion and their academic performance ( after the test )¡XChinese and English . 2¡BThere are positive correlations between the students¡¦ emotional intelligence ( before and after the test)¡Xthe understanding of emotion, the expression of emotion, the adjustment of emotion and the employment of emotion and their self-concept ( before and after the test)¡Xthe self of family, morality, society, identity, criticizing,physiology, and psychology. 3¡BThere are positive correlations between the students¡¦self-concept ( before the test)¡Xthe family¡¦s self, the moral self, and their academic performance ( after the test )¡X English. There are also positive correlations between the students¡¦ self-concept¡Xthe self contentment, the self criticizing, and their academic performance. 4¡BThere are positive correlations between the students¡¦academic performance (before the test )¡X English and their self-concept ( after the test )¡Xthe moral self. There are also positive correlations between the students¡¦ academic performance--mathematics and their self-concept--the family¡¦s self and the self criticizing. 5¡BThere are positive correlations between the homeroom teacher¡¦s emotional intelligence and the students¡¦ academic performance ( before and after the test ). But there are no positive correlations between the homeroom teacher¡¦s emotional intelligence and the students¡¦ emotional intelligence ( before and after the test ) and their self-concept ( before and after the test ). 6¡BPart of the students¡¦ emotional intelligence ( before the test ), their self-concept ( before the test ), their family¡¦s income and academic performance ( after the test ) is influenced by their homeroom teacher¡¦s emotional intelligence.

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This research proposed to evaluate whether homework or daily quizzes were better for academic success within high-school pre-AP chemistry or if differences in the two methods were detectable. The study involved two years of data where homework was assigned and graded and one year of data where homework was suggested but daily quizzes provided the assessment. The mean of each of the unit tests were evaluated and t-tests were calculated. The results showed that over two-thirds of the units had statistically significant data when daily quizzes were utilized.

The purpose of the educational system is to provide an appropriate general education which serves to increase the cognitive and intellectual abilities of those enrolled. Over the past several decades, the number of individuals that receive an education from the public school system has increased significantly, along with an increase in equal access regardless of disability or socioeconomic status. Additionally, the amount of resources afforded to the public education system has increased as well. Despite the increased access and amount of resources afforded to the educational system, a corresponding increase in academic performance and cognitive or intellectual ability has not been observed. Therefore, an empirically validated method for increasing intellectual and cognitive performance is necessary. Relational Frame Theory (RFT), a contemporary behavior-analytic account to complex human language and cognition, offers a behavior-oriented interpretation of intelligence. Such an interpretation of intelligence may allow for the development of interventions designed to strengthen behaviors conventionally regarded as intelligent. This series of three studies aims to add to the understanding of human intelligence and cognition by examining the relationship between derived relational responding and intelligence, and evaluating the effect a set of interventions derived from RFT have on intelligence, academic performance and impulsivity. Study 1 examined the relationship between derived relational responding and intelligence. Experimenters administered the PEAK-Transformation Pre-assessment, which provides a measure of relational responding, and the WISC-V, which provides a measure of IQ, and conducted a Pearson correlation between the two measures. The results from this study showed a strong, positive correlation (r = .659, p < .05) between total scores for the PEAK-T Pre-assessment and the WISC-V, which suggest relationship between derived relational responding and intelligence. Additional correlations were conducted between each subtest of the PEAK-T Pre-assessment and the WISC-V. The results showed a moderate correlation between the PEAK-T Receptive subtest and the WISC-V (r = .568, p < .05) and a strong, positive correlation between the PEAK-T Expressive subtest and the WISC-V (r = .666, p < .05). Finally, correlations were conducted with each relational frame within the PEAK-T assessment and the WISC-V, which showed significant correlations between each relational frame and IQ scores. Study 2 sought to evaluate the effect relational training procedures had on intelligence, academic performance, and impulsivity using a Multiple Baseline research design. Experimenters adminsitered pre-training and post-training probes for each of the dependent measures to determine the extent to which relational training procedures influenced scores on each measure. The results showed that the intervention was effective in increasing score on the PEAK-T-PA and the WISC-V. The average increase in PEAK-T-PA scores was 32.4, and the average increase in WISC-V scores was 6.6. CBM scores also showed a improvement, however, the difference between pre-training and post-training was minimal. The average change score for CBM assessments was 8.27. Finally, MAI scores on the BART showed no change in the post-training phase compared to that of the pre-training phase. The average change score in MAI was -2.29, which indicates a decrease in impulsivity. Although a decrease was observed, there was overlap between scores in the post-training phase and pre-training phase, which suggests no effect from the intervention. Overall, the data show that relational training was effective in increasing derived relational responding behavior and intelligence, and had some effect on academic performance. Additionally, the data show the intervention had no effect on impulsivity. Taken together, the results add to a growing body of literature supporting the use of RFT-based interventions to strengthen intelligence and other relevant behaviors, however, further research is necessary to identify the specific variables underying these behaviors.

Indiana University-Purdue University Indianapolis (IUPUI) / Expectations are a key aspect of human success and behavior that predict outcomes in a variety of settings, including academics. Trait expectations (e.g., hope and optimism) and previous experiences appear relevant to the formation of specific expectations. Specific expectations predict outcomes, with positive expectations predicting better outcomes. In academics, positive specific expectations predict improved academic performance; however, there are aspects of this relationship that are unclear. This study sought to examine the formation of specific academic expectations and the relationship between these expectations and academic performance. The current study aimed to replicate previous research about the unique influences of academic expectations, expand this knowledge by examining possible mechanisms of the relationship between academic expectations and academic performance, and test how previous academic experience affected this relationship. Results of this study showed that previous GPA and optimism, but not hope, predicted academic expectations. Academic expectations predicted academic performance, but this relationship was not mediated by study time or stress. Finally, previous GPA moderated the relationship between academic expectations and academic performance, such that the positive association between academic expectations and academic performance was stronger for those with poorer prior performance.

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This study investigated the impact of motivation on students’ participation and academic performance in distance learning. Distance learning continues to grow in popularity as more and more students enroll in distance education courses. These courses require more responsibility on the part of the student. Some students are unaware of the amount of work that is involved with these courses which can cause them to become overwhelmed and discouraged, possibly leading them to drop the course. Students need to be able to rely on their own individual abilities to be successful in distance learning (Hodges, 2005). At the same time, educators must also modify their instructional design when transitioning from face-toace instruction to web-based instruction (Lei & Gupta, 2010). Improved technologies can provide the means for instructors to increase the quality of learning in distance education. Technologies, such as asynchronous discussion boards allow instructors to become facilitators of learning while providing students with the opportunity to learn from one another through interaction. The use of asynchronous technologies has been known to provide several benefits for students. Those benefits include: (a) increasing student learning by helping students develop high-level concepts and skills, (b) decreasing the likelihood of procrastination, and (c) strengthening students’ self-motivation and responsibility (Abrami & Bures, 1996; Barker, 2003; Kitchen & McDougall, 1999). Twenty-nine upperclassmen and graduate students participated in this study during the summer of 2012. Using data gathered from the Motivated Strategies for Learning Questionnaire (MSLQ) and discussion board content, the researcher found student motivation to be associated with participation but not with academic performance. Also, associations were found to exist between participation and academic performance. In addition, self-efficacy, intrinsic and extrinsic goal orientation was found to be predictors of participation. The results indicate that some motivational constructs are contributing factors of student success in distance learning. Instructors and instructional designers should seek to include tools that can allow students to help themselves remain motivated while actively participating in the course. Future research should examine other learning strategies variables to determine if they may have an impact on participation and academic performance.

This thesis analyzed the effects of sexual victimization among college women. Previous research has found that victimization has several negative effects. This thesis was designed to add to this literature by addressing how sexual victimization effects both behavior and academic performance. Results indicated that there was a significant relationship between sexual victimization and behavior changes, the type of victimization experienced had a different impact on the victim based on the type of victimization they experienced, and that academic performance was significantly affected by sexual victimization.

Cyberbullying is a form of bullying that is rapidly on the increase. Cyberbullying continues to affect students today. Although studies on cyberbullying and school pupils have been done, a few studies mainly focus on how it affects the category of female students as well as their academic achievements. In previous studies, there have been limited theory to support and explain the severity of this phenomenon towards the female gender as several studies record a higher number in female victims than male victims. Therefore, this research further investigates the aspects of cyberbullying and female victimization. This study focuses on cyberbullying in a South African university. This research also highlights some factors that lead to female victimization. With the use of literature on cyberbullying and victimization, the researcher formulated a model to guide this research. This model was formulated on the assumption that a cyber-victim's academic performance may be determined by how they would have been greatly affected by being bullied. However, the extent to which a victim is affected by cyberbullying was determined by three factors, that is their age, gender and self-control. The factors mentioned were identified through a literature review. The proposed model was tested using a survey involving 262 female university students from the University of Cape Town in South Africa. The collected data was captured on excel and analyzed through the use of Statistica. The findings also revealed that the learners were frequent users of social media and digital devices which could have been the leading cause of them being vulnerable to cyberbullying. Analysis also showed that self-control had a significant influence on how affected learners responded to cyberbullying, whilst age had no significant influence on how learners responded to being bullied. How individuals responded to being bullied had an influence on their academic performance as those who responded negatively to cyberbullying produced poor academic results as compared to those who were not negatively affected. Given that, learning institute authorities can use knowledge obtained in this study to intervene where possible.

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