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Temperament style, motivational regulation, and achievement among Chinese studentsWong, Christine January 2004 (has links)
published_or_final_version / abstract / toc / Educational Psychology / Master / Master of Social Sciences
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122 |
Self-regulated learning of secondary students in Hong Kong: a comparison of high and low achieversAu, Oi-na, Anna January 2004 (has links)
published_or_final_version / abstract / toc / Educational Psychology / Master / Master of Social Sciences
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The relationship of personality and academic aptitude to perceptual imageryLeonard, Calista V. January 1958 (has links)
No description available.
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The difference between intelligence and achievement scoresO'Connor, Ida Woolf January 1926 (has links)
No description available.
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Attachment Patterns Relationship to Intelligence and Academic Achievement in School-Age ChildrenWacha, Victoria Helen January 2010 (has links)
The purpose of this study was to investigate the links among children's representations of attachment and their intelligence and academic achievement. John Bowlby's attachment theory is the framework used in this study to understand and explain differences in children's intelligence and academic achievement. Bowlby maintained that the quality of children's attachment to their caregivers exerts a strong influence on their ability and interest in investigating their environment. According to attachment theory, the quality of children's attachment to their primary caregivers would be expected to be associated with their intelligence and scholastic achievement. The findings from this study suggest that attachment patterns are significantly related to children's crystallized intelligence, which involves learning, knowledge and skills that are accumulated from past experiences. Attachment patterns were not significantly related to children's global intelligence or their academic achievement. The results of this study are relevant not only to attachment researchers but also school psychologists, parents, and teachers.
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Students' self-efficacy in academics : issues in measurement, reliability, and validityLewen, Lisa Joy 08 1900 (has links)
No description available.
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Conditioning of employee performance : laziness, helplessness, industriousnessManger, Harold Arthur 08 1900 (has links)
No description available.
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128 |
The Effects of Exploratory Learning Environments on Students' Mathematics AchievementsSokolowski, Andrzej 16 December 2013 (has links)
The objective of this dissertation was to advance the knowledge about mathematics instruction regarding the use of exploratory graphical embodiments in Pre-K to College levels. More specifically, the study sought to find out which graphical representations generate the highest learning effect sizes as well as which teaching method is the most supportive when graphical representations are applied.
The dissertation is organized into three coherent research studies that correspond to different schooling levels. The primary method of data analysis in this study was meta-analysis supported by synthesis of qualitative and comparative studies. A total of 73 primary studies (N = 9055) from 22 countries conducted over the past 13 years met the inclusion criteria. Out of this pool, 45 studies (N = 7293) were meta-analyzed. The remaining 28 studies (N = 1762) of qualitative or mixed method designs where scrutinized for common themes. The results support the proposed hypothesis that visualization aids mathematics learning. At the primary level, the mean effect size for using exploratory environment was ES = 0.53 (SE = 0.05, 95% CI: 0.42-0.63), the mean effect size for using computerized programs at the grade levels 1-8 was ES = 0.60 (SE = 0.03, 95% CI: 0.53-0.66), and the results of applying congruent research techniques at the high school and college levels revealed an effect size of ES = 0.69 (SE = 0.05, 95% CI: 0.59–0.79).
At each of the teaching level, implementing an exploratory environment generated a moderate effect size when compared to traditional teaching methods. These findings support a need for a broader implementation of exploratory learning media to mathematics school practice and provide evidence to formulate a theoretical instructional framework.
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A parent involvement intervention with elementary school students: the effectiveness of parent tutoring on reading achievementGoudey, Jennifer Unknown Date
No description available.
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The effects of independent desensitization and study skills instruction on anxiety, study behaviours and academic performance /Johnston, Edwin Frederick January 1974 (has links)
No description available.
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