Significant Predictor Of Achievement Research Articles

How are social context factors related to epistemological beliefs, motivations, and achievement in science? A serial mediation model

ABSTRACT Background Epistemological beliefs and motivational factors are significant predictors of achievement in science. Purpose To understand how social context factors shape epistemological beliefs and motivational factors and how they pass the influences to achievement in science. Sample A population of ninth graders in an underdeveloped region of southwest China (N = 2655). Design and Methods With science achievement test scores and survey data from the sample, we built a structural equation model on how the students’ epistemological beliefs and motivational factors mediate the effects of a set of social context factors on their achievement in science. Gender and rural-urban differences are also explored. Results Intrinsic motivation and epistemological beliefs significantly predicted achievements in science. Epistemological beliefs directly and indirectly affected achievement in science, with intrinsic motivation mediating its indirect effects. Among the social context factors, teacher influence and informal learning experiences positively predicted epistemological beliefs; family encouragement negatively predicted epistemological beliefs; only informal learning experiences directly affected intrinsic motivation. Significant rural-urban and gender differences were found. Conclusion Access to informal science learning experiences can play a crucial role in transforming the social environments in underdeveloped regions, promoting students’ epistemological development and intrinsic motivation, and, in turn, their achievement in science. Fostering students’ epistemological development may also require identifying and reconciling the conflicts between epistemological messages from home and school.

Academic achievement of minority home language students with special education needs in English language of instruction and French immersion programs

Abstract This study explored the academic achievement of students who speak a minority language (ML) at home (i.e., a language other than the official languages of Canada, English and French) and who have special education needs (SEN), in two educational programs that differed in language of instruction: English language of instruction (ELoI), and Early French Immersion (EFI). The proportion of students (n = 131) meeting the provincial standard in reading, writing, and mathematics and the effect of gender, place of birth, socio-economic status, English proficiency level, and program were analyzed. Writing was the strongest domain, followed by reading and mathematics. ML-SEN students were equally likely to meet the provincial standard whether in ELoI or EFI, and there were few significant predictors of achievement. Participating in EFI did not increase students’ risk of academic difficulty. Additional supports may be beneficial to ML-SEN students in ELoI and EFI programs.

Achievement Motive as a Predictor of Readiness for the Professional Development of Teachers

An achievement motive is a significant predictor of achievement in many areas of work. Our research aimed to determine whether it is possible, based on the achievement motive and its factors, to predict the readiness of teachers for professional development and certain sub-factors of this dimension. Also, through research, we tried to determine the predictive value of socio-demographic variables: gender, years of service, type of school where teachers work and previous education, motivation, achievement, and readiness of teachers for professional development. The research was conducted on a sample of 452 primary and secondary school teachers, and the following research instruments were used: Scale MOP 2002 (Franceško, Mihić, and Bala 2002) and Scale SPR–N (Beara and Okanović 2010). The results have shown a relationship between the general achievement motive and teachers' readiness for professional development. Multivariate analysis of variance determined that the components of achievement motivation, such as setting and achieving goals, competition with others, persistence, and orientation toward planning are statistically significant predictors of certain aspects of teachers' readiness for professional development. The research determined that the socio-demographic variable years of service statistically significantly predict the motivation of teachers' achievements, while gender is a significant predictor of teachers' readiness for professional development. Taking into account the fact, that the professional development of teachers is one of the key elements of the quality of education, the obtained results offer information about the foundations of professional development and indicate the direction of the practical activities of experts in this area.

The Association of Social Emotional Constructs and Academic Motivation with Academic Achievement in Adolescents

In this cross-sectional study, we examined the association between eight socio-emotional constructs (empathy, global self-concept, happiness, prosocial behavior, optimism, anxiety, depression, and academic motivation) and academic achievement in a diverse sample of 583 high school students in order to see which ones are most useful in predicting academic achievement. We also examined the associations separately for African American and European American students, as these groups had substantial numbers of students. Results indicated that optimism, anxiety, and motivation were statistically and significant predictors of achievement, with motivation contributing the most variance. Both groups had similar results, but African Americans had five meaningful predictors of achievement while European Americans had three. The findings suggest that these constructs may be useful in helping to improve academic performance in students.

The Association between Flipped Learning Readiness, Engagement, Social anxiety, and Achievement in Online Flipped Classrooms: a Structural Equational Modeling

This study explored the association between flipped learning readiness (FLR), engagement, social anxiety, and achievement in online flipped classrooms among 200 freshman university students enrolled to an information technology course. The relational screening model was applied in order to reveal associations between variables. The study was conducted in two Turkish state universities. The students were sampled using the convenience sampling method. The data collection tools employed were a demographic data form, the Online Student Engagement Scale, the Online Learners’ Interactions and Social Anxiety Scale, the FLR scale, and also achievement tests. Structural equational modeling was employed in the testing of the hypothesized model. Results from the structural equation modeling revealed that engagement and FLR were positively associated with student achievement, whilst there was a negative association revealed between social anxiety and achievement in the online flipped classroom. The study also revealed engagement as the most significant predictor of achievement in the online flipped classroom.

Predictors of Academic Achievement in Dual Credit Students

Enrollment in dual credit classes has increased over the last 10 years benefiting K-20 education and high school students in providing an opportunity to obtain college credits and increasing postsecondary education enrollment. The purpose of this study was to investigate the predictors of achievement through the lens of Social Cognitive Theory by documenting cognitive and noncognitive factors of dual credit students in grades 9–12 at an east Texas university charter school. The Noncognitive Questionnaire was used to measure the noncognitive characteristics, and the Texas Success Initiative Assessment (TSI) reading and writing scores were used as the cognitive measurement. Multiple regression analysis, using weighted least squares, found TSI writing and positive self-concept to be significant predictors of achievement. The findings from this study could suggest states and districts to consider admission requirements for dual credit classes to include other cognitive and/or noncognitive artifacts for admission decisions.

The novel noninvasive method for prediction of long-term specific therapy efficacy in patients with IPAH and inoperable CTEPH

Abstract Introduction The main aim of the treatment in patients (pts) with idiopathic pulmonary arterial hypertension (IPAH) is the achivement of low risk of fatal events during the year, that reflecting the complex of nonivasive and invasive parameters presented in the risk stratification scale of ESC and ERS 2015 guidelines. However, in pts with chronic thromboembolic pulmonary hypertension (CTEPH) there is a lack of evidence to use this scale. Also there is some limitation to perform invasive diagnostics in every patient for complex risk assessment. Thus, the searching for the novel noninvasive markers for prediction of treatment efficacy need further investigation. Purpose To develop the novel approach for predicting of long-term specific therapy efficacy using noninvasive methods of diagnostic in IPAH and CTEPH pts. Methods The study included 88 IPAH and 38 inoperable CTEPH pts. At the time of diagnosis verification and after 1 year of treatment the complex assessment, including 6-minute walking test, cardiopulmonary exercise test, 2D and 3D Echo, right heart catheterization, NT-proBNP level assessment were made. The efficacy of treatment was determined as achievement of cardiac index (CI) equal or more than 2,5 l/min/m2 after 1 year of treatment. To create a model, predicting long-term specific therapy efficacy the classification trees with the full enumeration method for one-dimensional branches C&RT were used. The impact of factors in prediction of the long-term specific therapy efficacy was demonstrated in the ranks of significance of predictors in units (U). Results At baseline all pts with IPAH/inoperable CTEPH were out of the low-risk area. Whereas, after 1 year of treatment 27% of IPAH/CTEPH pts achieved a low risk of fatal events. To develop a model for predicting of the long-term specific therapy efficacy (>1 year) in patients with IPAH/ CTEPH the most significant predictors of achievement of CI equal or more, than 2.5 l/min/m2 were: age (73 U), right ventricular end-diastolic/end-systolic volumes (85 U/84 U) at the time of diagnosis verification, and the dynamics of NT-proBNP (100 U.). According to the most valuble factors the model of long-term therapy efficacy was created: the value of dynamic (Δ) of NT-proBNP from >−376,4 to <30,4 pg/ml after 12 months of treatment with combination of right ventricular end-diastolic volume <150,5 ml at the time of diagnosis verification predict the therapy efficacy. Conclusion The implementation of novel noninvasive method, that predict specific therapy efficacy, allows making a timely decision of therapy escalation in IPAH and CTEPH pts by the first and subsequent years of treatment. Funding Acknowledgement Type of funding sources: Public Institution(s). Main funding source(s): National medical research center of Cardiology, Moscow

Assessment of learning strategies with the ACRA and the Brief-ACRA scales: Competitive models, measurement invariance, and prediction of academic achievement in secondary elementary students from the Dominican Republic

Learning strategies have been widely studied, and they have been related to academic achievement in several studies. Among the measurement instruments developed, the 44-item version of the Learning Strategies Scale (ACRA) is, by far, one of the most widely used questionnaires in the Spanish speaking context. This instrument has been recently shortened to a 17-item version. Neither the 44-item nor the 17-item version have been tested in the Dominican Republic. The aim of this study is to study the psychometric properties of the 44-item and 17-item versions of the ACRA. Participants were 1712 Dominican secondary school students. Both structures of the ACRA were tested via CFA; alpha and CRI Index were calculated for internal consistency; and, to obtain evidence of the relations with other variables, two models of academic achievement prediction were tested. Results pointed adequate internal structure of both versions, but higher consistency estimates for the former. Both versions of the scale were invariant across gender and age, and no latent mean differences were found. In the prediction model of the 44-item, cognitive strategies was the only significant predictor of achievement; in the 17-item ACRA, it was emotional-social support. These predictive models were, again, invariant across gender and age. Taking into account these results, the 44-item version has shown better properties to asses LS in the Dominican Republic. However, when our aim is to predict academic achievement, a mixed version of the 44- and the 17-item versions could be used.

Evaluación de las estrategias de aprendizaje con las escalas ACRA y ACRA-Breve: Modelos competitivos, invarianza de medida, y predicción del rendimiento académico en estudiantes de secundaria de la República Dominicana

Learning strategies have been widely studied, and they have been related to academic achievement in several studies. Among the measurement instruments developed, the 44-item version of the Learning Strategies Scale (ACRA) is, by far, one of the most widely used questionnaires in the Spanish speaking context. This instrument has been recently shortened to a 17-item version. Neither the 44-item nor the 17-item version have been tested in the Dominican Republic. The aim of this study is to study the psychometric properties of the 44-item and 17-item versions of the ACRA. Participants were 1712 Dominican secondary school students. Both structures of the ACRA were tested via CFA; alpha and CRI Index were calculated for internal consistency; and, to obtain evidence of the relations with other variables, two models of academic achievement prediction were tested. Results pointed adequate internal structure of both versions, but higher consistency estimates for the former. Both versions of the scale were invariant across gender and age, and no latent mean differences were found. In the prediction model of the 44-item, cognitive strategies was the only significant predictor of achievement; in the 17-item ACRA, it was emotional-social support. These predictive models were, again, invariant across gender and age. Taking into account these results, the 44-item version has shown better properties to asses learning strategies in the Dominican Republic. However, when our aim is to predict academic achievement, a mixed version of the 44- and the 17-item versions could be used.

Spatial encoding strategy theory: the relationship between spatial skill and STEM achievement

Learners' spatial skill is a reliable and significant predictor of achievement in STEM, including computing, education. Spatial skill is also malleable, meaning it can be improved through training. Most cognitive skill training improves performance on only a narrow set of similar tasks, but researchers have found ample evidence that spatial training can broadly improve STEM achievement. We do not yet know the cognitive mechanisms that make spatial skill training broadly transferable when other cognitive training is not, but understanding these mechanisms is important for developing training and instruction that consistently benefits learners, especially those starting with low spatial skill. This paper proposes the spatial encoding strategy (SpES) theory to explain the cognitive mechanisms connecting spatial skill and STEM achievement. To motivate SpES theory, the paper reviews research from STEM education, learning sciences, and psychology. SpES theory provides compelling post hoc explanations for the findings from this literature and aligns with neuroscience models about the functions of brain structures. The paper concludes with a plan for testing the theory's validity and using it to inform future research and instruction. The paper focuses on implications for computing education, but the transferability of spatial skill to STEM performance makes the proposed theory relevant to many education communities.

Morningness-eveningness and tertiary academic achievement: an exploration of potential mediators, including sleep factors, mind wandering, and metacognitive beliefs

ABSTRACT Correlates of academic achievement can vary by subject and by assessment type, although consistent associations have been found with some variables, including morningness-eveningness. In the present study, 153 second-year undergraduate Business School students at an English-medium university in China completed questionnaire measures of morningness-eveningness, mind wandering, sleep quality, conscientiousness, affect and metacognitive beliefs. Positive correlates of grades in three English for Academic Purposes assessments (coursework, speaking, and exam) included English level, morningness and self-discipline. Negative correlates of achievement included mind wandering, negative affect, rise time and poor sleep quality, and also maladaptive metacognitive beliefs, which were most strongly associated with exam performance. Significant predictors of achievement included English level and aspects of sleep quality. Exploratory mediation analysis investigated potential mediators between morningness-eveningness and achievement. Morningness-eveningness was found to have indirect effects on achievement through sleep-related factors, mind wandering, conscientiousness, negative affect, and metacognitive beliefs. These results contribute to the understanding of academic achievement in different subjects and assessment types, and identify possible indirect effects in the association between morningness-eveningness and academic achievement.

Assessing adolescent self-efficacy in ‘body and health’ - Exploring the psychometric properties of the SEBH scale

Self-efficacy beliefs are significant predictors of achievement in education. However, majority of existing self-efficacy measures are rather ‘general’ and assess aggregated perceptions of students’ proficiencies within broad academic disciplines. Applying Rasch analysis, the present study explored the psychometric properties of the five-item ‘self-efficacy in body and health’ (SEBH) scale as administered to 1622 tenth-graders aged 15-16years in Norway. Based on our sample, the SEBH scale stood out as well targeted and reliable with acceptable overall fit to the partial credit parameterization of the polytomous unidimensional Rasch model. Except for a slightly reversed threshold in item 1, which could be explained by few persons located at low levels of self-efficacy, the locally independent items had ordered response categories and functioned in the same way for the different levels of relevant person factors. Adapting this scale to different fields of education would contribute to development of more specific measures of perceived capability.

Considering Physical Well-Being, Self-perceptions, and Support Variables in Understanding Youth Academic Achievement

The purpose of this study was to examine the relation between measures of students’ physical well-being and self-perception and their academic achievement. Specifically, we look at students’ social support for physical activity, physical activity perceptions, self-concept, self-efficacy, health behaviors, and cardiorespiratory fitness (as measured by the progressive aerobic cardiovascular endurance run [PACER] test). Students ( n = 697 fifth graders) were surveyed at the beginning of the school year. A two-group path analysis revealed notable relationships between the predictor variables and proximal and distal outcomes, with some paths moderated by sex. One relationship that was significant for both sexes was cardiorespiratory fitness, as it was the only significant predictor of achievement. This effect was moderate to large for the female students ([Formula: see text]; [Formula: see text]) and small to large for the male students ([Formula: see text]; [Formula: see text]). These findings can be used to guide future research and educational prevention and intervention efforts.

Associations between Fine Motor and Mathematics Instruction and Kindergarten Mathematics Achievement

ABSTRACTResearch Findings: This study investigates the role of fine motor and mathematics instruction in mathematics achievement in an international sample of kindergarteners from the United States and China. Multilevel modeling was used to assess the interaction between students’ entering skills and classroom time spent on basic math, higher-order math and fine-motor instruction. For American children, the effect of basic math and higher-order math instruction on student achievement depended on entering skills; however, fine motor instruction had negative average effects on student achievement and did not depend on students’ entering skills. Instruction time was not a significant predictor of achievement for Chinese students. Practice or Policy: Though fine motor skills have a robust correlation with mathematics achievement, a causal link has not been established. Our study indicates that time spent in fine motor instruction does not advance mathematics achievement in kindergarten and in fact may weaken mathematics achievement, given the limited time in the instructional day. American teachers in our sample who spent more time in fine-motor instruction tended to spend less time on basic math and higher-order mathematics instruction. Educators should weigh instructional trade-offs carefully and work to tailor instruction to students’ skill levels.

Need for cognition and academic motivation as predictors of students’ achievement

According to the self-determination theory, behind the variety of motivation, there are just three (un)satisfied needs - for relatedness, competence and autonomy. There are also good theoretical and empirical reasons to assume that intrinsic motivation is, to a large extent, based on the need for cognition. In order to test incremental validity and mediating effects of intrinsic motivation and the need for cognition on academic achievement, many analyses of data from a previous investigation are performed. The data are generated applying the Scale of Academic Motivation for Students (SAM-SI) and the shortened Scale of the Need for Cognition (NFCS-S). The sample comprises 364 students of both gender (59% females), aged from 18 to 35 (M=20.05; SD=1.52). The predictors in hierarchical multiple regression analyses were some sociodemographic characteristics, the need for cognition and academic motivation, and the criteria, satisfaction with academic achievement and aspiration. Three complete structural models are tested through structural equation modelling. As significant predictors of achievement and aspiration, intrinsic motivation, amotivation and the need for cognition have been singled out. The results also indicate a significant mediating effect of intrinsic motivation via the need for cognition on academic achievement which contradicts the basic tenet of self-determination theory.

STUDENTS’ READING-RELATED FACTORS AS PREDICTORS OF ACHIEVEMENT IN ENGLISH READING COMPREHENSION IN LAGELU LOCAL GOVERNMENT AREA, OYO STATE, NIGERIA

Secondary school students are reportedly deficient in English language reading comprehension, and this partly accounts for the poor results recorded in English language at public examinations. Studies indicate that some students really have low interest in reading, just as a number of researchers have queried availability of reading materials for students’ poor achievement in reading comprehension. The argument is that availability and use of appropriate instructional resources will tend to facilitate effective learning in schools. Thus, the study examined students’ interest in reading and availability of reading materials as they relate to and predict students’ achievement in English reading comprehension in Lagelu Local Government Area (LGA) of Oyo State, Nigeria. Survey research design of the correlational type was adopted for the study, which was guided by four research questions. The study population comprised SSS II students in this LGA. Five secondary schools were randomly selected; and a simple random technique was used to select 40 students from each school, thus, a total of 200 participants in the study. Three properly validated instruments – English Reading Comprehension Achievement Test, Students’ Interest in Reading Scale, and Availability and Utilization of English Reading Materials’ Inventory – were used to gather data, which was analyzed using frequency count, percentage, Pearson product moment correlation and multiple regressions. Results show that the current level of students’ achievement in English reading comprehension is generally low. There is no significant relationship between students’ interest in reading and academic achievement (r=0.04, p>0.05). There is a statistically significant and positive relationship between reading materials and students’ achievement (r=0.14, p<0.05). A linear relationship exists among the variables in the study, R=0.14, R 2 =0.02 and Adj. R 2 =0.01. However, availability of reading materials [β=0.14, t(200)=1.93, p<0.05] is a potent and significant predictor of achievement in English reading comprehension. The study concludes that students’ interest in reading and availability of reading materials are significantly related to students’ achievement in English reading comprehension, though only reading materials could substantially predict students’ achievement in reading comprehension. Governments should increase reading materials in schools. There should be adequate and regular supervision of the use of instructional materials in all schools to enhance effective teaching and learning towards boosting students’ achievement. Teachers should always try their best to make use of available instructional materials, or improvise, to make lessons more interesting. Principals should provide teachers with enabling environment for the use of available instructional materials to make learning more meaningful. Article visualizations:

Student Performance in Mathematics: Should we be Concerned?

This article describes how for many college students the transition to college-level mathematics courses presents new challenges beyond those that were part of the high school experience. In this interdisciplinary study forty-four non-mathematics and non-science majors, enrolled in a retail-buying course, were studied to examine student confidence in performing applied mathematical tasks, mathematics achievement in college, and the relationship between predictors of college success (mathematics studied in high school, SAT/ACT scores, and mathematics courses taken in college). Measurements used for the study included a subset of items from the Mathematics Self-Efficacy Scale (MSES) on a 5-point Likert-type scale, course grades, number of years studying mathematics in high school and number of mathematics courses in college. Findings indicate that mathematics courses taken in college increased confidence in working mathematical tasks and were significant predictors of achievement in the retail course. In addition, SAT/ACT scores also were critical to the overall mathematics achievement.

Prediction of Achievement based on Different Dimensions of E-learning Materials in University of Mysore, India

Background: Educational systems have adopted e-learning in high quantity all over the world and they are currently concerned about the quality of instruction. Different factors including pedagogical factors, technical factors, content issues, ease of use of elearning systems, and computer knowledge of the users constitute the quality dimensions. The present study examines the degree of which each dimension affects the achievement in e-learning settings. Methods: The present semi-experimental research was conducted in teacher education colleges affiliated to University of Mysore, India, in 2015 - 2016. Pretest on educational psychology (EP) was administered to 72 students selected through purposive sampling technique. The students were treated through e-learning by the researcher for 16 sessions. EP posttest and E-learning dimensions evaluation questionnaire (ELDEQ) were administered at the end of the intervention. ELDEQ contained 58 questions on the quality of e-learning dimensions and it was constructed based on the evidence from content analysis. Face validity and content validity of the instrument were established through 13 experts in the field of e-content. Confirmatory Factor Analysis (CFA) was adopted to establish construct validity. Cronbach’s alpha above 0.7 indicated the reasonable reliability of the instrument. SPSS 22 and multiple regression were utilized to analyze the data. Results: The results indicated a difference between the effects of various dimensions including content dimension (P = 0.001), technical dimension (P = 0.03), pedagogical dimension (P = 0.02), computer knowledge of the users (P = 0.47), and ease of use of elearning systems (P = 0.17) on achievement. Conclusions: Based on the results of the study, content dimension is the first and foremost predictor of learning. Pedagogical and technical dimensions were found to be the second and the third significant predictors of achievement, respectively.

Exploring the contribution of classroom formats on teaching effectiveness and achievement in upper elementary classrooms

ABSTRACTThis study examined the contribution of classroom format on teaching effectiveness and achievement in English language arts (ELA) and mathematics. Secondary data analyses of the Measures of Effective Teaching database included 464 US classrooms. Classrooms were defined as self-contained if a generalist teacher provided instruction on all subjects and departmentalized if a specialist teacher provided instruction on a specific subject. Beginning-of-the-year classroom-level covariates were compared. Both ELA and mathematics self-contained classrooms had larger class sizes, served more students of color, served students with lower initial achievement, and had teachers with fewer years of teaching experience but more likely to have a Master’s degree. Regression models were used to determine if classroom format predicted teaching effectiveness and achievement while controlling for beginning-of-the-year classroom-level covariates. Departmentalization had a small positive association with higher teaching effectiveness ratings in ELA classes. Classroom format was not a significant predictor of achievement in ELA or math.

Factors Contributing to Mathematics Achievement Differences of Turkish and Australian Students in TIMSS 2007 and 2011

Background:Large-scale studies, such as Trends in International Mathematics and Science Study, provide data to understand cross-national differences and similarities in students’ achievement and characteristics. In this study, we aimed to identify factors predicting mathematics achievement of Turkish students by comparing the achievement of Turkish and Australian students.Material and methods:First, construct equivalence and item bias were evaluated to check the comparability. Second, factors predicting mathematics achievement of Turkish and Australian students were identified. Then, propensity score matching was conducted to identify the remaining achievement differences between these countries, after matching students on putatively relevant background variables.Results:Results indicated that mathematics skills as measured by the TIMSS mathematics tests were free of construct bias for both groups of students. After removal of some biased items, it was possible to have an item bias free booklet. Additionally, students’ self-confidence and educational resources at their home were significant predictors of achievement. Propensity score analysis indicated that educational resources and self-confidence were indeed effective in explaining achievement differences between these two countries, with educational resources being more effective than self-confidence. Similar results were obtained when using TIMSS 2011 data.Conclusions:Implications for cognitive domains of mathematics and classroom activities are discussed.