Temat: school achievement - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: THE INTERDEPENDANCE BETWEEN ATTRIBUTIONS AND SECOND LANGUAGE ATTAINMENTS IN SECONDARY SCHOOL STUDENTS
Autorzy:: Gosiewska-Turek, Bogusława
Powiązania:: https://bibliotekanauki.pl/articles/954183.pdf
Data publikacji:: 2017
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: second language acquisition
affective factors
attribution theory
school achievement
adolescents
Opis:: Affective factors are undoubtedly considered to be vital in second language acquisition. Among these factors attribution theory is of primary significance, as it affects learners’ final achievement. It indicates that people attribute various causes in their lives to their success and failure. With the employment of attribution theory, this study examines Polish secondary school adolescent students’ attributions for success and failure in second language learning. The main purpose of the study is to investigate, whether Polish secondary school students’ attributions have an impact on their achievements in second language acquisition. In order to conduct the study, the researcher administered attribution questionnaires to the students and an achievement sheet to the teacher to fill in with students’ semester grades in English. Then the data obtained from the questionnaires and the achievement sheet were correlated. The results show that successful students are more likely to attribute their success to internal facets such as ability and effort and unsuccessful learners attribute their lack of success to external factors, among which task difficulty or luck could be enumerated.
Źródło:: Journal of Education Culture and Society; 2017, 8, 1; 109-124
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: Educational interest in relation to academic achievement of the secondary school students in Meghalaya, India
Autorzy:: Lyngdoh Tron, Caroline
Kharbirymbai, Brinda Bazeley
Powiązania:: https://bibliotekanauki.pl/articles/1366428.pdf
Data publikacji:: 2021-06-17
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: educational interest, academic achievement, secondary school students
Opis:: Aim. The aim of this study is to present the relationship between educational interest and academic achievement of the secondary school students in East Khasi Hills District, Meghalaya, India. The standardised tool used for the study is the Educational Interest Record by Kulshrestha (2016). In order to assess the academic achievement, the final year examination results of students were collected. Methods. The sample of the study comprised of 300 secondary school students drawn from fifteen secondary schools under Meghalaya Board of School Education. Stratified random sampling was used with equal representation to gender and locale. Analysis was done by using Pearson ‘r’ (Product Moment Correlation) and t-test. Results. The findings of the study revealed a negative relationship between educational and academic achievement. There is a significant difference in the educational interest in terms of gender, but no significant difference was found between locales of the secondary school students. Conclusions. The assessment of the educational interest may be considered one of the crucial methods used in the education system, as teaching of subjects alone cannot help the students in the educational development. On the other hand, academic achievement is one of the areas in which relatively accurate information can be obtained with relation to individual’s ability or capacity. The study has provided information which indicate that students do not have a clear understanding about their own interests and abilities. Hence, guidance and counselling need to be integrated into the secondary school curriculum in the state in order to help the students better understand their interests and abilities. Educational guidance and counselling will also enable the students to plan both their higher education and career in thefuture.
Źródło:: Journal of Education Culture and Society; 2021, 12, 1; 555-562
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 3.

Tytuł:: Future Primary School Teachers’ Achievement Motivation in Remote Learning Process
Autorzy:: Stramkale, Ligita
Powiązania:: https://bibliotekanauki.pl/articles/18055675.pdf
Data publikacji:: 2022-06-30
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: achievement motivation
initiative
persistence
quality of task performance
self-efficacy
future primary school teachers
remote learning
Opis:: Thesis. The aim of the study was to determine the level of achievement motivation of future primary school teachers during remote learning, as well as to describe each of the study dimensions characterising the achievement motivation. Methods. The study involved 162 (N=162) first-course students from Latvia, two of them were male. The study raised three research questions. RQ1: At what level do students assess each of the study dimensions that characterise the achievement motivation? RQ2: What factors hinder students from taking the initiative in the study process? RQ3: How do students monitor the quality of task performance? This paper defined five study dimensions to be assessed by students: initiative, persistence, quality of task performance, self-efficacy, seizing and exploiting opportunities. Results. The study found that four of the previously mentioned dimensions were highly assessed by the students. The dimension that characterises the persistence was assessed at a medium level. The students believe that lack of time, family conditions, and full-time work accompanying their study are the most common factors that hinder learning initiatives. To monitor the quality of task performance, most students bear in mind the assessment criteria provided by the lecturer, which are used as indicators to achieve an excellent result. Conclusion. The study concluded that the students also have a high motivation for achievement when studying remotely. In further studies, it is necessary to determine if any significant changes happen in the long run related to students’ achievement motivation when remote learning continues.
Źródło:: Journal of Education Culture and Society; 2022, 13, 1; 225-237
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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