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    Tytuł:
    Socjalizacja pierwotna jako determinanta osiągnięć szkolnych uczniów klas początkowych w kontekście analiz Profesora Borowicza
    Autorzy:
    Kaszlińska, Karolina
    Powiązania:
    https://bibliotekanauki.pl/articles/2050267.pdf
    Data publikacji:
    2014-08-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    Primary socialization
    school achievement
    early childhood education
    pupil
    personality
    Opis:
    This article refers to the research and analysis by Professor Borowicz, dedicated to how primary socialization influences educational opportunities for students at the first threshold of selection. The author transfers the mechanism of the selection process presented by Borowicz into the field of early childhood education and describes the relationship between primary socialization and school achievement of young pupils. The author analyzes three groups of factors influencing the fate of a child’s school performance: psychological, social and pedagogical. The author uses the categories of pupils’ personality to connect these factors. She recognizes influences of family and primary socialization as key determinants of school achievement. She proves that the concepts of professor Borowicz are still current and exist in contemporary scientific discourse.
    Źródło:
    Kultura i Edukacja; 2014, 4(104); 85-106
    1230-266X
    Pojawia się w:
    Kultura i Edukacja
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Twórczość a szkolne funkcjonowanie dziecka w klasach początkowych
    Art and School Functioning in the Early Grades
    Autorzy:
    Kaszlińska, Karolina
    Powiązania:
    https://bibliotekanauki.pl/articles/25391212.pdf
    Data publikacji:
    2013-08-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    creative attitude
    school achievement
    social relationships
    primary education
    stimulating creativity
    Opis:
    Creativeness of children in early school education as well as the means for its stimulation are important issues both for practitioners and theoreticians of early schooling. It can be observed in everyday conversations between teachers of young children, in curriculum requirements and syllabi for the integrated education as well as some academic and quasi-academic works. The reasons for that are, firstly, the growing awareness of the importance of this sphere of children’s development, and secondly, the fact that early school years are particularly important for the child. Ability to think creatively and solve problems determines success in a variety of situations. For this reason is considered to be a desirable feature, worth developing. The article concerns the relationship between creativity and functioning of children in early childhood education; especially between creative attitude and the educational achievement, as well as social relationship. It contains also an analysis of the cognitive components of the creative process and individual determinants of educational attainment and social development of the child. The author also presented the opportunity to develop creative attitudes of pupils in educational practice in classes 1 – 3. Arts, literary and mathematical education is treated here as a special additional tool to support and intensify this process.
    Źródło:
    Kultura i Edukacja; 2013, 4(97); 53-69
    1230-266X
    Pojawia się w:
    Kultura i Edukacja
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Psychosocial and Organizational Aspects of Didactic Achievement: Sex, School-type, and Self-esteem
    Autorzy:
    Chomczyńska-Rubacha, Mariola
    Powiązania:
    https://bibliotekanauki.pl/articles/2031715.pdf
    Data publikacji:
    2014-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    academic achievement
    self-esteem
    sex
    middle schools
    primary schools
    high schools
    Opis:
    The results presented here are taken from empirical studies relating to the relation between academic achievement and sex, type of school, and self-esteem, as well as self-esteem and sex, school level, and academic achievement. Aside from specific issues, these results show, first, that levels of achievement and self-esteem in middle school show much lower values than in high school and primary school. Secondly, although girls show a higher level of achievement, there is no difference between their self-esteem compared to the self-esteem of boys.
    Źródło:
    The New Educational Review; 2014, 37; 150-160
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The effect of emotional intelligence, competence and interpersonal communication on the performance of senior high school teachers through achievement motivation in Makassar, Indonesia
    Autorzy:
    Dewi, Erni Ratna
    Bundu, Patta
    Tahmir, Suradi
    Powiązania:
    https://bibliotekanauki.pl/articles/2004967.pdf
    Data publikacji:
    2016-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    emotional intelligence
    competence
    interpersonal communication
    achievement motivation
    performance
    Opis:
    The presented research aims at analyzing whether the emotional intelligence, competence, and interpersonal communication directly affect teacher performance in senior high schools in Makassar. This research also aims at analyzing whether emotional intelligence, competence, and interpersonal communication indirectly affect teacher performance through achievement motivation in senior high schools in Makassar. The research was a quantitative study. The sample of this research consisted of 130 respondents. The data were analyzed using Structural equation Model AMoS 18. The findings show that emotional intelligence has a positive and significant effect on teacher performance. every teacher’s emotional intelligence proves convenient in teaching. Competence has a positive and significant effect on teacher performance. It is important in supporting the teaching profession. In addition, it allows teachers to conduct the learning process effectively.
    Źródło:
    The New Educational Review; 2016, 44; 176-183
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Impacts of Affective Tutoring System on the Academic Achievement of Primary School Students with Different Cognitive Styles - An Example of Marine Education
    Autorzy:
    Koong Lin, Hao-Chiang
    Su, Sheng-Hsiung
    Hsieh, Yi-Chun
    Tsai, Shang-Chin
    Powiązania:
    https://bibliotekanauki.pl/articles/2032571.pdf
    Data publikacji:
    2014-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    academic achievement
    Affective Tutoring System
    cognitive style
    Opis:
    The study is trying to use ATS (Affective Tutoring System) with emotional calculating technology in the activity of the shell education program. The result is used to study the academic achievement of students with different cognitive styles and system usability. There were 61 fifth-grade children from two different classes participating in this experiment. Every child had to do GEFT (Group Figure-Embedded Test) and academic achievement pre-test before they started the ATS. Then students engaged in ATS learning. Academic achievement post-test was done and the System Usability Scale for Learning Questionnaire after they finished the ATS. The experiment yielded the following results: (1) Learning with ATS not only can give learners an excellent feeling of system usability, but also help learners to promote academic achievement more effectively. (2) According to the system usability and academic achievement, the Field-independent learners were acting better than the Field-dependent learners.
    Źródło:
    The New Educational Review; 2014, 38; 248-259
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Determining Scholastic Aptitude Test as Predictors of Academic Achievement on Students of Islamic School in Indonesia
    Autorzy:
    Muhid, Abdul
    Yusuf, Ahmad
    Kusaeri, Kusaeri
    Novitasari, Dian Candra Rini
    Asyhar, Ahmad Hanif
    Ridho, Ali
    Powiązania:
    https://bibliotekanauki.pl/articles/1963593.pdf
    Data publikacji:
    2020-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    academic achievement
    cognitive abilities
    predictor
    scholastic aptitude test
    Opis:
    Selection of new students is based on student potential. Research on the potential of the cognitive abilities and records of Islamic school students’ academic achievement in Indonesia are still very rare. This paper presents empirical data about the predictive ability of a test of scholastic ability for the academic achievement of Islamic school students in Indonesia. This research used a quantitative approach with a survey method that used the Ministry of Religious Affair (MORA)’s Scholastic Aptitude Test (SAT) and Students’ scores on 5 subjects in the first semester. The subjects of this study were 9609 Islamic school students selected using a quota sampling technique that represented Islamic schools in Indonesia. The results of this study indicate that all of the SAT subsets, those are verbal, numerical, analytical and spatial, are significant predictors of academic achievement of Islamic school students in Indonesia. The empirical analytical sub-test is the strongest predictor of Islamic school students’ academic scores. While, the analytical sub-test has very significant correlation with the academic score on Islamic Studies subjects. Meanwhile the verbal sub-test has a very strong relationship with academic achievement in Arabic and English subjects, the numerical sub-test very strongly relates to academic achievement in science and mathematics subjects. Among the four SAT subtests, the spatial sub-test had the lowest correlation with all subjects
    Źródło:
    The New Educational Review; 2020, 61; 211-221
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Primary School Pupils’ Attitude toward Mathematics and Their Achievement in Mathematics
    Autorzy:
    Konarzewski, Krzysztof
    Powiązania:
    https://bibliotekanauki.pl/articles/1967720.pdf
    Data publikacji:
    2019-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    primary education
    achievement in mathematics
    attitude toward mathematics
    TIMSS
    Opis:
    International data from TIMSS 2015 show a significant negative correlation between the country mean attitude toward mathematics and the mean achievement in mathematics of fourth grade pupils. The aim of the paper is to decide whether it is a statistical artifact or an indication of a real factor operating at the country level. The multilevel regression analysis of the data attests the latter. The factor is hypothetically identified with country typical pressure for knowledge acquisition. Strong pressure is conducive to high achievement but it puts pupils under stress, which lowers the attitude. The reverse holds for weak pressure. Within country, the variability of pressure for knowledge acquisition is restricted, hence pupils may maintain psychological coherence between achievement and attitude.
    Źródło:
    The New Educational Review; 2019, 56; 17-28
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Interrogating School Environment as Determinant of Students’ Academic Achievement in Government as a School Subject
    Autorzy:
    Ogunsola, Abayomi
    Powiązania:
    https://bibliotekanauki.pl/articles/42941588.pdf
    Data publikacji:
    2024-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    environment
    school
    location
    academic achievement
    government
    Opis:
    Several factors are responsible for attaining the academic success of the learners, but more importantly, the home environment, the school location, and other environmental factors surrounding the school go a long way in determining the teaching and learning outcome. The environment under which learning takes place influences, to a greater extent, the attainment of the students’ achievement. Therefore, this study interrogated the school environment as a determinant of students’ academic achievement in Government with detailed reference to the Atiba Local Government Area of Oyo State. Students studying Government as a school subject were the population of this study. Six (6) Senior Secondary Schools were drawn as samples. Twenty (20) students were selected from each school, totaling One Hundred and Twenty (120) participants. The questionnaire was adopted for data collection, while data analysis was by rank order, percentages, and mean. The study availed itself of both primary and secondary sources of data gathering and consequently discovered that the parents’ education and home environmental factors significantly impact students’ achievement in Government. It was recommended that the home and other environmental factors determine academic achievement, as this can accelerate the rate at which students learn and achieve their educational pursuits.
    Źródło:
    Polish Political Science Yearbook; 2024, 2(53); 99-109
    0208-7375
    Pojawia się w:
    Polish Political Science Yearbook
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Thinking Metacognitively: Metacognitive Skills and Science Performance
    Autorzy:
    Ciascai, Liliana
    Haiduc, Lavinia
    Powiązania:
    https://bibliotekanauki.pl/articles/2031754.pdf
    Data publikacji:
    2014-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    metacognition
    high-school students
    science
    achievement
    Opis:
    The presented study aims to identify the relations between metacognitive skills and science performance. Data were collected from 211 Romanian adolescents in the seventh and eighth grades, who completed the Junior Metacognitive Awareness Inventory (the version for 5th- 9th grades). The results indicate that adolescents generally use metacognitive skills when learning science subjects and that some metacognitive skills are associated with better performance in science. Nevertheless, adolescents seem to encounter difficulties in using diagrams and pictures that facilitate the learning process, in evaluating the outcomes of their learning process and in using different learning strategies, in accordance with specific learning situations. Given the importance of metacognitive skills in science performance, we argue that it is essential for teachers to understand how to develop a culture of metacognition in science classrooms.
    Źródło:
    The New Educational Review; 2014, 37; 269-279
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Importance of Teacher Support and Equity in Student Engagement and Achievement in Low SES School Contexts
    Autorzy:
    Cesnaviciene, Jurate
    Buksnyte-Marmiene, Loreta
    Brandisauskiene, Agne
    Powiązania:
    https://bibliotekanauki.pl/articles/2140617.pdf
    Data publikacji:
    2022-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    engagement
    equity
    socioeconomic status
    Student achievement
    teacher support
    Opis:
    Low socioeconomic status (SES) is often seen as a risk factor for lower academic achievement, so this study explains how teacher support and equity are related to higher student engagement and achievement in low SES school contexts. Based on the results, student behavioural engagement is related to their achievement. The results of the multiple regression analysis show that teacher support and equity predict student emotional engagement statistically significantly, while behavioural engagement predicts only equity. No significant teacher support and equity prognostic values were found for student achievements. The study’s results encourage further research and the search for answers to the question of what kind of teacher behaviour creates a favourable learning environment for all students in low SES context schools.
    Źródło:
    The New Educational Review; 2022, 69; 157-169
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Psychological Well-being of Senior Secondary School Students of Kashmir Valley in Relation to their Place of Living and Academic Achievement
    Autorzy:
    Bhat, Bilal Ahmad
    Powiązania:
    https://bibliotekanauki.pl/articles/1964275.pdf
    Data publikacji:
    2021-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    psychological well-being
    academic achievement
    place of living
    senior secondary students
    Opis:
    The aim of the study was to investigate the influence of place of living on psychological well-being of students studying in senior secondary schools and to test for interaction effects of place of living and academic achievement on psychological well-being. The analyzed data set contained information on 519 boys and girls in the 11t grade from the Kashmir valley of Jammu and Kashmir India. The study has a survey type design. Psychological well-being scale developed by Dr. Devendra Singh Sisodia and Ms. Pooja Choudhary (2012) has been used. The marks obtained in science by students served as the indicator of academic achievement. The statistical analysis was 2 ×3 (ANOVA) factorial designs. Results reveal a significant effect of the place of living on psychological well-being and show no significant interaction effect between the academic achievement levels (groups) in science and the place of living in terms of the psychological well-being of senior secondary students.
    Źródło:
    The New Educational Review; 2021, 64; 101-108
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Peer tutoring for EFL learning: a multidimensional analysis of elementary school students
    Autorzy:
    Tzu-Ching Chen, Kate
    Yi-Chen Tsai, Alison
    Powiązania:
    https://bibliotekanauki.pl/articles/2012203.pdf
    Data publikacji:
    2015-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    peer tutoring
    EFL academic achievement
    learning motivation
    attitude
    elementary school students
    Taiwan
    Opis:
    This study investigated dimensions of academic performance, learning motivation and learning attitudes by adapting peer tutoring as the major EFL classroom activities in an elementary school classroom. Exams, classroom observation, exit survey and comments after each class were administered as the source of research data. Results indicated that peer tutoring has a positive effect on tutors’ and tutees’ academic performance due to the increase in students’ grades. Students’ learning motivation and attitudes toward EFL learning also increased significantly. On the whole, the use of peer tutoring significantly contributed to better English ability, motivation and attitude.
    Źródło:
    The New Educational Review; 2015, 40; 189-200
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Three types of intelligences and their relationship to students’ school performance
    Autorzy:
    Kaliská, Lada
    Powiązania:
    https://bibliotekanauki.pl/articles/2011803.pdf
    Data publikacji:
    2015-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    emotional intelligence
    social intelligence
    general intelligence
    academic achievement
    correlation study
    Opis:
    The contribution examines three types of intelligences (emotional, social and general) in relation to school performance of secondary school students (N=169). Empirical analysis indicated its zero to weak negative correlations (0.01≤R≤0.30) with factors, dimensions and global emotional intelligence measured by the Trait Emotional Intelligence Questionnaire-Adolescence Form (TEIQue–AF, Petrides, 2001) and weak negative correlations (0.18≤R≤0.29) with dimensions of social intelligence measured by The Tromso Social Intelligence Scale (TSIS, Silver, et al., 2001). On the other hand, the general intellect assessed by the non–verbal standardized Test of Intellectual Potential (TIP, Říčan, 1971) had a moderately negative relationship with school performance expressed by an average of marks in Mathematics (R=–0.39**).
    Źródło:
    The New Educational Review; 2015, 41; 275-286
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Motivation for participation in competition and avoidance of competition: the role of the accuracy of comparative self-evaluations of academic performance
    Autorzy:
    Šimek, Damjan
    Košir, Katja
    Powiązania:
    https://bibliotekanauki.pl/articles/2012234.pdf
    Data publikacji:
    2015-03-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    competitiveness
    comparative self-evaluations
    academic achievement
    social comparisons
    secondary school students
    Opis:
    To investigate the role of academic achievement in the reasons for participation in and/or avoidance of competition more clearly, the presented research was aimed at assessing the role of the discrepancy between objective evaluations and subjective self-evaluations of academic performance in secondary school students. The differences between under-raters, accurate raters, and over-raters in their reasons for participation in and/or avoidance of competition were investigated. The study comprised 534 secondary school students. The results do not clearly indicate possible benefits of the positive bias; we found that under-rating may have some advantages in the sense of mastery orientation and self-improvement motives (upward comparison) in competitive situations. Concerning other reasons for participation in competition, as well as reasons for avoiding it, students were found to rely more on teachers’ objective measure of academic performance than on the (in)accurate aspect of social comparison information.
    Źródło:
    The New Educational Review; 2015, 39; 142-152
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-15 z 15

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