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    Wyświetlanie 1-54 z 54
    Tytuł:
    Aspiracje edukacyjne rodziców i dzieci a osiągnięcia szkolne
    Educational Aspirations of Parents and Children and School Achievement
    Autorzy:
    Kozłowski, Waldemar
    Matczak, Ewa
    Powiązania:
    https://bibliotekanauki.pl/articles/923500.pdf
    Data publikacji:
    2020-11-18
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    educational aspirations
    parents
    children
    educational achievement
    Opis:
    Numerous studies have found an association of educational aspirations of parents and children with their school achievement. The study verifies these relationships for about 5,000 people, a representative sample of parents and their children-primary school students. Three aspects of aspirations were taken into account: the maximum (desired), the feasible (expected) and the lowest acceptable. Expected aspirations of parents are mostly related to the achievements of children; students’ achievements are associated with both their feasible and maximum aspirations. There was a significant relationship between aspirations of parents and children and a strong correlation between parental aspirations and their level of education.
    Źródło:
    Studia Edukacyjne; 2018, 47; 313-328
    1233-6688
    Pojawia się w:
    Studia Edukacyjne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Osiągnięcia edukacyjne uczniów w województwie podlaskim na tle innych rejonów Polski
    Educational achievements of students in Podlaskie Voivodeship in the context of other regions
    Autorzy:
    Zawistowska, Alicja
    Powiązania:
    https://bibliotekanauki.pl/articles/952152.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet w Białymstoku. Wydawnictwo Uniwersytetu w Białymstoku
    Tematy:
    education
    Podlaskie Voivodeship
    Polska
    school achievement
    Opis:
    This paper compare educational achievements of students in Podlaskie Voivodeship in the context of other regions of Poland. As has been shown in previous research students is southern, central and eastern Poland (Małopolskie, Mazowieckie, Podlaskie, Lodzkie, Podkarpackie, Świętokrzyskie) score higher on external exit exams compared to student from western regions. Among the other factors, the size of the differences depends on the exam subject – it is larger for mathematics, but blurs in computer science and nonsexist in English. Educational advantage of Podlaskie Voivodeship disappear when percent of population with tertiary education is analyze. Three main hypothesis has been discussed to explain those differences: demographical, exam frauds and cultural impacts.
    Źródło:
    Pogranicze. Studia Społeczne; 2017, 31
    1230-2392
    Pojawia się w:
    Pogranicze. Studia Społeczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Influence of School Practices on Academic Self-Efficacy Towards Mathematics Achievement
    Wpływ praktyki szkolnej na kształtowanie samodzielnego osiągania sukcesów w matematyce
    Autorzy:
    Alayan, Rowaidah
    Powiązania:
    https://bibliotekanauki.pl/articles/920806.pdf
    Data publikacji:
    2018-12-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    school practices
    mathematic self-efficacy
    school achievement
    Opis:
    The purpose of this article is to specify whether there is any influence of school practices towards mathematics self-efficacy and mathematics outcomes. The studies about the effect of school practice on student achievement have a long history both domestically and abroad. However, the investigation of how the social context of school and practices affect student performance is not clear, especially in mathematics. To investigate this, I will chose al-touri secondary school where I teach as a case-study for my research. The instrument use for the article will be based on a questionnaire, which contains 2 sections. Section 1 will contain “School Level Environment Questionnaire” (SLEQ). Section 2 will contain “Mathematic Self-efficacy Questionnaire” (MSEQ). The mathematic scores of students will be taken for the first and second semester to compare between them and to see if there is a significant relationship between school practices and mathematics self-efficacy and mathematics outcomes. The findings indicate that there is a significant difference in students’ perception about their school practice and mathematic self-efficacy based on their achievement and according to ANOVA test, there is a relationship between school practices and mathematic self-efficacy. The result from this study can be generalized to the population of all schools in the Arab Sectors in Israel. Moreover, we can use the questionnaires obtained in the study to identify the strengths and weaknesses of schools in their teaching and learning process and to focus on improving their latter, at the same time maintaining the strength of their teaching strategies.
    Źródło:
    Studia Edukacyjne; 2018, 51; 491-502
    1233-6688
    Pojawia się w:
    Studia Edukacyjne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Communication in the families of high-achieving students
    Autorzy:
    Sękowski, Andrzej Edward
    Gwiazdowska-Stańczak, Sylwia
    Powiązania:
    https://bibliotekanauki.pl/articles/2129188.pdf
    Data publikacji:
    2018
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Tematy:
    communication
    family
    family relations
    high school achievement
    Opis:
    Good quality communication in the family is a source of positive relations among its members. It is the most important characteristic of a well-functioning family. Very interesting perceptions of communication in the family are held by high achieving students. In those young people, communication in the family correlates negatively with their high grade point average. Also, they evaluate positively communication in the family as a whole but less positively one-to-one verbal interactions with the mother and the father. This observation is explained by the fact that the family forms a system. Moreover, communication is associated with positive relationships and attitudes such as acceptance and autonomy, but correlates negatively with control, over-demanding behaviour, and inconsistency in the parents of high achieving students.
    Źródło:
    Polish Psychological Bulletin; 2018, 49, 4; 424-431
    0079-2993
    Pojawia się w:
    Polish Psychological Bulletin
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Wyznaczniki kształtujące sytuację ucznia z niepełnosprawnością w klasie ogólnodostępnej i integracyjnej – analiza dostępnych badań
    Determinants influencing the situation of a student with a disability in a mainstream and integrative class – analysis of available research
    Autorzy:
    Bartnikowska, Urszula
    Ćwirynkało, Katarzyna
    Powiązania:
    https://bibliotekanauki.pl/articles/930491.pdf
    Data publikacji:
    2018-01-30
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    integration
    inclusion
    peer relationships
    school achievement
    disability
    Opis:
    Integrative/inclusive education has become a reality, but its effects on students with disabilities are not always obvious. The paper, which is based on the analysis of available research, shows multidimensional determinants of the success of school integration/inclusion of students with disabilities. The authors focused on the main aspects: school achievement and peer relationships which shape the situation of these students.
    Źródło:
    Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2016, 13; 29-48
    2300-391X
    Pojawia się w:
    Interdyscyplinarne Konteksty Pedagogiki Specjalnej
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Osiągnięcia szkolne i kreatywność – w poszukiwaniu przyczyn zróżnicowania relacji
    School Achievement and Creativity – in Search of the Causes of Differences in this Relationship
    Autorzy:
    Gajda, Aleksandra
    Powiązania:
    https://bibliotekanauki.pl/articles/2141242.pdf
    Data publikacji:
    2015-06-30
    Wydawca:
    Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej
    Tematy:
    kreatywność
    osiągnięcia szkolne
    inteligencja
    osobowość
    motywacja
    creativity
    school achievement
    intelligence
    personality
    motivation
    Opis:
    Celem artykułu jest zidentyfikowanie przyczyn różnic w sile oraz kierunku korelacji między osiągnięciami szkolnymi a kreatywnością. Opisywana relacja jest obecnie tematem intensywnych polskich i międzynarodowych analiz. W oparciu o rozróżnienie czterech grup czynników związanych zarówno z osiągnięciami szkolnymi, jak i z kreatywnością, tj. czynników poznawczych, osobowościowych, motywacyjnych i środowiskowych, zostaną przedstawione argumenty przemawiające za istnieniem tak pozytywnych, jak i negatywnych związków. Artykuł zakończy próba zestawienia możliwych czynników warunkujących różny kierunek i nasilenie opisywanej korelacji.
    This article aims to identify the reasons for difference sin strength and direction of the correlation between school achievement and creativity. The described relation is currently the subject of intense studies in Poland and abroad. Based on the identification of four groups of factors related to both school achievement and creativity, such as cognitive factors, personality, motivation and environment, the arguments for the existence of both positive and negative relations will be presented. The article is completed with an attempt to list the possible determinants of different direction and intensity of the described correlation.
    Źródło:
    Teraźniejszość – Człowiek – Edukacja; 2015, 18, 2(70); 55-78
    1505-8808
    2450-3428
    Pojawia się w:
    Teraźniejszość – Człowiek – Edukacja
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    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
    Artykuł
    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:
    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
    Artykuł
    Tytuł:
    Three functional aspects of working memory as strong predictors of early school achievements: The review and illustrative evidence
    Autorzy:
    Sedek, Grzegorz
    Krejtz, Izabela
    Rydzewska, Klara
    Kaczan, Radoslaw
    Rycielski, Piotr
    Powiązania:
    https://bibliotekanauki.pl/articles/430578.pdf
    Data publikacji:
    2016-04-01
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Tematy:
    working memory
    early school achievement
    executive functions
    6-7-year olds
    Opis:
    The paper presents an overview of research on working memory as a predictor of early school achievements. We contrast two main areas of research on the role of working memory in school achievements: the first concerns the structural model of working memory and the second focuses on executive functions. Then, we discuss the facet model of working memory as a promising approach merging the two research branches on working memory tasks as predictors of early school achievements. At the end we present exemplary results of the research conducted on a national sample of six- and seven-year-olds in Poland, which indicates strong relation of working memory functions with the measures of competences in mathematics, reading, and writing. Additionally, the mediation analyses, with parents’ education as a covariate, indicate that the influence of age on achievements in math, reading, and writing in six- and seven-year olds is mediated by working memory functions.
    Źródło:
    Polish Psychological Bulletin; 2016, 47, 1; 103-111
    0079-2993
    Pojawia się w:
    Polish Psychological Bulletin
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Czynniki motywujące do nauki w szkole średniej z perspektywy studentek kierunków pedagogicznych
    Motivational Factors for Learning in High School from the Perspective of Female Students of Pedagogical Faculties
    Autorzy:
    Ochojska, Danuta
    Powiązania:
    https://bibliotekanauki.pl/articles/456276.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet Rzeszowski
    Tematy:
    motywacja
    czynniki motywujące do nauki determinanty osiągnięć szkolnych
    motivatio
    factors motivating to learn determinants of school achievement
    Opis:
    Artykuł obejmuje problematykę motywacji do nauki. Na różnych etapach kształcenia zmieniają się niektóre czynniki motywujące do osiągnięć szkolnych w zależności od wieku, poziomu dojrzałości ucznia. Szczególnie istotną rolę odgrywają tu: osobowość, inteligencja, płeć i środowi-sko psychospołeczne. Badania prowadzono w celu analizy wybranych czynników, które motywują do nauki młodzież uczęszczającą do szkoły średniej. W badaniach wzięło udział 180 studentek I roku, które na podstawie swoich niedawnych doświadczeń dokonywały subiektywnej, retrospektywnej oceny swojej sytuacji szkolnej, poziomu osiągnięć szkolnych oraz motywatorów warunkujących sukcesy w szkole. Badania potwierdziły, że szczególne znaczenie należy przypisać osobowości nauczyciela. Poza tym stwierdzono zależności między poziomem osiągnięć szkolnych a specyfiką czynników motywujących do nauki.
    The article covers the motivation issue for learning. At different stages of education, some factors that motivate the school achievements are changing, depending on the age, the level of maturity of the student. Personality, intelligence, sex and psychosocial environment play a particularly important role. The research was aimed at analyzing selected factors that motivate students to attend high school. The study involved 180 first year female students who, on the basis of their recent experience, made a subjective, retrospective evaluation of their school situation, level of school achievement and motivators which determine success in school. Studies have confirmed that special importance should be assigned to the personality of the teacher. In addition it was found, there was a relationship between the level of students achievement and the specific motivat-ing factors for learning.
    Źródło:
    Edukacja-Technika-Informatyka; 2017, 8, 4; 65-71
    2080-9069
    Pojawia się w:
    Edukacja-Technika-Informatyka
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Poziom osiągnięć w szkole średniej a oddziaływania rodziców w retrospektywnej ocenie studentek kierunków pedagogicznych
    Level of achievement in high school and the interaction of parents in a retrospective assessment of female students of pedagogical faculties
    Autorzy:
    Ochojska, Danuta
    Marmola, Małgorzata
    Wańczyk-Welc, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/2105703.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet Wrocławski. Wydział Nauk Historycznych i Pedagogicznych. Instytut Pedagogiki. Zakład Historii Edukacji
    Tematy:
    osiągnięcia szkolne
    uwarunkowania wyników w nauce
    oddziaływania rodzicielskie
    school achievement
    conditions of academic performance of high school students
    parental influence
    Opis:
    Osiągnięcia szkolne, rozumiane jako zdobycie wiedzy i umiejętności objętych programem nauczania, zależą od różnych czynników. Istotną rolę odgrywają tu m.in. cechy osobowości, inteligencja, uzdolnienia, motywacja osiągnięć, aktywność własna, dotychczasowe sukcesy, ale także oddziaływania dydaktyczno-wychowawcze ze strony nauczyciela. Nie sposób tu też pominąć czynników rodzinnych w rozwijaniu motywacji osiągnięć szkolnych. To przede wszystkim rodzice kształtują stosunek ucznia do nauki, samodzielność w myśleniu, uczą jak zmagać się z trudnościami. To głównie od atmosfery w rodzinie, od zapewnienia poczucia bezpieczeństwa, od oddziaływań rodziców wobec dziecka zależy, w jakim kierunku rozwija się, jakie sobie stawia cele. Przedmiotem badań prowadzonych przez autorów była subiektywna ocena osiągnięć szkolnych oraz oddziaływania rodziców. Celem badań było m.in. poszukiwanie odpowiedzi na pytania: „Jak retrospektywnie oceniają swoje osiągnięcia szkolne stu denci”? oraz „Czy istnieją zależności odnośnie do poczucia motywacji osiągnięć w szkole a retrospektywną oceną oddziaływań rodzicielskich?” (pod kątem bliskości, pomocy, kierowania i wymagań ze strony rodziców). Badania były prowadzone wśród 177 studentek kierunków pedagogicznych, którzy dokonywali retrospektywnej oceny własnych osiągnięć w szkole średniej oraz postaw rodziców wobec nich. W badaniach zastosowano następujące techniki badawcze: Inwentarz Motywacji Osiągnięć, H. Schuler, G.C. Thornton, A. Frintrup w oprac. W. Klinkosza, A.E. Sękowskiego, Kwestionariusz Postaw Rodzicielskich M. Braun-Gałkowskiej oraz kwestionariusz ankiety w opracowaniu własnym, zawierający pytania nt. sytuacji rodzinnej, dane socjodemograficzne. Badania potwierdziły istotne znaczenie oddziaływań rodziców dla kształtowania motywacji osiągnięć i sukcesów szkolnych uczniów.
    School achievements understood as the acquiring of the knowledge and skills according to the teaching program depends on various factors. An important role is played by, among other things, personality traits, intelligence, talents, achievement motivation, intrinsic activity, past successes and also the impact of didactic and education from the teacher. Family factors in the development of achievement and motivation at school should not be underestimated. It is primarily the parents who shape the attitude of pupils to learning, independence in thinking and how they learn how to cope with difficulties. It is mainly the atmosphere in the family, the providing the security and the impacts of the parents on a child which determines the direction in which it develops and what goals it pursues. The research conducted by the authors was the subjective evaluation of school achievements and the influence of parents. Among other things the aim was seeking answers for the questions: “How do students retrospectively assess their school accomplishments?” and “Is there a link regarding achievement motivation in school and a ret rospective assessment of the parental interaction?” (in terms of closeness, help, guidance and requirements on the part of parents). The research was conducted among 177 female students who made a retrospective evaluation of their performance in high school and their parents’ attitudes towards them. The study used the following techniques: Inventory of Achievement Motivation, H. Schuler, G.C. Thornton, A. Frintrup in ed. W. Klinkosz, A.E. Sękowski, Questionnaire of parental attitudes M. Braun-Gałkowska and a questionnaire in the development of their own, including questions about the family situation, socio-demographic data. The study confirmed the significant impact of parents for creation of achievement motivation and success of school students.
    Źródło:
    Wychowanie w Rodzinie; 2017, XV, (1/2017); 233-249
    2082-9019
    Pojawia się w:
    Wychowanie w Rodzinie
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    A new approach to an achievement motivation system for the choice of an engineering high school and field of study
    Autorzy:
    Malach, Josef
    Vicherková, Dana
    Chmura, Milan
    Švrčinová, Veronika
    Powiązania:
    https://bibliotekanauki.pl/articles/2141885.pdf
    Data publikacji:
    2021
    Wydawca:
    Sieć Badawcza Łukasiewicz - Przemysłowy Instytut Automatyki i Pomiarów
    Tematy:
    engineering high school education
    school achievement motivation
    need for successful performance
    need to avoid failure
    choice of school
    concept of study
    Opis:
    Achievement motivation is an important prerequisite for students’ engagement, overcoming study difficulties and, ultimately, successful completion of their studies. The aim of this study is to find out the current level of performance motivation of the population of students of engineering high schools, to compare its level with the standard for high school population and to find out whether there is a relationship between its level and choice. Two questionnaires were used in the research. The first was the School Achievement Motivation Questionnaire for Pupils. The theory of achievement motivation is then based on the concept of independence of the need for successful performance and the need to avoid failure. The resulting orientation of a person in a performance situation then depends on the predominance of one or the other tendency. The second questionnaire was focused on finding personal data, questions of school choice, satisfaction with school choice and other. The research was carried out at the beginning of 2020 and the sample consisted of over 900 students. Main results of the study: First, in the component of performance motivation NACH (need to achieve) the performance motivation of the group is statistically different from the group norm. In the NAF (the need to avoid failure) component, the results are statistically identical. Second, schools do not differ in the results for the NACH component, but differ in the NAF component. Third, in both components, the value of performance motivation for beginners and for final years in both components is significantly different from other years. Fourth, the student’s statement on the choice of study at an engineering school as a primary choice is not related to the values of NACH and NAF. Fifth, the level of student’s achievement motivation in both components is related to the student’s idea of studying.
    Źródło:
    Journal of Automation Mobile Robotics and Intelligent Systems; 2021, 15, 2; 44-50
    1897-8649
    2080-2145
    Pojawia się w:
    Journal of Automation Mobile Robotics and Intelligent Systems
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    THE EFFECT OF TECHNOLOGY INTEGRATION ON HIGH SCHOOL STUDENTS’ LITERACY ACHIEVEMENT
    Autorzy:
    Robinson, Kara
    Powiązania:
    https://bibliotekanauki.pl/articles/955498.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    technology
    integration
    laptop
    literacy
    high school
    teaching
    Opis:
    This literature review presents a critical appraisal of current research on the role technology integration plays in high school students’ literacy achievement. It identifies the gaps within the research through comprehensive analysis. The review develops an argument that the use of laptops in secondary English classrooms has a significant impact upon students’ literacy achievement in both a positive and negative manner. The literature review begins by exploring early research and finds that there is a lack of longitudinal studies regarding laptop integration. This is a result of the trend at the time, which was to focus on the impact on student and teacher attitudes rather than the impact on literacy. Through the critical appraisal of current research it is revealed that the attitudes and beliefs of individual teachers to laptop integration is the leading cause of student literacy achievement. The literature review progresses to explore the challenges facing educators and the concerns for educators.
    Źródło:
    Teaching English with Technology; 2016, 16, 3; 3-16
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    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
    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:
    Wpływ położenia szkoły na wyniki edukacyjne uczniów
    The Impact of School Location on Student Achievement
    Autorzy:
    Ejsmont, Wiktor
    Łyko, Janus
    Powiązania:
    https://bibliotekanauki.pl/articles/588376.pdf
    Data publikacji:
    2013
    Wydawca:
    Uniwersytet Ekonomiczny w Katowicach
    Tematy:
    Edukacja młodzieży
    Nauczanie
    Poziom edukacji
    Szkolnictwo średnie
    Level of education
    Secondary education
    Teaching
    Youth education
    Opis:
    The modern socio-economic situation and, in particular, migrations highlight the issue of training quality depending on the location of the school. It happens that students who change their place of stay change the environment in which they learn. These changes may affect the results of training measured by national tests. The content of the article is an analysis of these effects in connection with the location of the school.
    Źródło:
    Studia Ekonomiczne; 2013, 159; 28-38
    2083-8611
    Pojawia się w:
    Studia Ekonomiczne
    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:
    Relationship between Implicit Theories, Grit and Academic Achievement in School-Age Children
    Związek między teoriami pośrednimi, wytrwałością i osiągnięciami naukowymi u dzieci w wieku szkolnym
    Autorzy:
    Fox, Cosette
    Barrera, Maria
    Campos, Lucy
    Reid-Metoyer, Felicia
    Powiązania:
    https://bibliotekanauki.pl/articles/1199618.pdf
    Data publikacji:
    2019-12-10
    Wydawca:
    Libron
    Tematy:
    Implicit Theories of Intelligence
    Growth Mindset of Intelligence
    Growth Mindset of Personality
    Grit
    Academic Achievement
    pośrednie teorie inteligencji
    nastawienie na rozwój inteligencji
    nastawienie na rozwój osobowości
    wytrwałość
    osiągnięcia naukowe
    Opis:
    Research on implicit theories of intelligence has focused on academic achievement, elucidating the benefits of adopting a growth mindset for students of all ages. However, few studies investigated the advantage of having a growth mindset of personality or having grit on academic performance. Therefore, this study investigated the influence of grit and implicit theories of intelligence and personality on academic performance in fifth and sixth-grade boys and girls. Our hypothesis was that a relatively higher grit and/or a growth mindset would result in better academic success. Students were tested in their respective classrooms using questionnaires for grit, mindset of intelligence and mindset of personality. Quarter grades and standardized scores were obtained for all students. The results of this study reveal a benefit to having a growth mindset of personality on English and Reading. A growth mindset of intelligence correlated positively with Math, English and standardized scores of Math and Language. Grit did not affect academic performance. Our results suggest that educational institutions would benefit from mindset interventions promoting a growth mindset of intelligence and personality in their students.
    Badania nad teoriami pośrednimi koncentrowały się do tej pory głównie na osiągnięciach naukowych, wyjaśniały korzyści wynikające z nastawienia na rozwój w ocenie uczniów w każdym wieku. Niewiele badań dotyczyło jednak korzyści wynikających z pojmowania osobowości w sposób wzrostowy lub tych związanych z wytrwałością w nauce. Dlatego niniejsze studium koncentruje się na zbadaniu związku między wytrwałością, teoriami pośrednimi i osobowością, w kontekście ich wpływu na wyniki w nauce u chłopców i dziewcząt w piątej i szóstej klasie szkoły podstawowej. Badanie zakładało, że relatywnie większa wytrwałość i nastawienie na rozwój przełoży się na sukces naukowy. Uczniowie badani byli za pomocą kwestionariuszy dotyczących wytrwałości, nastawienia na rozwój inteligencji i nastawienia na rozwój osobowości; następnie poddano analizie ich oceny kwartalne i ustandaryzowane wyniki w nauce. Badanie wskazuje na korzystny wpływ, jaki nastawienie na rozwój osobowości wywarło na wyniki z języka angielskiego i czytania. Nastawienie na rozwój inteligencji natomiast koreluje dodatnio z matematyką, angielskim i ustandaryzowanymi wynikami z matematyki i języka. Wytrwałość nie miała wpływu na wyniki w nauce. Nasze wyniki sugerują, że instytucje edukacyjne skorzystałyby z promowania nastawienia na rozwój inteligencji i osobowości u swoich uczniów.
    Źródło:
    Konteksty Pedagogiczne; 2019, 2, 13; 129-143
    2300-6471
    Pojawia się w:
    Konteksty Pedagogiczne
    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:
    INSIDE A RURAL LOWER SECONDARY SCHOOL IN POLAND: FACTORS AFFECTING LEARNER ACHIEVEMENT IN ENGLISH
    Różnice indywidualne w uczeniu się języków obcych w wiejskiej szkole gimnazjalnej
    Autorzy:
    Ellis, Melanie
    Powiązania:
    https://bibliotekanauki.pl/articles/442812.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    różnice indywidualne
    szkoła wiejska
    uczeń w kontekście
    individual learning differences
    rural school
    learner-in-context
    Opis:
    School achievement in foreign languages is often reported in mean scores, or on normalized scales, where schools are compared with each other and against a national average. This has led to the common belief that rural lower secondary schools in Poland are ‘worse’ than schools in larger centres of population. This paper sets out to demonstrate that such a view is erroneous as it fails to take into consideration the context, either at the level of the school as a whole, or at the level of individual learners. Based on data obtained from the first two years of a large scale longitudinal research project, “Teaching and Learning Foreign languages” (BUNJO 2012, 2013), this case study describes the context of one lower secondary school in a village in the east of Poland and profiles four teenage learners (aged 13-14) who attend this school and their achievement in English over the period of one year.
    Źródło:
    Neofilolog; 2017, 49/1; 61-77
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Beneficial Effects of Growth Mindset of Intelligence and Growth Mindset of Personality on Academic Achievement in School-Aged Children
    Korzystne skutki nastawienia na rozwój inteligencji i nastawienia na rozwój osobowości na osiągnięcia w nauce u dzieci w wieku szkolnym
    Autorzy:
    Fox, Cosette
    Barrera, Maria
    Powiązania:
    https://bibliotekanauki.pl/articles/1199595.pdf
    Data publikacji:
    2020-12-30
    Wydawca:
    Libron
    Tematy:
    implicit theories of intelligence
    growth mindset of intelligence
    growth mindset of personality
    grit
    academic performance
    pośrednie teorie inteligencji
    nastawienie na rozwój inteligencji
    nastawienie na rozwój osobowości
    wytrwałość
    osiągnięcia naukowe
    Opis:
    Multiple research studies revealed the benefits of adopting a growth mindset of intelligence for students of all ages. However, few studies have investigated the advantage of having a growth mindset of personality or having grit on academic performance. Therefore, this study investigated the influence of grit and implicit theories of intelligence and personality on academic performance in fifth through eighth-grade students. Our hypothesis is that a relatively higher level of grit as well as a growth mindset would result in better academic success. Students were tested in their respective classrooms using questionnaires for grit, mindset of intelligence and mindset of personality. Quarter grades and standardized scores were obtained for all students on topics such as English, reading, language, math and science. Growth mindset of intelligence and growth mindset of personality provided a selective advantage academically to students on classroom grades and on standardized testing, particularly in verbal areas such as English, reading and language. Furthermore, mindset of intelligence predicted significant change in standardized math scores. Grit did not affect academic performance. Our results suggest that educational institutions would benefit from mindset interventions promoting a growth mindset of intelligence and personality in students.
    Liczne badania naukowe ujawniły korzyści płynące z przyjęcia nastawienia na rozwój inteligencji dla uczniów w każdym wieku. Jednak niewiele badań przeprowadzonych do tej pory dotyczyło korzyści wynikających z nastawienia na rozwój osobowości lub wytrwałości w nauce. Dlatego też niniejsze studium koncentruje się na zbadaniu związku między wytrwałością, teoriami pośrednimi i osobowością, w kontekście ich wpływu na wyniki w nauce uczniów klas od piątej do ósmej. Badanie zakładało, że relatywnie większa wytrwałość i nastawienie na rozwój przełoży się na sukces naukowy. Uczniowie badani byli za pomocą kwestionariuszy dotyczących wytrwałości, nastawienia na rozwój inteligencji i nastawienia na rozwój osobowości; następnie poddano analizie ich oceny kwartalne i ustandaryzowane wyniki w nauce z takich przedmiotów jak angielski, czytanie, język, matematyka i przedmioty ścisłe. Badanie wskazuje na korzystny wpływ, jaki nastawienie na rozwój inteligencji i nastawienie na rozwój osobowości miało na wyniki z języka angielskiego i czytania. Co więcej, nastawienie na rozwój inteligencji przełożyło się na znacznie wyższe wyniki z matematyki. Wytrwałość nie miała wpływu na wyniki w nauce. Poniższe badanie wskazuje na to, że instytucje edukacyjne skorzystałyby z promowania nastawienia na rozwój inteligencji i osobowości u swoich uczniów.
    Źródło:
    Konteksty Pedagogiczne; 2020, 2, 15; 25-40
    2300-6471
    Pojawia się w:
    Konteksty Pedagogiczne
    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:
    Konstruowanie kultury osiągnięć w szkole
    The culture of achievement and its construction in school
    Autorzy:
    Dernowska, Urszula
    Powiązania:
    https://bibliotekanauki.pl/articles/1388817.pdf
    Data publikacji:
    2014-09-30
    Wydawca:
    Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
    Tematy:
    school culture
    culture of achievement
    school mission
    early education
    education reform
    Opis:
    Building the culture of a school takes time and effort. The culture of the school is not something that can be left to chance, nor can it be seen as something beyond our control. Having a mission is an important step in improving student achievement. It focuses people inside the place called school on a common purpose. According to Douglas Fisher, Nancy Frey, and Ian Pumpian, five pillars that hold up the mission statement are presented: welcome, do no harm, well chosen words, it’s never too late to learn, and efficacy and reflection. These pillars are critical to building a culture of achievement in school. The author also makes a few comments on some aspects of Polish school reform.
    Źródło:
    Problemy Wczesnej Edukacji; 2014, 26, 3; 121-135
    1734-1582
    2451-2230
    Pojawia się w:
    Problemy Wczesnej Edukacji
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Mutritional status, academic performance and parental feeding practices of primary school children in a rural district in Kelantan, Malaysia
    Autorzy:
    Lee, YY.
    Wan Abdul Manan, WM.
    Powiązania:
    https://bibliotekanauki.pl/articles/1916461.pdf
    Data publikacji:
    2014
    Wydawca:
    Uniwersytet Medyczny w Białymstoku
    Tematy:
    nutritional status
    school children
    child feeding practices
    academic achievement
    Opis:
    Introduction: The increasing burden of undernutrition and overnutrition at both ends of the nutrition spectrum in children are often accompanied by adverse consequences in school performance. Children with poor nutritional status had lower scores on tests of cognitive functioning, lower activity levels, and poorer psychomotor development, whereas severe malnutrition often leads to impaired psychological and intellectual development. Purpose: To investigate the relationship between children’s nutritional status, their socioeconomic background as well as their parents’s beliefs, attitudes and practices in child feeding with their academic achievement in school. Materials and methods: Anthropometric measure-ments and socioeconomic background information were collected from systematically selected school children aged 10 to 12 years old (n=309), while information regarding parental child feeding practices were obtained via a set of self-administered questionnaire. Results: Based on the World Health Organization (WHO) growth charts, 10.7% and 18.1% of the children were thin and overweight or obese, respectively. Results also showed that children’s nutritional status, household socioeconomic background and parental child feeding beliefs and practices were interrelated with the children’s academic achievement. Conclusion: These findings justified the need for relevant health and nutrition interventions in schools, especially the children of bottom billion community living in the rural areas.
    Źródło:
    Progress in Health Sciences; 2014, 4, 1; 144-152
    2083-1617
    Pojawia się w:
    Progress in Health Sciences
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Zastosowanie SEM do oceny różnic w uwarunkowaniach osiągnięć matematycznych polskich 15-latków w badaniach PISA 2003 i 2012
    Autorzy:
    Barbara, Ciżkowicz,
    Powiązania:
    https://bibliotekanauki.pl/articles/892053.pdf
    Data publikacji:
    2015
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    achievement in mathematics
    motivation
    anxiety
    self-esteem
    the impact of family and school
    structural equation modelling
    Opis:
    The article compares the learning environments in the years 2003 and 2012 in order to clarify the reasons for the significant increase in the mathematical skills level of Polish 15-year-olds in those years as pointed by PISA studies. We studied the effect of school and family factors as well as students’ non-cognitive achievements on mathematics scores in PISA. In addition, SEM was used in subgroups in order to check whether the role of investigated factors changed over time. The research model adopted allowed to explain a large part of variability of students’ mathematical achievements. Analyses carried out on a sample of 8,966 people revealed significant, positive changes in the students’ family environment: conditions at home improved and parents’ educational level increased. The impact of home factor on non-cognitive student achievement intensified. School principals pointed to the favourable changes in the school environment. In turn, students’ attituds towards school became less optimistic and their sense of belonging weakened. Also the non-cognitive performance of pupils deteriorated over time.
    Źródło:
    Kwartalnik Pedagogiczny; 2015, 60(4 (238)); 172-190
    0023-5938
    Pojawia się w:
    Kwartalnik Pedagogiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Zastosowanie SEM do oceny różnic w uwarunkowaniach osiągnięć matematycznych polskich 15-latków w badaniach PISA 2003 i 2012
    Autorzy:
    Ciżkowicz, Barbara
    Powiązania:
    https://bibliotekanauki.pl/articles/1789911.pdf
    Data publikacji:
    2015
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    achievement in mathematics
    motivation
    anxiety
    self-esteem
    the impact of family and school
    structural equation modelling
    Opis:
    The article compares the learning environments in the years 2003 and 2012 in order to clarify the reasons for the significant increase in the mathematical skills level of Polish 15-year-olds in those years as pointed by PISA studies. We studied the effect of school and family factors as well as students’ non-cognitive achievements on mathematics scores in PISA. In addition, SEM was used in subgroups in order to check whether the role of investigated factors changed over time. The research model adopted allowed to explain a large part of variability of students’ mathematical achievements. Analyses carried out on a sample of 8,966 people revealed significant, positive changes in the students’ family environment: conditions at home improved and parents’ educational level increased. The impact of home factor on non-cognitive student achievement intensified. School principals pointed to the favourable changes in the school environment. In turn, students’ attituds towards school became less optimistic and their sense of belonging weakened. Also the non-cognitive performance of pupils deteriorated over time.
    Źródło:
    Kwartalnik Pedagogiczny; 2015, 60(4 (238)); 172-190
    0023-5938
    Pojawia się w:
    Kwartalnik Pedagogiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Comparison of first-grade primary level students educational achievement in according to the results of evaluation plan of health and educational readiness of beginners upon entering school in the educational region of Osku
    Autorzy:
    Mirzaeioskuei, Bita
    Marziyeh, Dehghani
    Powiązania:
    https://bibliotekanauki.pl/articles/1179760.pdf
    Data publikacji:
    2017
    Wydawca:
    Przedsiębiorstwo Wydawnictw Naukowych Darwin / Scientific Publishing House DARWIN
    Tematy:
    Educational readiness
    Educational readiness evaluation
    ducational achievement
    health evaluation
    primary level
    Opis:
    The research was aimed at comparing first-grade primary level students' Educational achievement in according to the results of Evaluation Plan of Health and Educational Readiness of beginners upon entering school in the Educational district of Osku. The methodology for this research was post facto- causal comparative research, and measurement tool included documents (ID of first-grade primary level students' Health and Educational Readiness Evaluation of beginners entering the school and Report on Educational achievement or Work Sheet). The statistical population consisted of all primary school students in the city of Osku, who amounted to 5000 with Educational case. The number of sample chosen based on the Cochran formula was 300 people who were selected via cluster sampling method. Research findings were analyzed by statistical software of SPSS, statistical methods of independent t Test, one-way variance Test (ANOVA), Levin Test, Test of UNIANOVA. The findings revealed that there was a significant difference in students' educational achievement in terms of their hearing levels (reference to experts and healthy hearing), and also there was a significant difference in students' Educational achievement based on their eyesight levels (reference to expert and healthy eyesight). Also, there was no difference among students' Educational achievement according to various levels of health primary assessment (extreme skinniness, skinny, natural, obese and fat). Students' Educational achievement was found to be different based on their Educational talent. It was also found that there was a significant difference in students' educational achievement in terms of variables gender, eyesight, hearing evaluation.
    Źródło:
    World Scientific News; 2017, 72; 419-431
    2392-2192
    Pojawia się w:
    World Scientific News
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Predictors of math achievement in the elementary school students grades 1-3
    Autorzy:
    Memisevic, Haris
    Biscevic, Inga
    Pasalic, Arnela
    Powiązania:
    https://bibliotekanauki.pl/articles/2137751.pdf
    Data publikacji:
    2018-10-02
    Wydawca:
    Fundacja Edukacji Medycznej, Promocji Zdrowia, Sztuki i Kultury Ars Medica
    Tematy:
    math achievement
    predictors
    school-aged children
    gender effects
    Opis:
    Early math skills are a good predictor of later academic success. Finding what factors influence math performance might help educators create better and more efficient math programs. The goal of the present study was to assess the relationship of math achievement and verbal fluency, selective attention, visual-motor integration and inhibitory control. An additional goal was to assess the effect of gender and grade on math achievement. The sample for this study comprised 210 children from grades 1 to 3 (107 boys, 103 girls). Children were individually administered a math test and tests of various predictor measures. The significant predictors of math achievement were verbal fluency, selective attention, visual-motor integration, and inhibitory control. The proposed model explained around 70% of the variance in the math scores. There were no gender differences in the math scores. Given the fact that all the predictors used in this study are very susceptible to inclusion in instruction, their incorporation in an early age curriculum might significantly improve math skills at a later age.
    Źródło:
    Acta Neuropsychologica; 2018, 16(3); 249-258
    1730-7503
    2084-4298
    Pojawia się w:
    Acta Neuropsychologica
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Family-School Connection: Parental Influences in Academic Achievement and the Underlying Gender Differences
    Autorzy:
    Menon, Madhavi
    Powiązania:
    https://bibliotekanauki.pl/articles/1178668.pdf
    Data publikacji:
    2017
    Wydawca:
    Przedsiębiorstwo Wydawnictw Naukowych Darwin / Scientific Publishing House DARWIN
    Tematy:
    Academic achievement
    Gender differences
    Parental influences
    Opis:
    Research from multiple traditions demonstrates the impact of children’s social environments on their academic motivation, learning, and achievement. The present literature review attempts to better understand the family-school relationship, with a particular emphasis on parental influences on the child’s academic achievement and later career development. This paper focuses on the proximal (parent-child interactions) and distal (familial social/cultural context) dimension. Additionally, an attempt is made to understand the gender differences that are seen in children in their academic preferences and later career choices.
    Źródło:
    World Scientific News; 2017, 67, 2; 173-188
    2392-2192
    Pojawia się w:
    World Scientific News
    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:
    Relationships in a Family with High Academic Achievement Students
    Autorzy:
    Gwiazdowska-Stańczak, Sylwia
    Powiązania:
    https://bibliotekanauki.pl/articles/1191509.pdf
    Data publikacji:
    2021-01-28
    Wydawca:
    Akademia Ignatianum w Krakowie
    Tematy:
    family
    family relations
    high academic achievement
    lower-secondary school test
    cohesion
    family identity
    Opis:
    RESEARCH OBJECTIVE: School achievements are an important dimension of human life and are conditioned by internal and external factors, to which family belongs. The purpose of this investigation was to answer the question how of high academic achievement students perceive their relationships in the family. THE RESEARCH PROBLEM AND METHODS: The Family Questionnaire was used in the version “My Family, My Father and My Mother,” developed by Plopa and Połomski. The subjects were 16 year-old students (n = 155), who achieved high scores in the lower secondary school test, and a comparative group with the average score (n = 161). THE PROCESS OF ARGUMENTATION: The students assessed relationships in their families in terms of the following dimensions: communication, cohesion, identity and autonomy-control. RESEARCH RESULTS: It was found that for students with high school performance, cohesion in relation to father is more important than for the comparative group. CONCLUSIONS, INNOVATIONS, AND RECOMMENDATIONS: In addition, it was found that there are differences in the perception of family relationships on the basis of the gender of the studied students. Boys assessed cohesion and communication with their father on a higher level than girls. An interesting result of the study is a higher assessment of family identity in the perceptions of boys than girls.
    Źródło:
    Horyzonty Wychowania; 2020, 19, 52; 71-82
    1643-9171
    2391-9485
    Pojawia się w:
    Horyzonty Wychowania
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    IDENTITY AND TEMPORAL PERSPECTIVE OF ADOLESCENTS WITH HIGH ACHIEVEMENTS IN SCHOOL
    Autorzy:
    Alipieva, Denitsa
    Powiązania:
    https://bibliotekanauki.pl/articles/628261.pdf
    Data publikacji:
    2015
    Wydawca:
    Fundacja Pro Scientia Publica
    Tematy:
    identity, temporal perspective, achievement
    Opis:
    The current article is an empirical approach reviewing the theories for the factors for formation of identity and self-conception in the adolescent. Under the theories for internal attribution and temporal perspective the study was conducted with teenagers between 11 and 18 years with different achievements. The aim is to show the relevance between the subjective affective involving and success in academic activity and realistic self-esteem that could enhance the abilities of students to create adequate plans and goals for future and mature self-conception.
    Źródło:
    Journal of Education Culture and Society; 2015, 6, 2; 171-183
    2081-1640
    Pojawia się w:
    Journal of Education Culture and Society
    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:
    A comparison between mathematical achievement of university and school students, and their intelligence quotient
    Autorzy:
    Hebda, Beata
    Miklos, Stanisław
    Powiązania:
    https://bibliotekanauki.pl/articles/748894.pdf
    Data publikacji:
    1989
    Wydawca:
    Polskie Towarzystwo Matematyczne
    Opis:
    The article contains no abstract
    Źródło:
    Didactica Mathematicae; 1989, 11, 01
    2353-0960
    Pojawia się w:
    Didactica Mathematicae
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Wybrane korelaty motywacji osiągnięć uczniów Liceum Ogólnokształcącego
    Selected correlates of achievement motivation among Secondary School students
    Autorzy:
    Śliwowska, Bożena
    Powiązania:
    https://bibliotekanauki.pl/articles/1551666.pdf
    Data publikacji:
    2019-12-30
    Wydawca:
    Niepaństwowa Wyższa Szkoła Pedagogiczna w Białymstoku
    Tematy:
    motywacja osiągnięć
    pewność siebie
    ambicja
    samokontrola
    adolescenci
    achievement motivation
    self-confidence
    ambition
    self-control
    adolescence
    Opis:
    Motywacja osiągnięć dotyczy kariery zawodowej, stawiania i osiągania celów, procesu uczenia się. Jest niezwykle istotna w dobie olbrzymiego postępu technologicznego, zmuszającego jednostki do rozwoju i pogłębiania umiejętności. W artykule przedstawiono badania dotyczące różnic motywacji osiągnięć uczniów liceum ogólnokształcącego ze względu na wybór profilu kształcenia i wykształcenie rodziców oraz związku motywacji osiągnięć uczniów z określonymi czynnikami. Badania wykazały m.in., że im wyższa zgodność kierunku kształcenia z zainteresowaniami, większe zadowolenie z wyboru kierunku kształcenia oraz większa zgodność kierunku kształcenia z planami na przyszłość, tym większa wiara w sukces, zapał do nauki, ukierunkowanie na cel i wysiłek kompensacyjny. Otrzymane rezultaty mogą wspierać skuteczne projektowanie procesu dydaktycznego tak, by uczniowie osiągali lepsze wyniki i w przyszłości byli lepszymi pracownikami.
    Achievement motivation is about career, learning and setting and achieving goals. It is extremely important at the time of enormous technological progress which forces individuals to develop and deepen their skills. This article presents a study on the differences in achievement motivation among secondary school students due to the field of study, parents’ education as well as the link between achievement motivation and certain factors. The research have shown, that the higher the compatibility of a field of education with plans for the future, the greater the belief in success and eagerness to learn. The results obtained can support the process of designing innovative and more effective learning so that students achieve better results and are better employees in the future.
    Źródło:
    Zagadnienia społeczne; 2019, 2, 12; 150-172
    2353-7426
    Pojawia się w:
    Zagadnienia społeczne
    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:
    A SYSTEMATIC REVIEW OF THE APPROACHES ENHANCING THE MATHEMATICS ACHIEVEMENT
    Autorzy:
    Tümkaya, Songül
    Ulum, Hakan
    Powiązania:
    https://bibliotekanauki.pl/articles/628467.pdf
    Data publikacji:
    2020
    Wydawca:
    Fundacja Pro Scientia Publica
    Tematy:
    systematic review
    mathematics
    success
    primary school
    Opis:
    Aim. The aim of this study is to analyse the conducted studies in order to reveal the effect of the strategies, methods and techniques used in elementary school mathematics courses, to apply critical strategies based on impartiality, and to critically evaluate and synthesize them. Methods. In this systematic review study, Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) Statement was used in order to prepare the systematic review protocol. The studies were based on students’ achievement resulting from student-centred strategy, methods and techniques. Results. The results of the study show that the number of participants of the primary studies centred on the range of 31- 60 to 90 and above. Moreover, the total number of studies conducted in different countries constitutes a significant proportion of the studies included. In most of the studies (f=87), significant differences were found in favour of the experimental group.              Conclusion. Within the framework of the inclusion criteria of the research, it can be concluded that student-centred strategy methods and techniques statistically change the students' mathematics achievement. Among these methods and techniques, Realistic Mathematics Education, Computer Assisted Teaching Method, and Collaborative Learning Method were prominent.
    Źródło:
    Journal of Education Culture and Society; 2020, 11, 2; 171-182
    2081-1640
    Pojawia się w:
    Journal of Education Culture and Society
    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:
    Teachers’ Experiences in Working With Cognitively Gifted Students
    Autorzy:
    Michalak, Renata
    Powiązania:
    https://bibliotekanauki.pl/articles/44428159.pdf
    Data publikacji:
    2022
    Wydawca:
    Akademia Ignatianum w Krakowie
    Tematy:
    cognitively gifted student
    lack of achievement syndrome
    abilities
    school
    education
    teacher
    Opis:
    The article presents the results of research into the knowledge and experience of Polish primary school teachers. The main aim of the research was to identify the experiences of primary school teachers in educational work with cognitively gifted students. Within this framework, the following research tasks were selected: (1) investigate teachers’ preferred ways of supporting cognitively gifted students in the learning process and (2) investigate the difficulties experienced by teachers in working with cognitively gifted students. The research sought answers to the following questions: How do teachers recognize the individual needs of cognitively gifted students? How do they monitor their development? How do they evaluate their progress? What methods and forms of working with gifted students do they prefer? What difficulties do they experience in working with cognitively gifted students and what are the sources? How do they deal with these difficulties? The relationship between selected aspects of teachers working with gifted students in grades 1–3 versus grades 4–8 and the level of education were examined. The empirical data show that in Polish schools, cognitively gifted students are neglected and do not receive adequate educational support from their teachers. The preferred forms and methods of organizing the education of cognitively gifted students are mainly characterized by a teacher-centered attitude. The respondents indicated that difficulties working with cognitively gifted students result mainly from a lack of time, the need to evaluate the student against the background of the class, a lack from support from experts and parents, and their own insufficient competency. The research is important because it shows the desirable changes to teacher education programs and the process of supporting teachers in their professional practice.
    Źródło:
    Multidisciplinary Journal of School Education; 2022, 11, 2 (22); 163-187
    2543-7585
    Pojawia się w:
    Multidisciplinary Journal of School Education
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Postawy zawodowe nauczycieli a ich motywacja osiągnięć
    Autorzy:
    Kopacz, Anna Monika
    Powiązania:
    https://bibliotekanauki.pl/articles/606801.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
    Tematy:
    professional attitudes
    achievement motivation
    teachers
    school environment
    postawy zawodowe
    motywacja osiągnięć
    nauczyciele
    środowisko szkolne
    Opis:
    The frequency and strength of the achievement motive for different social groups is different, juxtaposed with professional attitudes, turns out to be an interesting research topic among teachers. The aim of the study was to determine the relationship between attitudes towards teachers’ work and their achievement motivation. The study was conducted in February 2016 among 118 teachers working at Primary School No. 40 Leon Kruczkowski in Lublin and the School Complex Antoni Kwiatkowski in Bychawa. The survey used the Performance motivation questionnaire and the Professional attitude index (KWPZ) questionnaire. It was found that there is a relationship between attitudes towards the work of the surveyed teachers and their motivation for professional achievement. The higher the level of achievement motivation, the more often the surveyed teachers exhibit positive attitudes towards work. The motivation of teacher achievements seems to be important. The undertaken research may be an incentive for subsequent researchers to broaden the subject of motivation and its determinants. The obtained research results can be used to better understand the school environment, understand the rules and mechanisms that shape attitudes towards work.
    Częstotliwość i moc motywu osiągnięć dla różnych grup społecznych jest różna, zestawiona z postawami zawodowymi okazuje się ciekawym tematem badań wśród nauczycieli. Celem podjętych badań było ustalenie zależności między postawami wobec pracy nauczycieli a ich motywacją osiągnięć. Badania przeprowadzono w lutym 2016 roku wśród 118 nauczycieli pracujących w Szkole Podstawowej nr 40 im. Leona Kruczkowskiego w Lublinie oraz Zespole Szkół im. ks. Antoniego Kwiatkowskiego w Bychawie. Do przeprowadzenia badań posłużono się Kwestionariuszem do badania motywacji osiągnięć oraz Kwestionariuszem wskaźników postaw zawodowych (KWPZ). Stwierdzono, że istnieje zależność między postawami wobec pracy badanych nauczycieli a ich motywacją osiągnięć zawodowych. Im wyższy poziom motywacji osiągnięć, tym częściej badani nauczyciele przejawiają pozytywne postawy wobec pracy. Ważna wydaje się motywacja osiągnięć nauczycieli. Podjęte badania mogą stanowić zachętę dla kolejnych badaczy do poszerzenia tematyki motywacji oraz jej determinantów. Otrzymane wyniki badań mogą posłużyć lepszemu zrozumieniu środowiska szkolnego, zrozumieniu reguł oraz mechanizmów kształtujących postawy wobec pracy.
    Źródło:
    Lubelski Rocznik Pedagogiczny; 2019, 38, 3
    0137-6136
    Pojawia się w:
    Lubelski Rocznik Pedagogiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Computer Assisted Learning (CAL) in Mathematics and Personal Success of Elementary School Girls
    Autorzy:
    Orli, Noriany
    Powiązania:
    https://bibliotekanauki.pl/articles/645050.pdf
    Data publikacji:
    2013
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    mixed-gender education
    achievement of girls
    di erential attitudes to boys and girls
    computerized
    assignments
    Opis:
    Standardized tests administered nationwide in the fth grade of the elementary school in Israel have shown that in the subject of mathematics boys achieve signi cantly higher scores than do girls. This gap is worrisome because of the importance of mathematical skills in success in education, both in the secondary school and in higher education, and in the job market. This paper brie y reviews a number of possible reasons for this gap, including lack of suitability to girls of current instruction methods in frameworks of mixed-gender education, de ciencies in mathematics training and math anxiety among teachers, gender stereotypes, and the phenomenon of the self-ful lling prophecy. Then the paper outlines the researcher’s proposed method, Computer Assisted Learning (CAL), for promoting girls’ achievements in mathematics. Initial results have been promising.
    Źródło:
    Kultura-Społeczeństwo-Edukacja; 2013, 4, 2; 119-127
    2300-0422
    Pojawia się w:
    Kultura-Społeczeństwo-Edukacja
    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
    Tytuł:
    Podstawa programowa a szanse edukacyjne młodzieży gimnazjalnej
    The Curricular Basis and the Educational Chances of the High School Students
    Autorzy:
    Petkowicz, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/1857492.pdf
    Data publikacji:
    2002
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
    Tematy:
    podstawa programowa
    teoria dziesięciościanu edukacji
    cele i treści kształcenia
    zadania szkoły
    osiągnięcia ucznia
    curricular basis
    theory of the decagon of education
    ends and contents of education
    school tasks
    pupil's achievement
    Opis:
    The paper analyzes a document issued by the office of education - the curricular basis for general education in high schools. The theoretical ground for this analysis is Z. Kwieciński's theory of the decagon of education, the theory which is a synthetic presentation of what influences the process of human development. When we interpret the concept of education as the broadest category describing the causes and effects of the changes in students' personalities, we may accomplish harmony and integrity through an even influence within the following areas of issues (sides): globalization, etatization, nationalization, collectivization, politicization, bureaucratization, and professionalization, socialization, inculturation and personalization, formation and juridification, education and humanization, and hominization. The analysis of the curricular basis deals with each of the above sides. One has to find appropriate areas in their educational purposes, school tasks, curricula and students' achievements in particular subjects of high school. This analysis entitles us to conclude that each of the wall of the model of education is reflected in the curricular basis. It also records lack of particular issues, an important task for theoretical studies and a hint for the author of curricula and teachers.
    Źródło:
    Roczniki Nauk Społecznych; 2002, 30, 2; 37-72
    0137-4176
    Pojawia się w:
    Roczniki Nauk Społecznych
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Sprawozdanie z kongresu pedagogicznego w Hameln (2017)
    Report on the pedagogical congress in Hameln (2017)
    Autorzy:
    Szymaniak, Jadwiga
    Powiązania:
    https://bibliotekanauki.pl/articles/901853.pdf
    Data publikacji:
    2017
    Wydawca:
    Gdańska Wyższa Szkoła Humanistyczna
    Tematy:
    integracja
    filozofia osiągnięć
    prowadzenie szkoły zorientowane na wartości
    kreatywność
    troska
    współczucie
    reguły szkolne
    integration
    achievement philosophy
    value-oriented schooling
    creativity
    care
    compassion
    school rules
    Opis:
    My report shows only selected issues and trends. I describe lectures on the topics: school of diversity, perspectives of migrant pedagogy, teacher health, appreciative lead-ership as a key factor for the development of good schools, peer culture at school, Mon-tessori education in inclusive education and potential development through educational regions. How school changes – these are the key topics of all lectures and workshops. The opening lecture (Klaus Hurrelmann Professor of Public Health and Education: Ist Leisten immer mit Leiden verbunden?) shows the current health disorders: the three risk factors – lack of exercise, incorrect stress management and the funding opportunities of the school: strengthening the education and school culture (a lot of travel – fixed rules). Professor Olaf-Axel Burow (PhD) looks into an important topic Positive Pädagogik. Sieben Wege zu Lernfreude und Schulglück. He discusses keys factors that determine successful leadership: Appreciating communication and building an appreciative school culture. Professor Joachim Bauer’s (MD) closing lecture Warum Integration manchmal schwieriger ist als wir gedankt haben? The encounter of community-oriented and individualistic cultures. Educators, as well as neuroscientists, are interested in this topic because cultures deeply affect the psyche and the human brain. Will the encounter of cultures succeed us? People who seek our help as refugees come almost exclusively from sociotropic cultures. Will we be able to learn from each other? Professor J. Bauer (MD) says that if we want to survive on this globe, we also have to learn from each other.
    Źródło:
    Studia Gdańskie. Wizje i rzeczywistość; 2017, Tom 14; 165-175
    1731-8440
    Pojawia się w:
    Studia Gdańskie. Wizje i rzeczywistość
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Relationship between the verbal fluency and academic achievement in second and third grade students: the effects of gender and parents’ educational level
    Autorzy:
    Aksamovic, Armina
    Djordjevic, Mirjana
    Malec, Daniel
    Memisevic, Haris
    Powiązania:
    https://bibliotekanauki.pl/articles/2106162.pdf
    Data publikacji:
    2019-06-20
    Wydawca:
    Fundacja Edukacji Medycznej, Promocji Zdrowia, Sztuki i Kultury Ars Medica
    Tematy:
    verbal fluency
    academic success
    clustering and switching
    school-aged children
    Opis:
    Verbal fluency is an important skill related to academic success. Many studies have indicated a strong link between verbal fluency and cognitive processes. The exact nature and size of the relationship between verbal fluency and academic success has not been extensively explored. Thus, the goal of the present study was to examine the relationship between verbal fluency, including its components clustering and switching, with academic success in a sample of second and third grade elementary school students. In addition to this, we examined the effects of gender and the parents’ level of education on verbal fluency. The sample for this study consisted of 61 second and third grade students (39 boys and 22 girls) attending two regular schools in the Mostar region, Bosnia and Herzegovina. Children were given tests of both semantic fluency and phonetic fluency. Teachers’ ratings were used as a measure of the children’s academic success. The results of this study indicated the strong link between verbal fluency and academic success. Components of verbal fluency, clustering and switching had a small effect on academic achievement. There was no effect of gender on verbal fluency and academic success. On the other hand, the parents’ level of education had a strong effect on both, verbal fluency and academic success. Verbal fluency, defined as the total number of words retrieved, is strongly related to academic success. Clustering and switching, as two components of verbal fluency, have a limited value in predicting academic achievement. However, the parents’ educational level is strongly related to academic success.
    Źródło:
    Acta Neuropsychologica; 2019, 17(2); 139-150
    1730-7503
    2084-4298
    Pojawia się w:
    Acta Neuropsychologica
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Diagnostyka edukacyjna we współczesnym systemie szkolnym. Pomiar i ocenianie wzrostu kapitału ludzkiego uczniów. Część III: Wybrane wyniki
    EDUCATIONAL DIAGNOSTICS FOR CONTEMPORARY SCHOOL SYSTEMS. MEASURING AND ASSESSING GROWTH OF STUDENT HUMAN CAPITAL. PART III: SELECTED OUTCOMES
    Autorzy:
    Niemierko, Bolesław
    Powiązania:
    https://bibliotekanauki.pl/articles/418509.pdf
    Data publikacji:
    2012
    Wydawca:
    Akademia Marynarki Wojennej. Wydział Nauk Humanistycznych i Społecznych
    Tematy:
    EDUCATIONAL DIAGNOSTICS
    WISHFUL THINKING
    ACHIEVEMENT ASSESSMENT
    COMMENTED REPORT
    GRADING
    CONSEQUENTIAL VALIDITY
    EDUCATIONAL EVALUATION
    Opis:
    Educational practice abounds in wishful thinking which occurs when we believe that something is true because we want it were true. For example, in Poland we set very low cut-scores to external examinations (30%) and still believe that passing the examination means mastery of the subject. Fortunately for educational diagnostics, assessment practice at schools involves emotional/motivational achievement what makes it a good predictor of future accomplishments at schools and on employment. Assessing growth of human capital do begin at general education schools in Poland and elsewhere (US), though in a latent, and partly illegal way, creating the second systems of grading. Frequently applied in lower tiers of education, commented reports, in which teachers describe student achievement in their own words, are more closely related to human capital assessment than the test-based grading used to be. Both pedagogues and students are highly critical of standards of justice in the present achievement assessment practices what makes their consequential validity vulnerable to negative opinions. On the other hand, attempts to determine the worth of educational phenomena by large surveys in the shape of educational evaluation could be contaminated by various political factors. Widening the scope of educational diagnosis to cover the full range of human capital developmental aspects would encourage the better, more economically and ethically sound actions.
    Źródło:
    Colloquium; 2012, 4, 4; 7-28
    2081-3813
    2658-0365
    Pojawia się w:
    Colloquium
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    In Search of Effective Student Selection Indices in Higher-Education: Going Beyond Scholastic Achievement
    W poszukiwaniu efektywnych wskaźników selekcji studentów w szkolnictwie wyższym: wykraczając poza osiągnięcia w nauce
    Autorzy:
    Zysberg, Leehu
    Powiązania:
    https://bibliotekanauki.pl/articles/1811297.pdf
    Data publikacji:
    2017
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
    Tematy:
    wskaźniki efektywości uczelni
    arytmetyczna średnia ocen
    oceny w szkołach średnich
    egzamin psychometryczny
    inteligencja emocjonalna
    predictors of college performance
    GPA
    high-school grades
    psychometric exam
    emotional intelligence
    Opis:
    Podjęcie studiów na wyższej uczelni jest prawdziwym wyzwaniem, z którym jednostki radzą sobie z większym lub mniejszym powodzeniem. Pomimo wysokiego poziomu stresu u studentów z Izraela, USA, a także kilku krajów UE, oraz w wielu przypadkach alarmującej liczby osób przedwcześnie rezygnujących z nauki, uniwersytety i college’a opierają się na arytmetycznej średniej ocen w szkołach średnich, a czasem na ogólnym teście zdolności umysłowych (np. test SAT, egzaminy psychometryczne) w celu oceny adekwatności kandydatów do programu oferowanych przez nie studiów. Takie podejście pomija jednak osobiste i interpersonalne czynniki, które mogą ułatwiać lub hamować rozwój jednostek zarówno jako przyszłych naukowców, jak i specjalistów w wielu dziedzinach, szczególnie w przypadku programów opiekuńczych (np. psychologia, edukacja, praca socjalna). Istotną rolę odgrywa niedawno wprowadzona koncepcja inteligencji emocjonalnej, bowiem wyznacza ona ramy dla naszego zrozumienia pozapoznawczego potencjału jednostki w zakresie adaptacji i skutecznego działania. Analiza ta bada zdolności poznawcze wraz z inteligencją emocjonalną, jako dwa skuteczne kryteria wyboru stosowane w szkolnictwie wyższym. Badana grupa 126 studentów z Izraela udostępniła wyniki licealnego egzaminu psychometrycznego oraz arytmetyczną średnią ocen z college'u i wypełniła dwa wskaźniki inteligencji emocjonalnej, czyli własną ocenę i formułę testu zdolności. Wyniki pokazały, że egzamin psychometryczny i wskaźniki inteligencji emocjonalnej były w znacznym stopniu związane z arytmetyczną średnią ocen w college’u, podczas gdy stopnie inteligencji emocjonalnej w przypadku szkół średnich i własnej oceny nie wykazywały takiego związku. Wyniki zostały pokrótce omówione w celu wyciągnięcia wstępnych wniosków i ukierunkowania na dalsze badania w tym zakresie.
    Academic studies are a demanding challenge, and individuals cope with it with varying levels of success. Despite the evidence of high levels of stress among college students in Israel, the US as well as a few EU countries, and in many cases alarming rates of dropout, universities and colleges rely on high school GPA and at times, a general mental ability test (e.g.: SAT, psychometric exams) to assess candidates’ suitability to their program of study. Such approach, however, ignores personal and interpersonal factors that may facilitate or hinder individuals’ development as both scholars and budding professionals, especially in care-related programs (e.g.: psychology, education, social work, etc.). The recently introduced concept of emotional intelligence holds promise as a framework for our understanding of individuals’ non-cognitive potentials for adaptation and effective performance. This preliminary study examines cognitive ability alongside emotional intelligence as two effective selection criteria for higher education. A sample of 126 College students located in Israel reported their high-school, psychometric exam and College GPA grades and filled out two measures of emotional intelligence: a self-report and an ability test format. The results showed the psychometric exam and the ability EI measures associated significantly with College GPA, while high-school and self-report EI grades did not. The results are briefly discussed to draw preliminary conclusions and elicit future research in this venue.
    Źródło:
    Roczniki Pedagogiczne; 2017, 9(45), 3; 65-78
    2080-850X
    Pojawia się w:
    Roczniki Pedagogiczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Научная биографистика. Фрагмент из опыта беларускай историографии
    Scientific biography studies. A fragment from the experience of Belarusian historiography
    Naukowa biografia. Fragment z doświadczenia historiografii białoruskiej
    Autorzy:
    Ihar, Szauczuk
    Powiązania:
    https://bibliotekanauki.pl/articles/2168105.pdf
    Data publikacji:
    2019-12-15
    Wydawca:
    Ostrołęckie Towarzystwo Naukowe
    Tematy:
    история
    историография
    наука
    академик
    НАН
    Беларуси
    статья
    школа
    юбилей
    достижение
    публикация
    биография
    учёный.
    history
    historiography
    science
    academician
    NAS of Belarus
    article
    school
    anniversary
    achievement
    publication
    biography
    scientist
    historia
    historiografia
    nauka
    akademik
    artykuł
    szkoła
    jubileusz
    osiągnięcie
    publikacja
    NAN Białorusi
    biografia
    naukowiec
    Opis:
    Научная биографистика как жанр беларускай историографии занимает в ней довольно скромное место. Особенно, что касается представителей исторической науки послевоенного периода. Соответствующую роль призваны были исполнить биобиблиографические издания, приуроченные к юбилеям отдельных учёных. Очевидно, характер таких изданий обусловил комплиментарность соответствующих публикаций. В статье внимание сосредоточено на освещении в периодике одного фрагмента профессиональной биографии академика НАН Беларуси М.П. Костюка – его научных достижений. Выбор темы обусловлен нехарактерным для беларускай науки большим количеством статей, посвящённых его дням рождения. Показан схематический и поверхностный характер минимальных по объёму текстов. Доказано наличие в них ряда очевидных ошибок, обусловленных стремлением приукрасить достижения героя публикаций. Сделан вывод об отсутствии достоверной информации о нём и невозможности составить мнение о реальных свершениях академика на протяжении его научной каръеры.
    Życiorys naukowy jako gatunek historiografii białoruskiej zajmuje w niej dość skromne miejsce, zwłaszcza w przypadku przedstawicieli nauki historycznej okresu powojennego. Odpowiednią rolę powinny spełnić publikacje biograficzno-bibliograficzne połączone z jubileuszami poszczególnych naukowców. Takie publikacje wydawano głównie w celach panegirycznych. Tematem artykułu jest naświetlenie w prasie fragmentu biografii zawodowej akademika NAN Białorusi M. P. Kostiukа – przede wszystkim jego osiągnięć naukowych. Wybór tematu wynika z niecharakterystycznej dla nauki białoruskiej wielkiej liczby artykułów związanych z rocznicami jego urodzin. Przedstawiono schematyczny i powierzchowny charakter tekstów. Udowodniono obecność w nich wielu oczywistych błędów, wynikających najprawdopodobniej z dążenia do upiększania osiągnięć bohatera publikacji. W podsumowaniu stwierdza się brak rzetelnej informacji o wspominanym akademiku i brak możliwości przedstawienia prawdziwych informacji o jego dokonaniach i całej karierze naukowej.
    Scientific biographies as a genre of Belarusian historiography occupies a rather modest place in it. Especially, as for representatives of historical science of the post-war period. Biobibliography publications dedicated to the anniversaries of individual scientists were called upon to fulfill the corresponding role. Obviously the nature of such publications led to the complimentarity of the relevant publications. The paper focuses on the treatment in periodicals of one fragment of the professional biography of the academician of NAS of Belarus M.P. Kostyuk – his scientific achievements. The choice of the topic is due to the large number of articles devoted to his birthdays, which is uncharacteristic for Belarusian science. The schematic and superficial character of extremely short texts is shown. There is proved the presence of a number of obvious errors conditioned by the desire to embellish the achievements of M.P. Kostyuk. It is concluded that there is no reliable information about him, as well as the impossibility to form an opinion on the real achievements of the academician throughout his scientific career.
    Źródło:
    Zeszyty Naukowe Ostrołęckiego Towarzystwa Naukowego; 2019, Zeszyt, XXXIII; 177-200
    0860-9608
    Pojawia się w:
    Zeszyty Naukowe Ostrołęckiego Towarzystwa Naukowego
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-54 z 54

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