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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:
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:
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:
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:
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:
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:
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:
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:
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
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