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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
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:
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:
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:
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:
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:
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:
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:
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
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