المؤلفون: Ruffalo Noel Levitz (RNL)

المصدر: Ruffalo Noel Levitz. 2018.

Peer Reviewed: N

Page Count: 20

Descriptors: College Freshmen, Student Motivation, Academic Persistence, Student Attrition, At Risk Students, Graduation Rate, Student Needs, Needs Assessment, Academic Advising, Educational Planning, Counseling Services, Student Financial Aid, Barriers, Social Influences, Educational Finance, First Generation College Students, Minority Group Students, Racial Differences, Ethnicity, Gender Differences, Adult Students, Student Personnel Services, Academic Support Services, Interpersonal Relationship, College Environment, Paying for College, Student Employment, Student Attitudes, Student Interests, Study Habits, Self Esteem, Family Influence, Career Counseling, College Transfer Students, Parent Background, Educational Attainment, Academic Aspiration, Grades (Scholastic), High School Students, Knowledge Level, Academic Ability, Tutoring

مستخلص: The "2018 National Freshman Motivation to Complete College Report" examines the noncognitive motivations of college freshmen at the beginning of their first year and as they progress throughout that year. This report provides key insights into how freshmen are gauging their potential to graduate, what barriers (financial, academic, social, motivational) might get in their way, and how knowledgeable they are about the resources colleges have to offer--from recruitment to graduation. Key findings include: (1) 69% want help with the most effective ways to take college exams; (2) 67% want to talk with someone about career qualifications; (3) 67% want help in improving study skills; and (4) 65% want help obtaining a scholarship. [For "2017 National Freshman Motivation to Complete College Report," see ED606636.]

Abstractor: ERIC

المؤلفون: Faisal Farid, Muhammad, Akhter, Mumtaz

المصدر: Bulletin of Education and Research. Dec 2017 39(3):105-115.

Peer Reviewed: Y

Page Count: 11

Descriptors: Foreign Countries, Secondary School Students, Attribution Theory, Student Attitudes, Beliefs, Success, Failure, Parent Influence, Teacher Influence, Study Habits, Grade 10, Difficulty Level, Learning Strategies, Academic Ability, English Instruction, Mathematics Instruction, Academic Achievement

مصطلحات جغرافية: Pakistan

مستخلص: Pakistani students at secondary school level were asked to respond to a self-reporting causal attributions beliefs scale. The scale measured eight causal beliefs about success and failure. Participants of the study included 1826 students from three districts in Punjab. Results showed that both male and female students endorsed internal attributions as possible reasons of their success as well as failure than external attributes. Influence of parents and teachers was considered as cause of success. Effort was considered as the most important cause of success as well as failure in school subjects such as English and Mathematics. The mean difference found was significant in almost all attributions of success and failure.

Abstractor: As Provided

المؤلفون: Mahanal, Susriyati, Tendrita, Miswandi, Ramadhan, Farqiyatur, Ismirawati, Nur, Zubaidah, Siti

المصدر: Anatolian Journal of Education. Oct 2017 2(2):21-39.

Peer Reviewed: Y

Page Count: 19

Descriptors: Critical Thinking, Thinking Skills, Gender Differences, High School Students, Biology, Foreign Countries, Academic Ability, Student Characteristics, Cognitive Ability

مصطلحات جغرافية: Indonesia

مستخلص: This study aimed to investigate the differences between: 1) low-ability students' critical thinking skills and high-ability students' critical thinking skills, 2) male students' critical thinking skills and female students' critical thinking skills. This research was a survey conducted in some public Senior High Schools (SMAs) in Batu, East Java, Indonesia. An essay test which examined students' critical thinking skills in biology was distributed to 245 participants. The results of the test were analyzed using a critical thinking skills rubric. Data analysis was performed using ANOVA technique. Research findings showed that 1) high-ability students' critical thinking skills were higher than low-ability students' critical thinking skills, and 2) female students' scores on the critical thinking test were higher than male students' scores. These results suggest that it is necessary to implement learning strategies which can promote students' critical thinking skills in the biology classroom.

Abstractor: As Provided

المؤلفون: Toosi, Seyyed Ali Doustdar, Emadian, Seyedeh Olia, Soleymani, Marjan, Mohammadi, Leila, Doustdar, Maryam Sadat

المصدر: International Journal of Education and Literacy Studies. Oct 2017 5(4):116-121.

Peer Reviewed: Y

Page Count: 6

Descriptors: Foreign Countries, High School Students, Females, Emotional Intelligence, Religion, Academic Ability, Religious Factors, Correlation, Questionnaires, Statistical Analysis

مصطلحات جغرافية: Iran

مستخلص: In the current research, we investigated how significantly the second grade high school female students' educational, emotional, and spiritual intelligence were associated with their religious orientation. This research is descriptive (non-experimental) with a correlation design. The research population includes all of the second grade high school girl students, during the 2015-16 educational year in Sari, a city in the north of Iran. In this research, 260 samples were selected randomly. Research results showed that educational, emotional, and spiritual intelligence (independent variables) had positive and significant relationship with internal and external religious orientation (dependent variable). As the levels of educational, emotional, and spiritual intelligence increased, so did the level of religious orientation. Also the results of multiple regression analysis showed that educational, emotional, spiritual intelligence were anticipants of religious orientation and its dimensions (internal and external religious orientation).

Abstractor: As Provided

المؤلفون: Glynn, Jennifer, Jack Kent Cooke Foundation

المصدر: Jack Kent Cooke Foundation. 2017.

Peer Reviewed: N

Page Count: 4

Descriptors: College Applicants, Access to Education, High Achievement, Low Income Students, Student Financial Aid, Selective Admission, Enrollment, Colleges, Universities, Achievement Gap, Disadvantaged, Academic Ability, Community Colleges, Two Year College Students, Attendance, High Schools

مصطلحات جغرافية: Massachusetts, North Carolina, California, Texas (Houston), California (Stanford)

مستخلص: The goal of equal educational opportunity remains unrealized at most of America's colleges. The children of wealth and privilege fill nearly all the seats at these institutions, while the children of poverty are almost completely absent. Far too often, a young person's educational path is determined not by intellect, but by parental income. That a child's academic fate depends more on family wealth than individual ability is a national embarrassment of the first order. This report examines the success of several of these institutions, explaining how the colleges can serve as role models for other institutions that wish to become more economically diverse. In this executive summary, the author identifies 14 practices that facilitate smart, low-income students' entry into the most selective colleges. The practices are grouped into specific actions that will encourage high-achieving, low-income students to apply, improve their chances of admission, and encourage admitted low-income students to enroll. [For the full report, see ED589028.]

Abstractor: ERIC

المؤلفون: Glynn, Jennifer, Jack Kent Cooke Foundation

المصدر: Jack Kent Cooke Foundation. 2017.

Peer Reviewed: N

Page Count: 64

Descriptors: College Freshmen, Campuses, Barriers, High Achievement, Low Income Students, Enrollment, Selective Admission, Colleges, Universities, Access to Education, Achievement Gap, Socioeconomic Background, Attendance, Student Financial Aid, Student Costs, Tuition, College Applicants, Student Recruitment, Summer Programs, Academic Ability, Disadvantaged, College Admission, Community Colleges, Two Year College Students, College Transfer Students, Partnerships in Education, School Community Relationship, College Choice, College Bound Students, High School Seniors, School Counselors, Fees

مصطلحات جغرافية: Massachusetts, North Carolina, California, Texas (Houston), California (Stanford)

مستخلص: Today a college degree is considered the ticket to a good job and the gateway to economic advancement. A student's chances of gaining admission to college, however, are often based more on parental wealth than the student's achievements. At the nation's most selective colleges, three percent of incoming freshmen come from families in the bottom income quartile, while 72 percent come from families in the wealthiest quartile. To close the gap, some colleges have demonstrated a strong institutional commitment to increasing socioeconomic diversity on their campuses and are working to remove the remaining barriers that block high-achieving, low-income students from enrolling. This report summarizes these institutions' best practices and provide insight into how selective colleges can expand opportunities for outstanding low-income students. [For the executive summary, see ED589030.]

Abstractor: ERIC

المؤلفون: Fu, Yuan Chih, Lee, Hsiu Ming, Wang, Li-yun, Chen, Sheng Lee

المصدر: AERA Online Paper Repository. 2021.

Peer Reviewed: Y

Page Count: 12

Descriptors: Longitudinal Studies, Academic Aspiration, Vocational High Schools, High School Students, Mathematics Achievement, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, College Entrance Examinations, Scores, Educational Practices, College Preparation, Prediction, Low Achievement, Achievement Gains, Models, Comparative Analysis, Risk, Grouping (Instructional Purposes), Academic Ability, Reputation, Institutional Characteristics, Student Characteristics

مصطلحات جغرافية: Taiwan

مستخلص: In this study, we investigate the growth trajectory of 519 students in a vocational senior high school in Taiwan. The group-based trajectory model identifies 3 subgroups with distinct trajectories of academic achievement in Math and English. This study reveals baseline predictive factors associated with these trajectories as well as relationships between different trajectories and students' college entrance examination scores. Our analysis contributes to the literature in two ways. First, this study shows that when school practices focus on improving the performance of students in the low achievement group, the performance of those in the middle is sacrificed. Second, upon their enrollment, students in the low achievement group appear to have significantly lower academic preparation and educational aspirations.

Abstractor: As Provided

المؤلفون: Jansen, Malte (ORCID 0000-0001-7081-6505), Becker, Michael, Neumann, Marko

المصدر: Journal of Educational Psychology. Feb 2021 113(2):330-350.

Peer Reviewed: Y

Page Count: 21

Descriptors: Gender Differences, Task Analysis, Career Choice, Comparative Analysis, Theories, Longitudinal Studies, High School Students, Course Selection (Students), STEM Education, Majors (Students), Academic Aspiration, Academic Achievement, Grades (Scholastic), Self Concept, Academic Ability, Prediction, Intention, Student Attitudes, Goodness of Fit, Measurement Techniques, Foreign Countries, Correlation, German, Mathematics, Self Concept Measures, Grade 9, Achievement Tests, Scores

مصطلحات جغرافية: Germany (Berlin)

مستخلص: Expectancy-value theory (EVT) proposes that students' appraisals of success expectancy and task value are the main drivers of their study and career choices. Dimensional comparison theory proposes that these beliefs are themselves affected by students comparing their ability across different domains. However, only a few studies have aimed to integrate these approaches and clarify the role of dimensional comparisons within EVT. Using longitudinal data, we aimed to fill this gap by studying within- and cross-domain effects of achievement (grades and test scores), academic self-concept (as a surrogate for expectancy beliefs), and values on German adolescents' (N = 519) high school course choices and their intentions to major in a STEM subject at university. We show that: (1) self-concepts predicted course choices, whereas values predicted STEM study intentions; (2) dimensional comparison patterns (positive within-domain and negative across-domain relations) were present; (3) gender differences in course choices were mediated by differences in achievement, self-concept, and value; and (4) there was an incremental gender effect on STEM study intentions above and beyond achievement, self-concept, value, and previous course choices. Furthermore, overall, a model incorporating cross-domain paths representing dimensional comparisons fit the data better than a model without these paths. We conclude that direct and indirect dimensional comparison effects contribute to predicting choices of high school courses and university majors and to understanding gender differences in these choices. We recommend that studies in the EVT framework include cross-domain effects.

Abstractor: As Provided

المؤلفون: Palomino-Bach, Marina, Fisher, Julia

المصدر: Journal of Catholic Education. Mar 2017 20(2).

Peer Reviewed: Y

Page Count: 8

Descriptors: Catholic Schools, Urban Schools, High Schools, Academic Support Services, Holistic Approach, Academic Ability, Literacy, Urban Education, African American Students, High School Students, Grade 10, Sociocultural Patterns, Mentors

مستخلص: Many urban Catholic high schools pride themselves as developing our students in a holistic way. In these schools, educators are able to develop and support their students in both a moral and an academic sense. This belief in educating the whole child is appealing to many families, especially those in our most underserved urban contexts. Families in these urban contexts look toward Catholic high schools as offering the necessary holistic support and guidance needed to achieve academic, collegiate, and moral success and stability. As co-developers of a newly launched Academic Resource Center within one urban Catholic high school setting, however, we recognize that while our education may appear holistic in nature and philosophy, oftentimes our understandings of student ability and literacy behaviors may be radically underdeveloped.

Abstractor: As Provided

المؤلفون: Flèche, Sarah, London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP)

المصدر: Centre for Economic Performance. 2017.

Peer Reviewed: N

Page Count: 64

Sponsoring Agency: National Institute on Aging (DHHS/NIH)
John Templeton Foundation
What Works Centre for Wellbeing (United Kingdom)

Descriptors: Scores, Teacher Effectiveness, Teaching Skills, Elementary School Teachers, Value Added Models, Student Development, Educational Practices, Parent Surveys, Student Characteristics, Teacher Characteristics, Institutional Characteristics, Outcomes of Education, Academic Ability, Teacher Role, Family Characteristics, Thinking Skills, Predictive Validity, College Bound Students, Salary Wage Differentials, Sustainability, Achievement Gains, Achievement Rating, Foreign Countries, Statistical Analysis

مصطلحات جغرافية: United Kingdom

مستخلص: Schooling can produce both cognitive and non-cognitive skills, both of which are important determinants of adult outcomes. Using very rich data from a UK birth cohort study, I estimate teacher value added (VA) models for both pupils' test scores and non-cognitive skills. I show that teachers are equally important in the determination of pupils' test scores and non-cognitive skills. This finding extends the economics literature on teacher effects, which has primarily focused on pupils' test scores and may fail to capture teachers' overall effects. In addition, the large estimates reveal an interesting trade-off: teacher VA on pupils' test scores are weak predictors of teacher VA on non-cognitive skills, which suggests that teachers recourse to different techniques to improve pupils' cognitive and non-cognitive skills. Finally, I find that teachers' effects on pupils' non-cognitive skills have long-run impacts on adult outcomes such as higher education attendance, employment and earnings, conditional on their effects on test scores. This result indicates that long-run outcomes are improved by a combination of teachers increasing pupils' test scores and non-cognitive skills and has large policy implications.

Abstractor: As Provided