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This follow-up study examined the role of affective variables in predicting academic achievement among middle school students. In a previous study, C. A. Sink, J. E. Barnett, and J. E. Hixon (1991) found moderate to strong correlations among self-perceived competence scores, teachers' ratings of student competence, and Grade 6 achievement. To extend these findings, parents' ratings of student academic competence and seventh-grade achievement test scores were collected from the same sample, 62 students (55 percent females) in a small midwestern town. In addition, 48 fathers and 54 mothers and 5 sixth-grade teachers and 5 seventh-grade teachers of the students participated in the study. Parents' and teachers' ratings yielded moderate correlations with academic achievement. Step-wise multiple regression analyses found teachers' perceptions and father's perceptions to be the strongest predictors of Grade 7 student achievement on three of the four subject areas tested. These results underscore the stability and the importance of affective variables in understanding and predicting middle school academic performance. Three tables present study findings. (SLD)

Descriptors: Academic Achievement, Achievement Tests, Affective Behavior, Educational Attitudes, Elementary School Students, Followup Studies, Grade 6, Grade 7, Intermediate Grades, Junior High School Students, Junior High Schools, Middle School Students, Middle Schools, Parent Attitudes, Predictor Variables, Regression (Statistics), Scores, Self Concept, Student Evaluation, Teacher Attitudes











Autor: Barnett, Jerrold E.; And Others

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=11104&id=ED358141







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