Wyniki wyszukiwania - Biblioteka Nauki

1

Gender stereotypes and their gender-specific impact on academic achievement

100%

Endepohls-Ulpe M.

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nr 43

3-16

EN

After decades of research into disadvantages for girls in the educational system, “male underachievement” has recently become a frequently discussed topic in the social sciences. A glance at explanations for the development of gender differences in academic achievement reveals that the disadvantages for males and females are explained differently to some extent, but that gender stereotypes seem to play an important part in most popular theoretical approaches. This article gives an overview of actual gender differences in academic achievement in Europe. Following a short description of the nature and functioning of stereotypes in general, and of gender stereotypes in particular, the article discusses the current state of empirical research on the most important theoretical explanations for gender differences in academic achievement and the role gender stereotypes play in these theories. Finally, open questions – and thus fields for further research – are outlined.

2

Should We Let Them Play or Not?

100%

Kim M. H. , Han S. H. , Han Y.

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2018

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tom 54

182-192

EN

Video games have been around for more than four decades. The purpose of video games is to entertain. Over time, the ways in which video games entertain have changed. Recently, there has been an influx of video games with the intent to educate. These games were created to educate the player while keeping them entertained. The impact of video games on education has yet to be examined. The purpose of this study is to gauge the effect of video games and its correlation with college entrance-exam scores. We assert that one major variable affecting the outcome of education and college entrance-exam score is the sudden prominence of video games in the American culture. Thus, our research will be on the effects that video games have on education, whether positive or negative.

3

Mutritional status, academic performance and parental feeding practices of primary school children in a rural district in Kelantan, Malaysia

100%

Lee Y. , Wan Abdul Manan W.

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nr 1

144-152

XX

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.

4

Determining Scholastic Aptitude Test as Predictors of Academic Achievement on Students of Islamic School in Indonesia

100%

Muhid A. , Yusuf A. , Kusaeri K. , Novitasari D. C. R. , Asyhar A. H. , Ridho A.

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2020

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tom 61

211-221

EN

Selection of new students is based on student potential. Research on the potential of the cognitive abilities and records of Islamic school students’ academic achievement in Indonesia are still very rare. This paper presents empirical data about the predictive ability of a test of scholastic ability for the academic achievement of Islamic school students in Indonesia. This research used a quantitative approach with a survey method that used the Ministry of Religious Affair (MORA)’s Scholastic Aptitude Test (SAT) and Students’ scores on 5 subjects in the first semester. The subjects of this study were 9609 Islamic school students selected using a quota sampling technique that represented Islamic schools in Indonesia. The results of this study indicate that all of the SAT subsets, those are verbal, numerical, analytical and spatial, are significant predictors of academic achievement of Islamic school students in Indonesia. The empirical analytical sub-test is the strongest predictor of Islamic school students’ academic scores. While, the analytical sub-test has very significant correlation with the academic score on Islamic Studies subjects. Meanwhile the verbal sub-test has a very strong relationship with academic achievement in Arabic and English subjects, the numerical sub-test very strongly relates to academic achievement in science and mathematics subjects. Among the four SAT subtests, the spatial sub-test had the lowest correlation with all subjects

5

Psychological Well-being of Senior Secondary School Students of Kashmir Valley in Relation to their Place of Living and Academic Achievement

100%

Bhat B. A.

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tom 64

101-108

EN

The aim of the study was to investigate the influence of place of living on psychological well-being of students studying in senior secondary schools and to test for interaction effects of place of living and academic achievement on psychological well-being. The analyzed data set contained information on 519 boys and girls in the 11t grade from the Kashmir valley of Jammu and Kashmir India. The study has a survey type design. Psychological well-being scale developed by Dr. Devendra Singh Sisodia and Ms. Pooja Choudhary (2012) has been used. The marks obtained in science by students served as the indicator of academic achievement. The statistical analysis was 2 ×3 (ANOVA) factorial designs. Results reveal a significant effect of the place of living on psychological well-being and show no significant interaction effect between the academic achievement levels (groups) in science and the place of living in terms of the psychological well-being of senior secondary students.

6

The effect of school entrance age on academic performance

88%

Konarzewski K.

Edukacja

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2014

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nr 5(130)

5–18

EN

The study investigated the relationships between school achievement and pupil age at entry into first grade and age relative to the class. Data from 101 519 grade 4 pupils were selected from TIMSS 2011 achievement data in mathematics and science, collected from national samples of 25 European countries. Hierarchical regression analysis showed that the effect of class relative age was greater than the effect of grade relative age and it was significantly higher in younger than older classes. Average achievement (especially in science) was better in older classes.

7

Motivation for participation in competition and avoidance of competition: the role of the accuracy of comparative self-evaluations of academic performance

88%

Šimek D. , Košir K.

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tom 39

142-152

EN

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.

8

Self-Regulation in Higher Education: Students’ Motivational, Regulational and Learning Strategies, and Their Relationships to Study Success

88%

Virtanen P. , Nevgi A. , Niemi H.

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nr 1-2

20-34

EN

This study investigates how in the self-regulation of learning (SRL; Pintrich 2000; Zimmerman, 2000), the motivational and affective factors are related to regulation strategies of behaviour and context, and learning strategies - and identifies different profiles in SRL. The study also aims to explore which factors of SRL are related to study success and study progress during master degree studies. The data consist of undergraduate students’ (N = 1248) responses to IQ Learn self-report questionnaires, and of data (n = 229) retrieved from the university ’ s study register. The results revealed that the sub-processes of SRL: motivational and affective components, regulation strategies and learning strategies are systematically related with each other. In addition, motivational and affective factors, especially Intrinsic motivation predicted the use of strategies regulating behaviour and context and the use of learning strategies. Study success correlated slightly positively with accumulation of credits indicating that students with better grades proceed efficiently in their studies. Yet, accumulation of credits was evidenced to relate slightly and negatively with expectancy components of SRL and the use of deep learning strategies. Finally, three student profiles in SRL were encountered: (1) Aiming high with insufficient SRL, (2) Excellent in SRL, and (3) Distressed performers. Educational implications and the needs for future research are discussed.

9

Professor Maria Rudawska

88%

Leski T.

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nr 2

10

Psychosocial and Organizational Aspects of Didactic Achievement: Sex, School-type, and Self-esteem

75%

Chomczyńska-Rubacha M.

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tom 37

150-160

EN

The results presented here are taken from empirical studies relating to the relation between academic achievement and sex, type of school, and self-esteem, as well as self-esteem and sex, school level, and academic achievement. Aside from specific issues, these results show, first, that levels of achievement and self-esteem in middle school show much lower values than in high school and primary school. Secondly, although girls show a higher level of achievement, there is no difference between their self-esteem compared to the self-esteem of boys.

11

How to make a lecture course an engaging learning experience?

63%

Lonka K. , Ketonen E.

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tom 2

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nr 2-3

63-74

EN

This paper investigates engagement and active learning in university mass education. It presents the results of an empirical study on the level of interest and the academic emotions that were experienced during an engaging lecture course, and how such variables were related to flow experience, self-study time, and study success.The participants (n=107) were Finnish first-year teacher students in an educational psychology lecture course. The data were collected by using a questionnaire that measured interest, academic emotions, sense of competence, challenge experienced, and self-study time five days before the final examination. Correlations among variables were measured, a step-wise cluster analysis and two ANOVA tests conducted.The participants were highly engaged and interested during the course. Interest, enthusiasm, sense of competence, and self-study time correlated positively with the grade awarded for the course. Three clusters (emotional profiles) were identified: engaged (36 %), unstressed (25 %), and anxious (39 %) student groups. Engaged students spent the most hours in self-study and received the best grades. Unstressed students were the least active in self-study and also achieved the lowest grades.Interest and sense of competence were decisive variables in successful studying during an engaging lecture course. Opportunities to develop blended learning environments that foster active learning in lectures were further discussed.

12

Znaczenie postaw wobec badań naukowych i statystyki w procesie kształcenia akademickiego psychologów. Przegląd literatury

63%

Flakus M.

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nr 4(2017)

76–89

PL

W artykule została przeanalizowana rola postaw wobec badań naukowych i statystyki w kontekście kształcenia przyszłych psychologów w zakresie przedmiotów związanych z metodologią prowadzenia badań naukowych. Oba rodzaje postaw obejmują wiele reakcji poznawczych, afektywnych i behawioralnych, dość powszechnie wyrażanych przez studentów jako lęk czy niechęć do prowadzenia badań naukowych. Są one również jednymi z kluczowych zmiennych powiązanych z efektywnością kształcenia w zakresie przedmiotów metodologicznych i statystycznych. U ich podstaw leżą dotychczasowe doświadczenia edukacyjne, wpływy środowiska rodzinno-rówieśniczego oraz indywidualne cechy studentów. Ponadto pozytywne postawy wobec badań naukowych i statystyki są istotne dla rozwijania odpowiedniego poziomu świadomości metodologicznej.

XX

This article presents an analysis of the importance of attitudes toward research and statistics (ATR/S) in relation to the education of future psychologists in the field of research methods. ATR/S are considered to be one of the key factors relating to the effectiveness of the education of research methods and statistics. ATR/S encompasses a number of cognitive, affective and behavioural reactions, which are commonly verbalized by students as anxiety or aversion to conducting research. The sources of these attitudes seem to consist of three elements: previous educational experiences, parental and peer influences, and the individual characteristics of students. Furthermore, positive attitudes towards research and statistics seem to be crucial for developing an appropriate level of methodological awareness.