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Mediating Effect Of Academic Self Efficacy Between Teachers Attitudes And Achievement Of Low Income High School Students
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Book Synopsis Mediating Effect of Academic Self-Efficacy between Teachers' Attitudes and Achievement of Low-Income High School Students by : Nickole M. Cottrill
Download or read book Mediating Effect of Academic Self-Efficacy between Teachers' Attitudes and Achievement of Low-Income High School Students written by Nickole M. Cottrill and published by . This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Self-Efficacy, Academic Aspirations, and Delinquency as Predictors of Academic Achievement in Australian High School Students by : Annemaree Caroll
Download or read book Self-Efficacy, Academic Aspirations, and Delinquency as Predictors of Academic Achievement in Australian High School Students written by Annemaree Caroll and published by . This book was released on 2012 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The present research explored the influences of self-efficacy, delinquency, and academic aspirations on the academic achievement of 935 high school students from ten high schools in two Australian capital cities (Brisbane and Perth). It was predicted that while academic and social self-efficacy and academic aspirations would have a positive impact on the academic achievement of high school students, self-regulatory efficacy and delinquency would have a negative impact. More specifically, we tested three competing models: the hypothesized mediated model of the mediational effects of academic aspirations and delinquency from academic, social and self-regulatory self-efficacy to academic achievement; a partially mediated model in which the direct effects of academic, social and self-regulatory self-efficacy on academic achievement were tested as well as the mediational effects of aspirations and delinquency; and a non-mediated model where direct paths from academic, social and self-regulatory self-efficacy to academic achievement were tested. Participants were administered the Children's Self-Efficacy Scale (Bandura, 1990); the Adapted Self-Report Delinquency Scale (Revised) (Carroll, Durkin, Houghton, & Hattie, 1996), and the Children's Academic Aspirations Scale (Bandura, 1996). For academic achievement, teachers provided midyear scores for each student in English. Structural equation modeling (SEM) was employed to establish and define the relationships between the constructs and the specific factors that comprised these variables and to test the three alternative models. Of the three models, the partially mediated model showed the best fit to the data, although age and socio-economic status (SES) were not significantly related to delinquency, and age and academic aspirations were not significantly related to academic achievement. Academic self-efficacy and academic achievement were strongly related suggesting a direct causal relationship between these two constructs.
Download or read book Research in Education written by and published by . This book was released on 1970 with total page 740 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Interrelationship of Self-esteem, Self Efficacy, Attitudes Toward Teachers and School, and Academic Achievement of At-risk Middle School Students by : Adlai A. Shaw
Download or read book The Interrelationship of Self-esteem, Self Efficacy, Attitudes Toward Teachers and School, and Academic Achievement of At-risk Middle School Students written by Adlai A. Shaw and published by . This book was released on 2008 with total page 77 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Crisis in Education by : Barry A. Farber
Download or read book Crisis in Education written by Barry A. Farber and published by Jossey-Bass. This book was released on 1991-03-11 with total page 384 pages. Available in PDF, EPUB and Kindle. Book excerpt: ?Without question, Farber's book on teacher burnout is the most comprehensive, analytic, and instructive book on the topic, and I urge the reader to study it.?--Seymour B. Sarason, author, The Predictable Failure of Educational Reform
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009 with total page 668 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teachers' Attitude About the Relationship Between Self-efficacy & Performance by : Tosha Kim Price
Download or read book Teachers' Attitude About the Relationship Between Self-efficacy & Performance written by Tosha Kim Price and published by . This book was released on 2017-05-25 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore teachers' attitudes about the relationship between self-efficacy and teacher performance pay in Grades 3 through 12 in the United States as well as determine whether input on testing criteria and student achievement would change teachers' attitudes about teacher performance pay and the teaching profession. A 65-question survey instrument entitled, Self-efficacy and Teacher Performance Pay, guided the research. The findings of the research question and sub-questions revealed a mixed relationship between teachers' attitudes about the relationship between self-efficacy and teacher performance pay. While there were many areas of concern for teachers, the research showed that teacher performance pay might not be the solution. The information collected showed that a majority of the participants were not in favor of using teacher performance pay models. However, with modifications in the design, implementation, and criteria for awarding teacher performance pay, the best plan may be created and accepted by more teachers.
Download or read book Resources in Education written by and published by . This book was released on 1999-10 with total page 358 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Assessment of the Effects of Affective Student Characteristics and Educational Background on Mathematics Achievement at the Level of Higher Education by : Mathew Akoko
Download or read book Assessment of the Effects of Affective Student Characteristics and Educational Background on Mathematics Achievement at the Level of Higher Education written by Mathew Akoko and published by GRIN Verlag. This book was released on 2011-06 with total page 217 pages. Available in PDF, EPUB and Kindle. Book excerpt: Doctoral Thesis / Dissertation from the year 2010 in the subject Sociology - Knowledge and Information, grade: A, ( Atlantic International University ) (School of Social and Human Studies), course: Doctorate in Education, language: English, abstract: The primary purpose of this research was to investigate the effects of individual student affective factors and educational background on mathematics achievement among higher education students as measured by semester grades in the core mathematics courses. Student Locus of Control, Self-Efficacy, and Mathematics Anxiety were the specific individual student affective factors that were examined in the study. Educational backgrounds of the students were examined as an attempt to explain the differences in mathematics performance at the higher education level. To achieve this, high school teacher characteristics and instructional practices in influencing students' affective factors were examined. All of the analyses presented were performed on data collected for the study from two institutions of higher education in Cameroon for the student participants and from high school mathematics teachers of the English-Speaking and the French-Speaking subsystems of education. The results of the study show that student internal locus of control, high mathematics self-efficacy, and Mathematics Anxiety were associated with performance in mathematics at the higher education level. The results also revealed a high significant difference in the performance of the students in mathematics from the two educational backgrounds, the English-Speaking and French-Speaking. The results of the study revealed that the English-Speaking subsystem of education is suffering from an acute shortage of qualified high school mathematics teachers. The results show that only 10.5% of the high school mathematics teachers who participated in the study had postgraduate qualifications as against 56.9% for mathematics teachers of the French-Speaking subsy
Book Synopsis Looking in Classrooms by : Thomas L. Good
Download or read book Looking in Classrooms written by Thomas L. Good and published by Routledge. This book was released on 2017-12-15 with total page 592 pages. Available in PDF, EPUB and Kindle. Book excerpt: Looking in Classrooms uses educational, psychological, and social science theories and classroom-based research to teach future classroom teachers about the complexities and demands of classroom instruction. While maintaining the core approach of the first ten editions, the book has been thoroughly revised and updated with new research-based content on teacher evaluation, self-assessment, and decision-making; special emphases on teaching students from diverse ethnic, cultural, class, and gender-identity contexts; and rich suggestions for integrating technology into classroom instruction. Widely considered to be the most comprehensive and authoritative source available on effective, successful teaching, Looking in Classrooms synthesizes the knowledge base on student motivation, classroom management, teacher expectations, teacher effectiveness, adaptive instruction for individual learners, and informative observational techniques for enhancing teaching. It addresses key topics in classroom instruction in an accessible fashion, promoting easy intepretation and transfer to practice, and articulates the roles of teacher-centered pedagogy, student-centered instruction, and project-based learning in today‘s classroom. Guided by durable historical knowledge as well as dynamic, emerging conceptions of teaching, this text is ideal for undergraduate teacher training programs and for masters-level courses for teachers, administrators, and superintendents.
Book Synopsis Current Index to Journals in Education by :
Download or read book Current Index to Journals in Education written by and published by . This book was released on 2001 with total page 900 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Tracking the Longitudinal Effects of Student-teacher Trust on Mathematics Self-efficacy for High School Students by : Kristin Emilia Harvey
Download or read book Tracking the Longitudinal Effects of Student-teacher Trust on Mathematics Self-efficacy for High School Students written by Kristin Emilia Harvey and published by . This book was released on 2013 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt: A current national priority is improving secondary school mathematics performance. National initiatives have attempted to help improve student achievement through curricular changes and stringent testing requirements; yet, these initiatives fail to consider the importance of student-teacher relationships in student motivation and achievement. High school students' trust in their mathematics teachers can lead to better relationships and increased feelings of competence, or mathematics self-efficacy, which is consistently linked to achievement. Student trust is based on perceptions of a teacher's competence, benevolence, openness, reliability, and honesty. The aim of my study is to determine the effect of trust in a teacher on student mathematics self-efficacy over the course of a school year, accounting for differences between individual students. The sample consisted of 230 ninth through twelfth grade students (57% girls) from a large high school in central Texas. Students reported their trust in their math teachers and their math self-efficacy at 4 time points. Growth curve modeling was utilized to model the effect of trust on self-efficacy over time. The results indicate that trust predicted self-efficacy over the course of the school year such that for a one point change in trust there was a corresponding .4 point change in self-efficacy. Gender was also a significant predictor of self-efficacy, with girls reporting lower self-efficacy on average. However, girls did not report lower trust, and the relation between trust and self-efficacy was not moderated by gender. Inasmuch as future studies should seek to expand on these findings, this study is an important first step into investigating the link between trust in teachers and self-efficacy. The results of this study serve to inform teachers, researchers, and policy makers of the importance of recognizing student-teacher relationships as an important factor in building student confidence and motivation.
Book Synopsis American Doctoral Dissertations by :
Download or read book American Doctoral Dissertations written by and published by . This book was released on 2002 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Relationships Between Academic Identity and Academic Achievement in Low-income Urban Adolescents by : Gabriela M. DeCandia
Download or read book Relationships Between Academic Identity and Academic Achievement in Low-income Urban Adolescents written by Gabriela M. DeCandia and published by . This book was released on 2014 with total page 79 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate the relationship between academic identity and academic achievement of low-income urban adolescents. Academic identity was defined by the constructs of future orientation, self-efficacy, confidence in academic abilities, and grit; academic achievement was defined by high school grade point average (GPA). The literature review covered research in the areas of identity formation, achievement motivation, and precollege programs. This study utilized data collected from high school students from low-income, urban backgrounds participating in a precollege program. Data from 257 participants were analyzed to answer the following research questions: (1) Does a relationship exist between academic achievement and any of the four academic identity variables? (2) In the case of a rejected null hypothesis, what is the unique contribution of each significant variable towards academic achievement? Results of a multiple regression analysis revealed a small statistically significant relationship between academic identity and academic achievement. No statistically significant unique contributions were detected from any of the four identity variables in isolation. While a small statistically significant relationship between academic identity and academic achievement was found, overall this study offered limited evidence to support the value of assessing academic identity to predict academic achievement in high school students. However, this study uncovered some important insights about the process of researching and evaluating precollege programs. In addition, through its limitations this study pointed out several improvements that can be made to future research on variables associated with academic achievement in high school students.
Book Synopsis Teacher Expectations and the Mediation Effects of Trust on Eighth Grade Adolescent Academic Self-efficacy and Achievement by : Jill M. Karp
Download or read book Teacher Expectations and the Mediation Effects of Trust on Eighth Grade Adolescent Academic Self-efficacy and Achievement written by Jill M. Karp and published by . This book was released on 2010 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Relationship of Self-efficacy and Student Achievement on Economically Disadvantaged Students by : Kwabena Boateng Mensah
Download or read book The Relationship of Self-efficacy and Student Achievement on Economically Disadvantaged Students written by Kwabena Boateng Mensah and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Our current school system is under much scrutiny as academic standards are steadily rising and student achievement is unable to keep pace with the rapid increases. At the core, economically disadvantaged students are achieving at lower levels than their counterparts and school leaders are left searching for answers. The purpose of this study was to determine if self-efficacy in economically disadvantaged students has a positive effect on student achievement. Research has been compiled that examines factors that influence student achievement, but studies focused on the self-efficacy of economically disadvantaged students are limited. This mixed-methods study intended to provide information that will be useful for all stakeholders that contribute to the success of economically disadvantaged students. This study revealed a significant difference in the performance of high self-efficacy economically disadvantaged students and low self-efficacy economically disadvantaged students on the 4th grade reading STAAR examination. High self-efficacy economically disadvantaged students consistently outperformed low self-efficacy counterparts. Additionally, responses from a focus group interview pointed to key areas that educators can address when developing self-efficacy in economically disadvantaged students and adults. This information can be utilized to guide conversations with students, develop the skills of teachers and parents, and adjust the perceptions of economically disadvantaged students in our schools.
Book Synopsis The Impact of Student Self-beliefs and Learning Behaviors on Mathematics Achievement for Nontraditional Students in an Online Charter High School by : Nathan Andrew Hawk
Download or read book The Impact of Student Self-beliefs and Learning Behaviors on Mathematics Achievement for Nontraditional Students in an Online Charter High School written by Nathan Andrew Hawk and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The importance of a high school diploma continues to increase. Still, certain student at-risk factors have been identified across the research literature that negatively impact likelihood to finish school and may increase prevalence of school dropout. That is, for students identified as at-risk, more maladaptive profiles of risk factors often lead to lower academic performance. However, these risk factors are typically non-adaptive, stable constructs endemic of prior experiences or external family-focused factors often uncontrolled by students; as such, transforming student achievement just by addressing this risk-performance relationship is insufficient. This study targeted this limitation by focusing on virtual learning environments. In online virtual-based learning, several important variables more amenable to change are posited to be important for student success in this study. These include mathematics self-efficacy, technology self-efficacy for online learning, and effective time management planning and monitoring. Combining these adaptive student personal characteristics with risk factors, the purpose of this study was to examine the relationship between student at-risk factors and mathematics achievement in the context of one online charter high school. Further, the study examined how student personal characteristics, which are often amenable to change and intervention, impact the relationship between risk and mathematics achievement. Using multiple linear regression, this study explored how at-risk factors interacted with student personal characteristics to influence mathematics achievement. Thus, the priority was to interpret the statistical mechanisms by which these student personal characteristics influenced the risk to achievement relationship. Results show that student performed at an average level in their Algebra 1 course. Further, students’ age, likely coinciding with the grade level they took the courses negatively and significantly predicted course grade. This result suggests that when students take the course, when they take it for the first time, or if they repeat the course, has a significant impact of the course achievement outcomes. Additionally, domain-specific self-efficacy in mathematics contributed most to course grade among the hypothesized moderators. Finally, the impact of family socioeconomic status (SES) on course grade was conditioned on level of one’s self-efficacy or time management. In general, more adaptive levels of one of the moderators lessened the impact of SES. On the other hand, while not significant, the conditional effect of the moderators on the relationship between parental involvement to course grade generally showed that higher levels of the moderators amplified this impact. This inquiry aims to enhance our understanding of the learning context in high school online learning, seeking to improve our awareness of critical and personal online learning factors that positively impact at-risk students’ online learning experience and achievement. Results of this study have important significance to high school virtual leaning in the mathematics classroom. The results show that when students have more adaptive self-efficacy or study behavior profile, impacts of prior family-based academic risk factors on achievement are lessened or positively strengthened. For virtual schools moving forward, teachers and administrators should consider ways to strengthen students’ self-efficacy and build programs to teach students about important learning behaviors, such as time management strategies.
