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The Impact Of Student Locus Of Control On Academic Achievement As A Function Of Lecture Versus Computer Assisted Instruction
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Book Synopsis The Impact of Student Locus of Control on Academic Achievement as a Function of Lecture Versus Computer-assisted Instruction by : Gregory Chase Hamilton
Download or read book The Impact of Student Locus of Control on Academic Achievement as a Function of Lecture Versus Computer-assisted Instruction written by Gregory Chase Hamilton and published by . This book was released on 1984 with total page 588 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 1987 with total page 700 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Journal of Computers in Mathematics and Science Teaching by :
Download or read book The Journal of Computers in Mathematics and Science Teaching written by and published by . This book was released on 1994 with total page 504 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Comprehensive Dissertation Index by :
Download or read book Comprehensive Dissertation Index written by and published by . This book was released on 1989 with total page 780 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Computer-assisted Instruction on Student Self-concept, Locus of Control, and Level of Aspiration by : Ian David Smith
Download or read book The Effects of Computer-assisted Instruction on Student Self-concept, Locus of Control, and Level of Aspiration written by Ian David Smith and published by . This book was released on 1971 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis American Doctoral Dissertations by :
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1998 with total page 784 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis ASHE Directory of Doctoral Dissertations by :
Download or read book ASHE Directory of Doctoral Dissertations written by and published by . This book was released on 1984 with total page 82 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Cumulated Index Medicus written by and published by . This book was released on 1974 with total page 1216 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Academic Achievement as a Function of Locus of Control and Achievement Via Conformance Versus Achievement Via Independence by : Jean Marie Dixen
Download or read book Academic Achievement as a Function of Locus of Control and Achievement Via Conformance Versus Achievement Via Independence written by Jean Marie Dixen and published by . This book was released on 1977 with total page 78 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 1986 with total page 1110 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Relationship Between Locus of Control and Academic Achievement of College Students by : Philip J. Bolduc
Download or read book The Relationship Between Locus of Control and Academic Achievement of College Students written by Philip J. Bolduc and published by . This book was released on 1978 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Self-Regulated Learning and Academic Achievement by : Barry J. Zimmerman
Download or read book Self-Regulated Learning and Academic Achievement written by Barry J. Zimmerman and published by Springer Science & Business Media. This book was released on 2012-12-06 with total page 318 pages. Available in PDF, EPUB and Kindle. Book excerpt: Self-regulated learning is a new approach to studying student academic achievement. In contrast to previous ability or environmental formulations that address the why of achievement, self-regulation models focus on how students activate, alter, and sustain their learning practices using a variety of self-related processes. This book brings together a number of internationally known researchers representing different theoretical perspectives on students' self-regulated learning. In each chapter, the authors first describe a particular view of self-regulated learning to show how key subprocesses are defined and measured. Second, evidence that these key subprocesses affect student motivation and achievement is reviewed. Third, the authors describe and discuss how student self-regulated learning can be developed or taught based on their theoretical perspective. This book focuses on the influences of student self-regulated learning practices on academic achievement and motivation.
Download or read book Research in Education written by and published by . This book was released on 1974 with total page 1208 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1993-12 with total page 384 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Relationship Between Locus of Control and Academic Achievement Among at Risk Students by : Marthina Jacoba Kirchner
Download or read book The Relationship Between Locus of Control and Academic Achievement Among at Risk Students written by Marthina Jacoba Kirchner and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The main aim of this study was to determine whether the locus of control construct could be used to predict academic success. The study differentiated between short-term academic success (successful completion of the first year of study) and long-term academic success (successful completion of pre-graduate degree). Both generalised and domain specific locus of control measurements were used to determine which of these correlate with academic success. A further aim was to investigate the role of self esteem and level of defensiveness in the relationship between locus of control and academic achievement. Four measurement instruments were administered to an effective sample of 53 first year students at the University of Pretoria. The measurement instruments were the Internal, Powerful other and Chance Scales (Levenson, 1981), the Multi-dimensional, Multi-attributional Causality Scale (Lefcourt, 1981), the Social Desirability Scale (Crowne & Marlowe, 1960) and the Rosenberg Self-Esteem Scale (Rosenberg, 1965). The statistical analyses consisted of descriptive statistics and correlational analyses. Analysis of the data showed no significant correlation between locus of control and academic achievement for the group as a whole but did show a significant positive correlation between long-term academic success and generalised internality among black students. The data further showed a significant negative correlation between self esteem and long-term academic success. Self esteem correlated positively with an external orientation in both black and white students. The only significant predictor of academic success among white students was social desirability.
Book Synopsis Comprehensive Dissertation Index, 1861-1972: Psychology by : Xerox University Microfilms
Download or read book Comprehensive Dissertation Index, 1861-1972: Psychology written by Xerox University Microfilms and published by . This book was released on 1973 with total page 1032 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Effects of Knowledge of Accountability in Mastery Learning Programs on Academic Achievement, Goal Setting Characteristics, and Locus-of-Conrol Orientation by : Donn C. Ritchie
Download or read book Effects of Knowledge of Accountability in Mastery Learning Programs on Academic Achievement, Goal Setting Characteristics, and Locus-of-Conrol Orientation written by Donn C. Ritchie and published by . This book was released on 1992 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: During the past quarter century, over 1000 articles have documented changes in student behaviors related to participation in mastery learning programs. Although the results have been generally positive, a debate continues as to the cause for increased student performance: Are results due to changes in how students attend to the information, or simply due to increased study time as a result of remediation? In this study, a videodisc-based program in fractions was used with fifth-grade students. The videodisc-based instruction was chosen to help minimize differences in instructional materials, instructional time, and instructional delivery. A pretest-posttest, control-group design was used to compare academic achievement, locus of control, and goal setting scores of two groups (N=154). Both groups received instruction in fractions via the teacher-directed, videodisc-based Mastering Fractions program. Treatment 1 students (N=80) were knowledgeable that they were participating in a mastery-learning program and would be held accountable for their progress and remediation. Treatment 2 students (N=74) were not aware that their teacher was using mastery learning principles to determine progression and remediation. A control group (N=32) received their normal grade five mathematics program. Comparisons between Treatment 1 and Treatment 2 student scores, after adjustments for pretest results using analysis of covariance, revealed standardized mean difference effect sizes of +0.03 for achievement, +0.32 for locus-of-control, and +0.46 for goal setting mean scores favoring Treatment 1. A discrepancy in implementation of the videodisc program in two classes may have skewed results. When data from these two classes were omitted, the analyses showed adjusted standardized mean difference effect sizes of +0.63 for achievement, +0.75 for locus-of-control, and +0.55 for goal setting mean scores favoring Treatment 1. A two-way analysis of covariance with treatment groups and achievement levels was also conducted. Subsequent standardized mean difference effect sizes using adjusted mean scores were greatest for students from the lowest achievement level (+0.64 for internal locus-of-control and +0.55 for goal setting mean scores). When data from the two discrepant classes were omitted, the adjusted standardized mean difference effect sizes were found to be + 1.24 for internal locus-of-control and + 1.06 for goal setting mean scores favoring students from the lowest achievement level. Implications of these results for mastery learning programs in public schools are discussed.
