The Effects of Self-concept on Academic Achievement of Junior High School Students in Low Socio-economic Areas
Author: Samuel Lacodys Chatam
Publisher:
Published: 1967
Total Pages: 70
ISBN-13:
DOWNLOAD EBOOKRead and Download eBook Full
Author: Samuel Lacodys Chatam
Publisher:
Published: 1967
Total Pages: 70
ISBN-13:
DOWNLOAD EBOOKAuthor: Juan Luis Castejon
Publisher: Frontiers Media SA
Published: 2021-02-24
Total Pages: 243
ISBN-13: 2889665070
DOWNLOAD EBOOKAuthor: Engin Karadağ
Publisher: Springer
Published: 2017-05-14
Total Pages: 333
ISBN-13: 3319560832
DOWNLOAD EBOOKThis book focuses on the effect of psychological, social and demographic variables on student achievement and summarizes the current research findings in the field. It addresses the need for inclusive and interpretive studies in the field in order to interpret student achievement literature and suggests new pathways for further studies. Appropriately, a meta-analysis approach is used by the contributors to show the big picture to the researchers by analyzing and combining the findings from different independent studies. In particular, the authors compile various studies examining the relationship between student achievement and 21 psychological, social and demographic variables separately. The philosophy behind this book is to direct future research and practices rather than addressing the limits of current studies.
Author: Ahsan Akbar
Publisher: Frontiers Media SA
Published: 2023-06-05
Total Pages: 171
ISBN-13: 2832524974
DOWNLOAD EBOOKAuthor: T. A. Lamke
Publisher:
Published: 1968
Total Pages: 296
ISBN-13:
DOWNLOAD EBOOKAuthor: Library of Congress. Copyright Office
Publisher: Copyright Office, Library of Congress
Published: 1973
Total Pages: 1040
ISBN-13:
DOWNLOAD EBOOKAuthor:
Publisher:
Published: 1979
Total Pages: 1008
ISBN-13:
DOWNLOAD EBOOKAuthor: José Jesús Gázquez
Publisher: Frontiers Media SA
Published: 2018-10-18
Total Pages: 594
ISBN-13: 2889455912
DOWNLOAD EBOOKThe main objective of this Research Topic is to determine the conditions that place students at risk of school failure, identifying student and context variables. In spite of the fact that there is currently little doubt about how one learns and how to teach, in some countries of the “developed world,” there is still there is a high rate of school failure. Although the term “school failure” is a very complex construct, insofar as its causes, consequences, and development, from the field of educational psychology, the construct “student engagement” has recently gained special interest in an attempt to deal with the serious problem of school failure. School engagement builds on the anatomy of the students’ involvement in school and describes their feelings, behaviors, and thoughts about their school experiences. So, engagement is an important component of students’ school experience, with a close relationship to achievement and school failure. Children who self-set academic goals, attend school regularly and on time, behave well in class, complete their homework, and study at home are likely to interact adequately with the school social and physical environments and perform well in school. In contrast, children who miss school are more likely to display disruptive behaviors in class, miss homework frequently, exhibit violent behaviors on the playground, fail subjects, be retained and, if the behaviors persist, quit school. Moreover, engagement should also be considered as an important school outcome, eliciting more or less supportive reactions from educators. For example, children who display school-engaged behaviors are likely to receive motivational and instructional support from their teachers. The opposite may also be true. But what makes student engage more or less? The relevant literature indicates that personal variables (e.g., sensory, motor, neurodevelopmental, cognitive, motivational, emotional, behavior problems, learning difficulties, addictions), social and/or cultural variables (e.g., negative family conditions, child abuse, cultural deprivation, ethnic conditions, immigration), or school variables (e.g., coexistence at school, bullying, cyberbullying) may concurrently hinder engagement, preventing the student from acquiring the learnings in the same conditions as the rest of the classmates.