Sentences with phrase «academic motivation as»

Guided by the integrative model of parenting, the present study investigated the relationship between parental monitoring and racial / ethnic minority adolescents» school engagement and academic motivation as a function of parental warmth, and explored whether these associations varied for boys and girls.

UIC's Cassandra McKay - Jackson highlighted additional negative outcomes associated with school mobility, «(L) ow attachment (or school detachment) is related to higher levels of violent behavior and aggressive beliefs, more negatively perceived school climate, and lower academic motivation as well as higher risk for school dropout.»

Not exact matches

The District Chief Executive (DCE) for his part said the assembly will continue to support brilliant but needy students at various levels of the academic ladder, provision of physical infrastructure, motivation packages for teachers as well as provision of teaching and learning materials.

In that series, I discussed some of my motivations for developing a consultancy and some of the challenges unique to academics wishing to take this route, such as steering clear of conflicts of interest with your home institution.

The applicants» academic and research achievements, their motivation and dedication, their recommendations as well as extracurricular activities are some of the decisive details.

Kids with «poor attendance,» «excessive tardiness,» «academic failure,» «apathy,» «social issues,» low motivation, and such «challenges to success» as pregnancy and poverty, it read.

Even as school systems redrew their boundaries, fired black teachers and principals, and tore up foundational enrollment structures to comply with desegregation orders, they largely ignored Coleman's earlier research on motivation and academic achievement, which found that competition «has a magic ability to create a strong group goal.»

This makes it difficult to confidently assess the causal effects of the program, separate from pre-existing characteristics which may simultaneously affect both who participates in FWS as well as subsequent academic and labor market outcomes (factors such as student's academic ability, organization, or motivation).

The report, scheduled for release this week, examines racial patterns in the aspirations and motivations of middle and high school students, as well as their feelings toward teachers and the role that peer pressure plays in their academic aspirations.

Closer examination of the studies of such schools clearly show that the apparent academic advances are due to the presence of such factors as smaller class size, more resources, greater parental interest, and higher student ability and motivation — not to the absence of the opposite sex.

Even after adjusting for observed demographic differences, researchers always wondered whether unobserved differences that were not being accounted for, such as parental motivation or the intellectual richness of home life, played a larger role than the schools themselves in causing differences in academic performance between public and private schools.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

Living by the mantra «pedagogy before technology», Dr Cowling works to help teachers and academics innovate with technology, improving student motivation and learning outcomes, and leveraging technology as a tool to improve the overall education process.

But motivation is a complex phenomenon and depends, among other things, on whether a student identifies as the kind of person who belongs in a particular academic setting, or on whether he believes that his ability in an area can be developed with effort.

A study that assessed the enduring effects of the Seattle Social Development Project — another elementary school program — on former participants at age 18 found lower rates of violent behavior, heavy drinking, and sexual activity, as well as higher academic motivation and achievement, for program participants relative to comparison group students (Hawkins, Catalano, Kosterman, Abbot, & Hill, 1999).

The many schools using Positive Action stand as testimony that focusing on positive reinforcement and intrinsic motivation in the classroom results in a positive environment for teaching and learning and enhances academic rigor.

These programs help to increase homework completion, improve student academic achievement, and aid in the development of skills and behaviors important for academic success such as attendance, getting along with others, motivation to learn, participation in classroom activities, and positive classroom behavior.

This will impact on academic learning and motivation as well as staff and pupil well - being.

International Journal of Educational research, 31 (6), 445 — 457], the effects of self - regulated learning on academic achievement, on cognitive and metacognitive strategy application, as well as on motivation were analyzed.

Keywords: homeschooling, African American, Black students, motivation, academic achievement, school choice, parents as teachers, parent involvement, educational policy, peer - reviewed journal.

Some placement criteria are based on student academic performance such as test scores, while others are based on non-academic factors such as student discipline and motivation.

Experts believe participation in gifted education services results in positive outcomes such as improvements in academic performance, motivation and engagement with learning.

As part of the Carnegie Alpha Lab Research Network, this program of research involves rapid prototyping and testing of innovations to examine how changing students» motivation beliefs towards their classes (e.g., perceptions of confidence and value) can improve academic outcomes.

Presentations at the NCTE Conference were about narrative as a way of fostering student engagement and motivation, narrative as a way to understand other people's cultures or environments, narrative as a way to create student voice, narrative as a spur to innovative thinking, narrative as a way to learn any academic discipline, narrative as a form of persuasion, narrative as a way to create personal meaning and new knowledge, narrative as an impetus for social change, narrative as a way to inspire creativity, narrative as the beginning of inquiry, narrative as an expression of imagination, narrative as a reflection on one's own process of learning, and narrative as the basis of collaboration among those with multiple perspectives.

As much as I can understand some of the motivations behind opting out of standardized tests, I think it complicates the goal of helping all students to achieve at higher levels and close long standing academic achievement gapAs much as I can understand some of the motivations behind opting out of standardized tests, I think it complicates the goal of helping all students to achieve at higher levels and close long standing academic achievement gapas I can understand some of the motivations behind opting out of standardized tests, I think it complicates the goal of helping all students to achieve at higher levels and close long standing academic achievement gaps.

The authors theorize that characteristics more commonly associated with girls» academic behavior, such as higher levels of concentration and motivation to perform well, may help to explain their positive influence, sciencedaily.com reported.

If a student treated a problem of writing company selection with due diligence and motivation then he / she is sure to be satisfied with their cooperation as the result will be a profound academic project that would earn high estimation of the professor.

«Posner goes on to explore the subtleties of motivation, reception and culpability of a range of literary, student and academic plagiarists and near - plagiarists as well as the phenomenon of ghostwriting, and the difficulties of writing textbooks without borrowing ideas.

In addition to the two scholarship programs, the firm will be serving as a program sponsor for the Just The Beginning Foundation, a pipeline program designed to reach out to students at various points along the educational spectrum and give them academic support, life experiences, tools and motivation to keep them in school and help them to see that the legal profession is open and welcoming to individuals from diverse backgrounds.

Simmons & Simmons is interested in finding out about your academic successes but will also explore your ability to form excellent interpersonal relations and work within a team environment, as well as your levels of motivation, drive and ambition through all stages of the application process and beyond.

Iam seeking an occupation in the educational field where Iam able to teach socially acceptable behavior to the students employing techniques such as behavior modification and positive reinforcement; write individualized education plans; work wiyh students to increase motivation; instruct students in academic subjects such as: reading / language atrs, math, social studies and science; observe, evaluate, and prepare reports on...

Her current interests focus on the reasons underlying children's academic struggles, such as learning disabilities, giftedness, poor motivation, anxiety, developmental disability, etc..

This conception is consistent with current views of academic achievement motivation that recognize everyday setbacks and challenges as part of the learning process (e.g., Martin & Marsh, 2008).

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

There are a number of factors which make managing A1C particularly difficult for teens including: Social pressures and responsibilities, motivation, personality, nutrition, substance use, sleep habits, brain re-structuring, defence mechanisms (such as denial and avoidance), social justice issues (oppresion — racism), diabetes education, individuation, future - oriented culture, access to health services, family structure and dynamic issues, marital conflict between parents, family and friendship conflict with teen, mental health stigma, academic pressure and responsibility, limited mindfulness and somatic awareness, spirituality (especially concerning death), an under - developed ability to conceptualize long - term cause and effect (this is developmentally normal for teens), co-parenting discrepencies, emotional inteligence, individuation, hormonal changes, the tendency for co-morbidity (people with diabetes can be more prone to additional physical and mental health diagnosis), and many other life / environmental stressors (poverty, grief etc.).

[jounal] Walker, C. O. / 2006 / Identification with academics, intrinstic / extrinsic motivation, and self - efficacy as predictors of cognitive engagement / Learning and Individual Differences 16: 1 ~ 12