Sentences with phrase «improved academic motivation»

Zins, Weissberg, Wang, and Walberg (2004) found that social - emotional learning improved academic motivation and commitment, school attendance, study habits, and achievement, and Durlak and colleagues» meta - analysis found that it improved students» attitudes toward school and decreased negative behaviors (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011).

Not exact matches

When schools nurture student creativity, they foster inquisitiveness, persistence, imagination, discipline, and collaboration, leading to improved classroom behavior, motivation, attendance, and academic attainment.

Since that research was completed, powerful mobile broadband devices are now the primary technology infrastructure used by young people (Chiong & Shuler, 2010; Project Tomorrow, 2010); the EcoMobile project will study their potential power in academic settings to improve motivation and deepen learning of ecosystems science.

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.

Such incentives should most strongly affect the motivation of students who fail an exit exam the first time they take the test because failing provides a clear signal of students» need to improve their academic skills.

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.

Fostering more adaptive mindsets will kickstart self - reinforcing cycles of increased motivation, improved academic behaviors, increased and more sustained effort, and better performance that enable students to be ongoing agents in transforming their academic trajectory.

This report summarizes new psychological and behavioral research around building motivation and shows how teachers can increase motivation by encouraging positive behaviors, improving their academic mindsets, and enhancing their sense of connectedness.

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.

Research on differentiation shows that differentiation that increases motivation, engagement, and participation in the learning process can improve student academic success.

Malen and colleagues (1989) list six purported benefits of site - based management: (1) stakeholders, particularly parents and teachers, will be able to influence school policy decisions; (2) employee morale and motivation will be boosted; (3) school - wide planning processes will be strengthened; (4) instruction will improve; (5) effective schools» characteristics will develop; and (6) students» academic achievement will improve.

In addition, there is broad agreement and research evidence that shows that social and emotional skills can improve academic learning and enhance students» motivation to cooperate and achieve.

Academic outcomes resulting from social and emotional learning include greater motivation to learn and commitment to school, increased time devoted to schoolwork and mastery of subject matter, improved attendance, graduation rates, grades, and test scores.

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).

Considering our findings, future research should aim at interventions that focus on improving teachers» ability to handle poor academic motivation and externalizing behavioral problems.