Sentences with phrase «with high achievement motivation»

Students with high achievement motivation have «stick to it» behaviors (sometimes referred to as grit) that often lead them to accomplish what they set out to do.

Not exact matches

According to well - established research lasting motivation does not happen with incentives, but rather when employees (1) feel a sense of achievement, (2) have choice and the ability to participate on their own terms, (3) have opportunities to interact with others, (4) feel connected to a higher purpose, and (5) have fun.

Effects of writing motivation and engagement: We found that the positive writing motivation and engagement factors were associated with greater enjoyment of writing, greater participation in writing tasks, more positive writing goals, more resilience when faced with difficult writing tasks, and higher literacy achievement.

While previous research indicates that ability grouping is in fact correlated with higher achievement, these findings could be misleading if students placed in high - ability classrooms were likely to be successful for reasons that researchers are unable to measure, such as stronger motivation.

Using both quantitative and qualitative measures, she found that from elementary school to high school, happiness is positively correlated with motivation and academic achievement.

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).

Perhaps two of the most significant findings from the list above are that students are developing higher levels of academic engagement, collaboration, motivation, and self efficacy and that deeper learning is working with students regardless of their income levels or prior school achievement.

Students will develop critical thinking skills, cultivate high levels of self - motivation for personal and professional achievement, and recognize they can affect change in a global society through their rigorous curriculum and cultivated relationships with many established partners.

And minority principals can make unique contributions to students» levels of comfort, motivation, and achievement in schools with high populations of minorities.

Two quite different groups of people advocate this view: one group (not much concerned with equity) believes that if school professionals were more highly motivated, problems of low student achievement would be solved; a second group (passionately concerned about equity) believes that the solution is much more complicated but believes that even to acknowledge such complexity decreases the school's motivation to achieve high standards with children who, traditionally, do not do well in school.

These included specific learning disabilities (such as with reading, writing, mathematics), low socio - economic status, low motivation, prior achievement difficulties, and even aspects of personality, such as low conscientiousness or high neuroticism.

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).

In the early 1970s, a Harvard professor David C. McClelland, a distinguished psychologist with a particular interest in motivation and achievement, developed a set of personality tests to identify which attitudes and habits were shared and demonstrated by high achievers.