Zobrazeno 1 - 10
of 13
pro vyhledávání: '"Heidi Pustjens"'
Publikováno v:
Psychologica Belgica, Vol 47, Iss 1, Pp 5-29 (2007)
The present study focuses not only on the impact of students' achievement motivation, but also on the influence of achievement motivation of fellow students on status and growth in language and math achievement across Grades 7 and 8. The achievement
Externí odkaz:
https://doaj.org/article/52a4b085b15d48148148c337521b3c3c
Publikováno v:
Effective Education. 2:53-84
This article investigates the effect of change in average age, socio‐economic status (SES) and class size upon the change in average reading achievement between the Progress in International Reading Literacy Study (PIRLS) 2001 and PIRLS 2006 at the
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3bf7ccb9c180596b802c6993087014d1
https://doi.org/10.1080/19415531003616888
https://doi.org/10.1080/19415531003616888
Autor:
Agnes De Munter, Beatrijs De Fraine, Jan Van Damme, Eva Van de gaer, Heidi Pustjens, Patrick Onghena
Publikováno v:
School Effectiveness and School Improvement. 20:235-253
The main objective of the present study is to gain more insight into the school effects on the development of 2 noncognitive student outcomes, namely, the motivation toward learning tasks and the academic self-concept, and, more specifically, on the
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a0dc5a4a0bb6837c7c3df31bb8b0f98d
https://doi.org/10.1080/09243450902883920
https://doi.org/10.1080/09243450902883920
Publikováno v:
Merrill-Palmer Quarterly. 55:373-405
The present study investigated (1) gender differences in the longitudinal development of language achievement and school engagement (i.e., effort for language, attitude toward learning tasks, interest in learning tasks, and relationship with teachers
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b25e93979fd9e934946e9bcf7a47d9a7
https://doi.org/10.1353/mpq.0.0034
https://doi.org/10.1353/mpq.0.0034
Publikováno v:
School Effectiveness and School Improvement. 19:155-182
The major aim of educational effectiveness research is to examine and explain school, class, and teacher differences with respect to relevant educational criteria. Until now, in the large majority of studies, language and mathematics scores were used
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::da4dcfc4d4ed5529a4ada33816deb1ad
https://doi.org/10.1080/09243450802047923
https://doi.org/10.1080/09243450802047923
Publikováno v:
Sex Roles. 59:568-585
The present study investigated whether the relationship between mathematics participation and mathematics achievement is reciprocal for boys and girls. In Years 1, 2, 4 and 6 (US grades 7, 8, 10 and 12), we administered mathematics achievement tests
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d99b8a76fcb46aa7bad7a737a51a19c2
https://doi.org/10.1007/s11199-008-9455-x
https://doi.org/10.1007/s11199-008-9455-x
Publikováno v:
The Journal of Educational Research. 101:78-90
The authors examined whether gender differences in language achievement were related not only to gender differences in attitudes toward schooling but also to the attitudes toward schooling of peers (i.e., peers in classes and in schools). The authors
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8d36507419cc3d74a93ca5ba4a4676e4
https://doi.org/10.3200/joer.101.2.78-93
https://doi.org/10.3200/joer.101.2.78-93
Publikováno v:
British Educational Research Journal. 33:419-440
A considerable body of previous research has demonstrated that differences between schools and classes have an impact on students' learning and acquisition of skills. It is not yet clear, however, whether the effects persist in the longer term. The p
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9b8d0fb2d20a4cacd1846e2312e88338
https://doi.org/10.1080/01411920701243677
https://doi.org/10.1080/01411920701243677
Publikováno v:
Sex Roles. 55:397-408
The present study was designed to examine how the attitudinal composition of class groups is related to the gender gap in language achievement at the end of secondary education. Data were drawn from the LOSO project and multilevel analyses were used.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::eead2f38885b1bd92c2d7e72aa936ee1
https://doi.org/10.1007/s11199-006-9092-1
https://doi.org/10.1007/s11199-006-9092-1
Publikováno v:
British Journal of Sociology of Education. 27:293-309
In this study we examined whether the underachievement of boys in language at the end of secondary education is related to school‐related attitudes. Data were drawn from the LOSO project, a longitudinal research project in secondary education. The
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::360b9ac43cc459bb87e04443568896ff
https://doi.org/10.1080/01425690600750478
https://doi.org/10.1080/01425690600750478