Third graders (94 girls and 100 boys) and junior high school students (143 girls and 136 boys) completed questionnaires about mathematics achievement-related beliefs. Girls rated their own abilities more negatively, had lower expectations, and were more likely to attribute failure to low ability compared to boys. (SLD)

Perceptions of U.S. (n=870), Chinese (n=709), and Japanese (n=713) mothers about their children's problems with first and fifth grade mathematics were examined in two studies. Results suggest that U.S. mothers evaluated their children's skills less critically and had lower mathematics achievement standards than did Asians. (SLD)

The hypothesis that college grade point average (GPA) is predictable by student time management was tested. Ninety college students completed a time-management questionnaire in 1983. Four years later, comparison with cumulative GPA indicated that time-management practices may influence achievement. Time management was a better predictor than…

Limitations of the confirmatory factor analysis conducted by H. W. Marsh to demonstrate the multidimensionality of a rating form to assess student evaluation of teaching effectiveness are discussed. A secondary analysis suggests that dimensionality is not stable across solutions and a global factor can be retrieved. (SLD)

Abrami and d'Apollonia dispute previous findings of the multidimensionality of students' evaluations of teaching effectiveness, but their analysis has several weaknesses, particularly in the failure to distinguish between exploratory and confirmatory factor analysis. Support for the multidimensional perspective remains strong. (SLD)

The study of ability factors in young children has passed the stage of demonstrating that separate factors exist, the effort now being devoted to systematic identification of measurable abilities. This study was designed to confirm some of the tentative abilities demonstrated in other studies and to extend the exploration into memory processes and…

A total of 112 female teachers and student teachers acted as participants or observers in an experimental situation in which the participant taught a simulated elementary school child a mathematics lesson for three 5-minute trials while the observer watched. The child's performance supposedly either improved over trials (Low-High), deteriorated…

Ninety-three elementary school children were interviewed about fairness of selected practices for influencing motivation to learn. Responses reflected their purposes for learning and their definitions of learning. Children held diverse views and valued different rewards, suggesting that teachers should treat students as thoughtful moral agents…

Five experiments with 586 college students investigated how ability differences, learning task characteristics, and motivational and volitional processes combine to explain performance differences in an associative memory or substitution task. Results are discussed in terms of developing a more comprehensive understanding of learner differences.…

A cross-validation study is reported in which personality and cognitive ability variables were evaluated as predictors of 2 separate performance criteria for 450 Master of Business Administration students. Personality variables are found to be related to academic success when characteristic modes of behavior play a role in academic performance.…

A randomized clinical trial procedure was used at eight program sites to determine the impact of the Infant Health and Development Program (IHDP), a parental education and support and child care program, on the home environment of 985 infants. Differences favoring intervention were apparent at three years, suggesting favorable program impact. (SLD)

The effect of extended text writing on the writing proficiency of urban elementary school students was investigated with 39 fourth- and fifth-grade classrooms. Both quality of writing and use of writing conventions was better for students with extended writing practice, a result consistent for minority and European American students. (SLD)

In two experiments involving 260 college students, the generation effect, which occurs when individuals remember materials they have generated better than materials generated by others, was studied. Results support the generation effect and indicate that it occurs in a natural setting but only for test items targeted by generating students. (SLD)

Two experiments involving 65 college students support the hypothesis that, when students read about a familiar topic, they use a reinstatement-and-integration strategy in which familiar knowledge is retrieved from long-term memory along with some information about the original context in which facts were learned. (SLD)

In 2 experiments, 261 middle school students processed an analogy and responded to factual and inferential target-domain questions in a study of variables that contribute to the formation of analogical misconceptions. Results of both experiments support a six-variable model of analogical misconception formation. (SLD)