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Balduf, Megan – Journal of Advanced Academics, 2009
Many high-achieving students do not question their academic success. They do well and are content with the study skills they have developed to ensure that they achieve their goals. However, these students, whose high schools considered them achievers, experience difficulties and sometimes failure in situations where they had previously experienced…
Descriptors: College Freshmen, Academically Gifted, Student Motivation, Motivation Techniques
Beghetto, Ronald A.; Kaufman, James C. – Journal of Advanced Academics, 2009
Academic learning and creativity should be overlapping goals that can be simultaneously pursued in programs of advanced academics. However, efforts aimed at nurturing creativity and academic learning sometimes are represented as two related but separate paths; this separation is unnecessary and can undermine the development of creative and…
Descriptors: Gifted, Creativity, Academic Achievement, Holistic Approach
Bembenutty, Hefer – Journal of Advanced Academics, 2009
Academic delay of gratification is a significant and positive predictor of students' final course grades, even after controlling for the effect of their rating of the course, expected grade, and degree of interest, importance, and utility of the academic task. Students' expected course grades are by far the strongest predictor of their final…
Descriptors: College Students, Delay of Gratification, Student Attitudes, Student Motivation
Shaw, Emily J.; Kobrin, Jennifer L.; Packman, Sheryl F.; Schmidt, Amy Elizabeth – Journal of Advanced Academics, 2009
The media communicates the existence of two distinct types of college applicants: the frenzied, overachieving, anxious student who applies to many institutions, and the underprepared, less advantaged student whose parents are not at all familiar with the application process. The purpose of this study is to more realistically describe distinct…
Descriptors: College Preparation, College Choice, College Applicants, Enrollment Management
Shiu, Alexandra; Kettler, Todd; Johnsen, Susan K. – Journal of Advanced Academics, 2009
This article describes the effects of placing Spanish-speaking students in an Advanced Placement (AP) Spanish Language course in the 8th grade. Fifty-eight Hispanic students in the AP class and a similar comparison group answered survey questions on parental involvement, peers, sense of belonging at school, and academic aspirations. Data gathered…
Descriptors: Advanced Courses, Speech Communication, Advanced Placement, Parent Participation
Artino, Anthony R., Jr.; Stephens, Jason M. – Journal of Advanced Academics, 2009
This study examined students' motivational beliefs, negative achievement emotions, and several measures of academic success in an online course. Naval Academy undergraduates (N = 481) completed a survey that assessed their motivational beliefs (self-efficacy and task value); negative achievement emotions (boredom and frustration); and a collection…
Descriptors: Electronic Learning, Undergraduate Students, Military Schools, Student Motivation
Ray, Juliet M. – Journal of Advanced Academics, 2009
Evidence suggests that dual language (DL) programs have the potential to foster both significant academic achievement and increased cultural awareness in the students they serve. As such, DL programs offer both language majority and language minority learners the opportunity to reach advanced levels of academic achievement. Nonetheless, the…
Descriptors: Language Minorities, Cultural Awareness, Academic Achievement, Bilingual Education Programs
Li, Yan; Alfeld, Corinne; Kennedy, Rebecca Prince; Putallaz, Martha – Journal of Advanced Academics, 2009
Through their participation in a seventh-grade talent search in 1996-1997, students qualified to attend a summer program at Duke University's Talent Identification Program (Duke TIP). of the North Carolina students in this group, some attended at least one summer program in middle school and others had qualified for but did not attend a summer…
Descriptors: Majors (Students), Summer Programs, Talent, Educational Attainment
Jones, Brent M. – Journal of Advanced Academics, 2009
Unless we sharply increase the training of homegrown math and science talents, we may suffer negative economic and technological consequences. One means of addressing this challenge has been through specialty schools devoted to science, technology, engineering, and mathematics (STEM) training. In 1980, the North Carolina School of Science and…
Descriptors: Talent, Residential Schools, Academic Achievement, Mathematics Education
Cleary, Timothy J.; Platten, Peter; Nelson, Amy – Journal of Advanced Academics, 2008
Impacting the academic performance of high school students in core academic content areas is important because of the high-stakes nature of secondary school course grades relative to their vocational and post-secondary pursuits. Getting students to become more active, strategic participants in their learning by teaching them empirically supported…
Descriptors: Intervention, School Psychologists, Academic Achievement, Learning Strategies
Turner, Jeannine E.; Husman, Jenefer – Journal of Advanced Academics, 2008
In the face of shame, students may need to turn the global focus of their failures into more discrete behaviors that they can control. Instructors can facilitate this process by informing students of specific behaviors they can enact to support successful achievement, including study and volitional strategies. Students' use of multiple study and…
Descriptors: College Freshmen, Learning Strategies, Student Motivation, Metacognition
Mayer, Anysia P. – Journal of Advanced Academics, 2008
Students of color are consistently underrepresented in honors and gifted programs nationwide, and even high-achieving students share many of the risk factors with their low-achieving peers. The study presented in this paper employed mixed methods to investigate the relationship between the design of a rigorous college preparatory program, the…
Descriptors: African American Students, Intervention, Economically Disadvantaged, Academic Achievement
Barber, Carolyn; Torney-Purta, Judith – Journal of Advanced Academics, 2008
The discrepancies between test-based and teacher-based criteria of high achievement are well-documented for students of all ages. This study seeks to determine whether certain high school students who score high on tests of academic achievement are more likely than others to be nominated for advanced academic programs by their teachers. Using…
Descriptors: Self Efficacy, High Achievement, Academic Achievement, Student Motivation
Tanner, C. Kenneth – Journal of Advanced Academics, 2008
This descriptive study investigated the possible effects of selected school design patterns on third-grade students' academic achievement. A reduced regression analysis revealed the effects of school design components (patterns) on ITBS achievement data, after including control variables, for a sample of third-grade students drawn from 24…
Descriptors: Personal Space, Educational Facilities Design, Academic Achievement, Predictor Variables
York, E. Anne – Journal of Advanced Academics, 2008
The purpose of this research was to examine the college and career plans of a high-achieving group of students, high school valedictorians, to determine whether the females had equal aspirations with the males at the end of the senior year of high school in terms of their intended college major, the selectivity of their chosen college, and for…
Descriptors: Majors (Students), Females, Academic Achievement, High Achievement
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