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Secondary Student Motivation Orientations and Standards-Based Achievement Outcomes
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Meyer, Luanna H.; McClure, John; Walkey, Frank; Weir, Kirsty F.; McKenzie, Lynanne – British Journal of Educational Psychology, 2009
Background: Individual student characteristics such as competence motivation, achievement values, and goal orientations have been related in meaningful ways to task attainment. The standards-based National Certificate of Educational Achievement (NCEA) was developed in New Zealand with the intention of strengthening connections between student…
Descriptors: Student Attitudes, Low Achievement, High Achievement, Academic Achievement
Cognitive-Motivational Characteristics and Academic Achievement of Learning Disabled Children: A Longitudinal Study.
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Chapman, James W. – Journal of Educational Psychology, 1988
Academic self-concept, academic locus of control, and achievement expectations were investigated over a two-year period for 78 children identified as learning disabled (LD) and 71 normal children. It appears that negative school-related attitudes develop early in LD children and remain consistent through high school. (TJH)
Descriptors: Academic Achievement, Children, Comparative Analysis, Elementary School Students
Early Reading-Related Skills and Performance, Reading Self-Concept, and the Development of Academic Self-Concept: A Longitudinal Study.
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Chapman, James W.; Tunmer, William E.; Prochnow, Jane E. – Journal of Educational Psychology, 2000
Examines relations between academic self-concept (ASC) and measures of reading-related performance and self-concept in 60 beginning school children who were assessed as having positive, negative, or typical ASCs. Data reveals that children with negative ASCs performed poorly on reading-related tasks and reported more negative reading self-concepts…
Descriptors: Academic Achievement, Beginning Reading, Foreign Countries, Longitudinal Studies
Slow Starters and Long-Term Backward Readers: A Replication and Extension.
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McGee, Rob; And Others – British Journal of Educational Psychology, 1988
Analyzes data from a longitudinal investigation of reading ability in New Zealand children, ages 7-13. Children with lower reading abilities at age 13 were compared with children who were slow starters but had normal reading abilities at age 13 in an effort to identify predictors of reading progress. (22 references) (Author/LRW)
Descriptors: Analysis of Variance, Cognitive Development, Comparative Analysis, Elementary Education