The author used phenomenology to explore the subjective experience of ninth-grade girls susceptible to mathematics-related stereotype threat in their authentic learning environments. The sample constituted students categorized as either having low or high susceptibility to stereotype threat (SST) enrolled in Honors mathematics classes at an urban…

Parental involvement at school offers unique opportunities for parents, and this school-based involvement has important implications for children's academic and behavioral outcomes. The authors used data from the Early Childhood Longitudinal Study-Kindergarten Cohort (National Center for Education Statistics, 2001) to examine race and immigrant…

In a study of economically disadvantaged college freshmen it was found that the only significant differentiating factor between them and the average student was grades. (JD)

As an initial step in the development of a study techniques program, this research examined some of the factors which contribute to college success. (Authors/JA)

Learning potential hypothesis and its applicability to hearing and deaf low-achieving students was examined in this article. Results indicate that learning potential procedures can be used effectively with the deaf. Implications for theory and future research are discussed. (Author/DF)

Fourth-grade students were administered the Estes Attitude Scale to measure attitudes towards core academic subjects. When results were compared with test results of actual school performance, it was found that both extreme overachievers and underachievers had poorer attitudes toward core subjects than had other more accurately predicted…

A multivariate investigation of the dynamics of cumulative achievement studied the influence of course grades, personality traits, environmental variables, and previous performance. The latter was the best single predictor of performance. (CJ)

Female college students with study problems could be differentiated from those without through measures of study skills knowledge and use, adjustment difficulties, and academic aptitude, while males could not be differentiated. Males in a study skills course reported greater adjustment problems and lower math and social science scores than those…

This study investigated the relationships among scholastic aptitude, achievement, and performance on a state-mandated teacher competency test for secondary school teachers. The sample consisted of 215 secondary teacher candidates who had completed the Oklahoma Curriculum Proficiency Examination between 1982 and 1985. Results are discussed.…

A model describing three context variables hypothesized to affect measures of teacher effectiveness is presented. The variables are (1) student performance outcome; (2) student ability level; and (3) scope of teacher influence. This study investigated the relevance of scope of influence with individual students and with a group. Results are…

Study concerned with identifying and measuring self-made academic predictions of entering junior college freshmen and with relating these predictions to past and future academic performance, as well as to measures of scholastic aptitude. (Authors)

The relationships between two curriculum variables (graduation requirements and course offerings in various subject areas) on performance on the Scholastic Aptitude Test (SAT) were studied among students in 150 comprehensive high schools. Results indicated that neither graduation requirements nor the number of course offerings bore a statistically…

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 used multilevel analysis on data compiled from a longitudinal research project in secondary…

The National Longitudinal Survey of the high school class of 1972 was used to assess academic ability of elementary and secondary school teachers. Results are discussed. (Author/DF)

Ability, emotional, personality, and task variables interact to influence the performance of learning disabled children on academic tasks. Analysis of the learning-teaching style that produces optimum student response will help in determining the best teaching method. (CJ)