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Direct linkGiulia Raimondi; Sara Manganelli; Elisa Cavicchiolo; Michele Zacchilli; Tommaso Palombi; Andrea Chirico; Fabio Lucidi; Fabio Alivernini – Psychology in the Schools, 2025
Academic Self-Efficacy for Self-Regulated Learning (ASE for SRL) represents individuals' belief in their abilities to regulate and organize their learning to achieve academic outcomes, and it is crucial for motivation and students' well-being. This study, conducted on a nationally representative sample of 26,564 10th grade Italian students (50.1%…
Descriptors: Self Efficacy, Gender Differences, Socioeconomic Status, Academic Ability
Peer reviewedWinnick, R. H.; Murphy, M. D. – Psychology in the Schools, 1976
The effects of Response Cost, Reward, and No Consequence conditions in the performance of high and low ability students on an academic task were compared. An examination of the continued use in the schools of grading motivational procedures based on Response Cost techniques is suggested. (Author)
Descriptors: Academic Ability, Behavior Change, Elementary Education, Low Ability Students
Peer reviewedWise, Steven L.; And Others – Psychology in the Schools, 1987
Examined the effects of separate answer sheets on the California Achievement Test scores of third, fourth, and fifth graders. Students recorded their answers on their test booklets, separate answer sheets, or separate answer sheets after being trained in the use of separate answer sheets. Found no response mode treatment effect and no evidence of…
Descriptors: Academic Ability, Achievement Tests, Elementary Education, Elementary School Students
Proctor, Briley E.; Floyd, Randy G.; Shaver, Renee B. – Psychology in the Schools, 2005
This study extends previous research examining the relations between Cattell-Horn-Carroll cognitive abilities and math achievement. The cognitive profiles of children with normative weaknesses in Math Calculation Skills or Math Reasoning were compared to those of their average-achieving peers. The cognitive profile of the low Math Calculation…
Descriptors: Profiles, Computation, Cognitive Ability, Learning Disabilities
Peer reviewedWallbrown, Jane D.; Wallbrown, Fred H. – Psychology in the Schools, 1976
The relationship between visual-motor perception and classroom behavior was investigated for a sample of 76 first-grade children. Analysis of regression indicated that three types of classroom behavior tend to be associated with poor visual-motor perception. These behaviors are described. (Author)
Descriptors: Academic Ability, Attitudes, Behavior Patterns, Behavior Rating Scales
