Early emerging executive functioning is associated with important emotional, social, and academic outcomes, including academic competence in elementary school. Employing a family study design, the current study investigated preschoolers' executive functioning and receptive vocabulary knowledge, maternal depression and anxiety measured when the…

The purpose of the present study is to analyze the digital competence of Higher Education students, as a function of their academic performance (have either repeated or a not previously), as well as to predict its significant predictors. For this, an ex-post factor and a sample of 17301 students from Chile (Latin America) were utilized. A…

The purpose of this study was to test a hypothesized model that proposes a causal relationship between motivation and academic achievement on the acquisition of jazz theory knowledge. A reliability analysis of the latent variables ranged from 0.92 to 0.94. Confirmatory factor analyses of the motivation (standardized root mean square residual…

We examined how achievement (mastery and performance) and social goals (affiliation, approval, concern, and status) influenced various learning outcomes in two collectivist cultures. Filipino (n = 355) and Hong Kong Chinese (n = 697) secondary students answered the relevant questionnaires. Regression analyses using mastery, performance, and social…

Using student achievement data from British Columbia, Canada, this study is an exploration of the differences that lie within the private school sector using hierarchical linear modeling to analyze the data. The analysis showed that when controlling for language, parents' level of educational attainment, and prior achievement, the private school…

The aim of the present study is to explore a causal model of academic achievement and learning-related personal variables by testing the nature of relationships between learned hopelessness, its risk factors and hopelessness deficits as proposed in major theories in this area. The model investigates affective-motivational characteristics of…

According to generational theorists, the interests and experiences of incoming students have fluctuated over time, with Millennial students being more engaged and accomplished than their predecessors. This project explored data from 1974-2007 to determine the actual trends in engagement and accomplishments for three generations of students. Over…

This study introduces three growth modeling techniques: latent growth modeling (LGM), hierarchical linear modeling (HLM), and longitudinal profile analysis via multidimensional scaling (LPAMS). It compares the multilevel growth parameter estimates and potential predictor effects obtained using LGM, HLM, and LPAMS. The purpose of this multilevel…

Investigates the long-term educational development of African American adolescents. The dependent variable was the highest level of education that participants ever expected to receive. Path models revealed differing processes for women and men. Overall, effects of early academic performance variables were strongest, followed by effects of family…

A structural model predicting the educational and career expectations of 282 Mexican American high school girls was developed and tested. Predictors included socioeconomic status, acculturation, academic achievement, instrumentality, expressiveness, gender role attitudes, parental and teacher support, family and career commitment, and perceptions…

This study examines the effectiveness of multiple methods of soliciting attributions. The Attributional Style Questionnaire, specific attributions, and causal dimensions are used to predict the grades and feelings of frustration of college algebra students. The results show that, contrary to current theoretical work, both specific attributions and…

The relationship between academic self-concept and achievement was examined longitudinally for 46 children at ages 8 and 10. A bidirectional relationship operated between self-concept and achievement. Success attributions to ability were positively related to self-concept and achievement but were not a direct predictor of achievement. (SLD)

Presents a quantitative study of the development of a theoretical model of drop-outs from distance education courses. Data collected by the Distance Education Student Progress (DESP) questionnaire from 1,060 students in Hong Kong investigated how students were able to integrate demands of their academic course with those of families, employers,…

A three-stage model of academic probation that addresses cognitive, affective, behavioral, and environmental factors is presented. Stages examine precursors to probation (factors inhibiting student performance), reactions to being placed on probation, and coping strategies that predict long-term consequences. A key assumption is that student…

Student socioeconomic status (SES) and the perceptions of students' and teachers' expectations and attributions of responsibility for learning and their relationships to achievement were studied using linear structural equation modeling. Two models were developed and tested. One model included student expectations and attributions of…