The authors examined relations among student perceptions of classroom achievement goals, self-efficacy, perceived instrumentality of classroom work, and sense of belonging within a classroom. Participants were 249 high school students. The authors also examined how cognitive engagement was predicted by those variables along with personal…

A regression procedure is described which permits the identification and testing for significance of the contribution of individual school influence to explained variance in achievement growth. (Editor/MM)

Assessments of self-concept are not merely a reflection of the pupil's objective appraisal of his own scholastic achievement, but represent another domain of useful information in explaining achievement differences. (MM)

This report is of two studies. One is on developing a refined combination of predictors including ability, likability," and motivation"; the other is aimed at validating this multiple regression equation against actual school achievement. (Author)

High- and low-mental-ability secondary school students randomly divided into three supervision treatment groups (no supervision, supervision without verbal exchange from the teacher, and supervision with verbal exchange) showed no performance variations but evidenced better attitudes with the third supervision treatment. (MJB)

Students with two cognitive styles (field dependent/field independent) generally produced the best examination scores when they used a nonpreferred study technique and reviewed. (Author)

The article describes a research design which found that children who were induced to think positively (happy thoughts) by an experimenter rewarded themselves with more available money than with children who had been induced to feel negatively (sad thoughts) and children in a control group. (CD)

The study compared students of CHEM study and traditional chemistry in achievement in chemistry and level of critical thinking. It also attempted to determine if there is interaction between program, mental ability and the variables of achievement in chemistry and critical thinking. (Author/MF)