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The Effect of Training and Consultation Condition on Teachers' Self-Reported Likelihood of Adoption of a Daily Report Card
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Holdaway, Alex S.; Owens, Julie Sarno – Journal of Educational Psychology, 2015
Using a within-subjects design and validated vignettes, this study examined the relative effects of four training and consultation conditions (i.e., consultation with key opinion leaders, consultation with observation and performance feedback, consultation with motivational interviewing, and professional development-as-usual) on teachers' (N =…
Descriptors: Report Cards, Adoption (Ideas), Teachers, Consultation Programs
Do Grades Shape Students' School Engagement? The Psychological Consequences of Report Card Grades at the Beginning of Secondary School
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Poorthuis, Astrid M. G.; Juvonen, Jaana; Thomaes, Sander; Denissen, Jaap J. A.; de Castro, Bram Orobio; van Aken, Marcel A. G. – Journal of Educational Psychology, 2015
Receiving report card grades is psychologically salient to most students and can elicit a range of affective reactions. A 3-wave longitudinal study examined how grades shape students' (N = 375; M age at Wave 1 = 12.6 years) school engagement through the affective reactions they elicit. Emotional and behavioral engagement were measured at the start…
Descriptors: Grades (Scholastic), Learner Engagement, Report Cards, Longitudinal Studies
Classroom Emotional Climate, Student Engagement, and Academic Achievement
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Reyes, Maria R.; Brackett, Marc A.; Rivers, Susan E.; White, Mark; Salovey, Peter – Journal of Educational Psychology, 2012
The emotional connections students foster in their classrooms are likely to impact their success in school. Using a multimethod, multilevel approach, this study examined the link between classroom emotional climate and academic achievement, including the role of student engagement as a mediator. Data were collected from 63 fifth- and sixth-grade…
Descriptors: Academic Achievement, Report Cards, Learner Engagement, Teacher Characteristics
What "No Child Left Behind" Leaves behind: The Roles of IQ and Self-Control in Predicting Standardized Achievement Test Scores and Report Card Grades
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Duckworth, Angela L.; Quinn, Patrick D.; Tsukayama, Eli – Journal of Educational Psychology, 2012
The increasing prominence of standardized testing to assess student learning motivated the current investigation. We propose that standardized achievement test scores assess competencies determined more by intelligence than by self-control, whereas report card grades assess competencies determined more by self-control than by intelligence. In…
Descriptors: Academic Achievement, Intelligence, Grades (Scholastic), Report Cards
Prediction of Children's Academic Competence from Their Effortful Control, Relationships, and Classroom Participation
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Valiente, Carlos; Lemery-Chalfant, Kathryn; Swanson, Jodi; Reiser, Mark – Journal of Educational Psychology, 2008
The authors examined the relations among children's effortful control, school relationships, classroom participation, and academic competence with a sample of 7- to 12-year-old children (N = 264). Parents and children reported on children's effortful control, and teachers and children reported on children's school relationships and classroom…
Descriptors: Report Cards, Grade Point Average, Self Control, Interpersonal Competence
Self-Discipline Gives Girls the Edge: Gender in Self-Discipline, Grades, and Achievement Test Scores
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Duckworth, Angela Lee; Seligman, Martin E. P. – Journal of Educational Psychology, 2006
Throughout elementary, middle, and high school, girls earn higher grades than boys in all major subjects. Girls, however, do not out perform boys on achievement or IQ tests. To date, explanations for the underprediction of girls' GPAs by standardized tests have focused on gender differences favoring boys on such tests. The authors' investigation…
Descriptors: Standardized Tests, Report Cards, Intelligence Quotient, Grade Point Average