One thousand seven hundred sixty-seven elementary school students in Georgia were tested for motor performance and for reading and mathematics abilities. The finding that motor performance variables were significantly related to reading and mathematics abilities suggests that motor performance objectives should be included in elementary school…

The effects of interpersonal cooperation, competition, and individualistic efforts were compared on a categorization and retrieval, a spatial-reasoning, and a verbal problem-solving task. Forty-five first-grade children were stratified on the basis of sex and ability. Students in the cooperative condition achieved best. (Author/CTM)

Discusses need for and effectiveness of remedial education at the college level. An understanding of the type of student involved, a faculty that cares, and enough funds to function are ingredients for successfully helping undereducated college students. (Author)

Two studies were conducted to determine whether students perceive meaningful influence patterns among the causal variables involved in determining exam performance. It was observed that the students perceived a number of both unidirectional and bidirectional intercausal effects; these were related to both perceived success and causal attributions.…

Authors reanalyze the data of the High School and Beyond research study and question its conclusions that private schools produce greater cognitive outcomes and are more racially desegregated than public schools. (EF)

A thirty-four item criterion referenced multiple choice mathematics placement examination was administered to 383 freshmen entering Chicago State University in the Fall, 1974. Each item of the test was constructed to measure a specific computational behavioral objective. The proportion of students demonstrating each desired behavior is reported.…

The implications that students often minimize study to avoid the implication that they lack ability if they fail is examined. Results indicated that although effort stability contributed little to variations in student affect, it did influence teacher judgments. (Author/GK)

Discusses retention, role modeling, and academic readiness as these issues relate to ethnic minority students in higher education. Discussion revolves around the need to stem the unusually high rates of attrition of minority students through academic role modeling and recognition of the concept of delayed academic readiness. (Author)

Discusses the implications of language instruction to all pupils, regardless of ability, for the education of language teachers. (AM)

To help explain female inferiority in mathematical performance, sex differences in personality correlates of mathematical ability were examined. Three instruments, Rotter's I-E Scale, Miller Adult Locus of Evaluation Scale, and Byrd's Attitude Concerning Life and Self were administered. For females only, internal locus of control and self-esteem…

Of 493 English teachers surveyed, 114 responded to questions concerning their attitudes about teaching writing skills, problems they faced in teaching writing, methods used to teach writing skills, amount of time spent in teaching writing skills, and the students' writing abilities. (NQ)

Attempts to determine if students with a relatively low self-concept of their school-related problem-solving abilities would develop a more positive self-concept of their problem-solving ability, become more productive in class discussions, and express more positive attitudes toward their class activities after having successful academic…

Examined whether global academic self-concept and academic self-efficacy beliefs that vary in domain specificity/globality represent distinct or common underlying dimensions. Results based on 205 university students revealed that each of the variables represented separate, though related, latent dimensions of self-perception. Implications for…

This statement signed by 52 researchers outlines conclusions regarded as mainstream among researchers on intelligence, especially on the nature, origins, and practical consequences of individual and group differences in intelligence. The survey from which the statement was developed is described. (SLD)

Argues that the typical school psychology approach of solving problems one student at a time will not be successful in impacting the big problems of illiteracy, technological and mathematics deficiencies, writing, and problem solving. Proposes that the need to build academic competence and resilience through early intervention and prevention…