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At least 19 recordsLinked to original sources
PubMed1989

Aptitude, previous achievement, and cognitive style: relation to academic achievement in nursing courses of differing content.

The questions studied were whether a) cognitive style might predict differential success in nursing courses having a different specialty content focus and b) whether after the inclusion of aptitude measures and previous achievement measures FDI cognitive style would significantly increase the prediction of academic achievement in nursing courses of differing specialty content. Senior baccalaureate nursing students completed the Group Embedded Figures Test as a measure of field-dependence-independence (FDI) cognitive style. Aptitude and achievement scores were obtained from students' files and instructors' grade sheets. The findings were that FDI cognitive style is not a predictor of differential academic success. The junior nursing grade point average was the best predictor of achievement in senior level nursing courses. The prediction of academic achievement of nursing students has received researchers' attention over the years in an attempt to identify data that might aid in the establishment of selection criteria, in program and curriculum planning, and in the establishment of remediation or supportive programs for enrolled students who have been identified as high risk. In most studies, affective factors alone, such as personality characteristics and vocational interests, have not been found to be predictors of academic achievement. Most researchers have found that previous achievement or aptitude measures are the best predictors of nursing course achievement (Schwirian, 1976; Grant, 1986). While previous achievement and aptitude measures may be used in the selection process, they are not helpful in giving direction for planning teaching-learning experiences. Cognitive style might serve this purpose if it was found to be predictive of academic achievement.(ABSTRACT TRUNCATED AT 250 WORDS)

Achievement↗
PubMed2002

Achievement motives, cognitive and social competence, and achievement goals in the classroom.

This study investigated the interrelations of approach and avoidance achievement motives (Motive to Achieve Success and Motive to Avoid Failure), two types of competence (Cognitive and Social competence), achievement goals (Mastery, Performance-approach, Performance-avoidance, and Work Avoidance goals), of 131 eighth and ninth grade students from a Japanese junior high school. Multiple regression analysis indicated positive relations between Mastery goals and the Motive to Achieve Success and Cognitive Competence. Performance-approach goals and both the Motive to Achieve Success and the Motive to Avoid Failure, and Performance-avoidance Goals and both the Motive to Achieve Success and the Motive to Avoid Failure. Negative relations were found between Work Avoidance goals and the Motive to Achieve Success and Cognitive Competence. Several interactions between achievement motives and competence on achievement goals were also found. The different antecedents of four achievement goals were discussed.

Adolescent↗
PubMed2001

A model for achievement motives, goal orientations, intrinsic interest, and academic achievement.

This study investigated the effects of approach and avoidance achievement motives (the motive to achieve success and the motive to avoid failure) on three goal orientations (mastery, performance-approach, performance-avoidance goals) and the effects of goal orientations on intrinsic interest in learning and academic achievement for 157 tenth and 135 eleventh grade students of a Japanese girls' high school. Structural equation modeling indicated that mastery goals arose mainly from the motive to achieve success; however, the positive relation between the motive to avoid failure and mastery goals was also found. Performance-approach goals were related both the motive to achieve success and the motive to avoid failure. Performance-avoidance goals arouse mainly from the motive to avoid failure; however, the positive relation between the motive to achieve success and these goals was found. Mastery goals positively correlated with intrinsic interest and academic achievement, and scores on both performance-approach goals and performance-avoidance goals had no significant effects on either intrinsic or academic achievement.

Achievement↗
PubMed1987

Achievement motivation, achieving styles, and morale in the elderly.

This research extends the literature on variables predictive of morale from the often-researched demographic, physical, and social factors to the psychological variables of achievement motivation and achieving styles. A sample of 115 older adults completed the Work and Family Orientation Questionnaire, the L-BLA Achieving Styles Inventory, and the PGC (Philadelphia Geriatric Center) Morale Scale. Regression analysis indicated that five variables were predictive of morale: (a) direct achieving style, (b) instrumental achieving style, (c) health, (d) social participation, and (e) age. The instrumental achieving style and age were inversely related to morale, although the direct and instrumental achieving styles were the two best predictors of morale.

Achievement↗
PubMed1989

A comparison of students with learning disabilities to low achieving and higher achieving students on three dimensions of social competence.

Research continues to accumulate attesting to the fact that many children with learning disabilities are experiencing social difficulties in school. Nonetheless, it is also clear that achievement deficits, with or without the presence of a handicapping condition, are also related to social problems in the classroom. Several studies attempting to clarify the relative roles of handicapping condition and achievement in social adjustment have produced mixed results. The purpose of the present study was to clarify this issue further by examining the social differences between elementary school students with learning disabilities and other low achieving and higher achieving children on three social dimensions: sociometric status, behavior as rated by teachers, and self-ratings of social competence. The results indicated that the children with learning disabilities may be a higher risk socially than their low achieving and higher achieving peers. Variables that may account for these results are discussed as well as directions for future research.

Achievement↗
PubMed1988

[Affiliative achievement motivation and non-affiliative achievement motivation of female students].

The purpose of this study was to investigate the two dimensional theory of achievement motivation (Doi, 1982) in female students. Doi's motivation scale were administered to 81 female university students, 58 female students of school of nursing and 77 female students of school of English Language, and the Yatabe-Guilford personality inventory was also administered to the first and the second groups. Affiliative achievement motivation and non-affiliative achievement motivation were extracted by principal component analyses and canonical correlation analyses. Non-affiliative achievement motivation was found to be related to personality type: emotional instability and introversion. These findings differ from achievement motivation concepts (Murray, 1938; McClelland, Atkinson, Clark, & Lowell, 1953), that include emotional stability and extraversion.

Achievement↗
PubMed2000

Immunohistochemical demonstration of oestrogen and progesterone receptors: correlation of standards achieved on in house tumours with that achieved on external quality assessment material in over 150 laboratories from 26 countries.

AIMS: To investigate the sensitivity of immunohistochemical (IHC) assays for oestrogen receptors (ER) and progesterone receptors (PR) achieved by laboratories on breast tumours fixed and processed in their own department, and to compare this with the degree of sensitivity they achieve on tumours circulated as part of an external quality assessment (EQA) programme. METHODS: On 10 occasions between April 1994 and June 1998, histological sections from breast cancers showing various degrees of expression of ER and PR were circulated for IHC staining to laboratories participating in the UK national external quality assessment scheme for immunocytochemistry (UK NEQAS-ICC). The staining of these tumours, in addition to that of tumours fixed and processed in the participants own laboratories (in house tumours), was assessed by a panel of four assessors, using the established UK NEQAS-ICC scoring system. For a selected assessment run, the degree of expression of participants in house tumours was evaluated by means of the semiquantitative quick score method. RESULTS: Although the scores awarded for the staining of in house tumours were generally higher than those awarded for the staining of UK NEQAS tumours, there was also a significant positive correlation between the two sets of scores. Using the quick score method of evaluation for one of the assessment runs, 47% of in house tumours were classified as having a high degree of ER expression. Of the remaining cases, a significant proportion initially classified as having only low or medium expression of ER were found to have higher expression when stained by the organising laboratory. The UK NEQAS-ICC centre's routine assay for hormonal receptors was found to be 90-100% efficient in achieving optimal demonstration of breast tumours from over 150 different laboratories. CONCLUSIONS: The significant positive correlation between the results obtained on the UK NEQAS tumours and the in house tumours provides evidence for the view that results achieved on EQA material are accurate indicators of in house laboratory performance. Although most laboratories adequately detected tumours with high receptor expression, a large proportion of in house tumours classified initially by participants' staining as being of low or medium ER expression had a higher degree of expression when stained by the UK NEQAS-ICC centre. The efficiency of the organising centre's routine IHC method for ER and PR in optimally demonstrating participants in house breast tumours shows that variations in fixation and tissue preparation are not limiting factors preventing a different laboratory achieving optimal demonstration.

Breast Neoplasms↗
PubMed1998

Relationship between the Wide Range Achievement Test 3 and the Wechsler Individual Achievement Test.

The present study examined the relationship between the Wide Range Achievement Test 3 and the Wechsler Individual Achievement Test for a sample of children with learning disabilities in two rural school districts. Data were collected for 87 school children who had been classified as learning disabled and placed in special education resource services. Pearson product-moment correlations between scores on the two measures were significant and moderate to high; however, mean scores were not significantly different on Reading, Spelling, and Arithmetic subtests of the Wide Range Achievement Test 3 compared to those for the basic Reading, Spelling, and Mathematics Reasoning subtests of the Wechsler Individual Achievement Test. Although there were significant mean differences between scores on Reading and Reading Comprehension and on Arithmetic and Numerical Operations, magnitudes were small. It appears that the two tests provide similar results when screening for reading, spelling, and arithmetic.

Achievement↗
PubMed2000

[Causal models of achievement motive, goal orientation, intrinsic interest, and academic achievement in classroom].

This study investigated the effect of achievement motive on goal orientation, and that of goal orientation on intrinsic interest in learning and academic achievement, based on the model proposed by Elliot and Church (1997). A sample of 222 fifth and sixth grade students of an elementary school, and another of 307 seventh, eighth and ninth grade students of a junior high school participated in the study. The approach-avoidance framework of Elliot and Harackiewicz (1996) was used to classify goal orientations. With multiple-sample structural equation modeling, the paths in two causal models, one for each of the elementary and junior high school samples, were compared. A path was found from hope for success to mastery orientation, from both hope for success and fear of failure to performance-approach orientation, and from fear of failure to performance-avoidance orientation. Mastery and performance-approach orientations each had a positive effect on intrinsic interest in learning. For elementary school children, performance-approach orientation enhanced academic achievement, and for junior high school students, mastery orientation mainly facilitated it. Performance-avoidance orientation had a negative effect on both intrinsic interest and academic achievement.

Achievement↗
PubMedDate not supplied

Achievement-related perceptions of children with learning disabilities and normal achievement: group and developmental differences.

Self-perceptions of teacher feedback, social comparison of reading competence, reading satisfaction, and general self-worth were assessed among third and sixth graders with learning disabilities and normal achievement (n = 247). Relations among these variables and mean differences were examined within the and across grades. As predicted, in both grades teacher feedback was the most common criterion children used to judge their academic performance. In both achievement groups, perceived teacher feedback and reading satisfaction were less favorable among sixth than third graders. Hierarchical regression analyses showed that perceived teacher feedback was the best predictor of reading satisfaction; however, in sixth grade, social comparison also contributed significantly to the prediction. The importance of perceived feedback also was demonstrated in the relation to self-worth, which was generally positive among both achievement groups and within each grade. Through its relation to reading satisfaction, perceived teacher feedback contributed significantly to prediction of self-worth. Developmental differences and classroom factors that may explain these findings are discussed.

Achievement↗
PubMedDate not supplied

Age migraine and achievement motivation related? A psychophysiological study of responses to real-life achievement stress in young headache sufferers.

Achievement motivation and its physiological correlates were studied in 37 young migrainous headache sufferers (30 females and 7 males) and in 37 matched controls. Temporal and digital pulse amplitude, the EMGs of the m. frontalis, anterior temporalis and corrugator supercilii, heart and respiration rate, head temperature and electrodermal activity were measured during an adaptation session, an examination and an intelligence test. An abnormal response in the temporal artery, which was present in the migrainous headache sufferers, was not associated with achievement motivation. But the latter was positively associated with a high skin conductance level, a greater number of spontaneous skin conductance responses (SCRs) during the examination and a lower digital pulse amplitude in both the migrainous headache and control groups. Higher sympathetic activity in subjects with high achievement motivation was interpreted as an indication of greater mental effort and is a possible contributory factor to an attack in those with migraine.

Achievement↗
PubMed1999

Drugs, heart failure and quality of life: what are we achieving? What should we be trying to achieve?

This article is a review of chronic compensated congestive heart failure (CHF), with special reference to its clinical features and pathophysiology and recent advances in pharmacotherapy, including beta-blockers, loop diuretics, ACE inhibitors and angiotensin II receptor antagonists. Clinical problems related to elderly patients and multifaceted aspects of multidisciplinary approaches of medical care to these particular patients are also discussed with special emphasis on the aspect of improved quality of life associated with reduced mortality. Concepts of CHF have greatly changed over the past decades with regard to its pathophysiology, natural progression, mechanisms, causes of death, arrhythmias and treatment goals. Although the current most frequent aetiologies of CHF include coronary heart disease and dilated cardiomyopathy, hypertension has been revisited in a different way, and has been considered of pivotal importance in most recent trends and possibly in future perspectives. Nowadays, however, with the results of improved survival, alleviation of symptoms, improvement in functional capacity and prevention of associated complications including even left ventricular remodelling through various appropriate pharmacotherapies, patients with CHF are used to being physically and psychosocially more active than ever before. Thus, improvement of patients' quality of life and reduction of mortality have become of prime importance in achieving treatment goals. Another emerging aspect of CHF is aging itself, and special features in the medical care of elderly patients with CHF always have to be taken into consideration in reduction of hospital readmission along with improvement of morbidity and mortality. Despite advances in the treatment of CHF, it remains a common disease with a poor prognosis. Therefore, this review focuses on what we should be trying to achieve in reaching goals to reduce repeated hospital readmission and mortality, and increase social activity and quality of life, especially in elderly patients with CHF. In these clinical settings, educational strategies for patients and their family members should be emphasised. Multidisciplinary interventions by nurses and possibly other contributions from a widely available social support system might be effective in preventing repeated hospital readmissions of elderly patients with CHF. In this regard, special precautions have to be paid in the management of elderly patients to achieve effective treatment goals, and any treatment strategy has to be appropriately determined through a comprehensive assessment of patient clinical profiles. Multidisciplinary approaches to these problems have to be effectively utilised to improve patients' quality of life, while possibly reducing medical expenses.

Adrenergic beta-Antagonists↗
PubMed1995

Scores of the Wechsler Individual Achievement Test and the Kaufman Test of Educational Achievement-Comprehensive Form for emotionally conflicted adolescents.

Subtest scores on the Wechsler Individual Achievement Test and the Kaufman Test of Educational Achievement-Comprehensive Form were compared for 27 emotionally conflicted adolescents. Correlations between subtests paired for assumed comparability ranged from .79 to .91 (median r = .69), and one of five mean comparisons was significant (Wechsler Mathematics Reasoning > Kaufman Mathematics Applications). The results suggest that these selected Wechsler subtests possess utility for assessing academic achievement and provide an acceptable alternative to the K-TEA.

Adolescent↗
PubMed1991

Relationship between the Kaufman Test of Educational Achievement--Brief Form and the Wide Range Achievement Test--Revised Level 2 with incarcerated juvenile delinquents.

The Kaufman Test of Educational Achievement--Brief Form and the Wide Range Achievement Test--Revised Level 2 were administered in counterbalanced order to 50 male incarcerated juvenile delinquents. The analyses showed the similar subtests on the two tests, i.e., Kaufman Reading test and WRAT-R Reading, were highly correlated. The mean standard scores of th e similar subtests were not significantly different from each other. These results contrast with the significantly lower WRAT-R scores found when scores on the WRAT-R Level 1 are compared with those on the Kaufman test.

Achievement↗
PubMed2000

Diagnosing written language disabilities using the Woodcock-Johnson Tests of Educational Achievement-Revised and the Wechsler Individual Achievement Test.

The writing portions of the Woodcock-Johnson Tests of Educational Achievement-Revised and the Wechsler Individual Achievement Test are often administered when establishing eligibility for special education services due to learning disabilities. The scores on these measures are typically regarded as equivalent although little is known about how scores on the two measures differ for the same students. Differences of only a few points, however, may affect eligibility for special education services. These tests were administered to 25 sixth grade students previously diagnosed with learning disabilities in written expression only. Students' Wechsler scores were consistently higher on the overall writing composite, while there was no difference in the mean scores on the language mechanics subtests. The WIAT Written Expression subtest mean, however, was significantly higher than the Woodcock-Johnson Writing Samples subtest mean. Use of the Wechsler test would be less likely to identify children for special education services in written expression when point discrepancy criteria are utilized for eligibility. Clinicians should be cognizant of the effect of the specific test chosen on eligibility outcome.

Achievement↗