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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↗
PubMed2004

Students' perceptions of educational environment: a comparison of academic achievers and under-achievers at kasturba medical college, India.

CONTEXT: No country, least of all poorly resourced countries such as India, can afford to lose too many medical students in their undergraduate years. It would be useful to have an instrument to identify those students who are vulnerable to academic failure at this level of training and to identify the features of the educational environment that they perceive differently from students who are succeeding academically in order to design intervention strategies. Gender differences in perceptions of the educational environment might well emerge in particular academic or cultural contexts, with particular curricula. The present study was motivated by this concern and focused on comparisons between academic achievers and under-achievers and male and female students of Kasturba Medical College, India. OBJECTIVES: (1) To compare the perceptions of the educational environment of academic achievers and under-achievers and to identify problem areas that should be remediated. (2) To identify whether there is any gender difference in the perceptions. METHODS: The Dundee Ready Educational Environment Measure (DREEM) was administered to 508 medical students studying in the clinical years at the Kasturba Medical College in India. Item as well as scale scores were compared between academic achievers and under-achievers. FINDINGS: Overall sample of the present study rated educational environment in this institution as average. The overall mean DREEM score was significantly higher for academic achievers. Compared to under-achievers, academic achievers scored significantly higher on perceptions regarding teachers, academic atmosphere and social self-perceptions. In addition to this, the overall rating (total DREEM score) of female students was significantly less compared to males in the academically vulnerable group. CONCLUSIONS: Perceptions of poor performers are significantly different from those of better performers in the same institution. More importance should be given to the perceptions of students to improve the educational environment, as perceptions are associated positively with learning outcome, learning approach and attitude toward studying. Use of the DREEM as a monitoring tool might permit timely interventions to remediate problematic educational environments.

Achievement↗
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↗
PubMed2006

The social-cognitive model of achievement motivation and the 2 x 2 achievement goal framework.

Two studies examined hypotheses drawn from a proposed modification of the social-cognitive model of achievement motivation that centered on the 2 x 2 achievement goal framework. Implicit theories of ability were shown to be direct predictors of performance attainment and intrinsic motivation, and the goals of the 2 x 2 framework were shown to account for these direct relations. Perceived competence was shown to be a direct predictor of achievement goals, not a moderator of relations implicit theory or achievement goal effects. The results highlight the utility of attending to the approach-avoidance distinction in conceptual models of achievement motivation and are fully in line with the hierarchical model of achievement motivation.

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↗
PubMedDate not supplied

Comparisons of achievement, effort, and self-perceptions among students with learning disabilities and their peers from different achievement groups.

This study compared the social-emotional implications of academic achievement for students with and without learning disabilities (LD) and identified predictors of effort investment. Students with LD showed lower levels of achievement, effort investment, academic self-efficacy, sense of coherence, positive mood, and hope, and higher levels of loneliness and negative mood. When compared to peers without LD (n = 447) at four different academic achievement levels, students with LD showed higher achievement than the low-average group, but their social-emotional profiles were similar to the low and low-average groups. Hierarchical multiple regression analysis showed that achievement, academic self-efficacy, negative mood, and hope predicted effort investment for students with LD. These results demonstrated the importance of hope in understanding the functioning of students with LD.

Achievement↗
PubMed2006

A novel approach to assessing achievement goals in the context of the 2 x 2 framework: identifying distinct profiles of individuals with different dominant achievement goals.

In two studies, individuals' dominant achievement goals were assessed using a new, simple, and conceptually precise measure based on Elliot and McGregor's (2001) 2 x 2 framework. Next, the four groups were compared in terms of achievement-relevant variables, including need for achievement, perfectionism, perceived competence, interest, and graded performance. As expected, a very high percentage (approximately 85%) of people indicated they had a dominant achievement goal. Furthermore, the results suggest that individuals with different dominant achievement goals have clear, distinct profiles that can be characterized as positively valenced (mastery-approach), both positively and negatively valenced (performance-approach), negatively valenced (performance-avoidance), or neither positively nor negatively valenced (mastery-avoidance).

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↗
PubMed2006

Achieving college student possible selves: navigating the space between commitment and achievement of long-term identity goals.

This study explores the possible-self construction and achievement process in students of color from low-income communities by investigating these processes in 28 college students. Findings suggest that while parental encouragement of college aspirations may affect age at which the college student possible self is constructed and expectancy level, development of schematic possible selves is more crucial to achievement of possible-self goals. Furthermore, findings point out a need to include conceptual schemas, in addition to procedural schemas, as potential predictors of possible-self 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↗