摘要:

AbstractTo determine the relationship between relative age and achievement in middle school, standardized math and reading scores for a sample of middle‐class, suburban middle school students (N= 933) were examined. Analysis of variance revealed a significant difference among relative age groups in only one area, sixth‐grade reading,F(2, 146) = 3.1,p<.05. There was no main effect for gender and no interaction between age and gender in sixth, seventh, or eighth grade. When the birth month of students who had repeated one or more grades was examined, it was revealed that a large percentage of these students would have been the youngest in the class when beginning school. Results suggest that a relationship between relative age and achievement may exist in the lower grades but diminishes or disappears by seventh or eighth grade because of the retention of a larger proportion of the youngest child

ISSN:0033-3085    

DOI:10.1002/1520-6807(199301)30:1<74::AID-PITS2310300112>3.0.CO;2-E

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1993

数据来源: WILEY

摘要:

AbstractThis article discusses the development and validation of a measure of adolescent students' perceived belonging or psychological membership in the school environment. An initial set of items was administered to early adolescent students in one suburban middle school (N= 454) and two multi‐ethnic urban junior high schools (N= 301). Items with low variability and items detracting from scale reliability were dropped, resulting in a final 18‐item Psychological Sense of School Membership (PSSM) scale, which had good internal consistency reliability with both urban and suburban students and in both English and Spanish versions. Significant findings of several hypothesized subgroup differences in psychological school membership supported scale construct validity. The quality of psychological membership in school was found to be substantially correlated with self‐reported school motivation, and to a lesser degree with grades and with teacher‐rated effort in the cross‐sectional scale development studies and in a subsequent longitudinal project. Implications for research and for educational practice, especially with at‐risk students, ar

ISSN:0033-3085    

DOI:10.1002/1520-6807(199301)30:1<79::AID-PITS2310300113>3.0.CO;2-X

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1993

数据来源: WILEY

摘要:

AbstractStudents' employment of meaning through cognitive strategies in a retention task was explored in terms of attributional assignment and/or divergent thinking. Students were randomly assigned to either a list of nonsense syllables or nonrelated words. Attributional assignment was measured by Lefcourt's Multidimensional‐Multiattributional Causality Scales (MMCS – IV); divergent thinking was measured by Guilford's tests of Fluency, Flexibility, and Originality. A questionnaire assessing students' beliefs regarding success and failure was also administered. No relationship was found among attributional assignment as measured by the MMCS‐IV, divergent thinking, and retention. Strategy use was not related to retention. Students' attributional beliefs regarding failure were predictive of retention for the nonsense syllables. Discussion suggests the need to distinguish between tactic and strategy through analysis of metacognitive processes. Interpretation of the results may indicate that the divergent‐thinking measures were not sensitive enough and/or the retention task did not require these divergent‐thinki

ISSN:0033-3085    

DOI:10.1002/1520-6807(199301)30:1<91::AID-PITS2310300114>3.0.CO;2-F

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1993

数据来源: WILEY

ISSN:0033-3085    

DOI:10.1002/1520-6807(199301)30:1<97::AID-PITS2310300116>3.0.CO;2-S

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1993

数据来源: WILEY

ISSN:0033-3085    

DOI:10.1002/1520-6807(199301)30:1<99::AID-PITS2310300117>3.0.CO;2-J

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1993

数据来源: WILEY

ISSN:0033-3085    

DOI:10.1002/1520-6807(199301)30:1<100::AID-PITS2310300118>3.0.CO;2-6

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1993

数据来源: WILEY

ISSN:0033-3085    

DOI:10.1002/1520-6807(199301)30:1<102::AID-PITS2310300119>3.0.CO;2-Y

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1993

数据来源: WILEY

ISSN:0033-3085    

DOI:10.1002/1520-6807(199301)30:1<::AID-PITS2310300101>3.0.CO;2-0

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1993

数据来源: WILEY