Peer victimization and academic achievement in a multiethnic sample: The role of perceived academic self-efficacy.

This study examines the link between perceived peer victimization and academic adjustment in an ethnically diverse sample of 1,895 Grade 6 students nested within 108 school classes. It was hypothesized that students' academic self-efficacy mediates the (negative) link between victimization experiences and academic achievement outcomes. Multilevel analyses were used to test this hypothesis and to explore whether there are differences between ethnic minority and majority group children. Results indicated that peer victimization was negatively associated with both relative class-based, and absolute test-based measures of academic achievement. These associations were similar across different school classes. As expected, the link between victimization and achievement was mediated by perceived academic self-efficacy, suggesting that victimized students did less well academically because they considered themselves to be less competent. The lower perceived self-efficacy of victimized children could be partly attributed to lower global self-esteem and depressed affect. Results were largely similar for ethnic minority and majority group children. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Does being good make the grade? Social behavior and academic competence in middle school.

Examined relations of prosocial and antisocial classroom behavior to academic achievement, taking into account the possible mediating effects of academically oriented classroom behavior and teachers' preferences for students. Correlational findings based on 423 students in 6th and 7th grade indicated that prosocial and antisocial behavior are related significantly to GPA and standardized test scores and to teachers' preferences for students and academic behavior. Results from multiple-regression analyses suggested that both types of social behavior are significant, independent predictors of classroom grades, even when academically oriented behavior and teachers' preference for students, IQ, family structure, sex, ethnicity, and days absent from school are taken into account. Results of regressions suggested that significant correlations between social behavior and academic outcomes can be explained in part by significant relations between social and academic behavior. The role of social behavior in promoting classroom learning is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Use of the Strong Vocational Interest Blank for prediction in veterinary medicine.

Strong VIB scores (Veterinary Scale), ACE scores, and pre-veterinary grade-point averages for 61 veterinary students were compared with scores for a random sample of non-veterinary students. Within the veterinary group, there was no significant relationship between interest score and academic achievement, and academic training did not affect measured interest (based on retest with VIB after four years). Using discriminant function analysis, it was possible to predict curricular membership with a high degree of accuracy. The best predictors were the VIB Veterinary interest score and pre-veterinary grade-point average (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Autonomous, controlled, and amotivated types of academic motivation: A person-oriented analysis.

The authors investigated students' profiles regarding autonomous, controlled, and amotivated regulation and tested whether profile groups differed on some academic adjustment outcomes. Studies 1 and 2 performed on high school students revealed 3 profiles: (a) students with high levels of both controlled motivation and amotivation but low levels of autonomous motivation, (b) students with high levels of both controlled and autonomous motivation but low levels of amotivation, and (c) students with moderate levels of both autonomous and controlled motivations but low levels of amotivation. These first 2 studies revealed that students in the high autonomous/high controlled group reported the highest degree of academic adjustment. Study 3 performed on college students revealed 3 profiles: (a) students with high levels of autonomous motivations but low levels of both controlled motivation and amotivation, (b) students with high levels of both autonomous and controlled motivation but low levels of amotivation, and (c) students with low to moderate levels of the various motivational components. Study 3 indicated that students in the autonomous group were more persistent than students in the other groups. Results are discussed in light of self-determination theory (E. L. Deci & R. M. Ryan, 1985). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Relation of eighth graders' family structure, gender, and family environment with academic performance and school behavior": Correction to Kurdek and Sinclair.

Reports an error in "Relation of eighth graders' family structure, gender, and family environment with academic performance and school behavior" by Lawrence A. Kurdek and Ronald J. Sinclair (Journal of Educational Psychology, 1988[Mar], Vol 80[1], 90-94). Table 2 contained incorrect data. The first column of data contained correlations whose signs should have been reversed. The complete correct table appears in the erratum. (The following abstract of the original article appeared in record 1988-24801-001.) The purpose of this study was to assess how family structure, gender, and family environment were related to both academic performance (end-of-the-year grades and quantitative and verbal achievement factor scores) and school behavior (number of days absent, number of days tardy, and number of in-school detentions). Subjects were 219 middle-class eighth graders (96 boys, 123 girls). Generally, students in two-parent nuclear families had better academic performance and less problematic school behavior than did students in either mother-custody or stepfather families. Boys had more detentions than did girls. Despite significant differences among the three family structures, the family structure variable accounted at most for only 7% of the variability in academic performance and school behavior. A family environment that emphasized achievement and intellectual pursuits accounted for variability in end-of-the-year grades beyond that accounted for by family structure, gender, and family conflict. The joint consideration of family structure, gender, and family environment accounted at most for 17% of the variance in academic performance and school behavior. For students in the mother-custody and stepfather families, contact with father was unrelated to academic performance. Findings are discussed in terms of models of achievement motivation and behavior. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A controlled evaluation of behavior modification with conduct problem children.

Evaluated a behavioral intervention program for conduct problem children with both behavioral and academic difficulties in elementary school. 16 Ss were each assigned to either a treatment or a "no-contact" control group. A standardized 20-hr treatment program involving the child, parents, and the teacher was provided by clinical psychologists. Both observational recordings and teacher ratings of social and academic behavior demonstrated that significantly greater behavioral improvement had occurred for treated than for control children. However, at a 9-mo follow-up, the control group had improved sufficiently that these differences were no longer significant. Although no differences existed between treated and untreated children in achievement test performance (California Achievement Test) or grades at termination, follow-up revealed that the treated Ss had significantly better achievement scores and grades 9 mo after termination. Ratings of therapists by teachers and parents were uniformly positive, and there were no dropouts during the 3-4 mo course of treatment. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relation of eighth graders' family structure, gender, and family environment with academic performance and school behavior.

[Correction Notice: An erratum for this article was reported in Vol 80(3) of Journal of Educational Psychology (see record 2008-10692-001). Table 2 contained incorrect data. The first column of data contained correlations whose signs should have been reversed. The complete correct table appears in the erratum.] The purpose of this study was to assess how family structure, gender, and family environment were related to both academic performance (end-of-the-year grades and quantitative and verbal achievement factor scores) and school behavior (number of days absent, number of days tardy, and number of in-school detentions). Subjects were 219 middle-class eighth graders (96 boys, 123 girls). Generally, students in two-parent nuclear families had better academic performance and less problematic school behavior than did students in either mother-custody or stepfather families. Boys had more detentions than did girls. Despite significant differences among the three family structures, the family structure variable accounted at most for only 7% of the variability in academic performance and school behavior. A family environment that emphasized achievement and intellectual pursuits accounted for variability in end-of-the-year grades beyond that accounted for by family structure, gender, and family conflict. The joint consideration of family structure, gender, and family environment accounted at most for 17% of the variance in academic performance and school behavior. For students in the mother-custody and stepfather families, contact with father was unrelated to academic performance. Findings are discussed in terms of models of achievement motivation and behavior. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Is authoritative teaching beneficial for all students? A multi-level model of the effects of teaching style on interest and achievement.

This study examined the effects of the two facets of authoritative teaching—high academic press and caring for students—on student interest and achievement in mathematics for middle and high school students (N = 3,602 in 198 classrooms), and whether those effects are moderated by students' ethnicity (Hispanic, Vietnamese, and Caucasian Non-Hispanic). Tested with hierarchical modeling, a trend suggested that the authoritative teaching style predicted higher levels of interest for Hispanic students; however, the trend for caring was approaching significance, which suggests that future research should be conducted to determine whether authoritative and authoritarian teaching styles truly have different effects on interest for this group. Authoritarian teaching (high press and low caring) was positively related to interest for Vietnamese students. Results for Caucasian students did not differ from Hispanic students, but should be interpreted with caution due to small sample size. For all students, authoritarian teaching was positively associated with achievement gains. Results are discussed in terms of the relationships between teaching style and different academic outcomes among particular student groups, as informed by the parenting style and teaching style literatures. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Growth in Standardized Ability and Achievement Test Scores From 3rd to 10th Grade.

Growth in Test of Cognitive Skills (TCS) scores and Comprehensive Tests of Basic Skills (CTBS) reading, math, and total achievement scores from 3rd to 10th grade was studied in 328 public school students in a middle-class suburban community. Surprisingly, groups differing in ability and achievement in 3rd grade made parallel progress over time, and some "fan-close" effects were found. With growth curve analysis of individual students using hierarchical linear models, initial status on cognitive ability predicted initial achievement scores but did not affect the rate of growth. Similarly, initial status in achievement predicted the intercept but not the slope in cognitive ability scores over time. Although replication is needed, this study illustrates how districts could use standardized test data to document growth of academic skills over time in high-, middle-, and low-achieving children: in racial or socioeconomic status subgroups; or in different classrooms, schools, or districts. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reading achievement across three language groups: Growth estimates for overall reading and reading subskills obtained with the Early Childhood Longitudinal Survey.

This study estimated normative reading trajectories for the population of English-proficient language minority students attending U.S. public elementary schools. Achievement of English-language learners (ELLs) was evaluated in terms of native English speakers' progress, and estimates were adjusted for the effects of socioeconomic status (SES). The ELL group was disaggregated into native Spanish speakers and native speakers of Asian languages. Multilevel latent variable growth modeling indicated that achievement trends of Asian-language ELLs are more similar to those of native English speakers than to those of Spanish ELL groups. Spanish ELLs had lower initial reading achievement than both Asian-language ELLs and native English speakers, and Asian students had higher initial achievement than did the native English speaking group. Additionally, Spanish ELLs had statistically significantly less growth over time than did Asian ELLs, with differences being most notable on reading evaluation–related tasks. Language-related differences in total reading were minimized when SES effects were specifically modeled, suggesting that SES may be the more significant factor explaining the lower achievement rates of English-proficient native Spanish speakers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Motivational level and response to academic encouragement among low-achieving college males.

Investigated the relationship between academic achievement motivation and response to academic encouragement, using 2 different counseling letters. Ss were 150 male college freshmen who had received 1 or 2 failing grades in their 1st semester. Motivation was measured by Biggs' College Opinion Survey Questionnaire. No differences were found between the experimental letter groups and no-contact controls on either posttreatment GPA or on the number of helping sources contacted by the Ss. However, the high-motivation experimental Ss had significantly higher posttreatment GPAs and fewer "F" grades than low-motivation experimental Ss. There were no differences in posttreatment GPAs or number of "F" grades between high- and low-motivation controls. Implications for the role of the university counseling center in future attempts at helping low-achieving college students are discussed. (20 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The moderating effects of attachment style on students' experience of a transition to university group facilitation program.

This study investigated how attachment style predicted first-year students' responses to a transition to university group facilitation program. Participants (N = 148) at three universities were randomly assigned to a control or facilitation group. Each group consisted of on average six first-year students and two facilitators who met weekly for nine weeks at the beginning of the first semester to discuss issues relevant to the transition to university. Attachment styles (preoccupied, secure, dismissing, and fearful), feelings toward group experiences, and adjustment were assessed by questionnaire at the end of the program in November and again in March. Results indicated that, as hypothesised, dismissing style scores were generally negatively correlated with student attendance and feelings toward the group. Secure style ratings tended to be positively correlated with reports of group feelings. Adjustment measures collected in March indicated a potential buffering effect of the facilitation program for the preoccupied students in that the preoccupied students in the control group indicated more depression and loneliness, plus poorer adjustment to university, than the preoccupied students in the intervention groups. However, all other styles, including the dismissing style, did not show differences between intervention and control groups on subsequent adjustment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Use of group hypnosis to improve college students' achievement

To examine whether group hypnosis would improve college students' achievement examination grades, including a midterm and final test of 30 educational psychology students who were hypnotized were compared with those of two control groups of 34 and 32 students. Analysis indicated for these intact classes the hypnotized group had a significantly higher mean score on final examination than those of the control groups, although differences in examination scores were nonsignificant at midterm. Suggestions for further research are made.     

A performance model for academic achievement in early adolescent boys.

Tests a model for conduct-related school failure in young adolescent boys. In this model, family characteristics and child antisocial behavior serve as predictors of school adjustment and academic performance. Ss were 206 youths and their families, followed from the 4th through 8th grades. Results indicated that low parental academic achievement was associated with ineffective discipline practices and child antisocial behavior in the 6th grade. Ineffective discipline had a direct and negative effect on boys' 7th-grade academic engagement. Boys' academic engagement, in turn, had a direct and positive effect on 8th grade academic achievement. A smaller direct effect of parental achievement on child achievement was also found. Results are discussed in terms of research on parental influence on academic success and life span models of the development of antisocial behavior. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Do gender differences in help avoidance vary by ethnicity? An examination of African American and European American students during early adolescence.

The present research examined whether the nature of gender differences varies by race for two types of academic engagement in the classroom (help avoidance and voice with the teacher) in a sample of early adolescents (N = 456; 55% female, 60% African American and 40% European American) making the transition to middle school. Growth curve analyses indicated that help avoidance increased over time, voice remained stable, and achievement declined. In line with hypotheses based on cultural variations in the female role, there were no gender differences in help avoidance for African American students, whereas for European American students, girls were lower in help avoidance than were boys. For African American students, there were no gender differences in voice with the teacher, whereas for European American students, girls were higher than were boys. These group differences were present at all 3 waves. For all students, increases in help avoidance negatively predicted changes in achievement, whereas increases in voice positively predicted achievement. Results underscore the importance of examining gender and ethnicity together to understand academic adjustment during early adolescence. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effectiveness of SVIB academic interest scales in predicting college achievement.

Determined the effectiveness of various SVIB academic interest scales in predicting 1st semester grades for 388 freshman males. Both the R. M. Rust and F. J. Ryan (see 29:4) and the D. P. Campbell and C. B. Johansson (see 41:3) scales contributed to a multiple correlation coefficient consisting of high school rank and Scholastic Aptitude Test scores in predicting academic performance. A single-item, self-evaluation rating scale failed to predict GPA significantly. Although the degree of relationship between the interest scales and grades tended to be somewhat greater for "marginal" students, the r's were not significantly different from those obtained with more able students. The use of modified, "placement" instructions did not greatly affect the mean scores or the magnitude of the correlations. (26 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Correcting the bias of clerkship timing on academic performance

OBJECTIVES: To document the time-of-year bias in National Board of Medical Examiners subject examination (NBME) scores in a third-year pediatrics clerkship and to develop a grading method that neutralizes the bias. DESIGN: Interventional modeling of final grades. SETTING: University-based medical school. SUBJECTS AND METHODS: During each of the past 3 academic years, we conducted six 2-month pediatric clerkships for third-year students. To counter the time-of-year bias, NBME scores, clinical evaluations, and departmental examination scores for the current rotation were pooled with those from the rotations from the same time of year during the previous 2 years. Final grades for the current rotation were determined by cutoff points derived from that entire 3-year pool. We analyzed this approach by testing the time-of-year effects on NBME scores, clinical evaluations, and final grades while maintaining step 1 of the US Medical Licensing Examination as a preclinical baseline control. RESULTS: The scores for step 1 of the US Medical Licensing Examination did not differ significantly by time of year. Clinical evaluations and NBME scores showed significant upward trends as the academic year progressed. By contrast, according to design, final grades showed no significant time-of-year trend. CONCLUSIONS: Our results support previous reports of significant improvements in NBME scores across the academic year. Our method of computing final grades corrects for this time-of-year bias by judging students only in relation to those who took the rotation at the same time of year. It is our belief that the prevalence and significance of the time-of-year trend warrants such an adjustment in grading to help minimize the academic disadvantage faced by students early in their clinical training.     

The organization of student performance in American schools: Discipline, motivation, verbal learning, nonverbal learning.

Standardized measures of cognitive ability, academic achievement, classroom learning behavior, and school social-emotional adjustment were administered for a nationally representative sample of 1,268 students aged 6–17 years. Exploratory and confirmatory latent structure analyses revealed 4 distinct and reliable student performance factors (Disciplined Behavior, Motivation, Verbal Learning, Nonverbal Learning) that were generalizable to age, sex, and ethnic subgroups within the national sample. The performance factors showed substantial and consistent relationships to independent measure of school achievement (grades, test scores) and to observations of problem behavior. Differential patterns for age, sex, and ethnic groups were discovered, including female superiority for disciplined behavior, verbal learning, and motivation, and male superiority for nonverbal learning, with unique pattern variations for some ethnic minority students. Theoretical implications are explored. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mild closed-head injury in children and adolescents: behavior problems and academic outcomes

The issue of whether mild head injuries (HIs) in children cause behavior problems and poor scholastic performance is controversial. This study included 119 children (range = 8-16 years old) with HI, 114 with other injuries, and 106 with no injury (NI). Behavioral functioning was assessed with the Child Behavior Checklist; academic functioning, with school grades and standardized testing. Higher T scores were found for both injury groups versus NI participants on preinjury behavioral status. All 3 groups' behavioral scores decreased relative to baseline at 1 year. HI and NI groups did not differ in school grades or achievement testing either pre- or postinjury. These results are consistent with the conclusion that head injury of the mildest type does not increase the probability of new overt behavioral or academic problems.     

Behavior, motivation, and achievement in desegregated junior high school science classes.

To locate possible antecedents for racial differences in science achievement, measures of mathematics and reading achievement, causal attribution, attitude toward school success, and in-class behavior were acquired from 40 Black and 40 White junior high school students, both groups evenly divided between males and females. Significant group differences were limited to mean achievement test scores and science grades. Achievement scores were significantly related to grades, but classroom behaviors also accounted for a significant and unique portion of the variance. There were no significant relationships between behaviors and other student measures. Teacher ratings of effort, ability, course difficulty, and environment were also acquired. Teachers rated Whites as smarter and believed that Black females exerted the greatest effort and Black males the least. As a secondary interest, number and type of student interactions were recorded. Few hostile interracial encounters were observed, and interactions were predominately within race. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)