Author: Horng-shing ChangPublisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 86
Book Description
Personality Factors, Intelligence, and School Achievement in High School Students
Author: Horng-shing ChangPublisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 86
Book Description
Personality and Educational Achievement
Author: F. D. NaylorPublisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 180
Book Description
A Detailed Analysis of Achievement in the High School
Author: Cecile Woodard White FlemmingPublisher:
ISBN:
Category : Ability
Languages : en
Pages : 238
Book Description
Personality Factors Associated with Eleventh Grade Male and Female Discrepant Achievement
Author: Ronald Gail TaylorPublisher:
ISBN:
Category : Ability
Languages : en
Pages : 296
Book Description
Enhancing Academic Achievement
Author: Radha Rani SharmaPublisher: Concept Publishing Company
ISBN:
Category : High school students
Languages : en
Pages : 174
Book Description
Emotional Intelligence And Academic Achievement Among Intermediate Students
Author: Ramana KoppulaPublisher: Archers & Elevators Publishing House
ISBN: 8194988918
Category : Antiques & Collectibles
Languages : en
Pages :
Book Description
Personality and Intellectual Competence
Author: Tomas Chamorro-PremuzicPublisher: Psychology Press
ISBN: 1135608466
Category : Psychology
Languages : en
Pages : 215
Book Description
This is a highly original new study of personality and intelligence that will bring together the various theoretical models and synthesize the developments in research over the last 100 years.
The Relationship Between Personality Factors and Academic Achievement of High School Students of Oman
Author: Hilal Zahir Al-NabhaniPublisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 148
Book Description
Test Anxiety
Author: Moshe ZeidnerPublisher: Springer Science & Business Media
ISBN: 0306471450
Category : Psychology
Languages : en
Pages : 448
Book Description
Examination stress and test anxiety are pervasive problems in modern society. As the information age continues to evolve, test scores will become even more important than they are today in evaluating applicants for demanding jobs and candidates for admission into highly competitive educational programs. Because test anxiety gen- ally causes decrements in performance and undermines academic achievement, the development of effective therapeutic interventions for reducing its adverse effects will continue to be an important priority for counselors, psychologists, and educators. Alleviating test anxiety will also serve to counteract the diminished access to edu- tional and occupational opportunities that is frequently experienced by test-anxious individuals. As its title promises, this volume provides a state-of-the-art evaluation of the nature, antecedents, correlates, and consequences of examination stress and test anxiety. Professor Zeidner’s cogent and comprehensive analysis of the affective, cognitive, somatic, and behavioral manifestations of test anxiety are grounded in the extensive knowledge he has gained from his own research on the assessment and treatment of test anxiety. This work has also benefitted from the author’s lo- standing and productive collaboration with leading contributors to test anxiety theory and research, and his active participation in national and international conferences devoted to understanding test anxiety, including those convened by the Society for Test Anxiety Research (STAR).
Non-cognitive Skills and Factors in Educational Attainment
Author: Myint Swe KhinePublisher: Springer
ISBN: 9463005919
Category : Education
Languages : en
Pages : 437
Book Description
This volume addresses questions that lie at the core of research into education. It examines the way in which the institutional embeddedness and the social and ethnic composition of students affect educational performance, skill formation, and behavioral outcomes. It discusses the manner in which educational institutions accomplish social integration. It poses the question of whether they can reduce social inequality, – or whether they even facilitate the transformation of heterogeneity into social inequality. Divided into five parts, the volume offers new insights into the many factors, processes and policies that affect performance levels and social inequality in educational institutions. It presents current empirical work on social processes in educational institutions and their outcomes. While its main focus is on the primary and secondary level of education and on occupational training, the book also presents analyses of institutional effects on transitions from vocational training into tertiary educational institutions in an interdisciplinary and internationally comparative approach.