Author: Marcus L. McBride Publisher: ISBN: Category : Electronic dissertations Languages : en Pages : 193
Book Description
Hope, self-efficacy, and optimism are concepts of motivational psychology that have evidenced significant relationships with achieving goals and student achievement (Bandura, 1977; Snyder, 2004; Chang, 1998; Lin & Peterson, 1990). Research to test these measures across diverse populations as a cognitive set and examine the constructs' ability to predict student achievement and general well-being are sparse (e.g., Schunk & Zimmerman, 2006). Cross-cultural theoretical models investigating motivation in education fail to investigate constructs within positive psychology (self-efficacy, hope and optimism) that are rigorously measured and considered by Magletta and Oliver (1999) as "powerful, if not the strongest determinants of human behavior" (p. 541). Investigating competence and control beliefs across diverse student populations could yield important explanations for the disparity of scores in education among African American and Caucasian students in academic settings. This study specifically examined theoretically competing confirmatory factor models and identified the best-fitting structural equation model dependent on variables of academic hope, academic self-efficacy, and optimism in a diverse student population. The sample size (N = 466) was made up of a diverse group of high school and college students. The results of the study indicated that a system of competence and control adequately predicted student achievement and general well-being. The results of the study also indicated that the structural model of a System of Competence and Control did not differ according to age group, gender, and ethnicity in predicting student achievement and general well-being.
Author: Rae R. Newton Publisher: SAGE ISBN: 1412997593 Category : Education Languages : en Pages : 385
Book Description
How do you bridge the gap between what you learned in your statistics course and the questions you want to answer in your real-world research? Oriented towards distinct questions in a "How do I?" or "When should I?" format, Your Statistical Consultant is the equivalent of the expert colleague down the hall who fields questions about describing, explaining, and making recommendations regarding thorny or confusing statistical issues. The book serves as a compendium of statistical knowledge, both theoretical and applied, that addresses the questions most frequently asked by students, researchers and instructors. Written to be responsive to a wide range of inquiries and levels of expertise, the book is flexibly organized so readers can either read it sequentially or turn directly to the sections that correspond to their concerns.
Author: K. Ann Renninger Publisher: Cambridge University Press ISBN: 1316832473 Category : Psychology Languages : en Pages : 1172
Book Description
Written by leading researchers in educational and social psychology, learning science, and neuroscience, this edited volume is suitable for a wide-academic readership. It gives definitions of key terms related to motivation and learning alongside developed explanations of significant findings in the field. It also presents cohesive descriptions concerning how motivation relates to learning, and produces a novel and insightful combination of issues and findings from studies of motivation and/or learning across the authors' collective range of scientific fields. The authors provide a variety of perspectives on motivational constructs and their measurement, which can be used by multiple and distinct scientific communities, both basic and applied.
Author: Jeffrey A. Rosen Publisher: RTI Press ISBN: 1934831026 Category : Education Languages : en Pages : 216
Book Description
This book provides an overview of recent research on the relationship between noncognitive attributes (motivation, self efficacy, resilience) and academic outcomes (such as grades or test scores). We focus primarily on how these sets of attributes are measured and how they relate to important academic outcomes. Noncognitive attributes are those academically and occupationally relevant skills and traits that are not “cognitive”—that is, not specifically intellectual or analytical in nature. We examine seven attributes in depth and critique the measurement approaches used by researchers and talk about how they can be improved.
Author: Gwyne Withorn White Publisher: ISBN: Category : Academic achievement Languages : en Pages : 98
Book Description
Academic success can be considered a core metric by which to measure the relative success of a youth's childhood as the skills conveyed and measured in school are such as to foster positive long-term outcomes. Therefore, all efforts ought to be made towards encouraging this achievement. School success however, is a complex phenomenon shaped by a wide variety of factors and many Latino adolescents are missing opportunities to develop their full potential in the United States educational system. The goal of this project was to present a perspective on students' relationship to their academic outcomes that emphasizes the role of the mental health and self-efficacy of Latino youth towards their learning and academic success. The present study examined the relationship between students' broad mental health risk, general self-efficacy, and achievement outcomes. The district in which this study was conducted has one of the lowest graduation rates in the state of New Jersey (under 60%) and reading and math testing scores ranking below the 15th percentile. The high school was comprised of 1397 students, grades 9 through 12 of whom 485 met criteria for further analysis by virtue of being Latino, completing the Pediatric Symptom Checklist (PSC) and the General Self-Efficacy Scale (GSE) as well as meeting other demographic criteria. The results of this study indicated that mental health risk's impact on academic achievement outcomes are mediated by perceived general self-efficacy. This finding appears most significantly for the relationship between internalizing symptoms and final Language Arts grade as well as GPA. Specifically, the current study found that when an adolescent's self-reported internalizing symptoms go up by 1, the indirect, mediated effect by self-efficacy is that final Language Arts grade goes down by .16 and GPA goes down by .01. Broadly, the effect sizes reflecting these findings are small, but add to the field suggesting that academic self-efficacy is a predictor of school success for Latino students. The findings here offer an important potential area for intervention that can and ought to be explored in furtherance of the goal of encouraging school achievement in at-risk populations.
Author: Matthew W. Gallagher Publisher: Oxford University Press ISBN: 019939931X Category : Medical Languages : en Pages : 401
Book Description
Hope has long been a topic of interest for psychologists, philosophers, educators, and physicians. In the past few decades, researchers from various disciplines and from around the world have studied how hope relates to superior academic performance, improved outcomes in the workplace, and improved psychological and physical health in individuals of all ages. Edited by Matthew W. Gallagher and the late Shane J. Lopez, The Oxford Handbook of Hope provides readers with a thorough and comprehensive update on the past 25 years of hope research while simultaneously providing an outline of what leading hope researchers believe the future of this line of research to be. In this extraordinary volume, Gallagher, Lopez, and their expert team of contributors discuss such topics as how best to define hope, how hope is distinguished from related philosophical and psychological constructs, what the current best practices are for measuring and quantifying hope, interventions and strategies for promoting hope across a variety of settings, the impact it has on physical and mental health, and the ways in which hope promotes positive functioning. Throughout its pages, these experts review what is currently known about hope and identify the topics and questions that will help guide the next decade of research ahead.
Author: Richard Lerner Publisher: Academic Press ISBN: 0123864925 Category : Education Languages : en Pages : 435
Book Description
Each chapter provides in-depth discussions and this volume serves as an invaluable resource for Developmental or educational psychology researchers, scholars, and students. Includes chapters that highlight some of the most recent research in the area of Positive Youth Development Each chapter provides in-depth discussions An invaluable resource for developmental or educational psychology researchers, scholars, and students
Author: U.S. Department of Health and Human Services Publisher: Lulu.com ISBN: 1794755136 Category : Reference Languages : en Pages : 208
Book Description
Motivation is key to substance use behavior change. Counselors can support clients' movement toward positive changes in their substance use by identifying and enhancing motivation that already exists. Motivational approaches are based on the principles of person-centered counseling. Counselors' use of empathy, not authority and power, is key to enhancing clients' motivation to change. Clients are experts in their own recovery from SUDs. Counselors should engage them in collaborative partnerships. Ambivalence about change is normal. Resistance to change is an expression of ambivalence about change, not a client trait or characteristic. Confrontational approaches increase client resistance and discord in the counseling relationship. Motivational approaches explore ambivalence in a nonjudgmental and compassionate way.
Author: National Research Council Publisher: National Academies Press ISBN: 0309324882 Category : Social Science Languages : en Pages : 587
Book Description
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
Author: Marcus L. McBride
Author: Albert Bandura
Author: Rae R. Newton
Author: K. Ann Renninger
Author: Jeffrey A. Rosen
Author: Gwyne Withorn White
Author: Matthew W. Gallagher
Author: Richard Lerner
Author: U.S. Department of Health and Human Services
Author: National Research Council