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Achievement Value

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Wei Ran – One of the best experts on this subject based on the ideXlab platform.

  • Research on relationship between college students’ English reading motivation,English reading Achievement and gender
    Journal of Xuzhou Normal University, 2011
    Co-Authors: Wei Ran

    Abstract:

    This study explores how college students’ English reading Achievement and gender differences are correlated with their English reading motivation.It finds that(a) College students’ motivation in English reading is generally strong.(b) Students’ overall reading motivation is positively correlated with their reading Achievement.Besides,their reading efficacy and Achievement Values correlate positively with reading Achievement,respectively.It shows a significant difference.(c) Considering gender difference,female students perform better than male in reading comprehension test but their differences are not significant.T-test shows that female students’ reading efficacy,Achievement Value and social aspects for reading are all higher than and significantly different from the male students’.The results indicate that effectively stimulating students’ reading motivation and paying special attention to students’ gender differences in language learning can better promote the improvement of students’ reading capacity which will certainly enlighten our foreign language teaching as well.

David C. S. Richard – One of the best experts on this subject based on the ideXlab platform.

  • Development of the Higher Education Value Inventory: Factor Structure and Score Reliability
    Psychology, 2011
    Co-Authors: Vickie R. Luttrell, David C. S. Richard

    Abstract:

    Students bring to college a Value system that affects their levels of academic Achievement and persistence. The goal of this project was to develop a self-report inventory that measures the Value students place on higher education. The Higher Education Value Inventory (HEVI) surveys students’ attitudes and behaviors in five domains: family expectations, scholastic focus, Achievement Value, general education Value, and Achievement obstacles. We describe the development of the HEVI and report the results of reliability studies and factor analyses. HEVI scores accounted for 35.9% of the variance in freshman grades. Implications for educational researchers and admissions officers are provided

Klaus Boehnke – One of the best experts on this subject based on the ideXlab platform.

  • Value orientations in relation to mathematical self-esteem: An exploratory study of their role in mathematical Achievement among German, Israeli, and Canadian 14-year-olds
    European Journal of Psychology of Education, 2005
    Co-Authors: Klaus Boehnke

    Abstract:

    Cette article est consacrée au rôle que joue la réussite dans la performance en mathématiques estimée par les notes et les résultats de tests. Lors d’une étude comparative de 1665 élèves, âgés de 14 ans, originaires d’Allemagne, d’Isra, l et du Canada, deux hypothèses ont été testées. Premièrement, on suppose que la réussite a un double rôle dans les résultats universitaires. D’une part, la réussite engendre le respect de soi, qui est lui-même une variable du succès universitaire. D’autre part, suite à la pression exercée par leurs parents, on attend d’eux une plus grande sensibilisation à la notion de succès. Cette pression parentale est également responsable d’une anxiété croissante, c’est pourquoi, l’estime de soi baisse. Deuxièmement, on suppose qu’il y a des variations culturelles dans l’intensité des des deux effets postulés. Le “rôle positif” de réussite est plus prononcé dans les cultures qui ont une attitude positive envers le succès (Canada, Israël), alors que le “rôle négatif” est plus prononcé dans les cultures qui ont une attitude moins positive envers le succès (Allemagne). Les hypothèses ont été testées dans le cadre des modèles des équations structurelles, et ont été pour l’essentiel confirmées. Toutefois, la grandeur des effets est réduite et la conformation des hypothèses est seulement relative aux notes et non pas aux facultés en mathématiques. The present paper offers an exploration of the role Achievement Values play in the generation of mathematical Achievement as measured in school grades and test scores. Based on a comparative study of 1665 German, Israeli, and Canadian 14-year-olds two hypotheses are tested. First, it is assumed that Achievement Value preferences have a dual role in the generation of high academic performance. On the one hand, they are assumed to facilitate a high Achievement-related self-esteem, which itself is a strong covariate of good academic performance. On the other hand, they are expected to sensitize for Achievement pressure from parents, which in turn increases anxiety, and henceforth lowers the Achievement-related self-esteem. Secondly, it is assumed that one will find cross-cultural variation in the strength of the two postulated effects. The “positive” role of Achievement Values is assumed to be stronger in cultures with a more positive view on Achievement (Canada, Israel), whereas the “negative” role is assumed to be stronger in cultures with a less positive view on Achievement (Germany). Hypotheses were tested in a structural equation modeling frame, and are essentially confirmed. Effect sizes are, however, low, and confirmation pertains almost exclusively to grades, not to test scores as measures of mathematical abilities.

  • Value Orientations in Relation to Mathematical Self-Esteem: An Exploratory Study of Their Role in Mathematical Achievement among German, Israeli, and Canadian 14-Year-Olds.
    European Journal of Psychology of Education, 2005
    Co-Authors: Klaus Boehnke

    Abstract:

    The present paper offers an exploration of the role Achievement Values play in the generation of mathematical Achievement as measured in school grades and test scores. Based on a comparative study of 1665 German, Israeli, and Canadian 14-year-olds two hypotheses are tested. First, it is assumed that Achievement Value preferences have a dual role in the generation of high academic performance. On the one hand, they are assumed to facilitate a high Achievement-related self-esteem, which itself is a strong covariate of good academic performance. On the other hand, they are expected to sensitize for Achievement pressure from parents, which in turn increases anxiety, and henceforth lowers the Achievement-related self-esteem. Secondly, it is assumed that one will find cross-cultural variation in the strength of the two postulated effects. The “positive” role of Achievement Values is assumed to be stronger in cultures with a more positive view on Achievement (Canada, Israel), whereas the “negative” role is assumed to be stronger in cultures with a less positive view on Achievement (Germany). Hypotheses were tested in a structural equation modeling frame, and are essentially confirmed. Effect sizes are, however, low, and confirmation pertains almost exclusively to grades, not to test scores as measures of mathematical abilities.