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At least 19 recordsLinked to original sources
PubMed1979

Visual-motor test performance: race and achievement variables.

Tested rural Michigan black (N = 60) and white (N = 60) children of variant academic achievement on the Minnesota Percepto-Diagnostic Test for visual-motor skill development. The test, which consists of six gestalt designs for the person to copy, includes four measures of such skill development: Degree of copied design rotation and errors of separation of circle-diamond, distortion of circle-diamond and distortion of dots. In general, analyses that statistically controlled for intellectual level indicated that race was not a significant variable in the relationship of achievement level and visual-motor test performance. That is, such analyses resulted only in a significant achievement effect; low achievers, in comparison with high achievers, performed poorly on the copying test. Only with distortion of circle-diamond errors was a race interactive effect noted; i.e., black low achievers had significantly more errors than black high achievers, white low achievers or white high achievers. Results were discussed in relation to environmental determinants and symptomatology correlates.

Achievement↗
PubMed1977

Reflection-impulsivity as a predictor of children's academic achievement.

To examine the implications of differences in reflection-impulsivity for later academic achievement, 70 children were administered the Matching Familiar Figures test (MFF) in grade 4 and the Comprehensive Tests of Basic Skills (CTBS) in grades 4, 5, and 6. Children identified as reflective based on grade 4 MFF performance scored significantly higher on the CTBS achievement battery at all grade levels than those classified as impulsive. However, the 2 groups did not differ on the grade 5 or grade 6 achievement measures when scores were adjusted for initial differences in grade 4 CTBS. Similarly, while each of the continuous variables MFF error score and MFF response latency was significantly predictive of grade 5 and grade 6 achievement test scores, neither of the MFF variables significantly improved the prediction of academic performance when current level of achievement was statistically accounted for. Sex differences in the relations between the MFF variables and the achievement measures were identified; MFF error score was more strongly related to later academic achievement for boys than for girls, while MFF response latency was a better predictor of academic achievement for girls than for boys.

Achievement↗
PubMed1991

The validity of academic learning time-physical education (ALT-PE) as a process measure of achievement.

The purpose of this study was to determine whether the ALT-PE system (Version 2) is valid as a process approach to estimate student achievement. Students (N = 60) were randomly selected from a data base that includes pretest and posttest scores for two volleyball skills and seven sessions of videotaped instruction. Videotapes were collected using two cameras with a split-screen generator so most instruction and practice could be seen. ALT-PE data were coded from the videotapes. In addition to normal ALT-PE coding conventions, coders recorded the skill that was the focus of instruction. Combinations of context and learner involvement categories were summed for each skill across the seven class sessions and to form other logical categories (e.g., total motor appropriate intervals). Achievement scores were calculated by posttest on pretest regression for each skill with the residual score used for subsequent analysis. Residual achievement scores were correlated with summed ALT-PE categories. The results indicate for the serve both total motor appropriate and practice-motor appropriate intervals were related to student achievement. For the pass, practice-motor appropriate intervals were related to achievement and the total motor appropriate-achievement correlation failed significance. These results demonstrate the validity of the ALT-PE system as a process measure of achievement can be partially substantiated.

Achievement↗
PubMed1979

Comparison of culturally deprived school achievers and underachievers on memory function and perception.

To compare the memory function and perception of culturally deprived achievers with underachievers, 36 culturally deprived children were assigned to one of two groups according to their achievement level, in relation to their age and IQ. Underachievers were children achieving 6 mo. or more below expected level. Achievers were children achieving within at least 5 mo. of expected level. All subjects were between the ages of 8 and 12 yr. and were in Grades 4, 5, or 6. Four tests were administered, the Block Design and Digit Span subtests of the WISC, Memory-for-Designs, and the Minnesota Percepto-Diagnostic Test. The two groups did not differ on the first three tests, but the achievers performed significantly better on the last test than the underachievers. It was speculated that the differences were related to level of motor execution.

Achievement↗
PubMed1992

Gender, academic achievement, and preferences for cooperative, competitive, and individualistic learning among African-American adolescents.

In this study, we investigated the relationships among gender, academic achievement, and student preferences for cooperative, competitive, and individualistic learning in a sample of 136 African-American adolescents enrolled in sixth and seventh grades in a school in Georgia. We used the Learning Preference Scale for Students (LPSS; Barnes, Owens, & Straton, 1978) to measure cooperative, competitive, and individualistic preferences. Three two-way ANOVAs (Gender x Academic Achievement) were conducted, in which the three learning preferences were the dependent variables. Gender had a significant effect on the preference for cooperative learning, with girls reporting a higher preference for this method than boys did. For the other two learning preferences, no significant gender differences were found. Academic achievement did not correlate significantly with any of the three learning preferences. A two-way interaction between gender and academic achievement was observed for competitive learning preferences. Girls' preferences for competition increased as academic achievement increased; boys' preferences for competition decreased as academic achievement increased.

Adolescent↗
PubMed1991

A behavioral approach to achieving initial cocaine abstinence.

OBJECTIVE: The aim of this study was to assess the efficacy of a behavioral treatment program for achieving initial cocaine abstinence in individuals enrolled in outpatient treatment for cocaine dependence. METHOD: Thirteen consecutively admitted outpatients were offered behavioral treatment consisting of contingency management procedures and the community reinforcement approach. Fifteen consecutively admitted outpatients were offered treatment with 12-step counseling. All 13 of the patients who were offered the behavioral treatment accepted it; 12 of the patients offered 12-step counseling accepted it. RESULTS: Eleven of the 13 patients in the behavioral treatment were retained for 12 weeks of treatment, compared with five of the 12 patients given 12-step counseling. Ten of the patients given behavioral therapy achieved 4 weeks of continuous cocaine abstinence, compared with only three of those given 12-step counseling. Six of the patients in the behavioral treatment group achieved 8 weeks, and three achieved 12 weeks; none of the patients in the 12-step counseling program achieved 8 weeks. CONCLUSIONS: The behavioral treatment described in this paper offers promise as an effective intervention for achieving initial cocaine abstinence. A randomized trial is underway to assess the generality of these findings.

Adult↗
PubMed1992

Spatial ability as a predictor of math achievement: the importance of sex and handedness patterns.

In accordance with major theories of handedness and brain organization, differential predictors for math achievement were found as a function of sex and handedness subgroups among eighth graders. Although there was no difference in absolute levels of performance as a function of either sex or handedness, predictive structures did differ. Regression analyses showed that spatial ability predicts math achievement for: (1) girls with anomalous dominance (non-right-handers and right-handers with non-right-handed relatives), and (2) all boys (independent of handedness group). In contrast, for the standard dominance girls who are right-handed with all right-handed relatives (considered strongly left-hemisphere dominant for language), spatial ability did not predict for math achievement. These findings occurred, even when scholastic aptitude and verbal achievement factors were controlled. It was concluded that further studies of sex differences in math achievement should consider subgroup differences within the sexes, based on handedness patterns.

Achievement↗
PubMed1977

Academic achievement as a function of specific and global measures of self-concept.

This study examined the correlations between academic achievement and factor specific, as well as global, measures of self-concept for 314 fourth and sixth grade boys and girls divided into grade level groups with and without Spanish surnames. The Primary Self-Concept Inventory was used to measure self-concept on six scales: physical size, emotional state, peer acceptance, helpfulness, success, and student-self. A global self-concept score was derived by totaling the scores on the six scales. Achievement was measured as total score on the Comprehensive Tests of Basic Skills. The two specific measures of self-concept that were most reflective of school performance, success and student-self, tended to show low positive correlations with achievement. The remaining specific measures, as well as the global measure, tended to show no relationship to achievement. These results suggest that an area specific model of self-concept is more useful than a global or undifferentiated model. Further, the low correlations between school related self-concept and achievement suggest that, as a group, students frequently have rather inaccurate academic self-concepts.

Achievement↗
PubMed1977

Children's beliefs in internal-external control and self-esteem as related to academic achievement.

Previous work has shown high self-esteem to be related to an internal locus of control (LOC) orientation. Both have been shown to be related to academic achievement. It was hypothesized that LOC and self-esteem are each independently related to achievement, and that these relationships may vary according to the sex of the child and the measure of achievement used. Subjects were 113 ten-year-old, fourth grade children, 60 males and 53 females. They were administered questionnaire measures of LOC and self-esteem (Nowicki-Strickland and Piers-Harris). An internal LOC orientation was significantly related to greater academic achievement and high self-esteem. Males' LOC scores were related to grade point averages and not achievement test scores, while the reverse held for females. Differential socialization of females from males might account for the lack of a relationship between grades and LOC.

Achievement↗