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Full-Text Articles in Education
The Effects Of Pacing On Academic Performance In Elementary School Students With Attention Difficulties, Emily Jane Fuller
The Effects Of Pacing On Academic Performance In Elementary School Students With Attention Difficulties, Emily Jane Fuller
Doctoral Dissertations
Researchers have investigated pacing and accuracy of students’ academic work. However, studies investigating the effects pacing have mixed results regarding accuracy levels and student acceptability. Fuller, Krohn, Orsega, Skinner, and Williams (2009) conducted a pilot study examining the impact of slowing students down on their accuracy levels. Specifically, Fuller et al. (2009) had computers deliver multiplication problems one at a time. In the no-delay condition a new problem was delivered immediately after students provided an answer to the previous problem. In the delay condition, after students entered the answer to a problem there was a 7-second delay before the computer …
The Effect Of Goal Orientation Of Attention, Learning, And Metacognitive Awareness, Ordene V. Edwards
The Effect Of Goal Orientation Of Attention, Learning, And Metacognitive Awareness, Ordene V. Edwards
UNLV Theses, Dissertations, Professional Papers, and Capstones
An experimental study was conducted to examine whether achievement goals affect attention, comprehension, and metacognition. One hundred and twenty undergraduate students enrolled in introductory educational psychology classes participated. Students were randomly assigned to one of four goal groups (mastery, performance approach, performance avoidance, or control group) and one of three question groups (emotions, brain, and no questions). The study was conducted in two sessions. First, students were given a reading test, and questionnaires to measure their prior knowledge and personal goals. Second, students read the text on a computer. Then they completed an interest questionnaire, a manipulation check, a post …
Temperamental Attention And Activity, Classroom Emotional Support, And Academic Achievement In Third Grade, Kathleen Moritz Rudasill, Kathleen Cranley Gallagher, Jamie M. White
Temperamental Attention And Activity, Classroom Emotional Support, And Academic Achievement In Third Grade, Kathleen Moritz Rudasill, Kathleen Cranley Gallagher, Jamie M. White
Department of Educational Psychology: Faculty Publications
The purpose of this study is to examine the interplay of children’s temperamental attention and activity (assessed when children were 4-and-a-half years old) and classroom emotional support as they relate to children’s academic achievement in third grade. Particular focus is placed on the moderating role of classroom emotional support on the relationship between temperament (attention and activity level) and academic achievement. Regression analyses indicated that children’s attention and activity level were associated with children’s third grade reading and mathematics achievement, and classroom emotional support was associated with children’s third grade reading and mathematics achievement. In addition, classroom emotional support moderated …