Education Commons^™

Pisa Australia In Focus Number 4: Anxiety, Marina Schmid

OECD Programme for International Student Assessment (PISA) Australia

The pressure to get good grades is one of the most frequently cited sources of stress for school age children and adolescents (OECD, 2017). Both schoolwork-related anxiety and test anxiety have been shown to have a negative impact on student academic performance and general well-being. As students move into the later years of schooling, the academic demand on them increases and they are expected to manage this along with their emotional responses to it. Alongside the assessments of students’ performance in reading, mathematics and scientific literacy, PISA also collects information about their experiences of schooling – their worries, their interests …

Prediction Of Children's Early Academic Adjustment From Their Temperament: The Moderating Role Of Peer Temperament, Sarah K. Johns, Carlos Valiente, Nancy Eisenberg, Tracy L. Spinrad, Maciel M. Hernández, Jody Southworth, Rebecca H. Berger, Marilyn Thompson, Kassondra M. Silva, Armando A. Pina

Psychology Faculty Publications and Presentations

The goal of the study was to examine whether target children’s temperamental negative emotional expressivity (NEE) and effortful control in the fall of kindergarten predicted academic adjustment in the spring and whether a classmate’s NEE and effortful control moderated these relations. Target children’s NEE and effortful control were measured in the fall via multiple methods, academic adjustment was measured via reading and math standardized tests in the spring, and observations of engagement in the classroom were conducted throughout the year. In the fall, teachers nominated a peer with whom each target child spent the most time and rated that peer’s …

The Relationship Between Musicianship, Academic Achievement, Academic Motivation, And Self-Esteem, Ellie Krumsieg

Honors Program Projects

Background

Past research suggests that students involved in music are intrinsically motivated. For example, Diaz (2010) showed that undergraduate musicians possessed high levels of academic intrinsic motivation. Intrinsic motivation is a predictor of high academic achievement as well. Additionally, past research indicates that music education is positively correlated with academic achievement and self-esteem. This study continues to investigate the relationships between musicianship and academic motivation, academic achievement, and self-esteem, but does so using a post-secondary sample and an expanded classification system for musicianship.

Methods and Procedures

A survey link was emailed to all undergraduate students at a small, Christian university …

Repairing The Leaky Pipeline: A Motivationally Supportive Intervention To Enhance Persistence In Undergraduate Science Pathways, Lisa Linnenbrink-Garcia, Tony Perez, Michael M. Barger, Stephanie V. Wormington, Elizabeth Godin, Kate E. Snyder, Kristy Robinson, Abdhi Sakar, Laura S. Richman, Rochelle Schwartz-Bloom

STEMPS Faculty Publications

The current study reports on the efficacy of a multi-faceted motivationally designed undergraduate enrichment summer program for supporting science, technology, engineering and math (STEM) persistence. Structural equation modeling was used to compare summer program participants (n = 186), who participated in the program between their first and second years in college, to a propensity score matched comparison sample (n = 401). Participation in the summer program positively predicted science motivation (self-efficacy, task value), assessed eight months after the end of the program (second year in college). The summer enrichment program was also beneficial for science persistence variables, as …

Multiple Pathways To Success: An Examination Of Integrative Motivational Profiles Among Upper Elementary And College Students, Lisa Linnenbrink-Garcia, Stephanie V. Wormington, Kate E. Snyder, Jan Riggsbee, Tony Perez, Adar Ben-Eliyahu, Nancy E. Hill

STEMPS Faculty Publications

Two studies were conducted with distinct samples to investigate how motivational beliefs cohere and function together (i.e., motivational profiles) and predict academic adjustment. Integrating across motivational theories, participants (N_{Study 1} = 160 upper elementary students; N_{Study 2} = 325 college students) reported on multiple types of motivation (achievement goals, task value, perceived competence) for schooling more generally (Study 1) and in science (Study 2). Three profiles characterized by Moderate-High All, Intrinsic and Confident, and Average All motivation were identified in both studies. Profiles characterized by Very High All motivation (Study 1) and Moderate Intrinsic and …

The Big-Fish-Little-Pond Effect In Gifted Youth In China, Yehan Zhou

Legacy Theses & Dissertations (2009 - 2024)

Research has demonstrated that academic self-concept is subject to change throughout the course of schooling due to contextual factors. Students placed in highly selective programs tended to have lower academic self-concepts than their peers with similar ability levels in less selective programs or schools due to the shift of frame of references, which is known as the “big-fish-little-pond effect”. However, there was research demonstrating individual factors play an important role in driving changes in academic- self-concept. The first aim of this study was to investigate the big-fish-little-pond effect (BFLPE) in gifted college students in mainland China and to examine whether …