Relationship of discrete classroom behaviors to fourth-grade academic achievement.

Abstract

Investigated whether academic acheivement could be predicted from rates of specific task-oriented and non-task-oriented behaviors. A total of 103 4th graders in 2 schools were observed for 9 days during arithmetic periods. For each school, multiple regression equations (multiple Rs) were generated using rates of specific behaviors as independent variables and scores on the Stanford Achievement Test as dependent variables. The final multiple Rs for predicting arithmetic achievement in the 2 schools were .69 and .63. Cross-validation procedures resulted in correlations of .58 and .50. Final multiple Rs for predicting reading and spelling achievement from the arithmetic observational data provided moderate multiple Rs of .66 and .50. On cross-validation, 1 correlation was maintained. Implications of the findings for helping young children achieve academically are discussed. (18 ref.)

A longitudinal study of children’s social behaviors and their causal relationship to reading growth

“…In this regard, this study contributes to the growing body of research that provides teachers and educators with information identifying the role of psychological characteristics that help children adjust to schooling. Interventions designed to promote the development of socially responsible behavior at school often result in higher levels of academic performance (Cobb 1972;Cobb and Hops 1973). The present study will be able to assist in the design of programs that facilitate better academic outcomes for elementary students, by considering psychosocial behaviors and how they may be directed to yield a supportive classroom environment.…”

Childrenʼs adrenocortical responses to classroom activities and tests in elementary school.

“…The school is a complex socioeducational institution requiring adaptation to an authority, the teacher, as well as adjustment to peers (17). With few exceptions, the goal of school studies has been to improve teaching or curriculum by identifying variables that affect academic achievement (18)(19)(20)(21). Important as this aim is to the primary purpose of education, there is an additional need to examine possible stresses imposed by the physical and social aspects of the classroom setting.…”

Teaching-Learning Conceptions and Academic Achievement: The Mediating Role of Test Anxiety

“…This finding is especially relevant, as it indicates that teaching-learning conceptions, which have been mostly neglected in the relevant literature, are an important factor in shaping academic achievement of students. Up to now, while research has identified that teacher classroom behaviours have direct or indirect effects on academic achievement levels of students (e.g., Brophy, 1986;Cobb, 1972;Fisher, 1981), the research regarding the impact of teaching-learning conceptions adopted by teachers on academic achievement levels of students has been poor in the literature. Out finding provides evidence on what the literature has suggested; that the conceptions adopted by teachers in terms of teaching and learning affect how students learn (Gow & Kember, 1993), as students are educated in accordance to the conceptions adopted by their teachers (Chan & Elliott, 2004).…”