Some relationships between students' perceptions of school and their achievement.

Malpass, Leslie F.

doi:10.1037/h0055457

Cited by 33 publications

(11 citation statements)

References 2 publications

(1 reference statement)

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“…It should be noted that the more general attitude toward social studies (interest and usefulness) measures had low inverse correlations with grades. The significant correlation of general &dquo;academic&dquo; motivation toward school with social studies grades lends support to the studies by Malpass (1953), Carter (1959), and Brodie (1964), but not to the findings of the Jackson and Lahaderne (1967) nor to the general trend of the findings in the review by Jackson ( 1968). This lack of agreement may be due to the use of measuring instruments which do not include &dquo;academic motivation&dquo; in their conceptualization of attitudes toward school.…”

Section: Discussionsupporting

confidence: 67%

“…Although the findings are contrary to studies reported by Carter (1954) and Malpass (1953), their hypothesis of relationships of attitudes in specific subjects to achievement in those subject areas is in need of further examination. Bassham, Murphy, and Murphy (1964) found significant relationships between attitudes toward a specific school subject (Mathematics) and achievement in that subject.…”

contrasting

confidence: 74%

“…General A ttitudes Toward School Malpass (1953) found no relationship between attitude toward school and achievement test scores, but reported a significant relationship between overall attitude toward school and eighth grade classroom grades. Carter (1959) noted correlations near .60 between attitude toward school and grade point averages for samples of high school students.…”

mentioning

confidence: 90%

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Affective and Cognitive Correlates of Classroom Achievement

Gable

Roberts

Owen

1977

Educational and Psychological Measurement

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This study examined the relationship between cognitive and affective variables as predictors of classroom achievement. Final social studies grades were obtained and the Watson-Glaser Critical Thinking Appraisal, Cooperative English Test, JIM Scale, and GableRoberts Attitude Toward School Subjects measures were administered to 431 eleventh grade students. Correlational and multiple regression procedures were employed. Significant relationships ( p < .01) were found for both the cognitive and affective variables when correlated with course grades. A measure of motivation toward education predicted grades nearly as accurately as any of the cognitive variables.A direct outcome of accountability in public schools is that teachers and counselors will have to bear increasing responsibility for the academic success and failure of their students. Clearly, too, there will be more stress on maximizing student academic success and minimizing failure. Any counseling program designed to reduce academic failure involves two basic steps. The first step is to identify, usually in a prediction format, those students likely to encounter academic difficulty. Once a valid and stable prediction equation has been developed,

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Section: Discussionsupporting

confidence: 67%

contrasting

confidence: 74%

mentioning

confidence: 90%

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Affective and Cognitive Correlates of Classroom Achievement

Gable

Roberts

Owen

1977

Educational and Psychological Measurement

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“…Malpass (29) studied the relation of perception of school to school achievement in 92 eighth-grade pupils. He found that perception of the school situation was related to achievement as measured by teachers' grades but not as measured by standardized achievement tests.…”

Section: Classroom Climatementioning

confidence: 99%

Chapter VIII: Teacher-Pupil Relationships

Leavitt¹

1959

Review of Educational Research

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ONLY within the last few years have research workers directed any considerable attention to teacher-pupil relationships. Some studies conducted by people in the behavioral sciences have brought approaches to the problem different from those used by research workers from the field of professional education. The research is reviewed in this chapter in these areas: classroom climate, children's existing interests, teacher-pupil planning, discipline and democratic organization, social organization and interaction, and teachers' attitudes and values. 209 at The University of Iowa Libraries on March 16, 2015 http://rer.aera.net Downloaded from REVIEW OF EDUCATIONAL RESEARCH Vol. XXIX, No. 2The halo effect often prevents collection of accurate behavioral information from pupils. Medley and Klein (30) proposed that it be controlled by means of an inventory which measures both halo and certain aspects of behavior.Bush (6) reported in a book-length study the progress of a long-term project inquiring into the teacher-pupil relationship and its social context. Kephart and Floyd (25) evaluated the effect on fourth-and fifth-grade children of spending a school year in a co-ordinated classroom and found the experimental group superior to the control group in achievement, better in posture, and with fewer extraneous behavior patterns.

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“…Les recherches utilisant le modcle de la simple mise en relation de la performance (QI, notes, tests standardists) avec l'attitude exprimte par 1'Cltve vis-A-vis de sa vie scolaire se soldent par un bilan particulitrement maigre : corrtlations plus souvent positives que ntgatives, mais dans l'ensemble faibles ou voisines de ziro. Ainsi des travaux de Tschechtelin, Hipskind, et Remmers (1940) (7 de 0'10); Tenenbaum (1944) (r de -0,04 B0,13); Jackson et Lahaderne (1967) (7 de -0,08 B 0'19); Vikainen (1968) (r de 0,02 A 0'17); Van Dromme (1969) (r de 0,13 A 0,26); Neale, Gill, et Tismer (1970) (r de -0,05 & 0,35).…”

Section: Introductionunclassified

Attitude Et Performance Scolaires

Dromme

Ruimy

1973

Applied Psychology

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Some relationships between students' perceptions of school and their achievement.

Cited by 33 publications

References 2 publications

Affective and Cognitive Correlates of Classroom Achievement

Affective and Cognitive Correlates of Classroom Achievement

Chapter VIII: Teacher-Pupil Relationships

Attitude Et Performance Scolaires

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