The impact of success and failure on the learner

Kifer, Edward

doi:10.1016/0145-9228(77)90001-2

Cited by 7 publications

(5 citation statements)

References 76 publications

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“…This could be attributed to the unconducive environment the child is faced with at home. This view agrees with that of Keifer (2007) who reported that a child that grows up where parental affection is not stable enough, be as a result of marital conflict or separation, will not cope effectively with the required concentration for his or her educational development. Emotional response (anger, aggression etc) ranked third in effect with a mean value of 3.82.…”

Section: Research Questionsupporting

confidence: 79%

Causes and Effects of Marital Conflict on Educational and Social Development of Primary School Pupils in the North-West Zone B Educational District, Benue State, Nigeria: Teachers Perception

Moji

Ijoyah

Ijoyah³

2015

ILSHS

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ABSTRACT. The study investigated the causes and effects of marital conflict, as perceived by teachers, on the educational and social development of pupils in primary schools. A sample size of 400 respondents (255 males and 145 females) were drawn from the entire population in the seven local government areas of the district. The survey research design was adopted for the study. The instrument used for data collection was the questionnaire based on Teachers Perception on Marital conflict (TPMCO). The data collected were subjected to mean evaluation, while the chi-square (X 2 ) was used to test hypothesis. The findings revealed that 55.0 % of teachers agreed that infidelity was the major cause of marital conflict with the highest mean value of 4.27, followed by poor communication between couple having 30.5 % of respondents, with a mean value of 3.92. The deprivation of instructional materials, followed by poor academic performance respectively, with the mean values of 4.82 and 3.94, were perceived by teachers, in order of ranking, as the most serious issues affecting the educational and social development of primary school pupils as a result of marital conflict. Love followed by encouragement were perceived by teachers to be the major ways in improving the educational and social development of pupils from conflict ridden homes. On hypothesis testing, marital conflict significantly (P≤0.05) affected the educational and social development of pupils, thus null hypothesis was rejected, while the alternate hypothesis was accepted.

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Section: Research Questionsupporting

confidence: 79%

Causes and Effects of Marital Conflict on Educational and Social Development of Primary School Pupils in the North-West Zone B Educational District, Benue State, Nigeria: Teachers Perception

Moji

Ijoyah

Ijoyah³

2015

ILSHS

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“…In a review of the literature, Abernot (1996) pointed out the importance of being aware that grades are relative and depend not only on the reference group and school, but also on the teacher who assigns them; teachers define their own grading criteria. Despite these criticisms, researchers in the human sciences still recognize the value and utility of teachers' evaluations due to the affective impact they have on children and on the quality of the personal relationship they create (which is virtually non-existent in evaluation via achievement testing; see Bloom, 1979;De Landsheere, 1974;Kiffer, 1977). Based on these findings, we predicted in this study on the determinants of academic achievement, that there would be a discrepancy between the grades given by teachers and achievement test scores.…”

Section: Introductionmentioning

confidence: 99%

How the socioecological characteristics of the classroom affect academic achievement

Bennacer

2000

Eur J Psychol Educ

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The aim of this study was to grasp and understand the socialpsychological mechanisms by which the classroom socioecological environment determines academic achievement. Wefirst developed and tested a general theoretical model (on a sample of 51 classrooms containing 1123junior high school students) which allows us to consider the classroom social climate as a dependent and independent variable. We then attempted to accurately define the influence mechanism and develop a structural model to account for the relationships and interrelationships between variables. We also tried to reach two principal goals in the psychology of learning environments: one is to determine what classroom social environments would be advantageous to students, and the other is to identify the factors that determine that climate, The results indicated a climate-dependent discrepancy between teachers' grades and achievement test scores. They have some practical implications for optimizing the classroom social climate.Introduction.

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“…Dans l'appréciation de la performance scolaire, il importe de retenir deux évaluations différentes reconnues comme telles dans la littérature : l'évaluation scolaire, ou la note accordée par le professeur, et l'évaluation pédagogique relative au rendement des élèves aux tests pédagogiques. Bien que complémentaires, l'utilisation de l'un ou de l'autre type d'évaluation a donné lieu à des critiques (Abernot, 1996;Kifer, 1977;Piéron, 1963). Par exemple, on a reproché à l'évaluation pédagogique son risque de priver l'élève de la qualité de la relation humaine que l'appréciation du professeur crée dans l'enseignement (Bloom, 1979;De Landsheere, 1974).…”

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Le climat social de la classe : élaboration d’une échelle adaptée aux collégiens français et prédiction de la performance scolaire

Bennacer

2023

psyedu

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Cette recherche présente l’élaboration de « l’Échelle du climat social de la classe » (ÉCC), qui constitue le résultat d’une adaptation française, auprès de 1502 élèves, du « Classroom Environment Scale » de Moos et Trickett (1987). Les indices de fidélité (cohérence interne, stabilité temporelle) et de validité discriminante des sous-échelles se montrent satisfaisants. Les résultats indiquent que le climat de la classe peut être considéré comme variables dépendantes (des caractéristiques physico-environnementales) et indépendantes (de la performance scolaire). Cette étude prouve que les évaluations scolaire et pédagogique diffèrent selon le climat. Elle permet de relever bon nombre d’interactions entre des paires de variables se rapportant à celui-ci et aux caractéristiques personnelles. Des implications pratiques ont été tirées pour améliorer la performance scolaire.

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The impact of success and failure on the learner

Cited by 7 publications

References 76 publications

Causes and Effects of Marital Conflict on Educational and Social Development of Primary School Pupils in the North-West Zone B Educational District, Benue State, Nigeria: Teachers Perception

Causes and Effects of Marital Conflict on Educational and Social Development of Primary School Pupils in the North-West Zone B Educational District, Benue State, Nigeria: Teachers Perception

How the socioecological characteristics of the classroom affect academic achievement

Le climat social de la classe : élaboration d’une échelle adaptée aux collégiens français et prédiction de la performance scolaire

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