Different education sectors are playing active role in the development of students like performance, self-esteem, and confidence. To fulfill the study purpose, the researcher used 2 scales (Rosen ...Berg self-esteem and Dr. John confidence level scale) and collected the data from the students of both of the specified educational settings. The students of universities of the district Faisalabad were the study population, and students of 3 selective universities were the sample of the study. After data collection, the researcher applied one-way ANOVA to check the impact of all variables on students’ academic achievement. The study results showed no significant impact of both types of education on students’ academic achievement but it has a significant impact on their confidence level and the self-esteem. At the end of the paper, it was recommended that teachers need to focus on student confidence level and self-esteem to build their good personalities leading to the higher academic achievements.
There are many promising psychological interventions on the horizon, but there is no clear methodology for preparing them to be scaled up. Drawing on design thinking, the present research formalizes ...a methodology for redesigning and tailoring initial interventions. We test the methodology using the case of fixed versus growth mindsets during the transition to high school. Qualitative inquiry and rapid, iterative, randomized "A/B" experiments were conducted with ∼3,000 participants to inform intervention revisions for this population. Next, 2 experimental evaluations showed that the revised growth mindset intervention was an improvement over previous versions in terms of short-term proxy outcomes (Study 1, N = 7,501), and it improved 9th grade core-course GPA and reduced D/F GPAs for lower achieving students when delivered via the Internet under routine conditions with ∼95% of students at 10 schools (Study 2, N = 3,676). Although the intervention could still be improved even further, the current research provides a model for how to improve and scale interventions that begin to address pressing educational problems. It also provides insight into how to teach a growth mindset more effectively.
The authors estimate racial/ethnic achievement gaps in several hundred metropolitan areas and several thousand school districts in the United States using the results of roughly 200 million ...standardized math and English language arts (ELA) tests administered to public school students from 2009 to 2013. They show that achievement gaps vary substantially, ranging from nearly zero in some places to larger than 1.5 standard deviations in others. Economic, demographic, segregation, and schooling characteristics explain 43%–72% of the geographic variation in these gaps. The strongest correlates of achievement gaps are local racial/ethnic differences in parental income and educational attainment, local average parental education levels, and patterns of racial/ethnic segregation, consistent with a theoretical model in which family socioeconomic factors affect educational opportunity partly through residential and school segregation patterns.
Applying a person-centered approach, the primary aim of this study was to examine what profiles of schoolwork engagement and burnout (i.e., exhaustion, cynicism, inadequacy) can be identified in high ...school (N = 979) and among the same participants in young adulthood (ages ranging from 17 to 25). We also examined gender differences, group differences in academic and socioemotional functioning and long-term educational outcomes, and temporal stability in the group memberships. Latent profile analysis identified 4 groups of students in high school. Both engaged (44%) and engaged-exhausted (28%) students were engaged and doing well in school, although engaged-exhausted students were more stressed and preoccupied with possible failures. Cynical (14%) and burned-out (14%) students were less engaged, valued school less, and had lower academic achievement. Cynical students, however, were less stressed, exhausted, and depressed than burned-out students. Six years later, engaged students were more likely than predicted by chance to attend university. In young adulthood, 4 similar groups were identified. Configural frequency analysis indicated that it was typical for engaged students to stay in the engaged group and for engaged-exhausted students to move into a more disengaged group. The results on broadband stability from adolescence to young adulthood showed that 60% of the youth manifested stable engaged and 7% stable disengaged patterns, whereas 16% displayed emergent engagement and 17% emergent disengagement patterns. Overall, the findings demonstrate that adolescence is not a uniform time for either school engagement and well-being or disengagement and distress.
The authors investigated students' profiles regarding autonomous, controlled, and amotivated regulation and tested whether profile groups differed on some academic adjustment outcomes. Studies 1 and ...2 performed on high school students revealed 3 profiles: (a) students with high levels of both controlled motivation and amotivation but low levels of autonomous motivation, (b) students with high levels of both controlled and autonomous motivation but low levels of amotivation, and (c) students with moderate levels of both autonomous and controlled motivations but low levels of amotivation. These first 2 studies revealed that students in the high autonomous/high controlled group reported the highest degree of academic adjustment. Study 3 performed on college students revealed 3 profiles: (a) students with high levels of autonomous motivations but low levels of both controlled motivation and amotivation, (b) students with high levels of both autonomous and controlled motivation but low levels of amotivation, and (c) students with low to moderate levels of the various motivational components. Study 3 indicated that students in the autonomous group were more persistent than students in the other groups. Results are discussed in light of self-determination theory (
E. L. Deci & R. M. Ryan, 1985
).
In today's data-centric world, knowledge and skills in business analytics (BA) have become critical for business professionals to the extent that Foundation BA courses are increasingly being ...recognised globally as the core component of business programs. However, these courses are characterised by large cohorts of students from diverse backgrounds where deep engagement among students is hard to achieve. This article presents the design and implementation of Threaded Case Studies premised on the Community of Inquiry model to deepen engagement in a Foundation BA course with large and diverse cohorts of students enrolled in online and hybrid modes. The cases were developed with a focus on the social presence, cognitive presence, and teaching presence. The quantitative and qualitative data indicated that the Threaded Case Study approach not only increased learners' pass rate and overall satisfaction with the course, but also increased enthusiasm for the course and optimised their learning by engaging them in authentic case studies while minimising intrinsic cognitive loads. In short, there was a substantial and measurable improvement in student performance, student retention, and student satisfaction. Teaching suggestions are provided for practitioners who intend to maximise learner engagement in similar contexts.
En este artículo se exploran los determinantes y brechas del rendimiento estudiantil rural-urbano en Colombia, una nación caracterizada por una marcada desigualdad. Se estima una función de ...producción de educación a nivel de estudiante en diferentes puntos a lo largo de la distribución de logros. Como resultados, aplicando la descomposición de Oaxaca-Blinder, se reportan estimaciones de cuánto de la diferencia de rendimiento entre estudiantes urbanos-rurales puede explicarse por aspectos que incluyen características individuales, familiares y escolares. Estos indican que las diferencias medias en el rendimiento entre los estudiantes de las escuelas colombianas rurales y urbanas son significativas. Los factores observables, especialmente las características de la escuela, son los principales impulsores de la brecha de rendimiento. Utilizando regresión cuantilica, se observan diferencias sustanciales cuando se consideran diferentes percentiles de prueba de la distribución del rendimiento. Estos datos sugieren que una forma en la que la educación puede reducir las brechas en el rendimiento de los estudiantes es invertir en mejorar la calidad de las escuelas en las zonas rurales.
Las pruebas TIMSS son un instrumento que se aplica a nivel internacional con el fin de medir las tendencias en los logros de Matemáticas y Ciencias en los grados cuarto de primaria y octavo de ...bachillerato. Dado el diseño de estas pruebas, es posible obtener resultados trazables y comparables, que permiten a gobiernos de distintas naciones generar, mantener o eliminar políticas públicas con el objetivo de mejorar su sistema educativo. Naturalmente, estas pruebas han adquirido gran relevancia a nivel mundial. Teniendo en cuenta lo anterior, el objetivo de este trabajo académico es proponer un estimador utilizando Estimación en Áreas Pequeñas que permita mejorar la calidad de las estimaciones que se obtienen actualmente con el diseño de muestreo empleado en TIMSS 2015. Adicional a lo anterior, esta metodología permite estimar el resultado que hubiese obtenido un país que no presentó esta prueba en el año 2015, pero que cuenta con información auxiliar relacionada con el logro académico. Para la construcción del estimador del logro académico, se utiliza el modelo de Fay-Herriot y para ello se utilizarán variables auxiliares como información demográfica, socioeconómica y puntajes obtenidos en aplicaciones anteriores de la prueba. Finalmente se mostrará con este trabajo que la utilización de la Estimación en Áreas Pequeñas, en pruebas internacionales, mejora en gran parte la eficiencia de los resultados obtenidos y, por ende, permite una mejor toma de decisiones en política educativa.
Genome-wide polygenic scores (GPS) can be used to predict individual genetic risk and resilience. For example, a GPS for years of education (EduYears) explains substantial variance in cognitive ...traits such as general cognitive ability and educational achievement. Personality traits are also known to contribute to individual differences in educational achievement. However, the association between EduYears GPS and personality traits remains largely unexplored. Here, we test the relation between GPS for EduYears, neuroticism, and well-being, and 6 personality and motivation domains: Academic Motivation, Extraversion, Openness, Conscientiousness, Neuroticism, and Agreeableness. The sample was drawn from a U.K.-representative sample of up to 8,322 individuals assessed at age 16. We find that EduYears GPS was positively associated with Openness, Conscientiousness, Agreeableness, and Academic Motivation, predicting between 0.6% and 3% of the variance. In addition, we find that EduYears GPS explains between 8% and 16% of the association between personality domains and educational achievement at the end of compulsory education. In contrast, both the neuroticism and well-being GPS significantly accounted for between 0.3% and 0.7% of the variance in a subset of personality domains. Furthermore, they did not significantly account for any of the covariance between the personality domains and achievement, with the exception of the neuroticism GPS explaining 5% of the covariance between Neuroticism and achievement. These results demonstrate that the genetic effects of educational attainment relate to personality traits, highlighting the multifaceted nature of EduYears GPS.
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