scholarly journals Evolving landscape and academic attitudes toward the controversies of global immuno‐oncology trials

2021 ◽  
Author(s):  
Cheng Xu ◽  
Shu Zhang ◽  
Yuan Zhang ◽  
Si‐Qi Tang ◽  
Xue‐Liang Fang ◽  
...  
Keyword(s):  
Academic Attitudes

Malleable Social-Psychological Academic Attitudes Survey

2018 ◽  
Author(s):  
Jaymes Pyne ◽  
Christopher S. Rozek ◽  
Geoffrey D. Borman
Keyword(s):  
Social Psychological ◽  
Academic Attitudes

The Bad Test-Taker Identity

2020 ◽  
pp. 009862832097988
Author(s):  
Jeffrey D. Holmes
Keyword(s):  
Academic Success ◽  
Domain Knowledge ◽  
Relevant Research ◽  
College Sample ◽  
Academic Attitudes ◽  
Test Taking ◽  
Primary And Secondary Education ◽  
Majority Students ◽  
Widespread Belief ◽  
Regular Training

There is widespread belief that test-taking ability is an influential component of academic success distinct from domain knowledge and comprehension. Most of today’s college students took many more tests over the course of their primary and secondary education than students of previous generations, and also participated in regular training to strengthen their test-taking skills. Although such training and experience should equalize students on any isolated test-taking ability, the present study reveals that the vast majority students in a college sample believe that students can simply be bad test-takers. Moreover, the majority of students believe that they themselves are bad test-takers, a perspective which is maladaptive in light of relevant research. Accordingly, the data show that students who identify in this way also tend to possess other maladaptive academic attitudes.

Computerized Drill-and-Practice and Academic Attitudes of Learning Disabled Students

1989 ◽  
Vol 9 (3) ◽  
pp. 167-172 ◽  
Author(s):  
Marley W. Watkins
Keyword(s):  
Special Education ◽  
Learning Disabled ◽  
Academic Skills ◽  
Academic Work ◽  
Disabled Students ◽  
Academic Tasks ◽  
Academic Attitudes ◽  
Spelling Instruction ◽  
Positive Attitudes ◽  
Drill And Practice

Computerized drill-and-practice is currently a primary application of microcomputers in special education. This application has been disparaged by some, but in many cases has been demonstrated effective in improving the academic skills of learning disabled (LD) and underachieving children. This investigation found that 126 LD students who received computerized math and spelling drill-and-practice for a year expressed significantly more positive attitudes toward academic work on the computer than toward similar academic tasks undertaken in the regular classroom. They also reported opinions significantly more favorable toward math and spelling drill than opinions expressed by 89 other learning disabled students, who did not have access to computerized math and spelling instruction, toward academic work performed in their special education classrooms. Analysis by gender of student revealed that boys were significantly less positive about school than girls but that boys and girls were equally positive about practicing academic skills on the microcomputer. It was concluded that computerized drill-and-practice may be more effective than once believed and that additional research is needed to identify the components of computerized drill-and-practice that result in academic and attitudinal gains among learning disabled pupils.

Investigating the immigrant paradox and Latino adolescents’ academic attitudes.

2015 ◽  
Vol 3 (1) ◽  
pp. 56-69 ◽  
Author(s):  
Maria T. Aretakis ◽  
Rosario Ceballo ◽  
Gloria A. Suarez ◽  
Tissyana C. Camacho
Keyword(s):  
Latino Adolescents ◽  
Immigrant Paradox ◽  
Academic Attitudes

Sexualized gender stereotypes predict girls’ academic self-efficacy and motivation across middle school

2019 ◽  
Vol 43 (6) ◽  
pp. 523-529 ◽  
Author(s):  
Christia Spears Brown
Keyword(s):  
Goal Orientation ◽  
Gender Stereotypes ◽  
Self Efficacy ◽  
Academic Ability ◽  
Seventh Grade ◽  
Gender Typicality ◽  
Mastery Goal Orientation ◽  
Mastery Goal ◽  
Academic Attitudes ◽  
Academic Self Efficacy

Sexualized gender stereotypes (SGS) include the belief that girls should singularly prioritize their sexualized attractiveness for the attention and approval of boys. By elementary school, boys and girls perceive girls’ sexualized attractiveness to be incompatible with intelligence and competence. In the current 2-year study, we examined whether girls’ higher SGS endorsement in seventh grade predicted a diminished mastery goal orientation and lower perceptions of academic ability in eighth grade and whether this was moderated by gender typicality and self-monitoring. Cross-lagged panel analyses tested whether earlier academic attitudes better predicted later SGS endorsement than the inverse. The study included 77 girls in the final sample from four public middle schools ( MageT1 = 12.4, SD = .57). The sample was ethnically diverse (45% identified as White, 21% as Latinx, 19% as Black/African American, and 14% as multiracial). Girls’ greater endorsement of SGS in the seventh grade predicted lower academic self-efficacy later, controlling for age, academic ability, and earlier levels of academic attitudes. Highlighting a likely feedback loop, earlier academic self-efficacy equally predicted later SGS endorsement. For highly gender-typical girls, greater SGS endorsement also predicted lower mastery goal orientation over time.

scholarly journals Are Mothers’ and Fathers’ Parenting Characteristics Associated With Emerging Adults’ Academic Engagement?

2016 ◽  
Vol 38 (9) ◽  
pp. 1239-1261 ◽  
Author(s):  
Emily A. Waterman ◽  
Eva S. Lefkowitz
Keyword(s):  
Native American ◽  
Relationship Quality ◽  
Emerging Adults ◽  
Asian American ◽  
Academic Engagement ◽  
Black African ◽  
Mothers And Fathers ◽  
Academic Attitudes ◽  
Latino American ◽  
Parenting Characteristics

Although parenting is clearly linked to academic engagement in adolescence, less is known about links between parenting and academic engagement in emerging adulthood. A diverse sample of college students ( N = 633; 53.1% female, 45.7% White/European American, 28.3% Asian American/Hawaiian/Pacific Islander, 26.4% Hispanic/Latino American, 21.6% Black/African American, and 2.8% Native American/American Indian) answered surveys about mothers’ and fathers’ parenting style, parent–offspring relationship quality, academic attitudes, academic behaviors, and academic performance. Emerging adults with more permissive mothers viewed grades as less important than emerging adults with less permissive mothers. Mothers’ authoritarian parenting, mothers’ permissive parenting, and relationship quality with father were differentially related to academic engagement depending on emerging adults’ gender. Both mothers’ and fathers’ parenting characteristics may affect the academic engagement of emerging adults via past parenting behaviors and current quality of the parent–offspring relationship, despite decreased physical proximity of emerging adults and their parents.

scholarly journals Racial Discrimination Stress, School Belonging, and School Racial Composition on Academic Attitudes and Beliefs among Black Youth

2020 ◽  
Vol 9 (11) ◽  
pp. 191
Author(s):  
Kamryn S. Morris ◽  
Eleanor K. Seaton ◽  
Masumi Iida ◽  
Sarah Lindstrom Johnson
Keyword(s):  
Academic Success ◽  
Protective Factors ◽  
Racial Discrimination ◽  
Black Youth ◽  
Risk And Protective Factors ◽  
School Belonging ◽  
Attitudes And Beliefs ◽  
Academic Efficacy ◽  
Academic Attitudes ◽  
White Schools

It is important to consider racialized experiences and proximal indicators of academic success for Black youth when understanding the achievement gap. Acknowledging that racial discrimination is detrimental for the academic success of Black youth, this study extended previous research by examining the influence of racial discrimination stress. Using hierarchical regression analysis and a moderated moderation model, this study examined racial discrimination stress and school belonging as predictors of academic attitudes and beliefs among 344 Black youth (M age = 15.6). Additionally, we examined the interactive effects of school belonging as a buffer for racial discrimination stress, with particular focus on majority White schools. Analyses revealed that school belonging was linked with academic competence, academic efficacy, and academic skepticism. Furthermore, school belonging buffered the impact of racial discrimination stress on academic efficacy among Black youth in majority White schools. These findings highlight the co-occurrence of risk and protective factors among Black youth and demonstrate the additive influence of school racial composition on academic attitudes and beliefs. The practical and theoretical implications of these findings demonstrate the crucial role of school context in understanding risk and protective factors for the academic attitudes and beliefs of Black youth.

Sign in / Sign up

Export Citation Format

Share Document