Sibling Cooperation and Scholastic Performance among Vietnamese-American Secondary School Students: An Ethnic Social Relations Theory

1998 ◽  
Vol 41 (1) ◽  
pp. 167-184 ◽  
Author(s):  
Carl L. Bankston
Keyword(s):  
Academic Achievement ◽  
Social Relations ◽  
Family Relations ◽  
School Achievement ◽  
School Students ◽  
Vietnamese American ◽  
Ethnic Network ◽  
Normative Expectations ◽  
American Schools ◽  
Using Data

This study examines why some Vietnamese American young people appear to be doing extraordinarily well in school American schools, and how relations within families are related to school achievement. It argues that sibling cooperation is significantly associated with Vietnamese academic achievement, and that cooperation among siblings should be understood as a product of ethnic normative expectations regarding family relations. The study employs ethnographic data from observations and interviews to describe how ethnic social relations may contribute to cooperation within families. Using data from Vietnamese American students in Louisiana public high schools, it finds that family relations, in the form of cooperation among siblings, do make an important contribution to academic achievement, but that cooperative relations within families are sustained by close ties of family members to a surrounding ethnic network.

scholarly journals Psychometric Intelligence and Academic Achievement, A Comparative Analysis of Elementary Schools

2020 ◽  
Vol 3 (2) ◽  
pp. 83-95
Author(s):  
Sunita Malhotra
Keyword(s):  
Academic Achievement ◽  
Social Science ◽  
Private School ◽  
Primary Schools ◽  
School Achievement ◽  
Child Growth ◽  
School Students ◽  
Government School ◽  
Significant Difference ◽  
Improve Student Achievement

 Intelligence and achievement are two different, but interrelated, constructs (Kaya, Juntune, & Stough, 2015). They have been studied for over a century in an attempt to explain differences in educational and life outcomes. School achievement may be considered a resultant of the total growth pattern of the child. Growth in interest and in attitudes towards learning is as important as growth in knowledge. Learning methods of solving problems is fully as valuable as the facts gained or improvements made in school or community in the process. The present research focuses on the primary school children’s academic achievement and Intelligence level.  The sample for the present study consisted of 150 students from different types of schools such as of NGO’s based school, Government school and Private primary schools of the different regions of India. The Raven’s Colored Progressive Matrices was used for measuring the IQ level of the students and for measuring the Academic Achievement, Achievement Test Battery of Singh (ATB-SR), 2008 which consists of test Hindi, English, Mathematics, Science and Social Science. The results revealed that there was a significant difference between the achievement scores of Hindi, English, Mathematics, Science and Social Science of the NGO’s based school, government and private school students. Important implications for educational practices may derive from these findings since they can provide valuable information to design instructional actions and programs that can improve student achievement and satisfaction.      

scholarly journals SOCIAL AND EMOTIONAL COMPETENCIES AND ACADEMIC ACHIEVEMENT IN ELEMENTARY SCHOOL STUDENTS

2020 ◽  
pp. 25-48
Author(s):  
Toni Maglica ◽  
Ana Ribičić ◽  
Maja Ljubetić
Keyword(s):  
Academic Achievement ◽  
Elementary School ◽  
Rating Scale ◽  
School Achievement ◽  
Sixth Grade ◽  
School Students ◽  
Emotional Competencies ◽  
Positive Correlation ◽  
Social And Emotional ◽  
Social And Emotional Competencies

Various scientific researches undoubtedly confirm the importance of children's social and emotional competencies in their achievement and the overall life satisfaction. Therefore, the conclusion that logically follows is the premise that children who have developed these competencies tend to be more caring, happy, responsible, with an overall better psycho-physical health and success in life in general. This research aimed to examine social and emotional competencies in elementary school children by using the Behavioural and Emotional Rating Scale – 2nd edition (Epstein, 2004), and to examine their connection to academic achievement. Participants were sixth-grade students from three elementary schools in Split and one elementary school in Šestanovac (N=115). The results pointed out to the average and above-average social and emotional strengths of the majority of participants, while there was no significant correlation found between the overall social and emotional competencies (Strength Index) and the school achievement. There was no positive correlation between the development of social and emotional competencies and the academic achievement, in a way that children with more developed competencies had better success in school. A significant positive correlation was found only with School Functioning subscale and the fifth and sixth-grade school achievement.

scholarly journals PERANAN MANAJEMEN BOARDING SCHOOL DALAM MENINGKATKAN PRESTASI BELAJAR PENDIDIKAN AGAMA ISLAM

2017 ◽  
Vol 2 (01) ◽  
pp. 43-52
Author(s):  
Mursyid Fikri ◽  
Ferdinan Ferdinan
Keyword(s):  
Academic Achievement ◽  
Learning Outcomes ◽  
School Achievement ◽  
Secondary Data ◽  
Boarding School ◽  
Student Learning Outcomes ◽  
Primary Data ◽  
School Students ◽  
Activity Schedules ◽  
Self Development

ABSTRAK Jenis Penelitian  ini merupakan penelitian kualitatif, Dalam penelitian ini digunakan dua jenis sumber data, yakni data primer dan data sekunder, Pengumpulan data dilakukan dengan teknik observasi  (pengamatan), dokumentasi dan wawancara. Hasil  penelitian ini menjelaskan bahwa:  pertama , manajemen boarding  school di SMAN 5 Unggulan Parepare mencakup manajemen komponen-komponen sekolah yang mengatur berbagai jadwal kegiatan, peraturan, fasilitas, sarana prasarana yang dapat membantu memotivasi siswa boarding school untuk belajar dan meningkatkan prestasi mereka baik prestasi akademik maupun prestasi non akademik melalui pembinaan kurikuler yakni pelajaran formal dan pembinaan prestasi unggulan, serta pembinaan ektrakurikuler yakni pengembangan organisasi, pengembangan diri dan pembinaan imtaq. Kedua: Prestasi belajar PAI siswa SMAN 5 Unggulan Parepare tergolong sangat baik di karenakan keseluruhan perolehan hasil belajar siswa pada mata pelajaran PAI melebihi KKM yang telah ditetapkan dan senantiasa mengalami peningkatan setiap semesternya. Ketiga: Prestasi belajar PAI siswa dalam hal ini program pembinaan imtaq yakni kultum, ta’lim, pengajian rutin, tilawah, pengembangan baca tulis al-quran dan pengajian hari-hari besar Islam. Kata Kunci : Manajemen, Boarding School, Prestasi PAI ABSTRACT This research is a qualitative research. In this research, there are two types of data sources, namely primary data and secondary data. Data collection is done by observation, documentation and interview. The results of this study explain that: firstly, the management of boarding school in SMAN 5 Unggulan Pare-pare includes the management of school components that organize various activity schedules, regulations, facilities, infrastructure that can help motivate boarding school students to learn and improve their achievement in both academic achievement As well as non-academic achievement through curricular coaching that is formal lesson and guidance of superior achievement, as well as extracurricular development that is organization development, self-development and faith and piety  development. Second: Learning achievement of PAI students of SMAN 5 Unggulan Pare-pare classified very well in because the overall acquisition of student learning outcomes on the subjects of PAI exceeds the established KKM and always increase each semester. Third:improve student achievement PAI students in this faith and piety  coaching program that is speech, ta'lim, recitation routine, recitations, development of reading al-quran and recitation days of Islam . Keywords: Management, Boarding School, Achievement of PAI

Classroom Composition and Student Academic Achievement: The Impact of Peers’ Parental Education

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Tianheng Wang
Keyword(s):  
Academic Achievement ◽  
Peer Effects ◽  
Parental Education ◽  
Causal Effect ◽  
Academic Quality ◽  
School Students ◽  
Nationally Representative ◽  
Using Data ◽  
Low Educated ◽  
The Impact

AbstractUsing data from a nationally representative survey of middle school students in China and exploiting the random assignment of students to classrooms within schools, the study investigates the causal effect of peers’ parental education on students’ scholastic performance. The results show that the education level of peers’ parents improves students’ academic achievement. Students with high-educated parents benefit more from classmates with higher parental education compared to students with low-educated parents. The investigation of mechanisms reveals that the peer effects could be in part explained by peers’ academic quality, classroom atmosphere, and behaviors of students’ friends. However, peers’ parental education has no impact on teachers’ pedagogical methods and teaching efforts. The paper also shows that failing to account for the nonrandom assignment of students within schools causes an upward bias in the estimated peer effects of parental education.

Parental Warmth Moderates the Association Between BMI Trajectories and Academic Achievement

2018 ◽  
Vol 39 (3) ◽  
pp. 371-394
Author(s):  
Anna S. Hsu ◽  
Chuansheng Chen ◽  
Ellen Greenberger
Keyword(s):  
Academic Achievement ◽  
School Achievement ◽  
Protective Role ◽  
Eighth Grade ◽  
Parental Warmth ◽  
Obese Adolescents ◽  
Reading And Math ◽  
Bmi Trajectories ◽  
Using Data

Using data from the Early Childhood Longitudinal Study–Kindergarten cohort (ECLS-K), this study aimed to identify body mass index (BMI) trajectories from kindergarten to eighth grade using group-based trajectory modeling (GBTM), examine the relationships between BMI trajectories and adolescents’ school achievement (reading and math), determine whether parental warmth had a protective effect on adolescents in the higher BMI groups, and assess whether similar patterns were observed for boys and girls. Three distinct BMI trajectories were identified. Adolescents in the gradually increasing BMI group and consistently higher BMI group were shown to have worse academic achievement compared with adolescents in the consistently low-to-normal BMI group. Parental warmth in eighth grade played a protective role for girls but not for boys, suggesting important gender differences in the role of parental warmth in overweight and obese adolescents’ school achievement. Our results highlighted the importance of intervention programs tailored for specific subgroups of overweight and obese adolescents.

scholarly journals FATHERS’ IMPORTANCE IN ADOLESCENTS’ ACADEMIC ACHIEVEMENT

2018 ◽  
Vol 8 (3/4) ◽  
pp. 101
Author(s):  
Stephen D. Whitney ◽  
Sara Prewett ◽  
Ze Wang ◽  
Haiqin Chen
Keyword(s):  
Academic Achievement ◽  
School Performance ◽  
Father Involvement ◽  
School Achievement ◽  
Secondary Data ◽  
School Failure ◽  
Twelfth Grade ◽  
Nationally Representative ◽  
Using Data ◽  
Biological Fathers

Many studies have investigated mothers’ impact on students’ achievement, yet little is known about how various father types impact students’ school performance. This study examines 6 mutually exclusive categories of father type: resident biological fathers, resident stepfathers, resident adoptive fathers, non­resident biological fathers, unknown biological fathers, and deceased fathers. Adolescents’ school performance from seventh through twelfth grade is examined using data from 3 waves of the National Longitudinal Study of Adolescent Health (Add Health), a nationally representative United States secondary data source. Findings indicate different types of fathers have distinct and independent positive associations with adolescents’ school achievement, after controlling for mother involvement. Adolescents with resident biological fathers had higher school performance than adolescents with nonresident fathers. Adolescents with stepfathers had higher rates of school failure than their peers living with their biological parents. The lowest achievement and the highest risk of school failure and course failure were experienced by those adolescents who did not have a resident father figure and didn’t know the identity of their fathers. Implications include the need to model for the unique influence of father involvement and father type on academic achievement, and the inclusion of unique family contexts in efforts to increase adolescents’ school involvement and integration.

Perceptions of Scholastic Competence in Relation to Middle-School Achievement

1993 ◽  
Vol 76 (2) ◽  
pp. 471-478 ◽  
Author(s):  
Christopher A. Sink ◽  
Jerrold E. Barnett ◽  
Becky A. Pool
Keyword(s):  
Middle School ◽  
Academic Achievement ◽  
School Achievement ◽  
Strong Correlations ◽  
School Students ◽  
Teachers Perceptions ◽  
Scholastic Competence ◽  
Affective Variables ◽  
Positive Correlations ◽  
The Stability

This follow-up study examined the role of affective variables in predicting academic achievement among middle-school students. In a 1991 study, Sink, Barnett, and Hixon found moderate to strong correlations among self-perceived competence scores, teachers' ratings of students' competence, and Grade 6 achievement. To extend these findings, Grade 7 teachers' ratings, parents' ratings of students' academic competence, and seventh grade achievement test scores were collected from the same sample. Similar positive correlations were found between the students' academic self-concept and achievement in Grades 6 and 7. Parents' and teachers' ratings yielded moderate correlations with academic achievement. Step-wise multiple regression analyses showed teachers' perceptions and fathers' perceptions to be the strongest predictors of Grade 7 students' achievement in three of the four subject areas tested. These results underscore the stability and the importance of affective variables in understanding and predicting middle-school academic performance.

Sign in / Sign up

Export Citation Format

Share Document