College of Education and Human Development
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Browsing College of Education and Human Development by Subject "Academic achievement"
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Item Assessing and Predicting Student-Veterans’ Use of Motivational Regulation Strategies within Higher EducationPrewitt, Bryan; Prewitt, Bryan; Miller, AngelaThis investigation of student-veterans (n=131) use of motivational regulation strategies within higher education has two primary objectives. First, an examination of the measurement of motivational regulation using exploratory factor analysis. Second, an investigation of the relationships between motivational regulation strategies and self-regulated learning (e.g., motivational beliefs and learning strategies). Participants self-reported use of motivational regulation strategies, use of cognitive and metacognitive learning strategies, motivational beliefs, gender, and academic achievement. Results suggest a twelve-component measure of motivational regulation strategies within the student-veteran population. Findings indicated moderate relationships between these regulation components and self-regulated learning for student-veterans. Lastly, results from a series of multiple regressions suggest student-veterans use of motivational regulation is a component of their self-regulated learning.Item Examination of the relationship among positive behavioral interventions and supports implementation fidelity, school climate, and academic achievement(2015-03-19) Vaillancourt, Kelly; Vaillancourt, Kelly; Earley, Penelope M.The relationship among PBIS implementation fidelity, school climate, and academic achievement was examined over a three year period. No statistically significant differences were found between schools that implement PBIS with “gold standard” fidelity and schools that implement PBIS on the variables of school climate and academic achievement over time. Data analysis did not reveal statistically significant differences in academic achievement scores for schools that implement PBIS with gold standard fidelity and those that do not. However, an overall main effect for time was revealed on the outcome variable of school climate. For both groups of schools, measures school climate increased over time with statistically significant increases found between the first and third year of implementation as well and between the second and third year of implementation. The increases in school climate were greater, in terms of mean scores of school climate surveys, for schools that implement PBIS with gold standard fidelity.Item Selected Urban Teacher Educators' Conceptions of Academic Achievement: What They Teach and Why(2016) Porcher, Kisha M.; Porcher, Kisha M.; Galluzzo, GaryBy 2035 students of color, specifically Blacks and Hispanics, are predicted to be the majority of students in U.S. schools, and by 2050, they will represent 62% of the public school population (NCES, 2014). Teacher preparation programs are challenged by policymakers to demonstrate that they are preparing teachers to positively impact K-12 student academic achievement, and close the opportunity and achievement gaps.