Literaturnachweis - Detailanzeige
| Autor/in | Ringness, Thomas A. |
|---|---|
| Institution | Wisconsin Univ., Madison. |
| Titel | Identification Patterns, Achievement Values, and Behavior Orientations As Predictors of Academic Achievement of Eighth-Grade Girls. Revision No. One. Final Report. |
| Quelle | (1968), (97 Seiten)
PDF als Volltext kostenfreie Datei |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Academic Standards; Females; Grade 8; Identification (Psychology); Learning Theories; Motivation; Parent Influence; Parent Student Relationship; Peer Groups; Peer Teaching; Prediction; Teacher Influence; Values |
| Abstract | This study was an attempt to apply certain concepts from social learning theory to the understanding of certain factors related to eighth-grade girls. Subjects were thought to vary in degree of identification with parents, teachers, and peers and to attribute different academic achievement values to these figures. Subjects (267) came from a midwestern city, Hawaii, and New York. A study of identifying figures and achievement values was made by an especially developed School Attitude Research Instrument (SARI). A card sort of behavior orientations was used. A subsample was studied by the SARI, achievement and intelligence measures. Achievement was found to be related to the subjects achievement motivation, lack of nonconformity, and relative desire for peer identification. These in turn were related to parental identification, and to achievement values of close friends. The subjects identified equally well with each parent and with close friends but less well with teachers. Implications for enhancing motivation of low achievers include working with parents, working with subjects and their close friends in groups. (Author/KJ) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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