Literaturnachweis - Detailanzeige
| Autor/inn/en | Anderson, Karen; Kochan, Frances; Kensler, Lisa A. W.; Reames, Ellen H. |
|---|---|
| Titel | Academic Optimism, Enabling Structures, and Student Achievement: Delving into Relationships |
| Quelle | In: Journal of School Leadership, 28 (2018) 4, S.434-461 (28 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1052-6846 |
| DOI | 10.1177/105268461802800401 |
| Schlagwörter | Correlation; Academic Achievement; Positive Attitudes; Criterion Referenced Tests; Norm Referenced Tests; Elementary School Students; Learning Processes; Socioeconomic Status; Grade 4; Educational Legislation; Elementary Secondary Education; Federal Legislation; School Surveys; Standardized Tests; Achievement Tests; Reading Tests; Mathematics Tests; State Standards; School Effectiveness; Teacher Attitudes; Institutional Characteristics; Trust (Psychology); Alabama; Stanford Achievement Tests Korrelation; Schulleistung; Learning process; Lernprozess; Socio-economic status; Sozioökonomischer Status; School year 04; 4. Schuljahr; Schuljahr 04; Bildungsrecht; Schulgesetz; Bundesrecht; Standadised tests; Standardisierter Test; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Lesetest; Schuleffizienz; Lehrerverhalten |
| Abstract | This study examined the relationships between enabling structures, academic optimism, and student achievement to determine whether academic optimism served as a mediator between the two. Student achievement was measured using both criterion-referenced and norm-referenced tests. Findings indicated a relationship between academic optimism, enabling structures, and student achievement. Also, academic optimism appeared to serve as a mediator between enabling structures and norm-referenced assessments but did not correlate with criterion-referenced tests. This study is one of only a few seeking to establish connections among enabling structures, academic optimism, and student achievement, measured at the school level, in elementary schools. The use of mediation also offers a unique perspective on the literature. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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