This 2-year prospective study aimed to examine the predictive role of students' achievement goals (mastery-approach and performance-avoidance) on socioemotional adjustment in high school by assessing the potential mediating contribution of academic motivations. A total of 407 high school students (46% boys) were surveyed each year in Secondary 2…

Person-centered analyses of achievement goals have been scarce in studies of elementary school children. In this investigation, the authors examined the natural combinations of achievement goals (mastery, performance-approach, performance-avoidance) among 3rd grade students (N = 195) and how clusters differed in self-, teacher-, and peer-reported…

The purpose of this study is to determine if there are gender differences in the perception of university support. The study is based on a survey of 368 students in a Hong Kong university. The findings of the study are threefold. First, female students perceive the university as being more supportive in their academic adjustment than do male…

Research shows that the international student population is showing significant growth. This article deals with issues affecting a growing international student population. Studies show that foreign students are encountering difficulties in social adaptability, language barriers, academic ability, and financial need. There is evidence that a…

Recent efforts to identify non-cognitive predictors of academic achievement and school success have largely focused on self-constructs such as self-efficacy, self-concept and anxiety that are measured with respect to a specific domain (e.g. mathematics). We extend the measurement of the non-cognitive realm in education to incorporate both social…

This study investigated the differences between adolescent boys and girls from divorced families' adjustment to the middle school transition. A middle school transition survey measured the academic and social middle school transitional experiences of 196 adolescent boys and girls from divorced families. T-Test for Independent Means procedures…

Student affairs educators and academic faculty continue to respond to demands that they become more accountable; conduct better assessments of learning outcomes; and demonstrate, through evaluation, the contributions they make to institutional missions. In this article, the authors bring together multiple resources selected for their potential to…

Psychologists and educators have become interested in the development of a child's social and emotional abilities as well as cognitive outcomes. To determine the important coping patterns that predict success in school, a sample of 10- and 14-year old children (N=3600) from the U.S.A., Brazil, Italy, and Mexico completed a multi-lingual battery of…

The study investigated the social and vocational adjustment of 25 learning disabled young adults who received services in a Specific Learning Disability program during their elementary or secondary school years. Personal interviews were conducted using a 32-item questionnaire. Among findings were that 56% were living in their parents' homes; 60%…

A questionnaire assessing the campus' social climate, the quality of its programs and instruction, and the students' academic and career expectations was administered to 100 disabled students. Analyses of the data revealed that the disabled students' motivation was significantly related to their level of social alienation. (Author/MLW)

Factors that influence and predict academic success of ESL students were studied to assist the Ministry with decisions related to curriculum development, resource allocation, and support provision. The comprehensive nature of this study is unique in that it presents the state of affairs of K-12 ESL education in Alberta. Best practice information…

Universities are becoming increasingly concerned with ways to increase retention rates, student success in college, and comfort level on campus for demographically underrepresented and first-generation college students. Although there are many approaches for helping students' transition to a university, one important intervention strategy is to…

A study investigated the freshman year experience of exceptionally able students entering colleges at least two years early. Academic achievement and social adjustment were considered in relation to college type, student residence at home or away from home, degree and beginning of academic acceleration, and student adjustment mechanisms. (MSE)

At the March 6, 1991 meeting of the Instruction Committee of the Atlanta (Georgia) Board of Education, feedback was requested from principals and students concerning the Peer Leadership Connection program. Interview questions were prepared for the principals of the three schools participating, and a questionnaire was developed for students.…