This study examined relationships between measures of personality characteristics, personal and teaching practices beliefs, levels of dogmatism, and cognitive outcomes for a sample of graduating education students. (Author/GSK)

The affective development of 499 children in grades 3 through 12 was assessed through the use of instruments measuring self-esteem, locus of control and achievement motivation. (CM)

The effects of full-credit semester and all-year timetables on science attitudes and science achievement of grade 10 students was investigated. Findings indicated that students in all-year courses consistently outperformed students in semester courses in the cognitive domain, but there were no differences in the affective domain. (CW)

Discusses a study that was designed to track achievement in science during a school year and determine if self-reports of affective constructs could be successfully used to predict achievement. Demonstrates that affective behaviors in the science classroom are strongly related to achievement. (CW)

This rejoinder to Brown and Weiner (TM 509 074) attempts to resolve areas of apparent conflict and to offer a broad synthesis around the self-worth theory of achievement motivation. The different yet compatible aspects of attribution and self-worth theories in regards to achievement effort are discussed. (BS)

Studied students feelings about "getting a 'C' grade" in each of two specifically identified courses. Factor analysis of the ratings confirmed a multidimensional meaning structure for grades. One of these factors, "effort required," was found to be affected by the variation in context variables. (Author)

Two models (exam and oral argument performance) to predict academic performance using ability, affective, and cognitive variables were evaluated using students in their first year of law school. Different processes appear to operate in each of the two academic tasks. The implications of the results for law school education and future research are…

The relative contributions of test anxiety and exam-taking skills to information-processing deficits were investigated in a dual-task paradigm comparing high and low test-anxious students with either good or poor exam-taking skills. Sixty-four undergraduate students (21 males, 43 females) were selected based upon pre-test scores on the Test…

The report describes a study designed to ascertain the effectiveness of 12 board game simulations developed and used in a fifth grade Canadian history program. Questions examined include: 1) Does the use of board game simulations increase group participation and cultural, environmental, and historical awareness? 2) Does use of the games promote…

Male and female high school students enrolled in mathematics classes were compared concerning their intent to enroll in additional mathematics classes. Significantly more males than females, especially from the lower half of the achievement distribution, intended to continue mathematics courses. Sex differences in attitudes towards mathematics are…

Describes a study in which the Survey of School Attitudes was administered to more than 13,500 first through eighth graders in 10 states. Assessed were pupil's attitudes toward four major curriculum areas: reading/language, mathematics, science and social studies. (BF)

Research has increasingly been oriented toward non-cognitive objectives, such as social relationships, anxiety, achievement motivation, and attitudes toward school. Sociometric techniques have been used as a graphic representation of choice of partner, with an intuitive interpretation, the teacher having no objective standards for assessing the…

Reviews studies (N=35) relating to matching environments to learners. Grouped studies according to their outcome measures into affective, behavioral, and achievement outcomes. Empirical support for the matching principle was found for all three outcomes, but varied from strong support for affective and behavioral criteria to moderate support for…

The importance of theory and experimental findings in giving direction, structure, and comprehensibility to research about self-concept is discussed. Analysis of the necessary affective variables to be included in the systematic experimentally-based development of effective educational programs in the affective domain is emphasized. (Author/AL)

Study skills research has progressed within the past ten years from primary concern with overt and observable study behaviors to an examination of cognitive and motivational processes underlying student learning and achievement outcomes. However, there is still need for a more comprehensive approach which integrates the behavioral, cognitive and…