Examines students' evaluation of their learning experiences both in and out of school. Concludes that experiential learning contributes significantly to academic achievement. (SRT)

Research demonstrates a host of negative student outcomes associated with the transition to middle school. As school personnel seek to connect students to the new school, extracurricular participation, in particular, has the potential to influence student belonging and promote positive academic and psychosocial outcomes. Data from this…

In the framework of the SAL (Students' approaches to learning) position, the learning experience (approaches to learning and study orchestrations) of 572 high school students was explored, examining its interrelationships with some personal and familial variables. Three major results emerged. First, links were found between family's intellectual…

If it takes a village to raise a child, it takes a strong network of committed colleagues to launch an initiative like "SENSE." From its conception in fall 2006 to the first national administration in fall 2009, the Survey of Entering Student Engagement ("SENSE") has been supported by key individuals and groups, without whom there would have been…

Discussed students' self awareness in attempting to predict how they perform on tests. (RK)

The results of a questionnaire indicates student academic experience profiles that can be employed in generating faculty discussions about the nature of an institution's academic character. (Author/PG)

Three hundred and fifty-five male biologists drawn from American Men and Women of Science, supplied information about their predoctoral experiences and accomplishments. It was concluded that potentially highly creative biologists can often be identified by predoctoral accomplishments and experiences at the graduate school level. (Author/GK)

This study is conducted with self-developed questionnaire on 910 middle school students, aimed at describing middle school students' academic subjective well-being and exploring its influential factors. Results show that (1) Academic subjective well-being of middle school students is generally low and there exist differences in different schools…

This report chronicles the experiences of high-achieving lower-income students during elementary school, high school, college, and graduate school. Millions of high-achieving lower-income students are found in urban, suburban, and rural communities all across America, reflecting the racial, ethnic, and gender composition of the nation's schools,…

Interviews with 75 teenagers and young adults were performed to investigate how young people with dyslexia experienced school in terms of well-being, educational achievement, self-esteem, peer relations and belief in their future. Results from earlier studies suggest that secondary emotional problems are common. The first six grades in school were…

The current study examined the fit of a 2 x 2 achievement goal model among a diverse sample of nearly 700 10th-grade students, distinguishing between both mastery and performance goals and approach and avoidance orientations. Additionally, relationships between achievement goals and GPA and intrinsic value of school were examined, and adolescents'…

A survey was conducted to examine the attitudes of students toward working with individuals who suffer from serious and persistent mental illness (SPMI). Nine hundred and fifty-four students working toward a degree within the behavioral sciences were administered a demographic and experience questionnaire, as well as an experimenter designed…

Examines the association between residence and measures of average academic achievement and of wastage among first year Scottish students at Edinburgh University. (Author)

These studies all indicate that self-directed small group study does not result in any decrement in subject matter mastery in the college learning experience. Observations of self-directed groups in action and some implications for policy decisions in higher education are given. (Editor/PG)

This study investigates the effect of out-of-class communication on learning outcomes. Participants came from a predominantly white public university. The average participant was 21 years old, and had completed 4.66 semesters of college. The results provide evidence that out-of-class communication may play a causal role in student learning.…