The goal of this study was to explore longitudinal associations between peer victimization and academic achievement in Chinese children. Participants were N = 805 3rd-grade students (486 boys, 319 girls; M(age) = 9.5 years, SD = 3 months) attending primary schools in Shanghai, People's Republic of China. At Time 1 and Time 2 (2 years later), peers nominated classmates who were victims of peer m...

This study is aimed at investigating students’ annotation behaviors and their effects on learning achievement with prereading (reading before class) exercises and Web-based sharing mechanisms. An 8-week quasi-experiment was conducted with 125 sixth-grade elementary school students. The study shows the following results. First, a significant correlation was evident between pre-reading with a Web...

The present study focused on students’ academic enjoyment as predicted by achievement in multiple academic domains. Assumptions were based on Marsh’s internal/external (I/E) frame of reference model and Pekrun’s control-value theory of achievement emotions, and were tested in a sample of 1380 German students from grades 5 to 10. Students’ academic enjoyment, self-concept, and achievement were a...

Identification of Peer Effects with Missing Peer Data: Evidence from Project STAR This paper studies peer effects on student achievement among first graders randomly assigned to classrooms in Tennessee’s Project STAR. The analysis uses previously unexploited pre-assignment achievement measures available for 60 percent of students. Data are not missing at random, making identification challengin...

A previous study showed that gains in visuospatial memory from first to fifth grade predicted end-of-fifth grade mathematics but not reading achievement, controlling other factors. In this follow up study, these relations were assessed from sixth to ninth grade, inclusive (n = 145). The results showed that growth in visuospatial memory across the elementary school years was related to growth in...

0360-1315/$ see front matter 2008 Published by doi:10.1016/j.compedu.2008.09.005 * Corresponding author. Tel.: +1 904 620 3573; fax E-mail address: [email protected] (A.C. Carle). Can modern, computer-based technology engage college students and improve their academic achievement in college? Although numerous examples detail technology’s classroom uses, few studies empirically examine whether ...

This study examined the effects of gender; time spent on internet browsing, participation in sports activities and medium of instructions on mathematics achievement of class IX students of South-East Bihar. The study consists of 975 male and 969 female students of thirty-six schools of South-East Bihar. The mathematics achievement test and personal background assessment questionnaire were used ...

Given that previous findings on the social distribution of the effects of small classes have been mixed and inconclusive, in the present study I attempted to shed light on the mechanism through which small classes affect the achievement of lowand high-achieving students. I used data from a 4-year, large-scale, randomized experiment (project STAR) to examine the effects of small classes on the a...

Although a bulk of literature shows that perceived social support (PSS) influences academic achievement, the mechanisms through which this effect operates received little empirical attention. The present study examined the multiple mediational effects of motivational beliefs (competence beliefs and subjective value) and emotions (anxiety and enjoyment) that may account for the empirical link be...