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1. bmcpsychology.biomedcentral.com › articles › 10How peer relationships affect academic achievement among ...

   bmcpsychology.biomedcentral.com › articles › 10

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   May 16, 2024 · This study aims to investigate how peer relationships affect junior high school students’ academic achievement through the chain mediating roles of learning motivation and learning engagement, employing the self-system model of motivational development as the theoretical framework.

2. www.frontiersin.org › journals › psychologyScience Interest, Utility, Self-Efficacy, Identity, and ...

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   Sep 8, 2021 · Demographics, including gender, socio-economic status (SES), and ethnicity, and non-cognitive science-related variables, including science utility, interest, self-efficacy, and identity, are potential explanatory factors for science achievement variability among high school students.

3. www.nature.com › articles › s41539/018/0022-0Achievement at school and socioeconomic background—an ...

   www.nature.com › articles › s41539/018/0022-0

   Mar 23, 2018 · On average, a student who attends a school in which the average socioeconomic status is high enjoys better educational outcomes compared to a student attending a school with a lower...

   • Author: Sue Thomson
   • Email: sue.thomson@acer.org

   • Publish Year: 2018

4. stemeducationjournal.springeropen.com › articlesPerceived abilities or academic interests? Longitudinal high ...

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   Jun 22, 2022 · Using the most recent nationally representative dataset, this study examines the longitudinal effects of self-assessed perceived ability and academic interest in mathematical and scientific domains on high students’ postsecondary STEM major choice.

5. onlinelibrary.wiley.com › doi › fullThe impact of high school science pedagogies on students ...

   onlinelibrary.wiley.com › doi › full

   May 6, 2024 · In this study, we asked: Which pedagogies in high school biology, chemistry, and physics were associated with (1) students' rating of their teachers' quality in the specific subject, and (2) students' end of high school STEM career interests?

6. www.nature.com › articles › s41539/020/00076-2Enhancing senior high school student engagement and academic ...

   www.nature.com › articles › s41539/020/00076-2

   Dec 2, 2020 · The “multi-term” (MT) subset of students (defined as having attended more than one term of Discovery) demonstrated favorable performance in Discovery, (a) showing no difference in course grade...

7. People also ask

   Should high school science teachers be accountable for their pedagogical choices?

   • In view of our results, teachers need to weigh their pedagogical choices carefully, being aware of their often limited and sometimes even conflicting effects. High school science teachers are not directly accountable for how they are rated by students or how their instruction impacts student career interests.

   The impact of high school science pedagogies on students' STEM career

   onlinelibrary.wiley.com/doi/full/10.1002/tea.21948

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   Do high school math & science courses measure students' ability?

   • Therefore, we included students’ high school mathematics and science course grade point averages (GPA) to measure students’ observed ability, in distinction to their perceived abilities. Finally, as indicators of high school preparation for STEM coursework in college, we also include indicators of highest mathematics and science courses taken.

   Perceived abilities or academic interests? Longitudinal high school

   stemeducationjournal.springeropen.com/articles/10.1186/s40594-022-00356-w

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   Do students' mathematical and scientific abilities predict their STEM major choices?

   • Using the most recent nationally representative longitudinal cohort of U.S. secondary school students, we examine the degree to which students’ perceived mathematical and scientific abilities and interests predict their STEM major choices, employing logistic regression and a series of interaction analyses.

   Perceived abilities or academic interests? Longitudinal high school

   stemeducationjournal.springeropen.com/articles/10.1186/s40594-022-00356-w

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   Does academic interest matter in a STEM major cluster?

   • Academic interest did not reach significance for either STEM major cluster. Perceived ability remained highly significant as a predictor of students’ attainment of Computing/Engineering degrees (RRR math ability = 1.63, p < 0.01; RRR science ability = 1.50, p < 0.001) and other STEM fields (RRR science ability = 1.50, p < 0.001).

   Perceived abilities or academic interests? Longitudinal high school

   stemeducationjournal.springeropen.com/articles/10.1186/s40594-022-00356-w

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   What measures are used for academic achievement in science?

   • Studies in this area used different measurements for academic achievement in science. Measures used in the studies for science achievement generally fell into one of two categories: standardized measures/tests and unstandardized assessments.

   The Relationship Between Attitude Toward Science and Academic

   www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2021.784068/full

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   What is a high school STEM class?

   • Entire classes of high school STEM students representing diverse cultural and socioeconomic backgrounds engaged in iterative, problem-based learning designed to emphasize critical thinking concomitantly within the secondary school and university environments.

   Enhancing senior high school student engagement and academic

   www.nature.com/articles/s41539-020-00076-2

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8. www.frontiersin.org › journals › psychologyThe Relationship Between Attitude Toward Science and Academic ...

   www.frontiersin.org › journals › psychology

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   Dec 15, 2021 · By using a three-level meta-analytic approach, the aim of the current study was to investigate the relationship between attitude toward science and academic achievement in learning science among primary and secondary school students, and to explore if some study characteristics could have contributed to the inconsistent findings with regard to ...