Academic Achievement: Student Attitudes, Social Influences and Gender Differences

Eugene Ortega (Editor)

Series: Education in a Competitive and Globalizing World
BISAC: EDU014000

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$230.00

Volume 10

Issue 1

Volume 2

Volume 3

Special issue: Resilience in breaking the cycle of children’s environmental health disparities
Edited by I Leslie Rubin, Robert J Geller, Abby Mutic, Benjamin A Gitterman, Nathan Mutic, Wayne Garfinkel, Claire D Coles, Kurt Martinuzzi, and Joav Merrick

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In western countries there is a long tradition studying the academic performance of students. Today there is enough empirical evidence showing the link between social origin and educational performance. The first chapter of this book shows how the social class, socio-economic status of family and parents’ expectations about the academic development of their children influence in the educational performance. Chapter two focuses on the empirical literature regarding the relationship of the 65% instructional expenditure ratio, education production function, student achievement, and school district wealth. Chapter three dives into the aspects of executive functioning and its relation to academic achievement, as well as analyzes the connection between the academic achievement and the perception the children have of their own executive functioning. Chapter four analyzes in detail, in accordance with previous theoretical and empirical data, self-protective mechanisms, self-handicapping and defensive pessimism. Chapter five examines the interrelations between academic striving, effective functioning, personal resolve, and school experience of secondary school students. Chapter six examines the influence of shared and non-shared environmental influences on math-based reaction time/chronometric tasks, as well as their influence on the relationship between chronometric and standardized paper-and-pencil tasks. Chapter seven examines the historical framework underlying postsecondary education in the United States and in Texas, current issues of student attrition, retention, and college success, and ethnicity as it relates to student performance, attrition, and persistence. Chapter eight discusses the role of executive functions on academic performance in Mexican at-risk adolescents. Chapter nine analyzes Hispanic student achievement in reading and mathematics as a function of grade span configuration. The final chapter is an overview of the transformation in education through ubiquitous access to the digital universe.
(Imprint: Nova)

Preface
pp. vii-x

Chapter 1
Social Class, Family, Gender and Educational Performance
(Leopoldo Cabrera, Moisés Betancort, Carmen Pérez, La Laguna University, La Laguna, Spain)
pp. 1-40

Chapter 2
Education Dollars and Student Achievement: An Analysis of the Literature
(Maureen Cullen, John R. Slate, Barbara Polnick and Rebecca Robles-Pina, Sam Houston State University, Huntsville, TX, USA)
pp. 41-68

Chapter 3
Academic Achievement and its Relation with Objective and Subjective Executive Functioning
(Inmaculada Navarro and Domingo García-Villamisar, Public School, Francisco Giner de los Ríos, Albacete, Spain, and others)
pp. 69-84

Chapter 4
Self-Worth Protection in Academic Contexts: Self-Handicapping and Defensive Pessimism
(María del Mar Ferradás, Carlos Freire, Bibiana Regueiro, José Carlos Núñez and Antonio Valle, Universidade da Coruña, Spain, and others)
pp. 85-112

Chapter 5
Longitudinal Examination of Personal Well-Being: Validating Newly Developed Concepts
(Huy P. Phan, The University of New England, Armidale, Australia)
pp. 113-130

Chapter 6
Environmental Influence on Math Reaction Time: A Sibling Study
(Chelsea E. Foong, A. Alexander Beaujean, Craig L. Frisby, and Andrew J. Knoop, Baylor University, TX, USA, and others)
pp. 131-150

Chapter 7
Success in Higher Education: A Conceptual Analysis
(Jessica M. Payne, John R. Slate and Wally Barnes, Sam Houston State University, Huntsville, TX, USA)
pp. 151-172

Chapter 8
Academic Performance in Mexican At-Risk Adolescents: The Role of Executive Functions
(Nadia Saraí Corral-Frías, and José Concepción Gaxiola-Romero, University of Sonora, Department of Psychology, Sonora, México)
pp. 173-188

Chapter 9
Academic Achievement of Hispanic Students as a Function of Grade Span Configuration
(M. Chad Jones, John R. Slate and George W. Moore, Sam Houston State University, Huntsville, TX, USA)
pp. 189-196

Chapter 10
Transforming Education through Ubiquitous Access to the Digital Universe
(Julie A. Barrett, George W. Moore and John R. Slate, Sam Houston State University, Huntsville, TX, USA)
pp. 197-208

Index
pp. 209-221

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