Written in English
|The Physical Object|
|Pagination||ix, 236 ℗ .|
|Number of Pages||236|
Popham(), students’ attitudes or interests should be enormously important to educators, because affective dispositions are powerful predictors of students’ subsequent behaviour. In a related study, Erdogan, Bayram, Deniz () found that there is a positive relationship between students’ attitudes towards modern learning. toward him and his subject matter. He will find them working with greater vigor, learning more, more quickly. Attitudes Affect Why Learning is facilitated when a close, positive relationship exists between teacher and pupil. Sometimes this re lationship becomes so intense that it File Size: 1MB. An Investigation of the Relationship between School and Pupil Characteristics and Achievement at the Basic Education Level in Malawi Article (PDF Available) . The aim of this study was to examine the direct and indirect relationship between student school absenteeism, personal factors (academic self- perception, attitudes towards teacher and school, goal valuation and motivation/ self-regulation), family factors (parents’ educational level and income), and academic achievement in structural.
One-way analyses of variance were used to investigate teacher-pupil relationships. Findings indicated that high achievement and high attitude in teachers were positively associated with high achievement and high attitudes in pupils; in the pupils of low achievement and low attitude teachers, achievement was low, but attitudes were more. This paper examines the relationships among these three constructs — school context, student attitudes and behavior, and achievement — using longitudinal data from a large-scale high school reform effort. The analysis is exploratory in nature, in that it tests one particular hy-pothesis about the relationships among these constructs. Policy Review Commission Report (). Therefore, all school efforts should be aimed at high quality pupils’ learning. Parents as active stakeholders in schools should ensure that they are cooperative, participate fully in school activities, provide children with essential needs, check pupils’ work, encourage and enforce good behaviour. developing countries reviewed, a positive relationship between training and achievement was reported, while over one third (37%) reported null relationships and the rest (9%) negative associations (Heyneman et al., p. ). A review by Avalos () of research undertaken.
Feelings about school (Valeski & Stipek, ) examines young children's perceptions of their relationships with teachers and their overall feelings toward school. Young children's attitudes about school can also be assessed by having a child draw a picture of him/herself and his/her teacher at school and analyzing the picture for signs of. Hence, children may not take education seriously and might even ignore it or have a negative attitude toward school (Ghazi, Ali, Shahzad and Khan cited in Trung andDucreux, ). Mellon and. The study shows that students with either high aspirations or high expectations have higher school achievement than those with both low aspirations and low expectations. Furthermore, complete alignment between high aspirations, high expectations and high achievement is the most important predictor of future educational behaviour among students. The school experiences of students with disabilities can be positively or negatively influenced by the attitudes and behaviors of students and staff and by general school policies. School counselors can take the lead in assessing school climate in relation to students with disabilities and initiating interventions or advocating for change when appropriate.