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Academic Goals (academic + goal)
Selected AbstractsSubgroups of Attributional Profiles in Students with Learning Difficulties and Their Relation to Self-Concept and Academic GoalsLEARNING DISABILITIES RESEARCH & PRACTICE, Issue 2 2005José Carlos Núñez The aim of this article was fourfold: first, to determine whether there are significant differences between students with (N= 173) and without learning disabilities (LD; N= 172) in the dimensions of self-concept, causal attributions, and academic goals. Second, to determine whether students with LD present a uniform attributional profile or whether there are subgroups of attributional profiles among students with LD. Third, to explore differences between these profiles on the dimensions of self-concept, academic goals, perception of competence-incompetence, persistence when faced with failure, peer relationships, and academic achievement. Fourth, to determine whether there are significant differences in the dimensions of self-concept and academic goals between NLD students and the different LD subgroups. The results indicate the existence of two very distinct attributional profiles in students with LD (Helplessness Profile and Adaptive Profile). The implications of these data with regard to theory and research, as well as educational practice, are discussed. [source] Wide Awake to the World: The Arts and Urban Schools,Conflicts and Contributions of an After-School ProgramCURRICULUM INQUIRY, Issue 1 2001Therese Quinn While the benefits of arts involvement are increasingly clear, policies and practices consistent with this recognition are not proceeding apace. Nearly half the schools in the United States have no full-time arts teachers and emphases on "standards" have led to the elimination of the arts in many urban schools. This case study of a multi-year after-school arts program in urban public schools explores challenges and tensions that emerged during the program's implementation. Focusing on understanding the place and purpose of an arts program in a specific community, we employed a grounded theory approach and used multiple data-gathering methods, ranging from observations and interviews to surveys. We found that in serving hundreds of students, employing dozens of staff, and aiming to meet several complex goals, this arts program faced technical challenges that undermined its effectiveness. The arts program also suffered from unaddressed conflicts regarding norms and values. Artists attempted to provide students opportunities for creative exploration, while school staff emphasized control, order, and academic goals. We discuss these tensions and the ways they undermined the arts program. [source] Linking Employment Status, Maternal Psychological Well-Being, Parenting, and Children's Attributions About Poverty in Families Receiving Government Assistance,FAMILY RELATIONS, Issue 2 2002Velma McBride Murry Functional changes in rural African American single-mother-headed families after the implementation of Temporary Assistance for Needy Families were explored from an ecological risk,protection perspective. The sample included 96 single mothers who received government assistance and their 10- or 11-year-old children. Links among maternal employment status, mothers' physical health and psychological functioning, parenting, and children's attributions about the causes of poverty were examined. Maternal psychological distress was linked with children's attributions about the causes of poverty, both directly and indirectly through its association with parenting. Children who did not attribute poverty to social causes had higher academic goals than did those who attributed poverty to social, economic, or political barriers. Further research is needed on barriers to employment and the influence of maternal psychological functioning on parenting. [source] The Europeanization of Higher Education: Markets, Politics or Learning?,JCMS: JOURNAL OF COMMON MARKET STUDIES, Issue 2 2006IAN BACHE This article looks at increased European co-operation in higher education, taking as its main case study the proposal for universities to adopt a common core curriculum for European studies. The article situates higher education co-operation in the context of political and economic imperatives promoting ,ever closer union' and highlights immanent dangers for academic goals. However, it also identifies the scale of European co-operation as an opportunity for national higher education actors to resist together what they may be unable to resist alone: namely, greater economic and political intrusion into academic life. Long term, this may prove crucial to the vitality of the European integration process. [source] Subgroups of Attributional Profiles in Students with Learning Difficulties and Their Relation to Self-Concept and Academic GoalsLEARNING DISABILITIES RESEARCH & PRACTICE, Issue 2 2005José Carlos Núñez The aim of this article was fourfold: first, to determine whether there are significant differences between students with (N= 173) and without learning disabilities (LD; N= 172) in the dimensions of self-concept, causal attributions, and academic goals. Second, to determine whether students with LD present a uniform attributional profile or whether there are subgroups of attributional profiles among students with LD. Third, to explore differences between these profiles on the dimensions of self-concept, academic goals, perception of competence-incompetence, persistence when faced with failure, peer relationships, and academic achievement. Fourth, to determine whether there are significant differences in the dimensions of self-concept and academic goals between NLD students and the different LD subgroups. The results indicate the existence of two very distinct attributional profiles in students with LD (Helplessness Profile and Adaptive Profile). The implications of these data with regard to theory and research, as well as educational practice, are discussed. [source] Associates of school absenteeism in adolescents with sickle cell diseasePEDIATRIC BLOOD & CANCER, Issue 1 2009Lisa A. Schwartz PhD Abstract Background Despite high rates of school absenteeism in adolescents with sickle cell disease (SCD), the issue remains understudied. Potential associates of school absenteeism in adolescents with SCD include demographic (age, income), psychosocial (IQ, self-efficacy, competence, internalizing symptoms, negative thinking), and health-related (hemoglobin, health-care utilization, pain, disease knowledge). Procedure Forty participants ages 12,18 completed measures of psychosocial functioning, IQ, and pain. Medical chart reviews identified other health-related variables. A subsample also completed an assessment of goals. Using school records, absenteeism was the percent of school days missed in the previous year. Correlations tested associates of absenteeism and linear regression tested a model of absenteeism. Results Participants missed an average of 12% of the school year and more than 35% missed at least 1 month of school. Health-related and psychosocial variables, but not demographic variables, correlated with absenteeism. Attendance at clinic appointments and parent-reported teen pain frequency were significant associates of absenteeism in the regression model. For those who completed goal assessment, over 40% of goals identified were academically focused. Absenteeism was positively related to current academic goals and health-related hindrance of academic goals, and negatively related to future-oriented academic goals. Conclusions School absenteeism is a significant problem for adolescents with SCD despite the presence of academic goals. Collaboration between schools, parents, patients, and providers to understand and manage the impact of SCD on school attendance is recommended. Pediatr Blood Cancer 2009;52:92,96. © 2008 Wiley-Liss, Inc. [source] | |||||||||||||