1 Extra-Curricular Activities 1 Running head: THE EFFECTS OF EXTRA-CURRICULAR ACTIVITIES The Effects of Extra-Curricular Activities on Student s Perceived Academic Self-Efficacy
2 Extra-Curricular Activities 2 Abstract The differences in academic self-efficacy scores between students who participated in extra-curricular activities and students who did not participate in extra-curricular activities were examined. It was hypothesized that students who participated in extracurricular activities would score higher, on an academic self-efficacy scale, than students who did not participate in extra-curricular activities. As expected academic self-efficacy scores were significantly higher in the extra-curricular group. These finding suggest that participation in activities outside of the school, will produce positive effects on students perceived academic ability.
3 Extra-Curricular Activities 3 The Effects of Extra-Curricular Activities on Student s Perceived Academic Self-Efficacy Self-efficacy is defined as a person s belief about their capabilities to achieve a certain level of performance (Bandura, 1994). This belief can influence events that affect a person s life. Perceived self-efficacy determines how people feel, think, motivate themselves, and behave. It influences the choices they make, the effort they put forth, how persistent they are when confronted by obstacles, and how they feel. A strong sense of self-efficacy can enhance a person s accomplishments in many ways. A strong sense of self-efficacy can influence a person s aspirations; increase their level of motivation and their perseverance in the face of difficulties and setbacks (Bandura, Barbaranelli, Caprara, & Pastorelli, 1996). Bandura et al. (1996) state that unless a person believes that they can produce a desired effect by their actions, they have little incentive to act. A child s self-efficacy can affect the different aspects of their lives as well. Bandura et al. (1996, p. 1206) states that a child s belief in their efficacy to regulate their own learning activities and to master difficult subject matters affect their academic motivation, interest, and scholastic achievement. A child s perceived self-efficacy affects adaptation and can influence perseverance and resilience to adversity (Bandura, Barbaranelli, Caprara, & Pastorelli, 2001). The benefits of having an increased level of self-efficacy many benefit a child s life in many ways. Helping create this better sense of self-efficacy may be achieved in numerous ways. A supportive and encouraging social network positively influences a child s sense of self-efficacy. Some factors that influence a child s academic achievement are prosocialness and
4 Extra-Curricular Activities 4 positive interpersonal relationships. Positive interpersonal relationships have a direct influence on a child s life. The benefits of high quality interpersonal relationships are important in a child s capacity to function effectively including their academic lives (Martin & Dowson, 2009). Equally as important is the child s prosocial behavior. Prosocialness is portrayed in cooperativeness, helpfulness, ability to share, and empathy (Caprara, Barbaranelli, Pastorelli, Bandura, & Zimbardo, 2000). Individuals learn about themselves during social interactions with others. They learn what is needed to fit into a group. Martin and Dowson (2009) state that through social interactions a person develops beliefs and values. It is within this relatedness that teaches students how to function effectively in academic environments. These beliefs and values direct behavior in the form of enhanced persistence, goal striving and self-regulation (Martin & Dowson, 2009). Caprara et al. (2000) found that early prosocial behavior strongly predicted levels of academic achievement. Caprara et al. (2000) also found that prosocialness fosters mutually supportive social and intellectual relationships. It also reduces vulnerability to depression and other problem behaviors, which undermine the pursuit of academic activities. Martin and Dowson (2009) further state that relatedness affects a child s motivation by creating positive feelings of self-worth and self-esteem, which are related to continued achievement motivation. A child s academic achievement is shaped by their perceived academic ability, social and self-regulatory efficacy and academic aspirations. The vicarious influence from other people through positive social models is a key influence on self-efficacy. Bandura (as cited in Martin and Dowson, 2009) states that self-efficacy can be achieved through the communication with significant others as well as through observation of problem solving techniques.
5 Extra-Curricular Activities 5 One way for students to promote and practice their prosocial and interpersonal relationships is to be involved in extracurricular activities outside of school. Additionally, the involvement of extracurricular activities has other benefits. In a study of academically successful urban high school males, Hibert (2000) found that involvement in youth organizations after school gave students the awareness that they had options in their lives outside of their urban environments. These organizations were perceived by these young men as safe places where they could be with their peers and engage in activities centered on cooperative team building and reinforced with consistent adult support (Hibert, 2000, p. 93). These organizations provided opportunities for these students to build a sense of self-efficacy in addition to providing success in different types of activities. McLaughlin (cited in Hibert, 2000) found that urban teenagers who participated in extracurricular activities built a positive sense of self through their accomplishments and successes within the program. Perry-Burney and Takyi (2002) found that girls who are involved in team sports tend to have a higher sense of selfconfidence while playing. These feelings resulted in higher grades academically, increased participation in extracurricular activities in school, and more involvement at home. It was found that these behaviors were demonstrated because of their high level of self-efficacy. These girls were also found to have a clearer and more consistent view of their long-term goals. It was also found in Perry-Burney and Takyi s study that not only did these girls have higher grades, they also scored higher on standardized tests when compared to their non-athletic peers. Hibert (2000) found that young urban males in his study who were involved in extracurricular activities felt that their involvement allowed them to develop their talents
6 Extra-Curricular Activities 6 and exposed them to another world outside of their urban community. Furthermore, they began to see themselves as valued individuals. This perception enabled their belief in self to become stronger. This in turn led them to believe they were better prepared to succeed. It was concluded by Hibert (2000) that the most important factor influencing the success of the urban males in his study was a strong belief in self. The students that participated in this study claimed that it was in fact their membership in the schools swim team that fostered their strong sense of self and had a powerful impact on shaping their belief in self. In addition, Perry-Burney and Takyi (2002) concluded from their survey that teenage girls from suburban schools who participated in team sports have a higher sense of self-confidence; they also observed improvement in GPA and the desire to attend college. Barber, Eccles, and Stone as well as other researchers (as cited in Martin and Dowson 2009) found that extracurricular activities such as sports, music, dance, clubs, and church groups are positive influences in a child s life. This positive influence affects their educational, social and emotional lives. This sense of belonging is a key factor that helps create positive effects in a child s life. The adults involved in these extracurricular activities model effective behaviors, and help develop social skills that in turn build a student s sense of control (Martin & Dowson, 2009). Caprara, Barbaranelli, Pastorelli, Bandura, & Zimbardo (2000) contend that the importance of investing resources to develop and promote children s prosocialness will enhance other realms of their lives. Not only will it enhance the social aspects of their lives, but will also facilitate subsequent academic success. Moreover, it can generate additional gains in selfregulation and aptitude.
7 Extra-Curricular Activities 7 Given the previous research that found that involvement in activities outside of school could increase a child s sense of belongingness and self-confidence, the research on how it affects self-efficacy is limited. The current research seeks to extend the previous findings by investigating the relationship between participation in extracurricular activities and how they affect academic self-efficacy. More specifically it is hypothesized that those students who are involved in extra-curricular activities will display higher academic self-efficacy when compared to students who do not participate in any extra-curricular activities. Method Participants The sample consisted of four intact classes from fifth to eight grades. The sample included male (n=29) and female (n=35) students from these classes. They all attend a catholic elementary school in the Stapleton area of Staten Island, New York. The school is a Title I school, i.e., at least 40% of the student body qualifies for either free or reduced-priced school lunches. The mean participant age is 12.4 years, and the age range is 11 to 15 years old. The participants were mixed in ethnic make up. Materials Students will be administered a student survey (Appendix A) which asked for their gender, age, grade and if they participate in extracurricular activities. They will then complete the Morgan-Jinks Students Efficacy Scale (MJSES) (Jinks & Morgan, 1999) (Appendix B). The MJSES is an inventory designed for middle school students to gain information about student efficacy beliefs that are related to school success. The MJSES is comprised of 30 items to which participants respond using a Lickert scale
8 Extra-Curricular Activities 8 ranging from really agree: to really disagree. Of these 30 items, nine are reverse scored. The responses were designed in this student friendly language to ensure student comfort and ease in responding to the statements. The MJSES yields an overall Academic Self-Efficacy score as well as scores on three sub-scales. The sub-scales measure a student s self-efficacy with respect to context, talent, and effort. Context refers to how the student s feel about school in general. Talent refers to how they feel about their academic performance. Effort refers to how they feel about their work ethic in school. All scales have shown to have reliability coefficients greater than.66 (Jinks & Morgan, 1999). Procedure A brief written description of the study was sent home to all legal guardians and informed consent to participate was obtained for each student. Surveys were administered to students during class time over the course of one week. Students were informed that their responses would remain anonymous. They were told not to put their name on any sheet. They were instructed to read each statement and respond according to how they felt about the statement. They were directed not to talk to each other and when they completed the information packet, they could place it in a box next to the researcher. Students were informed that they could withdraw from the survey any time they wanted to do so. Upon completion of the questionnaires, students were fully debriefed as to the purpose of the study. They were instructed not to talk about the study to their friends, because most of the students in the school would be future participants. Results The responses of students who currently participate in extra-curricular activities
9 Extra-Curricular Activities 9 were compared to the responses of those students who do not participate in these activities (Figure 1). As hypothesized students who participated in extra-curricular activities scored significantly higher on overall academic self-efficacy (M=95) when compared to students who did not participate in extra-curricular activities (M=83), t(63) = p <.05 (Table 1). Table 1 indicates that students who participated in extracurricular activities scored significantly higher on the effort sub-scale (M=13) when compared to those students (M=9) who did not participate in extra-curricular activities, t(63) = 2.05, p <.05. When comparing students on the talent sub-scale the extracurricular group (M=45) scored significantly higher than the non-extra-curricular (M=32) activities group, t(63) = 3.15, p <.05. The groups also differed on the their context subscale, t(63) = 3.25, p <.05, where the extracurricular group (M=48) scored higher than the non-activities (M=35) group. Discussion As predicted, those students who participated in extracurricular activities scored significantly higher in academic self-efficacy then those students who did not. These results are consistent with the findings of Perry-Burney and Takyi s (2002) study of adolescent girls and team sports. They found that girls who participated in team sports have an increase in self-confidence and also an improvement in overall GPA. Moreover, these results are also consistent with Hibert s (2000) study of successful adolescent males in urban high schools. Hibert showed that those students involved in team sports such as the swim team had a direct influence shaping the student s self identity and a powerful impact on shaping their belief in self. In both these studies, the researchers found a link between the student s participation in extracurricular activities and the positive impact on
10 Extra-Curricular Activities 10 their self-concept and belief in self. One limitation of this study is that it is a quasi-experimental design. The experimenter did not control membership in each group. Future studies should focus on true experimental designs where the groups are manipulated by the experimenter. Another possible limitation is the sample. To better generalize the results of this study, a more heterogeneous sample should be used. Whereas this study focused on students enrolled in an inner city private school, future studies could expand the sample to include public schools as well as a more diverse sample with respect to the neighborhood.
11 Extra-Curricular Activities 11 References Bandura, A., Barbaranelli, C., Caprara, G.V., and Pastorelli, C. (1996). Multifaceted impact on self-efficacy beliefs on academic functioning. Child Development Bandura, A., Barbaranelli, C., Caprara, G.V., and Pastorelli, C. (2001). Self-efficacy beliefs as shapers of children s aspirations and career trajectories. Child Development Caprara, G.V., Barbaranelli, C., Pastorelli, C., Bandura, A., and Zimbardo, P.G. (2000). Prosocial foundations of children s academic achievement. Psychological Science. 11(4) Hibert, T. (2000). Defining belief in self: Intelligent young men in an urban high school. Gifted Child Quarterly. 44(2) Jinks, J. & Morgan, V. (1999). Children s perceived academic self-efficacy: An inventory scale. The Clearing House. 72(4) Martin, A.J., & Dowson, M. (2009). Interpersonal relationships, motivation, engagement, and achievement: Yields for theory, current issues, and educational practices. Review of Educational Research. 79(1) Perry-Burney, G. & Takyi, B.K. (2002). Self esteem, academic achievement, and moral development among adolescent girls. Journal of Human Behavior in the Social Environment. 5(2)
12 Extra-Curricular Activities 12 Table 1 Summary of Self-Efficacy Means as a Function of Group Extra-curricular Control t Overall Self Efficacy * Effort Sub-Scale * Talent Sub-Scale * Context Sub-Scale * Note. *p <.05.
13 Extra-Curricular Activities 13 Figure 1. A comparison of mean self-efficacy scores for overall, effort, talent, and context, for the extra-curricular group vs. the non extra-curricular group. Extra-Curricular (Extra) vs. Non Extra-Currricular (Non) Mean Self-Efficacy Scores Overall Extra Overall Non Effort Extra Effort Non Talent Extra Talent Non Context Extra Context Non Groups
14 Extra-Curricular Activities 14 Appendix A: Survey Filled out by the Participants Before They Complete the Self- Efficacy Scale. Student Survey Please answer all questions Circle one: male female What grade are you in? How old are you? Do you play any team sports? Yes No If yes, what team sports do you play? Who do you play for? School Other organization Do you go to dance Classes? Yes No If yes, where do you go for classes? Do you participate in any other activities out side of school (music, church groups, art classes)? Where do you go for these activities? What is your favorite thing to do after school?
15 Extra-Curricular Activities 15 Appendix B. The Morgan-Jinks Self-Efficacy Scale Statement Really Kind of Kind of Really Disagree Disagree Agree Agree 1. I work hard in school 2. I could get the best grades in class if I tried enough. 3. Most of my classmates like to do math because it is easy. 4. I would get better grades if my teacher liked me better. 5. Most of my classmates work harder on their homework than I do. 6. I am a good science student. 7. I will graduate from high school. 8. I go to a good school. 9. I always get good grades when I try hard.
16 Extra-Curricular Activities Sometimes I think an assignment is easy when the other kids in class think it is hard. 11. I am a good social studies student. 12. Adults who have good jobs probably were good students when they were kids. 13. When I am old enough I will go to college. 14. I am one of the best students in my class. 15. No one cares if I do well in school. 16. My teacher thinks I am smart. 17. It is important to go to high school. 18. I am a good math student. 19. My classmates usually get better grades than I do.
17 Extra-Curricular Activities What I learn in school is not important. 21. I usually understand my homework assignments. 22. I usually do not get good grades in math because it is too hard. 23. It does not matter if I do well in school. 24. Kids who get better grades than I do get more help from the teacher than I do. 25. I am a good reading student. 26. It is not hard for me to get good grades in school. 27. I am smart. 28. I will quit school as soon as I can. 29. Teachers like kids even if they do not always make good grades.
18 Extra-Curricular Activities When the teacher asks a question I usually know the answer even if the other kids don t.
Student Engagement Survey Survey Results Las Cruces Public Schools October 30 November 16, 2012 Overview Engagement is the sense of connection that students have with their school and their studies. Students
Dr. K.P. Meera 1 Original scientific paper Jumana. M. K 2 UDK: 371.212.5 Department of Education DOI: 10.17810/2015.13 University of Calicut ==============================================================================
Title: Focus: Time: Guiding Question: Connections: Rationale/ Background: ACTIVITY 15 Set Goals and Plan for Action Self-assessment: What do I know about myself? 2 lessons @ 50-60 minutes A snapshot view:
Jamestown Public School District #l Ms. Vikki Coombs, Principal 1102 15th Street SW Jamestown, ND 58401 Document Generated On May 29, 2015 TABLE OF CONTENTS Introduction 1 Description of the School 2 School's
Detailed description. Self-regulation and learning: study of the interactions between metacognitive processes and motivational determinants. In 1992, the Conseil supérieur de l éducation du Quebec indicated
Increasing Your Child s Motivation to Learn In order to be successful in school and to learn, students must stay involved in the learning process. This requires students to do many different activities
The MetLife Survey of Preparing Students for College and Careers Part 2: Teaching Diverse Learners The MetLife Survey of the American Teacher: Preparing Students for College and Careers The MetLife Survey
Sport, culture and the internet: The Smith Family Research Report June 2013 Introduction Participating in sport and activities provides children with opportunities to develop in a range of areas, including
Improving students perception of self-efficacy through peer, instructor, and self-evaluation of class participation. Dr. Irina Falls University of North Carolina at Pembroke Self-Efficacy? Albert Bandura
Running head: SELF-EFFICACY AND ACADEMIC SUCCESS The Correlation Between Self-Efficacy and the Academic Success of Students Emily Taylor A Senior Thesis submitted in partial fulfillment of the requirements
Bandura: Self-Efficacy Megan Kimbrell & Emma Lyons Albert Bandura Born in Alberta, Canada on Dec. 4th, 1925 Attended the University of British Columbia Moved to the United States -1949 Married Virginia
April 2016 Administration Manual Citation for this Publication La Salle, T. P., McIntosh, K., & Eliason, B. M. (2016). School climate survey suite administration manual. Eugene, OR: OSEP Technical Assistance
Accord 16 Main Street Accord, NY 12404 845-626-2126 Fax 845-626-3206 Sacramento 24 East Main Street Winters, CA 95694 530-795-3618 Fax 530-795-3619 San Diego 2772 Wilma Street National City, CA 91950 619-267-3313
AP Psychology 2000 Scoring Guidelines The materials included in these files are intended for non-commercial use by AP teachers for course and exam preparation; permission for any other use must be sought
Chapter 11 Motivation and Perceptions of Self Overview The Behavioral View of Motivation The Social Cognitive View of Motivation Other Cognitive Views of Motivation The Humanistic View of Motivation The
ASSESSING PERCEPTIONS Using Education for the Future Questionnaires By Victoria L. Bernhardt Where did the questionnaires come from, what do they tell us, and are they valid and reliable? In 1991, while
July 2009 Research Brief: Factors that support academic success The single most important factor determining a student s academic success is the academic preparation a student receives and the rigor of
Motivation: Using the Self-Determination Theory in Foreign Language Classrooms Quite possibly the source of the motivation is very important in a practical sense to teachers who want to stimulate students
Leadership Certificate Program Sample Personal Development Plan May 1 st, 2013 Personal Mission Statement When I reflect on my definition of leadership, I realize that leadership is a complex concept that
2 This chapter describes the history of the Eccles et al. Expectancy Value Model and research on the influence of social and psychological factors on gender and ethnic differences in math, science, and
ESSAI Volume 9 Article 27 4-1-2011 Positive Effects of Extra Curricular Activities on Students Erin Massoni College of DuPage Follow this and additional works at: http://dc.cod.edu/essai Recommended Citation
2 Abstract Positive identity development is the social-emotional process of forming a healthy self-awareness including high self-esteem and self-efficacy. This study examined the impact of a Best Possible
C H A P T E R 14 Chapter 14: Self-Confidence Think Back to Your Best-Ever Performance Rate your feelings of self-confidence during your performance: 1 2 3 4 5 Confident Not Confident (continued) Session
Chapter 22 The Importance of Children s Sport Psychology Why a Psychology of the Young Athlete? Why Children Participate in Sport Why Children Discontinue Participation in Sport Role of Friends in Youth
Fine Arts, Athletics and Academics can coexist Coaches/Sponsors Check Grades Weekly Coaches/Sponsors Contact teachers in regards to kids grades If you don t pass, you can t play and you let your team down.
Document name: Theoretical perspectives: Eccles expectancy-value theory Document date: 2013 Copyright information: Proprietary and used under licence OpenLearn Study Unit: OpenLearn url: Physical activity:
Trinity College Trinity College Digital Repository Senior Theses and Projects Student Works 4-1-2005 Gender Bias in Middle School Classrooms Jessica Baker Trinity College Follow this and additional works
STUDENTS MOTIVATIONAL BELIEFS, SELF-REGULATION STRATEGIES AND MATHEMATICS ACHIEVEMENT Nikos Mousoulides and George Philippou Department of Education, University of Cyprus In this study we examine the relationships
WATERBURY S YOUTH VOICE Building Developmental Assets in Waterbury s Youth April 30, 2014 AGENDA Introduction to the Bridge to Success Partnership Local Backdrop Background of Developmental Assets Survey
Effective Positive Behavior Interventions for Students with Internalizing Behavior Problems Lynnette Christensen Michelle Marchant Paul Caldarella Brigham Young University Positive Behavior Support Initiative
Restorative Approaches in Primary Schools An Evaluation of the Project Co-ordinated by The Barnet Youth Offending Service 2 An Evaluation of the Barnet Youth Offending Service Restorative Approaches in
UPPER SCHOOL Application for Admission 80 Gerry s Landing Road, Cambridge, MA 02138 phone: 617-800-2136 email@example.com www.bbns.org/applications upper school application for admission Key Dates &
Employee Engagement Profiling Demo Pilot Study 2013 Sample Report - Tables and Charts have been shortened Registered Associates All enquiries to: firstname.lastname@example.org Web: http://www.pario-innovations.com
EDUCATION POST 2015 Parent Attitudes Survey About the Survey The following analysis contains the results of the 2015 Parent Attitudes Survey, conducted on behalf of Education Post, via an online survey
List of Soft Skill Competencies with Descriptions Each title is available as a separate training and development module and is based on the competencies measured by the TriMetrix Job and Personal Talent
Educate~ Vol.7, No.1, 2007, pp. 39-47 Research Paper The relationship between goals, metacognition, and academic success by Savia A. Coutinho (email@example.com) Northern Illinois University, United States
TABLE OF CONTENTS: Introduction:... 3 Methodology... 3 Results: Questionnaire... 4 General Response Rate:... 4 Have you ever been to one of our youth centres or worked with a Youth Worker in another setting?...
ACT Results Framework: ACHIEVING Domain Youth Outcomes [these are the goals for a single year of ming for each Intermediate/Long Term Outcomes (expected over time; not measured by the framework) Baseline
EVALUATION OF THE TASC AFTER-SCHOOL PROGRAM Elementary Student Survey School Year 2001/2002 Dear Student: Thank you for answering the questions in this survey. To help make the program better, we are surveying
POLICY STUDIES ASSOCIATES, INC. POLICY STUDIES ASSOCIATES, INC. POLICY STUDIES ASSOCIATES, INC. 4-H Robotics: A Study of Youth Enrolled in Lockheed Martin- Supported Programs Alisha Butler Colleen McCann
International Journal of Scientific and Research Publications, Volume 2, Issue 8, August 2012 1 Analysis of Parenting Styles and Interpersonal Relationship among Adolescents Dr. A.H.M. Vijaya Laxmi, Dr.
Report on the Ontario Principals Council Leadership Study (February 2005) Howard Stone 1, James D. A. Parker 2, and Laura M. Wood 2 1 Learning Ways Inc., Ontario 2 Department of Psychology, Trent University,
STEM Perceptions: Student & Parent Study Parents and Students Weigh in on How to Inspire the Next Generation of Doctors, Scientists, Software Developers and Engineers Commissioned by Microsoft Corp. Introduction
Parenting From a Growth Mindset 1 W O R K S H O P W I T H A H A P A R E N T S J O E B O N I T O O C T O B E R 2 0, 2 0 1 4 Objectives (& Hopes) Provide an initial awareness of Growth Mindset Focus on how
Bullying Prevention Program Evaluation J U N E 2 0 0 6 Bullying Prevention Program Evaluation June 2006 Prepared by: Laura Schauben, Dan Mueller, and Jennifer Lee Schultz Wilder Research 1295 Bandana Boulevard
From the SelectedWorks of Edward Earl Bell Fall November 9, 2009 Doctoral Defense PowerPoint: IMPACT OF SELF-ESTEEM AND IDENTIFICATION WITH ACADEMICS ON THE ACADEMIC ACHIEVEMENT OF AFRICAN AMERICAN STUDENTS
A STUDY OF EMOTIONAL INTELLIGENCE OF ADOLESCENT STUDENTS IN RELATION TO THE TYPE OF SCHOOL Anupama Katoch Research Scholar, Department of Education,Himachal Pradesh University, Shimla, India ABSTRACT This
... Contents... List of Figures v List of Tables vii Preface ix Acknowledgments xi C H A P T E R 1 Skills Confidence Measurement and the Skills Confidence Inventory 1 Bandura s Theory and the Skills Confidence
Outcome Evaluation of Programs Offering Youth Leadership Training 2002 2004 Prepared for The State of Connecticut Office of Policy and Management By Ronald M. Sabatelli Stephen A. Anderson Jennifer Trachtenberg
Athletic Withdrawal 1 Running Head: ATHLETIC WITHDRAWAL Locus of Control and Satisfaction in Making the Decision to Withdraw from Division III Athletics Dwayne Guenther Hanover College 1 Athletic Withdrawal
Instructions Self-Confidence Test Complete each sentence below by selecting one of the four options. Your answers should reflect how you are currently feeling related to your self-confidence. 1. When it
High School Psychology and its Impact on University Psychology Performance: Some Early Data John Reece Discipline of Psychology School of Health Sciences Impetus for This Research Oh, can you study psychology
Parent Guide Exploring Interests and Goals with Your Child What Will I Be? This guide will let you know what your child is learning in school about preparing for high school graduation and further education.
Developing a Growth Mindset and Improving Assertive Communication Ian Wallace, PhD Counseling Psychologist Counseling & Psychological Services at CMA October 25, 2013 Outline A growth mindset Carol Dweck
APPLICATION FOR NEW MEMBERSHIP 2015-2016 NATIONAL BETA CLUB LAKE NONA CHAPTER Please Print Legibly! Student Name: Student Preferred Name: Grade Level: Student ID: Student Email: Address: Zip code: Phone
Evidence-Based Enrichment Programs Summary of Child Trends Research Briefs by Laura Deaton Managing Director December 15, 2010 Highest Rigor What is an Evidence-Based Program? Replicated and Experimental
RESILIENCE AND SELF-EFFICACY: THE IMPORTANCE OF EFFICACY BELIEFS AND COPING MECHANISMS IN RESILIENT ADOLESCENTS Sarah K. Hamill Abstract Resilience, a construct defined as competence in the face of significant
1 Asian Indian Students: Moving Beyond Myths and Adopting Effective Practices Sejal B. Parikh University of North Florida Asian Indian Students 2 Abstract This article describes the Asian Indian population
Opening Minds in High School: Results of a Contact-based Anti-stigma Intervention Beautiful Minds Michelle Koller, Shu-Ping Chen, Laura McCormack, Linda Bender and Heather Stuart August 2012 www.mentalhealthcommission.ca
Southern Adventist Univeristy KnowledgeExchange@Southern Graduate Research Projects Nursing 4-2011 Barriers & Incentives to Obtaining a Bachelor of Science Degree in Nursing Tiffany Boring Brianna Burnette
A PROJECT OF THE SOUTHERN POVERTY LAW CENTER.ORG Common Beliefs COMMON BELIEF 1 I don t think of my students in terms of their race or ethnicity. I am color blind when it comes to my teaching. When teachers
Examining Science and Engineering Students Attitudes Toward Computer Science Abstract Concerns have been raised with respect to the recent decline in enrollment in undergraduate computer science majors.
UPWARD BOUND - SCHOOL COUNSELOR ASSESSMENT FORM Upward Bound is a FREE college preparatory program for first-generation and income-qualified students from the select target high schools. The program is
How to Synergize your Counseling Program to create a College going Identity For All Students What We Will Cover Today 1. College and Career Readinessdefine and why it is important 2. A new developmental
FE 1 Reflection: -1- Field Experience 1 Reflection Paper Timothy D. Koerner Research I (EDU 757) Professor Vicki Good FE 1 Reflection: -2- Part: 1 Demographic Analysis of the Class Ms. Case s third grade
1 Jefferson County Public Schools Comprehensive School Surveys 2007-2008 Exploration and Assessment of the Structure of the Surveys Kathleen Moritz Rudasill and Christopher R. Rakes University of Louisville
The Effect of Novice English Language Teachers Selfefficacy and Academic Degree on Students Achievement MA thesis submitted to the English Language Department in partial fulfillment of the requirements
Action Research Proposal 1 Running head: Collaborative Learning Collaborative Learning in Middle School Math Classrooms Action Research Proposal Danielle Hall 06 December 2008 EDRS 605 Davis Action Research
The Life Center Church, Inc. 63 E. Kennedy Blvd. Eatonville, Florida 32751 Mentee Referral Form, Page 1 Youth Name: Parent/Guardian Phone Number Age: Grade: School: Requested by: Position: Phone Number:
PARENTAL INVOLVEMENT AND EXPECTATIONS: COMPARISON STUDY BETWEEN IMMIGRANT AND AMERICAN-BORN PARENTS Abstract Parental involvement and expectations in the education of their children were compared between
AISD Student Climate Survey Middle School Research indicates that school climate can either be a positive influence on students' learning environment, or can serve as a significant barrier to students'
R. Eric Landrum, Jerry M. McAdams, and J et'aime Hood Students at a large metropolitan campus were surveyed about their motivational orientation and attitudes toward school. Results indicated that nontraditional
ADOLESCENT GIRLS WITH AN AUTISM SPECTRUM DISORDER: Presentation, challenges and support needs in the mainstream education system Summary of research findings for the Honours degree of Bachelor of Health
ACADEMIC COMPETITIONS: PERCEPTIONS OF LEARNING BENEFITS FROM A SCIENCE BOWL COMPETITION Dr. Robert Kuech, PhD College of Education and Human Development University of Southern Maine Dr. Robert Sanford,
STATISTICS IN BRIEF September 2005 U.S. Department of Education Institute of Education Sciences NCES 2005 303 What Is the Status of High School Athletes 8 Years After Their Senior Year? Contact: Jeffrey
Coombe Girls School & Sixth Form Gifted and Talented Policy Coombe seeks to ensure the progression of all students. A fundamental part of this is the school s commitment to personalised learning. Coombe
Introduction Physical Education is an integral part of the total education of every child from kindergarten through grade 12. Therefore, every student should have the opportunity to participate in a quality
Award Title New Start Summer Program, University of Arizona Awards Categories Enrollment Management, Orientation, Parents, First-Year, Other-Year and related Executive Summary In 1969, the University of
INTRODUCTION The Random Acts of Kindness Foundation (RAK) has created writing prompts for teachers to use as a supplement to their writing curriculum. These narrative and opinion writing prompts reinforce
Developing and Using a Computer Self-Efficacy Scale for Adults James H. Brown Doctoral Student, Urban Education University of Wisconsin-Milwaukee The concept of self-efficacy (Bandura, 1986), used in its