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Direct linkHofer, Manfred; Kuhnle, Claudia; Kilian, Britta; Fries, Stefan – Learning and Instruction, 2012
The predictive power of cognitive ability and self-control strength for self-reported grades and an achievement test were studied. It was expected that the variables use of time structure, academic procrastination, and motivational interference during learning further aid in predicting students' achievement because they are operative in situations…
Descriptors: Grades (Scholastic), Academic Achievement, At Risk Students, Achievement Tests
Salzer, Christine; Trautwein, Ulrich; Ludtke, Oliver; Stamm, Margrit – Learning and Instruction, 2012
Little is known about the association of classroom characteristics with adolescent truancy. A critical question is whether high achievement standards, high workload, and fast pace protect against or increase adolescent truancy. In this study, self-reports from 3491 Swiss grade 7, grade 8 and grade 9 students in 202 classes were used to predict…
Descriptors: Foreign Countries, Truancy, High Achievement, Grade 9
Kendeou, Panayiota; Papadopoulos, Timothy C.; Spanoudis, George – Learning and Instruction, 2012
In the present study we examined the processing demands of three reading comprehension tests, namely the Woodcock-Johnson Passage Comprehension (WJPC), a Curriculum-Based Measure test (CBM-Maze), and a Recall test, in the early elementary years. Our investigation was theoretically motivated by Perfetti's Verbal Efficiency Theory and examined the…
Descriptors: Reading Comprehension, Reading Difficulties, Early Reading, Short Term Memory
