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Undermatched? School-Based Linguistic Status, College Going, and the Immigrant Advantage
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Callahan, Rebecca M.; Humphries, Melissa H. – American Educational Research Journal, 2016
Considerable research investigates the immigrant advantage--the academic benefit first- and second-generation students experience relative to native-born peers. However, little work examines how school-based linguistic status may influence this advantage. Contradictory patterns exist: Research identifies both an immigrant advantage and a language…
Descriptors: Immigrants, Generational Differences, Indigenous Populations, Language Minorities
Achievement and Behaviour in Undergraduate Mathematics: Personality Is a Better Predictor than Gender
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Alcock, Lara; Attridge, Nina; Kenny, Steven; Inglis, Matthew – Research in Mathematics Education, 2014
We investigated two factors that predict students' achievement and behaviour in undergraduate mathematics: gender and personality. We found that gender predicted students' achievement and behaviour when considered in isolation, but ceased to be predictive when personality profiles were taken into account. Furthermore, personality accounted for…
Descriptors: Undergraduate Students, Mathematics Achievement, Personality Traits, Gender Differences
Differential Effects of Teacher Comments.
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Krampen, Gunter – Journal of Educational Psychology, 1987
An analysis of the effects of three kinds of teacher comment (social-comparison, subject-matter,and intraindividually oriented) accompanying grades in mathematics is presented. Subjects were 385 students from grades 6 through 10. In analyses of variance, an interaction between type of comment and the student's prior performance level was revealed…
Descriptors: Analysis of Variance, Elementary Secondary Education, Grades (Scholastic), Mathematics Education
Mathematics Test, Numerical, and Abstraction Anxieties and Their Relation to Elementary Teachers' Views on Preparing Students for the Study of Algebra.
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Brown, Martha A.; Gray, Mary W. – School Science and Mathematics, 1992
Reports a correlational study to determine whether teacher's mathematics anxiety might inhibit the introduction of more problem solving and abstraction in elementary schools to enable more ninth graders to enroll in algebra. Correlations on 19 variables for 116 teachers indicated that anxiety decreased with increased mathematics content studied…
Descriptors: Abstracting, Anxiety, Attitude Measures, Beliefs
The At-Risk Student in College Developmental Algebra.
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Berenson, Sarah B.; And Others – School Science and Mathematics, 1992
Reported is a two-part study to identify factors that contribute to student success in a remedial mathematics course for first-year college students. Data from 263 students testing into remedial algebra was collected on 3 academic variables, 2 affective variables, and class attendance. Multivariate analysis results failed to find moderate…
Descriptors: Academic Achievement, Academic Failure, Attendance, College Freshmen
Predictors of Student Success in Entry-Level Undergraduate Mathematics Courses
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Gupta, Sat; Harris, David E.; Carrier, Nellie M; Caron, Paul – College Student Journal, 2006
Most undergraduate programs require completion of a mathematics course, but pass rates in these courses are often low. To determine predictors of student success in 100-level mathematics courses at the University of Southern Maine, we used a questionnaire to collect information on possible predictors of grade (student demographics, attitude,…
Descriptors: College Mathematics, Multivariate Analysis, Educational Experience, Student Attitudes