Using 489 students and 132 teachers in six elementary schools, the current use of elementary school time was evaluated. Allocated time for academic learning, students' time-on-task, and teacher traits related to task time were measured. Significant differences based on sex and race, but not on grade level, were found. (TJH)

This study investigated the relationship between engagement and achievement for college students in an intermediate swimming class. It also examined this relationship for students who entered the class with different initial skill levels, different previous experience with the subject matter, and for students of different gender. The methodology…

Describes project at Bradley University that equipped freshman residence hall rooms with microcomputers. Highlights include student characteristics; academic performance; surveys of use of microcomputers; networking versus stand-alone uses; duration of computer use times and times of day of use; and sex differences in computer use. (Three…

To study the in class learning experiences of mainstreamed handicapped students, academic learning time (ALT) was measured for 79 mainstreamed learning disabled (LD) and 143 regular fifth and sixth graders in year 1 and 62 mainstreamed LD students and 166 regular students in year 2. Analyses of student records, responses to teacher questionnaires,…

This study investigated the relationships among achievement, motor engagement, cognitive engagement, and characteristics of initial skill, experience, and sex of students doing the breaststroke. When students were divided by gender, experience, and skill level, all engaged time had positive and negative correlations with achievement. (Author/MT)

An overview is presented of the scope and findings of the International Association for the Evaluation of Educational Achievement (IEA) studies, which analyzed student achievement in 22 nations, one of which was the United States. Using these findings, this paper identifies national differences in the performance of pupils representing the United…

In a study of sex differences in young children's drawings, 18- month-old children scribbled on sheets of paper with a preprinted circle in the middle. A computer-based analysis of 100 randomly-selected drawings revealed: (1) boys developed an apparent stronger graphic activity; and (2) girls concentrated and adjusted their movements to the…

The effects of teacher comments, type of task, student performance, and gender on the continuing motivation of 424 fifth- and sixth-grade pupils was studied. Results are discussed in terms of the relationship between continuing motivation and student perceptions of their own competence. (Author/MT)

A study investigated the effect of scholastic level, teacher orientation on a control/autonomy continuum, and pupil gender on 459 elementary school students' intrinsic motivation to engage in school work. Results indicated that teacher orientation toward autonomy enhanced the intrinsic motivation of girls on two of three dimensions, and that of…

This study of 90 kindergarten children examined gender differences in learning interest from different designs of multimedia interfaces. Results indicate a significant difference between boys and girls in the influence of the design of interactive multimedia stories on time on task and on level of satisfaction with the interfaces. (Author/LRW)

Results of a 1992 survey showed that up to 39% of adolescents and colleges students may be affected by nonclinical depression. While research shows that depression is related to achievement, it is not yet clear how depression and achievement are related. However, current data do indicate that depressed individuals may show a general malaise about…

To determine the effect of background music on on-task-performance (OTP), 26 fifth grade science students were observed for 42 class sessions over a four-month period. Time-series analyses indicated a significant increase in OTP for male subjects and for the total class. (Author/CB)

Examines the relationships among possible selves, academic performance, motivation, self-esteem, and persistence on task by analyzing the questionnaires of 289 high school students. Reveals that the students who referred to positive selves outperformed the other groups in academic achievement as measured by grade point average and showed more…

Differences in the mastery motivation levels and approval needs of children, ages four and eight, were investigated. Two groups of 32 children each worked on puzzle tasks in one of two conditions: (1) verbal reinforcement or (2) nonreinforcement. Younger children needed more reinforcement than older children. (Author/BS)

The popular view that the performance of the older returning student is superior to that of the younger continuing student is confirmed. These higher grades are attributed to greater ability and to more time devoted to studying for each course. Other factors examined include marital status and gender. (RM)