Factors to be considered in deciding about nonpromotion of students include child factors (such as physical disabilities, physical size, self-concept, and ability to function independently); family factors (such as attitude toward retention and number of geographical moves); and school factors (school's, principal's, and teacher's attitude toward…

Contends that students are not only passive respondents to external forces which determine school crime; rather, student social structures and subcultures are potential forces influencing school crime and the larger criminal and noncriminal communities. Preliminary data related to this thesis are reported. (RMH)

Compared attributions of success and failure in achievement tasks of White and Asian American children. Found that Whites took personal credit for success and attributed failure to luck, while Asians attributed success to luck and took personal responsibility for failure. Discussed attributional patterns in terms of socialization. (Author/MK)

Focuses on why some children succeed in school while others fail. Suggests five principles to guide educators in improving achievement levels--providing schooling and facilities for all students, involving parents in education, instilling good working habits in pupils at an early age, developing curriculum materials systematically, and providing…

Characterizes schools as institutions with more antieducational effects than educational ones. Sustains the case that the upshot of schooling for many people is a lifelong alienation from the knowledge and, more generally, the culture which schools transmit. (DB)

Differences in the characteristics of unsuccessful (N=17) and successful (N=60) community placed clients were examined. Discriminant function analysis identified a maladaptive behavior factor and sex to be significant discriminators between the two groups. (Author)

Two studies examined underachieving and control children's beliefs about the causes of their successes and failures. In Study 1, children (N=186) were administered a scale measuring locus of control in achievement situations. In Study 2, children rated the importance of ability, effort, task difficulty, and luck for success and failure in reading,…

The complexity of training teachers as facilitators in working with parents of handicapped children is pointed out, and possible causes of teacher ineffectiveness in this role are considered. (SBH)

Using an open-ended questionnaire, 236 fifth- and sixth-grade pupils attributed their success or failure on a test given in their classroom to eight different causes. Results indicated that the pupils tended to attribute success mainly to external causes and failure mainly to internal causes. (JMB)

The pressures of the educational system have some relationship to student suicide; they should be evaluated and, in some ways, lightened. (JD)

One important implication of the study is that educational policy goals must more closely reflect the student's perceptions of what they want if such ambitious programs are to succeed. (Author)

Two experiments demonstrated interactive effects between locus of control and expectancy confirmation-disconfirmation in determining attribution of failure. (Editor)

Reviews the substantial body of literature and research on admission criteria of which journalism educators should be aware. (KS)

Highlights some of the pitfalls people face when trying to learn from "things gone wrong" by examining failures and setbacks recalled by a diverse sample of artists, athletes, and business people. Concludes that people often hold distorted interpretations of life's disappointments, underscoring the need for informed guidance. (RJM)

Studied the meaning of Performance Failure Appraisal Inventory (PFAI; Conroy and others, 2002) by evaluating the comparability of PFAI factor structure over repeated assessments and the stability of the subscales over relatively brief intervals. Results for 356 college students generally show high stability for PFAI scores in long and short forms.…