Sentence examples similar to achievement correlations from inspiring English sources

The modeling approach provides a general framework within which it may be possible to examine whether controlling for ERS effects changes the unexpected attitude-achievement correlations seen across countries in PISA.

It is difficult to tell what spending decisions have a positive impact on educational achievement because correlations are often skewed by programs that route more dollars to lower-performing districts.

A review of literature on student motivation and achievement indicated correlations between student achievement in mathematics and the following constructs: math anxiety, efficacy for mathematics, performance orientation and mastery orientation toward learning mathematics, and value for mathematics (as described in the "Motivational theories" section).

For the Level 2 achievement test, the correlation coefficients for the paired/summary tasks and the summary/integrated tasks were found to be moderate and positive (.47 and.44), while the correlation for the paired/integrated task was weak and negative (−.10).

Consequently, controlling for country effects with respect to ERS is unlikely to result in meaningful effects on correlations with achievement.

We observed very similar correlations between achievement and the attitudinal measures in the new analysis, in all cases within.03 of those reported in Table 7.

Finally, in order to evaluate the effects of ERS control on the estimated between-country correlations between achievement and attitudes, we apply the same multilevel model represented in Equations 2 6, but now excluding the ERS trait at both the individual and country levels.

The extension makes the assumption that the ERS tendency is constant across traits, an assumption that appears plausible based on prior work (Weijters et al., 2010; Wetzel, Carstensen, & Böhnke, 2013) and is also consistent with a theory that extreme response style underlies the paradoxical country-level correlations between achievement and multiple attitudinal scales.

It is widely accepted that test scores predict school achievement moderately well, with correlations of around 0.5 (Mackintosh, 2011).

The common part (common);  The joint scaling of the variable sets that had the same correlation with achievement (samecorrjoint);  The separate scaling of the variable sets that had the same correlation with achievement (samecorrsep);  The joint scaling of the variable sets in which one had a high and the other a low correlation with performance (hilojoint); and.

Although the correlation between achievement and the Difficulty subscale was also significant (r=0.17, 95% CI: 0.09-0.25), the small correlation coefficient indicated that there was no substantial correlation between them.