Moreover,the study compares the scores of the two groups for the task,and the results show that the experimental group outperformed the control group in a statistically significant way,which suggests its benefits for students' academic achievement.
Moreover, head teachers' self-efficacy in classroom management moderated the relation between students' academic efficacy and attitudes toward learning. For students' learning method and technique, the similar results were obtained, suggesting that student-level relations were weakened by head teachers' characteristic.
With the deep development of quality-oriented education, the method of students' school performance appraisal changes keeping pace with the times from one-way of "marks only" to multiform centering on "reconstruction of students' studying methods and development of the students".
Through the expatiation of attribution theory and the analysis of attributive inclination from the students' school work, this paper tries to put forward the inspiration of attribution theory on English teaching: First is to pay attention to the students' attributive reaction;
The implementation of privately funded vouchers has achieved some effect in improving students' school performance,but in practice,it still face with the problems that how to maintain long-term implementation of the project and how to retain students.
Based on the correct realization of the position of management of school work and its function to university students,this paper analyzed the main problems existing in the traditional management of school work,put forward the construction of school-centeredness and personal value-orientation in the management of school work,and brought out in a probative way the new mechanism of school work administration,which is on the basis of exploiting students' initiative,guiding students' studies and giving more humanistic concern for students.
while during 1980s and 1990s when normalization of social,political and economic life was gradually restored,education system of schools and customs and culture of the village became the main factors to affect the improvement of students'studies.
When the family was in good economic condition and the structure of the family was normal, the parents did the mental work especially the mother worked in the place where they lived, the patterns of the parents' training to their children was positive and this could improve the achievement of the students' studies.
Students' Academic Performance: An Interaction of Inputs from the Students, Schools, and Voters
This study proposes and tests a model affecting students' academic performance.
We postulate that students' academic performance depends on the interaction of key factors associated with students, the schools, and the voters.
A preliminary research on middle school students' academic subjective well-being and its major influential factors
This study is conducted with self-developed questionnaire on 910 middle school students, aimed at describing middle school students' academic subjective well-being and exploring its influential factors.
The strongest effect was related to school performance compared to the best students (school marks 18-20), median odds ratios were 1.31 for marks 15-17, 1.76 for 12-14 and 3.25 for 10-11.
Consequently, researchers should pay more attention to the changes in the sociology of classrooms during students' school careers.
Black students' school success: Coping with the "burden of 'acting white'"
The study reports that a household analysis help us understand the relative weight of these factors in shaping students' school performance, and that it also accounts for differential academic achievement in any Mexican-American community.
Teachers' generally sincere attempts to help students' transition to a better life played a significant role in students' school failure.