Childhood Learning: Examining Attitudes toward School and Learning Ability

Description:

A child's ability to learn in school and school performance are affected by various factors. Variables that affect learning and academic performance in 46 children, 4 - 7 years old, were examined. Children, parents, and teachers completed questionnaires rating children's attitudes and behavior toward school. Children completed a computerized matching-to-sample (MTS) task. The MTS trained the children to form 3 stimulus classes. One stimulus class included three arbitrary stimuli, the others contained a positively or negatively valenced stimulus, a school-related stimulus, and an arbitrary stimulus. Class formation performance was assessed. Rate of learning predicted attitudes toward school, school attitudes predicted academic performance; however a hypothesized mediation effect of attitudes was not demonstrated. No significant differences in rate of forming stimulus classes containing emotionally valenced and school stimuli were found. Future directions for intervention in the early education of students who have poor attitudes toward school are discussed.

Creator(s): Geddes, Jeffrey D.
Creation Date: May 2009
Partner(s):
UNT Libraries
Collection(s):
UNT Theses and Dissertations
Usage:
Total Uses: 183
Past 30 days: 3
Yesterday: 0
Creator (Author):
Publisher Info:
Publisher Name: University of North Texas
Place of Publication: Denton, Texas
Date(s):
  • Creation: May 2009
  • Digitized: September 30, 2009
Description:

A child's ability to learn in school and school performance are affected by various factors. Variables that affect learning and academic performance in 46 children, 4 - 7 years old, were examined. Children, parents, and teachers completed questionnaires rating children's attitudes and behavior toward school. Children completed a computerized matching-to-sample (MTS) task. The MTS trained the children to form 3 stimulus classes. One stimulus class included three arbitrary stimuli, the others contained a positively or negatively valenced stimulus, a school-related stimulus, and an arbitrary stimulus. Class formation performance was assessed. Rate of learning predicted attitudes toward school, school attitudes predicted academic performance; however a hypothesized mediation effect of attitudes was not demonstrated. No significant differences in rate of forming stimulus classes containing emotionally valenced and school stimuli were found. Future directions for intervention in the early education of students who have poor attitudes toward school are discussed.

Degree:
Level: Master's
Discipline: Psychology
Language(s):
Subject(s):
Keyword(s): children | attitude | learning
Contributor(s):
Partner:
UNT Libraries
Collection:
UNT Theses and Dissertations
Identifier:
  • OCLC: 460587708 |
  • UNTCAT: b3799539 |
  • ARK: ark:/67531/metadc9929
Resource Type: Thesis or Dissertation
Format: Text
Rights:
Access: Public
License: Copyright
Holder: Geddes, Jeffrey D.
Statement: Copyright is held by the author, unless otherwise noted. All rights reserved.