Education and Academic Interests

Turning to correlates of change in academic interests, we found that the transition to junior high was a significant predictor of decline in academic interests. This finding is consistent with previous research on the negative effects of the junior high transition and adds to this body of work by focusing on within-individual change. Contrary to our expectations, the transition to high school was not related to declines in academic interests. One reason why the high school transition did not have an effect on academic interests may be that this transition is less disruptive than the junior high transition. The transition to high school is not as closely associated with biological, cognitive, and social changes that characterize early adolescence, when the transition to junior high typically occurs, which may make this transition to high school easier. Additionally, having already experienced the junior high transition, students may be more prepared for the high school transition. Finally, older adolescents are more mature, better at problem solving and have greater social-emotional competence which means they may be better able to handle the change.

How do you answer 'what are your academic interests'?

Academic interests (basically stuff you're interested in that you do by yourself):

Academic Interests - College Confidential

In a related line of study, examined gender differences in changes in youth’s subjective task values for math and language arts from 1st grade through 12th grade. Subjective task values refer to youth’s reports of how fun math and language arts are, how interested they are in math and language arts, the importance of math and language arts skills, and the utility of math and language arts. They found that girls had higher task values in language arts, but there were no gender differences in math values. Further, boys’ and girls’ subjective task values declined significantly over time, and there were no gender differences in the rate of decline. In the present study, we focused on interests in academic subjects as one component of achievement motivation and examined changes in youth’s interests from about age 7 to about age 18. The present study expands on the work of by examining school transitions and parent characteristics as predictors of changes in academic interests.

What is an example of an academic interest or activity?

In the present study, we expanded in several ways upon previous research on the role of junior and senior high school transitions in youth’s academic adjustment. First, most work on school transitions has focused on mean level differences between groups of youth who transitioned versus those who did not, or on mean level changes over time. In contrast, the present study examined changes in youth’s academic interests and grades across both the junior high and high school transitions using a multilevel modeling approach, an analytic strategy that allowed us to chart within-individual change in youth who were followed over a 9-year period. Previous research on school transitions has highlighted the negative implications for youth’s academic functioning. In this study we also expanded on prior work by examining potential protective factors that may buffer youth from the negative effects of school transitions. Specifically, as we elaborate below, we investigated whether parents’ characteristics, namely, expectations for their offspring’s school achievement, interest in academics, and their education levels protected youth from exhibiting the expected declines in academic interests across the junior high and senior high transitions.

Academic Interests
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Academic Interests - Marywood University

We first examined means of and correlations between the parent predictors. As shows, on average, both mothers and fathers expected their offspring to obtain some college education. Further, mothers and fathers scored slightly above the midpoint on interests in academics, and mothers reported greater interest in academics than fathers. On average, mothers and fathers completed some post-high school education. Correlations between parents’ expectations, interests, and education were low to moderate for mothers and fathers (see ). The means and standard deviations in academic interests at each time point are presented in . All variables used in the analyses were normally distributed.

only academic interest ?

Academic interests and attitudes - Intro Page

The information you provide on this form about your current academic interests will assist your Academic Advising Director and your Pre-Major Advisor in providing you with important guidance in navigating Stanford, whether with classes, opportunities, or self-reflection. Please be as specific and detailed in answering these questions as you can. Although your interests may change in the future, it is helpful for your first academic advisors to know what you are thinking as you begin your intellectual journey at Stanford. This form may also be used by university administrators and by staff for making selections for special programs, such as , and .

Gamergate has hurt academic interest in the study of games, according to an anonymous academic who recently  to the consternation of . Sample:

Academic Interests | Kendall Pace

Abel, Karen. Factors Affecting Academic Interest and Self Perception of Adolescent Hispanic Females. Denton, Texas. UNT Digital Library. . Accessed December 17, 2015.