@article {578,
	title = {THE IMPACT OF PUBLIC HIGH SCHOOL MANAGEMENT SYSTEM ON ACADEMIC ACHIEVEMENT},
	journal = {Problems of Education in the 21st Century},
	volume = {32},
	year = {2011},
	month = {July/2011},
	type = {Original article},
	chapter = {121-128},
	abstract = {The goal of present study is to investigate the impact of school culture on academic achievement level. Specifically, the influence of school management system on students{\textquoteright} performance. The study represents the part of the National Assessment in Math. 234 public schools principals were administered with the questionnaire for school principals. The questionnaire consisted of several blocks: the new style of school management; evaluation of effectiveness of teachers{\textquoteright} work; evaluation of effectiveness of various school boards; participation of teachers and students in professional trainings, conferences and scientific competitions; various events for students as well as for parents. Result showed that school management system predicts level of students{\textquoteright} academic achievement. Specifically, among the best predictors are following variables: democratic strategies of class management, school board effectiveness, popular-scientific meetings, and teachers{\textquoteright} democratic approach to students. },
	keywords = {academic achievement, school culture, school management},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.32.121},
	url = {https://oaji.net/articles/2014/457-1406541769.pdf},
	author = {Mzia Tsereteli and Khatuna  Martskvishvili and Ia  Aptarashvili}
}
@article {402,
	title = {PREDICTING STUDENT{\textquoteright}S SELF-COMPETENCE USING SCHOOL CULTURE FACTORS},
	journal = {Problems of Education in the 21st Century },
	volume = {21},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {163-169},
	abstract = {Numerous studies in educational psychology field investigate academic achievement as well as factors influencing it. Generally, these studies are addressed to cognitive factors but non-cognitive factors, also play an important role in academic success. Presented paper deals with identification the factors associated to students{\textquoteright} self-competence, specifically, sense of success and happiness. 224 public schools 9th grade (age 15-16) 5385 students (2655 girls and 2683 boys) were administered with the questionnaire consisted of several blocks: parents involvement in school life, class climate and school culture. Result shows that the best predictors for sense of success in school environment are: parent involvement in academic life, parent learning attitudes, their belief of child{\textquoteright}s success coping with academic problems, teaching style of teacher, specifically, problem based teaching. The best predictors for student sense of happiness are: student{\textquoteright}s self-perception of dealing with problem and involvement in learning processes. The study has implication for school teachers and experts of educational psychology. },
	keywords = {school culture, self-competence, sense of happiness, sense of success},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400136188.pdf},
	author = {Mzia Tsereteli and Khatuna  Martskvishvili and Ia  Aptarashvili and Tamta  Darsavelidze and Shorena Sadzaglishvili}
}
@article {141,
	title = {ASSESSMENT OF LEARNING-TO-LEARN PROCESSES IN STUDENTS},
	journal = {Problems of Education in the 21st Century },
	volume = {7},
	year = {2008},
	month = {June/2008},
	type = {Original article},
	chapter = {126-132},
	abstract = {Concept of learning -to - learn is a key competence for lifelong learning which is one of the most critical demands of the new educational reforms in Georgia. The core of learning to learn is formed through good educational practices. Learning-to-learn is defined as the competence and the willingness to adapt to novel tasks, which activates person{\textquoteright}s affective and cognitive processes and leads to learning action (Hautamaki, et al., 2002). 
National Curriculum and Assessment Center of Georgia, Assessment Unit developed the special measurement instrument for learning to learn (L-t-L) assessment in students. The purpose of the study was to analyze whether students grouped by their self-assessed level of success differ according to their L-t-L components assessed by our L-t-L measurement instrument and in general, to reveal the most influential factors of L-t-L for Georgian context. 
Our Sample comprised of 1007 students of 38 schools located in the different regions of Georgia. Analyzing results by factor analysis, anova, and non-parametric measures showed that students having better performance on L-t-L components have higher self-assessed academic performance. 
These results show the highest importance of Learning-to-learn assessment. Its inclusion as a distinct indicator in educational evaluation system would provide a means to analyze the relative role of the different factors affecting student{\textquoteright}s achievement, and help direct schools towards practices and contents that would truly foster lifelong learning. },
	keywords = {educational achievement, learning-to-learn, lifelong learning},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392235429.pdf},
	author = {Shorena Sadzaglishvili and Mzia Tsereteli and Thea Berdzenishvili}
}
