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1.
Existing research has yielded evidence to indicate that the expectancy-value theoretical model predicts students' learning in various achievement contexts. Achievement values and self-efficacy expectations, for example, have been found to exert positive effects on cognitive process and academic achievement outcomes. We tested a conceptual model that depicted the interrelations between the non-cognitive (task value, self-efficacy) and cognitive (deep-learning approach, reflective-thinking) processes of learning, and academic achievement outcomes in mathematics. University students (n = 289) were administered a number of Likert-scale inventories and LISREL 8.80 was used to test various a priori and a posteriori models. Structural equation modeling yielded some important findings: (1) the positive temporally displaced effects of prior academic achievement, self-efficacy expectations and task value on achievement in mathematics, (2) the positive relations between self-efficacy expectations and task values and cognitive process outcomes and (3) the possible mediating role of self-efficacy expectations and task value between prior academic achievement and deep learning, reflective-thinking practice and academic achievement. Overall, our research investigation has provided empirical groundings for further advancement into this area of students' learning.  相似文献   

2.
Research Findings: The current study investigated the predictive utility of teacher-rated, observed, and directly assessed behavioral self-regulation skills to academic achievement in preschoolers. Specifically, this study compared how a teacher report (the Child Behavior Rating Scale), an observer report (the Observed Child Engagement Scale), and a direct assessment (the Head–Toes–Knees–Shoulders task) relate to early math and literacy skills. The sample consisted of 247 children from 31 preschool classrooms. Trained research assistants observed a subsample of 104 children. Results indicated significant positive relationships for teacher-rated and directly assessed behavioral self-regulation for early math and literacy skills. Teacher ratings were the strongest predictors of literacy, and the direct assessment emerged as the strongest predictor of math. Observed behavioral self-regulation was not significantly related to either academic domain. Practice or Policy: Discussion focuses on the domain specificity of behavioral self-regulation assessments and the importance of utilizing multiple measurement tools when assessing behavioral self-regulation and its relations to early achievement.  相似文献   

3.
Research Findings: A growing emphasis in the literature on children’s self-regulation signals the need for increased understanding of the ways in which young children become active players in the acquisition of knowledge. In particular, self-regulation may be linked to subsequent academic achievement through greater engagement with the learning tasks and activities made available in the preschool classroom. This study tested preschoolers’ (N = 603) observed task engagement in the classroom as mediating the relations between directly assessed self-regulation and changes in their language and literacy outcomes during the preschool year. Findings indicate that self-regulation is directly related to observed task engagement as well as changes in a host of language and literacy skills. Engagement with tasks and activities in the classroom also partially mediates the association between self-regulation and changes in expressive vocabulary. Mediation through task engagement was not found for receptive language or early literacy skills. Practice or Policy: Findings suggest that the development and evaluation of clearly articulated preschool curricula designed to promote academic achievement by fostering self-regulation is an important direction for future research.  相似文献   

4.
Research Findings: The objective of this study was to examine the student–teacher relationship as a potential moderator of the link between executive functioning (EF) and children’s early school readiness among a clinical sample of preschoolers with externalizing behavior problems (EBP). Participants for the study included 139 preschool children (75.54% boys, M age = 5.01 years, 84.94% Hispanic/Latino) with at-risk or clinically elevated levels of EBP. The student–teacher relationship was assessed using the Student–Teacher Relationship Scale. School readiness data were composed of standardized achievement test scores and teacher reports of kindergarten readiness. EF was measured via parent and teacher reports along with standardized measures of EF, including the Head–Toes–Knees–Shoulders task and 4 standardized subtests from the Automated Working Memory Assessment. Poorer student–teacher relationship quality was predictive of lower teacher-reported kindergarten readiness and higher academic impairment. Main effects were qualified by an interaction between EF and student–teacher relationship quality such that worse EF (parent/teacher reports and standardized performance) was only associated with lower teacher-rated kindergarten readiness for children with poorer student–teacher relationship quality. Practice or Policy: EF appears to be an important predictor of school readiness for preschool children with EBP, particularly for children experiencing poorer student–teacher relationships.  相似文献   

5.
This study examined whether: (1) the non-academic constructs of psychological well-being, motivation to learn and quality of life (QOL) explained the variance in the academic achievement of students with disability; and (2) students with a mental health disability (MHD) differed from students with other disability on academic achievement and on the aforementioned non-academic constructs. Eighty-three students with disability were administered the Motivated Strategies for Learning Questionnaire, the World Health Organisation QOL questionnaire, and the Depression Anxiety Stress Scale. Grade-point average was used as the measure of academic achievement. The results showed that measures of social relationships and self-efficacy were significant explanatory variables that could clarify the variance in academic achievement. Secondly, students with MHD differed from students with other disabilities on measures of psychological health, physical health, and social relationships. The findings have consequences for learning services provided to students with disability. It highlights the importance of examining the influence of disability type on student’s cognitive and behavioural dimensions such as their motivation to learn, engagement, persistence and academic attainment.  相似文献   

6.
Research Findings: The present study investigated the direct effects of residential mobility on children's inhibitory control and academic achievement during the preschool year. It also explored fall inhibitory control and academic skills as mediators linking residential mobility and spring achievement. Participants included 359 preschool children (49% female) studied in the fall and spring of the preschool year (73% were enrolled in Head Start). Residential mobility was significantly and negatively associated with fall inhibitory control and fall math and literacy. Significant indirect effects of mobility were found for spring math and literacy through inhibitory control and fall achievement. Specifically, the negative relation between mobility and spring math and literacy was partially explained by lower scores on fall inhibitory control and academic skills. Practice or Policy: The current study contributes to the existing literature by specifying pathways linking frequent moves and achievement for young children. Policy implications are discussed.  相似文献   

7.
Relationships between peer interactive play and social competence in a sample of preschool children (N = 85) considered at risk for academic difficulties were examined. Ratings of peer interactive play and social emotional development were collected from parents and teachers on the Penn Interactive Peer Play Scale and Vineland Social‐Emotional Early Childhood Scale. Multivariate techniques revealed significant correlations between parent and teacher ratings on the measures. Results are discussed within the context of conducting multifaceted, ecological assessments of preschool children. Implications for school psychologists are noted with regard to the important associations between peer interactive play and social–emotional development. The psychometric integrity of the PIPPS is further validated and extended beyond the initial standardization sample to include a sample of primarily Caucasian children living in a more rural area. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 173–189, 2004.  相似文献   

8.
Research Findings: This study utilized a large sample (N = 750) of 2-parent families from the Early Childhood Longitudinal Study–Birth Cohort to examine the contributions of African American fathers' home literacy involvement, play activities, and caregiving at 24 months to children's reading and math achievement in preschool. After family characteristics and child characteristics were controlled for, both mother and father characteristics predicted child achievement. Mother age predicted math achievement but not reading. Furthermore, even after mother predictors were entered into the hierarchical regressions, fathers' education and home literacy involvement also significantly predicted achievement. African American fathers who engaged in more frequent shared book reading, telling stories, singing songs, and provided more children's books in their homes at 24 months had children with better reading and math scores in preschool. Practice or Policy: These findings support growing evidence that fathers contribute to child development. Implications for research on early academic achievement in ethnically diverse samples are discussed.  相似文献   

9.
ABSTRACT

This study evaluated the association between children’s (N = 301) self-regulation and math and reading achievement in kindergarten, 1st grade, and 2nd grade. Children’s self-regulation was assessed using the Head–Toes–Knees–Shoulders (HTKS) task (involving control of gross body movements) and a computerized continuous performance task (CPT; assessing primarily inhibitory control) in kindergarten, 1st grade, and 2nd grade. Research Findings: Based on cross-lagged structural equation panel models, HTKS task performance positively predicted later math and reading achievement. Math achievement significantly and positively predicted later HTKS and CPT scores. Earlier math and reading achievement moderated the association between CPT scores and later math and reading achievement; inhibitory control–based self-regulation assessed with the CPT predicted higher math or reading achievement in subsequent grades for children with lower math or reading achievement in prior grades. Performance on the CPT moderated the paths from HTKS scores to later reading achievement; behavioral self-regulation assessed with the HTKS task predicted higher reading achievement in subsequent grades for children with low or average CPT performance in prior grades. Practice or Policy: Results from this study have the potential to inform targeted academic interventions focused on enhancing self-regulation in school contexts. The findings highlight the utility of assessing multiple measures of self-regulation.  相似文献   

10.
This study explored how ethnic membership relates to children’s academic achievement and goal orientations and whether there are ethnic differences in how goal orientations are linked to academic achievement. Further, we investigated whether these relations vary based on the geographical region where ethnic groups live. The sample included 361 children (179 girls), age 12–15 years, from two regions in Romania, Banat (n = 237) and Moldavia (n = 124). Ethnic differences in academic achievement were found only between majority and Hungarian minority ethnic groups who live in different areas, whereas ethnic differences in goal orientations were found between minority and both groups of majority children (living in the same and in different geographical regions). The strengths of the associations between goals and academic achievement were not significantly different based on ethnic and regional background. The findings highlight the importance of cultural (i.e., ethnicity) and contextual (i.e., regional area) factors in relation to children’s achievement and motivation (i.e., goal orientations). Additionally, our findings show that the relations between academic achievement and goal orientations are similar across the analysed ethnic and regional groups.  相似文献   

11.
Foster care's impact on academic development was investigated for 392 students reentering foster care. Psychoeducational evaluation was performed at initial and return placements. Average achievement increased .22 points between placements. Students reentering care did not show differences in achievement or IQ compared to control students with a single placement. Although average achievement showed a small increase between placements, some students showed large changes. Declining achievement was directly related to above‐average initial achievement ( p < .001), and indirectly related to not being in special education ( p < .001) and nonminority race ( p < .02). Results provide evidence that overall academic development appears neither enhanced nor hindered by foster care placement, but specific groups may be at risk for poor gains. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 527–535, 2004.  相似文献   

12.
The present study was designed to explore the association between preschool academic skills and Grade 3 achievement among a sample of ethnically diverse children from low-income families. Data were collected from a sample of 1,442 low-income, ethnically diverse children in preschool and associated with Grade 3 achievement in reading and mathematics 4 years later. Mixed-effects modeling indicated that preschool skills significantly predicted Grade 3 achievement measures while controlling for various child-level factors and random school effects. While several preschool factors were predictive of Grade 3 achievement, writing/copying and counting/premathematics skills were consistently strong predictors of Grade 3 achievement across all measures and domains suggesting these are important foundational skills for academic success in midelementary school among low-income, ethnically diverse children. Findings also replicate studies demonstrating that writing plays an important role in learning and achievement. Findings have implications for early education policy and practice intended to support academic development among low-income, ethnically diverse children.  相似文献   

13.
Background: A body of literature has emerged that links inattentive symptoms of attention deficit hyperactivity disorder (ADHD) to poor academic achievement. Major variation across studies renders conclusions about this relationship complex.

Purpose: This review will provide a qualitative synthesis of these studies that (1) use community samples and (2) examine inattention as a separate dimension from hyperactivity/impulsivity. The aim of this review is to ascertain whether the relationship documented between inattention and academic outcomes in ADHD also holds for the dimensional trait of inattention as manifest in non-clinical community samples of children and adolescents, taking into consideration both academic achievement and academic performance across age.

Design and methods: A comprehensive search was carried out using two databases. The PRISMA guidelines were used to report the search steps. The QUIPS tool was used to rate the quality of studies, followed by a best evidence synthesis to summarise these results.

Results: Out of 1748 citations found, 27 articles met the specific inclusion criteria. Results point to a strong effect according to the best evidence synthesis: 7 studies that have low risk of bias found that teacher-rated inattention is significantly predicative of poor academic achievement in community samples of children.

Conclusions: This review provides support for a consistent, negative relationship between classroom inattention as reported by teachers and both standardised academic test achievement and classroom performance outcomes for children in preschool (moderate evidence), elementary school and longitudinally from elementary to high school. The average relationship was stronger when classroom performance was measured, as compared to standardised achievement. However, the quantitative strength of relationship has not been confirmed with a meta-analysis due to heterogeneity and too few high-quality studies identified. Variance across the studies in terms of the strength of association suggests that other unexamined factors (e.g. cognitive function or motivation) may be contributing to this relationship. Implications for educators and clinicians who work within the school setting are discussed.  相似文献   

14.
This study investigated the relation between motivational goals and university intentions, school valuing and school achievement. The premise of this study is that motivational goals play a key role in academic values and achievement. Confirmatory factor analysis was conducted to establish the construct validity of the motivational measures drawn from the Inventory of School Motivation (ISM): mastery (effort and task), performance (competition and social power), social solidarity (social concern and affiliation), extrinsic (praise and token). A set of eight regression analyses was conducted to examine the relations among these eight motivational measures, future goals to attend college, the value of school and six school subjects. Eight regression equations revealed that effort and task were the most significant predictors of the dependent variables of university intention, valuing school and school achievement scores. Students in Qatar exhibited ‘effort and task’ in goal motivation in relation to students’ beliefs regarding future academic goals and achievement scores in school subjects. As Qatar is a highly gender-segregated society, analyses were also conducted by gender.  相似文献   

15.
Follow-up data, obtained 4–7 years after intervention ended, are presented for the Carolina Abecedarian Project, an experimental study of early childhood educational intervention for children from poverty families. Subjects were randomly assigned to 1 of 4 intervention conditions: educational treatment from infancy through 3 years in public school (up to age 8); preschool treatment only (infancy to age 5); primary school treatment only (age 5–8 years), or an untreated control group. Positive effects of preschool treatment on intellectual development and academic achievement were maintained through age 12. School-age treatment alone was less effective. Results generally supported an intensity hypothesis in that scores on cognitive and academic achievement measures increased as duration of treatment increased.  相似文献   

16.
This longitudinal study adopts a multidimensional perspective to examine the relationships between middle school students' perceptions of the school environment (structure support, provision of choice, teaching for relevance, teacher and peer emotional support), achievement motivation (academic self-concept and subjective task value), and school engagement (behavioral, emotional, and cognitive engagement). Participants were from an ethnically diverse, urban sample of 1157 adolescents. The findings indicated that student perceptions of distinct aspects of the school environment contributed differentially to the three types of school engagement. In addition, these associations were fully or partially mediated by achievement motivation. Specifically, student perceptions of the school environment influenced their achievement motivation and in turn influenced all three types of school engagement, although in different ways. Moderation effects of gender, ethnicity, and academic ability were also discussed.  相似文献   

17.
Previous research has demonstrated positive relations between intrinsic reading motivation and reading competence. However, the causal direction of these relations and the moderating role of relevant background variables (e.g., students' achievement level) are not well understood. In the present study, a cross‐lagged panel model was applied to academic track and nonacademic track fifth grade students (N = 396) to test whether intrinsic reading motivation and reading competence are reciprocally related depending on the students' achievement level (indicated by school track affiliation). According to expectations, the cross‐lagged effect of intrinsic reading motivation on reading competence was only significant for academic track students. In the nonacademic track group, neither the effect of intrinsic reading motivation on reading competence nor the reverse effect proved to be significant. Thus, the nature of the relation between intrinsic reading motivation and reading competence seems to depend on students' school track affiliation.  相似文献   

18.
Research Findings: A statewide study of preschool classroom quality was conducted using 3 distinct classroom observation measures in order to inform a statewide quality rating system. Findings suggested that Tennessee preschool classrooms were approaching “good” quality on the Early Childhood Environment Rating Scale–Revised (ECERS-R) and provided a mid-to-high emotional and engaging climate as indicated by the Classroom Assessment Scoring System (CLASS) domains of Emotional Support and Student Engagement. However, classrooms were only minimal on the Early Childhood Environment Rating Scale–Extension and the CLASS Instructional Support domain. Past performance on a state quality rating assessment consistently predicted the current quality of preschool classrooms as assessed by all 3 measures. Lead teachers' education in early childhood and experience were also predictors across quality measures. Practice or Policy: Tennessee preschool classrooms scored higher on the ECERS-R, which is the measure utilized in the statewide Quality Rating and Improvement System. However, classrooms generally performed poorly on measures of instructional support and curriculum. This finding illuminates the importance of the tool selected to measure quality in state quality rating and improvement systems and has implications for policy as states work to build systems that enhance quality in early care and education.  相似文献   

19.
Three conceptual models were tested to examine the relationships among academic self-concept, autonomous academic motivation, and academic achievement. This allowed us to determine whether 1) autonomous academic motivation mediates the relation between academic self-concept and achievement, 2) academic self-concept mediates the relation between autonomous academic motivation and achievement, or 3) both motivational constructs have an additive effect on academic achievement. A total of 925 high school students (404 boys and 521 girls) were asked to complete a questionnaire on two occasions separated by a year interval. Results from SEM analyses provided good support for the hypothesized model positing that autonomous academic motivation mediates the academic self-concept–academic achievement relation. Results are discussed in light of self-determination theory and self-concept theory.  相似文献   

20.
This study examined the development of emerging self-regulation (SR) skills across the preschool years and relations to academic achievement in kindergarten and first grade. SR skills of 403 low-income African American and Latino children were measured at 2&1/2, 3&1/2, and 5 years (kindergarten). Reading and math skills were measured at 5 and 6 years (first grade) using the Woodcock–Johnson. Transactional relations between SR skills and achievement outcomes were estimated with latent difference score models. Increases in set shifting predicted prospective increases in reading, but not math scores. Increases in simple response inhibition predicted prospective increases in math, but not reading scores. Application of these findings to early intervention programming and needed supports for school readiness and achievement are discussed.  相似文献   

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