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1.
Chinese, Japanese, and American children at grades 1 and 5 were given a battery of 10 cognitive tasks and tests of achievement in reading and mathematics. Samples consisted of 240 children in each grade in each culture. 2 major purposes of the study were to determine possible differences in cognitive abilities of Japanese, Chinese, and American children and to investigate the possible differential relation of scores on cognitive tasks to reading by children of the 3 cultures. Similarity was found among children of the 3 cultures in level, variability, and structure of cognitive abilities. Chinese children surpassed Japanese and American children in reading scores; both Chinese and Japanese children obtained higher scores in mathematics than the American children. Prediction of achievement scores from the cognitive tasks showed few differential effects among children of the 3 cultures. The results suggest that the high achievement of Chinese and Japanese children cannot be attributed to higher intellectual abilities, but must be related to their experiences at home and at school.  相似文献   

2.
Abstract

Attitudes toward school subjects were explored in a group of sixth graders. First, correlations were obtained between ratings of school subjects on the Semantic Differential (SD) and scores on corresponding subtests of the SRA Achievement Series. Significant positive correlations (p < .01) were observed for boys in social studies, arithmetic, and reading and for girls in reading. Second, achievement at the end of the year was predicted from IQ, achievement and SD scores at the beginning of the year. SD ratings contributed significantly to predictions only in the case of arithmetic for boys (p < .01). Third, SD ratings of school subjects at the beginning and end of the year were compared by an anlysis of variance procedure. For both boys and girls, attitudes were significantly less favorable for most subjects at the end of the year.  相似文献   

3.
As part of larger intervention study designed to facilitate the transition of Head Start children into kindergarten and the early elementary grades, we assessed parents beliefs about former Head start children's abilities and values in several activity domains—academics, sports, and social skills—during the children's kindergarten ten year. Parents' expectations for their children's future also were examined. One hundred and twenty-four parents and 155 children participated; all children had attended Head Start, and the sample is ethnically and racially diverse. One group of children and parents received the additional services, and a second group did not. Parents, were quit optimistic about their children's prospects for the future. There were ethnic differences in parents were quit optimistic about their children's prospects for the future. There were ethnic differences in parents' beliefs about children's abilities and future prospects in different areas. Parents beliefs related both to children's attitudes toward school and to their performance on mathematical and reading achievement tests.  相似文献   

4.
Beliefs and Achievement: A Study of Black, White, and Hispanic Children   总被引：7，自引：0，他引：7  
School achievement among black, white, and Hispanic elementary school children was investigated, and efforts were made to study the beliefs about academic achievement of the children and their mothers. A total of approximately 3,000 first, third, and fifth graders enrolled in 20 schools in the Chicago metropolitan area were given achievement tests in mathematics and reading. Black and Hispanic children performed at a significantly lower level than white children, but at fifth grade ethnic differences in mathematics scores were no longer significant when mothers' education was statistically controlled. This was not the case in reading, where differences were found after controlling for the effects of mothers' education. Interviews with subsamples of approximately 1,000 mothers and children revealed greater emphasis on and concern about education among minority families than among white families. Black and Hispanic children and mothers evaluated the children and their academic abilities highly; they were positive about education and held high expectations about the children's future prospects for education. Mothers of minority children and teachers in minority schools believed more strongly than white mothers and teachers in the value of homework, competency testing, and a longer school day as means of improving children's education.  相似文献   

5.
Recent research indicates that children's learning-related skills (including self-regulation and social competence) contribute to early school success. The present study investigated the relation of kindergarten learning-related skills to reading and math trajectories in 538 children between kindergarten and sixth grade, and examined how children with poor learning-related skills fared throughout elementary school on reading and math. Latent growth curves indicated that learning-related skills had a unique effect on children's reading and math scores between kindergarten and sixth grade and predicted growth in reading and math between kindergarten and second grade. In addition, children with poor learning-related skills performed lower than their higher-rated peers on measures of reading and mathematics between kindergarten and sixth grade, with the gap widening between kindergarten and second grade. Between third and sixth grade, this gap persisted but did not widen. Discussion focuses on the importance of early learning-related skills as a component in children's academic trajectories throughout elementary school and the need for early intervention focusing on children's self-regulation and social competence.  相似文献   

6.
The purpose of the study was to assess the effect of kindergarten retention on firstgrade achievement and adjustment. Forty children who had been retained in kindergarten were identified from schools that practiced kindergarten retention at a high rate. Control children were selected from schools matched on socioeconomic and achievement level, but that did not practice retention in kindergarten. Then, control children were selected individually to match retained children on sex, birthdate, socioeconomic level, second language, and beginning kindergarten readiness scores. The two groups, which were equally young and unready at the start of kindergarten, were compared at the end of first grade on seven outcome measures; the retained children were then completing three years of school and the control children two. There were no differences between the retained and control children on teacher ratings of reading achievement, math achievement, social maturity, learner self-concept, or attention. The groups also did not differ in CTBS math scores; the only difference occurred on the CTBS reading test, where the retained group was one month ahead. Based on parent interview data, children who had spent an extra year before first grade were not much different from those deemed at risk but not retained, except that, on average, retained children had slightly more negative attitudes toward school. The study findings are consistent with other available research on transition programs that show no academic benefit for the extra year and, when examined, a negative impact on social-emotional outcomes.  相似文献   

7.
This study followed a sample of 179 children from kindergarten through eighth grade to examine the extent to which kindergarten teachers' perceptions of their relationships with students predict a range of school outcomes. Kindergarten teachers rated children's behavior and the quality of the teacher-child relationship. Follow-up data from first through eighth grade were organized by epoch and included academic grades, standardized test scores, work-habit ratings, and discipline records. Relational Negativity in kindergarten, marked by conflict and dependency, was related to academic and behavioral outcomes through eighth grade, particularly for children with high levels of behavior problems in kindergarten and for boys generally. These associations remained significant after controlling for gender, ethnicity, cognitive ability, and behavior ratings. The results have implications for theories of the determinants of school success, the role of adult-child relationships in development, and a range of early intervention and prevention efforts.  相似文献   

8.
Emotions and behaviors observed during challenging tasks are hypothesized to be valuable indicators of young children's motivation, the assessment of which may be particularly important for children at risk for school failure. The current study demonstrated reliability and concurrent validity of a new observational assessment of motivation in young children. Head Start graduates completed challenging puzzle and trivia tasks during their kindergarten year. Children's emotion expression and task engagement were assessed based on their observed facial and verbal expressions and behavioral cues. Hierarchical regression analyses revealed that observed persistence and shame predicted teacher ratings of children's academic achievement, whereas interest, anxiety, pride, shame, and persistence predicted children's social skills and learning-related behaviors. Children's emotional and behavioral responses to challenge thus appeared to be important indicators of school success. Observation of such responses may be a useful and valid alternative to self-report measures of motivation at this age.  相似文献   

9.
Mothers' total weekly work hours and psychological work involvement were examined in relation to children's achievement behaviors and mothers' parenting. 105 middle-class children ( M = 6 years old) and their mothers (both employed and not employed) participated in this study. Data were collected from lab observations, teacher ratings, and parent surveys. Findings of interest include. (1) for the full sample, higher weekly work hours were associated with poorer teacher ratings of children's grades, school work habits, and aspects of personality conducive to achievement: (2) within the employed sample, as mothers' weekly hours of work increased, daughters' grades were higher but sons' grades, work habits, and ego control were poorer, and (3) mothers' psychological motivation to work related to mothers' support of children's achievement and girls' stronger achievement motivation. The study findings point to the utility of including multiple measures of work involvement and children's achievement-related behaviors.  相似文献   

10.
In this paper, we consider whether teachers' explicit and implicit prejudiced attitudes underlie the ethnic achievement gap. To date, most research on teacher expectation effects has relied on explicit expectation measures that are prone to social desirability biases. In contrast, we examine the effects of teachers' (a) explicit ethnicity-based expectations for academic achievement and (b) implicit prejudiced attitudes about academic achievement on students' actual academic success over time. A total of 38 teachers completed both a traditional teacher expectation measure and a modified Implicit Association Task designed to assess ethnic stereotypes associated with academic achievement and failure. A multi-level analytic framework showed that students in classrooms of teachers with high expectations performed better in reading at the end of the year and that these effects were found across all ethnic groups. In contrast, whereas students' mathematics achievement scores were largely unrelated to teachers' explicit expectations, teachers' implicit prejudiced attitudes predicted student performance. Specifically, students benefited most academically when their teachers' implicit biases favored the ethnic group to which the student belonged. Findings are discussed in relation to differences in the salience of teachers' expectations and implicit prejudiced attitude in the classroom, and the ethnic achievement gap.  相似文献   

11.
This study examined relations among early family risk, children's behavioral regulation at 54 months and kindergarten, and academic achievement in first grade using data on 1,298 children from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development. Family risk was indexed by ethnic minority status, low maternal education, low average family income from 1 - 54 months, and high maternal depressive symptoms from 1 - 54 months. Results of structural equation modeling indicated that minority status, low maternal education, and low family income had significant negative effects on reading, math, and vocabulary achievement in first grade. Modest indirect effects were also found from ethnicity, maternal education, and maternal depressive symptoms, through 54-month and kindergarten behavioral regulation to first-grade achievement. Discussion focuses on the importance of behavioral regulation for school success especially for children facing early risk.  相似文献   

12.
Research Findings: Data on more than 900 children participating in the National Institute of Child Health and Human Development Study of Early Child Care were analyzed to examine the effect of age of entry to kindergarten on children's functioning in early elementary school. Children's academic achievement and socioemotional development were measured repeatedly from the age of 54 months through 3rd grade. With family background factors and experience in child care in the first 54 months of life controlled, hierarchical linear modeling (growth curve) analysis revealed that children who entered kindergarten at younger ages had higher (estimated) scores in kindergarten on the Woodcock—Johnson (W-J) Letter-Word Recognition subtest but received lower ratings from kindergarten teachers on Language and Literacy and Mathematical Thinking scales. Furthermore, children who entered kindergarten at older ages evinced greater increases over time on 4 W-J subtests (i.e., Letter-Word Recognition, Applied Problems, Memory for Sentences, Picture Vocabulary) and outperformed children who started kindergarten at younger ages on 2 W-J subtests in 3rd grade (i.e., Applied Problems, Picture Vocabulary). Age of entry proved unrelated to socioemotional functioning.

Practice: The fact that age-of-entry effects were small in magnitude and dwarfed by other aspects of children's family and child care experiences suggests that age at starting school should not be regarded as a major determinant of children's school achievement, but that it may merit consideration in context with other probably more important factors (e.g., child's behavior and abilities).  相似文献   

13.
Performance of kindergarten children on reasoning (Piaget tasks of logical thinking), visual-motor integration, and verbal development was related to achievement scores in kindergarten, second grade, and third grade. Subjects were 52 children in the kindergarten classes of a middle-class, suburban/rural school. Reasoning and visual-motor integration were related to achievement on the Metropolitan Achievement Test at the end of kindergarten. For the 43 children remaining in second grade, there was a relationship between reasoning in kindergarten and achievement on the Reading and Math Concepts sections of the Iowa Test of Basic Skills. For the 38 children remaining in third grade, kindergarten reasoning was related to total and Vocabulary scores of the California Achievement Test. Kindergarten visual-motor integration and verbal development were not related to achievement test performance at the end of the second and third grade for these subjects. Early intervention programs that encourage the development of thinking and match the child's reasoning to his academic tasks may stimulate both reasoning and achievement.  相似文献   

14.
As a part of efforts to evaluate and monitor the increasing public investment in early childhood education, teachers are being asked to assess children's school readiness. In this study, preschool teachers and kindergarten teachers rated children's skills in three areas (kindergarten readiness, academic skills, and communication skills), and these ratings were compared with direct assessments of the children's skills. Ratings by both groups of teachers tended to be more highly related to basic skills, such as counting and number naming, than to abilities such as solving applied problems and using expressive and receptive vocabulary. Preschool teachers' ratings had a lower association with children's observed skills and abilities than kindergarten teachers' ratings. Ratings of children attending Head Start were systematically inflated, but this relationship was mediated to a significant extent by the teachers' levels of education. More educated teachers rated children in a manner consistent with the children's directly assessed skills. Implications of these findings for informing future efforts to assess school readiness by using teacher ratings are discussed.  相似文献   

15.
Background: Reading attitudes are recognised as an influencing factor on the language and literacy achievement of school age monolingual English-speaking children. The relationship between reading attitudes and achievement in young Spanish-speaking English Learners (ELs) remains understudied.

Purpose: The aim of the current study was to describe reading attitudes of young Spanish-speaking ELs and to examine the relationship between attitudes and language performance.

Method: The investigators utilised the Elementary Reading Attitudes Survey (ERAS) with 204 participants: 100 ELs in kindergarten and 104 in first grade. Investigators administered standardised measures of language and literacy performance. Correlational analyses were conducted to examine the relationship between attitudes and performance on language assessments.

Findings: Significant mean differences were observed between girls and boys, with girls showing more positive attitudes towards recreational reading. Phonological awareness skills showed a significant strong correlation with academic reading attitudes for children in kindergarten. Spanish receptive vocabulary showed significant positive correlation with reading attitudes. No significant grade differences were found in overall mean reading attitudes.

Conclusions: Overall, students in both grades demonstrated generally positive attitudes towards reading, despite potential language barriers. Findings substantiate a positive relationship between reading attitudes and receptive vocabulary, and phonological awareness skills in young children.  相似文献   

16.
The purpose of this study was to assess the predictive value of kindergarten teachers' ratings of pupils for later first-grade academic achievement. Kindergarten students were rated by their teachers on a variety of variables, including math and reading performance, teacher concerns, and amount of learning relative to peers. These variables were then analyzed with respect to outcome measures for math and reading ability administered in the first grade. The teachers' ratings of academic performance were significantly correlated with scores on the outcome measures. Analyses were also carried out to determine sensitivity, specificity, and predictive values of the different teacher ratings. The results indicated high overall accuracy, sensitivity, specificity, and negative predictive value for the ratings. Positive predictive value tended to be lower. A recommendation to follow from these results is that teacher ratings of this sort be used to determine which children should receive cognitive screening measures to further enhance identification of children at risk for learning disability. However, this recommendation is limited by the lack of empirically supported screening measures for math disability versus well-supported screening tools for reading disability.  相似文献   

17.
This study investigated the associations among reading strategy instruction, student motivational factors (i.e., attitudes toward reading, reading self‐concept, and motivation to read), gender, and reading achievement. The analyses were conducted using the Hong Kong sample (students at Level 1, n = 3,875 and teachers at Level 2, n = 133) from the Progress in International Reading Literacy Study 2011 through multilevel structural equation modeling. The results showed that, first, the relation between the frequency of reading strategy instruction and student reading achievement was mediated by student attitudes toward reading. Second, the frequency of reading strategy instruction was significantly related to student attitudes toward reading and motivation to read and student attitudes toward reading was significantly associated with reading achievement. Finally, girls had more positive attitudes toward reading, more positive reading self‐concept, higher motivation to read, and higher reading achievement than boys. These findings may shed light on how teachers should arrange their reading strategy instruction to interplay with student attitudes toward reading and motivation to read and to help improve reading achievement.  相似文献   

18.
This study examined relations among mothers' hostile attribution tendencies regarding their children's ambiguous problem behaviors, mothers' harsh discipline practices, and children's externalizing behavior problems. A community sample of 277 families (19% minority representation) living in three geographic regions of the United States was followed for over 4 years. Mothers' hostile attribution tendencies were assessed during the summer prior to children's entry into kindergarten through their responses to written vignettes. Mothers' harsh discipline practices were assessed concurrently through ratings by interviewers and reports by spouses. Children's externalizing behavior problems were assessed concurrently through written questionnaires by mothers and fathers and in the spring of kindergarten and first, second, and third grades through reports by teachers and peer sociometric nominations. Results of structural equations models demonstrated that mothers' hostile attribution tendencies predicted children's future externalizing behavior problems at school and that a large proportion of this relation was mediated by mothers' harsh discipline practices. These results remained virtually unchanged when controlling for initial levels of children's prekindergarten externalizing behavior problems at home.  相似文献   

19.
This study examined factors associated with young children's feelings about school in kindergarten and first grade, using a new measure, the Feelings about School (FAS). The FAS measures children's perceptions of academic competence, their feelings about the teacher, and their general attitudes toward school. Findings provided support for the reliability and validity of the FAS for kindergartners (N = 225) and first graders (N = 127). Variables presumed to predict children's feelings about school were the classroom structure, academic performance, and relationships with teachers. Feelings about school were expected to predict academic engagement. Correlational analyses indicated that kindergartners' and first graders' feelings about school were associated with their academic skills, as measured by direct assessments and teacher ratings. The evidence for first graders was stronger than for kindergartners. Kindergartners' general attitudes toward school were more negative in highly structured, teacher-directed classroom environments. First graders' perceptions of competence were more negative in classrooms lacking structure and control. First graders', but not kindergartners', perceptions of competence were significantly associated with academic engagement.  相似文献   

20.
The present study sought to examine whether preschool children's emotion regulation, problem behaviors, and kindergarten behavioral self-regulation in the classroom were predictors of kindergarten achievement scores. The children (N = 122, 47% male and 63% European American) who were participating in an ongoing longitudinal study, were seen at both a preschool and kindergarten assessment. The present study examined the relation between parent report, teacher report, and laboratory measures of regulation and children's achievement test scores. Children's emotion regulation and behavioral self-regulation in the classroom were related to all measures of achievement. The relation between preschool emotion regulation and kindergarten achievement was mediated by behavioral self-regulation in the kindergarten classroom. In addition, all measures of regulation were correlated, suggesting that some children who have difficulty regulating their behavior in one setting (such as home) may also have difficulty with regulation in other settings (such as school).  相似文献   

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