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1.
This study investigated the extent to which learning readiness, prior‐to‐school experiences, and child and family characteristics influence children’s literacy and numeracy achievement across the first year of primary school. A sample of 104 kindergarten children was recruited from 16 classrooms and followed from the beginning to the end of their first year of primary school. At the start of school, parents provided information on children’s prior‐to‐school experiences and their preparedness for school; teachers provided ratings of children’s self‐directedness and cooperative participation; and children’s cognitive ability was assessed using the Peabody Picture Vocabulary Test – III. Classroom quality was observed and rated mid‐year. Children’s literacy and numeracy achievement was assessed at the end of the school year, using the Who Am I? (WAI?). Regression analyses indicated that WAI? scores were predicted by child age, gender, cognitive ability and teacher‐rated learning readiness at the start of school. Discussion focuses on the importance of the ‘ready child’ for early academic success. 相似文献
2.
Thomas Valérie De Backer Free Peeters Jeltsen Lombaerts Koen 《Learning Environments Research》2019,22(3):345-363
Both parental involvement and self-regulated learning are important predictors of students’ study success. However, previous research on self-regulated learning has focused instead on the school environment and has not focused on the home situation. In particular, investigations into the role of parents in self-regulated learning when children enter middle school have been limited. The present study examined the relationship among students’ perceptions of parental involvement, their self-regulated learning and school achievement in the first year of middle school. Survey data from 5939 Flemish students were processed using mediation analyses and revealed that students’ perceptions of parental involvement in school work was associated with students’ self-regulated learning and their school achievement. Moreover, how students perceived parental involvement was associated with students’ achievement through the self-regulated learning factors. These results underpin the importance of parents in education at the middle-school age. Schools should be aware of this and enhance parents’ educational involvement and the stimulation of self-regulated learning in the home environment.
相似文献3.
The present paper aims to examine the relationship between first grade children’s performance‐approach goal orientation, task‐avoidant behaviours, conceptual knowledge and their achievement in maths and literacy. The sample consisted of 174 first grade children and their class teachers. Children’s self reports of their performance‐approach goals and avoidant behaviours as well as teacher‐reports of children’s avoidant behaviours were used. Our results indicate that performance‐approach goal orientation positively predicts children’s self‐reported task‐avoidant behaviours which in turn have a negative effect on children’s achievement outcomes. The negative effect of teacher‐rated avoidant behaviours on children’s achievement outcomes was even greater than the positive influence of children’s conceptual knowledge. These results suggest that the relationships between goal‐orientations, achievement behaviours and achievement outcomes start to form early in children’s school career (or even before that) and that children’s self‐report of their achievement goals and behaviours provide a valuable knowledge already in this early age. 相似文献
4.
The study examined relationships among family social status, perceptions of family and school learning environments, and measures of children’s academic achievement, educational aspirations and self‐concept. Data were collected from 261 (128 boys, 133 girls) 11‐year‐old Taiwanese children. The findings from structural equation modelling suggest that: (a) family social status continues to have an unmediated association with children’s academic achievement, but its relationship to educational aspirations and self‐concept is mediated by children’s perceptions of their more immediate learning environments, and (b) after taking into account differences in parents’ aspirations and parental involvement, children’s perceptions of teachers have strong associations with self‐concept but are not related to differences in academic achievement and educational aspirations. 相似文献
5.
Lixin Ren Jianbao Chen Xuan Li Huiping Wu Jieqiong Fan Lin Li 《Child development》2021,92(3):1028-1047
Organized extracurricular activities (EAs) are prevalent among Chinese preschoolers, yet their role in children’s development is poorly understood. This study investigated the relations between EA participation and Chinese preschoolers’ school readiness (N = 343; Mage = 55.14 months) among a predominantly middle-class sample. EA breadth had positive linear relations with children’s early math and social skills, while attendance intensity demonstrated nonlinear associations, partially supporting the overscheduling hypothesis. EA breadth had stronger associations with early reading and math skills among lower socioeconomic status children, as well as greater benefits for math skills in children with less exposure to home learning activities, indicating a compensatory role of EAs. The findings highlight the interplay between EA and family contexts in relation to child development. 相似文献
6.
This study examined children's conceptions of and expectations for their future schooling, determined whether participation in a Transition Demonstration could affect these, and explored how these are related to children's academic achievement. Two cohorts, 151 former Head Start children completing kindergarten, and 171 children completing Head Start, were assessed. Two major themes in children's conceptions of school emerged: play and the cognitive or learning environment. Children realistically talked about the work of school becoming less play centered, more difficult, and more centered on academics as they moved from grade to grade. Children in the Demonstration group in both cohorts gave significantly more responses to the questions than those in the Comparison. Children's expectations for their future schooling were optimistic. There were several small but significant correlations between children's conceptions and expectations for school and their academic achievement as measured by subtests of the Wood-cock-Johnson-R. 相似文献
7.
Strategic processes are a form of procedural knowledge in which a child knows how to enact a given strategy that improves their capability in problem solving or learning. The solution strategies children use are critical components of their learning, especially in mathematics. Children vary substantially in their knowledge and use of different strategies, and much research has focused on intraindividual strategy variability. However, we do not know if classrooms that evince a broader variety of strategies across children are related to higher mathematics achievement. We investigated the diversity of arithmetical strategies within classrooms and examined the relations between strategy diversity and mathematical achievement as children moved from preschool to kindergarten and first grade. These analyses were applied to data from a large-scale experiment involving 1305 children from 42 schools and 106 classrooms. We created and applied a new method of measuring classroom strategy diversity and related this measure to children’s concurrent and subsequent math achievement. We found that early strategy diversity was strongly related to achievement, but in subsequently, less diversity was so related. We compared these results to the predictions of three theoretical categories and found that our results mainly supported one. 相似文献
8.
Children from families whose members have reading impairments are found to be poorer performers, take less advantage of instruction, and require more time to reach the reading level of children whose relatives are good readers. As a family’s reading history may not be available, a self-report of reading abilities is used to identify children’s background. In this paper, we explored the contribution of phonological, literacy, and linguistic abilities and reported parental reading abilities to predict reading achievement at the end of the school year in a Spanish sample. Children who were starting to read were assessed in a variety of oral language, phonological, and literacy tasks at the beginning and end of the school year. Parents filled out a self-report questionnaire about their reading abilities. Their answers were used to assign children to good or poor reader parent groups (GRP vs PRP). A logistic and ROC analysis were used to assess the variables’ discriminative capability, considering literacy scores at the end of the year as a measure of reading achievement. GRP children obtained higher scores than PRP children did. Performance on tasks of rapid naming assessment (RAN) letters (78.6%), Word Reading (75.7%), and Deletion (75.6%) were the most accurate predictors of children’s reading achievement. IPRA showed slightly lower accuracy (73.8) than did the behavioral measures and as high specificity as RAN letters (96.2%), similarly to the percentages found in previous studies. Although behavioral measures were shown as the best predictors, parents’ self-reports could also provide a quick estimation of family risk of difficulties in literacy acquisition. 相似文献
9.
We use first-grade lottery-based admissions to estimate impacts and cost-effectiveness of a subsidized comprehensive private school for low-income children in Mexico City, part of a philanthropic organization supporting and operating similar schools worldwide. Relative to students who did not win the lottery, CHM lottery winners gain additional 0.18 SD in literacy and 0.09 SD in numeracy over the first three years of elementary school. Parents of lottery winners are more likely to report children’s school is academically demanding, rate the school higher and have greater expectations of children’s college completion. Achievement gains come at an increased cost relative to counterfactual public schools of $1000/pupil-year, which suggests low cost-effectiveness. Higher cost is explained by greater array of services and few economies of scale. Despite the high per student cost, this robust case study suggests philanthropic private schools have great potential to improve achievement amongst the region’s most vulnerable students and reduce longstanding learning and opportunity gaps. 相似文献
10.
Correlational studies link spatial-test scores and science, technology, engineering, and mathematics achievement. Here we asked whether children’s understanding of astronomical phenomena would benefit from a prior intervention targeting a core component of children’s projective spatial concepts—understanding that viewers’ visual experiences are affected by vantage point. Children (8–9 years; N = 66) received outdoor and indoor experiences that did (Experimental) or did not (Control) focus on how scene appearance is affected by viewers' positions and movements. All then received an astronomy lesson about celestial motions (e.g., Sun apparent motion). Experimental-group children scored higher on immediate and 1-week perspective-taking tests and explained celestial phenomena more accurately than did control-group children. Data demonstrate that general spatial training—divorced from specific science content—can aid children’s subsequent learning of scientific phenomena. 相似文献
11.
Michael Middleton Juliann Dupuis Judy Tang 《International Journal of Science and Mathematics Education》2013,11(1):111-141
Many rural indigenous communities rely on science knowledge and innovation for survival and economic advancement, which requires community members to be motivated for learning science. Children in these communities have been viewed by some as unmotivated due to their low science achievement as they progress in school, particularly into majority secondary schools. Current theories of motivation, such as achievement goal theory, take classroom context into account when examining individual motivation. However, motivational climate can also be considered as tightly woven with the cultural and social practices of a community rather than individual perception. In this study, researchers spent time in two indigenous villages observing classrooms, participating in community events, and talking with community members. During those visits, Attayal/Sediq children in Taiwan (n?=?18) and Mopan Mayan children in Belize (n?=?18) participated in three semi-structured interviews about their experience learning science in school, home, and community. Results indicate that motivation for learning science is closely linked with their identity as science learners. Three themes emerged to illuminate how social practices may or may not support individual identity, and consequently motivation, for learning science—student/teacher relationships, support for learning, and motivational climate. Differences between children in Taiwan and Belize are explored. Implications for motivation theory, educational practice, and policy are discussed. 相似文献
12.
Muhammad Farooq Naseer Manasa Patnam Reehana R. Raza 《Economics of Education Review》2010,29(4):669-683
This paper evaluates the impact of teaching innovations, introduced in public primary schools under the Children Resources International (CRI) Program, on student outcomes. We estimate students’ learning based on their scores on standardized tests. We match schools and children within the treatment and comparison group and find that the CRI Program has been effective in raising learning achievement. Moreover, the results are robust to unobserved selection bias. The average gain for a CRI student represents an improvement of 0.40 standard deviations. The results stay unchanged when we use alternative estimators for the treatment effect including the bias-corrected estimator proposed by Abadie and Imbens (2006). 相似文献
13.
Research Findings: Recent research and teacher reports have highlighted the importance of early behavior skills for children’s school readiness and academic success in elementary school. Significant gaps in school readiness and achievement exist between children in poverty and those more affluent. Low-income children are also more likely to exhibit behavior concerns than their more financially advantaged peers. The current study examined the importance of behavior skills at age 4 for school readiness and academic achievement in kindergarten among an ethnically diverse sample of 1,618 low-income children (63% Latino, 37% Black) in an urban setting. Children’s early behavior concerns at age 4 were significantly associated with children’s school readiness scores and end-of-year kindergarten grades above and beyond the contributions of family and child demographics and children’s early cognitive and language skills. In addition, behavior problems were more strongly related to school readiness and kindergarten performance within English-dominant Latino children as opposed to Spanish-dominant Latino children. Practice or Policy: The findings from the current study provide support for targeting behavior skills, and not just preliteracy and/or number skills, prior to school entry as a strategy to increase the likelihood of low-income diverse children’s school readiness and school success. Behavior interventions are discussed. 相似文献
14.
The authors used a large sample of children (N ≈ 7,400) participating in the Early Childhood Longitudinal Study--Kindergarten Cohort (ECLS-K) to estimate kindergarten children's academic achievement growth trajectories in reading and mathematics. The authors were particularly interested in whether the growth trajectories of children with learning disabilities (LD) or speech language impairments (SLI)--as well as those of other groups of children--were consistent with a cumulative or compensatory developmental cycle. Both LD and SLI children displayed significantly lower levels of kindergarten reading achievement than nondisabled children. However, and over the subsequent 5 years of elementary school, only children with SLI lagged increasingly behind nondisabled peers in their reading skills growth. The authors observed a different pattern for mathematics achievement. Children with LD, but not SLI, lagged increasingly behind nondisabled children in their mathematics skills growth. The authors also observed some consistency in "poor-get-poorer" effects across reading and mathematic achievement for additional population subgroups. Those kindergarten children who were from lower socioeconomic status families, who were African American, and who more frequently displayed learning-related behavior problems initially had lower levels of reading and mathematics achievement and also lagged increasingly behind in their acquisition of these skills over time. Some groups of children, including those with SLI, experience a cumulative rather than a compensatory cycle of achievement growth. 相似文献
15.
Roseanna Bourke John O’Neill Judith Loveridge 《The Australian Educational Researcher》2018,45(1):33-50
Classroom assessment practices are greatly influenced by national and local policies on assessment. Typically, these include accountability requirements for schools to evidence and report their students’ learning in the form of specific learning outcomes, calibrated against national benchmark standards of achievement and progression. An implication for teachers is that their understanding of children’s learning is influenced by an official curriculum that is more likely to be weighted towards particular policy priorities, and desired learning outcomes. This means the knowledge, skills and understanding that children develop outside school are less likely to be included in classroom assessment measures or judgments about desirable progress and achievement. This article explores what happens to teachers’ thinking when they learn about their children’s informal learning outside school and begin to relate to learners in a different way. The findings reported here from a New Zealand three-year longitudinal study identified possibilities for teachers to assess expanded conceptions of children’s learning within the classroom, even though the pressures of assessment against National Standards were ever present. We argue that teachers engaging with knowledge of their students’ informal learning act as a catalyst to rethink and re-conceptualise learning more broadly. Incorporating a strong student voice component in assessment, together with a focus on ipsative assessment, enables teachers to mitigate some of the unintended educational consequences of assessment accountability policies and practices. 相似文献
16.
Visual discrimination of letter-like forms and its relationship to achievement over time in children with learning disabilities 总被引：1，自引：0，他引：1
The purpose of this study was to better understand whether visual discrimination abilities are related to reading intelligence and other achievement areas in children with learning disabilities and normally achieving children. Children with visual discrimination problems were identified using the Gibson letter-like visual discrimination task. This task was given to a large sample of children with learning disabilities as well as a sample of normally achieving children. All children were followed throughout elementary school. Results indicated that children with learning disabilities who had visual discrimination problems at 6 or 7 years of age performed more poorly in reading and general achievement over the elementary school years in comparison to the other children with learning disabilities and compared to normally achieving children. Discussion centers around the importance of this skill for reading. 相似文献
17.
In a 5-year longitudinal study of typical literacy development (Grades 1–5 or 3–7), relationships were examined between (a) parental responses to questionnaires about home literacy activities and ratings of children’s self-regulation at home, both completed annually by the same parent, and (b) children’s reading and writing achievement assessed annually at the university. Higher reading and writing achievement correlated with engaging in more home literacy activities. Parental help or monitoring of home literacy activities was greater for low-achieving than for high-achieving readers or writers. Children engaged more minutes per week in reading than writing activities at home, but parents provided more help with writing and reported computers were used more for homework than for school literacy instruction. Parental ratings of self-regulation of attention remained stable, but executive functions—goal-setting, hyperactivity, and impulsivity—tended to improve. Results are translated into consultation tips for literacy learning and best professional practices. 相似文献
18.
Sivanes Phillipson 《教育心理学》2007,27(3):329-348
The aim of the present study was to test the hypotheses that parents’ academic expectations, their perception of children’s cognitive ability, and their degree of involvement at home and school would predict children’s academic achievement, and that there would be important differences in this achievement as a consequence of differences in culture. A sample of 158 parents of students from three primary schools (two Chinese and one of Anglo‐Celtic origin) in Hong Kong participated in this study. The three groups of parents differed in terms of both culture and socio‐economic status. Parents completed a questionnaire about their perceptions of their children’s memory ability, their involvement in their children’s activities, and expected and satisfactory scores for their children’s achievement in mathematics and language. Unstandardised achievement scores in mathematics and language were obtained from school records. Parents’ expected scores in these two subjects were found to be the consistent predictors of achievement for all children. Parental belief in children’s episodic memory and involvement at school were predictors of language achievement in one school. 相似文献
19.
Whereas cognitive and linguistic factors for learning to read have been extensively studied, less is known about affective factors including children’s attitudes toward reading. Studies primarily from English-speaking and Western countries show gradual declines in reading attitudes in elementary school (McKenna et al., Reading Research Quarterly 30:626–639, 1995) and a positive association between reading attitudes and achievement (Petscher, Journal of Research in Reading 33:335–355, 2010). Children from Asian and African countries are underrepresented in this literature; whether these patterns can be generalized across cultures needs further investigation. This longitudinal study examined the reading attitudes of 84 children in Vietnam from grades 1 to 2 and their relations to reading performance, as measured by translated and adapted versions of the Elementary Reading Attitude Survey and Early Grade Reading Assessment, respectively. This sample from Vietnam showed a small decline in reading attitudes over time, particularly in attitudes toward academic reading. However, children on average reported feeling happy about reading in both grades. Correlations revealed different patterns of association between reading attitudes and performance based on the reading measure employed, grade level, and type of reading in question (academic versus recreational). In grade 2, reading attitudes explained unique variance in reading comprehension even after text fluency and mother’s education were considered. We present a margins plot to visualize the role of reading attitudes on reading comprehension. We discuss educational implications and future directions.
相似文献20.
This paper draws on longitudinal data to examine the extent to which parents’ educational expectations shape academic development and changes in self-concept among young people with different types of disability. The analysis is based on the Growing Up in Ireland longitudinal study, which tracked 7423 children between the primary to secondary school years, 21% of whom were identified with one of four main disability types. Our conceptual framework assumes that parental expectations at age 9 will be influenced by both the child’s disability and child’s academic achievement at that stage, as well as being influenced by other factors such as parent’s own education, family economic vulnerability, family relationships and family structure. Therefore, we take these factors into account in tracing the consequences of parental expectations at age 9, on academic and social outcomes at age 13 after the transition to secondary education. Among young people with a disability, poorer self-concept at age 13 is partly explained by lower parental expectations, particularly for those with general learning and emotional/behavioural disabilities. Similarly, parental expectations are a significant influence on children’s academic outcomes and partly explain the effects of disability status on academic development. Parents’ beliefs about their children’s abilities have a strong influence on achievement and self-concept, raising important issues around the need to promote equality of opportunity, raising awareness of the educational opportunities available, promoting positive expectations and engagement with school and the importance of promoting a range of opportunities for achievement. 相似文献