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1.
《Journal of research on educational effectiveness》2013,6(3):282-313
Abstract This study assessed the effects of attending an after-school program (ASP) on a range of outcomes for middle school youths. The program operated for 9 hr per week for 30 weeks and included attendance monitoring and reinforcement, academic assistance, a prevention curriculum, and recreational programming. Participants were 447 students randomly assigned either to the ASP or to after-school activities as usual. Program attendance was sporadic. Although treatment students experienced increased exposure to ASPs relative to controls, nearly all youth in both groups reported participating in some organized activity during the after-school hours, and the number of different activities in which youths reported being involved did not differ across groups. Participation in the treatment reduced time spent with friends with no adults present during the after-school hours. No differences between treatment and control youths were found on measures of conduct problems, academic performance, school attendance, or any of the intermediate behaviors and attitudes targeted. The study replicates findings from the national evaluation of the 21st Century Community Learning Centers Program for middle school students using a more rigorous research design. 相似文献
2.
The relation between third graders' after-school care and social, academic, and emotional functioning 总被引：3，自引：0，他引：3
Outcome differences associated with types of after-school care were explored among 150 white, predominantly middle-class third graders from a suburban school system. Children returned home to their mothers, attended day-care centers, stayed with sitters, or returned home alone or with siblings. No differences were found between latchkey and mother-care children in terms of their classroom sociometric nominations, academic grades, standardized test scores, conduct grades, self-reports of self-competence, or parent and teacher ratings of the children. Significant differences were found for children who attended day-care centers after school. These children received more negative peer nominations, made lower academic grades, and had lower standardized test scores than either mother-care or latchkey children. The children who stayed with sitters after school received more negative peer nominations than the latchkey and mother-care children but, in other areas, resembled these groups. These outcome differences were apparent in both divorced and intact families. Factors contributing to these differences are examined. 相似文献
3.
Family Factors Related to Children's Intrinsic/Extrinsic Motivational Orientation and Academic Performance 总被引：6，自引：0，他引：6
This study examined 3 familial factors—parental surveillance of homework, parental reactions to grades, and general family style—in relation to children's motivational orientation and academic performance. Family, parent, and child measures were obtained in the home from 93 fifth graders and their parents. Teachers provided a measure of classroom motivational orientation, and grades and achievement scores were obtained from school records. Higher parental surveillance of homework, parental reactions to grades that included negative control, uninvolvement, or extrinsic reward, and over- and undercontrolling family styles were found to be related to an extrinsic motivational orientation and to lower academic performance. On the other hand, parental encouragement in response to grades children received was associated with an intrinsic motivational orientation, and autonomy-supporting family styles were associated with intrinsic motivation and higher academic performance. In addition, socioeconomic level was a significant predictor of motivational orientation and academic performance. 相似文献
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Low-Income Children's After-School Care: Are There Beneficial Effects of After-School Programs? 总被引：6，自引：0，他引：6
4 types of after-school care (formal after-school programs, mother care, informal adult supervision, and self-care) were examined for 216 low-income children ( M age = 9.1 years). After-school care was associated with maternal education, race, and family income but not with child gender, family marital status', neighborhood safety, or parenting style. When maternal education, race, and family income were controlled, attending a formal after-school program was associated with better academic achievement and social adjustment in comparison to other types of after-school care. Children's activities and experiences also varied in different after-school settings. Children in formal programs spent more time in academic activities and enrichment lessons and less time watching TV and playing outside unsupervised than other children. They also spent more time doing activities with peers and adults and less time with siblings than did other children. The time that children spent in these activities was correlated with their academic and conduct grades, peer relations, and emotional adjustment. 相似文献
6.
The motivational styles of 25 children with attention-deficit/hyperactivity disorder, combined type (ADHD/C), 13 children with ADHD, inattentive type (ADHD/IA), and 25 nondiagnosed controls (NC) were compared using parent, teacher, and self-ratings. Both ADHD subtypes demonstrated motivational impairment characterized by a preference for easy work, less enjoyment of learning, less persistence, and a greater reliance on external than on internal standards to judge their performance relative to NC. Some motivational style differences between ADHD subtypes were also revealed, with the ADHD/C group more motivated by competitiveness and a desire to be perceived as superior to others and the ADHD/IA group less uncooperative and possibly more passive in their learning styles. When IQ was statistically controlled, these results were generally unchanged. The contributing role of motivational deficits to the generally poor academic functioning of children with ADHD is discussed, along with potential intervention implications of the divergent motivational styles of different ADHD subtypes. 相似文献
7.
Shalhevet Attar-Schwartz 《Child abuse & neglect》2009,33(7):429-440
ObjectiveThis study, using an ecological approach, examines the relationships between problems in school functioning (including academic and behavior problems) of children in residential care with a number of variables describing the child and the care setting.MethodsThe study reports on 4,061 children and youth (ages 6–20) in 54 Israeli residential care facilities supervised by the Ministry of Welfare. It is based on data derived from an ongoing system of monitoring care based on annual reports by social workers on children in care settings. Additionally, data on the characteristics of the settings were collected through a structured questionnaire completed by the supervisors at the Ministry of Welfare. Hierarchical Linear Modeling (HLM) was utilized to examine how characteristics of the individual children and the care settings were related to problems in school functioning among the children.ResultsMost of the children (about 62%) had at least one problem in school functioning. The most vulnerable children were boys, children who were taken from parental homes by court decree, children with problems in quality of contact with their biological parents, and children who stayed in the care setting for shorter periods. The settings’ characteristics most associated with poor performance at school are group structure (vs. mixed and family home structures), higher levels of peer violence, fewer after-school activities, and settings in which children tend to stay for shorter periods of times.ConclusionsThe findings demonstrate the need for an ecological perspective in addressing children's problems in school functioning within the care system. The results help to identify the types of placements that should benefit from additional resources in order to promote adaptive performance in school among the children.Practice implicationsSocial workers in residential care should give high priority to children's positive academic involvement. The study demonstrates the need for identifying the intersection of the individual, familial and institutional contexts in which problems in school functioning are more prevalent. Therefore, it is important to allocate sufficient resources to care settings which serve these children. The study suggests some priorities and directions for policy and practice with children in residential care. 相似文献
8.
This study investigated female high school students’ (N = 293) patterns of help seeking in the domains of English and mathematics. Help seeking was operationalized using both self-report measures of need-contingent help seeking and help avoidance, as well as a behavioral measure of help seeking, namely the number of times students attended after-school tutoring sessions. As predictors of help seeking, the motivational variables of achievement goals, task-value, and expectancy for success were considered, alongside cognitive and metacognitive strategy-use, need for cognition, academic procrastination, and a belief in quick learning. Overall, the motivational variables of expectancy for success, task-value, and mastery goals and the cognitive variables of metacognitive self-regulation and rehearsal were found to significantly predict help seeking in English and math. No discernable effects of grade level or ethnicity on patterns of help seeking were detected. Several subject-level differences, however, were found, suggesting that students’ help-seeking patterns do vary by domain. 相似文献
9.
Saundra Murray Nettles Wilfridah Mucherah Dana S. Jones 《Journal of Education for Students Placed at Risk》2013,18(1-2):47-60
Using the resilience literature as a theoretical framework, this article discusses research on the influence of social resources such as parent, teacher, and school support on the resilient outcomes of children and adolescents. Findings from several projects conducted at the Center for Research on the Education of Students Placed At Risk indicate that access to social resources such as caring parents who have high expectations for their children and are involved in their children's schooling, participation in extracurricular activities (e.g., after-school sports), and supportive relationships with teachers have positive benefits for students' academic performance. This article also reports results that show children's perceived exposure to violence has significant negative effects on their mathematics and reading performance on a standardized exam. The findings demonstrate the importance of social resources and highlight the need for effective programs of intervention. 相似文献
10.
Are Turmo Øystein Guttersrud Eyvind Elstad Rolf Vegar Olsen 《International Journal of Educational Research》2009,48(5):331-341
Accompanying the rise in the number of working parents is a growing demand for after-school care schemes for children. After-school care schemes, in addition to school, provide pupils with more learning opportunities than the experiences that school provides. The hypothesis is that after-school care schemes offer a better knowledge-basis for learning science than the school and home environments only. This article investigates how after-school care schemes affect learning in grades 5 and 8. While taking into account the socio-economic and ethnic backgrounds of pupils, results indicate that after-school care is of significance. The influence of after-school care is roughly explained by the increased number of learning opportunities. We discuss the implications for research and the limitations of this survey. 相似文献
11.
Parents' Involvement in Children's Schooling: A Multidimensional Conceptualization and Motivational Model 总被引：10，自引：1，他引：10
This study had 2 goals. The first was to examine a multidimensional conceptualization of parent involvement in children's schooling, defined as the allocation of resources to the child's school endeavors. A second goal was to evaluate a model in which children's motivational resources (i.e., perceived competence, control understanding, and self-regulation) are mediators between parent involvement and children's school performance. 300 11–14-year-old children and their teachers participated. Factor analyses of a set of parent involvement measures supported the hypothesized 3 dimensions of parent involvement: behavior, intellectual/cognitive, and personal. Path analyses revealed indirect effects of mother behavior and intellectual/cognitive involvement on school performance through perceived competence and control understanding, and indirect effects of father behavior on school performance through perceived competence. The results argue against a unidimensional understanding of parent involvement and support the view of the child as an active constructor of his or her school experience. 相似文献
12.
The academic achievement places children on a positive trajectory for their lifespan. The aim of this study was to examine the academic trajectories of children in out-of-home care (OOCH) and whether kinship care has a protective effect relative to nonkin foster care. The sample analyzed for this study consists of 519,306 racially diverse youth in North Carolina schools 8 to 11 years old in the school year 2009–2010 (e.g., 27% African American, 12% Latinx, 53% White). Four longitudinal administrative data sources were merged to create this unique sample. Multilevel modeling revealed no difference between formal and non-OOHC, but showed differences between nonkin foster, informal, and non-OOHC. Children’s academic performance who reside in formal kinship care is similar to children in non-OOHC. 相似文献
13.
National profiles of school readiness skills for Head Start children: An investigation of stability and change 总被引：2，自引：0，他引：2
Christine M. McWayne Debbie L. Hahs-Vaughn Katherine Cheung Linnie E. Green Wright 《Early childhood research quarterly》2012
Among a nationally representative sample of 2336 Head Start children, patterns of school readiness were compared at the beginning and end of children's first preschool year, and predictors of stability and change across readiness profiles were examined. The present study documented that although the majority of children remain in a qualitatively similar school readiness profile across their first year in Head Start, 20% of children move to a qualitatively different profile over the school year, reflecting both improvements and declines in functioning. Child and family attributes (e.g., child age, ELL status, maternal education, and family structure), as well as contextual factors (e.g., teacher education and experience, parenting style, and parent involvement) were significant predictors of both profile stability and change. Given that we have little understanding about what factors practice or policy can manipulate to improve school readiness, these findings shed light on what we might do to promote school readiness and prevent declines in functioning over time. Thus, findings from this study provide a population- and pattern-based perspective of Head Start children's strengths and needs, relevant for informing both individual and systems level change in Head Start programs across the nation. 相似文献
14.
Using growth modeling, this study examined trajectories of ‘switching on’ (aspirations) and ‘switching off’ (disengagement) in mathematics across middle school and high school. In addition, guided by principles under expectancy-value theory, the study sought to determine the extent to which patterns of growth differed by motivation (self-efficacy and valuing) and socio-educational attributes (gender, language background, and achievement). The sample comprised 194 students from four schools who participated in three rounds of data collection across five academic years of their schooling, spanning middle school and high school. In the main, mathematics aspirations declined over time while mathematics disengagement increased. However, initial levels of aspirations and disengagement and their rates of change over time were impacted by motivational and socio-educational factors. Salient findings and their implications for educational assessment and practice are discussed. 相似文献
15.
William Asher 《教育心理学家》2013,48(3):211-212
Homework does not always occur at home. With the perceived demand for higher academic performance has come an increase in the amount and complexity of assigned homework. Given the number of parents who work outside the home, and the need for safe and structured after-school activities, after-school programs have become a venue for helping students with their homework. This article examines the potential of after-school homework-assistance programs within the larger context of after-school programs in general. There is limited data on the outcomes associated with programs that offer homework assistance. The data suggest that after-school homework-assistance programs can serve a protective function for children at-risk for school failure, particularly those who do not have other structured after-school activities or those whose parents do not speak English at home. In general, the availability of homework assistance at home, the quality of the after-school homework program and the nature of the homework assigned will mediate the effect of these programs. Questions for future implementation and evaluation efforts are raised. 相似文献
16.
Thérèse Bouffard Lucille Boileau Carole Vezeau 《European Journal of Psychology of Education - EJPE》2001,16(4):589-604
336 students, 186 girls and 150 boys were met at the end of the school year, both at grade six and at Secondary one, in order to examine the impact of the transition from elementary to secondary school on various motivational variables. Analyses showed changes in self-efficacy beliefs and learning goals, whatever students’ level of achievement and gender. However, self-efficacy beliefs appeared as the most powerful predictor of academic performance at both school levels. In addition, the pattern of relations between academic performance and the variables examined was relatively similar at both times of measurement. The discussion focuses on changes in self-efficacy beliefs and learning goals and on their relations to academic performance. 相似文献
17.
Rebecca J. Bulotsky-Shearer Xiaoli Wen Ann-Marie Faria Debbie L. Hahs-Vaughn Jon Korfmacher 《Early childhood research quarterly》2012
Guided by a developmental and ecological model, the study employed latent profile analysis to identify a multilevel typology of family involvement and Head Start classroom quality. Using the nationally representative Head Start Family and Child Experiences Survey (FACES 1997; N = 1870), six multilevel latent profiles were estimated, characterized by distinct patterns of parent school involvement, parent home involvement, and classroom quality. The most prevalent profile (47.5% of children within the national sample) reflected low levels of parent home and school involvement practices, but above average classroom quality. Significant differences were found among the six profiles on (a) child, family, classroom, and program demographic characteristics, and (b) children's literacy, language, mathematics, and social skills at the end of children's first Head Start year. The strongest positive associations between profile membership and child outcomes were seen for children in profiles characterized by high levels of parent involvement and above-average levels of Head Start classroom quality, although there were several nuanced distinctions that emerged. Children within the profile characterized by low parent involvement and low classroom quality exhibited lower academic and social outcomes relative to children in higher quality profiles. Implications for early childhood practice, policy, and research are discussed. 相似文献
18.
Marites O. Monteflor Arthur R. Williams Phoebe D. Williams Nixon O. Go James P. Moriarty Hazel W. Quiñones Sandra K. Bruggeman 《Early Childhood Education Journal》2006,33(5):333-340
Although under-investment in children is an identified problem in low-income developing countries (LDC) and the establishment and use of preschools has been advocated as a partial remedy, the readiness of children and parents for preschool in LDC has been little studied. This paper assesses motivational techniques that parents report using with preschool children in a rural Philippine municipality. The purposes of this study were to examine: (a) whether the motivation strategies used by parents are consistent with a “balanced, holistic approach” to child development and (b) whether the parents’ motivational strategies are associated with school performance. The study suggests some over-weighting by parents of academic achievement, but otherwise more appropriate child-oriented behaviors were observed than reported in some research. Motivation by parents also was associated with preschool performance. 相似文献
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This study examined the temporal patterns and concurrent effects of teachers and peers on the motivational climate to student’s achievement goal adoption in the physical education (PE) classroom. On three occasions, over the course of one school year, 655 students in Years 7, 8, and 9 of a secondary school completed measures of approach-avoidance goal adoption, perceptions of the teacher-created motivational climate and perceptions of the peer-created motivational climate in PE. Measures were taken towards the end of each school term. Perceptions of a teacher mastery climate were found to decrease over the course of the school year, while perceptions of a peer performance climate increased. Multilevel analyses considered the intraindividual, interindividual and interclass levels and revealed that perceptions of both the teacher and peer climate influenced student achievement goal adoption over the course of the school year. The findings indicate that future research would benefit from incorporating peer as well as teacher influences on the motivational climate in order to understand the dynamics of student motivation in the PE classroom. 相似文献