The authors examined gender and racial differences in mathematics performance among 5th- and 8th-grade students in the United States. Math performance was assessed by scores on the math-concepts and math-computation sections of the California Achievement Test (CTB/McGraw-Hill, 1986) given at the end of the previous year. There were no significant gender differences, but in both grades, the White students scored significantly higher than the Black students. The racial differences were more pronounced in the scores for concepts than in the scores for computation. Responses to a parent questionnaire showed significant relationships between parents' self-reported math anxiety, parents' most advanced math course, and parents' education level in relation to the child's math performance. Differences in these relationships suggest that, although parents' beliefs and attitudes about math influence their child's math performance, the relationship is complex and may vary with race.

This study examines the institutional affiliations of authors who have published in the three major journals of School Psychology and two additional journals started recently in the field between January, 1985, and July, 1991. The specific journals examined were Psychology in the Schools, Journal of School Psychology, and the School Psychology Review. These journals comprise the primary research outlets in School Psychology. In addition, papers published in Professional School Psychology and the Journal of Psychoeducational Assessment were also included in the analysis because these represent relatively new publication outlets for School Psychology. Findings regarding institutional productivity are compared with those obtained from previous studies in this area.

Stimmary.-To predict over-all grade point average (GPA) the relationships among the students' approaches to learning as measured by the Study Process Questionnaire, Scholastic Aptitude Test, class attendance, and GPA were based on responses €ram 202 undergraduate students (72 men, 125 women, and 5 undefined) enrolled in an introductory psychology course. Analysis indicated that SAT scores correlated positively wirh over-all GPA. Scores on Achieving Approach LO learning only were significantly but negatively correlated wich GPA ( r = -.27). Higher scores on the external locus of control measure also correlated negnr~vely but not significantly with GPA (r = -.21). Regression analysis indicated Schol~sr~c Apcitude Test scores were also [he best predlctors oE over.aU GPA followed by dass attendance. Only scores on Achieving Approach conrr~buted to the prediction of GPA. No significant effect was noted when examining gender and Scholastic Aptitude Test scores with the Study Process Questionnaire.Many groups have been interested in the pre&ctabhty of students' academic performance. Previous research focused on such areas as intelhgence testing, socioeconomic status, individual personality and cognitive variables, special abhties, prior knowledge, and actual interest in subject matter (Lavin, 1965). Biggs (1987) indicated this view has changed because many now recognize that learning in secondary school is different from learning in college. Academic performance is affected by course content and nature, how students see their performance, how important it is to them, and what level of performance they wish to maintain (Entwistle, Hanley, & Hounsell, 1979; Watluns, 1983). Realizing that grade point average is not the sole measure of academic achievement, many researchers have begun to examine the study processes of students. According to Biggs (19871, study processes are "meant to include a complex of tactics, strategies and approaches that are in turn lctated by relevant values and attitudes" (p. 266).From his research Biggs (1978) developed a three-stage model of study behaviors. The prestage consists of personal and situational characteristics. The learning stage is the basis for much of Biggs' work; B~ggs defines the actual motives and strategies students use in learning. Students' motives such as the desire "to gain a quahfication, to pursue academic interests, to gain highest grades, or any combination of these" (p. 10) represent the encoding 'Send requests for reprints to Cathy W. Hall, Department of Psychology, East Carolina University, Greenville, NC 27834.

Different functions within different forms of aggression were examined in relation to peer-perceived preference and popularity among middle school students. Two hundred and three 7th grade students were nominated by a subset of their grade mates based on indices of likeability, popularity, and aggressiveness. Both linear and curvilinear associations were examined. Lower peer preference, but higher popularity, was associated with increased levels of all types of aggression, supporting the need to differentiate the relationship between aggression and these two facets of peer status. Relational aggression was associated with both low and high levels of popularity. Overt aggression was related to low peer preference and, to a lesser degree, high peer preference. It appears that what separates low-and high-status students is not the presence of aggression per se, but how effectively their displays of aggression achieve their social goals. Findings are discussed in respect to social dominance theory, and implications for practice are considered. C 2008 Wiley Periodicals, Inc.

No abstract