Affective and Environmental Correlates of Cognitive Performance

Banks, Kevin Marjori

doi:10.1080/00220671.1977.10885023

Cited by 6 publications

(3 citation statements)

References 21 publications

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“…These results suggest that maternal guidance, firm control and open expression of affection are beneficial for their children's adoption of adaptive strategies at school. These findings fit well with those found earlier concerning the role of the expression of affection (Estrada, Arsenio, Hess, & Holloway, 1987;Marjoribanks, 1977). However, earlier studies have shown that parents' authoritarian control is negatively related to their children's positive self-conception (Lamborn et al, 1991) and active exploration and problem solving (Hess & McDevitt, 1984).…”

Section: Parental Well-being and Children's Strategies 55lsupporting

confidence: 82%

Mothers’ and fathers’ well-being, parenting styles, and their children’s cognitive and behavioural strategies at primary school

1998

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Kaisa Aunola University ojHelsinki, FinlandOne-hundred and five 6-to 7-year-old children were given a test meas uring their helpl essness, fa ilure expec tatio ns, task-irrelevant beha viour, lack of p ersist ence and search fo r social suppo rt in a classroom setting in order to examine the impact ofpar ental well-being a nd parentin g styles on the childre n's cog nitive and behavioural strategies at school. Both par ents were also asked to fill in scales measuring their depression, parenting stress and parenting styles. The res ults reveal ed th at matern al .dep ressive symp to matology was associated with their children's use of maladaptive strategies, whereas pa ternal dep ress ion was not. Moreo ver, maternal auth or itat ive parenting styles and authoritarian control, seemed to decrease their children 's use of maladaptive strategies. On the other hand, the more parenting stress reported by the fa thers, the more their children showed the use ofmaladapti ve strategies.It has be en su ggest ed that the cog nitive and be hav io ural stra tegi es childre n and adolesce nts apply in classroom settings may provide a basis for their school achievement. Helplessness beliefs and related passivity (Diener & Dweck, 1978), being afraid of failure, task-irrele vant behaviou r and lack of persistence in the task at hand (Nurmi, Onatsu, & Haavisto, 1995a) have been found to lead to low achievement and related problems at school. For exa mple, Nurmi et a l. (1995a ) fou nd that und er achieving adolesc ents appl ied dysfunction al cognitive and behavioural patterns that res embled the se lf-handicapping behaviours des cribed earl ier by Jones and Berglas (1978). They showed higher levels of failure expectations and task-irrelevan t behaviour than their matched-pa ir controls. Butkow sky 544

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Section: Parental Well-being and Children's Strategies 55lsupporting

confidence: 82%

Mothers’ and fathers’ well-being, parenting styles, and their children’s cognitive and behavioural strategies at primary school

1998

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“…If, as various studies have demonstrated, the family environment significantly affects the cognitive and motivational processes used by the student and which in turn determines achievement (Marjoribanks, 1977(Marjoribanks, , 1979(Marjoribanks, , 2005Martínez-Pons, 1996;Schmidt & Padilla, 2003), it would be interesting to find out if the intellectual climate generated by the parents could be related to the approaches to learning used by their children, and consequently, with their academic performance. This accords with an increasing number of researchers who have conceptualized human development in general, as well as in school achievement specifically, as the result of multiple influences originating in an extensive set of transactions between personal and environmental factors (Georgiou & Christou, 2000;Moos, 1991).…”

Section: Overview Of the Present Researchmentioning

confidence: 99%

Approaches to learning and study orchestrations in high school students

Cano

2007

Eur J Psychol Educ

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In the framework of the SAL (Students' approaches to learning) position, the learning experience (approaches to learning and study orchestrations) of 572 high school students was explored, examining its interrelationships with some personal and familial variables. Three major results emerged. First, links were found between family's intellectual climate and students' approaches to learning, in particular with Deep approach: The better the family's intellectual climate the higher students' scores on Deep approach. Second, along with general intelligence, these approaches predicted students' academic achievement, higher grades being obtained by those students who scored lower in Surface learning approach and higher in Deep learning approach. Three, students from the four study orchestrations reported in previous research (two displaying conceptual consonance: Deep and Surface approaches, and the other two conceptual dissonance: high-high and low-low, in both Deep and Surface approaches) showed different profiles in some variables (e.g., metacognitive learning strategies, family's intellectual climate, academic achievement), worse scores being obtained by those who orchestrated their study either in surface or in conceptually dissonant ways. These relationships shed more light on the nature of high school students' learning experience, and help to provide an integrated view of students' webs of experience.

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“…If a study reported more than one probability level, the average Z score was taken so that each study contributed only one Z scorerper analysis. The Z™ probability is typically doubled so that it addresses the two- 1 A study by Marjoribanks (1977) contained 18 tests of the hypothesis obtained from about 2,500 students. Three measures of achievement and one locus of control measure were used.…”

Section: Combined Probabilitiesmentioning

confidence: 99%

Locus of control and academic achievement: A literature review.

Findley

Cooper²

1983

Journal of Personality and Social Psychology

393

218

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A quantitative review of research investigating the relationship between locus of control and academic achievement was conducted. Two basic conclusions resulted: (a) More internal beliefs are associated with greater academic achievement, and (b) the magnitude of this relation is small to medium. Characteristics of the participants in the reviewed studies (i.e., gender, age, race, and socioeconomic level) and the nature of the locus of control and academic achievement measures were investigated as mediators of the relation. The relation tended to be stronger for adolescents than for adults or children. Also, the relation was more substantial among males than among females. Finally, stronger effects were associated with specific locus of control measures and with standardized achievement or intelligence tests (as opposed to teacher grades).

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Affective and Environmental Correlates of Cognitive Performance

Cited by 6 publications

References 21 publications

Mothers’ and fathers’ well-being, parenting styles, and their children’s cognitive and behavioural strategies at primary school

Mothers’ and fathers’ well-being, parenting styles, and their children’s cognitive and behavioural strategies at primary school

Approaches to learning and study orchestrations in high school students

Locus of control and academic achievement: A literature review.

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