Personal and Social-Contextual Factors in K–12 Academic Performance: An Integrative Perspective on Student Learning

Lee, Ji‐Hyun; Shute, Valerie J.

doi:10.1080/00461520.2010.493471

Cited by 226 publications

(174 citation statements)

References 102 publications

(208 reference statements)

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“…Embora seja unânime reconhecer-se a inteligência como preditor significativo da qualidade da aprendizagem e dos comportamentos dos indivíduos, também devemos reconhecer que a inteligência, o desenvolvimento cognitivo e a realização cognitiva das pessoas se encontram preditos ou influenciados por um conjunto alargado de variáveis sociofamiliares (Alves, Martins, Lemos, & Almeida, 2014;Barca-Lozano, Blanco, Canosa, & Enriquez, 1999;Colom & Flores-Mendoza, 2007;Diniz, Dias Pocinho, & Almeida, 2011;Freijo et al, 2008;Freitas, Simões, Alves, & Santana, 2012;Lee & Shute, 2010;Lemos et al, 2010;Lugo-Gil & Tamis-LeMonda, 2008;Martin, Ryan, & Brooks-Gunn, 2007;Nisbett et al, 2012;Phan, 2010;Winne & Nesbit, 2010).…”

Section: Variáveis Contextuais Do Desenvolvimento Cognitivounclassified

“…Assim, as variáveis de índole familiar e social apresentam extrema relevância no desenvolvimento cognitivo e na aprendizagem escolar (Lee & Shute, 2010). Nesta altura, assumindo uma postura otimista, importa analisar como o sistema educativo, a escola e os seus professores podem promover as habilidades cognitivas dos seus alunos e, também por esta via, promover o seu sucesso académico.…”

Section: Considerações Finaisunclassified

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Inteligência e rendimento escolar: Implicações para a sala de aula || Intelligence and school performance in childhood: Implications for the classroom

Alves

2015

R Est Inv Psico y Educ

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ResumoA inteligência é um dos conceitos mais estudados e simultaneamente mais controversos na área da investigação em psicologia, mantendo uma importância destacada no âmbito escolar pela associação aos processos básicos da cognição e da aprendizagem, e, por esta via, ao sucesso escolar dos alunos. Baseado numa pesquisa e reflexão atual sobre o estado da arte do tema, este artigo tem como objetivo contribuir para a discussão em torno de três eixos temáticos: (i) conceito e estrutura da inteligência; (ii) sua relação com variáveis sociofamiliares, assumindo neste caso a inteligência como dimensão psicológica moldada pelas variáveis contextuais do desenvolvimento psicossocial dos indivíduos; e (iii) seu impacto na aprendizagem e no rendimento académico de crianças e adolescentes. Defendendo-se que a inteligência é variável imprescindível à aprendizagem, mesmo que não suficiente, este artigo termina, numa lógica otimista, apontando algumas formas de rentabilização e promoção das habilidades cognitivas dos alunos por parte do sistema educativo.Palavras-chave: inteligência, aprendizagem, background sociofamiliar, sucesso académico Abstract Intelligence is one of the most studied concepts in the field of research in psychology, but still one of the most controversial. Its importance in school relies in its association to the basic processes of cognition and learning, and, therefore, in the academic success of students. Based on research and reflection on this theme, this article aims to contribute to the discussion around three axes: (i) concept and structure of intelligence; (ii) its relationship with social-familial variables, assuming in this case the intelligence as a psychological dimension shaped by contextual variables of psychosocial development of individuals; and (iii) impact on learning and academic performance of children and adolescents. Arguing that intelligence is an essential variable to learning, even if not only, this article aims to expose some forms of profitability and promotion of cognitive skills of the students by the education system.

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Section: Variáveis Contextuais Do Desenvolvimento Cognitivounclassified

Section: Considerações Finaisunclassified

Inteligência e rendimento escolar: Implicações para a sala de aula || Intelligence and school performance in childhood: Implications for the classroom

Alves

2015

R Est Inv Psico y Educ

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“…Current conceptual perspectives and empirical findings on academic achievement broadly agree to regard the students' cognitive-motivational orientations as an important developmental factor (Artelt, Baumert, Julius-McElvany & Peschar, 2003;DiPerna, Volpe & Elliott, 2001;Hattie, 2009;Lee & Shute, 2010). These cognitive-motivational orientations manifest as the students' self-related beliefs which can refer to their subjective appraisals, explanations, and values of academic activities and outcomes.…”

Section: Introductionmentioning

confidence: 99%

Gender and Achievement Differences in Secondary Students’ Verbal Self-Concepts: A Closer Look beyond Bivariate Comparison

Faber

2017

EJREP

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“…One is that the different qualities of reading instruction and students' reading experiences at classroom level help explain reading performance differences (Leinhardt, Zigmond, & Cooley, 1981), although in the literature other contextual factors are also seen influential (Wang, Haertel, & Walberg, 1994). These contextual factors can be but are not limited to: (1) a country' language characteristics, literacy history, and values (Rauh et al, 2003); (2) its economy and available resources (Elley, 1992); (3) school environment, climate, and curriculum (Lee & Shute, 2010); (4) parental social and economic status (Molfese, Modglin, & Molfese, 2003), literacy behaviors and attitudes (Baker & Scher, 2002), and involvement (Hewison & Tizard, 1980); (5) teachers' expertise (Taylor, Pearson, Peterson, & Rodriguez, 2003), training (Yoon et al, 2007), and attitudes (Crano & Mellon, 1978).…”

Section: Introductionmentioning

confidence: 99%

Relationship between Computer-Based Reading Activities and Reading Achievements among Hong Kong and U.S. Students: A Comparative Study Using PIRLS 2011 Data

Wang

2014

Front Educ China

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Reading for personal interest and acquiring and using information using various reading processes are important parts of reading literacy that students need to develop in order to progress successfully through their schooling and fully function in the information society. Computer assisted reading instructional activities are assumed useful in improving the reading literacy of students, especially reading processes. However, students in Hong Kong and the US demonstrated a substantial performance gap in reading proficiency. Using the data from Progress in International Reading Literacy (PIRLS) 2011, this study examines whether and to what extent four computer-based reading instructional activities influence students' performance in reading processes central to reading for interest and acquiring and using information in Hong Kong and the US. It found that computer-based reading activities are associated with students' literacy performance in different ways in the two places. In particular, the more often Hong Kong students used the computer to read, the lower the reading achievement in all reading processes measured. However, in the US context, using the computer to write is positively associated with students' reading scores in all reading processes while using software is negatively related to their reading performance in using all the reading processes.

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Personal and Social-Contextual Factors in K–12 Academic Performance: An Integrative Perspective on Student Learning

Cited by 226 publications

References 102 publications

Inteligência e rendimento escolar: Implicações para a sala de aula || Intelligence and school performance in childhood: Implications for the classroom

Inteligência e rendimento escolar: Implicações para a sala de aula || Intelligence and school performance in childhood: Implications for the classroom

Gender and Achievement Differences in Secondary Students’ Verbal Self-Concepts: A Closer Look beyond Bivariate Comparison

Relationship between Computer-Based Reading Activities and Reading Achievements among Hong Kong and U.S. Students: A Comparative Study Using PIRLS 2011 Data

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