Selected Factors Influencing Over- and Under-Achievement in Young School-Age Children

Asbury, Charles A.

doi:10.3102/00346543044004409

Cited by 11 publications

(7 citation statements)

References 70 publications

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“…Consistent with previous research (Asbury, 1974;Stanovich et al, 1984), we found that children's age, gender, IQ, ethnicity, and economic adversity associated with the major variables in this study. Because demographic variables are not the focus of the present study and relations are generally consistent with previous literature, we summarize significant relations that were found between demographic and major variables rather than providing all the statistical findings.…”

Section: Relations Of Age Gender Iq Ethnicity and Economic Adverssupporting

confidence: 80%

“…Previous research indicates that factors such as age, gender, IQ, ethnicity and economic adversity are correlated with achievement in school-age children (Asbury, 1974;Stanovich, Cunningham, & Feeman, 1984). Because the present study focuses on the contributions of behavioral self-regulation and academic self-efficacy beliefs on academic achievement, we accounted for the influences of age, gender, IQ, ethnicity, and economic adversity when testing our primary hypotheses.…”

Section: Child and Family Influences Related To Achievementmentioning

confidence: 99%

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Adaptive and effortful control and academic self-efficacy beliefs on achievement: A longitudinal study of 1st through 3rd graders

Liew

McTigue

Barrois

et al. 2008

Early Childhood Research Quarterly

168

119

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The linkages between self-regulatory processes and achievement were examined across three years in 733 children beginning at 1 st grade (M = 6.57 years, SD = .39 at 1 st grade) who were identified as lower achieving in literacy. Accounting for consistencies in measures (from one year prior) and for influences of child's age, gender, IQ, ethnicity and economic adversity on achievement, results indicate that adaptive/effortful control at 1 st grade contributed to both academic self-efficacy beliefs at 2 nd grade, and reading (but not math) achievement at 3 rd grade. Although academic self-efficacy did not partially mediate the linkage between adaptive/effortful control and achievement, academic self-efficacy beliefs were positively correlated with reading and math. Results support the notion that early efforts to promote children's self-regulatory skills would enhance future academic selfbeliefs and achievement, particularly in literacy.

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Section: Relations Of Age Gender Iq Ethnicity and Economic Adverssupporting

confidence: 80%

Section: Child and Family Influences Related To Achievementmentioning

confidence: 99%

Adaptive and effortful control and academic self-efficacy beliefs on achievement: A longitudinal study of 1st through 3rd graders

Liew

McTigue

Barrois

et al. 2008

Early Childhood Research Quarterly

168

119

View full text Add to dashboard Cite

show abstract

“…Pode-se encontrar, com frequência, investigações que adotam ambas as posturas, como o estudo de Asbury (1974), no qual, entre os fatores que influem nas diferenças de desempenho, destaca: aspectos socioeconômicos, baixo nível de aspirações dos pais com relação aos filhos e baixo conceito de si mesmo por parte do sujeito como resultado de relações familiares deficientes. A obra de Benjamin e Hollings (1997), sobre a satisfação do estudante, conclui que a satisfação acadêmica está diretamente relacionada com a autoimagem positiva.…”

Section: O Desempenho Acadêmico Na Transição Ensino Médio-educação Suunclassified

O desempenho acadêmico como indicador de qualidade da transição Ensino Médio-Educação Superior

Fagundes

Luce

Espinar

2014

Ensaio: aval.pol.públ.Educ.

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Este artigo deriva de estudo e teve como objetivo propor um modelo de avaliação do desempenho acadêmico dos estudantes que transitam da Educação Básica para a Educação Superior a partir da abordagem teórica das transições. Mais especificamente, buscou-se conhecer fatores associados ao êxito na transição Ensino Médio-Educação Superior. Neste sentido, apresentam-se perspectivas de análise acerca do desempenho acadêmico, bem como diversas de suas definições ou conceitos. Os procedimentos metodológicos da pesquisa, por sua vez, são do tipo ex post fato e compreendem uma aplicação descritiva com enfoque preditivo e de desenvolvimento longitudinal. O modelo de avaliação proposto foi validado nos cursos de licenciatura em Letras, História, Matemática e Biologia da Universidade Federal do Rio Grande do Sul (UFRGS). Constatou-se, a partir de análise descritiva e de regressão, que os antecedentes dos alunos de Matemática e Biologia apresentam diferenças significativas com relação ao dos alunos de Letras e História; e que a formação recebida na educação básica, principalmente no Ensino Médio, é fator fundamental no desempenho acadêmico durante os dois primeiros semestres de estudos universitários.

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“…Volgens Asbury (1974) is baie van die konflikterende bevindinge te wyte aan redes wat wissel van waninterpretasie van die navorsingsbevindinge tot 'n gebrek aan deeglike metodologie. Dit is verbasend dat na 'n eeu van navorsing op die gebied dit nog steeds nodig is om te vra 'watter' verskille voorkom en dat die 'hoekom' nog weinig aandag ontvang het (Bradley, 1968).…”

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“…Die verklarings vir voorgaande geboortevolgordeeffekte is uiteenlopend van aard: Sampson (1962), asook Schachter (Asbury, 1974), bevind dat eersgeborenes oor groter prestasiemotivering as later-geborenes beskik, dog Farley (Asbury, 1974) kan geen sodanige verskille vind nie; die geleentheid om as intellektuele bron te dien is 'n faktor wat die enigste-en laaste-kind-sindroom verklaar: nie een van die twee het die geleentheid om andere te leer nie (Zajonc & Markus, 1975); eersgeborenes is beduidend meer afhanklik as later-geborenes (Hilton, 1967); in vergelyking met later-geborenes ontvang eersgeborenes ' ... significantly more caretaker interaction on all variables studied' (Kilbride, Johnson & Streissguth, 1977); die enigste kind of eersgeborene ontvang meer verbale en fisiese stimulering van sy ouers as enige van die kinders daarna en die eersgeborenes asook die enigste kinders is dan ook beduidend meer kreatief as latergeborenes (Lichtenwalner & Maxwell, 1969). Dit wil dus voorkom asof die besondere aandag wat die ouers aan hul eerste of hul enigste kind bestee, hierdie kinders in 'n mate bevoordeel.…”

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Gesinsgrootte, geboortevolgorde en toetsprestasie

Owen¹

1982

South African Journal of Psychology

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Raad vir Geesteswetenskaplike Navorsing, PretoriaFamily size, birth order and test performance. Owing to the fact that in the RSA not much research has been done on the relationship between family size, birth order and test performance, a broad literature review of findings from elsewhere is presented. In the present study, the effect of family size and birth order on test performance (the eight tests of the Aptitude tests for School Beginners) using a sample of 1792 Coloured Sub A school children was examined. The Coloured people were specifically chosen for this study because of the occurrence of many large families. Only one of the eight tests, test 2 (Spatial) yielded an F value which was significant at the 1% level. A possible explanation for a positive result occurring in only one instance is presented. This investigation supports the findings of, among others, Eysenck & Cookson (1970) by finding a relationship between family size and test performance but not between birth order and test performance. In the case of the Coloureds, it appears that large families do have some negative influence on certain types of test performance. A recommendation for future research is also made. S. Afr. J. Psychol. 1982, 12: 24 -30

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Selected Factors Influencing Over- and Under-Achievement in Young School-Age Children

Cited by 11 publications

References 70 publications

Adaptive and effortful control and academic self-efficacy beliefs on achievement: A longitudinal study of 1st through 3rd graders

Adaptive and effortful control and academic self-efficacy beliefs on achievement: A longitudinal study of 1st through 3rd graders

O desempenho acadêmico como indicador de qualidade da transição Ensino Médio-Educação Superior

Gesinsgrootte, geboortevolgorde en toetsprestasie

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