Trajectories of Academic Performance Across Compulsory Schooling and Thriving in Young Adulthood

Tomasik, Martin J.; Napolitano, Christopher M.; Moser, Urs

doi:10.1111/cdev.13150

Cited by 11 publications

(10 citation statements)

References 88 publications

(113 reference statements)

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“…From a macro perspective, competence can be considered a fundamental need “to experience satisfaction in exercising and extending one's capabilities” (Levesque et al, 2004, p. 68) and its successful fulfilment is associated with intrinsic motivation, effective self‐regulation, positive social development and well‐being (Ryan & Deci, 2000). Following this reasoning, Tomasik et al (2019) have demonstrated that steeper educational gains across compulsory schooling predicted successful development as indicated by notions of competence, confidence in oneself, strong character, caring for others and positive connections with others (“Five Cs Model”; see Lerner et al, 2015). Notably, these constructs in turn are predictive for contribution to society (Lerner et al, 2014).…”

Section: Discussionmentioning

confidence: 99%

Educational gains ofin‐personvs. distance learning in primary and secondary schools: A natural experiment during theCOVID‐19 pandemic school closures in Switzerland

2020

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Using data from a computer‐based formative feedback system, we compare learning gains in the 8 weeks of school closures related to the COVID‐19 pandemic in Switzerland with learning gains in the 8 weeks before these school closures. The school performance in mathematics and language of N = 28,685 pupils is modelled in second‐order piecewise latent growth models with strict measurement invariance for the two periods under investigation. While secondary school pupils remain largely unaffected by the school closures in terms of learning gains, for primary school pupils learning slows down and at the same time interindividual variance in learning gains increases. Distance learning arrangements seem an effective means to substitute for in‐person learning, at least in an emergency situation, but not all pupils benefit to the same degree.

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Section: Discussionmentioning

confidence: 99%

Educational gains ofin‐personvs. distance learning in primary and secondary schools: A natural experiment during theCOVID‐19 pandemic school closures in Switzerland

2020

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“…Given the predictive association between academic performance at school and well-being in adulthood (Tomasik et al, 2019), it is important to investigate the impact of any cognitive training on academic performance.…”

Section: Introductionmentioning

confidence: 99%

“…Intra‐individual variability in accuracy within and between sessions in working memory tasks has been associated with academic performance in 3rd and 4th grade school children (Dirk & Schmiedek, 2016 ), and a recent study in 6‐year‐old children showed that intra‐individual variability after working memory cognitive training was associated with performance in mathematics 3 years later (Judd et al., 2021 ). Given the predictive association between academic performance at school and well‐being in adulthood (Tomasik et al., 2019 ), it is important to investigate the impact of any cognitive training on academic performance.…”

Section: Introductionmentioning

confidence: 99%

Intra‐individual variability in task performance after cognitive training is associated with long‐term outcomes in children

Cubillo

Hermes

Berger

et al. 2022

Developmental Science

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The potential benefits and mechanistic effects of working memory training (WMT) in children are the subject of much research and debate. We show that after five weeks of school‐based, adaptive WMT 6–9 year‐old primary school children had greater activity in prefrontal and striatal brain regions, higher task accuracy, and reduced intra‐individual variability in response times compared to controls. Using a sequential sampling decision model, we demonstrate that this reduction in intra‐individual variability can be explained by changes to the evidence accumulation rates and thresholds. Critically, intra‐individual variability is useful in quantifying the immediate impact of cognitive training interventions, being a better predictor of academic skills and well‐being 6–12 months after the end of training than task accuracy. Taken together, our results suggest that attention control is the initial mechanism that leads to the long‐run benefits from adaptive WMT. Selective and sustained attention abilities may serve as a scaffold for subsequent changes in higher cognitive processes, academic skills, and general well‐being. Furthermore, these results highlight that the selection of outcome measures and the timing of the assessments play a crucial role in detecting training efficacy. Thus, evaluating intra‐individual variability, during or directly after training could allow for the early tailoring of training interventions in terms of duration or content to maximise their impact.

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“…4There was a fifth survey on occupational outcomes (for more details, see Tomasik, Napolitano, & Moser, 2018), but this survey was not the focus of this study.…”

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confidence: 99%

Long-term trajectories of academic performance in the context of social disparities: Longitudinal findings from Switzerland.

Helbling¹,

Tomasik²,

Moser³

2019

Journal of Educational Psychology

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This study used a stratified random sample of classes in Zurich, Switzerland, comprising approximately 2,000 students whose academic performances in math and language were assessed across primary and lower secondary education. Based on this longitudinal data, the study investigated the association of social inequalities with the baseline of, and gains in, academic performance. The study focused on growing social disparities in academic performance during compulsory education, taking into account disparities in the social backgrounds of students as well as in social deprivation of school attendance areas. The results of a multilevel growth curve analysis implemented to model academic performance development at student and school district levels suggest cumulative disadvantages for students from lower socioeconomic backgrounds. These students (a) start school with lower initial knowledge and (b) experience lower improvements in academic performance. The findings also suggest that more advantaged school attendance areas achieved higher average performance levels in the early stages of primary education despite controlling for student socioeconomic backgrounds. On average, however, this gap in academic performance between more advantaged and more deprived attendance areas did not appear to widen over the subsequent years of compulsory schooling. AbstractThis study used a stratified random sample of classes in Zurich, Switzerland, comprising approximately 2,000 students whose academic performances in math and language were assessed across primary and lower secondary education. Based on this longitudinal data, the study investigated the association of social inequalities with the baseline of and gains in academic performance. The study focused on growing social disparities in academic performance during compulsory education, taking into account disparities in the social backgrounds of students as well as in social deprivation of school attendance areas. The results of a multilevel growth curve analysis implemented to model academic performance development at student and school district levels suggest cumulative disadvantages for students from lower socio-economic backgrounds. These students (i) start school with lower initial knowledge and (ii) experience lower improvements in academic performance. The findings also suggest that more advantaged school attendance areas achieved higher average performance levels in the early stages of primary education despite controlling for student socioeconomic backgrounds. On average, however, this gap in academic performance between more advantaged and more deprived attendance areas did not appear to widen over the subsequent years of compulsory schooling.

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Trajectories of Academic Performance Across Compulsory Schooling and Thriving in Young Adulthood

Cited by 11 publications

References 88 publications

Educational gains ofin‐personvs. distance learning in primary and secondary schools: A natural experiment during theCOVID‐19 pandemic school closures in Switzerland

Educational gains ofin‐personvs. distance learning in primary and secondary schools: A natural experiment during theCOVID‐19 pandemic school closures in Switzerland

Intra‐individual variability in task performance after cognitive training is associated with long‐term outcomes in children

Long-term trajectories of academic performance in the context of social disparities: Longitudinal findings from Switzerland.

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