A Longitudinal Study on the Relationship between Social Capital and the Academic Achievement of Poor Children: Focused on Comparison with Non-Poor Children

2018 ◽  
Vol 42 ◽  
pp. 51-75
Author(s):  
Young Ja Bae
Keyword(s):  
Academic Achievement ◽  
Social Capital ◽  
Longitudinal Study ◽  
Poor Children ◽  
The Relationship

Nonparental Caregivers, Parents, and Early Academic Achievement Among Children from Latino/a Immigrant Households

2019 ◽  
Vol 62 (6) ◽  
pp. 884-906
Author(s):  
Lilla K. Pivnick
Keyword(s):  
Academic Achievement ◽  
Social Capital ◽  
Early Childhood ◽  
Longitudinal Study ◽  
Birth Cohort ◽  
Math Achievement ◽  
Academic Skills ◽  
Ecological Systems ◽  
Regression Analyses ◽  
Early Academic Achievement

Drawing on ecological systems and social capital perspectives, this study uses the Early Childhood Longitudinal Study–Birth Cohort to investigate links between early nonparental caregiver beliefs about early academic skills and children’s math and reading achievement in kindergarten with special attention to the children from Latino/a immigrant households. Regression analyses revealed that nonparental caregiver beliefs were associated with academic achievement at kindergarten entry and that types of alignment or misalignment between nonparental caregiver and parental beliefs were differentially associated with math achievement but not reading. Notably, the association between nonparental caregiver beliefs and children’s academic achievement was more consequential for children from Latino/a immigrant households. Results suggest that having nonparental caregivers with low early academic skills beliefs may be especially detrimental for children from Latino/a immigrant households.

The Relationship between Psychometric and Self-Estimated Intelligence, Creativity, Personality and Academic Achievement

2005 ◽  
Vol 25 (2) ◽  
pp. 119-145 ◽  
Author(s):  
Adrian Furnham ◽  
Jane Zhang ◽  
Tomas Chamorro-Premuzic
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Longitudinal Study ◽  
Big Five ◽  
Fluid Intelligence ◽  
Big Five Personality Traits ◽  
Big Five Personality ◽  
Intelligence Scores ◽  
Performance Results ◽  
The Relationship

This longitudinal study aimed to explore the nature of the relationships between personality Big Five as measured by the (NEO PI-R), psychometric and self-estimated intelligence (Ravens, Wonderlic and Baddeley Tests) and creativity (Barron Welsh Test). A model was developed which proposed that both self-estimated intelligence (SEI) and creativity (SEC) as well as the Big Five personality traits, predicted both psychometric intelligence and creativity which in turn predicted academic performance. Results showed that Openness was significantly correlated with, and predicted, fluid intelligence (Ravens) as well as psychometric Creativity (Barron Welsh). SEI was found to be predictive of intelligence scores on all three IQ tests. Openness to Experience (positively) and Conscientiousness (negatively) was found to predict psychometric Creativity. Males gave consistently higher estimates than females in SEI and SEC. Academic performance was found to be predicted by trait Conscientiousness, and also by Baddeley (fluid intelligence). Implications of this study are discussed.

A 3-Year Longitudinal Study of Self-Concept and Classroom Behavior of Grade 1 Retained Pupils

2003 ◽  
Vol 96 (2) ◽  
pp. 371-378 ◽  
Author(s):  
Alain Cadieux
Keyword(s):  
Academic Achievement ◽  
Longitudinal Study ◽  
Social Behavior ◽  
Behavior Problems ◽  
Classroom Behavior ◽  
Self Concept ◽  
Grade Repetition ◽  
Remedial Teaching ◽  
The Relationship ◽  
Clear Relation

The purpose of this study was to examine the relationship between repeating Grade 1, self-concept scores, and classroom behavior. In Canada, a large number of pupils repeat grades. The literature on repeating a grade suggests that this practice has no benefit on academic achievement or social behavior and practically none on self-concept. Data from a 3-yr. longitudinal study indicate that Grade 1 repetition has no clear relation with self-concept scores and classroom behavior, even when remedial teaching provided during or after the repeated grade is taken into account. It appears classroom behavior problems are related to other factors which existed prior to grade repetition. Furthermore, self-concept tends to be related to achievement rather than grade repetition.

Multivariate Autoregressive Cross-Lagged Modeling of the Reciprocal Longitudinal Relationship between Perceived Control and Academic Achievement

2008 ◽  
Vol 102 (3) ◽  
pp. 873-883 ◽  
Author(s):  
Sehee Hong ◽  
Sukkyung You ◽  
Eun-Joo Kim ◽  
Joohan Kim
Keyword(s):  
Academic Achievement ◽  
Longitudinal Study ◽  
Perceived Control ◽  
Study Data ◽  
The Other ◽  
National Education ◽  
National Education Longitudinal Study ◽  
The Usa ◽  
Relationship Of ◽  
The Relationship

Although many studies have demonstrated positive associations between perceived control and academic achievement, few studies have actually explored which of the two constructs is the determinant of the other. There are only a few longitudinal studies on the relationship of perceived control and academic achievement. The present study examined the reciprocal longitudinal relation between perceived control and academic achievement. Further, considering the multiethnic background of the USA, this study investigated how the relationship between two constructs varies with ethnicity. Using a randomly selected sample of 1,500 students from Asian, Black, Hispanic, and White groups in the National Education Longitudinal Study data, Autoregressive Cross-lagged Modeling was performed to get a complete picture of the longitudinal relationship. Results showed a positive longitudinal effect of academic achievement on perceived control across the ethnic groups. Explanations for these findings are discussed.

Must We Suffer to Succeed?

2017 ◽  
Vol 38 (2) ◽  
pp. 113-124 ◽  
Author(s):  
Juliane Strack ◽  
Paulo Lopes ◽  
Francisco Esteves ◽  
Pablo Fernandez-Berrocal
Keyword(s):  
Job Satisfaction ◽  
Academic Achievement ◽  
Trait Anxiety ◽  
The Relationship

Abstract. Why do some people work best under pressure? In two studies, we examined whether and how people use anxiety to motivate themselves. As predicted, clarity of feelings moderated the relationship between trait anxiety and the tendency to use this emotion as a source of motivation (i.e., anxiety motivation). Furthermore, anxiety motivation mediated the relationship between trait anxiety and outcomes – including academic achievement (Study 1) as well as persistence and job satisfaction (Study 2). These findings suggest that individuals who are clear about their feelings are more likely to thrive on anxiety and eustress and possibly use these to achieve their goals and find satisfaction at work.

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