The Influence of Extended-Year Schooling on Growth of Achievement and Perceived Competence in Early Elementary School

1998 ◽  
Vol 69 (2) ◽  
pp. 495 ◽  
Author(s):  
Julie A. Frazier ◽  
Frederick J. Morrison
Keyword(s):  
Elementary School ◽  
Perceived Competence ◽  
Early Elementary ◽  
Extended Year ◽  
Early Elementary School

scholarly journals Associations amongst response inhibition, motivational beliefs, and task persistence in early elementary school

2021 ◽  
Author(s):  
Sarah Jo Torgrimson ◽  
Patricia Z. Tan ◽  
Jennie K Grammer
Keyword(s):  
Elementary School ◽  
Cognitive Control ◽  
Response Inhibition ◽  
Perceived Competence ◽  
Developmental Period ◽  
Early Elementary ◽  
Motivational Beliefs ◽  
Task Persistence ◽  
Early Elementary School ◽  
And Task

Task persistence is an important learning-related behavior associated with academic success. Although persistence has been related to motivational beliefs and cognitive skills, these constructs are typically studied independently, limiting our understanding of relations among them. The current investigation was designed to understand how these concepts related in early elementary school, a developmental period characterized by high motivational beliefs, growth in cognitive control, and the transition to school. Interest, perceived competence, and response inhibition were evaluated as predictors of children’s (N=73, Mage= 6.91 years) likelihood to demonstrate high persistence on a challenging puzzle task. Results provided evidence that motivational constructs are not sufficient for understanding differences in persistent behavior during this developmental period. Specifically, relations between interest and perceived competence and task persistence were only present for children with moderate to high response inhibition skills. Moreover, gender differences in task persistence emerged, indicating that while interest and perceived competence motivated all students to exhibit persistence, girls were still more likely to demonstrate task persistence than boys. Overall, findings suggest that task persistence in elementary school is a complex behavior that requires both cognitive control skills to support engagement and the motivation to continue engaging as task difficulty increases.

School readiness and achievement in early elementary school: Moderation by Students' temperament

2021 ◽  
Vol 74 ◽  
pp. 101265
Author(s):  
Carlos Valiente ◽  
Leah D. Doane ◽  
Sierra Clifford ◽  
Kevin J. Grimm ◽  
Kathryn Lemery-Chalfant
Keyword(s):  
Elementary School ◽  
School Readiness ◽  
Early Elementary ◽  
Early Elementary School

Children's understanding of homonyms

1995 ◽  
Vol 22 (1) ◽  
pp. 107-127 ◽  
Author(s):  
Andrea G. Backscheider ◽  
Susan A. Gelman
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Early Elementary ◽  
Early Elementary School ◽  
One To One ◽  
Metalinguistic Skills ◽  
Common Label

ABSTRACTPrevious tasks have shown that preschool and early elementary school-children typically have trouble learning and identifying homonyms (Peters & Zaidel, 1980; Mazzocco, 1989). It is possible that a one-to-one mapping assumption or a lack of metalinguistic skills makes homonym learning and identification particularly difficult. In three experiments we examined a total of 60 three-year-olds' ability to pick out homonym pairs, and the extent to which they realize that although homonyms share a common label, they represent two different categories. In Experiment 1 subjects were asked to identify homonym pairs. In Experiment 2, homonym pairs and non-homonym pairs were labelled, then children were asked whether the pairs had the same name, and whether they were the same kind of thing. In Experiment 3 children were shown one-half of each of several homonym and non-homonym pairs, then asked to identify a name match and a category match from a set of pictures. From these experiments we conclude that children have the metalinguistic skills necessary to identify homonym pairs; moreover, they realized that homonyms represent two different categories. Finally, if children have a one-to-one mapping assumption, it is not strong enough to prevent them from acquiring homonyms.

scholarly journals Reciprocal Effects of Self-Regulation, Semantic Knowledge, and Reading Comprehension in Early Elementary School

2016 ◽  
Vol 87 (6) ◽  
pp. 1813-1824 ◽  
Author(s):  
Carol McDonald Connor ◽  
Stephanie L. Day ◽  
Beth Phillips ◽  
Nicole Sparapani ◽  
Sarah W. Ingebrand ◽  
...  
Keyword(s):  
Elementary School ◽  
Reading Comprehension ◽  
Self Regulation ◽  
Semantic Knowledge ◽  
Reciprocal Effects ◽  
Early Elementary ◽  
Early Elementary School
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