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Feng L, Wang J. Assessing preschoolers' approaches to learning in the Chinese context: a scale for teacher-parent co-evaluation. Front Psychol 2023; 14:1098506. [PMID: 37333578 PMCID: PMC10273840 DOI: 10.3389/fpsyg.2023.1098506] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/15/2022] [Accepted: 03/09/2023] [Indexed: 06/20/2023] Open
Abstract
Introduction An effective assessment of preschoolers' approaches to learning (ATL) requires multiple-reporter co-evaluation, such as teachers and parents. Based on extant research on children's ATL combined with Chinese cultural background and educational policies, this study aims to develop an ATL scale suitable for Chinese teachers and parents to co-evaluate preschoolers' ATL. Methods Exploratory and confirmatory factor analysis (CFA) of the data collected from teachers (n=833) and parents (n=856) demonstrates the four-factor structure of the ATL: creativity, learning strategy, competence motivation, and attention/persistence, wherein creativity is a new dimension uncovered in the Chinese context. Results Psychometric analysis demonstrates that the scale has good reliability and validity. Multi-group CFA further shows that the measurement model is robust and independent from reporter identity. Discussion The current study contributes a novel and easy-to-use measurement instrument with 20 items for educational practitioners and for scholars who are interested in cross-cultural comparison or longitudinal development of Chinese children's ATL.
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Feng L, Tan Y. Understanding the impact of parental involvement subtypes on Chinese preschool children's language ability. CURRENT PSYCHOLOGY 2022; 42:1-14. [PMID: 36590008 PMCID: PMC9786526 DOI: 10.1007/s12144-022-04176-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/13/2022] [Indexed: 12/24/2022]
Abstract
Parental involvement, especially home-based involvement and home‒school communication, is an important factor affecting the development of preschool children's language abilities. Although previous studies suggest that parents are important catalysts in shaping children's language achievement, it is still unclear how types of parental involvement affect children's language abilities. This study surveys 874 preschool children in China and finds that home-based involvement boosts children's language abilities via improved approaches to learning. Surprisingly, we also find that home‒school communication negatively predicts children's language abilities via decreased approaches to learning. Moreover, school-based involvement has no significant association with children's language abilities. This study contributes new insights to the literature on children's language abilities by uncovering the various impacts of the subtypes of parental involvement and providing a process explanation accordingly.
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Affiliation(s)
- Lina Feng
- College of Teacher Education, Ningbo University, 315211 Ningbo, China
| | - Yuhuan Tan
- College of Teacher Education, Ningbo University, 315211 Ningbo, China
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Sloane-Reeves J, Davidson PW, Myers GJ, Shamlaye C, Leste A, Huang LS, Thurston S. Scholastic achievement among children enrolled in the Seychelles Child Development Study. Neurotoxicology 2021; 81:347-352. [PMID: 33742601 DOI: 10.1016/j.neuro.2020.09.027] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
The Seychelles Child Development Study is a longitudinal cohort study following a group of 779 children exposed prenatally to methyl mercury (MeHg) through a maternal diet high in fish. The cohort has been examined six times beginning in infancy with no consistent evidence of adverse effects. In fact, their performance resembles what would be expected from normal children of comparable ages growing up in western cultures. During a neurodevelopment assessment at 66 months, the children were tested for scholastic achievement using the Woodcock Johnson Tests of Achievement. Their reading scores were depressed relative to US norms while arithmetic scores were within normal limits. This disparity was not evident at 107 months; in fact, reading achievement scores far exceeded expected performance relative to US norms, with over 75% of the cohort obtaining scores at or above the 90th percentile. This study reports a secondary analysis of the scholastic achievement data to test the hypothesis that the results obtained in the primary analysis were probably due to the onset of the primary school curriculum between the first and second testing, and not to inherent cognitive deficits among the children at 66 months. The results suggest that a combination of reading instruction and characteristically consistent letter-sound relationships in Creole, the language spoken at home by the majority of Seychellois families, probably accounted for the high achievement scores at 107 months.
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Affiliation(s)
- Jean Sloane-Reeves
- Strong Center for Developmental Disabilities, University of Rochester School of Medicine and Dentistry, Rochester, New York, USA.
| | - Philip W Davidson
- Strong Center for Developmental Disabilities, University of Rochester School of Medicine and Dentistry, Rochester, New York, USA
| | - Gary J Myers
- Department of Neurology, University of Rochester School of Medicine and Dentistry, Rochester, New York, USA
| | | | - Andre Leste
- Ministry of Education and Culture, Republic of Seychelles
| | - Li Shan Huang
- Department of Biostatistics, University of Rochester School of Medicine and Dentistry, Rochester, New York, USA
| | - Sally Thurston
- Department of Biostatistics, University of Rochester School of Medicine and Dentistry, Rochester, New York, USA
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Winter L, Hernández-Torrano D, McLellan R, Almukhambetova A, Brown-Hajdukova E. A contextually adapted model of school engagement in Kazakhstan. CURRENT PSYCHOLOGY 2020. [DOI: 10.1007/s12144-020-00758-5] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
AbstractThis study introduces a culturally adapted 17-item scale of school engagement. It offers an important contribution to the international literature by seeking to measure the school engagement of young people in a society undergoing transition from a collectivist to individualist mind-set alongside an education system focused on improving performance in international benchmarks such as those from the Organisation for Economic Co-operation and Development (OECD Programme for International Student Assessment, PISA) and the International Association for the Evaluation of Educational Achievement (IEA Trends In International Mathematics And Science Study, TIMSS). To date, little has been written on how intra-individual and inter-individual factors contribute to young people’s engagement in education as societal and systemic educational reform occurs. The school engagement scale is validated by testing the empirical fit of a second-order multidimensional factor model of school engagement taken from the Western literature to large-scale data in Kazakhstan. Culturally relevant features are added such as the strong influence of ‘important others’. The model tested was formed from 1) an individual’s cognitions and behaviours associated with school and 2) the social influences of parents, peers, and teachers. 1767 secondary education students in Kazakhstan participated in the study. Confirmatory analyses supported the hypothesized additional contributory factors to school engagement. Use of the overall model indicated differences in means across gender, grade, school-type, and geographic location to show: (1) higher cognitive engagement for young women; (2) rural students with higher levels of behavioural engagement; and (3) substantial differences in social support by grade and rurality.
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Roorda DL, Zee M, Koomen HMY. Don’t forget student-teacher dependency! A Meta-analysis on associations with students’ school adjustment and the moderating role of student and teacher characteristics. Attach Hum Dev 2020; 23:490-503. [DOI: 10.1080/14616734.2020.1751987] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Affiliation(s)
- Debora L. Roorda
- Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, The Netherlands
| | - Marjolein Zee
- Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, The Netherlands
| | - Helma M. Y. Koomen
- Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, The Netherlands
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Herman KC, Prewett SL, Eddy CL, Savala A, Reinke WM. Profiles of middle school teacher stress and coping: Concurrent and prospective correlates. J Sch Psychol 2020; 78:54-68. [DOI: 10.1016/j.jsp.2019.11.003] [Citation(s) in RCA: 31] [Impact Index Per Article: 7.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/26/2018] [Revised: 11/04/2019] [Accepted: 11/24/2019] [Indexed: 10/25/2022]
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McDermott PA, Rovine MJ, Reyes RS, Chao JL, Scruggs R, Buek K, Fantuzzo JW. Trajectories of early education learning behaviors among children at risk: A growth mixture modeling approach. PSYCHOLOGY IN THE SCHOOLS 2018. [DOI: 10.1002/pits.22145] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
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Zhang X, Hu BY, Ren L, Fan X. Sources of individual differences in young Chinese children's reading and mathematics skill: A longitudinal study. J Sch Psychol 2018; 71:122-137. [PMID: 30463667 DOI: 10.1016/j.jsp.2018.10.008] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/11/2017] [Revised: 08/07/2018] [Accepted: 10/30/2018] [Indexed: 11/30/2022]
Abstract
This study investigated the longitudinal associations between four key elements of school readiness-receptive vocabulary, socioemotional behavior, behavioral self-regulation, and approaches to learning-and individual differences in young children's reading and mathematics trajectories. Chinese children (N = 588) were tested three times between the ages of five and six on their Chinese reading and mathematics skills, and their receptive vocabulary, problem behavior, behavioral self-regulation, and approaches to learning (competence motivation, learning strategy, and attention/persistence) were assessed at five years of age. Latent growth modeling revealed that receptive vocabulary and behavioral self-regulation played unique roles in predicting the levels of Chinese reading (vocabulary: β = 0.15, p = .023; self-regulation: β = 0.16, p = .001) and mathematics skills (vocabulary: β = 0.25, p < .001; self-regulation: β = 0.36, p < .001). Problem behavior and competence motivation were associated with the levels of mathematics skills (problem behavior: β = -0.06, p = .046; competence motivation: β = 0.16, p < .001) but not those of reading skills. Moreover, competence motivation predicted the growth rate of Chinese reading skills (β = 0.18, p = .015). The findings extend the current literature by explicating the independent contributions made by early school readiness skills to individual differences in young Chinese children's acquisition of reading and mathematics skills.
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Affiliation(s)
- Xiao Zhang
- Faculty of Education, The University of Hong Kong, Hong Kong.
| | - Bi Ying Hu
- Faculty of Education, University of Macau, Macau
| | - Lixin Ren
- Faculty of Education, East China Normal University, China
| | - Xitao Fan
- School of Humanities and Social Science, Chinese University of Hong Kong (Shenzhen), China
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van Tetering MAJ, de Groot RHM, Jolles J. Boy-Girl Differences in Pictorial Verbal Learning in Students Aged 8-12 Years and the Influence of Parental Education. Front Psychol 2018; 9:1380. [PMID: 30135667 PMCID: PMC6092633 DOI: 10.3389/fpsyg.2018.01380] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/15/2018] [Accepted: 07/16/2018] [Indexed: 12/02/2022] Open
Abstract
This large-scale cross-sectional study of schoolchildren aged 8–12 years (N = 152) evaluates two factors which potentially determine individual differences in intentional learning: the child’s sex and parental education. Intentional learning was assessed with a newly constructed Pictorial Verbal Learning Task (PVLT). This task presents line drawings of concrete objects as to-be-remembered information instead of written or auditory presented words. The PVLT has the advantage that performance is not confounded by individual differences in reading or hearing abilities. Results revealed clear sex differences in performance: Girls outperformed boys. Parental education also contributed to individual differences in performance since children of higher educated parents outperformed children of lower educated parents. The results therefore suggest that both sex and parental education could be potent contributors to individual differences in learning performance at school. The findings more specifically imply that children of less educated parents and boys need additional guidance and support in intentional learning when new information and procedures are presented for the first time.
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Affiliation(s)
- Marleen A J van Tetering
- Centre for Brain and Learning, Faculty of Behavioural and Movement Sciences, Vrije Universiteit Amsterdam, Amsterdam, Netherlands
| | - Renate H M de Groot
- Welten Institute, Research Centre for Learning, Teaching and Technology, Open University of the Netherlands, Heerlen, Netherlands.,NUTRIM School of Nutrition and Translational Research in Metabolism, Maastricht University, Maastricht, Netherlands
| | - Jelle Jolles
- Centre for Brain and Learning, Faculty of Behavioural and Movement Sciences, Vrije Universiteit Amsterdam, Amsterdam, Netherlands
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Roorda DL, Jak S, Zee M, Oort FJ, Koomen HMY. Affective Teacher–Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement. SCHOOL PSYCHOLOGY REVIEW 2017. [DOI: 10.17105/spr-2017-0035.v46-3] [Citation(s) in RCA: 165] [Impact Index Per Article: 23.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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Classroom quality and Chinese preschool Children's approaches to learning. LEARNING AND INDIVIDUAL DIFFERENCES 2017. [DOI: 10.1016/j.lindif.2017.01.007] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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McDermott PA, Rikoon SH, Fantuzzo JW. Transition and protective agency of early childhood learning behaviors as portents of later school attendance and adjustment. J Sch Psychol 2016; 54:59-75. [PMID: 26790703 DOI: 10.1016/j.jsp.2015.10.003] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/14/2014] [Revised: 08/10/2015] [Accepted: 10/12/2015] [Indexed: 11/25/2022]
Abstract
This article reports on the study of differential change trajectories for early childhood learning behaviors as they relate to future classroom adjustment and school attendance. A large sample (N=2152) of Head Start children was followed through prekindergarten, kindergarten, and 1st grade. Classroom learning behaviors were assessed twice each year by teachers who observed gradual declines in Competence Motivation and Attentional Persistence as children transitioned through schooling. Cross-classified multilevel growth models revealed distinct transitional pathways for future adjustment versus maladjustment and sporadic versus chronic absenteeism. Generalized multilevel logistic modeling and receiver operating characteristic curve analyses showed that teachers' earliest assessments were substantially predictive of eventual good classroom adjustment and school attendance, with increasing accuracy for prediction of future sociobehavioral adjustment as time progressed.
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School factors associated with school refusal- and truancy-related reasons for school non-attendance. SOCIAL PSYCHOLOGY OF EDUCATION 2015. [DOI: 10.1007/s11218-015-9293-y] [Citation(s) in RCA: 43] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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Predictors of adolescents' academic motivation: Personality, self-efficacy and adolescents' characteristics. LEARNING AND INDIVIDUAL DIFFERENCES 2014. [DOI: 10.1016/j.lindif.2014.03.022] [Citation(s) in RCA: 45] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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Song SY, Doll B, Marth K. Classroom Resilience: Practical Assessment for Intervention. RESILIENCE IN CHILDREN, ADOLESCENTS, AND ADULTS 2013. [DOI: 10.1007/978-1-4614-4939-3_5] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
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Pagani LS, Fitzpatrick C, Parent S. Relating Kindergarten Attention to Subsequent Developmental Pathways of Classroom Engagement in Elementary School. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2012; 40:715-25. [DOI: 10.1007/s10802-011-9605-4] [Citation(s) in RCA: 31] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
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Wang MT, Willett JB, Eccles JS. The assessment of school engagement: Examining dimensionality and measurement invariance by gender and race/ethnicity. J Sch Psychol 2011; 49:465-80. [DOI: 10.1016/j.jsp.2011.04.001] [Citation(s) in RCA: 200] [Impact Index Per Article: 15.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/10/2010] [Revised: 04/01/2011] [Accepted: 04/02/2011] [Indexed: 12/01/2022]
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Li Y. School engagement: what it is and why it is important for positive youth development. ADVANCES IN CHILD DEVELOPMENT AND BEHAVIOR 2011; 41:131-60. [PMID: 23259191 DOI: 10.1016/b978-0-12-386492-5.00006-3] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
The observation that too many students are disengaged from school has inspired interest in the concept of school engagement. However, the growing excitement about school engagement is tempered by numerous conceptual and measurement issues. In this chapter, I briefly reviewed the history of the study of school engagement, summarized some prominent theoretical perspectives in the school engagement literature, discussed why it is important to understand the mechanism through which school engagement promotes positive youth development, and made recommendations on future research directions for this topic. Specifically, I called for a better understanding of and the nuances within the school engagement construct, advocated for the development of school engagement measures with sound psychometric property, and encouraged methodological innovations that can be used to understand the development of school engagement and its implications to positive youth development.
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Affiliation(s)
- Yibing Li
- Education, Human Development, and the Workforce, American Institutes for Research, Washington, District of Columbia, USA
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Paixão MP, Miot HA, Oliveira Filho JD, Wen CL. Dermatúnel: modelo de ambiente interativo de aprendizagem em dermatologia. SAUDE E SOCIEDADE 2009. [DOI: 10.1590/s0104-12902009000400022] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
O Ambiente Interativo de Aprendizagem (AIA) é um modelo educacional que integra recursos de computação gráfica 3D e contextualização, com objetivo de transmitir um conjunto de conhecimentos (ilhas de conhecimento), de forma precisa e ágil, para pessoas que não conhecem o assunto. Utiliza recursos de multimídia apoiados em ambientação contextualizada para motivar os participantes na retenção de conhecimento. Na primeira versão, foram abordados oito assuntos relevantes de dermatologia. O modelo foi implementado no 62º Congresso Brasileiro de Dermatologia e denominado Dermatúnel. Participaram das visitas 3295 pessoas, num período de quatro dias. Os resultados demonstraram alta satisfação dos participantes. Possui grande potencial como ferramenta educacional para formação médica e orientação do público geral para fins de prevenção de doenças.
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School Engagement Among Urban Adolescents of Color: Does Perception of Social Support and Neighborhood Safety Really Matter? J Youth Adolesc 2008; 38:63-74. [DOI: 10.1007/s10964-008-9294-7] [Citation(s) in RCA: 28] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/05/2008] [Accepted: 05/14/2008] [Indexed: 10/22/2022]
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Shin R, Daly B, Vera E. The Relationships of Peer Norms, Ethnic Identity, and Peer Support to School Engagement in Urban Youth. ACTA ACUST UNITED AC 2007. [DOI: 10.5330/prsc.10.4.l0157553k063x29u] [Citation(s) in RCA: 57] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
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Schwarzwald J, Koslowsky M, Brody-Shamir S. Factors related to perceived power usage in schools. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2006; 76:445-62. [PMID: 16953956 DOI: 10.1348/000709905x39189] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Abstract
Based on Raven's (1992) power interaction model, situational and personal variables were examined as determinants of power choice in educational settings. The impact of educational sector (secular, religious), class level, gender and content of conflict on perceived power usage in teacher-pupil conflicts was analysed. A total of 370 elementary and junior high school pupils and 62 teachers from the same schools responded to a series of scenarios where they were asked how often specific power bases are used by teachers in trying to gain compliance. Results indicated that harsh power bases were perceived as more prevalent in the secular educational sector rather than in the religious one, in junior high school rather than elementary school, for boys as compared with girls, and for conflicts stemming from students rather than teachers. Findings were interpreted in terms of conformity level and frequency of conflicts. The discussion also addresses the lack of correspondence between teacher and pupil responses.
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McDermott PA, Goldberg MM, Watkins MW, Stanley JL, Glutting JJ. A nationwide epidemiologic modeling study of LD: risk, protection, and unintended impact. JOURNAL OF LEARNING DISABILITIES 2006; 39:230-51. [PMID: 16724795 DOI: 10.1177/00222194060390030401] [Citation(s) in RCA: 14] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/09/2023]
Abstract
Through multiple logistic regression modeling, this article explores the relative importance of risk and protective factors associated with learning disabilities (LD). A representative national sample of 6- to 17-year-old students (N = 1,268) was drawn by random stratification and classified by the presence versus absence of LD in reading, spelling, and mathematics according to ability-achievement discrepancies or low achievement levels. The dichotomous classifications were regressed on sets of explanatory variables indicating potential biological, social-environmental, and cognitive factors, problem behavior, and classroom learning behavior. Modeling revealed patterns of high risk for male students and students evincing verbal and nonverbal ability problems and processing speed problems. It was shown that, absent controls for cognitive abilities (such as provided by the ability-achievement discrepancy definition), definitions keyed to low achievement will substantially overidentify ethnic minority and disadvantaged students and will be confounded by significantly higher proportions of students who display oppositional and aggressive behavior problems. Alternatively, good learning behaviors uniformly provide substantial reduction in the risk for LD.
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Affiliation(s)
- Paul A McDermott
- Graduate School of Education, University of Pennsylvania, Philadelphia 19104-6216, USA
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Abstract
Personal and family factors impacting directly and/or indirectly on academic achievement of a total of 751 eighth grade pupils were assessed. Six achievement tests, as well as pupil and parent questionnaires were used for generating empirical data. A structural equation model was
used to test the model's applicability. Path analysis yielded a comparative fit index of .97. Prior achievement, gender, and academic self-concept were found to have highly significant direct impacts on achievement, while academic self-concept, family size, parent education, and family
cultural context exhibited indirect effects on achievement. The overall effect of academic self-concept increased significantly over and above the direct and indirect effects. The intervariables effects provided additional insights into existing correlations.
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Klem AM, Connell JP. Relationships matter: linking teacher support to student engagement and achievement. THE JOURNAL OF SCHOOL HEALTH 2004; 74:262-273. [PMID: 15493703 DOI: 10.1111/j.1746-1561.2004.tb08283.x] [Citation(s) in RCA: 263] [Impact Index Per Article: 13.2] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/24/2023]
Affiliation(s)
- Adena M Klem
- Institute for Research and Reform in Education, 308 Glendale Drive, Toms River, NJ 08753, USA.
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