Early school adjustment: Do social integration and persistence mediate the effects of school-entry skills on later achievement?

2021 ◽  
Vol 71 ◽  
pp. 101374
Author(s):  
Daniel Schmerse ◽  
Steffen Zitzmann
Keyword(s):  
Social Integration ◽  
School Adjustment ◽  
School Entry ◽  
Early School

scholarly journals Early School Adjustment and Educational Attainment

2016 ◽  
Vol 53 (4) ◽  
pp. 1198-1228 ◽  
Author(s):  
Katherine Magnuson ◽  
Greg J. Duncan ◽  
Kenneth T. H. Lee ◽  
Molly W. Metzger
Keyword(s):  
Educational Attainment ◽  
School Adjustment ◽  
Early School

scholarly journals Eskola-doikuntza: kontzeptua, adierazleak, ereduak, neurketa, aldakortasuna eta hari lotutako aldagaiak

Tantak ◽  
2018 ◽  
Vol 30 (1) ◽  
pp. 113-133
Author(s):  
Oihane Fernández-Lasarte ◽  
Eider Goñi Palacios ◽  
Igor Camino Ortiz de Barrón ◽  
Iratxe Antonio-Agirre
Keyword(s):  
Academic Performance ◽  
Social Integration ◽  
Early Adolescence ◽  
School Adjustment ◽  
Explanatory Models ◽  
Perceived Support ◽  
Positive Development ◽  
Academic Expectations ◽  
Contextual Variables ◽  
Performance Expectations

School adjustment is a significant factor for positive development in adolescence and youth. In this study, an updated theoretical revision on the previous research is conducted about school adjustment ́s concept, indicators, explanatory models and measures. Besides, variability in school adjustment is analysed according to sex and age as well as its relationship with contextual variables of students. Despite a lack ofagreement regarding the conceptualization of the construct, a multifactorial structureis currently accepted. The indicators analysed include: academic performance, expectations and social integration. Although differences between sex and age are not decisive, results, in general, tend to be favourable to girls and early adolescence. Likewise, the influence of contextual variables onschool adjustment is confirmed, such as perceived support from teachers, family and peers. Finally, conclusions are developed.Key words: school adjustment, academic performance, school integration, academic expectations, adolescence, revision.  

Long Term Effects of Early School Entry

1988 ◽  
Vol 5 (1) ◽  
pp. 6-11 ◽  
Author(s):  
Marion M. de Lemos
Keyword(s):  
School Entry ◽  
Long Term Effects ◽  
Early Environment ◽  
Pressure Groups ◽  
Early School ◽  
Popular Appeal ◽  
To Come ◽  
Early Primary ◽  
Age Of Entry

The debate regarding age of entry to school goes back a number of years. It seemed to come to a head in the late 1970s, coinciding with the visit to Australia of Dr Raymond Moore, who put forward the somewhat extreme view that children should not start school before the age of about 8 to 10 years. Hisargument was based on a maturational view of development. Experiences must wait until the child is ‘ready’ and the brain has ‘matured’. In particular, he argued that exposure to early reading and the close work involved in the pre-school and early primary school could harm the developing visual system and lead to long-term visual defects, particularly short-sightedness.Moore's position was of course contrary to the mainstream of thought in this area, and particularly the recognition, stemming from the work of Hebb and Piaget, of the importance of the early environment in laying the foundations for later development. It nevertheless had some popular appeal, and was taken up by various parent and teacher pressure groups who called for changes to school entry policies and specifically raising the age of entry to school to five years.

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