School Achievement and Adult Qualifications among Adoptees: A Longitudinal Study

1998 ◽  
Vol 39 (5) ◽  
pp. 669-685 ◽  
Author(s):  
Barbara Maughan ◽  
Stephan Collishaw ◽  
Andrew Pickles
Keyword(s):  
Longitudinal Study ◽  
School Achievement

Within-pair Similarity in MZ and DZ Twins from Birth to Eighteen Years of Age

1992 ◽  
Vol 41 (2-3) ◽  
pp. 155-164 ◽  
Author(s):  
B. Alin Åkerman ◽  
S. Fischbein
Keyword(s):  
Longitudinal Study ◽  
Military Service ◽  
Low Birthweight ◽  
School Achievement ◽  
Verbal Ability ◽  
Height Growth ◽  
Normal Weight ◽  
Test Results ◽  
Ability Test ◽  
Over Time

AbstractThis study is based on 145 pairs of twins included in a longitudinal study of a cohort of singletons born in 1953 and living in the Stockholm metropolitan area in 1963. Of these 145 pairs, 28 were classified as MZ, 103 as DZ and 14 pairs could not be classified. School achievement and ability test results have been collected for this group as well as data for the boys from physical and mental examinations on enrollment to military service. The purpose of this study was to compare within-pair similarity for MZ and DZ twins from birth onwards. There seems to be a divergent trend over time for MZ twin pairs to become more similar and DZ twin pairs to become less similar in height growth, school achievement and verbal ability. This is in accordance with previous research in this field. In relating similarity within pairs to birthweight, we found a drop in within-pair similarity for low birthweight MZ and DZ twin pairs (both twins ≤2.500 g), but not for normal weight twin pairs. A discussion is initiated concerning methodological implications of these results.

Parents' Causal Attributions Concerning Children's School Achievement: A Longitudinal Study

2005 ◽  
Vol 51 (4) ◽  
pp. 494-522 ◽  
Author(s):  
Katja Rytkonen ◽  
Kaisa Aunola ◽  
Jari-Erik Nurmi
Keyword(s):  
Longitudinal Study ◽  
Causal Attributions ◽  
School Achievement

Prevalence of Teacher Identified Behavior Problems: A Longitudinal Study

1978 ◽  
Vol 45 (2) ◽  
pp. 102-111 ◽  
Author(s):  
Rosalyn A. Rubin ◽  
Bruce Balow
Keyword(s):  
Socioeconomic Status ◽  
Longitudinal Study ◽  
Behavior Problems ◽  
School Children ◽  
Behavior Problem ◽  
Elementary School Children ◽  
School Achievement ◽  
Prevalence Rates ◽  
Cumulative Prevalence

In a longitudinal study from kindergarten through grade 6, teachers annually rated the behavior of 1,586 children who were normally distributed on measures of IQ, socioeconomic status, and school achievement. In any single year, from 23% to 31% of the subjects were judged by their teachers as manifesting behavior problems. Long term cumulative prevalence rates were much higher. Among subjects receiving three or more annual ratings, 59% were considered as having a behavior problem by at least one teacher, and 7.4% were considered as having behavior problems by every teacher who rated them. Results indicate that behavior that at least one teacher is willing to classify as a problem is the norm rather than the exception for elementary school children, which raises serious questions about contemporary expectations regarding children's behavior in school.

School Achievement and Adult Qualifications among Adoptees: A Longitudinal Study

1998 ◽  
Vol 39 (5) ◽  
pp. 669-685 ◽  
Author(s):  
Barbara Maughan ◽  
Stephan Collishaw ◽  
Andrew Pickles
Keyword(s):  
Longitudinal Study ◽  
School Achievement
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