The role of authoritative and authoritarian parenting in the early academic achievement of Latino students.

2018 ◽  
Vol 110 (1) ◽  
pp. 119-132 ◽  
Author(s):  
Yeonwoo Kim ◽  
Esther J. Calzada ◽  
R. Gabriela Barajas-Gonzalez ◽  
Keng-Yen Huang ◽  
Laurie M. Brotman ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Latino Students ◽  
Authoritarian Parenting ◽  
Early Academic Achievement

The mediating role of cognitive ability on the relationship between motor proficiency and early academic achievement in children

2018 ◽  
Vol 57 ◽  
pp. 149-157 ◽  
Author(s):  
Geneviève Cadoret ◽  
Nathalie Bigras ◽  
Stéphanie Duval ◽  
Lise Lemay ◽  
Tania Tremblay ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Cognitive Ability ◽  
Motor Proficiency ◽  
Mediating Role ◽  
Early Academic Achievement ◽  
The Relationship

scholarly journals Predicting early academic achievement: The role of higher-versus lower-order personality traits

Psihologija ◽  
2011 ◽  
Vol 44 (4) ◽  
pp. 295-306 ◽  
Author(s):  
Maja Zupancic ◽  
Tina Kavcic
Keyword(s):  
Academic Achievement ◽  
Personality Traits ◽  
Cognitive Ability ◽  
Lower Order ◽  
Parenting Practices ◽  
First Graders ◽  
Higher Order ◽  
First Year ◽  
Early Academic Achievement

The study explored the role of children?s (N = 193) individual differences and parental characteristics at the beginning of the first year of schooling in predicting students? attainment of academic standards at the end of the year. Special attention was paid to children?s personality as perceived by the teachers? assistants. Along with parents? education, parenting practices and first-graders? cognitive ability, the incremental predictive power of children?s higher-order (robust) personality traits was compared to the contribution of lower-order (specific) traits in explaining academic achievement. The specific traits provided a somewhat more accurate prediction than the robust traits. Unique contributions of maternal authoritative parenting, children?s cognitive ability, and personality to academic achievement were established. The ratings of first-graders? conscientiousness (a higher-order trait) improved the prediction of academic achievement based on parenting and cognitive ability by 12%, whereas assistant teacher?s perceived children?s intelligence and low antagonism (lower-order traits) improved the prediction by 17%.

scholarly journals Pathways from socioeconomic status to early academic achievement: The role of specific executive functions

2021 ◽  
Vol 54 ◽  
pp. 321-331
Author(s):  
Nicholas E. Waters ◽  
Sammy F. Ahmed ◽  
Sandra Tang ◽  
Frederick J. Morrison ◽  
Pamela E. Davis-Kean
Keyword(s):  
Academic Achievement ◽  
Socioeconomic Status ◽  
Executive Functions ◽  
Early Academic Achievement

School Success and School Engagement of Immigrant Children and Adolescents

2013 ◽  
Vol 18 (2) ◽  
pp. 126-135 ◽  
Author(s):  
Frosso Motti-Stefanidi ◽  
Ann S. Masten
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Children And Adolescents ◽  
School Engagement ◽  
School Success ◽  
Immigrant Children ◽  
Integrative Model ◽  
High Stakes ◽  
The Individual

Academic achievement in immigrant children and adolescents is an indicator of current and future adaptive success. Since the future of immigrant youths is inextricably linked to that of the receiving society, the success of their trajectory through school becomes a high stakes issue both for the individual and society. The present article focuses on school success in immigrant children and adolescents, and the role of school engagement in accounting for individual and group differences in academic achievement from the perspective of a multilevel integrative model of immigrant youths’ adaptation ( Motti-Stefanidi, Berry, Chryssochoou, Sam, & Phinney, 2012 ). Drawing on this conceptual framework, school success is examined in developmental and acculturative context, taking into account multiple levels of analysis. Findings suggest that for both immigrant and nonimmigrant youths the relationship between school engagement and school success is bidirectional, each influencing over time the other. Evidence regarding potential moderating and mediating roles of school engagement for the academic success of immigrant youths also is evaluated.

Role of Different School Systems in Cognitive Abilities & Academic Achievement of Adolescents

2019 ◽  
Vol 34 (Spring 2019) ◽  
pp. 25-41
Author(s):  
Sidra Iqbal ◽  
Mah Nazir Riaz
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
School System ◽  
Cognitive Abilities ◽  
Secondary School Student ◽  
School Systems ◽  
Raven's Standard Progressive Matrices ◽  
Post Hoc ◽  
Cambridge School

The present study compared cognitive abilities and academic achievement of adolescents studying in three different school systems namely Urdu medium schools, English medium schools, and Cambridge system schools. The sample comprised of 1001 secondary school student. Cognitive abilities were assessed by Raven’s Standard Progressive Matrices (1960) and marks obtained by the students in the last annual examination were used as an index of academic achievement. Results showed that cognitive abilities of the students were positively associated with academic achievement of the respondents. It was further found that cognitive abilities and academic achievement of students studying in Cambridge school system was better as compared to those studying in other systems. Post-hoc comparison revealed that level of academic achievement of Urdu medium schools was lower as compared to English medium and Cambridge system of schools. The findings suggest that difference in schooling system influenced cognitive abilities and academic achievement of the students. Results further demonstrated that gender was a significant predictor of academic achievement in both Urdu and English medium schools. Future implications of the study were also discussed.

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