Predicting third-grade academic achievement in low-socioeconomic children: developmental and socio-behavioural influences in kindergarten

Children with stronger self-regulation skills generally demonstrate greater overall success in school both academically and socially. However, there are few valid and reliable measures of self-regulation in middle elementary school. Such a measure could help identify whether a child is truly having difficulties. Thus, the Remembering Rules and Regulation Picture Task (RRRP) was developed. The aim of this study was to develop scoring systems for the RRRP and then to examine the associations between RRRP and independent measures of self-regulation and academic achievement in mathematics and reading. Children ( N = 282) from 34 third-grade classrooms in Florida participated in this study. Results revealed that the RRRP captured three constructs: working memory, attentional flexibility, and inhibitory control. Hierarchical linear modeling (HLM) demonstrated that the RRRP was significantly and positively associated with other measures of self-regulation. The RRRP was significantly and positively associated with mathematics and reading as well. The RRRP appears to be a promising measure of children’s self-regulation skills.

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Need-supportive teaching practices and student-perceived need fulfillment in low socioeconomic status elementary schools: The moderating effect of anxiety and academic achievement

Learning and Individual Differences ◽

10.1016/j.lindif.2018.06.002 ◽

2018 ◽

Vol 65 ◽

pp. 218-229 ◽

Cited By ~ 1

Author(s):

Vanessa Kurdi ◽

Isabelle Archambault ◽

Frédéric N. Brière ◽

Lyse Turgeon

Keyword(s):

Academic Achievement ◽

Socioeconomic Status ◽

Elementary Schools ◽

Low Socioeconomic Status ◽

Teaching Practices ◽

Moderating Effect ◽

Need Fulfillment ◽

Low Socioeconomic ◽

Perceived Need

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Implications of Socioeconomic Status on Academic Competence: A Perspective for Teachers

International Education Studies ◽

10.5539/ies.v9n4p257 ◽

2016 ◽

Vol 9 (4) ◽

pp. 257

Author(s):

Luis F. Cedeño ◽

Rosario Martínez-Arias ◽

José A. Bueno

Keyword(s):

Academic Achievement ◽

Socioeconomic Status ◽

Cognitive Training ◽

Low Socioeconomic Status ◽

Strong Predictor ◽

School Achievement ◽

Intervention Programs ◽

Negative Effects ◽

Low Socioeconomic ◽

Socially Disadvantaged

<p class="apa">Studies suggest that socioeconomic status is a strong predictor of academic achievement. This theoretical paper proposes that despite the fact that low-socioeconomic status represents a risk factor that seems to undermine attentional skills and thus academic achievement, emerging evidence suggests the potential of new approaches, interventions and cognitive training programs to reverse the negative effects of poverty. The evidence presented in this paper may be of particular interest for teachers because it provides a larger scope to better understand the implications of socioeconomic status on learning and school achievement. This paper intends to make teachers aware that today more than ever they count on important knowledge and valuable resources like cognitive training intervention programs to help students. These intervention programs correct dysfunctional attention bringing hope to socially disadvantaged students who struggle in school.</p>

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African American Students, Racism, and Academic Injustice

Research Anthology on Empowering Marginalized Communities and Mitigating Racism and Discrimination ◽

10.4018/978-1-7998-8547-4.ch031 ◽

2021 ◽

pp. 666-689

Author(s):

Patrice W. Glenn Jones ◽

Warren C. Hope

Keyword(s):

Academic Achievement ◽

African American ◽

African American Students ◽

Instructional Strategy ◽

Academic Improvement ◽

Low Socioeconomic ◽

American Students ◽

Racial Injustice ◽

Urban Student ◽

The Impact

In effort to align academic achievement for all students, this chapter offers Fostering Urban Student Excellence (FUSE) as an instructional strategy to curtail not-learning and evoke academic improvement among African American students, particularly those from low socioeconomic backgrounds. In addition to introducing FUSE, this chapter outlines the achievement gap, along with the factors that impact it, and reveals the academic position imposed upon African American students by social injustices. The chapter also establishes the critical need for FUSE as a specific instructional strategy to combat the impact of racial injustice.

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