The Influence of Young Children’s School Readiness, Academic Ability, and Social Competence on School Adaptation and Academic Performance

2021 ◽  
Vol 37 (2) ◽  
pp. 567-587
Keyword(s):  
Academic Performance ◽  
Social Competence ◽  
School Readiness ◽  
Academic Ability ◽  
School Adaptation

scholarly journals School Readiness Assessments for Class Placements and Academic Sorting in Kindergarten

2018 ◽  
Vol 34 (3) ◽  
pp. 518-547 ◽  
Author(s):  
F. Chris Curran ◽  
Michael H. Little ◽  
Lora Cohen-Vogel ◽  
Thurston Domina
Keyword(s):  
Language Arts ◽  
School Readiness ◽  
English Language ◽  
Multilevel Models ◽  
Kindergarten Readiness ◽  
Academic Ability ◽  
Sensitivity Analyses ◽  
Policy And Practice ◽  
Placement Decisions ◽  
Class Placement

Kindergarten readiness assessments are commonly used in schools nationwide. Prior work shows that the use of such assessments for class placement decisions has increased in recent years. This article uses the Early Childhood Longitudinal Study of 2011 to explore whether the use of readiness assessments for such purpose predicts differential sorting of students across classrooms by prior academic ability. Results from multilevel models as well as other sensitivity analyses suggest that the use of readiness assessments for classroom placements is predictive of slightly higher cross-class ability sorting, particularly in English/language arts. The implications for policy and practice are discussed.

The classroom performance and behavior of sexually abused females

1994 ◽  
Vol 6 (1) ◽  
pp. 183-194 ◽  
Author(s):  
Penelope K. Trickett ◽  
Catherine McBride-Chang ◽  
Frank W. Putnam
Keyword(s):  
Sexual Abuse ◽  
Academic Performance ◽  
Social Competence ◽  
Behavior Problems ◽  
Cognitive Ability ◽  
Sexually Abused ◽  
Perceived Competence ◽  
Classroom Performance ◽  
And Behavior ◽  
Avoidant Behavior

AbstractThis study examines the relationship of child sexual abuse to classroom academic performance and behavior in a sample of 6–16-year-old girls. Half of the sample was sexually abused by a family member. The other half is a demographically similar nonabused comparison group. Measures of academic performance include school records, teacher's ratings of classroom behavior and performance, and parental reports of school performance. Possible mediators of the impact of sexual abuse on classroom performance and behavior – cognitive capability, perceived competence, and behavior problems–are also measured. Results can be summarized as follows, (a) A history of sexual abuse does predict academic performance: Abuse is directly negatively related to ratings of classroom social competence, competent learner, and overall academic performance and positively related to school avoidant behavior, but is not related to grades, (b) Sexual abuse is negatively related to cognitive ability and positively related to measures of behavior problems indicating depression, destructiveness, and dissociation, (c) Cognitive ability and perceived competence predict the more “academic” aspects of academic performance—grades, ratings as a competent learner, and overall academic performance. Behavior problems predict ratings as a competent learner, classroom social competence, school avoidant behavior, and overall academmic performance.

Factors Associated With Gifted Identification for Ethnically Diverse Children in Poverty

2020 ◽  
Vol 64 (4) ◽  
pp. 243-258
Author(s):  
Courtney Ricciardi ◽  
Allison Haag-Wolf ◽  
Adam Winsler
Keyword(s):  
Elementary School ◽  
English Language Learners ◽  
Academic Performance ◽  
School Readiness ◽  
Large Scale ◽  
English Language ◽  
Latino Students ◽  
Language Learner ◽  
Second Grade ◽  
Gifted Identification

We analyzed data from a large-scale ( N = 39,213), longitudinal study of urban students to assess child factors (gender, ethnicity, English language learner status, school readiness skills, type of pre-K attended, early elementary school academic performance) prospectively associated with eventual gifted identification in elementary school. Overall, 14.2% of students were identified as gifted in K-5th grade, with the majority identified by second grade. Multivariate logistic regression analyses revealed that White and Latino students were more likely to be identified as gifted than Black students, even controlling for poverty and early academic performance. English language learners, boys, and those who attended public school pre-K programs were more likely to be identified controlling for other factors. School readiness assessments were also useful for predicting giftedness.

Training of Original Responses and Academic Performance of Fifth-Grade Students

1976 ◽  
Vol 38 (1) ◽  
pp. 67-72 ◽  
Author(s):  
W. Scott MacDonald ◽  
Paul Heinberg ◽  
Royal T. Fruehling ◽  
Connie G. W. Meredith
Keyword(s):  
Academic Performance ◽  
Behavior Problems ◽  
Word Problems ◽  
Word Association ◽  
Academic Ability ◽  
Fifth Grade ◽  
Specific Training ◽  
Military Dependents ◽  
Fifth Grade Students ◽  
Experimental Subjects

This study was undertaken to extend the training of original responses demonstrated in word-association tests to that of word-problems. A 198-item program was given to 48 fifth-grade subjects of Caucasian military dependents, and resident Hawaiian students, including boys and girls. Subjects worked in 12 teams of 4 subjects. 48 subjects matched in academic ability in the same fifth grade served as controls. After the program, subjects produced more original responses to new problems, and made larger gains in reading comprehension and solving word-problems in mathematics, and subjects identified as “behavior problems” became more manageable than similar control subjects. The extensive response of experimental subjects suggests that gains may have resulted from motivational as well as, or in addition to, specific training in generating original responses. No differences between ethnic groups or sexes emerged.

scholarly journals Newcomer Children: Experiences of Inclusion and Exclusion, and Their Outcomes

2014 ◽  
Vol 2 (4) ◽  
pp. 23-37 ◽  
Author(s):  
Jacqueline Oxman-Martinez ◽  
Ye Ri Choi
Keyword(s):  
Academic Performance ◽  
Social Competence ◽  
School Environment ◽  
Developmental Outcomes ◽  
Self Esteem ◽  
The Philippines ◽  
Immigrant Children ◽  
Social Psychological ◽  
Factors Affecting ◽  
Inclusive School

This article explores the potential inclusion and exclusion factors affecting the developmental outcomes of immigrant children, and examines the influence of inclusive school environment, social/psychological isolation, and perceived discrimination by peers and teachers on the psychosocial and academic adjustment of immigrant children. Our study is based on a subset of data from the New Canadian Children and Youth Study (NCCYS), a national longitudinal survey including 515 foreign-born immigrant children (11 to 13 years) from three ethnic groups (Mainland China, Hong Kong, the Philippines) living in the Montreal and Toronto metropolitan areas, Canada. The results show that after controlling for socio-demographic background variables, teachers’ discriminatory attitudes and psychological isolation contribute to the prediction of risk for immigrant children’s self-esteem, social competence, and academic performance. Inclusive school environment has a significant effect on social competence and academic performance of immigrant children. Peer discrimination is also associated with self-esteem and social competence. These findings suggest that inclusive school environment, social/psychological isolation, and discrimination are critical factors affecting the developmental outcomes of immigrant children that, in turn, are connected to future prospects for their eventual inclusion and participation in other social, economic, and political venues of the host country.

scholarly journals Effect of Academic Background on Social Competence and its Relationship with Academic Motivation and Academic Performance of First Year University Students

2021 ◽  
Vol 1 (1) ◽  
pp. 16-28
Author(s):  
Ghania Yamin ◽  
Huma Khalid ◽  
Fizza Tahir ◽  
Erum Khatri ◽  
Sidra Shoaib
Keyword(s):  
Academic Performance ◽  
Social Competence ◽  
University Students ◽  
Significant Relationship ◽  
Academic Motivation ◽  
First Year ◽  
Academic Background ◽  
Weak Relationship ◽  
Significant Difference ◽  
First Year University

Certain differences have been observed in the students belonging to different academic backgrounds hence the purpose of the current research was to explore the effect of academic background (i.e., Cambridge & HSSC) on Social Competence and to see its relationship with Academic motivation and Academic performance among first year university students. The hypothesis states that there is a significant difference between Social Competence and Academic Motivation of Cambridge and Higher Secondary School Certificate (HSSC) students. There also exists a significant relationship between Social competence, Academic motivation and Academic performance of first year university students. Research design of the study was comparative co-relational survey design. Whereas sampling technique used was purposive convenient sampling. There were N=166 participants (Males n=53 & Females n=113; Cambridge n=90 & HSSC n=76) with the age range of 18-23 years (M=2.76, SD=1.28) from different private and government universities of Karachi. Academic Motivation Scale (Vallerrand, et al., 1992) and Social Competence Scale (Shujja, Malik, & Khan, 2015) for Adolescence were used for measuring academic motivation and social competence whereas for academic performance previous grades in last given exams were demanded. Statistical analysis including T-test was used for measuring relationship variables of Academic Motivation, Social Competence and Academic Performance among first year university students show no significant relationship. a positive but weak relationship was discovered between social competence and intrinsic motivation. Furthermore, a weak relationship was identified between social competence and gender. This study will help increase insight and improvise the education system and teaching methodologies of both educational systems. Implications for teachers to use innovative methodologies and strategies while teaching to enhance students’ social and academic skills to positively influence their performance.

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