Reflection-impulsivity as a predictor of children's academic achievement

To examine the implications of differences in reflection-impulsivity for later academic achievement, 70 children were administered the Matching Familiar Figures test (MFF) in grade 4 and the Comprehensive Tests of Basic Skills (CTBS) in grades 4, 5, and 6. Children identified as reflective based on grade 4 MFF performance scored significantly higher on the CTBS achievement battery at all grade levels than those classified as impulsive. However, the 2 groups did not differ on the grade 5 or grade 6 achievement measures when scores were adjusted for initial differences in grade 4 CTBS. Similarly, while each of the continuous variables MFF error score and MFF response latency was significantly predictive of grade 5 and grade 6 achievement test scores, neither of the MFF variables significantly improved the prediction of academic performance when current level of achievement was statistically accounted for. Sex differences in the relations between the MFF variables and the achievement measures were identified; MFF error score was more strongly related to later academic achievement for boys than for girls, while MFF response latency was a better predictor of academic achievement for girls than for boys.     

The WISC-R as a predictor of achievement

This study investigated the validity of the WISC-R IQs as predictors of achievement as measured by the PIAT. Both tests were administered to 188 children referred to the author because of learning problems. Regression analyses were run with each of the PIAT subtests and the total score as criteria and the WISC-R IQs as predictors. Each of the IQs was a significant predictor of each of the PIAT subtests, but the Verbal IQ predicted best. Regression equations were provided and several indications of the importance of the results were presented.     

The WISC-R as a predictor of WRAT performance

This study investigated the efficacy of predicting academic achievement as measured by the WRAT, using the Verbal and Performance scores of the WISC-R as predictors. Both tests were given to 155 children referred for psychological evaluations in a four-county area in southeastern Nebraska, and a multiple regression analysis was conducted where the Verbal and Performance IQ scores were conjointly regressed on Reading, Spelling, and Arithmetic standard scores from the WRAT. The results indicated that the Performance IQ did not significantly predict academic achievement, and that the Verbal IQ significantly predicted only Reading and Arithmetic scores. Generated regression equations were provided.     

Relational integration as a predictor of academic achievement

The current study aimed at applying a broad model of cognitive functions to predict performance in science and language courses at school as well as performance in a science course at university. We hypothesized that performance in science courses was predominantly related to the cognitive function known as relational integration, whereas performance in language courses should be best explained by individuals' short-term memory capacity. The sample consisted of 161 German undergraduate students who were asked to complete 33 cognitive tasks. School grades were also obtained. The analyses revealed that relational integration incrementally explained variance in science grades. Short-term memory acted as a predictor of language grades. However, mental speed was also substantially related to language grades. Predicting university exam scores revealed that short-term memory yielded an incremental predictive power. We conclude that academic performance requires different cognitive functions depending on a domain of study.     

Self-esteem as a predictor of future school achievement

Self-esteem as a predictor of future school achievement was studied in 1253 randomly selected adolescents. Self-esteem was assessed with the Coopersmith’s Self-Esteem questionnaire when the students started a Junior or Senior High School. School achievement was measured when they graduated. Self-esteem appeared to be a valid predictor of the future grade average. From the components of self-esteem, general self-esteem and home-parents predicted the future performance while social self correlated slightly negatively with school achievement. A gender based difference was found: in boys the role of self-esteem was similar in all school stages while in girls the self-esteem was more significant in a comprehensive (i.e. compulsory) school and its role decreased in the later, voluntary schooling.     

Peer group status as a moderator of group influence on children's deviant, aggressive, and prosocial behavior

Group status was examined as a moderator of peer group socialization of deviant, aggressive, and prosocial behavior. In the fall and 3 months later, preadolescents and early adolescents provided self-reported scores for deviant behavior and group membership, and peer nominations for overt and relational aggression, prosocial behavior, and social preference. Using the social cognitive map, 116 groups were identified involving 526 children (282 girls; M age=12.05). Hierarchical linear modeling revealed that high group centrality (visibility) magnified group socialization of relational aggression, deviant behavior, and prosocial behavior, and low group acceptance magnified socialization of deviant behavior. Results suggest group influence on behavior is not uniform but depends on group status, especially group visibility within the larger peer context.     

亲职教育在幼儿园开展情况的研究——以某市幼儿园为例

做好学前儿童教育成为当前社会尤为重视的话题,家长作为幼儿的重要他人,需要进行相应的亲职教育。因此,幼儿园做好对幼儿家长的亲职教育尤为重要。本研究采用观察法和访谈法对某市五所幼儿园的亲职教育情况进行调查,分析得出:幼儿园对亲职教育的重视程度普遍低,其内容缺乏系统性和完整性,目标不明确,形式缺乏创新,效度低且缺少反馈,亲职教育人员缺乏专业性。针对上述调查结果,笔者提出相应的建议:增强家园责任意识,普及亲职教育的重要性;制定合理的亲职教育体系,增强教育的科学性和系统性;发掘新颖高效的亲职教育形式,提高家长参与度;提高师资的专业能力,建立评价机制。     

The importance of motivation as a predictor of school achievement

The present study examined to which extent different motivational concepts contribute to the prediction of school achievement among adolescent students independently from intelligence. A sample of 342 11th and 12th graders (age M = 16.94; SD = .71) was investigated. Students gave self-reports on domain-specific values, ability self-perceptions, goals, and achievement motives. Hierarchical regression and relative weights analyses were performed with grades in math and German as dependent variables and intelligence as well as motivational measures as independent variables. Beyond intelligence, different motivational constructs incrementally contributed to the prediction of school achievement. Domain-specific ability self-perceptions and values showed the highest increments whereas achievement motives and goal orientations explained less additional variance. Even when prior achievement was controlled, some motivational concepts still proved to contribute to the prediction of subsequent performance. In the light of these findings, we discuss the importance of motivation in educational contexts.     

Parental substance abuse as a predictor of child maltreatment re-reports

This longitudinal study of child abuse and neglect cases closed after investigation examined the impact of parental substance abuse on family functioning and on subsequent referrals to child protective services. The findings support the hypothesis that parental substance abuse would have a negative impact on family functioning, which, in turn, would result in a higher rate of re-reports. As expected, substance abuse also had a direct impact on re-reports. It is critical that the child welfare system recognize and respond to parental substance abuse problems in these families through expanded and improved voluntary, and perhaps, mandatory services.     

The Slosson as a predictor of Wide Range Achievement Test performance

This study investigated the efficacy of predicting academic achievement as measured by the Wide Range Achievement Test, using the Slosson Intelligence Test For Children and Adults as the predictor. Ninety-five children referred for psychological evaluations in a five-county area in southeastern Nebraska were given both instruments, and a regression analysis was conducted where the Slosson IQ scores were separately regressed on Reading, Spelling and Arithmetic standard scores from the Wide Range Achievement Test. The results indicated that the Slosson IQ significantly predicts Wide Range standard scores. Derived regression equations are reported.     

Maternal social support as a predictor of mother-child stress and stimulation

There is increasing interest in the role of social support in determining risk for child abuse and neglect. The present study assessed the relationship between maternal social support and two areas: stress in the mother-child relationship: and level of stimulation provided in the home. Maternal social support was assessed prenatally and at a two-year follow-up, while the latter variables were compiled at the two-year follow-up. The data were obtained from 38 urban, low SES (80% on public assistance) mothers and their 2-year-old children. Maternal social support correlated positively with level of stimulation and negatively with level of mother-child stress, and was the best predictor of both, relative to any SES, mother or child variables. In addition, high stress, low support mothers provided significantly less stimulation to their children. The theoretical implications for social support as a mediator variable as well as its implications for early identification and prevention efforts in abuse and neglect are discussed.     

Self-efficacy as a predictor of clinical skills among speech pathology students

Bandura's self-efficacy theory was used a model for examining levels of confidence and clinical skills among undergraduate speech pathology students. Forty-four second-year students rated their confidence in their ability to perform a number of clinical tasks at the beginning and at the end of the academic year, which was their first clinic experience. These efficacy expectations were compared with clinical supervisors' assessments of the students' performance on the same tasks. An attempt was also made to assign students to pairs and small groups for training on the basis of their initial efficacy expectations Efficacy strength (but not level) increased significantly over the year, and efficacy level (but not strength) was moderately and significantly related to clinical supervisors' ratings of clinic performance. Practical problems arose with the grouping, but the results suggested that there may be some possible benefits from assigning students to pairs on the basis of their self-efficacy. These results show self-efficacy to be only moderately well related to clinic performance, but it is suggested that relatively high baselines may have attenuated the strength of the obtained relationship. The role of self-efficacy in clinical skills training warrants further investigation.     

Mode of acquisition as a factor in deaf children's reading comprehension

This article examines the role of mode of acquisition (MoA) of word meanings in reading comprehension: children acquire word meanings using perceptual information (e.g., hearing, seeing, or smelling the referent) and/or linguistic information (e.g., verbal explanations). A total of 72 deaf and 99 hearing children between 7 and 15 years of age performed a self-paced reading task. Comprehension scores increased with age in both groups, but reading speed increased over age only for the hearing participants. For both groups, reading times on linguistically acquired words were longer than on perceptually acquired words. Although deaf children scored lower than hearing children in both conditions, comprehension scores for both groups were lower on linguistic items than on perceptual items. Thus, MoA influences reading comprehension, but the deaf show difficulty on both the perceptual and the linguistic items.     

Gesture as a window on children's beginning understanding of false belief

Given that gestures may provide access to transitions in cognitive development, preschoolers' performance on standard tasks was compared with their performance on a new gesture false belief task. Experiment 1 confirmed that children (N=45, M age=54 months) responded consistently on two gesture tasks and that there is dramatic improvement on both the gesture false belief task and a standard task from ages 3 to 5. In 2 subsequent experiments focusing on children in transition with respect to understanding false beliefs (Ns=34 and 70, M age=48 months), there was a significant advantage of gesture over standard and novel verbal-response tasks. Iconic gesture may facilitate reasoning about opaque mental states in children who are rapidly developing concepts of mind.     

家庭进行幼小衔接教育的现状调查及分析——以上海市某幼儿园为例

对上海市某幼儿园大班60名幼儿家长进行幼小衔接教育观念等方面的调查结果显示,绝大部分家长认为自己在促进孩子幼小衔接的教育方面负有一定的责任,然而在实际的教育过程中却常常走进误区,比如对孩子将来的学历抱有过高期望,对孩子的认知学习过于重视等.因此,幼儿园教师应积极引导家长建立正确的教育观念,开展科学的幼小衔接教育活动.