Mẹo According to research which of the following are strong predictors of educational attainment
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Nội dung chính - Cited by (0)Academic AchievementAcademic
AchievementAlcohol and the Nervous SystemAcademic achievementNeuropsychological TestingTests of Academic AchievementNEURODEVELOPMENTAL CONSEQUENCES OF PRETERM BIRTHAcademic AchievementNonviolence: Protective Factors2.5 School Achievement and BondingFeeding and
Eating ConditionsAssociations with Intelligence and Academic AchievementExtracurricular Activities in the School or Community SettingAcademic achievementADOLESCENCECULTURAL VARIATIONS IN ADOLESCENCEDiscrimination, Racial and EthnicSocioemotional AdjustmentWhat is the most accurate predictor of academic success?What is the strongest predictor of achievement during adolescence?What is the importance of academic performance?How is commitment defined by Marcia?
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Abstract
Recent meta-analytical findings have corroborated the notion of openness as a dichotomous personality dimension that encompasses two distinct aspects, namely intellectual and senso-aesthetic openness. This article investigates the associations of these two aspects with objective and subjective academic achievement as well as their incremental validity over and interaction with the two conscientiousness aspects industriousness and orderliness. Cross-sectional data from 424 undergraduate students suggested that a) intellectual openness was a strong positive predictor of academic achievement, whereas senso-aesthetic openness was a moderate negative predictor, b) openness aspects showed substantially more incremental validity over conscientiousness aspects than vice versa, and c) intellectual openness and orderliness interacted in the prediction of objective academic achievement. These results emphasize the relative importance of openness in postsecondary education and provide promising perspectives for further research.
Keywords
Openness
Conscientiousness
Aspects
Academic achievement
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© 2022 The Author. Published by Elsevier Ltd.
For example, in an academic achievement setting, individuals are encouraged to take personal responsibility for failure by attributing performance to controllable factors such as effort or strategy that involve influence.
From: Encyclopedia of Human Behavior (Second Edition), 2012
Academic Achievement
J.P. Byrnes, in Encyclopedia of Adolescence, 2011
Abstract
Academic achievement is an important developmental outcome because of its association with economic prosperity, physical health, and mental health. Given its importance, policy makers the international, national, and local levels regularly administer tests of academic achievement to determine whether children are learning what they need to learn to be successful in the workplace. Unfortunately, these tests show that students in various countries seem to acquire a certain amount of skill in reading, mathematics, science, and social studies but not enough to be successful in the contemporary global and technological economy. In addition, whereas gender differences exist in some areas, these differences are rather small compared to ethnic and racial differences in performance in which White and Asian students often perform substantially better than Hispanic and Black students. To help determine possible ways to intervene to elevate performance of all students, studies have been conducted to identify factors that are strong predictors of achievement. These studies show that characteristics of students such as their existing knowledge, motivation, and self-regulation are particularly important determinants. However, peers, families, and instruction are also influential.
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URL: https://www.sciencedirect.com/science/article/pii/B9780123739513000016
Academic Achievement
B. Spinath, in Encyclopedia of Human Behavior (Second Edition), 2012
Abstract
Academic achievement refers to performance outcomes in intellectual domains taught school, college, and university. As an indicator of intellectual education, academic achievement is the most important prerequisite for individual and societal prosperity. This makes academic achievement a vital issue both for politics and for psychological research. This article summarizes central issues of psychological research on academic achievement. Starting with the question of how to measure academic achievement, empirical findings on what predicts academic performance are presented. The article ends with a look equal opportunities in education with regard to gender and socioeconomic status.
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URL: https://www.sciencedirect.com/science/article/pii/B978012375000600001X
Alcohol and the Nervous System
Leila Glass, ... Sarah N. Mattson, in Handbook of Clinical Neurology, 2014
Academic achievement
Academic achievement deficits exist in all three domains: math, reading, and spelling; exist beyond the effects of low IQ; and rates of learning disabilities in these areas are elevated in children with FASD (Goldschmidt et al., 1996; Mattson et al., 1998; Chudley et al., 2005; Jirikowic et al., 2008a; Rasmussen and Bisanz, 2011). Alcohol-exposed children consistently demonstrate impairments in mathematic functioning (Coles et al., 2009), including basic numerical processing and cognitive estimation (Kopera-Frye et al., 1996; Meintjes et al., 2010; Jacobson et al., 2011). Children with FASD also demonstrate dysfunction in reading and spelling (Streissguth et al., 1994a; Adnams et al., 2007; Kodituwakku, 2007). These deficits occur in pre-reading and pre-spelling abilities, such as phonologic processing, in addition to standardized reading and spelling measures, including comprehension and reading speed (Streissguth et al., 1994c; Carmichael Olson et al., 1998; Mattson et al., 1998; Adnams et al., 2007).
The relationship between dose and timing of prenatal alcohol exposure and academic achievement was analyzed in a longitudinal prospectively identified sample (Goldschmidt et al., 1996). At age 6, there was a linear dose–response relationship between prenatal alcohol exposure and performance on standardized arithmetic tasks; however, the relationship between exposure level and verbal academic domains (reading and spelling) was better modeled by a threshold model of approximately one drink per day in the second trimester. Targeted interventions (Adnams et al., 2007; Coles et al., 2009; Peadon et al., 2009) and patient advocacy (Duquette et al., 2006) can facilitate the remediation of academic achievement deficits across domains in FASD.
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URL: https://www.sciencedirect.com/science/article/pii/B9780444626196000252
Neuropsychological Testing
Glenn T. Stebbins, in Textbook of Clinical Neurology (Third Edition), 2007
Tests of Academic Achievement
Tests of academic achievement typically assess standard academic skills such as reading, writing, arithmetic skills, and spelling. The scores derived from these measures provide important information on neuropsychological and educational abilities. They allow comparisons of an individual patient's educational development to normative expectations. They also help identify specific areas in need of remediation. Finally, academic achievement tests provide important information in the diagnosing of specific learning disabilities. The presence of learning disabilities is suggested when there is a large discrepancy between measures of intellectual ability and measures of academic achievement.Additional testing is required to formally assign a diagnosis of learning disabilities. The most commonly used tests of academic achievement are the Peabody Individual Achievement Test‐Revised (PIAT‐R)45 and the Wide Range Achievement Test–Third Edition (WRAT‐III).46 Both ofthese tests assess reading, arithmetic, and spelling. The PIAT‐R has additional scales assessing the patient's fund of general information and reading recognition. Both tests provide information as to an individual patient's academic achievement in terms of grade level, standard score, and standing.
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URL: https://www.sciencedirect.com/science/article/pii/B978141603618010027X
NEURODEVELOPMENTAL CONSEQUENCES OF PRETERM BIRTH
Mary Leppert, Marilee C. Allen, in Developmental-Behavioral Pediatrics (Fourth Edition), 2009
Academic Achievement
Academic achievement is influenced not only by a child’s IQ but also by the child’s language understanding, visual-perceptual abilities, graphomotor skills, attention, executive function, and ability to learn. IQ tests average a child’s performance on a number of cognitive subtests, including auditory and visual memory, understanding complex language, abstract reasoning, visual perception, and visual-motor integration. Children born before term have a higher risk of difficulty in each of these areas of function. There are many definitions of specific learning disability, but most assume the child has normal intelligence and adequate exposure to teaching. Outcome studies vary in how they report school problems: some specifically test for cognitive impairments and specific learning disabilities (specific criteria also vary), some merely report grade retention or need for special education services.
No matter how school problems are measured, the smaller and more immature the infant, the higher the risk of specific learning disabilities, grade retention, and need for special education services (Behrman and Butler, 2007). The need for support services in the classroom was higher in children with birth weight below 2500 g compared with children with normal birth weight (27% versus 3.5%) (Halsey, Collin, and Anderson, 1996). Studies of children with birth weight below 800 or 1000 g report that 13% to 33% repeat a grade and approximately half require special education: 2% to 20%, special education classrooms; and 33% to 46%, special education resources in a regular classroom (Aylward, 2002; Behrman and Butler, 2007; Kirkegaard et al, 2006; Saigal, 2000; Taylor, Klein, and Hack, 2000). The prevalence of learning disabilities is 7% to 18% in full-term controls, 30% to 38% in children with birth weight of 750 to 1000 g, and 50% to 63% in children with birth weight below 750 g. Children with birth weights below 1000 g are 3 to 5 times more likely than full-term controls to fail a grade, are 2 to 6 times more likely to have learning disabilities, and require 3 to 10 times more special education resources.
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URL: https://www.sciencedirect.com/science/article/pii/B9781416033707000274
Nonviolence: Protective Factors
F. Lösel, in International Encyclopedia of the Social & Behavioral Sciences, 2001
2.5 School Achievement and Bonding
Low academic achievement and deficits in school bonding are replicated predictors of violent offending (Hawkins et al. 1998). It is not clear how far school problems reflect a cause, an effect, or merely a correlate of antisocial behavior. However, academic achievement and good school bonding can have a protective function when risks for antisociality are present. Prospective studies have shown that success school, regular attendance, achievement orientation, parental interest in a school career, and higher education are related to nonviolence or a recovery from antisocial behavior in childhood (Moffitt et al. 1996, Werner and Smith 1992). Good school achievement and school bonding still seem to exercise a protective function against antisocial behavior beyond the effects of intelligence.
Positive experiences in school are a source of self-affirmation that helps to compensate for negative experiences in the family. A good school career is also an indicator for bonds to society and increases the chance for nondeviant opportunities in life. Similar effects are found for good work behavior, motivation for vocational improvement, and job stability. Such characteristics lead to positive turning points of previous delinquents in late adolescence or young adulthood (Sampson and Laub 1993).
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URL: https://www.sciencedirect.com/science/article/pii/B0080430767003806
Feeding and Eating Conditions
SHEILA GAHAGAN, ... JULIE C. LUMENG, in Developmental-Behavioral Pediatrics, 2008
Associations with Intelligence and Academic Achievement
Relations of academic achievement with obesity and restrictive eating disorders also differ along a developmental trajectory and highlight the importance of understanding these conditions in a developmental context. Specifically, obesity is not independently associated with lower academic achievement in the primary grades,55 although it does seem to be associated with lower academic achievement in adolescence and lower educational attainment into adulthood.56 It seems likely that societal prejudice against obese adolescents, rather than actual decreased ability, explains the lower achievement. Although there is a clinical perception that young women with eating disorders are typically high-achieving, competitive, and successful, there are actually few to no data to support this impression. Understanding the potential relationship between academic attainment or achievement and these disorders is also difficult because of confounding by socioeconomic status. Data linking intellectual capacity (as measured by intelligence quotient) with either obesity or restrictive eating disorders in the general population are sparse; therefore, it is difficult to establish associations.57
Although no particular personality traits seem to be consistently associated with obesity, there do seem to be clusters of personality traits associated with restrictive eating disorders. Anorexia nervosa tends to be associated with personality traits such as introversion, conformity, perfectionism, rigidity, and obsessive-compulsive features, whereas bulimia nervosa tends to be associated with being extroverted, histrionic, and affectively unstable.58 Certainly neither of these personality clusters consistently translates into differences in achievement, intelligence, or educational attainment in restrictive eating disorders that are supported by research data.
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URL: https://www.sciencedirect.com/science/article/pii/B978032304025950026X
Extracurricular Activities in the School or Community Setting
Samantha J. Stoll, Alisha R. Pollastri, in Reference Module in Biomedical Sciences, 2022
Academic achievement
Youths’ academic achievement predicts the pursuit of higher education and subsequent increased job earnings (French et al., 2015), making academic achievement an important outcome in studies of youth development. Whether ECAs are directly related to academic pursuits (e.g., math club, debate team, tutoring, science club, chess club) or not (e.g., team sports, performance activities), studies have generally supported a positive association between ECAs and a wide range of academic outcomes, including grade-point average (GPA), school attendance, attitudes towards school, aspirations to attend higher education, and standardized testing for specific subjects (Eccles et al., 2003; Farb and Matjasko, 2012; Shulruf, 2010). In a review of the literature, Farb and Matjasko (2012) found that in correlational, cross-sectional, and longitudinal studies, the intensity of ECA participation (measured in hours per week) had a positive association with grades, academic aspirations, and educational attainment (i.e., the odds of attending a postsecondary institution 2 years after high school). Similarly, breadth of activity involvement was positively associated with educational aspirations, perceived value of education, and academic orientation, and negatively associated with boredom school and truancy.
Most studies examining the association between ECA participation and academic outcomes are observational rather than experimental, making the direction of the association unclear; youth who have already established themselves as being academically successful may be more inclined to participate in ECAs than their counterparts. To overcome this limitation, some cross-sectional and longitudinal studies utilize baseline controls for academic achievement (Dumais, 2008; Eccles et al., 2003) while more recent research has employed analytical techniques (i.e., cross-lagged panel model, propensity scores) to draw more robust conclusions (Carbonaro and Maloney, 2022; Im et al., 2022). When controlling for academic achievement, studies continue to find positive associations between ECA participation and academic achievement (Dumais, 2008; Eccles et al., 2003; Im et al., 2022). Furthermore, with the use of a cross-lagged panel model, Carbonaro and Maloney (2022) found that ECA participation in elementary school appears to have a positive causal effect on youths’ academic ability (i.e., math, reading, general knowledge scores) in elementary school, which became greater as youth aged through 8th grade.
There are many hypotheses as to why ECA involvement improves academic achievement. Participating in school-sponsored activities with other students may foster youths’ connection to their school and their peers, which in turn may enhance retention rates, educational aspirations, and academic performance (Barber et al., 2005). Eccles et al. (2003) suggest that the path from ECA participation to academic achievement may be especially strong for youth who are not excelling academically; an assertion that is supported by Peck et al.’ (2008) study examining ECA patterns and educational resilience. The authors defined a number of activity patterns based on intensity of participation (i.e., every day, once per month) and activity type. Some of the resulting activity patterns included youth who were highly-engaged in most activities (i.e., school-based activities, sports, volunteer services), those highly engaged in both sports and school-based activities, and those who were involved in solely volunteer activities. Youth who were greater risk of dropping out of formal educational systems (e.g., due to poverty, low parental education, history of educational failure, or conduct problems) and involved in one of four different positive activity patterns (high engagement, sport-school, sport-volunteer, and school-based activity participation) had a three-fold increase in likelihood of attending college compared to vulnerable youth not involved in those activity patterns, taking into account other demographic factors.
While a small number of published studies have found no significant association between ECA involvement and academic achievement (e.g., Hunt, 2005), the majority of published research on this topic suggests that involvement in all activity types, as well as activity intensity, breadth, and duration, are positively associated with a variety of positive academic outcomes. Whether focused on academic pursuits or not, ECAs, particularly those that are school-sponsored, provide youth with an avenue to form a deeper connection to their school. Through this connection, youth may become more likely to continue enrollment, increase their academic performance, and pursue higher education. Further, ECA participation leads to increased academic ability in youth throughout elementary and middle school years across levels of prior academic achievement (Carbonaro and Maloney, 2022), suggesting that ECA involvement is academically beneficial to a wide variety of youth.
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URL: https://www.sciencedirect.com/science/article/pii/B9780128188729000224
ADOLESCENCE
William Garrison, Marianne E. Felice, in Developmental-Behavioral Pediatrics (Fourth Edition), 2009
CULTURAL VARIATIONS IN ADOLESCENCE
Changes in the ethnic makeup of American youth during the past 20 years merit special attention in any contemporary chapter on adolescence. Understanding the diversity of American youth to develop healthcare and social intervention systems of care should be a high priority for all. As with other areas of psychosocial and medical research, most studies of normal adolescent development have involved only samples of European-American, heterosexual youth. In contrast, studies of teens judged elevated risk for psychiatric and health problems often contain samples almost exclusively composed of ethnic minorities (Hagen et al, 2004). This schism in sampling techniques may underestimate levels of dysfunction in the general population of teens and overstate the case that most problems occur in “high-risk” youth in largely urban and poor communities.
Although it is clear that the risk-likelihood for mental health disorders and stressful life events increases dramatically with the presence of factors such as poverty and its concomitant lack of resources, adolescents from all social classes seem to be elevated risk for adjustment issues. The sheer numbers of teens found within nonwhite groups is expected to continue to grow over the next 10 years, and these youth would be overrepresented among the poor ( rates of double to triple that of white youth). It has been estimated that the number of white juveniles will increase by 3% through 2015, whereas the number of Asian/Pacific-Islander, Hispanic, and African-American adolescents will increase by 75%, 59%, and 19% (Office of Juvenile Justice and Delinquency Prevention, 1999). At the same time, approximately one in four teens from Hispanic and African-American families live below the poverty level (National Association of Social Workers, 2001).
Studies of academic achievement in the United States are illustrative of how the risks of ethnic origins are largely mediated by socioeconomic status (SES).
On average, middle- and high-SES students earn higher grades, score higher on achievement tests, and complete more years of schooling than students from lower-SES homes. Several environmental factors explain this discrepancy including less adequate nutrition and health, crowded conditions, attending inadequate schools, fewer places to do homework, a lack of books and computers. In addition, parents living in poverty are less likely to be involved in their children's schooling. On average, African American and Hispanic students tend to perform lower levels, receive lower grades, and score lower on achievement tests, than Caucasian students. When socioeconomic status is controlled for, achievement differences diminish (Feldman, 2000).
Some research has suggested that “culture-bound disorders” also may exist, and that attitudes toward mental health problems vary by ethnic group, affecting how and what treatments adolescents from minority populations seek (Bains, 2001). Community-based prevention and intervention programs that begin well before adolescence have been identified as most likely to be effective in behavioral and mental health problem areas (Baruch, 2001).
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URL: https://www.sciencedirect.com/science/article/pii/B9781416033707000067
Discrimination, Racial and Ethnic
E.W. NeblettJr, ... S.E. Carter, in Encyclopedia of Adolescence, 2011
Socioemotional Adjustment
As with academic achievement and related outcomes, racial and ethnic discrimination are associated with a wide range of socioemotional maladjustment outcomes across ethnically diverse adolescent groups. Some of these include depressive symptoms, aggressive tendencies and problem behaviors, lack of feelings of success, negative affect, psychological distress, and overall psychological maladjustment.
Hypothesized mediating mechanisms of the impact of racial and ethnic discrimination on adolescent socioemotional adjustment are understudied, but a number of scholars suggest that low self-esteem, perceptions of lack of control, and feelings that opportunities for success are blocked unfairly may account for the relationship between racial and ethnic discrimination and negative socioemotional adjustment. With regard to self-esteem, evidence suggests that for Latino and Black and White adolescents, racial and ethnic discrimination experiences negatively impact self-esteem, and, in turn, compromise mental health and well-being. Perceptions of lack of control may also account for the impact of discrimination on well-being, as discrimination decreases feelings of control and negatively impacts self-esteem and, in turn, well-being. Yet another possibility offered by investigators is that racial and ethnic discrimination can lead to feelings that opportunities for success are blocked unfairly, resulting in anger, sadness, and even hopelessness. While a number of studies provide empirical evidence of low self-esteem as a mediating influence in the association between racial and ethnic discrimination and socioemotional adjustment problems, fewer empirical studies have examined the alternatives. Studies examining meditational influences across diverse adolescent groups would seem to be an important directive, then, for understanding the links between racial and ethnic discrimination and both achievement and socioemotional adjustment outcomes. Moreover, examining the links between racial and ethnic discrimination and outcomes such as coping and identity may provide important clues about additional factors underlying the negative impact of racial and ethnic discrimination on adolescent development.
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URL: https://www.sciencedirect.com/science/article/pii/B978012373951300048X
What is the most accurate predictor of academic success?
Summary: Whether children will enjoy academic success can be now predicted birth, a new study suggests. The study found that parents' socioeconomic status and children's inherited DNA differences are powerful predictors of educational achievement.What is the strongest predictor of achievement during adolescence?
Title. Conscientiousness is the most powerful noncognitive predictor of school achievement in adolescents.What is the importance of academic performance?
Academic achievement is important for the successful development of young people in society. Students who do well in school are better able to make the transition into adulthood and to achieve occupational and economic success.How is commitment defined by Marcia?
Marcia's Model Marcia defined commitment as personal investment, sacrifice, sustaining interest in values, goals, and ideals [1]. Additionally, exploration was defined as involvement in a period of engagement and searching for acceptable goals, values, and ideals, with the intention of making a commitment. Tải thêm tài liệu liên quan đến nội dung bài viết According to research which of the following are strong predictors of educational attainment
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