The Impact of Nonacademic Skill Sets: Associations between Approaches to Learning (ATLs) and Academic Trajectories in Grades 1-8 Using Reading and Mathematics Data from the Early Childhood Longitudial Study-Kindergarten

Autor/in	Greenberg, Susan
Titel	The Impact of Nonacademic Skill Sets: Associations between Approaches to Learning (ATLs) and Academic Trajectories in Grades 1-8 Using Reading and Mathematics Data from the Early Childhood Longitudial Study-Kindergarten
Quelle	(2019), (129 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Notre Dame of Maryland University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3921-6858-5
Schlagwörter	Hochschulschrift; Dissertation; Children; Longitudinal Studies; Surveys; Learning Strategies; Learner Engagement; Independent Study; Academic Persistence; Attention; Mathematics Achievement; Reading Achievement; Item Response Theory; Scores; Elementary School Students; Primary Education; Self Management; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Child; Kind; Kinder; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Selbststudium; Aufmerksamkeit; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Item-Response-Theorie; Primarbereich; Selbstmanagement
Abstract	Recent emphasis on effects of nonacademic skills served as a catalyst for examining Approaches to Learning (ATLs) variables from the Early Childhood Longitudinal Study--Kindergarten cohort (ECLS-K). Nonacademic skills play a role in academic success. A gap exists in the research highlighting and understanding the extent to which these nonacademic skills are associated with reading and math achievement. This research tested for the associations of six ATLs. Use of the ECLS-K 1998-2007 data set enabled this researcher to examine these variables: "organization of belongings", "eagerness to learn", "working independently", "adaptation", "persistence to tasks", and "pays attention well". The variables were tested individually and in combinations of two and three for correlations with math and reading item response theory (IRT) scores. The first-grade ATL observation was paired with reading and math scores for each wave of later data and was tested for significance. Combinations of ATLs from each wave of data were also tested for correlations at the corresponding grade level. Early ATL observation yielded a stronger association in intermediate grades than in same-grade observation in reading and math. Third grade was an exception, with same-grade observation of ATLs yielding a stronger association with same grade-level IRT scores. The strongest correlation of any combination with reading and math scores was "working independently" when combined with "eagerness to learn". The strongest correlations occurred when ATLs were examined in pairs and triads at the third-grade level. One ATL, "organization of belongings", held the weakest correlation and yielded no significance when combined with other ATLs in pairs and triads. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01