Early School Adjustment and Educational Attainment

Autor/inn/en	Magnuson, Katherine; Duncan, Greg J.; Lee, Kenneth T. H.; Metzger, Molly W.
Titel	Early School Adjustment and Educational Attainment
Quelle	In: American Educational Research Journal, 53 (2016) 4, S.1198-1228 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831216634658
Schlagwörter	Student Adjustment; Educational Attainment; Longitudinal Studies; Antisocial Behavior; Attention; Mathematics Achievement; Reading Achievement; Siblings; Correlation; Reading Skills; Mathematics Skills; Behavior Problems; National Surveys; Children; Late Adolescents; Young Adults; Outcomes of Education; National Longitudinal Survey of Youth + Suchen Sie Ihr Suchwort? Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Bildungsabschluss; Bildungsgut; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Aufmerksamkeit; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Sibling; Geschwister; Korrelation; Reading skill; Lesefertigkeit; Mathematics ability; Child; Kind; Kinder; Halbstarker; Young adult; Junger Erwachsener; Lernleistung; Schulerfolg
Abstract	Although school attainment is a cumulative process combining mastery of both academic and behavioral skills, most studies have offered only a piecemeal view of the associations between middle-childhood capacities and subsequent schooling outcomes. Using a 20-year longitudinal data set, this study estimates the association between children's academic skills, antisocial behaviors, and attention problems-all averaged across middle childhood--and their long-term educational outcomes. After adjusting for family and individual background measures, we find that high average levels of math and reading achievement, and low average levels of antisocial behavior problems, are positively associated with later attainment. Associations between attention problems and attainment are small. Associations are attenuated somewhat when sibling differences in these skills and behaviors are related to sibling differences in attainment outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01