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Autor/inn/en | Casillas, Alex; Robbins, Steve; Allen, Jeff; Kuo, Yi-Lung; Hanson, Mary Ann; Schmeiser, Cynthia |
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Titel | Predicting Early Academic Failure in High School from Prior Academic Achievement, Psychosocial Characteristics, and Behavior |
Quelle | In: Journal of Educational Psychology, 104 (2012) 2, S.407-420 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-0663 |
DOI | 10.1037/a0027180 |
Schlagwörter | Academic Achievement; Academic Failure; Grade Point Average; Social Control; Predictor Variables; High School Students; Educational Environment; Middle School Students; Student Motivation; Metacognition; Validity; Comparative Analysis; Risk; Referral; Intervention; Student Behavior; Social Influences Schulleistung; Soziale Kontrolle; Prädiktor; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Schulische Motivation; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Gültigkeit; Risiko; Student behaviour; Schülerverhalten; Sozialer Einfluss |
Abstract | The authors examined the differential effects of prior academic achievement, psychosocial, behavioral, demographic, and school context factors on early high school grade point average (GPA) using a prospective study of 4,660 middle-school students from 24 schools. The findings suggest that (a) prior grades and standardized achievement are the strongest predictors of high school GPA and (b) psychosocial and behavioral factors (e.g., motivation, self-regulation, and social control) add incremental validity to the prediction of GPA. When comparing the relative importance of each set of predictors (the dominance analysis technique), the variance accounted for by psychosocial and behavioral factors is comparable to that accounted for by prior grades. These findings highlight the importance of effective risk assessment based on multiple measures (i.e., academic, psychosocial, and behavioral) for the purpose of identifying risk, referring students to intervention, and improving academic success. (Contains 1 figure, 5 tables, and 3 footnotes.) (As Provided). |
Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |