A contextualized view on long-term predictors of academic performance.

Autor/inn/en	Gut, Janine; Reimann, Giselle; Grob, Alexander
Titel	A contextualized view on long-term predictors of academic performance.
Quelle	In: Journal of educational psychology, 105 (2013) 2, S. 436-443Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0663; 1939-2176
DOI	10.1037/a0031503
Schlagwörter	Kompetenz; Soziales Umfeld; Intelligenz (Psy); Familienbeziehungen; Eltern; Schulumwelt; Lehrer; Leistung; Leistungsprognose
Abstract	Several studies show that parents' and teachers' perceptions of children's academic competence are important predictors of children's subsequent academic performance. However, there is a lack of evidence on what precedes these perceptions as well as the dynamics within a comprehensive model. The aim of this study was to investigate the simultaneous influences of child (general intelligence, problem behavior) and family (socioeconomic status, migration background) characteristics as well as parents' and teachers' perceptions of children's competence on children's academic performance in a 3-year longitudinal study with 221 children (52% girls) who were 5 to 7 years of age when they were first measured (M = 6.15 years, SD = 0.80 years). Structural equation modeling analyses revealed that parents' and teachers' perceptions of children's competence were positively associated with children's general intelligence and negatively associated with family adversity and child problem behavior. Further, parents' perceptions fully mediated the association between family adversity as well as child problem behavior and academic performance. Teachers' perceptions partially mediated the association between child problem behavior and academic performance. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2014/1