Predicting Academic Achievement and Attainment: The Contribution of Early Academic Skills, Attention Difficulties, and Social Competence

Autor/inn/en	Rabiner, David L.; Godwin, Jennifer; Dodge, Kenneth A.
Titel	Predicting Academic Achievement and Attainment: The Contribution of Early Academic Skills, Attention Difficulties, and Social Competence
Quelle	In: School Psychology Review, 45 (2016) 2, S.250-267 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Academic Achievement; Educational Attainment; Prediction; Attention; Interpersonal Competence; Reading Achievement; Mathematics Achievement; Grades (Scholastic); Young Children; Individual Characteristics; Peer Acceptance; Reading Skills; Mathematics Skills; Kindergarten; Predictor Variables; Achievement Tests; Cognitive Tests; Intelligence Tests; Longitudinal Studies; Elementary School Students; Middle School Students; Young Adults; North Carolina (Durham); Tennessee (Nashville); Washington (Seattle); Pennsylvania; Woodcock Johnson Psycho Educational Battery; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Schulleistung; Bildungsabschluss; Bildungsgut; Vorhersage; Aufmerksamkeit; Interpersonale Kompetenz; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Notenspiegel; Frühe Kindheit; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Reading skill; Lesefertigkeit; Mathematics ability; Prädiktor; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Kognitiver Fähigkeitstest; Intelligence test; Intelligenztest; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Young adult; Junger Erwachsener
Abstract	Research predicting academic achievement from early academic, attention, and socioemotional skills has largely focused on elementary school outcomes and rarely included peer assessments of social competence. We examined associations between these early child characteristics and academic outcomes into young adulthood using the Fast Track normative sample (n = 386). Reading achievement after fifth grade was significantly higher in children with better early reading skills and significantly lower in children with early attention difficulties. Math achievement was predicted by early reading and math skills, while school grades were significantly lower in children with lower peer acceptance and higher attention difficulties. Children with early attention difficulties were 40% less likely to graduate from high school. Years of education by young adulthood was significantly reduced in children with lower early reading skills, lower social acceptance, and higher attention difficulties; these early child characteristics affected long-term academic outcomes indirectly through their impact on intermediate academic outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01