The Moderating Effects of Psychosocial Factors on Achievement Gains: A Longitudinal Study

Autor/inn/en	Kuo, Yi-Lung; Casillas, Alex; Allen, Jeff; Robbins, Steve
Titel	The Moderating Effects of Psychosocial Factors on Achievement Gains: A Longitudinal Study
Quelle	In: Journal of Educational Psychology, 113 (2021) 1, S.138-156 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kuo, Yi-Lung)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000471
Schlagwörter	Academic Achievement; Achievement Gains; Metacognition; Prediction; Self Control; Learning Motivation; Correlation; Grade 11; Grade 12; Grade 7; Grade 8; Grade 9; Gender Differences; High Achievement; Low Achievement; Longitudinal Studies; Learning Theories; College Readiness; College Entrance Examinations; ACT Assessment + Suchen Sie Ihr Suchwort? Schulleistung; Achievement gain; Leistungssteigerung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Vorhersage; Selbstbeherrschung; Motivation for studies; Lernmotivation; Korrelation; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Geschlechterkonflikt; Unterdurchschnittliche Leistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Learning theory; Lerntheorie; Aufnahmeprüfung; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	The moderating effects of motivation, social control, and self-regulation in predicting academic achievement were examined in Grades 11-12 for 3,281 seventh through nine graders. Standardized assessments of college readiness and student self-reported measures of psychosocial factors were used in the study. The results showed that females in Grades 7-9 scored higher than males for motivation and self-regulation. In predicting later achievement in Grades 11-12, motivation and social control moderated prior achievement, whereas self-regulation moderated both sex and prior achievement. Particularly among female students, effects of self-regulation were positive for high-achieving females (percentile rank [greater than or equal to]95) and negative for low-achieving females (percentile rank [less than or equal to]5) in predicting achievement in Grades 11-12. The phenomenon known as the "Matthew Effect" and implications for classroom teachers and educational policymakers are discussed. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01