Early Behavioral Associations of Achievement Trajectories

Autor/inn/en	Grimm, Kevin J.; Steele, Joel S.; Mashburn, Andrew J.; Burchinal, Margaret; Pianta, Robert C.
Titel	Early Behavioral Associations of Achievement Trajectories
Quelle	In: Developmental Psychology, 46 (2010) 5, S.976-983 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0018878
Schlagwörter	Academic Achievement; Cognitive Ability; Thinking Skills; Interpersonal Competence; Behavior Problems; Elementary Schools; Rating Scales; Validity; Effect Size; Longitudinal Studies; Evaluation; Reading Achievement; Mathematics Achievement; Item Response Theory; Prediction; Association (Psychology); Child Behavior Checklist; National Longitudinal Survey of Youth + Suchen Sie Ihr Suchwort? Schulleistung; Denkfähigkeit; Interpersonale Kompetenz; Elementary school; Grundschule; Volksschule; Rating-Skala; Gültigkeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Evaluierung; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Item-Response-Theorie; Vorhersage; Assoziation
Abstract	Duncan et al. (2007) examined associations between early behavioral and cognitive skills with later achievement. These associations were examined in 6 different data sets and results converged to suggest that early behavioral competences or problems had little, if any, prediction to later achievement and that attentional competences had small positive relations with later achievement. In contrast, cognitive abilities were by far the strongest predictors of achievement. We provide and investigate potential reasons why Duncan et al. found little to no association between behavior and later achievement in a reanalysis of data from 3 studies previously analyzed by Duncan et al. Potential reasons include the validity of the behavioral measures, treatment of the behavioral measures as continuous as opposed to categorical, and the choice of data analytic method. In this article, we discuss these issues at greater length and address them in our reanalysis. We also bring into question the nature of the relationship between behavior and achievement. Generally, our reanalysis supports the idea that attention measures are more predictive than behavioral measures; however, certain behavior measures showed small to moderate associations to concurrent levels of academic achievement and changes in academic achievement through elementary school. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10