Predicting Early Academic Failure in High School from Prior Academic Achievement, Psychosocial Characteristics, and Behavior

Autor/inn/en	Casillas, Alex; Robbins, Steve; Allen, Jeff; Kuo, Yi-Lung; Hanson, Mary Ann; Schmeiser, Cynthia
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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