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A contextualized view on long-term predictors of academic performance

Gut, Janine and Reimann, Giselle and Grob, Alexander. (2013) A contextualized view on long-term predictors of academic performance. Journal of educational psychology, Vol. 105, No. 2. pp. 436-443.

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Official URL: http://edoc.unibas.ch/dok/A6056272

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Abstract

$a 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.
Faculties and Departments:07 Faculty of Psychology
07 Faculty of Psychology > Departement Psychologie
07 Faculty of Psychology > Departement Psychologie > Forschungsbereich Persönlichkeits- und Entwicklungspsychologie > Entwicklungs- und Persönlichkeitspsychologie (Grob)
UniBasel Contributors:Gut, Janine and Grob, Alexander and Reimann, Giselle
Item Type:Article, refereed
Article Subtype:Research Article
Bibsysno:Link to catalogue
Publisher:American Psychological Association
ISSN:0022-0663
Note:Publication type according to Uni Basel Research Database: Journal article
Identification Number:
Last Modified:13 Sep 2013 07:57
Deposited On:21 Jun 2013 12:27

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