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Gender Differences in Achievement in a Large, Nationally Representative Sample of Children and Adolescents
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Scheiber, Caroline; Reynolds, Matthew R.; Hajovsky, Daniel B.; Kaufman, Alan S. – Psychology in the Schools, 2015
The purpose of this study was to investigate developmental gender differences in academic achievement areas, with the primary focus on writing, using the child and adolescent portion (ages 6-21 years) of the "Kaufman Test of Educational Achievement-Second Edition, Brief Form," norming sample (N = 1,574). Path analytic models with gender,…
Descriptors: Gender Differences, Academic Achievement, Writing Skills, Path Analysis
Informant Effects on Behavioral and Academic Associations: A Latent Variable Longitudinal Examination
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Konold, Timothy R.; Shukla, Kathan D. – Psychology in the Schools, 2014
Discrepancies among informants' ratings of a given child's behavior complicate the study of linkages between child behavior and academic achievement. In the current study, we examined the potential moderating effect of informant type on associations between behavior and two types of achievement in a longitudinal growth model that…
Descriptors: Child Behavior, Child Development, Longitudinal Studies, Elementary School Students
Middle Childhood, Poverty, and Adjustment: Does Social Support Have an Impact?
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Guest, Kristi Carter; Biasini, Fred J. – Psychology in the Schools, 2001
Evaluates 64 children and their primary caregivers who are living in poverty. Social support was not found to moderate the relationship between stress and child outcome. However, social support was found to be one possible mediator of the child's reported stress on their self-esteem. According to the mediating model, enhancing children's social…
Descriptors: Child Development, Childhood Attitudes, Elementary Education, Poverty
Predicting Early School Success with Developmental and Social Skills Screeners.
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Bain, Sherry K.; Agostin, Tracy McKee – Psychology in the Schools, 1997
Identifies developmental, social skill, and problem behavior subdomains that best predict academic achievement and grade promotion or retention in the early school years. Tests of 184 students at the end of kindergarten and then one year later indicate that social skills assessment should be included in kindergarten screening packages. (RJM)
Descriptors: Academic Achievement, Child Development, Children, Grade Repetition