This study analyses the relationships among educational performance, field dependence-independence cognitive style and factors traditionally associated with performance and style, to build a comprehensive model of factors associated with the levels of education performance of students in Bogotá. A total of 3003 students, of grades 8 and 10, from…

Longitudinal links between early childhood temperament, maternal sensitivity, and adolescents' adjustment have been proposed and found in several longitudinal studies, but the mechanisms of influence have not been explored. The authors examined the paths from maternal sensitivity and temperament in early childhood to adolescents' prosocial,…

The study examined the role of motivation in students' performance and engagement in elementary and middle school physical education. Cross-lagged relationships between performance and engagement were investigated across Grades 6-9. A total of 763 (365 girls, 398 boys) Finnish school students (11- to 12-year old) were followed across three years.…

This study explored how neighborhood characteristics may relate to African American adolescents' internalizing symptoms via adolescents' social support and perceptions of neighborhood cohesion. Participants included 571 urban, African American adolescents (52% female; "M" age = 17.8). A multilevel path analysis testing both direct and…

In this study, students' understanding of the structure of matter and its changes of state such as melting, evaporation, boiling, and condensation was investigated in relation to three cognitive variables: logical thinking (LTh), field dependence/independence, and convergence/divergence dimension. The study took place in Greece with the…

As of 2008, approximately 40% of eighth grade students in the United States enroll in Algebra I (National Council of Teachers of Mathematics, 2008). Although research has shown that students have more opportunities to take advanced mathematics courses by taking eighth grade Algebra I, in the United States, approximately only one-third to one-half…

English language learners (ELLs) often find themselves marginalized with respect to learning mathematics in U.S. schools due, in part, to language barriers and gaps in prerequisite math knowledge and skills. The goal of this study was to use Sen's (1980, 1992, 1999) capabilities approach model as a lens through which to analyze the relationship…