Despite spending more money per student than almost all developed nations, the United States lags behind in educational indicators with persistent disparities between privileged and marginalized students. Most approaches have ignored the role of power dynamics in predicting student performance. Building on the existing literature in school climate…

The authors identified trajectories of teacher-child relationship conflict and closeness from Grades 1 to 6, and associations between these trajectories and externalizing and internalizing behaviors at 11 years old among low-income, urban boys (N = 262). There were three main findings. Nagin cluster analyses indicated five trajectories for…

The author attempted to explore potential antecedents of achievement goals and relations of teacher and parental autonomy support versus psychological control to Taiwanese adolescents' perfectionistic tendencies. A total of 512 eighth-grade students completed self-reported questionnaires assessing variables of interest. Results indicated that…

The present study is the first phase of a longitudinal investigation designed to isolate non-intellective factors which might increase the power to predict academic success. (Author/RK)

It was concluded that prediction of success in remedial mathematics courses can be made correctly 71 percent of the time using five select predictors: high school average, mathematics test score, attitude toward mathematics score, sentence test score, and mathematics interest score. (Author)

In the case of success-failure predictions, approximately 75 percent of those predicted to succeed did and 51 percent of those predicted to fail failed. (Editor)

Critiques Klingele and Warrick's (1990) use of stepswise regression to understand the effect of independent variables on measures of student achievement, and challenges the assertion in Penny and Bond's (1991) reply that ethnicity should not be included in models of achievement. (SM)