Cognitive, Language, Mathematical, and Socioemotional Skills as Predictors of Subsequent School Performance: Is a Child's Performance on the Intelligence Development Scales Predictive of its School Performance three Years later?

被引：23

作者：

Gut, Janine ^{[1
]}

Reimann, Giselle ^{[1
]}

Grob, Alexander ^{[1
]}

机构：

[1] Univ Basel, Inst Psychol, CH-4055 Basel, Switzerland

来源：

ZEITSCHRIFT FUR PADAGOGISCHE PSYCHOLOGIE | 2012年 / 26卷 / 03期

关键词：

school performance; cognition; language; mathematical thinking; socioemotional skills; READINESS; BEHAVIOR; EMOTION;

D O I：

10.1024/1010-0652/a000070

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

Based on the assumption that school performance is a product of a constellation of cognitive as well as socioemotional skills, the present study investigated whether cognitive, language, mathematical, and socioemotional skills were predictive of subsequent school grades in Mathematics, Language, and Science in 263 children (M-Age = 7.4 years, SD = 0.65 years, Range 5-10 years; 52 % girls). Results longitudinally confirmed the significant predictive value of cognitive, language, and mathematical skills. Moreover, the study revealed that higher socioemotional skills were able to compensate relative deficits in cognitive and language skills regarding children's school grades.

引用

页码：213 / 220

页数：8

共 21 条

[1] Preschool Children's Spontaneous Focusing on Numerosity, Subitizing, and Counting Skills as Predictors of Their Mathematical Performance Seven Years Later at School
Hannula-Sormunen, Minna M.
Lehtinen, Erno
Rasanen, Pekka
[J]. MATHEMATICAL THINKING AND LEARNING, 2015, 17 (2-3) : 155 - 177
[2] The influence of personality on three aspects of cognitive performance: processing speed, intelligence and school performance
Rindermann, H
Neubauer, AC
[J]. PERSONALITY AND INDIVIDUAL DIFFERENCES, 2001, 30 (05) : 829 - 842
[3] Language and Mathematical Performance: a Comparison of Lower Secondary School Students with Different Level of Mathematical Skills
Korhonen, Johan
Linnanmaki, Karin
Aunio, Pirjo
[J]. SCANDINAVIAN JOURNAL OF EDUCATIONAL RESEARCH, 2012, 56 (03) : 333 - 344
[4] A Longitudinal Study of Language Development and School Performance in Late-Talkers at Three and Seven Years of Age
Hong, Gyung-Hun
Lee, Suhyang
Kim, Soo-Jin
[J]. COMMUNICATION SCIENCES AND DISORDERS-CSD, 2018, 23 (04): : 870 - 878
[5] RELATIONSHIP BETWEEN THE SCHOOL ENTRANCE AGE OF A CHILD AND ITS SUBSEQUENT PERFORMANCE IN STANDARD 9
RAATH, EL
[J]. SOUTH AFRICAN JOURNAL OF SCIENCE, 1980, 76 (11) : 501 - 503
[6] Language and executive function skills as predictors of semantic fluency performance in pre-school children
Chami, Sara
Charalambous, Carla
Knijnik, Stefani R.
Docking, Kimberley
[J]. INTERNATIONAL JOURNAL OF SPEECH-LANGUAGE PATHOLOGY, 2022, 24 (06) : 626 - 635
[7] School related stress in early adolescence and academic performance three years later: The conditional influence of self expectations
Kaplan D.S.
Liu R.X.
Kaplan H.B.
[J]. Social Psychology of Education, 2005, 8 (1) : 3 - 17
[8] Association of early bedtime at 3 years of age with higher academic performance and better non-cognitive skills in elementary school
Masahiro Nishiyama
Yuki Kyono
Hiroshi Yamaguchi
Aoi Kawamura
Shizuka Oikawa
Shoichi Tokumoto
Kazumi Tomioka
Kandai Nozu
Hiroaki Nagase
[J]. Scientific Reports, 13
[9] Association of early bedtime at 3 years of age with higher academic performance and better non-cognitive skills in elementary school
Nishiyama, Masahiro
Kyono, Yuki
Yamaguchi, Hiroshi
Kawamura, Aoi
Oikawa, Shizuka
Tokumoto, Shoichi
Tomioka, Kazumi
Nozu, Kandai
Nagase, Hiroaki
[J]. SCIENTIFIC REPORTS, 2023, 13 (01)
[10] Differences in the effects of school meals on children’s cognitive performance according to gender, household education and baseline reading skills
L B Sørensen
C T Damsgaard
R A Petersen
S-M Dalskov
M F Hjorth
C B Dyssegaard
N Egelund
I Tetens
A Astrup
L Lauritzen
K F Michaelsen
[J]. European Journal of Clinical Nutrition, 2016, 70 : 1155 - 1161

← 1 2 3 →