Background: Many contributing factors, both domain specific and domain general, influence children's performance in school achievement. Aims: This research aims to verify the importance of kindergarten measures of cognitive abilities and numerical competence in the role of predicting mathematical school achievement at the end of first grade.…

This article focuses on the relation between student population characteristics and average test scores per school in the final grade of primary education from a dynamic perspective. Aggregated data of over 5,000 Dutch primary schools covering a 6-year period were used to study the relation between changes in school populations and shifts in mean…

The associations between children's academic reputations among peers and their academic self-concept, effort, and performance were examined in a longitudinal study of 427 students initially enrolled in Grades 3, 4, and 5. Assessments were completed in the fall and spring of 2 consecutive school years and in the fall of a 3rd school year. Peer…

This longitudinal panel study investigated the relationship between ability and achievement among elementary school children in Taiwan. Results are discussed in terms of theoretical and policy implications. (Author/MT)

This is the fifth in a series of reports of a longitudinal study of the effects of the operation of a curriculum engineering system in a school district. Specific objectives were to observe the effects of leadership and curriculum engineering on teacher attitudes and teacher performance in a curriculum system and on student achievement. A causal…

This study, the fourth in a series of longitudinal studies, investigates causal and other relationships between leadership, teacher, and student variables in curriculum engineering. Measures were taken on leadership, teacher attitudes and performance, and student performance. A causal time-series model and path analysis were used to demonstrate…

This experiment explored the mediating functions of attributional and self-efficacy variables on achievement outcomes for skill training treatments offered in conjunction with attributional feedback. Children who were identified as learned helpless and deficient in division skills received training on division operations either through modeling…

Used path analysis in a longitudinal study to examine the relation of overestimating one's capabilities with enhanced performance in German 8- to 11 year-olds. Found that after controlling for gender, school grade, prior academic achievement, and intelligence, overestimating one's capabilities was consistently associated with subsequent school…

The last decade has seen accelerating change in Australia in the form of devolution of authority, democratic decision making, school accountability, and central reorganization. This paper presents findings of a study that investigated transformational and transactional conceptualizations of leadership and their usefulness in predicting school…

A new conceptualization of perceived control was used to test a process model describing the contribution of these perceptions to school achievement for 220 third through sixth grade students. Twelve teachers also participated. Three sets of expectations have implications for theories of perceived control and enhancement of student motivation.…

Longitudinal study examined effect of children's gender on tendencies of mothers to use specific antecedents in ascribing causal explanations for their children's sixth grade mathematics performance. Path analyses showed that, for both mothers of boys and mothers of girls, maternal perceptions of child performance were associated with…

Examines the relationship between the academic performance of 347 elementary school children and a number of cognitive and social factors. A path analysis indicated that the girls' overall higher performance was a result of greater social responsiveness and compliance with adult direction, whereas achievement among the boys was related to greater…

The technique of path analysis was used to test the role of student task engagement as a mediating process variable linking teacher behavior and student achievement in mathematics and social studies classes. Study participants included 40 teacher interns and their respective second-, third-, and fifth-grade classes from a school district served by…

Genetic and environmental etiologies of individual differences in tests of intelligence and school achievement were investigated in a study from the Colorado Adoption Project. A multivariate conditional path model was fitted to general cognitive ability and reading performance data from 119 adoptive and 120 nonadoptive families. (SLD)

This paper presents a study which related teachers expectations of student achievement after two weeks of classroom contact to several possible sources: student classroom performance, prior school performance, parental involvement, and student status characteristics. Their temporal order and relative influence are examined via a path model and…