The long term effects of early acquired skills and behaviors on young children’s achievement in literacy and mathematics
The long term effects of early acquired skills and behaviors on young children’s achievement in literacy and mathematics
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早期获得的技能和行为对幼儿读写和数学成绩的长期影响
DOI：
10.1177/1476718x10366727
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发表时间：
2011
影响因子：
1.2
通讯作者：
M. Youn
中科院分区：
文献类型：
--
作者：
Katerina Bodovski;M. Youn
本研究利用最近可获得的一大批具有全国代表性的美国小学生样本（ECLS-K数据），考察了6-7岁学生在一年级时表现出的行为（学习方法、人际交往能力、外化和内化行为）与他们在五年级（10 - 11岁的学生）结束时的阅读和数学成绩之间的关系，并控制了他们在一年级的成绩。研究发现，与以后的成就有实质性联系的单一行为维度是学生的学习方法。对互动效应的分析表明，来自低社会经济地位家庭的学生、女孩（在数学方面）和少数民族学生更有可能获得更高的考试成绩，因为他们的学习方法得到了改进。此外，结果表明，基本技能（一年级的数学和阅读）是五年级学习方法的重要预测因素。这些发现揭示了年轻学生的认知和行为结果以及早期获得的技能和行为的长期影响之间错综复杂的关系。
Using the recently available wave of a large nationally representative sample of American elementary school children (ECLS-K data), this study examined the relationship between 6-7 year old students’ behaviors exhibited in the 1st grade (approaches to learning, interpersonal skills, externalizing and internalizing behavior) and their reading and mathematics achievement at the end of the 5th grade (pupils aged 10 - 11 years), controlling for their achievement in the 1st grade. Findings include the single behavioral dimension that has a substantial association with later achievement is students’ approaches to learning. The analysis of the interaction effects showed that students from families of low socioeconomic status, girls (in case of math) and minority students were more likely to have higher test scores given their improved approaches to learning. Further, the results demonstrated that basic skills (math and reading in the 1st grade) are substantial predictors of the 5th-grade approaches to learning. The findings reveal the complexity of the intertwined relationship between cognitive and behavior outcomes among young students and the long-term effects of early acquired skills and behaviors.
影响因子：
4
作者：
Duncan, Greg J.;Claessens, Amy;Duckworth, Kathryn
通讯作者：
Duckworth, Kathryn
练习对最终位置再现的影响。
影响因子：
2
作者：
Jaric,S;Corcos,DM;Latash,ML
通讯作者：
Latash,ML
影响因子：
4.6
作者：
Ladd, GW;Birch, SH;Buhs, ES
通讯作者：
Buhs, ES