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Academic Competence (academic + competence)
Selected AbstractsBlurring the lines for learning: The role of out-of-school programs as complements to formal learningNEW DIRECTIONS FOR YOUTH DEVELOPMENT, Issue 101 2004Karen J. Pittman As debates continue over the effectiveness of after-school programs, we need to create stronger links between schools and out-of-school activities. Where do such connections begin? How can we integrate skill-building and academic competence into the out-of-school-time context? [source] School Violence, Adjustment, and the Influence of Hope on Low-Income, African American YouthAMERICAN JOURNAL OF ORTHOPSYCHIATRY, Issue 2 2010Linda A. Cedeno The current study investigated the prevalence and impact of exposure to school violence using a cross-sectional design with a sample of 132 low-income, African American fifth graders (mean age = 10.20). Additionally, hope was examined in relation to adjustment and as a potential resilience factor in the context of school violence. Students completed self-report measures for exposure to school violence frequencies, self-concept, and hope. Teachers completed a teacher-rated survey assessing levels of problem behaviors, social skills, and academic competence. Results indicated that the majority of youth had been personally victimized or witnessed violence during a 3-month period. Exposure to school violence was positively associated with problem behaviors, and negatively associated with social skills, self-concept, and academic competence; hope was inversely related to externalizing behaviors and positively related to self-concept. Hope buffered the effects of personal victimization and witnessing violence on self-concept. Gender differences were observed for a number of the analyses. The implications of both the prevalence and impact of exposure to school violence, as well as the moderating effects of hope, are discussed. [source] Predictors of hyperactive,impulsive,inattention and conduct problems: A comparative follow-back investigationPSYCHOLOGY IN THE SCHOOLS, Issue 7 2005Frank M. Gresham Disruptive behavior patterns are particularly challenging for parents, teachers, and peers as these behaviors often interfere with classroom instruction, frequently lead to academic underachievement, and are associated with social skills acquisition and performance deficits. Children who exhibit a combination of hyperactivity,impulsivity,inattention and conduct problems (HIA + CP) have been shown to be at greater risk for negative social, behavioral, and legal outcomes than children with HIA-only or CP-only behavior patterns. This investigation explored the degree to which academic, social, and behavioral characteristics in Grade 4 could differentiate sixth-grade students with HIA + CP (n = 61), HIA-only (n = 29), and CP-only (n = 14). Results showed that the HIA-only group had higher academic achievement in Grade 4 as measured by teacher judgments and standardized tests than the HIA + CP and CP-only groups. By Grade 6, the HIA-only and HIA + CP groups showed lower academic competence than the CP-only group suggesting that by sixth grade, children having HIA alone or in combination with conduct problems are at greater risk for academic failure. Additionally, HIA + CP and CP-only groups had poorer social skills than the HIA-only group. Consistent with past research, students in the three risk groups showed no difficulties in either academic or social self-concept. Early screening and identification methods using a multiple-gating model were recommended as a means of proactive approaches to intervention design and prevention. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 721,736, 2005. [source] Competence, persistence, and success: The positive psychology of behavioral skill instructionPSYCHOLOGY IN THE SCHOOLS, Issue 1 2004Brian K. Martens Early school failure is a critical factor in the development of peer rejection and antisocial behavior in children. This paper describes three sets of instructional strategies that have been shown to promote high levels of academic competence by arranging frequent opportunities for correct skill practice: (a) teaching children at their instructional level and monitoring progress, (b) teaching children differently as their skills improve, and (c) rewarding success and setting goals. Research is reviewed showing that practicing skills to high levels of fluency leads to retention and endurance, the emergence of new forms of a skill, and creative problem solving. The motivation of children to complete academic tasks through the strategic use of reinforcement is discussed, as are the implications of these strategies for encouraging children to be persistent, self-motivated, life-long learners. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 19,30, 2004. [source] Psychometric data for teacher judgments regarding the learning behaviors of primary grade childrenPSYCHOLOGY IN THE SCHOOLS, Issue 3 2002Edward G. Crosby The psychometric properties of the Classroom Performance Profile (CPP), a teacher rating scale, were investigated using primary grade children from economically at-risk families. Students were rated as they progressed from kindergarten through third grade. The CPP demonstrated high internal consistency yielding Cronbach alpha coefficients for the total score of at least .96. CPP ratings were correlated with scores from the Woodcock-Johnson Psycho-Educational Battery,Revised: Tests of Achievement and the Social Skills Rating System,Teacher Form, Elementary Level. Results suggest that the CPP ratings were positively correlated with measures of academic achievement, academic competence, and social skills, and negatively correlated with problem behaviors. © 2002 Wiley Periodicals, Inc. [source] Relations of middle school students' perceptions of family and school contexts with academic achievementPSYCHOLOGY IN THE SCHOOLS, Issue 6 2001Gregory J. Marchant The purposes of this study were to examine the relations of both family and school contexts on students' academic achievement and to explore the mediating effects of students' perceptions of their motivations and academic self-competence between the family and school contexts and achievement. Participants were 230 fifth- and sixth-grade students. Students' perceptions of parenting style (demandingness and responsiveness), parental involvement (parental values and involvement in school functions), teaching style (teacher control and responsiveness), and school atmosphere (school responsiveness and supportive social environment) significantly predicted their school achievement; however, students' motivations and self-competence mediated the relations between students' contexts and their academic achievement. Furthermore, parental values, teacher responsiveness, school responsiveness, and supportive social environment predicted students' motivations and academic competence above and beyond parenting style, parental involvement, and teacher control. The importance of students' supportive relationships and the internalization of the messages conveyed to them underscore the need for a contextual view by school psychologists when consulting with parents and education staff regarding achievement concerns. © 2001 John Wiley & Sons, Inc. [source] Biological Sensitivity to Context: The Interactive Effects of Stress Reactivity and Family Adversity on Socioemotional Behavior and School ReadinessCHILD DEVELOPMENT, Issue 1 2010Jelena Obradovi This study examined the direct and interactive effects of stress reactivity and family adversity on socioemotional and cognitive development in three hundred and thirty-eight 5- to 6-year-old children. Neurobiological stress reactivity was measured as respiratory sinus arrhythmia and salivary cortisol responses to social, cognitive, sensory, and emotional challenges. Adaptation was assessed using child, parent, and teacher reports of externalizing symptoms, prosocial behaviors, school engagement, and academic competence. Results revealed significant interactions between reactivity and adversity. High stress reactivity was associated with more maladaptive outcomes in the context of high adversity but with better adaption in the context of low adversity. The findings corroborate a reconceptualization of stress reactivity as biological sensitivity to context by showing that high reactivity can both hinder and promote adaptive functioning. [source] Infant Temperament Moderates Relations Between Maternal Parenting in Early Childhood and Children's Adjustment in First GradeCHILD DEVELOPMENT, Issue 1 2008Anne Dopkins Stright A differential susceptibility hypothesis proposes that children may differ in the degree to which parenting qualities affect aspects of child development. Infants with difficult temperaments may be more susceptible to the effects of parenting than infants with less difficult temperaments. Using latent change curve analyses to analyze data from the National Institute of Child Health and Human Development Study of Early Child Care, the current study found that temperament moderated associations between maternal parenting styles during early childhood and children's first-grade academic competence, social skills, and relationships with teachers and peers. Relations between parenting and first-grade outcomes were stronger for difficult than for less difficult infants. Infants with difficult temperaments had better adjustment than less difficult infants when parenting quality was high and poorer adjustment when parenting quality was lower. [source] | ||||||||||