Details
| Originalsprache | Englisch |
|---|---|
| Seiten (von - bis) | 348-354 |
| Seitenumfang | 7 |
| Fachzeitschrift | The journal of educational research |
| Jahrgang | 85 |
| Ausgabenummer | 6 |
| Publikationsstatus | Veröffentlicht - 1992 |
Abstract
This article reports longitudinal data on the link between certain home environmental variables, cognitive prerequisites of preschoolers, and later school achievement in spelling/reading and arithmetic. Based on Gagné's (1962) learning component model and on the two-component model of parental reinforcement as conceptualized by Stapf, Herrmann, Stapf, and Stäcker (1972), data of 103 preschool children were gathered and analyzed over 3 years. Maternal support, as it was perceived by the preschoolers, had a significant direct impact on cognitive preschool competencies and academic achievement even when intelligence, age, and sex were taken into account. Metalinguistic, prenumerical, and visual-perceptual competencies had substantial direct effects, primarily on first-grade achievement in spelling/reading and arithmetic—even after controlling for initial IQ. Although preschoolers' cognitive competencies, as well as maternal support, substantially predicted later spelling/reading and arithmetic, school achievement at Grade 3 was primarily affected by prior achievement at Grades 1 and 2. Findings support a developmental understanding of academic success or failure, emphasizing the role of maternal support and associated prenumerical and metalinguistic competencies at the preschool level.
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in: The journal of educational research, Jahrgang 85, Nr. 6, 1992, S. 348-354.
Publikation: Beitrag in Fachzeitschrift › Artikel › Forschung › Peer-Review
}
TY - JOUR
T1 - Preschoolers' Maternal Support and Cognitive Competencies as Predictors of Elementary Achievement
AU - Tiedemann, Joachim
AU - Faber, Günter
PY - 1992
Y1 - 1992
N2 - This article reports longitudinal data on the link between certain home environmental variables, cognitive prerequisites of preschoolers, and later school achievement in spelling/reading and arithmetic. Based on Gagné's (1962) learning component model and on the two-component model of parental reinforcement as conceptualized by Stapf, Herrmann, Stapf, and Stäcker (1972), data of 103 preschool children were gathered and analyzed over 3 years. Maternal support, as it was perceived by the preschoolers, had a significant direct impact on cognitive preschool competencies and academic achievement even when intelligence, age, and sex were taken into account. Metalinguistic, prenumerical, and visual-perceptual competencies had substantial direct effects, primarily on first-grade achievement in spelling/reading and arithmetic—even after controlling for initial IQ. Although preschoolers' cognitive competencies, as well as maternal support, substantially predicted later spelling/reading and arithmetic, school achievement at Grade 3 was primarily affected by prior achievement at Grades 1 and 2. Findings support a developmental understanding of academic success or failure, emphasizing the role of maternal support and associated prenumerical and metalinguistic competencies at the preschool level.
AB - This article reports longitudinal data on the link between certain home environmental variables, cognitive prerequisites of preschoolers, and later school achievement in spelling/reading and arithmetic. Based on Gagné's (1962) learning component model and on the two-component model of parental reinforcement as conceptualized by Stapf, Herrmann, Stapf, and Stäcker (1972), data of 103 preschool children were gathered and analyzed over 3 years. Maternal support, as it was perceived by the preschoolers, had a significant direct impact on cognitive preschool competencies and academic achievement even when intelligence, age, and sex were taken into account. Metalinguistic, prenumerical, and visual-perceptual competencies had substantial direct effects, primarily on first-grade achievement in spelling/reading and arithmetic—even after controlling for initial IQ. Although preschoolers' cognitive competencies, as well as maternal support, substantially predicted later spelling/reading and arithmetic, school achievement at Grade 3 was primarily affected by prior achievement at Grades 1 and 2. Findings support a developmental understanding of academic success or failure, emphasizing the role of maternal support and associated prenumerical and metalinguistic competencies at the preschool level.
UR - http://www.scopus.com/inward/record.url?scp=0039215726&partnerID=8YFLogxK
U2 - 10.1080/00220671.1992.9941137
DO - 10.1080/00220671.1992.9941137
M3 - Article
AN - SCOPUS:0039215726
VL - 85
SP - 348
EP - 354
JO - The journal of educational research
JF - The journal of educational research
SN - 0022-0671
IS - 6
ER -