Preschoolers' Maternal Support and Cognitive Competencies as Predictors of Elementary Achievement

Research output: Contribution to journalArticleResearchpeer review

Authors

  • Joachim Tiedemann
  • Günter Faber

Research Organisations

View graph of relations

Details

Original languageEnglish
Pages (from-to)348-354
Number of pages7
JournalThe journal of educational research
Volume85
Issue number6
Publication statusPublished - 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.

ASJC Scopus subject areas

Cite this

Preschoolers' Maternal Support and Cognitive Competencies as Predictors of Elementary Achievement. / Tiedemann, Joachim; Faber, Günter.
In: The journal of educational research, Vol. 85, No. 6, 1992, p. 348-354.

Research output: Contribution to journalArticleResearchpeer review

Download
@article{5096ad7309034fc2a1438b55beda1006,
title = "Preschoolers' Maternal Support and Cognitive Competencies as Predictors of Elementary Achievement",
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 Gagn{\'e}'s (1962) learning component model and on the two-component model of parental reinforcement as conceptualized by Stapf, Herrmann, Stapf, and St{\"a}cker (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.",
author = "Joachim Tiedemann and G{\"u}nter Faber",
year = "1992",
doi = "10.1080/00220671.1992.9941137",
language = "English",
volume = "85",
pages = "348--354",
journal = "The journal of educational research",
issn = "0022-0671",
publisher = "Routledge",
number = "6",

}

Download

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 -