期刊
CHILD DEVELOPMENT
卷 89, 期 6, 页码 2196-2214出版社
WILEY
DOI: 10.1111/cdev.12924
关键词
-
资金
- PATHWAYS International Postdoctoral Fellowship Programme for the Comparative Study of Productive Youth Development (Jacobs Foundation) at the Institute of Education, University College London
- Wellcome Trust [102215/2/13/2]
- NSF [0322356]
- Medical Research Council [G9815508, MC_PC_15018] Funding Source: researchfish
- SBE Off Of Multidisciplinary Activities [1519686] Funding Source: National Science Foundation
This study examines whether self-concept of ability in math and reading predicts later math and reading attainment across different levels of achievement. Data from three large-scale longitudinal data sets, the Avon Longitudinal Study of Parents and Children, National Institute of Child Health and Human Development-Study of Early Child Care and Youth Development, and Panel Study of Income Dynamics-Child Development Supplement, were used to answer this question by employing quantile regression analyses. After controlling for demographic variables, child characteristics, and early ability, the findings indicate that self-concept of ability in math and reading predicts later achievement in each respective domain across all quantile levels of achievement. These results were replicated across the three data sets representing different populations and provide robust evidence for the role of self-concept of ability in understanding achievement from early childhood to adolescence across the spectrum of performance (low to high).
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据