Preschoolers' Maternal Support and Cognitive Competencies as Predictors of Elementary Achievement
- verfasst von
- Joachim Tiedemann, Günter Faber
- 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.
- Organisationseinheit(en)
-
Institut für Psychologie
- Typ
- Artikel
- Journal
- The journal of educational research
- Band
- 85
- Seiten
- 348-354
- Anzahl der Seiten
- 7
- ISSN
- 0022-0671
- Publikationsdatum
- 1992
- Publikationsstatus
- Veröffentlicht
- Peer-reviewed
- Ja
- ASJC Scopus Sachgebiete
- Ausbildung bzw. Denomination
- Elektronische Version(en)
-
https://doi.org/10.1080/00220671.1992.9941137 (Zugang:
Geschlossen)