Cognitive performance and academic achievement: How do family and school converge?
Cognitive performance and academic achievement: How do family and school converge?
Main Article Content
Abstract
Children enter the school system with different educational experiences, leaving also with different levels of learning and school results. In this study, we intend to understand the impact of family and school on children's cognitive performance and academic achievement during elementary education. The sample consists of 406 Portuguese children, from preschool and the 1st cycle of Basic Education, aged from 4 to 10 years old. Through full structural equation model, it was observed that the latent variable family (parents’ schooling and socioeconomic level) and the latent variable school (community and type of school) have a significant impact on academic achievement. However, only family presents a significant impact on cognitive performance. These data suggest that the impact of school on intelligence quotient is not expressive in early academic years, where family present higher explanation of the variance.
References
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Álvarez, A., Suárez, N., Tuero, E., Núñez, J. C., Valle, A., & Regueiro, B. (2015). Implicación familiar, autoconcepto del adolescente y rendimiento académico. European Journal of Investigation in Health, Psychology and Education, 5(3), 293---311. http://dx.doi.org/10.1989/ejihpe.v5i3.133
Alves, A. F., Gomes, C. M. A., Martins, A., & Almeida, L. S. (2016). Social and cultural contexts change but intelligence persists as incisive to explain children’s academic achievement. Ponte International Scientific Researches Journal, 72, 70---89. http://dx.doi.org/10.21506/j.ponte.2016.9.6
Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107(2), 238---246. http://dx.doi.org/10.1037/0033-2909.107.2.238
Bentler, P. M., & Bonnet, D. G. (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological Bulletin, 88(588---606).
Bracken, S. S., & Fischel, J. E. (2008). Family reading behavior and early literacy skills in preschool children from low-income backgrounds. Early Education and Development, 19(1), 45---67. http://dx.doi.org/10.1080/10409280701838835
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Brito, L., & Almeida, L. S. (2009). Escala de Competências Cognitivas para Crianças --- ECCOs 4/10: Manual. Porto: Edição dos autores.
Brito, L., Almeida, L., Ferreira, A. I., & Guisande, M. A. (2011). Contribución de los procesos y contenidos a la diferenciación cognitiva en la infancia: Un estudio con escolares portugueses. Infancia y Aprendizaje, 34(3), 323---336. http://dx.doi.org/10.1174/021037011797238540
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Cabrera, N., Shannon, J., & Tamis-LeMonda, C. (2007). Fathers’ influence on their children’s cognitive and emotional development: From toddlers to pre-k. Applied Development Science, 11(4), 208---213. http://dx.doi.org/10.1080/ 10888690701762100
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Chen, F. F. (2007). Sensitivity of goodness of fit indices to lack of measurement invariance. Structural Equation Modeling, 14, 464---504. http://dx.doi.org/10.1080/10705510701301834
Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9, 233---255. http://dx.doi.org/10.1207/S15328007SEM0902 5
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Coleman, J. S. (1966). Equality of educational opportunity. Washington, DC: US Government Printing Office.
Deary, I., Strand, S., Smith, P., & Fernandes, C. (2007). Intelligence and educational achievement. Intelligence, 35(1), 13---21. http://dx.doi.org/10.1016/j.intell.2006.02.001
Downey, D. B. (2001). Number of siblings and intellectual development: The resource dilution explanation. American Psychologist, 56(6---7), 497---504. http://dx.doi.org/10.1037/ 0003-066x.56.6-7.49
Eslava, M., Deaño, M., Alfonso, S., Conde, A., & García-Señorán, M. (2016). Family context and preschool learning. Journal of Family Studies, 22(2), 182---201. http://dx.doi.org/10. 1080/13229400.2015.1063445
Fernández-Zabala, A., Goñi, E., Camino, I., & Zulaika, L. M. (2016). Family and school context in school engagement. European Journal of Education and Psychology, 9(2), 47---55.
Freitas, S., Simões, M. R., Alves, L., & Santana, I. (2012). Montreal cognitive assessment: Influence of sociodemographic and health variables. Archives of Neuropsychology, 27, 165---175. http://dx.doi.org/10.1093/arclin/acr116
Goux, D., & Maurin, E. (2005). The effect of overcrowded housing on children’s performance at school. Journal of Public Economics, 89, 797---819. http://dx.doi.org/10.1016/j.jpubeco. 2004.06.005
Gustafsson, J. E. (2001). Schooling and intelligence: Effects of track of study on level and profile of cognitive abilities. International Education Journal, 2, 166---186.
Gutman, L. M., Sameroff, A. J., & Cole, R. (2003). Academic growth curve trajectories from the 1st grade to 12th grade: Effects of multiple social risk factors and preschool child factors. Development Psychology, 39(4), 777---790. http://dx.doi.org/10.1037/0012-1649.39.4.777
Hailikari, T., Nevgi, A., & Komulainen, E. (2008). Academic self-beliefs and prior knowledge as predictors of student achievement in Mathematics: A structural model. Educational Psychology, 28(1), 59---71. http://dx.doi.org/10.1080/ 01443410701413753
Heyneman, S. (1986). The search for school effects in developing countries, 1966---86. Washington, DC: World Bank, Economic Development Institute.
Kloosterman, R., Notten, N., Tolsma, J., & Kraaykamp, G. (2011). The effects of parental reading socialization and early school involvement on children’s academic performance: A panel study of primary school pupils in the Netherlands. European Sociological Review, 27(3), 291---306. http://dx.doi.org/10.1093/esr/jcq007
Lee, J., & Shute, V. (2010). Personal and social-contextual factors in K-12 academic performance: An integrative perspective on student learning. Educational Psychologist, September, 37---41. http://dx.doi.org/10.1080/00461520.2010.493471
Lemos, G. C., Almeida, L., & Colom, R. (2011). Intelligence of adolescents is related to their parents’ educational level but not to family income. Personality and Individual Differences, 50(7), 1062---1067. http://dx.doi.org/10.1016/j.paid.2011.01.025
Lugo-Gil, J., & Tamis-LeMonda, C. (2008). Family resources and parenting quality: Links to children’s cognitive development across the first 3 years. Child Development, 79(4), 1065---1085. http://dx.doi.org/10.1111/j.1467-8624.2008.01176.x
Magnuson, K. A., Meyers, M. K., Ruhm, C. J., & Waldfogel, J. (2004). Inequality in preschool education and school readiness. American Educational Research Journal, 41(1), 115---157. http://dx.doi.org/10.3102/00028312041001115
Marôco, J. (2014). Análise de equac¸ões estruturais (2nd ed.). Pêro Pinheiro: ReportNumber.
Martínez, R. A., Martínez, R., & Pérez, M. H. (2004). Children’s school assessment: Implications for family-school partnerships. International Journal of Educational Research, 41(1), 24---39. http://dx.doi.org/10.1016/j.ijer.2005.04.004
Martins, A. A., Alves, A. F., & Almeida, L. S. (2016). The factorial structure of cognitive abilities in childhood. European Journal of Education and Psychology, 9, 38---45. http://dx.doi.org/10.1016/j.ejeps.2015.11.003
Mistry, R. S., Benner, A. D., Biesanz, J. C., Clark, S. L., & Howes, C. (2010). Family and social risk, and parental investments during the early childhood years as predictors of low-income children’s school readiness outcomes. Early Childhood Research Quarterly, 25(4), 432---449. http://dx.doi.org/ 10.1016/j.ecresq.2010.01.002
Muthén, L. K., & Muthén, B. O. (1998---2014). MPlus user’s guide (7th ed.). Los Angeles, CA: Muthén & Muthén.
Nisbett, R. E., Aronson, J., Blair, C., Dickens, W., Flynn, J., Halpern, D. F., et al. (2012). Intelligence: New findings and theoretical developments. American Psychologist, 67(2), 130---159. http://dx.doi.org/10.1037/a0026699
Oostdam, R., & Hooge, E. (2013). Making the difference with active parenting; forming educational partnerships between parents and schools. European Journal of Psychology of Education, 28(2), 337---351. http://dx.doi.org/10.1007/s10212-012-0117-6
Oxford, M. L., & Lee, J. O. (2011). The effect of family processes on school achievement as moderated by socioeconomic context. Journal of School Psychology, 49(5), 597---612. http://dx.doi.org/10.1016/j.jsp.2011. 06.001
Phillipson, S. N. (2010). Modeling parental role in academic achievement: Comparing high-ability to low and average-ability students. Talent Development & Excellence, 2, 83---103.
Pomerantz, E. M., & Dong, W. (2006). Effects of mothers’ perceptions of children’s competence: The moderating role of mother’s theories of competence. Developmental Psychology, 42, 950---961. http://dx.doi.org/10.1037/0012-1649.42.5.950
Primi, R., Ferrão, M. E., & Almeida, L. S. (2010). Fluid intelligence as a predictor of learning: A longitudinal multilevel approach applied to math. Learning and Individual Differences, 20(5), 446---451. http://dx.doi.org/10.1016/j.lindif.2010.05.001
Raikes, H., Pan, B. A., Luze, G., Tamis-LeMonda, C. S., Brooks-Gunn, J., Constantine, J., et al. (2006). Mother-child bookreading in low-income families: Correlates and outcomes during the first three years of life. Child Development, 77(4), 924---953. http://dx.doi.org/10.1111/j.1467-8624.2006.00911.x
Regueiro, B., Rodríguez, S., Piñeiro, I., Estévez, I., Ferradás, M., & Suárez, N. (2015). Diferencias en la percepción de la implicación parental en los deberes escolares en función del nivel de motivación de los estudiantes. European Journal of Investigation in Health, Psychology and Education, 5(3), 313---323. http://dx.doi.org/10.1989/ejihpe.v5i3.134
Rindermann, H., Flores-Mendoza, C., & Mansur-Alves, M. (2010). Reciprocal effects between fluid and crystallized intelligence and their dependence on parents’ socioeconomic status and education. Learning and Individual Differences, 20(5), 544---548. http://dx.doi.org/10.1016/j.lindif.2010.07.002
Santos, D., & Primi, R. (2014). Desenvolvimento socioemocional e aprendizado escolar: Uma proposta de mensurac¸ão para apoiar políticas públicas. São Paulo: Instituto Ayrton Senna.
Schneeweis, N., Skirbekk, V., & Winter-Ebmer, R. (2014). Does education improve cognitive performance four decades after school completion? Demography, 51(2), 619---643. http://dx.doi.org/10.1007/s13524-014-0281-1
Soares, D. L., Lemos, G. C., Primi, R., & Almeida, L. S. (2015). The relationship between intelligence and academic achievement throughout middle school: The role of students’ prior academic performance. Learning and Individual Differences, 41, 73---78. http://dx.doi.org/10.1016/j.lindif.2015.02.005
Spinath, B., Spinath, F. M., Harlaar, N., & Plomin, R. (2006). Predicting school achievement from general cognitive ability, self-perceived ability and intrinsic value. Intelligence, 34, 363---374. http://dx.doi.org/10.1016/j.intell.2005.11.004
Steiger, J. H., Shapiro, A., & Browne, M. W. (1985). On the multivariate asymptotic distribution of sequential chi-square statistics. Psychometrika, 50(253---263).
Stelzl, I., Merz, F., Ehlers, T., & Remer, H. (1995). The effect of schooling on the development of fluid and crystallized intelligence: A quasi-experimental study. Intelligence, 21(3), 279---296. http://dx.doi.org/10.1016/0160-2896(95)90018-7
Sternberg, R. J. (2012). Intelligence. Wiley Interdisciplinary Reviews --- Cognitive Science, 3(5), 501---511. http://dx.doi.org/10.1002/wcs.1193
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