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The Transition to Junior High School: A Longitudinal Study of Self-Esteem, Psychological Symptomatology, School Life, and Social Support.
Peer reviewed Peer reviewed
Hirsch, Barton J.; Rapkin, Bruce D. – Child Development, 1987
Studied the psychological well-being of 159 white and black students during the transition to junior high school. Group differences in adjustment were examined with respect to race, sex, and academic competence. Adjustment patterns were found to be complex and highly differentiated. (PCB)
Descriptors: Academic Ability, Adjustment (to Environment), Adolescents, Junior High Schools
Affective Processes and Academic Achievement.
Peer reviewed Peer reviewed
Feshbach, Norma Deitch; Feshbach, Seymour – Child Development, 1987
Data indicate that for girls, affective dispositional factors (empathy, depressive affectivity, aggression, and self-concept) are intimately linked to cognitive development and academic achievement. (PCB)
Descriptors: Academic Achievement, Affective Behavior, Cognitive Development, Preadolescents
Cognitive Consequences of Contrasting Pedagogies: The Effects of Quranic Preschooling in Morocco.
Peer reviewed Peer reviewed
Wagner, Daniel A.; Spratt, Jennifer E. – Child Development, 1987
Results indicate specific and positive effects of Quranic schooling on serial memory but not on other memory or cognitive tasks. These findings replicate earlier reports that Quranic schooling affects specific (and not general) memory skills. (PCB)
Descriptors: Cognitive Development, Cultural Differences, Foreign Countries, Memory
The Emergent Academic Self-Image of First Graders: Its Response to Social Structure.
Peer reviewed Peer reviewed
Entwisle, Doris R.; And Others – Child Development, 1987
Examined the kinds of information first grade children take into account in forging their image of an academic self, as well as whether this nascent self-image affects school achievement. (PCB)
Descriptors: Academic Achievement, Grade 1, Primary Education, Self Concept
Self-System Concomitants of Discrepancies between Children's and Teachers' Evaluations of Academic Competence.
Peer reviewed Peer reviewed
Connell, James P.; Ilardi, Barbara C. – Child Development, 1987
The purpose of this study was to elucidate the psychological concomitants of discrepancies between fourth- to sixth-grade children's perceptions of academic competence and two measures of their competence (teacher ratings and achievement test scores). (PCB)
Descriptors: Academic Ability, Achievement Rating, Achievement Tests, Differences
The Family-School Relation and the Child's School Performance.
Peer reviewed Peer reviewed
Stevenson, David L.; Baker, David P. – Child Development, 1987
Results indicated that parental involvement is related to the child's school performance. In addition, parents are more involved in school activities when the educational status of the mother is higher and when the child is younger. (PCB)
Descriptors: Academic Achievement, Age Differences, Educational Attainment, Family Influence
The Development of Informal and Formal Mathematical Thinking in Korean and U.S. Children.
Peer reviewed Peer reviewed
Song, Myung-Ja; Ginsburg, Herbert P. – Child Development, 1987
Examined (1) whether Korean children exhibit superior levels of mathematics achievement, compared to U.S. children; (2) whether an early advantage in informal mathematical thinking contributes to superiority in mathematical achievement; and (3) whether the superior achievement of Korean children is qualitatively different from that of U.S.…
Descriptors: Classroom Techniques, Cross Cultural Studies, Cultural Differences, Family Influence
Opportunities and Constraints: Black-White Differences in the Formation of Interracial Friendships.
Peer reviewed Peer reviewed
Hallinan, Maureen T.; Teixeira, Ruy A. – Child Development, 1987
The effects of classroom climate, organization of instruction, and class racial composition on the interracial friendliness of students in desegregated classrooms were studied. (PCB)
Descriptors: Adolescents, Classroom Environment, Elementary Secondary Education, Friendship
Mathematics Classrooms in Japan, Taiwan, and the United States.
Peer reviewed Peer reviewed
Stigler, James W.; And Others – Child Development, 1987
Studies were conducted in Chinese, Japanese, and American classrooms during mathematics classes. Large cross-cultural differences were found in variables related to classroom structure and management. These paralleled differences in mathematics achievement among China, Japan, and the United States. (PCB)
Descriptors: Classroom Techniques, Cross Cultural Studies, Cultural Differences, Educational Practices