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Direct linkHou Xie; Kaylin Ratner; Suzanne G. Fegley; Michael J. Nakkula – Child Development, 2025
This study investigated the development of educational aspirations (EAs) among Chinese youth (n = 2228, 48.61% female, 87.66% Han, M[subscript age_2010] = 11.48 years) for 6 years. Five latent classes of EA trajectories were identified. They varied greatly during early adolescence but converged around an associate degree in middle adolescence and…
Descriptors: Adolescents, Academic Aspiration, Age Differences, Academic Achievement
Peer reviewedShantz, Carolyn U.; Watson, John S. – Child Development, 1971
Descriptors: Abstract Reasoning, Expectation, Prediction, Preschool Children
Nielsen, Mark; Suddendorf, Thomas; Slaughter, Virginia – Child Development, 2006
Three studies (N=144) investigated how toddlers aged 18 and 24 months pass the surprise-mark test of self-recognition. In Study 1, toddlers were surreptitiously marked in successive conditions on their legs and faces with stickers visible only in a mirror. Rates of sticker touching did not differ significantly between conditions. In Study 2,…
Descriptors: Recognition (Psychology), Human Body, Toddlers, Child Behavior
Peer reviewedParsons, Jacquelynne Eccles; And Others – Child Development, 1982
To assess the impact of parents on children's achievement, self-concept, and related beliefs, extensive questionnaires measuring attitudes and beliefs regarding mathematics achievement were administered to children in grades 5 through 11 and their parents. The potential influence of parents both as role models and as expectancy socializers was…
Descriptors: Achievement Need, Adolescents, Children, Elementary Secondary Education
Peer reviewedRuble, Diane N.; Nakamura, Charles Y. – Child Development, 1973
This study examined variables related to problem-solving approaches of young children, using the theoretical framework provided by Zigler and collaborators in their work on outerdirectedness. Four aspects of outerdirectedness were examined: developmental trends, different types of reinforcement, task difficulty, and pride in accomplishment. (ST)
Descriptors: Age Differences, Child Development, Elementary School Students, Expectation
Peer reviewedKuklinski, Margaret R.; Weinstein, Rhona S. – Child Development, 2001
Evaluated a path model of teacher expectancy effects in 376 first- through fifth-grade urban children. Found that classroom environment and developmental differences moderated the strength of teacher expectancy effects on students' year-end achievement. Results suggested that teacher expectations may tend to magnify achievement differences in the…
Descriptors: Academic Achievement, Age Differences, Comparative Analysis, Effect Size
Peer reviewedParsons, Jacquelynne Eccles; And Others – Child Development, 1982
The relationship between classroom experiences and individual differences in expectations for future success in mathematics courses, self-concept of math abilities, and perceptions of the difficulty of math were investigated in an observational study of 17 math classrooms for grades five through nine. (Author/RH)
Descriptors: Achievement Need, Classroom Environment, Elementary School Students, Elementary Secondary Education
