Top

Gepubliceerd in:

01-09-2013 | Empirical Research

Academic Success Across the Transition from Primary to Secondary Schooling Among Lower-Income Adolescents: Understanding the Effects of Family Resources and Gender

Auteurs: Lisa A. Serbin, Dale M. Stack, Danielle Kingdon

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 9/2013

Abstract

Successful academic performance during adolescence is a key predictor of lifetime achievement, including occupational and social success. The present study investigated the important transition from primary to secondary schooling during early adolescence, when academic performance among youth often declines. The goal of the study was to understand how risk factors, specifically lower family resources and male gender, threaten academic success following this “critical transition” in schooling. The study involved a longitudinal examination of the predictors of academic performance in grades 7–8 among 127 (56 % girls) French-speaking Quebec (Canada) adolescents from lower-income backgrounds. As hypothesized based on transition theory, hierarchical regression analyses showed that supportive parenting and specific academic, social and behavioral competencies (including spelling ability, social skills, and lower levels of attention problems) predicted success across this transition among at-risk youth. Multiple-mediation procedures demonstrated that the set of compensatory factors fully mediated the negative impact of lower family resources on academic success in grades 7–8. Unique mediators (social skills, spelling ability, supportive parenting) also were identified. In addition, the “gender gap” in performance across the transition could be attributed statistically to differences between boys and girls in specific competencies observed prior to the transition, as well as differential parenting (i.e., support from mother) towards girls and boys. The present results contribute to our understanding of the processes by which established risk factors, such as low family income and gender impact development and academic performance during early adolescence. These “transitional” processes and subsequent academic performance may have consequences across adolescence and beyond, with an impact on lifetime patterns of achievement and occupational success.

vorige artikel Do Academically-Engaged Adolescents Experience Social Sanctions from the Peer Group?

volgende artikel Changes in Teachers’ Involvement Versus Rejection and Links with Academic Motivation During the First Year of Secondary Education: A Multilevel Growth Curve Analysis

Achenbach, T. M. (1991). Manual for the teacher’s report form and 1991 profile. Burlington, VT: University of Vermont, Department of Psychiatry.

Alexander, K. L., Entwisle, D. R., & Kabbani, N. S. (2001). The dropout process in life course perspective: Early risk factors at home and school. Teachers College Record, 103, 760–822. doi:10.1111/0161-4681.00134.CrossRef

Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic and statistical considerations. Journal of Personality and Social Psychology, 51, 1173–1182. doi:10.1037/0022-3514.51.6.1173.PubMedCrossRef

Battin-Pearson, S., Newcomb, M. D., Abbott, R. D., Hill, K. G., Catalono, R. F., & Hawkins, J. D. (2000). Predictors of early high school dropout: A test of five theories. Journal of Educational Psychology, 92, 568–582. doi:10.1037/0022-0663.92.3.568.CrossRef

Benner, A. D. (2011). The transition to high school: Current knowledge, future directions. Educational Psychology Review, 23, 299–328. doi:10.1007/s10648-011-9152-0.PubMedCrossRef

Benner, A. D., & Graham, S. (2009). The transition to high school as a developmental process among multiethnic urban youth. Child Development, 80, 356–376. doi:10.1111/j.1467-8624.2009.01265.x.PubMedCrossRef

Berninger, V., & Fayol, M. (2008). Why spelling is important and how to teach it effectively. Encyclopedia of language and literacy development (pp. 1–13). London, Canada: Canadian Language and Literacy Research Network.

Bradley, R. H., & Corwyn, R. F. (2002). Socioeconomic status and child development. Annual Review of Psychology, 53(1), 371–399. doi:10.1146/annurev.psych.53.100901.135233.PubMedCrossRef

Buchmann, C., DiPrete, T. A., & McDaniel, A. (2008). Gender inequalities in education. Annual Review of Sociology, 34, 319–337. doi:10.1146/annurev.soc.34.040507.134719.CrossRef

Byrnes, J. P., & Miller, D. C. (2007). The relative importance of predictors of math and science achievement: An opportunity-propensity analysis. Contemporary Educational Psychology, 32(4), 599–629. doi:10.1016/j.cedpsych.2006.09.002.CrossRef

Casillas, A., Robbins, S., Allen, J., Kuo, Y., Hanson, M. A., & Schmeiser, C. (2012). Predicting early academic failure in high school from prior academic achievement, psychosocial characteristics, and behavior. Journal of Educational Psychology, 10(2), 407–420. doi:10.1037/a0027180.CrossRef

Conger, R. D., & Donnellan, B. (2007). An interactionist perspective on the socioeconomic context of human development. Anuual Review of Psychology, 58, 175–199. doi:10.1146/annurev.psych.58.110405.085551.CrossRef

Conger, R. D., Ebert-Wallace, L., Sun, Y., Simons, R. L., McLoyd, V. C., & Brody, G. H. (2002). Economic pressure in African American families: A replication and extension of the family stress model. Developmental Psychology, 38, 179–193. doi:10.1037/0012-1649.38.2.179.PubMedCrossRef

Day, J. C., & Newburger, E. C. (2002). The big payoff: Educational attainment and synthetic estimates of work-life earnings (pp. 23–210). Washington, DC: US Department of Commerce, Economics and Statistics Administration, US Census Bureau.

DiPrete, T. A., & Jennings, J. L. (2011). Social and behavioral skills and the gender gap in early educational achievement. Social Science Research, 41(1), 1–15. doi:10.1016/j.ssresearch.2011.09.001.PubMedCrossRef

Duchesne, S., Larose, S., Guay, F., Vitaro, F., & Tremblay, R. E. (2005). The transition from elementary to high school: The pivotal role of family and child characteristics in explaining trajectories of academic functioning. International Journal of Behavioral Development, 29, 409–417. doi:10.1080/01650250500206067.

Duckworth, A. L., & Seligman, M. E. P. (2006). Self-discipline gives girls the edge: Gender in self-discipline, grades and achievement test scores. Journal of Educational Psychology, 98, 198–208. doi:10.1037/0022-0663.98.1.198.CrossRef

Eccles, J. S., & Midgley, C. (1989). Stage/environment fit: Developmentally appropriate classrooms for early adolescents. In R. E. Ames & C. Ames (Eds.), Research on motivation in education (Vol. 3, pp. 139–186). San Diego, CA: Academic Press.

Elder, G. H, Jr. (1985). Perspectives on the life course. In G. H. Elder Jr (Ed.), Life course dynamics: Trajectories and transitions, 1968–1980 (pp. 23–49). Ithaca: Cornell University Press.

Elder, G. H, Jr. (1998). The life course as developmental theory. Child Development, 69, 1–12. doi:10.2307/1132065.PubMed

Englund, M. M., Egeland, B., & Collins, W. A. (2008). Exceptions to high school dropout predictions in a low-income sample: Do adults make a difference? Journal of Social Issues, 64, 77–93. doi:10.1111/j.1540-4560.2008.00549.x.PubMedCrossRef

Entwisle, D. R., Alexander, K. L., & Olson, L. S. (2007). Early schooling: The handicap of being poor and male. Sociology of Education, 80, 114–138. doi:10.1177/003804070708000202.CrossRef

Freudenberg, N., & Ruglis, J. (2007). Peer reviewed: Reframing school dropout as a public health issue. Preventing chronic disease, 4(4). http://www.cdc.gov/pcd/issues/2007/.htm.

Geiser, S., & Santelices, M. V. (2007). Validity of high-school grades in predicting student success beyond the freshman year: High-school record vs. standardized tests as indicators of four-year college outcomes. In Research & Occasional Paper Series. UC Berkeley: Center for Studies in Higher Education. Retrieved from: http://escholarship.org/uc/item/7306z0zf.

Graber, J. A., Brooks-Gunn, J., & Warren, M. P. (2006). Pubertal effects on adjustment in girls: Moving from demonstrating effects to identifying pathways. Journal of Youth and Adolescence, 3, 391–401. doi:10.1007/s10964-006-9049-2.CrossRef

Gresham, F. M., & Elliott, S. N. (1990). The social skills rating system. Circle Pines, MN: American Guidance Service.

Harcourt Assessment (2005). WISC-IV^CDN-FR : Échelle d’intelligence de Wechsler pour enfants (4^eme ed.), Version pour francophones du Canada. Toronto, On: Harcourt Assessment.

Harter, S. (1985). Manual for the self-perception profile for children. Denver, CO: University of Denver.

Hayes, A. F. (2009). Beyond Baron and Kenny: Statistical mediation analysis in the new millennium. Communication Monographs, 76, 408–420. doi:10.1080/03637750903310360.CrossRef

Henry, K. L., Knight, K. E., & Thornberry, T. P. (2012). School disengagement as a predictor of dropout, delinquency, and problem substance use during adolescence and early adulthood. Journal of Youth and Adolescence, 41(2), 156–166. doi:10.1007/s10964-011-9665-3.PubMedCrossRef

Honaker, J., King, G., & Blackwell, M. (2008). Amelia II: A program for missing data. Retrieved from http://gking.harvard.edu/amelia/.

Hornik, K. (2012). R. Project. ISBN 3-900051-08-9. Retrieved from: http://CRAN.R-project.org/doc/FAQ/R-FAQ.html.

Institut de la statistique du Québec. (2004). Statistiques de population 2004, Table D-9, p. 83; for Québec, Institut de la statistique du Québec website.

Jacobs, J. E., & Bleeker, M. M. (2004). Girls’ and boys’ developing interests in math and science: Do parents matter? In H. Bouchey & C. Winston (Eds.), Social and Self Processes Underlying Math and Science Achievement. New Directions for Child and Adolescent Development Vol. 106 (pp. 5–21). doi:10.1002/cd.113.

Jimerson, S., Egeland, B., Sroufe, L. A., & Carlson, E. (2000). A prospective longitudinal study of high school dropouts: Examining multiple predictors across development. Journal of School Psychology, 38, 525–549. doi:10.1016/S0022-4405(00)00051-0.CrossRef

Kasen, S., Cohen, P., & Brook, J. S. (1998). Adolescent school experiences and dropout, adolescent pregnancy, and young adult deviant behavior. Journal of Adolescent Research, 13(1), 49–72. doi:10.1177/0743554898131004.PubMedCrossRef

Legewie, J., & DiPrete, T. A. (2012). School context and the gender gap in educational achievement. American Sociological Review, 77(3), 463–485. doi:10.1177/0003122412440802.CrossRef

Little, R. J. A., & Rubin, D. B. (2002). Statistical analysis with missing data (2nd ed.). New York: Wiley.

Maccoby, E. E. (1998). The two sexes: Growing up apart, coming together. Cambridge: Harvard University Press.

MacKinnon, D. P., Fairchild, A. J., & Fritz, M. S. (2007). Mediation analysis. Annual Review of Psychology, 58, 593–614. doi:10.1146/annurev.psych.58.110405.085542.PubMedCrossRef

Masten, A. S., Cutuli, J. J., Herbers, J. E., & Reed, M. G. (2009). Resilience in development. In S. J. Lopez & C. R. Snyder (Eds.), Oxford handbook of positive psychology (2nd ed.). New York: Oxford University Press.

McLoyd, V. C., Kaplan, R., Purtell, K. M., Bagley, E., Hardaway, C. R., & Smalls, C. (2009). Poverty and socioeconomic disadvantage in adolescence. In R. Lerner & L. Steinberg (Eds.), Handbook of adolescent psychology (3rd ed.). New York: John Wiley.

Meece, J. L., Glienke, B. B., & Burg, S. (2006). Gender and motivation. Journal of School Psychology, 44, 351–373. doi:10.1016/j.jsp.2006.04.004.CrossRef

National Center for Education Statistics (NCES). (2006). National Assessment of Educational Progress: Nation’s report card. Retrieved from http://nces.ed.gov/nationsreportcard/.

Neild, R. C., Stoner-Eby, S., & Furstenberg, F. (2008). Connecting entrance and departure: The transition to ninth grade and high school dropout. Education and Urban Society, 40, 543–569. doi:10.1787/9789264044197-en.CrossRef

OECD. (2008). Growing unequal? Income distribution and poverty in OECD countries. Paris: OECD Publishing. doi:10.1787/9789264044197.

OECD. (2011). Education at a glance 2011: OECD indicators. OECD Publishing,. doi:10.1787/eag-2011-en.

Pan-Canadian Assessment Program (PCAP). (2010). Report on the Pan-Canadian assessment of mathematics, science, and reading. Canada: Council of Ministers of Education.

Power, T. G. (1993). Parenting dimensions inventory (PDI): A research manual. Unpublished document, Texas: University of Houston.

Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40, 879–891. doi:10.3758/BRM.40.3.879.PubMedCrossRef

Roderick, M. (2003). What’s happening to the boys? Early high school experiences and school outcomes among African American male adolescents in Chicago. Urban Education, 38, 538–607. doi:10.1177/0042085903256221.CrossRef

Romano, E., Babchishin, L., Pagani, L. S., & Kohen, D. (2010). School readiness and later achievement: Replication and extension using a Nationwide Canadian Survey. Developmental Psychology, 46, 995–1007. doi:10.1037/a0018880.PubMedCrossRef

Ruble, D. N., Martin, C. L., & Berenbaum, S. A. (2006). Gender development. In W. Damon (Series Ed.) & N. Eisenberg (Vol. Ed.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (6th ed., pp. 858–932). New York: Wiley.

Rutter, M. (1996). Transitions and turning points in developmental psychopathology: As applied to the age span between childhood and mid-adulthood. International Journal of Behavioral Development, 19, 603–626. doi:10.1177/016502549601900309.

Rutter, M. (2012). Annual research review: Resilience—Clinical implications. Journal of Child Psychology and Psychiatry, 54, 474–487. doi:10.1111/j.1469-7610.2012.02615.x.PubMedCrossRef

Sarrazin, G. (1995). Test de rendement pour francophones. Toronto: Harcourt & Brace.

Serbin, L. A., Cooperman, J. M., Peters, P. L., Lehoux, P., Stack, D. M., & Schwartzman, A. E. (1998). Inter-generational transfer of psycho-social risk in women with childhood histories of aggression, withdrawal or aggression and withdrawal. Developmental Psychology, 34, 1246–1262. doi:10.1037/0012-1649.34.6.1246.PubMedCrossRef

Serbin, L., & Karp, J. (2004). The intergenerational transfer of psychosocial risk: Mediators of vulnerability and resilience. Annual Review of Psychology, 55, 333–363. doi:10.1146/annurev.psych.54.101601.145228.PubMedCrossRef

Serbin, L. A., Stack, D. M., Kingdon, D., Mantis, I., & Enns, L. N. (2011a). Unpacking the effects of childhood poverty: A psychosocial approach to intergenerational risk. In G. Frechet, D. Gauvreau, & J. Poirer (Eds.), Social exclusion, poverty and social statistics: Perspectives from Quebec, Canada and abroad (pp. 113–122). Montreal, QC: Presses de l’Université de Montréal.

Serbin, L. A., Temcheff, C. E., Cooperman, J. M., Stack, D. M., Ledingham, J., & Schwartzman, A. E. (2011b). Predicting family poverty and other disadvantaged conditions for childrearing from childhood aggression and social withdrawal: A 30-year longitudinal study. International Journal of Behavioral Development, 35, 97–106. doi:10.1177/0165025410372008.CrossRef

Sirin, S. R. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75, 417–453. doi:10.3102/00346543075003417.CrossRef

Slater, M., & Power, T. (1987). Multidimensional assessment of parenting in single-parent families. In J. Vincent (Ed.), Advances in family intervention, assessment, and theory (pp. 197–228). Greenwich, Connecticut: JAI Press.

Statistics Canada. (2006). Distribution of census families by family structure, Canada, provinces and territories, 2006. (Catalogue number 97-553-XWE2006001).

Statistics Canada. (2010). Summary public school indicators for Canada, the provinces, and territories, 2001/2002 to 2007/2008. (Catalogue number 81-595-M No. 083).

Statistics Canada. (2011). Dropout rate by gender, Canada, 1990-1991 to 2009-2010. Labour Force Survey 2010. Ottawa: Statistics Canada.

Taanila, A., Ebeling, H., Heikura, U., & Järvelin, M. R. (2003). Behavioural problems of 8-year-old children with and without intellectual disability. Journal of Pediatric Neurology, 1, 15–24.

Wechsler, D. (1992). Wechsler individual achievement test. San Antonio, TX: Psychological Corporation.

Titel: Academic Success Across the Transition from Primary to Secondary Schooling Among Lower-Income Adolescents: Understanding the Effects of Family Resources and Gender
Auteurs: Lisa A. Serbin
Dale M. Stack
Danielle Kingdon
Publicatiedatum: 01-09-2013
Uitgeverij: Springer US
Gepubliceerd in: Journal of Youth and Adolescence / Uitgave 9/2013
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI: https://doi.org/10.1007/s10964-013-9987-4

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 9/2013

Striving for Educational and Career Goals During the Transition After High School: What is Beneficial?

The Role of Mentor Type and Timing in Predicting Educational Attainment

Erratum to: Family Relationships and Adolescent Well-Being: Are Families Equally Protective for Same-Sex Attracted Youth?

Erratum to: Mapping Developmental Precursors of Cyber-Aggression: Trajectories of Risk Predict Perpetration and Victimization

Changes in Teachers’ Involvement Versus Rejection and Links with Academic Motivation During the First Year of Secondary Education: A Multilevel Growth Curve Analysis

Do Academically-Engaged Adolescents Experience Social Sanctions from the Peer Group?