Cognitive performance and academic achievement: How do family and school converge?

IF 1.2 Q4 PSYCHOLOGY, EDUCATIONAL European Journal of Education and Psychology Pub Date : 2017-12-01 DOI:10.1016/j.ejeps.2017.07.001

Ana Filipa Alves , Cristiano Mauro Assis Gomes , Ana Martins , Leandro da Silva Almeida

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引用次数: 46

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.

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认知表现与学业成绩：家庭和学校如何融合？

孩子们带着不同的教育经历进入学校系统，离开时也带着不同的学习水平和学习成绩。本研究旨在了解小学阶段家庭和学校对儿童认知表现和学业成绩的影响。样本由406名葡萄牙儿童组成，年龄从4岁到10岁，来自学龄前和基础教育第一阶段。通过全结构方程模型，发现潜在变量家庭(父母受教育程度和社会经济水平)和潜在变量学校(社区和学校类型)对学业成绩有显著影响。然而，只有家庭对认知表现有显著影响。这些数据表明，学校对智商的影响在早期学年没有表现出来，家庭对方差的解释更高。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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