Magnuson Katherine, Duncan Greg, Lee Kenneth T H, Metzger Molly
University of Wisconsin-Madison.
University of California, Irvine.
Am Educ Res J. 2016 Aug;53(4):1198-1228. doi: 10.3102/0002831216634658. Epub 2016 Apr 4.
Although school attainment is a cumulative process combining mastery of both academic and behavioral skills, most studies have offered only a piecemeal view of the associations between middle childhood capacities and subsequent schooling outcomes. Using a 20-year longitudinal dataset, this study estimates the association between children's academic skills, anti-social behaviors and attention problems, all averaged across middle childhood, and their long-term educational outcomes. After adjusting for family and individual background measures, we find that high average levels of math and reading achievement, and low average levels of anti-social behavior problems, are positively associated with later attainment. Associations between attention problems and attainment are small. Associations are attenuated somewhat when sibling differences in these skills and behaviors are related to sibling differences in attainment outcomes.
尽管学业成就的达成是一个综合了学术技能和行为技能掌握情况的累积过程，但大多数研究仅零散地考察了童年中期能力与后续学业成果之间的关联。本研究利用一个长达20年的纵向数据集，估算了童年中期平均水平的儿童学术技能、反社会行为和注意力问题与他们长期教育成果之间的关联。在对家庭和个人背景指标进行调整后，我们发现，较高的数学和阅读成绩平均水平以及较低的反社会行为问题平均水平与后期学业成就呈正相关。注意力问题与学业成就之间的关联较小。当这些技能和行为方面的兄弟姐妹差异与学业成就结果方面的兄弟姐妹差异相关时，这种关联会有所减弱。
