Psychological, Family, and Peer Predictors of Academic Outcomes in First- through Fifth-Grade Children.

By L. Kurdek, R. Sinclair. 2000

110 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/98dee113cca97416cffd516ab13062817bed5f65

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Predicting school adjustment from motor abilities in kindergarten (2007, background): “Among the child characteristics associated with school adjustment, visual– motor ability has been suggested as a significant predictor of academic adaptation (Carlton & Winsler, 1999; Kurdek & Sinclair, 2000).”
Commentary: The Centrality of the Learning Context for Students' Academic Enabler Skills (2002, background): “Kurdek and Sinclair (2000) found that the average level of friends’ academic performance accounted for significant increases in the variance of teachers’ ratings of end-of-year verbal and math skills for individual students.”
Self-regulation in childhood as a predictor of future outcomes: A meta-analytic review. (2020, background): “12.0 (0.8) - Self-report: LSCS Behavior problems 17 Kurdek & Sinclair (2000) 293 Longitudinal United States Both (38”
Empirically-Derived, Person-Oriented Patterns of School Readiness in Typically-Developing Children: Description and Prediction to First-Grade Achievement (2005, background): “…by studies demonstrating that deficiencies in executive function components of verbal working memory and response inhibition during attention tasks are predictive of performance in reading and mathematics and school adjustment (Blair, 2002; Gathercole & Pickering, 2000; Kurdek & Sinclair, 2000).”
Social support matters: longitudinal effects of social support on three dimensions of school engagement from middle to high school. (2012, background): “These mixed results therefore underscore the need for a more rigorous examination of how school engagement trajectories may differ as a function of race or ethnicity.”
Children's school readiness in the ECLS-K: Predictions to academic, health, and social outcomes in first grade (2006, background): “An aspect of development labeled “cognitive self-control” (i.e., the ability to purposefully control one’s behavior) in the first grade has been found to predict scores on tests of reading and math in the fifth grade (Kurdek & Sinclair, 2000).”
In Peer Matters, Teachers Matter: Peer Group Influences on Students’ Engagement Depend on Teacher Involvement (2017, methodology): “One method, used in the present study, is to create peer profile scores for each child, by identifying the members of a target child’s peer group, and then combining measures of key characteristics obtained for each member (Kindermann, 1993; 1996; Kurdek & Sinclair, 2000; Ryan, 2001).”