Publicação
Cognitive performance and academic achievement: how do family and school converge?
| Resumo: | Children enter the school system with different educational experiences, leavingalso with different levels of learning and school results. In this study, we intend to understandthe impact of family and school on children’s cognitive performance and academic achievementduring elementary education. The sample consists of 406 Portuguese children, from preschooland the 1st cycle of Basic Education, aged from 4 to 10 years old. Through full structural equationmodel, it was observed that the latent variable family (parents’ schooling and socioeconomiclevel) and the latent variable school (community and type of school) have a significant impacton academic achievement. However, only family presents a significant impact on cognitiveperformance. These data suggest that the impact of school on intelligence quotient is notexpressive in early academic years, where family present higher explanation of the variance. |
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| Autores principais: | Alves, Ana Filipa |
| Outros Autores: | Gomes, Cristiano Mauro Assis; Martins, Ana; Almeida, Leandro S. |
| Assunto: | Family School Cognitive performance Academic achievement Intelligence Familia Escuela Desempeño cognitivo Rendimiento académico Inteligencia Ciências Sociais::Psicologia |
| Ano: | 2017 |
| País: | Portugal |
| Tipo de documento: | artigo |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Universidade do Minho |
| Idioma: | inglês |
| Origem: | RepositóriUM - Universidade do Minho |
| Resumo: | Children enter the school system with different educational experiences, leavingalso with different levels of learning and school results. In this study, we intend to understandthe impact of family and school on children’s cognitive performance and academic achievementduring elementary education. The sample consists of 406 Portuguese children, from preschooland the 1st cycle of Basic Education, aged from 4 to 10 years old. Through full structural equationmodel, it was observed that the latent variable family (parents’ schooling and socioeconomiclevel) and the latent variable school (community and type of school) have a significant impacton academic achievement. However, only family presents a significant impact on cognitiveperformance. These data suggest that the impact of school on intelligence quotient is notexpressive in early academic years, where family present higher explanation of the variance. |
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