Role of resilient personality on lower achieving first grade students' current and future achievement

This study investigated a measurement model of personality resilience and the contribution of personality resilience to lower achieving first grade students' academic achievement. Participants were 445 ethnically diverse children who at entrance to first grade scored below their school district median on a test of literacy. Participants were administered an individual achievement test in first grade and 1 year later. Confirmatory factor analysis confirmed a second-order latent construct of resilient personality defined by teacher-rated conscientiousness, agreeableness, and ego-resiliency that was distinct from measures of externalizing behaviors and IQ. Using latent structural equation modeling and controlling for baseline economic adversity, IQ, and externalizing symptoms, resilient personality predicted children's concurrent and future achievement (controlling also for baseline achievement in the prospective analyses). Model fit was invariant across gender.     

Retention of Hispanic/Latino students in first grade: Child, parent, teacher, school, and peer predictors

A sample of 283 Hispanic children with literacy performance at entrance to first grade below the median for their school district was studied as part of a larger research project on the predictors of grade retention in grade 1. Following retention decisions, 51 Hispanic students were retained in first grade. Low literacy skills, being young at entrance to first grade, low ego resilience, low support in the teacher-student relationship, and parents' low sense of responsibility for their children's educational outcomes predicted retention decisions. Hierarchical logistics regression investigated the contribution of six categories of variables (academic competencies; socio-demographic characteristics; social, emotional, and behavioral adjustment; resiliency, school context; and home environment) to retention. Controlling for literacy, only being young for grade and parents' low sense of responsibility for their children's adjustment to school made a direct contribution to retention. Early literacy skills were higher for children enrolled in bilingual classrooms than for children in non-bilingual classrooms. Implications for educational policy are discussed.     

上海市学龄儿童行为问题与亲子关系相关研究

本文通过选取上海市2864名7～14岁学龄儿童进行行为问题及亲子关系调查,结果显示：（1）学龄儿童问题行为发生率为11.5%;（2）初中生的问题行为发生率明显低于小学生;（3）学龄儿童问题行为发生与父亲的积极拒绝态度,母亲的积极拒绝,盲从,矛盾的态度等关系密切;而且,父母的“积极拒绝态度”更容易使儿童发生“身心健康”和“社会与情绪”行为问题;父亲的“消极拒绝”,母亲的“盲从”更容易使儿童产生“日常不良行为习惯”。