Learning Disabilities and Emotional Intelligence

The literature is conflicted around the subject of the emotional abilities of individuals with Specific Learning Disabilities (SLDs): While many claim cognitive challenges are associated with emotional difficulties, some suggest emotional and interpersonal abilities are not compromised in such disorders and may help individuals compensate and cope effectively with the challenges they meet in learning environments. Two studies explored differences in emotional intelligence (EI) between young adults with and without SLD. Two samples (matched on gender, approximate age, and program of study; n = 100, and unmatched; n = 584) of college students took self-report and performance-based tests of EI (Ability-EI) as well as a measure of self-esteem and demographics associated with college performance (e.g.: SAT scores, gender, etc.). The results showed that while SAT scores and ability emotional intelligence (Ability-EI) were associated with college GPA, Ability-EI did not differ between the two groups, while self-report measures of EI and self-esteem did show differences, with the group with learning disabilities ranking lower. The effects remained stable when we controlled for demographics and potential intervening factors. The results suggest that EI may play a protective role in the association between background variables and college attainment in students with SLD. The results may provide a basis for interventions to empower students with SLD in academia.     

Pre-entry Characteristics,Perceived Social Support,Adjustment and Academic Achievement in First-Year Spanish University Students: A Path Model

Transition to university is a multifactorial process to which scarce consideration has been given in Spain, despite this being one of the countries with the highest rates of academic failure and attrition within the European Union. The present study proposes an empirical model for predicting Spanish students' academic achievement at university by considering pre-entry characteristics, perceived social support and adaptation to university, in a sample of 300 traditional first-year university students. The findings of the path analysis showed that pre-university achievement and academic and personal–emotional adjustment were direct predictors of academic achievement. Furthermore, gender, parents' education and family support were indirect predictors of academic achievement, mediated by pre-university grades and adjustment to university. The current findings supporting evidence that academic achievement in first-year Spanish students is the cumulative effect of pre-entry characteristics and process variables, key factors that should be taken into account in designing intervention strategies involving families and that establish stronger links between research findings and university policies.     

初中生公正世界信念对其学业成就的影响:感知的教师支持和班级公正的中介作用

公正世界信念作为一种社会认知倾向,对于个体发展具有普遍影响,但是在学校情境中探索公正世界信念与学业成就的关系及影响机制的研究却很有限。本研究以郑州市两个区县的2584名初中一年级学生为被试,考察公正世界信念对其学业成就的影响,从班级生态环境的角度,探索个体对教师支持和班级公正的感知在二者之间的中介作用。结果发现：初中生的公正世界信念可显著预测其学业成就;在控制了性别、年龄后,学生的公正世界信念可分别通过对教师支持和班级公正的感知间接影响其学业成就,公正世界信念还可以通过感知的教师支持影响对班级公正的感知,进而影响学业成就的多重中介路径发挥作用。个体对班级教师支持和班级公正的感知是公正世界信念影响学业成就的重要途径。     

The Mediating Effects of Benefit Finding on the Relationship Between the Identity Centrality of Negative Stressful Events and Identity Achievement

Which types of benefit finding in negative events central to identity lead to higher identity achievement? This study examined the relationships between the identity centrality of negative events, benefit finding, and identity achievement, with consideration of differences between benefit-finding domains. Participants included 245 undergraduates, who recalled a previous negative event and completed the Identity Scale, Centrality of Event Scale, and items regarding benefit finding. Path analysis showed that benefit finding regarding personal growth consistently correlated with identity achievement, while the effects of recognizing warmth in others were unstable depending on event category. The findings demonstrated the role of benefit finding regarding personal growth in promoting identity achievement and buffering the original adverse impact of negative events on identity.     

Use of the mathematical principle of inversion in young children

An important issue in the development of mathematical cognition is the extent to which children use and understand fundamental mathematical concepts. We examined whether young children successfully use the principle of inversion and, if so, whether they do so based on qualitative identity, length, or quantity. Twenty-four preschool children and 24 children in Grade 1 were presented with three-term inversion problems (e.g., 3+2-2) and standard problems of similar magnitude (e.g., 2+4-3). Problems were presented in three conditions to determine whether children used inversion at all and, if so, whether their decisions were based on quantitative or nonquantitative features of the problems. Both preschool and Grade 1 children showed evidence of using inversion in a fully quantitative manner, indicating that this principle is available in some form prior to extensive formal instruction in arithmetic.     

The academic achievement of African American students during early adolescence: an examination of multiple risk,promotive, and protective factors

This study examined the effects of multiple risk, promotive, and protective factors on three achievement-related measures (i.e., grade point average, number of absences, and math achievement test scores) for African American 7th-grade students (n = 837). There were 3 main findings. First, adolescents had lower grade point averages, more absences, and lower achievement test scores as their exposure to risk factors increased. Second, different promotive and protective factors emerged as significant contributors depending on the nature of the achievement-related outcome that was being assessed. Third, protective factors were identified whose effects were magnified in the presence of multiple risks. Results were discussed in light of the developmental tasks facing adolescents and the contexts in which youth exposed to multiple risks and their families live.     

Academic achievement of low birthweight children at age 11: the role of cognitive abilities at school entry

We examine the extent to which deficits in academic achievement in low birthweight (LBW) children at age 11 are explained by deficits in cognitive abilities at school entry. Data come from a longitudinal study of a stratified sample of LBW and normal birthweight (NBW) children from an innercity and middle class suburbs in the Detroit area. Woodcock-Johnson Psychoeducational Battery-Revised was used to measure reading and math at age 11. WISC-R and specific neuropsychologic tests were administered at age 6. On reading, the LBW-NBW difference was -3.6 points (SE = 1.2). The difference was explained almost entirely by IQ at age 6. On math, the LBW-NBW difference was -6.1 points (SE = 1.1). The difference on math was trivial and not significant, when IQ and neuropsychological tests at age 6 were controlled. Level of LBW was unrelated to reading, but it had a gradient relationship with math, with birthweight < or = 1,500 g associated with a greater deficit than heavier LBW. The results imply that most of the LBW-NBW gap in academic achievement at age 11 could be eliminated by eliminating differences in cognitive abilities at age 6. Interventions to improve academic performance of LBW children should focus on the preschool years.     

风险情景中不同成就动机者的冒险行为特征

采用计算机模拟和问卷的方法,研究不同成就动机的个体在动态情境下的冒险行为。结合成就动机的静态与动态理论,考察具有不同程度的成就动机个体在动态环境中的行为差异。结果发现,在动态情境的初期,可以看到不同成就动机的被试有稳定的偏好：成就动机高的个体偏爱中等难度的任务,成就动机低的个体偏爱较易或者是较难难度的任务;随着行为的动态进行,个体的冒险行为呈现出与静态情境中不同的规律性：成就动机高的个体在初期选择的中等难度的基础上逐渐选择更难的任务;成就动机低的个体在初期选择较易难度任务的基础上也逐渐选择更难的任务;相对于成就动机低的个体,成就动机高的个体会更慢地选择难度高的任务;高成就动机个体出现非典型转换次数显著低于低成就动机的个体。     

Longitudinal effects of preschool behavioral styles on early adolescent school performance

Early behavioral problems and temperament as well as student-teacher relationships each have been shown to be important predictors of school performance. This longitudinal study investigated the relations between children's preschool behaviors and their early adolescent student-teacher relationships and academic achievement. It was hypothesized that preschool behaviors would predict school performance in early adolescents. Results showed that children who were more prone to anxiety as preschoolers tended to have the highest grades as young adolescents. Additionally, children with poor student-teacher relationships, as characterized by dependent and conflictual relationships, had lower grades in school. Thus, in considering the importance of a “child×environment” model for school performance, it appears that it is both the child variable of anxiety and the perhaps environmental variable of student-teacher relationships that are related to school performance.     

Direct and relational bullying among primary school children and academic achievement

The association between bullying behaviour and academic achievement was investigated in 1016 children from primary schools (6-7-year-olds/year 2: 480; 8-9-year-olds/year 4: 536). Children were individually interviewed about their bullying experiences using a standard interview. Key Stage I National Curriculum results (assessed at the end of year 2) were collected from class teachers, and parents completed a behaviour and health questionnaire. Results revealed no relationship between direct bullying behaviour and decrements in academic achievement. Conversely, higher academic achievement at year 2 predicted bullying others relationally (e.g. social exclusion at year 4). Relational victimisation, Special Educational Needs (SEN), being a pupil from a rural school or small classes and low socioeconomic status (SES) predicted low academic achievement for year 2 children. Findings discount the theory that underachievement and frustration at school leads to direct, physical bullying behaviour.