Predictors of Academic Achievement in the 5th Grade of Elementary School
DOI:
https://doi.org/10.15448/1980-8623.2015.1.14850Keywords:
Academic performance, Behavior problems, Early childhood education, Gender, School.Abstract
Student, family and school factors account for individual differences in school performance through elementary school (EF). The aim of this prospective study was to test a model to predict academic performance in the 5th year of EF, adopting academic skills, social skills, behavior problems and perceived school hassles in the third year as predictors, as well as the length of exposure to early childhood education – ECE and the socioeconomic background of the student population in each EF school. Participants were 248 students attending four public schools. The instruments used were: Brazil Economic Classification Criteria, Academic Performance Test, teacher Social Skills Rating System – SSRS, Inventory of School Hassles and a collective assessment of school performance. Academic skills, social skills, and perceived stress in the third year predicted further academic performance. EF school effects on objective performance assessment were different from their effects on the teacher’s judgment of academic competence.Downloads
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