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| Format: | Artículo científico |
| Language: | en |
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Asociación Universitaria de Educación y Psicología
2018
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| Online Access: | https://www.redalyc.org/articulo.oa?id=129353356002 |
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Table of Contents:
- Cognitive performance and academic achievement: How do family and school converge? Ana Filipa Alves Cristiano Mauro Assis Gomes Ana Martins Leandro da Silva Almeida Psicología Family School Academic achievement Intelligence Children enter the school system with different educational experiences, leaving also with different levels of learning and school results. In this study, we intend to understand the impact of family and school on children's cognitive performance and academic achievement during elementary education. The sample consists of 406 Portuguese children, from preschool and the 1st cycle of Basic Education, aged from 4 to 10 years old. Through full structural equation model, it was observed that the latent variable family (parents’ schooling and socioeconomic level) and the latent variable school (community and type of school) have a significant impact on academic achievement. However, only family presents a significant impact on cognitive performance. These data suggest that the impact of school on intelligence quotient is not expressive in early academic years, where family present higher explanation of the variance. 2018 artículo científico 1888-8992 https://www.redalyc.org/articulo.oa?id=129353356002 en http://www.redalyc.org/revista.oa?id=1293 European Journal of Education and Psychology application/pdf Asociación Universitaria de Educación y Psicología European Journal of Education and Psychology (España) Num.1 Vol.11