Cognitive, Behavioral, Emotional, and Social Influences on Academic Achievement of Children in Grade I, Aged Six to Seven Years
Keywords:
early childhood, academic achievement, primary school, predictorsAbstract
Background: Academic achievement in early years has positive distal outcomes on functioning. Little is known about what predicts academic achievement in early years.
Aims/Objectives: This study examines cognitive, behavioral, emotional, and social predictors of academic achievement among 6–7-year-olds.
Method: The sample comprised 200 children in grade I. Academic achievement was indexed on total marks obtained in last-term examinations. Tools used were the Wechsler Intelligence Scale for Children (WISC-III UK), Strengths and Difficulties Questionnaire (SDQ), Incomplete Doll Stories (IDS), and Peer Nomination for Social Preference (PNSP).
Results: The mean age of sample was 6.67 years (SD = .38); prominently from the middle socioeconomic strata (80%). In terms of academic achievement, mean percentage obtained by children was 68.82%. Intelligence was in average range (mean IQ = 107.22, SD = 12.24). Majority were categorized as normal on SDQ (69% and 68% on parental and teacher report of total difficulties; 88% and 72% on parent and teacher report of prosocial behaviors). Children demonstrated secure attachment (mean score on IDS = 2.13, SD = 0.62), and were liked by peers (PNSP like ratio = 0.72, SD = 0.10). On stepwise linear regression, predictors of academic achievement were teacher reported hyperactivity/inattention (50% variance), general intelligence (33%), likability (23%), and teacher reported peer relationship problems (19%). These variables together accounted for 42% variance in academic achievement.
Conclusion: Teacher reported hyperactivity/inattention and peer relationship problems, and child’s intelligence and likability are predictors of academic achievement in 6–7-year-old school-going children
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