Effects of parent involvement in isolation or in combination with peer tutoring on student self-concept and mathematics achievement.

The present study examined the effects of a home-based, parent involvement (PI) intervention and the reciprocal peer tutoring (RPT) intervention on the self-concept and mathematics achievement of academically at-risk urban elementary school students. Seventy-two 4th- and 5th-grade students evidencing difficulties in mathematics were selected. Students were assigned randomly to 3 conditions: PI?+?RPT, PI, and practice control (PC). Student self-concept reports showed that students in the PI?+?RPT and PI conditions reported higher ratings of scholastic and behavior conduct than controls. Students in the PI?+?RPT conditions perceived themselves as more socially confident than did PI or PC students. Mathematics findings indicated that students who received PI?+?RPT displayed higher levels of accurate mathematics computations on a curriculum-based measure than PI or PC students. PI?+?RPT students also had significantly higher scores on a standardized measure of mathematics computation than PC students. The relationships between the PI intervention components and school adjustment were discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of reciprocal peer tutoring on mathematics and school adjustment: A component analysis.

Examined the relative impact of structured peer tutoring and group reward components of the reciprocal peer-tutoring intervention on the mathematics performance of elementary school students at high risk for academic failure. 64 students were selected randomly from a pool of 80 4th- and 5th-grade students. Students were assigned randomly to 4 conditions: structure plus reward; reward only; structure only; and no structure, no reward. Findings indicate that students who received both components showed the highest levels of accurate math computations. Analyses of collateral measures revealed that students in the group-reward conditions received higher classroom conduct reports than students in the nonreward conditions. Students in the structured conditions reported higher levels of scholastic competency and self-control than did students in the nonstructured conditions. Data were reported on treatment integrity and teacher and student satisfaction. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Problem solving in video-based microworlds: Collaborative and individual outcomes of high-achieving sixth-grade students.

The effect of collaboration on problem-solving performance and learning was investigated in the context of a complex, video-based mathematics problem. Ninety-six high-achieving 6th-grade students were randomly assigned to collaborative or individual problem-solving conditions. Two hypotheses were tested: (a) that triads would perform better than individuals when first presented with the problems and (b) that students who had first worked in triads would perform better than students who had worked individually when asked to solve the same problem and a near-transfer problem on their own. Three measures of problem solving and planning were used. Students in the collaborative condition outperformed students in the individual condition on their initial attempt at the problem. In addition, students in the collaborative condition performed better on the mastery and near-transfer problems on 2 out of 3 performance measures. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social relations of gifted children as a function of age and school program.

Examined social and personal concomitants of exceptional academic capability in the context of various educational settings. Students in Grades 5, 8, and 10 participated in the study. At each grade level, there were students in classes for the gifted (self-contained gifted), gifted students in regular classes (integrated gifted), and classmates of the integrated gifted (matched and random controls). Subjects completed self-report scales of social competence and feelings about school. Peer nominations for social competence were also obtained from children in the integrated classes. The integrated gifted children at all three grade levels had higher scores for academic self-concept than the other groups; there were no differences in social or physical self-concept. In Grade 5 only, the integrated gifted were rated by their classmates as higher in social competence than were controls. Although there were no significant differences among groups in terms of attitude toward school, feelings toward school became less positive as age increased. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Student performance on and preferences for mathematics word problems: An investigation of the effects of explicit timing and interspersing procedures.

A within-subjects design was used to compare two instructional methods--explicit timing and interspersing--with 187 second-grade students. Students completed two mathematics word problem assignments under differing conditions. In the explicit timing condition, students were told they would be timed while working long mathematics word problems. In the interspersing condition, students were presented with brief mathematics problems between longer target mathematics word problems, but were not told they would be timed. Students then completed a preference survey. Results indicated that both assignments produced similar problem completion rates and the number of target problems and accuracy remained constant. Students reported that the explicit timing assignment required the most time and effort to complete and was the most difficult; however, there was no preference for homework choice. The significance of the current findings in relation to the explicit timing and interspersing literature, the continued need to compare two or more interventions directly, and the significance of student preference data are discussed. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Reciprocal peer tutoring: An analysis of "teacher" and "student" interactions as a function of training and experience.

Investigated the relationship between peer-tutoring interactions of dyads with experience in a reciprocal peer tutoring (RPT) program in mathematics, vs dyads with no experience in RPT. It was hypothesized that students who participated in the RPT condition would exhibit significantly greater amounts of behaviors associated with effective peer teaching than students in the Practice Control (PC) condition and that these behaviors would be associated with mathematics achievement and student reports of behavioral conduct and social competence. 40 academically at-risk African Americans (aged 9.4–12.1 yrs old) from an urban elementary school were randomly assigned to either RPT or PC conditions. Group difference data revealed that RPT Ss displayed significantly higher rates of mathematics achievement, self-report of social acceptance and behavioral conduct and higher rates of observed teacher and student task-related behavior as compared with controls. Peer student active engagement in academic activity was positively related to curriculum-based mathematics test scores. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The storm and stress (or calm) of early adolescent self-concepts: Within- and between-subjects variability.

This study uses intraindividual variability and change methods to test theoretical accounts of self-concept and its change across time and context and to test the developmental implications of this variability. The 5-year longitudinal study of 541 youths in a rural Pennsylvania community from 3rd through 7th grade included twice-yearly assessments of self-concept (academic and social), corresponding external evaluations of competence (e.g., teacher-rated academic skills, peer-nominated “likeability”), and multiple measures of youths' overall adjustment. Multiphase growth models replicate previous research, suggesting significant decline in academic self-concept during middle school but modest growth in social self-concept from 3rd through 7th grade. Next, a new contribution is made to the literature by quantifying the amount of within-subject variability (i.e., “lability”) around these linear self-concept trajectories as a between-subjects characteristic. Self-concept lability was found to associate with a general profile of poorer competence and adjustment and to predict poorer academic and social competence at the end of 7th grade above and beyond level of self-concept. Finally, there was substantial evidence that wave-to-wave changes in youths' self-concepts correspond to teacher and peer evaluations of youths' competence, that attention to peer feedback may be particularly strong during middle school, and that these relations may be moderated by between-subjects indicators of youths' general adjustment. Overall, findings highlight the utility of methods sensitive to within-subject variation for clarifying the dynamics of youths' self-system development. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

A comparison of single and multiple strategy instruction on third-grade students' mathematical problem solving.

The purposes of this study were to assess the differential effects of a single strategy (schema-based instruction; SBI) versus multiple strategies (general strategy instruction, GSI) in promoting mathematical problem solving and mathematics achievement as well as to examine the influence of word problem-solving instruction on the development of computational skills. Eighty-eight 3rd graders and their teachers were assigned randomly to conditions (SBI and GSI). Students were pre- and posttested on mathematical problem-solving and computation tests and were posttested on the Pennsylvania System of School Assessment Mathematics test, a criterion-referenced test that measures student attainment of academic standards. Results revealed SBI to be more effective than GSI in enhancing students' mathematical word problem-solving skills at posttest and maintenance. Further, results indicate that the SBI groups' performance exceeded that of the GSI group on the Pennsylvania System of School Assessment measure. On the computation test, both groups made gains over time. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relation of social and academic competence to depressive symptoms in childhood.

Relation of depressive symptoms to social and academic competence was examined in 750 4th-grade students. Self-report, peer-nomination, and teacher-rating measures of all 3 constructs were obtained. The multitrait-multimethod data were examined with confirmatory factor analysis and multivariate analysis of variance (MANOVA). Stronger correlations than have previously been reported were found between depressive symptoms and both kinds of competence. Social and academic incompetence had an additive effect on depressive symptoms. Children who were both socially and academically less competent had more symptoms of depression than children who had only 1 problem area. Children with only 1 problem area had more symptoms of depression than did children who were neither socially nor academically less competent. Gender differences in other-rated measures of competence were also evident. Implications for a competency-based model of depression are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis.

Path analysis was used to test the predictive and mediational role of self-efficacy beliefs in mathematical problem solving. Results revealed that math self-efficacy was more predictive of problem solving than was math self-concept, perceived usefulness of mathematics, prior experience with mathematics, or gender (N?=?350). Self-efficacy also mediated the effect of gender and prior experience on self-concept, perceived usefulness, and problem solving. Gender and prior experience influenced self-concept, perceived usefulness, and problem solving largely through the mediational role of self-efficacy. Men had higher performance, self-efficacy, and self-concept and lower anxiety, but these differences were due largely to the influence of self-efficacy, for gender had a direct effect only on self-efficacy and a prior experience variable. Results support the hypothesized role of self-efficacy in A. Bandura's (1986) social cognitive theory. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Discriminant and predictive validity of academic self-concept, academic self-efficacy, and mathematics-specific self-efficacy.

This study examined whether global academic self-concept and academic self-efficacy beliefs that vary in domain specificity–globality represent distinct or common underlying dimensions. Participants were 205 university students who completed measures of academic self-concept, global academic self-efficacy, and domain-specific mathematics self-efficacy. Confirmatory factor analyses revealed that each of the variables represented separate, though related, latent dimensions of self-perception. Self-efficacy and self-concept were also differentially useful in predicting relatively domain-specific versus global academic and vocational criteria. The implications of these findings for theory and practice related to academic achievement and career development are considered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effects of inclusion on the social functioning of students with learning disabilities

The purpose of this study was to provide data on the social functioning (i.e., the degree of peer acceptance, self-concept, loneliness, and social alienation) of students in second, third, and fourth grade who participated in an inclusive classroom for an entire year. The social functioning of students identified as learning disabled (LD; n = 16), low achieving (LA; n = 27), and average/high achieving (AHA; n = 21) was assessed at the beginning and end of the school year. The students with LD were less well liked and more frequently rejected than AHA students. Although students' overall self-worth did not differ by achievement group, the students with LD demonstrated significantly lower academic self-concept scores. The students with LD did not differ on ratings of loneliness, and they demonstrated increases in the number of within-class reciprocal friendships from fall to spring. Discussion focuses on the effects of inclusion on the social functioning of students with LD.     

The cognitive correlates of third-grade skill in arithmetic, algorithmic computation, and arithmetic word problems.

The purpose of this study was to examine the cognitive correlates of 3rd-grade skill in arithmetic, algorithmic computation, and arithmetic word problems. Third graders (N = 312) were measured on language, nonverbal problem solving, concept formation, processing speed, long-term memory, working memory, phonological decoding, and sight word efficiency as well as on arithmetic, algorithmic computation, and arithmetic word problems. Teacher ratings of inattentive behavior also were collected. Path analysis indicated that arithmetic was linked to algorithmic computation and to arithmetic word problems and that inattentive behavior independently predicted all 3 aspects of mathematics performance. Other independent predictors of arithmetic were phonological decoding and processing speed. Other independent predictors of arithmetic word problems were nonverbal problem solving, concept formation, sight word efficiency, and language. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Childhood competence and depression.

Examined whether children with both academic and social skill deficiencies have higher levels of peer-nominated and self-ratings of depression than their more competent peers and whether depression levels can distinguish academically skilled children from socially skilled ones. Objective measures of academic and social competence classified 169 3rd–6th grade children as competent (above the median on both measures), incompetent (below on both), academically skilled (above only on academic competence), or socially skilled (above only on social competence). Children completed the Perceived Competence Scale for Children, Children's Depression Inventory, and a peer nomination inventory of depression. Results demonstrate information about academic and social competence best predicted Ss' depression. Peer-nominated and self-rated depression were highest among incompetent Ss and lowest among competent Ss. Peer-nominated happiness was higher among the socially skilled than among the academically skilled. (46 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Enhancing Mathematical Problem Solving Among Third-Grade Students With Schema-Based Instruction.

The purposes of this study were to assess the effects of schema-based instruction (SBI) in promoting mathematical problem solving and to investigate schema induction as a mechanism in the development of mathematical problem solving. Twenty-four 3rd-grade teachers, with 366 students, were assigned randomly to conditions that provided instruction on 4 types of word problems. The 3 16-week conditions were contrast, SBI, and SBI with practice in sorting word problems into schemas. Students were pre- and posttested on mathematical problem-solving tests and were posttested on schema development. Students receiving SBI, with and without sorting practice, improved more than the contrast group on problem-solving measures. Concurrently, the SBI groups' schema development exceeded that of the contrast group, and schema development explained a substantial portion of unique variance in students' posttreatment problem-solving performance. Results also suggested the need for additional research testing the contribution of practice in sorting word problems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Motivation and mathematics achievement: a comparative study of Asian-American, Caucasian-American, and east Asian high school students

This study examined the motivation and mathematics achievement of Asian-American, Caucasian-American, and East Asian students. Subjects were 304 Asian-American, 1,958 Caucasian-American, 1,475 Chinese (Taiwan), and 1,120 Japanese eleventh graders (mean age = 17.6 years). Students were given a curriculum-based mathematics test and a questionnaire. Mathematics scores of the Asian-American students were higher than those of Caucasian-American students but lower than those of Chinese and Japanese students. Factors associated with the achievement of Asian-American and East Asian students included having parents and peers who hold high standards, believing that the road to success is through effort, having positive attitudes about achievement, studying diligently, and facing less interference with their schoolwork from jobs and informal peer interactions. Contrary to the popular belief that Asian-American students' high achievement necessarily takes a psychological toll,they were found not to report a greater frequency of maladjustive symptoms than Caucasian-American students.     

Childhood competence and behavior problems.

Examined the relationship between objective measures of childhood competence and behavior problems in 474 2nd–6th graders. Daily classwork measured the academic competence, and peer ratings measured social competence. Median splits formed 4 groups, with competent Ss highest and incompetent Ss lowest on the relatively independent dimensions of academic and social competence. Competent Ss excelled on attitudinal measures of a competent lifestyle and on the Harter Competence (HC) Scales. Teacher ratings on the Behavior Problem Checklist (BPC) attributed fewest problems to competent Ss. Conversely, incompetent Ss achieved the lowest HC and the highest BPC scores. Ss high on social competence and low on academic competence were distinguished by BPC conduct problems and nervousness. Peer nominations of depression on the Peer Nomination Inventory characterized all Ss low on social competence. (48 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-concept and peer acceptance in students with learning disabilities: A four- to five-year prospective study.

Examined the peer relations and self-concepts of students prior to and following their identification by the school district as learning disabled (LD) in a 4- to 5-yr prospective study. Self-concept ratings (kindergarten–4th grade) and peer acceptance ratings (kindergarten–3rd grade), as well as academic achievement scores, were compared across 3 groups: LD students who were placed in resource special education programs during 2nd grade, low-achieving (LA) students, and average-achieving/high-achieving (AA/HA) students. For peer acceptance, AA/HA students' scores were higher than LA students' scores only. No between-groups differences were obtained during any school year on the self-concept measure. Findings suggest that LD students' self-perceptions are not negatively affected by academic and social difficulties in the early grades or by the identification and labeling process. Though generalization is limited by the small sample size, few studies have examined students with learning disabilities longitudinally or prior to and following their identification. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mood states and sleepiness in college students: influences of age, sex, habitual sleep, and substance use

Survey and laboratory evidence suggests several factors affecting sleep-wake patterns of college students. These factors include social and academic demands, diminution of parental guidance, reduction of total sleep time, delayed bedtime, and increased nap episodes. In this study, we examined the problem of falling asleep in school as a correlate of negative moods in this population (N = 294). A multivariate analysis showed significant main effects of sleepiness on mood states based on the Profile of Mood States. Students who fell asleep in school reported higher negative mood states. Significant interactions were observed among sleepiness and age, sex, race, and duration of sleep. Specifically, younger men reported higher negative moods. No interactions were noted for alcohol and marijuana consumption; however, students who fell asleep in school consumed more alcoholic beverages and smoked more than those who did not. Perhaps falling asleep in school could be used as an index that characterizes students who manifest adaptive or psychological difficulty.     

Discrimination of two aspects of cognitive-social intelligence from academic intelligence.

The present study proposed a theoretical division of cognitive-social intelligence into declarative and procedural social knowledge (crystallized social knowledge) and flexible knowledge application aspects (social-cognitive flexibility) distinct from academic problem solving. Pictorial, verbal, self-, and teacher report measures of social-cognitive flexibility, crystallized social knowledge, and academic problem solving were collected for 169 high school seniors (102 girls and 67 boys) in a multitrait-multimethod study. Confirmatory factor analyses supported the discriminability of social-cognitive flexibility from academic problem solving and crystallized social knowledge. Crystallized social knowledge was not discriminable from academic problem solving. Significant correlations between these factors and teacher reports of social behavior confirmed that flexible application of social knowledge is an important aspect of social competence. (PsycINFO Database Record (c) 2010 APA, all rights reserved)