"The relationship between the discourse knowledge and the writing performance of elementary-grade students": Correction to Olinghouse and Graham (2009).

Reports an error in "The relationship between the discourse knowledge and the writing performance of elementary-grade students" by Natalie G. Olinghouse and Steve Graham (Journal of Educational Psychology, 2009[Feb], Vol 101[1], 37-50). The DOI published was incorrect. The correct DOI for this article is provided in the erratum. (The following abstract of the original article appeared in record 2009-01936-013.) This study examined whether discourse knowledge about various forms of writing predicted young developing writers' (Grade 2 and Grade 4 students) story writing performance once 4 writing (handwriting fluency, spelling, attitude toward writing, advanced planning) and 3 nonwriting (grade, gender, basic reading skills) variables were controlled. It also examined whether Grade 4 students (18 boys, 14 girls) possessed more discourse knowledge than Grade 2 students (18 boys, 14 girls). Students wrote a story and responded to a series of questions designed to elicit their declarative and procedural knowledge about the characteristics of good writing in general and stories in particular as well as their knowledge about how to write. Five aspects of this discourse knowledge (substantive, production, motivation, story elements, and irrelevant) together made a unique and significant contribution to the prediction of story quality, length, and vocabulary diversity beyond the 7 control variables. In addition, older students possessed greater knowledge about the role of substantive processes, motivation, and abilities in writing. Findings support the theoretical propositions that discourse knowledge is an important element in early writing development and that such knowledge is an integral part of the knowledge-telling approach to writing. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Gender differences in writing self-beliefs of elementary school students.

The authors investigated the nature of gender differences in the writing self-beliefs of elementary school students in Grades 3, 4, and 5 (N?=?363). Girls were judged superior writers, but there were no gender differences in writing self-efficacy after controlling for writing aptitude. However, girls expressed that they were better writers than were other boys or girls in their class or in their school to a greater degree than did boys. Only writing self-efficacy beliefs and aptitude predicted writing performance in a path model that included writing apprehension, self-efficacy for self-regulation, and perceived usefulness of writing. Self-efficacy mediated the effects of aptitude and self-efficacy for self-regulation on performance. Writing self-concept was higher and apprehension lower for students in Grade 3 than in Grade 5. Data were consistent with A. Bandura's (1986) social cognitive theory and suggest that boys and girls may use a different metric when responding to traditional self-efficacy scales. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Confrontation with aggressive peers at school: Students' reluctance to seek help from the teacher .

Asking for assistance from a teacher is generally viewed by elementary school students as a way of avoiding rather than resolving peer conflict. However, there are situations when it is appropriate and perhaps necessary to seek help. This study investigated such situations. Vignettes that portrayed aggressive peer conflict at school were presented to 128 3rd and 4th graders, who were asked what they would do and why. Students' self-perceptions of peer relations also were measured. At Grade 3, boys and girls were equally likely to go to the teacher for help, whereas at Grade 4, girls were more likely than boys to do so. At Grade 4, girls showed greater interest than boys in resolving conflict and "getting things back to normal." At Grade 3, students interested in revenge tended to go to the teacher. At both grades, boys were more concerned than girls that help seeking might lead to hassles with the teacher or reprisals from classmates. Boys who perceived themselves as popular and girls who perceived themselves as unpopular were relatively likely to seek help. Relations between help seeking and children's grade level, gender, and self-perceptions are discussed in terms of goal and strategy components in a social-information-processing model of conflict resolution. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sex differences in children's mathematics achievement: Solving computations and story problems.

Examined the performance of 144,462 male and 142,305 female California 6th-graders (aged 135–261 mo) on 2 types of mathematics items: computations and story problems. Data represent Ss' responses to the Survey of Basic Skills, Grade 6, of the California Assessment Program. Results indicate that girls were more likely than boys to solve computations successfully, whereas boys were more likely than girls to be successful with story problems. Sex is shown to be a significant factor in predicting student success. Problem-solving success for the 2 types of items is also examined in relation to reading achievement, SES, primary language, and age. It was found that girls had higher measured reading achievement than boys; however, girls who achieved higher scores in reading were nonetheless relatively weaker in solving story problems than both other girls and boys. Little or no interaction was found between SES or language and sex. Age was not found to be a factor that contributes to sex differences in performance. (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Gender differences in motivational pathways to college for middle class African American youths.

Using a sample of predominantly middle-class African American adolescents and parents (N = 424), the authors tested a path model linking parental expectations for children's future educational attainment, youths' motivation during Grade 11, and youths' subsequent on-time postsecondary educational progress. Parents' expectations were positively related to adolescents' educational attainment aspirations, attainment expectations, utility values (i.e., beliefs about the usefulness of education), and perceptions of racial barriers to upward mobility. Relationships between parents' expectations and youths' aspirations and expectations were mediated by youths' perceptions of parents' expectations. For boys, but not girls, Grade 11 educational expectations and utility values each uniquely predicted college attendance 1 year after high school graduation. In addition, boys' perceptions of racial barriers were negatively related to subsequent postsecondary progress through their influence on values. Findings underscore the importance of academic achievement motivation as a developmental resource for African American boys and suggest that boys are especially likely to benefit from interventions promoting positive motivational beliefs. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Knowledge, interest, and narrative writing.

One-hundred-six 9th graders and 203 undergraduates wrote a story about baseball for 25 min and then completed a 39-item multiple-choice test of baseball topic knowledge. Students also answered 6 questions about their individual interest in baseball. Confirmatory factor analysis suggested that knowledge and interest tests measured different constructs. Hierarchical regression analyses revealed Grade?×?Interest and Gender?×?Interest interactions on thematic maturity. Differences favoring undergraduates at low levels of interest disappeared at higher levels of interest, and differences favoring male students at low levels of interest disappeared at higher levels of interest. Topic knowledge predicted thematic maturity and was a better predictor of the interestingness of students' written texts than was individual interest. Implications for the assignment of student writing topics are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Do goals affect the structure of students’ argumentative writing strategies?

Fourth- and sixth-grade students with and without learning disabilities wrote essays about a controversial topic after receiving either a general persuasion goal or an elaborated goal that included subgoals based on elements of argumentative discourse. Students in the elaborated goal condition produced more persuasive essays that were responsive to alternative standpoints than students in the general goal condition. Students with learning disabilities wrote poorer quality and less elaborated arguments than students without disabilities. Measures derived from the structure of students’ argumentative strategies were highly predictive of essay quality, and they accounted for the effects of goal condition, grade, and disability status. Nearly all students used the argument from consequences strategy to defend their standpoint. The implications for argumentative writing are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Intrinsic and extrinsic reading motivation as predictors of reading literacy: A longitudinal study.

The purpose in this study was to examine the longitudinal relationships of intrinsic and extrinsic motivation with reading literacy development. In particular, the authors (a) investigated reading amount as mediator between motivation and reading literacy and (b) probed for bidirectional relationships between reading motivation and reading literacy, controlling for previous reading literacy. A total of 740 students participated in a longitudinal assessment starting in Grade 3, with further points of measurement in Grades 4 and 6. Structural equation models with latent variables showed that the relationship between intrinsic reading motivation and later reading literacy was mediated by reading amount but not when previous reading literacy was included in the model. A bidirectional relationship was found between extrinsic reading motivation and reading literacy: Grade 3 reading literacy negatively predicted extrinsic reading motivation in Grade 4, which in turn negatively predicted reading literacy in Grade 6. Implications for research and practice are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relation of eighth graders' family structure, gender, and family environment with academic performance and school behavior.

[Correction Notice: An erratum for this article was reported in Vol 80(3) of Journal of Educational Psychology (see record 2008-10692-001). Table 2 contained incorrect data. The first column of data contained correlations whose signs should have been reversed. The complete correct table appears in the erratum.] The purpose of this study was to assess how family structure, gender, and family environment were related to both academic performance (end-of-the-year grades and quantitative and verbal achievement factor scores) and school behavior (number of days absent, number of days tardy, and number of in-school detentions). Subjects were 219 middle-class eighth graders (96 boys, 123 girls). Generally, students in two-parent nuclear families had better academic performance and less problematic school behavior than did students in either mother-custody or stepfather families. Boys had more detentions than did girls. Despite significant differences among the three family structures, the family structure variable accounted at most for only 7% of the variability in academic performance and school behavior. A family environment that emphasized achievement and intellectual pursuits accounted for variability in end-of-the-year grades beyond that accounted for by family structure, gender, and family conflict. The joint consideration of family structure, gender, and family environment accounted at most for 17% of the variance in academic performance and school behavior. For students in the mother-custody and stepfather families, contact with father was unrelated to academic performance. Findings are discussed in terms of models of achievement motivation and behavior. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Achievement goal orientations and self-regulation in writing: An integrative perspective.

This study tested the hypothesis that self-regulation of writing is a multifaceted modular construct and that students would perceive different goal orientations for writing as involving the application of different writing strategies. Two hundred eleven Jewish Israeli high school students engaged in a writing assignment and then reported on their goal orientations, self-regulation, and writing strategies. Smallest space analyses indicated that self-regulation and writing strategies were perceived as elements within goal orientations, thus suggesting a phenomenological integration of motivation and self-regulation of writing into task-related action orientations. The findings pointed to possible differences in the nature of these action orientations between students from different types of learning environments and with different levels of writing achievement. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mediators of the Relation Between Maternal Depressive Symptoms and Child Internalizing and Disruptive Behavior Disorders.

[Correction Notice: An erratum for this article was reported in Vol 18(1) of Journal of Family Psychology (see record 2007-16896-001). On page 551, in Table 2, two values are listed incorrectly. In row 17, Early Child Externalizing (K, Grade 2), the correlation coefficients in columns 4 and 5 should be transposed to read -.087 in column 4 (People in My Life Communication) and -.208 in column 5 (Inventory of Parent Experiences Community Support).] Drawing on a normative sample of 224 youth and their biological mothers, this study tested 4 family variables as potential mediators of the relationship between maternal depressive symptoms in early childhood and child psychological outcomes in preadolescence. The mediators examined included mother-child communication, the quality of the mother-child relationship, maternal social support, and stressful life events in the family. The most parsimonious structural equation model suggested that having a more problematic mother-child relationship mediated disruptive behavior-disordered outcomes for youths, whereas less maternal social support mediated the development of internalizing disorders. Gender and race were tested as moderators, but significant model differences did not emerge between boys and girls or between African American and Caucasian youths. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Responses to "neutral" pronoun presentations and the development of sex-biased responding.

Investigated whether 36 kindergarten and 36 1st-grade children, like college students, would give male-biased responses to a "he" presentation and examined how Ss would respond to the use of "they" and "he or she" pronoun presentations. The effects of pronoun use on memory were also investigated, as were possible sex differences in responding. Each S was assigned to 1 of 3 pronoun presentation groups, each of which contained an equal number of girls and boys. Ss in the different groups listened to the exact same story except that Group I Ss heard the pronoun "they" used throughout the story, Group 2 Ss heard "she" or "he" used throughout the story, and Group 3 Ss heard the pronoun "he" throughout the story. Ss were then asked to retell the story and were shown pictures of a boy and a girl and asked to indicate which one the story was about. Results support the pronomial dominance theory of pronoun functioning for young children. Results also support the hypothesis that boys initially use a self-imaging response to neutral presentations. The time of transition away from this response was identified as the 1st-grade level. There was no indication that kindergarten or 1st-grade girls use the self-imagining approach. The "they" presentation appeared to be the most neutral. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts.

A motivational science perspective on student motivation in learning and teaching contexts is developed that highlights 3 general themes for motivational research. The 3 themes include the importance of a general scientific approach for research on student motivation, the utility of multidisciplinary perspectives, and the importance of use-inspired basic research on motivation. Seven substantive questions are then suggested as important directions for current and future motivational science research efforts. They include (1) What do students want? (2) What motivates students in classrooms (3) How do students get what they want? (4) Do students know what they want or what motivates them? (5) How does motivation lead to cognition and cognition to motivation? (6) How does motivation change and develop? and (7) What is the role of context and culture? Each of the questions is addressed in terms of current knowledge claims and future directions for research in motivational science. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A core knowledge architecture of visual working memory.

[Correction Notice: An erratum for this article was reported in Vol 37(3) of Journal of Experimental Psychology: Human Perception and Performance (see record 2011-10888-001). The supplemental materials DOI is incorrect. The correct DOI for the supplemental materials is provided in the erratum.] Visual working memory (VWM) is widely thought to contain specialized buffers for retaining spatial and object information: a 'spatial-object architecture.' However, studies of adults, infants, and nonhuman animals show that visual cognition builds on core knowledge systems that retain more specialized representations: (1) spatiotemporal representations for object tracking, (2) object identity representations for object recognition, and (3) view-dependent snapshots for place recognition. In principle, these core knowledge systems may retain information separately from one another. Consistent with this hypothesis, this study provides evidence that these three types of information are subject to independent working memory storage limits. These results, combined with those from previous studies, indicate that VWM contains three specialized buffers for retaining spatiotemporal information, object identity information, and snapshot information. Thus, VWM buffers parallel core knowledge systems. This 'core knowledge architecture' links the study of visual working memory to the study of the biological foundations of visual cognition. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Conflict and childhood friendship in Taiwan and Canada.

The present study assessed cross-cultural differences in friendship characteristics among children (aged 8–9 yrs) from collectivist and individualist cultures. Same-sex dyads of Grade 3 and Grade 4 students in a middle-class suburb of Toronto, Canada (n?=?1,227) and students from a middle-class suburb of Taipei, Taiwan (n?=?965) reported on the presence of companionship, conflict, help, security, and closeness in their friendships. The analysis reveals that long-term stability rates for friendships were not significantly different between nations or between boys and girls. Companionship was a significant predictor of friendship continuation among students in Taiwan. Friends in Taiwan reported significantly less conflict in their relationships than did friends in Canada. There was also greater agreement among friends in Taiwan than in Canada on the presence of conflict in the friendship relationship. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Undergraduate writing in psychology: Learning to tell the scientific story.

Reviews the book, Undergraduate writing in psychology: Learning to tell the scientific story by R. Eric Landrum (see record 2008-03689-000). This review is written from the perspective of a student who enrolled in a course on academic writing and a professor who taught the course. From the student's perspective, Landrum covers all the bases, from the reason psychologists write scientifically to the proper way to write a notecard. However, she feels that the book is too basic, and that students will not feel that they learned anything new from it. From the professor's perspective, the book covers the basics of writing empirical papers and review papers in APA style. However, the book's difficulty level is very low, which may say a lot about the audience for psychology textbooks. The dilemma for Landrum is to decide which audience to write for: The best students don't need the book's basic points, and the worst students won't read it. Landrum's book may be the best of the APA Paper books: It's more original and more effective than its competitors. Storytelling is a good model for research articles, and Landrum nicely develops the model throughout the book. Despite its storytelling theme, however, the book recommends hiding the storyteller: students should sound objective, formal, and detached--in a word, boring. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Development of word reading fluency and spelling in a consistent orthography: An 8-year follow-up.

In a longitudinal study, development of word reading fluency and spelling were followed for almost 8 years. In a group of 115 students (65 girls, 50 boys) acquiring the phonologically transparent German orthography, prediction measures (letter knowledge, phonological short-term memory, phonological awareness, rapid automatized naming, and nonverbal IQ) were assessed at the beginning of Grade 1; reading fluency and spelling were tested at the end of Grade 1 as well as in Grades 4 and 8. Reading accuracy was close to ceiling in all reading assessments, such that reading fluency was not heavily influenced by differences in reading accuracy. High stability was observed for word reading fluency development. Of the dysfluent readers in Grade 1, 70% were still poor readers in Grade 8. For spelling, children who at the end of Grade 1 still had problems translating spoken words into phonologically plausible letter sequences developed problems with orthographic spelling later on. The strongest specific predictors were rapid automatized naming for reading fluency and phonological awareness for spelling. Word recognition speed was a relevant and highly stable indicator of reading skills and the only indicator that discriminated reading skill levels in consistent orthographies. Its long-term development was more strongly influenced by early naming speed than by phonological awareness. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Early disruptive behavior, poor school achievement, delinquent behavior, and delinquent personality: Longitudinal analyses.

Three alternative models concerning the causal links between early disruptive behavior, poor school achievement, and delinquent behavior or antisocial personality were tested with linear structural equation modeling. Ss were boys and girls followed from 1st grade to age 14 yrs. Disruptive behavior was assessed in Grade 1; school achievement was assessed in Grades 1 and 4; delinquent behavior and antisocial personality were assessed at age 14 yrs. With regard to self-reported delinquent behavior at age 14 yrs, results indicate that the best model for boys was a direct causal link between Grade 1 disruptive behavior and delinquent behavior. Poor school achievement was not a necessary causal factor. For girls, none of the tested models were a good fit to the delinquent behavior data. As for delinquent personality, results indicate that, for boys and girls, poor school achievement was a necessary component of the causal path between Grade 1 disruptive behavior and age 14 delinquent personality. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Explicitly teaching strategies, skills, and knowledge: Writing instruction in middle school classrooms.

Writing is a very demanding task, requiring the orchestration of a variety of cognitive resources. For developing writers, it can be especially demanding, as they have not yet mastered important writing processes, skills, and knowledge involved in planning, drafting, and revising text. In the present study, middle school students were directly taught strategies that facilitated the execution of each of these processes. They were also taught the knowledge and skills needed to carry out these strategies. In comparison to peers in the control condition, students in the experimental treatment condition produced essays that were longer, contained more mature vocabulary, and were qualitatively better. These gains were evident immediately following instruction and on a short-term maintenance probe administered 1 month later. (PsycINFO Database Record (c) 2010 APA, all rights reserved)