The Predictive role of Cognitive Factors and Academic Self-efficacy on Academic Functioning of Children at Risk for Specific Learning Disabilities
The goals of the study were to examine the predictive power of general cognitive ability, working memory, and self-efficacy in first grade for academi.
- Pub. date: June 15, 2019
- Pages: 11-20
- 836 Downloads
- 1207 Views
- 0 Citations
The goals of the study were to examine the predictive power of general cognitive ability, working memory, and self-efficacy in first grade for academic functioning of children at risk for learning disabilities in second grade. The study involved 82 children (age 6-7 years) from five local public elementary schools in middle-class neighborhoods in Jerusalem, including 41 children at risk for specific learning disabilities and 41 typically developing peers. In the first stage of the study, (performed at the end of first grade), general cognitive ability and working memory were assessed using subtests from the Wechsler Intelligence Scale for Children (the subtests consisted of: Vocabulary and Block Design for general cognitive ability; Arithmetic and Digit Span for working memory). Academic self-efficacy was rated using a structural interview. At follow-up, academic functioning was assessed at the end of second grade. A serial-multiple mediation analysis revealed significant mediating roles for levels of performance in the Arithmetic subtest and for academic self-efficacy in predicting the academic functioning in second grade. The significance of the Arithmetic subtest, based on contemporary research on the structure of the intelligence was proposed. Educational implications call for sensitizing teachers to the unique role of academic self-efficacy in shaping trajectories of academic functioning development among children with RLD and in using effective strategies of promoting self-efficacy.
academic self efficacy children at risk for specific learning disabilities cognitive predictors academic functioning
Keywords: Academic self-efficacy, children at risk for Specific learning disabilities, cognitive predictors, academic functioning.
0
References
Alexander, K. L., Entwisle, D. R., & Dauber, S. L. (1993). First-grade classroom behavior: Its short- and long term consequences for school performance. Child Development, 64(3), 801–814. doi: 10.2307/1131219
Allow, T. (2009). Working memory, but not IQ, predicts subsequent learning in children with learning difficulties. European Journal of Psychological Assessment, 25(2), 92-98. doi: 10.1027/1015-5759.25.2.92
Anderson, L. M., Shinn, C., Fulliove, M. T., Schimshaw, S. C., Fielding, J.E., Normand, J., & Garande-Kulis V. G. (2003). The Effectiveness of Early Childhood Development Programs: A Systematic Review. American Journal of Preventive Medicine, 3(3 Suppl), 32-46. doi: 10.1016/S0749-3797(02)00655-4
Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman & Company.
Bandura, A. (2015). On deconstructing commentaries regarding alternative theories of self-regulation. Journal of Management, 41(4), 1025–1044. doi: 10.1177/0149206315572826
Bandura, A. (2018). Toward a psychology of human agency: pathways and reflections. Perspectives on Psychological Science, 13(2), 130-136. doi: 10.1177/1745691617699280
Ben-Naim, S., Laslo-Roth, R., Einav, M., Biran, H., & Margalit, M. (2017). Academic self-efficacy, sense of coherence, hope and tiredness among college students with learning disabilities. European Journal of Special Needs Education, 32(1), 18-34. doi:10.1080/08856257.2016.1254973
Binet, A., & Simon, T. (1916). The development of intelligence in children (the Binet-Simon scale) (Vol. 11). (E. S. Kite, Trans.). Baltimore, MD: Williams & Wilkins Co.
Cassidy, S. (2015). Resilience building in students: The role of academic self-efficacy. Frontiers in Psychology, 6, 1-12. doi: 10.3389/fpsyg.2015.01781
Catts, H. W., Nielsen, D. C., Bridges, M. S., Liu, Y., & Bontempo, D. (2015). Early identification of reading disabilities within a RTI framework. Journal of Learning Disabilities, 48(3), 281-297. doi:10.1177/0022219413498115
Chen, H., Keith, T., Chen, Y., & Chang, B. (2009). What does the WISC-IV measure? Validation of the scoring and CHC-based interpretative approaches. Journal of Research in Education Sciences, 54(3), 85–108.
Cohen, A. (2009). Validation of Guttmann Model of Intelligence through the Wechsler Intelligence Scale for Children — 4 th Ed. (WISC-IV). Megamot, (3), 439-452.
D’Angiulli, A., & Siegel, L. S. (2003). Cognitive functioning as measured by the WISC-R: Do children with learning disabilities have distinctive patterns of performance? Journal of Learning Disabilities, 36(1), 48-58. doi: 10.1177/00222194030360010601
Davalos, D. B., Kisley, M. A., Polk, S. D., & Ross, R. G. (2003). Mismatch negativity in detection of interval duration deviation in schizophrenia. Cognitive Neuroscience & Neuropsychology, 14(9), 1283–1286. doi:10.1097/00001756-200307010-00019
Deary, I. J., Strand, S., Smith, P., & Fernandes, C. (2007). Intelligence and educational achievement. Intelligence, 35(1), 13-21. doi: 10.1016/j.intell.2006.02.001
Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., … Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428–1446. doi : 10.1037/0012-1649.43.6.1428.
Elias, S. M., & MacDonald, S. (2007). Using past performance, proxy efficacy, and academic self‐efficacy to predict college performance. Journal of Applied Social Psychology, 37(11), 2518-2531. doi: 10.1111/j.1559-1816.2007.00268.x
Elliott, C. D. (1990). Differential ability scales: Introductory and technical handbook. San Antonio, TX: The Psychological Corporation.
Fabian, H., & Dunlop, A. W. (2002) Introduction. In H. Fabian & A. W. Dunlop (Eds.), Transitions in the early years. Debating continuity and progression for children in early education (pp. 1-7). London, England: Routledge.
Flanagan, D. P., Ortiz, S. O., Alfonso, V. C., & Mascolo, J. T. (2006). Achievement test desk reference: A guide to learning disability identification. Hoboken, NJ: Wiley and Sons.
Flanagan, D. P., Ortiz, S. O., & Alfonso, V. C. (2007). Essentials of cross-battery assessment (2nd ed.). Hoboken, NJ: John Wiley & Sons Inc.
Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2018). Learning disabilities: From identification to intervention. New York, NY: Guilford Publications.
Gathercole, S. E., Pickering, S. J., Knight, C., & Stegmann, Z. (2004). Working memory skills and educational attainment: Evidence from national curriculum assessments at 7 and 14 years of age. Applied Cognitive Psychology, 18(1), 1-16. doi:10.1002/acp.934
Gathercole, S. E., Alloway, T. P., Willis, C., & Adams, A. M. (2006). Working memory in children with reading disabilities. Journal of Experimental Child Psychology, 93(3), 265-281. doi: 10.1016/j.jecp.2005.08.003
Giofre, D & Cornoldi, C. (2015). The structure of intelligence in children with specific learning disabilities is different as compared to typically development children. Intelligence, 52, 36-43. doi: 10.1016/j.intell.2015.07.002
Guralnick, M. J. (1997). Second-generation research in the field of early intervention. In M. J. Guralnick (Ed.), The effectiveness of early intervention (pp. 3–20). Baltimore, MD: Brookes.
Gutman, L. M., Sameroff, A. J., & Cole, R. (2003). Academic growth curve trajectories from 1st grade to 12th grade: Effects of multiple social risk factors and preschool child factors. Developmental Psychology, 39(4), 777-790. doi: 10.1037/0012-1649.39.4.777
Gygi, J. T., Hagmann-von Arx, P., Schweizer, F., & Grob, A. (2017). The predictive validity of four intelligence tests for school grades: A small sample longitudinal study. Frontiers in Psychology, 8, 375. doi:10.3389/fpsyg.2017.00375
Harter, S. (2012). The construction of the self: Developmental and sociocultural foundations (2nd ed.). New York, NY: Guilford Press.
Hayes, A. F. (2013). Introduction to mediation, moderation and conditional process analysis. NewYork, NY: Guilford Press.
Jenkins, J. R., & O’Connor, R. E. (2002). Early identification and intervention for young children with reading/learning disabilities. In R. Bradley, L. Danielson, & D. P. Hallahan (Eds.), The LEA series on special education and disability. Identification of learning disabilities: Research to practice (pp. 99-149). Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers.
Kamphaus, R. W. (2005). Clinical assessment of child and adolescent intelligence. New York, NY: Springer.
Kaufman, A. S. (1975). Factor analysis of the WISC-R at 11 age levels between 6 1/2 and 16 1/2 years. Journal of Consulting and Clinical Psychology, 43(2), 135-147. doi:10.1037/h0076502
Kaufman, S.B., Reynolds, M.R., Liu X., Kaufman A.S., McGrew K.S. (2012). Are cognitive g and academic achievement g one and the same g? An exploration on the Woodcock–Johnson and Kaufman tests. Intelligence, 40(2), 123–138. doi: 10.1016/j.intell.2012.01.009
Keith, T. Z., Fine, J. G., Taub, G. E., Reynolds, M. R., & Kranzler, J. H. (2006). Higher order, multi sample, confirmatory factor analysis of the Wechsler Intelligence Scale for Children-Fourth Edition: What does it measure? School Psychology Review, 35(1), 108-127.
Klassen, R. M., (2002). A question of calibration: A review of the self-efficacy beliefs of students with learning disabilities. Learning disability quarterly, 25(2), 88-102. doi: 10.2307/1511276
Klassen, R. M., (2007). Using predictions to learn about the self-efficacy of early adolescents with and without learning disabilities. Contemporary Educational Psychology, 32(2), 173-187. doi: 10.1016/j.cedpsych.2006.10.001
Kuncel, N. R, Hezlett, S. A., & Ones, D. S. (2004). Academic performance, career potential, creativity, and job performance: Can one construct predict them all? Journal of Personality & Social Psychology, 86(1), 148-161. doi: 10.1037/0022-3514.86.1.148
Kytala, M., & Lehto, J. E. (2008). Some factors underlying mathematical performance: The role of visuospatial working memory and non-verbal intelligence. European Journal of Psychology of Education, 23, 77-94. doi: 10.1007/BF03173141
Laidra, K., Pullman, H., & Allik, J. (2007). Personality and intelligence as predictors of academic achievement: A cross-sectional study from elementary to secondary school. Personality and Individual Differences, 42(3), 441–451. doi: 10.1016/j.paid.2006.08.001
Lee, Y., & Jonson-Reid, M. (2015). The role of self-efficacy in reading achievement of young children in urban schools. Child and Adolescent Social Work Journal, 33(1), 79-89. doi: 10.1007/s10560-015-0404-6
Liew, J., McTigue, E. M., Barrois, L., & Hughes, J. N. (2008). Adaptive and effortful control and academic self-efficacy beliefs on literacy and math achievement: A longitudinal study on 1st through 3rd graders. Early Childhood Research Quarterly, 23(4), 515-526. doi:10.1016/j.ecresq.2008.07.003
Lu, L., Weber, H. S., Spinach, F. M., & Shi, J. (2011). Predicting school achievement from cognitive and non - cognitive variables in a Chinese sample of elementary school children. Intelligence, 39(2-3), 130 - 140. doi: 10.1016/j.intell.2011.02.002
Margalit, M. (2018). International survey of accommodations’ and SLD policy. Report submitted to the Israeli Ministry of Education (Hebrew). Retrieved from http://meyda.education.gov.il/files/shefi/liikoheylemida/Skira_mediniut_hathamot.pdf
Mayes, S. D., Calhoun, S. L., Bixler, E. O., & Zimmerman, D. N. (2009). IQ and neuropsychological predictors of academic achievement. Learning and Individual Differences, 19(2), 238–241. doi: 10.1016/j.lindif.2008.09.001
Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 533–578. doi: 10.3102/00346543066004543
Pajares, F. (2006). Self-efficacy during childhood and adolescence. In F. Pajares (Ed.), Self-efficacy beliefs of adolescents, (pp. 339-367). Charlotte, NC : Information Age Publishing
Parkin, J., & Beaujean, A. A. (2012). The effects of Wechsler Intelligence Scale for Children—Fourth edition cognitive abilities on math achievement. Journal of School Psychology, 50(1), 113–128. doi: 10.1016/j.jsp.2011.08.003
Phan, H. P., & Ngu, B. H. (2014). Interrelations between self-esteem and personal self-efficacy in educational contexts: An empirical study. International Journal of Applied Psychology, 4(3), 108–120.
Phelps, L., McGrew, K. S., Knopik, S. N., & Ford, L. (2005). The general (g), broad, and narrow CHC stratum characteristics of the WJ III and WISC-III tests: A confirmatory cross-battery investigation. School Psychology Quarterly, 20(1), 66-88. doi:10.1521/scpq.20.1.66.64191
Pickering, S. J., & Gathercole, S. E. (2004). Distinctive working memory profiles in children with special educational needs. Educational Psychology, 24(3), 393-408. doi: 10.1080/0144341042000211715
Pintrich, P., & Schunk, D. (1996). The role of expectancy and self-efficacy beliefs. Motivation in education: Theory, research and applications. Englewood Cliffs, NJ: Prentice Hall.
Sabol, T. J., & Pianta, R. C. (2012). Patterns of school readiness forecast achievement and socioemotional development at the end of elementary school. Child Development, 83(1), 282-299. doi: 10.1111/j.1467-8624.2011.01678.x
Schunk, D. H., Pajares, F. (2002). The development of academic self-efficacy. In A. Wigfield & J. Eccles (Eds.). Development of achievement motivation. San Diego, CA: Academic Press. doi: 10.1016/B978-012750053-9/50003-6
Siegel, L. S. (1989). IQ is irrelevant to the definition of learning disabilities. Journal of learning Disabilities, 22(8), 469–479. doi: 10.1177/002221948902200803
Steinmayr, R., & Spinath, B. (2009). The importance of motivation as a predictor of school achievement. Learning and Individual Differences, 19(1), 80–90. doi: 10.1016/j.lindif.2008.05.004
Sternberg, R. J., Grigorenko, E. L., & Bundy, D. A. (2001). The predictive value of IQ. Merrill-Palmer Quarterly, 47(1), 1–41. doi: 10.1353/mpq.2001.0005
Stipek D., & Valentino R. A. (2015). Early childhood memory and attention as predictors of academic growth trajectories. Journal of Educational Psychology, 107(3), 771-788. doi: 10.1037/edu0000004
Swanson, H. L., & Jerman, O. (2007). The influence of working memory on reading growth in subgroups of children with reading disabilities. Journal of Experimental Child Psychology, 96(4), 249-283. doi: 10.1016/j.jecp.2006.12.004
Swanson, H. L., Jerman, O., & Zheng, X. (2008). Growth in working memory and mathematical problem solving in children at risk and not at risk for serious math difficulties. Journal of Educational Psychology, 100(2), 343-379. doi: 10.1037/0022-0663.100.2.343
Tabassam, W., & Grainger, J. (2002). Self-concept, attributional style and self-efficacy beliefs of students with learning disabilities with and without attention deficit hyperactivity disorder. Learning Disability Quarterly, 25(2), 141-151. doi: 10.2307/1511280
Tirosh, D., Tsamir, P., Tabach, M., Levenson, E., & Barkai, R. (2013). Exploring young children's self-efficacy beliefs related to mathematical and nonmathematical tasks performed in kindergarten: Abused and neglected children and their peers . Educational Studies in Mathematics, 83(2), 309-322. doi: 10.1007/s10649-012-9458-y
Trzesniewski, K. H., & Donnellan, M. B. (2010). Rethinking “Generation Me”: A study of cohort effects from 1976–2006. Perspectives on Psychological Science, 5(1), 58-75. doi: 10.1177/1745691609356789
Wanzek, J., & Vaughn, S. (2007). Research-based implications from extensive early reading interventions. School Psychology Review, 36(4), 541-561.
Wechsler, D. (2003). Wechsler intelligence scale for children–Fourth Edition (WISC-IV). San Antonio, TX: The Psychological Corporation.
Wilson, K. M., & Trainin, G. (2007). First grade students’ motivation and achievement for reading, writing, and spelling. Reading Psychology, 28(3), 257-282. doi: 10.1080/02702710601186464
Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82-91. doi: 10.1006/ceps.1999.1016