Literaturnachweis - Detailanzeige
| Autor/inn/en | Ladd, Gary W.; Buhs, Eric S.; Seid, Michael |
|---|---|
| Titel | Children's Initial Sentiments about Kindergarten: Is School Liking an Antecedent of Early Classroom Participation and Achievement? |
| Quelle | In: Merrill-Palmer Quarterly, 46 (2000) 2, S.255-79Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0272-930X |
| Schlagwörter | Academic Achievement; Affective Behavior; Class Activities; Kindergarten; Kindergarten Children; Longitudinal Studies; Predictor Variables; School Attitudes; School Readiness; Student Adjustment; Student Attitudes; Student Participation; Young Children Schulleistung; Affective disturbance; Active behaviour; Affektive Störung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Prädiktor; Readiness for school; School ability; Schulreife; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Schülerverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Frühe Kindheit |
| Abstract | Examined relationship between school liking, classroom participation, and achievement with 200 entering kindergartners. Found greater support for the premise that school liking fosters classroom participation and achievement than for contention that early participation and achievement increases school liking or identification. Found that children's early academic progress stemmed from affective processes that were distinct from other entry factors. (Author/KB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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