School Readiness Test and Intelligence in Preschool as Predictors of Middle School Success: Result of an Eight-Year Longitudinal Study

Autor/inn/en	Józsa, Krisztián; Amukune, Stephen; Zentai, Gabriella; Barrett, Karen Caplovitz
Titel	School Readiness Test and Intelligence in Preschool as Predictors of Middle School Success: Result of an Eight-Year Longitudinal Study
Quelle	In: Journal of Intelligence, 10 (2022), Artikel 66 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Józsa, Krisztián)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; School Readiness; Intelligence Tests; Preschool Children; Middle School Students; Predictor Variables; Academic Achievement; Longitudinal Studies; Grade 6; Reading Achievement; Mathematics Achievement; Grade Point Average; Mothers; Parent Background; Intelligence Quotient; Hungary; Raven Progressive Matrices + Suchen Sie Ihr Suchwort? Ausland; Readiness for school; School ability; Schulreife; Intelligence test; Intelligenztest; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Prädiktor; Schulleistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 06; 6. Schuljahr; Schuljahr 06; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mother; Mutter; Elternhaus; Intelligenzquotient; Ungarn
Abstract	Research has shown that the development of cognitive and social skills in preschool predicts school readiness in kindergarten. However, most longitudinal studies are short-term, tracking children's development only through the early elementary school years. This study aims to investigate the long-term impact of preschool predictors, intelligence, and mothers' education on grade six school performance. This study presents the results of an eight-year-long longitudinal study. The sample includes 202 Hungarian children (89 boys) from a disadvantaged region of southeastern Hungary. The independent variables were the preschool measures: DIFER (Diagnostic System for Assessing Development), a widely used, standardized school readiness test that measures cognitive and social skills; the Raven intelligence test; and socioeconomic status. The dependent variables in grade six were: National Standardized tests in math and reading (NABC, National Assessment of Basic Competencies) and school grades (GPA). Cronbach's alpha reliability of each test is above 0.76. Correlations and a series of multiple regressions were used for analysis. All three independent variables have significant predictive power for school performance in sixth grade. DIFER skills were the best predictors for reading achievement, intelligence for math achievement, and GPA was best predicted by mothers' education. The results show that developing preschool skills, mothers' education and IQ in preschool are essential to long-term learning success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01