Achievement as a function of language competence, behavior adjustment, and sex in young, disadvantaged Mexican-American children

James M. Stedman, Russell L. Adams

Research output: Contribution to journalArticle

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Abstract

Administered E. Cervenka's Test of Basic Competence in English and Spanish, and the Classroom Behavior Inventory: Preschool to Primary, to 122 disadvantaged Mexican-American 5 yr. olds enrolled in a Head Start preschool program. 76 available Ss were retested for achievement at the end of the lst grade. Results indicate that the teacher behavior rating of introversion-extroversion constituted the strongest predictor of language achievement, whereas English language competence proved to be the strongest predictor of math. Spanish language competence failed to predict any language variable. Sex failed to predict achievement strongly and did not correlate highly with the most important behavioral predictor. (l5 ref.) (PsycINFO Database Record (c) 2006 APA, all rights reserved).

Original languageEnglish (US)
Pages (from-to)411-417
Number of pages7
JournalJournal of Educational Psychology
Volume63
Issue number5
DOIs
Publication statusPublished - Oct 1 1972

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Keywords

  • behavior adjustment &
  • language competence &
  • sex, achievement, disadvantaged Mexican-American 5 yr. olds

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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