Economically Disadvantaged Preschoolers: Ready to Learn but Further to Go
Cognitive competencies and motivation were assessed in 233 preschool and kindergarten children in the fall and again in the spring. Cognitive assessments were given again in the spring of the following year (kindergarten or 1st grade) to a subsample of 88 children. The results revealed much poorer p...
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| Veröffentlicht in: | Developmental psychology 1997-07, Vol.33 (4), p.711-723 |
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| creator | Stipek, Deborah J Ryan, Rosaleen H |
| description | Cognitive competencies and motivation were assessed in 233 preschool and kindergarten children in the fall and again in the spring. Cognitive assessments were given again in the spring of the following year (kindergarten or 1st grade) to a subsample of 88 children. The results revealed much poorer performance among the economically disadvantaged children compared with advantaged children on all 8 of the cognitive tests. For most cognitive measures, gains were roughly equal and the socioeconomic status (SES) differences at the end of 1 or 2 years in school were similar to the differences at the beginning of the year. Only a few SES differences were found on the motivation measures assessing children's self-confidence, attitude toward school, expectations for success, dependency, and preference for challenge; they did not systematically favor either disadvantaged or advantaged children. Classroom observations revealed some differences in disadvantaged and advantaged children's classroom behavior. |
| doi_str_mv | 10.1037/0012-1649.33.4.711 |
| format | Article |
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Cognitive assessments were given again in the spring of the following year (kindergarten or 1st grade) to a subsample of 88 children. The results revealed much poorer performance among the economically disadvantaged children compared with advantaged children on all 8 of the cognitive tests. For most cognitive measures, gains were roughly equal and the socioeconomic status (SES) differences at the end of 1 or 2 years in school were similar to the differences at the beginning of the year. Only a few SES differences were found on the motivation measures assessing children's self-confidence, attitude toward school, expectations for success, dependency, and preference for challenge; they did not systematically favor either disadvantaged or advantaged children. Classroom observations revealed some differences in disadvantaged and advantaged children's classroom behavior.</description><identifier>ISSN: 0012-1649</identifier><identifier>EISSN: 1939-0599</identifier><identifier>DOI: 10.1037/0012-1649.33.4.711</identifier><identifier>PMID: 9232386</identifier><identifier>CODEN: DEVPA9</identifier><language>eng</language><publisher>Washington, DC: American Psychological Association</publisher><subject>Academic Achievement Motivation ; Achievement ; Attitude Toward School ; Biological and medical sciences ; Challenge ; Child ; Child Development ; Child, Preschool ; Cognitive abilities ; Cognitive Ability ; Cognitive motivation ; Comparative Analysis ; Dependency (Personality) ; Disadvantaged ; Disadvantaged preschool children ; Economically Disadvantaged ; Educational psychology ; Expectation ; Female ; Follow-Up Studies ; Fundamental and applied biological sciences. Psychology ; Human ; Humans ; Intellectual Disability - diagnosis ; Intellectual Disability - psychology ; Kindergarten Children ; Kindergarten Students ; Learning Motivation ; Learning Readiness ; Longitudinal Studies ; Male ; Motivation ; Poverty - psychology ; Preschool Children ; Preschool Education ; Preschool Students ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Psychosocial Deprivation ; Pupil and student. Academic achievement and failure ; School Readiness ; Self Concept ; Self Esteem ; Social Behavior ; Socioeconomic Influences ; Socioeconomic Status</subject><ispartof>Developmental psychology, 1997-07, Vol.33 (4), p.711-723</ispartof><rights>1997 American Psychological Association</rights><rights>1997 INIST-CNRS</rights><rights>1997, American Psychological Association</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-a463t-74e8ae49113856dbaa7e6ed67a746c69e928a5becb00ccc8d4738d64a67dbf243</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,776,780,27846,27901,27902,30977</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ549598$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=2753314$$DView record in Pascal Francis$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/9232386$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Stipek, Deborah J</creatorcontrib><creatorcontrib>Ryan, Rosaleen H</creatorcontrib><title>Economically Disadvantaged Preschoolers: Ready to Learn but Further to Go</title><title>Developmental psychology</title><addtitle>Dev Psychol</addtitle><description>Cognitive competencies and motivation were assessed in 233 preschool and kindergarten children in the fall and again in the spring. Cognitive assessments were given again in the spring of the following year (kindergarten or 1st grade) to a subsample of 88 children. The results revealed much poorer performance among the economically disadvantaged children compared with advantaged children on all 8 of the cognitive tests. For most cognitive measures, gains were roughly equal and the socioeconomic status (SES) differences at the end of 1 or 2 years in school were similar to the differences at the beginning of the year. Only a few SES differences were found on the motivation measures assessing children's self-confidence, attitude toward school, expectations for success, dependency, and preference for challenge; they did not systematically favor either disadvantaged or advantaged children. Classroom observations revealed some differences in disadvantaged and advantaged children's classroom behavior.</description><subject>Academic Achievement Motivation</subject><subject>Achievement</subject><subject>Attitude Toward School</subject><subject>Biological and medical sciences</subject><subject>Challenge</subject><subject>Child</subject><subject>Child Development</subject><subject>Child, Preschool</subject><subject>Cognitive abilities</subject><subject>Cognitive Ability</subject><subject>Cognitive motivation</subject><subject>Comparative Analysis</subject><subject>Dependency (Personality)</subject><subject>Disadvantaged</subject><subject>Disadvantaged preschool children</subject><subject>Economically Disadvantaged</subject><subject>Educational psychology</subject><subject>Expectation</subject><subject>Female</subject><subject>Follow-Up Studies</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Human</subject><subject>Humans</subject><subject>Intellectual Disability - diagnosis</subject><subject>Intellectual Disability - psychology</subject><subject>Kindergarten Children</subject><subject>Kindergarten Students</subject><subject>Learning Motivation</subject><subject>Learning Readiness</subject><subject>Longitudinal Studies</subject><subject>Male</subject><subject>Motivation</subject><subject>Poverty - psychology</subject><subject>Preschool Children</subject><subject>Preschool Education</subject><subject>Preschool Students</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Psychosocial Deprivation</subject><subject>Pupil and student. Academic achievement and failure</subject><subject>School Readiness</subject><subject>Self Concept</subject><subject>Self Esteem</subject><subject>Social Behavior</subject><subject>Socioeconomic Influences</subject><subject>Socioeconomic Status</subject><issn>0012-1649</issn><issn>1939-0599</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>1997</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>K30</sourceid><sourceid>7QJ</sourceid><recordid>eNqFkVFrFDEUhYModVv9A6JQrLRPsyaTm2Tuo9S1Vgr6oM_hTnJXp8zOrMluYf-9GXbZgiA-hXC-e3JzjhCvlJwrqd17KVVdKQs413oOc6fUEzFTqLGSBvGpmB2B5-I05_tyBY3mRJxgrWvd2Jm4WoRxGFddoL7fnX_sMsUHGjb0k-P5t8Q5_BrHnlN-IZ4tqc_88nCeiR-fFt-vP1d3X29urz_cVQRWbyoH3BADKqUbY2NL5NhytI4c2GCRsW7ItBxaKUMITQSnm2iBrIvtsgZ9Ji73vus0_t5y3vhVlwP3PQ08brN3qMAByP-CxjlEkKaAb_8C78dtGsonvC1xGIumLtDFvyBVnrToDExW9Z4Kacw58dKvU7eitPNK-qkRPwXup8C91h58aaQMvTlYb9sVx-PIoYKivzvolEsLy0RD6PIRq53RWk3BvN5jnLpwVBdfDKDB5tGF1uTXeRcobbrQc_aRHx6X-QM1P6YW</recordid><startdate>19970701</startdate><enddate>19970701</enddate><creator>Stipek, Deborah J</creator><creator>Ryan, Rosaleen H</creator><general>American Psychological Association</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>IQODW</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>HAGHG</scope><scope>JILTI</scope><scope>K30</scope><scope>PAAUG</scope><scope>PAWHS</scope><scope>PAWZZ</scope><scope>PAXOH</scope><scope>PBHAV</scope><scope>PBQSW</scope><scope>PBYQZ</scope><scope>PCIWU</scope><scope>PCMID</scope><scope>PCZJX</scope><scope>PDGRG</scope><scope>PDWWI</scope><scope>PETMR</scope><scope>PFVGT</scope><scope>PGXDX</scope><scope>PIHIL</scope><scope>PISVA</scope><scope>PJCTQ</scope><scope>PJTMS</scope><scope>PLCHJ</scope><scope>PMHAD</scope><scope>PNQDJ</scope><scope>POUND</scope><scope>PPLAD</scope><scope>PQAPC</scope><scope>PQCAN</scope><scope>PQCMW</scope><scope>PQEME</scope><scope>PQHKH</scope><scope>PQMID</scope><scope>PQNCT</scope><scope>PQNET</scope><scope>PQSCT</scope><scope>PQSET</scope><scope>PSVJG</scope><scope>PVMQY</scope><scope>PZGFC</scope><scope>7RZ</scope><scope>PSYQQ</scope><scope>7QJ</scope><scope>7X8</scope></search><sort><creationdate>19970701</creationdate><title>Economically Disadvantaged Preschoolers</title><author>Stipek, Deborah J ; Ryan, Rosaleen H</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-a463t-74e8ae49113856dbaa7e6ed67a746c69e928a5becb00ccc8d4738d64a67dbf243</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>1997</creationdate><topic>Academic Achievement Motivation</topic><topic>Achievement</topic><topic>Attitude Toward School</topic><topic>Biological and medical sciences</topic><topic>Challenge</topic><topic>Child</topic><topic>Child Development</topic><topic>Child, Preschool</topic><topic>Cognitive abilities</topic><topic>Cognitive Ability</topic><topic>Cognitive motivation</topic><topic>Comparative Analysis</topic><topic>Dependency (Personality)</topic><topic>Disadvantaged</topic><topic>Disadvantaged preschool children</topic><topic>Economically Disadvantaged</topic><topic>Educational psychology</topic><topic>Expectation</topic><topic>Female</topic><topic>Follow-Up Studies</topic><topic>Fundamental and applied biological sciences. 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Cognitive assessments were given again in the spring of the following year (kindergarten or 1st grade) to a subsample of 88 children. The results revealed much poorer performance among the economically disadvantaged children compared with advantaged children on all 8 of the cognitive tests. For most cognitive measures, gains were roughly equal and the socioeconomic status (SES) differences at the end of 1 or 2 years in school were similar to the differences at the beginning of the year. Only a few SES differences were found on the motivation measures assessing children's self-confidence, attitude toward school, expectations for success, dependency, and preference for challenge; they did not systematically favor either disadvantaged or advantaged children. Classroom observations revealed some differences in disadvantaged and advantaged children's classroom behavior.</abstract><cop>Washington, DC</cop><pub>American Psychological Association</pub><pmid>9232386</pmid><doi>10.1037/0012-1649.33.4.711</doi><tpages>13</tpages></addata></record> |
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| ispartof | Developmental psychology, 1997-07, Vol.33 (4), p.711-723 |
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| language | eng |
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| source | APA PsycARTICLES; Applied Social Sciences Index & Abstracts (ASSIA); MEDLINE; Periodicals Index Online |
| subjects | Academic Achievement Motivation Achievement Attitude Toward School Biological and medical sciences Challenge Child Child Development Child, Preschool Cognitive abilities Cognitive Ability Cognitive motivation Comparative Analysis Dependency (Personality) Disadvantaged Disadvantaged preschool children Economically Disadvantaged Educational psychology Expectation Female Follow-Up Studies Fundamental and applied biological sciences. Psychology Human Humans Intellectual Disability - diagnosis Intellectual Disability - psychology Kindergarten Children Kindergarten Students Learning Motivation Learning Readiness Longitudinal Studies Male Motivation Poverty - psychology Preschool Children Preschool Education Preschool Students Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Psychosocial Deprivation Pupil and student. Academic achievement and failure School Readiness Self Concept Self Esteem Social Behavior Socioeconomic Influences Socioeconomic Status |
| title | Economically Disadvantaged Preschoolers: Ready to Learn but Further to Go |
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