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ERIC Number: ED350112
Record Type: RIE
Publication Date: 1992-Aug
Reference Count: 0
The Effects of Intelligence, Social Class, Early Development and Pre-School Experience on School Achievement of Puerto Rican Children.
This paper explores the effects on school achievement of the following variables: (1) intelligence; (2) social class; (3) early motor and language development; (4) preschool experience; (5) gender; and (6) composition of household. The subjects were 65 children of 9 to 11 years, in grades four to six, in Puerto Rican public schools. They were selected from the sample of 2,200 children used for adapting the Weschler Intelligence Scale for Children Revised (WISC-R) for the Puerto Rican population so that they would exemplify the demographic characteristics of the larger group. The WISC-R Puerto Rico was used to measure IQ. Parents completed a questionnaire providing data on development, family background, and school experience. Grade point average (GPA) was the dependent measure of school achievement. Multiple regression analysis revealed that IQ and social class explained half of the variance in GPA. Parental characteristics and social factors had an impact on boys' GPA and IQ that was not observed for girls. Effects of the other variables were not significant. It is suggested that further research is needed to examine the effects of class, gender, and family situation on school achievement. (Contains 40 references.) (MDM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Puerto Rico
Note: Paper presented at the Annual Convention of the American Psychological Association (Washington, DC, August 14-18, 1992).