This study explored the transition from preschool to kindergarten and identified factors that predict children's social and school adjustment in new school environments. (PCB)

Examined the kinds of information first grade children take into account in forging their image of an academic self, as well as whether this nascent self-image affects school achievement. (PCB)

Results indicate specific and positive effects of Quranic schooling on serial memory but not on other memory or cognitive tasks. These findings replicate earlier reports that Quranic schooling affects specific (and not general) memory skills. (PCB)

The impact of experiencing multiple life changes in early adolescence was studied. Subjects were students followed from sixth to seventh grade and variables analyzed were self-esteem, academic grade-point average, and participation in extra-curricular activities. (PCB)

Studied the psychological well-being of 159 white and black students during the transition to junior high school. Group differences in adjustment were examined with respect to race, sex, and academic competence. Adjustment patterns were found to be complex and highly differentiated. (PCB)

Uses a reformation of Baumrind's typology of authoritarian, permissive, and authoritative parenting styles in the context of adolescent school performance. Authoritarian and permissive parenting were negatively associated with grades; authoritative parenting was positively associated with grades. (PCB)

Examines whether task structures, grading practices, and grouping patterns influence the achievement standards that upper-elementary students use in reaching a positive evaluation of their ability. (PCB)

Studies were conducted in Chinese, Japanese, and American classrooms during mathematics classes. Large cross-cultural differences were found in variables related to classroom structure and management. These paralleled differences in mathematics achievement among China, Japan, and the United States. (PCB)

Examined (1) whether Korean children exhibit superior levels of mathematics achievement, compared to U.S. children; (2) whether an early advantage in informal mathematical thinking contributes to superiority in mathematical achievement; and (3) whether the superior achievement of Korean children is qualitatively different from that of U.S.…

The purpose of this study was to elucidate the psychological concomitants of discrepancies between fourth- to sixth-grade children's perceptions of academic competence and two measures of their competence (teacher ratings and achievement test scores). (PCB)

Academically competent third-graders and their parents were studied to (1) determine whether the illusion of incompetence documented in fifth graders appears in younger children; and (2) examine the influence that parents exert on their children's development of self-perceptions of academic competence. (PCB)

The social adaptation of mainstreamed mildly retarded children was assessed. Results indicated that mildly retarded children were very much rejected by their peers. In comparison with nonretarded classmates, they reported significantly more dissatisfaction and anxiety about their peer relations. (PCB)

Data indicate that for girls, affective dispositional factors (empathy, depressive affectivity, aggression, and self-concept) are intimately linked to cognitive development and academic achievement. (PCB)

Results indicated that parental involvement is related to the child's school performance. In addition, parents are more involved in school activities when the educational status of the mother is higher and when the child is younger. (PCB)

The effects of classroom climate, organization of instruction, and class racial composition on the interracial friendliness of students in desegregated classrooms were studied. (PCB)