ERIC Number: ED301324
Record Type: RIE
Publication Date: 1988-Jul
A Social Psychological Model of the Schooling Process over First Grade. Report No. 28.
Entwisle, Doris R.; And Others
This paper examines the process of educational achievement for a birth cohort of Baltimore children who were followed prospectively during their first grade year. The analysis, which employed a social-psychological model of the early schooling process, identified some of the personal, interpersonal, and situational factors that influence cognitive development during the period of transition from home child to school child. Gains on standardized tests of verbal and mathematical competence were the achievement criteria used. Black children's lower initial report card marks and slower pace of cognitive growth indicated that they experienced more transition shock making the move into full-time schooling than did white children. The processes that determined the achievement of the two groups were also different. Personality and temperament variables turned out to be very important for early schooling, and evidence was also found for the efficacy of parents as significant others. Self-expectations had effects only on verbal test performance, and there was no indication of peer influence during the settling-in period. Implications of these findings for models of development and for understanding the social psychological basis of achievement are discussed. (Author/RH)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for Research on Elementary and Middle Schools, Baltimore, MD.