The relative effects of socio-economic, demographic, non-cognitive and cognitive influences on student achievement in Australia
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- 作者：Gary N. Marks gary.marks@acu.edu.au" class="auth_mail" title="E-mail the corresponding author
- 关键词：National Achievement Testing ; NAPLAN ; Socio-economic status ; Non-cognitive attributes ; Cognitive ability
- 刊名：Learning and Individual Differences
- 出版年：2016
- 出版时间：July 2016
- 年：2016
- 卷：49
- 期：Complete
- 页码：1-10
- 全文大小：390 K
文摘
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We analyze longitudinal data on early childhood cognitive abilities and student achievement in Years 3, 5, 7 and 9.
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We examine the influence of socioeconomic, demographic, non-cognitive and cognitive factors.
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Much of the effects of socioeconomic and demographic factors on student achievement can be attributed to early childhood cognitive abilities and prior general achievement. Notable exceptions are gender and language background effects.
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Of the non-cognitive attributes examined only persistence has moderate effects.