Family Environment and 11+ Success: Some Basic Predictors

Swift, D. F.

doi:10.1111/j.2044-8279.1967.tb01896.x

Cited by 18 publications

(6 citation statements)

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“…Crowdedness ratio of the home (number of persons divided by number of rooms) provided another index of economic level, as used in studies of SES effects in the United States (Bloom, Whiteman, & Deutsch, 1965;Deutsch, 1967;Tulkin, 1968;Tulkin & Newbrough, 1968), in Canada (Marjoribanks, 1972a), in England (Swift, 1967), and in Israel (Handel, 1973c;Yaffe & Smilansky, 1958).…”

Section: Measures Of Socioeconomic Backgroundmentioning

confidence: 99%

Attitudinal orientations and cognitive functioning among adolescents.

Handel¹

1975

Developmental Psychology

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The purpose of this study was to examine the pattern of relations of attitudinal orientations to cognitive functioning in a sample of Israeli seventh-grade students (N = 950). Following Coleman et al.'s 1966 study, attitudinal orientations were represented by measures of locus of control, self-concept, and educational aspirations. Multiple regression analyses showed that 18.1% to 31.6% of the total variance in four measures of cognitive functioning was associated with attitudinal orientations, while only 10.6% to 18.9% of the total variance in these measures was associated with socioeconomic background variables. In the economically least advantaged group, locus of control was the most potent attitude variable; in the complementary two groups of higher socioeconomic status, more of the variance in cognitive functioning was associated with self-concept and aspirations than with locus of control.

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Section: Measures Of Socioeconomic Backgroundmentioning

confidence: 99%

Attitudinal orientations and cognitive functioning among adolescents.

Handel¹

1975

Developmental Psychology

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“…But the Plowden Social Survey (1967) has shown that there are wide differences in ' parental aspiration ' within social class, and that this measure shows a much greater independent relationship with primary school attainment in reading than does the variable of ' father's occupation. ' Swift (1967) has stressed that ' social class ' is too broad a measure to describe the different home environments experienced by children. The significant differences in academic motivation within social class found in the present investigation reinforce this conclusion.…”

Section: Significance Ofmentioning

confidence: 99%

Academic Motivation and School Attainment

Entwistle

1968

Brit J of Edu Psychol

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A twenty-four item self-rating inventory was constructed to assess academic motivation. Scores on the inventory were compared with teachers' ratings to give evidence of concurrent validity. A test-retest reliability coefficient of + 0 4 3 was obtained with an interval of 2; months. The inventory was given to 2,707 Aberdeen 13-year-olds who had previously been given various intellectual tests. School attainment was measured from teachers' estimates scaled against a verbal reasoning test. The scores on the inventory were found to correlate more closely with school attainment than with reasoning ability. Academic motivation scores also distinguished between groups of children who had improved their academic performance after transfer and those who had deteriorated. This distinction could not be attributed simply to social class differences. Even within social class, ' improvers ' had significantly higher scores on the inventory than ' deteriorators ' which suggests that ' academic motivation ' is not closely related to social class.

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“…Of greater importance is the finding that factors associated with achievement are generally less associated with social class. Suggestions regarding the relative lack of importance of social class made by Entwistle (1968), and Swift's (1967) suggestion that social class is too vague a concept to describe the different home environments of children-in spite of the correlations usually found-are supported by this study, as also are the findings of Cattell, Sealy, & Sweeny (1966) which showed that variance in achievement can be accounted for by personality differences and dynamic interest differences, besides other influences not necessarily related to ability or social class.…”

Section: Discussionmentioning

confidence: 99%

“…There is evidence that for different social class levels there are varying degrees of academic motivation and parental aspiration (see Children andTheir Primary Schools, 1967 andEntwistle, 1968), while Swift (1967) has suggested that social class is too crude a variable to "explain" differences in home environment. Nor can social class explain differences in school achievement, yet the relationship is persistent and requires exploration.…”

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confidence: 99%

Factors in school achievement and social class.

Miller¹

1970

Journal of Educational Psychology

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Some possible explanations for social class differences in school learning were explored. Perceptions of their social environment by 489 children and some of their attitudes were examined for their relationship to school performance. Factors derived from the data accounted for more than twice the variance attributable to social class. One factor, suggestive of dominance in parents and submissiveness in the child, accounted for 24% of the criterion variance, compared with social class which accounted for only 12%. Other factors exceeding the influence of social class were suggestive of general deprivation (negative correlation), desire for education, intellectual enterprise, confidence, and parental support (positive correlations). When social class was partialed out, the original product-moment correlations were diminished by only .05. Relatively low correlations of the factors with social class suggest that the environmental characteristics the factors represent are widely distributed across social class boundaries.

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Family Environment and 11+ Success: Some Basic Predictors

Cited by 18 publications

References 0 publications

Attitudinal orientations and cognitive functioning among adolescents.

Attitudinal orientations and cognitive functioning among adolescents.

Academic Motivation and School Attainment

Factors in school achievement and social class.

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