The Domain-Specificity of Elementary School Teachers’ Judgment Accuracy

Mack, Elena; Gnas, Jessica; Vock, Miriam; Preckel, Franzis

doi:10.1016/j.cedpsych.2022.102142

Cited by 3 publications

(2 citation statements)

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“…Three studies used teacher ratings of children's academic performance instead of direct assessments. These were combined with the directly assessed academic performance measures given the moderate to high associations between proxy ratings and direct measures of academic achievement (Hoge and Coladarci, 1989 ; Feinberg and Shapiro, 2003 ; Südkamp et al, 2012 ; Mack et al, 2023 ). The HTKS was administered at the same time as the academic measures across 62% of the effect sizes, whereas 38% of the effect sizes represented HTKS and academic performance associations where the HTKS was administered before academic measures.…”

Section: Resultsmentioning

confidence: 99%

A meta-analysis of the validity of the Head-Toes-Knees-Shoulders task in predicting young children's academic performance

Kenny,

Cameron,

Karing

et al. 2023

Front. Psychol.

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The present study represents the first meta-analytic synthesis of the utility of a widely used early-childhood self-regulation measure, the Head-Toes-Knees-Shoulders task, in predicting children's academic achievement. A systematic review of the literature yielded 69 studies accessed from peer reviewed journals representing 413 effect sizes and 19,917 children meeting the complete set of inclusion and exclusion criteria. Robust variance analysis demonstrated that the Head-Toes-Knees-Shoulders task was a consistent predictor of children's academic achievement across literacy, oral language, and mathematical outcomes. A moderator analysis indicated that in accordance with prior research, the Head-Toes-Knees-Shoulders task was more strongly associated with children's mathematics performance relative to their performance on language and literacy measures. The results of this meta-analysis suggest that the Head-Toes-Knees-Shoulders task demonstrated statistically significant, positive associations with children's overall academic performance. These associations remained stable across different participant and measurement factors and are comparable to meta-analyses examining the self-regulation and academic association with multiple measures of self-regulation and executive function.

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Section: Resultsmentioning

confidence: 99%

A meta-analysis of the validity of the Head-Toes-Knees-Shoulders task in predicting young children's academic performance

Kenny,

Cameron,

Karing

et al. 2023

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…Another interesting question is whether the accuracy with which teachers can judge students' monitoring and regulation accuracy would differ between school subjects (cf. findings that accuracy of primary school teachers' judgments of students' performance seems to be domain-specific; Mack et al, 2023).…”

Section: Limitations and Future Researchmentioning

confidence: 99%