The Relative Importance of Predictors of Math and Science Achievement: An Opportunity-Propensity Analysis

Autor/inn/en	Byrnes, James P.; Miller, David C.
Titel	The Relative Importance of Predictors of Math and Science Achievement: An Opportunity-Propensity Analysis
Quelle	In: Contemporary Educational Psychology, 32 (2007) 4, S.599-629 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-476X
DOI	10.1016/j.cedpsych.2006.09.002
Schlagwörter	High Achievement; Structural Equation Models; Science Achievement; Predictor Variables; Mathematics Achievement; Hypothesis Testing; Research Methodology; Educational Opportunities; Socioeconomic Influences; Longitudinal Studies; Regression (Statistics); Family Influence + Suchen Sie Ihr Suchwort? Prädiktor; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Hypothesenprüfung; Hypothesentest; Research method; Forschungsmethode; Bildungsangebot; Bildungschance; Sozioökonomischer Faktor; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Regression; Regressionsanalyse
Abstract	In the present study, the authors propose a new framework that integrates literature on achievement, supports the testing of novel hypotheses, and stresses the importance of examining a large number of factors in the same study. This framework assumes that high achievement is a function of three categories of factors: (a) opportunity factors (e.g., coursework), (b) propensity factors (e.g., prerequisite skills, motivation), and (c) distal factors (e.g., SES). A secondary analysis of the National Longitudinal Educational Study (NELS:88) using hierarchical regression and structural equation modeling revealed that 58-81% of the variance in achievement was explained by family variables and specific opportunity and propensity factors. The findings are discussed in terms of their potential implications for intervention efforts. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10