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Source: British Journal of Educational Psychology
Resulting in 2 citations.
1. Ganzach, Yoav
Parents' Education, Cognitive Ability, Educational Expectations and Educational Attainment: Interactive Effects
British Journal of Educational Psychology 70,3 (September 2000): 419-441.
Also: http://onlinelibrary.wiley.com/doi/10.1348/000709900158218/abstract
Cohort(s): NLSY79
Publisher: British Psychological Society
Keyword(s): Cognitive Ability; Education; Educational Aspirations/Expectations; Educational Attainment; Mothers, Education; Parental Influences

Permission to reprint the abstract has not been received from the publisher.

Background: The models that have been used so far to describe the process underlying educational attainment have been almost always linear. Little research has been aimed at studying interactions among the determinants of educational attainment. Aim: The aim of the study is to examine the interactions between parents' education, cognitive ability and educational expectations in determining educational attainment. Sample: Participants were 8570 Americans who were born between 1957 and 1964. Method: The information was taken from the National Longitudinal Survey of Youth. Information about parents' education, cognitive ability and educational expectations was taken from the 1979 survey. Information about educational attainment was taken from the 1991 survey. Results: The findings indicate that there is an offsetting relationship between the education of the two parents in the formation of expectations, but not in the determination of attainment; and that, both for expectations and for attainment, the cognitive ability of the child has an offsetting relationship with mother's education but not with father's education. The findings also indicate that there is a synergistic relationship between cognitive ability and educational expectations in determining educational attainment. Conclusions: There are theoretically meaningful interactions between the determinants of educational attainment. The pattern of these interactions capture some of the intricate psychological processes underlying the combined influence of background variables and children's characteristics on educational attainment.
Bibliography Citation
Ganzach, Yoav. "Parents' Education, Cognitive Ability, Educational Expectations and Educational Attainment: Interactive Effects." British Journal of Educational Psychology 70,3 (September 2000): 419-441.
2. Lakin, Joni M.
Wai, Jonathan
Spatially Gifted, Academically Inconvenienced: Spatially Talented Students Experience Less Academic Engagement and More Behavioural Issues than other Talented Students
British Journal of Educational Psychology published online (17 February 2020): DOI: 10.1111/bjep.12343.
Also: https://onlinelibrary.wiley.com/doi/10.1111/bjep.12343
Cohort(s): NLSY97
Publisher: British Psychological Society
Keyword(s): Academic Development; Adolescent Behavior; Armed Services Vocational Aptitude Battery (ASVAB); Behavioral Problems; Cognitive Ability; High School and Beyond (HSB); Project Talent

Permission to reprint the abstract has not been received from the publisher.

Aims: The goal of this research was to explore empirical evidence for the claim that spatially talented students would experience more academic struggles than other gifted students. We sought to understand the size of the 'spatially talented' population and their patterns of behavioural and academic struggles in high school. We also looked at long‐term outcomes, including degree completion.

Samples: This article explores characteristics of spatial talent in three US nationally representative data sets: Project Talent (1960), High School and Beyond (1980), and the National Longitudinal Study of Youth (1997). Combined, these data provide a 60‐year longitudinal study of student outcomes.

Bibliography Citation
Lakin, Joni M. and Jonathan Wai. "Spatially Gifted, Academically Inconvenienced: Spatially Talented Students Experience Less Academic Engagement and More Behavioural Issues than other Talented Students." British Journal of Educational Psychology published online (17 February 2020): DOI: 10.1111/bjep.12343.