Functional abilities of children as factors of school achievement-Reference-Cited by-同舟云学术

Functional abilities of children as factors of school achievement

Published:2022 Issue:3 Volume:52 Page:277-297
ISSN:0354-3293
Container-title:Zbornik radova Filozofskog fakulteta u Pristini
language:en
Short-container-title:Zb Filoz fak Priština

Author:

Đoković Sanja^ORCID,Kovačević Tamara,Ostojić-Zeljković Sanja

Abstract

Understanding the factors which affect students' school achievement is an important knowledge source for strategic planning and encouraging changes in education. In this paper, we focused on examining the factors related to personal characteristics. The aim of this research was to determine the relation between school failure and achievements in certain functional abilities, such as: academic skills (reading, writing), attention, communication (receptive and expressive speech), class participation, and behavior. The sample included 195 younger school-age children of both genders. Students' functional abilities were assessed by the S.I.F.T.E.R. scale (Screening Instrument for Targeting Educational Risk). The results showed that school achievement correlated with all assessed functional abilities. The coefficient of multiple determination showed that 48% of individual differences in children's school achievement can be explained by individual differences in the given model of functional abilities. It should also be emphasized that only two functional abilities, attention and communication, were singled out as statistically significant particular predictors.

Funder

Ministry of Education, Science and Technological Development of the Republic of Serbia

Publisher

Centre for Evaluation in Education and Science (CEON/CEES)

Subject

General Medicine

Link

https://scindeks-clanci.ceon.rs/data/pdf/0354-3293/2022/0354-32932203277Q.pdf

Reference83 articles.

1. Anderson, K. (1989). SIFTER Screening Instrument for Targeting Educational Risk in Children Identified by Hearing Screening or Who Have Minimal Hearing Loss. User's Manual. Danville, IL: The Interstate Printers and Publishers, Inc. Retrieved from: https://successforkidswithhearingloss.com/wp-content/uploads/2017/09/SIFTER_Manual.pdf;

2. Antia, S. D., Jones, P. B., Reed, S., Kreimeyer, K. H. (2009). Academic Status and Progress of Deaf and Hard-of-Hearing Students in General Education Classrooms. The Journal of Deaf Studies and Deaf Education, 14(3), 293-311;

3. ASHA: American Speech-Language-Hearing-Association (2015). Speech Sound Disorders -Articulation and Phonology. Retrieved from: http://www.asha.org/PRPSpecificTopic.aspx?folderid=8589935321§ion=Incience_and_Prevalence;

4. Asikhia, O. A. (2010). Students and Teachers' Perception of the Causes of Poor Academic Performance in Ogun State Secondary Schools [Nigeria]: Implications for Counseling for National Development. European Journal of Social Sciences, 13(2), 229-242;

5. Bartels, M., Rietveld, M. J. H., Van Baal, G. C. M., Boomsma, D. I. (2002). Heritability of Educational Achievement in 12-Year-Olds and the Overlap with Cognitive Ability. Twin Research, 5, 544-553;