Long-term prediction of academic achievement of American, Chinese, and Japanese adolescents.

Chuansheng Chen,Harold W Stevenson,Shin-Ying Lee

doi:10.1037/0022-0663.88.4.750

Abstract

Representative samples of 729 American, Chinese, and Japanese 1st graders were given achievement and cognitive tests. Mothers were interviewed. Ten years later, 475 of the students participated in a follow-up study in which they were interviewed and given achievement tests. Results revealed high stability of achievement relationships within all 3 societies. Measures of early cognitive abilities were consistently related to the families' socioeconomic status and exerted their influence on later achievement either through 1st-grade achievement scores or through evaluations made by their mothers. The percentage of variance in achievement scores accounted for by the path models was between 49% and 59% at 1st grade and between 38% and 51% at 11th grade. Despite statistical differences in mean scores on the achievement tests, the associations between early predictors and later achievement were similar in the 3 cultural groups, indicating that differences in mean scores may not be accompanied by differences in interrelationships.

Highlights

Representative samples of 729 American, Chinese, and Japanese 1st graders were given achievement and cognitive tests
Measures of early cognitive abilities were consistently related to the families' socioeconomic status and exerted their influence on later achievement either through 1stgrade achievement scores or through evaluations made by their mothers
Despite statistical differences in mean scores on the achievement tests, the associations between early predictors and later achievement were similar in the 3 cultural groups, indicating that differences in mean scores may not be accompanied by differences in interrelationships

Summary

Introduction

Representative samples of 729 American, Chinese, and Japanese 1st graders were given achievement and cognitive tests. Recent research has consistently shown differences in the academic achievement of children and adolescents living in different industrialized societies (e.g., Garden, 1987; Lapointe, Mead, & Askew, 1992; Stevenson, Chen, & Lee, 1993; Stevenson et al, 1990; Stevenson & Stigler, 1992). These studies have yielded useful information about correlates of these cross-cultural differences. Such research is necessary to clarify the roles of basic psychological processes and of environmental and social factors in influencing academic achievement

Methods

Results

Conclusion