Abstract
This study tested a model that posited that 3 diverse sets of academic outcomes (memory, verbal, and nonverbal aptitudes [N = 52]; passing proficiency tests in reading and mathematics [N = 122]; and end-of-year ratings of verbal and mathematical skills by teachers [N = 159]) for 1st- through 5th-grade children were uniquely determined by psychological (verbal and visual-motor school readiness skills at kindergarten, cognitive self-control, and academic self-competence), family (behavioral involvement of an adult family member in the child's schooling), and peer (the average academic performance of members of one's peer group) factors. Verbal readiness skills were uniquely linked to 5 of the 7 academic outcomes. An outcome-specific view of what sets of factors are linked to academic performance was favored in that, of the 5 predictors, only school readiness accounted for unique portions of the variance in aptitudes; only school readiness and cognitive self-control accounted for unique portions of the variance in whether proficiency tests were passed; and only school readiness, cognitive self-control, and the academic performance of one's peer group accounted for unique portions of the variance in end-of-year ratings.
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