Adaptation to the School Environment Moderates the Effect of Skill‐Specific Performance on Pupils' School Achievement in the First Grade of Elementary School
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15210%2F25%3A73634166" target="_blank" >RIV/61989592:15210/25:73634166 - isvavai.cz</a>
Nalezeny alternativní kódy
RIV/61989592:15410/25:73634166
Výsledek na webu
<a href="https://www.bing.com/ck/a?!&&p=b4dd3be4f98093f0451bc6d050ec0d1f20a5789bc9bb37ae36d8d443935d27a5JmltdHM9MTc2OTU1ODQwMA&ptn=3&ver=2&hsh=4&fclid=053dcc5f-7bfc-6fdb-12f8-d8947a0d6e07&psq=Adaptation+to+the+School+Environment+Moderates+the+Effect+of+Skill-Specific+Performance+on+Pupils%27+School+Achievement+in+the+First+Grade+of+Elementary+School&u=a1aHR0cHM6Ly9vbmxpbmVsaWJyYXJ5LndpbGV5LmNvbS9kb2kvcGRmLzEwLjEwMDIvcGl0cy43MDAxMT9tc29ja2lkPTA1M2RjYzVmN2JmYzZmZGIxMmY4ZDg5NDdhMGQ2ZTA3" target="_blank" >https://www.bing.com/ck/a?!&&p=b4dd3be4f98093f0451bc6d050ec0d1f20a5789bc9bb37ae36d8d443935d27a5JmltdHM9MTc2OTU1ODQwMA&ptn=3&ver=2&hsh=4&fclid=053dcc5f-7bfc-6fdb-12f8-d8947a0d6e07&psq=Adaptation+to+the+School+Environment+Moderates+the+Effect+of+Skill-Specific+Performance+on+Pupils%27+School+Achievement+in+the+First+Grade+of+Elementary+School&u=a1aHR0cHM6Ly9vbmxpbmVsaWJyYXJ5LndpbGV5LmNvbS9kb2kvcGRmLzEwLjEwMDIvcGl0cy43MDAxMT9tc29ja2lkPTA1M2RjYzVmN2JmYzZmZGIxMmY4ZDg5NDdhMGQ2ZTA3</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1002/pits.70011" target="_blank" >10.1002/pits.70011</a>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
Adaptation to the School Environment Moderates the Effect of Skill‐Specific Performance on Pupils' School Achievement in the First Grade of Elementary School
Popis výsledku v původním jazyce
The transition from kindergarten to the first grade of elementary school is a crucial developmental period that can significantly influence pupils' academic trajectories. This study aimed to examine whether adaptation to the school environment moderates the relationship between skill‐specific performance and academic achievement in two core subjects—Czech language and mathematics. A longitudinal design was employed involving 702 first‐grade pupils, with assessments focusing on specific academic skills, overall school achievement, and two dimensions of school adaptation: adaptation to performance demands and adaptation to school rules. Robust statistical methods, including MM‐type regression and moderation analysis, were applied. Results showed that in Czech language, reading and writing skills significantly predicted achievement, while language skills alone did not. In mathematics, the application of numerical operations in word problems and visuospatial abilities had the strongest predictive effects, whereas basic numerical knowledge had no significant impact. Crucially, both aspects of adaptation to the school environment moderate these relationships, with stronger adaptations enhancing the impact of specific skills on academic achievement. These findings directly support that adaptation to the school environment moderates the relationship between skill‐specific performance and academic achievement. The results show that stronger adaptation—both to performance demands and school rules—amplifies the impact of students' reading, writing, and problem‐solving skills on academic success in Czech language and mathematics.
Název v anglickém jazyce
Adaptation to the School Environment Moderates the Effect of Skill‐Specific Performance on Pupils' School Achievement in the First Grade of Elementary School
Popis výsledku anglicky
The transition from kindergarten to the first grade of elementary school is a crucial developmental period that can significantly influence pupils' academic trajectories. This study aimed to examine whether adaptation to the school environment moderates the relationship between skill‐specific performance and academic achievement in two core subjects—Czech language and mathematics. A longitudinal design was employed involving 702 first‐grade pupils, with assessments focusing on specific academic skills, overall school achievement, and two dimensions of school adaptation: adaptation to performance demands and adaptation to school rules. Robust statistical methods, including MM‐type regression and moderation analysis, were applied. Results showed that in Czech language, reading and writing skills significantly predicted achievement, while language skills alone did not. In mathematics, the application of numerical operations in word problems and visuospatial abilities had the strongest predictive effects, whereas basic numerical knowledge had no significant impact. Crucially, both aspects of adaptation to the school environment moderate these relationships, with stronger adaptations enhancing the impact of specific skills on academic achievement. These findings directly support that adaptation to the school environment moderates the relationship between skill‐specific performance and academic achievement. The results show that stronger adaptation—both to performance demands and school rules—amplifies the impact of students' reading, writing, and problem‐solving skills on academic success in Czech language and mathematics.
Klasifikace
Druh
J<sub>imp</sub> - Článek v periodiku v databázi Web of Science
CEP obor
—
OECD FORD obor
50101 - Psychology (including human - machine relations)
Návaznosti výsledku
Projekt
—
Návaznosti
S - Specificky vyzkum na vysokych skolach
Ostatní
Rok uplatnění
2025
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název periodika
Psychology in the Schools
ISSN
0033-3085
e-ISSN
1520-6807
Svazek periodika
2025
Číslo periodika v rámci svazku
62
Stát vydavatele periodika
US - Spojené státy americké
Počet stran výsledku
11
Strana od-do
4371-4381
Kód UT WoS článku
001510610100001
EID výsledku v databázi Scopus
2-s2.0-105008582181