Examining the relation of Cognitive Assessment System-2: Brief with academic achievement in a sample of Greek-speaking children

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of School and Educational Psychology Pub Date : 2021-07-20 DOI:10.1080/21683603.2021.1945513

Sergios C. Sergiou, George K. Georgiou, Charalambos Y. Charalambous

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引用次数: 1

Abstract

ABSTRACT Although Cognitive Assessment System (CAS)-2: Brief was published in 2014 and it is used in applied settings all over the world, we still do not know how well it relates to academic achievement. Thus, this study aimed to examine the relations of CAS-2: Brief with reading and mathematics performance. Two hundred and twenty-two Greek-speaking children in Grade 6 (98 boys, 124 girls, M age = 135.85 months) were assessed on CAS-2: Brief and on measures of reading (Wordchains and CBM-Maze) and mathematics (Mathematics Achievement Test and Mathematics Reasoning Test). Results of the correlational analysis showed first that the CAS-2: Brief total score correlated moderately with both reading and mathematics tasks (rs ranged from .36 to .53). Second, results of the multilevel analyses revealed that the CAS-2: Brief total score explained 11.4% of unique variance in mathematics and 27.6% of unique variance in reading. Theoretical and practical implications of these findings are discussed.

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考察认知评估系统-2与希腊语儿童学习成绩的关系

虽然认知评估系统(CAS)-2: Brief于2014年发布，并在世界各地的应用环境中使用，但我们仍然不知道它与学术成就的关系如何。因此，本研究旨在探讨CAS-2: Brief与阅读和数学成绩的关系。对222名六年级讲希腊语的儿童(98名男孩，124名女孩，年龄= 135.85个月)进行了CAS-2:简要和阅读(单词链和cbm迷宫)和数学(数学成就测试和数学推理测试)的评估。相关分析结果首先表明，CAS-2:简要总分与阅读和数学任务均存在适度相关(rs范围为0.36 ~ 0.53)。其次，多水平分析结果显示，CAS-2:简要总分解释了11.4%的数学独特方差和27.6%的阅读独特方差。讨论了这些发现的理论和实践意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of School and Educational Psychology Social Sciences-Education

CiteScore

4.00

自引率

0.00%

发文量

期刊介绍： The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.