Mental health and the academic performance of first nations and majority-culture children.
Prior classroom achievement and verbal IQ are identified as predictors of school performance for both Native and non-Native youngsters. Children's assessments of their competence, which appear to be, in part, a product of interactions with teachers, were found to be independent predictors of classroom performance. Results suggest that verbal IQ and compromised self-assessments contribute to the difficulties many Native children experience in majority-culture schools.
Clarke Institute of Psychiatry, University of Toronto Department of Psychiatry.
M
M
Beiser
W
W
Sack
S M
SM
Manson
R
R
Redshirt
R
R
Dion
D000069:Acculturation; D000124:Achievement; D002170:Canada / Q000453:epidemiology; D017028:Caregivers / Q000523:psychology; D002648:Child; D003431:Cross-Cultural Comparison; D003863:Depression / Q000208:ethnology; D005260:Female; D006801:Humans; D007198:Indians, North American / Q000523:psychology*; D007360:Intelligence; D008137:Longitudinal Studies; D008297:Male; D008603:Mental Health; D011594:Psychometrics; D012494:Sampling Studies; D012647:Self-Assessment; D012917:Social Adjustment; D013223:Statistics as Topic; D013663:Teaching; D014481:United States / Q000453:epidemiology; D014705:Verbal Behavior; D014888:Wechsler Scales; D044465:White People / Q000523:psychology