1. Objectifs

Intentions :
«Our goal in this chapter is threefold. First we wanted to document the combined predictive validity of two multidimensional measures of school readiness with respect to school trajectories […] Second, we wanted to report on the extent to which these school readiness assessments, as well as their predictive associations with later school achievement, were mediated by environmental processes […] Finally, given the reported associations between family environment and experiences and school readiness, our final goal was to document further the family processes linking early sociodemographic risk factors, school readiness […] and later school achievement.» (p. 50-51)

2. Méthode

Échantillon/Matériau :
L’étude en question utilise certaines données issues du Québec Longitudinal Study of Child Development (QLSCD) et du Québec Newborn Twin Study (QNTS).

Type de traitement des données :
Analyse statistique

3. Résumé

«School achievement trajectories likely result from complex interactions among personal, familial, social, and school factors operating over time.» (p. 47) À la suite de leurs recherches, les auteurs concluent que «although some genetic factors contributed to general school readiness and predicted early school achievement, environmental factors, especially those fostering similarities among members of the same family (and this differences between families) accounted for most of the prediction. The results point to the importance of the home environment and experiences for school readiness, and the need to document further the family process involved in the emergence of school readiness.» (p. 64) Quant aux facteurs de risque familiaux, les auteurs identifient ceux-ci: «single parenthood, insufficient income […] young parenthood for both mother and father (i.e. age 20 or less at the birth of the child), and low education (not having completed high school) both for mother and father.» (p. 64)