Affective and Environmental Correlates of Cognitive Performance

Abstract

Tills study examined relations between teachers’ perceptions of children’s attitudes toward school, locus of control, and measures of intelligence, mathematics and English performance at different levels of family environment, for English children from three different age cohorts. Data were collected as part of a national survey of 11, 12 and 15-year-old English schoolchildren. Regression surfaces were constructed from models which examined possible linear, curvilinear, and interaction relations between the variables. The Jackknife technique was used to adjust the significance levels in the analysis. At each level of family environment it was found that increments in the affective characteristics were associated with increases in cognitive performance.