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Extra info for Personality, Cognition and Values

Example text

General IQ, English and Arithmetic Standardized Test scores revealed greater differences on verbal performance, while relatively little difference was found on non-verbal IQ tests. This pattern of cognitive results is somewhat similar to that reported by Evans and Poole (1975). Disadvantages incurred by immigrant children were also highlighted in the national literacy and numeracy studies in school performance undertaken by the Australian Council for Educational Research (ACER). Keeves and Bourke (1977) found that, at age 14, there were some consistent differences in the performance of students with different language backgrounds.

In assessing possible influences on the relative academic performance of Dutch, Italian and Polish students, Wiseman (1971) found differences in study conditions at the social level ('undisturbed by things such as television, talking, people going in and out and so on'). Parental encouragement and assistance were available to all groups, but there were differences in parental involvement in school activities. Aspirational patterns, however, need to be viewed in association with performance patterns since these are more likely to be accurate reflections of realistic options and future pathways.

Such studies, however, usually measure adolescents' perceptions of parental choice rather than actual choice. Millicent Poole 29 Parental encouragement per se has also been identified as important to students' aspirational patterns and achievement (Keeves, 1972; Wassel, 1976; Rosier, 1978; Stroobant, 1978; Meade, 1981; Western and Carpenter, 1982), and parental attitudes to education as related to participation in post-secondary education. One index of social class value orientation in relation to aspirations and achievement is in choice of schooling.

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