Eh. Durbrow et al., Learning behaviours, attention and anxiety in Caribbean children - Beyond the 'usual suspects' in explaining academic performance, SCH PSY INT, 21(3), 2000, pp. 242-251
Research suggests learning-related behaviours, anxiety and attention may in
fluence academic performance. This research, however, has been limited to c
hildren from industrialized countries. Studies of children in developing co
untries have usually concentrated on children's cognitive abilities and hom
e background. Contributions of learning behaviours, anxiety, attention prob
lems, cognitive ability and home background to the academic performance of
village children (N = 61; ages 6-12) on St Vincent, the West Indies, were i
nvestigated. Teachers provided academic scores and rated children using the
Learning Behaviours Scale and using a modified version of the Revised Beha
viour Problem Checklist. Children's cognitive ability was assessed using th
e Raven Colored Progressive Matrices and their academic skills were assesse
d using a locally standardized achievement test;. Stimulating home experien
ces, caregiver involvement, affluence and caregiver education were assessed
using the MC-HOME Inventory and by interviews. Hierarchical regression ind
icated that anxiety, attention and learning-related behaviours explain 32-3
5 percent of the variance in academic scores. In contrast, home background
and cognitive ability account for only 11-14 percent and 6-22 percent respe
ctively Results suggest that academic performance may be improved in this p
opulation by reducing children's anxiety levels and promoting appropriate l
earning behaviours.