The school environment is considered an important factor in the educational process, especially during its early stages; however, it is rarely directly connected to the pupil’s performance. This paper presents the results of our longitudinal study, which seeks to answer whether adaptation to the school environment, specifically after transitioning from kindergarten to the first grade of elementary school, moderates the relationship between skill-specific performance and academic achievement in two key subjects (Czech language and mathematics). In our study, various measures and robust statistical analyses were used, and preliminary correlation analysis confirmed the existence of significant relationships between the predictors (school performance factors), moderators (adaptation to the school environment), and school achievement. Subsequent regression analysis showed that performance in the Czech language was primarily driven by pupils' performance in reading and writing, in contrast to language ability, which did not affect pupils' performance. Similarly, in mathematics, the greatest effect was observed for the ability to apply numerical operations in word problems, along with visuospatial abilities. Surprisingly, there was no effect of knowledge of basic numerical operations. Finally, we also analyzed whether adaptation to the school environment moderates the relationship between skill-specific performance and pupils' school achievement.

Authors:
Pavel Veselsky, Palacky University Olomouc, Czech Republic
Jana Kvintova, Palacky University Olomouc, Czech Republic
Jan Sebastian Novotny, Palacky University Olomouc, Czech Republic
Lucie Vachova, Palacky University Olomouc, Czech Republic
Michaela Pugnerova, Palacky University Olomouc, Czech Republic
Jitka Petrova, Palacky University Olomouc, czech_republic

About the Presenter(s)
Dr Jana Kvintova is a University Assistant Professor/Lecturer at Palacky University Olomouc in Czech Republic

See this presentation on the full schedule – Friday Schedule

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