Chunhui Chen|Shin-Ying Lee|Harold W. Stevenson
Long-term prediction of academic achievement of American, Chinese, and Japanese adolescents.
representative samples 729 american chinese japanese 1st graders given achievement cognitive tests mothers interviewed ten years later 475 students participated followup study interviewed given achievement tests results revealed high stability achievement relationships within 3 societies measures early cognitive abilities consistently related families socioeconomic status exerted influence later achievement either 1stgrade achievement scores evaluations made mothers percentage variance achievement scores accounted path models 49 59 1st grade 38 51 11th grade despite statistical differences mean scores achievement tests associations early predictors later achievement similar 3 cultural groups indicating differences mean scores may accompanied differences interrelationships