Differences in concentration ability among low- and high-ses israeli students: A follow-up study

Zvia Breznitz; Gabriella Norman

doi:10.1080/00221329809596136

Differences in concentration ability among low- and high-ses israeli students: A follow-up study

Zvia Breznitz
, Gabriella Norman

Research output: Contribution to journal › Article › peer-review

Abstract

Eighty students participated in a follow-up study investigating the relationship between the ability to concentrate and academic achievement among low-socioeconomic-status (LSES) and high-socioeconomic-status (HSES) 4th graders. The results indicated that the differences between the ability to concentrate and academic achievement found when the students were in the 1st grade (Norman & Breznitz, 1992) persisted, in part, to the 4th grade. Compared with HSES children, LSES children obtained significantly lower scores on measures of academic achievement and concentration. Additional measures of school behavior included in the present study revealed that LSES children were more likely to be characterized by aggressive-impulsive behavior. This behavior accounted for most of the differences found between HSES and LSES pupils on the academic and concentration measures.

Original language	English
Pages (from-to)	82-93
Number of pages	12
Journal	Journal of Genetic Psychology
Volume	159
Issue number	1
DOIs	https://doi.org/10.1080/00221329809596136
State	Published - 1 Mar 1998

ASJC Scopus subject areas

Developmental and Educational Psychology
Clinical Psychology
Life-span and Life-course Studies

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abstract = "Eighty students participated in a follow-up study investigating the relationship between the ability to concentrate and academic achievement among low-socioeconomic-status (LSES) and high-socioeconomic-status (HSES) 4th graders. The results indicated that the differences between the ability to concentrate and academic achievement found when the students were in the 1st grade (Norman \& Breznitz, 1992) persisted, in part, to the 4th grade. Compared with HSES children, LSES children obtained significantly lower scores on measures of academic achievement and concentration. Additional measures of school behavior included in the present study revealed that LSES children were more likely to be characterized by aggressive-impulsive behavior. This behavior accounted for most of the differences found between HSES and LSES pupils on the academic and concentration measures.",

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Differences in concentration ability among low- and high-ses israeli students: A follow-up study

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