Prediction of school achievement and conative functioning among Roma and non-Roma children

Abstract

The main aim of this study was to examine the validity of The School Maturity Test (SMT) in the prediction of school achievement among children of different socioeconomic status (SES). The sample consisted of 142 children: 46 Roma, 48 low SES non-Roma children, and 48 average SES non-Roma children. Moderate positive correlations were obtained between the SMT subscales and three indicators of school success: point grade average and average school marks in Serbian language and Mathematics. Regarding associations with teachers’ ratings of pupils’ conative functioning, results showed that the SMT subscales had the highest correlations with the ratings of self-confidence, interest in school and study habits. The lowest correlations were found between the SMT subscales and the ratings of self-discipline, peer acceptance and attitudes toward school. Multiple regression analysis demonstrated that significant predictors of school achievement were: Information and Block design subscales of the SMT, socioeconomic status and group (Roma/non-Roma).