The DOI matches its Crossref record; 23 of the 23 references it cites were found in a registry or an index.
'Matthew' Effects in Education
Abstract
To test the hypothesized cumulative advantages of educative factors, the science-achievement scores on a 69-item test of science knowledge of 1,284 young adults, ages 26 to 35, surveyed by the National Assessment of Educational Progress (NAEP) in 1977, were regressed on three composite independent variables: motivation and prior and current educative experiences. The test scores were related significantly to prior experience-embodied variables, such as parental socioeconomic status, respondent education, and specific scientific training, as well as to motivation to learn and current amount and intensity of information acquisition, such as news media exposure and reading. Early educative experience predicts current educative activities and motivation; and all three factors contribute significantly and independently to the prediction of achievement.
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Cites
(2013) · American Economic Review · doi:10.1257/aer.103.5.i · Cited by 15,100
Journal of Economic Literature
(2019) · AEA Papers and Proceedings · doi:10.1257/pandp.109.633 · Cited by 7,468
The Matthew Effect in Science: The reward and communication systems of science are considered.
Merton, R. K. (1968) · Science · doi:10.1126/science.159.3810.56 · Cited by 6,720
EQUALITY OF EDUCATIONAL OPPORTUNITY
Coleman, J. S. (1968) · Equity & Excellence in Education · doi:10.1080/0020486680060504 · Cited by 5,308
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Objective Knowledge, an Evolutionary Approach.
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Hannan, E. J. (1973) · Technometrics · doi:10.1080/00401706.1973.10489024 · Cited by 3,210
Equality of Educational Opportunity.
Sewell, W. H., Coleman, J. S., Campbell, E. Q., Hobson, C. J., McPartland, J., Mood, A. M., Weinfeld, F. D., & York, R. L. (1967) · American Sociological Review · doi:10.2307/2091094 · Cited by 2,753
Cobb, C. W., & Douglas, P. H. (1928) · American Economic Review · Cited by 2,303
Champernowne, D. G., & Theil, H. (1972) · The Economic Journal · doi:10.2307/2230222 · Cited by 2,115
Cited by
Stanovich, K. E. (1986) · Reading Research Quarterly · doi:10.1598/rrq.21.4.1 · Cited by 5,222
(1998) · The American Educator · Cited by 716
Maresch, D., Harms, R., Kailer, N., & Wimmer-Wurm, B. (2016) · Technological Forecasting and Social Change · doi:10.1016/j.techfore.2015.11.006 · Cited by 622
Science Achievement Gaps Begin Very Early, Persist, and Are Largely Explained by Modifiable Factors
Morgan, P. L., Farkas, G., Hillemeier, M. M., & Maczuga, S. (2016) · Educational Researcher · doi:10.3102/0013189x16633182 · Cited by 508
Stanovich, K. E. (2009) · Journal of Education · doi:10.1177/0022057409189001-204 · Cited by 382
Metadata
- Authors
- Walberg, H. J., & Tsai, S.-L.
- Venue
- American Educational Research Journal
- Publisher
- SAGE Publications
- Published
- 1983
- Volume
- 20
- Issue
- 3
- Pages
- 359
- ISSN
- 0002-8312 (ISSN-L)
- OpenAlex
- W2065972270
- Cited by
- 458
- References
- 23
- FWCI
- 15.00
- Type
- journal article
- Language
- en
- Open access
- closed
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Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
