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Antecedents of Children's Performance on Class Inclusion Tasks: Some Zimbabwean Evidence
Author(s) -
Mpofu Elias
Publication year - 1995
Publication title -
international journal of psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.75
H-Index - 62
eISSN - 1464-066X
pISSN - 0020-7594
DOI - 10.1080/00207599508246971
Subject(s) - psychology , inclusion (mineral) , multiculturalism , developmental psychology , perception , task (project management) , social psychology , class (philosophy) , variance (accounting) , analysis of covariance , cultural group selection , cognition , ethnic group , pedagogy , statistics , sociology , business , mathematics , management , accounting , neuroscience , artificial intelligence , computer science , anthropology , economics
An analysis of covariance hierarchical regression procedure was used to examine children's performance on verbally presented classification tasks in relation to the children's socio‐cultural background, age, level of schooling, and sex. Task perception and motivation were entered as covariates. A total of 296 black and white Zimbabwean children took part in the study. Social class membership, age, level of schooling, and sex explained a significant proportion of the variance in performance on the classification tasks, whereas cultural group membership did not. Implications for multicultural perspectives on children's cognitive development are discussed and suggestions made for further research.