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Autor/inn/en | Metsäpelto, Riitta-Leena; Pakarinen, Eija; Kiuru, Noona; Poikkeus, Anna-Maija; Lerkkanen, Marja-Kristiina; Nurmi, Jari-Erik |
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Titel | Developmental Dynamics between Children's Externalizing Problems, Task-Avoidant Behavior, and Academic Performance in Early School Years: A 4-Year Follow-Up |
Quelle | In: Journal of Educational Psychology, 107 (2015) 1, S.246-257 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-0663 |
DOI | 10.1037/a0037389 |
Schlagwörter | Children; Child Behavior; Behavior Problems; Academic Achievement; Longitudinal Studies; Grade 1; Grade 2; Grade 3; Grade 4; Child Development; Elementary School Students; Foreign Countries; Statistical Analysis; Finland; Strengths and Difficulties Questionnaire Child; Kind; Kinder; Schulleistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Kindesentwicklung; Ausland; Statistische Analyse; Finnland |
Abstract | This longitudinal study investigated the associations among children's externalizing problems, task-avoidant behavior, and academic performance in early school years. The participants were 586 children (43% girls, 57% boys). Data pertaining to externalizing problems (teacher ratings) and task-avoidant behaviors (mother and teacher ratings) were gathered, and the children were tested yearly on their academic performance in Grades 1-4. The results were similar for both genders. The analyses supported a mediation model: high externalizing problems in Grades 1 and 2 were linked with low academic performance in Grades 3 and 4 through increases in task-avoidant behavior in Grades 2 and 3. The results also provided evidence for a reversed mediator model: low academic performance in Grades 1 and 2 was associated with high externalizing problems in Grades 3 and 4 via high task avoidance in Grades 2 and 3. These findings emphasize the need to examine externalizing problems, task-avoidant behavior, and academic performance conjointly to understand their developmental dynamics in early school years. (As Provided). |
Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |