Social Adjustment and Academic Achievement: A Predictive Model for Students with Diverse Academic and Behavior Competencies

Autor/inn/en	Ray, Corey E.; Elliott, Stephen N.
Titel	Social Adjustment and Academic Achievement: A Predictive Model for Students with Diverse Academic and Behavior Competencies
Quelle	In: School Psychology Review, 35 (2006) 3, S.493-501 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Structural Equation Models; Academic Achievement; Achievement Tests; Social Adjustment; Multivariate Analysis; Interpersonal Competence; Prediction; Self Concept; Social Support Groups; Grade 4; Grade 8; Academic Ability + Suchen Sie Ihr Suchwort? Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Soziale Anpassung; Multivariate Analyse; Interpersonale Kompetenz; Vorhersage; Selbstkonzept; Social support; Soziale Unterstützung; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	This study examined the hypothesized relationship between social adjustment, as measured by perceived social support, self-concept, and social skills, and performance on academic achievement tests. Participants included 27 teachers and 77 fourth- and eighth-grade students with diverse academic and behavior competencies. Teachers were asked to select one student for each of the three participant nomination categories: undeveloped academic competence, undeveloped behavior competence, and proficient academic and behavior competence. Multivariate analysis of variance results indicated that each participant group differed significantly on social skills, and students with proficient academic and behavior competence demonstrated significantly greater levels of self-concept than did those with an undeveloped behavior competence. None of the groups differed significantly on perceived social support. Structural equation modeling analyses revealed that the model predicting academic achievement from self-concept, social skills, and academic competence adequately fit the data. Indicators of social adjustment were discussed as intervention targets for programs intended to improve students' social competence and academic achievement. (Contains 2 tables and 2 figures.) (Author).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10