Reciprocal effects between adolescent externalizing problems and measures of achievement.

Autor/inn/en	Zimmermann, Friederike; Schütte, Kerstin; Taskinen, Paeivi; Köller, Olaf
Titel	Reciprocal effects between adolescent externalizing problems and measures of achievement.
Quelle	In: Journal of educational psychology, 105 (2013) 3, S. 747-761Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0663; 1939-2176
DOI	10.1037/a0032793
Schlagwörter	Selbstwertgefühl; Verhalten; Standardisierter Test; Mathematik; Modell; Schüler; Verhalten; Notengebung; USA; Leistung; Leseverstehen; Selbstwertgefühl; Junior High School; Schüler; Notengebung; Leseverstehen; Gleichung (Math); Mathematik; Leistung; Modell; USA
Abstract	Investigated the interplay of externalizing problem behavior, self-esteem, and academic achievement in adolescents. 1,045 junior high school students were followed from Grade 5 to Grade 9 in a three-wave longitudinal study. Academic achievement was measured by teacher-given grades and standardized tests in reading comprehension and mathematics, self-esteem was assessed with the Rosenberg Self-Esteem Scale (SES), and externalizing problems were assessed based on teacher ratings of students' social behavior using a measure taken from the Lehrerfragebogen über das Verhalten von Kindern und Jugendlichen (TRF), a German version of the Teacher's Report Form of the Child Behavior Checklist. Results of structural equation models were consistent across both domains and show that externalizing problems are reflected in teacher-given grades more than in standardized achievement tests. Furthermore, worse grades were found to have unique detrimental effects on increased future externalizing problem behavior repeatedly over time and across domains. The reciprocal effects between externalizing problems and school grades tend to lead into a downward spiral. Self-esteem negatively affected externalizing problems in earlier grades and served as a partial mediator between school grades and subsequent externalizing problem behavior. It is concluded that bad grades should be viewed as a factor that may contribute to externalizing problems in the classroom. Implications for educational practice and future research are discussed. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2014/2