Reciprocal Effects between Adolescent Externalizing Problems and Measures of Achievement

Autor/inn/en	Zimmermann, Friederike; Schütte, Kerstin; Taskinen, Päivi; Köller, Olaf
Titel	Reciprocal Effects between Adolescent Externalizing Problems and Measures of Achievement
Quelle	In: Journal of Educational Psychology, 105 (2013) 3, S.747-761 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0032793
Schlagwörter	Foreign Countries; Academic Achievement; Behavior Problems; Adolescents; Junior High School Students; Self Esteem; Grades (Scholastic); Standardized Tests; Reading Tests; Mathematics Tests; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9; Longitudinal Studies; Structural Equation Models; Student Behavior; Germany; Rosenberg Self Esteem Scale + Suchen Sie Ihr Suchwort? Ausland; Schulleistung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Self-esteem; Selbstaufmerksamkeit; Notenspiegel; Standadised tests; Standardisierter Test; Lesetest; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Student behaviour; Schülerverhalten; Deutschland
Abstract	Student misbehavior is a pervasive problem and may seriously affect academic achievement. Previous research hints at different effects depending on whether achievement tests or achievement judgments are used as academic outcomes. Previous research also indicates that low achievement can conversely contribute to problem behavior and that low self-esteem--maybe as a consequence of low achievement--is a further source of problem behavior during adolescence. The purpose of this 3-wave longitudinal study was to investigate the complex interplay of externalizing problem behavior, self-esteem, and academic achievement as measured by teacher-given grades and standardized tests in reading comprehension and mathematics. Participants were N = 1,045 junior high school students followed from Grade 5 to Grade 9. Results of structural equation models were fairly consistent across both domains. The findings imply 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. The implications for educational practice and future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01