Literaturnachweis - Detailanzeige
| Autor/inn/en | Palmu, Iines R.; Närhi, Vesa M.; Savolainen, Hannu K. |
|---|---|
| Titel | Externalizing Behaviour and Academic Performance--The Cross-Lagged Relationship during School Transition |
| Quelle | In: Emotional & Behavioural Difficulties, 23 (2018) 2, S.111-126 (16 Seiten)
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| Zusatzinformation | ORCID (Palmu, Iines R.) ORCID (Närhi, Vesa M.) ORCID (Savolainen, Hannu K.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1363-2752 |
| DOI | 10.1080/13632752.2017.1376968 |
| Schlagwörter | Behavior Problems; Student Behavior; Academic Achievement; Symptoms (Individual Disorders); Attention Deficit Hyperactivity Disorder; Behavior Disorders; Grade 6; Grade 7; Correlation; Effect Size; Family Influence; Family Characteristics; Student Characteristics; Early Adolescents; Instructional Program Divisions; Foreign Countries; Child Behavior; Questionnaires; Screening Tests; Structural Equation Models; Statistical Analysis; Maximum Likelihood Statistics; Finland; Strengths and Difficulties Questionnaire |
| Abstract | The current study examined the over-time association between externalizing behaviour problems and academic performance during school transition in a cross-lagged design. The main focus was to reveal whether the externalizing behaviour composite and its components separately, including symptoms of CD and ADHD, differ in their relationship with academic performance; and if controlling child- or family-related covariates altered the strength or direction of the relationship. Externalizing behaviour composite was associated with a decrease in academic performance over a 1-year time lag. Academic performance at Grade 6 was associated with low CD symptoms at Grade 7. The effect remained significant when child-related covariates were controlled, but not after controlling family-related covariates. ADHD symptoms systematically had a negative effect on grade 7 GPA, even after child- and family-related covariates were controlled. The results indicate that during early adolescence and school transition, CD and ADHD symptoms differ in their association with academic performance. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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