Trajectories of Academic Performance across Compulsory Schooling and Thriving in Young Adulthood

Autor/inn/en	Tomasik, Martin J.; Napolitano, Christopher M.; Moser, Urs
Titel	Trajectories of Academic Performance across Compulsory Schooling and Thriving in Young Adulthood
Quelle	In: Child Development, 90 (2019) 6, (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tomasik, Martin J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13150
Schlagwörter	Academic Achievement; Compulsory Education; Young Adults; Individual Development; Success; Foreign Countries; Prediction; Grade 1; Grade 3; Grade 6; Grade 9; Student School Relationship; Switzerland + Suchen Sie Ihr Suchwort? Schulleistung; Schulpflicht; Young adult; Junger Erwachsener; Individuelle Entwicklung; Erfolg; Ausland; Vorhersage; School year 01; 1. Schuljahr; Schuljahr 01; School year 03; 3. Schuljahr; Schuljahr 03; School year 06; 6. Schuljahr; Schuljahr 06; School year 09; 9. Schuljahr; Schuljahr 09; Schüler-Lehrer-Beziehung; Schweiz
Abstract	Thriving is a developmental process that is shaped by previous and current interactions within developmental contexts. We hypothesized that academic performance in the school context will positively predict thriving in young adulthood. Data of N = 2,043 students from Zurich were assessed with standardized tests in Grades 1, 3, 6, and 9. Results showed that a stronger increase in academic performance significantly predicted thriving at age 20, even after statistically controlling for various covariates. Further analyses showed that school bonding might represent a mediating link between the academic performance and thriving. We argue that although schools can be considered the most widespread and intensive "youth development program" of sorts, their role for thriving has been largely neglected in developmental science. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01