Trajectories of Anxiety during Elementary-School Years and the Prediction of High School Noncompletion

Autor/inn/en	Duchesne, Stephane; Vitaro, Frank; Larose, Simon; Tremblay, Richard E.
Titel	Trajectories of Anxiety during Elementary-School Years and the Prediction of High School Noncompletion
Quelle	In: Journal of Youth and Adolescence, 37 (2008) 9, S.1134-1146 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2891
DOI	10.1007/s10964-007-9224-0
Schlagwörter	High School Students; Academic Achievement; Grade 6; Anxiety; Longitudinal Studies; Elementary School Students; Predictor Variables; Gender Differences; Student Behavior; Family Influence; Family Characteristics; Age Differences; Dropout Research; Dropout Characteristics + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schulleistung; School year 06; 6. Schuljahr; Schuljahr 06; Angst; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Prädiktor; Geschlechterkonflikt; Student behaviour; Schülerverhalten; Age; Difference; Age difference; Altersunterschied
Abstract	Previous research has provided mixed results regarding the effect of anxiety on academic achievement. Building on this body of research, the present longitudinal study pursued two goals. The first goal was to describe trajectories of anxiety during elementary-school years. The second goal was to determine the predictive value of these trajectories on high school noncompletion after controlling for personal (i.e., gender, classroom behaviors, and academic achievement) and familial (i.e., sociofamilial adversity) characteristics. A community sample of 1,817 children (887 boys, 930 girls) participated in this study. Results showed that anxiety tended to fluctuate from kindergarten to Grade 6 for different groups of children. Furthermore, the result of a logistic regression analysis indicated that group membership for anxiety predicted high school noncompletion by age 20. As a whole, these findings suggest that considering heterogeneous developmental patterns of anxiety during elementary-school years appears quite useful for predicting an important outcome such as high school noncompletion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10