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1.
This study explored the co-developmental trajectories of autonomy, competence and relatedness need satisfactions at school and their relations to mental health and academic functioning in Chinese elementary school students. An accelerated longitudinal design was used with a sample of three cohorts (grade 3, grade 4, and grade 5) (N = 1070, 45.8% female; Mage = 9.44, SD = 0.97) on four occasions at 6-month intervals. Parallel process latent class growth models revealed five heterogeneous patterns (i.e., Congruent-moderate; Congruent-high; Congruent-low; Congruent-decreasing; Low-autonomy, High-competence and relatedness), all of which significantly associated with time-varying mental health and academic functioning indicators. The findings highlight the importance of subgroup differences and possible cultural considerations in understanding the progression of psychological need satisfactions and the need for universal screening and dynamic monitoring of students’ psychological need satisfactions at school and implementing more sophisticated interventions tailored to the unique characteristics of the relevant subgroups to promote optimal mental health and learning.  相似文献   

2.
Minority and majority elementary school students from a Native American reservation (N = 188; K–fifth grade; 5‐ to 10‐year‐olds) completed tests of academic self‐concepts and self‐esteem. School grades, attendance, and classroom behavior were collected. Both minority and majority students exhibited positive self‐esteem. Minority students demonstrated lower academic self‐concepts and lower achievement than majority students. Two age‐related patterns emerged. First, minority students had lower academic achievement than majority students, and this effect was stronger in older (Grades 3–5) than in younger (Grades K–2) students. Second, children's actual achievement was related to their academic self‐concepts for older students but more strongly linked to self‐esteem in younger students. The authors offer a developmental account connecting students’ developing self‐representations to their school achievement.  相似文献   

3.
This study addressed the longitudinal reciprocal relations among parent-child cohesion, self-esteem, and academic achievement in elementary school students. A total of 659 students from Grades 4–5 in China (Mage = 10.09 years, 46.3% female) was investigated on five occasions across 12 months. The results indicated that: (a) For the direct reciprocal relations, mother-child cohesion and academic achievement reciprocally enhanced each other; self-esteem and academic achievement transactionally facilitated each other; father-child cohesion and self-esteem reciprocally enhanced each other; self-esteem facilitated mother-child cohesion, but not vice versa. (b) For the indirect relations, father-child cohesion and students’ academic achievement facilitated each other indirectly via self-esteem; students’ academic achievement influenced mother-child cohesion indirectly via self-esteem, but not vice versa. These results delineated the dynamic system among these study variables, and also revealed that father-child cohesion and mother-child cohesion showed both similarities and differences. Implications for educational practices were discussed.  相似文献   

4.
Teachers’ attitudes toward ethnic minority students might differ by students’ gender and the type of school teachers are working in because of different motivations for teaching and different school practices. Hence, the aim of the current research was to investigate elementary (n = 82) and secondary school (n = 82) teachers’ implicit and explicit attitudes toward male and female ethnic minority students. Teachers worked on either a male or a female Implicit Association Test and filled out a gender-specific questionnaire for measuring explicit attitudes. The results showed that elementary and secondary school teachers had negative implicit attitudes toward ethnic minority students, independent of students’ gender. Whereas secondary school teachers were implicitly more positive toward boys, elementary school teachers were implicitly more positive toward girls. Elementary school teachers were more enthusiastic about teaching ethnic minority boys than girls. The findings provide the first insights into differences in attitudes between elementary and secondary school teachers.  相似文献   

5.
In this study, I used individual growth modeling methods to examine the English word-learning trajectories of adolescent students (N = 278) whose parents speak English at home (n = 210) and those whose parents speak a language other than English (n = 68). Sixth- (n = 130) and seventh-grade (n = 148) students attending an urban middle school took part in the study, with each student contributing up to four occasions of vocabulary-achievement data across three school years. I used the group reading and diagnostic evaluation (GRADE), a 40-item, group-administered assessment to measure vocabulary achievement. Students also provided information about the amount of time they spent reading independently during the summer and during the school year. Principal predictor variables included days between assessments, student home language, student free and reduced lunch status, time spent independent reading, and a dummy variable for the number of summers experienced between testing periods. On average, middle-school students experienced a loss of vocabulary over the summer, however students who spoke a language other than English at home had more pronounced summer setback and steeper learning trajectories, even when controlling for well-known predictors of vocabulary like independent reading and predictors of summer loss like free and reduced lunch status. These findings corroborate research showing low-income students experience summer loss, but suggest that in urban schools serving mostly low-income students, home-language status may be a stronger predictor of summer loss than socio-economic status or reading amount.  相似文献   

6.
In this study we investigated whether elementary mathematics teachers’ knowledge of their students, as reflected in both the accuracy and confidence with which they are able to estimate their students’ task-specific performance on sets of mathematics problems, predicted students’ overall mathematics achievement. Thirty-nine teachers made predictions about the performance of a random sample of target students (n = 150) in their classrooms on sets of “easy” and “difficult” multiplication and division problems. Teachers also provided confidence ratings for those judgments. From these data, indicators of teachers’ judgment accuracy, judgment confidence and calibration accuracy (a measure of metacognitive monitoring) were then related to all of their students’ (n = 834) performance on year-end standardized mathematics achievement tests. Multilevel analyses indicate that teachers’ calibration accuracy, but not their task-specific judgment accuracy, significantly predicted students’ mathematics achievement. Implications for future research on teacher knowledge as well as professional development programs are discussed.  相似文献   

7.
BackgroundThe big-fish-little-pond effect (BFLPE) postulates that class-average achievement has a negative effect on students’ academic self-concept. Research examining the BFLPE with elementary school students is scarce, especially with first graders.AimsThis study examined the BFLPE of class-average achievement on academic self-concept and interest in the math domain with first and third graders.SampleParticipants were Luxembourgish first graders (N = 5057) and third graders (N = 4925).MethodsA multilevel, doubly latent approach was used to assess a BFLPE model containing achievement (as the predictor) and ASC and interest (as outcomes) in the math domain.ResultsThe BFLPE on math self-concept was supported in both grades, whereas the BFLPE on math interest was supported only for third graders. In both grades, larger effect sizes were observed for the BFLPE on math self-concept than on math interest.ConclusionOur results suggest that the social comparisons underlying the BFLPE play an important role in the formation of math self-concept in both grades, but they play a less substantial—and probably later—role in the formation of math interest in elementary school.  相似文献   

8.
The beliefs children hold about their capabilities as readers are known to influence their reading achievement. The aim of this study was to extend previous work by examining trajectories of change in reading self-efficacy among primary school students (N = 1327) and the relations between the trajectories of self-efficacy and their hypothesized sources over 11 months. Using growth mixture modeling, we identified four trajectories of change in reading self-efficacy, involving increasing, stable, and declining trends. These trajectories of change in reading self-efficacy were associated with students’ varying experiences with the four sources of self-efficacy over time. Higher levels of mastery, verbal persuasion, and vicarious experiences and lower levels of physiological arousal were related to positive developmental trajectories of self-efficacy. Students with declining experiences of social sources of self-efficacy (i.e., verbal persuasions and vicarious experiences) had decreasing self-efficacy trajectories. These findings point to the importance of considering the variability in changes in reading self-efficacy and the interplay between changes in self-efficacy and sources of self-efficacy during primary school years, as well as the importance of monitoring these changes over time.  相似文献   

9.
This longitudinal study investigated the role of teacher-student closeness and conflict in adolescents' school engagement trajectories, and how school engagement dimensions predict achievement trajectories. A sample of 5,382 adolescents (Mage.wave1 = 13.06, SD = 0.51; 49.6% boys) were followed from Grade 7 to 9. Yearly measures included student reports on school engagement dimensions, teacher reports on closeness and conflict, and standardized tests for math achievement. Latent growth models revealed that closeness positively and conflict negatively predicted students' school engagement. Furthermore, adolescents' behavioral and emotional engagement, and disaffection in particular, played an important role in predicting achievement within the same schoolyear. Moreover, increases in behavioral disaffection and emotional engagement aligned with reduced and steeper increases in achievement between Grade 7 and 9, respectively. In general, this study underscores the importance of adolescents’ affective teacher-student relationships for their engagement in school, and the role of school engagement in predicting achievement.  相似文献   

10.
Students who are highly anxious about mathematics-related activities generally exhibit lower mathematics achievement and motivation compared to their less anxious counterparts. Despite negative implications of mathematics anxiety (MA) on mathematics learning, there is a paucity of research examining how MA develops over time. Using the Longitudinal Study of American Youth dataset (N = 3116), the present study investigated two main questions regarding the development of MA in secondary school: (1) Is the development of MA characterized by a heterogeneous subset of growth trajectories? (2) How are time-varying personal and environmental factors (e.g., mathematics achievement; perceptions of math teachers) related to specific MA growth trajectories? Student MA was repeatedly assessed in six annual waves spanning across middle and high school. Using growth mixture modeling, we identified four growth trajectories of MA: (1) The non-anxious group that exhibited chronically low MA; (2) The highly anxious group which displayed moderately high MA over time; (3) The resilient group that exhibited high initial MA that steadily decreased over time; and (4) The vulnerable group that reported low initial MA that drastically increased over time. In addition, significant differences in the development of mathematics achievement, personality hardiness, and perceptions of mathematics teachers were found in these four MA groups. Findings highlight heterogeneity in the development of MA, identify middle school as a critical period for MA development, and emphasize the importance of examining developmental changes in cognitive, personality, and environmental factors to help clarify distinct MA trajectories across middle and high school.  相似文献   

11.
The present longitudinal study described developmental patterns of perceived psychological need satisfaction (PNS) from the end of elementary school to the end of high school and their contribution to school adjustment at the end of high school. The first goal thus consisted in estimating whether developmental trajectories of perceived PNS were homogeneous (i.e., all students reported similar developmental patterns) or heterogeneous (i.e., there were several distinct developmental trajectories). The second goal involved comparing trajectory groups on dimensions of school adjustment (social, academic, and emotional–personal). A stratified sample of 609 students (277 boys, 332 girls) was surveyed annually on a 6-year period, from the end of elementary school until the end of high school. Results of group-based trajectory modeling (Nagin, 1999, 2005) revealed that developmental trajectories of PNS were heterogeneous for autonomy, competence, and relatedness. For each need, four distinct developmental patterns were identified. These trajectories varied in shape, composition, and magnitude such that some students reported increasing PNS over time while others reported stable or decreasing PNS. Results from multivariate analyses revealed that students in upper trajectories (e.g., reporting higher levels of PNS, either stable or increasing) generally reported higher levels of academic, social, and personal–emotional adjustment at the end of high school. Results are discussed with respect to their implications for research and interventions.  相似文献   

12.
This study examined the reciprocal relations among basic psychological need satisfaction at school (BPNSS), positivity, and academic achievement in Chinese early adolescents, using a six-wave longitudinal design. A total of 712 students from Grades 7 in China (Mage = 12.92 years, 375 girls) completed measures of BPNSS and positivity in the middle of three consecutive semesters. Students exam scores for Chinese, mathematics, and English courses were obtained from school records at the end of each semester. Structural equation modeling indicated that: (a) BPNSS directly predicted academic achievement and vice versa; (b) positivity directly predicted academic achievement but not vice versa; (c) BPNSS directly predicted positivity and vice versa; (d) BPNSS indirectly predicted academic achievement via positivity; and (e) academic achievement indirectly predicted positivity via BNPSS. The findings are helpful for understanding how BPNSS and positivity temporally interrelate with academic outcomes from a positive youth development perspective.  相似文献   

13.
This longitudinal study examined the overall and heterogeneous developmental trajectories of children's educational expectations and the effects of children’'s previous academic achievements and maternal educational expectations on these trajectories. The educational expectations of 3868 Chinese children (1839 girls; Mage = 9.42 ± 0.52) were investigated six times from the 4th to 6th grades. Children's previous academic achievement and maternal educational expectations were also collected during the first wave. The results showed that Chinese children's educational expectations generally increased in middle childhood and could be categorized into four classes: high stable-increasing, low stable-increasing, low quickly-increasing, and high quickly-decreasing. Furthermore, maternal educational expectations have the greatest influence on the initial level of children's educational expectations, whereas previous academic achievement has the greatest impact on the increasing rate of children's expectations. In addition, both factors contribute to classifying children into a high-stable increasing class in comparison to the other three classes. The findings indicate that Chinese children increase their educational expectations in middle childhood and continually adapt their expectations mainly based on their previous achievements. These findings could advance our understanding of the development of children’s educational expectations in the middle childhood period and provide educational practitioners with prospective factors to increase children’s educational expectations.  相似文献   

14.
This prospective study examined the latent growth trajectories of sensory patterns among a North Carolina birth cohort (N = 1517; 49% boys, 87% White) across infancy (6–19 months), preschool (3–4 years), and school years (6–7 years). Change rates of sensory hyper- and hyporesponsiveness better differentiated children with an autism diagnosis or elevated autistic traits from those with other developmental conditions, including non-autistic children with sensory differences. More sensory hyper- and hyporesponsiveness at infancy followed by steeper increases differentially predicted more autistic traits at school age. Further, children of parents with higher education tended to show stable or improving trajectories. These findings highlight the importance of tracking sensory patterns from infancy for facilitating early identification of associated challenges and tailored support for families.  相似文献   

15.
School transitions are important phases in students’ educational experiences. The current study aimed to explore the trajectories of academic and social motivation across the transition from elementary to middle school. Participants (N = 415) were sampled from six elementary schools; 55% transitioned after sixth grade (transition) and 45% remained at the same school (no-transition). The students reported academic and social goals and perceived teacher goal emphasis at four time points over two successive years. A growth curve analysis revealed that students who transitioned reported a greater decline in mastery goals and an increase in performance-approach goals. Students from no-transition schools reported higher initial levels for all social goals, with a steeper decline in seventh grade. Perceived teacher goal emphasis was associated with social development goals over time. Practitioners should be aware that school transitions may influence academic motivation but may not similarly influence social motivation.  相似文献   

16.
This study examined whether Matthew effects were evident in developmental patterns of reading and mathematics skills from middle childhood to adolescence. We obtained standardized reading and mathematics scores at Grades 3, 5, 7 and 9 for full cohorts of students in two Australian states, NSW (N = 88,958, 48% female) and Victoria (N = 65,984, 49% female). Latent growth curve models were used to identify the best-fitting longitudinal trajectories of reading and mathematics, and to examine whether cumulative (i.e. a Matthew effect), compensatory, or stable interindividual differences characterized development in each domain. For both reading and mathematics, and in both samples, growth decelerated as grade levels increased, with latent basis models fitting the data better than linear models. Negative intercept-slope covariances, and decreasing variances at increasing grades in both domains indicated compensatory growth patterns, rather than cumulative patterns or Matthew effects. These results indicate that students with below average achievement at Grade 3 make greater gains to Grade 9 than their initially higher-achieving peers. Modeling growth trajectories in two longitudinal population datasets allows strong tests of theorized growth patterns for both reading and mathematics, and presents insights about developmental change in academic skills from middle childhood to adolescence.  相似文献   

17.
Inter- and intraindividual differences in Finnish adolescents’ developmental trajectories of school engagement and burnout (exhaustion, inadequacy, and cynicism) and their associations with students’ concurrent progression in mathematics performance and educational aspirations were investigated in an accelerated longitudinal study design spanning ages 13–17 (N = 1131, 50.9% girls). Growth mixture modeling analyses identified four distinct trajectory profiles: Positive academic well-being (high and stable engagement, low and stable burnout), Negative academic well-being (low U-shaped engagement, increased burnout), Disengaged (low U-shaped engagement, but also low and stable burnout), and Declining academic well-being (declining but U-shaped engagement, increasing burnout). Most students experienced a positive change in their trajectories after entering upper secondary education. Furthermore, students in the Positive academic well-being group performed better and progressed faster in mathematics and reported higher educational aspirations. Students in the Declining academic well-being group started out with high performance and aspirations, but they progressed at a slower rate in mathematics and lowered their aspirations over time. The Disengaged students’ performance progressed at the slowest rate of all groups, and they had one of the lowest educational aspirations overall. Lastly, students in the Negative academic well-being group performed the lowest in mathematics, and had one of the lowest aspirations for future educational degrees.  相似文献   

18.
While “flipping” a classroom has gained attention in K-12 and Secondary school programs, there has been relatively no explicit focus on its effectiveness as a teaching method for instructional media design courses in Higher Education. The purpose of this quasi-experimental study was to determine the effectiveness of the flipped classroom approach to teaching instructional media design subjects by comparing students’ academic performance and training satisfaction in traditional lecture-based instruction with those in a flipped classroom. A total of 128 undergraduate students participated voluntarily and were divided into a control (n = 62) and an experimental (n = 66) group, respectively. The study findings indicated substantial differences in both academic performance and training satisfaction between the two groups, with the students in the experimental group performing significantly better. Specifically, the results showed some determining factors associated with training satisfaction that explain why students in flipped classes achieved notably higher mastery in the learning objectives than their control group peers. This study adds to the literature by providing evidence on how a flipped classroom can potentially benefit students’ academic performance, leading to higher training satisfaction and deeper disciplinary understanding in instructional media design courses.  相似文献   

19.
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.  相似文献   

20.
Tracing developmental pathways of immigrant-origin adolescents, this 3-year longitudinal study (2012–2015) examined within-person changes in cultural orientations and their consequences for school adjustment. Multivariate latent growth mixture modeling confirmed multiple pathways of integration, revealing variable acculturative changes along dual trajectories of heritage and mainstream orientations among European-origin (N = 592, Mage = 14.45, 55.1% boys) and Turkish- and Moroccan-origin adolescents (N = 1269, Mage = 14.70, 53.1% boys). Two trajectories for European-origin adolescents differed in heritage orientations (high decreasing and low increasing); for Turkish- and Moroccan-origin adolescents, three trajectories differed in mainstream orientations (high stable, low increasing, and high decreasing). Acculturative change affected aspects of later school adjustment: European-origin adolescents in high heritage orientation trajectories reported more belonging and emotional engagement; Turkish- and Moroccan-origin adolescents in high mainstream orientation trajectories reported more behavioral engagement.  相似文献   

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