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1.
This longitudinal study of 105 economically disadvantaged children examined the relation between reading problems and internalizing behavior in 3rd- and 5th-grade assessments (8- to 12-year olds). The variable-centered results showed that reading problems predicted change in internalizing behavior in the context of child and family predictors. The person-centered results showed that children with reading problems in both grades had higher internalizing scores in 5th grade but not in 3rd grade than children with reading problems in 3rd grade or no problems. Child-reported negative emotion experiences varied similarly across grade. The results tie reading problems to emotional distress in school and support conclusions about the direction of effects and the internalization of academic difficulty for disadvantaged children.  相似文献   

2.
The high school transition was examined in an ethnically diverse, urban sample of 1,979 adolescents, followed from 7th to 10th grade ( M age = 14.6, SD  = .37 in 7th grade). Twice annually, data were gathered on adolescents' perceptions of school climate, psychological functioning, and academic behaviors. Piecewise growth modeling results indicate that adolescents were doing well before the transition but experienced transition disruptions in psychological functioning and grades, and many continued to struggle across high school. The immediate experience of the transition appeared to be particularly challenging for African American and Latino students when the numerical representation of their ethnic groups declined significantly from middle to high school. Findings highlight the value of examining the transition in a larger developmental context and the importance of implementing transition support.  相似文献   

3.
Using daily diary data, this study examined cross‐day associations between family conflict and school problems and tested mediating effects of daily negative mood and moderating effects of psychological symptoms. For 2 weeks, parents and adolescents (N = 106; Mage = 15.4) reported daily conflict; adolescents reported daily negative mood and school problems. Results indicated bidirectional, multiday spillover between parent–adolescent conflict and school problems with daily negative mood statistically accounting for spillover both within and across days. Externalizing symptoms strengthened links between father–adolescent conflict and school problems, whereas depressive and anxious symptoms strengthened links between parent–adolescent conflict and daily negative mood. By demonstrating cross‐domain transmission of daily problems, these findings highlight the salience of everyday events as possible intervention targets.  相似文献   

4.
Research has suggested that academic stress may “spillover” into other life domains and have negative psychological or social consequences for children and adolescents outside of school settings, but relatively few investigations have examined mediators and moderators of spillover. The current study explored the mediating role of state affect and the moderating roles of prior academic performance and mood disturbances on spillover in a sample of 131 French adolescents. Participants completed clinical measures of anxiety and depression and participated in a 7-day ambulatory monitoring phase that involved multiple daily assessments of mood, behaviors, and activities. Spillover was observed for family events and subsequent school-related events, as well as between family and leisure events. These associations remained significant when controlling for immediate mood responses, suggesting that state affect does not play a salient mediating role. There was no evidence that spillover was moderated by academic difficulty, anxiety, depression, or gender. Results are discussed in terms of the role that emotional processes may play in spillover phenomena as well as the reciprocal influence that academic and non-academic events may exert each other.  相似文献   

5.
Unsupervised peer contact in the after-school hours was examined as a risk factor in the development of externalizing problems in a longitudinal sample of early adolescents. Parental monitoring, neighborhood safety, and adolescents' preexisting behavioral problems were considered as possible moderators of the risk relation. Interviews with mothers provided information on monitoring, neighborhood safety, and demographics. Early adolescent (ages 12-13 years) after-school time use was assessed via a telephone interview in grade 6 (N = 438); amount of time spent with peers when no adult was present was tabulated. Teacher ratings of externalizing behavior problems were collected in grades 6 and 7. Unsupervised peer contact, lack of neighborhood safety, and low monitoring incrementally predicted grade 7 externalizing problems, after controlling for family background factors and grade 6 problems. The greatest risk was for those unsupervised adolescents living in low-monitoring homes and comparatively unsafe neighborhoods. The significant relation between unsupervised peer contact and problem behavior in grade 7 held only for those adolescents who already were high in problem behavior in grade 6. These findings point to the need to consider individual, family, and neighborhood factors in evaluating risks associated with young adolescents' after-school care experiences.  相似文献   

6.
A sense of obligation to support, assist, and respect the family was examined among approximately 700 urban and rural 10th- (M = 16.6 years) and 12th- (M = 18.9 years) grade students in the People's Republic of China. Urban male adolescents reported a weaker sense of family obligation than did rural male adolescents and both urban and rural female adolescents. Only children did not differ from those with siblings in terms of their attitudes toward family support and respect. A sense of family obligation was generally associated with more positive family relationships and a higher level of academic motivation among Chinese adolescents. Discussion focuses on how the shift to a market economy may influence adolescents' identification with the family in contemporary China.  相似文献   

7.
Despite recent growth in research highlighting the potential of teacher-child relationships to promote children's development during the early years of school, questions remain about the importance of these relationships across elementary school. Using data from the NICHD Study of Early Child Care (N = 1,364), this study examines between- and within-child associations between teacher-child relationship quality and children's academic achievement and behavior problems from kindergarten (ages 4-6 years) through 5th grade (ages 9-11 years). Results suggest that increases in teacher-child relationship quality are associated with improvements in teacher-reported academic skills and reductions in behavior problems consistently throughout elementary school. As children progressed from kindergarten through fifth grade, the importance of teacher-child relationship quality is unchanging.  相似文献   

8.
This longitudinal study examined how nightly variations in adolescents’ study and sleep time are associated with academic problems on the following day. Participants (N = 535, 9th grade Mage = 14.88) completed daily diaries every day for 14 days in 9th, 10th, and 12th grades. Results suggest that regardless of how much a student generally studies each day, if that student sacrifices sleep time to study more than usual, he or she will have more trouble understanding material taught in class and be more likely to struggle on an assignment or test the following day. Because students are increasingly likely to sacrifice sleep time for studying in the latter years of high school, this negative dynamic becomes increasingly prevalent over time.  相似文献   

9.
Cultural differences in the structure of adolescents' daily lives were examined by interviewing representative samples of 578 grade 11 students, aged 16–17 years, in Minneapolis, Taipei (Taiwan), and Sendai (Japan) about the amounts of time they spent in a wide variety of activities. Studying, interacting with peers, and watching television were the most frequent activities in all 3 locations, but the relative importance of each activity differed among the locations. Chinese students spent significantly more time than American students engaged in academic endeavors, such as attending school and after-school classes and studying. Japanese students did not spend significantly more time studying or attending after-school classes than American students, but they did spend more time attending school. American students, in turn, spent more time working and socializing with friends. Differences in adolescents' use of time were related to both cross-cultural and individual differences in mathematics achievement.  相似文献   

10.
This research examined whether various dimensions of parental involvement predicted 10th‐grade students’ motivation (engagement, self‐efficacy towards maths and English, intrinsic motivation towards maths and English) using data from the Educational Longitudinal Study of 2002 (ELS 2002). Results showed that both parents’ educational aspiration for their children and school‐initiated contact with parents on benign school issues had strong positive effects on all five motivational outcomes. On the contrary, parent–school contact concerning students’ school problems was negatively related to all five motivational outcomes investigated in the study. Additionally, parental advising positively predicted students’ academic self‐efficacy in English as well as intrinsic motivation towards English, and family rules for watching television were positively linked to students’ engagement and intrinsic motivation towards both English and maths.  相似文献   

11.
The study examined to what extent the educational and occupational aspirations of adolescents were related to their perceptions of different learning contexts after taking into account associations between the aspirations and earlier measures of individual characteristics and family environments. Data were collected from 516 Australian 16-year-olds (266 females, 250 males) to assess their perceptions of family, teacher, peer, and school support for learning. Five years earlier data had been collected of their social status, ability, family environments, academic achievement, and attitudes to school. Blockwise selection and the calculation of sheaf coefficients were used in path models to examine the influences on aspirations. For educational aspirations, most of the effects of the measures from the initial survey were mediated by an ecological construct that gauged the adolescents' perceptions of parent-teacher support for learning. Occupational aspirations of females were influenced only by ecological variables while for males they were related either directly or indirectly to all the ecological and individual measures in the analysis. The findings indicated the significance for aspiration formation of an ecological construct defined by adolescents' perceptions of the support and encouragement for learning by fathers, mothers, and teachers. Further aspiration research is suggested to explore the possible implications of this ecological Construct.  相似文献   

12.
Flook L 《Child development》2011,82(2):454-461
This study examined daily interpersonal events with parents and friends and daily well-being among 589 ninth-grade students (mean age = 14.9 years) from Mexican, Chinese, and European backgrounds. Associations were examined using a daily diary methodology whereby adolescents reported on positive and negative interpersonal experiences and mood each day for 2 weeks. Analyses using hierarchical linear modeling revealed bidirectional associations between adolescents' daily social interactions and mood. Findings indicated gender differences in adolescents' reactivity to daily interpersonal events as well as in the strength of daily mood as a predictor of interpersonal events. Furthermore, the ratio of positive to negative events experienced daily was consequential for adolescents' daily mood. Findings have practical implications for adolescents' everyday functioning and potential long-term adjustment.  相似文献   

13.
This study was designed to investigate changes in personal attributes of high-school dropout students between 8th grade and 12th grade. Students who participated in 3 waves of data collection in the "National Educational Longitudinal Study: 1988-1994" in the 8th, 10th, and 12th grades, but who dropped out before completing high school, were identified. Scales were developed on rational and empirical grounds that measured the following personal attributes: academic performance, relationships with teachers, relationships with peers, perceptions of school, participation in school activities, motivation for school work, effort expended in school work, self-esteem, and locus of control. Longitudinal comparisons in the personal attributes showed a gradually deteriorating process. Except in academic performance, the students scored at the national average in eighth grade. However, their academic performance, relationship with teachers, perception of school, motivation in school work, and participation in school activities were significantly below the national average in the 10th and 12th grades. The study showed a developmental pattern of the personal attributes of dropout students and identified that the transition to high school is a critical yet neglected time when interventions should be provided.  相似文献   

14.
A longitudinal model of parent academic involvement, behavioral problems, achievement, and aspirations was examined for 463 adolescents, followed from 7th (approximately 12 years old) through 11th (approximately 16 years old) grades. Parent academic involvement in 7th grade was negatively related to 8th-grade behavioral problems and positively related to 11th-grade aspirations. There were variations across parental education levels and ethnicity: Among the higher parental education group, parent academic involvement was related to fewer behavioral problems, which were related to achievement and then aspirations. For the lower parental education group, parent academic involvement was related to aspirations but not to behavior or achievement. Parent academic involvement was positively related to achievement for African Americans but not for European Americans. Parent academic involvement may be interpreted differently and serve different purposes across sociodemographic backgrounds.  相似文献   

15.
This study examined the role that everyday academic successes and failures—and the interactions with family members and peers that follow these events—play in predicting day-to-day changes in children's emotional responses to school. Middle school students (N = 101; mean age = 11.62 years) completed daily assessments of their academic experiences, performance disclosures, perceptions of emotional support, and school-related affect. Data were analyzed using hierarchical linear modeling. Results indicated that students’ daily academic experiences and social interactions varied by both sex and interaction partner, and that students’ daily academic experiences and social interactions were predictive of day-to-day changes in both positive and anxious affect. The implications of these findings for students’ interpersonal relationships and school adjustment are discussed.  相似文献   

16.
The hypothesis that perceived failure experiences at school would increase the likelihood of aversive parent-child interactions after school was supported in a study of 167 fourth, fifth, and sixth graders. Children completed measures of mood, school events, and parent-child interaction 3 times each day for 2 consecutive days. Reports of social and academic failure experiences at school (e.g., peer problems and difficulty with schoolwork) were associated with increases in child self-reports of demanding and aversive behavior toward parents that evening. There was no evidence of the reverse effect, aversive child behavior did not predict an increase in reports of negative events the next day. When children rated more academic failure events at school, they also described their parents as more disapproving and punishing after school. However, this effect was only partially mediated by increases in the child's aversive behavior. It is argued that the findings cannot be explained solely by a response bias caused by the child's general mood or frame of mind that day. First, school-to-home mood spillover effects were controlled in the analyses. Second, reports of problems at school were not associated with other aspects of parent-child interaction (e.g., the parent's positive behavioral and emotional involvement with the child). In addition to its substantive findings, the study illustrates use of an unbiased method for assessing child responses to daily stressors.  相似文献   

17.
The purpose of this study is to explore the relationship between various protective factors with academic outcomes of Latina/o high school students. We use two groups of protective influences, individual and family, and their relationship to 12th grade mathematics achievement, dropout rates, and enrollment in post-secondary education. Latent class analysis was used to identify academic protective profiles, or latent groups/classes, among high school Latina/o students (N?=?1610) and assess group differences with respect to gender, SES, immigrant status, student’s native language, preschool attendance, and 10th grade mathematics. Results indicated the presence of four academic protective groups, which differed with respect to academic discussions with parents, and attitudes about mathematics. The four classes are compared with respect to academic outcomes and differences are discussed as well as implications for practice.  相似文献   

18.
This study examined the symptoms of exhaustion, school stress and anxious school refusal from a comparative developmental perspective in French adolescents enrolled in public and private general, technological and vocational schools. It is particularly important to consider academic stress levels, anxiety and school burnout in middle and high school students as they are linked to many mental health problems, such as depression or suicidal thoughts. In this study, four hundred and ninety-three adolescents completed an online questionnaire consisting of the School Burnout Inventory, the Echelle Toulousaine de Stress Scolaire perçu and the School refusal evaluation was developed. The results show a very high percentage of suffering among teenagers. The young people most affected are high school students and more particularly students in 10th and 12th grade, with nearly three-quarters of them suffering from school burnout and/or high school stress, without any distinction between the sexes or the type of schooling.  相似文献   

19.
This study investigated the contributions of child and parents’ sociodemographics, daily stressors, family environment, and coping strategies, to academic achievement, cognitive functioning and aggression in a sample of 600 children at the intermediate grade levels from Gaza Strip. Each of the predictor variables exhibited a different pattern of relations with the outcome domains. Although the study highlights the negative consequences of stress on children’s development, certain daily stressors had a positive effect. Optimal family relationships predicted better developmental outcomes. More emphasis on personal growth, control and organisation in the family predicted less optimal child development except for personal growth and achievement. More reliance on positive coping and less reliance on negative coping is associated with better academic achievement. The clinical and research implications of the findings are discussed.  相似文献   

20.
This study examined parenting variables as protective factors to reduce the influence of school and peer risk factors on adolescents' aggression. Five waves of data spanning 3?years were collected from 5,581 students at 37 schools who began the 6th grade in 2001 or 2002. Class-level and perceived school norms supporting aggression, delinquent peer associations, parental support for fighting and support for nonviolence, and parental involvement were each associated with physical aggression across all waves. Each parenting variable moderated 1 or more risk factors, with the magnitude of many effects varying by gender and decreasing over time. Implications for the role parents may play in reducing the impact of school and peer risk factors for aggression are discussed.  相似文献   

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