Gender-specific trajectories of academic achievement in Chinese elementary school students: Relations with life satisfaction trajectories and suicidal ideation trajectories |
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| Institution: | 1. Philosophy and Social Science Laboratory of Reading and Development in Children and Adolescents (South China Normal University), Ministry of Education, Guangzhou, 510631, People’s Republic of China;2. School of Psychology, South China Normal University, Guangzhou, 510631, People’s Republic of China;3. Department of Psychology, University of South Carolina, Columbia, SC, 29208, USA;1. Institute of Education, Xiamen University, 422 Siming South Road, Xiamen, 361005, China;2. School of Sociology and Anthropology, Xiamen University, 422 Siming South Road, Xiamen, 361005, China;1. Faculty of Psychology, Tianjin Normal University, China;2. School of Psychology, Central China Normal University, China;3. Department of Psychological and Brain Sciences, University of California, Santa Barbara, USA;1. Department of Specialized Education Services, School of Education, University of North Carolina Greensboro, 1300 Spring Garden Street, Greensboro, NC, 27412, USA;2. Department of Special Education, School of Education, Ondokuz Mayis University, Samsun, Turkey;3. Carsamba District Directorate of National Education, Samsun, Turkey;1. Department of Teaching and Learning, The Ohio State University, Columbus, OH, 43210, USA;2. University of Auckland, Auckland, New Zealand;3. Department of Educational Foundations, Montclair State University, Montclair, NJ, 07043, USA;4. Department of Educational Studies, The Ohio State University, Columbus, OH, 43210, USA |
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| Abstract: | This study explored heterogeneous developmental trajectories of academic achievement and their relations to trajectories of life satisfaction and trajectories of suicidal ideation among Chinese elementary school students. A sample of 547 students (55.0% boys; Mage = 9.00 years, SD = 0.76 at Time 1) completed a packet of measures on five occasions across two years, using 6-month intervals. Three distinct trajectories of academic achievement were identified: “high-stable” (86.28%), “low-increasing” (8.94%), and “low-decreasing” (4.78%). Girls demonstrated higher academic achievement than boys. Students displaying adverse developmental trends in academic achievement were more likely to show adverse trends in life satisfaction. Finally, trajectories of academic achievement and trajectories of suicidal ideation were related for girls, but not boys. Programs promoting academic achievement may require adaptations for the differing genders and start as early as elementary school. |
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| Keywords: | Academic achievement Life satisfaction Suicidal ideation Developmental trajectories Elementary school students |
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