Co-occurring trajectories of internalizing and externalizing problems from grades 1 to 12: Longitudinal associations with teacher-child relationship quality and academic performance.
This investigation examined patterns of codeveloping internalizing and externalizing problems from early childhood through adolescence (i.e., Grades 1 to 12). Subgroups of children with heterogeneous developmental trajectories (i.e., pure and co-occurring internalizing and externalizing problems) were identified and their long-term associations with teacher-child relationship quality and academic (math and reading) performance were assessed. Findings were based on a sample of 784 children (52.6% girls) who were followed from Grade 1 (Mage = 6.57) to Grade 12 (Mage = 17.57). Children’s internalizing problems, externalizin...
Source: Journal of Educational Psychology - June 11, 2020 Category: Psychiatry & Psychology Source Type: research
Moderators of dimensional comparison effects: A comprehensive replication study putting prior findings on five moderators to the test and going beyond.
We examined the effects of all moderators within a sample of 1,424 students in Germany by conducting latent moderated structural equation modeling within the framework of the internal/external frame of reference model. Only two moderators showed significant influences on the strength of the dimensional comparison effects: The dimensional comparison effects on students’ math and German self-concepts were stronger, the more students believed in the negative interdependence of math and verbal abilities, and the more dissimilar they perceived the subjects math and German to be. These moderating effects also persisted if we i...
Source: Journal of Educational Psychology - June 11, 2020 Category: Psychiatry & Psychology Source Type: research
Trajectories of self-determined motivation during the secondary school: A growth mixture analysis.
Based on an accelerated longitudinal design involving three cohorts of secondary school students followed during 3 consecutive school years, this study had three main objectives. First, we sought to identify different profiles of students following distinct trajectories of self-determined motivation over the secondary school years. Second, we examined whether different sources of relatedness (father, mother, teachers, peers) predict membership to these motivational trajectory profiles. Third, we looked at the consequences of these motivational trajectory profiles in terms of adaptive and maladaptive outcomes. Nine hundred ...
Source: Journal of Educational Psychology - June 11, 2020 Category: Psychiatry & Psychology Source Type: research
Dimensional comparison effects on (gendered) educational choices.
Expectancy-value theory (EVT) proposes that students’ appraisals of success expectancy and task value are the main drivers of their study and career choices. Dimensional comparison theory proposes that these beliefs are themselves affected by students comparing their ability across different domains. However, only a few studies have aimed to integrate these approaches and clarify the role of dimensional comparisons within EVT. Using longitudinal data, we aimed to fill this gap by studying within- and cross-domain effects of achievement (grades and test scores), academic self-concept (as a surrogate for expectancy beliefs...
Source: Journal of Educational Psychology - June 11, 2020 Category: Psychiatry & Psychology Source Type: research
Not all sentences are created equal: Evaluating the relation between children’s understanding of basic and difficult sentences and their reading comprehension.
The sentences in texts are far more complex and diverse than those that children commonly encounter in oral language. This raises interesting questions as to whether the understanding of some sentence types might be more important than others in children’s reading comprehension. Accordingly, we examined the relation between children’s reading comprehension and their understanding of two types of sentences: one we label as basic sentences, which are common in both oral and written language, and the other we label as difficult sentences, which are more restricted to written language. One hundred and four English-speaking...
Source: Journal of Educational Psychology - June 11, 2020 Category: Psychiatry & Psychology Source Type: research
