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111.
《Scandinavian journal of psychology》2018,59(4):392-406
The aim of this study was to explore the longitudinal relation between internalizing symptoms and academic achievement, as two processes of children and youth development, among children in Norway, and whether having an immigrant background moderated this association. Data collected from 4,458 students in Norway in four waves over three years were analyzed with multi‐group latent growth curve modeling (LGM ). Results showed that internalizing symptoms level remained unchanged over time both for immigrant and non‐immigrant children, while levels of academic achievement increased only for children of immigrants with both parents born outside of Norway. Further analyses supported a reciprocal relation between internalizing symptoms and academic achievement and revealed that the initial level of academic achievement predicted the rate of change in internalizing symptoms over time, but not vice versa. Moreover, immigrant background did not moderate the associations in the model, however, children of immigrants with both parents born abroad initially had lower levels of academic achievement, but showed an increase in academic achievement, compared to their non‐immigrant peers as well as to peers with one native‐born parent after controlling for gender and their grade at the first observation. The implications for policy and practice were discussed. 相似文献
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Shaljan Areepattamannil 《The Journal of general psychology》2014,141(3):247-262
This study examined the relationships between academic motivation—intrinsic motivation, extrinsic motivation, amotivation—and mathematics achievement among 363 Indian adolescents in India and 355 Indian immigrant adolescents in Canada. Results of hierarchical multiple regression analyses showed that intrinsic motivation, extrinsic motivation, and amotivation were not statistically significantly related to mathematics achievement among Indian adolescents in India. In contrast, both intrinsic motivation and extrinsic motivation were statistically significantly related to mathematics achievement among Indian immigrant adolescents in Canada. While intrinsic motivation was a statistically significant positive predictor of mathematics achievement among Indian immigrant adolescents in Canada, extrinsic motivation was a statistically significant negative predictor of mathematics achievement among Indian immigrant adolescents in Canada. Amotivation was not statistically significantly related to mathematics achievement among Indian immigrant adolescents in Canada. Implications of the findings for pedagogy and practice are discussed. 相似文献
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Lamprini Psychogiou Ginny Russell Matthew Owens 《British journal of psychology (London, England : 1953)》2020,111(1):1-16
The aim of the study was to examine whether parents’ increased postnatal depressive symptoms predicted children's academic attainment over time and whether the parent–child relationship, children's prior academic attainment, and mental health mediated this association. We conducted secondary analyses on the Avon Longitudinal Study of Parents and Children data (12,607 mothers, 9,456 fathers). Each parent completed the Edinburgh-Postnatal Depression Scale at 8 weeks after the child's birth (predictor) and a questionnaire about the mother–child and father–child relationship at 7 years and 1 month (mediator). The children's mental health problems were assessed with the teacher version of the Strengths and Difficulties Questionnaire at 10–11 years (mediator). We used data on the children's academic attainment on UK Key Stage 1 (5–7 years; mediator) and Key Stage 4 (General Certificate of Secondary Education 16 years) (outcome). We adjusted for the parents’ education, and child gender and cognitive ability. The results revealed that parents’ depressive symptoms at 8 weeks predicted lower academic performance in children at 16 years. Mothers’ postnatal depressive symptoms had an indirect effect through children's mental health problems on academic outcomes at 16 years via negative mother–child relationship, and prior academic attainment. There was a significant negative indirect effect of fathers’ postnatal depressive symptoms on academic attainment at 16 years via negative father–child relationship on child mental health. The findings suggest that the family environment (parental mental health and parent–child relationship) and children's mental health should be potential targets for support programmes for children of depressed parents. 相似文献
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采用问卷法对362名大学生进行问卷调查, 探讨核心自我评价、学业倦怠对厌学现象的影响。结果发现:(1)核心自我评价、学业倦怠各维度与厌学现象有不同程度的相关关系;(2)结构方程模型结果显示:a.核心自我评价对厌学情绪、厌学行为存在直接和间接效应;b.厌学情绪-厌学行为存在分离现象;c.核心自我评价对厌学情绪的直接效应和间接效应相当, 对厌学行为的直接效应明显大于间接效应;d.学业倦怠在核心自我评价对厌学情绪和厌学行为的影响中存在中介作用。 相似文献
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本研究采用创造力量表对990名不同学业成就中学生的创造性思维进行研究,结果发现:(1)高学业成就组中学生的创造性思维、发散思维和聚合思维显著高于低学业成就组.(2)高低学业成就组中学生创造性思维、发散思维和聚合思维表现出年级差异性.(3)高低学业成就组中学生的创造性思维都随着年级发展而上升,但是两组的高峰期却出现差异,高学业成就组创造力高峰出现在初二和高二,而低学业成就组出现在高一.(4)发散思维的发展趋势上,高学业成就组呈现出曲折上升的趋势,而低学业成就组整体的发展趋势平稳.(5)高低学业成就组中学生聚合思维的发展趋势相似,都呈现出在初中阶段上升到高中阶段趋于稳定,并且在高中阶段两组的水平接近. 相似文献
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以498名高中生为研究对象,通过问卷调查法探讨高中生的自我妨碍与学习投入的关系,并考察学业浮力的中介作用以及父母支持的调节作用。测量工具包括自我妨碍量表、学习投入量表、学业浮力量表和父母自主支持量表。结果表明:(1)自我妨碍对学习投入有显著负向预测作用;(2)学业浮力在自我妨碍和学习投入的关系中起部分中介作用;(3)自我妨碍和学习投入的关系受到父母支持的调节。与低父母支持相比,在高父母支持的学生中,自我妨碍对学习投入有更强的负向预测作用。 相似文献