Page 151 - Maša Vidmar, Vedenjske težave in učna uspešnost. Ljubljana: Pedagoški inštitut, 2017. Digitalna knjižnica, Dissertationes, 30
P. 151
Summary:
Problem Behaviour
and Academic Achievement
Problem Behaviour and Academic Achievement:
The Relations, Predictors and Role in Child Development
Academic achievement is one of the most researched concepts in devel-
opmental and educational psychology as well as in other school-related
sciences. Over the last two decades, an increase in studies dealing with stu-
dent problem behaviour (especially externalizing behaviour) can be ob-
served. Researchers examine both concepts at all educational levels, how-
ever, many researchers (e.g., Alexander and Entwisle 1988) emphasize that
the first two years of schooling are the most important ones in this context,
because they impact student’s later cognitive and emotional development
as well as their achievements in school.
Upon entering school, children are faced with many new demands
with regard to academic achievement, diligence and new rules of behav-
iour: students need to deal with learning challenges, get to know their
teacher and her/his expectations, make oneself valued in the new peer
group and get oriented in the school building. As school year progress-
es, cognitive and social demands increase (Alexander and Entwisle 1988;
Ladd 1990). (Un)successful handling of the above-mentioned development
tasks during this period is connected to (un)successful adjustment in many
domains later on in life (Alexander in Entwisle 1988; Hinshaw 1992; Jim-
erson, Egeland and Teo 1999; Johnson, McGue and Iacono 2006; Kazdin
1987; Masten et al. 1995, 2005; O’Neil, Welsh, Parke, Wang and Strand 1997).
151
Problem Behaviour
and Academic Achievement
Problem Behaviour and Academic Achievement:
The Relations, Predictors and Role in Child Development
Academic achievement is one of the most researched concepts in devel-
opmental and educational psychology as well as in other school-related
sciences. Over the last two decades, an increase in studies dealing with stu-
dent problem behaviour (especially externalizing behaviour) can be ob-
served. Researchers examine both concepts at all educational levels, how-
ever, many researchers (e.g., Alexander and Entwisle 1988) emphasize that
the first two years of schooling are the most important ones in this context,
because they impact student’s later cognitive and emotional development
as well as their achievements in school.
Upon entering school, children are faced with many new demands
with regard to academic achievement, diligence and new rules of behav-
iour: students need to deal with learning challenges, get to know their
teacher and her/his expectations, make oneself valued in the new peer
group and get oriented in the school building. As school year progress-
es, cognitive and social demands increase (Alexander and Entwisle 1988;
Ladd 1990). (Un)successful handling of the above-mentioned development
tasks during this period is connected to (un)successful adjustment in many
domains later on in life (Alexander in Entwisle 1988; Hinshaw 1992; Jim-
erson, Egeland and Teo 1999; Johnson, McGue and Iacono 2006; Kazdin
1987; Masten et al. 1995, 2005; O’Neil, Welsh, Parke, Wang and Strand 1997).
151
